academic program review for the department of languages ay

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Academic Program Review For

The Department of Languages AY 2020-2021

I. Meaning of the Degree A certificate or degree from the Department of Languages symbolizes a student’s intensive social, cultural, and linguistic study of at least one of the following: Japan, China, Latin America, and the Philippines. Our programs utilize in-classroom and off-campus community engagements as part of our commitment in supporting the larger UH Hilo vision. We see ourselves as offering an introduction to cultures and languages that will enable our student to become engaged participants in the global marketplace.

II. Mission Statement The Department of Languages supports the larger mission of the University of Hawai‘i at Hilo by teaching the importance of multicultural fluency and inspiring our students to learn about different cultures and peoples.

III. Executive Summary

• History of the Program(s) • Previous Review—what was noted at that time? • How has the College/Department/Program and/or its mission changed since the last Program

Review? • Have there been new challenges not anticipated in previous Reviews? • What has been done by the College/Department/Program since the last Program Review? • What has administration done to address items in the Academic Action Plan since the last

Program Review?

BRIEF HISTORY OF THE DEPARTMENT OF LANGUAGES According to former chair, Professor Emeritus Lawrence Rogers, the Japanese Studies Program was incepted in 1971 due to strong support from the local community, which has long hosted Japanese and Japanese Americans since the establishment of the plantations and the first wave of Japanese immigration to the Big Island starting with the gannenmono in 1868; and this ethnic group came to predominate the Islands. Their legacy is seen in the various Buddhist temples and plantation graveyards, place names, eateries, the local Japanese Chamber of Commerce, and even Hilo’s Liliʻuokalani Park, which

https://hilo.hawaii.edu/catalog/vision

https://hilo.hawaii.edu/catalog/mission

https://evols.library.manoa.hawaii.edu/bitstream/10524/528/2/JL11174.pdf

https://evols.library.manoa.hawaii.edu/bitstream/10524/528/2/JL11174.pdf

https://jccih.org/mission-vision-purpose-history/

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is home to over two dozen stone lanterns donated by the various prefectural socio-cultural groups that are still in operation today. The strength of Japanese Studies’ link with the local community was noted in Chair Reichel’s 2006 Program Review: “The Japanese Studies Program at the University of Hawaiʻi at Hilo is a response to the mission of the multiculturalism and promotion of cultural diversity while supplementing a strong interest in the local ethnic community of Hilo and the Big Island.”1 Not surprisingly, the 2007 external reviewer also noted that one of the biggest asset in the program was faculty interaction with the local community: “An additional service active on the part of the Japanese Studies faculty is to the local Japanese heritage community: a number of activities have been directly involved in the Japanese American community activities and organizations, and many welcome senior citizen auditors to their classes from the community.”2

The support of the local Japanese Community still exists today (see letters from Winston Towata, Andrew Chun, Toyoei Shigeeda, and others in Appendix A.1), though the Languages Department has since expanded over these past two decades to include a wider range of languages, some with more permanence than others—Spanish, Latin (AY 2008-2009 only), French (discontinued in 2011 due to low enrollment), Chinese, Filipino, Korean (AY 2014-2015 & 2015-2016 only), and Arabic (AY 2010-2011 only). Chinese Studies is also one that enjoys community support (letters in Appendix A.2). Many of these other language classes have, in turn, followed the lead of Japanese in building a strong public presence—thus encouraging language studies through cultural exchange and creating vital links between the University and the local community:

• Japanese o UH Hilo Hinamatsuri (Girls’ Day Festival) o LANG 200 Traditional Tea Ceremony

• French (terminated Fall 2011) o UH Hilo French Club’s Exotic Cheese Tasting

• Chinese (incepted Fall 2011) o UH Hilo Moon Festival o UH Hilo Chinese New Year Festival

• Filipino Studies (incepted Fall 2014) o Kohala Filipino Festival o Asia Fest at the Waikoloa Resort o UH Hilo Barrio Festival

• Korean (AY 2014-15 and AY 2015-2016 only) o Arirang: The Cultural Spirit of Korea in Hawaiʻi

See Appendix A.3 for a letter from the Hawaiʻi Island Chamber of Commerce supporting all language studies in general.

1 Christopher A. Reichel, Japanese Studies Program—Seven Year Review, November 2006, 1. 2 Nancy Abelmann, Letter to Dean Randy Hirokawa, January 28, 2007, 2.

https://hilo.hawaii.edu/chancellor/stories/2019/03/13/2019-girls-day-celebration-at-uh-hilo/

https://hilo.hawaii.edu/chancellor/stories/2019/03/15/tea-ceremony-at-uh-hilo/

https://hilo.hawaii.edu/chancellor/stories/2019/09/18/2019-chinese-moon-festival/

https://hilo.hawaii.edu/chancellor/stories/2018/02/16/photos-chinese-culture-art-dance-festival/

https://hilo.hawaii.edu/academics/filipinostudies/

https://hilo.hawaii.edu/blog/chancellor/2016/10/12/uh-hilo-2016-barrio-festival/

https://hilo.hawaii.edu/chancellor/stories/2017/02/24/photo-essay-korean-cultural-performance/

https://hilo.hawaii.edu/documents/uhh/accreditation/jpst_program-CL.pdf

https://hilo.hawaii.edu/documents/uhh/accreditation/JapaneseLanguageexternalReview-Jan2007-PDF-CL.pdf

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HISTORY OF CHUS & THE CHINESE CERTIFICATE The China-US MA Degree was established in 2002 by then Chancellor Rose Tseng as part of an effort to attract Taiwanese investment in a proposed China-US Center (see Appendix C.1). The program was never established in Languages but as a stand-alone in the Division with faculty participation from the College of Business and the College of Arts and Sciences (for the fiscal analysis of the program, see Appendix C.2) After a series of leadership transfers and falling enrollment, the Program was finally terminated in 2015. The leadership in Japanese Studies recognized the necessity to articulate and diversify the JPST Major curriculum and created the two new courses, LANG 200 (introduction) and JPST 495 (seminar) by AY 2010-2011. With LANG 200, the JPST program expanded the focus of Japanese Studies to link up with the larger history of the use of Chinese in Asia. Meanwhile, the CHUS leadership recognized early that a lack of undergraduates and Chinese language education would undermine the MA program; the department hired an East Asian Studies specialist to support both the Japanese Studies and CHUS programs to teach LANG 200 and Japanese and Chinese language courses in 2010. To enhance China-focused undergraduate education, the department created the Chinese Certificate Program by AY 2011-2012; this program now hosts links to Art, Economics, History, Philosophy, Political Science, and other departments in two separate colleges. HISTORY OF THE FILIPINO STUDIES CERTIFICATE The Filipino Studies program was originally conceived to help advance UH Hilo mission as a university in the University of Hawaiʻi system. The University of Hawaiʻi strategic plan called for system campuses to “build bridges to the Asia-Pacific Region, the Americas, and the rest of the world.” The program’s inception began in 1988 when a university-wide task force called ‘Pamantasan” recommended to hire more faculty and staff of Filipino ancestry within the University system and offer more courses relevant to Filipinos and the Philippines. In Fall 2012, the Filipino Studies Certificate—which combines language and cultural studies with natural resource management and agriculture—was officially launched at UH Hilo. (For more information, see Appendix E) HISTORY OF THE SPANISH CERTIFICATE The Spanish Certificate for Careers was created in AY 2015-2016 because of student interest; it was only enacted in the late spring of 2016. The emphasis on careers embodies the student interest in the Certificate, particularly for medical careers, business careers, and travel for careers. The Certificate is also a response to the growing prominence of the Latino/a population on the Island. HISTORY OF KOREAN LANGUAGE Korean language was briefly taught at UH Hilo in AY 2015-2016 (by Professor Eric Im of CoBE) and AY 2016-2017 (by a lecturer). While the second year teaching was funded by a direct grant from the Korea Foundation, the work needed to fulfill the terms of the grant (i.e. high publicity cultural events, publications, etc.) proved immensely time consuming and cost ineffective. This will be discussed further in Section VII on Program Resourcing. PROGRAM REVIEW OF 2006

https://www.foxnews.com/lifestyle/hola-aloha-latinos-are-fastest-growing-ethnic-group-in-hawaii

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For reasons unknown, other language programs (including the China-US Master’s Program, which was started in Fall of 2003 in the Humanities Division) were not included into one comprehensive program review with Japanese Studies in 2006. However, as of 2016, certificate programs are now scrutinized by WSCUC, per its July 2016 directive. Thus concerns regarding fiscal efficacy and the rigor of learning of existing certificate programs are addressed in this report.

The previous program review noted the need for Student Learning Outcomes Assessment.3 The previous external review also made several recommendations: (1) uniting the Japanese Studies Program with the CH-US graduate program; (2) seeking of external monies, such as Title VI and NEH—to help bolster operations; (3) creating post-doctoral fellowships in the department to recruit new faculty; and (4) creating advanced special topics in Japanese and Chinese for the upper division levels. The closure of the CH-US Master’s Degree in Spring 2015 renders the first external reviewer’s recommendation moot (this was discussed in the previous section); however, Administration should do an analysis to see what led to the failure of this program. Section VIII Evidence of Program Quality will present assessment activities and data as they have occurred since the 2006 Review. The solicitation of external grants will be discussed in Section VII Program Resourcing (see page 20).

IV. Program Organization The Department currently consists of six tenured faculty, one full-time lecturer/instructor, and one-part time lecturer.

