Bachelor of Applied Science - University of Hawaii · 2/17/2016 · UNIVERSITY OF HAWAI‘I –...

UNIVERSITY OF HAWAI‘I – WEST O‘AHU

Bachelor of Applied Science

Provisional to Established Program Review

Date of Proposal: February 24th, 2016

Proposed Date of Implementing: August, 2016

Prepared by Matthew A. Chapman, Ph.D.

BAS Provisional to Established Review Page 1

Table of Contents

1. Introduction/Context ................................................................................................................................. 3

1.1 The Bachelor of Applied Science (BAS) Program in Context ........................................................... 3

1.1.1 Mission and Goals of the BAS Program ...................................................................................... 3

1.1.2 Bachelor of Applied Science Student Learning Outcomes (SLO’s) ............................................ 3

1.2 Concentration in Computing, Electronics, and Networking Technology (CENT) ............................. 4

1.2.1 Mission and Goals of the CENT Concentration .......................................................................... 4

1.2.2 CENT Concentration Student Learning Outcomes (SLO’s) ........................................................ 4

1.3 Concentration in Information Security and Assurance (ISA) ............................................................. 4

1.3.1 Mission and Goals of the ISA Concentration .............................................................................. 5

1.3.2 ISA Concentration Student Learning Outcomes (SLO’s) ............................................................ 5

1.4 Concentration in Information Technology (IT) .................................................................................. 5

1.4.1 Mission and Goals of the IT Concentration ................................................................................. 5

1.4.2 IT Concentration Student Learning Outcomes (SLO’s) .............................................................. 5

1.5 Concentration in Culinary Management (CULM) .............................................................................. 6

1.5.1 Mission and Goals of the CULM Concentration ......................................................................... 6

1.5.2 CULM Concentration Student Learning Outcomes (SLO’s) ....................................................... 6

1.6 Concentration in Respiratory Care (RESP)......................................................................................... 6

1.6.1 Mission and Goals of the RESP Concentration ........................................................................... 6

1.6.2 RESP Concentration Student Learning Outcomes (SLO’s) ......................................................... 7

2. Analysis of Evidence about Program Quality ........................................................................................... 7

2.1 BAS Data Gathered ............................................................................................................................. 7

2.1.1 Students Enrolled in the BAS Concentrations ............................................................................. 7

2.1.2 Student Gender ............................................................................................................................. 8

2.1.3 Student Age .................................................................................................................................. 9

2.1.4 Student Ethnicity .......................................................................................................................... 9

2.1.5 Student Retention ....................................................................................................................... 10

2.1.6 Student Semester Hours (SSH) .................................................................................................. 10

2.1.7 Faculty Full Time Employees (FTE) and Student-to-Faculty Ratio .......................................... 11

2.1.8 Number of Classes Taught and Average Class Size .................................................................. 11

2.1.9 Degrees Awarded ....................................................................................................................... 12

2.1.10 Average Time to Degree .......................................................................................................... 12


2.2 Analysis............................................................................................................................................. 13

2.2.1 BAS Program Organization ....................................................................................................... 13

2.2.2 CENT Concentration Organization ............................................................................................ 14

2.2.3 IT Concentration Organization .................................................................................................. 15

2.2.4 ISA Concentration Organization ................................................................................................ 15

2.2.5 CULM Concentration Organization ........................................................................................... 16

2.2.6 RESP Concentration Organization ............................................................................................. 18

2.2.7 Assessment of Student Learning and Success. .......................................................................... 19

2.2.8 Program Efficiency .................................................................................................................... 22

2.2.9 Evidence of program quality ...................................................................................................... 22

2.2.10 Program Objectives and the University Mission ..................................................................... 23

3. Summary Reflections .............................................................................................................................. 26


1. Introduction/Context

The request to approve the Bachelor of Applied Science degree at University of Hawai‘i -West Oʻahu

(UHWO) was approved unanimously during the November 16, 2006 meeting of the University of

Hawai‘i Board of Regents. This degree program was approved to meet the increasing demand for

bachelor’s degrees in technical fields. Programs approved for continuation shall be granted “established”

program status.

It is requested that the University of Hawai‘i Board of Regents approve the change of status from

“provisional” to “established” for the Bachelor of Applied Science (BAS) Program.

1.1 The Bachelor of Applied Science (BAS) Program in Context

The BAS degree was designed to be flexible to allow for some variance in the degree requirements and

the number of credits required for each concentration. This ensures that students in markedly different

fields obtain sufficient grounding in the core applied science course work, the necessary theoretical and

specialized knowledge in their concentration area, and in general education core and focus requirements.

All concentrations within this degree culminate in a capstone course, which reflects each student’s area of

interest. Within each concentration under the BAS degree, courses are selected to assure students have

the knowledge and analytical skills necessary for advancement with the specific field, and to assure

students have flexibility in choosing future career paths.

1.1.1 Mission and Goals of the BAS Program

The Mission of the BAS academic program is to meet the academic and professional needs of students

who have earned two-year technical or professional degrees (i.e., Associate in Science) from one of the

University of Hawai‘i Community Colleges.

The Goals of the BAS academic program are to assure advanced skills in critical thinking, problem

solving, and research; assure proficiency in communication and professionalism; and support the

institutional learning outcomes.

1.1.2 Bachelor of Applied Science Student Learning Outcomes (SLO’s)

To assure educational quality and curricular coherence, UHWO has identified learning outcomes

appropriate for Applied Science students. Students at UHWO are expected to apply certain knowledge

and skills towards mastering material in an academic major and concentration. These skills are listed in a

set of Applied Science Learning Outcomes.

Write clearly and effectively using generally accepted scientific style, such as for research papers

and lab reports.

Report orally on scientific subjects, using clear and objective style and well-reasoned sequences

of information.

Analyze scientific results, using quantitative and qualitative techniques.

Demonstrate understanding of the ethical issues relevant to managers and practitioners in applied

sciences and administrative fields.

The scope of this review includes the following five concentration areas: Computing, Electronics, and

Networking Technology (CENT), Information Security and Assurance (ISA), Information Technology

(IT), Culinary Management (CULM) and Respiratory Care (RESP); other concentration areas are


currently being developed in partnership with UH West O‘ahu and the University of Hawai‘i Community

Colleges.

1.2 Concentration in Computing, Electronics, and Networking Technology (CENT)

The concentration in CENT offers a transfer pathway for students in the Associate in Science (AS) in

CENT Program at Honolulu Community College (HCC) or similar programs elsewhere. The BAS-CENT

program offers the opportunity to earn a baccalaureate degree and to continue for advanced education in

CENT.

