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College: Honolulu Community College
The last comprehensive review for this program was on N/A.
Program Mission: The Developmental Mathematics Program at Honolulu Community College provides a positive student-centered learning environment in which students can achieve proficiency in logical thinking, problem-solving and other mathematical skills needed to be successful in achieving their academic goals.
Program Learning Outcomes:
1. Students will be able to demonstrate mathematical concepts and principles by performing computations.
2. Students will be able to apply appropriate technology to enhance their mathematical thinking and understanding.
3. Students will be able to apply critical thinking and use mathematical reasoning to solve problems and judge the reasonableness of their results.
Program Description: As an open-door institution, Honolulu Community College understands the need to address varying degrees of preparation in the students who choose to enroll, including those who are not fully prepared for college-level instruction. To meet the needs of these unprepared or underprepared students, the College instituted a policy in 2011 requiring mandatory placement testing for incoming students, with subsequent first-semester enrollment in remedial/developmental English and/or Math courses, as needed. From 1981-2010, the College Skills Center (CSC) had been responsible for offering remedial/developmental instruction in both English and Math, as well as providing tutoring services in both areas. With the adoption of the new campus policy, it was felt that a re-designed Math curriculum would be required to best achieve new objectives. The re-designed Math curriculum was first offered in Fall 2010. Remedial courses previously aligned with the CSC were integrated into their respective academic divisions. In addition, drop-in tutoring has now been offered by the Math department for the past two years.
The remedial/developmental curriculum in Math includes MATH 9, MATH 24, AND MATH 25. Since the new College policy was developed and implemented, much of the focus has been on MATH 9. MATH 9 is 5-credit course that utilizes instructor lectures, comptuer-based Math software for supplemental instruction, a textbook written by Math faculty, and tutors in the classrooms. Students who complete MATH 9 in accelerated time have the option to take MATH 24 or to mentor their peers. Mentors are paid a stipend. MATH 50 will also soon be an option for these students.
|Demand Indicators||Program Year||Demand Health Call|
|1||Enrolled in any Remedial/Developmental||1,260||1,283||1,251||Unhealthy|
|2||Semester Hours Taught||165||174||181|
|3||* Student Semester Hours (SSH) Taught||5463||6006||5822|
|4||Full Time Students (Fall) Enrolled||554||442||390|
|5||Full Time Students (Spring) Enrolled||301||313||286|
|6||Number of Classes Taught||65||52||53|
|Achieving the Dream||AtD Fall Cohort|
|7||Percent AtD Cohort with Placement||78%||80%||85%|
|8||AtD Cohort Placing Remdial/Developmental||54%||54%||57%|
|9||Cohort Enrolling Remedial/Developmental||415||389||416|
|9a||Percent Cohort Enrolling Remedial/Developmental||73%||72%||72%|
|10||* Increase Percent Enrolling||7%||-1%||0%|
|Efficiency Indicators||Program Year||Efficiency Health Call|
|11||Average Class Size||28.8||31.1||29.3||Healthy|
|12||* Fill Rate||89.4%||86.8%||84.1%|
|13||Number of Low-Enrolled (<10) Classes||1||2||3|
|14||* BOR Appointed Faculty (FTE)||2.6||4||3.6|
|15||Non-BOR Appointed Faculty Teaching Classes||6||4||6|
|16||Percentage Classes Taught by Regular Discipline Faculty||40%||65%||62%|
|17||Percentage Classes Taught by non Regular Discipline Faculty||60%||35%||38%|
|18||Program Budget Allocation||Not Reported||Not Reported||$449,645|
|18b||Tution and Fees||Not Reported||Not Reported||$111,038|
|19||Cost per SSH||Not Reported||Not Reported||$77|
|*Data element used in health call calculation||Last Updated: August 13, 2013|
|Effectiveness Indicators||Program Year||Effectiveness Health Call|
|Retention (Course Completion)||Cautionary|
|20||1 Level Below College Level||89%||86%||90%|
|21||2 Levels Below College Level||94%||93%||92%|
|22||3 or More Levels Below College Level||75%||58%||59%|
|Successful completion (Equivalent C or Higher)|
|23||1 Level Below College Level||46%||49%||50%|
|23a||1 Level Below College Level||211||240||244|
|24||Withdrawals (Grade = W)||49||67||49|
|25||2 Levels Below College Level||50%||52%||45%|
|25a||2 Levels Below College Level||263||289||217|
|26||Withdrawals (Grade = W)||34||38||37|
|27||3 or More Levels Below College Level||46%||42%||47%|
|27a||3 or More Levels Below College Level||402||241||274|
|28||Withdrawals (Grade = W)||224||241||239|
|Achieving the Dream||AtD Fall Cohort|
|29||Cohort Enrolled in Remedial Developmental Course||415||389||416|
|30||Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year||177||179||226|
|31||Percent Cohort Successful Completion||43%||46%||54%|
|32||AtD Cohort Size||1,048||984||1,018|
|33||Percent AtD Students Placing Into Remedial/ Developmental Level||54%||54%||57%|
|34||Percent AtD Cohort Enrolled in Remedial/ Developmental Course||40%||40%||41%|
|35||Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year||31%||33%||39%|
|36||Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year||36%||35%||37%|
|Successful Next Level||Program Year|
|Persistence (Fall to Spring)|
|37||* Percent From 1 Level Below College Level, To College Level||56.9%||63.5%|
|37a||From 1 Level Below College Level, To College level||75||74||82|
|38||Percent From 2 Levels Below College Level, To 1 Level Below||60%||62%|
|38a||From 2 Levels Below College Level, To 1 Level Below||98||82||63|
|39||Percent From 3 or More Levels Below College Level, To 2 Levels Below||54%||41%|
|39a||From 3 or More Levels Below College Level, To 2 Levels Below||46||72||67|
|Success in Subsequent Level (Equivalent C or Higher)|
|40||College Level From 1 Level Below||32||28||42|
|40a||* Percent College Level From 1 Level Below||37.8%||51.2%|
|41||1 Level Below From 2 Levels Below College Level||37||38||33|
|42||2 Levels Below From 3 or More Levels Below College Level||28||42||34|
|*Data element used in health call calculation||Last Updated: August 13, 2013|
With reference to Demand, the Health Call of Unhealthy is based on a failure to meet the target increase for percentage of those placing in remedial/developmental to actually enroll in such courses. The percentage of students enrolling fluctuates quite a bit, with an increase of 7% in program year 10-11, a decrease of 15% in program year 11-12, and no increase in program year 12-13. Data for how many students took the Compass placement test and placed in a remedial/developmental course would be significant in analyzing the demand. A decrease could mean fewer students placed in remedial/developmental courses, which is a healthy sign that students are coming to HCC better prepared.