3 Reichel, 10.

Name and Title Area of Expertise Institution Degree & Year of

Graduation

Email & Website

Jiren Feng, Associate Professor

History of Chinese Art & Architecture; Chinese Archaeology; Classical Chinese Texts; Asian Studies

Brown University Ph.D., 2006 [email protected]

https://hilo.hawaii.edu/faculty/jfeng/

Yoshiko Fukushima, Professor

Performance Studies, Applied Linguistics, Comparative Drama

Tisch School of the Arts, New York University

Ph.D., 2000

[email protected]

https://hilo.hawaii.edu/faculty/fukushima/

Masafumi Honda, Associate Professor

The 1st & 2nd Language Education; Bilingualism; Language and Culture; Japanese Linguistics and methodology; Japanese Immigrant and language in Hawaii

College of Education, University of Georgia

Dual Ed.D., 1984 and 1988

[email protected]

Rodney C. Jubilado, Associate Professor

Linguistics National University of Malaysia

Ph.D, 2010 [email protected]

https://hilo.hawaii.edu/dire

ctory/?person=1497

https://www.wscuc.org/content/non-degree-programs-process-and-procedure

mailto:[email protected]








https://hilo.hawaii.edu/directory/?person=1497

https://hilo.hawaii.edu/directory/?person=1497

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V. Program Components The Department of Languages offers one (1) baccalaureate degree and 3 language certificates, which are outlines below:

1. B.A. in Japanese Studies (44 to 46 credits)

The mission of the undergraduate degree program in Japanese Studies is to offer a broad range of coursework and research opportunities for students that is designed to develop an understanding of Japan in all of its dimensions: culture, society, language, art, political science, history, music, and others. The Japanese Studies major provides undergraduate research opportunities, a liberal arts foundation, and preparation for a variety of careers. Separate curricula are designed for two types of students:

o Non-native speakers of Japanese: these students are enabled to master the Japanese language in its aspects of structure (Japanese linguistics), literature, and translation, in addition to the areas of study mentioned above.

o Native speakers of Japanese: these students are enabled to master the English language in its aspects of structure (English linguistics), literature and translation, in addition to the areas of study mentioned above. Native speakers of Japanese are also enabled to develop explicit knowledge of Japanese language phonology, morphology, semantics and syntax.

The program involves significant multidisciplinary study of Japanese civilization centered on a core of language study. It should be of special interest to students who intend to pursue advanced degrees and/or careers in Japanese Studies or in related professional areas, including international business, tourism, journalism, government service, the arts, translation, and, in general, culture brokerage between Japan and the United States. Anyone simply interested in Japanese society and culture will derive considerable benefit from majoring in Japanese Studies.

Monica M. Minnitt, Lecturer

Spanish Language Instruction

Middlebury Language Schools, Spanish School

M.A., Spanish [email protected]

Faith N. Mishina, Professor

Spanish Language, Linguistics and Latin American Culture

Middlebury Language Schools, Spanish School

PhD/DML, 2008 [email protected]

Yoshiko Okuyama, Professor

Second Language Acquisition (Applied Linguistics)

University of Arizona Ph.D., 2000 [email protected]

Wayland Quintero, Lecturer

Ethnochoreology University of Malaya, Malaysia

PhD, 2016 NA

https://www.linkedin.com/in/wquintero






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A. Required Core Courses (6 credits) • LANG/JPST 200 Intro to Jpns & Chns Studies (3) or JPNS/JPST 280 Introduction to Japan

(3) • JPNS/JPST 495 Japanese Studies Seminar (3)

B. Language Core Courses (20-22 credits)—The Departments differentiates the Degree depending on the native fluency of the student:

• For Non-Native speakers of Japanese only (20-22): o JPNS/JPST 101 Elementary Japanese I (4) or JPNS/JPST 101S Elementary

Japanese I, Special (3) o JPNS/JPST 102 Elementary Japanese II (4) or JPNS/JPST 102S Elementary

Japanese II Special (3) , or JPNS/JPST 107 Accelerated Element Japanese (8) o JPNS/JPST 201-202 Intermediate Japanese I (4), Intermediate Japanese II (4) o JPNS/JPST 301-302 Third-Year Japanese I (3), Third-Year Japanese II (3)

• For Native speakers of Japanese only (21):

o LING 102 Introduction to Linguistics (3) o LING/ANTH 221 Intro to Language (3) (Formerly offered as LING/ANTH 121) o LING/ANTH 321 Morphology And Syntax (3) o LING/ENG 324 Modern English Grammar & Usage (3) o JPNS/JPST 425 Translation Workshop (3) o Two Writing Intensive courses at the 300- or 400-level (6)

C. Japan-related Courses 18 credits required, six different courses selected from at least two of the following three blocks:

• Block I. (Social Sciences) o HIST/JPST 310 Hist of Japan I: Early Japan (3) o HIST/JPST 311 Hist Japan II: Tokugawa to Mej (3) o HIST/JPST 314 Hist of Jpn III: 20th Cent-Pre (3) o POLS/JPST 353 Politics Of Japan (3) o ANTH/JPST 356 Japan (3) o ANTH/JPST 358 Japanese Immigrants (3) o JPNS/JPST 359 Japanese in Hawaiʻi (3) o JPNS/JPST/WS 361 Girls and Women in Japan (3) o JPNS/JPST 370 Lang, Cul & Identity of Japan (3) o JPST/SOC 414 Global Social Movements &Japan (3) o JPNS/JPST 494 Special Topics in Subject Matter (To Be Arranged)

• Block II. (Art and Humanities)

o JPST 315 East Asian Religions (3)

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o JPNS/JPST/ENG 365 Japanese Lit in English (3) o JPNS/JPST 370 Lang, Cul & Identity of Japan (3) o MUS/JPST 375 Japanese Music (3) o JPNS/JPST 380 Japanese Mythology in Film (3) o ART / JPST 381 Art of Japan (3) o JPNS/JPST 382 Gender & Disability in Manga (3) o JPNS/JPST/DRAM 383 Japanese Theatre & Performance (3) o JPNS/JPST 384 Gender & Japanese Performance (3) o JPNS/JPST 385 Postwar Japn through Film (3) o PHIL/JPST 430 Philosophy of Zen (3) o PHIL/JPST 450 Mahayana Buddhist Phil (3) o COM/JPST 457 Japanese Culture & Commun (3) o JPNS/JPST 494 Special Topics in Subject Matter (To Be Arranged)

• Block III. (Language & Linguistics)

o JPNS/JPST 340 Japanese Composition (3) o JPNS/JPST 345 Methods for Teaching Japanese (3) o JPNS/JPST 401 Fourth-Yr Japanese I (3) o JPNS/JPST 402 Fourth-Year Japanese II (3) o LANG/JPST/CHNS 410 History of Chinese Characters (3) o JPNS/JPST 425 Translation Workshop (3) o JPNS/JPST/LING 451 Structure Of Japanese I (3) o JPNS/JPST/LING 452 Structure Of Japanese II (3) o JPNS/JPST 481 Rdgs in Modern Japanese Lit I (3) o JPNS/JPST 494 Special Topics in Subject Matter (To Be Arranged)

Total Semester Hours Required for the B.A. in Japanese Studies: 120 credits.

Four-year maps for Japanese:

2020-2021 Four-Year Course Sequence for Non-Native Speakers (note: first row are classes in the major)

Year 1 Year 2 Year 3 Year 4

Fall Spring Fall Spring Fall Spring Fall Spring

JPNS 101 JPNS 102

LANG/JPST 200 or JPST 200 or JPST 260

JPNS 201 JPNS 202 JPNS 301

2 JPST upper division electives

JPNS 302



JPST 495

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ENG 100 (FW: Written

Communication)

FGA, FGB or FGC: Global Multicultural Perspectives I

DS: Social Science I

DB: Biological Science or DP: Physical Science

DY: Science Laboratory

FQ: Quantitative Reasoning

GE: HPP

FGA, FGB or FGC: Global Multicultural Perspectives II

DA, DH or DL: Arts, Humanities, Literature

WI Elective

Elective


GQR: Quantitative Reasoning

WI Elective

WI Elective

Upper Elective

Upper Elective

Upper Elective

GE: GCC

Upper Elective

Upper Elective

Elective

Elective

Elective

Elective

2020-2021 Four-Year Course Sequence for Native Speakers (note: first row are classes in the major)

Year 1 Year 2 Year 3 Year 4

Fall Spring Fall Spring Fall Spring Fall Spring

LANG/JPST 200 JPNS/JPST 425

JPST Block Upper Elective


JPST Block Upper Elective (rec. JPNS 451)


2 JPST Block Upper Electives

JPST 495

LING 102

ENG 100 (FW: Written

Communication)

FGA, FGB or FGC: Global Multicultural Perspectives I

DS: Social Science I


DY: Science Laboratory

DA, DH or DL: Arts, Humanities, Literature I

FQ: Quantitative Reasoning

GE: HPP

FGA, FGB or FGC: Global Multicultural Perspectives II

LING/ANTH 221

LING/ANTH 321

WI Elective

Elective

LING/ENG 324

DS: Social Science II


GQR: Quantitative Reasoning

Elective

WI Elective

Elective

WI Upper Elective

Upper Elective

Elective

GE: GCC

Upper Elective

Upper Elective

Elective

Elective

Elective

Elective

Key for Acronyms and breakdown of General Education Credit Requirements: FW: Written Communication: 3 Credits FQ: Quantitative Reasoning: 3 Credits FG: Global and Multicultural Perspectives: 6 Credits DA, DH, DL: Arts, Humanities and Literature: 6 Credits DB: Biological Science, DP: Physical Science and DY: Science Laboratory: 7 Credits

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DS: Social Science: 6 Credits GLA: Language Arts: 3 Credits GQR: Quantitative Reasoning II: 3 Credits WI. Writing Intensive: 3 Courses, between 3 to 9 credits total HPP. Hawaiʻi Pan-Pacific: 3 Credits GCC. Global and Community Citizenship: 3 Credits NOTE: Maps are not provided for the certificate programs as they are not required for reporting.

