De Report Fall 2010

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University of Hawaii at MnoaSupplemental Report on Distance and Off-Campus Programs

Fall 2010

The University of Hawaii at Mnoa is a globally-connected Hawaiian place of learning, unlike any in the world. Ours is an academy of tremendous diversity,open to world cultures and scientific advancement. . . . Because of our remotelocation, we have unique challenges, opportunities, and futures. (University of

Hawaii at Mnoa Strategic Plan: Defining Our Destiny, 20022010)

As noted in the Mnoa Strategic Plan, the University of Hawaii at Mnoa is committed to delivering amodern, flexible, diverse and multicultural curriculum, supported by excellent teachers, classroominformation technology. Further, Mnoa is committed to effectively employ the most up-to-dateinformation and communication technology to enhance instructional activities on campus and globDistance delivery of courses and programs allows access to quality higher education to students whunable to enroll in campus-based courses. Further, distance learning can create more flexible andaccessible opportunities for student learning. Learning through distance technology will continue tin importance as both a primary mechanism for the delivery of educational programs and a supplemtraditional methods of instruction.

M noa currently offers five bachelors, seventeen masters, and one doctoral program via distancetechnologies. In addition, two bachelors programs and a masters program are delivered to four off-sites. A list of these programs is provided below.

College Program NameDegreeLevel Modality

StudentFTE

Fall 2010

StudentFTE

Fall 2009

UE Interdisciplinary Studies B Off-Campus (Maui) 9 10A&H Music Education M Distance Educ 30 32Business Business Administration M Distance Educ 7 7Business Business Administration M Off-Campus (Vietnam)47 41

Business Human Resource Management M Distance Educ 6 8Educ Elementary Education (BEd) B Distance Educ 49 37

Educ Education BOff-Campus (Am.Samoa) 82 80

Educ Curriculum Studies M Distance Educ 12 16Educ Early Childhood Ed M Distance Educ 6 6

Educ Educational Administration (MEd) M Distance Educ 13 15Educ Educational Technology M Distance Educ 18 15Educ Rehabilitation Counseling M Distance Educ 15 10Educ Special Education (MEd) M Distance Educ 65 61Nat Sci Computer Science B & M Distance Educ 9 2

Nat SciLibrary & Information Science(MLISc) M Distance Educ 112 69

Nursing RN to BSN B Distance Educ 0 0Nursing Nursing (Admin) M Distance Educ 18 12Nursing Nursing (Adv Public Health) M Distance Educ 41 30


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College Program NameDegreeLevel Modality

StudentFTE

Fall 2010

StudentFTE

Fall 2009Nursing Nursing (Education)* M Distance Educ 6 9Nursing Nursing (Primary Care NPs) M Distance Educ 90 56

Nursing Nursing (PhD) D Distance Educ 60 60SocialWork Social Work M Distance Educ 53 51*Admissions temporarily halted for past two years.

Descriptions of each of the programs are provided later in this report. Following are general procedservices, and information that apply to all distance programs.

Laulima

Laulima is a set of web-based course management and resource tools provided by the University oto support learning, instruction, and collaboration. These tools are based on the open source Sakai

collaborative learning environment. Laulima is connected to the registration system, allowing autocourse population of officially registered students. Laulima allows UH students and faculty to log isecured network using their assigned ID number and a password they have created. It offers a numtools that facilitates both one-to-many and one-to-one communication and can be used to collect anassignments and to administer exams. Although these tools can be used to deliver an entire course Laulima also augments traditional face-to-face course management.

Approval Process for Distance and Off-Campus Programs

The University of Hawaii at Mnoa is accredited by the Accreditation Commission for Senior Colleges aUniversities of the Western Association of Schools and Colleges (WASC). WASC requires that all programs be approved by the WASC Substantive Change Committee if 50% or more of the progra

delivered off-campus or via distance modalities. UH Mnoa has been granted approval by WASC toconduct its own institutional review of substantive changes, in accordance with WASC requiremenregarding distance delivered programs through June 30, 2010.

M noas procedures for the review and approval of distance and off-campus programs are governedBoard of Regents and University policies and by WASC procedures and guidelines. These procedudetailed at:

http://www.manoa.hawaii.edu/ovcaa/academics/planning_approval/distance_delivery/

A fundamental requirement for distance learning is that the quality and standards of distance delivecourses and programs be comparable to other instructional programs of the University (Section 5.10 Board of Regents Policy on Distance Learning).

Authentication/Verification of Students in Distance Programs

MYUH Portal

The MyUH Portal is a web site designed to provide the University of Hawaii (UH) community wipersonalized access to UH services and information. Features are accessible to all students, facultystaff and include a common interface, web-based services, message board, email, calendaring, impannouncements regarding classes and grades, and the ability to register at multiple UH campuses. U


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usernames and passwords are the personal identification used for accessing MyUH, email, web publishinand various other services. A UH username is a unique identifier for each authorized user (students, faculty,and staff) at the UH System. The UH username is provided to students when they enroll in a UH ceither on campus or distance learning. Students, faculty, and staff are responsible for creating andprotecting their personal password. Online help and instructions are available within the portal.

Student Conduct Code

By enrolling in the University of Hawaii, students accept the responsibility to become fully acquaithe Universitys regulations and to comply with the Universitys procedures. Students are expectedmaintain standards of personal integrity that are in harmony with the educational goals of the institrespect the rights, privileges, and property of others; and to observe national, state, and local laws aUniversity regulations.University of Hawaii Executive Policy E7.208, Student Conduct Code,is theexecutive policy which outlines the student conduct code.

The following are examples of the types of behavior that conflict with the community standards thvalues and expects of students. Engaging in, or attempting to engage in any of these behaviors substudent to the disciplinary process and sanctions.

Acts of dishonesty, including but not limited to the following:

1. Cheating, plagiarism, or other forms of academic dishonesty.2. Furnishing false information to any UH official, faculty member, or office.3. Forgery, alteration, or misuse of any UH document, record, or form of identification.

Use of all University of Hawaii Information Technology Resources are governed byUniversity of Hawaii Executive Policy E2.210, Use and Management of Information Technology Resources. Continued use of aUH username and University Information Technology indicates acceptance of and agreement toE2.210 . Abrief summary of Section III: Principles of Responsible Use is provided.

1. All users must respect property, security mechanisms, rights to privacy, and freedom fromintimidation, harassment, and annoyance in accordance with all University policies and pro

2. Users must adamantly protect their personal passwords.3. Users must respect the privacy of others passwords, information, and communication, and

not attempt to use University resources to gain unauthorized access to any site or network omaliciously compromise the performance of internal or external systems or networks.

4. No individual may falsely represent themselves or "spoof" another physical network conne5. Users must observe all laws relating to copyright, trademark, export and intellectual proper

(Note: copying or sharing of copyrighted audio or video files for purposes other than fair uillegal.)

6. University resources are intended to be used for institutional purposes and may not be usedprivate gain.

7. Users may not engage in activities which compromise institutional systems or network perffor others.

Protection of Student Privacy

The University of Hawaii makes substantial use of personal and confidential information in achievmission. The University is committed to handle all sensitive information carefully and responsibly. tenet of the Universitys philosophy is to limit the use of, storage of, and access to sensitive informsituations where it is required for the operations of the institution. In such cases, the University pro


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appropriate guidance and controls to protect the information it uses in its pursuit of teaching, learniresearch, service, and administration.

University of Hawaii Administrative Procedure A7.022, Procedures Relating to the Protection of theEducational Rights and Privacy of Students,establishes uniform procedures governing a student's access tothe student's own education records, and access to student education records by the public and othegovernmental agencies in accordance with the federal Family Educational Rights and Privacy Act.

University of Hawaii Executive Policy E2.214, Security and Protection of Sensitive Information, provides theframework for specific practices and procedures associated with systems and files that contain senspersonal, and confidential information within the University of Hawaii System. The scope of this includes categorization, provision of access, storage, handling, and destruction of such information

Information Technology Services (ITS) Support and Training

Information Technology Services (ITS) is responsible for the overall design, development, maintensupport of the system-wide telecommunications infrastructure that supports UH distance learning iand out-of-state. ITS is also responsible for developing system technical standards to ensure the effand effective operation of all distance learning technologies. This is covered inUniversity of Hawaii Executive Policy E5.204 University of Hawaii Distance Learning Plans, Policies and Procedures.

