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Leeward Community College Comprehensive Review and Evaluation Template (Academic Program)

Due Date: November 16, 2015

Program/Unit/AreaName: HawaiianStudies AssessmentPeriod:August2012toMay2015

CollegeMissionAt Leeward Community College, we work together to nurture and inspire all students. We help them attain their goals through high-quality liberal arts and career and technical education. We foster students to become responsible global citizens locally, nationally, and internationally. We advance the educational goals of all students with a special commitment to Native Hawaiians.

ProgramVisionSeeks to cultivate leaders in our local and global communities through the perpetuation and integration of Hawaiian knowledge and practices.

ProgramMissionThe Associates in Arts in Hawaiian Studies degree prepares students to pursue a baccalaureate degree in Hawaiian Studies and other disciplines by providing a foundation in Hawaiian knowledge. The degree integrates Hawaiian knowledge and values into the curriculum, and thus nurtures a sense of place, defines personal, community and global responsibilities and builds connections between all who call Hawaiʻi home.

KeKahua(Thefoundation)The AAHS multi-campus program is founded on the following ideas:

• Loina Hawaiʻi (Hawaiian tradition) - We emphasize Hawaiian epistemologies, histories and engage with the world through a Hawaiian viewpoint.

• Kūpuna (elders) - We honor our ancestors, both the living and those who have passed, as sources of life, information and wisdom.

• ʻĀina (Land) based - We believe land is one of our most powerful ancestors, thus we weave both philosophical and empirical practices into the curriculum.

• Mauli Ola - Empowering people via the power of healing. We believe the health of the people is directly related to the health of the nation and national lands. This degree is a path to hoʻōla, or heal, the ʻāina, kūpuna, and therefore the lāhui, the people.

• Kuleana (responsibility) - We believe that all who call Hawaiʻi home are responsible for its natural, civic and philosophical well-being.

PartI.ExecutiveSummaryofProgramStatusThe Associates in Arts in Hawaiian Studies degree (AAHS) is the University of Hawaiʻi’s first multi-campus degree with seven participating colleges: Hawaii CC, Honolulu CC, Kapiʻolani CC, Kauaʻi CC, Leeward CC, Windward CC and UH Maui College.

The program addresses the University of Hawaiʻi’s extensive and long standing commitment to support the advancement of Native Hawaiian language, culture, history and practice as well as the Univeristy’s ambition to become an indigenous-serving institution. This is expressed in the current UH Strategic Directions (2015-2021), the UH Community Colleges Strategic Directions (2015-2021) and the Hawaiʻi Papa o Ke Ao task force report (2012).

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The overall health of the program is Cautionary. The demand for the program is Healthy – the number of majors has increased by 216% in the last three years. However, the efficiency and effectiveness indicators rate the program as Cautionary.

Feedback from graduates and majors is positive. Nearly 100% of the respondents were satisfied with the program, courses, instruction and attainment of program learning outcomes.

Fluctuating data over the last three years makes an accurate analysis of the program difficult. The AAHS an interdisciplinary degree; there is currently no procedure in place to assess all courses. There continue to be categorization issues; the IRO system was not able to automatically retrieve data from courses attached to two different degrees, in this case the A.A. in Liberal Arts degree.

The program’s action plan is to:

1. Increase marketing and recruitment activities 2. Increase Access and Retention 3. Build a Native Hawaiian Student Success Center

To achieve this the program requests:

• Funding for 1.0 FTE BOR appointed Native Hawaiian Counselor • Funding for 1.0 FTE BOR appointed faculty in Hawaiian Language • Capital improvement funds to plan and build a Native Hawaiian Student Success Center

PartII.ProgramDescription

HistoryThe Associates in Arts in Hawaiian Studies degree (AAHS) was created in the spring of 2012 and is the first joint degree in the University of Hawaiʻi Community Colleges (UHCC) system with 7 participating colleges: Hawaii CC, Honolulu CC, Kapiʻolani CC, Kauaʻi CC, Leeward CC, Windward CC and UH Maui College. This is the Leeward’s first comprehensive review of this program.

Inspired by the successful multi-campus collaboration that produced the AAHS in 2012, the respective Program coordinators continued to meet during the 2013, 2014 and 2015 AYs to manage the unique multi-campus degree. In that time, we have agreed upon common course descriptions and Student Learning Outcomes for each of the 4 core-required courses:

• HWST 107 – Hawaiʻi in the Center of the Pacific • HWST 270 – Hawaiian Mythology • HAW 101 – Elementary Hawaiian I • HAW 102 – Elementary Hawaiian II

The Program coordinators plan to continue our collaboration to create a seamless multi-college program and pursue articulation agreements with the University’s baccalaureate institutions.

Programgoals/OccupationsforwhichthisprogrampreparesstudentsThe AAHS degree provides an opportunity for students to attain a two-year academic qualification while focusing on Hawaiian knowledge and approaches to various fields of study. The degree also prepares students to transfer into any of the three UH Hawaiian Studies baccalaureate programs.

Secondarily, the degree provides students with a qualification that would be beneficial in the workforce or other areas of study where knowledge of the host culture or alternative approaches to problem-solving are desired such as:

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• Aboriginal Hawaiian-serving Government Agencies (e.g. Department of Hawaiian Homelands, Office of Hawaiian Affairs)

• Aboriginal Hawaiian-serving Organizations (e.g. Kamehameha Schools) • Hawaiian Immersion Education (e.g. as Teacher’s Aides, Administrative Support, etc.) • Healthcare in aboriginal Hawaiian communities (e.g. rural Comprehensive Health Centers,

Papa Ola Lōkahi, etc.) • Hospitality Industry

ProgramStudentLearningOutcomes(PLOs)Upon successful completion of the Associate in Arts degree in Hawaiian Studies, the student will be able to:

1. Describe aboriginal Hawaiian linguistic, cultural, historical and political concepts. 2. Apply aboriginal Hawaiian-based concepts, knowledge and methods in other areas of

inquiry such as to the areas of sciences, humanities, arts and social sciences – in academics, and in other professional endeavors.

3. Engage, articulate and analyze topics relevant to the aboriginal Hawaiian community using college-level research and writing methods.

AdmissionrequirementsAny student registered at Leeward Community College may declare himself or herself a Hawaiian Studies major.

