De Report Fall 2010

University of Hawai‘i at Mnoa
Supplemental Report on Distance and Off-Campus Programs

Fall 2010
“The University of Hawai‘i at Mnoa is a globally-connected Hawaiian place of

learning, unlike any in the world. Ours is an academy of tremendous diversity,
open to world cultures and scientific advancement. . . . Because of our remote
location, we have unique challenges, opportunities, and futures.” (University of
Hawai‘i at Mnoa Strategic Plan: Defining Our Destiny, 2002–2010)
As noted in the Mnoa Strategic Plan, the University of Hawai‘i at Mnoa is committed to delivering “a
modern, flexible, diverse and multicultural curriculum, supported by excellent teachers, classrooms, and
information technology.” Further, Mnoa is committed to “effectively employ the most up-to-date
information and communication technology to enhance instructional activities on campus and globally.”
Distance delivery of courses and programs allows access to quality higher education to students who are
unable to enroll in campus-based courses. Further, distance learning can create more flexible and
accessible opportunities for student learning. Learning through distance technology will continue to increase
in importance as both a primary mechanism for the delivery of educational programs and a supplement to
traditional methods of instruction.
Mnoa currently offers five bachelors, seventeen masters, and one doctoral program via distance
technologies. In addition, two bachelors programs and a masters program are delivered to four off-campus
sites. A list of these programs is provided below.
Student Student
Degree FTE FTE
College Program Name Level Modality Fall 2010 Fall 2009
UE Interdisciplinary Studies B Off-Campus (Maui) 9 10

A&H Music Education M Distance Educ 30 32
Business Business Administration M Distance Educ 7 7
Business Business Administration M Off-Campus (Vietnam) 47 41
Business Human Resource Management M Distance Educ 6 8

Educ Elementary Education (BEd) B Distance Educ 49 37
Off-Campus (Am.
Educ Education B Samoa) 82 80
Educ Curriculum Studies M Distance Educ 12 16
Educ Early Childhood Ed M Distance Educ 6 6
Educ Educational Administration (MEd) M Distance Educ 13 15

Educ Educational Technology M Distance Educ 18 15
Educ Rehabilitation Counseling M Distance Educ 15 10
Educ Special Education (MEd) M Distance Educ 65 61
Nat Sci Computer Science B&M Distance Educ 9 2
Library & Information Science
Nat Sci (MLISc) M Distance Educ 112 69
Nursing RN to BSN B Distance Educ 0 0
Nursing Nursing (Admin) M Distance Educ 18 12
Nursing Nursing (Adv Public Health) M Distance Educ 41 30
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Student Student
Degree FTE FTE
College Program Name Level Modality Fall 2010 Fall 2009
Nursing Nursing (Education)* M Distance Educ 6 9
Nursing Nursing (Primary Care NPs) M Distance Educ 90 56
Nursing Nursing (PhD) D Distance Educ 60 60
Social
Work Social Work M Distance Educ 53 51
*Admissions temporarily halted for past two years.
Descriptions of each of the programs are provided later in this report. Following are general procedures,
services, and information that apply to all distance programs.
Laulima
Laulima is a set of web-based course management and resource tools provided by the University of Hawai‘i
to support learning, instruction, and collaboration. These tools are based on the open source Sakai
collaborative learning environment. Laulima is connected to the registration system, allowing automatic
course population of officially registered students. Laulima allows UH students and faculty to log in to a
secured network using their assigned ID number and a password they have created. It offers a number of
tools that facilitates both one-to-many and one-to-one communication and can be used to collect and submit
assignments and to administer exams. Although these tools can be used to deliver an entire course online,
Laulima also augments traditional face-to-face course management.
Approval Process for Distance and Off-Campus Programs
The University of Hawai‘i at Mnoa is accredited by the Accreditation Commission for Senior Colleges and
Universities of the Western Association of Schools and Colleges (WASC). WASC requires that all degree
programs be approved by the WASC Substantive Change Committee if 50% or more of the program is
delivered off-campus or via distance modalities. UH Mnoa has been granted approval by WASC to
conduct its own institutional review of substantive changes, in accordance with WASC requirements,
regarding distance delivered programs through June 30, 2010.
Mnoa’s procedures for the review and approval of distance and off-campus programs are governed by
Board of Regents and University policies and by WASC procedures and guidelines. These procedures are
detailed at:
http://www.manoa.hawaii.edu/ovcaa/academics/planning_approval/distance_delivery/
A fundamental requirement for distance learning is that the quality and standards of distance delivered
courses and programs be comparable to other instructional programs of the University (Section 5.10 Board
of Regents’ Policy on Distance Learning).
Authentication/Verification of Students in Distance Programs
MYUH Portal
The MyUH Portal is a web site designed to provide the University of Hawai‘i (UH) community with secure,
personalized access to UH services and information. Features are accessible to all students, faculty, and
staff and include a common interface, web-based services, message board, email, calendaring, important
announcements regarding classes and grades, and the ability to register at multiple UH campuses. UH
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usernames and passwords are the personal identification used for accessing MyUH, email, web publishing
and various other services. A UH username is a unique identifier for each authorized user (students, faculty,
and staff) at the UH System. The UH username is provided to students when they enroll in a UH class,
either on campus or distance learning. Students, faculty, and staff are responsible for creating and
protecting their personal password. Online help and instructions are available within the portal.
Student Conduct Code
By enrolling in the University of Hawai‘i, students accept the responsibility to become fully acquainted with
the University’s regulations and to comply with the University’s procedures. Students are expected 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. University of Hawai‘i Executive Policy E7.208, Student Conduct Code, is the
executive policy which outlines the student conduct code.
The following are examples of the types of behavior that conflict with the community standards that the UH
values and expects of students. Engaging in, or attempting to engage in any of these behaviors subjects a
student to the disciplinary process and sanctions.
Acts of dishonesty, including but not limited to the following:
1. Cheating, plagiarism, or other forms of academic dishonesty.

2. Furnishing false information to any UH official, faculty member, or office.
3. Forgery, alteration, or misuse of any UH document, record, or form of identification.
Use of all University of Hawai‘i Information Technology Resources are governed by University of Hawai‘i
Executive Policy E2.210, Use and Management of Information Technology Resources. Continued use of a
UH username and University Information Technology indicates acceptance of and agreement to E2.210. A
brief summary of Section III: “Principles of Responsible Use” is provided.
1. All users must respect property, security mechanisms, rights to privacy, and freedom from
intimidation, harassment, and annoyance in accordance with all University policies and procedures.
2. Users must adamantly protect their personal passwords.
3. Users must respect the privacy of others’ passwords, information, and communication, and may
not attempt to use University resources to gain unauthorized access to any site or network or to
maliciously compromise the performance of internal or external systems or networks.
4. No individual may falsely represent themselves or "spoof" another physical network connection.
5. Users must observe all laws relating to copyright, trademark, export and intellectual property rights.
(Note: copying or sharing of copyrighted audio or video files for purposes other than “fair use” is
illegal.)
6. University resources are intended to be used for institutional purposes and may not be used for
private gain.
7. Users may not engage in activities which compromise institutional systems or network performance
for others.
Protection of Student Privacy
The University of Hawai‘i makes substantial use of personal and confidential information in achieving its
mission. The University is committed to handle all sensitive information carefully and responsibly. The first
tenet of the University’s philosophy is to limit the use of, storage of, and access to sensitive information to
situations where it is required for the operations of the institution. In such cases, the University provides
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appropriate guidance and controls to protect the information it uses in its pursuit of teaching, learning,
research, service, and administration.
University of Hawai‘i Administrative Procedure A7.022, Procedures Relating to the Protection of the
Educational Rights and Privacy of Students, establishes uniform procedures governing a student's access to
the student's own education records, and access to student education records by the public and other
governmental agencies in accordance with the federal Family Educational Rights and Privacy Act.
University of Hawai‘i Executive Policy E2.214, Security and Protection of Sensitive Information, provides the
framework for specific practices and procedures associated with systems and files that contain sensitive,
personal, and confidential information within the University of Hawai‘i System. The scope of this policy
includes categorization, provision of access, storage, handling, and destruction of such information.
Information Technology Services (ITS) Support and Training
Information Technology Services (ITS) is responsible for the overall design, development, maintenance, and
support of the system-wide telecommunications infrastructure that supports UH distance learning in-state
and out-of-state. ITS is also responsible for developing system technical standards to ensure the efficient
and effective operation of all distance learning technologies. This is covered in University of Hawai‘i
Executive Policy E5.204 University of Hawai‘i Distance Learning Plans, Policies and Procedures.
ITS Training for Students
Laulima Learning and Collaboration Server Orientation: The Academic Technologies unit within
ITS provides the Laulima distance learning student with an orientation site to the Laulima Learning and
Collaboration Server. This site offers textual, as well as, graphical information which answers frequently
asked questions concerning Laulima. Information presented ranges from accessing Laulima to working
with some of the most common Laulima tools that may be presented in a course. The site can be
accessed at: https://laulima.hawaii.edu/portal/site/!gateway/page/83b830e4-c4e8-4956-802c-
d15534187267 .
ITS Support for Students
ITS Help Desk: The ITS Help Desk provides the University of Hawai‘i community with a single,
efficient resource for solutions to all ITS supported technology and services. Information about the Help
Desk can be found at: http://www.hawaii.edu/its/about/helpdesk.html .
HITS Support: ITS provides a guide for students enrolled in an ITV course that explains procedures
and what students should expect in an ITV classroom. It can be accessed at:
http://www.hawaii.edu/dl/student/resources/itvstudentbrochure/.
Cable Guide: Tips for students registered for a cable course, in addition to, general information on UH
cable access programming are available on the University's UHTV webpage
( http://www.hawaii.edu/dlit/UHTV/ ).
ITS Support for Faculty
ITS TALENT: TALENT (Teaching And Learning with Electronic Networked Technologies) is a faculty
development program which supports faculty on all campuses of the University of Hawai‘i system
( http://kuhi.its.hawaii.edu/training/ )
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Digital Media Center: Faculty and staff who need assistance with video, online instruction, graphics,
presentations, and other digital related projects are welcome to contact the Digital Media Center (DMC)
located in Kuykendall 206 (http://www.hawaii.edu/dmc/ ).
The DMC provides training and support to faculty and staff in the use of various digital/multimedia
equipment and software. The Digital Media Center provides help in areas such as multimedia
presentations, interactive CD-ROMs, DVD production, instructional (Laulima) or departmental web site
development, computer-based instruction, video/audio digitizing and editing, and graphics support.
Professional Development: Information Technology Services and the Mnoa Center for Teaching
Excellence provide occasional workshops for all Mnoa faculty in the use of Laulima and other
technologies for distance learning (http://www.cte.hawaii.edu/) .
ITS Computer Support Policy
The ITS Academic Technologies (AT) section provides technical support for UH network connections,
supported desktop computers, and supported software. Support is provided to UH faculty, staff, and
students via email, telephone, and walk-in.
If the ITS Help Desk is unable to resolve the problem, the level of support is escalated to a staff
member in AT. For the Mnoa campus, a trained student will go on-site to diagnose and fix the problem.
Library Services
The UH Mnoa Libraries, Hamilton and Sinclair, collections and services are available to currently enrolled
Mnoa students no matter where they physically reside, e.g., neighbor islands. Anyone with a current UH ID
can use collections and most services at any of the UH campus libraries.
UH Mnoa distance learning students with a current UHM ID have: 1) remote access to UH Mnoa
electronic databases and electronic resources; 2) subsidized interlibrary loan requests that can be submitted
online; 3) reference services either at the closest UH campus or by accessing the Virtual Chat Reference
service in which UHM librarians participate with librarians around the world for 24/7 support; and 4) use of
LILO -- the Library Information Literacy Online tutorial and research guide.
The UHM libraries, housed in Hamilton and Sinclair Libraries, provides the largest collection of information
and research materials in the state. More than 3.1 million volumes, including over 28,000 currently received
serial and periodical titles, make this the 45th largest library in the United States. Its online catalog provides
access to other local and national indexes, specialized databases, and library catalogs throughout the
nation. Migration to the Endeavor library automation software (Voyager) for online public access catalog
(PAC), circulation services, acquisitions and serials receiving functions occurred in January 2001.
The University of Hawai‘i system libraries on all the main Hawaiian islands have combined their efforts to
provide equitable information services to distance learning students and faculty:
a. All library holding in the system are now accessible through one database: Hawai‘i Voyager.
b. Electronic Databases: CD-ROMs, Ingntar, full-text databases and other resources in varied disciplines
aid students in their research and help them to locate relevant journal articles.
c. Interlibrary Loan: Books and photocopies of articles available from UHM are provided at no cost to UH
Mnoa Distance Education students.
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d. Library Instruction: Outreach Librarians at UH Maui College as well as UHM are available to provide
instruction to both students and faculty in accessing resource materials: Hawai‘i Voyager, Periodical
Literature Searching (print and/or electronic), specific reference works, customized instruction on
specific topic.
e. Reserve materials service is available for Mnoa courses offered to distant sites.
The library website for distance learners details services available to distance students.
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Office of Undergraduate Education
Bachelor of Arts in Interdisciplinary Studies
Maui Off-Campus Program
Program Description
Interdisciplinary Studies is the sole unit at UHM which is explicitly designed to implement interdisciplinary
undergraduate education. Under strong faculty advisement, undergraduate students are given the
opportunity to construct 36 credit upper-division interdisciplinary majors. These cover an immense range,
from the more conventional interdisciplinary inquiry areas, e.g., International Studies, Cognitive Science,
Criminology, and Environmental Studies, to pre-professional programs, e.g., pre-law and pre-medicine, to
highly innovative programs motivated by special student interests. Moreover, there can hardly be any doubt
that traditional disciplinary boundaries often stand in the way of developing the sort of skills and knowledge
required in a rapidly changing interdependent world. By allowing students to design programs with an area
or problem focus, we help students to think creatively and to learn how to use disciplinary knowledge in
problem solving.
Off-Campus Program Description
We presently offer one interdisciplinary program, Human Relations in Organizations (HUMRO), on Maui.
HUMRO was conceived to satisfy as many interests as possible. It is an interdisciplinary program that
combines upper division course work from various social sciences departments. It thus does not put a heavy
burden on any one department and provides a sufficiently broadly based program that allows students to seek
employment in the public and private sector, in management, and personnel and public relations.
The Maui HUMRO program has standards of quality that are comparable to that of the on-campus
interdisciplinary studies program as well as other instructional programs at the University of Hawai‘i. The
participating and advising faculty are responsible for program coherence, course content and pedagogy.
The program meets the needs of undergraduate students on neighbor islands who do not have access to a
four-year degree program locally. It also benefits working professionals. Inherent to the interdisciplinary
program is the objective of providing students with knowledge of the field that builds upon but is not limited
to traditional disciplinary specialization. Providing educational options has the potential to significantly
address the problem of access to lifelong education by working professionals in Hawai‘i, enabling them to
acquire advanced skills through undergraduate study without commuting to a different island. Maui students
who have finished their first two years of college at local community colleges thus greatly benefit from the
onsite Interdisciplinary Studies bachelor’s program.
The Maui HUMRO program is open to students who have completed 45 to 50 credits toward their general
education requirement. Under close Interdisciplinary Studies faculty supervision, students choose twelve
upper division courses (36 credits) from various social sciences departments which will give them a broad
understanding of the sociological, psychological and technological factors that impact the workplace. It is
designed to provide skills and knowledge pertinent to a variety of institutions, private and public. Thus, the
heart of the program involves enhancing skills in communication, leadership and conflict resolution, in
understanding organizations, in dealing with ethnic and family issues or broader health care issues, and with
an understanding of the world of work. But since individualized programs, all under strong faculty guidance
can have distinct emphases in, e.g., business relations, work place relations, interpersonal relations or
family relations, there is room for variation within the major. Courses not included in any particular major
equivalent then become electives or courses satisfying university or college requirements.
Curriculum: A general program on Human Relations in Organizations will look like the one given below.
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ANTH 300 Study of Contemporary Problems
ANTH 350 Pacific Island Cultures
PACE 447 Mediation Skills
PACE 485 Topics in Peace and Conflict Resolution
PSY 324 Psychology of Emotion
PSY 476 Health Psychology
POLS 374 Law, Politics and Society
SOC 313 Survey of Sociology of Work
SOC 362 Sociology of Gender
SOC 415 Technology and Society
SOC 419 Analysis in Formal Organizations
SOC 441 Social Structure and the Individual
SP 351 Professional Presentations
SP 364 Persuasion
Depending on a student’s interests, other course combinations could be used. For example, a student in
working for health care industry could include courses like Anth 425 Medical Anthropology, Anth 427 Food,
Health and Society, Soc 354 Medical Sociology, Soc 454 Analysis in Medical Sociology among others as
part of their program.
Faculty: Courses are taught by full-time and part-time Mnoa faculty. Also, many UH Mnoa courses are
regularly offered online, Maui students also have access to these courses.
Student Support Services:

Advising: Academic advising is provided by the existing Interdisciplinary Studies (IS) faculty advisors.
Maui students work closely with IS advisers as they put together their program and write their proposal.
In addition, general advising on core requirements is obtained from the Arts and Sciences Academic
Advising Office. We have a neighbor island outreach adviser located on Maui. The Arts and Sciences’
advisor visits Maui each semester and provide UHM outreach students with face-to-face advising.
Some advising is also done over the phone or via e-mail. Outreach College is working closely with the
Arts and Sciences Academic Services and the Office of the Registrar and Records Office to have
detailed information about transfer credit evaluation, graduation requirement and general education
requirement available in an organized manner at their web sites. Currently, all neighbor island students
are provided financial aid advising over the phone or through e-mail. Essential financial aid forms are
available online.
University of Hawai’i Center, Maui: The UH Center–Maui provides support to multi-campus programs
and serves as receive sites for courses and course sequences. Courses and programs of study
delivered at University Centers use a variety of delivery strategies, including distance education
technology, faculty who travel to the Center from their home campus, and faculty from the community
who are approved to teach by respective academic departments on the originating campus. In all cases,
faculty are employed by the originating campus and the established personnel policies and procedures
of that employing campus apply. UH Center–Maui ensures that basic community needs assessments
take place and that the infrastructure needs consistent with accreditation requirements are met. This
infrastructure includes services and facilities such as: basic academic (library and computing) support;
basic student services (general assistance with admissions, registration, and advisement; institutional,
plant, and facilities support (interactive television studios and computing labs); and core staff to operate
and service the clients of the University Center.
Outreach College: In addition to receive site resources, UHM, as the sending institution or originating
campus, utilizes the services of the Outreach College to aid in the coordination and administration of
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distance education. Outreach College serves as the outreach arm of UHM and acts as liaison between
the University Centers and UHM academic departments. Outreach College thus provides administrative
support to UHM distance education faculty and academic support to UHM distance learners on the
neighbor islands.
As a uniquely structured office operation that models the “one-stop shop” service center, Outreach
College has a faculty adviser on-site in Maui to provide general advising and a staff person to assist
with the application and registration process. On behalf of distance students, this office helps to bridge
communication between students and UH Mnoa support units such as Registrar’s Office, Records
Office, Financial Aid, Arts and Sciences Student Academic Services, Mnoa Advising Center, KOKUA
Program and Mnoa academic departments.
Library: A designated full-time outreach librarian is based at the UH Maui College Library during regular
hours of operation; the main responsibility of this position is to serve to Maui county students enrolled in
distance-delivered programs.
The distance learning programs offered via UH Mnoa served as an impetus for increased collaborative
policy, standards, and procedural decision-making between academic support units on all campuses
involved.
Intended Student Audience: The Interdisciplinary Studies Maui Program began serving the special needs
of adult learners who took courses part-time. As student needs changed, so did the program as full-time
students either enroll in the program after completing their Associates in Liberal Arts from UH Maui College
or transfer to the IS Maui Program to complete their degree requirements while living in Maui County.
Geographic Scope: This program is designed to serve students of Maui County, which includes distant
communities as Hna, Kula, Khei and Lahaina in addition to serving students from the islands of Moloka‘i
and Lna‘i.
Delivery Modalities: The IS Maui program delivers on-site instruction at the UH Center–Maui, where up to
23 upper-division courses are offered to students throughout the academic year. In recent years, students
have been able to fulfill requirements for the Interdisciplinary Studies degree program by taking online
asynchronous courses as well as courses delivered via an Interactive Television system.
Percentage of Program Delivered by Each Modality: The Maui Interdisciplinary Studies program
schedules on-site instruction with 100% face-to-face delivery. Students, however, also have access to
online courses originating from the Mnoa campus and available to distance students which they use as
electives or as a small percentage of their major program. Since each program is unique, the distribution
varies from student to student.
Technological Capacity to Support Teaching and Learning in the Program
On-site classrooms are equipped with instructional media components consisting of an Internet-connected
desktop computer (Windows-based), ELMO visual presenter (overhead), VCR, audio speakers, and an LCD
Projector. The computer is capable of showcasing Power Point slides and most DVDs. Technical support is
available on-campus while evening classes are in progress.
The University provides all students with an account on the main computer (a cluster of Sun SPARC
stations). Information Technology Services (ITS) has a help desk that can assist students in connecting to
and using this system. Students can visit the ITS website site and apply for an ITS Internet access account.
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Students can also contact Outreach Student Services for help to set up an ITS Internet access account.
Outreach College’s e-mail help line also provides further assistance to Maui students.
Assistive Technology: The University of Hawai‘i has adopted web accessibility guidelines for providing
services to people with disabilities. Detailed information is available at the Accessibility to Electronic
Information for People with Disabilities web site at http//www.hawaii.edu/access/welcome.html
Assessment of the educational effectiveness of the program
Our recent informal assessment activities are based on a rigorous study of the Interdisciplinary Studies
program that was done about six years ago. Our Maui Outreach students were included in this study. For
that reason, no separate data is available for this group of students. The objective of the assessment project
was to use qualitative and quantitative measures to obtain a wide range of data evaluating student learning
and describing the educational effectiveness of the Interdisciplinary Studies Program.
In our last major assessment project, the goals were to find out: 1) how useful was the curriculum that
combined vocational interest with a broad interdisciplinary knowledge base; 2) how useful was the academic
preparation for their present or future career goals; 3) would a combination of an interdisciplinary capstone
project help them be better prepared; 4) what was the IS students level of satisfaction with the learning
experience; and 5) what was the IS students perception of how useful the IS major was to their current
career path?
In the Fall of 2002, the Interdisciplinary Studies (formerly Liberal Studies) Program created a set of surveys
to assess alumni and existing student perceptions of the program. These were administered to both on-site
and off-campus students. The surveys served to monitor the academic goals of the program as well as
create a structure for implementing effective improvements. The survey designed for alumni students was
administered to graduates of the Fall, Spring and Summer terms. The assessment instrument, a
questionnaire consisting of 18 Likert-scale questions and ten short-answer questions, also included
information regarding alumni’s post-graduation studies, employment and income. Questionnaires were
mailed to 507 alumni; 120 (24%) completed or partially completed surveys were returned to the
Interdisciplinary Studies Office. The returned surveys were analyzed and results are available for review.
The current student survey, administered to both on-site and distance students, reflected the perceptions of
existing IS students (2002-2003 academic year) in regard to their academic and personal experiences within
the program. These served to monitor the academic goals of the program as well as create a structure for
implementing effective improvements. The assessment instrument included a questionnaire consisting of 18
Likert-scale questions and ten short-answer questions. This assessment was the first of its kind to monitor
and evaluate the experiences of IS students while they were in the program. The survey was delivered to
253 currently enrolled students working toward their baccalaureate degrees from the University of Hawai‘i at
Mnoa with a major in Liberal Studies; 92 students or 36% responded. The range of participants spanned
from students in their sophomore year to students in the final semester of their graduation year. The
assessment instrument included a questionnaire consisting of 18 Likert-scale questions and ten short-
answer questions. The current student assessment included an additional portfolio assessment for selected
current students. Interviews with current IS undergraduates were also included to give this assessment
greater detail and depth.
While the survey resulted in primarily quantitative data, the portfolios provided more qualitative assessment
of the student learning outcomes. In portfolio assessments, we invited a randomly selected group of
students to keep a portfolio of their work in the major equivalent. The portfolios included specific items from
the course work in the major with samples of student work. We asked students to prepare a narrative (the
final statement) that described what they had learned from their major curricula. The criteria for reviewing
the portfolios revolved around student-centered goals for the Interdisciplinary Studies course work. We were
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able to obtain information about the students’ skills, knowledge, and development, quality of writing and
critical thinking skills through a review of a comprehensive collection of work samples from the
Interdisciplinary Studies course work. The portfolios showed a considerable range of interdisciplinary
sensitivity and revealed that there is a connection between the degree of interdisciplinarity and whether the
program is problem-oriented or not. It also showed that the degree of interdisciplinary thinking by the
student was also shaped by the extent to which they were exposed to courses taught from an
interdisciplinary perspective. The portfolio assessment strongly indicated that there is a connection between
interdisciplinarity and critical thinking.
The results of our last major assessment were completed in Spring 2004 and provided an overview of the
Interdisciplinary Studies Program’s former, current and projected performance and implementation of
educational objectives. Results were also analyzed and used internally to strengthen the programs’
curriculum and advising. The assessment report is available from the Interdisciplinary Studies Program
Office.
Our assessment activities have largely confirmed the current format of the IS program with its emphasis on
intensive advising. IS advising is critical to help students learn strategies to see connections between
disciplines that encompass their interest. They learn to create an academically coherent interdisciplinary
major, to use effective strategies for creating, revising, editing in producing a final proposal, and basics of
interdisciplinary thinking by choosing courses from different departments and developing an integrated
perspective. A mandatory capstone course or a methods course in interdisciplinary thinking is still on the
books, but will require some extra resources for its realization.
Current Assessment: Currently, our Maui Outreach assessment is primarily based on the proposals that are
submitted to the IS program. The IS advisers work closely with students to create these proposals. Our
ongoing assessment of our programs is based on a systematic review of the IS proposals by our IS Review
Committee. The reviewer evaluates the proposal based on our assessment findings. The major course work
as well as the narrative statement that describes the program is subject to analysis to see if it meets our
program criteria. And if proposal submitted to the review committee are weak and do not meet our criteria of
what constitutes a rigorous IS program, the student is sent back to the IS adviser for revising the proposal.
Once students are admitted into the program, we also monitor their performance in their major courses.
Future Plans: In Fall 2010, we are planning to start an Exit Survey for graduating seniors on Maui which will
provide us data about students’ perceptions about the program.
Program url: http://www.hawaii.edu/is/
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College of Arts and Humanities
Online Master of Arts Degree in Music Education
Program Description
The online Master of Arts degree in music education began in 2004 as a result of inquiries from neighbor
island music teachers interested in advanced course work in their field, but unable to travel to O‘ahu to
complete graduate study. Since that time, it has attracted students from across the U.S. and several foreign
countries. This program requires 30 credits of graduate music courses and enrolls students who are in-
service music teachers and either seeking an advanced degree, or who require graduate course work for
teacher licensure requirements in their state. The program is offered asynchronously via the Internet using a
unique partnership between the UHM Music Department, the Graduate Division, and Outreach College.
Curriculum: This online program requires 30 credits of approved course work, of which a minimum of
eighteen (18) credits must be in courses numbered 600 or higher.
Required Online Courses 9 credits

