Kaua‘i Community - Kauai Community...

UNIVERSITY HAWAI`I COMMUNITY COLLEGESINSTRUCTIONAL PROGRAM REVIEW PROCEDURES AND MEASURES

Associate in Liberal Arts Degree2010-2015

Kaua‘i Community College Mission Statement(http://info.kauai.hawaii.edu/admin/index.htm#mission)

Kaua‘i Community College provides open access education and training in an ethical and innovative student-centered and community-focused environment, nurturing life-long learners who appreciate diversity and lead responsible and fulfilling lives. To demonstrate our commitment to this mission, Kaua‘i Community College:

● supports students of all ages, cultures, and backgrounds to achieve their educational goals● perpetuates appreciation and understanding of Hawaiian culture and develops programs

to support native Hawaiian students● cultivates appreciation for artistic, intellectual, and technical pursuits● creates curricula and programs responsive to the community’s changing needs for career

and work force development● fosters partnerships with schools, the University of Hawai‘i system, and local, state,

national, and global communities● leads the community toward greater social, economic, and environmental sustainability,

and maintains a healthy and safe learning environment that enhances student and employee growth and success

Program Mission StatementThe Liberal Arts Program is one that provides quality instruction in a variety of disciplines so as to meet the needs of a diverse student body and community.

● We are committed to teaching skills in critical thinking, effective verbal and written communication, scientific and mathematical analysis, and technological competency.

● We encourage our students to communicate via the artistic media as well. ● We strive to inculcate in our students an appreciation for those qualities we share as

human beings as well as an understanding of the cultural differences that make us special. ● We are dedicated to providing our students a global perspective as well as an experiential

involvement with the unique natural and socio-cultural environments of Hawaii and the Pacific.

● In the process we expect that students will investigate and analyze their own personal values.

● Finally, we wish to instill in our students an appreciation for intellectual pursuits and a desire for life-long learning.

We believe that the combination of skills and knowledge gained through the study of the Liberal Arts at Kauai Community College will not only prepare students for further education, but will also provide them the confidence and intellectual flexibility to be successful in the marketplace.

Liberal Arts Program Review 2010-2015 1

Part I.EXECUTIVE SUMMARY OF PROGRAM STATUS Part I. During our last five-year review in 2010, the Liberal Arts program at Kaua’i Community College had gone through a period of steady growth and was designated healthy in all areas as a result. From 2005 to 2010 the SSH program majors had increased from 488 in 2005 to 666 in 2010, an increase of 37%; SSH program majors in program classes increased by 123%; and SSH non-program majors in program classes by 67%. This growth continued through 2011-2012 when the number of majors had increased to 728. In 2012-13, however, the number of SSH program majors dropped significantly to 665, and has since dropped to 630 for both 2013-14 and 2013-14. These reduced numbers are the primary reason why the program is now designated cautionary, which is based on the low Demand Indicators. That is, our other indicators are healthy.

Some of the reduced numbers are misleading. Because the college has added several new programs, more of our students are declaring these other options as their majors. These programs include Hawaiian Studies, A.S. in Natural Science, and a new medical assistance program. The total number of students in these programs is currently 66, 2015-16. When this number is added to our SSH program majors of 630 we would have 696 SSH program majors, which is near our 2010-2012 highs. When seen in this light, these numbers are actually impressive since the number of students enrolled in the community colleges decreased significantly across the UH system and across the nation in 2012-13 due, most think, to an improved national economy.

Our Efficiency Indicators have remained healthy through both the last five-year review (2005 to 2010) and the current one, that is from 2010 to 2015. We are, however, concerned about some trends. In 2010-2011, average class size was 18.2, but this number dropped to a low of 16.1 in 2013-14, It has again increased slightly to 16.8 in 2014-15, but this is still lower than we would like. Of course, it was easier to keep classes full when enrollment was high, and, not surprisingly the class sizes began to decline as enrollment as a whole declined. But there is more going on than that. A closer look at the data shows that the low averages are largely due to a few discipline areas where we have kept classes open despite their low numbers. One example of this are the ELI courses. As we are an open-access college, we have tried to keep at least one ELI course open, primarily for ESL students, even if enrollment is at 2 or 3 students. A more significant example are our second language courses. Other than Hawaiian, our second language courses--French, Spanish, Japanese--have been consistently low enrolled, particularly the second-year courses of the sequence, but this trend has gotten progressively worse in recent years. One reason for this is that fewer majors at the 4-year colleges are requiring a second language. Still, we feel these courses are important and have continued to offer them despite the low numbers. A third example of our keeping low enrolled courses is our lowest-level English and reading classes, ENG 18 and ENG 19. For whatever reason, fewer students are being placed in these courses than in the past, but we try to offer at least one section of each each term regardless of the low numbers. Perhaps the new ALP courses will help with this problem. Given these concerns, we are happy to see the program is still considered healthy in this area.

Our Effectiveness indicators have also been healthy. Persistence has remained at about 72%, but the number of certificates/degrees awarded has gone up significantly, from 62 in 2010-11, to 68


in 2011-12, to 63 in 2012-13, to 65 in 2013-14 to 105 in 2014-15. Similarly, the number of our students transferring to a UH 4-year college has gone up from 26 in 2010-11, 42 in 2011-12, 57 in 2012-13, to 37 in 2013-14, to 47 in 2014-15. This is fairly good growth considering the drop in enrollment in 2012-13.

RESPONSE TO PREVIOUS PROGRAM REVIEW RECOMMENDATIONS Liberal Arts 2010-2015 Program Review Action plan -- UPDATE

PROGRAM GOAL

ACTION ITEM STEPS PERSON(S) RESPONSIBLE

TIME-LINE OUTCOME or INDICATOR of

IMPROVEMENT

STATUS

1. Access1.1Outreach

1.Collect information

Ongoing

2.Print information

a. News stories Greg Shepard/Community PR Person

Ongoing Monthly article in the Garden Island

Ongoing

3. Electronic sources

a. Update Lib Arts Program website

SAM and LAH Div. Chairs

Ongoing Ongoing

b. Make KCC on-line catalog searchable

Spring 2005 Ongoing

4. Radio & television

a. Record & broadcast monthly radio announcements

Continuous Toni Kilbert radio announcements

5. Personal presentations

a. Participate in campus visits from/to schools, clubs, and organizations


Continuous Ongoing

b. Faculty present on campus week preceding classes


Continuous Ongoing

c. Develop community partnerships


Continuous Var. discipline

d. Develop service learning projects


Continuous Var. faculty

e. Develop summer “college survival skills” program

SAM Div. Chair

Continuous Ongoing

f. CogsGo Mobile science center for K-12 onsite interactions and demonstration

SAM Div. Chair

Fall 2015 Monthly projects

Cognition Learning Center New

g. LA faculty will SAM and LAH Fall 2015 Each semester Ongoing


teach more Early College courses on high school campuses

Div. Chairs

1.2 Enrollment

1. Develop Leaver survey

a. Work with IR to develop Leaver surveys and implement


Continuous Ongoing

2. Develop student satisfaction survey

a. Work with IR to conduct survey of student satisfaction with retention efforts


Continuous Ongoing

1.3 Place& Sched

1. Develop placement/scheduling survey

a. Work with the Institutional Researcher to conduct a survey of the students, focusing on placement and scheduling issues, to identify student needs


Awaiting IR

2. Develop 2 year MYPO

a. Work with the Interim Dean of Instruction to complete a two-year grid of courses so that both students and faculty can better plan their schedules.


F ‘04 & continuous

Ongoing

3. Develop One year Academic schedule

a. VCAA, Division Chairs, and counselors will develop one-year academic schedule


Fall 2016 and continuous

New

1.4 Support Services

1. Access support services

a. Add Liberal Arts counselors to e-mail-recipients list for Division meetings and to receive other information and announcements; also, invite them to attend division meetings.

LAH & SAM Div. Chairs

Continuous Ongoing


b. Periodically review program requirements and course information with counselors to help inform them about the courses so they, in turn, can better inform the students


Continuous Ongoing

c. Invite the Financial Aid officer to one Division meeting each semester to share information about financial aid opportunities and responsibilities for our students

LAH & SAM Div. Chairs

Continuous In progress

2. Learning & Teaching

1. Develop clear academic pathway for all students


F’15 Ongoing

2. Continue to review course syllabi periodically.


F’15 Ongoing

3. Increase number and variety of Writing Intensive courses offered


F’15 Ongoing

4. Continue to review course syllabi in conjunction with the development of SLOs


F’15 Ongoing

5.. Re-evaluate course prerequisites for elective courses on a regular basis


Ongoing Ongoing

6.. Continue and expand delivery of established Distance Education courses


Ongoing Ongoing

7. Internationalization of curriculum

Ongoing Ongoing

8. Increase the SAM Div. F2015 New


diversity in Social Sciences(Ethnic Studies,Filipino Studies)

Chair

9. Develop Innovation Center model/curriculum

SAM Div. Chair

F2015 New

10 Develop AS Degree in Digital Media

LAH Div. Chair

Ongoing Ongoing

11 Develop Marine Science Program

SAM Div. Chair

Ongoing Ongoing

12. Indigenization of science and Liberal Arts curriculum


Ongoing Ongoing

2.3Remedial/Developmental Education

1. Expand delivery methods and assess

Explore delivery methods of established developmental/remedial courses in English, math, and science and monitor success.


