Accreditation Self-Study Book1

University of Hawaii Maui College Hospitality & Tourism Program ACPHA Self-Study in Support of an Application for Accreditation

Submitted by: Hospitality & Tourism Program University of Hawaii Maui College 310 W. Kaahumanu Ave. Kahului, HI 96732

To: The Accreditation Commission for Programs in Hospitality Administration

Table of Contents

Introduction

Message from the Chancellor and Hospitality Advisory Committee Chair ................. 1

College Mission, Vision, Commitments and Core Values .......................................... 2

Strategic Plan Goals 2003 - 2010 .............................................................................. 4

Hospitality & Tourism Program Strategic Plan Goals 2010 - 2015............................. 4

History and Demographics of the College.................................................................. 6

Campus Map................................................................................................................. 17

Organization of the Self-Study ...................................................................................... 18

Standards

Standard 1: Mission, Objectives, and Outcomes .................................................... 21

Standard 2: Planning and Assessment ................................................................... 31

Standard 3: Administration and Governance .......................................................... 41

Standard 4: Curriculum ........................................................................................... 49

Standard 5: Faculty/Instructional Staff .................................................................... 62

Standard 6: Student Services and Activities ........................................................... 72

Standard 7: Physical and Learning Resources ....................................................... 80

Standard 8: Financial Resources ............................................................................ 85

Summary of Planning Agendas..................................................................................... 88

Appendices

Document A: Application for Accreditation

Document B: HOST Strategic Learning Plan

Document C: Curriculum Matrix

Document D: Required Courses Referenced with Program Learning Outcomes

Document E: Course Syllabi

Document F: Program Faculty Profile

Document G: Student Profile

Document H: Financial Profile

Document I: Hospitality Academy of Maui

2009 - 2010 General Catalog

Introduction

University of Hawaii Maui College Hospitality & Tourism Program Self-Study Page 1

Aloha kākou,

Our island destination, Maui, the Magic Isle, has captured “Best Island in the World” honors for the sixteenth time by the Conde Nast Traveler Readers’ Choice Awards Poll and has also garnered the distinction of “Best Pacific Island” for the twentieth consecutive year. These distinctions make Maui the perfect destination to study Hospitality & Tourism. Students come from all over the world to study Hospitality & Tourism at the University of Hawaii Maui College. In addition to Hawaii residents and students from the U.S. mainland, the program attracts individuals from countries such as Japan, Philippines, China, Canada, and Argentina. Students at UH Maui College have the opportunity to immerse themselves in our host culture and learn about a distinct brand of hospitality. As part of UH Maui College’s vision to be “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 Hospitality & Tourism Program is embarking on a journey that will provide a truly authentic learning experience for students unparalleled in the state of Hawaii. The innovation: “HA” of Maui, the Hospitality Academy of Maui’s “Teaching Hotel.” The facility, which includes transforming the College’s former dormitories into a learning lab, will provide our future leaders with a stimulating environment that includes hands on training of running an actual hotel. The concept is built on a sustainable community model in which the College will partner with premier resorts on the island, local businesses, Hawaiian agencies, and apprentice programs to build this teaching hotel. The learning environment will include state of the art facilities, executive suites, cutting edge technology, green design and sustainability, as well as a proposed adopt-a-room strategy that will allow hotels and resorts on Maui to showcase their brands. We envision a learning environment that symbolizes Maui as a world class destination. It will be woven into a program of study that continues to recognize, embrace, and honor our host culture and spirit within our island home. “HĀ,” translated in Hawaiian, is the breath of life, the spirit within. We have a responsibility to ensure that the HĀ of our host culture lives on through what we do. It will be the spirit within that will ensure that we continuously impart in our students an appreciation of Hawaiian values and culture, which is the underlying foundation of Hawaii’s visitor industry. Maui continues to be in the forefront of Hawaii’s visitor industry. Voted as the Best Island in the World and Best Pacific Island, our island destination is truly the perfect place to learn and experience the essence of hospitality. We look forward to your visit! Warmest Aloha, Clyde M. Sakamoto, Ed.D. Kai Pelayo Chancellor Director of Operations, Grand Wailea Hospitality & Tourism Advisory Committee Chair


UNIVERSITY OF HAWAII MAUI COLLEGE

Mission

University of Hawaii Maui College is a learning-centered institution that provides affordable, high quality credit and noncredit educational opportunities to a diverse community of lifelong learners.

Vision

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 and guided by the Native Hawaiian reverence for ahupuaa, a practice of sustaining and sharing diverse but finite resources for the benefit of all.

Commitments and Core Values Overreaching commitments reflect the core values that bind UH Maui College’s faculty, staff, and students together and contribute to the realization of the College’s vision and mission: Aloha: The Hawaiian concept of Aloha encompasses a respect for the history, traditions, and culture of Hawaii and its indigenous people as well as a compassion and caring for the well-being of all people. Collaboration and respect: Education, training, applied research, and community service are enhanced by a shared use of available resources in an atmosphere of open communication, integrity, and mutual respect. Academic freedom and intellectual rigor: Faculty in all disciplines challenge their students and themselves to expand their knowledge, embrace intellectual challenges, and prepare for the future. Institutional integrity and service: A commitment to knowledge, evidence, ethics, responsibility, and truth guides institutional activities and development. A spirit of service infuses all college activities. Access, affordability, and excellence: The College is committed to offering open access to programs of the highest quality at an affordable cost. Active Learning and discovery: Learning opportunities that maximize active student engagement and lead to lifelong learning are valued and encouraged. Diversity, fairness, and equity: The College is committed to ensuring that all populations are represented equitably. Diversity is valued and embraced.


Leveraged technology: Technology is used effectively to enhance instruction and learning and to expand access to educational opportunities through distance education. Hawaiian Islands advantage: The College is committed to achieving a global advantage by making use of Maui County’s unique cultural and geographic attributes.

Innovation and empowerment: The College is committed to a climate of innovation and empowerment, overcoming resource limitations and making continuous improvement in all aspects of its activities. Accountability and fiscal integrity: Taxpayers, donors, and students who support the College receive maximum value for time and resources invested. Malama àina sustainability: The College supports the Hawaiian concept of Malama àina - living in harmony with the land - through conservation, sustainable use, and enhancement of the environment.


Strategic Plan Goals 2003 - 2010 University of Hawaii Maui College’s Strategic Plan includes goals, objectives, and action strategies for 2003 – 2010. Development of the plan included input from the college community and industry leaders. The plan features five goals: Goal 1 Educational Effectiveness and Student Success

Embrace a culture of excellence and performance as the hallmarks of effective student learning and success.

Goal 2 Achieve a shared institutional culture that treasures diversity and

inclusion, honors collegiality, and continuously strives for exceptional performance. Engage in intellectual and educational activities that enable the county of Maui and the state of Hawaii to flourish.

Goal 3 A Model Local, Regional, and Global College

Transform the profile of the College, positioning it as one of the world’s foremost multicultural centers for island and indigenous studies.

Goal 4 Investment in Faculty, Staff, Students, and Their Environment

Recognize and invest in human resources as the key to success and provide an inspiring work environment.

Goal 5 Resources and Stewardship

Acquire, allocate, and manage the resources needed to achieve success and exercise responsible stewardship over University assets.

The Hospitality and Tourism (HOST) program has a Strategic Learning Plan that aligns with the College’s Strategic Plan. The HOST Program’s Strategic Learning Plan 2010 -2015 encompasses the following seven goals: Goal 1 Learning First

Shape the HOST Program’s culture by making learning the top value and design principle in every program course, plan, initiative, and assessment/evaluation.

Goal 2 Start Right

Ensure that students experience extraordinary learning success in their earliest encounters with the HOST Program and establish a solid foundation for success in future learning.

Goal 3 Learning Leaders

Hire, develop, support, and empower learning leaders throughout the HOST Program.


Goal 4 Learning By Design

Create a culture in which clear, specific learning outcomes and assessments engage students as responsible partners in their learning and in which the HOST Program’s faculty can effectively create the best conditions for learning.

Goal 5 Learning Support Systems

Create systems of learning support to enable students to achieve extraordinary learning results in classrooms, laboratories, and beyond.

Goal 6 Diversity Works

Engage the power of diversity to enhance learning and the HOST Program’s impact on the community.

Goal 7 Learning Works

Position the HOST Program as a powerful and effective community partner for creating a learning workforce in a knowledge economy.


History and Demographics of the College

University of Hawaii Maui College has a unique role as it is a two-year institution that offers selected baccalaureate degrees. Accreditation is granted through the Western Association of Schools & Colleges (WASC) Senior Commission. The college began in 1931 as a vocational school; in 1958, it became a technical school. In 1968, the school was incorporated into a newly legislated statewide community college system and placed under the jurisdiction of the University of Hawaii (UH). In 1966, the UH Board of Regents (BOR) approved a name change to Maui Community College and authorized the college to confer both associate in arts and associate in science degrees. In September 1967, the college offered its first lower division transfer courses. In February 2010, the UH Board of Regents approved a request to change the name of UH Maui Community College to UH Maui College, to reflect the transition to a bachelor’s degree granting institution. The college currently offers approximately 400 technical and liberal arts courses at the developmental and collegiate level, leading to a choice of various certificates and degrees. The College now offers two Bachelor of Science degrees, eleven Associate in Applied Science (AAS) degrees, four Associate in Science (AS) degrees, one Associate in Arts (AA) degree, and numerous certificates with the programs. UH Maui College’s main campus in Kahului, Maui is comprised of 40 buildings located on 78 acres. The earliest were built in the 1940s and the latest was built in 2003. The buildings contain approximately 400,000 gross square feet of interior space and range from traditional Hawaiian hales to state-of-the-art culinary and information technology facilities. Paina, completed in 2003, contains a food-court style dining area, a fine dining restaurant, classrooms, and a demonstration kitchen. Kaaike, completed in 2001, houses the media center, computing services, distance learning studios, computer classrooms, production studios, and faculty offices. A new $25 million Science Building is currently under construction with a projected completion date of 2012. A private, off-campus, student apartment facility is within a short walking distance to the College. Accommodating students by using alternative delivery has been a primary value of the College. Self-paced classes, begun in 1985, opened up an array of concurrently-taught courses and diversified offerings in areas with a lower population base. Technological advances further opened access to students by minimizing their need to be physically present on the Kahului campus. The first cable course was broadcast across Maui County in 1986. The SkyBridge tri-isle interactive television system followed shortly in 1988 and enabled students in Molokai, Lanai, and Hana to participate in classes simulcast from the Kahului studio. Statewide delivery via the Hawaii Interactive Television System (HITS) began in 1991, which made possible advanced degrees from UH four-year institutions.


The history of UH Maui College also reflects its value to accommodate students with difficulty reaching the Kahului campus through the development of Outreach Centers in Hana, Kihei, Lahaina, Lanai, and Molokai. The Office of Continuing Education & Training (OCET) serves the workforce, educational, and cultural needs of the people of Maui County through noncredit classes as well as customized training, apprenticeship, and English as a Second Language programs. Classes are offered at the Kahului campus and at various sites around Maui County. The College prepares students to succeed in their academic endeavors to meet employment needs of the 21st century. General Education standards across the curriculum give students at UH Maui College the opportunity to develop concepts, understandings, and values which enable them to apply their knowledge, skills, and abilities to appreciate ethical principles; to develop interpersonal skills; and to foster an awareness of civic and social responsibilities in a multi-cultural community. The College has established General Education Student Learning Outcomes (SLOs), which encompass the common knowledge and skills needed by each individual to be an effective and contributing personal and citizen. General Education SLOs are integrated into each program. General Education standards include the following: Critical Thinking, Creativity, Oral Communication in English, Written Communication in English, Informational Retrieval and Technology, and Quantitative Reasoning. These outcomes are expected of students who have completed their Associate in Arts (AA), Associate in Science (AS), Associate in Applied Science (AAS), or Bachelor of Applied Science (BAS) degrees.

Student Services

The College has a variety of services to assist and support students throughout their academic journey. Some of the services include: Educational Opportunity Center The Educational Opportunity Center (EOC) provides access to post secondary education for all Maui County residents with emphasis on assisting people from low-income families and those whose parents did not graduate from college. EOC services include career assessment and educational information, college catalog information for Hawaii and mainland schools, financial aid, and information and application assistance for grants, loans, and scholarships. Pre-Admission Counseling Counseling is available to help prospective students make appropriate educational decisions by assessing their educational needs, career interests, and academic qualifications.


Counseling The College offers counseling services throughout the academic year and summer months. A comprehensive program of individual and group counseling is provided for students to enable each individual to develop to his or her fullest potential while realizing educational and career goals. Academic Counseling Counselors assist students in planning their program of study and selecting courses. Information is provided about transfer, course sequence placement, prerequisites, and registration. Student Support Services Program (Pai Ka Mana) This program assists low-income, first generation, and disabled program participants in obtaining the knowledge and skills necessary to successfully complete an associate and/or baccalaureate degree. Services for Students with Disabilities Students with disabilities, either permanent or temporary, may be provided with academic accommodations after completing the intake process. Accommodations may include alternative text, note taker, interpreter, and/or other academic support services, campus accessibility map, and specifically designed auxiliary equipment to meet the needs of students with disabilities. Services for Hearing Impaired Deaf and hard of hearing individuals may contact the disabilities coordinator or call the College’s TDI number for information about available services. Student Life & Campus Activities The Office of Student Life and the Associated Students of UH Maui College (ASUHMC) Student Governance Council are an integral part of the College’s educational and co-curricular program. It supports a wide spectrum of activities, workshops, and forums that promote students’ involvement in college governance and provide opportunities for students to enhance their personal, cultural, social, recreational, and leadership skills.

Campus Services

The College also has a variety of campus services to assist and support students in their academic journey. Some of the services include: The Library The Library provides a diverse collection of materials in support of the college curriculum as well as a place of study to use these materials.


Computing Services Computing Services coordinates and supports instructional (microcomputer classrooms and labs) and administrative computing on the main campus and at the five outreach centers. Bookstore The Bookstore provides students with the textbooks, workbooks, and a variety of required supplies integral to their academic growth and achievement. The Bookstore also provides an Internet Café where students are able to access the Internet at their leisure. The Learning Center The Learning Center provides academic support for students. Services center around five distinct areas: tutorial support, study skills presentations, computer services, testing services, and distance learning services. Ka Lama Computer Lab The Ka Lama Computer Lab is a supervised study area where students may use the computers and business machines to complete their classroom assignments. Personal assistance in the use of computer applications is available at all times. Food Court The UH Maui College Culinary Arts program, together with a partnership with Sodexo, operate the Paina Food Court. Six quick-serve outlets offer a broad selection of local and international foods. The Leis Family Class Act Restaurant offers a fine dining experience. Campus Health Center The Campus Health Center provides affordable and accessible health care to UH Maui College students, faculty, and staff. UH Maui College MEO Head Start The College and Head Start of the Maui Economic Opportunity are partners in the UH Maui College – MEO Head Start, a preschool for 3-5 year olds on the west end of the Kahului campus.

Points of Pride The College has received the following awards and recognitions: Community College Survey of Student Engagement Award UH Maui College was one of four colleges nationally named by the MetLife Foundation Best-Practice Colleges for exemplary performance in student engagement in 2002. The college’s benchmark scores exceeded the national average in all five categories of student engagement: Active & Collaborative Learning, Student Effort, Academic Challenge, Student-Faculty Interaction, and Support for Learners. An award of $10,000


was accepted by the college for use in enhancement of student engagement and retention activities. Bellwether Award from Community College Futures Assembly The College was selected as the 2008 winner of the prestigious Bellwether Award in the category of workforce development. The College’s presentation at the Futures Assembly in Orlando, “Sink or SLIM: A Model to Promote Sustainable Change through Education, Partnerships, and Workforce Development” highlighted the college’s numerous initiatives and partnerships that promote sustainability on the campus and in the community while preparing students for living wage careers. At the presentation ceremony, Bellwether Award Coordinator Anna Lebesch said, “University of Hawaii Maui College provided a national model for sustainability which should be replicated in the colleges and communities throughout the country. I was inspired by the presentation and impressed with how a rural community college could make such a significant impact on students, the community and the environment. I applaud their exemplary efforts.” President’s Honor Roll – Community Service The Corporation for National and Community Service honored UH Maui College in 2009 with a place on the President’s Higher Education Community Service Honor Roll for exemplary service efforts and service to America’s communities. Through service learning, nearly 100 students at the college participate in meaningful community service experiences that instill academic learning, personal growth and civic responsibility. Two programs launched by the college itself for which it received recognition include an after school tutoring program at the nearby Harbor Light Condominiums and a Spanish-English language exchange program. UH Maui College students from a variety of majors provide mentoring and tutoring every week to more than 50 at-risk children who are residents of Harbor Lights. Through the Spanish-English language exchange program, students enrolled in Spanish language courses at the college offer English language tutoring to Hispanic residents who, in exchange, provide Spanish language tutoring to the students. Largest percentage increase in enrollments for Fall 2009 UH Maui College’s enrollment for Fall 2009 was 4,114, a 25.2% increase over enrollment in Fall 2008. The percentage increase was the highest in the state of all UH campuses. The increase was attributed to a number of factors including the poor economy and unemployed and underemployed workers taking classes to gain new job skills. In addition, the college has been actively recruiting high school students and visiting campuses across the state to provide information on the school’s program offerings. The college’s outreach centers also increased their enrollments for Fall 2009 as well. Largest amount of extramural grants among community colleges (over 13 years) Over the past thirteen years UH Maui College has brought in extramural grants totaling $92,198,524. This demonstrates a very aggressive grant development focus and has brought resources to our college that could not have been provided by state funding


alone. Targeted areas for these grant monies have been the science areas, specifically providing access to Science, Technology, Engineering, and Math (STEM) related classes and opportunities for our Native Hawaiian students. Grants have also supported the development and expansion of our electronics program, electro-optics concentration, and sustainable energy program. Many of the grants target developmental education strategies and support services. The Rural Development project supports initiatives that will become sustainable in the health care field, education, and other workforce areas for our tri-island county population. Grants were used to establish and maintain our Oral Health Care Center, providing dental care to the Medicaid and indigent population. Extramural funding is used to manage, coordinate and operate our UHMC-TV Educational Access Television channel providing educational television programming in Maui County and throughout the state.

