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APPENDIX C: PROGRAM REVIEW FOR ESTABLISHED PROGRAMS

Kaua`i Community CollegePROGRAM REVIEW TEMPLATE

Instructional Programs

Program/Unit Name: Hotel Operations

Report Prepared/Edited by: Rupert S. Hunt

Other Review Participants:

Creighton Fujii

Reviewed by Dean:

Dean’s Signature: Date:

Date submitted to Program Review Committee:

Overview:

The Program Review process is the Evaluation (or Assessment) part of the Program Management cycle (i.e Planning, including Organization; Implementation, including Coordination & Staffing; and Evaluation, including Control). The Full Program Review forces one to experiment with this process; and to focus on the following college goals: access, learning & teaching, workforce development, personal development, community development, & diversity.

Always conscious of the student and business customers, this HOPE (Hotel Operations) Full Program Review is a retrospective reflection on past activities which identifies & Analyzes successes & failures of Methods used to meet the above listed Criteria (based on available applicable Data); and recommends Program Action Plans with Timelines, & Program Research Data Needed to secure progress.

NOTE: The “Strength and Areas Needing Improvement” & “Action Plan with Timeline” sections will be presented in the Conclusion of this report.

PROGRAM DESCRIPTION

The Visitor Industry curriculum originally featured three options, namely, HotelOperations, Food Service, and Travel & Tourism. Travel & Tourism was eliminated approximately twenty (20) years ago.

The Hotel Operations (HOPE) program offers the following three academic

RSH 5/8/2023document.doc

credentials: Certificate of Completion in Hotel Operations, Certificate of Achievement inHotel Operations, & Associate of Applied Science in Hospitality Services (converted from Associate of Science).

In the early 1990’s, all HOPE courses were re-numbered at the 100-or-above level to reflect their academic rigor. Then, in the mid 90’s, a sixth course, HOPE 125: Exceptional Guest Service” was added to the curriculum.

Although the HOPE program has experienced repeated peaks & valleys in the number of it’s Majors over the years (thought to be related to varying hotel employment & County Unemployment levels), it has regularly offered each HOPE course every semester (including two sections of HOPEs 120 & 124). However, since the turn of the century, due to tightening enrollment controls & weakening Graduate & Major bases, the cancellation of HOPE courses has been noticeable. Except for HOPE 120 which continues to justify every semester scheduling, the other HOPE courses are now available once-a-year.

As a result of these distress signs, the one HOPE Instructor, who is also the Coordinator, has been working on Release Time to analyze and correct program deficiencies. Furthermore, a HOPE Focus Group, containing a representative sampling of Kauai resort General Managers & Human Resource Directors, has been meeting since Summer, 2003. Their vision and directional recommendations are reflected in the New HOST Program (refer 1) below). This Program modification proposal, including one course modification, which has received Business Education Division approval, will be reviewed by the campus Curriculum Committee in Spring, 2005. The rest of the recommended course modifications and new course proposals will be offered for review over the next two years. The cardinal characteristics of this new program are listed below:

1. The HOPE program alpha will be changed to HOST, in accordance with a recent HOPE PCC (Program Coordinating Council) decision.;

2. There will be an on-the-job training component in every HOPE course, except the introductory HOPE 120.;

3. There will be five (5) Specializations offered within the AAS Degree, including Rooms, Food & Beverage, (Dining Room), Facilities Maintenance, Executive Office Administration, and Accounting.; &

4. The Capstone course, HOPE 193V “Hotel Internship” will comprise 2, 3-credit modules which, together, expose students to a whole hotel experience.

The HOPE program is consistent with the College mission in that it: provides quality education in Hotel Operations which will prepare students for a career in the Hospitality Industry or for transfer to a bachelor’s degree in Travel Industry Management; promotes positive work ethic, self esteem and attitudes stressing curiosity, accountability, cultural understanding, quality and productivity, positive interpersonal skills, hotel and customer service skills, and professionalism; and supports students in achieving their goals.


PROGRAM GOALS

College Goals Program GoalsAccess: To Provide open access to educational excellence for a diverse student population.

1.1. Outreach: To increase marketing to Kaua`i High School’s Academy of Hospitality and Tourism and other high school juniors and seniors, Hospitality Industry employees, and the community-at-large through coordinated and focused activities to promote the HOPE program.1.2 Enrollment: To improve HOPE Major retention using the Case Management approach and the instructor-as counselor.1.3. Placement & Scheduling: To increase the days/times that HOPE courses are available, the assigned locations (i.e. on-site for HOPEs 124,125, 140, 150 & 193V), and the combination of credit & non-credit courses; and to encourage & coordinate the testing & referral of needy HOPE Majors to the Learning Resource Center for course work follow-up and/or tutorial assistance.1.4. Support Services: To promote the availability and pursuit of Financial Aid (including HOPE scholarships), and to enhance liaison with Student Services re: low-enrolled classes (i.e. fliers outlining classes to counselors).

Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical, remedial/developmental education and lifelong learning.

2.1. Articulation: To ensure quality, relevancy, and currency of HOPE curriculum to meet the needs of a diverse student population, and community through continual articulation with Kaua`i high schools and selected colleges/universities which offer HOPE- type programs.2.2 Curriculum: To improve the HOPE curriculum by both formal & constant Program Review, using input from representative mainland colleges/universities, focus & student groups, & affected Kauai Community College faculty.2.7 Facilities: To improve the quality of courses and increase HOPE Major enrollment and retention by incorporating an on-site component into all Hotel Operations courses.


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

3.1. Articulation: To align programs with Hospitality Industry requirements through advisory committees, external organizations, and/or internal coordinating groups input.

3.2. Certification/Licensure/Job Placement/Transfer: To improve rates of HOPE-type certification, job placement, and/or transfer to appropriate HOPE-type baccalaureate programs through program accreditation and/or alignment of HOPE curriculum with external standards.

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

To improve success and employability of HOPE Majors by faculty enrichment opportunities focusing on the ever-changing business environment and state of the art technology.

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

To provide credit and non-credit course leadership through active participation and collaboration with community groups, and other educational institutions (i.e. high schools, community colleges, and four-year colleges).

Diversity: To foster global understanding and appreciation for diversity.

To foster an appreciation for diversity through student co-curricular programs and cooperative learning activities including international student dorm management and cultural conditioning programs.

Central Functions/Services

The New Host Program credentials prepare recipients for the following levels of career entry: a) Certificate of Completion: workforce-ready at the entry level;b) Certificate of Achievement: position-ready at the front line journeyman level; andc) Associate in Applied Science Degree: potential-ready at the first line supervisory level. Along with

generic courses in Management, Accounting, Law, & Sales & Marketing, the below-listed six Program courses form the business core for HOPE majors:

1) HOPE 120: Introduction to the Hospitality Industry;2) HOPE 124: Food & Beverage Operations;3) HOPE 125: Exceptional Guest Service:4) HOPE 140: Front Office Operations;5) HOPE 150: Housekeeping Operations; &6) HOPE 193V: Cooperative Education


HOPE Full Program Review

Table of Contents

Topics Page Number

1. Access1.1 Outreach

1.1.1 Marketing & Recruitment .....................................................................71.2 Enrollment

1.2.1 Retention..............................................................................................111.3 Placement & Scheduling

1.3.1 Placement Test, Pre-Co-requisites.......................................................161.3.2 Scheduling Method...............................................................................171.3.3 Scheduling-Special Populations...........................................................191.3.4 Employers’ Survey...............................................................................20

1.4 Support Services for Access1.4.1 Access Service Collaboration...............................................................21

2. Learning & Teaching2.1 Articulation & Collaboration

2.1.1 Communication with High Schools & Transfer Institutions................222.1.2 Collaboration-Other Program Units.....................................................24

2.2 Curriculum2.2.1 Review-Currency & Relevancy to Needs.............................................252.2.2 Instructional Methodologies.................................................................272.2.3 Consistent Application of Academic Standards...................................292.2.4 Learning Needs-Under-Performing Students.......................................302.2.5 Assessments..........................................................................................312.2.6 Distance Learning.................................................................................32

2.3 Remedial/Developmental Education2.3.1 Academic Remediation........................................................................33

2.4 Student Learning Outcome (SLO’s)2.4.1 Assessment-Campus Goals..................................................................352.4.2 Program SLO’s.....................................................................................39

2.5 Academic Support2.5.1 Use – Auxiliary Services......................................................................402.5.3 Tutoring, Mentoring, Counseling Services..........................................42

2.6 Faculty & Staff2.6.1 Faculty/Staff – Strengths & Weaknesses.............................................43

2.7 Facilities2.7.1 Program Facilities.................................................................................452.7.2 Currency – Equipment & Technology.................................................46

2.8 Financial Resources2.8.1 Entrepreneurial Opportunities or Alternative Funding Sources...........47

3. Work Force Development3.1 Program Articulation with Workforce Needs

3.1.1 Identification – Workforce Trends.......................................................493.1.2 Course Selection – Community & Workforce Relevancy...................523.1.3 Assessment – Student & Employer Satisfaction..................................53


3.1.4 Course Completion & Job Preparation.................................................553.1.5 Student Career/Occupational Outcomes...............................................563.1.6 Program Advisory Board Committee...................................................57

3.2 Certification/Licensure, ,Job Placement, Transfer3.2.1 Graduate Licensure/Certification Percentage.......................................583.2.2 Job Placemen – Field of Study.............................................................593.2.3 Graduate Transfer Percentage..............................................................62

4. Personal Development4.1 Faculty & Staff Development

4.1.1 Faculty & Staff – Maintenance of Expertise........................................634.1.2 Professional Development Plan............................................................65

4.2 Student Development4.2.1 Student Personal Enrichment – Co-Curricular Activities..............................664.2.2 Non-Traditional Approaches to Education....................................................67

5. Community Development5.1 Leadership

5.1.1 Faculty & Staff Community Activities....................................................695.2 Collaboration

5.2.1 Communication, Partnerships, Cooperation – High Schools,Community Colleges, 4-year Institutions, & Community.......................70

6. Diversity6.1 Diversity

6.1.1 Program Support – Diversity & Cultural Awareness...........................736.2 International Education

6.2.1 Academic Relationships Beyond Kauai, Hawaii, the U.S..................75


Justification of Program Review Report-Writing Format

During the launch stage of the Campus Program Review initiative, the Institutional Researcher met with the Business Education Division, of which this Program is a part. Among other agenda, items, she mentioned that most colleges use the following institutional research model:

1. Methods2. Data3. Analysis4. Action Plans

In fact, because she went so far as to make it a recommended alternative, I decided to adopt it for this Program.

In addition to the above format, I included two more sections - Institutional Research Data Needed & Program Research Data Needed - to ensure complete consideration of each criteria. Although this approach may be cumbersome to some readers, it is intended to establish a consistent & traditional academic framework for assimilating the contents of this Report.

PROGRAM REVIEW CRITERIA QUESTIONS, BY GOAL Answer the following criteria questions using descriptive data, internal program data,

program level-data and college-level data when appropriate. A program-level data set of common indicators will be provided by the Office of Institutional Research

When answering criteria questions, analyze/interpret the data (what does it mean and what are the future implications?)

It is recommended that programs consult the Office of Institutional Research for further assistance and/or additional data available related to the program.

1. Access: To provide open access to educational excellence for a diverse student population.1.1 Outreach

1.1.1 Comment on your program's marketing and recruitment efforts. How do students and the community at large learn about the program? (e.g. print publications, electronic publications, community activities...). Are the results of your efforts satisfactory? What improvements will you make in this area in the next 2 years?

Methods: Marketing & Recruitment Research

1. Contact local community college resources & several mainland universities & colleges for working programs & suggestions.

2. Survey HOPE majors & recent graduates for recommendations.3. Survey representative Hospitality Industry sources for insights, using “Chunked-down HOPE

Courses” questionnaires, “Return to Business” interviews, & Career Pathways” project as stimuli.

4. Survey HOPE Focus Group


5. Interview Kauaì Community College instructional program coordinators (i.e. who use HOPE courses &/or serve HOPE majors) using course scheduling as a focus.

Methods: Marketing & Recruitment Channels

a. Use established College (i.e Catalogue, Schedule of Courses, College Fairs) & Division (i.e. Intermediate schools visits, Website) means of communication.

b. Conduct Industry-convenient evening credit courses, advertising them at Kauaì hotels.c. Conduct Location-friendly non-credit courses, advertising them in the local newspapers.d. Incorporate myriad guest speakers & tour leaders in every HOPE course every semester.e. Publish a monthly newsletter (Hui Òhana Poòkela), which capsulizes current HOPE

activities, and is distributed to approximately 160 Kauaì Hospitality Industry executives, HOPE majors/graduates, & applicable Kauaì Community College staff.

f. Present HOPE program speeches & campus orientation tours to Kauai High School’s Academy of Hospitality & Tourism (AOHT).

g. Conduct annual HOPE Advisory Committee Meeting.NOTE: The AOHT Coordinator serves on this Committee.

h. Conduct regular e-mail, telephone, & meeting communication with individual HOPE Focus Group members who are involved in program projects, course development, requested feedback, & other activities.

Data #1a: External Demand

“ Hawaii Workforce Informer: 10-year Occupational Projections” & “Employment Out Look for Industries & Occupations 2000 – 2010 (12/03)” - Average Annual Openings: Representative Occupations” (Appendix S)

Kauaì Hawaiì County of Kauaì State of Hawaiì

1. Hotel, Motel, & Resort Desk Clerks.................................................10..............................................1602. Landscaping & Groundskeeping Workers........................................40..............................................3003. Janitors & Cleaners, Except Maids

& Housekeeping Cleaners.................................................................20..............................................3404. Maids & Housekeeping Cleaners......................................................50..............................................4905. Hosts & Hostesses, Restaurants, Lounges,

& Coffee Shops.................................................................................10................................................906. Waiters & Waitresses........................................................................70..............................................9307. Other Food Preparation & Serving

Related Workers................................................................................30..............................................4008. First-Line Supervisors/Managers of

Housekeeping & Janitorial Services...................................................0................................................609. First-Line Supervisors/Managers,

Food Preparation & Serving..............................................................10..............................................18010. Baggage Porters, Bellhops..................................................................0................................................8011. Concierges.........................................................................................10................................................2012. Tour and Travel Guides......................................................................0................................................6013. Tour Guides & Escorts........................................................................0................................................5014. Transportation Attendants.................................................................10..............................................120

TOTAL................................260...........................................3,280


Data # 1b: PHI Program Demand/External (F02, F04): Hospitality Services (Appendix P)

Job Openings F’02 S’03 F’03 S '04 F '04Kauai 228 228 228 228 228Hawaii 1819 1819 1819 1819 1819

Data#2a: Internal Demand

Number of Students Who Applied for the HOPE Program: Summer, 2002 – Fall, 2004 (Source Kauaì Community College, Admissions & Records)

a. Summer 2002.........................................................1b. Fall, 2002.............................................................18c. Spring, 2003...........................................................1d. Summer, 2003........................................................0e. Fall, 2003...............................................................5f. Spring, 2004...........................................................2g. Summer, 2004........................................................0h. Fall, 2004...............................................................8

Data #2b: PHI Program Demand/Internal (F02, F04): Hospitality Services (Appendix P)

F’02 S '03 F’03 S '03 F '04Total Applicants 60 7 13 8 16

Kapaa High School 11 1 1 1 6

Kauai High School 15 2 4 1 3

Waimea High School 11 3 3 0 3

Analysis

A. Data # 1a) & b)

1) The Kauai Job Opening numbers in Data #1a) & 1b) are approximately the same. Whereas the State numbers are quite different. The prevalence of food & beverage positions in Data #1a) may account for this difference.

2) Recent Kauaì Community College graduation rates (i.e. 0-3/semester, F02-F04; refer 1.2.1 below) are dwarfed by the External Demand. Graduation rates are anemic when the current number of HOPE Majors (40-45 from semester to semester) is considered. In fact, the number of HOPE majors relative to total Kauaì Community College enrollment (1000-1100) is minimal, considering the prominence of the Hospitality Industry in Kauaì. A two-thirds Retention rate (refer 1.2.1 below) may be a culprit. Ineffective Marketing, however, could be the primary cause, as noted in the Data #2 Analysis section.

3) The number of jobs in Data #1 a) & b) are approximately the same.

B. Data # 2a) & b)


4) Internal Demand (19 in 2002, 6 in 2003, & 10 in 2004) indicates the need for better Marketing, if not a better product. The New Host Program (highlighted in the Action Plans section), which is designed to satisfy Industry need, should address the product issue. Nevertheless, current Marketing & Recruitment Channels are not working, although the monthly Program Newsletter, for which encouraging feedback has been received, has only a 4-month history. Furthermore, intensified 2004 work with HOPE Focus Group members may be fruitful.

5) More program advertising & better course scheduling have been recommended by respondents to Marketing & Recruitment Research efforts (i.e. Mainland college/universities & Kauaì Community College program coordinators). This subject will be discussed more specifically in the Action Plans section.

6) Only one, of the (total 35 over 2 years) “Students who applied for the HOPE Program”, actually enrolled in a HOPE course ( & this Fall, 2004 student attended only one class). I’m not sure what this means; but the disturbing message will be challenged.

7) Data 2b) presents a different group of students. Additional & refined local high school Marketing/Recruitment efforts are dictated.

Program Action Plans (Improvements in the next 2 years)

a) Pursue “e-brochure” training & development. NOTE: Community Colleges’ PCC funds & training are available. However, the HOPE program does not meet priority selection criteria; so, it will have to wait for maybe a year.

b) Facilitate the efforts of Kauaì Community College’s & Tony Killbert, who is working on a Campus publicity project, by providing HOPE insight & material.

c)Establish an expansive HOPE Club connection with Kauaì High School’s AOHT to plan & implement community service, social-educational, & leadershiptraining activities.

d) Develop regular liaison with interested Kapaa High School & Waimea High School juniors & seniors, via guest speakers & College campus tours; and by encouragement of the Career Path program, which intends to provide a seamless transition between Kindergarten & Baccalaureate.

e) Promote multi-stage approval of the New HOST Program, which shares Industry authorship & endorsement. As a result of the recommended minimum entry skills required in Math, English, and Computer; 5-career curriculum options; and intense on-the-job training components in most HOPE graduate; higher-quality Majors should be attracted to this program. Positive word-of-month, supplemented by the Program Newsletter, Website, & e-brochure should increase HOPE enrollment. And, use of the Case Management approach should stabilize Retention.

Institutional Research Data Needed

1.Enrollment in HOPE Course/Program by High School/Year Graduated2.List of HOPE Majors/Semester

Program Research Data Needed

1.Annual HOPE Major/Graduate Survey2.Focus Group Survey every two years3.Mainland Colleges/Universities Questionnaire every two years4.Annual Newsletter Questionnaire re: Marketing & Recruitment


1.2 Enrollment1.2.1 Comment on your program's retention efforts over the past 2 years. How

have these efforts affected enrollment and graduation rates? Indicate program plans as a result of the analysis. Identify institutional research data needed to effectively plan student retention strategies.

Methods

1. Refer students with test-taking & reading comprehension challenges to the Learning Center for private tutoring.

2. Counsel current-semester students re: HOPE courses recommended for next semester.3. Advise campus Hotel Operations Club which, among other objectives, encourages member

camaraderie.4. Use Lena Tobias’ Assessment Learning Practices & Skills (ALPS) inventory in HOPE 120

(Spring 2002 & Falls 2002 & 2003).5. Use Peer Assistant in qualifying courses (HOPEs 120, 124, & 125, since 2002).

NOTE: Methods 1-3 above: I have not kept data re: the Retention rates of any of the above-mentioned students. Therefore, I cannot gauge the effectiveness of these methods. I need to start monitoring success for these & any other formal strategy I develop from now on.

