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

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Kapiolani Community College Executive Summary Printer Friendly
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Executive Summary

2012-2013 Annual Review of Program Data

Instructional Programs

Kapi‘olani Community College

Submitted by

Leon Richards, Chancellor

Twenty-five Kapi‘olani CC instructional programs completed reports on annual review of program data.  Of the 25 instructional programs, 20 are career and technical education programs, two are general/pre-professional (AA in Liberal Arts and AS in Natural Science), and three are remedial/developmental programs, housed in Kahikoluamea. The remedial/developmental programs, because they do not offer degrees or certificates, are not measured by the same health indicators as the other instructional programs. The Associate in Arts in Hawaiian Studies completed an Annual Report of Program data but health calls were not determined as this is the first year of review for the program. Thus, percentages below are based on a total of 25 instructional programs.

The overall health status of the College’s instructional programs has improved over the last year.  None of the programs has been deemed “unhealthy” in 2012-2013, compared to one “unhealthy” program in 2011-2012. The percentage of “healthy” programs has increased from 32 percent in 2011-2012 to 52 percent in 2012-2013, with a concomitant decrease in the percentage of “cautionary” programs from 64 percent in 2011-2012 to 48% in 2012-2013. With respect to program effectiveness, eight programs (32%) improved both their fall-to-spring persistence and number of degrees/certificates awarded. All but six programs (24%) improved the number of degrees/certificates. All but six programs (24%) improved the fall-to-spring persistence rate. One program, Exercise and Sport Science was the only program to decline in both persistence and number of degrees/certificates awarded. It has been stopped out, effective Fall 2013.

In 2012-2013, 13 programs have been deemed “healthy” overall: Accounting, Culinary Arts, Hospitality & Tourism Medical Assisting, Medical Laboratory Technician, Natural Science, New Media Arts, Nursing: Practical Nursing, Paralegal, Physical Therapist Assistant, Radiologic Technician, Respiratory Therapy, and Developmental Education: Writing. Of these 13 programs, six were also “healthy” in 2011-2012: Culinary Arts, Medical Assisting, Medical Laboratory Technician, New Media Arts, Nursing: Practical Nursing and Physical Therapist Assistant. The other seven programs have improved their status since the previous ARPD.

For the first time, the ARPDs are also reporting fall-to-fall persistence. While no trend data are available, a number of programs will merit s closer look at the declines in persistence rates from the Spring to Fall semester.

Other major developments that result from ARPD analysis include the desire for externally validated standards and increased partnerships with baccalaureate -granting institutions.  Three programs that are not currently accredited through professional accrediting bodies are taking steps to seek accreditation:  Accounting and Marketing (ACBSP, Accreditation Council for Business Schools and Programs) and Mobile Intensive Care Technician (CAAHEP, Commission on Accreditation of Allied Health Education Programs).  MICT has completed its first self study and the Business programs are beginning the process in Spring 2014. Transfer to a four-year degree is no longer restricted to students earning Liberal Arts or Natural Science degrees.  Increasingly the Career and Technical Education programs have established or are creating degree pathway partnerships: to the University of Hawai‘i at MA´┐Żnoa (Medical Lab Technician, Dental Assisting) and to the University of Hawai‘i West O‘ahu (Hospitality and Tourism, Information Technology, Accounting, Culinary Arts, Mobile Intensive Care Technician, Respiratory Therapy and Paralegal).

The instructional programs all completed comprehensive program reviews in Spring 2013, in accordance with the College’s revised comprehensive program review policy and guidelines. Programs looked back at the previous three years of data and analysis from ARPDs, and based on this analysis as well as an analysis of external factors, programs projected forward for the next three years. The action plans in these ARPDs reflect the first steps in the longer-term three-year projections based on the Comprehensive Program Reviews.

The challenge for the College will be to meet the demands for resources reflected in the ARPDS. Programs that are technology-intensive need continuous upgrading to maintain currency with the industries they serve. The health programs, in particular, require expensive equipment. Similarly, the need for qualified faculty to reduce the dependency on lecturers is highlighted in a number of ARPD action plans. With limited opportunities for new appropriated faculty positions, the College will need to consider reallocating existing vacancies to support program growth areas and foundational areas such as English and math.

The results and analyses submitted in the “P-SLO” section of the ARPDs indicate that program faculty are improving their understanding of outcomes assessment. Nevertheless, it is also evident that continued coaching and streamlining the reporting and archiving process will contribute to richer assessment strategies and more useful results. The College will continue to support faculty in these endeavors.