AUTHORIZATION TO PLAN (ATP) AN ACADEMIC PROGRAM (Revised 06/12/07)
Please complete all sections with an emphasis on items 7, 8, 9 and 10. The ATP is not to exceed 5 pages.
1. School/College and Department/Unit:
UH Maui College (UHMC), Social Science Department, Human Services Program
2. Chair/Convener of Planning Committee:
Lee Stein, Human Services Program Coordinator – 984-3338
3. Program Category: _X_ New ___Modified ___ Interdisciplinary
4a. Degree or Certificate Proposed:
Bachelor of Applied Science in Applied Human Services (BASAHS)
4b. List similar degrees or certificates offered in UH System:
Bachelor of Arts in Social Sciences (BASS), Applied Track at UH West Oahu (UHWO)
Bachelor of Social Work (BSW) at UH Manoa, School of Social Work
5. Planning
a. Planning period: (Not to exceed one year or reapplication is necessary)
August 16, 2010 – August 15, 2011. Implementation target: Fall 2011.
b. Activities to be undertaken during the planning phase:
 Research workforce demand, similar coursework/degrees in UH system, and existing BASAHS degree
offerings in Hawaii and across the nation
 Survey, interview, and hold focus groups with Maui County social service agencies and state and
county funding representatives to maximize stakeholder input into curriculum design
 Committee review, administrative review, preliminary course development, curriculum mapping and
development of program student learning outcomes
 Collaborate with UHWO BASS program and UH Manoa BSW program to share course offerings to
maximize student enrollment and avoid duplication
 Develop course curricula, course outlines and articulation agreements
 Research and develop internship placement sites and protocols
 Recruit lecturer(s) as needed for experimental courses planned for Spring 2011
c. Submission date(s) of program proposal:
October 2010 – Social Science Department and Curriculum Committee; November 2010 - Academic
Senate; December 2010 - Chief Academic Officer’s
d. Workload/budget implications during planning period:
The planning period is from August 16, 2010 through August 15, 2011 for implementation in Fall 2011.
Human Services Program Coordinator, Lee Stein, will need six-credits of reassigned time for Fall 2010,
nine-credits for Spring 2011 (6 for curriculum development and 3 to teach an experimental course - Women
and Addiction: Why Gender Matters); and nine-credits overload for Summer 2011. Funds will also be
needed for 1 FTE for an aging curriculum developer; a lecturer to teach an experimental course - Diversity
in Aging (3 cr) in Spring 2011; .5 FTE funds for an academic advisor/counselor to advise and recruit
students; and .5FTE funds for a practicum placement coordinator.
6. Program Description (Objectives and relationship to campus mission and strategic plan)
The main objective of the BAS in Applied Human Services is to increase UH Maui College’s capacity to
meet the complex skill-based social service workforce needs while preparing students for more secure and
gainful careers in a variety of areas: services for individuals and families in crisis, services for older
individuals or those with developmental and other disabilities, services for persons with a chemical
dependency or mental illness, services for individuals adjudicated in the criminal justice system and reentering the community, and services for victims of violence and trauma. The program will provide students
with a solid grounding in the general values, theories and principles of assessing human needs, as well as the
real-life skills critical for responding to those needs effectively. Three areas of specialization are proposed:
Addiction and Mental Health, Aging/Gerontology, and Child and Family.
The BASAHS degree will fill a statewide need for an academic program that focuses on the translation of a
generalist knowledge base into measurable practical skill competence. A core of courses will concentrate on
the application of human services’ values and theoretical knowledge to real life helping scenarios through the
development of best-practice, evidence-based skill sets. This coursework will prepare employees for the
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increasingly demanding and competitive human services labor market requiring a range of clinical-practice
competencies.
The existing Associate of Science Degree in Human Services provides a solid practice-based-foundation for
the upper division curriculum to create a seamless 2+2 four-year degree. Students holding an AA, AS or
AAS degree from an accredited institution can be provisionally admitted to the BASAHS program with the
understanding that they may be required to complete lower division Human Services courses selected by
program faculty. (Appendix A) The curriculum will also attract workers employed in the field wanting to
increase their effectiveness while furthering their careers. Displaced workers and others seeking new
professions will be interested in this degree as they will graduate with the requisite attitudes/values, skills and
knowledge for a wide array of helping careers. Graduate study opportunities for BASAHS completers
include UH offerings in social work, psychology, counseling, and human resources management, all of
which are available through the University Center at UHMC.