Data a. (refer 1.2.1)

PHI Student Retention Rates (Fall to Fall): Number of “Completers” & “Non Completers” (Appendix A)

AAS F98 F99 F00 F01 Subtotalsper Grade

% of Subtotalsper Grade

4-Semesters%

# Student Majors 41 38 26 33# "A's" Awarded 23 9 16 31 79 23.9%# "B's" Awarded 43 23 19 35 120 36.3%# "C's" Awarded 21 26 15 35 97 29.3%# "D's" Awarded 11 6 5 13 35 10.5%Total “Completers” 98 64 55 114 331 100%% of “Completers” 69.5% 50.0% 67.1% 85.7%% of “Completers” 4 Fall Semesters

68.4%

# "F's" Awarded 10 13 3 10# "N's" Awarded 3 12 3 2# "W's" Awarded 26 38 20 6# "I's" Awarded 4 1 1 1Total “Non Completers” 43 64 27 19Total “Completers” &“Non-Completers”

141 128 82 133

% of “Non-Completers”(4 Fall Semesters)

31.6%

# of Student Majors onAcademic Probation

7 13 4 8

NOTE: AAS & CA No Show students were not tracked in either the PHI “Completer”/ “Non-Completer” nor the Instructor Grade book tables (refer c. below).

CA F98 F99 F00 F01 Subtotals % of Subtotals 4-Semesters


Per Grade per Grade % # Student Majors 7 8 6 3# "A's" Awarded 3 1 2 0 6 11.5%# "B's" Awarded 3 2 7 1 13 25.0%# "C's" Awarded 5 4 6 4 19 36.5%# "D's" Awarded 4 3 3 4 14 27.0%Total “Completers” 15 10 18 9 52 100%% of “Completers” 60.0% 45.5% 75.0% 81.8%% of “Completers” 4 Fall Semesters

63.4%

# "F's" Awarded 0 5 2 0# "N's" Awarded 4 0 1 0# "W's" Awarded 5 7 3 2# "I's" Awarded 1 0 0 0Total “Non Completers” 10 12 6 2Total “Completers” &“Non-Completers”

25 22 24 11

% of “Non-Completers”(4 Fall Semesters)

36.6%

# of Student Majors onAcademic Probation

2 3 2 3

Note: The AAS & CA Non-Completer data is obviously more applicable to Retention. However, an analysis of Completer data might uncover course content & presentation strategies which foster Retention.

b. (refer 1.2.1)Kaua`i Community College Grade Distribution Review – Fall & Spring Semesters, Fall 1998 – Spring, 2004 (Appendix O)

% % Non- % %

Course Semester Enrolled Graded A B C D F W Completers Completers A-D FHOPE 120 (12) F'98-S'04 196 156 42 40 34 13 27 40 80 20 82.7 17.3HOPE 124 (14) F'98-S'04 248 191 58 44 35 22 32 57 77 23 83.2 16.8HOPE 125 (10) F'98-S'02 136 114 34 27 22 11 20 22 83.8 16.2 82.5 17.5HOPE 140 (6) S'99-F'03 50 45 11 16 9 2 7 5 90 10 84.4 15.6HOPE 150 (4) S'00-S'04 39 36 16 10 6 1 3 3 92.3 7.7 91.7 8.3HOPE 193V (9) F'99-S'04 13 11 8 3 - - - - 84.6 15.4 100 0TOTAL 682 553 169 140 106 49 89 129 81.1 18.9 83.9 16.1

NOTES: “F” – graded students included in Completers total because they were listed in the Graded Column. : % of A-D & % of F based on Graded total

c. PHI Program Demand/External, Program Demand/ Internal, & ProgramOutcomes (Fall, 2002 - Fall, 2004): Hospitality Services (Appendix P)

Program Outcomes Student Retention Completion rates


F’02 S’03 F’03 S’04 F’04 % of “A” grades awarded 29.7% 25.44% 14.84% 31.62% 24.00% % of “B” grades awarded 28.57% 26.32% 24.52% 17.09% 28.00% % of “C” grades awarded 21.8% 23.68% 23.87% 17.95% 21.00% % of “D” grades awarded 4.89% 9.65% 9.68% 11.97% 6.00%Non-Completion rates % of “F” grades awarded 4.51% 7.02% 13.55% 5.98% 8.00% % of “W” grades awarded 6.02% 4.39% 8.39% 10.26% 7.00% % of students on academic probation 9 8 11 4 6

d. (refer to 1.2.1 )

PHI Number of Students who Graduate within 3 years (Appendix B)

F’02 S’03 F’03 S’04 F’04AAS 3 3 1 3 0

e. (refer to Method 4)

Instructor Gradebook HOPE 120 Retention Data (2003-2004 vs 2002-03vs 2000-01)NOTE: Not included in the Appendix; available for inspection

Grade bookRetention Data Total enrolled # Withdrawals # F's & D's

F2003 20 3 3(F) 2(D)S2004 13 3 2(F) 1(D)F2004 28 7 5(F) 0 (D)

Total 61 13 13%W,F or D 43%

Grade bookRetention Data Total enrolled # Withdrawals # F's & D's

S2002 17 3 3(F) 0 (D)F2002 10 1 2(F) 0 (D)S2003 20 3 3(F) 1 (D)Total 47 7 9%W,F or D 34%Grade bookRetention Data Total enrolled # Withdrawals # F's & D's

S2000 23 5 2(F) 3 (D)F2000 9 0 0(F) 0 (D)S2001 26 4 3(F) 1 (D)

Total 58 9 9%W,F or D 31%


NOTE: Students who enrolled but didn’t attend classes not included.

f. (refer Method 5) Peer Assistant Program: % of Students Receiving D,F, W, or N Grades (Appendix C)

Courses 00-01 01-02 02-03 03-04

HOPE 120 36.36% 41.94%HOPE 124 56.20% 52.13% 27.78% 45.46%

Note: Peer Assistant Program Coordinators, Sandy Magnussen & Kimo Perry, provided this

data in Percentage form.

Analysis

a. (Refer to 1.2.1)It appears retention efforts are not working, regardless of the multiple strategies

employed.

More specifically, and based on PHI Completer & Non-Completer, the Completer Rate of AAS students (68.4%) is slightly higher than it is for CA (63.4%). Although 1999 featured a remarkably low Completer Rate of 50.0% for AAS & 45.5% for CA, the most recent year, 2001 showed higher Completer Rates of 85.7% for AAS & 81.8% for CA.

Grade distribution-wise, the large majority of grades fall within the “B” & “C” categories for both CA (61.5%) & AAS (65.5%) students (although the predominance of “B’s”& “C’s” is reversed in favor of the AAS students). However, AAS students get more “A’s” (23.9% vs. 11.5%) and fewer “D’s” (10.5% vs. 27.0%) than CA students.

Data b. treats all students in all HOPE courses during F’98 thru S’04 (as opposed to HOPE Majors only, F’98 – F’01 in Data a.). The Completion rate is higher (81.1% vs. 68.4% & 63.4%) for “all students”.

Data c. also deals with “all students” during the period: F’02 – F’04. Similarly, the Average Completion rate is higher (80.1% vs. 68.4% & 63.4%). Could the lack of minimum placement scores for HOPE Majors affect this data?NOTE: The New HOST Program does require minimum placement scores.

2) (refer Method 4) The % W, F, or D has gotten progressively worse. I can’t isolate a reason, but I will continue to monitor & investigate.

3) (refer Method 5) In this (Peer Assistant Program) analysis of vocational students, failure rates ultimately rose in all of the courses for which there is longitudinal data. Nevertheless, the Peer Assistant Program may have affected 01-02 decline in HOPE 125 & 02-03 decrease in HOPE 124, & appears to have value.

Program Action Plans


a) Re-institute 15-minute interviews with all HOPE majors each semester, to establish a framework for future Faculty- Student interaction.b) Use the upcoming Case Management approach to maintain a constant

relationship with HOPE majors.c) Submit a 2-year course scheduling plan to facilitate student buy-in

to a sequenced program of courses. (Appendix D) d) Conduct Current Student & Recent Graduate surveys to

identify Retention problems & recommendations.(Appendix E) e) Request Retention recommendations from selected local &

mainland colleges/universities/individuals.f) Monitor for success of retention efforts.


1. Semester to Semester Retention2. Freshman to Sophomore Retention3. Entry to Graduate Retention4. Freshman to Graduate Retention

NOTE: Some of this data may already be available.


1. HOPE Club Member Retention versus Other Majors 2. Retention % of Majors Counseled/Not Counseled re: Next Semester Courses3. Retention % of Borderline (Remedial) students Receiving/Not Receiving

Private Tutoring provided by the Learning Center4. Retention effect of 15-min Interviews

1.3 Placement and Scheduling

1.3.1 Is enrollment in any required program course dependent upon student performance on assessment/placement tests or prerequisites/co-requisites? Have results of these assessment/placement tests or prerequisites/co-requisites been demonstrated to be related to student success in the program. What strategies will your program use to improve the effectiveness of placement testing practices.

Methods

1. No minimum placement test score is required for program entry.2. HOPE 120 is a pre-requisite for HOPEs 140 & 150.3. HOPE 193V requires Instructor recommendation.

Data

a. Fall 2003 Compass Pre Algebra, Reading, & Writing Means byMajors: Comparison of HOPE with LBRT, UNCL, ACC, & FSER Test-takers


Program Pre Algebra Reading Writing N Means N Means N MeansHOPE 38 44.8 37 68.5 37 52.7LBRT 456 54.9 436 77.2 439 61.3UNCL 32 57.7 32 80 30 60.3ACC 38 57.1 38 74.8 38 59.5FSER 3 51.7 3 70.7 3 53

a) PHI Placement data was unavailable when this Review was compiled.

Analysis

1) The HOPE Focus Group recommends, on a consensus basis, that HOPE Graduates should be capable either of success at the first-line supervisory level or of success as a baccalaureate degree candidate. Therefore, the comparable programs were selected on that basis. HOPE Majors are the lowest in each category. The minimum placement test scores (listed in the Action Plans section) will attract a higher quality candidate. This may also steady Retention rate criteria (i.e. % of W’s, D’s, & F’s).

2) Higher quality Majors will tend to succeed in a New Host program that requires: five (5) 3-credit courses which feature a 1-credit on-the-job-training component (many lecture-lab courses are 4-credits); Human Resources Director interview- based selection for each course abovelisted; & relevant Industry employment soon after graduation.

3) The reason HOPE 120 currently serves as a pre-requisite for HOPE’s 140 & 150 is that it provides the Industry perspective & terminology that should facilitate learning in the function-focused latter courses. Although the texts in both HOPE’s 140 & 150 contain Industry-introductory chapters; & it is not known whether students are more successful as a result of the pre-requisite, HOPE 120 is considered a valuable program foundation course.


a) Require the following placement test scores for program entry:ENG - ENG 22 entry level: MATH – 48 or higher; computer – 35 wpm with no more than 3 errors on a 3-minute test.

b) Position HOST 120 as a pre-requisite for all HOST courses (including HOST 193) except HOST 125, for which it will serve as a co-requisite.

c) Monitor Retention & Placement rates.



1. PHI Placement


1. Justification of HOPE 120 as a pre-requisite2. Relationship of required minimum placement test scores to Retention rates.

1.3.2 Does the current scheduling method adequately support access and completion needs of students? Describe your scheduling method. What other data and/or approaches would help in improving the course scheduling procedure?

1. Develop 2-year HOPE Course Scheduling Plan, effective Fall 2004, in concert with Business Education Division (B.E.D.) colleagues.NOTE: The ultimate scheduling question was: “Will HOPE Majors be able to complete the required curriculum if subject course is scheduled at this time, on these days?”.

2. Interview Kaua`i Community College Program Coordinators, who either requireHOPE courses or provide HOPE-required courses, to facilitate schedulingof all affected students.

Data

a. Grade Distribution Review – Kaua’i Community College Fall & Spring Semesters, Fall 1998 – Spring 2004: Fall 2003 vs. Fall 2004 Enrollment (Appendix O)

b. PHI Student Retention Rates: Fall to Fall (F’98 – F’03) (Appendix A) &(Appendix P)

* AAS & CA combined


COURSE Fall 2003 Fall 2004 DifferenceHOPE 120 20 28 +8HOPE 125 14 20 +6HOPE 140 14 10 -4TOTAL 58 48 +8

# of Student F '98 F '99 F '00 F '01 F '02 F '03Majors* 48 46 32 36 20 18

c. PHI Number of Students* Who Graduate: Fall to Fall (F’98 – F’04) (Appendix B) & (Appendix P)

* AAS & CA combined

Analysis

1) Data a. was gathered to see if enrollment in the HOPE courses scheduled during the Fall semester after the 2-year HOPE Course Scheduling Plan was greater then the previous Fall semester. Although the enrollment in two thirds of the courses & the overall enrollment were greater, this does not prove the success of Method 1. NOTE: Whereas all HOPE courses were scheduled every semester, all, except for HOPE 120, have been scheduled once a year for several years due to lower enrollment.

2) Data b. & c. show a declining number of both student Majors & Graduates during the period Fall 1998 thru Fall 2004. Scheduling may have contributed. The part that scheduling plays in Enrollment Trends should be defined & monitored

3) The New HOST Program, which will require on-the-job training components in all but one HOST course, will present special scheduling challenges, with the probability of having to schedule approximately 16 students at 8 different hotel sites, for 5 weeks in each of two courses every semester.


a) Conduct HOPE Major & Graduate Surveys re: Course Scheduling annually.b) Use the Case Management approach to identify/solve scheduling problems.c) Conduct Kaua`i Community College Program Coordinator Interviews every two years to anticipate & alleviate scheduling problems.

d) Schedule on-the-job training-focused HOPE course selection interviews on a location-friendly basis (i.e. hotel not too far from student’s residence).

e) Schedule Instructor site visits according to geographic sectors, in on-the-job training-focused HOPE courses (i.e. visit all Princeville hotels on a different day from all Poipu hotels).

Institutional Research Data

1. Annual Kaua`i Community College Grade Distribution Review2. Annual PHI Student Retention Rates3. Annual PHI Number of Students Who Graduate


1. Enrollment Trends as a reflection of Course Scheduling Strategies.


F '98 F '99 F '00 F '01 F '02 F '03 F '046 3 2 5 3 1 0

1.3.3 Does your schedule meet the needs of special populations (Running Start, Early Admits, Workforce)?

Methods

1. Develop/present more than one dozen different non-credit courses for the community since 1987, including 3 in the past 2 years, namely: Customer Service for Pahio Resorts, Customer Service & Communication for an OCET Banking program, & Customer Service for a Call Center. NOTE: The latter two (2) were never delivered.

2. Meet with State Workforce Development Office Staff to identify possible means of connection.

Data

a. HOPE courses are not listed on the Running Start website.b. No Early Admit student was included on HOPE course lists within the past 5 years.

c: No Workforce Development student was listed on data from Institutional Research.

Analysis

1) The Running Start program is meant for high school students who qualify for listed courses which offer both high school & college credit.

2) The Early Admit program is for vocational &/or academically gifted junior and senior students who take courses for post-secondary credit only. As a tie in to the high school DECA program, Early Admit may be a viable source of HOPE students if college courses were scheduled mid afternoon or evening.

3) The State Workforce Development (WD) program offers fast-track skills to the unemployed to make them more marketable to industry. The HOPE program could either make selected current courses WD-friendly or create a fast-track skills package to accommodate WD criteria.

4) Method 1. abovelisted, although two (2) of the three (3) recent courses did not address the WD market, is mentioned because it represents effort by the HOPE program to spread it’s philosophy & procedures into the wider community & develop workforce as a result.


a) Continue to develop/present non-credit courses on Kauai.b) Examine creation/delivery of hybrid courses which could be campus,

community, and/or HITS-based.c) Study the packaging of a fast-track series of skills for delivery to WD students.d) Revisit the advantages & disadvantages of mid-after &/or evening course scheduling.

Institutional Research Data NeededNone



1. Monitor Early Admit & State Workforce Development student enrollment in HOPE courses.

1.3.4 Have you surveyed employers and scheduled according to their needs?

Methods

1. Survey the HOPE Focus Group using meetings-of-the-whole, individual meetings,2. Focus Group Forum questionnaires, assigned projects, course modifications, & a

specially-designed questionnaire re: scheduling needs.3. Create HOPE Advisory Committee meetings which focus, in part, on scheduling needs.4. Conduct a “Chunking-down of the HOPE Courses” survey of representative

Hospitality Industry executives.5. Conduct “Return to Industry” interviews which contain questions re: Industry

scheduling needs.

Data - Refer Appendices F, G, H, & I for Industry; feedback re: scheduling needs.

Analysis

1) Hospitality is a “24/7” Industry, therefore, scheduling time & location are not as critical as the length of course & length of class issues.

a. Time of Day: Evening courses would accommodate maximumIndustry participation. However, mornings would be convenient for the not-insignificant Swing (3-11P) & Graveyard (11P-7A) shifts.NOTE: HOPE’s attempts to attract Industry employees via Evening courses were unsuccessful.

b. Location: On-site & Kaua`i Community College were the two mostrecommended.

c. Length of Course: 2-4 weeks d. Length of Class: 4 or 8 hours every day.

2) The on-the-job training-intensive New HOST Program will offer parts of HOST courses on-site, in 3-6 hr segments, once or twice a week, over 5 weeks. A 5 th

course will be scheduled entirely on site (225 hours). 3) As for the traditional student (i.e. full-time; school-first, work-second), a “HOPE Major/Graduate” questionnaire (refer Appendix E) registered representative support for a two-morning a week schedule.


a) Seek approval of the New HOST Program, explained above.b) Study the following: breaking 3-credit courses into 1-credit modules; offering hybrid, credit/non-credit courses; scheduling once a week 3-hour courses & two (2) sets of 2-day a week courses, morning and/or afternoon.



None


1. HOPE Focus Group, Advisory Committee & Major/Graduate Surveys alternating yearly.

1.4 Support Services for Access1.4.1 Comment on your program's level of collaboration with access services such as advising, admissions, registration, financial aid, and business office support services. How could this be enhanced?

Methods

1. Advisinga.) Communicate strategies for stimulating additional enrollment in

possible low-enrolled courses every semester.b) Work with Counselors to minimize controllable student course

withdrawal by referring the names of students who are missingclasses.

c) Coordinate student exceptions to pre-requisite and other curriculum requirements.

2. Admissionsa) Correspond with prospective students interested in the HOPE program.

3. Registration a) Regularly check for status of enrollment, student contact data, & final grades receipt.

4. Financial Aids a) Serve on Financial Aids Office Advisory Committee. b) Chair HOPE Scholarships Committee c) Respond to requests for information on Financial Aids students.

5. Business Officea) Initiate instructional and HOPE Club travel requests (i.e. KCC Fund for

Visitor Industry Immersion Experience).b) Coordinate planting of Puakenikeni tree on campus (i.e. HOPE 125 Community Service Project.

Data None

Analysis

1) Dialogue re: low-enrolled course strategies is beneficial; several, if not most, of the subject courses have escaped cancellation. NOTE: Records have not been kept.2) Contact with Counselors re: student absence should be done earlier in each course; preceded by concerted Instructor attempts to connect with subject students.


3) Collaboration with the Financial Aids Office is good.


a) Keep records of (& continue) contact with Advising re: low-enrolled course strategies, to measure success.

b) Programmatize contact with students who have been absent twice. c) Keep Financial Aids Advisory Committee commitment.

d) Pursue Case Management involvement.


