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

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Kauai Community College Executive Summary Printer Friendly
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Kaua`i Community College

2011 Program Review

Executive Summary

Eleven instructional and three remedial/developmental programs participated in the annual program review process at Kaua’i Community College.  Of the 11 instructional programs, six are rated healthy and five are rated cautionary.  No programs were rated unhealthy.

Instructional Programs

Accounting

The health of the accounting program remains cautionary.  This is due to the high number of majors declared in accounting (74) and the low number of jobs available in the county (12) leading to an unhealthy demand indicator.

Auto Body Repair and Painting

The health of the ABRP program remains cautionary.  The fill rate decreased considerably from last year to this year 86% to 45%. However the 45% was consistent with two years ago.  There are very few job listed in the county for this major. However, our students do report getting jobs despite the county job statistics.

Automotive Mechanics Technology

The AMT program improved from cautionary to healthy this year due to improvements in both demand and effectiveness.  Demand improve due to more county jobs listed, although we feel many more available jobs are never listed but filled by word of mouth.  Increased degrees and certificates improve the effectiveness numbers.

Business Technology

Business Technology continues to be healthy.  The most notable weakness in the program is the persistence rate which hovered around two-thirds the previous two years ratings, but dropped to 59% in this reporting year.

Culinary Arts

Culinary Arts continues to be the most healthy program on our campus with all indicators measured healthy.  The large number of resorts and hotel restaurants on the island keep this program strong. We are blessed to have outstanding faculty teaching and managing this program!

Early Childhood Education

Despite being without full-time faculty and a director for this program for 12 months, the program improved from unhealthy to cautionary due to improvements in efficiency and effectiveness indicators (healthy and cautionary, respectively.)  The demand indicator remains unhealthy, but we still feel this is indicative of not capturing all of the jobs, outside of ECE teaching, our graduates seem to land.  Regardless, enrollment and persistence are too low in this program.  We hope the hiring of a new director will improve these data.

Electronics Technology

The electronics technology program dropped to cautionary this year as the demand indicator slipped to unhealthy.  The number of available jobs is the county is very erratic from year-to-year and in this period it was considerably lower than the previous year.

Facilities Engineering

The FENG program improved to healthy this period as the demand and effectiveness indicators joined efficiency at being healthy.  Improved persistence and increased numbers of county and state jobs are responsible for the improvements.

Hospitality and Tourism

This program remains cautionary.  The demand indicator improved with increased job availability but persistence decreased, possibly an indication that students left to take jobs.

Liberal Arts

The liberal arts program remains healthy in all areas, as it should since most of our students are liberal arts majors.

Nursing

Nursing improved to healthy this period.  While the number of majors remains constant (due to program cap) the number of jobs available statewide and countywide improved, increasing the demand indicator to healthy.

Remedial and Developmental Math, Reading, and Writing

The average size of the remedial and developmental (RD) courses in math is about 20 while the reading and writing courses are at 14.  The fill rate for math and writing are healthy at 89% and 75% respectively, while reading lags behind at 57% which is considered unhealthy by the instructional benchmarks.  Retention for all levels below college level is at an average of 93% for the three disciplines which is healthy but the success rates vary.  In math, the average success rate for the two levels is 56% excluding the new math 21 which had a success rate of 79%.  The average success rate in writing is 63% and reading success is low at an average of 50%.  The colleges mark the cut off for defining gatekeeper courses at 70% success rate so the current success rates for RD are low.  The reading courses in particular have suffered from low enrollment and low success.  The IS 103 course was approved by the faculty senate as a requirement for all students placing into two RD courses; this larger scale effort along with an accelerated learning project will be implemented as retention and success strategies to support underprepared students.