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

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Review Year: College: Program:

College: Hawaii Community College
Program: Student Services

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The last comprehensive review for this program was on 2012, and can be viewed at:

Program Description

Division Description

The Division of Student Affairs consists of several units that together, provide all the necessary and complementary services related to
the needs of students. The services promote college and career readiness, first year success, career and job development, college transition and adjustment, student engagement, and academic success.

Admissions and Records Office: The mission of Hawai'i Community College's Admissions & Records Office's mission is to support student success through practices and policies that are Fair, Accurate, Service-oriented and Timely (F.A.S.T.).

Career and Job Development Center: The mission of the Hawai‘i Community College Career and Job Placement Center is to assist and
support students and prospective students in clarifying and planning purposeful career and educational goals through the use of informational
resources and career counseling and to enhance employability via assistance with job preparation—resumes, job search and interviewing
skill development.

Counseling, Advising and Support Services Center: Through encouragement and with respect and integrity, counselors inform and
empower a diverse group of students to reach their educational goals and to enrich their communities.

Financial Aid Office: To assist current and prospective Hawai‘i Community College students in funding their educational goals through
quality customer service and efficient, timely, and accurate processing in accordance with federal, state, and institutional regulations,
guidelines, policies, and procedures.

First Year Experience: To promote first year student success by connecting students with campus resources, academic support and campus culture.

GEAR UP: The mission of the Hawai‘i Community College GEAR UP Program is to significantly increase the number of low-income
students who are prepared to enter and succeed in post-secondary education by encouraging academic success, facilitating the transition
from K-12 to higher education and increasing access to financial aid resources.
Running Start: The Running Start Program is a unique partnership between the University of Hawai‘i System and the Department of
Education. Its mission is to provide an opportunity for academically qualified public high school juniors and seniors to early enroll in college
classes and earn both high school and college credits.

Ha`awi Kokua Program: The Ha`awi Kokua Program Mission is to promote equal opportunity
for individuals with disabilities, by facilitating their full participation in their regular courses and activities that are offered at Hawai‘i
Community College to gain the maximum benefit from their educational experience.

Hālaulani Transfer Success Center: Promotes the successful transfer of Hawai'i Community College students to a four-year baccalaureate university by providing a nurturing, supportive center environment based on Hawaiian culture, language, protocols and practices as the foundation through which the students, faculty, and ʻohana are inspired to achieve their highest levels.   

Information Center: Promote and provide accessibility to higher education by offering a convenient one-stop location which delivers
current, accurate information and services to prospective individuals, groups, and private/public sector organizations via web, mail,
telephone, tours, workshops, in person, printed material, and individualized service .

Student Life Program: The Student Life Program empowers students to achieve academic success, develop leadership skills, and demonstrate social responsibility through positive, culturally-relevant co-curricular activities and learning opportunities.

UH Center - West Hawaii Student Affairs Office: Provides effective, meaningful and quality support services to diverse learners of the West Hawai‘i community to increase meaningful access, retention, persistence, graduation and obtain a career.   



Part I. Quantitative Indicators

Demand Indicators Program Year  
10-11 11-12 12-13
1 Annual Headcount ALL Students 4,649 4,754 4,424
2 Annual Headcount NH Students 1,928 1,964 1,875
3    Actual Percent Change from Prior Year ALL 11% 2% -7%
4    Actual Percent Change from Prior Year NH 15% 2% -5%
5 Annual Headcount of Recent Hawaii High School Graduates 546 514 488
6    Percent of Service Area's Recent High School Graduates 25% 25% 24%
7 Annual Headcount of Students 25-49 Years Old 1,714 1,301 1,204
8 Annual Headcount from Underserved Regions 4,212 3,286 2,960
9 Annual Headcount in STEM programs 961 555 339
10a Fall
Registration Status
New Students 1,101 1,115 988
10b Transfers Students 284 274 252
10c Continuing Students 1,701 1,834 1,793
10d Returning Students 329 335 306
10e Home Campus Other 400 359 324
11a Spring
Registration Status
New Students 326 386 300
11b Transfers Students 169 127 105
11c Continuing Students 2,478 2,545 2,274
11d Returning Students 163 116 144
11e Home Campus Other 361 371 385

