The Mission of the Administration of Justice Program
The Administration of Justice (AJ) Program is a learner centered program that prepares students
to work in the criminal justice system; to meet the pre-service needs of those preparing for
careers in law enforcement, private security, or other fields related to administration of justice;
and to meet various in-service educational and training needs of professionals in the
administration of justice field. This program strives to create a student focused educational
environment that emphasizes high quality teaching and learning. Like the University of Hawai‘i
Maui College, this program serves a diverse student population, many of whom are first
generation college students. We are responsive to the needs of both traditional and nontraditional students whose life experiences and commitment to learning enrich the overall
educational environment.
Program Description
The Administration of Justice program is one of three Public Service programs at the
College. Program staff currently includes one full-time faculty and several part-time lecturers.
The AJ program is competency-based and stresses both theoretical and hands on practical
application of classroom information. Upon completion of requisite coursework in AJ and
Liberal Arts, students receive a Certificate of Achievement (CA) and/or an Associate in Applied
Science (AAS) degree. AJ majors are eligible also to receive as many as six Certificates of
Competence in Law Enforcement, Corrections, and Private Security. After successfully earning
12 credits at UHMC, Police Officers may receive up to 21 AJ credits for completing basic police
training as required by government law enforcement agencies.
Overall Program Purpose
The Administration of Justice program serves the following broad purposes:
1. To provide general academic knowledge, concepts, and theory pertaining to the criminal
justice system.
2. To meet the pre-service needs of those preparing for careers in law enforcement,
corrections, private security or other fields related to administration of justice.
3. To meet various in service educational and training needs of professionals currently
working in the administration of justice.
Part II Analysis of the Program
1.
Demand -
Occupational Demand
08-09
09-10
10-11
11-12
12-13
Vacancies State
470
161
184
117
131
Vacancies Maui
19
14
16
11
14
The data identifies 131 statewide vacancies, 14 of which are on Maui. This should be considered
a conservative estimate specific to law enforcement. The Bureau of Labor Statics Standard
Occupational Classification (SOC) system identifies employment needs based on specific job
titles and classifications. This data does not accurately reflect industry demand and job
vacancies in related areas such as public safety, court support, dispatch, counseling, private
security, loss prevention and private investigation. This program seeks to expose program
majors to a broad range of employment possibilities in order to better equip them to work in the
industry and find fulfilling careers.
Student Demand
Academic Year
Declared Majors
08-09
32
09-10
56
10-11
78.5
11-12
80.5
12-13
91.5
For the 2012-2013 academic year, the number of declared majors showed an increase from 81.5
to 91.5. Effective program coordination and active promotion appear to have a positive effect on
program growth.
Student Semester Hours (SSH)
F07
SSH Program Majors in Program
87
Classes
SSH Non-Program Majors in
180
Program Classes
SSH All program Classes
267
F08
F09
F10
F11
F13
216
450
705
504
717
226
360
312
375
336
442
810
1,017
879
1053
Student Semester Hours (SSH) for all program classes and program majors increased while SSH
for Non-program majors showed a modest decrease from 375 to 336. The increases noted are
more than likely attributed to the increase in declared majors and several industry specific classes
offered during the academic year.
Academic Year
Full Time Enrollment
F08
15
F09
27
F10
34
F11
29
F12
35
Full-Time Enrollment (FTE) in program classes is determined by the total number of student
semester hours divided by 30. According to this calculation (1053/30) the FTE for AY12-13
increased from the previous year.
Academic
Year
Classes
F08
F09
F10
F11
F12
9
13
12
12
14
There is a demand for an Administration of Justice program at the University of Hawai‘i Maui
College. This is supported by general community interest and feedback from the program
advisory committee, industry partners, and students who continue to enroll in this unique and
challenging program. As was reported last year, due to the high major count (91.5) in relation to
county positions available (14), the current demand health call for this program remains
unhealthy. Employment data that is narrowly defined does not accurately reflect industry
demand and current job vacancies. Without comparing the Bureau of Labor Statics data against
all other sources of employment data, it is difficult to accurately determine demand.
2.
Efficiency
Average Class Size
Academic Year
Registered Students
F08
16.4
F09
20.8
F10
28.3
F11
24.4
F12
25.1
Fill Rate
Academic Year
Fill Percent
08-09
64%
09-10
76%
10-11
91.8%
11-12
96.3%
12-13
87.7%
Program marketing, promotion and recruitment continue to be emphasized to support program
growth. Although efforts to monitor student retention and encourage persistence have been
beneficial, there are still instances where students choose employment over education.
FTE of BOR Appointed Program Faculty
Academic Year
Full-Time Faculty
08-09
1
09-10
1
10-11
1
11-12
1
12-13
1
One full-time faculty member administers and coordinates this program. Classes are taught by
the program coordinator and supplemented by part time lecturers.
According to current data from spring 2013, the AJ program has a total of 91 declared majors at
the University of Hawai‘i Maui College. EMSI data indicates the current student/faculty ratio is
91.5 to 1. This unhealthy ratio clearly contributes to the cautionary efficiency health call.
The only expenses incurred by the AJ program in the last year were personnel related costs for
lecturers and the program coordinator. Additional equipment, teaching materials, visual aids,
supplies and services have not been purchased for several years in an attempt to exhaust
previously accumulated supplies. The Social Sciences Department furnishes other required
materials to the program resulting in an average cost of $76 per semester hour.
Number of Classes Enrolled under 10
Semester/Year Collected
Low Enrolled Class
08-09
2
09-10
3
10-11
0
11-12
1
12-13
