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

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Review Year: College: Program:

College: Kapiolani Community College
Program: Remedial/Developmental Math

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The last comprehensive review for this program was on 2013, and can be viewed at:
http://ofie.kapiolani.hawaii.edu/wp-content/uploads/2013/01/cpr2013kahikoluamea.pdf

Program Description

Program Description

Kahikoluamea offers a student success program that orients first year students to the College. Kahikoluamea assists them in identifying and pursuing educational pathways based on their interests, offers developmental courses in English (reading and writing) and math to prepare students for career or transfer courses, encourages first year student connection to learning resources, and promotes studentsÊ» sense of belonging to the College community.  Kahikoluamea faculty and staff promote completion of foundational courses in the first year and design and deliver innovative pedagogies and engagement strategies aimed at increasing student achievement, motivation, and persistence toward certificate or degree attainment.

The program includes courses in developmental math (Math 24, 25, and 81). Our Math 24 and 25 courses lead to Math 103 and the Math 81 leads to Math 100.

Mission Statement 

Kahikoluamea means the lashing together of three canoes for stability and strength. The program includes developmental instruction in (English and math), the First Year Experience (FYE), and counseling support. Our mission is to facilitate students’ awareness of their personal strengths, values, and interests; explore and identify career and academic goals; use resources; and persevere along their educational pathway. Our instructional, counseling, learning support staff and peer mentors provide supportive learning environments where students can develop success strategies that will enable them to transition to college-level courses.

Part I. Quantitative Indicators

Overall Program Health: Cautionary
Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 Enrolled in any Remedial/Developmental 1,650 1,630 1,464 Cautionary
2 Semester Hours Taught 312 300 336
3 * Student Semester Hours (SSH) Taught 6318 6290 6167
4 Full Time Students (Fall) Enrolled 628 599 566
5 Full Time Students (Spring) Enrolled 403 394 405
6 Number of Classes Taught 98 93 95
Achieving the Dream AtD Fall Cohort
2009 2010 2011
7 Percent AtD Cohort with Placement 72% 71% 79%
8 AtD Cohort Placing Remdial/Developmental 42% 41% 44%
9 Cohort Enrolling Remedial/Developmental 372 345 331
9a Percent Cohort Enrolling Remedial/Developmental 50% 47% 49%
10 * Increase Percent Enrolling 0% -3% 2%

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
11 Average Class Size 20.5 21.2 18.9 Healthy
12 * Fill Rate 81% 90.8% 79.5%
13 Number of Low-Enrolled (<10) Classes 5 1 9
14 * BOR Appointed Faculty (FTE) 3.8 4.1 4.8
15 Non-BOR Appointed Faculty Teaching Classes 14 13 11
16 Percentage Classes Taught by Regular Discipline Faculty 35% 39% 43%
17 Percentage Classes Taught by non Regular Discipline Faculty 65% 61% 57%
18 Program Budget Allocation $805,338 $805,338 $1,384,098
18b Tution and Fees $0 $0 $440,582
19 Cost per SSH $127 $128 $224
*Data element used in health call calculation Last Updated: August 13, 2013

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
Retention (Course Completion) Cautionary
20 1 Level Below College Level 90% 88% 89%
21 2 Levels Below College Level 85% 95% 95%
22 3 or More Levels Below College Level N/A N/A N/A
Successful completion (Equivalent C or Higher)
23 1 Level Below College Level 56% 59% 57%
23a 1 Level Below College Level 625 704 648
24 Withdrawals (Grade = W) 112 140 123
25 2 Levels Below College Level 42% 57% 50%
25a 2 Levels Below College Level 379 435 338
26 Withdrawals (Grade = W) 138 41 34
27 3 or More Levels Below College Level N/A N/A N/A
27a 3 or More Levels Below College Level N/A N/A N/A
28 Withdrawals (Grade = W) N/A N/A N/A

Achieving the Dream AtD Fall Cohort  
2009 2010 2011
29 Cohort Enrolled in Remedial Developmental Course 372 345 331  
30 Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year 202 198 232
31 Percent Cohort Successful Completion 54% 57% 70%
Remedial/Developmental Pipeline
32 AtD Cohort Size 1,738 1,766 1,535
33 Percent AtD Students Placing Into Remedial/ Developmental Level 42% 41% 44%
34 Percent AtD Cohort Enrolled in Remedial/ Developmental Course 21% 20% 22%
35 Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year 27% 27% 35%
36 Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year 31% 43% 37%

