ANNUAL INSTRUCTIONAL PROGRAM REVIEW

UH Maui College, Molokai 2012/2013

TAB: ANALYSIS I. Quantitative Indicators – Table 1 – Summative Data

Demand Indicators AY 10-11 AY 11-12 AY 12-13Unduplicated Student EnrollmentFallSpring

254248

262237

230166

Full-time Equivalent (FTE) EnrollmentFallSpring

165135.6

155131.8

13699

Student Semester Hours (SSH)FallSpring

24722034

23281978

20401479

Tuition EquivalentFallSpring

$217,563$178,992

$225,816$191,866

$206,040$149,379

Tech Fees Revenue Based on FTEFallSpring

$5,940$4882

$5580$4752

$4,896$3,564

Lecturers CostFallSpring

$104,522$98,511

$121,374$117,813

$105,512$87,858

Total Number of Classes Taught – LiveFallSpring

2628

2626

2421

Total Number of Classes Taught – DistanceFallSpring

4151

5138

5958

Total Number of Classes Originated – DistanceFallSpring

56

66

54

Total Number of Students in Classes Originated – DistanceFallSpring

134156

150136

90104

Percent Native Hawaiian StudentsFallSpring

77%79%

76%78%

81.6%80.7%

Efficiency Indicators AY 10-11 AY 11-12 AY 12-13Average Class SizeFallSpring

2016

1714

1715

Fill RateFallSpring

92%81%

75%68%

68%68%

Faculty Student RatioFallSpring

3:2543:248

3:2623:237

3:2303:166

Effectiveness Indicators AY 10-11 AY 11-12 AY 12-13

Successful Completion (C or Higher)FallSpring

78%67%

75%74%

60%62%

Persistence (Fall to Spring)81% 77% 65%

Unduplicated Associated Degrees Awarded 20 19 23

Unduplicated Certificates Awarded 114 57 38

II. Analysis

a. Which PLO is being assessed? How is it being assessed (which course(s) is being used to assess the PLO)?

The UH Maui College 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 PLO will be assessed through a set of five program goals listed in Table 2 (on the following page.) Each academic year, UH Maui, Molokai will focus directly on one program goal. For AY 10-11, the focus was on high school graduates applying to UHMC; for AY 11-12, the focus was on decreasing the students on academic warning. For AY 12-13, our focus was maintaining the level of upper division enrollments.

Table 2- Formative Student Learning Outcomes and Program Goal

Student Learning Outcomes (SLO) and/or Program Goals

Examples of Achievement Indicators within each SLO

Mapping SLO to Activity, Course, Project, or other Initiative

Assessment Tool and Methods of Utilization

Analyzing Results Plan & Implementation

Program Goal:Focus: AY 2010-11To increase the number of high school graduates applying to UHMC directly from high school

SLO: Increased awareness of program options on Molokai for local high school graduates.

Continue working with Molokai High School students, parents, teachers and staff through various projects and partnerships.

Gear Up proposals will be submitted to continue outreach projects.

Weekly presence on high school campus will continue.

Advisory class presentations will be conducted.

Tool: Fall applications

Methods: Continue tracking the number of Molokai graduates applying to UHMC.

Number of high school graduates applying to UHMC:Fall 2010: 24Fall 2011: 33Fall 2012: 18Fall 2013: 21

Trends show graduating class sizes are becoming smaller which impacts the number of students applying to UHMC.

Target: +3 student increase per semester starting in Fall 2010 (24) to Fall 2011 (27) to Fall 2012 (30).

UH online application presents challenges in obtaining thorough applicant information. In addition, Gear Up grant was not awarded until January of AY 11-12.

Program Goal:Focus: AY 2011-12To decrease the percentage of students on academic warning

SLO: Increased awareness of 1) Academic warning policy and implications, (2) Resources available to keep from falling into academic warning parameters, (3) Procedure for getting out of academic warning.

Initiate a Student Success Campaign in AY 11-12 with an early warning system for at risk students and to increase the students overall knowledge of important deadlines to withdraw, etc.