Degreesorcertificatesoffered

AcademicSubjectCertificateinHawaiianStudiesThe Academic Subject Certificate in Hawaiian Studies certificate provides a strong introduction to the culture, language and history of Hawai‘i and the Native Hawaiian people. The certificate enhances any of the three Associates in Arts degrees available at Leeward and prepares students to continue their studies towards baccalaureate degrees in Hawaiian Studies, Hawaiian Language or other fields of study in the University of Hawai‘i System.

ASC Student Learning Outcomes: Upon completion of the Academic Subject Certificate in Hawaiian Studies the student will be able to:

1. Examine Native Hawaiian linguistic, cultural, historical and political concepts. 2. Explain Native Hawaiian concepts as expressed in the broader areas of science, humanities, arts or

social sciences. 3. Use writing to discover, develop, communicate and reflect on issues relevant to the Native

Hawaiian community.

Requirements: CATEGORY COURSE CREDITS Core HAW 101: Elementary Hawaiian I 4 (14 credits) HAW 102: Elementary Hawaiian II 4 HWST 107: Hawai‘i: Center of the Pacific 3 HWST 270: Hawaiian Mythology 3 Electives HWST 105: Mea Kanu Hawaiʻi: Ethnobotany (3) 3 (3 credits) HWST 160: Hula Nei I (3)

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HWST 261: Hawaiian Literature (3) HWST 291: Contemporary Hawaiian Issues (3) REL 205: Understanding Hawaiian Religion (3) HIST 284: History of the Hawaiian Islands (3) TOTAL CREDITS REQUIRED 17

AssociatesinArtsinHawaiianStudies(AAHS)The AAHS prepares students to transfer to four-year institutions. This 60 – 62-credit program provides a pathway for students seeking to earn an AA degree and transfer to a Hawaiian Studies or other baccalaureate degree in the UH System. The program provides curricula that focus on Hawaiian culture and knowledge. This Associate in Arts degree includes all of the broader General Education requirements for a liberal arts degree.

The Associate of Arts in Hawaiian Studies is awarded to students who complete the following:

1. 60 credits, all in courses numbered 100 or above. 2. Two writing intensive courses in any discipline. 3. 12 credits must be earned at Leeward Community College. 4. One Hawaiian, Asian, Pacific (HAP) course. 5. One Contemporary Ethical Issues (ETH) focus course. 6. Cumulative grade point average of 2.0 or higher for all courses numbered 100 or above completed

at Leeward CC. 7. A maximum of 48 transfer credits earned at other colleges may be applied towards the degree. 8. General education and program requirements, as indicated below.

Student Learning Outcomes Successful graduates of the AAHS program will be able to:

1. Describe Native Hawaiian linguistic, cultural, historical and political concepts. 2. Explain Native Hawaiian concepts as expressed in the broader areas of science, humanities, arts or

social sciences. 3. Use writing to discover, develop, communicate and reflect on issues relevant to the Native

Hawaiian community.

CATEGORY COURSE CREDITS Core HAW 101: Elementary Hawaiian I 4 HAW 102: Elementary Hawaiian II 4 HWST 107: Hawaiʻi, In the Center of the Pacific 3 HWST 270: Hawaiian Mythology 3 General Education* 34 credits Electives* 12 credits TOTAL 60 credits

*See Appendix A for full course listing

The four (4) core courses are the same courses required for the ASC in Hawaiian Studies. They are also required at all other Community College campuses for their respective AAHS degrees.

FacultyandResourcesThere are 4 full-time Hawaiian Studies instructors, 3 tenured and 1 tenure-track and 3 lecturers.

FACULTY MEMBER/RANK/ROLE DEGREES

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Tracie Kuʻuipo Losch Associate Professor CC, Hawaiian Studies Program Coordinator

BA Hawaiian Studies, UH Mānoa MA Pacific Islands Studies, UH Mānoa

Momiala Kamahele Associate Professor CC, Hawaiian Studies

BA Hawaiian Studies, UH Mānoa MA History, UH Mānoa

Genai Uʻilani Keliʻikuli Assistant Professor CC, Hawaiian Studies

BA Hawaiian Studies, UH Mānoa MA Political Science, UH Mānoa

Luʻukia Archer Instructor CC, Hawaiian Studies

BA Hawaiian Studies, UH Mānoa MA Political Science, UH Mānoa

John Kalei Laimana Lecturer

BA Hawaiian Studies, UH Mānoa MA Hawaiian Studies, UH Mānoa

Kathleen Lilinoe Lindsey Lecturer

BA Hawaiian-Pacific Studies, UH West Oʻahu MA Hawaiian Studies, UH Mānoa

Natasha Makanani Lopes Lecturer

BFA Academy of Arts, University of California MA Hawaiian Studies, UH Mānoa

There are no dedicated AAHS program counselors, advising for students is handled using existing counseling resources.

ArticulationagreementsCurrently, all core-required courses individually articulate to each of the baccalaureate institutions. We are pursuing program articulation agreements with the respective Hawaiian Studies programs at UH Hilo, UH Mānoa, UH West Oʻahu .

DistancelearningcoursesIn Hawaiian Studies, we offer two courses online: HWST 107: Hawaiʻi, Center of the Pacific and HWST 261: Hawaiian Literature. Between fall 2012 and spring 2015 we offered 36 sections of HWST 107 and 2 sections of HWST 261.

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PartIII.QuantitativeIndicators

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PartIV.Analysis

OverallDemand:Healthy

Table 1: Demand Indicators Demand Indicators Program Year Overall Demand

Health Call 12-13 13-14 14-15 1 Number of Majors 18 46 57

Healthy

1a Number of Majors Native Hawaiian 16 42 49 1b Fall Full-Time 40% 57% 46% 1c Fall Part-Time 60% 43% 54% 1d Fall Part-Time who are Full-Time in System 0% 2% 7% 1e Spring Full-Time 54% 60% 56% 1f Spring Part-Time 46% 40% 44% 1g Spring Part-Time who are Full-Time in System 4% 2% 4% 2 *Percent Change Majors from Prior Year - 100% 24.1% 3 SSH Program Majors in Program Classes 102 335 451 4 SSH Non-Majors in Program Classes 4,934 1,818 1,942 5 SSH in All Program Classes 5,036 2,135 2,293 6 FTE Enrollment in Program Classes 168 72 80 7 Total Number of Classes Taught 61 38 43 Health Calls N/A Healthy Healthy

The demand health call is healthy because the number of majors between spring 2013 and spring 2015 increased by 216%. In the same time, the number of Native Hawaiian students in the program averaged 89%.

