HONOLULU CC - Achieving the Dream Implementation Plan

(excerpts from the UHCC Implementation Plan)

Section III. UHCC Action Plan and Timeline

As stated above, this Implementation Plan is aligned with UHCC’s Strategic Outcomes and Performance Measures 2008-1015. While we present this plan as a system plan, we recognize that colleges are at various stages of development in addressing student success. Some perform better than others. The Vice President for Community Colleges continues to ask those campuses that show success to share their strategies with those that need to improve. Thought there are variations of strategies presented, they address the following four priorities:

Priority Area A: Financial Aid Participation (UHCC Strategic Plan 1.2)

Evidence/Rationale: Compared to the 2003-2004 National Postsecondary Student Aid Study – Undergraduate Financial Aid Estimates for 2003-2004 by Type of Institution, students at the University of Hawai‘i Community Colleges are under utilizing financial aid services. 17.6% of all UHCC students enrolled received some form of financial aid (need and/or merit base). The national average is 46.8%. UHCC hopes to increase participation rate by 3-10% per year of Native Hawaiians and low income students.

Measurable Changes after Two Years: Increase Native Hawaiian financial aid participation by 3 to 10% each year. Specific numbers can be found below in each of the colleges’ plan.

Measurable Changes after Four Years: Increase Native Hawaiian financial aid participation by 3 to 10% each year. Specific numbers can be found below in each of the colleges’ plan.

Priority Area B: Developmental Intervention (UHCC Strategic Plan 1.3)

Evidence/Rationale: Of the AtD 2006 Native Hawaiian student cohort in developmental education courses, only 58% (146 out of 252) successfully completed developmental reading; 52% (252 out of 487) successfully completed developmental writing; and, 51% (369 out of 728) completed developmental math. We are seeking to increase the percentage of successful completion of Native Hawaiian students to 80%. That would be a 7-9% increase per year. (Source: ESTATS April 2008)

Measurable Changes after Two Years: Increase Native Hawaiian student success in developmental education courses by 14 to 28% each year. Specific numbers can be found below in each of the colleges’ plan.

Measurable Changes after Four Years: Increase Native Hawaiian student success in developmental education courses by 28 to 56% each year. Specific numbers can be found below in each of the colleges’ plan.

Priority Area C: Successful Progress and Graduation or Transfer (UHCC Strategic Plan 1.4)

Evidence/Rationale: The number of Native Hawaiians graduating lags the general population. In 2006, degrees were awarded to 2,713 students, 491 of whom were Native Hawaiians.

Measurable Changes after Two Years: Increase graduation/transfer rate of Native Hawaiian students by 6-9% each year. Specific numbers can be found below in each of the colleges’ plan.

Measurable Changes after Four Years: Increase graduation/transfer rate of Native Hawaiian students by 6-9% each year. Specific numbers can be found below in each of the colleges’ plan.

Priority Area D: Data Collection, Analysis and Utilization (UHCC Strategic Plan 5.5)

Evidence/Rationale: The University of Hawai‘i Community Colleges research function is limited in personnel and resources to adequately address the data needs and analysis of its colleges or to allow for on-going tracking of student cohorts.

Measurable Changes after Two Years: Increase development of culture of evidence as the way of doing business

Measurable Changes after Four Years: Increase development of culture of evidence as the way of doing business

The following are the various strategies for the UHCC system and individual colleges for each of the priority areas.

ACTION PLANS AND TIMELINE BY PRIORITY AREAS

FOR THE UNIVERSITY OF HAWAI’I COMMUNITY COLLEGE SYSTEM AND ITS SEVEN COMMUNITY COLLEGES

Priority Area A: Financial Aid Participation (UHCC Strategic Plan 1.2)

UHCC System

Evidence/Rationale: Compared to the 2003-2004 National Postsecondary Student Aid Study – Undergraduate Financial Aid Estimates for 2003-2004 by Type of Institution, students at the University of Hawai‘i Community Colleges are under utilizing financial aid services. 17.6% of all UHCC students enrolled received some form of financial aid (need and/or merit base). The national average is 46.8%. UHCC hopes to increase participation rate by 3-10% per year of Native Hawaiians and low income students.

Measurable Changes after Two Years: Increase Native Hawaiian financial aid participation by 3 to 10% each year. Specific numbers can be found below in each of the colleges’ plan.

Measurable Changes after Four Years: Increase Native Hawaiian financial aid participation by 3 to 10% each year. Specific numbers can be found below in each of the colleges’ plan.

Work Plan	Year One	Year Two	Year Three	Year Four	Lead Staff
Review performance standards for financial aid participation	X	X	X	X	TBA
Provide coordination amongst the financial aid officers and staff at each college	X	X	X	X	TBA
Research financial aid software program needs particularly to assist with expediting the financial aid process	X				TBA

Honolulu Community College

Evidence/Rationale: In Fall 2006, Pell Grant participation among Pell-eligible Native Hawaiian students at HonCC was 138 out of 625 eligible (22.0%). UHCC hopes to increase the persistence and success rate of Native Hawaiians and low-income students by increasing their participation rate in Pell grants and in other financial aid resources.

Measurable change after 2 years: Increase the number of Native Hawaiian students receiving financial aid, beginning with those that receive Pell Grants and, in the future, include those that receive all financial aid at HonCC from 138 in 2006 to 187 in fall of 2010 (from 22.0% to an anticipated rate of 27.0%), and to increase other financial aid that student may receive.

Measurable change after 4 years: Increase the number of Native Hawaiian students receiving financial aid, beginning with those that receive Pell Grants and, in the future, include those that receive all financial aid at HonCC from 138 in 2006 to 230 in fall of 2012 (from 22.0% to an anticipated rate of 31.0%).

Work Plan	Year One	Year Two	Year Three	Year Four	Lead Staff
Develop an ongoing student focus group initiative to solicit student feedback annually on the financial aid process. The groups will focus on the communication of financial aid opportunities, the application process, recommendations for improvement and identification of potential issues/concerns from the student perspective.	X	X	X	X	Financial Aid Office/ DOSS / Native Hawaiian Center
Develop a cross-campus team to evaluate and recommend necessary changes to provide enhanced customer service to students through admissions, registration, financial aid and other student services.	X	X			Financial Aid Office / DOSS / Native Hawaiian Center

Priority Area B: Developmental Intervention (UHCC Strategic Plan 1.3)

UHCC System

Evidence/Rationale: Evidence/Rationale: Of the AtD 2006 Native Hawaiian student cohort in developmental education courses, only 58% (146 out of 252) successfully completed developmental reading; 52% (252 out of 487) successfully completed developmental writing; and, 51% (369 out of 728) completed developmental math. We are seeking to increase the percentage of successful completion of Native Hawaiian students to 80%. That would be a 7-9% increase per year. (Source: ESTATS April 2008)

Measurable Changes after Two Years: Increase Native Hawaiian student success in developmental education courses by 14 to28 % each year. Specific numbers can be found below in each of the colleges’ plan.

Measurable Changes after Four Years: Increase Native Hawaiian student success in developmental education courses by 28 to56% each year. Specific numbers can be found below in each of the colleges’ plan.

Work Plan

Year One

Year Two

Year Three

Year Four

Lead Staff

Work with the Developmental Education Taskforce on all the campuses to address issues identified by AtD as critical to the academic success of developmental students including Native Hawaiian students. Many of the recommendations made by the Developmental Education Taskforce will require institutional transformation to adequately address the concerns. Clarify institutional process for transformation.

flo wiger,

Kristine Korey-Smith

Work with English and math faculty across the UHCC system to discuss issues of curriculum, SLOs and assessment. UHCC will work with the Chief Academic Officers to coordinate these meetings and provide necessary staff support. It is expected that there will be some areas of overlap with the work of the Developmental Education Taskforce.

flo wiger,

Kristine Korey-Smith

Honolulu Community College

Evidence/Rationale: In Fall 2006, 39 out of 75 Native Hawaiian students successfully completed a developmental English course (approximately 52%). In developmental math, 40 out of 78 Native Hawaiian students completed successfully (approximately 51%).

Measurable Change after Two Years: Increase the number to 50 in English and 52 in math for Native Hawaiian students who successfully complete the course (anticipated 61% success rate for both).

Measurable Changes after Four Years: Increase the number to 60 in English and 61 in math for Native Hawaiian students who successfully complete the course (anticipated 69% success rate for both).

Work Plan	Year One	Year Two	Year Three	Year Four	Lead Staff
Begin pilot program of embedding student tutors in math and English developmental and remedial courses to focus on better completion rates.	X	X	X		College Skills Center / Discipline Faculty / VCAA / Native Hawaiian Center
Pair learning skills courses with a Native Hawaiian curriculum component and remedial and developmental courses.		X	X		Learning Communities Coordinator / College Skills Center / Discipline Faculty / Native Hawaiian Center
Begin pilot program of embedding student tutors in math and English developmental courses to focus on greater student participation in supplemental instruction.	X	X	X		Discipline Faculty/VCAA/Native Hawaiian Center
Offer remedial and developmental courses during the summer and communicate the availability of course offerings to targeted high-risk student populations (Native Hawaiian, low-income, 1^st generation).		X	X	X	College Skills Center / VCAA / Native Hawaiian Center
Incorporate course content focused on effective study skills into learning communities within developmental education (based on research indicating greater success after completion of freshman English, http://www.evergreen.edu/washcenter/resources/acl/iic.html) Develop and offer more learning communities by linking developmental courses with college-level or vocational courses so that students can apply the strategies being taught in the remedial / developmental courses to the college-level courses. For example, a Hawaiian Studies voyaging course may be linked with a developmental math in a learning community of courses.			X	X	College Skills Center / Discipline Faculty / Learning Communities Coordinator / Native Hawaiian Center
Use current analysis tools (e.g.: log-likelihood tests) and analyze previous remedial classes for impact of instructional methods and their applicability to current classes.	X	X	X	X	College Skills Center
Evaluate the ability to provide scholarships for students in remedial classes based on academic performance and planned / continued pursuit of educational goals.	X	X	X	X	College Skills Center / VCAA / Financial Aid / DOSS
To improve completion rates in remedial classes, a retention specialist provides active interventions, such as early alert system, in-class study skills sessions, in-class support, and student guidance sessions.	X	X	X	X	College Skills Center
Work with other UHCCs to develop system wide developmental education program and/or course Student Learning Outcomes.	X	X			Coordinators on Dev Ed System Committee

Priority Area C: Successful Progress and Graduation or Transfer (UHCC Strategic Plan 1.4)

UHCC System

Evidence/Rationale: The number of Native Hawaiians graduating lags the general population. In 2006, degrees were awarded to 2,713 students, 491 of whom were Native Hawaiians. UHCC did a review of graduation residency policies and found wide variations amongst the colleges. UHCC, as a multi-college system on five islands, allows students to enroll in multiple colleges during a semester. We found some students needing to enroll in courses offered by a community college other than their home college for various reasons, but then were affected by the varying graduation residency policies.

Measurable Changes after Two Years: Increase graduation/transfer rate of Native Hawaiian students by 6-9% each year. Specific numbers can be found below in each of the colleges’ plan.

Measurable Changes after Four Years: Increase graduation/transfer rate of Native Hawaiian students by 6-9% each year. Specific numbers can be found below in each of the colleges’ plan.

Work Plan	Year One	Year Two	Year Three	Year Four	Lead Staff
Review colleges’ graduation requirements and make recommendation for consistency.	X				flo wiger
Monitor progress made on colleges’ plans.	X	X	X	X	AtD Director
Continue to disseminate transfer data for all students and Native Hawaiians.

Honolulu Community College

Evidence/Rationale: Native Hawaiian students at the Honolulu Community Colleges graduate at a rate lower than that of all students. In 2006, 110 Native Hawaiian students were awarded a certificate, graduated, or transferred to a baccalaureate institution in the UH system.

Measurable Change after Two Years: Increase by 30 (approximately 6% annually) the number of Native Hawaiian students who successfully progress and graduate or transfer to baccalaureate institutions, while maintaining the percentage of transfers who achieve a first year GPA of 2.0 or higher at the transfer institution.

Measurable Changes after Four Years: Increase by 39 (approximately 6% annually) the number of Native Hawaiian students who successfully progress and graduate or transfer to baccalaureate institutions, while maintaining the percentage of transfers who achieve a first year GPA of 2.0 or higher at the transfer institution.

Work Plan	Year One	Year Two	Year Three	Year Four	Lead Staff
Develop and encourage participation in faculty development opportunities to encourage curriculum redesign and incorporate best practices in teaching styles.	X	X			Faculty Members, VCAA, Div Chairs, Faculty Development Coordinator
Begin campus-wide discussions and create faculty working groups to develop “campus best practices” to increase student success in gatekeeper courses.			X	X	Faculty Members, VCAA, Div Chairs, Faculty Development Coordinator
HonCC currently offers four learning communities. Research the effectiveness of the current pairs of courses.					Learning Communities Coordinator, Discipline Faculty, Native Hawaiian Center
Develop other learning communities that may improve success rates in gatekeeper courses. .	X	X	X	X	Learning Communities Coordinator, Discipline Faculty, Native Hawaiian Center
Develop student focus groups to provide feedback on learning communities	X	X	X	X	Learning Communities Coordinator, Discipline Faculty, Native Hawaiian Center
Encourage faculty to participate in discipline wide community college meetings to discuss roadblocks and possible action steps to improve success in gatekeeper courses.	X	X	X	X	Faculty Members, VCAA, Div Chairs
Establish targeted groups to allow for effective counseling and notification of learning community courses.	X	X	X	X	Counseling, Learning Communities Coordinator,/ Native Hawaiian Center, Discipline Faculty
Create a cross-campus team to review and evaluate the need to provide mandatory orientation for specific high-risk student populations groups (Native Hawaiian, low-income, 1^st generations).		X	X	X	VCAA, DOSS, Counseling
Create a cross-campus team to review and evaluate the need to provide mandatory advising for specific high-risk student populations groups (Native Hawaiian, low-income, 1^st generations).		X	X	X	VCAA, DOSS, Counseling
Utilize technology in communicating program requirements and progress to degree completion through the STAR Academic Journey.	X	X	X	X	VCAA, DOSS, Counseling
Create a working team to define and implement a first alert system to include follow up with students that are at risk for failure: withdraw from developmental courses, gatekeeper courses, students on academic action, etc.			X	X	Faculty Members, CLT, Counseling

Priority Area D: Data Collection, Analysis and Utilization

UHCC System

Evidence/Rationale: The University of Hawai‘i Community Colleges research function is limited in personnel and resources to adequately address the data needs and analysis of its colleges or to allow for on-going tracking of student cohorts.

Measurable Changes after Two Years: Increase access to data and capacity to use data for decision-making processes. Have a budget allocation process that is more outcomes-based and supported by data and analysis.

Measurable Changes after Four Years: Institutionalized data information and processing systems that support a culture of evidence.

Work Plan	Year One	Year Two	Year Three	Year Four	Lead Staff
Promote the culture of evidence: Convene monthly UHCC IR Cadre meetings and focused training workshops Analyze and make public the results of assessments through publications (e.g. Strategic Plan, CCSSE, Measuring our Progress, UHCC Fact Book, UHCC Demographic Information and Achievement Data,, Annual Reports Program Review, AtD performance, etc.)	X X	X X	X X	X X	Academic Planning, Assessment, and Policy Analysis
Monitor colleges’ assessment of IR capacity including staffing needs and professional development through program reviews.	X	X	X	X	Academic Planning, Assessment, and Policy Analysis
Improve the data capacity and training for the colleges Purchase Business Intelligence software system (Cognos) Contract for and provide training for lead college staff using “train the trainer” model	X X	X			Academic Planning, Assessment, and Policy Analysis
Align data elements and capacity to facilitate required system level data collection and reporting (e.g. Strategic Plan, AtD, Program Review, Perkins, National Community College Benchmark, Financial aid)	X	X	X	X	Academic Planning, Assessment, and Policy Analysis
Inform the UHCC budget allocation process through better coordinated data collection and analysis.	X		X		Academic Planning, Assessment, and Policy Analysis
Conduct an annual review	X	X	X	X	Academic Planning, Assessment, and Policy Analysis

Honolulu Community College

Evidence/Rationale: Honolulu Community College has one institutional researcher for the campus. Also, there is one data assessment officer for the campus. Data gathering, management, analysis, dissemination, and availability for campus-wide discussions are concerns on the campus.

Measurable Change after Two Years: One additional FTE will be earmarked for institutional research. One FTE focused on assessment will be added to the staff. The college will use quantitative and qualitative data to measure effectiveness of strategies and disseminate this data for campus-wide discussions.

Measurable Changes after Four Years: Campus planning and decision-making for programs and curriculum become data driven at administrative and faculty committee levels.

Work Plan	Year One	Year Two	Year Three	Year Four	Lead Staff
Request 1 FTE for the IR department to focus on data management and analysis		X			Planning Council, Administration, MIR
Request 1 FTE focused on assessment and work in conjunction with data management and analysis		X			Planning Council, Administration, MIR
Publish and communicate the results of data collection and assessment through campus-wide discussions.	X	X	X	X	VCAA, MIR

Section VI: Appendices

Table 1: Financial Aid Participation, Fall 2006

	Hawai‘i CC	Honolulu CC	Kapi‘olani CC	Kaua‘i CC	Leeward CC	Maui CC	Windward CC
Enrollment all Students	2,358	4,141	7,272	1,119	5,746	2,841	1,781
Potential Pell Eligible	2,018	3,338	4,454	898	4,536	2,075	1,427
# of Pell Recipients	627	476	716	186	725	622	428
% of Pell Recipients, all Students	31.1 %	14.3%	16.1%	20.7%	16.0%	30.0%	30.0%
Enrollment of Native Hawaiian Students	699	737	840	227	891	665	555
Potential Pell Eligible, Native Hawaiian Students	637	625	572	204	735	534	480
# of Pell Recipients, Native Hawaiian Students	261	138	111	56	217	224	190
% of Pell Recipients, Native Hawaiian Students	41%	22.0%	24%	27.5%	29.5%	41.9%	39.6%

(Source: ESTATS April 2008; UHCC Strategic Plan 1.2, 2.2)

Table 2: Entering ATD Fall 2006 AtD cohort of students who placed in Developmental Reading

	Hawai‘i CC	Honolulu CC	Kapi‘olani CC	Kaua‘i CC	Leeward CC	Maui CC	Windward CC
Cohort of all students	684	1,027	1,116	294	1,405	516	496
# of students placed in developmental reading	278	673	326	142	501	147	114
% of students placed in developmental reading	41%	65.5%	29.2%	48.6%	35.7%	28.4%	23.0%
Cohort of NH students	233	212	172	68	258	113	156
# of NH students placed in developmental reading	120	155	65	31	86	41	45
% of NH students placed in developmental reading	52%	73.1%	37.8	45.6%	33.3%	36.3%	28.8%

Table 3: Entering ATD Fall 2006 cohort of students who placed in Developmental Writing

	Hawai‘i CC	Honolulu CC	Kapi‘olani CC	Kaua‘i CC	Leeward CC	Maui CC	Windward CC
Cohort of all students	684	1,027	1,116	294	1,405	516	496
# of students placed in developmental writing	354	435	437	163	598	200	131
% of students placed in developmental writing	52%	42.4%	39.2%	55.4%	42.6%	38.8%	26.4%
Cohort of NH students	233	212	172	68	258	113	156
# of NH students placed in developmental writing	153	101	96	45	119	62	55
% of NH students placed in developmental writing	65.7%	47.6%	55.8%	66.2%	46.1%	54.9%	35.3%