UNIVERSITY of HAWAl'I

HILO

College of Business and Economics

June 26, 2017

Dr. Madeline Webster 777 South Harbour Island Blvd Suite 750

Tampa. FL 33602

Dear Dr. Webster:

The College of Business and Economics at the University of Hawaii at Hilo submits an application for Continuous Improvement Review from AACSB International. As directed , we are enclosing the following:

• Institution Information • Continuous Improvement & Consultative Feedback • Eligibility Criterion • Revie~ Schedule & Comparison Groups

Should you need to reference our college catalog, this is our website: http..,: hilu.lia\,.1ji1.:d1._!_91t_;do!..'.

We request that another review be made in the 2019-2020 Academic Year.

Donald 0. Straney Chancellor University of Hawaii at -lilo

,u ///cP-i--- ~

;; am Yu Interim Dean Universit) of Hawaii at Hilo College of Business & Economics

-11(/~~ Matthew Platz ,,,,,. Vice Chancellor for Academic Affairs University of Hawaii at Hilo

200 W. Kawili St. Hilo, Hawai'i 96720-4091

Telephone: (808) 932-7272 Fax: (808) 932-7273

business.uhh.hawaii .edu An Equal Opportunity/Affirmative Action Institution

CIR Business Application

The purpose of this application is to initiate the Continuous Improvement Review (CIR) process for accreditation and to provide updates on alignment with AACSB Eligibility Procedures along with actions completed related to the accreditation standards issues noted in the correspondence from AACSB following the last CIR review and actions taken in response to continuous improvement and consultative feedback. The application is subdivided into five parts:

• Part I Institution Information

• Part II Eligibility Procedures

• Part Ill Continuous Improvement and Consultative Feedback • Part IV Scope of Accreditation (Eligibility Criterion D) • Part V Review Schedule and Comparison Groups

CIR applications are due on July 1st, two years prior to the review year. Applications are reviewed by AACSB staff upon receipt for content and completeness. If responses or requests are not clearly aligned with the Eligibility Criteria or for other reasons that need further review, the application will be referred to the Continuous Improvement Accreditation Committee. More in-depth information regarding the Eligibility Criteria are in the Eligibility Procedures and Standards for Business Accreditation, which can be found at www.aacsb.edu/accreditation/standards/2013-business.

Please note: For institutions that hold both business and accounting accreditation, separate business and accounting CIR applications must be submitted by the July 1 deadline. Information found in the business application that also applies to the accounting application does not have to be repeated in the accounting application . In these cases, the accounting application should reference the business application.

Application Submission Information

Please submit this application and any accompanying documents via email to the Continuous Improvement Accreditation Committee Chair at CIRC@aacsb.edu.

Please note: • Application is due on July 1st, two years prior to the review year. • There is a page limit of 30 pages (not including tables and required documentation). • Email attachments totaling at least 10MB will not be received due to server limitations. • A confirmation of receipt will be emailed within 1-2 business days. • Paper copies are no longer required.

For questions or assistance in completing this application, please contact your AACSB Accreditation Staff Liaison. A complete list of staff liaisons is located at www.aacsb.edu/accreditation/contact.

PART I - Institution Information

Name of Institution University of Hawaii at Hilo

Name of Business Unit College of Business and Economics

Mailing Address I Campus Box or Mail Code 200 West Kawili St.

City

Hilo

State/Provence/Reg ion

Hawaii

Postal Code

96720-4091

Country

USA

Telephone Number (include country/city code or area code) (808) 932-7272

Fax Number (include country/city code or area code) (808) 932-7273

E-Mail Address

cobeuhh(alhawaii.edu Name/Title of Business Unit Head (Dean or equivalent) Tam Yu / Interim Dean

Name/Title of Provost or equivalent (Academic Vice President, etc.)

Name/Title of Chief Executive Officer or equivalent (President, Chancellor, etc.) Donald Straney/ Chancellor

2

PART II - Eligibility Procedures

Provide an update on how the school aligns with the Eligibility Criteria. Examples should be provided for each criterion in order to demonstrate adherence to AACSB's eligibility requirements www.aacsb.edu/accreditation/standards/2013-business.

Criterion A - ETHICAL BEHAVIOR The Hawaii State Ethics Commission defines the rules and regulations regarding employee behavior for all employees of the State of Hawaii (including the University system). 1 Activities falling under the jurisdiction of the Commission include receiving gifts, providing guidelines for behavior, and training employees to identify and avoid situations that may cause ethical dilemmas. Faculty or staff that identify behavior potentially violating the law are encouraged to contact the Hawaii State Ethics Commission to investigate the incident. Expectations are that faculty and staff serve as ethical models for students, the University community, and the public.

In July 2016, the University system required all executive and managerial employees to attend mandatory training on sexual harassment, Title IX, Workplace Violence and the Hawaii Ethics Code. The next mandatory training is in 2018. The System Office of Human Resources also offers Hawaii State Ethics Code training for all State Employees on a monthly basis.

The University has a code of conduct that obligates each student to comply with the University's regulations and authority. Specifically, "[t]he University expects students to maintain standards of personal integrity that are in harmony with the educational goals of the institution; to respect the rights, privileges, and property of others; and to observe national, state and local laws, and University regulations." 2 College faculty are encouraged to include reference to the conduct code on their course syllabi for all courses and hold students to those standards of behavior.

Sanctions may be imposed on students found violating the UH Hilo Student Conduct Code. These sanctions range from a written reprimand, probation, suspension, and dismissal. A student appeal process exists if submitted within ten days of the administrative decision. Appeals must come from new information, a procedural error, or substantive facts.

Criterion B - COLLEGIATE ENVIRONMENT The school maintains a collegiate environment in which students, faculty, administrators, professional staff, and practitioners interact and collaborate in support of learning, scholarship, and community engagement.

In August 2017, the College finally moved to a building dedicated to business education. The CoBE building provides a meeting place that allows the College to increase interactions between college faculty, students, and the community. This new facility creates more opportunities for collaborative learning and community engagement. Below are recent examples of the College's efforts to maintain a collegiate environment.

Last year, Advisory Board members launched the Hawaii Island Business Plan competition. The contest attracted 49 business plans from the community and the winner received a $25,000 prize. Planning has started for a 2017 competition that includes a "student business plan" category awarding a Chancellor's prize of a one-year tuition waiver to the top student entry.

