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

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Review Year: College: Program:

College: Honolulu Community College
Program: Music and Entertainment Learning Experience

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The last comprehensive review for this program can be viewed at:
MELE is a new program and has not completed a 5 year review

Program Description

The mission of the MELE program is to serve the community as the premier, comprehensive program that fosters and promotes music industry professions from songwriting and technical production to artist management and music publishing.

The major objectives of the program are:

· To provide a trained workforce in the interconnected fields of production technology, music industry business, and artistic creativity.

· To serve the need to create an environment and infrastructure in Hawai‘i that encourages the creation and development of innovative ideas and their conversion into products and services that can be marketed nationally and globally, returning economic benefits to the state.

· To provide practical, professionally focused education for students to prosper in diverse work environments to reach their individual, academic and professional goals.

· To provide a comprehensive music training center capable of serving students on both O‘ahu and neighbor islands.

· To provide the State of Hawai‘i with a training center to serve the music and entertainment community composed of artists, studio technicians, producers, publishers, entertainment attorneys, and other music and entertainment-related occupations.

· To establish Hawai‘i as the premier Pacific Basin training center for music business and production, thus promoting the economic development of the state.

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: MELE     Program CIP: 50.0999

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 Number of Majors 74 91 105 Healthy
1a     Number of Majors Native Hawaiian 20 26 29
1b     Fall Full-Time 53% 48% 51%
1c     Fall Part-Time 47% 52% 49%
1d     Fall Part-Time who are Full-Time in System 5% 8% 3%
1e     Spring Full-Time 50% 49% 56%
1f     Spring Part-Time 50% 51% 44%
1g     Spring Part-Time who are Full-Time in System 9% 7% 3%
2 *Percent Change Majors from Prior Year 97.3% 22.2% 16%
3 SSH Program Majors in Program Classes 443 428 591
4 SSH Non-Majors in Program Classes 205 122 141
5 SSH in All Program Classes 648 550 732
6 FTE Enrollment in Program Classes 22 18 24
7 Total Number of Classes Taught 13 12 13

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
8 Average Class Size 16.5 14.1 17.3 Cautionary
9 *Fill Rate 82.6% 72.8% 83.3%
10 FTE BOR Appointed Faculty 0 1 1
11 *Majors to FTE BOR Appointed Faculty 0 90.5 105
12 Majors to Analytic FTE Faculty 50.0 59.6 65.9
12a Analytic FTE Faculty 1.5 1.5 1.6
13 Overall Program Budget Allocation Not Reported $415,640 $129,468
13a General Funded Budget Allocation Not Reported $111,828 $107,212
13b Special/Federal Budget Allocation Not Reported $0 $0
13c Tuition and Fees Not Reported $0 $22,256
14 Cost per SSH Not Reported $756 $177
15 Number of Low-Enrolled (<10) Classes 2 3 0
*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) 61% 82% 87% Cautionary
17 Withdrawals (Grade = W) 6 5 7
18 *Persistence (Fall to Spring) 58% 76.3% 69.6%
18a Persistence Fall to Fall     43.4%
19 Unduplicated Degrees/Certificates Awarded Prior Fiscal Year 2 9 9
19a Associate Degrees Awarded 2 9 9
19b Academic Subject Certificates Awarded 0 0 0
19c Goal N/A 1 1
19d *Difference Between Unduplicated Awarded and Goal N/A 800% 800%
20 Transfers to UH 4-yr 0 0 4
20a Transfers with degree from program 0 0 1
20b Transfers without degree from program 0 0 3
20c Increase by 3% Annual Transfers to UH 4-yr Goal N/A N/A N/A
20d *Difference Between Transfers and Goal N/A N/A N/A

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
21 Number of Distance Education Classes Taught 0 0 0


22 Enrollments Distance Education Classes N/A N/A N/A
23 Fill Rate N/A N/A N/A
24 Successful Completion (Equivalent C or Higher) N/A N/A N/A
25 Withdrawals (Grade = W) N/A N/A N/A
26 Persistence (Fall to Spring Not Limited to Distance Education) N/A N/A N/A

Performance Funding Program Year  
10-11 11-12 12-13
27 Number of Degrees and Certificates     9


28 Number of Degrees and Certificates Native Hawaiian     1
29 Number of Degrees and Certificates STEM     Not STEM
30 Number of Pell Recipients     49
31 Number of Transfers to UH 4-yr     4
*Data element used in health call calculation Last Updated: January 27, 2014

Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

The MELE Programs track record of rapid growth and development dates back to its inception as an experimental program in 2007.  The program progressed from experimental to provisional in 2008 and in 2011 was approved by the University of Hawai’i’s Board of Regents as a permanent program.  As a permanent program MELE continued through 2011-2013 to strategically plan, develop, recruit, teach, operate, build stronger partnerships and secure additional private and federal funding to integrate more state-of-the-art equipment into the MELE Studios.  With action plans from the 2011-2012’s academic year such as, initiating articulation conversations with University of Hawaii West Oahu, developing partnerships with local high schools, creating guest-lecture workshops with industry professionals, and broadening relationships with industry businesses by fostering intern positions for students just before graduation, MELE is blossoming.  This rapid growth has also created growing pains for the MELE program.  The program has been able to develop rapidly with only one UH Board of Regent appointed faculty tenure position from 2007-2013 and additional staffing has been supplemented by casual hire contracts and grants, lecturers and currently two temporary faculty positions, one instructional and one APT.  MELE has outgrown itself and needs additional BOR faculty positions based on the “Quantitative Indicators”.  



The demand indicators point out that MELE Program majors have continually grown over the past three years (74 in 2010-2011, 91 in 2011-2012 and 105 in 2012-2013).  This steady increase has been the result of strategic planning and recruitment efforts via social media networks, weekly program tours for high school and intermediate students as well as community affiliations, educating school counselors about MELE, and participating in college fairs around the state.  The healthy demand of the program is also the result of working with the MELE Advisory Council to assure that Program Learning Outcomes line up with industry needs.  MELE Advisors meet twice a year to discuss industry trends and to identify potential partnerships that develop pathways for jobs and matriculation into baccalaureate degree programs for MELE graduates.  MELE has taken advantage of various financial opportunities such as private, federal and state funding in order to meet the technological needs of the industry and has designed, built, operated and maintained state-of-the-art equipment which allows the program to take advantage of technology that attracts potential students.  This also allows MELE to implement curriculum that is progressive from fundamental knowledge to real world application skills which attracts creative, technical and business-minded students.        



MELE has been given a cautionary health call for 2012-2013.  MELE has been strategically planning and implementing ways to enhance efficiency dating back to 2010-2011 when steps where taken to modify program pre-requisites to better prepare students for the rigor of MELE courses.  Initially we did see a dip in FTE enrollment in program classes, but we now see that our numbers have increased in 2012-2013 (18 in 2011-2012 to 24 in 2012-2013) while at the same time students are better prepared for MELE courses over the length of the program.  We also show an improvement in our Fill Rate, which increased from 72.8% to 83.3% as a result of the pre-requisite modification. 


A large part of MELE’s cautionary health call is in the area of Majors to FTE BOR Appointed Faculty.  In 2012-2013 the ratio of MELE majors to FTE BOR Appointed Faculty was 105 to 1.  This indicator shows that MELE’s growth and development over the past five years has increased the demand of the program and is now in need of hiring BOR appointed faculty to be able to offer all students the best possible chance to graduate from the program.    




MELE has been given a cautionary health call in the area of effectiveness.  Courses in MELE are specifically offered semester to semester throughout the recommended two-year progression in two tracks, music & entertainment business, and audio engineering.  This means that each fall semester a new cohort of students, who meet the program pre-requisites, enter the program and start a survey course in business and/or recording technology.  These two courses allow students to become familiar with topics and concepts that are the knowledge building blocks throughout the program.  Staying true to Honolulu Community Colleges mission, MELE identifies individual students study skills, topic understanding and commitment to move on in the program and initiates the process of engaging students with other students and faculty to give each student the best possible chance to understand what he or she will studying for the next two-years.  Starting back in 2009 MELE started advising sessions for students at the two hundred-course levels to track a student’s success as they move through the program.  In 2010 MELE created the General Advising Meeting mandatory for all majors, prior to early registration for the spring semester.  Along with advising and modifying the program pre-requisites in 2010 MELE is working to improve persistence rates by refining our advising process.  Fall 2013 started off with the inaugural “MELE Mixer” which is where new and continuing students, program graduates and faculty meet up at MELE to network, share and present current news and information about the program.

Part III. Action Plan

The MELE program directly supports the University of Hawai`i system mission:

The common purpose of the University of Hawai`i system of institutions is to serve the public by creating, preserving, and transmitting knowledge in a multi-cultural environment. The University is positioned to take advantage of Hawai`i’s unique location, physical and biological environment, and rich cultural setting. At all levels in the academy, students and teachers engage in the mastery and discovery of knowledge to advance the values and goals of a democratic society and ensure the survival of present and future generations with improvement in the quality of life.