Enrollment and Demographics Enrollment Fall 2009 enrollment was 4,114 students, an increase of 25.2% over Fall 2008. Additionally, Spring 2010 enrollment increased by 22% to 4,089 from Spring 2009. As of September 2010, the college has an enrollment of 4,383 students for Fall 2010, a 6.5% increase over Fall 2009 enrollment. Over the years, full-time equivalent enrollment has averaged 57% (of total enrollment).

Figure 1. Historical Fall Headcount and Full-time Equivalent (FTE) Enrollment, 2005 – 2009

2003 2004 2005 2006 2007 2008 2009

Headcount 2,985 2,996 2,903 2,841 2,981 3,287 4,114

FTE 1,659 1,682 1,672 1,611 1,651 1,892 2,421

Source: ACSCU Annual Report


During the 2003 – 2009 period, UH Maui College conferred an average of 335 degrees and certificates per year.

Figure 2. Degrees and Certificates Granted by Level, (2005 – 2009)

2003 2004 2005 2006 2007 2008 2009

Total Degrees Granted

293 308 306 360 336 337 407

Certificates (Less than 2 yr)

94 112 100 119 104 61 134

Associate 199 196 206 241 229 271

268

Bachelor

0 0 0 0 3 5 5

Source: ACSCU Annual Report The projected headcount percentage increase per year for UHMC is higher in 2010 -2011 than in the 2012 - 2014 period. Modest enrollment growth is projected from 2012 - 2014.

Figure 3. Projected Headcount 2010 - 2014

Year Students

Percent change

2010

4,272 3.8%

2011

4,401 3.0%

2012

4,472 1.6%

2013

4,493 .5%

2014

4,514 .5%

Source: MAPS Projections Fall 2009


The average going rate of Maui County High School Graduates to UHMC over the 2004-2008 period is 2.2%. Since 2005, the going rate has continued to increase annually.

Figure 4.

Going Rate (Maui County High School Grads to UHMC)

Students Going Rate2004

244 1.8%

2005

241 1.8%

2006

279 2.0%

2007

302 2.2%

2008

445 3.0%

Source: MAPS Going Rates of Hawaii High School Graduates into the University of Hawaii System Women continue to make up more than half of the student population at UHMC and the average age of students is 26.6.

Figure 5.

Students by Gender, Fall 2009

Gender Number Percent Men

1468 35.7%

Women

2646 64.3%

Source: MAPS Selected Characteristics of Credit Students University of Hawaii Community Colleges Fall 2009


Figure 6.

Students by Age, Fall 2009

Age Groups

Number Percent

< 18

320 7.8

18 - 19 949

23.1

20 - 21 648

15.8

22 - 24 508

12.3

25 -29 557

13.5

30 -34 341

8.3

35 -59 745

18.1

60 and over 45

1.0

No data

1 .1



Native Hawaiian/Part Hawaiian students make up 28.2% of the student population at UH Maui College, followed by Caucasian/White students at 26.8%,and Filipino students at 18.6%. The largest ethnic group at the College are Hawaiians/Pacific Islanders, followed by Asians and Caucasians.

Figure 7.

Enrollment by Ethnicity, Fall 2009 Ethnicity Number Percent

ASIAN 1,170 28.4 Chinese 30 .7 Filipino 766 18.6 Asian Indian 2 .04 Japanese 213 5.2 Korean 35 .9 Laotian 0 0 Mixed Asian 106 2.6 Other Asian 8 .19 Thai 3 .07 Vietnamese 7 .1 HAWAIIAN OR PACIFIC ISLANDER 1,243 30.2 Guamanian or Chamorro 4 .09 Native Hawaiian or Part Hawaiian 1,159 28.2 Micronesian 19 .46 Mixed Pacific Islander 20 .49 Pacific Islander 18 .44 Samoan 11 .27 Tongan 12 .29 HISPANIC 125 3.1 Puerto Rican 7 .2 Hispanic 110 2.7 Mixed Hispanic 8 .19 CAUCASIAN 1,123 27.3 Middle Easterner 0 0 Portuguese 21 .5 Caucasian or White 1,102 26.8 AFRICAN AMERICAN OR BLACK 34 .8 AMERICAN INDIAN OR ALASKAN NATIVE 23 .6 MIXED RACE (2 more) 392 9.5 No Data 4 .10



Sixty-nine percent of the regular full-time faculty at UH Maui College are either Instructors or Assistant Professors. Thirty-one percent of the full-time faculty are Associate Professors or Professors.

Figure 8. Regular Full-time Faculty by Rank, Fall 2009

Rank Number Percent of Total

Professor 22

18%

Associate Professor 16

13%

Assistant Professor 33

27%

Instructor 51

42%

Total 122

100%

Source: UH Maui College Human Resources Office

In 2009, UH Maui College had a total of 122 regular full-time faculty and one part-time faculty. There were a total of 159 full-time and part-time lecturers.

Figure 9. Regular Faculty and Lecturers, Full-Time and Part-Time, Fall 2009

Total % Regular Faculty (Full-time & Part-time)

123

100

Lecturers (Full-time & Part-time)

159 100

Source: UH Maui College Human Resources Office


UHMC Kahului Campus Map

Laulima

TLC

Ka‘a‘ike

Pilina

Pa‘ina

Library

Ho‘oulu

Ka Lama

Kupa‘a

Health Center

Maui Police Substation

ToKulanaa‘o Private StudentHousing

MauiCountyRecycling

To Wailuku

Entrance

Automotive Tech

Vocational

Ho‘okipa

Welding Auto Body Carpentry

To Kahului

Ka‘ahumanuShopping Center

HaleNoi‘i

Wahine Pi‘o AvenueEntrance

Handicap RestroomTelephoneHandicap RampElevatorDesignated Smoking Area Handicap Parking - permit required

O&M

217216

219218

Head Start

Nursing

PARKING

PARKING

PARKING

Maui Arts & Cultural

Center

*

*

*

***

***

**

* **********

***

*

**

* **

Kahului B

each Road

Annex

Heona

FLNG

Ho‘oulu (ULU) Agriculture AG Classroom, Greenhouse, Turf Maintenance Bio-Tech lab

Ka‘a‘ike (KAA) Computing Services HITS, SkyBridge, Cable TV studios Media Center

Ka Lama (KLMA) Cooperative Education, Internships & Workforce Readiness Center Ho‘okahua Program Ka Lama Computer Lab Malama Ahupua‘a Po‘okela Project Space Grant College Program

Kupa‘a (KUPAA) Maui CC Marketing Maui CC UH Foundation Office of the Chancellor Sustainable Living Institute of Maui

Laulima (LAU) Apprenticeship Program Maui Language Institute Office of Continuing Education & Training Security Office University of Hawai‘i Center, Maui VITEC Library (LIB) Library Collection Mailroom (1st floor)

Maui Police Substation

Multi-Purpose Building EMS Training Center Rural Development Program US Geological Survey/PBIN Office

Noi‘i (NOII) Science

Nursing (NURS)

O & M Operations & Maintenance

Pa‘ina (PAINA) Maui Culinary Academy The Leis Family Class Act Restaurant

Pilina (PILINA) Board of Student Publications Bookstore Multi-Purpose Room Office of the Vice Chancellor of Academic Affairs Pai Ka Mana Student Support Services Program Student Government Student Life Ulu A‘e Title III Program Wellness Center (WEL)

The Learning Center (TLC) English Office Ku‘ina Project Nursing Office TLC Resource

Vocational (VOC)

UH Cooperative Extension

Welding (WELD)

Directory (Codes for scheduling are in parenthesis)

Annex (ANNX) Hawai‘i Energy Test Lab Health Center Marine Option Program Na Pua No‘eau

Auto Body (AUBODY)

Automotive Technology (AUTECH)

Carpentry (CARPEN) Construction Academy Sustainable Construction Technology

Foreign Language (FLNG)

Hale 216, 217, 218, 219, Faculty Hale (HALE)

Head Start Program

Heona (HEONA) Art Ho‘okipa Admission & Records Business Office and Cashier Counseling Educational Opportunity Center Fashion Technology (HOO FT) Financial Aid Ho‘okama Program Liko A‘e Program Office of Vice Chancellor of Administrative Affairs Office of Vice Chancellor of Student Affairs Personnel Special Needs/Disability Services Upward Bound

PARKING

Multi-PurposeBuilding

**

R

R

R

R

R

R

University of Hawai‘i

Organization of the Self-Study


ORGANIZATION OF THE SELF-STUDY Members of the college community (faculty, staff, administrators, and students) as well as representatives from the HOST Advisory Committee each played an integral role in preparing the self study. Standard 1: Mission, Objectives, and Outcomes UHMC: Debbie Nakama – Articulation Coordinator Lorelle Peros, HOST Program Coordinator Clyde Sakamoto - Chancellor Karen Tanaka – Professor Emeritus Joshua Madamba – HOST student Joy Manning – HOST student Community: Kai Pelayo – Director of Operations, Grand Wailea Lance Gilliland – Resort Manager, Honua Kai Declan McCarthy – Director of Operations, Makena Beach Resort George Reed – Hotel Manager, Sheraton Maui Carol Reimann – Executive Director, Maui Hotel & Lodging Association Standard 2: Planning and Assessment UHMC: Debbie Nakama – Articulation Coordinator Lorelle Peros, HOST Program Coordinator David Grooms – Assistant Dean of Instruction Jan Moore – Accounting Faculty & Assessment Coordinator Brenda Arciaga – HOST student Chansi Carvalho – HOST student Community: Kai Pelayo - Director of Operations, Grand Wailea Declan McCarthy - Director of Operations, Makena Beach Resort Standard 3: Administration and Governance UHMC: Liping Liu - HOST Faculty John McKee – Vice Chancellor of Academic Affairs Diane Meyer – Faculty Coordinator Debbie Nakama – Articulation Coordinator Ashley Chang – HOST student Isabella Wiberg – HOST student


Community: Kai Pelayo - Director of Operations, Grand Wailea George Reed – Hotel Manager, Sheraton Maui Standard 4: Curriculum UHMC: Debbie Nakama - Articulation Coordinator Cyrilla Pascual – Business & Hospitality Department Chair Lorelle Peros - HOST Program Coordinator Karen Tanaka – Professor Emeritus Shiree Gomes – HOST student Ashley Aaron – HOST student Community: Kai Pelayo – Director of Operations, Grand Wailea Lance Gilliland – Resort Manager, Honua Kai Ann Ikuta – Sales & Events Manager, Hotel Wailea Maria Jagla – Resort Manager, Four Seasons Resort Maui Carol Reimann – Executive Director, Maui Hotel & Lodging Association Mark Stebbings – General Manager, Hotel Hana Maui Standard 5: Faculty/Instructional Staff UHMC: Liping Liu – HOST Faculty Debbie Nakama - Articulation Coordinator Diane Meyer – Faculty Coordinator John McKee – Vice Chancellor of Academic Affairs Brenda Arciaga – HOST student Shiree Gomes - HOST student Community: Kai Pelayo - Director of Operations, Grand Wailea Chris Rabang – Six Sigma Area Master Black Belt – Hawaii & French Polynesia Standard 6: Student Services and Activities UHMC: Crystal Alberto – HOST Counselor Lisa Deneen – Counselor Nicole Iwasaki - Transition Specialist Debbie Nakama – Articulation Coordinator Alvin Tagamori – Vice Chancellor of Student Affairs Ashley Aaron – HOST student Diana Lajorda – HOST student


Community: Kai Pelayo – Director of Operations, Grand Wailea Maria Jagla – Resort Manager, Four Seasons Resort Maui Ann Ikuta – Sales & Events Manager, Hotel Wailea Standard 7: Physical and Learning Resources UHMC: Lisa Deneen - Counselor Debbie Nakama – Articulation Coordinator Dorothy Tolliver - Librarian Debbie Hasegawa Winkler – Assistant Director of The Learning Center Michelle Agoot – HOST student JR Williams – HOST student Community: Kai Pelayo – Director of Operations, Grand Wailea Jennifer Bauchner – Hotel Manager, Westin Kaanapali Ocean Resort Villas Lance Gilliland – Resort Manager, Honua Kai Ann Ikuta – Sales & Events Manager, Hotel Wailea Maria Jagla – Resort Manager, Four Seasons Resort Standard 8: Financial Resources UHMC: Liping Liu – HOST Faculty David Tamanaha – Vice Chancellor of Administrative Affairs Debbie Nakama – Articulation Coordinator Clyde Sakamoto - Chancellor Lorelle Peros – HOST Program Coordinator Caroline Nawatzki – HOST student Maria Juarez – HOST student Community: Kai Pelayo – Director of Operations, Grand Wailea Kui Aipa – Controller, Destination Resorts Hawaii Carol Reimann – Executive Director, Maui Hotel & Lodging Association Lance Gilliland – Resort Manager, Honua Kai Chris Rabang – Six Sigma Area Master Black Belt – Hawaii & French Polynesia

Standard 1

Mission, Objectives, and Outcomes


MISSION, OBJECTIVES, and OUTCOMES

Standard 1 1. A mission statement for the program exists and is aligned with the missions

of the School/College and the parent institution. Is the mission statement clearly stated and publicly available?

UH Maui College’s mission statement: UH Maui College (UHMC) is a learning-centered institution that provides affordable, high quality credit and noncredit educational opportunities to a diverse community of lifelong learners. The Hospitality & Tourism program’s mission statement: • Prepare students for employment in entry level and/or supervisory positions in

the hospitality and tourism industry

• Prepare students to transfer to four-year institutions offering baccalaureate degrees in Travel Industry Management or Hotel/Restaurant Management

• Become the first choice for education and training for Hawaii’s visitor industry employees and managers

• Foster an understanding and appreciation of Hawaiian values and culture as the foundation of Hawaii’s visitor industry

The HOST mission statement aligns with UHMC’s mission statement. The program provides educational opportunities to a diverse community of learners: students seeking entry level/supervisory positions in the hospitality industry, students planning to transfer to the University of Hawaii at Manoa’s School of Travel Industry Management program, and individuals employed in the industry who are seeking credentialing.

The HOST mission statement was revised in Spring 2010 in order to provide a clearer vision with more measurable criteria of what the HOST program seeks to achieve. The mission statement is posted in all classrooms where HOST courses are taught and is included on all HOST course syllabi. The mission statement is also posted on UHMC’s HOST program website and the HOST Advisory Committee course management Laulima website. The website can be accessed at: https://laulima.hawaii.edu. It is discussed in HOST program orientations and documented in the HOST program academic advising sheet that is provided to all incoming HOST majors. The mission statement will be published in the UHMC 2011-2012 General Catalog.

The previous HOST mission statement was “The Hospitality & Tourism Program provides educational opportunities to a diverse community of learners: students


who are preparing for careers in the hospitality industry and individuals currently employed in the industry seeking professional development. The Hospitality & Tourism program empowers students to achieve their highest potential as productive members of our island and global societies.” The mission statement did not fully reflect the purpose and goals of the HOST program. HOST faculty, in consultation with the HOST Advisory Committee, thus designed a revised mission statement that more accurately reflected the purpose and goals of the program.

2. There are identifiable program learning objectives. Do the program learning objectives support and flow from the mission statements of the program school/college, and the parent institution? In complying with standard two, please identify what the programmatic learning objectives are and how they were determined. If there are learning objectives at the institutional level, are these objectives in alignment with those of the program?

The Hospitality & Tourism Program has two overall Program Learning Objectives:

A. Demonstrate the key functions required to successfully manage and lead a hospitality organization (i.e. planning, organizing, coordinating, staffing, supervising, financial analysis, sales/marketing, etc.)

B. Apply critical thinking skills and decision-making skills when analyzing hospitality related issues. The programmatic learning objectives were developed by the program coordinator in collaboration with faculty and the Hospitality & Tourism advisory committee in 2004. The committee provided input on the objectives based on industry standards. The HOST Advisory Committee reviewed and validated these program learning objectives in March 2009.

General Education Student Learning Outcomes (SLOs) are integrated into each program and degree at UH Maui College. The SLOs include the following: Critical Thinking, Creativity, Oral Communication in English, Written Communication in English, Information Retrieval and Technology, and Quantitative Reasoning.

3. There are specific and measurable student learning outcomes. What are the

learning outcomes for the program? Can they be referenced to specific courses and course objectives?

Hospitality & Tourism Program Learning Objectives:

A. Demonstrate the key functions required to successfully manage and lead a

hospitality organization (i.e. planning, organizing, coordinating, staffing, supervising, financial analysis, sales/marketing, etc.)