High risk students will be referred to the Counselor for early intervention

Improved communication with instructors and students will increase knowledge of important dates and deadlines

Freshman Foundation will be implemented

Perkins grant will focus on distance education instructional design and CTE student retention and persistence

Maintain peer tutoring program and supplement with volunteer tutors.

Tools: Student Needs Assessment Survey & End of Semester Enrollment Reports

Methods: Tracking percentage changes in awareness and monitoring end of semester student GPA’s.

Awareness of the academic warning policy improved by 4% from Spring 11-Spring 12.AY 10-11: 59%AY 11-12: 63%AY 12-13: 65%

Awareness of consequences resulting from academic warning improved by 3% from Spring 11-Spring 12.AY 10-11: 55%AY 11-12: 58%AY 12-13: 53%

The average retention rate over three years:AY 10-11: 73%AY 11-12: 75%AY 12-13: 61%

Continue awareness efforts and offering support programs to ensure student success.

Student mentor and tutor programs will be developed to provide additional support.

Activities specifically targeting the math lab program will be discussed and implemented.

Program Goal: Focus: AY 2012-13To maintain the level of upper division enrollment throughout the UH system

SLO: Understanding program options and transfer opportunities and requirements.

Steady streams of UHMC students with associate degrees matriculate to UHWO, UHH, and UHM

Continued dialog with main campus to bring UHMC upper division courses in sequence for Molokai students to earn BAS degrees

Coordinated campus visits to publicize upper division programs

Transfer workshops

Marketing efforts directed towards upper division programming

Inclusion of higher level program information and handouts at all UHMC, Molokai outreach events.

Tools: Needs assessment surveys and upper division enrollment reports by institution.

Methods: Continue tracking changes in awareness with needs assessment surveys and use enrollment reports to capture enrollment numbers by institution and program.

Awareness of bachelor and master degree offerings on Molokai increased Upper Division enrollment by 11% from AY 10-11 to AY 11-12.AY 10-11: 44%AY 11-12: 55%AY 12-13: 66%

Unduplicated Enrollments:Fall 10: 16Fall 11: 18Fall 12: 27

The number of Molokai students enrolled in upper division programming will be maintained at equal to or greater than 10 per semester.

There will be increased awareness of upper division programming and transfer options by the end of Spring 13.

Program Goal:Focus: AY 2013-14To increase the number of students enrolled in distance education courses originating from Molokai.

SLO: Courses originating from Molokai are offered at a high quality standard.

The number of DE courses will continue to grow and realize high enrollment numbers each semester.

Increase distance education programming originated from Molokai on the UHMC schedule of courses.

Use various methods of distance education instruction including SkyBridge and Internet.

Tools: Enrollment reports and instructor evaluations.

Methods: Enrollment reports will be used to track the number of students. Instructor evaluations will measure the quality of instruction.

Number of classes originated via DE:AY 10-11: 11AY 11-12: 12AY 12-13: 9

Number of students enrolled in DE courses:AY 10-11: 290AY 11-12: 286AY 12-13: 207

Instructor evaluations will reveal over 80% of students would recommend the class to another student by Spring 14.

Number of students enrolled in DE courses will exceed 500 by AY 13-14.

Program Goal:Focus: AY 2014-15To increase the number of certificates and degrees awarded over a two-year period

SLO: Intellectual growth and building personal confidence and workforce capacity.

A ladder approach to certificates within each major ensures that students can earn a credential and build upon it towards a degree.

Schedule of classes will include more short-term certificate opportunities.

Marketing initiatives focused on earning credentials.

Growth in academic advising opportunities and avenues.

Tools: Counselor database and graduation application spreadsheet.

Method: Students are tracked in cohorts within the certificate programs. Graduation applications will be used to capture total number of graduates per semester.

There were 76 total certificates and degrees awarded in AY 11-12 and71 in AY 12-13.

A number of certificate & degree programs wrapped up to coincide the Commencement 2012.

Target: The projection for AY 11-12 was a 7% increase in the number of certificates/degrees awarded on Molokai. (70 total) This goal was surpassed with 71 total certificates and degrees awarded.

