UH Maui College, Molokai
Program Review 2015/2016
I. Summative Data
Demand Indicators / AY 13-14 / AY 14-15 / AY 15-16Unduplicated Student Enrollment
Fall
Spring / 195
171 / 191
151 / 206
171
Full-time Equivalent (FTE) Enrollment
Fall
Spring / 109
94 / 103
86 / 103
79
Student Semester Hours (SSH)
Fall
Spring / 1634
1404 / 1547
1287 / 1552
1185
Tuition Equivalent
Fall
Spring / $173,204
$148,824 / $178,782
$149,344 / $186,240
$142,200
Tech Fees Revenue Based on FTE
Fall
Spring / $3,924
$3,384 / $4,458
$3,747 / $4,656
$3,555
Lecturers Cost
Fall
Spring / $98,267
$79,335 / $94,887
$85,560 / $99,301
$88,150
Total Number of Classes Taught – On-site
Fall
Spring / 24
21 / 29
27 / 21
17
Total Number of Classes Taught – Distance
Fall
Spring / 63
71 / 69
69 / 74
72
Total Number of Classes Originated – Distance
Fall
Spring / 7
5 / 5
5 / 4
5
Total Number of Students in Classes Originated – Distance
Fall
Spring / 152
120 / 115
98 / 92
100
Percent Native Hawaiian Students
Fall
Spring / 80%
80% / 78%
78% / 82%
81%
Efficiency Indicators / AY 13-14 / AY 14-15 / AY 15-16
Average Class Size
Fall
Spring / 15
13 / 13
12 / 13
12
Fill Rate
Fall
Spring / 70%
65% / 62%
53% / 61%
60%
Faculty Student Ratio
Fall
Spring / 3:195
3:171 / 3:191
3:151 / 3:206
3:171
Effectiveness Indicators / AY 13-14 / AY 14-15 / AY 15-16
Successful Completion (C or Higher)
Fall
Spring / 63%
76% / 79%
76% / 75%
80%
Successful Completion (C or Higher)
Native Hawaiian Students
Fall / 62% / 77% / 73%
Persistence (Fall to Spring) / 71% / 66% / 71%
Persistence (Fall to Spring)
Native Hawaiian Students / 68% / 62% / 58%
Associate Degrees Awarded / 16 / 14 / 23
Certificates Awarded / 57 / 37 / 15
Early Admit Program Indicators / AY 13-14 / AY 14-15 / AY 15-16
SPEA Enrollment
Fall
Spring / 4
2 / 14
12 / 37
51
Number of Credits Enrolled In
Fall
Spring / 12
7 / 53
43 / 128
168
Successful Completion (C or Higher)
Fall
Spring / 100%
100% / 100%
100% / 93%
83%
Native Hawaiian Student Enrollment
Fall
Spring / 25%
0% / 57%
67% / 68%
80%
Successful Completion (C or Higher)-NH
Fall
Spring / 100%
N/A / 100%
100% / 97%
70%
Enrollment in “Sheltered” Courses
Fall
Spring / 18
31
Retention Rate in “Sheltered” Courses
Fall
Spring / 94%
74%
Upper Division Enrollment
(Baccalaureate, Masters, Doctoral) / AY 13-14 / AY 14-15 / AY 15-16
Enrollment by Campus
UH Manoa
UH West Oahu
UH Maui College-ABIT
UH Hilo / 9
*
5
0
Overall Upper Division Enrollment
Fall / 14
UH IRO Data-Number of Molokai residents enrolled throughout UH system
Fall / 339
*Data not available.
First-Year Success Rates / AY 13-14 / AY 14-15 / AY 15-16Number of First Time Freshman
Fall / 27
Enrollment Status
Fall
Full-time
Part-Time / 13
14
Retention
Fall / 52%
Persistence
Fall-Fall / 44%
Number of First Time Freshman-Direct from HS
Fall / 14
Retention
Fall / 43%
Persistence
Fall-Fall / 57%
Developmental Courses / AY 13-14 / AY 14-15 / AY 15-16
Retention-Math 75
Fall
Spring / 48%
55% / 68%
10% / 52%
54%
Retention-Math 82
Fall
Spring / 77%
53% / 64%
61% / 50%
71%
Retention-ENG 19
Fall / 50%
Retention-ENG 22
Fall
Spring / 50%
82%
II. Analysis
Program Learning Outcome
The University of Hawaii Maui College (UHMC) outreach sites at Hana, Lahaina, and on Molokai and Lanai have agreed on the following common Program Learning Outcome (PLO):
Outreach centers will strive to duplicate the quality educational experience provided at the main UH Maui College campus so the students in our communities will receive the instruction and support they need to be successful in college and beyond.