Competencies (relating to Program Learning Objective A) • Communicate effectively with diverse populations using visual, written,

and oral skills required of daily activities in hospitality operations.

• Identify levels of proficiency required for employment in the hospitality industry.

• Apply the principles of human resource management within the context of

industry and organizational standards.

• Communicate and share host culture knowledge.

• Work independently and interdependently in team settings.

• Develop and manage a work schedule. • Create, interpret, and analyze budgets and other operational reports to

make recommendations and decisions to improve organizational performance.

• Prepare and analyze financial statements. • Develop, use, and update procedures, criteria, and recommendations for

equipment and supplies used in daily hospitality operations. • Follow and develop standards of operation (SOP) for safety/security in the

hospitality industry.

• Demonstrate leadership skills in team assignments.

B. Apply critical thinking skills and decision-making skills when analyzing hospitality related issues. Competencies (relating to Program Learning Objective B): • Assess workplace issue(s), identify business strategies, develop plans for

implementation, and evaluate implications of decisions. • Analyze information and apply quantitative reasoning methods

appropriately to solve problems. • Analyze internal and external factors that influence the hospitality

industry. • Describe the interrelationships of hospitality-related service industries.


• Assess, interpret, analyze, and evaluate information using current technology (hardware and software) to make recommendations and solve issues in the hospitality and tourism environment.

The following HOST courses at UH Maui College have 1 - 4 Student Learning Outcomes (SLOs) that are measurable and support the Program Learning Outcomes.

Course Student Learning Outcomes: HOST 20 (Orientation to Travel & Tourism)* 1. Explain the different components of hospitality industry and the

interrelationships of the various sectors of the travel and tourism industry. 2. Identify career opportunities and levels of proficiency required for

employment in the hospitality industry. 3. Explain the various departments in a hotel and a food service operation,

and recognize the roles each department plays in maintaining an efficient service operation.

HOST 101 (Introduction to Hospitality & Tourism) 1. Analyze the roles and interrelationships of the various sectors of the travel

and tourism industry and how they impact the industry. 2. Analyze the factors that influence destination choices and how they impact

travel and tourism. 3. Determine how historical and current concepts and trends may impact the

travel industry

HOST 150 (Housekeeping Operations) 1. Explain the framework and functions of housekeeping and the inter-

relationship with other departments to improve performance. 2. Describe the skills needed to clean and service guestrooms, front and

back of house, and supporting services to improve performance of housekeeping duties.

3. Exhibit the personal traits that are necessary to enhance performance in the housekeeping department.

HOST 152 (Front Office Operations) 1. Interpret statistical information that affects lodging operations. 2. Distinguish and connect the various classifications of lodging operations to

work effectively in a front office environment. 3. Perform each of the major front office functions following industry

regulations to facilitate transition into a lodging front office environment.


HOST 154 (Food & Beverage Operations) 1. Compare the different responsibilities involved in managing the various

types of food and beverage operations to aid in career development choices.

2. Determine the components involved in the financial management of food and beverage operations to promote fiscal success.

3. Evaluate the importance of guest service to ensure operation of a successful food and beverage business.

HOST 192v (Hospitality Internship I) 1. Apply job readiness skills to obtain an internship/cooperative education job

placement. 2. Perform duties at the worksite according to industry standards in a field

relating to the student's major. 3. Apply classroom knowledge and skills in the workplace. 4. Explore career opportunities related to the hospitality and tourism industry.

HOST 250 (Hospitality Marketing)* 1. Develop marketing plans and manage the marketing and sales office in a

hospitality firm. 2. Create advertising, public relations, and publicity strategies and apply

sales techniques. 3. Examine hospitality service marketing and assess customer satisfaction.

HOST 260 (Hospitality Law)* 1. Apply the basic legal principles and federal/state laws to problem solving

in the hospitality industry. 2. Analyze business ethics, international issues, and the legal environment in

the hospitality and tourism industry. 3. Foresee and prevent potential legal problems and pitfalls in hospitality and

tourism operations and management.

HOST 270 (Hospitality Management)* 1. Examine leadership today and explore different approaches to quality

management. 2. Synthesize how motivation works and analyze how to create a motivating

environment for everyone in the organization. 3. Identify the challenges in managing today's hospitality organization, and

apply management skills and tools to management practices.

HOST 293v (Hospitality Internship II)* 1. Demonstrate the responsibilities required of a job position including

exhibiting dependability and meeting organizationally defined expectations.

2. Identify a work place need or problem and develop a proposed solution to that need or problem.


HOST 298 (Hospitality Capstone) 1. Demonstrate the key functions required to successfully manage and lead

a hospitality organization (i.e. planning, organizing, coordinating, staffing, supervising, financial analysis, sales/marketing, etc.).

2. Apply critical thinking skills and decision-making skills when analyzing hospitality related issues.

*Courses will be redesigned in Spring 2010 to align with the programmatic learning outcomes

Appraisal and Plan of Action 1. Has the appraisal of program learning objectives revealed any need for

revision? Were stated objectives too high or too low for the students served and/or the needs of the profession? The HOST Program meets this standard by making learning the top value and design principle in every Program course, plan, initiative and assessment/evaluation as evidenced in the HOST Program Strategic Learning Plan 2010-2015.

As part of the program appraisal, a comprehensive review of the HOST program learning objectives was completed in 2004. A survey of hospitality industry employers revealed that the program objectives were focused on developing skills for entry level positions in the hospitality industry. Employers indicated that the program needed to focus on preparing students for supervisory and managerial level positions in the industry instead of entry-level positions. (All HOST courses at the time were below 100 level). The HOST curriculum was revised based on feedback from the survey and feedback received during the Hospitality Advisory Committee meetings. Program learning objectives were developed by the HOST Advisory Committee in Fall 2004. Comprehensive curriculum changes were implemented in Fall 2005. All HOST courses were changed to 100+ level and higher (increasing rigor) and the program map was changed to include additional English, Math, Accounting, and Supervision classes. Additionally, as part of a campus-wide assessment process, a capstone class was added which required every graduating student to complete a comprehensive project in conjunction with a hospitality industry leader. Hospitality industry representatives, in partnership with the program coordinator, evaluate the capstone project. The project is the final assessment of programmatic student learning outcomes.

The HOST program curriculum was reevaluated in Spring 2009 by HOST faculty, UHMC’s Articulation Coordinator, and the HOST Advisory Committee. The HOST program map was revised in order to more closely align with the HOST program’s mission of preparing students to transfer to four year institutions offering baccalaureate degrees in Travel Industry Management or Hotel/Restaurant


Management. A non-transferable math requirement (BUSN 189) was eliminated from the program and Math 100 (Survey of Mathematics) was eliminated because it did not align with the pre-requisite requirements needed for Math 203 (Calculus for Social and Behavioral Sciences), which is a required course for the University of Hawaii School of Travel Industry Management Program. Math 103 (College Algebra) replaced both BUSN 189 (Business Math) and Math 100 (Survey of Mathematics). Math 103 is a pre-requisite for Pre-Calculus (Math 135) and Math 135, in turn, is a pre-requisite for Math 203.

Additional curriculum changes were made based on advisory committee feedback and faculty review:

The Housekeeping Operations course (HOST 150) was moved to a 1st semester course (instead of 2nd semester). The Front Office Operations course (HOST 152) was moved to a 2nd semester course (instead of 1st semester). Knowledge in Housekeeping Operations facilitates the learning experience in Front Office operations.

In order to “foster an understanding and appreciation of Hawaiian values and culture as the foundation of Hawaii’s visitor industry” as stated in the HOST mission statement, Hawaiian Studies 107 (Hawaii: Center of the Pacific) was replaced with Hawaiian Studies BCD (Introduction to Hawaiian Culture – Basic Language and Phrases; Values, Folklore, and Cultural Practices; Historical Events, Physical Features, and Unique Flora and Fauna of Maui and Hawaii). The course content for Hawaiian Studies BCD clearly includes components in which students are able to communicate and share host culture knowledge with others while employed in the industry.

The 3-credit Hospitality Internship I course was moved from the 3rd semester to the first and second semesters (1- credit seminar for the 1st semester and 2 credits for the 2nd semester). This allows students who are on the one-year Certificate of Achievement track to gain work experience before exiting the program. In the previous program map, students who exited with a Certificate of Achievement did not receive any practical training in the visitor industry.

2. In appraising the program in terms of the Standard on Mission, Objectives, and Outcomes, what strengths and weaknesses have been identified? What changes are being discussed, planned, or implemented to remedy weaknesses?

Strength(s) The HOST program’s mission statement is aligned with UH Maui College’s mission and vision. All instructional programs at UHMC including the HOST program have identified Program and Course Learning Outcomes as a basis for measuring continuous improvement.


The hospitality and tourism program at UHMC, even with strong faculty leadership, has not been historically able to reverse the trend of graduates entering and continuing in service positions as opposed to management roles. Since Fall 2003, the hospitality and tourism (HOST) program advisory committee has been reconstituted and reinvigorated to provide community-wide leadership in revamping the program to prepare students for supervisory or managerial level positions. The HOST Advisory Committee provides feedback on curriculum design and has validated the program learning outcomes, which align with industry standards (American Hotel & Lodging Association). The leadership and members of our hospitality and tourism program advisory committee represent the industry leadership of Maui and the state’s premier resorts. Weakness(es)

The HOST program presently conducts its classes in classrooms and does not possess any simulated lab facilities on campus equipment. Our analysis indicates that this handicap influenced the downturn in majors and graduates. Recent gains reported in the Star Advertiser and the Hawaii Visitors Bureau point to an emerging recovery in the HOST sector with visitor number growth over the last three months. Without completing the supervisory and management courses and realistic lab experiences, HOST majors have typically bolted for entry-level job opportunities and handicapped their future prospects for advancement.

The HOST program has been challenged by fluctuating enrollments over the past years. An average of 43 students has been enrolled in the program over the last three years.

Furthermore, while the UHMC Achieving the Dream (AtD) Cohort of “All Students” is generally progressing and performing at a higher rate of success than other UHCC peers, Native Hawaiian students are not predictably succeeding at rates comparable to UHCC peers. Other AtD data indicate that UHMC Native Hawaiian student progress for full and part-time students have slightly declined over the 2006-2008 years. UHMC seeks to reverse the recent downward trend of success among Native Hawaiians and in the HOST program especially.

Plan of Action

The HOST program advisory committee, faculty, and the college share the view that the HOST program must provide an authentic laboratory and educational setting to infuse state-of-the-art competencies and leadership in order to successfully prepare students for leadership paths and roles in the industry. HOST students must have realistic hands-on experiences in facility and fiscal management, which add value to their professional competencies to access visitor industry management responsibilities and compensation. In Fall 2008, a 12-unit residential facility (Hale Haumana dormitory) located on UH Maui College’s campus was vacated due to the opening of Kulana’ao, an apartment


complex built to serve the housing needs of students. The vacancy of Hale Haumana provided a tremendous opportunity for HOST program development. In March 2009, HOST faculty and the HOST Advisory Committee proposed to UH Maui College administrators that Hale Haumana be converted into a “Teaching Hotel.” This proposal is perfectly aligned with UHMC’s vision to be 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 “Teaching Hotel” will serve as a laboratory for students, allowing them to use and relate theoretical concepts taught in classes to practical, real-life situations, while being mentored by faculty. Innovation, collaboration and creativity provide the foundation for this lab proposal. The “Teaching Hotel” will provide students with on-campus work-based learning and internship opportunities while field experiences completed in Maui’s world-class hotels and resorts will complement this extraordinary hospitality education. In addition to offering both short and long term hospitality leadership training, a multi-disciplinary faculty team will design and incorporate learning opportunities into curriculum of other related programs at UHMC. The “Teaching Hotel” will serve as a vehicle through which UHMC’s Hospitality & Tourism Program will carry out its mission to:

o Prepare students for employment in entry level and/or supervisory positions in

the hospitality and tourism industry

o Become the first choice for education and training for Hawaii’s visitor industry employees and managers

The Teaching Hotel experience will offer students a hospitality education unparalleled in the State of Hawaii. Innovation, collaboration and creativity provide the foundation for the lab proposal.

An enrollment management plan with a particular emphasis on the recruitment of Native Hawaiian students has been developed. The future of the visitor industry in Hawaii has been clearly and essentially identified to be connected with the Hawaiian culture; it is essential that Native Hawaiian leadership and management become an integral part of this sector’s future. Native Hawaiians currently represent less than 1% of management in Hawaii’s hospitality industry. Of the 1,159 Native Hawaiian or Part Hawaiian students that were enrolled at UH Maui College in Fall 2009, 4 were Hospitality & Tourism majors. The goal will be to generate a 100%increase in the number of Native Hawaiians from 4 to 8 students and a 50% increase from 50 to 75 students in the total HOST majors within one year (by Fall 2011). For each following year, a 20 % student majors increase is projected to an optimal enrollment of 150 students by 2015. A corollary 28% annual percentage increase is projected for Native Hawaiian/Part Hawaiian participants to a minimum of 40 Native Hawaiian/Part Hawaiian students by 2015.


Three of Maui’s high schools have Academy of Hospitality & Tourism (AOHT) programs that serve approximately 200 juniors and seniors. The AOHT program serves to prepare students for careers in the hospitality industry. Thus, matriculation from AOHT program to UH Maui College’s Hospitality & Tourism Program would provide steady enrollment growth for the HOST program.

Over the past 3 years, however, based on data compiled for Maui Educational Consortium HI-PASS, only six (3%) AOHT students have entered UHMC’s Hospitality & Tourism program. This suggests a disconnect between the AOHT program and UHMC’s HOST program. During a Maui Educational Consortium HI-PASS meeting in April 2010, the HOST program coordinator initiated discussions with high school administrators and teachers regarding matriculation patterns of Maui’s secondary school students into UH Maui College’s Hospitality & Tourism Program as well as recruitment challenges. Suggestions from teachers and administrators included providing incentives for AOHT students who matriculate to UHMC’s Hospitality & Tourism Program (i.e. scholarships), expanding recruitment nationally and internationally, developing articulation agreements with nationally recognized colleges that have Hospitality & Tourism Programs (UHMC could serve as a “feeder” school), provide student to student recruiting programs, and consider offering a 4-year Hospitality & Tourism degree. Research is currently being done to identify baccalaureate institutions to which Maui College’s HOST program courses would potentially serve as a “feeder.” In addition to discussions with the UH School of Travel Industry Management (TIM), schools under consideration for articulation agreements include: University of Nevada Las Vegas, Washington State University, San Diego State University, San Jose State University, San Francisco State University, Cal Polytechnic University, Cal State University Long Beach. Research is still being done to develop articulation agreements with international schools.

Standard 2

Planning and Assessment


PLANNING AND ASSESSMENT

Standard 2 1. All program components are routinely assessed. Mechanisms are in place and

regularly utilized for assessing the educational effectiveness of the program. List and describe the methods used to assess student learning outcomes in your program. How is the assessment plan tied to the mission statement and learning objectives for the program? Is there an online or distance learning component of the program? Is it assessed differently than its traditional counterpart?

The UHMC HOST Program meets the Planning and Assessment Standard 2 through multiple levels of assessment processes and evaluation mechanisms.

The first level of planning and assessment focuses on the HOST Program’s Strategic Learning Plan 2010-2015. The HOST Program Strategic Learning Plan (SLP) 2010-2015 is a dynamic document to actualize and measure the Program’s progress toward its programmatic mission and Maui College’s mission. This learning-centered process intends to institutionalize effective innovations and focus on improving measurable student learning outcomes. For each the following seven goals there are corresponding outcomes, strategies, and action agenda items.

• Goal 1: Learning First - Shape HOST Program’s culture by making learning

the top value and design principle in every Program course, plan, initiative and assessment/evaluation.

• Goal 2: Start Right - Ensure that students experience extraordinary learning success in their earliest encounters with the HOST Program and establish a solid foundation for success in future learning.

• Goal 3: Learning Leaders - Hire, develop, support, and empower learning leaders throughout the HOST Program.

• Goal 4: Learning By Design - Create a culture in which clearly specific learning outcomes and assessments engage students as responsible partners in their learning and in which the HOST Program’s faculty can effectively create the best conditions for learning.

• Goal 5: Learning Support Systems - Create systems of learning support to enable students to achieve extraordinary learning results in classrooms, laboratories and beyond.

• Goal 6: Diversity Works - Engage the power of diversity to enhance learning and the HOST Program’s impact on the community.

• Goal 7: Learning Works - Position the HOST Program as a powerful and effective community partner for creating a learning workforce in a knowledge economy.

The HOST SLP is located on the HOST Program website.


The second level of assessment focuses on the classroom. The following lists the methodologies in assessing student learning outcomes.

Methods to review student learning outcomes in lecture courses include: • Exams (in class, take home, online) • Quizzes • Certification exams (American Hotel & Lodging Association) • Oral presentations • Written assignments • Projects (group and individual) that integrate HOST content and general

education processing skills (i.e. writing, speaking, problem solving, creative thinking)

Methods to review student learning in online and distance education courses: • Quizzes • Online participation activities (i.e. blogs, chat room, discussions and private

messages) • Exams (proctored by the Learning Center staff, outreach site coordinators and/or

individually online)

Methods to review student learning outcomes in Internship courses: • Worksite visits to employer include the following assessments: instructor

observations, employer evaluation, and student self-evaluation • Work-based learning portfolio

Methods to review programmatic learning outcomes: • Review of lecture-based courses • Review of online-based courses • Review of work-based learning courses • Capstone project (student culminating learning experience) assessed by industry

leaders

The third level of assessment focuses on the faculty and counselor. The following section highlights the process in assessing the personnel whose responsibility is to facilitate the attainment of student learning outcomes.

Faculty Evaluation A faculty member moving towards tenure is evaluated each semester by peers on their teaching effectiveness. The teaching evaluation process assesses the instructor on a variety of factors including preparedness and teaching methodology.

Student surveys, which are either distributed at the end of each semester or done online) assesses the instructor’s preparedness, organization, clarity of goals/objectives/overall purpose, proficiency in the subject matter and teaching


methodology, and accessibility. Students have the opportunity to make direct recommendations to improve the classroom experience. Counselor Evaluation A counselor moving towards tenure is evaluated each semester by peers and students on the quality and effectiveness of counseling services provided. The counseling assessment process evaluates the counselor on a variety of factors including assisting students with their educational plans, providing resources to make decisions, and cultivating the use of critical thinking skills to solve problems. To ensure the attainment of the mission and learning objectives of the HOST program, the assessment plan consists of the following third level assessment and evaluation systems: annual reviews, comprehensive reviews, student surveys, and industry advisory committee. Annual Reviews A program review is completed for all college programs annually. The review includes information on the HOST program’s mission & vision, history, quantitative indicators (demand, efficiency, effectiveness), Perkins IV core indicators, analysis of the program, assessment, significant program actions, action plans, and resource implications. The program review also includes an assessment plan and data on how program learning outcomes have been achieved in selected classes. Comprehensive Reviews (5-year reviews) A comprehensive program review is completed every five years based on a schedule and format established by the college. The comprehensive program review includes information on the program’s mission, current students, graduates, program health indicators, Perkins core indicators, strengths & weaknesses of the program, significant program actions, and action plans. A comprehensive program review was completed in 2007. Committee members who reviewed the document and provided recommendations included a HOST graduate, the Executive Director of the Maui Visitors Bureau, the HOST Advisory Committee chair, and the UH Center Director. Annual Student Surveys Surveys are given to students who are graduating with an Associate in Applied Science Degree in Hospitality & Tourism. This direct student feedback has been used as a basis for making programmatic changes. The Hospitality & Tourism Program utilizes a variety of evaluative processes to assess the educational effectiveness of program. Feedback from faculty, students, advisory committee, graduates, employers, and institutional research data is used in program planning.


Ongoing Industry Advisory Committee Dialogue The HOST advisory committee, consisting of industry leaders, validates curriculum and programmatic changes. For example, in 2004 the committee recommended that the HOST program prepare students for supervisory and managerial level positions in the industry. Therefore, all required courses were changed to 100-level or higher to provide greater programmatic rigor and increase student competence.

The educational effectiveness of the program is also assessed by the following: faculty evaluation, counselor evaluation and counseling department evaluation. Annual Counseling Department Evaluation The Counseling Department, which provides student support services for our HOST program majors, is required to complete an annual program review that monitors and tracks their progress in meeting the following specific functions:

• Provide pre-college information and orientation programs. • Provide comprehensive academic, career, and personal counseling services. • Build and maintain the online student degree audit program (STAR). • Provide individualized and group counseling services including crisis intervention

and campus/community referral services. • Organize, oversee, and provide college transfer services. • Provide financial aid and scholarship support services. • Provide peer-recruitment services. • Provide high school outreach. • Organize, oversee, and provide counseling services for the UHMC Kahului

campus and the five Education Center outreach sites. • Utilize current and emerging technology in providing enhanced services. • Provide community outreach and liaison services with public and private social

service agencies and educational institutions. • Evaluate student transcripts. • Complete advanced standings to officially transfer credits from non UHMC

institutions. • Verify student certificate and degree eligibility. • Serve as liaison to campus academic departments. • Serve as faculty/staff resource, including serving on college and system-wide

committees. • Provide academic accommodations to students with disabilities.

2. Results of self-assessment processes are translated into programmatic change. What processes are used to review student learning outcome data? How is the data used by the faculty to make program improvements?


The data and information obtained from the abovementioned assessment and evaluation processes enable the HOST program to maintain a viable 5-year plan nested within the Annual Program Review. As part of the 5-year plan, a 20% student majors increase is projected to an optimal enrollment of 150 students by 2015. System-wide all programs are tasked to increase graduation and transfer rates by 25%. The following examples will highlight how student learning data is used to meet this goal. From the student end-of-semester course evaluations, faculty and counselors are responsible for addressing any concerns or recommendations to improve the attainment of the student learning outcomes and/or course offerings. Students suggested the offering of HOST courses online. We presently offer a minimum of one HOST course on-line per semester (i.e. HOST 260, HOST 250 and HOST 270). Another example is that a major recommendation resulting from the 2007 Comprehensive Program Review is the hiring of another full-time HOST faculty member. In January 2009, Dr. Liping Liu was appointed as a tenure track full-time faculty. As a result, the HOST Program extended its reach to Shanghai Normal University. A memorandum of agreement between UHMC and Shanghai Normal University has been developed. This agreement will result in the following: (1) UHMC faculty and student exchanges; (2) Shanghai Normal University student internship enrollment in UHMC HOST Program; and (3) UHMC teaching sabbatical opportunities. A student survey conducted in Spring 2010 focused on identifying potential barriers that may prevent students from achieving their educational goal. Survey results indicated that math, accounting and science courses were potential barriers. As a result, we are researching possibilities that will make learning much more relevant without compromising the rigor of the required course content. For example, we are exploring the possibility of offering a hotel accounting course that will transfer to a 4-year college as well as integrating additional math and accounting concepts in other HOST courses. We will also begin having regular dialogue with science instructors to provide the appropriate academic support services to facilitate successful course completion.

The HOST Advisory Committee validated the deletion of the HOST Certificate of Competence during the process of re-mapping the HOST sequence of courses. The HOST Certificate of Competence did not provide students with the required skill-set for any entry-level position in the hospitality industry. International students will continue to be a market niche for the HOST Program. Many enter the program with a college-level degree. Their educational goal is short-term training, specifically the internship courses. This initiated the re-mapping of the HOST internship courses. Prior to Fall 2010, students who exited the HOST program after a year of study (Certificate of Achievement) did not have any work-related experience in the industry. Moving the Internship I course requirement to the


1st and 2nd semesters instead of the 3rd will allow students to receive practical training in the industry before exiting the program after one year. Workforce data reveals that Native Hawaiians currently represent less than 1% of management in Hawaii. In 2009, only 4 Native Hawaiian students were HOST majors. As a result, the HOST Program has included in its 5-year plan a goal to generate a 100% increase in the number of Native Hawaiians from 4 to 8 students and a 50% increase from 50 to 75 students in the total number of HOST majors within one year (by Fall 2011). A 28% annual percentage increase is projected for Native Hawaiian participants to a minimum of 40 Native Hawaiian students by 2015.

3. The program of self-assessment and planning processes gets the support it needs to be carried out effectively. The HOST program obtains effective support from all the key stakeholders involved in the self-evaluation and planning process. Administration, faculty, students, and industry partners all take an active role in providing leadership and/or guidance of the program. Every component of the program undergoes a thorough planning, assessment, and evaluation program review process every year and is followed by a comprehensive 5-year review. The college also has appointed an assessment coordinator that provides training and guidance in ensuring a viable assessment process that is at the forefront of all planning and improvement activities. Annually, the UHMC Office of Institutional Research provides the student data needed to monitor the program’s health indicators established by the federally-funded Carl D. Perkins legislation. The HOST Program goals and objectives are interfaced with the UHMC Strategic Plan Goals. The UHMC Foundation Office provides opportunities for resource development. Through participation in three Chancellor’s Golf Tournaments, the HOST Program was the beneficiary of $30,000. These funds support professional development for faculty, advisory committee meetings, and this accreditation process.

4. The program has procedures for maintaining an ongoing record of attainment

of its graduates and utilizes the information thus derived in its academic planning and assessment.

The HOST program has a basic tracking system in place for graduates. Currently, the newly hired Transition Specialist is developing a more systematic schedule to track students six months and a year after their graduation date. The program coordinator is also developing a HOST Program website which includes an alumni database to strengthen the follow-up process.

5. There is evidence of on-going planning activities within the program. Describe the planning process. Detail the types of both long-range and short-range planning


activities that the program engages in. At what level is the faculty involved with these activities? In addition, please respond to the following questions:

A program review is completed annually. Short and long term goals are identified, discussed, and evaluated yearly. The 5-year comprehensive HOST program review was completed in 2007. Reviewers included a HOST graduate, the Executive Director of the Maui Visitors Bureau, and the Hotel Manager for the Sheraton Maui. The HOST program coordinator, faculty member, and counselor collaborate periodically on long and short term planning activities. Evidence of the planning process is located at the UHMC website Faculty and Staff portal which will allow you to navigate to the Program Review section. Another location of evidence is the HOST Program website and the HOST Advisory Committee website located on the Laulima website. 1. Is there a strategic plan? (Is there an electronic link to it?)

Yes, the HOST Strategic Learning Plan (HOST SLP) is the dynamic document that guides and measures the Program’s progress toward actualizing its programmatic mission and Maui College’s mission. The Strategic Learning Plan is located on the HOST website.

2. Is there a marketing plan? (Is there an electronic link to it?)

Yes, there is a recruitment component that is part of Goal 2: Start Right of the HOST Strategic Learning Plan (SLP). As part of the recruitment plan, its focus is on marketing an extraordinary learning experience for students via our Hale Haumana teaching laboratory. The document is located on the HOST website.

3. Is there a formal curriculum review process? What requirements or

provisions exist for the continuing review and appraisal of the curriculum? Are course offerings systematically evaluated to determine their quality and their appropriateness in meeting program objectives? How is a new curriculum proposal developed, considered at decision-making levels, and finally adopted? Is this process clearly defined in written form and understood by all parties involved? There is a formal curriculum process outlined by the Academic Senate Charter and review governed by faculty. As part of the assessment and planning processes and reviews, faculty develop and modify curriculum to assure that the quality of learning offered is second to none. Curriculum proposals are then reviewed by the HOST Advisory Committee and input from the committee is incorporated into the course design. Once the advisory committee validates the course learning outcomes and content, the proposal is then reviewed by members of the Business & Hospitality (BSH) Department who evaluate the course description, methods of evaluation, methods of instruction, and possible articulation to similar programs within the UH system. After obtaining


departmental approval, the curriculum proposal is forwarded to the curriculum committee. The curriculum committee reviews the proposal and when a recommendation is made to adopt the course, it is presented to the academic senate for review and approval. The guidelines require approval by the academic senate. The Chancellor then evaluates and approves the proposal. The 5-year curriculum review process is also part of the Academic Senate Charter and governed by the campus Curriculum Committee. UH Maui College also has a policy in place in which every course is reviewed every five years to ensure student learning outcomes are aligned with industry needs.

4. Current students have a reasonable involvement in the evaluation of the program. (This standard applies to two year programs)

HOST students are given opportunities to discuss their experience in the program through online surveys. HOST faculty also have an open-door policy where students are encouraged to provide feedback on courses and programs. One current HOST student serves on the advisory committee. A Laulima website has been developed for HOST students so that they have the opportunity to provide feedback online on various components of the HOST program.

5. The program has a process for significant input from industry

representatives and uses the information for program planning. (This standard applies to two year programs)

The HOST Advisory Committee is currently comprised of 10 industry

representatives. The committee meets monthly to provide the opportunity for continuous input on program/curricular assessment, improvement, design, and development. Ongoing committee dialogue on major industry trends and local industry opportunities keeps the program progressive. The overall goal of the committee is to assure successful student matriculation to the workplace.

Appraisal and Plan of Action 1. Are the procedures for the review of the objectives and for evaluating the

effectiveness with which they are being achieved adequately and systematically followed? Administratively, the HOST Program is required to systematically follow the outlined campus programmatic procedures for program review. The Program Review process includes a thorough review of its objectives and an assessment process that evaluates its effectiveness.


2. Does the program regularly assess the fulfillment of its objectives by undertaking studies of the program's impact upon students and graduates? Yes, the program is assessed based on system-wide matrices that deem a program as healthy, cautionary or unhealthy. The elements of the matrices are part of a library of resources located in the accreditation team’s workroom.

3. Evaluate the various studies undertaken to assess the effectiveness of the

educational program, including comparisons of student achievement, records of recent graduates in the profession, percentage of graduates continuing their education, etc. Is the data reliable and extensive enough to be used effectively? Yes, the data is available through the UHMC Institutional Research Office. However, the data quality is being reexamined due to the numerous incidences of inaccurate data. Therefore, its effectiveness is being assessed by our campus administrators.

4. Are all appropriate constituencies involved in the planning process?

Administrators, HOST faculty, HOST Advisory Committee members, HOST high school instructors, Maui Educational Consortium members, and current students are involved in assessing the effectiveness of the program.

5. In appraising the program in terms of the Standard on Planning and

Assessment, what strengths and weaknesses have been identified? What changes are being discussed, planned, or implemented to remedy weaknesses? Strength(s) In appraising the program in terms of the Standard on Planning and Assessment, the major strengths is the overall systematic process beginning with annual program review and the 5-year comprehensive review. Additionally, UHMC leadership is developing a campus-wide assessment process with ongoing professional development that is consistent and realistic. Moreover, this assessment and evaluation process meets the rigorous accreditation standards set by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges. Weakness(es) A weakness that needs to be addressed is the quality of the quantitative data used by the University of Hawaii Community Colleges Office in determining the health indicators of each program. The institutional data provides some evidence for


program success, there should be other sources of data to provide information to measure other key elements of program effectiveness.

Plan of Action The HOST program needs to work directly with the Office of Planning and Institutional Research of the University of Hawaii Community Colleges to develop and gather a wider range of data to measure a broader dimension of program effectiveness.

Standard 3

Administration and Governance


ADMINISTRATION AND GOVERNANCE

Standard 3 1. The program is structured with sufficient operational independence,

consistent with the mission and objectives of the institution, to enable the program to achieve its mission successfully. Describe the organizational structure of the program within the institution. Also, describe other hospitality and/or related programs in the institution (for example Foods and Institutional Management, Recreation and Leisure, Tourism, Nutrition) and their relationships with this program. The Hospitality and Tourism (HOST) program fully meets this standard with an interdependent and autonomous programmatic structure within the Business and Hospitality Department. The name of the program was changed from Hotel Operations (HOPER) to Hospitality and Tourism (HOST) in 2005. The name change aligns with similar programs within the University of Hawaii Community College system.

Under the Business and Hospitality Department at UHMC, there are six separate programs, the most interrelated program to Hospitality and Tourism is Culinary Arts. Aside from secretarial support, both programs operate independently with their own program coordinator, instructors, counselor, budget, curriculum, faculty offices, advisory committees, and classrooms. The HOST Advisory Committee consists of hotel executives, travel and tourism leaders, a current HOST student, and a program graduate. To enable the HOST Program to achieve its mission successfully, the HOST Advisory Committee is an active partner in the governance of the program.

The HOST Advisory Committee focuses on the following: • Program and resource development; • Curriculum review; • Program evaluation; • Instructor guidance; • Student recruitment, retention, and placement; and • Dissemination of information. The HOST Program is responsible for: • Developing and delivering degree and certificate programs in hotel/restaurant

operations and in travel and tourism; • Developing and delivering pre-baccalaureate programs in hospitality education; • Overseeing the recruitment, improvement, and evaluation of faculty; • Scheduling classes, assigning faculty, assigning classroom space;


• Developing and delivering student and learning support for students enrolled in the hospitality and tourism program: o Providing academic and career counseling; o Providing advisement of program requirements; o Providing learning assistance to increase course retention and programmatic

persistence (i.e. Teaching and Learning Center [TLC], individual tutoring for HOST courses, referrals to sessions/workshops for college success and completion);

o Providing employment options and transfer options; o Providing student assessment and transfer options; o Conducting sessions/workshops for college success and completion; o Conducting new student orientation; o Monitoring progress for high risk students; and o Providing retention activities.

Based upon the interdependency among programs with the Business and Hospitality Department, the HOST Program is able to achieve its programmatic autonomy by collaborating with the HOST Advisory Committee in actualizing its mission which aligns with the College. The HOST Program is guided by its overall Strategic Learning Plan and an overall programmatic assessment and review process to guarantee its effectiveness and efficiency.

2. The structure of the programmatic unit provides opportunity for effective

leadership that promotes the objectives of the programmatic unit. Describe the organizational structure of the program itself. Describe where the responsibility lies for formulating and administering the program, including matters such as faculty selection, retention, promotion, and tenure; curriculum; methods of instruction; admission policies; and academic standards for retention, advancement, and graduation of students. Also, describe any advisory groups, internal or external, that may be used by the program to assist in meeting its objectives. Organizational Structure. Under the broad oversight of the Chancellor, the HOST Program Coordinator, in collaboration with the HOST Advisory Committee, faculty and staff, has full responsibility to formulate and administer the program in meeting its objectives. The HOST Program Coordinator has the overall responsibility to formulate and administer the program’s policies and procedures in regards to faculty selection, retention, promotion, budget, curriculum and instruction, staff development, student services, program governance, and continuing education and training.



