UNIVERSITY OF HAWAI’I MAUI COLLEGE, LānaʻiANNUAL PROGRAM REVIEW 2012-2013

Compiled by Pamela Alconcel, Program Coordinator

Mission and Vision of the University of Hawaiʻi Maui College

University of Hawaiʻi Maui College is a learning-centered institution that provides affordable, high quality credit and non-credit educational opportunities to a diverse community of lifelong learners.

We envision a world-class college that meets current and emerging Maui County education and training needs through innovative, high-quality programs offered in stimulating learning environments and guided by the Native Hawaiian reverence for ahupuaʻa, a practice of sustaining and sharing diverse but finite resources for the benefit of all.

Mission and Vision of the Program – Lāna'i Education Center (LEC)

Lānaʻi Education Center will strive to duplicate the quality educational experience provided at the main UH Maui College campus so the students in our community will receive the instruction and support they need to be successful in college.

I. Quantitative Indicators

Details not available for individual outreach centers. Annual Report of Program Data (ARPD) is not available. LEC program will provide data for the programs

retention, persistence, graduation and degree earned, and number of majors, in other sections of review.

II. Outcome and Goal Achievement

A. Program Learning Outcomes

As related to LEC, the program learning outcomes, is to support the college-wide academic student learning outcomes. Student learning outcomes are a set of core competencies in critical thinking, creativity, oral and written communication, information literacy, and quantitative reasoning. LEC also supports individual program learning outcomes depending on the students major. PLO for individual programs and SLO for UHMC students are presented in the appendix. See Appendix A.

LEC does not have its own PLOʻs. It reviews the other PLOʻs from other programs. B. Analysis of Student Outcome and Goal Achievement

LEC incorporated other programs PLOʻs to provide for SLOʻs. LEC is unique in that SLOʻs can be seen by way of retention and persistence. The following statements is LEC

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way to see if the program is meeting the needs of the students and shows the diversity of LEC services to the students and community. At LEC we do a multitude of student support and counseling. Through the use of interactive technology our students are able to meet the requirements for earning a degree.

1. LEC is efficient in being able to deliver the programs through means of distance service learning and technology. It has been a challenge to find qualified

instructors that meet the MQs, and it is also a challenge to get at least 10 students per class.

2. The strength of the program is that the students are aware of the struggle it is to finish their degree in a timely manner. It is due mostly to the student’s individual home, work schedules and the economy.

3. The number of students taking internet classes has increased. Students are getting more independent and comfortable navigating the internet.

4. LEC is able to offer proctoring for students who are taking UH Maui classes and also classes from other universities. LEC offers the community the use of the computer lab and xerox service.

5. Staff offers assistance in job search, job skills, developing a resume, and career assessments.

6. Computer lab served over 1000 people; students and community members. Computer lab helps organizations such as Upward Bound, Pai Ka Mana, and Kuina hold training meetings.

7. LEC is also able to provide Bachelor and Master programs through the University Center in Maui. One student recently completed the Master in Education Technology Program.

8. The advisory board consists of community member that help to direct the LEC programs.

9. There is a partnership with Lanai High School (LHS). LEC offered high school students the opportunity to do dual credits.

10. LEC staff assists with the planning and execution of the College and Career Days.

11. The main campus provides student support, maintenance, and IT services to LEC.

The following data on LEC will be show the enrollment, retentions, persistence and majors of the students’ population.

1. Enrollment and FTE - (The decline in enrollment from Fall to Spring is because the Early Admits students from the high school are not interested in Springs classes due to its close to high school graduation.)

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Fall 2012 Spring 2013Enrollment 40 Enrollment 28 Semester Hours 262 Semester Hours 204FTE 17.4 FTE 13.6

2. Number of Majors

Fall 2012 Spring 2013Early Admits 6 Early Admits 0ACC 1 ACC 1AJ 1 AJ 1BUSCA 2 BUSCA 2ECED 2 ECED 2HWST 1 HWST 1LBRT 27 LBRT 21

3. Retention Data

Fall 2012 Start - 40 Fall Ends – 40 Spring 13 Start – 28 Spring End - 28

4. Persistence Data – (With the economy picking up some students went back to work.)

Fall 2012 Start – 40 Spring 2013 Continue - 23

5. Degrees earned – LEC does make it possible for students to earn a degree or certificate.

1 student Associate Degree in Applied Science in Business Careers1 student Certificate of Achievement in Accounting1 student Certificate of Achievement in Business Careers1 student Certificate of Competence – Supervision I1 student Certificate of Competence- Business Entrepreneuship I1 student Masters in Educational Technology

C. Program Plans and Goals

The goals and changes that were outlined in previous program reviews are included in this section. For year 2011-2012, included are only those goals that have not been accomplished.

