Academic Program Review For Ka Haka ʻUla O Keʻelikōlani Program (KHʻUOK) College of Hawaiian Language February 2021 KHʻUOK Program Review Table of Contents Preamble 7 I. Meaning of the Degree 7 II. Mission Statement and Goals of KHʻUOK College 7 III. Executive Summary 8 Secondary Accreditation 10 Recent Advancements 10 Timeline: 2012-2020 11 IV. Program Organization and Faculty List 14 Position Organization Chart 14 College Administration 15 Hale Kuamoʻo Hawaiian Language Center 16 Mokuna Papahana Kālaiʻike (Academic Programs Division) 16 Nā Kula Mauli Ola (P-12 Laboratory Schools) 18 ʻImiloa Astronomy Center 19 Faculty 19 V. Program Components 20 College Learner Outcomes 21 Program Learner Outcomes 22 Hale Kuamoʻo Hawaiian Language Center 22 Mokuna Papahana Kālaiʻike (Academic Programs Division) 24 Undergraduate Program 24 Hawaiian Studies Program Learner Outcomes (Fall 2020) 24 Linguistics Program Learner Outcomes (Fall 2020) 32 1 KHʻUOK Program Review Graduate Program 34 Graduate Program Learner Outcomes (Fall 2020) 34 Nā Kula Mauli Ola (P-12 Laboratory Schools) 35 VI. Programmatic Data 36 Enrollment 36 Time to Completion 37 Degrees Awarded 40 Student Semester Hours (SSH) and Full-time Equivalent (FTE) 40 FTE by Major, College, and Other 43 Course Offerings with Course Enrollment Counts 45 Average Class Size and Student Faculty Ratio 45 Writing Intensive (WI), Distance Education (DE), General Education (GE) 47 Writing Intensive (WI) Integrated Requirement 48 Hawaii Pan-Pacific (HPP) Integrated Requirement 49 Global and Community Citizenship (GCC) Integrated Requirement 49 General Education: Foundations Requirement 50 General Education: Diversification Requirements 50 General Education: Structural Requirements 51 Instructional FTE and Semester Hours (SH) Taught 51 VII. Evidence of Program Quality (Assessment) 52 Undergraduate Program Core Competency: Written Communication 53 Undergraduate Program Core Competency: Oral Communication 57 Undergraduate Program Core Competency: Quantitative Reasoning 59 Undergraduate Program Core Competency: Information Literacy 62 2 KHʻUOK Program Review Upper Division Writing Intensive (WI) Assessment 63 Assessment of Public Performances 65 KHAW 490 Exam Assessment 68 Distance Learning Assessment 68 Kahuawaiola Indigenous Teacher Education Program 70 VIII. Program Resourcing 71 IX. Future Programs Goals and Resource Requirements 75 X. Response to External Reviewer’s Report 77 XI. Future Plans & Academic Action Plan 77 APPENDICES 78 APPENDIX A: Secondary Accreditation 80 APPENDIX B: MA ILCE Program Modification Proposal 81 APPENDIX C: Ka Haka ʻUla O Keʻelikōlani Strategic Succession Plan 2013-2023 85 APPENDIX D: Multiple Hawaiian Language Learning Pathways 86 APPENDIX E: MA ILCE 2013 Self-study 88 APPENDIX F: WINHEC Letter of Intent and Response 88 APPENDIX G: Keʻelikōlani Education (KED) Pathways of Indigenous Teacher Education 88 APPENDIX H: HB2543 HD1SD2 Relating to Early Learning 88 APPENDIX I: Hawaiian Studies Program Degree Requirements 89 APPENDIX J: B.A. in Hawaiian Studies Requirements 92 APPENDIX K: Hawaiian Studies Minor 95 APPENDIX L: Hawaiian Language Certificate 96 APPENDIX M: Hawaiian and Indigenous Language Medium Early Education Certificate 97 APPENDIX N: Multidisciplinary Hawaiian Studies Certificate 99 3 KHʻUOK Program Review APPENDIX O: Hawaiian Culture Certificate 100 APPENDIX P: Linguistics Program 100 APPENDIX Q: B.A. in Linguistics Requirements 103 APPENDIX R: Minor in Linguistics 105 APPENDIX S: Contemporary Indigenous Multilingualism Certificate 106 APPENDIX T: M.A. in Hawaiian Language and Literature 107 APPENDIX U: M.A. in Indigenous Language and Culture Education 109 APPENDIX V: Kahuawaiola Indigenous Teacher Education Graduate Program Certificate 111 APPENDIX W: Ph.D. in Hawaiian and Indigenous Language and Culture Revitalization 115 APPENDIX X: Nā Kula Mauli Ola (P-12 Laboratory Schools) 119 APPENDIX Y: Evidence of Faculty Quality 120 APPENDIX Z: External Review Consultant 121 APPENDIX AA: Previous Program Reviews 133 APPENDIX BB: Kahuawaiola & Masters in Indigenous Language and Culture Education 135 APPENDIX CC: Program Components 137 APPENDIX DD: GCER-ILCR Program Modification Proposal 140 APPENDIX EE: GCERT-ILCR and MA ILCE Learner Outcomes and Pathway Mapping 141 APPENDIX FF: KHʻUOK Budget, KFS 6/30/2020 144 LIST OF FIGURES Figure 1: Modified 2019 UH Organization Chart for KHʻUOK 15 Figure 2: Fall 2019: Time to Completion 38 Figure 3: Spring 2020: Time to Completion 38 Figure 4: Spring 2018: Time to Completion 38 Figure 5: Spring 2019: Time to Completion 38 Figure 6: 2020 Census Reports 39 Figure 7: Student Semester Hours (SSH) and Full-Time Equivalent (FTE) 41 4 KHʻUOK Program Review Figure 8: CAFNRM SSH & FTE 41 Figure 9: CoBE SSH and FTE 43 Figure 10: FTE by Major, College, and Other 44 Figure 11: CAFNRM FTE 44 Figure 12: CoBE FTE 44 Figure 13: Course Offerings/Course Enrollment Counts 45 Figure 14: Average Class Size and Student Faculty Ratio 46 Figure 15: FTE Student, FTE Staff, and FTE Faculty Ratio 47 Figure 16: Writing Intensive Courses 48 Figure 17: Instructional FTE & Semester Hours (SH) Taught 53 Figure 18: Rubric for Written Communications 54 Figure 19: Rubric for Oral Communications 57 Figure 20: Rubric for Lawena & Pilina 65 Figure 21: KHAW 104 Lawena/Pilina Data 66 Figure 22: KHAW 204 Lawena/Pilina Data 66 Figure 23: KHAW 304 Lawena/Pilina Data 67 Figure 24: KHAW 404 Lawena/Pilina Data 67 LIST OF TABLES Table 1: UHH Four-Year Academic Plan 2020-2021, B.A. Hawaiian Studies Continuing the Culture 25 Table 2: UHH Four-Year Academic Plan 2020-2021, B.A. Hawaiian Studies Monitoring the Culture 26 Table 3: Undergraduate Courses 27 Table 4: UHH Four-Year Academic Plan 2020-2021, B.A. Linguistics 33 Table 5: Laboratory School Enrollment 2009-2010 & 2017-2018 36 Table 6: Enrollment 37 Table 7: Awarded Degrees, Minors, and Certificates 40 Table 8: KHʻUOK FTE 42 Table 9: Hawaiian Studies AY 2013-2014 55 Table 10: Hawaiian Studies AY 2017-2018 55 Table 11: Linguistics AY 2013-2014 56 Table 12: Linguistics AY 2017-2018 56 Table 13: Linguistics AY 2016-2017 58 Table 14: Hawaiian Studies AY 2016-2017 58 Table 15: Rubric for Quantitative Reasoning 59 Table 16: Hawaiian Studies Quantitative Data 61 Table 17: Linguistics Quantitative Data 61 5 KHʻUOK Program Review Table 18: Rubric for Informational Literacy 62 Table 19: Linguistics Informational Literacy 63 Table 20: Upper Division WI Assessment Data by College and Course 63 Table 21: DL Verses F2F for Question 7 69 Table 22: DL Verses F2F for Question 14 69 Table 23: Mean Scores for Curriculum Unit Development Assessment (KED 641) 70 Table 24: Declared Majors Comparisons 2015-2020 73 Table 25: UHH Degree Rankings 74 Table 26: College G Budget Needs 75 Table 27: Hawaiian/Indigenous and English Language Course Alpha 76 6 KHʻUOK Program Review Preamble In traditional Hawaiian education, before each meeting of class, students must ask the teacher to accept and teach them. This is in keeping with basic Hawaiian etiquette where one always asks for something, be it a juicy, ripe mango hanging on the tree in someone else's yard or ferns growing in the forest. Given the importance of education in the traditional perspective, students ask to enter class in poetic language, not everyday speech. In response to the visitor’s petition, a cantillation is offered, which not only opens the door but also functions as a welcome to the life of the hālau.1 Enter here to learn about the thriving facets of Ka Haka ʻUla O Keʻelikōlani and accordingly become a part of the movement. I. Meaning of the Degree A degree from the University of Hawaiʻi at Hilo’s College of Hawaiian Language, Ka Haka ʻUla O Keʻelikōlani (KHʻUOK) signifies students have obtained Hawaiian language proficiency and Hawaiian culture knowledge. All students exiting with degrees from this college have the potential to actively engage and contribute to the revitalization and continued advancement and growth of the Hawaiian language and mauli ola Hawaiʻi. KHʻUOK also offers a pathway that produces students with the fundamental skills to analyze the structure of language, its place in the mind, and its role in society to then support language revitalization in general, multilingual education, and Indigenous languages. KHʻUOK was established in 1998 as the world’s first college through the medium of Hawaiian emphasizing Hawaiian language, traditional Hawaiian culture, indigenous language and culture revitalization, and linguistics as well as education in a Hawaiian language medium environment including Nā Kula Mauli Ola, the P-12 laboratory school program. The College has been mandated by state law (Act 315) to “serve as a focal point for the State’s efforts to revitalize the Hawaiian language through teacher training, undergraduate and graduate study of Hawaiian, community outreach, research and testing, use of technology, national and international cooperation, and the development of liberal education in Hawaiian for future generations of Hawaiian speakers.” As part of this mandate, KHʻUOK implements outreach to other indigenous peoples on a national and international basis, and is thus recognized as the leader in indigenous language revitalization in the United States and the North Pacific Basin. II. Mission Statement and Goals of KHʻUOK College ʻO ka ʻōlelo ke kaʻā o ka mauli. This is the College’s vision statement. Language is the fiber that binds us to our cultural identity. The mission of the College is to assure the revitalization and continued advancement