Faculty. The tenure and promotion process for HOST faculty is governed by three documents: Board of Regents Policies; the Agreement between the University of Hawaii Professional Assembly and the Board of Regents of the University of Hawaii (UHPA contract), and system-wide criteria and procedures. Additionally, the Criteria and Guidelines for Maui College provide system-wide criteria as well as instructions and guidelines for preparing the dossier. To support the tenure and promotion process, funding for staff development activities, including travel to workshops, seminars, and conferences, is managed by Maui College’s Staff Development Committee. Each unit of the College has a representative on this committee. The HOST Program has a counselor that is shared with other programs in our department. The HOST counselor has the responsibility to monitor college policies and procedures in regard to admissions, academic standards for retention, advancement and graduation of students. The counselor provides timely academic and career counseling to new and current hospitality and tourism students. Additionally, the counselor promotes the college and programs to prospective high school students, provides transfer information to current program students that are interested in transferring to four-year institutions, solicits donations from industry organizations for student scholarships, and many other related responsibilities. The program also shares a secretary assigned to the BSH Department. The secretary provides much needed clerical support to the program coordinator and to the entire faculty in regards to organization, communications, fiscal responsibilities, and in overseeing the student help. She is a trusted personnel assistant to the Coordinator and the Chair and provides services to the HOST program. In January 2009, a new full-time faculty was hired as a tenure-track instructor to allow the Program Coordinator to focus on economic and workforce development needs in hotel management. This additional faculty member has been providing the support in all areas of instruction and taking the lead in online program development. Curriculum. The HOST Strategic Learning Plan 2010-2015 is the planning document to ensure student retention, advancement and graduation. Within the document matters such as faculty professional development; curriculum; methods of instruction; academic standards; and assessment/evaluation are addressed. The HOST Strategic Learning Plan 2010-2015 is located on the HOST website and in the appendix. The redesign of curriculum has focused on preparing students for managerial positions. This is evidenced by the following: 1) increasing the rigor of the program by modifying the HOST course student learning outcomes to transfer level (e.g. 100+ level); 2) raising the math proficiency level required for students to exit the program; and 3) broadening the general educational requirements to strengthen the preparation of students to be effective in a globally-based industry.


Students. To build enrollment and accommodate the students who work different shifts, the HOST Program has expanded the method of classroom delivery by offering online classes via Laulima. Hospitality Law (HOST 260) has been offered online since Spring 2009, Hospitality Management (HOST 270) has been available online since Fall 2009, and Hospitality Sales and Marketing (HOST 250) has been taught online since Spring 2010. The program faculty and transition specialist team with the counselor to monitor the advancement of HOST students toward graduation and transition into the workforce. The advancement of students is an essential component in the HOST annual Program Review process. Partnership and Collaboration. The external partnerships consist of the following: 1) HOST Program Advisory Committee; 2) Academy of Hospitality and Tourism; and 3) Shanghai Normal University. The HOST Program Advisory Committee consists of top-level managers from different hotel properties on Maui. The primary purpose of the Committee is to help the College ensure that the program is relevant to the community, addresses current industry standards, meets workforce needs, and has appropriate resources to support high quality student outcomes. Another external partnership is the Academy of Hospitality and Tourism (AOHT), which is part of the National Academy Foundation (NAF), an acclaimed national network of high school career academies created with current industry and educational expertise. Each year, AOHT serves more than 200 students in three public high schools on Maui. Through this dynamic collaboration, AOHT has been able to change the way high school students learn, and the way teachers share knowledge and expertise across the educational sectors. The HOST program coordinator is Co-Chair of the AOHT Board and has assisted in planning and organizing AOHT student conferences, which are held at Maui College twice a year. As a means of increasing program enrollments, a memorandum of agreement has been finalized with Shanghai Normal University, which will result in faculty and student exchanges and enrollment into the HOST Program. UH Maui College faculty began teaching at Shanghai Normal University in May 2009.

3. The courses that constitute the common body of knowledge in hospitality

administration are under the administrative prerogative of the programmatic unit in hospitality administration. The HOST Program fully meets this standard as it has the administrative prerogative, control, and delivery of all program courses that comprise the common body of knowledge in hospitality management.


HOST 20 – Orientation to the Travel Industry HOST 101 - Introduction to Hospitality and Tourism HOST 150 – Housekeeping Operations HOST 152 – Front Office Operations HOST 154 – Food and Beverage Operations HOST 192v – Hospitality Internship I HOST 250 – Hospitality Sales and Marketing HOST 260 – Hospitality Law HOST 270 – Hospitality Management HOST 293v – Hospitality Internship II HOST 298 – Hospitality Capstone

Appraisal and Plan of Action 1. Is the organizational structure of the program clear and well defined? Does it

function in the manner described in organizational charts? The program’s organizational structure clearly identifies the major stakeholders and highlights the flow of administration and governance essential for effective student retention, persistence, graduation and advancement. The structure of the organizational chart is well defined and supports the functions of the program as an integral part of actualizing Maui College’s mission.

2. Are the program's objectives understood and supported by the institution? In

what ways do the functions of the institutional administration assist the program in fulfilling its mission? The HOST Program’s mission statement is aligned with the College’s strategic plan

and mission statement. The Chancellor, Vice Chancellors, and the Department Chair support the overall goals and objectives of the program by the following: 1) approving one full-time position to the program in 2009; 2) providing a transition specialist; and 3) supporting the development of the HOST teaching lab, Hale Haumana.

3. Does the program's structure provide sufficient operational independence to

enable it to achieve its objectives? The overall administration and governance structure allows the HOST Program the autonomy to make decisions and implement innovations to effectively address the students’ needs and the community’s economic and workforce development objectives.


4. Does the structure provide opportunities for effective leadership to promote the objectives? The overall structure of the HOST Program allows for the empowerment of faculty to assume instructional leadership roles within a governance hierarchy that facilitates ongoing communication, decision making at the appropriate levels, resource allocation, and program accountability.

5. Assess the quality of communication among the institutional governing

authority, program director, faculty, and staff. Communication between all parties concerned has been effective. The department chair schedules monthly department meetings. The program coordinators meet one a month with all department chairs, vice chancellor of academic affairs, assistant to the vice chancellor of academic affairs and the faculty coordinator. The program coordinator meets with the HOST faculty weekly on an informal basis and formally every month. Additionally, the HOST Advisory Committee holds monthly meetings. The HOST Advisory Committee meeting minutes are posted on the HOST Laulima webspace.

6. Is there evidence that the director comprehends and is able to address the range of issues and needs confronting the program? The ongoing programmatic review process is evidence of the leadership demonstrated by the program coordinator to address the range of issues and needs confronting the program. For example, the Comprehensive Program Review Committee recommended that “the prospect of recruiting international and out-of-state students should be examined as a means of increasing program enrollments.” As a result, in the fall 2008 the HOST program initiated a partnership with Shanghai Normal University. HOST faculty taught at Shanghai Normal University in summer 2010. A memorandum of agreement (MOA) between the colleges was finalized recently and will result in the following: (1) UHMC faculty and student exchanges; (2) Shanghai Normal University student internships and enrollments into the HOST program at UHMC; and (3) UHMC sabbatical faculty teaching opportunities. Furthermore, memoranda of agreements between universities in the Philippines are being explored. Discussions to establish a memorandum of agreement with Lambton College in Canada have been initiated. These MOAs will serve as a means to further recruit international students to the HOST program.


7. In appraising the program in terms of the Standard on Administration and Governance, what strengths and weaknesses have been identified? What changes are being discussed, planned, or implemented to remedy weaknesses? Strength(s) The overall strengths of the program in terms of administration and governance are the: 1) consistency and stability of the program coordinator leadership; 2) breadth of experience of the people involved with the overall program implementation; 3) commitment, expertise and network of resources from the program advisory committee; and 4) leadership from the College administrators in supporting a culture of innovation. Weakness(es) The only major concern that the program has in regards to administration and governance is in the area of program budget. The program has requested more timely and understandable budget reports to evaluate the effectiveness and efficiency of the program in meeting its budgetary goals and objectives. Plan of Action As the College collaborates to garnish the resources needed for the Hale Haumana teaching lab, the Program Coordinator will use the project as an opportunity to work with the Vice Chancellor of Academic Affairs and the Vice Chancellor of Administrative Services to develop a budgetary framework that includes budgetary goals and objectives. The budgetary framework will be part of the overall evaluation process to determine programmatic effectiveness and efficiency.

Standard 4

Curriculum


CURRICULUM

Standard 4 1. The curriculum, specifically subject-matter content, learning activities, and

output evaluation, is designed to meet the program’s mission and objectives. Describe the program’s curricular structure to meet the program’s mission and objectives. Develop a matrix illustrating in what required courses the program’s learning objectives are introduced, emphasized, and reinforced. Table 1 is a template that can be used for this purpose. Please provide Table 1 in this section of the Self-Study Report.

The HOST Program meets the standard. The following degree and certificate programs are available: Certificate of Completion (CC, 16 credits) Certificate of Achievement (CA, 33 credits) Associate in Applied Science Degree (AAS, 63 credits) This career ladder program enables students to enter and exit with credentialing at strategic points based on their career goals.

2. The curriculum provides students not only with a common body of knowledge in hospitality administration, but also with opportunities for students to receive a broad education and awareness of values, skills, and attitudes that will prepare them for imaginative and responsible citizenship roles in business and society. It enables them to understand and apply the concepts of problem-solving in general, and in organizational and industry-related issues. This common body includes the following.

(a) General education

Studies in areas of human achievement other than the purely professional are important in the education of hospitality administrators. Students shall have an opportunity for study in the natural and physical sciences, social sciences, and communication, as well as in the arts and humanities.

The HOST Program meets the standard. General education courses in the following areas are required for the AAS degree: quantitative reasoning, English/communication, humanities, natural science, social science as listed in the following chart.


The HOST AAS degree requires general education courses as outlined below. General Education Requirements Suggested Semester

Course Title Credits 1 2 3 4

ENG 100 Composition I

3 x

ENG 209 Business & Managerial Writing

3

x

HWST 100B

Introduction to Hawaiian Culture: Basic Language and Phrases

1

x

HWST 100C

Introduction to Hawaiian Culture: Worldwide-Values, Folklore, and Cultural Practices

1

x

HWST 100D

Introduction to Hawaiian Culture: Historical Events, Physical Features, and Unique Flora and Fauna of Maui and Hawaii

1

x

SP 151/BUS COM 130

Personal & Public Speech/Business Communication: Oral

3 x

NAT. SCIEN

Natural Science Elective (Agriculture, Anthropology, Astronomy, Biochemistry, Biology, Botany, Chemistry, Food Science & Human Nutrition, Geography, Geology & Geophysics, Microbiology, Oceanography, Pharmacology, Physics, Science, Zoology)

3

x

ECON 130 Principles of Economics: Microeconomics

3 x

MATH 103 College Algebra

3 x


In addition to General Education and Hospitality course requirements, students are also required to take the following courses for the AAS degree:


BUSN 150 or ICS 101

Introduction to Business Computing or Digital Tools for the Information World

3 x

MGT 118 Introduction to Supervision

3 x

ACC 201 Introduction to Financial Accounting 3

x

ACC 202 Introduction to Managerial Accounting 3

x

The Certificate of Achievement (CA) requires 12 credits of general education courses:

General Education Requirements Suggested Semester



3 x

HWST 100B


1

x

HWST 100C


1

x

HWST 100D


1

x

SP151 or BUS COM 130

Personal & Public Speech/Business Communication: Oral

3 x

MATH 103

College Algebra 3 x

In addition to HOST classes, students are also required to take MGT 118 (Introduction to Supervision), BUSN 150 (Intro. To Business Computing) or ICS 101 (Digital Tools for the Information World) for the CA.


The Certificate of Completion (CC) requires 6 credits of general education courses:



3 x

HWST 100B


1

x

HWST 100C


1

x

HWST 100D


1

x

In addition to HOST classes, students are also required to take BUSN 150 (Intro. to Business Computing) or ICS 101 (Digital Tools for the Information World) for the CC. The CC, CA, and AAS credentials share the same general education courses. This was intentional by design as the HOST program recognized a need for a strong foundation in both the general content and industry/business-related courses.

(b) Hospitality administration

Knowledge and understanding of the general principles of the following areas, and specific applications in hospitality management:

General Principles Course Alpha Course Name Historical Overview HOST 20 Orientation to the Travel Industry

HOST 101 Introduction to Hospitality & Tourism HOST 152 Front Office Operations

HOST 154 Food & Beverage Operations HOST 192v Hospitality Internship I


Marketing of Goods HOST 20 Orientation to the Travel Industry & Services HOST 101 Introduction to Hospitality & Tourism HOST 152 Front Office Operations HOST 154 Food & Beverage Operations

HOST 250 Hospitality Marketing HOST 298 Hospitality Management

Operations of Goods HOST 20 Orientation to the Travel Industry & Services HOST 101 Introduction to Hospitality & Tourism HOST 150 Housekeeping Operations HOST 152 Front Office Operations HOST 154 Food & Beverage Operations HOST 250 Hospitality Marketing HOST 270 Hospitality Management HOST 298 Hospitality Capstone

Accounting procedures/ HOST 101 Introduction to Hospitality & Tourism practices HOST 150 Housekeeping Operations

HOST 152 Front Office Operations HOST 154 Food & Beverage Operations HOST 270 Hospitality Management HOST 298 Hospitality Capstone

Economic environment HOST 298 Hospitality Capstone

Legal environment HOST 150 Housekeeping Operations HOST 152 Front Office Operations HOST 154 Food & Beverage Operations HOST 192v Hospitality Internship I

HOST 260 Hospitality Law HOST 293v Hospitality Internship II

HOST 298 Hospitality Capstone

Ethical considerations HOST 101 Introduction to Hospitality & Tourism HOST 150 Housekeeping Operations HOST 152 Front Office Operations HOST 154 Food & Beverage Operations

HOST 192v Hospitality Internship I HOST 250 Hospitality Marketing HOST 260 Hospitality Law HOST 270 Hospitality Management HOST 293v Hospitality Internship II HOST 298 Hospitality Capstone


Management Information HOST 150 Housekeeping Operations Systems & HOST 152 Front Office Operations Technology HOST 250 Hospitality Marketing

HOST 270 Hospitality Management HOST 298 Hospitality Capstone

Human Resources HOST 20 Orientation to the Travel Industry HOST 101 Introduction to Hospitality & Tourism HOST 150 Housekeeping Operations HOST 152 Front Office Operations HOST 154 Food & Beverage Operations HOST 192v Hospitality Internship I HOST 250 Hospitality Marketing HOST 260 Hospitality Law HOST 270 Hospitality Management HOST 293v Hospitality Internship II HOST 298 Hospitality Capstone

Organizational Theory, HOST 101 Introduction to Hospitality & Tourism Management, HOST 150 Housekeeping Operations Leadership Theory HOST 152 Front Office Operations and Exposure to HOST 154 Food & Beverage Operations Critical Thinking Skills HOST 192v Hospitality Internship I

HOST 250 Hospitality Marketing HOST 260 Hospitality Law HOST 270 Hospitality Management HOST 293v Hospitality Internship II HOST 298 Hospitality Capstone

Oral and Written HOST 20 Orientation the Travel Industry Communication HOST 101 Introduction to Hospitality & Tourism HOST 150 Housekeeping Operations HOST 152 Front Office Operations HOST 154 Food & Beverage Operations HOST 192v Hospitality Internship I HOST 250 Hospitality Marketing HOST 260 Hospitality Law HOST 270 Hospitality Management HOST 293v Hospitality Internship II HOST 298 Hospitality Capstone


(c) Work experience

Relevant operational and/or management experience in some facet of the hospitality industry, with guidance and supervision guaranteed by the industry and the academic program. General Principle Course Alpha Course Name Work experience HOST 192v Hospitality Internship I HOST 293v Hospitality Internship II

All HOST students are required to complete two levels of internship. This enables students to gain practical work experience while applying the theoretical and technical knowledge obtained in their hospitality courses. The HOST program works with hospitality related sectors (i.e. resorts, hotels, restaurants, travel companies, Maui Hotel Lodging Association) where students complete their internship requirements. At the internship site, students work under the supervision of their site supervisor. The supervisor completes an assessment of the student and the student completes a self-evaluation. In addition to completing the work hours, the student attends a weekly seminar and meets with the internship instructor to discuss progress, concerns, questions, and accomplishments.

3. The curriculum is designed to provide a sequential development and logical

progression in coursework. Describe the program’s efforts to ensure that the educational requirements are so organized as to enable knowledge and skills to be developed progressively throughout the program.

The sequence of courses is reviewed each time the degree and/or certificate curriculums are revised. The suggested sequence of courses is listed in the catalog. Students also meet with the HOST counselor who discusses the program requirements and works with them to develop an educational plan based on the students’ goals. The HOST program of study is sequenced so that students are given a broad overview of hospitality operations during their first year of study. The first year of study includes a focus on supervisory skills and the second year of study includes 200+ level courses which introduce students to the principles of management in the hospitality industry.


4. The curriculum includes an appropriate mix of theoretical and applied experiences for achieving the educational objectives.

The HOST Program has a mix of theoretical and application based courses: Theoretically based courses: HOST 20 - Orientation to the Travel Industry HOST 101 – Introduction to Hospitality and Tourism HOST 154 – Food & Beverage Operations HOST 250 – Hospitality Marketing HOST 260 – Hospitality Law HOST 270 – Hospitality Management HOST 298 – Hospitality Capstone Application based courses: HOST 150 – Housekeeping Operations HOST 152 - Front Office Operations HOST192v – Hospitality Internship I HOST 293v – Hospitality Internship II HOST 298 – Hospitality Capstone

5. The curriculum provides a balanced mix and flexibility in hospitality elective

offerings. No hospitality electives are offered at this time. Students may opt to take courses within the business department (i.e. Human Resources, Management) as a substitute for HOST 192v or 293v based on industry work experience.