Goals for LEC 2012-2013

Overall Goal: LEC needs to concentrate on the following to better its services to the students and the community:

1. What do we LEC want to see happen in the upcoming years?2. What does the students and community want from LEC?3. What is the importance of LEC and UHMC?

LEC will work closer with the advisor board to identify, address, and accomplish those needs.

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Meet with the LEC advisory board throughout the year to identify, address and see how we can accomplish those needs that have been stated. Question 1, Question 2 and Question 3 were looked at as a whole. The listening and feedback sessions sought to explore community concerns, interests, and aspirations for Lāna’i future through considering higher education role and responsibilities.

If there was a resolution to the issue it is noted. If LEC was not able to resolve or work on the issue it will also be noted. LEC will relook at those issues that were not solved in 2013-2014. LEC will establish short and long-term goals.

Goals to Consider:

1: Improve digital speeds at the LEC. Access continues to be unchanged and marginal at these public and educational access points. Strengthen digital and internet access. By addressing this need and keeping the broadband working and available to the students and community, education access for all will be readily available and student success is possible. When the service is working correctly the student learning increases.UHMC, UH Manoa and LEC have monitored/troubleshoot the speed of the 10 gigabits to the island. IT service has been to the island to make sure the broadband is working to its capacity. Have not experienced any future problems.

2: Identify and develop a sustainable economy. Explore graphics and filmmaking.UHMC has been having meetings with Pūlama Lānaʻi to partner in some sustainable projects such as wind, desalination and rural communities. UHMC has recommended qualified consultants to assist Pūlama in their projects. LEC has partnered with Lānaʻi Culture & Heritage Center to house servers for distance education at the culture center. LEC has also partnered with LHS to assist in filmmaking production for with the students.

3: Examine potential for sustainable agriculture. There is a potential for more locally grown produce to meet local demand. UHMC recommended a consultant to Pūlama in sustainable crop. This is an ongoing conversation that is long-term and hoping to be able to bring in UHMC agriculture classes to Lānaʻi.

4: UHMC to identify current, near-term, and future position needs and the related training ‘ and education as well as internships that would be required.

UHMC, LEC and Pulama have been having this discussion this whole year. A grant is being established for UHMC to assist Pūlama in being able to identifying needs, offering classes, and training as needed to meet the economic development of the island.

Other possible Near-term goals:

a. Reexamine math support for the LEC and LHS. Look at culinary instruction to support hotel industry. Offer foreign language using interactive television.b. Review needs for bachelor and master’s degrees.c. Involve and integrate LEC-UHMC future with Lānaʻi Community Plan.d. Relocating of facility.

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Other Longer-term goals:

a. Establish an economic development diversification strategy with consideration to long-term environmental restoration.b. Explore an agriculture development strategy. Grow produce to support the schools, hospital, and hotel.c. Apply H-Definition distance education to trades and other interest needs.d. Introduce innovative teaching strategies using broadband as well as island personnel to deliver content.

This is just a brief statement of the previous and future goals. LEC will be working on accomplishing these goals.

LEC conducted a community survey in November 2012 to assist in answering the island needs. Included in this section are the results of the survey. The questions asked was “Where are the community’s interests?”

The annual survey of educational and vocational needs for the Island of Lānaʻi took place in conjunction with Lānaʻi’s “Turkey Day” event. The leadership of this event supports UH Maui College and the Lānaʻi Education Center’s needs to assess the effectiveness and direction of the educational and vocational needs of the island residents. The residents completed the surveys while waiting in line to pick up their turkey and rice. This resulted in the completion of 230 survey documents, the largest response ever gathered. The completion of the survey is important and valuable for linking future Lānaʻi Education Center programs and services with those residents especially who expressed specific interests and needs. The following is a restatement of each question contained in the survey and an analysis of the responses: See Appendix B for full description.

230 People completed the survey.

Question1: Have you ever taken a course at LEC?

Response: 63 said yes. 27% have taken a class.

Question 2: Will additional training allow you to begin, support, or advance your employment goals?

Response: 109 said yes. 47% believe training will support their goals.

Question 3: Identify job skills training need. Response: Computer Training (14), Business (6), Early Childhood (6), Healthcare (6), Management (5), Carpentry (5), Communications (4), Culinary (3), Math (2), Auto Tech (2), CPR (2), Masters (2)

Question 4: Would you talk a class delivered through broadcast from Maui?

Response: 158 said yes. 69% would.

