ANNUAL DEGREE PROGRAM ASSESSMENT REPORT
OVERVIEW
Program Name:
Sustainable Science Management
1 COLLEGE: UNIVERSITY OF HAWAII MAUI COLLEGE
The last comprehensive review for this program was on August, 2012, and can be viewed at:
http://www.hawaii.edu/offices/cc/arpd/instructional.php?action=analysis&college=MAU&
amp;year=2012&program=165
2 PROGRAM DESCRIPTION
Program Description – Sustainable Science Management (SSM)
The Sustainable Science Management (SSM) program, leading to a baccalaureate degree, offers options to students
seeking employment in the rapidly expanding field of Sustainability. Due to the early-adopter status of sustainability
as a policy guide, historic job positions were limited to titles such as sustainability coordinator, sustainability
specialist, environmental scientist, etc. However, as the critical significance of sustainability as a fiscal, environmental
and social benefit has become known, the term ‘sustainable’ has often been dropped while the efficiency and
projection skills of sustainable analysis have been broadly incorporated into jobs such as energy technicians and
planners, planning at every level, long term fund management, resort operations and NGO structure.
As an inter-disciplinary field, a program in sustainability involves topics including but not limited to energy, ecology,
business and management, water and wastewater, agriculture, waste-management, economics, policy, the built
environment, and social science; all in an interdisciplinary approach. The BAS in Sustainable Science Management
program is designed to equip students with thinking, technical and communications skills needed to bridge the
disciplines and to produce sustainable operations for organizations and communities. A student graduating with a
BAS in Sustainable Science Management will have career options in local, state, and federal agencies; utility
companies; energy efficiency consulting; non-profit organizations; hospitality and tourism; transportation; wildlife and
conservation agencies; international environmental consulting and auditing; “green” contracting and construction
management; and educational work in schools, museums, and parks.
3 PART I. QUANTITATIVE INDICATORS
Overall Program Health: Cautionary
Majors Included: SSM
Demand Indicators
Program CIP: 46.0000
Program Year
Demand Health Call
12-13
13-14
14-15
1
New & Replacement Positions (State)
25
25
16
2
*New & Replacement Positions (County
Prorated)
5
5
1
3
*Number of Majors
2
9
49
0
0
5
3a
Number of Majors Native Hawaiian
3b
Fall Full-Time
100%
43%
55%
3c
Fall Part-Time
0%
57%
45%
0%
0%
6%
3d
Fall Part-Time who are Full-Time in
System
3e
Spring Full-Time
50%
30%
58%
3f
Spring Part-Time
50%
70%
42%
3g
Spring Part-Time who are Full-Time in
System
0%
10%
2%
4
SSH Program Majors in Program Classes
21
41
311
5
SSH Non-Majors in Program Classes
426
367
414
6
SSH in All Program Classes
447
408
725
7
FTE Enrollment in Program Classes
15
14
24
8
Total Number of Classes Taught
15
12
16
Efficiency Indicators
Program Year
Efficiency Health Call
12-13
13-14
14-15
9.9
11.4
13.9
41.3%
50.9%
59.6%
1
1
1
*Majors to FTE BOR Appointed
Faculty
1.5
8.5
48.5
13 Majors to Analytic FTE Faculty
1.0
7.0
27.3
13a
1.6
1.2
1.8
9
Average Class Size
10 *Fill Rate
11 FTE BOR Appointed Faculty
12
2
Analytic FTE Faculty
Unhealthy
Cautionary
14 Overall Program Budget Allocation
$116,073
$102,626
Not Yet
Reported
14a
General Funded Budget Allocation
$116,073
$102,555
Not Yet
Reported
14b
Special/Federal Budget Allocation
$0
$0
Not Yet
Reported
14c
Tuition and Fees
$0
$71
Not Yet
Reported
$260
$252
Not Yet
Reported
10
5
5
15 Cost per SSH
16
Number of Low-Enrolled (<10)