The Molokai Commencement of 2012 included more student awardees than previous ceremonies.

b. Describe the assessment tools or methods used to analyze the outcome. See Table 2 above.

c. Describe summative evidence (attach rubric) See Table 1 above.

d. Discuss result of assessment evidence. See Table 2 (previous page.)

e. What have you discovered about student learning?

In AY 12-13, UH Maui College, Molokai focused on the following Program Goal: To maintain the level of upper division enrollment throughout the UH system. The College keeps in close contact the University Center on Maui who brokers many of the upper division distance degrees to Molokai. Staff from the University Center attended the Freshman Foundation event in September 2012 to share information about their upcoming programs. The University Center also provides Degree Transfer Workshops via HITS, twice each academic year, to Molokai students. Lastly, the University Center pays .25FTE of the salary for the Molokai Instructional & Student Support position for distance education as a way to ensure that the upper division students have an on-island contact to meet their proctored testing and other needs.

In an effort to positively influence upper division enrollment, UH Maui College, Molokai decided to focus on increasing the awareness of bachelor and master degree options available via distance education. The impact of these efforts was measured via the annual student needs assessment survey. This information was tracked from academic year AY 10-11 through AY 12-13. Over the three year period, the level of awareness reported by students rose by 22 percentage points from 44% to 66%. Occurring in tandem with the increase in awareness was the increase in the enrollment in upper division programming by Molokai students from 16 in AY 10-11 to 27 in AY 12-13.

0%

10%

20%

30%

40%

50%

60%

70%

Awareness of Bachelor and Master Degree Offerings on Molokai

Academic Year 10-11 through 12-13

Perc

enta

ge

UH Maui College, Molokai also keeps in close contact with two of the three campuses which offer selected bachelors’ and masters’ degree programs to Molokai students: UH Manoa and UH West Oahu. The College routinely receives enrollment reports from both schools each semester with data on the number of unduplicated Molokai students, credits taken, classes enrolled in, etc. In this way, we are aware of which students are continuing and who may need support services to be successful. Unfortunately, the third school, UH Hilo has not been responsive in sharing this same information nor expanding upper division distance

education degree opportunities to Molokai. We are aware of two Molokai students currently enrolled in a MA Indigenous Language and Culture Education degree. We do not know if any students are participating in UH Hilo’s BA in Psychology distance program.

It is interesting to note, the UH Maui College has three bachelors’ degrees of its own, but they are not yet a factor in increasing enrollments. In AY 12-13, one Molokai student was enrolled in the BAS – Applied Business and Information Technology program. However, none of the three BAS degrees can be earned entirely on Molokai and Molokai students are unlikely to move to Maui when they can earn degrees online or through other UH system campuses without leaving home. If and when UH Maui College upper level degree programs offer classes in a consistent, predictable sequence so students can complete in a timely manner, we expect UH Maui College enrollments to rise.

We have learned that when students have someone to “contact”, to meet and discuss their degree programs in person, they are more likely to enroll and persist. One case in point is the Molokai visit of Tom Benjamin, the UH Manoa, College of Education representative on Maui island. Students who have the opportunity to meet Tom have less questions and concerns about the College of Education programs and are better prepared to succeed.

We have also learned that the absence of key staff members at the three UH four-year schools is severely detrimental to students in outreach areas. An example of this in AY 12-13 was the loss of an excellent Outreach Counselor at UH West Oahu. In previous years, the Outreach Counselor would visit Molokai roughly once per semester to meet with students. Unfortunately, the position was left unfilled during the entire academic year. Students expressed feelings of being “left to fend for themselves.” And, while Molokai student enrollment in UH West Oahu programs from Fall 2012 to Fall 2013 remained level, almost 50% of those who enrolled in Fall 2012 did not persist.

f. Provide evidence that results of student learning have been discussed with Program Advisory Board.

The UH Maui College, Molokai Program Advisory Committee meets when specific issues or concerns need to be addressed. The Committee met on September 7, 2012 with discussions centered on the completion of the purchase of land for expansion and the Molokai Long Range Development Plan (LRDP). Student learning was briefly discussed at this meeting and members were provided the Comprehensive Program Review, the Annual Program Review, and other important documents for their perusal and feedback. No specific comments pertaining to Program Review were received.

g. Discuss the changes made in curriculum or pedagogy to improve student learning and the results of those changes.

