Unit: Kamakakuokalani Center for Hawaiian Studies
Program: Hawaiian Studies (BA)
Degree: Bachelor's
Date: Fri Dec 09, 2011 - 4:04:41 pm

1) Below are your program student learning outcomes (SLOs). Please update as needed.

At the completion of student tenure in the KCHS undergraduate program, students should be able to:

  1. Organize, analyze and compose at least one major project in an area of concentration that integrates a Kanaka Maoli worldview that highlights, celebrates and critically examines indigenous identity.
  2. Recognize and express historical and contemporary Kanaka Maoli issues of languages (as methods of expression including oral, aural, visual, technological, non-verbal), law, sea, ocean, mo‘olelo, mo‘okū‘auhau, politics, origins, migration and religion.
  3. Recognize the commonality and differences between Kanaka Maoli and other indigenous peoples' world views and experiences.
  4. Know the origins and ancestral interpretations for the meaning of the past and how they are applied to life.
  5. Discuss who you are, where you come from and your inherent kuleana including proper conduct in an academic environment.

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL:
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: N/A
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.

Curriculum Map File(s) from 2011:

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.


5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

To what degree is our undergraduate program fulfilling our undergraduate student learning objectives. 

6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.

Senior capstone projects

7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

8) 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)

9) 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)

10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.



24 -21


20 - 17


16 - 13


 12 >

Outcome Assessed


1.  Kanaka Maoli concentration


2.  Recognize and express historical and contemporary Kanaka Maoli issues


3.  Commonality and differences among indigenous peoples and Kanaka Maoli


4.  Origins and ancestral relationships


5.  Mo‛okū‛auhau


11) State how the program used the results or plans to use the results. Please be specific.

The program will use the result to complete the following:

1. Revise SLO #3 on rubric.

2.  Assessment results reinforced the need to develop a new course focusing on Senior capstone or senior seminar course that integrates the undergraduate SLO.

3.  Continue to use the “data discussion guideline” to help the committee to develop  recommendations and findings.

4.  Provide seniors the SLO so that they have a guide on how to select their projects for assessment purposes.

12) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.

·         Student Learning

o   For a small pool of projects, the work showed better level of clarity, writing and a good diversity of topics and forms of expression, especially in terms of area of concentration. 

o   Works resonated well with the spirit of Kamakakūokalani

o   While there is improvement with writing overall, student still seem to struggle with their consistency of writing and reporting sources, the treatment of language orthography (e.g. italicizing Hawaiian words), understanding differences between plagiarism and citing references, and learning difference between facts, informed opinions and speculation. 

·         Instrument Utility

o   The rubric gives us the information we need and reinforces what we teach and what we intended to teach.

o   Item #3 on rubric or an additional option may need to be developed on the rubric.

·         Program, courses and practice

o   We are critical about mastery.

o   We want students to have an authentic experience.

o   We want community to recognize the work of our students. 

13) Other important information.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.