With reference to Efficiency, for which the Health Call is Healthy, the fill rates have consistently been above 80%, and the program has typically had to provide additional sections to meet demand. Another significant trend in this area is the substantial increase in classes taught by regular discipline faculty from program year 09-10 to program year 11-12, but with a slight decrease in program year 12-13. The increase is due to the College's reorganization, which shifted instructional faculty from the College Skills Center to the Math department for better integration of instruction at all levels. The most recent decrease may be a reflection of more remedial/developmental courses being taught by lecturers.
With reference to Effectiveness, for which the Health Call is Cautionary, the retention rates for 1 and 2 levels below College level, which correspond to MATH 25 and MATH 24, are quite good (range is between 86% and 94%) and have held steady across the period under analysis. The retention rate for those 3 or more levels below (MATH 9) dropped from 75% to 58%, then increased by 1%, but the rate for successful completion did incrase by 5% in program year 12-13. The MATH 9 attendance policy may have been a factor in the decrease and fluctuation of the retention rate.
All initiatives planned in 2012 were implemented, and changes and improvements to the curriculum and program policies are ongoing. New initiatives ahve been proposed, implemented, evaluated and revisited.
1. Study Skills: a component focused on Study Skills has been incorporated into remedial/developmental Math instruction, and student response has been positive, but the program has not yet determined if it plays a significant role in student success. A retention specialist from the student success center attends classes weekly to cover learning styles, time management, note-taking and other skills.
2. Textbook: A year ago the Math faculty rewrote their previous home-grown textbook. This new book is easier to comprehend, with examples geared toward the College's student population. The textbook will continue to be revised annually based on feedback from instructors, tutors and students.
3. Computerized homework: The ALEKS program is utilized by MATH 9 students. Based on student surveys, it is difficult to determine if ALEKS helped them in learning Math concepts, but according to exam results, it appears to be helping many students. The My Math Lab program is utilized by many students in the upper division Math courses.
4. Tutor Center: a drop-in Math tutoring service has been offered for the past two-and-a-half years. Since the tutoring is located on the same floor as most Math classes, more students are coming in to take advantage of the service. Since many students use a Math software program to enhance their learning, it would be beneficial to provide computers in the tutor room for students with no access to a computer at home. WIth more students seeking tutoring services, a larger space is needed.
The 2013 Action Plan will include, on a continuing basis, the Study Skills, computer-based instruction, homework, and tutoring as discussed above. Embedded questions for all MATH 24 courses are currently being implemented as an assessment tool to determine whether or not students are attaining the student learning outcomes successfully. This data will assist the Math faculty in determining the next step to increase student success. Embedded questions for MATH 25 will be implemented soon.
As noted above, computers for student use in an expanded space for Math tutoring are needed. In addition, the following support is needed for program success:
1. Developmental Math Coordinator: the numerous new and ongoing initiatives require a coordinator to oversee implementation and management. A coordinator is also needed to maintain a cohesive program by ensuring that instructors execute the policies set for MATH 9, that needed materials are revised/updated annually, and student complaints, and that problems are dealt with in a timely manner. Continued release-time funding is needed (5 credits per semester.) Support from both the Math faculty and administration is vital to the success of this program.
2. IT Specialist: Since the infrastructure of the remedial Math program consists of 80 computers, a designated IT specialist would be needed to update and trouble-shoot this equipment, which is in high demand. The program currently has problems keeping the computers updated in a time manner, and weekly crashes have occurred. As a result, the program has had to rely on staff and faculty to volunteer their expertise in maintaining the computers. A specific person is needed when computers are not working, especially during a class period.
To summarize, the resources needed to maintain the program of remedial/developmental instruction in Math include the following:1) direct instructional costs (lecturers hired in addition to fulltime faculty); 2) Developmental Math coordinator assigned time: 3) Math discipline supplies; 4) Math tutor expenses; 5) stipends for tutors; and 6) ALEKS instructional units (Web-based artificially-intelligent assessment and learning system.)