The proposed MA will be located in the Department of Hawaiian and Indo-Pacific Languages and Literatures in the College of Languages, Linguistics, and Literature at the University of Hawai'i at Manoa.
In 1896, after the illegal overthrow of the Hawaiian Monarchy, the self-appointed Republic of Hawai'i ceded Hawaiian lands to the United States Government including the lands upon which this institution is currently situated. To compound this injustice, legislation was enacted banning the use of Hawaiian as a medium of instruction in the public education system whereby children were subsequently beaten and humiliated in school for speaking their native tongue, the Hawaiian language.
The consequence of this was that inter-generational transfer of the Hawaiian language all but ceased throughout Hawai'i, except in a few small, rural areas. At present, Ni'ihau has one of the last surviving Hawaiian language communities, and it is the only community of native speakers that remains.
In the past three decades there has been a revitalization effort to save the Hawaiian language, its literature and the speakers (i.e., the Hawaiian people and their identity). This social movement has been spearheaded by faculty and students of the University of Hawai'i at Manoa (UHM). That is, all those involved in this movement have some connection to this University. This movement has been supported by UHM through the establishment of the first four-year degree in Hawaiian. The University's commitment to the movement is the reason the Hawaiian language program here at UHM instituted the first four-year degree in Hawaiian in 1978.
UHM now has an opportunity to make a significant contribution to a broader worldwide movement that has seen numerous and diverse revitalization efforts being made on behalf of indigenous languages throughout the world. This Master of Arts program in Hawaiian will catapult the University into a position whereby it can take a leading role in research and program implementation vis-à-vis indigenous language revitalization.
UHM is the flagship graduate campus of the university system, and "will remain the only public research University campus in the State" (BOR Policy, Section 5-7a). Further, by implementing the Master of Arts in Hawaiian at UHM, the university addresses the BOR policy that UHM will continue to offer "a comprehensive array of master's degrees..."
The Master of Arts in Hawaiian program at UHM is long overdue and is greatly anticipated by the Hawaiian community. UHM is an ideal place to implement a Master of Arts in Hawaiian. First, research-wise, the majority of the archival resources are located here on 0'ahu and, second, more importantly, the greater population of interested students is here on 0'ahu.
In its Vision Statement the University commits to "provide educational leadership in support of Native Hawaiians, their indigenous culture, and Hawai'i's unique sense of pluralism" (p. 3). This vision fits into the vision of the Hawaiian Language Program here at UHM that is to implement a Master of Arts program in Hawaiian whereby its graduates will move on and become leaders in the Native Hawaiian community. This will provide a means by which educational leadership can be developed here at the UHM in the field of Hawaiian language, culture, and history.
The University further realizes the "advantage of Hawai'i's unique location, physical and biological environment, and rich cultural setting" (p. 4). The resources for research in Hawaiian located here on O'ahu alone are unsurpassed by any other institution in the world, thus making the UHM the ideal location for graduate level studies in Hawaiian language.
In keeping with the mission statement, one key objective of the UH System Strategic Plan is: "to strengthen the crucial role that the University of Hawai'i system performs for the Indigenous people and general population of Hawai'i by actively preserving and perpetuating Hawaiian culture, language, and values (p 15)."
The University entrusts itself as a crucial element in the Hawaiian movement toward perpetuating things Hawaiian, recognizing the importance of its role in "actively preserving and perpetuating Hawaiian culture, language, and values" (p. 15). In order for this to come to fruition the University is committed to:
Moreover, the mission statement reads that it is imperative "to ensure the survival of present and future generations with improvement in the quality of life" (p. 4). This coincides with the general mission of the Master of Arts program in Hawaiian, I pono na mamo a Haloa.
The Master of Arts program in Hawaiian fits in with the mission statement of UHM, as the Hawaiian language is the primary transmitter of the knowledge, wisdom, and values of the Hawaiian culture, the indigenous culture of this land.
The best and most effective way for UHM to preserve and perpetuate Kanaka Maoli (Native Hawaiian People) heritage in language, culture, history and values is through research and training of graduate professionals in the field of Hawaiian language. The Master of Arts in Hawaiian will be the primary site of new research in the Hawaiian language. Therefore, the mission statement favors the implementation of graduate study in Hawaiian.
Moreover, the 1986 Ka'u Report (The University of Hawai'i's system wide Hawaiian Studies Task Force Report) specifically called for the establishment of graduate programs in Hawaiian language and Hawaiian studies at UHM. The implementation of programs that foster graduate study in Hawaiian language and literature is another historical advance as yet not taken by UHM. The approval of the Master of Arts in Hawaiian will fulfill an important part of a historical blueprint made some eighteen years ago in the Ka'u report.