None


1. Possibly low-enrolled courses which are not cancelled. 2. Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical education, remedial/developmental education and life-long learning.2.1 Articulation (between KCC & others) and Collaboration (w/in KCC)2.1.1 What has the program done to ensure that it is in communication with high schools and transfer institutions regarding articulation issues and/or problems? Describe successes and challenges and near-term plans for improvement.

Methods

1. Establish Articulation Agreements with University of Hawaii-Manoa & Hilo, Hawaii Pacific University, & University of Nevada - Las Vegas, covering most/all HOPE courses.

2. Accept applicable year-long Academy of Hospitality & Tourism-(AOHT) course (with specified requirements) from Kauai High School for HOPE 120.

3. Meet with Kauai high school counterparts, initially on a District basis, and more recently at a Career Technical Education Conference, to discuss articulation possibilities and problems.

4. Meet with HOPE PCC, twice during 2004, to facilitate intra-College & University of Hawaii-Manoa articulation.

Data (refer Articulation Agreements, Appendix N)

Analysis

1) Favorable Outcomes a) The first articulation effort with each of the above-referenced universities was successful (i.e. either 100% or all but one

HOPE course was accepted). 2) Challenges

a) HOPE 120 was not articulable with the UH-M TIM School. However, recent Industry-suggested improvements, & Kapiolani Community

College’s successful articulation of this course with UH-M may hasten future efforts.


b.) Although 1-3 AOHT students from Kauai High School register forHOPE 120 every Fall semester, only half of these continue to pursuethe HOPE program. Neither the HOPE 120 enrollment nor the continuationrate are satisfactory.NOTE: Records have not been kept.


a) Work with the HOPE PCC to standardize program and Course Learning Objectives to ease articulation with UH-M and other 4-year institutions.b) Perpetuate commitment to the D.O.E. Career Path & Career Technical Education programs to ensure seamless progress of interested students.

c) Annualize contact with the three (3) mainland colleges/universities, which served as Marketing & Retention resources, and the universities with which Articulation Agreements are currently in place. The latter will happen naturally as a result of the emerging New HOST Program approval procedure.

d) Pursue further Kauai high school articulation by encouraging the organizing outreach efforts Kauai High School’s David Kagawa & KCC’s Cammie Matsumoto have started.


None


1. Monitor AOHT enrollment in HOPE 120 & succeeding HOPE courses. 2. Monitor HOPE Graduate transfer to 4-year institutions.

2.1.2 Comment on collaborative efforts with other program units. Assess successes and challenges and plans for future collaboration.

Methods

1. Business Education Division (B.E.D.) (in addition to regular B.E.D. meeting agendas)

a) Coordinate B.E.D. Program Advisory Committee meeting agendas to address both common Division & individual Program issues.

b) Reconsider each B.E.D. program in light of the New HOST Program, which proposes 5 Specializations including Food & Beverage(Dining Room), Accounting, & Executive Office Administration.

c) Assist the Culinary program with the annual ACF Breakfast viaHOPE Club pot-washing participation.

d) Contribute training, expertise, & planning to B.E.D. Gala fundraisers. 2. Other Programs

a) Conduct meetings with Program Coordinators representing courses which are required for HOPE majors, or majors who require HOPEcourses, to create workable 2-year Schedule of Courses.


b) Share with Instructors of generic HOPE-required business courses, Visitor Industry scenarios and examples, requesting their use in these courses.c) Serve the Learning Center & Financial Aids programs as a member of

each Advisory Committee.

Data (refer 2-year HOPE Course Scheduling Plan, Appendix D, & Survey of KCC Program Coordinators who teach HOPE-required Courses, and Coordinators Who Require HOPE Courses in Their Programs, Appendix J).

Analysis

1) Favorable Outcomesa) The last two Program Advisory meetings have been conducted primarily

on a Division level. This guaranteed multi-discipline input re: subjects that affected both the Division and the Program.

b) Approval of the New HOST Program forced each Program to evaluate it’s direction and functions. This exercise will minimize curriculum duplication and clarify Program mission.c) Recent efforts of the B.E.D. to develop and/or contribute to campus events

on a partnership basis have brought the Programs together.d) The 2-year HOPE Course Scheduling Plan will make it easier for Majors to complete the AAS curriculum in 4-semesters.

2) Challengese) The HOPE Coordinator/Instructor joined the B.E.D. with the challenge to

create a separate Visitor Industry Division. Unfortunately, this individualhas clung to this separatist (and possibly elitist) mindset for too long.Recent B.E.D. partnering activity, coupled with the HOPE Focus Group& New HOST Program, have inspired an awakening.


a) Participate in the development of a Business Plan competition sponsored by the B.E.D..

b) Promote harmonious relations with the B.E.D. and throughout KCC.

c) Assist in the creation or modification of FSER (Culinary) and ACC (Accounting) courses which are proposed in the New HOST Program.

d) Work with the developers of the new FENG (Facilities Engineering) program to assimilate it, as a Specialization, into the New HOST Program.

e) Use the monthly Hui `Ohana Po`okela Newsletter as a reinforcing link between HOPE & the other Programs on campus.


None


1. Success rate of 2-year HOPE Course Scheduling Plan2. Program Coordinator Survey every other year.


2.2 Curriculum2.2.1 How is program curriculum reviewed for currency and relevancy to institutional, community, and student needs? Include recent deletions, additions and revisions. What are your upcoming plans in this area?

QuestionsMethods Currency/Relevancy Analysis

Do Kauai resorts consider the HOPE curriculum current & relevant?

HOPE Advisory Committee reviews the program, offersinput, & responds to curriculum applicability questions.

The Advisory Committee regularly endorses the Human Values & Basic Skills emphases of the HOPECurriculum. Prior to HOPE FocusGroup, the Advisory Committee assumed the hotels could teach operational courses on-site (i.e. Front Office, etc.) better than the comm.-unity colleges.

The Focus Group recommends that all HOPEoperations courses, except HOPE 120, should contain an “on-the-job training” component.(Appendix F)Advisory Committee meetings are conducted only once a year & directed by a general agenda. I have been relatively lax in responding to input & informing participants about action taken (i.e. other than sending meeting minutes). (Appendix G)

A survey sent to 10 managers, representing the most significant segments of the Hospitality Industry, "chunked down" the HOPE curriculum into "bite-size pieces", & asked participants to select, prioritize, & package identified parts.

Survey respondents were especially impressed with the Guest Service, Aloha Spirit, Communications, & Revenue Management elements of the HOPE curriculum. However, an Accounting course that requires students to read the Income Statement was recommended.

An additional credit may be added to the currently -required ACC 124BC course to cover the Income Statement.The intention of the HOPE “Chunked Down” survey was to create both a non-credit & an industry employee market. It could have been more focused on curriculum Development. (Appendix H)

The statewide "Return to Industry" summer program asked Industry managers to contemporize the community colleges' perception of Industry needs.

Like the above Survey respondents, which represented Visitor Industry segments (i.e. Airlines, Retails, etc.) other than Hotels, this group encouraged additional Guest Service curriculum. However, like the Advisory Committee, they questioned the theoretical-focus of HOPE operations courses.

HOPE courses which feature an “on-the-job training” component, should meet Industry expectation.The “Return to Industry” interview questions need to be tailored to curriculum development needs.(Appendix I)

Regular Guest Speaker & Property Tour/Orientation events are scheduled in each HOPE course to highlight current Industry issues & direction.

It is the objective of Guest Speakers, Property Tours, and Periodical Assignments to inject currency & relevancy into a course.

The theme & questions must be more & consistently “What’s needed now?”-oriented. The new HOST 120 course, which is the only HOST Course without an on-the-job training component, will satisfy Industry need for Guest Speaker & Property Orientation perspective.

Additions/Deletions/Revisions in Response to Industry Recommendations

The following curricula were added:A Call Center training package was created (i.e. Customer Service component) for an entity that

never materialized.A Teller Training package was designed (i.e. Customer Service & Oral Communication

components), & is currently being marketed.

Currency/Relevancy to Institutional needs

The HOPE Program Analysis & HOPE PCC are two (2) methods used to ensure program currency & relevancy to meet the needs of Kauai Community College.

Although the Program Analysis is an adhoc assignment, it has challenged the HOPE Instructor to interview/survey the following institutional constituencies re: HOPE course currency/relevancy:


1. Program coordinators who teach courses required by HOPE majors; (Appendix J)2. Program coordinators who require their majors to take HOPE courses; & (Appendix J)3. Instructors who teach HOPE-type courses at selected mainland colleges & universities.

(Appendix K)

The HOPE PCC, which involves my counterparts from Kapiolani, Maui, & Hawaii Community Colleges, meets formally & informally at least once a year to address the subject of course currency, relevancy, and transferability.

Currency/Relevancy to Students needs

In addition to the Student Evaluations which this tenured Instructor conducts every semester, the below-listed methods are used to keep curriculum current & relevant:

1. The HOPE Club provides a regular informal channel of feedback.; &2. The recent Survey of Recent Graduate & Current Students focused on the currency&

relevancy of both the HOPE program & individual HOPE courses.

State/National/International Trends

The following Visitor Industry associations publish monthly newsletters and/or magazines for which I have subscriptions: Hawaii Hotel & Lodging Association; HawaiiVisitors & Convention Bureau; and American Hotel & Lodging Association. These publications focus me on the most relevant current trends which I use to contemporize and expand my lectures and demonstrations.

Data

None


a) The HOPE Focus Group has recommended a New HOST curriculum to meet Industry needs. Recommendations identify the need for an “on-the-job training” component in almost every HOPE course, including a more relevant Internship. This type of program will automatically inspire constant faculty awareness, and formal student & program evaluation. Further input/approval will be sought from other Division Chairs, the Business Education Division, & Curriculum Committee. b) In addition to the 1-credit Income Statement Accounting course abovementioned, two (2) new HOST courses (one dealing with Supervisory/Time Management issues, the other with Dining Room training for the HOST Major) have been B.E.D.- approved, as part of the New HOST Program. Also, modification of the rest of the HOST courses (other than HOST 120), and a Food Preparation for the HOST Major course have received B.E.D. approval.c) Questionnaires/Surveys are being administered to the following constituencies: other colleges & universities; current majors & recent graduates; faculty who teach HOPE students;

programs which use HOPE courses; & selected individuals with expertise.d) A Summer Hotel Internship for faculty would ensure program relevancy & currency.



None

Program Research Data Needed1. Annual Questionnaire/Survey of Industry, Kauai Community College, & HOPE

Majors re: curriculum currency & relevancy, including request for deletions, additions, & revisions.

2.2.2 Are instructional methodologies appropriate for program content? Explain. Do instructional methodologies utilize available, current technology? Explain. Indicate recently implemented innovations in instructional methodology or use of technology as well as changes your program is considering within the next two years?

Methods

HOPE Course Methodology Appropriateness Technology120 5 Writing assignments My "writing intensive" course Internet as

3 team-building speeches Develop teamwork * research resource124 8 individual speeches My "speaking-intensive course Internet as

1 team-building speech * research resource

1257 Visual-focused Team Speeches Right-brain appeal 3 Cultural Conditioning

Class Anthem Singing Exercise Videos Appreciation Circle Accent the positive Neuro Linguistic Positivism Readings Accent the positive & change Programming Video Community Service Project Instill Community Service attitude Affirmation/Positive Self Talk Enhance self image Script

140 Critical Thinking Speech & My "thinking-intensive" course 2 Videotaped & Peer- Evaluation Memo evaluated Performance Exams Internet as research

resource Front Office Simulation

Exercise150 7 Jigsaw Exercises Teach what you learn Internet as

Guest Speaker for a Day Teach what you learn research resourceAcross-the-Curriculum Flower & "I Can" (Candy) on Create Learning mood Instructor's Desk Create Learning mood Before & After Class Music Create Learning mood Student chairs close together Simulate business climate Reports in Memo form Personalize learning Learning Logs

Data (refer “Recent HOPE Graduate & Current Major Survey” (Appendix E) & “HOPE Focus Group Meeting(s) Minutes” (Appendix F))

Analysis


1) The feedback from HOPE Graduate & Current Majors, on the whole, praised current methodology, especially the innovative strategies used in HOPE 125 & across-the

curriculum learning logs. Infact, the performance art nature of lectures was routinely cited. However, the suggestion to offer more “hands-on” opportunities was made several times.

2) Industry input recommended on-site administration for workplace skills & campus format for human values and basic skills. The New HOST Program emphasis on on-the-job training will address the needs identified in 1) & 2).

3) The lack of technology-based instruction throughout the curriculum is remarkable. Otherwise, the formidable volume & result of innovative methodology that is present is reassuring.


a) Consider conversion of an existing course to HITS format.b) Experiment with new technology, including Key Train, to enhance delivery of

courses. c) Seek specific Industry & Student feedback re: the success of new instructional methodology.


None


1. Industry survey re: methodology every other year.2. Annual Student survey re: methodology.

2.2.3 What steps are taken to develop and ensure consistent application of academic standards? (e.g. grading standards, course objectives...etc). Comment on plans you have to improve this process.

Methods 1. Infuse every course with the following standard-setting sections: Grading Criteria,

Course Objectives/Competencies, Curriculum Comments, & General Education/Relation to Other Courses.

Data

None


Analysis

1) The Course Objective/Competencies section is intended to answer the question: Upon completion of this course what should students be able to do?. However, Objectives development is guided more by text chapters than course mission. Also, starting each Objectives statement with a verb is a superficial improvement. The current College emphasis on Assessment will cure this problem. 2) The General Education Relation to Other Courses section is simply a compilation of College-wide Liberal Arts standards which are satisfied by a course. Selection of standards lacks a scientific base. 3) “Curricular Comments” specifies the across-the-curriculum themes which characterize the HOPE program, namely: cultural interpretation, Standard English speaking, & critical thinking. An effort to quantify these may be advisable.

4) “Grading Criteria” treats the following: Memo & Speech Assignments & Examinations. Grading of Memos & speeches, although criteria-based & quantified, can be refined using new Assessment Program methods.

Exams are either written or performance –formatted & peer or instructor-evaluated. the written questions are mostly essay, but relate to text information rather than Student Learning Outcomes.


a) Convert to Program, Course, & Student Learning Outcomes, & to Assessment Program methods to maximize communication & accountability.

b) Establish relevant criteria for the selection of General Education standards which are met by a course.


1. Student Placement Rate


1. Student Satisfaction with Standards Communication Survey 2. Industry Satisfaction with Graduates Survey.

2.2.4 Comment on how your program addresses the learning needs of under-performing students. Are there strategies you are considering to strengthen this process? If so, describe them. Are there other programs and services currently not available that would help in this area?

Methods

1. Require ALPS inventory for all HOPE 120 students.2. Use Peer Assistant in every qualifying HOPE course3. Encourage HOPE Major membership in the HOPE Club which serves, among

other things, as a Support Group.4. Send needy students to Learning Center for test-taking & reading comprehension

enhancement, & private tutoring.5. Tutor mostly ESL students & Majors who request help with Public Speaking.

Data (refer “Peer Assistant Program: % of Students Receiving D, F, W, or N Grades” (Appendix C))


Analysis

1) Ensure that referred students take advantage of targeted LearningCenter services, & use lessons during & succeed in course.These actions have not been taken to date.

2) Although the Peer Assistant Program is procedurally evaluated, little has beenlearned that can be used to improve Passer rates.

3) The Support Group benefit is not prominently used in selling HOPE Club membership to prospective students. It should be refined & marketed.

4) Most students are naturally hesitant to request Public Speaking assistance. The Instructor should be proactive in this regard.


Improvement Strategies

a) Require minimum Math & English placement & Computer Skills test Programentry scores.

b) Experiment with Pairing & Study Group strategies.c) Use Case Management to identify & monitor students.d) Introduce self-paced Key Train program.

Other Programs

e) Establish Support Groups (made up of Learning Center (LC) course alumni) for students who are referred to the LC for ESL, Time Management, Self Esteem & other needs.


1. Peer Assistant Program Success Rates2. ALPS Inventory Success Rates3. Case Management Success Rates4. Graduate Rates (i.e. Pre & post Minimum Test Scores)


1. Key Train Success Rates.2. Pairing Success Rates3. Study Group Success Rates

2.2.5 What assessments are being used to determine if current teaching methods used in the program are adequately meeting student needs. How are the results of these assessments currently being used?

Methods

1. Conduct “Recent HOPE Graduate & Current Major Survey”.2. Administer Kaua`i Community College Student Evaluations every semester.


3. Assign One-Minute Papers occasionally.4. Require Learning Logs (i.e. form of interactive note- taking) in every course.5. Convene 15-minute Student Interviews.6. Publish monthly Program newsletter which includes regular HOPE Graduate

& HOPE Major Profiles.7. Mandate an Evaluation section in every written assignment.8. Use Visual-Oral Representation speeches as a method to reinforce previous

learning & identify student needs.

Data (refer “Recent HOPE Graduate & Current Major Survey” (Appendix E))

Analysis

Feedback from the combination of Methods abovelisted has been mixed; mostlypositive, all instructive. Here is a representative sampling of recommended methods:HOPE 125 self esteem-enhancing strategies (i.e. Aloha Spirit Module, AppreciationCircle, Anthem Singing, Positive Self Talk Script, Positivism Reading, etc.); abundanceof public speaking (including Visual-Oral Representations, Team-building, & Individual) & writing assignments (i.e. memos, essay tests, Learning Logs); Front Office performance exams; & “real world” opportunities (i.e. Cooperative Education & Guest Speakers/Property Tours). Interestingly, one of two constructive criticisms deals with theinsufficiency of “real world” activities (i.e. lack of “hands-on” experiences). Getting theInstructor to speak more from the text than from his personal experience is the other suggestion for improvement.


a) Continue to use the instructional methods that work, namely, Learning Logs,essay & performance exams, & public speaking & writing assignments.

b) Enhance Cooperative Education course to cover the whole hotel.c) Emphasize the “real world” connection of HOST 120 by expanding guest

speaker/property tour series.d) Experiment with technology other than Simulation, in the delivery of course work.e) Incorporate a 1-credit on-the-job (on-site) training component in all HOST

courses, except the introductory HOST 120.f) Introduce Visual-Oral Representation speeches & prepare guest speakers

with applicable text outlines.g) Infuse the lessons of “Managing with Aloha” (Rosa Say) into HOSTs 125 &

100 (new course).


None


1. Monitor series of Kaua`i Community College Student Evaluations, One-Minute Papers, 15-minute Student Interviews (for methods consistently praised/criticized).

2. Recent HOPE Graduate & Current Major Survey every other year.2.2.6 DL: What distance learning options are available in your program. How is your program responding to student needs by using distance learning? Do you have a timeline?


Methods

1. Introduce use of Distance Learning (DL) as HOPE course deliveryoption at 5/6/04 HOPE PCC meeting, since there are no HOPE courses

currently available statewide via DL.

Data

a. “UHCC e-learn-Schedule of Courses” (Appendix Q)

Analysis

1) The following HOPE Program courses are offered at Kauaì CommunityCollege via DL (i.e. either Internet, Statewide Cable or ITV) BLAW 200,BUS 120, GEOG 101, MICR 130 & ENG 22.

2) Of the three high schools on Kauaì, only Kauaì High School is locatedclose to the Kauaì Community College campus. Perhaps the traditionalstudent (i.e. directly from high school) may be considering other options(immediate Kauaì employment, off-island education &/or employment, etc.) because s/he either “lives so far away” or doesn’t know we have any or applicable courses. In fact, the non-traditional student may harbor the same reasons for staying away from Kauaì Community College and/or the HOPE program.

