University of Hawaii Maui College
Sustainable Science Management
2013 Program Review
Tim Botkin, Program Coordinator
DESCRIPTION
The Sustainable Science Management (SSM) program, leading to a baccalaureate degree, provides a
variety of options to students seeking employment in the rapidly expanding field of Sustainability. The
coursework covers important contemporary 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 the context of case studies in the larger
interdisciplinary field of sustainability. As well, the program develops thinking and analytic skills
enabling graduates to apply learned principles to the changing and complex issues coming in the
future. The BAS in Sustainable Science Management program is designed to equip students with the
fundamental skills necessary in order to bridge the disciplines and to facilitate sustainable solutions
and operations for any organization or community.
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 leadership.
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; as well as seeing a continued growth in the field.
MISSION
The mission of the BAS in Sustainable Science Management program is to produce graduates who will
maximize the benefits of sustainable practices across multiple disciplines by being aware of the
interconnectedness of human and natural systems, understanding the role and function of technology
development and implementation, possessing the ability to establish new partnerships, and by using
resources creatively, wisely and responsibly in order to add value and to uncover solutions to
persistent problems both now and for the future.
Part I. Quantitative Indicators
Overall Program Health: Unhealthy
Majors Included: SSM
Demand Indicators
1
New & Replacement Positions
(State)
Program CIP: 46.0000
Program Year
10-11
11-12
12-13
0
19
25
Demand Health Call
Unhealthy
2
3
3a
3b
3c
3d
3e
3f
3g
4
5
6
7
8
*New & Replacement Positions
(County Prorated)
*Number of Majors
Number of Majors Native
Hawaiian
Fall Full-Time
Fall Part-Time
Fall Part-Time who are FullTime in System
Spring Full-Time
Spring Part-Time
Spring Part-Time who are FullTime in System
SSH Program Majors in Program
Classes
SSH Non-Majors in Program
Classes
SSH in All Program Classes
FTE Enrollment in Program
Classes
Total Number of Classes Taught
Efficiency Indicators
9 Average Class Size
10 *Fill Rate
11 FTE BOR Appointed Faculty
*Majors to FTE BOR
12
Appointed Faculty
13 Majors to Analytic FTE Faculty
13a
Analytic FTE Faculty
Overall Program Budget
14
Allocation
General Funded Budget
14a
Allocation
Special/Federal Budget
14b
Allocation
0
2
5
0
0.5
1.5
0
0
0
0%
0%
0%
0%
100%
0%
0%
0%
0%
0%
0%
0%
100%
50%
50%
0%
0%
0%
0
3
21
0
357
426
0
360
447
0
12
15
0
9
15
Program Year
10-11
11-12
12-13
0
13.3
9.9
0%
47.8%
41.3%
0
1
1
0
0.5
Efficiency Health
Call
1.5
0
0.5
1.0
0
1
1.6
Not Yet
Not Yet
$83,433
Reported
Reported
Not Yet
Not Yet
$82,889
Reported
Reported
Not Yet
Not Yet
$0
Reported
Reported
Not Yet
Not Yet
$544
14c
Tuition and Fees
Reported
Reported
Not Yet
Not Yet
$232
15 Cost per SSH
Reported
Reported
0
5
10
16 Number of Low-Enrolled (<10)
Unhealthy
Classes
*Data element used in health call calculation
Effectiveness Indicators
20d
Successful Completion (Equivalent
C or Higher)
Withdrawals (Grade = W)
*Persistence Fall to Spring
Persistence Fall to Fall
*Unduplicated
Degrees/Certificates Awarded
Degrees Awarded
Certificates of Achievement
Awarded
Advanced Professional
Certificates Awarded
Other Certificates Awarded
21
External Licensing Exams Passed
17
18
19
19a
20
20a
20b
20c
Program Year
10-11
11-12
12-13
22 Transfers to UH 4-yr
Transfers with credential from
22a
program
Transfers without credential from
22b
program
Distance Education:
Completely On-line Classes
23
24
25
26
27
28
Last Updated: October 3, 2013
Number of Distance Education Classes
Taught
Enrollments Distance Education
Classes
Fill Rate
Successful Completion (Equivalent C
or Higher)
Withdrawals (Grade = W)
Persistence (Fall to Spring Not Limited
to Distance Education)
Perkins IV Core Indicators
0%
74%
86%
0
0%
11
0%
5
0%
0%
0
0
0
0
0
0
0
0
0
0
0
0
0
0
N/A
0
0
Not
Reported
0
0
0
0
0
0
1
Effectiveness Health
Call
Unhealthy
1
Program Year
10-11
11-12
12-13
0
0
0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Goal
Actual
Met
2011-2012
29
30
31
32
33
34
1P1 Technical Skills Attainment
2P1 Completion
3P1 Student Retention or Transfer
4P1 Student Placement
5P1 Nontraditional Participation
5P2 Nontraditional Completion
Performance Funding
35 Number of Degrees and Certificates
Number of Degrees and Certificates
36
Native Hawaiian
Number of Degrees and Certificates
37
STEM
38 Number of Pell Recipients
39 Number of Transfers to UH 4-yr
*Data element used in health call calculation
90.00
50.00
74.25
60.00
17.00
15.25
100.00
0.00
0.00
0
100.00
0
Met
Not Met
Not Met
Not Met
Met
Not Met
Program Year
10-11
11-12
12-13
0
0
0
2
1
Last Updated: October 3, 2013
Glossary | Health Call Scoring Rubric
Part II. Analysis of the Program
1. PROGRAM'S STRENGTHS
a. Response to Demand Indicators
1.
