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|Honolulu Community College Executive Summary||
Honolulu Community College – 2011 Executive Summary on Program Review
Honolulu Community College passed a campus policy instituting a comprehensive and integrated planning, implementation, budgeting and assessment model utilizing the program review process (HCCP. 5.202 Review of Established Programs). The 2011 program review process was the first iteration of rolling out this new model. The College also changed the way the program review process is managed on campus. In order to achieve larger engagement with the campus constituents around program review, this new model and program review policy was communicated through departmental and town hall meetings.
The overarching goal of the program review process is to achieve a state of continuous quality improvement. In moving away from one person responsible for assessment, this process has required all appropriate faculty, staff and administrators to become heavily involved in the review process. In addition, the overall campus assessment committee has been reconstituted and will be charged with the larger task of evaluating the program reviews, providing input and feedback and disseminating the results of the program reviews to the campus community.
Overall, the College has undergone major changes and has a much stronger focus on utilizing data to determine areas of needed attention, celebration and continuous improvement. The campus passed a required placement testing and required enrollment in areas of deficiency for all new incoming students. Underway for one semester, the policy must now be reviewed and evaluated for success. Data from other colleges suggest that required placement of underprepared students into math and English has caused a considerable amount of change in student success. HonCC hopes to replicate that change through these policies focused on constant data evaluation.
A re-organization process, partial identified as a necessity through program review, is now almost completed. The data points used to evaluate the success of students enrolled reveals areas that need attention. The average persistence of first-time freshmen students from the first-year to the second-year of education at Honolulu Community College is 46%1. With respect to overall student population, in fall 2010 there were 4,725 students enrolled at the college (3,623 of whom are HCC home-based students), and 2,804 of these students returned in spring 2011. 2,463 of the HCC home-institution students re-enrolled in spring 2011 and 210 students completed their coursework in Fall 2010 and obtained degrees or certificates. Fall-to-spring persistence for HCC home-institution students was 74%, relative to the 31% for students home based at one of the other UH institutions2. Regarding the area of developmental education, using an average of the previous five fall semesters, 76% of incoming students placed into developmental math and nearly 70% into developmental reading and writing3. The issue of students entering college academically unprepared is not a unique issue to HCC but must be addressed.
As part of the Achieving the Dream initiative, the college evaluates cohort data used for measuring student success. This data reveals that the college is still having difficulty with student success in the areas of developmental writing and math as cohort completion success has not witnessed sustained improvement from the baseline measurements4. However, the data available are prior to significant changes occurring at Honolulu Community College and do not reflect the restoration of a developmental reading program to supplement developmental writing, the addition of several math and writing labs, changes to how tutoring takes places and by whom, and an overhaul of the Math and English curriculum itself. Some improvements will hopefully begin to show fruition beginning with the fall 2010 AtD cohort and more fully thereafter.
The College also participates in the Community College Survey of Student Engagement every two-years since 2006. This survey reveals that for the most recent year it was conducted (2010) that both full-time and part-time students appear to be integrated well with career counseling services, participated in community-based projects, and worked with instructors on activity other than coursework. However, based on the benchmark frequencies, there were areas in need of improvement including low usage of skill labs (writing, math, etc.) by part-time students and low usage of computer labs by full-time students5. These latter issues were addressed by the reorganization plan and changes to the delivery and content of developmental Math and English.
The College is certainly making strides in the quest to improve student outcomes through the program evaluation process. This process in only at the beginning stages and will certainly continue in the evaluations to come.
1Average of five most recent IPEDS retention rates for first-time students fall-to-fall.
2Source: ODS, IRO_BASE_UH, IRO_DEGREE_UH
3Source: Achieving the Dream General Record by cohort (students new to the institution) who took a placement exam.
4Source: Achieving the Dream reports: http://www.hawaii.edu/offices/cc/achieving_the_dream_goals.php