University of Hawaii Maui College
Course Outline and CAR
Author(s): Ann Emmsley
Department: STEM
Date submitted to Curriculum Committee: 4/4/11
Type of action:
Addition:
regular
other; specify:
Modification:
alpha/number
title
credits
description
pre-requisite
co-requisite
recommended prep
other; specify:
Course:
1. Alpha: AG
2. Number: 253
3. Title: Hawaiian Food Plants: Traditional and Contemporary Production
4. Credits: 4
5. Contact Hours/Type: 6 Lecture/Lab
Existing course, if different from above:
Alpha:
Title:
Credits: credits
Number:
Contact Hours/Type
6. Course Description:
Explores the commercial production of traditional food crops of Hawaii. Compares
the traditional geographical centers of production to contemporary production areas.
Compares and contrasts traditional and contemporary cultural production practices.
Explores modern markets for traditional crops. Teaches production techniques
including propagation, planting, fertility, harvest and post harvest methods.
Identification of common varieties of traditional crops. 4 cr., 6 hr. lec/lab (EA, HI)
7. Pre-requisites: AG 200 or BOT 105 either with a grade C or better
Pre-requisite may be waived by consent
yes
no
8. Co-requisites:
9. Recommended Preparation:
10. Cross-list:
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page 1
11. Reason for this curriculum action:
To add a course to the CNRM ATS for student interested in culturally based
agriculture. Students in sustainable tropical crop production can also use this
course for a production based course.
.
Course is taught at another UH campus:
no Explain why this course is proposed for UHMC: But similar courses are
taught at Hawaii CC in the Mahi'ai progam that focus on Taro. This course will fit
into the CNRM ATS under a third concentration that focuses on Hawaiian food
plants and ethnobotany as well as can be an elective in Sustainable Tropical
Crop Production.
yes, specify college(s), course, alpha, and number where same or similar course
is taught:
12. Proposed term of first offering: Spring
5-year Review Date 2018
semester of 2012
13. Grading: Standard (Letter, Cr/NCr, Audit)
14. Is this course repeatable for credit?
unlimited.
no
year
Explain, if not Standard grading:
yes; maximum is
credit or
Many previous course outlines have SLOs and what are now called
Competencies/Concepts/Issues/Skills combined in question number 6. In this form in
number 15: SLOs are considered to be over arching “what the student will be able to do
in the rest of life” type statements. In number 16: Competencies/Concepts/Issues/Skills
are considered to be the more specific steps by which the SLOs are achieved.
15. Student Learning Outcomes (SLOs). List one to four inclusive SLOs.
Use roman numerals (I., II., III.) to designate SLOs..
On successful completion of this course, students will be able to:
I. Produce a Hawaiian food plant in a commercial* manner.
II. Compare and contrast traditional and contemporary production systems.
III. Describe challenges and opportunities in the production and marketing of
Hawaiian food plants in Hawaii.
IV.
16. Competencies/Concepts/Issues/Skills. Use lower case letters (a., b.…zz) to
designate competencies/concepts/issues/skills..
On successful completion of this course, students will be able to:
a. Identify the common food plants of native Hawaiians.
b. Describe the common uses and preparation methods of selected Hawaiian food
plants.
c. Locate the geographical areas where Hawaiian food plants were traditionally
grown.
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d. Locate the geographical areas where Hawaiian food plants are currently grown
commercially.
e. Describe the natural requirements such as water, soil fertility, temperature ranges,
of selected crops in traditional cropping systems.
f. Describe traditional cultural practices for selected crops.
g. Demonstrate selected traditional practices for producing a selected crop(s).
h. Identify selected varieties of Hawaiian food crops.
i. Differentiate between the characteristics and adaptations of certain traditional crop
varieties.
j. Describe contemporary cultural practices for commercial production of selected
crops.
k. Analyze the differences between traditional and contemporary cultural practices
for producing selected crops.
l. Analyze different contemporary cultural practices for producing selected crops.
m. Examine post harvest handling and marketing of selected crops.
n. Plant selected food crops.
o. Apply cultural practices to produce selected food crops.
p. Harvest selected food crop(s).
q. Market selected food crop(s).
r. Prepare a planting plan for a Hawaiian food crop.
s. Collect information and data.
t. Assemble information about a Hawaiian food crop.
u. Disseminate, orally or in written form, information about a Hawaiian Food crop.