#1 & #2 Replacement positions – The data demonstrates an uptick in positions from the previous year.
While this is a healthy sign, it is very unlikely that generic job classification data has kept up with the broader
opportunities for sustainability trained graduates, thus these numbers should likely be higher.
1.
#3 Majors – While this pervasive data point is accurate technically, the identification of only 1 SSM major
results from a quirk in the initial program map, which creates undue barriers to declaring an SSM major. In a
recent poll of students who have taken SSM course, 52 self-declared as majors. Pending curriculum
revisions will allow this to be reflected in program data.
1.
#7 Program enrollment – As a new program commenced in 2011overall enrollment is rising from year to
year.
b. Response to Efficiency Indicators
1.
2.
#9 Average class size is likely accurate, however should not be considered a reflection of fewer students in
SSM courses. During 2012 several courses were offered for the first time and one was added as a program
elective. These also had prerequisites which many students had not yet met. The result would be some
smaller enrollment classes disproportionately impacting class size average. Additionally, it is common that
upper division enrollments, which constitute the bulk of SSM courses, are smaller than lower division as
students begin to specialize their degree path. It is anticipated that class sizes will show a steady increase
for the future as overall SSM course enrollment has risen each year.
#12 & #13 – Majors to Faculty indicators are misleading due to the underestimation of program majors as
described above.
c. Response to Effectiveness Indicators
1.
#17 – Rates for successful completion of courses has increased by approximately 12% from the prior year.
1.
#18 – Rates for withdrawals from courses has dropped by 50% from prior year numbers.
2. PROGRAM'S WEAKNESSES
a. Efficiency Indicators
1.
#9 & #10 - It is anticipated that average class sizes will gradually increase, but remain under class
maximums in the near term.
2.
#16 – Some classes are likely to be considered “Low enrolled” for reasons stated above.
b. Effectiveness Indicators
1.
#20 – The first SSM graduate is expected to be awarded his degree in December of 2013. While the pipeline
is filling, it will likely be at least three more years before a consistent level of graduates will be seen.
RESULTS OF PRIOR YEAR'S ACTION PLAN (Prior Year Actions in italics)
DEMAND INDICATORS:
• Increase number of majors in classes by designating enrollment classification to lower division or by other means to
account for students enrolled in freshman and sophomore years
Work to increase declared majors is underway through Curriculum Central. It is anticipated these changes will go into
effect in fall 2014.
• Increase enrollment in classes by additional marketing
Marketing materials including brochures, media spots and program information has begun to be disseminated across
the state of Hawaii. Additional marketing nationally, and perhaps internationally will be emphasized once program
curriculum changes are completed and materials reflective of them.
EFFICIENCY INDICATORS:
• Increase average classroom size by additional marketing, student engagement, and program cohort meetings.
• Increase fill rate with additional marketing, student engagement, and program cohort meetings
• Report for numbers 14-17
As described above.
EFFECTIVENESS INDICATORS
• Increase successful completion to above 74% by reviewing and revising pedagogy
2013 numbers provide that successful completion rates increased to 86%.
• Increase persistence by pedagogy review and revision
Data for this measure is difficult to obtain due to the lack of SSM major data.
DISTANCE EDUCATION
• Increase number of distance education courses and enrollment.
This issue has yet to be addressed as the program has grown in other areas.
4. RESPONSE TO PERKINS INDICATOR 4P1 (student placement, does not meet the goal)
While the program has not yet seen its first graduates, there have been strong indications from internship and work
service opportunities that SSM students are well-trained and easily adapted to current workforce demands.
