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College: Hawaii Community College
Program did not provide date of the last comprehensive review.
A two-year Baccalaureate direct transfer liberal arts degree consisting of 62 semester credits at the 100 and 200 levels. The Associate in Arts in Hawaiian Studies is designed for students who are preparing to transfer to a four-year college or university and who have an interest in achieving a qualification that would be beneficial in the workforce or other areas of study where a foundational knowledge of the Native Hawaiian host culture can complement their worldview.
This degree program was established in 2013 at each of the seven community colleges as the first UHCC System-wide degree. The degree includes core classes which are consistent among all the community colleges, and allows each college to incorporate Hawaiian Studies elective courses which focus on the unique offerings on each campus. In Fall 2013, the Lawai'a and Mahi'ai track classes were added to the Hula elective offerings for this degree. As of Fall 2014, students will have the option of selecting the four track classes of any of the three areas of study in order to complete their degree
The mission of the Associate in Arts in Hawaiian Studies program is to prepare students to transfer to a baccalaureate program in Hawaiian Studies at either University of Hawai'i at MAnoa or University of Hawai'i at Hilo with a qualification that would be beneficial in the workforce or other areas of study where a knowledge of the host culture or alternative approaches to problem-solving are desired.
Majors Included: HWST Program CIP: 05.0202
|Demand Indicators||Program Year||Demand Health Call|
|1||Number of Majors||25||To Be Determined|
|1a||Number of Majors Native Hawaiian||19|
|1d||Fall Part-Time who are Full-Time in System||0%|
|1g||Spring Part-Time who are Full-Time in System||3%|
|2||*Percent Change Majors from Prior Year|
|3||SSH Program Majors in Program Classes|
|4||SSH Non-Majors in Program Classes|
|5||SSH in All Program Classes|
|6||FTE Enrollment in Program Classes|
|7||Total Number of Classes Taught|
|Efficiency Indicators||Program Year||Efficiency Health Call|
|8||Average Class Size||To Be Determined|
|10||FTE BOR Appointed Faculty|
|11||*Majors to FTE BOR Appointed Faculty|
|12||Majors to Analytic FTE Faculty|
|12a||Analytic FTE Faculty|
|13||Overall Program Budget Allocation|
|13a||General Funded Budget Allocation|
|13b||Special/Federal Budget Allocation|
|13c||Tuition and Fees|
|14||Cost per SSH|
|15||Number of Low-Enrolled (<10) Classes|
|*Data element used in health call calculation||Last Updated: January 27, 2014|
|Effectiveness Indicators||Program Year||Effectiveness Health Call|
|16||Successful Completion (Equivalent C or Higher)||Cautionary|
|17||Withdrawals (Grade = W)|
|18||*Persistence (Fall to Spring)||63.1%|
|18a||Persistence Fall to Fall||31.5%|
|19||Unduplicated Degrees/Certificates Awarded Prior Fiscal Year||1|
|19a||Associate Degrees Awarded||1|
|19b||Academic Subject Certificates Awarded||0|
|19d||*Difference Between Unduplicated Awarded and Goal|
|20||Transfers to UH 4-yr||0|
|20a||Transfers with degree from program||0|
|20b||Transfers without degree from program||0|
|20c||Increase by 3% Annual Transfers to UH 4-yr Goal|
|20d||*Difference Between Transfers and Goal|
Completely On-line Classes
|21||Number of Distance Education Classes Taught|
|22||Enrollments Distance Education Classes|
|24||Successful Completion (Equivalent C or Higher)|
|25||Withdrawals (Grade = W)|
|26||Persistence (Fall to Spring Not Limited to Distance Education)|
|Performance Funding||Program Year|
|27||Number of Degrees and Certificates||1|
|28||Number of Degrees and Certificates Native Hawaiian||0|
|29||Number of Degrees and Certificates STEM||Not STEM|
|30||Number of Pell Recipients||19|
|31||Number of Transfers to UH 4-yr||0|
|*Data element used in health call calculation||Last Updated: January 27, 2014|
Overall Health -- Healthy
Demand -- Healthy
The Overall Program Health for this brand new program is "to be determined". Currently, there are 25 majors, a respectable number for the first year. There are no data for the SSH allotted to this program. In order to add this information, there will have to be an agreement with the Hawai'i Life Styles program which shares most classes with the AA - Hawaiian Studies. The only Hwst course which is strictly a requirement of the AAHWST degree is Hwst 107. Consideration should be given to providing the SSH's for this class to the the AAHWST Program. Likewise, the Liberal Arts courses, specifically Eng 200, Eng 102, SpCom 151, WI, Social Science and Natural Science courses are part of the core requirement for this degree program. Consideration of credit for these courses should also be given to the AAHWST degree in order to truly understand the program impact. A formula could be devised and parceled to the program based on the number of majors, then adjusted each year. This is a dilema within the UHCC system where each campus now hosts this degree. The AAHWST Coordinator's group is considering a recommendation to address this issue amongst all the campuses.
Efficieny -- Healthy
No data is available for Efficiency for this program. It is deemed "to be determined".
Effectiveness -- Healthy
No data is available for Effectiveness for this program. it is deemed "to be determined".
1. Increase the number of transfer degree programs and provide options for students seeking an Associate in Arts degree. This program contributes directly to the performance funding outcomes which provides funding for degrees and certificates awarded as well as degrees and certificates awarded to Native Hawaiian students since a large majority of the students enrolled in this program are Native Hawaiian. Of the 78 majors, 62 or 78% are Native Hawaiian.
2. Increase the number of students who graduate and transfer with a degree in AAHWST. This program contributes directly toward the success of 40% of the campus' performance funding by increasing the number of students who transfer (surpassing the stated goals).
3. Support from the Halaulani Transfer Success Center and Title III Halaulani grant supports the program and student success.
1. It is difficult to properly assess the health status of the program in its current format since courses are not unique to this program.
2. Federally funded, temporary program, coordinator, counselors and staff do not guarantee stability.
Significant Program Actions for 2012 -2013
1. Submit curriculum change to include Lawai'a and Mahi'ai track classes for inclusion in the AAHWST degree to expand options for students seeking this transfer degree.
2. Reorganize the Title III Halaulani Grant leadership to provide optimum opportunity to meet the goals set forth for the grant. Reassign Activity One to the Division of Student Affairs.
3. Establish a permanent Transfer Center in East Hawai'i (Manono Campus) and W. Hawai'i.
Previous Program Actions
1. 17.8 Seek BOR approval for an AA HWST degree
2. 31.1 Through Title III grant activities, strengthen course completion, retention, persistence and ultimately degree completion.
Program Action Plan
1. Seek permanent status for the AA HWST Degree Program
Program Action 1, seeking permanent status for the AAHWST program aligns with Strategic Outcomes A.1.4 and A.2.4 by increasing both Native Hawaiian enrollment and overall student enrollment in transfer degree programs. It also directly aligns with AMP 17.8 to seek BOR approval for an Hawaiian Studies AA degree. The AAHWST Coordinator's Group is a prime example of UHCC System collaboration. This group seeks to align programs with the independent 4-year universities within the UH system as well. This is a challenge since the 4-year institutions have not proven their willingness to work collaboratively, instead expecting the 2-year campuses to prepare students for the university's more rigorous academic and social environments.
2. Increase the number of students, including Native Hawaiians, who graduate with an AAHWST degree.
This strategy directly relates to Strategic Plan A.1.4 and A.2.4. These specific activities are not stated in the AMP but should be included. These strategies should directly increase success rates for students. The personnel are supported by Title III funding and are consistent with the goals of the grant.
3. Increase # of students, including Native Hawaiians, who graduate and transfer to a baccalaureate program.
Cost Item 1
AAHWST Coordinator Personnel $60,000
The permanent coordinator will ensure the attention needed for this program and maintain the support activities on a long-term basis. Without this nurturing, the program may not stabilize. In the first two years, the increase in the number of majors from 25 to 78 is significant. There is much promise in developing this program to be a significant contributor to the success of the goals of the college. In the near future, this program will be supported by a Title III Federally funded grant. This does not provide long term stability for the program.
For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:
|Program Student Learning Outcomes|
|Describe aboriginal Hawaiian linguistic, cultural, historical and political concepts.|
|Apply aboriginal Hawaiian concepts, knowledge and methods to the areas of science, humanities, arts and social sciences - in academics and in other professional endeavors.|
|Engage, articulate and analyze topics relevant to the aboriginal Hawaiian community using college-level research and writing methods.|
LIBERAL ARTS RUBRIC FOR PLO #9 CULTURAL DIVERSITY
Articulate and demonstrate an awareness and sensitivity to cultural diversity enabling student to demonstrate understanding of the history, values, politics, economy, beliefs and practices of another Pacific Island culture in comparison to Hawai'i, particularly as it applies to the native's relationship to 'Aina or land.
A specific goal was not set.
HWST 107 - HAWAI'I: CENTER OF THE PACIFIC
Research paper, 2 - 4 pages in length, which articulates and demonstrates an awareness and sensitivity to cultural diversity. Students were required to compare any aspect of Hawaiian culture to another Pacific Island Culture of their choice. Five artifacts were randomly selected from a total sampling of 20 papers submitted for this class. Each of the 5 artifacts were read and scored independently by the 3 reviewers. The numerical scores for each artifact were then gathered into a matrix (attached). The results were determined based on the frequency of the scores to determine if the students met the 70% benchmark.
The assignment was on target to demonstrate the student’s achievement in the area of cultural diversity. The assessment results indicate that the students in this course substantially demonstrated their achievement in meeting and exceeding the measurements of the GELO #9, Cultural Diversity.
The only area of weakness demonstrated by the students in this assessment is in the area of component (a).
(a). Explain insights about your own cultural rules and biases and suspend judgement in valuing your interactions with different cultures.
The overall assessment of this particular component indicate that the students are not adept in relating the self within this assignment. The instructions for this assignment did ask the students to explain their own cultural rules and biases and suspend judgement. However, the studentsʻ demonstration of this skill were minimal.
A recommendation will be made to instructors of this course that exercises in understanding the individual’s relationship to the research subject and including it in the written assignment should be incorporated into the course.
The assessment team will meet with instructors to discuss suggested improvements to their course and measure the progress made through the school year. Instructors of other courses will also be included in the meetings to insure consistency in meeting the standards of assessment. The assessment findings will be brought to both the HLS program meetings for input as well as to the HUM Department meeting for input.
It is recommended that GELO #9 be assessed again in Fall 2013 to ascertain if the recommendations above, to include exercises in first person reflections are reflected in the S.L.O.