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

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Review Year: College: Program:

College: University of Hawaii Maui College
Program: Student Services

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The last comprehensive review for this program was on 12/13/2013.

Program Description

Student Affairs Program Mission:

The mission of Student Affairs is to provide comprehensive support services to help students access UHMC; successfully complete educational goals; make the transition to further education or employment; and develop skills for life-long learning.  Student Affairs programs, comprised of 9 sub-departments, are committed to providing full student support services that embrace the spirit of Aloha, Collaboration, and Respect.  

Sub-Departments Program Missions:

1.  Admissions & Records:  To provide quality access and records related services to prospective and enrolled students and alumni in an environment conducive to students learning and development.

2.  Counseling:  To provide services that assist students to realize their educational goals.

3.  Financial Aid:  To assist students in accessing higher education by minimizing economic barriers and by promoting financial literacy.

4.  Student Life:  To create learning opportunities by providing co-curricular programs to foster student education and enhance the overal educational experience of students. 

5.  TRIO Educational Opportunity Center:  To provide comprehensive college admissions services to Maui County adults and high school students so that each student feels empowered to enter college with minimum obstacles and barriers.

6.  TRIO Student Support Services:  To assist low-income, first generation, and/or disabled college students in obtaining the knowledge and skills necessary to successfully complete an Associates degree and transfer into a Baccalaureate degree program.

7.  TRIO Upward Bound:  To increase postsecondary enrollment and college degree completion for low-income first-generatin Baldwin, Maui High, and Molokai High school participants.  

8.  TRIO Upward Bound Math Science program:  To develop high school student participant's motivation and academic preparation to enroll and complete postsecondary Science, Technology, Engineering, and Mathematics degree programs.

9.  WIA Year Round Youth Services (Ku'ina):  To encourage and facilitate the successful transition of youth, to independence and self-sufficiency be it through the achievement of a high schol diploma/equivalency, enrollment in post secondary education or other advanced training, usubsidized employment, or miliary enlistment.

Part I. Quantitative Indicators

Demand Indicators Program Year  
10-11 11-12 12-13
1 Annual Headcount ALL Students 5,502 5,601 5,291
2 Annual Headcount NH Students 1,780 1,884 1,750
3    Actual Percent Change from Prior Year ALL 4% 2% -6%
4    Actual Percent Change from Prior Year NH 20% 6% -7%
5 Annual Headcount of Recent Hawaii High School Graduates 476 507 474
6    Percent of Service Area's Recent High School Graduates 29% 30% 29%
7 Annual Headcount of Students 25-49 Years Old 2,181 1,748 1,579
8 Annual Headcount from Underserved Regions 4,962 3,904 3,628
9 Annual Headcount in STEM programs 547 399 408
10a Fall
Registration Status
New Students 1,103 1,141 976
10b Transfers Students 319 345 366
10c Continuing Students 2,408 2,413 2,476
10d Returning Students 317 352 354
10e Home Campus Other 220 276 210
11a Spring
Registration Status
New Students 594 517 377
11b Transfers Students 226 233 186
11c Continuing Students 3,021 3,087 2,960
11d Returning Students 184 236 247
11e Home Campus Other 288 234 198

Efficiency Indicators Program Year  
10-11 11-12 12-13
12 Pell Participation Rate ALL Students 60% 64% 62%  
13 Pell Participation Rate NH Students 78% 78% 76%
14 Number ALL Students Receiving Pell 2,308 2,465 2,365
15 Number NH Students Receiving Pell 973 1,025 981
16 Total Pell Disbursed ALL $7,651,526 $7,865,221 $7,601,116
17 Total Pell Disbursed NH $3,277,842 $3,347,826 $3,193,454
18 Overall Program Budget Allocation $2,325,893 $5,673,596 $4,179,328
19 General Funded Budget Allocation $1,309,236 $1,279,088 $1,290,832
20 Special/Federal Budget Allocation $1,016,657 $3,222,687 $1,581,896
21 Cost Per Student $423 $1,013 $790
Achieving the Dream AtD Fall Cohort
2009 2010 2011
22 FT AtD Cohort (ALL) complete 20 credits first year 223 218 208
23 FT AtD Cohort (NH) complete 20 credits first year 51 41 65
24 PT AtD Cohort (ALL) complete 12 credits first year 137 111 124
25 PT AtD Cohort (NH) complete 12 credits first year 33 25 34
*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 75% 74% 72%  
27 Persistence Fall to Spring NH 75% 73% 69%
28 Degrees & Certificates Awarded ALL 482 560 601
29 Degrees & Certificates Awarded NH 120 165 156
30 Degrees & Certificates in STEM ALL 173 152 177
31 Degrees & Certificates in STEM NH 22 28 32
32 Transfers to UH 4-yr ALL 117 162 176
33 Transfers to UH 4-yr NH 38 66 69

Community College Survey
of Student Engagement (CCSSE)
Survey Year  
2008 2010 2012
34 Support for Learners Benchmark (Percentile) 90 90 90  
Means Summary All Students ( 1 = Not at all/Rarely, 2 = Sometimes/Somewhat, 3 = Often/Very )
35 Academic Advising      
  Frequency 1.80 1.80 1.94
  Satisfaction 2.33 2.20 2.38
  Importance 2.57 2.50 2.62
36 Career Counseling      
  Frequency 1.59 1.40 1.67
  Satisfaction 2.28 2.10 2.25
  Importance 2.52 2.30 2.47
37 Job Placement Assistance      
  Frequency 1.34 1.20 1.34
  Satisfaction 1.98 1.80 1.94
  Importance 2.10 2.10 2.14
38 Financial Aid Advising      
  Frequency 1.82 1.80 2.04
  Satisfaction 2.27 2.20 2.38
  Importance 2.57 2.40 2.60
39 Student Organizations      
  Frequency 1.38 1.30 1.54
  Satisfaction 2.02 2.00 2.15
  Importance 1.99 1.80 2.03
40 Transfer Credit Assistance      
  Frequency 1.42 1.50 1.56
  Satisfaction 2.01 2.10 2.03
  Importance 2.23 2.20 2.17
41 Services for People With Disabilities      
  Frequency 1.35 1.30 1.43
  Satisfaction 2.08 2.00 2.15
  Importance 2.19 2.00 2.14
*Data element used in health call calculation Last Updated: March 14, 2014