Efficiency Indicators Program Year  
10-11 11-12 12-13
12 Pell Participation Rate ALL Students 62% 65% 65%  
13 Pell Participation Rate NH Students 68% 70% 69%
14 Number ALL Students Receiving Pell 1,990 2,163 2,016
15 Number NH Students Receiving Pell 952 1,016 970
16 Total Pell Disbursed ALL $7,096,174 $7,440,656 $6,829,490
17 Total Pell Disbursed NH $3,475,592 $3,528,755 $3,265,540
18 Overall Program Budget Allocation $1,591,220 $1,707,286 $1,748,397
19 General Funded Budget Allocation $1,186,471 $1,215,852 $1,142,839
20 Special/Federal Budget Allocation $305,207 $26,676 $27,765
21 Cost Per Student $342 $359 $395
Achieving the Dream AtD Fall Cohort
2009 2010 2011
22 FT AtD Cohort (ALL) complete 20 credits first year 271 310 304
23 FT AtD Cohort (NH) complete 20 credits first year 115 139 125
24 PT AtD Cohort (ALL) complete 12 credits first year 128 138 150
25 PT AtD Cohort (NH) complete 12 credits first year 53 45 55
*Data element used in health call calculation Last Updated: March 14, 2014

Effectiveness Indicators Program Year  
10-11 11-12 12-13
26 Persistence Fall to Spring ALL Students 74% 72% 70%  
27 Persistence Fall to Spring NH 72% 73% 68%
28 Degrees & Certificates Awarded ALL 405 452 552
29 Degrees & Certificates Awarded NH 153 164 210
30 Degrees & Certificates in STEM ALL 67 57 62
31 Degrees & Certificates in STEM NH 17 10 18
32 Transfers to UH 4-yr ALL 143 195 209
33 Transfers to UH 4-yr NH 56 74 88

Community College Survey
of Student Engagement (CCSSE)
Survey Year  
2008 2010 2012
34 Support for Learners Benchmark (Percentile) 80 90 70  
Means Summary All Students ( 1 = Not at all/Rarely, 2 = Sometimes/Somewhat, 3 = Often/Very )
35 Academic Advising      
  Frequency 1.75 1.80 1.79
  Satisfaction 2.25 2.20 2.22
  Importance 2.54 2.50 2.56
36 Career Counseling      
  Frequency 1.53 1.40 1.51
  Satisfaction 2.14 2.10 2.16
  Importance 2.41 2.30 2.48
37 Job Placement Assistance      
  Frequency 1.32 1.20 1.29
  Satisfaction 1.91 1.80 1.82
  Importance 2.22 2.10 2.25
38 Financial Aid Advising      
  Frequency 1.72 1.80 1.90
  Satisfaction 2.04 2.20 2.22
  Importance 2.49 2.40 2.54
39 Student Organizations      
  Frequency 1.43 1.30 1.42
  Satisfaction 2.04 2.00 2.05
  Importance 2.13 1.80 2.13
40 Transfer Credit Assistance      
  Frequency 1.45 1.50 1.38
  Satisfaction 2.07 2.10 2.00
  Importance 2.26 2.20 2.28
41 Services for People With Disabilities      
  Frequency 1.33 1.30 1.35
  Satisfaction 2.09 2.00 1.94
  Importance 2.24 2.00 2.25
*Data element used in health call calculation Last Updated: March 14, 2014


Part II. Analysis of the Program

Last year, there was a decrease in enrollment at HawCC across the board.  Compared to 2011-12, there was a 7% decrease in the general enrollment.  This was 2 percent more than the decrease in Native Hawaiian headcount.  High school enrollment also saw a drop of 1 percent, which is not significant since the high school enrollment trend hovers around 24-25%.

On a more positive note, completion of 12 credits by part timers in the AtD cohort increased by 12 going from 138 to 150, and the Native Hawaiian cohort added 10 more students, increasing from 45 to 55.  Graduation saw an increase in degrees and certificates awarded to all students, up 552 from 452.  The Native Hawaiian cohort also increased their conferral from 164 to 210.  Lastly, transfer from HawCC to UH jumped from 195 to 209, an increase of 14 students.  This is similar to the Native Hawaiian cohort with 88 students.

The numbers show that while the enrollment has gone down, student success is very palpable at HawCC.  The graduation and transfer rates continue to go up.  College and career readiness and activities are strongly pushed to support enrollment, retention, and persistence.  In addition, career and job development are another area supported by grants to ensure students are meeting their goals.