UH Maui College, Molokai is notoriously short-staffed which requires that all regular staff take on many different roles in order to improve student learning. From July – Oct 2012, the Instructional & Student Support position for distance learning was vacant. During this time, we were able to pay a small overload to a current staff member to serve as liaison to other UH system campuses so that Molokai students could get their tests proctored, etc. We were able to fill the position with an excellent new staff member in mid-October, however she moved to Maui island at the end of May 2013. This means that there were four months of AY 12-13 with no permanent staff to assist the upper division students.

In order to combat the small staff, UH Maui College, Molokai has written a number of grants which include student tutors and/or student assistants. While the purposes of these grants vary, the addition of student assistants help the College to keep the Learning Resource Center open in the evenings for all students to use. We believe the simple act of being “open” improves student learning.

In the past academic year, student persistence and retention rates have decreased. While this may be partially influenced by the staff turnover mentioned above, another influential factor is the difficult transition to the online Math Lab program. Chart I below highlights the dismal rates of success in the Math Lab courses in AY 12-13.

Table 3-Math Lab Retention Rates for Fall 2012 and Spring 2013

Math Lab RetentionFall 2012Class CRN Passed D or Below Class Size RetentionMath 18 47094 5 9 14 36%Math 18* 47160 2 3 5 40%Math 18 47095 6 7 13 46%Math 18* 47161 3 3 6 50%Math 82 47096 12 7 19 63%

Average Math Lab Retention 47%Math 18 Overall 13 19 32 41%Math 82 Overall 12 7 19 63%

Spring 2013Class CRN Passed D or Below Class Size RetentionMath 18 48348 4 12 16 25%Math 18* 48352 0 3 3 0%Math 18 48349 1 5 6 17%Math 82 48350 2 6 8 25%Math 82 48351 3 4 7 43%Math 82* 48353 3 1 4 75%

Average Math Lab Retention 31%Math 18 Overall 5 20 25 20%Math 82 Overall 8 11 19 42%

*Muo Ae (Title III) sections of Native Hawaiian students whose progress was being tracked and supported by a student assistant. Note: three of the four sections produced better retention results than the general student population.

All math courses offered on Molokai are taught by lecturers. While this model experienced success in the traditional lecture format, it has not been successful with the computer based Math Lab approach. There are significant issues with course format that are starting to be addressed at the Kahului campus by faculty members, with unequal attention and support being given to the lecturer and students on Molokai. While

efforts have been made to increase tutoring and proctoring support using current staff and various grant funded student work study positions, there is no one who can focus exclusively on the problems with the Math Lab and develop solutions to increasing the success rates. Because approximately 30% of our students enroll in Math Lab each semester, the low success rates have been directly affecting our overall student retention and persistence.

h. List your programs strengths and weaknesses (in relation to the Program Goals and SLO’s).

Strengths Staff members conducted a 2013 summer outreach series and traveled to each town on Molokai to

share information on programs and degrees. Ke Kukui Mohala was created in partnership with the Educational Opportunity Center and Queen

Liliuokalani’s Children Center to support Molokai High School students and their families as they plan for post-secondary success.

An Exploring Agriculture on Molokai field trip was planned by UH Maui College, Molokai staff to illustrate the college and career pipeline for students hoping to one day work in Agriculture on Molokai. The students learned about degree programs and performed a service project at the UHMC, Molokai Farm and then took a tour of the Mycogen facilities and learned about the different employment opportunities within their company.

Scholarship Aha and Financial Aid Kickoff were events held in AY 12-13 to assist current and prospective students with navigating the financial aid process and discovering scholarship opportunities.

UH Maui College, Molokai entered the 2012 community Christmas parade marching unit competition to spread awareness about the different programs and degrees and encourage team morale. The marching unit won second place in the competition.

