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College: Hawaii Community College
Program did not provide date of the last comprehensive review.
The LA Program offers a two-year Baccalaureate direct-transfer liberal arts degree consisting of 60 semester credits at the 100 and 200 levels. The Associate in Arts degree Program is designed for students who are preparing to transfer to a four-year college or university. Hawai’i Community College offers two Associate in Arts degrees: in Liberal Arts and Hawaiian Studies.
For the learner, general education at Hawaii Community College fosters self awareness; broadens the understanding of an individual’s role within communities and environments; supports cultural understanding; emphasizes the breadth and interconnectedness of knowledge; and creates a foundation for continued personal, intellectual and professional development.
Majors Included: LBRT Program CIP: 24.0101
|Demand Indicators||Program Year||Demand Health Call|
|1||Number of Majors||1,093||1,306||1,390||Healthy|
|1a||Number of Majors Native Hawaiian||427||523||565|
|1d||Fall Part-Time who are Full-Time in System||2%||2%||3%|
|1g||Spring Part-Time who are Full-Time in System||2%||2%||3%|
|2||*Percent Change Majors from Prior Year||10.3%||19.4%||6.4%|
|3||SSH Program Majors in Program Classes||13,878||17,182||18,593|
|4||SSH Non-Majors in Program Classes||15,067||13,227||10,085|
|5||SSH in All Program Classes||28,945||30,409||28,678|
|6||FTE Enrollment in Program Classes||965||1,014||956|
|7||Total Number of Classes Taught||457||469||468|
|Efficiency Indicators||Program Year||Efficiency Health Call|
|8||Average Class Size||22.3||22.7||21.6||Healthy|
|10||FTE BOR Appointed Faculty||33.1||30.5||27.0|
|11||*Majors to FTE BOR Appointed Faculty||33||42.8||51.5|
|12||Majors to Analytic FTE Faculty||23.1||26.6||28.5|
|12a||Analytic FTE Faculty||47.3||49.1||48.8|
|13||Overall Program Budget Allocation||$2,765,739||$2,685,869||$3,095,428|
|13a||General Funded Budget Allocation||$2,763,529||$2,413,485||$2,530,401|
|13b||Special/Federal Budget Allocation||$2,210||$33,282||$0|
|13c||Tuition and Fees||$0||$239,102||$565,027|
|14||Cost per SSH||$96||$88||$108|
|15||Number of Low-Enrolled (<10) Classes||9||8||9|
|*Data element used in health call calculation||Last Updated: January 27, 2014|
|Effectiveness Indicators||Program Year||Effectiveness Health Call|
|16||Successful Completion (Equivalent C or Higher)||75%||75%||75%||Healthy|
|17||Withdrawals (Grade = W)||516||484||485|
|18||*Persistence (Fall to Spring)||71.3%||72.7%||69.9%|
|18a||Persistence Fall to Fall||46.4%|
|19||Unduplicated Degrees/Certificates Awarded Prior Fiscal Year||134||185||234|
|19a||Associate Degrees Awarded||132||183||231|
|19b||Academic Subject Certificates Awarded||3||2||3|
|19d||*Difference Between Unduplicated Awarded and Goal||7.3%||44%||77.6%|
|20||Transfers to UH 4-yr||96||113||137|
|20a||Transfers with degree from program||45||43||65|
|20b||Transfers without degree from program||51||70||72|
|20c||Increase by 3% Annual Transfers to UH 4-yr Goal||60||62||64|
|20d||*Difference Between Transfers and Goal||61%||82.2%||114%|
Completely On-line Classes
|21||Number of Distance Education Classes Taught||90||91||95|
|22||Enrollments Distance Education Classes||2,159||2,293||2,237|
|24||Successful Completion (Equivalent C or Higher)||66%||65%||65%|
|25||Withdrawals (Grade = W)||180||181||190|
|26||Persistence (Fall to Spring Not Limited to Distance Education)||64%||64%||68%|
|Performance Funding||Program Year|
|27||Number of Degrees and Certificates||231|
|28||Number of Degrees and Certificates Native Hawaiian||78|
|29||Number of Degrees and Certificates STEM||Not STEM|
|30||Number of Pell Recipients||1,029|
|31||Number of Transfers to UH 4-yr||137|
|*Data element used in health call calculation||Last Updated: January 27, 2014|
Overall Health -- Healthy
Demand -- Healthy
Strength: Percent Change Majors from Prior Year is 6.4% which is above the 3% goal
The demand for Liberal Arts classes continues to increase. From AY 11-12 to AY 12-13, the number of majors increased by 6% which continues to exceed the 3% growth per year goal set by UHCC System for all Liberal Arts programs. (Item 1)
Efficiency -- Healthy
Strength: The program remains healthy with slight decreases in areas of fill rate, decrease in faculty/majors and average class size was 21.6 for this period. The fill rate decreased from 92.7% in AY 11-12 to 87.3% in AY 12-13. This continues to be within the healthy indicator range of 75 to 100% in the UHCC APRD rubric(Item 9).
