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

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Review Year: College: Program:

College: Kauai Community College
Program: Business Technology

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Program Mission

Program Description

The BTEC program prepares students for employment in government and industry positions such as administrative assistants, information processors, receptionists, clerks, and secretaries. Our mission is to provide quality education that will prepare students for immediate employment with opportunities for advancement in office occupations in the global marketplace; additionally, we promote positive work ethics and attitudes.
 

BTEC Certificate/Degree Programs:

  1. Certificate of Completion (BTEC), 13 Credits
  2. Certificate of Completion (Office Assistant), 17 Credits
  3. Certificate of Achievement (BTEC), 35 Credits
  4. Associate in Applied Science (BTEC), 60-61 Credits

Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: BTEC

Demand Indicators Program Year Demand Health Call
08-09 09-10 10-11
1 New & Replacement Positions (State) 855 679 695 Healthy
2 New & Replacement Positions (County Prorated) 31 29 33
3 Number of Majors 50 54 56
4 SSH Program Majors in Program Classes 501 523 506
5 SSH Non-Majors in Program Classes 601 791 706
6 SSH in All Program Classes 1,102 1,314 1,212
7 FTE Enrollment in Program Classes 37 44 40
8 Total Number of Classes Taught 33 38 41

Efficiency Indicators Program Year Efficiency Health Call
08-09 09-10 10-11
9 Average Class Size 16.5 15.9 13.7 Healthy
10 Fill Rate 81% 77% 66%
11 FTE BOR Appointed Faculty 2 3 3
12 Majors to FTE BOR Appointed Faculty 25 17.8 18.5
13 Majors to Analytic FTE Faculty 20.2 18.1 18.1
13a Analytic FTE Faculty 2.5 3.0 3.1
14 Overall Program Budget Allocation $218,267 $471,846 $226,365
14a General Funded Budget Allocation $218,267 $471,846 $226,365
14b Special/Federal Budget Allocation $0 $0 $0
15 Cost per SSH $198 $359 $187
16 Number of Low-Enrolled (<10) Classes 3 5 11

Effectiveness Indicators Program Year Effectiveness Health Call
08-09 09-10 10-11
17 Successful Completion (Equivalent C or Higher) 82% 73% 75% Cautionary
18 Withdrawals (Grade = W) 25 34 24
19 Persistence (Fall to Spring) 67% 66% 59%
20 Unduplicated Degrees/Certificates Awarded 8 16 11
20a Degrees Awarded 5 13 7
20b Certificates of Achievement Awarded 1 2 6
20c Academic Subject Certificates Awarded 0 0 0
20d Other Certificates Awarded 2 3 7
21 Transfers to UH 4-yr 2 1 2
21a Transfers with credential from program 0 0 1
21b Transfers without credential from program 2 1 1

Distance Education:
Completely On-line Classes
Program Year  
08-09 09-10 10-11
22 Number of Distance Education Classes Taught 1 2 2  
23 Enrollment Distance Education Classes 15 53 36
24 Fill Rate 75% 100% 82%
25 Successful Completion (Equivalent C or Higher) 73% 77% 50%
26 Withdrawals (Grade = W) 1 1 2
27 Persistence (Fall to Spring Not Limited to Distance Education) 0% 77% 81%

Perkins IV Core Indicators
2009-2010
Goal Actual Met  
28 1P1 Technical Skills Attainment 90.05 90.91 Met  
29 2P1 Completion 44.50 40.91 Not Met
30 3P1 Student Retention or Transfer 55.50 70.45 Met
31 4P1 Student Placement 50.50 69.23 Met
32 5P1 Nontraditional Participation 16.00 9.09 Not Met
33 5P2 Nontraditional Completion 15.10 0.00 Not Met
Last Updated: November 9, 2011
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Demand Indicators

The New and Replacement Positions for the State fluctuated (855; 679; 695). The County Prorated Positions increased this year (31; 29; 33).  This could be due our one-SOC code designation this year (43-6011: Executive Secretary) based on a coordinated agreement between the BTEC PCC to maintain one SOC.  There was an increase in the number of BTEC majors (50; 54; 56).  The score of Majors (56) divided by County Prorated Positions (33) yielded a score of 1.7, which fell between the healthy range of 1.5 - 4.0.  The Demand score is deemed healthy.

