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

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Honolulu Community College Executive Summary Printer Friendly

The academic divisions of Honolulu Community College continue to refine their assessment tools and processes and to make increasing use of the results of assessment to improve their programs.  The programs had achieved 100% completion of course and program SLOs as of Fall 2012, and have been aggressively aligning course assessment with the SLOs.  Programs are also incorporating SLOs in program review analyses and annual budget requests, thereby institutionalizing SLO assessment into the annual operational cycle of the college.  In this respect, under the leadership of the Dean of the University College (also serving as the college's Accreditation Liaison Officer), the college has developed a comprehensive timetable of planning and assessment that clearly forefronts the use of SLOs in all phases of institutional planning, evaluation, and improvement.

A key development has been the widespread adoption of formal "closing the loop" processes by which the programs make curricular and other improvements on the basis of assessment results.  The Dean of the Transportation and Trades division has developed a model process through which the annual program review process provides the context for a dialogue among program liaison, division chair, and dean aimed squarely at changes and improvements indicated by the results of the program review.  This process has been endorsed by the Chancellor and is guiding all divisions in adopting a continuous cycle of feedback and improvement.

The ACCJC accreditation visit in October 2012 and resulting report from the commission challenged the college to focus on several key areas, including distance education and general education.  In these and other areas the college has met the commission's requests for further action.  The college has successfully implemented a college-level general education requirement for all associate's degree programs and has developed a review system that encourages collaboration between liberal arts and CTE faculty.  Evidence of this collaboration can be found in several Perkins-funded initiatives that will result in math, English, and science courses designed for the curricular needs of the CTE programs.  The college has also implemented mandatory distance education orientation/training for all faculty scheduled to teach via distance, in addition to the course design/management support already provided by Academic Support division personnel.  An essential component of the training is aimed at ensuring that SLOs for DE courses are equivalent to those for classroom-based instruction and that the assessment process contributes equally to program and institutional review and improvement.  The Distance Education Advisory Council has worked intensively on this and other DE-related issues, and developed a Distance Education Strategic Plan that guides the college's actions in this area.

Completion continues to be a primary focus of attention by both academic and academic support programs.  Following recent research findings on facilitating completion and the college's analysis of its historical efforts in retention, the college has piloted accelerated remedial/developmental courses.  Early indications are that these courses are both effective and popular with students.  The newly operational Student Success Center (as described more fully in the section on Academic Support), which resulted from the implementation of a reorganization approved in Fall 2012, has resulted in processes that more fully involve instructional faculty in the many aspects of retention and student support, and has proven to be very effective.  Under the leadership of the Student Success Coordinator and Dean of Academic Support, the college is now able to provide year-round, strategic outreach and support to students to help them earn their degrees and certificates.