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

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Review Year: College: Program:

College: Leeward Community College
Program: Teaching

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The last comprehensive review for this program was on 2011, and can be viewed at:
http://www.hawaii.edu/offices/cc/arpd/index.php

Program Description

AAT Vision

The Associate in Arts in Teaching (AAT) Program seeks to improve equity and access to teacher education for underrepresented groups and non-traditional students.  The program seeks to address the critical teacher shortage in the state of Hawaii by providing quality pre-service teachers who are locally educated and culturally sensitive to schools in their own communities.

 AAT Mission (Represented by Program Outcomes)

The mission of the AAT Program is:

Access (Open Access:  help all students attain their goals)

Learning and Teaching (Integrity: nurture and inspire with a high quality program)

Workforce and Personal Development (Diversity/Respect: responsible global citizens)

Community Development (Community: work together )

Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: TCH

Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 Number of Majors 358 356 377 Healthy
2 *Percent Change Majors from Prior Year 46% -1% 6%
3 SSH Program Majors in Program Classes 1,604 1,546 1,785
4 SSH Non-Majors in Program Classes 878 868 1,036
5 SSH in All Program Classes 2,482 2,414 2,821
6 FTE Enrollment in Program Classes 83 80 94
7 Total Number of Classes Taught 39 38 42

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
8 Average Class Size 22.4 22.4 23.6 Cautionary
9 *Fill Rate 94% 96% 96%
10 FTE BOR Appointed Faculty 4 4 4
11 *Majors to FTE BOR Appointed Faculty 89.4 88.9 94.3
12 Majors to Analytic FTE Faculty 88.6 90.6 87.8
12a Analytic FTE Faculty 4.0 3.9 4.3
13 Overall Program Budget Allocation $238,186 $407,790 $379,132
13a General Funded Budget Allocation $199,544 $379,789 $351,055
13b Special/Federal Budget Allocation $38,642 $0 $28,077
13c Tuition and Fees $0 $0 $0
14 Cost per SSH $96 $169 $134
15 Number of Low-Enrolled (<10) Classes 1 2 1

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
16 Successful Completion (Equivalent C or Higher) 76% 78% 75% Healthy
17 Withdrawals (Grade = W) 52 27 50
18 *Persistence (Fall to Spring) 78% 77% 77%
19 Unduplicated Degrees/Certificates Awarded Prior Fiscal Year 54 51 55
19a Associate Degrees Awarded 54 51 55
19b Academic Subject Certificates Awarded 0 0 0
19c Goal 28 29 30
19d *Difference Between Unduplicated Awarded and Goal 93% 76% 83%
20 Transfers to UH 4-yr 11 27 27
20a Transfers with degree from program 6 17 13
20b Transfers without degree from program 5 10 14
20c Increase by 3% Annual Transfers to UH 4-yr Goal 7 8 8
20d *Difference Between Transfers and Goal 57% 100% 100%

Distance Education:
Completely On-line Classes
Program Year  
09-10 10-11 11-12
21 Number of Distance Education Classes Taught 19 18 20

 

22 Enrollment Distance Education Classes 482 490 540
23 Fill Rate 93% 100% 95%
24 Successful Completion (Equivalent C or Higher) 71% 75% 72%
25 Withdrawals (Grade = W) 38 22 31
26 Persistence (Fall to Spring Not Limited to Distance Education) 78% 69% 71%
Last Updated: August 6, 2012
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

 

Overall Program Health:  Healthy

Demand:  Healthy

The AAT program is unique because it is housed in a Liberal Arts Division and so classified as a General Pre-Professional program (GPP), but it actually functions like a Career Technical Education (CTE) program:  students are prepared for employment directly upon graduation as educational assistants, part-time teachers, and paraprofessional tutors.  Nevertheless, AAT is being evaluated like a GPP program, whose sole demand indicator is a 3% annual growth rate.  That criterion resulted in AAT being judged “Unhealthy” in AY 2010-2011 when the number of majors decreased by 2 (from 358 to 356).  Yet the program has grown 1,595% since 2006 and 46% in the previous AY (2009-2010).  The Demand Indicator for CTE programs, based on a ratio of the number of majors to number of jobs available, would have resulted in a “Healthy” rating.