Question 4a: Identify the skill/trade of interest. Plumbing/Carpentry/Landscaping (60)Eco-Tourism (36)Small Business (95)Healthcare (58)Math/English (51)

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Green Energy (59)Adult GED, Culinary, Accounting, Japanese

Question 5: Are you interested in the Hospitality Industry?

Response: 114 said yes. 50% interested.

Question 6: Do you have a computer for training?

Response: 162 said yes. 70% do have access.

Question 7: Would you like to learn more about the services from LEC?

Response: 177 said yes. 77% want to learn about LEC services.

Question 8: How important is LEC for Lānaʻi? 121 or 81% said very important.16 or 11% said somewhat important.12 or 8% said neutral.1 or 1% not important at all.

Question 9: Are you aware of financial aid available for students?

Response: 140 said yes. 61% aware.

LEC uses this survey as a guide to provide services to the Lānaʻi community. LEC was able to address some of the needs of this survey.

LEC response to survey:

Question 1: LEC has extended its course offerings.

Fall 2012 – ITV classes offered 16 Cable classes offered 8

Internet classes offered 35

Spring 2013 – ITV classes offered 16 Cable classes offered 7 Internet classes offered 32

Question 2: LEC offered Solar Hot Water Heater Training, Photovoltaic, and Green Building Class to Lānaʻi. Those that participated in the class were able to utilize that knowledge for work.

Question 3: 1 Student completed his Masters in Technology though the University Center. UHMC did offer courses in ICS 100, Business, Early Childhood, Management, and Communications throughout its regular academic year.

Question 4 and 4a: LEC did offer the Solar Hot Water Heater Training through HD broadcast. LEC also offered the Green Energy and English classes. Some of the other courses noted unfortunately were not offered.

Question 5: LEC did have a HOST class on internet available. But unfortunately no one signed up. LEC, LCHC and Four Season are working to offer orientation classes for new management and employees to the island.

Question 6: Although many of the families on Lānaʻi do have computer access it is utilized by the students in school more than the adult population. There is still an adult population on Lānaʻi that need basic training in using the computer, even if only for the purpose of email.

Question 7: LEC does provide general public service in Xeroxing, computer lab usage, and sometimes computer tech services. LEC still needs to continue to advertise and promote the

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college success stories and services. The following chart indicates some of the services we have provided over the year:

2012-2013 Services

Computer Lab Usage 1040COMPASS Testing 60Academic Counseling 66Financial Aid Counseling 54Admissions/Registration 80Proctoring 73

Questions 8: LEC is like a one-stop center that is very important to the community.

Questions 9: As scholarships become available LEC does pass the information on to the students and also to LHES students. LEC annually co-host and participates in the Scholarship ʻAha.

Although LEC does address many of the goals and needs of the community it needs to be at the forefront of any discussion regarding higher education for the island and continue to take an active role and responsibility.

The following is the 2011- and 2012 goals that have not been met.

Goals for LEC 2011-2012

1. Offer COMPASS testing prep classes.Result: NO: Unable to secure qualified instructors. But LEC was able to provide on-line tutorial web sites.Result for 2012-2013: LEC has been able to continue to offer on-line tutorial web sites and COMPASS prep textbooks for students to use to prepare for the test. Still unable to secure instructors. LEC approached qualified teachers, but the teachers felt that a curriculum needed to be developed.

2. Expand personal to .5 FTE maintenance position.Result: NO: Main campus does not see the need to hire one.Result for 2012-2013: Still unable to hire a .5 FTE maintenance position. Due to budget cuts. Support maintenance assistance from main campus has been very minimal. LEC staff continues to do as much as they can to upkeep the center. But some jobs cannot be done due to safety issues.

III. Budgetary Consideration and Impact

As the community continues to grow and the diverse occupations occur outside of tourism there is indeed a great need for staff.

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Capital – A CIP needs to be done to access the building. LEC has been in the same building for over 30 years. The build is very old and has a major termite problem and once in a while mice problem. In the past 8 years the only maintenance done on the building has been to remove some overgrown plants, painting of the outside and inside, and termite tenting that has not solved the problem.

Operational – Coordinator and Office Assistant. Currently there is 1 full-time coordinator/faculty and 1 office assistant. This does not give the staff any room to take vacations, if they got sick, and any family emergencies. The Office Assistant position needs to be a stable budgeted position. This year coordinator was left to work half the year without any additional help. Request for one .50 FTE additional staff would help in the daily operations of the facility.

Maintenance – Every year LEC has requested at least a .50 FTE maintenance person to assist in the care of the building inside and outside. When repairs need to be done LEC needs to contact the main campus and it takes over a week before someone is able to come. Any jobs involving plumbing and electrical has to be done by a license person.

