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PROPOSAL for a Bachelor of Arts Degree in

Second Language Studies School/College and Department/Unit: UH Mānoa Department of Second Language Studies, College of LLL, Arts and Sciences Program Category: New Level of Program or Major: Undergraduate Degree or Certificate Proposed: Bachelor of Arts in Second Language Studies Proposed Date of Implementation: Fall semester 2010 Brief Description The Department of Second Language Studies, which currently offers an M.A. and a Ph.D. in Second Language Studies, proposes to offer a B.A. in Second Language Studies. This is primarily an administrative reorganization of the existing long-standing option within Interdisciplinary Studies, that has consistently attracted students. No new resources are requested.

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I. Objectives of the Second Language Studies Degree Program ................................................. 3

II. Relationship of Program Objectives to the Mission of the College and University ............... 4

III. Organization of Program........................................................................................................ 8

IV. Student Demand ................................................................................................................... 10

V. Resource Requirements ......................................................................................................... 13

VI. How efficient will the program be? ..................................................................................... 14

VII. Effectiveness ...................................................................................................................... 16

Appendix 1. Career paths of Interdisciplinary Studies/SLS B.A. graduates ................................ 18

Appendix 2. Support letters .......................................................................................................... 19

Appendix 3. Curriculum map ....................................................................................................... 25

Appendix 4: Four-year academic plan & planning sheet .............................................................. 26

Appendix 5: Examples of positions or accomplishments by alumni of SLS ................................ 29

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I. Objectives of the Second Language Studies Degree Program Mission Statement The mission of the Bachelor of Arts degree program in Second Language Studies is to provide students with a comprehensive understanding of scholarship and application in the learning and use of second languages. The program addresses theory, research, and practice in acquisition, utilization, and teaching of additional languages, including coverage of formal and informal learning contexts as well as standard and pidgin/creole varieties of language. This program, in accord with the values of SLS graduate degree programs, takes the broad view that plurilingual and pluricultural societies stand a much better chance (than those with imposed monolingualism) of getting along and of getting important cooperative work done; that language mediates the human experience; that linguistic diversity is directly related to ecological diversity and sustainability; and that communication in and across languages enables understanding and appreciation, conflict resolution, and the negotiation of values. The BA in SLS meets local, statewide, national, and international needs for the development of second language specialists who both understand the nature of second language learning and use in diverse circumstances, and who are able to act upon related challenges that emerge at the interface between second language learners/users and the variety of social and educational settings in which they live and act. Graduates of the program contribute locally in the commercial English language education market, in K-12 and tertiary/post-secondary public/private language teaching and research, and in social services for child and adult immigrants. Many graduates work nationally and internationally as language educators, in materials publishing, and at non-profit and governmental organizations. The BA in SLS also serves as an excellent preparation for entry into graduate programs in a variety of language-related domains. Student Learning Outcomes Upon graduating from the BA in SLS, students will:

1. manifest the skills, understandings, and dispositions necessary to be exceptional language professionals 2. demonstrate critical thinking and awareness of issues within the context of their professional work and social practice 3. demonstrate an understanding of the value bases of their professional work 4. interpret the history of second and foreign language study and its contemporary issues 5. critically evaluate and make use of research into the learning, use, structure, and pedagogy of second languages 6. develop and apply sound frameworks to the assessment and evaluation of institutions and agents involved in second language instruction, planning, and policy 7. show an understanding of local language issues of Hawai‘i and the Pacific in their professional work 8. be able to prepare minority language students to acquire the academic literacies that would allow them to succeed in educational institutions 9. improve the quality of teaching and learning of second, foreign, and heritage languages, in the state of Hawai‘i, domestically, and abroad. Additional program goal: upon graduating from the BA in SLS will be prepared to apply for admission to graduate programs in second language studies, applied linguistics, or related fields.

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II. Relationship of Program Objectives to the Mission of the College and University Justification for the B.A. Program Departmental development and consistent student demand The Department of Second Language Studies (formerly the Department of English as a Second Language) at the University of Hawai‘i at Mānoa has a 40-year history, an excellent reputation, and a total student enrollment of around 100 students at MA and PhD level, and also houses two ESL instructional programs, the English Language Institute and the Hawai‘i English Language Program. It has offered the MA degree since about 1968, and had its PhD program approved in 1988. During the four decades of its existence, the Department has also offered a full sequence of undergraduate courses at the 300- and 400-level, but primarily for administrative reasons, its de facto Bachelors degree has been maintained through the Department of Interdisciplinary Studies (previously the Department of Liberal Studies). It has been standard practice when a major equivalent develops and maintains numbers within Interdisciplinary Studies, but has a potential departmental home, to transfer it to that department as a major, or as a new program within a college—for example, Women’s Studies. (See Appendix 2, letter of support from Prof. Drechsel, Interdisciplinary Studies.) Accordingly, the B.A. degree in Second Language Studies is proposed primarily because of the steady number of students in the existing B.A. in Interdisciplinary Studies degree program who construct a major oriented to Second Language Studies. Several additional factors support or encourage this development, including repurposing of internal resources, external interest in the BA degree, recent surveys of student interest, and developments in the wider academic discipline. The proposed change will also enhance the strength of the program, by way of visibility and advising (see p. 9 of this document). Changing structure of the associated academic discipline The academic discipline associated with this area is known as “applied linguistics”. For historical reasons, many of the early practitioners of this area within university settings were indeed “linguists”— people with PhDs in Linguistics who shifted out of that area to work with applied aspects of the domain, associated with second language teaching. In addition, as the area developed, many of the practitioners, similarly, were those who had begun as language teachers and, in moving to the unusual area of second language studies, needed an additional degree to add to their experiences, and tended to want an advanced degree, rather than a second bachelor's degree. It is still the case that the area has a top-heavy profile, with proportionately more individuals holding a graduate degree. However, as this discipline and its associated practice areas has become more established, it is gradually moving from one in which practitioners have graduate degrees, into one in which there is a possibility of starting with an appropriate and relevant bachelors degree. These are increasingly found at U.S. and other universities and the present degree proposal reflects this trend. The move towards bachelor’s degrees in this area also will improve the overall quality of training in the field. If bachelor’s degrees held by practitioners in the area of SLS are actually degrees in that area, any future graduate training they might acquire should be the better for being built on a more relevant foundation. Relationship to the Mission of the College of Arts and Sciences “The mission of the College of Arts and Sciences is to promote excellence in scholarship and to enrich the quality of community life by providing students a liberal arts education, by fostering the creation of new knowledge and artistic expression and by addressing important societal issues (Mānoa at the Millennium, 2000).” The proposed B.A. degree in Second Language Studies will support this mission as a quality pre-professional program focused in the language sciences.