Except for Spring 2013, the Molokai program has experienced increases or relative consistency in unduplicated student enrollment, full time equivalent (FTE), student semester hours (SSH), tuition equivalent, and technology fees revenue over the past three academic years at a time when tuition rates are steadily rising.

The College held its quadrennial Commencement Ceremony in May 2012 which attracted local television coverage with video posted on the University of Hawaii system website, Vimeo, and You Tube. As reported by Dateline Media, the story ran on eight different newscasts for a total of 7 minutes, 14 seconds and was seen by an estimated 286,659 people.

The college has successfully leveraged external funding and developed partnerships to support outreach and program development opportunities. Organizations that we have worked with in the past year include: Gear Up, Perkins, Educational Opportunity Center, Na Pua Noeau, Muo Ae, Molokai High School, Hookui, Kuina, Pai Ka Mana, Kahikina O Ka La, Career Link, Native Hawaiian Education Association, Rural Development Project and the Queen Liliuokalani Children’s Center.

AY 11-12 included a number of events on the UHMC Molokai campus geared at increasing student pride, awareness, interaction and success. Events included Freshman Foundation, Fabulous Fall Back to School Event, Scholarship AHA and Financial Aid Kickoff. Implementing a student activities fee is being considered to institutionalize these types of student success activities.

Collaboration efforts with UHMC Departments have been established to support program growth and the development of faculty positions in Math, English, and Hawaiian Studies/Language for the Molokai program.

Weaknesses Spring 2013 was unusually low enrolled with poor retention and persistence. Staff turn-over, both at UH Maui College, Molokai and at UH West Oahu and UH Hilo have resulted

in difficulty getting the word out about upper division opportunities and has negatively affected students who are already enrolled in these programs due to a lack of support.

Cost of lecturers is rising and each semester we are exceeding our allocated budget as result of a greater student demand for courses in each of the majors offered here.

Difficulty pulling data specifically for the Molokai program and changes in program formulas made it challenging to track retention and persistence. In addition, the University of Hawaii online application system does not allow for separation of Molokai applicants for data collection purposes.

In AY 2011-12 and AY 2012-13, delays in hiring support staff for Perkins Grant and the long term illness followed by retirement of our APT for Instructional & Student Support created a void in academic support services to the detriment of students. Extramural programs that support the College’s mission also faced personnel challenges as the Rural Development Project closed their office on Molokai and the Educational Opportunity Center faced delays in hiring a permanent staff member.

Closure of the Rural Development Project (RDP) on Molokai resulted in less funding to provide short term certificate programs for Molokai students. The number of certificates declined by 50% from AY 10-11 to AY 11-12.

Lack of G-funded staff in an essential area such as Financial Aid must be addressed.

Opportunities In Spring 2012, University of Hawaii President, MRC Greenwood, approved UH Maui College,

Molokai’s request to initiate a student activities fee and organize the Molokai Student Activities Council. The council will be assembled in Fall 2013.

The recent purchase of additional land for expansion provides UH Maui College with opportunities to support and develop the Molokai community of learners.

The new Associate in Arts degree in Hawaiian Studies will increase program options for students. Establishment of partnership agreements for student internship opportunities builds pathways for

entry to the workforce. The County of Maui is in the process of assembling a Molokai committee to begin working on a

Community Development Plan. UH Maui College, Molokai advisory committee members and other stakeholders have applied to take part in the process and advocate for additional acreage to be earmarked for expansion beyond the current 5 acre site.

Growth in online course delivery throughout the UH system creates the prospect of building the Molokai lecturer base and providing more employment opportunities.

Successfully transitioned five UHMC, Molokai Agriculture majors into the ATS Cultural & Natural Resource Management, Malama Aina program.

UHMC, Molokai staff joined the campus Distance Learning Committee to share perspectives and opinions from an outreach site.

Evidence indicates that Molokai students have increased their awareness of bachelor and master degree programs substantially in the past three academic years. As a result, participation in these programs has also increased.