Part III. Action Plan

Various units in their report discuss their own program plan to meet the goals of the Division and HawCC.

Part IV. Resource Implications

Unit, Cost Item Description, Type, and Cost Narrative

ARO/Transcript Evaluator Personnel/ APT A/$38000 + Fringe (44%). The current position is funded until October 2015.  Experience has shown it can take awhile to get positions funded, so the writer is starting now.  Without this position, the ARO will not be able to process transcript evaluations and prior learning assessment credentialing in a timely manner.  PLA and Transcript Evaluation support system initiatives in completion and reverse transfer.

ARO/Student Employment Personnel/APT A $15000. Due to the reduction in B-Budget funds, the ARO must rely on its Transcript & Fees account to pay for B-Budget items.  In the past, the R&IDM relied on the Transcript & Fees account to fund summer student employment.  The Admissions & Registration Office relied on the Tuition & Fees account.  Both offices used nearly $15,000 for Summer 2013 student employment. Without the student employees, the ARO will not be able to provide services in a timely manner.  It will take much longer to process applications, transcript requests and evaluate transcripts for transfer credits.  Also, without the student employees, the R/ARM will need to focus on service delivery and will not be able to focus on creating the SOP, which she is planning on complete during the summer. 

Counseling/Starfish Coordinator and Distance Learning Counselor/Faculty. The current ratio between counselors and students is 1:458 (3,208 students/7 counselors including the W. Hawaii counselor).   CAS recommends a ratio of 1:300.  The number of distance learning and hybrid classes grows each year, but online counseling service to distance learners is not provided.  Many part-time students are distance learners.  There is a UH system mandate to support part-time students and to expand distance learning support. 

Student participation in services can be strengthened. Distance learning modules related to academic advising, retention, transfer, and other counseling related services would increase student participation. Developing and maintaining a Laulima based module and supporting website materials requires many hours of work.  The ability to train faculty in academic advising is a weakness.  This is partially due to the difficulty of attending time and location specific trainings, Distance learning modules related to academic advising training for instructional faculty would increase faculty participation. Developing and maintaining a Laulima based module and supporting website materials is time demanding. Starfish on line early warning system is designed to support persistence, but it requires coordination.  A full time coordinator position exists at Leeward Community College.

Counseling/Academic Advisor Personnel/APT A $38000 + Fringe/(44%) X2. One of the APT advisor positions is currently a Perkins funded position working with Career and Technical Majors. The other is a temporary position that works with LBART and other majors.  Both need to be converted to permanent, general funded positions. One of the most utilized services in CASSC is to help with new student academic advising and enrollment. Many of the Strategic Plan Action Strategies in Goal A (Promote Learning and Teaching) tie directly to appropriate enrollment.  This includes A1.2c strategy of identifying barriers to financial aid.  One of the greatest barriers to receiving financial aid and enrollment persisting is incorrect enrollment. Advisors help with identifying and helping revise enrollment that is off PACE.  This probably raises student satisfaction (S3).

Academic Advisors are necessary to help meet UO1 and address W1 and W2.  They support faculty through direct communication (answering questions about advising) and classroom visits that demonstrate STAR and other advising tools and stratgegies.  They channel students to counselors and to other resources on campus, and they are utilized in a number of ways in student reach out efforts. They gather and help maintain data for assessment. Academic advisors free counselors to perform other duties such as working with special populations and responding to early warning systems (starfish).  Duties such as conflict resolution, appeals, student conduct intervention, and first aid for suicide and other crisis situations are time consuming tasks.  They are easier to perform if some of academic advising needs are lifted.   

Counseling/Department Training Budget/$4000 Strategic Plan Alignment/New Strategy. Recognize the unique training needs of CASSC faculty and staff that are needed to retain leadership and ensure qualified and effective personnel. Training costs are directly related to maintaining S1,2 &3 (broad perspective, adaptability and student satisfaction). They are most strongly tied to W3 whose narrative outlines the broad scope of needs. Training needs in Laulima development are necessary to address W2, W3, UA1, UA3, as are other outlined training needs. Expand Distance Learning support as indicated by program/unit review analyses with consideration for technical support staff and online course development assistance for faculty. 

