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

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Review Year: College: Program:

College: Kapiolani Community College
Program: Remedial/Developmental Reading

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The last comprehensive review for this program was on NA (annual only).

Program Description

Program Description:

Kahikoluamea is a dynamic program that provides leadership in sustaining a model of purposeful and intentional learning pathways for students beginning college at the developmental levels in reading, writing and math.  Rooted in Hawaiian values, the program's faculty and support learning staff collaboratively provide unique learning experiences and opportunities to increase student learning, engagement and success,  preparing students to enter college level courses and their degree pathways. Persistence in college continues to be an immediate goal for Kahikoluamea with its deliberate focus on first-year advising, transitional services, career development, and high-impact curricular strategies and innovations that accelerate learning and achievement. Upon timely completion of Kahikoluamea courses, the long term academic goal is for students to identify personal goals and values that result in informed career and academic choices, move forward toward degree completion, and contribute to the broader community upon  graduation or transfer. This program includes a 3-credit reading course, Eng 21, Introduction to College Reading Skills. 

Mission Statement 

Kahikoluamea means the lashing together of three canoes for stability and strength. The Kahikoluamea Department, rooted in Hawaiian values, integrates First Year Experience, Malama Hawai‘i, and foundational academic skills delivered in English (reading and writing) and in mathematics courses preparatory for college level work. Our mission is to engage, invigorate, enlighten, and retain entering students, encouraging them to identify and acknowledge their personal strengths, values, and interests; develop their life goals, and persevere in their educational pathway.  We do this through classroom experiences, scholarship, and co-curricular services which provide a cohesive system of support through counseling, career planning, innovative pedagogies and models, co-curricular activities, and learning support services. 

 

 

Part I. Quantitative Indicators

Overall Program Health: Cautionary
Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 Enrolled in any Remedial/Developmental 276 243 214 Unhealthy
2 Semester Hours Taught 45 42 36
3 * Student Semester Hours (SSH) Taught 861 819 672
4 Full Time Students (Fall) Enrolled 77 57 44
5 Full Time Students (Spring) Enrolled 29 26 16
6 Number of Classes Taught 15 14 12
Achieving the Dream AtD Fall Cohort
2008 2009 2010
7 Percent AtD Cohort with Placement 70% 72% 72%
8 AtD Cohort Placing Remdial/Developmental 27% 28% 28%
9 Cohort Enrolling Remedial/Developmental 117 136 134
9a Percent Cohort Enrolling Remedial/Developmental 30% 27% 27%
10 * Increase Percent Enrolling 5% -3% 0%

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
11 Average Class Size 19.1 19.5 18.7 Healthy
12 * Fill Rate 93% 96% 84%
13 Number of Low-Enrolled (<10) Classes 0 0 2
14 * BOR Appointed Faculty (FTE) 1.5 1.2 1.2
15 Non-BOR Appointed Faculty Teaching Classes 0 1 0
16 Percentage Classes Taught by Regular Discipline Faculty 100% 86% 100%
17 Percentage Classes Taught by non Regular Discipline Faculty 0% 14% 0%
18 Program Budget Allocation $175,034 $170,749 $170,749
18b Tution and Fees $0 $0 $0
19 Cost per SSH $203 $208 $254

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
Retention (Course Completion) Unhealthy
20 1 Level Below College Level 91% 91% 94%
21 2 Levels Below College Level N/A N/A N/A
22 3 or More Levels Below College Level N/A N/A N/A
Successful completion (Equivalent C or Higher)
23 1 Level Below College Level 53% 48% 70%
23a 1 Level Below College Level 153 130 156
24 Withdrawals (Grade = W) 26 25 13
25 2 Levels Below College Level N/A N/A N/A
25a 2 Levels Below College Level 0 N/A N/A
26 Withdrawals (Grade = W) N/A N/A N/A
27 3 or More Levels Below College Level N/A N/A N/A
27a 3 or More Levels Below College Level 0 N/A N/A
28 Withdrawals (Grade = W) N/A N/A N/A

Achieving the Dream AtD Fall Cohort  
2008 2009 2010
29 Cohort Enrolled in Remedial Developmental Course 117 136 134  
30 Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year 84 87 72
31 Percent Cohort Successful Completion 72% 64% 54%
Remedial/Developmental Pipeline
32 AtD Cohort Size 1,375 1,738 1,766
33 Percent AtD Students Placing Into Remedial/ Developmental Level 27% 28% 28%
34 Percent AtD Cohort Enrolled in Remedial/ Developmental Course 9% 8% 8%
35 Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year 22% 18% 15%
36 Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year 12% 17% 16%

Successful Next Level Program Year  
09-10 10-11 11-12
Persistence (Fall to Spring)  
37 * Percent From 1 Level Below College Level, To College Level     0%
37a From 1 Level Below College Level, To College level 0 2 0
38 Percent From 2 Levels Below College Level, To 1 Level Below     N/A
38a From 2 Levels Below College Level, To 1 Level Below N/A N/A N/A
39 Percent From 3 or More Levels Below College Level, To 2 Levels Below     N/A
39a From 3 or More Levels Below College Level, To 2 Levels Below N/A N/A N/A
Success in Subsequent Course (Equivalent C or Higher)
40 College Level From 1 Level Below 0 2 0
40a * Percent College Level From 1 Level Below     N/A
41 1 Level Below From 2 Levels Below College Level N/A N/A N/A
42 2 Levels Below From 3 or More Levels Below College Level N/A N/A N/A
Last Updated: December 7, 2012
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