3) Most HOPE Majors are also employed, many full-time in one or more jobs; with family commitments too. Distance Learning seems to be a via marketing,

enrollment, & possibly retention alternative for the HOPE program.


a. Sell DL option to current & past HOPE majors (the latter via monthlyProgram newsletter); & through them, to their relations & associates in theCommunity.

b. Create the new HOST 100 course, scheduled for Fall, 2006 implementation, with HITS delivery in mind.c. Offer HOST 100 via HITS during Fall, 2008, after developing student enthusiasm

in the classroom administration.


None


1. to DL Marketing Campaign to HOPE Constituents


2.3 Remedial/Developmental Education2.3.1 How has your program addressed academic remediation for students? Has this been effective? What proposals for change in this area does your program have?

Methods

In addition to using the Peer Assistant Program, & referring identified students to the Learning Center for private tutoring &/or Assessment Learning Practices & Skills workshops,as previously mentioned:

1. Work with selected “faster” students who are then commissioned to serve as mentors for “slower” students.

2. Use the Jigsaw learning approach in HOPE 150, Housekeeping Operations. Jigsaw facilitates assimilation & understanding of subject matter by requiring students to read, summarize, and present assigned text pages.

3. Require Team Building Speeches in HOPEs 120 & 124, & Visual-Oral Representation Group Speeches in HOPE 125.

4. Establish non-threatening, fostering contexts for performances &/or assignments (i.e. Seven (7) Individual Speeches in HOPE 124.)

NOTE: HOPE courses don’t require minimum COMPASS scores. Limited pre-requisites are used (Refer 1.3.1 Analysis 3) & Program Action Plan b).

Data

a. Refer 1.3.1 “Fall 2003 COMPASS Pre Algebra, Reading, & Writing Means by Major:Comparison of HOPE with LBRT, UNCL, ACC, & FSER Test-takers”

b. PHI Placement data was not available when this Review was compiled.

Analysis

Effectiveness of these methods has not been systematically monitored. Program Research Data is Needed.


a. Initiate Pair Problem-Solving in one or more, & succeeding courses.b. Incorporate lessons about the way different ethnic cultures respond to teaching, into all HOPE courses (i.e. recent Hawaiian Culture & Language Workshop).c. Use the Key Train Program to provide a computer-directed tutorial alternative.d. Use minimum Compass scores & Computer Skills test; and pervasive course prerequisites to ensure student course and career success.


1. PHI Placement2. COMPASS



1. Justification of HOPE 120 as a pre-requisite.2. Relationship of required minimum placement test scores to Retention

Rates of subject students.3. Monitor success rates of Ethnic Lessons, Pair Problem-Solving, & Key

Train strategies.

2.4 Student Learning Outcomes (SLOs)2.4.1 How does your program encourage and assess student growth in areas such as: communication, cognition, information competency, social interaction, and personal development and responsibility? What are the results of the assessment and what plans do you have to improve SLO's in these areas?

Methods

1. HOPE Course SLO’s* and/or Objectives/Competencies

Communication Cognition Information Social Personal Competency Interaction DevelopmentHOPE 120

*Recognize the factors *Describe the job

*Describe the importance *Distinguish between

motivating travel application process of the Hospitality Industry intention & action,

*Discuss the locally, nationally, and and between ethics &

definitive operations internationally.expediency in business.

of hotels & restaurants.

HOPE 193V *Demonstrate an

* Demonstrate proficiency *Display a set of work

understanding of in the use of all computer habits & attitudes, rules

the major functions of& other equipment involved of etiquette, & inter-

the Engineering/Grounds/

in the operation of each work

personal skills involving

Waterfeatures Department station.

relations with co-workers,

by successfully completing

necessary for individual

the Engineering/Grounds/ maturity & job

Waterfeatures Task List competencies.

*Compare the skills &

Competencies learned in

the classroom to the

employment practices at

the worksite.

*Acknowledge the increasing

relevancy of the formal

classroom by taking a more


active part in related

activities. HOPE 124

Discuss the management

Identify the importance of

process as it relates totrends in food and beverage

food and beverage operations operational activities. Present sound nutrition

Present, discuss, andprinciples in planning food

analyze marketing and production and service to sales tools available to meet the wants/needs of food and beverage today's guests. operations. Describe a sanitation

and safety program as it

pertains to guests,

employees, equipment,

and facilities. *Given an end-of semester writing

assignment, students

will write a memo report summarizing and evaluating, comparing, and contrasting two

independent restaurant

inspections, including a listing of specific dining room and kitchen facilities and equipment which are similar or different, and an

analysis/justification

of the findings. HOPE 150 *Given the assigned Identify methods for topic, students will screening, selecting,

research, outline, and

placing, orienting, training

present a full-period appraising, and promoting

"guest speech" detailing housekeeping employees.

the importance, a sum-

Describe records, reports,

mary, and an evaluation and procedures used for

of the assigned subject,

communication and control


including the use of with the housekeeping

examples and questions, department and between

demonstration of key housekeeping and other

functions, attention to departments in a hotel.

public speaking delivery

Describe methods used to

skills, incorporation select inventory, and control

of an introduction products and equipment used

and conclusion, and in the housekeeping

practiced use of avail- department.

able audio-visual Discuss the use of computers

equipment. for communication and control

in housekeeping operations.

HOPE 125

Appreciate and promote Create and use both Explain how the brain

Commit to the importance

the emerging customer-

demographic and psycho-

inclines one for or against and development of

based, employee-centered graphic guest profiles. Service. self-esteem.

philosophy of Service.

Evaluate the tenets of

positive self-talk, affirma-

tions, flip-side thinking,

and neurolinguistic

programming. HOPE 140

Demonstrate progressive

Calculate and analyze daily Outline the organization

Perform reservation and

confidence and effective- operating statistics.

structure of a hotel showing

and check-in procedures.

ness in both written and

the front office in relation to

oral forms of communi- other departments.

cations. Understand checkout and

guest complaint-handling

procedures.

NOTE: A sampling of 5 from each course was selected to represent the almost 20/course average. All SLO’s and/or Objectives/Competencies can be found in Appendix R.

1. HOPE Course Assessment

Communication CognitionInformationCompetency

SocialInteraction

PersonalDevelopment

HOPE 120 5 Writing Assignments

Evaluation & Comparison

Internet as research resource "People Quiz"

Writing Growth Graded

Criteria Requirements of 3 Team-building Speeches


3 Team-building Speech "Communication" Speech Growth Graded

Criteria Assessment Tools HOPE 193V □ HOPE 124 3 Writing Assignments Criteria

8 Individual Speeches Writing Growth Graded

Criteria

1 Team-building Speech Team-building Speech

Speech Growth Graded

Criteria HOPE 150 Guest Speaker Project Criteria 7 Jigsaw Exercises 7 Jigsaws Jigsaw Interaction Criteria Growth Graded 6 Property Tour Memos

Criteria HOPE 125

7 Visual-Oral Representation

Speeches Criteria

MOTs Profile Criteria Community Service Appreciation Circle &

Project Anthem Singing

Positive Self-Talk Script Interaction Growth Graded

Criteria HOPE 140 2 Performance Exams

Front Office Simulation

Exams Peer Evaluations Performance Exams

Criteria Growth Graded

3 Writing Assignments Front Office Simulation

Criteria Progress Graded

Critical Thinking Speech/Critical Thinking Emphasis

Report Criteria

NOTE: The average of 4 Quizzes & a Final Exam in each Course were not included. Because of their essay & interactive format, they would qualify as Assessment tools under Communication, Cognition, & Information Competency SLOs.

□ HOPE 193V is the Cooperative Education course. It is conducted entirely on- the-job, & administered by another Program.

Data

a. HOPE Course SLO’s &/or Objectives/Competencies (Appendix R)

Analysis

1) There are very few Social Interaction (SI) & Personal Development (PD) SLO’s contained in HOPE courses, even though the content & delivery of many course subjects are SI & PD-focused. These subjects should be identified & SLO’s written.


2) There are few Information Competency (IC) Assessments, in comparison with the many SLO’s listed. More IC Assessments should be designed. However, most of the IC SLO’s are not technology-based. More Technology SLO’s should be developed. Here is the status of Program conversion to SLO’s & Assessment:

i. HOPE 120 & 193V were both converted to SLO’s because they were the first courses included in the New Host Program proposal. Although some effort was extended to revisit Assessment, not enough training was available at the time.

ii. HOPEs 124 & 150 each contain only Communication SLO’s due to Campus expectation for Spring 2005 courses.

iii. HOPEs 125 & 140 remain in Course Objectives/Competencies format.NOTE: The other Campus SLOs will steer HOPE course conversion in future semesters.

iv. As for Assessment, HOPE 124 was the beneficiary of experimentation during Spring 2005. The Team-building Speech was redesigned to comply with the recommended criteria.

NOTE: Assessment techniques in all HOPE courses will ultimately be redesigned.

. Program Action Plans

a) Create an Industry survey to discover the effectiveness of program & course SLO’s in all applicable HOPE courses, including 193V.

b) Identify & write applicable Social Interaction & Personal Development SLO’s in all HOPE courses.c) Design Information Competency Assessment techniques to match IC SLO’s.d) Develop more Technology-based SLO’s.e) Keep HOPE at the forefront of the SLO/Assessment initiative;

Institutional Research Data Need

None


1. SLO Industry Survey

2.4.2 List the student learning outcomes that you have identified for the program. What is the minimal level of performance that you expect program completers to accomplish? How are student-learning outcomes monitored and evaluated?

Methods

1. Comparison of Program to Campus SLO’s

Communications Outreach: To increase marketing to Kaua`i High School's Academy of Travel and Tourism and other high school juniors and seniors, Hospitality Industry employees, and the community-at-large through

coordinated and focused activities to promote the HOPE program.

Enrollment: To improve HOPE Major retention using the Case Management approach and the instructor-as-counselor.

Placement & Scheduling: To increase the days/times that courses are available, the assigned locations (i.e. on-site for HOPEs

124, 125, 140, and 150, in addition to HOPE 193V), the combination of credit and non-credit


courses; and to encourage and coordinate the testing and referral of needy HOPE Majors to the

Learning Center for course work follow-up and/or tutorial assistance.

Support Services: To promote the availability and pursuit of Financial Aid (including HOPE scholarships), and to enhance

liaison with Student Services re: low-enrolled classes.Cognition Articulation: To ensure quality, relevancy, and currency of HOPE curriculum to meet the needs of a diverse student

population, and community through continual articulation with Kauaì high schools and selected colleges/

universities which offer HOPE-type programs.

Curriculum: To improve HOPE curriculum by both formal and constant Program Review using input from representative

mainland colleges/universities, focus and student groups, and affected Kauaì Community College faculty.

Facilities: To improve the quality of courses and facilitate an increase in HOPE Major enrollment and retention by

incorporating an on-site component into all HOPE Operations courses.

Information To provide a trained Hospitality Industry workforce by offering HOPE programs that prepare HOPE Majors for employment,

Competencyfuture development, and/or transfer to a baccalaureate program, and that prepare Industry employees for promotion/transfer.

Articulation: To align programs with Hospitality Industry requirements through advisory committees, external organizations,

and/or internal coordinating groups input.

Certification/Licensure/Job Placement/Transfer: To improve rates of HOPE-type certification, job placement, and/or transfer to

appropriate HOPE-type baccalaureate programs through program accreditation and/or alignment of HOPE

curriculum with external standards.Social

InteractionTo improve success and employability of HOPE Majors by faculty enrichment opportunities focusing on the ever-changing

business environment and state of the art technology.

PersonalTo provide credit and non-credit course leadership through active participation and collaboration with community groups,

Development and other educational institutions (i.e. high schools, community colleges, and four-year colleges).

Data

None

Analysis

1) The Program Outcomes abovelisted are a first-attempt effort that will be refined by experience. They do not yet address all of the issues raised by the Campusdocument.

2) The HOPE PCC met several times in 2004 to define & differentiate it’s mission,and to identify common Program SLO’s. It’s 5/11-13/05 workshop will resultin a set of HOPE Program SLO’s for Hawaii’s Community Colleges, at leastfor the courses selected for articulation.

i. Kauaì Community College Program Outcomes will be adjusted, if/asnecessary, to meet PCC specifications.

ii. The May Workshop will answer the following two additional questions:What is the minimum level of completer performance expected?; andHow will Program Outcomes be monitored/evaluated?.

3) Re: Minimum Performance Expected, only a gut-level response would be forth-coming at this point of familiarity.


4) Re: Outcome Monitoring & Evaluation, the questions involved should also be put toindustry representatives.


a) Pursue HOPE PCC resolution of common Program SLO’s, & minimum completerperformance levels expected.

b) Create an Industry survey to get input re: the monitoring & evaluation of ProgramOutcomes.NOTE: Subject questions could be combined into SLO Industry Survey recommended in 2.4.1


None


1. SLO Industry Survey


2.5 Academic Support2.5.1 Comment on program use of auxiliary resources- e.g. library, instructional media, laboratory resources, computer assets. How can you improve utilization of these resources?

Methods

Auxiliary Resources Library Instructional Media Laboratory Services Computer Assets

Program Use 1. HOPE 120 Tour 1. HOPE 120 lecture by 1. Myriad Writing 1. HOPE 150 Use for

Learning Center (LC) AssignmentsFront Office Simulation

Coordinator 2. Library Card 2. HOPE 120 2. ICS Instructor=

Registration Orientation @ LC HOPE Club Advisor

Requirement 3. Myriad Research 3. Students Referral for

Assignments Tutoring 4. Laws & Regulations 4. ALPS Inventory

"On Reserve" Taking & Referral 5. Instructor on New Book 5. Instructor on LC

Review Committee Advisory Committee 6. Ass't Librarian= 6. Use of Media Services HOPE Club Advisor for Videotaping in

5 Courses

Data

None

Analysis

1) HOPE program use of Library & Instructional Media services is satisfactory.However, Computer Assets are utilized less; Laboratory Services without intention.Contact should be initiated with staff from the latter two resources to discover SupportServices of which the HOPE program could take intentional advantage.

2) Classroom use of emerging technology has been noted, in a previous section, asa Program weakness. Instructor need to become more technology savvy in orderto maximum utilization.


a) Structure assignments & projects that will bring Auxiliary Resources into the classroom.

b) Pursue technology education on campus.c) Make Key Train available in all applicable HOPE courses.



None


1. HOPE student use of each Auxiliary Resource

2.5.3 What tutoring, mentoring, and/or counseling services are available to support students in your program? Comment on ways that your program can work with these groups to improve service to students. Methods & Program Action Plans

Support Services Tutoring Mentoring Counselling

Program Use 1. Referral to Learning 1. Peer Assistant 1. "Career Kokua" Center (LC) Program Participation Inventory Use 2. ALPS Inventory - 2. New Host Program Taking & Referral Advice to LC 3. Coordination of Academy of 3. Instructor on Hospitality & Tourism (AOHT) LC Advisory & other high school visits Committee 4. HOPE Full Program Review Counsel

Improvement a. Start Pair Problem- a. Use Evaluation a. Institute Case ManagementRecommendations Solving Results to Improve b. Partner AOHT with HOPE Program Club on Community Service & Social-Educational

activities

Data

None

Analysis

1) The HOPE program utilizes subject Support Services, but not in systematic &progressive ways. Objectives & Strategies should be developed for Programuse of each Support Service. This should be accompanied by Evaluation &Improvement processes that will ensure success.



None


1. HOPE student use of each Support Service.

2.6 Faculty and Staff2.6.1 Describe strengths and weaknesses of faculty/staff appropriate to the program's current status or future development. Comment on the adequacy of faculty to meet program outcomes. Indicate any immediate and projected future staffing needs.

Faculty Strengths & Weaknesses

Current o Applicable post graduate education

Strengths o Progressive/extensive/multi-discipline hotel administration experience o Above average history with students & Industry o Extensive/multi-discipline community college teaching experience o Creative instructional approach Current o Not a Kauai resident (i.e. lack of a full-time Kauai presence)Weaknesses o Less than optimal within-Division rapport

o Don't "see with new eyes" (i.e. observation is often obscured by routine)

o Recent history of under-enrolled & cancelled courses

Data a. 2003 – 2004 PHI: Program Outcomes (Appendix L)

Minimum Actual SatisfactoryLevel Level Level

Degrees/Certificates A 3# of Graduates 4 3 7

b. Kauai Community College DMRP Report (F’87-F’02) Kaua`i Community College Grade Distribution Review, Fall & Spring Semesters (S’03-S’04) Instructor

Gradebook (F’04)

CourseTotal # of student Average Comments

Enrolled Class Size

HOPE 20/120 668 19HOPE 40/124 734 22 Since Spring 2003, once/yrHOPE 125 295 20 Since Fall 1977, once/yrHOPE 45/140 230 9 Once/yr since Fall 1994HOPE 42/150 223 9 Once/yr since Spring 1994HOPE 93V/193V 112 3 Since Spring 2003, once/yrHOPE 43 46 12 Spring only 1991-1994


NOTE: 35 semesters in all 33 semesters since Spring 2003, once/yr

15 semesters since Fall 1997 25 semesters once/yr since Fall 1994 24 semesters once/yr since Spring 1994 4 semesters Spring only 1991-1994

c. PHI Program Efficiency (Appendix L)


Student SemesterHours Per FTE Faculty

113.2 138.6 254.7

Cost Per Student Semester Hour

$351 $242 $343

Analysis

1) (refer to Data a) The Actual Level is even lower than the Minimum Level.

NOTE: Level-wise, this is the worst HOPE PHI statistic. It reflects the recent series of HOPE course cancellations.

2) (refer to Data b) Average Enrollment is good in the Freshman courses; marginal in the Sophomore

courses. The Instructor should analyze Freshman Course strengths & Sophomore Course weaknesses to sustain enrollment stability. 3) The following placement test scores (refer to Data c) The Program Efficiency data is conflicting. The student semester hours per FTE faculty was 138.6 which fell below the satisfactory (254.7) level. However, the cost per student semester hour was $242, which was better than the satisfactory ($343) level.

Program Actions Plans

1. Build within-Division rapport by being on-Island more & exerting more conscious effort.2. Hire an on-Island Program Coordinator. This will satisfy Instructor work preference (vs.

Coordinator work), bring “new eyes”, & meet residence requirement.3. Use Case Management Approach & “on-the-job training”-oriented HOPE course appeal to stimulate Enrollment, Retention, and the Graduation rate.


Staffing Needs

Current Future

o One (1) Instructor teaches all HOPE courses o Two (2) Instructors, including new Program Coordinator, in addition to non-credit courses & Program due to increased enrollment resulting from: Coordinationo BED Clerk-Steno devotes 30% of time to 9 Instructors.

o Clerk-Steno devotes 50-100% of time to HOPE Program.

NOTE: All HOPE courses except HOPE 120, are now offered only once/year.

* a) more Majors attracted by “on-the-job training” component in every HOPE course & immediate career placement.

.* b) more Program Coordinator responsibility inspired by added Case Management work & Internship responsibilities *c) more non-credit course workload

* These results are envisioned by the HOPE Focus Group currently meeting.


1. Student-faculty ratio2. Cost per student per semester hours3. Cost per class4. Maximum enrollment5. Actual enrollment6. Class occupancy rate7. Total number of sections offered8. Number of sections over-enrolled 9. Number of sections below 75% of maximum enrollment10. Number of sections below 50% of maximum enrollment11. Number of sections cancelled due to low enrollment


1. Growth in HOPE course frequency, # of sections, # of students/class (including Internship), # of non-credit offerings, & # of HOPE courses data.