In short, the program has experienced consistently high demand for several years and, while the 2010-2011 Demand rating seemed to indicate otherwise, AAT has outperformed initial expectations in terms of numbers of majors, student semester hours, and enrollments in classes.

The current report for AY 2011-2012 shows a 6% increase in the number of declared majors--from 356 to 377.  However, the number of SSHs taken by program majors in program classes rose by 15%--from 1,546 to 1,785--and SSHs taken by non-majors in program classes rose 19%--from 868 to 1,036.

The overall increase in SSHs taken in all Program classes rose from 2,414 to 2,821—about 17%.

FTE enrollment in Program classes rose from 80 to 94 (about 17.5%) and the total number of classes taught rose from 38 to 42 (about 10.5%).

We anticipate continued growth for several reasons:

 

Efficiency:  Cautionary

Efficiency has been rated “Cautionary” because even though the fill rate is a “Healthy” 96%, the ratio of students to BOR appointed faculty remains unhealthily high at 87.8.  But the high major to faculty ratio is offset by two factors:

AAT “face to face” courses are capped at 20 due to the “hands-on,” practical nature of the training.  Students write and deliver standards based lesson plans and other presentations that are time consuming and require more one on one attention.  Nevertheless, while the major to faculty ratio is very high, in reality, the average class size has increased only slightly, going from 22.4 to 23.6.  Instructors do provide capacity overrides for students who are nearing graduation, and the overrides necessarily exceed the cap for the course.  The cap for the online courses has risen to 30.

In a sense, AAT is very efficient.  The program is handling a rapidly growing body of majors with a relatively small number of full-time faculty and a very small number of part-time and adjunct faculty.

 

Effectiveness:  Healthy

The AAT program has a “Healthy” effectiveness rating for the following reasons:

The strength of the Associate of Arts in Teaching program is the full service support that students experience.  Our faculty members are very accessible and willing to provide additional tutoring when needed.  The full-time counselor, dedicated to our program, has effectively promoted recruitment and provided support, advising and counseling for students, as well as helping them transfer to the university.  With student enrollment growing more than tenfold, from 24 in fall 2006 to 377 in this reporting period, it is becoming more difficult to provide the one-on-one counseling that is required to ensure retention of our target population, underrepresented groups, native Hawaiian/part Hawaiian, Filipino and non-traditional students.  Data from SARS, a computerized scheduling system, showed that in one academic year, the AAT counselor had over  2,500 contacts with more than 970 students.  The AAT team will continue to seek solutions for supporting our students to achieve successful completion of the program.

 

 

Distance Education:

The data for Distance Education shows a large demand for online courses.  The enrollment rose from 490 (2010-2011) to 540 (2011-2012) with the fill rate remaining high at 95% this reporting period.   Successful completion also remains high at 72%.  Of concern to the AAT faculty was the drop in the persistence rate from 78% (09-10) to 69% (10-11).  With all core courses and four to five of our elective courses available each semester via distance learning, it was critical that a plan to ensure successful completion was created.  The redesign of the online education courses along with the support of Power Mentors has had a positive impact on the persistence rate--currently 71%.

Part III. Action Plan

 

The strategic plans (2008-2015) of the University of Hawai`i System, the University of Hawai`i Community College System, and Leeward Community College all include strategic outcomes for encouraging Native Hawaiian and underrepresented students to enroll in underserved fields such as teaching.  Leeward's student body profile places the campus in a good position to recruit teacher candidates from these two underrepresented groups.  A recent report demonstrates that 30% of the declared AAT majors are native Hawaiian/part Hawaiian and 23% of declared majors are Filipino.  As stated earlier in this report, of the newly hired teachers in the DOE who are servicing the Leeward and Central Oahu complexes, approximately 10% will be Native Hawaiian/part Hawaiian and 5% Filipino.  The AAT program seeks to improve equity and access to teacher education for underrepresented groups and non-traditional students, as well as address the critical teacher shortage in the state (workforce development).  The program aligns perfectly with the strategic plans.