UHM's strategic plan also emphasizes the importance of Hawaiian language, culture, and history through key strategic imperatives:
These strategic imperatives complement the UH system plan in which the University acknowledges the cultural resource of the Hawaiian language and the importance of its study and advanced research, hence demanding the implementation of a Master of Arts program in Hawaiian at UHM. The implementation of an MA program in Hawaiian at UHM will fulfill a need that the University realizes. That is, the Hawaiian language, culture, and education, all significant components of the proposed program, must be advanced through research and scholarship.
Another key strategic imperative listed for UHM is to:
UHM, and the UH system as well, can accomplish this strategic imperative by reversing the social injustice that occurred as a result of the illegal overthrow of 1893, and subsequent annexation to the United States of America whose views on bilingualism nearly killed the Hawaiian language -- the means of indigenous culture and practices of Kanaka Maoli. The Master of Arts program in Hawaiian is a means for the University to assert its "kuleana to honor the indigenous people and promote social justice for Native Hawaiians."
The graduate program in Hawaiian is designed to provide broad, in-depth education in the Hawaiian language, culture, and literature and is an integral part of the efforts to revitalize Hawaiian as a living language. This Master of Arts program will:
Develop curriculum and resources and teacher training for the Kula Kaiapuni (Hawaiian medium schools). Interested students may conduct research in curriculum development and teacher training, as well as train to become Kaiapuni teachers themselves. Students who choose to focus on curriculum development will work closely with the new Mary Kawena Pukui Hale: Center for the Survival and Promotion of Hawaiian established under the Hawaiian Language section of the Department of Hawaiian and Indo-Pacific Languages and Literatures under President Evan Dobelle's Initiative for Achieving Native Hawaiian Academic Excellence.
These students will also work in cooperation with the College of Education and the Center for Hawaiian Studies at UHM in ensuring that we are all working toward common goals without reduplicating each other's efforts. Because the Kula Kaiapuni suffer from chronic under- funding for basic curriculum materials, it is important that UHM, in accordance with its mission statement, contribute to ending the disparity in curriculum and resources between English-medium and Hawaiian-medium schools. Currently there are approximately 2000 students helping to perpetuate the Hawaiian language in 19 Hawaiian Immersion Schools on the 5 major islands;
The impact of colonization in Hawai'i has left Native Hawaiians struggling for their right to be indigenous -- a right that embraces their language, culture, traditions, and spirituality. Like indigenous peoples throughout the world, Native Hawaiians have been denied equity in non-indigenous education systems that have failed to provide educational services that nurture the whole indigenous person inclusive of scholarship, culture, and spirituality. In response, Native Hawaiians are demanding their right to establish a system of education that reflects, respects, and embraces their cultural values, philosophies, and ideologies -- the same values, philosophies, and ideologies that shaped, nurtured, and sustained their people for thousands of years.
Three documents support Native Hawaiian demands. The Coolangatta Statement on Indigenous People's Rights in Education (ratified during the 1999 World Indigenous People's Conference on Education in Hilo, Hawai'i) is a collective voice of indigenous peoples from around the world. It advances fundamental principles considered vital to achieving reform and transformation of education for indigenous peoples. Particular to Native Hawaiians, these principles include the right to:
The Hawaiian language is an endangered language. Furthermore, Hawaiian is one of the two official languages of the State of Hawai'i. The survival of the language is a vital component of the welfare of the Hawaiian people. Currently, research and study of the language at UHM is now limited to the four-year baccalaureate degree program.
The MA will foster the research and thus the new knowledge needed to ensure the life of the language. Students who wish to continue their study of the language beyond the BA have few options, all of which are inadequate: 1) the MA offered in Hilo, which is not a research driven university and is, for many students, socially and economically not feasible; 2) the MA in Linguistics or Polynesian religions, which is only tangentially related; 3) graduate study in an unrelated field, while attempting to continue study of Hawaiian on their own; or 4) the worst possible scenario, a student loses interest in the pursuit of academia overall and drops out of school. Our faculty is comprised in part of seventeen individuals who have obtained or are currently pursuing graduate degrees in various fields. All of them would have enrolled in graduate courses in Hawaiian if they had been available at UHM.
UHM is the most appropriate academic venue to support the continuation and growth of Hawai'i's indigenous language. The necessary resources, faculty, and student demand are all here.
