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Kawaihuelani Center for Hawaiian Language

UHM Self-‐Study Report Graduate Program Provisional to Permanent

AUGUST 2013

University of Hawai‘i at Mānoa

Maenette K.P. Ah Nee-‐Benham, Dean

2540 Maile Way, Spalding 454

Honolulu, HI 96822

808.956-‐0980

URL: http://manoa.hawaii.edu/hshk Email: [email protected]

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I Pono Nā Mamo a Mānoa

Ma kēia ‘ōlelo mākia o ka Hālau ‘Ōlelo Hawai‘i o ke kulanui o Hawai‘i ma Mānoa, ho‘ākāka ‘ia ke kumu a ‘o ke kahua ho‘i o kā mākou mau hana e hana

nei. Eia nō mākou ke ‘imi nei i ke alahele e mālama ai i nā mamo a Hāloa —‘o ka ‘āina, ke kanaka, ka mo‘olelo, a pēlā pū ka ‘ōlelo. He

mea nui nō kēia mau mamo no kākou pākahi a pau loa ma Hawai‘i nei, a ma o ka ho‘ōla ‘ana, ka ho‘ona‘auao ‘ana, a me ka ho‘omau ‘ana e

ola mau ai ka ‘ōlelo Hawai‘i. I Pono Nā Mamo a Hāloa.

The motto of Kawaihuelani Hawaiian Language Program honors Hāloa as a common ancestor of the Hawaiian people, recognizing

our responsibility to ensure a righteous and successful future for Hāloa’s descendants, the

Hawaiian people, through the perpetuation of our history, our cultural practices, and our language.

Mission Statement The mission of Kawaihuelani is to revitalize the Hawaiian language and culture through quality Hawaiian

education. This is achieved through the creation and availability of faculty, resources, curricula, and materials that will promote the use of Hawaiian across the curriculum. Hawaiian is a viable and vibrant means of communication for a wide range of places and spaces, at UH Mānoa and in the community,

including various forms of media and technology, such as the theater, radio, print, television, and internet. Education and revitalization of Hawaiian language result in additional research and contributions to the Hawaiian knowledge base, thereby creating new ways of knowing and

understanding the past, present, and future of the Native people of these islands. This knowledge will in turn create a new body of literature in the form of theses, dissertations, and other publications, which will emanate outward from the academy and make connections with and provide support for parallel

efforts being made in the broader community. This mission is one that the University of Hawai‘i at Mānoa would be proud to advance as a part of its overall purpose as a university because our mission “promotes distinctive pathways to excellence, differentially emphasizing instruction, research and

service” (UH system strategic plan, p. 4).

Hawaiian Language students at Mūkīkī Wai Nā Mamo o Mānoa.

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Master of Arts Degree

Beginning in 2005, an M.A. degree in Hawaiian Language was approved by the University of Hawai‘i Board of Regents to be established at the Mānoa campus, a move that was central to fulfilling a 26-‐year-‐old call for the establishment of graduate programs in Hawaiian Language and Studies in the 1986 Ka‘ū

Report (The University of Hawai‘i’s system-‐wide Hawaiian Studies Task Force Report). The particulars of

the Ka‘ū Report echoed the long-‐expressed desires of students, faculty, and community members across Hawai‘i and beyond. At the time of its establishment, there was a great need for such a program at the University of Hawai’i’s flagship research one campus. A graduate program in Hawaiian language and

literature was initiated two years previously at the U.H. Hilo campus, but limited faculty and resources and distance from the main population of potential students only provided fractional fulfillment of the

Ka‘ū recommendations.

First, the Hawaiian language was and is an endangered language, in spite of its standing as 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 and the continuation of Hawai‘i's cultural foundation. Second, advanced and diverse levels of research and implementation are needed in order for Hawaiian to coexist as a living language and to expand into new domains that have emerged since the language was suppressed in 1896. Third, after decades of neglect, Native Hawaiians were demanding the right to a

system of education that reflects, respects and embraces Hawaiian cultural knowledge, along with the values, philosophies, and ideologies that shaped, nurtured, and sustained the Hawaiian people for

thousands of years. The M.A. in Hawaiian embodies the active support that the University of Hawai‘i is committed to, while its operations foster the production and dissemination of research and new

knowledge needed to ensure the life and vitality of the language. Finally, the community needs people with the kinds of expertise that the program was established to actualize, along with the materials that they are generating and will continue to produce.

Program Objectives

• Provide the necessary faculty expertise and methodology with the appropriate venue for conducting research in Hawaiian.

• Create scholarship in Hawaiian in new domains, including advanced study of literature. • Provide the framework and preparation for using the language resources located on O‘ahu. • Strengthen and expand the understanding and use of various styles of Hawaiian. • Develop curriculum and resources and teacher training for the Kula Kaiapuni (Hawaiian-‐medium

immersion schools). • Provide support to graduate students in related fields, especially, but not limited to, graduate

students in Hawaiian Studies. • Create new literature in Hawaiian. • Integrate and utilize new technology in the curricula of the program.

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1. Is the program organized to meet its objectives?

Kawaihuelani Graduate Program Student Learning Outcomes

Upon completion of the Hawaiian language master’s program students should be able to exhibit the

following:

• Reading: Demonstrate comprehension of traditional literary texts.

• Listening: Demonstrate comprehension of native speaker dialogue. • Speaking: Offer a quality public presentation in Hawaiian (i.e., proper use of the Hawaiian

language and demonstration of Hawaiian concepts). • Writing: Demonstrate competence in formal writing skills that have practical/contemporary

application.

• Culture: Demonstrate the ability to apply cultural norms in a range of communicative events. • Research: Construct a culturally sensitive research project that utilizes/analyzes relevant existing

resources and contributes to the overall Hawaiian knowledge base.

The Curriculum

Kawaihuelani offers curricular and co-‐curricular learning experiences that provide opportunities for our students to be introduced to the concepts and practice the skills needed to eventual master the SLOs above. The wide range of disciplines and knowledge bases represented by our faculty (to include areas

such as: anthropology, ethnomusicology, geography, education, linguistics, religion) allows us to offer a diverse, interdisciplinary curriculum with courses ranging from courses on literature, poetry, history, politics, linguistics, immersion education, and other relevant Hawaiian cultural content taught

exclusively in Hawaiian (see Appendix A. Hawaiian Language Graduate Course Descriptions). Taking advantage of the diverse expertise of our graduate faculty, Kawaihuelani offers most courses in the following three areas:

• Mo‘olelo: The Mo‘olelo curricula focuses on Hawaiian history and literature through the analysis, critique, creation and presentation of Hawaiian language resources.

• Kumu Kula Kaiapuni: The Kumu 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 Mary Kawena Pukui Hale. • Kālai‘ōlelo: The Kālai‘ōlelo curricula focuses on the linguistic analysis of Hawaiian.

Requirements (Effective Fall 2012)

• Students must complete 33 credits with a GPA of 3.0 or better and must include at least 24 credits at the 600 level or higher.

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• With pre-‐approval from the graduate advisor, a student may include a limit of 9 credits that are not taught in Hawaiian but are related to their research.

• Students must receive a B (not B-‐) or better in ALL courses counted towards their degree. • Core requirements:

■ HAW 601 Kākau Mo‘olelo (Narrative Writing) ■ HAW 602 Kākā‘ōlelo Oratory (Hawaiian Speech Styles) ■ Choose two of the three courses below:

− HAW 604 Haku Palapala Noi Laeo‘o/Writing a Hawaiian Master’s Proposal − HAW 605 Ka Hana Noi‘i (Research Methods)

− HAW 612 Nā Mana‘o Politika Hawai‘i (Hawaiian Political Thought)

■ HAW 615 Kuana‘ike (World View)

■ HAW 652 Pilina ‘Ōlelo (Grammar)

• Thesis (Plan A) and Project/Non-‐thesis (Plan B) options are offered. Students completing a Plan

A thesis must write a thesis in Hawaiian on a topic approved by the student’s advisor and committee. Students completing a Plan B project/non-‐thesis will enroll in 6 credits of HAW 695, a capstone course where the student will display the knowledge he or she has researched into a

form of his or her choice with the approval of the advisor and committee. Students may also choose the internship/haumāna relationship with a mānaleo (native speaker), kupuna (elder), or other cultural practitioner where the student will observe, learn, participate, and document the

experience.

Table 1 provides an overview of courses taught and enrollment from 2007 -‐ 2012. We strive to schedule

our core and content area courses so that they do no overlap and offer most of our courses on a set schedule (i.e., every Fall semester, every other Spring semester) so that our majors can plan their

schedules in advance and graduate in a timely manner. Over the past five years, our undergraduate course enrollment has increased and our graduate level enrollment has remained stable.

Table 1: Hawaiian Language Graduate Courses Offered and FTE Enrollment, 2007-2012 Academic Year 2007 -‐ 2008 2008 -‐ 2009 2009 -‐ 2010 2010 -‐ 2011 2011 -‐ 2012

Courses Offered 5 5 7 8 8

FTE Enrollment 18 11 21 18 15 Does not count multiple sections of same class Source: MIRO, Hawaiian Language Quantitative Indicators for Program Review, March 2012.

Graduate Learning Opportunities

In addition to our coursework, Kawaihuelani Center for Hawaiian Language provides a host of professional and scholarly development opportunities for our M.A. students. Paid graduate

assistantships are a way in which students are able to gain valuable research and/or teaching experience

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under the supervision of seasoned Hawaiian language faculty. The experience students obtain from their graduate assistantships make them attractive to potential employers after graduation.

Kawaihuelani also provides scholarly development opportunities to students by sending them to local, national, and international conferences. In addition to presenting their own research, students attend

presentations and network with prominent academics in the field. In this way, our graduate students begin to build their academic networks and develop their research interests even before they graduate.

In recognition that the greatest stumbling block for students is completing their thesis or final project, Kawaihuelani provides writing retreats for M.A. students to focus their efforts on their final project.

During the writers’ retreats, students discuss their work with fellow M.A. students as well as faculty members. During the retreat, faculty members mentor the students through the writing process. Room

and board is provided free of charge by Kawaihuelani.

M.A. students have been afforded the opportunity to learn more about the Hawaiian language and

culture via place-‐based experiential learning by attending Hawaiian immersion camps on the islands of Kauai and Maui. Kaulakahi Aloha is a professional development Hawaiian immersion camp on the island of Kaua‘i whose target group is Kawaihuelani faculty. In 2011, an invitation was extended to M.A.

students to participate in Kaulakahi Aloha for the first time. Participants were immersed in the Hawaiian language alongside a dozen or so native speakers of Hawaiian in the last remaining Hawaiian speaking community in the world. Participants fished, prepared a imu, rode horses, attended church, and

encircled the island of Ni‘ihau by boat while speaking solely in Hawaiian with fellow students, Hawaiian language faculty, and native speakers of Hawaiian. Mauiakama is a weeklong Hawaiian immersion camp

whose primary target is university students. During the camp, students engage in varied kalo farming practices, visit Hawaiian historical sites, and perform traditional land management practices. Like Kaulakahi Aloha, students speak solely in Hawaiian with other students, faculty, and native speakers.

These Hawaiian immersion camps have increased the language proficiency of our students and have enhanced their educational experience at the University of Hawai‘i at Mānoa. See the “Native Hawaiian Student Services Kauhale” section, the “Inquiry Excellence” section, and “Transformative Teaching and

Learning” section for more detail.

Admission

Students interested in applying to the M.A. in Hawaiian do so once a year in the Spring semester. Applicants must have completed a bachelor’s degree as well as 18 upper-‐division credit hours in Hawaiian including HAW 402 and HAW 452 or equivalents. Additionally, all applicants are required to

take the Hō‘ike Pae Komo (HPK), the department’s admission exam that includes proficiency measures for reading, writing, listing and speaking, as well as an interview by a graduate faculty member in Hawaiian. The HPK is intended to assess an applicant’s proficiency in the various skill areas in Hawaiian.

Usually we admit students outright with no deficiencies in terms of language competency, academic standing, or prerequisites, although exceptions can be made upon the recommendation and approval of

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the graduate faculty, and students may be enrolled in the program with requirements to fulfill and a timeline in which they must complete them.

We have accepted six students with “deficiencies” out of 47 since the beginning of our program (Fall 2006, 2007, 2012) because we saw potential in these students and wanted to support their research and

career interests, which we believed could make a positive impact on our community after graduation, see Table 2 below. Of these, only two actually enrolled in the program: one in 2006 who was deficient in both language and academics (2.63 GPA), had promising research interests, but has yet to graduate;

and one in 2007 who was deficient in language but very strong in academics (3.8 GPA) and greatly improved in her language ability, graduated in three years, and since moved on to a Ph.D. program.

Each of these students taught us valuable lessons about accepting students with deficiencies. First, we will now only accept students with language and course prerequisite deficiencies who have proven strong academic performance. For example, this year is the first year we are accepting students with

deficiencies since 2007 and they have undergraduate GPAs of 3.39 & 3.5 and good grades in their HAW classes, an indication to us that they are capable of working hard to make up any deficiencies on the language side they may have. Second, upon acceptance, we now specifically outline how a student will

make up the deficiencies and within what timeframe. In general, students must enroll in and pass any course deficiency with a B or better during the first academic year of their acceptance into the program, unless otherwise indicated. Accepting students with deficiencies, instead of rejecting them outright, is

our way of encouraging and supporting students who have the passion for Hawaiian language but need some assistance. This shows our commitment to language revitalization and supporting our community because we are willing to put the extra time and effort to ensure all students succeed. In reflecting on

our acceptance practices in terms of deficiencies, we have learned from our earlier students and made the appropriate adjustments to ensure newly accepted students will succeed and complete their

deficiencies and our program in a timely manner.

Most of our MA students come from our undergraduate program, including one international student

from Japan. In addition to classified students pursuing a MA degree in Hawaiian who are accounted for in Table 2 below, we also have many others students taking our classes who are from other UH Mānoa programs (e.g., Hawaiian Studies master’s students and pre-‐service teachers from Ho‘okulāiwi’s Master

of Education in Teaching Program at UH Mānoa’s College of Education), and from the larger community, the majority of which are in-‐service teachers from Kula Kaiapuni (Hawaiian Immersion Schools) on O‘ahu who are taking our courses for their own professional development. See Tables 15 &16 for more

information.