Ongoing Ongoing

2. Track student success

Work with Institutional Researcher to track and gather data to monitor student success in transfer-level courses following completion of developmental courses.


Ongoing Ongoing

3.. Increase inter-disciplinary offerings

Pursue interdisciplinary applications in new course development for under-prepared students


Fall 15 Ongoing

6. Grants/ funding

Pursue and secure additional grant funding for remedial / developmental programs


Fall 15 Ongoing

2.4SLOs

1. Liberal Arts SLOs

Create and evaluate SLOs for all existing Liberal Arts courses


Fall 15 Ongoing


2. Develop Assessment plan for LibArts SLOs

Work with the Assessment Committee/Institutional Researcher to devise ways to measure success of program in imparting SLOs to students


Fall 15 Ongoing

3. Review Liberal Arts Program to ensure the required courses fulfill PSLOs

Review all courses that fulfill requirements for the Liberal Arts Program to ensure that collectively they will provide graduating students with the required SLOs


Fall 15 Ongoing

4. Replace CARD system of Assessment

Evaluate and select a replacement system for assessment to replace CARDs


Fall 2015 New

2.5 Instructional Support

1. Maintain current Instructional Media

Budget additional funds for the purchase of up-to-date instructional media


Fall 2015 Ongoing

2. Support for student use of tutor services

Investigate and put into practice more effective measures to make students aware of and comfortable using tutoring services.


Spring 2016 Ongoing

3. Faculty mentoring

Develop and adopt a mentoring program


Fall 2015 Ongoing

4. Student Mentors

Expand number of student mentors in English ,Math ,and Science programs


Fall 2015 New

2.6 Faculty 1. Hire full-time English faculty

Hire full-time English faculty member as replacement for recent retirement

LAH Div. Chair

Fall 2016 New

2.Hire Fill the vacant SAM Div. Fall 2015 Replaceme


replacement faculty for Social Sciences

social science position with an instructor qualified to teach at least two of the following disciplines: anthropology, geography, economics,Political sciences,Ethnic studies

Chair nt needed

3.Hire Digital Media/Arts Faculty

Faculty position required to meet the needs for new Digital Media program

LAH Division Chair

Fall 2015 New

4.Hire Physical Science Faculty

Faculty position required to meet the needs for ASNS degree in Physical Sciences

SAM Division Chair

Fall 2015 New

5 Increase the number of lecturers to meet short term needs for Liberal Arts program (LAH and SAM)


F2015 Ongoing

6. Hire Lab assistant for digital Media and Sciences


F2015 New

7 Hire Marine Biology Faculty

Faculty position required to meet the needs for Marine Biology Program

SAM Div. Chair

Ongoing Ongoing

8 Faculty position to provide additional training for faculty in Information Technology. Professional Development position

SAM Div. Chair

Ongoing Ongoing

9 Work with administration to develop a senior faculty phase-out strategy


Spring 2005 In progress

2.7 Facilities 1 Replace curtains in Fall 2005 Done


LRC 128 and 129.2 Provide new, more

comfortable classroom chairs and desks configurations and lab stools incrementally over the next five years


Fall 2015 New

3 Make available two additional Liberal Arts classrooms.


Fall 2007 Done

4 Construct or renovate an existing classroom to serve as a biology/zoology multi-purpose lecture/laboratory room.

SAM Div. Chair

Fall 2005 Done

5 Provide at least one additional fully furnished Liberal Arts computer classroom with supporting software (see 2.5.1 above).


Fall 2007 Done

6. Dedicated English classroom and Lab facility with faculty offices and tutoring spaces nearby to improve Dev English success particularly

LAH Div. Chair

Fall 2015 New

7. Math hale dedicated classrooms and labs facilities with faculty offices and tutoring spaces to address Math programs

SAM Div. Chair

Ongoing Ongoing

8. Cognition Science exploration center and CogsGo mobile unit with fabrication and service facility

SAM Div. Chair

Fall 2015 Ongoing

9 Innovation Center SAM Div. Fall 2015 New


space Chair10 Repair and

renovate greenhouse

SAM Div. Chair

Fall 2015 Ongoing

2.8 Funding Continue present grant activities, but also look for new grant opportunities and apply where appropriate


Ongoing Ongoing

3. Workforce3.1 Articulation

1. Articulate with workforce needs

Work on articulation with other campuses in the UH system


Ongoing Ongoing

2. Work with the Institutional Researcher to collect, separate or summarize the data that is relevant for the Liberal Arts program


Ongoing Ongoing

3. Work to increase the number of courses offered by the Liberal Arts program


Ongoing Ongoing

4. Offer more courses with more variety and interest to “local” students


Ongoing Ongoing

3.2 Transfer 1. Review course offerings to ensure that they meet the needs of students transferring to B.A. programs

Develop a robust database that will allow the establishment of a benchmark range for transfer level


Ongoing Ongoing

2. Develop courses and programs that meet workforce needs for Kauai, Hawaii,and the World


Ongoing Ongoing

4. Personal/


professional development

4.1 Foster faculty and staff professional development activities in respected fields


OngoingIncrease

Ongoing

4.2 Foster personal enrichment for students through study abroad, service learning, and internships


Ongoing Increase

Ongoing

5Community Development

5.1 Active Collaboration

1.Expand and sustain Professional Dev. for DOE teachers in STEM fields

Ongoing Ongoing

2.Expand and sustain Cognition and CogsGo K-12 interaction

SAM Div. Chair

Ongoing Ongoing

3. Expand and sustain partnerships with organizations like PMRF and NTBG

SAM Div. Chair

Ongoing Ongoing

4. Establish and open Pila Kikuchi center Archeology/ Anthropology

SAM Div. Chair

Ongoing Ongoing

6.Diversity6.1 Support diversity and Cultural awareness

1.Indigenization of courses and faculty and staff cultural awareness PD


Ongoing Ongoing

6.2 Global Understanding

1. Faculty to develop short/long term study abroad courses


Ongoing Ongoing

2. Work on funding student study abroad experience


Ongoing Ongoing

Part II.Liberal Arts Program Review 2010-2015 11

BRIEF DESCRIPTION OF THE PROGRAM

The Liberal Arts program is described on pages 85-86 of the online College Catalog http://info.kauaicc.hawaii.edu/catalog_11/index.htm. It is a two-year program comprising 60 credits. The basic requirements include six credits in communication (3 credits of oral communication and 3 credits of written communication); three credits of quantitative or logical reasoning; six credits of global and multicultural perspectives; one course in literature, one in art, and one in humanities; three courses in natural science (including one with a lab); and nine credits from the social sciences. Students must also take one course designated as “Alternative Communication,” fulfill a 2-credit health requirement, take one course in Pacific Cultures; and complete one Writing Intensive course. The remaining credits are made up of electives, although a year of a second-language is highly recommended for students planning to transfer to a four-year college or university. (See the College Catalog for more specifics.)

The Liberal Arts program has increased the number of degrees and certificates it offers significantly in the last five years. In addition to the A.A. in Liberal Arts, the program now provides an A.A. in Hawaiian Studies (pp. 87-88, 60 credits), an A.S. in Plant Biology and Tropical Agriculture, (p. 98, 60 credits), and an A.S. in Natural Science (p. 91, 60 credits); an Academic Subject Certificate in Hawaiian Studies (p 87, 26 credits), an Academic Subject Certificate in Plant Biology and Tropical Agriculture (p. 99, 23 credits), an Academic Subject Certificate in Marine Option Program (p. 89, 12 credits), and an Academic Subject Certificate in Polynesian Voyaging (p. 100, 12 credits); a Certificate of Achievement in Sustainability Science (p. 101, 25 to 27 credits); a Certificate of Competence in Hawaiian Botany (p. 82, 7 credits); a Certificate of Competence in Plant Biology and Tropical Agriculture (p. 97, 15 credits), a Certificate of Competence in Digital Media Arts: Digital Film (p. 74, 21 credits), a Certificate of Competence in Digital Media Arts: Digital Graphic Design (p. 75, 21 credits), and a Certificate of Competence in Sustainability Science (p. 101, 12 credits). Working with UH Maui College, Windward CC, and Hawaii CC, we also have a proposal for an A.S. in Digital Media Arts before the Board of Regents. We hope to have approval by the end of this year (2015) and move forward by Fall Term 2016.

Nearly all incoming Kaua’i CC students take some remedial and developmental courses before they enter a program, and these courses are offered by the Liberal Arts faculty, though, strictly speaking, they are not part of the Liberal Arts program. Further, in addition to the many preparatory courses we offer, college-level English and mathematics courses are required in most of the programs, and many programs require that courses be taken in speech, the humanities, natural and social sciences, and Hawaiian studies as well. Finally, a number of students, mostly unclassified, take Liberal Arts courses for the sheer pleasure of learning and have no interest in acquiring a degree. All of these factors make it difficult to describe our mission or assess the program’s health.

HISTORY OF THE PROGRAM

The Liberal Arts program was inaugurated at Kaua‘i Community College in 1965 to offer the two-year Associate in Arts (A.A.) degree to residents of the island. In 1996, Kaua‘iCC


took on the responsibilities of a University Center, in response to the growing need for qualified people with a baccalaureate and/or graduate-level education in the community. As a University Center, the college broadened the educational opportunities of island-bound residents by supporting baccalaureate and graduate programs from sister campuses. Distance learning technology, including two-way video and audio and online classes, greatly extends the reach of higher education for the island. The college provides access to this technology and also provides facilities and academic support for on-site faculty from UH Mānoa, UH Hilo, and the other system Colleges as needed. Thus, the Liberal Arts program now provides integrated instruction across the UH system.

In November 2007, Kaua‘iCC approved the adoption of the UH-Mānoa Foundation Requirements for the Associate in Arts Degree. This agreement guaranteed that KauaʻiCC foundations courses could be transferred to other UH campuses. As part of this agreement, a Foundations Committee and a Diversification Committee were formed to assess course outlines and syllabi to ensure the appropriateness of courses for articulation across the system.

In Fall 2008, Liberal Arts faculty reviewed and revised the Program’s Student Learning Outcomes (SLOs). The resulting set of PSLOs are below:

● 1. Communicate effectively both orally and in writing in Standard American English, and interpret, and/or express themselves in, some other form of communication at a basic level, whether from knowledge of a second language or through artistic or symbolic expression.

● 2. Make and express critical judgments about issues and ideas after accessing, analyzing, and synthesizing relevant information, using technology where appropriate; use creative and critical thinking skills to weigh the relative merits of opposing positions; and apply knowledge of formal systems of reasoning and logical fallacies in arriving at informed opinions.

● 3. Apply quantitative methods appropriately; analyze real-life situations using numeric, graphical, and symbolic models, and verbally explain these models; and recognize the impact of mathematics on the sciences, society, and everyday life.

● 4. Analyze the behavior of people from psychological, sociological, philosophical, and anthropological perspectives, and knowledgeably consider the social, political, and economic implications of human interactions in order to make informed personal and social choices.

● 5. Support opinions and make decisions based upon a scientific understanding of the physical and natural world, and appropriately apply the scientific method to test ideas, measure and evaluate results, develop models, solve problems, and generate new ideas.

● 6. Demonstrate a sympathetic awareness of the values and beliefs of their own and other cultures; explain the historical dimensions of contemporary affairs and issues; analyze the


interactive roles that social, religious, artistic, political, economic, scientific, and technological forces play in society; and engage responsibly in their roles as citizens with issues affecting themselves, their families, their communities, and the world.

● 7. Demonstrate an aesthetic appreciation of creative and original expression and, making use of natural gifts, acquired knowledge, and the intense discipline of art, engage in creative activities which enrich their quality of life.

● 8. Apply their acquired knowledge and skills to further their own learning, to set and prioritize personal goals, to self-assess progress, and to recognize, address, and resolve obstacles constructively.

● 9. Make informed decisions based on an understanding of the qualities of a healthful lifestyle, explain the connection between a healthy body and a thoughtful mind, perform group activities cooperatively, and engage in healthful physical activity.

(See http://info.kauai.hawaii.edu/program_desc/liberalarts/la.htm).

These PSLOs have informed program-planning since that time. One major consequence, for example, was due to the ninth PSLO we added a two-credit health requirement to the A.A. degree in Liberal Arts. Unfortunately, sometimes the faculty’s vision and goals have run counter to larger UH initiatives. In recent years, for example, there has been an effort within the UH system to make all of the courses across the system similar so as to make articulation easier and, thus, the transfer of students within the system easier. These goals ran counter to the unique health requirement at this campus, so this has led to an ongoing debate about our mission. The desire to create uniformity within the system often conflicts with the desire of many in the faculty to be in charge of the curriculum and this has been a source of much discussion and has led to a constant need to find a balance between these two, often opposing goals.

The faculty also quickly realized that the eighth PSLO was too difficult to assess, so they voted to simply do away with it. This was accepted partly because we realized, and believed, that if we taught the other eight PSLOs well, students learning the ninth would be an inevitable consequence. So, the newly revised PSLOs are these:

1. Communicate effectively both orally and in writing in Standard American English, and interpret, and/or express themselves in, some other form of communication at a basic level, whether from knowledge of a second language or through artistic or symbolic expression.

2. Make and express critical judgments about issues and ideas after accessing, analyzing, and synthesizing relevant information, using technology where appropriate; use creative and critical thinking skills to weigh the relative merits of opposing positions; and apply knowledge of formal systems of reasoning and logical fallacies in arriving at informed opinions.

3. Apply quantitative methods appropriately; analyze real-life situations using numeric, graphical, and symbolic models, and verbally explain these models; and recognize the impact of mathematics on the sciences, society, and everyday life.


4. Analyze the behavior of people from psychological, sociological, philosophical, and anthropological perspectives, and knowledgeably consider the social, political, and economic implications of human interactions in order to make informed personal and social choices.

5. Support opinions and make decisions based upon a scientific understanding of the physical and natural world, and appropriately apply the scientific method to test ideas, measure and evaluate results, develop models, solve problems, and generate new ideas.

6. Demonstrate a sympathetic awareness of the values and beliefs of their own and other cultures; explain the historical dimensions of contemporary affairs and issues; analyze the interactive roles that social, religious, artistic, political, economic, scientific, and technological forces play in society; and engage responsibly in their roles as citizens with issues affecting themselves, their families, their communities, and the world.

7. Demonstrate an aesthetic appreciation of creative and original expression and, making use of natural gifts, acquired knowledge, and the intense discipline of art, engage in creative activities which enrich their quality of life.

8. Make informed decisions based on an understanding of the qualities of a healthful lifestyle, explain the connection between a healthy body and a thoughtful mind, perform group activities cooperatively, and engage in healthful physical activity.

In 2010 the UH system approved a Memorandum of Agreement (GE Core MOA) that allows students to easily transfer all General Education and Core requirements to any school within the system and for students who earns an A.A. degree from any community college in the system it allows them to immediately transfer into any 4-year college in the system and all the credits will be accepted.

Finally, over the past five years we have greatly increased the number of certificates and degrees we offer to give students more pathways for success (see p. 9).

PROGRAM GOALS AND OCCUPATIONS FOR WHICH THIS PROGRAM PREPARES STUDENTS

The Liberal Arts program combines studies that develop general intellectual capacities, such as reason or judgment and communication arts, rather than specific professional, vocational, or technical capacities. These studies encourage students to think clearly and creatively, to seek and assess information, to communicate effectively, to take pleasure in learning, to learn to adapt to change, and to live more consciously, responsibly, and humanely. Thus, although the Liberal Arts program is not specifically job-related, graduates develop essential work skills such as responsibility, critical thinking, and creative expression, as well as a commitment to community.

The format of the program is designed to articulate with the University of Hawai’i (UH) system’s four-year colleges, permitting majors to apply their two-year AA degree to the general education core requirements of a B.A. (or other) degree, not only at UH, but at a majority of colleges and universities across the nation.

