University of Hawaii Community Colleges
Academic Support Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Kapiolani Community College
Program: Technology Resources

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The last comprehensive review for this program was on 2011, and can be viewed at:

Program Description

Program Mission Statement

Using learning college principles, CELTT provides leadership and support for the improvement of teaching and learning.  CELTT advances the college’s mission through the application of appropriate technologies and is committed to enhancing and expanding learning opportunities for students, staff, and faculty.

Functional Statements

The Center for Excellence in Learning, Teaching and Technology (CELTT) is responsible for planning, developing, and delivering high quality computing and media resources and services for student learning, administrative operations, faculty and staff development, and delivery of instruction and services. CELTT:

Human Resources

The unit is comprised of the following positions:



The unit hosted twelve student interns from the University of Hawai'i West O'ahu (APSC 490i) campus and Kapi'olani Community College (ITS 293).

Financial Resouces

Campus allocation

The allocation of GF and TFSF for FY 2013 was $1,173,264 which represents 0.034% of the total campus legislative and tuition fee/s[ecial fund allocation.  The unit’s allocation did not include salaries for four of seven vacant positions that were filled during this fiscal year.

Extramural Funding

Unit faculty and staff supplement the campus allocation with extramural funding which included the following in FY 2012:

Native Plants Hawai‘I (NPH)

NPH is a joint project between Kapi'olani Community College (Kapi'olaniCC) and Leeward Community College (LeewardCC), funded by a grant from the United States Department of Agriculture (USDA) Cooperative State Research, Education and Extension Service (CSREES) for Alaska Native and Native Hawaiian Institutions.  The goal of NPH is to create and establish a single, comprehensive and searchable online knowledgebase of endemic and indigenous plants of Hawai'i.

Award: $5,000-$7,000

Digitizing L Company Memoirs

Funded by the 442 Foundation, this project aims to preserve historical documents through digitization.

Award: $1,000

Hawaii Educational Networking Consortium (HENC) – ‘Olelo

HENC is a collaborative relationship which was established in December 1993 among the University of Hawai‘i (UH), the State Department of Education (DOE), and the East-West Center.  Current primary partners are the UH, the State DOE, and the Hawai‘i Association of Independent Schools (HAIS).

On Oahu, the UH has distance learning capabilities on the UH MAi¿½noa campus as well as Honolulu Community College, Kapi‘olani Community College and Leeward Community College.  The UH Manoa site and each of the community college sites listed above have production facilities for the development of cable programming as well as studio/classrooms for the transmission of live programs. These campuses also have post-production facilities and control rooms which include the environments and staffing necessary to facilitate a wide array of distributed learning activities. These facilities also serve as training grounds for students who are interested in the industry.

The UH endeavors to provide all qualified people in Hawai‘i equal opportunity for a quality college and university education. Cablecast and distributed learning technologies allow the UH to extend its reach beyond the traditional limitation of a classroom and expand access to higher education across the State.  Through a collaborative effort across multiple campuses of the University of Hawai‘i system, the primary goals of the 2012 HENC ‘Olelo award are to: continue to provide a broad range of programming (which corresponds to course work) that allows students to advance toward an Associate of Arts (AA) degree; identify and program other credit courses of high demand; develop programs for community training and workforce development in areas of high demand; and, extend informational programs to help students identify, understand and achieve their educational goals.

Award: $100,000

Other Extramural Funds

CELTT collaborates on grants received by faculty from other units and departments; while those funds are not allocated directly to CELTT, they are used to fund CELTT-supervised student employees, and items needed in support of CELTT’s work on such grants.  Items include equipment, software and supplies. 