The CENT concentration is the first of three concentrations under BAS in the information technology

and security career path, with a common mission and vision statement.

1.2.1 Mission and Goals of the CENT Concentration

The Mission of the information technology and security concentrations is to prepare Native Hawaiian,

local, and regional students for employment in the information technology and information security career

fields upon graduation.

The Goals of the information technology and security concentrations are articulated in the Vision

Statement, “to establish and expand the UHWO Cyber Security Coordination Center (UHWO CSCC) as a

Center of Academic Excellence in information security and assurance, educating students to be engaged

global citizens and leaders in our society.”

1.2.2 CENT Concentration Student Learning Outcomes (SLO’s)

Students are expected to apply certain knowledge and specific skills towards mastering material in the

field of CENT. These skills are listed in the CENT concentration SLO’s.

Demonstrate basic skills in information technology.

Demonstrate advanced skills in at least one of the following: information networking, system

administration, and database / web development.

Explore the linkages between modern organizational behaviors or issues and the information

technology (IT) environment.

Integrate IT professional skills into IT specific problem solving and communication.

1.3 Concentration in Information Security and Assurance (ISA)

The concentration in ISA offers a transfer pathway for students in AS programs the opportunity to earn

a baccalaureate degree and to continue for advanced education in ISA.

The ISA concentration is the second of three concentrations under BAS in the information technology

and security career path, with a common mission and vision statement. Additionally, the BAS-ISA

concentration is certified to meet the National Training Standards as approved by the Committee on

Security Standards and the National Security Agency (NSA) for both Information Systems Security

Professionals, and Senior System Managers. This certification is for the period of June 2013 through

June 2018. The program is also under review for certification as a National Center for Academic

Excellence in Cyber Defense Education.


1.3.1 Mission and Goals of the ISA Concentration







global citizens and leaders in our society.

1.3.2 ISA Concentration Student Learning Outcomes (SLO’s)


field of ISA. These skills are listed in the ISA concentration SLO’s.

Demonstrate basic skills in information security and assurance.

Demonstrate advanced skills in at least one of the following: network security, digital forensics,

active information system security, secure software coding, or cyber conflicts.

Explore the linkages between modern organizational behaviors or issues information security.

1.4 Concentration in Information Technology (IT)

The concentration in IT offers a transfer pathway for students in the AS in IT Program at Kapiolani

Community College (KAPCC) or similar programs elsewhere. The BAS-IT program offers the

opportunity to earn a baccalaureate degree and to continue for advanced education in IT.

The IT concentration is the last of the three concentrations under BAS in the information technology

and security career path, with a common mission and vision statement.

1.4.1 Mission and Goals of the IT Concentration







global citizens and leaders in our society.”

1.4.2 IT Concentration Student Learning Outcomes (SLO’s)


field of IT. These skills are listed in the IT concentration SLO’s.

Demonstrate basic skills in information technology.

Demonstrate advanced skills in at least one of the following: management information systems,

business, or management and health care administration.

Explore the linkages between modern organizational behaviors or issues and the IT environment.


Integrate IT professional skills into IT specific problem solving and communication.

1.5 Concentration in Culinary Management (CULM)

The concentration in CULM offers working professionals who have earned the AS degree in Food

Service with specialization in Culinary Arts at KAPCC, or an equivalent program elsewhere, the

opportunity to earn a baccalaureate degree and continue advanced education in culinary management.

1.5.1 Mission and Goals of the CULM Concentration

The Mission of the CULM concentration is to meet the academic and professional needs of Culinary

Arts students who have earned two-year degrees in Food Service, and provide the opportunity to earn a

baccalaureate degree.

The Goals of the CULM concentration are to assure advanced skills in critical thinking, problem

solving, and research; assure proficiency in communication and professionalism; and support the

institutional learning outcomes.

1.5.2 CULM Concentration Student Learning Outcomes (SLO’s)


field of CULM. These skills are listed in the CULM concentration SLO’s.

Evaluate current relevant issues in the foodservice industry of Hawaii that may include

sustainability, environmental, political, and/or cultural topics.

Apply a critical thinking process of identifying, analyzing, and developing solutions as they apply

to financial and fiscal accountability in the foodservice industry.

Evaluate organizational development, human resources, laws and legal codes that have been

established within the local, state and federal governments with specific application to food and

beverage industry.

Explain the process of determining customer needs in marketing to a global market, from concept

and product development, pricing strategies, advertising and promotion, and methods of

distribution of foodservice goods and services.

Design and prepare recipes for a menu while balancing nutrition, the use of fresh products, and

the final product’s texture, color, and flavor.

Value the impact and challenges of managing alcoholic beverage sales and service in food service

operations.

1.6 Concentration in Respiratory Care (RESP)

The concentration in RESP offers working professionals who have earned the AS degree in Respiratory

Care at KAPCC the opportunity to earn a baccalaureate degree and continue advanced education in

culinary management. The additional requirements in the liberal arts and sciences will contribute to

increasing academic skills development, advancing knowledge, attaining career goals, and meeting the

needs of the health care community in the areas of leadership, clinical practice, research and education.

1.6.1 Mission and Goals of the RESP Concentration


The Mission of the RESP concentration is to meet the academic and professional needs of Respiratory

Care students who have earned two-year degrees, and provide the opportunity to earn a baccalaureate

degree.

The Goals of the RESP concentration are to assure advanced skills in critical thinking, problem solving,

and research; assure proficiency in communication and professionalism; and support the institutional

learning outcomes.

1.6.2 RESP Concentration Student Learning Outcomes (SLO’s)


field of RESP. These skills are listed in the RESP concentration SLO’s.

Demonstrate clinical ability using respiratory therapy best practices.

Articulate the fundamentals of health care administration and policy in the rapidly changing

medical system of the United States.

Explore the linkages between health care policy, case management processes, and the practice of

respiratory therapy, and examine relevant case management models.

Understand how research findings are analyzed and used to inform best practice models in patient

management, including protocols related to particular conditions.

2. Analysis of Evidence about Program Quality

Data was collected to provide a quantitative look at the viability and sustainability of each program. As

the BAS concentrations are designed to facilitate a pathway for students from the completion of the AS

degree to successful completion of a baccalaureate degree in the specialty concentration, data concerning

upper level coursework at UHWO is particularly relevant. Although students have the opportunity to

complete general education and focus area requirements at UHWO in their freshman and junior years, the

upper level classes are the primary source of data for quantitative analysis in this internal program review.