ITS Training for Students

Laulima Learning and Collaboration Server Orientation: The Academic Technologies unit withinITS provides the Laulima distance learning student with an orientation site to the Laulima LearCollaboration Server. This site offers textual, as well as, graphical information which answers fasked questions concerning Laulima. Information presented ranges from accessing Laulima to with some of the most common Laulima tools that may be presented in a course. The site can baccessed at:https://laulima.hawaii.edu/portal/site/!gateway/page/83b830e4-c4e8-4956-802c-d15534187267.

ITS Support for Students

ITS Help Desk: The ITS Help Desk provides the University of Hawaii community with a single,efficient resource for solutions to all ITS supported technology and services. Information aboutDesk can be found at:http://www.hawaii.edu/its/about/helpdesk.html.

HITS Support: ITS provides a guide for students enrolled in an ITV course that explains proceduand what students should expect in an ITV classroom. It can be accessed at:http://www.hawaii.edu/dl/student/resources/itvstudentbrochure/.

Cable Guide: Tips for students registered for a cable course, in addition to, general information o

cable access programming are available on the University's UHTV webpage( http://www.hawaii.edu/dlit/UHTV/ ).

ITS Support for Faculty

ITS TALENT:TALENT (Teaching And Learning with Electronic Networked Technologies) is a fdevelopment program which supports faculty on all campuses of the University of Hawaii sys( http://kuhi.its.hawaii.edu/training/ )


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Digital Media Center: Faculty and staff who need assistance with video, online instruction, graphipresentations, and other digital related projects are welcome to contact the Digital Media Centelocated in Kuykendall 206 (http://www.hawaii.edu/dmc/).

The DMC provides training and support to faculty and staff in the use of various digital/multimequipment and software. The Digital Media Center provides help in areas such as multimediapresentations, interactive CD-ROMs, DVD production, instructional (Laulima) or departmentadevelopment, computer-based instruction, video/audio digitizing and editing, and graphics supp

Professional Development: Information Technology Services and the Mnoa Center for TeachingExcellence provide occasional workshops for all Mnoa faculty in the use of Laulima and other technologies for distance learning (http://www.cte.hawaii.edu/) .

ITS Computer Support Policy

The ITS Academic Technologies (AT) section provides technical support for UH network connsupported desktop computers, and supported software. Support is provided to UH faculty, staffstudents via email, telephone, and walk-in.

If the ITS Help Desk is unable to resolve the problem, the level of support is escalated to a stafmember in AT. For the Mnoa campus, a trained student will go on-site to diagnose and fix the prob

Library Services

The UH Mnoa Libraries, Hamilton and Sinclair, collections and services are available to currently enM noa students no matter where they physically reside, e.g., neighbor islands. Anyone with a currecan use collections and most services at any of the UH campus libraries.

UH Mnoa distance learning students with a current UHM ID have: 1) remote access to UH Mnoa

electronic databases and electronic resources; 2) subsidized interlibrary loan requests that can be suonline; 3) reference services either at the closest UH campus or by accessing the Virtual Chat Refeservice in which UHM librarians participate with librarians around the world for 24/7 support; andLILO -- the Library Information Literacy Online tutorial and research guide.

The UHM libraries, housed in Hamilton and Sinclair Libraries, provides the largest collection of inand research materials in the state. More than 3.1 million volumes, including over 28,000 currentlyserial and periodical titles, make this the 45th largest library in the United States. Its online catalog providesaccess to other local and national indexes, specialized databases, and library catalogs throughout thnation. Migration to the Endeavor library automation software (Voyager) for online public access c(PAC), circulation services, acquisitions and serials receiving functions occurred in January 2001.

The University of Hawaii system libraries on all the main Hawaiian islands have combined their eprovide equitable information services to distance learning students and faculty:

a. All library holding in the system are now accessible through one database: Hawaii Voyager.b. Electronic Databases: CD-ROMs, Ingntar, full-text databases and other resources in varied dis

aid students in their research and help them to locate relevant journal articles.c. Interlibrary Loan: Books and photocopies of articles available from UHM are provided at no c

M noa Distance Education students.


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d. Library Instruction: Outreach Librarians at UH Maui College as well as UHM are available to instruction to both students and faculty in accessing resource materials: Hawaii Voyager, PeriLiterature Searching (print and/or electronic), specific reference works, customized instruction specific topic.

e. Reserve materials service is available for Mnoa courses offered to distant sites.

The librarywebsite for distance learnersdetails services available to distance students.


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Office of Undergraduate EducationBachelor of Arts in Interdisciplinary Studies

Maui Off-Campus Program

Program Description

Interdisciplinary Studies is the sole unit at UHM which is explicitly designed to implement interdisundergraduate education. Under strong faculty advisement, undergraduate students are given theopportunity to construct 36 credit upper-division interdisciplinary majors. These cover an immensefrom the more conventional interdisciplinary inquiry areas, e.g., International Studies, Cognitive SCriminology, and Environmental Studies, to pre-professional programs, e.g., pre-law and pre-medihighly innovative programs motivated by special student interests. Moreover, there can hardly be athat traditional disciplinary boundaries often stand in the way of developing the sort of skills and krequired in a rapidly changing interdependent world. By allowing students to design programs withor problem focus, we help students to think creatively and to learn how to use disciplinary knowledproblem solving.

Off-Campus Program Description

We presently offer one interdisciplinary program,Human Relations in Organizations(HUMRO), on Maui.HUMRO was conceived to satisfy as many interests as possible. It is an interdisciplinary program thacombines upper division course work from various social sciences departments. It thus does not putburden on any one department and provides a sufficiently broadly based program that allows studentsemployment in the public and private sector, in management, and personnel and public relations.

The Maui HUMRO program has standards of quality that are comparable to that of the on-campusinterdisciplinary studies program as well as other instructional programs at the University of Hawaparticipating and advising faculty are responsible for program coherence, course content and pedagThe program meets the needs of undergraduate students on neighbor islands who do not have accefour-year degree program locally. It also benefits working professionals. Inherent to the interdiscip

program is the objective of providing students with knowledge of the field that builds upon but is nto traditional disciplinary specialization. Providing educational options has the potential to significaaddress the problem of access to lifelong education by working professionals in Hawaii, enabling acquire advanced skills through undergraduate study without commuting to a different island. Mauwho have finished their first two years of college at local community colleges thus greatly benefit fonsite Interdisciplinary Studies bachelors program.

The Maui HUMRO program is open to students who have completed 45 to 50 credits toward their education requirement. Under close Interdisciplinary Studies faculty supervision, students choose tupper division courses (36 credits) from various social sciences departments which will give them understanding of the sociological, psychological and technological factors that impact the workpladesigned to provide skills and knowledge pertinent to a variety of institutions, private and public. T

heart of the program involves enhancing skills in communication, leadership and conflict resolutionunderstanding organizations, in dealing with ethnic and family issues or broader health care issues,an understanding of the world of work. But since individualized programs, all under strong facultycan have distinct emphases in, e.g., business relations, work place relations, interpersonal relationsfamily relations, there is room for variation within the major. Courses not included in any particulaequivalent then become electives or courses satisfying university or college requirements.Curriculum:A general program on Human Relations in Organizations will look like the one given be


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ANTH 300 Study of Contemporary ProblemsANTH 350 Pacific Island CulturesPACE 447 Mediation SkillsPACE 485 Topics in Peace and Conflict ResolutionPSY 324 Psychology of EmotionPSY 476 Health PsychologyPOLS 374 Law, Politics and SocietySOC 313 Survey of Sociology of WorkSOC 362 Sociology of Gender SOC 415 Technology and SocietySOC 419 Analysis in Formal OrganizationsSOC 441 Social Structure and the IndividualSP 351 Professional PresentationsSP 364 Persuasion

Depending on a students interests, other course combinations could be used. For example, a studeworking for health care industry could include courses like Anth 425 Medical Anthropology, AnthHealth and Society, Soc 354 Medical Sociology, Soc 454 Analysis in Medical Sociology among otpart of their program.

Faculty: Courses are taught by full-time and part-time Mnoa faculty. Also, many UH Mnoa courses areregularly offered online, Maui students also have access to these courses.

Student Support Services: Advising: Academic advising is provided by the existing Interdisciplinary Studies (IS) faculty adMaui students work closely with IS advisers as they put together their program and write their In addition, general advising on core requirements is obtained from the Arts and Sciences AcadAdvising Office. We have a neighbor island outreach adviser located on Maui. The Arts and Scadvisor visits Maui each semester and provide UHM outreach students with face-to-face advisiSome advising is also done over the phone or via e-mail. Outreach College is working closely w

Arts and Sciences Academic Services and the Office of the Registrar and Records Office to havdetailed information about transfer credit evaluation, graduation requirement and general educarequirement available in an organized manner at their web sites. Currently, all neighbor island sare provided financial aid advising over the phone or through e-mail. Essential financial aid foravailable online.

