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

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Review Year: College: Program:

College: Windward Community College
Program: Liberal Arts

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The last comprehensive review for this program was on 2011, and can be viewed at:
www.windward.hawaii.edu/documents/academic_affairs/2012/AA_Liberal_Review

Program Description

Windward Community College Liberal Arts students are able to graduate with the Associate in Arts (AA) degree, complete subject certificates in Art: Drawing and Painting, Bio-Resources Technology, Business, Hawaiian Studies, and Psycho-Social Developmental Studies as well as continue as lifelong learners.

The Associate in Arts degree is a two-year transfer liberal arts degree consisting of at least 60 credits at the 100 and 200 levels. To earn the degree, students must complete all course work required for the program with a grade point average of at least 2.0. Graduation requirements inlcude 3 credits in oral communication; 3 credits in written communication; 6 credits in global multucultural perspectives; 3 credits in symbolic reasoning; 6 credits in the arts, humanities, and literature; 6 credits plus one lab in the natural sciences; 6 credits in the social sciences; and 27 credits in electives. Students may enhance their degree by completing an Academic Subject Certificate as part of the AA degree.

Liberal Arts students typically transfer to four-year colleges and universities to complete their baccalaureate degrees. Students taking course for this degree meet the general education requirements at the University of Hawai`i at Manoa, Hilo, and West O`ahu as well as institutions outside of the University of Hawai`i system. The general program of liberal arts courses may also fulfill the general educational interests of the students.

The AA degree student learning outcomes are identical to WCC's General Education Outcomes except for the addition of service learning as one area meeting global and cultural awareness outcome. The assessment of the first GenEd outcome, Communication, was conducted in fall 2012 with departmental and all campus dialogue completed by spring 2013. The second Gen Ed outcome, Information Literacy, was assessed in spring 2013 with campus and all campus dialogue completing in fall 2013. The third Gen Ed outcome, Critical Thinking and Creativity, is being assessed this semester with departmental and campus dialogue to be completed in spring 2014. The last Gen Ed outcome will be assessed in spring 2014 with departmental and campus dialogue to be completed in fall 2014. The second round of Gen Ed outcomes (and AA program learning outcomes) assessment will have been completed in fall 2014; course level assessment will then commence again.

 

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: LBRT     Program CIP: 24.0101

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 Number of Majors 1,810 1,813 1,715 Unhealthy
1a     Number of Majors Native Hawaiian 856 874 825
1b     Fall Full-Time 47% 45% 44%
1c     Fall Part-Time 53% 55% 56%
1d     Fall Part-Time who are Full-Time in System 5% 5% 4%
1e     Spring Full-Time 41% 39% 42%
1f     Spring Part-Time 59% 61% 58%
1g     Spring Part-Time who are Full-Time in System 6% 6% 5%
2 *Percent Change Majors from Prior Year 7.7% 0.1% -5.4%
3 SSH Program Majors in Program Classes 28,433 28,093 26,426
4 SSH Non-Majors in Program Classes 6,391 7,106 7,888
5 SSH in All Program Classes 34,824 35,199 34,314
6 FTE Enrollment in Program Classes 1,161 1,173 1,144
7 Total Number of Classes Taught 511 552 548

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
8 Average Class Size 23.2 21.8 21.6 Healthy
9 *Fill Rate 86.8% 81.9% 82.2%
10 FTE BOR Appointed Faculty 38.6 39.6 39.4
11 *Majors to FTE BOR Appointed Faculty 46.9 45.7 43.5
12 Majors to Analytic FTE Faculty 33.3 30.9 29.7
12a Analytic FTE Faculty 54.3 58.7 57.8
13 Overall Program Budget Allocation $2,839,556 $4,610,928 $3,489,693
13a General Funded Budget Allocation $2,839,556 $3,179,413 $3,213,813
13b Special/Federal Budget Allocation $0 $100,000 $173,550
13c Tuition and Fees $0 $1,331,515 $0
14 Cost per SSH $82 $131 $102
15 Number of Low-Enrolled (<10) Classes 21 38 40
*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) 70% 69% 70% Healthy
17 Withdrawals (Grade = W) 883 938 925
18 *Persistence (Fall to Spring) 70.9% 73.2% 71.1%
18a Persistence Fall to Fall     47.9%
19 Unduplicated Degrees/Certificates Awarded Prior Fiscal Year 167 171 190
19a Associate Degrees Awarded 156 157 184
19b Academic Subject Certificates Awarded 21 33 17
19c Goal 155 160 165
19d *Difference Between Unduplicated Awarded and Goal 0.6% -1.8% 11.5%
20 Transfers to UH 4-yr 106 128 137
20a Transfers with degree from program 38 49 60
20b Transfers without degree from program 68 79 77
20c Increase by 3% Annual Transfers to UH 4-yr Goal 81 84 86
20d *Difference Between Transfers and Goal 31.6% 52.3% 59.3%

