Midterm Report

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					                            Midterm Report

Prepared for the Accrediting Commission for Community and Junior Colleges
                Western Association of Schools and Colleges



                            October 15, 2009


                      Hawaii Community College
                       200 West Kawili Street
                        Hilo, HI 96720-4091




 ____________________________________________________________

        Rockne Freitas, Chancellor, Hawaii Community College




 ____________________________________________________________

          M.R.C. Greenwood, President, University of Hawaii




 ____________________________________________________________

                           Board of Regents
                                  TABLE OF CONTENTS


Introduction: Statement on Report Preparation…………………………………... …………………3

I. Response to Recommendation 1: Institutional Long-Term Planning…………………………….. 4

II. Response to Recommendation 2: Aligning Review and Planning with Mission………………….7

II. Response to Recommendation 3: Developing Time Line for Identifying, Implementing and
        Assessing Student Learning Outcomes…………………………………………………..........10

IV. Response to Recommendation 4: Dialoging before Implementation……………………………18

V. Response to Recommendation 5: Addressing Facilities in East Hawai`i and West Hawai`i……22

VI. Response to Recommendation 6: Memorializing Governance………………………………… . 25

VII. Reponses to Self-Identified Issues………………………………………………………………….28

VIII. Update on Substantive Change Proposals ……………………………………………………….52

Documents ……………………………………………………………………………………………….53




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                INTRODUCTION: STATEMENT ON REPORT PREPARATION

Process of Report Preparation:

The past three years have been a time of change and renewal for Hawai‘i Community College (HawCC).
Implementing Team Recommendations and Commission Action Letter and addressing our many self
identified goals involved discussion and effort from a broad section of campus personnel; thus, many
have contributed to the writing of this report, including the following:

Rockne Freitas: Chancellor
Doug Dykstra: Vice Chancellor for Academic Affairs
Mike Leialoha: Vice Chancellor for Administrative Services
Beth Sanders: Interim Director, UH Center West Hawaii
Barbara Arthurs: Dean of Student Services
Noreen Yamane: Interim Dean, Liberal Arts and Public Services
Joni Onishi: Interim Dean, Career and Technical Education
Trina Nahm-Mijo: Professor, Psychology, Assessment Committee Chair
Ellen Okuma: DE Coordinator, Faculty Senate Chair
Kent Killam: Professor, Information Computer Science, Curriculum Committee Chair
Lari Anne Au: Librarian
Laurel Gregory: Librarian, UH Center West Hawaii
Guy Kimura: Coordinator, Learning Center, College Council Chair
Mike Hopson: Educational Specialist, UH Center West Hawaii
Shawn Flood: Institutional Support/Analyst
Sara Narimatsu: Director, Continuing Education and Training
Sherri Fujita: Instructor, Intensive English Program
Pam Hudson: English Department Chair
Noe Noe Wong-Wilson: Native Hawaiian Success & Achieve the Dream Coordinator
Stephen Schulte: IT Specialist
Kate Sims: Assistant Professor, English, Accreditation Liaison Officer

The entire campus was given access to a draft of this report beginning July 2009. Comments from faculty
and staff have been incorporated.


Review and Approval of Report:

This Midterm Report was circulated beginning July as an attachment to a mass e-mail to allow general
campus review, and was approved by the following governing bodies:

       College Council on August 28th, 2009.
       Academic Senate Executive Committee on August 28th, 2009.
       Student Government on August 28th, 2009.
       Vice President for Community Colleges to the University President for submission to the Board
        of Regents for their meeting on October 15, 2009.

Chancellor Rockne Freitas certifies this Statement on Report Preparation by means of his signature on the
Cover Sheet.




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    RESPONSE TO RECOMMENDATION 1: INSTITUTIONAL LONG-TERM PLANNING

Recommendation 1

(Part A) The college needs to renew its attention to institutional long-term planning, and the Academic
Development Plan, including revising, as appropriate, and systematically implementing its goals, and
evaluating progress toward implementation of the goals. Such a plan should be comprehensive and
include integrated plans and a vision for educational programs, facilities, staffing, technology, support
and infrastructure for technology and student services. (I.A, II.A.1.c, II.A.1.f, III.A.6, III.B.2.b, III.C.1.a.)

(Part B) The college should also identify measures of institutional effectiveness, integrated with
institutional-level plans, communicate those measures, and evaluate progress on a regular basis. (I.B.1,
I.B.2, I.B.3, I.B.4)

In June 2002, the Board of Regents adopted the University of Hawaii System Strategic Plan: Entering the
University‟s Second Century, 2002-2010. During academic year 2007-08, the University community
revisited the strategic plan. Participants affirmed the plan‘s strategic goals and the values underlying
them. Hawaii Community College (HawCC) participated in the system-led update of the Strategic Plan by
identifying its college-specific action strategies pursuant to the system priority action outcomes and by
including measurable outcomes to assess performance and progress up to 2015 (Document 2). The
Chancellor, College Council Chair and Academic Senate Chair helped to write the system level Strategic
Plan update. Additionally, this group and the entire Administrative Team adapted a college edition of the
Strategic Plan update with the College Council Chair writing the first draft. The update was presented to
the campus during April 2008 for input followed by the development of a financing plan for the proposed
activities. The result will be presented to the College Council and Academic Senate for approval and
adoption at the beginning of the Fall 2009 semester. After approval of the Strategic Plan update, the
Academic Development Plan, 2002-2010 will have been superseded by a substantially more quantifiable
document, which is designed to carry the college and the system through the next three biennia with a
terminal date of 2015.

Concurrent with the preparation of a Strategic Plan update, the college produced a completely revamped
structure and process for the College Effectiveness Review Committee (CERC) to make this body more
representative of the whole college. To this end, during early Fall 2007 semester, the Assessment
Committee recommended to Chancellor Rockne Freitas changes to the process, function, and membership
of the College Effectiveness Review Committee (CERC) which is the reviewing body for Comprehensive
Program and Unit Reviews (Document 3). A significant change in the function of the CERC was the
enlargement of its role from a technical review to an in-depth evaluation of Program and Unit (P/U)
reviews. CERC now makes recommendations about campus planning and budget priorities to the
Chancellor. Because of the expanded role of the CERC as a budget prioritization body and as a gauge of
progress implementing strategic planning targets, its membership was increased to 19 members in 2008
and 20 members the following year representing all units and constituencies of the college. By enlarging
its membership and role, the new CERC process was streamlined to eight steps, rather than 12 steps,
removing two steps with separate reviews by the College Council and Academic Senate now rendered
redundant. Campus Council and Academic Senate participate by reviewing the end product of the
process: the CERC recommendations for the biennium budget/supplemental budget and/or recommended
amendments to the strategic planning documents themselves. By making these significant changes to the
program review process, the College has forged a stronger commitment to utilizing a shared governance
approach in which a re-structured review body and a renovated Strategic Plan, including baseline data and
target measures, have been integrated into the process.



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CERC now consists of seven ex officio members and thirteen representatives of governance bodies,
programs, units and a student government representative. The expansion of CERC has streamlined the
evaluation of the program/unit reviews preparatory to budget formulation. It does so by removing parallel
and redundant reviews by the Academic Senate and College Council. The Senate and the Council review
and ratify the budget that is developed by the Administrative Team based upon the CERC report of its
prioritization of program/unit budget requests. The CERC provides the structural link melding together
the program/unit reviews with the Strategic Plan (formerly Academic Development Plan) priorities, as
well as learning outcome assessment results and college biennium budget prioritization.

The CERC P/U review evaluation templates must be completed by each of the 20 committee members as
a means of framing the discussion of budget prioritization in context with overall college planning
priorities (Document 4 and Document 5). For 2007-08, the Academic Development Plan was still the
operative planning document and the CERC templates specifically reference planning goals from that
document (i.e., Goals A through E). Although the CERC provides structural linkage among program
review, strategic plan implementation and budget formation, it does not evaluate and report college
progress with Strategic Plan implementation. This is best accomplished by the College Council, as this
has traditionally been part of its function. With the final ratification of the Strategic Plan Update at the
system level, the college will request ratification of its version of the document from the campus
governance committees: Academic Senate, College Council and Student Government.

Once ratified, the HawCC version of the plan will provide multiple HawCC action strategies for each
Strategic Plan priority goal. Moreover, baseline data, benchmarks and goals have been identified at both
the community college system level as well as at the HawCC level whenever possible. This new structure
to the Strategic Plan provides a contextual framework for the annual review of college progress in the
implementation of its action strategies as well as the impact that the action strategies may be having on
the attainment of Strategic Plan priorities. In many ways it is an improvement over the Academic
Development Plan that it is scheduled to update.

Self Study Planning Agenda Items Relevant to Recommendation 1

Note: In an effort to minimize repetition in this report, and to elaborate more meaningfully on specific
facets of our progress on Recommendation 1, we have included here the following Planning Agenda
items from Hawaii Community College‘s 2006 Self Study for their relevance to Recommendation 1.
Planning Agenda items are identified by Standard and are addressed as a group where they overlap.

IB3: The College will complete the program/unit review cycle, examine the results and relationship with
the current Academic Development Plan (ADP), and then take the necessary steps to ensure that the
college is on track toward achieving its goals.

IIIA2 PA 1: The College will continue with the projected plan to review all of the programs and units of
the college by 2008 and concurrently to improve the program review process. The college will align the
timetables for the review process with the biennium budget cycle to maximize the opportunity for college-
wide dialogue and input.

IIID2 PA 2: The College will continue to engage in the program/unit review process with all programs
and units reporting by the end of a four-year cycle. The college will continue to develop the tie between
program/unit review and the biennium budget process.

Progress: As of the end of 2008-09, HawCC has completed its first Program Review cycle of four years
during which all 27 Instructional and 17 Units have been reviewed. In the second year of this first cycle
(2006-07), due dates for the program reviews were changed to synchronize the review with the Biennium

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Budget cycle of the college. Also, at the February 19th, 2009, meeting of the Assessment Committee, it
was voted to change the current four year cycle to a five year cycle, so that all programs would have the
opportunity to submit a review during a biennium budget year (Document 6). With the approval of a
new Strategic Plan by the College this coming academic year, it should be possible to gauge the status of
progress toward Strategic Plan goals since baselines, incremental targets and goals are identified in
quantifiable terms in the proposed Plan.

IB6: The College will continue to develop and refine the process and procedures for reviewing and
modifying as appropriate all parts of the evaluation cycle. The college will continue to evaluate the
effectiveness of these processes and procedures.

Progress: All twenty- seven instructional programs and seventeen units have completed a CPR, and the
Assessment Committee has determined that a five-year cycle would be appropriate for the future so all
programs would have the opportunity to write their review in a biennium budget year. In April 2009,
CERC reviewed the last 10 programs. Each spring, the Assessment Committee has conducted a review of
the process by gathering feedback from program initiators and writers of the program review documents.
As mentioned above, after the second CPR year, 2006-2007, the process was significantly changed. The
process was slimmed down to 8-steps instead of 13-steps, and the membership of the College
Effectiveness Review Committee was enlarged to 19 members (subsequently to 20) so that the integration
of budget review and prioritization would be tied to the program reviews by a broad based representation
of campus constituencies.

IIB7, Planning Agenda 2: Persistence and graduation rates will continue to be collected and reviewed to
guide program success.

Progress: The persistence and graduation figures are part of the current data elements included in the
annual and the comprehensive instructional program reviews.

IIIA1, Planning Agenda 2: The College will continue to improve and refine the program review/resource
allocation process that the college has begun.

Progress: CERC evaluates all comprehensive program reviews, which are tied to resource allocations and
strategic planning. During the biennium budget years, comprehensive program reviews will produce
extensive budget requests. During the alternating, supplemental budget years, budget requests in
comprehensive program reviews will be confined primarily to health and safety items.

IIIA6, Planning Agenda 1: The College will continue to evaluate and refine the program review process
to allocate human resources in the biennium budget process.

Progress: Based on Program Review, positions from both Instructional and Non-Instructional Units have
been requested and filled except for the webmaster, a position for which it has been difficult to find
appropriate candidates. The college has a data driven technique as part of its program reviews to
determine the workload of faculty within instructional programs. Vacant faculty positions are distributed
to instructional programs in accord with the ratio of faculty appointees to the workload in the program.
Units generally must depend on narrative description of workload, comparative data with similar sized
units elsewhere and documented trends reflecting the flow of paperwork/workload through the unit.

IIID1, Planning Agenda 2: The College will continue to develop and improve the program/unit review
process by further defining the College Council‟s and the Academic Senate‟s role in this process. The
College will improve its biennium budget process through task analysis and benchmark dating to
establish best methods for stakeholders' input.

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Progress: Both the College Council and the Academic Senate are involved in CERC (with a necessary
minimum of one representative from each organization on CERC), and therefore are directly involved in
program/unit review; they also review and pass a motion to support the budget recommendations that
come from the CERC committee.


                           RESPONSE TO RECOMMENDATION 2:
                         ALIGNING REVIEW AND PLANNING WITH

Recommendation 2

Along with a focus on institutional planning, the college should align its departmental-level planning and
program review, and student learning outcomes on course, program and institutional levels, with the
mission statement, including the mission of the West Campus. (I.A.4)

The West Hawaii Campus does not operate under a separate mission statement, although there is certainly
a separate and additional purpose for that site. In addition to its function as a site where selected Hawaii
Community College academic programs are available to the community, it also provides the services of a
University Center to area residents. This purpose gives West Hawaii residents access to baccalaureate and
master‘s programs from other campuses of the University of Hawaii system (Document 7).

The College has taken steps to assure the structural linkage of planning commitments with the mission
statement. The previously cited thorough updating of the former Academic Development Plan (now
referred to as Strategic Plan) places the Mission of Hawaii Community College in the introduction to the
document in support of the special mission of the University of Hawaii Community Colleges system also
cited in the introduction to the plan (Document 2). Program review, assessment and budgeting decisions
at both institutional as well as departmental levels are expected to be carried out consistently with the
Strategic Plan in all its aspects including its dedication to the mission of the system and this college.

The previously cited re-constitution of the CERC with its expanded membership brings the process of
program review, student learning outcomes assessment, strategic planning, and budgeting directly under
the purview of a more broadly representative campus body. This integrates departmental level
representation and input at the advisory level with direct lines of communication to the Chancellor during
the key period when the results of program review are integrated into a biennium budget request that
conforms to planning requirements and learning outcomes advancement (Document 3). To make certain
that UHCWH was included, a representative from West Hawaii was added to the ex officio member of
CERC: the Director of UH Center at West Hawaii (Document 8).

