Unit: Kawaihuelani Center for Hawaiian Language
Program: Hawaiian (BA)
Degree: Bachelor's
Date: Fri Oct 11, 2013 - 10:19:11 am

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

Kawaihuelani has two sets of program curriculum.

1) Upon completion of two years of Hawaiian language (HAW 101-202), our students should be able to . . .

Speaking:
  • Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions on generally predictable topics related to daily activities and personal environment at an intermediate level of fluency and accuracy
  • Present information, concepts, and ideas to an audience of listeners at an intermediate level of fluency and accuracy
Listening:
  • Understand and interpret spoken Hawaiian at an intermediate level on familiar topics and everyday experiences strongly supported by situational context
Reading:
  • Comprehend and interpret a variety of simple texts written in Hawaiian of several paragraphs in length on familiar topics dealing with basic personal and social needs about which the reader has personal interest and/or knowledge
Writing:
  • Present information, concepts, and ideas to an audience of readers in a variety of simple written forms about familiar topics grounded in personal experience/interests and practical/social need using intermediate vocabulary, expressions, and structures to meet various practical writing needs

Cultures, Comparisons, Connections, Communities:

  • Gain understanding of and respect for the Hawaiian culture and its people through the study of unique practices, perspectives, issues, and products of the culture that are expressed through and embedded in the Hawaiian language
  • Develop insight into the nature of language and culture by comparing Hawaiian language and culture to other languages and cultures
  • Apply knowledge of Hawaiian language and culture appropriately in authentic settings within and beyond the classroom in order to connect to other disciplines, contexts, and domains, access information, and interact with others in the Hawaiian language community

2) Upon completion of a B.A. in Hawaiian Language, our students should be able to . . .

Speaking
  • Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions on more abstract topics at an advanced level of fluency and accuracy
  • Present information, concepts, and ideas to an audience of listeners at an advanced level of fluency and accuracy

Listening
  • Understand and interpret spoken Hawaiian at an advanced level on a variety of topics beyond the immediacy of the situation

Reading
  • Comprehend and interpret a wide variety of texts written in Hawaiian that are more conceptually abstract and linguistically complex, and/or texts that focus on unfamiliar topics and situations (e.g. primary source materials like literature, poetry, newspaper articles written by native speakers of Hawaiian)

Writing
  • Present information, concepts, and ideas to an audience of readers in a variety of more lengthy written forms about a number of possible topics using advanced vocabulary, expressions, and structures

Cultures, Comparisons, Connections, & Communities
  • Deepen understanding of and respect for the Hawaiian culture and its people through the study of unique practices, perspectives, issues, and products of the culture that are expressed through and embedded in the Hawaiian language
  • Continue to develop insight into the nature of language and culture by comparing Hawaiian language and culture to other languages and cultures
  • Expand and broaden appropriate application of Hawaiian language and culture in authentic settings within and beyond the classroom in order to connect to other disciplines, contexts, and domains, access information, and interact with others in the Hawaiian language community

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

Department Website URL: website to launch this semester
Student Handbook. URL, if available online: available on Native Hawaiian Student Services website (http://manoa.hawaii.edu/nhss/wp-content/uploads/2013/04/Welina-Kawaihuelani_StdHndbk_Fall-2012.pdf)
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA
Other: website for Native Hawaiian Student Services http://manoa.hawaii.edu/nhss/academicadvising/kawaihuelani-majors/undergraduate-program-requirements/
Other:

3) Select one option:

Curriculum Map File(s) from 2013:

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) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (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.)

Yes
No (skip to question 14)

6) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

The main assessment activities that we undertook in the last year were going through the UH Program Review process and the pursuit of full, ten-year accreditation for Hawaiʻinuiākea from the World Indigenous Nations Higher Education Consortium (WINHEC). The self-study report developed for both of these processes as well as the Final Report of our WINHEC accreditation site visit team are available upon request. 

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.