MUS 661 Bibliography (3 cr)
MUS 651 Foundations of Music Education (3 cr)
MUS 695 Plan B Project & Examination (3 cr)
General Musicianship Online Courses (chosen from) 6 credits

MUS 400 Topics in Music (1-3 cr)
MUS 407 Music Cultures of the World (3 cr)
MUS 477 History of Rock N Roll (3 cr)
Music Education Online Courses (chosen from) 9 credits

MUS 400 Topics in Music (1-3 cr)
MUS 600F Seminar in Music Education & Internet Technologies (3 cr)
MUS 601 Topics: History & Philosophy Music Education (3 cr)
MUS 601 Topics: Advanced Teaching Practicum (3 cr)
MUS 701B Psychology of Music (3 cr)
MUS 701C Research in Music Education (3 cr)
MUS 750D Music Education Seminar - Major Issues (3 cr)
6 credits
Electives (as approved)
30 credits .
Faculty: The program is staffed with highly qualified faculty and experienced UHM lecturers: Dr. Barbara
Payne McLain, Professor of Music Education (Program Director); Dr. Chet-yeng Loong, Associate Professor
of Music Education; Dr. Arthur Harvey, Lecturer (retired UHM Assistant Professor); Dr. Fred Lau, Professor
of Ethnomusicology; Mr. Gregg Geary, UHM Librarian and Music Section Head, PhD student in musicology;
Mr. Jay Junker, Lecturer in ethnomusicology
Student Support Services: All academic advising is completed within online course sites, by telephone or
email with assigned faculty advisors. Not all other campus resources are possible to replicate in an online
degree program (writing center, disability assistance, health center, computer resources, etc.). The success
rate of our students indicates that thus far, their resources have been sufficient.
12
Library: All online students have access to the UH System’s Electronic Resources via the Internet. In
addition, online students have access to a dedicated library support specialist via email or telephone. This
program requires a three-credit course in library and research skills which further enables our students to
complete quality research projects in the field.
Sample Course Cycle
Semester Online Courses
Fall 2008 MUS 701C: Research in Music Education

MUS 477: History of Rock n Roll
MUS 695: Plan B Project/Exam
Spring 2009 MUS 750D: Major Issues

MUS 699: Directed Study
Summer 2009 MUS 407: World Musics

MUS 661: Music Bibliography
Fall 2009 MUS 600F: Seminar "Music Education & Internet"

Spring 2010 MUS 651: Foundations of Music Education

MUS 701B: Psychology of Music
Summer 2010 MUS 407: World Musics
Fall 2010 MUS 701C: Research in Music Education

Type of students the program is geared for: The online Master of Arts degree in Music Education enrolls
students who are in-service music teachers seeking an advanced degree, or who require graduate course
work for salary increases or teacher licensure requirements in their state. A majority of these students
attend graduate school only part-time, taking one or two courses per semester as their job demands permit.
Geographic Scope
Music teachers enrolled in this program have been physically located around the globe including:
Czechoslovakia, Taiwan, Greece, Panama, Japan, Canada, and from parts of the United States:
13
Alabama Idaho Minnesota Pennsylvania
Alaska Illinois Mississippi South Carolina
Arizona Indiana Missouri Tennessee
Arkansas Iowa Nebraska Texas
California Kansas Nevada Utah
Colorado Kentucky New Jersey Vermont
Connecticut Louisiana New York Virginia
Florida Maryland North Carolina Washington
Georgia Massachusetts Ohio Wisconsin
Hawaii Michigan Oregon
Delivery Modality: 100% asynchronous online
Student IT Support: The Laulima Learning Management System has a “help” tool/section available in all
online courses. Faculty attempt to solve other student technology problems when possible via email or
phone. Students also may contact the Outreach College “Help Desk” via email or telephone during regular
business hours, Monday to Friday. Help Desk personnel assist students with a variety of common
technological issues. No program specific technological support is provided by the department.
Faculty IT Support: The Laulima Learning Management System has a “help” tool/section available in all
online courses. Faculty utilize typical campus resources for assistance, including contacting Information
Technology Services via email or telephone. ITS and the Center for Teaching Excellence provide occasional
training and workshops in the use of Laulima, the University of Hawai‘i’s online course Learning
Management System and other distance education related topics (e.g., plagiarism, best practices, etc.). No
specific technology resources are provided by the department, although online faculty have received
preferential treatment concerning the purchase of computer hardware necessary for online course delivery.
Faculty Support
Initial Training: Initial training for music faculty was conducted in one-to-one sessions with the program
director on all facets of course organization and technologies utilized. Subsequent assistance has been
available to faculty as needed throughout our course offerings.
Guidelines for Online Teaching: Faculty in this program are informed of the need to follow all standards
related to distance learning at the University of Hawai‘i. In addition, faculty are initially trained on several
“Best Practices for Distance Learning” including the need to create an interactive community of learners in
each course offering.
Department Technology Capacity

Facilities/Laboratories: No special facilities or laboratories are required for the online M.A. program in
music education.
Equipment – Hardware: Most program courses are housed on the UH Mnoa central server. Faculty
in this program have received preferential treatment to upgrade computer systems as needed to
ensure the continuity of online course offerings.
Computer Software: The University of Hawai‘i maintains a central software Learning Management
System called “Laulima” which is based on the Sakai Open-Source code. No additional software is
provided by the department.
14
Training of students
Almost all courses in this online program use common Internet technologies (video, audio, digital documents,
and web pages). Instructors are encouraged to include a brief orientation to these technologies prior to
beginning their content to ensure student success. A sample may be accessed at this web address:
http://web.me.com/professoraloha/Orientation/Online_Course_Orientation.html
One course (MUS 600F) includes an extensive module in virtual reality using Second Life. This course
provided students with a full two-week orientation to that advanced software and additional individual help
was available to students as needed.
Assessment of the Educational Effectiveness of the Program
Formal student learning outcomes for all graduate degrees are currently under development across all
disciplines in the music department. The M.A. in Music Education program expands on undergraduate
offerings in general musicianship, as well as provides advanced course work in the theoretical, philosophical,
psychological, sociological, research, and curricular foundations within the field. Formative evaluations are
conducted within each individual course utilizing various tools including: 1) timed online examinations and
quizzes; 2) essays and research papers; 3) student projects, and 4) peer evaluations.
Summative evaluation for the program is completed via a culminating research project and an in-person,
proctored, three-hour comprehensive examination consisting of approximately 200 test items covering
music education content required in the degree. All graduates in this program have successfully passed
their comprehensive examinations to date.
No summative changes were necessary due to these results. Assessments match content and instructional
goals appropriately. Individual course evaluations are completed by students each semester. Those
evaluations have led to minor modifications of each course after faculty review.
Program Retention: Admission to the online M.A. program in music education has resulted in a very high
completion rate of approximately 95% since its inception. This is consistent with on-campus programs.
Student Satisfaction: Students are asked to complete a course evaluation survey at the end of each online
course to determine their satisfaction with the instructor and content. Data for 2009-2010 indicates that
online courses in this program are viewed very positively and some instructors are better at online teaching
than others. This is consistent with on-campus offerings.
Overall student evaluations of UHM online music courses for the 2009–
2010 School Year
Semester Average Overall Student

Course
Evaluation*
Fall 2009 MUS 600F 4.6
Fall 2009 MUS 477 3.9
Spring 2010 MUS 701B 3.2
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Overall student evaluations of UHM online music courses for the 2009–
2010 School Year
Semester Average Overall Student

Course
Evaluation*
Spring 2010 MUS 651 5.0
Spring 2010 MUS 477 4.3
*Scale Used: 5.0=Excellent; 4.0=Good; 3.0=Average; 2.0=Fair; 1.0=Poor
Comparison of Effectiveness to On-campus Students: Only two courses in this degree program offer both a
“face-to-face” section and an online section. Comparison of those two classes (Music 407 and Music 477)
show that online students have been more successful in course completion based on grades but are slightly
more likely to drop the course before completion. Please note that Music 407 is not taught by the same
instructor in both delivery methods making comparisons difficult.
Percentage of
Total Number Student
Students
of Students Success Rate
Delivery Completing
Course Initially Based on
Method Course After
Enrolled Grades of C-
Initial
2004 - 2010 or Better
Enrollment
Music 477: History of Rock

Online 513 80% 88%
n Roll
Music 477: History of Rock

On-Campus 221 83% 80%
n Roll
Music 407: World Musics Online 103 88% 91%
Music 407: World Musics On-Campus 212 67% 73%
Program url: http://www.hawaii.edu/uhmmusic/degrees/MA_MusEd_Online.htm
16
Shidler College of Business
Master in Business Administration
Neighbor Island Program
Program Description
The Neighbor Island MBA (NIMBA) program is an extension of the College’s resident evening MBA program.
It is a part-time, cohort program with students taking six credit hours of course work per semester. Students
complete the 48 credit hour program in three years, including two summers. Neighbor Island MBA
participants take classes via two-way video in designated classrooms at the receiving sites at the same time
Mnoa students take classes in the Shidler College and are able to ask questions, offer comments, conduct
project presentations, and participate in other dialogue in real time.
Courses of the program are taught by regular Shidler College faculty as well as by practitioner experts from
the community. The faculty members come from diverse disciplines and are selected on the bases of
expertise, teaching excellence, and commitment to the goals of the program and sensitivity to participants’
needs.
All NIMBA participants are required to attend a residence weekend in August at the beginning of the
program, which enhances class cohesion and identity. This is also an opportunity for students to meet with
the faculty director, other program faculty and staff, and their fellow participants from the other islands.
Students may also attend any of the classes at Mnoa.
Intended Student Audience: NIMBA is geared to part-time students who are located on the Neighbor
Islands who wish to receive an MBA degree.
Geographic Scope: The NIMBA program is offered to qualified individuals on Maui, Lna‘i, Kaua‘i, and
Hawai‘i Island (both in Hilo and Kona). It is a cooperative effort between UHM, the University Centers on
Maui, Lna‘i, Kaua‘i, and Kona, and the University of Hawai‘i at Hilo.
Delivery Modalities
The delivery mode is two-way video with online support. The College has built a distance education
classroom on the Mnoa campus. Via two-way videoconferencing the students in the NIMBA program
participate in classes with the College’s evening MBA students. The program uses a combination of
technologies: videoconferencing is done via Polycom and lectures are made available over the web using
the Mediasite webcasting and knowledge management system from Sonic Foundry. The distance education
students meet at specific locations on the major islands to participate in the classes. All of the classes are
made available as searchable content and synchronized video. The University’s course management
system, Laulima, email, and course websites are used for distribution of course materials. There are
technical support personnel at all locations to support the faculty members.
The College has a distance education classroom in which all of the NIMBA classes are taught. The class is
equipped with videoconferencing capabilities to handle up to seven remote sites simultaneously. The sites
at the distant locations are supported by the University and have dedicated technical support staff.
The campus computing and library infrastructure was designed to not differentiate between students on and
off campus; therefore, that technology is accessible to students regardless of location. Access to both
services are available to students from the ten campuses of the UH system, via the Internet and in the case
17
of libraries, from the public state libraries of the Department of Education.
Faculty Support: The faculty are trained by the College’s technical support person and a trained student
assistant is available for each class.
Training of students: Student receive training during the residence weekend at the beginning of the
program. They use the University’s online support for the course management system and have access to
the technical support staff at their sites and in the College’s Center for Executive Education.
The MBA has been going on for a number of years and has gone through many program reviews. The first
NIMBA program was a regular MBA offered to students on the Neighbor Islands between 1999-2002. As
with other College programs, students currently complete end-of-course reviews on faculty, content and
learning environment.
Program review is handled by the faculty director for the program, the staff of the College’s Center for
Executive Education, and the Curriculum and Programs Committee, a standing committee of the College’s
Faculty Senate.
The learning objectives are assessed as part of the College’s ongoing assessment activities. The program’s
faculty director monitors each student’s performance in the classes and the program as a whole. The
College is currently investigating the use of online tools for assessing student learning outcomes for all its
undergraduate and graduate programs. When these methods are ready for use, they will also be used for
NIMBA.
Program url: http://www.mba.shidler.hawaii.edu/
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Vietnam Executive MBA Program (VEMBA Program)
Program Description
The Shidler College of Business is committed to deliver its first-rate Executive MBA program that will train,
guide, and prepare Vietnam’s top executives who wish to elevate their management skills. This two-year
executive program format allows participants living in Hanoi or Ho Chi Minh City to maintain full-time
management positions while earning their degree. Students learn from an integrated, modern curriculum
that incorporates core business disciplines with cutting-edge business practices including: accounting and
finance, business strategy and management of information technologies, entrepreneurship, supply chain
management, negotiation strategies, marketing and ethnics, e-business and Asia-Pacific global business
strategy.
Curriculum: The curriculum consists of 27 credits in required courses and 21 credits of elective courses.
Past elective courses include negotiation and conflict resolution, investment analysis and management,
global marketing and branding, and marketing in the Internet age. The required courses are:
Course Cr Hours
BUS 621 Business Statistics 1.5
BUS 622 Economic Foundations of Strategy 1.5
BUS 623 Marketing Management 3.0
BUS 624 Accounting for Decision Making 3.0
BUS 625 Leadership and Communication 1.5
BUS 626 Organizational Behavior 1.5
BUS 627 Business, Government, and External Environment 1.5
BUS 628 Ethics 1.5
BUS 629 Managerial Finance 3.0
BUS 630 Managing Information Technology for Strategic Advantage 1.5
BUS 631 Operations and Supply Chain Management 1.5
BUS 632 Business Policy and Strategy 3.0
BUS 696 MBA Consulting Practicum 3.0
Faculty: The curriculum of the VEMBA program is the same as that for the other MBA programs. The
delivery of the instruction is done by College faculty. Some part-time faculty are employed for special
courses, but the VEMBA curriculum exceeds the requirement of the AACSB International standards for
faculty sufficiency. Eighteen of our full-time faculty have taught in the VEMBA program over the past 1.5
years.
All of the primary faculty teaching in the program are full-time, tenured faculty members of the Shidler
College of Business. They all have University of Hawai‘i graduate faculty status and are active in research.
Student Support Services: All academic advising is done by the Faculty Director and a student services
program associate in Shidler’s Center for Executive Education. Students in the VEMBA program have
regular advising from the on-site program manager, from the Shidler College of Business faculty director
during visits to the partner campuses and via email, and from the Assistant Dean for Student Services and
Assistant Director for Degree Programs, via email. Both the faculty director and the program manager are in
constant contact with the students via email.
Library Services: VEMBA students have accessed to UH Online Libraries via the Internet using their student
accounts. The UH library has an extensive set of journals and other material available in electronic form.
19
Intended Student Audience: The program is structured for part-time adult learners, specifically,
successful executives working full-time and international students from the expatriate communities working
in Vietnam.
Geographic Scope: The program is marketed primarily in Vietnam with a focus on Ho Chi Minh City and
Hanoi.
Delivery Modalities
All classes are taught in English and are held in Vietnam, with an optional summer study at the University of
Hawai‘i at Mnoa. Rather than having students take multiple courses simultaneously during a semester, the
VEMBA courses are offered sequentially. The format of a three-credit hour course is nine days (37.5 hours)
of classroom work followed by a minimum three-week period of no classes during which students absorb
and reflect on the material presented, work on projects and in groups, communicate with the faculty member
over the Internet, and prepare for the final exam. Final exams are given at the end of the three-week period,
typically the day before the next class begins.
Some courses (i.e., economics of strategy, business statistics, accounting for decision making, managerial
finance) have three to six hours of pre-course tutorial. In other classes, faculty members may send pre-
course assignments for the students. After the in-country portion of the courses, all courses have
assignments (group project, term papers, or final exams) and faculty interaction through the Internet.
VEMBA classes are for business executives. All sessions are held in auditoria with wireless access to the
Internet. All students have their own laptops. Whenever required, the software is provided with the textbook.
Prior to the class, the IT staff helps the students install their software (e.g., statistical programs, and project
management programs).
On-site staff provide support to students on how to access online resources. At the beginning of each
course, faculty normally provide instructions to students on how to use online resources for their classes. In
addition, Shidler College of Business staff experts have developed instructions sheets (one for faculty and
one for students) on how to maximize the use of Laulima. As a back-up, each off-campus student is
contacted by Shidler College of Business support staff to ensure that they are aware that staff is available to
answer questions. Finally, most book publishers also provide online resources to students on how to
effectively use their materials.
Faculty Support
The faculty director, who is Vietnamese, meets with all potential faculty in the program to discuss the
program and the culture and society in Vietnam. In consultation with the academic department chairs, the
faculty director chooses faculty members to teach in the program who would best fit. Once selected, faculty
members are given a 20-page country report on Vietnam, which provides an introduction to the Vietnamese
society, culture, and economy. The faculty also meet with faculty who have previously taught in the program
to discuss cultural and logistic issues. The faculty director also provides personal consultations with faculty
new to the program. In country, the program staff provide guidance to faculty members and support with
local arrangements. They also assist faculty in assigning students to groups in a manner to best meet the
goals of the faculty member, in setting up meetings between faculty and students outside of the classroom,
and in arranging for local business professionals to speak in classes.
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Assessment of Educational Effectiveness of the Program
Student learning outcomes for the program have been established in accordance with our professional
accrediting association. These outcomes have been mapped to the curriculum of the program.
The assessment process involves embedded class assignments in designated courses. The specific
assignment(s) is at the discretion of the faculty member. Faculty members apply a rubric associated with the
learning outcome(s) to a 20% or larger sample of students. The faculty member records the level of
achievement (does not meet, meets, exceeds expectation) and reports the results to the dean’s office.
Learning outcome data is analyzed each semester and annually, in accordance with course schedules.
Course embedded learning outcomes is analyzed by trait, object and goal to provide an overall picture as to
whether or not the Shidler College of Business students are able to demonstrate the knowledge and skills
that are expected of Shidler College graduates. Raw data reflecting measurement of all learning goals for all
programs is assembled and analyzed in the dean’s office. Results are discussed by the Dean’s Advisory
Committee (chairs and associate deans), who may choose to review the raw data and to conduct further
analysis. Findings and recommendations are presented to and acted upon by the Curriculum Committee.
Additional forms of assessment are as follows:

a) bi-annual polling of alumni during alumni receptions
b) online survey of the impact of VEMBA education of entrepreneurial orientation of the
graduates
c) formal review of each student at the end of the first year by the faculty director. These
results are also discussed by the Dean’s Advisory Committee and used by the Curriculum
Committee to guide improvements in student learning and program effectiveness.
Every three years, faculty committees and other interested members of the Shidler College community will
conduct an assessment review. The assessment review may include evaluation of learning outcomes trends,
samples of student work, rubrics, syllabi, course exams, program review documents, strategic plan updates,
accreditation requirements, and other available materials. This review, coordinated by the dean’s office, will
consider possible revisions of program learning outcomes, measure of learning outcomes, and an
assessment of the assessment process plan and its implementation. The expected outcome of regular
assessment reviews is continuous improvement of instructional programs.
Program url: http://www.shidler.hawaii.edu/vietnam/
21
Master of Human Resource Management (MHRM)
Program Description
The Master of Human Resource Management (MHRM) program is offered in an accelerated executive
format for working professionals and is specifically customized to equip human resource managers with the
tools necessary to effectively meet the challenges of an ever-changing business climate. In the past, the
MHRM program has been offered on O‘ahu, Maui, Kaua‘i and Hawai‘i Island.
This 16-month, 30-credit-hour program (ten, 3 credit hour graduate level courses) is designed to enhance
the skills of individuals in the profession as well as those interested in pursuing a career in HRM. The
curriculum provides advanced education in organizational behavior and dynamics, staffing, training,
compensation, benefits, career development, health and safety, and labor relations. Legal and regulatory
requirements in these areas create a need for a firm foundation in employment law, a need that is met
through a course dedicated to the topic. Participants will also have the opportunity to choose one human
resource elective as a class.
Neighbor Island participants take classes in designated classrooms at the receiving sites at the same time
the Mnoa students take classes in the Shidler College, and are able to ask questions, offer comments,
conduct project presentations, and participate in other dialogue in real time via two-way video.
Courses are taught by regular Shidler College faculty as well as by practitioner experts from the community.
The faculty members come from diverse disciplines and are selected on the bases of expertise, teaching
excellence, and commitment to the goals of the program and sensitivity to participants’ needs.
All participants, including those from the Neighbor Islands, are required to attend a residence week at the
beginning of the program, which enhances class cohesion and identity. This is also an opportunity for
students to meet with the faculty director, other program faculty and staff, and their fellow participants from
the other islands. Students may also attend any of the classes at Mnoa.
Intended Student Audience: The program is structured for managers and executives working full-time and
all others who can meet the admissions, academic and tuition requirements of the program. Class meetings
are scheduled in the evenings and on Saturdays.
Geographic Scope: The purpose of the program is to deliver a Master in Human Resources Management
degree to executive-level students on O‘ahu and the other major islands in the State of Hawai‘i. It is a
cooperative effort between UHM, the University Centers on Maui, Lna‘i, Kaua‘i, and Kona, and the
University of Hawai‘i at Hilo.
Delivery Modalities
The delivery mode is two-way video with online support. The College has built a distance education
classroom. Via two-way videoconferencing the students on the Neighbor Islands participate in classes with
students on campus at Mnoa. The program uses a combination of technologies: videoconferencing is done
via Polycom and lectures are made available over the web using the Mediasite webcasting and knowledge
management system from Sonic Foundry. The distance education students meet at specific locations on the
major islands to participate in the classes. All of the classes are made available as searchable content and
synchronized video. The University’s course management system, Laulima, email, and course websites are
22
used for distribution of course materials. There are technical support personnel at all locations to support the
faculty members.
The College has a distance education classroom in which all of the MHRM classes are taught. The class is
equipped with videoconferencing capabilities to handle up to seven remote sites simultaneously. The sites
at the distant locations are supported by the University and have dedicated technical support staff.
The campus computing and library infrastructure was designed to not differentiate between students on and
off campus; therefore, that technology is accessible to students regardless of location. Access to both
services are available to students from the ten campuses of the UH system, via the Internet and in the case
of libraries, from the public state libraries of the Department of Education.
Faculty Support
The College provides individual Polycom training for all the faculty members who participate in the MHRM
program. In addition, the College has faculty and staff who have expertise in distance education and online
programming that provide the training for faculty when necessary. Many College faculty members have
taught in the distance MBA programs and are very supportive of remote location education initiatives.
The faculty are trained by the College’s technical support person and a trained student assistant is available
for each class.
Training of Students
Students receive training during the residence weekend at the beginning of the program. Neighbor Island
students have full use of the UH Mnoa and system computers and allied services as well as access to on-
campus facilities during joint sessions.
Individualized assistance is provided to any student who requires help with accessing online materials. The
Program Manager at the Center for Executive Development works closely with students and faculty to
ensure all material can be assessed.
The MHRM program has a history of successful student cohorts. Program completion is a strong indicator of
program delivery success. As with other College programs, students currently complete end-of-course
reviews on faculty, content and learning environment.
Program review is handled by the faculty director for the program, the staff of the College’s Center for
Executive Education, and the Curriculum and Programs Committee, a standing committee of the College’s
Faculty Senate.
The learning objectives are assessed as part of the College’s ongoing assessment activities. The program’s
faculty director monitors each student’s performance in the classes and the program as a whole. The
College is currently investigating the use of online tools for assessing student learning outcomes for all its
undergraduate and graduate programs. When these methods are ready for use, they will also be used for
the MHRM program.
Program url: http://shidler.hawaii.edu/Default.aspx”tabid=290
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College of Education
Distance and Off-Campus Programs
The College of Education offers seven programs that are delivered via distance technologies and one off-
site program that is conducted in American Samoa. Descriptions of each of the programs follows.
Information regarding technological support and assessment of educational effectiveness that applies to all
College of Education (COE) programs is described here.
Faculty Support and Development
A collection of training and reference resources for Elluminate use are available from the College’s
Technology and Distance Programs (TDP) Office as a publicly viewable site, as well as periodic live training
opportunities both online and in-person. TDP also maintains an Elluminate help desk to serve COE faculty
and other licensed UH campuses. Support is available by phone, email, and online via Elluminate itself.
The College of Education faculty is now competent with Sakai (Laulima). COE provides faculty with ongoing
support and training in online technologies through its Technology and Distance Programs Office. TDP, in
partnership with other technology support offices within UH, offers in-depth training on Sakai (Laulima) to all
faculty, including recordings for web review. A collection of resources, including job aids, recorded training,
and FAQs are available within Laulima itself at “Laulima for Faculty.”
UHM College of Education’s Technology and Distance Programs office provides course development
services to distance programs through its Distance Course Design and Consulting group (DCDC).
Instructional design, analysis of learning objectives, alignment to professional standards, and media
development are handled by DCDC in conjunction with program instructors.
http://www.dcdcgroup.org
http://coe.hawaii.edu/about/faculty/support
COE faculty are issued a static URL which serves as their virtual office, enabling them to teach classes,
meet with individuals or groups, and hold virtual office hours for a worldwide audience. UHM College of
Education maintains a license for Elluminate Live web conferencing and related tools for scripting
synchronous sessions and/or pod-casting recorded sessions. This service provides 24/7/365 access without
scheduling or capacity limits.
Students in many of the College’s distance programs take a one-credit weekend course, ETEC 501 (Skills
for Distance Students), that provides both program orientation and technology orientation. ETEC 501
includes reviews of openly available word processor and presentation software features, research tools
including the UH library online services, collaboration software, web conferencing, and more. Students
attend in-person (typically), and TDP staff ensure that our minimum software requirements are installed on
the students’ personal laptops.
The College’s “Student Wiki” compiles resources for student learning about program-related technology.
Recorded workshops, short video tutorials, and job aids are available here. Online student resources are
linked from the College’s public website as well.
24
UH students enjoy robust online access to UH library resources through electronic journals, online catalogs,
ask-a-librarian 24/7, and more. Other student services for online students are offered through the Outreach
College.
Assessment of the Educational Effectiveness of the Programs
All teacher education programs offered by the UHM College of Education undergo thorough and regular
review in order to meet state and national standards. Following are elements of the regular reviews:
Y Assessment of students throughout the program including evaluation of student teaching

and other clinical experiences that are conducted in cooperation with classroom teachers
and other professional educators
Y Assessment of all classes
Y Program exit surveys of teacher candidate’s views of how well the program helped them meet state
standards
Y Graduates’ scores on national teacher exams (the Hawai‘i Teacher’s Standards Board requires
that applicants for teaching licenses pass Praxis Pre-professional Skills Tests as well as relevant
tests of pedagogical and content knowledge)
Y Surveys of graduates three years after graduation
Y Interviews of recent alumni, cooperating teachers, and principals
Y Surveys of employers of graduates three years after program completion
Assessment of students and of programs is outcome based and meets standards established by the
National Accreditation of Teacher Education (NCATE). Program faculty are provided assessment data each
year and are required to make appropriate changes in programs and policies based on the data.
25
B.Ed. in Elementary Education (B.Ed. Statewide)
Program Description
The BEd Statewide Teacher Education Program in Elementary Education is a distance education program
that leads to the Bachelor of Education Degree in Elementary Education. The Bachelor of Education Degree
in Elementary Education is designed to prepare professional educators to teach in grades K-6. The BEd
Statewide Teacher Education Program in Elementary Education parallels our Bachelor of Education Degree
Program offered on the Mnoa campus. Both programs meet the criteria established by the National
Council for the Accreditation of Teacher Education (NCATE) for national accreditation and are state
approved teacher education programs endorsed by the Hawai‘i Teacher Standards Board. Graduates from
the BEd Statewide Program in Elementary Education are eligible for obtaining teacher licensure from the
Hawai‘i Teachers’ Standards Board in Elementary Education, Grades K-6. The BEd Statewide Program in
Elementary Education is a 24-month continuous program. A new cohort of teacher candidates begins each
May. The size and number of cohorts depends on the number of applicants to the program.
Curriculum: Teacher candidates participate in a field-based program where they work alongside mentor
teachers in elementary classrooms while taking courses in the College of Education. The BEd Statewide
Program in Elementary Education curriculum offers foundational courses and methods courses to prepare
teacher candidates to teach in kindergarten through sixth grade. Methods courses are required in the
following content areas: literacy and language arts; mathematics; science; social studies; personal health
and social skills; physical education; visual arts; and performing arts. Required foundational courses include:
skills for distance students; technology; multicultural education; educational foundations; educational
psychology; teaching; educating students with exceptionalities in the elementary classroom; and most
recently technology for students with disabilities. A schedule of courses for a full 24-month cycle of the
program follows:
Schedule of Courses For a Full Two-Year Cycle

Summer I – May to August
ETEC 501, Skills for Distance Students (1 credit)
SPED 480, Technology for Students with Disabilities (3 credits) [Replaces ETEC 442]
ITE 360, Introduction to Multicultural Education (3 credits), H Focus Designation
EDEF 310, Educational Foundations (3 credits)
Fall I – August to December

ITE 312, Introduction to Teaching (3 credits), WI Focus Designation
ITE 313, Literacy and Language Arts, I (3 credits), WI Focus Designation
ITE 324, Mathematics, Elementary, I (3 credits)
ITE 317, Field Experience, Elementary (3 credits)
Spring I – January to May

ITE 314, Literacy and Language Arts, II (3 credits), WI Focus Designation
ITE 325, Mathematics, Elementary, II (3 credits)
ITE 329, Performing Arts (3 credits), O Focus Designation
Summer II – May to August

ITE 326, Visual Arts, Elementary (3 credits)
SPED 444, Educating Students with Exceptionalities in the Elementary Classroom
(3 credits), WI Focus Designation
EDEP 311, Educational Psychology (3 credits)
Fall II – August to December
26
ITE 322, Social Studies, Elementary (3 credits), WI Focus Designation
ITE 323, Science, Elementary (3 credits), WI Focus Designation
ITE 343, K-6 Personal Health and Social Skills (3 credits)
Spring II – January to May

ITE 390, Student Teaching (10 credits)
ITE 391, Student Teaching Seminar (2 credits), E and O Focus Designations
Faculty: BEd Statewide Program Faculty in Elementary Education are full-time faculty, who also teach in
our Mnoa Program in Elementary and Early Childhood Education and attend our program faculty meetings
on the Mnoa campus. This insures that the quality of our distance program is equal to the quality of our
Mnoa program. Field supervisors, who reside on each island, work with our students in their field
placements as island coordinators and as field supervisors. Our Mnoa and our Statewide Program
includes faculty who work as lecturers, instructors, assistant specialists, associate specialists, specialists,
assistant professors, associate professors and professors.
Student Support Services: Students enrolled in the BEd Statewide Program in Elementary Education meet
with advisors in the COE Office of Student Academic Services. Advisors help students prepare to enter into
our program and check on their progress throughout the program to insure students have met all of the
requirements for graduation. These advisors meet either face-to-face or electronically with students on the
islands of Kaua‘i, ‘Oahu, Moloka‘i, Maui, and Lna‘i. The BEd Statewide Program in Elementary Education
also employs a Program Coordinator and Island Coordinators, who offer support to our teacher candidates
throughout the program. Other support services for students include the UH Information Technology
Services (ITS) and our COE Office of Technology and Distance Programs (TDP). The students enrolled in
our Statewide Program may also take advantage of the counseling services available on the Mnoa campus.
Students with disabilities contact the KOKUA program each semester to help insure all instructors are
accommodating their needs. A small travel stipend is provided to students, which partially reimburses
students for expenses incurred when traveling to face-to-face sessions.
Library: Teacher candidates in the BEd Statewide Program in Elementary Education receive training in how
to access the Mnoa Library System electronically during our first session on the Mnoa campus. Teacher
candidates participate in a course entitled, Becoming a Distance Learner, where they register with the
library system and practice accessing the UH System library resources to engage in research.
Technological Support Services: The BEd Statewide Program in Elementary Education requires all teacher
candidates to own a laptop that meets specific criteria established by our College. The Statewide Program
begins with a technology intensive weekend designed to help all students succeed as distance learners.
This three-day course (ETEC 501) and program orientation offers training in a wide variety of instructional
software and media. Teacher candidates are provided CDs with software to expedite the integration of
technology into teaching and learning. Teacher candidates in our Statewide Program have access to the
technology help desk provided by our College’s Office of Technology and Distance Programs as well as the
help desk provided by Information Technology Services. The program coordinator and the teaching faculty
provide ongoing technology support to teacher candidates throughout the two-year program.
Intended Student Audience
The BEd Statewide Program in Elementary Education is designed for full-time undergraduate students, who
live on the Hawaiian Islands other than O‘ahu. Many of our teacher candidates obtained their Associate of
Arts Degree through one of the UH System community colleges. We also enroll students who already have
a Bachelor’s Degree in another area of specialization or students who have obtained a Master’s Degree and
want to become an elementary teacher. The average age of our Statewide Program participants is much
27
higher than that of our Mnoa program in Elementary Education (calculated in 2006-2008 to be an average
age of 36 years old). Many of our Statewide Program students are working to provide for their own families
and live in rural areas throughout the Hawaiian Islands. Each year, several students from our Mnoa
program request to transfer into our BEd Statewide Program during their student teaching semester so they
can live and teach on their home island. We are also able to accommodate students who need more time to
complete program requirements due to outside demands on their time. In these cases we develop a special
plan of assistance to help our students graduate in a timely manner. During 2008 and 2009, we accepted a
few students who live on O‘ahu (two students in 2008 and four students in the 2009). These O‘ahu students
preferred the distance education model of program delivery or needed additional accommodations to obtain
their college degree in a timely manner. The ability to open our Statewide Program to students who reside
on O‘ahu insures we can offer this distance-learning program each year to students who live on islands
other than O‘ahu.
Geographic Scope: The Statewide Program in Elementary Education serves students who live on the
islands of Hawai‘i, Kaua‘i, Lna‘i, Maui, Moloka‘i and O‘ahu.
Delivery Modalities
The BEd Statewide Program in Elementary Education is delivered in a “hybrid” format that combines
different modalities within courses as well as within the program. The modalities include face-to-face
instruction on the Mnoa campus, face-to-face instruction at the University Centers on the islands of Kaua‘i
and Maui, online asynchronous and synchronous instruction, online recordings, teacher-created CDs
distributed to each student, and on-site faculty working with teacher candidates and mentor teachers in
elementary classrooms. Field seminars are also held on a regular basis on each island where teacher
candidates and field supervisors meet face-to-face each month.
Percentage of Program Delivered by Each Modality
Modality Average hours Percentage based on 600 hours per

each semester for 12 credits of semester devoted to being a full-time
course work student
Face-to-face Instruction on the 60 hours 10%
Mnoa Campus
Face-to-face Field Seminars on 12 hours 2%
Home Islands
Field-based work in Elementary 150 hours 25%
Classrooms
Online Asynchronous Instruction 366 hours 61%
Online Synchronous Instruction 12 hours 2%
The BEd Statewide Program uses the same assessment model as the Elementary and Early Childhood
Education Program offered on the Mnoa campus and is subject to the same rigorous reviews as all other
programs. A discussion of assessment results for this program and how those results have been used for
program improvement is provided in Attachment E-1.
Program url: http://www.coe.hawaii.edu/ite/bed-elementary/early-childhood
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B.Ed. in Elementary Education
Off-Campus Delivery to American Samoa
(Territorial Teacher Training Assistance Project)
Program Description
The Territorial Teacher Training Assistance Project (TTTAP) is a federally-funded program with the main
objective of upgrading basic skills and instructional abilities of in-service teachers from American Samoa.
For the past 29 years, a three-way partnership has existed between the American Samoa Department of
Education (ASDOE), the College of Education (COE) of the University of Hawai‘i at Mnoa (UHM), and the
American Samoa Community College (ASCC) in offering a Bachelor of Elementary Education degree as
one aspect of the Territorial Teacher Training Assistance Project. Recognition of teacher competence
through local teacher certification is a secondary objective that has been identified by the American Samoa
Department of Education.
Curriculum
The delivery of courses to the project is through the cohort model that was implemented in Fall 1997. Since
then, the program has graduated students from 20 cohorts, resulting in over 500 graduates. Two new
cohorts were started in 2009 with Cohort XXII in spring and Cohort XXIII in fall. While TTTAP primarily
works with students in the cohort program, a second group of students exists which includes those seeking
teacher certification, and those working to enter the cohort by taking academic emphasis classes.
The Bachelor of Education degree requires a minimum of 126 credit hours, 60 of which may be transferred
from the American Samoa Community College (ASCC). Thirty-one of these credits make up the Pre-
Education Core of general education courses, providing subject matter background knowledge for
prospective teachers. The majority of these pre-education courses must be completed prior to enrolling in
UHM courses. Additionally, teachers must exhibit competency in the English language as a means of
facilitating success in the program. English proficiency is demonstrated by students successfully completing
the equivalent to UH Mnoa’s ENG 100. TTTAP candidates must pass the PPST with a score of 170 or
greater in Reading, Writing and Math prior to admission into the College of Education. TTTAP faculty
provide free PPST training each Friday for two-hour sessions to assist candidates in American Samoa, all
ELL learners, in passing this standardized teaching test.
Upon verification of English proficiency and acceptance into the cohort program, students are then permitted
to begin their Professional Education Core consisting of approximately 51 credits of course work in
methodology, fieldwork, and student teaching. In addition to the education core, students must complete 18
credits in six different areas related to elementary education to fulfill their Academic Emphasis in
Elementary Education. These courses are considered outside of the cohort program and can be taken
prior to entrance into the program. Students may also opt to take additional courses (24 credits) for
specialization in either special education or early childhood. Students must also satisfy the Focus
Requirements to fulfill the University’s graduation requirements. These focus requirements may be
completed by taking education core courses with these specific focus designations: Hawaiian, Asian, and
Pacific Issues (H), Contemporary Ethical Issues (E), Oral Communication (O), and Writing Intensive (W). In
summary, the program requirements may be broken down into the following components:
English Language Proficiency Focus Requirements

Successful completion of ENG 100 1 course in Hawaiian, Asian and Pacific Issues
Pre-Education Core 1 course in Contemporary Ethical Issues
1 course in Written Communication 1 course in Oral Communication
1 course in Symbolic Reasoning 5 courses designated Writing Intensive
2 courses in Social Sciences
29
2 courses in Global/Multicultural Perspective
2 courses in Arts, Humanities & Literature
2 courses in Natural Sciences & 1 lab Emphasis in Elementary Education
2 courses in Math: 111 and 112 One course in each of the following areas:
Professional Education Core - Educational Foundations
4 courses in fieldwork - Psychological Foundations
9 courses in methodology - Multicultural Education
Student teaching/seminar - Performance Arts
- Educational Technology
- Special Education
For Specialization in:
Special Education Early Childhood

