University of Hawaii

Measuring Our Progress Report 2006

This version of the U H Measuring Our Progress Report is designed to promote accessibility for people with disabilities in compliance with Section 508 of the Rehabilitation Act. To ensure proper functioning of assistive technology tools such as screen readers, Hawaiian diacriticals were not included and spaces between selected acronyms were added (e.g., U H). We apologize for any inconvenience.

Each biennium the University of Hawaii produces a report to document our progress in meeting our goals in service to the state of Hawaii. I am proud to share with the Governor, the Hawaii State Legislature, the people of Hawaii, our alumni and friends, this 2006 edition of Measuring Our Progress.

As 2006 comes to a close, we are cognizant of the leadership transition under way in Congress. Leaders of both parties value the role of higher education in the lives of U.S. citizens and the nation, but the nature of their support may differ. Nonetheless, it is likely that the tenets of the action plan announced by Secretary of Education Margaret Spellings, “to improve accessibility, affordability, and accountability,” will be sustained. These goals mirror the commitment of the University of Hawaii to support “access with success” for the citizens of Hawaii, to maintain affordability, and to provide measures of our effectiveness to the public.

I am pleased to report that since I became the chief executive of the University of Hawaii System in 2004, we have been able to attract significant additional resources to our enterprise: over $50 million in additional operating funds and nearly $200 million in new capital improvement funds from state appropriations; a $100 million increase in the volume of research and training grants to over $430 million; and—led by entrepreneur Jay Shidler’s $25 million investment in U H Manoa’s business school—over $100 million in private gifts to the U H Foundation.

The University of Hawaii seeks to be held accountable for performance and results achieved with these resources entrusted to us. The executive and legislative branches and Hawaii’s people deserve to have their University judged by the quality and success of its programs, services, students, and graduates. This document provides measures of performance, benchmarks, and other indicators of our progress in meeting the goals we set forth in the University of Hawaii Strategic Plan: Entering the University’s Second Century, 2002–2010. Our strategic plan advances five goals that commit the University to an agenda of measurable improvements in all aspects of its operations:

• Goal 1: Educational Effectiveness and Student Success: Measures of student access, engagement, performance, satisfaction, and diversity are presented to demonstrate the University’s progress in establishing an optimum culture for student success.


• Goal 2: A Learning, Research, and Service Network: Measures of affordability, the educational pipeline, workforce development, information and technology resources, research and scholarly productivity, and economic impact are presented to demonstrate the University’s progress in fostering the intellectual capital of the state of Hawaii, and preparing citizens educated for participation in democracy.


• Goal 3: A Model Local, Regional, and Global University: Measures of student participation in Hawaiian language and cultural studies, the Pacific-Asia focus of international activity on campuses, and the efforts to internationalize the campus experience demonstrate the University’s progress in positioning itself as one of the world’s foremost multicultural centers for global and indigenous studies.


• Goal 4: Investment in Faculty, Staff, Students, and Their Environment: Measures of the University’s investment in faculty and staff and investment in the physical plant are presented to demonstrate the University’s progress in recognizing and investing in its most important assets.


• Goal 5: Resources and Stewardship: Measures of investments from the state, private giving, environmental initiatives, and accountability are presented to demonstrate the University’s commitment to manage its resources in service to the state and its citizens.

The measures presented here reveal progress over time, at intervals, and as available, against benchmark standards relative to the strategic goals we have in place. Measuring Our Progress demonstrates our commitment to excellence and accountability. With the guidance of the Board of Regents, and the support of the Executive Branch, the Legislature, and our alumni and friends, we continue the voyage begun in 1907, a journey of transformation of your university, of the state of Hawaii, and of the lives of those we serve.

David McClain
President
University of Hawaii

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President’s Message

Contents

Introduction

University of Hawaii Campuses

Goal 1: Educational Effectiveness and Student Success

• Access
• Student Engagement
• Student Performance
• Student Satisfaction
• Diversity

Goal 2: A Learning, Research, and Service Network

• Affordability
• Educational Pipeline
• Workforce Development
• Information and Technology Resources
• Research and Scholarly Productivity
• Economic Impact on Hawaii

Goal 3: A Model Local, Regional, and Global University

• Hawaiian Language and Cultural Studies
• Pacific-Asia Focus
• Internationalizing the Campus Experience

