The paper aims to share lessons learned from a University of Hawaii at Manoa institutional self-assessment (ISA) of a pioneer place-based and culturally responsive masterʻs degree program delivered through distance technology for graduate teacher candidates in Kosrae, Micronesia. Institutional self-assessment is a mixed methods research design that comprehensively explores various facets of the institution. This involves a continuous reflective cycle in which members of the organization collaboratively collect and analyze both quantitative and qualitative data on its own performance to provide a holistic perspective on perceived strengths, weaknesses, opportunities, and threats. ISA data is used as a means of evaluation to inform future strategic plans for institutional improvement. Evaluating inaugural and innovative distance learning degree programs to gain participant and stakeholder perspectives is particularly critical since no comparable case studies are bound with the same research parameters. University of Hawaii Pacific-focused (PACMED) program directors conducted a qualitative ISA study that triangulated data collection through structured Google Form surveys, autoethnographic journals, and course artifacts, including performance ethnography, from a cohort of eleven graduate candidates in Kosrae, Micronesia. Data was typologically analyzed for emergent themes. Integrated findings formed the basis for identifying strategic priorities, recommendations, and action plans to guide institutional improvement efforts. University program directors, instructors, and staff met as a focus group to collectively analyze the data to make future recommendations. The lessons learned will be presented in this paper using thick descriptions. The research proposes the benefits of an institutional self-assessment process and resulting recommendations for creating a meaningful, culturally responsive online degree program.

Keywords: Place-based Education, Distance Technology, Culturally Responsive, STEM Integration.