5 courses in Special Education 4 courses in Family Resources
2 courses in SPED fieldwork 2 courses in Early Childhood
6 credits of SPED student teaching 2 courses in ECE fieldwork
Role of American Samoa Teacher Education Program (ASTEP): In a memorandum of understanding dated
September 8, 1989, the American Samoan Teacher Education Program (ASTEP) office was established at
the American Samoa Community College with the purpose of coordinating a comprehensive program of
teacher education to meet the needs of the Department of Education and the community as a whole. During
the past 19 years, the Department of Education, the University of Hawai‘i and the ASTEP office have
worked together in this effort. ASTEP has primary responsibility for keeping records and advising teachers
completing the pre-education core; scheduling pre-education courses; providing library support; and
duplicating services. In 2008 the American Samoa Community College began a four-year teacher education
program through their Teacher Education department. That program is pending WASC approval.
Role of the University of Hawai‘i at Mnoa: The University of Hawai‘i at Mnoa executes the charge of
providing an in-service teacher education program which can eventuate in a Bachelor of Education degree
in Elementary Education for those who so desire, while simultaneously addressing the on-going teacher
training needs of the ASDOE. This program is geared primarily towards the needs of elementary teachers.
For the purposes of attaining a baccalaureate degree in elementary education, teachers must: (1) complete
a core of professional education courses in teaching methodology for the content areas with fieldwork; and
(2) successfully complete a semester of student teaching. Teachers who hold degrees in fields other than
education are able to meet local certification requirements by completing three foundations courses from the
UH College of Education.
Schedule of Courses
The cohort program provides education courses in an established sequence over a period of time. On
average, the cohort program is 2-1/2 years long that includes two summers. The cohort model incorporates
characteristics of sequenced instruction, consistent mentoring and team building. A carefully sequenced
program of studies is designed for each cohort group to ensure that all core requirements are met within the
2-1/2 year timeframe. Students who fall out-of-sequence in their course work often move to another cohort
group.
Sample Cohort Schedule*

YEAR I
Semester I Fall Semester
EDEF 310 Foundations of American Education
ETEC 442 Computers in Education
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Semester 2 Spring Semester
ITE 312 Foundations in Curriculum and Instruction
MATH 111 Elementary Math,
ITE 313 Literacy & Literature I
ITE 317 Field Experience in Elementary Education
Summer Session I
MATH 112 Elementary Math, II
ITE 360 Multicultural Education
EDEP 311 Educational Psychology
Summer Session II
ITE 314 Literacy & Literature, II
ITE 326 Creative Arts
ITE 499 Directed Activity (1 cr.)
YEAR II
Semester 3 Fall Semester
ITE 324 Mathematics, Elementary I
ITE 322 Social Studies, Elementary
Semester 4 Spring Semester

ITE 325 Mathematics, Elementary II
ITE 343 Personal & Social K-6 Health Skills
Summer Session I
SPED 404 Introduction to Special Education
Performance Arts Elective (KLS. MUS, THEA, DNCE)
ITE 323 Science, Elementary
Summer Session II
ITE 329 Performing Arts Expression
ITE 499 Directed Activity (1 cr.)
YEAR III
Semester 5 Fall Semester
ITE 390 Student Teaching
ITE 391 Seminar for Student Teaching
*Schedules vary by cohort depending on when cohort begins.
Faculty
TTTAP retains a total of five fulltime cohort coordinator positions in American Samoa, two part-time
instructors in American Samoa, administrative support, and a part-time advisor. Some of the many
responsibilities a cohort coordinator assumes include mentoring of students; preparing students for Praxis
testing; facilitating the ITE 317 field experience seminar and observations; identifying instructors to teach
courses; fostering communication and partnerships with schools and administrators; serving as a liaison
between the College of Education, the American Samoa Department of Education, and the American
Samoa Community College; unofficial academic advising of students; selling of textbooks; and administering
course evaluations.
31
In addition to the coordinators in American Samoa, an administrative specialist oversees the daily
operations of the project at the University of Hawai‘i campus in a full-time position and coordinates the
various administrative and fiscal aspects of TTTAP.
Each summer, professors from Mnoa come to American Samoa to teach five-week courses to supplement
the ongoing instruction received from TTTAP faculty cohort coordinators.
Intended Student Audience: The TTTAP program is for full-time in-service undergraduate elementary
teacher candidates in American Samoa. Teachers who hold degrees in fields other than education are able
to meet local certification requirements by completing three foundations courses from the UH College of
Education offered through the TTTAP program in American Samoa.
Geographic Scope: American Samoa
Delivery Modality: The TTTAP courses are delivered 100% face-to-face.
Faculty Support
TTTAP faculty are provided at least two opportunities for professional development each year. In general,
TTTAP faculty travel from American Samoa to Mnoa to attend the Fall orientation meetings and attend
professional development workshops. For example, TTTAP faculty will attend two writing intensive
workshops sponsored by the Mnoa Writing Program on how to integrate writing across the curriculum in
Fall 2010. They will also attend Praxis training and take the PPST exam in Fall 2010. Currently, 100% of the
TTTAP elementary education courses are offered face-to-face. Faculty guidelines for Laulima, MyUH Portal
and NCATE assessment reporting are the same as guidelines used by Mnoa College of Education faculty.
In addition, TTTAP faculty will be attending professional development conferences related to their content
courses in the Spring 2011 semester on the U.S. Mainland.
Technological Capacity to Support Teaching and Learning in the Program: Each TTTAP faculty
member receives a laptop computer and updated software. There is a wireless Internet connection available
to TTTAP faculty and candidates at the UH Office in American Samoa. There are approximately 50 laptops
available for TTTAP candidates to loan from the UH Office in American Samoa. The challenge is the lack of
a reliable Internet service on the island of Tutuila, American Samoa. The 2009 tsunami damaged progress
that was made in providing new fiber optic cables to the island.
Training of Students: All TTTAP candidates complete ETEC 442 as an orientation to program-related
technology. In addition, each cohort coordinator mentors a cohort over the 2.5 year course of study to
provide training on how to utilize program-required technology in weekly ITE 317 seminars.
Assessment of the Educational Effectiveness of the Program: A discussion of assessment results for
the B.Ed. in elementary education program and how those results have been used for program
improvement are provided in Attachment E-2. The results include both campus and distance-delivered
programs. The new College of Education assessment system will allow disaggregation for future data
collection.
Program url: http://coe.hawaii.edu/academics/online/programs
32
M.Ed. in Curriculum Studies (offered to Kaua‘i)
M.Ed. in Curriculum Studies with a Middle Level Emphasis (MLMED)
Program Description
Curriculum
M.Ed. Curriculum Studies (aka Kaua‘i Cohort): The curriculum is the same as for on-campus MEd
Curriculum Studies students and is based on standards developed by faculty that are congruent with
the College of Education mission, National Board for Professional Teaching Standards core
propositions, National Council for the Accreditation of Teacher Education Standards and WASC
Standards. It consists of 12 credits of core courses (two curriculum and two research methods courses),
plus an 18-credit specialization. The 2008-2010 Kaua‘i Cohort completed an Interdisciplinary
Specialization--Literacy, Math, Science, and Social Studies--which is also available to on-campus
students. The Interdisciplinary specialization is particularly popular with elementary school teachers
who teach all of these disciplines. For their Plan B projects, students wrote action research papers.
Table 1. M.Ed. Curriculum Studies, Kaua‘i Cohort Schedule
Semester Course Faculty

Spring, 2008 EDCS 622 School Curriculum Mary Jane Fox, Lecturer
EDCS 494 Problem Solving in Math Educ Neil Pateman, Professor

Summer, 2008 EDCS 630 Cultural Diversity & Ed Kimetta Hairston, Lecturer
Fall, 2008 EDCS 601 Advanced Topics in Reading Andrea Bartlett, Professor
EDCS 603 Children’s Literature in the Elementary Andrea Bartlett, Professor
Curriculum
Spring, 2009 EDCS 606 Research Curriculum and Teaching Jose (Tony) Torralba, Asst.
Professor
EDCS 625 Social Studies Curriculum Patricia Halagao, Assoc.
Professor
Fall, 2009 EDCS 632 Qualitative Research Methods Jose (Tony) Torralba
EDCS 640M Sem in Interdisciplinary Education Tara O’Neill, Asst. Professor
(Science, Technology, Engineering and Math)
Spring, 2010 EDCS 667 Seminar in Curriculum Jose (Tony) Torralba
M.Ed. Curriculum Studies with Middle Level Emphasis – MLMED
The MLMED is dedicated to the education of adolescents (10-18 year-olds; grades 4-12) and has been
developing educational leaders in Hawai‘i since 1996. Features of the MLMED emphasis include:
Cohort Structure/Professional Learning Community
Knowledgeable, caring interdisciplinary faculty team composed of current and former teachers
Home Base Groups – About six students from the same or nearby schools are a Home Base; they
meet monthly with their Faculty Advisor in EDCS 642 seminars.
Standards-Based Learning and Teaching – All classes and experiences tied to participants’ work
and to the MLMED Professional Standards
Academic Core – Students take required classes with the cohort and faculty team
Exploratory/Elective Area(s) – Students choose exploratory or elective classes to pursue individual
interests. Can include transferred courses from other programs/universities
Portfolio – Authentic Assessment: Students start on day one constructing their MLMED Portfolio in
33
consultation with their Advisor. Based on the MLMED Standards, the Portfolio guides choices of
classes and projects. When completed, the Portfolio is presented as the Masters Plan B Project
(instead of a thesis or exam).
Table 2 MLMED Program of Studies / Schedule – Online Cohort #2
Dates / Course
July-Aug-2010 Hrs.
EDCS-640M: Interdisciplinary Curric: Focus on Adolescent 3
Development
EDCS-622D: School Curriculum — Sec & Mid Level 3
Aug-Dec-2010
EDCS-480: Issues in Computer Educ 3
EDCS-642: Seminar 1
Jan-May-2011
EDCS-606: Intro to Research in Curriculum 3
EDCS-642: Seminar 1
May-Aug-2011
2 ELECTIVES 6
EDCS-600-X
Aug-Dec-2011
EDCS-632: Qualitative Research Methods 3
EDCS-642: Seminar 1
Jan-May-2012
EDCS-630: Cultural Diversity & Educ. or 3
EDCS-602: Writing & Lang.
EDCS-642: Seminar 1
May-June-2012
EDCS-667D: Seminar in Curric - Sec & Mid Level 3
31
Faculty
M.Ed. Curriculum Studies (Kaua‘i Cohort): Please see Table 1 above.
Table 3. Faculty in Middle Level Emphasis – MLMED

Core Faculty – Full-time UHM Employees* Rank, Department
Paul D. Deering, Ph.D. Professor, EDCS
Deborah Zuercher, Ph.D. Assistant Professor, ITE
Sheila Apisa, M.Ed., ABD Lecturer, ITE
Paul Tauiliili, M.Ed. Instructor, ITE, American Samoa
Laura Laolagi, M.Ed. Instructor, ITE, American Samoa
Linda Van Horn, M.Ed. Instructor, ITE, American Samoa
Part-Time Faculty* Rank, Department
Anne Ashford, Ph.D. Casual Hire, HIDOE
Kathryn Martin, M.Ed., ABD Casual Hire, HIDOE
Susan Kahiapo, M.Ed. Casual Hire, HIDOE
Kezia Curry, Ph.D. Casual Hire, UHM and Chaminade University
Palani Williams, M.Ed. Casual Hire, Kamehameha Schools
*All listed faculty teach one or more sections of the 1-credit EDCS-642 Seminar during each school-year
semester with a Home Base of ~6 students (Table 1); the faculty member serves as the Advisor for those
students. The Core Faculty teach the majority of the three-credit courses in the program.
34
Student Support Services, Library, and Technology Support: Students in both programs have access to all
the standard UHM electronic-access services such as library, technical support, etc.
Kaua‘i Cohort: K-12 teachers who want to improve their practice and job prospects are part-time students.
Middle Level Emphasis – MLMED: Adult education professionals who work with adolescents, 10-18 year-
olds; Part-time learners – typically four credit hours during school-year semesters.
Geographic Scope:
Kaua‘i Cohort: Kaua‘i
MLMED: All Hawaiian Islands, American Samoa, Mainland US (western states with lesser time zone
difference)
Delivery Modalities
Kaua‘i Cohort: Courses are offered by “hybridized modes”: online and face-to-face. Students and instructor
congregate for a series of weekends at a UH System campus location. In additional to these face-to-face
components, the class interacts regularly on the Internet.
Middle Level Emphasis – MLMED: Internet delivery including: Learning Management Systems = Laulima
(Sakai) LMS; Web conferencing: Elluminate; online discussion forums; chat rooms; hypertext media;
streaming audio and video; videoconferencing; video streaming. User-friendly delivery system including:
Synchronous Online classes via Elluminate (audio, video, chatting, software-sharing); asynchronous access
to resources Laulima-Sakai (file storage/download). Tech requirements: Computer; Internet access.
Kaua‘i Cohort: Approximately 55% online synchronous and 45% face-to-face.
Middle Level Emphasis – MLMED: 90% synchronous online, 10% asynchronous
Assessment of the Educational Effectiveness of the Program: Assessment information on the M.Ed.
program in Curriculum Studies is provided in Attachments E-3a and E-3b.
Program url: http://www.coe.hawaii.edu/cs/mlmed
35
M.Ed. in Early Childhood Education
Program Description
The Master’s of Education in Early Childhood Education (MEd ECE) program is a partnership between the
College of Education’s Department of Curriculum Studies and the College of Tropical Agriculture and
Human Resources’ Department of Family and Consumer Sciences and Center on the Family. It addresses
both local and national early childhood educational needs that have received recognition and support from
the State of Hawai‘i Legislature through Senate Bill 2878, passed in 2008, creating the Early Learning
Council as a first step to establishing an early learning system in Hawai‘i (Keiki First Steps).
The ECE MEd program is unusual in comparison to similar programs elsewhere in the nation because of its
concentration of instruction during three intensive three-week sessions during the summer and its cohort
structure. The core curriculum focuses on early childhood education issues and trends, child development,
special education, research methodology, collaborative and community learning, and family public policy.
The program’s conceptual framework includes philosophical assumptions of the broad ecology of early
childhood development, the need for family centeredness, the emphasis on inclusivity, and the
interdisciplinary nature of early childhood intervention.
The conceptual framework of the COE provides broad direction and focus for the program design: the MEd
in ECE provides a narrower lens through which to interpret and manifest the conceptual framework. The two
are directly linked through the mission, the program goals and the objectives of the MEd in ECE. These, in
turn, are linked to the Program Standards and Key Assessments.
The mission of MEd in ECE is to prepare leaders in the field of education who can work collaboratively to
design and implement high quality, inclusive programs for young children.
Detailed standards and objectives of the program are provided in Attachment E-4.
Curriculum: The curriculum is based on the Standards described in Attachment E-4. It consists of 18 credits
of required course based on each of the five core standards. Students choose an additional two standards
from which to base their elective course choices.
Table 1. Sample Schedule of Courses
Semester/ Course Credits/ Instructor/Rank Delivery Format

Dates Hours
Summer 2009 EDCS 3 credits Issues and Trends in Early Nanette Schonleber On Ground M-F
June 20-July 9 667B 45 hours Childhood Education Ph.D 1:00 -4:00
I-3 Guest speaker via
Full-time video/Skype
Summer 2009 FAMR 499 3 credits Advanced Early Childhood Dana Davidson, Ph.D On Ground M-F
June 20-July 9 45 hours I-5 9:00-12:00
Full-time
Summer 2009 EDCS 3 credits Seminar in Early Childhood Carolyn Pope, PhD On Ground M-F
July 12-16 656* 30 hours Education: Relationships-the I-1 9:00-4:00
on ground, and On Heart of Early Childhood Guest Lecturer
July 19-Agu 19 ground Education Asynchronous
online Linda Brown, PhD online sessions
15 hours I-1 via Laulima
online Guest Lecturer
36
Fall 2009 EDCS 1 credit Seminar in Early Childhood Nanette Schonleber. Asynchronous
656* 15 hours Education PhD online sessions via
Laulima
Spring 2010 EDCS 1 credit Seminar in Early Childhood Dana Davidson Asynchronous
656* 15 hours Education PhD online sessions via
Laulima
Summer 2010 SPED 631 3 credits Early Intervention Patricia Sheehey, PhD On Ground M-F
45 hours I-4 1:00 -4:00
Full-time
Summer 2010 EDCS 632 3 credits Qualitative Research Helen Slaughter, PhD On Ground M-F
45 hours Methods I-5 9:00-12:00
Full-time
Summer 2010 EDCS 3 credits Theory and Function of Play Rich Johnson, PhD On Ground M-F
618* 30 hours I-5 9:00-4:00
on-ground Full-time
Asynchronous
15 hours online sessions
online via Laualima
Fall 2010 EDCS 695 1 credit Qualitative Research Linda Brown, PhD Asynchronous
15 hours Methods Case Study online sessions via
Laulima
Spring 2010 EDCS 1 credit Plan B Portfolio Preparation Nanette Schonleber, Asynchronous
695* 15 hours PhD online sessions via
Dana Davidson, PhD Laulima
Summer 2011 EDCS 618 3 credits Professionalism and Ethics Stephanie Feeney, On Ground M-F
45 hours in Early Childhood Education PhD 1:00-4:00
I-1 (Emerita)
Guest Lecturer
Summer 2011 FAMR 432 3 credits Early Childhood Public Linda Buck, M.Ed. On Ground M-F
45 hours Policy: Community and I-1 9:00-12:00
Family Systems Guest Lecturer
Summer 2011 EDC 656* 1 credit Seminar in Early Childhood Stacie Goffin, Ed.D. On Ground
15 hours Education: A Conversation I-1 M-W
with Stacie Goffin Guest Lecturer 9:00-3:00
Fall 2011 EDCS 695 1credit Plan B Portfolio Preparation Nanette Schonleber, Asynchronous
15 hours PhD online sessions via
Dana Davidson, PhD Laulima
*Elective Classes for Plan B students. Students may choose to take other electives online or ground as approved by
their advisor
Table 5. Faculty
Full-Time Faculty
Name Title Rank Department Courses/Credits

Taught
Nanette Schonleber, Co-Director/ Full-time Assistant Curriculum Studies EDCS 667B (3)*
Ph.D Instructor Professor I-3 EDCS 656 (1)
EDCS 695 (2)*
Dana Davidson, Ph.D Co-Director/ Full-time Family Resources FAMR 499 (3)*
Instructor Professor I-5 EDCS 656 (1)
EDCS 695 (2)*
Patricia Sheehey, Ph.D Instructor Full-time Special Education SPED 631 (3)*
Associate Professor I-4
37
Helen Slaughter, Ph.D Instructor Full-time Curriculum Studies EDCS 632 (3)*
Professor I-5
Richard Johnson, Ph.D Guest Instructor, Professor I-5 Institute for Teacher EDCS 628 (3)
Summer Symposium Education
Part-Time Faculty
Stephanie Feeney, Ph.D Instructor Professor Emerita I- Former full-time at EDCS 618 (3)*
1 Department of
Curriculum Studies
Linda Brown, Ph.D Instructor Lecturer I-1 EDCS 656 (1)

EDCS 656 (1)*
Carolyn Edwards, Ed.D Guest Lecturer, Lecturer I-1 EDCS 656 (3)
Summer Symposium
Stacie Goffin, Ed.D Guest Lecturer, Lecturer I-1 EDCS 656 (1)
Summer Symposium
* Required Core Classes or Plan B Portfolio Classes
Student Support Services: Students have access to all University of Hawai‘i at Mnoa student services,
including electronic-access services such as library, advising, graduate services, technical support, etc.
They can access all services through the student wiki (http://students.coe.hawaii.edu/)
Intended Student Audience: The MEd ECE program is intended to meet the community need to train
leaders in the field of early childhood education serving children between birth and five years of age and
their families. The type of student the program is geared for is a full-time working adult in a leadership
position in the field. The program is designed for students from all parts of the Hawaiian Islands and
American Samoa as well as the continental United States and other countries.
Geographic Scope: All Hawaiian Islands; American Samoa; the continental United States; and
international students.
Delivery Modalities
Delivery of Core Content

Eighteen credits of the core content are delivered via face-to-face instruction at the University of Hawai‘i
System campus facilities for three consecutive summers. Each session is a total of three weeks and
students meet Monday-Friday from 9:00 AM to 4:00 PM daily. One credit of the core content is
delivered during the third semester asynchronously online via Laulima. During our summer courses we
utilize two-way videoconferencing via Skype for nationally recognized guest speakers (one or two hour
sessions total) from outside Hawai‘i.
Two credits of content for Plan B students are delivered in a combination of asynchronous and
synchronous delivery via Laulima, our UH Mnoa system Learning Management System, and
Elluminate web conferencing. Within this format we utilize the following: Online discussion forums;
Hypertext media; Streaming audio and video.
We use Laulima to send students pre-reading assignments for the summer courses, announcements of
38
events, and the summer calendar/schedule. These are sent asynchronously, with an automatic email
generated to students to alert them of an announcement in Laulima.
Delivery of elective courses: Nine optional credits of the elective courses are delivered via the UH Laulima
Learning Management System. Within this format, we utilize the following: Online discussion forums;
Hypertext media; Streaming audio and video.
Percentage of Program Delivered by Each Modality: Seventy-seven percent of the courses are
delivered face-to-face on the Mnoa campus; 23% of the courses are delivered online, asynchronous. In
addition, two-way synchronous video is used during the face-to-face sessions.
Technology Requirements: Access to a computer (Windows 2000 or XP; Macintosh System 9 or OSX);
Microsoft Office software (MS Access not required), printer, and an Internet connection are required. It is
strongly recommended that the above resources are available in the student’s home or another location with
immediate and convenient access.
Laboratory facilities with 20 up-to-date computers are available in the College of Education Student Services
Room and the Libraries. The M.Ed. ECE program has a computer and printer available in the M.Ed. ECE
classroom during the face-to-face sessions in the summer.
Assessment of the Educational Effectiveness of the Program: A description of the assessment of the
program is provided in Attachments E-4 and E-3b.
Program url: http://www.coe.hawaii.edu/cs/early-childhood
39
M.Ed. in Educational Administration
Program Description
The master’s program in Educational Administration is intended to facilitate leadership in K-12 and higher
education organizations by providing a pool of highly-qualified professionals who serve the State of Hawai‘i,
the nation, and the Pacific Region. The program develops leaders who conduct and apply research, utilize
reflection and inquiry, develop and implement policy within a collaborative context, all of which fosters
growth and transformation within individuals and organizations. Department course work emphasizes the
integration of learner-centered activities, critical thinking, and reflection.
The department provides course work that can lead to employment and certification as a school
administrator in the State of Hawai‘i. By statute and regulation of the Hawai‘i State Board of Education, all
administrators in public K-12 schools are required to complete a set of relevant courses in school
administration (such as school law, school-community relations, supervision on instruction, or curriculum
leadership). The master’s program prepares educational administrators and supervisors for a broad range of
administrative positions in both K-12 and higher education.
Departmental members are regularly involved with professional development working in collaboration with
administrators in the Hawai‘i Department of Education. They have attended numerous workshops on
integrating technology into teaching through a variety of different instructional mediums. The Department
was among the first at UHM to offer a master’s degree through distance education (HITS). This initial
master’s degree had a focus on higher education. Its participation in this type of graduate education extends
back to the early 1990s. The department also made its K-12 program available through distance education
by 2001. Over the past decade, it has gradually shifted from distance education to online education.
Presently, all of the school leadership certification courses required for the school principalship are available
online, as is the Department’s masters degree for K-12. The degree consists of 36 units.
Required certification courses include (21 units):