5 Relationship to UH Mānoa’s Strategic Plan The goals of the University of Hawai‘i at Mānoa Strategic Plan (Defining our destiny, 2000-2010) include

- deliver a modern, flexible, diverse and multicultural curriculum... - advance stable, peaceful, prosperous and democratic relations in the region by being an international center of learning and exchange - vigorously recruit students from Asia and the Pacific... - build on our comparative advantages such as our... cultural diversity - expand leadership in international affairs, emphasizing Hawai‘i, Asia, and the Pacific - educate a highly skilled, flexible, world-class labor force - promote environmentally and culturally sensitive economic development in services... tourism and emerging sectors - increase student enrollment and recruit a greater percentage of non-residents - partner with the Department of Education to improve the overall effectiveness of public education in Hawai‘i - engage all undergraduates in research and creative scholarship - support research initiatives where Mānoa is uniquely positioned to excel

The proposed BA program conforms to the requirement for a multicultural curriculum, since it is specifically oriented towards issues of plurilingual and multicultural societies. It thus reflects and builds on the comparative advantage of the University of Hawai‘i in regard to its base in the cultural diversity that our Islands manifest. It also strengthens and rationalizes the offerings of one of the University of Hawai‘i at Mānoa’s most internationally reputed research-oriented departments1

; the strong MA and PhD offerings of DSLS faculty can be extended systematically to undergraduates through this degree.

Faculty in this department collaborate with the Department of Education on a regular basis, offering workshops and have recently worked in grant-funded initiatives at Hawai‘i Department of Education schools. Special sections of least one undergraduate course (SLS 302) have regularly been offered in a dedicated form to HIDoE teachers on O‘ahu and most recently on the Big Island; as has usually been the case, SLS professors and graduate students have been involved in workshops for DoE teachers (e.g., 2009 & 2010, Windward District, O’ahu), in collaboration with COE faculty. The undergraduate SLS program provides the core content courses for the College of Education (COE) Post-baccalaureate teacher education program in English Language Learners, Heritage/Foreign Languages, Bilingual Education, and English as a Foreign Language. Working in partnership with the COE, we endeavor to provide services directly to the University and indirectly to public and private schools through offering undergraduate instruction in second language theories and methods. English Language Learners (ELLs) comprised ten percent (10%) of the entire public school population in Hawai‘i in 2007. Three out of five students are in the elementary grades (K-5). In total, ELLs represented 18,357 students in school year 2007-08 and the population continues to grow (from 15,423 in 2005), while overall enrollment is on the decline. Nearly every Hawai‘i school reports having English Language Learners among their student population, with the highest numbers at Farrington High School (539 ELL students) and Waipahu Elementary (461 ELL students). The typical Hawai‘i school is composed of both English learners and English speakers, and in many schools the ELL student body affects their ability to meet No Child Left Behind (NCLB) Adequate Yearly Progress (AYP) measures. Preliminary 2008 NCLB AYP data indicate that the ELL subgroup did not meet the AYP objectives of 58% proficiency in reading (actual 35%) and 46% proficiency in math (actual 26%).

1 UH graduate programs rank among tops in the nation Ka Leo News Desk Issue date: 4/23/08 “Five University of Hawai‘i at Mānoa graduate programs ranked among the nation's top 10 in their respective fields of study based on faculty productivity, according to the Faculty Scholarly Productivity Index. ‘UH Mānoa faculty members in these programs are among the very best in the world, so our high ranking accurately reflects the quality of their efforts, along with the students and staff working with them,’ said UH Mānoa Chancellor Virginia Hinshaw.... included in the top nationally ranked programs at UH Mānoa are marine sciences, ranking fourth; teacher education (second-language acquisition) [=Department of Second Language Studies], ranking sixth; geophysics, ranking seventh; and epidemiology, ranking eighth.”

6 Because ELL enrollment has been increasing, there is an even greater need for regular education core content teachers to be able to address ELL students’ unique needs. Teachers specifically require skills in developing ELL students’ competency in listening, speaking, reading and writing to ensure equal access to the core curriculum, and also strategies for making grade-level and academic curriculum comprehensible to English Learners. In addition, competencies in the areas of language, culture, instruction, and assessment are necessary for all instructional staff. Given the high percentage of ELLs in the State and increasing State and national demand for bilingual speakers, our ability to provide undergraduates with a major in ESL will facilitate transition to the College of Education Post-baccalaureate teacher education program in this area, thus, helping to meet university and community needs. The UHM College of Education Post-baccalaureate teacher education and licensure program must conform to the standards of the National Council on the Accreditation of Teacher Education, who in conjunction with the relevant professional bodies, in this case the Teachers of English to Speakers of Other Languages, requires that teachers' subject-matter knowledge be demonstrated within subject area courses taken outside of the College of Education. In the case of licensed teachers of ESL, those courses would be taken within the offerings of the B.A. in SLS program. A general understanding of language issues in a multicultural environment is of use to the “tourism and emerging sectors” of the Hawai‘i economy (mentioned in the UHM Strategic Plan, quoted above); one of the “emerging sectors” is the language school component of the “edu-tourism” element of the tourist industry, an area receiving support from the State Department of Business, Economic Development and Tourism (see letter of support, Appendix 2). A BA in SLS is an entry-level qualification for this growth area. The existing BA in IS/SLS attracts a substantial proportion of students from Asia and the Pacific, because of the reputation of the SLS Department and the need in Asia-Pacific countries for SL teaching, mainly in English but increasingly in other languages. The proposed BA will continue this and contribute to UHM’s stature as an international center of learning and exchange. Relationship to the University of Hawai‘i System Strategic Plan The goals of the UH System strategic plan (Entering the University’s second century, 2002-2010) are stated under five main goals with subsidiary objectives and “action strategies”. The goals are:

(1) Educational Effectiveness and Student Success, (2) A Learning, Research, and Service Network, (3) A Model Local, Regional, and Global University, (4) Investment in Faculty, Staff, Students, and Their Environment, (5) Resources and Stewardship.