The number of FTE program faculty decreased by 11% from AY 11-12 to AY 12-13. (Item 10).
The number of majors per analytic faculty members increased by 1.9 from AY 11-12 to AY 12-13. (Item 12).
Due to enrollment growth of majors, the cost per student semester hour is a value for the institution.
HawCC’s LBRT Program is the only CC with Healthy designation for Efficiency.
Weakness: Efficiency was challenged by an increasing number of majors to FTE faculty ratio; the ratio of majors to FTE BOR faculty has increased from 42.8 to 1 to 51.5 to 1. (Item 11).
Effectiveness -- Healthy
Strength: The number of associate degrees awarded increased by 26% from AY 11-12 to AY 12-13. (Item 19a)
Persistence rate remained high from 71.3% from fall 2011 to spring 2012 and 69.9% from fall 2012 to spring 2013. (Item 18).
Related to efficiency, the difference between the number of unduplicated associate degrees awarded and the goal for HawCC increased significantly by 44% from AY 10-11 to AY 11-12 followed by an increase of 77.6% from AY 11-12 to AY 12-13, which were greater than the 3% UHCC system goal (Item 19d).
The number of transfers has increased significantly. The difference in percentages between the number of transfers and UHCC’s goal increased by 114%. (Item 20d).
Significant Program Actions for 2012 - 2013
1. LBRT was given the task by Academic Senate to certify GE courses in Fall 12. In the Spring of 13 a new GE committee was created as it returned to Academic Senate.
2. The ASNS was granted provisional status to increase student participation in STEM fields.
3. The AA in Hawaiian Studies was granted provisional status.
4. The LBRT Program accelerated course assessment in its departments.
5. The LBRT Program accelerated course assessment in its departments.
Previous Program Actions
1. Develop a new degree: Associate in Science (AS) in Natural Sciences with concentration in Environmental Sciences that articulates to UHH.
2. Seek Authorization to Plan from BOR for AS-NS degree.
3. Review the HawCC AA degree looking at the number of GE credits required in comparison to the rest of the UH system.
4. Identify funds and classrooms to provided English writing classes with computers, enabling writing classes to use technology as a means of achieving student success.
5. Adopt GE LOs and PLOs and institute alignment process.
6. Continue efforts to assess course learning outcomes to align with PLOs and ILOs.
Alignment is complete; assessment needs to be done.
7. Utilize the program review process to evaluate developmental education enrollment and completion to determine effectiveness; meet once a year as program.
8. From AMP: LBRT is considering the development of pathways/concentrations/ AA Degrees which transfer to 4 year programs. Those being considered are Psychology, History, and Art.
Program Action Plan
1. Establish Positions: ANTH, ASAN, GEOG, BIOL, PHYS, CHEM, English, Math ( in priority order)
2. Establish Physics Lab and upgrade Chemistry Lab for ASNS degree.
3. Two security carts and 35 laptops/tablets each.
4. Obtain space for offices, meeting rooms.
Cost Item 1
Establish Positions: ANTH, ASAN, GEOG, BIOL, PHYS, CHEM, English, Math (in priority order) Personnel $55,000
The ARPD indicates the ratio of BOR faculty to program majors is cautionary. Additional faculty are required to provide assistance in course assessment, GE designation, 20% course review, annual, and comprehensive program reviews. Lecturers teaching in these high demand areas are not required to do the above and existing faculty do not have the expertise in some of these areas to complete adequate reviews and course development. These positions support all three ILOs and Program Learning Outcomes. This cost item meets strategic Goal D.1. and item c., to develop our human resources and to fund positions recommended by CERC.
Cost Item 2
Science lab for Physics Facility $570,000
Upgrade Chem lab Equipment $100,000
The newly created ASNS Degree needs a physics laboratory and an upgraded Chemistry Laboratory to support courses required to meet STEM fields.
Cost Item 3
Two mobile security carts and 35 laptops/tablets Equipment $100,000
LBRT needs two mobile security carts and 35 computers/tablets each to provide upper campus classrooms with computers, enabling students to use technology as a means of achieving student success.