We have immediate access to the specialized, comprehensive Hawaiian collection at Hamilton Library, the Hawai'i State Archives, the Bishop Museum library and archives, the Hawaiian Historical Society archives, and the Hawaiian Mission Children's Society archives and library, all of which contain extensive collections of Hawaiian language materials. We also have Hawaiian language audio and visual materials in the University's Language Learning Center and the Wong Audio Visual Center at Sinclair Library. UHM is a research university supported by the Graduate Division, the Social Sciences Research Institute and the proposed Research Institute in Hawaiian Studies.
UHM also has the greatest concentration of graduate research-oriented faculty. The Master of Arts program in Hawaiian will thrive in this location with the faculty who are available in HIPLL and in other diverse programs.
In a recent survey conducted by our department in Spring 2004, 128 of 279 total participants stated that they are interested in enrolling in a Hawaiian language MA program. 70 of the 279 participants have requested to be informed of the progress and status of the MA program proposal. Furthermore, our undergraduate program continues to serve the largest Hawaiian language student population in the state. There are approximately 1,500 students of Hawaiian ancestry at the Manoa Campus. The Hawaiian Language Department has over 60 classified majors, and total student enrollments of nearly 800 per semester in Hawaiian language courses alone. Therefore, we are confident because of the above numbers coupled with the demand of recent graduates of Hawaiian language (who were not part of the above survey) that the MA in Hawaiian Language and Literature will have at least 10 to 15 students enrolled at the onset of the program. Hawaiian language majors have been graduating at a rate of 15 to 20 every academic year. With the MA program established, we anticipate at least half of the graduates to go on to the MA program in Hawaiian for about half of the graduates of the past three or four years now express regrets that the MA program has not yet been established, because if it was they would surely apply.
We have established cooperative relationships with a broad array of diverse programs both within the University community and in the larger Hawaiian community. The MA in Hawaiian Language and Literature is being planned in conjunction with the MA in Hawaiian Studies: the two programs are designed to support each other academically. Hawaiian language students will complement their focus of study by enrolling in Hawaiian Studies courses, and vice versa. This will further the advancement of knowledge in both areas of study. This will better serve the Hawaiian community and the community at large.
Three letters of recommendation.
In addition,
Curriculum Organization
All students must complete 33 credits of approved courses, including the core requirements and no more than 9 credits offered in a language other than Hawaiian.
Core
HAW 601 (3) Kakau Mo'olelo (Hawaiian Literature)
HAW 602 (3) Kaka'olelo (Oral Performance)
HAW 603 (3) Papa Makau Noi'i (Research Methods)
HAW 615 (3) Ke Kuana'ike (World View)
HAW 601 and 602 are designed to advance the students' skills in reading, listening, speaking, and writing in Hawaiian and will include instruction and practice for thesis writing in Hawaiian. The prerequisite for HAW 601 is HAW 402, and the prerequisite for HAW 602 is HAW 601.
In HAW 603 students will develop skills in library, archival, audio, visual and oral history research methods. Students will each complete a proposal for an original research project or their MA thesis. In HAW 615, students will examine ways of speaking and thinking that reflect a Hawaiian worldview.
Plan A (Thesis)
HAW 700 (6)
A student doing the Plan A must write a thesis in Hawaiian on topic approved by the student's advisor. Six credit hours of electives must be courses offered in the Hawaiian language department;
Plan B (Non-thesis)
The capstone for Plan B will be a culminating experience where the student will display the knowledge s/he has researched into a form of his/her choice with the approval of the advisor. HAW 695 (explained below) would be a good means to fulfill this requirement wherein the students must somehow publicly show their experience.
HAW 695. Students may also choose the internship/haumana relationship with a manaleo (native speaker), kupuna (elder), or other cultural practitioner where the student will observe, learn, participate and document the expert. A student shall demonstrate their chosen topic in a culminating experience under HAW 695v, e.g. a video, a one-act play, a subject paper, etc. The culminating experience will be in Hawaiian and will be reviewed by a committee comprised of three (3) members, of which at least two (2) will be Hawaiian language graduate faculty. These committee members will provide feedback for the student before the presentation of their experience. Upon presentation, the committee will decide on the outcome (pass/redo).
9 credit hours of electives must be courses offered in the Hawaiian language department.
Areas of Curricula
Available areas of curricula initially will be Mo'olelo (Literature and History), Kumu Kula Kaiapuni (Hawaiian medium education teacher training) and Kalai'olelo (Linguistics). These areas represent the expertise of our department, as well as traditional areas of importance for Hawaiian. As our faculty's expertise grows and more resources become available, more courses will be added.
Students will be able to take courses from all the areas, but students will be expected to choose a topic within one of the three areas for either their thesis or plan B project.
