BOML_CourseRedesign

Course Redesign Worksheet 1 – Results Course title: Hawaiian Language HA 101/102 Faculty name: Kumu Keahi Renaud

Part I: Writing Course Learning Outcomes (CLOs) For the purpose of this activity, please develop three to six course learning outcomes. Remember that learning outcomes should be specific and measurable and speak to what the students will be able to know, do, and value by the end of the course.

A full listing of Bloom’s action verbs can be found here

HUMANITIES & FINE ARTS: Mission & Description: The curriculum of the Humanities Major is designed to allow students maximum flexibility in developing a depth of interdisciplinary understanding in an issue area of academic interest that brings together disciplinary perspectives from the humanities, the arts, social and natural sciences.

Major Program Learning Outcomes Students successfully completing the Humanities major program will demonstrate: 1. An understanding of the importance of humanities and the arts in society; 2. An understanding of change, continuity and causality; 3. An understanding of the Marianist educational tradition of education for service, justice, and peace; and 4. Outcomes appropriate to a minor in the selected area of concentration

MINOR: HAWAIIAN AND PACIFIC STUDIES Mission Statement: The Hawaiian and Pacific Studies minor creates a learning environment that contextualizes major studies within the contemporary Hawaiian and Pacific Islander cultural, political and environmental values.

Description: Courses in Hawaiian and Pacific Studies cover a wide range of disciplines and are designed to take advantage of Chaminade's unique position located here in the middle of the Pacific by providing the student with a better understanding of this dynamic, diverse and increasingly influential region.

Minor Program Learning Outcomes Upon successful conclusion of this minor, students will: A. Compare and contrast the diversity and value of the different cultures found here in Hawai'i, and throughout the Pacific; B. Contextualize the influence and importance of the student's own culture in relationship to the importance of the other cultures found in the region; C. Analyze the growing economic, political, and social influence of this region in an increasingly global community; and D. Apply the Marianist characteristic of service, justice and peace through service-oriented activities in the courses and in extracurricular activities.

Part II: Outcome Table It is important that your course learning outcomes align with your university and program’s learning outcomes. Use the highlighted columns in the table below to jot down your program’s learning outcomes and the identifying number/keywords of the learning outcomes you developed in Part I of this worksheet.

Native Hawaiian Values

Levers of Success

WASC Core Competencies

Program LO’s

Course LO’s

1. E ola au i ke akua: May I live by God.

1. Enhance educational excellence

1. Written communication

MAJOR: 1

a, c

2. Lawe i ka ma'alea a kūʻonoʻono: Take wisdom & make it deep.

1a. Build academic quality

2. Oral communication

MINOR: 4B

a, b, c, d, f

3. ʻIke aku, ʻike mai; kōkua aku, kōkua mai; pela iho la ka nohona ʻohana: Recognize & be recognized, help & be helped; such is family life.

1b. Known for fully prepared, competitive graduates

3. Quantitative reasoning

MAJOR: 2

4. Ka lama kū a ka nōʻeau: 1c. Develop capacity to The standing torch of wisdom support excellence.

4. Information literacy

5. ʻAʻohe pau ka ʻike i ka hālau 2. Partner for the hoʻokahi: All wisdom is not common good. contained in one school.

5. Critical thinking

6. Mālama: To care for 7. Aloha: To love 8. ʻImi ʻike: To seek knowledge

d, e MAJOR: 1,2

e, f

MINOR: 4A, 4B, 4C

3. Expand international engagement.

MAJOR: 3

4. Use tech to achieve pedagogical advantage.

MINOR: 4D

MINOR: 4D

MINOR: 4A

9. Lokomaikaʻi: To share with each other 10. Naʻau pono: To nurture a deep sense of justice

MAJOR: 3

11. Ola kino maikaʻi: To live healthy

MAJOR: 3

MINOR: 4D

f

Part IIa: Aligning Outcomes It is important that your course learning outcomes align with the institution and your program’s learning outcomes. Use the outcome table (from part II of this worksheet) and identify where your course learning outcomes align with others.

• CLO rows are numbered to align with the learning outcomes you developed in Part I of this worksheet.

• In the knowledge, skill, and disposition columns, identify the level of performance expected of your students using the following key: o I = introduced to the concept; D = developing; C = competent; M = mastered Outcome Alignment Table

WC, OC OC WC, OC IL IL

An example of what your outcome alignment table might look like is copied below for reference:

Values

WASC Core Competency

1, 4B 4B 1, 4B 4B 1,2,4A,4B, 4C 1,2,4A,4B, 4C

University LO

Program LO

Disposition

Skill

Knowledge

Course LO a. Pronunciation / Intonation b. Basic Commands / Instructions c Hear/Translate/Write Cultural Content d. General Conversation / Vocabulary e. Recognize/Synthesize Linguistic Tools f. Articulate Oral Cultural Nuance

Part III: Identifying Modules To better design a blended or online learning environment, it is important that your class is well organized. To help map out potential units of content, or modules, use the SmartArt below (or feel free to create your own!) to jot down keywords of the broad subjects you envision covering in your course. Use your newly developed course learning outcomes as a guiding document.

Things to consider as you identify “modules” include the order in which the content should be delivered (e.g. should you cover some material earlier or later?). I’ve created four module boxes below, but feel free to add/delete as you see fit.

This is a pre-planning activity before we dive into the “E” of REEX: Evidence.

INTRODUCTION / INQUIRY / VOCAB

COMMAND / DESCRIBE / CATEGORIZE

BASIC SENTENCE / LOCATIVES / VIDEO

PROVERBS / MYTH / STORY CREATION