Program: Hawaiian Studies (MA)
Degree: Master's
Date: Tue Oct 15, 2013 - 2:35:39 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
A Hawaiian Studies Master’s graduate will be able to:
- Demonstrate knowledge of Indigenous research methodologies and develop a Native Hawaiian epistemology from sources in comparative Indigenous thought.
- Demonstrate understanding of Hawaiian archival research and familiarity with the rich historical primary sources existent in various archives.
- Demonstrate critical analysis of Hawaiian literature and an understanding of the significance of secondary sources in Hawaiian topics.
- Demonstrate critical thoughts and synthesis through the development of a research proposal and the completion of their thesis or practicum project (Plan A or Plan B).
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/hshk/degrees-programs/graduate-degrees/ Student Handbook. URL, if available online: http://manoa.hawaii.edu/nhss/academicadvising/graduate-students/masters-hawaiian-studies/ Information Sheet, Flyer, or Brochure URL, if available online: http://manoa.hawaii.edu/nhss/wp-content/uploads/2013/03/KCHS-MA-Brochure-Rev.pdf
UHM Catalog. Page Number: Course Syllabi. URL, if available online: NA Other: Student Entry Survey Other: 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.
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.
During this period June 1, 2012 to September 30, 2013, the HWST MA program compiled assessment information to complete a HWST MA Program UHM Self-Study Report: Graduate Program Provisional to Permanent. This motivated our assessment activities to include a broad program question and a refined student learning objectives question.
1. Are program outcomes compatible with the program objectives?
HWST MA Program Objectives
- Offer an interdisciplinary curriculum addressing colonization, self-determination and governance for Hawai‘i and all Pacific island nations as seen from a Native perspective. Examine sustainability, economic development, and land and resource management in Hawai‘i. Explore visual culture, both contemporary and traditional. Analyze Indigenous education, methodologies, and epistemologies.
- Increase Hawaiian participation in scholarship, publications, and the activities of the academy and broader community. Facilitate connections with national, international, and Indigenous scholars worldwide.
- Promote a model of education advocating all aspects of Hawaiian traditional and customary practices, language, and perspectives in order to provide a Hawaiian sense of place for students, faculty, and all members of the broader community.
- Promote experiences for leadership development to enlarge the numbers of future leaders in the field of Hawaiian Students to assume positions within the public and private sector, government, higher education, and increase contributions in the broader community.
2. Is the HWST MA Program meeting its learning objectives for students? (This assessment targeted all SLOs)
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.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
For question #1, Are program outcomes compatible with the program objectives?, the evidence gathered included:
- MIRO, Quantitative Indicators for Program Review, March 2012
- UH IRO, ODS, IRO_BASE & IRO_DEGREES (compiled by HSHK)
- Graduate Division Enrollment for Fall Reports
- UH IRO, ODS, IRO_Admission (compiled by HSHK)
- Graduate Division Application Status Reports for Fall 2005-2012
- UH IRO, ODS, IRO_BASE (compiled by HSHK)
- HWST M.A. Tracking (compiled by HSHK)
- Record of Hawaiian Studies Graduate (compiled by HWST)
- Record of Hawaiian Studies Alumni (compiled by HWST)
For this question, the whole population was assessed, no sampling was required.
For question #2, Is the HWST MA Program meeting its learning objectives for students?, the evidence gathered included:
- MIRO, Quantitative Indicators for Program Review, March 2012
- UH IRO, ODS, IRO_BASE & IRO_DEGREES (compiled by HSHK)
- Record of Hawaiian Studies Graduate (compiled by HWST)
- Graduate student entry and exit surveys
- Graduate student exit interviews
For this question, the whole population was assessed, but only a sample from those completed student surveys and interviews were used in data reporting.
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: 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: Data compilation and reporting11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
1. Are program outcomes compatible with the program objectives?
MA Student Outcomes
Between 2005 and 2012,134 students submitted applications to the Hawaiian Studies M.A. program. Of that, 107 applications were complete. A total of 84 students were accepted into the program at an average acceptance rate of 79%. The program recorded an average enrollment rate of 83% with a total of 70 students actually enrolling.
