Chaminade University, Kalaepōhaku ‘Ao‘ao 1/ 4 Lā 5 o Ianuali, 2011

Hawaiian Leadership Training (HLT310) Kau KupuLau 2011 Kumu Keahi

Independent Study: HLT 310

Course Syllabus

Ho‘okumu – to connect oneself to „āina and „ohana

Kumu: Keahi V. Renaud, MEd

- Haumana o Kumu Lake

Phone: (808) 927-1619 cell / (848) NATIVES vm - Office in Henry Hall 206

E-mail: kumukeahi@gmail.com

Class Meeting Time: TBD / EVENTS / WEB

Catalog Description:

This course establishes a foundation for the program by providing grounding in

Hawaiian history, beliefs, and traditions in a collaborative learning environment

that prepares the students for life, work and service. It examines familial and

social structure, and establishes the connection between Hawaiian traditional

values, leadership, and the welfare and health of the community, great and small.

The course encourages the development of moral character and personal

competencies, and the commitment to work toward a just and peaceful society.

Hawaiian leaders work towards the betterment of people and natural resources.

A special trait of a Hawaiian leader is the moral commitment to help people and

protect the environment, because the identity and future of Hawaiians are

interwoven with one‟s close relationship to the „āina.

Hawaiians come from the „āina.

He ali‘i ka ‘āina; he kauwā ke kanaka. - The land is a chief; man is its servant.

Course Objectives: Those who have successfully completed this course will be able to:

1. Explain the significant relationship between the akua, „āina, and kanaka;

2. Demonstrate basic Hawaiian protocol: oli, ho„okupu, mālama „āina;

3. Versed at basic greetings and posing questions in Hawaiian;

4. Explain how traditional Hawaiian and Christian beliefs co-exist conflict-free

5. Understand prioritized relationships and genealogies for self-identity and mana

6. Understand underlying movements of intent from which to problem defined and solved

7. Demonstrate their role of protecting, nurturing, and perpetuating Hawaiian cultural practices.

8. Nurture and build upon indigenous leadership skills in role modeling & mentoring roles

9. Develop solid leadership skills in seeking scholarship <click> & career goals to affect change

Chaminade University, Kalaepōhaku ‘Ao‘ao 2/ 4 Lā 5 o Ianuali, 2011

Hawaiian Leadership Training (HLT310) Kau KupuLau 2011 Kumu Keahi

Course Requirements: Your grade in this course will be based on the following

kuleana/responsibility. Each of the items/activities listed below will be described to you in writing and

orally in class. The dates of each activity are indicated on the Schedule portion of this syllabus.

Reference Text: Harden, M.J. (1999). Voices of Wisdom: Hawaiian elders speak. Honolulu: Aka Press.

Participation, Perspective, Protocols in class activities on and off campus

– Check the schedule for times and location for involvement (eg: Hula, Ho„okupu, Hike)

Reflection Papers (details to be discussed) (10 to 12 pages, typed, double space) are your

mana„o/thoughts/feelings based on class activities and readings. A reflection is a process by

which learners think critically about their experiences. Learning happens through a mix of

theory and practice, thought and action, observations and interaction. It allows students to learn

from themselves. Each paper is 1 to 2 pages long, depending on your mana‟o. The reflection

papers may be turned in throughout the semester. The deadline for all the reflection papers is

December 5th. It‟s easier to do several reflective papers throughout the semester, rather than

procrastinate till the end of the semester.

Extentensive Career & Hawaiian Leadership Training / Scholarship Developments o Students will ascertain market forces and motivations for career choices

o Jr Leaders will determine program majors and elective development for optimal outcome

o Intensive Scholarship / Financial Plan / Budget Development Workshops

Mālama „āina Service Projects (see schedule Saturdays from 8 –12 noon) objectives:

o To assist students see the relevance of the academic subject in real world

o To enhance student learning by joining theory with experience

o To give student greater responsibility for their own learning

o To develop a richer context for student learning

o To increase civic and citizenship skills of students.

