Workshop: Pacific and Asian Studies in the UH System

Sponsored by The School of Pacific and Asian Studies
University Of Hawai'i at Manoa
Tamarind Room
Ohelo Hale
Kapi'olani Community College

9 Feburary 2008

PANEL 1A -- Pacific Studies

Prof. Sa'iliemanu Lilomaiava-Doktor of the University of Hawai'i at West Oahu was the discussion leader; Prof. David Hanlon of UH Manoa's Center for Pacific Islands Studies was the group's recorder.

The morning's session began with the group sitting Talanoa-style in a circle; participants introduced themselves and spoke about the status of Pacific studies on their respective campuses. From these introductions and program overviews, there followed a lengthy discussion about how best to promote Pacific studies throughout the Uh system. A set of questions developed by Sa'ili Lilomaiava-Doktor helped facilitate and direct that discussion. A copy of those questions is attached to the end of this document. What follows is a summary of the discussion in bullet form.

Pacific studies programs vary from campus to campus. UH Manoa has a M.A. program in Pacific Islands studies and is working to establish an undergraduate major; Pacific Worlds (Pacs 108) is seen as the foundational course for that major. KCC also offers a Pacs 108 course, and is seeking to expand its offerings and develop a more prominent place for Pacific Studies in its strategic plan. UH West Oahu has a degree program in Hawaiian and Pacific studies within its social science division, and is working toward a stand-alone major. Other campuses in the UH system have Hawaiian studies program that may or may not include Pacific studies components. Honolulu, Kaua'i, Leeward, Maui, and Windward Community Colleges offer Hawaiian studies only. The curriculum at Hawai'i Community College on the Big Island includes a course in Pacific Islands history that is only occasionally taught; there are more offerings and more interest in Hawaiian studies at HCC. Participants noted the absence of any representative from UH Hilo, and expressed the hope that any future meetings would include faculty members from this campus.

There needs to be greater development of Pacific studies courses on those campuses not currently offering such. Faculty members from the affected campuses expressed a strong desire to know more about the way Pacific studies is taught elsewhere in the UH system, and for the purpose of adding Pacific content to their Hawaiian studies courses as well as developing courses in Pacific studies.

The articulation of Pacific studies core course (Pacs 108) throughout the UH system should also encourage or at least consider the development of Pacific offerings at the 200-level and beyond.

It is important to identify those students who are taking Pacific courses, and for whom Pacific studies courses are intended. At UH Manoa, about one-third of those currently enrolled in Pacs 108 are from Hawai'i and the Pacific; the development of an undergraduate program at Manoa is aimed primarily at Pacific Islander students. At KCC, Pacific Islanders make up the third largest group of international students; there numbers are expected to grow in the coming years.

The purpose, place, and value of Pacific studies courses need to be clearly defined and promoted. There should be greater visibility. Students need to know the importance of Pacific studies in their larger academic studies.

Pacific studies courses should reach out to students in fields other than just the liberal arts.

Curriculum planning should take into account language learning, cultural revitalization issues, identity concerns, and the more general needs of heritage learners.

Student Learning Outcomes (SLO) can be used to effectively organize Pacific studies courses in terms of both content and pedagogy.

Teaching strategies for Pacific studies courses should incorporate peer mentoring, kin-based research and outreach projects, community programs, and hands-on educational methods.

Curriculum planning for Pacific studies courses cannot be done in isolation, but should be linked to student support services, retention efforts, and community outreach. Examples of current or planned outreach efforts include the Palolo Project, Project Waipuna, the upcoming CPIS conference on Micronesians in Hawai'i, and initiatives involving Pacific Islander communities in Waipahu and Waianae.

Arguments for Pacific studied programs, courses, and services should address the commitment to underserved populations in the UH system's strategic plan.

Study abroad programs offer an enriching dimension for students, and should be a more prominent option in any Pacific studies curriculum.

Technology should be an integral part of Pacific studies programs, and as a tool that can bring into the learning process not just students but larger family and community groups in rural areas and more distant islands.

Distance learning, online courses, and general computer access are all ways to extend the reach and effectiveness of Pacific studies offerings.

Technology has its limits. In planning Pacific programs and course offerings, it should be kept in mind that not all areas of the region enjoy computer access or are technologically connected to the larger world.

Pacific studies planning should also pay attention to the unique needs of heritage learners.

There needs to be better articulation and coordination of all present and future Pacific studies courses throughout the UH system.

System-wide workshops such as this one are a good idea and should be held regularly.

There needs to be other, on-going mechanisms to facilitate communication among Pacific specialists over curriculum development and related issues. To this end, Keala Losch of KCC and Sa'ili Lilomaiava-Doktor of UHWO were asked to create an electronic forum for the panelists to continue conversations started at this workshop. There was the suggestion that this electronic forum could be set up on the SPAS web site and managed through the Dean's office.

The qualifications of faculty to teach Pacific studies courses or Pacific content within other courses is an issue.

There should be a way to share information, resources and innovative teaching techniques among Pacific studies faculty across the UH system.

Again, Student Learning Objectives (SLO) can offer a clear, effective and assessment-friendly vehicle for the planning and organization of Pacific studies courses. They allow instructors to specify what exactly students are expected to know and how they are required to demonstrate that knowledge in appropriate and measurable ways.

The development of Pacific studies in the UH system should take advantage of the resources and opportunities offered by tertiary institutions of higher learning in the larger region (i.e. the National University of Samoa, the University of French Polynesia, the University of the South Pacific, and Victoria University of Wellington).

What can be done to better promote enrollment in Pacific studies courses in the UH system? This is a question that requires serious attention.

Pacific studies needs to be clearly and consistently articulated throughout the UH system. Core, focal, and general education requirements need to be kept in mind when planning Pacific offerings. Credits should transfer easily, and courses taken at the community college level should provide a solid foundation for more advanced work at the four-year campuses.