We highlight specific goals, objectives, and action strategies which inform or with which the BA proposal is consistent, in the following section. Goal 1, Educational effectiveness and student success Objective 1: To achieve a shared institutional culture that makes student learning and success the responsibility of all. Action strategies in this area include “Enhance the involvement of undergraduate students in the creation and transfer of knowledge through research-intensive courses; Student research opportunities and related employment; Joint faculty-student publications; Service learning opportunities.” This would be consistent with broad aspirations for the proposed BA, and in particular for the capstone course. In this, the strong research orientation of the SLS department as a whole is prominent. Goal 2: A Learning, Research, and Service Network Objective 2: To support Hawai‘i’s economy, workforce development, and improved access and flow of education in Hawai‘i from preschool through a lifetime of learning by building partnerships within the University and with other public and private educational, governmental, and business institutions. The action strategy specified here is “Expand training and workforce development programs in coordination with state and industry economic initiatives.” This speaks in general terms to the relationship between the proposed BA program and general state needs for English language learners resident in the state to achieve functional proficiency

7 in English. More specifically, the growing private language school industry in the state is an employment target for graduates of the proposed degree. Goal 3: A Model Local, Regional, and Global University Transform the international profile of the University of Hawai‘i system as a distinguished resource in Hawaiian and Asian-Pacific affairs, positioning it as one of the world’s foremost multicultural centers for global and indigenous studies. Objective 1: To establish the University of Hawai‘i and the state of Hawai‘i as the research, service, and training hub of Oceania, with bridges to the Asia-Pacific region, the Americas, and the rest of the world. Action Strategies Identify and capitalize on strategic international markets for profit-generating programs (short-term training, distance learning, and technical assistance) based on existing partnerships and UH program strengths and capacity. Encourage interaction between international students and students from local ethnic groups. Continue support for the study of diverse cultures and languages to support Hawai‘i students who wish to explore their cultural roots. Expand on- and off-campus intercultural and education abroad opportunities for students; facilitate worldwide networking and intercultural exchanges involving faculty, visiting scholars, administrative staff, and students. Develop administrative and financial support for international education, integrating teaching and research with international programs and partnerships. Play an active leadership and participatory role in Oceania/Asia/Pacific-focused organizations. Increase and celebrate relationships with the East-West Center and strengthen mutually beneficial affiliations with highly regarded institutions, businesses, and entrepreneurs in the Asia-Pacific region. The proposed BA in SLS degree program has a strong international orientation. Current enrollments in the undergraduate courses in the Department of SLS have a substantial international student component, which is natural as international English instruction is also a curricular component. Thus, the program is fully consistent with the concept of a model local, regional, and global university. The Department has a long-standing relationship with the East-West Center; it has formal relationships with a number of university departments in East Asia and is strongly grounded in this area.

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III. Organization of Program The BA in SLS is managed by a faculty member, a Director of Undergraduate Programs, who takes responsibility for overseeing the day-to-day administration of courses, instructors, and students. The Director also serves as the primary academic advisor for undergraduate students, with administrative support from the SLS assistant to the chairs (in particular for degree checks of graduating students). The BA in SLS undergraduate program committee, consisting of faculty/instructors as well as undergraduate student representatives, advises the Director on matters related to curriculum, instruction, and assessment. Admission to the program typically occurs during a student’s sophomore or junior year. Students must be in good academic standing, as exhibited by performance in university core courses taken prior to admission. Students are admitted through an initial advising session with the program Director. Throughout their degree process, they will also receive advising by faculty who are naturally familiar with their range of careers and diversity of students who chose SLS as a major, which will result in greater student satisfaction than the previous administrative context. The undergraduate curriculum is designed and sequenced to: (a) introduce students to key concepts, theory, and applications in the SLS field; (b) guide students through in-depth exploration of methodologies and topics of interest to SLS professionals; (c) provide students with hands-on experience in applying their learning to real-world issues in the domain of second language learning and use; and (d) afford students the opportunity to reflect on and consolidate their learning in support of their dispositions to professionalism in the field and in their future endeavors. Two prerequisite core courses (SLS 302 and 303) provide a broad-based entry into the major, while special topics courses (SLS 480-variable alpha courses) taken in the senior year serve as professional preparation and capstone experiences. All SLS undergraduate courses address theory, research, and practice, and all courses require students to engage in academic writing and speaking (with many courses designated as ‘intensive’ in several of the university distribution requirement areas). To earn a BA in Second Language Studies, students must complete the requirements outlined below and also meet all of the university’s other baccalaureate degree requirements. Students must obtain a minimum grade of C in all required courses and prerequisite courses. Requirements 1. Courses. Students pursuing the BA in SLS complete 33 credits of courses above the 200-level, which would typically come from primarily the following: SLS 302 Second Language Learning SLS 303 Second Language Teaching SLS 312 Techniques in Second Language Teaching: Reading & Writing SLS 313 Techniques in Second Language Teaching: Listening & Speaking SLS 380 Bilingual Education SLS 441 Language Concepts for Second Language Studies SLS 460 English Phonology SLS 490 Second Language Testing SLS 418 Instructional Media SLS 430 Pidgin and Creole English in Hawai‘i One of SLS 480 Topics in SL Studies variable alpha sequence (480-P Second Language Pedagogy, 480-R Second

Language Research, 480-U Second Language Use, 480-N Second Language Analysis, 480-E, Second Language Learning) or SLS 499 Directed Reading.

SLS 480-P Topics in SL Studies: Professionalism in SLS [capstone requirement course]. Most of the courses have been in the UH Catalog and offered on a regular basis for the past 20 years. Two courses serve as prerequisites for all 400-level courses: SLS 302 and SLS 303. Required courses are SLS 302, 303, 380, 430, 441, 490, and the final capstone 480-P course and include all the SLS content courses required by UHM College of