2.1 BAS Data Gathered

The UHWO Institutional Effectiveness Office gathered data covering a five-year period for the

respective concentrations. However, as this is the first internal program review for the BAS degree, some

programs are not yet five years old, as indicated in some of the statistics below as applicable.

2.1.1 Students Enrolled in the BAS Concentrations

The overall number of students enrolled in BAS concentrations for the past five years is indicated below.

Table 1: BAS Student Enrollment

Enrollment 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

BAS Total 33 55 107 118 118 122

Lower

division

14 12 27 26 15 12

Upper

division

19 43 80 92 103 110


It is clear that the data highlights a continual growth in BAS enrollment. As the program is designed to

create a pathway for students that have completed an AS degree at a UH community college, the number

of lower division students is projected to remain low over the next several years. Upper division

enrollment indicates a steady increase in enrollment.

Student enrollment by concentration is listed below. As the ISA concentration is an emerging program,

five years of statistics is not available, and relevant data is included.

Table 2: Enrollment by Concentration

Enrollment 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

CENT Total 25 36 58 76 69 57

Lower Div. 11 9 18 21 12 9

Upper Div. 14 27 40 55 57 48

ISA Total - - - 2 13 20

Lower Div. - - - 0 1 3

Upper Div. - - - 2 12 17

IT Total 0 14 40 35 31 35

Lower Div. 0 1 5 5 2 0

Upper Div. 0 13 35 30 29 35

RESP Total 8 4 1 1 0 3

Lower Div. 3 2 0 0 0 0

Upper Div. 5 2 1 1 0 3

CULM Total 0 1 8 4 5 7

Lower Div. 0 0 4 0 0 0

Upper Div. 0 1 4 4 5 7

The most striking observation is that almost all of the students in the BAS program are enrolled in the

information technology and security concentrations (CENT/ISA/IT).

As the upper division enrollment numbers are the most significant in these pathway programs, the

CULM concentration, although with low enrollment, seems to continue a slow increase over the five-year

period. The projection for the CULM concentration in 2015-2016 is six students as stated in the 2012-

2016 UHWO Academic Development Plan (ADP).

These pathway programs are dependent on students completing an AS degree in their career specialty at

one of the UH system community colleges; thus, pathway programs that depend on a single community

college to articulate students may be somewhat limiting. Although in its infancy, the ISA concentration

is the first to articulate with more than one UH community college campus, and the statistics show a

potential for a rapid increase in enrollment.

2.1.2 Student Gender

The breakdown of men and women enrolled in the BAS program is indicated below.


Table 3: Gender

Gender 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Men 29 45 84 102 101 108

Women 4 10 23 16 17 14

Women 12% 18% 23% 13% 14% 13%

The majority of the students enrolled in the BAS program continue to be men. As the overwhelming

majoring of these students are enrolled in the information technology and security concentrations, it will

continue to be critical to promote opportunities for women in its workforce development.

2.1.3 Student Age

The age distribution of BAS students is primarily focused in the 20-29 range (73% of the student

population); however, there are a significant number of students enrolled that are outside of the age range

of typical college students. Nearly 25% of the students enrolled in the BAS program are over 30 years

old. Generally, students in this age range are working professionals and must maintain a full-time job.

This is important to note, as required classes will likely need options for evening and weekend classes or

the inclusion of online modality.

Table 4: Student Age

Age (years) 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Less than 18 1 2 4 3 0 0

18-19 8 7 18 15 11 2

20-21 3 3 10 11 19 21

22-24 4 13 23 30 27 37

25-29 10 14 30 29 32 31

30-34 4 8 9 14 13 16

35-59 3 8 13 15 15 14

60 and over 0 0 0 1 1 1

2.1.4 Student Ethnicity

The statistics on the ethnicity of students in the BAS program highlights the mission statement to

prepare Native Hawaiian, local, and regional students for employment upon graduation. In academic year

2014-2015, over 88% of enrolled BAS students identify themselves as Asian, Native Hawaiian, or Mixed

Race. More specifically, over 26% of the students identify themselves as Native Hawaiian or Mixed

Race, and over 14% identify themselves as Native Hawaiian. Over the five-year span, both the number of

Asian and Native Hawaiian students continue to increase to match the enrollment growth. This is a very

positive indicator of mission focus in the BAS program and efforts to meet the goals of the UHWO

Strategic Plan for 2015-2020 as a diverse, indigenous-serving, Native Hawaiian integrated institution.

Table 5: Ethnicity

Age (years) 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Asian 17 31 60 72 73 68

Native

Hawaiian

3 7 15 16 17 16


Pacific

Islander

0 0 3 2 0 3

Hispanic 2 0 0 0 0 0

Caucasian 7 10 15 13 12 15

African

American or

Black

0 3 2 2 2 1

Mixed Race 4 4 12 11 14 17

2.1.5 Student Retention

The retention rates in the BAS program are slightly higher than the average retention rates for the

University of Hawaii, around 75%.

Table 6: One-Year Retention

Retention 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

BAS Total - 76% 73% 75% 77%

CENT 56% 78% 71% 78% 78%

IT - 86% 75% 77% 74%

ISA - - - 50% 77%

CULM - 0% 75% 50% 80%

RESP 63% 50% 100% 0% -

2.1.6 Student Semester Hours (SSH)

In the fall semester of 2015, nearly all of the SSH attempted by students in the BAS program (over

94%) were by students in the information technology and security concentrations (CENT/IT/ISA). With

additional courses offered in this concentration, the trend is expected to continue.

Table 7: SSH Attempted

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

BAS Total 238 325 799 988 947 932

CENT 199 210 419 666 567 440

IT 0 87 304 274 206 270

ISA 0 0 0 12 138 169

CULM 0 12 73 45 36 41

RESP 39 16 3 3 0 12

Of the SSH taught in the BAS program, 98% of the hours were taken by students that declared a

concentration in the BAS program. This is due to the highly technical nature of the classes and technical

prerequisites.

Table 8: SSH Taught

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

BAS Total 33 48 100 196 201 268

% Taken by 82% 69% 100% 92% 97% 98%


own majors

% Taken by

non-majors

18% 31% 0% 8% 3% 2%

2.1.7 Faculty Full Time Employees (FTE) and Student-to-Faculty Ratio

Based on the SSH taught, and the faculty FTE requirements:

Table 9: Faculty FTE

FTE 2014-2015

CENT 2.4

IT 0.9

ISA 0.6

CULM 0.2

RESP 0.0

TOTAL 4.1

The student-to-faculty ratio for these developing concentrations increased over the review period to

over 9 to 1. This ratio is projected to increase over the next several years as enrollment in the information

technology and security concentrations grows.

Table 10: Student-to-Faculty Ratio

Ratio 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

BAS Total 1.7 2.4 6.7 9.1 9.4 9.6

2.1.8 Number of Classes Taught and Average Class Size

The preponderance of the courses in the BAS program was taught in the emerging ISA concentration,

seven courses. With the exception of one course, all of these were offered in each semester as well.

Over the period of this review a mixed delivery of business courses for CULM students has been

offered to increase student access. The 2012-2016 ADP projections for CULM enrollment have been

realized.

In the case of RESP, the majority of courses were derived from the Division of Public Administration’s

curriculum.

Table 11: Number of Classes Taught (includes appropriate capstone courses listed as APSC)

Retention 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

CENT 3 3 4 4 3

IT N/A 3 3 4 3

ISA N/A N/A N/A 6 7

CULM 0 0 0 0 0


RESP 0 0 0 0 0

Additionally, the average class size of the CENT and IT courses remained at 20 over the past three

years. The CENT/IT classes are cross-listed and maintain the maximum enrollment, as these are capped

at 20 students in accordance with the standards of writing intensive classes. The average enrollment of

the ISA classes was 11 in the first year offered, and 12 in AY 2014-2015. Pre-enrollment numbers for the

fall 2015 semester, already indicate future growth in ISA class enrollment.

Table 12: Average Class Size

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

CENT 8 - 21 20 20

IT Cross-listed with CENT

ISA - - - 11 12

CULM No Courses Offered

RESP No Courses Offered

2.1.9 Degrees Awarded

The total number of degrees awarded in the BAS program continues to increase proportionally with

UHWO enrollment. This indicates that the program as a whole is meeting the needs of the graduates.

The exception is the RESP concentration, which has not gained traction over this assessment period.

CULM enrollment meets or exceeds projections for enrollment, and corresponding degrees awarded

should be realized over the next couple of academic years to remain relevant.

Table 13: Degrees Awarded (* projections)

Retention 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

BAS Total 5 9 28 29 37

CENT 4 5 11 14 19

IT 0 1 15 15 11

ISA N/A N/A N/A 0 6

CULM 0 0 0 0 1

RESP 1 3 2 0 0

2.1.10 Average Time to Degree

As the mission of the BAS program is to offer a pathway for students earning an associate’s degree at

UH community colleges, the average time to degree for these concentrations is only listed for transfer

students. As of the date of this review, no concentrations in the BAS program have a pathway for

incoming freshmen. It is recommended that these pathways are established over the next few years to

provide an opportunity for high school graduates to attend UHWO directly after graduation and earn a

degree in the BAS program. This will directly support one of the objectives of the UHWO strategic plan,

to provide educational opportunities for the underserviced students of West Oahu.

The statistics indicate that the transfer students are generally able to complete the program in the

expected time of two years.


Table 14: Time to Degree for Transfer Students

Retention 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

CENT 1.5 3.3 2.1 2.1 2.6

IT N/A 0.9 1.6 1.7 1.6

ISA N/A N/A N/A N/A 2.3

CULM N/A N/A N/A N/A 2.0

RESP 3.3 2.6 3.8 N/A N/A

2.2 Analysis

2.2.1 BAS Program Organization

The BAS program provides an academic pathway for students in selected AS programs at UH

community colleges and other similar programs nationwide and internationally. Within each

concentration under the BAS degree, courses are selected to assure students have the knowledge and

analytical skills necessary for advancement within the specific field, and to assure students have

flexibility in choosing future career paths.

Each student attempting to earn the BAS degree must meet six BAS core requirements.

ENG 200 Composition II, ENG 209, ENG 210, or ENG 215.

ICS 101 Digital Tools for the Information World or PUBA 335 Technology in Public

Administration (this requirement is waived for CENT, ITS, and ISA concentrations).

Statistics course: SSCI 220 Statistical Analysis I, BUSA 320 Statistics for Decision-Making,

PUBA 341 Statistics for Decision Making in Public Administration, or an equivalent statistics

course as approved by the faculty advisor.

Research methods course: SSCI 301 Methods and Techniques in Social Science Research or

equivalent.

Ethics course: 300-400 level course with an ethics designation if a specific course is not specified

for the concentration (such as BUSA/PHIL/PUBA 481 Ethics and Administration, PUBA 477

Ethics in Health Care Administration or SCFS 485 Cross-Cultural Environmental Ethics).

Capstone course: students select a capstone course for their concentration; APSC 486 Senior

Project or APSC 490 Senior Practicum.

These courses are designed to provide students the applied science foundations to meet the student

learning outcomes as identified in the chart below.

Table 15: BAS SLOs and Core Courses

BAS Student Learning Outcomes English

Course

ICS

Course

Statistics

Course

Research

Methods

Ethics

Course

Capstone

Course

1. Write clearly and effectively

using generally accepted scientific

style, such as for research papers

and lab reports.

X X X

2. Report orally on scientific

subjects, using clear and objective

style and well-reasoned sequences

of information.

X X


3. Analyze scientific results, using

quantitative and qualitative

techniques.

X X X X

4. Demonstrate understanding of the

ethical issues relevant to managers

and practitioners in applied sciences

and administrative fields.

X X

Additional concentrations are projected to be added to the BAS program. Each concentration in the

BAS program has a faculty lead as identified in the UHWO General Catalog.

2.2.2 CENT Concentration Organization

The concentration in CENT offers a transfer pathway for students in the AS in CENT program at HCC

or similar programs elsewhere. This program offers the opportunity to earn a BAS degree with a

concentration in CENT.

Each student attempting to earn the BAS degree with a CENT concentration must complete five

concentration specific requirements as listed below.

15 credits from UHWO or HCC in CENT including: CENT 310 Network Security, CENT 315

Network Management, and three elective (9 credits) of 300 level or higher CENT electives not

used to meet other requirements.

ISA 400 Management of Information Security.

CENT 410 IT Project Management

12 credits of upper division electives from among four focus areas (Management Information

Systems, Business, Management/Health Care Administration, and Information Security). It is

recommended that the student take at least 3 classes (9 credits) within one focus area.

Additional courses as needed to complete the general education and graduation requirements for

UHWO.

The structure of these requirements both align with the SLOs for the CENT concentration and assure

students have the flexibility in choosing future career paths, as intended in the BAS program design.

Table 16: CENT SLOs and Core Courses

CENT Student Learning Outcomes CENT

310/315

CENT

electives

ISA 400 CENT

410

Focus

Area

Capstone

Course

1. Demonstrate basic skills in

information technology. X

2. Demonstrate advanced skills

within at least one of the following:

information networking, system

administration, database, and web

development.

X X

3. Explore linkages between modern

organization behavior or issues and

the IT environment.

X X X X

4. Integrate IT professional skills

into IT-specific problem solving X X


and communication.

2.2.3 IT Concentration Organization

The concentration in IT offers a transfer pathway for students in the AS in IT program at KAPCC or

similar programs elsewhere. This program offers the opportunity to earn a BAS degree with a

concentration in IT.

Each student attempting to earn the BAS degree with an IT concentration must complete four


18 credits of 300-level courses from KAPCC in IT, including ITS 324 PC & Network Security

and Safeguards, ITS 327 Dynamic Hyper Text Markup Language, ITS 328 Advanced Database

Programming, ITS 344 Small Business Server Administration, ITS 347 Active Server pages-Web

Development, ITS 381 Topics in Information Technology.

ITS 410 IT Project Management

15 credits of upper division electives from among four focus areas (Management Information

Systems, Business, Management/Health Care Administration, and Information Security). It is

recommended that the student take at least 3 classes (9 credits) within one focus area.


UHWO.

The structure of these requirements both align with the SLOs for the IT concentration and assure


Table 17: IT SLOs and Core Courses

IT Student Learning Outcomes ITS 300 level courses

(as listed above)

ITS 410 Focus Area Capstone

Course


information technology. X


within at least one of the

following: management

information systems, business,

management and health care

administration.

X

3. Explore linkages between

modern organization behavior or

issues and the IT environment.

X X X

4. Integrate IT professional skills

into IT-specific problem solving

and communication.

X X

2.2.4 ISA Concentration Organization

The concentration in ISA offers a transfer pathway for students in AS programs elsewhere. This

program offers the opportunity to earn a BAS degree with a concentration in ISA.


Each student attempting to earn the BAS degree with an ISA concentration must complete four


9 credits of 300 or higher level courses from UHWO or HCC including CENT 310 (for the

Leeward CC pathway, a fourth ISA elective replaces this requirement), CENT/ITS 410 IT Project

Management, ISA 400 Management of Information Security.

9 credits of ISA electives from the following list: ISA 320 Fundamentals of Secure Software

Programming, ISA 330 Introduction to Proactive System Security, ISA 340 Introduction to

digital forensics, and ISA 450 Modern Cyber Conflicts.

15 credits of upper division electives from among focus areas (Business, Management/Health

Care Administration, and available CENT or ISA electives).


UHWO.

The structure of these requirements both align with the SLOs for the CENT concentration and assure


Table 18: ISA SLOs and Core Courses

ISA Student Learning Outcomes CENT/ITS

410

ISA 320

ISA 330

ISA 340

ISA 400 ISA 450 Focus

Area

Capstone

Course


information technology and

assurance.

X


within at least one of the

following: network security,

digital forensics, active

information system security,

secure software coding, or cyber

conflicts.

X X X X

3. Explore linkages between

modern organization behavior or

issues and information security.

X X X X

Currently articulation agreements are complete to support curriculum between UHWO – HCC and

UHWO – Leeward CC. Currently, discussions have begun with both KAPCC and Maui CC who are

interested in pursuing similar articulation agreements.

2.2.5 CULM Concentration Organization

The concentration in CULM offers a transfer pathway for students in the AS in Food Service program

with a specialization in Culinary Arts at KAPCC or equivalent programs elsewhere. This program offers

the opportunity to earn a BAS degree with a concentration in CULM.

Each student attempting to earn the BAS degree with a CULM concentration must complete six



18 credits of 300-level courses from KAPCC in Culinary Arts including: CULN 310 Current

Trends in the Culinary Industry, CULN 321 Contemporary Cuisines, CULN 322 Advanced Asian

Cuisines, CULN 330 Special Culinary Topics, CULN 360 Beverage Service Management, CULN

380 Nutritional Cuisines.

BUSA 304 Consumer Behavior

BUSA 324 Business Law

MGT 330 Human Resources Management

BUSA 386 Global Management and Organizational Behavior

BUSA 311 Accounting for Entrepreneurs

The structure of these requirements align with the SLOs for the CULM concentration to assure students

have the flexibility in choosing a future career path in CULM, as intended in the BAS program design.

Table 19: CULM SLOs and Core Courses

CULM Student Learning Outcomes 300-

level

CULN

at

KAPCC

BUSA

304

BUSA

324

MGT

330

BUSA

386

BUSA

311

1. Evaluate current relevant issues

in the foodservice industry of

Hawaii that may include

sustainability, environmental,

political, and/or cultural topics.

X X

2. Apply a critical thinking process

of identifying, analyzing and

developing solutions as they apply

to financial and fiscal accountability

in the foodservice industry.

X

3. Evaluate organizational

development, human resources,

laws and legal codes that have been

established within the local, state

and federal government with

specific application to food and

beverage industry.

X X

4. Explain the process of

determining customer needs in

marketing to a global market, from

concept and product development,

pricing strategies, advertising and

promotion, and methods of

distribution of foodservice goods

and services.

X X

5. Design and prepare recipes for a

menu while balancing nutrition, the

use of fresh products, and the final

product’s texture, color, and flavor.

X


Graduates with a concentration in CULM are projected for AY 2015-2016.

UHWO courses offered towards the CULM concentration are selected from existing BUSA courses that

also meet requirements for other concentrations. Therefore, there are no additional resources expended at

UHWO to sustain the CULM concentration.

2.2.6 RESP Concentration Organization

The concentration in RESP offers a transfer pathway for students in the AS in Respiratory Care

program at KAPCC or equivalent programs elsewhere. This program offers the opportunity to earn a

BAS degree with a concentration in RESP. The additional requirements in the liberal arts and sciences

will contribute to increasing academic skills development, advancing knowledge, attaining career goals,

and meeting the needs of the health care community in the areas of leadership, clinical practice, research,

and education.

Each student attempting to earn the BAS degree with a RESP concentration must complete five


22 credits of 300-level courses from KAPCC in Respiratory Care including: RESP 301

Neonatal/Pediatric Respiratory Care, RESP 302 Clinical Practice IV, RESP 312 Clinical Practice

V, RESP 316 Cardiopulmonary Diagnostics, RESP 320 Respiratory Care Seminar I, RESP 322

Clinical Practice VI.

PUBA 301 Health Care Administration

PUBA 302 Health Policy, Politics, and the Law

RESP 401 Case Management in Cardiopulmonary Care

RESP 402 Current Concepts in Cardiopulmonary Care

The structure of these requirements align with the SLOs for the RESP concentration to assure students

have the flexibility in choosing a future career path in RESP, as intended in the BAS program design.