DEMAND

Enrollment: Enrollment in developmental reading decreased 12% from 243 in 2010-2011 to 214 in 2011-2012.  OFIE did a special data collection on the number of first-time KAP CC home-based COMPASS test takers who placed on the ENG 21 level before and after the COMPASS retake policy changed. July 15, 2012 was the official start date of KCC's and all UHCCs “no wait period” policy; KCC and UHMC had piloted the policy the year before. The data showed that from July 2009 to July 2010 there were 127 first-time KAP CC home-based COMPASS test takers who scored on the ENG 21 level. Of these students, 7 (5.5%) retook COMPASS and placed in a higher level English class.  From July 2010 to July 2011, there was a 10% drop to 115 students. Of these students, 15 (13%) retook COMPASS and placed in a higher level English class. From July 2011 to July 2012, there was a 5.5% drop to 109 students. Of these students, 6 (5.5%) retook COMPASS and placed in a higher level English class. The change in the retake policy may account for some of the decrease in enrollment.

Semester hours taught/Number of classes taught: As a result of the 12% decrease in enrollment, the number of semester hours taught and the number of classes offered declined by 14%. 

Unhealthy: In order to be healthy, we needed a 3% increase in AtD cohort students to enroll in ENG 21. We were at 0%. To improve this area, the counselors, FYE, and the NSO need to target this group.

EFFICIENCY

Average class size/ Fill rate:  The average class size decreased from 19.5 in 2010-2011 to 18.7 in 2011-2012. In 2010-2011, there were two learning communities; one was with Hawaiian Studies and one was with ENG 22. In 2011-2012, there was no learning community with Hawaiian Studies and in spring 2012 the planned ENG 21/ENG 22 learning community was unlinked. Not having learning communities may have played a role in the decrease. The change in the retake policy may also be a reason for the decline in class size.

Faculty: There were two full-time faculty teaching all of the ENG 21 classes in 2011-2012. This number will be reduced to one in spring 2013 due to the retirement of one full-time reading instructor.

Healthy: To be healthy, the class fill rate needed to be 75-100%. ENG 21 was 84%.

EFFECTIVENESS

Retention: The rate increased from 91% to 94%, while the successful completion rate improved from 48% to 70%.  One major change was having a successful 8-week ENG 21 class linked to an 8-week ENG 22 class during the second 8 weeks. Reflecting on the accelerated class, the faculty felt that the students were more engaged which helped the achievement of their goal to move to ENG 22.

Achieving the Dream Successful Completion:  The Achieving the Dream data shows that 54% successfully completed ENG 21 in 2010 compared to 64% in 2009. Without know which students are in the AtD cohort, analyzing the decline is impossible. Perhaps, if the AtD students are identified, more could be encouraged to take the 8-week ENG 21 class or the ENG 21/ENG 22 learning community when it is offered. 

Successful Next Level: The category of “Successful Next Level” is inappropriate for Kapi’olani Community College because after students complete ENG 21, they rarely  take ENG 102. The next level after ENG 21 is ENG 22. ENG 102 was not offered in 2010-2011.

Unhealthy: There are two areas which determine the effectiveness health, and neither apply to ENG 21. The ENG 21 students do not move to college level the semester after completing the course. Therefore, this ranking is not applicable to ENG 21.

In summary, the notable achievement this year is the increase in success rates from 48% to 70% (line 23).

Part III. Action Plan

To improve success rates, the reading faculty propose the following action plan:

In spring 2012, there was an 8-week ENG 21/8-week ENG 22 section, which was successful. In fall 2012, a second 8-week accelerated ENG 21/ ENG 22 was added. In spring 2013, two sections will also be offered.

Lab work: The ENG 21 faculty planned to pilot use of McGraw-Hill’s online lab, Connect Read, in fall 2012. To accommodate the plans, new computers were ordered for ‘Iliahi 206.  Unfortunately, the computers will not be ready until the last week of November. Online lab work will improve their learning by allowing the students to work on their own schedule at home. 

New text book: In spring 2012, the ENG 21 faculty customized their own textbook by selecting chapters from a reading textbook. By doing so, the cost of the textbook would be more affordable.  The textbook is being used this fall 2012. They will evaluate the new textbook during the semester.

Holomua I Ke Ola (HIKO): Some of the ENG 21 sections will participate in the pilot HIKO program. 

Academic coaching: One section of ENG 21 was selected to participate in a pilot academic coaching with Inside Track. 

The ENG 21 faculty will collaborate with the ENG 22 faculty to design other possible accelerated formats.

The reading discipline coordinator will continue to schedule and support ongoing dialogue among faculty regarding curricular revisions, reading pathway strategies, course policies, etc. and recommend action plans by the end of February 2013 for incorporation into the Department's Program Review for 2013 - 16.

Part IV. Resource Implications

The reading program will continue to need a dedicated classroom with computers and time slots that allow for the 8-week, Monday throughThursday schedule.

Having an ELMO in the room with a projector would greatly enhance student engagement and learning.

More faculty should be trained in the Reading Apprenticeship methods.

It will be necessary for the faculty along with the Department Chair, Student Affairs Coordinator and VCSA to conduct a thorough inventory of technology needs, rooms and teaching time slots available to meet the needs and demands of the AtD cohort to be able to enroll in the math and English courses they place in. Our students deserve to begin their academic path with built-in support that allow them to be on track for graduation with a degree or certificate in a timely manner