Leeward Community College 2014 Annual Report of Instructional Program Data Hawaiian Studies

Transcription

1 Leeward Community College 2014 Annual Report of Instructional Program Data Hawaiian Studies The last comprehensive review for this program can be viewed at: First Year of Existence. No CRE available at this time. Program Description The Associate in Arts in Hawaiian Studies (AAHS) is a 60-credit degree program intended to provide the first two years of a baccalaureate program in Hawaiian Studies and/or a qualification that would be beneficial in the workforce or other areas of study where a knowledge of the host culture or alternative approaches to problemsolving are desired. Program learning outcomes: 1. Describe Native Hawaiian linguistic, cultural, historical and political concepts. 2. Explain Native Hawaiian concepts as expressed in the broader areas of science, humanities, arts or social sciences. 3. Use writing to discover, develop, communicate and reflect on issues relevant to the Native Hawaiian community. Part I. Quantitative Indicators Overall Program Health: Cautionary Majors Included: HWST Program CIP: Demand Indicators Demand Health Call 1 Number of Majors a Number of Majors Native Hawaiian Healthy 1b Fall Full-Time 0% 40% 57% 1c Fall Part-Time 0% 60% 43% 1d Fall Part-Time who are Full-Time in System 0% 0% 2% 1e Spring Full-Time 0% 54% 60% 1f Spring Part-Time 0% 46% 40% 1g Spring Part-Time who are Full-Time in System 0% 4% 2% 2 *Percent Change Majors from Prior Year 0% 0% 100% 1/13

2 3 SSH Program Majors in Program Classes SSH Non-Majors in Program Classes 0 0 1,818 5 SSH in All Program Classes 0 0 2,153 6 FTE Enrollment in Program Classes Total Number of Classes Taught Efficiency Health Efficiency Indicators Call 8 Average Class Size *Fill Rate 0% 0% 77.9% 10 FTE BOR Appointed Faculty *Majors to FTE BOR Appointed Faculty Majors to Analytic FTE Faculty a Analytic FTE Faculty Not Yet Not Not 13 Overall Program Budget Allocation Reported Reported Reported Not Yet Not Not 13a General Funded Budget Allocation Reported Reported Reported Healthy 13b Special/Federal Budget Allocation Not Yet Not Not Reported Reported Reported 13c Tuition and Fees Not Yet Not Not Reported Reported Reported 14 Cost per SSH Not Yet Not Not Reported Reported Reported 15 Number of Low-Enrolled (<10) Classes *Data element used in health call calculation Last Updated: January 25, 2015 Effectiveness Indicators Successful Completion (Equivalent C or 16 Higher) 0% 0% 80% 17 Withdrawals (Grade = W) *Persistence (Fall to Spring) 0% 70% 65.3% 18a Persistence Fall to Fall 40% 50% Unduplicated Degrees/Certificates Awarded 19 Prior Fiscal Year a Associate Degrees Awarded b Academic Subject Certificates Awarded c Goal 0 N/A N/A *Difference Between Unduplicated Awarded 19d and Goal 0% 0% N/A 20 Transfers to UH 4-yr a Transfers with degree from program b Transfers without degree from program c Increase by 3% Annual Transfers to UH 4- yr Goal 0 N/A N/A 20d *Difference Between Transfers and Goal 0% N/A N/A Effectiveness Health Call Unhealthy 2/13