Part I. Quantitative Indicators

Overall Program Health: Cautionary

Student and Faculty Information Program Year  
10-11 11-12 12-13
1 Annual Unduplicated Student Headcount   11,628 11,181  
2 Annual FTE Faculty   258 251
2a Annual FTE Staff   197 195
3 Annual FTE Student   4,767 4,680

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
4 Number of online courses per year per total number of courses (live and online)   15% 17% Unhealthy
5 Number of student, faculty and staff computers per IT desktop support staff   333.3 975
6 Number of service requests per FTE faculty and staff     366.1
7 Duplicated number of faculty and staff attendees at technology workshops for faculty per faculty and staff FTE     116.5
8 Duplicated number of student attendees at student technology workshops for students per student FTE     0

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Number of central FTE IT staff per FTE faculty and staff     0.04 Unhealthy
10 Total central IT spending divided by total institutional budget (excludes external funds)     0.03

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
Common Survey questions Healthy
11-1 I am satisfied with the customer service of the Help Desk/computer services staff   4% 100%
11-2 I am satisfied with the response time of the Help Desk/computer services staff   4% 100%
11-3 The computers on campus meet my needs   85% 0%
11-4 I am satisfied with the quality of work of the instructional design faculty and staff   74% 0%
11-5 I am satisfied with the quality of technology training     0%
Community College Survey of Student Engagement (CCSSE) Survey Year
2008 2010 2012
12 4.j. Used the Internet or instant messaging to work on an assignment
  Mean 3.00 3.10 3.16
  Very Often 36.1% 40.0% 46.1%
  Often 29.9% 35.4% 29.4%
  Sometimes 18.8% 19.5% 19.3%
  Never 15.3% 5.0% 5.3%
13 9.g. Using computers in academic work
  Mean 3.28 3.14 3.30
  Very Much 46.2% 44.8% 50.5%
  Quite a Bit 30.1% 31.3% 32.4%
  Some 19.6% 17.5% 13.3%
  Very Little 4.20% 6.40% 3.7%
14 12.g. Using computing and information technology
  Mean 2.87 2.76 2.89
  Very Much 29.8% 27.3% 32.3%
  Quite a Bit 31.9% 33.3% 34.3%
  Some 24.8% 27.7% 23.5%
  Very Little 13.5% 11.6% 9.8%
15 13.1.h. Frequency of computer lab use
  Mean 2.02 2.01 1.95
  Often 20.6% 27.8% 25.9%
  Sometimes 27.2% 29.1% 28.7%
  Rarely/Never 32.4% 27.4% 30.2%
  Don't Know or N/A 19.9% 15.7% 15.1%
16 13.2.h. Satisfaction with computer lab
  Mean 2.45 2.38 2.36
  Very 30.0% 33.4% 32.0%
  Somewhat 33.1% 31.2% 34.0%
  Not At All 3.1% 6.1% 5.9%
  N/A 33.8% 29.2% 28.1%
17 13.3.h. Importance of computer lab
  Mean 2.42 2.43 2.40
  Very 53.0% 57.7% 56.6%
  Somewhat 24.2% 27.8% 27.2%
  Not At All 22.7% 14.5% 16.3%
Last Updated: December 23, 2013


Part II. Analysis of the Program

Alignment with mission

CELTT’s mission directly supports the College’s mission.  As a support unit with responsibilities to all sectors of the campus, we have adopted strategic outcomes and performance measures of the KCC 2008-2015 Strategic Plan.

Current Situation


CELTT is a complex unit comprised of faculty, professional and clerical staff, student interns, and volunteers.  As demonstrated by high demand for services and client satisfaction, CELTT is a productive and efficient unit given its level of funding and staffing. Resources in the department are effectively applied toward the campus’ mission. Resources are reallocated and workgroups reorganized as appropriate to fit campus demands. A wide array of technology and telecommunications assets is managed by CELTT.  This enables the department to develop and deploy innovations across the campus.  Although the unit has distinct working groups, staff cross-train and collaborate to maintain a wide breadth of knowledge and provide a high level of support with a small workforce.


CELTT provides technology support services and leadership for a very large clientele including 11,181 students, 251 faculty and 195 staff.  The unit’s staff of 20, of which only 16 are permanent, budgeted positions, is inadequate for the size of the service population and physical campus which has remote sites in the Leeward area, Le'ahi hospital and plans another site at the former Cannon Club location. 

The daily endeavors of teaching, learning and operating the campus are technology-intensive.  In the areas of teaching and learning, KCC strives to provide high quality, engaging learning environments on campus, at remote sites and via distributed technologies such as cable and interactive television and the Internet. 