Chart 1: AAHS majors by academic year and ethnicity

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Chart 2: SSH of Majors v. Non-Majors in Program Classes

TheAAHSProgram is interdisciplinary and there are no dedicatedprogram classes. All courses thatqualify for theAAHSdegreecanalsoqualifyasvariousrequirements for theCollege’sotherAssociatedegrees.Therefore,thenumberofStudent Semester Hours (SSH)generatedbymajorsandnon-majorsin“programclasses”aredifficulttomeasureaccurately.The data provided shows that non-majors in program classes generated most of the SSHs.

There was significant fluctuation in this data point when the list of “program classes” was adjustedbetweenthe2013and2014AYs.In the first year of the program (2012-2013), there were only 7 courses listed as program classes: HWST 107, 160, 261, 270, 291 and HAW 101, 102. The course HWST 107 is both a core requirement for the AAHS and fulfills 2 requirements for the AA in Liberal Arts: the Diversification Humanities (DH) credits and theHawaiʻi, Asia,Pacific(HAP)Focuscredit.Thus,asignificantnumberofnon-majorsenrollinthiscoursetofulfillotherdegreerequirements.

Table2:ListofProgramclassesbyAcademicYear2012-2013 AY

Subject Course # 2013-2014 AY

Subject Course # 2014-2015 AY

Subject Course # - - BOT 130 BOT 130 - - GG 103 GG 103

HAW 101 HAW 101 HAW 101 HAW 102 HAW 102 HAW 102

- - HAW 201 HAW 201 - - HAW 202 HAW 202 - - HIST 284 HIST 284 - - HWST 105 Not offered in this AY

HWST 107 Removed Removed HWST 160 HWST 160 HWST 160 HWST 261 HWST 261 HWST 261 HWST 270 HWST 270 HWST 270 HWST 291 HWST 291 HWST 291

- - PACS 108 PACS 108 - - POLS 180 POLS 180 - - REL 205 REL 205 - - SOC 250 Removed

Total 7 Total 16 Total 14

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Inthesubsequentyear,thenumberofprogramcoursesincreasedfrom7to16.However, the increase in the number of courses and their respective sections is offset by the omission of the course HWST 107 from the 2014 AY list. Thus, in 2013-2014 the number of non-major generated SSHdecreasedby63%,andfellfrom98%to85%oftotalSSH.In2014-2015,thelistofprogramcoursesdifferedbyonly2courses,thustheratioofmajorstonon-majorgeneratedSSHwassimilar.

Efficiency:Cautionary

Table 3: Efficiency Indicators Efficiency Indicators Program Year Efficiency

Health Call 12-13 13-14 14-15 8 Average Class Size 26.7 16.6 15.9

Cautionary

9 *Fill Rate 91.3% 77.9% 73% 10 FTE BOR Appointed Faculty 5 5 4 11 *Majors to FTE BOR Appointed Faculty 3.6 9.1 14.1 12 Majors to Analytic FTE Faculty 2.5 9.3 10.0

12a Analytic FTE Faculty 7.1 4.9 5.7 13 Overall Program Budget Allocation

13a General Funded Budget Allocation 13b Special/Federal Budget Allocation 13c Tuition and Fees 14 Cost per SSH 15 Number of Low-Enrolled (<10) Classes

Heath Calls Cautionary Healthy Cautionary

The program’s efficiency score and health call has fluctuated primarily because the list of program classes and the number of program faculty listed changed. When HWST 107 was removed from the list of program classes for the 2013-2014 AY (see above section for further explanation), the number of SSHs dropped significantly and the ratio of majors to FTE BOR Appointed Faculty (#11, 13-14 AY) rose to 9.1. In the 2014-2015 AY, the number of FTE BOR Appointed Faculty (#10, 14-15 AY) decreased by one, which raised the ratio to 14.1.

Effectiveness:Cautionary

Table 4: Effectiveness Indicators Effectiveness Indicators Program Year Effectiveness

Health Call 12-13 13-14 14-15 16 Successful Completion (Equivalent C or Higher) 76.4% 80% 78%

Cautionary

17 Withdrawals (Grade = W) 78 16 38 18 *Persistence (Fall to Spring) 70% 65.3% 65%

18a Persistence Fall to Fall 40% 50% 37.5% 19 Unduplicated Degrees/Certificates Awarded Prior

Fiscal Year 1/17 5/18 6/14

19a Associate Degrees Awarded 1 5 6 19b Academic Subject Certificates Awarded 0/16

(HAWN) 0/13

(HAWN) 0/8

(HAWN) 19c Goal N/A N/A 1/6 19d *Difference Between Unduplicated Awarded and

Goal 0% N/A 500%/0%

20 Transfers to UH 4-yr 0 0 4 20a Transfers with degree from program 0 0 0 20b Transfers without degree from program 0 0 4 20c Increase by 3% Annual Transfers to UH 4-yr Goal N/A N/A N/A 20d *Difference Between Transfers and Goal N/A N/A N/A

Heath Calls N/A Unhealthy Cautionary

The effectiveness of the program improved from Unhealthy to Cautionary.

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Chart 3: Persistence from Fall to Spring over three years

In the last three years, the persistence of students in program classes from fall to spring fell 5 percentage points from 70% to 65%. This may be partially due to the change in program classes and the omission of HWST 107 (see previous two sections). This may also be offset by the nature of the course HWST 107; it is an introductory survey course and often leads to students (majors or non-majors) to enroll in subsequent HWST courses.

The number of Unduplicated Degrees/Certificates Awarded (#19) and the number of Academic Subject Certificates Awarded (#19b) on the original report is incorrect. There is a duplicate alpha designation for the Hawaiian Studies ASC in the STAR system – the alpha codes HWST and HAWN are both listed as Hawaiian Studies. The ASCs in Hawaiian Studies were entered as HAWN and not HWST. Thus, the wrong data set was pulled to fill this field (#19b). The chart below shows the corrected number of ASCs in Hawaiian Studies awarded in the past three years – 16, 13 and 8 respectively. Factoring in this information changes the number of Unduplicated Degrees/Certificates Awarded Prior Fiscal Year (#19) to 17, 18 and 14.

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Chart 4: Number of unduplicated Degrees/Certificates Awarded

The next data point used to determine the effectiveness health call, Difference between Unduplicated Awarded and Goal (#19d), was previously unavailable because the program was created after 2006 and had not been assigned a baseline number. The goal (#19c) for the 2015 AY is incorrect. In 2014, there were 5 degrees awarded, healthy growth requires a minimum of 3% increase in number of degrees awarded. Therefore, the goal listed for 14-15 should be 6 degrees. This error may account for the change in health call status from unhealthy to cautionary.