2. Chinese Studies Certificate (17 credits) The Chinese Studies Certificate program involves significant multidisciplinary studies of Chinese civilization centered on a core of language study. It should be of special interest to students who intend to pursue advanced degrees and/or careers in Chinese Studies or in related professional areas, including international business, tourism, journalism, government service, the arts, translation, and, in general, culture brokerage between China and the United States. Anyone interested in Chinese society and culture will derive considerable benefit from study of Chinese Studies. A. Required Core Courses (8 credits) CHNS 101 Elementary Chinese I (4); CHNS 102 Elementary Chinese II (4); or CHNS 107 Accelerated Elementary Chinese (8) B. Electives (9 credits)

• ART 380 Art Of China (3) • CHNS 200 Conversational CHNS Business (3) • CHNS 280 Introduction to Chinese Culture (3) • CHNS 320 CHNS Festivals & Food Culture (3) • CHNS 330 Chinese Culture via Classical Music (3) • CHNS 350 Chinese Folklore and Symbolism (3) • CHNS 360 Chinese Culture through Film (3) • CHNS 364 Chinese Literature in English-Modern (3) • CHNS 381 Chinese Culture thru Architecture & Garden (3) • CHNS 385 Chinese Archeology • CHNS 410 History of Chinese Characters (3) • CHNS 430 Cultural Exchanges on Ancient Silk Road (3) • CHNS 440 Asian Architecture and Culture (3) • HIST 312 Hist of China I: Early China (3) • HIST 313 History Of China II: Qing (3) • HIST 318 Hist China III: 20th Cent-Pres (3) • HIST 420 Mao (3) • LANG/JPST 200 Intro to Jpns & Chns Studies (3)

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• MGT 333 International Business Mgt (3) • PHIL 301 Hist Of Chinese Philosophy (3) • PHIL 435 Daoism (3) • POLS 351 Politics Of China Through Film (3) • POLS 457 U.S.-China Relations (3)

3. Filipino Studies Certificate (17 credits)

The Filipino Studies Certificate provides a better understanding of the Filipino American community while allowing Filipino American students the opportunity to explore their heritage and non-Filipino American students an opportunity to learn about the Philippines. The multidisciplinary program comprising of a liberal arts foundation and cultural and natural resources-based studies will be offered in three tracks: (1) Cultural-based; (2) Natural resource-based; and (3) Cultural and natural resource-based combination.

These tracks will provide platforms for undergraduate research opportunities, community outreach activities and an optional international student exchange between UH Hilo and participating Philippine universities. The certificate prepares students with the basic knowledge and understanding of the close political, economic and cultural ties between the Philippines and the US. This knowledge is essential for those seeking advanced degrees and careers including agriculture, environmental studies, medical fields, services, tourism, politics and global trade and business.

A. Required Core Courses (11 credits) • FIL 101 Elementary Filipino I (4) • FIL 102 Elementary Filipino II (4) • ANTH/FIL 354 Filipino Culture (3)

B. Electives (6 credits)

• Culture-based track, Choose 6 credits from the following: o ANTH/LING 221 Intro to Language (3) (Formerly offered as ANTH/LING 121) o FIL 200 Inter Conversational Filipino (3) o FIL 330 Filipino Films (3) o FIL 333 Filipinos in Hawaii (3) o FIL 394 Special Topics in Subject Matter (To Be Arranged) o POLS/WS 327 Law and Identity (3) o POLS/PHIL 328 Rights (3) o POLS 332 Politics Of Race & Gender (3) o PHIL/WS 304 Ethics and Cultural Diversity (3) o PHIL/WS 375 Feminist Philosophy (3) o PHIL/WS 416 Science, Technology & Values (3)

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• Natural Science-based track, Choose 6 credits from the following: o AG 230 Sustainable Agriculture (3) o NRES 230 Philippines Envirn & Nat Resou (3) o NRES 394 Special Topics in Subject Matter (To Be Arranged) o PHIL/WS 416 Science, Technology & Values (3)

• Culture and Natural Science-Combo, Choose 6 credits from the following:

o FIL 200 Inter Conversational Filipino (3) o POLS/GEOG 325 Legal Geography (3) o NRES 230 Philippines Envirn & Nat Resou (3) o PHIL/WS 416 Science, Technology & Values

4. Spanish Language for Careers Certificate (16 credits)

The Spanish Language for Careers offers majors second language capability to augment students' chances for employment in their chosen careers and professions. The certificate is an additional tool to have in the student's dossier for the competitive job market. Nursing students, business students, those in government or financial services, law or education will acquire the ability to communicate and understand Spanish speakers. The Spanish certificate will also greatly help our many graduates that return to the mainland, especially to many states where Spanish is one of the dominant languages. Graduates with skills in Spanish will be highly competitive within the United States and internationally. Required Courses:

o SPAN 101 Elementary Spanish I (4) o SPAN 102 Elementary Spanish II (4) o SPAN 201 Intermediate Spanish I (4) o Additional 4 credits in SPAN courses (4)

VI. Programmatic Data The program’s many courses are certified for Hawaiʻi-Pan Pacific (HPP) as well as GE Language Arts, thus fill rates are healthy, especially at the 100- and 200-levels in Japanese and Spanish as well as upper- division culture-based courses in all four languages. There are some notable years when the pre-built schedules may have adversely affected enrollment; however, the role of languages in supporting the larger pan-Pacific mission of UH Hilo, bridging Latin America on one side and Asia on the other.

The following is a sampling of GE certified courses vis-à-vis fill rates:

GE Acronym Key:

2011-Summer 2018: • GW: World Cultures • GH: Humanities

Fall 2018- Present: • DH: Diversification Humanities • DL: Diversification Literature

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• GS: Social Science • GL: Language Arts • HPP: Hawai‘i Pan Pacific • GCC: Global Community Citizenship

• DS: Social Science • GL: Language Arts • HPP: Hawai‘i Pan Pacific • GCC: Global Community Citizenship

JAPANESE

Alpha Number GE Certifications When Taught in the last five years

Enrollments

JPNS 101 GH- Humanities, GL- Lang Arts Fall 2015 63

GH- Humanities, GL- Lang Arts Fall 2016 60



DH- Humanities, GL- Lang Arts Spring 2019 26

DH- Humanities, GL- Lang Arts Fall 2019 51

JPNS 102 GH- Humanities, GL- Lang Arts Spring 2016 32

GH- Humanities, GL- Lang Arts Spring 2017 23





JPNS 301 GH- Humanities, GL- Lang Arts, HPP- Hawai‘i Pan Pacific Fall 2015 18

GH- Humanities, GL- Lang Arts, HPP- Hawai‘i Pan Pacific Fall 2016 12


DH- Humanities, GL- Lang Arts, HPP- Hawai‘i Pan Pacific Fall 2018 10

JPNS 302 GH- Humanities, GL- Lang Arts, HPP- Hawai‘i Pan Pacific Spring 2016 17

GH- Humanities, GL- Lang Arts, HPP- Hawai‘i Pan Pacific Spring 2017 12


DH- Humanities, GL- Lang Arts, HPP- Hawai‘i Pan Pacific Spring 2019 8

JPNS 365 GH- Humanities, HPP- Hawai‘i Pan Pacific Fall 2017 20

DL- Literature, HPP- Hawai‘i Pan Pacific Fall 2018 10


GH- Humanities, HPP- Hawai‘i Pan Pacific Fall 2017 35

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DH- Humanities, HPP- Hawai‘i Pan Pacific Spring 2019 40

JPNS 385 GH- Humanities, HPP- Hawai‘i Pan Pacific Spring 2016 17

GH- Humanities, HPP- Hawai‘i Pan Pacific Spring 2017 18


DH- Humanities, HPP- Hawai‘i Pan Pacific Fall 2018 26






CHINESE


Enrollments

CHNS 101 GH- Humanities, GL- Lang Arts Fall 2015 35





CHNS 250 GH- Humanities, HPP- Hawai‘i Pan Pacific Fall 2015 17


CHNS 320 DH- Humanities, HPP- Hawai‘i Pan Pacific, GCC- Global Community Citizenship

Spring 2019 23

CHNS 360 GH- Humanities, HPP- Hawai‘i Pan Pacific Fall 2017 25


CHNS 381 GH- Humanities, HPP- Hawai‘i Pan Pacific Spring 2016 14




Note: CHNS 250 was renumbered to CHNS 350 in Fall 2017

FILIPINO

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Enrollments

FIL 101 GL- Lang Arts Fall 2015 14







FIL 330 GH- Humanities, HPP- Hawai‘i Pan Pacific, GCC- Global Community Citizenship

Fall 2015 22

GH- Humanities, HPP- Hawai‘i Pan Pacific, GCC- Global Community Citizenship

Spring 2016 23


Fall 2016 23


Spring 2017 29


Fall 2017 19

FIL 354 GS- Social Sciences, HPP- Hawai‘i Pan Pacific, GCC- Global Community Citizenship

Fall 2015 21

GS- Social Sciences, HPP- Hawai‘i Pan Pacific, GCC- Global Community Citizenship

Fall 2016 22

GS- Social Sciences, HPP- Hawai‘i Pan Pacific, GCC- Global Community Citizenship

Fall 2017 20

DS- Social Sciences, HPP- Hawai‘i Pan Pacific, GCC- Global Community Citizenship

Fall 2018 20


Fall 2019 15


Spring 2020 18

LANG ALPHA


Enrollments

LANG 200 N/A Spring 2016 22

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N/A Fall 2016 15

N/A Spring 2017 14



DH- Humanities, HPP- Hawai‘i Pan Pacific, GCC- Global Community Citizenship

Fall 2019 21

SPANISH


Enrollments

SPAN 101 GH- Humanities, GL- Lang Arts Fall 2015 55










SPAN 102 GH- Humanities, GL- Lang Arts Spring 2016 20









SPAN 201 GH- Humanities, GL- Lang Arts Fall 2015 13


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SPAN 202 GH- Humanities, GL- Lang Arts, HPP- Hawai‘i Pan Pacific Spring 2016 11



SPAN 369 GW- World Cultures, GH- Humanities Fall 2015 11

GW- World Cultures, GH- Humanities Fall 2016 19

GW- World Cultures, GH- Humanities Spring 2017 18

GW- World Cultures, GH- Humanities Fall 2017 18

DH- Humanities Fall 2018 20

DH- Humanities Spring 2020 20

Generally speaking, many of the courses in Languages fulfill a wide range of general education requirements as the study of foreign language takes place alongside the study of the country from which the language originates—and this includes history (often in relation to Hawaiʻi), religion & festivals, social customs, music, geopolitical tensions, literature, music, art, etc. However, the study of foreign languages also helps English speakers better understand the role of grammar as a function of language—that these rules are also tied up with the socio-political aspects of the country (or countries) which use them. For example, the study of Spanish must look at the colonization of Latin America and how countries there have adapted to this imposed language, including pronunciations, vocabulary, and other elements that are not found in Spain. (For the entire comprehensive list, which includes Korean, see Appendix G)

One observation—cultural studies seem much more popular than active language learning in Japanese and Chinese. This may be one of the drawbacks of smaller programs such as UH Hilo’s Department of Languages. Students need to understand that cultural familiarity cannot substitute for language fluency. The department also recognizes that Asian languages are much more difficult to master given the complex writing and reading requirements that are not found in either Spanish or Tagalog (Filipino).