0
Upon initial assessment, it would appear that this program is extremely efficient considering the
number of student majors, minimal overall cost and a healthy fill rate. However, the efficiency
of the program is identified as cautionary. Institutional data recognize the ideal student/faculty
ratio as 60:1. The current ratio of 91.5 to 1 is beyond the upper limits of a single person
program. It is clear that this program is making every attempt to work as efficiently as possible
however without additional faculty or a 30% reduction in program majors the efficiency health
call will continue to be cautionary.
3.
Effectiveness
Persistence of Majors from Fall to Spring
Semester/Year Collected
Administration of Justice
08-09
63%
09-10
65%
10-11
77.4%
11-12
79.4%
12-13
72.9
Significant efforts to monitor student retention and encourage persistence have continued. For
the first time in five years, data indicates a decline in persistence from fall to spring. This
decline has been attributed to a number of factors including changes in the economy and the
growing employment opportunities.
Degrees and Certificates Awarded
Academic
Year
Awards
Conferred
2008-9
2009-10
2010-11
2011-12
2012-13
0
7
12
9
11
Adjusted Degrees and Certificates Earned
AAS Degree
2009
2
2010
6
2011
10
Certificates Earned
2012
9
2013
7
AJ Certificate
Competence/
Achievement
2009
2010
2011
2012
2013
4
9
18
9
9
A total of 18 degrees and certificates were awarded following the spring 2013 semester.
Although multiple degrees and certificates were awarded, there were 14 withdrawals which
diminished the program’s perceived effectiveness. In order to minimize student decline,
program orientations, faculty advising and student mentoring are being employed throughout the
school year. By working in partnership with the counseling department and campus support
services, we hope to reduce student withdraws and become more a more effective program.
Perkins Data
Although the overall effectiveness for the Administration of Justice program is rated as
Cautionary, the Administration of Justice Program has met or exceeded all but one of the goals
set by the Perkins IV Core Indicators. Indicator 2P1 Completion, is based on students receiving
their degree within four semesters. Coursework in developmental math and English classes,
attending UHMC on a part-time basis and outside financial burdens all contribute to a longer
academic journey. Although remedial course taking and part-time status is beyond program
control, eligible students are now being advised to apply for certificates as soon as requirements
are met. This will give a clearer understanding of student progress and should impact the 2P1
indicator data.
Summary of Program Analysis
The Administration of Justice Program seeks to provide educational opportunities to a diverse
community of learners and prepare them for employment in a sensitive area of our community
where high-quality education will make a significant difference. As the job market becomes
more competitive, employers are going to become increasingly selective in the quality of
potential employees. Students who receive a quality education will stand out as quality
employees. Fortunately, the demand by security and enforcement related industries has not
decreased the current job market in Maui County.
In addition to granting an Associate in Applied Science degree, the program offers several
certificates and provides courses for personal and professional job skill development. We are
fortunate that the importance of education is recognized and encouraged by our industry
considering that many entry-level jobs do not require any post-secondary school education. We
support an educated workforce and encourage our students to continue their education beyond
the associate degree. This program assists students reach goals of higher education and
encourages graduates to continue on to bachelor degree programs within the University of
Hawai‘i system.
According to the program data, overall program health remains cautionary in spite of the fact that
declared majors, class fill rates and successful completion numbers are high. Effective
marketing, greater consistency and stability has benefitted this program. With the effective
support of the Program Coordinator, this program will continue to benefit UHMC students, the
community and industry partners.
Other than instructor positions, this program has been able to function without incurring
substantial costs for facilities or equipment. Student advising has become an integral component
of this program. When caught and addressed early, problems in a student’s academic career can
be avoided altogether.
The AJ Program is continuing to fulfill its Memorandum of Understanding with the Maui Police
Department, enabling police recruits to receive 21 credits for successful completion of the MPD
Police Recruit School after earning 12 credits at the College. The memorandum is currently
under evaluation by the AJ program coordinator and MPD’s Plans and Training Division. This
is to ensure that it continues to fulfill the high academic and professional standards of UHMC.
The Maui Police Department, Department of Land and Natural Resources, Maui Community
Corrections Center, Transportation Security Administration at Kahului airport and other industry
partners have advised strongly that UHMC continue to expand the AJ program. There is
continued interest in working with the College on curriculum development including updating
courses and placing more emphasis on additional liberal arts areas such as communication skills,
effective note taking and report writing, keyboarding, cultural sensitivity, counseling and foreign
language. These changes will better prepare graduates of this program for the working
environment they will enter.
The AJ Program Advisory Committee is made up of active community members and
professionals in criminal justice. This group’s feedback directly affects the program and their
input is critical to the program’s success. The AJ program’s Student Learning Outcomes and
assessment practices are the primary focus of these advisory meetings. The committee supports
the current program SLO’s and gave positive feedback on possible assessment activities that
might add greater relevancy to student learning.
Program Goals for 2012-2013
Goals are an integral part of a healthy program and are necessary to fulfill the purpose of this
program. For the 2013-2014 academic year, the AJ program has elected to work toward
accomplishing the following program goals:




