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

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In AY2011-2012, HawaiiCC had 26 instructional programs including Liberal Arts, all of which submit Annual Program Reviews.  Hawaii’s Adult Residential Care Home Operators (CHO) Certificate of Completion was terminated and removed from the list of programs for annual report of program data.  In addition, three remedial/developmental areas—reading, writing and math—submit Annual Program Reviews.  Instructional programs submitting 2012 Annual Reviews and their respective overall program health for three years are:

1.   Accounting (ACC) 2012-H; 2011-H; 2010-C

2.   Administration of Justice (AJ) 2012-C; 2011-C; 2010-C

3.   Agriculture (AG) 2012-C; 2011-U; 2010-C

4    Architectural Engineering & CAD Technologies (AEC) 2012-C; 2011- C; 2010-C

5.   Auto Body Repair & Painting (AEC) 2012-C; 2011-H; 2010-H

6.   Automotive Mechanics Technology (AMT) 2012-C; 2011- C; 2010-C

7.   Business Technology (BTEC) 2012-H; 2011-H; 2010-C

8.   Carpentry (CARP) 2012-C; 2011- C; 2010-C

9.   Culinary Arts (CULN) 2012-H; 2011-H; 2010-H

10.Diesel Mechanics (DISL) 2012-C; 2011-C; 2010-C

11.Digital Media Arts (DMA) 2012-C; 2011-C; 2010-C

12.Early Childhood Education (ECED) 2012-U; 2011-C; 2010-C

13.Electrical Installation & Maintenance Technology (EIMT) 2012-C; 2011-C; 2010-C

14.Electronics Technology (ET) 2012-U; 2011-C; 2010-C

15.Fire Science (FS) 2012-C; 2011-C; 2010-C

16.Hawai‘i Life Styles (HLS) 2012-H; 2011-C; 2010-C

17.Hospitality and Tourism (HOST) 2012-C; 2011-C; 2010-U

18.Human Services (HSER) 2012-C; 2011-C; 2010-H

19.Information Technology (IT) 2012-C; 2011-C; 2010-C

20.Liberal Arts (LBRT) 2012-H; 2011-H; 2010-H

21.Machine, Welding & Industrial Mechanics Technologies (MWIM) 2012-C; 2011-C; 2010-C

22.Marketing (MKT) 2012-H; 2011-C; 2010-C

23.Nursing, Associate in Science Degree (NURS) 2012-C; 2011-C; 2010-C

24.Nursing, Practical (PRCN) 2012-H; 2011-H; 2010-H

25.Substance Abuse Counseling (SUBS) 2012-C; 2011-H; 2010-C

26.Tropical Forest Ecosystem & Agroforestry Management (TEAM) 2012-U; 2011-C; 2010-C

27.Remedial/Developmental: Math 2012-C

28.Remedial/Developmental: Reading 2012-U

29.Remedial/Developmental: Writing 2012-C

Of the 26 instructional programs, seven (7) were deemed Overhall Healthy, sixteen (16) Cautionary, and three (3) Unhealthy.  For comparison, in AY2010-2011, seven (7) were deemed Healthy, eighteen (18) Cautionary, and two (2) Unhealthy.  ACC, BTEC, CULN, LBRT, PRCN were Overall Healthy consecutively for two years with HLS and MKT adding to make it seven. Three programs—CULN, LBRT, and MKT—were Healthy in all areas.  ECED, ET, and TEAM were programs deemed Overall Unhealthy but non were Unhealthy in all three areas.    

Demand Indicators

The Demand Indicator is the most problematic with 14 programs scoring Unhealthy in this area.  For the Career Technical Education (CTE) programs, the numbers of New & Replacement Positions is used in the formula and the numbers are too low compared to the numbers of majors in the programs creating an unhealthy ratio.  The AG and HSER are the only two with more positions than majors; but nevertheless the ratio for Agriculture is Unhealthy and Human Services is Cautionary.  It is difficult to get the benchmark ratio of 1.5-4.0 majors per jobs.  In addition having only one Classification of Instructional Programs (CIP) code per major is limiting as it may not reflect all the jobs that the program prepares students for as well as it may include jobs programs don’t prepare students for.  Eight (8) programs were deemed Healthy.