Academic and Financial Aid Counselor – LEC shares counselors with Molokai and Maui. We need more student support staff from the main campus. Molokai counselor is already overloaded with just Molokai students.

Supplies – The supply budget for LEC has not changed in the last 8 years. As the cost of products go up and shipping goes up we have not seen the LEC supply budget go up.

IV. Engaged Community

LEC needs the support of the community to be able to meet the needs of the community and the mission and vision of UHMC.

LEC engaged in the community survey that has been instrumental in helping LEC assess the educational need of the island. See Appendix B.

The following events highlight UHMC and LEC participation in community activities in partnership with other agencies.

1. LEC participated in the planning and coordination of the Lanai Health Fair in August 2013. There were over 50 venues offering health services to the community.

2. LEC conducted college nights with students from Queen Liliuokalani Center. Workshops on college search, financial information, college majors, etc. were done throughout the school year with juniors and senior. There were about 10 students with their families in attendance. Students also took college tours to UH Manoa, UH Hilo and UH Maui.

3. LEC Staff participated in the Native Hawaiian Convention in Honolulu in October, 2012. Theme of the conference was Moving Forward- Our People, Our Land, and Our Spirit. By networking at the conference, LEC was able to have Ka Lā Hiki Ola come to

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Lānaʻi and work with the students on navigating their dream. This was done with 35 middle school students in attendance.

4. LEC hosted MSW Distance Education Degree Option with the UH Manoa School of Social Work in November. In attendance were 5 community members receiving information about the program.

5. LEC, OHA, and Native Hawaiian Education Association hosted the Scholarship ‘Aha night in January, 2013. This workshop provided step by step information on how to complete your FAFSA and also information on available scholarships. In attendance were 40 students with their parents.

6. LEC and Nā Pua No’eau hosted a super enrichment day on Makahiki Games with the LHES students. In attendance were 65 students of all ages.

7. LEC, RDP and SLIM conducted two classes is sustainable energy. The first was the Photovoltaic Design and Installation with 9 participants. See Appendix C. The second course was the Introduction to Solar Hot Water Installation class. The course composed of 15 class dates with a final exam. Class was broadcasted to Lāna’i from UH Maui. There were 10 participants. Third class offered was the Green Building with 10 participants. See Appendix D.

8. LEC and the UH Maui University Center hosted a Degree Preparation Workshop for students interested in getting their Bachelor or Master Degree. There were 3 students in attendance. Session was done via polycom. LEC recommends more of these workshops to be done as new degrees become available.

9. LEC attended various community meetings sponsored by Pūlama Lānaʻi. These meeting are to keep the community informed of any changes that are going to occur and also help the community meet the new members from Pūlama.

10. LEC and Sustainable Hawaii Youth Leadership Initiative met to recruit students from Lanai to participate in this initiative. One LEC student is participating in this program and two other high school students. Students are able to network with students and mentor from Hawaii and other parts of the world.

11. LEC staff participated in the planning of the Native Hawaiian Education Association annual conference in Hilo, Hawaii. Staff is also part of the planning committee for the WIPC:E conference coming up in May at Kapiʻolani Community College.

12. LEC and Hawaii Youth Conservation Corp conducted recruitment and interviews for high school candidates in KUPU summer program. There were 17 students recruited that also got to represent Hawaii in the national conference in West Virginia.

13. LEC attended the dedication of the new LHES classroom buildings. These new classroom building are mainly for the science department. LEC will be using one of the new science buildings to hold a Biology class with lab in the Spring.

14. Attended the UHMC Strategic Planning in April, 2013.

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15. LEC and Lānaʻi Culture & Heritage Center have a partnership to house distant learning equipment and media production center at LEC. High school students come to LEC to edit and produce short films.

16. LEC, UHMC Upward Bound, and Pūlama in a joint effort provided the Lānaʻi Summer Project for high school students. There were 65 students that participated. Program consisted of work program, math, reading, writing and college awareness. See Appendix E.

17. LEC and Maui Economic Board have been in partnership to offer small business startup classes.

LEC continues to interface with the public school and with the community.

V. Recognize and Support Best Practices

LEC is a small outreach center that needs the support of Maui and the Lānaʻi community to make the program work. Building capacity and partners is one of the best practices that we demonstrate. LEC continues to build partnerships from all community agencies and also outside resources. Listed is just a few of the partnerships that LEC has established: Lānaʻi High and Elementary School, Pūlama Lānaʻi, Lānaʻi Culture & Heritage Center, Lānaʻi Hospital and Straub Clinic, Lānaʻi Community Health Center, Lānaʻi Changes and E Malama in nā keiki o Lānaʻi Preschool.