Classes
*Data element used in health call calculation
Effectiveness
Indicators
Last Updated: October 7, 2015
Program Year
Effectiveness Health Call
12-13
13-14
14-15
86%
82%
78%
5
11
21
19 *Persistence Fall to Spring
0%
100%
87.2%
19a Persistence Fall to Fall
0%
100%
72.3%
0
1
0
17
Successful Completion (Equivalent C
or Higher)
18 Withdrawals (Grade = W)
20
*Unduplicated Degrees/Certificates
Awarded
20a
Degrees Awarded
0
1
0
20b
Certificates of Achievement Awarded
0
0
0
20c
Advanced Professional Certificates
Awarded
0
0
0
20d
Other Certificates Awarded
0
0
0
Not
Reported
Not
Reported
N/A
1
2
35
21
External Licensing Exams Passed
22 Transfers to UH 4-yr
3
Cautionary
22a
Transfers with credential from
program
0
0
0
22b
Transfers without credential from
program
1
2
35
Distance Education:
Completely On-line
Classes
Program Year
12-13
13-14
14-15
0
0
0
24 Enrollments Distance Education Classes
N/A
N/A
N/A
25 Fill Rate
N/A
N/A
N/A
26 Successful Completion (Equivalent C or Higher)
N/A
N/A
N/A
27 Withdrawals (Grade = W)
N/A
N/A
N/A
N/A
N/A
N/A
Goal
Actual
Met
29 1P1 Technical Skills Attainment
91.00
100.00
Met
30 2P1 Completion
47.00
100.00
Met
31 3P1 Student Retention or Transfer
75.21
100.00
Met
32 4P1 Student Placement
68.92
100.00
Met
33 5P1 Nontraditional Participation
17.50
40.00
Met
34 5P2 Nontraditional Completion
16.00
33.33
Met
23 Number of Distance Education Classes Taught
28
Persistence (Fall to Spring Not Limited to
Distance Education)
Perkins IV Core Indicators
2013-2014
Performance Funding
4
Program Year
12-13
13-14
14-15
35 Number of Degrees and Certificates
36
Number of Degrees and Certificates Native
Hawaiian
37 Number of Degrees and Certificates STEM
0
1
0
0
0
0
Not STEM
Not STEM Not STEM
38 Number of Pell Recipients
2
5
29
39 Number of Transfers to UH 4-yr
1
2
35
*Data element used in health call calculation
Last Updated: October 7, 2015
Glossary | Health Call Scoring Rubric
Part II. Analysis of the Program
a.
Demand Indicator: In past years SSM was noted as ‘Healthy’. This year we have tremendously increased
enrollments, retention and NH student counts yet we have been marked down to ‘Unhealthy’. This is
troubling as I have on two occasions been told that other colleges’ Chancellors have used this conclusion as
a basis for judging the SSM program. Perhaps it is due to a change in ‘new & replacement positions’
classification, but there is no clear delineation of job opportunities for students receiving degrees in
sustainability.
b.
Efficiency Indicator: Class sizes, fill rates and majors have all increased from 2014. Low enrolled classes
have remained at 2014 levels, though improved from prior years. All other indicators have improved.
c.
Effectiveness Indicator: There has been some slight decline in completion and persistence rates, though
original 100% rates were likely unrealistic. This rating has remained at ‘Cautionary’ since the program’s
inception, likely due to a lack of graduates, which itself is due to the youth of the program. We anticipate this
will be rectified in spring 2016 as we graduate our first major cohort.
c.
Part III. Action Plan
PLO # 6 1.
2.
d.
Appraise, evaluate, summarize, and explain the economic, social, cultural, political, and scientific features
that make a system, process, practice, or business sustainable and that appropriately make up a
sustainability profile.
Program Improvement - The SSM program has developed a strong offering of coursework to provide skills
and knowledge for sustainable decision-making. Program improvement will derive from enhanced availability
of data, tools and opportunities for work in the field via classes, internships and capstone projects.
