UHCC December 2009 Coversheet –

Annual Report Program Data

College: Kapi’olani Community College

Program: Exercise and Sport Science

Check All Credentials Offered / AA / AS / ATS / AAS / CA / CC / COM / ASC / APC
X / X

Introduction: Brief description of the program and program mission.

The ESS program prepares students for careers in the fitness profession. After learning the scientific principles behind exercise program design, students apply this knowledge by designing exercise and conditioning programs for a wide variety of clients. Graduates may find employment as personal trainers, fitness instructors, and conditioning specialists, among other fitness professions. The curriculum prepares students to pass national certification exams.

Part I.

Quantitative Indicators (Reported on 2009 Summary Report Program Data excel sheet --includes health calls based on system scoring rubric).

Overall Program Health / Unhealthy
Demand Indicators / Unhealthy
Efficiency Indicators / Cautionary
Effectiveness Indicators / Unhealthy
Annual Report of Program Data for Exercise & Sports Science
Kapiolani Community College Program Major(s): ESS
Overall Program Health / Unhealthy
Demand Indicators / Academic Year
08-09
1 / New & Replacement Positions (State) / 95
2 / New & Replacement Positions (County Prorated) / 0
3 / Number of Majors / 86 / Demand Health
4 / SSH Program Majors in Program Classes / 258 / Unhealthy
5 / SSH Non-Majors in Program Classes / 579
6 / SSH in All Program Classes / 837
7 / FTE Enrollment in Program Classes / 28
8 / Total Number of Classes Taught / 15
Efficiency Indicators / Academic Year
08-09
9 / Average Class Size / 21.1
10 / Fill Rate / 79%
11 / FTE BOR Appointed Faculty / 0.0
12 / Majors to FTE BOR Appointed Faculty / 0.0 / Efficiency Health
13 / Majors to Analytic FTE Faculty / 64.5 / Cautionary
13a / Analytic FTE Faculty / 1.3
14 / Overall Program Budget Allocation / C/P
14a / General Funded Budget Allocation / C/P
14b / Special/Federal Budget Allocation / C/P
15 / Cost per SSH / C/P
16 / Number of Low-Enrolled (<10) Classes / 3
Effectiveness Indicators / Academic Year
08-09
17 / Successful Completion (Equivalent C or Higher) / 80%
18 / Withdrawals (Grade = W) / 7
19 / Persistence (Fall to Spring) / 58%
20 / Unduplicated Degrees/Certificates Awarded / 3 / Effectiveness Health
20a / Number of Degrees Awarded / 3 / Unhealthy
20b / Certificates of Achievement Awarded / 0
20c / Academic Subject Certificates Awarded / 0
20d / Other Certificates Awarded / 0
21 / Transfers to UH 4-yr / 1
21a / Transfers with degree from program / 0
21b / Transfers without degree from program / 1
C/P denotes that the measure is provided by the college, if necessary.
Data current as of: 8/19/2009 - 3:30:PM
Distance Education
Completely On-line Classes / Academic Year
08-09
22 / Number of Distance Education Classes Taught / 1
23 / Enrollment Distance Education Classes / 32
24 / Fill Rate / 91%
25 / Successful Completion (Equivalent C or Higher) / 1
26 / Withdrawals (Grade = W) / 1
27 / Persistence (Fall to Spring Not Limited to Distance Education) / 0%
Perkins IV Core Indicators
Perkins IV Measures 2007-2008 / Goal / Actual / Met
28 / 1P1 Technical Skills Attainment / 90.00 / 100.00 / Met
29 / 2P1 Completion / 44.00 / 44.44 / Met
30 / 3P1 Student Retention or Transfer / 55.00 / 68.75 / Met
31 / 4P1 Student Placement / 50.00 / 100 / Met
32 / 5P1 Nontraditional Participation / 25.00 / 0 / Did Not
33 / 5P2 Nontraditional Completion / 25.00 / 0 / Did Not

Part II.

Analysis of the Program (strengths and weaknesses in terms of demand, efficiency, and effectiveness based on an analysis of the data).

Program Demand

Program demand falls in the “unhealthy” category due to the very low county new/replacement positions (0), since program demand is measured by dividing the number of majors by the county new/replacement positions. When the number of majors (86) is divided by state new/replacement positions (95), the program would fall into the “cautionary” category. Since the ESS program at KCC is the only A.S. degree in this field in Hawaii, perhaps state new/replacement position data should be used. If using the state data, there would have to be more majors, approximately 150, for demand to fall in the “healthy” range.

