bachelor of applied science - university of hawaii · 2/17/2016 · university of hawai‘i –...
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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
BAS Provisional to Established Review Page 2
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
BAS Provisional to Established Review Page 3
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
BAS Provisional to Established Review Page 4
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.
BAS Provisional to Established Review Page 5
1.3.1 Mission and Goals of the ISA 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.
1.3.2 ISA Concentration Student Learning Outcomes (SLO’s)
Students are expected to apply certain knowledge and specific skills towards mastering material in the
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
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.”
1.4.2 IT Concentration Student Learning Outcomes (SLO’s)
Students are expected to apply certain knowledge and specific skills towards mastering material in the
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.
BAS Provisional to Established Review Page 6
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)
Students are expected to apply certain knowledge and specific skills towards mastering material in the
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
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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)
Students are expected to apply certain knowledge and specific skills towards mastering material in the
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
BAS Provisional to Established Review Page 8
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.
BAS Provisional to Established Review Page 9
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
BAS Provisional to Established Review Page 10
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%
BAS Provisional to Established Review Page 11
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
BAS Provisional to Established Review Page 12
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.
BAS Provisional to Established Review Page 13
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
BAS Provisional to Established Review Page 14
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
BAS Provisional to Established Review Page 15
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
concentration specific requirements as listed below.
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.
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 IT concentration and assure
students have the flexibility in choosing future career paths, as intended in the BAS program design.
Table 17: IT SLOs and Core Courses
IT Student Learning Outcomes ITS 300 level courses
(as listed above)
ITS 410 Focus Area Capstone
Course
1. Demonstrate basic skills in
information technology. X
2. Demonstrate advanced skills
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.
BAS Provisional to Established Review Page 16
Each student attempting to earn the BAS degree with an ISA concentration must complete four
concentration specific requirements as listed below.
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).
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 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
1. Demonstrate basic skills in
information technology and
assurance.
X
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.
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
concentration specific requirements as listed below.
BAS Provisional to Established Review Page 17
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
BAS Provisional to Established Review Page 18
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
concentration specific requirements as listed below.
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
BAS Provisional to Established Review Page 19
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
BAS Provisional to Established Review Page 20
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
BAS Provisional to Established Review Page 21
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
BAS Provisional to Established Review Page 22
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
BAS Provisional to Established Review Page 23
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
BAS Provisional to Established Review Page 24
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
BAS Provisional to Established Review Page 25
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,
BAS Provisional to Established Review Page 26
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
BAS Provisional to Established Review Page 27
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.