Kaua`i Community CollegeCOMPREHENSIVE PROGRAM REVIEW

Program Name: College Success

Assessment Period: 2008 - 2013

College Mission Statement Kaua`i Community College provides open access education and training in an ethical and innovative student-centered and community-focused environment, nurturing life-long learners who appreciate diversity and lead responsible and fulfilling lives.

Program Mission Statement The College Success program provides academic support and skill development, and enhances access to college resources for students who enter the college at the basic skills level, preparing them for college-level academics and enabling them to achieve their academic goals.

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

continually improving marketing and recruitment activities.● 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?

College Success courses- Developmental Math, Developmental Reading, Developmental Writing and Interdisciplinary Studies- are published via the Kauai Community College Fall and Spring course listings catalogue and website. The counselors in Student Services are the primary disseminators of information regarding College Success courses. Upon admission to the college, students are required to take the COMPASS placement test and then meet with their counselors before they are able to enroll in classes. Based upon COMPASS score, counselors advise students into the appropriate developmental Math and English courses. As of fall 2012, the college instituted a policy of mandatory placement into IS 103 for students who were placed into two or more developmental courses. IS 50, Summer Bridge, is a course designed for incoming students in the Wai’ale’ale program, and is advertised to students at the Wai’ale’ale orientations which take place in the late spring and early summer. In addition, during the late summer, Math Boot Camp is a 20-hour workshop open to incoming students two-weeks prior to the fall semester. Students get to know three math instructors’ team teaching during the workshop. During the 20-hour workshop, students not only review developmental math concepts, but also get to know Mathematics Faculty, and improve the mathematical learning skills which prepare them to succeed in the upcoming Fall semester.

Enrollment in Developmental English has remained relatively stable. There were 209 students enrolled in the 2009-10 academic year; this number peaked at 245 in 2011-12, and was at 204 in 2013-14. Enrollment in Developmental Reading remained relatively stable between 2009-10 and 2012-13, averaging 108 students. However, enrollment declined significantly in 2013-14 to 56 students. It is not clear at present what caused this sudden drop in enrollment. Future data will

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indicate if this was an anomaly, or the beginning of a longer term trend. Kauai CC was not alone on this metric; the Hawaii, Honolulu, Maui and Windward campuses all also experienced significant drops in Developmental Reading enrollment in 2013-14. Enrollment in Developmental Mathematics peaked at average of 380 in 2009-12, and was at 291 between 2008-09. The enrollment declined to 225 in 2013-14. The changes of enrollment in Developmental Mathematics courses seem to follow the overall enrollment in the community college since 2008 - 14. Similar enrollment drops also happened in Hawaii, Honolulu, Leeward, Maui and Windward campuses. It is not clear at this point what caused this significant drop in enrollment. Future data will be needed to determine.

1.2 Enrollment: Enhance educational success through retention initiatives. ● 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.

The goal of the developmental Math and English programs is to help students learn the skills necessary for success in a college-level course. Students who struggle in developmental Math / English are more likely to drop out. Therefore, the dev. Math / English goal is directly linked to improved retention and graduation for all programs requiring college-level Math / English.

Retention efforts: Making IS 103 mandatory for students who placed into two or more developmental classes beginning in Fall 2012 was one of the primary efforts at improving student retention for College Success. This placement policy, has not been implemented fully. Some programs have opted to exempt their students from mandatory placement. Furthermore, academic advisors in Student Services have the ability to waive students out of placement at their own discretion. In Fall 2014, academic advisors waived approximately 40% of students who qualified for placements. It is unclear how this may have impacted retention and success data, as it is likely that the students waived out of the program are those most likely to succeed.

Based upon data collected so far, students enrolled in IS 103 persist at a rate similar to students who are not required to take the course.

Fall 2012 Full IS 103 Implementation

non-IS 103 IS 103

Historical at-risk

Fall-to-Spring persistence

75% 76% 70%

Fall-to-Fall persistence 55% 50% 50%

Earn at least 20 credits in first year

42% 23% 35%

Maintain at least 2.0 78% 63% 61%

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GPA in first year

No W or N grades in first year

61% 45% 53%

A significant portion of students who enroll in IS 103 fail to attend a single session. On average, students who do not pass IS 103 miss an average of 87% of classes. If students are not present in class, it is difficult for the intervention strategies to be effective.

PassedIS 103

Historical at-risk Passed a class

Fall-to-Spring persistence

89% 84%

Fall-to-Fall persistence 70% 61%

Earn at least 20 credits in first year

33% 45%

Maintain at least 2.0 GPA in first year

87% 76%

No W or N grades in first year

59% 61%

This table suggests there may be promising benefits in persistence and GPA attainment for at-risk students who pass IS 103 compared to at-risk students who pass any given class. Perhaps IS 103 is in fact equipping at-risk students with college skills.

In the future, giving the instructor the ability to drop students who have not attended a single class session may significantly impact the data on persistence and success, while also preserving the academic standing and eligibility for financial aid for non-attending students should they wish to attend KCC in the future.

A retention strategy that was implemented for Developmental English was the creation of Accelerated Learning Program (ALP) courses which combined ENG 22 and 100 and ENG 19 and 22. Historically, 28% of students who begin in ENG 22 pass ENG 100 by the next semester. The goal is to accomplish this in a single term, and at an increased success rate of 45%. Students in this project co-enroll in ENG 22 and ENG 100. So far this benchmark has been met in both terms. Currently ten students are participating in the ALP project.

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Term EnrolledSuccess rate in

ENG 100 Benchmark

Fall 2012 8 100% 45%Spring 2013 5 60% 45%

Fall 2013 10 - 45%

A retention strategy has implemented since Fall 2011 An Accelerated Algebra course Math 26 was created Fall 2011 to improve the developmental math course’s retention and student’s success rate. Math 26 is an accelerated algebra course that prepares students for entry into any of the college’s beginning college-level math courses. It is Math 24 and 25 combined which means that students could eliminate at least one semester of Math to get to the college level courses, which improve retention and graduation for all programs requiring college-level math.

Other retention strategies that will be implemented in Fall 2014 are the creation of two Accelerated Learning Program (ALP) courses. One combines Math 25 and 103. The other ALP course combines Math 75 and 115. Students could complete a developmental math and a college math within one semester.

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

In a recent study on placement, “We find that roughly one in four test-takers in math and one in three test-takers in English are severely mis-assigned under current test-based policies, with mis-assignments to remediation much more common than mis-assignments to college level coursework.” Scott- Clayton, Belfield, Crosta 2012. In Fall 2013, we started a high school transcript pilot project. All incoming students who have passed Algebra 2 with a C or better and have a cumulative GPA of 2.6 or higher will have the option of enrolling in any of our entry college level math courses.

Fall 2013 Course BreakdownKauai and Maui Pilot Project Students

Course AttemptsSuccess (C or better) Success Rate

Historical Kaua‘i CC SR (Since F05)

Math 100 9 8 89% 88%

Math 103 32 19 60% 61%

Math 111 1 1 100% 90%

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Math 115 1 1 100% 90%

Total 43 29 67% -

At this point, the sample size is too small to draw any significant conclusion. But the data suggests a positive trend for the future. We will discuss more in the future report once we have a larger sample size.

In Fall 2014, KCC began allowing students who had a 3.0 GPA and a B or higher in their most recent high school English class to enroll directly into ENG 100, even if their COMPASS score placed them in a developmental English writing class. These students successfully completed ENG 100 at a rate similar to students who placed directly into ENG via the COMPASS test.

● 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?

When scheduling Developmental English/Math courses, input is solicited from other divisions on campus to see when the greatest needs for English/Math courses will be. Special attention is given to programs such as culinary and automotive technology, which have block scheduling for their students, and therefore have very specific needs.

When scheduling IS 103 courses, input is solicited from counselors in Student Services. The counselors liaise with all of the divisions on campus, and are best informed as to the scheduling needs of students. The schedule for sections offered is based upon this input.

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

Night developmental Math and English classes, such as Math 21, 24, 25, and ENG 22 were offered to meet the needs of workforces. Late afternoon Calculus I was offered to meet the needs of Running Start students. In spring 2015, through the Early College initiative, IS 103 is being offered at Kapaa High School, allowing students to take the class there without having to travel to KCC.

1.4 Support services for access: Strengthen support services processes to better meet student needs. ● 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?

IS 103 has been the primary avenue for enhancing student access to college resources including financial aid and advising. Each semester, a representative from the financial aid office visits all sections of IS 103 to provide information on scholarships and answer questions. Additionally, all IS 103 students are required to write a personal statement that may be used in scholarship applications. Students have access to both the instructor and tutors in writing their personal statements. Also, computers are brought to class and hands-on assistance is given for students to complete the UH Common Scholarship application.

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To enhance student access to advising, academic advisors have visited IS 103 classes to give an overview of the online advising tool STAR. Students are also reminded of registration deadlines, and are given incentives to meet with advisors and develop academic plans.

2. Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical education, remedial/developmental education and life-long learning.2.1.1 Articulation (between KCC & others) and Collaboration (w/in KCC)

All Developmental Math and English classes are transferable within the UH System. The developmental coordinator attends frequent system meetings to ensure that the KCC developmental program falls in line with the UH system. We work closely with the Career and Technical Education (C.T.E.) program, the Culinary program and the Nursing program. Regular meetings have been conducted by Developmental Math Coordinator during the regular semester. Math and English faculty meet with other program instructors to address different program needs in developmental mathematics teaching. The dimensional analysis unit conversion techniques used in C.T.E, Nursing and Culinary are strongly emphasized in Math 21 / 22 and Math 75 courses. Using estimations for mental math calculations, unit conversions on the metric system, and number sense on fractions and decimals, which were suggested from C.T.E program, are also emphasized in Math 21 / 22 courses.

2.1.2 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.

DOE Partnership: In SP13 and SP14, math faculty from KCC began working on the Kaua‘i Math Summit, a partnership with DOE teachers from around the island. We had a group of around 25 math teachers representing Kapa‘a High, Kapa‘a Middle, Kaua‘i High, Chiefess, Waimea High, and Kawaikini Charter School. We hosted the DOE teachers for 3-4 full day workshops per semester. The workshops are designed to help the high school teachers successfully transition to the new Common Core curriculum in Algebra 1. The Common Core aims to increase conceptual understanding by focusing on a more narrow scope of topics than was traditionally covered in Algebra 1, but requiring the students to have a deeper understanding of these topics and engage in more critical thinking. Many of the lessons in Common Core require discovery based learning – where the students work through problems in order to discover mathematical concepts. This type of teaching is new to many of the DOE teachers that are accustomed to starting class by giving a formula or definition, working several examples on the board, and then giving drill problems where the students repeat the same process over and over again. To help the high school teachers improving their teaching strategies, we used many specific strategies at our Kaua‘i Math Summit workshops. For example, “Mini-Lessons”: One of the biggest challenges math teachers face is students come to their class without the skills they are expected to have. When this happens, you need a strategy for addressing the missing concepts. Traditionally, many math teachers have done this by starting the

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semester with a review of prior material. This, however, is not the most effective way to handle math deficiencies, and even worse, it sends students the wrong message – that we really don’t expect students to remember what they’ve learned before. In order to highlight the difference between teaching concepts and teaching rules, we demonstrated two sample mini-lessons covering the same topic. One of us demonstrated teaching the concept and the other demonstrated teaching the rule. Afterwards, we led a discussion with the DOE teachers about which way would be more effective. We then gave the teachers samples of student work with errors and asked them to decide what concept they needed to address in a mini-lesson to correct the student errors. After a few minutes to prepare, we had the teachers do sample mini-lessons and critique one another. Teaching strategies like “Mini-Lesson”, “Number Talk”, “Model Drawing” etc were shared with DOE teachers to help them successfully transition to the new Common Core teaching style.

In Spring 2014, Kauai, Kapaa, and Waimea high schools were evaluated by The BERC Group, who issued a report titled “Observation Report: Math-Science Partnership State of Hawaii.” This report showed that each high school went from below average to above average in nearly every category. The improved areas were included the following:

● Students’ skills are used to demonstrate conceptual understanding, not just recall● Students construct knowledge and/or manipulate information and ideas to build on prior

learning, to discover new meaning and to develop conceptual understanding● Teacher uses a variety of questioning strategies to encourage students’ development of

critical thinking, problem solving, and/or communication skills. In the future, Math faculty plan to organize an Ethno Math Workshop on Kauai with DOE teachers to improve the applications of Mathematics teaching.

In Spring 2015, KCC partnered with Kapaa High School to offer IS 103 at Kapaa through the Early College program sponsored by P-20. Through this program, sophomore, junior and senior students are able to enroll in IS 103 and receive college credit without having to leave their campus. The IS 103 course is paired with a Kapaa High course; the students meet twice a week with the KCC instructor, and three days a week with a Kapaa High instructor. The KCC and Kapaa instructors collaborate to ensure that the students are fully supported as they are challenged by college-level curriculum. Eleven students are enrolled in this first offering of IS 103 at Kapaa.

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?

Our program goal is to prepare students who enter college at the basic skills level in Math and English to be successful in college classes. Math and English faculty assure the developmental curriculum meets the requirements for entry into in college level Math and English courses. At KCC most full time math faculty teach developmental and college-level classes. Developmental

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Math curriculum, teaching methods, and assignments are reviewed, discussed and modified based upon recent research findings and experiences in the classroom.Developmental Math and English discipline meetings are held every semester to ensure the curriculum is current and relevant to institutional, community and student needs.

Recently, we stopped offering Math 24 in the regular semesters and began offering Math 26

Reasons for the deletion and addition: Math 26 was fully implemented in Fall 13. Both UH System and National research has shown that shortening Developmental Math Pipeline improves students’ success rate and graduation rate. Math 26 is a 5-credit accelerated algebra course which covers the topics traditionally taught in Math 24 and 25. The addition of Math 26 means that students could eliminate one semester of Math to get to the college level courses. The success of the Math 26 project is measured against the traditional Math 24/25 pathway, and has its own benchmarks as well. These benchmarks have been set in reference to national data gathered from AtD colleges. For students who test into a course one level below college-level, 27% have passed a college math course*. The benchmark for Math 26 has been set at 39% of entering students passing a college level math course within 1 year. This benchmark is based on 65% of students passing Math 26, 75% of these students taking a college math course, and an 80% pass rate for those who take college math. To date, 40% of Math 26 students have passed a college level math course within a year, exceeding our benchmark (See Below).

* Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges (CCRC Working Paper No. 15). Bailey, Jeong, and Cho. December 2008.

Math 24 vs Math 26 Pipeline Data(Each row is a percentage of the previous row)

Math 24 Math 26Math 26

BenchmarkMath 26

N

Course success rate 55% 68% 65% 142

College-ready 62% - -

Took college math 59% 81% 75% 68

Passed college math 85% 73% 80% 26

Overall % passed college math

17% 40% 39% 48

Data for Math 24 is based on 878 students. Data begins Fall 2007.

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Upcoming Plans: We plan to develop a non-stem track developmental Math, Math 75, to meet the students’ needs. Currently, developmental math coordinator and math faculty are working closely with CTE, nursing, and culinary programs to discuss the curriculum. We plan to implement Math 75 in Fall 2014. We will follow the successful trend Math 26 suggested to experiment ALP courses in other developmental and college level math courses. One section 8 week / 8 week Math 25 / 103 will be launched in Fall 14. One section 8 week / 8 week Math 75 / 115 will be launched in Fall 14.

The Developmental English Coordinator has attended multiple trainings, including two On Course I workshops, two On Course II workshops, and two On Course national conferences, in order to maintain currency and relevancy for IS 103. Each semester, the teaching methods and assignments are modified based upon recent research findings and experiences with students. In the summer of 2014, IS 50 Summer Bridge was offered for the first time for incoming students in the Waialeale program. The course had been offered previously as IS 99V, but as of 2014 the course was approved as IS 50.

Spring 2015 is the first time that IS 103 has been offered at Kapaa High School. In the future, we will look to expand this Early College offering to other high schools on Kauai.

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?

Our instructional methodologies are appropriate for developmental Math and English content. Our developmental math courses are typically taught in-class, face to face with an instructor. Lectures and in-class handouts are designed to guide students reasoning and develop notes taking skills and enhance study habits. Group discussions and group work are part of regular lectures. In this way, students are not just memorizing the rules and facts in developmental math classes, but also are able to explain and reason with others. Current technologies, such as Hawkes Learning and MyMathLab online homework are used in all developmental math courses as a major resource for practicing the content. Since the 2013 Academic Year, we implemented journal writing in Math courses. For developmental math, Journal topics include “Growth Mind Set,” “Mistakes and Persevere,” “Learning Math for Understanding” etc. In the next two years, we plan to continue the instructional methodologies we are currently using.

In developmental English, many instructors have adopted Turnitin.com as a tool for giving feedback and for checking for plaigerism. One of the advantages of Turnitin.com is that instructors can give students links to online instructional material that is specific to the issues that are present in any indvidual piece of student writing.

In fall 2014, KCC made a cart of laptops available for checkout from library for instructors. This has proven invaluable for IS 103, as one of the learning outcomes for the course is to for students to use academically appropriate computer software to create, manage and share documents and files. Previously, without laptops or computer labs available, instruction in technology was challenging.

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The availability of laptops than can be used in class allows for significantly more effective instruction, which has been demonstrated though the assessment of student learning outcomes.

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.

Math faculty share resources usually developed by one instructor on the team. In addition, during the math retreats and / or math meetings, we take a close look at the data, which provides the success rates in each course, as well as how students do at the next level. Math faculty communicate openly and make plans for future improvements. Plans to improve this process:

1. Team Teaching. We have shared teaching material, notes, and lessons plans with each other. But the notes can be interpreted quite differently from one instructor to another. Two faculty team teaching one class and sharing ideas would be ideal to ensure consistent application of academic standards.

2. Math retreats provided concentrated time for all full time math faculty to discuss problems, ways of improvement and develop plans to take actions.

In the spring of 2015, the UHCC Developmental Education Committee has arranged for two system-wide discipline meetings, one for Math and one for English, for instructors throughout the system to collaborate on the consistent application of academic standards.

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?

Under-performing students’ needs in Math content: To some people number may seem like a simple idea. But number is actually a complex and multifaceted concept. A complete and rich understanding of number involves many different ideas, relationships, and skills. These are the fundamental concepts developmental students will encounter in their mathematics education. Unfortunately, a rich understanding of these concepts is missing from many established curriculums. To address these learning needs, we have developed number sense material to supplement the regular basic math curriculum. To many of developmental math students, math means that you follow steps and get to right answers; not much on understanding a problem, not much on developing a strategy and reasoning through if the strategy works for the problem or not. To address this need, we have spent a lot of time developing rich, in-depth problems for students to investigate, to reason through and to discuss with their peers.

Under-performing students’ needs in study habits: IS 103 addresses to critical challenges that under-performing students face: affective skills and study skills. Though the On Course curriculum, students learn to adopt an internal locus of control, by focusing on issues such as accepting personal responsibility, self-motivation, and emotional intelligence. Other affective concepts have been added to the curriculum, including the growth mindset from Carol Dweck, grit from Angela Duckworth, and willpower from Kelly McGonigal.

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When students struggle in IS 103, there are paired with a peer mentor from Ki Pai Pai.

To address study habit needs in developmental math, we plan to create a Math 16. The goal of this course is to demonstrate good math learning habits and create a safe, fun math learning environment to reinforce developmental students practicing such habits in and out of the class.

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?

Weekly quizzes, monthly tests, and a final exam are given to assess the content maturity level of students in remedial / developmental math courses. Each semester, faculty are required to do CARDS for each course to assess if the student is meeting the benchmark of each Student Learning Outcomes. These reports aid the instructor in assessing if he/she taught the concepts thoroughly or needs to improve in certain content areas. Results of these assessments are used in assessing whether the curriculum needs enhanced or refined. In addition, students also do an instructor evaluation at the end of the semester. It helps to determine if teaching methods are adequately meeting student needs. Furthermore, math faculty meet at the end of semester to discuss best practices and modifications for next semester.

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?

Math department experimented a hybrid Math 26 in Fall 13. The class met twice a week in person with a traditional classroom teaching and met twice a week online with distance learning. The course was far less successful than the face to face course. We believe that remedial / developmental students rely on personal communications heavily in their mathematical learning. The personal connection between instructor and communication among peers to help their conceptual understanding and persistency in learning math. We decided that we do not plan on offering distance learning options in remedial / developmental level math classes.

While there are no developmental English courses offered via distance, English 100 currently is. English faculty at KCC are currently examining the possibility of offering developmental courses online. There are currently no plans to offer IS 103 via distance as best practices indicate that face-to-face classes are significantly more effective for student success courses

2.3 Remedial/Developmental Education2.3.1 Review the college's current strategies for dealing with remedial students and, based on the

findings, modify offerings to meet their needs. ● How has your program addressed academic remediation for students? Has this been

effective? What proposals for change in this area does your program have?

Currently students are placed into remedial and developmental courses via the COMPASS test. Both Math and English have begun accepting alternative placements based on high school grades. This alternative placement method may be able to shorten the developmental pipeline for many

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students. Another strategy for shortening the pipeline has been the adoption of accelerated courses in both Math and English. Data on the effectiveness of these strategies has been discussed above.

KCC is currently in the third year of a five year pilot of placing remedial and developmental student into IS 103 for the development of affective, technology, and study skills. The challenges of placement and data on the effectiveness of this strategy have been discussed above. The five year pilot will be complete at the end of Spring 2017.

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

IS 103 and all developmental Math and English courses have student learning outcomes that are assessed each time the course is taught by each instructor. One change that has been made based on assessment data for IS 103 was to request access to laptops for students. Without access to computers, the assessment results for the technology outcome were lagging other outcomes. Access to computers in the classroom has remedied this deficiency.

Group discussions are essential to developmental math classes. Math faculty create a comfortable environment for students to communicate with each other. Students are sharing their ideas, strategies and even mistakes to help each other understand. In addition, study groups forming outside of class are highly recommended by instructors. We encourage students to do so by giving some extra credits. Moreover, Club Math is one of the most active clubs in Kauai C.C.. Students take leadership roles in the club. They organize fun and educational activity once every two week, coordinate food, and set up fliers for the club Math meeting.

● 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?

Both the Developmental Math and English coordinators are currently working the the UHCC Developmental Education Committee to develop system-wide program learning outcomes for developmental education. The current proposed program outcome for developmental Math and English is:

Students who successfully the developmental education sequence will successfully complete the subsequent college level course at a rate similar to students who tested directly into the college-level course.

The Developmental Education Committee will be meeting in Spring 2015 to continue discussion on the implementation of a system-wide developmental education program learning outcome.

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2.5 Academic support: Support student success through accessible, reliable, and user-focused academic support services.● Comment on program use of auxiliary resources- e.g. library, instructional media, laboratory

resources, computer assets. How can you improve utilization of these resources?

Our program has many additional resources available to our students. There are multiple math lab models and diagrams that are made available to students, both during and outside of class periods. Multiple computers are always available for use by students doing their online homework, and a fully staffed tutor center is always open during regular hours to provide students with additional help in better understanding what they have learned.The best way to improve the number of students that take advantage of these resources is to make sure that they actually know what is available to them. At this point, we are constantly informing the students verbally of these resources that they have available. To improve, we could potentially take time during class to physically show the students where these resources are, and increase their usage.

● 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.

IS 103 currently requires all students to use both the face-to-face tutoring center at KCC, as well as the online tutoring service Brainfuse which is available to students through MyUH portal. Academic advisors and financial aid representatives also visit IS 103 classes. In-class student mentors have been assigned to IS 103 sections, and students who fall behind are assigned to meet with mentors outside of class. Looking forward, integrating processional academic coaching could be an effective means to strengthen the support of students in IS 103.

2.6 Faculty & staff: Create an environment that attracts, retains, and supports qualified personnel.● 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.

Both the Math and English coordinators are very well qualified for their current positions. Both have extensive experience working with remedial and developmental students. There is currently no need for additional staffing.

2.7 Facilities: Maintain facilities, equipment, and technological infrastructure to support institutional and student needs.● Comment on facilities that the program uses, their current adequacy and any immediate

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

needs.

Current facilities, equipment, and technology and sufficient for the program. There are no immediate needs.

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

Title III funds were used to send the English coordinator to an On Course II workshop in summer 2014. UHCC Innovations funds were used to support the first implementation of Reading Accross the Disciplines at KCC. Innovations funds were also used to develop the accelerated ENG 22/100 course. It is anticipated that similar funds will be accessed in the future.

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 needs: Articulate educational programs with workforce

needs by utilizing input from advisory groups and other relevant sources of information.● 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?● 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?

● 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?

● What program initiatives have been implemented to improve course completion, and job preparation?

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

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

Not applicable.

3.2 Certification/Licensure, Job Placement, Transfer: Meet workforce needs, increase students' rates of certification, licensure, job placement and/or transfer to appropriate baccalaureate programs by providing relevant education and training programs.

● What is the percentage of your graduates that receive licensure/certification? Is this satisfactory? How can this be improved?

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

● 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.

Not applicable.

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

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4.1 Faculty/Staff Development: Foster faculty and staff currency of expertise in their areas of responsibility through support of professional development activities. ● Explain how faculty and staff maintain expertise in their discipline or area of responsibility.● Describe the Professional Development plan, including availability of resources and the

process of allocating these resources. Does this plan adequately meet Professional Development needs?

Math and English faculty attend state and national workshops, seminars, conferences, and webinars.

4.2 Student Development: Foster personal enrichment of students by providing opportunities that broaden their college experience.● Describe program faculty involvement in providing opportunities for students' personal

enrichment through co-curricular activities.● 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?

Not applicable.

5. Community Development: To contribute to community development and enrichment through campus leadership and collaboration.5.1 Leadership:

● Comment on activities initiated and led 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.

Faculty host and/ or participate in Science Olympiad, campus book sale, Science Fair, all of which support the community. 5.2 Collaboration: Establish active collaborative arrangements to support community goals and

needs. ● 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.

Fall 2012 - Spring 2013, Kauai Community college math faculty and high school math teachers collaborated on an island-wide math intervention plan to prepare students for college mathematics by graduation. College math instructors and high school math teachers worked together to examine the Common Core State Standards and identify possible implementation strategies. Math workshops were developed to support island-wide high school math teachers on curriculum development and improving teaching strategies for student understanding in mathematics.

In Spring 2015, both Math and IS 103 are being taught at Kapaa High School through Early College.

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

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● How does your program support diversity and cultural awareness? What are the desired outcomes? How have these outcomes been met?

Diversity and cultural awareness are forefront in the classrooms because of the diverse student body. We encourage group work and discussion in math classes. Faculty also participates in professional development programs aimed at training us to aware local Hawaiian cultural (example: Indigenizing the Nursing Pathway in Math and Science at Kauai CC.)

6.2 International education:● 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.

International students, visitors, and faculty have participated in Club Math meetings. International students and faculty were arranged to visit our math classes.

Action Plan

Looking forward, our vision for College Success includes the possibility of adding one more faculty member to the core team. Currently, the Developmental Math Coordinator is primarily responsible for teaching Developmental Math and College Math; the Developmental English Coordinator, however, is primarily responsible for teaching College Success courses, with Developmental English courses comprising only a small part of the teaching load. If KCC intends to make a long term commitment to institutionalizing College Success coursework for unprepared students, then College Success may be best served by having three instructional faculty members: one teaching Math, one teaching Developmental English, and one teaching College Success courses.

Furthermore, the College Success faculty, who already serve on the UHCC Developmental Education committee, would likely benefit from collaborating closely with the system-wide College Success committee. If this committee will include faculty, then it is recommended that one or both College Success coordinators serve on the this system-wide committee.

The current office space arrangement, in which the Developmental Math and English Coordinators share the same space in the tutoring center with the Tutoring Coordinator and the Wai’ale’ale Coordinator is ideal. Not only does the current configuration encourage regular interaction with students in the tutoring center, it also allows for daily interactions among the faculty and staff mentioned above. This daily interaction reduces the need for frequent, formally scheduled meetings of College Success faculty and staff. One improvement to consider would be to include the First Year Experience Coordinator in the physical office space, which would further facilitate interaction and discussion.

In addition, the following action items are intended to increase the effectiveness of College Success:

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Program Goal

Action Item Steps Resources Needed

Person(s) Responsible

Timeline Outcome or Indicator of Improvement

Status

Increase persistence, retention, and success of students who place into basic skills

Stem Track ALP Course

Math 25/103

Develop 8 weeks / 8 weeks curriculum

Implement the course

Gigi Drent Fall 2014 Improve retention & success (by 3% increase.)

Planning

Implement in Fall 2014

Strategic Goal: Educational effectiveness and student success, student retention and success of all students and particularly remedial / developmental students

Non-Stem Track ALP Course

Math 75/115

Develop 8 weeks / 8 weeks curriculum

Implement the course

Jonathan Kalk

Fall 2014 Remain the same or get higher success rate as a 16-week Math 75

Planning

Implement in Fall 2014

Math 75 Communicate with CTE, Nursing, and Culinary

Implement Math 75

Coco Chi and Gigi Drent

Math Faculty

Fall 13

Fall 14

Meet CTE, Nursing, and Culinary students’ needs

New Course: Bench mark for Math 75success rate is 60%

CompletedFall 13

Planning

Implement in Fall 14

Math Retreat

Identify problems in Developme

$700 / Year Math Department

2015 - 2019

Solutions for the problems

Planning

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ntal math classes

Set Agenda

Develop action Plans for the future

DevelopNumber Sense Content

Research and develop class handouts / homework

Coco Chi Fall 2015 Increase students success rate in basic math to 65%

Implement Fall 15

Math 16 Curriculum development

Experiment in Math 21 class

Full implement Math 16

Coco Chi and Erin Millard

Math Faculty

Math Faculty

Fall 14- Summer 15

Fall 15

Spring 16

Increase the retention rate to 60% Increase the success rate in basic math to 65%

Planning

Early College IS 103 expansion

Coordinate with Kauai High School and P-20

Will Dressler

Spring 17 Offer IS 103 through Early College at Kauai High School

Planning

Develop English writing placement

Coordinate with KCC English faculty

Identify funding sources

Will Dressler

Spring 17 Improve writing placement and shorten developmental writing pipeline

Planning

English Boot Camp

Coordinate with KCC English faculty

Will Dressler

Summer 17

Increase ENG 22 success rate by 3%

Planning

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