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College: Hawaii Community College
Pg. 74 The Hawai'i Life Styles (HLS) Associate of Applied Science (A.A.S.) degree focuses on particular native Hawaiian occupations that supported a vibrant, sustainable, highly scientific, and spiritually balanced island population years prior to Western contact.
Program Learning Outcomes (New PLO passed by the Faculty Senate Dec. 2013 to be included in following year's Annual)
The HLS degree prepares students to quantify and qualify their relationship to their community. The program educates students to promote, with confidence, the uniqueness of this land, the ocean, and its people. The HLS student learner outcomes encapsulate the ideals and philosophy of HawCC's Liberal Arts program student learner outcomes.
What the program does: We serve, we make meaning, we create. We now offer 6-academic degrees (2 newest A.A. additions forthcoming) and 1-academic subject certificate. We re-create indigenous wisdom as engaging, enabling and contemporary curriculum and teach that curriculum in the context of today's society. We advocate for the health & wellbeing of our island home. We include the families of our students, our faculty and our staff, the college community, community leaders, business, landowners, educators, sciences, and global communities in our teaching in every possible way AND we find the resources to do it. We encourage our employees to get their higher degrees and create ways within their current positions to make a positive difference in our college & community. We engage several hundred school aged children through our tracks each year. We have our own learner success program, Paepae Ohua, adding new initiatives each year. We each have a number of personal cultural/educational/scientific connections in the community (local, state, national, global) who we advocate our program to. We have international prestige because of decades of the good works of a few HLS faculty. We treat our colleagues in POM, ACS, Bus. Office, etc. with the same aloha and respect in which we treat our administration and faculty. We are disbursed throughout the college & system participating in roles that help improve the UH system towards achieving our strategic outcomes. We offer the most "meaning making" and college unifying activities for all colleagues than any other single program of the college. We are constantly providing and advocating professional/personal development opportunities for our program faculty & staff and sharing those opportunities with other college people. HLS faculty are engaged in the larger cultural/educational/science/social justice/scholarly discussions and movements outside of the college--so that we bring "real world" knowledge, changes, movements into our subject area. We are never satisfied with classroom learning as the means and the end to LEARNING, therefore orienting our students to island, local, state, national, and global communities is our goal in educating the whole person.
Who the program serves: I Ola Haloa's image of our sphere of service is large and includes the kanaka (human & social interactions) and nature (ecological interactions). We serve: 1) the tuition paying student, 2) graduates of our program who continue their education, 3) HLS program faculty & staff, 4) all other instructional disciplines, departments, and units at UHH and HawCC interested in incorporating Hawaii worldview/practice into their programs (like Culinary, CAD, Construction, TCBES, Pharmacy, Kinesiology, select English faculty, etc.), 5) tuition paying HawCC & UH students, faculty, staff and administration, 6) non-tuition paying (other workshops) UH & HawCC faculty, students, staff and administration, 7) families of our learners, 8) community individuals, families and organizations (like Hawaii island (and other) high schools, elementary schools, intermediate schools, charter schools, visiting colleges, visiting HawCC guests, retirees, new hires, student services, chamber of commerce, the mayor's office, non profits, large land owners, the conservation/natural/cultural resources communities, businesses, federal agencies, state agencies, global communities, scholars from other Universities and Colleges, 9) UH system initiatives, faculty, staff & administration. The programs, workshops, personal/programmatic services available to our constituencies are instructional. We provide brief/extended instruction, consultation, curriculum, facilitation, mediation, Hawaii protocols, keynote speeches, plenary discussion & participation, workshops, retreats, large gatherings, graduation ceremonies, and a range of services directly related to Hawaii Life Styles; and, 10) we serve 1-9 in tandem with & in constant interaction with our wahi pana, our "pulsing places" in the Hawaii environment.
Describe the program's achievements: Our achievements are reflected in our contributions and the people we serve. In the period of July 2012-June 2013, HLS (due to the creative work of key faculty, staff) HLS highlights include:
1) Convened an intercampus committee to strategically modify student services infrastructure
2) Paepae Ohua added services
3) Represented HawCC & the University at the Smithsonian in 2012 and in 2013
4) Represented HawCC & the University at the IUCN conference in Jeju
5) Accomplished the AA degree in Hula in Spring of 2013, and then the AA degree in Lawai'a & Mahi'ai in Fall of 2013
6) Completed the initial Hawaii Papa O Ke Ao template for comprehensive inventory
7) Initiated the first Mamoa, Hawaii graduation ceremony for Kona campus in 2013
8) Hosted over 50 Kipaepae, large and small, on behalf of the HawCC
9) Secured 1 more year of grant awards for 2013-2014 for three grants
10) Served in College Council Leadership
11) Served in Liberal Arts Leadership
12) Served in Faculty Senate Leadership
13) Served in System Leadership for the Hawaii Papa O Ke Ao plan
I Ola Haloa Mission: For the mutual benefit of the natural and the human environment of Hawai’i, the mission of the Hawai’i Lifestyles Program is to expose and cultivate learners, their families, and their community, to their fullest potential through a deep and relevant experience in Hawai’i traditional and contemporary life ways for learners to be able to contribute their new and reclaimed knowledge to the ecological, economic, and social health of our Hawai’i island, state, and global communities alike.
