CHAMINADE UNIVERSITY OF HONOLULU (CUH)
FINANCIAL AID OFFICE (FAO)
I. SATISFACTORY ACADEMIC PROGRESS (SAP) POLICY OVERVIEW
One criteria for determining students' eligibility for federal aid is that they demonstrate satisfactory academic progress while attending school. Federal regulations require that participating institutions establish their own academic progress policy based on guidelines supplied by the U.S. Department of Education (USED). Accordingly, this is the Satisfactory Academic Progress Policy, for Chaminade University of Honolulu. This policy is in accordance with all applicable SAP guidelines provided by the USED.
II. BASIC TENETS
The following section discusses the basic tenets of SAP as set forth by the USED. The specific CUH policy with respect to each tenet follows in detail.
A. No Less Strict Than School's Policy
A school's SAP must be at least as strict as the school's standard academic policy. In effect, it cannot treat students on financial aid using an academic policy that is more lenient than that which is applied to those students who are not receiving financial aid.
The policy for SAP for financial aid recipients is no less strict than CUH's standard academic policy. This is evidenced by the fact that students who ultimately are suspended from the institution, will never be considered for financial aid.
The policy must also conform to standards set forth by the school's accrediting agency if the agency, in fact, has specific satisfactory academic progress requirements.
The Western Association of Schools and Colleges (WASC), is CUH's accrediting body. Its standards do not specifically delineate academic progress requirements for aid recipients. Hence, by assuring that the policy is at least as strict as the school policy (which ultimately is reviewed by WASC), this requirement is fulfilled.B. The SAP Can Be Stricter Than School's Standard Academic Policy
Conversely, however, the school's SAP for financial aid can be stricter than what the basic standards are for the school.
This policy, is (in fact) a bit stricter than the institution's standard academic policy. This is evidenced by the standards established for maximum number of terms allowed, minimum grade point average, and incremental bench marks.
For example, while it is possible for a student to be allowed to continue attending CUH for an extended period of time, for financial aid eligibility there exists only a certain finite period within which a student can qualify for aid (see “Maximum Time Frame”).
Another example is that while the minimum GPA requirement stipulated by federal regulations is that at least a passing (e.g. "C") GPA be attained only at the close of a student’s second year of enrollment, the policy requires a minimum GPA (2.0 for undergraduates and 3.0 for graduates; see “Qualitative Measurement Of Progress”) at the point of every annual review.
Lastly, while the standard policies of CUH may allow for students to accumulate credits sporadically (i.e. a student does not have to pass a minimum number of credits each year); a student on financial aid “must” pass a certain minimum credits (based on their level of enrollment, i.e. full-time, half-time, etc.) every year in order to complete their academic program within the maximum period of time allowed (see “Incremental Progress”).
C. Consistent Review Of Students Within Identifiable Categories
The policy must be structured in such a way so as to be able to consistently evaluate various categories of students. In other words, it must be able to effectively evaluate different types of students, in particular, the differences between undergraduates and graduates, and full-time and part-time students.
This policy has been created in a way to evaluate the three main types of students attending CUH: 1) day students; 2) evening students; and, 3) graduate students. Three separate incremental bench mark standards have been established; one for each student type. In addition, bench mark standards initially established for full-time attendance, have been factored out to provide a system of tracking progress for students electing to attend part-time. The structuring of these standards, hence, promotes consistency in the review process.
D. Qualitative Measurement Of Progress
The policy must include a manner to review the "quality" of each student's academic performance. This is typically done through the establishment of a minimum GPA which reflects satisfactory performance of the student.
The policy establishes minimum GPA requirements for both undergraduate and graduate students. Undergraduates are expected to maintain a cumulative GPA of at least 2.0, while graduate students must maintain a cumulative GPA of at least 3.0.
1. Minimum "C" Average After First Two Years
While schools can establish its own GPA (i.e. qualitative) standards, the federal regulations require that at the end of the student's second year of attendance, the student must demonstrate either a "C" average or maintain an academic standing consistent with graduation from the program.
By virtue of establishing GPA standards of 2.0 for undergraduates (considered to be a "C" average) and 3.0 for graduates (considered to be a "B" average), this particular requirement is naturally imbued in the process and therefore met.