Threats/Challenges Math lab success rates are dismal and there are no personnel members or strategies currently in

place to assess and address the issues. Persistence and retention rates have declined in the current academic year. Distance courses originated from Molokai decreased in AY 12-13 with the decrease in enrollments. The economic downturn in the past few years saw increases in enrollments as students came to

school because there were fewer jobs to be had. By AY 2012-13, the economy slowly began to turn around, yet the budget for UH and other colleges across the country still languished. Federal funding levels were at all time lows and state legislatures had less money to give in support of higher education. All of this, coupled with the fact that Senator Daniel Inouye passed away meant the Hawaii as a whole would take a hit with the loss of this powerful man in the federal budgeting process.

Federal program guidelines for the Educational Opportunity Center (EOC) limit the assistance the Molokai counselor can provide leaving gaps in service to island residents.

Together, the Molokai Education Center and Molokai Farm make up the largest outreach site within UH Maui College. Many of the existing rules and structural guidelines for outreach centers no longer apply across all sites because of the vast differences. These differences are not adequately addressed in the current organization chart, which results in an ambiguous working structure.

Closure of the Rural Development Project has impacted the amount of training and workforce development options we are able to provide.

It is necessary for staff members on Molokai to assume multiple roles to satisfy student needs and maintain a learning environment that models Kahului campus. Many of the staff perform job duties that are beyond the scope of their position description.

The challenge of being “the small fish in a big sea” results in the perception that our needs are less acute than those on the main campus. Our issues and requests are articulated annually; but unfortunately, little action has been taken to remedy them.

III. Action Plan a. Describe planned changes (pedagogy, curriculum) to improve learning.

As previously stated, our action plan is to focus on one Program Goal and its Student Learning Outcome (SLO) per academic year. Our goal for AY 12-13 focused efforts on maintaining the level of upper division enrollment throughout the UH system.

While the program goal for the current academic year was successfully achieved, there were other data indicators in AY 12-13 that need to be addressed. Specific areas include the Math Lab program and its influence on overall student persistence and retention rates. To address these areas of high concern, the UH Maui College, Molokai staff has distributed a survey to all the students enrolled in Math Lab in Fall 2013. Qualitative data is also being collected from the course instructor, in-class tutor and students. The data will be summarized to identify the top priorities that need to be addressed. An action plan will be created amongst the staff to aim to increase the student success rate.

b. Describe how your assessment supports your current program goals and/or influence future planning.

This assessment provides an honest portrayal of the success being achieved on Molokai and areas where improvement can be made. Faculty, staff, instructors and students have been placing a larger emphasis on improving higher education on Molokai. Strategic planning and increased avenues of communication are ensuring that all input is valued and critical to the overall success of the program and each individual.

Our commitment to planning and assessment needs to be matched with enthusiasm and support from the main campus in order for growth to continue. This support is vital to the Molokai program. In our strategic planning efforts, we aligned our program goals with those of the main campus to ensure we are contributing to the overall health of UH Maui College.

IV. Resource Implications a. Provide detailed description, including itemized costs, of additional resources required to

implement change.

1.0 FTE Molokai Math Faculty Position ($50,004/yr. plus fringe) The lack of teaching faculty positions on Molokai is detrimental to student success. This is especially true in the core subject areas of Math and English, with Math being the most crucial and in need of filling. The UHMC Math department redesigned the developmental math classes so that much of the work is done via computers. At the main campus, there are dedicated Math labs with computer workstations and full time lecturers/instructors staffing the room for 10-12 hours per day. The same situation does not exist on Molokai as the one computer classroom must be shared with all other classes resulting in too many students, not enough lab/testing time. In addition, training of the Molokai lecturer has been limited. As a DOE teacher, the lecturer has limited availability to the students. In addition, decisions made regarding the curriculum are not always communicated to outreach in a timely manner. The results are apparent in the dismal retention numbers. A permanent Molokai Math faculty member is sorely needed to shore up this core subject area, to teach this and other Math courses, to provide true lab support, advising, and mentoring of students. This position has been identified in the Liberal Arts Program Review and was close to being funded in AY 12-13 but as of yet, it remains unfunded.

Financial Aid Support (.50 FTE) The changes in implementation of the EOC grant on Molokai demands a solution to the lack of Financial Aid staff on Molokai. So that the current EOC staff does not supplant a required College service, we will gather data on the need for a G-funded position in AY 13-14.

