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

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Review Year: College: Program:

College: Leeward Community College
Program: Teaching

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The last comprehensive review for this program was on 2012, and can be viewed at:
http://www.hawaii.edu/offices/cc/arpd/index.php

Program Description

AAT Vision

The Associate in Arts in Teaching (AAT) Program seeks to improve equity and access to teacher education for underrepresented groups and non-traditional students.  The program seeks to address the critical teacher shortage in the state of Hawaii by providing quality pre-service teachers who are locally educated and culturally sensitive to schools in their own communities.

 AAT Mission (Represented by Program Outcomes)

The mission of the AAT Program is:

Access (Open Access:  help all students attain their goals)

Learning and Teaching (Integrity: nurture and inspire with a high quality program)

Workforce and Personal Development (Diversity/Respect: responsible global citizens)

Community Development (Community: work together )

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: TCH     Program CIP: 13.1299

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 Number of Majors 356 377 387 Cautionary
1a     Number of Majors Native Hawaiian 119 129 117
1b     Fall Full-Time 57% 54% 50%
1c     Fall Part-Time 43% 46% 50%
1d     Fall Part-Time who are Full-Time in System 1% 3% 3%
1e     Spring Full-Time 50% 51% 52%
1f     Spring Part-Time 50% 49% 48%
1g     Spring Part-Time who are Full-Time in System 3% 1% 3%
2 *Percent Change Majors from Prior Year -0.5% 6% 2.5%
3 SSH Program Majors in Program Classes 1,546 1,785 1,848
4 SSH Non-Majors in Program Classes 868 1,036 924
5 SSH in All Program Classes 2,414 2,821 2,772
6 FTE Enrollment in Program Classes 80 94 92
7 Total Number of Classes Taught 38 42 44

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
8 Average Class Size 22.4 23.6 22.3 Cautionary
9 *Fill Rate 95.5% 96.4% 95.3%
10 FTE BOR Appointed Faculty 4 4 4
11 *Majors to FTE BOR Appointed Faculty 88.8 94.2 96.6
12 Majors to Analytic FTE Faculty 90.6 87.8 88.4
12a Analytic FTE Faculty 3.9 4.3 4.4
13 Overall Program Budget Allocation $407,790 $379,132 $368,987
13a General Funded Budget Allocation $379,789 $351,055 $368,987
13b Special/Federal Budget Allocation $0 $28,077 $0
13c Tuition and Fees $0 $0 $0
14 Cost per SSH $169 $134 $133
15 Number of Low-Enrolled (<10) Classes 2 1 4
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
16 Successful Completion (Equivalent C or Higher) 78% 75% 75% Healthy
17 Withdrawals (Grade = W) 27 50 44
18 *Persistence (Fall to Spring) 77.2% 76.7% 72.1%
18a Persistence Fall to Fall     48.7%
19 Unduplicated Degrees/Certificates Awarded Prior Fiscal Year 51 55 59
19a Associate Degrees Awarded 51 55 59
19b Academic Subject Certificates Awarded 0 0 0
19c Goal 29 30 31
19d *Difference Between Unduplicated Awarded and Goal 75.8% 83.3% 90.3%
20 Transfers to UH 4-yr 27 27 27
20a Transfers with degree from program 17 13 18
20b Transfers without degree from program 10 14 9
20c Increase by 3% Annual Transfers to UH 4-yr Goal 8 8 8
20d *Difference Between Transfers and Goal 271.4% 237.5% 237.5%

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
21 Number of Distance Education Classes Taught 18 20 22

 

22 Enrollments Distance Education Classes 490 540 529
23 Fill Rate 100% 95% 97%
24 Successful Completion (Equivalent C or Higher) 75% 72% 72%
25 Withdrawals (Grade = W) 22 31 34
26 Persistence (Fall to Spring Not Limited to Distance Education) 69% 71% 78%

Performance Funding Program Year  
10-11 11-12 12-13
27 Number of Degrees and Certificates     59

 

28 Number of Degrees and Certificates Native Hawaiian     12
29 Number of Degrees and Certificates STEM     Not STEM
30 Number of Pell Recipients     192
31 Number of Transfers to UH 4-yr     27
*Data element used in health call calculation Last Updated: January 27, 2014

Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Overall Program Health:  Cautionary

Demand:  Cautionary

The AAT program is unique because it is housed in a Liberal Arts Division and so classified as a General Pre-Professional program (GPP), but it actually functions like a Career Technical Education (CTE) program:  students are prepared for employment directly upon graduation as para-educators, a category which  includes educational assistants, part-time teachers, and paraprofessional tutors.

Nevertheless, AAT is being evaluated like a GPP program, whose sole demand indicator is a 3% annual growth rate.  That criterion resulted in AAT being judged “Unhealthy” in AY 2010-2011 when the number of majors decreased by 2 (from 358 to 356).  And for the current period, because the number of majors has increased by 2.5% (instead of 3%), program Demand has been deemed “Cautionary.”  Yet the program has grown 1,595% since 2006.

The Demand Indicator for CTE programs, based on a ratio of the number of majors to number of jobs available, would have resulted in a “Healthy” rating.

In short, the program has experienced consistently high demand for multiple years, the numbers of majors rising from 356 (2010-2011) to 377 (2011-2012) and to 387 majors (2012-2013)—almost 9% over three years.  AAT has outperformed initial expectations in terms of numbers of majors, student semester hours, and enrollments in classes.

While the overall number of SSHs taken in all Program classes declined about 1.7%--from 2,821 to 2,772--the number of SSHs taken by program majors in program classes rose by 3.5% from 1,785 to 1,848.  SSHs taken by non-majors in program classes declined 10.8% from 1,036 to 924.  .

 

We anticipate continued growth for several reasons:

Efficiency:  Cautionary

Efficiency has been rated “Cautionary.”  The fill rate is a “Healthy” 95.3%, but the ratio of majors to BOR appointed faculty remains unhealthily high at 88.4/1.  But the high major to faculty ratio is offset by two factors:

In a sense, AAT is very efficient.  The program is handling a rapidly growing body of majors with a relatively small number of full-time faculty and a very small number of part-time and adjunct faculty.

Effectiveness:  Healthy

The AAT program has a “Healthy” effectiveness rating for the following reasons:

The strength of the Associate in Arts in Teaching program is the full service support that students experience.  Our faculty members are very accessible and willing to provide additional tutoring when needed.  The full-time counselor dedicated to our program has effectively promoted recruitment and provided support, advising and counseling for students, as well as helping them transfer to the university.  With student enrollment growing more than tenfold, from 24 in fall 2006 to 387 in this reporting period, it is becoming more difficult to provide the one-on-one counseling that is required to ensure retention of our target population, underrepresented groups, native Hawaiian/part Hawaiian, Filipino and non-traditional students.  Data from SARS, a computerized scheduling system, showed that in one academic year, the AAT counselor had over  2,500 contacts with more than 970 students.  The AAT team will continue to seek ways to support our students and ensure successful completion of the program.

 

Distance Education:

The data for Distance Education shows a large demand for online courses.  The enrollment continues to be strong with the fill rate remaining high at 97% this reporting period.   Successful completion also remains high at 72%.  The persistence rate has risen from 71% to 78%, with all core courses and five of our elective courses available each semester via distance learning.  To ensure successful completion of online coursework and content delivery, a redesign of the online education courses has been completed and implemented.  In addition, the support of Peer Mentors has had a positive impact on the persistence rate--currently 78%.

