ACADEMIC/INSTRUCTIONAL RUBRIC: OFFICE OF THE VC FOR STUDENTS

Question 1) [COLLEGE] Please identify your College, School or primary Administrative Unit Office of the Vice Chancellor - STUDENTS

Question 2) [OTHERDIV] Department, Division or Unit that is not specified above Interdisciplinary Studies

Question 3) [CONTACT] Enter the email address of the contact person for this survey. This information will be publicly visibl manicas@hawaii.edu

Question 4) [PROGNAME] NAME OF PROGRAM (Program as used in this prioritization process can be a specialization, sectio Interdisciplinary Studies

Question 5) *VICE+ The program would fall under which of the following Vice Chancellors offices? Academic Affairs

Question 6) [PROGLEN] How long has the program existed (MONTHS/YEARS)? Provide official establishment date, if known a over 40 years

Question 7) [PROGFIT] How does the program fit into the larger administrative unit? (Describe in two or three sentences.) Interdisciplinary Studies (IS) stands alone in its efforts to coordinate and facilitate interdisciplinary coursework at the undergr

Question 8) [PROGDESC] Briefly describe the program (approx. 250 words): In its May 2002, report, the Council on Program Review Team had this to say: The program facilitates learning, and in many

Question 9) [CENT1] CENTRALITY AND ALIGNMENT - Vision/WASC #1 Can demonstrate some relation to or support of the UHM vision (Hawaiian place of learning, Asia-Pacific scholarship, focus on

Question 10) [CENT2] CENTRALITY AND ALIGNMENT - Vision/WASC #2 No link to strengthening the institution as a global research leader

Question 11) [CENT3] CENTRALITY AND ALIGNMENT - Vision/WASC #3 Can demonstrate some link to advancing an area of strength identified in the WASC institutional proposal

Question 12) [CENT4] CENTRALITY AND ALIGNMENT - Land-Sea-Space Grant Has only a limited national reputation in addressing an area typically expected in a land-sea-space grant institution

Question 13) [CENT5] CENTRALITY AND ALIGNMENT - Statute or Regulation Has no connection to statutory or government regulations

Question 14) [CENT6] CENTRALITY AND ALIGNMENT - State Needs Does not address any needs identified as high priority in the state (e.g. nursing, STEM education)

Question 15) [QA1] QUALITY & INTEGRITY - Student Experience #1 Offers extensive opportunities to students for project-based learning, service learning, international experiences or research

Question 16) [QA2] QUALITY & INTEGRITY - Student Experience #2 Sometimes collects data to evaluate the quality of the student experience and uses it for program improvement

Question 17) [QA3] QUALITY & INTEGRITY - Student Experience #3 Student evaluations of instruction using CAF or a common departmental assessment show high ratings

Question 18) [QA4] QUALITY & INTEGRITY - Retention/Graduation #1 Student graduation/ completion rates are above the UHM average (Undergraduate 54% within 6 yrs, Masters 73% within 5 y

Question 19) [QA5] QUALITY & INTEGRITY - Retention/Graduation #2 Graduation and retention rates for Native Hawaiian and indigenous students are average

Question 20) [QA6] QUALITY & INTEGRITY - Accreditation/Assessment #1 Has established & implemented a set of learning goals & accountability metrics & has used them to make program improvem

Question 21) [QA7] QUALITY & INTEGRITY - Accreditation/Assessment #2 N/A

Question 22) [QA8] QUALITY & INTEGRITY - Quality Facilities Facilities and equipment are inadequate

Question 23) [QA9] QUALITY & INTEGRITY - Faculty Achievement #1 Publications, works or performances are measurably superior (quality and quantity) to those of faculty in comparable units

Question 24) [QA10] QUALITY & INTEGRITY - Faculty Achievement #2 Faculty members of the program have been awarded some external academic recognition

Question 25) [QA11] QUALITY & INTEGRITY - Faculty Achievement #3 Most faculty are active participants in appropriate professional organizations

Question 26) [QA12] QUALITY & INTEGRITY - Collaborative/Collegial Environment #1 All faculty participate effectively in department activities

Question 27) [QA13] QUALITY & INTEGRITY - Collaborative/Collegial Environment #2 All faculty participate in governance activities at the college or university level

Question 28) [CRITMASS1] CRITICAL MASS - Faculty/Staff Adequacy #1 The number of permanent faculty is less than adequate to deliver the program and conduct ongoing business

Question 29) [CRITMASS2] CRITICAL MASS - Faculty/Staff Adequacy #2 Non-faculty staff expertise and support is less than adequate to meet the needs of the program

Question 30) [CRITMASS3] CRITICAL MASS - Demand/Enrollment #1 Similar in size to peer programs

Question 31) [CRITMASS4] CRITICAL MASS - Demand/Enrollment #2 The number of program majors/participants has been increasing in the last five years

Question 32) [CRITMASS5] CRITICAL MASS - Demand/Enrollment #3 Has been somewhat successful in increasing participation of Native Hawaiian students

Question 33) [CRITMASS6] CRITICAL MASS - Curriculum Adequacy N/A

Question 34) [EXT1] EXTERNAL DEMAND - Market Demand #1 Graduates consistently find employment in their field of study or a related field

Question 35) [EXT2] EXTERNAL DEMAND - Market Demand #2 Current trends indicate that demand for graduates will remain strong for the next 3-5 years

Question 36) [EXT3] EXTERNAL DEMAND - Needs/Trends #1 Within the past 3 years, some faculty has been consulted by mass media, government, or other influential sources to provide