Another development in the improvement of lines of communication between East Hawaii and the West
Hawaii campus has been the convening of the Branch Campus Task Force during the summer 2008. The
task force was broadly representative of both the East and the West campuses. The notes of the first
meeting of this body reflect the fundamental need for such a body with observations such as ―…West
Hawaii needs greater autonomy, not separate accreditation…‖ or ―…(I)t is difficult for East Hawaii to
know the needs of West Hawaii and vice versa; the two have identifiable differences.‖ The Task Force
formulated targets for the expansion of autonomy in West Hawaii that is compatible with the existing
organizational supervisory structure (Document 9). The Task Force has been disbanded at this time,
awaiting further development of a new, permanent campus location.

Efforts to assure better coordination between academic divisions and the West Hawaii campus have
included the allocation of four new tenure-leading faculty positions to that campus. Two of the positions

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have been in the Nursing and Allied Health Division pursuant to statewide goals of doubling the
graduation of nursing students by 2012. By adding nursing faculty members, the West Hawaii campus
will be able to accommodate twice the size of its Nursing classes during 2008-09. Moreover, funds for the
construction of a Nursing Learning Lab to be placed on the hospital grounds of the Kona Community
Hospital have been appropriated and the construction should be executed in time for the beginning of Fall
2009 (Document 10). However the existing facilities in West Hawaii can accommodate the needs of the
expanded nursing enrollment for the time being. Additionally, the college has successfully recruited
individuals to fill the two new faculty positions in the west by inducing a tenured nursing faculty member
from East Hawaii to re-locate, and by successfully recruiting a fully qualified new nursing faculty
member to oversee the Learning Lab facility. These additions will join with an existing tenured nursing
faculty member to operate smoothly and seamlessly between east and west to achieve statewide goals for
the expansion of nursing graduates well ahead of schedule.

Additional tenure-leading faculty positions have been added to the English Division and to the Social
Sciences Division respectively in West Hawaii, thereby bringing tenure leading positions to three of the
four Liberal Arts Divisions in West Hawaii. The other major academic division represented in the west is
the Culinary Arts Division where three tenure track positions have been in place, and two of the faculty
members have already achieved tenure. Only the Math/Science Division is without a tenure leading
faculty position, although two .5 fte Math professors and one .8 fte Biological Sciences professor have
been providing continuity in the connections between east and west in this division. Altogether, these
appointments assure more than continuity; they also assure that each of the major instructional divisions
represented in West Hawaii will have Board of Regents appointed faculty who may be expected, as part
of the their service to the campus, to participate in division meetings and planning activities.

The University Center at West Hawaii continues to function as a major campus unit, one of seventeen
units for program/unit review purposes. Data on the operations of this unit have not been easy to
disaggregate from the overall data of the college; however, this is a targeted goal of the campus as
discussed in the Branch Campus Task Force. As a distinct unit, the University Center has the same access
to requesting positions and budgetary support as any of the academic programs and college units through
a process of program/unit review and assessment by the CERC, where every effort is made to assure that
assessment of budget requests takes place within the context of an objective, strategic plan driven and
data informed deliberative process.

Self Study Planning Agenda Items Relevant to Recommendation 2

Note: Again, the following Planning Agenda items from Hawaii Community College‘s 2006 Self Study
are presented here due to their relevance to Recommendation 2. Planning Agenda items are identified by
Standard and are addressed as a group where appropriate.

Standard I, Planning Agenda 1: The College shall make an institutional commitment to completing its
current review of its Vision/Mission and accompanying statements according to the timetable outlined in
the Self Study.

IA3, Planning Agenda: A formal college policy specifically identifying potential circumstances that will
prompt a review and a schedule for regular review of the college‟s mission and related statements by all
stakeholders/governing bodies of the college should be developed and published.

Progress: HawCC completed its review of its Mission and Vision statements as well as creating a list of
seven college imperative statements (values) at an All-College meeting held on March 6, 2006, at the
HawCC cafeteria. The College, as recommended by the ad hoc Assessment Committee, has established a
five-year review schedule for the Mission, Vision and Imperatives (MVI) (Document (Document 11).

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Under this guideline, the last time the MVI was reviewed and changed was in March 2006 and its next
review is scheduled for 2010-11. The College has not as yet identified the process by which the campus
might decide to accelerate the review schedule for the MVI. The ad hoc Assessment Committee will be
charged with identifying the situation that would trigger an accelerated review of the MVI, and to publish
this process to the College community.

I A1, Planning Agenda 2: The College will review its institutional statements every four years as part of
its regular Program/Unit Review cycle.

I A3, Planning Agenda 4: The College will complete its revised mission, vision, and imperatives
statements, and faculty will consider how to integrate these elements into the curriculum.

Progress: In March 2006, Hawaii Community College held an All-College Retreat in which the mission,
vision and imperative statements were created based on a review of the previous mission and cornerstones
statement. The review of the College‘s mission, vision and imperatives statements will fall in line with
the college‘s decision to replace the four-year cycle with a five-year cycle for review of all programs and
units. This will bring these statements up for review again during the 2010-11 academic year, since they
were last reviewed in the 2005- 06 academic year.

From IB7, Planning Agenda 1: The College will continue to evaluate its effectiveness in fulfilling its
mission statement by monitoring through the CCSSE the value of being a student at HawCC from the
student‟s point of view.

Progress: Hawaii Community College has continued to conduct the Community College Survey of
Student Engagement (CCSSE) on schedule every two years and review the results to evaluate its
effectiveness in fulfilling its mission. CCSSE results are presented to the college at All College Meetings
for each of the CCSSE benchmarks. The Vice Chancellor for Academic Affairs has made campus
presentations each of the last two CCSSE cycles to provide an overview of strengths and weaknesses
based on survey results. The Chancellor uses CCSSE survey results in reporting successes of college
endeavors to community leaders, business leaders, union leaders, politicians, and community members.
Additionally, the Dean of Student Services and Director of UH Center at West Hawaii continue to use
CCSSE results to improve services provided to students by reviewing the data and targeting services that
require attention. Finally, the college has registered to implement the Survey of Entering Student
Engagement (SENSE) pursuant to its Achieving the Dream project. The SENSE will give the college the
opportunity to aggregate information about student engagement and to identify the issues that may be
leading to persistence and retention problems.

IIID1 Planning Agenda 1: The College will continue to develop and improve the strategic planning
process by developing an on-going planning, prioritizing and evaluation cycle to better tie in the mission
and goals of the colleges to resource allocations.

Progress: In Fall 2007, the ad hoc Assessment Committee revised the HawCC comprehensive program
review process to include, in the substantive evaluation stage, a larger college-wide group (College
Effectiveness Review Committee—CERC) which would make biennium budget recommendations to
campus administration based on the program review submitted and its relationship to the College‘s
Mission, Vision and Imperatives, as well as its Strategic Plan. Other changes made included taking the
Academic Senate and the College Council out of the evaluation part of the process and replacing their
functions with that of CERC, which includes members of the Academic Senate and the College Council.
The college has formulated one biennium budget request and one Supplemental Budget request
employing this review and recommendation function by CERC. All of these steps have improved the
relationship between the mission/goals and resource allocations.

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                    RESPONSE TO RECOMMENDATION 3:
           DEVELOPING TIME LINE FOR IDENTIFYING, IMPLEMENTING
                    AND ASSESSING STUDENT LEARNING

Recommendation 3

Building upon current student learning outcomes efforts, the college should create a plan, with timelines
for implementation for the complete student learning outcomes framework which includes identifying
SLOs at the college, program and course levels, implementing those outcomes across the college,
assessing the outcomes, and using the results for improvement. (I.B, II.A.1.c, II.A.1.f)

As outlined in the 2006 Self-Study, the ad hoc Assessment Committee (AC) continues to be the driving
force behind implementing this recommendation. This committee‘s work since the Comprehensive Team
Visit of October 2006 has continued to be twofold: 1) to refine the Comprehensive Program Review
process now having completed the last year of its first four-year cycle; and 2) to engineer a college-wide
Assessment Plan which maps out timelines, assessment strategies, and external review validation for each
of its 27 instructional programs which can lead to continuous institutional quality improvement.

Following up on important campus SLO and Assessment benchmarks outlined by the AC at their Feb.7,
2007, meeting (Document 12), the AC revisited and edited them, and added timelines to the benchmarks
throughout their spring semester meetings. These recommendations and timelines, made in collaboration
with Vice Chancellor of Academic Affairs (VCAA), Doug Dykstra, have become the core infrastructure
for a campus Assessment Plan. These timelines, subsequently communicated to Department Chairs and
the campus community, are that:

       all programs will have Student Learning Outcomes by Fall 2007; and
       each program will identify at least ONE learning outcome to be assessed by Fall 2008 and map
        out a timeline for assessing all program learning outcomes at the rate of one per semester.

These assessment plans were due to the VCAA by April 30, 2008, following a template created by the
AC, and assessment of the effectiveness of annual and comprehensive program/unit review process and
templates will take place every fall semester.

During Fall 2007, the AC established an ad hoc sub-committee including the Chair of the Assessment
Committee, Vice Chancellor for Academic Affairs, Division Chair of the Social Science Division, Chair
of the Academic Senate, Chair of the College Council, Interim Assistant Dean of Liberal Arts & Public
Services and Interim Assistant Dean for Career and Technical Education. The mandate for the sub-
committee was to establish a template to schedule and to organize the systematic assessment of student
learning outcomes by all instructional programs (Document 13). The template developed calls for the
assessment of one student learning outcome per semester from Fall 2008 onward, and the college has
developed templates that identify learning outcomes at the program level and the course level,
simultaneously. Although the template ambitiously called for assessment of two SLO per semester after
the current academic year, at the second meeting of the AC during Fall 2008, a change to the one per
semester rate for 2009-10 and thereafter was ratified.

The components of the process call for:

       the identification of student artifacts that represent achievement of the learning outcome;


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       a plan to gather the artifacts specifying the course/courses that will contribute during the semester
        targeted for the assessment exercise;
       a rubric to identify the component elements of acceptable and unacceptable levels of achievement
        (exceptional levels may also be identified, and most programs have done so) to be used by
        examiners who will evaluate the artifacts;
       a sampling method to randomly select a statistically significant sample of student artifacts;
       a performance rate of acceptable/exceptional artifacts that the program considers to be healthy;
       a roster of at least three evaluators to include one from the program and two outside evaluators,
        preferably from the advisory board or from another campus or academic department; and
       analysis of the results to be completed by the program faculty.

96% of the credit instructional programs have posted templates acceptable to the VCAA, with schedules
included for the permanent ongoing assessment of all student learning outcomes over time (Document
14).

To summarize, the concept of program review based on the assessment of student learning outcomes has
been widely accepted and the first level of identification of SLO‘s at the course and program level have
been almost completely accomplished. The plans for assessing SLO‘s at the program level have been
completed, and during Fall 2008, the programs implemented their assessment plans. During Summer
2008, the college sought funding from the Perkins Vocational Education Funding to provide stipends to
external examiners for all the Career/Technical Education program SLO evaluation teams. This request
has been funded with a $7,000 mini-grant (Document 15) and the college will provide stipend funding
from its own funds for external examiners for the A.A. Liberal Arts Program.

Finally, it is the intent of the programs to simultaneously assess course SLO‘s along with the program
SLO‘s using all collected artifacts rather than the random sample used at the program level. The adjusted
process would employ collegial quality review circles instead of the external examiners being used for
program SLO‘s to generate dialog at the level of the professors teaching the courses. This plan will
require additional AC discussion to determine the logistics of such a process.

Course Level:

According to the 2008-09 Annual Report submitted to ACCJC on June 22, 2009, 89% of all courses have
defined student learning outcomes. The remaining 11% courses are primarily classes which have not been
taught for an extended period of time and will be considered for deletion this academic year, as well as
those primarily taught by adjunct faculty. 60% of all courses have identified appropriate assessment
methodologies (Document 16).

Program Level:

The college has made significant progress in instituting SLO at the program level with 100% of programs
reporting that they have identified expected student learning outcomes (Document 16). All instructional
programs have also completed a program map which describes all courses and learning experiences
required to complete certificate(s)/degree(s) to expected student learning outcomes.

One hundred per cent of credit instructional programs have submitted an Assessment Plan which maps
out strategies and a timeline for assessing their Program level SLOs at the rate of one SLO assessed per
semester. These are posted on the college Assessment website (Document 17).




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Since the release of the Assessment Plan prototype for instructional programs in Spring 2008, the non-
instructional units have discussed how best to adapt the prototype to assessing their SLO‘s. Student
Services has completed student learning outcomes which will be assessed by their nine subunits:
Information Center, Admissions and Registration, Records and Data Management, Financial Aid,
Counseling and Support Services, Career Center, Ha`awi Kokua (students with disabilities), Student Life,
and Job Placement. To date, assessment strategies for each sub-unit are being discussed and Student
Services has already surveyed students to allow self-assessment of their accomplishment of the SLO‘s
(Document 18).

Instructional Support Units such as The Learning Center (TLC), the Hale Kea Advancement and Testing
Center (HKATC) and the Library have also identified Student Learning Outcomes. TLC/HKATC has
used both faculty and student satisfaction surveys to assess their SLO‘s, and based on these, the TLC has
extended hours, added services, and expanded staff training to include online services including a new
online tutor application and training process.

The Office of Continuing Education and Training (OCET) has a multi-level approach to its SLO
assessment strategy reflecting the complexity of its many services. The short-term non-credit courses and
workshops utilize audience evaluations of the experience, as they have for years. The satisfaction survey
is the prime indicator of student satisfaction with the experience and the sine qua non to the continuation
of the course/workshop offering. Most of the public classes are short-term and non-credit. The majority of
classes fall into the categories of workforce training and personal interests. Some of the workforce
training classes are customized for particular businesses/industries and designed specifically for their
needs.

Because these classes are generally for business application or for personal interests and because most of
these classes are very short term, the assessment tool that is used is a student evaluation form. This form
rates the students‘ responses about the value of the course and information that they receive, the quality of
the instructor/instruction they receive, and the expectations of this course based on the course description.
Open-ended responses are also solicited about what students like about the course, improvements that
they would recommend, and other kinds of courses they are interested in attending. These evaluations
provide immediate feedback about customer satisfaction and are the basis for improving course content,
outcomes, and instruction/instructors (Document 19).

Some credit classes are offered as non-credit offerings, as well. Since these classes are developed through
the credit programs, the assessment of these courses is tied in with the program assessment plans.

Some non-credit offerings are certification programs which are regulated by outside agencies. One such
program is the Certified Nurse‘s Aide (CNA) which is regulated by the State Department of Human
Services. Each state CNA program is required to have instructors, curriculum, and instructional and
clinical sites approved by the state regulatory agency. Any changes to the curriculum or rules, regulations,
or procedures are directed by the regulatory agency and the CNA testing is done by authorized
organizations. Records are also kept in compliance with the requirements of the regulatory agencies
(Document 20).

Some OCET classes require more extensive assessment strategies, such as the college‘s two-week
summer exploration classes. A variety of assessment tools are employed, including pre-post self
evaluations, portfolios, hands-on activities, and final oral class presentations. Student Learning Outcomes
and measurable goals and outcomes are determined before the classes begin (Document 21).