Majors Included: HLS Program CIP: 05.0202
|Demand Indicators||Program Year||Demand Health Call|
|1||New & Replacement Positions (State)||211||204||240||Healthy|
|2||*New & Replacement Positions (County Prorated)||6||17||18|
|3||*Number of Majors||62.5||79.5||65|
|3a||Number of Majors Native Hawaiian||47||57||45|
|3d||Fall Part-Time who are Full-Time in System||0%||1%||0%|
|3g||Spring Part-Time who are Full-Time in System||0%||0%||0%|
|4||SSH Program Majors in Program Classes||896||1,117||924|
|5||SSH Non-Majors in Program Classes||3,914||3,073||2,975|
|6||SSH in All Program Classes||4,810||4,190||3,899|
|7||FTE Enrollment in Program Classes||160||140||130|
|8||Total Number of Classes Taught||72||58||61|
|Efficiency Indicators||Program Year||Efficiency Health Call|
|9||Average Class Size||22.9||23.9||22.1||Healthy|
|11||FTE BOR Appointed Faculty||5||5||5|
|12||*Majors to FTE BOR Appointed Faculty||12.5||15.9||13|
|13||Majors to Analytic FTE Faculty||8||12.0||9.5|
|13a||Analytic FTE Faculty||7.8||6.6||6.8|
|14||Overall Program Budget Allocation||$1,154,197||$1,284,852||$1,502,699|
|14a||General Funded Budget Allocation||$609,285||$485,832||$389,591|
|14b||Special/Federal Budget Allocation||$544,912||$782,194||$1,087,868|
|14c||Tuition and Fees||$0||$16,826||$25,240|
|15||Cost per SSH||$240||$307||$385|
|16||Number of Low-Enrolled (<10) Classes||6||0||3|
|*Data element used in health call calculation||Last Updated: October 3, 2013|
|Effectiveness Indicators||Program Year||Effectiveness Health Call|
|17||Successful Completion (Equivalent C or Higher)||78%||79%||80%||Cautionary|
|18||Withdrawals (Grade = W)||49||46||54|
|19||*Persistence Fall to Spring||74.5%||80.5%||71.8%|
|19a||Persistence Fall to Fall||32.8%|
|20||*Unduplicated Degrees/Certificates Awarded||12||30||28|
|20b||Certificates of Achievement Awarded||0||0||0|
|20c||Advanced Professional Certificates Awarded||0||0||0|
|20d||Other Certificates Awarded||0||0||0|
|21||External Licensing Exams Passed||Not Reported||Not Reported|
|22||Transfers to UH 4-yr||2||7||4|
|22a||Transfers with credential from program||1||2||0|
|22b||Transfers without credential from program||1||5||4|
Completely On-line Classes
|23||Number of Distance Education Classes Taught||14||12||11|
|24||Enrollments Distance Education Classes||289||258||258|
|26||Successful Completion (Equivalent C or Higher)||79%||77%||80%|
|27||Withdrawals (Grade = W)||13||10||17|
|28||Persistence (Fall to Spring Not Limited to Distance Education)||65%||68%||70%|
|Perkins IV Core Indicators
|29||1P1 Technical Skills Attainment||90.00||100.00||Met|
|30||2P1 Completion||50.00||0.00||Not Met|
|31||3P1 Student Retention or Transfer||74.25||50.00||Not Met|
|32||4P1 Student Placement||60.00||50.00||Not Met|
|33||5P1 Nontraditional Participation||N/A||N/A||N/A|
|34||5P2 Nontraditional Completion||N/A||N/A||N/A|
|Performance Funding||Program Year|
|35||Number of Degrees and Certificates||14|
|36||Number of Degrees and Certificates Native Hawaiian||10|
|37||Number of Degrees and Certificates STEM||Not STEM|
|38||Number of Pell Recipients||36|
|39||Number of Transfers to UH 4-yr||4|
|*Data element used in health call calculation||Last Updated: October 3, 2013|
Overall Health -- Healthy
Demand -- Healthy
This has been a consistent health call overtime due mainly to the high value-added and relevancy of the content to the Hawaii community. Also, with the UH system focus on native Hawaiian attainment and success, the evidence is that more faculty & staff are now enrolling as part-time, repeat, students to learn a process for native Hawaiian attainment. The forthcoming data that may change data elements 3, 4, & 7, is the data for the new AA-Hawaiian Studies (hula) program. The popularity of HLS course is moderately owed to the fact that our courses do not have pre-requisites, essentially open-door.
There is still some work to be done by the program that effectively aligns HLS with an expanded view of our CIP/SOC, that is what the major can contribute to the workforce, current and emerging.
Efficiency -- Healthy
We do have a very comfortable and responsive learning environment given the fact that some of our track classes are under enrolled. The popularity of our pre-requisite free 100-level HLS courses contributes to our fill rate. However, if full time instructorship and learners are indeed enjoying a very tolerable instructor:learner ratio, assumably, we should be looking at proportionately balanced "effectiveness" data. Hmmmm….
Effectiveness -- Cautionary
This indicator is a little alarming. Although we can consider contributing factors like: graduation, early transfer, learners needing to work, learners changing majors, and the like, we have to ask ourselves the question of why our withdrawals are so high, and why persistence is still low. Another contributing factor could be the open-door accessibility of HLS courses to the general population. Many times this translates to learners "easy A", when in fact the course work, expectations, and modality of learning is rigorous. Only anectodal data indicates this.
In any case, our cautionary indicator is concerning, first, due to the fact that HLS has spent lots of time, money, and energy in learner support strategies and services. Our data elements also beg the question of instructional pedagogy. Is our instruction (Hilo & Kona) adequately supporting learner outcomes? Is our perception of HLS strategies for success REALLY serving our learners? Do we need to focus on finding relevant job opportunities for learners? Are we doing our best in terms of creating transferable programming?
Our attention in the next year ought to be focused on these questions.
1. Demand for HLS courses across SSH's relatively high
2. Efficiency indicators show that HLS instructor:student ratio, for majors, affords learners a responsive learning environment.
3. Online learning is feasible for learners.
1. Attention to SOC/CIP codes & workforce development
2. High withdrawal/low persistence
Significant Program Actions for 2012 - 2013
1. AA-Hawaiian Studies at UHCC's system wide is approved. AA-Hula, first semester begins Fall 2013. Next action is seek permanent status.
2. HLS program learner outcomes modified from 7-PLOs to 4-PLOs submitted & approved in F13. Next action is to implement 5-yr assessment plan.
3. HLS gains renovated Office of Transformation.
Previous Program Actions
1. Complete curriculum modifications to strengthen HLS Lawai'a, Mahi'ai and Hula tracks, making them true terminal degrees.
2. Perform comprehensive assessment of current Lawai'a and Mahi'ai AAS degree curriculum, modifying them if appropriate to prove transfer options and/or make them sustainable.
Program faculty will have a 2-day retreat over the Fall 13 break to perform this assessment and make decisions for the sustainability of these tracks. Prior to Fall 11, HLS program decided to only offer Mahi'ai & Lawai'a in 2-year cycles, to effectively teach out students, without beginning new cohorts. We are currently in our 2nd cycle. The purpose for this is to effectively measure our learners goals, our teaching/curriculum effectiveness based on graduation, persistence & retention, and new enrollment.
3. Complete renovation of HLS faculty staff office space to appropriately house programmatic resources.
One of two recent renovation projects is complete. The other is near completion. Completion date is Dec 31, 2013.
Delete after 12/31/2013
Other future renovation visions are to gut and update ( including furniture, lighting, and other cosmetics for the inside of our 380 office, install solar for the whole office and eventually building, renovate the bathroom facilities in 380, build a halau lawai'a, landscape the Kapakapakaua Malae, install aesthetic water catchment and the other land-friendly effort.
4. Conduct a workforce assessment project that aligns AAS/AAHS curricula to emerging workforce needs in natural/cultural resources stewarship, which also includes STEM fields.
5. Provide support for preparing faculty and staff for pursuits in higher degrees.
6. Assess current grant initiatives and resources and prepare for institutionalization of programming and personnel.
7. Improve data-based decision making for Native Hawaiian initiatives by incorporating grant outcomes, Strategic Plans, Hawaii Papa O Ke Ao and other institutional data studies for end users to utilize in programmatic and institutional decision making.
8. Seek and develop internships.
9. Seek Board of Regents approval for a Hawaiian Studies AA Degree.
Program Action Plan
1. Plan for Tribal College Accreditation by WNHEC
Aligns to: AMP - underserved populations, program development and green curricula; ILO no. 3, and strategic plan A.1.1-4. the strategic plan indicates the "who" are the underserved populations. HLS maintains that Hawaii Life Styles curriculum engages and enables all learners, therefore further program development is advantageous. HLS is a green curricula because the 2- most important communities we serve is the Hawaii island landscape & the Hawaii island kanaka, and the most important message we teach is if one is healthy the other is healthy.