The Molokai staff and faculty team developed a set of five program goals. Each academic year, UH Maui College, Molokai (UHMC, Molokai) will focus directly on one program goal based on the following timeline:
AY 15-16: High School Initiatives: Early Admit & Transition Support
AY 16-17: Develop non-credit programs.
AY 18-19: Improve freshman persistence rates
AY 19-20: Increase professional development opportunities
AY 20-21: Initiate a vocational training program
Table 1: Formative Student Learning Outcomes and Program Goals
Program Goals / Mapping Program Goal to Activity, Course, Project, or other Initiative / Assessment Tool and Methods of Utilization / Analyzing Results / Plan & ImplementationProgram Goal 1:
High School Initiatives: Early Admit & Transition Support / Early Admit
Seek out opportunities to sustain grant based early admit programs that are successful and support statewide efforts to institutionalize these programs.
Initiate activities that prepare 8th and 9th grade students for early admit opportunities.
Collaborate with MHS Counselor to make the early admit process more efficient & streamlined.
Transition Support:
Develop new marketing material that is aligned with the preferences of Generation Z.
Collaborate with programs with high school youth to expand college/career transition support and workshops.
Develop regular outreach events/activities to encourage enrollment at UHMC, Molokai after graduation from MHS & Akaula. / Early Admit
Methods: Track “Early Admit Program Indicators” to evaluate program health and effectiveness.
Transition Support:
Methods:
Monitor direct from high school enrollment and the retention and persistence of these students.
Tool: Molokai Enrollment Reports / Analysis of Early Admit program indicators:
# of students enrolled from Class of 2015: 14 or 19%
Retention (First Fall): 43%
Persistence (Fall-Fall): 57% / Target:
-UHMC Molokai will aim to recruit 15 or more high school graduates per Fall semester.
Retention rates will be improved to 50% or higher by Fall 2016.
Persistence Rates will be improved to 60% or higher.
Program Goal 2:
Develop non-credit programs. / Develop a fee structure and agreement with OCET.
Seek external funding to provide scholarships to support student enrollment.
Evaluate workforce training needs that are better aligned with non-credit vs. credit.
Conduct summative assessments for each course to gauge course effectiveness and participant needs for additional training. / Methods: Meet with advisory committee and community partners to survey training needs and plan courses.
Tools: Qualitative feedback from advisory committee meeting minutes and discussions with program partners. / Course Offered:
Number Enrolled:
Revenue Generated:
Participant Feedback: / Offer a minimum of one non-credit course per year (reach sufficient enrollment & generate revenue).
Program Goal 3: Improve freshman persistence rates. / Initiate support activities for first time freshmen from high school.
Redesign New Student Orientation activities to focus on growth mindset, culture, relevance of a college education and career and pathways exploration.
Expand “just-in-time” support videos and announcements.
Mandatory enrollment in Perkins student support program for all first time CTE students.
Mandatory initial counseling appointment to include goal setting and pathway development.
Develop summer bridge for high school students.
Monitor strategies that develop from the Student Success Committee in regards to pathways and innovative support mechanisms and programs. / Methods: Track first time freshman retention and persistence.
Methods: Track first time freshman direct from high school separately to gauge differences between traditional and non-traditional freshman.
Tools: Molokai Enrollment Report. / Fall 2015
Number of Freshman-Classified First Time: 27
Number of Freshman-Classified First Time Direct from HS: 13
Retention: Fifteen or 55% earned a 2.0 or better.
Fall – Fall Persistence Direct from HS: 38% / Target: Increase freshman persistence rate to 65% by Spring 2019.
Increase direct from HS persistence rate to 50% or better by Fall 2019.
Program Goal 4:
Increase professional development (PD) opportunities / Develop a needs assessment for lecturers PD needs/desires and initiate a PD program based on the results.
Encourage activities that build stronger connections to departments to ensure inclusion in curriculum development and changes.
Continue monthly professional development for UHMC staff.
Initiate an evaluation process for gauging effectiveness of various PD sessions and the need for future training.
Collaborate with The Learning Center to provide training opportunities for student workers/tutors.
Center professional development around annual program goals. / Methods: Needs assessment to evaluate and analyze training needs.
Tool: Lecturer needs assessment.
Method: Track effectiveness of monthly PD sessions for staff and develop future topics based on feedback.