Goal 4: Investment in Faculty, Staff, Students, and Their Environment

• Investment in Faculty and Staff
• Investment in the Physical Plant

Goal 5: Resources and Stewardship

• Investment from the State
• Investment from Private Sources
• Environmental Initiatives
• Accountability

Distinctions and Achievements

The University of Hawaii Measuring Our Progress, 2006, updates the 2004 report, and demonstrates the importance the University places on measuring the University’s progress on the goals of the University of Hawaii System Strategic Plan: Entering the University’s Second Century, 2002–2010. This report is responsive to Board of Regents’ policy that requires regular and systematic assessment of programs, services, campuses, and the University system as a whole. As required by Act 161 of the 1995 legislative session, the Board of Regents acted to adopt benchmark/performance indicators that continue to form the basis for this biennium report.

As the University moves forward to celebrate its centennial in the year 2007, it honors the efforts of all of those who have contributed to the history and growth of the University. Founded in 1907 under the auspices of the Morrill Act, the University of Hawaii is a land-grant, sea-grant, and space-grant institution. As Hawaii’s sole state public university system, it is governed by a single Board of Regents and is composed of graduate/research, baccalaureate, and community college campuses. In addition, the University of Hawaii operates three University Centers, multiple learning centers, and extension, research, and service programs at more than 70 sites in the state of Hawaii. The University of Hawaii system’s special distinction is found in its Hawaiian, Asian, and Pacific orientation and its position as one of the world’s foremost multicultural centers for global and indigenous studies.

Second Decade Project, 2010–2020

To ensure that the University’s strategic direction remains current, President McClain charged the Office of Academic Planning and Policy to analyze the demographic data and information relevant to the higher education needs of the state in the decade following the University’s strategic plan. As a result of the analysis, a public agenda for higher education in Hawaii has been advanced to inform U H planning and priorities for 2006 and the future. The agenda underscores the need to:

• Increase the educational capital of the state. The University addresses Hawaii’s educational pipeline issues by partnering with early childhood and K–12 education providers in order to improve student preparation, participation, and performance from preschool through a lifetime of learning.


• Expand workforce development initiatives. Building on a strong liberal arts foundation, the University prepares the full array of workers who are needed in a technologically advanced and globally competitive island state with special attention to areas of critical need.


• Assist in expanding and diversifying the economy. The University expands knowledge and skills through research and training, and contributes to the expansion of the economy and the creation of quality, living wage jobs.


• Address underserved regions and populations of the state, particularly Native Hawaiians. The University ensures that the economy and quality of life are enhanced in all parts of the state and that all Hawaii’s citizens have access to the benefits of postsecondary education.

Functioning as a System

The common purpose of the University of Hawaii system is to address the public agenda and prepare the liberally educated and highly skilled workforce essential for the future economic success, health, and well being of this island state as it participates in a global society. As a system, the University provides all qualified people in Hawaii equal opportunity through a variety of entry points and the flexibility to move among parts of the system to achieve educational goals. Accredited as autonomous units, the ten campuses serve multiple missions and pursue distinct pathways in response to state needs. They are bound, nonetheless, by their commitment to functioning as a system in service to the state.

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U H MANOA is a research university of international standing, offering bachelor’s degrees in 87 fields of study, master’s degrees in 87 fields of study, doctorates in 53 fields of study, first professional degrees in architecture, law, and medicine, and a number of certificates. It has widely recognized strengths in tropical agriculture, tropical medicine, oceanography, astronomy, electrical engineering, volcanology, evolutionary biology, comparative philosophy, comparative religion, Hawaiian studies, Pacific Islands studies, Asian studies, and Pacific and Asian regional public health. U H Manoa offers instruction in more languages than any U.S. institution outside the Department of State.

U H HILO is a comprehensive institution offering baccalaureate liberal arts and professional and selected master’s programs. It also offers a PhD in Hawaiian and Indigenous Language and Culture Revitalization and a doctorate in Pharmacy. Baccalaureate degrees are offered in various fields of the humanities, natural sciences, social sciences, and in agriculture, nursing, business, and computer science. Programs emphasize student-faculty collaboration, fieldwork, internships, and hands-on learning. Drawing on the geological, biological, and cultural diversity of the island of Hawaii, many programs are organized around the theme of “the island as a learning laboratory.”