6. Is curricula designed with more than one area of specialization or

concentration, including distance education, the objectives and requirements of each are clearly distinguished. (This standard applies to four year programs).

Not applicable.

7. Opportunities are provided for advanced work in some of the subject-areas, consistent with the program's objectives and capabilities. (This standard applies to four year programs). Not applicable.


8. For each course offered specifically by the degree program or under the prerogative of the program, there is a detailed and organized instructional outline, course of study, syllabus, or teaching guide showing specific objectives, subject-matter, student learning outcomes, teaching method, and learning activities. Provide evidence that for each course there is a detailed and organized instructional outline, course of study, syllabus, or teaching guide showing learning outcomes, ways of assessing learning, teaching and learning activities, helpful resources, and alignment with program objectives.

A course syllabus is distributed to each student on the first day of class and is also available on the course site in Laulima. While instructors have the ability to include details specific to their course, each syllabus minimally includes the following: • Instructor name, contact information (e-mail and telephone), office location and

office hours • Course title, course alpha, meeting days/times • Course description • Student learning outcomes • Grading policy • Course schedule • Student conduct policy • Academic probation policy • Special needs/disability statement

9. The curriculum provides clear evidence that the program encourages creative

leadership in and response to social, economic, and technological developments, and the application of evolving knowledge in the behavioral and quantitative sciences. Provide evidence that the program encourages the development and testing of innovative and experimental approaches to learning and responds creatively to social, economic, and technological developments. HOST faculty incorporates hands –on activities in the classroom setting, which allow students to apply the knowledge and skills they have learned. Students also participate in industry functions off-campus and complete projects which require research, career shadowing, personal interviews with industry leaders, and/or attending informational meetings with industry managers. Group and individual projects are presented in class via PowerPoint presentations. Site visitations have been incorporated in all HOST classes every semester. (Online students are also invited to participate). This gives students an opportunity to experience firsthand the complexity of managing a hotel. Specific learning outcomes for each of the courses are covered during the site visits. The following are examples of resources utilized by faculty to develop and incorporate innovative teaching methods into the classroom:


• Front Office Management Simulation Program – provides students exposure to a front office automated system and allows students to complete front office functions at the entry and managerial levels.

• Films on Demand – an online library of videos available through the College’s

library database. Instructors can readily access and incorporate hospitality video clips within their lectures to illustrate and reinforce course content.

• Career Portfolio – students create a career portfolio which includes the following:

resume, references, personal statement, work samples, certificates, and awards. • StrengthsQuest – students utilize this computer based assessment to help

discover as well as validate their strengths. In the Hospitality Internship II course, students recognize and reflect on how they utilize their strengths in the workplace.

• StudyMate - instructors create flash-based activities and games online. This on-

line application allows students to practice course content by playing games in a challenging but stimulating setting.

• Certified Hospitality Educator (CHE) – certification from the Educational Institute

of the American Hotel & Lodging Association (AH&LA) is earned by attending a 3-day seminar, passing an examination, and preparing a video covering teaching techniques covered in the seminar. Faculty learn innovative strategies to incorporate into their teaching methodology to create interest and increase student engagement.

• Great Teachers Seminar - brings instructors together to exchange teaching innovations and solutions to teaching issues.

• Vital Innovative Training & Economic Development (VITEC) – short term courses

in which faculty are able to integrate information learned into courses and teaching methodologies.

10. In the event that the program involves any relationship with organizations outside of the institution, such a relationship must include a written agreement defining the learning activity and responsibilities involved and assuring that the relationship is consistent with the mission and objectives of the program. In order to fulfill the CA and AAS degree requirement, all students are required to complete an internship(s). The HOST program requires an Internship Training Agreement that defines specific responsibilities of the hospitality organization, the college, and the interns.


The HOST program also has articulation agreements with the University of Hawaii at Manoa, Kapiolani Community College, Hawaii Community College, Kauai Community College, and Leeward Community College. The table below lists the courses that are articulated to UH Maui College.

Campus Course

Alpha UH

Manoa Kapiolani

CC Kauai

CC Hawaii

CC Leeward

CC Introduction to Hospitality & Tourism

HOST 101

X X

Housekeeping Operations

HOST 150

X X X

Front Office Operations

HOST 152

X X X

Food & Beverage Operations

HOST 154

X X

Cooperative Education/Internship

HOST 192v

X X X X

Appraisal and Plan of Action 1. Evaluate curricular offerings in relation to the stated mission and objectives

of the institution. Are any of the objectives overlooked in the curriculum? Are there any elements for which the mission statement does not provide clear support?

As a terminal AAS degree, the HOST curriculum appears to be narrow in its transferability to UH Manoa’s School of Travel Industry Management. Only two of eleven, HOST alpha courses transfer to the TIM School (HOST 101 and HOST 192v). However, all 100+ level general education courses do transfer to 4-year colleges. Maui College was not a four-year institution at the time major curricular changes were being initiated. Currently, the Advisory Committee is advocating for a four-year degree that uses much more applied learning. The HOST Program intends to initiate the following: 1) change the Associate in Applied Science Degree to an Associate in Science Degree; and 2) develop a four-year applied Baccalaureate Degree option. In addition, the program needs to continually address the following:

• create an array of short-term retraining options for people who need to acquire

technical skills in hospitality and tourism to re-enter the workforce; • create professional development opportunities for upgrading of skills for those

employed; and


• develop preferential employment incentives for HOST Program majors to increase programmatic graduation.

2. Are the general education requirements effective in terms of the stated

objectives? How effectively are the rationale and requirements for general education communicated to students?

The program’s general education requirements enable students to learn about our global society. The requirements are included in the college catalog, the program website and also communicated through academic advising and program orientation sessions. HOST faculty reinforce the general education student learning outcomes by including assignments that further develop students’ skills in creativity, critical thinking, written and oral communication, information technology and retrieval, and quantitative reasoning.

3. How effective are the program’s own mechanisms to ensure quality control over all courses offered in its name? Feedback from the following sources is evaluated and used as a basis to implement improvements in the curriculum and teaching strategies of faculty:

• Peer and student evaluations • Program review • Advisory committee feedback • HOST Program Coordinating Council discussions

4. In appraising the program in terms of the Standard on Curriculum, what

strengths and weaknesses have been identified? What changes are being discussed, planned, or implemented to remedy weaknesses?

Strength(s) Internship course requirements give students the opportunity to gain practical experience in the hospitality and tourism industry that has been continuously recognized as the top destination site by the readers of the Conde Nast Travel Magazine. Articulation agreements for courses are in place between UH Manoa, Kapiolani CC, Kauai CC, Leeward and Hawaii CC. Students who have taken specific HOST courses and wish to transfer to the institutions within the UH system are able to obtain credit for their previous work. The HOST Advisory Committee is highly engaged in the curriculum review, design and assessment process to ensure the program is rigorous and relevant.


Weakness(es)

The intent of the Associate in Applied Science Degree is workforce readiness. The Associate in Applied Science Degree is not intended or designed for transfer directly into a baccalaureate program. Therefore, students who intend to transfer to the UH TIM School or a baccalaureate program complete an Associate in Arts Degree, which allows a more seamless transfer to other 4-year programs. Plan of Action Re-initiate discussions with staff from the Office of Continuing Education and Training to establish short-term credentialing options within the current curriculum for industry professionals. The HOST program needs to work with the Business & Hospitality Curriculum representative to change the HOST degree from an Associate in Applied Science Degree to an Associate in Science Degree. The overall goal is to eventually provide students with access to a Maui based Baccalaureate Degree in Hospitality & Tourism. Collaborate with the HOST Advisory Committee in developing preferential employment incentives for HOST Program majors to increase programmatic graduation.

Standard 5

Faculty/Instructional Staff


FACULTY/INSTRUCTIONAL STAFF

Standard 5 1. The preparation and qualifications of all members of the instructional staff are

suited to the field and level of their assignments. Those in conventional academic fields hold advanced academic degrees or present evidence of scholarship or creative achievement appropriate to their positions; those in professional or technical fields have equally appropriate preparation and attainments.

The faculty and instructional staff of the Hospitality and Tourism Program meet this standard, as they are fully qualified for their areas of responsibility and course assignments. They have both the industry experience and academic background to maintain the HOST program’s success. The minimum qualifications require faculty to meet one of the following:

• Master’s Degree in Professional Studies with emphasis in Travel Industry

Management, Travel and Tourism, or • MBA with emphasis in Travel Industry Management, Travel and Tourism, or • Bachelor’s degree in Professional Studies with emphasis in Travel Industry

Management, Travel and Tourism and three years related work experience, or • Bachelor’s in any Field and 5 years related work experience including training, or • Associate degree in Travel and Tourism or Business Education and 5 years

related work experience including training, or • 15 college credits in Travel and Tourism or Business Education and 7 years

related work experience including training, or • Master recognition by Travel and Tourism Community and 10 years related work

experience. Desired qualifications are: Hotel-related work experience; computer competency in new generation hospitality programs; teaching experience at the community college level; familiarity with competency-based instruction and behavior objectives; experience in distance education, including cable, skybridge, video streaming and online course delivery; demonstrated ability to work with diverse learners; demonstrated ability to work cooperatively with others; demonstrated ability in curriculum development; demonstrated ability to communicate effectively. The teaching load for a full-time faculty member is 27 credits for the year, in accordance with the Collective Bargaining Agreement. Additionally, each instructor is also required to maintain office hours. The instructional duties include course preparation and instruction, student advising, maintenance of office hours for student consultation, participation in faculty and student activities as required, participation in community services as required, and the preparation and implementation of a professional development plan.


The HOST Program has a total of 2 faculty members. One faculty member is in a full-time, tenured position, and meets the Board of Regents (BOR) requirements for promotion to her rank. One faculty member is in a full-time, tenure track position, and meets the BOR requirements for contract renewal. Faculty Responsibilities and Background: Lorelle Peros is assigned to teach 12 credit hours per semester, plus 3 credits assigned time for Program Coordination. She has the overall responsibility to formulate and administer the HOST program’s policies and procedures in regards to curriculum and program governance. She has taught a variety of HOST classes including HOST 20, 101, 150, 152, 154, 260, 270, 192v, 293v, and 298. Prior to joining UH Maui College full-time in 2001, she was a lecturer at the College and was employed at various hotels in Hawaii. Lorelle was also a Hotel Operations instructor at Hawaii Community College in Hilo, HI. Liping Liu is assigned to teach 27 credit hours per year. She was hired at UH Maui College in spring 2009 and has taught the following HOST classes: HOST 20, 101, 152, 154, 260, 270. She has developed online classes for the HOST program. Prior to joining UH Maui College, Liping taught at the University of Utah, Shanghai Normal University, and Zhejiang Forestry University. In addition to various leadership and hotel-related positions, Liping was the General Manager/Owner of Hunan Xingda International Travel Company in China. In addition to teaching, both faculty are advisors for Hui Hookipa, the HOST program’s student club. They actively facilitate fundraising activities and participate with students in industry-related events. Liping and Lorelle also provide academic advising to HOST students.

2. The faculty is numerically sufficient to achieve the objectives of the program

and to perform the responsibilities assigned to it: instruction, advisement, academic planning, curricular development, and program direction.

The HOST Program meets this standard, as the faculty is adequately sufficient to achieve the objectives of the program and to perform their responsibilities assigned. Based on data Program Review data, the average class size report is as follows:

F2007 F2008 F2009 17 12 10


The HOST faculty, consisting of two full-time members, work together as an effective team with the added support of the department secretary, campus colleagues, college administrators, and industry partners. Their endeavors include:

• Performing all duties related to the courses they are assigned to teach • Providing specialized help and advice specific to their areas of expertise • Creating, implementing and evaluating program strategies • Collaborating on special projects and events

3. Professional, clerical, and paraprofessional staff are available and adequate to

assist instructional faculty in materials preparation, supervision, tutoring, and other general tasks.

The HOST Program meets this standard as a permanent secretary II position is allocated to the department. Kerry Holokai, Secretary II, for the Business & Hospitality (BSH) Department, serves as an overall office manager, providing necessary clerical, fiscal, and other support services to the faculty members of the department. The secretary position is a Civil Service position within the Hawaii Government Employees Association organization, Unit 03. Nicole Iwasaki, Transition Specialist, for the BSH Department, was hired in fall 2010. Her job responsibilities include 1) tracking HOST graduates, 2) recruiting high school graduates for the HOST program, and 3) monitoring the current HOST students’ progress.

4. Conditions of service, including appointment, promotion, salary, workload,

etc. are equitable and administered ethically. What does the program consider to be the duties and responsibilities of the individual faculty member? Where are these described? Describe the conditions of service for faculty, including policies and procedures on tenure and promotion, workload, salary, etc.

The HOST Program meets this standard. A UHMC Equal Employment Opportunities/ Affirmative Action officer reviews the employment process to ensure that all legal requirements are met and maintained. The college requires that official transcripts be provided from an accredited educational institution, and that international degrees are evaluated by recognized agencies to establish their equivalency to degree from regionally accredited U.S. educational institutions. For faculty positions, all applicants are screened through the recruitment and selection process to determine if they meet the minimum qualifications and desirable qualifications as advertised. Deciding who should be interviewed is based on the academic credentials of the applicants, a review of their work experience, education or training, and letters of reference.


During the interview process, applicants may be asked to demonstrate or provide a sample of their work. The content of the interview questions is determined by the selection committee and approved by the campus Human Resources Office. In order to be promoted, faculty must meet the minimum qualifications established by the Board of Regents for the rank to which promotion is sought. Faculty who have met the expectations and criteria of the rank to which they plan to apply for may submit their promotion application as follows: • From Rank 2 or 3 after completing their fourth year of creditable service in

Rank 2. • From Rank 3 to 4, or Rank 4 to 5, after completing their third year of creditable

service in Rank 3 or 4, respectively. The promotion application requires applicants to present a dossier that discusses and documents their accomplishments and performance during the period since their last promotion, or since their initial hire. Dossiers are reviewed by the Division Personnel Committee (DPC), Department Chair, Tenure and Promotion Review Committee (TPRC), Vice Chancellor of Academic Affairs and Chancellor. Each reviewing body submits their decision to recommend or not recommend promotion. Applications are submitted to the Board of Regents for final approval. College policies for workload and salary are determined by faculty classification ranks as follows: Instructor (C2): Faculty at Rank 2 instructs students and/or provides academic support to students. They also begin to provide college and community service. Assistant Professor (C3): Faculty at Rank 3 maintains a professional level of performance and productivity in the area of their primary responsibilities. In addition, they help develop, revise and select curriculum materials, instructional and student-needs-assessment strategies. They also provide service to the college and community outside of the areas of primary responsibilities. Associate Professor (C4): Faculty at Rank 4 performs consistently at a highly effective professional and productive level in the area of primary responsibilities. In addition, they initiate, coordinate, and participate in discipline-related projects at the campus or system level to include significant program or curricular modification. It is expected that they will provide significant service to the college and community outside of the area of primary responsibilities and that they will sustain involvement in professional and self-development activities. Professor (C5): Faculty at Rank 5 sustains excellence in the area of primary responsibilities and demonstrates versatility and depth in the mastery of strategies, which effectively meet student needs at the course or discipline level. They sustain leadership and service to the discipline, college, and demonstrate expertise; and


serve as resources to other faculty, businesses, and the community. At this rank, they serve as mentors to junior faculty. Sustained involvement in professional and self-development activities at an appropriately high level is expected.

5. The faculty is substantively involved in curricular development and evaluation

and in the formulation of academic policies and practices.

The HOST Program meets this standard. Faculty evaluate their courses each semester with input and approval from fellow department colleagues, students and industry partners, then submit any necessary changes to the Faculty Senate Curriculum Committee for review and acceptance.

6. Mechanisms are in place and regularly utilized for evaluating teaching

effectiveness and effectiveness in career and academic advisement. Describe the mechanisms in place for evaluating teaching effectiveness. How often does such evaluation occur? What mechanisms are used to evaluate effectiveness of faculty in career and academic advisement? How often does such evaluation occur? The HOST Program meets this standard. Faculty members are evaluated for their teaching effectiveness by students and peers. At the end of each semester, faculty receive feedback from their students through either an official UHMC student evaluation form or eCafe. This survey is mandatory for all probationary instructors and lecturers. Probationary instructors also undergo peer evaluations by their departmental colleagues. Probationary faculty peer evaluations are completed once per semester. Arrangements are made in advance by the DPC to have a peer observe the probationary faculty’s teaching style. The result of this class observation is discussed between the peer evaluator and the faculty member being evaluated. The results of peer and student evaluations form the basis for a Self Assessment Plan for lecturers and Contract Renewal for probationary faculty. Tenured faculty who choose not to apply for promotion may be evaluated every five years as stated in the University of Hawaii Professional Assembly (UHPA) Contract Agreement with the Board of Regents. Different forms of evaluations such as department chair evaluation, peer evaluation, and student evaluations are conducted. Evaluations from the department chair and peers are reviewed and recommendations, if any, are discussed and accepted. The evaluation is then signed by the evaluator and the faculty member.

7. There is an appropriate balance between full-time and part-time faculty to enable the program's objectives to be realized.