Tool: Evaluation Surveys of PD workshops. / Results of Lecturers Needs Assessment:
Results of Staff PD Evaluations: / Target(s) will be developed once baseline data is collected.
Program Goal 5:
Initiate a vocational training program / Certificate of Competence in Small Equipment Repair: Elec 23, Maint 20/60
- Locate instructors
- Identify course supply needs
- Find adequate location (potentially Molokai Farm)
Target Native Hawaiian males and other populations underrepresented in higher education
Evaluate how Perkins resources can be leveraged to support the program. / Methods: Track number of students enrolled.
Methods: Track demographic indicators of enrollment group (age, race, gender, major)
Tool: Class List / Enrollment:
Gender Breakdown:
High School/Adult Breakdown: / Target Enrollment: 15 students
% Early Admit: 20%
% Male: 50%
% NH: 50%
Advisory Committee Update
The Molokai advisory committee met a total of two times in the 15-16 academic year. Program data was shared with the group as well as emerging academic and workforce opportunities. The group provided feedback and partnership opportunities in the areas of non-credit training and early college opportunities in CTE pathways. These opportunities are currently being pursued and further developments will be reported in subsequent program reviews.
The advisory committee also provided valuable feedback on the college expansion process. They have reviewed the expansion plans and budgets and have supported the direction of trying to establish the largest footprint allowable with the funding and encouraged that other opportunities be sought out to expand the campus to realize the full vision for the multi-purpose space. The group is a collective of long-time and new advisory members. They provide holistic feedback that incorporates historical perspectives and fresh and innovative ideas.
Changes Made to Improve Student Learning & Student Success
The goal for the program year was to focus on high school initiatives. The specific target areas were to support early admit enrollment and encouraging transition from high school to enrolling at UHMC Molokai.
Early admit and dual credit programs have been the most significant area of enrollment growth in 15-16 academic year. There are currently three programs on Molokai serving the local high schools: Running Start/Hookui, Early College High School and Ka Hikina O Ka La. All three programs rely on direction and guidance from our campus to get students through the admissions process and to provide support systems that encourage student success. This requires intensive partnership efforts and consistent communication and evaluation of programs.
Ohana workshops are held each semester to provide one-on-one assistance with completing forms and to answer questions from the students and their families. These workshops have proved to be the most effective format for getting students through the process. There is an eagerness amongst the staff at UHMC Molokai to support the families even when it requires hosting these workshops outside of normal business hours to accommodate working parents.
In an effort to move towards sustaining early admit enrollment, the Molokai Coordinator drafted a grant proposal to Kamehameha Schools to establish positions for administering early admit programs as well as funding for tuition and supplies to encourage continued participation by high school students. Notifications of awards are expected to be released in March of 2017. If awarded, this project will have a significant impact on the quality and efficiency of early admit programs.
The program has focused on coordinating outreach efforts aimed at encouraging Molokai students to enroll in college upon high school graduation. Specific events and activities are held to promote the Molokai campus as an affordable option. Our island’s economic indicators highlight a limited capacity for families to be able to send their children to attend college on other islands, or in the mainland. Many of our outreach efforts focus on the affordability of attending the local campus as well as transfer opportunities for those seeking four-year degree programs. While this has limited effectiveness with students, the parents gravitate toward the information and are often shocked to discover the true cost of attending off-island schools.
The college partners with Liliuokalani Trust on a program called Ke Kukui Mohala. The program recruits students and their families for ohana based workshops to expose students to their options after high school and teach the families how to best support their students’ ambitions. The program is currently serving its fifth cohort of students.
Presentations are made continuously throughout the year. The college staff is regularly present at the high school campus. The Educational Opportunity Center counselor is at the high school on a weekly basis to meet with students and provide assistance with college admissions and financial aid. Other staff are on campus as needed to provide outreach and enrollment services. We have nurtured a strong partnership and willingness to work together to benefit the youth of Molokai.
With a strong relationship with the high school, we have begun discussions around how we can extend our services to Molokai Middle School. A brainstorming meeting was held to identify areas of need and an event to encourage college preparedness is being planned for the Spring 2017 semester.
Our commitment to the high school and the increase in early admit and transition services is already paying off when we look at enrollment. In Fall 2015, we recruited 14 students to attend UHMC Molokai upon high school graduation. In Fall 2016, that number has increased to 18. It is important that we continue to build upon this connection so we can continuously grow enrollment and encourage persistence and academic success for these students.