The Apprenticeship Program has uniquely determined learning outcomes through independently
established Apprenticeship Standards that are also governed by Rules and Regulations and registered with

                                                                                                          12
the State Department of Labor and Industrial Relations (DLIR). Apprenticeships are based on a system of
training in which a person learns through on-the-job experience and related classroom instruction. Each
established apprenticeship program is aligned with a certain trade or craft-skill and either sponsored by
labor unions or employer organizations. These programs are registered with the DLIR, the regulatory
agency responsible for ensuring that each program operates in compliance with established standards that
safeguard the welfare of apprentices. By law, the community college division of the University of Hawaii
is assigned the responsibility of coordinating the related classroom instruction aspect of such
apprenticeship programs (Document 22).

Finally, the Intensive English Program provides the closest model to the instructional credit programs and
it has used a method of SLO assessment following the model established for those programs (Document
23).

College Level:

The identification of college level SLO (Institutional Learning Outcomes, or ILO‘s) has proven the most
challenging for the college. Since the identification of the new Mission, Vision and Imperative statements
that occurred in 2006, campus conversations through the Assessment Committee have considered shaping
college ILO‘s around the eight imperatives or the General Education learning outcomes, although there
was widespread concern about the complexity of assessing such a large number of ILO‘s.

A subgroup of the Assessment Committee (AC) was convened in Fall 2008 to develop Institutional
Learning Outcomes (ILO‘s). Two possible models were created and introduced at the All College
meeting in January 2009. At this time, members of the faculty proposed that the College also requested
that we reconsider using the eight imperatives as a third model. After input and discussion, three models
were presented in a survey for the faculty and staff to assess how the entire college community felt about
each of the proposed models. Two of the models emerged as nearly equally favored.

A second sub-committee met for the purpose of finalizing ILO‘s in Spring 2009 by creating a hybrid of
the two preferred models. On May 1st, 2009, a draft of college ILO‘s that emerged from their discussions
was presented to the AC and approved after further discussion and revision. The total faculty was
surveyed again to confirm consensus on this fourth draft. In Fall 2009, the approved draft will be
submitted to the Faculty Senate and College Council. At that point, our ILO‘s will be considered fully
adopted.

Self Study Planning Agenda Items Relevant to Recommendation 3

Note: Again, the following Planning Agenda items from Hawaii Community College‘s 2006 Self Study
are included here due to their relevance to Recommendation 3.

1A2i: The College shall make an institutional commitment to continue to provide professional training in
the development of SLOs and the selection of appropriate assessment tools to evaluate student
achievement of learning outcomes.

IIA4: The College shall make an institutional commitment to continue its support of developing program
maps and student learning outcomes.

IIA2d, Planning Agenda 1: The College shall make an institutional commitment to continue to provide
ongoing training in defining and assessing student learning outcomes at all levels.




                                                                                                        13
Progress: By working closely with the UH Community College system, HawCC has been able to
leverage access to SLO consultancies in the past, including, most notably, the contributions of Dr. Ruth
Stiehl, who has been the primary consultant in recent years. A WASC sponsored SLO Assessment
Workshop (Jan 29-31 in Honolulu) introduced the College to a new cadre of possible consultants whose
expertise may productively supplement the foundations that have been established by several years of
productive work with Dr. Stiehl. HawCC will continue to work closely with the UHCC System to gain
access to visiting experts by sending representatives to Honolulu for the training and/or inviting the
consultant to Hilo for the price of a Honolulu to Hilo ticket as well as per diem and fees that may be
required.

IIA2i, Planning Agenda 2: Divisions and departments shall develop and implement SLO‟s for all
programs/courses as the basis for evaluating students and awarding credit, degrees, and certificates
within four years.

Progress: This item has been accomplished and each instructional program is now in the process of
assessing program learning outcomes. One program learning outcome per semester will be assessed and
the data analyzed in a permanent effort to drive the discussion of student learning as part of the program
review process.

IIA3, Planning Agenda 3: The College will dialogue to create college learning outcomes to include
lifelong learning skills and effective citizenry that will be reflected in all curricula.

Progress: Since spring 2007, the AC has had a number of discussions to decide on college learning
outcomes or Institutional Learning Outcomes (ILOs). Because Program Learning Outcomes (PLOs)
drive the CPRs, the college opted to create PLOs before broaching the more complex challenge of getting
consensus across the college on ILOs. On Febrary 16-17, 2007, a team of faculty and administrators
attended the UHCC‘s workshop facilitated by Assessment Consultant Ruth Stiehl and associates entitled:
―Extreme Assessment: Creating a Flow of Learning Evidence.‖ At that time, the possibility of turning
HawCC‘s seven Imperatives (which focus explicitly on ―lifelong learning skills and effective citizenry‖)
into ILOs was discussed by the AC. However, as previously cited, the option was tabled. Further
developments in the College‘s ILO (discussed above, under ―College Level‖), however, have embraced
the spirit of the lifelong learning and good citizenry aspect of the Imperatives.

IIA5, Planning Agenda 2: The College shall utilize the program/unit review process to report and
analyze data documenting competence.

Progress: The first of the learning outcome assessment materials have been gathered during the Fall 2008
semester and have been assessed during the spring 2009 semester. Assessment reports are posted to the
Assessment web site with 48% of the programs currently reporting. These artifacts will be followed by a
new set of data each semester hereafter. These will become the grist for analyzing learning outcomes
competence with the next program reviews expected to include a segment analyzing this direct evidence
of student achievement, in addition to the already accepted practice of analyzing indirect evidence
including persistence, course completion success rates and numbers of degrees/certificates earned.

IIA5, Planning Agenda 4: All CTE programs will develop program maps, student learning outcomes, and
assessment tools.

Progress: All CTE programs, with the exception of one, have developed SLO assessment techniques.
The one outlier program is in a process of transition as its senior professor retires and recruitment for a
replacement takes place. The College‘s commitment to on-going development and review of program
maps and SLO‘s has been institutionalized through the Comprehensive Program Review process. The

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Comprehensive Instructional PR template asks for writers to produce program maps or organizational
charts in the case of units; SLOs and the analysis of results from the assessment of SLOs are also
required. Additionally, the college is committed to finishing the process of layering student learning
outcomes assessment to cover such issues as:
          Alignment of general education and program learning outcomes;
          Alignment with SLO assessment at the course level;
          Alignment with Institutional Learning Outcomes;
          Regular review of the Mission, Vision and Imperatives.
The commitments will be accommodated by the recently approved E Imi Pono College Development Day
to be held the third Friday of each September (Document 24).

IIB3a, Planning Agenda 1: Assessment of student needs and student learning outcomes for evaluation,
planning, and improvement will include students at satellite sites and students taking distance learning
courses beginning sometime during 2006-2008. Electronic collection of data will hopefully begin by
2010.

Progress: The ad hoc Assessment Committee added to its Spring 2009 agenda the topic of reviewing
parity between DE courses and face-to-face ones through the collection of artifacts and the assessment of
SLO‘s as part of a program‘s assessment plan. In some departments, electronic data have already been
collected for course and program review. For example, artifacts from English 100: Expository Writing
classes have been collected from both face to face and online sections as to help demonstrate parity.
Moreover, the template employed by the AC to guide the development of SLO assessment by academic
programs has been modified to assure the inclusion of artifacts from on-line and satellite course sections
that will be traceable as originating from these courses.

IIA2i, Planning Agenda 4: The Academic Senate through the Educational Policy Committee and
Curriculum Review Committee shall incorporate learning outcomes into the curriculum review process.

IIA2d, Planning Agenda 2: The Academic Senate through the Educational Policy and Curriculum Review
Committees will review the current curriculum review process in evaluating for SLOs, teaching
methodology and delivery mode.

IIA2d, Planning Agenda 3: The College shall make an institutional commitment to assist faculty in
developing methods to assess students‟ diverse needs and learning styles and in matching appropriate
teaching methodology and pedagogy to improve student learning.

Progress: The Curriculum Review Committee (CRC) verifies the presence of SLO‘s in all new and
modified course proposals. Similarly, this is done for new or modified programs. The CRC does not
critique the SLO‘s, however. (SLO quality appropriately falls under the jurisdiction of the discipline.) In
the review of 20% of courses each year, if the only change is to update the course with Student Learning
Outcomes, these proposals are submitted directly to the assistant Deans and do not go through the CRC.

The VCAA, during Spring 2009, asked the Academic Senate to conduct a review of the current
curriculum process to see if it needs to be modified to include the evaluation of SLO‘s, teaching
methodology(ies) and delivery mode. The Senate was charged with said review late in the spring
semester and will conduct it during Fall 2009. The purpose of the review is to determine the standards
that the respective committees are to apply as new and existing curricula are approved.

For distance delivery, the College has provided some training and technical support for faculty seeking to
adopt an online teaching mode. Interested faculty members have also taken advantage of a variety of
opportunities at sister campuses. The College is currently in the process of recruiting an Instructional

                                                                                                           15
Developer as a faculty position. As this evolves, the review of the CRC processes will provide the
administration with faculty advice concerning student learning styles and needs and in matching
appropriate teaching methodology and pedagogy to improve student learning.

IA2i, Planning Agenda 4: The Academic Senate through the Educational Policy Committee and
Curriculum Review Committee shall develop systematic processes for assessing student progress on
achieving SLOs.

Progress: The Academic Senate has been given the foregoing charge by the Vice Chancellor for
Academic Affairs during the Spring 2009 semester and will address it during 2009-10.

IVA1, Planning Agenda 2: The administration will request the Assessment Committee to consider the
question of employing external evaluators to review college efforts to implement and utilize program
review and learning outcome assessments and to report its determination to the Chancellor and the
appropriate campus governance bodies.

Progress: This planning agenda was assigned to the administration without adequate vetting through
campus bodies. This kind of process is more appropriate for four year programs that have a professional
certifying body like Business or Education attached to their curriculum. It also is usually a costly
enterprise. External evaluators, more appropriate for CCs, are being utilized through the participation of
CTE Advisory Board members who review Program Learning Outcomes. In certain cases, like Nursing
and Culinary Arts, outside certifying agencies have an overlapping review process which is reported in
the Program Reviews.

IIA, Planning Agenda 1: The College shall make an institutional commitment to continue the process of
program/unit reviews in order to evaluate each area of the college in an on-going, systematic review of
their achievement of learning outcomes, currency, and future needs and plans.

Progress: The College has completed its first round of program/unit reviews and has decided through its
ad hoc Assessment Committee to set a five year cycle of reviews to replace the current four year cycle.
2008-09 is also the first year for the systematic gathering of data on student learning outcomes for each of
the instructional programs to be followed by assessment of one program learning outcome per semester
ever thereafter. The data gathered by the learning outcomes assessment will be the primary source of
direct evidence of student achievement and a central part of the analysis of future program reviews.

IIB, Planning Agenda: During 2006-2007, the Student Services Unit under the leadership of the Dean of
Student Services (DOSS) will identify student learning outcomes and achievements as the student enters
the college, is enrolled, and prepares to exit. They will discuss ways to assess these student learning
outcomes.

IIB3, Planning Agenda: To enhance student learning and foster institutional improvement, the College
under the leadership of the Dean of Student Services, the student services faculty and staff will develop or
identify during 2006-2007 an assessment tool to ascertain student needs and student learning outcomes
for evaluation, planning, and improvement of student services.

Progress: Under the leadership of the Dean of Student Services (DOSS), Student Services has identified
six SLO‘s. All nine of the Student Services units (Information Center, Admissions and Registration,
Records and Internal Data Management, Financial Aid, Counseling and Advising, Ha‘awi Kokua - for
students with disabilities, Student Life, Career Exploration, and Job Placement Center) have identified the
SLO‘s applicable to their operation, and seven of the nine have identified how they will be measured
(Document 18). The units which still need to develop assessment strategies for their selected SLOs are

                                                                                                          16
the Information Center and the Student Life Office. The Information Specialist position and the Student
Life Coordinator position are in the process of being filled as vacancies have occurred.

IIB3a, Planning Agenda 2: For their Unit Review, the counselors will continue their dialogue about their
assessment tools during 2005-2006 and consider revising or replacing them to better assess student needs
during admission, retention, and transition as they relate to student learning outcomes.

Progress: As part of their Unit Review submitted in 2006, the counselors discussed ways of determining
student needs in relation to SLO‘s during admission, retention, and transition phases of the student‘s
educational journey at HawCC. They‘ve concluded that the best practices in serving students do not
occur only at the beginning of this journey, but at critical points, including the final stage of transitioning
to work or to further studies.

The Interim Vice-Chancellor for Academic Affairs and the Dean of Student Services will be working
together to lead instructors (faculty members and lecturers) and counselors as they work together to
implement SARS-ALRT. SARS-ALRT is an early alert computer program designed to have instructors
identify students who may be at risk and alert counselors, advisors, and the students themselves. It is
designed to promote student success through retention, persistence, and completion (or educational goal
achievement) by offering academic support and student services support. It is anticipated that SARS-
ALRT will be obtained through Perkins funding during 2009-2010.

Beyond this, HawCC purchased the Survey of Entering Student Engagement (SENSE). This will be
administered for the first time in Fall 2009 to measure how students are engaged through instructional
programs, academic support services, and student support services when they first enter HawCC. The
Interim Vice-Chancellor for Academic Affairs and the Dean of Student Services will work together in
analyzing the survey results and sharing them with the faculty and staff to determine areas which may
need improvement and to develop strategies for making progress.

IIB4, Planning Agenda 1: The various units of Student Services are utilizing program and unit reviews for
evaluation, planning, and improvement based on student achievement and student learning outcomes
beginning 2005.

IIB1, Planning Agenda 4: To enhance student learning and foster institutional improvement, under the
leadership of the Dean of Student Services (DOSS) and as part of evaluation, planning, and improvement,
a mechanism to assess the quality of student services and their contribution to student learning outcomes
will be developed during 2006-2008. The following are possible variables to include in the assessment:
student needs, student demand/interest, efficiency of response, student use of services offered, and student
satisfaction with services. A related goal is to maintain the integrity and quality of student data.

Progress: In addition to the above, a Graduate Student Survey and a Continuing Student Survey have
been developed to determine need for service, service received, and satisfaction with service. These
surveys also include a self-report on how well students think they are meeting the Student Services
SLO‘s. The results of these surveys are used to improve the services provided by each of the units.

IIC1, Planning Agenda 2: During the program review process for all centers, institutional competencies
for informational retrieval will be identified, and practices to support these competencies will be
developed. An assessment tool will be developed to provide measurement in student competencies after
receiving support from the centers. The Learning Center (TLC) Coordinator will be responsible for
identifying the institutional competencies and will consult with the Hale Kea Advancement and Testing
Center‟s (HKATC) Manager in developing the assessment tool for Fall 2006.