Be prepared to sweat and get dirty. Bring water and lunch for Saturday classes.

Demonstration of basic Hawaiian greetings and sayings throughout the semester.

Five short answer and oral quizzes based on our readings, discussions, & projects.

One end of the semester hō„ike /performance of oli and protocol.

Course Reader:

The course reader is a packet of readings from various sources.

Missed Class: It is imperative to attend all classes,

To make up a missed class, the hours may be made up by

doing mālama „āina work at pre-approved places and activities

consistent with this course and Chaminade University policies.

Course Grading:

Attendance & Participation (10 pts each) 140

Reflection Paper / Resume / Scholarships 110

Quizzes (Kuisa 100 points each) 30

Final Performance (Hō„ike Hope Loa) 20

Total Points 300

275 – 300 = A 250 - 274 = B

225 – 249 = C 200 - 224 = D „aue

Chaminade University, Kalaepōhaku ‘Ao‘ao 3/ 4 Lā 5 o Ianuali, 2011

Hawaiian Leadership Training (HLT310) Kau KupuLau 2011 Kumu Keahi

HAWAIIANS LEARNING AS HAWAIIANS FOR HAWAIIANS IN HAWAIIAN

Leadership Based on MANA: “ Āina / „Ohana / Hana ”

Epistemological Paradigm:

„A„ohe pau ka „ike i ka hālau ho„okahi

“All learning is not finished in a single place of learning”

Mahalo for this opportunity to share with you that which was passed to me from my

ancestors, mentors, kumu, and that which I‟ve derived from my own introspection.

I‟m neither the sage on the stage nor some Delphic oracle acting as the all-knowing guru.

We comprise a team of learning wherein I will be here to learn from you, your dreams,

your efforts, and your mana. Together, we will create more than the sum of our selves.

This is as I was taught. Out of faithful respect for my culture, this is how you will be.

Instructional Linkage:

Nānā i ke kumu

“Look to the source”

Though I am the teacher (“kumu”), we both know in Hawaiian thinking that our

relationship is by mutual consent. It is “kāu” kumu… nothing more and nothing less.

Therefore I will not forget that I am here by your desire, to teach you what you agree to

make the effort to learn from me. I remain humbled an honored at your initial trust.

In essence, you have hired me to accomplish my mission; and I‟ll endeavor to do so well.

As a team, you will recollect that; Huli ka lima i lalo e ola, Huli ka lima i luna e make !!

Timely arrival to class and timely acquisition of our mission objectives is essential to a

healthy rrival of the academic destination to which we all aspire. Therefore… as you

know, MAI KALI A PAU KA NIHO !!! This will be the essence of Hawaiian Time.

However, if your behavior, lack of respect, lack of attention, and/or lack of kuleana

interferes with this journey, thrn you have not valued that which I offer, and we will

disengage this experience, and the subsequent grade will be rendered. You may also

render your assessment of my proficiencies, methods, and efforts (or lack thereof).

Pedagogical Linkage:

Pa‘a ka waha, Nānā ka maka, Ho‘olohe ke pepeiao, Hana ka lima, Ma ka hana ka ‘ike “Close the mouth, look with the eyes, listen with the ears, work with the hands, Learn by doing”

We will be resourceful and faithful. We will learn more in less time so quickly in the

ways of my ancestors, that we will travel farther sooner than all could scarcely imagine.

But the driving ancestral paradigm becomes; Mai maka‘u ka hana, maka‘u ka moloā!!

This is the quintessential elements of Hawiian learning. Many may have forgotten.

You will be promptly reminded in the event you may have difficulties remembering.

I will not recite rules. I will not pontificate values. I will not promulgate what you know.

You will conduct yourselves as professionals in a mature fashion. If I have to tell you

what such behavior resembles, then you likely will not understand, regardless. I will also

expect you to hold me to this same (or higher) standard. Because, in the end, we both

recognize that this is mission objective to which we strive to excel. Kulia i ka nu‘u, EŌ!

