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 Reading

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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 reading (ENG 21), developmental writing.. Accelerated English pathways are offered in the following format:  8-week accelerated ENG 21/ENG 22. 

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 243 214 160 Unhealthy
2 Semester Hours Taught 42 36 33
3 * Student Semester Hours (SSH) Taught 819 672 477
4 Full Time Students (Fall) Enrolled 57 44 48
5 Full Time Students (Spring) Enrolled 26 16 8
6 Number of Classes Taught 14 12 11
Achieving the Dream AtD Fall Cohort
2009 2010 2011
7 Percent AtD Cohort with Placement 72% 72% 74%
8 AtD Cohort Placing Remdial/Developmental 28% 28% 29%
9 Cohort Enrolling Remedial/Developmental 136 134 115
9a Percent Cohort Enrolling Remedial/Developmental 27% 27% 25%
10 * Increase Percent Enrolling -3% 0% -2%

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
11 Average Class Size 19.5 18.7 14.5 Healthy
12 * Fill Rate 96.4% 83.8% 67.9%
13 Number of Low-Enrolled (<10) Classes 0 2 3
14 * BOR Appointed Faculty (FTE) 1.2 1.2 0.7
15 Non-BOR Appointed Faculty Teaching Classes 1 0 1
16 Percentage Classes Taught by Regular Discipline Faculty 86% 100% 64%
17 Percentage Classes Taught by non Regular Discipline Faculty 14% 0% 36%
18 Program Budget Allocation $170,749 $170,749 $132,526
18b Tution and Fees $0 $0 $22,450
19 Cost per SSH $208 $254 $278
*Data element used in health call calculation Last Updated: November 13, 2013

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
Retention (Course Completion) Unhealthy
20 1 Level Below College Level 91% 94% 92%
21 2 Levels Below College Level N/A N/A N/A
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 48% 70% 70%
23a 1 Level Below College Level 130 156 112
24 Withdrawals (Grade = W) 25 13 12
25 2 Levels Below College Level N/A N/A N/A
25a 2 Levels Below College Level N/A N/A N/A
26 Withdrawals (Grade = W) N/A N/A N/A
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 136 134 115  
30 Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year 87 72 90
31 Percent Cohort Successful Completion 64% 54% 78%
Remedial/Developmental Pipeline
32 AtD Cohort Size 1,738 1,766 1,535
33 Percent AtD Students Placing Into Remedial/ Developmental Level 28% 28% 29%
34 Percent AtD Cohort Enrolled in Remedial/ Developmental Course 8% 8% 7%
35 Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year 18% 15% 20%
36 Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year 17% 16% 11%

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   0% 0%
37a From 1 Level Below College Level, To College level 2 0 0
38 Percent From 2 Levels Below College Level, To 1 Level Below   N/A N/A
38a From 2 Levels Below College Level, To 1 Level Below N/A N/A N/A
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 2 0 0
40a * Percent College Level From 1 Level Below   N/A N/A
41 1 Level Below From 2 Levels Below College Level N/A N/A N/A
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: November 13, 2013
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

DEMAND

Enrollment: Enrollment in developmental reading decreased by an unusually high 25% from 214 to 160. For the past two years the enrollment decreased by 12% each year. The New York Times reported that nationally, college enrollment in 2012-2013 dropped 2% from the previous year. The KapCC fall 2012 enrollment was down by .6%, and the spring 2013 enrollment was down by 5.4%. The decrease in developmental reading may, in part, be due to the overall decrease in KapCC’s enrollment as well as the eliminating of restrictions on retaking the COMPASS test (as explained in last year’s ARPD).

Semester hours taught/Number of classes taught: The numbers of semester hours and classes taught decreased because of the lower enroll

Achieving the Dream Cohort: There was a 2% decrease in the percent of Atd students

To be healthy, the AtD enrollees must increase 3% over the previous year. The First Year Experience and the New Student Orientation group focused on having all new students take math and English during the first year. They continue to adjust their strategies which hopefully, will  improve this number.

EFFICIENCY

Average class size/ Fill rate: In spring 2013, there were two 8-week accelerated classes that ran with low enrollment. The classes were allowed to run becasue the success rate for the past accelerated classes was high, and this innovation had just started in spring 2012.

Faculty: Only BOR-appointed regular faculty taught ENG 21 although Efficiency Indicators #14, 16, and 17 indicate otherwise.

EFFECTIVENESS

Retention and Successful completion: The retention rate declined from 94% to 92% while the successful completion rate remained at 70%.

Achieving the Dream: The successful completion rate for the AtD cohort improved to 78% from 54%.

Successful Next Level: This area is not applicable to KapCC. The college level reading course after ENG 21 is ENG 102, which was not offered.

 

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

The faculty teaching the 8-week accelerated ENG 21 and 8-week accelerated ENG 22 and the ENG 21/22 learning community will meet to evaluate the data and determine future offerings.

Lab work: The students began using the online lab in spring 2013. The student feedback was positive. I will continue to improve my use of the lab features.

Brainfuse: This online resource has a flashcard component, which I will incorporate into the class.

Part IV. Resource Implications

The reading program requires time slots that allow for the 8-week Monday through Thursday schedule.