Institutionalize Distance Education Support (1.0 APT Instruction and Student Support (PBA) $48,155)In Fall 2012, UH Maui College, Molokai received approximately 60-64 hours and initiated 6 hours of synchronous distance education (DE) programming per week. A 1.0 FTE staff is responsible for both the successful transmission of DE programming as well as providing on-site support for all DE classes via internet and cable. The position also serves as liaison to the Computing Center, Media Center, Learning Resource Center, and Library. By design, the position devotes 20 hours to covering distance education technological responsibilities, leaving 40-44 hours to be managed by student assistants. The use of student assistants at night when no other staff is present is not optimal and has caused problems especially when exams and quizzes are being given. It is evident that due to the increased student demands during the 14-

hour operational day, a single employee trying to cover all academic support duties is not sufficient. This situation has been prioritized as critically urgent for the program and staff well-being.

To remedy the situation, we propose modifying the duties and responsibilities of the current 1.0 APT position and creating a second academic support position especially designed with late afternoon and evening hours. As a result, the 1.0 APT would retain Distance Education, Library and Learning Resource Center functions (including testing) and the second 1.0 APT position would be assigned Distance Education, Media/Technology, and Computing Center functions. Both staff members having distance education responsibilities is important because of the difference in work schedules (one during regular office hours and the other with a late afternoon/evening schedule) and the volume of work to be completed. In addition, the presence of an APT position at night could provide a safer environment for students and lecturers in the absence of security personnel. This is a carryover need from Program Review 2010-2011.

TAB: DESCRIPTION Mission and Vision for UH Maui College, Molokai

MissionWe are the University of Hawaii presence on Molokai providing higher education and serving our island. We empower students to achieve their aspirations and contribute meaningfully to their families and community.University of Hawaii Maui College, Molokai offers a world of knowledge here at home.

VisionUniversity of Hawaii Maui College, Molokai students thrive in an environment where each individual is encouraged to be the architect of their own future and is provided with the necessary support to help them achieve success. The institution plays an integral part in grooming island residents to be community managers and leaders. Quality instruction and sufficient facilities and resources provide an educational experience in a rural, low-income area that encourages the attainment of certificates and degrees for a student population of predominately Native Hawaiian learners.

University of Hawaii Maui College, Molokai focuses on addressing comprehensive island-wide educational needs. Serving as a liaison for upper-division programming encourages students to continue their education beyond associate degree levels. Outreach services provide opportunities for students K-12 to develop their aspirations and achieve their goals through higher education.

TAB: SLOs a. List program learning outcomes-see Table 2 for a list of Program Goals and SLO’s

b. Program map (course alignment grid). N/A

c. Assessment plan (grid showing plan for assessment focusing on different student learning outcome(s) each year, rolling up the annual assessments during the five –year comprehensive review)

Table 4-Assessment Plan

Comprehensive Program Review Team Recommendations (2010)

Progress (2012-13)

Actively pursue future development of the campus as outlined in the Master Plan need for more office space and classrooms (e.g. wet lab for sciences).

-Submit completed Long Range Development Plan (LRDP) to UH BOR for approval and start advocating for development aligned with the plan.-Secured $2.25M from the State of Hawaii Legislature to be used towards campus development.

Capture Molokai Campus data distinct from UHMC to more accurately reflect the activity and productivity of Molokai so that further rationale and justification can be supported by this data for facilities development and personnel/budget requests (e.g., completion rates; need for financial aid professional).

-Meeting with UH IRO to discuss possibility of Molokai specific data collection and to refine current methods of data collection and reporting.-Tracking different types of data and developing a plan for more frequent internal data reports.

Develop less reliance on grant funding for personnel and programs to increase consistency and continuity.

-Hire 1.0 Instructional and Academic Support Specialist using Perkins fund and continue to track data to support institutionalization.-Continue tracking financial aid demand and limitations of EOC grant in AY 2013-14 to make informed decision on best staffing solution for Molokai to meet student needs.