University of Hawaii Center, Maui:The UH CenterMaui provides support to multi-campus programsand serves as receive sites for courses and course sequences. Courses and programs of studydelivered at University Centers use a variety of delivery strategies, including distance educationtechnology, faculty who travel to the Center from their home campus, and faculty from the comwho are approved to teach by respective academic departments on the originating campus. In afaculty are employed by the originating campus and the established personnel policies and proc

of that employing campus apply. UH CenterMaui ensures that basic community needs assessmtake place and that the infrastructure needs consistent with accreditation requirements are met. infrastructure includes services and facilities such as: basic academic (library and computing) sbasic student services (general assistance with admissions, registration, and advisement; instituplant, and facilities support (interactive television studios and computing labs); and core staff toand service the clients of the University Center.

Outreach College:In addition to receive site resources, UHM, as the sending institution or originatcampus, utilizes the services of the Outreach College to aid in the coordination and administrat


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distance education. Outreach College serves as the outreach arm of UHM and acts as liaison bethe University Centers and UHM academic departments. Outreach College thus provides adminsupport to UHM distance education faculty and academic support to UHM distance learners onneighbor islands.

As a uniquely structured office operation that models the one-stop shop service center, OutreCollege has a faculty adviser on-site in Maui to provide general advising and a staff person to awith the application and registration process. On behalf of distance students, this office helps tocommunication between students and UH Mnoa support units such as Registrars Office, RecordsOffice, Financial Aid, Arts and Sciences Student Academic Services, Mnoa Advising Center, KOKUAProgram and Mnoa academic departments.

Library : A designated full-time outreach librarian is based at the UH Maui College Library during rehours of operation; the main responsibility of this position is to serve to Maui county students enrodistance-delivered programs.

The distance learning programs offered via UH Mnoa served as an impetus for increased collaborativepolicy, standards, and procedural decision-making between academic support units on all campuseinvolved.

Intended Student Audience : The Interdisciplinary Studies Maui Program began serving the special neof adult learners who took courses part-time. As student needs changed, so did the program as full-students either enroll in the program after completing their Associates in Liberal Arts from UH Maor transfer to the IS Maui Program to complete their degree requirements while living in Maui Cou

Geographic Scope: This program is designed to serve students of Maui County, which includes distacommunities as Hna, Kula, K hei and Lahaina in addition to serving students from the islands of Molokand Lnai.

Delivery Modalities: The IS Maui program delivers on-site instruction at the UH CenterMaui, where23 upper-division courses are offered to students throughout the academic year. In recent years, stuhave been able to fulfill requirements for the Interdisciplinary Studies degree program by taking onasynchronous courses as well as courses delivered via an Interactive Television system.

Percentage of Program Delivered by Each Modality: The Maui Interdisciplinary Studies programschedules on-site instruction with 100% face-to-face delivery. Students, however, also have accessonline courses originating from the Mnoa campus and available to distance students which they use aselectives or as a small percentage of their major program. Since each program is unique, the distribvaries from student to student.

Technological Capacity to Support Teaching and Learning in the Program

On-site classrooms are equipped with instructional media components consisting of an Internet-codesktop computer (Windows-based), ELMO visual presenter (overhead), VCR, audio speakers, andProjector. The computer is capable of showcasing Power Point slides and most DVDs. Technical suavailable on-campus while evening classes are in progress.

The University provides all students with an account on the main computer (a cluster of Sun SPARstations). Information Technology Services (ITS) has a help desk that can assist students in connecand using this system. Students can visit the ITS website site and apply for an ITS Internet access a


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Students can also contact Outreach Student Services for help to set up an ITS Internet access accouOutreach Colleges e-mail help line also provides further assistance to Maui students.

Assistive Technology:The University of Hawaii has adopted web accessibility guidelines for providinservices to people with disabilities. Detailed information is available at the Accessibility to ElectronInformation for People with Disabilities web site at http//www.hawaii.edu/access/welcome.html

Assessment of the educational effectiveness of the program

Our recent informal assessment activities are based on a rigorous study of the Interdisciplinary Stuprogram that was done about six years ago. Our Maui Outreach students were included in this studthat reason, no separate data is available for this group of students. The objective of the assessmenwas to use qualitative and quantitative measures to obtain a wide range of data evaluating student land describing the educational effectiveness of the Interdisciplinary Studies Program.In our last major assessment project, the goals were to find out: 1) how useful was the curriculum combined vocational interest with a broad interdisciplinary knowledge base; 2) how useful was thepreparation for their present or future career goals; 3) would a combination of an interdisciplinary project help them be better prepared; 4) what was the IS students level of satisfaction with the learexperience; and 5) what was the IS students perception of how useful the IS major was to their curcareer path?In the Fall of 2002, the Interdisciplinary Studies (formerly Liberal Studies) Program created a set oto assess alumni and existing student perceptions of the program. These were administered to bothand off-campus students. The surveys served to monitor the academic goals of the program as wellcreate a structure for implementing effective improvements. The survey designed for alumni studenadministered to graduates of the Fall, Spring and Summer terms. The assessment instrument, aquestionnaire consisting of 18 Likert-scale questions and ten short-answer questions, also includedinformation regarding alumnis post-graduation studies, employment and income. Questionnaires wmailed to 507 alumni; 120 (24%) completed or partially completed surveys were returned to theInterdisciplinary Studies Office. The returned surveys were analyzed and results are available for r

The current student survey, administered to both on-site and distance students, reflected the percepexisting IS students (2002-2003 academic year) in regard to their academic and personal experiencthe program. These served to monitor the academic goals of the program as well as create a structuimplementing effective improvements. The assessment instrument included a questionnaire consistLikert-scale questions and ten short-answer questions. This assessment was the first of its kind to mand evaluate the experiences of IS students while they were in the program. The survey was delive253 currently enrolled students working toward their baccalaureate degrees from the University of M noa with a major in Liberal Studies; 92 students or 36% responded. The range of participants spfrom students in their sophomore year to students in the final semester of their graduation year. Thassessment instrument included a questionnaire consisting of 18 Likert-scale questions and ten shoanswer questions. The current student assessment included an additional portfolio assessment for s

current students. Interviews with current IS undergraduates were also included to give this assessmgreater detail and depth.

While the survey resulted in primarily quantitative data, the portfolios provided more qualitative asof the student learning outcomes. In portfolio assessments, we invited a randomly selected group ostudents to keep a portfolio of their work in the major equivalent. The portfolios included specific the course work in the major with samples of student work. We asked students to prepare a narrativfinal statement) that described what they had learned from their major curricula. The criteria for rethe portfolios revolved around student-centered goals for the Interdisciplinary Studies course work


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able to obtain information about the students skills, knowledge, and development, quality of writincritical thinking skills through a review of a comprehensive collection of work samples from theInterdisciplinary Studies course work. The portfolios showed a considerable range of interdisciplinsensitivity and revealed that there is a connection between the degree of interdisciplinarity and wheprogram is problem-oriented or not. It also showed that the degree of interdisciplinary thinking by student was also shaped by the extent to which they were exposed to courses taught from aninterdisciplinary perspective. The portfolio assessment strongly indicated that there is a connectioninterdisciplinarity and critical thinking.

The results of our last major assessment were completed in Spring 2004 and provided an overviewInterdisciplinary Studies Programs former, current and projected performance and implementationeducational objectives. Results were also analyzed and used internally to strengthen the programscurriculum and advising. The assessment report is available from the Interdisciplinary Studies ProgOffice.

Our assessment activities have largely confirmed the current format of the IS program with its empintensive advising. IS advising is critical to help students learn strategies to see connections betweedisciplines that encompass their interest. They learn to create an academically coherent interdisciplmajor, to use effective strategies for creating, revising, editing in producing a final proposal, and binterdisciplinary thinking by choosing courses from different departments and developing an integrperspective. A mandatory capstone course or a methods course in interdisciplinary thinking is still books, but will require some extra resources for its realization.

Current Assessment: Currently, our Maui Outreach assessment is primarily based on the proposals thasubmitted to the IS program. The IS advisers work closely with students to create these proposals. ongoing assessment of our programs is based on a systematic review of the IS proposals by our IS Committee. The reviewer evaluates the proposal based on our assessment findings. The major couras well as the narrative statement that describes the program is subject to analysis to see if it meets program criteria. And if proposal submitted to the review committee are weak and do not meet ourwhat constitutes a rigorous IS program, the student is sent back to the IS adviser for revising the pr

Once students are admitted into the program, we also monitor their performance in their major couFuture Plans: In Fall 2010, we are planning to start an Exit Survey for graduating seniors on Maui whprovide us data about students perceptions about the program.