U H WEST OAHU is a four-year, comprehensive university with an emphasis on baccalaureate education founded in the liberal arts, serving professional, career-related, and applied fields, based on state and regional needs. U H West Oahu is committed to providing access to residents throughout the state of Hawaii through its partnerships with the U H community colleges and its delivery of distance education programs. A commitment to student access is demonstrated by a schedule of day, evening, and weekend courses as well as distributed education options for students on all islands.

U H COMMUNITY COLLEGES are open-door, low-tuition institutions offering associate degrees and certificate programs in academic, technical, and occupational subjects.

HAWAII COMMUNITY COLLEGE offers a strong liberal arts program, including basic skills, and a comprehensive career technical program that includes business, nursing, trades technology, hospitality, and public service careers. Unique programs at Hawaii Community College include a Hawaiian Lifestyles Program and Tropical Forest Ecosystem and Agroforestry Management or FOREST Team Program.

HONOLULU COMMUNITY COLLEGE offers a comprehensive liberal arts program and 23 technical-occupational programs, including programs that are not offered at any other campus, for example, marine technologies, cosmetology, refrigeration and air conditioning, aeronautic maintenance, commercial aviation pilot training, and occupational and environmental safety management. The college has created an innovative construction academy with 14 Oahu high schools, and is home to the Pacific Center for Advanced Technology Training (P C A T T) serving Hawaii’s telecommunications and I T community.

KAPIOLANI COMMUNITY COLLEGE offers a comprehensive liberal arts program. This campus is a statewide leader in health services education with nine unique programs in allied health professions; it offers the state’s only legal assisting program and an extensive food service and hospitality education program. The college also offers degree programs in emerging technology fields, including new media arts and biotechnology, as well as programs for those seeking degrees as educational paraprofessionals and as fitness professionals in exercise and sport science.

KAUAI COMMUNITY COLLEGE offers both a comprehensive liberal arts program and career and technical education responsive to community workforce needs, including nursing, culinary arts, visitor industry, accounting and business technology, transportation technology, building trades, and information technology/electronics. As a University Center and distance learning leader, the college also provides access to baccalaureate and graduate level education for Kauai County. Non-credit, short-term courses are focused on skills for the workforce and community interests.

LEEWARD COMMUNITY COLLEGE offers an extensive liberal arts program, combined with selected career technical education offerings, and provides courses in 67 disciplines; unique programs include television production and information and computer sciences. Courses are also offered on-site at the educational center in Waianae which houses the Waianae Health Academy, Ka Lama Education Academy, and the Waianae Maritime Academy.

MAUI COMMUNITY COLLEGE offers a strong liberal arts program and a comprehensive career program that includes business, culinary arts, nursing, trade technology, and public service career fields. Courses are offered through various modalities including face-to-face, Web C T internet-based, and statewide cable and interactive television systems. The first baccalureate degree in Applied Business and Information Technology (A B I T) has received candidacy status. Through its University Center, the college provides access to baccalaureate and graduate level programs to Maui County residents.

WINDWARD COMMUNITY COLLEGE offers a strong comprehensive liberal arts program and selected career educational programs, including business education and agriculture. The Employment Training Center, located at Windward Community College, provides job training for “at risk” populations in high demand areas such as food service, auto repair, construction occupations, and office technology.

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Educational Effectiveness and Student Success

Enabling student success requires an academic culture that supports students and student learning. Measures of student access, engagement, performance, satisfaction, and diversity are presented to demonstrate the University’s progress in establishing an optimum culture for student success.

What is the status of access to the University of Hawaii?

Rapid enrollment growth in the post-war era was followed by an extended period of more stable enrollment. Expanded access helped the U H system post modest overall gains from the early 1970s through the 1990s. From fall 2000 to fall 2005, enrollment increased 12.5 percent. Enrollment is anticipated to remain stable at approximately 50,000.

Graph entitled “Historical and Projected Enrollment, by Unit.” Depicts enrollment by campus, fall semesters, from 1907 projected through 2012. Hard copy and tabular data available by request from the Office of Academic Planning and Policy.

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What are the chances of a Hawaii resident being admitted to the University of Hawaii and how many actually enroll?

Acceptance rates demonstrate that there is a place within the U H System for students who prepare themselves for postsecondary education. Yield rates indicate how many eventually enrolled. In fall 2005, approximately two-thirds of resident undergraduates accepted at a U H campus enrolled. A larger portion of admitted graduate students enrolled.