The transfer data is unavailable at this time. While the program is aware of students who have earned degrees or certificates and subsequently transferred to one of the 4-year institutions, the reason they do not appear in this data set is unclear and more investigation is needed.

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PartV.CurriculumRevisionandReview

CoursesassessedThe AAHS is an interdisciplinary degree; there is currently no procedure in place to assess all courses. We have reviewed and/or assessed the core-required courses for the degree.

HAW101Course Student Learning Outcome assessment in the 2013-2014 AY. 1 of 2 SLOs were measured and met.

LEARNING OUTCOME MET/NOT MET 1. Communicate in Hawaiian orally within the context introduced in class. MET 2. Communicate in Hawaiian in writing within the context introduced in class. -

The course SLOs will be changed to align with the common system SLOs set by the AAHS Coordinators’ Group.

HAW102Course Student Learning Outcome assessment in the 2013-2014 AY. 1 of 2 SLOs were measured and met.

LEARNING OUTCOME MET/NOT MET 1. Communicate in Hawaiian orally within the context introduced in class. MET 2. Communicate in Hawaiian in writing within the context introduced in class. -

The course SLOs will be changed to align with the common system SLOs set by the AAHS Coordinators’ Group.

HWST107Course Student Learning Outcome assessment in the 2014-2015 AY. All 3 SLOs were measured and met.

LEARNING OUTCOME MET/NOT MET 1. Demonstrate knowledge of the origins, migrations and settlement patterns of

Oceania. MET

2. Show knowledge of similarities between Native Hawaiians and other Oceanic peoples' cultures, languages, religions, arts and natural resources.

MET

3. Explain the connections of historical events to modern issues in relation to the unique social, political and economic history of Hawaii, including concepts such as colonization and decolonization, occupation, independence movements, sovereignty.

MET

HWST270Course SLOs were revised in Fall 2014 to align with system course SLOs. Course SLO assessment is scheduled for Fall 2018. Below are the new, AAHS system-wide SLOs for this course.

LEARNING OUTCOME MET/NOT MET 1. Identify and utilize written and oral sources of Hawaiian moʻolelo. - 2. Describe akua (deities), kupua (deities), ʻaumākua (ancestral family

deities), and kānaka (humans) and their various forms from Hawaiian moʻolelo.

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3. Analyze the relationship between Hawaiian moʻolelo (mythologies) and Hawaiian worldview, including Hawaiian cultural values and traditions.

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4. Employ the terminology of literary and/or cultural analysis in the study of Hawaiian moʻolelo.

-

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PartVI.SurveyResultsWe are in the process of building the infrastructure necessary to administer student satisfaction surveys regularly across the 7 campuses to both graduates and majors. This past academic year (2014-2015) was the first time the AAHS coordinators’ group circulated satisfaction surveys to recent graduates and current majors across the 7 participating campuses.

GraduatesGraduates of the AAHS program were asked to provide feedback via a 10-question survey. The survey consisted of three sets of questions regarding (for the list of questions, refer to Appendix B.1: Graduate’s survey Questions).

(1) the availability and quality of courses and instruction, (2) their achievement of the program goals, and (3) their achievement of the program learning outcomes.

We received responses from 27 graduates, 4 of which were from Leeward. For the purpose of this report, I selected responses only from AAHS graduates from Leeward.

100% of the respondents were satisfied with the availability of classes, quality of courses, instruction and opportunities to meet with faculty outside of class.

“I was able to have the classes that I needed in order to graduate successfully and everything was available online....”

100% of the respondents agreed that the program provided them with a good foundation in Hawaiian values, a sense of place and personal responsibility as a member of the community and global citizen.

“I graduated from LCC. My favorite thing about being a Hawaiian studies major is that I was able to share with fellow Hawaiians the feeling of unity and being as one people.”

“Being able to reconnect to who I am as Kanaka Maoli and Kanaka Wahine.”

100% of the respondents agreed that the program helped them learn basic Hawaiian concepts, connect current issues to their historical roots and apply Hawaiian-based concepts to other areas of study.

MajorsMajors of the AAHS program were asked to provide feedback via a 19-question survey. The survey consisted of four sets of questions regarding (for the list of questions, refer to Appendix B.3: Major’s survey Questions).

(1) general background, (2) choosing Hawaiian Studies, (3) academic planning and transfer information, (4) their achievement of the program goals and program learning outcomes.

89% of the respondents were satisfied with the availability of classes. This was the only area that a major was dissatisfied. The particular student did not comment, however another student recommended the creation of more Hawaiian Studies electives for the program. When asked for recommendations, one student responded:

“More hawaiian study electives that can be counted towards the degree.”

100% were satisfied with the quality of courses, instruction and opportunities to meet with faculty outside of class, the quality of courses and instruction. When asked what was their favorite part about being a Hawaiian Studies major, one student said:

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“I like the content of the classes, the availability of cultural events, the approachability of the faculty, and they way it is all tied into the way I live my life. This is a great program!”

100% agreed that the program is providing them with a good foundation in Hawaiian values, a sense of place.

All respondents

“My favorite thing about being a Hawaiian Studies major is learning about my culture. This culture is beautiful and I intend to perpetuate the complex nature of traditional Hawaiian culture to the future generations.”

“The feeling of acceptance from everyone even though I am not Hawaiian.”

88% (11% were unsure) agrees that the program is helping them define personal responsibilities as a member of the community and global citizen. 100% agreed that the program is helping them learn basic Hawaiian concepts, connect current issues to their historical roots and apply Hawaiian-based concepts to other areas of study.

Best instructors (Kumu's) I have ever had! Everyone was so involved to ensure the subjects were understood and the importance both culturally and historically! Thank you for a wonderful learning experience!

100% agreed that the program is helping them to learn to engage, articulate and analyze topics relevant to the aboriginal Hawaiian community using college-level research and writing methods

“I graduated from LCC. My favorite thing about being a Hawaiian studies major is that I was able to share with fellow Hawaiians the feeling of unity and being as one people.”

“Being able to reconnect to who I am as Kanaka Maoli and Kanaka Wahine.”

100% agreed that the program helped them learn basic Hawaiian concepts, connect current issues to their historical roots.

