student services 2012 annual report of instructional...

Kapiolani Community College2012 Annual Report of Instructional Program Data

Student ServicesThe last comprehensive review for this program was on 2009, and can be viewed at:http://ofie.kapiolani.hawaii.edu/wp-content/uploads/2013/01/Student_Services_Program_Review_and_Tactical_Plan_2009-2011_Part_1.pdf

Program Description

Counseling Services Overview

The College provides counseling and advising services through a decentralized organizational model, with counselors assigned todepartments housed in three separate academic clusters, based on the programs they offer:

Academic Cluster 1: Arts and Sciences (four departments: Arts and Humanities; Languages, Literature, and Linguistics: math andNatural Sciences; and Social Sciences.) The counselors in the Maida Kamber Center provide career, transfer and graduation servicesAcademic Cluster 2: Business, Legal, and Technology Education: Culinary Arts; and HospitalityAcademic Cluster 3: Emergency Medical Services, Health Sciences, and NursingKahikolumea which houses developmental educationDeaf and Hard of HearingInternational Programs

Counselors assigned to the Student Services Unit provide specialized and targeted services in response to student needs. The counselingprograms within Student Services are Mental Health and Wellness, Single Parent/Displaced Homemaker, TRIO/SSS, Native HawaiianCareer and Technical Education, Veterans, Transfer, Kuilei, and Disabilities.

In total, twenty-eight counselor positions are funded by general funds and four are funded by federal funds.

In this decentralized model, student services personnel in the academic clusters share the responsibility for student success with instructionalfaculty. Discussions about student access, progress, learning and success take place in department meetings.

Student Services Program (Targeted Populations Counseling)

Our mission is to provide student-centered services and activities and to collaborate with other campus units to promote the understanding ofour student needs and support student holistic development. We accomplish our mission through an integrated approach designed toaddress the needs of our diverse student population and engagement in the learning process by:

*Providing services and activities to support and retain students in our target populations;

*Assisting students in the identification, pursuit, and attainment of their educational, career and life goals;

*Encouraging student self-development by supporting the acquisition of individual skills; and

*Fostering a climate which respects diversity and encourages self-exploration and learning.

Student Services consists of programs which are funded and assessed individually. They are:

Kuilei High School to College Connections Program: Kuuilei provides a package of integrated services with the goal of increasing thenumber of high school students who enter into postsecondary education integrating financial aid counseling services, COMPASS testing atthe high school, and early career awareness to streamline the transition of students into our first-year experience program. Online servicescan be found at http://highschool.kcc.hawaii.edu/

Single Parents/Displaced Homemaker Program: SP/DH assists eligible single parents and displaced homemakers in gainingmarketable skills that will lead to economic self-sufficiency. Services include assistance in completing Federal financial aid forms. Violenceprevention and sexual assault prevention activities are also integrated into this program. The Single Parents and Displaced Homemakersprogram provides support and services to single parents or displaced homemakers to help them gain marketable skills that will lead toeconomic self-sufficiency. Online services can be found at http://kcc.hawaii.edu/object/spdh.html

Mental Health and Wellness Program: MHWP supports students’ efforts to excel personally and academically through overcomingemotional barriers to academic achievement and personal success through short term and crisis counseling. Efforts to increase campusawareness of mental health issues are provided through workshops, consultation, and connections to community resources. Online servicescan be found at http://kcc.hawaii.edu/object/contactmentalhealth.html

Military Veterans Program: MVP provides services for the military service men, women, and their dependents in areas including providinginformation and processing of benefits and ensuring that all federal and state regulations are being met. The program also keeps abreast ofthe most recent changes in benefits regulations as well as research in how best to support our veteran students. Online services can be foundat http://vabenefits.kcc.hawaii.edu/

Disability Support Services Office (DSSO): The program provides needed services to students with disabilities and maintains thecollege’s compliance with federal disability laws. DSSO focuses on testing services, student note taking, special accommodations andparticipation in online classes for students with disabilities. Online services and information can be accessed athttp://kcc.hawaii.edu/object/ssso.html

converted by Web2PDFConvert.com

http://ofie.kapiolani.hawaii.edu/wp-content/uploads/2013/01/Student_Services_Program_Review_and_Tactical_Plan_2009-2011_Part_1.pdf

http://highschool.kcc.hawaii.edu/

http://kcc.hawaii.edu/object/spdh.html

http://kcc.hawaii.edu/object/contactmentalhealth.html

http://vabenefits.kcc.hawaii.edu/

http://kcc.hawaii.edu/object/ssso.html

http://www.web2pdfconvert.com?ref=PDF


Federally-funded programs:

TRIO-Student Support Services (SSS): TRIO-SSS helps students succeed in academics, attain their educational goals, or transfer to afour-year educational institution. The program is funded by the U.S. Department of Education grant that focuses on streamlining the referralprocess for first-generation students into this intensive support services program. Online services and information can be accessed athttp://kcc.hawaii.edu/object/trio-sss.html

Native Hawaiian Career and Technical Education Program: KÅ«lia ma Kapi‘olani Project consists of culturally-based support serviceswoven into various CTE programs. A significant emphasis is placed on internship opportunities within the college’s CTE programs.


http://kcc.hawaii.edu/object/trio-sss.html



Part I. Quantitative Indicators

Demand Indicators Program Year 09-10 10-11 11-12

1 Annual Headcount ALL Students 11,825 12,054 11,6282 Annual Headcount NH Students 1,663 2,170 2,1663 Actual Percent Change from Prior Year ALL 10% 2% -4%4 Actual Percent Change from Prior Year NH 14% 30% -0%

5 Annual Headcount of Recent Hawaii High SchoolGraduates 998 907 852

6 Percent of Service Area's Recent High SchoolGraduates 9% 8% 8%

7 Annual Headcount of Students 25-49 Years Old 4,030 4,273 2,8888 Annual Headcount from Underserved Regions 2,045 2,218 1,4609 Annual Headcount in STEM programs 850 1,100 847

10aFall

Semester Registration Status

New Students 1,432 1,421 1,29510b Transfers Students 1,175 1,243 1,06510c Continuing Students 4,026 4,243 4,22810d Returning Students 525 449 45610e Home Campus Other 1,944 1,945 1,97911a

Spring Semester

Registration Status

New Students 402 373 36111b Transfers Students 791 656 65211c Continuing Students 5,220 5,295 5,03211d Returning Students 372 296 27411e Home Campus Other 1,871 2,116 2,036

Efficiency Indicators Program Year 09-10 10-11 11-1212 Pell Participation Rate ALL Students 26% 28% 30%

