B.A. Hawaiian Studies
Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?
Do PLOs include or imply link to Core Competency? (AY 2020-2021: Information Literacy)?
PLO 3: [Students will be able to] Locate and utilize library, on-line and community resources to write a cohesive academic paper, prepare a presentation, or give appropriate diversiform speeches.
Process of Core Competency Assessment:
KHAW 304 Third Level Hawaiian II
This paper assignment required students to choose an old Hawaiian newspaper and research its origin, founding members, length of publication, reasons for establishment, reasons for discontinuation, types of articles (political, religious, regional news, etc.), and its overall effect on Hawaiʻi, Hawaiian people, and the Hawaiian language. Students were required to produce 1000-1250 words (4-5 pages) for this assignment with a minimum of 5 resources. Students had the choice of using the APA or Chicago style of formatting.
Type of Student Artifact
Rubric or other instrument
GE Rubric for Information Literacy
Data (measurement of the competency)
Two readers from the department read sixteen (n = 16) final papers. Averages for each category are as follows: Document Conventions (3.23), Appropriateness of Sources (3.55), Evaluating Sources (2.88), and Integrating Sources (2.88). These averages show that students in the third year have with more than thirty percent represented by 6 students falling below competency in both Evaluating Sources and Integrating Sources.
Action Taken in Response to the Data (What will you do in response to the Findings?)
The majority of the students did well on the document conventions and appropriateness of sources sections of the evaluation with an average score of 3.23 and 3.55 respectively. Students with lower scores in the document conventions section did not adhere to all of the directions regarding the formatting of their paper. Students with lower scores in the appropriateness of sources section did not have the required amount of sources. These are easily correctable mistakes by perhaps providing clearer guidelines and instructions and verifying the clarity of those guidelines and instructions to the students.
The sections of concern were the evaluation and integration of sources, both averaging 2.88. Efforts must be made to provide the students with a clearer understanding of what is necessary to properly evaluate and integrate sources that are used in their academic writing. This can be accomplished by providing examples that clearly demonstrate the desired goals of utilizing sources in academic writing in Hawaiian, such as the M.A. theses and Ph.D. dissertations from our graduate programs of Ka Haka ʻUla O Keʻelikōlani.
Date of Last Program Review
See Program Reviews for Ka Haka ʻUla Ō Keʻelikōlani (KHʻUOK)