Table 20: RESP SLOs and Core Courses

RESP Student Learning Outcomes 300-level

RESP at

KAPCC

PUBA

301

PUBA

302

RESP

401

RESP

402

1. Demonstrate clinical ability using

respiratory therapy best practices. X

2. Articulate the fundamentals of health

care administration and policy in the

rapidly changing medical system of the

U.S.

X

3. Explore the linkages between health

care policy, case management

processes, and the practice of

respiratory therapy, and examine

relevant case management models.

X X

4. Understand how research findings are

analyzed and used to inform best-

practice models in patient management,

including protocols related to particular

X


conditions.

2.2.7 Assessment of Student Learning and Success.

Although the curriculum is sequenced and structured to support the mission and objective of the BAS

program, it is necessary to assess if the curriculum is facilitating the students’ achievement of the listed

learning outcomes.

Assessment is a five-year cycle, with the fifth year reserved as a reflective year. The UHWO

Assessment Guide illustrates five phases of the assessment cycle:

Identify the program learning outcomes

Identify the learning opportunities

Collect and analyze evidence

Interpret the results

Develop an improvement plan

The primary method of data collection and analysis used is course-embedded assessment. According to

the UHWO Assessment Guide, this method refers to methods of assessing SLO with the context of a

course, using course objectives and content to measure student learning within the program. This method

is effective as it builds on the existing curriculum that was developed to meet identified SLOs and

program objectives. Secondary evidence may include institutional data, observations, and student

surveys.

The current UHWO five-year cycle for assessment is scheduled from AY 2013-2014 through AY

2017-2018 as listed in the table below.

Table 21: Current Five-year Assessment Cycle

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

No Scheduled

Data

Collection

No Scheduled

Data

Collection

Data

Collection

Data

Collection

Reflective

Year

As the assessment plan has not been completed, course-embedded assessment was not scheduled for the

past two academic years. However, as the five-year assessment cycle runs through AY 2017-2018, the

assessment plan is included below to facilitate the BAS program assessment and concentration

assessment in this cycle. Each scheduled assessment will require the selection of a specific event to

determine the student level of achievement as it relates to the identified SLO. This event may include

test, quizzes, projects, essays, or structured lab exercises. The professor or instructor will develop a

scoring rubric to support quantitative analysis and measure student performance. The event assessment

should also include a short, written qualitative assessment provided by the course professor or instructor

to capture performance assessment items that may not be identified in the qualitative data collection.

Table 22: BAS Program Assessment Schedule

BAS Student Learning Outcomes 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

1. Write clearly and effectively

using generally accepted scientific

style, such as for research papers

- - APSC 486

(Fall) -

Reflective

Year


and lab reports.

2. Report orally on scientific

subjects, using clear and objective

style and well-reasoned sequences

of information.

- - APSC 490

(Fall) -

Reflective

Year

3. Analyze scientific results, using

quantitative and qualitative

techniques.

- - - SCSI 301

(Spring)

Reflective

Year

4. Demonstrate understanding of the

ethical issues relevant to managers

and practitioners in applied sciences

and administrative fields.

- -

BUSA

381

(Spring)

Reflective

Year

The assessment plan for each concentration follows in the tables below.

Table 23: CENT Program Assessment Schedule

CENT Student Learning Outcomes 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

1. Demonstrate basic skills in information technology.

- - - CENT 310

(Spring)

Reflective

Year

2. Demonstrate advanced skills within at least one of the following: information networking, system administration, database, and web development.

- - CENT 315

(Spring) -

Reflective

Year

3. Explore linkages between modern organization behavior or issues and the IT environment.

- - CENT 410

(Spring) -

Reflective

Year

4. Integrate IT professional skills into IT-specific problem solving and communication.

- - - APSC 486

(Fall)

Reflective

Year

Table 24: IT Program Assessment Schedule

IT Student Learning Outcomes 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

1. Demonstrate basic skills in information technology.

- - - ITS 324

(Spring)

Reflective

Year

2. Demonstrate advanced skills within at least one of the following: management information systems, business, management and health care administration.

- - BUSA 345

(Spring) -

Reflective

Year

3. Explore linkages between modern organization behavior or issues and the IT environment.

- - CENT 410

(Spring) -

Reflective

Year

4. Integrate IT professional skills into IT-specific problem solving and communication.

- - - APSC 486

(Fall)

Reflective

Year


Table 25: ISA Program Assessment Schedule

ISA Student Learning Outcomes 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

1. Demonstrate basic skills in information technology and assurance.

- - - ISA 330

(Fall)

Reflective

Year

2. Demonstrate advanced skills within at least one of the following: network security, digital forensics, active information system security, secure software coding, or cyber conflicts.

- - ISA 400

(Spring) -

Reflective

Year

3. Explore linkages between modern organization behavior or issues and information security.

- - CENT 410

(Spring) -

Reflective

Year

Table 26: CULM Program Assessment Schedule

CULM Student Learning Outcomes 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

1. Evaluate current relevant issues in the foodservice industry of Hawaii that may include sustainability, environmental, political, and/or cultural topics.

- - -

CULM

386

(Fall)

Reflective

Year

2. Apply a critical thinking process of identifying, analyzing and developing solutions as they apply to financial and fiscal accountability in the foodservice industry.

- -

BUSA

486/490

(Spring)

- Reflective

Year

3. Evaluate organizational development, human resources, laws and legal codes that have been established within the local, state and federal government with specific application to food and beverage industry.

- - BUSA 324

(Spring) -

Reflective

Year

4. Explain the process of determining customer needs in marketing to a global market, from concept and product development, pricing strategies, advertising and promotion, and methods of distribution of foodservice goods and services.

- -

BUSA

304

(Spring)

Reflective

Year

5. Design and prepare recipes for a

CULM

380 (Fall)

Reflective

Year


menu while balancing nutrition, the use of fresh products, and the final product’s texture, color, and flavor.

2.2.8 Program Efficiency

The BAS program is run in an efficient manner. As noted above, the enrollment in the BAS program

has jumped from 33 to 118 over the period of this review. Over the same period, SSH attempted

increased from 238 to 947, and SSH taught jumped from 33 to 201. Five BAS degrees were awarded in

AY 2010-2011 compared to 34 awarded in AY 2014-2015.

These advances were attained through efficient management, the leveraging of existing programs, and

employment of professional lecturers. These pathway programs also take advantage of the fact that each

student has attained a level of expertise in their field and has been awarded an AS degree from one of the

partner community colleges. This allows the BAS students to focus on advanced skills, the completion of

general education and focus area requirements, and their senior capstone course while a student at

UHWO.

The articulation agreement model continues to be replicated with additional concentrations being added

to the BAS program. This is both an efficient use of resources and a convenient and efficient program to

provide students the opportunity to continue their education at the bachelor’s degree level.

2.2.9 Evidence of program quality

Program quality is supported through both external curriculum review of curriculum and internal

student reviews. Currently, external curriculum review of the information technology and security

programs is aligned with the standards from the Committee on National Security Systems and the

National Security Agency. Internal student review is completed using eCafe surveys.

The Committee on National Security Systems (CNSS) and the National Security Agency (NSA) have

certified that UHWO offers a set of courseware that has been reviewed by national level information

assurance subject matter experts and determined to meet the national training standards for Information

Systems Security Professionals (NSTISSI No. 4011) and Senior System Managers (CNSSI No. 4012).

UHWO received certification for the period from June 2013 through June 2018. As stated on the CNSS

website, the CNSS sets national information assurance and security policy and procedures, as well as

providing strategic planning and operational decision making. Major content areas evaluated for

certification are listed in the table below.

Table 27: Major Content Areas by Certification

National Training Standard for Information

Systems Security (INFOSEC) Professional

(NSTISSI No. 4011)

National Information Assurance Training

Standard for Senior System Managers (CNSSI

No. 4012)

Communications Basics Aspects of Security

Automated Information Systems Basics Accreditation

Security Basics Threats

NSTISS Basics Countermeasures

System Operating Environment Vulnerability

NSTISS Planning and Management Risk Management


NSTISS Policies and Procedures Laws, Policy, and Requirements

The eCafe system is the official University of Hawaii course and faculty evaluation system. It is an

entirely online system. The eCafe results are aggregated under the heading of Division of Professional

Studies, which include the BAS program responses. The system in not configured to aggregate results of

only select BAS students; however, these results are useful in identifying overall trends of student

perspectives on courses and instructors. Based on these aggregated results, the eCafe data suggests that

students are very satisfied with the content and quality of the curriculum as well as the effectiveness of

the instructors. Survey responses are ranked from 1 to 5, with 5 as the high-score. As displayed in the

table below, the results of the student surveys generally meet or exceed the UHWO averages.

Table 28: Select Survey Results Related to Course Content

Spring

2012

Fall

2012

Spring

2013

Fall

2013

Spring

2014

Fall

2014

I learned a good deal of factual

material in this course.

DIV

UHWO

4.47

4.46

4.48

4.41

4.48

4.44

4.38

4.36

4.40

4.38

4.37

4.34

I gained a good understanding of

concepts/principles in this field.

DIV

UHWO

4.43

4.40

4.41

4.34

4.45

4.39

4.31

4.31

4.33

4.32

4.31

4.27

The amount of material covered in the

course is reasonable.

DIV

UHWO

4.31

4.38

4.30

4.41

4.35

4.42

4.26

4.25

4.30

4.30

4.26

4.31

Assignments provided an effective aid

for learning subject matter.

DIV

UHWO

4.38

4.37

4.41

4.32

4.42

4.35

4.25

4.27

4.30

4.32

4.31

4.26

The instructional materials were

relevant to the course objectives.

DIV

UHWO

4.46

4.46

4.48

4.42

4.44

4.43

4.35

4.37

4.35

4.39

4.37

4.33

Table 29: Select Survey Results Related to Instructor Effectiveness

Spring

2012

Fall

2012

Spring

2013

Fall

2013

Spring

2014

Fall

2014

Rating of overall effectiveness of the

instructor.

DIV

UHWO

4.42

4.43

4.46

4.38

4.46

4.43

4.36

4.36

4.40

4.40

4.34

4.31

The instructor makes good use of

examples and illustrations.

DIV

UHWO

4.37

4.39

4.41

4.37

4.42

4.42

4.26

4.32

4.29

4.32

4.25

4.29

The instructor stresses important points

in lectures/discussions.

DIV

UHWO

4.36

4.41

4.40

4.37

4.40

4.41

4.28

4.33

4.31

4.34

4.29

4.29

The instructor presented the course

materials in a clear and organized way.

DIV

UHWO

4.34

4.35

4.41

4.32

4.45

4.39

4.29

4.28

4.36

4.32

4.31

4.26

The instructor clearly stated objectives

and requirements at the beginning of

the semester.

DIV

UHWO

4.51

4.52

4.56

4.49

4.53

4.52

4.47

4.48

4.52

4.48

4.46

4.42

2.2.10 Program Objectives and the University Mission

The BAS program is structured to assure students gain the knowledge and analytical skills necessary

for advancement within a specified field and provides the flexibility in choosing future career paths. It is


evident that the mission is aligned with UHWO mission statement as written in the Strategic Plan 2015-

2020 and stated here.

“The University of Hawaii –West Oahu offers a distinct, student centered baccalaureate education that

integrates the liberal arts with professional and applied fields. We develop life-long learners enriched and

informed by career competencies and educational opportunities that address state, regional, and

international needs. As a diverse and inclusive indigenous-serving institution, UH West Oahu embraces

Native Hawaiian culture and traditions while simultaneously providing an environment where students of

all ethnic backgrounds are valued, respected, and supported. Our campus fosters excellence in teaching

and learning and serves the community of Hawaii by providing an accessible and affordable college

experience.”

The themes identified in the Strategic Plan 2015-2016 include a university that is diverse, indigenous-

serving, student centered, transformative, inclusive, native Hawaiian integrated, collaborative, and

teaching focused. The BAS program directly promotes objectives identified in the Strategic Plan 2015-

2016 for these themes as captured in the table below.

Table 30: UHWO Strategic Objectives Promoted in the BAS Program

Theme Objective Task

Kāko‘o ‘oiwi (Indigenous

Serving)

Establish a Center of Hawaiian

Knowledge that combines

instruction, research, student

services, and community

outreach.

Develop a kauhale (community

of learners) to create University

and community partnerships that

engage and advance Native

Hawaiian knowledge and values.

Holomua a Ho‘okō (Student

Success)

Develop a “Hawaiian Sense of

Place” that is supportive of

students and their families to

promote student success.

Emphasize personal growth

through student-centered

experiences using out local

communities and environment as

laboratories and learning

opportunities.

Ensure access to higher

education and scholastic

achievement for all students

Strengthen projections of

academic programs and courses

in alignment with student

educational plans.

Improve student success

measures in accordance with

state, University of Hawaii

system, and university goals.

Increase number of degrees and

certificates awarded.

Improve 4-year graduation rates

by cohorts.

Increase percentage of students

taking 30 or more credits in an

academic year.

Improve retention of students in

disaggregated categories.

A‘o aku, a‘o mai (Teaching and

Learning)

Establish and sustain innovative

Liberal Arts and Professional

Studies Programs

Determine students’ career goals

and aspirations via surveys,

advising sessions, and student

exit interviews.

Assess workforce needs of


Hawaii’s communities, especially

in Central and Leeward Oahu.

Utilize qualitative and

quantitative data to inform the

continuous improvement of

established and proposed

programs.

Deliver state-of-the-art programs

and course work, with

appropriate use of technology in

the service of teaching and

learning.

Increase online pathways to

degree and certificate programs.

Increase the number of funded

grant proposals that incorporate

technology use in the service of

learning.

Ensure continuous improvement

and development of academic

degrees and certificate programs.

Conduct academic program

reviews every five years.

Ke ala kaiao (Career and Life

Pathways)

Expand academic programs in

high demand areas.

Modify curriculum in existing

academic disciplines and

establish new academic programs

that meet high demand state

workforce needs.

Add academic certificate

programs in various disciplines

for career professionals.

Increase enrollment in select

career pathway academic

programs.

Increase funding for career

pathway programs.

Obtain grants to help fund

workforce development

initiatives.

Increase enrollment and net

tuition revenue in select career

pathway programs.

Hui ho‘ona‘auao (Partnering and

Collaboration)

Increase transfer student access

and success.

Increase graduation rate of

transfer students.

Expand the number of academic

transfer pathways for community

college students through

partnership agreements.

Improve the horizontal and

vertical transfer of courses for

students transferring to UH West

Oahu by increasing the alignment

of courses and programs with

other UH campuses.

Increase pre-transfer advising for

potential UH community college

transfer students to UHWO.

Increase industry and community

partnerships.

Increase the number of business,

professional, military,


governmental, and not-for-profit

partners with UHWO.

Expand internship opportunities

for students in organizations

associated with their major field

of studty.

Increase number of senior

practicums completed.

Strengthen partnerships and

experiential learning

opportunities with community,

state, and federal agencies.

Establish a baseline of industry

MOA’s, grants, and advisory

boards.

Foster and support activities of

faculty, staff, and students that

have the potential to lead to

mutually beneficial ventures

between UHWO and the partner

organization.

3. Summary Reflections

This provisional to established program review was the first for the BAS Program at the UHWO. The

BAS degree was designed to be flexible to allow for some variance in the degree requirements and the

number of credits required for each concentration with the mission to meet the academic and professional

needs of students who have earned two-year technical or professional degrees from one of the UH

Community Colleges. The scope of this review includes the following five concentration areas: CENT,

ISA, IT, CULM, and RESP; other concentration areas are currently being developed in partnership with

UHWO and the UH Community Colleges.

Data was collected to provide a quantitative look at the viability and sustainability of each program.

The UHWO Institutional Effectiveness Office gathered data covering a five-year period for the respective

concentrations. However, as this is the first internal program review for the BAS degree, some programs

are not yet five years old. It is clear that the data highlights a continual growth in BAS enrollment.

A majority of the students in the BAS program are enrolled in the information technology and security

concentrations (CENT/ISA/IT), 113 out of 118 students in AY 2014-2015.

The CULM concentration, although with low enrollment, seems to continue a slow increase over the

five-year period. The projection for the CULM concentration in 2015-2016 is six students as stated in

the 2012-2016 UHWO Academic Development Plan (ADP).

These pathway programs are dependent on students completing an AS degree in their career specialty at

one of the UH system community colleges; thus, pathway programs that depend on a single community

college to articulate students may be somewhat limiting. Although in its infancy, the ISA concentration

is the first to articulate with more than one UH community college campus, and the statistics show a

potential for a rapid increase in enrollment.

The majority of the students enrolled in the BAS program continue to be men, nearly 86%. As the

overwhelming majoring of these students are enrolled in the information technology and security

concentrations, it will continue to be critical to promote opportunities for women in its workforce


development. Nearly 25% of the students enrolled in the BAS program are over 30 years old. Generally,

students in this age range are working professionals and must maintain a full-time job. This is important

to note, as required classes will likely need options for evening and weekend classes or the inclusion of

online modality. Over the five-year span, both the number of Asian and Native Hawaiian students

continue to increase to match the enrollment growth. This is a very positive indicator of mission focus in

the BAS program and efforts to meet the goals of the UHWO Strategic Plan for 2015-2020 as a diverse,

indigenous-serving, Native Hawaiian integrated institution.

Of the SSH taught in the BAS program, 97% of the hours were taken by students that declared a

concentration in the BAS program. This is due to the highly technical nature of the classes and technical

prerequisites. For the program to contribute to out-of-concentration students, it is recommended that an

introductory course be developed.

The total number of degrees awarded in the BAS program continues to increase proportionally with

UHWO enrollment. This indicates that the program as a whole is meeting the needs of the graduates.

Additionally, the courses and curriculum for each concentration are designed to provide students both the

applied science foundations and specific skills necessary to meet the associated SLOs.

The information technology and security concentrations (CENT/IT/ISA) are organized under the

Division of Business, as is the CULM concentration. The RESP concentration is organized under the

Division of Public Administration. Resources are coordinated through the prospective divisions.

The curriculum is sequenced and structured to support the mission and objective of the BAS program.

The primary method of data collection and analysis used is course-embedded assessment. According to

the UHWO Assessment Guide, this method refers to methods of assessing SLO with the context of a

course, using course objectives and content to measure student learning within the program. This method

is effective as it builds on the existing curriculum that was developed to meet identified SLOs and

program objectives. Secondary evidence includes institutional data, observations, and student surveys.

An assessment schedule for the BAS program and each applicable concentration is provided above.

Program quality is supported through both external curriculum review of curriculum and internal

student reviews. Data suggests that students are very satisfied with the content and quality of the

curriculum as well as the effectiveness of the instructors.

The BAS program is structured to assure students gain the knowledge and analytical skills necessary for

advancement within a specified field and provides the flexibility in choosing future career paths. It is

evident that the mission is aligned with UHWO mission statement as written in the Strategic Plan 2015-

2020.

This program is meeting the mission as provisionally established and if established will increase

opportunities for students with emerging programs, such as concentrations in Creative Media (CM),

Facilities Management (FMGT), Natural Sciences (NS), and Sustainable Community Food Systems

(SCFS).

It is requested that the University of Hawai‘i Board of Regents approve the change of status from

“provisional” to “established” for the Bachelor of Applied Science (BAS) Program.

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