Note: Acceptance rate is the total accepted divided by the total applied. Yield rate is the total enrolled divided by the total accepted. “Grads” exclude applicants to U H Manoa Schools of Law and Medicine and post-baccalaureate certificate programs, and to students applying as unclassified graduates.

What is the going rate of recent Hawaii high school graduates who attend the U H?

After reaching a historical low of approximately 32 percent in fall 2001, the going rate of recent Hawaii high school graduates into the University of Hawaii campuses increased to 33 percent in fall 2005. One of the University’s priorities is to address its declining going rate through various statewide partnerships (for more detail, refer to the Educational Pipeline section). National and state going rates have averaged in the mid- to upper 50 percent ranges.

Graph entitled “Going Rates of Public and Private High Schools, U H System, State pf Hawaii, and the Nation.” Depicts the going rates (in percent) into U H Manoa, U H Hilo, and U H Community Colleges from 1970 to 2005. Hard copy and tabular data available by request from the Office of Academic Planning and Policy.

app@hawaii.edu

What opportunities are available for high school students to begin college work?

Running Start is a joint-credit collaboration between the Department of Education and University of Hawaii whereby students can work toward a college degree and a high school diploma at the same time. All seven U H Community Colleges as well as U H Hilo participate in Running Start. Since the program’s inception in 2002, enrollments in Running Start courses have more than tripled. The completion rates of high school students taking Running Start courses have remained consistently high, ranging from 90–97 percent.

What is the status of off-campus access to U H credit programs?

“Off-campus, face-to-face” and “online” methods of delivery comprised 83 percent of distance/distributed learning classes offered in fall 2006. “Off-campus, face-to-face” refers to instructors travelling to off-campus locations to teach students. Less than half of the distance/distributed learning classes are now taught through traditional face-to-face interaction.

In fall 2006, 438 technology-assisted (excludes off-campus face-to-face) classes were delivered off-campus to students in-state and out-of-state. These classes accounted for 9,209 registrations. Among them, four were podcasting courses taken by 57 students. Classes apply to certification, associate, baccalaureate, and graduate degrees.

More than 40 credentials and degrees, in whole or in part, are offered to Hawaii residents using distance delivery. Courses offered may range from island-specific to worldwide. For example, U H provides access to classes in education, nursing, and business internationally while the A A S in Applied Trades is offered only on Oahu at off-site locations. Many of the programs address state workforce and professional development needs.

What are the opportunities for non-credit continuing education across the U H system?

Registrations for University of Hawaii non-credit continuing education programs have declined over the past decade. In 2005, there were roughly 76,000 registrations compared to 102,000 registrations in 1995. Registrations reached a high in 1997 at approximately 128,000.

Graph entitled “Continuing Education Registrations.” Depicts enrollment in non-credit continuing education programs from calendar year 1995 through 2005. Hard copy and tabular data available by request from the Office of Academic Planning and Policy.

app@hawaii.edu

How do U H Manoa and U H Hilo perform on freshmen selectivity measures?

Scholastic Assessment Test (S A T) math and verbal scores for entering freshmen at U H Manoa are consistently above the U.S. and Hawaii norms.

U H Hilo entering freshmen verbal scores are comparable to Hawaii norms but math scores are slightly lower.

Approximately one-half of U H Manoa and one-third of U H Hilo first-time freshmen graduate in the top 20 percent of their high school class.

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Research on college student development shows that the time and energy students devote to educationally purposeful activities is the single best predictor of their learning and personal development. Two national surveys, the National Survey of Student Engagement (N S S E) and the Community College Survey of Student Engagement (C C S S E), focus on student engagement—student behaviors and institutional practices that are highly correlated with student learning and retention.

How engaged are University of Hawaii students in their educational experience at upper division/four-year campuses?

On the N S S E survey, five benchmarks of effective educational practice encompass multiple indicators. As benchmarks, these results provide comparisons with peer institutions and serve as baseline indicators against which future progress can be measured. U H Manoa, U H Hilo, and U H West Oahu campuses participate in N S S E. Results from the 2005 survey are illustrated below.

Benchmark #1 Level of Academic Challenge
Academic Challenge represents the nature and amount of assigned academic work, the complexity of the cognitive tasks required of students, and the standards faculty members use to evaluate student performance.

U H Manoa seniors report a slightly greater level of academic challenge than seniors from their comparison group. Other U H groups report lower levels of academic challenge than their peer counterparts; however, academic challenge is perceived to increase by the time students reach their senior year.