PartVII.OverviewAnalysisofProgram

HistoricsupportforaboriginalHawaiiansThe AAHS program outcomes address the historic need to support Hawaiian culture, programs, and students. The University of Hawaiʻi (UH) has an extensive and long standing commitment to support the advancement of aboriginal Hawaiian language, culture, history and practice.

2012 Hawaiʻi Papa o Ke Ao Report https://www.hawaii.edu/offices/op/hpokeao.pdf

As stated in the report:

Hawaiʻi Papa O Ke Ao was developed to meet the University of Hawaiʻi’s commitment to Native Hawaiians. In Spring 2011 MRC Greenwood, University of Hawaiʻi President, asked Vice President Rockne Freitas to convene a task force to articulate a plan that would make the University of Hawaiʻi a leader in Indigenous (Hawaiian) education. … Vice President Freitas put out a call to the Chancellors from the University of Hawaiʻi system to nominate members from their campus to serve on this newly created taskforce. VP Freitas selected members to create a well-balanced team of faculty and administrators.

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In her opening message of the 2012 Hawaiʻi Papa O Ke Ao Report, UH President MRC Greenwood explains:

Why is this an area in which the university should excel? We in Hawaii share the gift of living in the home of our host culture – Hawaiian. Everything we do is, or should be, imbued with Hawaiian values and respectful of the traditions practiced here for centuries, long before the ancestors of other ethnicities landed on our shores. It is incumbent on Hawaii’s only public institution of higher education to both educate Hawaiian youth of our islands to prepare them for productive lives, and continue to play a key role in preserving and perpetuating the culture that exists no where else on earth. It is a gift and an obligation of which we are keenly aware. If not the University of Hawai’i, then who?

The relevant goals from Hawaiʻi Papa O Ke Ao, the Task Force on Creating a Model Indigenous-Serving Institution, include:

Community Engagement - University of Hawaiʻi in the Community & Community in the University Goal 1: Intra-Campus Development -Building Community on Each Campus

Objective 2: Build and sustain a community of learners. Goal 2: Inter-Campus Development – Building Community Connections with ALL campuses

Objective 1: Articulate programs between UH Community Colleges and 4-year institutions.

Hawaiian Culture and Language Parity

Goal 1: Vibrant Language and Culture Programs of Study at all UH campuses • Objective 1: Establish an A.A. / A.S. degree in Hawaiian Studies at all seven

community colleges. • Objective 3: Provide appropriate staffing to support and expand each

respective Hawaiian degree program. • Objective 4: Create a true 60 + 60 Credit articulation in Hawaiian Studies

between its community colleges and 4 year campuses.

CurrentUniversityPoliciesandPlansThe University’s commitment to the advancement and success of aboriginal Hawaiian students and programs is well documented in the University of Hawaiʻi Board of Regents (BOR) Policy Chapter 4-1, the University of Hawaiʻi’s System (UHS) Strategic Plan 2002-2012, the University of Hawaiʻi’s Community College’s (UHCC) Strategic Outcomes and Performance Measures 2008-2015, and the Strategic Plans of the individual campuses of the UHCC.

BoardofRegentsPolicySection 4-1: Mission and Purpose of the University, Chapter 4: Planning of the Board of Regents Policy (BOR Policy) defines and shapes the University’s commitment by recognizing the unique condition of Hawaiʻi and Hawaiians as the aboriginal people of Hawaiʻi:

As the only provider of public higher education in Hawaiʻi, the University embraces its unique responsibilities to the indigenous people of Hawaiʻi and to Hawaiʻi’ s indigenous language and culture. To fulfill this responsibility, the University ensures active support for the participation of Native Hawaiians at the University and supports vigorous programs of study and support for the Hawaiian language, history and culture.

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Sub-section c. (3) of Section 4-1 states how the University will fulfill its “unique commitment to Native Hawaiians” by:

(f) providing a level of support for the study of Hawaiian language, culture and history within the University that honors, perpetuates and strengthens those disciplines into the future;

(g) encouraging Native Hawaiians to practice their language, culture and other aspects of their traditional customary rights throughout all University campuses and providing Hawaiian environments and facilities for such activities;

With regard to the UH Community Colleges, Section 4-7 of the BOR Policy states:

c. The University community colleges are a critical component of the University system. The community colleges are characterized by comprehensive programs, low tuition, open-door admission, educational guidance, high quality teaching, and responsiveness to their respective communities by remaining at the forefront of educational innovation.

e. The community colleges complement each other in programs and contribute as equal partners in the University’s lower division general education program.

Strategic Directions 2015-2021http://blog.hawaii.edu/strategicdirections/files/2015/01/StrategicDirectionsFINAL-013015.pdf

The AAHS program outcomes align with the following Goals, Objectives and Action Strategies of the University of Hawaiʻi System Strategic Plan:

Hawai‘i Graduation Initiative (HGI) Goal: Increase the educational capital of the state by increasing the participation and completion of students, particularly Native Hawaiians, low-income students and those from underserved regions and populations and preparing them for success in the workforce and their communities.

HGI Action Strategy 2: Implement structural improvements that promote persistence to attain a degree and timely completion.

Tactics

• Establish pathways for all degree programs, including transfer pathways from the community colleges

• Reduce gaps in college completion for Native Hawaiians, low-income and underrepresented groups

High Performance Mission-Driven System (HPMS) Goal: Through cost-effective, transparent and accountable practices, ensure financial viability and sustainability to ensure UH’s ability to provide a diverse student body throughout Hawai‘i with affordable access to a superb higher education experience in support of the institutional mission of the university, which includes commitments to being a foremost indigenous-serving university and advancing sustainability.

HPMS Action Strategy 3: UH aspires to be the world’s foremost indigenous serving university and embraces its unique responsibilities to the indigenous people of Hawai‘i and to Hawai‘i’s indigenous language and culture. To fulfill this responsibility, the university ensures active support for the participation of Native Hawaiians and supports vigorous programs of study

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and support for the Hawaiian language, history and culture. In addition to the Native Hawaiian student success agenda within the Hawaiʻi Graduation Initiative, the following tactics align with the thematic areas set forth in Hawai‘i Papa O Ke Ao, UH’s plan for a model indigenous serving university.