Since the spring 2009 semester, the HOST program has two full-time faculty members who are able to meet the program’s objectives. The HOST Advisory Committee support enhances the students’ learning experience. Advisory members


often serve as guest lecturers and also invite students on-site to take part in site visits, special events, and activities.

8. Most program core requirements are taught by full-time faculty. (This standard applies to two year programs)

Yes.

9. There is evidence that the professional development of the faculty is

encouraged, supported, and evaluated. The HOST Program meets this standard. Tuition waivers are provided to all faculty who enroll in appropriate courses. Staff development funds are available to help faculty offset the cost of attending seminars/workshops. In addition, the HOST Program has its own UH Foundation account, which can be used to subsidize professional development for approved workshops and seminars. Professional development activities that faculty are encouraged to participate in include the following:

• Industry/education-related conferences, seminars, workshops and college

courses • Membership in industry/education-related professional associations • Travel and visitations to other similar programs nationally and internationally • The University of Hawaii Community College system-wide professional

development program which focuses on learning and leadership development • The American Hotel & Lodging (AH&LA) – Educational Institute’s professional

certification program for Certified Hospitality Educators (CHE) 10. Members of the faculty demonstrate continuous professional growth,

productivity, and enhancement of experience in their areas of expertise.

The HOST Program meets this standard. Each faculty member is responsible for her professional development. This required duty, advertised when recruiting new faculty, specifically states that each faculty member must develop and maintain an approved program of professional self-improvement, which is monitored by the faculty’s Department Personnel Committee (DPC).


Appraisal and Plan of Action 1. How does the program recruit and select full-time and part-time faculty

positions? Who has input in those hiring decisions? Evaluate the effectiveness of the hiring process.

In the Fall 2007 semester, the HOST program was granted its second 1.0 faculty position. Screening of applicants for the position began in the Spring 2008 semester by an appointed committee. The position was advertised both locally and nationally. The screening committee was comprised of four UHMC faculty (Hospitality & Tourism Program Coordinator, Culinary Arts Program Coordinator, Articulation Coordinator, and Cooperative Education & Job Placement Program Coordinator) and a Hotel Manager who was part of the HOST Advisory Committee. The committee members represented diversity in the area of race, gender, and age. More importantly, the group represented a wide range of expertise. Recommendations for hire were then submitted to the vice chancellor of academic affairs and the chancellor. Final decisions for hire are made by the chancellor.

2. Evaluate the provisions made for professional, clerical, and paraprofessional

staff development.

The provisions for professional development by the program and institution are supportive. Professional development funds are available every semester through various sources. For example, the Staff Development Committee provides funding for anyone who desires the receipt of funding for professional growth.

3. Evaluate the effectiveness of promotion policies and procedures, including

salaries and benefits, in the retention of qualified faculty members. The promotion policies and procedures, and salaries and benefits, as stated in the UHPA/Board of Regents contract agreement, are fair and effective in hiring and retaining qualified faculty. There has been no turnover in full-time HOST faculty in the last five years, and the program’s last recruitment for applicants to fill a new faculty position drew many responses from within and outside the State of Hawaii.

4. Are provisions made for faculty (full-time and part-time) involvement in curricular development and in formulating academic policies? Provisions for faculty to develop curriculum are described in the Curriculum Committee policies and procedures as approved in the Charter of the Academic Senate. The Curriculum Committee is a standing committee of the Academic Senate charter. Faculty is also afforded the opportunity to formulate academic policies through the Academic Senate. Actions to introduce policies and procedures are outlined in the Academic Senate charter.


5. Assess how the effectiveness in teaching and effectiveness in career and

academic advisement are factored into the retention of full time faculty.

Faculty is given feedback and advice on their career and academic performance by the program coordinator, department chair, and DPC members either once a semester or more as needed. Mentoring, new faculty orientation sessions and professional development opportunities are also available to nurture the retention of full- time faculty.

6. What evidence exists to show that teaching assignments are equitably and

reasonably determined?

The Program Coordinator and Faculty Coordinator meet in January and September to discuss course offerings for the Fall and Spring semester respectively. The Program Coordinator then meets with instructor to determine course load and teaching assignments for the semester based on expertise in the subject area, availability, and any special projects that the department and faculty determine that should be part of the workload. The program coordinator then distributes the teaching schedule to the instructors. The schedule of classes, published online and in hardcopy, is evidence that teaching assignments are equitably and reasonably determined as stipulated in the contract agreement between UHPA and the Board of Regents.

7. Provide evidence that the program's faculty is provided equitable and

reasonable professional development support. Faculty members are given release time from teaching to work on special assignments. For example, program coordinators are given three credits of release time to work on program development initiatives.

8. Is there effective communication among the faculty and between the faculty

and administration? What are the mechanisms for communication between part-time faculty and the academic department?

The HOST Program meets this standard. Communication is effective among the faculty and between the faculty and administration. Faculty communicate through monthly department meetings, and other scheduled meetings as needed. Pertinent information is disseminated in a timely manner by faculty serving on the Academic Senate Committee, and also by campus and university faculty and administration through the Campus Bulletin and Maui Announcements via email. Faculty are briefed every semester by the HOST program coordinator, BSH department chair, and DPC on the requirements and procedures for evaluating their teaching effectiveness. The criteria are accepted as a condition of their employment as stated in the UHPA/Board of Regents contract agreement. Faculty members also


attend campus workshops on how to use their evaluation results for contract renewals, tenure and promotions.

9. In appraising the program in terms of the Standard on Faculty/Instructional

Staff, what strengths and weaknesses have been identified? What changes are being discussed, planned, or implemented to remedy weaknesses?

Strength(s) The HOST Program is able to meet programmatic goals with the number of faculty and staff that it now has. As the program expands, additional faculty will be requested. Weakness(es) The HOST Program has a limited lecturer pool to provide depth and breadth in the offering of additional hospitality and tourism courses. Plan of Action Therefore, the HOST Program will work with its advisory committee to develop a lecturer pool of part-time faculty to teach special topics as experimental HOST classes.


ACPHA PROGRAM FACULTY PROFILE

Number of faculty

Full Time 2

Part Time FTE __ Faculty Total FTE: 2

Other Staffing: (in FTEs): Teaching Assistants Research Assistants Lab Assistants Student Employees Secretarial .25 (shared with six programs) Other: Counselor .25 (shared with five programs) Transition Specialist .2 (shared with five programs) Number of staff available to program if no "assigned" staff exists: (in FTEs) Faculty Education Doctor Master Bachelor Associate Other Full Time _1 1 Part Time Total _1 _1 Faculty Rank Full Associate Assistant Lecturer/ Total Professor Professor Professor Instructor Full Time __1 _1 _2 Part Time Total _ 1 _1 2 Comparative Salary: Month/Year/Step (Average) HOST Program University/College Full Professor (C5) _____ Associate Professor (C4) _____ Assistant Professor (C3) ______$59,174 $53,316 _____ Lecturer/Instructor (C2) ______$49,536 $47,760 ___________

Standard 6

Student Services and Activities


STUDENT SERVICES AND ACTIVITIES

Standard 6

1. Accurate and clearly stated information about admission, progression, retention, dismissal and graduation requirements is available in written form. These requirements meet or exceed the minimum standards of the parent institution. Describe how the program communicates to its students concerning its academic policies and procedures. This would include information about the program's admission, progression, retention, dismissal, and graduation requirements. Describe, if applicable, the program's policies and procedures governing the number of hours a student can receive credit for activities outside the classroom such as life experience, fieldwork, directed study, etc. HOST orientation sessions and academic advising sessions are avenues in which students are informed about program requirements, college regulations, campus services, and registration. HOST faculty also make a concerted effort to discuss policies and procedures with students during the first week of classes. Information related to academic policies (i.e. admission, progression, graduation requirements) is outlined in the UH Maui College catalog (pp. 10-23, 66-72, 74-82). The catalog is available to students in print and disc format in the Admissions & Records and Counseling offices and the UH Bookstore. The catalog is also available in electronic format on the UH Maui College website: (Error! Hyperlink reference not valid.). Information about admission is also contained in the University of Hawaii application packet, which includes a letter from the registrar that outlines the admissions process. Additionally, information about admissions can be found on the UH Maui College website (http://maui.Hawaii.edu/apply/applyNow.php) and in the “Getting Started” checklist available in the Counseling Department (Hoòkipa Building) or on the Counseling Department website (http://maui.Hawaii.edu/student/counsel.php). Information related to progression and graduation rates is reported in the printed Schedule of Classes that is published every semester. In addition, prospective students can find persistence and graduation rates of all the University of Hawaii campuses on the system’s main website. Information on HOST retention rates is available in the annual program review on UH Maui College’s website: http://maui.Hawaii.edu/faculty/program_review/2009/HOST%20Prog%20Review_2009.pdf. The Hospitality and Tourism graduation requirements are outlined in the UH Maui College catalog (p.49). A program worksheet is also available in the Counseling Department office. The HOST Program map is located in the UH Maui College


catalog (p. 49). Also, the HOST course descriptions are in the catalog (pp. 122-123). Additionally, the College has a policy for life experience via credit by examination (p. 78). UH Maui College has implemented an academic probation policy that includes academic dismissal effective Fall 2010. It is communicated to students through the UH Maui College catalog (p. 75), the printed Schedule of Classes (p. 36), flyers and posters on campus, and course syllabi.

2. Transfer credit is granted for courses taken at another institution only when

the course work and the level of the transfer applicant’s achievement, permits the student to complete satisfactorily the remaining upper division professional course work. (This standard applies to four year programs). Describe the program's transfer/change of major policies and practices from both within the institution and from another institution. Not applicable.

3. Opportunities for appropriate academic advising and counseling are available

to all students. The Counseling department provides students with academic counseling, personal counseling, graduation application assistance, transcript evaluation and college transfer information. This department also offers special needs counseling services for students with disabilities. Students schedule individual appointments with the Hospitality and Tourism counselor whose office is located in Ka Lama 216. The counselor is also available for quick meetings during the Counseling Department’s “Walk-in-Wednesday” (hours are from 12:30-5:30 p.m.). Students also have the option to receive academic advising from the program coordinator throughout the semester. Academic advising can also be done via e-mail with the counselor or HOST Program Coordinator and over the phone for students whose schedules do not allow them to visit during the regular office hours of the Counseling Department or who are not currently located on the island of Maui. The HOST counselor, along with the program coordinator and transition specialist, also provide group advising sessions in the Hospitality and Tourism classes during the week before registration begins for each semester. In addition, there are group advising and registration sessions conducted in the Internship and Workforce Readiness office for Hospitality and Tourism, Accounting, Business Technology, Business Careers and Applied Business & Information Technology majors during the first two weeks of the registration period.


Beginning in the 2008-09 academic year, UH Maui College instituted a mandatory New Student Orientation for all incoming graduates of Maui County high schools. Academic advising and registration is included in these orientation sessions. In fall 2010, the College piloted a Frosh Camp 2-day experience for selected incoming 2010 Maui high school graduates. These students obtained knowledge about campus services, gained classroom experience, and were able to build relationships with peers and instructors. Frosh Camp participants will be tracked for persistence throughout the academic year. The institution also recruits and admits diverse students who are able to benefit from special programs consistent with its mission. These student support services address the identified needs of students and enhance a supportive learning environment. The HOST Program has partnered with the following programs: Student Support Services Program, Kuìna, and Student Life.

4. Opportunities exist for students to receive exposure to career preparation

services. Describe the efforts of the program to enable the student to develop an understanding and appreciation of the dynamics, values, and norms of the hospitality industry environment. Are there career symposiums with industry or career fairs available? Is there a career and placement center? Are the services offered appropriate and adequate to serve the mission of the program and the needs of the students?

The HOST Program meets this standard. The curriculum is aligned with hospitality and tourism industry standards. Moreover, the HOST faculty utilize their industry knowledge and skills to incorporate activities and projects that enable students to connect the relevance and application of the content and theories in real-work settings. Additionally, participation in various volunteer opportunities such as the Chancellor’s Golf Tournament, Maui Visitor Industry Charity Walk and the Maui & Lodging Hotel Association Kupuna Dinner is encouraged in order to provide students exposure to the hotel industry community. It also affords students an opportunity to develop their network with hospitality industry leaders. UH Maui College has an Internship and Workforce Readiness Office (IWoRC) that organizes career fairs. The career fairs are publicized in a variety of ways including signs around campus, general announcements via the University of Hawaii e-mail system, and postings on the college’s website. The IWoRC Office also provides job placement services for students and graduates of UH Maui College. All students in the Hospitality and Tourism program are required to complete two levels of internships (HOST 192v and HOST 293v) for the Associate in Applied Science Degree. The internships allow students to gain hands-on experience in the


hospitality industry and apply the knowledge gained in the classroom in a workplace setting. In addition to classroom instruction, students develop an understanding of the hospitality industry environment through various guest speakers who are invited every semester to lecture-based HOST classes. Speakers provide information about the dynamics of the hospitality industry and skills needed to succeed in the industry. Students also learn about hospitality careers through site visitations and career shadowing opportunities. The HOST Program’s club, Hui Hoòkipa, provides additional co-curricular activities for students to gain exposure to the responsibilities of hospitality industry managers in Hawaii. Through these activities, students are able to learn more about the host culture by observing how it is perpetuated in a real-world setting. As future managers, it is important that students develop an appreciation for a “sense of place” that will enable them to become a responsible and effective leader in the community.

5. Effective procedures exist to assure the reasonable progress of students toward meeting stated graduation requirements. Describe the policies and procedures for developing and maintaining satisfactory records for each student in the program. Is this information secure? What permanent records are maintained (financial information, student records, transcripts, faculty information, test scores, records of graduates, etc.)? How are these organized? How are they stored? How available are they? How long are they maintained? Student records are currently maintained in two different formats. The primary format in which student records are maintained is electronic. The University of Hawaii uses the Banner System to maintain student records including directory information (e.g. address), financial aid awards, placement test scores, course registration history, grades, transferred credits, business office transactions, and admissions information. Course records are also maintained in Banner (enrollment, grades).Banner access is obtained by permission from the Vice Chancellor of Student Affairs. The authorization is sent to Banner Central located on the University of Manoa campus, which then sends the user a password allowing access. The permission granted allows users to either view or modify student information (i.e. counselors can modify course overrides, but can only view financial aid information). Generally, access to Banner is tied to the users’ position. Banner screens are tailored depending on whether the person is in admissions & records, counseling, the business office, teaching faculty financial aid, etc. As an example, financial aid has twelve levels of access. The access someone has in the financial aid office depends on his/her role and responsibilities such as student help, clerk, financial aid officer or financial aid director.


The STAR advising system was developed by the University of Hawaii and is used for viewing student transcripts, student progress toward their educational goal (i.e. degree audit), projections of student progress if they should change their major, and students’ academic standing. Additionally, a variety of reports can be accessed via the STAR system that allows for each campus to track student enrollment, retention, and persistence. STAR pulls information directly from the Banner system. STAR access is granted in a similar manner to Banner. Unlike Banner, STAR can only be accessed from computers located on campus. Additionally, STAR allows viewing of records from all campuses within the University of Hawaii system. Records are available at varying levels to instructional faculty and student services personnel. Students have limited access to STAR. They are able to view their own unofficial transcripts as well as complete a degree audit. Records are maintained in these systems indefinitely.

6. Students have involvement in the planning and assessment of the accessible services offered by the program. To assure the quality of student support services, the HOST Program and the Student Services Department regularly administer and assess student satisfaction surveys. The HOST Program has incorporated an online survey to enable students to provide feedback on how to increase their course retention, graduation and advancement. The results of the surveys are part of a feedback loop that informs the overall planning and review process of the HOST Program. All student services departments undergo an annual program review; some departments also undergo state and federal reviews, audits, or site visits. Every five years, student services departments go through comprehensive program reviews, using a template from the Council for the Advancement of Standards in Higher Education (CAS) standards. Information from the reviews are used for planning and budgeting purposes. Students serve on the advisory committee for one student services department (Counseling) and regularly provide input on student events (Student Life).

Appraisal and Plan of Action 1. Evaluate the mechanisms the program has in place and uses to determine

student satisfaction with the program, including analysis and follow-through on dropout and retention rates, graduates and contacts with employers.

The HOST Program’s mechanism to determine students’ satisfaction with the program while enrolled has been strengthened through the use of survey monkey. In the Fall 2010 semester, HOST students completed an online survey which addressed students’ satisfaction with the program. The results will be used to initiate changes in the program.


Effectiveness indicators (UHCC Annual Reports of Program Data – Perkins IV Core Indicators) also provide information on student retention or transfer . Data from the 2008-2009 academic year indicate that the HOST program met its student retention or transfer goal (74.19%). The HOST Program recognizes the importance of a mechanism for follow-through on dropouts, graduates and contacts with employers; however, the Program’s tracking system is at the developmental stages. The Counseling Department recently acquired the Scheduling and Reporting System (SARS) to improve student access to services and to better track student progress. The HOST Program will explore the possibilities of adapting the SARS program to track its majors. The HOST Program Coordinator maintains regular contact with industry partners regarding internship placements and feedback on students’ performance on site. Employers’ evaluations provide insight on whether the student is able to meet workplace and industry standards.

2. How adequate are the support services offered for traditional students, non-

traditional students, special needs students, and those students participating in distance education?

