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

Select the desired review year, college, and program from the drop down menus. Once a program has been selected, the results will be displayed.

Review Year: College: Program:

College: Leeward Community College
Program: Digital Media Production

Printer Friendly


The last comprehensive review for this program was on 2011, and can be viewed at: 2899

Program Description

No Content.

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: DMED     Program CIP: 10.0303

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 78 7 3 Unhealthy
2 *New & Replacement Positions (County Prorated) 49 4 2
3 *Number of Majors 143 152.5 174.5
3a     Number of Majors Native Hawaiian 31 27 34
3b     Fall Full-Time 60% 54% 50%
3c     Fall Part-Time 40% 46% 50%
3d     Fall Part-Time who are Full-Time in System 1% 1% 1%
3e     Spring Full-Time 52% 51% 49%
3f     Spring Part-Time 48% 49% 51%
3g     Spring Part-Time who are Full-Time in System 1% 2% 1%
4 SSH Program Majors in Program Classes 738 711 876
5 SSH Non-Majors in Program Classes 489 330 429
6 SSH in All Program Classes 1,227 1,041 1,305
7 FTE Enrollment in Program Classes 41 35 44
8 Total Number of Classes Taught 27 22 27

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 15.1 15.8 16.1 Cautionary
10 *Fill Rate 76.4% 78.8% 80.5%
11 FTE BOR Appointed Faculty 0 0 2
12 *Majors to FTE BOR Appointed Faculty 0 0 87.2
13 Majors to Analytic FTE Faculty 48.3 61.5 58.9
13a Analytic FTE Faculty 3.0 2.5 3.0
14 Overall Program Budget Allocation $189,173 $204,026 $198,405
14a General Funded Budget Allocation $189,173 $204,026 $187,905
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $0 $10,500
15 Cost per SSH $154 $196 $152
16 Number of Low-Enrolled (<10) Classes 4 2 5
*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
17 Successful Completion (Equivalent C or Higher) 81% 85% 83% Cautionary
18 Withdrawals (Grade = W) 17 17 20
19 *Persistence Fall to Spring 73.5% 76.1% 73.9%
19a Persistence Fall to Fall     52.2%
20 *Unduplicated Degrees/Certificates Awarded 32 23 34
20a Degrees Awarded 16 16 10
20b Certificates of Achievement Awarded 0 0 0
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 51 23 56
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 7 9 8
22a Transfers with credential from program 5 2 2
22b Transfers without credential from program 2 7 6

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 2 1 4  
24 Enrollments Distance Education Classes 31 16 75
25 Fill Rate 78% 80% 94%
26 Successful Completion (Equivalent C or Higher) 77% 88% 80%
27 Withdrawals (Grade = W) 1 1 3
28 Persistence (Fall to Spring Not Limited to Distance Education) 71% 63% 86%

Perkins IV Core Indicators
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 100.00 Met  
30 2P1 Completion 50.00 50.00 Met
31 3P1 Student Retention or Transfer 74.25 87.88 Met
32 4P1 Student Placement 60.00 38.71 Not Met
33 5P1 Nontraditional Participation 17.00 58.82 Met
34 5P2 Nontraditional Completion 15.25 40.00 Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     10  
36 Number of Degrees and Certificates Native Hawaiian     2
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     57
39 Number of Transfers to UH 4-yr     8
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Demand Indicators

The demand indicators showed that the program is unhealthy. This is in large part due to the new and replacement positions of only 3 for the State and pro-rated 2 for the County.

Those numbers  are based on the Classification of Instructional Program (CIP) 10.0303 Prepress/Desktop Publishing and Digital Imaging Design and the standard occupational classification (SOC) in Desktop Publishing 43-9031.00.

The occupation related to CIP 10.0303 and SOC 43-031 is more related to print graphics.  The occupations related to the currently assigned CIP and SOC are not the type of occupations for which students are being trained in Leeward CC’s Digital Media program.

The CIP that more accurately defines the Leeward CC Digital Media Program (DMED) is Technical and Scientific Communication 09.0908.

Title: Technical and Scientific Communication.

Definition: A program that focuses on the communication of technical and scientific knowledge to a variety of audiences through print, video, and digital media; and that prepares individuals to function as technical writers and editors, documentation developers, web designers, and usability specialists. Includes instruction in scientific and technical writing and editing, graphic and information design, web design, audience analysis, document usability and field testing, publications management, and applications to specific technical fields.

Or we might consider changing the CIP to 09.0702?

Title: Digital Communication and Media/Multimedia.

Definition: A program that focuses on the development, use, critical evaluation, and regulation of new electronic communication technologies using computer applications; and that prepares individuals to function as developers and managers of digital communications media.  Includes instruction in computer and telecommunications technologies and processes; design and development of digital communications; marketing and distribution; digital communications regulation, law, and policy; the study of human interaction with, and use of, digital media; and emerging trends and issues.

