University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: University of Hawaii Maui College
Program: Applied Business and Information Tech

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The last comprehensive review for this program was on 2011/2012, and can be viewed at:
http://maui.hawaii.edu/program-review/

Program Description

The Applied Business and Information Technology (ABIT) program prepares graduates to be successful entrepreneurs, technology professionals and knowledge workers in today’s global economy and environment. The ABIT program is within the mission of the UH Maui College, offering a four year degree that emphasizes high quality instruction and project-based learning. Currently, the ABIT program offers both lower and upper-division courses to all students. The lower-division courses are closely aligned with Business Careers III option. The ABIT program serves a diverse student population, many of whom are first generation college students. The program also adjusts to traditional and non-traditional students, many of whom hold part-time jobs while completing their educational degree. The ABIT program is structured so that students can complete their entire degree over a four year period. However, many students take longer to complete this degree based on personal and professional constraints and commitments.

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: ABIT     Program CIP: 52.0799

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 292 294 208 Cautionary
2 *New & Replacement Positions (County Prorated) 32 37 42
3 *Number of Majors 39 37 39
3a     Number of Majors Native Hawaiian 12 11 10
3b     Fall Full-Time 62% 50% 53%
3c     Fall Part-Time 38% 50% 47%
3d     Fall Part-Time who are Full-Time in System 3% 3% 11%
3e     Spring Full-Time 56% 42% 50%
3f     Spring Part-Time 44% 58% 50%
3g     Spring Part-Time who are Full-Time in System 0% 8% 10%
4 SSH Program Majors in Program Classes 433 261 225
5 SSH Non-Majors in Program Classes 228 101 75
6 SSH in All Program Classes 661 362 300
7 FTE Enrollment in Program Classes 22 12 10
8 Total Number of Classes Taught 19 12 11

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 11.8 10.3 9.1 Cautionary
10 *Fill Rate 50.1% 42.7% 56.4%
11 FTE BOR Appointed Faculty 3 4 1
12 *Majors to FTE BOR Appointed Faculty 13 9.2 39
13 Majors to Analytic FTE Faculty 18.2 27 31.9
13a Analytic FTE Faculty 2.1 1.4 1.2
14 Overall Program Budget Allocation $212,213 $212,793 $122,001
14a General Funded Budget Allocation $116,439 $167,213 $94,598
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $45,580 $27,403
15 Cost per SSH $321 $588 $407
16 Number of Low-Enrolled (<10) Classes 6 4 7
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 78% 86% 97% Cautionary
18 Withdrawals (Grade = W) 19 5 2
19 *Persistence Fall to Spring 84.6% 88.8% 86.1%
19a Persistence Fall to Fall     53.3%
20 *Unduplicated Degrees/Certificates Awarded 3 4 5
20a Degrees Awarded 3 4 5
20b Certificates of Achievement Awarded 0 0 0
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 0 0 0
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 1 7 7
22a Transfers with credential from program 0 0 0
22b Transfers without credential from program 1 7 7

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 4 2 0  
24 Enrollments Distance Education Classes 48 22 N/A
25 Fill Rate 46% 41% N/A
26 Successful Completion (Equivalent C or Higher) 85% 86% N/A
27 Withdrawals (Grade = W) 2 2 N/A
28 Persistence (Fall to Spring Not Limited to Distance Education) 78% 89% N/A

Perkins IV Core Indicators
2011-2012
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 0 Not Met  
30 2P1 Completion 50.00 0 Not Met
31 3P1 Student Retention or Transfer 74.25 0 Not Met
32 4P1 Student Placement 60.00 0 Not Met
33 5P1 Nontraditional Participation N/A N/A N/A
34 5P2 Nontraditional Completion N/A N/A N/A

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     5  
36 Number of Degrees and Certificates Native Hawaiian     1
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     24
39 Number of Transfers to UH 4-yr     7
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Analysis of the Program

The ABIT program received an overall program health rating for 2012-2013 of Cautionary. Demand and efficiency indicators received a Cautionary rating. Effectiveness was also rated as Cautionary. The SOC code for the ABIT program is 11-1021, and according to the Bureau of Labor Statistics (at URL http://www.bls.gov/soc/2010/soc111021.htm), the code represents:

11-1021 General and Operations Managers

Plan, direct, or coordinate the operations of public or private sector organizations. Duties and responsibilities include formulating policies, managing daily operations, and planning the use of materials and human resources, but are too diverse and general in nature to be classified in any one functional area of management or administration, such as personnel, purchasing, or administrative services. Excludes First-Line Supervisors.

Illustrative examples: Television Station Manager, Radio Station Manager, General Superintendent

 

Key data about the program health for ABIT, using SOC 11-1021, is summarized in Table 1:

Table 1: Key Data for Program Health

Demand Indicator

Number of Majors (2012-2013) = 39. New & Replacement Positions (County Prorated) = 42

ABIT Score (2012-2013) = 39/42 = 0.9

Healthy Score > 1.5

Efficiency Indicator

Class Fill Rate (2011-2012)

ABIT Score  (2012-2013) = 56%

Healthy Score > 75%

Effectiveness Indicator

Persistence (Fall to Spring) = 86%

ABIT Score (2012-2013) = 86%

Healthy Score > 75%


In general, the SOC code 11-1021 does not describe the overall employment opportunities available to graduates of the ABIT program, especially in the arena of information technology. The number of ABIT majors demonstrate a flat trend (2008-09: 39; 2009-10: 42; 2010-11: 39; 2011-12: 37; 2012-13: 39) and the number of number of new and replacement positions in the state also shows a flat trend. However, the fill rate for ABIT is at 56% and the persistence (Fall to Spring) is at 86%. The ABIT program management will monitor these indicators and take corrective actions as needed. It should be noted that with the improvement in the overall economy in Maui County there should be more opportunities for ABIT graduates to find gainful employment. However, with the improvement in the economy, there is also a dip in the overall enrollment at the UHMC.

Part III. Action Plan

~~Changes made in ABIT curriculum to improve student learning

Although there were no amendments or changes to the ABIT curriculum in 2012/2013, several changes were made in the fall of 2011 to improve student learning. These include:
•Starting fall semester of 2012, he ABIT capstone course has been proposed to be split into two courses, ABIT 495 and ABIT 496. This split will allow students to finalize their business plan in the first fall semester, followed by supporting technology and presentation plan in the second spring semester
•To reflect the skills and experience of the new ABIT faculty, Refugio Gonzalez, two new upper division courses have been included in the ABIT curriculum. BUS 310 covers decision analysis using statistics and FIN 311 covers introductory financial investments.
•Several upper division courses in information technology and business now require a pre-requisite of math calculus. As a result, a course in business calculus has been approved as part of the ABIT curriculum as a mandatory pre-requisite to upper division ICS courses.
•The senior year course in Marketing, MKT 400, is upgraded to include digital marketing
•A mandatory requirement requires the inclusion of an internship prior to graduation

 

Assessment Support for Current and Future Goals
•Given that no rubric was used in the 2009-2010 review period, there is limited historical data for the ABIT program prior to 2010. Since the program review for 2011-2012, detailed assessment data was collected on the basis of the capstone course. The advisory board was present and active during the entire capstone course, and was aware of the student learning outcomes that were generated as a result of that capstone course. An active assessment program is now in place to capture the assessment of other courses in the ABIT program, as in Table 3.

Program strengths and challenges

Given that the ABIT program is now past its sixth year in existence, here are five strengths:
•The ABIT program blends business and technology disciplines into a unique BAS degree
•Students in the ABIT program are prepared for careers as business entrepreneurs, as well as careers in high technology. Students often enroll in graduate school to pursue advanced degrees. This variety in careers is primarily due to the blended curriculum
•Students value the opportunity to work on internship opportunities with local firms
•Students can avail of merit scholarships and a dedicated ABIT classroom
•Students can obtain mentoring and guidance from the ABIT advisory board

As in any other program, the ABIT program also faces specific issues and challenges:
•The existing deficiency in math preparation in calculus, which has been changed in 2012, hinders students from gaining the depth of knowledge in several IT courses
•Many students fail to take ABIT courses in the recommended sequence. Since many courses are offered only once a year, this results in an overall delay in graduation
•The number of graduating students is flat over the past two years, and the enrollment numbers do not indicate an upward trend in graduation rates during the years 2014-2017
•The inability to offer the entire ABIT program as a distance learning program prevents many students who reside outside Maui County to enroll and complete the ABIT program

CASLO Student Learning Assessment

Table 9 details the areas of the ABIT program that will improve from dedicated review and consistent application of learning assessment tools.

Table 9:  CASLO Program Goals


1. The ABIT program will use the Assessment Map and Assessment Plan, as noted above in Table 3 and 4, to assess all nine PLOs, at least two times in five years
 

2. The two new ABIT capstone courses, BUS 495 and BUS 496, will assess all nine ABIT PLOs every year. The idea is to ensure that the two capstone courses cover all PLOs and that students demonstrate all PLOs in a convincing fashion at the end of the program
 

3.The evaluation survey used in the capstone courses will match all PLOs
 

4. In addition to the assessment feedback provided by the ABIT capstone course, two or more additional courses will be selected for assessment every year for the next five years
 

5. For each course slated for assessment, the SLOs in the course will be evaluated based on the actual performance of students in the corresponding assignments or project activities
 

6. An assessment rubric will be used for all courses that are included in the assessment map
 

7. The end-of-course capstone evaluation, along with other assignments during the two capstone courses, will allow the ABIT program to assess all nine PLOs every year
 

8. The ABIT advisory committee will review the assessment data every six months, and provide feedback to the ABIT faculty on program modification and curriculum updates
 

9. Coordinated marketing and recruitments activities with CareerLink to increase enrollment levels in the ABIT program, and to retain existing students in the program
 

10. Increased outreach activities to local Maui County high schools to increase awareness and interest in the new four year ABIT program. This includes Lanai and Molokai
 

11. Active consideration of updating all upper division ABIT courses to a distance learning modality. This could include hybrid classes, proctored exams, and live class streaming
 

Part IV. Resource Implications

  1. Budgetary Consideration and Impact

Internal bookkeeping for the ABIT program is maintained under a quick books platform.  Budgeted resources are tracked along with detailed financial statements.  Proposed budget and financials are presented to the ABIT Program faculty and administration monthly at regularly scheduled program meetings.

For the next academic year, the following items are requested to be included in the budget:

 

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
Apply knowledge of essential business disciplines including accounting, economics, finance, law, management, and marketing, and use business research methods to analyze information in order to develop solid business plans and strategies, and make efficient business decisions.

2

Yes
Use leadership and interpersonal skills to promote business ethics, values, and integrity related to professional activities and personal relationships.

3

Yes
Demonstrate knowledge of operating system, word processing, spreadsheet, presentation software, database management, computer troubleshooting, web development, and e-commerce.

4

Yes
Apply knowledge of graphical user interface (GUI) and event-driven programming (EDP) to designing, creating, and testing computer programs.

5

Yes
Apply knowledge of e-commerce by designing, creating, and testing appropriate e-commerce sites and development tools

6

Yes
Apply critical thinking skills to evaluate information, solve problems, and make decisions.

7

Yes
Use information retrieval and technology.

8

Yes
Apply quantitative reasoning to enhance independent or group decision-making skills.

9

Yes
Communicate effectively with other utilizing appropriate forms of oral and written communication methods including multimedia presentations that apply information technologies and serve particular audiences and purposes

A) Evidence of Industry Validation

No content.

B) Expected Level Achievement

No content.

C) Courses Assessed

A. Program Learning Outcomes

The program learning outcomes (PLOs) for the ABIT program is shown below in Table 2:

Table 2: ABIT PLOs

PLO1

Apply knowledge of essential business disciplines including accounting, economics, finance, law, management, and marketing, and use business research methods to analyze information in order to develop solid business plans and strategies, and make efficient business decisions.

PLO2

Use leadership and interpersonal skills to promote business ethics, values, and integrity related to professional activities and personal relationships.

PLO3

Demonstrate knowledge of operating system, word processing, spreadsheet, presentation software, database management, computer troubleshooting, web development, and e-commerce.

PLO4

Apply knowledge of graphical user interface (GUI) and event-driven programming (EDP) to designing, creating, and testing computer programs.

PLO5

Apply knowledge of e-commerce by designing, creating, and testing appropriate e-commerce sites and development tools.

PLO6

Apply critical thinking skills to evaluate information, solve problems, and make decisions.

PLO7

Use information retrieval and technology.

PLO8

Apply quantitative reasoning to enhance independent or group decision-making skills.

PLO9

Communicate effectively with other utilizing appropriate forms of oral and written communication methods including multimedia presentations that apply information technologies and serve particular audiences and purposes.

 

 

B. Analysis of Student Outcome and Goal Achievement

PLOs being assessed

In the year 2012-2013, all PLOs 1 – 9 of the ABIT program were assessed by the learning outcomes of the two capstone ABIT courses (BUS 495 and BUS 496) conducted in the fall of 2012 and again in the spring of 2013. In addition, one managerial finance course (BUS 318) was used to assess one other PLOs (PLO #1).

Program Map and Course Alignment Grid

As documented in the ABIT Program Review of 2009-2010, the ABIT program had mapped the above nine PLOs to the outcome of one Capstone course (BUS 495). Based on the recommendation from Dr. John McKee, dated December 28, 2010, there is a UHMC requirement that “each course in the ABIT program review needs to show at what level (0-3) it supports the program learning outcomes”. Following the recommendation, Table 3 displays a proposed map of 10 of the core business and information technology courses to the corresponding PLO. Note that some courses listed below (ex. FIN 311 and BUS 496) are new courses slated for start in the academic year 2012:

Table 3: Proposed Map of PLO and Selected Courses

 

ACC

300

MKT

400

BUS

320

COM

459

FIN

311

ICS

360

ICS

385

ICS

418

BUS

495

BUS

496

PLO1

3

3

3

0

3

0

0

0

3

3

PLO2

1

2

2

3

1

0

0

0

3

3

PLO3

0

0

0

0

0

3

3

3

1

3

PLO4

0

0

0

0

0

3

3

3

1

3

PLO5

0

0

0

0

0

3

3

3

1

3

PLO6

2

2

2

2

2

2

2

2

3

3

PLO7

1

1

1

1

1

3

3

3

1

3

PLO8

2

2

2

1

2

2

2

2

3

3

PLO9

2

2

2

3

2

2

2

2

3

3

 

Assessment Plan: Time Table

The recommendation from Dr. John McKee, dated December 28, 2010, noted that there is a UHMC requirement that “each PLO needs to be assessed twice during a five-year review cycle”. Following the recommendation, Table 4 displays a proposed assessment plan of the 9 PLOs at least twice during the next five years starting 2012-2013. Note that some courses listed below (ex. FIN 311 and BUS 496) are new courses that started in the year 2011-2012. Also, the new capstone courses, BUS 495 and BUS 496, will be used to assess all nine PLOs in every year:

Table 4: ABIT Assessment Plan: Time Table

Years

ACC

300

MKT

400

BUS

320

COM

459

FIN

311

 

ICS

360

ICS

385

ICS

418

BUS

495

BUS

496

FA 12

 

PLO 1

 

 

 

 

 

PLO 4

PLO 1-2, 8-9

 

SP 13

 

 

 

PLO 2

PLO 1

 

PLO 5

 

 

PLO 3-7

FA 13

PLO 8

 

 

 

 

 

 

PLO 7

PLO 1-2, 8-9

 

SP 14

 

 

PLO 6

 

 

PLO 3

PLO 9

 

 

PLO 3-7

FA 14

 

PLO 1

 

 

 

 

 

PLO 7

PLO 1-2, 8-9

 

SP 15

 

 

 

 

PLO 1

 

PLO 9

 

 

PLO 3-7

FA 15

PLO 8

 

 

 

 

 

 

 

PLO 1-2, 8-9

 

SP 16

 

 

 

PLO 2

 

 

 

 

 

PLO 3-7

FA 16

 

 

 

 

 

 

 

PLO 4

 

 

SP 17

 

 

PLO 6

 

 

PLO 3

PLO 5

 

PLO 1-9

 

D) Assessment Strategy/Instrument

Assessment tools or methods used

The ABIT capstone courses, BUS 495 and BUS 496, were used to collect assessment data of all the all ABIT PLOs 1 – 9.   The data was collected in three stages. Stage 1 involved convening the ABIT advisory board to review the business proposals of the students in the respective capstone classes. Stage 2 involved mentoring and guiding the students throughout the course of each semester. Stage 3 involved a final presentation by the students to the community, which included members of the ABIT advisory board, faculty, students and staff of UHMC and other attendees. As the capstone is a two course endeavor, there were two final presentations, one at the end of each respective semester.  The instrument used to collect assessment evidence during the final presentations involved a brief survey that was handed out to all advisory board members present. The results of the surveys were tabulated and analyzed by Refugio Gonzalez, Instructor, in November 2012 for BUS 495 and May 2013 for BUS 496.

Criteria for success

The ABIT program is a blended degree that provides students with a broad spectrum of learning opportunities. The criteria for success are graduation from the program with competencies and skills that span the entire gamut of Program Learning Outcomes. To assess each PLO, evaluators awarded criteria for each on a scale of 1 to 10, where a score of 6 or below indicates marginal competency, 7 indicates average competency, 8 and 9 indicates good competency, and 10 exceptional competencies.