As of spring 2012, the M.A. program currently has 35 majors, a steady increase from the initial intake of 14. Table 1, Hawaiian Studies M.A. Majors, 2005-2012 below shows that as of AY 2011-2012 our graduation rates have increased and at the end of six years, we have a total of 22 graduates and project that in AY 2012 - 2013, 10 students will be at the thesis writing stage. Table 2, Hawaiian Studies M.A. Student Attrition 2005-2012, indicates that early in our program there appeared to be a significant rate of attrition among our students. Recently, this has not been the case. Early evidence indicated that this was due to students leaving the program to seek full-time employment, various family issues needing attention, moving off island or out of the state, or transferring to another UH Mānoa graduate program (e.g., Law School, College of Education, Hawaiian Language). (Note: initial assessment of students, who transferred to other programs, appears to show successful matriculation to graduation.)
|
Table 1: Hawaiian Studies M.A. Majors and Graduates AY 2005-2012
Source: MIRO, Quantitative Indicators for Program Review, March 2012 & UH IRO, ODS, IRO_BASE & IRO_DEGREES (compiled by HSHK) and Graduate Division Enrollment for Fall Reports. *Up-to date data graduate data not reflected in the MIRO data received. |
Table 2: Hawaiian Studies M.A. Student Attrition 2005-2012
Source: UH IRO, ODS, IRO_Admission, and Graduate Division Application Status Reports for Fall 2005-2012 |
Time to degree data shows the current average to be 4.0 years (See Table 3, Hawaiian Studies Time to Degree Rates 2007-2012). These numbers do not surprise us. Reflection on this data shows low numbers of graduates from the Fall 2005-2008 admission groups with seven students remaining to be graduated from these early intake groups (See Table 4, Hawaiian Studies M.A. Graduation by Admission 2005-2012). Additionally, we have found that a majority of our students hold full time employment, support their families, and struggle to finance their education, which tend to lengthen their time to degree. Hence, it is important to recognize that a majority of our majors attend part-time.
|
Table 3: Hawaiian Studies Time to Degree Rates 2007-2012
Source: UH IRO, ODS, IRO_BASE and IRO_DEGREES, HWST M.A. Tracking (compiled by HSHK) |
Table 4: Hawaiian Studies M.A. Graduation by Admission 2005-2012
Source: UH IRO, ODS, IRO_Admission, and Graduate Division Application Status Reports for Fall 2005-2011 |
We are encouraged that over the last 3 academic years we have seen no attrition from among our more recent admissions and are experiencing larger numbers of graduates at less time to degree rate. These shifts reflect a better-organized program and better staff and faculty support. As graduate faculty has increased, students are better able to receive the mentorship necessary to progress in their thesis/practicum projects as will be explained in our Program Assessment section. The graduate program has implemented significant revisions to requirements, advising, and scope and sequence over the last three academic years that have impacted students.
Our alumni are examples of how we meet this challenge of preparing the next generation of leaders for Hawai’i as each continues their research and work in community with extraordinary results and successes. Table 5 provides a listing of our recent alumnus, their time to degree and our last record of where they are now.
Table 5: Record of Hawaiian Studies Graduates: Where they are now?
