ANNUAL DEGREE PROGRAM ASSESSMENT REPORT
OVERVIEW
The emphasis of the report should be on PLO and CASLO assessment, action items emerging from
those assessments, and a table listing the top three budget requests from each degree program. Bullet
points are certainly acceptable for the sections requiring written responses. Finally, if you respond to the
system data please keep each section (demand, effectiveness and efficiency) to 100 words or fewer.
Refer to the ARPD Instructions when you upload your report elements to the system website. The roman
numerals indicate the corresponding system item number for when you upload your report to the UH
System website.
http://www.hawaii.edu/offices/cc/arpd/instructional.php?year=2015&action=quantitativeindicators
&college=HAW
Select Maui College and your program in the drop down menus.
On the page that shows the Quantitative indicators, click on “web submission”. You will log in to
get to your program submission pages.
Remember to click on “save” icon for EACH SECTION.
See the end of this document for more assistance with web submission.
2014-15 PROGRAM REVIEW PREPARATION GUIDELINES
Program Name: Applied Business and Information Technology (ABIT)
ANALYSIS TAB
II. Analysis of the Program
1. Briefly respond in 100 words or less for each cautionary and/or unhealthy Quantitative
Indicator:
a. Demand Indicator: Healthy
b. Efficiency Indicator: Cautionary
The ABIT program indicator for Efficiency is Cautionary. The primary reasons for this level of a
health call is the small class size of around 10 students. With a faculty FTE size of 3 in AY 14-15,
the ratio of students to faculty is lower than in past years. There is no system data for Overall
Program Budget Allocation, so there is no analysis based on budget allocation for ABIT.
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c. Effectiveness Indicator: Cautionary
The ABIT program indicator for Effectiveness is Cautionary. This is primarily due to the low
graduation rate of 5-7 students for the past three Academic Years. ABIT students do have a high
completion rate of 89% and high Fall-Spring persistence rates of 67%, but the low graduation
rate is the reason for the Cautionary indicator.
2. Any new significant program actions (new certificates, stopout, gain or loss of positions) as
results of last year’s action plan – The ABIT program hire Linda McCormick as a third full-time
instructor responsible for teaching Marketing courses. Linda was hired in January 2014.
3. If relevant, share a brief analysis for any Perkins Core Indicator not met – not applicable
III. Action Plan
1. Action Plan
a. PLO
The ABIT Capstone I and II course (BUS 495 and 496) will be used every year to assess all 9 PLOs
The Entrepreneurship course BUS 320 will form an anchor or prerequisite to BUS 495 course
Every upper division ABIT course will assess at least one ABIT PLO every year. The internship course BUS
393v will also support the progress towards BUS 495. Finally, the ABIT PLOs need to be reviewed by the
ABIT Advisory board and updated, if needed
b. Program improvement
An assessment rubric will be used for the Entrepreneurship (BUS 320), Capstone I (495) and II (496)
courses. The end-of-course BUS 495 capstone evaluation, along with other assignments during the twocapstone courses, will allow the ABIT program to assess all nine PLOs every year.
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. There will be coordinated marketing
and recruitments activities to increase enrollment levels in the ABIT program, and to retain existing
students in the program.
Increased outreach activities to local Maui County high schools will occur to increase awareness and
interest in the four year ABIT program. This includes Lanai and Molokai. Active consideration of updating
all upper division ABIT courses to a distance learning modality using a hybrid classroom model. This
could include hybrid classes, proctored exams, and live class streaming. Finally, the program map of the
ABIT program will be reviewed and updated every four or five years to stay current with changes in the
business environment and technology.
IV. Resource Implications:
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List of top three resource requests (IV):
Budget request
Amount
In 100 words or less describe how does
this request relate to the strategic plan
1. Marketing –
Advertising,
Recruitment and
Retention
$10,000
The marketing funds will allow the ABIT
program to be publicized to the local high
schools and will allow ABIT graduates to
provide testimonials to future students
2. Software –
Launchpad Central for
Capstone Class
$1000
Launchpad Central is a key software for
creating the business canvas that is used in
the ABIT Capstone I & II course
3. Software –
Blackboard
Collaborate 1 vClass
$2205
Blackboard Collaborate vClass is a state of
the art tool to allow ABIT classes to be taught
in a hybrid format to all students
4. Software licenses
for ABIT students at
$100/student
$100 x 20 =
$2000
ABIT students typically need one software
subscription in their class – a web template
or an online toolkit
5. Software
subscription to
business software,
Grammar checker,
Quickbooks etc.
$2000
The ABIT program regularly subscribes to
tools that allow students to be proficient in
grammar and accounting. These tools
require an annual subscription license
6. Hardware –
Upgrade of computers
in ABIT room KLMA
106
$1250 x 4 =
$5000
The ABIT room in KLMA 106 requires an
upgrade of new hardware every 3 years. This
is estimated to install 4 new computers
7. Travel –
Recruitment and
Outreach visits to
Hana, Molokai and
Lanai by ABIT
Program Coordinator
$500 x 8
trips = $4000
The ABIT program coordinator regularly
visits the outreach sites for school career
visits, marketing trips and other activities.