 

E) Results of Program Assessment

Summative Evidence

During the year Fall 2012, the evidence collected to assess the PLOs are displayed in Table 4. The evidence was collected by the results of a survey conducted during the final presentation of the capstone course BUS 495 in November 2012. Table 5 displays the best match between the survey questions and the corresponding PLO.

Table 5: Assessment Evidence

Question from BUS 495 Capstone Survey and Corresponding PLO (in italics)

Survey Results

  1. Demonstration of need
  2. Need being satisfied
  3. Current Solutions
  4. Describe Product/Services
  5. Consumer group size
  6. Financial information

 

PLO1  

Lahaina Jewelry – 7.46 out of 10

 

Hooulu Pono – 8.67 out of 10

 

Hawaii Crisis Text Line – 7.85 out of 10

 

HD Fishing – 7.95 out of 10

 

Ohana Drapes – 7.78 out of 10

 

  1. Knowledge of business
  2. Leadership skills
  3. Knowledge of IT systems
  4. Knowledge of UI design
  5. Knowledge of e-commerce
  6. Critical thinking skills
  7. Use of Info Retrieval
  8. Quantitative Reasoning
  9. Overall Communication

 

PLO2 – PLO 8

Lahaina Jewelry – 7.92 out of 10

 

Hooulu Pono – 8.5 out of 10

 

Hawaii Crisis Text Line – 8.23 out of 10

 

HD Fishing – 7.92 out of 10

 

Ohana Drapes – 7.89 out of 10

 

During the year Spring 2013, the evidence collected to assess the PLOs is displayed in Table 4. The evidence was collected by the results of a survey conducted during the final presentation of the capstone course BUS 496 in April 2013. Table 6 displays the best match between the survey questions and the corresponding PLO.

Table 6: Assessment Evidence

Question from BUS 496 Capstone Survey and Corresponding PLO (in italics)

Survey Results

  1. Customer Segments
  2. Value Proposition
  3. Channels
  4. Customer Relationships
  5. Revenue Streams
  6. Key Resources
  7. Key Activities
  8. Key Partnerships
  9. Cost Structure

 

PLO1 

Lahaina Jewelry – 7.5 out of 10

 

Hooulu Pono – 8.5 out of 10

 

Hawaii Crisis Text Line – 8.3 out of 10

 

HD Fishing – 8.8 out of 10

 

Ohana Drapes – 8.8 out of 10

  1. Web site supports & enhances core business
  2. Basic e-commerce functionality
  3. Social media integration in web site
  4. Web site is responsive and viewed on mobile
  5. Professional look and feel of web site
  6. Knowledge of business
  7. Leadership skills
  8. Knowledge of IT systems
  9. Knowledge of UI design
  10. Knowledge of e-commerce
  11. Critical thinking skills
  12. Use of Info Retrieval
  13. Quantitative Reasoning
  14. Overall Communication

 

PLO2 – PLO 8

Lahaina Jewelry – 8.8 out of 10

 

Hooulu Pono – 8.3 out of 10

 

Hawaii Crisis Text Line – 8.7 out of 10

 

HD Fishing – 9.3 out of 10

 

Ohana Drapes – 9.5 out of 10

 

Table 7 provides an overall assessment of the rankings scored by the ABIT students in their final presentation, based on input from the ABIT Advisory Board in November 2012 and April 2013.

Table 7: Assessment for BUS 495 in Fall Semester 2012 and for BUS 496 Spring Semester 2013

 

Program Assessment Rubric for ABIT Courses BUS 495 / 2012 & BUS 496 / 2013

 

 

Exceeds

 

Meets

 

Needs

Improvement

 

No

Proficiency

Program Learning Outcome

 

 

 

 

PLO1 – Apply knowledge of business

 

X

 

 

PLO2 – Leadership skills

 

X

 

 

PLO3 – Demo knowledge of technology and systems

 

X

 

 

PLO4 – Apply knowledge of GUI

 

X

 

 

PLO5 – Apply knowledge of e-commerce

 

X

 

 

PLO6 – Apply critical thinking skills

 

X

 

 

PLO7 – Use information tech and retrieval

 

X

 

 

PLO8 – Apply Quantitative reasoning

X

 

 

 

PLO9 – Communicate effectively

X

 

 

 

 

Table 8 provides an overall assessment of the rankings scored by the ABIT students in Managerial Finance (BUS 318) course, recorded by Refugio Gonzalez in the spring of 2013.