Part IV. Resource Implications
Budget request
5
Amount
In 100 words or less describe how If outside of the Strategic Plan provide
does this request relate to the
rational for the request (in 100 words or
strategic plan
less).
SSM Interns
$12000
Quality of Learning – SSM
students can gain valuable
experience assisting in campus
sustainability activities and SSM
program development.
Workforce Development –
students reinforce career SLO’s
Upper Division
Elective
Offerings
$16000
Quality of learning – Maintaining
high level degrees. SSM students
are required to take several upper
division electives yet few exist in
other UHMC programs. Those
offered through Manoa are much
more expensive. Other students
could also benefit from more
electives.
Workforce Development –
provide coursework relevant to
employer demands.
Supplies,
equipment and
subscriptions
e.
$6000
Quality of Learning – Maintain
appropriate facilities and materials
for student development.
Program Student Learning Outcomes
For the 2014-2015 program year, some or all of the following P-SLOs were reviewed by the program:
Assessed
this
year?
1
2
3
4
5
6
Program Student Learning Outcomes
No
Examine ways in which the features and functions of multiple systems are interconnected, and explain
how one system can be optimized without degrading other systems or depleting natural resources.
No
Investigate, discover and summarize federal, state, local and industry codes, standards, laws,
regulations, and guidelines.
No
Assess the feasibility of investing in sustainability measures using simple payback, return on
investment, and life cycle costing techniques.
No
No
Describe the unique sustainability challenges faced by island communities
Identify, outline and illustrate the fundamentals of existing and emerging technologies in energy
production, distribution and management; water supply; wastewater treatment; and waste
management; their applications, processes and requirements.
Assessed
this
year?
6
7
8
9
f.
Program Student Learning Outcomes
Appraise, evaluate, summarize, and explain the economic, social, cultural, political, and scientific
features that make a system, process, practice, or business sustainable and consolidate that
Yes
information into a sustainability profile.
No
No
No
Propose and justify creative solutions to sustainability challenges that are scientifically sound.
Demonstrate skills related to managing sustainability projects including defining scope, selecting
achievable goals, evaluating ethical implications, working with diverse teams, making presentations,
and preparing reports.
Apply academic learning to real-world demands and activities.
A) Evidence of Industry Validation
Advisory Committee Meeting(s) _X_, How many? _3_
Did Advisory Committee discuss CASLO/PLO? Yes_X_ No__
Coop Ed Placements _12_ Fund raising activities/events _1_ Service Learning __
Provide program services that support campus and/or community X
Outreach to public schools _X_
Partner with other colleges, states and/or countries _X_
Partner with businesses and organizations _X_
g.
B) Expected Level Achievement
80% of students should exceed a C lvel grade for the assignment.
h.
C) Courses Assessed
SSM 301 Sustainable Assessments and indicators
i.
D) Assessment Strategy/Instrument
Students were assessed from thie semester end project which was to write Business Case formatted document
analysing the applicability of a sustainable solution to an existing community problem. The documents were
approximately 6000 words and included opportunities to advocate for their proposal within the limits of community
benefit.
j.
E) Results of Program Assessment
12 of 14 students acheived a grade above C. One student took an incomplete due to health reasons.
k.
7
F) Other Comments
1.
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
Action plan to address findings
The bulk of findings for quantitative reasoning
related to the appropriate level of computational
skills needed for SSM students. It was indicated
that more information could be derived from
Potential employers to answer this.
Make a specific agenda topic at the next SSM Outreach
event to engage prospective employers on the issue of
math and computational skills.
Secondarily, commenters asked if the reviewed test
questions appropriately conveyed skills students
Work with MATH faculty to ensure SSM exam questions
should have acquired in prerequisite MATH
are consistent with skills taught in MATH courses.
courses.
l.
G) Next Steps
1.
Next steps:
For program learning outcomes (check all that apply):
Assess the next PLO_X__ Review PLOs_X__ Adjust assignment used for PLO___
Adjust course used for PLO___ Meet with Advisory Committee____
Other_x__ Please explain: Review PLOs with Advisory Committee.
8
9