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

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Review Year: College: Program:

College: Leeward Community College
Program: Natural Science

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Program did not provide date of the last comprehensive review. STEM Program

Program Description

The Natural Science program at Leeward CC offers the Associate in Science in Natural Science (ASNS) degree with Concentrations in Life Science, Physical Science, Pre-Engineering, and Pre-Computer Science. The mission of the program is to provide a clear two-year pathway toward baccalaureate STEM degrees at UH Manoa and other 4-year institutions.

The program achieves this mission through a variety of goals:

  1. Ensure students can complete the program on time by eliminating course scheduling conflicts.
  2. Ensure smooth articulation of our courses within the UH System.
  3. Create, host and promote STEM events and undergraduate research opportunities.
  4. Foster strong collaboration with the Halau Ike o Pu‘uloa to increase the number of Native Hawaiians pursuing 4-year STEM degrees.

Part I. Quantitative Indicators

Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

The number of majors has remained consistent over the past three years and grew back by 12 students (3% growth, up to 406 students). This is particularly significant considering the annual declines in overall enrollment at Leeward CC during the same timeframe. There is a record high in the number of ASNS courses offered (108) this past year and that number has been growing steadily since the program was created. It is notable that the average class size has decreased from 23 (three years ago) to 19. From an instructional quality standpoint, that is a desirable metric since it provides a smaller student-to-teacher ratio thus giving faculty more ability to interact with each individual student.

The number of faculty assigned to the program remains constant at 11. We have still been unable to hire for the Engineering faculty position and lecturers are covering those courses. 

One area of concern is the declining fill rate (down from 92.2% three years ago to 79.5% last year). Further data analysis will be needed to determine if it is certain courses causing this decline or if it is a general decline among all courses. 

Completion rate remains steady at 72% which is encouraging considering these ASNS courses are very challenging. The number of withdrawals is down considerably (188 to 155). There are fewer students reported transferring to 4-year UH campuses which is an item the ASNS Coordinator and STEM counselor have requested further data on in Fall 2018 from the OPPA. This data request has not been completed as of Jan 23, 2019.

The number of DE courses grew back up to 4 (from 3 courses the year prior) and student success is very high (83% completion rate).

The number of degrees awarded grew substantially from the previous year (from 41 to 58) which brings it more in line with previous trendline analysis.

A previous goal of the program was to complete a full PLO-to-SLO course mapping for all ASNS courses which was achieved two years ago by coordinating the work of the ASNS faculty and Coordinator. This information was supposed to be uploaded in Tk20 for analysis, but the campus decided to scrap Tk20 and create a new Assessment Database called Knack. The Coordinator has already met with the creator of Knack, Adam Halemano, and discussions have been had as to how to better implement this kind of mapping to deliver data which can be used in the decision-making process. The Coordinator has complete confidence in Adam to build out the database and he has personally used it on six of his own courses.

Part III. Action Plan

The data from AY 17-18 clearly demonstrates the strong demand, growth, managing of that growth, effectiveness, and efficiency of the program. Considering the program less than 10 years old, this is a testament to the student need for the program. In order to sustain and increase the strength of the program, the following Action Items will be untaken during AY 16-17.

1.  Strengthen PLO-to-SLO course assessment for all ASNS core courses. The ASNS Coordinator has been in discussions with OPPA's Adam Halemano on ways to accomplish this.

2.  Create and administer a survey on program success to ASNS graduates (Being created in Spring 2019).

3.  Make minor curricular optimizations to broaden the electives certain concentrations can take (to be submitted in Fall 2019 for Fall 2020 effective date). Meetings with the STEM counselor, Dev Math counselor, and ASNS Coordinator have already begun.

Part IV. Resource Implications

1. Funding for ASNS promotional media. In order to further grow the program, we are requesting $2,000 for the creation and purchase of promotional items. These will include items such as pens, pencils, flyers, and posters. The program hosts numerous outreach activities and on-campus events which would be greatly benefited by these items. They will help promote the program to potential STEM students. No funding to the program for this need has been given for at least four years.

2. Increased classroom allocation. With the growing number of students in the program, the number of ASNS courses has risen year-over-year to 108. In order to accommodate this rise in enrollment, more classrooms will be needed by the program. There are multiple classrooms in the PS/BS buildings being used by other departments. The M&S Division faculty would be benefited by having these classrooms fully available to use.

Program Student Learning Outcomes

For the 2017-2018 program year, some or all of the following P-SLOs were reviewed by the program:

this year?
Program Student Learning Outcomes


Analyze data effectively using current technology.


Communicate scientific ideas and principles clearly and effectively.


Analyze and apply fundamental mathematical, physical, and chemical concepts and techniques to scientific issues.


Apply fundamental concepts and techniques in their chosen field of study, such as biology, chemistry, engineering, computer science, etc.

A) Expected Level Achievement

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B) Courses Assessed

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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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