Question 37) [EXT4] EXTERNAL DEMAND - Needs/Trends #2 Program does not directly impact policy or commerce within the state, but may support such programs

Question 38) [EXT5] EXTERNAL DEMAND - Needs/Trends #3 Has outstanding success meeting a key need of the state or nation

Question 39) [EXT6] EXTERNAL DEMAND - Partnerships #1 Nearly all faculty have active collaborations with colleagues at other universities

Question 40) [EXT7] EXTERNAL DEMAND - Partnerships #2 No evidence of partnerships with key external stakeholder groups

Question 41) [EXT8] EXTERNAL DEMAND - Partnerships #3 No partnerships with Native Hawaiian communities or organizations that extensively serve Native Hawaiians

Question 42) [EXT9] EXTERNAL DEMAND - Partnerships #4 Program faculty have a high level of collaboration and/or interdisciplinary activity with faculty within other units

Question 43) [INTDMD1] INTERNAL DEMAND - Reliance of Others #1 Demand for the programs courses is steady

Question 44) [INTDMD2] INTERNAL DEMAND - Reliance of Others #2 Courses offered by this program have significant overlap with those of other programs and are not specifically required

Question 45) [INTDMD3] INTERNAL DEMAND - General Education #1 N/A

Question 46) [INTDMD4] INTERNAL DEMAND - General Education #2 N/A

Question 47) [INTDMD5] INTERNAL DEMAND - Core Services #1 Facilities (labs, specialized classrooms, athletic facilities, instrumentation, etc.) maintained by this program are used infrequen

Question 48) [INTDMD6] INTERNAL DEMAND - Core Services #2 Collections or resources (journals, specimens, costumes, samples, etc.) maintained by this program are never used by others

Question 49) [COST1] COSTS/REVENUE GENERATION (PRODUCTIVITY) - Operating Expenses Program has favorable operating expense when compared with similar units at UHM

Question 50) [COST2] COSTS/REVENUE GENERATION (PRODUCTIVITY) - Credit Hours #1 A larger number of SSH are generated by this program relative to similarly sized programs at UHM

Question 51) [COST3] COSTS/REVENUE GENERATION (PRODUCTIVITY) - Credit Hours #2 The cost per credit hour is lower when compared to similar programs at UHM

Question 52) [COST4] COSTS/REVENUE GENERATION (PRODUCTIVITY) - Overall Efficiency Has outstanding success at delivering programs at a cost below those reported for similar UHM units

Question 53) [COST5] COSTS/REVENUE GENERATION (PRODUCTIVITY) - Revenue Generation #1 Program is revenue neutral revenue generated generally matches allocation

Question 54) [COST6] COSTS/REVENUE GENERATION (PRODUCTIVITY) - Revenue Generation #2 Extramural funding is well below expectations for UHM programs

Question 55) [COST7] COSTS/REVENUE GENERATION (PRODUCTIVITY) - Productivity #1 Program has outstanding success at producing high quality scholarly products in appropriate numbers

Question 56) [COST8] COSTS/REVENUE GENERATION (PRODUCTIVITY) - Productivity #2 Program has outstanding success at reaching a significant public audience

Question 57) [NICHE1] SPECIALIZED NICHE/COMPETITIVE ADVANTAGE - Uniqueness #1 This is the only program of its kind in the state, with growing demand from students

Question 58) [NICHE2] SPECIALIZED NICHE/COMPETITIVE ADVANTAGE - Uniqueness #2 Has a strong record in meeting the needs of Hawaii and its indigenous people

Question 59) [NICHE3] SPECIALIZED NICHE/COMPETITIVE ADVANTAGE - Reputation/Ranking #1 No evidence of national or international recognition of the program

Question 60) [NICHE4] SPECIALIZED NICHE/COMPETITIVE ADVANTAGE - Reputation/Ranking #2 N/A

Question 61) [NICHE5] SPECIALIZED NICHE/COMPETITIVE ADVANTAGE - Competitive Advantage Research/Scholarship has a measureable competitive advantage over similar programs at nationally recognized institutions

Question 62) [ADDLFAC] Are there additional factors or considerations about this program that you believe should be consid There are currently some 390 IS students or about four times the number of the late 1980s. These programs all individualize

elieve should be considered in the prioritization process? (Please restrict responses to no more than one page, approx. 800 words) ograms all individualized-- range across a wide variety of Interdisciplinary studies, including, for example, Sports Marketing (attractive to

ne page, approx. 800 words) e, Sports Marketing (attractive to our student athletes), Pacific Island Studies and Hawaiian Marine Studies, especially critical opportuniti

ies, especially critical opportunities in terms of the goal of the institution to be a Hawaiian place of learning. Indeed, Kainoa Thompson

rning. Indeed, Kainoa Thompson is currently working with IS to formulate an IS program in Pacific Island Navigation. Similarly, Peter Engl

d Navigation. Similarly, Peter Englert, formerly Chancellor of UHM, is engaged in a conversation with IS to use its capacities to promote in

to use its capacities to promote interdisciplinary work in the natural sciences. IS provides the opportunity for students to construct a rang

ty for students to construct a range of programs which draw on courses in the Business College, Travel Industry Management, SOEST, Eng

ndustry Management, SOEST, Engineering, Tropical Agriculture, and the College of Education, as well as with the four Colleges of the Arts

with the four Colleges of the Arts and Sciences. IS has excellent working rela