Efficiency Indicators

Seventeen (17) programs were Healthy in the area of Efficiency.  All but one, MWIM, had Healthy Fill Rates.  MWIM continues to struggle with enrollment partly due to the way the curriculum is designed which the program is looking to redesign.  AJ, DMA, FS had Healthy Fill Rates but was Unhealthy in the area of Majors to FTE BOR Appointed Faculty.  AJ has 140 majors and only 1 FTE BOR Appointed Faculty.  Lecturers, specialized in content areas, are hired to fill the gaps.  DMA has two BOR Appointed Faculty assigned to the program, however they are both assigned to ART under the Liberal Arts program and teach both DMA and ART classes.  FS has 103 majors and only 1 FTE BOR Appointed Faculty.  FS will be applying for permanent program status (from provisional) in spring 2013. 

Four (4) programs were Unhealthy in the area of Fill Rate.  IT has 35 majors and continues to struggle with class enrollment.  The program regularly meets with its Advisory Council, updates courses on a continuous bases and regularly adds or modify courses to keep up with the rapidly advancing IT field.  Although the graduates succeed in the workforce, the numbers are few, and the low enrollment in the classes continues to be of concern and problematic.  ET was without a BOR Appointed Faculty since 2010 and until Spring 2012 when a faculty had been appointed.  The program was placed on Temporary Stop Out for AY2011-2012, not accepting new students into the program.  The curriculum is being assessed and the program has an action plan to grow the program.   SUBS’s Fill Rate of 45% decreased substantially compared to the previous two years – 77% for 2010 and 71% for 2011.  The program also experienced a decrease in majors from 27 in 2011 to 20 in 2012.  This program is trying to survive without a BOR Appointed Faculty and may have come to a head with the decrease in many of its indicators.  An Education Specialist was hired to assist with academic advising and student support for program majors for both the AJ and SUBS programs.  The program is looking into developing new curriculum to attract new majors and enhance the program.  TEAM continues to struggle with its Fill Rate.  Faculty are looking into creative ways to build the program.  With the creation of the TEAM program in 2002 came a BOR Appointed faculty.  However, the faculty was classified under Science in the Liberal Arts program, thus the Majors to FTE BOR Appointed Faculty indicator is also Unhealthy for this program.

Effectiveness Indicators

In the area of Effectiveness, seven (7) programs were Healthy, sixteen (16) Cautionary, and three (3) Unhealthy.  The New & Replacement Positions are also used in one of the formulas to determine Effectiveness and is the reason for many of the programs to be deemed Cautionary or Unhealthy.   A benchmark ratio of .75 to 1.5 Unduplicated Degrees & Certificates Awarded to New & Replacement Positions, needs to be maintained to earn a Healthy score in this area and four (4) programs managed to score within that range.  Five (5) programs scored Unhealthy meaning the ratio was less than .25 or greater than 3.0. 

In the area of Persistence, Eight (8) programs were Healthy, fourteen (14) Cautionary, and four (4) Unhealthy.  ECED’s Persistence Rate decreased from 77% to 55%.  ECED’s Majors to FTE BOR Appointed Faculty indicator was also Unhealthy which could be a reason for the low persistence rate.  Another factor could be that there were five (5) from the program that transferred without credential from the program.  HSER’s Persistence Rate decreased from 56% to 44%.  This may have been caused by the program faculty being on leave for part of the time.  HSER had three (3) students transfer without credential from program.  NURS’s Persistence Rate decreased from 77% to 59%.  This may not reflect only those students admitted in the NURS program but also those students who are taking prerequisite courses who may never be admitted to the program.  The Unhealthy Effectiveness indicator also reflects the difficulty of the nursing program as well as the complexity of the students’ lives.  Seventeen (17) students transferred without credential from program. 

The benchmark ratio of greater than 20% Unduplicated Degrees & Certificates Awarded to Number of Majors, needs to be maintained to earn a Healthy score in this area and twelve (12) programs hit that mark.   Eight (8) programs were Unhealthy with ratios of less than 15%.   Hopefully with intrusive advising, indicators in the Effectiveness area will improve.    

Transfers to UH 4-Year

A total of 210 students transferred to a UH 4-Year institution.  Out of the 210, 74 transferred with credential and 136 transferred without credential from a program.  As expected the most transfers was from LBRT with 113 transferring, 43 with and 70 without degrees.  All six (6) Associate in Science (AS) degrees had transfers totaling 48; 18 with and 30 without credentials from a program.  Out of the remaining 19 terminal degree programs, 13 programs had students who transferred totaling 49 students; 13 with and 36 without credentials from a program.  

Distance Education:  Completely On-line Classes (DCO)

Ten (10) programs offer DCO totaling 137 DE classes taught.  3275 students (duplicated) enrolled in DE classes with Fill Rates ranging from 100% to 43%.  There were 252 withdrawals (7.69%) with Successful Completion ranging from 95% to 53%.  Interestingly, two programs, ACC and BTEC, which both were deemed Overall Healthy had the lowest Successful Completion rates of 53% and 59% respectively.