As mentioned on page nine, we have greatly increased the number of degrees and certificates we offer. In addition to the A.A. in Liberal Arts, the program now provides an A.A. in Hawaiian Studies (which prepares students for positions in areas such as tourism and teaching), an A.S. in


Plant Biology and Tropical Agriculture (which helps prepare students for jobs in agriculture) and an A.S. in Natural Science (which prepares students for 4-year programs in areas in the physical sciences and chemistry). These A.A. and A.S. degrees are primarily intended to prepare students who wish to go on to a 4-year college to pursue a higher degree that will lead to professional jobs. We also offer Academic Subject Certificates in Hawaiian Studies, Plant Biology and Tropical Agriculture, the Marine Option Program, and Polynesian Voyaging. In addition, we offer a Certificate of Achievement in Sustainability Science; and a Certificate of Competence in Hawaiian Botany; Plant Biology and Tropical Agriculture; Digital Media Arts: Digital Film; Digital Media Arts: Digital Graphic Design, and in Sustainability Science. Working with UH Maui College, Windward CC, and Hawaii CC, we also have a proposal for an A.S. in Digital Media Arts before the Board of Regents. We hope to have approval by the end of this year (2015) and move forward by Fall Term 2016. If so, this program will allow students to immediately transfer to a 4-year college to earn a degree in Digital Media Arts and then pursue a variety of jobs in areas such as graphic design, advertising, and film. The Academic Subject Certificate in Hawaiian Studies and the certifications in Hawaiian Botany and Polynesian Voyaging focus on specialized training in indigenous knowledge required for job preparation in place-based knowledge for Educational tourism. The Plant Biotechnology and Marine Options Programs prepare graduates with skill and knowledge to work in job opportunities in the Seed industry, Environmental monitoring, and in emerging Biotechnological fields.

ADMISSION REQUIREMENTS

Kauai Community College has an open door admission policy. A potential student will be granted admission to the college if he or she is a high school graduate or has earned a General Equivalency Diploma (GED). If the applicant is not a high school graduate, she or he also will be admitted if he or she is18 years or older and can benefit from instruction at the college.

Kaua‘i Community College may also admit currently enrolled high school juniors and seniors. Such students are admitted under conditions agreed upon by the Early Admissions and Running Start program policies. High school students pay the usual tuition and fees, meet course requirements, and earn college credit.

EARLY ADMISSIONS

The Early Admissions Program is a special admission and enrollment program for academically-accomplished or vocationally-gifted high school juniors or seniors. These students may take college level academic or vocational classes at Kaua‘i Community College if they have exhausted all appropriate advancement opportunities available through the high school.

As an Early Admissions applicant, a student must . . . 1. Be enrolled in courses at her/his high school.2. Be a junior or senior at her/his high school.3. Meet all of Kaua‘i Community College’s admission requirements other than high

school graduation, as well as course prerequisites.4. Have her/his high school counselor and her/his parent complete the "Early

Admissions Parent/School Approval Form."


RUNNING START

Running Start is a statewide program that provides an opportunity for academically-qualified juniors and seniors to enroll in college classes through the University of Hawaiì system as part of their high school coursework. This unique partnership between the Department of Education and the University of Hawaiì system allows public high school students to attend college classes during the fall, spring, and summer while earning both high school and college credits. Students can take any courses through the Running Start program, but we also have offered the following courses through Running Start on the high school campuses:

Botany 101Chemistry 151 and Chemistry 151LEconomics 130Psychology 100

EARLY COLLEGE

Early College is a statewide program that provides college ready juniors and seniors an opportunity to take college classes on their own high school campus. Through grant funding, Kauaì Community College currently offers college level courses at the three public high schools on Kauaì. This provides high school students the opportunity to earn college credit either at Kaua’i CC or on their high school campuses. In the last few years we have expanded this program and plan to offer more courses in the near future. We have taught the following as Early College courses:

Math 103 Speech 151

We are currently intending to offer English 100 and an art class, possibly Art 113, Introduction to Drawing, in the high schools as well.

SENIOR CITIZENSA senior citizen may attend classes as a "Visitor" without having to pay tuition and fees if s/he is a senior citizen who:

1. Is 60 years or older during the week immediately following the late registration period;2. Is a bona fide resident of the State of Hawai‘i as described by University of Hawai‘i’s

definition;3. Meets course prerequisites, if any; and 4. Does not have any financial obligation.

STUDENT PLACEMENTAll students are required to take Compass Placement testing to determine if they meet the prerequisites for the courses they are enrolling in. The Liberal Arts program offers a variety of


developmental-level courses to prepare students so that they meet the prerequisite requirements for either courses in their program or college-level courses.

CREDENTIALS AND LICENSURES In addition to the A.A. in Liberal Arts, the program offers a Certificate of Competence in Hawaiian Botany, a Certificate of Competence in Polynesian Voyaging, a Certificate of Completion in the Marine Option Program, an Academic Subject Certificate in Hawaiian Studies and an Academic Subject Certificate in Plant Bioscience Technology. In addition, the Art faculty offer a Certificate of Completion in Digital Media Arts which is housed under the Trade Technology division.

FACULTY AND STAFFThe Liberal Arts program on the Kaua‘i Community College campus is taught primarily by faculty from two divisions: the Science and Math division (SAM) and the Language, Arts and Humanities division (LAH). Occasionally an instructor from another division such as Business Education (SP 151), Student Services (SSCI 101 or 113) or support Services (CASE 193) will teach a Liberal Arts course. Listed below are the full-time faculty who comprise the SAM and LAH divisions as of Fall Term 2015:

Name Credential Teaching area(s)Boyes, Alan M.A. University of Hawai`i HistoryBruns, Terrence J.A. Northern Arizona University Biological ScienceBushnell, Andrew … EmeritusChun, Dennis M.Ed. University of Hawai`i Hawaiian StudiesCronwall, Brian M.A. University of Minnesota-Duluth EnglishDelaplane, Loni PhD. University of Mississippi MathematicsDrent, Gigi M.A. California State University Fullerton MathematicsFukino, Joshua B.B.A. University of Hawai‘i APT Hawaiian StudiesFulmer, Matthew M.F.A. Goddard College, Plainfield, VT Digital Media/ArtGirard, Ryan M.S. University of Colorado MathematicsHannawald, Michael Ph.D. University of Mainz , Germany ChemistryKaaihue, Lisa Office Assistant IV, LAHKalk, Jonathan Ph.D. University of Hawai‘i MathematicsLai, Waihang ┅ EmeritusMarahatta, Sharadchandra Ph.D. University of Hawai‘i Integrated Farm SystemsMcGrath, Patricia M.A. University of Alberta English/LinguisticsMerritt, Hiroko M.A. University of Texas, Arlington JapaneseMexia, Jeffrey M.A. University of Hawai‘i EnglishMilan, Sharon M.A. San Francisco State University SpeechMillard, Erin M.A. Pacific University MathematicsMiyata, Wayne … Emeritus (pending)Morgan, Julia M.A. University of Hawai‘i Philosophy/ReligionNakahara, Joyce Ph.D. Cornell University Social ScienceRandolph, Richard Ph.D. University of New Mexico EnglishRossi, Pualiiliimaikalani M.A. University of Hawai’i Hawaiian StudiesShepherd, Greg M.M. University of Hawai‘i MusicSoto, Dyanne Office Assistant IV, SAMSummers, Mary M.A. University of Hawai‘i French/HawaiianTaylor, Stephen Ph.D. University of California San Diego Physical ScienceYamamoto, Brian M.S. University of Hawai‘i Biological SciencesLiberal Arts Program Review 2010-2015 18

Zaleski, Adam Ph.D. Colorado State University Psychology

In addition, there are numerous lecturers teaching Liberal Arts courses.

RESOURCES Library: The Liberal Arts program is supported by the library which, along with access to a book collection of 60,000+ volumes, also provides intra-system loan (ISL) from the entire University of Hawaii Library System. There are in excess of four million volumes available through this loan system. The library is currently subscribing to Ebrary, an electronic book service with access to 57,532 titles, and several full-text electronic databases for journals and magazines (11,705 titles).[2009 Library APRU] Since most of our students work and come to campus only for classes, the electronic access is essential to the research papers and/or reports required by many of their courses. Therefore many instructors do an introductory tour of the library and/or have Library personnel provide an introduction to electronic research. Unfortunately, the library is currently unavailable due to a major renovation of the building, the Learning Resource Center (LRC). It is expected to be back in operation by Fall 2016. For now limited library services are provided in the Social Science building.

Computer labs: Normally there are four computer classrooms available for use by Liberal Arts students:

1) Information and Computer Sciences (ICS) Lab in Learning Resource Center (LRC) Room B-123,

2) Writing lab in LRC 124a3) Language MAC lab in Faculty II, Room 1154) Digital Media classroom, Art 2, Room 103

In addition to these, there are usually computer stations available throughout the Library. As the LRC is currently being renovated, however, the main access to computers is in the temporary library space in the Social Science Building. Faculty 11, Room 115 and the Digital Media classroom are also still available when the rooms are not being used for classes.Math and science classes utilize sets of laptop computers for student use in classroom situations.