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
21 Number of Distance Education Classes Taught 43 65 86

 

22 Enrollments Distance Education Classes 1,085 1,608 2,220
23 Fill Rate 90% 86% 84%
24 Successful Completion (Equivalent C or Higher) 54% 59% 58%
25 Withdrawals (Grade = W) 148 166 239
26 Persistence (Fall to Spring Not Limited to Distance Education) 47% 56% 49%

Performance Funding Program Year  
10-11 11-12 12-13
27 Number of Degrees and Certificates     184

 

28 Number of Degrees and Certificates Native Hawaiian     80
29 Number of Degrees and Certificates STEM     Not STEM
30 Number of Pell Recipients     1,168
31 Number of Transfers to UH 4-yr     137
*Data element used in health call calculation Last Updated: January 27, 2014

Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Windward's Liberal Arts program is deemed overall cautionary despite the healthy calls for both efficiency and effectiveness. The health call for demand is deemed unhealthy primarily due to a decrease in the number of liberal arts majors. Even though there was a 5.4% decrease in the number of students declaring a Liberal Arts major, the AA degree continues to be the primary goal sought by Windward students. A possible reason for the decline in demand despite the fall 2012 enrollment of 2,741 is the availability of several additional programs: the CA in Agripharmatech, the CA in Veterinary Assisting, the AS in Veterinary Technology and the AA in Hawaiian Studies. The SSH for program major classes  decreased by 6% (28,093 in 2011-2012 to 26,426 in 2012-2013); however, the SSH for non-majors in program classes increased by 11% (7,106 in 2011-2012 to 7,888 in 2012-2013).

In terms of efficiency, Windward continues to remain healthy. The class size remains relatively steady; the 21.6 average class size is due in part to the increased number of remedial/developmental reading, writing, and mathematics classes that are capped between 20-25 students and increased sections in studio art classes. Underenrolled classes have increased to 40 compared to 38 in the previous report. This number is due to a combination of lower enrolllment caps for reading, writing, and mathematics and an increase in the number of freshman cohorts which require separate CRNs for registration purposes. The fill rate remains steadily in the lower 80% (82.2% in 2012-2013).

In terms of effectiveness, Windward is deemed healthy. Windward continues to meet performance funding criteria in the number of transfers to UH, 4 years (59.3% above goal) and the number of students awarded an Associate degree (11.5% above goal). The WCC students are completing their degrees or are transfering earlier to a baccalaureate degree program as reflected in the steady increase in transfers.

Staffing

With the retirement of senior faculty and clerical staff, several vacancies were created. The vacancies in instruction will be filled within AY 2013-2014. Others are being considered for conversion to meet immediate programmatic needs.

Vacant Instructional and Academic Support Positions:

Recommendations on staffing needs were made to the Chancellor based on Planning and Budget Council (PBC) ranking, programmatic needs and enrollment data.

Curriculum Development http://windward.hawaii.edu/Documents/Committees/Curriculum/2013/CCAAC_2012-2013_Final_Report.pdf 

During the 2012-2013 AY, the curriculum committee engaged in the following:

  1. Approved 21 course modifications in Animal Sciences, Biology, Chemistry, Developmental Reading and Writing, and ICS.
  2. Added 16 new courses, including JPNS 197, an experimental course
  3. Approved 5 Program and Certificate changes
  4. Added 3 Programs and Certificates: Sustainable Agriculture CC, Natural Sciences AS. And Plan-Food Production and Technology CoC.
  5. In addition, the committee implemented the new Curriculum Policies and Procedures, continues to improve the new online course proposal database, processed all forms using the new online form, started using the online approval process, and continues to use the discussion board.