1 Hawaii State Ethics Commission (http ://hawaii .gov/ethics /) 2 http ://hi lo. hawai i.edu/studentaffairs /cond uct/student cond uct.php

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To help students learn more about careers in business, the College has created two new programs . CoBE's new job shadowing program is an initiative recommended by the Aflac Insurance's regional sales coordinator. Students spend four to eight hours with local business people in a specific department to learn first-hand about career options. In the first two months, 21 students have participated in job shadowing. The College encourages first- and second-year students to participate in job shadowing to help them identify business areas of interest as well as an applied exposure to provide a foundation for the future business classes. AXA Advisors offer externship opportunities for juniors and seniors. This company seeks students interested in careers in the financial services industry. Students meet three times per semester with a company representative to learn about different aspects of the financial services industry. The company also may offer paid internship and job placement opportunities for participants.

The Office of Applied Leaming Experience has created a mentorship program. The mentorship program involves students, faculty, alumni, and local business leaders. Students meet with their mentors to discuss career development. This year, 40 students participated in the program and 25 mentors advised them. The success of this initiative encourages the College to embed the program into the Principles of Management course starting Fall term 2017.

Criterion C - COMMITMENT TO CORPORA TE AND SOCIAL RESPONSIBILITY The school must demonstrate a commitment to address, engage, and respond to current and emerging corporate social responsibility issues (e.g., diversity, sustainable development, environmental sustainability, and globalization of economic activity across cultures) through its policies, procedures, curricula, research, and/or outreach activities.

The University and College address current and emerging corporate social responsibility in a variety of ways. Campus demographics reflect tremendous ethnic diversity. The UH System Institutional Research and Analysis Office reports that the Fall 2016 enrollment of UH Hilo·s population of 3,666 was Native Hawaiian (28%, n=l ,049); Asian (23%, n=871 ); Caucasians (23%, n=870);mixed race (13%, n=505), and other indigenous Pacific Islanders, including Micronesian, Chamorro, Samoan, and Tongan (5%, n=200). 3 A recent report in the Chronicle of Higher Education rates the University of Hawaii at Hilo as the most diverse four-year public institution in the nation. 4 The campus regularly hosts public presentations and symposia to address important social issues. 5 Examples this year include a presentation on multiracial America, a panel discussion on human trafficking issues, and a public screening of a film about Malala Yousafzai, a Pakistani educational activist.

Regular curriculum reviews and revisions assure currency with emerging social trends. For example, the University's General Education requires students to take courses with special designations as World Cultures, Hawaii Pan-Pacific, and Global and Community Citizenship. The College offers courses to address these designations (e.g., MOT 333 International Business; MOT 423 Business and Society, MOT 425 Business Planning).

3. Selected student characteristics UH Hilo Fall 2016 https://www.hawaii.edu/institutionalresearch/enrT05 Report.action?IRO _INST _AND_ UH CC- HI L&SEM _YR_ IRO =2016-8&ETHNICITY_TOGGLE=ALL_ETHNICITY&MAJOR_TOGGLE- ALL_ MAJORS&drillThruLevel=&agglevel =&reportid""EN R T05&campusContext=&dri I I Id- & VAL UE=&exportType=&dri I IValue=&dri I I Target 4 Lipka, Sara. (2014). More Voices Call for Equity, Not Just Access. Chronicle of Higher Education Almanac 201./-15, 60, (August 22), 39-4 7. 5 https://hilo.hawaii.edu/news/press/

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Criterion D - OVERSIGHT, SUSTAINABILITY, AND CONTINUOUS IMPROVEMENT The school must be structured to ensure proper oversight, accountability, and responsibility for the school's operations; it must be supported by continuing resources (human, financial, infrastructure, and physical); and it must have policies and processes for continuous improvement.

Organization structure Both the University and College are undergoing some restructuring. At the University

level, the Vice Chancellor for Academic Affairs, Matt Platz, is stepping down in August 2017. Professor Ken Hon will serve as Interim VCAA commencing August 1, 2017. A search for a permanent replacement has started. CoBE's Dean, Krishna Dhir, stepped down in 2016 and an interim replacement, Drew Martin, filled the position until June 16, 2017. Tam Vu will serve as Interim Dean until the University completes a national search for a new Dean. The search process is underway.

Starting August 2016, the College reduced the number of Departments from two to one. Low student enrollment in the Economics BA has been an issue for some time. To consolidate resources, the College faculty decided to phase out the BA in Economics and create a track in the BBA in Business Administration that focuses on economics. The College now has a Dean and one Department Chair rather than two.

Over the past three years, CoBE has 12 tenure line faculty whose average length of employment has been about 16 years. All tenure line faculty have terminal degrees related to their teaching areas. The College has two vacant tenure line positions and funding available to fill just one tenure line position. Overall, the College has lost one more tenure line position since the 2015 accreditation period and five tenure line positions since 2009. Lecturers have delivered some courses , but the range of electives has decreased .

Currently, various personnel changes has resulted in three emergency hires. One of the three emergency hires was for an administrative services officer and the other two were for instructors in accounting and economics . Two permanent instructor hires are in process. While these hiring activities might slightly disrupt some of the continuity in its improvement effort, they also promise new practitioners who will make fresh contributions to the growth of the college . Despite these personnel changes , most CoBE faculty members are still academically qualified as shown in Table 1.

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ACCOUNTING Johnson. Gene

Subtotals ECONOMICS Im. Eric Nakao. Kcisukc Yu.Tam

Subtotals FINANCE Jalbert. Terrance0

Subtotals MANAGEMENT Burke, Kelly Calton. Jerry

DePillis. Emmeline

Dhir. Krishnae Furumo. Kimberl)

Subtotals

-"'11,1 .c .!:P :i:

PhD. 1986

PhD. 1982 PhD. 2008 PhD, 2006

PhD. 1997

PhD. 1994 PhD. 1986

PhD, 1998

PhD, 1975 PhD. 2005

0-C 11,1

E-C ·o C. C.