2. Evidence of HOPE Instructor’s increased within-Division rapport.


2.7 Facilities2.7.1 Comment on facilities that the program uses, their current adequacy and any immediate needs.

Methods

Used Adequacy Needs1. Facilities Desk 1 (ok) Office Chairs 3 (ok) File Cabine 4 drawer (sufficient) Library Shelves 10 levels (sufficient) Bulletin Board 1 (insufficient) 1 more Classroom White Boards 2 (ok) Desk/Chairs 25 (uncomfortable) (refer Analysis)* Board of Directors 1 Table (ok) Table/Chairs 12 Chairs (insufficient) 6 more* Front Desk Model 1 (ok) Bulletin Boards 3 (ok) Room Divider 1 (ok)

Data

None

Analysis

1) Currently, HOPE program Facilities are Adequate. In fact, the above listeditem Needs are not immediate.

a) Re: Chairs, the existing Desk/Chairs could be replaced incrementally. The chairs placed around the Board of Directors Table could be Increased to 18 to maximize use of large Board Table.

b) Re: Front Desk Model, it is outdated. However, part of it is stillused for HOPE 140 Performance Exams.

c) The second Office Bulletin Board would be useful, but is not absolutelynecessary.

2) The New Host Program plans to conduct the on-the-job training component ofall applicable HOST courses on participating hotel sites. Therefore, Facilitieswill continue to be adequate.

3) All HOPE classes are held in B.E.D Classroom 101. Even though other courses are scheduled there, the HOPE program has been allowed to use it like a “homeroom”(i.e. use of walls for posters; use of Board Room Table for HOPE Club meetings;use of Bulletin Boards for sample projects; etc.)

4) Most B.E.D. Instructor Offices are located around a central, open Business Labarea, which is useful for unscheduled meetings that cannot be accommodated inthe Office.



a) Study functional, customer-friendly alternatives to Desk/Chairs located in B-101.

b) Order 6 more Board of Directors Table chairs.


None


None

2.7.2 Comment on the currency of equipment and technology for the program. Indicate immediate needs.

Methods

1. Equipment Used Currency Needs Office Telephone Dated instrument/

contemporary

features Classroom Overhead Projector Works Opaque Projector Television Works Audio Tape Player Don't need CD Player Flip chart Easel Works Technology Office Computer Satisfies Need Classroom Power Point Hook-up Works

Front Office SimulationMost Current

Edition

Data

None

Analysis

1) Except for the Opaque Projector, which is on-order, available Equipment& Technology satisfy current HOPE program need.

2) As mentioned previously, the HOPE program suffers from less-than-optimalHOPE Instructor Technology knowledge. Growth will be hastened by CampusIT initiative, & emerging New Host Program requirements.



a) Continue to pursue Technology education planb) Use Key Train in applicable HOPE Coursesc) Keep contemporary regarding & responsive to changing Industry Technology.


None


None

2.8 Financial Resources2.8.1 What efforts has the program made to investigate entrepreneurial opportunities or alternative funding sources to support program goals? Describe your programs level of success in obtaining funds and future plans.

Methods

1. Participate in Business Education Division (B.E.D.) entrepreneurial endeavors,including the Annual Gala.

2. Encourage Coop & Placement Officer to pursue available Perkins Grant fundsto subsidize compensation to HOPE Coop students.

3. Supervise the fund-raising activities of the HOPE Club, including KCC Fund &ASKCC Grants, Annual American Culinary Federation (AFC) Culinary Brunch, & various every-semester Sales.

Data

None

Analysis

1) Although partnering efforts with the B.E.D. & HOPE Club have been rewarding and successful, no HOPE Club Program-driven projects have been initiated.2) HOPE Program goals have been addressed by the following HOPE Club activities: Kaua`i, Neighbor Island, and Out-of-State Visitor Industry Immersion Experiences; Annual Visitor Industry Charity Walk; & various Community Service, Inter-Club, & Social-Educational projects.3) There was no tangible evidence that HOPE Coop students benefited from

Perkins Grant funds. The HOPE Instructor should have facilitated grantrequest, especially because the deadline was close.

4) Feedback from HOPE Focus members re: this subject was requested, & theirresponses are listed under Program Action Plans a).



a) Seek funds, to pay HOPE Coop students, from the following sources: Alu Like,Vocational Rehabilitation, Rural Development Program, Workforce InvestmentAct, & other such agencies.

b) Use HOPE Club manpower to advance HOPE Program initiatives that affectboth entities, such as the monthly Hui Òhana Poòkela Newsletter.

c) Pursue more HOPE Program scholarships.d) Study the below listed funding alternatives:

i. Create hotel – counterpart to the Annual ACF Culinary Brunch, inpartnership with the Hawaii Hotel & Lodging Association – KauaìChapter (i.e. an activity that would offer a wide range of cutting-edgeHealth, Technology, Ecology, etc. services infused with Hospitality).

ii. Provide donation-requested KCC campus tours lead by Guidestrained by the HOPE Instructor.


None


None

3. Work Force Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.3.1 Program Articulation with Workforce Needs3.1.1 How does the program identify applicable workforce trends? What trends or projections in your discipline may affect your program in the next five years? How will you address this?

Workforce Trends Sources

Current Futureo Kauai County Workforce Trends Publication (Appendix M) & Hawaii Workforce Informer: 10 -year Occupational Projections (Appendix S)

o Expanded, Annualized &/or Criteria-driven use of each Current & other Sources

o Advisory Committee Meeting o Enhanced affiliation with the Hawaii Hotel & LodgingAssociation & the Hawaii Visitors & Convention Bureau

o "Return to Industry" Interviewees o Pursuit of a Summer Faculty Internshipo "Career Pathways" Resources o Regular interaction with HOPE Focus Group via an e-mail Forumo HOPE Focus Group o Monthly connection with Industry via Hui Òhana Poòkela

Newsletter


Data

a. 2000-2001 PHI – Visitor Industry-Hotel Operations/Hospitality Services (Using Current # of Student Majors).

PHI Program Demand/Centrality: (Appendix L)


Annual Job Openings 15 100 45# of Student Majors 15 41 30

b. PHI Program Demand/External (Appendix P)

Job Openings F’02 S’03 F’03 S '04 F '04Kauai 228 228 228 228 228Hawaii 1819 1819 1819 1819 1819

c. External Demand “ Hawaii Workforce Informer: 10-year Occupational Projections” & “Employment Out Look for Industries & Occupations 2000 – 2010 (12/03)” - Average Annual Openings: Representative Occupations” (Appendix S)

Kauai Hawaiì County of Kauaì State of Hawaiì

1. Hotel, Motel, & Resort Desk Clerks.................................................10..............................................1602. Landscaping & Groundskeeping Workers........................................40..............................................3003. Janitors & Cleaners, Except Maids

& Housekeeping Cleaners.................................................................20..............................................3404. Maids & Housekeeping Cleaners......................................................50..............................................4905. Hosts & Hostesses, Restaurants, Lounges,

& Coffee Shops.................................................................................10................................................906. Waiters & Waitresses........................................................................70..............................................9307. Other Food Preparation & Serving

Related Workers................................................................................30..............................................4008. First-Line Supervisors/Managers of

Housekeeping & Janitorial Services...................................................0................................................609. First-Line Supervisors/Managers,

Food Preparation & Serving..............................................................10..............................................18010. Baggage Porters, Bellhops..................................................................0................................................8011. Concierges.........................................................................................10................................................2012. Tour and Travel Guides......................................................................0................................................6013. Tour Guides & Escorts........................................................................0................................................5014. Transportation Attendants.................................................................10..............................................120

TOTAL 260 3,280Analysis

1) (refer to 3.1.1) Since the Instructor keeps abreast of the Kauai resort job market & skills demanded, Workforce Trends data is useful mostly to the extent that it is reinforcing.


2) (refer to 3.1.1) A zero-based criteria-driven, Industry-responsive approach to program review and development must be adopted, as evidenced by the on going HOPE Program Analysis. 3) Whereas Advisory Committee members & “Return to Industry” interviewees repeatedly insisted that the place for Workplace Skills training was at the hotels (after employment), HOPE Focus Group members disagreed. They recommended the New HOST Program which assigns degree students to 5 weeks of training/course at the hotels (prior to employment). 4) (refer to Data a) This program had 41 majors, which is above the satisfactory level of thirty (30). The number of annual job openings was 100, which is more than the satisfactory level of 45. 5) (refer to Data b & c) The Kauai Job Opening numbers in Data b & c are approximately the same, but twice as much as Data a. External Demand is considered to be greater than KCC’s current supply capacity, regardless of the Job Opening numbers disparity.

Program Action Plan (to address Workforce Trends)

a) Strengthen HOPE courses which are loaded with “on-the-job training” components including Coop.

Discipline Trends/Projections

Enhanced Distance Learning Increased International Student Enrollment Progressive “Hands-on” Instruction Close ties between Industry & HOPE Program Industry employment preference for HOPE graduates

Program Actions Plans (to address Discipline Trends/Projections)

In addition to Methods outlined in the Workforce Trends Sources section under “Future” we need to:

a) Build a “ladder” curriculum with the Bachelor of Business Administration in mind, & multiple entry points;. NOTE: Each of several curricula, leading to a final credential, is built upon the next lower one(s) in a “ladder” curriculum. Industry employees with applicable experiences can enter at various points.

b) Develop & deliver HITS courses; c) Encourage Industry use of HOPE majors/graduates as a “first source” of applicants for it’s applicable vacancies; &

d) The following placement test scores Use “hands-on”, “on-the-job training”-based HOPE courses to attract the best local, mainland US, & international students on Kauai.



1. Number of job openings on Kauai2. Number of job openings in Hawaii3. Number of referring agencies4. Types of jobs in demand.5. Types of skills in demand.


1. Annual Interview Questionnaire for PCC members and selected HOPE-type administrators

from other colleges & universities. 2. Annual Kauai County Workforce Trends (& other applicable publications).

3.1.2 How is the selection of courses reviewed for relevancy to community and workforce needs? What recent changes have resulted from this review? How has your program addressed professional development needs which have risen from the changes?

Methods

1. Conduct HOPE Advisory Committee meetings @ least yearly to considerrecent program changes & new initiatives.

2. Create “Recent HOPE Graduate & Current Major Survey” to evaluate HOPEcourses & suggest improvements.

3. Convene HOPE Focus Group including Focus Group Forum & Survey to reviewcurrent curriculum & recommend new directions.

4. Mandate KCC Student Evaluations for all courses taught every semester to getimmediate course feedback.

5. Offer non-credit courses to KCC’s Office of Continuing Education & Training (O.C.E.T.) to test community demand.

Data (refer “Recent HOPE Graduate & Current Major Survey” (Appendix E), “HOPE Focus Group Meeting (s) Minutes” (Appendix F), & “HOPE Advisory Committee Meeting (s) Minutes” (Appendix G))

Analysis

1) Two of the three non-credit courses recently offered to O.C.E.T. have not been sold. The third, “Customer Service” for Pahio Resorts was done several times.

2) KCC Student Evaluations has been almost entirely positive over the past two years.3) The result of Focus Group & Advisory Committee meetings, & the Student

& Industry surveys, is the New HOST Program.4) The HOPE Focus Group Forum is a section of the Focus Group, which has

agreed to provide answers to questions posed by the various KCC curriculum reviewing bodies, as the New HOST Program seeks approval.



NOTE: In place of Program Action Plans, this 3.1.2 criteria will address Curriculum Changes & Professional Development Changes (resulting from the course review process)

Curriculum Changes

a.) The New HOST Program represents a summary of the curriculum changes recommended by the various community & workforce groups. It features5 Areas of Specialization, including Rooms, Food & Beverage (Dining Room),Executive Office Administration, Accounting, & Facilities Maintenance, &on-the-job training components in all HOPE courses except the introductoryHOPE 120.

Professional Development Changes

a) Jet-propelled an already extensive professional reading list to facilitateIndustry Communication skills.

b) Increased the types & number of Industry connections, including monthlyHui `Ohana Po`okela Newsletter, HOPE Focus Group Forum, HOPE CourseModification feedback, Hawaii Hotel & Lodging Association-Kauai Chapterparticipation, HOPE course on-the-job training supervision, etc.

c) Pursued American Hotel & Lodging Association’s “Certified Hospitality Educator” recertification, and a Summer Faculty Internship.

Institutional Research Data Needed None

Program Research Data Needed None

3.1.3 What method is used to assess student and employer satisfaction with the program's offerings and operations. What are the results of this assessment and how have results changed over time? What changes did you make or are planning to make due to the results?

Methods Results/Changes Changes Made Changes Planned

o KCC Student Evaluations(every semester)

o Reinforced by positive responses

o F/T Instructor presence on Kauai

o Advisory CommitteesMeetings (annual)

o Reinforced by positive Responses: Sent Meeting Minutes

o HOPE Program Analysis o HOPE “on-the-job training” components

o "Return to Industry"Interviews (once)

o Reinforced currentunderstanding; Reported Findings

o More HOPE courses

o HOPE Focus Group Meetings, Survey & “Forum”

Created New Host Program Created 5 Areas of Specialization in New HOST Program

Modification of the other HOPE courses

o Recent HOPE Graduate & Current Major Survey

Reinforced Positivism of Instruction, & identified need for more “hands-on” opportunities

Incorporate more positivism strategies in existing courses

Most HOPE courses will have an on-the-job training component


Data

a. PHI Program Efficiency: (Appendix L)

MinimumActual Satisfactory

Level Level LevelStudent Semester Hours

Per FTE Faculty 113.2 138.6 254.7Cost Per Student Semester

Hour $351 $242 $343

Analysis

1) (refer to 3.1.3) Although increasing the Instructor’s Kauai presence & starting the HOPE Program Analysis added program value, the nominal results & paucity of change above listed are indicative of an over-confident, under-active attitude. What is needed is a series of Program Action Plans that produce significant & continuous results.

2) (refer to Data a) The Program Efficiency data is conflicting. The student semester hours per

FTE faculty was 138.6, which fell below the satisfactory (254.7) level. However, the cost per student semester hour was $242, which was better than the satisfactory

($343) level. There is a need to more clearly understand & more regularly monitor this data.

3) Results of the following 5 Surveys were reviewed: a) Kaua`i Workforce Investment Board & Work Wise! Industry Survey & Tourism & Construction Focus Groups (distributed 4/04) & b) 2003 Kaua`i Community College Leavers & Graduates. Although very specifically & clearly presented, the data was mostly general in application, and a reinforcement of what is already known (i.e. importance of soft skills, etc.). Nevertheless, these pieces may become more valuable; should become a regular data source for the HOPE Program.


(Designed to establish a running dialogue with stakeholder groups. The specific positive responses from these strategies should serve as data for future analysis/action).

a) Re-institute 15-min Student Interviews guided by a list of standard assessment questions, the answers to which would provide evaluation data.

b) Re-institute “One-Minute Papers” to stimulate immediate feedback re: selected lessons.c) Initiate the Case Management Approach to establish a continuing/progressive basis for

assessment.d) Incorporate “on-the-job training” components in every HOPE course to standardize input

from hotel employees assigned to supervise HOPE students.


e) Pursue expanded partnerships with Hawaii Hotel & Lodging Association & Hawaii Visitor Convention Bureau.

f) Annualize “Return to Industry” involvement.g) Multiply connection with Advisory Committee members by identifying multiple uses.h) Conduct a Mini-Program Review annually.i) Annualize selected components of the HOPE Program Analysis (i.e. Focus Group,

Current Major & Recent Graduate Surveys).j) Monitor Program Efficiency data to understand and/or correct “conflict”.k) Add Employer Satisfaction Assessment section to SLO Industry Survey introduced in

2.4.1

Institutional Research Data Needed None


1. Annual Survey of HOPE Majors & Graduates & Industry Representatives re: satisfaction with HOPE Curriculum.

2. SLO Industry Survey (refer 2.4.1 & 2.4.2)3.1.4 What program initiatives have been implemented to improve course completion, and job preparation?

Methods

Data (Refer 1.2.1 Completion Rates including Data a thru e)

Analysis

1) Follow-up to improve Peer Assistants, Tutoring, & ALPS effectivenessis not done.

2) Response to the credit, non-credit, & Basic Skills/Human Values - infused courses has been positive, both in terms of enrollment & KCC Student Evaluation.


Course Completion Job Description 1. Use Peer Assistant program 1. Create & present credit & non-credit in qualifying HOPE courses courses, including BUS 121B, HOPE 125, & Customer Service (for Pahio Resorts etc.)2. Use Learning Center services 2. Teach other Business courses, including including Tutoring & ALPS MGT 122 & BUS 130.

3. Infuse all HOPE courses (especially 120) with

Basic Skills & Human Values


a) Institute the New HOST Program to increase course completion & job preparation by offering five Areas of Specialization & on-the-job trainingcomponents. The latter will provide multiple pre-employment selection

opportunities for students & employers.b) Perpetuate HOPE Focus Group input & direction via the monthly Newsletter

& The Forum.c) Start Key Train in applicable HOPE courses.d) Follow-up to improve Peer Assistant, Tutoring, & ALPS programs.e) Start pair Problem-Solving strategy.


1. Completion rates referenced in the Data section.


1. Success rate monitoring of above “Action-Planned” Key Train, Peer Assistant, Tutoring, & ALPS programs.

3.1.5 What are the expected career/occupational outcomes for students? (e.g. transfer, employment)?

Methods

1. Address student employment & transfer outcomes in both the HOPE Mission Statement & Program SLO’s.

2. Encourage student transfer via articulation agreements with other HawaiiCommunity Colleges, University of Nevada-Las Vegas, & Hawaii Pacific University.

3. Require HOPE Majors to participate in HOPE 193V, Cooperation Education Coursewhich offers hands-on, on-site Industry learning opportunities.

4. Welcome HOPE Majors to the HOPE Club which conducts Industry networking projects, including the Visitor Industry Immersion Experience & the Visitor Industry Charity Walk.

5. Participate in the HOPE PCC & System-wide Travel Industry Committee to fosterTransfer options, among other objectives.

Data (refer “Hawaii Workforce Informer, Download Data Tables – 10-year Occupational Projections (Long Term)” & “Employment Outlook for Industries & Occupations, 2000- 2010 (12/03)” (Appendix S) for External Demand)

Analysis

1) Regardless of the numerous abovelisted efforts made to facilitate student transfer & employment outcomes, systematic effort to monitor the numberof HOPE Majors/Graduates who either transfer to another post-secondaryeducational institution or are employed in the Visitor Industry are non-existent.


2) The success rate of other primarily employment outcome initiatives, including Advisory Committee, Focus Group, & “Return to Industry” havenot been measured.


a) Link each of the three HOPE program credentials with both target levels ofemployment & specific Industry job titles.

b) Pursue University of Hawaii-Manoa curriculum articulation via System-wide Travel Industry Committee.

c) Develop Community College-wide Program SLO’s.d) Continue/Expand HOPE Club Industry-networking activities.e) Facilitate the various stages of the New HOST Program which will expand the

Cooperative Education course, create five Areas of Specialization, & requirean on-the-job training component in most HOPE courses.

f) Perpetuate the monthly Hui `Ohana Po`okela Newsletter which connects theCollege with Industry.

g) Monitor the employment & transfer rates of HOPE Graduates.


1. External Demand


1. HOPE Graduate Transfer & Employment Rates

3.1.6 Does the program have an Advisory Board Committee? How does the program work with the Advisory Board to assess effectiveness?

Methods: HOPE Advisory Committee Members:

1. Meet at least once a year.2. Assess Program SLO’s, current & new HOPE-created courses, for

instructional methodology & content.3. Provide input re: Industry professionalism standards which should be

introduced at the College-level, to ease student career transition.

