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College: Honolulu Community College

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Program Mission: The Developmental Mathematics Program at Honolulu Community College provides a positive studentcentered learning environment in which students can achieve proficiency in logical thinking, problemsolving and other mathematical skills needed to be successful in achieving their academic goals.
Program Learning Outcomes:
1. Students will be able to demonstrate mathematical concepts and principles by performing computations.
2. Students will be able to apply appropriate technology to enhance their mathematical thinking and understanding.
3. Students will be able to apply critical thinking and use mathematical reasoning to solve problems and judge the reasonableness of their results.
Program Description: As an opendoor institution, Honolulu Community College understands the need to address varying degrees of preparation in the students who choose to enroll, including those who are not fully prepared for collegelevel instruction. To meet the needs of these unprepared or underprepared students, the College instituted a policy in 2011 requiring mandatory placement testing for incoming students, with subsequent firstsemester enrollment in remedial/developmental English and/or Math courses, as needed. From 19812010, the College Skills Center (CSC) had been responsible for offering remedial/developmental instruction in both English and Math, as well as providing tutoring services in both areas. With the adoption of the new campus policy, it was felt that a redesigned Math curriculum would be required to best achieve new objectives. The redesigned Math curriculum was first offered in Fall 2010. Remedial courses previously aligned with the CSC were integrated into their respective academic divisions. In addition, dropin tutoring has now been offered by the Math department for the past two years.
The remedial/developmental curriculum in Math includes MATH 9, MATH 24, AND MATH 25. Since the new College policy was developed and implemented, much of the focus has been on MATH 9. MATH 9 is 5credit course that utilizes instructor lectures, comptuerbased Math software for supplemental instruction, a textbook written by Math faculty, and tutors in the classrooms. Students who complete MATH 9 in accelerated time have the option to take MATH 24 or to mentor their peers. Mentors are paid a stipend. MATH 50 will also soon be an option for these students.
Demand Indicators  Program Year  Demand Health Call  

1011  1112  1213  
1  Enrolled in any Remedial/Developmental  1,260  1,283  1,251  Unhealthy 
2  Semester Hours Taught  165  174  181  
3  * Student Semester Hours (SSH) Taught  5463  6006  5822  
4  Full Time Students (Fall) Enrolled  554  442  390  
5  Full Time Students (Spring) Enrolled  301  313  286  
6  Number of Classes Taught  65  52  53  
Achieving the Dream  AtD Fall Cohort  
2009  2010  2011  
7  Percent AtD Cohort with Placement  78%  80%  85%  
8  AtD Cohort Placing Remdial/Developmental  54%  54%  57%  
9  Cohort Enrolling Remedial/Developmental  415  389  416  
9a  Percent Cohort Enrolling Remedial/Developmental  73%  72%  72%  
10  * Increase Percent Enrolling  7%  1%  0% 
Efficiency Indicators  Program Year  Efficiency Health Call  

1011  1112  1213  
11  Average Class Size  28.8  31.1  29.3  Healthy 
12  * Fill Rate  89.4%  86.8%  84.1%  
13  Number of LowEnrolled (<10) Classes  1  2  3  
14  * BOR Appointed Faculty (FTE)  2.6  4  3.6  
15  NonBOR Appointed Faculty Teaching Classes  6  4  6  
16  Percentage Classes Taught by Regular Discipline Faculty  40%  65%  62%  
17  Percentage Classes Taught by non Regular Discipline Faculty  60%  35%  38%  
18  Program Budget Allocation  Not Reported  Not Reported  $449,645  
18b  Tution and Fees  Not Reported  Not Reported  $111,038  
19  Cost per SSH  Not Reported  Not Reported  $77 
*Data element used in health call calculation  Last Updated: August 13, 2013 
Effectiveness Indicators  Program Year  Effectiveness Health Call  

1011  1112  1213  
Retention (Course Completion)  Cautionary  
20  1 Level Below College Level  89%  86%  90%  
21  2 Levels Below College Level  94%  93%  92%  
22  3 or More Levels Below College Level  75%  58%  59%  
Successful completion (Equivalent C or Higher)  
23  1 Level Below College Level  46%  49%  50%  
23a  1 Level Below College Level  211  240  244  
24  Withdrawals (Grade = W)  49  67  49  
25  2 Levels Below College Level  50%  52%  45%  
25a  2 Levels Below College Level  263  289  217  
26  Withdrawals (Grade = W)  34  38  37  
27  3 or More Levels Below College Level  46%  42%  47%  
27a  3 or More Levels Below College Level  402  241  274  
28  Withdrawals (Grade = W)  224  241  239 
Achieving the Dream  AtD Fall Cohort  

2009  2010  2011  
29  Cohort Enrolled in Remedial Developmental Course  415  389  416  
30  Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year  177  179  226  
31  Percent Cohort Successful Completion  43%  46%  54%  
Remedial/Developmental Pipeline  
32  AtD Cohort Size  1,048  984  1,018  
33  Percent AtD Students Placing Into Remedial/ Developmental Level  54%  54%  57%  
34  Percent AtD Cohort Enrolled in Remedial/ Developmental Course  40%  40%  41%  
35  Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year  31%  33%  39%  
36  Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year  36%  35%  37% 
Successful Next Level  Program Year  

1011  1112  1213  
Persistence (Fall to Spring)  
37  * Percent From 1 Level Below College Level, To College Level  56.9%  63.5%  
37a  From 1 Level Below College Level, To College level  75  74  82  
38  Percent From 2 Levels Below College Level, To 1 Level Below  60%  62%  
38a  From 2 Levels Below College Level, To 1 Level Below  98  82  63  
39  Percent From 3 or More Levels Below College Level, To 2 Levels Below  54%  41%  
39a  From 3 or More Levels Below College Level, To 2 Levels Below  46  72  67  
Success in Subsequent Level (Equivalent C or Higher)  
40  College Level From 1 Level Below  32  28  42  
40a  * Percent College Level From 1 Level Below  37.8%  51.2%  
41  1 Level Below From 2 Levels Below College Level  37  38  33  
42  2 Levels Below From 3 or More Levels Below College Level  28  42  34 
*Data element used in health call calculation  Last Updated: August 13, 2013 
With reference to Demand, the Health Call of Unhealthy is based on a failure to meet the target increase for percentage of those placing in remedial/developmental to actually enroll in such courses. The percentage of students enrolling fluctuates quite a bit, with an increase of 7% in program year 1011, a decrease of 15% in program year 1112, and no increase in program year 1213. Data for how many students took the Compass placement test and placed in a remedial/developmental course would be significant in analyzing the demand. A decrease could mean fewer students placed in remedial/developmental courses, which is a healthy sign that students are coming to HCC better prepared.
With reference to Efficiency, for which the Health Call is Healthy, the fill rates have consistently been above 80%, and the program has typically had to provide additional sections to meet demand. Another significant trend in this area is the substantial increase in classes taught by regular discipline faculty from program year 0910 to program year 1112, but with a slight decrease in program year 1213. The increase is due to the College's reorganization, which shifted instructional faculty from the College Skills Center to the Math department for better integration of instruction at all levels. The most recent decrease may be a reflection of more remedial/developmental courses being taught by lecturers.
With reference to Effectiveness, for which the Health Call is Cautionary, the retention rates for 1 and 2 levels below College level, which correspond to MATH 25 and MATH 24, are quite good (range is between 86% and 94%) and have held steady across the period under analysis. The retention rate for those 3 or more levels below (MATH 9) dropped from 75% to 58%, then increased by 1%, but the rate for successful completion did incrase by 5% in program year 1213. The MATH 9 attendance policy may have been a factor in the decrease and fluctuation of the retention rate.
All initiatives planned in 2012 were implemented, and changes and improvements to the curriculum and program policies are ongoing. New initiatives ahve been proposed, implemented, evaluated and revisited.
1. Study Skills: a component focused on Study Skills has been incorporated into remedial/developmental Math instruction, and student response has been positive, but the program has not yet determined if it plays a significant role in student success. A retention specialist from the student success center attends classes weekly to cover learning styles, time management, notetaking and other skills.
2. Textbook: A year ago the Math faculty rewrote their previous homegrown textbook. This new book is easier to comprehend, with examples geared toward the College's student population. The textbook will continue to be revised annually based on feedback from instructors, tutors and students.
3. Computerized homework: The ALEKS program is utilized by MATH 9 students. Based on student surveys, it is difficult to determine if ALEKS helped them in learning Math concepts, but according to exam results, it appears to be helping many students. The My Math Lab program is utilized by many students in the upper division Math courses.
4. Tutor Center: a dropin Math tutoring service has been offered for the past twoandahalf years. Since the tutoring is located on the same floor as most Math classes, more students are coming in to take advantage of the service. Since many students use a Math software program to enhance their learning, it would be beneficial to provide computers in the tutor room for students with no access to a computer at home. WIth more students seeking tutoring services, a larger space is needed.
The 2013 Action Plan will include, on a continuing basis, the Study Skills, computerbased instruction, homework, and tutoring as discussed above. Embedded questions for all MATH 24 courses are currently being implemented as an assessment tool to determine whether or not students are attaining the student learning outcomes successfully. This data will assist the Math faculty in determining the next step to increase student success. Embedded questions for MATH 25 will be implemented soon.
As noted above, computers for student use in an expanded space for Math tutoring are needed. In addition, the following support is needed for program success:
1. Developmental Math Coordinator: the numerous new and ongoing initiatives require a coordinator to oversee implementation and management. A coordinator is also needed to maintain a cohesive program by ensuring that instructors execute the policies set for MATH 9, that needed materials are revised/updated annually, and student complaints, and that problems are dealt with in a timely manner. Continued releasetime funding is needed (5 credits per semester.) Support from both the Math faculty and administration is vital to the success of this program.
2. IT Specialist: Since the infrastructure of the remedial Math program consists of 80 computers, a designated IT specialist would be needed to update and troubleshoot this equipment, which is in high demand. The program currently has problems keeping the computers updated in a time manner, and weekly crashes have occurred. As a result, the program has had to rely on staff and faculty to volunteer their expertise in maintaining the computers. A specific person is needed when computers are not working, especially during a class period.
To summarize, the resources needed to maintain the program of remedial/developmental instruction in Math include the following:1) direct instructional costs (lecturers hired in addition to fulltime faculty); 2) Developmental Math coordinator assigned time: 3) Math discipline supplies; 4) Math tutor expenses; 5) stipends for tutors; and 6) ALEKS instructional units (Webbased artificiallyintelligent assessment and learning system.)