,,(

Fall 2007

Fall 1983 Fall 2008 Fall 2006

Fall 1996

Fall 1999 Fall 1993

Fall 1997

Fall 2013 Fall 2005

y

y y y

y

y

y

y y

y

Summary of Development Activities Supportin~ AQ Status

Other Activities Relevant to AQ

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4 4 4 4 4 4

1-t 11 20 2 45 3

13 4 13 4

2 16 12 2

18 2

21 14 12 65 34

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UG. RES

UG, RES UG. RES

UG. RES. ADM

UG. RES

UG.RES UG.RES

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MARKETING DeWitt. Thomas

Subtotals PhD. 2004 Fall 2007 y 4

4 4 4

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UG, RES

COLLEGE TOTALS 131 9 49 a. Faculty teaching in two disciplines are listed under their primary disciplines. b. Based on AQ Standards for UH-Hilo College of Business & Economics Faculty, adopted May 5, 2005 c. Tallies of intellectual contributions in this column are the sum of intellectual contributions under Categories A. B, and C. d. Professional activities not counted as both ··Intellectual Contributions·· and ··Other Activities Relevant to Determining AQ.'" e. Sabbatical Fall 20 I 6 or Leave Without Pa)

Table I. Summary of full time faculty qualifications, development activities, intellectual contributions, and professional responsibilities (Period for Academic Qualification: 2011-2016)

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Processes for Continuous Improvement COBE has adopted five operational goals, which collectively enable the achievement of

the six over-arching goals. Action teams are assigned to operational goals comprising the College's tenured and tenure-track faculty members. These goals and respective committees are as follows.

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Goal #1: To strengthen the curriculum in order to satisfy the needs of the stakeholders in a rapidly changing environment. The Curriculum Committee oversees curriculum development and course delivery considerations, and the Assessment Committee carries out assessment of student learning.

Goal #2: To facilitate the movement of students through their educational and developmental experience at CoBE . This goal is assigned to the Student Affairs Committee, which develops activities to enrich students' educational experiences by providing job preparation experiences including a mentorship program, job shadowing, mock interviews, and internship fairs.

Goal #3: To raise the level of faculty and staff expertise. This goal is assigned to the Faculty and Staff Development Committee.

Goal #4: To promote faculty intellectual contributions consistent with the mission of the College of Business and Economics. This goal is assigned to the Intellectual Contributions Committee.

Goal #5: To create and utilize goodwill toward the College of Business and Economics by building relationships with external organizations and individuals, and by providing business-related services and expertise to the public and private sectors. This goal is assigned to the External Affairs Committee.

The over-arching goal of the College is as follows.

Goal #6: To achieve a high degree of recognition of COBE. This goal is assigned to the College ' s Strategic Planning Committee.

The COBEJ,-amework: A dynamic system The CoBE Framework is dynamic. Information and activity flow through the system, to

continually improve processes. The work path for the development of the Vision, Mission, and Goal Statements starts with the Internal Stakeholders cell. The sequential relationship of those statements is shown by the lines and arrows (some bi-directional) advancing from the Vision, and Mission, to the Goals. Goals 1-5 are non-overlapping statements of improvements ­considered necessary and desirable in order to fulfill the College's mission . One or more objectives clarify each goal. Each committee facilitates movement toward a specific goal. Critical to the COBE Framework is that the committee members understand that they must be goal-oriented.

Strategic planning process Goal 6 has separate status. Goal 6 encompasses planning and implementation by the

College's Advisory Board as well as CoBE's Dean, the Department Chair, and the Senate Chair. Progress reports and input pertaining to resources and strategies derive from the other Committees and include supplemental advice from the Advisory Board. CoBE's Dean, the Department Chair, and the Senate Chair incorporate this input into periodic recommendations to the University's Administration on COBE's and the parent institution's Strategic Plan. CoBE's

7

administration prepares the College's contribution to the University's Annual Strategic Plan. Information from the University's annual plan and CoBE's administration flows out to the external stakeholders as input into the periodic strategy review of Vision, Mission, and Goal Statements. Thus, the cycle continues.

Daily operational.flow There are interactions and two-way flows of information between the aforementioned

committees and the COBE Administration. The COBE Framework is a dynamic plan of management, stressing participation of faculty, but its adoption does not imply that the traditional departmental faculty structure will or should disappear. As mentioned above, the accompanying flow-chart sketch of the proposed plan is simplified. To prevent visual complexity, links to other academic units of the Institution, to the Admissions Office, to the Placement Office, to Continuing Education, and other support services are not included.

Closing the loop Implementing their agenda through COBE's operational processes, various committees

report their recommendations to the entire faculty twice a year, in accordance with the annual review process. The review process begins with a Fall Semester Retreat in the first week of each academic year. Faculty members review the School's vision, mission, and goals, and conduct a strategic analysis of the School. The review and the reports of the various committees developed during the previous academic year inform the agenda for the new academic year. As the work progresses through the fall semester, the faculty members benefit from advice of the various advisory councils. At the end of the fall semester, the committees report to the entire faculty of the School. Discussing and reflecting on the performance of the processes and their outcomes, faculty members advise the respective committees on corrective actions to be included in their agenda. During the spring semester, additional input comes from the various advisory councils. At the end of the academic year, the department and committees produce final reports, which inform the next academic year's agenda as the cycle repeats. A summary of Curriculum evaluation and activities to close the loop is available in Appendix E.

The Co BE frame.,,,vork key takeaways To be successful, the CoBE Framework must accomplish a set of clear goals. These

goals include all efforts contributing to achievement of the mission and clearly exclude all other efforts. Faculty action committees are responsible for facilitating fulfillment of each goal. CoBE's Dean, the Department Chair, and the Senate Chair receive Committee results and recommendations for resource allocation and College strategy.

A periodic strategy review by the Internal Stakeholders is compulsory. A focused analysis of program SWOT factors (strengths, weaknesses, opportunities, & threats) will provide the occasion for amending the Vision, Mission, and Goals as needed to adapt to the changing environment. These reviews provide the personnel with outlets for innovative ideas on proactively improving the CoBE Framework.

Resources The State of Hawaii's university system continues to experience challenges. Hawaii's

fiscal crisis over the last several years has led to essentially flat general fund support for the University from the legislature, and tuition growth has slowed. State support dropped from about

8

60 percent to 45 percent of total revenues in recent years. 6 Declining resources adversely affect the College. Between 2012 and 2016, the University's total headcount has declined steadily from 4,157 to 3,666 students, representing 2.5 to 4.3 percent decreases each year. 7 A combination of declining enrollments and forthcoming tuition rate freezes likely will result in budget cuts for most academic units. The CoBE is budgeting for a four percent budget cut during the 2017-18 academic year.