Instructional Media: Faculty members seem satisfied with the two high-volume copy machines available to faculty. Most of the lecture classrooms are now equipped with computer/digital visual presenter/overhead projector set-ups to enable use of media in lectures, and many of our classrooms now have Smart Boards. Grant moneys are the primary source for this equipment, but the Media and Division budgets are not sufficient to cover the cost of supplies (such as light bulbs), and allotments for the purchase of instructional media is minimal. The permanent location for Instructional Media is currently being renovated but should be up and running by Spring Term 2017.

Laboratory Resources: There is one digital media studio, a painting/drawing studio, a ceramics studio, a music lab/classroom, and three science laboratories that are used on a regular basis. The painting and drawing studio is barely adequate, being somewhat crowded with easels and tables


in one room. The science laboratories are heavily utilized and facilities are insufficient. The Performing Arts Center classrooms and stage area are underutilized because of maintenance and air-conditioning costs as well as the busy and irregular performance schedule. Each division is responsible for the cost of supplies and equipment used in the labs. These supplies encumber a major portion of the budgets of both divisions. As a consequence, expensive equipment is almost impossible to purchase and funds for the repair and maintenance of the laboratories is difficult to find.

The new ASNS program, the new STEM initiatives, and the diversification and specialization of science programs have contributed to the heavy utilization of existing facilities. There is a need to increase science laboratory space and to upgrade facilities and equipment to meet these needs. We were able to develop a Marine Science laboratory facility adjacent to the Social Science building. This facility will accommodate aquarium and wet lab experiments that are difficult to maintain in an indoor environment. Through grant funding we were able to develop a small field laboratory on the farm facility to accommodate Agricultural Science and Sustainability courses.

In addition to the indoor laboratories, the campus has four outdoor facilities used by the Liberal Arts program. The Garden facility is a ½ acre fenced plot of land with storage structures, shade house, and garden plots for student use in botany and biology courses. The facility allows students to grow their own gardens and to set up field experiments. The facility also provides specimen plants for classroom use.

The Loʻi is a ½ acre property for the traditional cultivation of taro. The facility allows students in Hawaiian Studies a hands-on opportunity to cultivate taro using both traditional and modern methods. The facility also provides an environment to study and do field research for the sciences. Community school students make field trips to the loʻi, where Hawaiian Studies personnel explain the indigenous science of agriculture.

The Propagation facility is a shade house on the campus Farm. This facility is used by botany and biology students working on preservation of native species and the research and application of new plant materials for the horticulture. The Facility is also used to propagate native plants for community service and service learning projects with local schools.

Ulutopia is a two-acre experimental agricultural field research facility that currently is being used to cultivate breadfruit (Artocarpus altilis).The breadfruit research project is a partnership with the National Tropical Botanical Garden to determine and develop the field conditions and agronomic practices necessary to accomplish large scale breadfruit production.

ARTICULATION AGREEMENTS

The complete list of articulation agreements can be accessed through the following web site: http://www.hawaii.edu/offices/aa/aapp/articulation.html

The most significant development in terms of articulation since our last comprehensive review is the Memorandum of Agreement that was reached in 2010. In 2007 the KCC Faculty Senate


approved the adoption of the UHM Foundation Requirements for the AA Degree and approved the formation of Foundation Boards to review KCC courses to verify their meeting the system-wide Hallmarks for those Foundation categories. This was followed by a similar process establishing Diversification Boards. As a result of these efforts, “…students who …complete the general education core (i.e., foundations/basic and diversification/area) requirements at one UH campus before transferring will be considered upon transfer to have satisfied the general education core requirements at any UH campus.” (MOA: Transfer of General Education Core Requirements, May 2010). It can be accessed at the following web site: http://www.hawaii.edu/offices/aa/aapp/articulation/JI_MOA.pdf. Below are the most essential aspects of the agreement, which allows students to transfer seamlessly across the UH system.

Individual courses are also listed as articulated with various campuses within the system. See transfer database www.hawaii.edu/transferdatabase.

COMMUNITY CONNECTIONS, ADVISORY COMMITTEES, INTERNSHIPS, COOPS, DOE CONNECTIONS

The Liberal Arts program has many local and international partnerships that provide opportunities for faculty and student involvement. These partnerships offer real world connections and provide for collaborations in Education, Cultural Knowledge, STEM (Science, Technology, Engineering, and Mathematics), English, Community Service, International exchange, and the Arts. They include:Department of Education (District office, High, Middle and Elementary schools).Liberal Arts Program Review 2010-2015 21

Kawaikini Charter School Jana J ProductionPunana Leo Hawaiian Immersion Pre-school Monterey Bay AquariumSmiths Boat Service Kaua`i Sailing AssociationNational Tropical Botanical Gardens Sea GrantPacific Missile Range facility TEOK InvestigationAqua Engineering Surfrider FoundationSyngenta Polynesian Voyaging SocietyPioneer Seed Company Japan National Colleges of Marine TechnologyBASF Grove Farm CompanyCounty of Kauai Waipa FoundationIshigaki City Office NaPali OhanaOkinawa Christian University Ohana Wa`aUniversity of the Ryukyus Leadership KauaiUniversity of WaikatoKauai Creative Technology CenterAcademy for Creative MediaKauai Society of ArtistsKauai Film Commission

The Liberal Arts program also has internal partnerships with the other programs on campus. These partnerships provide Liberal Arts faculty and students with opportunities to collaborate with Trade and Industry.

Business Division –Culinary Program: Botany faculty and students provide locally grown fresh herbs and seasonal vegetables for culinary program, Microbiology faculty provides real life instruction on sanitation and food safety, and Hawaiian Studies faculty instruct the culinary students in Hawaiian food preparation.

Office of Continuing Education: Japanese language and Hawaiian Studies faculty and students provide opportunities for language and cultural exchange with visiting Japanese students. Natural science faculty and students provide opportunities for natural history and cultural exchange.

DISTANCE DELIVERED AND OFF CAMPUS COURSES

The number of distance courses has increased significantly over the last five years. In our 2010 ARPD we listed four courses that were taught through a distance format. Today we regularly offer between 8 and 10 distance courses a semester. A handful of Liberal Arts faculty offer Distance Learning (DL) courses (see list below). In addition, the majority of the courses offered to the College through the University Center (in Fall 2015, over 200 courses ranging from 100-400 level) are DL.

ANTH 200 Cultural AnthropologyECON 130 Principles of MicroeconomicsEE 160 Programming for EngineersENG 100 Composition IENRG 101 Intro to SustechGEOG 189 G.I.S., Mapping, and Society


HIST 284K History of Kaua`iICS 100 Computing Literacy and Application LING 102 Introduction to the Study of LanguageMATH 26 Elem AlgebraMATH 111-112 Mathematics for Educators (specially developed so the system could train teachers)PHIL 101 Morals and SocietyPHIL 211 Ancient Greek PhilosophyREL 150 Intro to World ReligionsSOC 100 WI-Survey General SociologySP 151 Personal and Public SpeakingSPAN 101-102 Elementary SpanishSPAN 201-202 Intermediate SpanishSSM 101 Introduction to Sustainability Science