Distance Education (no report provided for 2012-2013) No report was filed from the newly formed Distance Education Committee for the AY 2012-2013 year. However, ARPD data for Liberal Arts show that in 2012-2013, there were 86 courses taught (a 32% increase from the previous year) with a fill rate of 84% and 58% completion rate. With the steady increase of online courses at Windward, the College recognized a need for the formalization of a Distance Education Committee (DEC) and submitted a Substantive Change Proposal to the AACJC in February 2011. On September 2012, the DEC was created: (http://windward.hawaii.edu/documents/governance/2012/Distance_Education_Creation.pdf On October 1, 2102, the committee was chartered. The committee is comprised of 7 regular voting members and two ex-officio non-voting members. On May 3, 2013, the DE committee sent to this office recommendations for changes in course syllabi for online courses.

2012-13 Key Goals For Academic Affairs (written by VCAA Richard Fulton, now retired) and Achievement of Goals (Interim VCAA)

Goals

Measureable Outcome

Status

NOT LIBERAL ARTS BUT INSTRUCTION GOAL

Goal 1: Complete a program proposal for AS in Natural Science

Addresses. UH System goal 4/3- WCC goals 2/6, 2/7, 4/1, 4/5, 4/8-President’s Graduation Initiative

Initiate the degree by fall, 2013; over the next four years at least 25 students will earn an AS in NS.

 

The ASNS was approved as a provisional degree by the BOR in spring 2013 and is being offered in Fall 2013.

 

 

 

NOT LIBERAL ARTS BUT INSTRUCTION GOAL

Complete CC in Sustainable Agriculture Addresses: UH System goals 4.1, 4.3, WCC goals 4.1, 4.3, 4.8; C3T goal

Program will be approved by spring 2013; program will grant 5-8 certificates annually, plus provide training for 20 non-certificate seeking students annually.

The Curriculum Committee approved the certificate during the 2012-2013 AY.

NOT LIBERAL ARTS BUT INSTRUCTION GOAL

Prepare and offer a variety of short-course and non-credit classes and workshops in agriculture

Addresses: UH System goal 4.3; WCC goal 4.3 and 4.8; C3T goal

C3T grant provides measurable outcomes for number of programs offering a recognized credential, number of students trained, and number of completers employed.

AG 171 Farm Renewable Energy Systems approved.

Complete ATP for AA in Fine Arts

Addresses: System goal 4.1 (Increase by 3% year number of degrees granted and transfer to UH) ; WCC goal 2.6, 2.7 4.1, 4.7.

ATP will be in 2013, approved Program plan in 2014, with at least three graduates/transfers by the end of spring 2014. 

Fine Arts faculty has completed first draft of ATP for the AA in Fine Arts with an entrepreneur component this month. Will be reviewed and revised for CAAC approval in spring 2014 or earlier.

Continue to facilitate the incorporation of external review in degree level student learning outcomes in concert with the IEC, Chancellor, and Faculty

Addresses: accreditation standards

At least two external review activities will take place for each degree program; faculty will be satisfied or very satisfied that outcomes are being achieved.

Ongoing assessment activities spearheaded by the IEC. The deans before submission to the PBC usually review Annual Department Reports at least once.

This fall 2013, “third party assessments are being implemented for all “programs” and department/unit reports.

Improve completion rate for DL courses

Addresses: WCC goal 2.1

The percent of successful completion will increase by at least 3% (completion rate for online classes remains at about 57% annually).

Outcome not met. Based on the 2012-2013 ARPD for AA-Liberal Arts, the completion rate was 58%, a decrease of approximately 2%.