 

Providing Access, Recruitment and Retention Strategies:

Providing Access:  Beginning in Fall of 2009, the AAT program was made available to students state-wide through distance learning.  All five core education courses and four education electives were offered via Laulima (the online distance education server).  Students on Oahu and neighbor islands can complete the AAT degree and be ready for employment as highly-qualified Educational Assistants or transfer to a College of Education at the University level.  AAT faculty have worked in cooperation with the Educational Media and Technology Center to redesign education courses so that they are consistently formatted for online delivery and, complemented with video streaming of demonstration lessons and lectures to make the written word come alive for students.  Instructors using Camtasia have also prepared a welcome to engage the online student, along with an orientation to the tools in Laulima provided by the Educational Media specialist.

Fall, 2012 the AAT program has received full approval as a SATEP (State Approved Teacher Education Program) for an Alternative Certification for CTE Licensure.  Candidates with a minimum of an Associate degree and 3 years of industry experience in a career and technical field who wish to be licensed teachers at the secondary level for CTE can complete the prescribed program through the AAT program and be recommended for licensure with Hawaii Teacher Standards Board.  Two tracks will be offered based on degree attainment.  Track I, candidates entering with a bachelor's degree will complete 11 credits (including a full year of Practicum in the field) and be eligible for standard licensure in a CTE field.  Track II candidates will enter with a minimum of an Associate degree and 3 years of industry experience.  They will complete 17 credits and be recommended for a restricted license with Hawaii Teacher Standards Board.  All instruction will be delivered via online instruction in order to accommodate candidates who are working and candidates on neighbor islands.

Action Plan:

 

Recruitment:  The AAT counselor and instructors conduct an informational session each semester to recruit new students to the program.  Through advertising on campus, through the Leeward CC website, by communication with local high schools and an article in the local Midweek newspaper, potential students are informed about degree requirements, available support, and options for next steps on their career paths.  We believe that these venues have made a very positive impact on recruitment for the AAT degree program.

Action Plan:

 

Retention:  Followiing the Leeward Community College Strategic Plan, as well as, the Achieving The Dream initiative to improve success rates, particularly the graduation and transfer rates of Native Hawaiian students, we believe that retention and persistence of AAT students will be of the utmost importance.  The AAT student population has a high concentration of Native Hawaiians from economically depressed areas.  They face obstacles to success in higher education.  The support and guidance our students receive from the AAT instructors, AAT Coordinator, AAT Counselor and the power mentors has been critical for success.  The successful completion rate remains strong at 75%. The safety nets with the Teaching Learning Connection, the redesign of the distance education courses  and power mentoring  have  been key factors in student success.

The persistence rate remains consistent at 77% which is in the healthy range.  The AAT team recognizes that as our student population grows, it is more critical that our target groups of Native Hawaiian/part Hawaiian/Filipino and non-traditional students receive more support to ensure they persist from fall to spring and complete the program.

Action Plan:

Part IV. Resource Implications

Program Student Learning Outcomes

For the 2011-2012 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

No
The successful candidate will be collaborative: able to analyze, collaborate in and value learning communities to ensure learner growth and evaluate his/her own effectiveness.

2

No
The successful candidate will be student-oriented: able to analyze, implement, and value developmentally appropriate instructional and assessment strategies and positive learning environments to ensure growth for all learners and evaluate his/her own effectiveness.

3

No
The successful candidate will be relevant: able to analyze, design, implement, assess, and value standards-based lesson plans that are contextually, culturally, and technologically relevant to reach all learners and evaluate his/her own effectiveness.

4

No
The successful candidate will be effective: able to reflect on, demonstrate, and use as a model his/her own professional development to ensure growth for all learners and evaluate his/her own effectiveness.

A) Expected Level Achievement

No content.

B) Courses Assessed

No content.

C) Assessment Strategy/Instrument

No content.

D) Results of Program Assessment

Revisions have been completed to the AAT Program SLOs so that they align with the new INTASC standards, which are mapped to course SLOs.  We are in the process of inputting Program SLOs into TK 20 and will begin gathering evidence of program effectiveness through course assessments.  Prior to this realignment, all AAT Program SLOs were mapped to course SLOs.  The assessment of course SLOs provided evidence that program SLOs were met.

E) Other Comments

No content.

F) Next Steps

No content.