13 Pell Participation Rate NH Students 34% 33% 33%14 Number ALL Students Receiving Pell 1,450 1,665 1,71815 Number NH Students Receiving Pell 273 357 37516 Total Pell Disbursed ALL $4,647,397 $5,172,415 $5,505,46717 Total Pell Disbursed NH $916,379 $1,101,577 $1,176,64518 Overall Program Budget Allocation Not Reported $1,791,961 $1,388,93919 General Funded Budget Allocation Not Reported $1,196,834 $863,73520 Special/Federal Budget Allocation Not Reported $0 $021 Cost Per Student Not Reported $149 $119

Achieving the Dream AtD Fall Cohort2008 2009 2010

22 FT AtD Cohort (ALL) complete 20 credits first year 323 385 44123 FT AtD Cohort (NH) complete 20 credits first year 35 45 7624 PT AtD Cohort (ALL) complete 12 credits first year 204 231 24725 PT AtD Cohort (NH) complete 12 credits first year 30 42 47




Effectiveness Indicators Program Year 09-10 10-11 11-1226 Persistence Fall to Spring ALL Students 71% 70% 69%

27 Persistence Fall to Spring NH 71% 67% 66%28 Degrees & Certificates Awarded ALL 783 851 98729 Degrees & Certificates Awarded NH 78 115 13930 Degrees & Certificates in STEM ALL 205 238 28131 Degrees & Certificates in STEM NH 29 32 4232 Transfers to UH 4-yr ALL 338 388 49933 Transfers to UH 4-yr NH 33 58 74

Community College Survey of Student Engagement (CCSSE)

Survey Year 2008 2010 2012

34 Support for Learners Benchmark (Percentile) 70 40 40

Means Summary All Students ( 1 = Not at all/Rarely, 2 = Sometimes/Somewhat, 3 = Often/Very )35 Academic Advising Frequency 1.71 1.72 1.70 Satisfaction 2.31 2.19 2.25 Importance 2.54 2.59 2.60

36 Career Counseling Frequency 1.51 1.50 1.48 Satisfaction 2.19 2.10 2.15 Importance 2.39 2.50 2.49

37 Job Placement Assistance Frequency 1.18 1.25 1.17 Satisfaction 1.91 1.76 1.72 Importance 1.94 2.14 2.14

38 Financial Aid Advising Frequency 1.44 1.53 1.62 Satisfaction 2.09 2.01 2.06 Importance 2.33 2.37 2.43

39 Student Organizations Frequency 1.25 1.31 1.31 Satisfaction 2.06 1.89 1.98 Importance 1.90 1.97 1.96

40 Transfer Credit Assistance Frequency 1.52 1.50 1.48 Satisfaction 2.09 1.98 2.02 Importance 2.38 2.36 2.39

41 Services for People With Disabilities Frequency 1.20 1.28 1.23 Satisfaction 1.94 1.99 1.96 Importance 2.01 2.16 2.16

Last Updated: March 14, 2014Glossary


http://www.hawaii.edu/offices/cc/arpd/docs/2012_Annual_Report_of_Student_Services_Data_Glossary.pdf



Part II. Analysis of the Program

Analysis of Demand Indicators (Cautionary)

Analysis of college enrollment demand data indicates that student headcount declined by 426 (-2%) in 2011-12 from the previous year. Aspredicted last year, enrollment is on a slow decline which is consistent with what’s happening at the UHCC system level.

Native Hawaiian enrollment at the college was maintained at a steady level of 2166 students or 18.6% of the overall population. This is incontrast to the UH system where Native Hawaiian enrollment continued to grow, although less aggressively than in previous years. At thesame time, the Pell participation rate for Native Hawaiian students declined by 8% in the past year and 16% from two years ago. The lack offinancial aid support could perceivably account for the leveling off of Native Hawaiian enrollment. Follow up in this area is critical to seewhether there are other barriers that need to be address at the college.

Like the UHCC system, Kapi`olani saw a decline of first time students entering college from our local high schools. Some of this is attributedto the decline in area high school’s enrollment. It’s unclear whether this decline is a statewide or unique to the geographic area covered by thecollege.

Unlike the UHCC system, Kapi‘olani experienced a decline in students from underserved regions which would be the Leeward Coast. Theenrollment growth at UH West O‘ahu may be a factor in this decline for this campus as more students find classes they need closer to theirhome.

Finally, an unexpected decline was noted in STEM students, from 1100 to 847. This data will have to be further reviewed for possibleexplanation.

In terms of student type:

The number of continuing students decreased by 3% from the previous year which was consistent from the previous yearThe number of returning students decreased by 2% from the previous year which is an improvement over the previous year decrease of17%The number of new and transfer students decreased by 8% from the previous year which is more than the previous year decrease of3%The number of not home-based students decreased by 1% compared with a 6% increase in the previous year

Based on the data, the college is experiencing enrollment decline in all sectors of enrollment, unlike the UHCC which is still experiencingenrollment gains in areas such as Native Hawaiian students and students from underserved regions.

As a result of last year's ARPD request, the college allocated a counselor position and created a 1.0 FTE Transition Counselor to improve theentry of transfer students in to the college. Given that the number of transfer students is greater than the number of new students. the collegewill be placing emphasis on improving processes and procedures for transfer students based on findings from a transfer studentsurvery being conducted in fall 2012.

Analysis of Efficiency Indicators (Cautionary)

Analysis of college efficiency data indicates continued weakness in the awarding of financial aid as well as the number of Native Hawaiianstudents receiving aid at the college in academic year 2012. To remedy the situation, the college participated in a “centralized financial aidawarding pilot project” beginning in July 2012. The college received assistance from two UH system staff members and was able to doublethe number of students receiving aid by the first day of instruction in comparison to the previous year. It is now estimated that almost 40% ofelgible KCC students are receiving some type of financial aid. Although this is a significant accomplishment at the college, we continue toremain below standard when compared to other campuses within the UH community college system. This is an area that needs furtherimprovement including an increase in resources and staffing.

Analysis of AtD cohort reveals that full time students continue to make gains in the completion of 20 credits in the first year with NativeHawaiian student cohort showing the strongest gains (69% increase in success). For part time students, however, the picture differs. Overallgains have been modest at 7% for all students and 12% for Native Hawaiian students. Conducting surveys and focus groups of full timeversus part time Native Hawaiian students may reveal differences in characteristics which might account for the difference in creditattainment.

Analysis of Effectiveness Indicators (Healthy)

The college's student persistence from fall to spring showed a 1% decrease for both the Native Hawaiian and all students cohorts. In contrast,both cohorts showed an increase for a second year in a row in degrees/certificates earned at 16% for all students and 21% for NativeHawaiian students

Transfer rates continue to have a positive trend with an approximate 29% increase in transfers over the previous year for both cohorts. This isconsistent with the overall UHCC growth in degrees and certificates earned.