Career and Job Development/Center Center Assistant  Personnel/APT A $38000 + Fringe (44%). Assist with the coordination, operations, and budget for the CAJDC and to assist with the supervision of student workers.

Career and Job Development/Center Space. Expand location of current CAJDC or relocate to a larger facility with a nearby office for counselor. Career and Job Development Center Computers, tables, printer and chairs for 12 additional computer terminal stations.  Equipment $24,000 This addition would allow CAJDC to service 23-- instead of the current 11 students-- at a time.

FAO/Shredder Equipment/$10,600. Due to the high volume of shredding done by financial aid office the previous shredder is completely worn out and does not function well.

FAO/Supply Cabinet Equipment/$2500. Existing 2 supply cabinets are broken and requesting another supply cabinet for providing additional storage for office supplies and other provisions. As our volume has increased we need more space. Currently stuff is all over our office.

FAO/High Volume Printer Equipment/$1500. Replace dying 11yr old HP printer in the front office used by all student workers to print documents for students who walk-in.

HAi¿½‘awi KÅi¿½kua/Mental Health Counselor/Personnel.The presence of a Mental Health Counselor on the Manono Campus will be able to service the students on lower campus, act a resource to the students who require immediate attention, and be a resource to HAi¿½'awi KÅi¿½kua to assist with attaining diagnosis and/or documentation needed for students to request accommodations.  Mental health counselor could work in collaboration with HAi¿½'awi KÅi¿½kua to make recommendations to what strategies and/or interventions would work best for specific students.

HAi¿½‘awi KÅi¿½kua/Training Personnel/$10000.  Support the training and conference need to develop and update the center and the campus's skills and knowledge when it comes to disabilities accomodation, student success, adaptive technology, and effective programs and initiatives.  HAi¿½'awi KÅi¿½kua's staff is all relatively new and would benefit from additional trainings to meet the need of the ever changing SWD populations.  In an effort to cut costs and increase efficiency, disability providers must stay abreast with the developments in assistive technology and resources.  It would be greatly beneficial to attend annual trainings to learn about recent developments and strategies and to investigate cost effective resources that can better service the SWD population.

Halaulani Transfer Center/Transfer Center Coordinator/Personnel. Development of Transfer Center

Halaulani Transfer Center/Transfer Center Counselors (2)/Personnel. Development of Transfer Center

Student Life Program Center/Coordinator APT A/$38000 + Fringe. Assist in Center programming, supervision, procurement, and communication.

Student Life Program/Conference Center Space.  Space for meeting, programming, and communication internally and externally.

Student Life Program/Student Employee/Personnel $26,000. In lieu of having a staff person, funding for 2 student employees would allow for greater delegation of duties. The unit does employ students using other funding sources, but those funding sources are limited as they require student employees to meet financial criteria.  Student employees funded by tuition and fees would be less costly than an APT staff person and would allow for a greater applicant pool and potentially better qualified applicants.


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


The Admissions & Registration Office will process admission applications in a timely manner.


The Counseling, Advising & Support Services Center will develop and implement an academic plan based on major requirements, interests and skills.


The Financial Aid Office will provide information to current and potential students via orientation, phone, email and walk-in, including automated forms of communication and more user-friendly website.


CASSC SLO 2: Develop and implement an academic plan based on major requirements, interests, and skills.


The Information Center will disseminate information and provide assistance to current students via the various media outlets: e-mail broadcasts, posted information, in-person and social media.


The Information Center will provide pre-admissions information to prospective students through outreach into the community (and beyond) or for those who come to the campus.


Career and Job Development Center - Students will master academic, occupational, and general employability skills in order to obtain, create, maintain, and/or advance in employment.


The Financial Aid Office will update and maintain Financial Aid web site to provide financial aid information and policies, loan information, scholarship information, student employment information, deadlines, and forms.


Hā‘awi Kōkua Counselor for Students with Disabilities will educate faculty to the issues and characteristics of students with disabilities to incorporate teaching strategies that will improve the success rate of this population.


The Student Success Center will facilitate transition into college by coordinating a variety of first year experiences.


The Student Life Program will assess: By visiting the Kau Wa`a Center, students will be able to identify at least one resource and/or service.


CASSC SLO 3: Identify strengths and community resources to develop a plan to address academic and personal challenges.


FYE: Provide a New Student Orientation to all First Year students.