Program url: http://www.hawaii.edu/is/


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College of Arts and HumanitiesOnline Master of Arts Degree in Music Education

Program Description

The online Master of Arts degree in music education began in 2004 as a result of inquiries from neisland music teachers interested in advanced course work in their field, but unable to travel to Oahcomplete graduate study. Since that time, it has attracted students from across the U.S. and several countries. This program requires 30 credits of graduate music courses and enrolls students who areservice music teachers and either seeking an advanced degree, or who require graduate course worteacher licensure requirements in their state. The program is offered asynchronously via the Interneunique partnership between the UHM Music Department, the Graduate Division, and Outreach Co

Curriculum: This online program requires 30 credits of approved course work, of which a minimum oeighteen (18) credits must be in courses numbered 600 or higher.

Required Online CoursesMUS 661 Bibliography (3 cr)MUS 651 Foundations of Music Education (3 cr)MUS 695 Plan B Project & Examination (3 cr)

9 credits

General Musicianship Online Courses (chosen from)MUS 400 Topics in Music (1-3 cr)MUS 407 Music Cultures of the World (3 cr)MUS 477 History of Rock N Roll (3 cr)

6 credits

Music Education Online Courses (chosen from)MUS 400 Topics in Music (1-3 cr)MUS 600F Seminar in Music Education & Internet Technologies (3 cr)MUS 601 Topics: History & Philosophy Music Education (3 cr)MUS 601 Topics: Advanced Teaching Practicum (3 cr)MUS 701B Psychology of Music (3 cr)MUS 701C Research in Music Education (3 cr)MUS 750D Music Education Seminar - Major Issues (3 cr)

9 credits

Electives (as approved)6 credits

30 credits .

Faculty: The program is staffed with highly qualified faculty and experienced UHM lecturers: Dr. BPayne McLain, Professor of Music Education (Program Director); Dr. Chet-yeng Loong, Associate

of Music Education; Dr. Arthur Harvey, Lecturer (retired UHM Assistant Professor); Dr. Fred Lau,of Ethnomusicology; Mr. Gregg Geary, UHM Librarian and Music Section Head, PhD student in mMr. Jay Junker, Lecturer in ethnomusicology

Student Support Services: All academic advising is completed within online course sites, by telephone email with assigned faculty advisors. Not all other campus resources are possible to replicate in an degree program (writing center, disability assistance, health center, computer resources, etc.). The rate of our students indicates that thus far, their resources have been sufficient.


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Library: All online students have access to the UH Systems Electronic Resources via the Internet. Inaddition, online students have access to a dedicated library support specialist via email or telephonprogram requires a three-credit course in library and research skills which further enables our studecomplete quality research projects in the field.

Sample Course Cycle

Semester Online Courses

Fall 2008 MUS 701C: Research in Music EducationMUS 477: History of Rock n RollMUS 695: Plan B Project/Exam

Spring 2009 MUS 750D: Major IssuesMUS 477: History of Rock n RollMUS 695: Plan B Project/ExamMUS 699: Directed Study

Summer 2009 MUS 407: World MusicsMUS 661: Music BibliographyMUS 695: Plan B Project/ExamMUS 699: Directed Study

Fall 2009 MUS 600F: Seminar "Music Education & Internet"MUS 477: History of Rock n RollMUS 695: Plan B Project/ExamMUS 699: Directed Study

Spring 2010 MUS 651: Foundations of Music EducationMUS 701B: Psychology of MusicMUS 477: History of Rock n RollMUS 695: Plan B Project/ExamMUS 699: Directed Study

Summer 2010 MUS 407: World Musics

Fall 2010 MUS 701C: Research in Music EducationMUS 477: History of Rock n RollMUS 695: Plan B Project/Exam

Type of students the program is geared for: The online Master of Arts degree in Music Education enrollstudents who are in-service music teachers seeking an advanced degree, or who require graduate cwork for salary increases or teacher licensure requirements in their state. A majority of these studeattend graduate school only part-time, taking one or two courses per semester as their job demands

Geographic Scope

Music teachers enrolled in this program have been physically located around the globe including:Czechoslovakia, Taiwan, Greece, Panama, Japan, Canada, and from parts of the United States:


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AlabamaAlaskaArizonaArkansasCaliforniaColorado

ConnecticutFloridaGeorgiaHawaii

IdahoIllinoisIndianaIowaKansasKentucky

LouisianaMarylandMassachusettsMichigan

MinnesotaMississippiMissouriNebraskaNevadaNew Jersey

New YorkNorth CarolinaOhioOregon

PennsylvaniaSouth CarolinaTennesseeTexasUtahVermont

VirginiaWashingtonWisconsin

Delivery Modality: 100% asynchronous online


Student IT Support:The Laulima Learning Management System has a help tool/section available inonline courses. Faculty attempt to solve other student technology problems when possible via emaiphone. Students also may contact the Outreach College Help Desk via email or telephone duringbusiness hours, Monday to Friday. Help Desk personnel assist students with a variety of commontechnological issues. No program specific technological support is provided by the department.

Faculty IT Support:The Laulima Learning Management System has a help tool/section available in online courses. Faculty utilize typical campus resources for assistance, including contacting InformTechnology Services via email or telephone. ITS and the Center for Teaching Excellence provide otraining and workshops in the use of Laulima, the University of Hawaiis online course LearningManagement System and other distance education related topics (e.g., plagiarism, best practices, etspecific technology resources are provided by the department, although online faculty have receivepreferential treatment concerning the purchase of computer hardware necessary for online course d

Faculty Support

Initial Training:Initial training for music faculty was conducted in one-to-one sessions with the progradirector on all facets of course organization and technologies utilized. Subsequent assistance has beavailable to faculty as needed throughout our course offerings.

Guidelines for Online Teaching:Faculty in this program are informed of the need to follow all standardsrelated to distance learning at the University of Hawaii. In addition, faculty are initially trained onBest Practices for Distance Learning including the need to create an interactive community of leaeach course offering.

Department Technology Capacity Facilities/Laboratories:No special facilities or laboratories are required for the online M.A. programusic education.

Equipment Hardware:Most program courses are housed on the UH Mnoa central server. Facultyin this program have received preferential treatment to upgrade computer systems as needed toensure the continuity of online course offerings.

Computer Software:The University of Hawaii maintains a central software Learning ManagemeSystem called Laulima which is based on the Sakai Open-Source code. No additional softwaprovided by the department.


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Training of students

Almost all courses in this online program use common Internet technologies (video, audio, digital dand web pages). Instructors are encouraged to include a brief orientation to these technologies priobeginning their content to ensure student success. A sample may be accessed at this web address:http://web.me.com/professoraloha/Orientation/Online_Course_Orientation.html

One course (MUS 600F) includes an extensive module in virtual reality usingSecond Life. This courseprovided students with a full two-week orientation to that advanced software and additional individwas available to students as needed.

Assessment of the Educational Effectiveness of the Program

Formal student learning outcomes for all graduate degrees are currently under development across disciplines in the music department. The M.A. in Music Education program expands on undergraduofferings in general musicianship, as well as provides advanced course work in the theoretical, phipsychological, sociological, research, and curricular foundations within the field. Formative evaluaconducted within each individual course utilizing various tools including: 1) timed online examinaquizzes; 2) essays and research papers; 3) student projects, and 4) peer evaluations.Summative evaluation for the program is completed via a culminating research project and an in-pproctored, three-hour comprehensive examination consisting of approximately 200 test items covermusic education content required in the degree. All graduates in this program have successfully patheir comprehensive examinations to date.

No summative changes were necessary due to these results. Assessments match content and instrucgoals appropriately. Individual course evaluations are completed by students each semester. Thoseevaluations have led to minor modifications of each course after faculty review.

Program Retention: Admission to the online M.A. program in music education has resulted in a very hcompletion rate of approximately 95% since its inception. This is consistent with on-campus progr

Student Satisfaction: Students are asked to complete a course evaluation survey at the end of each onlicourse to determine their satisfaction with the instructor and content. Data for 2009-2010 indicatesonline courses in this program are viewed very positively and some instructors are better at online than others. This is consistent with on-campus offerings.