Continue excellent innovative curriculum development activities (e.g., Therapeutic Activity Aide) to address the need for continuing professional development in health, education, and construction and help supply homegrown workforce for nursing, teaching, and green technology jobs.

-Graduated first class of 14 Therapeutic Activity Aide’s in Spring 2011.-Planning for the second cohort of Therapeutic Activity Aide’s.- Solar installation certification course provided 15 students the training required for employment in the sustainable living energy resources field. 4 students successfully became certified by passing a national exam.-Launched the ATS in Cultural & Natural Resource Management cohort in Fall 2012 with five majors.

Develop distance learning activities further to offer more and varied classes – originate programs from Molokai and utilize the resources you have on island (a number of retired residents with Ph.Ds.’ who want to teach).

-Number of classes originated via Distance Education:AY 09-10: 10AY 10-11: 11AY 11-12: 12AY 12-13: 8-Received grant award to develop a HWST 270 course to be offered online to UH students statewide in Spring 2013.

Support students in Running Start programs (currently grant funded) to increase the number of Native Hawaiian high school students enrolled in college classes. This bodes well for future college/university enrollment and supports the community.

-Continued partnership with Hookui program which uses Running Start as a catalyst for preparing Native Hawaiian youth for college.-Awarded Gear UP grant for AY 12-13 to continue college awareness services to Molokai High School students.

Resume needs assessment activities. -Needs assessments are administered at the end of each Spring semester. Most recent assessment took place in Spring 2013.

Develop an assessment/evaluation process that is reflective of the broad range of duties and responsibilities carried out

-An organization chart will be developed and reviewed in AY 13-14.

by the Molokai Campus faculty and staff. - Analysis of essential college functions that are missing from the duties and responsibilities of current staff and plan of action to shore up functions in AY 13-14.

Continue to pursue academic-industry partnerships to strengthen the pathway from higher education to employment for your graduates.

-Offered Cooperative Education classes in Spring 2013 as an initiative to bridge workforce and education.-Developed relationships with partnering agencies who have agreed to support UHMC, Molokai interns interested in careers in agriculture and conservation.-Increasing partnership opportunities with Kuhao Business Center, a County of Maui agency, to enhance and showcase current business ventures to stimulate personal and community economy

SummaryIn AY 12-13, UH Maui College, Molokai focused on the goal maintaining the Molokai resident enrollment in upper division programs and increasing the awareness of these programs amongst current students. Both indicators were successfully met. Positive results also come in the form of Molokai students graduating from UH Manoa, UH Hilo and UH West Oahu while taking their coursework on Molokai. In AY 12-13, there were seven total graduates who have gone on to gainful employment on since their completion.

While the UH Maui College, Molokai program has been able to celebrate the success of the targeted goal for the current academic year, there were other data indicators of concern. The main areas needing immediate attention are the low success rates in the Math Lab courses and how they influence the overall student retention and persistence. Efforts are being made to identify the areas of need and grant support is being sought out to offer increased lab and testing opportunities as a short-term solution. The staff will continue to develop additional strategies aimed at increasing the success rates in AY 13-14.

The growth experienced by the Molokai program since the permanent facility was established in 1999 has been tremendous. By establishing an educational haven on Molokai, residents have flocked to improve their lives through higher education. Participation from those in the local workforce coupled with the surge in high school and upper division students has brought us to a point where our resources are maximized and in many cases over extended. Many of the personnel roles established are no longer sufficient, the facilities and grounds are utilized to their fullest potential and academic program limitations create difficulty in meeting expanding community needs.

The current economic situation of the State of Hawaii and University of Hawaii limits the expansion of facilities and program growth. Understanding these circumstances, the Molokai program has focused on setting practical, minimal requests for additional resources. However, the need for the most basic of services like faculty positions and financial aid staffing cannot be ignored. Retention, persistence, and graduation rates may continue to be negatively impacted as a result of the lack of teaching faculty and staff members with responsibilities to assist students in understanding their course content, their financial obligations, etc. Current operational efficiency and program demand merit personnel and physical resource expansion on Molokai; especially in areas that are critical to student success and are provided on other campuses throughout the UH system.