General College Meeting - University of Hawaii · 4.01.2019 · General College Meeting Friday, January 4, 2019 Honolulu Community College Presented by Karen Lee, Ed.D. Vice Chancellor

General College MeetingFriday, January 4, 2019

Honolulu Community College

Presented by Karen Lee, Ed.D.Vice Chancellor of Academic Affairs

Welcome New Employees

Administrative Services

Chad Bajcar, Janitor II Elizabeth Hale, Office Assistant IV, Records

Maria De Guzman, University Security Officer ILasi So‘oala, University Security Officer I


Student Services

Evelyn Bartley, Instructional & Student Support Ralph Gallogly, Asst. Professor, Counseling


Tech 1

Morris Payes, Instructor, CC, RAC


University College

Ariana Akaka, Academic Support, Native Hawaiian CenterJennifer Maureen Kearns, Instructor, CC, Math

Victoria Sauni, Office Assistant IV


Academic Support

Allyson Ota, Instructor, LibraryNatalie Perez, Instructor, DE Coordinator


Office of the Chancellor

Susan Nishida, Sr. Executive to the Chancellor

10 Year Service Awards

Kara CaniteJohn Delay

Heather FlorendoCarol Hasegawa

Allen SadangStefanie Sasaki

Nova SunigaFrancis Wong

Roxanne Yamaoka


Joy NagauePatricia Treinen


Aaron Tanaka Kerry TanimotoMichael Willet

Enrollment

3767

3454

29803151

2580

Spring 2015 Spring 2016 Spring 2017 Spring 2018 Spring 2019

Hon CC Spring EnrollmentAs of 1/3/19

Enrollment Breakdown

-12.2

-6.3

-33.2

-46

-14.8

Hon CC EnrollmentSpring 2019 Loss Breakdown by %

Graduation OutcomesDegrees and Certificates

13

HON

515 530 546568

591620

652 627

720

756

794833

875

520 504 486

559 565 551

683725

886 900

778

0

100

200

300

400

500

600

700

800

900

1000

2008 2009 2010 2011 2012 2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year

Goal Degrees & CAs Awarded

*Goal reset in FY 2016.

Native Hawaiian Degrees and Certificates

14

HON

110 117 127

132142

153165 172

181190

200210

221

83 86

102

146 147

136

189167

238225

197

0

50

100

150

200

250

300

350

2008 2009 2010 2011 2012 2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year

Goal Degrees & CAs Awarded to Native Hawaiian


Pell RecipientGraduates

15

HON

282296

311

327343

360

155 149

214

272

321

417

377

322

0

50

100

150

200

250

300

350

400

450

2011 2012 2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year

Goal Degrees & CAs Awarded to Pell Recipient


STEM Degrees and Certificates Earned at CC

16

HON

6872 75

7983

87

4150

40

52

72

60 63

162

132140

0

20

40

60

80

100

120

140

160

180

2009 2010 2011 2012 2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year

Goal STEM Awarded


CC Transfers to UH 4 Year

17

HON

294309

324340

357375

284 292 289

278301

280

0

50

100

150

200

250

300

350

400

450

500

2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year

UH 4YR Goal UH 4YR


CC Transfers to All Baccalaureate Institutions

18

HON

526

543

580609

640672

498518

539

515

582

530

0

100

200

300

400

500

600

700

800

2013 2014 2015 *2016 2017 2018 2019 2020 2021HON Fiscal Year

Total Transfers Goal Total Transfers


IPEDS Success RateFirst-Time Full-Time Students

19

HONOther

Outcomes

35.9% 37.6%

39.4%41.4%

43.4%45.5%

47.7%50.0%

34.3%

40.3%

34.6%

39.1%

34.2%36.1%

39.2%

36.2% 37.2%

31.3%

0

0.1

0.2

0.3

0.4

0.5

0.6

2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021HON Fiscal Year

Goal Degrees & CAs Awarded

UHCC Performance Measuresfor Hon CC

20

2016 2017 2018

Degrees & Certificates 886 (627) 900 (720) 778 (756)

NativeHawaiian

238 (172) 225 (181) 197 (190)

STEM Total 240 (115) 225 (121) 232 (127)

Pell 417 (282) 377 (296) 322 (311)

Transfers to 4 Year(UH & Non UH)

515 (526) 582 (543) 530 (561)

UHCC Performance Fundingfor Hon CC, FY 2019

Measure Base Target Actual % Weight AmountDegrees & Certificates 653 756 778 100 35 $195,565Native Hawaiian Degrees & Certificates 164 190 197 100 10 $55,875

STEM Degrees & Certificates (Include 4 Year Degrees) 110 127 232 100 10 $55,875

Pell Grant Recipient Degrees & Certificates 269 311 322 100 10 $55,875

Transfers to 4 Year (UH & Non UH) 518 561 530 27.9 35 $54,591

Total Allocation $417,781Unearned ($140,973)

3

MetDid Not Meet

Partially Met

UH System Performance Measuresfor Hon CC

22

2016 2017 2018

Degrees & Certificates 886 (686) 900 (720) 778 (756)

Native Hawaiian

238 (172) 225 (181) 197 (190)

STEM Total 162 (68) 132 (72) 140 (75)

Pell 417 (282) 377 (296) 322 (311)

150% Graduation (3 years)

36.2 (39.4) 37.2 (41.4) 31.3 (43.4)

Transfers to 4 Year(UH Only)

278 (294) 301 (309) 280 (324)

Did Not Meet

Met

UH System Performance Fundingfor Hon CC, FY 2019

Measure Base Target Actual % Weight AmountDegrees & Certificates 653 756 778 100 30 $101,140Native Hawaiian Degrees & Certificates 164 190 197 100 10 $33,713

STEM Degrees & Certificates (UHCC Only) 65 75 140 100 10 $33,713

Pell Grant Recipient Degrees & Certificates 269 311 322 100 10 $33,713

Transfers to 4 Year (UH Only) 288 324 280 0 10 0

IPEDS Success Rate 34.2% 43.4% 31.3% 0 30 0Total Allocation $202,279Unearned ($134,853)

5

MetDid Not Meet

Administrative Services Update

Spring 2019

BudgetGeneral Fund FY19 Allocation: $ 25,045,613.00

• Regular Personnel Salaries• Overload• Lecturers• Non-Personnel (Utilities)

Projected FY19 Tuition Revenue: $ 7,841,348.00• Casual Hires• Student Assistants• Operating Costs & Supplies• Utilities• Maintenance & Repair• Equipment

BudgetSupplemental Requests: $ 100,000.00

Performance Funding (UH System): $ 202,279.00

Performance Funding (UHCC System): $ 417,781.00

Facilities & ConstructionRobello Lane Improvements (Entrance to campus)

• Driveway improvements into campus

• Repair/replace fencing• Completion date: 01/03/2019

Keiki Hauʻoli Children’s Center Playground

• Installation of custom playground structure and synthetic turf safety surfacing

• Completion date: 11/2018

Facilities & ConstructionInstallation of Fire Hydrants (Bldgs 8872A/B)

• Construction taking place between Lot 1 & Bldg 8807• 22 parking stalls affected• Start date: 07/2018• Expected completion date: 01/31/2018

Facilities & ConstructionEnergy Savings Project (Campus Wide)

• Repair/replace transformers• Replace/upgrade chillers and related equipment• LED lighting• Smart controls• Solar PV• Expected completion date: TBD

Facilities & ConstructionHale Project (Courtyard)

• Usable space to gather and meet, as well as create a sense of identity for our campus and community.

• Promotes sustainability on our campus, and teaches us the foundational skills to create a sense of place and culture for our campus community.

• Expected completion date: Spring 2019

Facilities & ConstructionParking Lot 8

• Repair perimeter fencing• Repair, seal, and restripe asphalt • Start date: TBD• Expected completion date: TBD

Parking Lot 1C• Pave & stripe parking lot• Add lights• Add drainage• Add PV• Expected start date: 02/2019• Expected completion date: 12/2019

Facilities & Construction


Parking Lot 8• Located at the end of Kokea Street (445 Kokea Street)• 328 parking stalls

Facilities & ConstructionParking Lot 1C

• Located at the main Dillingham site (entrance/exit on KokeaStreet)

• Approximately 230 parking stalls (218 student, 12 staff)


Your patience, cooperation, and understanding are requested during all campus projects.

Other ongoing campus projects include:

• Improvements to Campus Lock System• Flag Pole Installation• Repair and Replace Three Elevators (Bldg 8802)• Chill Water Project• Bldg 8814 AC• Renovations for Bldgs 8806, 8811, 8872A• Reroofing of Bldg 8843• Sewer Line• Accessibility• RAIL

The Year of Purposeful Engagement2018-19

9

The Year of Purposeful Engagement 2018-19WHY DO IT?

37

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018

Honolulu CC Enrollment

The Year of Purposeful Engagement 2018-19

38

20

25

30

35

40

45

50

55

60

Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

Honolulu CC Retention

The Year of Purposeful Engagement 2018-19General College Meeting ACTIVITY: (BLUE INDEX CARD)

What are you already doing to engage students and promote

student success?

39

The Year of Purposeful Engagement 2018-19General College Meeting ACTIVITY: (PINK INDEX CARD)

What will you commit to doing this year that can engage students and

promote persistence?

40

The Year of Purposeful Engagement 2018-19

41

The Year of Purposeful Engagement 2018-19Emergent Themes

Faculty and Staff Currently:o Optimize individual choice and autonomyo Frame lessons in relevant topicso Personalize interactionso Promote life goals and dreamso Encourage feedback

42

The Year of Purposeful Engagement 2018-19Emergent Themes

Faculty and Staff Will:o Connect with all students (online and face to face) more

ofteno Arrange classroom furniture to promote student

engagement with each othero Create opportunities to learn more about each other and

provide mentoring o Support students with meaningful activitieso Get to know students before class

43

The Year of Purposeful Engagement 2018-19Fall 20181. What are we currently doing?2. ATD (Achieving the Dream) Consultants• Shauna Davis• Laurie Fladd3. Campus Student Success Council & Onboarding Committee4. Focus on “Fall to Fall Persistence”

44

The Year of Purposeful Engagement 2018-19Spring 20191. How can the data help us decide what to focus on?2. What structural and programmatic changes can we make

to ensure students feel engaged and ready to return?3. What policy changes are necessary?4. How can instructional faculty participate or continue to

participate in engaging students in and out of the classroom?

5. How can non-instructional faculty and staff provide a supportive and engaging experience?

45

Student Centered, Student Focused

46

Creating cohesive communities and informing course design

January 4, 2019LaurieAnn Takeno + Liz Hartline, ECED

About Us

LaurieAnn Takeno

● Instructor, Early Childhood Education

● Background: Preschool Teacher, Mentor Coach for Preschool Teachers, Higher Ed Community Liaison for preK-12 teachers in Waianae

Liz Hartline

● Instructor, Early Childhood Education

● Background: Preschool Teacher, Preschool Director, Special Needs Coordinator in New York and San Francisco

Theoretical Framework: Pedagogy of Alohaby Kū Kahakalau, Ph.D.

Pedagogy of Aloha

LaurieAnn's interpretation,with permission fromKū Kahakalau, Ph.D.

CONNECTION

CONTENT

‘O ke kahua ma mua, ma hope ke

kūkulu.The foundation comes first, then

the building.

RELATIONSHIP(trust, safety, I know you

care)

RIGOR(assessment)

RELEVANCE(curriculum,

content)

Building those relationships:

We have to know where are students are coming from and potential barriers in order to know how to support them.

“About You” Questionnaire

https://docs.google.com/forms/d/e/1FAIpQLSeDPYVd3pFRhq0XOV22zFSoCyfYnFtpySGXkovz2jlsOzIyYA/viewform?usp=sf_link

Some things I found out from this survey this fall

● Most of my students do not have printers at home

(that I would not have found out otherwise, or that would have taken a while)


● Most of my students do not have printers at home● Several students who appeared to be English proficient were not native English

speakers




speakers● Which students were caregivers, either for children or other adults




speakers● Which students were caregivers, either for children or other adults● Which students were working full time in addition to school




speakers● Which students were caregivers, either for children or other adults● Which students were working full time in addition to school● Voluntary disclosure of learning needs (ADHD, dyslexia, physical pain with

prolonged sitting, slow learner)○ (None of these students is choosing to utilize ACCESS services)




speakers● Which students were caregivers, either for children or other adults● Which students were working full time in addition to school● Voluntary disclosure of learning needs (ADHD, dyslexia, physical pain with

prolonged sitting, slow learner)○ (None of these students is choosing to utilize ACCESS services)

● Voluntary disclosure of mental health flags (recent divorce, death of a child, anxiety disorders, PTSD)


Understanding our students...

to create cohesive communities of learners

to influence course design

Understanding our students allows us to facilitate the creation of cohesive communities

Community Creation

I cannot begin to facilitate community building if I don’t know who’s in my classes.

Students can’t exist in community if they don’t feel seen or known.

Peer communities support each other in ways that I cannot do alone, especially longitudinally.

Normalizing challenges, failures, anxiety, mental health struggles -all make students feel more connected.

Understanding influences course design

Understanding people creates empathy when they can’t/don’t follow through, and lets us know how we can design our courses to better support them.

Relying entirely on summative assessment (that is, tests, papers, and big projects) allows more room for cultural bias and life pressures to skew students ability to show what they can do.

Things to be aware of in summative assessments● Projects

○ Biased towards full-time students, those without jobs, those who are not caregiving for others

○ Can be difficult to manage multiple steps for students with organizational/attentional challenges (like ADHD)

● Papers○ Again, biased towards full-time students, those without jobs, those who are not

caregiving for others, as well as those with access to computers○ Bias towards native English speakers○ Bias towards those who are better writers - which, unless you are an English

teacher, may not be what you’re trying to know about your students● Exams

○ Trigger anxiety responses and hormone surges - prevent ability to show skills○ Bias towards native English speakers○ Bias towards those from dominant culture○ Implicitly assess other skill sets - test taking skills, attentional skills, speed

reading and comprehension

Implicit Skills: Multiple-Choice QuizzesTaking multiple choice tests is an actual skill set; one that many students have not mastered. Multiple-choice quizzes implicitly assess:

○ The ability to remember details○ Mastery of English○ Stress response○ Reading skills○ Attentional skills○ Knowledge of test taking strategies (cluing into key words and qualifiers,

attention to umbrella responses, not selecting the first answer that looks correct, eliminating questions that you know are wrong, etc.)

We need summative assessment - it’s just good to be mindful about its limitations.

What all of this means in practice...

Ways we intentionally

create supportive communities

● Opening our classroom at times it’s not being used to allow students a quiet space to work

● Closing circle as a practice of coming together at the end of class

● Impromptu advising sessions for “hard to catch” students

● Tag-teaming with each other to support shared students

● Tons of group work! ● *NOT necessarily group

presentations*● When students aren’t finding

success, asking them why

Ways we use information about who

students are to influence course

design

● Options of how to turn things in.

● Option to turn things in early for ungraded general feedback.

● Occasionally an option to submit an assessment in a different modality.

● Taking smaller, more frequent “check-ins” to know how they’re progressing.

Minor inconveniences for us can make a big difference for students.

Looking ahead….● First day scavenger hunts for places on campus that support students● Inspired by the Mele program, we are using a MySuccess tool enabling us to

share information about absences and student concerns with one another● A digital version of the About You questionnaire, in order to be able to

aggregate data on who is finding success and who is meeting roadblocks in our courses

● Possibly! Maybe! If I’m brave! Naming/who am I rituals to open up the class○ Refer to Becky Thompson’s Teaching with Tenderness: Towards an Embodied Practice for

thoughts on rituals in higher education

By contrast, if someone truly listens to me, my spirit begins to expand.”

-Mary Rose O’Reilley, Radical Presence, 19.

“In academic culture… we tend to pay attention only long enough to develop a counterargument; we critique the student’s or the colleague’s ideas; we mentally grade and pigeonhole each other. In society at large, people often listen with an agenda, to sell or petition or seduce. Seldom is there a deep, open-hearted nonjudgmental reception of the other. And so we all talk louder and more stridently and with a terrible desperation.

The Year of Purposeful Engagement 2018-19Spring 20191. How can the data help us decide what to focus on?2. What structural and programmatic changes can we make

to ensure students feel engaged and ready to return?3. What policy changes are necessary?4. How can instructional faculty participate or continue to

participate in engaging students in and out of the classroom?

5. How can non-instructional faculty and staff provide a supportive and engaging experience?

74

The Year of Purposeful Engagement 2018-19Spring 2019

Action: We will create workgroups, based on roles, to begin thinking and working on action steps to address these questions.

75

Thank you!Have a great semester!

Documents

General College Meeting - University of Hawaii · 4.01.2019 · General College Meeting Friday, January 4, 2019 Honolulu Community College Presented by Karen Lee, Ed.D. Vice Chancellor