The effectiveness of the college’s support for learners is reflected in the CCSSE scores which for the 2012 survey was benchmarked againstinstitution in the category of “large colleges”. Several patterns emerge in the analysis of the data.

The frequency with which services were utilized were consistently below 2.0 (somewhat/sometimes used) for academic advising,career counseling, job placement, financial aid advising, student organizations, transfer credit assistance, and services for people withdisabilities.The satisfaction rates for services was above 2.0 (sometime/somewhat satisfied) for academic advising, career counseling, financialaid advising and transfer credit assistance and below 2.0 for job placement, student organizations, and disability services.The importance of services was rated by students above 2.0 (sometimes/somewhat important) for all services except for studentorganizations. The largest gain in importance since the 2008 survey was seen in the need for financial aid advising.




The four most important services as ranked by the students were academic advising (2.60 on a 3.0 scale), career counseling (2.49),financial aid advising (2.43), and transfer credit assistance (2.39).

Increased student satisfaction with academic advising, career development, financial aid advising and transfer credit assistance appears toindirectly support the college’s improvement in the rate of Pell recipients, degrees and certificates earned, and transfer to UH. Continuedimprovements in these areas will help support the college in meeting the following performance measures:

1. Degrees and Certificates Achievement

2. Native Hawaiian Degrees and Certificate Achievement

3. STEM Degrees and Certificates Achievement

4. Pell Recipients

5. Transfer to UH 4-Year Institutions




Part III. Action Plan

In response to declines in demand in some areas, the college is currently working on a marketing plan that will seeks to develop a brand forthe college and reach out to new target populations. A survey was conducted by SMS Research and the findings will be discussed collegewide with input being forwarded through administrative and governance channels to determine enrollment strategies/steps to be taken by thecollege.

Financial aid services will continue to be provided in collaboration with UHCC plans for centralized support. Data collected at the end of the2012-13 award will be used to assess the impact of the centralized model on program efficiency.

In terms of program effectiveness, the college will continue its participation in reverse transfer degree processing, auto notation ofdegrees/credentials and Ka`ie`ie, all of which have served to boost our transfer and graduation rates.

Through participation in the Hawaii Graduation Initiative Summit in October 2012, the college established the following goals to improve thepercentage of students who graduate with a degree/certificate in a timely manner. The goals for 2012-13 are:

1. Create cohorts for "at risk" students similar to the Lunalilo Scholars Program.

2. Implement Advanced Learning in English and Math courses (Carnegie Statway, Quantway, etc.)

3. Implement remedial/developmental redesign through the C3T program

4. Improve the success rates for part time students.

5. Examine and implement prescribed pathways for liberal arts students.




Part IV. Resource Implications

At the college level, funds may be needed for strategies to boost enrollment which could include more outreach and marketing support. Thelargest need, however, at this time, will be funding for a scanning system to allow better usage of physical spaces currently being taken up bypaper filing systems in counseling and enrollment services offices.

To further improve the momentum in the areas of financial aid and first-year student enrollment (lines 12-17 and line 38), Two positions arebeing requested. A 1.0 FTE position in Financial Aid is being requested in order to keep pace with the growth in financial aid participationrates. A 1.0 FTE Assistant First Year Experience Coordinator is being requested to strengthen pathways from high school to college leadingto student success in the first year.

For the Student Services Targeted Populations counseling programs, the unit is requesting 3.0 FTE positions to strengthen services togrowing populations such as military/veterans, single parent and the violence prevention initiative, and mental health educational services.

Assessment evidence in support of these requests will be available in January 2013 and will be incorporated in the Student ServicesComprehensive Program Review for 2013-2016.




Program Student Learning Outcomes

For the 2011-2012 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed this year? Program Student Learning Outcomes

1 YesTRIO program: Financial literacy is one of the mandatory services the program must provide to all of its students. USA Fundscurrently offers online financial literacy modules.

2 YesSingle Parent Displaced Homemaker Program: Students will be able to identify their next step(s) as a result of attending aSPDH info session.

3 Yes Business Legal Technology: Student will be able to register for applicable courses.

4 YesHospitality: #1- Student will be able to register for applicable courses. #2- Student will be able to use the Academic Planner inSTAR.

5 Yes Culinary: Student will be able to use the Academic Planner in STAR.

6 Yes

Kuilei Outreach Program: Competency Statement #1- Students will be able to successfully complete an University of HawaiiSystem application. Competency Statement #2 -Students will be able to complete the Free Application for Student Aid (FAFSA)and receive an award. Competency Statement #3- Students will take the Compass Placement Test scores and apply the resultsto their first semester academic plan.

7 YesNative Hawaiian Technical Education Program: #1- Eligible Native Hawaiian students who continued in the program from AY10to AY11. #2- Native Hawaiian students who successfully completed a service learning, work experience, co-op, or internship.

8 YesDeaf Center: #1- Students will be able to recognize and name their Disability Notice. #2- Students will be able to identify theaccommodations they will receive as listed on their Disability Notice.

9 YesDisability Services Office: #1- Student Notetaker will be able to complete all requirements for employment as a DSSOnotetaker. #2- Student Notetaker will be able to comprehend the duties and responsibilities of notetaking.

10 YesMilitary Veterans Program: Students will be able to successfully complete the U.S. Department of Veteran Affairs (VA)application, 1990 paper version, or online version (VONAPP) to receive Certificate of Eligibility (COE).

11 YesHealth Sciences & Nursing: Student will be able to synthesize information and make an informed decision toward a specificcareer pathway.

12 Yes International Programs: Competency- Students will be able to develop a first semester academic plan.




13 Yes Maida Kamber Center: Students will be able to identify necessary requirements for graduation.

14 Yes

Kahikoluamea: Intervention #1- student needs assessment. Intervention #2- Classroom Visit - Career Planning. A- Students willbe able to Identify their interests & strengths to help them with their career & academic planning. B- Students will be able to usecampus & outside resources to help them learn more about their career & academic interests. C- Students will be able toarticulate a career goal. D- Students will be able to articulate which educational program to major in to attain their career goal.E- Students will be able to confidently identify the next steps to take in order to reach their career & educational goals.Intervention #3 College Student Inventory (CSI). A- Students will be able to identify what they have learned as a result of meetingwith the counselor for their CSI interpretation. B- Students will be able to identify what they will now be able to do (next steps)with their awareness.

A) Expected Level Achievement

#1 TRIO

Program SLOsTimeline Expected Level

of Achievement

AssessmentStrategy/

instrument

Results ofProgram

Assessment[1]

NextSteps[2]

Financial literacyis one of themandatoryservices theprogram mustprovide to all of itsstudents. USAFunds currentlyoffers onlinefinancial literacymodules.

