Unit: Kamakakuokalani Center for Hawaiian Studies
Program: Hawaiian Studies (BA)
Degree: Bachelor's
Date: Tue Nov 26, 2013 - 3:33:27 pm

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 (PLOs):

  1. Students will understand our genealogical ties to Papahānaumokuākea, our mother earth, and kō Hawaiʻi paeʻāina as our ancestral homeland.
  2. Students can explain that Kānaka Maoli are one lāhui connected by our one ancestor Hāloa across nā kai ʻewalu.
  3. Students can discuss the story, culture, and politics in academic and non-academic settings.
  4. Students can explain the interconnectedness of all knowledge contemporary and ancestral from a Kānaka Maoli perspective.
  5. Students are capable of Kānaka Maoli applications, protocols, and disciplines.
  6. Students can discuss, practice, and advance kānaka Maoli experiences in the context of world indigenous peoples.

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

Department Website URL: website under construction
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

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.


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.)

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.


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.


9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)


10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)


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


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


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.


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.

The center established 6 undergraduate program-learning objectives (PLO).

In Spring 2011, Hawai ‘inuiākea implemented an undergraduate exit survey.

The data revealed the degree to which Hawaiian Studies B.A. graduates understood program-learning objectives.  Data shows that students learning experiences correlated with the PLOs.

In addition to exit survey data, the HSHK IRO conducts exit focus group interviews with graduates.  Each graduate is asked to map his or her academic journey highlighting at least 5 influential critical events. A student points to family influence as well as course learning experiences that align with PLOs.  Students are also asked what qualities of character they see themselves practicing beyond graduation.  Students overwhelmingly indicated four qualities of character:

• Aloha ‘āina and Aloha kūpuna

• Self respect and kuleana

• Openness to multiple perspectives

• Value lifelong learning and value community stewardship

 [Source: Hawai‘inuiākea Undergraduate Exit Survey administered 2011 -. ‐ 2012]