9 Education programs for licensure. Each required SLS course follows a master syllabus that stipulates student learning outcomes for the course, student participation and academic performance expectations, and assessment criteria. Alternatives for other courses may be selected with approval of a student’s advisor. 2. SLS Portfolio. In conjunction with course requirements, students design a portfolio of their learning and accomplishments. This portfolio serves as one assessment of student learning outcomes and it provides students with a practical professional tool for advancing their careers and/or subsequent scholarly pursuits. The portfolio is initiated during the first core courses taken in SLS, when students are instructed to maintain a record of their accomplishments (including academic writing, presentations, teaching and other service or research experiences, etc.). The portfolio is formally compiled during the senior capstone course, when students are encouraged to reflect upon their learning and accomplishments, and when they produce professionally meaningful expressions of the same (including curricula vitae, teaching philosophy statements, etc.). The portfolio is formally presented by graduating seniors to the Department of SLS during a regularly scheduled lecture series. Extra- and co-curricular experiences In addition to degree requirements, students are afforded a variety of opportunities to expand upon their learning and development as second language professionals and emerging scholars. Students are included within the departmental email list, such that they are made aware of events and opportunities related to the SLS community. A fall departmental retreat provides students the opportunity to interact with faculty, staff, and graduate students each year, and regularly scheduled after-hours social events further provide for a sense of community. The departmental student organization, SLSSA, invites undergraduate students to participate as full members in its various academic and social activities. Students are also invited to attend and otherwise participate in an extensive series of scholarly lectures, hands-on workshops, and related events. Service learning is encouraged through volunteerism at the many conferences and other events hosted on a regular basis by the DSLS, as well as in a variety of campus- and non-campus-based language teaching and tutoring opportunities. See Appendix 3 for the curriculum map of courses to program SLOs. See Appendix 4 for the four-year academic plan (program and plan sheets, reviewed and approved for inclusion on UH Mānoa’s “program sheets” website).

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IV. Student Demand The Intended Student Population The intended student population is broad and obviously involves all undergraduates, both resident and non-resident, with a particular interest in second languages and cultures. As manifested in the Interdisciplinary Studies program that precedes the proposed BA, this certainly includes residents who are from the major ethnic groups that make up Hawai‘i residents and whose ancestral countries have a strong interest in English language learning, such as Japan and Korea, at least. It includes residents with backgrounds for whom the learning of English as a second language locally is important, such as Pacific Islanders. It includes residents for whom preservation of heritage languages is important. It also includes international students from the entire Asia-Pacific area. Articulation Some students will likely begin the proposed BA after graduating from UH Community Colleges, particularly Kap‘iolani Community College. Following Board of Regents approval (2004) of the AS degree framework at KCC for teacher preparation courses (including Special Ed and ESL), KCC has recently developed its AS Degree for Educational Paraprofessionals (with an Emphasis in SLT) (along with a Certificate of Completion in TESOL). UHM DSLS faculty have liaised with KCC staff concerning the present proposal to strengthen a campus-to-campus connection to relevant sectors of the intended student population. Both KCC senior administrators and DSLS faculty have consulted with College of Education faculty and administrators with particular reference to the connection between the just-mentioned KCC AS, the present proposal, and the UHM COE post-baccalaureate certificate in second language education. Articulation for other UH Community College students is also enhanced because the first two years of the BA in the SLS four-year plan (Appendix 5) involve completion of the General Education requirements, which is implied by completion of the AA degree. Evidence of Student Interest; Majors; Service to non-majors As previously mentioned, the courses that will actually make up the BA in SLS have been offered regularly for many years at UHM. Thus, there are on record, enrollment figures for the undergraduate courses listed earlier, most offered in single and occasionally double sections either once or twice a year, and often during the summer sessions, going back decades. In most years, around 10 sections have been offered. In addition, our Fall 2008 survey showed strong interest in a dedicated degree in this area, as opposed to the existing Interdisciplinary Studies label, which students felt was not transparent to employers. We expect the number of majors to be consistent with those emerging from the existing Interdisciplinary Studies/SLS concentration; and we expect the courses to continue also to be taken by non-majors as has been the case over many years. Career Paths of BA/SLS Graduates After completing a BA in SLS, our graduates typically move into one of three areas: graduate school (or other post-baccalaureate study or certification), language-related work overseas, or language-related work in Hawai‘i. In a Fall 2008 survey of students enrolled in SLS undergraduate courses, 38% voiced interest in graduate school or other advanced study, 38% hoped to teach abroad, and 33% were very interested in state licensure to teach in the public schools in Hawai‘i. A number of other goals were mentioned in the survey, but these three were, by far, the most commonly expressed. This data concerns the aspirations of currently enrolled students, but the patterns are consistent with the perceptions of faculty who have taught the courses in question and have interacted with students and graduates of the existing IS/SLS undergraduate degree. In the following paragraphs, we provide a detailed breakdown of the options and possibilities that graduates from the proposed degree may look forward to. Graduate School or Other Advanced Study Many of the graduates of our Interdisciplinary Studies BA in SLS have continued their studies at graduate school, several in SLS here at UHM, and others in SLS or other related fields in other universities (e.g., Applied Linguistics, TESOL, or various specialties in Education), while others have continued study for licensure to teach in the public sector, other language-teaching certification, or other types of post-baccalaureate certificates. The proposed BA degree is expected to increase the success and the number of students continuing in graduate school, and to allow them to enter careers in academia or government research positions.

11 Professional Employment Abroad Some graduates of our program initially seek employment abroad, particularly in the area of teaching English as a foreign language. Two programs that employ a large number of our graduates are the Japan Exchange and Teaching (JET) program and the English Program in Korea (EPIK), which provide team teachers for English education in elementary, middle and high schools in Japan and Korea, respectively. However, many other of our graduates independently seek and find positions as teachers, teacher trainers, or curriculum developers in these and other countries around the world. After a few years of valuable experience abroad, many return to the Department of SLS for graduate study. Professional Employment in Hawai‘i Within the State of Hawai‘i, there are several areas that need capable professionals from the field of SLS, not only in the role of teachers of English as a second language (or other languages), but also as assessment specialists, academic advisors, research analysts, program administrators, curriculum developers, translators and interpreters, proofreaders or editors, and other fields where knowledge of and sensitivity to issues surrounding intercultural communication are essential. The Department of SLS receives regular requests to post job announcements in these areas from potential employers, and we expect to develop more formal connections with employers should the degree proposal be approved. These areas of potential employment for graduates of SLS include:

Social services for immigrants. Language professionals are needed throughout the state to help programs that provide a wide variety of social services to immigrants, including legal services, medical services, vocational training, and development of literacy. In addition to language teaching, SLS graduates may also be in demand as advisors and consultants to these programs and businesses.

Non-profit organizations. In addition to non-profits which provide social services to immigrants (e.g., Catholic Charities of Hawai‘i, Pacific Gateway Center), there are other non-profits with whom graduates with SLS degrees would be well qualified to work. Among these are programs focusing on curriculum and materials development (e.g., Pacific Resources in Education and Learning [PREL]) or opportunities for cross-cultural research and further education (e.g., the East-West Center).