The University's total resources in our 2016-17 general allocation (excludes special funds) is $73.5m; of this amount, $34.9m is for all of Academic Affairs inclusive of VCAA, Kilohana tutoring center, Mookini Library, the College of Continuing Education and Community Service, and the academic colleges. The College's 2016-17 budget was $2,067,912 (approximately 6% of the total instructional budget). 8 The number of tenure line faculty decreased by one and about $100,000 less was spent on salaries and administrative support than the previous year. The lecturer budget also declined to one-third of the previous year. The salary savings of a faculty member on leave without pay supplemented the lecturer budget. Increasing tenure-line faculty course preparations or hiring more adjunct instructors are not attractive alternatives.

Faculty Resources The CoBE strives for excellence in teaching, research, and service, with its primary focus

on teaching. Until recently, the University Research Council provided a maximum of $2,200/year and CoBE provided faculty $1,500/year to support research and travel to academic conferences. Budgetary constraints reduced Research Council Awards to once every three years for tenured faculty, and the College currently provides $1,000 annually for professional development. Kitaro Watanabe's endowed chair funds remain available for tourism-related research subject to conditions.

Journey to Success One example of how the College responds to the dynamic environment is the Journey to

Success program. Declining enrollment places enrollment management as the top priority for the College, thus the CoBE is focusing more resources on student recruitment and retention. Critical to fostering student success is the roll out of Journey to Success, a comprehensive career and professional development program that students participate in during their 4 years at UH Hilo. 9

Embedded within business courses over the four years, Journey to Success includes a range of activities that students complete as part of course requirements as they move through their BBA degree (see Table 2).

6 Source: Allocation Memorandum from University Budget Office (G Fund), Campus Budget Allocation Worksheet (TFSF). Also see: "Ensuring Institutional Capacity and Effectiveness in the Future" W ASC Essay Four, September 2013 available at: http://hilo.hawaii.edu/uhh/accreditation/documents /UH_ Hi lo W ASC _Essay _Four _ FJNAL .pdf

7 UH-Enrollment Plan 2017, University of Hawaii at Hilo https: //hilo .hawaii .edu /chancellor /documents /UH­Hilo-Enrollment-Plan-02 .27.17.pdf

8 (2,067,912/34,900,000):::: 6% 9 http:/ /business.uhh.hawaii .edu/CoBE-Career-And-Professional-Development

9

Table 2. Journe to Success ----- --- --- --- - ---- - ------ - -----Academic year Course(s) Activities Freshman BUS 110: Freshman Business Experience Executive Career Mentor

Career Exploration Event Personality and Interest Tests

Sophomore BUS 240: Business Law Executive Career Mentor Job Shadowing

BUS 290: Critical Thinking Executive Career Mentor Job & Internship Fair

Junior MGT 300: Management, Organizations and Executive Career Mentor Human Behavior Behavioral Interview Workshop

Mock Interview - Stage I

MKT 310: Principles of Marketing Executive Career Mentor Job & Internship Fair

Senior MGT 490: Strategic Management Executive Career Mentor Mock Interview - Stage 2

The program also includes scheduled meetings with one of four Executive Career Mentors (volunteer retired executives) to address benchmark career planning activities that are not currently addressed in the student's coursework .

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PART Ill - Continuous Improvement and Consultative Feedback

Describe the school's actions that have been taken and progress to date in responding to "concerns that must be addressed prior to or at the time of the next review" stated in the official correspondence from the Board of Directors regarding the most recent AACSB accreditation review. For each response please note the 2013 Standard(s) that corresponds to the addressed concern.

Standard 1. Strategic Management: Over the course of the next year, the six new strategic goals should be expanded into a working strategic plan that includes a clear identification of underlying objectives and an action plan for reaching those outcomes. The Committee and PRT recommends that the administration and faculty revisit the mission of the Co BE to ensure congruence between that mission and the policies, processes, and activities of the CoBE, broadly defined.

CoBE revisited and adopted a new mission statement on February 13, 2015. The following statement more closely aligns the College's mission with policies, processes, and activities.

The mission of the College of Business and Economics, in serving its stakeholders with aloha, is to provide business education rooted in the liberal arts tradition. Our students are expected to acquire the knowledge and skills appropriate to future business leaders, while also developing the character and judgement needed to act as informed and concerned citizens in the wider community. The benefits of our research publications and services are appropriate to the needs of our stakeholders within the region and beyond.

The faculty recognize that the mission statement is dynamic and formally revisited the mission statement in May 2016. Some faculty expressed concerns that the mission statement was too long to remember and apply. Faculty discussed the mission and a revised version to address faculty concerns. A shorter statement that better describes the College's purpose emerged from online dialog.

To provide business education rooted in the liberal arts tradition, developing business leaders who are informed and concerned citizens.

An interesting change in this shorter mission statement is that faculty research is not included. Nevertheless, as the College's primary purpose is teaching, all forms of academic research support the mission. Research demonstrates currency in each faculty member's discipline. This new mission statement needs to be finalized in August, 2017.

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Standard 14.1. Undergraduate Learning Goals: Systematically organize the data already collected and align it with changes made in the curriculum as a result of the data assessment.

In 2010- 2011, the Co BE changed its curriculum to promote the following four learning goals: (I) Business Content Knowledge; (2) Communications (oral and written); (3) Quantitative Problem Solving; and (4) Critical Thinking. Since then, the CoBE faculty have continued to systematically organize the data already collected and align future data collection with this change in curriculum.

Learning Goal I. Business Content Knowledge: Demonstrate knowledge and ability to apply basicfimctional business applications

The CoBE continues to use the ETS Major Field Test to measure whether or not students can demonstrate content knowledge and ability in basic functional business applications. The CoBE has conducted the test every semester since its initial accreditation in 2005 and will continue to do so in the future. In Fall 2016, the results were evaluated by the Curriculum Committee, which made a call to the faculty to identify problems in curriculum and provide suggestions for improvement.

Learning Goal 2. Communications (oral and wrillen): Express ideas clearly, logically, and persuasively in oral and wrillen communication

2a. Written Communication: The CoBE faculty continue to administer the College Learning Plus (CLA+) after business students take ENG 209 Writing for Business or ENG 287 Introduction to Rhetoric. The CLA measures written communication skills and critical thinking. Two types of sub-scores are reported for the written communication skills: Writing Effectiveness sub-score and Writing Mechanics sub-score. These are scored on a 1-6 scale. To simplify the process, the faculty categorizes scores of 1-3 as not meeting the standard, and scores of 4-6 as meeting the standard. The Co BE conducted the test ever year until 2015, then every two years after that. A test was conducted in Spring 2017 and the next evaluation is in Fall 2017.

2b. Oral Communication: in Fall 2016, CoBE faculty voted to replace COM 251 Public Speaking with BUS 110 Freshman Business Experience (please See Table 1 ). The faculty then performed the oral-communication assessment in spring 2017 for MGT 423 and will continue every two years thereafter. The next evaluation is Fall 2017.

Learning Goal 3. Quantitative Problem Solving: Demonstrate the ability to solve complex and

unstructured quantitative problems

Quantitative analysis skills assessment was course-imbedded in QBA 300 Operations Management and was performed in spring 2015. A new assessment is scheduled for Fall 2017. The last assessment showed that students had difficulty integrating results and drawing conclusions. As perceived in the CIR2, there was a need to improve the teaching of critical­thinking, and in Spring 2017, faculty discussed the possibility of incorporating critical thinking into several courses, as an effort to close the loop. A decision was not made and the discussion was tabled for future discussion.

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Learning Goal./. Critical Thinking: Demonstrate critical thinking skills

The CLA+ also measures critical thinking by reporting the Analysis and Problem Solving sub­score. As discussed in the next section, the California Critical Thinking Skills (CCTS) test was discontinued in the Fall of 2015. The faculty conducted CLA+ test on critical thinking in spring 2017 and will continue every two years thereafter.

Standard 14.2. Undergraduate Learning Goals: Create a systematic process for measuring, evaluating and closing the loop for each of the learning goals and objectives for the next five years. This should include identifying people responsible for each goal and objective, and a structured process for closing the loop. It would be advisable to revisit the schedule set out in Table 5.2 of the CIR report with the goal of simplifying the assessment process for each goal and objective.

The CoBE faculty have created a systematic process for measuring, evaluating, and closing the loop , as well as a simplified assessment process . Table 3 below is a reproduction of Table 5.2 in the Fifth Year Continuous Improvement Report (CIR), for the purpose of illustration.

Table 3 (Original Table 5.2 in CIR) Data Collection Schedule and Evaluation Tools

Assessment Data PLG Tool Collection Schedule Evaluation Schedule

ETS Major Fall and MGT 490 capstone FA 2016 Field Test spring terms course (seniors), fall FA 2018

and spring terms annual!

2a CLA Writing Fall and Fall: Incoming Discontinued Assessment" spring terms Freshmen

2012-2014 Spring: MGT490 2a Writing rubric Biannually MGT 490 capstone FA 2015

evaluationsh course (seniors) FA 2017 spring 2014; spring FA 2019 2016; sering 2018

2b Oral Biannually MGT 333 or SP 2016 Assessment MTG 425 SP 2018 rubric fall 2015

fall 2017 3 California Biannually BUS 290 course (pre- SP 2016

Critical and post-test) SP 2018 Thinking Skills Test

fall 2015; fall 2017

3 CLA Critical Fall and Fall: Incoming Discontinued Thinking spring terms Freshmen Assessment 2012-2014 Sering: MGT490

4 Quantitative Fall and QBA 300 FA 2015 Assessment spring terms spring 2015; spring FA 2017 rubric 2017; sering 2019 FA 2019

Data Collection Analysis and

a. Due to inconsistent evaluations using STEPS. faculty decided to use the CU\ to measure \Hiting. b. The University accreditation team for WASC required the College to resume in-house analyses of student

writing. A University-developed writing rubric is now used for biannual writing assessments starting spring 2013.

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Per the visiting team's comments. the CoBE revised this original table. The justification for the revisions is presented as follows.

This original table indicates that the CLA test was "discontinued" for Learning Goal 3, Critical Thinking, and was replaced by the California Critical Thinking Skills (CCTS) test. The problem with using the CCTS test in CoBE's critical thinking course, as the outcome measure of critical thinking, is that it is administered in a 200-level class. The CoBE faculty recalled that this issue was brought up with the visiting-team members, who informed the faculty that any test administered at a 200 level would not suffice for a program outcome.

Another advantage of using the CLA test is that it also provides measures of writing ability for the written-communication skill. By discontinuing the CLA test, CoBE faculty would have to create a new way to measure the written-communication skill. The faculty therefore decided to continue using the CLA test. In order to simplify assessment process for each goal and objective, the CoBE faculty therefore decided to discontinue the CCTS test and the writing rubric evaluation in the original Table 5.2, starting from Fall 2015 Semester.

Another improvement is the assessment of Learning Goal 2b: since the university assessment process required the assessment of 400-level courses, the CoBE simplified its own process by replacing MOT 333 with MOT 423. In Fall 2016 semester, Assessment Committee members discussed the revision of the rubric to close the loop stated in Table 11 of the CIR2. The committee ultimately decided to adopt the university rubric for oral communication.

Finally, the Co BE faculty adjusted the assessment schedule and reversed the order of Table 5.2 to make it consistent with stated learning goals. Table 4 below is a revised version of Table 5.2.

Standard 14.3. Undergraduate Learning Goals: Demonstrate in the CIR 2 report that at least two learning goals and objectives have been measured once and the process for closing the loop, including dates of activities, should be clearly documented with a plan for implementation .

This section is divided into two sub-sections: (1) Measuring and evaluating the learning goals and (2) Closing the Loop.

(I) Measuring and Evaluating:

CoBE has measured three learning goals over the past two years: Leaming Goals 1, 2 and 4.

Learning Goal I. Business Content Knowledge

The ETS Major Field Test provides an assessment of students' content knowledge and ability in basic functional business applications. CoBE students have been taking the test every semester despite the fact that the test is only scheduled every two years according to Table 5.2. Figure 1 shows the results The data indicate that CoBE's overall scores during fall 2014-spring 2017 are above the national scores, a majority of time. Appendix C reports the scores for each major field. It shows that CoBE's scores continued to be at or above the national scores on average with one exception for the field of Legal and Social Environment, which is below national

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60

so 40

30 CoBE

20 --National

10

0

FA 2014 SP 2015 FA 2015 SP 2016 FA 2016 SP 2017

average five out of six scores. There are also concerns that the results are very inconsistent, with one year way above and the following year below the national average.

Table 4 (Revised Version of Table 5.2) Data Collection Schedule and Evaluation Tools

Assessment Data Data Collection Analysis and PLG Tool Collection Schedule Evaluation Schedule

ETS Major Fall and MGT 490 capstone FA 2016 Field Test spring terms course (seniors), fall FA 2018

and spring terms annual I

2a CLA Writing Fall and Fall: Incoming FA 2015 Assessment spring terms Freshmen FA 2017

2012-2014 MGT490 Spring 2015 Spring 2017

2a Writing rubric Biannually MGT 490 capstone Discontinued evaluations course (seniors) From Fall 2015

2b Oral Biannually MGT 423 or FA 2017 Assessment MGT 425 FA 2019 rubric Spring 2017

S rin 2019 3 Quantitative Fall and QBA 300

Assessment spring terms Spring 2015 FA 2015 rubric Fall2017 SP 2018

4 California Biannually BUS 290 course (pre- Discontinued Critical and post-test) From Fall 2015 Thinking Skills Test

4 CLA Critical Fall and Fall: Incoming FA 2015 Thinking spring terms Freshmen FA 2017 Assessment 2012-2014 MGT490

Spring 2015 S rin 2017

Figure 1. ETS Major Field Test: Overall Results

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Leaming Goal 2. Communications

2a. Written Communication: the effort to simplify the assessment process resulted in using only the CLA+ test, administered every two years (2015 and 2017). The results were also simplified to two levels: scores 1-3 imply not meeting the standard and scores of 4-6 imply meeting the standard. Figures 2 and 3 show the results for the Writing Effectiveness and the Writing Mechanics, respectively. They indicate CoBE's improvements over time, on average.

90

80

70

60

so Meets or Exceeds

40 � Do not Meet

30

20

I10

0 2013 2014 2015 2017

Figure 2. CLA Results for Writing Effectiveness

However, there was concern that CoBE scores have a large variance--for example in the 2017 administration the lowest-performing student was in the 5th percentile nationwide, while the highest-performing student was in the 79th percentile nationwide.

90

80

70

60

so Meets or Exceeds

40 � Do not Meet

20

10

30

I I I0 2013 2014 2015 2017

Figure 3. CLA Results for Writing Mechanics

2b. Oral Communication: to simplify the assessment process and close the loop, CoBE revised its rubric which now evaluates students' performance in four categories instead of the past three

16

categories: (i) organization and structure, (ii) content, (iii) language, and (iv) delivery. The assessment still requires that students score a 3 or more on a 4-point scale. CoBE then performed the assessment on MGT 423 in spring 2017. Table 5 reports the results that show that Co BE students meet the standard on average. Appendix D reports the results for individual students, which show that there are still 40% of the students performed below the standard.

Table 5. Results for Oral Communication Assessment Organization and Structure

Content Language Delivery Average

3.281 3.250 3.250 3.125 3.227

Table 5. Results for Oral Communication

Learning Goal./. Critical Thinking: Demonstrate critical thinking skills

The CLA+ measures critical thinking starting from 2013-2014. Since the CLA did not recommend comparing the new CLA+ with the old CLA, the new reaccreditation period (2015-2020) is the appropriate time to use CLA + for critical thinking assessment. Figure 4 reports the results and shows some improvements over time. However, the drop in the 2017 score calls for attention.

90

80

70

60

50 Meets or Exceeds

40 � Do not Meet

30

20

10 I I I0

2013 2014 2015 2017

Figure 4. CLA Results for Critical Thinking (Analysis and Problem Solving)

(2) Closing the Loop

To implement the recommendations for closing the loop listed in Table 12 of the CIR2, the CoBE has performed the following actions on the learning goals assessed over the past two years.

17

Leaming Goal 1. From November 2016 to April 2017, the curriculum committee requested that faculty provide a list of problems they had noticed and how they made changes to their courses to address the problems, to close this loop. In April 2017, the Co BE faculty came together to discuss these problems and strategies. Appendix E reports problems identified and solutions provided by individual faculty.

Leaming Goal 2: Co BE attempted to convert one section of MKT 310 into two smaller, writing intensive (WI) sections in spring 2017. Unfortunately, one section did not gather the needed ten students to remain open. When CoBE cancelled one section, the enrollments in the remaining section surpassed the university limit of twenty students for a WI class. The solution was to cancel the WI status for MKT 310 and temporarily split MOT 300 into two sections of WI classes in Fall 2017. The enrollments from early registration are holding up well for both sections. One concern is that budget constraints might prevent offering two sections of MOT 300 every semester. The Co BE solved this problem by taking advantage of the new economic concentration in the BBA in Business, and offered ECON 430, which had an average enrollment of twelve students in the past, as a WI class. The tactic raised enrollment in ECON 430 to twenty students and can be applied to other economic classes.

Leaming Goal 4: The CoBE hired a new lecturer from the Philosophy Department to teach BUS 290 Critical Thinking, following the recommendation in Table 12 of the CIR2 to split 290 into two sections in Fall 2016. The evaluation of the CLA+ results is scheduled for Fall 2017 and more actions are needed.

Table 6 provides a summary of the learning goals assessed during the past two years and actions to close the loop.

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Table 6. Actions to Close the Loop

Learnm g Goa 1. Business Content

Knowledge

Resu ts ETS exams: At or above national average, but the results are very volatile

Actions to "Cl ose t he Loo p " Share results with faculty and continue to call faculty to contribute ideas to curriculum improvement. Reintroduce teaching forum.

Next E va 1uat1on 2017-2018

2a. Communications CLA+: Convert MGT 300 to WI for Fall semester, 2018-19 (written) Improvement over time on

average but with large variance

add Economic courses with low enrollment to WI list and keep MGT 490 WI. Reading assessment in ACC. Faculty encouraged students to utilize the university lab KILOHANA

2b. Communication s (oral)

MGT423 The class scored above 3.00 on all four categories, but only 60% individual students scored above 3.00

Introduce individual presentations in other classes and keep in MGT 423, MGT 425, and MGT 490. Faculty encouraged students to utilize the university lab KILOHANA

2019-20

3. Quantitative Will be assessed next year NIA 2017-18 4. Critical Thinking SP 14 CLA showed only

38% of seniors proficient (4/6 or above) on analysis & problem solving

Faculty discussed incorporate critical thinking into several courses and will return to the subject in 2017-18.

2018-19

(Optional) The school has identified the below listed non-accreditation related topic(s) that it would like to receive consultative feedback on from the team.

The CoBE has not not identified any non-accreditation related topic that it would like to receive consultative feedback from the team.