University of Hawai‘i Community College System

The MELE Strategic Plan 2011-15 includes details on MELE’s alignment with the UHCC System strategic goals. Additional evidence of alignment includes the following:

Native Hawaiian educational attainment:  During the period Fall 2009-Spring 2013, on average Native Hawaiian students have accounted for 33.9 percent of MELE students each semester. This reflects the program’s identification with Hawaiian culture, in which music plays a vital part, and its efforts to reach out to students of Native Hawaiian ancestry.

Function as a seamless state system:  MELE’s A.S. degree program remains, as it was at the time of its approval as a Provisional program, a unique program within the University of Hawaii Community Colleges system, neither duplicating nor supplanting any current degree or certificate program available within the UHCC system. Its curriculum includes a significant component of general education courses, which facilitates student transfer to the four-year institutions in the system. MELE has endeavored to work with units within the UH system to enhance the opportunities and experience for its students. For example, it organized the participation of seven MELE students in the UHM Shidler College of Business’ Entrepreneurs’ Bootcamps #1 & #2, encouraging their further skill development in business plan writing and interest in entrepreneurship.

MELE continues to function as a component within the UH system and will engage the next phase of action in the coming year.  From its inception MELE has diligently worked to create key partnerships, acquire program funding, build and equip its state-of-the-art MELE recording studios, and has implemented, adjusted curriculum for todays student demands. 


The action plan is to focus on these key areas in need of attention based on the 2012-2013 ARPD: 



A.  Enhance pathways for further student educational attainment into a baccalaureate program:

This action item ties in with the MELE strategic plan as well as addresses persistence indicators from fall to spring by allowing students to clearly see a pathway towards attaining a baccalaureate degree.  If a student can identify a clear pathway to further education at the start of the program, the more willing they will be to do what it takes to get there.  This will help more students get from fall to spring each year.   

Currently MELE has one articulation agreement, created with Belmont University, in which one MELE graduate has completed a baccalaureate degree.  We will be working on developing a financial support system that allows students who meet the academic criteria to matriculate to Belmont.  Students in the past haven’t considered Belmont an option once they realize the tuition cost. 

MELE is currently developing an articulation agreement with University of Hawaii West Oahu.  The process is underway and we will work diligently with all parties involved on this partnership. 

MELE also is researching other potential university and college programs that are inline with our curriculum. 


B.  To identify clear career options in the work force both locally and nationally:

     This action item ties in with the MELE strategic plan as well as addresses persistence indicators from fall to spring by allowing students to clearly see a pathway towards attaining a career path.  If a student can identify a clear pathway towards a career at the start of the program, the more willing they will be to do what it takes to get there.  This will help more students get from fall to spring each year.

MELE will work closer with HCC’s career councilors to identify careers and jobs in the field of music and entertainment. 

MELE has also been working with DBEDT to identify industry data in the areas of jobs and salaries. 

The MELE Advisory Council is also a valuable resource and meets bi-annually to discuss latest industry trends. 


C.  To present to students all major program events for academic year 2014 that will carry on to subsequent years:

The plan here is to have students see what events are coming up in the year.  This is especially helpful for new students coming into the program in the fall to plan accordingly and to prepare their schedules as well as understand the program rigor.  This is important because the MELE program requires application time outside of the average lecture hours.

This will help persistence from fall to spring.


D.  To create a student database to better identify student support needs and progress:

MELE has been vigilant in providing student advising from the start of the program.  The management and documentation of these advising sessions and meetings have been difficult to manage efficiently in traditional hard copy filing systems.  The goal here is to create a digital database that can be accessed by faculty as well as be archived for years to come so that we can better understand the needs and successes of students in the program. 

This database will help with program in all health indicators: demand, efficiency and effectiveness. 


E.  To incorporate the entertainment component into program curriculum:

This year MELE will be modifying the program to incorporate the entertainment component in courses and program development.  Music is the common interest that all MELE students share and the curriculum reflects that.  The next phase in the MELE strategic plan is to now build the entertainment component of the program by integrating entertainment topics and concepts, along side music topics and concepts.  These two areas are closely related in many ways that there isn’t the requirement for a lot of curriculum action as the SLO’s for the courses will be the same.  We will also be adding courses to the Music & Entertainment degree.  This again ties in all areas of program development and MELE’s strategic plan.   