Outer island partners include, Office of Hawaiian Affairs, Native Hawaiian Education Association, and Maui Economic Board.

Student opportunities and experiences on Lānaʻi could be the best if the focus could be on economic, social/multi-culture and environmental sustainability. As LEC evolves in partnership with the new land owner Pūlama Lānaʻi, UHMC, and LHES; Lānaʻi can provide a model for future generations on sustainability island-wide and nationwide.

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Appendix A

University of Hawaii Maui CollegeProgram Learning Outcomes

The following program learning outcomes have been approved by the various program advisory boards. Each program learning outcome is assessed twice in a five-year review cycle by the program. The results of the assessment is reviewed by their advisory board and reported in annual program reviews.

Applied Business and Information Technology (BAS)1. Apply knowledge of essential business disciplines including accounting,

economics, finance, law, management, and marketing, and use business research methods to analyze information in order to develop solid business plans and strategies, and make efficient business decisions.

2. Use leadership and interpersonal skills to promote business ethics, values, and integrity related to professional activities and personal relationships.

3. Demonstrate knowledge of operating system, word processing, spreadsheet, presentation software, database management, computer troubleshooting, web development, and e-commerce.

4. Apply knowledge of graphical user interface (GUI) and event-driven programming (EDP) to designing, creating, and testing computer programs.

5. Apply knowledge of e-commerce by designing, creating, and testing appropriate e-commerce sites and development tools.

6. Apply critical thinking skills to evaluate information, solve problems, and make decisions.

7. Use information retrieval and technology.

8. Apply quantitative reasoning to enhance independent or group decision-making skills.

9. Communicate effectively with other utilizing appropriate forms of oral and written communication methods including multimedia presentations that apply infor

Accounting1. Demonstrate satisfactory proficiency in the basic fundamental principles of

financial and managerial accounting following generally accepted accounting principles with special emphasis on the elements of the accounting cycle; the rules of debit and credit, journalizing and posting, trial balances, adjustments, worksheets, financial statements, and the closing process.

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2. Demonstrates satisfactory proficiency in the basic principles procedures, terminology, and application of income and payroll tax laws.

3. Demonstrates satisfactory proficiency in hands-on accounting skills for maintaining accounting records using commercial accounting software, and the use of spreadsheets to solve accounting problems.

Administration of JusticeThe Administration of Justice program’s Student Learning Outcomes reflect its mission to be recognized by the community for preparing self-confident, competent graduates who are able to perform effectively in a changing environment. They are as follows:

1. Demonstrate the use of critical observation skills and decision-making within the legal/ethical parameters of justice professions.

2. Assess and respond appropriately to situations containing potential conflicts, hazards and threatening situations.

3. Demonstrate the maintenance of physical and mental fitness, utilize stress management techniques and maintain a drug-free lifestyle.

4. Perform independently and inter-dependently to accomplish shared professional outcomes.

5. Demonstrate the ability to interact with the public and co-workers in ways that effectively support “justice for all.”

Agriculture and Natural Resources1. Use basic business principles to manage projects or design a horticultural

business enterprise. 2. Recommend cultural practices, solve problems, plan projects, and cultivate

horticultural crops in a sustainable manner based on sound biological and technological principles.

3. Explain the relationships between agro‐ecosystems, economics, human culture, and natural environments.

4. Design gardens that demonstrate aesthetic principles. (Landscape & Horticulture only)

Allied Health – Dental1. Demonstrate their cumulative knowledge and skill by successfully passing both

written and clinical dental hygiene board examinations.

2. Provide comprehensive dental hygiene care to promote patient/client health and wellness using critical thinking and problem solving in the provision of evidence-based practice.

3. Provide accurate, consistent, and complete documentation for assessment, and evaluation of dental hygiene services.

Allied Health – Nursing

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1. A competent nurse’s professional actions are based on core nursing values, professional standards of practice, and the law.

2. A competent nurse develops insight through reflective practice, self-analysis, and self care.

3. A competent nurse engages in ongoing self-directed learning and provides care based on evidence supported by research.

4. A competent nurse demonstrates leadership in nursing and health care.5. A competent nurse collaborates as part of a health care system.6. A competent nurse practices within, utilizes, and contributes to the broader

health care system.7. A competent nurse practices client-centered care.8. A competent nurse communicates effectively.9. A competent nurse demonstrates clinical judgment/clinical thinking in the delivery

of care of clients while maintaining safety.