Develop new curriculum and courses that support new and growing sectors of the
industry.
Increase student retention and persistence by assisting students develop and meet their
educational goals.
Continue to develop and refine a comprehensive system of authentic assessment to
further align campus, course and student learning outcomes.
Actively promote industry partnerships that emphasize professional development and
supports graduate employment.
Part IV. Resource Implications


One additional faculty in AJ is needed. The current limit of one program faculty member
impacts program growth and course offerings. Many courses can only be offered every
other year impeding the student’s ability to graduate in a timely manner. The AJ program
data for Majors to BOR Appointed Faculty is 91.5 to 1 resulting in an unhealthy demand
call. The estimated cost for this position is $55,344.
To support current lecturers in the AJ program, two new computers are requested to
maintain their ability to effectively prepare syllabi, course assignments, exams, and to
communicate with students via Laulima. Current AJ lecturers are assigned to multiple
offices necessitating the need for multiple computers. Estimate cost for this equipment is
$3000.
Assessment of Student Learning
Program Learning Outcomes
The Administration of Justice program’s Student Learning Outcomes reflect its mission to be
recognized by the community for preparing self-confident, competent graduates who are able to
perform effectively in a changing environment.
Program Learning Outcomes





Demonstrate the use of critical observation skills and decision-making within the
legal/ethical parameters of justice professions.
Assess and respond appropriately to situations containing potential conflicts, hazards and
threatening situations.
Demonstrate the maintenance of physical and mental fitness, utilize stress management
techniques and maintain a drug-free lifestyle.
Perform independently and inter-dependently to accomplish shared professional
outcomes.
Demonstrate the ability to interact with the public and co-workers in ways that effectively
support “justice for all.”
Program Maps
Map #1: Program Learning Outcomes by Course AJ
101-224
AJ AJ AJ AJ AJ AJ AJ AJ AJ AJ
PLO
101 103 104 150 170 200 210 221 223 224
1
0
2
2
1
1
1
1
2
3
3
2
0
0
3
1
1
0
1
0
2
0
3
1
1
2
1
1
1
1
1
1
1
4
1
1
2
1
1
1
1
1
1
1
5
1
1
2
1
1
1
1
1
1
1
Map #2: Program Learning Outcomes by Course AJ
226-293
AJ AJ AJ AJ AJ AJ AJ AJ AJ
PLO
226 230 231 232 234 240 250 270 293
1
3
2
1
3
1
2
2
3
3
2
0
2
3
3
2
2
2
3
3
3
1
2
3
3
2
2
2
3
3
4
1
2
2
3
3
2
3
3
3
5
1
3
1
1
3
3
3
3
3
Key:
3= Major Emphasis: The student is actively involved in
the student learning outcomes. The learner outcome is
the focus of the class
2= Moderate Emphasis: The student uses, reinforces,
applies and is evaluated by this learner outcome, but it is
not the focus of the class
1= Minor Emphasis: The student is provided an
opportunity to use, reinforce, and apply, but does not get
evaluated on this learner outcome
0= No Emphasis: The student does not address this
learner outcome
Assessment Plan/Timetable:
PLO
S 2012
1
AJ190V*
F 2012
F 2013
S 2014
F 2014
S 2015
F 2015
S 2016
F 2016
AJ 104
AJ 232
2
AJ270
AJ 270
3
4
S 2013
AJ 232
AJ 232
AJ223
AJ190V**
5
AJ 234
AJ190V*: Introduction to Homeland Security
AJ190V**: Intelligence Analysis and Security Management
Assignments used to assess student learning outcomes:
Learning
Outcome
Course
Activity/Assignment
PLO 1:
AJ 190V*:
AJ 104:
Emergency management table top exercise
Simulated crime investigations evaluation
PLO 2:
AJ 232:
AJ 270:
Dynamic situations assignment
Loss prevention detection and response activity
PLO 3:
AJ 270:
AJ 232:
To catch a thief loss prevention activity
Situational awareness activity
PLO 4:
AJ 232:
AJ 223:
Situational awareness activity
Building a legal search warrant activity
PLO 5:
AJ 190V**:
AJ 234:
Ethics of intelligence gathering assignment
Community policing assignment and evaluation
Evidence of Industry Validation
On December 4, 2008, the Administration of Justice Community Advisory Board approved and
signed the Carl D. Perkins Industry Validation Advisory Committee Approval Form stating that
the Board approved the program learning outcomes for the Administration of Justice
Program. The board also reviewed course specific student learning outcomes and assessment
activities used to evaluate the program outcomes and found them acceptable for assessing
student achievement in meeting industry standards.
The signed validation form is currently on file in the office of the Vice Chancellor for Academic
Affairs at the UHMC campus.
Expected Level Achievement
Administration of Justice is often factual, precise, and impartial. For questions based on these
principles, the answers are clearly right or wrong. However, solutions can often require
creativity and complex problem-solving, the answers can also be partially correct or
incorrect. Partial credit is often given if the student shows understanding of the concept, but has