 F.  To create new faculty positions appropriate for program needs:

MELE’s efficiency rating is cautionary based on the need to better balance the amount of MELE majors with BOR Appointed Faculty.  MELE has operated with one BOR Appointed Faculty as a provisional program into permanency.  Other faculty positions have been supplemented by grant funding, temporary casual hire and lecture contracts.  These supplemental funds helped MELE to develop, build and educate students in prior years.  MELE has seen a steady increase of MELE majors from the start and more recently has gone from 74 majors in 2010-2011 to 105 majors in 2012-2013.  This is a 41% increase.  In order to meet student needs MELE needs to hire a BOR Appointed Faculty position and a third position that needs to be determined as an APT or instructional.  This need coincides with the MELE strategic plan.   


G.  To enhance MELE and HCC student organizations and programs relations:

MELE is able to provide audio technical services based on the nature of the program.  MELE will develop a student organization that will provide other student organizations on campus with audio technical services. 


H.  To create access to current MELE Program information regarding career and academic pathways, student organizations and events for HCC councilors:

MELE has always had strong support from the HCC counseling department.  Incoming and current students are relying on HCC counselors to help them make decisions and strategically planning their academic paths.  MELE will work on creating easily accessible information that counselors have access to for program information when needed in order to better prepare students for the MELE program.  This includes information on careers, articulation agreements, student organizations and events.

Part IV. Resource Implications

There are resource implications for all of our Action Planning items.  The MELE Program will submit budget requests to include funding requirements for procuring resource laboratory equipment through our Divisional chain as part of the normal campus budget allocation process.

 As emphasized in paragraph “F” above, MELE will submit a request to budget for two additional faculty positions, one instructional and one APT

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


Demonstrate an understanding of professional and ethical standards in entertainment and music business. (All MELE majors)


Demonstrate the ability to solve technical problems. (All MELE majors)


Explain the careers, contracts, law, processes and economics of the music business. (Music Business majors)


Prepare public relations programs for entertainment and music business clients. (Music Business majors)


Describe various types of intellectual property and copyright laws within the music industry. (Music Business majors)


Identify the role of music publishing in entertainment and music business. (Music Business majors)


Describe the importance of appreciation of diversity and global perspectives in music business and entertainment. (Music Business majors)


Demonstrate an understanding of music production. (Audio Engineering majors)


Demonstrate an understanding of the use of recording technology. (Audio Engineering majors)


Demonstrate an appropriate mastery of techniques and skills used in operating studio equipment and sound systems. (Audio Engineering majors)

A) Expected Level Achievement

The following link provides MELE's curriculum mapping for Music Business and Audio Engineering Majors

Eight courses were assessed using methods described in paragraph C).  The courses with hands on Laboratory assignments and Intern tasks were used to determine if Program SLOs were met. Each method of assessment had its own criteria for determining adequate achievement level.

B) Courses Assessed

The MELE courses that were assessed for school year 2012-2013 include:

Fall 2012

MELE 101 Survey of Music Business

MELE 102 Survey of Recording Technology

MELE 213 Studio Production

Spring 2013ʉ۬

MELE 201 History of the Recording Business

MELE 202 Public Relations in the Music Industry

MELE 211 Audio Engineering I

MELE 220 Audio Engineering II

MELE 275 Practicum

C) Assessment Strategy/Instrument

MELE students are evaluated by some or all of the following:

- Quizzes and/or exams testing basic comprehension of assigned reading.

- Exams testing basic comprehension of information as well as situational and problem analysis.

- Collaborative in-class assignment and/or case studies including written summary and in-class discussion.

- Audio Engineering majors complete a portfolio-style final project during their final semester, which consists of a final mix master recording and complete documentation and summary of the recording process.

- Audio Engineering and Music Business majors in their final semester are required to create a multimedia presentation documenting their internship experience.

D) Results of Program Assessment

Course SLOs

It was revealed that several courses had SLOs that did not meet the criteria.  Course content and delivery method will be reviewed and action taken as appropriate.   

Program SLOs

The portfolio-style final project for the Audio Engineering majors and the Internship of the Business majors revealed only individual student weaknesses, but the faculty are confident that overall, the program SLOs are being met.

Inventory Sheets and Analyses results of assessment can be found on the following  page:


E) Other Comments

No content.

F) Next Steps

See paragraph D and Part III Action Plan above