                                                                                                             17
Progress: The UHCWH librarian has recommended that all centers coordinate assessment with the UHH
librarian and the West Hawaii Library Learning Center (WHLLC) staff, since we need to develop this for
all HawCC students. The UHCC Common Student Learning Outcome for the library system is: "The
student will evaluate information and its sources critically." This will be assessed in the next Program
Review. Both TLC and HKATC have revised their student evaluation instrument and are pilot testing UH
system agreed upon data elements.

IIC1, UHCWH Planning Agenda 2: As the college courses, programs and academic support units
develop their SLO‟s, align the development of the West Hawaii Library Learning Center (WHLLC) SLO‟s
with them.

Progress: A common SLO for the UHCC libraries was approved in Fall 2008 and will be the basis of
instructional planning for Fall 2009. The WHLLC is anticipating that a college SLO about information
retrieval and use will be approved by Fall 2009. Information about courses and programs that already
have an information retrieval and evaluation component will be collected in Summer 2009.

IIC2, Planning Agenda 3: The HawCC librarian will work with faculty to develop SLO‟s and assessment
rubrics for library instruction in remedial, developmental, ESL and transfer level courses. SLO‟s will
include various levels of information literacy.

Progress: The UH System Information Literacy Librarians have developed an assessment rubric for
library instruction, utilizing the online tutorial, LILO. The rubric is based on the nationally recognized
standards, performance indicators and outcomes for information literacy from the American Library. The
rubrics are adaptable to different levels of information literacy instruction. System-wide, the UH library
directors have developed a general rubric that is used for assessment as part of the comprehensive and
annual library unit reviews.


                          RESPONSE TO RECOMMENDATION 4:
                         DIALOGING BEFORE IMPLEMENTATION

Recommendation 4

Academic planning should include dialogue on classes offered, library and student services and
scheduling decisions should include all affected areas or locations (centers) before being implemented.
(II.B.1.a, b)

Academic planning includes input from all locations. Academic planning for class schedules is carried
out by Division Chairs (one of whom, the Culinary Arts and Hospitality/Tourism Chair, is located in
West Hawaii) who begin the planning process one-year in advance to assure the availability of facilities
for the video-conference and HITS courses to be offered. Moreover, planning for course offerings in West
Hawaii has followed a course schedule that outlines projected course offerings five semesters in advance
in the Associate of Arts program. This schedule is printed in the Registration Booklet made available to
students, and it provides advanced notification to West Hawaii students of guaranteed course offerings in
an A.A. program (Document 25).

The Director at UHCWH schedules for West Hawaii. In fulfillment of its University Center purpose,
West Hawaii scheduling priorities take precedence over the scheduling needs of the community college
programs insofar as access to the HITS (Hawaii Interactive Television System) rooms is concerned.
(HITS has been the primary distance education technology used by the University Center courses and
programs.) Previously, HITS courses were exclusively in the evening, after 4 P.M., and on weekends.

                                                                                                          18
Recently, the University Centers have expanded the hours of operation to include time periods from 2:00
P.M. onward, and the community college programs have been obliged to adjust to these scheduling
changes. This obligation adheres to the University Center requirements and is not subject to discussion.

The organizational structure of West Hawaii reflects the central role played by the Director as the
spokesperson for Student Services and Academic Support operations. Staff positions in these two areas
report directly to the Director (Document 26). However, the Dean of Student Services and the Vice
Chancellor for Academic Affairs both have included West Hawaii faculty from these two areas in their
respective staff meetings to facilitate direct communication with Academic Support and Student Services
faculty members in East Hawaii during staff meetings. For matters requiring a more direct line to the
Chancellor, the UHCWH Director takes those messages from Student Services and/or Academic Support
personnel in the west to the Administrative Staff meetings.

The college operates within a system that is funded on a biennial basis and the program review process
operates annually. Under this system, a program or a unit (including UHCWH, which completes a
comprehensive unit review along with other college units) hoping to situate its requests in the biennium
budget must complete a comprehensive program/unit review in the year prior to the formulation of the
biennium budget requests. The system at HawCC is sufficiently flexible to allow any of the programs or
units to move forward (never backward) in the program/unit review schedule to accommodate urgent
needs requiring immediate biennium budgetary support. The nexus between program review/learning
outcomes assessment, budget requests and the strategic planning document is continually being refined,
and it has made significant progress in the past two years. The campus hopes that any of the
program/units will participate in the review process during a biennium budget year to address the needs
that they have. The next one will be coming up again during Fall 2009; it is always in the odd numbered
years (Document 27).

This in no way means that needs cannot be addressed in the interim prior to the biennium budget year
because they have been addressed by using carry over and/or grant funds. For instance, a new flat screen
computer lab was provided to UHCWH in 2006 (this was the first of the replacement computer labs
which was purchased by the college before the campus had been allocated biennium funds in July 2007
for ongoing computer and technology replacement); faculty positions have been added to West Hawaii
during the summer 2008, as previously cited; and Rural Development Program funding has been secured
to improve videoconferencing and HITS technology to high definition standards for the entire college
during the 2008-09 academic year.

Self Study Planning Agenda Items Relevant to Recommendation 4

Note: The following Planning Agenda items from Hawaii Community College‘s 2006 Self Study are
included here for their relevance to Recommendation 4.

IIC1, Planning Agenda 1: The institution supports the quality of its instructional programs by providing
library and other learning support services that are sufficient in quantity, currency, depth, and variety to
facilitate educational offerings, regardless of location or means of delivery.

Progress: All of the centers will continue maintaining relationships with faculty and student users. The
Learning Center (TLC) supports classroom instruction by providing educational resources as an extension
of the classroom. The Coordinator continues to dialogue with faculty regarding resources needed to
support future instruction. Using student and faculty evaluation results and the needs of the College, TLC
has utilized evaluation and planning to improve services with the resources available. These Learning
Center planning items will be the responsibility of the TLC Coordinator to initiate with Area
Coordinators, Hale Kea Advancement and Testing Center Manager and students.

                                                                                                          19
The Learning Center and the Hale Kea Advancement Center: Both Centers work directly with faculty to
support classroom instruction by providing academic resources for various testing services. Four faculty
members are assigned (as part of their load) to TLC to oversee from reading, writing, math, and English
as a second language needs. In the last three years, both centers have supported instruction in
remedial/developmental education, Achieving the Dream Initiative, and increasing proctoring services for
distance education, make up and special needs testing. This involvement is directly related to the close
relationship with faculty and the use of Student /Faculty evaluation results. Evaluations are conducted
yearly and the results are reviewed and shared with all staff members. Adjustment/changes are made
according to needs expressed, keeping in mind the funds available.

West Hawaii Learning Center: Relationships with faculty and student users have been maintained at the
UH Center, West Hawaii Learning Center. Students continue to have access to the LC computers, tutors,
and staff to assist them with their coursework. The TLC Coordinator has worked with faculty to hire and
train tutors for the Center. CCSSE has been the tool used for evaluating TLC services. Responding to
student and faculty requests, the TLC Coordinator has recently hired a philosophy tutor to complement
the mathematics and English tutors already in place. The technology replacement fund provided by the
College has upgraded the computers in the TLC in West Hawaii during 2008-09 in keeping with the four
year replacement schedule for all computer labs.

IIC1, Planning Agenda 3: TLC will continue to make use of limited resources so that maximum access is
provided to students and faculty. Because of the rapid growth of distance education and the demand for
proctoring services, it is imperative that a second permanent position be established for the HKATC. The
TLC Coordinator will be responsible for determining the use of limited resources and will champion the
need for additional permanent staff for the HKATC.

Progress: In 2006, TLC‘s comprehensive program/unit review requested funding for a second position,
but it was not funded. In 2007-08, the second position was requested from the UH System in the
biennium budget, but this was not funded, either. Each annual program/unit review submitted by TLC has
included a budget request for the position, which has yet to be funded. In the interim, a temporary staff
person has been hired for the position.

IB7, Planning Agenda 3: The Library and Learning Centers will continue to conduct internal evaluations
of their respective facilities. The campuses will continue to make these reviews more systematic and
assess their effectiveness.

Mookini Library makes annual evaluations through several required reports to various groups, including
the University of Hawaii Library Council. The library will begin administering user surveys required for
future unit reviews in Fall 2009. The West Hawaii Library Learning Center and the UHH Mookini
Library co-author the Annual Review and periodic Comprehensive Review required by the UHHCC
administration. In East Hawaii, the Learning Center and the Hale Kea Advancement Center also complete
these Annual and Comprehensive Reviews.

IIC2, Planning Agenda 1: As librarian positions are filled with permanent staff and the library‟s strategic
plan is once again used to assess library services, the HawCC librarian will communicate the strategic
planning goals and objectives to HawCC‟s Academic Support Unit.

Progress: Mookini Library is currently assessing its services with regard to staffing and the Strategic
Plan. Analysis will be done in Summer 2009 and reports will subsequently be given to the Academic
Support Unit.


                                                                                                          20
IIC1, Planning Agenda 2: The VCAA will monitor the current biennium budget submissions, which
include a request to reinstate the library technician position and the funding of one additional FTEF
librarian to provide DE library support and one new faculty position to coordinate DE at the Hilo
campus. Both DE positions will improve support not only for DE students, but also for faculty teaching
DE courses.

Progress: The biennium budget requests derive from program review results that have been evaluated by
the College Effectiveness Review Committee. If this process were to produce biennium budget requests
for the Library positions referenced, then it would be appropriate for the VCAA to press these requests.
At this stage, this has not been the case.

IIC1, Planning Agenda 5: HawCC‟s library support and information needs of students and faculty will be
included in discussions and plans for the new campus on the Hilo side.

Progress: Campus planning for East Hawaii is in a premature stage due to unexpected state budgetary
complications, and programmatic details with respect to library needs are not yet appropriate to discuss.

IIC1, Planning Agenda 6: Beginning Fall 2006, HawCC instructional and library faculty will begin a
dialogue to evaluate, plan and develop improvements for how information literacy skills will be
integrated into student learning at the transfer, developmental and remedial levels, and how to maximize
the library instruction services.

Progress: Information literacy workshops are planned for the next academic year; these will help the
college to begin the dialogue. Workshops will introduce faculty to information literacy standards and to
various tools used by instruction librarians for assessment of students‘ understanding of finding and
evaluating information sources. Workshops will also include discussion of how the library instruction
program can help faculty to incorporate information literacy into instructional programs.

The librarian in West Hawaii offers an orientation to library research based on faculty needs. Most
English 100 instructors at UHCWH commit one class period to this student-friendly introduction.
Discussions have begun in the English department about assessing the SLO on information literacy in
either English 100 or English 102, where the teaching of this material might also belong. This is on the
agenda for the English department in Fall 2009.

IIC1, Planning Agenda 7: Beginning Spring 2007, the HawCC librarian and the Staff Development
Coordinator will organize a series of workshops to introduce faculty to information literacy standards
and skills.

Progress: The Hawaii Community College librarian and the Staff Development Coordinator will meet
within the next semester to plan the workshops to be held in Spring 2010. The HawCC librarian will also
consult other librarians on the UH Libraries Information Literacy Committee who have held successful
workshops for ideas and suggestions. Workshops will include an introduction to information literacy and
how to incorporate it into their classes.

IIC2, Planning Agenda 2: The HawCC librarian will consult with the VCAA and the Academic Support
Unit while preparing the library program review.

Progress: The Academic Support Unit was kept up-to-date during the preparation of the 2008
Comprehensive Program Review for the Library through reports given at semi-monthly meetings.



                                                                                                           21
IIC1, Planning Agenda 6: Continue to build strong, collaborative working relationships with the Edwin
H. Mookini Library and other libraries in the UH system for student learning support.

Progress: The WHLLC librarian and the UHH librarian assigned to HawCC support continue to co-author
the annual and comprehensive unit reviews for library support, and the annual UH Library system library
statistics. Mookini Library serves as the vendor contact for UH system licensed information databases,
and whenever possible, adds all HawCC users, including those located in West Hawaii, to other products
individually purchased by UHH. The WHLLC librarian is a member of the UH Library Council and
works collaboratively with other library directors to address library service, instructional and assessment
needs.


                         RESPONSE TO RECOMMENDATION 5:
               ADDRESSING FACILITIES IN EAST HAWAI`I AND WEST HAWAI`I

Recommendation 5

The college update their transition plan for facilities maintenance and improvement for the East campus
at Hawaii CC and the leased facilities at West Hawaii and collaborate with the U of H system to secures
funding for this plan so the students attending Hawaii CC in the next 5-10 years can be adequately served
with appropriate facilities while the new campus is under construction. (II.B.1.a,b.)

The University of Hawai‘i and Hawai‘i Community College are committed to improving facilities on the
Big Island. In recent sessions, the Hawai‘i Legislature appropriated more than $23 million in State Funds
for renovation of college buildings in East Hawai‗i and a building in West Hawai‗i to replace leased
facilities at Kealakekua (Document 28). The County Council has made an additional $5 million available
through a zoning agreement with a local developer. The UH Foundation is undertaking an aggressive
campaign to supplement these efforts with private donations, and the Hawaiian US Congressional
Delegation has promised its support for Federal funds focused on energy and sustainability initiatives.

East Hawai‗i

Many of the facilities on the Manono Campus were built in the late 1950s and are not properly configured
for present day instructional requirements. Due to the condition of the Manono Campus facilities, the
University sought to relocate Hawai‘i Community College to a new campus on Komohana Street;
however, due to the size and financial magnitude of the project, such relocation has been deferred,
resulting in the need to improve the physical plant at the Manono Campus.

In the initial planning, UH is seeking to update the Manono Campus Long Range Development Plan and
assess all existing campus buildings. Currently, Hawai‘i Community College occupies classroom and
office space at the University of Hawai‘i at Hilo and a goal is to have all academic programs relocated to
the Manono Campus, with the exception of the four trade buildings, which would be cost prohibitive to
move at this time. The assessment will evaluate the renovation need, program space requirements, and a
phasing plan for building improvements. The design, which will be undertaken simultaneously, will
include the immediate upgrade of building infrastructure, repair and maintenance need, and interior
renovation for academic needs (Document 29).

The UH Office of Capital Improvements is in the process of completing the solicitation and awarding the
initial planning contract.



                                                                                                        22
West Hawai‗i

The University of Hawai‗i has awarded a planning and design contract for a Hawai‗i Community
College/UH Center, West Hawai‗i campus to replace the leased facilities at Kealakekua. The contract
includes updates to the Academic Plan, Educational Specifications and Long Range Development Plan
including transition planning, the design of three buildings, completion of required supplements to the
Environmental Impact Statement and assistance in obtaining necessary construction permits.

When fully constructed the proposed campus at Palamanui will accommodate 1,500 full time equivalent
students; the design permits the campus to be built in phases. The first phase provides sufficient space to
vacant all the leased space in Kealakekua and relocate to the campus at Palamanui. Groundbreaking is
expected in 2011.


Self Study Planning Agenda Items Relevant to Recommendation 5

Note: The following Planning Agenda items from Hawaii Community College‘s 2006 Self Study are
included here for their relevance to Recommendation 5.

IIID1, Planning Agenda 3: The College will ensure that the planning and design of the two new campuses
matches its mission and goals and includes stakeholder‟s input.

Progress: The process in West Hawaii is further along and the planning of the campus at that site has
incorporated the input of all stakeholders. Planning in the east is in a premature state and not at this time
prepared for the input of stakeholders; however, the developers have been gathering information about
programs, enrollments and projections for the Hilo campus.

IIC1, Planning Agenda 4: The UHCWH Library and Learning Center (LLC) will participate in the
planning and development of a new and larger instructional site for the center. Both the temporary
relocation to larger leased quarters or the design and construction of a permanent facility will be
welcomed.

Progress: As of Spring 2009, the design of a new permanent Center and the procurement of funds for the
construction is underway. The relocation to a new site may happen within the next few years, but the
space scheduled for immediate construction does not include a permanent LLC. The WHLLC staff has
been consulted about how they might fit into temporary space no larger than what is currently occupied.

IIIB1, Planning Agenda 1: The College will continue to implement the Facilities Transition and Phasing
Plan to improve existing campus structures at the Manono and Main/Upper Campuses in East Hawai„i.

Progress: During Spring 2009, Hawaii Campus Developers (HCD) did preliminary work and presented
their findings to campus leaders on March 24, 2009. Meetings to negotiate a contract are currently taking
place between HCD and the Vice President of UHCC‘s and the Chancellor.

IIIB1, Planning Agenda 2: The College will strive to continue in its significant progress towards the
development and construction of new campuses in East and West Hawai„i.

Progress: Unexpected delays in the campus planning and construction process have been caused by a
gubernatorial decision to withhold the release of key planning and infrastructure support funds.
Additionally, access to the land parcel that was intended for construction of West Hawaii campus was
delayed and then greatly reduced due to archeological findings (native Hawaiian burial sites) on the


                                                                                                           23
original 500 acres, thereby forcing the college to radically modify its campus layout plans. The process
seems to be back on track for West Hawaii, but the college is now re-planning the approach to
construction of a new campus in East Hawaii with a buildup on its current campus location the most
likely prospect.

IIIB1, Planning Agenda 3: The College will involve all stakeholders, including students, staff, faculty,
administrators, and community members in dialogue, as the formal planning process begins.

IVB2a, Planning Agenda: In order to continue the college‟s commitment to leadership that is focused on
evaluating, planning and improvement: The Chancellor should continue to involve the faculty, staff and
students in the development of an organization to fit the needs of the community and two campuses under
construction.

Progress: The process in West Hawaii is further along and the planning of the campus at that site has
incorporated the input of all stakeholders. Planning and informational sessions have been open to all
members of faculty and staff, as well as the community. Planning in the east is in a premature state and
not at this time prepared for the input of stakeholders.

IIIC2, Planning Agenda 3: The College will recognize the principles to guide facilities management
following “a policy of centralization of location and management of its computer lab classrooms to
economize its management” not only in its current practices but also as it plans for the new campuses in
East and West Hawai„i (HawCC ACU, 2005, p.20).

Progress: Campus planning for East Hawaii is in such a premature stage that the placement of computer
labs cannot be addressed at this time. In West Hawaii, the planning of the campus will be able to address
the centralization of computer lab facilities, but this will not be the central principle of design that will
drive new campus planning.


                            RESPONSE TO RECOMMENDATION 6:
                             MEMORIALIZING GOVERNMANCE

Recommendation 6

The college should memorialize governance practices by establishing, publishing, and implementing a
comprehensive written policy that defines and delineates the specific roles of faculty, staff,
administration, and students in the college‟s decision-making processes. In order to ensure the integrity
and effectiveness of the College‟s governance and decision-making processes, roles of governance
groups, such as College Council and Academic Senate, should be regularly evaluated and results
communicated with college constituent groups. (IV.A.2, IV.A.5)

The college has three major governance bodies: the Academic Senate, College Council and Associated
Students of Hawaii Community College. Each is guided by approved charters/by-laws. Until 2007-08,
the College Council had no official charter and it had existed as a forum appointed by the Chancellor as a
source of feedback from the campus constituencies including APT, Clerical, Student and Faculty
representation. With the approval of a Charter in May, 2008 forwarded to the Chancellor, the Council has
taken on a formal function as an advisory body to the Chancellor concerning issues of college-wide
concern (Document 30).

The Academic Senate has long operated under a charter that identifies it as a recommending and
governing body with its ―…primary purpose to ensure academic integrity.‖ The Senate membership

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consists of all instructional and non-instructional faculty, and the Senate Chair is in regular
communication with the Chancellor. Moreover, the Chancellor or appropriate administrator may be
requested to respond in writing to Senate resolutions or to communicate to the Vice President for
Community Colleges. Administrative decisions contrary to Senate recommendations require a written
rationale to the Academic Senate (Document 31).

The Associated Students of Hawaii Community College has re-structured its bylaws to create two
chartered student organizations sanctioned by the Board of Regents. The Associated Students of Hawaii
Community College (ASUH-HawCC) will be the student governance organization. The Hawaii
Community College Association for Student Activities (HawCC-AFSA) will focus on cultural and social
activities. The new bylaws for ASUH-HawCC (student government) were ratified at the end of the Spring
2008 semester. The bylaws for HawCC-AFSA were ratified early in the Fall 2008 semester (Document
32).

The respective charters/bylaws of each of the three bodies are sufficient to identify responsibilities that
may overlap; however, there is clearly a representational mandate for each body that assures clarity of
function. Each of the bodies is recommending in nature, with the Academic Senate acting as the chief
formal voice of the faculty vis a vis college and system level administrative officials. The interactive
communications with administrative officials is far more formally defined by the Academic Senate
charter compared to either of the other two representative bodies. This in no way reflects a hierarchy
among the bodies, and the statement on governance participation at the college seeks to emphasize the
tripartite sources of advisory input that the Chancellor seeks from the campus.

Hawaii Community College has had a policy on campus governance since 1996 (Document 33), which
has been revised to reflect the development of a separate student government for the community college,
which previously shared the student government structure with the neighboring UH Hilo campus.
Although some sharing of student activities fees continues, the two institutions have developed separate
student government structures. A Task Force of Detail has produced a policy on campus governance
based upon the existing policy Haw 3.301, which called ―College Committee Structure.‖ The College
developed a comprehensive written policy called ―Campus Governance‖(Document 34). The charters of
these bodies include the mandate for annual evaluative surveys of the constituencies of the Senate and
Council, including a proposed model of the surveys. The policy statement has been reviewed by the
existing campus recommending bodies before publication as part of the updated HawCC Administrative
Policies and Procedures Manual.

Self Study Planning Agenda Items Relevant to Recommendation 6

IVA2b, Planning Agenda 3: Finalize the charter of the College Council to determine its membership,
method of selection for members, and more clearly define its role in the governance process.

Progress: 2008-09 was the first year that the College Council was functioning under its new
charter that was created and accepted in the 2007-08 school year. The charter clearly states its
purpose, membership, method of selection of members and defines its role in the governance
process (Document 30).

IVA3, Planning Agenda 3: The College will determine the necessary support needs of the College Council
and provide it with resources to enable that body to finalize its charter, membership, and method of
selection for members, as the college undergoes a re-organization.




                                                                                                              25
Progress: The Council identified its needs and developed its charter accordingly, including assigning
time for Council Chair and clerical support for recording purposes. The membership list is an appendix
which may be changed as reorganization occurs without having to ratify the charter each time (Document
30).

IVA5, Planning Agenda 2: The College Council and the Academic Senate should routinely consider
budgetary constraints and implications in their decision-making and governance procedures/policies.
Budget briefings provided to the Academic Senate and College Council should become a routine feature
of the academic year with both bodies encouraged to request additional information as they may require
to inform their the deliberations and contribute to their effectiveness.

Progress: A permanent item on the agenda of the College Council‘s monthly meetings is a budget report
from the Vice Chancellor for Administrative Services. All matters which may have budget implications
are discussed and everyone is encouraged to request clarification or additional information. This effort
helps the council to be informed, which contributes to the effectiveness of the college.

For the Academic Senate, the Vice Chancellor for Administrative Services is always available to meet
with the Academic Senate at their request. Usually several presentations are made each year to the Senate
and everyone is encouraged to ask questions or for clarification. Much effort is exerted to encourage
participation in budget matters.

IB2, Planning Agenda 2: A more formal or systematic method for communicating with the college
community in relation to the Assessment Committee and College Effectiveness Review Committee needs
to be established. Perhaps summaries of the outcomes of Assessment Committee and CERC functions
could be published in the monthly campus newsletter.

Progress: The minutes of all AC meetings are posted regularly on the website. Important announcements
go out on the listserv. Chancellor's Newsletter is used to announce AC activities and workshops. The
CERC reports directly to the Chancellor whose response is embodied in the Biennium and Supplemental
Budget requests that are sent forward to the UH System.




                                                                                                       26
                    RESPONSE TO 2006 INSTITUTIONAL SELF-STUDY
                      SELF-IDENTIFIED ISSUES NOT ADDRESSED ABOVE

Standard I: Institutional Mission and Effectiveness

IA2, Planning Agenda 1: The new Vision/Mission and accompanying statements being developed as
addressed in the previous section is projected to be presented for approval to the Board of Regents during
the summer of 2006.

Progress: The updated statements were approved by the Board of Regents at their July 2006 meeting
(Document 35).

IA2, Planning Agenda 2: Officially adopted statements will continue to be published in the college‟s
general catalogue as well as in other appropriate publications.

Progress: Policy statements have been and will continue to be published in the college‘s general catalog
(Document 36), as well as in other publications as deemed appropriate.

IB, Planning Agenda 1: The institution‟s website is dated and some information must be made current. A
webmaster should be hired and charged with coordinating with the administration, Institutional
Researcher(s), and college personnel to update and upgrade the website.

IIA2i, Planning Agenda 3: The College administration shall make an institutional commitment to hire a
webmaster so program learning outcomes can be widely distributed.

IIA6c, Planning Agenda 3: The College‟s Web Page Guidelines policy needs to be updated or an
individual assigned to maintain the college‟s web site to ensure that all postings represent the college
clearly, accurately, and consistently.

IIA7, Planning Agenda 4: The College shall make an institutional commitment to hire a webmaster to
widely communicate on a timely basis pertinent information on the web, such as the Hawai„i Community
College Faculty and Instructional Staff Professional Standards and Ethics document, the Student Conduct
Code, and the Faculty Handbook.

IIB2d, Planning Agenda 2: The administration will allocate resources to upgrade and maintain the
college website as a centralized data source sometime during 2006-2008.

Progress: The College has unsuccessfully completed its fourth attempted recruitment of a
webmaster during spring semester 2009, with this latest recruitment having been attempted at a
higher pay grade than the first efforts. In the meantime, faculty and staff serve on an overtime
basis to help on a case by case basis to post web information. A campus wide survey has been
completed during the spring 2009 semester to determine whether the campus wishes to try a fifth
recruitment or if contracting with a web development contractor is preferred. By nearly a two to
one margin, the campus opted for a fifth recruitment to seek a suitable Administrative,
Professional & Technical (APT) candidate to fill the post. The College is prepared to budget
$15,000 per year to maintain and upgrade the web system once a webmaster is successfully hired.

IVA2b, Planning Agenda 5: Provide funds and/or website development software for all governing bodies,
including the Academic Senate and College Council.



                                                                                                           27
Progress: These are decisions best made when the new webmaster has been successfully recruited to
assure compatibility with the future directions to be taken by the college web page.

IB, Planning Agenda 2: The current media releases are irregular and may not be the most effective
methods of communicating institutional quality assurance to the greater public. Efforts should be
integrated into a college marketing plan.

Progress: Efforts have been completed to recruit a faculty position supported by clerical help to report to
the Chancellor and be designated to manage the information, marketing and recruiting efforts by the
College.

Standard II A: Instructional Programs

II A, Planning Agenda 4: The College shall make an institutional commitment to review, modify as
necessary, and reinstitute HAW 5.250, Course Review Policy and Procedure, for the purpose of
maintaining course quality.

Progress: Through the Program Review Process, the CTE programs review and modify courses to
maintain course quality. The Liberal Arts and Public Services Division have implemented a procedure to
review 20% of all its approved courses each year as outlined in HAW 5.250: Course Review Policy and
Procedure (Document 37).

IIA, Planning Agenda 5: The Vice Chancellor for Academic Affairs will pursue a dialogue with
appropriate administration colleagues to determine the status of the CCCMs (system policy memos) and
to establish a consensus about the possible need for a replacement of those CCCMs currently slated for
discontinuation.

Progress: The conversion of the Community College Chancellor‘s Memos (CCCM) to new University of
Hawaii Community College Policy (UHCCP) documents is slated for completion during 2008-09 in
accord with the Vice President for Community College‘s directive. Hawaii Community College is
currently reviewing its campus policy manual and will supplement it as necessary with revisions and/or
re-writes of the former CCCM that have been devolved to the individual campuses for local campus
implementation.

IIA, Planning Agenda 2: The College shall make an institutional commitment to fill the Assistant Dean
positions to provide leadership in the development of new courses and academic programs and direct the
scheduled evaluation of academic programs and activities.

Progress: The re-organization of the College has resulted in upgrading the Assistant Deans to line
officials as one Dean of Liberal Arts and Public Services and another Dean of Career and Technical
Education. Both Dean positions are filled with interim appointments and the campus has been directed to
maintain this situation during the State budget crisis. However, the recruitment of these positions has
been authorized for 2009-10. Recently, the campus learned that the Vice Chancellor for Academic
Affairs has resigned to take a position as Chancellor of Windward Community College. Filling the
vacant Vice Chancellor‘s position is the priority before filling the two instructional Deans positions will
take place.

IIA, Planning Agenda 3: The College shall make an institutional commitment to develop an ongoing,
systematic method of collecting all syllabi for the purpose of reviewing them for accuracy.



                                                                                                         28
Progress: We currently have a system of collecting syllabi. At the start of each semester, the
Division/Department Chairs collect syllabi and keep in file. Some department chairs review syllabi, but
the College still needs to establish a system to review for accuracy.

IIA, Planning Agenda 4: The College shall make an institutional commitment to encourage dialogue
within departments to formally evaluate tests to minimize test bias.

Progress: The English Department creates and evaluates final exams for developmental writing classes,
English 20W and 22, every semester. Instructors discuss the quality of writing prompts and how the
content and wording might affect student performance. After the exam, instructors reevaluate the
prompts to see which questions were most effective and why. The College intends to generalize this type
of exercise among other disciplines. As programs proceed in assessment activities, this item will
invariably come into focus.

IIA3, Planning Agenda 1: All faculty will dialogue to evaluate, plan, and develop a philosophy of general
education and an institutional rationale for inclusion of courses in general education.

IIA3, Planning Agenda 2: The College will communicate to all constituents the philosophy of general
education and the institutional rationale for inclusion of courses in general education.

Progress: The Assessment Committee, with faculty input, has identified Institutional Learning Outcomes
(ILO) during 2008-09. These ILO‘s establish the context for the campus discussion of a general
education philosophy, which has heretofore been implicit. With the ILO‘s in place, the general education
discussion will take place in 2009 – 10, beginning at the level of Instructional Division Chairs and
radiating outward from there to the program faculty and ultimately to the Academic Senate. The
discussion should lead to a final product that reflects the unique features of general education at HawCC
that distinguish this campus from its sister campuses across the State of Hawaii.

IIA5, Planning Agenda 1: The College shall encourage individual programs to identify and collect
statistical data to document the technical and professional competence of students.

Progress: The deadline for the first cycle of Comprehensive Program Reviews at HawCC was Nov. 14,
2005. Coincidentally, this date coincided with the Progress Report Team Visitation by Dr. Marie Smith
and Dr. Gari Browning. It was impressive to ACCJC that in the team room were all 12 Program Reviews
(6 Instruction and 6 Unit) that were due on the date of their visit. This date marks the benchmark
recognized by ACCJC that HawCC had ―encourage (d) individual programs to identify and collect
statistical data to document the technical and professional competence of students.‖ (See the full text of
the Team Visitation Progress Report at: www.hawaii.hawaii.edu/accreditation. Especially note the last
paragraph preceding the concluding statement on p. 4.)

Program Reviews(PR) have been submitted and are being used by the College Effectiveness Review
Committee (CERC) in particular during the 2007-08 and 2008-09 to formulate key recommendations to
the Chancellor on biennium and supplemental budget requests as well as Academic Development
Planning revisions. HawCC has sent all 27 academic programs and 17 units through the PR process and
has determined that the second round of reviews will be scheduled over a five-year period with the
addition of student learning outcomes assessment as a permanent feature of all subsequent reviews
hereafter.

IIA5, Planning Agenda 3: The College shall make an institutional commitment to conduct and analyze
employer satisfaction surveys.


                                                                                                        29
Progress: While the College does not conduct employer satisfaction surveys at this time, feedback from
Advisory Boards have provided the faculty with critical information about how to alter curriculum to
better prepare students for jobs. For example, on February 26th, 2009, faculty from all the Career and
Technical Education programs met with their Advisory Boards to evaluate SLO‘s and assessment
measures. These discussions included employer observations about Hawaii Community College
students‘ career readiness that have subsequently affected curriculum decisions.

IIA6c, Planning Agenda 1: The College will make an institutional commitment to review the policies,
practices, and procedures contained in the Hawai„i Community College Policies Manual. Those deemed
to need attention for updating, revision, or deletion need to be assigned to the appropriate unit for follow-
up.

Progress: Hawaii Community College administrative affairs staff, along with the academic and student
support staff, on a continual basis reviews the policies, practices and procedures contained in the Hawaii
Community College Policies Manual. Any policy deemed to need attention for updating, revision, or
deletion is coordinated with the affected or appropriate college unit by the administrative affairs office.
All changes to these policies are channeled through the appropriate advisory body to insure that all stake
holders are involved in the review process before any change is submitted for final approval by the
Chancellor.

IIA6c, Planning Agenda 2: To ensure institutional integrity, the College will establish a means to check
the catalog more carefully for accuracy in its annual review.

IIB2d, Planning Agenda 1: A knowledgeable person will be responsible for the accuracy of the
information of each section of the catalog. An editor, possibly a faculty member on reassigned time, will
edit the catalog for clarity of language and consistency of format beginning Fall 2007.

Progress: Each year, copies of the catalog are distributed to Administration Offices (in Hilo and West
Hawaii), Division Chairs, the Library, Bookstore, Student Housing, and other offices that have
information in the catalog. These offices are asked to update/revise their sections and submit the changes
for the next catalog edition. (Changes are made as long as they don't contradict existing policies, and in
the case of course/program information, they have been approved first.) After revisions are made, a draft
of the catalog is posted online for further review by these same offices, and any final corrections are made
before going to print. Throughout the year, the staff member in charge of the catalog receives comments
about/updates for the catalog that are used to create the initial copies that first go out for review. The
College has deemed this an appropriate process before final publication.

IIA6c, Planning Agenda 4: The College will make an organizational commitment to allocate resources to
ensure that student achievements are communicated to the public in a timely manner.

IIB3b, Planning Agenda 1: During 2006-2007 under the leadership of the College Council, HawCC will
develop a mechanism to better publicize student involvement and achievement in civic, intellectual,
aesthetic, and personal endeavors via campus e-mail, the college newsletter, the local paper, and local
radio stations.

Progress: As of April 2009, this is one of the responsibilities of the new Community Liaison and
Recruitment Coordinator.

IIA7, Planning Agenda 1: The college shall strengthen its institutional integrity by promoting dialogue
through its Academic Senate on including a statement in the Hawai„i Community College Faculty and


                                                                                                           30
Instructional Staff Professional Standards and Ethics document that addresses the need for faculty to
distinguish between personal conviction and professionally accepted views in a discipline.

IIA7, Planning Agenda 2: The Academic Senate will evaluate, plan, and improve the student evaluation
form to include a question that evaluates the faculty‟s ability to distinguish between personal conviction
and professionally accepted views in a discipline.

Progress: It was decided that this planning agenda would not be addressed separately by the Academic
Senate because this statement has been addressed adequately in the faculty (University of Hawaii
Professional Assembly) contract, Article IX. Additionally, the HawCC statement on ethics promulgated
by the Academic Senate addresses this issue (Document 38).

IIA7, Planning Agenda 3: The College shall make an institutional commitment to review and
communicate system-wide policies that affect students, faculty, and/or staff.

Progress: The conversion of system wide community college policies has been slow and irregular;
however, it has been accentuated as a goal for the current academic year by the Community Colleges Vice
President. As they are issued, the policies are posted to the system website and announced to the campus.

Standard IIB: Student Support Services

IIB1, Planning Agenda 1: To enhance student learning and foster institutional improvement, the college
shall, through program reviews and dialogue among instructional and counseling faculty facilitated by
the Dean of Student Services and the Vice Chancellor for Academic Affairs during 2005-2007, make an
institutional commitment to address the basic skills needs of academically under-prepared students and
ESL students.

Progress: In Sept 2006, the White Paper Group was formed to examine the remedial and developmental
programs at the seven UH community college campuses and to review the literature for ―best practices.‖
In a memo issued by the Office of the UHCC Vice-President, the committee‘s goal was to ―recommend a
series of program improvements that will increase the number of students enrolling in and successfully
completing the necessary developmental work preparatory to the community college technical and
transfer programs‖ (Document 39). The Hawaii Community College Campus Representative was Gwen
Kimura. (Institutional commitment: She was given three credits of reassigned time per semester.)

To expand and continue the work of the White Paper Group (WPG) and infuse their recommendations
into the Achieving the Dream Initiative at the campus level, Hawaii CC appointed two co-coordinators
(Marilyn Bader, Math, and Gwen Kimura, English) to head a committee comprising English and Math
instructors, the Coordinator of The Learning Center, and an IT Specialist.

In-class tutoring was piloted as a strategy to support remedial students during 2008-09; tuition and fee
funds have been used to support this strategy. The committee has identified and defined data elements to
be used for remedial/developmental program review. The two co-coordinators attend monthly meetings
at the system level. ESL faculty has reviewed the COMPASS placement test and will collect data next
year by using the ESL COMPASS Grammar/Usage and Reading Tests as pre and post tests in their
classes.

Furthermore, Achieving the Dream staff has accessed federal funding for Hulu‘ena, a program for 25
Native-Hawaiian students who are severely deficient in reading, writing, and/or math. These students
will be given a scholarship award of $1000 for tuition and fees for Fall 2009. Students must earn a ―C‖ or


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better in all of their classes: two classes in remedial or developmental areas, Hawaiian Studies 100 and
College Success 101 to continue to receive $1000 for Spring 2010.

IIB1, Planning Agenda 2: To enhance student learning and foster institutional improvement, the college
shall, under the leadership of the Chancellor, plan to promote on-going college-wide dialogue about
student access, progress, learning, and success during 2006-2011.

Progress: The College has been participating in a nation-wide initiative, Achieving the Dream. Targeted
at under-represented, under-achieving student populations at 82 institutions in 15 States, the Achieving
the Dream initiative is directed at Native Hawaiians enrolled at all seven UH Community College
campuses. The goals of the Achieving the Dream are for these students to:

                successfully complete the courses they take;
                advance from remedial to credit-bearing courses;
                enroll in and successfully complete gatekeeper courses;
                enroll from one semester to another; and
                earn degrees and/or certificates (including transfer to 4-year institutions).

Among the initiatives included in the Hawaii Community College Campus plan are:
            Increase capacity for qualitative and quantitative data collection. A Native Hawaiian
               Well-Being Survey is being conducted to collect data on well-being indicators that will
               support educational success.
            Establish mandatory student life skills classes for students placing in two or three
               developmental reading, writing and math classes.
            Establish a pilot cohort of Native Hawaiian students entering college for the first time
               who place in two or more developmental areas. This cohort, called Hulu‘ena, will be
               provided with culture-based support to promote their learning success.

Ha‘a kumalae Protocols Training

To support effective learning at the college, the Ha‘a Kumalae initiative has been instituted, which
provides all learners, faculty and staff an opportunity to participate in Hawaiian cultural and ecologic,
holistic place-based (Hawai‘i Island) learning. Participants learn stories about and visit important cultural
and historic sites on the island, understand basic Hawaiian protocol, and develop a stronger understanding
and sensitivity to Hawaiian, island and local culture.

Successful strategies and interventions pursuant to this end will have the effect of a rising tide to lift all
vessels.

IIB1, Planning Agenda 3: To enhance student learning and foster institutional improvement, during
2006-2007, the relationship between the Office of Continuing Education and Training and the rest of
HawCC will be explored by administrators with input from faculty and staff, and a plan will be developed
to ensure that the student services needs of non-credit students enrolled through OCET will be met.

Progress: The Director of the Office of Continuing Education and Training (OCET) assessed three
specific target groups of non-credit students in which student services support was needed. These
targeted groups are:

       F-1 visa students from the Intensive English Program (IEP),
       Permanent residents (non F1) from the Intensive English Program,

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       Students requiring remediation in basic skills (math, reading, writing),
       Students who are enrolled in workforce training classes.

The following actions were taken to address these needs:

       F-1 and non F1 Visa Students from the IEP ~ The International Education Taskforce was formed
        and began meeting on May 8, 2007. The original group included the Coordinator of the IEP,
        Director of OCET, Dean of Student Services, and Admissions Specialist. A brainstorming
        session produced a plan to develop the infrastructure of the college to support international
        students. The vision of this taskforce was to eventually have an Office of International Education
        for this college.
       Steps were taken from this point to build the infrastructure to support this vision. To date, these
        are the steps that have been taken to actualize this vision:
                       Developed and filled a g-funded International Admissions counselor dedicated to
                          serving credit and non-credit international students;
                       Expanded membership of the International Education Taskforce to include
                          newly-hired counselor and faculty member in charge of study-abroad program;
                       Developed a simplified and more streamlined application process for
                          international students transferring from the IEP to credit programs;
                       Began regular application and Compass Test workshops for IEP students
                          planning to transfer to credit classes;
                       Worked with Student Services to have IEP (non-credit) classes listed in the
                          catalogue and in the Banner database. IEP students are now assigned a UH ID
                          number which gives them equal access to student services and simplifies
                          transfers to credit classes;
                       Set up official TOEFL iBT testing to accommodate the needs of our international
                          students;
                       Collaborated with University of Hawaii at Hilo‘s International Education
                          Committee to coordinate joint activities for international students;
                       Developed special tuition rates to provide local ESL residents a better
                          opportunity to participate in the IEP to prepare for post-secondary education or
                          for the workforce;
                       Worked with the UH community colleges system‘s International Education
                          Committee to clarify system support for international students;
                       Developed a conditional letter of acceptance with our 4-year institutions (UH-
                          Manoa and UH-Hilo) for international students.


       Students Requiring Remediation in Basic Skills (Math, Reading, Writing)
            o In Spring 2007, the first non-credit class of the Academic Enhancement Program (AEP)
                was offered at the Manono campus of Hawaii Community College. Through a
                collaboration with the Department of Education‘s Hilo Community School for Adults
                (HCSA) and HawCC‘s OCET, this program was developed to prepare students in their
                basic academic skills (math, reading, and writing) for post-secondary education, short-
                term training, military service, or employment. In this partnership, HawCC provides the
                computer lab at the Manono campus and HCSA provides the instructor and computer
                software program (NovaNet) for individualized basic skills training at an affordable
                tuition.
            o To date, these are the steps that have been taken to provide student services support:



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                        HawCC‘s Assistant Dean of Instruction (Liberal Arts), Dean of Student Services,
                         and Director of OCET meet with the Principal of Hilo Community School for
                         Adults every semester to plan for the AEP class.
                        Steps have been taken to work more closely with Student Services‘ admissions,
                         financial aid, and counseling staff to provide a seamless system for AEP students
                         as well as students in the GED and Competency-Based High School Diploma
                         programs of HCSA.
                        HCSA staff has been included in the annual orientation conference for high
                         school counselors and staff (Building Better Bridges Conference) both as
                         participants and as presenters.


       Students Who Are Enrolled in Workforce Training Classes
            o The Workforce Investment Act mandates the active participation of any institution or
                agency receiving Perkins grant monies or other targeted workforce training monies in the
                local One Stop consortium. As one of ten mandated partners of the County of Hawaii‘s
                Big Island Workplace Connection (BIWC), Hawaii Community College is responsible
                for providing referral, counseling, and career guidance services to any participant of the
                workforce partners as well as to offer financial or in-kind services to the operation of the
                local One Stop consortium. OCET‘s Director and Student Services‘ Employment
                Counselor maintain regular contact with BIWC members. Student services for OCET‘s
                workforce training students are offered through our regular participation and
                communication with the BIWC partners.

IIB1, Planning Agenda 5: To respond to the expected increase in enrollment at the UH Center at West
Hawai„i and to the demands for student support services, the Director will provide leadership in
developing and implementing plans for online orientation, on-site career support services, and a
Financial Aid Office during 2006-2011.

Progress: Online orientation: Face-to-face orientation sessions are now offered at the beginning of each
semester to students taking online courses. A brochure outlining key points of what it takes to be
successful in online education has been developed and is distributed to students signing up for online
classes. Faculty teaching online classes are encouraged to include online support resources and to
recommend first time online students to make use of the Laulima Student Tools which include: Student
Orientation to Laulima, Student Tutorials, and Student FAQ's (Document 40).