Overall student evaluations of UHM online music courses for the 20092010 School Year

Semester Course Average Overall Student Evaluation*

Fall 2009 MUS 600F 4.6

Fall 2009 MUS 477 3.9

Spring 2010 MUS 701B 3.2


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Overall student evaluations of UHM online music courses for the 20092010 School Year

Semester Course Average Overall Student Evaluation*

Spring 2010 MUS 651 5.0

Spring 2010 MUS 477 4.3

*Scale Used: 5.0=Excellent; 4.0=Good; 3.0=Average; 2.0=Fair; 1.0=Poor

Comparison of Effectiveness to On-campus Students:Only two courses in this degree program offer both aface-to-face section and an online section. Comparison of those two classes (Music 407 and Mus

show that online students have been more successful in course completion based on grades but aremore likely to drop the course before completion. Please note that Music 407 is not taught by the sinstructor in both delivery methods making comparisons difficult.

Course DeliveryMethod

Total Number of Students

InitiallyEnrolled

2004 - 2010

Percentage of Students

CompletingCourse After

InitialEnrollment

StudentSuccess Rate

Based onGrades of C-

or Better

Music 477: History of Rockn Roll Online 513 80% 88%

Music 477: History of Rockn Roll On-Campus 221 83% 80%

Music 407: World Musics Online 103 88% 91%

Music 407: World Musics On-Campus 212 67% 73%

Program url: http://www.hawaii.edu/uhmmusic/degrees/MA_MusEd_Online.htm


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Shidler College of BusinessMaster in Business Administration

Neighbor Island Program

Program Description

The Neighbor Island MBA (NIMBA) program is an extension of the Colleges resident evening MIt is a part-time, cohort program with students taking six credit hours of course work per semester. complete the 48 credit hour program in three years, including two summers.Neighbor Island MBAparticipants take classes via two-way video in designated classrooms at the receiving sites at the saM noa students take classes in the Shidler College and are able to ask questions, offer comments, cproject presentations, and participate in other dialogue in real time.

Courses of the program are taught by regular Shidler College faculty as well as by practitioner expthe community. The faculty members come from diverse disciplines and are selected on the bases oexpertise, teaching excellence, and commitment to the goals of the program and sensitivity to partineeds.

All NIMBA participants are required to attend a residence weekend in August at the beginning of tprogram, which enhances class cohesion and identity. This is also an opportunity for students to methe faculty director, other program faculty and staff, and their fellow participants from the other islStudents may also attend any of the classes at Mnoa.

Intended Student Audience: NIMBA is geared to part-time students who are located on the Neighbor Islands who wish to receive an MBA degree.

Geographic Scope: The NIMBA program is offered to qualified individuals on Maui, Lnai, Kauai, andHawaii Island (both in Hilo and Kona). It is a cooperative effort between UHM, the University CeMaui, Lnai, Kauai, and Kona, and the University of Hawaii at Hilo.

Delivery Modalities

The delivery mode is two-way video with online support. The College has built a distance educatioclassroom on the Mnoa campus. Via two-way videoconferencing the students in the NIMBA programparticipate in classes with the Colleges evening MBA students. The program uses a combination otechnologies: videoconferencing is done via Polycom and lectures are made available over the webthe Mediasite webcasting and knowledge management system from Sonic Foundry. The distance estudents meet at specific locations on the major islands to participate in the classes. All of the classmade available as searchable content and synchronized video. The Universitys course managemensystem, Laulima, email, and course websites are used for distribution of course materials. There artechnical support personnel at all locations to support the faculty members.


The College has a distance education classroom in which all of the NIMBA classes are taught. Theequipped with videoconferencing capabilities to handle up to seven remote sites simultaneously. Tat the distant locations are supported by the University and have dedicated technical support staff.

The campus computing and library infrastructure was designed to not differentiate between studenoff campus; therefore, that technology is accessible to students regardless of location. Access to boservices are available to students from the ten campuses of the UH system, via the Internet and in t


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of libraries, from the public state libraries of the Department of Education.

Faculty Support: The faculty are trained by the Colleges technical support person and a trained studassistant is available for each class.

Training of students: Student receive training during the residence weekend at the beginning of theprogram. They use the Universitys online support for the course management system and have accthe technical support staff at their sites and in the Colleges Center for Executive Education.


The MBA has been going on for a number of years and has gone through many program reviews. TNIMBA program was a regular MBA offered to students on the Neighbor Islands between 1999-20with other College programs, students currently complete end-of-course reviews on faculty, contenlearning environment.

Program review is handled by the faculty director for the program, the staff of the Colleges CenterExecutive Education, and the Curriculum and Programs Committee, a standing committee of the CFaculty Senate.

The learning objectives are assessed as part of the Colleges ongoing assessment activities. The profaculty director monitors each students performance in the classes and the program as a whole. ThCollege is currently investigating the use of online tools for assessing student learning outcomes foundergraduate and graduate programs. When these methods are ready for use, they will also be useNIMBA.

Program url: http://www.mba.shidler.hawaii.edu/


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Shidler College of BusinessVietnam Executive MBA Program (VEMBA Program)

Program Description

The Shidler College of Business is committed to deliver its first-rate Executive MBA program that guide, and prepare Vietnams top executives who wish to elevate their management skills. This twoexecutive program format allows participants living in Hanoi or Ho Chi Minh City to maintain fullmanagement positions while earning their degree. Students learn from an integrated, modern curricthat incorporates core business disciplines with cutting-edge business practices including: accountfinance, business strategy and management of information technologies, entrepreneurship, supply management, negotiation strategies, marketing and ethnics, e-business and Asia-Pacific global busstrategy.

Curriculum: The curriculum consists of 27 credits in required courses and 21 credits of elective coursPast elective courses include negotiation and conflict resolution, investment analysis and managemglobal marketing and branding, and marketing in the Internet age. The required courses are:

Course Cr HoursBUS 621 Business Statistics 1.5BUS 622 Economic Foundations of Strategy 1.5BUS 623 Marketing Management 3.0BUS 624 Accounting for Decision Making 3.0BUS 625 Leadership and Communication 1.5BUS 626 Organizational Behavior 1.5BUS 627 Business, Government, and External Environment 1.5BUS 628 Ethics 1.5BUS 629 Managerial Finance 3.0BUS 630 Managing Information Technology for Strategic Advantage 1.5BUS 631 Operations and Supply Chain Management 1.5BUS 632 Business Policy and Strategy 3.0BUS 696 MBA Consulting Practicum 3.0

Faculty: The curriculum of the VEMBA program is the same as that for the other MBA programs. Tdelivery of the instruction is done by College faculty. Some part-time faculty are employed for specourses, but the VEMBA curriculum exceeds the requirement of the AACSB International standardfaculty sufficiency. Eighteen of our full-time faculty have taught in the VEMBA program over the years.

All of the primary faculty teaching in the program are full-time, tenured faculty members of the ShCollege of Business. They all have University of Hawaii graduate faculty status and are active in r

Student Support Services: All academic advising is done by the Faculty Director and a student servicesprogram associate in Shidlers Center for Executive Education. Students in the VEMBA program hregular advising from the on-site program manager, from the Shidler College of Business faculty dduring visits to the partner campuses and via email, and from the Assistant Dean for Student ServicAssistant Director for Degree Programs, via email. Both the faculty director and the program manaconstant contact with the students via email.

Library Services:VEMBA students have accessed to UH Online Libraries via the Internet using their accounts. The UH library has an extensive set of journals and other material available in electronic


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Intended Student Audience: The program is structured for part-time adult learners, specifically,successful executives working full-time and international students from the expatriate communitiein Vietnam.

Geographic Scope: The program is marketed primarily in Vietnam with a focus on Ho Chi Minh CityHanoi.

Delivery Modalities

All classes are taught in English and are held in Vietnam, with an optional summer study at the UnHawaii at Mnoa. Rather than having students take multiple courses simultaneously during a semestVEMBA courses are offered sequentially. The format of a three-credit hour course is nine days (3of classroom work followed by a minimum three-week period of no classes during which studenand reflect on the material presented, work on projects and in groups, communicate with the facultover the Internet, and prepare for the final exam. Final exams are given at the end of the three-weetypically the day before the next class begins.

Some courses (i.e., economics of strategy, business statistics, accounting for decision making, mafinance) have three to six hours of pre-course tutorial. In other classes, faculty members may secourse assignments for the students. After the in-country portion of the courses, all courseassignments (group project, term papers, or final exams) and faculty interaction through the Interne


VEMBA classes are for business executives. All sessions are held in auditoria with wireless accessInternet. All students have their own laptops. Whenever required, the software is provided with thePrior to the class, the IT staff helps the students install their software (e.g., statistical programs, andmanagement programs).

On-site staff provide support to students on how to access online resources. At the beginning of ea

course, faculty normally provide instructions to students on how to use online resources for their claddition, Shidler College of Business staff experts have developed instructions sheets (one for facuone for students) on how to maximize the use of Laulima. As a back-up, each off-campus student icontacted by Shidler College of Business support staff to ensure that they are aware that staff is avanswer questions. Finally, most book publishers also provide online resources to students on how teffectively use their materials.

Faculty Support

The faculty director, who is Vietnamese, meets with all potential faculty in the program to discuss program and the culture and society in Vietnam. In consultation with the academic department chafaculty director chooses faculty members to teach in the program who would best fit. Once selecte

members are given a 20-page country report on Vietnam, which provides an introduction to the Viesociety, culture, and economy. The faculty also meet with faculty who have previously taught in thto discuss cultural and logistic issues. The faculty director also provides personal consultations withnew to the program. In country, the program staff provide guidance to faculty members and supporlocal arrangements. They also assist faculty in assigning students to groups in a manner to best megoals of the faculty member, in setting up meetings between faculty and students outside of the claand in arranging for local business professionals to speak in classes.


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Assessment of Educational Effectiveness of the Program

Student learning outcomes for the program have been established in accordance with our profaccrediting association. These outcomes have been mapped to the curriculum of the program.

The assessment process involves embedded class assignments in designated courses. The speassignment(s) is at the discretion of the faculty member. Faculty members apply a rubric associatedlearning outcome(s) to a 20% or larger sample of students. The faculty member records the achievement (does not meet, meets, exceeds expectation) and reports the results to the deans offic

Learning outcome data is analyzed each semester and annually, in accordance with course scheCourse embedded learning outcomes is analyzed by trait, object and goal to provide an overall picwhether or not the Shidler College of Business students are able to demonstrate the knowledge athat are expected of Shidler College graduates. Raw data reflecting measurement of all learning goprograms is assembled and analyzed in the deans office. Results are discussed by the Deans ACommittee (chairs and associate deans), who may choose to review the raw data and to conductanalysis. Findings and recommendations are presented to and acted upon by the Curriculum Comm

Additional forms of assessment are as follows:a) bi-annual polling of alumni during alumni receptionsb) online survey of the impact of VEMBA education of entrepreneurial orientation

graduatesc) formal review of each student at the end of the first year by the faculty director.

results are also discussed by the Deans Advisory Committee and used by the CurriCommittee to guide improvements in student learning and program effectiveness.

Every three years, faculty committees and other interested members of the Shidler College commconduct an assessment review. The assessment review may include evaluation of learning outcomesamples of student work, rubrics, syllabi, course exams, program review documents, strategic planaccreditation requirements, and other available materials. This review, coordinated by the deans o

consider possible revisions of program learning outcomes, measure of learning outcomes, assessment of the assessment process plan and its implementation. The expected outcome of rassessment reviews is continuous improvement of instructional programs.

Program url: http://www.shidler.hawaii.edu/vietnam/


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Shidler College of BusinessMaster of Human Resource Management (MHRM)

Program Description

The Master of Human Resource Management (MHRM) program is offered in an accelerated execuformat for working professionals and is specifically customized to equip human resource managerstools necessary to effectively meet the challenges of an ever-changing business climate. In the pastMHRM program has been offered on Oahu, Maui, Kauai and Hawaii Island.

This 16-month, 30-credit-hour program (ten, 3 credit hour graduate level courses) is designed to enthe skills of individuals in the profession as well as those interested in pursuing a career in HRM. Tcurriculum provides advanced education in organizational behavior and dynamics, staffing, trainincompensation, benefits, career development, health and safety, and labor relations. Legal and regulrequirements in these areas create a need for a firm foundation in employment law, a need that is mthrough a course dedicated to the topic. Participants will also have the opportunity to choose one hresource elective as a class.

Neighbor Island participants take classes in designated classrooms at the receiving sites at the samthe Mnoa students take classes in the Shidler College, and are able to ask questions, offer commenconduct project presentations, and participate in other dialogue in real time via two-way video.

Courses are taught by regular Shidler College faculty as well as by practitioner experts from the coThe faculty members come from diverse disciplines and are selected on the bases of expertise, teacexcellence, and commitment to the goals of the program and sensitivity to participants needs.

All participants, including those from the Neighbor Islands, are required to attend a residence weekbeginning of the program, which enhances class cohesion and identity. This is also an opportunity students to meet with the faculty director, other program faculty and staff, and their fellow participthe other islands. Students may also attend any of the classes at Mnoa.

Intended Student Audience: The program is structured for managers and executives working full-timeall others who can meet the admissions, academic and tuition requirements of the program. Class mare scheduled in the evenings and on Saturdays.

Geographic Scope: The purpose of the program is to deliver a Master in Human Resources Managemdegree to executive-level students on Oahu and the other major islands in the State of Hawaii. It cooperative effort between UHM, the University Centers on Maui, Lnai, Kauai, and Kona, and theUniversity of Hawaii at Hilo.

Delivery Modalities

The delivery mode is two-way video with online support. The College has built a distance educatioclassroom. Via two-way videoconferencing the students on the Neighbor Islands participate in classtudents on campus at Mnoa. The program uses a combination of technologies: videoconferencing is dvia Polycom and lectures are made available over the web using the Mediasite webcasting and knomanagement system from Sonic Foundry. The distance education students meet at specific locationmajor islands to participate in the classes. All of the classes are made available as searchable contesynchronized video. The Universitys course management system, Laulima, email, and course web


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used for distribution of course materials. There are technical support personnel at all locations to sufaculty members.


The College has a distance education classroom in which all of the MHRM classes are taught. Theequipped with videoconferencing capabilities to handle up to seven remote sites simultaneously. Tat the distant locations are supported by the University and have dedicated technical support staff.

The campus computing and library infrastructure was designed to not differentiate between studenoff campus; therefore, that technology is accessible to students regardless of location. Access to boservices are available to students from the ten campuses of the UH system, via the Internet and in tof libraries, from the public state libraries of the Department of Education.

Faculty Support

The College provides individual Polycom training for all the faculty members who participate in thprogram. In addition, the College has faculty and staff who have expertise in distance education anprogramming that provide the training for faculty when necessary. Many College faculty memberstaught in the distance MBA programs and are very supportive of remote location education initiativ

The faculty are trained by the Colleges technical support person and a trained student assistant is afor each class.

Training of Students

Students receive training during the residence weekend at the beginning of the program. Neighborstudents have full use of the UH Mnoa and system computers and allied services as well as access to on-campus facilities during joint sessions.

Individualized assistance is provided to any student who requires help with accessing online materProgram Manager at the Center for Executive Development works closely with students and facultensure all material can be assessed.


The MHRM program has a history of successful student cohorts. Program completion is a strong inprogram delivery success. As with other College programs, students currently complete end-of-coureviews on faculty, content and learning environment.

Program review is handled by the faculty director for the program, the staff of the Colleges CenterExecutive Education, and the Curriculum and Programs Committee, a standing committee of the C

Faculty Senate.The learning objectives are assessed as part of the Colleges ongoing assessment activities. The profaculty director monitors each students performance in the classes and the program as a whole. ThCollege is currently investigating the use of online tools for assessing student learning outcomes foundergraduate and graduate programs. When these methods are ready for use, they will also be usethe MHRM program.

Program url: http://shidler.hawaii.edu/Default.aspxtabid=290


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College of EducationDistance and Off-Campus Programs

The College of Education offers seven programs that are delivered via distance technologies and osite program that is conducted in American Samoa. Descriptions of each of the programs follows.Information regarding technological support and assessment of educational effectiveness that appliCollege of Education (COE) programs is described here.

Faculty Support and Development

A collection of training and reference resources for Elluminate use are available from the CollegesTechnology and Distance Programs (TDP) Office as a publicly viewable site, as well as periodic livopportunities both online and in-person. TDP also maintains an Elluminate help desk to serve COEand other licensed UH campuses. Support is available by phone, email, and online via Elluminate i

The College of Education faculty is now competent with Sakai (Laulima). COE provides faculty wsupport and training in online technologies through its Technology and Distance Programs Office. partnership with other technology support offices within UH, offers in-depth training on Sakai (Laufaculty, including recordings for web review. A collection of resources, including job aids, recordeand FAQs are available within Laulima itself at Laulima for Faculty.


UHM College of Educations Technology and Distance Programs office provides course developmservices to distance programs through its Distance Course Design and Consulting group (DCDC).Instructional design, analysis of learning objectives, alignment to professional standards, and medidevelopment are handled by DCDC in conjunction with program instructors.http://www.dcdcgroup.org http://coe.hawaii.edu/about/faculty/support

COE faculty are issued a static URL which serves as their virtual office, enabling them to teach clameet with individuals or groups, and hold virtual office hours for a worldwide audience. UHM ColEducation maintains a license for Elluminate Live web conferencing and related tools for scriptingsynchronous sessions and/or pod-casting recorded sessions. This service provides 24/7/365 access scheduling or capacity limits.

Training of Students

Students in many of the Colleges distance programs take a one-credit weekend course, ETEC 501for Distance Students), that provides both program orientation and technology orientation. ETEC 5includes reviews of openly available word processor and presentation software features, research t

including the UH library online services, collaboration software, web conferencing, and more. Studattend in-person (typically), and TDP staff ensure that our minimum software requirements are instthe students personal laptops.

The Colleges Student Wiki compiles resources for student learning about program-related technRecorded workshops, short video tutorials, and job aids are available here. Online student resourcelinked from the Colleges public website as well.


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UH students enjoy robust online access to UH library resources through electronic journals, onlineask-a-librarian 24/7, and more. Other student services for online students are offered through the OCollege.

Assessment of the Educational Effectiveness of the Programs

All teacher education programs offered by the UHM College of Education undergo thorough and rreview in order to meet state and national standards. Following are elements of the regular reviews

Assessment of students throughout the program including evaluation of student teacand other clinical experiences that are conducted in cooperation with classroom teacand other professional educators

Assessment of all classesProgram exit surveys of teacher candidates views of how well the program helped them mstandardsGraduates scores on national teacher exams (the Hawaii Teachers Standards Board requirthat applicants for teaching licenses pass Praxis Pre-professional Skills Tests as well as relevtests of pedagogical and content knowledge)Surveys of graduates three years after graduationInterviews of recent alumni, cooperating teachers, and principalsSurveys of employers of graduates three years after program completion

Assessment of students and of programs is outcome based and meets standards established by theNational Accreditation of Teacher Education (NCATE). Program faculty are provided assessment dyear and are required to make appropriate changes in programs and policies based on the data.


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B.Ed. in Elementary Education (B.Ed. Statewide)

Program Description

The BEd Statewide Teacher Education Program in Elementary Education is a distance education prthat leads to the Bachelor of Education Degree in Elementary Education. The Bachelor of Educatioin Elementary Education is designed to prepare professional educators to teach in grades K-6. The Statewide Teacher Education Program in Elementary Education parallels our Bachelor of EducatioProgram offered on the Mnoa campus. Both programs meet the criteria established by the NationalCouncil for the Accreditation of Teacher Education (NCATE) for national accreditation and are staapproved teacher education programs endorsed by the Hawaii Teacher Standards Board. Graduatethe BEd Statewide Program in Elementary Education are eligible for obtaining teacher licensure frHawaii Teachers Standards Board in Elementary Education, Grades K-6. The BEd Statewide ProElementary Education is a 24-month continuous program. A new cohort of teacher candidates begiMay. The size and number of cohorts depends on the number of applicants to the program.

Curriculum:Teacher candidates participate in a field-based program where they work alongside mentteachers in elementary classrooms while taking courses in the College of Education. The BEd StateProgram in Elementary Education curriculum offers foundational courses and methods courses to pteacher candidates to teach in kindergarten through sixth grade. Methods courses are required in thfollowing content areas: literacy and language arts; mathematics; science; social studies; personal and social skills; physical education; visual arts; and performing arts. Required foundational courseskills for distance students; technology; multicultural education; educational foundations; educatiopsychology; teaching; educating students with exceptionalities in the elementary classroom; and mrecently technology for students with disabilities. A schedule of courses for a full 24-month cycle oprogram follows:

Schedule of Courses For a Full Two-Year CycleSummer I May to AugustETEC 501, Skills for Distance Students (1 credit)

SPED 480, Technology for Students with Disabilities (3 credits) [Replaces ETEC 442]ITE 360, Introduction to Multicultural Education (3 credits), H Focus DesignationEDEF 310, Educational Foundations (3 credits)

Fall I August to December ITE 312, Introduction to Teaching (3 credits), WI Focus DesignationITE 313, Literacy and Language Arts, I (3 credits), WI Focus DesignationITE 324, Mathematics, Elementary, I (3 credits)ITE 317, Field Experience, Elementary (3 credits)

Spring I January to MayITE 314, Literacy and Language Arts, II (3 credits), WI Focus DesignationITE 325, Mathematics, Elementary, II (3 credits)ITE 329, Performing Arts (3 credits), O Focus DesignationITE 317, Field Experience, Elementary (3 credits)

Summer II May to AugustITE 326, Visual Arts, Elementary (3 credits)SPED 444, Educating Students with Exceptionalities in the Elementary Classroom(3 credits), WI Focus DesignationEDEP 311, Educational Psychology (3 credits)

Fall II August to December


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ITE 322, Social Studies, Elementary (3 credits), WI Focus DesignationITE 323, Science, Elementary (3 credits), WI Focus DesignationITE 343, K-6 Personal Health and Social Skills (3 credits)ITE 317, Field Experience, Elementary (3 credits)

Spring II January to MayITE 390, Student Teaching (10 credits)ITE 391, Student Teaching Seminar (2 credits), E and O Focus Designations

Faculty: BEd Statewide Program Faculty in Elementary Education are full-time faculty, who also teaour Mnoa Program in Elementary and Early Childhood Education and attend our program faculty mon the Mnoa campus. This insures that the quality of our distance program is equal to the quality ofM noa program. Field supervisors, who reside on each island, work with our students in their fieldplacements as island coordinators and as field supervisors. Our Mnoa and our Statewide Programincludes faculty who work as lecturers, instructors, assistant specialists, associate specialists, speciaassistant professors, associate professors and professors.

Student Support Services: Students enrolled in the BEd Statewide Program in Elementary Education mwith advisors in the COE Office of Student Academic Services. Advisors help students prepare to eour program and check on their progress throughout the program to insure students have met all ofrequirements for graduation. These advisors meet either face-to-face or electronically with studentislands of Kauai, Oahu, Molokai, Maui, and Lnai. The BEd Statewide Program in Elementary Educationalso employs a Program Coordinator and Island Coordinators, who offer support to our teacher canthroughout the program. Other support services for students include the UH Information TechnoloServices (ITS) and our COE Office of Technology and Distance Programs (TDP). The students enrour Statewide Program may also take advantage of the counseling services available on the Mnoa campus.Students with disabilities contact the KOKUA program each semester to help insure all instructorsaccommodating their needs. A small travel stipend is provided to students, which partially reimburstudents for expenses incurred when traveling to face-to-face sessions.

Library: Teacher candidates in the BEd Statewide Program in Elementary Education receive trainingto access the Mnoa Library System electronically during our first session on the Mnoa campus. Teacher candidates participate in a course entitled, Becoming a Distance Learner, where they register with library system and practice accessing the UH System library resources to engage in research.

Technological Support Services:The BEd Statewide Program in Elementary Education requires all teachcandidates to own a laptop that meets specific criteria established by our College. The Statewide Pbegins with a technology intensive weekend designed to help all students succeed as distance learnThis three-day course (ETEC 501) and program orientation offers training in a wide variety of instsoftware and media. Teacher candidates are provided CDs with software to expedite the integrationtechnology into teaching and learning. Teacher candidates in our Statewide Program have access totechnology help desk provided by our Colleges Office of Technology and Distance Programs as whelp desk provided by Information Technology Services. The program coordinator and the teachinprovide ongoing technology support to teacher candidates throughout the two-year program.

Intended Student Audience

The BEd Statewide Program in Elementary Education is designed for full-time undergraduate studlive on the Hawaiian Islands other than Oahu. Many of our teacher candidates obtained their AssoArts Degree through one of the UH System community colleges. We also enroll students who alreaa Bachelors Degree in another area of specialization or students who have obtained a Masters Dewant to become an elementary teacher. The average age of our Statewide Program participants is m


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higher than that of our Mnoa program in Elementary Education (calculated in 2006-2008 to be an average of 36 years old). Many of our Statewide Program students are working to provide for their ownand live in rural areas throughout the Hawaiian Islands. Each year, several students from our Mnoaprogram request to transfer into our BEd Statewide Program during their student teaching semestercan live and teach on their home island. We are also able to accommodate students who need morecomplete program requirements due to outside demands on their time. In these cases we develop a plan of assistance to help our students graduate in a timely manner. During 2008 and 2009, we accfew students who live on Oahu (two students in 2008 and four students in the 2009). These Oahupreferred the distance education model of program delivery or needed additional accommodations their college degree in a timely manner. The ability to open our Statewide Program to students whoon Oahu insures we can offer this distance-learning program each year to students who live on islother than Oahu.