FYE: Provide activities that cultivate a sense of place and community for First Year Students.


Assessment and accountability is the cornerstone of E ‘Imi Pono. The Records & Internal Data Management will use ongoing and systematic evaluation and planning to refine its processes and improve services to the Kauhale.


Hā'awi Kōkua Program will increase campus awareness of disability issues, interventions, technology, and classroom strategies that promote student success.


Hā'awi Kōkua will provide support, workshops, activities, and accommodations to eligible students to promote student success.


Hālaulani Transfer Success Center: Conduct career goals and transfer activities in Hilo and Kona for 30 (Hilo) and 20 (Kona) students.


The Student Life Program will provide and support a variety of workshops and activities to promote student engagement and success.


The Student Life Program will support a community-based event to provide students with place-based learning.


UH Center-West Hawaii: The DSA Counseling in WH will continue to collaborate with public secondary schools to encourage highly motivated and academically and/or vocationally talented high school junior or seniors to enroll at HawCC and get credit for both college and high school credit. These students will have the choice to participate in the Running Start Program or Early Admit Program.

A) Expected Level Achievement

Admissions and Records Office: Timely manner was re-defined in January 2012 as “applications for the Fall semester will be accepted within 14 calendar days and applications for the Spring semester will be accepted within 7 calendar days.” 

The CASSC Comprehensive Unit Review did not define outcome success in the manner and detail described above. Based on a wholistic overview (advising materials were developed and placed on line; faculty who attended training evaluated it favorably; the percent of continuing student who enrolled early was slightly less, not more; the complicated process of assigning advisors to advisees ran into technical and other difficulties. Evaluation fair.  

For  CASSC SLO 2 and 3: Success was defined as students on academic probation in Fall 2013 persisting to Fall 2014 (successfully completing Spring 2014 classes). A comparison between students who participated in a highly structure one hour counseling session (standard questions and rubric evaluations) and students who did not participate show only a slight variation in success.  Evaluation poor because it was a strategy that demanded high effort but showed only slight improvement in persistence.

Financial Aid Office: Above previous year's baseline (54% Web Satisfaction and 77% Over All Satisfaction of FA Services)

HAi¿½'awi KÅi¿½kua: UO #1 - During the Fall 2012 to Spring 2013 school year, a total of 43 individuals participating in the "In Their Shoes" training which teaches acknowledging and respecting people with disabilities.  This program provides a convenient resource to faculty and staff in higher education with ADA based information and sensitivity training to enhance their understanding and comfort level in working with individuals with disabilities.  The majority of individuals who participated in this training stated that they benefitted from this training.

The offering of the web-based training and response was "fair."  It would be optimal if 2 different trainings would be offered per semseter to increase awareness and resources to incorportate Universal Couse Design and techonological resources to benefit the entire student population.  It is hoped that there would be at least 75% participation by faculty and staff.

UO #2 - 100% of stduents who provided documentation were assessed for accommodations.  In Fall 2012, a total of 136 students were provided accommodations.  In Spring 2013, a total of 148 students were provided with accommodations.  For the 2012 - 2013 school year, of the total of 252 students were identified in the Fall, 186 (72%) students returned for Spring 2013.  If the 71 students that did not return, 9 (4%) students graduated or transferred. 

HAi¿½'awi KÅi¿½kua would like the retention rate for it's students to increase to at least 85%.  To increase the rate additional workshops on and activities to assist with coping skills and teaching learning strategies will be offered to it's students.  Also, support groups for remedial classes in Math and English will be implemented to ensure that it's students are able to pass these "gateway" courses sucessfully and promoting student success.

Halaulani Transfer Success Center's expectation is to meet the minimum goal of 50 students.

Student Life: Because we have been working to refine outcomes, we are starting by determining the baseline measurements.

1. Activites:

a. Achievement lies in 2 areas: number of activities and participation.

b. Determining baseline for number of activities.  Estimated baseline: 5 events.

c. Determining baseline for participation.  Estimated baseline: 50 people.

2. Leadership Training:

a. Achievement is determined by the attainment of leadership skills, number of trainings, and participation.

b. Leadership skills:

Excellent = 85% attain skills

Good = 65% attain skills

Fair = 40% attain skills

Poor = 15% attain skills

c. Determining baseline for number of trainings.  Estimated baseline: 5 trainings.

d. Determining baseline for participation.  Estimated baseline: 30 total participants.