3 Distance Education: Completely On-line Classes Number of Distance Education Classes 21 Taught Enrollments Distance Education Classes N/A N/A Fill Rate N/A N/A 100% Successful Completion (Equivalent C or 24 Higher) N/A N/A 77% 25 Withdrawals (Grade = W) N/A N/A 2 Persistence (Fall to Spring Not Limited to 26 Distance Education) N/A N/A 71% Performance Funding 27 Number of Degrees and Certificates 1 5 Number of Degrees and Certificates Native 28 Hawaiian Number of Degrees and Certificates STEM Not STEM Not STEM 30 Number of Pell Recipients Number of Transfers to UH 4-yr 0 0 *Data element used in health call calculation Last Updated: January 25, 2015 Glossary Health Call Scoring Rubric Part II. Analysis of the Program Preface The Associates in Arts in Hawaiian Studies degree (AAHS) is the first joint degree in the University of Hawai i Community Colleges (UHCC) system with 7 participating colleges (Hawaii CC, Honolulu CC, Kapiolani CC, Kauai CC, Leeward CC, Windward CC and UH Maui College). The 7 campuses agreed on 4 existing core required classes; HWST 107: Hawaii in the Center of the Pacific, HWST 270: Hawaiian Mythology, and Hawaiian Language 101 and 102. Students are also required to fulfill all of the General Education Core Areas required for their respective campus Associate in Arts in Liberal Arts degrees. In the first year of the program (2013 AY) most of the required data was unavailable because many of the courses in the AAHS program could also count towards the Associates in Arts in Liberal Arts degree. Thus, the system would not pull data from a course for two different programs. As Program Coordinator, I asked their Institutional Research office to pull many of the program quantitative indicators individually. For Leeward Community College (2013 AY), the data for following courses was included in an amended report: HWST 107, 160, 261, 270, 291 and HAW 101, 102 (the amended data for 2013 AY appears in blue italics under the corresponding column). For the 2014 AY, data were obtained for the following courses (courses from the previous year are highlighted): Subject Course Number Sections Subject Course Number Sections BOT HWST /13

4 GG HWST HAW HWST HAW HWST HAW PACS HAW POLS HIST REL HWST SOC This new list of program courses (16) is more than double that of the previous year s (7). It adds 10 courses, with a total of 15 sections. However, HWST 107 was not included in the 2014 AY list. HWST 107 is a core requirement for the AAHS, but it also fulfills two requirements for the AA in Liberal Arts: the Diversification Humanities (DH) credits and the Hawaii, Asia, Pacific (HAP) Focus credits. As such, it is a high demand course and has been among the highest enrolled at Leeward Community College for several years. In AY 2013, there were 40 sections of HWST 107. In AY 2014, there were a combined 38 sections from the 16 courses on the program list. But because we have not agreed on how to separate part HWST 107 plays in the HWST program from the part it plays in the LBRT program, the course has not been listed The change in the list of program courses makes it difficult to compare course-related data between AY 2013and Demand: Healthy Demand Indicators Demand Health Call 1 Number of Majors a Number of Majors Native Hawaiian Healthy 1b Fall Full-Time 40% 57% 4/13

5 1c Fall Part-Time 60% 43% 1d Fall Part-Time who are Full-Time in System 0% 2% 1e Spring Full-Time 54% 60% 1f Spring Part-Time 46% 40% 1g Spring Part-Time who are Full-Time in System 4% 2% 2 *Percent Change Majors from Prior Year - 100% 3 SSH Program Majors in Program Classes SSH Non-Majors in Program Classes 4,934 1,818 5 SSH in All Program Classes 5,036 2,135 6 FTE Enrollment in Program Classes Total Number of Classes Taught The demand health call is healthy because the program has increased the number of majors by 155% from the previous year, and 91% of majors are Native Hawaiian. The Hawaiian Studies faculty continue to market the program and recruit new majors by participating in campus and community events, expanding the program website ( and maintaining a program Facebook page ( In AY 2014, the Hawaiian Studies faculty participated in several recruitment events including a table at Leeward s Discovery Day, Success Connection Workshops, and presentations to specialized student groups such as Mao Farms, Green Collar Institute and visiting area high school groups. We also had 2 grant-funded counselors in the Halau Ike o Puuloa--one focused on Native Hawaiian STEM majors and one specialized in male mentoring. In partnership with these temporary counselors and the College s only full-time Native Hawaiian counselor, the Hawaiian Studies program was able to cross-market within these areas, increase visibility as well as the availability of services in the Halau Ike o Puuloa. The SSH numbers show that 84% of those enrolled in program courses are non-majors a decrease of 14% from the previous year. The decrease in SSH numbers is due mostly to the change in the program course list in this year s data set. In the previous year, there were 7 courses listed as program courses, HWST 107, 160, 261, 270, 291 and HAW 101, 5/13