Efficiency Indicators

(A) The first half of the efficiency indicator, the class fill rate, has been declining over the past three years (81%; 77%; 66%).  The rating was healthy for the previous two years; however, due to this year’s 66%, it is ranked as cautionary (cautionary scale = 60-74%).  We find that classroom size greatly affects the fill rate, with maximum enrollment figures being either 15 or 22, depending on which of the two available computer labs these courses are held.  But no matter what the classroom accommodates, the fill size will always be 25 for this indicator.   Perhaps the development of new certificate and degree programs, along with rigorous recruitment efforts, will bolster the enrollment for the BTEC program.  (Traditionally, Fall courses fill more than Spring courses.)

(B) The other half of the efficiency indicator, Majors to FTE BOR Appointed Faculty, may be an error since it states that we have three FTE faculty, when in fact we have only two, and of the two only one teaches BTEC core courses and the other is dedicated to Business courses (i.e. E-Commerce, ICS, etc.).  Ideally, the BTEC Program will operate more effectively with a steady three FTE in order to (1) minimize the number of  lecturers needed to cover all the courses for the program, (2) provide stability in the BTEC teaching structure leading to student success and potential retention, and (3) to provide leverage/support so that the program can expand to provide additional certificates to meet industry demands (i.e. Health Information Technology).   With the erroneous “three” FTE, the Majors to FTE BOR Appointed Faculty fluctuated over the years (25; 17.8; 18.5), and this year’s 18.5 falls within the lower end of the healthy  range of 15-35.  Should this number “three” drop, the status for this measurement will fall closer to the cautionary range and negatively affect the faculty to student ratio.

Finally, the average of the two measures (A & B) amounted to 1.5 which falls in the healthy range of 1.5 - 2.0.  The Efficiency score is deemed healthy.

Effectiveness Indicators

There are three measurement pieces that make up the effectiveness category.  

(A) First, Unduplicated Degrees/Certificates Awarded (11) divided by the Number of Majors (56) produced a score of 19.64%, which fell between the cautionary range (15% - 20%).  However, had we awarded just one more degree/certificate, the score would become 21.42% and would fall in the healthy range (> 20%).  

(B) Second, Unduplicated Degrees/Certificates Awarded (11) divided by the New & Replacement Positions (County Prorated) (33) produced a score of 0.33 which fell in the cautionary range.  We would need to award 25 degrees to meet the healthy status. 

(C)  Third, the Persistence for this period is a low 58% which falls in the unhealthy range.  In the past, the BTEC program was cautionary (67%; 66%) as it fell in the 60 – 74% range.   To improve the health of this program, a higher persistence rate (75% or higher) would greatly improve the score.  This is an area that needs improvement, and there is an urgency to provide more services and strategies to encourage and guide student success and achievement.   The first step is in finding out why students are not continuing from one semester to the next.

Based on these calculations, the overall Effectiveness score for A, B, and C, based on the calculation rules provided, is deemed cautionary

Perkins IV Core Indicators

Goals that were not met are in the areas of completion, nontraditional participation, and nontraditional completion.   Goals were met in the areas of student retention or transfer and student placement. Without a tracking mechanism, it is difficult to determine why the number of completion and nontraditional completion rates declined.  In terms of nontraditional participation, the problem could be a lack of adequate publicity (depicting males in the industry) and recruitment efforts. This could potentially be addressed with strategically designed marketing tools and target-marketing outreach efforts to encourage nontraditional student participation.  Hopefully, when the new marketing person is hired,  the College can effectively devote resources to address recruitment efforts and improve this area.

 

B.        Analysis of program assessment data (Program SLOs)

 

 

BTEC Program Learning Outcomes

PLO

How Is It Assessed?

Summary of Assessment Data

Work as a responsible member of a team to meet an organization’s objectives.

<Meets SOCIAL RESPONSIBILITY>

Classroom assessment; written products (review, transcription, peer evaluations); research teams; group projects (written and oral) 

 Students perform at a satisfactory to above satisfactory level.

Demonstrate professionalism in work quality, appearance, attitude, and workplace behavior as required in a diverse business environment.