Geographic Scope: The Statewide Program in Elementary Education serves students who live on theislands of Hawaii, Kauai, Lnai, Maui, Molokai and Oahu.

Delivery Modalities

The BEd Statewide Program in Elementary Education is delivered in a hybrid format that combidifferent modalities within courses as well as within the program. The modalities include face-to-fainstruction on the Mnoa campus, face-to-face instruction at the University Centers on the islands of Kand Maui, online asynchronous and synchronous instruction, online recordings, teacher-created CDdistributed to each student, and on-site faculty working with teacher candidates and mentor teacherelementary classrooms. Field seminars are also held on a regular basis on each island where teachecandidates and field supervisors meet face-to-face each month.

Percentage of Program Delivered by Each Modality

Modality Average hourseach semester for 12 credits of

course work

Percentage based on 600 hours per semester devoted to being a full-time

studentFace-to-face Instruction on theM noa Campus

60 hours 10%

Face-to-face Field Seminars onHome Islands

12 hours 2%

Field-based work in ElementaryClassrooms

150 hours 25%

Online Asynchronous Instruction 366 hours 61%Online Synchronous Instruction 12 hours 2%


The BEd Statewide Program uses the same assessment model as the Elementary and Early ChildhoEducation Program offered on the Mnoa campus and is subject to the same rigorous reviews as all other programs. A discussion of assessment results for this program and how those results have been useprogram improvement is provided in Attachment E-1.

Program url: http://www.coe.hawaii.edu/ite/bed-elementary/early-childhood


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B.Ed. in Elementary EducationOff-Campus Delivery to American Samoa

(Territorial Teacher Training Assistance Project)

Program Description

The Territorial Teacher Training Assistance Project (TTTAP) is a federally-funded program with thobjective of upgrading basic skills and instructional abilities of in-service teachers from American For the past 29 years, a three-way partnership has existed between the American Samoa DepartmeEducation (ASDOE), the College of Education (COE) of the University of Hawaii at Mnoa (UHM), and theAmerican Samoa Community College (ASCC) in offering a Bachelor of Elementary Education degone aspect of the Territorial Teacher Training Assistance Project. Recognition of teacher competenthrough local teacher certification is a secondary objective that has been identified by the AmericanDepartment of Education.

Curriculum

The delivery of courses to the project is through the cohort model that was implemented in Fall 19

then, the program has graduated students from 20 cohorts, resulting in over 500 graduates. Two necohorts were started in 2009 with Cohort XXII in spring and Cohort XXIII in fall. While TTTAP pworks with students in the cohort program, a second group of students exists which includes those teacher certification, and those working to enter the cohort by taking academic emphasis classes.

The Bachelor of Education degree requires a minimum of 126 credit hours, 60 of which may be trafrom the American Samoa Community College (ASCC). Thirty-one of these credits make up thePre-Education Core of general education courses, providing subject matter background knowledge for prospective teachers. The majority of these pre-education courses must be completed prior to enrolUHM courses. Additionally, teachers must exhibit competency in the English language as a means facilitating success in the program. English proficiency is demonstrated by students successfully cothe equivalent to UH Mnoas ENG 100. TTTAP candidates must pass the PPST with a score of 170 or

greater in Reading, Writing and Math prior to admission into the College of Education. TTTAP facprovide free PPST training each Friday for two-hour sessions to assist candidates in American SamELL learners, in passing this standardized teaching test.

Upon verification of English proficiency and acceptance into the cohort program, students are thento begin their Professional Education Core consisting of approximately 51 credits of course work inmethodology, fieldwork, and student teaching. In addition to the education core, students must comcredits in six different areas related to elementary education to fulfill their Academic Emphasis inElementary Education . These courses are considered outside of the cohort program and can be takenprior to entrance into the program. Students may also opt to take additional courses (24 credits) forspecialization in either special education or early childhood. Students must also satisfy theFocusRequirements to fulfill the Universitys graduation requirements. These focus requirements may be

completed by taking education core courses with these specific focus designations: Hawaiian, AsiaPacific Issues (H), Contemporary Ethical Issues (E), Oral Communication (O), and Writing Intensisummary, the program requirements may be broken down into the following components:

English Language Proficiency Focus RequirementsSuccessful completion of ENG 100 1 course in Hawaiian, Asian and Pacific IssuesPre-Education Core 1 course in Contemporary Ethical Issues1 course in Written Communication 1 course in Oral Communication1 course in Symbolic Reasoning 5 courses designated Writing Intensive2 courses in Social Sciences


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2 courses in Global/Multicultural Perspective2 courses in Arts, Humanities & Literature2 courses in Natural Sciences & 1 lab Emphasis in Elementary Education2 courses in Math: 111 and 112 One course in each of the following areas:Professional Education Core - Educational Foundations4 courses in fieldwork - Psychological Foundations9 courses in methodology - Multicultural EducationStudent teaching/seminar - Performance Arts

- Educational Technology- Special Education

For Specialization in:

Special Education Early Childhood5 courses in Special Education 4 courses in Family Resources2 courses in SPED fieldwork 2 courses in Early Childhood6 credits of SPED student teaching 2 courses in ECE fieldwork

Role of American Samoa Teacher Education Program (ASTEP):In a memorandum of understanding datedSeptember 8, 1989, the American Samoan Teacher Education Program (ASTEP) office was establi

the American Samoa Community College with the purpose of coordinating a comprehensive progrteacher education to meet the needs of the Department of Education and the community as a wholethe past 19 years, the Department of Education, the University of Hawaii and the ASTEP office haworked together in this effort. ASTEP has primary responsibility for keeping records and advising completing the pre-education core; scheduling pre-education courses; providing library support; anduplicating services. In 2008 the American Samoa Community College began a four-year teacher eprogram through their Teacher Education department. That program is pending WASC approval.

Role of the University of Hawaii at M noa: The University of Hawaii at Mnoa executes the charge of providing an in-service teacher education program which can eventuate in a Bachelor of Educationin Elementary Education for those who so desire, while simultaneously addressing the on-going teatraining needs of the ASDOE. This program is geared primarily towards the needs of elementary teFor the purposes of attaining a baccalaureate degree in elementary education, teachers must: (1) coa core of professional education courses in teaching methodology for the content areas with fieldw (2) successfully complete a semester of student teaching. Teachers who hold degrees in fields otheeducation are able to meet local certification requirements by completing three foundations coursesUH College of Education.

Schedule of Courses

The cohort program provides education courses in an established sequence over a period of time. Oaverage, the cohort program is 2-1/2 years long that includes two summers. The cohort model incocharacteristics of sequenced instruction, consistent mentoring and team building. A carefully sequeprogram of studies is designed for each cohort group to ensure that all core requirements are met w2-1/2 year timeframe. Students who fall out-of-sequence in their course work often move to anothegroup.

Sample Cohort Schedule*

YEAR ISemester I Fall Semester EDEF 310 Foundations of American Education ETEC 442 Computers in Education


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Semester 2 Spring Semester ITE 312 Foundations in Curriculum and InstructionMATH 111 Elementary Math,ITE 313 Literacy & Literature IITE 317 Field Experience in Elementary Education

Summer Session IMATH 112 Elementary Math, IIITE 360 Multicultural EducationEDEP 311 Educational Psychology

Summer Session II ITE 314 Literacy & Literature, IIITE 326 Creative ArtsITE 499 Directed Activity (1 cr.)

YEAR IISemester 3 Fall Semester ITE 324 Mathematics, Elementary IITE 322 Social Studies, ElementaryITE 317 Field Experience in Elementary Education

Semester 4 Spring Semester ITE 325 Mathematics, Elementary IIITE 343 Personal & Social K-6 Health SkillsITE 317 Field Experience in Elementary Education

Summer Session I SPED 404 Introduction to Special EducationPerformance Arts Elective (KLS. MUS, THEA, DNCE)ITE 323 Science, Elementary

Summer Session II

ITE 329 Performing Arts ExpressionITE 499 Directed Activity (1 cr.)

YEAR IIISemester 5 Fall Semester ITE 390 Student TeachingITE 391 Seminar for Student Teaching

*Schedules vary by cohort depending on when cohort begins.

Faculty

TTTAP retains a total of five fulltime cohort coordinator positions in American Samoa, two part-tim

instructors in American Samoa, administrative support, and a part-time ad

De Report Fall 2010

Documents

Transcript of De Report Fall 2010