Part III. FIVE ACADEMIC YEARS OF QUANTITATIVE INDICATORS FOR PROGRAM REVIEW

Overall Program Health: CautionaryMajors Included: LBART Program CIP: 24.0101

Demand Indicators Program Year Demand Health Call

10-11 11-12 12-13 13-14 14-15

1 Number of Majors 722 728 665 630 630 Currently (2014-15)

indicator Unhealthy

1a Number of Majors Native Hawaiian

211 194 176

1b Fall Full-Time 42% 40% 42%

1c Fall Part-Time 58% 60% 58%

1d Fall Part-Time who areFull-Time in System

7% 7% 6%

1e Spring Full-Time 35% 31% 32%

1f Spring Part-Time 65% 69% 68%

1g Spring Part-Time who areFull-Time in System

8% 9% 8%

2 *Percent Change Majors from 8% 1% -8.5% -5.2% -0%


Prior Year

3 SSH Program Majors in Program Classes

9,806 9,139 9,064 8,774 8,712

4 SSH Non-Majors in Program Classes

2,482 2,218 3,277 4,205 3,875

5 SSH in All Program Classes 12,288 11,357 12,341 12,979 12,587

6 FTE Enrollment in Program Classes

410 379 411 433 420

7 Total Number of Classes Taught 243 223 259 278 262

Efficiency Indicators Program Year EfficiencyHealth

Call10-11 11-12 12-13 13-14 14-15

8 Average Class Size 18.2 17.8 16.6 16.1 16.8 Currently (2014-15)indicator Healthy

9 *Fill Rate 80% 77% 72.4% 71.5% 76%

10 FTE BOR Appointed Faculty

18.1 20.7 22.9 20.4 19.7

11 *Majors to FTE BORAppointed Faculty

39.9 35.1 29 30.8 31.9

12 Majors to Analytic FTE Faculty

29.3 31.6 24.8 21.5 23.1

12a Analytic FTE Faculty 24.6 23.0 26.9 29.3 27.2

13 Overall Program Budget Allocation

$2,032,335 $1,875,768 $1,084,601

$2,773,258 Not YetReported

13a General Funded Budget Allocation

$2,030,850 $1,832,293 $1,034,357

$2,095,101 Not YetReported

13b Special/Federal BudgetAllocation

$0 $6,800 $0 $576,116 Not YetReported

13c Tuition and Fees $0 $36,675 $50,244 $102,041 Not YetReported


14 Cost per SSH $165 $165 $88 $214 Not YetReported

15 Number of Low-Enrolled (<10) Classes

36 34 48 61 48

Effectiveness Indicators Program Year Effectiveness Health Call

10-11 11-12 12-13 13-14 14-15

16 Successful Completion (Equivalent C or Higher)

75% 75% 73% 76% 71% Currently (2014-15)

indicator Healthy17 Withdrawals (Grade = W) 205 173 230 181 290

18 *Persistence (Fall to Spring) 70% 72% 71.6% 70.4% 72.2%

18a Persistence Fall to Fall 46.8% 48.9% 44.5%

19 Unduplicated Degrees/Certificates Awarded Prior Fiscal Year

62 68 63 65 105

19a Associate Degrees Awarded 60 68 63 58 100

19b Academic Subject Certificates Awarded

0 0 0 9 5

19c Goal 36 37 38 39 40

19d *Difference Between Unduplicated Awarded and Goal

67% 84% 65.7% 48.7% 150%

20 Transfers to UH 4-yr 26 42 57 37 47

20a Transfers with degree from program

9 20 25 14 17

20b Transfers without degree from program

17 22 32 23 30

20c Increase by 3% Annual Transfers to UH 4-yr Goal

14 14 15 15 16

20d *Difference Between Transfers and Goal

86% 100% 280% 146.6% 193.7%


Distance Education (DE):Completely On-line Classes

Program Year

10-11 11-12 12-13 13-14 14-15

21 Number of Distance Education Classes Taught

5 2 13 18 18

22 Enrollments Distance Education Classes 95 44 235 257 269

23 Fill Rate 88% 98% 81% 71% 72%

24 Successful Completion (Equivalent C or Higher)

68% 59% 61% 66% 55%

25 Withdrawals (Grade = W) 9 4 25 14 21

26 Persistence (Fall to Spring Not Limited to DE)

57% 68% 52% 53% 60%

Performance Funding Program Year

10-11 11-12 12-13 13-14 14-15

27 Number of Degrees and Certificates 63 58 100

28 Number of Degrees and Certificates Native Hawaiian

14 18 24

29 Number of Degrees and Certificates STEM

Not STEM

Not STEM

Not STEM

30 Number of Pell Recipients 357 356 355

31 Number of Transfers to UH 4-yr 57 37 47

Part IV.Liberal Arts Program Review 2010-2015 26

ASSESSMENT RESULTS FOR PROGRAM STUDENT LEARNING OUTCOMES (SLOs) [Results are from Fall 2010 through Fall 2013 (seven semesters)]

Total Count of Sections Offered

Total Count of Assessment

Reports Received

Total % of courses in each

Designation Assessed

Row Labels

DA [Diversification (D) Art] 195 160 82%

DB (D. Biological Science) 61 37 61%

DEV (Developmental-level Courses) 182 117 64%

DH (D. Humanities) 73 56 77%

DL (D. Literature) 31 26 84%

DS (D. Science) 106 88 83%

DY (Diversification Lab) 88 61 69%

FGA (Global Foundations to 1500) 22 11 50%

FGB (Global Foundations after 1500) 25 7 28%

FGC (Global Foundations Combined) 9 4 44%

FS (F in Symbolic Reasoning) 77 54 70%

FW (F Written Communication) 77 38 49%

Grand Total 1008 705 70%

The following table covers the same period, Fall 2010 through Fall 2013. It shows specifically the number of times each program-level SLO (left column) was assessed and what percentage of students met the benchmark (right column).

Program PSLO

Number

ProgramName

PSLOTitle

PSLO Text NumberAssessed

Percentage of Students Who Met

the Benchmark


1a Liberal Arts Writing Communicate effectively in written Standard American English.

115 77

1b Liberal Arts Oral Communication

Communicate effectively orally in Standard American English.

247 83

1c Liberal Arts Alternative Communication

Express themselves in, some other form of communication at a basic level, whether from knowledge of a second language or through artistic or symbolic expression.

498 59

2a Liberal Arts Information Literacy

Make and express critical judgments about issues and ideas after accessing, analyzing, and synthesizing relevant information, using technology where appropriate

178 78

2b Liberal Arts Critical Thinking

Use creative and critical thinking skills to weigh the relative merits of opposing positions

177 84

2c Liberal Arts Formal Reasoning

Apply knowledge of formal systems of reasoning and logical fallacies in arriving at informed opinions.

237 70

3a Liberal Arts Quantitative Methods

Apply quantitative methods appropriately

441 53

3b Liberal Arts Quantitative Analysis

Analyze real-life situations using numeric, graphical, and symbolic models, and verbally explain these models

366 56

3c Liberal Arts Mathematics Appreciation

Recognize the impact of mathematics on the sciences, society, and everyday life.

192 54

4b Liberal Arts Social Science Knowledgeably consider 443 56


Implications the social, political, and economic implications of human interactions in order to make informed personal and social choices.

5a Liberal Arts Scientific Understanding

Support opinions and make decisions based upon a scientific understanding of the physical and natural world.

386 85

5b Liberal Arts Scientific Method Appropriately apply the scientific method to test ideas, measure and evaluate results, develop models, solve problems, and generate new ideas.

131 90

6a Liberal Arts Multiculturalism Demonstrate a sympathetic awareness of the values and beliefs of their own and other cultures

634 61

6b Liberal Arts Historical Awareness

Explain the historical dimensions of contemporary affairs and issues

526 47

6c Liberal Arts Contemporary Analysis

Analyze the interactive roles that social, religious, artistic, political, economic, scientific, and technological forces play in society.

443 56

6d Liberal Arts Civic Responsibility

Engage responsibly in their roles as citizens with issues affecting themselves, their families, their communities, and the world.

126 94

7a Liberal Arts Aesthetic Appreciation

Demonstrate an aesthetic appreciation of creative and original expression.

93 75

9a Liberal Arts Healthful Lifestyle Make informed 114 92


decisions based on an understanding of the qualities of a healthful lifestyle.

9b Liberal Arts Cognitive Wellness

Explain the connection between a healthy body and a thoughtful mind.

146 85

9c Liberal Arts Teamwork Perform group activities cooperatively.

107 97

9d Liberal Arts Physical Wellness Engage in healthful physical activity.

195 82

Part V.CURRICULUM REVISION AND REVIEW (COs)

The college currently has a process by which all courses come up for review every five years. After five years, the discipline faculty members must review and/or rewrite the Course Outline (CO) which involves review course-level student learning outcomes. The goal is to have 20% of our courses reviewed each year and all courses reviewed within every five-year period.

Part VI.SURVEY RESULTS OF STUDENT SATISFACTION

Kaua‘i Community College offers the Community College Survey on Student Engagement (CCSSE) once every two years. This survey provides the college with information about students’ perceptions of the college’s academic, professional, and social environments. In a recent college self-assessment to determine students’ satisfaction in relation to how much they learned in relation to the institutional student learning outcomes (ISLOs), applicable questions from the CCSSE were chosen for each ISLO (See page 10 Kaua’i CC Catalog for a list of ISLOs) in order to contribute to an assessment of how well we are teaching that ISLO. Results were analyzed in two ways: improvement from previous CCSSE reports and comparison against other small colleges in the current CCSSE cohort. A percentage grade was assigned for each ISLO in both categories of analysis. The grades were determined by averaging the mean scores from each CCSSE question and finding the percentile rank on a normally distributed curve where the CCSSE cohort score was the mean and the standard deviation is 0.25. For example, the average of the CCSSE questions that assess written communication was 3.01 (on a 4 point scale) for Kaua‘i Community College and 2.74 for the cohort of small colleges. On a normal curve with mean 2.74 and standard deviation 0.25, 86 percent of the area lies to the left of 3.01. Therefore, a grade of 86 percent was assigned for written communication in comparison with other small colleges.