Mo'olelo. The Mo'olelo curricula focuses on Hawaiian history and literature through the analysis, critique, creation and presentation of Hawaiian language resources.
Na papa (Classes)
Existing
HAW 425 Mo'olelo Hawai'i 'Hawaiian History' (3) This course focuses on Hawaiian history including creation of the earth and the islands, pre-contact era, as well as the monarchy, through the modern era and directions for the future. Resources used include mele, newspapers, and books. Pre: HAW 402.
HAW 426 Ka'ao Hawai'i 'Hawaiian Folklore' (3) This is a survey course of Hawaiian literature and traditions. Pre: HAW 402.
HAW 427 I Le'a Ka Hula i ka Ho'opa'a (Mo'olelo, Ka'ao, Mele and Hula) (3) The incorporation of mele and hula performance with mo 'olelo and ka'ao. Pre: HAW 301, or consent.
HAW 428 Ka 'Olelo Kalai'aina a Politika Hawai'i 'Hawaiian Politics' (3) This course examines political language in Hawaiian through reading and discussion of speeches, essays, editorials, songs and poetry, and performance art. Pre: HAW 302.
HAW 435 (Alpha) Problems in Translation (3) This course examines problems in translation of Hawaiian in: (B) legal documents; (C) newspapers; and (D) religious writings. Pre: HAW 302.
HAW 445 Na Politika ma ka Nuhou Hawai'i 'Politics in Hawaiian Language Media' (3) Study of Hawaiian news media with emphasis on political content. Includes field trips to various archives. Pre: HAW 302, or concurrent or consent. Cross-listed as POLS 344.
HAW 484 Hawaiian Poetry (3) Historical survey and analysis of poetry found in traditional chants, folk songs, and modern poetry written in Hawaiian. Pre: HAW 402.
HAW 485 Haku Hanakeaka 'Play Writing' (3) This is a play writing in Hawaiian course. Students are required to learn play writing structure, research plays already written in Hawaiian and as a final project write their own one act play. Pre:HAW 402.
Course proposals attached
HAW 638 Na Mea Kakau/Na Haku Mo'olelo 'Hawaiian Authors' Intensive study focusing on an individual author, his/her works and nuances within his/her work. Repeatable (once) with consent of advisor.
HAW 684 Papa Mele 'Poetry Composition' (3) Intensive study focusing on original composition of Hawaiian literature and song. Repeatable (twice) with consent of advisor.
Possible Areas of Thesis Research
Oral Versus Written Mo'olelo: Differences in Hawaiian History and Traditions. Study of the differences between oral and written narratives in Hawaiian will contribute to closing the gap between second language learner speech and native speaker speech.
Mo'olelo, Mo'olelo Ka'ao, Mo'o Ka'ao, Ka'ao: Differences and Similarities. Amongst the scholars of Hawaiian, there is an ongoing debate on what is a mo'olelo and what is ka'ao, and how do mo'olelo ka'ao and mo'o ka'ao fit into the overall picture. Theses in this area could greatly add to and perhaps revolutionize the way that mo 'olelo and ka'ao are understood and taught.
Hi'iakaikapoliopele: Survey of Traditions. Hi'iakaikapoliopele, the youngest sister of Pele, the goddess of Kilauea, has a very elaborate tradition associated with her name and place in Hawaiian history. There at least twelve published versions of this epic novel. A thesis might compare and contrast the versions. This type of thesis does not have to be limited to Hi'iakaikapoliopele, other traditions may be studied providing that there are multiple versions.
Mo'olelo Lawai'a: Traditional Fishing. A study of traditional fishing practices as reflected in the written 19th and 20th century sources, as well as from audio and video recordings and interviews with contemporary native speakers. This type of thesis could be produced on any number of topics such as hula, religion, navigation, grammar, child rearing, etc.
Mele: an Analysis of Hawaiian Poetry and Song. Hawaiian is as rich in varieties of poetry and song as it is in literature, yet thousands of pieces of traditional mele have yet to receive serious study. Knowledge gained from this type of study will be useful in creating curriculum for the Kula Kaiapuni, as well as benefiting the larger community who perpetuate traditional forms of Hawaiian dance, song, and oratory.
Haku Hanakeaka: Hawaiian Language Playwriting and Production. There is no better way to showcase research to the public than through entertainment. A student's research can culminate in a play produced totally in Hawaiian showcasing his/her research of Hawaiian history and/or traditions.
Kumu Kula Kaiapuni. The Kumu Kula Kaiapuni curricula focuses on the educational, linguistic and cultural tools that teachers need to perform better in Hawaiian medium schools. Students producing curriculum and developing their own teaching skills will also be able to work closely with the newly established Mary Kawena Pukui Hale: Center for the Survival and Promotion of Hawaiian.