Auto Body Repair and Painting1. Explain and describe both personal and public health and safety issues as it

pertains to the products used in the auto collision repair and auto refinishing industry. Describe in general the effect of these products have on themselves, co-workers and the environment. Demonstrate proper personal and public safety precautions to be utilized when using these products. Will be able to identify hazardous products and describe the proper methods of disposal for different types of hazardous waste.

2. Describe and demonstrate proper and safe usage as pertaining to the hand and power tools and equipment needed to complete the required tasks for auto body sheet metal repair for the return both exterior and interior sheet metal of a vehicle to a like new condition.

3. Employ required math and reading skills to be able to complete vehicle repairs as described from a work order and also written specifications when using vehicle service information or a vehicle dimensioning manual, obtained either as a hard copy or on line. Be able to communicate both written and verbally with fellow employees and other shop personnel.

4. Demonstrate the proper MIG and resistance spot welding skills required to achieve a weld that is equal to a factory specifications for a given type of repair, in a safe manner. Be able to identify and correct MIG and resistance spot welds that are not compliant with factory recommendations for acceptable repairs.

5. Display the appropriate refinishing skills required to achieve a vehicle topcoat (finish) that is equal to factory refinishing specifications. Describe the health and safety issues surrounding the use and disposal of refinishing and related materials

Automotive Technology

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1. To be able to write customer repair orders and estimates

2. To be able to communicate to customer management, parts person and other technicians.

3. To be able to use the computer to retrieve information.

4. To Demonstrate the ability to Diagnose, service and repair a automotive vehicle.

5. 6.

Business Careers1. Use leadership and interpersonal skills to promote business ethics, values, and

integrity related to professional activities and personal relationships 2. Analyze and explain basic business transactions and financial reports. 3. Develop a sense and appreciation of Entrepreneurship.

Business Technology1. Program graduates are able to select and apply appropriate resources to

address the challenges of work and life. These include: time, money, material, facilities and human resources.

2. Program graduates are able to apply interpersonal and leadership skills in their personal life and in the workplace. They are able to work as part of a team and can participate effectively in culturally diverse groups.

3. Program graduates are able to identify information needs in an organization, obtain, organize and process various forms of data utilizing relevant computer technology and software to provide meaningful information to achieve business goals.

4. Program graduates are able to understand, utilize and improve organizational and technological systems in the workplace. They are able to monitor and correct worker performance, make suggestions to improve products or services or propose alternatives.

5. Program graduates are able to select and apply various forms of technology, including computers and computer software, to business tasks, and to maintain and trouble-shoot problems that arise in day to day operations.

Culinary Arts1. Apply principles and concepts of quality food purchasing, food and baking

preparation, service, and proper use of tools and equipment to produce and serve a variety of professional food items.

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2. Apply the basic principles of culinary service, organization, sanitation and safety in a foodservice operation to maintain the optimum health of the consumer.

3. Demonstrate skills in various areas of the culinary hierarchy: human relations, leadership and personnel management, ethical decision making.

4. Discuss the standards of restaurant regulations involving liquor protocol and health and safety regulations.

5. Practice standards in behavior, grooming and dress appropriate to culinary industry professionals.

Early Childhood Education1. Use knowledge of child development and of individual children to create healthy,

challenging learning environments and experiences

2. Build respectful partnerships with children, families, and their communities

3. Observe, document and assess children’s development and learning in partnership with families.

4. Build positive relationships and guide children through supportive interactions

5. Plan, implement, and assess learning experiences using appropriate content, concepts, and methods.

6. Base decisions and actions on ethical and other professional standards.

7. Advocate for children and their families within the program.

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Electronic & Computer Engineering Technology1. analyze, design, and implement electro-optic systems, control systems,

instrumentation systems, communication systems, computer systems, or power systems;

2. apply project management techniques to electrical/electronic(s) and computer systems;

3. utilize appropriate mathematics at the level of algebra and trigonometry to solve technical problems;

4. demonstrate critical engineering technology skills and experiences such as: making existing technology operate, creating/selecting new technology, troubleshooting, calibrating, characterizing, and optimizing;

5. demonstrate engineer's way of thinking, analyzing technology as systems;

6. demonstrate engineer professional skills such as communication and managing projects;

7. demonstrate proficiency in the general education college core requirements: creativity, critical thinking, oral and written communication, information retrieval, quantitative reasoning;

8. demonstrate a respect for diversity and a knowledge of contemporary professional, ocietal and global issues; and

9. commit to quality, timeliness, and continuous improvement.