EDEA 601 (Introduction to School Administration)
EDEA 610 (School and Community Relations)
EDEA 620 (School Finance)
EDEA 630 (School Law
EDEA 645 (Management and Leadership)
EDEA 670 (School Supervision)
EDEA 780F (Curriculum Leadership)
Department Electives (6 units)

EDEA 650 (Organizations)
EDEA 676 (Politics of Education)
EDEA 699 (Plan B Project)
Outside Electives or Internship (6 units)

400/600 courses outside of EDEA or EDEA 720 (Internship)
Intended Student Audience: Ninety percent of the students are part-time graduate students who are
employed full-time in educational settings. Average time to completion of the degree is three years.
Geographic Scope: The program draws students from all of the neighbor islands: Moloka‘i, Lna‘i, West
Hawai‘i, Kaua‘i and Maui. A major component of the program is the offering of distance-delivered classes.
40
As many classes as possible are offered via interactive video or computer. Currently, a few students are
from other countries in the Pacific region.
Delivery Modalities
GFace-to-face instruction (University of Hawai‘i System campus facilities)

Y'JPANJAP@AHERANUEJ?HQ@EJC Laulima (Sakai) Learning Management System and Web conferencing
(Elluminate)
YHawai‘i Interactive Television Systems (HITS)
YCourses are also offered in combinations of delivery modes, or “hybridized modes.” Examples
include:
YOnline and Face-to-Face: Students and instructor congregate for a beginning sequence
of instruction at a UH campus location. In addition to these face-to-face components, the
class interacts regularly on the Internet.
YOnline and HITS: Similar to the format above, the class receives Internet-based
instruction and also participates in a series of video conferences on the HITS system.
Percentage of Program Delivered by Each Modality: 40% Web Conferencing; 40% Asynchronous via
Laulima; 20% Face-to-face or HITS
Faculty Support: Faculty have participated in Laulima and Elluminate workshops on an individual basis.
They are currently planning for further participation emphasizing interactive web technologies.
Technological Capacity to Support Teaching and Learning in the Program: Faculty members have
been in the process of redesigning courses to support a variety of different instructional technologies. This
has happened gradually over the past few years as we have switched from reliance on HITS to online and
hybrid formats.
Training of students: Faculty are planning to begin including program students in ETEC 501, a one-credit
professional development and technology-orientation course preparing students for success as an online
student.
Assessment of students and of programs is outcome based and meets standards established by NCATE.
Students are assessed relative to four EDEA program objectives which are consistent with national
standards for school leaders at several points in the master’s program.
Program faculties are provided assessment data each year and they are required to make appropriate
changes in programs and policies based on the data.
Program url: http://www.coe.hawaii.edu/edea
41
M.Ed. in Educational Technology
Program Description
The online version of the Department of Educational Technology’s Masters in Educational Technology was
approved in Spring 2006 and the first cohort of students enrolled in Fall 2006. Enrollments have been
consistent and Cohort 5, beginning Fall 2010, is expected to start with 18 students. Students come from a
wide range of backgrounds and include: K-12 instructors and curriculum specialists, University of Hawai‘i
personnel, Department of Education trainers, native Hawaiians, and business and industry employees.
The MEd in Educational Technology online version, hereafter referred to as OTEC, is equivalent in all
aspects to the traditional, on-campus MEd in Educational Technology (ETEC) except in its primarily online
delivery mode. OTEC provides a flexible alternative for students at-a-distance, especially considering
neighbor islands have limited access to programs at the graduate level. All requirements are equivalent to
the on-campus version.
Like its on-campus counterpart, the OTEC program requires a minimum of 33 semester credit hours, with
six required and five elective ETEC courses. The selection of ETEC electives is based on students’ career
plans within the broad field of educational technology. Full-time students typically complete all course work
in two academic years. Students with full-time jobs are encouraged to consider the three-year program.
All OTEC courses are offered online to accommodate working professionals and individuals that live on the
neighbor islands or outside Hawai‘i. Once accepted into the program students meet with the OTEC
coordinator to plan a personalized course of study.
All students must attend a mandatory 2-day retreat in August when students will meet their cohort peers,
program faculty, and begin the program. The program is designed as a cohort system in which students
admitted at the same time take initial courses together to build a sense of support and professional
community. Of the six required courses, four comprise the core of the Educational Technology program.
Students are required to complete the core in sequence during the first year. The remaining required
courses are completed after the core based on a timeline selected by individual students in consultation with
their advisor for completing the program. The program culminates with student presentations of their
electronic portfolio and final ETEC Master's project.
The program has a strong link to the UH vision and strategic plan, including expanding non-traditional
delivery modes, using technology as a key indicator in the university and state, building future workforce,
promoting 21st century skills in K-12 schools, leadership development, and engaging in research to
understand and expand these areas.
See the attached advising document (Attachment E-5) and our website for further information.
Intended Student Audience: Adult learners, full or part-time.
Geographic Scope: The majority of the students are from Hawai‘i, with priority given to non-O‘ahu
residents. A few students live on the mainland USA.
Delivery Modalities: The program requires an on-campus orientation and two to three weekend sessions
at the Mnoa campus during the first semester. All other activities are conducted entirely online.
Percentage of Program Delivered by Each Modality: 50% Online synchronous using Elluminate Live
web conferencing; 50% Online asynchronous – content primarily housed in UH’s Sakai server.
42
Faculty Support: Faculty in Educational Technology have expertise in the area of distance education, as
this a prominent area of research and study in the discipline.
Training of Students: In addition to training provided by the College, the department provides students
and faculty with subscription to AtomicLearning/highed.com. This provides online training resources provide
a library of thousands of short, easy-to-understand tutorial movies and training that serves as a valuable
curriculum supplement. Atomic Learning makes it easy to learn new technology and encourages technology
integration in courses.
Assessment of students and of programs is outcome based and meets standards established by National
Council for the Accreditation of Teacher Education (NCATE) and the Association for Educational
Communications and Technology (AECT). The program received accreditation by both of these
organizations in 2009.
Program faculties are provided assessment data each year, and they are required to make appropriate
changes in programs and policies based on the data.
Information about the program’s department examination, final project, and electronic portfolio are provided
in Attachment E-5.
Program url: http://etec.hawaii.edu/
43
M.Ed. in Rehabilitation Counseling
Program Description
The University of Hawai‘i at Mnoa offers a distance education program leading to a Master of Education
degree in Rehabilitation Counseling. The program is only offered in a distance delivery format. It is the only
such program in the Pacific Basin, nationally accredited by the Council on Rehabilitation Education (CORE),
that serves predominantly Asians and Pacific Islanders. Graduates are eligible to take the Certified
Rehabilitation Counselor examination.
The Rehabilitation Counseling Program consists of 48 semester hours of foundational and clinical courses
in rehabilitation counseling and general counseling classes designed to meet accreditation requirements of
the Council on Rehabilitation Education and requirements of the Department of Kinesiology and
Rehabilitation Science. Additional curriculum requirements are offered for students who plan to seek
employment in states requiring 60 semester hours for licensure. Following is the course of study.
REHABILITATION COUNSELING
GOAL: Prepare rehabilitation counselors who possess the essential knowledge, skills, and dispositions to
appropriately respond to the culture and rights of individuals with disabilities.
PROGRAM: Forty-eight/sixty semester hours of required courses designed to meet accreditation requirements of the
Council of Rehabilitation Education and requirements of the Department of Kinesiology and Rehabilitation
Science, University of Hawai‘i. Additional curriculum requirements are offered for students who plan to seek
employment in states requiring 60 semester hours for licensure.
Core Courses – 18 hrs. Sem. hours
KRS 605 Human Growth and Development Across the Lifespan 3
606 Counseling: Theory and Practice 3
627 Career Development and Vocational Counseling 3
628 Research and Evaluation in Rehabilitation 3
629 Counseling: Group Theory and Practice 3
637 Cross-Cultural Counseling 3
Rehabilitation Counseling Specialization Courses – 18 hrs.
KRS 680 Principles and Practice of Rehab. Counseling 3
681 Medical & Psychosocial Aspects of Disability 3
683 Case Management 3
685 Ethical Issues for Helping Professions 3
686 Vocational Evaluation & Assessment in Rehabilitation 3
688 Theory & Techniques of Job Placement 3
Clinical Courses and Seminar – 18 hrs. (9 hrs. for 48 hr program; 18 hrs. for 60 hr program)
KRS 703 Practicum in Rehabilitation Counseling 1-3
733 Internship I in Rehabilitation Counseling 3-6
734 Internship II in Rehabilitation Counseling 3-6
781 Seminar in Rehabilitation Counseling 2-3
Suggested Electives (3 hrs. for 48 hr program; 6 hrs. for 60 hr program)
KRS 684 Psychopathology in Counseling (3)
KRS 687 Assistive Technologies in Rehabilitation Counseling (3)
Plan A - additional 6 semester hours of KRS 700 thesis

Plan B - no additional electives required
TOTAL 48 (60)
44
Faculty: Faculty teaching in the program include Drs. Brenda Cartwright (Program Director), Judy Daniels,
and Kathryn Yamamoto.
Intended Student Audience: Adult learners, part-time
Geographic Scope: Primarily Hawai‘i, but includes mainland USA and Pacific Island nations
Delivery Modalities: Online asynchronous and online synchronous
Percentage of Program Delivered by Each Modality: 50% Online synchronous using Elluminate Live
web conferencing; 50% Online asynchronous – content primarily housed in UH’s Sakai server
Assessment of the Educational Effectiveness of the Program: See Attachment E-6.
Program url: http://www.coe.hawaii.edu/krs/masters/rehab
45
M.Ed. in Special Education – Mild/Moderate Disabilities Program
Program Description
The Special Education Master of Education Degree distance education (M. Ed. DE) program offers three tracks: 1)
mild/moderate disabilities (MM), 2) severe disabilities/autism (SA), or 3) interdisciplinary program. All programs are
nationally accredited by the Council for Exceptional Children (CEC) and the National Council for Accreditation of
Teacher Education (NCATE). Upon completion of the M.Ed. MM and SA program, a student may apply to the Hawai‘i
Teachers Standards Board for a Teaching License.
All candidates enrolled in the M.Ed. DE program are admitted to a cohort each summer. Additionally, each
candidate is assigned an academic advisor who is a faculty member in the Department of Special Education.
Each cohort follows a sequence of course work paired with field experience/projects; all courses are offered
in an online/hybrid format, with face-to-face meetings on weekends to accommodate candidates who are
working in the State Department of Education schools and live on outer islands. All field supervision is
conducted live on-site by a university faculty member. Candidates are observed in classrooms throughout
the program, if teacher licensure is pursued. Faculty members fly to all islands to conduct field supervision;
each candidate is required to be supervised by at least two different faculty members during the program.
The program is designed to be completed in a two-year fulltime sequence. However, candidates in the M.Ed.
program have up to seven years to complete the degree.
M.Ed. Program - Teacher Licensure Emphases
Graduate students enrolled in the M.Ed. DE program for teacher licensure are required to select a program
emphasis, mild/moderate disabilities (MM) or severe disabilities/autism (SA), and a program level,
preschool/elementary or secondary. The M.Ed. MM and SA programs require a minimum of 43 credit hours
of courses and include professional core courses (12 credits), field experiences (12 credits), major
emphasis courses (18 credits), and satisfactory completion of the Plan A (thesis) or Plan B (paper, project or
exam) option. Program prerequisites may include up to six credits of course work in special education.
Figure 1 outlines the typical program schedule for students in the MM emphasis area. Figure 2 outlines the
typical program schedule for students who choose the severe disabilities emphasis area.
Mild/Moderate Disabilities Curriculum (43 Credits)

Course work:
SPED 611 Advanced Methods and Strategies (3 credits)
SPED 613 Advanced Assessment and Curriculum Development (3 credits)
SPED 603 Principles of Behavior (3 credits)
SPED 621 Language Arts Strategies (3 credits)
SPED 600 Foundations of Exceptionality (3 credits)
SPED 625 Teaching Skills for Social Competence (3 credits)
SPED 640 Seminar – Mild/Moderate Disabilities (3 credits)
SPED 642 Seminar in Applied Research (3 credits)
SPED 605 Collaboration in School/Community Settings (3 credits)
SPED 635 Procedures for Preschool Children with Disabilities/Autism (3 credits)
OR SPED 652 Transition/Supported Employment (3 credits)
SPED 699 Directed Reading/Research (1 credit)
Fieldwork:
SPED 626a Field Experience (3 credits)
SPED 626b Field Experience (3 credits)
SPED 627/8 Advanced Practicum/Internship (6 credits)
46
Figure 1 – Sequence for MM Program
Summer Fall Spring Summer Fall Spring
SPED 404 (3) SPED 611 (3) SPED 603 (3) SPED 600 (3) SPED 605 (3) SPED 628 (3)
SPED 613 (3) SPED 621 (3) SPED 625 (3) SPED 642 (3) or
SPED 485 (3)
SPED 626a (3) SPED 626b (3) SPED 640 (3) SPED 628 (3) or SPED 627 (6)
SPED 627 (6) SPED 635 (3) or
(Prerequisites SPED 652 (3)
(SPED 600 if SPED 699 (1)
prereqs done)
6 credits 9 credits 9 credits 9 credits 9-12 credits 7-10 credits
Severe Disabilities/Autism Curriculum (43 Credits)

SPED 632 Language/Communication Intervention-Communication Disorders/Autism (3 credits)
SPED 612 Individuals with Severe Disabilities (3 credits)
SPED 626a Field Experience (3 credits)
SPED 614 Assessment and Instruction –Severe Disabilities (3 credits)
SPED 626b Field Experience (3 credits)
SPED 630 Positive Behavioral Support – Severe Disabilities and Autism (3 credits)
SPED 627/8 Advanced Practicum/Internship (6 credits)
SPED 633 Motor Development/Intervention - Severe Disabilities (3 credits)
SPED 635 Procedures for Preschool Children with Disabilities/Autism (3 credits)
OR SPED 652 Transition/Supported Employment (3 credits)
Figure 2 – Sequence for SA Program

SPED 404 (3) SPED 605 (3) SPED 603 (3) SPED 600 (3) SPED 630 (3) SPED 633 (3)
SPED 632 (3) SPED 614 (3) SPED 642 (3)
SPED 485 (3) SPED 628 (3) or
SPED 612 (3) SPED 626b (3) SPED 628 (3)
SPED 626a (3) SPED 627 (6)
(Prerequisites) SPED 635 (3)
or
SPED 652 (3)
SPED 699 (1)
6 credits 12 credits 9 credits 3 credits 6-9 credits 7-13 credits
M.Ed. Program – Non Licensure Emphasis
The Interdisciplinary Specialization in the M.Ed. in Special Education is designed primarily for graduate
students who do not seek a special education teaching license but who wish to have an advanced degree in
special education/disabilities services. Students who obtained a special education teaching license through
an undergraduate program would enroll in the Interdisciplinary Program. Figure 3 is the program
advisement form that delineates the prerequisite and required courses for the Interdisciplinary Program in
Special Education. All students are required to complete the M.Ed. core in special education.
Specializations in the Interdisciplinary program are individualized to accommodate students’ experiences,
educational background and professional aspirations. Candidates on neighbor islands may choose course
work for electives from the MM or SA program or from other course work available in an online/hybrid format
from other departments or colleges, with the approval of their advisor.
47
Interdisciplinary Curriculum (43 Credits)

SPED 629 Special Projects (12 credits)
Electives various course work (18 credits)
Figure 3 – Sequence for Interdisciplinary Program

SPED 404 (3) Elective (3) Elective (3) SPED 600 (3) SPED 605 (3) Elective (3)
Elective (3) Elective (3) Elective (3) SPED 642 (3) SPED 629 (3)
SPED 485 (3)
SPED 629 (3) SPED 629 (3) Elective (3) SPED 629 (3) SPED 699 (1)
If required
6 credits 9 credits 9 credits 9 credits 9 credits 7 credits
Faculty: The Department of Special Education is comprised of 15 tenure line faculty, which includes one
Chair/Graduate Chair, one Special Programs Director, and one Field Coordinator with reduced instructional
loads; and one Program Manager with no instructional responsibilities. In addition, there are seven limited
term instructional faculty with full teaching loads. All instructional faculty teach courses and conduct field
supervision with candidates enrolled in the M.Ed. MM DE program.
The M.Ed. in Special Education mild/moderate and severe/autism program is geared toward those with a
bachelor’s degree in any field and who want to pursue a master’s degree and teacher licensure in special
education. Candidates are typically adult non-traditional learners who enroll in the program fulltime. Most
candidates do not have a bachelor’s degree in education, but come from fields outside of education. Many
are pursuing second careers in teaching in special education and have been hired as “emergency” hires in
the Hawai‘i State Department of Education special education classrooms. Special education teachers
remain a shortage area in Hawai‘i.
The M.Ed. in Special Education Interdisciplinary program is geared for those who want to focus on higher
level graduate studies in the field of special education without pursuing teacher licensure. The
Interdisciplinary program is designed for those who: a) are already licensed in special education, or b) wish
to work in non-classroom-based services/settings for persons with disabilities, or c) wish to engage in a
graduate course of study to meet individualized educational objectives in the field of special education.
Candidates are typically adult non-traditional learners who enroll in the program fulltime.
Geographic Scope: The M.Ed. in Special Education program is available to candidates on all islands of
Hawai‘i. We currently have students on O‘ahu, Maui, Moloka‘i, Kaua‘i, and Hawai‘i Island.
Delivery Modalities
Face-to-face instruction (University of Hawai‘i System campus facilities)

