Program: Hawaiian Studies (BA)
Degree: Bachelor's
Date: Sun Dec 06, 2020 - 9:38:32 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Students will understand our genealogical ties to Papahanaumokuakea, our mother earth, and ko Hawai'i pae 'aina as our ancestral homeland.
(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)
2. Students can explain that Kanaka Maoli are one lahui connected by our one ancestor Haloa across na kai 'ewalu.
(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)
3. Students can discuss the history, culture, and politics in academic and non-academic settings.
(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)
4. Students can explain the interconnectedness of all knowledge contemporary and ancestral from a Kanaka Maoli perspective.
(1c. Understand Hawaiian culture and history, 2b. Conduct research, 3b. Respect for people and cultures, in particular Hawaiian culture)
5. Students are capable of Kanaka Maoli applications, protocols, and disciplines.
(1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)
6. Students can discuss, practice, and advance Kanaka Maoli experiences in the context of world indigenous peoples.
(1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/hshk/units/kamakakuokalani/degrees/bachelor-hawaiian-studies/
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/hawaiian/kamakakuokalani.htm Course Syllabi. URL, if available online: Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (12/07/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80%
81-99% 100%5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):
No Yes, on some(1-50%) of the program SLOs Yes, on most(51-99%) of the program SLOs Yes, on all(100%) of the program SLOs6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?
Yes No (skip to question 17)7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)
Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey) Collect/evaluate student work/performance to determine SLO achievement Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring) Investigate other pressing issue related to student learning achievement for the program (explain in question 8) Other: Collected student area of concentration focus and PLOs student reflective writing assignment responses8) Briefly explain the assessment activities that took place since November 2018.
The Hawaiian Studies BA assessment committee continued their program-level learning assessments between November 1, 2018 and October 31, 2020 through the following activities:
Fall 2018: Offered HWST 491 Capstone course and collected per student a student reported area of concentration focus and reflection on PLOs and 3 forms of student text (written, aural/oral/performance, and visual)
Fall 2019: Offered HWST 491 section 001 Capstone course and collected per student a student reported area of concentration focus and reflection on PLOs and 3 forms of student text (written, aural/oral/performance, and visual)
Fall 2019: Offered HWST 491 section 002 Capstone course and collected per student a student reported area of concentration focus and reflection on PLOs and 3 forms of student text (written, aural/oral/performance, and visual)
October - December 2020: Convened Hawaiian Studies Assessment and Evaluation Committee to organize review process and procedure for program level learning assessment reporting due in November 2020
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
Artistic exhibition/performance Assignment/exam/paper completed as part of regular coursework and used for program-level assessment Capstone work product (e.g., written project or non-thesis paper) Exam created by an external organization (e.g., professional association for licensure) Exit exam created by the program IRB approval of research Oral performance (oral defense, oral presentation, conference presentation) Portfolio of student work Publication or grant proposal Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only) Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum) Thesis or dissertation used for program-level assessment in addition to individual student evaluation Alumni survey that contains self-reports of SLO achievement Employer meetings/discussions/survey/interview of student SLO achievement Interviews or focus groups that contain self-reports of SLO achievement Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement. Student surveys that contain self-reports of SLO achievement Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: Other 2: 10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
In each capstone course, each student submitted their area of concentration focus, their reflection on the PLOs and their written, aural/oral/performance, and visual assignments for review. The committee met to compile all submitted work and agreed on a process for random sampling of student work by textualities and areas of concentration. In consideration of the workload and deadlines for this review, the committee modified the review process by decreasing the sample size, but ensuring that each area of concentration was represented and the committee continued to review all submitted reflections and assignments. The following represents the number of students who submitted evidence by program area of concentration and the sample size for this review:
|
CapstoneCourse |
# of Students submitted work by Area of Concentration |
# of Students Collected |
# of students sampled by Area of Concentration |
Total Sample |
||||||||
|
HWST 491 |
HOL |
KA |
KK |
MA |
MO |
HOL |
KA |
KK |
MA |
MO |
||
|
Fall 2018 |
3 |
3 |
1 |
12 |
0 |
19 |
1 |
1 |
0 |
1 |
0 |
3 |
|
Fall 2019 (001) |
0 |
1 |
1 |
6 |
1 |
9 |
0 |
0 |
1 |
1 |
1 |
3 |
|
Fall 2019 (002) |
1 |
3 |
2 |
7 |
0 |
13 |
1 |
1 |
1 |
1 |
0 |
4 |
|
TOTALS |
4 |
7 |
4 |
25 |
1 |
41* |
2 |
2 |
2 |
3 |
1 |
10 |
HOL: Halau o Laka: Native Hawaiian Creative Expression KA: Kukulu Aupuni: Envisioning the Nation KK: Kumu Kahiki: Comparative Hawai‘inuiakea and Indigenous Studies MA: Malama ‘Aina: Hawaiian Perspectives on Resource Management MO: Mo‘olelo ‘Oiwi: Native History and Literature
* Does not reflect the total enrolled students in course (e.g. DWF, etc..)