Na papa (Classes)
Existing
HAW 463 Language of the Classroom (3) This course examines language needs in various classroom settings and introduction to new vocabulary in school content areas. Pre: 302, 452, and consent.
HAW 466 Kuleana Kula Kaiapuni (3) 'Rights and Responsibilities of Hawaiian Immersion'. This course examines the political struggles of the Kula Kaiapuni (Hawaiian Immersion Program) -- past and present. Pre: 401.
HAW 470 Ho'omohala Ha'awina Kaiapuni/Curriculum Development (3) This course examines curricular issues of Indigenous language programs; weekly participation in an immersion classroom; development of materials. Pre: 302
HAW 471 Teaching in Hawaiian Language Immersion Program (3) This course focuses on the development of a knowledge base for professional education; secondary school organization, curriculum and instruction; individual and program goals. Pre: 302
HAW 490 Ka Makau 'Olelo A'o Kula Kaiapuni (3) 'Language Training for Immersion Teachers'. This course assesses the linguistic competence of prospective Hawaiian language immersion teachers to assure that all teachers entering the state DOE Hawaiian Immersion Program meet the requirements of the program with respect to Hawaiian language proficiency. Pre: 402 (or concurrent) and 463 (or concurrent).
Course Proposal attached
HAW 660 Introduction to Educational Research (3) Fundamental design and evaluation procedures in educational research. Topics include determining needs, defining objectives, research design, instrumentation, data collection and evaluation.
Possible Areas of Thesis Research
Evolution of Hawaiian in the Kula Kaiapuni. Hawaiian is changing greatly due to a lack of intergenerational transfer. The most obvious place to spot this change is in the Kula Kaiapuni. Therefore, a possible research project may be an analysis of the Hawaiian being used in the Kula Kaiapuni.
The Path of the Kula Kaiapuni. Students may choose to do research on the history of the Kula Kaiapuni and its place in the 21st century.
I Pono na Mamo. A thesis may be written on the issues involved in the establishment of the Kula Kaiapuni and the current problems the program faces.
Language of a Kula Kaiapuni Classroom. The language of a Hawaiian medium school classroom is of great concern to scholars, hence the three courses devoted to this topic. A thesis project that involves research on the language of the classroom might also require mastery of some elements in the Kalai'olelo focus.
Kalai'olelo. The Kalai'olelo curricula focuses on the linguistic analysis of Hawaiian.
Na papa (Classes)
Existing
HAW 452 Structure of Hawaiian (3) Introduction to structural analysis of Hawaiian. Pre: HAW 202 and LING 102.
HAW 454 History of the Hawaiian Language (3) This course focuses on the development of the Hawaiian language from Proto-Polynesian. It also looks at the history of research in Hawaiian and its phonology, morphology and grammar. Pre: HAW 202 and 452.
LING 414 Introduction to Linguistic Anthropology (3) Ethnographic study of speech and language. Pre: consent. (Cross-listed as ANTH 414)
LING 615 The Nature of Language (3) Language as a communication system, current theories of grammar, meaning, sociolinguistics, linguistic change and comparison.
Course Proposals attached
HAW 652 Pilina 'Olelo 'Grammar' (3) This will be a graduate level survey of the grammar of Hawaiian including acquisition, discourse, phonology, and syntax as well as topics in social linguistics, linguistic anthropology, etc. Original research required. Repeatable with change of topic. Pre: HAW 452 and 601, or consent. (D) Discourse; (G) General; (Q) Acquisition; (S) Social; and (X) Syntax.
Possible Areas of Thesis Research
A Case for Ergativity in Hawaiian. Hawaiian might be analyzed as having traits of ergativity, as other Polynesian languages have, while looking at patterns of ergativity in Hawaiian.
Rules of Discourse in Hawaiian. Analyses of how to construct a Hawaiian discourse through certain patterns in the language.
Deixis in Hawaiian: the use of directionals to locate the focal point. Hawaiian has many tools in discourse to indicate direct attention to the focal point of a story. An analysis, or analyses, are needed to make it known to the larger audience of Hawaiian.
Vowel Assimilation in Hawaiian. Phonological study in Hawaiian has been extremely minimal. Any research done in this area would further the field of Hawaiian linguistics.
Authenticity in Hawaiian. The university is constantly viewed by the broader Hawaiian language community as producing speakers of "Book Hawaiian". Now that the university system is the largest producer of Hawaiian language speakers above the age of 18, Hawaiian faculty are concerned with the authenticity of the Hawaiian being produced by their students. Therefore, studies in this area, especially in the pedagogy of authentic Hawaiian, are greatly needed.