3. Community-based project:

a. Achievement is determined by 2 areas: having the event and student participation.

b. Having the event:

Excellent = the event happened

Poor = the event did not happen

c. Determining baseline for participation.  Estimated baseline:

Excellent = 90 % CSO participation

Good = 75% CSO participation

Fair = 50% CSO participation

UH Center-West Hawaii: 2012-13 is baseline year.

B) Courses Assessed

No content.

C) Assessment Strategy/Instrument

Admissions and Records Office: Assessment was performed on data gathered from StuPool wherein the application date was compared to the acceptance date to determine the number of days from receipt to acceptance.

CASSC: Statistics for the number and percent of continuing students who were enrolled for the following semester by the end of their current semester came from HawCC Data Facilitator, David Loding.

Statistics for the comparitive analysis between probation students who engaged in the one hour, structure counseling session and those who did not came from three different sources.  One source came from the Data Facilitator's master student list for Fall 2012.  One source was Counselor's recording and scoring of individual counseling sessions recorded in SARS.  One source was STAR (looking up each of the 123 students on probation STAR reports and then recording additional information).  The combinned records were placed on one Excel chart and the software was used to explore correlations and compare groups.

CSSCE data was taken from the Hawai`i Community College website publication of CSSCE results.

Financial Aid Office: An online survey was developed to assess walk-in services, phone services, printed information services, workshops and web site information.  Students rated the services on a five point scale from Excellent to Poor.

FYE: Orientation attendance, pre and post-tests and surveys.

HAi¿½'awi KÅi¿½kua: Information gathered for data reporting came from demographic data collected from the student population.  From the application/intake process and ongoing monitoring of students information such as disability type, type of accommodation, and # of students enrolled/retention rate is collected and maintained in their individual files as well as in a central database updated weekly.

Information on the effectiveness and satisfaction of the accommodations provided/services rendered is collected through end of the semester evaluations sent to service providers, students, and instructional staff.  These surveys are sent out following every semester to ensure that HAi¿½'awi KÅi¿½kua is providing a high quality of service to it's students. 

Data is also collected from the sign in computer recording the use of the technology lab.  From this resource information about the traffic that moves through the lab can be maintained.

Halaulani Transfer Success Center: The student satisfaction survey for the workshops was not in place during this reporting period. However an assessement instrument is being developed and will be employed in Spring 2014.

Student Life Program:

1. Activities:

a. Calendar of activities

b. Student sign in sheets at activities

c. Evaluation of the activity, when possible

2. Leadership Training:

a. Calendar of trainings

b. Pre-Post test completed by students

c. Student sign in sheets

d. Evaluation of the training completed by students

3. Community-based project:

a.  Scheduling of the event

b. Sign in sheets for CSO members

c. Evaluation of the experience

UH Center-West Hawaii: Student participation.

D) Results of Program Assessment

Admissions and Records Office:  It was determined that applications for Fall 2012 were accepted in, on average, 15 days.  Applications for Spring 2013 were accepted in, on average, 5 days.  The outcome was achieved for Spring 2013.  The outcome was not achieved for Fall 2012.  Kamaaina applications received in Fall of year prior inflates processing time. 

CASSC: The most important result of this assessment is a more clear definition of the CASSC unit and of which strategies are working and which are not.  What is needed to improve weaknesses and to maintain strengths is now better understood.  Just how much external factors can directly and sometimes immediately afftect our unit are now more apparent.

Financial Aid Office:

Survey Questions

Positive Response
(Excellent/ Good)

Negative Response
(Average/ Fair/Poor)

No Response

Last Year’s



Year’s Baseline

Web Services:


How useful is the Financial Aid web site to find information about the financial aid programs, policies, and application procedures?






Telephone Services:


Courtesy of the person(s)






Knowledge of the person(s)






Helpfulness of the person(s)






Walk-in Services:


Courtesy of the person(s)






Knowledge of the person(s)






Helpfulness of the person(s)






Overall Evaluation Of Financial Aid Services:


Your experience with the financial aid process






Your understanding of the financial aid policies






Your experience with the financial aid personnel you have spoken to or met with






Your overall assessment of the financial aid services






TOTAL: 61 Responses

Please indicate the reason(s)

Telephone Services

Walk-in Services

Last Year’s Average (Baseline)

Current Average (Baseline)

Check on application procedures





Check on status of aid request





Seek information on student employment





Seek information on student loan(s)





Request forms





Discuss award package or denial










TOTAL: 61 Responses

FYE: FYE achieved its Unit Goals of providing a New Student Orientation to all first year students, providing an Orientation for families of first year students, and providing activities that cutivate a sense of place and community for first year students.