|
Year |
Graduate Name |
Time to Degree |
Current Placement |
|
2007 |
A |
2 |
Native Hawaiian Program Specialist, NOAA |
|
2007 |
B |
2.5 |
Instructor, Hawaiian Studies, UH Manoa; Instructor, Hawaiian Studies, Windward Community College |
|
2009 |
C |
4 |
Instructor, Hawaiian Studies, UH Manoa; Co-Owner, North Shore Ecotours |
|
2009 |
D |
3.2 |
Unknown |
|
2009 |
E |
4.5 |
Firefighter, Lahaina Firestation |
|
2010 |
F |
4.2 |
Knowledge Based Strategies Specialist, Office of Hawaiian Affairs; Lecturer, Hawaiian Studies, Windward Community College |
|
2010 |
G |
4.5 |
Instructor, Business, UH Manoa |
|
2010 |
H |
2 |
PhD, Political Science, UH Manoa |
|
2011 |
I |
4.2 |
Evaluation & Research Coordinator, Native Hawaiian Student Services, UH Manoa |
|
2011 |
J. |
3 |
Program Coordinator, University of Hawaii Hilo |
|
2011 |
K |
3.2 |
PhD, History, UH Manoa; Instructor, Hawaiian Studies, Leeward Community College |
|
2011 |
L |
6 |
MLIS, Library Information Science; Kakoo Coordinator, Hulili, UH Manoa |
|
2011 |
M |
3 |
Contractor, Papahaunaumokuakea Marine National Monument, NOAA; Talent, Ka Leo 'Ōiwi, 'Ōiwi TV |
|
2011 |
N |
2.5 |
Unclassified Graduate Student, UHM (Applying to History) |
|
2011 |
O |
4.5 |
Assistant to the Director, Hawaiian Serving Partnerships, Chaminade University |
|
2011 |
P |
5.5 |
Lecturer, Hawaiian Studies, UH Manoa |
|
2011 |
Q |
6.5 |
Lecturer, Hawaiian Studies, UH Manoa |
|
2012 |
R |
3 |
Lecturer, Hawaiian Studies, UH Manoa |
|
2012 |
S |
4 |
Native Hawaiian Academic Advisor, UH West Oahu |
|
2012 |
T |
3.2 |
PhD, Political Science, UH Manoa |
|
2012 |
U |
5.7 |
PhD, History, UH Manoa |
|
2012 |
V |
2.5 |
Lecturer, Hawaiian Studies, UH Manoa |
2. Is the HWST MA Program meeting its learning objectives for students?
At the core of the Hawaiian Studies M.A. program of assessment is the acknowledgement that we are a multi-disciplinary program with varied areas of concentration that attracts faculty to our program from different disciplines and Hawaiian cultural knowledge practices. Currently, the graduate program assessment is based on student performance data combined with faculty reflection, observations and experiences with students and their respective teaching and research assignments. Graduate faculty continually assess and recommend program changes drawing on their curriculum development knowledge, teaching expertise (both in-class and outdoors), research experiences, and Indigenous and higher education trends in their respective discipline areas (e.g., history, political science, geography, arts and humanities, educational technology). Any changes to the content or the overall program structure are based on a consensus form of decision making that draws from pragmatic as well as cultural and principled sources (e.g., questioning what is pono for our lāhui).
Student Assessment
In a recent M.A. graduate student exit survey (see Table 1), 5 recently graduated M.A. students responded. The survey asked each respondent to rate their confidence with the M.A. program student learning objectives on a 5 point Likert scale from strongly disagree to strongly agree. The results fell in the “agree” to “strongly agree” range with an average rating across student learning outcomes at 4.44. While this presents overall positive ratings it also suggests future inclusion of more assessment to focus on SLOs in archival research and thesis writing.
Table 1: Student Self-Reported Data on their Fulfillment of SLOs, Hawaiian Studies M.A., 2011-2012
|
As a result of completing my M.A. in Hawaiian Studies, I am able to: |
|||
|
Student Learning Objectives |
Agree |
Strongly Agree |
Rating Average |
|
Demonstrate knowledge of Indigenous research methodologies and develop a native Hawaiian epistemology from sources in comparative Indigenous thought. |
40.0% |
60.0% |
4.60 |
|
Demonstrate understanding of Hawaiian archival research and familiarity with the rich historical primary sources existent in various archives. |
80.0% |
20.0% |
4.20 |
|
Demonstrate critical analysis of Hawaiian literature and an understanding of the significance of secondary sources in Hawaiian topics. |
40.0% |
60.0% |
4.60 |
|
Demonstrate synthesis of writing a Hawaiian thesis and ability to fashion research proposal. |
80.0% |
20.0% |
4.20 |
|
Contribute to the new body of Hawaiian research and knowledge with high scholarly ability by thesis/project (Plan A or Plan B). |
40.0% |
60.0% |
4.60 |
*N = 5 (5 responses out of 19 graduate served). Source: Hawai‘inuiākea Graduate Exit Survey, administered 2011-2012.
Student Interviews & Student Learning Outcomes- Rubric for Plan A/B SY 2013-2014
In 2011, M.A. faculty conversatons supported the ongoing development and implementation of a M.A. SLO rubrics to assess student performance. Ultimately, this resulted in a more crisp scope and sequence of core foundational courses, refined program areas of concentration, and more clearly connected program SLOs to the course work. During this reporting period, the MA faculty crafted a draft MA Student Learning Outcomes Rubric (see below) to be piloted in Fall 2013 by HWST MA faculty who chair a MA committee upon their student's completion of all degree requirements.