Differences Found in Hawaiian Language Speech Communities. Variation within Hawaiian is an important research area. For example, the Ni'ihau community is characterized by its rapid speech and deletion of syllables and segments. Another possible topic could be the variation in certain words and phrases indexing people from certain geographical regions
Hawaiian: an index of identity. Language is arguably the second most salient index of identity next to outward appearance. Theses in this area may explore the links between language and identity which could be very useful in motivating people to learn heritage languages.
Advising and Counseling Organization.
Students will be encouraged to work closely with an advisor. All graduate faculty will assist students in choosing research topics. Faculty will create an atmosphere in which faculty and students work cooperatively to build the program. Students will be required to meet with their advisor at least twice a semester. Signature of the advisor will be required for registration.
Enrollment
The first enrollment will be 10-15 students. Every year thereafter, another set of students will be enrolled (no less than five).
We expect initial enrollment to be large, for there are many students waiting for the MA in Hawaiian Language and Literature at UHM to open. Increased enrollment can be anticipated with the growth of the Kula Kaiapuni.
We expect most of our students to come from our current and past Hawaiian language and Hawaiian Studies majors. Over the years we have been forced to turn away graduate level scholars of Hawaiian to other related fields because there was no MA program in Hawaiian. With the implementation of this MA, we will be able to welcome them to study what they most desire, Hawaiian.
We anticipate a significant demand from non-traditional students primarily from teachers already working in the Kula Kaiapuni. These teachers have expressed a need to further their understanding of Hawaiian and will take our courses at the graduate level, some enrolling in the degree program. We also will encourage DOE teachers (including charter school teachers) and other Hawaiian language scholars to enroll in our courses. DOE teachers must acquire an MA for reclassification. The Professional Development Credit Program of the Hawai'i Department of Education states,
Academic credits are awarded by accredited colleges and universities for courses that lead to a degree. Teachers do not need to be enrolled in a degree program to use academic credits for reclassification purposes (http://doe.k12.hi.us/personnel/pd).
The Manoa campus has the largest student body in the university system. It is the flagship campus enrolling 20,000 students. UHM's Hawaiian Language BA Program typically has twice the number of majors as Hilo. Enrollments have been averaging about 40 students a term. The Hawaiian studies program has been averaging about 90 students a year. With this level of undergraduate interest combined with the increasing demand for individuals with advanced degrees and/or training in Hawaiian by the Department of Education, there will be a significant demand for the UHM Master of Arts in Hawaiian. In fact, it is anticipated to attract more students than the UH Hilo program.
The proposed MA on Hawaiian Studies, once approved, should also create more demand for graduate courses in the Hawaiian Language.
Possible Career Paths for Graduates with a Master of Arts in Hawaiian
Kula Kaiapuni; Teaching (public schools, private schools, charter schools, colleges and universities); Counseling; City Planning; Government positions (Bureau of Conveyances, State Archives); Curriculum Development; Resource Development; Editing Hawaiian language journals, books, articles, etc.; Hawaiian language consultant for private organizations; Journalism; Radio and Television Broadcasting; Film and Theater Production; Law and legal documents (e.g., land title documents, etc.); Hawaiian Cultural Specialist at Bishop Museum, Queen Liliuokalani Children's Center, Alu Like, OHA, and Business Firms; Environmental Impact Studies; Anthropologist; Archeologist; and Publisher.
Proposed two (2) year schedule of graduate course offerings
Below we have listed a tentative layout of what 600 level courses will be taught in the first two years and the faculty who will teach those courses. These courses are also in combination with the five or more 400 level courses that we offer each semester that too will count toward the fulfillment of the requirements for the MA program.
| Fall | Spring | |
|---|---|---|
| Academic Year | Course Alpha Instructor | Course Alpha Instructor |
|
2005 - 2006 (Commencing Fall 2005) |
HAW 601 No'eau Warner HAW 615 Laiana Wong HAW 684 Keawe Lopes |
HAW 602 Laiana Wong HAW 603 Noenoe Silva HAW 660 No'eau Warner |
|
2006 - 2007 (New students allowed in Fall) |
HAW 601 No'eau Warner HAW 615 Laiana Wong HAW 652 Emily Hawkins |
HAW 602 Laiana Wong HAW 603 Leilani Basham HAW 638 Kapa Oliveira |
The program will be a pseudo cohort in the first years of operation. After a few years we expect the program to be more like other MA programs around the UH Manoa campus where the students at the MA level are taking their core with those who they entered the program with and then choosing their electives to tailor the curriculum to their interests.