Engineering Technology (BAS)1. analyze, design, and implement electro-optic systems, control systems,

instrumentation systems, communication systems, computer systems, or power systems

2. apply project management techniques to electrical/electronic(s) and computer systems

3. utilize integral and differential calculus, or other appropriate mathematics above the level of algebra and trigonometry to solve technical problems

4. demonstrate critical engineering technology skills and experiences such as: making existing technology operate, creating/selecting new technology, troubleshooting, calibrating, characterizing, and optimizing

5. demonstrate engineer’s say of thinking, analyzing technology as systems6. demonstrate engineer professional skills such as communication and managing

projects7. demonstrates proficiency in the general education college core requirements:

creativity, critical thinking, oral and written communication, information retrieval, quantitative reasoning

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8. demonstrate a recognition of the need for, and an ability to engage in lifelong learning

9. demonstrate an ability to understand professional, ethical and social responsibilities

10.demonstrate a respect for diversity and a knowledge of contemporary professional, societal and global issues

11.commit to quality, timeliness, and continuous improvement

Fashion Technology1. Demonstrate satisfactory proficiency in fundamentals of constructing a garment

including terminology, tools and supplies; pattern identification; taking and calculating measurements; pattern alteration, layout and cutting; sewing construction and garment fitting.

2. Demonstrate satisfactory understanding of design concepts and proficiency in conveying design ideas onto paper including identifying and sketching design details accurately and in proportion to the figure or object.

3. Demonstrate satisfactory proficiency in principles of pattern making, including terminology, use of tools, and process of pattern development.

4. Demonstrate satisfactory proficiency in terminology, principles and skill sets relevant to special topic courses.

5. Demonstrate satisfactory proficiency in the safe operation of sewing machines and equipment.

6. Demonstrate satisfactory understanding of textile characteristics and end use. 7. Demonstrate satisfactory understanding of principles of starting a small business.

Hospitality and TourismDemonstrate the key functions required to successfully manage and lead a

hospitality organization (i.e. planning, organizing, coordinating, staffing, supervising, financial analysis, sales/marketing, etc.).

Create, interpret, and analyze budgets and other operational reports (using a spreadsheet program such as Excel) to make recommendations and decisions to improve organizational performance

Communicate effectively with diverse populations using visual, written, and oral skills required of daily activities in hospitality operations

Develop and manage a work schedule Prepare and analyze financial statements Develop, use, and update procedures, criteria, and recommendations for

equipment and supplies used in daily hospitality operations Follow and develop standards of operation (SOP) for safety/security in the

hospitality industry Apply the principles of human resource management within the context of

industry and organizational standards Identify levels of proficiency required for employment in the hospitality industry

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Communicate host culture knowledge Work independently and interdependently in a team setting Demonstrate leadership skills in team assignments

Apply critical thinking skills and decision-making skills when analyzing hospitality related issues Assess a workplace issue, identify business strategies, develop plans for

implementation, and evaluate implications of decisions Analyze information and apply quantitative reasoning methods

appropriately to solve problems

Analyze internal and external factors that influence the hospitality industry

Describe the interrelationships of hospitality-related service industries

Assess, interpret, analyze, and evaluate information using current technology (hardware and software) to make recommendations and solve issues in the hospitality and tourism environment

Human Services1. Demonstrate the attitudes, skills and knowledge base of client-centered, evidence- based helping strategies with a variety of populations in diverse human service settings.

2. Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community

3. Identify vulnerable populations and the social conditions that contribute to their vulnerability; consider advocacy strategies to help alleviate those conditions.

4. Develop self-awareness of one’s own values, interpersonal interaction styles, strengths and challenges that will impact the development of professionalism.

Sustainable Science Management (BAS)1. Examine ways in which the features and functions of multiple systems are

interconnected, and explain how one system can be optimized without degrading other systems or depleting natural resources.

2. Investigate, discover and summarize federal, state, local and industry codes, standards, laws, regulations, and guidelines.

3. Assess the feasibility of investing in sustainability measures using simple payback, return on investment, and life cycle costing techniques.

4. Describe the unique sustainability challenges faced by island communities

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5. Identify, outline and illustrate the fundamentals of existing and emerging technologies in energy production, distribution and management; water supply; wastewater treatment; and waste management; their applications, processes and requirements.

6. Appraise, evaluate, summarize, and explain the economic, social, cultural, political, and scientific features that make a system, process, practice, or business sustainable and consolidate that information into a sustainability profile.

7. Propose and justify creative solutions to sustainability challenges that are scientifically sound.

8. Demonstrate skills related to managing sustainability projects including defining scope, selecting achievable goals, evaluating ethical implications, working with diverse teams, making presentations, and preparing reports.