Private language schools. Edutourism, academic preparation, and language-learning opportunities have made the private language school industry an important and growing industry in the state. In the 2008-2009 academic year, Hawai‘i had over 13,000 international students, who, along with their dependents, spent over $160 million locally. Besides in our local colleges and universities, one of the most common choices for study, both short-term and long-term, is in private language schools, which are often able to admit students at any time, allow them to stay any length of time, and create tailored programs to their needs or wishes. To ensure success, these schools need well-trained teachers, curriculum and evaluation specialists, and program administrators. The Department of SLS regularly gets requests to post job announcements from these schools, and a fairly large percentage of many of these programs’ faculty and administrators come from SLS.

Heritage language programs. Given the volume of immigrants and refugees in Hawai‘i, it is natural that schools or programs have been developed for heritage language instruction (i.e., language development for people who have a family and/or cultural connection to a language other than English). Here in Hawai‘i, there are both public and private heritage language schools and programs, including breakout courses, after-school programs, and weekend programs in languages such as Chinese, Korean and Japanese. Many students in SLS are themselves heritage users (or native speakers) of these or other languages, and thus, are well equipped to make a positive contribution to the success of these programs.

Private K-12 schools. Many of the private K-12 schools in Hawai‘i have ESL classes or programs, as well as foreign-language (or heritage language) courses. A number of SLS graduates have gone on to teach languages other than English. Some are hired into full-time positions that involve teaching ESL and a foreign language. Other potential positions include language lab directors, counselors for college-bound students, or other types of counseling or advising.

Public K-12 schools. Graduates of SLS have gone on to get licensure to teach in public schools. Some are now Coordinators or Head Teachers of English Language Learners (ELL) programs; others teach ELL in the schools. SLS BA students (IS/SLS) have been able to obtain certification via the COE while majoring in SLS or by following up their BA degree with a post-baccalaureate certificate from COE. As with the private schools,

12 some SLS graduates become teachers of foreign or heritage languages, or take other related positions in the schools. Licensure to teach in Hawai‘i transfers to other states, so some of those teachers have also moved between Hawai‘i and the U.S. mainland.

Private colleges, universities and other institutions of higher education. There are several institutions in Hawai‘i that offer degrees, certificates, and other forms of higher education. Most of these programs offer courses in ESL, other languages, or language teacher training, both in face-to-face and online formats. Many of these institutions regularly contact SLS when seeking teachers, testing or assessment specialists, tech lab coordinators, or other related employees.

University of Hawai‘i System. With its ten campuses throughout the islands, the UH System offers a wealth of opportunities for graduates of SLS. While many faculty positions require advanced degrees (which promotes the option of continuing on to graduate study), there are a number of relevant positions at different campuses that employ students with a Bachelor’s degree.

o UH-Mānoa. The Mānoa campus offers a range of programs in language study and academic support, which offer employment to our graduates. There are numerous foreign language programs; for ESL study, there are four programs, two of which are housed within SLS, and the other two within Outreach College. The Writing Center, Learning Assistance Center, and Nagatani Academic Center (Athletics) have all employed graduates of SLS. o UH-West Oahu. Currently UH-West Oahu does not offer ESL or foreign language courses. Their Writing Center has hired tutors from among SLS students. o UH-Hilo. UH-Hilo offers a variety of for-credit foreign language courses, non-credit foreign language courses, a credit-based ESL program for matriculated students, a non-credit intensive ESL program, and a non-credit short-term ESL program. o Kapi‘olani Community College. KCC offers a variety of for-credit foreign language courses, non-credit foreign language courses, a credit-based ESL program for matriculated students, a non-credit intensive ESL program, non-credit short-term programs, and a tutoring center. It also is home of the Honda International Center, which has hired SLS alumni as advisors and coordinators. o Honolulu Community College. Honolulu CC offers a variety of for-credit foreign language courses, a credit-based ESL program for matriculated students, a non-credit intensive ESL program, and a tutoring program. o Leeward Community College. LCC offers a variety of for-credit foreign language courses, non-credit foreign language courses, a credit-based ESL program for matriculated students, a non-credit intensive ESL program, non-credit short-term programs, and a tutoring center. o Windward Community College. Windward CC offers a few for-credit foreign language courses and for-credit developmental English courses. o Maui Community College. Maui CC offers a variety of for-credit foreign language courses, non-credit foreign language courses, a non-credit intensive ESL program, non-credit short-term programs, and a tutoring center. o Kauai Community College. Kauai CC offers some for-credit foreign language courses, a small credit-based ESL program for matriculated students, and a tutoring center. o Hawai‘i Community College. Hawai‘i Community College offers a variety of for-credit foreign language courses, non-credit foreign language courses, a credit-based ESL program for matriculated students, a non-credit intensive ESL program, and a tutoring center for ESL students.

See Appendix 5 for a select list of exemplary graduates of the BA IS/SLS, MA, and PhD in SLS, with their degrees and positions.

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V. Resource Requirements New courses No new courses are proposed for the B.A. degree. Faculty The B.A. degree primarily represents a restructuring of existing undergraduate courses leading (previously) to a degree in Interdisciplinary Studies. All courses required for the B.A. degree are currently being taught by UH Mānoa faculty. No new faculty or other personnel will be required to meet the needs of this degree program. Library resources No additional library resources are needed for the B.A. degree. The Second Language Studies programs overall make use of the excellent library resources built up in collaboration with UH Mānoa Library staff over the past 40 years. Physical resources No new facilities or equipment will be required over what is currently available for the existing courses. Administrative Support No additional administrative support is required for the proposed program. Estimate of additional position counts and budget implementation for first five years of the program Not applicable. Total cost of new resources No additional funds will be needed for this degree program unless there is a dramatic increase in student enrollment.

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VI. How efficient will the program be? Five-Year Business Plan (also see Cost and Revenues Template) Projected enrollment Current enrollment in the Interdisciplinary Studies SLS degree is about 35 students. We therefore project the same initial numbers when the SLS undergraduate major begins, and project modest growth of about 4% per annum, an additional two majors per year, once the program is established and becomes known. (At present, Interdisciplinary Studies itself does not have high visibility within UHM’s undergraduate programs. As a subprogram within IS, the SLS option is thus particularly hard to find. Given the low floor from which we would start, we believe it would not be difficult to improve recruitment efforts, once a clearly-defined, free-standing undergraduate major is established, with an active, internationally-high status department behind it.) Estimated tuition revenue Tuition revenues generated by Second Language Studies courses are actually higher than the data called for by the cost template, because some students are from out of state. We expect that additional tuition revenue may be generated from new students entering Second Language Studies at the bachelor’s level and increased retention/transfer on into graduate level programs in Second Language Studies and related fields, because of the new program2

.