Successful Next Level Program Year  
10-11 11-12 12-13
Persistence (Fall to Spring)  
37 * Percent From 1 Level Below College Level, To College Level   64.9% 66.6%
37a From 1 Level Below College Level, To College level 195 226 204
38 Percent From 2 Levels Below College Level, To 1 Level Below   65% 59%
38a From 2 Levels Below College Level, To 1 Level Below 94 140 86
39 Percent From 3 or More Levels Below College Level, To 2 Levels Below   N/A N/A
39a From 3 or More Levels Below College Level, To 2 Levels Below N/A N/A N/A
Success in Subsequent Level (Equivalent C or Higher)
40 College Level From 1 Level Below 135 132 138
40a * Percent College Level From 1 Level Below   58.4% 67.6%
41 1 Level Below From 2 Levels Below College Level 48 71 44
42 2 Levels Below From 3 or More Levels Below College Level N/A N/A N/A
*Data element used in health call calculation Last Updated: August 13, 2013
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Kahikoluamea’s math program experienced a decrease in enrollment (10.2%) by 166 students in AY 12-13 due to the decrease in enrollment for the college. Although fewer AtD students enrolled in Remedial/Developmental courses (331 in AY 12-13 compared to 345 in AY 11-12), the percent Cohort Enrolling Remedial/Developmental course increased by 2% (49% in AY 12-13 compared to 47% in AY 11-12). This, again, is due to the overall decrease in enrollment for the college and thus, total number of AtD students decreased as well.  

In general, the Efficiency Health Indicator had improved from “Unhealthy” in Fall 11-Spring 12 to “Cautionary” in Fall 12-Spring 13. 

The average class sizes and the fill rates both decreased. Some of the contributing factors could be the decrease in the overall enrollment at the college as well as the fact that more students placed into college level math courses. Despite the low enrollment, the department made the decision to leave the evening classes open because these evening classes are the only options for students who work during the day. Some Math 81 sections as well as sections for a new pilot program, Math 98 (which combines Math 24 and Math 25 in one semester), were also low enrolled. The reason may be that perhaps students did not want to take a 6-credit math course. 

BOR appointed faculty (FTE) increased from 4.2 to 4.8. This increase is due to a hiring a new full time faculty member in Spring 2013. Although one new faculty member was hired, the department was not able to fill the remaining full time position. The resulting low percentage of full time math faculty continues to be an issue because of the difficulty in recruiting and retaining qualified faculty. In addition, most full time faculty members received reassigned time for projects or initiatives. Lecturers teach many of our Math 24, Math 25, and Math 81 courses. To improve these rates, we would need to hire more full time faculty to fill the vacant positions.

For students at one level below college level (Math 25 and Math 81), retention rates increased from 88% to 89%, completion rates decreased from 59% to 57%, and withdrawals decreased from 140 to 123, a decrease of 12%. The math faculty worked with counselors to dis-enroll students who do not attend the class during the first week of the semester.  This strategy may have helped to decrease the number of withdrawals. The department started offering a few sections of Math 25 in a self-paced model starting Fall 13. This offering may help increase persistence rate as well as the completion rate. 

For students at two levels below college level (Math 24), retention rates continued to be high at 95%, completion rates decreased from 57% to 50%, and withdrawals decreased from 41 to 34, which is a decrease of 17.1%. Since we started using the self-paced model for Math 24, we have continuously made adjustments in grading policies, classroom policies, and curriculum. Faculty and students were more comfortable and confident with the new delivery mode. They were also better able to handle technological and curricular issues than they were previously. However, due to the shortage of full time and part time instructors, we often have new part time instructors who do not have previous experience of teaching math in this format. As instructors gain more experience in teaching this model, they are able to make adjustments with their teaching style, which often results in assisting more students successfully pass the course. Also, as the computer lab is used more heavily, we need more computers and lab attendants available. The decrease in withdrawal rates may be attributed to students staying through to the end of the semester, with the option to continue from the point where they left off in Math 24 the following semester rather than starting fresh from the beginning of the course. This innovative feature allowed students to complete a Math 24 course within a year and be able to master concepts at his/her own pace.  Students who historically have had to start all over each semester are now able to finish Math 24. 

The Achieving the Dream cohort data in 2011 shows a decrease in cohort size from 1766 to 1535 (13%) due to the decrease in the college enrollment. Of these students, 44% (675 students) placed into a remedial/developmental level while only 22% (338 students) enrolled in a remedial/developmental course. This means that 337 out of 675 students (49.9%) in this pipeline did not enroll in a remedial/development course. These results are not surprising since not all students readily enroll in a math course in their first year. Based on this data, the New Student Orientations have implemented a new registration initiative requiring the enrollment of a Math and English courses for first year students since Summer 2012.

The persistence rate from one level below college level to college level has slightly improved to 67%, which is closer to the goal of 70%. Although the success rate in college level from 1 level below has improved to 68%, it is still lower than the goal of 80%. One possibility could be for the Kahikoluamea Math faculty to work with the Kahikoluamea counselors to establish an intervention to find out why students are not enrolling in the required math classes.

 

Counseling

In Fall 2012, the Kahikolumea Counseling program, comprised of 3.5 counselors, partnered with the campus’ Pathways Learning Support, Malama Hawai'i, and First Year Experience programs to pilot a student success, persistence, and engagement program that utilized a traditional navigation/wayfinding metaphor.  The pilot program, entitled Holomua I Ke Ola (My Wayfinding Odyssey), was designed to address student development and success needs, as evidenced through analyzing aggregate data collected from our KCC first year students using the College Student Inventory (CSI) by Noel Levitz.  This program was also built on evidence-based student success and engagement principles, which encourage student participation in experiential activities, place and culture-based learning, self and career awareness and decision-making, and connection with campus learning support services and programs.

This program was promoted with all First Year designated courses; ultimately, the following developmental level English and Math courses/sections participated in the program through instructors encouraging/requiring student participation (i.e. integrating the program as a class assignment, granting extra credit points for participation, etc.):

Data was gathered on students who participated in the program in Fall 2012 and compared with other first year students from Fall 2012 who did not participate in the program.  Results are as follows:

Average Institutional GPA (success)

Average Re-enrollment Rate to Spring 2013 (persistence)

In Spring 2013, the Kahikolumea Counseling program implemented an early alert intervention, the College Student Inventory (CSI) with the following courses/sections of developmental English and Math (voluntary participation):

This counseling intervention involved students completing the CSI online early alert assessment/survey and then meeting individually with a Kahikoluamea Counselor for interpretation of their report and discussion of students’ learning strengths, challenges, and needs and support services and resources that can help them.  A plan was then discussed with each student and their Kahikoluamea Counselor and follow-up support was offered and provided.  

Success as measured through course pass rates (percentage of students who earned letter grades of C or better in their respective course) was analyzed of those sections whose students participated in the CSI counseling intervention in Spring 2013 and those that did not. Results are as follows:

Eng 22 and 81 sections who participated in CSI counseling intervention

Comparison group: Eng 22 and Math 81 sections who did not participate in the CSI counseling intervention

Part III. Action Plan

Traditionally, students are advised to take Math 24 if they are undecided about their major as this course may give students more options once they successfully complete Math 103. However, the college needs to shift the paradigm. Statistically, the probability of students in Math 24 to successfully pass Math 103 with a C or better is very low. Therefore, they would be unable to achieve their academic goals in timely manner or, often, they may even discontinue their college education. On the other hand, if students chose to take Math 81-Math100 route, the chance for them to successfully pass Math 100 is much higher than when they choose Math 24-Math 25-Math 103 pathway. Although completion of Math 100 gives fewer options in the choice of major than when students finish Math 103, it will eventually give students more options as they have higher probability of succeeding in this route. Also, the college is in the process of implementing StatWay to assist students to finish college level statistics course within a year.  The Kahikoluamea math faculty have been pivotal in developing the curriculum for this program and moving it forward on the campus. The Kahikoluamea math faculty will continue to work together with FYE and Kahikoluamea counselors to provide students with clearer view when choosing the correct Math Pathway. In addition, counselors should meet with students to find out the reasons why they are not enrolling in math courses.

As stated in the department’s tactical plan, the methods to be used include:

  1. Research high impact test support activities, revise policies, dialog with high schools, collaborate with institutional researchers to assess and improve and communicate results to CAC (funded through GEAR UP and UHCC system)
  2. Engage all stakeholders within the department during the process of developing strategies to address strategic outcomes. Use data to identify and prioritize problems. Develop and maintain effective communication systems at all levels including regular meetings between Chair and Coordinators to provide input into the budgeting, ARPD, and tactical planning processes. (Supported through AtD)
  3. Increase professional development opportunities for faculty as part of the department’s commitment to a student success agenda. (supported through Title III and college funds)
  4. Research and study the possibility of adopting a summer bridge program that is similar to the Millikin University program, an intense summer bridge program to help students finish algebra in a week.
  5. Research ad study Cleveland State College’s dual enrollment program to encourage high school seniors to complete developmental math programs in their senior year so that they can start college level courses in the first year of college.

 

Part IV. Resource Implications

To accommodate student needs and to enable the best possible choices for students, continuation of the New Student Orientation program and/or mandatory advising sessions with counselors to assist in registration for students to be able to continue math courses in subsequent semesters. As more instructors adopt the use of computer assisted math programs in their classes, it would be ideal to have a computer lab. Also, for the instructors who use traditional teaching methods, we need classrooms that do not have computer screens sitting on the table. In addition, using ELMO in the classrooms would help instructors demonstrate examples in a more effective way. 

As many new initiatives are being developed nationwide to help more developmental students successfully complete degree programs, it is very important for the faculty to keep up with current trend in math education.  Sending math instructors attend the national conferences regularly and bring back what they learn will help enrich our program as well.

Cost:

Lab: 40 + desktop computers, Furniture (Tables + Chairs), Wiring, labor (Lab assistants)

Or substitutes desktops in Iliahi 208 by laptops and use the desktops in the new lab. $55,000

Professional Development - Conferences:

AMATYC (American Mathematical Association of Two Year Colleges) Conferences:

November 2014, Nashville, TN    $3000. x 2= $6,000

 

 

Part V: Program Student Learning Outcomes

Through access to a comprehensive system of integrated student support services, including counseling, peer mentoring, and tutoring, students will acquire the symbolic reasoning skills required for success in their chosen program of study.