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: Business Careers
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: While this shows a lowered demand, it does not account for
entrepreneurial activity, nor does it likely fully account for all types of business
positions. Overall, the actual demand is much likely higher than indicated.
b. Efficiency Indicator: The average class size and associated fill rates have declined in
recent years. We will need to focus on a leaner schedule while also focusing on an
increased FTE for each student that will increase the demand for classes. We will also
need to focus on additional recruitment efforts via counselors, again focusing on a
higher FTE for any student entering the program.
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c. Effectiveness Indicator: While the successful completion rate held steady at 70%, the
persistence rate has dropped markedly in recent years. We will need to work more
closely to identify high risk students and associated methods to retain them. This may
include outreach by the instructor, counselor, and/or Program Coordinator via phone, email, and/or Laulima.
2. Any new significant program actions (new certificates, stopout, gain or loss of positions) as
results of last year’s action plan. We gained a new full-time instructor position.
3. If relevant, share a brief analysis for any Perkins Core Indicator not met. n/a
III. Action Plan
1. Action Plan
a. PLO- To be addressed: 3. Develop a sense and appreciation of Entrepreneurship. The
goal is to increase the exposure to entrepreneurship throughout each class by ensuring
there is at least some focus on this topic in every class, not just primarily in BUS 125 (this
may include activities, guest speakers, etc.). Also, we will work with the counselors to
increase the focus on entrepreneurship as potential students examine the program.
b. Program improvement- We will work with the counselors to increase enrollments via
determining proper program fit, particularly for entrepreneurship. A particular focus will
be on increasing student connection to their program, perhaps via clubs, organizations,
and other activities to be determined.
IV. Resource Implications:
List of top three resource requests (IV):
Budget
request
Ka Lama
Computer
Labs
Manager
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Amount
In 100 words or less describe
how does this request relate
to the strategic directions
(see below for condensed list
of themes, goals, objectives)
$50,000/yr. This supports Objective 3 of
Quality of Learning. The KCL
manager supports the KCL
open lab (which has about
the same traffic as the TLC)
If outside of the Strategic Plan
provide rational for the request (in
100 words or less).
This position also supports all
other programs that schedule
classes in the Ka Lama computer
rooms.
Full time
faculty for
Business
Careers
While the TLC has 2 full time
personnel the KCL only has 6
assigned time credits from
faculty. The KCL also
maintains its own machines
along with rooms 201, 204,
206A, 206B, and 209.
$60,000/yr. Objective 1 Quality of
Learning. With the
retirement of the present
Program Coordinator of
Business Careers this
program needs another full
time faculty member.
DESCRIPTION TAB
Provide a brief description of your program and program mission:
The Business Careers program provides quality credit instruction to students and business professionals
who wish an affordable education in a supportive environment. The program provides the first two
years of a business education that can be used to enhance career possibilities and used as a springboard
for additional education
P-SLOs TAB
1. PLO selected for assessment (click on the PLO assessed – it will turn green).
2. Industry Validation (check all that apply):
Advisory Committee Meeting(s) _X_, How many? _1 (informal)_
Did Advisory Committee discuss CASLO/PLO? Yes__ No_X_
Coop Ed Placements _X_ Fund raising activities/events __ Service Learning _X_
Provide program services that support campus and/or community
Outreach to public schools __
Partner with other colleges, states and/or countries _X_
Partner with businesses and organizations __
Other__ Describe_______________________________________________________________
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3. Expected level of Achievement:
For the PLO assessed, 65 % of students completing the assignment/course expected to meet
expectations for the assignment/course.
4. Courses (or assignments) Assessed: BUS 125
5. Assessment strategy/Instrument/Evidence (check all that apply):
Work Sample__ Portfolio__ Project __ Exam _X_ Writing Sample __
Other__ Please explain_________________________________________________
6. Results of program assessment:
a. The following were present at the PLO assessment: Business Careers, English
b. Strengths and weaknesses (best practices and educational gaps) found from PLO
assessment analysis . We found that the results showed not enough rigor in ENG 209 to
meet requirements; the ENG department has agreed to increase the rigor of this course.
7. Other comments:
Describe CASLO assessment findings and resulting action plans. Go to Laulima UHMC CASLO
Assessment for your program’s “Assessment results” and summarize below.
CASLO assessment findings
The “minimally passing” evidence did not
seem to support a skill level of Quantitative
Reasoning at a level appropriate for the
degree.
There were mixed results when considering
if graduates of the degree generally
develop the necessary quantitative skills to
be successful.
Action plan to address findings
Review and possible revision of assessment
instruments.
Review and possible revision of syllabi and/or
assessment instruments.
8. Next steps:
For program learning outcomes (check all that apply):
Assess the next PLO_X__ Review PLOs___ Adjust assignment used for PLO___
Adjust course used for PLO___ Meet with Advisory Committee__X__
Other___ Please explain:
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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’ll log in on the next page.
When the page with tabs comes up, click on Analysis tab.
Click on “edit”. Copy and paste from this document into each section. If you are pasting from Word,
you need to click on the “W” icon and then paste into the box that pops up (like in Laulima). See green
arrow below.
REMEMBER TO “SAVE” EACH SECTION! (red arrow in pic below).
You’ll be entering information into:
- Analysis
- Description
- P-SLOs
- External (if your program has an external exam)
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REMEMBER TO SAVE (red arrow) EACH SECTION!
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