|
Area of Concentration (AOC) |
Total # of students submitted during this period by AOC |
Total # of students sampled by AOC |
% |
|
HOL |
4 |
2 |
50% |
|
KA |
7 |
2 |
29% |
|
KK |
4 |
2 |
50% |
|
MA |
25 |
3 |
12% |
|
MO |
1 |
1 |
100% |
HOL: Halau o Laka: Native Hawaiian Creative Expression KA: Kukulu Aupuni: Envisioning the Nation KK: Kumu Kahiki: Comparative Hawai‘inuiakea and Indigenous Studies MA: Malama ‘Aina: Hawaiian Perspectives on Resource Management MO: Mo‘olelo ‘Oiwi: Native History and Literature
11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: Librarian12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: Reviewed area of concentration and student reflection on PLOs13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.
Hawaiian Studies (BA) Assessment November 1, 2018 - October 31, 2020 Results
Program SLO #1 results: 100% of students mastered this SLO or generally attained this SLO.
Program SLO #2 results: 100% of students mastered this SLO or generally attained this SLO.
Program SLO #3 results: 90% of students mastered this SLO or generally attained this SLO; 10% of students were scored as weak or incomplete in meeting this SLO.
Program SLO #4 results: 100% of students mastered this SLO or generally attained this SLO.
Program SLO #5 results: 100% of students mastered this SLO or generally attained this SLO.
Program SLO #6 results: 70% of students mastered this SLO or generally attained this SLO; 30% of students were scored at not applicable to this SLO.
14) What best describes how the program used the results? (Check all that apply.)
Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.) Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements) Personnel or resource allocation changes Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form) Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops) Celebration of student success! Results indicated no action needed because students met expectations Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue) Other: 15) Please briefly describe how the program used its findings/results.
Reported findings in December faculty meeting and provided through email reporting links to the full report and recommendation.
Discussed the following recommendations with faculty and within faculty assessment committee:
- Fall 2020 implemented for HWST 491 Capstone course a Google Form for each student to submit work safely and securely for the assessment committee to store for the next round of assessment reviews and reporting.
- Continue the encouragement of the inclusion of an assignment that specifically addresses PLO #6 in the Capstone course HWST 491
- Continue to encourage faculty to review how they are addressing PLO #6 throughout their course offerings (specifically within each area of concentration) and work to encourage inclusion of course discussions and/or student assignments that support a connection to PLO #6.
- Continue to encourage faculty discussions recognizing the value of varied types of knowledges and textualities throughout our program course offerings and promoting professional development opportunities for course enhancements that value the ways our students demonstrate and articulate their learning through these ways of knowing and textualities.
- Encourage faculty to include various textualities in their course assignments as it provides students foundational growth in the PLOs and enhances their abilities to articulate the PLOs throughout their undergraduate program experience culminating in their capstone course assignments.
16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
Assessment committee insights included the following recommendations for future consideration:
- Evaluate the pilot assessment plan (decreased sample size) to determine if the collection was representative of our collected artifacts and if it provides a manageable workload for the committee.
- Explore the possibility of assessment committee members to attend and score (using rubric) the HWST 491 capstone course students final semester presentations.
- Consider how we do curriculum mapping to see if we can assess by course specific PLOs and textualities that are introduced, reinforced, and mastered through their assignments to understand the pathway our students are provided.
- The need to provide continued awareness/reflection on assessment committee findings and recommendations into faculty meetings planned around faculty course teaching assignments, course scheduling, evolution of area of concentration courses with curriculum mapping revisions, and initiatives for online undergraduate courses/program post pandemic.
- Discuss and consider publication and conference presentations of our assessment committee work around our program’s unique discipline-specific learning outcomes partnered with a unique assessment plan that embraces a holistic review of our students’ work through their knowledges and texualities (written, aural/oral/performance, and visual assignment).
17) If the program did not engage in assessment activities, please justify.
Not applicable.