III. Action Plan
Planned Changes to Improve Student Learning & Program Success
A few key observations were made based on the programs data matrixes. First, it is important to note Native Hawaiian persistence in comparison to the overall student body. While retention rates were comparable, persistence varied by 13% (71% for overall versus 58% for Native Hawaiian students). Strategies need to be developed to address this specific demographic. As indicated in UH Maui College’s performance indicators, Native Hawaiian graduation rates in an area that needs improvement. Persistence needs to be addressed first to result in better graduation rates. UHMC Molokai has requested a Hawaiian Faculty position to focus on instruction and student success initiatives.
Second, the number of certificates in the current academic year decreased while the number of associate degrees has increased. This can be attributed to the discontinuation of Certificates of Competence in Business Careers. Advertising these short term certificates was a key marketing strategy for UHMC Molokai. We would start students on quick pathway to a credential. The students would experience success and be inspired to pursue further studies. In the absence of these certificates, similar opportunities may exist in the realm of non-credit programming. These opportunities will be explored in the upcoming academic year.
Third, freshman success rates have been low and is an area of continued concern. UH Maui College is making a collective effort through the Student Success Committee to develop programming specifically for first time students that encourage retention and persistence. The nature of the programming is developing and the Molokai campus will stay involved in these discussions. It is anticipated that whatever is developed on the Kahului campus will have to be adapted at each outreach center to best fit the needs of our students. We are prepared and eager to do this and appreciate the sharing of best practices, data and research that occurs by Student Success committee members.
Finally, retention rates in developmental courses on Molokai continue to be a moving target. It is difficult to identify differences between the semesters where students do well and the semesters where they perform poorly. There has been increased stability in the past years with the lecturer and tutor remaining constant. They are both tremendously dedicated to student success and have taken the initiative to implement various strategies. The tutor has extended lab hours, offered potluck study sessions and reached out students to provide personal mentorship. Despite these efforts, we continue to see fluctuating success rates. In the Fall 2017 semester, there are plans to change pedagogical strategies which we hope will have a positive influence on success rates. Restructuring the math pathways are also intended to assist with encouraging persistence to college level math courses.
Resource Implications
Funding for Construction – Multi-Purpose Instructional Facility, Molokai LRDP
UH Maui College recently received the Governor’s approval to encumber $350,000 for the design of phase II of the Molokai Education Center. This was a significant triumph for the Molokai community, however, significant work still lies ahead. According to the approval memo from the governor, construction for the project is estimated at $3.5M. UH Maui College has agreed to make the expansion a priority by requesting the $3.5M for construction once the design is complete. University, campus and community support will be necessary in securing the construction funds to see the project through to completion.
All personnel requests are carry-over requests from the 2010 Comprehensive program review or earlier.
Distance Education Support
Distance Education Coordinator PBB / APT PBB: $50,352 / -HITS classes are scheduled M-R 9am-9pm. Two nights per week, UH Center courses run until 10pm. There is a total of 50 hours of HITS classes per week and only one position assigned to distance education and instructional support.-In addition to Technology & Media, the 1.0 APT position also handles all test proctoring, library and learning center functions on Molokai and hires, trains and schedules all student workers each semester. There are seven student workers in Fall 2015.
-The 1.0 position requires being on call outside of normal work hours, covering all students’ shifts, erratic scheduling, lots of comp time and flexing of work schedules.
-The 2015 UHMC, Molokai Student Needs Assessment Survey revealed 97% of our students participate in distance education courses. One position assigned to meet the needs of close to 200 distance education students is not sufficient to provide tutoring resources, instructional workshops, research assistance, proctoring support, etc.
-The demand for proctoring services has significantly increased as a result of the recommendation by WASC to require all online courses to have at least one proctored assessment each semester.
-UHMC only funds .75 of the current 1.0 APT position.
-There are 20 classes during the week offered after 4:30pm and 206 students attending these courses. There are no g-funded positions assigned to work past 4:30pm and no security guards. This presents a security and safety concern.
-The only night staff position is funded through a Perkins grant which is in its third year of funding.
-Hana, Lanai and Lahaina Education Centers are all closed at night by a staff or faculty member; sometimes along with a student worker.
-Waianae and Kona Education Centers both have security positions assigned to their sites.
-Student safety and the lack of night security/staff have been identified from the 2005 Molokai Comprehensive Program Review (10 years ago) as a priority.
Strategic Planning Alignment:
Quality of Learning (Obj 1, A) (Obj 3, B)
Community Needs & Workforce Development (Objective 3, A & B)
Financial Aid Support (.50 FTE)