The charts below was pulled from UH Hilo’s IRO metrics for Program Review and offer additional insight into the Languages programs. (Please note that data was only available through 2018)

Table A (% of FTE for Writing Intensive (WI), Distance Education (DE), and General Education) reflects the strong service component of Languages, and verifies the strides faculty have made to certify their courses for a wide range of system requirements (Writing Intensive) and General Education. One area that has been inconsistent is Distance Learning—moving towards offering certificates and even the Japanese Studies major are 50% or more online may possibly widen the appeal for UH Hilo students in other majors and for UH system students outside of UH Hilo who often take online courses to augment their GE education.

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Table A

% of FTE for Writing Intensive (WI), Distance Education (DE), and General Education

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The data in Table B (FTE Breakdown by College) confirms the department’s belief that strong language skills are fueling enrollments by students in other colleges—this reflects the work of Chinese Studies to interface with the College of Business and Filipino Studies’ close relationship with the College of Agriculture, Forestry, and Natural Resource Management (CAFNRM).

Table B

FTE Breakdown by College

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In Table C, the data regarding majors shows for the years spanning 2005 through 2019, Japanese Studies BA program has been slowly increasing. The number of Japanese minors has also increased; the number of Japanese minors has been steady. Part of the rebound may be explained in the pivot away from the 4-day-a-week configuration. Back in AY 2013-2014, the roll-out of Freshmen Prebuilt Schedules (FREGAS) meant that the four-times-a-week class configuration for four-credit language courses came into direct conflict with most freshmen enrollment plans. Thus, the Department switched configurations and has been operating with 3 hours in class with mandatory one-on-one tutoring each week to ensure credit hour compliance. This change coincided with the rebound in the Japanese major and the increase in the Japanese Minor and the Chinese Studies Certificate. This move also coincided with a jump in SSH with increased pressure on SPAN 101 to briefly set course caps at 25 rather than 20. For additional discussion of students within the Japanese BA program, please see Attachment N.

Chinese Studies is lower than the Japanese major or minor—but this may be explained by the fact that this is the only certificate program that has not received lecturer support and is limited to 1 FTE.

Table C Enrollment

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Spanish and the Filipino Studies certificates are not reflected and are thus given in the table following:

Generally speaking, the faculty ratio is relatively low compared to other programs because languages is a skills based curriculum that relies on one-to-one speaking and recitation in order to master the correct sounds one uses in speaking but also the needed auditory practice to enable recognition of the nuances embedded in a foreign language. However, for languages that do not require a separate writing system (i.e. Spanish), the decision was made to host larger course caps of 25 as it would not impede instruction or learning; thus, the FTE to Faculty ratio for that language has increased over the past few years.

Academic Year 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-2020 2020-2021

Filipino Studies Certificate - - - 4 6 3 4 9 6 TBA

Spanish Lang for Careers Certificate - - - - 1 6 2 6 12 TBA

Table D

Average Class Size and Student-Faculty Ratio

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Overall, Languages is incurring steady increases in the number of majors, minors, and certificate holders. The Department continues to market foreign languages as a viable skill for undergraduates once they enter the job market. The increasing globalization and the emerging strength of both Asia and Latin America for economic development will mean demand for those who are at least familiar with the culture and hold a basic understanding of languages in these regions.

VII. Program Resourcing A review of the KFS financials (see Appendix K) dating back to 2013 show a steady expenditure of approximately $500,000 combined G (legislative) and TFSF (tuition-based) funding, until AY 2018-2019, when spending jumped to $633,124 (AY 2018) and $733,946 (AY 2019). Scrutiny of the figures reveals the following:

• Spending on travel increased dramatically as of AY 2017; however, much of these expenses were funded through internal awards/grants. For example, $1,413 in international travel in AY 2017 was through a Diversity Committee grant, which also underwrote the $1,875 for the theater rental that was levied against the budget in AY 2018. Other expenses were paid through the UH Hilo English Droste Endowment ($2500) and the UH Mānoa SEED ($2500). In AY 2019, $6,378—the whole of which came from the CAS Dean’s Professional Development Fund—was used by faculty to attend a multiplicity of conferences and other venues to pursue publication opportunities. It appears regular securing of travel awards, internal grants, and other such meritorious honors (as reported in the last column in the table on faculty productivity on pages 38 to 41) should be considered when looking at recordkeeping for codes 8040 Other Current Expenses as they can skew interpretations, especially in the new program metrics released in AY 2020-2021.

• Spending on student help also doubled from AY 2013 to AY 2019. Much of this is explained by the move to ease Languages classes off the 4-times a week meeting times to schedules that could accommodate the MWF and T/TH class times. However, to ensure credit hour compliance, teachers are having to staff additional one-on-one contact times themselves to maintain the fourth credit hour. All languages have also turned to increased (required) use of student tutors in the Language Lab—this carried through Spring of 2020, even with the sudden switched to DL.

• The most unstable aspect of the Languages budget is in terms of Lecturers, who have long supplemented instructional needs. Due to lower enrollments, the Japanese lecturer was let go by the end the AY 2018; however, costs have not gone down, but have instead increased. Part of this is due to the Filipino Studies Professor now serving as a Division Chair, meaning courses need to be cover by overloads, which added $13,895 in AY 2018-2019 and $7,377 in AY 2019-2020, as well as lecturer costs totaling $17,192 in AY 2019-2020. Because this was needed to cover the role of the Division Chair, it remains problematic that such costs be levied against the department and the “cost of the degree.” (For lecturer and overload associated with the release time of the current Division Chair, who is a tenured member of the Department, please see Appendix F, Fill Rates vs. Funding)

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One of the larger problems is the reversal of the instructor position in Spanish, which was based off a G-funded permanent position, back to lecturer status which means the department became responsible for the fringe costs once again. Fringe costs can add upwards of 52% to the credit cost. Back in 2017, the Division submitted a budget reduction plan at the request of the then Vice Chancellor of Academic Affairs (See Appendix B); that request wanted that costs would continue to climb given increasing enrollments in Spanish unless that need could be met with using a permanent position to offset the cost of fringe. As shown in the graph below, the anticipated increase in fringe cost for lecturers per year could rise to as much as $10,000.

For reasons unknow, the appointment of instructor was made in AY 2017-2018, rescinded the next year, then reinstated in AY 2019-2020. Those moves are recorded in the graph below, with the years the instructorship was in force substantially reducing the overall expenditure of tuition funding.

Of late the department has put in another justification for the lecturer in Spanish to be made into an instructor given the high SSH generation of this position, which augments the established tenured position:

Spring 2019 Enroll & fill rate

Fall 2019 Enroll & fill rate

Spring 2020 Enroll & fill rate

Fall 2020 Enroll & fill rate

Lecturer SPAN 101 19 (95%) SPAN 101 20 (100%) SPAN 101 17 (85%) SPAN 101 18 (90%) SPAN 101 17 (85%) SPAN 101 19 (95%) SPAN 101 21 (105%) SPAN 101 19 (95%) SPAN 101 20 (100%) SPAN 101 16 (80%) SPAN 101 18 (90%) SPAN 102 16 (80%) TOTAL SSH 224 220 224 212 Tenure track faculty

SPAN 102 17 (85%) SPAN 102 16 (80%) SPAN 102 18 (90%) SPAN 201 18 (90%)

SPAN 202 19 (95%) SPAN 201 18 (90%) SPAN 369 19 (95%) SPAN 369 17 (85%) TOTAL SSH 144 136 129 123

Spring 2016

Class Step Credit Cost

Fringe

Total Spring 2017

Class Step Credit Cost

Fringe

Total Cost Difference AY to AY

LECTURER SPAN 101

B $6,868 $2,843 $9,711 LECTURER SPAN 101

B $7,144 $3,628 $10,772 +$1,061

LECTURER SPAN 101

B $6,868 $2,843 $9,711 LECTURER SPAN 101

B $7,144 $3,628 $10,772 +$1,061

LECTURER SPAN 101

B $6,868 $2,843 $9,711 LECTURER SPAN 101

B $7,144 $3,628 $10,772 +$1,061

LECTURER lab B $1,715 $39 $1,754 LECTURER lab B $1,786 $41.44 $1,827 +$73 TOTAL INCREASE FROM PREVIOUS YEAR $10,557

Expenditure YTD Row Labels 2015 2016 2017 2018 2019 2020 B300-Lecturer Payroll 53,682.31 97,503.28 109,422.24 61,677.41 145,305.99 31,267.93 C100-Salaries & Wages 38,516.13 64,332.01 72,584.19 41,362.80 90,480.06 23,076.00

C101-Overload 3,302.00 6,371.69 3,572.00 4,402.00 2,245.00 C105-Fringe Benefits 11,864.18 26,799.58 33,266.05 20,314.61 50,423.93 5,946.93

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Using lecturers to teach a full-time load is simply cost ineffective since anyone teaching over 9 credits makes UH Hilo responsible for high fringe costs. Instead, the occasional lecturer may be better suited to occasionally augment other programs, such as a Filipino Studies and Chinese Studies, (For the full cost analysis of the Spanish language instructor, please see Appendix H.1 and Appendix H.2)

As stated earlier, administration has recently released new data metrics to help evaluate program efficiency. While these new metrics are not yet available on our website, the following is a truncated look at the kinds of data that will be sued to evaluate the efficacy of programs:

A $ per degree

B Cost per SSH (A/C)

C SSH per FTE instruction

’15-’20 change

Declared majors 2020

’15-’20 SSH total

%SSH generated by non tenure-track (2019-2020)

6 year graduation rate FTFF (1st semester)

6 year graduation rate FTFF (last semester)

Languages $126,755 $299 424 -1.6% 33 13152 32% 100% 82% PA $183,627 $296 351 5.1% 20 9271 78% 80% 71% English $55,333 $253 408 -1.4% 52 19925 68% 40% 40% History $38,929 $320 403 -14.6% 13 9171 45% 47% 50% Math $124,409 $193 514 -5.9% 13 26511 59% 46% 75% Chemistry $91,522 $266 667 -10.9% 20 16102 14% 37% 70%

One of the corrections that needs to be made is to the calculations of the cost of the degree. Because Spanish, Chinese, and Filipino do not serve the Japanese Studies BA, the cost of the degree has been recalculated and adjusted (green):

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 ’15-’20 change

Degrees awarded

7 8 13 8 5 -64%

Instructional Salary Expense per Degree

$76,428 $67,669 $47,352 $87,683 $118,019 54%

Salaries $534,996 $541,514 $615,581 $701,462 $590,097 10% Adjusted Salaries

$275,512 $263,606 $323,256 $339,616 $245,754 -10%

Adjusted Salary Expense per degree

$39,358 $32,950 $24,865 $42,452 $49,150 24%

When adjusted, the salary expense of the Japanese degree pretty much falls in the lower range of other service programs: English ($53,712), Philosophy ($63,8410), Chemistry ($81,068), and Math ($121,742).