Benchmark #2 Active and Collaborative Learning
Active and Collaborative Learning represents the extent to which students are actively involved in their learning through discussions, presentations, group projects, and community projects.

U H Manoa students report a similar level of active and collaborative learning as their peer counterparts. All other groups report lower levels relative to their peers.

Benchmark #3 Student-Faculty Interaction
Student-Faculty Interaction captures the personal interaction between students and their instructors as evidenced by discussions about grades and assignments, projects outside the classroom, and talks about career plans.

U H students, both first-year and seniors, report lower levels of student-faculty interaction compared to their national counterparts. U H Manoa senior scores were closest to their peers; U H West Oahu senior scores varied the most from their peers.

Benchmark #4 Enriching Educational Experiences
Enriching Educational Experiences are those activities that complement the academic program such as student government, community service, capstone experiences, and interacting with a diverse group of students.

U H Manoa first-year students report having an enriching educational experience that slightly exceeds their peers. Other U H groups report fewer activities that complement their academic progress compared to their national counterparts.

Benchmark #5 Supportive Campus Environment
Supportive Campus Environment provides support for student success, helps students cope with non-academic issues, and promotes quality relations among students, faculty, and staff.

In contrast to the previous benchmark, U H West Oahu seniors report a level of support on their campus that exceeds their peers. All other U H groups report less of a supportive campus environment than what their peers report.

How engaged are University of Hawaii students in their educational experience at lower division campuses?

The Community College Survey of Student Engagement (C C S S E) focuses on five benchmarks of student engagement—institutional practices and student behaviors that are highly correlated with student learning and retention.

The following percentiles from the 2006 C C S S E survey demonstrate the performance of each U H community college relative to its comparably-sized peers. These results serve as baseline data against which future progress can be measured.

Benchmark #1 Active and Collaborative Learning
Through collaboration with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, community, and their personal lives.

Relative to comparably-sized peers, two out of seven U H community colleges are at or above the 80th percentile in the area of active and collaborative learning, four are at or above the 50th percentile, and one is below.

Benchmark #2 Student Effort
“Time on task” is a key variable in success, and there are a variety of settings and means through which students may apply themselves to the learning process.

Of the five benchmark categories, the U H Community Colleges scored least favorably in the area of student effort. When compared to like institutions, two campuses scored above the 50th percentile. Two campuses scored at the 20th percentile.

Benchmark #3 Academic Challenge
Academic Challenge represents the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.

Students found the academic challenge of the U H Community Colleges at or above the 60th percentile at four out of seven campuses when compared to similar-sized colleges. Students at the remaining three campuses report a lower level of academic challenge, suggesting they can be challenged further than they have been.

Benchmark #4 Student-Faculty Interaction
Personal interaction with faculty members strengthens students’ connections to the college and helps them focus on their academic progress.

The U H Community Colleges scores relative to their peers ranged from a low in the 30th percentile to a high in the 90th percentile.

Benchmark #5 Support for Learners
Community college students benefit from services targeted to assist them with academic and career planning, academic skill development, and other issues that may affect both learning and retention.

On this indicator, five of the colleges are at the 60th percentile or higher relative to comparable-sized colleges.

How does U H student participation in community-based projects compare to national levels?

Opportunities for experiential learning include—but are not limited to—internships, cooperative education placements, volunteer positions, fellowships, and practica. Service learning opportunities involve instructional strategies that link community service and academic study so that one strengthens the other.

The N S S E and C C S S E surveys include a question on how frequently students participate in community-based projects as part of a class requirement.

U H students participate in community-based activities more often than their national counterparts, though as a whole, participation is low for all groups. U H and national comparison group responses fell somewhere between Sometimes (2.0) and Never (1.0).

What is the usual U H undergraduate student experience in terms of class size and faculty type?

The U H System lower division average class size was 24. U H Manoa and U H Community Colleges Career and Technical Education experienced slight increases from five years ago.

The U H System upper division average class size increased to 20 in fall 2005; campus averages range between 18 and 24.

Approximately 80 percent of all U H lower division and undergraduate classes enroll less than 30 students.

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What are the U H graduation and retention outcomes for entering students?

U H graduation and retention rates have remained relatively stable over time with a few campuses experiencing slight declines in the past year. U H Manoa’s rates have ranged from 63–65 percent over five years; U H Hilo’s rates have ranged from 35–41 percent; and the U H Community Colleges’ rates have ranged from 29–39 percent. U H West Oahu’s rates have ranged from 59–72 percent over two years.