Part III. Action Plan

Providing Access, Recruitment and Retention Strategies:

Providing Access:  Beginning in Fall of 2009, the AAT program was made available to students state-wide through distance learning.  All five core education courses and five education electives are offered via Laulima (the online distance education server).  Students on Oahu and neighbor islands can complete the AAT degree and be ready for employment as highly-qualified para-educators or transfer to a College of Education at the University level.  AAT faculty have worked in cooperation with the Educational Media and Technology Center to redesign education courses so that they are consistently formatted for online delivery and, complemented with video streaming of demonstration lessons and lectures to make the written word come alive for students.  Instructors using Camtasia have prepared a welcome to engage the online student.  The Educational Media Center has prepared an orientation to the tools in Laulima.

Students can attain SATEP Alternative Certification (described in Demand) via two tracks.  Track I requires candidates entering with a bachelor's degree to complete 11 credits of coursework (including a full year of Practicum in the field).  They will be eligible for a standard license in a CTE field.  Track II requires candidates entering with a minimum of an Associate degree and 3 years of industry experience to l complete 17 credits of coursework.  They will  be recommended for a restricted license in a CTE field with the Hawaii Teacher Standards Board.  All the instruction for either track will be delivered online to accommodate candidates who are working and candidates on neighbor islands.

Action Plan:

 

Recruitment:  The AAT counselor and instructors conduct an informational session each semester to recruit new students to the program.  Through campus advertising, the Leeward CC website, communication with local high schools and an article in the local newspaper, potential students are informed about degree requirements, available support, and options for next steps on their career paths.  We believe that these venues have made a very positive impact on recruitment for the AAT degree program.

Action Plan:

 

Retention:  The Leeward Community College Strategic Plan, the Achieving the Dream goals, and the Leeward Student Success Initiative make improving success rates, particularly the graduation and transfer rates of Native Hawaiian students, high priorities.  We believe that retention and persistence of AAT students will be of the utmost importance.  The AAT student population has a high concentration of Native Hawaiians from economically depressed areas.  They face obstacles to success in higher education.  The support and guidance our students receive from the AAT instructors, AAT Coordinator, AAT Counselor and the peer mentors have been critical for success.  The successful completion rate remains strong at 72%.  The safety nets with the Teaching Learning Connection, the redesigned distance education courses  and peer mentoring  have  been key factors in student success.

The persistence rate has remained consistently Healthy at 78%.  However, the AAT team recognizes that as our student population grows, our target groups of Native Hawaiian/part Hawaiian/Filipino, non-traditional students and the accelerated 18 month AAT cohort students must receive more support to ensure they persist and complete the program.

Action Plan:

Part IV. Resource Implications

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
The successful candidate will be collaborative: able to analyze, collaborate in and value learning communities to ensure learner growth and evaluate his/her own effectiveness.

2

Yes
The successful candidate will be student-oriented: able to analyze, implement, and value developmentally appropriate instructional and assessment strategies and positive learning environments to ensure growth for all learners and evaluate his/her own effectiveness.

3

Yes
The successful candidate will be relevant: able to analyze, design, implement, assess, and value standards-based lesson plans that are contextually, culturally, and technologically relevant to reach all learners and evaluate his/her own effectiveness.

4

Yes
The successful candidate will be effective: able to reflect on, demonstrate, and use as a model his/her own professional development to ensure growth for all learners and evaluate his/her own effectiveness.

A) Expected Level Achievement

70% of the students in the AAT program need to reach developing proficiency on all signature assignments.

ME = Meets with Excellence  90%

MP = Meets Proficiency  80%

DP = Developing Proficiency 70%

Below Proficiency = under 70%

B) Courses Assessed

The following courses have been assessed for CLOs:

ED 100, ED 279, ED 284, ED 285, ED 289, ED 290, ED 291, ED 294, ED 296, ED 295

C) Assessment Strategy/Instrument

The signature assignments all require open response assessment strategies, thus, rubrics were used in all courses.

D) Results of Program Assessment

No content.

E) Other Comments

This process of assessment enables us to be ready to submit information to TK20.

F) Next Steps

Designate an assessment day for the entire AAT faculty to focus on completing the process of course assessment. This day will be held each fall.