o Clinical courses (student teaching, practica, etc.) are supervised by on-site faculty
Internet delivery including Learning Management Systems (such as WebCT, supported by the UH
system); Online discussion forums; Chat rooms; Hypertext media; Streaming audio and video;
Videoconferencing; Video Streaming; Web conferencing (i.e., Elluminate or Breeze)
48
Hawai‘i Interactive Television Systems (HITS)
Cable Access Television
Audio conferencing
Courses within the College of Education distance programs are also offered in combinations of
delivery modes, or “hybridized modes.” Examples follow:
o Online and face-to-face: Students and instructor congregate for a series of weekends at a
UH System campus location. In addition to these face-to-face components, the class
interacts regularly on the Internet.
o Online and HITS: Similar to the format above, the class receives Internet-based
instruction and also participates in a series of videoconferences on the HITS system.
The M.Ed. course work is delivered approximately 50%-80% online asynchronous, 0-30% face-to-face, and
10-20% online synchronous. All field experiences all supervised by faculty face-to-face. Some course work
is delivered face-to-face on weekends. The remainder of the course work is delivered online, synchronous
and asynchronous.
Faculty Support: In 2002, faculty training was offered in WebCT (Introduction, Intermediate, and
Advanced), Tegrity Weblearner (streaming audio, PowerPoint, and video), Apple Remote Desktop,
Macintosh Systems, and PC Systems. The 2003 workshops included Videoconferencing Skills, Electronic
Whiteboards, Lectora Publisher (for Internet courses and E-portfolios), Electronic Portfolio Development,
PowerPoint, Word, and Photoshop.
All candidates admitted into the M.Ed. MM DE program receive technology training via ETEC 501 (1 credit)
course delivered over one weekend at the beginning of the program. Neighbor island candidates are
brought to Mnoa campus to receive the training.
For Internet mediated programs, students are advised regarding minimum computer skills. Additionally,
orientation is provided which covers online interactions, use of Internet-based resources, electronic
communication and productivity software basics.
Assessment of students and of programs is outcome based and meets standards established by NCATE.
Data for M.Ed. in Special Education candidates are provided in Attachment E-7.
Program faculty members are provided assessment data each year, and they are required to make
appropriate changes in programs and policies based on the data.
Program url: http://www.coe.hawaii.edu/sped
49
College of Natural Sciences
Bachelor’s in Computer Science and in ICS
Master’s in Computer Science
Program Description
The BA in Information and Computer Sciences and BS in Computer Science programs are designed for
students seeking a broad and deep knowledge of the theory, design, and applications of digital computers
and information processing techniques. Students who obtain the bachelor’s degree will be qualified to
undertake technical work in business, industry, and government or to enter a graduate program in computer
science.
The Bachelor of Science (BS) degree focuses on software technology and gives the student a firm
foundation in science and math. The Bachelor of Arts (BA) degree allows students to combine computer
science with another discipline.
The MS in Computer Science provides the most advanced technical education in computer science in the
State of Hawai‘i. Our graduates have gone on to a variety of leadership roles in high technology, from
research and development to starting up new high tech companies or successfully applying for academic
faculty positions.
Note that our distance education offerings do not constitute a stand-alone program, but instead are
completely integrated into our curriculum as the purpose of both our face-to-face and ALN outreach courses
is to provide additional student access. Students who choose to are able to complete the courses for the
major completely via distance.
Faculty: For details on our faculty, please see: <http://www.ics.hawaii.edu/people>
Student Support Services: Our student support services include an academic advisor, as well as our online
website.
Library and Technological Support: In addition to the resources from Hamilton Library and the Library and
Information Science program, the ICS Department provides the Peterson, Lew, and Gersch memorial library
with access to texts and research monographs from a variety of disciplines. We also maintain an online
technical report library that provides access to research publications by our faculty and students.
Intended Student Audience: Our distance education offerings are not designed for any particular “type” of
student. All of our students have the opportunity to take advantage of our distance education offerings.
Geographic Scope: World-wide
Delivery Modalities
We dynamically adapt our distance education offerings to the needs of our students. For example, in any
one semester, we may teach some classes all online, some classes all face-to-face, and some classes in a
mixed mode with both face-to-face and online students. The amount and types of distance education
offerings depend upon the type of material being presented, its amenability to distance education, and the
needs of our students for this form of access.
As a computer science department, ICS faculty are experts in the use of state-of-the-art computer mediated
communications and in its adaptation to instructional contexts. We routinely experiment with various
50
technologies to enhance our instructional capabilities. Thus, the delivery of our distance education offerings
can vary dramatically from semester to semester as we discover and/or design new technologies for this
purpose.
For example, Professor Dan Suthers has developed the Discourse system
(<http://discourse.ics.hawaii.edu/>), which is an advanced computer-mediated communication technology
and which has been used to deliver distance educational offerings in several courses.
Over the years, our faculty have used: one-way video, two-way video (various ICS courses taught using the
HITS system), face-to-face (various “traditional” courses), asynchronous delivery.
Professor Martha Crosby has received two consecutive grants from the CISE directorate of NSF to examine
better ways to teach computing and computer science courses. Results from her research have led to the
employment of innovative studio base learning that is currently being adapted to online delivery.
It is not possible in our program to provide an accurate percentage of our program delivered by a given
modality for two reasons:
1) The same course could be delivered in different modalities in different semesters depending upon
the needs of the students and/or the desire of the instructor to explore new instructional technology and
delivery mechanisms; and
2) A single course could contain a mixture of different modalities over the course of a single semester.
As a result, accurate calculation of these percentages would require: a) a record of how each individual
class period was delivered for each course in our curriculum; and b) a table that shows the percentages for
each semester.
The ICS faculty estimate their use of the modalities (based upon the last four semesters of our program) as
noted below. In these numbers, we count a class as part of a given modality based upon an estimate of its
primary mode of delivery: 73%: face-to-face; 16%: asynchronous; 1%: two-way video; 10%: one-way video.
Faculty Support
As professors in the field of computer science, we are by definition experts in the use of computer-mediated
communication technology. As part of our ongoing process of research and development, we keep up to
date with recent technological developments in this area; indeed, several of us have designed and
implemented novel technologies in this area.
Thus, we do not require explicit faculty development opportunities as distance education is an area that we
are naturally interested in pursuing as part of our professional development.
Technological Capacity to Support Teaching and Learning in the Program: Our program has excellent
technological capacity as a byproduct of the fact that we are a computer science department. We have
hardware and software support for providing online materials, our faculty have natural expertise in the
provision of online material, and our students are naturally proficient in accessing materials online as that is
an important capability for their professional development.
51
Training of Students: Again, because we are a computer science department, our students receive this
training as a natural and intrinsic part of their education. It is inextricably linked to their educational
development as computer scientists.
Discuss How the Educational Effectiveness of Your Program is Evaluated
Currently, the educational effectiveness of our distance education approaches is not systematically
evaluated. Instead, instructors generally receive feedback via their course evaluations. For example,
Professor Philip Johnson has been experimenting with one-way video as part of a blended distance/face-to-
face educational paradigm, and his course evaluations enable students to comment on the success or
failure of this technique.
That said, we are engaged in a process of defining student learning objectives, assessing student retention,
and so forth. We hope in some future semester to be able to begin providing this important assessment
data.
Program url:http://www.ics.hawaii.edu/
52
College of Natural Sciences
Master of Library and Information Science
Program Description
The Master of Library and Information Science (MLISc) program consists of a basic set of required courses,
augmented by courses relevant to particular concentrations, and elective courses appropriate for various
library or information careers. Detailed information on the curriculum is available at
http://www.hawaii.edu/lis/courses.php?page=descriptions
Distance Learning Component: The distance education component of the program is largely delivered
through the Hawai‘i Interactive Television System (HITS). Two of the LIS courses each fall, spring and
summer are offered via HITS.
Faculty and Course Schedule: Regular, tenure track LIS faculty members teach the HITS courses. In
addition adjunct lecturers are hired to teach courses in specialized areas. Over a period of four years, the
program is able to offer the core-required courses and various electives, thus enabling students to complete
their degree work from remote island sites. A schedule of HITS courses from Fall 2006 to Fall 2010 is
attached (Attachment E-8).
Library and Instructional Materials: The use of the physical library varies with each course. In most cases,
however, instructors provide optional readings using electronic reserves and online libraries. Required
readings must be purchased. If students must have access to resources in a physical library, the individual
instructor makes arrangements for reserves with the UH libraries and community college libraries. Most
instructors also use Laulima or Google Docs to allow students access to online materials.
Student Support: All students taking courses from remote sites receive the same advising arrangements as
Mnoa students, i.e., a regular LIS faculty member is assigned to advise the student throughout his or her
course work in the program. Advising and support is done online or by phone. In special cases (e.g.,
practicum course), the instructor also makes site visits.
Technical Support: The UHM Information Technology Services provides support for HITS courses. They
assist instructors in delivering the courses from all receive sites.
Intended Student Audience: The distance education component, like the entire LIS Program, is geared to
master’s degree candidates. At least 30 percent of these students are part-time students in any given
semester.
Geographic Scope: The program serves students who live on the islands of Hawai‘i, Kaua‘i, Lna‘i, Maui,
Moloka‘i and O‘ahu.
Delivery Modality: As mentioned earlier, the program’s distance education program utilizes HITS to deliver
courses to remote sites in the state. LIS has been one of the pioneers on campus in using this instructional
delivery system.
Percentage of Program Delivered by Each Modality: Two courses each term are offered via HITS. The
program offers a total of 16 to 19 courses each fall and spring; the distance learning courses comprise 10 to
12 percent of this total. During the summer, the program offers 6 to 9 courses; the distance learning courses
comprise 20 to 30 percent of this total.
53
Faculty Support: The UHM Information Technology Services conducts training programs for new HITS
instructors on a continuous basis. They also offer online tutorials that are very helpful. In addition, LIS
faculty members, who are experienced instructors in the HITS medium, invite new instructors to observe
their HITS classes or work one-on-one in assisting new instructors to launch their first courses.
Beyond the use of HITS as the program’s primary medium for delivery of distance learning, we are also
experimenting with hybrid forms of instruction. Some examples include:
LIS 647 Systems Analysis for Information Management: HITS was combined with asynchronous
segments on disCourse, a software for online collaboration, and synchronous communication using
Skype (web conference software).
LIS 672 Technology for Libraries and Information Centers: Face-to-face sessions were combined
with online segments on Laulima. Students from Hawai‘i Island followed the class synchronously
using Skype, and asynchronously via online segments on a virtual workspace on disCourse.
LIS 684 Administration of School Library Media Centers: HITS sessions were combined with
asynchronous segments on Laulima.
LIS 694 Virtual World Librarianship: Face-to-face sessions were combined with Second Life
engagement.
Training of Students: Students receive minimal training through online tutorials and brief in-class
sessions. The program’s web team, which is comprised of LIS graduate students, also offers workshops
during the fall and spring to assist colleagues with web page design. More recently, students have also been
invited to special information sessions on Second Life.
Discuss How the Educational Effectiveness of Your Program is Evaluated
Course effectiveness is measured through course evaluations collected at the end of each course.
Regardless of the instructor or the site, HITS courses have received generally high evaluations from the
students, i.e., an average score of 4.5 on a 1 to 5 scale. The evaluation criteria for HITS classes are the
same as for self-contained courses on the Mnoa campus. A summary of HITS course evaluations reported
for the last accreditation conducted by the American Library Association is attached (Attachment E-8).
Program url: http://www.hawaii.edu/lis/
54
School of Nursing and Dental Hygiene
Distance and Off-Campus Programs
The School of Nursing and Dental Hygiene offers six programs that are delivered via distance. Descriptions
of each of the programs follow. Information that applies to all School of Nursing and Dental Hygiene
programs is described here.
Student Support Services
Office of Student Services (OSS) provides a variety of student services for undergraduate students in the
school, from pre-admission to beyond graduation. The services of this office include: responding to inquiries,
handling admissions, academic advisement, facilitation of scholarships/awards, monitoring progress toward
degree and certification of graduation. OSS also creates and maintains databases and provides assistance
with survey data. Post-graduation services include verification of completion of degree requirements for
board certifications. Students can contact OSS via email or by phone for assistance.
Other resources available to all MS program students include but are not limited to: Instructional
Technology Services; the Center for Instructional Support; four libraries which include the Law School,
Hamilton, Sinclair, and Public Health Library; the Hawai‘i Medical Library which is the medical library in the
State (located off-campus); University Health Services; Counseling and Student Development Center; the
Office of Student Equity, Excellence, and Diversity; the Office of Financial Aid; and the Women’s Center.
SONDH Computer Lab
The Computer Lab contains 25 state-of-the-art personal computer workstations networked to the University
fiber optic backbone for immediate access to the Internet. Faculty and students are able to access this
learning resource daily. In addition, Webster Hall is wired for wireless Internet access.
‘Ike Ao Pono
Previously funded by HRSA/Division of Nursing and now by the University, this project provides Native
Hawaiian and Pacific Island students, including distance education students, with enhanced access to
quality nursing education at the baccalaureate level. This affiliation provides a seamless transition from high
school through baccalaureate and master’s education and can be a recruitment agency for the project.
Web-based E-learning and Library Resources
Students have access to Web-based learning resources including: The Hawai‘i Medical Library; DXR
(diagnostic reasoning software); and Gold Standard Media’s Clinical Pharmacology On-Line. University of
Hawai‘i at Mnoa Library and Hawai‘i Medical Library access includes: PubMed, Ebsco, OVID, the
Cochrane Library, Scientific American, StatRef, MEDLINE, CINAHL, PsycINFO, HealthSTAR, ClinPSYC,
Health Reference Center, Health Source Plus, Best Evidence, AidsLine, BioethicsLine, CancerLit, and a list
of full-text electronic journals. These databases are essential when doing community assessments and
population-based care planning and course work and are accessible by all students with web access, which
are particularly important to rural and neighbor island students.
Interaction between students and faculty is easily facilitated through web-based courses. It is a great
advantage of web-based courses that geographic distance is not an issue in communication between
55
students and faculty and students with other students. The SONDH has employed IT support whose role
includes providing technical and troubleshooting support for students.
To deliver courses via the Internet, Laulima (powered by Sakai) and Elluminate are used. Both of these
systems support the creation of sophisticated World Wide Web-based educational environments by non-
technical users and can be used to create entire online courses, or to simply publish materials that
supplement existing courses. Faculty development is provided by DLUS. There are three instructional
designers at UHM who offer classes each semester and in-depth training each summer. They are extremely
responsive to email requests for assistance and provide individual tutoring to faculty. They have offered
special training for nursing faculty twice in the past three years. Most faculties have already gone through
this training and developed web-based courses.
At the beginning of each new student cohort, an orientation is conducted, and use of the online learning
system and its technology is covered during the orientation. In addition, there are extensive online learning
resources which the student can refer to for assistance with using Laulima or Elluminate; the IT support
specialist contacts the students during the program and specifically asks the students how things are going
and addresses any problems that they are encountering. Finally, this same IT specialist is available by cell
phone to assist the students, and the faculty also provides any assistance that is required. There was one
extreme case where the student encountered significant difficulty and the IT specialist was flown to Maui
and provided the student with the required technical support.
Assessment of the Educational Effectiveness of the Programs
The Department of Nursing has an extensive evaluation plan for its programs. Students in this program will
participate in the evaluation plan. It includes the following:
A. Student Achievement of Course Objectives. Students are asked to rate the degree to which they
have met each course objective. This data is summarized by course and reviewed by the
Undergraduate Curriculum Committee and Department Chair each semester for possible action.
B. Student Evaluation of Faculty Teaching. Outreach College offers this evaluation service for faculty.
The summarized results are returned to the faculty. These are reviewed by the Department
Personnel Committee and Department Chair during the faculty evaluation process which may be
annually for probationary or limited term appointment faculty and every five years for tenured faculty.
C. End of Program Survey. Students during their final semester of the program complete this survey
which asks them to rate the extent they have met the program outcomes. Results are reviewed by
the Undergraduate Curriculum Committee and the Department Chair.
D. Alumni and their employers are surveyed at one year and three years after graduation. The survey
items are based on the program outcomes. These results are reviewed by the Undergraduate
Curriculum Committee and the Department Chair.
E. Achievement Testing. Achievement testing occurs at the end of the course. Results are reviewed
based on national pass rates.
F. Semester Course Reports. Faculty are required to submit a semester course report which is
reviewed by the Undergraduate Curriculum Committee and Department Chair. The report is the
faculty evaluation of the course. Any issues for follow up are conducted by the Department Chair.
G. Graduation rates are monitored.
56
RN to BSN Registered Nurse (Bachelor of Science in Nursing)
Program Description
The degree program is the RN to BS program for students who have completed a basic nursing program
(associate of science degree). This program was established at UHM in the mid 1960’s and is offered on-
site on the University of Hawai‘i at Mnoa (UHM) campus and as a distance education program.
The UH Mnoa BS nursing program will be transitioning to the new Hawai‘i Statewide Nursing Consortium
Curriculum in fall 2010 and plans to admit RN to BS students into this curriculum starting fall 2012. Until fall
2012, there will be no new admissions into the RN to BS program. In the new curriculum, students will take
the first three years on their home campuses (Maui College or Kaua‘i Community College) and transition to
the School of Nursing and Dental Hygiene for the final year to complete the BS degree.
The full curriculum is found on the table below, the highlighted areas are the courses that the RN to BS
students will take to complete their degree via distance education at the School of Nursing and Dental
Hygiene.
Yr Fall Credits Spring Credits

1 Anatomy & Physio/ Lab 3/1 A Anatomy & Physio/ Lab 3/1
Prereq General Psych/Soc Sci (Psy 100) 3 P Human Development/ or other social 3
All Math+ (Symbolic Reasoning) 3 P science
32- 34 Writing/Eng (Written Communication) 3 L Global & Multicultural Perspectives 3
Cr DP Physical Science 3 Y Microbiology 3-5
16 Elective 3
16-18
2 N 210 Health Promo Across the Life Span 9 (3/6) N 220 Health and Illness I 10 (4/6)
N 211 Professionalism in Nursing I 3
29 Cr N 212 Pathophysiology 1 Global & Multicultural Perspectives 3
3 Pharmacology 16
13
3 N 320 Health and Illness II (Family Health) 10 N 360 Health and Illness III 9 (3/6)
Statistics (4/6) N 362 Professionalism in Nursing II 1
32cr Arts, Humanities, Literature 3 N 363 Nursing Research 3
3 Arts, Humanities, or Literature 3
16 16
4 N 450 Community, Public and Global 10 (3/7) N 460 Clinical Immersion and 10 (2/8)
Health 3 Leadership Development
N XXX Hawaiian, Asian, & Pacific Issues N 461 Advanced Patho/Neurobiology 3
31cr N 453 Introduction of Genetics in Nursing 3 Nursing Elective 2
Practice 15
16
Faculty: Faculty members who will support these courses include: Lorrie Wong, PhD; Nancy McGuckin,
MS, MBA; William Marshall, MS, RN; Joyce Vogler, DrPH, APRN; Norma Fujise, MS; Karen Tessier, PhD,
MS, BS.
Intended Student Audience: The program is geared for adult learners and can be part- or full-time.
Students will likely be employed as registered nurses at health care facilities with family responsibilities.
Geographic Scope: Neighbor Islands
57
Delivery Modalities
Collaborative learning environments are created through asynchronous online courses and through
individual and small group assignments that promote learner-content, learner-learner and learner-
instructor interaction.
Video teleconferencing will be used for some classes.
Exams, if scheduled, may be proctored by the University Center personnel on-site with advance notice
and mailed back to the faculty for scoring.
Clinical practicum will be completed on the student’s home island with preceptors and UH Mnoa
nursing faculty site visits.
Percentage of Program Delivered by Each Modality: 50% VTC, 50% online
Faculty Support
Faculty offering the RN to BS courses have completed training to use Laulima and currently offer the course
as web-enhanced. Several training sessions have been offered in the summers to provide faculty
development in using web-enhanced methods.
An orientation to HITS is scheduled each semester for faculty new to HITS. Program producers also work
individually with faculty to use HITS to its best advantage.
Program url: http://www.nursing.hawaii.edu/
58
Master of Science in Nursing Administration
Dual Degree Master of Science in Nursing Administration, MBA
MS in Nursing Administration (MSNA)
Program Description
The Nursing Administration program prepares registered nurses to lead within complex integrated
healthcare delivery systems. Key program areas include nursing theory and research, leadership and
management, health policy, economics and finance, healthcare delivery models and management of human
resources. The program is 36 credits and incorporates the AONE Executive Competencies. The curriculum
ensures that students are prepared for ANCC certification.
Curriculum Description
Course work:
Management and leadership in Healthcare Organizations (3 credits)
Disciplinary Knowledge (3 credits)
Information Systems in Healthcare (3 credits)
Analysis of Healthcare Delivery Models (3 credits)
Human Resources Management (3 credits)
Clinical Economics and Finance (3 credits)
Methods and Measure in Nursing Research (3 credits)
Seminar and Practicum in Nursing Administration (3 credits)
Best Practices in Healthcare Management (3 credits)
Health Policy (3 credits)
Nursing Capstone Field Study (3 credits)
Nursing Elective (3 credits)
Curriculum Course Pathway

FALL
Management and leadership in Healthcare Organizations NURS 662 (3 cr.)
Disciplinary Knowledge NURS 639 (3 cr.)
SPRING
Information Systems in Healthcare NURS 630 (3 cr.)
Analysis of Healthcare Delivery Models NURS 663 (3 cr.)
SUMMER
Human Resources Management NURS 661 (3 cr.)
Clinical Economics and Finance NURS 665 (3 cr.)
FALL
Methods and Measure in Nursing Research NURS 620 (3 cr.)
Seminar and Practicum in Nursing Administration NURS 664 (3 cr.)
SPRING
Best Practices in Healthcare Management NURS 774 (3 cr.)
Health Policy NURS 609 (3 cr.)
SUMMER
Nursing Capstone Field Study NURS 775 (3 cr.)
Nursing Elective (3 cr.)
59
At the conclusion of the program, the graduates are awarded a master’s of science (MS) in nursing
administration and are eligible to take the American Nursing Credential Center (ANCC) national examination
for nurse executive (NE-BC) and/or nurse executive advanced (NEA-BC).
Faculty: Faculty in the program all have expertise in their respective fields and have experience with
distance learning. Most hold doctoral degrees. Core faculty in the program include: Paulette Williams, DrPH
(specialty: nursing administration, nursing informatics); Clementina Ceria-Ulep, PhD (specialty: nursing
administration); Barbara Kooker, PhD (specialty: nursing administration); John Casken, PhD (specialty:
health policy, health promotion, disease prevention, public health); Alice Tse, PhD (specialty: research,
healing arts, culture and health care). The program director is Barbara P. Mathews, MS, APRN, NEA-BC
who is board certified, nurse executive advanced.
Dual Degree Program, Master of Science in Nursing Administration/MBA
Program Description
The Master of Science in Nursing Administration/Master of Business Administration (MS/MBA) program

provides extensive professional preparation in both nursing administration and business. The dual degree
program consists of 54 credits offered in a full- or part-time pathway. The program prepares graduates with
the breadth and depth of knowledge and skills needed to develop, implement, and measure the impact of
innovations in care delivery at all levels within healthcare organizations.
Nursing Course work:

Management and Leadership in Healthcare Organizations (3 credits)
Disciplinary Knowledge (3 credits)
Analysis of Healthcare Delivery Models (3 credits)
Human Resources Management (3 credits)
Nursing Research (3 credits)
Seminar and Practicum in Nursing Administration (3 credits)
Best Practices in Healthcare Management (3 credits)
Business Course work:

Accounting for Decision Making (3 credits)
Business Statistics (1.5 credits)
Economic Foundations of Strategy (1.5 credits)
Marketing Management (3 credits)
Leadership and Communication (1.5 credits)
Organizational Behavior (1.5 credits)
Managerial Finance (3 credits)
Elective (3 credits)
Business, Government, and External Environment (1.5 credits)
Ethics (1.5 credits)
Managing Information Technology for Strategic Advantage (1.5 credits)
Supply Chain Management (1.5 credits)
Business Strategy and Policy (3 credits)
Capstone Field Study (3 credits) (cross-listed with Nursing 775 Capstone Field Study)
60
FALL
Management and Leadership in Healthcare Organizations NURS 662 (3 cr.)
Disciplinary Knowledge NURS 639 (3 cr.)
SPRING
Analysis of Healthcare Delivery Models NURS 663 (3 cr.)
Accounting for Decision Making BUS 624 (3 cr.)
SUMMER
Human Resources Management NURS 661 (3 cr.)
Nursing Research NURS 620 (3 cr.)
FALL
Business Statistics BUS 621 (1.5 cr.)
Economic Foundations of Strategy BUS 622 (1.5 cr.)
Marketing Management BUS 623 (3 cr.)
SPRING
Leadership and Communication BUS 625 (1.5 cr.)
Organizational Behavior BUS 626 (1.5 cr.)
Managerial Finance BUS 629 (3 cr.)
SUMMER
Seminar and Practicum in Nursing Administration NURS 664 (3 cr.)
Business Elective (3 cr.)
FALL
Business, Government, and External Environment BUS 627 (1.5 cr.)
Ethics BUS 628 (1.5 cr.)
Managing Information Technology for Strategic Advantage BUS 630 (1.5 cr.)
Supply Chain Management BUS 631 (1.5 cr.)
SPRING
Intro to Health Policy NURS 609 (3 cr.)
Best Practices in Healthcare Management NURS 774 (3 cr.)
Business Strategy and Policy BUS 632 (3 cr.)
FALL
Capstone Field Study BUS 696 (3 cr.): cross-listed with Nursing 775 Capstone Field Study
Intended Student Audience: The program is designed for adult learners who can be either part-time or
full-time students. Advanced public health nursing specialty students are expected to have a strong desire to
work in the area of community and public health, and upon graduation, serve in leadership roles in these
venues.
Geographic Scope: The program is offered to students from all islands. The online learning and VTC
capability allows students from rural islands to complete all course work in the nursing administration
program. The MBA portion of the program is offered only face-to-face which has been a barrier for students
from the neighbor islands. The current students are all from the island of O‘ahu.
Delivery Modalities: A variety of modes of delivery are utilized for the courses. Much of the course work is
completed online through the use of Laulima and Elluminate. Many of the courses are designed in a hybrid
format which utilizes some face-to-face meetings with online delivery. Two of the courses include practicum
experiences (beginning and advanced) with experienced nurse administrators and leaders in the community.
The student has ongoing communication with the faculty via telephone, via Elluminate or Internet, as well as
on-site visits by faculty where required.
61
Percentage of Program Delivered by Each Modality: 70% online asynchronous, 30% synchronous; dual
program—35% online asynchronous, 15% synchronous, 50% on campus.
Faculty Support: All of the faculty in Nursing who teach in this program have experience with using
distance technology for teaching. In addition, during July 2007, the SONDH received a Health Resources
and Services Agency (HRSA) grant that supported faculty development related to teaching – utilizing
distance education technology for a period of three years. All faculty members who taught in the program
were supported for the purpose of enhancement of their distance education skills. A funded information
technology position was (and continues to be) in place to support IT teaching and learning for the program.
The MS/MBA Program has been funded by a HRSA grant through June 30, 2010. The program objectives
are: 1) establish a dual degree MS/MBA program using distance learning methodologies; 2) increase the
number of MS/MBA prepared nurse administrators practicing in rural, underserved areas; and 3) increase
accessibility for advanced nursing education for ethnically diverse nurses in leadership positions. In fall 2009,
an assessment of the program was completed to elicit input from a variety of stakeholders including current
students, faculty and community leaders. Students indicate a high degree of satisfaction with the ability to
complete course work using online technology. Feedback indicated the need for a shorter and more
accelerated program with additional course work in clinical economics and finance and additional focus on
current issues for nurse administrators such as patient safety and quality. During 2009-2010, the program
was redesigned to offer an executive format accelerated cohort program with an addition course in
advanced clinical economics and finance and a strong emphasis on patient safety and quality. The newly
redesigned program will be offered in fall 2010.
Students living on O‘ahu, mostly attend class in the same manner as our students living on neighbor islands
and on the mainland; therefore data on student achievement, progression, and satisfaction for all graduate
students would be appropriate for this assessment. A summary of the MS in Nursing Program data is found
in Attachment E-9.
In addition, in the student experience survey completed in 2010, we asked students to identify if they were
campus-based or distance-based students. The findings suggest that the distance-based students were
equally as satisfied with the academic services compared to the campus-based students. The overall mean
scores on a five-point Likert scale for the 31-item survey was 3.9 for the distance-based and 3.6 for the
campus-based students.
Program url: http://www.nursing.hawaii.edu/ms-in-nursing-nursing-administratio.html
62
Master of Science in Nursing: Advanced Public Health Nursing
Program Description
Curriculum
The Advanced Public Health Nursing (APHN) Program is a distance-based masters in nursing degree which
targets registered nurses who wish to practice in Hawai‘i and the U.S. associated Pacific Islands. Course
work is completed via online learning and fieldwork that is conducted in the student’s own local community.
The APHN program focuses on population health, wellness, and health promotion and disease prevention.
The students learn critical population health skills such as community and population assessment; complex
project/program management; health services research and health policy analysis. The aim of the program
is to educate the future leaders for community and public health nursing in Hawai‘i and the Pacific Region.
The course work pathway is 36 credits and designed to be completed in six semesters of part-time study
over two years (fall, spring, summer, fall, spring, and summer).
Course work:
Biostatics (3 credits)
Advanced Nursing Roles (3 credits)
Introduction to Research (3 credits)
Epidemiology (3 credits)
Health Promotion Disease Prevention (3 credits)
Roles of APRN in Public Health Disasters (3 credits)
Community Based Participatory Research and Programming (3 credits)
Health and Healing Practices of Hawaiians and Pacific Islanders (3 credits)
APHN Practicum (6 credits)

FULL TIME PATHWAY
FALL
Bio Statistics for Advanced Practice Nursing NURS 672 (3 cr.)
Community Based Participatory Research for Advanced Practice Nursing NURS 668 (3 cr.)
Health Promotion/ Disease Prevention NURS 605 (3 cr.)
SPRING
Epidemiology for Advanced Practice Nurses NURS 514 (3 cr.)
Roles of Advanced Practice Nurses NURS 625 (3 cr.)
Health and Healing Practices of Native Hawaiian and Other Pacific Islanders NURS 682 (3 cr.)
Methods and Measures for Nursing Research NURS 620 (3 cr.)
SUMMER
Advanced Practice Nursing During Public Health Disasters NURS 670 (3 cr.)
Elective (3 cr.)
Advanced Public Health Nursing Practicum (6 credits) NURS 671 (6 cr.)
PART TIME PATHWAY

FALL
Bio Statistics for Advanced Practice Nursing NURS 672 (3 cr.)
63
SPRING
Epidemiology for Advanced Practice Nurses NURS 514 (3 cr.)
Roles of Advanced Practice Nurses NURS 625 (3 cr.)
SUMMER
Advanced Practice Nursing During Public Health Disasters NURS 670 (3 cr.)
Elective (3 cr.)
FALL
Community Based Participatory Research for Advanced Practice Nursing NURS 668 (3 cr.)
Health Promotion/ Disease Prevention NURS 605 (3 cr.)
SPRING
Health and Healing Practices of Native Hawaiian and Other Pacific Islanders NURS 682 (3 cr.)
Methods and Measures for Nursing Research NURS 620 (3 cr.)
SUMMER
Advanced Public Health Nursing Practicum (6 credits) NURS 671 (6 cr.)
At the conclusion of the program, the graduates are awarded a masters of science (MS) in nursing and are
eligible to take the American Nursing Credential Center (ANCC) national examination for advanced public
health nursing. Upon successful completion of the exam, the Advanced Public Health Nurse, Board Certified
(APHN-BC) credential is awarded.
distance learning. Most hold doctoral degrees. Core faculty in the program includes: Joseph Mobley, PhD
(specialty: biostatistics); John Casken, PhD (specialty: health policy, health promotion, disease prevention,
public health); Alice Tse, PhD (specialty: research, healing arts, culture and health care); and Kristine
Qureshi, DNsc (specialty: community/public health, emergency/disaster nursing, health policy,
epidemiology). The program director is Dr. Kristine Qureshi who is board certified in emergency nursing as
well as advanced public health nursing.
full-time students. Advanced public health nursing specialty students are expected to have a strong desire to
work in the area of community and public health, and upon graduation serve in leadership roles in these
venues.
Geographic Scope: Neighbor Island and Pacific Island residents. The program is a new one for Mnoa
and is not offered at any other institution in the University of Hawai‘i system. There was a need to make this
specialty available to the Neighbor Islands and the Pacific jurisdictions, and most of our students currently
work at full-time jobs. These facts drove the decision to offer the program online.
Delivery Modalities: A variety of modes of delivery are utilized for the courses. Most of the course work is
completed online through the use of Laulima and Elluminate. Some of the courses include fieldwork and for
this fieldwork, the student has ongoing communication with the faculty via telephone, via Elluminate or
Internet, as well as on-site visits by faculty where required.
Percentage of Program Delivered by Each Modality: 70% online asynchronous, 30% synchronous
Faculty Support: All of the faculty in Nursing who teach in this program have experience with using
distance technology for teaching. In addition, during July 2007, the SONDH received a Health Resources
and Services Agency (HRSA) grant that supported faculty development related to teaching – utilizing
64
distance education technology for a period of three years. All faculty members who taught in the program
were supported for the purpose of enhancement of their distance education skills. A funded information
technology position was (and continues to be) in place to support IT teaching and learning for the program.
Interaction between students and faculty is easily facilitated through web-based courses. It is a great
advantage of web-based courses that geographic distance is not an issue in communication between
students and faculty and students with other students. The SONDH has employed IT support whose role
includes providing technical and troubleshooting support for students.
To deliver courses via the Internet, Laulima (powered by Sakai) and Elluminate are used. Both of these
systems support the creation of sophisticated World Wide Web-based educational environments by non-
technical users and can be used to create entire online courses or to simply publish materials that
supplement existing courses. Faculty development is provided by DLUS. There are three instructional
designers at UHM who offer classes each semester and in-depth training each summer. They are extremely
responsive to email requests for assistance and provide individual tutoring to faculty. They have offered
special training for nursing faculty twice in the past three years. Most faculties have already gone through
this training and developed web-based courses.
The Advanced Public Health Nursing specialty is a new program (it began in 2007) and has only graduated
five students (four from May 2010 semester); therefore, the long-term program summative outcome data is
sparse. All of the formative data indicates that the Advanced Public Health Nursing specialty formative
outcome findings are comparable to other programs in the Department of Nursing as well as the University.
All courses have been rated by the students at a level of 3.5 of higher, (on a scale of 1-5, with 5 being the
highest), and most faculty are glad to teach in the program.
Although students are living on O‘ahu, most attend class in the same manner as our students living on
neighbor islands and on the mainland; therefore data on student achievement, progression, and satisfaction
for all graduate students would be appropriate for this assessment. A summary of the MS in Nursing
Program data is found in Attachment E-9.
Program url: http://www.nursing.hawaii.edu/ms-in-nursing-community-health.html
65
Master of Science in Nursing
Nursing Education
Program Description
The SONDH mission is to provide an innovative, caring and multicultural environment in which faculty,
students and staff work together to generate and transmit knowledge, wisdom and values to promote quality
of life and health for present and future generations. The distance program in nursing education is designed
to implement this mission primarily through the innovative Laulima environment. Within the template
designed for SONDH online courses, there are opportunities for interaction through discussion groups, on-
line chats, and a student lounge. Faculty utilize the National League for Nursing’s Best Practices for Online
Learning in providing instruction.
The Nursing Education track is 38 credit program designed to prepare nurse educators in the clinical or
academic settings. It includes building block courses such as research, theory, informatics, health policy,
health promotion and disease prevention, and a role’s course, as well as, specialty courses in curriculum
development and evaluations, tests and measurements, teaching strategies, cultural competency, a
teaching practicum, and a capstone. See attached curriculum patterns in Attachment E-10.
Intended Student Audience: The nursing education specialty is designed for adult learners who can be
either part-time or full-time students.
Geographic Scope: Neighbor Islands and mainland United States
Delivery Modalities
A variety of modes of delivery are utilized for the courses. Most of the course work is completed online
through the use of Laulima and Elluminate. Some of the courses include fieldwork and for this fieldwork, the
student has ongoing communication with the faculty via telephone, via Elluminate or Internet.
Percentage of Program Delivered by Each Modality: 95% online, asynchronous, 5% VTC
Faculty Support: Faculty at the Department of Nursing have a long history of utilizing distance learning
methods including WebCT, Polycom and HITS. Most of the regular faculty have been through TALENT
workshops as well as the Online Doctoral consultant sessions on distance education.
Students living on O‘ahu mostly attend class in the same manner as our students living on neighbor islands
in Attachment E-9.
Program url: http://www.nursing.hawaii.edu/ms-in-nursing-education.html
66
Master of Science in Nursing: Nurse Practitioner Programs
Program Description
Curriculum
The Nurse Practitioner Program prepares students to be nurse practitioners in family, family/public health,
adult, gerontology, adult/gerontology, and pediatric nursing. Special emphasis is placed on the delivery of
care to vulnerable populations in a changing health system. Specialty advisors from the graduate faculty will
assist students in developing individualized programs of study and in monitoring progress toward program
completion. Each program may be taken on a full- or part-time basis.
The total number of credits required varies depending on the clinical specialty. The nurse practitioner
program consists of core nurse practitioner courses, along with specialty courses that are applicable for
each individual program. Each specialty includes supervised clinical hours. The number of clinical hours
required ranges between 540 and 720 hours depending on the specialty. Graduates of the program are
prepared to take national certification exams in the nurse practitioner area of specialty.
All nurse practitioner students take the following: 1) Masters in Nursing Core Courses, 2) Advanced Practice
Core Courses in addition to 3) the specialty course work for their programs:
MASTERS IN NURSING CORE COURSES (12 credits)

N605 Health Promotion and Disease Prevention (3cr.)
N609 Health Policy (3cr.)
N620 Methods and Measures in Nursing Research (3cr.)
N625 Advanced Nursing Roles (3cr.)
ADVANCED PRACTICE CORE COURSES (9 credits)

N612 Advanced Assessment and Clinical Reasoning (2cr.)
N612L Advanced Assessment and Clinical Reasoning Lab (1cr.)
N613 Pathophysiology for Advanced Practice (3cr.)
N629 Pharmacology for Nurses in Advanced Practice (3cr.)
SPECIALTY COURSE WORK
Family Nurse Practitioner

49 total credits: core courses plus the specialty courses noted below
The Family Nurse Practitioner specialty prepares nurses to meet the primary care needs of individuals
and families across the life span. Family nurse practitioners provide comprehensive, holistic health care,
including a broad range of preventative, acute, and chronic disease services, to patients of both sexes
and all ages within the context of family and community.
N621 Acute and Episodic Care Management (3cr.)

N633 Child Health: Promotion and Maintenance (3cr.)
N635 Women's Health: Promotion and Maintenance (3cr.)
N640 Chronic Illness Management (3cr.)
N695 Successful Aging: Physiologic (3cr.)
N675 Advanced Practice Clinical: Thirteen clinical credits (585 hours)
are required for graduation (1 credit N675 = 45 clinical hours)
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Combined Family Nurse Practitioner/Public Health
The combined Family Nurse Practitioner/Public Health specialty prepares advanced practice nurses who
have both population and primary care skills and abilities. Graduates are educated to meet the primary
care needs of individuals and families across the life span through the delivery of comprehensive, holistic
health care, including a broad range of preventative, acute, and chronic disease services, to patients of
both sexes and all ages within the context of family and community. Public health strategies include
community assessment, program planning and evaluation, and population-based interventions. The
graduate from this program will be versatile in individual, family and population levels of care.

N635 Women’s Health: Promotion and Maintenance (3cr.)
N675 Advanced Practice Clinical: Thirteen clinical credits (585 hours)
N514 Epidemiology (3cr.)
N668 Community Based Participatory Research (3cr.)
N698B Biostatistics (3cr.)
Adult Nurse Practitioner

The Adult Nurse Practitioner program prepares students to provide comprehensive primary care services
to adults in a variety of settings including community health centers, private practice, group practice and
large health care systems such as the military. Primary care services include health promotion and
disease prevention, and management of common acute and chronic illnesses. Multicultural population
care for adults with chronic illness is emphasized. Part of the clinical course work can be arranged in
medical subspecialties for interested students.

N675 Advanced Practice Clinical: Twelve clinical credits (540 hours)
are required for graduation (1 credit = 45 clinical hours)
Gerontology Nurse Practitioner

The Gerontological Nurse Practitioner program prepares students to provide comprehensive primary
care services to elderly patients in a variety of settings including ambulatory, long-term care, and day
programs. Electives prepare students to practice population care in both the community and in long-term
care. Healthy aging in Hawai‘i’s multicultural population is emphasized. Primary care services include
health promotion and disease prevention, and management of common acute and chronic illnesses.
Gerontology elective (3cr.)

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N675 Advanced Practice Clinical: Twelve clinical credits (540 hours)
are required for graduation (1 credit N675 = 45 clinical hours) and at least
four of those credits must be in long-term care setting.
Dual Adult/Gerontology Nurse Practitioner

The dual Adult/Gerontological Nurse Practitioner program prepares students to provide comprehensive
primary care services to adult and elderly patients in a variety of community and long-term care settings.
This program prepares students to take both certification exams upon graduation by requiring additional
electives and gerontological clinical course credits in addition to the Adult Nurse Practitioner program.
Gerontology elective (3cr.)

N675 Advanced Practice Clinical: Sixteen clinical credits (720 hours)
are required for graduation (1 credit N675 = 45 clinical hours) and at least
four of those credits must be in long-term care setting.
Pediatric Nurse Practitioner

44 total credits: the core courses plus the specialty courses noted below
The pediatric nurse practitioner (PNP) program prepares students for advanced roles in the primary care
of children and adolescents birth to age 21 years. PNPs have advanced education in pediatric nursing
and health care and they serve children and families in an extensive range of practice settings. PNPs
serve as pediatric health care providers for well and ill children of all ages. PNPs offer a variety of
services including: provide health maintenance care for children, including well child examinations;
perform routine developmental screenings; diagnose and treat common childhood illnesses; provide
anticipatory guidance regarding common child health concerns; provide childhood immunizations; and
perform school physicals.
N628 Child Health: Special Health Needs (3cr.)

N634 Child Health: Advanced Pediatric Acute/Chronic Care (3cr.)
N675 Advanced Practice Clinical: Fourteen clinical credits (630 hours)
distance learning. Most hold doctoral degrees. Core faculty in the program includes: Alice Tse PhD; John
Casken, PhD; Kristine Quereshi, DNSc; Estelle Codier, PhD; Jenny Sterns, MS, PNP; Anne Leake, PhD;
Maureen Shannon, PhD; Pua Yamamoto-Gandall, MS, FNP.
full-time students. Nurse practitioner students are expected to have a strong desire to work in the area of
primary care upon graduation, especially with vulnerable populations.
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Geographic Scope: The nurse practitioner program is available to students in Hawai‘i, including the
neighbor islands.
Delivery Modalities
A variety of delivery modes are utilized for the courses. Some of the courses are classroom based with two-
way video to neighbor island students. The majority of the courses are offered via the Internet through a
course management system called Laulima, powered by Sakai. Asynchronous and synchronous tools are
provided by Laulima such as: messaging, discussion boards, electronic journal articles, video, and web
conferencing through Elluminate Live.
Finally, clinical work is completed at clinical agencies in Hawai‘i and students have ongoing communication
with the faculty via telephone, via Elluminate or Internet, as well as on-site visits by faculty where required.
Faculty Support: All of the faculty members in Nursing who teach in the Nurse Practitioner Program have
experience with distance technology for teaching. In addition, during July 2007, the SONDH received a
Health Resources and Services Agency (HRSA) grant that supported faculty development related to
teaching – utilizing distance education technology for a period of three years. All faculty members who
taught in the program were supported for the purpose of enhancement of their distance education skills. A
funded information technology position was (and continues to be) in place to support IT teaching and
learning for the program.
Students living on O‘ahu mostly attend class in the same manner as our students living on neighbor islands
in Attachment E-9.
Program url: http://www.nursing.hawaii.edu/nursing-practitioner.html
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PhD in Nursing
Program Description
The PhD in Nursing program prepares visionary scholars who are capable of conducting clinical scholarship
to improve the health of a diverse society and of teaching in nursing educational programs (especially those
with minority student populations). The program requires 45 credits of post master’s course work, plus a
dissertation. Nine credits are electives which should contribute to their selected clinical concentration area.
The SONDH, Department of Nursing, administers the program at the Mnoa campus. Courses are offered
on the Internet. There is a one week residential requirement that is held before the first and second years,
towards the end of the third year (when most of the course work has been completed), and also for the
dissertation defense. The program is offered as a cohort program.
PhD Program Faculty
Faculty Name Degree / University Teaching, Research, Contribution to PhD

Program
Mary Boland BS, University of Pennsylvania, 1975; Vulnerable families, HIV/AIDS, health care
MS, Seton Hall, 1978; delivery systems; Dean and Graduate Faculty
DrPH, Columbia University, 2000.
Mirella Brooks BS, University of Hawai‘i,1996; Family nurse practitioner; Graduate Faculty
MSN, University of Hawai‘i,1998;
PhD, University of Hawai‘i, 2005
John Casken BA, University College of Swansea (U.K.), 1962; Administration, Public Health, Dissertation
MA, University of California at Santa Barbara, 1966; Chair/Member
MPH, University of Hawai‘i at Mnoa, 1979;
PhD, University of Hawai‘i at Mnoa, 1994.
Clementina Ceria- BS, University of Hawai‘i, 1982; AAPI Researcher, Filipino Physical Functioning,
Ulep MS, University of Hawai‘i 1988; Dissertation Chair/Member
PhD, Med. College of Virginia 1992.
Bee Kooker BS, UH 1968; MS, UHM, 1980; Maternal – child, nursing administration,
MPH University of Hawai‘i Mnoa, 1980; informatics, Graduate Faculty
DrPH, University of Hawai‘i Mnoa, 1989.
Jillian Inouye BS, UH: Nursing; MS, UCLA: Nursing; N798 Grant Writing, PI, of CBT in AAPI with type
MA, UH: Psychology; II Diabetes & Center on `Ohana and Self-
PhD, UH: Psychology management of Chronic Illnesses in Hawaii; PD,
Office of Research Development; Dissertation
Chair/Member
Dianne Ishida BS, UH: Nursing; MSN, UCSF: Nursing; MA, UH Anthro; PhD, N767 Culturally Competent Research, N680
UH: Anthro Cultural Competence and Nursing Education,
Elective in Diversity in Education, AAPI
Researcher, Cancer Breast Screening in
Samoan Population, Dissertation Chair/Member
Merle Kataoka- BS, UH: Nursing; N690 Curriculum Evaluation, AAPI Researcher,
Yahiro MS, Rush University: Nursing; Child Health, Filipino Grandparent Caregivers,
MPH, DrPH, Northwestern: Public Health Dissertation Chair/Member
Anne Leake BA, University of Pennsylvania, 1973; Family Nurse Practitioner, Graduate Faculty
MS, Pace University, 1977;
PhD, University of Hawai‘i, Mnoa, 2003.
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Program
Sandra A. BS, University of Hawai‘i Mnoa, 1983; Nursing workforce; healthcare service delivery
LeVasseur MS (Gerontology), La Trobe University, Victoria Australia, 1993; systems; ageing; pain; quality of life; lifestyle
PhD, Monash University, Victoria Australia, 2005. change; smoking cessation; Dissertation
Chair/Member
Lois Magnussen BS, Loma Linda Univ.: Nursing; N742 Qualitative Methods, N747 Curriculum
MS, Loma Linda Univ.: Nursing; Development, Family Violence, Dissertation
EdD, UH: Education Chair/Member
Debra Mark BS, Oregon Health Science University, 1981; Value of Nursing to Patient Outcomes; Evidence-
MS, University of Hawai‘i, 1985; Based Practice; Deployment Experiences of
PhD, George Mason University, 2001. Military Personnel, Graduate Faculty;
Dissertation Chair/Member
Joe Mobley BA, Denison University, 1976; N752 Advanced Statistics I; N753 Advanced
MA, California State University, Sacramento, 1978; Statistics II; N721 Instruments Development and
PhD, University of Hawai‘i at Mnoa, 1984. Evaluation in Research; Dissertation
Chair/Member
Victoria BSN, University of Massachusetts 1983; Nurse practitioner; health promotion and disease
Neiderhauser MSN, Boston College 1986; prevention; effective immunization programs;
DrPH, University of Hawai‘i 1999 Dissertation Chair/Member
Mijung Park BSN, Ewha Women’s University 1994; Mental health service disparities in Asian
MSN, Ewha Women’s University 1999; Americans; Asian American Family Processes
PhD, University of California – San Francisco 2007. that affect person's health outcome, Philosophy
of Science; Graduate Faculty
Kristine Qureshi BS, State University of NY at Stony Brook, 1982; Emergency nursing,
MS, Adelphi University, 1984; Disaster preparedness, Community Health,
DNSc, Columbia University, 2003. workforce Development, Graduate Chair;
Dissertation Chair/Member
Karol Richardson BS, San Diego State University, 1974; Maternal-Newborn & Child and Adolescent
MS, University of Hawai‘i at Mnoa, 1988; Health; Graduate Faculty
MPH, University of Hawai‘i at Mnoa, 1988;
PhD, University of Hawai‘i at Mnoa, 2005.
Maureen Shannon BS, California State College 1975; Midwifery, Maternal & Child Health, Care of
MS, University of California SF, 1979; pregnant women with HIV, Dissertation
PhD University of California SF, 2007 Chair/Member
Janice Shoultz BSN, Hawai‘i Loa: Nursing; Culturally Appropriate Prevention/Interventions,