These two processes involved:

  • years of data collection and analysis in the form of student work, student reported data from surveys and focus groups, faculty productivity numbers in terms of teaching, research and service, acceptance and graduation rates, enrollment numbers, funding numbers, etc.;
  • documenting and interpreting our findings in our Self-Study Report used for both UHM Program Review and WINHEC accreditation;
  • hosting a site visit team made up of respected indigenous scholars, educators, researchers, and community leaders who were tasked to meet with our faculty and students to ʻike maka  or see and experience first-hand for themselves the work we are doing towards our mission of Hawaiian culture and language revitalization through quality Hawaiian education.

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

All faculty and staff of Kawaihuelani contributed evidence that we used to review and interpret for these two large assessment activities. Student work from our courses as well as final theses/Plan B papers and defenses/public presentations from our graduates were included. Acceptance and graduate rates, enrollment numbers, and other kinds of related data were collected by our school’s assessment team and provided in some cases by UH Graduate Division and ORS.

9) 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: WINHEC accreditation site visit team

10) 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:

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

I am happy to report that Hawaiʻinuiākea received full, ten-year accreditation from WINHEC, the first indigenous college/school within a research one university to receive this level of accreditation. Our UHM Program Review was also successful, but we are still awaiting specific commendations and recommendations from the campus.

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

Here are some of the recommendations from the WINHEC site visit team related to student services that we plan to address in the years to come:

  • Scholarship funding opportunities for undergraduates and graduate students is a priority for HSHK to continue to develop, especially for financially stressed poorer students.
  • More space is needed at both student services sites. Overcrowding will hinder the staff’s ability to serve the Hawaiian students properly.
  • Encourage other Schools/Colleges across campus to contribute to HSHK’s efforts in serving all Hawaiian students regardless of which college they are enrolled in during the academic year. Currently all other colleges are benefiting from HSHK’s efforts at no cost to their budget, yet HSHK staff and resources are being overstressed.
  • The UHM should look at increasing the HSHK Native Hawaiian Student Services budget and staff with institutional funds (hard) and wean itself from relaying on grant funds (soft) to carry out its obligations to its Native Hawaiian students. When the grant funds run their course UHM could be faced with a major drop off of Native Hawaiian students if the efforts of HSHK student services suffers a staff and programmatic cut back. 

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.

Here are some of the other interesting commendations and recommendations from the WINHEC site visit team that we plan to work with UHM to address in the semesters and years to come: 

Faculty Recommendations

  • Additional faculty lines within HSHK will be needed as HSHK’s responsibilities grow in relation to the Hawaiian and non-Hawaiian community (as has been demonstrated by the continued growth over the last five years), The Kanaka Maoli student body continues to grow every year in HSHK and in colleges across the campus. HSHK ‘s faculty has shoulder an impressive load of responsibilities that continues to grow every year.
  • Insure that junior faculty are protected from unusual burdens of service and teaching loads so that they might focus on their research responsibilities and insure them every opportunity to gain tenure within HSHK.

Facilities & Resources Recommendations

  • That UHM recognize Ke Papa Lo'i ʻO Kānewai as a foundation to UHM
  • That all new UHM staff are inducted through the Welina Mānoa program and a visit to Ke Papa Lo'i ʻO Kānewai.
  • That UHM pursue a plan to draw on the existing architectural design to build a state-of-the art facility that unites all Hawaiʻinuiākea faculty under one structure leading to greater cohesion.

Community Participation Commendation

  • Hawaiʻinuiākea School of Hawaiian Knowledge is to be commended for the strength and depth of its engagement with all aspects of the communities it services, socially, culturally, economically, political and in the generation of new knowledge. It is a prototype of community engagement that can serve as a model for indigenous peoples and tertiary institutions around the world. 

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.

MŪKĪKĪ WAI NĀ MAMO O MĀNOA

Because of funding and faculty limitations last Spring 2013, we were unable to run Mūkīkī Wai Nā Mamo o Mānoa, our Hawaiian language competition/showcase for our undergraduate and graduate students. We hope to hold Mūkīkī Wai in Spring 2014 again and use rubrics to assess our undergraduate students like we did in the past.