6 102. This year, there are 16 courses listed, a list that includes all previous courses except HWST 107. HWST 107 is a core requirement for the AAHS but also fulfills 2 requirements for the AA in Liberal Arts: the Diversification Humanities (DH) credits and the Hawaii, Asia, Pacific (HAP) Focus credit. The number of sections of HWST 107 in AY 2014 (40) exceeded that of the number of sections of the other courses combined (38). In AY 2014, HWST 107 had more sections than all the other courses combined: 40 to 38. Removing this course from the list of program courses significantly decreased the SSHs taken in AY Efficiency: Healthy Efficiency Indicators Efficiency Health Call 8 Average Class Size *Fill Rate 91.3% 77.9% 10 FTE BOR Appointed Faculty *Majors to FTE BOR Appointed Faculty Majors to Analytic FTE Faculty a Analytic FTE Faculty Overall Program Budget Allocation Healthy 13a General Funded Budget Allocation 13b Special/Federal Budget Allocation 13c Tuition and Fees 14 Cost per SSH 15 Number of Low-Enrolled (<10) Classes The efficiency rating is Healthy, based on the 77.9% fill rate and the 9.1 ratio of faculty to majors. 6/13

7 The fill rate decreased by 13.4 percentage points--from 91.3% in 2013 AY to 77.9% in the 2014 AY. As stated in the preface, the omission of the course HWST 107, a high-demand course, has skewed the data. Yet, the fill-rate is still well within the healthy range. The number of majors to FTE BOR Appointed faculty has increased from 3.6 to 9.1. The number of FTE BOR Appointed faculty has not changed. There are 5 FTE BOR Appointed Faculty (#10): 4 in Hawaiian Studies (Arts and Humanities Division) and 1 in Hawaiian Language (Language Arts Division). However, the number of majors has increased 155% since This increase moved the student/faculty ratio from Unhealthy to Cautionary. We are confident that in the next few years as the program grows this ratio will become Healthy (15-35 majors per FTE faculty). The ratio of lecturers to BOR-appointed faculty is 8 to 5, or 1.6 to 1. Effectiveness: Unhealthy Effectiveness Indicators Effectiveness Health Call 16 Successful Completion (Equivalent C or Higher) 76.4% 80% Unhealthy 17 Withdrawals (Grade = W) *Persistence (Fall to Spring) 70% 65.3% 18a Persistence Fall to Fall 40% 50% 19 Unduplicated Degrees/Certificates Awarded Prior Fiscal Year 1/17 5/18 19a Associate Degrees Awarded b Academic Subject Certificates Awarded 0/16 (HAWN) 0/13 (HAWN) 19c Goal d *Difference Between Unduplicated Awarded and Goal /13

8 20 Transfers to UH 4-yr a Transfers with degree from program b Transfers without degree from program c Increase by 3% Annual Transfers to UH 4-yr Goal d *Difference Between Transfers and Goal - - The effectiveness health call is Unhealthy. Difference Between Unduplicated Awarded and Goal (#19d) is unavailable. The first data point used to determine the effectiveness health call, Difference between Unduplicated Awarded and Goal (19d), is unavailable because the program was created after 2006 and has not been assigned a baseline number. However, using the data available for AY 2013 and AY 2014 we see that the number of degrees awarded has increased by 400%. The number of Academic Subject Certificates (ASC) in Hawaiian Studies is incorrect because there is a different alpha designation for the Hawaiian Studies ASC in the STAR system HWST and HAWN are both used to designate Hawaiian Studies. The ASCs in Hawaiian Studies were entered as HAWN and not HWST. So the unduplicated counts of degrees and certificates awarded (#19) should be 17 for AY 2013 and 18 for AY 2014 a 6% increase. Based on the number of Associate Degrees and Academic Subject Certificates Awarded (#19a and #19b) in AY 2014, our goal for the 2015 AY should be 6 Associate degrees. Given the number of Academic Subject Certificates Awarded (#19b) awarded in the 2014 AY, our goal for the 2015 AY is 14 ASCs in Hawaiian Studies. Difference Between Transfers and Goal (#20d) is unavailable. Transfer data is unavailable at this time. While HWST majors have earned degrees or certificates and subsequently transferred to one of the 4-year institutions, because the program is less than two years old, goal data for comparison have not yet been established. Persistence from fall to spring (#18) has decreased by 4.7% from 70% to 65.3%. While the successful completion rate for students in program courses increased by 3.6 percentage points, the persistence from fall to spring decreased by 4.6 percentage points. Distance Education Distance Education: Completely On-line Classes 8/13

9 21 Number of Distance Education Classes Taught 2 22 Enrollments Distance Education Classes Fill Rate 100% 24 Successful Completion (Equivalent C or Higher) 77% 25 Withdrawals (Grade = W) 2 26 Persistence (Fall to Spring Not Limited to Distance Education) 71% HWST 261 and BOT 130 were offered online for the first time in AY They did well that year. The courses had 100% fill rates, and 77% successful completion rates. Performance Performance Funding 27 Number of Degrees and Certificates 1/17 5/18 28 Number of Degrees and Certificates Native Hawaiian 1/17 4/15 29 Number of Degrees and Certificates STEM Not STEM Not STEM 30 Number of Pell Recipients Number of Transfers to UH 4-yr 0 0 The Number of Degrees and Certificates (#27) awarded at the end of the 2014 AY was 18: 5 Associates in Arts in Hawaiian Studies and 13 Academic Subject Certificates (see Effectiveness section for full explanation). Of the 9/13

10 18 degrees and certificates awarded, 15 (83%) were awarded to Native Hawaiians (#28). Part III. Action Plan The University of Hawaiʻi (UH) has an extensive and long standing commitment to support the advancement of aboriginal Hawaiian language, culture, history and practice. This is demonstrated in Board of Regents policy,[1] the University of Hawaiʻi Strategic Directions ( ) and UH Community Colleges Strategic plans ( ),[2] as well as in Leeward Community College s mission.[3] Leeward Community College s service area includes some of Oʻahu s highest concentrations of Native Hawaiians and is in an excellent position to offer a 2-year Hawaiian Studies degree. 28.5% of students enrolled at Leeward Community College are Native Hawaiian. The year-2 data for the AAHS program reflects the high demand for this program among Native Hawaiian students. We hope that this program will prove valuable in both positioning the University of Hawaiʻi System as one of the world s foremost indigenous serving institutions as well as increasing recruitment, retention and graduation among Native Hawaiians. Increase marketing and recruitment activities The Associates in Arts in Hawaiian Studies is a relatively new degree in the UH System. More marketing and recruitment efforts are needed at both the system and individual college levels. Many students are still unaware of the existence of the program and the advantages of earning an Associates degree before transferring to a 4- year institution. Action Plan: Program faculty will coordinate on-campus program presentations through New Student Orientation, additional Success Connection workshops, and in partnership with the Hālau ʻIke o Puʻuloa. Program faculty will coordinate off-campus presentations to service-area high schools and pursue partnerships with those schools in conjunction with the Hālau ʻIke o Puʻuloa. The Leeward AAHS Program coordinator will continue to collaborate with the multi-campus group in marketing and recruitment activities. The AAHS Coordinators Group recently received a grant that included funds to market the degree system-wide. Access and Retention The University has a long-standing commitment to support the advancement of aboriginal Hawaiian language, culture, history and practice as well as Native Hawaiian student success and completion. To support the University s goals, it is critical to provide additional funding for instruction and student support. Over the courses of the 2014 AY, there were 2 grant-funded counselors in the Hālau ʻIke o Puʻuloa; one focused on Native Hawaiian STEM majors and one who specialized in male mentoring. In partnership with these temporary counselors and the College s only full-time Native Hawaiian counselor, the Hawaiian Studies program was able to cross-market within these areas, increase visibility as well as the availability of services in the Hālau ʻIke o Puʻuloa. However, since the grant ended in summer 2014 we no longer have the personnel to continue that level of marketing, service and student support. Action Plan: 10/13

11 Hire an additional Native Hawaiian focused counselor: The College has only one full-time (1) counselor for the 2,214 Native Hawaiian students enrolled (as of fall 2014, UH IR office at Since 91% of our majors are Native Hawaiians, the deficiency in support for Native Hawaiian students affects the College s ability to achieve its stated mission as well as the success of our program. The loss of the 2 grant-funded counselors highlighted the need for additional full-time personnel in this area. Hire 1.0 FTE BOR appointed faculty in Hawaiian Studies. There are 4 Hawaiian Studies lecturers who taught 47% of the classes offered in Hawaiian Studies in the 2014 AY. Additional BOR appointed faculty would allow the program to offer the full array of classes during the year for the AAHS degree. This is not currently possible. Hire 1.0 FTE BOR appointed faculty in Hawaiian Language. The number of lecturers (4) currently outnumbers FTE BOR appointed faculty (1) in Hawaiian Language. Additional BOR appointed faculty would allow the program to meet the demand for the Program s language requirement. This is not currently possible. Facilities To support the University s Strategic Directions ( ) regarding increasing Native Hawaiian student success and the recommendations of the Hawaii Papa o Ke Ao Report, we recommend that a Native Hawaiian Student Success Center be built on the Leeward Community College campus. Native Hawaiian Student Success Center - The Native Hawaiian Student Success Center would combine instruction and student support services. The Hawaiian Studies and Hawaiian Language instructional faculty collaborate with the Halau Ike o Puuloa to provide comprehensive services and support to all students with a special attention to Native Hawaiians. The current facility is overcrowded and infrastructure is inadequate for the number of students, faculty and staff that utilize the area. An improved and expanded building space would enhance existing services and allow for increased student, faculty, staff interaction and collaboration. [1] Regents Policy (BOR Policy) defines and shapes the University s commitment by recognizing the unique condition of Hawaiʻi and Hawaiians as the aboriginal people of Hawaiʻi. [2] [A] commitment to being a foremost indigenous-serving institution is the first of two imperatives in the UH System Strategic Directions ( ). This includes strategies to increase recruitment, retention, completion and support services for Native Hawaiians under the Hawaiʻi Graduation Initiative as well as support for programs of study for Native Hawaiian language, history and culture (High-performance Mission-Driven System directive). [3] The Leeward Community College mission: At Leeward Community College, we work together to nurture and inspire all students. We help them attain their goals through high-quality liberal arts and career and technical education. We foster students to become responsible global citizens locally, nationally, and internationally. We advance the educational goals of all students with a special commitment to Native Hawaiians. The Leeward strategic plan mirrors the UHCC strategic plan on this point. Part IV. Resource Implications Personnel: 11/13

12 Funding for 1.0 FTE BOR appointed Native Hawaiian Counselor Funding for 1.0 FTE BOR appointed faculty in Hawaiian Studies Funding for 1.0 FTE BOR appointed faculty in Hawaiian Language Capital Improvement Project (CIP): Native Hawaiian Student Success Center Program Student Learning Outcomes For the program year, some or all of the following P-SLOs were reviewed by the program: Assessed this year? Program Student Learning Outcomes 1 No Describe Native Hawaiian linguistic, cultural, historical and political concepts. 2 No Explain Native Hawaiian concepts as expressed in the broader areas of science, humanities, arts or social sciences. 3 No Use writing to discover, develop, communicate and reflect on issues relevant to the Native Hawaiian community. A) Expected Level Achievement No content. B) Courses Assessed In the AY, we assessed the course PACS 108: Pacific Worlds. The course has 5 Student Learning Outcomes: 1. Locate and name the island groups, geographic regions, and political entities of Oceania. 2. Describe social and cultural similarities and differences among Pacific Island societies. 3. Identify themes in the works of Pacific Island artists and writers. 4. Discuss contemporary social, political, economic, cultural, and environmental issues in the Pacific Islands. 5. Explain significant themes in indigenous, colonial, and post-colonial histories of the Pacific Islands. All students learning outcomes were met. 12/13

13 C) Assessment Strategy/Instrument No content. D) Results of Program Assessment No content. E) Other Comments No content. F) Next Steps No content. 13/13