While there’s no doubt that Japanese Studies needs to increase the number of majors in order to stay viable, the fact that this degree boast a 100% 6-year graduation rate for first-time, full-time freshmen who declare the major in their first semester shows that the interest to complete the degree is strong from the very beginning. This suggests recruitment efforts should also include more outreach to local high schools where Japanese language programs are popular as opposed to trying to recruit among incoming undeclared freshman.

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The last two items for consideration are facilities and external funding.

The only facilities maintained for the Languages Department is the Language Lab, which was fully refloored and a new large video monitor was installed thanks to a one-time bequeathal from a Chinese Studies supporter (Gordon Ching of HAWCC) and additional funding from Auxiliary Services in AY 2017-2018. There are no future costs associated with this facility.

Overall, the Department has been very good at soliciting grants, including a large infusion by the Korea Foundation to start up first-year Korean. However, the cost establishing this language on a permanent basis would have fallen to the University; the cost of undertaking the required cultural aspects required by the South Korean Government’s Korea Foundation also proved unsustainable. Per pages 13 through 17 of the final report to the Korea Foundation in Appendix D, the amount of both work and matching funding to sustain Korean language and cultural studies made continuation of this venture fiscally unsound.

Thus in response to the second major recommendation of the 2006 External Review, looking to bring in external grants may not be feasible for long-term support of Languages as most grants would require the University to eventually absorb the cost as a regular expenditure. What may be more appropriate is for the faculty to look to such sources to support their extracurricular activities (including festivals and other cultural events). If the University is interested in external funding, then helping the Department to seek endowments to fund positions may be a better option since there is strong community support for cultural studies.

VIII. Evidence of Program Quality

PART A: Goals for Student Leaning in the Major The last Program Review for Japanese Studies (2006) focused only on the Japanese B.A. This focus left the subsidiary certificate programs to develop their own SLOs in silos—with the exception of LANG 200 (which offers broad coverage of the development of symbolic characters as the basis for languages in Asia), there was little interaction between the disparate focuses. And although there were specific programmatic and student learning outcomes for each degree/certificate, no comprehensive assessment was undertaken to ascertain student learning across these areas.

Rather than reproducing these SLOs in detail here, the Department has put forth the Core Competency Assessments that were required for the University. These assessments were part of annual data collection to satisfy WSCUC accreditation standards set for all four-year higher education institutions in the California-Hawaiʻi-Guam region.

Participation was mainly undertaken in Japanese; Spanish was also included in the 2019-2020 assessment of Diversity and Inclusion.

PART B: Core Competency Assessment

The Japanese Studies Program has been engaged with measuring students’ performance since the inception of the annual assessment of WASC Core Competencies in 2012-2013.

1. COURSE: JPN 451 (WRITTEN COMMUNICATION, AY 2013-2014)

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ASSIGNMENT: Students will analyze the history and culture of Japan in relation to its language in a 7-10 page research paper in standard MLA format. DATA (MEASUREMENT OF THE COMPETENCY): Readers undertook a blind reading of fourteen (n = 14) papers; each paper was read by two readers. In the instance that two papers received scores more than 1 point apart, they were given to a third reader for better inter-rater reliability. The results showed that more than 50% of students fell below “Competency—3” and that many exhibited difficulty with the content (average = 2.42). The readers made the following observations: (1) Some papers seem more descriptive as opposed to analytical; (2) One paper was almost fully plagiarized which was why the scores were removed (#007); (3) Some papers fell short of the original length or actual purpose of the assignment; and (4) Some papers exhibited problems maintaining a logical train of thought and/or comprehensive thesis (argument), resulting in going off-topic or drifting away from the original thesis.

Line of Reasoning

Org/Structure Content Language/Grammar

Average

Paper 1 Reader 1 3 3 2 3

Reader 2 3 3 2 3

3 3 2 3 3.5


Reader 2 3 3 3 3

3 3 3.5 3.5 3.25


Reader 2 2 2 2 2

2 2 2 2.5 2.125


Reader 2 2 2 3 2

2 2 2.5 2 2.125


Reader 2 3 3 2 3

3 3 2 3 2.75


Reader 2 3 3 3 3

3 3 3 3 3

Paper 7 Reader 1 * * * *

Reader 2 * * * *

* * * * *

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Reader 2 3 3 3 3

3 3 3 3 3


Reader 2 3 2 2 2

3 2 2 2.5 2.125


Reader 2 3 3 3 3

3 3 3 3 3


Reader 2 2 2 2 2

2 2 2 2 2


Reader 2 3 3 3 3

3 2.5 2.5 3 2.75


Reader 2 2 2 2 2

2.5 2 2 2.5 2.25


Reader 2 2 2 2 3

2 2 2 3 2.25

AVERAGE 2.63 2.5 2.42 2.76

ACTION TAKEN IN RESPONSE TO DATA (CLOSING THE LOOP): The instructor of the course will begin requiring multiple drafts of papers prior to final submission. Students who exhibit difficulties will be asked to report to Kilohana for tutoring services. The department will also consider requiring more writing assignments in lower-division courses.

2. COURSE: JPN 451 (WRITTEN COMMUNICATION, AY 2017-2018) ASSIGNMENT: 7-10 page research paper in standard MLA format DATA (MEASUREMENT OF THE COMPETENCY): Two readers not affiliated with the Department undertook a blind reading of fourteen papers submitted to the Assessment Support Committee. Readers noted that unlike earlier years, this group of students did poorly in Line of Reasoning, with a handful of students ranking far below “Competent.”

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Paper Reader Line of Reasoning

Org / Structure Content Language / Grammar

Average

1 1 2 2 2 3

2 3 2 3 3

Average 2.5 2 2.5 3 2.5

2 1 2 2 2 2

2 1 2 1 3

Average 1.5 2 1.5 2.5 1.875

3 1 2 2 2 2

2 3 2 3 3

Average 2.5 2 2.5 2.5 2.375

4 1 3 2 3 3

2 3 2 2 3

Average 3 2 2.5 3 2.625

5 1 3 3 3 4

2 3 4 3 3

Average 3 3.5 3 3.5 3.25

6 1 2 2 2 3

2 3 3 3 3

Average 2.5 2.5 2.5 3 2.625

7 1 2 3 2 2

2 3 3 3 3

Average 2.5 3 2.5 2.5 2.625

8 1 2 2 2 3

2 3 3 3 3

Average 2.5 2.5 2.5 3 2.625

9 1 2 1 2 2

2 2 2 2 2

Average 2 1.5 2 2 1.875

10 1 2 3 3 2

2 2 3 2 2

Average 2 3 2.5 2 2.375

11 1 2 2 1 1

2 2 2 2 2

Average 2 2 1.5 1.5 1.75

12 1 1 2 1 2

2 1 2 2 2

Average 1 2 1.5 2 1.625

13 1 1 1 1 2

2 1 2 2 2

Average 1 1.5 1.5 2 1.5

14 1 2 1 2 2

2 2 2 2 1

Average 2 1.5 2 1.5 1.75

AVG

2.142857143 2.214285714 2.178571 2.428571429

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ACTION TAKEN IN RESPONSE TO DATA (CLOSING THE LOOP): The instructor of the course will begin requiring multiple drafts of papers to be revised with a spot comment and conference before final submission. The department will meet to discuss the results of the assessment to improve writing assignments in other WI courses.

3. COURSE: JPN 451 (INFORMATION LITERACY, AY 2015-2016) ASSIGNMENT: Students will analyze and interpret research activities and applied theories in a well-composed essay with fluid sentence structure, proper grammar, punctuation and spelling; 6-10-page research paper that includes an introduction, a literature review, results and discussion, and a conclusion (which is a summary of findings). DATA (MEASUREMENT OF THE COMPETENCY): The assessment committee found that none of the papers (n=16) exhibited competency in information literacy. Ten (1) were rated as approaching competency whereas six (6) were clearly struggling and thus ranked as “beginning.”

Paper Reader Document Conventions

Appropriateness of Sources

Evaluating Sources

Integrating Sources

Average

1 1 0 3 2 2

2 0 3 2 2

Average 0 3 2 2 1.75

2 1 2 1 1 1

2 1 1 1 1

Average 1.5 1 1 1 1.125

3 1 2 2 2 2

2 2 3 2 2

Average 2 2.5 2.5 2 2.25

4 1 3 3 3 3

2 3 3 2 3

Average 3 3 2.5 3 2.875

5 1 1 1 1 1

2 1 1 1 1

Average 1 1 1 1 1

6 1 1 2 1 1

2 1 1 2 1

Average 1 1.5 1.5 1 1.25

7 1 2 3 2 2

2 2 3 2 3

Average 2 3 2 2.5 2.375

8 1 2 3 2 2

2 2 3 1 1

Average 2 3 1.5 1.5 2

9 1 2 3 2 2

2 2 2 2 2

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Average 2 2.5 2 2 2.125

10 1 3 2 2 3

2 3 2 2 3

Average 3 2 2 3 2.5

11 1 2 3 2 2

2 2 2 2 2

Average 2 2.5 2 2 2.125

12 1 1 1 1 1

2 1 1 1 1

Average 1 1 1 1 1

13 1 1 1 1 2

2 2 3 1 2

Average 1.5 1.5 1 2 1.5

14 1 3 4 2 2

2 3 3 2 2

Average 3 3.5 2 2 2.625

15 1 2 2 2 2

2 2 2 3 3

Average 2 2 2.5 2.5 2.25

16 1 2 3 2 2

2 2 3 2 2

Average 2 3 2 2 2.25

Total Average 1.83 2.3 2 2 2.25

ACTION TAKEN IN RESPONSE TO DATA (CLOSING THE LOOP): The languages faculty will meet to discuss results and current instruction on information literacy in their courses.