There are a variety of student support services available to students including those targeted to non-traditional students. Programs that serve non-traditional students include Kuina (serves at-risk youth), Pai Ka Mana (serves first generation, low income, and disabled students), and Mu’o A’e (serves Native Hawaiian students). Services for students with special needs are available on campus. Since the population has grown over the past two years and the level of services needed for these students has increased, services have been expanded.

Two years ago the counseling department added a counselor to serve the distance education students on Molokai and Lanai. Counselors located on the Kahului campus make regular trips to other outreach sites (Lahaina and Hana) to serve students.

3. In appraising the program in terms of the Standard on Student Services and

Activities, what strengths and weaknesses have been identified? What changes are being discussed, planned, or implemented to remedy weaknesses?


Strength(s) The strength of the HOST program in the area of student services is the effectiveness of the Counseling Department to provide personal academic advising and counseling services to all students and the recent implementation of an early warning system to alert students of their academic standing. We are hopeful that these will increase student success. Weakness(es) The primary concern identified is the lack of data tracking in regard to dropouts and retention rates. Additionally, the program needs to collect more comprehensive alumni student data so that graduates can be tracked and their input and recommendations about the program can be obtained, assessed, and improvements implemented. Plan of Action The HOST program coordinator will work with the Transition Specialist to develop a mechanism to track dropouts, monitor retention rates, and follow through on graduates. The program will work with the Institutional Research Office at UH Maui College to determine what information they are able to provide and to work toward creating an effective and easily administered evaluative instrument.


ACPHA STUDENT PROFILE

(For the past three academic years) Academic Years 2007 / 2008 2008 / 2009 2009 / 2010 No. of Students 40 42 48 No. of graduates (AAS) _____4_ 5 3 No. employed in industry _3_ 4 1 No. to further education 1 ______ 1 3 Other: Certificates (CA) 4 ______ 4 4 Certificates (CC) 6 ______ 5 6

3 Years Ago

2 Years Ago

1 Year Ago

Undergraduate Enrollment

Univ. Prog. Univ. Prog. Univ. Prog.

Freshmen & Sophomores

2,287

40

2,648

42

3,416

48

Juniors

13

0

7

0

9

0

Seniors

22

0

22

0

21

0

Other (Unclassified Undergraduate, Home-based at Other UH Campus) *No data for 1 student

659

0

610

0

669*

0

Average ACT/SAT

Not

applicable

Returning Students

341

Not

applicable

324

Not

applicable

390

Not

applicable Re-admission

Not

applicable

Transfer (other institutions)

422

1

484

1

572

0

Transfer (other majors)

Not

applicable

Student Retention

51%

66%

68%

67%

74%

69%

No. of Graduates

336

4

337

5

407

3

No. of Academic Failures

Not

applicable

No. on Probation

Not

applicable

Source: Official data received by Institutional Research Office 12/10

Standard 7

Physical and Learning Resources


PHYSICAL AND LEARNING RESOURCES

Standard 7

1. The program has access to appropriate physical resources, such as classroom space, office space, and facilities and equipment in order to satisfactorily meet the program’s mission, objectives, and learning outcomes. Describe the space available for the program: classrooms, laboratories, offices, facilities, etc.

The HOST program has facilities to support the achievement of the program’s mission, objectives, and learning outcomes. Classroom and Faculty Office Space The HOST Program’s facilities are housed primarily in the Ka Lama Building. HOST lecture/lab courses are held in classrooms located on the first and second floor (Ka Lama 108, Ka Lama 201, Ka Lama 209). Offices for HOST faculty are located on the first and second floor of the Ka Lama Building and are equipped with individual computer work stations and printers. The Business & Hospitality Department Chair, the Department Secretary, HOST Counselor, and Transition Specialist are also housed in the Ka Lama Building. The Business & Hospitality Department’s main office is located in Ka Lama 101. The main office is equipped with a photocopy machine, facsimile, and printer.

Instructional Media, Facilities, and Equipment The HOST Program primarily uses two computer lab classrooms in the Ka Lama Building. Ka Lama 201 has twenty-one work stations and Ka Lama 209 has seventeen work stations. Both lab classrooms have an instructor work station, projector, screen, and printer. These computer lab classrooms allow students to access and research information online during class sessions. Additionally, in the Front Office Operations class (HOST 152), students use a computer simulation program in the lab. Students are also able to access the Laulima website to obtain instructional materials and are able to take exams online. Another classroom that is used for HOST classes is Ka Lama 108. This classroom seats thirty students. It is equipped with an instructor’s work station, a DVD player, an ELMO, and a projector. Students have Wi-Fi access in this classroom. Hotels & Resorts The HOST Program collaborates with hotels and resorts on Maui and classes are held onsite. Students learn firsthand about front of house and back of house operations through site visitations.


2. The program has a carefully constructed, functioning, and monitored plan for the continued maintenance, replacement, modernization, and support of laboratory equipment and related facilities.

The computer lab classrooms located on the second floor of the Ka Lama Building are maintained by the Ka Lama Computing Center Lab Coordinator. The Coordinator completes program updates in the lab classrooms monthly. The College’s Computing Services Staff maintains the instructor computer work stations, projectors, and audio/visual equipment for classrooms located on the first floor of the Ka Lama Building. The College’s Tech Fee Committee (comprised of three faculty members, three students, and a committee chair) works collaboratively with the Computing Services staff to prioritize the replacement of computers in labs and classrooms throughout the campus.

3. Appropriate learning resources and facilities (libraries) are available to

support the program’s objectives.

Learning Resources The Learning Center (TLC) provides students at all levels with academic support services to help them become successful, independent learners. TLC provides tutorial assistance; one-on-one, group, and online writing assistance; study skills instruction; testing services, computer laboratories; email and internet access and computer assisted instructional programs. TLC serves students and faculty in five basic areas: tutorial support, study skills presentations, computer services, testing services, and distance learning services. Computer Labs Two computer labs, which are located in the Ka Lama building, are easily accessible to HOST students. The Ka Lama Computing Center (Ka Lama 103) is equipped with thirty four workstations and one printer; the Hoòkahua Student Center Lab (Ka Lama 102) has fifteen workstations and one printer. Library The College’s library provides resources that serve students, faculty, and staff. The library has HOST-related print books, print periodicals, DVDs, e-books, e-journals and leased full-text databases. Students can access additional resources through intersystem loans (within the UH system) and/or interlibrary loans (resources from libraries located outside of the UH System). Films on Demand: Digital Education videos are also available as resources.


4. The library access system (including technical and non-technical reference materials, books, journals, and online databases) reflects the current needs of both the students and faculty. To what extent are faculty and students involved in the formulation and implementation of library policies and procedures, in the selection of books and materials, and in improving library and learning resources? The College’s library has an online automated catalog, Hawaii Voyager, that provides access to the holdings of the entire UH system libraries. The library also provides access to online full text data bases such as EBSCO, Global Road Warrior, Ferguson's Career Guidance Center, CQ Researcher, Science Direct, and Hawaii Pacific Journal Index. E-books are also available through ebrary and netlibrary for faculty, students, and staff. HOST faculty members work with the librarians to select books and materials to supplement instructional delivery. The HOST program has books, DVDs and videos that are placed on closed reserve in the library. HOST students have access to these resources, which are located in the circulation area. In 2009-2010, the HOST faculty determined that newer resources were needed for the HOST classes. In consultation with the UHMC HOST Collection Specialist Librarian, new instructional DVDs and print books were requested for classroom instruction and research. These materials were ordered and added to the UHMC circulating, reference, and reserve collections.

Appraisal and Plan of Action 1. Are the physical resources adequate for the achievement of the program's

objectives now and into the future?

As the HOST Program grows and implements its strategic enrollment management plan, instructional media, facilities, and equipment requirements need to be reevaluated. Technology is continuously being integrated into curriculum design in all HOST courses and thus all HOST students should have access to computers during class sessions. Students need to have direct access to current industry-specific software and systems through web-based applications.

2. Are the learning resources and library material collections in balance with

need and adequately supported? Are there areas with too few or unnecessary items available in relation to numbers enrolled and the nature of the instructional program?

In order to address the issue of limited resources, HOST faculty will continue to work with the College’s HOST Collection Specialist Librarian to identify additional hospitality-related online materials, books, periodicals and DVDs to increase the number of learning resources available to students. We will also explore the use of


the American Hotel & Lodging Association’s CyberCinema Academic Online Video Library to support instructional delivery.

3. In appraising the program in terms of the Standard on Physical and Learning

Resources, what strengths and weaknesses have been identified? What changes are being discussed, planned, or implemented to remedy weaknesses? Strength(s) HOST classrooms are centralized in one building and students are able to access at least two different computer labs within the Ka Lama Building. Faculty offices are also located in close proximity to the HOST classrooms, which makes it easier for the students to interact with instructors before or after class sessions.

Weakness(es)

The HOST program presently conducts its classes in classrooms and does not possess any realistic lab facilities on campus. Furthermore, since classrooms are shared between various disciplines (i.e. Math, English, Business Technology) not all HOST classes are offered in computer lab classrooms due to space and capacity limitations; thus, this restricts the students’ access to web-based applications which are needed to enhance instructional delivery.

The HOST program has a limited amount of hospitality-related print and audio visual resources available to students in the library.

Plan of Action

UH Maui College and its HOST Advisory Committee are working collaboratively to transform Hale Haumana, a 12 unit residential facility (located on campus) that was vacated in 2008, to a “Teaching Hotel.” The “Teaching Hotel” will serve as a laboratory for students, allowing them to apply and relate theoretical concepts taught in classes to practical, real-life situations. It will provide the industry’s future leaders with a stimulating environment that includes hands-on experience of running an actual hotel and provide Maui with a world-class teaching facility that validates Maui as a world-class destination.

The facility will feature cutting edge technology and will have Wi-Fi access. Laptops will be needed for the lab and the HOST program will explore the option of requiring Netbooks of all students as part of the curriculum requirements or having laptops available for student use during class sessions.

The “Teaching Hotel” will serve as a vehicle through which the College’s Hospitality & Tourism Program will carry out its mission to “prepare students for employment in entry level and/or supervisory positions in the hospitality industry.” This authentic


learning experience will be unparalleled in the State of Hawaii. The concept is perfectly aligned with the College’s vision to be 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. . .”

In order to address the issue of limited resources, HOST faculty will continue to work with the College’s HOST Collection Specialist Librarian to identify additional hospitality-related online materials, publications, journals, and periodicals to increase the number of learning resources available to students. We will also explore the use of the American Hotel & Lodging Association’s CyberCinema Academic Online Video Library to support instructional delivery. Additionally, in order to expand learning resources available to HOST students (i.e. site visitations and internship opportunities) HOST faculty will continue to collaborate and develop partnerships with visitor industry leaders locally, nationally and internationally.

Standard 8

Financial Resources


FINANCIAL RESOURCES

Standard 8 1. Financial resources are sufficient to support the educational objectives and

meet contractual obligations. Describe any significant changes and trends reflected in the financial data appended.

The HOST Program meets this standard as financial resources although limited, are sufficient to meet its educational objectives. UH Maui College receives funding from two primary sources: state general funds, and tuition and fees. General funds are appropriated by the State Legislature and passed down to the College through an allotment from the State Department of Budget and Finance and the University of Hawaii System. When planning a new academic year, the College projects an approximate state revenue amount based upon the amount from the previous year and legislative commitments. Revenue from tuition and fees is also estimated based upon funding from the previous year. Combined, these two primary sources of funding provide a financial base from which the College develops its budget. The college submits a biennium budget request for additional funding beyond the current budget base to support workload increases or to establish new programs. The governor and the state legislature review and analyze these budget requests, with consideration to the projected revenues of the state. In developing the final state biennium budget, the legislature initiates additions, reductions, and transfers to the current budget base. Additionally, the HOST program has a University of Hawaii Foundation account, which was established in 1989. Monies from this account are from college fundraising activities and private donations and are used to purchase equipment to support, upgrade, and make other improvements to instruction. Funds may also be used for approved staff development activities.

2. Evidence indicates the program has sufficient financial stability to enable it to

continue to meet its contractual obligations and achieve its educational objectives over a reasonable future period.

All financial budget documents and statements, including biennium and supplemental budget proposals and resulting legislative appropriations, college operating budgets and allocations, and income/expenditure and asset/liability statements, are on file at either the office of the Vice Chancellor of Administrative Affairs or at the Business Office. These documents can be reviewed and evaluated by various budget committees and any other interested parties. These documents are public and are therefore subject to periodic external and internal audits.


The University of Hawaii Community College System has established a “Financial Reserve Policy” to allow colleges to establish financial stability during economic fluctuations. The reserve policy requires the community colleges to establish a minimum un-allotted cash reserve of 4% of the projected annual total expenditures and encumbrances for all unrestricted funds (excluding student activities and dormitory funds). Since FY 2008, UH Maui College has reached its reserve target and as of FY 2010 the college operated with a surplus of $1,029,343 above and beyond the 4% reserve requirement. This reserve has allowed the college to manage the recent budget reductions with minimal impact to the programs and departments. The financial planning process is dictated by forces outside of the college’s control, including the state legislature, the governor, the UH system, and the board of regents. There is a general sense at the college that the college has made great progress in integrating financial planning into institutional planning.

Appraisal and Plan of Action 1. In narrative and/or statistical format, as appropriate, assess the currently

significant financial problems, if any, that affect the program's ability to achieve its objectives, and those that are expected or possible over the next five years. The commentary should identify any assumptions about significant factors on which expectations are based. Funding is sufficient to meet HOST Program educational objectives.

2. In appraising the program in terms of the Standard on Financial Resources,

what strengths and weaknesses have been identified? What changes are being discussed, planned, or implemented to remedy weaknesses?

Strength(s) In appraising the program, the strength in terms of financial resources is the support of the Chancellor, Vice Chancellor of Administrative Services, the Fiscal Officer, and the Department Chair in providing the necessary general funds and tuition and fees in order for the department to meet its goals and objectives. Fiscal decisions are made through the reviews of the Program’s Plan and Program Review, thus, justifying the needs and allocations. Furthermore, the commitment of the Program’s Advisory Committee to assuring that students receive an exemplary education cannot be measured in monetary value. Its commitment to faculty, students, instruction, and facilities is immeasurable. Together with its advisory committee, this program will persevere and flourish.


Weakness(es) The only concern is the limited funding resources available to develop the HOST Learning Lab. Plan of Action The HOST Program in collaboration with the HOST Advisory Committee is actively seeking funding through extramural grants and private donations.

Summary of Planning Agendas


SUMMARY OF PLANNING AGENDAS

Standard 1: Mission, Objectives and Outcomes • Establish the Hospitality Academy of Maui, a learning lab that will serve as a vehicle

through which UHMC’s Hospitality & Tourism Program will carry out its mission to:

o Prepare students for employment in entry level and/or supervisory positions in the hospitality and tourism industry

o Become the first choice for education and training for Hawaii’s visitor industry employees and managers

• Continue to implement an enrollment management plan with targeted recruitment strategies.

• Establish articulation agreements with baccalaureate institutions.

Standard 2: Planning and Assessment • The HOST program needs to work directly with the Office of Planning and

Institutional Research of the University of Hawaii Community Colleges to develop and gather a wider range of data to measure a broader dimension of program effectiveness.

Standard 3: Administration and Governance • As the College collaborates to garnish the resources needed for the Hale Haumana

learning lab, the Program Coordinator will use the project as an opportunity to work with the Vice Chancellor of Academic Affairs and the Vice Chancellor of Administrative Services to develop a budgetary framework that includes budgetary goals and objectives. The budgetary framework will be part of the overall evaluation process to determine programmatic effectiveness and efficiency.

Standard 4: Curriculum

• Discussions with staff from the Office of Continuing Education and Training will be

re-initiated to establish short-term credentialing options within the current curriculum for industry professionals.

• The HOST program needs to work with the Business & Hospitality Curriculum

representative to change the HOST degree from an Associate in Applied Science Degree to an Associate in Science Degree. The overall goal is to eventually provide students with access to a Maui based Baccalaureate Degree in Hospitality & Tourism.


• Collaborate with the HOST Advisory Committee in developing preferential employment incentives for HOST Program majors to increase programmatic graduation.

Standard 5: Faculty and Instructional Support • The HOST Program will work with its advisory committee to develop a lecturer pool

of part-time faculty to teach special topics as experimental HOST classes. Standard 6: Student Services • The HOST program coordinator will work with the Transition Specialist to develop a

mechanism to track dropouts, monitor retention rates, and follow through on graduates.

• The program will work with the Institutional Research Office at UH Maui College to determine what information they are able to provide and to work toward creating an effective and easily administered evaluative instrument.

Standard 7: Physical Resources • UH Maui College and its HOST Advisory Committee will continue to work

collaboratively to transform Hale Haumana, a 12 unit residential facility (located on campus), to a learning lab.

• In order to address the issue of limited resources, HOST faculty will continue to work with the College’s HOST Collection Specialist Librarian to identify additional hospitality-related online materials, publications, journals, and periodicals to increase the number of learning resources available to students. We will also explore the use of the American Hotel & Lodging Association’s CyberCinema Academic Online Video Library to support instructional delivery.

• In order to expand learning resources available to HOST students (i.e. site

visitations and internship opportunities) HOST faculty will continue to collaborate and develop partnerships with visitor industry leaders locally, nationally and internationally.

Standard 8: Financial Resources • The HOST Program in collaboration with the HOST Advisory Committee is actively

seeking funding through extramural grants and private donations.

Documents

Accreditation Self-Study Book1