2013 Annual Report of Program Data
Hawaiian Studies
Program Mission Statement
The Hawaiian Studies program prepares students to transfer to four-year institutions. This 60 – 62-credit program provides a clear, explicit, coherent pathway for students seeking to earn an Associate’s in Arts (AA) degree and transfer to a Hawaiian Studies or other baccalaureate degree path in the UH System. The program provides curricula that focus on Hawaiian culture and knowledge. This Associate in Arts degree includes all of the broader General Education requirements for a liberal arts degree.
- Quantitative Indicators
The quantitative indicators for the students in the Hawaiian Studies program are included in the Liberal Arts program review. The AA in Hawaiian Studies began in the Spring semester of 2013. The numbers reported reflects an academic school year.
- Outcome and Goal Achievement
- Program Learning Outcomes:
Upon successful completion of the Associate in Arts degree in Hawaiian Studies, the student will be able to:
• Describe aboriginal Hawaiian linguistic, cultural, historical and political concepts.
• Apply aboriginal Hawaiian concepts, knowledge and methods to the areas of science, humanities, arts and social sciences – in academics and in other professional endeavors.
• Engage,articulate and analyze topics relevant to the aboriginal Hawaiian community using college-level research and writing methods.
- Analysis of Student Outcome and Goal Achievement
Program efficiency will be measured in two major ways. First, the A.A. in Hawaiian Studies as proposed did not require additional positions or funds and with that instructional faculty on the Maui campus; thus costs to the College will remain unchanged. In addition, the existing infrastructure and support was leveraged to facilitate a seamless implementation of the A.A. program. Second, the college’s program health indicators will be used to assess program efficiency on an annual basis. The Hawaiian Studies program has been successful in implementing the A.A. degree.
We have been able to meet the minimal needs with the staff now, however with additional financialsupport and positions we will be able to be aligned with system mission to recruitment; transfer, graduation and retention of LBRT and includes the following:
1)Number of Majors
2)Class Size
3)Course Fill Rate;
4)Number of Courses Taught Per Year
5)Number of Degrees Awarded
6)Program effectiveness will be measured by assessing the Program Learning Outcomes(PLO). Assessments will include:
Assessment of Student Work that support PLOs
Student Assessment of Coursework that support PLOs
Alignment of Course Learning Outcomes to PLOs In addition, the following points will be used to determined program effectiveness:
Successful Completion of Courses
Persistence of Majors
Number of Degrees Awarded
The following courses are those that were updated in the curriculum review this past year. The following student learning outcomes were developed and approved by all UH system community college campuses. Each campus is currently developing competencies to measure these student learning outcomes. Aligned with the American Counsel on Teaching Foreign Language (ACTFL). The collaboration of all community college Hawaiian Studies programs and the development of curriculum, course and program SLOs adds to the strength and uniformity of the AA in Hawaiian Studies degree across the UHCC system. However, agreement on and implementation of the changes aften require more time.
HAW 101
1) Communicate in Hawaiian at a novice mid level.
2) Produce and interpret Hawaiian at a novice mid level.
3) Utilize vocabulary and other language skills that integrate work, school, family, ʻāina, and language in real life applications.
4) Recognize the relationship between the practices and perspectives of Hawaiian culture.
HAW 102
1) Communicate in Hawaiian at a novice high level.
2) Produce and interpret Hawaiian at a novice high level.
3) Utilize vocabulary and other language skills that integrate work, school, family, ʻāina, and language in real life applications.
4) Recognize the relationship between the practices and perspectives of Hawaiian culture.
HAW 201
1) Communicate in Hawaiian at an intermediate low level.
2) Produce and interpret Hawaiian at an intermediate low level.
3) Demonstrate an understanding of the grammatical and structural aspects of Hawaiian.
4) Apply and interpret vocabulary and other language skills that integrate work, school, family, ʻāina, and language in real life applications.
5) Hōʻike (Demonstrate) practices and perspectives of Hawaiian culture.
HAW 202
1) Communicate in Hawaiian at an intermediate mid level.
2) Produce and interpret Hawaiian at an intermediate mid level.
3) Demonstrate an understanding of the grammatical and structural aspects of Hawaiian.
4) Apply and interpret vocabulary and other language skills that integrate work, school, family, ʻāina, and language in real life applications.
5) Hōʻike (Demonstrate) practices and perspectives of Hawaiian culture.
HWST 107
1)Demonstrate knowledge of the origins, migrations and settlement patterns of Oceania.
2)Show knowledge of similarities between Native Hawaiians and other Oceanic peoples’ cultures, languages, religions, arts and natural resources.
3)Explain the connections of historical events to modern issues in relation to the unique social, political and economic history of Hawaiʻi, including concepts such as colonization and decolonization, occupation, independence movements, sovereignty.
HWST 270
7)Identify and utilize written and oral sources of Hawaiian moʻolelo.
8)Describe akua (deities), kupua (deities), 'aumakua (ancestral family deities), and kanaka (humans) and their various forms from Hawaiian moʻolelo.
9)Analyze the relationship between Hawaiian moʻolelo (mythologies) and Hawaiian worldview, including Hawaiian cultural values and traditions.
10)Employ the terminology of literary and/or cultural analysis in the study of Hawaiian mo'olelo.
- Program Plans and Goals:
Since 1896, Hawaiʻi’s educational system has played a major role in precluding the transmittal of Hawaiian culture, practice, history and language from generation to generation. In contrast, Hawaiian Studies and language courses and programs work to reconnect our students to those fundamental elements of a people. The establishment of Associate in Arts Degrees in Hawaiian Studies at UH system community colleges is an opportunity for the University to fulfill its mandate to address the educational policy needs of Native Hawaiians as described in BOR policy and system and campus strategic plans.
In a survey of 154 Hawaiian Studies and language students in 2007, students stated the reasons they enrolled in these courses. Eighty-three percent (83%) or 126 students cited “personal interest” when asked the reason for taking the course. In addition, 52% or 71 of the respondents stated that they were interested in pursuing a degree in Hawaiian Studies. Lastly, 67% of the respondents or 98 students indicated that they were of Hawaiian ancestry (Appendix A).
In the past five years at the University of Hawaiʻi Maui College (UHMC), there has been a significant increase in enrollment in Hawaiian Language and Hawaiian Studies courses. Figure 1 shows the increase from Fall 2006 to Fall 2010 and then a slight decrease in Fall 2011. The decrease in enrollment in Fall 2011 was partly due to fewer course offerings. An instructor position in Hawaiian Studies and Language was vacated after the Spring 2011 semester and the UHMC administration decided not to advertise for the position until Spring 2012 due to budget restraints. Figure 2 compares the Hawaiian enrollment to the General enrollment in Hawaiian Studies and Hawaiian language courses over the same five-year period.
The patterns of enrollment growth show an increased interest in Hawaiian Studies and Hawaiian language by Native Hawaiian students and the general student population. These students are the primary pool of potential Hawaiian Studies majors.
Also, Hawaiian students comprised 69% to 89% of the Hawaiian language student population from Fall 2006 to Fall 2011. Targeted recruitment and retention of this pool of 115 students is a crucial component in facilitating our program objectives.UH Maui College is one of two campuses in the UH system that has a single department that houses both the Hawaiian Language and Hawaiian Studies program all other campuses have two separate. We do not only service Hawaiian Studies majors, however we also service other majors offered at UH Maui College.
(Programs served)-
LBRT-Required and electives
CTE-Required and electives
Majors
ASC
- Budgetary Consideration and Impact
There are some unique issues in the HWST program within the existing context specifically, population served LBRT; CTE, Life-long learners, degree or transfer, Hawaiian Studies majors and Academic Subject Certificate majors.We alsooffer courses to multiple campus locations which effects class rotation. We are also required to offer required courses in a timely manner and fashion.Currently, there are four full time Hawaiian Studies and Language instructors. The faculty serves the general student population and other programs such as the Institute for Hawaiian Music and Hospitality and Tourism and its program majors. Students served have needs for a diverse range of courses challenging the expertise of faculty who are required to teach both Hawaiian Studies and Hawaiian Language courses. These courses must be offered in various teaching modes: lecture; lab; cable and skybridge to meet the needs of Kahului campus, the four UH Maui outreach sites and statewide cable students.
The present situation already facilitates healthy enrollments. In that way, unlike a singular discipline program, the large majority of our students will not be majors. As described in the Needs Assessment section above, our program enrolled an average of 637 students in the last two years. With a targeted major count of 60 students for the first year, approximately 9% of our total students will be majors. As such, the commitment to the general student population is immense.
Because the program began Spring 2013 support for the majors was lacking. Counselor; majors; recruitment; grad and transfer.
A Native Hawaiian counseling position for the Hawaiian Studies program is being requested as part of the newly proposed Native Hawaiian Student Affairs Model and will be included in the Pūkoʻa 2013-2014 Biennium Request. This counseling position is also at the top of the list on the Hawaiian Studies Programʻs budget request.
At present, lecturers are teaching 12 course sections. This translates into approximately three full-time faculty positions, since they include four-credit language courses. Therefore, we are requesting funding for three part-time lecturers and two full time faculty positions in Hawaiian Studies/Language, one for the Maui campus and one for the Molokai campus.
The Molokai campus is unique. According to Maui College, Molokai 2010 Program Review, the center has the highest percentage of Native Hawaiian students in the system, between 70-75%. As such, there is a demand for Hawaiian Studies and language courses. In fact, in each of the last two semesters, the center has offered two Hawaiian language courses and two Hawaiian studies courses at an average fill rate of 63%.