 

Part III. Action Plan

The Liberal Arts program remains a viable degree for the majority of our Windward students even asthe number of those declaring liberal arts as a program has decreased from last year. As the campus continues to add other degree and certificate programs, the number of liberal arts majors may decline. To ensure that the liberal arts program remains healthy in efficiency and effectiveness, several intiatives such the Achieving the Dream and the Part Time Student Initiatives must be continue.

2013-2014 Key Goals

                                       Goals

                                                Measureable Outcome

Complete ATP for AA in Fine Arts
Addresses: System goal 4.1 (Increase by 3% year number of degrees granted and transfer to UH) ; WCC goal 2.6, 2.7 4.1, 4.7.

ATP will be in 2013; program approved in 2014, with at least three graduates/transfers by the end of spring 2014.

Continue to facilitate the incorporation of external review in degree level student learning outcomes in concert with the IEC, Chancellor, and Faculty
Addresses: accreditation standards

At least two external review activities will take place for each degree program; faculty will be satisfied or very satisfied that outcomes are being achieved.

Improve completion rate for DL courses
Addresses: WCC goal 2.1

The percent of successful completion will increase by at least 3% (completion rate for online classes remains at about 57% annually). The DE Advisory Committee will take the lead in establishing goals and means of achieving the goals using data collected on completion and retention rates.

Request annual data on campus wide DL course retention rates.
Addresses: WCC goal 2.1

Data will be included in the 2013-2014 Academic Affairs Annual Report for analysis

Revise Syllabi/Course Outline to reflect alignment between outcomes and tasks/assessment tools. Work with IEC.
Addresses possible accreditation issue.

Template to be completed by May 2014 and used for 2014-2015 AY.

Complete draft of Staffing Needs policy for the campus.
Addresses accreditation recommendation.

A draft will be completed by the ad hoc team in early January/February and presented to campus for discussion

Continue to increase Developmental Education retention and completion rates; continuation of 2010-2011 Goal 10
System goal: 2.3
WCC goal: 2.3. 2.5

The Interim VCAA will work with VCSA Eschenberg and members of the Chancellor's Task Force on Developmental Education to address the completion rates of students in writing and mathematics as well as other issues related to developmental education students.

Continue to support the Part-Time Students Initiative.
WCC goal: 2.3. 2.5

Increase the number of PT students receiving their degrees by 3% within the 2014-2015 AY.

Support Prior Learning Assessment activities by encouraging faculty to participate in creating PLA assessment tools.

WCC goal: 2.6

Increase the number of students receiving PLA credits from 0 to 2  within the 2014-2015AY.

Hire a faculty member to coordinate Service Learning activities at 6 credits

Hire a part-time APT A to assist in the management of the SL Office.

The faculty will be hired for the 2014-2015 year.

 

A PBC request has been submitted.

Part IV. Resource Implications

Below are the PBC budget requests submitted by the Academic Affairs Units. Not all units have submitted their requests and therefore are not included in this current report. This year, the VCAA will meet with department/unit heads to prioritize all PBC requests into two lists (personnel and equipment/supplies) for the entire academic affairs unit. To see the full Academic Affairs unit reports, go to: windward.hawaii.edu/ir/PBCouncil/2013/Units/Instruction/InstructionPBCMenu2013.html

In addition, the Academic Affairs Office will a request for a Web Information Specialist.

Language Arts

Humanities

Mathematics/Business

Natural Sciences

Social Sciences

The Library

Media and Duplication

  1. Priority 1: Upgrade Alakai Classroom Smartboards, 101,102,129,130  $32,000
  2. Priority 2: Hale Noeau Renovation AV equipment $40,060
  3. Priority 3: Hale Manaleo Renovation AV equipment $18,760
  4. Priority 4: Hale Palanakila control system upgrades (15 rooms) $62,475

1.0 FTE Web Media Specialist, 60,000/year

1.0 FTE Digital Distribution Manager, 48,000/year

The Testing Center

Computing Services, awaiting PBC Requests

Tutoring (see Language Arts, Mathematics above for requests for additional student help funds)

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
III. Communication: Use written, visual, and oral communication to discover, develop, and communicate meaning, and to respond respectfully to the ideas of others in multiple environments. Specific outcomes in Communication may include: 1. Listen to, comprehend, interpret, analyze, synthesize, and evaluate ideas. 2. Present ideas in a variety of formats, including written, oral, and visual. 3. Convey ideas and facts to a variety of audiences in various contexts.