Data (refer “HOPE Advisory Committee Meeting(s) Minutes” (Appendix G))

Analysis

1) The Business Education Division (B.E.D.) Advisory Committees areconvened, usually once a year, mostly to satisfy Campus edict. Accordingly, meeting agendas are dictated by whatever the highestprofile issue is. Although the outcomes of this modus operandi are notinsignificant (as evidenced by the abovelisted subjects addressed), theyare neither systematically-derived nor progressive in nature.


2) The composition of the HOPE Advisory Committee has changed over theyears. Initially, it was largely composed of hotel managers. Thinking thatresort Human Resources Directors played the most important part in studentcareer transition, the Committee was reconstituted to favor this group of Industry representatives.

The current composition includes an equal number of hotel general managers& Human Resources Directors plus a KCC O.C.E.T. staffer, a community-at-large member, & Kauai High School’s AOHT Coordinator. The addition of acouple of representatives from other segments of the Visitor Industry (i.e. Airlines,Travel Agencies, etc.) may be the next step. Ultimately, the composition shouldreflect the mission & goals of the Advisory Committee.

3) If it were not for the HOPE Focus Group, started in Summer, 2003, KCC wouldnot be the beneficiary of the emerging new HOST Program.

Program Acton Plans

a) Create a mission statement & objectives for the HOPE Advisory Committeewhich will systematically & progressively facilitate use of this group inprogram effectiveness assessment.

b) Extend the SLO Industry Survey (refer 2.4.1 & 2.4.2) to HOPE AdvisoryCommittee Members.

Institutional at Research Data Needed

None


1. SLO Industry Survey (refer 2.4.1 & 2.4.2)

3.2 Certification/Licensure, Job Placement, Transfer3.2.1. What is the percentage of your graduates that receive licensure/certification? Is this satisfactory? How can this be improved?

Methods

1. Other than the three academic credentials offered by the College, there are no professional Industry Licenses or Certificates for which HOPE Majors arecurrently prepared.

Data

None

Analysis

1) There are at least two international Industry organizations that certify programsor students, namely, the Educational Institute of the American Hotel andLodging Association (AH&LA) (student certification) & the Commission forAccreditation of Hospitality Management Programs (CAHM) of the International Council on Hotel, Restaurant & Institutional Education (CHRIE).


i) The HOPE Coordinator-Instructor is an AH&LA Certified HospitalityEducator (C.H.E.).

ii) AH&LA text packages have been used in HOPE courses. However, not only are they very expensive, but also, less than half of thestudents pass the Final Exam (i.e. qualify for Course Certificates). The considered explanation for the high failure rate is the unfamiliarexam terminology.NOTE: A 70% passing rate would be satisfactory to begin with.

iii) Only 16 Community colleges nation-wide, including KapiolaniCommunity College, are CHRIE(CAHM) – certified.


a) Pursue CHRIE (CAHM) Program Certification.b) Work with AH&LA to solve final exam dilemma.


None


None

3.2.2 Comment on the level of job placement in the field of study. Is this satisfactory for your program?

Methods

1. No “scientific” effort to monitor job placement in the Hospitality Industryhas been initiated.

2. Monthly Hui `Ohana Po`okela Newsletter Mailing List was expanded toinclude recognizable former HOPE majors & graduates.

Data

a. “Summary of Industry Survey, (received 5/2004) KCC 2003 Graduate Survey,& KCC 2003 Leaver Survey” (Appendix T)

Data # 1. Summary of Industry Survey (received 5/2004)

Excellent Good Fair1) Community College Rating: 8% 62% 30%

Comment Have seen improved programs Great Difficulty in Some DifficultyFinding Applicants

2) Number of HOPE-type Jobs Admin (Hotel) Houseman

(which require no more Tour Guide w/CDL Telephone Switchboard Operator than 2 years of training): Cashier Room Attendant Housekeeping Front Desk

NOTE: Most of the abovelisted jobs are also found under “Retaining” section of Survey. Data # 2: KCC 2003 Graduate Survey:


In a HotelIn the

Hospitality Industry 1) Current Employer: 9 12 Full time Unemployed/ Unemployed Part time Seeking by Choice 2) Current Employment Status Overall 38% 13% 8% 40% a) Current Employment Status-CTE 44.40% 13% 7.40% 35.20% Not Related Indirectly Closely Related Related Relation of Education/ Training to Job-Overall: 28% 15% 57% a) Relation of Education/ Training to Job-CTE: 27.90% 7% 65.10%

Well Very Well PoorlyVery

Poorly4) Preparation for Job Overall 47% 46% 4% 3% a) Preparation for Job-CTE 45.5% 50% 0% 4.5%

Yes No5) Seeking Job Unrelated to Degree-Overall 18% 82% a) Seeking Job Unrelated to Degree -CTE 11.40% 88.60%

Data #3 KCC 2003 Leaver Survey

In a HotelIn the

Hospitality Industry 1) Current Employer: 1 2 Full time Unemployed/ Unemployed Part time Seeking by Choice 2) Current Employment Status Overall 60% 8% 8% 16% a) Current Employment Status-CTE 50% 20% 10% 20%

Not

Related Indirectly Closely Related Related 3) Relation of Education/ Training to Job-Overall: 54% 13% 33% a) Relation of Education Training to Job-CTE: 44.4% 11.1% 44.4%

WellPrepared

Moderately Well Prepared

Adequately Prepared

PoorlyPrepared

4) Preparation for


Job-Overall 38% 31% 4% 0% a) Preparation for Job-CTE 50% 12.5% 37.5% 0%

Analysis

1) The level of HOPE Graduate & Leaver job placement in the HospitalityIndustry (hotels, restaurants, travel agencies, transportation, entertainment,recreation, financial services, retail, etc.) is an important statistic.

2) The HOPE Graduate & Leaver section of the monthly Newsletter MailingList was constructed after a name-by-name review of all HOPE course enrollment lists over the past 18 years. The names that were recognizable made the Mailing List. This should be the first step in the establishment of a HOPE Alumni-like group, from which valuable feedback, including Industry placement, can be gathered.

3) The lack of HOPE job placement data makes it difficult to decide what isSatisfactory. Since the Hospitality Industry is the largest economic engineon Kauai, and considering the small annual number of HOPE Graduates & moderate number of HOPE Majors, it would probably be safe to say thatnearly all interested graduates should be able to find employment in theIndustry. Data #1 would seem to validate this; although the jobs listed arestrictly entry-level. However, Data #s 2 & 3 showed a 57-65% Relation ofEducation/Training to Job for Graduates and only 33-44% for Leavers. There are two other factors to consider:

i) The economy will dictate the number and type of jobs available; &ii) The jobs available & the jobs desired by HOPE graduates may not

match. Therefore, a gut estimate of Satisfactory HOPE job placement rate would be 60% to begin with. The percentage should increaseonce the New HOST Program takes hold.


a) Add Job Placement questions to SLO Industry Survey (refer 2.4.1 & 2.4.2)b) Use Monthly Newsletter to elicit Job Placement data from HOPE Graduates

on Mailing Lists.c) Conduct Exit Interviews with HOPE Leavers & Graduates, including questions re:

Job Placement.d) Implement New HOST Program which should generate an increase in Job

Placement.e) Continue to review KCC Graduate & Leaver Surveys to validate other data

sources.Institutional Research Data Needed

1. KCC Graduate & Leaver Surveys.



1. Results for Newsletter & SLO Industry Surveys & Graduate & LeaverExit Interviews.2. Impact of New HOST Program on Job Placement Rate.

3.2.3 Do you have a percentage of program graduates that are expected to transfer to an appropriate upper division program? If so, what is this percentage and has your program met this benchmark? If not, would this be one appropriate index of your program's success. Please comment.

Institutional Research Data Needed: Institutional

Research Data Goals

Analysis Program Action Plans

Program Outcomes:Post-graduation statistics

1. Percent of students planning to pursue further higher education.

1. 25% of graduates 1. I've only heard of/from approximately 10 students, since 1987, who (have) are pursuing a higher degree. A formal method to encourage promising students & monitor their pursuit of higher education is warranted

1.” On-the-job training” appeal will attract better candidates (will establish COMPASS passing scores).NOTE: Program will stress need forBBA which is traditionally required to reach hotel Division Director & General Managers levels.

2. Percent of students who are satisfied with their major.

2. 90%.

2. Current Majors & Recent Graduates surveys indicated almost unanimous satisfaction ( only one mentioned a different career). The Case Manage- ment Approach should address this issue.

1. Enhanced Program-Industry connection will facilitate seamless progression from College entrance to Industry entry.

3. Percent of employers who are satisfied with our graduates.

3. 90% 3. No significant feedback. In fact, we don't do a good job of representing graduates, as KCC/HOPE products, to Industry. The HOPE Focus Group can serve as a vehicle to facilitate an annual Survey.

2. 1. & 2. above will ensure recognition of students' college affiliation & quality levels.

4. Job placement rates on Kauai, Hawaii, & other locations, 6-12 months post graduation.

4. 60% 4. Almost every week, I meet a former student doing a Hospitality job (sometimes the same students doing different jobs). I don't know the number of students placed within the Hospitality Industry. However, I do know that nearly every student Intern (HOPE 193V) received one or more job offers from the host hotel during my 1st 10 years on campus.

NOTE: Although the current structure limits my involvement in the Internship Program, the Focus Group – recommended HOPE 193V will re-position me in the middle of it.

4. 1. & 2. above will prompt employment offers before graduation.

NOTE: I am concerned that offers may delay graduation for some anxious students(i.e. students may take them). However, Exit Interviews with Leavers will help identify causes & frame solutions.

NOTES: re: Analysis - None of these questions is scientifically answerable because data has not been kept. However, I have offered my sense of how we rate from an interpretation of feedback received. : re: Institutional Research Data Goals: These are Instructor-projected goals. 2 & 3 are based on high expectation. 1 & 4 are based on the expectation that the future ”on-the-job training” emphasis will be successful. : re: Program Action Plans: BANNER will serve as a source of data as soon as it is fully implemented.


Data

2002-2003 KCC Transfer Information (From Summer Helms to Ramona Kincaid via disk)(Appendix M)

a. 72 HOPE Majors are listed as Transfers on this document.

Analysis of Data

1) The method used to identify he HOPE Majors in Appendix U was notscientific. Names were selected on the basis of Instructor memory(with no reference to Gradebook). Although recollection is often good,some HOPE Majors may have been students in several HOPE courses without being HOPE Majors.

2) Some of the students have been out of the HOPE Program for 5-10 years(i.e. Kimmie Silva, Michelle German, Abraham Kaaumoana, Kapena Wilson,Kaiana Palama, & others). NOTE: These students may have returned to school as enrollees in other programs prior to Transfer.

3) Regardless of the aforementioned, 72 is a significant number when youconsider the modest number of HOPE Majors & Graduates.


1. Annual Survey of Industry, Majors, & Graduates to address applicable priorities.

4. Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.4.1 Faculty and Staff Development4.1.1 Explain how faculty and staff maintain expertise in their discipline or area of responsibility.

Methods

Activities Results Impact on SLO's Cost1. Committees a. System-wide Travel a. System-wide brochure a. Transfer a. Airfare if Maui, Hawaii Industry Committee b. Community Colleges b. Program SLO's b. Transfer b. Airfare if Maui, Hawaii HOPE PCC c. HOPE Advisory c. "Professional & c. Contemporary c. Refreshments shared Committee Business Etiquette Curriculum for the Classroom" d. HOPE Focus Group d. New HOST Program c. Contemporary d. Refreshments

Curriculum 2. Organizations a. Hawaii Hotel & a. Industry networking; a. Community Service; a. $100/year membership Lodging Association Visitor Industry Industry Connection (Kaua`i Chapter) Charity Walk b. American Hotel & b. Monthly Magazine; b. Project resource b. NA


c. Lodging Association C.H.E. Association 3. Projects a. Return to Industry a. Industry networking; a. Contemporary a. Stipend Feedback Curriculum b. Career Path b. Seamless student b. Seamless Curriculum b. Stipend transition c. HOPE Course c. Non-credit course c Non-credit c. NA

Down-Chunking availability alternatives 4. Class Activities a. Guest Speakers a. Industry networking; a. Course Content a. NA Remain contemporary b. Property Tours b. Industry networking; b. Course Content b. NA Remain contemporary c. Coop c. Industry networking; c. Course Content c. NA

Remain contemporary 5. Club Activities a. HOPE Club a. Social-Educational a. Leadership; Support a. NA events b. Academy of Hospitality b. Articulation b. Program Health b. NA

& Tourism Liaison 6. Course Development a. HOPE 125 a. Research a. Course content a NA b. BUS 121B b. Research b. Course Content b. NA c. Customer Service c. Research c. Course Content c. Release Time

( for Pahio Resorts)

7. Monthly Newsletter 7. Research 7. Communication 7. Mailing8. Workshops a. Career Technical a. Career Path Project a. Seamless Curriculum a. Registration Education

b. SLO's & Assessment b. Course refinement b. Course refinement b. NA9. Professional Readings a. Hawaii Hospitality a. Remain contemporary a. Project resource a. NA Magazine b. "Good to Great", b. Remain contemporary b. Contemporary b. Personal

“Managing with Aloha”, Curriculum

etc.

Data (refer to Appendices applicable to “Committees” & “Projects” abovelisted under “Activities”)

Analysis

1) The faculty pursues many different activities to maintain Hospitality Servicesexpertise.

2) The Instructor holds the international professional credential, Certified Hospitality Educator (C.H.E.) with the American Hotel & Lodging Association. In order to keep it, the holder must perform a prescribed regimen of professional activities.


a. Continue to conduct many of the abovelisted & similar or derivative “Activities”.


b. Request a sabbatical to experience hotel learning, scheduling, & other dynamicsto which New Host Program students will be exposed.


None


None

4.1.2 Describe the Professional Development plan, including availability of resources and the process of allocating these resources. Does this plan adequately meet Professional Development needs?

Methods

1. There is no formal Professional Development Plan designed to facilitate thesubject area expertise of the HOPE Instructor.

2. The HOPE Instructor is a “Certified Hospitality Educator” who meets a rigorousprofessional protocol in order to maintain certification.

Data

None

Analysis

1) The format & content of 4.1.1 fits the requirements of this criteria (i.e. Activities = Program, Results = Outcome, Impact on SLO’s = Plans & Goals, & Cost =Budget). Therefore, 4.1.1 is offered as a response to both 4.1.1 & 4.1.2 criteria.

2) In terms of availability & allocation of resources, the past & current monetaryresources are minimal & manageable. As the New HOST Program advances,there will be need for additional clerical support & instructional staff.

3) Since there is no specific Professional Development Plan, it is difficult to sayif applicable needs are being addressed. However, both the “Results” column in 4.1.1 & C.H.E. requirements would indicate needs satisfaction is likely.


a) Create a Professional Development Plan.b) Continue pursuit of C.H.E. Recertification.



None


None

4.2 Student Development4.2.1 Describe program faculty involvement in providing opportunities for students' personal enrichment through co-curricular activities.

Methods

1. Encourage HOPE Students & Majors to join one or more of the Campus student organizations/clubs: HOPE Club, Associated Students of Kaua`i

Community College (ASKCC = student government) & Phi Theta Kappa (PTK = professional honor society).

HOPE Club Representative Activities Results

Goals 1. Leadership Opportunity to serve Acquire Human Relation Skills as officer or project Planning, Management chair & Control experience Fund-raising management Written Communication Skill

Grant Writing 2. Networking with the Annual Visitor Industry Coordinate with Industry Visitor Industry Charity Walk Professionals ACF Culinary Breakfast Work along side Food & Beverage

Pot Washing Professionals3. Student Comraderie Club meetings & projects Team work, Community-building Year-round support Empathy, Initiative

system

4. Community Service Beach & Highway clean-ups Community Service Mindset5. Social-Education 2 Annual Visitor Industry Experience Customer Service

enrichment Immersion Experiences from the Traveller Perspective

Data

None


Analysis

1) The HOPE Instructor is the HOPE Club Faculty Advisor.2) Although the HOPE Club is the primary co-curricular Program

focus, one or more HOPE major, nearly every semester, iselected to serve ASKCC and/or PTK. In fact, during the past 2 yearsat least 3-5 HOPE Majors have been officers of or representatives to ASKCC,including President.

3) The HOPE Program’s dedication to student involvement in co-curricular activities is satisfactory.


a) Continue endorsement of the HOPE Club, ASKCC, & PTK.b) Get other faculty involved as HOPE Club Advisors to ensure more

availability of on-Island supervision and the usual infusion of “new blood”.c) Partner the HOPE Club with Kaua`i High School’s Academy of Hospitality

& Tourism on projects of mutual interest & benefit.d) Promote HOPE Club leadership of Inter-Club activities.


None


None

4.2.2 Does the program support non-traditional approaches to education? If so describe these. What outcomes are expected from these approaches, and how have they affected student success across the curriculum?

Methods

1.

Non-Traditional Approaches to Education

Outcomes Expected Effect on Student Success° HOPE 120 3 Team-building Speeches Growing public speaking Communication is a primary Employment confidence/comfortability*; qualification & career builder** Multiple guest Speakers teamwork skills¨ & Property Tours Learning enhanced by first- Facilitate career transition Wiring-intensive (not WI) hand exposure. emphasis (i.e. Learning Logs Progressive written ** & 5 Writing Assignments) communication skills

Critical Thinking-focused exams Tendency to compare/contrast, Critical career & life skill □□ evaluate, & apply learning □


HOPE 124 1 Team-Building Speech * **Speaking-intensive emphasis * **

(i.e. 8 Individual Speeches)HOPE 125 Anthem-singing Feel "connected" Basis of Communication Appreciation Circle Concentrate on the Positive Career success ingredient Positivism Readings Concentrate on the Positive Career success ingredient 7 Visual-Oral Representations Summarize a Lesson Learned Management skill Positive Self-Talk Script Heightened sense of self worth Career success ingredient Cultural Conditioning Videos Deal with Diversity Contemporary issue "Moments of Truth" Profiles Differentiate "Satisfactory" & □□

"Exceptional" Service ° HOPE 140 Performance-intensive emphasis Satisfactorily perform subject Facilitate career transition (i.e. Reservations & Registration functions

Performance Exams, Front Office Use the computer to satisfactorily Facilitate career transition

Simulation) perform 8 primary Front Office · Critical Thinking-intensive emphasis functions (i.e. Critical Thinking Speech & □ □□

Report) HOPE 150 Guest Speakers-like Speech & Present a guest speaker- ** Written Report calibre speech 7 Jigsaw Exercises Learn by Teaching **

Data

None

Analysis

1) Placement of an “Emphasis “ in each course (i.e. writing-intensive forHOPE 120) is a strategy to produce across-the-curriculum results;

2) The following non-traditional approaches to education are used in everyHOPE course:

i. Learning Logsii. at least 3 Writing Assignmentsiii. at least 3 Speaking Assignmentsiv. Critical Thinking-focused examsv. Multiple Guest Speakers & Property Tour opportunities NOTE: Concentration on Communication Skills is the result of both Industry emphasis & HOPE Instructor expertise.

3) In HOPE 125, attitude-enhancement, in addition to knowledge acquisition,is the objective.

4) Quantifying outcomes & defining success should be a priority in each HOPEcourse, regardless of the Program Review criteria being addressed.

5) Assessment of non-traditional approaches to education is not currently donein the HOPE Program. Therefore, the “Effect on Student


Success “column in the “Methods” section is a best-estimate effort.


a) Start to quantify non-traditional education approach outcomes & identify/assess their success..b) Continue to pursue exposure to & experimentation with new non-traditional

education approaches.


None


1. Quantified Outcomes & Success Assessments of non-traditional educationapproaches.

5. Community Development: To contribute to community development and enrichment through campus leadership and collaboration.5.1 Leadership5.1.1 Comment on activities initiated and lead by program faculty and staff that have positively impacted our community. List pertinent community services and activities. Discuss leadership roles in other community activities that you are interested in pursuing.