2012 and 2014

CCSSE

2012 Kaua‘i CC 2014 Kaua‘i CC National Comparison


ISLO # ISLO 2012 2012 Percentile

2014 2014 Percentile

Small Colleges

1 Written Communication 3.01 86% 2.78 55% 2.74

2 Oral Communication 2.6 78% 2.62 75% 2.45

3 Reading 2.66 73% 2.51 52% 2.49

4 Symbolic Reasoning 2.8 66% 2.89 74% 2.73

5 Integrative Thinking 2.98 74% 2.91 61% 2.84

6 Information Literacy 2.88 73% 2.77 53% 2.75

7 Technological Competency 2.8 59% 3.00 81% 2.77

8 Teamwork 2.7 85% 2.71 82% 2.48

9 Respect for Diversity 2.88 95% 2.64 80% 2.43

10 Ethics 2.78 90% 2.73 80% 2.52

The results of the 2012 CCSSE showed improvements across the board in student perceptions of key areas affecting student learning outcomes. The largest improvements were in written communication, respect for diversity, oral communication, and ethics. The 2014 CCSSE survey shows that in six of the categories, the college’s mean scores dipped slightly when compared to 2012 CCSSE Kaua’I CC averages but were still higher than other small colleges in the cohort. While this study focused on ISLOs and not the program-level SLOs, most of the ten ISLOs are evaluated within the Liberal Arts program and most of the eight Liberal Art program SLOs correlate closely to the ten ISLOs, so it is reasonable to extrapolate similar outcomes in relation to Program SLOs. For example, ISLOs #1 (Written Communication), #2 (Oral Communication), and #3 (Reading) align with PSLO #1 (Communicate Effectively). ISLO #4 (Symbolic Reasoning) aligns with PSLO #3 (Apply Quantitative Methods Appropriately). ISLOs #5


(Integrative Thinking) and #6 (Information Literacy) align with PSLO #2 (Express Critical Judgments). Finally, ISLO #9 aligns closely with PSLO #6 (Sympathetic Awareness of Others’ Values and Beliefs). ISLO #10 is supported by PSLO #6 as well, just as ISLO #7 is supported or reinforced by PSLO #2.

Part VII.ANALYSIS OF PROGRAM ALIGNMENT WITH MISSION Strengths and Weaknesses Based on Analysis of Data The Liberal Arts program has been relying on the Program Health Indicators to assess the health of our program. These figures indicate that we are doing a fairly good job. Our Efficiency and Effectiveness Indicators have been consistently healthy. The Demand Indicators alone have led the program to be rated cautionary. As explained in the narrative above, however, the reduced student numbers are misleading: one reason the Liberal Arts program has fewer students as declared majors is because we now give students more majors to choose from. While this increased diversity hurts our numbers, it is a good thing for our students. Another important consideration is that when our numbers went down, the numbers of students across the system went down as well as, as did community college enrollment overall throughout the country. This suggests that the causes, such as improved job opportunities--were largely beyond our control, and the fact that we kept our numbers up relative to other colleges in the system might even suggest that we’ve done fairly well.

Evidence of Quality Again our Efficiency and Effectiveness Indicators are consistently healthy, which is a strong indicator of quality. Also, the Memorandum of Agreement cited in the Articulation section above establishes that the quality of our courses has been recognized by the entire University of Hawai‘i system.

Evidence of Student Learning Due to the recent movement toward assessment of SLOs for courses, the Liberal Arts program has designated and approved PSLOs (see p. 14 Check XXX). We are in the process of aligning SLOs for courses with these PLOs, and within the next year will be able to collect standardized data similar to SLO data.

Resource Sufficiency Through the APRU process, the Liberal Arts and all other programs at Kaua’i CC present their plans for future offerings along with the data and anecdotal evidence forming those plans. Action plans and resource requirements are presented at College Council, where representatives of all the campus programs prioritize all program requests in the context of the Campus Mission & Goals. While we are currently in tightened fiscal circumstances (the strained economy that has brought us so many students has also taken from us an essential portion of our financial resources), the equity of the above-described process is very important.


The strained resources of our economy has pushed us out of our comfort zone and into the world of seeking external funding through grant applications. Thus, to develop new programs and test new initiatives, Liberal Arts are now exploring such sources as Title III (remedial & developmental education and other projects), Perkins (Digital Media), Rural Development Project (Plant Biotechnology) and others.

Recommendations for Improving OutcomesNow that we have an Assessment Coordinator and an Institutional Researcher, we look forward to long-term data on student outcomes at both the course and program-level assessments in order to determine the efficacy of our efforts.


Part VIII.ACTION PLAN

While continuing our program activities that have proven effective, the Liberal Arts program is constantly assessing student and community needs and addressing those needs that lie within our purview. To that end, the following is a list of proposed action plans for the future. We have chosen to submit these actions in the form of a list for this report in the interest of saving space and time. They have also been entered into the Action Plan chart format (found on pages 2-11 of this report) for reference for Liberal Arts faculty.

Liberal Arts Program Action Plans for 2010 - 2015 Comprehensive Program Review

1. Access To provide open access to educational excellence for a diverse student population.◦ 1.1 Outreach: Increase access to and participation in college programs through

coordinated and continually improving marketing and recruitment activities.

1. Create better concise brochure of Liberal Arts programs. [Both] ($10,000 marketing)

2. Create online web page for Liberal Arts program. [Both] (Release time) Webmaster

3. Develop outreach program to feeder schools. [Both] (Release time)4. Develop travel display of Liberal Arts program for career fair and school

visitations. [Both] ($5,000)5. Develop newsletter and calendar of upcoming events, special programs, new

initiatives, feature articles on faculty and programs. [Both] (Release time)6. Implement Cogs Go Science demonstration and interactions with K-12 and

Community. [SAM] ($6000.00)7. Market and implement Early College courses at high schools [both] (release

time).8. Market and implement summer college skills survival program. (Math and

English) [Both] (release time)

◦ 1.2 Enrollment: Enhance educational success through retention initiatives.◦ 1. Implement the Early Alert (Starfish) System; devise and implement assessment strategies to improve retention. [Both] 2. Staff, equip, develop new initiatives, and evaluate Math/Science Learning

Center to enhance student retention. [SAM] (Release time, position, student help monies)

3. Work with the Institutional Researcher to develop a better instrument to survey all leavers, not just graduates, to determine student satisfaction with our program. [Both]

4. Work with the Institutional Researcher to conduct a survey of student satisfaction with the various retention efforts to determine how much each effort helped. [Both]


1.3 Placement and Scheduling: Enhance utilization of placement testing and course scheduling processes.

1. Develop survey of the students focusing on placement and scheduling issues. [Both]

2. Develop and articulate new placement criteria and pathways for Dev. Math and English toward college level courses. [Both]

3. Develop and implement a one year Academic Schedule of course offerings. [Both]

4. Develop and implement, and guarantee night (only) complete AA program in three years. [Both]

1.4 Support Services for Access: Strengthen support services processes to better meet student needs.

1. Periodically review program and course requirements with counselors. Include counselors in Division information. [Both]

2. Periodically have Financial Aid Officer update Division Faculty about financial aid requirements and opportunities. [Both]

2. Learning & Teaching To promote excellence in learning and in teaching for transfer, career/technical, remedial/developmental education and life-long learning.

2.1 Articulation: Improve communication and articulation processes with other KCC programs as well as secondary and post-secondary institutions.

1. Develop clear pathways for all career/technical students; identify Liberal Arts course offerings and requirements for programs. [Both] (Release time)

2. Publicize articulation with post secondary institutions. [Both] (Release time)

2.2 Curriculum: Ensure quality, relevancy and currency of curriculum to meet the needs of our diverse student population and community.

1. Ensure a consistent format and structure for all course syllabi and provide all syllabi online. [Both] (Release time) Webmaster

2. Develop requirement and/or proficiency in computer use by students. [Both] (Release time)

3. Continue to reevaluate course prerequisites. [Both] (Release time)4. Develop science and math courses with content area emphasis on

sustainability, local relevant connections to the community, STEM initiatives, integration between science and mathematics and research. [SAM] (Release time)

5. Expand “learning communities” pairing of English skills courses with informational courses. [LAH] (Release time)

6. Expand delivery of courses via new methodology: DE, hybrid, short semester, and intercessions. [Both] (Release time)

7. Expand evening, weekend and summer offering of classes. [Both] (Release time)

8. Explore increase in Social Science diversity with courses in Ethnic Studies (Filipino Studies) [SAM] (Lecturers)


9. Promote and increase the Internationalization of the curriculum to develop global prospective. [Both] (reassign time)

10. Develop AS degree in Digital Media [LAH] (Instructor)

11. Develop Marine Science program [SAM] (Instructor)

12. Promote and increase the indigenization of Science and Liberal Arts curriculum [Both] (release time)

13. Develop Innovation Center model/curriculum multidisciplinary approach to problem solving. [Both] (release time)

2.3 Remediation/Developmental: Review the college's current strategies for dealing with remedial students and, based on the findings, modify offerings to meet their needs.