On-site career support services: West Hawaii is making use of an interactive kiosk located in the Student
Services area to provide students an opportunity to explore potential careers. The Career Connections
kiosk guides students through a self assessment to gauge abilities and interests, and then identifies careers
that relate to the user's strongest skills. The program includes more than 450 videos describing job
activities and options. The Hot Careers feature describes 40 nontraditional and high-demand career areas
and lists the UH community colleges where students can get training. In addition to the kiosk, students
also have access to an online component of Career Connections which includes games as a fun way to
explore careers, practice interviews and build networks. When students are ready to start job hunting,
Career Access online provides tutorials on finding, applying and interviewing for jobs (Document 41).

In addition, the counselors have available "SDS Self-Directed Search" to offer students, which is a set of
booklets in which students answer questions to obtain a three letter code that they then use to look up
careers that match their skills and interests – the SDS is backed up by 40 years of research.



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Financial Aid Office: West Hawaii students receive one-on-one help with completing their FAFSA
through the West Hawaii Student Services Office. This is the only financial aid role that can be assigned
to West Hawaii personnel according to Financial Aid Officer/Administrator Sheryl Lundberg-Sprague.
She reports that all financial aid administration and decisions need to remain with the central (Hilo)
financial aid office until such time as the campus seeks separate accreditation. At that point approvals by
federal financial aid administration would be required to establish a separate financial aid entity for the
West Hawaii campus.

IIB1, Planning Agenda 6: During 2006-2007, student leaders, the temporary Student Life Coordinator,
the Dean of Student Services, and the Chancellor will advocate for a state-funded Student Life
Coordinator in Hilo and also in West Hawai„i as the enrollment warrants.

Progress: West Hawaii enrollment does not yet warrant a full time Student Life Coordinator.
Responsibility for organizing a Student Activities Council (SAC) and working with students to plan and
hold campus events is currently assigned to the Instruction and Student Support Specialist (APT position)
in the Student Services Office. The Student Life Coordinator faculty position supported by a .5 fte APT
position for Hilo has been funded and both positions are filled.

IIB2d, Planning Agenda 3: A reviewer of the catalog will include a statement on Academic Freedom
beginning with the 2006-2007 catalog.

Progress: The current Hawaii Community College Catalog has a section about Academic Freedom
(Document 36). This same information was included in the last catalog edition and it will continue to be
present unless there is an update to the wording.

IIB2d, Planning Agenda 4: A webmaster or someone knowledgeable will create a link on the college
website to the Academic Grievance Policy and Student Conduct Code during 2006-2007.

Progress: The College has placed its Academic Grievance Policy and its Student Conduct Code on the
college website. It is accessible directly from the home page (Document 42).

IIB3, Planning Agenda 3: During 2006-2007 the UH Center at West Hawai„i will use the NCHEMS
(National Center for Higher Education Management System) entering and continuing student survey and
survey questions unique to this location to identify learning support needs of students.

Progress: The West Hawaii campus is utilizing the CCSSE survey in place of NCHEMS. The CCSSE
survey has many more questions and seems a better choice, particularly since other UHCCs are using it.

IIB3, Planning Agenda 4: HawCC has made an institutional commitment to establish an ad hoc
Committee on Distance Education, which will meet during 2006-2007, solicit college-wide input, report
its findings, and make its recommendation to the administration regarding services and accompanying
resources needed to support distance learning and online services.

IIC1 Planning Agenda 4: The Academic Senate‟s ad hoc Distance Education Committee (approved at the
February 23, 2006 Academic Senate meeting) will address library support and other DE issues. Its final
report is due to the Chair of the Academic Senate by the last meeting of Spring 2007.

Progress: The VCAA asked the Academic Senate Chair to appoint an ad hoc Distance Ed Committee of
the Senate. The Committee was appointed and its charge was outlined on April 20, 2006 (Document 43).
The Year-End Report was submitted in May 2007 to Academic Senate. Ad hoc Committee was disbanded
by unanimous Senate vote, April 25, 2008 when their charge was completed (Document 44). The Senate

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confirmed that the chairwoman of the Ad hoc D.E. committee, who is also the D.E. Coordinator, can re-
call the committee as needs arise.

In 2006-07, four policy statements were prepared by the ad hoc Committee; they were approved by the
Academic Senate and the Administration:

       student evaluations for distance education courses (Oct. 27, 2006) (Document 45);
       peer evaluations for distance education courses (Oct. 27, 2006) (Document 45);
       student support services for distance education (Jan. 26, 2007) (Document 46); and
       library and learning resources support for distance education (Feb. 16, 2007) (Document 47).

DE planning is now covered by UHCC Strategic Plan, 2008-2015 and HawCC draft Strategic Plan, 2008-
2015. Hawaii Community College has reassigned a faculty member from the Library to act as the
Distance Education Coordinator and it will convert a Cooperative Education faculty position to an
Instructional Developer position to provide the technical support, advice and instruction to faculty making
the transition to teaching online, via videoconferencing or interactive television. The Instructional
Developer position will be recruited during AY 2009 - 10. This on-site support has been lacking in the
past. Prior to 2012, the college will convert a half time position in the West to provide the same
Instructional Developer support at that campus.

The UHCC Strategic Plan, 2008-2015, and HawCC draft Strategic Plan, 2008-2015, include DE planning.

IIB3, Planning Agenda 5: During 2006-2007 under the leadership of the Dean of Student Services,
HawCC students, staff, faculty, and administrators will continue to explore Strategic Enrollment
Management as an all-campus approach to determine student learning outcomes, student needs, and
budgetary appropriations.

IIB3c, Planning Agenda 2: Under the leadership of the Dean of Student Services, HawCC will explore a
model for academic advising using Strategic Enrollment Management during 2006-2007.

Progress: The Dean of Student Services (DOSS) has been chairing the Strategic Enrollment Management
(SEM) Task Force (TF) since Fall 2006. The TF includes faculty, staff, and administrators. Presentations
about SEM have been made to the college at large at All-College meetings. The Chancellor has attended
a SEM conference. The TF has considered a workable model, described the responsibilities of a SEM
Coordinator, described the membership of the SEM Executive Committee, and identified external
resources (individuals, agencies). We need to include student representative(s) on the SEM Executive
Committee. The SEM Coordinator position is temporarily on hold and the TF is deciding whether to
continue meeting or not. If it decides to continue meeting, it may focus on retention and persistence parts
of the SEM.

In the meantime, the Dean of Student Services has been working with the Counseling Unit to consider
ways of improving its advising component. The SARS-grid program (described below), installed Fall
2008, produces data regarding unduplicated head count and purpose(s) for seeing a counselor. A
comprehensive academic advising program will require clearly defined advising roles for the counselors
and the instructional faculty who serve as academic advisors. The Counseling Department Chair meets
with the Div/Dept Chairs and the Vice Chancellor of Academic Affairs and is having conversations with
them about academic advising.




                                                                                                        36
IIB3b, Planning Agenda 2: During 2006-2011 the Staff Development Committee will provide
opportunities for instructors to learn more about best pedagogical practices in creating a good learning
environment, which promotes the development of the whole person.

Progress: A variety of staff development opportunities have been offered to the faculty and staff which,
among other things, promote the development of the whole person. A list of these is attached in the
Appendix (Documents 48, 49, and 50).

IIB3b, Planning Agenda 3: The College will conduct a dialogue to articulate its general education
philosophy in support of its responsibility as a purveyor of the aesthetic development of all of its students.

Progress: Until Spring 2009, the College, as advised by the ad hoc Assessment Committee, followed the
system-wide skill areas, with the addition of three College chosen general education principles:

       Understanding Self and Community
       Integration and Application of Knowledge
       Values and Ethics

At the April 2nd, 2009, meeting, the Assessment Committee discussed and approved of a proposal for a
five year cycle "E 'Imi Pono All-College Development Day" which would fall on the first staff
development day of every year (usually third Friday in September) from 12-4 (Document 24). The
cycle would be:

2009- General Education
2010 - Course SLO‘s
2011- Vision, Mission, and Values
2012- PLOs
2013- Institutional Learning Outcomes (ILOs)

This gives the College a regular cycle of review which would be the same as its PR cycle.

The discussion of general education will be faculty-driven, initiated by the Chief Academic Officer and
the ad hoc Assessment Committee as a point of origination. Before it can be resolved, it must pass
through divisional meetings and ultimately the appropriate sub-committee of the Academic Senate must
study, discuss and recommend a final resolution.

IIB3b, Planning Agenda 4: The administration will support efforts to create a state-funded Student Life
Coordinator‟s position during 2006-2009.

Progress: The College received three faculty positions in Student Services in 2006. One of the positions
was designated as the Student Life Coordinator. This was filled.

IIB3b, Planning Agenda 5: Those who receive reports such as the CCSSE, as part of the on-going review
of programs and the institution during 2006-2010, will continue what has recently been established in
seeing that such reports are widely accessible throughout the college by continuing to post such reports
on the HawCC Assessment website.

Progress: Posting of CCSSE data continues to take place on the Assessment website and the Chief
Academic Officer has been providing the campus with an interpretive overview of the data. Other
administrative officers utilize the data to analyze the operations of their respective branches of the


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College. Additionally, CCSSE has been providing the College with a breakdown of data that
disaggregate responses of the native Hawaiian student population to aid in the implementation of the
Achieving the Dream program objectives and goals.

IIB3c, Planning Agenda 1: During 2006-2007 the HawCC counseling unit plans to revise its computer
intake questions to collect pertinent information, revise the counselor evaluation form to reflect student
achievement and student learning outcomes, and devise a better method of collecting this information,
which will be used for evaluation, planning and improvement.

Progress: During 2007-08, the counselors implemented the Scheduling and Reporting Grid (SARS -
Grid) software through which they established the items to track the reasons for seeing a counselor (what
services were being sought). SARS-Grid was launched in Fall 2008. The reports SARS can generate are
used for evaluating counseling services and planning for improvement.

IIB3c, Planning Agenda 3: Through program reviews and college-wide dialogue facilitated by the Vice
Chancellor for Academic Affairs and the Dean of Student Services during 2006-2008, an institutional
commitment will be made to (1) identify the criteria for student development and student success and (2)
design the assessment strategies that will provide evidence of the extent to which educational counseling
and academic advising enhance student development and success.

Progress: "Student development and student success" is now called "achieving student learning
outcomes." We intend to have conversations across Student Services and Instruction to see how we can
better structure educational counseling and academic advising to support the achievement of student
learning outcomes. This has not yet been scheduled.

IIB3c, Planning Agenda 4: Through dialogue and collaboration, counselors will work with the Staff
Development Committee to provide ongoing training for academic advisors beginning 2006-2007.

Progress: The Counseling Department Chair, along with other counselors, has offered training for new
academic advisors and refresher sessions for former advisors. However, this was not done through the
Staff Development Committee. Developing the structure for academic advising and the responsibilities of
the personnel involved is still in progress.

IIB3e, Planning Agenda 1: Under the leadership of the Director of the UH Center at West Hawai„i, ways
of meeting the ESL needs of its growing immigrant population will be explored during 2006-2008.

Progress: West Hawaii was the recipient of a Perkins Grant in academic year 2008-09 to fund the
purchase of English Language Software and iPods to support non-native English speakers. The grant also
funded a part-time person to oversee the program. Funding will be requested to continue the project for
future academic years until such time as general funds are allocated for a permanent position.

IIB3e, Planning Agenda 2: Under the leadership of the Vice Chancellor for Academic Affairs, Dean of
Student Services, and Dean of the Office of Continuing Education and Training, dialogue will commence
during 2006-2007 to determine the pedagogical and fiscal ramifications of offering a non-credit
COMPASS preparation course.

Progress: Spring 2007, HawCC entered into a one-year contract with College Connections to provide free
Compass Prep classes at various site locations on the Big Island. In the current contract, 2008-2010,
College Connections will continue to provide free Compass Prep classes to our island community. We
are using this as a test case to see the value (pedagogically and financially) to our College of such classes.


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Standard IIC: Library and Learning Support Services

IIC1, Planning Agenda 1: Throughout the academic year, the HawCC librarian should request a
summary of approved curriculum changes from the VCAA during regularly scheduled meetings.
Consultation with other stakeholders will determine the need to add to, delete from or maintain library
collections and services in response to changes.

Progress: The HawCC librarian attends scheduled meetings with the VCAA and has received information
about curriculum changes. Meetings with some stakeholders also take place to respond to library needs
of these programs. Furthermore, the librarians have access to the Curricula Affairs website, where course
proposals and approvals can guide their choices of materials and data bases (Document 51). The
implementation of Curriculum Central in AY 2010, a software device for managing the paperwork flow
of the curriculum review process, should further facilitate the management of library collection and
services.

IIC1, Planning Agenda 3: The VCAA, HawCC librarian and the library administration should continue to
engage in dialogue about the share of the library budget HawCC may be expected to pay. Funds have
been allocated for 2006-07 by the legislature for shared facilities. HawCC and UH Hilo are working on a
process to determine fair distribution for shared used services.

Progress: HawCC currently is working from a MOA with UH Hilo to provide $340,000 per year for
shared Library and HITS Studio services. This agreement may be renegotiated at the behest of either
party to the agreement after its three-year term. Otherwise it remains in effect at the terms originally
negotiated.

IIC1, Planning Agenda 8: In 2006-2007, the HawCC librarian and campus administration will
investigate ways to optimize how HawCC students can get a student ID.

Progress: In 2007-08, library procedures were changed to allow students to show photo ID instead of
requiring student ID.

IIC1: The Learning Center (TLC) and Hale Kea Advancement and Testing Center (HKATC) at East
Hawai‗i

IIC1, Planning Agenda 4: For TLC and HKATC, a maintenance schedule to replace and upgrade
computers needs to be incorporated into the college‟s overall plan. Aside from the computers, no
additional planning needs to be done. The TLC Coordinator will be responsible for developing a
maintenance and replacement schedule of computers for both the TLC and the HKATC. This process will
be addressed further in the program review due November 2006.

Progress: The replacement schedule for all TLC and HKATC‘s computers is on the overall HawCC‘s
computer replacement plan, and maintenance is provided by the Academic Computing Unit. The main
Learning Center has 35 computers that are being replaced in fiscal year 2008-09. Hale Kea has 72
computers, 36 of which are being replaced 2008-09 and 36 of which will be replaced fiscal year 2009-10.
The current life cycle aging will have these all being replaced next in 2013-14.

IIC1, Planning Agenda 5: Future plans for TLC could include more testing to secure additional funds to
supplement the HKATC budget. A second permanent position needs to be established to provide stability
for the newly opened center. The decision to offer other testing will involve the availability of personnel,
the facility and technical support. Evaluation is done to determine the continuation of a particular testing
service or whether to add new ones. The college needs to be flexible enough to be able to provide services

                                                                                                           39
as needed. The TLC Coordinator and the HKATC Manager with approval from the VCAA will be
responsible for determining testing services and activities. These decisions will be ongoing and will be
further assessed during the program review process scheduled for November 2006.