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PART IV - Scope of Accreditation (Eligibility Criterion D)

Degree Programs in Business to be Included in Accreditation Review

Confirm fill degree programs in business subjects at all levels and in all locations offered through the business school and other academic units within your institution that will be included the scope of accreditation are listed in the Business School Questionnaire (BSQ) within DataDirect. Edits to the included programs list should be made via the BSQ. Please contact your MCSB Staff Liaison if the BSQ has been closed and/or programs are started after the reporting period for the BSQ.

The degree program that will be included in the scope of accreditation is the undergraduate degree of BBA in Business Administration.

Degree Programs in Business Previously Excluded in Accreditation Review:

Confirm §]!_degree programs in business that have been previously excluded from review are listed in the BSQ as excluded . If a program is not listed in the BSQ, and should be added to the exclusions for your institution, add to Table A.1 and check #8. Please note: previously excluded programs do not require completion of the Exclusion Request Form.

There are no new degree programs that will be excluded in accreditation review .

Table A.1 - New Degree Programs in Business to be Excluded in Accreditation Review:

List new degree programs in business for which you intend to seek exclusion from accreditation review . Indicate all criteria for exclusion which apply to each requested program . A "Request for Program Exclusion" form must be submitted for each requested program and included with this application. Schools must provide exclusion requests only for new degrees, degrees whose name have changed, or substantive changes in previously excluded degrees that have occurred since the last review .

There are no new degree programs that will be excluded in accreditation review. Hence Table A. I is not applicable.

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--- -

PART V: Review Schedule and Comparison Groups

Review Schedule We request a Peer Review Team visit in: 2019-2020.

Visit 1ear Jul 1 - June 30): 2019-2020 ' RanJ5 {in order of reference

July I - December I ___ ----+ 2 Janua 15- March 31 ___ ___ 1 A ril l - June30 ___ ~3_____ _

Specific visit dates will be requested after the first of the year along with team member nominations.

Comparison Groups *Schools may use DataDirect to assist in the selection of peer and aspirant schools. For more information, click here: http://www.aacsb.edu/knowledge/data/datadirect/help.

Comparable Peers - A minimum of six comparable peers are necessary to supply the comparable peers statistical data report sent to the school and team prior to your visit if requested.

Arkansas Tech Universitt , School of Business

Fort Lewis College

Missouri Western State University

Montana State University- Billings, Colle~ of Business

Montevallo, Universit of, Michael E. Step_hens College of Business

North georgia College and State University, Mike Cottrell School of Business I Competitive Group - Schools listed here do not count towards the minimum of six comparable peers or minimum of three aspirant schools.

Alaska Fairbanks, University of, School of Management -- -- I • California State Universit , Fresno, Craig School ofBusin ~

Central Washington Universit

Northern Colorado, University of, Kenneth W. Monfort Colle_ge of Business

Portland State Universit

Western Washin ton Universit

Aspirant Group - A minimum of three aspirants are necessary to supply the comparable peers statistical data report sent to the school and team prior to your visit if requested.

Al~ka Fairbanks, Universit of, School of Management _____ _1 , Idaho State University __ _ ---l

Louisiana at Monroe, University of, College of Business Administration I St. Cloud State University, G. R. College of Business

Tennessee Tech University, College of Business

[ Truman State Universi!}', School of Business _-j~ sconsin-Whitewater, Universit of, Colle e of Business and Economics

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SIGNATURES

The Head of the Business School and the institution's administration have reviewed this information. The institution's administration confirms that the information in this document is trustworthy and accurate.

� By checking this box, I certify the above is true.

Tam Vu, Interim Dean College of Business and Economics Name of Head of Business School

(Dean or equivalent)

T~ Donald 0. Straney, Chancellor University of Hawaii at Hilo Name of Chief Executive Officer or

equivalent (President, Chancellor , etc.)

~/-_ 0-~ - - I

I

22

60

APPENDIX A: NIA

APPENDIX B: NIA

Appendix C: Individual Results for ETS Major Field Tests

40 CoBE

20 --National

0

FA 2014 SP 2015 FA 2015 SP 2016 FA 2016 SP 2017

Figure C.I. Results for Accounting

60

40 CoBE

20 --National

0

FA 2014 SP 2015 FA 2015 SP 2016 FA 2016 SP 2017

Figure C.2. Results for Economics

80

60

40 CoBE

20 --National

0

FA 2014 SP 2015 FA 2015 SP 2016 FA 2016 SP 2017

Figure C.3. Results for Management

80

60

40 CoBE

20 --National

0

FA 2014 SP 2015 FA 2015 SP 2016 FA 2016 SP 2017

Figure C.4. Results for QBA

23

60

40

20

CoBE

--National

0

FA 2014 SP 2015 FA 2015 SP 2016 FA 2016 SP 2017

Figure C.5. Results for Finance

80

60

40

20

0

FA 2014 SP 2015 FA 2015 SP 2016 FA 2016 SP 2017

CoBE

--National

Figure C.6. Results for Marketing

80

60

40

20

0

FA 2014 SP 2015 FA 2015 SP 2016 FA 2016 SP 2017

CoBE

--National

Figure C.7. Results for Legal and Social Environment

60

55

so 45

FA 2014 SP 2015 FA 2015 SP 2016 FA 2016 SP 2017

CoBE

--National

Figure C.8. Results for Information Systems

60

40

20

0

FA 2014 SP 2015 FA 2015 SP 2016 FA 2016 SP 2017

CoBE

--National

Figure C.9. Results for International Issues

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Appendix D: Individual Results on Oral Communication Assessment for MGT 423

Orga nization and Structure Content Language Delivery Average

Presenter I Evaluator I 2 3 2 2 2.25

Evaluator 2 2 3 3 2 2.50

Presenter 2 Evaluator I 4 4 4 4 4.00

Evaluator 2 4 4 4 4 4.00

Presenter 3 Evaluator I 3 4 3 2 3.00

Evaluator2 4 3 3 3 3.25

Presenter 4 Evaluator I 4 4 4 4 4.00

Evaluator 2 4 4 4 4 4.00

Presenter 5 Evaluator I 2 2 2 2 2.00

Evaluator 2 2 2 3 3 2.50

Presenter 6 Evaluator I 3 2 3 3 2.75

Evaluator 2 3 3 3 3 3.00

Presenter 7 Evaluator I 4 4 3 3 3.50

Eva luator 2 3 3 4 3 3.25

Presenter 8 Evaluator I 4 3 3 2 3.00

Evaluator 2 3 4 4 3 3.50

Presenter 9 Evaluator I 3 2 3 3 2.75

Evaluator 2 2 3 3 3 2.75

Presenter I 0 Evaluator I 3 2 2 2 2.25

Evaluator 2 2 2 3 2 2 .25

Presenter I I Evaluator I 3 3 3 2 2.75

Evaluator 2 3 3 3 3 3.00

Presenter 12 Evaluator I 4 4 4 4 4 .00

Evaluator 2 4 4 3 4 3.75

Presenter 13 Evaluator I 4 4 3 3 3.50

Evaluator 2 3 3 4 4 3.50

Presenter 14 Evaluator I 4 3 3 4 3.50

Evaluator 2 3 3 3 4 3.25

Presenter 15 Evaluator I 4 4 4 4 4.00

Evaluator 2 4 4 4 4 4 .00

Presenter 16 Evaluator I 4 4 4 3 3.75

Evaluator 2 4 4 3 4 3.75

Class Average

3.281 3.250 3.250 3. 125 3.227

25

Appendix E Closing the Loop

Faculty Planned Actions Based on Student Comments and Curriculum Evaluations

Course Problem What was done When How the impact of this change will be measured

QBA 260 Several professors mentioned that their students were not as familiar with pivot-tables as they would like

Developed a course assignment in which students are required to develop a series of pivot tables in EXCEL

Fall2016 At the Spring meeting, faculty will be asked whether the new instruction method has helped.

QBA 260 Many students who do well in the beginning stats course (QBA 260), seem to forget a lot of the content they learned by the time they get to the follow-up QBA 300 Operations Management course. While the instructor have not completed in the pedagogy field, her hunch is that students retain more content when they can apply it to a hands-on project.

Held a focus group with students to identify ways to deal with this problem. They suggested a hands-on research project as a good learning tool. During the Spring 2017 semester, the instructor piloted testing a curricular change in which QBA 260 students wi II complete a research project including development of a survey, collection of data, and completion of several statistical tests using the theory obtained in the QBA 260 course.

Fall 2016 Spring 2017

Pilot test results will be available at the end of the semester.

Students will be asked to provide extensive feedback on whether they thought the research project helped.

Econ310 Unable to use the projector and the white board simultaneously. The screen covers the board.

Reinstall the screen right next to the board.

Spring 2016 (Room Kl 11)

More efficient and clearer presentation became possible.

Econ 130/ Some students do not Replace two midterms Spring Slight improvement in 131 study constantly. They

are not ready to learn a new topic that is based on previous topics.

with weekly short exams. 2016 exam performance.

Fin 320 A colleague commented that students needed more instruction on Ratio Analysis. The instructor also observed ratio analysis information on standardized exams that he did not cover in class.

Added new elements to the Finance 320 class provide additional ratio analysis training.

Fall 2015 The instructor will monitor faculty comments regarding student abilities in this area. The instructor will also observe exam performance on related questions. Thus far, he has not heard further negative comments from colleagues regarding this ability of our students.

Fin 320 Observed that students with children frequently missed class, despite the fact that the instructor

The instructor started giving little kids a small toy (a color book, a dollar for ice cream, or

Spring 2017

It appears this cured the problem. The kids seem quite motivated to make

26

invited them to bring something similar) each sure their parent makes it to well-behaved kids to day they come to class class. class when necessary. with their parents and

behave well throughout the class period.

Fin 320 Observed that students have difficulty understanding how financial statements fit together over time. While the topic is covered in the course, it appears that students need additional practice on this topic

Added additional homework to the related chapter materials.

Spring 2017

Observe the performance of students on this element of exams and compare them to past performance.

FIN 321 Professor observed that Professor initiated a Initiated in The change appears to and student's lacked scholarship program to 2012 and have been FIN 322 motivation to complete

the Stock Market Applied Experience Exercise

reward students who earn the most simulated money in their accounts

ongoing successful. The professor observed a marked increase in student interest in the exercise. The scholarship resulted in considerable competition among students to do well in the exercise and win the monetary award

ECON Most students are poor in The instructor helped Spring Another Economic Faculty 380 oral communication skill,

especially expressing difficulty concepts in economics verbally.

students prepare for oral presentations of their term papers and made it a highlight of the semester.

2017 will grade their presentations and provide feedback to improve the students' skill next year.

MGT 333 After an assessment of The instructor developed Spring The instructor will keep and MGT information literacy skills two new written group 2017 electronic copies of these 423 in my MGT 423 class,

the instructor learned that business students need more training in on-line searches for research sources

report assignments in MGT 333 & 423 that require an on- line literature search and a list of references using APA format

reports so they can be evaluated by a faculty team to assess improvement

MGT 379, Student oral presentation Developed short group Spring Distributed GE rubric. A 333, 423, skills need further oral presentations to 2017 faculty team will assess 425 development in all of

these classes. mentor oral presentation skills prior to final report.

individual speaking skills in final group reports in my MGT 425 Social Entrepreneurship Venture Planning Class.

ECON Students complained The instructor created Spring The instructor will ask 340 and about time conflicts that hybrids classes, in which I 2017 students to give feedback at ECON prevented them from post detailed lecture notes the end of the semester so 300 taking certain classes

while maintaining their jobs and taking care of their children. In add it ion, the 2016 external reviewer on

on Laulima so that students only need to come to the classes 50 minutes weekly for class discussions to gain hand-on learning experiences.

that I can improve the courses next year.

27

economic program also recommended more online teaching.

ACC 202 Some students were not The instructor provided Spring The instructor will ask for and ACC highly motivated to learn case histories and real- 2017 student feedback at the end 353 difficult concepts in

accounting world examples to inspire students

of the semester.

MGT 300 I) Community members complained that UH Hilo isn't "out there" connecting with them; 2) The Office of Applied Leaming Mentor Program suffered from low student participation

Adapted the ALEX Mentor program to be a mandatory element of Principles of Management, with three meetings over the semester during class time.

Spring 2017

Have just taken in the first round of surveys. 27 surveys were returned. All were very positive about the program. Suggestions: more structured activities, and more one-on-one connections.

MKT 310, Sharing team assignment Identified an online based Spring Increase in student MKT 318, results with the entire application 2017 satisfaction with MKT319 class. The work was

typically provided in a paper work sheet format.

(www.intedashboard.com) that has students enter information in an online worksheet that can be shared online with all students in the class.

instructional methods on course evaluations.

28