The BASAHS and Human Services Program Mission Statement
The BASAHS program mission is to prepare graduates to provide a range of effective interventions and
services to meet the needs of diverse individuals, families and groups across a variety of complex human
needs, challenges and practice settings.
The AS in Human Services Program Mission Statement
The Human Services program is a learner-centered program that prepares students to work in human
services. It also provides professional development opportunities for those currently working in human
services.
UHMC Mission Statement
University of Hawai`i Maui College is a learning-centered institution that provides affordable, high quality
credit and non-credit educational opportunities to a diverse community of lifelong learners.
UHMC Vision Statement
We envision a world-class college that meets current and emerging Maui County education and training needs
through innovative, high quality programs offered in stimulating learning environments. The College mission,
goals, and actions will be guided by the Native Hawaiian reverence for the ahupua`a, a practice of sustaining
and sharing diverse but finite resources for the benefit of all.
UHMC Strategic Plan
Designed to build upon the associate of science in human service degree, the proposed BASAHS supports
important goals and objectives articulated in the UHMC Strategic Plan:
Goal 2 - Engage in intellectual and educational activities that enable the county of Maui and the state of
Hawai`i to flourish.
Objective 1- Support the county and state economy, workforce development, and improved access to
lifetime education for all by building partnerships within the UH system and with other public and
private educational, governmental, and business institutions.
 Action Strategy 2 - Expand training and workforce development programs, in coordination with
county, state, and industry economic initiatives.
o County and state funders of social service agencies will be surveyed and interviewed to
better understand service delivery requirements for local Purchase of Service contracts. This
information will inform curriculum development.
o Curriculum will reflect the workforce need for evidence-based, cost-effective and brief
intervention strategies across specialization tracks.
 Action Strategy 7 – Cooperate, as appropriate, with other higher education institutions to provide
high quality educational services to the county and to the state through such programs as the
University of Hawai`i Center, Maui.
o A collaborative agreement will be proposed between the UHMC BASAHS program, the UH
Manoa BSW program, and the UH West Oahu BASS program to share courses offered by
each program in order to maximize offerings to students across programs and avoid potential
duplication.
 Action Strategy 10 - Facilitate dialogue and discussion with business and community partners to
better serve workforce needs.
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o

An extensive survey has been distributed to approximately 80 administrators, supervisors
and direct service staff members of non-profit and funding agencies on Maui for input on
emerging trends and staff educational and training needs to meet existing and future work
demands. (Appendix B). This input will inform curriculum development, course sequencing,
specialization track needs, internship opportunities, and assist in the alignment of the
curriculum to local workforce needs and agency funding requirements.
Action Strategy 15 – Develop appropriate sustainable baccalaureate degrees.
o The proposed degree will fill an established need for a four-year degree developed to meet
the specific workforce demands for clinically competent workers in the field of human
services. This need for skilled employees, coupled with the current lack of a skill based fouryear degrees available to Maui students, will create student demand adequate to sustain this
baccalaureate program.
The members of the Human Services Program Community Advisory Committee (Appendix C) form a core
of advisors to ensure that course offerings address local human service needs into the future. For the past
nine years, these twenty-two administrators and program managers of non-profit, county and state agencies
have collaborated with the Human Services Program Coordinator in the development of lower division
courses, certificates and specializations. Each committee member received a comprehensive needs
assessment survey (Appendix B) in July 2010 to elicit their input on curriculum development. They will be
invited to further participate in focus groups or interviews in September and October. Selected experts on
Maui, within the UH system and state, will also be contacted for degree development guidance.
7. Program Justification (Needs and Rationale. Include, as appropriate, internal and external factors
driving need for this program; description of needs assessment; number of interested students per year;
need for such a program in relation to workforce development, graduate studies, etc.)
The current economic environment in Maui County is having devastating consequences for non-profit
agencies providing services to the most marginalized and needy members of our community. Two visible
trends are emerging from this crisis: 1) Agencies are being pushed to downsize or consider merging with
those that serve similar populations at precisely the time that the number of needy who require services is
rising dramatically due to the economic downturn. This has created a demand for more cost-effective and
brief interventions that require more highly skilled employees to meet client needs. 2) Program administrators
are now retaining employees with the highest level of education and skill competence while those less
prepared are let go. The current “employers market” allows managers to select the most highly trained and
work-ready candidates from the pool of applicants to fill these positions thereby upgrading overall staff and
program effectiveness at this critical time in our community.