While the previous graph reflects a combination of graduation and retention data, the following illustrates U H graduation rates by cohort year. U H Manoa’s graduation rate has been in the low to mid-50 range, with its 1999 cohort reaching a low of 51 percent. U H Hilo rates have fluctuated around the 30 percent range. The U H Community Colleges have remained in the low to mid-teens after experiencing a high of 17 percent with their 1994 cohort.

U H Manoa’s six-year graduation and retention rate for first-time students is lower than the average rates for peer and benchmark groups. UH Hilo’s six-year graduation and retention rate for first-time students is lower than the average rate for its benchmark group and slightly lower than the average rate for its peer group.

The average one-year retention rate for first-time students at U H Manoa and U H Hilo is lower than the average rates for peer and benchmark groups.

What are the graduation and retention outcomes for ethnic groups?

The graduation and retention rate for Asian/Pacific Islanders at U H Manoa is lower than the rates for peer and benchmark groups. Within U H Manoa’s Asian/Pacific Islander category, Chinese and Japanese graduation rates are higher than or comparable to peer and benchmark groups, while the rates for Filipino, Hawaiian, and the other Asian categories are lower.

The graduation and retention rate for Caucasians at U H Manoa is considerably lower than the rates for peer and benchmark groups.

In a national study focusing on the success of African-American, Latino, and Native-American students at flagship universities, U H Manoa earned a grade of A. Success is defined as receiving a bachelor’s degree within six years of entry.

Source: The Education Trust & Engines of Inequality: Diminishing Equity in the Nation’s Premier Public Universities, 2006

The graduation and retention rate for Asian/Pacific Islanders at U H Hilo is lower than the rates for the benchmark and peer groups. Within U H Hilo’s Asian/Pacific Islander category, Chinese and Filipino students show comparable graduation and retention rates to the peer group, while the rates for Hawaiian, Japanese, and the Other Asian categories are lower.

The graduation and retention rate for Caucasians at U H Hilo is lower than those for both peer and benchmark groups.

What is the volume of credentials awarded annually by U H?

On the average, over 7,000 degrees and certificates are awarded annually by U H.

What share of eligible students pass external exams in their field of study?

University of Hawaii students and graduates are scoring well on national and state exams in their fields of study.

Community College Programs. In 2003–2005, over 90 percent of the U H Community College graduates who sat for the following national licensing examinations passed on their first attempt.

Dental Hygiene. Over 90 percent of U H Manoa Dental Hygiene students taking the national licensing exam passed on their first attempt for the past three years (100% in 2004; 94% in 2005 and 2006).

Education. In A Y 2004–05, over 80 percent of U H Manoa College of Education and U H Hilo education graduates passed the professional knowledge portion of the Praxis Teacher Certification Exam. Pass rates for the various Praxis assessment areas for U H Manoa and U H Hilo graduates and for the state of Hawaii (which includes U H graduates) are provided below.

E T S. At U H Hilo, the Educational Testing Service (E T S) Major Field Achievement Test provides national comparisons and serves as a vehicle for program improvement. U H Hilo students usually perform at or above the national mean.

Law. Graduates of the U H Manoa William S. Richardson School of Law are consistently outperforming Hawaii bar exam test takers from other law schools. In 2005, 89 percent of U H Manoa Law School graduates passed the Hawaii state bar exam on their first attempt and the overall pass rate (81%) was higher than the state rate (64%).

Medical Technology. From 2001 to 2006, all U H Manoa Medical Technology students passed the national certification exams on their first attempt and scores were consistently above the national average.

Medicine. Medical students need to pass two exams prior to the completion of one year of residency. Students at the U H Manoa John A. Burns School of Medicine (JABSOM) attained pass rates on the United States Medical Licensing Exam (U S M L E) Step 1 Examination that are generally close or comparable to the national average. Those taking the exam in A Y 2004–2005 achieved an average total score above the national average.

JABSOM medical students performed very well on the U S M L E Step 2 Exam, consistently achieving pass rates that equaled or exceeded the national average.

Nursing. Graduates of RN nursing programs must pass the National Council Licensure Examination for Registered Nurses (NCLEX RN) before they may practice nursing. The purpose of this exam is to ensure the public’s protection. The exam measures the competencies needed to safely and effectively perform as a newly licensed, entry-level registered nurse.

