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Hawaiian Studies Quality Improvement Plan

Program : Pacific Island Studies
Review Date :
Last Updated :


*Visiting Team Recommendations **Update on Actions Taken/ Current Status Completed Date
Finance/ Resource
1. To ensure the fiscal viability of the Hawaiian Studies program, there view team recommends that BYUH administrators and program faculty consider (a)refocusing the outlook and practices of the institution to commit and invest in the people and place of this paeʻāina–Kanaka Maoli–through curricular policy actions, faculty professional development, and student recruitment and services;(b)establishing an institutional allocation to Hawaiian Studies that funds the FTE of 2 faculty and adds a third line permanent faculty member(e.g., partnership with education)as well as supports other support personnel and operational needs(e.g., clerical, student services, community development);and(c)growing both the program and the Iosepa endowments.(See also Recommendations1&7,2004ProgramReview.) In addressing Item #1-(a) (b) & (c)the new Administration(August 2015)has articulated its vision(August2016)of acknowledging and honoring the pae‘aina-Kanaka Maoli through the Hawaiian values of ALOHA, KULEANA, HO’OPONOPONO and integrating MALAMA ‘AINA activities on a campus wide basis. Also the goal of the Administration is to increase the recruitment of Hawaiian students as part of fulfilling the focus related to the target area (Hawaii, Asia and the Pacific).(Item (b) -The new Administration is committed to providing more funds through fund raising, contributions and philanthropic donations to enable the Department to increase its FTE to a third line permanent faculty member as well as support staff. These new measures will enable the Department to ensure its fiscal viability, restructure its curriculum and increase the number of majors. The department personnel are already involved in hosting high school students in Hawaiian language classes as well as during special career fairs(August, 2016) to recruit potential majors by disseminating information and brochures on the major. The department’s special programs such as the IOSEPA sailing canoe will be integrated into the curriculum. Although already articulated in the Department’s Stewardship plan, the acquisition of a highly competent Hawaiian language teacher in Winter 2016 has improved the quality of teaching the language, demonstrated the spirit of ALOHA and overall changing perceptions which affect recruitment of potential majors. Related to faculty professional development and the integration of part-time faculty, the full time Hawaiian language faculty member and one part-time instructor attended a special workshop on the teaching of the Hawaiian language at the University of Hawaii, Hilo campus in the Summer, 2016. In restructuring the curriculum, the Department faculty have discussed the need to collaborate with the College of Education and establish a Teacher Training program related to the Hawaiian Immersion program. Discussions have started on the specific requirements as well as personnel and budget.
Teaching, Learning and Community Engagement

2.Faculty:The program is home to exceptional permanent faculty and specialty instructors that present a diverse knowledge set. We strongly recommend a more integrated use of the special instructors and inclusion of their expertise into curriculum planning. In addition, there are faculty cross-disciplines(e.g., history, education, etc.)that might affiliate with the Hawaiian Studies program adding to the core learning experiences. Finally, were commend intentional faculty professional development and mentoring of new instructors.(SeealsoRecommendations5,6,&8,2004ProgramReview.)
All full time faculty and part-time instructors have been invited to participate in special meetings including staff development activities (November, 2015 –opening of the school year/new semester.). The challenge is related to the fact that the part time instructors had to go to their regular jobs. The two faculty members have met up with the kupuna (2) to get feedback on the curriculum. In the teaching of Hawaiian language as well as culture, the two faculty members have collaborated on the syllabus for the Hawaiian Studies 101 –Introduction to the Hawaiian Culture as well as for Hawaiian language courses, beginning at the 100 to the 400 levels. The intent is to continue to solicit feedback by the part time instructors as the Hawaiian Studies curriculum is being restructured.

