Sample Diversification: Literatures (DL) Initial Application and Syllabus

As most of the required questions in the Initial Application are straightforward and easy to respond to (e.g., pro forma questions about course alpha, number, title, etc.), the Diversification Board has chosen to provide a sample response to the last question: "Which Diversification hallmarks does your course fulfill, and how does this course fulfill those hallmarks in your selected Diversification category/categories?"

As noted in the Diversification Board Proposal Guide, one should take care to explain, by way of a short narrative, how the course meets those hallmarks through the Course Learning Outcomes (CLOs). A mere list of CLOs is insufficient to satisfy this requirement. In your response to this final question of the application, please be aware that you do NOT need to prove how two-thirds of the required class meetings fulfill the hallmarks of the Diversification designation being sought. Instead, use the syllabus to establish the two-thirds requirement.

The below response was supplied in the Initial Application for a Diversification: Literatures (DL) Designation for Hawaiian Studies 270: Hawaiian Mythology. Take particular note of the way the applicant explains which hallmarks of the DL designation the Course Learning Outcomes (CLOs) fulfill and how the CLOs fulfill them. The attached syllabus at the bottom of this page establishes how two-thirds of the required class meetings demonstrate the hallmarks of the DL designation.

Please remember that responses should be entered into the online Initial Application form.

Sample Response

Which Diversification hallmarks does your course fulfill, and how does this course fulfill those hallmarks in your selected Diversification category/categories?

1. DL.1 uses the terminology of literary and/or cultural analysis;

Students are introduced to many literary terms such as the terms for different archetypes, metaphor, simile, imagery and elements of a plot. We use each text to demonstrate these terms and other tools of literary analysis. For example, in class, in homework assignments, and in their reading journals I ask students to identify conflict(s), elements of foreshadowing, and instances of exposition. We reflect on the resolution; was the resolution satisfying? What was the overall tone of the piece? These questions also appear as part of the journal writing assignment. In the final paper, students are asked to apply those terms to a literary analysis of the two main texts (Kamapuaʻa and Keaomelemele).

Related CLOs:

#1 Identify and utilize written and oral sources of Hawaiian moʻolelo.

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

2. DL.2 involves the study of texts, concepts, forms, figures, styles, tonalities, processes, theories, or issues relating to literary and/or cultural analysis;

Throughout the course, the students study a variety of Hawaiian texts: genealogies, narratives, poems, songs, chants, riddles, and short stories. In each case, we look at the structure of the piece, talk about its purpose (Is it an allegory, genealogy, fable, history, etc.?) and what it reveals about Hawaiian culture and society at the time. We also look at the structure of these pieces for elements or structures common to Hawaiian literature.

There are 4 essay exams, one for each of the first two units and two in unit 3 (one for each text). These essay exams cover information presented in the assigned materials and lectures. The questions focus on literary elements, writing style as well as the socio-cultural implications gleaned from the various sources.

Relevant CLO:

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

3. DL.3 demonstrates inquiry that is guided by qualitative, argumentative, and/or quantitative methods employed in literary and/or cultural analysis.

In the final paper, students compare and contrast the treatment of select themes in the two texts, Kamapuaʻa: The Hawaiian Pig-God and Keaomelele and research how these same themes may or may not manifest today. In their inquiry, students create a thesis and give supporting examples from the texts and other sources. In their analysis, they analyze the use of different literary tools (e.g., metaphor, personification, symbolism, etc.) in each text to support their claim.

Relevant CLOs:

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

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

Sample Syllabus

Attached below is the accompanying syllabus for Hawaiian Studies 270. Please note that a syllabus does NOT require a daily course calendar updated for the semester of application, though it may. Rather, a syllabus that includes a list of topics and/or issues covered over the sixteen weeks of instruction may be submitted instead. However, the syllabus provided must be updated for current course alpha, number, and catalog description; credit hours; and Course Learning Outcomes (CLOs). If you are uncertain about any of these required elements, please consult the course information archived in the Kuali Student Curriculum Management system.