As an example of both trends, Aloha House, Maui Youth and Family Services, and Malama Family Recovery
Center have become a “Tri-Agency” where these three formerly separate agencies now share one group of
administrative and supervisory staff across 100 employees. For the past two years, this agency has required all
entry-level employees to have completed a minimum of two UHMC Human Services (HS) lower division
skill-based counseling courses in order to be retained. Adopting this minimum standard of knowledge and
skill competence among staff has increased the overall effectiveness of the services they provide.
The Tri-Agency is not alone in the practice of looking to UHMC’s HS program for staff development needs.
It joins Maui Economic Opportunity, Ka Hale a Ke Ola Homeless Resource Center, Women Helping Women
and Mental Health Kokua in reimbursing tuition costs for employees who complete specific courses that
relate to the services they provide, including Case Management, Introduction to Counseling and Interviewing,
Group Counseling, Substance Abuse Counseling, Alcohol and Drug Education, Dynamics of Family
Violence, and Introduction to Youth Practitioner. The BASAHS degree will build on these established agency
partnerships by offering upper division coursework that will increase the availability of highly skilled
baccalaureate-level workers across the range of human services on Maui and throughout Hawaii.
The UH system currently provides limited baccalaureate opportunities for those wanting to develop a high
level of competence in the hands-on skills required to effectively meet client needs. Existing degrees are
largely knowledge and theory focused with little attention paid to the development of skills that must be
brought to bear on real-life helping situations. The BASAHS will fill the gap that exists between having
theoretical knowledge and the ability to use it effectively to meet the needs of diverse individuals with
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complex issues. A core of courses will be offered in which students practice a range of clinical skills while
receiving instructor feedback and coaching across all three specialization tracks. There is no baccalaureate
program in Hawaii that fills this need at the level of job-ready skill development that is proposed by the
BASAHS. (Appendix D – Degree Coursework Comparison)
Baccalaureate Degree Needs Assessment: (Appendix E)
In 2002, Maui Community College (MCC) distributed a survey to Maui County residents requesting input
on proposed baccalaureate degrees in various areas of academic interest. From 63,000 surveys distributed,
2,459 surveys were returned, a 4% return rate. Responders selected their first, second and third area of
interest. The top four academic areas out of 50 named follows:
1. Computer Science: 88 - 1st choice; 81 - 2nd; 46 - 3rd. Total - 215 votes
2. Business: 84 - 1st choice; 55 - 2nd; 37 - 3rd. Total - 176 votes
3. Elementary Education: 50 1st choice; 35 2nd; 19 3rd. Total: 104 votes
4. Social Work/Human Services: 39 - 1st choice; 35 - 2nd; 28 - 3rd. Total 102 votes
Based on the overwhelming number of responses for both business and computer science, the Bachelor of
Applied Business and Information Technology (ABIT) degree combined these areas in the first MCC
baccalaureate degree offered in 2005. The third choice, Elementary Education, is now available to Maui
students through the University Center - the UH Manoa Bachelor of Education, Elementary Education and the
UH West Oahu Bachelor of Arts, Social Sciences, Early Childhood Education. A Human Services degree
received the fourth greatest number of votes.
Human Services Program Needs Assessment:
In July 2010, to further investigate community support for the BASAHS, a comprehensive narrative-answer
needs assessment survey was developed and sent to 80 administrators, supervisors and direct line staff of
Maui agencies to gather input on workforce needs for a baccalaureate degree. Salient information on future
trends, current challenges and evidence-based best-practice coursework across specializations was gathered.