4. COURSE: JPN 370 (ORAL COMMUNICATION, AY 2016-2017) ASSIGNMENT: Students will present their projects with their visual aids such as photos and objects in an oral presentation that analyzes the history and culture of Japan in relation to its language. DATA (MEASUREMENT OF THE COMPETENCY): Two faculty took part in evaluating ten (n=9) oral presentations. Students were strongest in Language (3.5), but needed more practice for Delivery (3.27). But overall, students showed a very high level of competency across the board for the four descriptors per this Core Competency.

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Presentation Evaluator Organization &

structure Content Language Delivery

1 1 3 3 4 4 2 3 3 3 4

AVG 3 3 3.5 4 2 1 4 4 4 4

2 4 4 4 4 AVG 4 4 4 4 3 1 3 3 4 2

2 3 3 4 3 AVG 3 3 4 2.5 4 1 4 4 4 4

2 3 3 3 4 AVG 3.5 3.5 3.5 4 5 1 3 3 4 3

2 3 3 2 3 AVG 3 3 3* 3 6 1 4 2 3 2

2 3 3 3 3 AVG 3.5 2.5 3 2.5 7 1 4 2 4 4

2 3 3 3 3 AVG 3.5 2.5 3.5 3.5 8 1 4 4 4 3

2 4 3 3 3 AVG 4 3.5 3.5 3 9 1 3 3 3 4

2 3 3 3 3 AVG 3 3 3 3.5 OVERALL AVG 3.38 3.11 3.44 3.33

ACTION TAKEN IN RESPONSE TO DATA (CLOSING THE LOOP): In Spring 2018 the Japanese Studies program will discuss the results of the Oral Communication assessment to create activities in the program to improve students’ oral communication skills.

5. COURSE: LANG 200 (DIVERSITY & MULTICULTURALISM, AY 2019-2020) ASSIGNMENT: Survey DATA (MEASUREMENT OF COMPETENCY): Six (6) short answer surveys were completed March 11, 2020 in SPAN 369. And another seventeen (17) one week later in LANG 200—a gateway course for both the Japanese BA and an elective for the Chinese Studies Certificate. In SPAN 369, none of the respondents are seeking Japanese Studies BA; only three (3) noted they were taking the Spanish Certificate (one also taking the Filipino Studies Certificate). In LANG 200, eight (8) respondents identified as Japanese Studies majors, five (5) as Japanese Studies minors, and one each seeking the Chinese Studies Certificate (1) and the Filipino Studies Certificate (1). And of the

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seventeen in LANG 200, ten indicated they were taking the course to fulfill the HPP/GCC requirements. Per the following statements, students in both Department of Languages classes appear to see their courses as having a direct impact on their understanding of both themselves and the larger world: LANG 200

• My Japanese history class helps me to place my cultures, my ancestors’ culture, Hawaiian culture & other culture into perspective through the lens of history & how to AVOID the failures of the past while celebrating & supporting the successes going forward. In my LANG 200 course, we travelled to various cultural sites. I found that there was previously as many as 10 Shinto Shrines on the Big Island where there is only 1.

• My minor, Japanese Studies, is helping me to understand the relevance of Japan in our local society. Filipino Studies is helping me understand the complex history of Filipinos in Hawaii and how it is the new generation’s job to pass down that knowledge. . . . By engaging in more cultural activities for my Japanese minor and Fil[ipino] Studies certificate, I gain more insight on how I can help spread and participate in more activities and how it relates to me and my own background.

• JPNS 101-102 in Sense of Place in [has] helped me to better identify with my Japanese roots, enabled me to feel closer to my home culture. . . . JPNS 201-202 –Sense of Place—allowed me to better communicate with my grandmother and gave me a sense of belonging with my Japanese side of the family. LANG 00—Sense of Humanity—learned more of other Asian countries and how it influenced my own Japanese culture.

• I think the class that has helped me understand Hawai‘i the most would probably be . . . Japanese 340 for cultural aspects. . . . In the Japanese program and especially the Japanese Club has taught me a lot about Hawai‘i and its connections with other countries. The Club again helped me with kakou [Sense of Humanity] because it’s a bunch of people from people from all over the world & country together with the singular goal of learning more about Japan and wanting to make connections. . . . Studying Japanese, I feel has helped me gain a sense of self to realize what I am truly interested in and my strengths and weaknesses.

• LANG 200 receives 4s in A [Sense of Place], B [Sense of Humanity], and C [Sense of Others] categories as it examines Hawaiian and immigrant cultures, supports interaction, respect for different cultures, and understanding even if you don’t agree.

However, while students in SPAN 369 also noted positive experiences in learning about Diversity and Multiculturalism, they did not cite the actual class itself as making any kind of impact despite the fact that the class focuses on the history and the experience of people in Latin America. Part

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of this discrepancy may be due to the administrator of the survey not being able to meet with the students to explain the purpose and methodology:

SPAN 369

• Absolutely my major and certificate [Spanish Language] have taught me that nothing in this world happens in a vacuum and that all of our problems are connected. AS a result, when one group’s safety is under threat, all of our safety is under threat. I believe in general, my curricular programs have taught me this. . . . Certainly learning the history and complexities of human society over the years has made me reflect on who and where I came from. When we only know our people and our homeland I think we lose sight of the bigger picture and we fail to understand what makes us unique and why and how we fit into our surroundings. I think discovering that would benefit us all.

• I am more education on Latin America. • In my Filipino classes (354 & 330) they told us about Filipinos in Hawaii (how they arrived

here, where in Hawaii & their life in Hawaii). . . . All of my classes shaped me by diverse experience because we talked / had a lesson about international relationships with other countries & it gave us an insight to be more aware of other cultures as how they act & how different their customs are.

These assessments are all posted on the University’s accreditation website: https://hilo.hawaii.edu/blog/accreditation/b-a-japanese-studies-ieei/

PART C: Programmatic Assessment

The Director of Chinese Studies undertook an analysis of service-learning as part of the department’s mission to include outreach as a major component of certificates and the degree. Working with the ALO, the Director developed and tested an assessment paradigm that could possibly be adapted by other languages. Based on a draft curriculum matrix (which will be further discussed in the next section), a rubric specific for service learning was developed:

https://hilo.hawaii.edu/blog/accreditation/b-a-japanese-studies-ieei/

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Scoring

Group Work Engagement with Public Communicating the

Importance of the Activity

Excellent 3

All members work well together. Each enhances the other. Needs little oversight from the teacher.

Students exhibit a high level of engagement with the audience; invite participation from audience.

Introduction to the performance is very articulate and conveys important detail and insights into the significance of the dance/play.

Minimal competence 2

Group members work well together but may need regular guidance by the teacher.

Performance is engaging and entertaining.

Introduction is basic and gives the audience an adequate explanation of what is being performed.

Needs improvement 1

Group cannot work together—members make no effort to help each other.

Performance is poorly executed and little attention given to audience.

Introduction is highly problematic. Audience members may still have trouble understanding the importance of the act.

Chinese Studies proceeded to utilize this rubric for different public events. The first event was the Spring Chinese New Year—Lantern Festival in Spring of 2019. The event was held on campus, but included invitations to the broader public to join. All Chinese 101 and Chinese 320 students were required to attend and participate. Their task was to demonstrate key elements of Chinese culture which included introductions and explanations in English. Students were ranged into mixed groups which allowed first year students to work with more advanced ones. In the second event, which was held during spring break of the same semester, students from Chinese 320 participated in “Keiki Camp,” a camp dedicated to the local children learning about various cultural traditions, which was offered through the Center for Community Engagement. Chinese 320 students hosted its first day event: “China Culture Day.” In this event, activities and explanatory materials (including introductions) had to be geared to a very specific audience.

All groups were evaluated using the rubric by both the instructor of the course and a local Chinese community member with no affiliation with the university. Scores are as follows:

Chinese Service Learning Project—2019 New Years

Group Work Engagement with the Public Communicating Importance of the Activity

Group 1 Chinese Fan Dance

Evaluator 1 3 3 3 Evaluator 2 3 3 3

Group 2 Martial Arts Demo


https://hilo.hawaii.edu/news/press/release/2226

https://hilo.hawaii.edu/news/press/release/2226

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Group 3 Creative Posters and Display for Presentation Area


Group 4 Chinese Lantern Making Station


Group 5 Chinese Paper Crafts


Group 6 Twelve Cycle Zodiac Display


Group 7 Chinese Calligraphy Station


n = 7 57% agreement Correlation = .09, p = .843 k = .05, p = .873

AVGERAGES Evaluator 1: 2.85 Evaluator 2: 2.71



Chinese Service Learning Project—Keiki Camp

Group Work Engagement with the Public Communicating Importance of the Activity

Group 1 Chinese Fan Dance Performance


Group 2 Chinese Shuttlecock Interactive Demonstration


Group 3 Chinese Fan Dance “Class”


Group 4 Chinese Martial Arts “Class”


Group 5 Chinese Character Puzzles


Group 6 Paper Dragons


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Group 7 Auspicious Signs (Crayon Art Table)


Group 8 Peking Opera Masks


Group 9 Chinese Zodiac Games


Group 10 Chinese Paper Crafts


Group 11 Lantern Making and Lantern Riddles Station


n = 11 45% agreement Correlation = .23, p = .500 k = .07, p = .760




Upon reflection on the scores, the instructor felt that the gaps in scoring were due to different times when either the instructor or the second evaluator witnessed the activities—because observations were done at different times, they may reflect what was seen at that moment. For the future, better calibration may be needed to ensure consistency in scoring. The instructor also believes scheduling events for later in the semester and giving out clearer guidelines (including the rubric) may help students better understand what is to be expected of them.