made errors due to caution, calculated risk or on ethical grounds.
Student assessment of program learning is based on the following scale:
Grade of C
Needs
Improvement
Grade of D
Insufficient
Progress
Grade of F
79-70%
69-60%
59% and below
Exceeds
Meets
Minimally Meets
Grade of A
Grade of B
100-90%
89-80%
Program learning assessment activities, evidence, and results are discussed separately for each
course.
Courses Assessed
Each semester, one course is selected to be used to assess one of the five program learning
outcomes. In fall 2012, AJ 232 Officer Survival was used to assess PLO #4. Several embedded
questions in exams and an oral demonstration was used to assess student learning. In spring 2013
AJ 190V: Intelligence Analysis and Security Management, was used to assess PLO#5.
Embedded exam questions and group projects were used for this evaluation.
During the 2012/13 academic year, the college wide student learning outcome for written
communication was also assessed. English 106: Report Writing was selected for this assessment
since the majority of enrolled student were AJ majors. Examples of student writing were
collected, reviewed and evaluated to determine if students met current industry standards.
Assessment Strategy/Instrument
AJ 232: Officer Survival
Embedded exam questions and an oral critique were used to assess PLO 4: Perform
independently and interdependently to accomplish shared professional outcomes.
Six assessment items were developed to evaluate this PLO. Four were embedded questions
which required the students to:
1.
2.
3.
4.
Identify the appropriate steps an officer would use when responding to a crime scene.
Explain how to secure and control an area where a possible threat is encountered.
Explain the appropriate justifications for force as outlined in the use of force continuum.
Define awareness spectrum and explain how it is applied to evaluate situational
awareness?
Students also analyzed a “use of force” scenario and provided an oral critique of issues that
contributed to the outcome of the event. These scenarios evaluated the student’s ability to
identify group dynamics that aggravated or mitigated outcomes in high-stress law enforcement
situations.
Assessment Data for AJ 232 (Fall 2012)
Number of students
assessed: 30
Competencies
Initial Response
Scene Control
Escalation of force
Awareness Spectrum
Scenario Analysis
Overall Sum
Overall Distribution
Average Overall
Competency Score
Exceed
Meet
3
11
10
16
11
9
57
39.9%
2
9
9
5
8
15
46
32.2%
Min.
Meets
1
5
6
5
4
1
21
14.7%
Needs
Improve
0
4
2
2
7
4
19
13.3%
Insuf.
Progress
n/a
1
3
2
0
1
Total
Score
Avg.
Score
56
54
63
53
58
1.9
1.8
2.1
1.8
1.9
1.9
Analysis of data
According to the data, the average score ranged from 1.8 to 2.1, however the score averaged out
over all 5 competencies was 1.5. All students who showed insufficient progress did so due to
missing the exam or failing to appear at the time of an evaluation. It should be noted that no
individual student showed needing improvement or insufficient progress in more than one area.
72.1% of the 30 students met or exceeded in demonstrating their ability to recognize, assess, and
articulate a reasonable response to hypothetical scenarios. The majority of students were able to
identify one or more shared professional outcomes, however, fewer students overall were able to
identify and explain what subdued issues might contribute to the outcome of an event.
It appears that current AJ students have an easier time applying concepts based on a systematic
cause and effect format. The majority of the students were able to master the decision-making
process when presented systematically, however, when stress and emotional factors were
included, students showed greater hesitation in responding.
Course Improvement Based on Analysis
Unlike other program classes that rely on clearly defined concepts and established practices, this
course relies heavily on abstract concepts which are presented as a survey with a variety of
ethical and safety related options. When evaluating a dynamic scenario, a higher level of skill is
required beyond memorization and defining legal statutes. Additional homework assignments
and a journal project will be assigned to allow more practice and self-reflection around ethical
and emotion based decision making. PLO#4 will is scheduled to be assessed again in fall 2014
while AJ 232 is currently being used to assess PLO#2 this semester.
AJ 190V: Intelligence Analysis and Security Management
In spring 2013 AJ 190V: Intelligence Analysis and Security Management, was used to assess
PLO#5: Demonstrate the ability to interact with the public and co-workers in ways that
effectively support “justice for all.”
This experimental course is one of three classes being offered to support the Transportation
Security Administration’s Homeland Security Associates Program. This class was offered in
two sections, one exclusively to TSA officers and the second section to all other interested
students. Embedded exam questions were used to assess student comprehension in the following
areas:





Outcome identification in intelligence gathering
Intelligence gathering sequence and agency cooperation
Agency based comparison of collection disciplines
Agency conduct and interaction
Individual accountability
Program Assessment Rubric for AJ 190V (Spring 2013)
Number of students
assessed: 53
Competencies
Outcome I.D.
Intel. Sequence
Agency Comparison
Agency Conduct
Individual Account.
Overall Sum
Overall Distribution
Average Overall
Competency Score
Exceed
Meet
3
11
13
6
9
16
55
22.1%
2
21
20
26
12
15
94
37.8%
Min.
Meets
1
15
9
11
20
12
67
26.9%
Needs
Improve
0
4
6
6
9
8
33
13.3%
Insuf.
Progress
n/a
2
5
4
3
2
Total
Score
Avg.
Score
90
88
81
71
90
1.7
1.7
1.5
1.3
1.7
1.2
Throughout the semester, students learn the technical and legal processes by which countries
identify, gather, and evaluate intelligence data. Several ethical and moral problems are explored
along with the many legal rules that intelligence gathering agencies must follow.
As the semester progressed, students were presented with several intelligence gathering scenarios
and had to determine if the actions were justified based on current legal and ethical rules. All
students were exposed to similar examples and given an opportunity to research similar cases
prior to exams. Each student’s response was assessed on four criteria: organization of argument,
supporting evidence, legal foundation and written content. Students were also required to
support their conclusion based on the constitutional definition of “justice for all.”
Analysis of data
Slightly fewer than 60% of the 53 students performed at the proficient or high proficiency level.
They demonstrated the ability to organize a realistic argument and support it with legal evidence.
The remainder of the students had mixed results that spread across the 1, and 0 range. For those
students who only showed some proficiency, most were able to grasp the concepts and form
plausible arguments however, their supporting documentation or written content did not meet the
required criteria established in the rubric. 13.3% of the students consistently needed
improvement to meet the outcomes while a total of 16 students failed to answer one or more of
the embedded questions due to absence or withdrawal from the class.
Course Improvement Based on Analysis
The Administration of Justice field is extensive and the program learning outcomes reflects a
broad range of objectives. The greatest challenge faced during this assessment project was
designing an assessment tool for student proficiency in a program learning outcome that covers
an extremely broad scope. This coupled with a large classroom population presented additional
challenges in this assessment activity. The results of this activity are promising with a great
majority of the students grasping the concepts and demonstrating proficiency in that outcome.
Although the Program Advisory Committee supports this program learning outcome, realistic
assessment is difficult and impractical. The next Program Advisory Committee meeting is
scheduled for December 2013 where this outcome will be re-evaluated for clarity and value.
CASLO Assessment of Written Communication for AJ Majors
English 106: Report Writing
Written communication was the college-wide student learning outcome selected for assessment
during the 2012/13 academic year. Based on recommendations from the AJ Community
Advisory Committee and the AJ Comprehensive Program Review Committee, a request was
made to the English department to offer English 106: Report Writing during the Spring 2012
semester. The course, taught by Emma White was designed to help students develop report
writing skills that were more appropriate for justice related careers. Examples of student writing
were collected, reviewed and evaluated by discipline experts in English and AJ to determine if
students met current written communication and industry standards.
After reviewing the Faculty Report on CASLO Evidence, the correlating course outline, and the
Written Communication rubric, was determines that:

The "minimally passing" evidence demonstrated student achievement of the Written
Communications CASLO at a level of skill appropriate for the degree.

The evidence presented in this assessment activity shows that students develop and
demonstrate relevant writing skills that they will need as graduates of the program.

Students to demonstrated exit-level skills that are relevant to the needs of graduates of the
program.
Results of Student Learning
As a result of assessment evidence collected during the 2012/13 academic year, the following
program changes are being made:

Program Learning Outcomes will be evaluated and revised to more accurately reflect the
mission of the Administration of Justice program at UHMC and statewide.

Written communication will continue to receive greater emphasis in all program courses
to meet the demand and high standards of the industry.

English 106 (Report Writing) is currently being evaluated to determine if it would be
more appropriate for student and industry needs.
Planned Changes due to Assessment Evidence
As a result of assessment evidence collected during the 2012/13 academic year, the following
program changes are being made:

Program Learning Outcomes will be evaluated and revised to more accurately reflect the
mission of the Administration of Justice program at UHMC and statewide.

Written communication will continue to receive greater emphasis in all program courses
to meet the demand and high standards of the industry.

English 106 (Report Writing) is currently being evaluated to determine if it would be
more appropriate for student and industry needs.
Current and future assessment activities are intended to directly address all of the current
program goals:
Continued development of a comprehensive system of authentic assessment to further
align campus, course and student learning outcomes.
Research additional assessment methods that are designed to be more effective in both
small and large classes.
Communicate with Administration of Justice programs at Honolulu Community College
and Hawai‘i Community College to explore adopting common program learning
outcomes.