Chaminade University, Kalaepōhaku ‘Ao‘ao 4/ 4 Lā 5 o Ianuali, 2011

Hawaiian Leadership Training (HLT310) Kau KupuLau 2011 Kumu Keahi

Students With Disabilities

Hawaiian culture views any “physical/mental” challenges as an indication of great mana!

Chaminade will provide assistance for any student with documented disabilities. Any student

who believes he/she may need accommodations in this class must contact Dr. June Yasuhara,

735-4845, at the Counseling Center (office next to Security) in order to determine if the student

meets the requirements for documented disability in accordance with the Americans with

Disabilities Act. It is important to contact them as soon as possible so that accommodations are

implemented in a timely fashion.

Marianist Educational Values

Chaminade University is a Catholic, Marianist University.

The five characteristics of a Marianist education are: 1. Educate for Formation in Faith

Catholic Universities affirm an intricate relationship between reason and faith. As important as discursive

and logical formulations and critical thinking are, they are not able to capture all that can be and ought to be

learned. Intellectual rigor coupled with respectful humility provide a more profound preparation for both

career and life. Intellectual rigor characterizes the pursuit of all that can be learned. Respectful humility

reminds people of faith that they need to learn from those who are of other faiths and cultures, as well as

from those who may have no religious faith at all.

2. Provide an Excellent Education

In the Marianist approach to education, “excellence” includes the whole person, not just the technician or

rhetorician. Marianist universities educate whole persons, developing their physical, psychological,

intellectual, moral, spiritual and social qualities. Faculty and students attend to fundamental moral attitudes,

develop their personal talents and acquire skills that will help them learn all their lives. The Marianist

approach to education links theory and practice, liberal and professional education. Our age has been

deeply shaped by science and technology. Most recently, information and educational technologies have

changed the way faculty and students research and teach. At Marianist Universities, two goals are pursued

simultaneously: an appropriate use of information technology for learning, and the enhancement of

interaction between students and teachers. As Catholic, Marianist Universities seek to embrace diverse

peoples and understand diverse cultures, convinced that ultimately, when such people come together, one of

the highest purposes of education is realized: a human community that respects every individual within it.

3. Educate in Family Spirit

Known for their strong sense of community, Marianists have traditionally spoken of this sense as “family

spirit.” Marianist educational experience fosters the development of a community characterized by a sense

of family spirit that accepts each person with loving respect, and draws everyone in the university into the

challenge of community building. Family spirit also enables Marianist universities to challenge their

students, faculty and staff to excellence and maturity, because the acceptance and love of a community gives

its members the courage to risk failure and the joy of sharing success.

4. Educate for Service, Justice, and Peace

The Marianist approach to higher education is deeply committed to the common good. The intellectual life

itself is undertaken as a form of service in the interest of justice and peace, and the university curriculum is

designed to connect the classroom with the wider world. In addition, Marianist universities extend a special

concern for the poor and marginalized and promote the dignity, rights and responsibilities of all people.

5. Educate for Adaptation to Change

In the midst of rapid social and technological change, Marianist universities readily adapt and change their

methods and structures so that the wisdom of their educational philosophy and spirituality may be

transmitted even more fully. “New times call for new methods,” Father Chaminade often repeated. The

Marianist university faces the future confidently, on the one hand knowing that it draws on a rich educational

philosophy, and on the other fully aware for that philosophy to remain vibrant in changing times, adaptations

need to be made. Selected from Characteristics of Marianist Universities: A Resource Paper, Published in 1999 by Chaminade

University of Honolulu, St. Mary’s University and University of Dayton

Each of these characteristics is integrated, to varying degrees, in this course.

Team Pualikaua’s 2011

Scholarship Boot Camp

Hawaiian Leadership Training (HLT 310)

Who ? Student Warriors wanting to be more sooner!