For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:
|Program Student Learning Outcomes|
|1.Communication: Speak and write to communicate information and ideas in professional, academic and personal settings.|
|2. Critical Reading: Read critically to synthesize information to gain understanding.|
|3. Critical thinking: Make informed decisions through analyzing and evaluating information.|
|4. Information Competency: Retrieve, evaluate, and utilizes information.|
|5. Technological Literacy: Employ computer technology to perform academic and professional tasks.|
|6. Quantitative Reasoning: Apply mathematical concepts, methods, and problem-solving strategies to analyze, synthesize, and evaluate real-world problems in quantitative terms.|
|7. Areas of Knowledge: Utilize methods, perspectives, and content of selected disciplines in the natural sciences, social sciences and humanities.|
|8. Self and Community: Engage in activities demonstrating understanding of one’s relationship with one’s communities and environments.|
|9. Cultural diversity: Articulate and demonstrate an awareness and sensitivity to cultural diversity.|
|10. Ethics: Behave in an informed and principled manner.|
LBRT set the Performance Rate at 70% of the artifacts assessed will meet expectation. A LIBERAL ARTS RUBRIC for PLO #9 Cultural Diversity was developed and departments used this as a template with wording to fit courses. See full assessment report on the web.
ANTHRO 200 (5 section), ASAN 120-3sec/121-1 sec/122-1sec (5 section total), HWST 107 (1 section), ENG 257E (1 section).
Selection Process: The Social Science, Humanities, and English Department will identify all classes sections in Departments that support GELO 9 - ANTHRO 200 (5 section), ASAN 120-3sec/121-1 sec/122-1sec (5 section total), HWST 107 (1 section), ENG 257E (1 section). Faculty teaching these sections will collect and copy artifacts prior to grading. The copies from each class will be placed in an envelope and labeled.
• Each applicable department of the AA Degree Program will use the AA Degree PLO table as appeared in the AA Degree Comprehensive Program Review, to identify 12 sections that support GELO 9.
• Designated faculty will collect student artifacts to assess GELO 9 beginning in Spring 2013.
• By April 1, 2013, faculty will identify the rubric components (select one) the artifact is designed to support. (With rubric component(s) identified, attach the rubric to the collected artifacts.)
• Copies of the selected artifacts will be collected and submitted to the Department Assessment Committee by April 1, 2013.
• The Department Assessment Team pulls a minimum of 5 artifacts from each section (or 20% if only one section is identified or the amount can be determined by Department Assessment Team) from each packet, assesses artifacts using the rubric, and submits report to Dept. Chair by May 1, 2013.
The following are the results of each department’s assessment results.
• Evaluators, even before discussing ratings with other members, entered similar overall scores, except for paper #11, indicating instructors' understanding and application of rating criteria.
• Three essays (42%) met or exceeded the outcomes; two more were approaching (28%); only two did not meet the outcomes.
• Even as a low-stakes homework assignment, 5 of the 7 papers (71%) had sufficient material to be considered as drafts for a longer and more complex essay. Even the two essays that fell below the "approaching" stage displayed enough content to be rated just one point below approaching.
• Four of seven essays fell below "meets" level.
• Limited pool of essays did not provide sufficient number to test outcome acquisition.
• Low-stakes assignment may not have provided sufficient incentive to student to ensure best effort.
From the 2 section of Anth 200, 13 artifacts scored, 10 (77%) met or exceeded expectations as averaged by 3 raters (2.5 – 4.0). 2 (15%) scored in the Exceeds category (3.5 – 4.0) and 8 (62%) scored in the Meets category (2.5-3.4); and 3 (23%) scored in the Approaching category (1.5-2.4), and 0 (0%) scored in the Doesn’t Meet category. 1.
This cohort scored 7% over the benchmark of 70%. Scoring team members felt the assignment was a good indicator of students grasping the concept of Diversity in the content delivered in the ANTH 200 class.
2 sections of ANTH. 200: Cultural Anthropology was sampled, including one Online section taught by Dr. Wolforth, and one section from Hilo campus.
Of a total number of _56__registered students in the 2 sections of ANTH. 200, 23% or 13 artifacts were assessed. Of the 56 registered students in the two classes, there were 33 submittals of the assignment (15/27 and 18/29).
The team immediately discussed agreed upon changes to the assignment to better get at the concept of diversity. See changes to the assignment appearing as Appendix C.
1. A strategy to obtain a “true picture” of student success in a class can be added to the next cohort, by adding in “blank artifacts” representing the non-submitters of the target assignment in a class. Without this correction made to the sampling pool, it seems that the results could be skewed upwards.
1) As a result of the work of the LBRT GE committee, changes were made to the Scoring Rubric which will be followed in the next scoring round.
HUMANITIES: Hawaii Life Styles Courses:
100% of students scored “Approaches” or higher
92% “Meets or Exceeds”
27% (12) Exceeded
64% (29) Meets
9% (4) Approaches
0% (0) Did Not Meet
The only area of weakness demonstrated by the students in this assessment is in the area of component (a).
(a). Explain insights about your own cultural rules and biases and suspend judgment in valuing your interactions with different cultures.