Program Efficiency

Program efficiency falls into the cautionary category. A strength of the program is the class fill rate of 79%, which is “healthy.” The second measure of program efficiency is the students/BOR Faculty ratio, which is 0.0 (86/0 = 0, an unhealthy indicator.) This is due to the fact that ESS has no BOR Faculty member. Currently, there is one full-time employee and three lecturers teaching ESS courses. Not reflected in the efficiency data is the fact that several ESS program requirement classes are taught outside the ESS department. This helps with overall program efficiency, since ESS needs fewer faculty, and ESS majors help fill classes in other departments.

Program Effectiveness

The ESS program scored “unhealthy” in all three measures of Program effectiveness. There were three graduates and 86 majors, a 3.5% graduation rate. Graduation rate needs to be at least 20% to be considered “healthy.” Contributing to low effectiveness is degrees earned (3) divided by annual new and replacement positions in the county (0). When state (rather than county) data are used for new/replacement positions, the program is still “unhealthy.” 3/95 = .03. If using State data, at least 75 graduates would be needed per year for the program to be considered “healthy.” The third measure of effectiveness is the rate of Persistence Fall to Spring of 58%, which is unhealthy. Persistence needs to be at least 75% in order to be healthy.

Perkins Indicators

The program did not meet the goals for the following Perkins IV Core Indicators:

Nontraditional Participation

Nontraditional Completion

Significant Program Actions (new certificates, stop-out; gain/loss of positions, results of prior year’s action plan).

Several curriculum changes were proposed and approved in Spring 2009 in an effort to streamline the program and ensure appropriate preparation for the students. Therapeutic Exercise (HLTH 203) and Body Composition and Weight Management (ESS 288) were removed from the ESS curriculum, and relevant topics from these courses will be covered elsewhere in the curriculum. A new course, Foundations of Exercise Science and Sports Medicine (ESS 180) was added. This course describes the various career pathways in the field of Exercise Science and may help students set goals and choose the appropriate course of study to reach those goals.

Several changes in the ESS program have been implemented since August, 2009 to address the unhealthy status of the program. The ESS program was moved from the Math/Science department to the Health Sciences department in an effort to promote coordination between ESS and the other Health Sciences programs.

Part III. Action Plan

To address this issue of student retention, a research project is being conducted in Summer and Fall, 2009. Aspects of the research process include: (1) researching Associate level Exercise Science programs on the mainland to see how many graduates they have each year, how the more successful programs are structured, and any other aspects of their success; (2) meeting one-on-one with as many ESS majors as possible for the dual purpose of establishing a relationship with each student for future tracking and learning what obstacles are typically faced by the ESS students; (3) contacting ESS graduates to request feedback about their experience in the program, (4) contact former ESS majors whodid not graduate. The information from this research will be presented to the KCC administration, Health Sciences Chair, and incoming ESS coordinator, with recommendations for changes. After this discussion, the research results and recommendations will be discussed with the ESS Advisory Committee. These discussions should be completed by the end of 2009. If necessary, a focus group of current ESS majors will be formed to further examine challenges, obstacles, and other feedback about the ESS program.

ESS faculty are investigating potential ways to broaden the scope of program to attract new majors and to fill positions in the growing health and wellness industry. Whether such positions exist in the community is also under investigation.

An additional area of consideration is whether or not to change the ESS program to a selective program, and potentially a cohort-based program. These changes would dramatically improve the graduation rate by simply reducing the number of majors per graduate, but perhaps also by increasing the number of graduates due to a more cohesive group dynamic among ESS majors.

Part IV. Resource Implications (physical, human, financial).

With the recent move of the ESS program from Math/Science to Health Sciences, there are resource implications. The coordinator position will be part of the Health Sciences faculty. Currently, the interim ESS coordinator is stepping down and a new coordinator is taking over in January, 2010. In addition, the addition of the ESS program will shift advising from the current ESS advisor to the Health Sciences advisors. This large influx of majors should be taken into account when considering workload for the Health Sciences advisors.

Annual Report Program Data and analysis located on college website at:

quill.kcc.hawaii.edu/page/planning