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

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Review Year: College: Program:

College: Hawaii Community College
Program: Liberal Arts

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Program did not provide date of the last comprehensive review.

Program Description

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.

Program Mission

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.

Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: LBRT     Program CIP: 24.0101

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 Number of Majors 1,093 1,306 1,390 Healthy
1a     Number of Majors Native Hawaiian 427 523 565
1b     Fall Full-Time 57% 57% 52%
1c     Fall Part-Time 43% 43% 48%
1d     Fall Part-Time who are Full-Time in System 2% 2% 3%
1e     Spring Full-Time 52% 54% 51%
1f     Spring Part-Time 48% 46% 49%
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
10-11 11-12 12-13
8 Average Class Size 22.3 22.7 21.6 Healthy
9 *Fill Rate 92% 92.7% 87.3%
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
10-11 11-12 12-13
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
19c Goal 123 127 130
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%

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
21 Number of Distance Education Classes Taught 90 91 95


22 Enrollments Distance Education Classes 2,159 2,293 2,237
23 Fill Rate 90% 93% 87%
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  
10-11 11-12 12-13
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

Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

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.

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.

Part III. Action Plan

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.

Part IV. Resource Implications

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.                    

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

this year?
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.

A) Expected Level Achievement

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.

B) Courses Assessed

ANTHRO 200 (5 section), ASAN 120-3sec/121-1 sec/122-1sec (5 section total), HWST 107 (1 section), ENG 257E (1 section).

C) Assessment Strategy/Instrument

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.

D) Results of Program Assessment

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.


Scoring Results:

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

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.

E) Other Comments


F) Next Steps

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)


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.