A preliminary review of 39 surveys (8/5/10) yielded 33 comments specifically affirming the need for a skillbased upper division curriculum. Focus groups will follow during the month of August to further refine the
information gathered. (Appendix B)
Interested Students/Workforce Needs:
The BASAHS program will have as its target population UHMC graduates holding the AS in Human Services
degree, current Human Service Program majors (150+) who may be seeking a four-year degree, workers
employed in the field wanting to expand their careers, and others seeking new careers. A conservative
estimate is that 10-15 students will be both interested and prepared to enroll in the BASAHS program each
semester. (Appendix F – Growth in Human Services Majors)
Job opportunities available to BASAHS graduates:
Program graduates will increase the number of competent candidates to meet the workforce demand
on Maui in all three specialization tracks. (Appendix G -Maui Agencies/Programs Applicable to
BASAHS Graduates). According to the Hawaii Workforce Informer (www.hiwi.org) (Appendix H), four
broad categories of human services workers are listed in the top 50 Fastest Growing Occupations in Maui
County for years 2004-2014. The occupational niches listed in the bullets below include baccalaureate
employment opportunities primarily for the Addiction and Mental Health and Child and Family specialization
tracks. These categories also have national and Hawaii data confirming the growth trends. (Appendix G)
 Social and Human Service Assistants - ranked 11th indicating a 34.8% increase in employment
projections representing a steady 3.5% projected annual increase in growth, or 8 Maui positions per
year. These workers “assist professionals from a wide variety of fields” and earn $32,000-$40,000 per
year and above. BASAHS graduates would likely qualify for positions in the higher range.
 Social and Community Service Managers - ranked at 15th earn between $35,000-$53,000 per year
with projected annual growth at 3.3% or 2 positions per year on Maui.
 Counselors, Social Workers, Other Community & Social Service Specialists ranked 25th. This broad
category includes Substance Abuse, Behavioral Disorder, and Educational, Vocational, and School
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Counselors with 2.8% annual growth with 50 statewide positions per year. Earnings average between
$40,000 and $53,000 per year.
 Child/Family and School Social Workers ranked 37th earn approximately $46,000-53,000 per year.
 Mental Health Counselors – employment opportunities are listed for Hawaii and not broken down by
county. Fifty percent of these positions are filled by individuals with a baccalaureate degree or less
and make between $34,000-$50,000. Twenty annual job openings are projected in the state.
(careerinfonet.org)
 Probation Officers and Correctional Treatment Specialists in Hawaii earn a median income of
$54,600 per year with a 12% increase in jobs projected. The number of employment opportunities
will likely rise disproportionately for Mauians if the proposed new prison is built in the near future.
(Note: Some of the above opportunities will be applicable to Aging track graduates)
Aging Workforce Needs: The fact that individuals aged 80 and above are the fastest growing segment of
society raises important social services, health care, and quality of life issues for elders. While many
baccalaureate level staff are employed in agencies that currently work with this population across a
variety settings, the aging of Baby Boomers demands the creation of new ways of looking at, responding
to, and developing the workforce to meet the needs of this fast approaching “silver tsunami.” This
reconceptualization has begun and new niches for BASAHS graduates are currently being created in the
country and around the globe. Interviews since May 2010 with leaders in the Aging field reveal an
increasing need for employees to serve the growing numbers of older adult Mauians, both healthy and
frail. As healthier Baby Boomers age with fewer children and grandchildren to care for them, the pressure
to redefine this field will escalate. New professions include an expanding range of health care professions
that are community-based and focused on supporting families using new health information technology.
Other new services are related to new housing and community arrangements, diverse food services, new
senior lifestyles, fitness, wellness, leisure, recreation, travel and transportation, continued employment for
seniors, finances, law and criminal justice, administration and management. The challenge will be to
encompass an expanding field of work dedicated to the second half of life in a society that as a whole is
living longer and where seniors will choose to “age in community.”
8. Description of resources required
a. Faculty (existing and new FTEs):
In addition to the resources required during the planning phase (see 5d above), the following faculty
resources will be required for implementation and beyond:
 1FTE Human Services faculty;
 1FTE PhD faculty to develop and teach the aging specialization curricula;
 1 FTE dedicated HS program academic advisor/counselor for student recruitment and to ease the
transition of students enrolled in the AS degree program to the BASAHS;
 .5 FTE practicum coordinator
b. Library resources (including an evaluation of current resources and an estimate of the cost of
additional resources required):
Library resource evaluation will be completed as a part of the planning process. The Human Services
program has a large number of helping-skill-oriented DVD’s and videos on reserve in the library. More
DVD’s, books and professional journals related to each specialization track will be purchased when funding
is identified. Possible funding sources include Perkins and Rural Development Project grants.
c. Physical resources (space, equipment, etc.):
Office space with telephone and computer will be required for the PhD faculty, academic advisor/counselor,
practicum coordinator, and lecturers. All courses are planned to be presented in lecture/seminar format,
requiring classroom space with instructor computer, projector and video capability. Evening and weekend
course scheduling will be considered to increase classroom availability which may also meet the needs of
working students.
d. Other resources (staff, graduate assistantships, etc.):
e. Lecturer costs for specific courses and contributions toward shared Student Affairs, departmental clerical,
library resource, and Learning Center personnel will be researched and budgeted for as needed.