To achieve and maintain these goals and activities, and increase the unit's ability to support and promote growth and improvements in distance learning for all sectors of campus including continuing education, it is essential that the campus increase the number of permanent positions who can provide direct services to students, staff, and faculty in the appropriate uses of technology.

CELTT’s Instructional Support Services work group is staffed largely by temporary, grant-funded employees and casual hires. Long term plans for the college should include allocation of additional resources in the form of permanent, full time specialists such as APT Media Specialist and IT Specialist with Distance Learning expertise. CELTT's Web Team is severely understaffed with only one permanent position, an IT Specialist. This position is responsible for all institutional sites and the campus intranet. An additional APT position should be allocated to provide additional management and administrative support for campus websites, especially as both the main campus website and the intranet will be upgraded in the coming year.  Additionally, one full time permanent APT Educational or Media Specialist should be hired to provide direct content management support for all units, departments and offices with information on the Intranet and public websites.  Currently management of the content on webpages for campus units, departments and offices has been haphazard and incomplete with these duties shifted to various staff, student employees, faculty and administrators, without a sustained effort to develop, construct and maintain content, official campus websites will be incomplete, inaccurate and inefficient.  A full time Educational Support Specialist or Media Specialist dedicate to directing and supporting these efforts by all campus stakeholders is critical; such positions exist in web teams at other campuses and universities.

The creation of CELTT established an organizational model of centralized technology support, management and leadership.  The next logical development for an enterprise as large as KCC is to develop and implement a centralized system for technology procurement and asset management, including a centralized technology budget to achieve greater efficiency, equity and agility in technology management and to achieve economies of scale and sustainability of material assets.

Satisfaction Measures for IT Help Desk

Despite these challenges, there is a high level of satisfaction with services provided by our Help Desk/Customer Care Center, the only work group that is currently fully staffed.  The following are reports of a customer satisfaction survey sent to each client.

Follow up surveys to measure client satisfaction with the other working groups are being constructed and will be deployed when those units are fully staffed.

Part III. Action Plan

Appropriate Strategic Outcomes

Since CELTT operates as a support unit for the campus, we have adopted the following strategic outcomes and performance measures from the 2008-2015 Strategic Plan:


Position Kapi‘olani Community College and the University of Hawai‘i as leading indigenous-serving higher education institutions by supporting the access and success of students of Native Hawaiian ancestry.


Increase the educational capital of the state by increasing the participation and degree completion of students, particularly from underserved regions.


Recognize and invest in faculty and staff resources and develop innovative and inspiring learning environments in which to work.


Exercise exemplary stewardship over all of the University’s resource for a sustainable future.

Tactical Plan Performance Measures:

  1. Increase total fall enrollment of Native Hawaiian students by five percent annually, from 840 to 1,303. [Outcome A Performance Measure 1]
  2. Increase by six percent per year the number of Native Hawaiian students who complete certificates and degrees, or transfer to baccalaureate institutions, while maintaining the percentage (71%) of transfers who achieve a GPA of 2.0 or higher at the transfer institution. [Outcome A Performance Measure 4]
  3. Increase by three percent per year the number of students who successfully progress and graduate, or transfer to baccalaureate institutions, while maintaining the percentage (78%) of transfers who achieve a first year GPA of 2.0 or higher at the transfer institution. Increase in certificate and degree completers from 641 to 885, and increase in transfers is from 561 to 828. [Outcome B Performance Measure 4]
  4. Using effective distance and offsite learning, increase enrollment of students from under-served regions from 1,103 to 1,481, and increase degrees awarded to these students from 74 to 110. [Outcome B Performance Measure 4]
  5. Recruit, renew, and retain a qualified, effective, and diverse faculty, staff, and leadership committed to the strategic outcomes and performance measures. Increase professional development funding by three percent per year from $776,000 to $995,000. Funds allocated should support achievement of these performance measures and improvement of CCSSE Support for Learners Benchmark to the 80th percentile. [Outcome E Performance Measure 1]
  6. Establish minimum technology standards for all campus learning and administrative spaces. Bring all classrooms, labs, and offices into compliance by 2015.  Secure advanced technologies for student engagement. [Outcome F Performance Measure 2]