Description of additional resources required
It must be noted here that we have secured funding for three Assistant Professorships in Hawaiian language. All of these Assistant Professorships have already been filled as of Fall 2004. We have also recently hired an Administrative Assistant who is now working strictly for the Hawaiian language program. These are all G- Fund positions. We also have secured funding for an instructorship, which will be advertised in Spring 2005 and hired that summer. We have also recently received funding to cover our supplies budget and beyond.
We have mapped out the number of projected courses necessary to carry out our BA and MA programs in the first two (2) years and our resources (FTE positions) available during those years. During AY 2005-06, we will offer 109 courses (undergraduate and graduate). Our resources cover 76 of those courses for that academic year. This leaves 16.5 courses per semester that need to be covered. During AY 2006-07, we will offer 111 courses (undergraduate and graduate). Our resources cover 88 of those courses for that academic year. This leaves 11.5 courses per semester that need to be covered. Our Dean has agreed to fund the necessary amount of lecturers for the programs to grow. His letter is forthcoming. This is all illustrated in the tables below.
| Position | FTE | Courseload | Courses/semester | Courses/year | |
|---|---|---|---|---|---|
| Sem 1 | Sem 2 | ||||
| Asst./Assoc. Professor | 6 | 3/2 | 18 | 12 | 30 |
| Prof. Emeritus | .25 | 1/1 | 1 | 1 | 2 |
| Instructors | 8 | 3/3 | 24 | 24 | 48 |
| Instructor | .5 | 1/1 | 1 | 1 | 2 |
| Courses covered by FTE resources | 82 | ||||
| Less course releases for administration | -6 | ||||
| Total courses covered by FTE resources | 76 | ||||
| Total courses offered in AY2005-06 | 109 | ||||
| Less total courses covered by FTE resources | -76 | ||||
| Courses covered by Lecturers in AY2005-06 | 33 | ||||
| Average courses covered by Lecturers per semester | 16.5/sem | ||||
| Position | FTE | Courseload | Courses/semester | Courses/year | |
|---|---|---|---|---|---|
| Sem 1 | Sem 2 | ||||
| Asst./Assoc. Professor | 6 | 3/2 | 18 | 12 | 30 |
| Prof. Emeritus | .25 | 1/1 | 1 | 1 | 2 |
| Instructors | 10 | 3/3 | 30 | 30 | 60 |
| Instructor | .5 | 1/1 | 1 | 1 | 2 |
| Courses covered by FTE resources | 94 | ||||
| Less course releases for administration | -6 | ||||
| Total courses covered by FTE resources | 88 | ||||
| Total courses offered in AY2006-07 | 111 | ||||
| Less total courses covered by FTE resources | -88 | ||||
| Courses covered by Lecturers in AY2006-07 | 23 | ||||
| Average courses covered by Lecturers per semester | 11.5/sem | ||||
Graduate Assistants. We are currently negotiating funding for seven (7) GA positions. The GA positions are not imperative to the commencement of the MA Program in Hawaiian. However, we do want to make enrollment attractive for perspective students, similar to other graduate programs throughout this university.
The Graduate Teaching Assistants will relieve the workload of the professors by teaching the lower division language courses thus freeing the professors to teach the graduate courses while maintaining their research projects.
The Graduate Research Assistants will work closely with Graduate Faculty and the recently established Mary Kawena Pukui Hale Center for the Survival and Promotion of Hawaiian in developing curriculum for teaching Hawaiian in all venues/levels, including the Kula Kaiapuni, community projects (i.e., radio and television programs, newspaper publication, etc.) and assist graduate faculty in current research projects. Not all seven graduate assistantships will be needed at one time. Initially, five (5) Graduate Teaching Assistantships will be appreciated. However, the program's approval should not be contingent on the acquisition of these GA positions because, as illustrated above and in Dean O'Mealy's letter, our resource needs will be met, whether via lecturers, GA's or new FTE hires.
Additional assistants will be requested as the program develops. Currently, the Native Hawaiian Leadership Project (Manu Ka'iama, Director) is receiving federal grant moneys for graduate assistantships across UH. We are working closely with NHLP in order to have some of the GAs funded by that program.
Library resources. UHM has the best collection of resources in Hawaiian language in the world. The Hawaiian collection of Hamilton Library has a comprehensive collection policy. Audio and visual resources are also at UHM in the Wong A. V. Center at Sinclair Library, and the Language Learning Center. We have easy access to the Hawai'i State Library, the Bishop Museum, the Hawaiian Historical Society and Hawai'i State Archives.
Ultimately, all our significant budget concerns have been met. That is, we have three tenure-tract professors and an administrative assistant hired and one instructor on the way. Our supplies needs have also been met.
Although, our significant budget concerns have been met, and our resources are sufficient to carry out the MA program, we have also submitted a request for eight more tenure tract Assistant Professorships over the next eight years. Along with this request, we have requested for ten additional Graduate Assistantships in order to be better prepared to offer a PhD program in the future. We are confident that these positions will be filled as well. However, the approval of the Master of Arts in Hawaiian program should not be contingent on the acquisition of these funds. As mentioned above, all of our significant budget concerns have been met.
These monies are coming from the Kuali'i Council per appropriations for Halau 'Olelo Hawai'i (the Hawaiian language program).
Proposed Graduate Faculty and their current status.
There are presently five faculty who will serve as the initial graduate faculty:
Emily Hawkins, PhD,
Sam No'eau Warner, PhD,
Marvin Puakea Nogelmeier, PhD,
Naomi Noelanioko'okau Losch, and
Professor Emeritus Rubellite Johnson.
Three other faculty are expected to finish their doctorates shortly:
Christopher Kaliko Baker,
Katrina Kapa'anaokalaokeola Oliveira, ABD, and
Kerry Laiana Wong, ABD.
All graduate faculty will teach a maximum of 15 credits per academic year (e.g., 3 courses one semester, 2 courses the next semester) to facilitate faculty scholarship.
Cooperating Faculty. The following UHM faculty members will serve as cooperating graduate faculty:
Lilikala Kame'eleihiwa, PhD, Center for Hawaiian Studies
Jonathan Osorio, PhD, Center for Hawaiian Studies
G. Terry Kanalu Young, PhD, Center for Hawaiian Studies
Noenoe K. Silva, PhD, Political Science
Ty Kawika Tengan, PhD, Anthropology
Davianna McGregor, PhD, Ethnic Studies
Margaret Maaka, PhD, College of Education
Michael Forman, PhD, Department of Linguistics
Al Shutz, PhD, Department of Linguistics
William O'Grady, PhD, Department of Linguistics
Kenneth Rehg, PhD, Department of Linguistics
Yuko Otsuka, PhD, Department of Linguistics
Patricia Anderson, PhD, Department of Linguistics
John Charlot, DTh, Religion
Joan Hori, Curator, Hawaiian Collection, Hamilton Library
Assessment of the program will be done after the first cycle of two years is complete. From then on the program will be assessed every four years using the following criteria: 1) number of applications for enrollment, 2) number of accepted applicants, 3) number of completions of the degree, 4) time to completion, 5) the rate of published research and theses, 6) outcomes (e.g. job placement and/or further academic study), and 7) the effects of the program on the Hawaiian community at large.
A standing assessment committee will be established to develop programmatic assessment procedures employing both qualitative and quantitative analyses of the progress of the program and student learning specifically looking at our objectives above.
The instructor of each course will assess student learning by completing a survey midway through and at the end of the semester that requires the instructor to critically evaluate each student's progress throughout the course. The instructor will utilize various methodologies of evaluation and assessment that will be further explained in the syllabi, e.g., presentations, research papers, etc.
Assessment will also be done by the students. The students will complete a survey of the course and the instructor. This will take place at mid- semester and at the end of the semester.
Peer evaluation will also be utilized. The Graduate Chair will assess the instructor of a graduate course once per semester and give comments on the instructor to him/her.
Professors will be encouraged to take advantage of the assessment processes offered by the Center for Teaching Excellence, various comprehensive midterm evaluations that include a 50-minute discussion with and feedback from students.
The Hawaiian language section already utilizes the above forms of assessment for the instructors and courses of Hawaiian and feel that they will work well with the graduate courses as well.
The Hawaiian language faculty and all cooperating faculty deem it necessary to implement the program as soon as possible, so that recent Hawaiian language graduates and Hawaiian language majors who will be graduating this semester will not be lost, or forced, into some other degree program.
The first group of students will be relatively small, no more than 15 students. More students will be added after the first year. We will continue to develop and submit additional graduate course proposals and continue to promote the Master of Arts program in Hawaiian.
In summary, the addition of the Master of Arts program in Hawaiian will ensure that UHM will be a foremost leader in complying with the University of Hawai'i System's Strategic Plan whereby the rights and entitlements of the Native Hawaiian people, their culture, and their language are being addressed, and actually improved upon. The implementation of this Master of Arts program will also fulfill a sixteen-year-old historical request for graduate studies in Hawaiian fields recommended in the Ka'u Report.