2

Yes
IV. Information Literacy: Identify information needed in a variety of situations, and access, evaluate, and use relevant information effectively and responsibly. Specific outcomes in Information Literacy may include: 1. Determine the nature and extent of information needed in order to accomplish a goal. 2. Use appropriate resources and methods to access and acquire relevant information. 3. Critically evaluate information and its sources. 4. Organize, synthesize, and communicate information to achieve a specific purpose. 5. Apply ethical, legal, and social standards when using information and information technology.

3

No
II. Critical Thinking and Creativity: Make judgments, solve problems, and reach decisions using analytical, critical, and creative thinking skills. Specific outcomes in Critical Thinking and Creativity may include: 1. Identify challenges and problems and find solutions through creative exploration, scientific and quantitative reasoning, and other forms of inquiry. 2. Analyze complex ideas to arrive at reasoned conclusions. 3. Use creative processes to discover potential and to express ideas and beliefs.

4

No
I. Global and Cultural Awareness: Develop the ability to perceive how people interact with their cultural and natural environments, through their own worldview and through the worldviews of others, in order to analyze how individuals and groups function in local and global contexts. Specific outcomes in Global and Cultural Awareness may include 1. Analyze and empathize with the attitudes and beliefs of other cultures. 2. Identify instances where cultural norms affect crosscultural communication. 3. Explore how various factors shape a culture's development and values and ones sense of place. 4. Take an active role in the community (work, service, co-curricular activities).

A) Expected Level Achievement

The expected level of achievement for all GenEd/AA degree outcomes is 80% of all students will have met the criteria using common rubrics created by faculty committees responsible for each outcome.

B) Courses Assessed

The following courses were assessed:

GenEd/AA Outcome: Communication: AG 120, BUS 120, CHEM 161L, ENG 209, ENG 271, HIST 230WI, HIST 241WI, HIST 281WI, ICS 100, ICS 101, ICS 123, JOURN 205, JPNS 101, MATH 111, MICR 140, OCN 101, OCN 201, PHYA 151L, PSY 100, PSY 224, SP 181, THEA 222,ZOOL 141L

GenEd/AA Outcome: Information Literacy: ANSC 258, BOT 205, BOT 210, BUSN 191, ECON 130, ENG 100, ENG 209, GEOG 101L, HIST 231WI, HIST 242WI, ICS 100, ICS 101, LING 102, MGT 120, PHRM 203, PHYS 152L, REL 207, SP 151, SW 200, THEA 101, ZOOL 142L

 

C) Assessment Strategy/Instrument

Assessment strategies varied since instructors selected on signficant task or project that assessed the outcome. For communication, tasks assessed were oral presentations, media projects, poster presentations, essays, literature review, portfolios, skits/demonstrations, tests/quizzes. For information literacy, tasks assessed were projects, essays, oral presentations, and interviews.

Each instructor used a common rubric to assess the significant task. The link to the common rubrics for Communication and information Literacy is http://windward.hawaii.edu/General_Education/

The common rubric for Critical Thinking and Creativity can also be found at this site. The common rubric for assessing the last GenEd outcome, Global and Cultural Awareness is still under construction and will be used in the spring 2014.

D) Results of Program Assessment

After the assessment of each outcome, departments met and recorded the steps they would take to address the needs and issues revealed in the analysis of the results. In all campus dialogues, these steps were introduced and discussed to find common issues or strategies.

For communication, out of 583 students assessed, 526 students met the criteria; 90% of students met the communicatin outcome. The campus dialogue on communication yielded the following priorities to the Institution:

What actions could the institution take to improve student learning in Communication (GE/AA in Liberal Arts)?
1st Priority: Establish a robust Early Alert System (with help of counselors)that will help students succeed in their communication activities and assignments.