9. Five-Year Business Plan. Provide a five-year projected budget for the program that includes:
a. Annual costs to implement the program – Refer to Mini Cost Revenue Template below
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b. Projected enrollment and estimated tuition revenue – Refer to Mini Cost Revenue Template below.
c. How will the program be funded? A Rural Development Project (RDP) grant in the amount of $558,529
(including fringe) has been submitted to cover 2 FTE faculty positions, 1FTE counselor/advisor, and a .5
FTE practicum coordinator for the period of January 2011 through June 2012. A second RDP grant will be
pursued to support the degree for July 2013 through June 2014. Program continuation will be funded by
campus tuition, fees and grants (RDP, Perkins, others) that will be pursued.
d. Does the current or proposed budget (Department/College/Campus) include funds or a request for
funds for the proposed program? The program development process will identify and secure funds for
the program prior to adoption. This will include personnel, equipment and supply costs, and office and
classroom space to fulfill all program requirements.
e. Given a “flat budget” situation, how will the proposed program be funded? Adequate resources have
been secured to fund program planning through December 2010. If the recent RDP proposal for program
development and implementation is granted, the program will be funded through FY 2012. A second RDP
proposal will be submitted for years 2013 and 2014 to supplement increasing tuition revenues. Tuition
revenues are projected to nearly cover program costs in 2015. Beyond 2015, tuition revenue is expected to
sustain the program. Any unforeseen shortages would require supplemental grants (RDP or other sources)
or for UHMC to utilize its reserve fund surplus.
f. Mini Cost Revenue Template
ENTER VALUES IN HIGHLIGHTED CELLS ONLY
YEAR
PROGRAM COSTS
Faculty w/o fringe
Other personnel costs w/o
fringe
FY 2011
FY 2012
FY 2013
FY 2014
FY 2015
8/26/107/1/117/1/127/1/137/1/146/30/11
6/30/12
6/30/13
6/30/14
6/30/15
31,044
153,594
151,855
$156,411
$156,411
69,000
90,000
92,700
95,481
95,481
7,000
10,000
10,000
10,000
10,000
Equipment/Supplies
0
3,000
1,000
1,000
1,000
Other
0
107,044
256,594
255,555
262,892
262,892
12
18
25
32
40
No. of Courses
2
4
8
8
8
No. of Credits
6
12
24
24
24
72
216
600
768
960
213
213
213
213
213
15,336
46,008
129,600
163,584
204,480
91,708
210,586
125,955
99,308
58,412
107,044
256,594
255,555
262,892
262,892
Library
TOTAL Expenses
REVENUES
Projected Enrollment
SSH
Tuition Rate/Credit
Total Revenue from Tuition
Other Sources of Income RDP
other
TOTAL Revenues
NET Revenue and Expenses
0
0
0
0
0
10. Impact on current courses or programs.
Projections indicate that the BASAHS degree will lead to increased interest and enrollments in the AS in Human
Services degree by providing a direct pathway to a baccalaureate degree. As a result, demand will increase for
the BASAHS. BASAHS students will increase enrollments in 300-400 various general education courses
already offered through the University Center on Maui.
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11. If this program is multidisciplinary, provide evidence of commitment for support from the colleges,
departments, programs, and/or individuals expected to participate.
Memoranda of Understanding between the UHMC, UH Manoa School of Social Work, and UH West Oahu
related to the sharing of upper division coursework will be pursued this fall and included in the Program
Proposal.
Reviewed by: (The ATP has completed the campus approval process prior to review by Council
of Chief Academic Officers)
Campus Chief Academic Officer:
Comments and Recommendations:
______________________________________________________________________
Print Name
Signature
Date
Council of Chief Academic Officers (System wide Consultation):
Comments/Recommendations:
______________________________________________________________________
Print Name
Signature
Date
Chancellor: ___ Approved ___ Disapproved
______________________________________________________________________
Print Name
Signature
Date
(Final signed copy is provided to the Vice President of Academic Planning and Policy for
Program Action Report)
6/12/07
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