17. Suggested Course Content and Approximate Time Spent on Each Topic
Linked to #15. Student Learning Outcomes and #16: Competencies/Concepts/Issues/Skills
1. Introduction a (0-1 week)
2. Examine traditional stories and mythologies, traditional geographical planting
areas, traditional cultural practices, Hawaiian varieties, and traditional uses for:
a. Kalo (2-4 wks)
b. 'uala (2-4 wks)
c. 'ulu (1-3 wks)
d. Mai'a (1-3 wks)
e. Minor crops (Niu, 'uhi, pi'a, 'ohi'a 'ai, ko) (0-2 wks)
(II; a,b,c,e,f,g, h , i, k, s, t, u)
3. Examine contemporary production practices - including geographical areas or
production, varieties grown, cultural practices, post harvest handling, marketing and
production statistics for:
a. Kalo (2-4 wks)
b. 'uala (2-4 wks)
c. 'ulu (1-3 wks)
d. Mai'a (1-3 wks)
e. Minor crops (0-3 wks)(Niu, 'uhi, pi'a, 'ohi'a 'ai, ko) (0-2 wks)
(II, III: a,b,d,h ,j , l, m, s, t, u)
4. Produce and/or carry out various cultural practices on one or more selected
Hawaiian food plants.(3-15 wks) (I; n, o,p,q,r)
5. Market one or more selected Hawaiian food crops. (1-4wks)(I,III, q)
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6. Compare both traditional and contemporary practices by experimentation
during production of a Hawaiian food crop. (3-15 wks) (II,III; k,l,m,s,t,u)
18. Suggested Course Requirements and Evaluation
Linked to #15. Student Learning Outcomes and #16: Competencies/Concepts/Issues/Skills
Specific course requirements are at the discretion of the instructor at the time the
course is being offered. Suggested requirements might include, but are not limited
to:
- 10-70% examinations including written quizzes, midterm(s) and/or a final covering
lectures, discussions, plant identification, media presentations, lab activities, field
trips, guest speakers, and reading assignments (I,II,IIIa-f,h-m);
5-50% Crop production, field trip, and lab activities, data collection, data analysis,
and reports (I, II, g-s);
5-20% reading assigned text and resource materials, writing outlines, notes
and/or answering discussion questions (II,III, a-m, r-u);
5-20% Crop literature research project, written papers and/or oral presentation
(II,III, s,t,u)
0-20% participation in class activities and discussions (I,II,III.a-u);
19. College-wide academic student learner outcomes (CASLOs) this course supports:
(mark all that apply)
Written Communications
Quantitative Reasoning
Information Retrieval and Technology
Oral Communication
Critical Reasoning
Creativity
If this course supports one or more CASLO, then either complete the Assessment of
Intended Student Learning Outcomes Standards (CCOWIQ) Grid (see
Curriculum Committee website for grid form and submit it with this form) OR in
the box following explain briefly how this course supports the particular CASLO
or CASLOs:
20. Using the program student learning outcomes (PLOs) for the main program of which
this course is a part, list only those PLOs this course supports:
PLO: Recommend cultural practices, solve problems, plan projects, and cultivate
horticultural crops in a sustainable manner based on sound biological and
technological principles.
PLO: Explain the relationships between agroecosystems, economics, human culture,
and natural environments
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PLO:
PLO:
PLO:
PLO:
PLO:
21. No question. Question 21 will be part of the process used in Curriculum Central.
22. Method(s) of delivery appropriate for this course: (mark all that apply)
Traditional
HITS/Interactive TV
Cable TV
Online
Other, explain:
Hybrid
23. Text and Materials, Reference Materials, and Auxiliary Materials
Appropriate text(s) and materials will be chosen at the time the course is
offered from those currently available in the field. Examples include: Native
Planters in Old Hawaii: Their Life, Lore and Environment.
Appropriate reference materials will be chosen at the time the course is
offered from those currently available in the field. Examples include: Taro:Mauka to
Makai; Taro Varieties in Hawaii; Hawaiian Breadfruit; Ethnobotany, Nutrution, and
Human Ecology; Banana and Plantain- an Overview with Emphasis on Pacific
Island Cultivars, Ko- Ethnobotanical Guide to Hawaiian Sugarcane Varieties,
Appropriate auxiliary materials will be chosen at the time the course is offered from
those currently available in the field. Examples include: Videos, Websites, UHM
CTAHR Publications, Hawaiian Language Newspapers,
24. Maximum enrollment: 24 Rationale, if less than 35: Lab course and classroom
maximum capacity. 20 is a more appropriate number to manage for lab and field work
and field trips.
25. Course is restricted to particular room type:
no
yes; explain: AG 104 needed for proximity to field and lab equipment needed within the room
26. Special scheduling considerations:
no
yes; explain:
27. Special instructional resources (personnel, supplies, etc.) required:
no
yes; explain:
28. Special student fees required:
no
yes; explain:
29. Function/Designation: Mark all that apply.
AA* First Category EA - Environmental Awareness
appropriate Category
Fulfills Hawaii Emphasis (HI) Graduation Requirement
AS Program
Category
Second Category, if
List Additional Programs and Category:
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AAS AG and NR - Sustainable Tropical Crop Mgt. PE - Program Elective
Additional Programs and Category: ATS in Cultural and Natural Resources
BAS Program
Category
List Additional Programs and Category:
Developmental/Remedial
Other/Additional: Explain:
List
* Submit the appropriate form(s) to have the course placed in the requested
category(ies) to both the Curriculum Committee and the Liberal Arts/AA Program Chair.
If the course satisfies category I: Foundations/Skills: Foundations I or Ii, it needs to be
submitted to the Foundations Board. If a course needs a diversity designation, it needs
to be submitted to the Diversity Board. If a course needs a Hawaii/ Asia/ Pacific
designation, it needs to be submitted to the HAPS board. See your Department
Representative, the Curriculum Chair, or the Liberal Arts/AA Coordinator for information.
30. Course
increases
decreases
makes no change to number of credits
required for program(s) affected by this action. Explain, if necessary:
31. Course is:
Not appropriate for articulation.
Appropriate* for articulation as a general education course at:
UHCC
UH Manoa UH Hilo UHWO
Previously articulated* as a general education course at:
UHCC UH Manoa UH Hilo UHWO
*Submit Course Articulation Form(available on the Curriculum Committee website) if
course is already articulated, or is appropriate for articulation, as a general education
(100-, 200-level) course. Check Curriculum Committee website under UH Courses for
articulation sites.
Standardized and/or appropriate for articulation by PCC or other UH system
agreement at:
UHCC
UH Manoa
UH Hilo
UHWO Explain:
Appropriate for articulation or has previously been articulated to a specific
department or institution: UHCC UH Manoa UH Hilo UHWO
Outside UH system Explain:
This course outline is standardized and/or the result of a community college or
system-wide agreement. Name of the responsible committee/group:
32. List catalog used and then degrees, certificates, prerequisites, and catalog sections
and their page numbers affected by this proposal: 2010-2011; p.92
33. Additional Information (add additional pages if needed): *Commercial Production:
This term is inclusive of various production models - and can include production for
an extended family, for trade or barter, supplemental income, part time selfRevised 6/28/2016
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employment, full time self-employment, family businesses, businesses that employ
multiple people, producing product for value-added ingredients, agro-tourism,
cultural education, and other commercial or culturally appropriate production that is
at a larger scale than a typical home garden.