What? Multi-meetings to prepare for college and secure financing resources. One hour per high-yield full-speed meeting. Must RSVP

When ? Choose Jan 5th, 7th, or 9th 2011 @ 7pm Special arrangements by request

Where ? Mānoa Innovation Center 2nd Floor Conf Rm 2800 Woodlawn Drive, Mānoa Valley

Mision Objectives ? (a) Define/Refine majors & programs

(b) Develop resume and “base” essay (c) Seeking & acquiring scholarships

(d) Assimilate leadership concepts

(e) Learn time-tested cultural concepts

MAI KALI A PAU KA NIHO The important thing to remember is that it is always better to get an early start than to procrastinate

The items and requirements to participate include…

Be sure to RSVP to this email ASAP (very important)

Commit to… attending the meeting. ON-TIME

- Bring your own personal Battle Journal (a bound notebook where pages cannot be removed)

- Bring an indelible ink pen (not a pencil)

Don’t forget your rested brain and your motivated attitude

= click ScholarshipBootCamp@gmail.com

Hawaiian Leadership Training HLT310 Syllabus click=

An Advanced Leadership Course designed by Kumu Keahi Renaud (Team Pualikaua)

Kumu Po‘olanui Ontai (Alaka‘i Engineering)

(848) NATIVES

MAP <== click

Chaminade University, Kalaepōhaku i Lā 5 o Ianuali, 2011

Leadership Training Kau Ha‘uleLau 2011 Kumu Keahi

INTRODUCTORY

Scholarship Survey

Chaminade University, Kalaepōhaku ‘Ao‘ao 2 / 2 Lā 5 o Ianuali, 2011

TEN ACTION ITEMS:

YOUR NAME: (1) Logistical Impression: If you haven't already, please set up a professional-sounding gMail account directed to a goal using a value-based or career-type name: (eg, SeriousSystems@gmail.com, KeahiKreativeKounseling@gmail.com ). Examples which don't work for me are hotsurfahchix, mcdaddymaniac, whoseYOURdaddy. I want to remind you that even if you believe you are an "anime" character, past life samurai, etc, it will be very difficult for me (or a scholarship committee) to take you serious if your email address is based in fantasy. You can forward all emails from it to your "main" email account or just make gmail your new better email account. Email me the responses below from your (old or new) gMail account. [ Did you complete this Action Item? ] (2) Pot at Rainbows End How much money are you looking to secure? This is a tricky question, because if you want a "little" then you are wasting your time. If you want a "LOT" I will be expecting a lot of effort now, and a responsibility to "pay" back in your career efforts and future mentoring. I will expect MORE from you. If you are receiving "loans"... endeavor to at least remove that financial load. Depending on your motivation... consider at least making enough to be comfortable and debt free.... this is a the most reasonable pathway to mature adulthood.

[ enter response in here ] (3) Funding History: How much in scholarships do you now receive? From whom? How long? Are you receiving loans? How much? [ enter response in here ]

(4) Demographics: a. Gender/Ethnicity, b. Raised/Living Locale c. Disadvantages/Hardships d. MISC: 1st college person in family, orphan, public housing, widow, child of vet, etc... [ enter response in here ] (5) Academic Assessments What is your major? Minor? Specialization? Certifications? Major GPA? Overall GPA? [ enter response in here ]

Chaminade University, Kalaepōhaku ‘Ao‘ao 3 / 2 Lā 5 o Ianuali, 2011

(6) Academic Altruisms: What leadership roles have you assumed? (school/personal) Any volunteering, tutoring, or aid/help program creation?

[ enter response in here ] (7) Academic Aspirations What do you want to do with your degree in the long term? Do you have any other degrees, cerifications, training? Military? [ enter response in here ] (8) Academic Anticipated Acquisitions Where do you see yourself in 10 yrs? Doing what? How? With whom?

[ enter response in here ] (9) Do you have an UPDATED resume/curriculum vitae? If you are serious about getting scholarships, send this along ASAP

If you are interested in scholarships... we can create this, but it will take time.

(10) Addition MISC which may be of help, support, or worthy of consideration [ enter response in here ]

YOUR NAME: