Select the desired review year, college, and program from the drop down menus. Once a program has been selected, the results will be displayed.
College: Kapiolani Community College
The last comprehensive review for this program was on 2013, and can be viewed at:
What is information technology?
Information technology services (ITS) is anything that deals with computer management and information sharing. The field of ITS is varied and professionals work with computer software and hardware. People in the ITS field work as computer support specialists, programmers, web and application developers, network administrators, database developers, technicians, and consultants. Nearly any career that has the management of computers and information sharing may be considered part of ITS.
The information technology program
The information technology program offers an associate in science (AS) degree and five certificates; including an advanced professional certificate. The purpose of the program is to prepare students for a career in the field of information technology. The program covers programming fundamentals, hardware maintenance, networking, database design and administration, and web development. Students also take selected business and general education courses to gain a perspective of ITS in business organizations.
The AS degree in information technology articulates to the University of Hawai`i-West Oahu toward a bachelor of applied science with a concentration in information technology. An advisor may provide detailed information about the courses required or recommended for articulation.
Program Mission Statement
The primary mission of the Information Technology (IT) program is to prepare students for careers in Information Technology with three major emphases:
Majors Included: DBA,HDS,IT,PROG Program CIP: 11.0103
|Demand Indicators||Program Year||Demand Health Call|
|1||New & Replacement Positions (State)||45||182||177||Cautionary|
|2||*New & Replacement Positions (County Prorated)||39||93||142|
|3||*Number of Majors||138||152.5||153|
|3a||Number of Majors Native Hawaiian||16||19||20|
|3d||Fall Part-Time who are Full-Time in System||1%||4%||3%|
|3g||Spring Part-Time who are Full-Time in System||1%||2%||3%|
|4||SSH Program Majors in Program Classes||1,374||1,488||1,431|
|5||SSH Non-Majors in Program Classes||3,414||3,201||2,778|
|6||SSH in All Program Classes||4,788||4,689||4,209|
|7||FTE Enrollment in Program Classes||160||156||140|
|8||Total Number of Classes Taught||78||77||69|
|Efficiency Indicators||Program Year||Efficiency Health Call|
|9||Average Class Size||20.5||20.3||20.3||Healthy|
|11||FTE BOR Appointed Faculty||5||5||6|
|12||*Majors to FTE BOR Appointed Faculty||27.6||30.5||25.5|
|13||Majors to Analytic FTE Faculty||16.2||17.9||20.1|
|13a||Analytic FTE Faculty||8.5||8.5||7.6|
|14||Overall Program Budget Allocation||$566,763||$618,179||$704,808|
|14a||General Funded Budget Allocation||$566,763||$598,980||$589,081|
|14b||Special/Federal Budget Allocation||$0||$0||$0|
|14c||Tuition and Fees||$0||$19,199||$115,727|
|15||Cost per SSH||$118||$132||$167|
|16||Number of Low-Enrolled (<10) Classes||3||0||1|
|*Data element used in health call calculation||Last Updated: January 27, 2014|
|Effectiveness Indicators||Program Year||Effectiveness Health Call|
|17||Successful Completion (Equivalent C or Higher)||72%||75%||73%||Cautionary|
|18||Withdrawals (Grade = W)||168||110||133|
|19||*Persistence Fall to Spring||75.5%||72.6%||66.8%|
|19a||Persistence Fall to Fall||46.4%|
|20||*Unduplicated Degrees/Certificates Awarded||41||61||85|
|20b||Certificates of Achievement Awarded||2||10||27|
|20c||Advanced Professional Certificates Awarded||0||4||2|
|20d||Other Certificates Awarded||60||96||131|
|21||External Licensing Exams Passed||Not Reported||Not Reported|
|22||Transfers to UH 4-yr||7||9||15|
|22a||Transfers with credential from program||3||3||6|
|22b||Transfers without credential from program||4||6||9|
Completely On-line Classes
|23||Number of Distance Education Classes Taught||13||16||13|
|24||Enrollments Distance Education Classes||301||350||285|
|26||Successful Completion (Equivalent C or Higher)||62%||66%||64%|
|27||Withdrawals (Grade = W)||48||33||34|
|28||Persistence (Fall to Spring Not Limited to Distance Education)||68%||58%||58%|
|Perkins IV Core Indicators
|29||1P1 Technical Skills Attainment||90.00||96.36||Met|
|31||3P1 Student Retention or Transfer||74.25||79.80||Met|
|32||4P1 Student Placement||60.00||60.00||Met|
|33||5P1 Nontraditional Participation||17.00||21.84||Met|
|34||5P2 Nontraditional Completion||15.25||36.00||Met|
|Performance Funding||Program Year|
|35||Number of Degrees and Certificates||51|
|36||Number of Degrees and Certificates Native Hawaiian||5|
|37||Number of Degrees and Certificates STEM||51|
|38||Number of Pell Recipients||43|
|39||Number of Transfers to UH 4-yr||15|
|*Data element used in health call calculation||Last Updated: January 27, 2014|
The health of the Information Technology Program at Kapiolani Community College is rated "Cautionary" overall. The program's efficiency is rated as "Healthy," while program demand and effectiveness are rated as "Cautionary."
Demand Indicator for the Information Technology (IT) Program is "cautionary." This is primarily a response to one factor: The number of New and Replacement Positions for both the county and state have increased dramatically as a result of UHCC changing the coding system it uses to identify and count positions in vocational fields. The basis for estimating demand changed from Standard Occupational Classification (SOC) code of 11-3021, (Computer and Information Systems Managers) to a CIP (Classification of Instructional Programs) code of 11.0103, (Information Technology), which is a much more general category. Changing to a more general occupational code significantly increases the size of the occupational field. This change makes program analysis and year-to-year comparisons difficult until the program can absorb the impact of the change.
The progam has grown consistently over the last couple of years; however this increase in enrollment is overshadowed in this analysis by the tenfold increase in new and replacement jobs caused by the change in codes. The decline in the number of sections offered is in the service classes we offer, ICS 100 and ICS 101, which have a mix of our major students as well as students in many other programs who need these courses for graduation.
The program is rated “Healthy” in terms of efficiency. The program's classes enjoy a 90% fill rate, showing that it has been successful in matching the number of courses and sections offered to the true demand for those classes. Counselors and faculty have worked cooperatively to both recruit students and match them with appropriate courses. The reported FTE faculty (6) includes four who teach ITS, one who teaches a mix of ITS and ICS, and one who teaches only ICS courses. If only the IT faculty were counted, the ratio would be a little higher than that reflected in the data.
Effectiveness indicators, while mixed, are certainly areas in which the program can improve. The Successful Completion rate of 73% reflects a small decrease from the year before; reflecting that some students are still not adequately prepared for the rigors of the IT field. In response, the program will continue efforts to provide tutoring services and students shuold benefit from the renovated Kopiko Learning Community which was designed to foster interactive learning and facilitate access to tutors and instructors.
The increase in withdrawals is most likely a reflection of the effectiveness of our counseling services, getting students out of classes they are having trouble with. ICS 100 and ICS 101 are now all included in these numbers though not all students in these courses will be IT majors; and these courses have historically been labeled as "Gatekeeper" courses as success rates for these students often fall below the 70% mark. However, the number of certificates, degrees awarded, and transfers have improved nicely, reflecting increased enrollment, increased number of certificates offered (new Advanced Professional Certificate), and new pathways for transfer (UHWO articulation). Our first effectiveness indicator, the percentage of successful completion, while down slightly from 75% to 73% still qualifies as "Healthy." These numbers include our service classes, as noted above, which bring the percentage down. The third indicator on persistence is 67%, 8% less than that needed to be considered "Healthy," and is an area that we will address through continued tutoring services. It should also be noted again that since these numbers include our service class students, from which we recruit, there is not as much persistence, which is more consistent with the entire college than just the IT Program.
The Distance Education section reflects courses in both the ICS and ITS alphas. The program typically offers three to four ICS 100 and ICS 101 courses per semester as well as one ITS course per semester by distance. The demand for these online courses is high; however, their level of difficulty is also high. Studying technology-heavy courses using technology at a lower-division level can be extremely challenging. The lower numbers this year simply reflects a lessening in demand. As the economy has improved, registration has decreased.
The program met all four Perkins goals. This is an excellent turnaround from the previous year. The program has made a concerted effort to direct efforts to these improvements, and the results are evident. 1P1 and 2P1 goals were not met the previous year, but were successfully addressed by action plans. Technical skills attainment and completion rates are high for a technical program, and we have just enough to reach goals this year. Student placement remains an area for continued focus and in need of improvement though we have met the goal. Having someone either within the college or department who focused on placement would help immensely.
Long term plans for the Information Technology program are guided by the college’s strategic plan. In the intermediate term, plans are guided by the program’s three-year comprehensive program review (CPR). The actions indicated in this report provide short term measures which will contribute to the goals of the three year comprehensive program review, aligned with the college’s strategic plan.
Action plans include:
Information Technology Program Resource Requirements
The program will seek funding to continue to expand tutoring for both IT classes in the Kopiko 101 open computer lab. The estimated amount for this is $12,000-15,000.
Renewing memberships to MSDNAA and ORACLE Academies will allow for the use of current cutting-edge software development tools in the classrooms and by the students. The software is free for students because of the memberships. The cost for both memberships is $2,000. Microsoft Office upgrades for all classrooms, lab, and instructor workstations are necessary to continue to provide training in current business applications with a cost of approximately $65 per license. The program requires approximately 165 units for all classrooms, labs, and instructor workstations. Total cost for Microsoft Office upgrade is $10,725 every two to three years. Instructor training to use Oracle specific tools is done every other year and training is required this year for about $4,000.
The currency of computer equipment is critical for the IT Program. The upgrade scheduled this year for one lab is $32,000. Faculty office computers should be upgraded on a regularly scheduled basis every two to three years. The cost for the scheduled upgrades for this year (2013) will be $12,000. It should be noted that the need for regular hardware/software upgrades is critical for the IT Program, different from other programs that also use computers. Computer hardware and software are the necessary tools of the program, as stoves and refrigerators are necessary for the Culinary Arts program or hospital beds for Nursing or other health services fields. The IT program will seek funding for these initiatives through a combination of campus budgets and external sources (such as Perkins grants).
The program is pursuing other funding opportunities to create a smooth IT vendor certification process that would easily allow highly qualified students in our program to additionally acquire valuable IT vendor (e.g., Microsoft, Oracle, CompTIA) certifications that would enhance their employability. In addition, we are looking at alternative ways to acquire high-end equipment that would give students exposure to emerging technologies in our new lab.
Apart from the specific resources related to the program, there are department-wide activities requiring resources to generally support all of the programs in the department. The Business, Legal and Technology Education Department (BLT) will seek a combination of campus funds, general funds (faculty investment of time and energy), special funds, grants, private donations and other campus support services to ensure the achievement of our planned outcomes.
Marketing Materials, $500 per year
Accrediting Commission for Business Schools and Programs (ACBSP) Membership Dues, $1350 per year (The college is seeking accreditation for the Accounting, IT, and Marketing programs).
ACBSP Accreditation Fee, 2nd half of $2500 fee = $1250
ACBSP Candidacy Phase,
Mentor Honorarium $400 or
Mentor Consultation Fee $400/day and expenses $600+ (transportation, lodging, meals, etc.) for visit
ACBSP Candidacy Phase, Maintenance Fee $500/year
ACBSP Conference Attendance/Meeting with Mentor – Title III Grant, Perkins or other funding, cost to be determined; Registration $550 per person; Hotel approx. $1,000 per person; Airfare approx. $1100 per person. Approx. $2650 per person x 5 = $13,250 (3 program coordinators, department chair, dean) – ACBSP Annual Conference, Chicago, IL, 6/27 – 30, 2014, “Engaged Learning in the Digital Age.”
Release time to complete accreditation process data collection and self-study – To be determined
Student Engagement Activities – Approximately $500 per year
Tracking certificates, degrees, transfers – to be determined
Student tutors, peer mentors (additional funding for renovated lab and classrooms extended hours of usage – See reference to BLT Technology Plan below
Student Fee Collection – College and departmental support; to be determined
Equipment/Supplies – See reference to BLT Technology Plan below
Professional Development – Approximately $5,000 per program (Accounting, Information Technology, Marketing and Paralegal) per year
Kopiko Renovations, Phase I completion and Phase II plans – To be determined
Per the Business, Legal and Technology Department Technology Plan, Table 1. BLT Technology Budget, Academic Year 2013-2014, Total $262,262
Includes – infrastructure upgrades, annual software upgrade, non-annual software upgrades, IT National Membership Fees, Computer equipment and servers, support equipment, consumable products, technical support staffing, staffing to enhance student retention, and professional development and training.
For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:
|Program Student Learning Outcomes|
|1. Design and develop software solutions for contemporary business environments by employing appropriate problem solving strategies.|
|2. Configure and administer database servers to support contemporary business environments.|
|3. Comprehend and resolve common desktop and network issues.|
|4. Analyze common business functions and identify, design, and develop appropriate information technology solutions(in web, desktop, network, and/or database applications)|
|5. Learn future technologies through acquired foundational skills and knowledge and employ them in new business environments.|
|6. Practice communication, problem solving and decision-making skills through the use of appropriate technology and with the understanding of the business environment|
Every year the IT Program meets with its advisory board to discuss, among other things, the appropriateness of the Program Student Learning Outcomes. It met last in April 2013 and once again validated the programs SLOs.
The Program has begun the process of seeking accreditation through the Accrediting Commission for Business Schools and Programs (ACBSP). The self-studey for the initial accreditation will be completed in 2014-15 and will provide additional evidence of industry validation based on the recognized standards of ACBSP.
All Course Level Reports (CLRs) assessment of SLOs and Program Level Reports (PLRs) of assessment use the 70% benchmark for expected level of achievement.
While all courses are assessed each year, a limited number of competencies are assessed in each class. The competencies to be assessed are decided upon by each instructor.
The full-time IT Faculty meet at the conclusion of each semester to assess one P-SLO as a program faculty. Which P-SLO is assessed is decided early in the semester through discussion at a meeting of the faculty. While generally a near-end-of-the-semester artifact is used for assessment, it is not necessary. Each semester we rotate until every three years all six P-SLOs are assessed. The instructor in charge that semester selects the artifacts to use, redacts the students' names, and creates a rubric for assessment. S/He then trains the other IT faculty in how the rubric works; faculty assess one or two artifacts and discuss their results in an effort to calibrate their assessment standards; then each faculty is left to assess the remaining artifacts, usually 6-10, on their own. Faculty discuss their results after all artifacts have been assessed, and a report is written that summarizes any conclusions and recommended next steps.
For course-level assessments, a course assessment plan (CAP) was created that identified which courses and which competencies would be assessed each semester. At the end of each semester, the faculty responsible for each class does an aggregate review of his/her students on the identified competencies and completes a spreadsheet template for the class. The completed spreadsheet is saved to a pdf file and archived on the department's Laulima website.
Program level assessment on both the programming outcome and web development outcome was favorable. Results showed our students were gaining excellent skill sets and were well on their way to becoming IT Professionals.
Counseling SLOs for use across campus were developed in 2010. Since that time, units have assessed these SLOs. Completed templates and summaries of the assessment cycle for counseling support of this program are available at the OFIE website at http://ofie.kapiolani.hawaii.edu/program-review.
In an effort to better align terminology and respond to feedback gained in previous assessment cycles, on November 21 and 22, 2013, an assessment retreat was held to revise these SLOs. The revised Counseling SLOs will be assessed in the upcoming year.
We will be moving into our renovated lab and classrooms in Spring 2014. To take full advantage of these improved physical resources, the IT Program and BLT Department as a whole, needs to both receive support from the college as well as seek outside support through appropriate grant applications and collaborative opportunities. Specifically, the IT Program is looking to improve collaborations with the STEM Program at KapCC as well as UH Systemwide initiatives and grants (e.g., PACOM collaboration, EPSCoR)