Diversification Biological Science (DB)
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University of Hawaii Maui College
Course Outline and CAR Signature Page
______________________________________________________________________
Proposed by: Author or Program Coordinator
Date
______________________________________________________________________
Checked by Department Representative to Curriculum Committee
Date
______________________________________________________________________
Requested by Department: Department Chair
Date
______________________________________________________________________
Recommended by: Curriculum Chair
Date
______________________________________________________________________
Approved by Academic Senate: Academic Senate Chair
Date
______________________________________________________________________
Endorsed by: Chief Academic Officer
Date
______________________________________________________________________
Course Approved by: Chancellor
Date
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Assessment of Intended Student Learning Outcomes Standards – CCOWIQs with Ratings for AG 253
Key:
3 = Major Emphasis: The student is actively involved (uses, reinforces, applies, and evaluated) in the student learning outcomes. The
learner outcome is the focus of the class.
2 = Moderate Emphasis: The student uses, reinforces, applies and is evaluated by this learner outcome, but it is not the focus of the class
1 = Minor Emphasis: The student is provided an opportunity to use, reinforce, and apply this learner outcome, but does not get evaluated
on this learner outcome
0 = No Emphasis: The student does not address this learner outcome
Standard 1: Written Communication
AG 253
Write effectively to convey ideas that meet the needs of specific audiences and purposes.
1.1 Use writing to discover and articulate ideas
2
1.2 Identify and analyze the audience and purpose for any intended communication
2
1.3 Choose language, style and organization appropriate to particular purposes and audiences
2
1.4 Gather information and document sources appropriately
2
1.5 Express a main idea as a thesis, hypothesis, and other appropriate content
1
1.6 Develop a main idea clearly and concisely with appropriate content
1
1.7 Demonstrate mastery of the conventions of writing, including grammar, spelling, and mechanics
2
1.8 Demonstrate proficiency in revision and editing
1
1.9 Develop a personal voice in written communication
0
Standard 2: Quantitative Reasoning
Synthesize and articulate information using appropriate mathematical methods to solve problems and logically
address real-life situations.
1
2.1 Apply numeric, graphic and symbolic skills and other forms of quantitative reasoning, accurately and
appropriately
1
2.2 Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate
1
2.3 Communicate clearly and concisely the methods and results of quantitative problem solving
0
2.4 Formulate and test hypotheses using numerical experimentation
0
2.5 Define quantitative issues and problems, gather relevant information, analyze that information, and present
results
1
2.6 Assess the validity of statistical conclusions
1
Standard 3: Information Retrieval and Technology (Information Literacy)
Access, evaluate, and utilize information effectively, ethically and responsibly.
3.1 Use print and electronic information technology ethically and responsibly
2
3.2 Demonstrate knowledge of basic vocabulary, concepts, and operations of information technology and retrieval
0
3.3 Recognize, identify, and define an information need
2
3.4 Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity
of that information
2
3.5 Create, manage, organize, and communicate information through electronic media
0
3.6 Recognize changing technologies and make informed choices about their appropriateness and use.
0
Standard 4: Oral Communication
Practice ethical and responsible oral communications appropriate to a variety of audiences and purposes.
1
4.1 Identify and analyze the audience and purpose of any intended communication.
1
4.2 Gather, evaluate, select, and organize information for the communication.
2
4.3 Use language, techniques, and strategies appropriate to the audience and occasion.
1
4.4 Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and
occasion
1
4.5 Summarize, analyze, and evaluate oral communications and ask coherent questions as needed.
1
4.6 Use competent oral expression to initiate and sustain discussion.
1
Standard 5: Critical Thinking
Apply critical reasoning skills to effectively address the challenges and solve problems.
1
5.1 Identify and state problems, issues, arguments, and questions contained in a body of information.
0
5.2 Identify and analyze assumptions and underlying points of view relating to an issue or problem.
2
5.3 Formulate research questions that require descriptive and explanatory analyses.
1
5.4 Recognize and understand multiple modes of inquiry, including investigative methods based on observation
1
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and analysis.
5.5 Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues,
values, and biases through the use of appropriate evidence.
5.6 Apply problem-solving techniques and skills, including the rules of logic and logical sequence.
5.7 Synthesize information from various sources, drawing appropriate conclusions.
5.8 Communicate clearly and concisely the methods and results of logical reasoning.
5.9 Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of
others.
Standard 6: Creativity
Able to express originality through a variety of forms.
6.1 Generates responses to problems and challenges through intuition and non-linear thinking.
6.2 Explores diverse approaches to solving a problem or addressing a challenge.
6.3 Sustains engagement in activities without a preconceived purpose.
6.4 Demonstrates the ability to trust and follow one’s instincts in the absence of external direction.
6.5 Applies creative principles to discover and express new ideas.
6.6 Builds upon or adapts the ideas of others to create novel expressions or new solutions.
2
0
2
0
2
2
2
1
1
0
1
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UNIVERSITY OF HAWAII MAUI COLLEGE
ASSOCIATE IN ARTS DEGREE
REVIEW OF COURSES FOR DIVERSIFICATION REQUIREMENTS
Any UH course with a diversification or equivalent designation that transfers to another UH
campus will be accepted with the sending campus’ designation. At each participating UH
campus, the diversification designation is consistent with the hallmarks described below.
Courses are approved through a campus level process and reviewed at least every five years to
ensure that the course continues to meet the hallmarks.
SUBJECT ALPHA: _____AG _______ COURSE NUMBER: _____253_________
If the course is cross-listed, please provide the cross-listing: Subject _________ Course #
_______
COURSE TITLE: _Hawaiian Food Plants: Traditional and Contemporary Production
UH MANOA DIVERSIFICATION CATEGORY:
UHMC RECOMMENDED CATEGORY:____DB ______________
(Refer to attached Hallmarks)
Is the course outline, on file with the UHMC Curriculum Committee, consistent with the stated
Hallmarks? __X___ Yes _____ No
If “No” and you wish to submit changes to correspond with the Hallmarks, attach a
University of Hawaii Maui College Curriculum Action Request (CAR) (Form 4-93) with
new course outline.
OR
 Recommend course be changed to another sub-category: ____________________
OR
 Recommend course be used only as general elective
_______Ann Emmsley________________
Instructor’s Printed Name
_______________________________
Instructor’s Signature
Date
2/2010
Revised 6/28/2016
page 11
HALLMARKS:
To satisfy the Arts (DA) area requirement, at least two thirds of a course will
 Use the definitions, descriptions, and terminology of the visual arts, performing arts, and
other creative arts.
 Emphasize the acquisition of practical and theoretical skills necessary to produce visual,
performing, or other creative arts for primarily aesthetic purposes.
 Develop creative abilities in which artistic conventions are applied and originality is sought.
To satisfy the Humanities (DH) area requirement, at least two thirds of a course will
 Use the terminology of historical, philosophical, language, or religious studies.
 Involve texts, artifacts, concepts, processes, theories, or issues of concern in these studies.
 Demonstrate inquiry that that involves the methods of study, reflection, evidence
gathering, and argumentation that are employed in these studies.
To satisfy the Literatures (DL) area requirement, at least two thirds of a course will
 Use the terminology of literary and/or cultural analysis.
 Involve the study of texts, concepts, forms, figures, styles, tonalities, processes, theories,
or issues relating to literary and/or cultural analysis.
 Demonstrate inquiry that is guided by qualitative, argumentative, and/or quantitative
methods employed in literary and/or cultural analysis.
To satisfy the Biological Science (DB) area requirement, at least two thirds of a course will
 Use the terminology of the biological sciences.
 Involve knowledge and theories relating to processes in the biological sciences.
 Demonstrate inquiry that is guided by observation/experimentation and
reasoning/mathematics.
To satisfy the Physical Science (DP) area requirement, at least two thirds of a course will
 Use the terminology of the physical sciences.
 Involve knowledge and theories relating to processes in the physical sciences.
 Demonstrate inquiry that is guided by observation/experimentation and reasoning and
mathematics.
To satisfy the Laboratory (DY) area requirement, at least two thirds of a course will
 Use the laboratory methods of the biological or physical sciences.