MPH, UH: Public Health; Community Health, Dissertation Chair/Member
MS, UH: Nursing;
DrPH, UH: Public Health
Karen Tessier BS, University of Connecticut, 1965; Pediatrics, Graduate Faculty
MS, University of Hawai‘i at Mnoa, 1986;
PhD, University of Hawai‘i at Mnoa, 2007
Alice Tse BSN, University of Cincinnati 1983; Chronic child and family, Special needs
MSN, University of Cincinnati/Indiana University 1984; populations, Vulnerable populations, Pacific
PhD, University of Illinois Chicago 1991. island populations, Education, Complementary
and alternative medicine; Graduate Faculty
Kathleen Sullivan BS, Hawai‘i Loa College, 1985; Adult Mental Health, HIV Prevention,
MS, University of Hawai‘i, Mnoa, 1991; Dissertation Chair/ Member
PhD, University of Hawai‘i, Mnoa, 2005.
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Program
Chen Yen Wang BS, MS, Chinese Culture Univ.: Agricult; N650 Complementary and Traditional Therapies,
MS, PhD, Univ. of Tenn.: Biochem; Culturally Appropriate Interventions for Diabetes,
BS, MS, Univ. of Tenn.: Nursing Pathophysiology, Dissertation Chair/Member
Paulette Williams BSN, University of North Carolina, 1981; Nursing Administration, Graduate Faculty
MSN, Howard University, 1985;
DrPH, University of Hawai‘i, Mnoa, 2000.
School of Nursing and Dental Hygiene
The UHM SONDH is housed in Webster Hall. Webster Hall is a four story air-conditioned building comprised
of the Administrative Office complex, individual faculty offices, classrooms, the Learning Lab, the Computer
Lab, Office of Student Services, audio/visual rooms, graduate and undergraduate student lounges, faculty
lounge, library/reading room, conference rooms, a Hawai‘i Interactive Television System (HITS) studio and
classroom equipped for videoconferencing for distance education, and state-of-the-art technology to
enhance teaching and research activities of faculty and students at the Mnoa campus.
P20 Center on ‘Ohana and Self-Management of Chronic Illnesses in Hawai‘i (COSMCI)
COSMCI will test the feasibility of established family and community focused self-management interventions
in ethnically-diverse populations with chronic illnesses. Projects will use social learning theory as the
framework for three conceptually linked projects; 1) self-efficacy and self-management for persons with
symptomatic HIV disease; 2) kalusagan ay kayamanan (health is wealth) type 2 diabetes prevention in
Filipinos; and 3) a breathing pattern retraining self-management intervention with an interactive
telecommunication system for persons with chronic obstructive pulmonary disease. COSMCI provides a
number of our AAPI PhD students the opportunity to engage in culturally-competent research with
researchers.
The Office of Research and Extramural Programming (OREP)
The School of Nursing and Dental Hygiene supports the Office of Research and Extramural Programming
(OREP). It is staffed with a Director of Research, an Associate Director (who also serves as statistician),
and a Student Assistant. The goals of the office are to support academic research activities, advance
collaborative research activities, and promote standards for the conduct of research. Seed money is
provided to faculty on a competitive basis for consultation, pilot studies, editing, and/or statistical
consultation. PhD students are provided pre- and post-award support for National Research Service Awards
(NRSA) and extramural funding. OREP provides students with up to five hours of statistical support during
their dissertation.
Clinical Facilities
UHM SONDH has Memoranda of Agreement with 200+ clinical agencies in the state and 13 agencies
outside the state which would provide opportunities for clinical research sites.
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Frances A. Matsuda Chair in Women’s Health
The UHM SONDH has an endowed chair dedicated to the establishment of the University of Hawai‘i as a
leader in improving the health of women in the Pacific Basin. Through this chair, research funding is
available in women’s health for both faculty and nursing doctoral students.
full-time students.
Geographic Scope: The UHM SONDH remains the only institution offering a PhD in nursing in the State of
Hawai‘i. The online program is open to qualified U.S. applicants across the globe.
Delivery Modalities
Courses are offered via the Internet through a course management system (CMS) referred to at UH as
Laulima and is powered by Sakai. Asynchronous and synchronous tools are provided within the CMS such
as: messaging, discussion boards, electronic journal articles, video, and web conferencing through
Elluminate Live. In addition to the CMS, the program requires all students, faculty, and supporting staff to
have a Skype account.
Prior to the start of the first and second year, a one week intensive on-campus meeting is held for
introductions, socialization into the profession, meetings with advisors and other professors, class offerings,
hands-on introductory workshops to program synchronous and asynchronous technologies, and to work out
logistical issues. A third on-campus meeting is held at the end of their formal course work to prepare for
their proposal defense and attendance at one of the faculty-student colloquia. The final on-campus meeting
is for the dissertation defense.
15% Synchronous (Elluminate Live) and 80% asynchronous (Laulima, Sakai) technologies are utilized for
the courses. During the first three years, students meet 5% face-to-face with course instructors, faculty and
program staff for the summer intensives.
Faculty Support
Most faculty at the School of Nursing and Dental Hygiene have completed training to use Laulima and
currently offer several courses online as well as web-enhanced. Several training sessions have been offered
in the summers to provide faculty development in using web-enhanced. The Department Chair directs
distance education within the SONDH and coordinates distance learning activities and faculty training. The
program’s Instructional Designer meets one-on-one with first time online teaching faculty prior to the start
and throughout the academic term to build confidence through teaching online instructional skills. The
School also has an ITS specialist as well as a student assistant. Outreach College, and the Office of
Distance Learning and Information Technology have staff who are also available to assist with developing
web-enhanced courses and offers training sessions during the academic year and the summer.
The program provides ongoing support for faculty teaching and utilizing Elluminate Live.
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The program provides technological support at three levels. First tier support begins with the program’s
Instructional Designer who partially serves as a help desk for the program dealing mostly with course-
related technological issues. Second tier support comes from the SONDH IT Director and staff who
provide workstation and network oversight. Finally, third tier support comes directly from UH ITS Help
Desk dealing with a wide scope of computing and course management system issues.
Each student is required to purchase their own personal computer that meets recommended
requirements established by UH IT Services. Students are also required to purchase a recommended
web camera and microphone for use with web and video conferencing.
SONDH provides faculty with an office workstation and MS Office productivity software. The program
provides a web camera and microphone for video and web conferencing.
Laulima is the local name given to the course management system (CMS), which is otherwise known
as Sakai. Sakai is a free and open source CMS that is used by educational institutions around the world
to deliver an online learning platform.
Elluminate is web conferencing software sold by Elluminate Inc. This software enables students to meet
in real time, discuss and share information, present projects, and engage in activities designed around
course objectives.
Training of Students: Technology training is provided in the following ways:

o First, second, and third year summer intensives provide hands-on technology training workshops in
using: Laulima, Elluminate, Skype, and Endnotes.
o One-on-one online Elluminate training is available through program support staff. Group workshops
are available online through the College of Education’s Distance Course Design and Consulting
Group.
o UHM ITS offers a variety of tutorials and guides in using Laulima for students.
o Information Technology Services has a help desk that can assist students in connecting to and
using this system.
The PhD program is online; therefore data on student achievement, progression, and satisfaction for all
students would be appropriate for this assessment. A summary of the PhD in Nursing Program objectives
and data is found in Attachment E-11.
Program url: http://www.nursing.hawaii.edu/phd_home
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Myron B. Thompson School of Social Work
Master of Social Work, Distance Education Option
Program Description
The distance-delivered masters degree program is designed to increase access to educational opportunities
for neighbor island residents, thereby increasing equity and also contributing to workforce development to
meet the neighbor island need for social workers. The DE delivery modality is consistent with this
philosophy, since the pedagogy will permit neighbor island residents to obtain a high-quality professional
degree while remaining in – and later contributing to – their home communities. The hybrid delivery modality
maximizes both access and effective and efficient use of existing technological resources at the University
of Hawai‘i. The DE option is run completely through Outreach College (OC), so the existing infrastructure of
OC is utilized to reach and enroll students across the state.
Curriculum: Curriculum for the Distance Education option of the MSW program is identical to the curriculum
for the campus-based option (57 credits, including practicum). The only exception is that campus-based
students have the option of four different concentration areas, while DE students may only enter into the
Child and Family Concentration. DE students progress together in a cohort model, with pre-set mandatory
courses each semester, and a selection of approved electives that are run periodically.
Faculty: There is one tenure track Instructional faculty Director of Distance Education, one program
coordinator (who is non-tenure track I-faculty), three tenure track I-faculty, and one junior specialist
committed to the delivery of this distance option. In addition, at each neighbor island site, an on-site faculty
(site coordinator) has been hired at different percentage times (given the number of students at each site) to
serve as advisors, to provide practicum placement assistance, to provide general teaching assistance, and
to oversee any needs that students may have. In addition, these site coordinators also ensure that students
who are enrolled in the program are in fact attending classes and completing the necessary work to move
toward completion of degree.
Student Support Services: Students have multiple entry points to receive services. First, federal funds help
pay for time from the admissions office (15% of one APT staff member), and the student services office
(15% of one Specialist). These staff members conduct admissions and student services related duties for
both the Mnoa program and the DE option. In addition, the program coordinator (listed under faculty) is the
main person whom students are directed to go to for technical questions, program questions, and other
needs outside of admissions. Lastly, there is also an administrative assistant committed to distance
education who mostly has job duties related to program, but who also serves as a contact for students for
technical questions.
Library: The School of Social Work (SSW) works closely with the Social Work Library Liaison in Hamilton
Library who helps with the campus-based and distance education program. Because DE students are
enrolled at Mnoa, they receive all the same library privileges, such as interlibrary loan and book check-out,
as campus-based students.
Schedule of Courses: The SSW DE option is based on a three-year rotating schedule, where we admit
students for two consecutive years, and then have no admissions every third year. This is to have two
concurrent cohorts of students passing through the program at any one time. Their schedule is identical to
the Mnoa three-year schedule.
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Distance Education Schedule, 3-year
First Year
Fall Semester Spring Semester
SW 630 (3 credits) SW 650 (3 credits)
SW640 (3 credits) SW 660 (3 credits)
SW 659 (3 credits) Elective (3 credits)
Second Year
Elective (3 credits) SW 691 (3 credits)
Third Year
Adv. Research* (3 credits) SW 797 (3 credits)
SW 790 (3-5 credits) SW 791 (3-5 credits)
*For the advanced research requirement, SW 741 may be taken in the fall, or SW
746 may be taken in the fall or spring, or for the two-semester research project, SW
743 must be taken in the fall, followed by SW 744 in the spring.
Intended Student Audience: This program is geared toward adults who have already completed a
bachelor’s degree and who meet the admissions requirements for study in the Master’s of Social Work
program. The program is intended for those who can accommodate a modified full-time program, most of
whom balance work, class, and other obligations during program completion.
Geographic Scope: Currently, this program serves four neighbor islands (Kaua‘i, Maui, Hawai‘i Island, and
Moloka‘i) at six sites. Recruitment has also targeted Lna‘i, but there have been no applicants as of yet.
Possible expansion to underserved areas of O‘ahu (such as the Leeward coast), American Samoa, Guam,
and the Philippines has been discussed, but no concrete plans for geographic expansion are currently in
progress, given the economic situation in the state, and the priority for serving neighbor island residents.
Delivery Modalities:
Three primary distance tools are used in the delivery of courses:

HITS (Hawai‘i Interactive Television System, two-way video and audio)
Elluminate (a synchronous online classroom)
Laulima (Sakai – an online course management tool)
Courses are usually delivered in one primary modality (such as HITS), but instructors are also encouraged
to fly to neighbor island HITS sites at least once a semester to deliver courses face-to-face, to enhance
student engagement and learning. Thus, most courses have a hybrid delivery with a technology emphasis
for delivery. Laulima and other web-based tools (such as UH File Drop) are also utilized to augment
classroom activities and pedagogy. Recently, we delivered a completely asynchronous course through
Laulima, and future use of this tool is being evaluated. Students are also brought together once a year on
O‘ahu to meet with instructors, receive additional advising, and to participate in educational activities face-
to-face.
Percentage of Program Delivered by Each Modality: 50% two-way video classrooms; 30% synchronous
online classrooms; 10% asynchronous online class activities; 10% face-to-face classrooms.
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SSW Technological Capacity: Each faculty is provided with appropriate hardware and software to be able to
conduct classes. In addition, the administrative assistant and the School of Social Work IT Specialist are
responsible for monitoring new technologies and updating faculty and staff computers.
Student Technological Capacity: Each student is required to have a computer. Software required is standard
and non-specialized, to guarantee ease of access. Guidelines for minimum computer specifications are
made clear upon entry into the program, and students are welcome to bring laptops to the annual meeting to
have their software compatibility checked by IT specialists.
Other: The HITS studios have their own existing infrastructure that is utilized by the SSW. Facilities and
support are provided at the neighbor island ITV sites, since we are using the UH ITV network. In addition,
the University adopted and maintains Laulima on its own servers, and the SSW utilizes this course
management software and thus the University’s technology infrastructure. Regarding Elluminate, the SSW
adopted this platform in part because other units on campus (e.g., College of Education and Nursing) utilize
this technology, creating a network of supports for users on campus.
Faculty Support: All faculty members have state-of-the-art computers and the latest software to support
quality teaching and learning activities in a distance education format. We make full use of resources, in
terms of staff assistance and orientation procedures, available on the Mnoa campus and other ITV sites to
support the delivery of these courses, such as from ITV and the College of Education. The SSW also runs
an annual training in Laulima and will start running a training in Elluminate, to serve as a new training for
incoming faculty, or as refreshers for existing faculty, who may want more training. In addition, an email list
addressing DE related conferences, seminars, webinars, etc., was created that makes faculty aware of
continuing opportunities to learn more and develop new and innovative ways to deliver class in a distance
modality.
Training of Students: Every year students come to a meeting on O‘ahu where they receive face-to-face
training in all the required technologies for successful completion of their MSW degree. They are taught how
to use UH mail, Laulima, Elluminate, and given an orientation to the HITS studios. In total, they receive
between six and eight hours of training from the SSW. In addition, before every HITS class, at their remote
sites, students watch a brief training video to remind them of the appropriate use of the two-way television
and to update them on any technology changes. In addition, both the program coordinator and the
administrative assistant are designated as appropriate resources for students to contact when they have
technology-related questions or need assistance. For online modalities, extra contact time to practice using
microphones and video functions are set up at the beginning of each semester when students are new to
the technology in order to provide additional support.
The MSW is a professional degree which requires periodic reaccreditation by an outside source. As noted
previously, the MSW DE option curriculum is identical to the MSW campus-based option curriculum.
Therefore, all the same measures that are currently used to assess the campus-based program are used to
assess the distance learning option. These measures are evaluated for the program as a whole, and for
each version (campus-based or distance education) separately, for comparative purposes. A combination of
direct and indirect measures are utilized to measure effectiveness and student satisfaction. These include:
1) information from practicum learning agreements, 2) employer surveys, 3) GPAs at graduation, 4)
graduating student exit surveys, 5) yearly program evaluation focus groups at an annual meeting, 6) alumni
surveys, and 7) Course and Faculty Evaluations (CAFÉ), among others. The program was originally
designed and delivered as an off-campus program with courses conducted at various neighbor island sites.
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The first cohort of students in this distance-delivered program graduated in May 2010. As a result, some
data are still in the process of being collected. However, some information is available.
In addition, because this program is run through other university colleges and departments, these groups
(Outreach College and ITV) also conduct their own evaluations as a part of each course that is taught
through the SSW DE option.
Achievement of Student Learning Outcomes: Early information suggests graduating DE student GPAs are
as good or better than campus-based students. Information from practicum learning agreements (ratings of
students by their practicum instructors) suggests that DE students are performing as well as campus-based
students at their field sites. Nearly every student’s performance is rated as “good” or “excellent.” During
these yearly focus groups, DE students also indicated a high level of satisfaction being able to apply class
content delivered in a distance modality to their practicum and work experiences, suggesting a high rate of
knowledge development.
As with campus-based students, a clear progression is noted in skill development and professionalism from
the first semester to the second semester of practicum. These direct measures are strong indicators that DE
students are achieving the stated student learning outcomes.
Student Retention: The SSW DE option has had a significant retention rate. Of the 30 students enrolled in
the first cohort of students (enrolled in 2007, graduation May 2010), one student dropped out, and one
student passed away. Among the second cohort of enrolled students (25 enrolled in 2008, graduating 2011),
one student dropped out, and one student took a leave of absence and is currently applying for readmission.
These retention rates are comparable to those for campus-based students. The third cohort of students is
currently being admitted, so no retention information is yet available.
Student Satisfaction: Data from School of Social Work surveys and Outreach College evaluations find that
DE students are highly satisfied with the option. Every respondent to the Outreach College evaluations
stated they would both take a DE course again and would recommend that particular DE course to another
student. This was despite the fact that there were technological issues to contend with (video or audio
problems, broken air conditioners, etc.). As with campus-based students, DE students noted a few areas for
improvement. Results from yearly focus groups indicate that students are satisfied with the program, and
the first cohort of students was instrumental is providing timely feedback for midcourse corrections that have
allowed the program to improve. Additional student satisfaction data are in the process of being collected in
the form of exit surveys for graduating students. These results will be available in the fall of 2010.
Program url: http://www.hawaii.edu/sswork/de/index.html
79

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University of Hawai‘i at Mnoa

Supplemental Report on Distance and Off-Campus Programs

“The University of Hawai‘i at Mnoa is a globally-connected Hawaiian place of

UE Interdisciplinary Studies B Off-Campus (Maui) 9 10

Business Human Resource Management M Distance Educ 6 8

Educ Educational Administration (MEd) M Distance Educ 13 15

Approval Process for Distance and Off-Campus Programs

Authentication/Verification of Students in Distance Programs

Student Conduct Code

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

1. Cheating, plagiarism, or other forms of academic dishonesty.

Protection of Student Privacy

Information Technology Services (ITS) Support and Training

ITS Training for Students

ITS Support for Students

ITS Support for Faculty

ITS Computer Support Policy

Off-Campus Program Description

Student Support Services:

Technological Capacity to Support Teaching and Learning in the Program

Assessment of the educational effectiveness of the program

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

Required Online Courses 9 credits

General Musicianship Online Courses (chosen from) 6 credits

Music Education Online Courses (chosen from) 9 credits

Sample Course Cycle

Semester Online Courses

Fall 2008 MUS 701C: Research in Music Education

Spring 2009 MUS 750D: Major Issues

Summer 2009 MUS 407: World Musics

Fall 2009 MUS 600F: Seminar "Music Education & Internet"

Spring 2010 MUS 651: Foundations of Music Education

Summer 2010 MUS 407: World Musics

Fall 2010 MUS 701C: Research in Music Education

Delivery Modality: 100% asynchronous online

Technological Capacity to Support Teaching and Learning in the Program

Department Technology Capacity

Assessment of the Educational Effectiveness of the Program

Semester Average Overall Student

Fall 2009 MUS 600F 4.6

Fall 2009 MUS 477 3.9

Spring 2010 MUS 701B 3.2

Semester Average Overall Student

Spring 2010 MUS 651 5.0

Spring 2010 MUS 477 4.3

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

Music 477: History of Rock

Music 477: History of Rock

Music 407: World Musics Online 103 88% 91%

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

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

Technological Capacity to Support Teaching and Learning in the Program

Assessment of the Educational Effectiveness of the Program

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

Technological Capacity to Support Teaching and Learning in the Program

Additional forms of assessment are as follows:

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

Technological Capacity to Support Teaching and Learning in the Program

Assessment of the Educational Effectiveness of the Program

Program url: http://shidler.hawaii.edu/Default.aspx”tabid=290

Faculty Support and Development

Technological Capacity to Support Teaching and Learning in the Program

Assessment of the Educational Effectiveness of the Programs

Y Assessment of students throughout the program including evaluation of student teaching