As illustrated in Table 2 below, from 2005 to 2011, 42 students submitted complete applications to

Kawaihuelani’s masters program with an average of about 6 students applying per academic year. In the beginning, these small numbers of applicants were consistent with a new, growing program that was just beginning to recruit students yet was conscious of the limited capacity of our small graduate faculty

and the load required to advise and teach our students as well as develop and assess our new program. However, we recently saw the largest group of students to date applying for the upcoming Fall 2012

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semester (12 total), which we believe can be attributed to two of our efforts since 2009. First and foremost, we began offering new and revamped courses aimed at providing the kind of support our

students were asking us for in the area of writing (writing retreats in Punalu‘u for majors in Summer 2010, Fall 2011, and Spring 2012; a brand new proposal writing class, HAW 614, in Spring 2011 & 2012, and a revamped HAW 603 research methods class in Fall 2011), which led to 5 successful defenses and 4

graduates in Spring 2012 (the final student to complete her revisions by the end of Fall 2012). See “Outcomes” section to come for more information about our graduates. We strongly believe that news of the positive impact these changes are having on the progress of our majors has led directly to our

increased number of applicants (5 last year to 12 this year).

Second, one of our graduate faculty has developed a new approach to teaching and learning Hawaiian

since the Fall of 2006, placing us at the cutting edge of Hawaiian language education. Beginning in Fall 2011, the system has been piloted in select HAW 101 & 102 classes with overwhelmingly positive feedback from students, leading to continued piloting this year in both first and second year. Dr. No‘eau

Warner, the designer of the new system, has also steadily been teaching this system in his graduate classes, including 31 elementary, intermediate, and high school Hawaiian Immersion teachers on O‘ahu from Fall 2009 through Spring 2012. Their feedback has been highly positive as well. We believe that

this effort has also contributed to this larger group of M.A. applicants in Fall 2012 (5 of the 12 are Hawaiian language teachers: two Hawaiian immersion teachers, one Hawaiian second language teacher at a private high school, and two Hawaiian language teachers in the University of Hawai‘i system) by

sparking the interest of these teachers who have either been exposed to this new system through our classes or their colleagues and inspiring them to want to learn more by official applying to our program. Even with this increased interest in our program that we hope to maintain in the years to come,

Kawaihuelani will always be somewhat of a specialty program with relatively small groups of applicants each year because we attract a very specific kind of student who is dedicated and passionate about

‘ōlelo Hawai‘i, and that is okay with us. The work we do is vital to the survival of our native language, culture, and people, going beyond merely producing graduates, but to educating the next generation of leaders of our community, who will actively perpetuate and spread the use of Hawaiian to more and

more of our children, families, and communities for generations to come.

Over the life of our young program, our overall acceptance rates have remained high (75-‐100%), but it is

important to break these numbers down a bit to get a fuller picture of what they truly represent. In the early years (2005-‐2008), the average number of applicants was about 7 students, and we admit that our inexperience as a graduate program was somewhat reflected in our high overall acceptance rate of

students who may not have been best suited for the program. In more recent years (2009-‐2011), even though our acceptance rate remained high, our average number of applicants was smaller (about 5 applicants). Furthermore, the number of academically weak students has decreased over recent years

while the quality of our students has been consistently improving in the areas of language proficiency, academic readiness, and research productivity. We are encouraged by this trend and are hopeful that it will continue in part due to the assessment work we are doing at both the undergraduate and graduate

levels (See “Program Assessment” section later for more information). In fact, we will welcome the most qualified group of incoming M.A. students as a whole in the Fall 2012 semester. And with this larger

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group, along with a revised application process and better understanding of the kind of students we are looking for, you notice in Table 2 below that our overall acceptance rate is at the low end of what it has

been over the last 5 years (75%) and the acceptance rate without deficiencies has also gone down to 58%. It is our belief that a rate at about this level is appropriate for our program because it reflects our dedication to language revitalization and our desire to educate as many interested and qualified

students as we can in ‘ōlelo Hawai‘i yet it is selective enough to ensure quality students who can succeed in our rigorous program and also acknowledges the relatively small number of students who are interested in and committed to the kind of specialty curriculum Kawaihuelani offers.

Table 2: Hawaiian Language M.A. Students Admissions 2007-2011 Semester # of Complete

Applications

# Accepted

to Program

Acceptance

Rate w/o deficiencies

Acceptance Rate

OVERALL

# Actually Enrolled in

Program

Fall 2005 6 6 100% 100% 6

Fall 2006 8 3 w/o deficiencies +

3 with deficiencies

38%

75% 3 w/o deficiencies +

1 with deficiencies


1 with deficiencies

80%

100% 4 w/o deficiencies +

1 with deficiencies

Fall 2008 8 7 88% 88% 7

Fall 2009 8 8 100% 100% 7

Fall 2010 2 2 100% 100% 2

Fall 2011 5 4 80% 80% 4


2 with deficiencies

58%

75% TBD

TOTAL 54 47 total

41 w/o deficiencies

76% 87% 35

Source: UH IRO, ODS, IRO Admission (compiled by HSHK).

The formal recruitment of graduate students is currently conducted by HSHK’s Graduate Programs

Support Assistant (GPSA) in collaboration with Kawaihuelani’s Graduate Chair and is focused around a variety of activities intended to reach a variety of prospective students, the majority of which come from our undergraduate program. These activities include flyers and emails announcing application deadlines

and information, the UH Mānoa Graduate and Law Schools Fair, classroom visits in the Fall semester targeting UHM upper division HAW courses being taken by students who are close to graduation, informational workshops also conducted in the Fall, and one-‐on-‐one meetings with prospective

applicants for students to discuss questions and concerns regarding graduate school and the application process. Informally, our graduate faculty members also do their own recruitment by encouraging their own students to consider becoming official master’s students. For example, we have our first kula

kaiapuni teacher entering our program officially in the coming Fall 2012 semester, with a number of

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others who have expressed interest in following in her footsteps in the years to come, because of encouragement by Professor Warner during classes he taught to her and her colleagues at Ke Kula

Kaiapuni ‘o Ānuenue.

In addition to these recruitment efforts that have attempted to help spread the word about our

program to prospective students, we believe that the factors described earlier regarding community outreach to kaiapuni teachers and successful, timely progress of students who enrolled in our new and revamped courses (HAW 614 and 603 respectively) have had major impacts in spreading the word about

our program, thus increasing our number of applicants. Kawaihuelani recognizes, however, that more resources need to be dedicated to recruiting both internally and externally in order to increase the number of students applying each year. The ideal situation would be to hire a full-‐time position to focus

all his/her attention on recruiting for Kawaihuelani at the undergraduate and graduate levels, since at present, Kawaihuelani has no recruiter at either levels.

Continuing a practice in place since 2008, a fall reception is hosted by the graduate faculty of Kawaihuelani for all current and newly enrolled students in the Hawaiian M.A. program. In addition to welcoming new students and fostering collegiality among students and faculty, the reception sponsors

an open discussion about graduate student support and establishes a graduate student network that allows for communication and collaborative planning. Such a student network encourages planning and implementation of student-‐led service projects, academic and/or cultural presentations, and social

interaction.

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2. Is the program meeting its learning objectives for students?

Program Assessment

After our last Program Review Self-‐Study in 2005 (prior to the establishment of Hawai‘inuiākea School of

Hawaiian Knowledge and when Kawaihuelani was a program and not an academic department), one of the two recommendations from reviewers was for Hawaiian Language to establish a sound program of assessment. Kawaihuelani’s faculty has embraced this recommendation and dedicated the years since

the review to do just that. Our major accomplishments include the following:

• Developing undergraduate and graduate program and course student learning outcomes.

• Developing curriculum maps for both graduate and undergraduate programs. • Submitting annual assessment reports to the UH Mānoa Assessment Office since 2008. • Developing and administering graduate and undergraduate student entry and exit surveys.

• Conducting and administering graduate and undergraduate student exit interviews. • Developing and implementing rubrics to assess student work/performance at the undergraduate

and graduate levels.

Kawaihuelani Center for Hawaiian Language began participating in the Annual Assessment process of the University of Hawai‘i at Mānoa in 2008 and continues to conduct program assessment and report

our progress to UH Mānoa’s Assessment Office every year. This has been a learning experience that has ultimately allowed us to better define the goals and objectives for our program and document how our students are doing in meeting these goals and objectives so that we can celebrate what is working and

make adjustments and improvements to what is not working.

In our first year of participation, we started by developing a set of undergraduate program student

learning outcomes and then aligning our courses to these outcomes through curriculum mapping. After a year of implementation and professional development, we revised these outcomes and our curriculum map to reflect more clearly and accurately our goals for our students and how we are supporting their

achievement of these outcomes through our coursework and other unique learning opportunities. The SLOs for the undergraduate program were revised, and new graduate SLOs were developed.

In the Fall of 2010, we continued this improvement process by developing new curriculum maps for both our graduate and undergraduate courses. This exercise, facilitated by expert evaluators of the UH Mānoa Assessment Office (OVCAA), revealed important questions about our coursework, course

content, and their alignment with our program SLOs, which then served as a catalyst for conversations about how to improve, revise, or expand our current curriculum and requirements as well as evaluate how our students are doing in meeting our intended outcomes. We focused on revising our

undergraduate requirements so that they would align better with our program SLOs, thus providing effective opportunities for our students to be introduced to, practice, and eventually master the basic skills necessary for language acquisition (speaking, listening, reading, writing, and culture). These

conversations about requirements are ongoing as we attempt to balance our need to identify skills with

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our belief that language is best learned and taught holistically through activities that engage and develop multiple skills simultaneously.

In the Spring of 2011, we moved away from setting standards to assessing achievement of the standards. First, we developed and administered undergraduate and graduate student exit surveys and

interviews (student self-‐reported data). While quotes from interviews have been sprinkled throughout this section, data pulled from the exit surveys can be found in Table 3. The tables reflect responses to questions we asked students regarding how well they believed they achieved Program SLOs.

Table 3: Student Self-Reported Data, Achievement of M.A. Student Learning Objectives

As a result of completing an M.A. in Hawaiian Language, I am able to demonstrate the following:

Student Learning Objectives Neutral Agree Strongly Agree Rating Average

Speaking: Public Presentation 0.0% 33.3% 66.7% 4.67

Listening Comprehension 0.0% 33.3% 66.7% 4.67

Reading 0.0% 50.0% 50.0% 4.50

Culture: Worldview, Cultural Norms 0.0% 50.0% 50.0% 4.50

Research: Culturally sensitive research project 16.7% 33.3% 50.0% 4.33 Source: HSHK Graduate Exit Survey, Question 31 (N = 6)

Overall, most M.A. students reported that they “Strongly Agree” with the statements about their ability

to perform the skill or understand and apply the concept outlined in each of the Program SLOs at the end of their graduate program. Data from both surveys are encouraging.

Second, we developed rubrics that were then used by committees made up of Kawaihuelani instructors and community experts to evaluate student work entered in Mūkīkī Wai Nā Mamo o Mānoa, an annual Hawaiian language celebration/competition, in relation to two specific program SLOs. We revised and

repeated this process in Spring 2012. (See “Mūkīkī Wai Nā Mamo o Mānoa” section for more information.)

In September 2011, our faculty participated in a two-‐day assessment workshop with the assistance of the UH Mānoa Assessment Office in order to review our undergraduate and graduate curriculum. The goals for the workshop were to re-‐familiarize ourselves with our Program Learning Objectives and

Curriculum Maps, making any changes or adjustments as needed; to develop standard Course Learning Outcomes for several of our required courses so as to ensure that students are working towards similar goals no matter who their instructor is; to identify additional examples of student work that we can

collect from specific courses/experiences/events at both B.A. and M.A. levels to assess whether our students are in fact meeting program SLOs not already evaluated through assessment of student entries in Mūkīkī Wai; and to decide upon appropriate tools to develop after the workshop to use to assess

these collected assignments (i.e., rubrics, rating processes, document analysis, interview protocols).

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The discussions at the workshop helped to solidify previously agreed-‐upon assessment decisions and to identify areas of our curriculum that needed clarification and further development as well as to highlight

potential program assessment opportunities. Specific outcomes of the workshop are listed here.

• Graduate and Undergraduate Program SLOs and Curriculum Maps were finalized and agreed

upon by all faculty present. • Standardized course SLOs were developed for several of our required courses at both the

undergraduate and graduate levels: HAW 202, 402, 601, 603, 614, and 652.

• At the graduate level, two assignments/artifacts were identified as appropriate for program assessment purposes: for PLAN A, the final thesis and defense; for PLAN B, the final written product and defense/oral presentation. These assignments are being evaluated against program

SLOs using a rubric designed by our professors and used by the student’s committee. The process of collection and evaluation began in the Spring 2012 semester.

• Based on course content, student learning objectives, and assignments articulated at this

workshop, we decided to revise our graduate course sequencing and offering to better reflect the order our students should be taking their required courses.

• Our graduate faculty also agreed that a minor change to our graduate requirements was needed

to provide students will more support in completing their Plan A thesis or Plan B non-‐thesis/project (making the thesis/non-‐thesis proposal writing class -‐ HAW 604 -‐ a core course).

Mūkīkī Wai Nā Mamo o Mānoa Assessment Activities

For this assessment activity, we targeted two program SLOs at both the undergraduate and graduate levels that focused on verbal and non-‐verbal language as well as application of cultural knowledge and worldview. We then identified an existing Hawaiian language activity that our students already

participate in, Mūkīkī Wai Nā Mamo o Mānoa, as a place to collect evidence to answer these assessment questions. Mūkīkī Wai Nā Mamo o Mānoa is a multifaceted Hawaiian language celebration/competition that was created in 2005 as an end-‐of-‐semester venue to showcase students’ achievements in Hawaiian

language acquisition of traditional performance forms as well as contemporary communication mediums such as theatre, film, and multi-‐media presentations. The annual competition strategically includes appropriate categories for university students from various levels of language learning

(beginning, intermediate, advanced, and graduate level). Students aspire to reach higher levels of language fluency and competency as they strengthen their language skills through participating in the

festival, and they are exposed to the best of works that fellow students are presenting. Student work entered in the following categories of the competition in the Spring of 2011 were evaluated for program assessment purposes by Kawaihuelani instructors and community experts using rubrics developed by a

faculty committee:

1) Ha‘i ‘Ōlelo (multimedia speech presentations), 2) Hana Keaka (theater; students present a scene from a play or a short one-‐act), 3) Haku Puke (book composition), 4) Haku Wikiō (video production; students write original scripts, film and produce a Hawaiian

language video submission),

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5) Haku Mele (song composition; original compositions are put to music and performed by the student composer), and

6) Ha‘i ‘Ōlelo Hō‘eu‘eu (persuasive speeches presented by our graduate students).

Figures 1 and 2 provide a summary of our results from Spring 2011.

In summary, 53.9% of students were identified as meeting expectations, while 25.6% were exceeding and 20.5% were approaching in terms of the cultural knowledge and worldview SLO (Figure 1). No

students were identified as not meeting expectations for this SLO. In terms of the verbal and non-‐verbal language SLO, 53.9% were identified as meeting, 17.9% were exceeding, 25.6% were approaching, and 2.6% were not meeting (Figure 2). Breakdown of results by level (200, 300, 400, and 600) are available in

the assessment exhibits.