2. Optional Graduated GPA Requirement
Schools are allowed to structure its GPA requirement so that it varies throughout the academic program. For example, it could elect to situate a lower than average GPA (e.g. 1.5) at the very beginning, and raise it to a higher level (e.g. 2.5) at a point closer to program completion.
policy maintains one consistent GPA standard for each type of student (i.e. undergraduate or graduate). This promotes a more consistent and equitable standard of review.E. Quantitative Measurement Of Progress
Schools must also establish a "quantitative" measurement of progress to complement the "qualitative" element. This is necessary to prevent students from doing well in a few courses but not making sufficient progress towards completing their academic program. The "quantitative" measurement is typically reflected by two components: 1) maximum time frame; and, 2) incremental progress.
1. Maximum Time Frame
Schools must establish a maximum time frame in which it is expected that a student can reasonably complete the academic program. This maximum time frame cannot exceed 150% of the usual length of the academic program, measured in (among other means) either academic years or terms.
This policy establishes its maximum time frame (measured in either semesters or terms, depending on the particular type of academic program) within the 150% limitation. The specific time frame, and how it is derived, varies according to the three different student types; day, evening, and, graduate students.
a. Day Students
The "Day" students reflect the typical undergraduate population. These students are enrolled in a standard four-year curriculum that anticipates that 124 credits is obtainable in four years. Each year is made up of two regular semesters (fall and spring). Translating, then, each year into equivalent semesters, a four-year degree is then obtainable in eight semesters. Extrapolating this out to 150%, would mean that the maximum time frame possible for these students would be 12 semesters. In fact, the standard time frame is established at 11 semesters. This choice is deemed reasonable in light of the fact that many day students take more than the minimum 12 credits each semester. This time frame also enables a student who does attend on the minimum full-time basis to reasonably graduate within this time frame (e.g. 11 semesters X 12 credits = 132 credits).
b. Evening Students
"Evening" students are undergraduates who attend classes during the evening, weekends, and noon hours, primarily at off-campus military bases, in pursuit of bachelors degrees based on 124 credits. There are four terms of enrollment (summer, fall, winter, and spring), each lasting 10 weeks, which constitute an academic year. Full-time enrollment status is considered at nine (9) credits. Hence, a student attending full-time, will complete 36 credits in a year. This would mean that a bachelors degree could be obtainable in about three and a half years (3.44 years to be exact), which would approximate between 13 and 14 terms. Using this as a standard, and extrapolating this out to 150%, would mean that the maximum time frame possible for these students would be around 19 to 20 terms. In fact, the standard time frame is established at 15 terms. This is deemed reasonable because can enroll for more than nine credits (e.g. 12 credits) each term, increasing the likelihood of earlier (rather than later) completion of the academic program. This time frame also enables a student who does attend on the minimum full-time basis to reasonably graduate within this time frame (e.g. 15 terms X 9 credits = 135 credits).
c. Graduate Students
"Graduate" students attend classes during evenings and weekends, year round during four terms of enrollment (summer, fall, winter, and spring), each lasting 11 weeks, which constitute an academic year. Full-time enrollment status is considered at six (6) credits. Depending on the particular type of graduate program, the maximum number of credits will vary. Specifically, the number of credits required, depending on the graduate program is as follows:
Master of Business Administration (MBA): 36 credits. This is comprised of 21 credits of core courses, 12 credits of electives, and one 3 credit seminar course. Students requiring foundation courses,must take an additional 12 credits. For these students the required credit total is 48.
Master of Education (MEd): 36 credits. This is comprised of 12 credits of specialization courses, 12 credits of foundation courses, and 12 credits of research courses. Note: This is the minimum number of credits expected and reflects a student pursuing only a masters degree. More credits will be required for students who will pursue their professional certification or initial teaching licensure from the State of Hawaii (DOE). Consultation with the Education Department is recommended.
Teaching Certificate: One additional program, that falls under the Education Department, and most often is part of a student’s pursuit of an Med, is the Teaching Certificate program. This program enables students to take courses at CUH to eventually satisfy State Department of Education requirements for obtaining a State Teaching Certificate. The number of required credits varies, and is dependent on the student's prior academic history. Again, consultation with the Education Department is recommended.
Master of Arts in Pastoral Leadership (MAPL): 45 credits. This is comprised of 15 credits of foundation courses, 12 credits of core courses, 11 credits of theology electives, 6 credits of general electives, and one capstone requirement of 1 credit (involving either an internship or thesis option).
Master of Public Administration (MPA): 36 credits. This is comprised of 24 credits of core courses,9 credits of electives, and 3 (up to 6) credits of internship. Students requiring foundation courses, must take an additional 15 credits. For these students the required credit total is 51.
