2015 ARPD General & Pre- Professional Program Review Data Description ARPD Process Rev. 18Sept15.

2015 ARPD General & Pre-2015 ARPD General & Pre-Professional Program ReviewProfessional Program Review

Data DescriptionData DescriptionARPD ProcessARPD Process

Rev. 18Sept15Rev. 18Sept15

Covered in today’s session…Covered in today’s session…

Quick review of Program and Unit Review websiteQuick review of Program and Unit Review website

Navigating the Annual Reports of Program Data (ARPD) websiteNavigating the Annual Reports of Program Data (ARPD) website

ScheduleSchedule

ProcessProcess

Data Table OrganizationData Table Organization

Terminology used in the reviewTerminology used in the review

Data definitionsData definitions

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Programs Covered in this PresentationPrograms Covered in this Presentation

The following General and Pre‐Professional Education programs:The following General and Pre‐Professional Education programs:

Liberal Arts ProgramLiberal Arts Program

Hawaiian Studies ProgramHawaiian Studies Program

Natural Sciences ProgramNatural Sciences Program

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Reason for Program ReviewReason for Program Review

The review of a program should be an on-going, year-round, reflective process. The review of a program should be an on-going, year-round, reflective process. 

Program review processes assure educational quality and help programs to evaluate and Program review processes assure educational quality and help programs to evaluate and improve their services.improve their services.

Program review is an opportunity for self-study, self-renewal, and an opportunity to identify the Program review is an opportunity for self-study, self-renewal, and an opportunity to identify the need for improvement. need for improvement.

Your program review may be one of the few opportunities you have to showcase the Your program review may be one of the few opportunities you have to showcase the accomplishments of your program. Take this opportunity to shine.accomplishments of your program. Take this opportunity to shine.

A robust program review process is one mechanism available to the college to improve student A robust program review process is one mechanism available to the college to improve student success.success.

Learn more about how our program and unit reviews support institutional effectiveness hereLearn more about how our program and unit reviews support institutional effectiveness here

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Rubric for Evaluating Institutional Effectiveness

About the ARPD Web Submission ToolAbout the ARPD Web Submission Tool

If you have attended the training session in-person today you can skip the slides that If you have attended the training session in-person today you can skip the slides that deal with Navigating the ARPD site. I’ve included the slides here for those that may deal with Navigating the ARPD site. I’ve included the slides here for those that may not have been able to join us today for the live demonstration.not have been able to join us today for the live demonstration.

The Annual Reports of Program Data Web Submission Tool (or ARPD for short), is a The Annual Reports of Program Data Web Submission Tool (or ARPD for short), is a repository for Annual program and unit reviews for: Instruction, the Academic Support repository for Annual program and unit reviews for: Instruction, the Academic Support Unit, and Student Support Services. Much of the data that you will need to complete Unit, and Student Support Services. Much of the data that you will need to complete your review has been provided by the Office of the Vice President for Community your review has been provided by the Office of the Vice President for Community Colleges. Colleges.

The ARPD is a home-grown tool, developed in-house by the Office of the Vice The ARPD is a home-grown tool, developed in-house by the Office of the Vice President for Community Colleges (OVPCC), and was developed specifically to meet President for Community Colleges (OVPCC), and was developed specifically to meet the needs of the community college system. the needs of the community college system.

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ARPD Web Submission Tool Best PracticesARPD Web Submission Tool Best Practices

Your programs data table is available on-line within the toolYour programs data table is available on-line within the tool by August 15by August 15thth every every year. You should have everything you need to begin writing your review. year. You should have everything you need to begin writing your review.

Plan to save your work often—especially when switching between screens, and plan Plan to save your work often—especially when switching between screens, and plan to do most of your formatting within the tool if you are copying and pasting in from to do most of your formatting within the tool if you are copying and pasting in from Word. Also plan to spell check and save your review in Word before starting. Word. Also plan to spell check and save your review in Word before starting.

One of the nicest features about the ARPD is that you can go back and look at One of the nicest features about the ARPD is that you can go back and look at reviews from previous years. You can also enhance your own review by leveraging reviews from previous years. You can also enhance your own review by leveraging off similar reviews at other institutions.off similar reviews at other institutions.

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Navigating the ARPD Web Submission Tool Navigating the ARPD Web Submission Tool

UHCC Annual Report of Program Data Web Submission Tool

Begin by clicking on the link above. To peruse the site select any review year, college, or program. To enter information on your review, click on the button on left of the screen called, “2015 Instructional”, then click on the “Web Submission” button. You will be asked to log in by typing in your UH username and password, in order to get to the web submission site. The default screen will take you to the “Status” tab, where you will be able to view whoever was the last user to modify the information in your review.

You can enter the information about your program in any order you wish, but moving from left to right across the tabs at the top of the screen follows the same logical path we used when we were filling out the templates in the past. Start by clicking on the “Analysis” tab.

On the Analysis screen you can either go in and just preview what has already been inputted by clicking on the “Preview” button, or you can go to the edit screen and begin entering or updating information. Select your program.

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Analysis TabAnalysis Tab

On the Analysis screen begin editing by going to the bottom of the page, under the On the Analysis screen begin editing by going to the bottom of the page, under the data sheet. Click the edit button and scroll down. There are 3 sections for you to edit data sheet. Click the edit button and scroll down. There are 3 sections for you to edit here: Analysis of your Program, Action Plan, and Resource Implications. Simply click here: Analysis of your Program, Action Plan, and Resource Implications. Simply click on the “Edit” link and you will be taken to a screen very similar to MS Word, where on the “Edit” link and you will be taken to a screen very similar to MS Word, where you can begin typing in your analysis. (Note the Save button in the top left hand you can begin typing in your analysis. (Note the Save button in the top left hand corner!)corner!)

In the Analysis of the Program section, based on your ARPD data you will need to: In the Analysis of the Program section, based on your ARPD data you will need to: analyze the Program in terms of Demand, Efficiency, and Effectiveness. Include analyze the Program in terms of Demand, Efficiency, and Effectiveness. Include significant Program actions (e.g., new certificates, stop out, gain/loss of positions) significant Program actions (e.g., new certificates, stop out, gain/loss of positions) and results of prior year's action plan. Include analysis of any Perkin's Core and results of prior year's action plan. Include analysis of any Perkin's Core Indicator(s) for which the Program’s goal was not met. Also discuss any trends or Indicator(s) for which the Program’s goal was not met. Also discuss any trends or other factors (internal/external) affecting the Program and analyze other Program other factors (internal/external) affecting the Program and analyze other Program changes or information not included elsewhere. changes or information not included elsewhere.

In the Action Plan section you will describe in detail the Program’s overall action plan In the Action Plan section you will describe in detail the Program’s overall action plan for the current/next academic year. Discuss how these actions support the College's for the current/next academic year. Discuss how these actions support the College's Mission and can lead to improvement(s) in student learning. Include specific action Mission and can lead to improvement(s) in student learning. Include specific action plans to address any ARPD Health Call scores of “Cautionary” or “Unhealthy,” and plans to address any ARPD Health Call scores of “Cautionary” or “Unhealthy,” and any Perkin's Core Indicator(s) for which the Program’s Goal was not met. any Perkin's Core Indicator(s) for which the Program’s Goal was not met.

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Analysis tab continued…Analysis tab continued…

If you are requesting additional people, services, or equipment for your program, you If you are requesting additional people, services, or equipment for your program, you will need to make the justification in the “Resource Implications” section. For this will need to make the justification in the “Resource Implications” section. For this section please provide a brief statement about any implications of current operating section please provide a brief statement about any implications of current operating resources for the Program. resources for the Program.

Budget asks are included in the 3-year Comprehensive Review, except for the Budget asks are included in the 3-year Comprehensive Review, except for the following that may be included here: health and safety needs, emergency needs, following that may be included here: health and safety needs, emergency needs, and/or necessary needs to become compliant with Federal/State laws/regulations. and/or necessary needs to become compliant with Federal/State laws/regulations. Describe the needed item(s) in detail, including cost(s) and timeline(s). Explain how Describe the needed item(s) in detail, including cost(s) and timeline(s). Explain how the item(s) aligns with one or more of the Strategic Initiatives of thethe item(s) aligns with one or more of the Strategic Initiatives of the

Hawai'i Community College 2015-2021 Strategic Plan. Identify and discuss how the Hawai'i Community College 2015-2021 Strategic Plan. Identify and discuss how the item(s) aligns with the Initiative’s Goal, Action Strategy, and Tacticitem(s) aligns with the Initiative’s Goal, Action Strategy, and Tactic

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Description tabDescription tab

Click on the Click on the “Description tab” “Description tab” and provide a short summary regarding the last comprehensive and provide a short summary regarding the last comprehensive review for this program. Discuss any significant changes to the Program since the last review for this program. Discuss any significant changes to the Program since the last comprehensive review that are not discussed elsewhere.comprehensive review that are not discussed elsewhere.

Also, provide the URL to the specific location of this Unit’s last Comprehensive Review the Also, provide the URL to the specific location of this Unit’s last Comprehensive Review the archives at the HawCC Program/Unit Review websitearchives at the HawCC Program/Unit Review website

You should be able to copy and paste the link right off the program-unit review website for the You should be able to copy and paste the link right off the program-unit review website for the year of your last review.year of your last review.

Click on the Click on the “P-SLOs tab” “P-SLOs tab” and go to the next slide…and go to the next slide…

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For all parts of this section, please provide information based on the PLOs (P-SLOs) that were assessed through

PLO-aligned course assessments in AY 2014-15.

Program Student Learning Outcomes

PLOs = P-SLOs

A) Evidence of Industry Validation General Pre-Professional Programs can skip industry validation. Primarily for CTE Programs:Provide documentation that the program has submitted evidence and achieved

certification or accreditation from an organization granting certification in an industry or profession.  If the program/degree/certificate does not have a certifying body, you may submit evidence of the program’s advisory committee’s/board’s recommendations for, approval of, and/or participation in assessment(s).

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For each Course assessed in AY 2014-15:

Discuss the rubric(s) standards and the benchmark goal(s) for student success (e.g., “85% of students will achieve Excellent or Good ratings in the assessed activity” or “90% of students will score Meets or Exceeds Standards on the assessment rubric”).

B. Expected Level of Achievement

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C) Courses Assessed

List all Program Courses assessed during AY 2014-15.

Also list Program Courses for which a follow-up “Closing the Loop” assessment was implemented in AY 2014-15.

Assessed Course Alpha, No., & Title Semester assessed PLO-aligned CLOs that were assessed

Example:  HawSt 102  Spring 2015 CLOs 2, 3 & 4

                              “Closing the Loop” Assessments Alpha, No., & Title

Semester assessed PLO-aligned CLOs that were assessed

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D) Assessment Strategy/Instrument 

For each Course assessed in AY 2014-15, provide a brief description of the assessment strategy, including:

• the type of student work or activity assessed,

• how and when the assessment was conducted,

• how and why assessed artefacts were selected, and

• how the artefacts were analyzed.

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E) Results of Program Assessment

For each Course assessed in AY 2014-15:

• provide a summative description of the assessment results,

• discuss how these results collectively demonstrate achievement of the Program’s Learning Outcomes, and

• discuss how these results support the College’s Mission.

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F) Other Comments

Include any additional information that will help clarify the assessment results. Include comparisons to any applicable College or Program standards, or to any national standards from industry, professional organizations, or accrediting associations. Include, if relevant, a summary of student survey results, CCSSE, e-CAFE, graduate-leaver surveys, special studies, or other assessment instruments used.

G) Next Steps

Based on the Program’s overall AY 2014-15 assessment results, describe the Program’s intended next steps to enhance instruction in order to improve student learning.  Instructional changes may include, for example, revision to curriculum, teaching methods, learning outcome statements, student support, and other options. Please note here if proposed changes will involve Program and/or Course modifications requiring approval.

““Cost Per SSH” tab in ARPD Cost Per SSH” tab in ARPD

There are 4 different values that need to be added on the Cost Per SSH screen in There are 4 different values that need to be added on the Cost Per SSH screen in ARPD. Basically, all of the fund amounts that will be entered are used in the ARPD. Basically, all of the fund amounts that will be entered are used in the calculation for the cost per SSH for your program. The costs that need to be entered calculation for the cost per SSH for your program. The costs that need to be entered are:are:

General FundsGeneral Funds

Federal FundsFederal Funds

Other FundsOther Funds

Tuition and FeesTuition and Fees

The definitions for what comprises each of these funds, are laid out in detail in the The definitions for what comprises each of these funds, are laid out in detail in the data definitions section of this presentation, so will not be duplicated here.data definitions section of this presentation, so will not be duplicated here.

Joni will be uploading all of the budget information you need this year. Once the Joni will be uploading all of the budget information you need this year. Once the values are loaded and saved in the tool, the values for “Total Funds” and “Cost per values are loaded and saved in the tool, the values for “Total Funds” and “Cost per SSH” will auto-calculate into your datasheet.SSH” will auto-calculate into your datasheet.

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“ “External” tab in ARPD External” tab in ARPD

The “External” screen is intended for programs that utilize external licensures. The “External” screen is intended for programs that utilize external licensures. Currently, the only program at HawCC with external licensures is the Nursing Currently, the only program at HawCC with external licensures is the Nursing program. program.

If you are not in the Nursing program you can skip this tab/screen altogether because If you are not in the Nursing program you can skip this tab/screen altogether because the first question is, “Does this program utilize external licensures?” The radio button the first question is, “Does this program utilize external licensures?” The radio button defaults to “No”. defaults to “No”.

If you If you areare in the Nursing program please click the “Yes” radio button to answer the in the Nursing program please click the “Yes” radio button to answer the question and then enter the Number sitting for exam, and the Number passed. Do question and then enter the Number sitting for exam, and the Number passed. Do this for each program where you utilize external licensures. The percent passed will this for each program where you utilize external licensures. The percent passed will auto-calculate into your datasheet when you click the “Save External Data” button.auto-calculate into your datasheet when you click the “Save External Data” button.

The Vice President of Community College’s office collects this data as part of our The Vice President of Community College’s office collects this data as part of our annual Graduate-Leaver reporting as well as the UH system, “Measuring our annual Graduate-Leaver reporting as well as the UH system, “Measuring our Progress” report.Progress” report.

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““Capacity” tab in ARPD Capacity” tab in ARPD

The “Capacity” screen is only intended for programs that have an externally The “Capacity” screen is only intended for programs that have an externally mandated capacity. mandated capacity.

The following criteria is used as an alternate measure for the Student/Faculty Ratio The following criteria is used as an alternate measure for the Student/Faculty Ratio measure within the Efficiency Health call:measure within the Efficiency Health call:

““If your program has an externally mandated (e.g. professional accreditation or If your program has an externally mandated (e.g. professional accreditation or licensing) capacity of less than 16 students per faculty, the program may be eligible licensing) capacity of less than 16 students per faculty, the program may be eligible for the alternative efficiency health call calculation.”for the alternative efficiency health call calculation.”

If your program fits the criteria listed above, AND your Efficiency Health call is other If your program fits the criteria listed above, AND your Efficiency Health call is other than Healthy, AND your efficiency health call can be improved by using the alternate than Healthy, AND your efficiency health call can be improved by using the alternate method…method…

Please contact:Please contact:

Cheryl Chappell-LongCheryl Chappell-LongDirector Academic Planning, Assessment, and Policy AnalysisDirector Academic Planning, Assessment, and Policy AnalysisPhone: 808-956-4561Phone: 808-956-4561Email: [email protected] Email: [email protected]

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““Users” tab in ARPD Users” tab in ARPD

The users tab will provide a list of individuals have been identified by the College Vice The users tab will provide a list of individuals have been identified by the College Vice Chancellor of Academic Affairs as having a specific program role in the analysis of Chancellor of Academic Affairs as having a specific program role in the analysis of Annual Report of Program Data.Annual Report of Program Data.

If you need to make any changes to this list, contact the VCAA.If you need to make any changes to this list, contact the VCAA.

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““Help” tab in ARPD Help” tab in ARPD

The “Help” screen is a very useful resource for some of the documentation needed to The “Help” screen is a very useful resource for some of the documentation needed to support your program within the review process. It contains all of the glossaries and support your program within the review process. It contains all of the glossaries and health call scoring rubrics for each year we have used the online tool.health call scoring rubrics for each year we have used the online tool.

Be sure to use the corresponding glossary and health call scoring rubric for the Be sure to use the corresponding glossary and health call scoring rubric for the review year you are interested in.review year you are interested in.

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““Program Courses” tab in ARPD Program Courses” tab in ARPD

The list of courses that are core to your program are listed here. Many of the data The list of courses that are core to your program are listed here. Many of the data elements use this list to calculate values within your review. Over the course of the elements use this list to calculate values within your review. Over the course of the Summer every year, the VCAA’s on each campus are asked to submit the current Summer every year, the VCAA’s on each campus are asked to submit the current listing of program courses, so that they can be programmed into the upcoming listing of program courses, so that they can be programmed into the upcoming program review.program review.

Take a moment to ensure that the courses listed here are correct for your program Take a moment to ensure that the courses listed here are correct for your program and be sure to report any discrepancies to the VCAA, so that they can be corrected. and be sure to report any discrepancies to the VCAA, so that they can be corrected.

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Do I have to write a review this year?Do I have to write a review this year?

All programs and units are required to submit an annual review this year. If you are All programs and units are required to submit an annual review this year. If you are listed on the schedule linked below you will be submitting an annual.listed on the schedule linked below you will be submitting an annual.

If your program is due for a comprehensive review, then you will If your program is due for a comprehensive review, then you will additionallyadditionally have to have to submit a comprehensive review.submit a comprehensive review.

(Note: this is a different process from last year’s)(Note: this is a different process from last year’s)

3-Year Comprehensive Program Review Schedule3-Year Comprehensive Program Review Schedule

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Process for Completing the ARPD Instructional Program ReviewProcess for Completing the ARPD Instructional Program Review

ANNUAL REVIEWSANNUAL REVIEWS

All General Pre-Professional programs are required to submit an annual review. Please follow this simple 2-step process:All General Pre-Professional programs are required to submit an annual review. Please follow this simple 2-step process:

Step 1:Step 1: Complete your review by inputting your information directly into the PATH tool, then Complete your review by inputting your information directly into the PATH tool, then follow the established follow the established 2015 Program and Unit Review Process and Timeline2015 Program and Unit Review Process and Timeline

Step 2: Step 2: TheThe VCAA will have someone copy your information over from the PATH tool into the VCAA will have someone copy your information over from the PATH tool into the ARPD online tool.ARPD online tool.

To see how your review flows through the colleges approval and planning process, see the To see how your review flows through the colleges approval and planning process, see the

2015 Program and Unit Review Flowchart2015 Program and Unit Review Flowchart

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Process for Completing the Comprehensive Instructional Program ReviewProcess for Completing the Comprehensive Instructional Program Review

Click on the link below to find out if you are scheduled for a comprehensive review this yearClick on the link below to find out if you are scheduled for a comprehensive review this year

3-Year Comprehensive Program Review Schedule3-Year Comprehensive Program Review Schedule

Supplementary training will be provided at a later date for all scheduled programsSupplementary training will be provided at a later date for all scheduled programs

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Role of Document StewardRole of Document Steward In order to better manage documentation used in the program and unit review process this year, we have created a new role known as In order to better manage documentation used in the program and unit review process this year, we have created a new role known as

Document Steward. Document Steward.

The role seeks to better define who is responsible for updating documentation, ensuring the there is some kind of governance/sign-off taking The role seeks to better define who is responsible for updating documentation, ensuring the there is some kind of governance/sign-off taking place, version control, and being the keeper of the original copy.place, version control, and being the keeper of the original copy.

Going forward, CERC will survey the campus on areas for improvement to the program and unit review process and develop an action plan.Going forward, CERC will survey the campus on areas for improvement to the program and unit review process and develop an action plan.

From the action plan the CERC will forward recommendations to the document stewards of interest.From the action plan the CERC will forward recommendations to the document stewards of interest.

The document steward will update their documentation prior to summer break so that all documentation has been completed for the year The document steward will update their documentation prior to summer break so that all documentation has been completed for the year before starting a new cycle.before starting a new cycle.

Current document stewards are:Current document stewards are:

IRO: IRO: P/U Process documentation incl. flowchart, narrative, and timeline.P/U Process documentation incl. flowchart, narrative, and timeline.IAC: IAC: Schedule updates and program and unit annual and comp templatesSchedule updates and program and unit annual and comp templatesVCAA: VCAA: CERC ProcessCERC Process

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Process OwnersProcess Owners

The graphic below depicts who is responsible for each part of the program review process—from The graphic below depicts who is responsible for each part of the program review process—from Assessment through CERC. For more information on the processes please use the contact list below.Assessment through CERC. For more information on the processes please use the contact list below.

Contact ListContact List

Assessment: Assessment: Reshela DuPuisReshela DuPuis 934-2649934-2649ARPD: ARPD: Shawn FloodShawn Flood 934-2648934-2648Annual/Comp Process:Annual/Comp Process: Joyce HamasakiJoyce Hamasaki 934-2522934-2522CERC:CERC: Joni OnishiJoni Onishi 934-2514934-2514

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Quantitative Indicators Table OrganizationQuantitative Indicators Table Organization

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Terminology / TimingTerminology / Timing

The Census freeze event is the fifth Friday after the first day of instruction.The Census freeze event is the fifth Friday after the first day of instruction.

The End of semester (EOS) freeze event is 10 weeks after the last day of instruction.The End of semester (EOS) freeze event is 10 weeks after the last day of instruction.

Degrees are conferred in the “Fiscal year”. The fiscal year value represents the ending of that fiscal year. For example, a FISCAL_YR_IRO Degrees are conferred in the “Fiscal year”. The fiscal year value represents the ending of that fiscal year. For example, a FISCAL_YR_IRO value of 2013 indicates the fiscal year 2012-2013 (July 1, 2012 to June 30, 2013) which includes Summer 2012, Fall 2012, and Spring 2013 value of 2013 indicates the fiscal year 2012-2013 (July 1, 2012 to June 30, 2013) which includes Summer 2012, Fall 2012, and Spring 2013 semesters. semesters.

““Home Institution” is the campus where the student was admitted.Home Institution” is the campus where the student was admitted.

““Program Year” listed on your data sheet for “13-14” represents your programs data in semesters: Summer 2013, Fall 2013, and Spring 2014.Program Year” listed on your data sheet for “13-14” represents your programs data in semesters: Summer 2013, Fall 2013, and Spring 2014.

Student information data this year comes exclusively from the Operational Data Store (ODS). Organizationally this means that all community Student information data this year comes exclusively from the Operational Data Store (ODS). Organizationally this means that all community colleges are getting the data from the same place and at the same snapshot in time (this is a good thing).colleges are getting the data from the same place and at the same snapshot in time (this is a good thing).

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#1#1 Number of MajorsNumber of Majors

Count of program majors who are home‐institution at your college. Count of program majors who are home‐institution at your college.

Count excludes students that have completely withdrawn from the semester at Count excludes students that have completely withdrawn from the semester at CENSUS.CENSUS.

This is an annual number. Programs receive a count of .5 for each term within the This is an annual number. Programs receive a count of .5 for each term within the academic year that the student is a major. A maximum count of 1.0 (one) for each academic year that the student is a major. A maximum count of 1.0 (one) for each student.student.

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#1a#1a Number of Majors Native HawaiianNumber of Majors Native Hawaiian

Count of program majors who are Native Hawaiian and home‐institution at your Count of program majors who are Native Hawaiian and home‐institution at your college. Count excludes students that have completely withdrawn from the semester college. Count excludes students that have completely withdrawn from the semester at CENSUS.at CENSUS.

This is an annual number. Programs receive a count of .5 for each term (fall and This is an annual number. Programs receive a count of .5 for each term (fall and spring) within the academic year that the Native Hawaiian student is a major. A spring) within the academic year that the Native Hawaiian student is a major. A maximum count of 1.0 (one) for each student.maximum count of 1.0 (one) for each student.

#1b#1b Fall Full-TimeFall Full-Time

Percentage of majors (#1) enrolled in 12 or more credits in the college in the reporting Percentage of majors (#1) enrolled in 12 or more credits in the college in the reporting Fall semester. Fall semester.

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#1c#1c Fall Part-TimeFall Part-Time

Percentage of majors (#1) enrolled in less than 12 credits in the college in the Percentage of majors (#1) enrolled in less than 12 credits in the college in the reporting Fall semester. reporting Fall semester.

#1d#1d Fall Part-Time who are Full-Time in SystemFall Part-Time who are Full-Time in System

Percentage of majors in #1c (enrolled in less than 12 credits in the reporting Fall Percentage of majors in #1c (enrolled in less than 12 credits in the reporting Fall semester in the institution) who are enrolled in credits in other UH institutions where semester in the institution) who are enrolled in credits in other UH institutions where their total number of credits enrolled in the UH System is equal to or greater than 12.their total number of credits enrolled in the UH System is equal to or greater than 12.

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Percentage of majors enrolled in 12 or more credits in the reporting Spring semester Percentage of majors enrolled in 12 or more credits in the reporting Spring semester at the institution.at the institution.

#1e#1e Spring Full-TimeSpring Full-Time

#1f#1f Spring Part-TimeSpring Part-Time

Percentage of majors enrolled in less than 12 credits at the institution in the reporting Percentage of majors enrolled in less than 12 credits at the institution in the reporting Spring semester.Spring semester.

#1g#1g Spring Part-Time who are Full-Time in SystemSpring Part-Time who are Full-Time in System

Percentage of majors in #1f (enrolled in less than 12 credits in the reporting Spring Percentage of majors in #1f (enrolled in less than 12 credits in the reporting Spring semester in the institution) who are enrolled in credits in other UH institutions where semester in the institution) who are enrolled in credits in other UH institutions where their total number of credits enrolled in the UH System is equal to or greater than 12.their total number of credits enrolled in the UH System is equal to or greater than 12.

#2#2 Percent Change Majors from Prior Year Percent Change Majors from Prior Year

In alignment with UHCC Strategic Planning Goals, General and Pre‐Professional In alignment with UHCC Strategic Planning Goals, General and Pre‐Professional Education programs are expected to grow by 3% per year.Education programs are expected to grow by 3% per year.

Difference between the number of majors (#1) in the current year from the prior year, Difference between the number of majors (#1) in the current year from the prior year, divided by the number of majors in the prior year.divided by the number of majors in the prior year.

For example, in the liberal arts program current year 1415 there were 1086 majors. For example, in the liberal arts program current year 1415 there were 1086 majors. In the prior year 1214 there were 1346 majors in the program.In the prior year 1214 there were 1346 majors in the program.

((CY-PY)/PY)*100 =((CY-PY)/PY)*100 =

((1086-1346)/1346)*100 = -19.3%((1086-1346)/1346)*100 = -19.3%

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#3#3 SSH Program majors in Program ClassesSSH Program majors in Program Classes

The sum of Fall and Spring Student Semester Hours (SSH) taken by program majors The sum of Fall and Spring Student Semester Hours (SSH) taken by program majors in courses linked to the program. Captured at Census and excludes students who in courses linked to the program. Captured at Census and excludes students who have already withdrawn (W) at this point.have already withdrawn (W) at this point.

Excludes Directed Studies (99 series). Excludes Directed Studies (99 series).

Differs from MAPS because UHCC data includes Cooperative Education (93 series) Differs from MAPS because UHCC data includes Cooperative Education (93 series) as there is a resource cost to the program.as there is a resource cost to the program.

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#4#4 SSH Non-Majors in Program ClassesSSH Non-Majors in Program Classes

The sum of Fall and Spring SSH taken by non‐program majors (not counted in #3) in The sum of Fall and Spring SSH taken by non‐program majors (not counted in #3) in courses linked to the program. Captured at Census and excludes students who have courses linked to the program. Captured at Census and excludes students who have already withdrawn (W) at this point.already withdrawn (W) at this point.

Excludes Directed Studies (99 series). Excludes Directed Studies (99 series).

Differs from MAPS as UHCC data includes Cooperative Education (93 series) as Differs from MAPS as UHCC data includes Cooperative Education (93 series) as there is a resource cost to the program.there is a resource cost to the program.

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#5#5 SSH in All Program ClassesSSH in All Program Classes

The sum of Fall and Spring SSH taken by all students in classes linked to the The sum of Fall and Spring SSH taken by all students in classes linked to the program. Captured at Census and excludes students who have already withdrawn program. Captured at Census and excludes students who have already withdrawn (W) at this point.(W) at this point.

Excludes Directed Studies (99 series). Excludes Directed Studies (99 series).

Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as there is a resource cost to the program.there is a resource cost to the program.

3636

#6#6 FTE Enrollment in Program ClassesFTE Enrollment in Program Classes

Sum of Student Semester Hours (SSH) taken by all students in classes linked to the Sum of Student Semester Hours (SSH) taken by all students in classes linked to the program (#5) divided by 30. Undergraduate, lower division Full Time Equivalent (FTE) program (#5) divided by 30. Undergraduate, lower division Full Time Equivalent (FTE) is calculated as 15 credits per term. is calculated as 15 credits per term.

Captured at Census and excludes students who have already withdrawn (W) at this Captured at Census and excludes students who have already withdrawn (W) at this point.point.

3737

#7#7 Total Number of Classes TaughtTotal Number of Classes Taught

Total number of classes taught in Fall and Spring that are linked to the program.Total number of classes taught in Fall and Spring that are linked to the program.

Concurrent and Cross listed classes are only counted once for the primary class.Concurrent and Cross listed classes are only counted once for the primary class.

Excludes Directed Studies (99 series).Excludes Directed Studies (99 series).

Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as there is a resource cost to the program.there is a resource cost to the program.

3838

Liberal Arts Program Scoring Rubric DefinitionsLiberal Arts Program Scoring Rubric Definitions

Your program health is determined by 3 separate types of measures: Demand, Your program health is determined by 3 separate types of measures: Demand, Efficiency, and Effectiveness. This slide explains why these measures were chosen Efficiency, and Effectiveness. This slide explains why these measures were chosen to determine program health.to determine program health.

Demand: Demand: A seeking or state of being sought after.A seeking or state of being sought after.

i.e. your programs ability to attract new students every year based on your offering.i.e. your programs ability to attract new students every year based on your offering.

Efficiency: Efficiency: Acting or producing effectively with a minimum of waste, expense, or Acting or producing effectively with a minimum of waste, expense, or unnecessary effort.unnecessary effort.

i.e. your programs ability to use its resources in the best possible way.i.e. your programs ability to use its resources in the best possible way.

Effectiveness: Effectiveness: Stresses the actual production of, or the power to produce an affect.Stresses the actual production of, or the power to produce an affect.

i.e. your programs ability to produce the desired result.i.e. your programs ability to produce the desired result.

3939

Determination of Program’s HealthDetermination of Program’s Health

4040

#8#8 Average Class SizeAverage Class Size

Total number of students actively registered in Fall and Spring program classes divided by classes taught Total number of students actively registered in Fall and Spring program classes divided by classes taught (#7). Does not include students who have already withdrawn from the class by Census.(#7). Does not include students who have already withdrawn from the class by Census.

Excludes Directed Studies (99 series). Excludes Directed Studies (99 series).

Differs from MAPS because UHCC data includes Cooperative Education (93 series) and there is a resource Differs from MAPS because UHCC data includes Cooperative Education (93 series) and there is a resource cost to the program.cost to the program.

4141

#9#9 Fill RateFill Rate

Total active student registrations in program classes (number of seats filled) at Fall Total active student registrations in program classes (number of seats filled) at Fall and Spring census divided by the maximum enrollment (number of seats offered).and Spring census divided by the maximum enrollment (number of seats offered).

Captured at Census and excludes students who have already withdrawn (W) at this Captured at Census and excludes students who have already withdrawn (W) at this point.point.

#10#10 FTE BOR Appointed FacultyFTE BOR Appointed Faculty

Sum appointments (1.0, 0.5, etc.) of all BOR appointed program faculty (excludes lecturers and other Sum appointments (1.0, 0.5, etc.) of all BOR appointed program faculty (excludes lecturers and other non BOR appointees).non BOR appointees).

Uses the “hiring status” of the faculty member – not the teaching/work load.Uses the “hiring status” of the faculty member – not the teaching/work load.

Uses the Employing Agency Code (EAC) recorded in the Human Resources (HR) database to Uses the Employing Agency Code (EAC) recorded in the Human Resources (HR) database to determine faculty’s program home.determine faculty’s program home.

Data provided by UH Human Resources Office as of 10/31/2014.Data provided by UH Human Resources Office as of 10/31/2014.

Faculty Teaching solely Remedial and/or Developmental Reading, Writing, or Mathematics are Faculty Teaching solely Remedial and/or Developmental Reading, Writing, or Mathematics are excluded from the counts in Liberal Arts and included in the counts for the Remedial/and or excluded from the counts in Liberal Arts and included in the counts for the Remedial/and or Developmental programs. Faculty with “split” assignments among Remedial/Developmental classes Developmental programs. Faculty with “split” assignments among Remedial/Developmental classes and Transfer level classes are reflected proportionally.and Transfer level classes are reflected proportionally.

If your FTE BOR faculty count is off for your program, contact the VCAA.If your FTE BOR faculty count is off for your program, contact the VCAA.

Click here for the count of BOR Appointed Program Faculty in your program:Click here for the count of BOR Appointed Program Faculty in your program:

ARPD Faculty to ProgramARPD Faculty to Program

4242

#11 #11 Majors to FTE BOR Appointed Faculty Majors to FTE BOR Appointed Faculty

Number of majors (#1) divided by sum appointments (#10) (1.0, 0.5, etc.) of all BOR Number of majors (#1) divided by sum appointments (#10) (1.0, 0.5, etc.) of all BOR appointed program faculty. appointed program faculty.

Data shows the number of student majors in the program for each faculty member Data shows the number of student majors in the program for each faculty member (25 majors to 1 faculty shown as “25”)(25 majors to 1 faculty shown as “25”)

4343

#12#12 Majors to Analytic FTE FacultyMajors to Analytic FTE Faculty

Number of majors (#1) divided by number of Analytic FTE faculty (#12a).Number of majors (#1) divided by number of Analytic FTE faculty (#12a).

4444

#12a#12a Analytical FTE Faculty (Workload)Analytical FTE Faculty (Workload)

Calculated by sum of Semester Hours (not Student Semester Hours) taught in Calculated by sum of Semester Hours (not Student Semester Hours) taught in program classes divided by 27.program classes divided by 27.

Analytic FTE is useful as a comparison to FTE of BOR appointed faculty (#10). Used Analytic FTE is useful as a comparison to FTE of BOR appointed faculty (#10). Used for analysis of program offerings covered by lecturers.for analysis of program offerings covered by lecturers.

#13#13 OverallOverall Program Budget AllocationProgram Budget Allocation

The overall program budget allocation = General Funded Budget Allocations (13a) + The overall program budget allocation = General Funded Budget Allocations (13a) + Special/Federal Budget Allocations (13b) + Tuition and Fees (13c) + Other feesSpecial/Federal Budget Allocations (13b) + Tuition and Fees (13c) + Other fees

The overall program budget allocation The overall program budget allocation is automatically calculated when you enter is automatically calculated when you enter your general funded budget allocation, special/federal budget allocation, other funds, your general funded budget allocation, special/federal budget allocation, other funds, and/or tuition and fees, into the online tool tab called, “Cost per SSH.” and/or tuition and fees, into the online tool tab called, “Cost per SSH.”

Note: Joni will have the budget data uploaded for you this year.Note: Joni will have the budget data uploaded for you this year.

The overall program budget allocation is to be determined by the College using these The overall program budget allocation is to be determined by the College using these guidelines from VCAA/DOI/ADOI and should include: Salaries (general funds, special guidelines from VCAA/DOI/ADOI and should include: Salaries (general funds, special funds, etc.), overload, lecturers, costs for all faculty and staff assigned to the funds, etc.), overload, lecturers, costs for all faculty and staff assigned to the program, supply and maintenance, amortized equipment, and tuition and fees.program, supply and maintenance, amortized equipment, and tuition and fees.

4545

#13a#13a General Funded Budget AllocationGeneral Funded Budget Allocation

The general funded budget allocation = actual personnel costs + b budget The general funded budget allocation = actual personnel costs + b budget expendituresexpenditures

4646

#13b#13b Special/Federal Budget AllocationSpecial/Federal Budget Allocation

The dollars from Federal grantsThe dollars from Federal grants

#13c#13c Tuition and FeesTuition and Fees

The amount collected for tuition and fees in the 2015 academic year.The amount collected for tuition and fees in the 2015 academic year.

#15#15 Number of Low Enrolled (<10) ClassesNumber of Low Enrolled (<10) Classes

Classes taught (#7) with 9 or fewer active students at Census. Classes taught (#7) with 9 or fewer active students at Census.

Excludes students who have already withdrawn (W) at this point.Excludes students who have already withdrawn (W) at this point.

Excludes Directed Studies (99 series).Excludes Directed Studies (99 series).

Includes Cooperative Education (93 series) as there is a resource cost to the Includes Cooperative Education (93 series) as there is a resource cost to the program.program.

4747

Overall Program Budget Allocation (#13) divided by SSH in all program classes (#5)Overall Program Budget Allocation (#13) divided by SSH in all program classes (#5)

#14#14 Cost per SSHCost per SSH

#16#16 Successful Completion (Equivalent C or higher)Successful Completion (Equivalent C or higher)

Percentage of students actively enrolled in program classes at Fall and Spring Percentage of students actively enrolled in program classes at Fall and Spring census who at end of semester (EOS) have earned a grade equivalent to C or higher.census who at end of semester (EOS) have earned a grade equivalent to C or higher.

4848

#17#17 Withdrawals (grade = W)Withdrawals (grade = W)

Number of students actively enrolled (at this point have not withdrawn) at Fall and Number of students actively enrolled (at this point have not withdrawn) at Fall and Spring census who at end of semester have a grade of W.Spring census who at end of semester have a grade of W.

#18#18 Persistence Fall to SpringPersistence Fall to Spring

Count of students who are majors in program at fall census and at subsequent Spring Count of students who are majors in program at fall census and at subsequent Spring semester census are enrolled and are still majors in the program. semester census are enrolled and are still majors in the program.

Removed from the count (both numerator and denominator) are program major Removed from the count (both numerator and denominator) are program major students to whom a program degree (or CA if highest credential awarded) has been students to whom a program degree (or CA if highest credential awarded) has been conferred in the reporting Fall semester.conferred in the reporting Fall semester.

Example: Example: 31 majors start in Fall31 majors start in Fall

21 majors of the original 31 persist into Spring21 majors of the original 31 persist into Spring21/31 = .6774 or 67.74%21/31 = .6774 or 67.74%

4949

#18a#18a Persistence Fall to FallPersistence Fall to Fall

Count of students who are majors in program at fall census and at subsequent Fall Count of students who are majors in program at fall census and at subsequent Fall semester census are enrolled and are still majors in the program. semester census are enrolled and are still majors in the program.

Removed from the count (both numerator and denominator) are program major Removed from the count (both numerator and denominator) are program major students to whom a program degree has been conferred in the first Fall, Spring or students to whom a program degree has been conferred in the first Fall, Spring or Summer reporting term.Summer reporting term.

Example: Example: 31 majors start in Fall31 majors start in Fall

11 majors of the original 31 persist into Fall of the next year11 majors of the original 31 persist into Fall of the next year11/31 = .3548 or 35.48%11/31 = .3548 or 35.48%

5050

#19#19 Unduplicated Degrees/Certificates AwardedUnduplicated Degrees/Certificates Awarded

Unduplicated headcount of students in the fiscal year reported to whom a program Unduplicated headcount of students in the fiscal year reported to whom a program degree or academic subject certificates has been conferred. (Sum of 19a and 19b). degree or academic subject certificates has been conferred. (Sum of 19a and 19b).

Uses most recent available freeze of fiscal year data.Uses most recent available freeze of fiscal year data.

Remember that we are actually counting the number of Remember that we are actually counting the number of studentsstudents that received a that received a degree or certificate…if a student received a degree and a certificate , for example, degree or certificate…if a student received a degree and a certificate , for example, they are counted once in the number awarded.they are counted once in the number awarded.

5151

#19a#19a Associate Degrees AwardedAssociate Degrees Awarded

Degrees conferred in the FISCAL_YEAR_IRO.Degrees conferred in the FISCAL_YEAR_IRO.

The count is of degrees and may show duplicate degrees received in the program by The count is of degrees and may show duplicate degrees received in the program by the same student.the same student.

Uses most recent available freeze of fiscal year data. Uses most recent available freeze of fiscal year data.

FISCAL_YEAR_IRO:FISCAL_YEAR_IRO:

“ “Fiscal year, where the value indicates the ending of the fiscal year. For example, a Fiscal year, where the value indicates the ending of the fiscal year. For example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004‐2005 (July 1, 2004 to FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004‐2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters…”semesters…”

5252

#19b#19b Academic Subject Certificates AwardedAcademic Subject Certificates Awarded

The count is of program Academic Subject Certificates and may show multiple The count is of program Academic Subject Certificates and may show multiple Academic Subject Certificates in the same program received by the student.Academic Subject Certificates in the same program received by the student.

Uses most recent available freeze of fiscal year data. Uses most recent available freeze of fiscal year data.

5353

#19c#19c GoalGoal

The UH Community Colleges have established increasing the number of Associate The UH Community Colleges have established increasing the number of Associate Degrees awarded as a priority.Degrees awarded as a priority.

Beginning with the baseline of 2006 (see MAPS Degrees and Certificates Earned Beginning with the baseline of 2006 (see MAPS Degrees and Certificates Earned 2005‐2006) programs are expected to increase the number of Associate Degrees by 2005‐2006) programs are expected to increase the number of Associate Degrees by 3% compounded annually.3% compounded annually.

The number in 19c reflects the goal for the appropriate year.The number in 19c reflects the goal for the appropriate year.

Example: 134 degrees was the goal for the liberal arts 1314 program year, 138 was Example: 134 degrees was the goal for the liberal arts 1314 program year, 138 was the goal for the 1415 program year (about a 3% increase).the goal for the 1415 program year (about a 3% increase).

5454

#19d#19d Difference Between Associate Degrees Awarded and GoalDifference Between Associate Degrees Awarded and Goal

The percent difference between the number of Associate degrees awarded (#19a) The percent difference between the number of Associate degrees awarded (#19a) and the goal (#19c).and the goal (#19c).

General Pre Professional Programs are expected to increase Associate Degrees General Pre Professional Programs are expected to increase Associate Degrees awarded by 3% compounded annually.awarded by 3% compounded annually.

Uses most recent available freeze of fiscal year data.Uses most recent available freeze of fiscal year data.

Example: The liberal arts program’s goal for program year 1415 is 138 (19c). The Example: The liberal arts program’s goal for program year 1415 is 138 (19c). The actual number of Associate degrees awarded (19a) was 283.actual number of Associate degrees awarded (19a) was 283.

((Degrees-Goal)/Goal)*100 =((Degrees-Goal)/Goal)*100 =

((283-138)/138)*100 = about 105% difference between the number of degrees ((283-138)/138)*100 = about 105% difference between the number of degrees awarded and the goal for associate degreesawarded and the goal for associate degrees

5555

#20#20 Transfers to UH 4-yrTransfers to UH 4-yr

The number of students who are home‐institution at a UH System 4‐yr institution for The number of students who are home‐institution at a UH System 4‐yr institution for the first time in Fall or Spring who were in the reporting program prior to that Fall or the first time in Fall or Spring who were in the reporting program prior to that Fall or Spring.Spring.

Note: in the 2014-2015 ARPD, this measure was changed from Fall transfers to Note: in the 2014-2015 ARPD, this measure was changed from Fall transfers to annual (fall and spring) transfers to UH 4-yr institutionsannual (fall and spring) transfers to UH 4-yr institutions

In the event that a student has more than one major at the college, each In the event that a student has more than one major at the college, each program/major receives the count.program/major receives the count.

An individual student may be counted in more than one program.An individual student may be counted in more than one program.

UH Maui College is included when students transfer from any UHCC program to a UH Maui College is included when students transfer from any UHCC program to a UH Maui College four year programs. Number based on Fall and Spring semester UH Maui College four year programs. Number based on Fall and Spring semester entry.entry.

5656

#20a#20a Transfers with degree from programTransfers with degree from program

Students included in #20 who have received a degree from the community college Students included in #20 who have received a degree from the community college program prior to transfer. program prior to transfer.

Does not include any certificates. Does not include any certificates.

5757

#20b#20b Transfers without degree from programTransfers without degree from program

Students included in #20 who did not receive a degree from the community college Students included in #20 who did not receive a degree from the community college program prior to transfer.program prior to transfer.

#20c#20c Increase by 3% Annual Transfers to UH 4-yr GoalIncrease by 3% Annual Transfers to UH 4-yr Goal

The UH Community Colleges have established increasing the number of students who transfer to UH 4‐year institutions as a priority.

Beginning with the baseline of 2006, General Pre Professional programs are expected to increase the number of students who transfer by 3% compounded annually.

The number in 20c reflects the goal for the appropriate year.

Example: The annual transfer goal for the liberal arts program year 1314 should have been 66, the goal for the 1415 program year is 68, about a 3% increase.

5858

#20d#20d Difference Between Transfers and GoalDifference Between Transfers and Goal

The percent difference between the number of Transfers to UH 4‐year institutions The percent difference between the number of Transfers to UH 4‐year institutions (20) and the goal (#20c).(20) and the goal (#20c).

General Pre Professional Programs are expected to increase transfers to UH 4‐year General Pre Professional Programs are expected to increase transfers to UH 4‐year institutions by 3% compounded annually.institutions by 3% compounded annually.

Example: The liberal arts program’s goal in program year 1415 is 68 (20c). The actual Example: The liberal arts program’s goal in program year 1415 is 68 (20c). The actual number of transfers (20) is 126.number of transfers (20) is 126.

((Transfers-Goal)/Goal)*100 =((Transfers-Goal)/Goal)*100 =

((126-68)/68)*100 = about a 85.2% difference between the number of transfer ((126-68)/68)*100 = about a 85.2% difference between the number of transfer students and the goal.students and the goal.

5959

#21#21 Number of Distance Education Classes TaughtNumber of Distance Education Classes Taught

Measures the number of classes taught with the mode of delivery as “Distance Measures the number of classes taught with the mode of delivery as “Distance Completely Online.”Completely Online.”

In setting up the class, the college indicates the method of instruction used by the In setting up the class, the college indicates the method of instruction used by the instructor in conducting the class. instructor in conducting the class.

If the method is Distance Education, and the college indicates the “mode” of distance If the method is Distance Education, and the college indicates the “mode” of distance delivery as “Distance Completely Online” the class will be included in this count.delivery as “Distance Completely Online” the class will be included in this count.

6060

#22#22 Enrollments Distance Education ClassesEnrollments Distance Education Classes

At the Fall and Spring census, the number of students actively enrolled in all classes At the Fall and Spring census, the number of students actively enrolled in all classes owned by the program and identified as Distance Completely On‐Line (#21).owned by the program and identified as Distance Completely On‐Line (#21).

Does not include students who at Census have already withdrawn from the class.Does not include students who at Census have already withdrawn from the class.

The number is an unduplicated count of registrations but is a duplicated count of The number is an unduplicated count of registrations but is a duplicated count of students. (e.g. If a student is enrolled in two DCO classes both are included in this students. (e.g. If a student is enrolled in two DCO classes both are included in this count.)count.)

#23#23 (DE) Fill Rate(DE) Fill Rate

Total active student registrations in program distance education classes (#22) Total active student registrations in program distance education classes (#22) (number of seats filled) at Fall and Spring census divided by the maximum enrollment (number of seats filled) at Fall and Spring census divided by the maximum enrollment (number of seats offered). (number of seats offered).

Excludes students who at Census have already withdrawn from the class.Excludes students who at Census have already withdrawn from the class.

6161

#24#24 (DE) Successful Completion (Equivalent C or higher)(DE) Successful Completion (Equivalent C or higher)

Percentage of students enrolled in program Distance Education classes (#22) at Fall Percentage of students enrolled in program Distance Education classes (#22) at Fall and Spring census who at end of semester have earned a grade equivalent to C or and Spring census who at end of semester have earned a grade equivalent to C or higher.higher.

#25#25 (DE) Withdrawals (Grade=W) (DE) Withdrawals (Grade=W)

Number of students actively enrolled in program Distance Education classes (#22) at Number of students actively enrolled in program Distance Education classes (#22) at Fall and Spring census who at end of semester have a grade of W.Fall and Spring census who at end of semester have a grade of W.

#26#26 (DE) Persistence (Fall to Spring not limited to Distance Ed) (DE) Persistence (Fall to Spring not limited to Distance Ed)

Students enrolled in program distance education classes at Fall census (#22) who at Students enrolled in program distance education classes at Fall census (#22) who at subsequent Spring semester census are enrolled in the college.subsequent Spring semester census are enrolled in the college.

Not limited to students continuing to take program distance education classes.Not limited to students continuing to take program distance education classes.

This measure provides college‐level data to inform the question, “do DE students This measure provides college‐level data to inform the question, “do DE students have lower persistence than students enrolled in non‐DE classes?”have lower persistence than students enrolled in non‐DE classes?”

Note: Distance education classes may not be offered in the Fall.Note: Distance education classes may not be offered in the Fall.

Example: Example: 31 students enrolled in DE classes in Fall31 students enrolled in DE classes in Fall

21 students of the original 31 students persist into any Spring class21 students of the original 31 students persist into any Spring class21/31 = .6774 or 67.74%21/31 = .6774 or 67.74%

6262

#27#27 Performance Funding: Number of Degrees and CertificatesPerformance Funding: Number of Degrees and Certificates

Number of Degrees in the program conferred in the fiscal year.Number of Degrees in the program conferred in the fiscal year.

This is a count of credentials, not students.This is a count of credentials, not students.

6363

#28#28 Performance Funding: Number of Degrees and Certificates Native Performance Funding: Number of Degrees and Certificates Native HawaiianHawaiian

Number of Degrees in the program conferred in the fiscal year to Native Hawaiians.Number of Degrees in the program conferred in the fiscal year to Native Hawaiians.

This is a count of credentials, not students.This is a count of credentials, not students.

#29#29 Performance Funding: Number of Degrees and Certificates STEMPerformance Funding: Number of Degrees and Certificates STEM

If a CTE program is designated as a Science, Technology, Engineering, or Math (STEM) program, the number of degrees If a CTE program is designated as a Science, Technology, Engineering, or Math (STEM) program, the number of degrees and certificates of achievement (or higher) in the program conferred in the fiscal year will be counted. and certificates of achievement (or higher) in the program conferred in the fiscal year will be counted.

This is a count of credentials, not students.This is a count of credentials, not students.

Of the 3 GPP programs, Natural Science is the only STEM program.Of the 3 GPP programs, Natural Science is the only STEM program.

If this is not a STEM program, the cell will show “Not STEM”. List of program majors identified to be STEM can be located at:If this is not a STEM program, the cell will show “Not STEM”. List of program majors identified to be STEM can be located at:

UH Stem MajorsUH Stem Majors

6464

#31#31 Performance Funding: Number of Transfers to UH 4-yrPerformance Funding: Number of Transfers to UH 4-yr

6565

#30#30 Performance Funding: Number of PELL RecipientsPerformance Funding: Number of PELL Recipients

The number of majors who received a Pell Grant in the Academic Year beginning The number of majors who received a Pell Grant in the Academic Year beginning Fall.Fall.

The number of students who are home‐institution at a UH System 4‐yr institution for The number of students who are home‐institution at a UH System 4‐yr institution for the first time in Fall who were in the reporting program prior to that Fall.the first time in Fall who were in the reporting program prior to that Fall.

Note: This measure (Fall transfers) may not be the same value as the #20 value for Note: This measure (Fall transfers) may not be the same value as the #20 value for transfers, which is an annual count (fall and spring) of transferstransfers, which is an annual count (fall and spring) of transfers

In the event that a student has more than one major at the college, each In the event that a student has more than one major at the college, each program/major receives the count. An individual student may be counted in more than program/major receives the count. An individual student may be counted in more than one program.one program.

UH Maui College is included when students transfer from any UHCC program to a UH Maui College four year program.

Questions?Questions?

The intention of this presentation was to provide a single source for all of the The intention of this presentation was to provide a single source for all of the documentation related to the Annual Reports for Program Data —specifically for the documentation related to the Annual Reports for Program Data —specifically for the Natural Science, Liberal Arts and Hawaiian Studies programs.Natural Science, Liberal Arts and Hawaiian Studies programs.

As always, your feedback regarding this process is essential in making improvements As always, your feedback regarding this process is essential in making improvements year over year. Please take a moment to provide feedback to CERC at the end of year over year. Please take a moment to provide feedback to CERC at the end of this process.this process.

Those wishing to print this presentation without color may set their printer settings to Those wishing to print this presentation without color may set their printer settings to print in “grayscale,” and set to print in portrait orientation, if desired.print in “grayscale,” and set to print in portrait orientation, if desired.

If you need more information on this process please feel free to contact me:If you need more information on this process please feel free to contact me:

HawCC Institutional Analyst HawCC Institutional Analyst Shawn FloodShawn Flood 934-2648934-2648

Mahalo!Mahalo!

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