Surgical Care. Over the past three years (2004–2006), 100 percent of residents in the Surgical Residency Program have passed the American Board of Surgery (A B S) qualifying exam on their first attempt.

For the past six years (2001–2006), all fellows in the Surgical Critical Care Fellowship Program have passed the American Board of Surgery certifying exam for Surgical Critical Care on their first attempt.

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How satisfied are students with their educational experience?

The 2005 N S S E and 2006 C C S S E student surveys include one direct measure of student satisfaction: “How would you evaluate your entire educational experience at this institution?” In response to this question, the responses of students enrolled at the ten U H campuses ranged from 2.83 at U H Manoa to 3.48 at U H West Oahu (on a scale of 1 to 4, with 1=Poor and 4=Excellent). The range of responses from comparable institutions is 3.15 to 3.47.

The N S S E survey includes a second question that measures satisfaction: “If you could start over again, would you go to the same institution you are now attending?” The range of responses (from 2.96 at U H Manoa to 3.52 at U H West Oahu) indicates that students attending the three upper division campuses would Probably attend the same institution if they could start over again. The range of responses from comparable institutions is 3.19 to 3.29. U H Hilo and U H West Oahu’s seniors indicated a level of satisfaction that exceeded their comparison groups.

Similarly, U H Community College students were asked by C C S S E if they would recommend their college to a friend or family member. Between 91 and 98 percent responded positively.
Source: Community College Survey of Student Engagement 2006

GRADUATES
Nearly 80 percent of U H Manoa’s spring 2005 graduating seniors rated the overall quality of their academic experience as either Good or Excellent. Comparisons with past survey results should be made with caution as respondents and data distribution vary; however, there does appear to be a general increase in the share of students rating their academic experience at U H Manoa as Excellent.

How prepared do U H students and alumni believe they are for employment?

Enrolled Students
When asked on the N S S E and C C S S E surveys to what extent their undergraduate experience has contributed to their ability to acquire job or work-related knowledge and skills, U H student responses ranged between Some and Quite a Bit.

Graduates
In 2005, 95 percent of U H Community College graduates and leavers indicated they were Adequately to Very Well Prepared for their current primary job.

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What are the demographic trends in the composition of the U H student body?

University of Hawaii attendees are members of student populations in which no one ethnic group constitutes a majority, and the educational experience is enriched by the diversity of their classmates.

Ethnicity
U H is one of the most ethnically diverse institutions of higher learning in the nation—21.7 percent of the students are Caucasian, 15.7 percent are Japanese, 13.8 percent are Hawaiian or Part-Hawaiian, 12.7 percent are Filipino, 5.4 percent are Chinese, and 11.5 percent report Mixed ethnicity.

The percentages of Hawaiian, Caucasian, Pacific Islander, and Mixed ethnic students have increased in the last ten years, while the percentages of Japanese, Chinese, and Filipino students have decreased.

There have been increases in the share of degrees conferred to students of Hawaiian/part-Hawaiian, Pacific Islander, and Mixed ancestry, and decreases in the share of degrees awarded to students of Japanese, Chinese, and Filipino ancestry. The share of degrees conferred to students of Caucasian ancestry has remained relatively constant.

Age
The mean age for the U H system has declined somewhat since the mid-1990s and now measures 25.5 years of age.

Gender
The percentage of total male students enrolled at U H has slightly declined, from 44 percent in the mid-1990s to 42 percent in fall 2005. This gender disparity is consistent with a national trend in which the educational progress of males in higher education over several decades has been on a slow decline. According to an August 2003 Postsecondary Education OPPORTUNITY article “Fact Sheet: What’s Wrong with the Guys?,” the share of male undergraduates declined from 58 percent in 1969 to 44 percent in 2000. A July 2006 follow up article, “For Every 100 Girls& ,” from the same publisher reports that in 2004, 77 men were enrolled for every 100 women (i.e., 44% men, 56% women).

Full-Time Status
Since fall 1996 more than 55 percent of U H students have been enrolled full-time.

Table: How do U H students relate to issues of diversity?

Hawaii’s unique demographic makeup and U H’s commitment to improving the entry, retention, and graduation of diverse student populations offer students opportunities to interact with others from different backgrounds.

The 2005 N S S E and 2006 C C S S E survey results indicate U H students dialog with students from different ethnic backgrounds more frequently than do their national counterparts. They tend to be on par nationally when the conversations involve differing beliefs, opinions, and personal values.