Costs associated with the resources noted above No new resources are needed, so there are no new costs. Non-instructional personnel costs are secretarial and will be allocated from existing departmental resources. Budget No new funds are required for this proposed degree, and a flat budget situation should not interfere with the department’s ability to offer this new degree program.

2 Tuition rate per credit starting from AY 2012-2013 assumes a 10% increase per year (per the OVCAA).

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VII. Effectiveness In conjunction with regular and sustained efforts at program evaluation and student learning outcomes assessment in all SLS degree programs, the Department of SLS assessment committee will direct assessment and evaluation in the BA in SLS program. The DSLS assessment committee consists of three faculty members and is appointed by the Departmental Personnel and Policy Committee. The assessment committee meets regularly each semester, collects and reports on assessment and evaluation data for a variety of purposes, and liaises with college and university administrators in response to their needs (e.g., for accreditation purposes). Student learning outcomes (SLO) assessment occurs at the course and degree levels in the BA in SLS program. Within each course, SLOs are designated on the syllabus, and students produce course-embedded performances that primarily take the form of written academic papers and oral presentations, both of which are based on sustained project work undertaken over the course of the semester. In addition, many courses feature exams that test receptive/productive knowledge accrued during the semester. Course-embedded assessments are used initially as a mechanism for providing feedback to students on their development within the SLS program and in the specific area of study within each course. In addition, these assessments (a) may be included by students in the required graduating senior portfolio, and (b) are regularly reviewed by the undergraduate program committee. In the latter case, the undergraduate program committee designates one meeting annually for the purpose of reviewing student learning outcomes in each course taught during the preceding year. Subcommittees, as stipulated by the Director of undergraduate programs, review assessment evidence in terms of outcomes expectations for each course, and they present any patterns of note to the full committee, who in turn adjudicate any needed response by way of curricular, instructional, materials, or other adjustments. Note that several of the SLS undergraduate courses are explicitly articulated to the TESOL/NCATE Standards for ESL Teacher Development Programs, and for these courses, learning outcomes are closely tied to the knowledge and abilities expectations within the standards. At the degree program level, SLO assessment takes the primary form of a portfolio assessment review. Beginning with the first courses taken in the BA in SLS, students are instructed to maintain a portfolio of their learning and accomplishments, including academic writing and speaking assessments, exams, and other formalized assessments, as well as experiential kinds of evidence. In the senior year, in conjunction with a capstone course, students compile a best works portfolio based on the evidence they have collected, and they include reflective commentaries and other professional types of evidence (such as CVs). The evidence to be included in the portfolio must meet certain content and type criteria, as designated by the SLS assessment committee in the portfolio design statement (which is provided to students throughout their careers in SLS courses). The criteria seek to ensure adequate evidentiary coverage of the full set of learning outcomes for the degree program. Students present their portfolios in a special lecture series for a public audience. In addition, copies of all portfolios are collected by the DSLS assessment committee; on a biennial basis (every two years), such that sufficient evidence is collected to indicate apparent patterns, the SLS assessment committee meets with the undergraduate program committee for a one-day portfolio review session. During this session, the evidence accumulated within portfolios is rated according to rubrics that spell out performance criteria for each outcome. Patterns of performance are then considered by both committees, and adjudications regarding needed changes in the degree program are taken. Beyond the important focus on student performance data, student feedback is also sought regarding the learning experience and outcomes accomplishments associated with the BA in SLS. On a semester basis, all graduating seniors are administered an online anonymous survey by the Dean of the College of LLL, within which questions are posed regarding general characteristics of the program, courses, teaching, and so on. In addition, student opinions specific to the SLO statements for the BA in SLS are solicited, as well as feedback regarding needed improvements and students’ future plans. Findings from this survey are delivered in aggregate to the SLS assessment committee, who analyze response data and report back to the undergraduate program committee for further action. Similarly, at one- and five-year post-graduation intervals, surveys of alumni are conducted to track student success in career and graduate school placement, and to investigate students’ perspectives on the value of their degree program experiences (along with any feedback for program improvement). In addition to a focus on student learning experiences and outcomes, program delivery is also monitored for the

17 purpose of quality assurance and improvement. Regular meetings of the undergraduate program committee provide an opportunity for sustained attention to the nature and effectiveness of the BA in SLS curriculum and pedagogy, and particular focus is given in these meetings to instructors’ perspectives on teaching to the targeted learning outcomes (challenges, successes, etc.) and for the actual populations of learners who enroll in SLS courses. New instructors teaching their first undergraduate SLS courses are inducted through meetings with the Director and the undergraduate program committee, and the careful collection of course syllabi and materials in a common online environment enables them to benefit from the collective wisdom of previous instructors. The Director of undergraduate programs regularly schedules observations of all courses taught each semester, for the purpose of gauging the classroom environment and providing feedback to instructors. In addition, student end-of-semester course evaluations are collected and reviewed by the Director, and any patterns in need of attention are addressed either with individual instructors or with the undergraduate program committee. Finally, ad hoc focus groups of students and instructors are facilitated by the SLS assessment committee as a means of maintaining a forum for the identification of program strengths and challenges.

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Appendix 1. Career paths of Interdisciplinary Studies/SLS B.A. graduates The following vignettes accurately depict the recent career paths of several graduates of the pre-existing BA in Interdisciplinary Studies (Second Language Studies concentration). We expect that graduates of the BA in Second Language Studies proposed here would take a range of trajectories, which would be consistent with those of their peers and recent predecessors presented here. Note: Names have been changed to protect anonymity of the students. Vignette 1: Jacob Parker Jacob Parker grew up in a small town on the Big Island, and received his Bachelor’s degree in Interdisciplinary Studies with a focus on “Second Language Studies and Southeast Asian Studies.” After graduation, he elected to pursue a Master’s degree in Asian Studies, and studied human trafficking and environmental issues in the Mekong sub-region of Thailand (following interests he had developed during travels to that country). At the same time, he had not given up his interest in Second Language Studies. After completing his Master’s degree in Asian Studies, he joined the Japan Exchange and Teaching (JET) program, and spent three years in a small city in Japan, teaching high-school English and assisting with student exchange programs. The success and pleasure he received from this work convinced him that he wanted to make a career in the areas of teaching and international student exchange, and he decide to pursue a second Master’s degree, in Second Language Studies. He applied to the SLS Department at UHM, and was accepted to start in Fall 2009. In the meantime, he had not forgotten his interests in the issues faced in the Mekong sub-region of Thailand. He found an NGO in Thailand whose goal was to use education as a means of fighting human trafficking, and was able to teach English there for several months between the time he completed his term in Japan and the start of his MA/SLS. Along with the MA, he is also pursuing the Post-Baccalaureate Certificate in Second Education via UHM’s College of Education, hoping to be able to teach ESL and perhaps be involved in international exchange programs here in the state. While Parker is clearly a proactive person who creates his own opportunities, he has told us that, “It was the training I received with this degree that really opened up these many options, and provided the springboard to allow me to pursue all of these various directions.” Vignette 2: Yuri Sato Yuri Sato was originally from Japan. After attending a junior college in Japan for two years, she decided to study in the United States. Hoping to go somewhere that there were fewer Japanese, she selected a small university in Kansas. After spending a few terms there, studying a variety of general topics, she realized that the degree she really wanted to pursue was in teaching English as a second language. After some careful research of the top programs in ESL (SLS), she transferred to UHM and earned a degree in Interdisciplinary Studies with a focus on “Teaching English as a Second Language”. After graduating with her BA, Sato returned to Japan and landed a job as an English teacher with a language school/corporation that specializes in providing communicative English instruction for universities in and around Tokyo. After teaching for a few years, Sato was promoted to the position of Curriculum Director, and was an important part of the growth of the corporation. Based on recent correspondence with Sato, this corporation now provides approximately 340 teachers to 55 university campuses in the Tokyo area, providing instruction in both accredited and extra-curricular programs. Sato credits her degree in SLS for providing her with a solid background in the field, which enabled her to have confidence in her teaching and later to expand her role to direct and coordinate the corporation’s curriculum. Since becoming Curriculum Director, she has regularly contacted UHM’s Department of SLS to recruit well-trained teachers for her program. Vignette 3: Marcus Lincoln Marcus Lincoln grew up in Tennessee through high school, and then came to Hawai‘i to begin his university studies. He earned an AA degree from Kapi`olani Community College (KCC), then transferred to UHM,

19 where he earned his Bachelor’s degree in Interdisciplinary Studies with a focus on “English as a Second Language”. Several of his instructors in the BA program encouraged him to continue in the Master’s program in SLS here at UHM, which he elected to do. Because of his solid reputation in the BA program, he was awarded a graduate-assistantship (GAship) in the English Language Institute (ELI) from the start of his first semester (which is quite rare in our graduate program). Lincoln’s GAship included four semesters as a teacher and one semester as a lead teacher. In addition, part of Lincoln’s graduate coursework included research on language policy, and the resulting paper prompted the ELI to develop its own statement of language policy. After completing his MA, Lincoln was immediately hired at KCC to teach in their ESL Program. While at KCC, he has been involved in some short-term teacher-training programs for in-service teachers from Japan and Vietnam, and has recently proposed and co-developed an Associate’s degree program at KCC for training educational paraprofessionals in Teaching English as a Second Language. Students completing this program could either serve as educational paraprofessionals in the Hawai‘i Department of Education, or continue on in their studies at UHM by pursuing a Bachelor’s degree in SLS. Along with his successful professional career at KCC, Lincoln is concurrently back as a student at UHM, pursuing the Advanced Graduate Certificate in SLS. Vignette 4: Mary Remengesau Prior to attending UHM, Mary Remengesau taught ESL in an elementary school in Palau. She claims that she got the job of teaching ESL largely by accident, because she did not have any training in teaching the language. She came to Hawai‘i to get the training that was not available in Palau, starting at Honolulu Community College and then transferring to UHM to earn a Bachelor’s degree in Interdisciplinary Studies with a focus on “English as a Second Language”. After completing her BA degree, she went on for a Master’s degree in Educational Administration. Since graduating with her MED, she has taught ESL to elementary school learners in the State of Hawai‘i DOE for several years. She has been an active advocate for English Language Learners (ELL students), particularly those from the Pacific Islands, has served on conference panels, and has been the coordinator of a UH-grant project focusing on providing DOE teachers and administrators with training and professional development opportunities related to bilingual education and the ELL student population. She continues to teach ESL full-time in the DOE.

Appendix 2. Support letters (1) HI State Department of Business, Economic Development and Tourism (DBEDT) [M. Kwock, Exec. Dir., Office of International Affairs] (2) Hawai‘i Pacific Export Council (HPEC) [S. K. Craven, Chair] (3) Kapi’olani Community College [Chancellor Richards] (4) UH Mānoa Dept. of Interdisciplinary Studies [Senior Professor: Dr. Emanuel Drechsel]

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25 Appendix 3. Curriculum map BA in SLS curriculum map

SLO1 SLO2 SLO3 SLO4 SLO5 SLO6 SLO7 SLO8 SLO9

SLS 302 I I I I I I

SLS 303 I I I I I I I I I

SLS 312 R R R R R I R

SLS 313 R R R R R I R

SLS 380 R R R R R R R R I

SLS 418 R R R R R

SLS 430 R R R R R R

SLS 441 R R R

SLS 460 R R R

SLS 490 R R R R R R R

SLS 480 (varies) R R R R R R R R R

SLS 480P-capstone M&A M&A M&A M&A M&A M&A M&A M&A M&A

Student Learning Outcomes

Upon graduating from the BA in SLS, students will:

1 manifest the skills, understandings, and dispositions necessary to be exceptional language professionals

2 demonstrate critical thinking and awareness of issues within the context of their professional work and social practice

3 demonstrate an understanding of the value bases of their professional work

4 understand and interpret the history of second and foreign language study and its contemporary issues

5 critically evaluate and make use of research into the learning, use, structure, and pedagogy of second languages

6 develop and apply sound frameworks to the assessment and evaluation of institutions and agents involved in second language instruction, planning, and policy

7 show an understanding of local language issues of Hawai‘i and the Pacific in their professional work

8 be able to prepare minority language students to acquire the academic literacies that would allow them to succeed in educational institutions

9 improve the quality of teaching and learning of second, foreign, and heritage languages, in the state of Hawai‘i, domestically, and abroad

10 gain acceptance into graduate programs in second language studies, applied linguistics, or related fields

I Introduced (abbreviations courtesy of the Mānoa Assessment Office)

R Reinforced, Practiced

A Assessed

M Mastered

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Appendix 4: Four-year academic plan & program sheet University of Hawai‘i at Mānoa College of Arts & Sciences Program Sheet 2011-2012

Bachelor of Arts (BA) in Second Language Studies Admissions: Open Process: Declaration

Min. Total Credits: 124 (82 in core & major + 42 in electives)

UHM General Education Core Requirements Degree Requirements Foundations Can also fulfill FS

FW MATH 100, 100A, 1121, 140, 203, 215, 241, 251A; PHIL 110, 110A, 111; BUS 250; ICS 141; or NREM 203 FS FG (A / B / C) College Requirements FG (A / B / C) A&S Options -- Complete at least one option Diversification (Cannot double count with Gen. Ed. Core) DA / DH / DL Bachelor of Arts Breadth (3 credit each) DA / DH / DL AH DB LLL DP NS DY SS DS DS Bachelor of Arts Depth [see list of A&S depts.] Minor * See degree, college and major requirements for courses that can also fulfill these.

Certificate

UHM Graduation Requirements 2nd A&S Major Focus Credit Minimums H 104 from A & S disciplines [see list] E (300+) 60 non-introductory O (300+) Credit Maximums W 8 KRS activity W 9 Directed Reading / Research W 12 Practicum / Internship W (300+) W (300+) Hawaiian / Second Language 101 102 201 202 Credit Minimums 124 total applicable 30 in residence at UHM Grade Point Average 2.0 cumulative or higher Good academic standing

A & S Major Requirements See back for major requirements. Meet regularly with your major advisor.

27 Major Requirements for BA in Second Language Studies Admission: Open Application: NA Min. major credits: 33 (36 with prerequisites) Min. C grade (not C-) in all major courses Requirements Related Requirements (3 credits) LING 102 (DS) SLS Core Courses (24 credits) SLS 302 SLS 303 SLS 380 (DS) SLS 430 (DS) SLS 441 SLS 480a (Topics in Second Language Studies) SLS 480P (Topics in Second Language Studies: Pedagogy: Professionalism in SLS – capstone course) SLS 490 SLS Elective Courses (12 credits) SLS 300-499 SLS 300-499 SLS 400-499 or 300-499 courses from other departments as approved 100-level courses do not count toward the major

Notes College of Arts and Sciences Student Academic Services: QLCSS 113; (808) 956-8755 SLS Department: Moore 570; (808) 956-8610; dsls@Hawai‘i.edu; www.Hawai‘i.edu/sls SLS Undergraduate Advisor: Kenton Harsch; Moore 587; (808) 956-6946; kenton@Hawai‘i.edu

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Appendix 5: Examples of positions or accomplishments by alumni of SLS

Position/Accomplishment Examples of alumni University professors (teaching SLS, applied linguistics, or related courses)

• Barbara Hannum (MA, Hawai‘i Pacific University) • Hungtzu Huang (PhD, National Tsing Hua University) • Yasuko Ito (PhD, Kanda University of International Studies) • Jean Kirschenmann (MA, Hawai‘i Pacific University) • Douglas Margolis (PhD, University of Minnesota) • John Norris (PhD, UH Mānoa) • Loudres Ortega (PhD, UH Mānoa) • Peter Robinson (PhD, Aoyama Gakuin University) • Priti Sandhu (PhD, University of Washington) • Steven Talmy (PhD, University of British Columbia) • Annie Tremblay (PhD, University of Illinois, Urbana Champaign)

Other college/university faculty (teaching English as an second or international language)

• Aya Akiyoshi (MA, Ritsumeikan Asia-Pacific University) • Shawn Ford (BA, MA, Kapi`olani Community College) • Aki Iimuro (MA, Ritsumeikan Asia-Pacific University) • Gary James (MA, Honolulu Community College) • Dennis Koyama (MA, Kanda University of International Studies) • Robert Lipske (MA, NICE, UH Mānoa) • Kelly McClanahan Kennedy (MA, Leeward Community College) • Jeanie Muncy Bouthillier (BA, Hawai‘i Tokai International College) • Greg Nakai (MA, NICE, UH Mānoa) • Leslie Ono (MA, Kwansei Gakuin University) • Troy Rubesch (MA, Kanda University of International Studies) • Eric Setoguchi (MA, Kanda University of International Studies) • Tony Silva (MA, Kapi`olani Community College) • Susannah Welch (MA, UH-Hilo) • Atsumi Yamaguchi (MA, Kanda University of International Studies)

Program administrators • Judy Ensing (MA, Director/International Programs, Outreach College, UH Mānoa)

• Priscilla Faucette (MA, Coordinator of Curriculum and Teacher Development/ELI, UH Mānoa)

• Varsha Graves (MA, past Academic Coordinator/ELS Language Center, Hawai‘i Pacific University)

• Keiko Inoue (BA, Curriculum Director, Westgate Corporation, Tokyo, Japan)

• Stephen Jacques (MA, past Director/HELP, UH Mānoa) • Yoneko Kanaoka (MA, Assistant Director/HELP, UH Mānoa; past

Coordinator for ESL Programs, TransPacific Hawai‘i College) • Joel Weaver (MA, Director/HELP at UH Mānoa; past

Director/Intercultural Communications College) K-12 Teachers, HIDOE • Kathryn Heath, (MA, Windward District Office)

• Lori Higashi (MA, Waipahu High School) • Summer Sung (BA, MA, ELL Head teacher, Kapolei Middle School) • Ruth Truce (BA, MEd, ELL Teacher, Windward District) • Celia Urada (MA, Kapolei Middle School)

K-12 Teachers, Private Schools • Belinda Chung (MA, College advisor, St. Andrew’s Priory) • Dana Pettys (MA, Hawai‘i Preparatory Academy)

Teachers, Private Language Schools

• Sandra Iwamura (BA, Intercultural Communications College) • Kei Nakane (MA, Japanese instructor, GEOS Honolulu) • Hisako Saito (MA, Intercultural Communications College)

Other • Stephen Jacques (MA, International Exchange Coordinator, Leeward Community College)

• Stephanie Miller (BA, MA, Academic Advisor/Athletics, UH Mānoa) • Adam Pang (MA, Tutor Program Coordinator, Learning Assistance

Center, UH Mānoa)

I. Objectives of the Second Language Studies Degree ProgramII. Relationship of Program Objectives to the Mission of the College and UniversityIII. Organization of ProgramIV. Student DemandV. Resource RequirementsVI. How efficient will the program be?VII. EffectivenessAppendix 1. Career paths of Interdisciplinary Studies/SLS B.A. graduatesAppendix 2. Support lettersAppendix 4: Four-year academic plan & program sheetAppendix 5: Examples of positions or accomplishments by alumni of SLS