Figure 1: Assessment of Program Outcomes on Cultural Knowledge and Hawaiian Worldview (B.A. and M.A. Students), Spring 2011

N=74 students were assessed. There were 39 team/individual entries in 6 categories from 200, 300, 400, and 600 level courses.

0.0%

20.5%

53.9%

25.6%

Not meeung

Approaching

Meeung

Exceeding

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Figure 2: Assessment of Program Outcomes on Language, Spoken and Non-Verbal (B.A. and M.A. Students), Spring 2011


Figure 3 provides a summary of our results from Spring 2012. The results are encouraging as students

fulfilled the target SLOs. This first implementation was a pilot focused primarily on testing our new rubrics and getting familiar with the data collection, analysis, and reporting process. In Spring 2012, the tools and procedures were implemented again on a slightly larger group of students, the intention being

to collect, analyze, and use the results to inform and, if necessary, make improvements to our program.

Figure 3: Assessment of Program Outcomes on Language and Cultural Knowledge and Hawaiian Worldview (B.A. and M.A. Students), Spring 2012


2.6%

25.6%

53.9%

17.9%

Not meeung

Approaching

Meeung

Exceeding

0.0%

20.6%

58.8%

20.6%

0.0%

14.7%

67.7%

17.6%

Not meeung

Approaching

Meeung

Exceeding

Culture

Language

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In summary, 67.7% of students were identified as meeting expectations, while 17.6% were exceeding and 14.7% were approaching in terms of the cultural knowledge and worldview SLO (red bar in Figure 9).

No students were identified as not meeting expectations for this SLO. In terms of the verbal and non-‐verbal language SLO, 58.8% were identified as meeting, 20.6% were exceeding, and 20.6% were approaching. Again no students were identified as not meeting expectations for this SLO (blue bar in

Figure 3). The results, again, were promising. Notice that this group of students out performed our 2011 sample group in that more students were identified as meeting expectations for both SLOs and no students for either SLO were identified as not meeting. Note that these numbers reflect the

performance of students from the 200 to 600 level. This assessment reveals the strength of our teaching and programs. Breakdown of results by level (200, 300, 400, and 600) are available in the assessment exhibits.

M.A. Thesis and Defense Assessment

One of the outcomes of our assessment workshop in September 2011 was the decision by the graduate faculty to collect and evaluate two student assignments/artifacts against M.A. program SLOs using a

rubric designed by our professors and used by the student’s committee.

1) For students completing a PLAN A, both the final thesis and defense would be examined.

2) For students completing a PLAN B, both the final written product and defense/oral presentation would be examined.

The primary reason for this decision was because the M.A. students assessed during Mūkīkī Wai were

assessed against two of the five M.A. program SLOs (speaking and culture); therefore, Kawaihuelani needed an additional activity that targeted the other SLOs (reading, writing, listening, and research).

Graduate faculty worked throughout the Spring 2012 semester developing rubrics for the thesis and Plan B final written product and the defense/oral presentation, accompanying score sheets, and an implementation process for the collection and review of these pieces of student work. The process of

developing the rubrics engaged our faculty in meaningful discussions about expectations for our M.A. students, what student work at each level should look like, and what components, skills make up the essence of each Program SLO. These discussions were extremely valuable, since graduate faculty had

never spent an extended period of time discussing these topics in such depth before. One faculty member took our draft rubrics to his HAW 602 oratory class to test with his students and get their

feedback. He expressed that they extremely useful, helping him to conceptualize and breakdown expectations he had for his students but that he had never been able to articulate in such detail.

Four students successfully completed and defended their research in Spring 2012, graduating with master’s degrees in Hawaiian, and one student defended their research and will graduate in the summer of 2012. Faculty sitting on these five students’ committees met earlier this summer to review and

discuss both the papers and the defenses before agreeing as a committee on levels of performance for each product. Tables 4 and 5 provide a summary of their assessments.

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Table 4: Rubric Results for Hawaiian M.A. Student Plan A Theses or Plan B Non-Thesis Student Learning Objectives Exemplary/ Distinguished Competent/ Proficient

Writing: Formal Research Paper 2 2

Culture: Worldview, Cultural Norms 0 4

Research: Culturally sensitive research project

2 2

Reading 3 1

OVERALL 2 2 N=4 students were assessed. There were 4 students who completed and defended their research. Table 5: Rubric Results for Hawaiian M.A. Student Plan A Defense or Plan B Public Presentation

Student Learning Objectives Exemplary/ Distinguished Competent/ Proficient

Speaking: Public Presentation 2 3

Listening Comprehension 3 2

Culture: Worldview, Cultural Norms 1 4

OVERALL 3 2 N=5 students were assessed. There were 5 students who defended their research.

All five students were defined as competent or exemplary in the eyes of their committee members, spread evenly between the two levels for writing, research, speaking, listening, and overall

performance. As these results confirm, this group of M.A. graduates in Hawaiian demonstrated a high quality of research. We are encouraged that their contributions will have a positive impact on the understanding of Hawaiian and the development of the teaching and learning of Hawaiian. An area that

caught our attention was the culture SLO. None of the students scored exemplary in this area for their written work and only 1 of the 4 performed at this high level in their defense/oral presentation. While we understand that reaching an exemplary level for culture in relation to language is difficult for any

second language learner, especially at the master’s level, these results signal to us that more attention should be spent at the graduate level discussing, researching, and applying different vehicles of transmission (e.g., grammatical patterns, vocabulary, presentation of ideas, and cultural norms) in

written and oral activities as a way to express Hawaiian worldview. Since 2011, the graduate faculty has been discussing different ways to approach this in our courses.

In addition to providing the graduate faculty with evidence of student achievement and challenges that will inform improvements to the program curriculum, this assessment activity will benefit our students as they complete the program by giving them insight into what is expected of them and what they

should strive for, thus ensuring more widespread success among our majors. Now that these rubrics had been created, we plan to share them with all current and incoming M.A. students via the Kawaihuelani Graduate Student Handbook so they are not only familiar with the Program SLOs but are also clear

about what elements make up each one and what they look like at different levels of proficiency. All M.A. Thesis and Defense review documents are available in the exhibits.

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Student Satisfaction

Table 6: Hawaiinuiakea MA Student Exit Survey, Kawaihuelani Center for Hawaiian Language Question #7 Please rate the extent to which you agree

with the following statements. Strongly Agree

Agree Neutral Disagree Strongly Disagree

Amount of coursework required seemed appropriate to degree.

83.3% 16.7% 0.0% 0.0% 0.0%

Coursework, seminars, etc. adequately prepared me for the MA thesis/project.

33.3% 66.7% 0.0% 0.0% 0.0%

Program content supported my research or professional goals.

50.0% 50.0% 0.0% 0.0% 0%

Source: HSHK Graduate Exit Survey, Question 7 (N = 6) Table 7: Hawaiinuiakea MA Student Exit Survey, Kawaihuelani Center for Hawaiian Language Question #11 To what extent were you satisfied with… Very

Satisfied

Satisfied Neutral Dissatisfied Very

Dissatisfied

Opportunities to engage in scholarship,

research, and creative activities 66.7% 0% 33.3% 0.0% 0.0%

How well your academic program prepared

you for scholarly research 50.0% 16.7% 33.3% 0.0% 0.0%

Source: HSHK Graduate Exit Survey, Question 11 (N = 6)

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3. Are program resources adequate?

Graduate Faculty and Areas of Exepertise

As of June 2012, Kawaihuelani employs a graduate faculty comprised of 1 specialist, and 7 professorial line faculty, which includes 3 Assistant Professors, 3 Associate Professors, and 1 Professor. These tenured/tenure-‐track positions make up only one third of our overall faculty. Tale 6 below lists all of the

Graduate Faculty (as of Spring 2012) as well as their research interests.

Table 8: Kawaihuelani Graduate Faculty and Research Interests as of Spring 2012 Name Position/Rank Degree Research Interest

Keawe Lopes* Assistant Professor

Ph.D., Education Innovative instruction of Hawaiian language through cultural means such

as hula and music

Puakea Nogelmeier* Professor Ph.D., Anthropology Innovative instruction of Hawaiian language and literature, translation,

poetry, composition, creative writing

Kapā Oliveira* Associate

Professor

Ph.D., Geography Hawaiian language revitalization,

Indigenous epistemologies and cultural geography with an emphasis on

Hawaiian place names

Maya Saffery* Junior Specialist

(Tenured)

M.E.T., Teaching Place-‐based Hawaiian curriculum;

development of culturally appropriate interdisciplinary Hawaiian language

undergraduate and graduate curriculum

Kekeha Solis* Assistant

Professor

Ph.D., Education Hawaiian religion, newspaper

translating and broadcasting, Hawaiian proverbs

No‘eau Warner* Associate Professor

Ph.D., Educational Psychology

Hawaiian language revitalization, Hawaiian language immersion

education, evaluation, and curriculum development, second-‐language

acquisition

Ipo Wong* Assistant

Professor

Ph.D., Education

Native Speaker of

Hawaiian

Traditional cultural practices such as

lā‘au lapa‘au, immersion education, curriculum development

Laiana Wong* Associate

Professor

Ph.D., Linguistics Revitalization of Hawaiian language and

culture

*Indicates graduate faculty

Our program could be strengthened significantly if we were able to recruit more seasoned instructors

and scholars at the assistant professor level and higher. With the addition of more professorial line

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positions, more mentorship could be provided to our lecturers and instructors to strengthen our teaching pedagogy at the undergraduate level.

Budget & Sources of Funds

Kawaihuelani graduate faculty work with a limited budget that is shared with a growing undergraduate

program. As such the faculty and department adminstration is working on developing a strategic budgeting strategy to include recruitment plan, extramural funding, and outreach to manage continued growth at the graduate level.

Facilities & Equipment

The main office, Spalding 253, houses the director, an administrative officer, an educational specialist, a faculty specialist, and a student adviser. In addition, the administrative officer for the Native Hawaiian Student Services is also housed in this office.

Kawaihuelani occupies 9 rooms in Spalding Hall. Room 253 is home to 3 offices, the Mary Kawena Pukui resource center, 1 conference room, and 6 cubicle working spaces. Faculty are housed in 6 different

offices (252, 256, 453A, 455, 457, 458, 460) in Spalding Hall. The Mānaleo (native speaker) room 453A is utilized as a classroom, office space, resource center, and language lab. Spalding 252 is a communal office space for 4 lectures and 5 instructors. An assistant professor and 2 lecturers utilize Spalding 256 as

office and storage space. In addition, the Department of Indo-‐Pacific Languages and Literature also utilizes this room for storage. Due to a lack of space, a portion of the women’s restroom on the second floor of Spalding is being used as storage space.

Audio/visual equipment owned by department is loaned out to various faculty for use in their lessons and language events. The center also owns folding tables, chairs and camping equipment specifically

used for immersion camps and outdoor campus events. KCHL has one office space, Spalding 453A that doubles as a language laboratory for students and native speakers.

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4. Is the program efficient?

Lecturers and instructors (I-‐2) generally teach 12 credit hours per semester. With the exception of our director and graduate chair who are granted course releases for their administrative duties, tenure

stream faculty teach 9 credit hours a semester and are granted 3 credits of release time for research. It is important to note that non-‐tenure track faculty teach the majority of our lower-‐division, undergraduate course offerings. Most of our lower division, 100 -‐ 200 level courses are taught by our

Lecturers, 300 -‐ 400 level courses are taught by our I-‐2, and 600 level graduate courses are taught by tenure-‐stream faculty. While this might appear unusual, it is similar to language instruction (see heritage languages in particular) in the College of Language, Linguistics, and Literature. Our program could be

strengthened significantly if we were able to recruit more seasoned instructors and scholars at the assistant professor level and higher. With the addition of more professorial line positions, more mentorship could be provided to our lecturers and instructors to strengthen our teaching pedagogy at

the undergraduate level.

Table 9: Hawaiian Language Instructional Load SSH, by Tenure Status

Fall 2011 Fall 2010 Fall 2009

Grad Grad Grad

Tenure and Tenure Eligible 89% 93% 93%

Currently Non-‐Tenure Eligible 11% 7% 7%

TOTAL SSH 180 199 226 Source: STAR Data Metrix, Deans/Chairs Mgt, Department Management Reports, Course Capacity Pressure Points, Identify Instruction Load (Course and SSH). Compiled by HSHK. Table 10: Kawaihuelani Courses, SSH, Average Class Size, and Number of Majors by Semester

Semester Courses Offered SSH Average Class Size # Majors Fall 2005 601, 615 111 12.34 6 Spring 2006 602, 612, 684 99 11 6 Fall 2006 601, 615, 652, 638I 81 6.75 10 Spring 2007 602, 603, 643 48 5.34 10 Fall 2007 601, 615, 652 201 13.4 15 Spring 2008 602, 603, 625, 643 99 8.25 14 Fall 2008 601, 615, 652 108 9 19 Spring 2009 602, 612, 625, 643 75 6.25 20 Fall 2009 601, 603, 615, 652 201 11.17 25 Spring 2010 602, 625, 643, 638I 142 9 20 Fall 2010 601, 612, 615, 652 174 8.14 19 Spring 2011 602, 614, 652 69 7 18 Fall 2011 601, 603, 615, 652 133 8.4 19 Spring 2012 602, 614, 643, 652 111 7.5 20 Source: University of Hawaii Institutional Research Office, Operational Data Store, Table “IRO_REGS”

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5. Evidence of program quality.

Graduate Satisfaction

The Hawaiinuiakea MA Student Exit Survey also included questions about student satisfaction with the Master’s program. When students were asked to rate the quality of the various dimensions of the Kawaihuelani graduate program, here are the kinds of responses we got.

Table 13: Hawai‘inuiākea MA Student Exit Survey, Kawaihuelani Center for Hawaiian Language Question #14 Please rate the quali ty of the fol lowing dimensions of the Kawaihuelani graduate program. Excellent Very good Good Fair Poor

Availability of courses I needed to complete my degree.

66.7% 0.0% 33.3% 0.0% 0.0%

The relationship between faculty and graduate students

66.7% 16.7% 0.0% 16.7% 0.0%

The quality of academic advising and guidance 66.7% 16.7% 0.0% 16.7% 0.0% The academic rigor of program curriculum 50.0% 16.7% 16.7% 16.7% 0.0%

Overall program quality 66.7% 16.7% 0.0% 16.7% 0.0% Source: HSHK Graduate Exit Survey, Question 14 (N = 6)

Here is also a quote from a M.A. graduate in Hawaiian provided during the HSHK M.A. Exit Interview

progess that reflects her passion for Hawaiian and her mahalo for the kind of learning and growing she did while at Kawaihuelani: “Learning Hawaiian is a healing process. The more I learned about my culture

and my language, the more I felt whole and empowered.”