 Involve processes and issues of design, testing, and measurement.
 Demonstrate the strengths and limitations of the scientific method.
To satisfy the Social Sciences (DS) area requirement, at least two thirds of a course will
 Use the terminology of theories, structures, or processes in the social or psychological
sciences.
 Involve the concepts, models, practices, or issues of concern in the scientific studies of
those theories, structures, or processes.
 Demonstrate inquiry that is guided by quantitative and/or qualitative methods employed
in the scientific study of structures or processes of these sciences.
Revised 6/28/2016
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UNIVERSITY OF HAWAII MAUI COLLEGE
ASSOCIATE IN ARTS DEGREE
REVIEW OF COURSES FOR AA CATEGORY INCLUSION
SUBJECT ALPHA: ___AG________
COURSE NUMBER: __253_________
If the course is cross-listed, please provide the cross-listing: Subject _________ Course
# _______
COURSE TITLE: Hawaiian Food Plants: Traditional and Contemporary Production
CATEGORY:
II – BREADTH OF UNDERSTANDING AND EXPERIENCE
SUB-CATEGORY: Environmental Awareness
RELATED PROGRAM LEARNING OUTCOME: Students will demonstrate knowledge of
natural systems and environmental issues.
HALLMARKS:
To satisfy the Environmental Awareness requirement, a course will:
a) Develop students’ understanding of the interactions between an individual and the natural
world.
b) Develop students’ understanding of balance in natural systems.
c) Introduce students to the terminology of the natural sciences.
d) Develop students’ understanding of theories relating to the processes of scientific inquiry.
e) Develop students’ understanding of inquiry guided by observation, experimentation, analysis,
and reasoning.
f) Develop students’ understanding of the strengths and limitations of the scientific method.
Is the course outline, on file with the UHMC Curriculum Committee, consistent with the
Hallmarks stated above?
__X___ Yes _____ No
If “No” and you wish to submit changes to correspond with the Hallmarks, attach a
University of Hawaii Maui College Curriculum Action Request (CAR) (Form 4-93) with
new course outline.
OR
 Recommend course be changed to another sub-category: ____________________
OR
 Recommend course be used only as general elective
_______Ann Emmsley_______________
Instructor’s Printed Name
_______________________4/11/11__
Instructor’s Signature
Date
Revised 6/28/2016
page 13
UNIVERSITY OF HAWAII MAUI COLLEGE
ASSOCIATE IN ARTS DEGREE
REVIEW OF COURSES FOR AA CATEGORY INCLUSION
SUBJECT ALPHA: ___AG________
COURSE NUMBER: ___253________
If the course is cross-listed, please provide the cross-listing: Subject _________ Course
# _______
COURSE TITLE: Hawaiian Food Plants: Traditional and Contemporary Production
CATEGORY:
Graduation Requirements
SUB-CATEGORY: Hawai’i Emphasis
HALLMARKS:
To meet the Hawai‘i Emphasis requirement, a course will:
a) Develop students’ understanding of the cultural perspectives, values, and world views of
Native Hawaiians through assignments or practica rooted in Hawaiian experiences and
traditions.
b) Develop students’ understanding of at least one topic that is crucial to an understanding of
the histories, cultures, beliefs, or arts of Hawai`i; or the societal, political, economic, or
technological processes of Hawai‘i; for example, the relationships of societal structures to the
natural environment.
c) Foster multi-cultural respect and understanding through in-depth analysis or understanding of
the Hawaiian issues being studied.
Is the course outline, on file with the UHMC Curriculum Committee, consistent with the
Hallmarks stated above?
__X___ Yes _____ No
If “No” and you wish to submit changes to correspond with the Hallmarks, attach a
University of Hawaii Maui College Curriculum Action Request (CAR) (Form 4-93) with
new course outline.
OR
 Recommend course be changed to another sub-category: ____________________
OR
 Recommend course be used only as general elective
___Ann Emmsley____________________
Instructor’s Printed Name
_______________________4/8/11___
Instructor’s Signature
Date
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