University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: University of Hawaii Maui College
Program: Hawaiian Studies

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The last comprehensive review for this program can be viewed at:
http://maui.hawaii.edu/program-review/

Program Description

As the only provider of public higher education in Hawai’i, the University of Hawai‘i system embraces its unique responsibilities to the indigenous people of Hawai’i and to Hawai’i’s indigenous language and culture.  To fulfill this responsibility, the University will help ensure active support for the participation of Native Hawaiians at the University and support vigorous programs of study and support for the Hawaiian language, history, and culture (UH Website, 2011).

 

The UHMC Hawaiian Studies program’s highest priority is to bring fruition to the UH system’s goal to establish system-wide programs of excellence in the study of Hawaiian Studies (history and culture) and Hawaiian Language. 

 

Program Mission Statement (UHMC)

 

            The Hawaiian Studies (HWST) 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 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.

 

The quantitative indicators for the students in the Hawaiian Studies program are included in the current Liberal Arts program review. The AA in Hawaiian Studies was offered for the first time in the Spring semester of 2013; thus, the numbers reported in the Liberal Arts review reflect data for only one-half of an academic year for the AA in Hawaiian Studies and are incomplete.   

Part I. Quantitative Indicators

Overall Program Health: To Be Determined

Majors Included: HWST     Program CIP: 05.0202

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 Number of Majors     6 To Be Determined
1a     Number of Majors Native Hawaiian     6
1b     Fall Full-Time     0%
1c     Fall Part-Time     100%
1d     Fall Part-Time who are Full-Time in System     0%
1e     Spring Full-Time     60%
1f     Spring Part-Time     40%
1g     Spring Part-Time who are Full-Time in System     0%
2 *Percent Change Majors from Prior Year      
3 SSH Program Majors in Program Classes      
4 SSH Non-Majors in Program Classes      
5 SSH in All Program Classes      
6 FTE Enrollment in Program Classes      
7 Total Number of Classes Taught      

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
8 Average Class Size       To Be Determined
9 *Fill Rate      
10 FTE BOR Appointed Faculty      
11 *Majors to FTE BOR Appointed Faculty      
12 Majors to Analytic FTE Faculty      
12a Analytic FTE Faculty      
13 Overall Program Budget Allocation      
13a General Funded Budget Allocation      
13b Special/Federal Budget Allocation      
13c Tuition and Fees      
14 Cost per SSH      
15 Number of Low-Enrolled (<10) Classes      
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
16 Successful Completion (Equivalent C or Higher)       Unhealthy
17 Withdrawals (Grade = W)      
18 *Persistence (Fall to Spring)     0%
18a Persistence Fall to Fall     50%
19 Unduplicated Degrees/Certificates Awarded Prior Fiscal Year     8
19a Associate Degrees Awarded     8
19b Academic Subject Certificates Awarded     0
19c Goal      
19d *Difference Between Unduplicated Awarded and Goal      
20 Transfers to UH 4-yr     0
20a Transfers with degree from program     0
20b Transfers without degree from program     0
20c Increase by 3% Annual Transfers to UH 4-yr Goal      
20d *Difference Between Transfers and Goal      

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
21 Number of Distance Education Classes Taught      

 

22 Enrollments Distance Education Classes      
23 Fill Rate      
24 Successful Completion (Equivalent C or Higher)      
25 Withdrawals (Grade = W)      
26 Persistence (Fall to Spring Not Limited to Distance Education)      

Performance Funding Program Year  
10-11 11-12 12-13
27 Number of Degrees and Certificates     8

 

28 Number of Degrees and Certificates Native Hawaiian     7
29 Number of Degrees and Certificates STEM     Not STEM
30 Number of Pell Recipients     9
31 Number of Transfers to UH 4-yr     0
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

 

Program efficiency will be measured in two major ways: by analyzing program efficiency and student outcomes. First, the AA in Hawaiian Studies as proposed did not require any additional positions or funds. Thus current costs to the College remain unchanged.  In addition, the existing infrastructure and staff support were leveraged to facilitate a seamless implementation of the AA program. Second, the College’s program health indicators will be used to assess student outcomes and program efficiency on an annual and system-wide basis resulting in greater uniformity. The College and the Hawaiian Studies program have been highly successful in implementing the AA degree.

We have been able to meet the minimal needs of the program with the present faculty; however, additional financial support and positions are needed to meet the current and future needs of HWST, Liberal Arts, and CTE majors on the Kahului campus and at four Outreach Centers.  Funding is also needed to align with the UH System to recruit, retain, graduate, and transfer our students.

Health indicators include 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). 

Part III. Action Plan

Since 1896, Hawaii’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 the BOR policy and the UH System and campus Strategic Plans. The Board of Regents approved the establishment of the AA in Hawaiian Studies to begin in the spring of 2013 on the UHMC campus.  Some of the justifications for the offering of this degree follow.

Student Needs:  In a survey of 154 Hawaiian Studies and Hawaiian 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 courses.  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).

Enrollment Growth:  Over the past five years at the University of Hawai‘i 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.  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 facilitation of our program objective.

Part IV. Resource Implications

There are some issues that place the HWST Program in a very unique position on our campus.  Unlike most programs, it offers required and elective courses not only to its own majors but to students in many programs across campus.    Additionally, courses must be taught at multiple campus locations, and in various teaching modes: lecture; lab; cable and skybridge to meet the needs of these students.   More than 90% of these students served are not HWST AA and ASC majors.  Able faculty have been selected and asked to serve in key leadership positions on campus, taking them away from teaching, and adding to the stress of meeting regular instructional responsibilities affecting course rotation schedules that allow students to take and complete required courses in a timely fashion and according to program maps, i.e., to graduate. 

Upon implementation of the AA in Hawaiian Studies, it was thought that there would not be an urgent need for additional positions; however, in the spring 2013, lecturers were assigned to teach 45 credits of Hawaiian language and Hawaiian Studies courses.  Regular Program faculty taught 45 credits.  This ratio (50-50) of courses taught by lecturers may work against Program effectiveness measures because lecturers are not required to provide student support outside of the classroom.  Our students, many of whom enter requiring developmental offerings and who are on financial aid, have difficulty progressing without targeted student support services and instructional guidance.

There are other unique issues in the HWST program relative to the population it serves; HWST AA degree majors, HWST ASC majors, LBRT degree majors, CTE majors, Life-long learners, and other degree or transfer students. Courses taught to multiple campus locations all whose students demand timely offerings needed for graduation affect course rotation schedules, number of sections offered, and instructor workloads. Currently, there are four full time Hawaiian Studies/Language instructors. This faculty serves its HWST majors, the general student population, and other programs including the Institute for Hawaiian Music ASC majors and Hospitality and Tourism CA and AAS majors. UHMC 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 and online students. The complexity of the above mentioned demands now require funding for a HWST program counselor, additional instructional faculty, program support positions and costs, and a Native Hawaiian Student Resource Center.

The present HWST program 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, 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.  If 90+% of four HWST Program faculty are performing Humanities Department responsibilities, only .4 FTE is left to shoulder HWST Program duties.

Because the program began in Spring 2013, support for the Hawaiian Studies majors was and continues to be seriously lacking.  To become a truly viable and effective program, the following additions and support must be provided:

The requested Hawaiian Studies Counselor position will team with Hawaiian Studies faculty to foster an institutional climate supportive of Native Hawaiian student success and provide comprehensive counseling and related services to prospective and enrolled HWST majors.  The position will provide services that will reinforce the UH System Strategic Plan Outcome, Hawai‘i Papa O Ke Ao, and Performance Measures. This HWST program counseling position is the highest priority of the proposed Lau‘ulu UHMC Native Hawaiian Student Affairs Model and the UHMC Counseling Department Program Review.  It will also be included in the PÅ«ko‘a 2013-2014 Biennium Request. Finally, this counseling position is identified as a need in the Liberal Arts Program Review and is the top priority of this Hawaiian Studies Program Review.

In order to meet instructional responsibilities to students, 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.   At present, lecturers are teaching 12 course sections, or 45 credits a semester at the Kahului, Maui campus. 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, as well.

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%. To date, there is no Hawaiian Studies/Language faculty based at the UHMC Molokai Education center; lecturers provide all instruction at the site.

To begin to meet academic support needs, we are also requesting a full-time clerical position and a Ho‘okahua Lab Coordinator.  The Ho‘okahua Lab presently serves over 700 students per semester offering a variety of student support services such as tutoring and mentoring, provides computers, printers, technical support, and is a warm, safe and caring place for students to study. This lab provides academic support services and begins to provide student support services including scholarship, transfer, and community resource information. 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. This request is supported by Puko‘a, the UH system’s consortium of Native Hawaiian programs. 

 

1)  1.0 FTE Counselor (55,344 + (fringe) 24,855)

2)  2.0 FTE Instructor in HWST/HAW Maui & Moloka‘i

3)  Lecturers (90 credits)

4)  1.0 FT Clerical

5)  1.0 FT Lab Coordinator

6)  Unique Program Costs

7)  Native Hawaiian Student Resource Center

(1) Counselor (11 mo)

55,344 + (fringe) 24,855

55,344 + (fringe) 24,855

(2) Full Time Instructors (9 mo)

51,408 + (fringe) 23,088

102,816+ (fringe) 46,176

(1) Clerk

25, 668 + (fringe) 11,528

25, 668 + (fringe) 11,528

Lecturers (90 credits)

1,374-1,929 (per credit)

123,660-173,610

(1) Lab Coordinator

38,148 + (fringe) 17,133

38,148 + (fringe) 17,133

Unique Program Costs

9,500

9,500

Native Hawaiian Student Resource Center

 

 

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

No
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.

2

No
Upon successful completion of the Associate in Arts degree in Hawaiian Studies, the student will be able to: • Apply aboriginal Hawaiian concepts, knowledge and methods to the areas of science, humanities, arts and social sciences – in academics and in other professional endeavors.

3

No
Upon successful completion of the Associate in Arts degree in Hawaiian Studies, the student will be able to: • Engage, articulate and analyze topics relevant to the aboriginal Hawaiian community using college-level research and writing methods.

A) Expected Level Achievement

Assessments will include:

B) Courses Assessed

The following courses are those that were updated in the curriculum review this past year (2012-2013). 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 Council on Teaching Foreign Language (ACTFL). The collaboration of all community college Hawaiian Studies programs and the development of curriculum, course and program SLOs add to the strength and uniformity of the AA in Hawaiian Studies degree across the UHCC system. However, agreement on and implementation of the changes, often requires more time of the HWST Program Coordinators and instructional faculty across the system, slowing the modification process.

 

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, ‘āina, 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, ‘āina, 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, ‘āina, and language in real life applications.

5) Hō‘ike (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, ‘āina, and language in real life applications.

5) Hō‘ike (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 Hawai‘i, including concepts such as colonization and decolonization, occupation, independence movements, sovereignty.

 

HWST 270

  1.   Identify and utilize written and oral sources of Hawaiian moÊ»olelo.
  2.   Describe akua (deities), kupua (deities), 'aumakua (ancestral family deities), and kanaka (humans) and their various forms from Hawaiian moÊ»olelo.
  3.   Analyze the relationship between Hawaiian moÊ»olelo (mythologies) and Hawaiian worldview, including Hawaiian cultural values and traditions.
  4.   Employ the terminology of literary and/or cultural analysis in the study of Hawaiian mo'olelo.

C) Assessment Strategy/Instrument

The SLOs for courses updated in 2012-2013 have been reviewed and linked to the UHMC COWIQS and follow:

SLOs for HWST and HAW language courses reviewed and linked to UHMC COWIQs (2007-2008) follow: 

D) Results of Program Assessment

The patterns of enrollment growth show an increasing interest and enrollment in Hawaiian Studies and Hawaiian language courses by Native Hawaiian students and the general student population.  These students comprised the primary pool from which Hawaiian Studies AA degree majors entered this initial semester of offering.  The existing Hawaiian Studies Program shoulders responsibility for meeting the instructional needs of students in many areas across campus and in online and outreach sites.  Adding to the difficulty of meeting needs of such a diverse population, the UHMC faculty must maintain expertise in both Hawaiian Studies and Hawaiian language areas.  Most campuses across the UH system maintain two separate areas within the Hawaiian Studies Program, with faculty that teach either Hawaiian Studies or Hawaiian language courses.  Philosophically then, faculty here are asked to be generalists rather than specialists in their area of expertise.   To become an effective part of the world’s premier indigenous institution, this Program will require additional personnel and facilities. 

Programs/Students Served:

Hawaiian Studies Associate in Arts (AA)

Hawaiian Studies Academic Subject Certificate (ASC)

Liberal Arts Associate in Arts (AA) - Degree Requirements and Electives

Career and Technical Education (CTE) – Degree Requirements and Electives

Lifelong Learners

Other Degree and Transfer Students

E) Other Comments

Engaged Community

 

HWST faculty and students, participate in a wide range of activities related to Hawaiian culture, language, history, education, and relevant issues.  They include:

 

 

Recognize and Support Best Practices

 

            The goal of this Program and its faculty is to provide leadership and excellence in instruction and service to its students and community by striving to recognize, support, practice, and share best practices of Hawai‘I and from around the world.

 

F) Next Steps

Please see "Action Plan" under Analysis tab.