Graduate Placement

In addition to the promising results of our program assessment work explained under question 2 above, we are proud of our first nine M.A. graduates and the contributions their research is making and will

make to the field of Hawaiian language and the larger Hawaiian language and culture revitalization movement (see snapshots of some of our M.A. alumni in this section). On average, their time to degree was 3.52 years (Source: STAR Data Metrix, STAR Transcript analysis). Like our undergraduate majors,

most of our master’s students are working full time, taking care of their families, and struggling to finance their education. In addition, two are even pursuing double master’s degrees in other fields, Library and Information Science (LIS) and Education, which affect their time to degree. Our total number

of graduates and their time to degree reflect our unique students as well as the newness of our graduate program that is still growing and adjusting.

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Table 11: Hawaiian Language M.A. Majors and Graduates 2007-2012

Academic Year Graduate

Majors

Graduate

Degrees Earned

2007-‐08 14 1

2008-‐09 19 0

2009-‐10 20 2

2010-‐11 18 2*

2011-‐12 21 4* Source: MIRO, Hawaiian Language Quantitative Indicators for Program Review, March 2012 and STAR Data Metrix; *This up-‐to-‐date data is not reflected in the MIRO data we received for Program Review. Table 12: Placement of Hawaiian Language M.A. Graduates

Student Name Semester & Year of Graduation

Current Placement

Badis, Joseph Fall 2009 Instructor, Hawaiian Language, Leeward Community College

Brown, Marie Summer 2010 PhD Candidate, English, UH Mānoa

Doi, Maiko Spring 2012 Instructor, Hawaiian Langauge in Japan

Fernandez, Pono Spring 2011 Lecturer, Hawaiian Language, UH Mānoa

Kawaa, Tilana Spring 2012 MEDT Candidate, Education, UH Mānoa

Nuuhiwa (Tsuha), Kalei Fall 2007 Curriculum Development, Kamehameha Schools

Paik, Kellen Fall 2009 Musician, Kupaoa and Hawaiian music producer

Wong, Matthew Spring 2012 Instructor, Hawaiian Language, UH Mānoa

Yasuda, Jon Spring 2012 Assistant, Ka Papa Lo ‘i o Kānewai, UH Mānoa Source: HSHK MA Alumni Database maintained by Graduate Programs Support Assistant

M.A. Alumni Snapshots

M.A. graduates are doing very important work in the area of Hawaiian Language research and curriculum development, a field in need of advanced research so that the language and our people can

survive and thrive for another one hundred generations. Here are just a few examples of our alumni and the contributions they are making to the field and our larger knowledge base as Native Hawaiians.

Kalei Nu‘uhiwa (Graduated 2007)

Ann Kaleilokelani Nu‘uhiwa (Tsuha) has been working with several educational, resource management and research institutions since graduating with an M.A. in Hawaiian Language from the University of Hawai‘i at Mānoa. The information gathered in her M.A. thesis has provided material for curriculum she

has created with the Edith Kanaka‘ole Foundation and Kamehameha Schools Keauhou-‐Kahalu‘u Education Group. She has also authored the Papahulilani sections for both the Kūkulu Ke Ea A Kanaloa Cultural Resource Management Plan for the Kaho‘olawe Island Reserve Commission and Kumokuhali‘I

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Hawaiian Resource Management Plan for the Land Assets Division for Kamehameha Schools. Nu‘uhiwa has also worked with the Kohala Center, Mellon Fellows and Watershed Partnerships on several

environmental projects. She continues to research celestial, hydrometeorology, meteorology and other atmospheric information documented by Hawaiians. She self publishes a monthly lunar letter that is currently sent to nearly 1,000 subscribers throughout the world. Her goals are to publish three books,

complete a Hawaiian moon calendar applette, and, in the future pursue a doctoral degree.

Iokepa Badis (Graduated 2009)

Iokepa Badis graduated in Fall 2009 with his MA in Hawaiian. His paper entitled He Moʻolelo Pilikino no Kahikina Kelekona is a personal account of the life and work of John G.B. Sheldon, one of the primary authors of Hawaiian language texts in 19th century, most notably his retelling of the moʻolelo for Kaluaikoʻolau and his biography of Josephy Nāwahīokalaniʻōpuʻu. Through his investigation into Sheldon’s life, Iokepa become more familiar with the times in which he lived and the important role he played in the larger history of Hawaiʻi. It was Iokepa’s hope that his thesis would not only give folks more information about this particular Hawaiian language author but also to inspire others to do similar

research on other authors of the great pieces of history and literature written in Hawaiian in the late 19th and early 20th centuries. Iopkepa is directly applying his degree in his current work as a Hawaiian Language instructor at Leeward Community College.

Kellen Paik (Graduated 2009)

Kellen James Hayayo Paik, from Kīlauea Kaua‘i, graduated with a B.A. in Hawaiian in 2003 and went on to finish his M.A. in 2009 while employed as a teacher at the Hawaiian immersion preschool Pūnana Leo

o Honolulu. Following graduation, Kellen created a career for himself in music and business, making Hawaiian language and cultural knowledge a critical foundation for both sides of his career. He is the co-‐founder and performing partner of a successful recording duo, Kūpaoa, who already have a 1/2

dozen Hōkū Hanohano awards for their first 3 CDs and have a 4th CD impending. Kellen is also co-‐founder and co-‐owner of an innovative music production company, Hulu Kupuna. In addition to commercial production and distribution of Hawaiian music CDs, Hulu Kupuna guides other musicians

who wish to be produced and represented under their label by requiring and providing Hawaiian language and cultural grounding in the composition and presentation of their music. Kellen is sought out by a broad range of Hawaiian music performers and composers as a resource person for his

language, music, and business acumen. Kellen and his wife Līhau hope to eventually establish a

Hawaiian-‐language school for elementary level education on his home island, Kaua‘i.

Marie Alohalani Brown (Graduated 2010)

Like many other Kanaka Maoli, I grew up hearing fragments of the Hawaiian language at home but never

had the opportunity to learn the language itself. So, I enrolled in Hawaiian language courses at UH Mānoa. However, I had not thought about getting an undergraduate degree in Hawaiian until Punihei Lipe, the former academic Advisor for Kawaihuelani Center for Hawaiian Language, recruited me. As I

25

was increasingly able to access the 19th-‐century Hawaiian language newspapers, I realized that I wanted to take my study of Hawaiian much farther and so I applied to Kawaihuelani’s graduate program. The

topic of my thesis was moʻo (Hawaiian reptilian water deities), and I was awarded a Master's degree in 2010. The most memorable moment during my studies was when I defended my thesis in Hawaiian and then was encouraged by my committee and the audience to publish my thesis as a book.

Since then I have lectured here in Hawaiʻi, on the US continent, and internationally about moʻo, and more recently, as part of a job talk for an assistant professor position here at UH Mānoa focused on

Hawaiian religion. Nearly every paper I have written in my academic career as a student at this institution has been concerned with some aspect of Hawaiian culture and nearly all of my sources were Hawaiian language primary sources.

I am now a graduate student, ABD, in the Department of English and the topic of my dissertation is the life of the 19th century Hawaiian intellectual, John Papa Ii, who played an important role in Hawaiian

society from 1810-‐1870. Through the lens of his life, we can gain insights into a period of rapid change in Hawaiian society and the tensions between native Hawaiian intellectuals and westerners who held important political roles.

Because of the nurturing I received in the Hawaiian language program, I have flourished spiritually, intellectually, and physically, and I have continued that tradition of being deeply invested in the next

generation of Kanaka Maoli scholars -‐ I am committed to advancing our lāhui through education and awareness

Pono Fernandez (Graduated 2011)

Pono Fernandez was born to native Hawaiian, English speaking parents and raised in Kahalu‘u on the Windward side of O‘ahu. She attended a prestigious private preparatory school and then chose to continue her education at the University of Hawai‘i at Mānoa in 2004. She began her journey with

Hawaiian language at the University because of her deep desire to learn more about her own culture. She has been a passionate hula dancer since she can remember, and is now currently dances for Hālau o ke ‘A‘ali‘i Kū Makani. Pono is the first member of her family to speak Hawaiian since her great-‐

grandfather, and graduated with her bachelor’s degrees in English and Hawaiian in 2008. She then continued her studies in Hawaiian language in the Hawaiian Master’s program. She has always had an interest in literature, ranging from Greek and Roman stories of the Odyssey and Aeneid to British

literature and Shakespeare. This fascination with literature extended to Hawaiian mythology and story-‐telling. For her Master’s project, she wrote a Hawaiian language novella entitled Ka Wiliau o ke Kai as an attempt to fill the need for contemporary Hawaiian language literature in immersion middle and high

school classrooms. She was awarded her Master’s degree in 2011 and plans to continue her writing with Hawaiian language children’s books.

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Maiko Doi (Graduated 2012)

Maiko Doi, born and raised in Japan, is our first international MA graduate. She arrived in Hawai‘i in 2005 and was immediately struck by the beauty of the Hawaiian language, culture, and people. It was

this introduction to Hawai‘i that inspired Maiko to pursue both her undergraduate (Bachelor’s Degree in 2010) and graduate (Master’s degree in 2012) degrees in Hawaiian here at Kawaihuelani Center for Hawaiian Language. In addition to her coursework, Maiko committed herself to participating in

programs outside the university as a way to help improve her knowledge of the Hawaiian language and culture. For example, she worked with families from Kalaupapa, Moloka‘i in researching original letters written in Hawaiian and sent by their ancestors from Kalaupapa to Honolulu. She eventually chose the

clothing and adornments of Hawai‘i’s ali‘i wahine from traditional times to the Victorian era as her MA thesis topic. This was due, in part, to her interest in clothing, and, in part, to the dearth of resources available on the topic. It is her hope that her Plan A paper entitled "He Mo‘olelo No Ka ‘A‘ahu O Ka Po‘e

Ali‘i Wahine Hawai‘i” (The history of Hawaiian Queens's clothing) will contribute to the development of this area of Hawaiian knowledge, specifically in the revival and preservation of Hawaiian words associated with clothing, their adornments, and various characteristics (type of cloth, color, styles, etc.).

Maiko conducted her research in documents and books written in three languages: Hawaiian, English, and Japanese. She also listened to tapes of native speakers of Hawaiian from the Ka Leo Hawai‘i collection. After graduation, she went back to her hometown in Japan where she is currently teaching

Hawaiian language. She is also helping a Linguistics professor studying conversational analysis of the Hawaiian language. She wants to share the knowledge and skills she learned in Hawai‘i at Kawaihuelani with the people of Japan to foster stronger relationships between Hawai‘i and Japan in order to

perpetuate the rich cultural traditions of both peoples.

Kalei Kawa‘a (Graduated 2012)

Tilana Kalei Kawa‘a recently graduated with her M.A. in Hawaiian after a lifetime of commitment to

Hawaiian language. She is a graduate of the Hawaiian immersion preschool, Pūnana Leo o Moloka‘i. She was accepted at Kamehameha where she continued her Hawaiian language study. After graduating from high school, she excelled at the University of Hawai‘i at Mānoa, where she received her B.A. in Hawaiian

Language in Fall 2005 and soon after became a M.A. student in Hawaiian. The focus of her graduate study was on researching the land where she was born and raised, Ho‘olehua, Moloka‘i. Besides the information in textual, geographical, and other accounts, Kawa‘a obtained a wealth of information

through interviews with current and previous residents of Ho‘olehua, including her family members who are active members of the community. Kawa‘a hopes to encourage people to realize the importance of their own relationship with their homeland through her research and subsequently to inspire them to

do similar research on their homelands for the benefit of their families and communities. According to one of her committee members, Kawa‘a’s final written paper “is one of the best Plan A papers Kawaihuelani has produced thus far” (M.A. rubric assessment).

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Kainoa Wong (Graduated 2012)

Mathew Kainoa Wong worked as a lecturer of Hawaiian at Kawaihuelani throughout his M.A. studies, teaching first and second year foundational language acquisition classes, helping to create a firm

foundation of language understanding and confidence in students so that they can successfully matriculate to the upper division classes. After his graduation, he now works as an instructor. His Plan B paper looked at paniolo or Hawaiian cowboy traditions, paying specific attention to vocabulary for tools,

materials, and actions engaged in regularly by paniolo. His final product was a film entitled He Mo‘olelo Paniolo, describing their history and traditions all via the Hawaiian language. The film, along with supplementary curriculum materials Wong also developed can be used to revitalize and perpetuate the

terminology and traditions of paniolo like Wong and his family. Wong’s research and resulting curriculum materials are extremely valuable to Kawaihuelani and other organizations dedicated to teaching Hawaiian language through contextual, experiential, and project-‐based methods. For example,

Kawaihuelani conducts annual immersion camps on the island of Maui. The faculty is already planning on including Wong’s family on the Ulupalakua Ranch on Maui and his newly developed curriculum materials in the 2013 program where we hope that Wong will help with the implementation and

instruction. See “Transformative Teaching and Learning” section for more information on Kawaihuelani’s immersion camps.

Jon Yasuda (Graduated 2012)

Jon Yasuda was selected as a Graduate Research Assistant soon after he entered the graduate program in Hawaiian, a position he held throughout his recent completion of a M.A., working on several important projects during that time. First brought on to develop a ground-‐breaking research project on

historical weather references in Hawaiian language source materials, Yasuda helped establish the research framework, carried out much of the research, compiled thousands of historical references, and then initiated the translation of selected articles and audio tapes. He also created formal presentations

of the project's findings for academic and community audiences. His expertise was sought in developing the Hawaiian-‐language resources and exhibits of Hawai‘inuiākea's Knowledge Well, an extensive data-‐handling and knowledge-‐presentation system which he continues to develop. Yasuda's familiarity with

the repositories of historical Hawaiian knowledge served him well in process of writing his M.A. thesis, which focused on historical and contemporary presence of Hawaiian traditions within Christian practices in Hawai‘i. His work on this topic was a seminal effort at incorporating Hawaiian-‐language resources

into modern discourse about cultural integration, past and present. Yasuda plans to teach Hawaiian language and to continue his research into historical knowledge contained in the Hawaiian-‐language archives. After the completion of his Master’s degree, he began working as an Academic Assistant at Ka

Papa Lo‘i ‘o Kānewai, a position that includes facilitating visits to the lo‘i, educating visitors about traditional agricultural practices, and taking care of native plant collections. In August of 2012, he also began working as a part-‐time middle school Hawaiian language teacher at Punahou School in Honolulu.

Jon hopes to be a part of the continuation of the Hawaiian language and the revitalization of sustainable agricultural practices.

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Faculty Productivity

Our faculty’s depth and breadth of expertise in Hawaiian language as well as other relevant fields of

study results in additional research and contributions to our knowledge base, which in turn creates a new body of literature that emanates outward from the academy and makes connections with and provides support for parallel efforts being made in the broader community.

Figure 4. Hawaiian Language Faculty Productivity summarizes scholarly contributions the Kawaihuelani faculty has made to the field of Hawaiian language. For highlights of some of these contributions, see Appendix B: Inquiry Excellence.

Figure 4: Hawaiian Language Faculty Productivity

Source: Analysis of Faculty Curriculum Vitae, July 2012.i

Faculty Publishing: Dissemination of Knowledge

Hawai‘inuiākea faculty have produced a compendium of resources for students, researchers, teachers,

policy-‐makers, and life-‐long learners. The list below includes examples of Kawaihuelani Graduate Faculty productivity.

Kawaihuelani Graduate Faculty Productivity

● A sampling of books published by Kawaihuelani Faculty: ○ Nogelmeier, Puakea. Mai Pa‘a i Ka Leo: Historical Voices in Hawaiian Primary Materials-‐

Looking Forward and Looking Back.

○ Nogelmeier, Puakea. Ke Aupuni Mō‘ī. ○ Nogelmeier, Puakea. Ke Kumu Aupuni. ○ Nogelmeier, Puakea. The Epic Tale of Hi‘iakaikapoliopele.

○ Warner, Noeau. Series of 31 Children’s books in ōlelo Hawai‘i. I Mua Nō Ka ‘Ulu ● Hawaiian Language Focused Knowledge Dissemination

33 46

94

122

225

0

50

100

150

200

250

Books Grants Publicauons Creauve Works Conference Presentauons

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○ The I Mua Nō Ka ‘Ulu book series of 31 Hawaiian language children’s books was made possible by a grant lead by No‘eau Warner. Primarily aimed towards K -‐ 3, the series was

ultimately given to all students K -‐ 12, and families of Hawaiian Immersion Programs throughout the state. A unique aspect of the project is the easy to read approach at otherwise complex concepts in ‘Ōlelo Hawai‘i.

○ Nā ‘Ono o ka ‘Āina (literally, “the delicacies of the sea”) is a unique deck of Hawaiian playing cards that depict 13 different i’a or fish that are caught and consumed extensively by Native Hawaiians in both traditional and contemporary times. Maya

Saffery developed this Hawaiian curriculum resource material. Supplementary materials in Hawaiian and English accompany the deck including helpful reference information for users such as Hawaiian playing card vocabulary, rules for a more culturally grounded

version of the game “Go Fish,” and suggested Hawaiian language sentences and phrases to practice and master while playing this game. Students of Hawaiian (either in formal or informal settings) are able to practice and hopefully master a specific set of Hawaiian

language structures while also learning the names, uses, characteristics, and significance of several native fish of Hawai’i. Kamehameha Publishing has accepted this multifunctional, interdisciplinary educational resource for publication, and it is expected

to be available within the next year. ○ Ke Aolama is a five-‐minute newscast in Hawaiian on Hawai‘i Public Radio. Ke Aolama is

the first-‐ever Hawaiian language radio news program and has received various awards

for its work, including the prestigious Kāhili Award in 1994. This initiative was begun through the work of Kamoa‘elehua Walk and Keith Haugen and continues because of

the hard work of Kekeha Solis. The goal of Ke Aolama is to provide a radio program that services the community, the university, the department, and other Hawaiian language speakers and learners as well.

○ Kīpuka Leo is an all-‐Hawaiian radio program broadcast from KTUH 90.3 that was originally produced and hosted by one of the department’s faculty members and recently was transferred to one of our graduates. The show dedicates three hours every

Sunday to playing traditional and contemporary Hawaiian music while giving students, teachers, and other members of the Hawaiian community a venue to express themselves through the language. The major goal of this program is to re-‐establish,

through radio, the position of Hawaiian as a language of public discourse. ○ Awaiāulu was established to increase the availability of Hawaiian literature resources

for both Hawaiian and English-‐language audiences. Awaiāulu is in the process of

assembling, translating and editing 5 historical Hawaiian texts for publication in both Hawaiian and English, producing 10 books suitable for both the university classroom and the general public. The original material is drawn from the Hawaiian language

newspapers of the past, presenting Hawaiian accounts of traditional literature, history, and cultural practice. This project establishes a new press imprint, Awaiāulu Press, which will publish in collaboration with Bishop Museum Press, the Hawaiian Historical

Society, and possibly U.H. Press.

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○ Ho‘olaupa‘i or the Hawaiian Newspaper Resource was established to provide access to the content of the 19th and early 20th century Hawaiian-‐language newspapers. Hawai’i,

with a fully literate population, developed a vibrant independent press that generated more native-‐language material than the rest of Polynesia combined. The newspapers became the national repository for cultural writings, historical accounts, and traditional

and period literature, as well as public issues, making the content invaluable to modern research. The material has been archived for over a century with no indexes or translations and, until recently, only manual searches of the whole body were

possible. With the advent of advanced programming, the trained staff of this project is working to turn the Hawaiian Language newspapers into searchable text files and digital images, which will be made available through our Knowledge Well and on the

worldwide web. ○ Kauakūkalahale is the name of a weekly column that appears in Hawaiian in the Sunday

edition of the Honolulu Star Advertiser (originally the Honolulu Star Bulletin), focusing

on a variety of topics, ranging from modern issues and events to recipes, debates, and discussions over historical and modern events. This column began in 2002 and continues to this day. Articles are written by faculty and students of Kawaihuelani. A partial

collection of the Kauakūkalahale articles that ran in the Honolulu Star Bulletin from 2002 -‐ 2004 is available at http://ulukau.org/apo/cgi-‐bin/kauakuka?l=en.

○ Ka Ulu Hoi is a monthly Hawaiian newspaper produced mainly by students of UH Mānoa

enrolled in HAW 345 Ulu Ka Hoi, a lecture/lab course offering focused study and creation of Hawaiian language newspapers with a concentration on the characteristics

of writing in this genre but consisting in large part of articles and responses contributed by other Hawaiian Language speakers. All Ka Ulu Hoi issues are available online at www.kauluhoi.org.

● Hawaiian Language Children’s Books: ○ No‘eau Warner

In 2009, a series titled, “I Mua Nō Ka ‘Ulu,” a collection of twenty-‐nine children’s books written by No‘eau Warner, was published. After being published, No‘eau gave copies of the series to various programs of Hawaiian knowledge, including every K -‐ 12 family, teacher, classroom, and library and twenty-‐five Hawaiian language immersion schools. He also gave copies to Kamehameha Schools, public Hawai‘i Libraries, graduate students at Kamehameha Schools, Hawaii Public Libraries, graduate students of Kawaihuelani Center for Hawaiian and the faculty of Hawai‘inuiākea Listed below are three examples in the series of thirty-‐one.

Warner, S. ‘Ai ‘Ia Ke Kini E Ke Kao Warner, S. He Aha Ka Inoa O Kēia I‘a? Warner, S. He Aha Ka Inoa O Kēia Manu?

● For keynote presentations, journals, monographs, book chapters, creative endeavors, and visual

presentations, please refer to our website.

Hawaiian Language children’s book by No‘eau Warner.

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Community Outreach

Teaching of Upper Division Hawaiian Language Courses at the Community Colleges

The University of Hawai‘i at Mānoa, Hilo, and West O‘ahu are the only three campuses within the UH

system that offer upper-‐division Hawaiian language coursework beyond the 200 level. In recent years, Kawaihuelani has received increased requests from students at the community colleges both on O’ahu and on the neighbor islands to offer upper division classes at their campus so they can continue their

Hawaiian language learning without having to leave their home island to attend UH Mānoa classes on

O‘ahu, which for many of them is out of reach due to financial limitations and family obligations. In order to broaden our reach and offer services to more students beyond the Mānoa campus (many of whom are Native Hawaiian), partnerships have been developed between Kawaihuelani and the

community colleges to offer these kinds of courses. Beginning in 2009, we offered two semesters of Third-‐Level Hawaiian (HAW 301 and 302) to students on O‘ahu, Maui, and Moloka‘i via Polycom. After the success of these courses, HSHK decided to offer for the first time a face-‐to-‐face HAW 301 course at

UH Maui College taught by one of our professors who is originally from Maui. She travels back to her home island every weekend for six weeks to teach a section of HAW 301 to the UHMCC students. This

Fall 2011 semester also marks the beginning of a relationship with Windward Community College in which two of our professors are teaching two upper division courses at the WCC campus (HAW 301 and HAW 321 Hawaiian Conversation). If the demand for our upper division courses continues, we will surely

continue offering courses at UHMC and WCC and possibly branch out to other campuses and islands as well.

Wehe i Ka Pāpale

Wehe i Ka Pāpale is part of a larger collaborative project of the Hawai‘inuiākea School of Hawaiian Knowledge at the University of Hawai‘i at Mānoa, The Bishop Museum (Honolulu, Hawai‘i), and Michigan State University Museum. Key to the project focus are the many weavers, weavers’ groups,

and other organizations to document, analyze, describe, and present the many rich ways that lauhala (Pandanus tectorius or screw pine) is part of Hawaiian cultural knowledge and identity. All three primary partners are committed to community-‐engaged research on cultural traditions and then to convey the

knowledge collected in ways that will advance scholarship and education, and, importantly that will help the traditional artists and knowledge-‐bearers sustain their important work.

Place-Based Learning: Welina Mānoa

Emerging from the W. K. Kellogg Funded, Engaging Communities in Education Leadership Summit came the desire to focus on developing a place/land-‐based, mother-‐tongue rich pedagogy and curriculum that are grounded on an intergenerational family learning model. Follow-‐up discussions with community

educators/leaders and UH Mānoa led to design the Welina Mānoa initiative that will (1) generate a framework with grounding principles and practices that supports the development of a life-‐long, life-‐deep, family/intergenerational place-‐based learning model (Family/Intergenerational Learning Model—

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FILM), and, (2) produce a model curriculum unit that introduces family learners, preschool through elder, to diverse knowledge systems regarding their land and cultural ecosystems that inform current

questions about sustainability (Pilot Learning Unit—PLU). The team will be approaching the work from a Native Hawaiian world-‐view and language. UH Mānoa partners include the Hawai‘inuiākea (Ka Papa Lo‘i o Kanewai and Kawaihuelani Center for Hawaiian Language), College of Education Dean’s Office, the

Lyon Arboretum, the Waikīkī Aquarium, and our community partner the Mānoa Heritage Center. With additional funding from the Kamehameha Schools, Welina Mānoa will extend the curriculum to the fourth grade level. (Note: other place-‐based partners in developing this work have included INPEACE,

Wai‘anae Kauhale (MA‘O/Seariders/Makaha Studios), Kamehameha Schools Ka Pua, White Clay Immersion (Fort Belknap, Montana), Seneca Department of Education (New York), Llano Grande Research and Development Center (Texas), and Ka Honua Momona (Molokai, Hawai‘i).)

Kahua A'o: A Learning Foundation

Kahua A‘o, a collaboration involving the College of Education, School of Hawaiian Knowledge, SOEST, and Windward Community College utilizes Hawaiian language newspaper articles written in the 19th and early 20th centuries as a foundation for geoscience education. Articles describe familiar winds,

rains, and landscapes as well as volcanic eruptions, earthquakes, tsunami, drought, and storms. As over 90% of 1.5 million pages of text are still in Hawaiian, the project provides historical resources for science educators and scientists and conveys the science underlying Hawaiian stories and cultural practices.

Earth science modules disseminated through science education classes, workshops and project websites bring Native Hawaiian voices and viewpoints into geoscience education. Two MA candidates from

Kawaihuelani, Iasona Ellinwood and Kapōmaika‘i Stone, provide Hawaiian language research and translation aswell as cultural consultation in the development of each lesson and resource packet.

Kahua A‘o is funded under an NSF OEDG award, Pauline Chinn, P.I., Steven Businger, Floyd McCoy, M. Puakea Nogelmeier, and Scott Rowland, co-‐P.I.s.

Hawaiian Language Immersion Teacher Professional Development

The State Department of Education Hawaiian Language Immersion Program (Ka Papahana Kula Kaiapuni)

is not only one of our partners in the revitalization of Hawaiian language and culture; they are also one of our primary stakeholders. Much of our success at Kawaihuelani is dependent on the success of the kula kaiapuni (immersion schools), and their success is greatly multiplied when programs like ours

provide service for their growth and advancement. One way in which we provide service is by offering classes at immersion schools to current teachers for their own professional development and for which

they receive college credit. From 2009 to present, elementary and secondary Hawaiian immersion teachers at Ke Kula Kaiapuni ‘o Ānuenue and Ke Kula Kaiapuni ‘o Waiau (31 in total) have been enrolling in many of our graduate courses. For example, HAW 643 Ke A‘o ‘Ōlelo Hou ‘Ana (Teaching Hawaiian as a

Second Language) provides a survey of existing texts and teaching resources, analysis of student clientele and needs, review of pedagogical approaches for heritage and non-‐heritage learners, syllabus and materials development, and practicum experience. HAW 652 Pilina ‘Ōlelo (Grammar) provides an in-‐

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depth examination and research into the grammar of Hawaiian including discussion of theories of language and incorporation of meta-‐language.

Teacher professional development partnerships such as these benefits the teachers by supporting the development and improvement of their curriculum and pedagogy, and it also benefits the students they

teach in that they are exposed to a similar basic system of language and pedagogical philosophy, making it easier for them to matriculate from K to 12 and eventually transition to language classes at UH Mānoa that use this same system all the way to the graduate level. This partnership with and commitment to

the Kula Kaiapuni is continuing to grow with the development of HAW 200 I Ka ‘Ōlelo Nō Ke Ola. This is a newly approved course designed to bridge fluent speakers of Hawaiian from the Kula Kaiapuni (Hawaiian Language Immersion Schools) into the new meta-‐linguistic system of Hawaiian currently

implemented at Kawaihuelani.

Transformative Teaching and Learning: Native Hawaiian Pedagogy and Practice


One of the primary educational centers of Hawaiian language and cultural regenesis is the University of

Hawai‘i at Mānoa and Kawaihuelani Center for Hawaiian Language. The mission of Kawaihuelani is the revitalization of the Hawaiian language and culture through quality Hawaiian education, a mission that

sits within the broader Hawaiian language and cultural revitalization movement. Kawaihuelani strives to contribute to these larger movements by offering our students many unique and transformative teaching and learning experiences, programs, and initiatives where they have the opportunity to access

the thoughts, ideas, knowledge, and the worldview of our kūpuna, in the language of our kūpuna, while encouraging them to create new forms and ways of expressing this knowledge of the past and understanding the way it impacts our present and future. We highlight just a few below.

Innovation of a New Meta-Linguistic System of Hawaiian and Accompanying Pedagogy

One of the greatest and most recent contributions Kawaihuelani faculty has made to the larger field of

Hawaiian language learning and teaching has been the development of a new meta-‐linguistic system of understanding and describing Hawaiian language that reflects Hawaiian thinking and rules of grammar

modeled after the language spoken and written by native speakers of Hawaiian. This effort is led by Dr. No‘eau Warner in partnership with Dr. Ron Kekeha Solis. The system returns to grammatical terms (in the Pukui and Elbert Dictionary) that reflect a Hawaiian worldview and are more comprehensible to the

average person with limited specialized knowledge or understanding of that thing known as a “language.” The use of the Hawaiian terminology has definite advantages over the other system of grammar that has dominated second-‐language teaching and learning of Hawaiian for decades that uses

Tahitian terms, for example, which local children have no background in.

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The pedagogy that facilitates the implementation of this new meta-‐linguistic system in the classroom is founded in activity based teaching of language, where oral-‐aural use of language in a specific contexts

emphasizing the students’ abilities to ask and answer questions are stressed. As Hawaiians say, “Ma ka hana ka ‘ike.” (Knowledge is gained through doing.) Thus, if one expects students to comprehend, they must listen; to speak, they must speak; to read, they must read; to write, they must write. Where some

Hawaiian approaches stress reading and writing via pencil and paper only, with the hope that someday the students will magically be able to speak and comprehend, this approach stresses all the forms of communication from the start, with special attention paid to speaking and listening.

Warner began piloting his new system in the Fall 2006 semester through Kawaihuelani’s graduate program in classes like HAW 652 Pilina ‘Ōlelo (Grammar) and HAW 643 Ke A‘o ‘Ōlelo Hou ‘Ana (Teaching

Hawaiian as a Second Language). Due to a positive response from the Masters students and Kawaihuelani faculty who enrolled in the courses, Warner continued to develop and teach the system at the graduate level, expanding his audience to elementary and secondary Hawaiian immersion

schoolteachers who began enrolling in his graduate courses in 2009 (31 teachers to date from different schools).

Then, in the Fall of 2011, Warner and Solis began to pilot this new system in 100 level Hawaiian language classes at UH Mānoa: 2 pilot sections of HAW 101 were offered in Fall 2011 and 2 pilots sections of HAW 102 were offered in Spring 2012. The pilot test was highly successful as substantiated

by student evaluations of the courses. For example, scores for one of the HAW 101 pilot classes ranged from 4.08 to 5.0 (on a scale from 1 -‐ 5), with overall ratings of 5.0 and 4.93 for the instructor and course respectively, and scores for one of the HAW 102 pilot classes ranged from 4.29 to 5.0, with overall

ratings of 5.0 and 4.96 for the instructor and course respectively. In addition, students provided additional positive, encouraging comments such as the following:

• “I have never studied a language course where things connected so well with me until I took this class! The way that he taught things was wonderful, and really helpful. I wish that every

language could be taught by his style.” • “New method of teaching Hawaiian worked real well.” • “I wish that every language could be taught by his style.”

• “Learning this system has given me a love for the language. I have taken Hawaiian Language courses from other kumu but was not able to grasp the language as well until this class.”

Source: eCafe

Students were also asked periodically through the semester to provide feedback on what was working

and what could be improved regarding various aspects of the course. This knowledge will be used to make critical changes in the course (i.e., finalize the syllabus, the course material, and the order of implementation) for its second pilot implementation in the 2012 -‐ 2013 academic year (HAW 101 in the

Fall of 2012 and HAW 102 in the Spring of 2013). In addition, approximately 30 of the 42 students in the first year pilot requested a HAW 201 course be taught to them using the same system in the Fall 2012

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Semester. Warner and Solis agreed to continue the pilot into the second year to see how well the students will fair at the intermediate level.

The long-‐term plan after the second pilot test of the HAW 101 and HAW 102 in AY 2012 -‐ 2013 is to train all first year teachers at Kawaihuelani in this system beginning in the Fall of 2013 so that the basic

system and pedagogy are similar across all sections of 100 level Hawaiian taught at UH Mānoa, providing students with a seamless transition from class to class, year to year.

Contributions to Hawaiian Immersion Teacher Preparation

As stated in the previous section on “Community Engagement and Outreach,” the State Department of Education Hawaiian Language Immersion Program (Ka Papahana Kula Kaiapuni) is not only one of our partners in the revitalization of Hawaiian language and culture; they are also one of our primary

stakeholders. In addition to providing professional development to their teachers, Kawaihuelani is also involved in the preparation and training of pre-‐service immersion teachers through a longstanding partnership with Ho‘okulāiwi: ‘Aha Ho‘ona‘auao ‘Ōiwi (Center for Native Hawaiian and Indigenous

Education) housed within UH Mānoa’s College of Education. Beginning in 1998, faculty from both programs began brainstorming and conceptualizing what a Hawaiian immersion teacher education program might look like, and, then, in 2002, Ho‘okulāiwi’s Masters of Education in Teaching program

began, supported significantly by contributions of Kawaihuelani faculty. Since 2002, students in Ho‘okulāiwi have enrolled in our undergraduate and graduate HAW courses, especially those who support their language growth and competency as well as their development of curriculum and

pedagogy suited for kula kaiapuni teaching, such as HAW 602, HAW 615, HAW 652, and HAW 643. Kawaihuelani understands that “I ola ka ‘ōlelo i nā keiki.” (Language survives because of the children.) Our work to revitalize Hawaiian at the post-‐secondary level is not enough to achieve our revitalization

mission. It is really through our support of the K -‐ 12 immersion schools that Hawaiian language will survive for the next one hundred generations.

Mānaleo

One of the unique aspects of Kawaihuelani is the incorporation of mānaleo (native speakers) into the educational and cultural experience of our

students and faculty, thus enhancing, enriching, and transforming our teaching and learning. We are fortunate to currently employ 2 mānaleo

faculty from the island of Ni‘ihau (an Instructor and an Assistant Professor) who teach undergraduate courses as well as coordinate our

mānaleo discussion lab where they meet regularly with our students in their program office

(available 5 hours daily), answering questions

Lā Mānaleo demonstration with students, March 2011.

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about Hawaiian language, history, and culture and visiting with students to improve their conversational speaking skills and to learn about the history of Hawai‘i’s indigenous people. Beginning in 2011,

Kawaihuelani hosts Lā Mānaleo (Native Speaker Day) where Ni‘ihau mānaleo come to the Mānoa campus and share their knowledge about Hawaiian culture practiced on Ni‘ihau. At our first event on March 1, 2011, Kawaihuelani was honored to host three: Papa Kuhina Ka‘aumoana, Kawahinekaulana

Ka‘aumoana and Kaleoho‘omana Ka‘ohelauli‘i. These mānaleo taught students and faculty about ulua fishing, catching wana, throwing net, the practice of hei (constructing string figures with the hands), and how to make poi palaoa (poi made from flour). On November 15, 2011, Kawaihuelani welcomed 2 new

mānaleo from Ni’ihau to our second Lā Mānaleo: Thomas Elia Kaimilani Kanahele and Kay Kaehulani Kanahele. These mānaleo taught students and faculty about making Hawaiian charcoal and the gathering/picking, cleaning and preparing ‘opihi and pipipi. Although the number of Hawaiian language

speakers is slowing increasing, still only about 1% of the Native Hawaiian population speak our native language and there are fewer than 1,000 native speakers of Hawaiian left. Due to these staggering statistics, it is more critical now than ever before to dedicate ourselves to preserving and reawakening

those parts of our Hawaiian heritage that were once silenced. One way Kawaihuelani strives to contribute to this larger language revitalization mission is through the collaboration with and employment of mānaleo throughout our curriculum.

Ka Waihona A Ke Aloha

Ka Waihona A Ke Aloha (KWAKA) is the name of Ka Papahana Ho‘oheno Mele or the Mele Institute of Kawaihuelani Center for

Hawaiian Language and provides venues at which mele (i.e., poetry, song,

chant) and mele practitioners are placed at the focal point of preservation,

perpetuation, discussion, presentation, and performance in hopes of

preserving and perpetuating our peoples “puana.” The

puana (refrain) serves as the opening and the closing thought of a mele, and is

important to the success of its overall intention. The mākia

(motto) for Ka Waihona A Ke Aloha is “Ho‘oheno ka puana i lohe ‘ia” and translates as “Cherished is the

refrain, that has been heard.” The motto could also mean “Cherished is the refrain, so it is heard.” Both translations provide a glimpse into the function of Ka Waihona A Ke Aloha and its hope to not only preserve and care for the many puana from mele “that have been heard” but to perpetuate them “so

Mele Institute’s Hawaiian 384 class performing at Mūkīkī Wai Nā Mamo o Mānoa, 2012.

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that it continues to be heard.” As a result, the preservation and perpetuation of our people’s puana is the primary focus of Ka Waihona A Ke Aloha. KWAKA recognizes the importance of mele and mele

practitioners and values the information that is stored and preserved within their repertoire. The repertoire of a mele practitioner is a storehouse of knowledge, a library filled with important cultural knowledge and historic information; therefore, the aspirations of KWAKA are two fold, first, to provide

venues to document, index, and archive mele practitioners and their repertoire, and, second to provide access to this information for perpetuation, academic research, and future presentation. KWAKA strives to fulfill their mission, live up to their motto, and achieve their goals through various projects, programs,

and initiatives including Ke Welo Mau Nei, a guest lecture series of mele practitioners, Nā Mele o Hawai‘i Nei, a project dedicated to digitizing rare vinyl recordings featuring mele and mele practitioners of Hawai‘i, Papa Mele Wahi Pana, a Hawaiian language course concentrating on mele composed for

specific place names in Hawai‘i and offered free to the community and academy during the summer sessions, and Ho‘okani Mānoa, a Hawaiian language only concert series which showcases the traditional musical styling’s of mele practitioners on the UH Mānoa campus.

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6. Are program outcomes compatible with the objectives?

Outcomes

Over the past five years, our number of undergraduate and graduate majors has remained pretty

consistent overall. In our M.A. program, we average almost 20 majors per year. A combination of students graduating (9 to date) and taking leave (10 total) has kept our counts pretty steady over the years. Half of those who left plan to return while others left permanently for various reasons. One left to

pursue a teaching certification in the DOE so that he could retain his job at a good salary that would allow him to return and finish his degree with us. He will be returning in the Fall 2012 semester. Six went on official leave for a year for family/personal reasons (marriage, birth, elder parents to care for, and

unexpected death) but three have subsequently returned while two will be returning in the upcoming academic year, one of whom has already completed her proposal, data collection, and the first drafts of several chapters of her thesis, so we anticipate her graduation in Spring 2013. Two left the program

after a year for unknown reasons and one left after two days of classes when her family moved out of state. Overall, these are healthy, manageable numbers of majors, but we could do more in terms of recruiting graduate majors.

Table 15: Hawaiian Language Majors and Graduates 2007-2012

Academic Year Graduate Majors

Graduate Degrees Earned

2007-‐08 14 1

2008-‐09 19 0

2009-‐10 20 2

2010-‐11 18 2*

2011-‐12 21 4* Source: MIRO, Hawaiian Language Quantitative Indicators for Program Review, March 2012 and STAR Data Metrix; *This up-‐to-‐date data is not reflected in the MIRO data we received for Program Review.

We are proud of our first nine M.A. graduates and the contributions their research is making and will make to the field of Hawaiian language and the larger Hawaiian language and culture revitalization

movement. On average, their time to degree was 3.52 years (Source: STAR Data Metrix, STAR Transcript analysis). Like our undergraduate majors, most of our master’s students are working full time, taking care of their families, and struggling to finance their education. In addition, two are even pursuing

double master’s degrees in other fields like Library and Information Science (LIS) and Education, which affect their time to degree. Our total number of graduates and their time to degree reflect our unique

students as well as the newness of our graduate program that is still growing and adjusting.

As explained in our “Program Assessment” section above, since 2009 we have been assessing our

graduate program employing student interviews and faculty focused reflections. Dr. Warner, Graduate Chair, conducted interviews with the majority of our M.A. students during the 2009-‐2010 academic year. The primary finding was that the number one need that all M.A. students interviewed were calling

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for was more practice and support in writing the proposal and actual Plan A thesis or Plan B project. As a result, Dr. Kapā Oliveira first offered a writing retreat in Punaluʻu in Summer 2010 in partnership with

Native Hawaiian Student Services, attended by 9 UHM graduate students, three of whom belonged to our program. Positive comments from participants led us to offer HAW 614 (now HAW 604) for the first time in Spring 2011 as a follow up to the summer retreat, changing the original focus of the course as

proposed to include assistance for both Plan A & Plan B students. Seven of our students took this new course and all seven finished their proposals by the end of the semester. Next, four of the seven, plus one new student, enrolled in HAW 603 (now HAW 605) in Fall 2011 taught by Dr. Oliveira who refocused

the course to be a continuation of what she started in HAW 614 the semester before by helping the students to complete two chapters of their theses/final papers. She also organized two more writing retreats in Punalu‘u in Fall 2011 and Spring 2012, attended by many of these same students. Of the five

who took HAW 603 in Fall 2011, 4 successfully defended their papers the following Spring 2012 semester, of whom 3 graduated that same semester and one is set to graduate in Fall 2012.

In the midst of these efforts, Kawaihuelani’s faculty met in the Fall of 2011 to reflect on the changes made. This meeting eventually led to decisions and actions that made these changes permanent so that future cohorts of students would also benefit, including: 1) developing course student learning

outcomes for HAW 614 and HAW 603 that reflected the decisions Dr. Oliveira was making in terms of content, focus, and objectives; and 2) reorganizing our course sequence and requirements to reflect these course SLOs (HAW 614 become HAW 604 and a required class, and HAW 603 became HAW 605 to

be taken after HAW 604).

We see a qualitative difference between those who entered the program from 2005 to 2008 from those

who entered between 2009 and 2011. Essentially, students from the earlier years have not had the benefit of the guidance provided in the new writing support courses, thus slowing their progress to

graduation (the six slated to graduate in the next academic year took between 5.5 and 7.5 years), while the great progress of our more recent cohorts can be directly attributed to improvements made to these two courses by Dr. Kapā Oliveira. Three of our four most recent graduates entered our program in

either 2009 or 2010 and were a part of these classes, completing their program in 2-‐3 years. Of the nine students slated to graduate in the next academic year, four participated in these new classes, of which 3 entered the program in 2009 or 2010 (the other entered in 2008). By Spring 2013, we anticipate all

students who entered in 2009 and 2010 will have graduated (3-‐4 years). If the 2009 and 2010 students are any indication, we are hopeful that the changes we implemented and formalized over the last two years will to lead to smoother, timelier paths to graduation for our current and future students. We

listened to the needs of our students and are now actively working to provide them the tools they have asked for in order to produce high quality research that is not only academically sound but also valuable and useful for our community.

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Table 16: Service to non-Majors by College

School/College Total

College of Arts & Sciences 17

College of Education 214

General & Pre-‐Prof Ed 1

Hawai`inuiakea Sch Hawn Knowledge 4

Other UH Manoa 1

Schl of Hawn & Pacific Studies 2

School of Social Work 2

Unclassified 100

Grand Total 345 Source: University of Hawaii Institutional Research Office, Operational Data Store, Table “IRO_REGS” Table 17: Service to non-Majors by Major

Major Total

Curriculum Studies 19

Education 11

Hawaiian Studies 6

History 4

Home Campus Kapiolani 1

Liberal Arts 1

Library & Information Science 3

Linguistics 2

Political Science 3

Religion (Asian) 4

Secondary Education 1

Social Work 2

Teaching 183

Unclassified 100

Zoology 1

Grand Total 345 Source: University of Hawaii Institutional Research Office, Operational Data Store, Table “IRO_REGS”

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7. Are program objectives still appropriate functions of the college and university?

All of the objectives that were proposed for the Hawaiian MA in 2005 are still valid and appropriate in 2013. As the value of the Hawaiian MA's seven years of accomplishments in scholarship and scholars

becomes more apparent and recognized, the objectives have become more tangible to our own department and more resonant to other departments and student populations in the college and university. In the course of our work, information about Hawaiian knowledge resources has been

disseminated in new ways and new venues, generating greater demands for faculty expertise in research and scholarship across the university campus. Faculty in earth sciences, history, agriculture, education, and marine science have all initiated projects that entail collaboration in research and

expertise with our faculty and students. Curriculum projects for both English and Hawaiian-‐medium education have been initiated, touching multiple fields of science, literature and cultural study.ii

Strides have been made in every one of the objectives identified in 2005, including expertise in Hawaiian research, new scholarship in new domains that include building curricula and literature resources at all

levels, expanded awareness and use of Hawaiian-‐language repositories, and the use of new technology in creating new avenues of access to resources and resource people. The progress of the last seven years continually strengthens our own department and school, while building new liaisons and

partnerships across the campus for both academics and administrators.

Relationship to University of Hawai‘i System Strategic Plan

In its Vision Statement the University of Hawaiʻi commits to “provide educational leadership in support of Native Hawaiians, their indigenous culture, and Hawaiʻi’s unique sense of pluralism” (p. 3). This vision fits into the vision of Kawaihuelani whereby our graduates will move on and become leaders in the

Native Hawaiian community. This will provide a means by which educational leadership along with political, social, environmental, scientific leadership can be developed here at UHM in the field of Hawaiian Language.

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

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culture, language, and values” (p. 15). In order for this to come to fruition the University is committed to the following action strategies that relate to Hawaiians and Hawaiian knowledge:

• Promote the use of the Hawaiian language within the University system, as appropriate and consistent with the Hawai‘i State Constitution;

• Increase funding and provide for the study, development, and research of the Hawaiian language, culture, and history within the University of Hawai‘i system, as consistent with the Hawai‘i State

Constitution;

• Encourage Native Hawaiians to practice their language, culture, and traditions throughout the

University system and provide Hawaiian environments and facilities for such activities.

• Employ outreach to address the needs of Native Hawaiians, the state of Hawai‘i, and the world at

large in the areas of Hawaiian language, culture, and history (p. 15).

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. Therefore, the mission statement continues to support the need for a graduate program in Hawaiian.

Relationship to UHM vision, mission, and Strategic Plan

In the vision statement of the University of Hawaiʻi at Mānoa, it is clearly expressed that the flagship campus “will gain international recognition as among the nation’s leading land, sea, and space grant universities. Grounded in the traditional values of our host culture, we strive for excellence in teaching,

research, and community engagement, while promoting environmental sustainability and human justice” (p. 4). UH Mānoa’s research profile is enhanced by innovative graduate degree programs that reflect institutional strengths, build capacity in STEM disciplines, address Hawai‘i’s unique culture and

language, and that are competitive with nationally recognized land-‐, sea-‐ and space-‐grant institutions. The MA in Hawaiian supports this vision by improving and expanding research and scholarship in indigenous/Native Hawaiian language and culture conducted by Native Hawaiians, positioning Mānoa to

become a true global leader in research and education at an indigenous/Native Hawaiian-‐serving institution.

As a land-‐grant, sea-‐grant, and space-‐grant institution, we have a unique responsibility to support, sustain, and expand our engagement with all our communities, and have a particular responsibility to Native Hawaiian communities. The mission statement of UHM reveals the campus’ understanding of its

responsibility to engagement with local, national, and international communities, inspired and guided by “the Native Hawaiian values embedded in the concepts of kuleana, ‘ohana, and ahupua‘a that serve to remind us of our responsibilities to family, community, and the environment” (p. 4). UH Mānoa’s

hallmark is a culture of community engagement that extends far beyond the classroom to bridge theory

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and practice, fostering creative and critical thinking, and promoting students’ intellectual growth and success as contributing members of society” (p. 4). By emphasizing and rewarding community

engagement through teaching, learning and research, UH Mānoa will expand our ability to meet community needs, including increasing cultural, economic, and environmental sustainability, sharing Native Hawaiian knowledge, nurturing the health of our land and ocean, developing resources for

families, supporting effective education from P–20, promoting social justice, assisting the development of agriculture, and ensuring food security. One way Hawaiʻinuiākea supports the campus in this effort is by offering a Master’s program in Hawaiian, which is guided by the same values and concepts listed

above and require all students to be accountable to the communities we serve.

One of the themes throughout the UHM Strategic Plan is “a Hawaiian place of learning”, listed as the

university’s top value as well as a part of two of the campuses Strategic Goals:

• Hawaiian Place of Learning: The significance of UH Mānoa as a campus physically and conceptually

grounded in Native Hawaiian knowledge and values cuts across each of our strategic goals. Hawai‘i’s unique location and strength in indigenous scholarship sets us apart from other universities. (“Values”, p. 5)

• Goal 1: A Transformative Teaching and Learning Environment (“Strategic Goals”, p. 6) o Promote a Hawaiian place of learning

• Goal 4: Facilitating Excellence (“Strategic Goals”, p. 6)

o Implement processes to promote a Hawaiian place of learning

For UH Mānoa to be perceived as a truly Hawaiian place of learning, core values must be manifest in all

areas of endeavor to establish a foundation for the teaching and learning community. Hawaiʻinuiākea is a factor in this by offering a graduate program in Hawaiian that increases our ability to contribute to this

commitment through recruiting more Hawaiian students, faculty, and administrators; incorporating many of the principles held and implemented by our ancestors to impart and promote sustainable practices both on campus and through the research and programming we offer our students in areas

such as land and natural resource management, and food production (“Strategic Plan 4”, p. 6); providing more opportunities for experiential learning across the curriculum through transformative teaching and learning (“Strategic Goal 1”, p. 6) and applied and engaged scholarship in and with the Hawaiian

community (“Strategic Goal 3”, p. 6).

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Needs Factors:

A) The direct relevance of the contribution of the field of study to the professional, economic, social, occupational and general needs of Hawaii.

Fostering wide-‐ranging scholarship in Hawaiian directly contributes to an extensive range of needs that

exist beyond the academy in Hawai‘i. Publications and presentations by faculty and students, expanded numbers of scholars in classes and in the field, student research and research products all enhance

community awareness about the presence and relevance of Hawaiian data and information. Increased recognition about the range and pertinence of Hawaiian knowledge builds interest and engagement within the broader community as individuals, organizations and communities move to articulate their

personal and professional lives to the growing circle of Hawaiian speakers and Hawaiian-‐language resources. Companies are investigating the histories of their own existence and that of their fields of

endeavor, as kama‘āina (long-‐established) corporations and medical personnel seek historical information about themselves and their pursuits from the newly emerging scholarship and scholars.

New positions that call for Hawaiian language fluency are being recognized as critical, such as researchers, writers, editors, reference staff and advisors, and many companies are starting to include Hawaiian language familiarity in the DQs (desireable qualifications) of their job descriptions for every

kind of position.

The social relevance of expanding development and recognition of Hawaiian resources is far-‐reaching

and transformational. Although it cannot all be tied to the existence of the MA at Mānoa, the increased visibility and presence of Hawaiian knowledge that the MA embodies and generates has direct impacts. Communities are embracing the establishment of Hawaiian language and Hawaiian cultural foundations

for their neighborhoods, with the addition of Hawaiian signage for historical boundary markers, books that include the early Hawaiian language history of their areas and region-‐based curricula in their schools and community activities that are drawn from historical or current language sources. There are

more indicators of interest and a growing respect regarding standards for engagement, for instance when mispelled government signage is publicly scorned and (sometimes) quickly corrected.iii This kind

of community extension provides an increased acknowledgement and respect for the Hawaiian foundation upon which all of our modern society is built and fosters a long-‐term view of both personal and community sense of place.

B) A “national needs factor” that emphasizes the direct relevance of the contributions of the field of study to national needs and where Hawaii and the University have unique or outstanding resources to respond with quality.

Unlike any other part of the USA, Hawai‘i has a national history, culture and knowledge base that was completely separate from the existence of the United States. Because this entire body of knowledge was mostly obscured during the century-‐long transition from an independent nation into the modern

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setting as a integral part of the United States, Hawaiian language expertise provides the only possible bridge between that extensive body of historical knowledge and our modern society today. All of the

many facets of that historical cache, relevant to every possible field of study and documented by an independent people with a different worldview and relationship to the knowledge of the time, are accessible only through ongoing scholarly development of resources and resource people.

In addition to the access to historical knowledge and data, the objectives of the Hawaiian MA also intersect with and serve the needs of language communities throughout the United States. The

development of teaching methods, educational resources, creation of new literature and expansion of access through use of new technology that are being actively developed at U.H. Mānoa's Hawaiian MA are all areas that provide exportable models for other language communities in the country, and the

interaction of our faculty and students with representatives of those communities is beneficial to both sides. The development of our resources for Hawaiian language directly benefits those who could use or learn from our successes and places the Hawaiian language program in a position of being able to share

resources, experience and enthusiasm with far-‐flung communities.

C) An “international needs factor” that emphasizes the direct relevance of the contributions of the field of study to international needs and where Hawaii and University have unique or outstanding resours to respond with quality.

The cache of Hawaiian knowledge being accessible only through the language affects international needs in the same way that it addresses national needs throughout the U.S. In the same way, the local

development of resources and methods places UH Mānoa in a position to share with and to benefit from the efforts of language communities throughout the world.

D) An educational needs factor that indicates the direct relevance of a field of study to basic education needs for which there is a demand by Hawaii’s population.

The need for advanced scholarship and resource development to guide and provide for the field of

education is apparent and ongoing, not only as an extension of the revitalization efforts regarding Hawaiian language renewal, but for the inclusion of Hawaiian language, culture and knowledge as highly-‐desired additions to general education. The MA faculty and program have directly addressed the

educational needs of immersion schools through material development, consultation and direct instruction, and the MA also generates new scholars with the expertise needed for curriculum and instruction in the immersion and general education schools. Some of our MA candidates have come

from and will return to the classrooms, and several are involved in education during or after they achieve their degree.

An excellent example is that here is currently a crisis about quality assessment for immersion students, wherein teachers and parents have rejected the low-‐quality and acultural focus of assessment tools

crafted by government-‐contracted "professional" translation companies from beyond Hawai‘i that offered the lowest bids for service. The expanding availability of models for high levels of language and

46

inclusion of Hawaiian perspective have raised the expectations and the potentials for teachers, parents and students. The search for solutions is ongoing, but such expectations will undoubtedly lead to

inclusion of the advanced scholarship and expertise that the MA program, its faculty and students can provide.

E) The relevance of a field of study as a necessary supporting discipline for quality program identified by the above criteria.

Hawaiian language is increasingly recognized an inherently necessary discipline for any level of

collaborative scholarship in a wide range of other fields within the academy, including literature studies, linguistics, history, anthropology, sociology, marine and earth sciences. Interest and necessity both

increase in all fields that have Hawaiian or Hawai‘i-‐centered connections as the presence and scope of historical resources become apparent across all fields in the university. Such interest and necessity are

also impelled by new developments in the creative and functional fields connected to Hawaiian language. In addition to expanding recognition and interest in historical data and knowledge, emerging Hawaiian-‐language literature, theater, teaching methodologies, linguistic methods, modern vocabulary

and speaking populations all spur other departments and fields to investigate and pursue ways to connect their disciplines to the increasingly-‐available resources. Such interaction provides avenues for collaboration and for cross-‐pollenation between disciplines that can have unexpected benefits.

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Cost & Revenue Templates:

You will find below Kawaihuelani’s two cost and revenue templates for our graduate program. The first

template shows costs and revenues during the provisional years of our program while the second template shows our projections for the next five years.

The formula we used to calculate our FTE was to divide the number of students enrolled in our graduate program by the number of students enrolled in all of our Hawaiian language classes. This formula resulted in the percentage of time devoted specifically to our graduate program. We then took this

percentage and multiplied it by our instructional faculty FTE to determine the total FTE devoted to our graduate program. To calculate the cost of our FTE, we took the average salary of our graduate faculty

and multiplied it by the total number of FTE devoted to our graduate program. Due to the fact that our graduate program not only services our own graduate students, but also

services Department of Education (DOE) teachers and graduate students from the College of Education (COE) studying to become Hawaiian immersion teachers, our graduate enrollments fluctuate depending on whether or not we have DOE and COE cohorts in a given semester. In 2007-‐2008, we offered 2

sections of HAW 615 for COE cohorts. In 2009-‐2010, we offered 2 sections of HAW 652 and 2 sections of HAW 643 for DOE teachers and 2 sections of HAW 615 for COE students. In 2010-‐2011, we offered 1 section of HAW 652 for DOE teachers and 2 sections o HAW 615 for COE students.

Since 2011-‐2012, our overall student enrollment has increased sharply due to the fact that our HAW 100 course earned the Foundation designation.

Cost and Revenue Template-‐-‐Provisional YearsKawaihuelani Center for Hawaiian Language

47a

1234

5678910111213141516171819202122232425

262728293031323334353637383940414243444546474849

A B C D E F G H I J KAcademic Program Cost and RevenuesTemplate: Provisional to Established (Updated 06/12/12)

ENTER VALUES IN HIGHLIGHTED CELLS ONLYCAMPUS/Program

Projected YearsYear 1 Year 2 Year 3 Year 1 Year 2 Year 3 Year 4 Year 5

ENTER ACADEMIC YEAR (i.e., 2011-2012) 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013Students & SSH

A. Headcount enrollment (Fall) 10 15 19 25 19 19 24B. Annual SSH 158 324 203 429 450 346 217

Direct and Incremental Program Costs Without FringeC. Instructional Cost without Fringe 33,126$ 99,154$ 54,368$ 96,225$ 65,488$ 52,577$ 38,588$ C1. Number (FTE) of FT Faculty/Lecturers 0.60 1.47 0.80 1.54 1.00 0.80 0.60 C2. Number (FTE) of PT Lecturers - - - - - - - D. Other Personnel CostsE. Unique Program CostsF. Total Direct and Incremental Costs 33,126$ 99,154$ 54,368$ 96,225$ 65,488$ 52,577$ 38,588$

RevenueG. Tuition 38,394$ 92,664$ 66,787$ 159,588$ 186,750$ 158,468$ 104,811$

Tuition rate per credit 243$ 286$ 329$ 372$ 415$ 458$ 483$ H. OtherI. Total Revenue 38,394$ 92,664$ 66,787$ 159,588$ 186,750$ 158,468$ 104,811$

-5,268 6,490 -12,419 -63,363 -121,262 -105,891 -66,223

Program Cost per SSH With Fringe K. Instructional Cost with Fringe/SSH 283$ 413$ 362$ 303$ 196$ 205$ 240$ K1. Total Salary FT Faculty/Lecturers 33,126$ 99,154$ 54,368$ 96,225$ 65,488$ 52,577$ 38,588$ K2. Cost Including Fringe of K1 44,720$ 133,858$ 73,397$ 129,904$ 88,409$ 70,979$ 52,094$ K3. Total Salary PT Lecturers -$ -$ -$ -$ -$ -$ -$ K4. Cost Including fringe of K3 -$ -$ -$ -$ -$ -$ -$ L. Support Cost/SSH 355$ 458$ 508$ 421$ 435$ 467$ 467$

Non-Instructional Exp/SSH 422$ 531$ 589$ 495$ 507$ 534$ 534$ System-wide Support/SSH 60$ 69$ 73$ 57$ 56$ 68$ 68$ Organized Research/SSH 127$ 142$ 154$ 131$ 128$ 135$ 135$

M. Total Program Cost/SSH 638$ 871$ 870$ 724$ 631$ 672$ 707$ N. Total Campus Expenditure/SSH 877$ 1,038$ 1,135$ 969$ 970$ 1,038$ 1,038$

Instruction Cost with Fringe per SSH K. Instructional Cost/SSH 283$ 413$ 362$ 303$ 196$ 205$ 240$ O. Comparable Cost/SSH 804$ 926$ 1,123$ 1,058$ 960$ 960$ 960$

Program used for comparison:

(signature and date)

MANOA/MA in Hawaiian

J. Net Cost (Revenue)

Reviewed by campus VC for Administrative Affairs:

MA programs in LLL

Provisional Years (adjust as needed to show all provisional years)

Cost and Revenue Template-‐-‐Projected YearsKawaihuelani Center for Hawaiian Language

47b

1234

5678910111213141516171819202122232425

262728293031323334353637383940414243444546474849

A B C D E F G H I J KAcademic Program Cost and RevenuesTemplate: Provisional to Established (Updated 06/12/12)

ENTER VALUES IN HIGHLIGHTED CELLS ONLYCAMPUS/Program

Projected YearsYear 1 Year 2 Year 3 Year 1 Year 2 Year 3 Year 4 Year 5

ENTER ACADEMIC YEAR (i.e., 2011-2012) 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018Students & SSH

A. Headcount enrollment (Fall) 24 24 24 24 24B. Annual SSH 217 217 217 217 217

Direct and Incremental Program Costs Without FringeC. Instructional Cost without Fringe 90,040$ 102,902$ 115,765$ 115,765$ 115,765$ C1. Number (FTE) of FT Faculty/Lecturers 1.40 1.60 1.80 1.80 1.80 C2. Number (FTE) of PT LecturersD. Other Personnel CostsE. Unique Program CostsF. Total Direct and Incremental Costs 90,040$ 102,902$ 115,765$ 115,765$ 115,765$

RevenueG. Tuition 111,538$ 119,784$ 128,681$ 138,229$ 138,229$

Tuition rate per credit 514$ 552$ 593$ 637$ 637$ H. OtherI. Total Revenue 111,538$ 119,784$ 128,681$ 138,229$ 138,229$

-21,498 -16,882 -12,916 -22,464 -22,464

Program Cost per SSH With Fringe K. Instructional Cost with Fringe/SSH 560$ 640$ 720$ 720$ 720$ K1. Total Salary FT Faculty/Lecturers 90,040$ 102,902$ 115,765$ 115,765$ 115,765$ K2. Cost Including Fringe of K1 121,554$ 138,918$ 156,283$ 156,283$ 156,283$ K3. Total Salary PT Lecturers K4. Cost Including fringe of K3 L. Support Cost/SSH 467$ 467$ 467$ 467$ 467$

Non-Instructional Exp/SSH 534$ 534$ 534$ 534$ 534$ System-wide Support/SSH 68$ 68$ 68$ 68$ 68$ Organized Research/SSH 135$ 135$ 135$ 135$ 135$

M. Total Program Cost/SSH 1,027$ 1,107$ 1,187$ 1,187$ 1,187$ N. Total Campus Expenditure/SSH 1,038$ 1,038$ 1,038$ 1,038$ 1,038$

Instruction Cost with Fringe per SSH K. Instructional Cost/SSH 560$ 640$ 720$ 720$ 720$ O. Comparable Cost/SSH

Program used for comparison:

(signature and date)

MANOA/MA in Hawaiian

J. Net Cost (Revenue)

Reviewed by campus VC for Administrative Affairs:

Provisional Years (adjust as needed to show all provisional years)

48

ii One example of cross-‐program collaboration can be seen in the Hawai‘i Sea Grant pamphlet

Ka Ho‘opakele ‘Ana I Nā I‘a/Saving The Fish, which is available online at:

http://seagrant.soest.hawaii.edu/sites/seagrant.soest.hawaii.edu/files/shared/ka_hoopakele_ana_i_na_ia_website_0.pdf

iii While the Hawai‘i Convention Center officials hurried to find consultants who could correct the flawed signage that caused a public outcry, Hale O‘Pili, a City and County residential unit in Chinatown, still displays the mispelling of its name years after it was called to attention. (O Pili would be correct.)

Appendix A

Hawaiian Language Graduate Course Descriptions

● HAW 601 Kākau Mo‘olelo (3) Analyzes various genres of written Hawaiian literature. ● HAW 602 Kākā‘ōlelo Oratory (3) A survey of oral performance styles to build increased oral

skills.

● HAW 603 Ka Hana Noi‘i (Research Methods) (3) Research methodology course utilizing active research in the major repositories of Hawaiian language materials and Hawaiian-‐related knowledge.

● HAW 612 Nā Mana‘o Politika Hawai‘i (Hawaiian Political Thought) (3) Study of Hawaiian political thought in writing from ca. 1825 to the present, with emphasis on theory and

research methods. ● HAW 614 Haku Palapala Noi Laeo‘o/Writing a Hawaiian Thesis Proposal (3) Seminar to select

and develop students' research topic, thesis proposal, and organizational plan for thesis

completion. Course will benefit HAW MA students preparing to write their Plan A graduate thesis.

● HAW 615 Kuana‘ike (3) The examination of Hawaiian ways of speaking, as contrasted with

English focusing on those features that are uniquely Hawaiian and can be said to constitute a Hawaiian worldview. Section 1 taught in Hawaiian; Section 2 taught in English.

● HAW 625 Mo‘olelo Hawai‘i (3) Intensive study, research, and analysis of Hawaiian history.

● HAW 638 (Alpha) Nā Mea Kākau/Nā Haku Mo‘olelo (3) Intensive study of an individual author, his/her works and nuances of his/her works. (E) J. H. Kanepu‘u; (I) S. M. Kamakau.

49

● HAW 643 Ke A‘o ‘Ōlelo Hou ‘Ana (Teaching Hawaiian As a Second Language) (3) Survey of existing texts and teaching resources; analysis of student clientele and needs; review of pedagogical approaches for heritage and non-‐heritage learners; syllabus and materials

development; practicum. ● HAW 652 Pilina ‘Ōlelo (3) In-‐depth examination and research into the grammar of Hawaiian

including discussion of theories of language and incorporation of meta-‐language.

● HAW 684 Noi‘i Mele (3) Intensive study focusing on original compositions of Hawaiian poetry and song.

● HAW 695 Papahana Laeo‘o (V) Internship with cultural practitioner for MA students

choosing Plan B. ● HAW 699 Directed Research (V) ● HAW 700 Noi‘i Pepa Laeo‘o (Thesis) (V) Research for master's thesis.

Appendix B

Current Kawaihuelani Faculty (Graduate faculty and Instructors)

Name Position/Rank Degree Rubellite Kawena

Johnson

Professor Emeritus Bachelor’s Degree

Keawe Lopes* Assistant Professor Ph.D., Education

Kalani Makekau-‐Whittaker*

Assistant Professor Ph.D., Education (ABD)

Puakea Nogelmeier* Professor Ph.D., Anthropology

Kapā Oliveira* Associate Professor Ph.D., Geography

Maya Saffery* Junior Specialist (Tenured) M.E.T., Teaching

Kekeha Solis* Assistant Professor Ph.D., Education

No‘eau Warner* Associate Professor Ph.D., Educational Psychology

Ipo Wong* Assistant Professor, Native Speaker of Hawaiian

Ph.D., Education

Laiana Wong* Associate Professor Ph.D., Linguistics

Kaliko Baker Instructor Ph.D., Linguistics

Kahikina de Silva Instructor M.A., English

Lalepa Koga Instructor M.A., English

Kawehi Lucas Instructor M.E.D, Education

Keao NeSmith Instructor Ph.D., Applied Linguistics

Lolena Nicholas Instructor Native speaker of Hawaiian

Kainoa Wong Instructor M.A., Hawaiian Language

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Current Kawaihuelani Lecturers

Name Position Degree Seeking U‘ilani Bobbitt Lecturer M.A., Ethnomusicology

Keoki Faria Lecturer M.A. Candidate in Hawaiian

Pono Fernandez Lecturer M.A., Hawaiian Language

Kāhealani Lono Lecturer M.A., Hawaiian Language

Kūkini Suwa Lecturer M.A., Hawaiian Language

Ka‘anoi Walk Lecturer J.D., Native Hawaiian Law; M.A. Candidate in Hawaiian

Current Kawaihuelani Graduate Assistants

Name Position Degree Seeking Ke‘alaanuhea Ah Mook Sang GTA M.A., Hawaiian Language

Lokelani Fergerstrom GRA M.A., Hawaiian Language

Kahala Johnson GRA M.A., Pacific Island Studies

Ka‘iulani Kanehailua GRA M.A., Hawaiian Language

Haley Ka‘iliehu GRA Ph.D. Curriculum & Instruction

Kaikaina Kekua GRA M.ED.T, Teaching

Kawena Komeiji GRA M.A., Hawaiian Language

Leimomi Morgan GRA M.A., Hawaiian Language

Ka‘ano‘i Walk GRA M.A., Hawaiian Language

Current Kawaihuelani Staff

Name Position Keoki Faria Lo‘i Curriculum Developer

Alicia Perez Administrative Assistant

Joseph Yamashita Administrative Officer

Appendix C

Hawai‘inuiākea Knowledge Well

The mission of the HSHK Knowledge Well is to provide a sustainable digital archive that allows for

searchable electronic resources disseminated through an online portal for all areas and forms of Hawaiian knowledge, including its language, origins, history, arts, sciences, literature, religion, and education; its law and society; its political, medicinal, and cultural practices; as well as all other forms of

51

knowledge. The goal of the HSHK Knowledge Well is to provide Hawaiian knowledge-‐based electronic resources for HSHK faculty and staff, students, other educators, curriculum developers, policy makers, and community leaders to support Hawaiian knowledge research and development in schools,

programs, and community initiatives, into the Pacific and other international domains. (See Exhibit 9.)

HSHK has selected OCLC’s CONTENTdm, a proprietary online digital collection management software, to

house their digital knowledge well. OCLC hosts HSHK’s CONTENTdm 6.0 server interface, which handles storage, management and delivery of our collections to users through a customized web interface. Starting in 2011, Hawai‘inuiākea faculty, staff, students, as well as invited community members have

started to populate the database in different collections. The following provides a glimpse of some of HSHK’s collections:

● Mary Kawena Pukui Hale: this collection is dedicated to the promotion and survival of Hawaiian. Its mission is to revitalize, promote, and enhance the research, curriculum development, and teaching of Hawaiian at the university as well as in the broader community.

Increasing access to and availability of various forms of Hawaiian knowledge through activities that range from collection and preservation of traditional indigenous knowledge and practices to the generation, production, showcasing, and dissemination of new resources and materials

that add to our indigenous knowledge base achieve this mission. The center currently has 6 large collections of nearly 3,000 Hawaiian language and cultural resources and materials gathered from both within and outside Kawaihuelani.

● Ke Kahua ‘Ike: Weather articles found in the Hawaiian newspapers cover many regions throughout the world. Our database contains a compilation of nearly 4,000 articles concerning

weather events and climate patterns primarily in Hawai‘i but also in other regions throughout the Pacific. The content within each article has been categorized, making each article searchable according to the data pertaining to it. A valuable resource containing insight to language,

cultural views, and history, we are working to find feasible ways of making these articles and the knowledge they contain accessible to others.

● Wehe I ka Pāpale: Collection of the expressive art form that is fairly ubiquitous, rarely touted as

Hawaiian and little studied, but is, in fact, an important part of Hawaiian material culture and of Hawaiian traditions. Lauhala weaving and references to hala and lauhala are embedded in historical and contemporary chants and stories, were used for sails and floor coverings and to

build homes, and are today part of clothing and personal adornment, household and work objects, ceremonial traditions, and individual artistic expressions.

● Ka Waihona A Ke Aloha (Mele Institute): Digital preservation of vinyl collection of Hawaiian

Music. Vinyl recordings are undoubtedly valuable storehouses of mele and mele practitioners. To date the institute has digitized 300 33 1/3 rpm (House of Music Collection), 700 45 rpm (Kimo Alama Keaulana 45 rpm Collection), and 600 45 rpm (Wongs Audio & Visual Phono 45

Collection). The vinyl recordings were digitized from analog to an mp3 file through a program called Sound Studio.

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• ‘Ike Ku‘oko‘a, Liberating Knowledge: Database of Hawaiian language newspapers. Over 125,000 pages of Hawaiian-‐language newspapers were printed from 1834 to1948, equaling a million or more typescript pages of text. Perhaps the largest native-‐language cache in the

western world, the newspapers were an intentional national repository of knowledge, opinion

and historical progress as Hawai‘i moved through kingdom, constitutional monarchy, republic

and territory, yet only 2% of that collection has been integrated into our English-‐speaking world

today. A total of 75,000 of the newspaper pages have been converted to digital images, 15,000 of which have been made into searchable typescript, but 60,000 pages remain unsearchable. For a decade, scholars have used OCR and paid operators to make quality searchable text, educating

every person connected with the process. The 15,000 pages showed the world the importance of this resource, but funding has continually dwindled. We face closure of the project or export of the work to Asia. Instead, we are enlisting volunteers to type newspaper pages word-‐for-‐

word and make them all searchable.

Documents

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