Tactics

• Advance the utilization and understanding of the Hawaiian language and culture throughout the UH System, including through articulated programs of study as well as through informal learning

University of Hawaiʻi Community College Strategic Directions Update 2015-2021http://uhcc.hawaii.edu/OVPCC/strategic_planning/goals.php

The AAHS program outcomes align with the following Goals, Objectives and Action Strategies of the University of Hawaiʻi Community College Strategic Plan Update 2015-2020:

Hawai‘i Graduation Initiative (HGI) Native Hawaiian Graduation - sustain progress and eliminate any gaps in the graduation of Native Hawaiian students compared to the overall student population.

Tactic

• Develop programs that target and serve populations in geographic regions with large Native Hawaiian populations;

Eliminating Access and Success Gaps for Targeted Populations – Eliminate gaps in enrollment, graduation, STEM graduation, and transfer for these targeted populations:

• Native Hawaiian • Pacific Islander

High Performance Mission-Driven System (HPMS)

• Fully implement the recommendations of Hawai‘i Papa O Ke Ao [such as] o Hawaiian enrollment at parity with Hawaiians in the Hawaiʻi state population. o The University of Hawaiʻi is the foremost authority on Native Hawaiian scholarship. o The University is responsive to the needs of the Hawaiian community and, with community

input, implements programs to address the needs of Native Hawaiians and other underrepresented groups.

o The University fosters and promotes Hawaiian culture and language at all its campuses. Accordingly, the advancement of Hawaiian studies and Hawaiian language courses, programs, and degrees are distinctly aligned with the University’s mission, vision, strategies and objectives at all levels. This degree program provides a clear and focused pathway for students intending to pursue a Hawaiian Studies or other baccalaureate degree at a four-year institution.

StrengthsandweaknessesbasedonanalysisofdataThe demand for the program is healthy. The number of majors increases each year and we expect the upward trend to continue as we increase marketing activities.

Fluctuating data over the last three years makes an accurate analysis of the program difficult. The AAHS an interdisciplinary degree; there is currently no procedure in place to assess all courses. There continue to be

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categorization issues; the IRO system was not able to automatically retrieve data from courses attached to two different degrees, in this case the A.A. in Liberal Arts degree.

EvidenceofqualityFeedback from graduates and majors is positive. Nearly 100% of the respondents were satisfied with the program, courses, instruction and attainment of program learning outcomes.

EvidenceofstudentlearningThe AAHS is an interdisciplinary degree; there is currently no procedure in place to assess all program courses. We have reviewed and/or assessed the four core-required courses for the degree and all assessed SLOs have been met.

ResourcesufficiencyWe are scheduled to hire 1.0 FTE for fall 2016. This new hire will allow the program to offer sufficient courses and sections of courses to increase access and completion rates for majors.

There are no dedicated AAHS program counselors, advising for students is handled using existing counseling resources.

RecommendationsforimprovingoutcomesThe College is working on a new assessment system that allows for interdisciplinary degrees. The AAHS program will implement the system when it is launched.

PartVIIIActionPlan:Increase marketing and recruitment activities

The Associates in Arts in Hawaiian Studies is still a relatively new degree in the UH System. More marketing and recruitment efforts are needed at both the system and individual college levels. Many students are still unaware of the existence of the program and the advantages of earning an Associates degree before transferring to a 4-year institution.

Action Plan:

• Program faculty will increase the number of on-campus program presentations through New Student Orientation, additional Success Connection workshops, and in partnership with the Hālau ʻIke o Puʻuloa.

• Program faculty will increase the number of off-campus presentations to service-area high schools and pursue partnerships with those schools in conjunction with the Hālau ʻIke o Puʻuloa.

• The Leeward AAHS Program coordinator will continue to collaborate with the multi-campus group in marketing and recruitment activities.

Access and Retention

The University has a long-standing commitment to support the advancement of aboriginal Hawaiian language, culture, history and practice as well as Native Hawaiian student success and completion. To support the University’s goals, it is critical to provide additional funding for instruction and student support.

Action Plan:

• Hire an additional 1.0 FTE BOR appointed Native Hawaiian focused counselor: The College has only one full-time counselor for the 1,873 Native Hawaiian students enrolled (as of spring 2015, UH IR office at http://www.hawaii.edu/iro). Since 86% of our majors are Native Hawaiian, the deficiency of support for Native Hawaiian students affects the College’s ability to achieve its stated mission as well as the success of our program.

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• Hire 1.0 FTE BOR appointed instructional faculty in Hawaiian Language. The number of lecturers (5) currently outnumbers FTE BOR appointed faculty (1) in Hawaiian Language. Additional BOR appointed faculty would allow the program to meet the demand for the Program’s language requirement. This is not currently possible.

Facilities

To support the University’s Strategic Directions (2015-2021) regarding increasing Native Hawaiian student success and the recommendations of the Hawaii Papa o Ke Ao Report, we recommend that a Native Hawaiian Student Success Center be built on the Leeward Community College campus.

• Native Hawaiian Student Success Center - The Native Hawaiian Student Success Center would combine instruction and student support services. The Hawaiian Studies and Hawaiian Language instructional faculty collaborate with the Halau Ike o Puuloa to provide comprehensive services and support to all students with a special attention to Native Hawaiians. The current facility is overcrowded and infrastructure is inadequate for the number of students, faculty and staff that utilize the area. An improved and expanded building space would enhance existing services and allow for increased student, faculty, staff interaction and collaboration.

PartIV.ResourceImplications• Provide a short summary of resources needed to implement the Action Plan. • The Request for Resource Allocations template will contain specific request.

Personnel:

• Funding for 1.0 FTE BOR appointed Native Hawaiian Counselor • Funding for 1.0 FTE BOR appointed faculty in Hawaiian Language

Capital Improvement Project (CIP):

• Native Hawaiian Student Success Center

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AppendixA:AssociatesinArtsinHawaiianStudiesdegreerequirementsGENERAL EDUCATION REQUIREMENTS FOUNDATION

(3 cr.) FW – ENG 100 or ESL 100/ENG 100E (3 cr.) FS – PHIL 110, MATH 100, MATH 103, MATH 112, MATH 135, MATH 140, MATH 140x, MATH 203, MATH 205, ICS 141, ICS 241 (6 cr.) FG – Select two courses, each from a different group:

A. ANTH 151, ART 175, HIST 151 B. ART 176, HIST 152, ANTH 152 C. GEOG 151, MUS 107, REL 150

15 credits

DIVERSIFICATION Arts, Humanities, and Literature (6 credits required from two different disciplines) DA - HWST 160, MUS 121Z, MUS 122Z, MUS 121F, MUS 122F DH - HIST 284, REL 205 DL - HWST 261

6 credits

DIVERSIFICATION: Social Sciences (6 credits required from two different disciplines) DS - SOC 218, SOC 250, SOC 251, PACS 108, POLS 180, ECON 130, ANTH 200

6 credits

DIVERSIFICATION: Natural Sciences (3 credits from the biological science area (DB) and 3 credits from the physical science area (DP)). In addition, the student must take a science laboratory/field trip course (DY) that matches one of the chosen science courses.