2. Implement new assessment cycle.
Improved assessment increases program's effectiveness in terms of whether or not we are servicing our learners to move towards completion and subsequent employment. This aligns with all three ILOs for the simple fact improving our program will cultivate prepared learners; this aligns with more than A1.1-4, but is especially focused on our native Hawaiian population and other underserved people.
3. Assess, analyze, and interdisciplinarize HLS tracks' curricula in terms of their potential to engage STEM fields into the Hawaii core, workforce & internship dev., and a healthy Hawaii.
This aligns to program dev, STEAM, & workforce/internship development priorities, to ILO 1-3, and to, but not limited to, Strategic plan A1.1-4 because the interdisciplinarization of curricula between HLS & steam areas will enhance learner relevance towards the global movement of sustainability & indigenous cultures.
Cost Item 1
3-HLS FTE instructors; 1 Hawaiian language, 1-DE, and 1- Kona Instructor Personnel $216,000
First we would like to align with all 2-yr and 4-yr language practices. Our DE demand, effectiveness and efficiency indicates the potential for this position. Kona and west Hawaii is our fastest developing space on this island, with the least amount of NH/underserved populations actually enrolled in higher education opportunities. Yet, Kau, Kohala, Kona have a high density of rural native Hawaiian & underserved populations, the highest unemployment & drug rate. By engaging these populations with more resources, HLS can help.
Cost Item 2
3-HLS/Native Hawaiian FTE counselors; 1-Hilo for 2 year degrees; 1-Hilo for transfer; 1-Kona Personnel $216,000
Meeting priorities by dedicating counseling faculty to NH/underserved learners AND to the deeper study of our particular phenomenon of persistence & graduation .
Cost Item 3
1 Workforce dev/intership coordinator Personnel $36,000
Persistence, graduation, withdraws may be directly linked to learners perception of the availability of jobs/opportunities for entrepreneurial activities. HLS needs 1 dedicated person to investigate, organize and facilitate this activity.
For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:
|Program Student Learning Outcomes|
|Kahoeuli/The Hawaii Value of Connections - Aritculate Personal Connections with communities and or environments.|
|Ka'iewe/The Hawaii Value of Sense of Place - Express a sense of place in a Hawaiian Cultural Context.|
|Ka'imo'o/The Hawaii Value of Sustainability (service learning) - Apply the sustainability of Hawai'i's cultural and/or natural resources.|
|Ka’imaka – Perspective – Reflectively evaluate a sense of place and an awareness of the delicate balance necessary to maintain healthy life systems for generations to come.|
|Ka'ikoi/Olelo - Communicate in Hawaiian Language.|
|Kaimua - Leadership - Actively engage in the maintenance, preservation and conservation of Hawai’i’s and other global communities’ landscapes and resources.|
|Ka’ipono – Excellence – Advance leadership skills towards sound and creative decision-making that inspires balance in mind, body, spirit and environment.|
We have not had advisory council activity in assessment since we last assessed our program courses in the spring of 2010. HLS/IOH will conduct assessment, based on new 5-yr plan and recently approved SLOs in Sp14. We are looking forward to reporting results in the next Annual Review, F14.
None. We have not assessed courses since the Spring of 2010. For the last 3-years, we have not assessed our student learning outcomes. This is a direct impact assessment/evaluation teams strong recommendations to modify the PLOs/SLOs after all courses were assessed between 2008-2010. PLOs/SLOs are deemed to be unassessable because of their complexity & because program courses' artifacts were too diverse. At the same time program enrollment & persistence, decreased rapidly & drastically from 90-potential learners in 1st-series to 30 learners in the second series to below 20 learners in the 3rd series for hula, and 0-5 learners in the same series for both mahi'ai and lawai'a. Serious thought and drastic study of this phenomenon, combined with the program's deep dive into the "whys" of this phenomenon becomes our focus from Sp10-F13.
HLS/IOH will conduct assessment, based on new 5-yr plan and recently approved SLOs in Sp14. We are looking forward to report results in the next Annual Review, F14.
N/A. See explanation above.
Program 5-year assessment plan was finally submitted to assessment coordinator by the HUM DC in the S12. Now that modifications for program SLOs (from 7-complex, down to 4-simplified) are approved, and now that HLS PLOs are aligned with GELOs, we will continue course/program assessment in S14. Moreover, we think we are being more proactive and mentoring in terms of how instructors and lecturers see themselves in a whole program/college community. This has helped learner persistence.
Results of Sp14 assessment are forthcoming.
N/A. Results of Sp14 assessment are forthcoming.
N/A. See A-D comments.
N/A. See A-D comments.