2nd Priority: Provide more incentives and information to students about campus resources and services such as the Writing Resources Center, Speech Lab, Library Services, Smarthinking, TRiO, tutoring aand peer mentors as well as student-teacher conferences.


3rd Priority: To help students succeed and meet expectations for the Communication outcome, faculty must increase guidance for students as they work on assignments. This may mean working directly with students to make sure they understand the scope of the assignment by providing detailed directions; examples of acceptable reports; sample speeches; or increased class discussions/activities, peer reviews, small learning/discussion groups..

What should the institution maintain that positively affects student learning in Communication (GE/AA in Liberal Arts)?

1st Intervention/Timeline:

Use Laulima to track student participation, absences and incompletes through instructor conferences and communicate with counselors about the challenges  (Faculty) Fall 2013


2nd Intervention/Timeline:

Every syllabus should include a list of services  (faculty responsibility)
Timeline - Fall 2013

Faculty participation in Frosh Camp along with printed materials for students to distribute there (Student Affairs/Office of Academic Affairs/Faculty)Timeline - Fall 2013

Video Marketing (Marketing, TRiO, the Library, Ka Piko) - Spring 2014

Funding increased services (Office of Academic Affairs through Departmental Reports) - now

Field Trips (Faculty, Admn) Fall 2013


3rd Intervention/Timeline:

Use either Laulima or Google Calendar to establlish a common calendar for students. (All WCC)- Fall 2013

Library support for instructional assignments such as modal assignments and use of student study rooms (Library, Faculty, Office of Academic Affairs) - Fall 2013

Laptops for students (Office of Academic Affairs Annual Report, Computer Resources, Planning and Budget Council)- Fall 2014

Inter- and Intra-faculty collaboration such as use of Social Media, peer review of assignments, and Supplemental Instruction(Grad students from University of Hawaii at Manoa and UH West Oahu, WCC peer mentors, faculty, Office of Academic Affiars,HR) Fall 2013

For Information Literacy, out of 311 students assessed, 391 students met the criteria (79% met the criteria). This outcome expected level was not met. The campus dialogue held on October 25, 2013 yielded the following priorities to the institution:

What actions could the institution take to improve student learning in Information Literacy (GE/AA in Liberal Arts)?
1st Priority:

Increase hours of service for the Writing Resource Center and Speech Lab.


2nd Priority:

Use librarians as a classroom resource. For example, creating a bibliography of resource material for a course, and teaching about plagiarism.


3rd Priority:

Initiate a High School Task Force that stimulates High School-College interfering and emphasizes Reading at all levels with involvement of parents at all levels.


4th Priority:

Professional Development

 
What should the institution maintain that positively affects student learning in Information Literacy (GE/AA in Liberal Arts)?
1st Intervention/Timeline:

Spring 2014 then on-going.


1st Priority Rationale:

Money for building lab, setting up tutoring schedule, and expanding faculty involvement.


2nd Intervention/Timeline:

Spring 2014, then on-going.


2nd Priority Rationale:

Increase library staff, buy additional library resources.


3rd Intervention/Timeline:

Fall 2014.  Form Task Force.  Use information System Whitepaper on Developmental Education to begin researching possible interventions in Spring 2014.  Work in coordination with WCC Developmental Education Task Force (or maybe have WCC component be a subset of that Task Force).


4rd Intervention/Timeline:

Spring 2014, and on-going. Hire Instructional Developer. Develop workshops with Staff Development and IEC Sub-Committee on Professional Development in Assessment.

 

E) Other Comments

Assessment results have been used to modify curriculum and materials; the priorities resulting from all-campus dialogues are referred to the Planning and Budgeting Committee (PBC) as rationales  for some PBC allocation decisions. These priorities provide possible goals and institution-wide activities to strengthen general education (and the AA degree). As in course level assessments, the results may be used to justify budget requests, curricular modifications, and policy changes.

F) Next Steps

The assessment of Critical Thinking and Creativity will be completed this semester and deparmental and all-campus discussions will take place by the end of spring 2014. In spring 2014, the last outcome Global and Cultural Awareness will be assessed. By the end of fall 2014, the second full cycle of general education (and AA degree) outcome assessments will be completed.