3.Curriculum: Strengthen communication and collective work that ensures coherence, cultural rigor and integrity. This process should include faculty and special Instructors, allied faculty across disciplines, advanced students, and kupuna/cultural practitioner input. As the team works to review the Hawaiian Studies program, we highly recommend a focused effort to align ILO, PLO, SLO; institute a language placement examination to gauge appropriate level of language entry; develop culturally sound student and faculty assessment processes; think through the 9-semester calendar and how to communicate the pathways toward degree completion; and, need to offer 4-levels of Hawaiian Language. (See also Recommendations 4-6,8, 2004 Program Review.)
With the acquisition of the new full time Hawaiian language teacher, the process of restructuring the curriculum with input from the community-at-large including the kupuna (the elderly) is being implemented. Syllabi have been aligned as well as revised to ensure standards related to ILO, PLO and SLO are addressed. The first level with the Hawaiian language proficiency is being put together by the permanent full time instructor. The intent is to produce a competency exam for each level.
4.Curriculum: Of particular note, the review committee echoes the 2004 report that further concrete and constructive relations between PCC and BYUH/Hawaiian Studies Program be defined to revitalize the Iosepa/ Mālama Wai program, arguably a core symbol of community of learning in Hawaii at BYUH. Were commend that learning and voyaging exchanges and relations with other waʻa be established to ensure that all students and community members have the opportunity to participate in this unique learning experience. In addition, the ʻ āina based work at Kahuaola presents great opportunities for Hawaiian Studies majors and non-majors to learn about place, cultural practice, and sustainability and regeneration of natural resources. More focused attention on generating a stronger program through ties with other similar programs(e.g.,Ka Papa Loʻi ʻO Kānewai) is recommended.(See also Recommendations 5&8,2004 Program Review.) The department currently have two instructors who are full time cultural experts in the Hawaiian village at the Polynesian Cultural Center. These two instructors are integral part of the department’s focus on hiring qualified instructors to teach the Hawaiian language as well as other cultural offerings. The department had held End-of the-Year cultural presentations at the Hawaiian Village (Polynesian Cultural Center)Spring semester. The HWST 101 (three to four sections) –Introduction to Hawaiian Studies students have taken field trips to IOSEPA the canoe at PCC and learned about traditional navigation and voyaging. Every semester, students from the courses have gone to Kahua’ola (the taro patches) to provide services by weeding and planting taro. At the end of the semester, on March2015, the department held an end-of-the-year activity at the Hawaiian Village at the Polynesian Cultural Center. SAILING AND IOSEPAAs the department grows, qualified navigators will be sought out in order for the standing plans to train potential sailors to perpetuate the traditional way of sailing. The intent is to produce a traditional navigation minor/certificate to be included in the Curriculum Proposal. IOSEPA is scheduled to sail every other year. Kahua’ola, the department’s Hawaiian garden has several taro patches and other local indigenous plants. Students in the Hawaiian Studies 101, as well as the groups enrolled in the course ‘The Local Community’ have participated in cleaning and planting the lo’i with taro.

5.Students & Student Services: Develop and implement an intentional student recruitment and retention program that engages faculty, current students, and community stakeholders in the process. We encourage an investment in a recruiter with skills in community relations and trained as an admissions officer.(SeealsoRecommendation2, 2004ProgramReview.)

For the recruitment and retention of the Hawaiian students, one key component is the hiring of a new teacher (Alohalani) Hawaiian language, Winter 2015. Effective teaching contributes to helping students to learn the Hawaiian language and culture as well as retaining them in the major. The department has discussed the matter of recruitment with Admission Office as well as participated in the Career Day recruitment activities. The department has participated in HOLOMU’A(June, 2016) as part of the University’s recruitment activities. The department has discussed with the Media production department to create a DVD featuring students, faculty and staff to directly recruit potential majors to the program as well as to the university. The department’s newly recruited faculty has been involved in the community and participates in a special hula group under the supervision of a local (kupuna). The department has been very involved in presenting an ‘OLI’ (chant) during the Orientation of new students to officially welcome them. Such a chant acknowledges the host culture and extends the spirit of ALOHA’.
6.BYU, UH System Faculty & Program Resources: As stated above, to ensure the vitality, sustainability and diversity of the learning experience we recommend partnerships across campus disciplines with affiliate faculty and programs, e.g., Education/Secondary Teacher Preparation in immersion education. Additionally, exploring support from other Hawaiian Studies and Language programs.
Discussions have started to implement a Teacher Immersion Training program with the College of Education –Teacher Training utilizing the Hawaiian language. The challenges involve additional staff to offer courses in Indigenous Pedagogy as well as
7.Community Resources: There is strength and depth of knowledge within the community (writ large) ʻōlelo, culture/place-based, economic, political and application of ʻike/knowledge in community (relevance). We strongly recommend inclusion of advisory councils to the program and the university. (See also Recommendation 1, 2004 Program Review.)
The department plans to have a Board of Advisory involving community representatives. This will involve community members as well as provide feedback and directions for the department.
8.Team Building and Collaboration: Strengthen leadership philosophy and practice that is centered around principles of collective, intergenerational, and servant leadership. This is a good time—during this period of change–to define a cohesive direction in accomplishing the program goals.
Change of personnel internally has contributed to the spirit of team building and collaboration. The two full time faculty are collaborating on the course syllabi as well as with the restructuring of the curriculum.