Overall, the instructor was pleased with the results and felt the scoring indicated students were on task with learning both language and culture. More importantly, as presentations were in English, students were also practicing and demonstrating skills in Oral Communication, which is an area that would be prime for continual core competency assessment. More importantly, when the instructor asked for student feedback on this work, students came away with “a sense of achievement and contribution to the community.”4 Regarding the Spring Break Keiki Camp in particular, “every student reported to the class what they did and every student indicated they really had a valuable time interacting with the community, and felt happy by sharing what they learned in class with the public. They all said the service-learning event made them like what they are learning even more, namely, Chinese cultural traditions.”

4 Email, Jiren Feng to Seri I. Luangphinith, September 3, 2020.

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PART D: Future Assessment Plans

As stated earlier, up through 2019, the Department hosted separate learning outcomes for each individual certificate; however, to better link to the larger Institutional Mission, the faculty developed the following, broader learning goals. The following are the general student learning outcomes for all of our certificate programs and the BA in Japanese. Upon graduation with a credential from this Department, students will be able to:

• Use the appropriate vocabulary and grammar (sentence patterns) for various contexts (i.e. informal conversation, business environments, academia, professional settings)

• Identify and respond appropriately to cultural and/or social contexts of language use • Articulate the importance of another culture (Cultural Competency)—this may include the history

and/or historical development of a foreign language; how that language may have changed over time; what important events have impacted the language, literature, and culture of a place; and, how the language is continuing to evolve vis-à-vis pop culture and current events.

The Department is currently scrutinizing student assignments for appropriateness in assessing the above stated SLOs. The Department is currently scrutinizing student assignments for appropriateness in assessing the above stated SLOs. Sustainable annual assessment is currently being developed.

Course

Program Learning Outcome 1: Use the appropriate vocabulary and grammar (sentence patterns) for various contexts (i.e. informal conversation, business environments, academia, professional settings)

Students can correctly identify the proper words

for English equivalents (vocabulary)

Students can identify the proper

verbs and their forms (past,

present, future tense) to complete sentences correctly

(grammar)

Students demonstrate proper usage of

informal or formal language per

appropriate context

Student demonstrate understanding of writing systems

(social context of language)

CHNS 101 I I I I CHNS 102 I I I I CHNS 201 I D I I CHNS 202 I D I I FIL 101 I I I, D NA FIL 102 I, D I, D D NA FIL 200 I, D I, D M NA JPN 101 I I I I JPN 102 I, D I, D I I, D JPN 201 I, D I, D I, D I, D JPN 202 I, D I, D I, D I, D JPN 301 D M D, M I, D

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JPN 302 D M D, M I, D SPAN 101 I I I I SPAN 102 I, D I I, D I, D SPAN 201 I, D I, D ID D SPAN 202 I, D I, D D D

Course

Program Learning Outcome 2: Identify and respond appropriately to cultural and/or social contexts of language use

Can identify and use proper terms

for kinship and other social

networks (i.e. family, elders, etc.)

Able to recognize and use honorifics and other cultural

etiquette as needed (i.e greetings, address, etc.)

Able to differentiate different regional differences in the

language (i.e. urban/rural slang,

dialects, etc.)

Recognizes and can explain the cultural

significance of sets of vocabulary (i.e.

traditional clothing, food, religious events,

etc.)

CHNS 101 I I I I CHNS 102 I I I I CHNS 201 I I I I CHNS 202 I I I I FIL 101 I I I I FIL 102 I, D I, D I, D I, D FIL 200 I, D I, D I, D I, D JPNS 101 I I NA I JPNS 102 I I NA I JNPS 201 I I NA I JPNS 202 I, D I, D NA I, D JPNS 301 I, D I, D NA I, D JPNS 302 D D NA D SPAN 101 I I I I SPAN 102 I, D I, D I, D I, D SPAN 201 D D I, D D SPAN 202 D, M D, M D D

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Course

Program Learning Outcome 3: Articulate the importance of another culture (Cultural Competency)—this may include the history and/or historical development of a foreign language; how that language may have changed over time; what important events have impacted the language, literature, and culture of a place; and, how the language is continuing to evolve vis-à-vis pop culture and current events.

Identify and insightfully analyze the social and

cultural context of “texts” (films, stories, poems,

etc.)

Correctly identify and/or use

proper terms and concepts

associated with traditional

culture

Conduct independent and original research

using substantiated sources on the

social, economic, and political context

of culture

Can articulate the

importance of cultural texts or practices

Can identify and avoid, or identify and critique misconception of the

culture, history, and/or other social contexts of

Japan, China, the Philippines, or Latin

America CHNS 101 I I I I I CHNS 102 I I I I I CHNS 201 I I D D I CHNS 202 I I D D I CHNS 320 D D D D I CHNS 350 D D I, D D I CHNS 360 I, D D I, D D D CHNS 381 I, D I, D I, D D, M D FIL 101 I I I I I FIL 102 I, D I, D D I I FIL 200 D, M D, M D, M I, D I, D FIL 330 D, M D, M D, M I, D D FIL 331 D, M D, M D, M D D FIL 333 D, M D, M D, M D D FIL 354 D, M D, M D, M D D FIL 430 D, M D, M D, M M M FIL 431 D, M D, M D, M M M FIL 432 D, M D, M D, M M M JPNS 101 I I I I I JPNS 102 I I I I I JPNS 201 I, D I, D I, D I, D I, D JPNS 202 I, D I, D I, D I, D I, D JPNS 280 I, D I, D I, D I, D I, D JPNS 301 D, M D, M D, M D, M D, M JPNS 302 D, M D, M D, M D, M D, M JPNS 345 D, M D, M D, M M M JPNS 361 D, M D, M D D, M D, M JPNS 370 D, M D, M D, M M M JPNS 373 D, M D, M D, M D, M D, M JPNS 380 D, M D, M D, M M M JPNS 382 D, M D, M D, M M M JPNS 383 D, M D, M D, M M D

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JPNS 384 D, M D, M D D, M D, M JPNS 385 D, M D, M D D, M D, M JPNS 422 M M M M M JPNS 425 D N/A N/A D N/A JPNS 451 D, M D, M D, M M D JPNS 452 D, M D, M D, M M M JPNS 481 M D, M M M M JPNS 495 D, M D, M D, M M M LANG 200 I I I I I SPAN 359 I, D I, D I, D I I, D

PART E: Quality and Rigor of Faculty Research

Another key hallmark for a department’s success also lies in the ability of faculty to undertake research as required by the Collective Bargaining Agreement, which serves as a framework for tenure and promotion. All tenure-track and tenured faculty receive a full 3-credit reduction in workload to meet this requirement, which is evidenced in the compilation of publications, conferences, and external grants received.

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Name of Faculty and

Rank

Publications since 2015 Below is a sampling of Books (black), First Author

Peer-reviewed journal articles (green), and last major conference paper (red) only.

(For full CVs of each faculty member, see Appendix L)

Grants and Amounts

Jiren Feng, Associate Professor

• The Song-Dynasty Official Architectural Treatise Yingzao Fashi, with A Complete Annotated English Translation, Hangzhou (PRC), 2022—forthcoming.

• “The entanglement of technology and culture: A new study of the Northern Song imperially-commissioned building manual Yingzao Fashi”, Zhonggu Zhongguo yanjiu (Medieval China) vol. 2 (2018 Dec): 165-189, Shanghai: Zhongxi shuju.

• Book chapter: “Roof”, by Jiren Feng, Fang Zhenning, Stephan Petermann, in Rem Kookhaas etc., Elements of Architecture (2,333pp), pp. 387-542. Koln: Taschen, 2018.

• “Intertwined cultures in the Qing-dynasty architectural terminology: The building knowledge presented in the Gongcheng zuofa (Construction Methods, 1734)”, Annual meeting of the Society for the History of Technology (SHOT), Singapore, June 22-26, 2016.

1. Kyoto University (Japan), Institute for Research in Humanities. Visiting Research Scholarship, 2020 July-Sept. Project: “Philological Studies of the Yingzao Fashi (Building Standards)”, a project to facilitate in the completion of a new book. JPN Yen 550,000/ month, equal to $5,500/month, $165,000 for 3 months. (postponed until 2021)

2. University of Hawaii at Hilo/ College of Arts and Sciences Faculty Teaching Development Award (Fall 2020, $500)

3. University of Hawaii at Hilo/ College of Arts and Sciences Faculty Teaching Development Award (Spring 2020, $1,500)

4. University of Hawai’i at Hilo/ College of Arts and Sciences Faculty Research Small Grant (Spring 2019, $1,500)

5. University of Hawai’i at Hilo/ College of Arts and Sciences Faculty Teaching Small Grant (spring 2019, $1,000)

6. Full travel grant offered by Virginia Polytechnic Institute and State University (Virginia Tech) for giving filmed lectures on Chinese architecture as part of “The Architectural History Video Timeline” sponsored by Global Architectural History Teaching Collaborative (GAHTC) and Virginia Tech, April, 2018.

7. University of Hawai’i at Hilo Research Council Travel Award (Spring 2016, $2,200 )

Yoshiko Fukushima, Professor

• Fukushima Y. & Makishima, M. Trans. “Requiem for the Family Grave.” Written by Mie Makishima. 2018. Broadcasted on June 23 2019 WPAT 9:30 am. New York City

• Fukushima, Y. "Noda Hideki’s The Bee and Being Transnational/International" Transnational Performance, Identity and Mobility. Edited by Iris H. Tuan and Ivy I-Chu Chang. London & New York: Palgrave MacMillan: 2018. 105-122.

• Fukushima Y. & Makishima, M. Trans. “Wolves of the Hudson.” Written by Mie Makishima. 2017. Broadcasted on December 30 2017 WPAT 9 pm. New York City

• Fukushima Y. & Makishima, M. Trans. “The Universe, a Recycle Shop.” Written by Mie Makishima. 2016. Broadcasted on March 25 2016 WPAT 9 pm. New York City

• Fukushima Y. “Asakusa Opera” “Enomoto Kenichi””Fukukawa Roppa” “Imperial Theatre” “ Shochiku Company Limited” “Soganoya Goro.” In Routledge Encyclopedia of Modernism. Ed. By Stephan Ross. London and New York: Routledge:

University of Hawai’i at Hilo Research Council Travel Awards: $2,200 (2016) & $2,200 (2018)

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2016. [Internet Publication, https://www.rem.routkledge.com/]

• Fukushima, Y. “Ancient Magic in Iida Shigemi’s Documentary Dance Theatre.” Book of Abstracts. IFTR 2016. Presenting the Theatrical Past. Stockholm. June 13-17 2016: p. 832.