Assessment Goals
Current and future assessment activities are intended to directly address all of the current
program goals:





Continued development of a comprehensive system of authentic assessment to further
align campus, course and student learning outcomes.
Research additional assessment methods that are designed to be more effective in both
small and large classes.
Communicate with Administration of Justice programs at Honolulu Community College
and Hawai‘i Community College to explore adopting common program learning
outcomes.
Continue to develop and refine a comprehensive system of authentic assessment to
further align campus, course and student learning outcomes.
Actively promote industry partnerships that emphasize professional development and
support graduate employment.
Planning and Policy Considerations
The Administration of Justice Program continues to support assessment of program and student
learning outcomes with lead to relevance in student learning. Our student learning outcomes
align with program outcomes, industry standards, and the college mission.
In order to master the learning outcomes, the AJ program continues to emphasize hands-on
learning that supports practical problem solving skills. In this year’s assessment activities about
60% of AJ majors were able to demonstrate that they had met or exceeded the program learning
outcomes for the AAS degree. Although the program has the rigor that the justice professions
require, not all AJ majors can master the objectives of the courses. To address this, course prerequisites need to be evaluated to insure that they align with current course and program learning
outcomes. Additionally, a process for classifying pre-majors is currently under consideration as
a way to encourage students to fulfill core and foundations courses that would support their
success in the program.
Community Engagement and Supporting Best Practices
The Administration of Justice Community Advisory Board meets annually to discuss curriculum,
assessment, and explore current trends and practices within the industry. The 2012 board
meeting focused on the new Hawai‘i State Law requiring all private security officers to receive a
minimum of 8 hours of training prior to their first work shift. An AAS degree in AJ is not
currently recognized as fulfilling the required training however, the board agrees that an AJ
degree should be recognized. Changes to legal definitions and government policy take time and
the board has agreed to continue to work for such changes. The boards next scheduled meeting
will take place in December 2013.
All AJ majors are required to complete at least one industry related internship prior to
graduation. They must also fulfill course requirements in the AJ293V Internship taught by the
EdVenture (cooperative education) program. Through this internship process, employers will
continue to recognize the benefits of this program and its students. As a result of their
internship, several program graduates have been able to explore a diversity of careers with the
following agencies:
Armored Currier and Transportation Operators
DLNR Resource Enforcement
Department of Public Safety
Federal Park Enforcement
Forestry and Wildlife Technician
Legal Secretary/Paralegal
Legal/Court Clerk
Loss-Prevention Officers
Maui District Court
Maui Drug Court
Maui Police Department
Parole/Probations Officer
Private Investigators
Private Security Guard
Process Server
Security Assessment Specialists
Support Payments Officer
Transportation Security Administration
UH Maui College Security
United States Forestry Division
Every summer, the AJ Program is invited to give a presentation at Maui Police Departments CSI
summer camp. MPD and Officer Anthony Earls coordinate this week long event for Maui
county High School Sophomores and Juniors. As a presenter, the AJ program is able to support
Law Enforcement here on Maui and interact with our industry partners. Though these activities,
we can have a positive impact on the future of the justice industry.
The TSA Associates Program was developed by The Department of Homeland Security/TSA to
support and encourage higher education and learning among TSA officers. To support this
effort, the AJ Program at UHMC has agreed to offer courses that support completion of the 9
credit certificate. The first cohort of 22 officers received their certificated on June 4, 2013 and
14 of them have continued their enrollment in UHMC courses toward the completion of an AJ
degree. In the meantime, a new cohort of 15 students is currently working toward completing the
first the first Associates class.
Next Steps
Hands on learning and demonstrations have proven successful for many AJ majors. In class
activities support the learning of complex concepts and provide students the opportunity to apply
and reinforce what they are learning. Student evaluations reflect a positive learning experience
through this process and appear more confident in the classroom. Currently, the AJ program is
incorporating Laulima as a communication tool that supports greater transparency between the
program, its instructors, and the students.
Programs Strengths and Challenges
Strengths:
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Qualified and dedicated faculty who have variety of backgrounds, experience and
expertise.
Continuous growth over the past seven years with minimal impact to resources.
Contrary to current data, there is a high industry demand for educated employees.
Although considered a terminal degree, the program supports transfer to four-year degree
programs and institutions.
Multiple day and evening courses are offered to support personal and professional
development.
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Active Community Advisory Board that is supports current outcomes and assessment
practices.
Challenges:
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The program major to full time faculty ratio continues to hamper program growth and
impact student completion rates.
Need to encourage certificate completion as a way to monitor student progress.
Need closer monitoring of majors to improve retention and graduation rates.
Need to improve tracking of graduates. Feedback on employment status, educational
pursuits and program shortcomings are important to certificate, degree, and program
improvements.