We are also requesting a full-time clerical position and a Hoʻokahua Lab Coordinator. The Hoʻokahua Lab presently serves over 700 students per semester offering a variety of student support services such as tutoring and mentoring. It is presently coordinated by the Hawaiian Studies and Language faculty (no release time included) and staffed by student assistants.
An amount of $9,500 is being requested for “Unique Program Costs.” These costs include materials and supplies for a number of our courses including Botany 105/Hawaiian Studies 211, Hawaiian Studies 231 and a variety of special topics courses. These supplies include, cordage, kapa, wood, tools and the like.
A designated Hawaiian Studies building is also being requested to house the growing Hawaiian Studies program and students.
1) Counselor (55,344 + (fringe) 24,855) in Pukoʻa Budget & NH Student Affairs Model Budget
2) 2 FT Instructor in HWST/HAW Maui & Molokaʻi
3) 3 PT Lecturer
4) 1 Clerical
5) 1 Lab Coordinator
6) Unique Program Costs
7) Hawaiian Studies Building
Full Time Instructor (9 mo) / 51,408 + (fringe) 23,088Clerk / 25, 668 + (fringe) 11,528
Lab Coordinator / 38,148 + (fringe) 17,133
Lecture / 1,374-1,929 (per credit)
Counselor (11 mo) / 55,344 + (fringe) 24,855
- Engaged Community
• Kula Kaiapuni (Hawaiian Language Immersion)
• ʻAhaKau Leo
• Hawaiian Language Immersion Test Development Team
• Hawaiian Language Immersion Program Guide Writing Team
• Board of Education
• Office of Hawaiian Affairs
• KūKilakilaʻo Haleakala
• Pūnana Leo o Maui
o Makahiki – Partnership with the Kula Kaiapuni Schools on Maui and NāPuaNoeʻau to develop and implement the PaninaMakahiki or Closing of Makahiki event. This event promotes the perpetuation of Hawaiian histories, traditions, protocols by creating an authentic environment for learning and practice. This events also engages all sectors of our community including students, teachers, parents, community members and organizations.
o Faculty members represented the college on ʻAhaKau Leo, the statewide stakeholders group for Hawaiian language immersion schools. ʻAhaKau Leo was reestablished in 2010 to address a variety of Hawaiian language immersion issues including appropriate assessment instruments, strategic planning, program funding, curriculum and growth. This group consists of teachers, parents, principals, university representatives and representatives from various Hawaiian community organizations.
o Faculty members represented the college on a committee to address the various urgent issues facing Hawaiian language schools.
o Faculty members participated, over a two year period, to work with the Department of Education to develop a program guide for Kaiapuni schools. The program guide address has developed a vision, mission and strategic priorities and also addresses curriculum and instruction, assessment and language learning.
o A faculty member has engaged with the Board of Education by serving on the Advisory Committee for Hawaiian Education Policy.
o The department has partnered with OHA to secure a historic piece of land in Palauea, Makena, Maui to serve as a place based learning laboratory for the college and the community.
o A faculty member has founded an organization that has challenged thedevelopment of a telescope on Haleakalā. The group has challenged the project in community forums as well as in court.
o Faculty members partner with Pūnana Leo o Maui, Mauiʻs Hawaiian language pre-school, to offer weekly community Hawaiian language classes.
• East Maui Taro Festival
• Lauʻulu T.V.
o The department partners with this East Maui community organization to provide educational workshops focused on various cultural practices at the festival. Students and teachers engage and educate the community through hands-on workshops and activities.
o The department develops programming that addresses pertinent historical and contemporary Hawaiian issues in an effort to raise community awareness and education.
• KIRC
• Community talks
• No GMO
• Community Film Presentations
o I Aloha Molokai-alternative energy festival
o The department partnered with the Maui Peace Action Group to show “5 Broken Cameras,” a film that depicts a Palestinian experience. This partnership was aimed at raising community awareness regarding international issues.
V.Recognize and Support Best Practices
o Place Based Curriculum
o System Wide Associate in Arts in Hawaiian Studies Program
o Pūkoʻa
o Center for Advanced Research and Language Acquisition
o American Education Research Association
ß UH Maui College partners with UH Mānoa to develop and implement MauiaKama, a Hawaiian language and culture immersion camp. For the past nine years, MauiaKama has engaged college students in an intensive camp through which they earn credit and experience place based and Hawaiian language curriculum in Hawaiian Coordination.
ß Through the establishment of the AA in Hawaiian Studies in all community colleges this group has been formed to articulate courses and program learning outcomes, share curriculum, network and to advocate for the advancement of Hawaiian language and studies.
ß The department participates in Pūkoʻa, the UH system organization to promote the advancement of Hawaiian language and Hawaiian Studies programs.
ß Faculty members participated in this conference in order to keep abreast of the most advanced research on second language learning strategies.
ß A faculty members attended this conference as a mentor to Hawaiian Studies masterʻs students to explore indigenous research.
Appendix A. 2007 UHMC Hawaiian Studies and Hawaiian Language Survey