Hawaiian Studies M.A.Student Learning Outcomes Rubric (DRAFT as of 2/2012)
Student’s Name: ________________________ □Plan A or □ Plan B Date: ______________
|
Component/Student Learning Outcome |
Excellent |
Competent/Proficient |
Needs Work/Novice |
|
SLO 1. Demonstrate knowledge of Indigenous research methodologies and develop a Native Hawaiian epistemology from sources in comparative Indigenous thought. |
□Name and explain how the selected methodology fits your research. □Cite specific support research or examples to support your method selected. |
□Name and explain how this methodology is a good match for your research topic/question. |
□Name the methodology. |
|
SLO 2. Demonstrate understanding of Hawaiian archival research and familiarity with the rich historical primary sources existent in various archives. |
□Includes multiple primary and secondary sources obtained through 3 or more archive collections/source. □Summarizes research with clarity and convergence with research area. □A clear explanation of how sources identified correlate to research topic. |
□Includes primary and secondary sources obtained through 2 or more archive collections/source. □Summarize research with little detail and authors views. □Attempts to relate sources to research topic. |
□Includes secondary sources limited to one archive collection/source. |
|
SLO 3. Demonstrate critical analysis of Hawaiian literature and an understanding of the significance of secondary sources in Hawaiian topics. |
□Illustrates multiple sources and authors views with distinction, including conflicts in the theory, methodology, evidence and conclusions; or gaps in research or scholarship. □Identifies the strengths and weaknesses of the research |
□Evaluates the current body of knowledge in identified research area, pointing out major findings and gaps or inconsistencies in theory and/or practice. □Provides insight into the relationship between the central topic of the literature review and a larger area of study such as a traditional practice, protocol, or contemporary epistemology. |
□Summarize major contributions of significant literature and research. □Articulate how each of the literature areas combined makes a strong foundation for this research study. |
|
SLO 4. Demonstrate critical thoughts and synthesis through the development of a research proposal and the completion of their thesis or practicum project (Plan A or Plan B). |
□Describes main idea and purpose of the research or project and the clear question with reasons behind the need for this research or project. □Describes what was learned through research or project and the major results including the consequences of the problem or issue. □Describes solutions to the reader to resolve the problem or issue in the research or project and recommend action or change based on the research or project and explain why this matters pointing to at least one
significant implication. |
□Describes main idea and purpose of the research or project and the clear question. □Describes what was learned through research or project and the major results. □Describes solutions to the reader to resolve the problem or issue in the research or project and recommend action or change based on the research or project. □Describes the cause and effect relationship of the problem/issue and the conclusions drawn from the research or Project. |
□Describes main idea and purpose of the research or project. □Describes what was learned through research or project. □Describes solutions to the reader to resolve the problem or issue in the research or project. □Describes the cause and effect relationship of the problem/issue. |
12) State how the program used the results or plans to use the results. Please be specific.
The reports and findings for question #1, Are program outcomes compatible with the program objectives?, has resulted in the following:
- Compilation of results and findings in HWST UHM Self-Study Report Graduate Program Provisional to Permanent - August 2013 - submitted to UH Board of Regents
- Reported finds to School curriculum committees and to HWST Graduate faculty
- Scheduled annual faculty reviews of broad HWST MA program data to inform how HWST MA is meeting our program objectives
- Stimulated a School-wide initiative to support the annual report focused on "MA Student Profile"
The resulting findings for question #2, Is the HWST MA Program meeting its learning objectives for students? has resulted in the following:
- Focused assessment on SLO in archival reserach and thesis writing to address the lower confidence rating by graduates
- Continuing analysis of assessment interview data collected over the last five years
- Pilot HWST MA Student Learning Outcomes Rubric - Fall 2013
- Finalize, adopt and implement the HWST M.A. SLO rubric
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.
The result of our ongoing assessment has been the developoment of a process that has supported the establishment of sturdy measurement tools for student achievement of SLOs and provided the necessary information to guide programmatic decision-makig regarding faculty resources, academic advising, and student-faculty collaborative research. In the end, we are using assessment as a powerful means to provide more opportunities for students to engage in dynamic, relevant learning experiences.
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.
Not applicable.