• Fukushima, Y. “Kazuo Kuroki/Inoue Hisashi’s Chichi to Kuraseba: Remember. Protest and Return to Ordinary Life.” In Enola’s Light: Japanese Cinema and A-Bomb. Edited by Matthew Edwards. Jefferson, NC: McFarland 2015: 171-183.

• Fukushima, Y. “Contemporary Japanese Women’s Theatre and Visual Arts: Performing Girls’ Aesthetics.” In Asian Theatre Journal [ISSN 0742-5457]. Vol. 34, no 2. Fall 2017.

• “Josephine Baker and Japan’s ‘Erotic, Grotesque Nonsense’, in The Panel: Changing the World by Performing Diaspora. The 43rd Comparative Drama Conference: Text and Presentation, Orlando FL. April 2-4, 2019.

Masafumi Honda, Associate Professor

• Honda, M. (2020). “Kakuma: A Borrowed Word.” History of Japanese Vocabulary Studies, eds. M. Shimada, H. Takahashi & M. Honda. Tokyo: Izumi Shoin Press, Tokyo [Japan], 2020. 75-90.

• Honda, M. “Assimilation of Japanese Words into the Common Language in Hawaii.” Journal of East Asia Japanese Language Education and Japanese Studies Association, no 20, 2017. 115-133.

• Honda, M. “Japanese History in Hawaii,” Association of Nikkei and Japanese Abroad, Tokyo, 2019.

Co-Principal Investigator (with Dr. Testuo Koyama). The Cherry Blossom Tree Planting and Japan-US Friendship Cultural Event Initiative Grant, JCAW Foundation, 2014-2016, $10,000.

Rodney Jubilado, Associate Professor

• Jubilado, R. (2017). Ang Pilanduk ug ang Buaya. Kuala Lumpur: University of Malaya Press.

• Jubilado, R., Ingilan, S., & Dumanig, F. (2015). Expressing Profanity in Cebuano and Bahasa Sug. JATI Journal of Southeast Asian Studies: 20, 214-238.

• Jubilado, R. (2016). Where is the CR? A Description of the Philippine English in Hawaii. Philippine ESL Journal 17 (2), 88-103.

• Jubilado, R. (forthcoming). Asian Food in Hawaii: The Filipinos and Their Food in the Big Island. JATI Journal of Southeast Asian Studies [forthcoming].

Faith N. Mishina, Professor

• Mishina, F. (2016). Gabriel García Márquez’s Subversive Agenda: Architectures of Deception to Discredit the Non-Ending Colonial Status Quo. Champaign, IL: Common Ground Research Networks. ISBN: hard cover 9781612298979; paperback 9781612298986.

• Mishina, F. (2017). The Fire of Adversity in Latin America: Neoliberalism, Globalism, And Free Trade. Champaign, IL: Common Ground Research Networks. ISBN: hard cover 9781612299242; paperback 9781612299259.

https://www.rem.routkledge.com/

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IX. Future Goals The department may be said to be experiencing growing pains vis-à-vis these past six years of overall enrollment decline. There is much pressure on departments to boost majors and enrollments, and this leaves certificate programs in a difficult situation because they do not produce baccalaureate degrees. At the same time, given UH Hilo’s declining enrollment and shrinking tuition revenue, it may be unrealistic to urge certificate programs towards becoming independent baccalaureate degree granting ones.

• Mishina, F. 2015. The Latin American Indigenous Perspective in Three Recent Court Cases: Environmental Rights are Human Rights. The International Journal of Arts and Sciences 04(01), 7-18.

• Mishina, F. 2016. “Silenced Memory” and “The Eye That Cries: The On-Going

• Narrative of “Dos Demonios” in Guatemala and Perú.” The International Journal of Civic, Political and Community Studies Vol. 14 (3), 1-13.

• Mishina, F. 2016. “The Free Trade Agreements and Commissions that Led to the ‘Rigged’ Economic and Political Game in Latin America: Neocolonial Control, Porous Sovereignty and Limited Democracy.” The International Journal of Civic, Political and Community Studies. Vol 14 (4), 17-32.

• Mishina, F. 2017. “The Latin American Indigenous Struggle against Western Narratives and Citizenship to Create a Multiethnic Balance between Settler Nations and First Nations. The International Journal of Civic, Political, and Community Studies. Vol 15 (2), 11-24.

Yoshiko Okuyama, Professor

• Reframing Disability in Manga, the University of Hawaii Press (2020)--BOOK

• Japanese Mythology in Film: A Semiotic Approach to Reading Japanese Film and Anime. Lanham, ML: Lexington Books, 2015.

• Okuyama, Y. (2017). Semiotics of Otherness in Japanese Mythology. Disability Studies Quarterly, Vol. 37, No.1, Winter. (http://dsq-sds.org/article/view/5380)

• Okuyama, Y. (2015). Christian Martyrdom in Japanese Contexts: The Amakusa-Shimabara Revolt and Christian Martyrs. The International Journal of Religion and Spirituality in Society, 5(3), 33-41.

• Okuyama, Y. (2015). Deaf Adolescents’ Textisms. In Z. Yan (Ed.). Encyclopedia of Mobile Phone Behavior, Chapter 112, 1419-1430. Hershey, PA: IGI Global.

• “Destigmatizing Mental Illness in Tōjisha Manga”, Presentation in the Panel Titled: Precarity, Possibility, and the Paralympics: Revising Disability in Japan Association for Asian Studies Annual Conference, Denver, CO., March 21-24, 2019.

1. Northeast Asia Council (NEAC)/Association for Asian Studies (AAS) Grant (about $4,000) for research in Japan in preparation for my third book, 2020 (extended to 2021 due to the pandemic)

2. College of Arts and Sciences Faculty Research and Teaching Small Grants (about $4,000) to conduct teaching related research (short-term immersion ASL) at Gallaudet University, June-July 2019

3. National Endowment for the Humanities (NEH) Summer Institute Scholarship (about $3,000) to attend the summer institute at Gallaudet University, Washington D.C. 2018

4. Research Relations Grant, UH-Hilo (about $5,000) for research in Japan in preparation for my third book (contracted with Palgrave Macmillan) March 2018

5. Research Fellowship (about $4,000/month for six months), the Japan Foundation for research in Japan in preparation for my second book, Reframing Disability in Manga (UHP) 2016

http://dsq-sds.org/article/view/5380

http://dsq-sds.org/article/view/5380

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Inevitably, the immediate goal of the department should be bolstering enrollments and certificate completers given the fiscal situation.

Despite the fiscal crisis posed by COVID-19, the sudden conversion to online teaching has had a very positive impact on upper division enrollments across many of the non-language, upper division culture-based courses for FALL of 2020:

DL Course Subject Enrollment % fill Chinese 350 Chinese Folklore and Symbolism 22 88% Chinese 360 Chinese Culture through Film 25 100% Filipino 333 Filipinos in Hawaii 18 90% Filipino 354 Filipino Culture 19 95% Japanese 373 Performance Across Cultures 24 96% Japanese 385 Post-War Japan through Film 18 90%

While lower division Japanese language classes are still primarily attracting business and non-CAS majors, the enrollment in upper division Chinese and Japanese courses are now being filled by majors from Kinesiology and the related Exploratory Health program, which reflects the historic demographic profile of JPST 380 and 382, classes that have been routinely taught in DL modality. This suggests a possible avenue of exploration for these two languages to bolster enrollment. (See Appendix M for Japanese & Chinese course enrollment by majors).

On the other hand, the profile of Spanish language students is very different; per the current Fall 2020 enrollments for SPAN 101 and 102, the top three majors are: Psychology (10), (2) Business Administration (6), and Marine Science and Exploratory Health equally at 5 each. This validates the current track of the Spanish Language Certificate as supporting social services-related majors.

In the case of Filipino Studies, while high enrollment has led to many students technically being qualified to receive the certificate (see page 3 of Appendix E), the actual official receipt by students is low (see page 19). This suggests a probable advising problem—students need to be reminded to file for the certificate when applying for graduation.

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In conclusion, one of the strengths of the Languages department is its commitment to support other degrees by offering an “add-on” that has led to gainful employment. National data (table to the right) compiled from Georgetown University’s Center on Education and the Workforce shows that certificate programs, as opposed to a language baccalaureate degree, actually correlates to higher earnings in the workplace as well as lower debt overall (see table to the right). As such, offering multiple certificates arguably allows UH Hilo to boost the value of existing baccalaureate degrees, which suggest this may be the best niche for languages on this campus.

And perhaps more broadly communicating the opportunities students may find through languages in studying abroad will help boost the public profile of languages in general:

• Two UH Hilo students awarded prestigious scholarships now studying in Japan

• Three UH Hilo students study abroad on scholarships from host countries

In conjunction with this, recruitment efforts could also leverage language/cultural specific scholarships, such as the Japanese Community Association of Hawaii and the Asian Pacific Fund (for students of Asian heritage).

X. External Reviewers’ Reports Attach or insert here and include a response to recommendations.

XI. Academic Action Plan

TBA—this is drafted upon receipt of all reviews (external, ALO, Dean, and VCAA)

https://cew.georgetown.edu/cew-reports/collegemajorroi/

https://hilo.hawaii.edu/chancellor/stories/2015/09/30/two-uh-hilo-students-awarded-prestigious-scholarships/



https://hilo.hawaii.edu/chancellor/stories/2019/10/22/host-countries-japan-and-korea/



https://www.jcahawaii.org/

https://www.jcahawaii.org/

https://asianpacificfund.org/what-we-do/scholarships/apply-for-scholarship/

https://asianpacificfund.org/what-we-do/scholarships/apply-for-scholarship/

academic program review for the department of languages ay

Documents