Table 8: Assessment for BUS 318 in Spring Semester 2013

 

Program Assessment Rubric for ABIT Course BUS 318 for Spring 2013

 

 

Exceeds

(>4)

Meets

(3.5 – 4)

Needs

Improvement

(3-4)

No

Proficiency (<3)

Program Learning Outcome

 

 

 

 

PLO1 – Apply knowledge of business

10 students out of 12 (83%)

1 out of 12 (8%)

1 out of 12 (8%)

2 out of 12

(17%)

 

 

 

 

 

 

 

 

 

 

 

F) Other Comments

What we discovered about student learning

The results of this program review are based on the quantitative feedback from two courses, as well as the subjective feedback from other courses in the ABIT program. Key points:

Given that the ABIT program blends business and information technology, here are other points:

 

IV.  Engaged Community

ABIT Advisory Board

Maui resident industry leaders are engaged with the ABIT program to support and mentor our upper level students.  The advisory board meets monthly 6 – 7 times per year during fall and spring semester months.  Some advisory board members have been serving UHMC and the ABIT program many years.  The selfless dedication and perseverance demonstrated by the board is a genuine multi-faceted gift for the program.  Below, Table 10, is a list of our advisory board.

Table 10:  ABIT Advisory Board

ABIT Advisory Board    
Last Name First Name company title
Ausbeck Mark HTDC High Tech Development Corp - Project Mgr Project Manager
Dinkelacker, PhD Jamie Google / Niantic Project Software Engineering Manager
Georges Tim Boeing Project Management Specialist
Helly, PhD John UC San Deigo SD Supercomputer Cent & Scripps Institution of Oceanography
Onaga Lorrie First Hawaiian Bank Vice President                                              & Sales Manager Maui Region
Kashiwamura David National Guard Lieutenant Colonel
Nath Virendra Maui Angels Venture Capitalist
Ramsey Mark IBM VP Business Analytics & Optimization, Growth Markets
Sanchez Scott  Sit Means Sit Entrepreneur
Santiago Bart Grand Wailea Resort Director of Finance
Williams, PhD Stacie Air Force Maui Optical and Supercomputing  

 

Evidence that results of student learning was discussed with Advisory Board

 

V.  Recognize and Support Best Practices

Planned curriculum changes to support innovation and best practices

The ABIT program has implemented significant changes in the UHMC curriculum in terms of the four year program map, as well as the introduction of key upper level courses in decision analysis and finance. The following points highlight the new and approved changes:

 

G) Next Steps

C. Program Plans and Goals

Changes made in ABIT curriculum to improve student learning

Although there were no amendments or changes to the ABIT curriculum in 2012/2013, several changes were made in the fall of 2011 to improve student learning. These include:

 

Assessment Support for Current and Future Goals

Program strengths and challenges

Given that the ABIT program is now past its sixth year in existence, here are five strengths:

As in any other program, the ABIT program also faces specific issues and challenges:

CASLO Student Learning Assessment

Table 9 details the areas of the ABIT program that will improve from dedicated review and consistent application of learning assessment tools.

Table 9:  CASLO Program Goals

1. The ABIT program will use the Assessment Map and Assessment Plan, as noted above in Table 3 and 4, to assess all nine PLOs, at least two times in five years

2. The two new ABIT capstone courses, BUS 495 and BUS 496, will assess all nine ABIT PLOs every year. The idea is to ensure that the two capstone courses cover all PLOs and that students demonstrate all PLOs in a convincing fashion at the end of the program

3.The evaluation survey used in the capstone courses will match all PLOs

4. In addition to the assessment feedback provided by the ABIT capstone course, two or more additional courses will be selected for assessment every year for the next five years

5. For each course slated for assessment, the SLOs in the course will be evaluated based on the actual performance of students in the corresponding assignments or project activities

6. An assessment rubric will be used for all courses that are included in the assessment map

7. The end-of-course capstone evaluation, along with other assignments during the two capstone courses, will allow the ABIT program to assess all nine PLOs every year

8. The ABIT advisory committee will review the assessment data every six months, and provide feedback to the ABIT faculty on program modification and curriculum updates

9. Coordinated marketing and recruitments activities with CareerLink to increase enrollment levels in the ABIT program, and to retain existing students in the program

10. Increased outreach activities to local Maui County high schools to increase awareness and interest in the new four year ABIT program. This includes Lanai and Molokai

11. Active consideration of updating all upper division ABIT courses to a distance learning modality. This could include hybrid classes, proctored exams, and live class streaming