Survey results suggest U H students have a greater understanding of and more frequent interaction with others from different backgrounds than their national comparison group counterparts.

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A Learning, Research, and Service Network

Serving the state of Hawaii demands that the University of Hawaii engage its diverse resources to contribute to the state’s economy, workforce and training needs, and the creation and application of knowledge. Measures of affordability, the educational pipeline, workforce development, information and technology resources, research and scholarly productivity, and economic impact are presented to demonstrate the University’s progress in fostering the intellectual capital of the state of Hawaii, and preparing citizens educated for participation in democracy.

How affordable is higher education in Hawaii for students and their families?

Higher education in the United States as a whole has become increasingly less affordable when the costs of attending college are considered in relation to family income.

Results from the National Center for Public Policy and Higher Education’s Measuring Up 2006 indicate that no state received a higher grade than C– in affordability. Since Measuring Up 2004, the number of states receiving an F increased from 36 to 43. Two states received a C. Hawaii was one of the remaining five states that scored a D on the affordability of its public (U H) and private institutions. U H awards approximately $20 million in tuition waivers which are not included in the Measuring Up 2006 analysis.

In Hawaii, the percent of income (average of all income groups) needed to pay for college expenses has been declining steadily since 2000, but Hawaii rates are still not comparable to those of the best performing states a decade ago.

What is the distribution of financial aid at U H campuses?

The share of first-time freshmen receiving aid in A Y 2004–2005 ranged from 65 percent (U H Hilo) to 29 percent (Kapiolani CC). Average financial aid ranged from $3,387 (U H Manoa) to $1,907 (Kauai CC).

How many students received Pell awards and what was the total value disbursed?

The number of federal Pell recipients and the total value disbursed by U H decreased from F Y 2004 to F Y 2006. Slight decreases in enrollment, particularly at the U H Community Colleges, accounted for some of the differences. A larger issue was related to a U.S. Department of Education change in the Expected Family Contribution (E F C) formula in F Y 2006. A reduction in the percentage of estimated state tax for most states resulted in families paying less in taxes, but more in expected college contributions. Approximately 80,000 students nationwide were no longer eligible for Pell grants while others qualified for reduced amounts.

The number of recipients increased by nearly 22 percent over a recent three-year period while the total value of tuition waivers awarded increased by 16 percent.

The amount of need-based aid fluctuated slightly while all other categories, including merit-based and athletic waivers, steadily increased. Graduate assistants receive tuition waivers as a result of their employment with the University.

How do U H tuitions compare with like institutions elsewhere?

U H resident tuition rates are below W I C H E (institutions from 15 states that are members of the Western Interstate Commission for Higher Education) averages except for U H Hilo’s graduate rate which is slightly above the average. All U H non-resident rates are below the W I C H E average, with the U H Community Colleges rate nearing the average.

How affordable is U H for low income students?

In a national study focusing on low income access for students at flagship universities, U H Manoa earned a grade of A. Low income access is defined as eligibility for a Pell grant.
Source: The Education Trust, Engines of Inequality: Diminishing Equity in the Nation’s Premier Public Universities, 2006

The U H Community Colleges have continued to be very affordable. In 2006, the share of income Hawaii’s poorest families paid for tuition was nine percent, about as low as that of the best-performing states in the early 1990s (7%).
Source: The National Center for Public Policy and Higher Education, Measuring Up 2006 ©2006

How much in private aid has been raised for U H students?

The amount of scholarship funds raised through the U H Foundation’s ongoing Centennial Campaign has steadily increased since it began in F Y 2002–2003. Private support was provided by individuals, corporations, and foundations.

The total market value of endowed funds for student assistance as of June 30, 2006 was $51.5 million. The total expendable funds available for A Y 2006–2007 for student assistance is $8.5 million.

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What is the role of the University in facilitating a seamless educational pipeline in Hawaii?

According to data assembled by the National Center for Higher Education Systems (N C H E M S) in 2006, the outcomes of the Hawaii pipeline are below the national average and considerably below that of the best performing state in each transition area.

The role of the University in improving these pipeline statistics is multifaceted. Through its P–20 partnership with the Hawaii Department of Education and the Good Beginnings Alliance, U H’s efforts include:

• Working with the Hawaii Department of Education and the Hawaii Association of Independent Schools to better align high schoo