Fall 2011 –Spring 2012

15 % ofparticipants willbegin using theonline FL program.

Weekly Reportsfrom USA fundswill show thenumber ofparticipants whouse this program.

8% of TRIOparticipants utilizedthis program in the11-12 school year.

All 1st yearTRIO studentswill work witha mentor orcounselor tocomplete 2onlinemodules onfinancialliteracy. Thisinterventionwill increasetheparticipationresults to15%.

#2 SingleParent

DisplacedHomemaker

ProgramSLOs

Timeline

ExpectedLevel of

Achievement

AssessmentStrategy/

instrument

Results ofProgram

Assessment[1]

Next Steps[2]

SWiBATidentify theirnext step(s) asa result ofattending aSPDH infosession.

Collecteddata from4/10 to4/12 infosessions

75% ofcompletedresponsesindicate Level 3of the rubricindicatingCompetentscores

· “Before &After”questionnaireadministered atthe beginning andend of each bi-monthly infosession

· Anothercounselor wasasked to rankscores for interrater reliability ofresponses

· 83% ofresponses ofcompletedquestionnaireswere determinedto be at Level 3-Competent

· Nearly ¼(24%) ofquestionnairewere incomplete,primarily notcompleting “after”questions

· ID commonthemes to ensurethese areemphasizedduring sessions.

· Revisequestionnaire tobetter capturethe “After”responses.

· Continue touse tool as it hasproved effective.

#3 Business, Legal,Technology (BLT)

Counselor SLOs

AssessmentStrategy/instrument Results of SLO Assessment[1] Plan for Improvement[2]

Overall (4 majors: accounting,




Student will be able toregister for applicablecourses.

Ran an enrollment reportfor students identified as abusiness, legal andtechnology major for spring2012.

Created four separate listsfor each of the four majors(accounting, informationtechnology, marketing,paralegal) within the lastname alpha “A-K.”Identified only associate inscience degree seekingstudents in each list.

Took a random sampling ofevery 10th student fromeach list.

Complied data with resultson a table on page 3.

information technology,marketing, and paralegal)

Total students: 277

Total students sampled: 26(every 10th student)

competent: 19 (73.1%)

developing: 7 (26.9%)

Overall, 73.1% of students are“competent”- registered inapplicable courses towards theirassociate in science degree. Ofthe randomly selected students,when separated by major, onlymarketing students scoredhigher in the “developing” criteriaof this assessment. Reasons forthis may include:

1) the need to take additionalcourses to maintain fulltimestatus for VISA requirements(international student) but may bein classes that are not applicableand do not have prerequisiteEnglish requirements as someare still in the ESOL program.

2) marketing students alsoconsider taking entrepreneurship(ENT) courses that are related tobusiness and marketing but donot count toward the AS degreein marketing.

3) interest in taking other courses(e.g. art, foreign language) thatmay target interest areas topursue other opportunities in thebusiness and marketingprofession.

Possible reasons for students inthe accounting and informationtechnology programs placed in“developing” may include:

1) interest in taking other courses(e.g. art, foreign language) thatmay target interest areas topursue other opportunities intheir profession.

2) taking courses applicabletowards the articulated bachelorprogram at UH West Oahu .

Based on the sample data,marketing students are mostlikely needing moreintervention activities as listedin the matrix on page 4 toincrease students’ awarenessand understanding of theirprogram requirements toregister in applicable courses.Having targeted activitiesfocusing on programrequirements in marketingsuch as STAR academicplanner and classpresentations will aide in thisprocess. In addition, sharingthis data with the marketingprogram to discuss reasonsstudents in the ENT coursesare contributing to not meetingthe assessment’s “competent”criteria may help the programunderstand the implication andpurpose for the ENT coursesand how the program may berevised if necessary.

For all the students, continuedintervention activities andprogram requirementeducation will continue.Information sharing about thearticulated bachelor programsand how courses areapplicable towards transfer toUH West Oahu will continue asit is of benefit to the students.

#4 Hospitality CounselorSLOs

AssessmentStrategy/instrument

Results of SLOAssessment[1]

Plan for Improvement[2]

Based on the data, a largemajority of the Hospitality &Tourism students understandtheir program requirementsand are registering for the




Student will be able toregister for applicablecourses.

Ran hospitality studentenrollment report for spring2012. Selected a randomsampling of 10% of thestudent population (n=27)to determine whetherstudents were at the “competent” (all coursesapplicable toward degreerequirements) ordeveloping (at least onecourse does not meetdegree requirements) levelat registering for classesapplicable toward theirdegree/certificaterequirements.

correct courses. Of the 27students randomly selected,23 (85%) were “competent” inregistering for classes whichmet their degreerequirements. Further reviewof the data shows that of thefour students (15%) found tobe at the developing level(with one or more of theirregistered classes notmeeting programrequirements), three studentswere intentionally takingcourses not required by theirprogram for various reasonsincluding: 1) interest inpursuing higher levels oflanguage development, 2)enrolling in courses requiredfor the student’s intendedtransfer degree at thebachelors level, and 3)needing to take an additionalcourse to maintain fulltimestatus for F-1 VISArequirement (internationalstudent.)

This information is based onthe counselor’s awareness ofthe reasons for the student’sregistration decisions basedon advising sessions. Takingthis information into account,only one student in thesample was found to betaking a course unrelated totheir degree requirements forreasons unknown to thedepartment.

The department will continueto utilize interventions andactivities which increasestudents’ awareness andunderstanding of theirprogram requirements aslisted in the matrix on page 3. In particular, will continue towork with HOST 100instructors to incorporate anacademic plannerassignment into the course,linking to presentations onprogram requirements, STARcomponents and how tocreate an academic plan. This will result in increaseawareness of programrequirements and how todevelop a graduation plan

#4 Hospitality CounselorSLOs

AssessmentStrategy/instrument

Results of SLOAssessment[1]

Plan for Improvement[2]

Student will be able to usethe academic planner inSTAR.

Ran Hospitality andTourism departmentstudent enrollment reportfor spring 2011. Selecteda random sampling of 10%(n= 25) of the studentpopulation to investigatewhether they are usingSTAR academic planner toplan their future coursestoward their academicgoal which includesdegree/ certificatecompletion.

Of the 10% of studentsselected, only one student (4%) was identified to beactively utilizing STARacademic planner to identifyclasses for future semesters.

One of the factors thatimpacted this data is that sixof the remaining 24 studentswere in their graduatingsemester and, therefore,would not have futuresemester courses identifiedin their academic planner. Additionally, some studentswere advised on how to useplanner using one semesteras an example. They were towork on a graduation plan ontheir own and seekassistance from theircounselor. If individuals didnot follow through, coursesfor future semesters wouldnot have been identified inthe students’ planners.

Continue to increaseawareness and use of STARacademic planner via: 1)classroom presentations, 2)individual counselingsessions, 3) email blastsproviding students with STARinformation.

Focus on the benefits of STARas a convenient academicplanning tool for students. Thegoal is to teach students totake more responsibility forthe planning of their futurecourse planning and focus ontheir goal of graduation,transfer, or personal/professional development.

Plan to pilot classroompresentations targeting theHOST 100 classes andcollaborate with HOST 100faculty to integrate courseassignments relating to thecreation of a graduation planin students’ academic planner




in students’ academic planner

#5CulinaryProgram

SDOs

Expected Level ofAchievement

AssessmentStrategy/

instrument

Results ofProgram

Assessment[1]Next Steps[2]

Studentswill continueto growthroughself-awareness.

Studentswill beresponsiblefor theirchoicesand makeinformeddecisions.

Competency #2: SWIBAT(student will be able to) use

the Academic Planner inSTAR.

Students will achieveCompetent or Basic ratings,based on these rubric criteria:

COMPETENT: Classes wereentered in to AcademicPlanner (AP) for more thanone semester.

BASIC:One semester of APclasses were entered.

POOR: Zero semesters of APclasses were entered.

A randomsampling ofCulinary Artsmajorsenrolled forthe spring2011semesterwas used toassess thiscompetency.

28% of theassessedsample wereCOMPETENT.

20% of theassessedsample wereBASIC.

52% of theassessedsample werePOOR.

Note:

Not populatingSTAR’sAcademic Plandid not stronglycorrelate withGPA. Severalstudents whohad notpopulated theirAP earned priorBA degrees, andhad GPAsranging from 3.07 to 4.00.

To encourage use ofthe AP, the followingwill be the nextsteps:

· Coordinatewith PeerMentors topresent STARUSAGEsessions tostudents inCULN 111, anentry-levelcoursetypically takenby firstsemestermajors.

[Continued fundingof Peer Mentorsrequired for thisstep.]

Assessment Plan:

What outcomes willbe assessed?

[The sameoutcomes noted in

this report.]

When & how willthey be assessedin the three-yearcycle?

[AY 2013-2014.Review data,

discussion amongcluster counselors,assessment reporton findings due byMarch 15, 2014.]

#6 KuileiOutreach

ProgramSLOs

ExpectedLevel of

Achievement

AssessmentStrategy/

instrument

Results of ProgramAssessment[1]

Next Steps[2]




CompetencyStatement #1

Students willbe able tosuccessfullycomplete anUniversity ofHawaii Systemapplication


Students willbe able tocomplete theFreeApplication forStudent Aid(FAFSA) andreceive anaward


Students willtake theCompassPlacementTest scoresand apply theresults to theirfirst semesteracademic plan


Increase theyield rate ofrecent highschoolgraduatesapplying andenrolling atKapiolaniCommunityCollege by 2%each yearstarting with theFall of 2013.


Assist theCollege withtheir StrategicOutcome A,PerformanceMeasure 2 ofincreasing thefinancial aidparticipationrate from 19.4to 38 percent(2008-2015StrategicPlan).


The KuileiProgram willfollow theCollege’sStrategicOutcome B,PerformanceMeasure 3 thatstates to“increase thenumber andpercentof allstudents, who ifassigned to adevelopmentalintervention,successfullycomplete thatsequence andmove on todegreeapplicableinstruction to80 percent”(Strategic Plan2008-2015).

CompetencyStatement #1,#2, and #3

Survey KCCfeeder highschool post-high schoolcounselors(Farrington,Kaimuki,Kaiser, Kalani,McKinley,Roosevelt, andKamehamehaSchools)

“(KCC) has secured agrant which funds anindivudual to visit ourcampus and assist ourstudents with theirapplications to KapiolaniCommunity College.”

“Farrington High Schoolappreciates the outreachefforts provided to us byKCC to help our studentstransition to the nextlevel. Campus visits,classwide presentations,participation in familynights and FAFSA nightsare examples of howFHS benefits from theseefforts. We woulddefinitely hope that theseservices are able tocontinue so our studentsare able to receive thesupport they need inpreparing for college.”

“In the world ofcommunity colleges,everyone is still at thegate running in circles &you guys are settingworld records for yourthoughtfulness, ingenuity,responsiveness,proactive approach,communication, originalthought/programming/willingnessto try new things &incorporate technology.”

“KCC is very helpful andresponsive. All telephonecalls are returned. Allemails are answered. Additional services arealways offered. KalaniHigh can depend onKCC for our needs. Ourstudents are verysatisfied with KCCservices.”


Create acomprehensive pre-admissions/applyingworkflow viaapplication andcollege explorationworkshops


Provide earlyawareness financialliteracy workshops tofamilies andstudents to increasethe number ofstudents receivingfinancial aid by thefirst day ofinstructions


Create a pre/postCompass Testsurvey assessingtheir understandingof the Test.

#7 Native HawaiianTechnical Eduation

Program SLOs


AssessmentStrategy/

instrument

Results of ProgramAssessment[1]

Next Steps[2]




Eligible Native Hawaiianstudents who continuedin the program fromAY10 to AY11

84% of eligible NativeHawaiian students willcontinue in theprogram

STAR class scheduleand counselingappointments will beutilized to checkstudent enrollmentand progress

82% of eligible NativeHawaiian studentscontinued in theprogram

Continue to offer peermentoring, limitedtutoring, stipendsupport for unpaidinternships,reimbursement forindustry licensing, andopportunities foradditional training inorder to meet orexceed this target

Native Hawaiianstudents whosuccessfully completeda service learning, workexperience, co-op, orinternship

94% successfullycompleted a servicelearning, workexperience, co-op, orinternship

STAR class scheduleand completion of theInternship InformationSheet to checkenrollment andcompletion of aninternship course

94% (or 43/46students) successfullycompleted aninternship

Program curriculumdetermines when astudent is required totake an internshipcourse; will continueto offer financialsupport to alleviatethe need to work

#8 Deaf Center


of Achievement

AssessmentStrategy/

instrument

Results ofProgram

Assessment[1]

NextSteps[2]

1. SWiBATrecognize andname theirDisability Notice

Baseline:

Fall 2012

Assessment1:

Fall 2013

Assessment2:

Fall 2014

Yes - Recognizeand nameDisability Notice

No – Unable torecognize andname DisabilityNotice

Evaluation atthe end ofintake session

Fall 2012-

10/26/12 - Sentout 10 surveyswith noresponse as of11/2/12.

Continue tocollectassessmentfrom studentsin individualsessions.

2. SWiBATidentify theaccommodationsthey will receiveas listed on theirDisability Notice

Baseline:

Fall 2012

Assessment1:

Fall 2013

Assessment2:

Fall 2014

Yes - Identifytheiraccommodations

No – Unable toidentify theiraccommodations

Evaluation atthe end ofintake session

Fall 2012-

10/26/12 – Sentout 10 surveyswith noresponse as of11/2/12.

Continue tocollectassessmentfrom studentsin individualsessions.

#9 DSSO Expected Level Assessment Results of





of Achievement Strategy/instrument

ProgramAssessment[1]

Next Steps[2]

1. SNTWiBATcomplete allrequirements foremploymentas aDSSO notetaker.

Baseline: Fall

2010- Spring

2011

Assessment 1:Spring 2012


4- Complete allDocuments,training, withoutassistance and/orreminders withinone week

*seerubric foralllevels

Blue Form–Outlines studentsprogress throughcompletingemploymentprocess

Fall 2010- Spring2011

Total - 3.11

At competencylevels

4 and 3 – 61%

Fall 2011-Spring2012

Total – 2.99

At competencylevels

4 and 3 – 36%

- Re-staff

- Trainfront staff tobetteremphasizeimportanceofemploymentdocs

- PhoneReminders

2. SNTWiBAT+comprehend+ theduties andresponsibilities ofnotetaking.

Baseline: Fall

2010- Spring

2011



4- Earn of scoreof

100% on notetakingtrainingquiz

Note taking quiz– given atTraining orindividualtraining(powerpoint)

Fall 2010-Spring2011

Total - 3.67

At competencylevels

4 and 3 – 94%

Fall 2011- Spring2012

Total- 3.5

At competencylevels

4 and 3 – 59%

Requirenote takersto retakeifbelow 70%

- Re- donotetakingtraining toemphasizemisseditems onquizzes

# 10

Military Veterans

Program SLOs

Timeline

Expected Level of

Achievement

Assessment Strategy/

instrument

Results of Program

Assessment[1]

Next Steps[2]

1. SWiBAT +successfully

complete the U.S.

Department of

Veteran Affairs (VA)

application, 1990

paper version, or

online version

(VONAPP) to receive

Certificate of

Eligibility (COE).

Baseline: Spring2012

Assessment 1:Fall 2012

Assessment 2:Fall 2013

4 (advanced) –Student successfullycompletes theapplication andsubmits all requireddocuments.

*see rubric for alllevels

§ Students wereinstructed through face toface, email, or phone tocomplete VONAPP priorto submitting alldocuments forcertification ofenrollment.

§ COE were collectedand recorded into MVPdatabase.

§ Baseline (Spring2012):

45% or 121 studentssuccessfully completedVONAPP and submitteda COE.

§ Total CompetencyScore – 2.74 to includeall levels.

§ Create a comprehensivepre-admissions/applying forCOE workflow viaapplication and GI Billeducation benefitsworkshops.

§ Develop a resourceguide with instructions onhow to complete VONAPP.




#11 HealthSciences &

Nursing ProgramSLOs


AssessmentStrategy/

instrument

Results ofProgram


Student will be ableto synthesizeinformation andmake an informeddecision toward aspecific careerpathway.

Between 3.0 – 4.0on a 4.0 scale

Studentsevaluatedthemselves to beat level 4, 3, 2, or 1in light of the NSOgoals and therubric.

Rubric:

Level 4 – Iregistered for theupcomingsemester, made aplan for the nextsemester. I knowthe programrequirements andmy dept.counselor’sname/contactinformation.

Level 3- Iregistered for theupcomingsemester, but don’thave a plan for thenext semester. Iknow the programrequirements andmy dept.counselor’sname/contactinformation.

Level 2 – I did notregister for the nextsemester. I knowhow to access theschedule ofclasses andregister later on myown. I know theprogramrequirements andmy dept.counselor’sname/contactinformation

Level 1 – I did notregister for the nextsemester and amnot sure to registeron my own. I willschedule anappointment withmy counselor. Iknow the programrequirements andmy dept.counselor’sname/contactinformation

Spring 2009: 3.0 ona 4.0 scale

Fall 2009: 2.98 ona 4.0 scale

Spring 2011: 3.80on a 4.0 scale

A separate surveydone in fall 2011revealed statisticalsignificantdifferences inknowledge ofprograms andsatisfaction withcounseling servicesoffered betweenstudents who visiteda counselor andthose who did not.

Continue to increaseawareness of HealthScience Counselorsand promote a cultureof “intentionaladvising/counseling”with Pre-Healthmajors. Recommendestablishing a HealthCareers CounselingCenter in Kauila Bldg




#12International

Programs

SLOs

TImelineExpectedLevel of

Achievement

AssessmentStrategy/

instrument

Results ofProgram


Competency #1:Students will beable to increasetheir awarenessof campusresources toaccomplishcareer andeducationalgoals.

Competency #2:Students will beable tounderstand theirresponsibilities inmaintaining theirF-1 studentstatus.

Competency #3:Students will beable to develop afirst semesteracademic plan.

Competency #4:Students will beable to increaseculturalawareness forsuccessfultransition to U.S.college system.

Competency#3- Spring2010 and Fall2010

2009-2011-Seminar

2012-2014-CulturalWorkshops

2012-2014-Orientation

2012-2014-WelcomeActivities

2015-2017-Counseling/F-1 Advising

2018-2020 –InternationalClub

Academic PlanActivity (Spring2010) – 85%met competency14 out of 16students

SeminarEvaluation(Spring 2010) –94% agreed orsomewhatagreed that as aresult of theseminar, theyhad a betteridea of whatclasses to takenext semester(16 out of 17students)

Academic PlanActivity (Fall2010) – 96%met competency(25 out of 26students)

SeminarEvaluation (Fall2010) 96%agree orsomewhatagreed that as aresult of theseminar, theyhad a betteridea of whatclasses to takenext semester(25 out of 26students)

Competency#3

*Seminar

*Orientation

*Counseling/

F-1 Advising

Competency #3

* Theoutcomeassessmentfrom theAcademicPlan Activityof 96% meetsthe goal of85%competency.

* Apositive trendcan beobserved withcompetencylevels fromSpring 2010(85%)increasing inFall 2010(96%).

Competency#3

* The 11%increase incompetencylevels could beexplained byclearercommunicationwith studentsand advisersregarding thegoal ofdeveloping afirst semesteracademic planduring thegroup advisingsessions andincorporatingmore visualaides in theclassroom.

#13 Maida KamberCenter Program SLOs


Assessment Strategy/instrument

Results of ProgramAssessment Next Steps

MKC’s Student LearningOutcome #5:

Students will be able toidentify necessary

Projected level ofachievement isestimated to be: 75% of

See, “Assessment Chartfor Student Learning

86% of students met thecriteria for performing atthe Competent level.

1. Celebrate oursuccess!

2. Revise SLO #5

3. Revise strategy for




#14

Kahikoluamea

Program SLOs

Timeline Expected Level ofAchievement Assessment Strategy/ instrument Results of Program


Intervention #1:

Student Needs Assessment(Survey #1)

Fall 2009

(August 31 –September5, 2009)

N/A – Student NeedsAssessment

Survey administered to 14 sections ofEng 22 to assess needs of changingstudent population and addressthrough integration of new Pathwaysprogram and current counselingservices.

Students reported that theareas they needed mosthelp with were: makinggood grades (54) andcareer planning (49),financial assistance (32),study habits (30), studyskills (29), transfer (26)and academic advising(22), motivation (19),employment (18), settinggoals (14), managingstress (12), making friends(7), adjusting to newcollege environment (5),and service learning (4),other (childcare - 1,registration - 1, finding aguidance counselor - 1).

· Focusedon secondhighest needareaindicated –careerplanning – inplanningtargetedinterventionfor students(classroomvisits, workingwith Eng 22sections).

Intervention #2: ClassroomVisit –

Career Planning

Students will be able to(SWiBAT):

Implementedinterventionandcollectedassessmentdata secondand thirdweek of Fall

Rubrics were used tomeasure students’performance ascompetent,developingorbeginning. A ratingscale was used withthe following numericalvalue:

Competent = 3

A pilot study was conducted in twoEng 22 classes during the 2nd and 3rd

Averagedresponses/ratings arelisted:

SWiBAT #1:

Interests

Ave. Resp. = 1.4

SWiBAT #2: Resources

Ave. Resp. = 2.4

SWiBAT #3:

Career Goal

Ave. Resp. = 3.0

· Developedandadministereda survey(Survey #2),whichassessedstudentcompetenciesin relation toprogramlearningoutcomes, atend ofsemester.

· By theend of the Fall2009semester, ofthosesurveyed:

o 79%had abetter ideaof whattheircareergoalswould be

o 79%couldidentify the

identify necessaryrequirements forgraduation.

estimated to be: 75% ofstudents will perform atthe Competent level

for Student LearningOutcome #5” (See Results section for

full report)

SLO

(See Next Steps sectionfor full report)




SWiBAT #1:

Identify their interests &strengths to help them with theircareer & academic planning.

SWiBAT #2:

Use campus & outsideresources to help them learnmore about their career &academic interests.

SWiBAT #3:

Articulate a career goal.

SWiBAT #4:

Articulate which educationalprogram to major in to attaintheir career goal.

SWiBAT #5:

Confidently identify the nextsteps to take in order to reachtheir career & educationalgoals.

week of Fall2009semester.

Competent = 3

Developing= 2

Beginning= 1

The averageresponses/points foreach SWIBAT arerecorded in “Results ofProgram Assessment”column.

week of the Fall semester. Thiscollaborative effort with instructionrequired each student to write a 3-5page type-written essay (written inrhetoric), to defend their career choice.The counselor promoted variousaspects of the career planningprocess (self-reflection, decisionmaking, goal setting, preferredworking environments and research ofcurrent and future labor marketconditions). The counselor andinstructor met a few times to discussthe importance of self-knowledge,academic planning and advising, andthe use of college and internetresources to help in setting career andeducational goals. Internet resourceslinked to UH Connections(www.uhcc.hawaii.edu), Career Kokua(www.career.kokua.org) , and theMaida Kamber Center(http://kcc.hawaii.edu/object/mkc.html)were shared with students. Counselors were invited to conduct aclass presentation on these careerplanning resources and co-facilitatedan on-line career inventoryassignment. Students were allencouraged and required to makefollow-up appointments to consult withtheir program advisors and counselorsbefore they completed their 3-5 pagetype-written essays.

Random sampling of student essaysand multiple raters were used toincrease rating reliability.

Ave. Resp. = 3.0

SWiBAT #4:

Academic Major

Ave. Resp. = 3.0

SWiBAT #5:

Course Selection

Ave. Resp. = 1.4

Summary observations:

SWiBAT#1:

Students scored lower thanthe average (1.4) and didnot articulate effectively intheir papers.

SWiBAT #2:

Students scored aboveaverage and articulatedresources they used tohelp them with theirdecision (2.4)

SWiBATS #3 and #4:

Showed that students werecompetent in articulatingtheir career and academicgoals (3.0).

SWiBAT#5:

Students scored belowaverage and did notarticulate which courses tospecifically enroll in, orneeded additionalguidance (1.4)

academicprogramthey wouldbemajoring into attaintheircareergoal;

o 82 %couldidentify atleast 2 ormoreintereststhat wererelated totheircareer andacademicplans;

o 93%used 1 to 3resourcesto learnmoreabout theircareerinterests;and

o 64%couldidentify thecoursestheyneeded toenroll in forthefollowingsemester(36%neededadditionalguidancebut had anidea ofwhat totake).

· Addressedfindings/areasof lessercompetencythrough use ofan earlyinterventionsystem(CollegeStudentInventory –CSI) to meetthe learningneeds of firstyear studentsenrolled indevelopmentallevel courses.

Results of analyzingnarrative responses andrating/scoring using rubric. Averagedresponses/ratings are


http://www.uhcc.hawaii.edu

http://www.career.kokua.org

http://kcc.hawaii.edu/object/mkc.html



Intervention #3:

College Student Inventory(CSI)

Students will be able to(SWiBAT):

SWiBAT #1:

· Identify what they havelearned as a result of meetingwith the counselor for theirCSI interpretation.

·

SWiBAT #2:

· Identify what they will nowbe able to do (next steps) withtheir awareness.

Implementedandcollectedassessmentdata Fall2010, Fall2011, andSpring 2012

Assessed students willhave an averagedbasic or above basicresponse/score ratingof the two SWiBATareas.

Scoring rubric used:

3 – Competent:

Student can clearlyidentify what theylearned/what they arenow able to doregarding theirindividual situation.

2 – Basic:

Student has listedresponses, but isvague in describingwhat they learned/whatthey will now doregarding theirindividual situation.

1 – Poor:

Student is unsure orhas not listed anylearnings/next stepsfor their individualsituation.

Answer open-ended questions aftermeeting with the counselor for CSIinterpretation via an on-line survey link(using Google Forms).

Questions are:

SWiBAT #1:

1. As a result of meeting with thecounselor, I learned that I…..

SWiBAT #2:

2. I will now be able to….

Narrative responses wererated/scored using the rubric. Multipleraters were used to increase scoringreliability.

responses/ratings arelisted:

Fall 2011 Cohort:

SWiBAT #1

Ave. Resp. = 2.2

SWiBAT #2

Ave. Resp. = 2.4

Spring 2012 Cohort:

SWiBAT #1

Ave. Resp. = 2.6

SWiBAT #2

Ave. Resp. = 2.8

Sum 2012 Cohort:

SWiBAT #1

Ave. Resp. = 2.4

SWiBAT #2

Ave. Resp. = 2.3

All cohorts assessedaveraged basic or abovebasic ratings of the twooutcome/SWiBAT areas.

Results of aggregate CSIdata indicating top learningneeds for KCC studentswho were administered theinventory:

1. Get help with examskills

2. Discuss qualificationsfor occupations

3. Get help in selecting anacademic program

4. Get help with studyhabits

5. Get help with basicmath skills

6. Get help with writingskills

7. Get help in selecting anoccupation

8. Discuss job market forcollege graduates

9. Discussadvantages/disadvantagesof occupations

· Analyzeand codetheme areasas articulatedin eachnarrativeresponse toquantifytheme areasin an aim tobetterunderstandour students’needs andenhanceand/or makeadjustmentsto how wework withstudents incurrent andfutureinterventions.

· Utilizedfindings ofKCC studenttop learningneed areas(from CSIaggregatedata) todevelopstudentlearning,engagement,and successprogram,Holomua I KeOla.




10. Get help with readingskills/Get tutoring inselected areas (both ofthese areas rankedsimilarly).

Intervention #4:

Holomua I Ke Ola

Refer to links:

Intended programlearning/developmentareas/outcomes:

http://www.tinyurl.com/holomua-i-ke-ola-pre-test

http://www.tinyurl.com/holomua-i-ke-ola-post-test

Refer to attached:

Intended developmentoutcomes:

Activity Learning Assess- mentform

Implementedinterventionandcollectedassessmentdata Fall2012 (inprogress)

A gain in programlearning areas will beseen in examiningresults of pre and posttests taken atbeginning and endingof semester.

A gain in programlearning areas will beseen in examiningresults ofworkshop/activityassessments done atthe end of eachworkshop/activity.

On-line, web-based survey completedat beginning of semester and end ofsemester to assesslearning/development outcomes as aresult of participating in entiresemester-long program (GoogleForm):

Refer to links:



Hard copy learning assessment formdistributed at the end of each HolomuaI Ke Ola workshop/activity for studentcompletion (refer to attached).

In progress (stillimplementing andcollecting data Fall 2012)

· Inprogress (stillimplementingand collectingdata Fall2012)

Intervention # 5:

Malama Hawaii Peer MentorGroups

Fall 2011

Students wereexpected to: 1)increase theirlevel/sense ofconnection to otherstudents, faculty andstaff

2) increase their senseof connection to theÊ»Aina (land) 3)identify theMÄï¿½lama HawaiÊ»iCenter as a placewhere they could getsupport and inspiration

We also hoped thatthe engagementactivities providedwould lead toincreased successrates amongparticipants

Students completed a peer mentormanual and end of the semestersurveys were given.

Additionally, GPAs of all students thatsigned up for the program wereassessed.

· 124 studentsjoined the program with85.6% being NativeHawaiian

· 57 studentsactually came to atleast 1 group session

· 34 studentscompleted more thanhalf of the 16 weekgroups (8+ sessions)

· Mean GPA forthose attending 0groups= 1.99

· Mean GPA forthose attending lessthan 50% of groups=2.26

· Mean GPA forthose attending 50% ormore groups 2.71

· Peermentorgroups for theFall 2012semester arecurrentlyunderway anddata is beingcollected.

B) Courses Assessed

There are two overall student development outcomes (learning goals) adopted by all








Kapi'olani Community College counselors: 1) Students will continue to growthrough self-awareness. 2) Students will be responsible for their choices and makeinformed decisions. Each student support program subsequently developsprogram SLOs relative to their specific student population for purposes ofassessment leading to program improvement.

The following student support units have been identified as programs for thepurpose of SLO assessment: Business, Legal and Technology; Culinary; Hospitality;Health Science and Nursing; Maida Kamber Center for Career, Transfer andGraduation; Kahikoluamea; Disabiltiy Student Support Services; Single Parent andDisplaced Homemaker; Military Veterans Program; Native Hawaiian Career andTechnical Education Program; International Programs; Deaf Center; Kuilei OutreachProgram; TRIO Student Support Services; and Mental Health. One of theseprograms, Mental Health, was organized in fall 2011 and is now expected tocomplete their first round of data collection.

Over the last year, training was provided and the counselors worked with Dr. TanyaRenner between January and May to learn how to assess their outcomes and reporttheir data in the template provided. The counselors presented their data in April andin August as creative power point presentations. Dr. Dawn Zoni started her positionin August and began to compile the assessment data that the counselors collected. Out of the 15 programs identified, 14 have reported their assessment data this yearwhich will be included in the 2013-16 comprehensive Program Reviews.

C) Assessment Strategy/Instrument

The counseling departments used a variety of assessment tools and strategies to collect their data. These methods included face-to-facemeetings with students and counselors as well as email and phone contacts. Seminars, orientations, and the administration of questionnairesand surveys were also used by many of the departments. The review of diverse reports from sources such as USA Funds, SARS, and STARwere also used to collect data regarding student enrollment and participation.

D) Results of Program Assessment

Each unit listed their program assessment results on their grid. The assessments yielded a variety of changes they need to make within theirprograms to improve their practices. Some common results were (1) increasing focus on STAR as an advising tool, (2) adding financial literacy information to thecounseling process, (3) retraiing staff and developing forms/brochures, (4) requiring students to create academic plans, and (5) doing more assessment before makingany changes to practice.

E) Other Comments

In spring 2013, the college will continue to provide professional development training in assessment practices to the counselors. At thistraining, focus will be on incorporating assessment results into program planning and generating requests for resources. Any resourcerequests that can be used to cover several units will be done through the Office of Student Services. Requests that come from a single, individual unit will be handled by the Program Dean.

F) Next Steps

The Office of Student Services will be creating its 2013 -2013 Program Review by March 15, 2013. Results of program assessments will playa key role in ensuring that policies, processes, and procedures for providing students access and navigation throug the institution supporttheir learning, engagement and achievement. The Office of Student Serivces will begin with data contained in this ARPD, specifically in thearea of program effectiveness with the goal of improving on our 69% persistence rate.

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