1. Staff, equip, develop new initiatives, and evaluate Math/Science Learning Center to enhance student retention. [SAM] (Release time, position, student help monies)

2. Align, develop, evaluate, and articulate clear pathways for students in mathematics. Include remedial/developmental preparation to requirements for career technical requirements and STEM initiatives. [SAM] (Release time)

3. Develop new modes, employ new pedagogy for remedial/developmental courses in mathematics and English. [Both] (Release time)

4. Develop new paradigm to reach prospective students earlier and to provide avenue for recruitment, retention, and career pathway development for success from within high school to the first two years of college. [Both] (Release time) New position

5. Develop, implement, and sustain a new paradigm in the delivery methods and pathways, tutoring for students, and faculty/student interactions in developmental English and Mathematics. [Both] (see facilities request dedicated English classroom and Math Hale)

2.4 Student Learning Outcomes: Develop, implement and sustain an assessment process that fosters innovative and continuous improvement of student learning outcomes at the college, program, and course level.

1. Continue to evaluate SLO for all Liberal Arts classes. [Both]2. Evaluate program learning outcomes for all Liberal Arts classes. [Both]

3. Evaluate and select a replacement system for assessment to replace the CARDS. [Both] (reassign time)

2.5 Academic Support: Support student success through accessible, reliable, and user-focused academic support services.

1. Obtain student worker hours to staff computer labs for greater access to students. [Both] (student worker hours)

2. Additional funds for the pure-lease and maintenance of Instructional Technologies in classroom. [Both] (Annually $2000.00)

3. Expand number of student peer tutor mentors in English, Math, and Sciences. [Both] ($8000.00)


4. Professional Development support for faculty. [Both] position

2.6 Faculty and Staff: Create an environment that attracts, retains, and supports qualified personnel.

1. Secure position for Science/Math Student Learning Center and science laboratory preparation. [SAM] (position)

2. Replace Social Science faculty position. [SAM]3. Secure additional Physical Science position for STEM initiative. [SAM]

position4. Fill new English position. [LAH]5. Hire Digital Media/Arts faculty for Digital Media Program [LAH] (position)6. Hire Marine Biology/Biology faculty for Marine Science and ASNS program

[SAM] (position)7. Replacement of core faculty upon retirement to ensure comprehensiveness

and diversity of program. Hire [Both]8. Professional Development faculty to enhance the teaching methods and

technologies. [Both] (position)9. Increase number of lecturers to meet short term needs and to explore increase

in diversity. [Both] positions10. Lab assistants for Digital Media and Science Labs. [Both] 2 positions

2.7 Facilities: Maintain facilities, equipment, and technological infrastructure to support institutional and student needs.

1. Repair and renovate Greenhouse facilities. [SAM] $20,0002. Sustain demonstration farm for new Agricultural and Bio-Science initiatives.

[SAM] $3. Large scale shop facility for Agricultural initiative, Bio-science fabrication,

Cognition large exhibit construction. [SAM] $4. Construct a Band/Orchestra building to include practice and storage rooms.

[LAH] In progress5. Renovate existing Music classroom to safely provide multiple electrical

outlets. [LAH] $6. Provide new, more comfortable classroom chairs and desk configuration

incrementally over the next five years to upgrade classrooms after reconstruction and renovations. [Both] $

7. Dedicated English classroom and lab facility with faculty offices and tutoring space to address Developmental English success. [LAH] $

8. Math Hale. Dedicated classrooms and lab facilities with faculty offices and tutoring space to address Math programs. [SAM] $

9. Innovation Center Space to be able to construct and fabricate materials for multidisciplinary approach for internship experience and hands-on, place based problem solving. [Both] $

2.8 Financial Resources: Strengthen processes to develop and better utilize fiscal resources.


1. Due to the uncertainty of State Funding it is essential to explore external grant opportunities as a college, division and discipline area to enhance the opportunities for our students. [Both] $

3. Workforce Development To provide a trained workforce by offering programs that prepare students for both employment and future career development.

3.1 Articulate educational programs with workforce needs by utilizing input from advisory groups and other relevant sources of information.

1. Continue work on articulation with other campuses in the UH System. [Both}2. Increase the diversity and modality of courses to meet the diversity and place-

based needs of our students. [Both]3.2 Meet workforce needs, increase students' rates of certification, licensure, job placement and/or transfer to appropriate baccalaureate programs by providing relevant education and training programs.

1. Sustain Marine Option Program (MOP) with job ready skills and training. [SAM] (Release Time)

2. Develop and sustain Associate of Science degree in Physical and Biological Sciences.[SAM] (Release time)

3. Sustain science based career ladder agricultural program. [SAM] (Faculty position)

4. Sustain courses and expand Bio-Science program. [SAM] (Faculty position)5. Develop STEM based engineering feeder program. [SAM] (Faculty position)6. Develop and sustain AS degree in Digital Media. [LAH] (release time,

position)7. Develop new program in Indigenous Science. [Both] position8. Innovation Center [Both] position, space

4. Personal Development To provide life-long learning opportunities in the areas of personal and professional development.

4.1 Foster faculty and staff currency of expertise in their areas of responsibility through support of professional development activities.

1. Work with the administration to increase the number or proportion of ½ year sabbatical leaves. [Both]

2. Develop a procedure for sharing information gained from sabbaticals, conferences or other significant professional development activities. [Both]

4.2 Foster personal enrichment of students by providing opportunities that broaden their college experience.

1. Work on mechanism to fund student study abroad experience. [Both] (also 6.2 below)

2. Expand incorporation of service learning and internship opportunities in program courses. [Both]

• 5. Community Development To contribute to community development and enrichment through campus leadership and collaboration.

5.1 Establish active collaborative arrangements to support community goals and needs.


1. Expand partnerships, develop programs for teacher enhancement for DOE faculty in science and mathematics. [SAM](STEM initiative)

2. Expand contacts between individual LAH/SAM faculty and DOE faculty in all disciplines. [Both]

3. Expand and maintain Cognition Center/Cogs Go for K-12 and community involvement in hands-on applied science technology. [SAM] (Other personnel) (Student help)

4. Develop/identify community service component for courses in science and mathematics. [SAM]

5. Innovation Center [Both] (position $)6. Establish the Pila Kikuchi (Hawaiian Archaeological and Historical) Center to

curate, and make available to the public, the vast information on Kaua’i and Hawai’i gathered by the late Pila Kikuchi. [Both]

7. Pursue service learning agreements with community non-profit groups. [Both]8. Spearhead more activities on campus of an intellectual nature, including

lectures and activities for and by community members. [Both]

• 6. Diversity To foster global understanding and appreciation for diversity.◦ 6.1 Support diversity and cultural awareness through campus programs.

1. Develop/revise coursework to identify cultural awareness in science and mathematics. Internationalization and Indigenization of courses [SAM]

2. Develop cultural awareness curriculum for new faculty orientation. [Both]

6.2 Foster global understanding, develop partnerships with communities and organizations both within and beyond Hawaii.

1. Encourage faculty to take leadership role to develop study abroad and other international programs. International interdisciplinary short-course programs for intersession or summer. [Both]

2. Develop field course component for Biological Science courses with optimal study abroad component. [SAM] 2000.00 $

3. Work on mechanism to fund student study abroad experience. [Both]4. Support short/long term International Student programs [Both]

Part IX.BUDGET IMPLICATIONS

Faculty wages and stipends are variable, as are student worker wages: construction costs are even more unpredictable. Thus, a concrete dollar amount of budget implications is a fantasy. Below is a summary of expected expenses, based solely on current prices of the needs of the actions delineated above. Equipment $ 55,000Supplies $ 50,000 Faculty release time 200 creditsStudent worker time 200 hoursStudent Peer Tutors 200 hoursAdditional FTE 10Liberal Arts Program Review 2010-2015 39

CIP funds Wild Card! [English, Math, Greenhouse, Shop, Innovation]

This estimate does not include the need to regularly upgrade software and equipment,


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