Program: Hawaiian Studies (BA)
Date: Wed Nov 14, 2012 - 10:32:03 am
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
At the completion of student tenure in the KCHS undergraduate program, students should be able to:
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.
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.
Recognize the commonality and differences between Kanaka Maoli and other indigenous peoples' world views and experiences.
Know the origins and ancestral interpretations for the meaning of the past and how they are applied to life.
- 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.
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) Select one option:
- File (03/16/2020)
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.
5) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
No (skip to question 14)
6) For the period June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
The assessment committee wanted to find out the degree to which our undergraduate students can recognize and express historical, contemporary Kanaka Maoli issues of languages, law, sea, ocean, moolelo, mookuauhau, politics origins, migrations and religion.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
The assessment committee reviewed student presentations from the Hawaiian Studies 301 Summer field course.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
20 - 17
16 - 13
#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.
12) State how the program used the results or plans to use the results. Please be specific.
· Field courses such as this need to be offered with greater frequency at the Center and across our program strands.
· The need for professionalism should be made clear to our students. Faculty can offer students opportunities to either present drafts of writings or do practice presentations. If students are struggling with technical skills e.g. writing, oral communication etc. they need to be directed on where to get help.
13) 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
- Based on our review of the student presentations, it is clear that our students respond very well to experiential and applied learning methods.
- Student desire authentic and meaningful work in community. Further, students respond well to the integration of cultural practices in our courses.
- The course was structured to allow students the opportunity to express their learning through an independent means i.e., students chose topics to present, the method of analysis and the format by which they could present their own learning or takeaways from the course.
· Instrument Utility
- It seems that the student presentations and our undergraduate program rubric provided the information that was necessary to conduct the program assessment.
· Program, courses and practice
- The Hawaiian studies 301 course offers faculty the opportunity to experiment or test new course designs such as this summer field course.
- We recognize that our students represent a range of ages and life experiences. We do not simply cater to the “traditional” student but rather have a mix of “traditional and non-traditional” students in our undergraduate program. Thus , we must ask ourselves whether or not we are responding to the variety of learning styles that our students may desire or need given their diverse make-up.