DB – BOT 130*, HORT 110*, ZOOL 200* DP – GG 103, ASTR 110, OCN 201 DY – HORT 110*, BOT 130*, ZOOL 200*, OCN 201L

*courses with an asterisk include a lab at Leeward Community College

7 credits

Oral Communications (O) 3 credits – COM 210H, SP 151, SP 200, SP 231, SP 251* *This oral requirement is not the same as required by UH Manoa

HWST CORE REQUIREMENTS HWST 107 (3) - Hawaii: In the Center of the Pacific HWST 270 (3) - Hawaiian Mythology HAW 101 (4) - Beginning Hawaiian HAW 102 (4) - Beginning Hawaiian II

14 credits

HAWAIIAN FOCUSED ELECTIVES 12 credits of electives are required from the following list of courses. Elective credits may not be used to fulfill Diversification, Foundation or Hawaiian Studies Core Requirements. Elective courses may come from a single topic or combination of topics.

12 credits

ʻĀina (Environmental Science) ASTR 110 (3) –Survey of Astronomy BIOL 124 (3, 1) – Environment and Ecology BOT 130 (4) – Plants in the Hawaiian Environment GG 103 (3) – Geology of the Hawaiian Islands HWST 105 (3) – Mea Kanu Hawaii: Hawaiian Ethnobotany OCN 201 (3,1) – Science of the Sea SCI 103 (4) – Environmental Science of Hawai'i Hana Noʻeau (Arts) HWST 160 (3) - Hula HWST 261 (3) - Hawaiian Literature MUS 112 (2) - Hawaiian Ensemble MUS 113 (2) - Hawaiian Ensemble II MUS 121Z (2) - Ukulele MUS 122Z (2) - Advanced Ukulele MUS 121F (1) - Introductions to Slack Key Guitar MUS 122F (1) - Advanced Slack Key Guitar ʻŌlelo (Language and Literature) HAWN 201 (4) - Intermediate Hawaiian HAWN 202 (4) - Intermediate Hawaiian II HWST 261 (3) - Hawaiian Literature HWST 160 (3) – Hula

Hoʻoulu Lāhui (Nation Building) ANTH 200 (3) - Cultural Anthropology ANTH 210 (3) – Archaeology ECON 131 (3) - Principles of Macroeconomics HIST 284 (3) - History of the Hawaiian Islands HWST 261 (3) - Hawaiian Literature HWST 291 (3) - Contemporary Hawaiian Issues PACS 108 (3) – Pacific Worlds POLS 180 (3) - Introduction to Politics in Hawaii SOC 218 (3) - Introduction to Social Problems SOC 250 (3) - Community Forces in Hawaii SOC 251 (3) - Sociology of the Family Moʻolelo (History/Literature) DMED 150 (3) - Film Analysis and Storytelling HIST 284 (3) - History of the Hawaiian Islands HWST 160 (3) - Hula HWST 261 (3) - Hawaiian Literature PACS 108 (3) – Pacific Worlds REL 205 (3) - Understanding Hawaiian Religion TVPR 210

GRADUATION REQUIREMENTS 2 Writing Intensive courses in any discipline 1 Hawaiian/Asian, Pacific (HAP) focus course 1 Contemporary Ethical (ETH) Issues course

TOTAL MINIMUM CREDITS 60 CREDITS

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AppendixB:Programsatisfactionsurveys

B.1Graduate’sSurveyQuestions1. From which institution did you receive your Associates in Arts in Hawaiian Studies?

1. Hawaiʻi Community College 2. Honolulu Community College 3. Kapiʻolani Community College 4. Leeward Community College 5. UH Maui College 6. Windward Community College

2. What did you do after you finished your Associates in Arts in Hawaiian Studies degree? 1. I transferred to a baccalaureate institution 2. I entered the workforce in a field that utilizes the knowledge and skills I acquired through the AAHS

degree 3. I entered the workforce in a field that does not utilize the knowledge and skills I acquired through the

AAHS degree 3. [If chose A, then] To which baccalaureate college did you transfer?

1. UH Manoa 2. UH Hilo 3. UH West Oahu

4. Please indicate your degree of satisfaction in the following areas (scale from highly dissatisfied to highly satisfied)

1. The availability of courses to make progress towards your AAHS degree? 2. The quality of courses you have taken to fulfill the AAHS degree requirements? 3. The quality of teaching in the courses you took to fulfill the AAHS degree requirements? 4. Opportunities to meet with Hawaiian Studies faculty outside the classroom?

5. Please indicate your agreement or disagreement with the following statements (scale from highly disagree to highly agree):

1. Provided me with a good foundation in Hawaiian values 2. Provided me with a positive sense of place 3. Helped me define my personal responsibilities 4. Helped me define my responsibilities as a member of my community 5. Helped me define my responsibilities as a global citizen

6. Indicate your agreement or disagreement with the following statements (scale from highly disagree to highly agree):

1. I can explain basic Hawaiian linguistic concepts 2. I can explain basic Hawaiian cultural concepts 3. I can connect current issues in Hawaiʻi with their historical roots 4. I can apply one or more Hawaiian-based concepts or methods in my other areas of study 5. I can apply one or more Hawaiian-based concepts or methods in my life 6. I can engage, articulate and analyze topics relevant to the aboriginal Hawaiian community using

college-level research and writing methods 7. What was your favorite thing about being a Hawaiian Studies major at your college? (open) 8. What was the least favorite thing about being a Hawaiian Studies major at your college? (open) 9. Do you have any recommendations for the Associates in Hawaiian Studies Program? (open) 10. Other comments? (open)

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B.2Graduate’sSurveyResponses

Do you have any recommendations for the Associates in Hawaiian Studies Program?

What was your favorite thing about being a Hawaiian Studies major at your college?

What was the least favorite thing about being a Hawaiian Studies major at your college?

Other comments?

Get more money. Na Kumu!!!! No Money.

I Loved my kumu. they were the bomb.

Yes, be as involved with the Halau as you can because it will make your experience a lot more meaningful.