Any and all funding sources for curriculum development, distance learning, online education, and community outreach projects should be fully exploited.

Panel 1B: Asian Studies, Moderated by Carl Hefner

Bob Franco introduced the ACE/FIPSE project and sequenced into Student Learning Outcomes (SLOs) ... for more info, see www.ACENET.edu

Action Plan

Panel 2 - The Pacific and Asian - Bob Franco

  1. There is no Pacific Islands Studies certificate program nor BA degree, these kinds of structure are needed at the community college level
  2. We will need to move toward distance education courses
  3. We need to figure out how master degree students can be the drive to develop Pacific Islands Studies
  4. Courses like Asian philosophy are not available in Pacific Islands Studies curriculum.
  5. Global courses are not being integrated; students do not know that these courses exist.
  6. Do we want to use Pacific or Oceania
  7. This might link Pacific and Asian = Oceania. Issues about global warming, immigration, postcolonial situations still exist that link Pacific and Asia.
  8. Role of Pacific with emerging China, there is still a lot that can be done on the curriculum side.
  9. Model of NSF-vertical integration
    • Have master in biology student work with first and second year college student who in turn works with high school student. This same model can work for both Pacific and Asia.
    • Pay these students to be mentors
  10. Asia and Pacific are positioned differently, need to be supportive of multi courses; Pacific Islands needs to move on the system level.
  11. Ford Foundation grant present by Dr Terence Wesley-Smith
    • Form relationships; break down barriers and make it more conversational by using links at UHM with students talking to each other.
    • Break down barriers with SPAS; faculty do not talk about pdeagogy and curriculum, ways to integrate Asia and Pacific
  12. Courses that intersect i.e., migration, is there a theme that can connect Asia and Pacific?
  13. Professional development for instructors are needed for them to make the connection for the Asia, Pacific and Hawaiian studies students.
  14. There needs to be institutional conversation.
  15. UHM is attempting to make study abroad a part of student's curriculum.

Panel 3 Notes Moderated by Michael Aung-Thwin

This panel addressed the question of how area studies can better interact with the more traditional disciplines on an institutional basis.

Problems of area studies students moving on to higher degrees in a discipline. Students from area studies do not have the comprehensive background that the discipline expects them to have in the field.

Desired learning outcomes for area studies students. What should our graduates know? Important skills: theoretical reasoning abilities, foundations, the ability to interpret primary sources, methodology.

Area studies as holistic education, aiming for a more total understanding. Education as part of the interconnected human experience. One area is too vast to be understood only through one discipline.

Do we need to reexamine the focus of the discussion?

Funding/initiating more shared faculty positions with other departments as a means to greater cooperation between area studies and the disciplines.

Importance of educating the lawmakers/legislature about area studies -- why it is different, important, still relevant? Change at this level needs to be pursued to achieve institutional change.

Panel 4 Notes moderated by Jayson Chun

Five faculty presenters showcased teaching methods and programs they work with to convey their material better to students.

Patrick Patterson (HCC)

Methods in teaching World Civ at HCC. He does not teach theory, but rather the ability to access the theory. In World Civ focuses on Asia since students know a lot about the West

Actual lecture time per class kept to 20 minutes, with the remainder dedicated to discussion. Having the student become part of the conversation and engaged.

No course textbook. Instead, a reader and selected articles. Students are required to outline the articles and analyze them, and, on occasion, compare and contrast them.

Integration of current events and the historical roots of current events.

Asking provoking questions (such as, Is colonizing normal?) to get students to challenge the instructor and become more involved in the class and the material.

To help students improve writing ability, they are required to write a review of a monograph (not a summary or a book report).

Keeps a list of terms important for students to know online. Students are tested on a portion of the terms at the start and the end of the course to show progress in understanding.

Saili Lilomaiava (UHM)

Different ways to attract underrepresented student populations.

More Pacific Islander/Hawaiian faculty in the UHM system would provide good role models for students of those ethnicities.

Faculty training to help them achieve good rapport with students -- faculty as respected but approachable.

Service learning as a way of both helping underserved populations and helping students from those groups to reconnect.

More online courses help outer island students and non-traditional students.

Linda Fujioka (KCC)

International Cafe program at KCC

Program integrating service learning and international education. Program provides space and opportunity for interaction between local and international students, and serves the community at the same time.

Students share their areas of expertise with others and get help from each other.

No funding allotted to program, so all faculty/staff time for the program is provided on a volunteer basis.

Ecology of learning model. Student -- centers and labs -- campus (co-curricular) -- community -- study abroad -- cyberspace.

Joyce Chinen (UHWO)

Okinawans Locally and Globally course and study tour

Course and study tour created to meet the rising interest in Okinawa, beyond Okinawan food culture and performing arts.

Examining the sociology of racism and ethnic identity for Okinawans.

Course and study tour designed to complement each other with the aim that students taking the course would also participate in the study tour. However, due to cost issues, only a small percentage actually participated in both. Some study tour participants (from the community) did not take the course.

Study tour focused on Irei no hi (commemoration of the Battle of Okinawa) and diasporic Okinawan communities in Japan.

Jayson Chun (UHWO)

Using popular media culture in the classroom to motivate students.

Using Japanese anime as a way to relate topics like religion or history. Barefoot Gen used to discuss issues of war responsibility; Hi no tori used to illustrate the Buddhist notion of karma.

Had students design and operate a maid and butler cafe (a popular culture phenomenon in Japan) at the 2007 Kawaii-kon as a part of an Asian business course. Students got very involved and generated interest from UHM students in participating in 2008 on a volunteer basis. Project also started lasting partnerships for some students and initiated a new career for one.