Part III. Action Plan
The following Action Strategies are intended to address weaknesses in the SSM program in the short term, and to
increase its value and effectiveness over the coming near term horizon:
Short Term Strategies
o
Fully implement the SSM curriculum as envisioned by the original program map and as amended to date.
Provide highly competent and innovative instruction, counseling and administration of the program.
o
Broaden the program entry map to allow earlier SSM major declaration and for access to more realistic data.
o
Update SSM web-based materials to more effectively attract new students to the program. Use student
interns where possible to efficiently meet this goal.
o
Work with the SSM Advisory Committee to increase and enhance internship, service work and permanent
employment opportunities on Maui for SSM students.
o
Align SSM coursework with SLIM and other non-credit courses in order to create a seamless transition for
students interested in transferring to the SSM degree program.
o
Identify and collaborate with other UHMC programs having an interest in sustainability coursework and
create cost-effective interdisciplinary learning opportunities for the program.
o
Take initial steps to provide for substantive areas of concentration within the SSM degree.
o
Establish a UH Foundation account for the purposes of scholarship, student opportunity, faculty
development, facilities/equipment enhancements or other purpose identified by UH system benefactors.
Long Term Strategies
o
Market the SSM program statewide, nationally and internationally as a leader in sustainability higher
education.
o
Cooperate in the establishment of a residency program which includes components of sustainable living
practices for student living and working arrangements.
o
Establish semester-long study, work and exchange programs for off-island opportunities for SSM students to
gain experience with ideas and efforts undertaken in other locations.
o
Establish endowment funding to provide academic scholarship for future SSM students.
Part IV. Resource Implications
The part-time counseling position in the approved program proposal has not been funded by the campus general
fund. This has resulted in voluntary increased counseling loads and students being referred to the program
coordinator by the counseling department. The referral was necessary because the counseling department does not
have the resources to support this program. Without adequate funding for counseling student progress may be
stifled. This may affect enrollment and successful student experiences. $25,000 needed.
Past year SSM interns contributed to updating program materials and particularly the SSM website, but this works
remains incomplete. Marketing the program off-island will require additional updating and improvements and interns
are the most cost-effective resource to do so. $3000 needed.
The program has operated without general funding for important student/faculty amenities such as conference
attendance, continuing education, marketing and travel. It is estimated that these could total approximately
$10,000/year. The program will seek to open a UH Foundation account to provide optional funding sources, though
this funding does not entirely match this need. $10,000 needed
As SSM reaches a full complement of courses, faculty teaching capacities are being fully absorbed. However,
additional course opportunities are apparent, particularly in association with other established programs. This may
lead to the need for additional faculty, though the program will attempt to mitigate this need by up to 80% by
collaborating with other programs wherever possible. This appears to have potential as other programs realize the
relevance of sustainability principles in their disciplines. $25,000 needed for SSM share.
The SSM program is currently sponsoring the implementation of sustainability screening, assessment and
implementation through the UHMC Sustainability Committee. A potential project of that group is the establishment of
a UHMC Sustainability Center in concert with the Sustainable Living Institute of Maui and other potential partners.
Components of this enterprise could affect SSM operational costs though it is anticipated that progress overall on
this initiative will be driven by the success of fundraising through UH Foundation contributions and grants.
Program Student Learning Outcomes
Assessed
this
year?
1
2
3
4
5
6
Program Student Learning Outcomes
Examine ways in which the features and functions of multiple systems are
No interconnected, and explain how one system can be optimized without degrading other
systems or depleting natural resources.
Investigate, discover and summarize federal, state, local and industry codes, standards,
No laws, regulations, and guidelines.
Assess the feasibility of investing in sustainability measures using simple payback,
No return on investment, and life cycle costing techniques.
No Describe the unique sustainability challenges faced by island communities
Identify, outline and illustrate the fundamentals of existing and emerging technologies
No in energy production, distribution and management; water supply; wastewater
treatment; and waste management; their applications, processes and requirements.
Appraise, evaluate, summarize, and explain the economic, social, cultural, political,
No and scientific features that make a system, process, practice, or business sustainable
and consolidate that information into a sustainability profile.
Assessed
this
year?
7
8
9
Program Student Learning Outcomes
Propose and justify creative solutions to sustainability challenges that are
No scientifically sound.
Demonstrate skills related to managing sustainability projects including defining
No scope, selecting achievable goals, evaluating ethical implications, working with
diverse teams, making presentations, and preparing reports.
No Apply academic learning to real-world demands and activities.
A) Evidence of Industry Validation
As SSM is not a CTE program this section is not addressed.
B) Expected Level Achievement
Expectation
Letter Grade
Percentage
Exceeds
A, B
80+%
Meets
C
70-79%
Inadequate
D
60-69%
Unacceptable
F
< 60%
C) Courses Assessed
There was no schedule for P-SLO review in the prior program report. The first program assessment is underway
which will assess data compiled for the fall 2013 semester. This is consistent with the overall schedule which
mandates that all SSM courses and P-SLOs be reviewed by 2018.
SSM courses apply Student-Program Learning Outcomes at the following levels:
SSM S-PLO Levels by Course
PLO 1 PLO 2 PLO 3
PLO 4
PLO 5
PLO 6
PLO 7
PLO 8
PLO 9
SSM 101
2
1
1
2
1
1
2
1
1
SSM 201
2
2
3
2
2
2
2
2
2
SSM 202
3
1
2
3
1
2
2
2
2
SSM301
3
2
3
3
3
3
3
2
3
SSM302
2
2
2
2
2
3
2
2
2
SSM 375
2
1
3
2
3
3
2
2
3
SSM 393V
2
1
2
3
2
2
2
2
2
SSM 401
2
3
2
3
2
3
3
2
3
SSM 402
2
2
3
2
3
3
2
2
3
SSM 403
2
1
3
3
3
3
3
3
3
SSM 424
3
2
2
3
2
3
3
3
2
Assessment Schedule
Due to the newly established status of the SSM program, course and S-PLO assessments
are due to be completed by year 2018. The schedule for future annual assessments is
posted below. The first formal assessments are underway but will not be completed until
after data from the fall 2013 semester is compiled.
SSM Course S-PLO Assessment Plan
PLO
Fa 2013 Sp 2014 Fa 2014 Sp 2015 Fa 2015 Sp 2016 Fa 2016 Sp 2017 Fa 2017 Sp 2018
1
SSM
101
SSM
424
SSM
302
2
SSM
496
3
SSM
301
SSM
393
4
SSM
495
SSM
375
5
6
SSM
401
SSM
403
SSM
101
SSM
403
SSM
495
7
SSM
302
8
9
SSM
401
SSM
496
SSM
393
Assessment tools which will be used to assess PLO #1 and #4 in SSM 101:
2) Testing results
SSM
201
SSM
201
D) Assessment Strategy/Instrument
1) Participation in class discussions
SSM
424
3) Presentations
E) Results of Program Assessment
Assessments for SSM course will begin with course offered in fall 2013. Course will then be assessed according to a
schedule which ensures that all PLOs and courses will be assessed consistently by 2018. The following represents
the format for the assessment once completed.
Program
Course
Learning
Assessed Outcome (PLO)
Assessed
Assessment Tool
Exceeds Meets Inadequate Unacceptable
PLO # 1 -Examine Class Participation
ways in which the
features and
Testing
functions of
multiple systems
Presentations
are interconnected,
and explain how
Overall PLO Score
SSM 101 one system can be
optimized without
degrading other
systems or
Overall PLO %
depleting natural
resources.
F) Other Comments
Engaged Community
The crux of SSM program interaction with the community is the SSM Advisory Committee. This is an active group of
8-15 Maui professionals who engage in both SSM program academic considerations and in the pursuit of increased
SSM-related sustainability practices across the Maui community.
The SSMAC met monthly throughout the 2012-13 academic year. The meetings culminated in a half day retreat held
at the Grand Wailea in May of 2013. members worked to devise a strategy for complementing SSM program goals by
networking and helping educate communities about sustainability issues, encouraging and increasing internship and
employment opportunities for SSM student within the Maui working community and identifying specific industry
sectors which could be targeted for each of these purposes.
In October of 2013 the SSMAC met specifically for the purpose of reviewing proposed SSM curriculum revisions, but
this meeting was effectively postponed until the end of October as a scheduling convenience. Previous to this, the
committee had been provided course descriptions as well as explanation of overall SSM program goals. A 'mixer' for
the SSMAC and the SSM student cohort is planned for early 2014.
Community engagement is also very effectively evidenced by the ongoing SSM required internship program.
Students must achieve a minimum of three credit hours (225 clock hours) of internship related to sustainability. Each
semester between 6 and 10 students have been involved. Some students have elected to use an elective credit more
additional hours. Overall SSM students have received very strong reviews from internship sponsors, and on at least
three occasions have received work offers as a result.
Results from Previous Year Plans and Goals
The 2012 Program Review for the Sustainability Science Management program was the first for SSM. It included a
list of S-PLOs and stated that all course and PLOs were assessed, though it appears this was inaccurate. Several
foundational elements were not in the report, including:
- The SSM course-PLO map showing levels at which PLOs are addressed by course
- A description/table describing assessment rubrics
- A schedule of assessments for PLOs by SSM course
These elements are included above in this year's report.
The 2012 SSM report also listed plans and goals in the Action Plan. These can be broken down to the following
targets:
1) Increase class sizes/enrollment in the SSM program through marketing, student engagement and student
cohort meetings,
2) Increase the number of majors in the SSM program,
3) Increase student completion rates, and
4) Increase student persistence rates.
As noted by report data and above, SSM class sizes decreased slightly due to new course offerings to a limited upper
level student cohort which drew down the overall program averages. Student completion rates increased by
approximately 80+%. Data is unavailable to determine persistence at this time.
Perhaps the most significant data point for the program is the number of majors, which is reported as only 1 student
in the 2013 data. It is known that this result derives from the narrow program entry map, a point verified by an
informal poll of students who responded that at least 52 UHMC students consider themselves to be SSM
majors. The means of rectifying this discrepancy are described below in Next Year's Plans.
G) Next Steps
Next Year's Plans
There are several steps underway to improve the SSM program pedagogy and to better correlate program realities
with the program evaluation system. These fall into the broad categories of curriculum revisions, student engagement
and broader campus community involvement.
Curriculum
A significant revision to the SSM curriculum is currently in process with the Curriculum Review Committee and
Curriculum Central. These revisions to coursework, program requirements and path options were driven by three
areas of recommendation from students in the program, generally described as:
1. Concerns that the lower division requirements of the program were too rigid and contained too many business
courses at the expense of student interested in more natural science or other related opportunities.
2. The inability of students to declare an SSM major until they had completed all requirements and obtained a
degree, the default being an AS in Business Careers. This is coupled with the exacerbating dynamic that many
students have taken upper level courses in SSM before completing the degree, even though they could not declare
as an SSM major. As a result there may be SSM majors who are essentially ready to graduate but without ever being
an SSM major.
3. The desire that students could shape upper division coursework to provide for recognized concentrations work
in a desired field within the Sustainable Science degree. Sustainability as a field is exceedingly wide, even arguably
as much a core competency as much as a defined discipline. SSM core courses focus on skill development and
coursework in other fields such as energy, water or, ocean studies, for example could be focused through electives
and options to provide additional expertise.
The curriculum revisions underway address each of these issues, though #3 will also require additional revisions in
later years.
Lower division requirements in the program map are proposed to be revised to include more stringent levels of
sciences, more options to meet general education requirements, and less required business coursework. Other path
alternatives provide a choice between technical versus management typical coursework.
The program map as proposed for revision is consistent with other UHMC four-year degree programs to provide that
students may declare an SSM major upon completion of essential college level basics in math, English, computer
skills and Introduction to Sustainable Sciences. Upon enactment in fall 2014, this should allow an immediate uptick in
SSM major counts.
A new set of course options in Ocean/marine Studies has also been offered for the program. Ultimately this may lead
to a certification, or even a concentration in this field as the full array of coursework is developed. In the meanwhile,
some new courses have been added to the SSM curriculum and students interested in this field will have options by
way of electives in addition to required SSM core courses.
Student Engagement
Providing SSM students with opportunities to gather and share interests and experiences in the field has proven a
strong opportunity for reinforcing and even marketing the program. Beginning in spring 2012 the SSM student club,
now the Student Ohana for Sustainability (SOS), was resurrected after a period of dormancy. It has met with mixed
successes in terms of achievement due to other circumstances, but appears to be gaining momentum as a program
and campus voice. This effort has been complemented by the conduct of SSM student cohort meetings organized
around diverse issues relating to curriculum, campus practices, Earth Day and the like. These will continue to be held
consistently and provide opportunities to share and collect student input in the program.
Marketing
Discussions about marketing the SSM program more broadly have been underway and have been evidenced by
promotions via new brochures, radio appearances and participation in campus television broadcasts. It is anticipated
that more intensive efforts will be conducted beginning in 2014 once curriculum changes can be incorporated into
program materials and the web site. Together these will provide a clearer picture of the strengths of the program
when compared to others regionally and nationally, and allow the readiness of campus facilities for an increase in
resident student populations.
Campus Community Involvement
Sustainability is a common buzzword on the UHMC campus, and the SSM program is deeply involved in its
promotion and education amongst the campus ohana. The SOS is continually working to determine targets for
improving campus sustainability practices. Beyond that, SSM faculty has driven the convention of the UHMC
Sustainability Committee, which was also inactive for a period, but is chartered to pursue sustainability at UHMC.
SSM faculty and students participate on the committee, and their expertise in the field is vital to its success.