The associated SOC codes are 1109199 (Managers, All other), 25-1122 (Communications Teachers, Postsecondary), and 27-3099 (Media and Communication Workers, All Other).  The first two don’t work, but the third seems reasonable.

The related SOC that the DMED program should use is Graphic Designers (27-1024.00).

If DMED had used SOC code 27-1024.00, the number of New and Replacement Positions would be 40, and Demand would be Cautionary instead of Unhealthy.

Another factor that needs to be considered is that in the field of Digital Media, an employee doesn’t have to reside in the same state as the employer.  More and more skilled Digital Media artists work from Hawaii for businesses in other states.  The Internet allows this kind of opportunity.

Efficiency Indicators

The efficiency indicators showed that the program is Cautionary.

DMED fill rates are clearly Healthy, so the Cautionary status is based mainly on the ratio of majors to FTE BOR-appointed faculty.  DMED itself has only two such faculty.  A ratio of 175 to 2, or 87.5, appears to be very Unhealthy.  However, DMED majors must take ART and ICS courses, which are directly related to their DMED tasks, as part of their degree requirements.  About 47%, almost half, of the credits needed to earn a DMED degree come from ART and ICS.  If we added to the number of faculty two more to account for the ART and ICS courses taken, the ratio of 175 to 4, or 43.7 to 1 would be Cautionary.  The overall condition would then be Healthy. 

Effectiveness Indicators

The effectiveness indicators showed that the program is Cautionary.

The number of degrees awarded dropped from 16 to 10 mainly because students were having difficulty completing coursework for the degree.  The open labs which DMED students had used to do their homework prior to 2012 were closed.  Since Spring 2012 students had to use the library computers to do their homework, but the library computers are too old to handle the DMED software.  Also, the library closes at 6:30P.M. and is not open on Saturday.  Prior to 2012, the open lab was available until 8:00 P.M., Monday thru Friday, and on Saturday morning.  Some students could afford to buy the software and work on their own computers.  If a student could not afford that, to complete homework, he or she needed to work with a classmate who did the software.  This problem affected more the 200 level courses, and so the number of low-enrolled classes increased from 2 to 5 from 2012 to 2013.  Student progress through the 200 level courses was impeded, and fewer students completed the program.  The administration is working with the DMED program coordinator to find a solution to this problem.

Distance Education

We offered 3 distance education courses in DMED and 2 in Art.  In 2012, we had only one distance education course in DMED and 2 in Art.

Because the DMED curriculum involves hands-on learning the equipment is expensive, and it is difficult for students to do the course requirements via distance education.  The program will try to offer more distance education courses in the future, but some courses can never be offered via Distance Education.


Part III. Action Plan

We need to follow up with administration to change the CIP and SOC codes used to assess program demand.

We need to follow up with administration to make sure our DMED students can access an open lab with all the equipment they need to be able to do their homework.

We need to update the curriculum to better prepare students to qualify for job requirements.  According to the SOC System description  for a Graphic Designer (27-1024) position, only about 11% of applicants have an Associate’s degree.  About 81% have a Bachelor’s degree, 

We need to revise the Associate in Science degree in Digital Media Production curriculum to articulate easily with four year degree programs in the UH system.  To do that we need to increase the actual A.S. degree 15 credit General Education requirement.

Part IV. Resource Implications

Create a new full-time position in the Art Department to teach Introduction Digital Art courses.  Currently we have 2 lectures teaching a full load of digital Art courses for the AS degree.

Ask for funding to hire student help to oversee the classroom labs.

Give reduced time to the Digital Media faculty.  Because the program is small our faculty have 4 and sometimes 5 different preparations to teach and prepare during one semester.  In one year, each faculty member teaches between 7 to 8 different classes.

Provide training for our faculty in their field of teaching.  The technology is constantly changing.  It is vital for the program that our faculty be on top of the new techniques at all times.  Providing training for faculty every 2 years should cost about $6,000 a year.  This year we plan to utilize our allocated budget and apply for Perkins funds.

Replace the hardware every 4 years for the two and a half labs that the program needs to operate.  This should cost $60,000.00 a year for four years.

Upgrade the software every year for the three labs needed to operate the program.  This should cost about $14,000.00 a year.

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


Develop critical thinking and problem-solving skills for project planning and use of necessary collaborative skills.


Communicate clearly and concisely, visually, verbally and in writing, using techniques appropriate for the intended audience.


Identify and explain standards of professionalism as they pertain to personal and work-related endeavors.


Exhibit a portfolio of projects related to the chosen specialization at the conclusion of the Associate in Science degree work.

A) Evidence of Industry Validation

No content.

B) Expected Level Achievement

No content.

C) Courses Assessed

No content.

D) Assessment Strategy/Instrument

No content.

E) Results of Program Assessment

No content.

F) Other Comments

No content.

G) Next Steps

No content.