These trips require funds and promote the
ABIT program in Maui Co.
8. Office Supplies and
Materials Costs
$2500
General office supplies allows the ABIT
students and faculty to be self sufficient
Total
$28,705
If outside of the
Strategic Plan provide
rational for the request
(in 100 words or less).
DESCRIPTION TAB
Provide a brief description of your program and program mission:
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.
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The ABIT program serves a diverse student population, many of who 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.
P-SLOs TAB
1. PLO selected for assessment (click on the PLO assessed – it will turn green).
Apply knowledge of essential business disciplines including accounting, economics, finance, law, management,
PLO1 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.
Communicate effectively with other utilizing appropriate forms of oral and written communication methods
PLO9 including multimedia presentations that apply information technologies and serve particular audiences and
purposes.
2. Industry Validation (check all that apply):
Advisory Committee Meeting(s) _x_, How many? _8 times per AY_
Did Advisory Committee discuss CASLO/PLO? Yes_x_ No__
Coop Ed Placements _x_ Fund raising activities/events _x_ Service Learning __
Provide program services that support campus and/or community
Outreach to public schools _x_
Partner with other colleges, states and/or countries _x_
Partner with businesses and organizations _x_
Other__ Describe__ The ABIT Advisory Committee mentors student capstone projects and
provides role models to students who would otherwise not have any realistic career or
professional role models.
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Expected level of Achievement:
For the PLO assessed, _89_ % of students completing the assignment/course expected to meet
expectations for the assignment/course.
3. Courses (or assignments) Assessed:
BUS 495 – ABIT Capstone I. All 9 ABIT PLOs were assessed in the ABIT Capstone I course
4. Assessment strategy/Instrument/Evidence (check all that apply):
Work Sample_x_ Portfolio__ Project __ Exam __ Writing Sample __
Other__ Please explain_________________________________________________
5. Results of program assessment:
a. The following were present at the PLO assessment:
All members of the ABIT faculty, selected institutional faculty members and selected
ABIT advisory board members were present at the PLO assessment.
b. Strengths and weaknesses (best practices and educational gaps) found from PLO
assessment analysis.
Based on the assessment of the PLOs from the BUS 495 ABIT Capstone course, here are a few
strengths:
a. Students demonstrated a good blend of technology, business and presentation skills
b. Several PLOs addressed computer skills such as database queries, user interface design
and software programming. Students demonstrated proficiency in these areas.
c. Other PLOs addressed business skills such as sales forecasting, business accounting,
marketing and general management. Students demonstrated key skills in this areas
d. Students also demonstrated commendable soft skills such as presentation of their
business ideas and plans to a diverse audience.
e. Finally, students demonstrated their entrepreneurial zeal and talents by pitching their
business ideas, plans and prototypes to a seasoned audience of advisory board
members
6. Other comments:
The CASLO that was assessed during the Fall Semester of 2014 for the BUS 495 course was the
UHMC CASLO Standard 2 – Quantitative Reasoning. The assessment involved a financial
projection XL and summary report of the student’s business plan. Key results are listed below.
CASLO assessment findings
The "minimally passing" evidence
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Action plan to address findings
Based on review from 9 members of the assessment
demonstrates student achievement of the
Quantitative Reasoning CASLO at a level of
skill appropriate for the degree
– Yes (55%), No (45%)
committee, including advisory board members, it
appears that the “minimally passing” evidence needs
to increase in rigor and complexity. 45% of the
reviewers did not consider the “minimally passing”
level as adequate for graduation.
Based on the evidence presented, students
in the program generally develop and
demonstrate the quantitative reasoning
skills needed as graduates of the program
– Yes (89%), No (11%)
Based on review from 9 members of the assessment
committee, including advisory board members, it
appears that a high percentage of students
demonstrated adequate quantitative reasoning skills
to graduate from the ABIT program.
What suggestions do you have for improving
the test, assignment, or project used for this
assessment activity?
Based on review from 9 members of the assessment
committee, including advisory board members, there
were a variety of useful suggestions and responses.
The feedback noted that CASLO assessment need to
be more rigorous and include evidence from previous
years. Other feedback indicated that the definition of
“minimally passing work” differed based on the
discipline and the nature of work.
What suggestion do you have for improving
curriculum, instruction, or student services
to better develop the quantitative reasoning
skills needed of graduates from this
program?
Based on review from 9 members of the assessment
committee, including advisory board members, there
was a variety of responses. Key responses indicated
the need for an increase in statistics, math and basic
accounting skills. The action for the ABIT program
involves a review of the outcomes of key courses.
CASLO Assessment activities are designed to
help programs align curriculum and
instruction with the needs of students. How
can this assessment practice be improved?
Responses from the advisory board for ABIT imply that
CASLO assessments need to be more rigorous and
include assessments from previous years. Also, there
was a mention of including detailed exit interviews
from students to identify their exit level skills.
7. Next steps:
For program learning outcomes (check all that apply):
Assess the next PLO___ Review PLOs_x__ Adjust assignment used for PLO_x__
Adjust course used for PLO___ Meet with Advisory Committee__x__
Other___ Please explain:
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