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

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Review Year: College: Program:

College: University of Hawaii Maui College
Program: Remedial/Developmental Reading

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Program did not provide date of the last comprehensive review.

Program Description

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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 146 133 130 Unhealthy
2 Semester Hours Taught 21 21 21
3 * Student Semester Hours (SSH) Taught 447 399 387
4 Full Time Students (Fall) Enrolled 65 52 46
5 Full Time Students (Spring) Enrolled 27 29 22
6 Number of Classes Taught 7 7 7
Achieving the Dream AtD Fall Cohort
2008 2009 2010
7 Percent AtD Cohort with Placement 75% 82% 85%
8 AtD Cohort Placing Remdial/Developmental 30% 37% 39%
9 Cohort Enrolling Remedial/Developmental 22 60 61
9a Percent Cohort Enrolling Remedial/Developmental 10% 17% 17%
10 * Increase Percent Enrolling -2% 7% 0%

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
11 Average Class Size 21.3 19 18.4 Healthy
12 * Fill Rate 100% 95% 92%
13 Number of Low-Enrolled (<10) Classes 0 0 0
14 * BOR Appointed Faculty (FTE) 0.4 0.1 0.3
15 Non-BOR Appointed Faculty Teaching Classes 1 2 2
16 Percentage Classes Taught by Regular Discipline Faculty 57% 14% 43%
17 Percentage Classes Taught by non Regular Discipline Faculty 43% 86% 57%
18 Program Budget Allocation $52,407 $50,282 $35,364
18b Tution and Fees $0 $0 $1,136
19 Cost per SSH $117 $126 $91

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
Retention (Course Completion) Cautionary
20 1 Level Below College Level 96% 98% 97%
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 68% 71% 71%
23a 1 Level Below College Level 102 94 91
24 Withdrawals (Grade = W) 6 3 4
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 22 60 61  
30 Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year 17 37 41
31 Percent Cohort Successful Completion 77% 62% 67%
Remedial/Developmental Pipeline
32 AtD Cohort Size 704 943 899
33 Percent AtD Students Placing Into Remedial/ Developmental Level 30% 37% 39%
34 Percent AtD Cohort Enrolled in Remedial/ Developmental Course 3% 6% 7%
35 Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year 8% 11% 12%
36 Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year 16% 14% 8%

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     7%
37a From 1 Level Below College Level, To College level 4 1 4
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 3 1 4
40a * Percent College Level From 1 Level Below     100%
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

Program Review data

DEMAND: The program demand is not high.

EFFICIENCY: Some aspects of program efficiency are strong; other aspects of program efficiency are weak.

EFFECTIVENESS: Program effectiveness is high and improved since the previous year’s rates.

Program Actions

Part III. Action Plan

In our continuing effort to improve student learning, developmental English faculty will take the following actions:

Part IV. Resource Implications

To ensure high quality educational experiences for developmental writing students, English department faculy will need resource allocation to support the following:

As an example of the need for positions in English, in Fall 2012 only 29 out of 79 English and LSK (Learning Skills) classes were taught by full-time BOR appointed faculty. Full-time lecturers are rapidly progressing toward "C" lecturer status  which will place them in a salary range significantly higher than full-time C-2 faculty. UHMC employed one English lecturer with a six-course load, two English lecturers with a five-course load and one English lecturer with a four-course load. This practice conflicts with BOR policy A9.560 quoted above. As of Spring 2012, the UHMC English department will employ 1 lecturer with “C” status, 7 lecturers with “B” status, and 10 lecturers with “A” status. In 2013, "C" lecturers will likely make just shy of $58,00 while new English faculty may start as low as $50,00.  In fact, two of the English department’s newest faculty members took a pay cut to move from full-time "C" lecturer to full-time C-2 faculty member.  As a result, UHMC can actually save money by adding full-time faculty and complying with BOR policy.

In the 2011-2012 year, no adjustments have been made by converting lecturer hours to non-tenure track full-time positions in English.

Because the developmental curriculum supports all other programs at University of Hawaii Maui College by preparing the majority of incoming students for college-level coursework, the developmental curriculum need for faculty positions, are vital to the overall health of the college.