Liberal Arts Program1. Demonstrate knowledge of natural systems and environmental issues.2. Demonstrate knowledge of the multiple dimensions of Hawai’i.3. Demonstrate knowledge of the multiple dimensions of the Asia/Pacific region.4. Demonstrate knowledge of the diversity of human conditions and cultures in local

and global communities.5. Demonstrate knowledge of the individual in relation to behavior, ideas and

values.6. Demonstrate knowledge of techniques of creative expression and its evaluation.

College-wide Academic Student Learning Outcomes

Standard 1 - Written CommunicationWrite effectively to convey ideas that meet the needs of specific audiences and purposes. Standard 2 - Quantitative ReasoningSynthesize and articulate information using appropriate mathematical methods to solve problems of quantitative reasoning accurately and appropriately. Standard 3 - Information Retrieval and TechnologyAccess, evaluate, and utilize information effectively, ethically, and responsibly.  Standard 4 - Oral CommunicationPractice ethical and responsible oral communications appropriately to a variety of audiences and purposes. Standard 5 - Critical Thinking

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Apply critical thinking skills to effectively address the challenges and solve problems. Standard 6 - CreativityAble to express originality through a variety of forms. 

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Appendix B

Question 1. Have you ever taken a course at the LEC? Response: 63, or 27% of the survey responders indicated that they had taken courses at the LEC.

Question 1 (a) Year course taken? Response: 1980’s to 2012 Question 1 (b) What courses were taken? Response: Management, Nursing, Accounting, Communications, Anthropology, English, History, Spanish, Math, Education, Business, Cooking, Sustainability, Science Education, Hospitality, Art, Hawaiian Culture, Solar, CAD, Excel, Computers, Early Childhood Education, Interpersonal Communications.

Question 2. Will additional training allow you to begin, support, or advance your employment goals?Response: 109, or 47%, of the survey responders believe more training will support their employment goals.

Question 3. Please Identify the job skills training you need.Response: The following skills were mentioned by more than one person and the numbers interested are included in parenthesis: Computer Training (14); Business/Accounting (6); Childhood/Early Childhood Education (6); Healthcare and Nursing (6); Management (5);

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Contracting/Carpentry (5); Communications (4); Culinary/Cooking (3); Math (2); Masters Degree (2); CPR (2); and Auto Tech (2)

Question 4. Would you participate in trade or skill course or training delivered through high quality audio/visual courses broadcast from Maui?Response: 158, or 69% of the survey responders indicated willingness to participate in a trade or skill course delivered through high quality audio/visual courses broadcast from Maui.

Question 4 (a). Identify the skill/trade course of interest.Response: The following skill/trade were listed and the number of resident interested in participating are include in parenthesis: Trades Training/Plumbing/Carpentry/Landscpng (60); Eco-Tourism (36); Small Business Skills (95); Healthcare (58); Basic Math/English (51); and Green Energy (59). Additional skills requested by residents include: Adult GED; Continuing Education; Cooking and Culinary Arts; Criminal Justice MBA; Accounting; Business Writing; Ikebana; and Japanese Tea Ceremony.

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Question 5. Are you interested in the Hospitality Industry?Response: 114, or 50% of the survey responders indicated an interest in the Hospitality Industry.Question 5 (a). The following Hospitality areas were listed and the number of residents interested in that particular field is included in parenthesis: Food Service (48); Restaurant Cooking (47); Restaurant Management (32); Sales and Marketing (39); Activities/Events (41); Guest Services (42) Front Desk (45); Telecommunications (27); Security (34); Landscaping (31); Engineering/Maintenance (33); Human Services and Training (33); and, Hawaiian Culture (6).

Question 6. Do you have a computer with broadband access available for web based training?Response: 162, or 70% of the survey responders indicated that they have a computer with broadband access available for web based training. (Note: Broadband may not have been clarified nor explained sufficiently in the survey, therefore, read “internet” access where broadband was indicated.)

Question 7. Would you like to learn more about the services offered through the Lanai Education Center?Response: 177, or 77% of the survey responders would like to know more about the services available through the Lanai Education Center.

Question 8. If you have taken of the Lanai Education Center services, in your opinion how important is the LEC for Lanai?Response: 150 of the survey responders answered this query as follows: 121, or 81% consider the LEC Very Important; 16, or 11% consider the LEC Somewhat Important; 12, 8% are Neutral on the value of the LEC; and 1, or less than 1% consider the LEC Not Important At All.

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Question 9. Are you aware of Financial Aid available from the following resources: Kamehameha Schools, Po’Okela, Pell Grants or Federal Insured Student Loans?Response: 140 respondents or 61% of the survey responders were aware of resources available from Kamehameha Schools, Po’Okela, Pell Grants or Federal Insured Student Loans.

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