Methods

1. Visitor Industry Coordinate, thru the HOPE Club, & contribute to KCC participation in the

Annual Visitor Industry Charity Walk.2. Church

Serve as St. Patrick’s School Trustee’s Board Chair. Chair St. Patrick’s Community Capital Campaign Telephone Event;

member of the Cabinet. Facilitated St. Patrick’s Church Stewardship Committee; Lector &

Eucharistic Minister.3. College

Supervise HOPE Club Community Service activities, including Beach& Highway Clean Ups, etc.

Oversee selection, planning, implementation, & evaluation of every-semester HOPE 125 Community Service project.

DataNone


Analysis

1) Continuing commitment to Community Service is an indispensable qualificationfor career employment & advancement in the Visitor Industry; so should it beat KCC.

2) The HOPE Instructor’s leadership & participation involvement in Community Service activities is reasonably broad, but not deep enough in the Visitor Industryarea.


a) Pursue Service Learning as a KCC project.b) Consider other leadership options with the Hawaii Hotel & Lodging Association

(Kaua`i Chapter)c) Learn to perform as a Clown, Mime, & Santa, & donate my talents to the

community.


NoneProgram Research Data Needed

None

5.2 Collaboration5.2.1 What has the program done to establish communication, partnerships, and cooperation with high schools, other community college programs, the community, and four-year institutions in supporting their mission and goals? Discuss successes, challenges, lessons learned and how these findings will be applied in future plans.

Methods

Articulation Agreements

High Schools Community UniversitiesColleges

o Kauai High School o Kapiolani Community College o University of Hawaii-Manoao Waimea High School o Maui Community College o University of Nevada Las Vegaso Kapaa High School o Hawaii Community College o Hawaii Pacific University

NOTE: 1. Re: Articulation Agreements - all (or all but one) HOPE courses are transferable to Community Colleges & Universities. (Appendix N) 2. Re: High Schools - Credit for HOPE 120 is given to students who receive an "A" grade within the last 2 years. - I maintain a close & continuing relationship with the Academy of Hospitality & Tourism (AOHT) at Kauai High School. 3. Re: Community Colleges/Universities - I maintain a close relationship with Northern Arizona University & Northeastern Wisconsin Technical College at Green Bay as a result of my continuing association with certain faculty. These academic ties allow me the opportunity to seek feedback on various issues of contemporary concern.


Successes, Challenges, Lessons (Analysis)

1. High Schoolsa. More conscious of Academy of Hospitality & Tourism presence in my classrooms;

but there has been no specific monitoring re: student number/percentage from this program until this semester.

b. HOPE enrollment from Waimea & Kapaa High Schools “just happens”; need to market & monitor.

2. Community Collegesa. My PCC presence is senior & strong (i.e. Since I have been teaching/coordinating the

HOPE curriculum longer than my community college colleagues, I have served as PCC Chair.)

b. Meetings (both formal & informal) were infrequent prior to 2004, when two were scheduled; a 3-day Workshop is scheduled for May, 2005.

3. Universitiesa. All have accommodated our interested graduates.b. Only a few graduates have pursued post-graduate education, mostly to UNLV.

NOTE: There are several, in HOPE Club that are currently considering transfer to UNLV.

Data Refer “Survey of Selected Mainland Colleges & Universities” (Appendix K) & “High School, Community College, & University Articulation Agreements” (Appendix N)

Data #1. PHI Program Demand/Internal (F02 – F04) (Appendix P)

Applicant Pool F02 S03 F03 S04 F04 Total number of applicant 60 7 13 8 16 Number of applicants from Kapaa High School 11 1 1 1 6 Number of applicants from Kaua`i High School 15 2 4 1 3 Number of applicants from Waimea High School 11 3 3 0 3

Data #2: 2002 – 2003 KCC Transfer Information (provided to Ramona Kincaid by Summer Helms on disk) (Appendix M)

72 HOPE Majors are listed as Transfers on this document.

Analysis of Data

1) Re: Data # 1 – 62.5% of the applicants during this period are from local high schools, including 24% from Kauai High School (Kau HS)alone. This can mean any or all of the following:

i. Since most applicants come directly from local high schools, especially Kau HS, more marketing effort should be put inthis direction.;

ii. More work with the other two local schools, Kapaa High & Waimea High School (19.2% each), may be in order.;


iii. If high school applicants are to be expected, recruitmentresources should be directed to Industry employees &/or the non-traditional market.

2) Re: Data #2 – The HOPE Instructor is aware of only 3 Transfers to a4 –year institution (i.e. Charlette Caberto, Nicholas Houser, & Kara Chow)& 3 other possible Transfers (i.e. Abraham Acoba, Tashiana Wallace, &Liana Degracia) out of 72 (i.e. 4 – 8 %). The data may not be applicableto this criteria.NOTE: Refer to the 3.2.3 Analysis section for further discussion of Transfer.


1. For High Schools, I will use:a. Co-sponsored events(i.e. HOPE Club & Academy of Travel & Tourism)b. KCC Tours for Waimea & Kapaa High Schools (Kauai High School Academy of

Hospitality & Tourism Juniors & Seniors already visit Kauai Community College annually.)

c. Continue to monitor Academy of Hospitality & Tourism transfer to & success in HOPE program.

d. Market & monitor Waimea High School & Kapaa High School enrollment & success in HOPE program.

2. For Community Colleges, I will use:a. Strategies that will regularize & reinforce student transfers within system (i.e.

continuing to stream-line the transfer process; establishing an attractive program strength at each community college).

3. For Universities, I will use:a. Yearly contact to facilitate & encourage transfer, including Questionnaire re: student

success, etc.


None


1. Annual Survey of applicable Industry, Student, High School, Community & University sources re: partnership issues & articulation problems/successes.

6. Diversity: To foster a global understanding and appreciation for diversity.6.1 Diversity6.1.1 How does your program support diversity and cultural awareness? What are the desired outcomes? How have these outcomes been met?

Methods

1. HOPE Program SLO re: Diversity-Foster appreciation for diversity throughstudent co-curricular programs & cooperative learning activities, includingstudent dormitory management & cultural conditioning programs.

Course Activities Outcomes Assessment


° HOPE 120 Team-building Speeches (3) Cooperative Learning & Progressive Matrix: Team Members get same Oral Communication score Writing Assignments (5) Progressive Written Criteria listed in the Syllabus including Employment Application, Communication & Use of Your Town Tour Plan, Restaurant, Critical Thinking Skills Hotel & KCC Evaluation Diverse Learning Inventories Knowledge & Celebration of how Inventory grading system including Hemispheric Mode, one learns, relates to people, & Learning Style, People Quiz & Kaua`i culture Knowing Kaua`i Referral to Learning Center for Cooperative Learning & Lesson Final grade goes up Tutoring &/or ALPS workshops Success Guest Speaker & Property Tour Reinforced classroom learning by 1-page summary /evaluation opportunities using combination of senses (i.e. on- memos site or in-person) Use of Learning Log note taking Personalized reinforcement of Criteria listed in the Syllabus

format classroom lessonsHOPE 125 Demographic & Psychographic Compare & contrast Guests Essay Quiz Profiles of the Hawaii Guest

·Visual-Oral Representation Speeches (7) Cooperative Learning, Progressive Matrix: Team members get same

Oral Communication, & Appeal score to "Right Brain" Cultural Conditioning Exercises (3) Understand human commonalities & Essay Quiz differences "Moments of Truth" Profile Understand differences between Criteria listed in the Syllabus "Satisfactory" & "Exceptional" Service Positive Self-Talk Script Heighten Self-Esteem Criteria listed in the Syllabus Combination: Positivism Readings, Heighten Self-Esteem KCC Student Evaluations

Anthem Singing & Appreciation Circle 2. 3. One of the driving objectives of the HOPE Club is to foster comraderie within the Club, with other Campus clubs, within the Campus community, & with Industry & the community at large.


Data: Former (last 3 course administrations) HOPEs 120 & 125 Students Identified by Diversity Components

Number of Students Diversity Components HOPE 120 HOPE 125

Ethnicity

Caucasian 7 7 Filipino 17 10 Part Hawaiian 18 13

Other 14

Age Traditional 39 26

Non-Traditional 17 13Gender

Female 35 26

Male 21 13Language

English 51 36

ESL 5 3Hemispheric Mode Left-Brained 26 Right-Brained 17

Mid-Brained 9 Learning Style

1 16 2 10 3 11 4 17

Total Students 56 39

Analysis

1) Identification of HOPEs 120 & 125 students by Diversity Components was done “to the best of the Instructor’s ability”, except for Hemispheric Mode& Learning Styles Inventory scores.

2) The list of Diversity Components is not inclusive; nor is it optimallydivided.

3) Here are definitions for some of the less obviousDiversity Components:

i. Learning Styles – 1 = “Artist” (use Feeling & Watching) 2 = “Scientist” (use Watching & Thinking) 3 = “Engineer” (use “Thinking & Doing)

4 = “Entrepreneur (use Doing & Feeling) ii. Age – Traditional = direct from high school

Non Traditional = break after high school iii. Ethnicity – Other = mostly Japanese, or Oriental/Caucasian, or


Mixed4) Hemispheric Mode & Learning Styles given only in HOPE 120.5) All of the abovelisted “Activities” are intended to address Diversity, in addition

to other objectives.6) Learning Logs, Guest Speakers/Property Tours, & Quizzes/Final Exam are part

of every HOPE course.7) The other HOPE course activities which consider Diversity issues, including:

i. HOPE 124 - 8 Individual Speeches 1 Team-Building Speech

3 Writing Assignmentsii. HOPE 140 - 2 Performance Exams

Front Office Simulation Critical Thinking Speech /Reports

iii. HOPE 150 - Guest Speaker – like Project 7 Jigsaws 6 Property Tour Memos

8) The level of HOPE course – focus on Diversity is Satisfactory.9) A Student Dormitory is recommended in KCC Long-range master plan.

10) PHI Applicant Pool data separated by Ethnicity & Gender could not be located.


a) Introduce Pair Problem-Solving in every HOPE course. b) Experiment with a relevant Mentoring program in every HOPE course. c) Maximize student benefit from Case Management.


1. PHI Applicant Pool by Gender & Ethnicity


1. HOPE Course Students Identified by Diversity Components

6.2 International Education6.2 1 What academic relationships does your program have beyond Kaua`i, Hawai`i, the U.S.? Describe these and their impact on student learning experiences. If none, what areas of the program could benefit from such relationships? Describe plans ready for implementation and/or projects to be developed.

Methods

1. HOPE Program SLO re: Diversity – Foster appreciation for diversity throughstudent co-curricular programs & cooperative learning activities includinginternational student dormitory management & cultural conditioning programs

2.


Program's Academic Relationship Impact on Student LearningBeyond Kaua`i

HOPE PCC membership Inter-Community Community transfer

HPU Articulation Agreement 4-year institution transferUH System-wide Travel Industry Increase percentage of International

students; system-wide articulation &

transfer

HOPE Program Liaison with Articulation & 4-year institution transfer; the following U.S. Mainland Colleges recommendations re: student & Universities: recruitment & retention University of Nevada-Las Vegas, (UNLV); Northern Arizona University(NAU) ;& Northeast Wisconsin Technical College (NWTC). Informal HOPE Instructor Visitor Link with a College Alternative Program/Curriculum review or University in the following cities: Houston, Texas; Sydney, Australia; & Halifax, Nova Scotia.

Data: (Refer “Survey of Selected Mainland Colleges & Universities” (Appendix K) & “High School, Community College, & University Articulation Agreements” (Appendix N))

Analysis

1) HOPE 125 includes 3 Cultural Conditioning Exercises designed to heighten understanding of/or sensitivity to Hawaii visitors from primary markets.

2) The HOPE Program attracts few International students (i.e. in comparison toUH-M, Kapiolani CC, & Maui CC), & not every semester. Recently, they have come from Japan. Prior to that, they were Taiwanese Nationals.

3) At least two HOPE Majors have been involved in national or internationalstudy programs (i.e. Shyla Suarez in Korea and George Thronas at DisneyWorld University).

4) The HOPE Club conducts an out-of-state Visitor Industry Immersion Experience every 4-5 years. Destinations studied include: Las Vegas,

Disneyland, & a Mexican Riviera Cruise. The HOPE Club attracts at least one ESL member, & some times up to one-third ESL membership.

5) The HOPE Instructor’s academic relationship with each of the three Mainland colleges & universities abovelisted is below-described: UNLV-HOPE Club Immersion tour & Articulation Agreement; NAU-HOPE Instructor’s C.H.E..Workshop site; & NWTC-Marketing Instructor is a Kapiolani Community College colleague of the HOPE Instructor.



a) Consider participation in KCCs “International Sister College” programs (i.e. Exchange Student arrangements)

b) Pursue UH System-wide Travel Industry Committee’s plan to attract more International students with vigor.

c) Encourage creation & adoption of a Student Dormitory plan which wouldfacilitate International student consideration of KCC.

d) Use the New HOST Program, which intends to ensure immediate Industryassimilation of graduates, as a lure for International student enrollment.


None


1. Monitor International student recruitment success rate.

STRENGTHS AND AREAS NEEDING IMPROVEMENT Use this area to summarize, in narrative form, what you found out about your program:

what is the program doing well, is here room for improvement in these areas of strength?, what can the program be doing better? Feel free to add a bulleted list of strength and areas needing improvement.

Narrative Summary of HOPE Program Strengths & Areas Needing Improvement

The effectiveness of this section may be limited by the adopted approach, namely, separate lists of the Strengths & Areas Needing Improvement were compiled first; and will guide this discussion. Since some of the predominant current Strengths are the result of previously-identified Weaknesses, this report will begin with the Areas Needing

Improvement.

Recent course cancellations & low graduation rates are signals that a curriculummay be in trouble, especially if it is the Program that feeds the primary economic engine in the County & State. This prognosis is validated by declining semester-to-semester retention rates; noticeable lower enrollment in “sophomore” courses (vs. “freshman” courses); & the paucity of students who apply for the HOPE Program.

Although enrollment rates have been “bouncy”, the HOPE Program has not attracted (nor made an attempt to attract) a single student from Early Admit, Running Start, & Workforce Development. Neither has it been a magnet for International students.


What has stalled identification of & response to this problem is the total lack of Program data-gathering, results-monitoring, & record-keeping/interpretation/use. Furthermore, the Program’s ambivalent Marketing attitude, as evidenced by: minimal Waimea & Kapaa High Schools recruitment efforts; on-again, off-again consideration of the Distance Learning alternative; lackadaisical consciousness of the need for minimum Placement Test scores for Program entry; failure to ensure full technological currency in the classroom; & tentative commitment to investigation of entrepreneurial opportunities; all of these have added to it’s stagnancy.

The other factors which have contributed to HOPE Program mediocrity concern it’s faculty which does not reside on-Island; is less-than fully comfortable with Information Technology; and has not developed optimal Division rapport.

It is interesting that the number of Program Strengths & Areas Needing Improvement happen to be exactly the same. Although this may simply represent a breadth relationship, & have no depth significance, it is reassuring, nevertheless.

The New HOST Program, the stage for which was set by several other Program initiatives, including pursuit of Industry-connective projects such as Career Pathways, Return to Industry, & Credit Course Chunk-Down; is a break-through Strength. This New Program is the result of continuing (1 ½ years & counting) HOPE collaboration with many of it’s constituencies (i.e. HOPE Focus Group & Advisory Committee, HOPE Recent Graduates & Current Majors, KCC Program Coordinators, & selected U.S. Mainland Universities & Hawaii’s Community Colleges). It was mandated by consecutive Release Time projects, & created specifically in response to Industry need. The cardinal New Program curriculum design elements, which partner the College with Industry, should attract & retain more higher-quality majors who will be the beneficiaries of immediate (after graduation) career placement. Use of the HOPE Focus Group Forum (for feedback) & the monthly Hui `Ohana Po`okela Newsletter will ensure on-going communication with constituencies, throughout the 2+ year New Program development process.

Current HOPE courses have been invigorated by innovative methodology including attitude-enhancing strategies & creative guest speakers/property tours which add a reality dimension; & proactive efforts to address student diversity issues. Program faculty’s advantageous combination of education, experience, & professional development activities has advanced the quality of these courses.

The building of various professional partnerships has driven the emerging progress of the HOPE Program. Within the College, the Business Education Divisionhas been the catalyst for early-entry into the Campus Assessment Project (i.e. SLO’s, etc.), & for fashioning a 2-year Course Scheduling Plan. Liaisons with the Financial Aids Office, Learning Center, & Peer Assistant Program have been fruitful & positioned the HOPE Program for future Recruitment & Retention success. And, the HOPE Club has become a strong Program extension.


Outside the College, Marketing & Retention goals are being addressed by the following collaborations:

1) Kauai High School’s Academy of Hospitality & Tourism is an obvious sourceof HOPE applicants (although more can be done to establish KCC as a viablefirst-two-years alternative to four-year institutions);

2) Vertical & Horizontal Articulation Agreements provide the opportunity for seamless student education & progress. NOTE: Improved connection with Waimea & Kapaa High Schools is a must.; &3) Membership on the HOPE PCC & UH System-wide Travel Industry Committee

guarantees consideration of transfer & other critical student issues.

List of HOPE Program Strengths

1. The HOPE Program Analysis Project (started Summer 2003) opened on-going communication channels with the following constituencies & advisory groups re: Marketing, Recruitment(Enrollment), & Retention: HOPE Recent Graduates & Current Majors; HOPE Advisory Committee; KCC Program Coordinators; HOPE Industry Focus Group; Selected U.S. Mainland Universities; & Hawaii’s Community Colleges.2. Previous contact with the Industry, via the below-listed projects, elicited valuable

Program-directing data: Chunking-Down HOPE Credit Courses into ManageableNon-Credit Courselets; Career Pathways Development; & Return to Industry Interviews.

3. Continuing work with the HOPE Focus Group, including the monthly Hui Òhana Poòkela Newsletter & the feedback-useful Focus Group Forum, has resulted in the New HOST Program, which features 5 Areas of Specialization & an on-the-job training component in all except for one HOPE course.

4. The use of guest speakers & property tours in every HOPE course brings a reality dimension to the HOPE Program.

5. A committed relationship with Kauaì High School’s Academy of Hospitality &Tourism has facilitated the transition of AOHT graduates into & through the HOPE Program, & transfer to 4-year institutions (two majors/graduates are currently matriculating at UNLV).

6. The HOPE Club offers a viable co-curricular activity by encouraging majors to establish Industry connections via projects that inspire leadership building & a community service mentality.

7. The HOPE Program utilizes the student success-enhancing services of the Learning Center (ALPS & Tutoring) & Peer Assistant Program.

8. The Business Education Division’s 2-year Course Scheduling Plan seeks to ensure timely graduation of majors.

9. There is healthy collaboration with Financial Aids & Learning Center, which if combined with other factors, could lead to more effective Recruitment.

10. Articulation, up & down, has been established, but could be better, especially with Kapaa & Waimea High Schools, & UH-M.


11. HOPE PCC effectiveness has been progressive; and with creation of the UH System-wide Travel Industry Committee, should extend to the 4-year members.

12. The emerging New HOST Program will offer an Industry-driven curriculum which is both relevant & current.

13. Being a member of the B.E.D. & having to work on the New HOST Program forced HOPE to get an early start in Assessment (i.e. SLO’s etc.)

14. HOPE’s innovative instructional methods have been praised in KCC Student Evaluations & the HOPE Recent Graduate & Current Majors Survey.