I graduated from LCC. My favorite thing about being a Hawaiian studies major is that I was able to share with fellow Hawaiians the feeling of unity and being as one people.

There wasn't anything I would consider being least favorite but If I had to choose it would be the selection of times for classes. It just didn't fit my particular schedule but that was because I needed it during my hours. The hours during a normal school day was fine the way it was planned out.

Proud to be Hawaiian!

Just more classes than the basics.

I was able to have the classes that I needed in order to graduate successfully and everything was available online....

it would have been great if more classes were available online and more Hawaiian studies classes to be added... love LCC!

Being able to reconnect to who I am as Kanaka Maoli and Kanaka Wahine.

B.3Major’sSurveyQuestions1. What is your home institution? The college at which you declared yourself an Hawaiian Studies major

a. Hawaiʻi Community College b. Honolulu Community College c. Kapiʻolani Community College d. Kauaʻi Community College e. Leeward Community College f. UH Maui College g. Windward Community College

2. Where do you live? Please indicate the city/town or ahupuaʻa and island [OPEN] 3. Are you a full or part-time student?

a. Full-time student (at least 12 credits per semester) b. Part-time student (less than 12 credits per semester) c. Other:

4. Do you have children or other significant family obligations? a. Yes b. No c. Decline to answer

5. Are you working while attending school? a. Yes, I work full-time b. Yes, I work part-time c. No, I am not working d. Other:

Choosing Hawaiian Studies Please tell us why did you choose to pursue the Associates in Arts in Hawaiian Studies.

6. When did you declare your major in Hawaiian Studies? Indicate which semester you declared your major in Hawaiian Studies

a. Fall 2015 b. Spring 2015 c. Fall 2014 d. Spring 2014 e. Fall 2013

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f. Spring 2013 g. Fall 2012

7. Why did you choose to pursue the Associates in Arts in Hawaiian Studies degree? Check all that apply a. I wanted to learn about Hawaiʻi and the Hawaiian culture b. I craved a sense of place c. I identified with the emphasis on personal, community and global responsibility d. I want to work in a Hawaiian community e. I wanted to learn how current events connect to Hawaiʻi's history f. I wanted to learn Hawaiian concepts, philosophies or practices g. Other:

Academic Planning Tell us about your academic plan so we may better support you in your endeavors.

8. Which of the required core courses have you taken so far? Check all that apply a. HWST 107: Hawaiʻi in the Center of the Pacific b. HWST 270: Hawaiian Mythology c. HWST 104: Hawai'i Myth Culture (HawCC) d. HAW 101: Beginning Hawaiian I e. HAW 102: Beginning Hawaiian II f. None of the above

9. Have you seen an academic counselor? a. Yes, I have seen a Hawaiian Studies program counselor b. Yes, I have seen a general or transfer counselor c. No, however, I have an appointment or will make an appointment

10. Have you created a degree completion and/or transfer plan? a. Yes, I worked with my general or transfer counselor b. No, however, I have an appointment or will make an appointment

11. Do you plan to transfer to a 4-year campus before you finish your AA in Hawaiian Studies degree? a. Yes, I intend to transfer before I finish my AA in Hawaiian Studies degree b. No, I intend to finish my AA in Hawaiian Studies at this institution

12. How long do you estimate it will take you to complete the AAHS degree? a. 1 semester b. 2 semesters c. 3 semesters d. 4 semesters e. 5 semesters f. Other g. I don't know

Transfer Institutions

13. To which 4-year campus will you transfer? a. University of Hawaiʻi at Hilo b. University of Hawaiʻi at Mānoa c. University of Hawaiʻi West Oʻahu d. Other in Hawaiʻi e. Other outside of Hawaiʻi

Associates in Arts in Hawaiian Studies major feedback Please indicate your degree of satisfaction so far in the following areas (scale from highly dissatisfied to highly satisfied):

14. How satisfied are you with the overall quality of: a. The availability of courses to make progress towards my degree b. The quality of courses I have taken to fulfill the degree requirements c. The quality of teaching in the courses I took to fulfill the degree requirements d. Opportunities to meet with Hawaiian Studies or Hawaiian language faculty outside the classroom

Indicate your agreement or disagreement with the following statements (scale from highly disagree to highly agree):

15. The Associates in Arts in Hawaiian Studies curriculum... a. Is providing me with a good foundation in Hawaiian values

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b. Is providing me with a positive sense of place c. Is helping me define my personal responsibilities d. Is helping me define my responsibilities as a member of my community e. Is helping me define my responsibilities as a global citizen

Indicate your agreement or disagreement with the following statements(scale from highly disagree to highly agree):

16. As a Hawaiian Studies major... a. I am learning to explain basic Hawaiian linguistic concepts b. I am learning to explain basic Hawaiian cultural concepts c. I am learning to connect current issues in Hawaiʻi with their historical roots d. I am learning apply one or more Hawaiian-based concepts or methods in my other areas of study e. I am learning to engage, articulate and analyze topics relevant to the aboriginal Hawaiian

community using college-level research and writing methods 17. What is your favorite thing about being a Hawaiian Studies major at your college? [OPEN] 18. What, if any, recommendations do you have for the Associates in Hawaiian Studies Program? [OPEN] 19. Other comments? [OPEN]

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B.4Major’sSurveyResponses

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What is your favorite thing about being a Hawaiian Studies major at your college?

What is your least favorite thing about being a Hawaiian Studies major at your college?

What, if any, recommendations do you have for the Associates in Hawaiian Studies Program? Other comments?

My favorite thing about being a Hawaiian Studies major is learning about my culture. This culture is beautiful and I intend to perpetuate the complex nature of traditional Hawaiian culture to the future generations. N/A

The students feedback and our teachers wisdom

We need more huaka'i to learn more Awesome program

Being able to learn more and increase my knowledge of my culture.

The feeling of acceptance from everyone even though I am not Hawaiian.

The ability to take more classes without limitation on electives.

Best instructors (Kumu's) I have ever had! Everyone was so involved to ensure the subjects were understood and the importance both culturally and historically! Thank you for a wonderful learning experience!

I'm able to have a better understanding of the material.

More hawaiian study electives that can be counted towards the degree.

Great support I like the content of the classes, the availability of cultural events, the approachability of the faculty, and they way it is all tied in to the way I live my life. This is a great program!

I would like there to be more time in the face-to-face classes to see some of the places we talk about in the lectures.

I'm really enjoying what I'm learning in this program!