Part II. Analysis of the Program

After experiencing a 50% enrollment gain between 2005-2010, with the largest spike of 25% in 2008, Maui College began to see enrollment decline in 2012-13.  Annual headcount dropped by 6% and enrollment of Native Hawaiian students dropped by 7%.  In Fall, New student numbers dropped by 17%, while enrollment for Transfer, Continuing, and Returning remained steady or slightly increased.  In Spring, enrollment for students in all categories declined.

In reviewing the historical enrollment pattern, we find a strong correlation between enrollment and the economy.  Maui College experienced the largest enrollment increases in 2002 (10.7%) and 2008 (25.2%) following economic downturns. Hawaii's unemployment rate peaked at 7.1% in July 2009 when Maui's enrollment spiked by 25% from 3287 to 4114.  Our data also shows that our decline in enrollment is driven by students of working age, 25 and older.

In reviewing Efficiency Indicators, we find that the Pell grant participation numbers, for all students and for Native Hawaiian students, have declined: 2% for all students and 9% for Native Hawaiian students. While Persistence rates from Fall to Spring have slightly dropped for all students, including Native Hawaiian, the number of degrees and certificates awarded and transfers have increased.  Much of this can be attributed to the hard work of the staff, in addition to several initiatives at the system level including automatic noting of credential, reverse transfer, and performance based funding).

Despite recent decline in enrollment aligned with economic recovery, Maui nevertheless experienced an overall growth of 59% between 2006 and 2011, with minimal resources.  The college has been successful in obtaining federal and institutional innovation funds to hire temporary staff and implement initiatives which has allowed the campus to keep afloat.  While thankful to write for these opportunities, the additional administrative and reporting efforts required poses additional challenges to an already overstretched staff.  Long-time federally-funded student support programs, such as Upward Bound, Student Support Services, and EOC, assist in servicing smaller cohorts of students, but G-funded departments, such as Admissions & Records, Counseling, Financial Aid and Student Life, operate today with virtually the same number of staff as they had in 2006. More specifics on staffing and resources are provided in the Action Plan and Resource Implications sections of this document.

In spite of lacking resources, the quality of our services continues to be confirmed by results of the CCSSE surveys.  Since 2008, Maui College has been in the 90th percentile in “Support for Learners Benchmark.”  Both Frequency and Satisfaction in all areas, including Academic Advising, Career Counseling, Financial Aid Advising, Student Organizations, Transfer Credit Assistance, and Services for People with Disabilities, have steadily increased over the years.  Student Affairs is very proud of this accomplishment.

Part III. Action Plan

In response to the declining enrollment, and despite lack of much needed resources, Student Affairs programs have been working diligently to build and enhance our recruitment and retention efforts.  With implementation of new tools and technology, such as STAR, Banner Recruitment Module, Starfish, we project that the enrollment will level off in line with economic recovery, but that enrollment will soon begin to show a steady increase over the coming semesters due to these efforts.  If implemented correctly, these tools will facilitate collaboration between Student Affairs and faculty, which will result in increased student success.

Short Term Goals with Existing Resources:

 Long Term Goals with Additional Resources:

Part IV. Resource Implications

As noted in the analysis of the program, Maui College has been successful in providing quality student support services, as evidenced in CCSSE, for a student population that grew quickly and dramatically over the last 7 years.  However, the more recent shift in focus from access to student success has created more challenges for a staff that is already overstretched. 

The emphasis on student success has required our programs to be more efficient in utilizing existing resources, as well as more organized and collaborative in our efforts.  In order to sustain and build on our recruitment and retention efforts, we need additional staffing in Student Affairs.  While enrollment grew 59% from 2006 to 2011, we had no new G-funded Counselors or staffing in Admissions and Records and Student Life. 

An additional counselor would help us move towards our long term goal of ensuring that all new students be required to receive counseling and learn the appropriate tools necessary to navigate through their degree requirements and graduate.  An Admissions Counselor would be critical in helping us build a much needed recruitment team to focus on local recruitment, as well as recruitment of neighbor-island, mainland, and international students.  Staffing in Student Life would help Maui College create an infrastructure with services that other 4-year campuses provide.  Additionally, it would allow the college to expand NSO and develop a first-year experience plan for student success.  While NSO data from 2007 to 2013 has shown increased fall to fall retention rates, we have not been successful in institutionalizing a position to sustain and expand this important initiative.  A position in Student Life rose to the top as system priority in 2009-2011 biennium budget, but no positions were funded that year because of the economic downturn.  Resources to fund these three positions will allow the college to successfully implement our long term goals set in our Action Plan.

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


Sub-departments with Student Affairs are in various stages of development in their Student Learning Outcomes. Starting with evaluation with 2012-13 Program Reviews, VCSA will be meeting with VCAA and Strategic Planning & Assessment Team to align both annual and comprehensive program reviews moving forward. Results of this collaboration will be reported in the ARPD for 2013-14.

A) Expected Level Achievement

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B) Courses Assessed


C) Assessment Strategy/Instrument

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D) Results of Program Assessment

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E) Other Comments

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F) Next Steps

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