15. The HOPE Instructor’s combination of extensive Industry experience & advanced degree constitute a Program strength.

16. The HOPE Instructor’s Professional Development activities are diverse & economical. 17. Efforts to make the HOPE curriculum Diversity-proactive are noteworthy.

List of HOPE Program Areas Needing Improvement

1. The relationship with Kapaa & Waimea High Schools is undefined & unmanaged.

2. The number of students who applied for the HOPE Program (Summer 2003 – Fall, 2004) is disappointing.

3. The low HOPE Graduation Rate indicates a Program in need of evaluation & rejuvenation.

4. The HOPE Retention Rate, semester-to-semester, is declining.5. Enrollment Rates have bounced up & down, semester-to-semester. All HOPE

courses, except 120, are now scheduled once/year, as opposed to every semester like HOPE 120.

6. The absence of Program-required minimum Math & English Placement Test scores sets-up some majors for failure.

7. The HOPE Program fails to attract students involved in Early Admit, Running Start, & Workforce Development.

8. Instructor rapport with B.E.D. colleagues was strained , but is improving with the emergence of the New HOST Program.

9. Use of current technology in some HOPE courses is not acceptable.10. HOPE Instructor comfortability with Information Technology is suspect11. HOPE was quick to acknowledge the benefits of Distance Learning, but is slow in

following through.12. Data-gathering, results-monitoring, & record-keeping/interpretation/use, within the

HOPE Program has been weak in all areas.13. The off-island residence of the HOPE Instructor has diluted the College’s student-

centered theme.14. The HOPE Program has experienced more than it’s usual share of cancelled courses

within the past 2 years.15. “Sophomore” course enrollments (i.e. HOPEs 140, 150, 193V,) are not as good as

their “freshmen” counterparts (i.e. HOPEs 120, 124, 125).16. HOPE Program pursuit of alternate funding sources is tentative.


17. There has been no concerted effort to attract International students to the HOPE Program.

ACTION PLAN WITH TIMELINE Summarize action steps to be taken as a result of program review. Indicate both broad strategies for addressing program goals as well as smaller steps for

accomplishing this strategy. Be sure to address each program goal. Identify names of key persons involved in implementing the steps and the overall strategy. When possible, identify partnerships that will enhance strategies. Identify and quantify where possible the outcomes expected from the action, e.g., 30%

increase in number of majors, 50% improvement in semester to semester retention, 20% improvement in program completion.

Indicate resources that will be needed. Due to limited funding, programs should attempt to re-align, re-purpose, and reallocate whenever feasible.

Indicate when specific steps will take place and be completed (a timeframe is fine). Leave status blank as program action plan will be used for annual updates and status can be

addressed then.

PROGRAM GOAL

ACTION

ITEM

STEPS

RESOURCES

NEEDED

PERSON(S) RESPONSI

BLE

TIMELINE

OUTCOME or

INDICATOR of

IMPROVEMENT

STATUS

(Refer Attachment)


LIST OF APPENDICES

Appendix A: Enrollment Trends & Academic Status/Deans List: Hospitality Services & Hotel Operations (Program Review-2004)

Appendix B: Kauai Community College Program Review: PHI Hospitality & Hotel Enrollment & Graduation Rates

Appendix C: Peer Assistant Program: Percentage of Vocational Students Receiving D, F, W, or N Grades

Appendix D: 2-year HOPE Course Scheduling Plan

Appendix E: Recent HOPE Graduate & Current Major Survey

Appendix F: HOPE Focus Group Meeting(s) Minutes

Appendix G: HOPE Advisory Committee Meeting(s) Minutes

Appendix H: Hospitality Industry Survey of HOPE “Chunked Down” Courses

Appendix I: “Return to Industry” Interview(s)

Appendix J: Survey of Kauai Community College Program Coordinators Who Teach HOPE-required Courses, & Coordinators Who Require HOPE Courses in their Programs.

Appendix K: Survey of Selected Mainland Colleges & Universities

Appendix L: PHI Program Demand/Centrality, Program Efficiency, & Program Outcomes-Visitor Industry: Hotel Operations

Appendix M: 2002 – 2003 KCC Transfer Information (provided to Ramona Kincaid by Summer Helms on disk)

Appendix N: High School, Community College, & University Articulation Agreements

Appendix O: KCC Grade Distribution Review (Fall & Spring Semesters), Fall, 1998 – Spring, 2004

Appendix P: PHI Program Demand, Program Outcomes (Fall & Spring) Fall, 2002 – Fall, 2004 (Hospitality Services)

Appendix Q: UHCC.e-learn-Schedule of Courses (3/17/04)

Appendix R: HOPE Course SLO’s &/or Objectives/Competencies


Appendix S: “Hawaii Workforce Informer, Download Data Tables: 10-year Occupational Projections (Long Term)” & “Employment Outlook for Industries & Occupations, 2000 – 2010 (12/03)”

Appendix T: Summary of Industry Survey (Received 5/04); 2003 KCC Survey of Graduates; & 2003 KCC Survey of Leavers


Appendix A: Enrollment Trends & Academic Status/Deans List: Hospitality Services & Hotel Operations (Program Review-2004)


Appendix B: Kauai Community College Program Review: PHI Hospitality & Hotel Enrollment & Graduation Rates


Appendix C: Peer Assistant Program: Percentage of Vocational Students Receiving D, F, W, or N Grades


Appendix D: 2-year HOPE Course Scheduling Plan


Appendix E: Recent HOPE Graduate & Current Major Survey

NOTE: Responses available for inspection


Appendix F: HOPE Focus Group Meeting(s) Minutes

Appendix G: HOPE Advisory Committee Meeting(s) Minutes


Appendix H: Hospitality Industry Survey of HOPE “Chunked Down” Courses


Appendix I: “Return to Industry” Interview(s)


Appendix J: Survey of Kauai Community College Program Coordinators Who Teach HOPE-required Courses, & Coordinators Who Require HOPE Courses in their Programs.



Appendix K: Survey of Selected Mainland Colleges & Universities



Appendix L: PHI Program Demand/Centrality, Program Efficiency, & Program Outcomes-Visitor Industry: Hotel Operations


Appendix M: 2002 – 2003 KCC Transfer Information (provided to Ramona Kincaid by Summer Helms on disk)


Appendix N: High School, Community College, & University Articulation Agreements


Appendix O: KCC Grade Distribution Review (Fall & Spring Semesters), Fall, 1998 – Spring, 2004


Appendix P: PHI Program Demand, Program Outcomes (Fall & Spring) Fall, 2002 – Fall, 2004 (Hospitality Services)


Appendix Q: UHCC.e-learn-Schedule of Courses (3/17/04)


Appendix R: HOPE Course SLO’s &/or Objectives/Competencies


Appendix S: “Hawaii Workforce Informer, Download Data Tables: 10-year Occupational Projections (Long Term)” & “Employment Outlook for Industries & Occupations, 2000 – 2010 (12/03)”


Appendix T: Summary of Industry Survey (Received 5/04); 2003 KCC Survey of Graduates; & 2003 KCC Survey of Leavers


PROGRAM GOAL ACTION ITEM STEPS RESOURCES NEEDED

PERSON(S) RESPONSIBLE

TIMELINE OUTCOME or INDICATOR of

IMPROVEMENT

STATUS

1.1. Outreach: Conduct Industry-convenient Include in 2-year None Program Faculty Fall, 2006 Course is not To increase marketing evening credit courses, Course Scheduling Plan. (Mailing) cancelled due to to Kaua`i High School’s advertising them at Kauai Mention in monthly low enrollment Academy of Hospitality hotels Newsletter and Tourism and other high school juniors and seniors, Hospitality Industry Send introductory flier employees, and the & cover letter to hotel community-at-large Human Resource through coordinated and Directors (HRDs) focused activities to promote Conduct Location-friendly Create course to satisfy Release Time Program Faculty Spring, 2007 Course is not the HOPE Program. non-credit courses, advertising O.C.E.T. demand or O.C.E.T. cancelled due to them in Local newspaper Schedule in O.C.E.T. Instructor low enrollment Catalogue Stipend Work with O.C.E.T. to & pursue local newspaper Location PR article & convenient Donation location Pursue "e-brochure" training Reserve training space None: in-house Program Faculty Spring, 2006 5 Referrals to HOPE

& development Attend training session production KCC Media Program per year Produce brochure & (Mailing) UH Staff

distribution plan

Distribute

Follow-up/Monitor

Expand HOPE Club connection Arrange meeting with Depending on Program Faculty Fall, 2005 Both groups decide to

with Kauai High School's AOHT Instructors the activity AOHT Instructor continue connection

Academy of Hospitality & Tourism Arrange joint meeting (Budget to be AOHT

(AOHT) Arrange joint Executive shared by AOHT HOPE Club NOTE: And other areas Committee meeting to & HOPE Club)

dictated by Criteria decide/plan activities Conduct/Evaluate

activities


Develop regular liaison with Plan program of inter- None Program Faculty Spring, 2006 10% increase in

Waimea & Kapaa High Schools, action KCC Student enrollment in HOPE including KCC campus tours Coordinate with KCC Services Program from each High Student Services & High High School School School Instructors Instructors

involved Conduct/Evaluate/

Monitor activities 1.2 Enrollment: Require Minimum Placement Seek B.E.D. approval of None Program Faculty Spring, 2006 90% of HOPE majors To improve HOPE Major Test scores for Program proposal B.E.D. chair interviewed in HOPE retention using the Case entry Seek Curriculum Committee Lecture/Lab courses Management approach and approval of proposal will be placed the instructor-as counselor. Use Case Management to Attend Workshop(s) None Program Faculty Spring, 2006 10 percentage point maintain constant relation- Establish liaison with or Student Services increase in Retention

ship with HOPE majors Student Services Released Staff 25% immediate &

NOTE: And achieve desired Implement/Evaluate/ Time 10%/ year thereafter

results in other Monitor increase in Graduation Criteria

Conduct Current HOPE Write Survey None Program Faculty Fall, 2006 5 or more implement-

Major & Recent Graduate Orient Facilitator Volunteer Survey Facilitator able recommendations

Survey, every other year, to Schedule Participants Facilitator

identify Retention problems/ Compile/Interpret results

recommendations Implement Change/Monitor NOTE: And other identified problems/recom-

mendations

1.3. Placement & Scheduling: Continue to use HOPE Focus No Change None Program Faculty Fall, 2005 75% of Proposal To increase the ays/times Group Forum for feedback recommendations are that HOPE courses are re: Course scheduling approved by bothavailable, the assigned NOTE: And other subjects B.E.D. & Curriculum

locations (i.e. on-site for identified by Criteria CommitteeHOPEs 124,125, 140, 150 & 193V), and the combination

of credit & non-credit courses; and to encourage & coordinate he testing & referral of needy HOPE


Majors to the Learning Resource Center for course

work follow-up and/or tutorial assistance.

Study packaging a fast-track Do Needs Inventory None Program Faculty Spring, 2007 WDD will send enough

series of skills for delivery to Coordinate with WDD WDD Staff students to justify

WDD & like students Develop package Other Users conduct of course

Implement course Seek approval of the New HOST · Seek program approval None Program Faculty Started B.E.D. & Curriculum Program via B.E.D. & Curriculum B.E.D. Chair Fall, 2004; Committee approvals

Committee Curriculum complete as planned Seek approval of each new Committee Spring, 2008 & modified course, one Chair

per semester

Study course make-up & break- Write 1st draft None Program Faculty Fall, 2006 Buy-in by each up alternatives discussed Get B.E.D., O.C.E.T., & O.C.E.T. Staff successive

in 1.3.4 Hotel HRD input B.E.D. staff constituency

Write 2nd draft, etc. Hotel Human including approvals, Resource

implementation Directors 2.1. Articulation: To ensure quality, relevancy,

and currency of HOPE curriculum to meet the Work with HOPE PCC to Prepare all KCC HOPE None Program Faculty Started UH-M Articulation

needs of a diverse student standardize Program & Course materials PCC Fall, 2004 Agreement population, and community Learning Outcomes to ease Arrange KCC participation Counterparts through continual articulation articulation w/ UH-M & other in Workshop

with Kaua`i high schools 4-year institutions Attend Workshop and selected colleges/ Implement Changes via

universities which offer Approval Process HOPE- type programs. Perpetuate commitment to No Change None Program Faculty Continuing Implementation of D.O.E., Career Path, & Relationship Career Path Career Technical Education Programs to ensure seamless

progress for interested students 2.2 Curriculum: Consider conversion of at Schedule Training Release Program Faculty Fall, 2007 1-HOPE HITS course To improve the HOPE least one HOPE course to Select Course Time Media is conducted

curriculum by both formal HITS format Attend Workshop(s) Staff


& constant Program Review, Create course using input from representative Conduct/Evaluate Course

mainland colleges/ Experiment with new techno- Schedule/attend training None Program Faculty Fall, 2006 10% of HOPE students, universities, focus & student logy, including Key Train, Incorporate into selected Key Train in one course, use Key

groups, & affected Kauai to enhance course delivery course Staff Train Community College faculty. Implement/Evaluate

Create the new HOST 100 Conduct Research None Program Faculty Fall, 2007 Course is conducted

course with HITS delivery Create Course Hotel as scheduled

in mind Write Proposal Human

Submit to Approval Process Resource

Implement/Evaluate Directors 2.7 Facilities: Incorporate a 1-credit on-the- Write objectives/content None Program Faculty Started Spring, Each course is conducted

To improve the quality of job (on-site) training component with Hotel HRDs Hotel 2005 as scheduled. courses and increase HOPE in all HOPE courses except Write Proposal Human Complete

Major enrollment and HOPE 120 Submit to Approval Process Resource Spring, 2008 retention by incorporating Implement/Evaluate Directors an on-site component into all Hotel Operations

courses.

3.1. Articulation: Pursue expanded partnership Meet with the principals Membership Program Faculty Fall, 2006 Agreed roles are being

To align programs with with Hawaii Hotel & Lodging involved Fees HHLA & performed

Hospitality Industry Association & Hawaii Visitors Decide role HVCB

requirements through & Convention Bureau Implement/Evaluate Staff

advisory committees, Do "Return to Industry Inter- Volunteer to participate Project Program Faculty Summer, 2007 3 or more implement-

external organizations, views" every other year Attend orientation Stipend "Return" able recommendations and/or internal Conduct/Compile Interviews Staff coordinating groups input. Make changes/Monitor Interviewees 3.2. Certification/Licensure/ Pursue C.H.R.I.E. (CAHM) Seek Certification Membership Program Faculty Fall, 2007 Certification

Job Placement/Transfer: Program Certification Requirements Fees To improve rates of HOPE- Meet Requirements

type certification, job Apply

placement, and/or Follow-up transfer to appropriate Conduct Exit Interviews with Write Questionnaire None Program Faculty Fall, 2006 3 or more implement-

HOPE-type baccalaureate HOPE Leavers & Graduates Create system for identifying/ able recommendations/ programs through including questions re: Job scheduling applicable students year


program

accreditation and/or Placement Conduct Interviews alignment of HOPE Make changes/Monitor

curriculum with external

standards.

4. Personal Development: Seek HOPE Faculty comfort- Develop IT Plan None Program Faculty Fall, 2005 Pass IT proficiency

To improve success and ability with Information Schedule/Attend Workshops IT Committee test

employability of HOPE Technology Practice Lessons Learned Majors by faculty enrichment Create a Professional Develop- Identify Program/Professional None Program Faculty Fall, 2006 Professional Develop-

opportunities focusing on ment Plan goals. ment Plan ready for the ever-changing business Develop Professional use

environment and state Development Plan

of the art technology. Pursue/Evaluate/Adjust Continue pursuit of C.H.E. No Change None Program Faculty Summer, 2005 Recertification

Recertification 5. Community Development: Pursue Service Learning as a Attend Workshop(s) None Program Faculty Fall, 2006 1-Service Learning-

To provide credit and HOPE project Incorporate into 1-course Service Learning influenced course is non-credit course leadership Implement/Evaluate Committee conducted through active participation and collaboration with community groups, and other educational institution (i.e. high schools, community colleges, and four-year colleges).

6. Diversity: Consider participation in Do Research None Program Faculty Fall, 2006 Action Decision To foster an appreciation KCC's "International Sister Evaluate participation

for diversity through College" program alternatives

student co-curricular Decide/Follow thru programs and cooperative Pursue UH System-wide Travel Work with Committee to None Program Faculty Fall, 2005 More than 1 Inter- learning activities including Industry Committee plan devise a Plan Travel national student/

international student dorm to attract more International Plan KCC's roles Industry

Committee semester, immediately; management and cultural students Follow-up with action Colleagues 50% increase/year, first

conditioning programs. demanded 3 years

Encourage creation/adoption Do need inventory Planning Program Faculty Fall, 2006 Dormitory becomes a of a Student Dormitory plan Participate in preliminary/ & Architect primary Budget item


to facilitate International final planning Construction student consideration of KCC Modify applicable courses Costs

to accommodate. Miscellaneous Others:* Restart 15-minute Student No Charge None Program Faculty Fall, 2005 All HOPE majors are Mini Program Review Interviews interviewed every semester; 1-possible Leaver is

retained Use Lessons from "Incorpor- Develop Lesson Plan for None Program Faculty Fall, 2006 1-Hawaiian Culture- ating Hawaiian Culture, etc. into each course influenced course is Your Classes” in every HOPE Implement/Evaluate conducted

course Miscellaneous Others:* Create an Industry survey to Create Survey None Program Faculty Fall, 2006 3 or more implement- Criteria 2-3,4,5,6,7, & 8 discover effectiveness of Select Participants Hotel able recommendations/ program & course SLO's & Conduct/Compile Survey Human survey other initiatives results Resource

Implement change/Monitor Directors

Build within-Business Education Commit to being on-Island at None Program Faculty Started No more questions/

Division rapport by lease 4 days/week Spring, 2004 comments re: on Island being on-Island more, & Attend all B.E.D. meetings availability for conscious effort Volunteer freely meetings, etc. Seek Colleague input Hire an on-Island HOPE Update qualification statement Coordinator's Program Faculty Spring, 2007 Working New HOST Coordinator when the Pursue candidates Salary; B.E.D. Program will be Program's expansion justifies Participate in interviews/ 50% Clerk- Chair operating with Industry orientation Steno Salary endorsement Give full support Seek funds to pay HOPE Coop Do Research None Program Faculty Fall, 2006 Regular funding from students from Alu Like, Work with applicable staff Financial at least one of these Vocational Rehab.; Rural on applications Aids Staff agencies will start. Development, Workforce Follow-up to ensure success Student Services Investment, etc. Monitor/Evaluate Staff Pursue more HOPE Do Research re: None Program Faculty Spring, 2006 1 or more additional Scholarships Scholarships available Financial HOPE Scholarship Generate Scholarship-giving Aids Staff interest Generate Scholarship agree-


ments thru KCC Financial Aids/

Follow-up to ensure desired results

Study the funding alternatives Work with a HOPE Focus Spring, 2007 listed in 2.8.1 Group Committee to identify a. ACF Culinary Breakfast-like alternatives & decide best None Program Faculty 1st Annual Event will be

event including budget, manpower, etc. Focus Group Committee conducted

b. KCC Campus Tours Develop Tour Release Time KCC 1st Campus Tour will be Seek approvals Administration conducted Recruit Guide Trainees Create/Conduct Orientation

* Since HOPE Program Goals do not address Criteria 2.3,4,5,6, & 8, goal-applicable action Items from these Criteria are covered separately. Also, goal-applicable Mini Program Review Action Items which are not addressed in this Full Program Review, are covered separately.

****NOTE: THE ELECTRONIC VERSION OF THIS DOCUMENT DOES NOT INCLUDE THE APPENDICES.*****


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