Perkins IV Core Indicators 2010-2011

The programs did not perform well in meeting the Perkins Indicators.  DMA was the only program that met four of the indicators with 5P1 and 5P2 not applicable to the program.  AG, NURS, and PRCN met five out of the six indicators with AG not meeting 4P1 and NURS and PRCN, 5P1.  HLS met only one out of the six indicators, 1P1.  HLS was also the only program that did not meet 3P1.  

Remedial/Developmental (R/D)

Remedial/Developmental Math (R/D Math)

The Overall Program Health for R/D Math is Cautionary.  The Demand Indicators all decreased except for Full Time Students (Fall) Enrolled which increased by three (3) students to 787.  The AtD Fall 2010 Cohort data was almost identical to 2009, the only differences being the AtD Cohort Placing R/D increased by 1% to 77% and the Cohort Enrolling R/D increased by 65 to 408.  There was no increase in the Percent Enrolling which deemed the Demand Health Call to be Unhealthy.  With all indicators decreasing, it is unrealistic to increase by 3% the AtD Cohort enrolled in R/D level who placed into R/D.

The Fill Rate of 97% is Healthy.  It is uncertain how the Student/Faculty ratio is calculated.  However, Overall Efficiency Health Call is Healthy.  The R/D Math noted percentage of classes taught by full-time faculty (37%) versus non regular discipline faculty (63%) as a weakness.

Persistence (Fall to Spring) of 67% from 1 Level Below College Level, to College Level is Cautionary.  Success in Subsequent Course of 100% College Level from 1 Level Below is Healthy.  Overall Effectiveness Health Call is Cautionary.  Approximately 10% of students in 1 and 2 Levels Below College Level withdrew from the course compared to 5.36% from 3 or More Levels Below College Level.

Remedial/Developmental Reading

The Overall Program Health for R/D Reading is Unhealthy.  The Demand Indicators all decreased except for Semester Hours Taught which remained the same at 114 and Number of Classes Taught which remained the same at 38.  The AtD Fall 2010 Cohort data in comparison to 2009 all increased except for Percent Cohort Enrolling R/D which decreased by 2% to 70%.  This decrease deemed the Demand Health Call Unhealthy.

The Fill Rate of 93% is Healthy.  It is uncertain how the Student/Faculty ratio is calculated.  However, Overall Efficiency Health Call is Cautionary so it is assumed Student/Faculty ratio is either Cautionary or Unhealthy.  Percentage of classes taught by full-time faculty is 21% versus non regular discipline faculty is 79%.

Persistence (Fall to Spring) of 22% from 1 Level Below College Level, to College Level is Unhealthy.  Success in Subsequent Course of 79% College Level from 1 Level Below is Cautionary.  Overall Effectiveness Health Call is Unhealthy.  Although Retention (Course Completion) is 90+% for all levels, Successful Completion (Equivalent C or Higher) doesn’t reflect those same percentages and in fact is considerably lower at 56% 1 Level Below, 54% 2 Levels Below, 41% 3 Levels Below.  Withdrawal rates are 8%, 4%, 22% respectively.

Remedial/Developmental Writing

The Overall Program Health for R/D Writing is Cautionary.  The Demand Indicators all increased except for Full Time Students (Spring) Enrolled which decreased by 24 to 198.  The AtD Fall 2010 Cohort data in comparison to 2009 all increased including Percent Cohort Enrolling R/D which increased by 3% to 52%.  This increase deemed the Demand Health Call Healthy.

The Fill Rate of 97% is Healthy.  It is uncertain how the Student/Faculty ratio is calculated.  However, Overall Efficiency Health Call is Cautionary so it is assumed Student/Faculty ratio is either Cautionary or Unhealthy.  Percentage of classes taught by full-time faculty is 24% versus non regular discipline faculty is 76%.

Persistence (Fall to Spring) of 52% from 1 Level Below College Level, to College Level is Cautionary.  Success in Subsequent Course of 76% College Level from 1 Level Below is Cautionary.  Overall Effectiveness Health Call is Cautionary.  Although Retention (Course Completion) is 90+% for all levels, Successful Completion (Equivalent C or Higher) doesn’t reflect those same percentages and in fact is considerably lower at 50% 1 Level Below, 55% 2 Level Below, and 56% 3 Level Below.  Withdrawal rates are 12%, 6%, 10% respectively.