APIDA Student Center

Theoretical Frameworks

• Vasa Framework

  (Vāsā: The Space That is Sacred) Developed through the work of Dr. David Ga’oupu Palaita, the VĀSĀ framework emerges from Pacific Islander epistemologies and lived experiences, particularly within the context of higher education. VĀSĀ is the Samoan word for "ocean" and represents both a literal and metaphorical sacred space. This model honors the ocean as a cultural foundation through which Pacific Islander students navigate, challenge, and transform institutional spaces. VĀSĀ is a decolonial framework that emphasizes identity, voice, and community as central to education and liberation

  Key Components of VĀSĀ:

  • • Voice and Visibility- Uplifting Pacific Islander students’ narratives and counter-stories as a way of resisting invisibility in higher education. “Talk-story” is used as a decolonial research method that values oral tradition, memory, and relational storytelling.
    • Āiga and Ancestry- Grounded in familial and ancestral knowledge, the framework draws strength from extended family systems (‘āiga) and intergenerational ties that carry cultural wisdom, history, and identity.
    • Space and Spirituality- Schools are reimagined as spaces that can be shaped by Indigenous cultural frameworks. The ocean becomes a metaphor for cultural connection, fluidity, and possibility—redefining belonging and learning beyond Western paradigms.
    • Āction and Advocacy- Students organize events, develop curriculum, and build community through acts of resistance and cultural affirmation. From outreach programs to national conferences, these actions serve as cultural and political interventions that reshape
• Community Cultural Wealth Model (CCWM)

  Developed by Dr. Tara Yosso in 2005, the Community Cultural Wealth Model challenges traditional deficit-based perspectives by recognizing the array of knowledge, skills, abilities, and contacts possessed by marginalized groups. It identifies six forms of capital that communities of color utilize to navigate and succeed within oppressive structures.

  Six Forms of Capital:

  • • Aspirational Capital: The ability to maintain hopes and dreams for the future despite real and perceived barriers.
    • Linguistic Capital: The intellectual and social skills attained through communication experiences in more than one language and/or style.
    • Familial Capital: Cultural knowledges nurtured among family that carry a sense of community history, memory, and cultural intuition.
    • Social Capital: Networks of people and community resources that provide both instrumental and emotional support.
    • Navigational Capital: Skills of maneuvering through social institutions, including those that were not created with communities of color in mind.
    • Resistant Capital: Knowledge and skills fostered through oppositional behavior that challenges inequality.
• High-Impact Educational Practices (HIPs)

  High-Impact Practices (HIPs) are a set of intentionally designed teaching and learning experiences shown to promote deep learning, student engagement, and higher retention and graduation rates—especially for first-generation students, students of color, and low-income students. Developed by George D. Kuh and widely adopted across colleges and universities, HIPs are effective because they require students to invest significant time and academic effort, encourage meaningful interaction with faculty and peers, provide frequent and constructive feedback, and include opportunities to reflect on learning. They also engage students with diverse perspectives, real-world relevance, and often culminate in a public demonstration of learning. When implemented with equity and care, HIPs transform how students connect classroom learning with personal, social, and professional development.

  The 10 High-Impact Practices

  • • First-Year Seminars and Experiences
      Small, theme-based courses that support students' transition into college through academic skill-building, inquiry, and campus engagement.
    • Common Intellectual Experiences
      Shared curriculum elements such as a core set of courses, themes, or readings that encourage integrative learning across disciplines.
    • Learning Communities
      Groups of students co-enrolled in linked courses that explore a common topic, helping build peer connections and interdisciplinary thinking.
    • Writing-Intensive Courses
      Courses across all disciplines that emphasize writing as a process involving feedback, revision, and reflection to strengthen communication skills.
    • Collaborative Assignments and Projects
      Structured opportunities for teamwork where students solve problems, co-author work, or explore complex questions together.
    • Undergraduate Research
      Faculty-mentored research that allows students to participate in the process of discovery and contribute to scholarly or creative work.
    • Diversity/Global Learning
      Learning experiences that explore cultural differences, global systems, and power dynamics, often involving study abroad or community-based engagement.
    • Service Learning and Community-Based Learning
      Courses that integrate academic content with real-world service, emphasizing civic responsibility and critical reflection.
    • Internships
      Supervised work experiences tied to academic goals, giving students practical skills and insight into professional environments.
    • Capstone Courses and Projects
      Final-year experiences that synthesize learning through projects, portfolios, or presentations, demonstrating mastery and integration of knowledge.