Potential Strategies

We have adopted the following potential strategies recommended in the 2008-2015 Strategic Plan:

  1. Technologies to support communication, engagement, learning, achievement and success.
    1. Improve outreach to Native Hawaiian students by developing better communication technologies and appropriate distance learning courses. [A1B]
    2. Create learning environments based on Hawaiian values that foster community and student engagement and allow for the changing needs and expectations of students, faculty and staff. [A3B]
    3. Provide, maintain and make visible fully accessible student support services to improve student success rates. [B4B]
    4. Increase the number and improve the quality of online and hybrid classes. [B5A]
    5. Support the development, implementation, evaluation, and improvement of learning materials and pedagogies based on research-based best practice. [E1C]
    6. Create and implement a plan to ensure distance learning students have access to support programs and services, including admissions, financial aid, academic advising, placement, and counseling.[F2B]
    7. Invest resources to provide technology support to students. [F2D]

Unit-Specific Goals

  1. Accomplish a re-design and development of KCC Web by Spring 2014.
  2. Standardization of content to meet both UHCC and Kapiolani Community College brand standards and guidelines by Spring 2014.
  3. Develop templates and student success/support materials – resources that will facilitate the creation of consistent virtual classroom environments for students in face-to-face and online courses in specific academic programs.  Target program for AY2013-2014 is Education, with three pilot courses including Multicultural Education, SLT, and Technology in Education.
  4. Improve outreach to the Native Hawaiian students by creating community programming through Olelo as well as continue to support and develop the use of Hawaiian Language and culture classes through Olelo and online such as Laulima. 
  5. Will increase the number of online classes currently at 190 by 5% and increase the number of hybrid classes from 60 by 5%.
  6. Support student engagement, learning and achievement by piloting Kukui, an online platform for student and faculty engagement, portfolios and collaboration, moving out of beta testing into large-scale pilot in AY2013-2014.
  7. Support student engagement and community-building by targeted promotion of social media use by faculty, such as Intermediate culinary courses that focuses on sustainability (using taro in cooking).
  8. For faculty, staff and student employees who use BlackBoardCollaborate, the campus’ synchronous web-based conferencing tool, annually offer professional development opportunities targeted at updating and enhancing their skills in using the software, i.e., take current users to a deeper skill level with the software. ISS currently supports 172 BBC offices.  ISS will retrain at least 10% of BBC users enhancing their skills with the latest version of BBC i.e. using mobile apps (Android and Kindle Fire), app sharing, participating via telephony, etc.
  9. Increase the number of Blackboard Collaborate virtual offices from 172 to 200 (about 14%).
  10. Continue support for Hawaiian Language classes via distance.  Hawaiian language classes continue to be offered via cable and online, utilizing digital media, lectures, guest native Hawaiian speakers, cultural locations, etc.  Classes include HAWN 101, 102, 201, 202.  Will complete 10 additional cultural digital video segments.  .
  11. Assist with the assessing of student learning outcomes through technology and support faculty development to improve student learning outcomes by working directly with designated campus assessment leaders in AY 2013-2014.
  12. Increase security and expand data capacity through managed network systems.[F2A]
  13. Implement a campus‐wide classroom upgrade plan that utilizes the latest technology to provide engaging learning environments.[F2F]
  14. Implement a campus‐wide computer replacement program that meets program goals. [F2G]
    1. Develop campus wide technology standards by Spring 2014.
    2. Develop campus wide upgrade plan by Fall 2014.
    3. Support sustained technology recycling.
    4. Develop a Windows XP upgrade plan to maintain compliance with UH ITS security requirements by Nov. 2014.
    5. Develop Campus technology plan. Complete draft plan by Summer 2013.
  15. Develop a campus-wide computer hardware management database by Summer 2013.


Part IV. Resource Implications

Staffing is the most critical additional resource needed. 

Other resources needed include:

Program Student Learning Outcomes

No Program Student Learning Outcomes were entered by the program.