HAi¿½'awi KÅi¿½kua appears to be functioning "fairly" despite the changes in staffing and practices over the past semester.  In addition, students who request accommodations/services are being assessed and evaluated.  Data such as the average length of time it takes to receive accommodations are not yet reported but hoped to be reported in next year's annual report.  It appears that SWD struggle with remedial classes in Math and English and based on verbal reports seems to create anxiety and poor confidence resulting in a choice not to return.  SWD need to be reinforced and assisted with building skills and confidence so that they are able to be successful.  Additional resources need to be developed to increase their success rates in these classes.

There has not been any additional training opportunities for instructional faculty/staff other than the web-based program.  Even with this resource, it does not provide an ongoing evolving learning tool for staff to increase their awareness of disability issues.  Additional trainings that are relevant to the instructional staff need to be researced and developed so that it can be implemented.

Student Life Program:

1. Activities: Supported 20 activities, some of which had multiple offerings, such as orientation.  Some activities did not have sign in sheets; participation ranged from 10 students to 350+ students.  Provision of activities was achieved, but evaluation of activies is needed.

2. Did not assess.

3. The Cards of Love event was the community-based project.  Students were asked to make holiday cards that were given to Easter Seals.  Scheduled for the week after Thanksgiving, a total of 240 cards were collected along with stuffed animals.  This event was a collaboration with the Human Services class.  CSO members supported this event but were not active participants and, therefore, did not evaluate the experience.

UH Center-West Hawaii: 75 Middle and High School students attended a Campus Orientation and Tour. 112 completed credits via Running Start.

E) Other Comments

No content.

F) Next Steps

Admissions and Records Office: By the end of the Fall 2013 semester, the ARO will have developed its Unit Outcomes and assessment strategies.  The assessment strategies will be implemented during the Spring 2014 semester and the data gathered will inform the ARO's Annual Unit Review for 2013-2014 and 2014-2015.

CASSC: The next step is to create a more detailed action plan for the CASSC unit based on this document and other student services unit reviews.

Financial Aid Office:

  1. Check on status of aid request: Based on last year’s action plan an automated notification system was added to Darwin (home grown automation software) in our efforts to improve communication.  Most correspondence letters such as award letter, SAP status letter, and loan letters are now sent via email or letters by our newly developed automation software. Now students checking status has dropped from 74 percent to 65 percent of the surveyed students.
  2. Improve notification system and add more checkpoints to inform students of their financial aid status. Analyze and identify areas of service to improve customer service: Plan: Financial aid office will implement a log-in form for students who request services on a walk-in basis to access areas of need.

FYE:  Comprehensive evaluation of historic data and data collection will need to be more thoroughly developed, and data reports will need to be centralized with FYE coordinator.

#1 - Ensure that all eligible students who requested accommodations will be assessed for need and those who qualify will be provided appropriate accommodations.  (Data will include # of students requested, # of students eligible, # of students received/granted accommodations.)  To develop an academic support group for Math.  (Data will include # of participants, math class breakdown, placement tests, success rate, duration of participation, and self reporting including what they learned and what they got out of it.

#2 - Collaborate with faculty and staff to assess training needs and areas for improvement (Data will include # of responses, areas of need, Faculty and Staff demographics including which departments and reported student need. 

Halaulani Transfer Success Center: Assessment surveys will be employed for all workshop activities and classroom visitations.  Large group activities will be assessed through the teachers/facilitators. The Student Satisfaction Survey will be refined and employed in a manner that maintains confidentiality and anonymity for the students. Finally, the viability and usefulness of the career and passion survey will be assessed in Spring 2014.

Student Life Program: Consistency with assessment is needed, and the unit is developing an event evaluation form that will provide the necessary data we need to better assess the strategies.

UH Center-West Hawaii: With focus on and GEAR UP funding for College and Career Readiness, a stronger collaboration and more activities are planned with middle and high schools on the West Hawai‘i area.