<Meets SOCIAL RESPONSIBILITY, PERSONAL RESPONSIBILITY>

Classroom assessment; overall analysis; written products (correspondence, reports, production jobs, resumes, etc.); group projects (written and oral); situational assessment (work experience)

 Students perform at a satisfactory to above satisfactory level.

Use current and emerging technologies effectively to create and manage documents and handle multiple priorities.

<Meets COGNITION and INFORMATION COMPETENCY>

Assessment center methods (in-baskets, production tests, etc.); overall analysis (assignments, time management); portfolios; written products (projects, resumes, etc.); group projects (written and oral); standardized tests

Students perform at a satisfactory to above satisfactory level.

Communicate clearly and effectively through oral and written interactions, complying with standard office etiquette.

<Meets COMMUNICATION, SOCIAL RESPONSIBILITY, PERSONAL RESPONSIBILITY>

Assessment center methods (in-baskets, production tests, etc.); overall analysis (assignments, time management); portfolios; written products (projects, resumes, etc.); group projects (written and oral); standardized tests

 Students perform at a satisfactory to above satisfactory level.

Use research and decision-making skills to make informed choices consistent with personal and organizational goals.

<Meets INFORMATION COMPETENCY, SOCIAL RESPONSIBILITY, PERSONAL RESPONSIBILITY>

Classroom assessment; overall analysis; written products (correspondence, reports, production jobs, resumes, portfoliosetc.); group projects (written and oral); situational assessment (work experience); standardized tests

 Students perform at a satisfactory to above satisfactory level.

Apply appropriate strategies to secure employment, retain a job, and advance in a career.

<Meets PERSONAL RESPONSIBILITY, SOCIAL RESPONSIBILITY, INFORMATION COMPETENCY, COGNITION, COMMUNICATION>

Student journals; self-critiques; written products (applications, resumes, letters); internships; portfoliios; overall analysis

 Students perform at a satisfactory to above satisfactory level

 

As part of the KCC’s five-year review, all BTEC courses were moved to the course action forms (CAFs) in accordance with the five-year schedule. The process updated and identified the student learning outcomes (SLOs) and methods of instruction and assessment.  The Division is currently the second five-year cycle of course reviews.

 

C.        Significant Program Actions (new certificates, stop-out; gain/loss of positions, results of prior year’s action plan).

 

            Prior Year’s Action Plan Results

Part III. Action Plan

 

Program Goal

Action Item

Resources Needed

Person(s) Responsible

Timeline

Indicator of Improvement

PLO impacted

Status

Increase Efficiency

Increase class fill rate

Marketing tools (brochures, etc.)

 

Cheryl Fujii

Spring 2013

Healthy Status

(9% increase, from 66% to 75%))

Apply appropriate strategies to secure employment, retain a job, and advance in a career

 

Increase Effectiveness

Increase unduplicated degrees/certificates awarded

 1 FTE BTEC instructor

Cheryl Fujii

 Spring 2013

Cautionary Status

Degrees/certificates awarded will increase by 7 (from 11 to 18)

Apply appropriate strategies to secure employment, retain a job, and advance in a career

 

Increase Effectiveness

Increase persistence of majors from fall to spring

 In-house counseling

Survey to determine why students drop

Explore hybrid avenues

Promote financial aid support

Cheryl Fujii

 Spring 2013

Healthy Status

Persistence rate will increase 17% (from 58% to 75%)

Apply appropriate strategies to secure employment, retain a job, and advance in a career

 

*priority*

BTEC Program Evaluation

Review/Revise BTEC Program to better meet industry demand; meet with Advisory, Counselors, PCC, colleagues to evaluate current offerings; conduct research to align courses with current practices

Faculty overload;

One additional FTE hired to teach BTEC courses

 Cheryl Fujii

 

Spring/Fall 2012 Existing courses updated and streamlined;  CAFs developed and approved; new certificate programs developed and implemented  All SLOs are affected  

Part IV. Resource Implications

 

Resource

Description

Semester

Human Resources

Hire one FTE BTEC faculty dedicated to teaching courses in the BTEC program, Health Information Technology, and other certificate programs; this will improve the faculty to majors ratio.  

Fall 2012/Spring 2013

Program Student Learning Outcomes

Program Learning Outcomes: