Lccw Annual Program Review 2012-2013

LCCW ANNUAL PROGRAM REVIEW 2012-2013

Division: Leeward Community College Wai’anae

As part of completing the Annual Program Review, please review, discuss and analyze: 1. Findings from course assessment activities and applicable program SLO assessments. You should have copies of those assessments on hand. However, if you need to obtain copies of specific assessments, please contact the Office of Planning, Policy, and Assessment (OPPA, DA 205, x495, [email protected]). Two reports on the progress SLO assessment have been posted on the Leeward CC Intranet: SLO Assessments—Status Report 2012 09 01 gives the current percentage of courses at each stage of assessment. Assessment Progress May 2010 thru May 2012 gives the percentages of courses assessed over the last two years. You can find those reports and other related documents on the Campus Intranet. a. Go to the Faculty & Staff page of the Leeward CC website: http://www.leeward.hawaii.edu/facstaff b. Click on the Campus Intranet link at the top of the page.

c. Login: click on the UH ID login link in the top right corner of the page. d. Click on Groups in the main menu; then Assessment from the list of g-roups; then Forms, Reports, and Documents in the sidebar menu on the left. The reports will be the sixth and seventh items listed.

of 35 LCCW ANNUAL PROGRAM REVIEW 2012-2013

2. The UHCC Annual Reports of Program Data (ARPDs) provided by OVPCC. The data and reports for the current year (due October 31), as well as the previous year are posted on the website http://www.hawaii.edu/offices/cc/arpd/index.php

3. The plans and proposals in previous Annual Program Reviews and planning lists. These may be found in DocuShare. http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-92 http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-2819

Additional information and data that will be helpful. 1. The Timeline for APR Submissions, Review, and Budget Prioritization has been posted on the Leeward CC Intranet. Follow the instructions on page 1, get onto the Leeward CC Intranet. Once you login, select OPPA and Planning Process from the main menu, then Timelines from the sidebar menu. Or you can paste this into your browser's URL window: http://intranet.leeward.hawaii.edu/page/505 2. Institutional research data provided by OPPA: reports about enrollment, student/course/program performance (including degree/certificates awarded), System IRO reports as well as other reports dealing with our environment can be accessed through the Leeward CC Intranet. Again login to the Intranet, select OPPA, then Institutional Research from the list at the bottom of the page, then IR Data from the sidebar menu. Or you can try pasting this into your browser's URL window: http://intranet.leeward.hawaii.edu/page/436 3. The Strategic Plan Update is available on DocuShare, and the Strategic Outcomes and Performance Measures, 2008-2015 on the Leeward CC website. http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-92 http://www.leeward.hawaii.edu/oppa-strategic-plan 4. Planning List and Budget Request Prioritization Criteria: Login to the Leeward CC Intranet. Select OPPA and Planning Process from the main menu, then References from the sidebar. Or you can try pasting this into your browser's URL window: http://intranet.leeward.hawaii.edu/page/507

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When questions reference course or program SLO assessment, please provide a summative analysis rather than copying the text directly from the assessment templates.

Based on completion of last year’s review, did your Division make any changes? If so, what changes were made, and what were the results? Discipline/ What in last year’s review What change(s) was/were made? What were the results? Area (what data, situation, problem) prompted your Division to make a change? Developmental Low success rates in We hired 3 tutors for writing and 3 for math in More conclusive data was collected regarding education/Student developmental English and math. 2011-2012 and developed a stronger tracking and tutor impact in math and writing. success supervision system. Developmental Low success rates in Hired peer mentors to work intensively with Anecdotal evidence supports the positive benefit education/Student developmental English. students English Learning Communities (ENG of peer mentors with these learning communities success 18&19 & IS 100; ENG 21 & 22 & LSK 110) Developmental Low success rates in Purchased a one-year subscription to StudentLingo was used primarily by counselors education/Student developmental English. StudentLingo, an on-line, on-demand set of for students at risk. success student success workshop presentations New Student Data on student progress from Implemented Milestones tracking starting in An increase in the number of applicants who Persistence application to course registration Spring 2012 to track applicants through the actually registered for classes in Fall 2012 was for Fall 2011 indicated that new milestones of application submission, acceptance, seen as compared to Fall 2011. students were not following placement testing, NSO, and course registration. through to complete NSO and Applicants were called to remind them of each registration step. Student success Need to provide targeted support Male mentoring and support program continued The course filled in Spring 2012. Percentage of to men in college and increase through the 2011-2012 AY with regular bi- male students registering for classes increased percentage of men in LCCW weekly meetings in the fall and a 3 credit SSCI slightly from 25% in Fall 2010 to 27% in Fall student population course in the spring (Men in Transition). 2011. Outreach Increase going rates for Waianae Set up a weekly information table at Waianae and Milestones tracking data on high school Coast recent graduates to LCCW Nanakuli high schools to improve outreach applications and enrollment shows an increase in the number of 18-19 years olds from WHS and NHS registering for classes at LCCW Outreach Increase going rates for Waianae Continue partnership activities with Kamaile Longitudinal data to be collected on number of Coast recent graduates to LCCW Academy that will build relationships and that Kamaile Academy graduates who attend LCCW include: 1)LCCW and Kamaile instructor collaboration; 2) LCCW instructor visitations to Kamaile classes/presentations; 3) college- knowledge building workshops and activities with LCCW counselors; 4) LCCW student peer Page 3 of 35 LCCW ANNUAL PROGRAM REVIEW 2012-2013

mentorship with Kamaile students for completion community service projects add rows if necessary

of 35 STUDENT LEARNING AND ACHIEVEMENT

1. Describe major actions taken as a result of assessments. What has been learned from assessments? What plans are there for changes in the future? Please summarize. (Complete reports on past assessments are stored on DocuShare: http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-14.)

What was being assessed and What was learned from the What changes were made or What future changes are planned? with what measures? assessment? actions taken for improvement? LSK 110 SLO #1 Demonstrate Students tend to be very reluctant to Revising the test question so students This SLO will be assessed during the time-management strategies: B) set up personal schedules to allocate can more readily recognize what 2012-13 Academic school year. Evaluate a proposed semester sufficient time for work, children and should be included in the answer. schedule in relation to actual school, or school and outside activities and obligations over activities during their first semester the course of the semester. of school and only seem to begin to allocate time for different responsibilities after they have been attending school for at least a semester or two when they seem to recognize the utilitarian value of scheduling. LSK 110 SLO #3 Apply the Since this is part of the This SLO will be assessed during the Since all the students enrolled in the annotation system to assist in developmental reading course as 2012-13 Academic school year. LSK 100 course are also enrolled in reading comprehension; E) well, emphasis is being made to developmental English courses, Integrate reading and lecture include these skills in both the results are encouraging. Examined notes in preparing for exams. developmental reading course and individually, more than 70% of can the LSK course so students can answer each of the four different better recognize skills being questions that make up this SLO; assessed. unfortunately, just over half successfully answered each of the four questions appropriately. LSK 110 SLO #5 Analyze one’s The instructions in the test question The assessment question appearing This SLO will be assessed during the own academic strengths and do not request students to identify 5 in the final exam is being revised to 2012-13 Academic school year. weaknesses in relation to test- factors leading to test-taking anxiety, more explicitly state that there taking skills: C) Identify factors but the SLO does. Test question should be at least 5 factors identified resulting in individual text revision should make this more rather than the open ended question anxiety. accurate. previously used in the exam.

CCSSE 2012 Active and Of the 164 students who responded, Data was received on Nov. 20, 2012. Data was received on Nov. 20, 2012. Collaborative Learning. Item: the average score was 2.3 out of 4. Actions to be taken based on data, if Actions to be taken based on data, if Worked with classmates outside This is interpreted as meaning the any, have yet to be determined. any, have yet to be determined.

of 35 STUDENT LEARNING AND ACHIEVEMENT of class to prepare class majority of students “sometimes” assignments worked with classmates outside of class to prepare for assignments. CCSSE 2012 Active and Of the 163 students who responded, Data was received on Nov. 20, 2012. Data was received on Nov. 20, 2012. Collaborative Learning Item: the average score was 1.6 out of 4. Actions to be taken based on data, if Actions to be taken based on data, if Participated in a community- This is interpreted as meaning the any, have yet to be determined. any, have yet to be determined. based project as a part of a majority of students “never” regular course participated in a community-based project as part of a regular course. CCSSE 2012 Student-Faculty Of the 166 students who responded, Data was received on Nov. 20, 2012. Data was received on Nov. 20, 2012. Interaction. Item: Talked about the average score was 2.2 out of 4. Actions to be taken based on data, if Actions to be taken based on data, if career plans with an instructor or This is interpreted as meaning the any, have yet to be determined. any, have yet to be determined. advisor majority of students “sometimes” talked about career plans with an instructor or advisor. CCSSE 2012 Student-Faculty Of the 166 students who responded, Data was received on Nov. 20, 2012. Data was received on Nov. 20, 2012. Interaction Item: Discussed the average score was 2.2 out of 4. Actions to be taken based on data, if Actions to be taken based on data, if ideas from your readings or This is interpreted as meaning the any, have yet to be determined. any, have yet to be determined. classes with instructors outside majority of students “sometimes” of class discussed ideas from readings or class with instructors outside of class. CCSSE 2012 Student-Faculty Of the 166 students who responded, Data was received on Nov. 20, 2012. Data was received on Nov. 20, 2012. Interaction Item: Worked with the average score was 1.7 out of 4. Actions to be taken based on data, if Actions to be taken based on data, if instructors on activities other This is interpreted as meaning the any, have yet to be determined. any, have yet to be determined. than coursework majority of students “never” worked with instructors on activities other than coursework. CCSSE 2012 Support for Of the 166 students who responded, Data was received on Nov. 20, 2012. Data was received on Nov. 20, 2012. Learners Item: Helping you the average score was 2.4 out of 4. Actions to be taken based on data, if Actions to be taken based on data, if cope with your non-academic This is interpreted as meaning the any, have yet to be determined. any, have yet to be determined. responsibilities (work, family, majority of students “sometimes” etc.) received help in coping with non- academic responsibilities add rows if necessary

2. Using institutional research data and/or UHCC Annual Report of Program Data, discuss any relevant issues concerning retention, persistence, or graduation. What could be done to improve student achievement in these areas?

What relevant data has What retention, persistence, or graduation issue(s) do the What could be done to improve retention, come to your attention? data bring to light? persistence, graduation? Students who pass Math Students may not be registering for Math 103 or 100 in the Add additional sections of Math 103 each 18/82 are not registering for next semester because there are not enough sections available semester to meet the demand. Math 100 or 103 in the next to accommodate them semester at the same rate. The average number of Students are not taking full-time (15 credits) each semester, Offer accelerated pathways for students to credits taken by students at therefore it takes longer to get to graduation – if they graduate graduation, through block scheduling of 15 credits LCCW is 9. Graduation rate at all. each semester. Offer the additional support is low. necessary in an accelerated program to assist students to graduate on time. add rows if necessary

3. Discuss the goals and needs of LCCW students. How does the College know what their educational goals are? What programs are they interested in? Are they achieving their goals?

In 2011-2012 68% of our current students majored in Liberal Arts and 12% majored in teaching, and most intend on transferring to UH-Manoa or UH-West Oahu. The remaining 20% were earning certificates in the following vocational areas: accounting, automotive, business technology, culinary arts, digital media, and substance abuse counseling.

A significant number of students are also working towards completion of the ASCs in Community Food Security and Hawaiian Studies. With the addition of the AA degree in Hawaiian Studies, it is anticipated that a significant number of students will change their major and graduate with this degree in the next two years. Counselors report that as of early Fall 2012, 6 current students have changed their major from AA in Liberal Arts to AA in HWST, and new students who are entering in Spring 2013 have also chosen this as their major.

Counselors report that other programs our students are interested in are business administration and pre-nursing. It was suggested that LCCW begin offering the following courses to fulfill the CSC in Business in a two-year cycle: BUS 101, ACC 201, ACC 202, ECON 130, ECON 131. Currently the only business-related course offered at LCCW is BUS 101. It was also suggested that LCCW begin offering the nursing prerequisite courses.

In addition, a number of our students are interested in a degree in Social Work, but they do not want to travel to UH-Manoa for their bachelors studies. It would be helpful to them if this program could be accessed via distance learning at LCCW. A number of our graduates have transferred to UH-WO and major in sociology, psychology, education, business, public administration, health care administration, and criminal justice administration. They primarily choose UH-WO because it is closer to home.

of 35 STUDENT LEARNING AND ACHIEVEMENT CCSSE data from Spring 2012 indicates that the majority of students (60%) report that their primary goal is to earn either an Associate or Bachelors degree. Yet, longitudinal data provides evidence that a vast majority of our students are not achieving their educational goals in a timely way. Of the 149 first-time new students in the Fall 2010 LCCW cohort, only 2 have graduated and transferred in two years and 2 others have transferred before graduating. 45 of the 149 students (30%) are currently enrolled and persisting. Of the 100 students who have not persisted, 40% did not re-enroll after their 1st semester, and 30% did not re-enroll after their 2nd semester – meaning 70% of the Fall 2010 cohort disappeared in their first year of college.

The number of graduates from LCCW in 2011-2012, including students who earned the CSAC through the Waianae Health Academy in Summer 2012, was 48 students.

Plans for Improvement Student Learning and Achievement

Provide a list of activities, initiatives, changes that your Division would like to implement to improve Student Learning and Achievement.

Improvement Sought Proposed Change Assessment/Measurement Will new funds What will be achieved? What do you plan to do? How will you know if what you did be needed? worked? (Yes or No)* Increase the percentage APT Retention Specialist will continue to Decreased number of continuing students who No of students on UAP work in collaboration with counselors and are on UAP; increased retention and who successfully fulfill monitor UAP students as they complete persistence rates requirements to get off academic success plans as prescribed by of UAP in the counselors. UAP students are currently subsequent semester included in semester milestones tracking. Increase enrollment, We are still in the process of acquiring a We expect our enrollment to increase to over Yes –Additional percentage of students permanent campus building. We expect to 1000 students in the next 5 years as a result of personnel and an who persist at LCCW transition into our new space in Fall 2014. the expansion and to increased outreach to the increase in the and graduate This will allow us to greatly expand our community. We also expect our persistence operating budget course and program offerings, including credit and graduation rates will improve due to will be needed and non-credit programs, as well as our increased support services such as on-sight to operate the student services and academic support childcare. expanded programs. facility and program offerings. These are not being requested at this time. Increase enrollment, Implement an accelerated pathway program Increase on-time and 150% on-time Yes – for percentage of students with the following pieces: full-time, graduation rate additional staff who persist at LCCW prescribed courses each term, cohort model, and student and graduate intrusive advising, summer bridge, cohort employees to seminar/success course, financial incentives support the for milestones program, and for additional classroom space

*NOTE: “New” funds would be a request for funding above your current operational budget. Please place any item that requires additional funding into the appropriate budget category in the Planning Lists.

of 35 CURRICULUM

1. Discuss how the College can address the values and priorities of the Hawaiian culture through its curriculum.

What LCCW is already doing to address the values and priorities of the Hawaiian culture through its curriculum and programs: o LCCW Student Engagement club filters Hawaiian values into the school community. o Some of the classes currently offered bring in/integrate Waianae community resources and Hawaiian values, issues, and concerns (science, English, Hawaiian Studies, Summer Bridge course…) o We offer 4-5 class sections each semester of Hawaiian Studies courses o MA`O Farms students are supported here, including offering the MA’O Summer Ramp-Up program to new students which is taught by LCCW instructors. o Annual events such as International Week that pull in Hawaiian and Polynesian cultural events to increase awareness o We adopted the Hawaiian values of ho‘ihi (to demonstrate respect for oneself, others, and surroundings) and pa‘ahana (to be diligent and hardworking in everything you do) as the core values of our Study and Testing Center o Our core philosophy (helping students succeed every step of the way) is based the Hawaiian cultural values of malama (caring), ho‘ihi (respect), kuleana (responsibility), lokahi (unity), and laulima (cooperation).

What LCCW can do more of: o Community Service opportunities connected to student activities and credit classes o In order to improve Native Hawaiian student learning and achievement, curriculum should be adapted to a more project-based, contextualized, hands-on, and student-centered. Curriculum that is rooted in Hawaiian culture and local community would provide context for math, science, and English. We expect to expand in this area when we move into our new building in Fall 2014. o Balance the need for offering certificate programs driven by workforce development needs with the values and priorities of Hawaiian culture in the areas of science and agriculture. o Offer a summer bridge program to more students than the MAÒ cohorts. This could be modeled after the MAÒ Summer Ramp-Up o Offer a guest lecturer series similar to that offered at the Pearl City campus by the Halau o Offer field trips to take student to experience aspects of Hawaiian culture in other communities, ex. Fish ponds o Joint activities with Hawaiian studies students at other campuses o Partner with Kaàla Farms to offer community service projects for ENG 100 students connected to problem-based learning o Write a grant application to purchase and set up a weather station at Kaàla Farms that would tie in to math and science

2. Discuss enrollment trends of LCCW students. Are there any proposed changes that might affect enrollment?

Our enrollment has continued to increase each year for the past 5 years. Our unduplicated student headcount has more than doubled from Fall 2006 (229) - Fall 2011 (480). In Spring 2012 our headcount remained steady at 476 students. We attribute this stability to the improvement of space for students to study and the overcrowded building in general. Students told instructors and staff in 2010-2011 that the constant, very close proximity of students was uncomfortable and caused some to go to the Pearl City campus for their classes instead. We made changes to our space to make it more Page 11 of 35 CURRICULUM inviting and expanded to the first floor of our current building in Spring 2012. This enabled us to add courses to our schedule to accommodate an ever-increasing demand for math and general education classes. It also enabled us to better meet students’ study space needs, which in turn supported them in their studies. In addition, we expanded the responsibilities of our APT Retention Specialist to provide support for at risk students. We expect this contributed to our improved student retention, resulting in a more stable fall-to-spring enrollment.

We began implementing a plan for Strategic Enrollment Management at LCCW in Spring 2012 with the following goals: Enrollment Targets/Goals  80% of applicants who are accepted will register for fall classes before the semester begins  Increase enrollment (unduplicated headcount) to 1000 students by Fall 2016  Increase annual enrollment of WHS graduating seniors to 100 by Fall 2016 (~25% of graduating class)  Increase annual enrollment of NHS graduating seniors to 40 by Fall 2016 (~25% of graduating class)  80% of new students needing developmental math and English will register for college level math and English within one year  50% of each cohort of new students will graduate within 3 years Each goal has specific strategies that, if successful, will require additional sections of courses currently offered (deved ENG and Math, college-level gen ed) as well as courses that are not offered at LCCW to fulfill degree requirements, especially in CTE programs and in the ASNS degree program. Of course, none of the enrollment targets are attainable without an increase in campus capacity to absorb the additional students.

3. Discuss any changes to class scheduling in the past year. Has anything new been attempted to meet student needs and the level of student demand for course offerings?

1. Learning Communities – we have offered several learning communities in 2011-2012 (BIOL 100 & ENG 21; ENG 21& ENG 22& LSK 110; ENG 18 & ENG 19 & IS 100; HWST 261 & ENG 200); we will continue to offer them, as instructors and students have reported positive benefits 2. ENG 24 – we began offering ENG 24 in Fall 2012 as a learning community with LSK 110 or IS 100 3. ALP – we began offering the ENG 100/ENG 22 ALP in Fall 2012.

We continued to increase the number of course offerings and class sections in 2011-2012. We have more than doubled the number of course sections we offer (from 27 in Fall 2006 to 61 in Fall 2011).

We offered ART 207D and ART 112 in addition to ART 107D so that students could earn a certificate in digital photography.

4. Based on data such as projected job openings, articulation agreements, data on the needs of in-coming student and DOE Senior Exit Surveys, what new programs, curriculum, or certificates would be appropriate for the College to offer?

One new initiative we would like to implement in Fall 2013 involves offering new students the opportunity to take the courses needed to fulfill the requirements for an AA, AAT, or AAHWST degree in an accelerated and structured pathway. This would be a cohort approach, students would commit to taking 15 credits, and they would take the same classes together. This will require block scheduling of courses. Page 12 of 35 CURRICULUM

The College should also offer an Early Childhood Education program at the Wai`anae campus. There is a need for ECE and childcare in Wai`anae, especially for our students. Having a childcare center at LCCW would meet two needs: training site for students in ECE program and childcare center for students taking classes at LCCW. The close proximity to Kamehameha Schools Learning Center and Maili Elementary would also provide support for this.

A new and expanded Waianae campus will provide a multitude of opportunities to expand current course and program offerings. In addition, it will require advance planning for newly developed programs targeting the Waianae Coast population. Our student population is currently 68% Native Hawaiian, therefore specific programs that target this demographic need to be identified and developed. One such program that has been identified is a Polynesian voyaging program within the Hawaiian Studies discipline area. In connection to this, a vocational program that revolves around maritime trades (boat building, maintenance, and repair) has also been identified. These two programs would attract Waianae youth, especially young men who are already involved in paddling.

Plans for Improvement Curriculum

Provide a list of activities, initiatives, changes that LCCW would like to implement to improve effective teaching and learning.

Improvement Sought Proposed Change How it will be measured? Will new funds What will be achieved? Item or Activity How will you know if it worked? be needed? (Yes or No)* Increase in student-centered Streamline Ipad app purchase process so Increased Ipad use by faculty for No learning instructors can buy apps for students to use instructional purposes and by students in the on classroom Ipads. classroom Increased access for students to Provide a 15 passenger van to transport Increased attendance at off-site lab activities Yes field-study sites for science labs students to off-campus sites. and events for students with lack of and for off-campus activities and transportation. events Increase in student-centered Pilot a flipped-classroom approach in a No learning science course (ex. ASTR 110, BIOL 100) for Fall 2013

of 35 CURRICULUM

of 35 FACULTY & STAFF

1. Discuss the adequacy and appropriateness of faculty & staff professional development activities as they relate to Division and College goals. Are there any professional development activities that would aid in improving student learning?

Full-time home-based LCCW faculty and staff often have to make extra effort to participate in professional development on the Pearl City campus. It would be extremely helpful if all professional development workshops could be streamed on the internet or recorded and posted on the intranet to make them accessible to everyone, on-demand and just-in-time.

Training for counselors and staff on how to navigate public assistance (TANF, Section 8, food stamps) and Legal Aid to help students and link them up to services. (Possible Team CARE workshop?) Needs to be held here at LCCW.

Training for instructors in working with students with disabilities who are not necessarily accessing KI Office services. (Possible Team CARE workshop? Maybe someone from UH Manoa Special Education department?)

Training for instructors in working with traditional-aged students. Today’s 18-19 year olds are harder to keep engaged. (Possible TGIF workshop? Maybe someone from UH College of Education?)

2. What percentage of LCCW faculty and staff participated in assessment training or workshops? What types of assessment training would be most helpful for your Division?

25% of faculty and staff participated in TK20 training in 2011-2012.

3. Describe any special projects, grants, professional organizations, presentations or contributions to the College by faculty and staff.

The LCC-W team was the UH Team of the Year, and was nominated for the Governor’s Award for State Team of the Year in 2011.

Danny Wyatt was a facilitator at the Great Hawaii Teachers Seminar in August 2012.

LCCW faculty and counselors have contributed to the College through their active participation in a variety of campus committees and initiatives, including: PIMATYC, GEAR UP, Team CARE, NSO, Curriculum Committee, Accreditation Self-Study, TGIF planning, UH Advisory Kuleana, Campus Council, Student Success Committee and subcommittees, Na Ewa Council.

of 35 FACULTY & STAFF 4. Based on enrollment data (registrations, courses offered, SSH production), are LCCW faculty and staff sufficient in number to provide effective instruction and to contribute to institutional effectiveness? If your Division intends to request additional staffing, the request must indicate enrollment growth, documented workload increase, or projected needs of a new program or certificate.

Our enrollment has continued to increase each year for the past 5 years. Our unduplicated student headcount has more than doubled from Fall 2006 (229) - Fall 2011 (480). We have increased the number of course sections offered from 27 in Fall 2006 to 61 in Fall 2011. It is expected that enrollment of traditional-aged students will continue to increase due to increased college outreach to the Waianae Coast schools. In addition when we move into our new facilities and we are able to offer workforce development and CTE programs, we will see an increase in our non-traditional adult students.

LCC-W is managed by a faculty member appointed as academic coordinator. Due to the current increase, as well as the expected increase, we need an administrator position at LCC-W that has the positional authority to make decisions for the campus. This request is supported by looking at the organizational structures of other similar-sized University or Education Centers in the UH system. UH Center West Hawaii, for example, is led by a Director. We request a similar administrator position for LCC-W.

The course sections we have increased have been due, primarily, to the hiring of full-time faculty as follows: 2 Language Arts (teaching developmental and college levels), 2 Mathematics (teaching developmental and college levels), 1 Science (teaching both Biological and Physical sciences), and 1 Hawaiian Studies. We have sufficient number of full-time faculty, supplemented by lecturers and visiting Pearl City faculty, to offer the maximum number of courses that our facility can offer to fulfill most of the general education requirements for the AA degree in liberal arts. However, in order to meet the degree requirement needs of the new AA in Hawaiian Studies, in addition to the current needs of the AA in liberal arts, we will need additional faculty in the following areas when we have the space to offer additional course sections (Fall 2014): Social Science (1 instructor who can teach in both Psychology and Sociology disciplines)

Our 2 counselors currently wear multiple hats. In addition to their primary responsibilities as academic advisors, they also provide personal counseling and financial aid advising, plus they each teach an IS course and they perform regular outreach to the high schools in the Leeward service area (not just the Waianae Coast). With the implementation of a new accelerated pathway for on time graduation as well as the implementation of additional outreach to high schools and middle schools on the Waianae, 1 additional counselor will be necessary to provide the support needed to reach our SEM outcomes: • 80% of applicants who are accepted will register for fall classes before the semester begins • Increase enrollment (unduplicated headcount) to 1000 students by Fall 2016 • Increase annual enrollment of WHS graduating seniors to 100 by Fall 2016 (~25% of graduating class) • Increase annual enrollment of NHS graduating seniors to 40 by Fall 2016 (~25% of graduating class) • 80% of new students needing developmental math and English will register for college level math and English within one year • 50% of each cohort of new students will graduate within 3 years

We currently have one staff member who is responsible for the following areas: IT and computer technology (provides help desk functions and IT support for all computer technology at LCCW, including 100 laptops, 50 desktop computers, 30 Ipads, and multiple printers), COMPASS testing, Page 16 of 35 FACULTY & STAFF LCCW social media (Facebook, newsletter, webpage, listserv, marketing). However, this position is not sufficient to provide support to faculty and staff in the evening hours, and one additional APT position is needed.

One of our current instructors is filling a temporary faculty position. We would like this position to be converted to a tenure-track position. The position responsibilities for the Waianae campus includes: coordinating student activities; coordinating student leadership initiatives (tutoring and peer mentors); coordinating our community high school and middle school outreach; coordinating the Community Food Security program. This position is critical to our greater focus on strategic enrollment management and student success and retention.

of 35 FACULTY & STAFF Plans for Improvement Faculty and Staff

Provide a list of activities, initiatives, changes that your Division would like to implement to improve the effectiveness of Faculty and Staff.

Improvement Sought Proposed Change How it will be measured? Will new funds What will be achieved? Item or Activity How will you know if it worked? be needed? (Yes or No)* Increase in student-centered Ipad training for instructors to help them to Increased Ipad use by students in the No learning incorporate Ipad use in the classroom classroom

of 35 SUPPORT ISSUES

Discuss needs or initiatives identified by LCCW that will improve student learning, services for students, and/or institutional effectiveness, and require Support Area response or collaboration. Include supporting data to substantiate needs or initiatives. These items will be addressed in applicable Support Area Annual Program Reviews.

1. Mental health counselor should establish a presence on a regular basis. We suggest twice a month four hours at a time. We have an increased number of students with mental health needs. 2. KI Office needs to maintain a regularly scheduled presence so that staff and students know and can count on the support being here. We suggest twice a month four hours at a time. We have an increased number of students with learning and physical disability needs who are not accessing regular services due to the inconvenience of having to travel to Pearl City. 3. Library maintained a regular presence in 2011-2012. We would like to continue to work with the library staff to expand and improve library services at LCCW for instructors and students. 4. Health center. Students pay the health center fee but do not have equitable access to services. We would like to see the health center provide a regular presence at LCCW. 5. Computer support for students. Currently the instructor who teaches ICS 100 at LCCW donates one Saturday morning of his time each month to provide computer support to students. This service has been well used. It would be great if this could be a regular service. 6. Free tax help during tax season from the Accounting Dept. This was offered several years ago but the service was discontinued at LCCW. It was well attended and we’d like to see it be offered again. 7. Financial literacy workshops for students through Financial Aid Office. 8. Student Life. Provide workshops or support groups for students who are facing challenges in their lives around school, home, and relationships.

of 35 EXTERNAL FACTORS

1. Discuss the impact of trends in higher education, specific disciplines and community issues on LCCW. See, for example, the environmental scan information available on DocuShare: [http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-93].

Waianae HS and Nanakuli HS continue to have the lowest college going rates for graduating seniors in the state. Those students who do go on to college are academically underprepared for college level work. These two factors continue to impact LCCW, yet can also be seen as opportunities to improve the community.

2. What input on student learning has been provided by advisory boards, the community, employers, transfer institutions? For CTE Programs, list the date of the last Advisory Board meeting.

Advisory Board met on July 12, 2012

3. Have there been any significant changes in enrollment, retention, success rates, or environmental demographics that impact LCCW? If so, please explain.

4. Discuss any involvement with Community Groups (High Schools or community agencies; other forms of community involvement)

LCCW has maintained several community partnerships in 2011-2012:  Ka Lama Education Academy (INPEACE)  Waianae Health Academy (Waianae Coast Comprehensive Health Center)  MA ‘O Farms  Kamaile Academy  Nanakuli High School  Waianae High School Staff have participated in the following community groups or events:  Wayfinders (Summer Miles and Jayson Corrales)  MA`O Farms Give Days (Danny Wyatt)  Waianae Christmas Parade (Danny Wyatt, Summer Miles, Darwin Bohnet) Coordinator has participated in the following community groups in 2011-2012:  Ke Ala Hanau Moku -- focus was writing a Promise Neighborhoods grant and setting up shared database  College Success Council – multi-organizational group focusing on successful high school-to-college transition for Wai‘anae Coast students  E Ala Advisory Group

5. Do you have any external assessment of LCCW, i.e. employer survey, student follow-up surveys, advisory board surveys? If yes, please summarize:

Plans for Improvement External Factors

Provide a list of activities, initiatives, changes that your Division would like to implement to improve institutional effectiveness and community connections.

Improvement Sought Proposed Change How it will be measured? Will new funds What will be achieved? Item or Activity How will you know if it worked? be needed? (Yes or No)*

of 35 LCCW SWOT Analysis

Overall analysis of Division’s strengths, weaknesses, opportunities and threats. Prompt Questions on next page.

Strengths The faculty and staff at LCC-W are terrific resources for the College, the UH System, and the community. They are committed to our students and to the mission of the College. Faculty and staff have volunteered their time with a variety of community organizations. The LCC-W team was the UH Team of the Year, and was nominated for the Governor’s Award for State Team of the Year in 2011.

LCC-W has several strong community partnerships which have resulted in increased college going rates, educational attainment and workforce development for members of the community.

We have the opportunity to get to know our students personally. Our CCSSE scores were the highest in the UH System in 2010. Student feedback has indicated that they see us as student-centered, accessible, friendly, and helpful. Many students like coming to classes here better than going to Pearl City. This is also a competitive advantage.

Weaknesses We currently have inadequate classroom, office, storage, and student study space, although this issue has been alleviated somewhat with the acquisition of about 4000 sq. ft. of space on the 1st floor of our current location. This has allowed us to expand our Math Center and student activities.

Opportunities Expanding and strengthening our partnership with Kamehameha Schools has contributed to the opportunity to build our new campus in conjunction with their Community Learning Center in Maili in 2014.

LCC-Waianae is well situated in the community to provide greater access to workforce development training when we move to our expanded facilities in Fall 2014. Specific workforce development program expansion opportunities are in media production, business technology and management, green energy, teacher education and healthcare occupations.

People in the community are eager for the opportunity to improve their lives through education and training.

Nanakuli High School and Waianae High School are eager to offer dual enrollment courses for their students. This is a significant opportunity for LCCW to increase enrollment and contribute to the preparation of high school students for college level work.

Kamaile Academy is expanding as a K-12 charter school. We are continuing to develop and improve our partnership with them to improve the college going rates of their students. This includes offering dual enrollment courses at their school.

of 35 Threats We are currently operating at full capacity and cannot absorb additional enrollment in our current location. This will result in decreased effectiveness over time in meeting the educational needs of the community due to decreased access to classroom and student study space. This has resulted in students having to travel to the main campus to get the courses they need, which could result in lower retention rates. This threat will be negated when we move into our new building.

Lack of affordable childcare for our students continues to be a threat. We hope to change this when we move into the new facility by partnering with Kamehameha Schools and INPEACE to offer Early Childhood Education programs with a childcare facility in our building.

of 35 Prompt Questions for SWOT Analysis

Strengths: What advantages do you have? What do you do well? What relevant resources do you have access to? What do other people see as your strengths? Describe any particularly successful aspects of the Division as well as any honors, awards, or achievements. What’s the best “selling point” What competitive advantages does your Division have? Consider these questions from both an internal and external point of view. In looking at your strengths, think about them in relation to competitors, for example, if all competitors provide “high quality,” then high quality is not a strength in the market, it is a necessity.

Weaknesses: What could you improve? What should you avoid? Where does your Division lack resources? Where are we losing money? Where are we vulnerable? Again, consider this from an internal and external perspective. Think about competitors, internal quality, what’s holding us back?

Opportunities: What trends can your Division take advantage of? How can we take advantage of the impact of technology breakthroughs? What niches have our competitors missed? Are there local events that may have an impact on what we do or how we do it? Dream and consider possibilities for the Division based on audience, standards in education, market demand. A useful approach to looking at opportunities is to look at your strengths and ask yourself whether these open up any opportunities. Alternatively, look at your weaknesses and ask yourself whether you could open up opportunities by eliminating them.

Threats: What obstacles do you face? What is your competition doing? Describe any particularly difficult obstacles that influence the effectiveness of the Division courses and programs. What are, if any, negative political, economic, or social trends affecting your Division? Who is the competition? Consider discussing why you consider these things as “threats” and what could be done to counteract “threats.” Talk about specific threats with emphasis on solutions

of 35 Tactical Implementation of Strategic Plan

of 35 Division Summary

1. Provide a brief analysis of LCCW based on: Alignment with College mission; Evidence of quality; Evidence of student learning; Resource sufficiency; Recommendations for improving outcomes.

The work performed at LCCW is fully aligned with the College’s revised mission. We view our work as an opportunity to work with others in partnership to raise the social and economic indicators of the Waianae community through greater access to higher education. We have adopted a mission and vision for LCCW that are based on our shared values. Mission The mission of Leeward CC-Wai‘anae is to provide residents of the Wai‘anae Coast access to a high quality college experience in a supportive and respectful environment within their own community. Vision Our vision is to improve socioeconomic conditions for the Wai‘anae Coast community. This will be realized through increased college enrollment, success, and graduation of Wai‘anae Coast residents, leading to greater family economic stability, creating positive influences and developing agents of change for their community.

Evidence of the quality of our work comes from the general and sometimes significant increases we have seen in enrollment and persistence of our students. Evidence of student learning also comes from the increases in student success in most college-level classes, as well as course SLO assessment. We piloted several initiatives to improve student success and persistence outcomes, including a male support and mentoring program, problem-based learning and learning communities in developmental education as well as general education courses, and a Student Success and Retention Team that focuses on intrusive counseling and case management for new students. However, we know that this still is not enough, as our graduation rates, are low as compared to our headcount. We will explore accelerated learning programs as a holistic strategy for addressing low graduation rates during the 2012-2013 academic year, with the goal of piloting in Fall 2013.

Our resources are insufficient to meet the educational demands of the community, although some of the pressure has been temporarily alleviated by the hiring of an additional Math instructor to meet the increased demand for developmental and college level math and by the acquisition of space on the first floor of our current location to create an expanded Math Center.

Looking to the future, significant additional resources (staff, programs, furniture, IT) will be required to meet the needs of our growing student population in our new location in Maili in 2014.

of 35 Division Summary

2. What are the Goals of LCCW in terms of operational efficiencies (e.g. SSH, fill rate, courses offered)?

Our Strategic Enrollment Management goals for the next 5 years are as follows:  80% of applicants who are accepted will register for fall classes before the semester begins  Increase enrollment (unduplicated headcount) to 1000 students by Fall 2016  Increase annual enrollment of WHS graduating seniors to 100 by Fall 2016 (~25% of graduating class)  Increase annual enrollment of NHS graduating seniors to 40 by Fall 2016 (~25% of graduating class)  80% of new students needing developmental math and English will register for college level math and English within one year  50% of each cohort of new students will graduate within 3 years

The course fill rate for Fall 2011 was 86%. This is the highest it has ever been. Our goal is to, at the very least, maintain this fill rate. However, we understand that expansion into a new facility along with adding new course sections, may temporarily result in lower fill rates.

3. What additional data that is currently not available would have been helpful to effectively evaluate LCCW?

4. List of faculty/staff who participated in completion of Annual Program Review

Emi Kaneshiro, Scott Kuraoka, Summer Miles, Jayson Corrales, Jean StavRue-Pe`ahi, Gregg Longanecker, Koren Staat, Darwin Bohnet, Danny Wyatt, Genai Keliikuli, Jennifer Wharton. (85% participation rate)

of 35 PLANNING LISTS

Planning List Instructions: Biennium

1. Review the “Plans for Improvements” lists generated in the Student Learning and Achievement, Curriculum, Faculty & Staff, External Factors, and Tactical Implementation of SP chapters.

2. List all items requiring new funding in the appropriate category as described below. Each item must be driven by accreditation standards and assessment data. Only data-driven initiatives will be included in reallocation or new budget requests. Please provide a data-based justification for all requests.

3. Prioritize items for your Division and list in the final table, OVERALL DIVISION PRIORITIES, following the Planning Lists.

Planning List Funding Categories: Personnel Faculty, APT, Civil Service, and UPW positions; to include casual/temporary appointments Supplies& Non-IT related supplies, materials, student help, and non-IT related equipment Equipment Information Technology (IT) computers, peripherals, audio visual, smart rooms, networking, servers, and software Equipment Training and/or Travel professional development activities, travel, lodging, and per diem Capital Improvement Projects (CIP) major renovations (costing more than $500,000); new buildings Repair & Maintenance (R&M) renovations under $500K; equipment repair or maintenance; facility repair or improvements Space allocation of existing space and identification of future space needs Other items that do not fit within any of the above categories

NOTE: a. If a project requires multiple items in different planning list categories, please list each category item separately. For example, a request for a new laboratory, which also requires an additional staff position and supplies, would be listed under three different planning list categories: “Capital Improvement Program (CIP)” for the new lab, “Personnel” for the additional staff position, and “Supplies and Non-IT Related Equipment” for additional supplies. b. If an item is placed in the incorrect budget category, the Requestor will be informed of the change. For example, if a request for computer replacement is placed under “Personnel,” the request will be moved to the appropriate category of “Information Technology (IT) Equipment.”

PERSONNEL Action If new funding not available: New Funding Possibilities for Extramural Funding Data supporting request Outcome/SP Item or Action and improvement sought Cost Estimate or Objective Reallocation Increases in enrollment, course sections SP 1.4, 2.4, 5.1 One APT PBA position needed to provide support $45,000 offered, and technology at LCCW to instructors and students in the use of technology

Persistence and graduation rates for SP 1.4, 2.4, 5.1 One faculty (counselor) position to provide case $65,000 LCCW students have improved, but not management for new students in ASAP cohorts, to a great degree academic advising in afternoon and evenings, and teach IS courses for new students in ASAP cohorts

Increases in enrollment and staffing, SP 5.1 One administrator position to provide positional $90,000 expansion of operations and facilities, authority and decision-making for the Waianae increased community partnerships and campus outreach, increased in number of and coordination of programs at LCCW and in partnership with outside organizations

SUPPLIES & NON-IT RELATED EQUIPMENT Action If new funding not available: New Funding Possibilities for Extramural Funding Data supporting request Outcome/SP Item or Action and improvement sought Cost Estimate or Objective Reallocation Students with transportation issues are not SP 1.4, 2.4 Provide a 15 passenger van to transport students to able to participate in off-campus activities off-campus sites to increase attendance at off-site and events lab activities and events for students with lack of $30,000 transportation.

INFORMATION TECHNOLOGY (IT) Equipment Action If new funding not available: New Funding Possibilities for Extramural Funding Data supporting request Outcome/SP Item or Action and improvement sought Cost Estimate or Objective Reallocation 50 laptops purchased in 2008 are starting SP 1.4, 2.4 Replace 25 laptops in 2013 $50,000 to die out.

TRAINING AND/OR TRAVEL Action If new funding not available: New Funding Possibilities for Extramural Funding Data supporting request Outcome/SP Item or Action and improvement sought Cost Estimate or Objective Reallocation

CAPITAL IMPROVEMENT PROJECTS (CIP) Action If new funding not available: New Funding Possibilities for Extramural Funding Data supporting request Outcome/SP Item or Action and improvement sought Cost Estimate or Objective Reallocation

REPAIR and MAINTENANCE (R&M) Action If new funding not available: New Funding Possibilities for Extramural Funding Data supporting request Outcome/SP Item or Action and improvement sought Cost Estimate or Objective Reallocation

SPACE Action If new funding not available: New Funding Possibilities for Extramural Funding Data supporting request Outcome/SP Item or Action and improvement sought Cost Estimate or Objective Reallocation Lack of office space and work space for SP 5.2 We need another office to accommodate expansion $10,000 auxiliary staff, visiting instructors, and of staffing. student employees. Staff and faculty from the Pearl City campus do not have sufficient office space at LCCW when they come up to work with students. Student employees who have been hired to support outreach programs do not have sufficient work space. Lack of dedicated classroom space for SP 5.2 We need one additional classroom to $20,000 accelerated pathways program. Our accommodate the accelerated pathway cohort current classroom space is running at program in Fall 2013. 95% efficiency, with only 1 available time slot on Mondays/Wednesdays and Tuesdays/Thursdays.

OTHER Action If new funding not available: New Funding Possibilities for Extramural Funding Data supporting request Outcome/SP Item or Action and improvement sought Cost Estimate or Objective Reallocation Low college going rates have resulted in SP 1.1 Increase the student employment budget to support $5,000 increased outreach by LCCW staff to hiring additional peer mentors to support college high schools and intermediate schools on staff in their outreach to local youth the Waianae Coast

Low college persistence and graduation SP 1.4, 2.4 Increase the student employment budget to support $10,000 rates hiring additional peer mentors to support accelerated pathway program at LCCW

OVERALL DIVISION PRIORITIES

Action Item or Action and improvement New Funding Priority Data supporting request Outcome/SP Funding Category sought Cost Estimate Objective Increased enrollment, course sections SP 5.1 One APT position needed to provide support $45,000 1. offered, and technology at LCCW to instructors and students in the use of Personnel technology Increased enrollment and retention of SP 1.4, 2.4, 5.1 One faculty (counselor) position to provide $65,000 students academic advising in afternoon and evenings, 2. and teach college success courses for new Personnel students in accelerated pathway program cohorts Increased enrollment, increased staff, SP 5.1 One administrator position to provide $90,000 expansion of operations and positional authority and decision-making for 3. facilities, increased community the Waianae campus Personnel partnerships and outreach, increased coordination of programs Students with transportation issues SP 1.4, 2.4 Provide a 15 passenger van to transport are not able to participate in off- students to off-campus sites to increase 4. $30,000 Supplies/Non-IT Equipment campus activities and events attendance at off-site lab activities and events for students with lack of transportation. 50 laptops purchased in 2008 are SP 1.4, 2.4 Replace 25 laptops in 2013 $50,000 5. starting to die out. IT Our current classroom space is SP 5.2 We need one additional classroom to $20,000 running at 95% efficiency, with only accommodate the accelerated pathway cohort 6. 1 available time slot on program in Fall 2013. Space Mondays/Wednesdays and Tuesdays/Thursdays. Low college persistence and SP 1.4, 2.4 Increase the student employment budget to $10,000 graduation rates have resulted in support hiring additional peer mentors to 7. increased need for peer mentors to support accelerated pathway program at Other support new students. LCCW

Low college going rates have SP 1.1 Increase the student employment budget to $5,000 resulted in increased outreach by support hiring additional peer mentors to 8. LCCW staff to high schools and support college staff in their outreach to local Other intermediate schools on the Waianae youth Coast add additional rows if necessary

of 35 REFERENCES Mission of the College

As one of the seven community colleges of the University of Hawai‘i, the overall mission of Leeward Community College is contained in the following core values, which shape the college mission.

Community. We value cooperation, collaboration, social responsibility, and concern for others as crucial elements in building a sense of community inside and outside of the institution.

Diversity and Respect. We value individual differences and the contributions they bring to the learning process. We believe that our students are enriched through a diverse intellectual and social environment, where learning occurs through exposure to world cultures, and through interaction with peoples of diverse experiences, beliefs, and perspectives.

Integrity. We value personal and institutional integrity by fostering a culture of continuous improvement to open pathways to student success. We hold ourselves accountable for providing a high-quality academic experience.

Open Access. We value all students. We seek to meet their needs, as well as those of the community, by offering a diversity of courses, degree and certificate programs, and training opportunities, through traditional and distance education modes of delivery.

Within this context, 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.