The overall assessment of this particular component indicate that the students are not adept in relating the self within this assignment. The instructions for this assignment did ask the students to explain their own cultural rules and biases and suspend judgment. However, the students’ demonstration of this skill were minimal.
Results Note: Full Assessment report can be viewed on the Assessment web page under LBRT http://hawaii.hawaii.edu/assessment/reports/slorpt/2012-13/LBRT2012-13.pdf
Results: 46% of the samples were identified by at least one grader as developed or highly developed. 54% of the samples were at the initial or emerging levels.
Discussion about these results touched on a number of points:
• Because culture is a living thing, it is challenging to define the content of this class. However, some students were more able to articulate deeply what Japanese/Chinese culture is; these students went beyond simply describing traditions. This could reflect teaching expectations and breadth/depth of content students are taught.
• Courses without a pre-requisite (like ASAN 120) may attract students for whom this assessment activity was challenging.
• Knowing about the assessment at the beginning of the semester would have helped instructors to re-shape and re-focus the teaching.
• Students who wrote about certain elements as opposed to others might have lacked the opportunity to demonstrate as well critical thinking and integration.
• Preparing students by giving them more opportunities to practice this skill would help them to be more successful on this assessment.
We discussed the possibility of doing a different, non-written type of assessment (like a presentation or video or performance). The lecturers felt that what we had done was good for assessing learning, so we decided to do it one more time.
The departments will take steps for improvement depending on assessment results, and the LBRT Program recommends that these courses seek GE designation for GELO 9.
• Continue to collect ENG257E papers over at least three semesters to provide an adequate pool of artifacts. Consider including three sections (three semesters) of 257A to provide an wider sampling.
• Use a high-stake assignment, perhaps an in-class exam, collected near the end of the semester to provide a snapshot of student skills near course completion.
• Because some of the evaluators were unclear as to how to rate missing MLA citation material, instructor should provide students with specific requirements for in-text and works cited lists on next assessment project.
• Students seemed to be able to point out differences and similarities but did not seem to have a clear understanding of culture, so more class time could be spent on developing a working definition of culture.
• Instructor expressed her concern that even at the early stage (mid-March) students were struggling with workload; she will consider new reading material and assignments that might improve engagement with subject matter. She will consider using presentations and video production assignments.
Results of Actions for continuous program improvement
• To understand the experience of cross-cultural sharing, the instructor has enrolled in her second Hawaiian Studies course at HawCC.
Plan of Action for AY 2013-2014
1. All lecturers of ANTH. 200 will pilot the new agreed upon assignment in the AY2013-2014 and set-up a scoring session for spring 2014, taking a 20% sampling.
2. Continue to administer the Assignment as a regular assessment of GELO #9 for ANTH. 200 classes.
3. For the next scoring session, blank artifacts for non-submitters will be added to the artifact pool to account for registered students who do not submit an assignment to give a “truer picture” of the total student population enrolled in classes.
4. Lecturers will also explore how to assist/motivate a higher number of students to submit the assignment.
HUMANITIES: Hawaii Life Styles:
A recommendation will be made to instructors of this course that exercises in understanding the individual’s relationship to the research subject and including it in the written assignment should be incorporated into the course.
Results of Actions for continuous program improvement
The assessment team will meet with instructors to discuss suggested improvements to their course and measure the progress made through the school year. Instructors of other courses will also be included in the meetings to insure consistency in meeting the standards of assessment.
The assessment findings will be brought to both the HLS program meetings for input as well a to the HUM Department meeting for input.
It is recommended that GELO #9 be assessed again in Fall 2013 to ascertain if the recommendations above, to include exercises in first person reflections are reflected in the S.L.O.
ASAN 120/121(Kate Sims, Randal McEndree, Shanti Devi, Sherry Shepherd)
CHANGES/MODIFICATIONS MADE AS A RESULT OF ASSESSMENT
The following modifications to course teaching were suggested:
• Teaching could be focused more deeply on different elements
• Students needed more opportunities to practice writing about content learning
The following modifications to course assessment were suggested:
• The assessment should take one hour, timed, with no restrictions on word count (though students would be given the wording in the prompt to make sure their samples were longer than 500 words)
• It would be done on the computer, if possible, to provide easier assessment reading and also it would make it easier to keep these papers anonymous
• For online classes, this would be a proctored activity in Laulima
Modification to the prompt:
Write an essay of 500 words or more in which you demonstrate what you learned from this course about Japanese/Chinese culture in at least three of the following: history, values, politics, social structure, communication styles, economy, beliefs and practices. Note: Make sure to identify which of these three elements you are focusing on. You will be graded on your ability to demonstrate broad and deep knowledge of these elements and on your ability to use details that are accurate and show insight. In the way you integrate specific details in your discussion of them, your instructor will be looking for critical thinking.