Progress: Based on facilities, personnel, and scheduling, an ongoing assessment continues based on
priority and demand. The decision to terminate ACT testing was based on diminishing test
administrations (since the loss of TSA testing) and the need to meet the increase demand for distance
education test proctoring. Initially, when the Hale Kea Center opened its doors in March 2004, ACT
testing served as a community service and as well as an opportunity to supplement our budget. The first
year 393 tests were administered, but by 2008, numbers had dropped to below 40. Aside from the
decrease in numbers, contractual demands require reserving computers which were left idle when there
were no tests being administered. Also the constant demand on the campus computer techs to update
software and maintain hardware put additional strain on the computing unit. Based on these issues, it was
decided that Hale Kea terminate ACT testing.

IIC1: University of Hawaii, West Hawai‗i Library and Learning Center (WHLLC)

IIC1, Planning Agenda 1: Continue to build or adapt the library collection according to the needs of the
programs offered at the center. Environmental studies and forest ecosystem management are two
programs that will be added to the center curriculum in the next few years.

Progress: The WHLLC continues to remove outdated material from the physical collection and add books
and DVDs relevant to the curriculum taught at the Center. Over $7,000 in FEMA funds, awarded for
damage to the collection suffered during the October 2006 earthquake, were used to purchase 309 new
items to support basic courses in history, psychology, forestry, ecology and food service.

IIC1, Planning Agenda 3: As part of the college program review cycle of assessment, the Center will
conduct a review in Fall 2006. The WHLLC will be included in this review.

Progress: The WHLLC was included in the 2006 Comprehensive Program Review for the UH Center at
West Hawai‗i and in the Dean of Instruction 2008 Comprehensive Program Review. It was also included
in the Annual Program Reviews (2006 and 2007) for the Learning Center and in the 2008 Annual
Program Review for the Library.

IIC1, Planning Agenda 5: Continue to replace computer work stations on a regular basis per the HawCC
technology replacement plan.

Progress: A legislative appropriation was made to the college which began in October of 2007. The
amount of $276,000 was designated annually for support and replacement of telecommunications
equipment including computers, videoconferencing, and instructional projection systems. A list of 25
computer lab and lab equivalents (approx. 460 systems) was identified and cataloged by age. In 2007 –
08, the college began implementing a replacement cycle for all of those computers based on a life cycle of
4 to no more than 5 years. West Hawaii LLC is included in this replacement plan (Document 52).

IIC2: The Learning Center (TLC) and Hale Kea Advancement and Testing Center (HKATC) at East
Hawai‗i

IIC2, Planning Agenda: The TLC/HKATC will be doing a program review that is due November 2006.
Part of the program review process will be used to revise the evaluation tool to better assess student
learning. The HKATC will develop its initial evaluation tool to be implemented by Fall 2006. The
coordinator will initiate a program review, which will identify goals and objectives that support student

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learning outcomes. TLC‟s Coordinator will be responsible for the program review for TLC and HKATC
due in November 2006. The HKATC‟s Manager will be responsible for developing an assessment tool for
evaluation to be used for Fall 2006.

Progress: TLC/HKATC produced a comprehensive unit review and HKATC created an evaluation tool
and used it for Fall 2006. Results of the survey of students in the 12 week of the Fall semester can be
found at in the 2006 DOI Learning Center Unit Review on the Assessment website (Document 53).

IIC2: University of Hawai‗i, West Hawai‗i Library and Learning Center (WHLLC)

IIC2, Planning Agenda 1: The WHLLC will participate in the 2006 Program/Unit review for the West
Hawai'i campus and use it to assess effectiveness in meeting students‟ learning needs.

Progress: The WHLLC was included in the 2006 Unit Review for the UH Center West Hawaii
(Document 54). The 2006 Unit review included favorable responses from two surveys conducted on
campus that included questions about Library and Learning Center access and services. The WHLLC
also conducted an individual Comprehensive Unit review 2005-2008, and an Annual Review 2007 and
2008 (also available on the Assessment website). Services and access to information via the UH system
are adequate given the physical limitations of the facility.

Planning Agenda 2: In 2008, the WHLLC will participate in the ARL LibQual+ self evaluation program
and will review the results to determine priorities for planning and improvement.

Progress: The libraries of the UH system applied as a group for general funds in the 2007-09 biennium
budget to acquire this national survey and training package that helps libraries assess and improve
services. Funding was denied. There are no plans to resubmit a funding request.


Standard III: Resources

Standard IIIA: Human Resources

IIIA1, Planning Agenda 1: The College will support the UH System in its effort to modify the Faculty
Classification Plan which evaluates faculty effectiveness to promote and help students achieve student
learning outcomes.

Progress: The Faculty Classification Plan, as amended by the UH Community College System, has been
delayed due to concerns about the wording that describes faculty responsibilities concerning student
learning outcomes. At Hawaii Community College, this issue has been elided by a student learning
outcomes assessment policy that emphasizes the use of learning outcomes assessment as an evaluation of
programs and courses, not faculty members. Faculty members are responsible for analyzing program
learning outcomes and taking appropriate measures, but are not responsible for attaining a pre-determined
level or target for student learning outcomes.

IIIA4, Planning Agenda: The College will continue to plan on-going staff development training that will
ensure a safe and equitable environment for all.

Progress: Almost every month from September to April, one Friday per month, the college hour is
designated for Faculty and Staff Development (Documents 44, 45, and 46). Some type of training or
workshop is held during that time. For example, the September workshop focused on contract renewal
and April's on tenure and promotion. In addition, CTE faculty has been supported through Perkins

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funding to attend training or workshops specific to their discipline. The VCAA's office has supported
faculty to attend external workshops.

IIIA5, Planning Agenda 2: The College will allocate a set budget for staff development.

Progress: One of the performance outcomes for the system Strategic Plan is: ―Annual expenditures for
professional/staff development as a percent of total personnel expenditures.‖ A goal of 3%
(professional/staff development expenditures as a percent of total General Funds and Tuition and Fees
Special Funds personnel costs) has been established, but campuses can modify the goals for the future.
The General Fund plus Tuition and Fees Special Fund denominator is being used, as these funds
constitute the basic operating funds of the campuses. Professional and staff development expenditures
may include sabbatical costs (lecturer/other replacement costs), assigned time (lecturer/other replacement
costs), travel, and conference fees.

IIIA5, Planning Agenda 3: The College will reevaluate faculty and staff orientations to ensure that all
new employees understand and support the college‟s commitment to providing a safe, equitable
environment for all and to develop the necessary skills to provide a student-centered learning
environment.

Progress: The present practice of faculty and staff orientation is being re-evaluated. Poor attendance has
been a problem because the orientation has not been mandatory. The date (the last business day before
the opening of the semester) could present an obstacle for some faculty members, as they are busy with
division duties and preparing for class.

IIIA6, Planning Agenda 2: The College will assess current staff development planning and develop a
plan of action that would be integrated with institutional planning.

Progress: Beginning Fall 2009, the Faculty and Staff Development Committee, comprised of faculty and
staff, will meet on a regular basis. At the beginning of the academic year, the committee brainstorms
potential professional development needs and the faculty are surveyed. Activities are then planned and
carried out.

Standard IIIC: Technology Resources

IIIC1, Planning Agenda: The college has submitted a major biennium budget request for review by the
2007 State Legislature to "create a new academic and administrative support unit with a Director
reporting to the Chancellor to provide all necessary support for academic and administration computing
as well as media support services for instruction; particularly for the distance delivery of credit and non-
credit instruction and all necessary student services and academic support for distance education
students” ([HawCC], 2006).

IIIC2, Planning Agenda 1: The College will systematically establish a Department of Information
Technology to better integrate planning and technology.

IIIC2, Planning Agenda 2: The College will establish a Director‟s position of this Department of
Information Technology that would report directly to the Chancellor and bear responsibility for academic
and administrative computing, as well as all forms of media services/distance education technologies
(HawCC ACU, 2005, p.18).

Progress for previous three items: Although it has not been possible to establish a separate office of
Information Technology, the college was successfully funded in the biennium budget (2007-09) for

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computer and media technology to the level of $276,000 per year. Additionally, the college was funded
with three new Information Technology positions for computer tech personnel, a webmaster position, a
media technology position, and a clerk position for the Academic Computing Unit. The addition of a new
executive managerial position for a college of this size is not feasible given comparable executive staffing
throughout the UH Community College system.

The college presented a biennium budget (2007-2009) request for a new executive/managerial position
for a Director of Technology Services as well as a faculty position and an APT position to support
distance education at the college. None of the three positions was funded by the Legislature either for the
biennium or for the supplemental year. Consequently, the college has reassigned a non-instructional
faculty member to provide support for distance education and technical training is leveraged by drawing
on existing training workshops that may be available. Furthermore, the college will reassign a newly
vacated faculty position to recruit a tenure leading Instructional Developer to provide the technical
support needed for faculty to effectively teach on-line as well as integrating technology into f2f classes
and video-conference classes.

IIIC2, Planning Agenda 4: The College will set a depreciation policy for the variety of equipment and
will develop a replacement plan for its equipment.

Progress: A permanent funding line ($276K per year) has been acquired for telecommunications
equipment to assure that the college will replace essential equipment on a four year cycle. The program
review cycle includes a depreciation report from all instructional programs and support units to assure
that the college can develop a projection of the average annual funding needed to assure regular
replacement of essential equipment for its many equipment intensive programs (Document 52).

IIIC2, Planning Agenda 7: The College will establish the Distance Education Media Coordinator
Faculty position which has been requested in the 2007-2009 Biennium Budget (HawCC, 2006) to
continue the work of the ad hoc committee, to coordinate and evaluate the effectiveness of current
activities, and to plan for and implement future distance education efforts.

Progress: The College has established the Distance Education Media Coordinator Faculty position by re-
assigning a non-teaching faculty position to this post, since the biennium budget request was not funded.

Standard IIID: Financial Resources

IIID2, Planning Agenda 1: The College will continue to communicate its unique financial needs directly
to the UH System, the Board of Regents, and the Hawai'i State Legislature in an effort to secure financial
resources at an appropriate level.

Progress: Through the normal UH system biennium budget process, the Hawaii Community College
Administrative Services staff have worked closely with the Community College and system budget
offices to insure that we are always included in the process and that we secure the appropriate level of
financial resources when requests are considered by the Board of Regents. Once approved by the Board
of Regents, the College works with system offices to secure funding by the Hawaii State Legislature. If
separate or additional state legislation is considered that would benefit Hawaii Community College, the
Administrative Services Office will insure that adequate support and justification is provided to the
legislature.

IIID2, Planning Agenda 3: The College will support and actively participate in the planned UH System
upgrade of the Fiscal Management Information System (FMIS) so that the financial information of the
individual colleges within the system will be more readily available.

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Progress: The UH system is currently working on the implementation of the Kuali Financial System,
which will replace Financial Management Information System (FMIS). Hawaii CC is actively
participating in this development. The Vice Chancellor for Administrative Services, Fiscal Officer and
Budget Specialist are members of various working groups on the development and testing phases. The
projected ―go live‖ date of Kuali is fiscal year 2012. Kuali is an open source financial system created
through a consortium of higher education organizations. The open source nature of the system will allow
the ability to engage in continuous improvement and innovation for application software. This will
provide web-based tools to the College‘s faculty and staff to execute the College‘s fiscal responsibilities.
The system will provide program managers and administrators with ready access to current information
for analysis and decision-making.

IIID2, Planning Agenda 4: The College will try to secure biennium budget funding to hire a budget
specialist to help disseminate dependable and timely fiscal information and to facilitate and evaluation of
the Budget and Finance Unit performance.

Progress: The College was allocated a permanent budget specialist position, which was filled in February
2008.

Standard IV: Leadership and Governance

Standard IVA: Decision-Making Roles and Processes


IVA1, Planning Agenda 1: The administration will engage the appropriate campus governance bodies in
dialogue to determine the best means of supporting members of the college community who are leaders in
stimulating evaluation, planning, and improvement activities.

Progress: The chief burden with respect to this issue is time, as substantial effort has been committed to
SLO assessment activities, which were launched in Spring 2009, and will continue each semester
forthwith. Now that the pilot semester has been completed, it is appropriate to establish a compensation
scheme that may parallel the $100 per day honorarium provided to guest evaluators who participate along
with program faculty in the evaluation of learning outcomes based upon a review of student artifacts
collected for the purpose. Formalizing the proposed compensation rate is appropriate now that the
College knows more about what is required to complete the evaluations.

IVA2a, Planning Agenda 1: Providing more budgetary information to the faculty and staff so that they
are better able to take part in the process to improve institutional effectiveness.

Progress: Budget reports made by the Vice Chancellor for Administrative Affairs to administrative
colleagues are routinely taken by the relevant administrators to staff meetings of Division Chairs,
Academic Support Unit Heads and Student Services Faculty and Staff to assure broad based
dissemination and discussion of the budget updates.

IVA2a, Planning Agenda 2: Creating an organizational structure that makes maximum use of two new
Assistant Deans.

Progress: The College has received approval of its reorganization plan to convert the current assistant
deans from staff to line positions as Dean of Career and Technical Education, and Dean of Liberal Arts
and Public Services, respectively. Recruitment of the two Deans should be occurring during the 2009-10
academic year. Currently the positions are occupied by interim appointments.

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IVA2a, Planning Agenda 3: The College will explore organizational structures that offer cohesive
leadership for the Liberal Arts Program.

Progress: The Liberal Arts and Public Services Dean will be tasked with fully exploring this issue by
means of departmental level inquiries.

IVA2a, Planning Agenda 4: The College will explore organizational structures that offer cohesive
leadership for those programs concerned with workforce development.

Progress: The Career and Technical Education Dean will be tasked with fully exploring this issue with
departmental level inquiries.

IVA2b, Planning Agenda 1: The College will request the Chancellor to charge the ad hoc Assessment
Committee with the production of a prospectus outlining expected outcomes for the coming year and
recommendations concerning the ongoing implementation of its policies in the future to be presented to
the campus governance bodies.

Progress: Annual Assessment Committee (AC) reports are available on the Assessment website under the
Resources tab (Document 55). Each report gives a summary of the benchmarks achieved for the year and
a prospectus for the upcoming year. Recommendations for the upcoming 2009-10 year involved
transferring the functions of the ad hoc Committee to an institutionalized structure to manage the on-
going assessment of SLO‘s and research functions of the college. The Comprehensive Program Review
process, which was designed by the AC over the last four years, has been institutionalized through the
academic department/unit structures and the College Effectiveness Review Committee (CERC).

IVA2b, Planning Agenda 2: The College will clarify the role, membership, composition, and location in
the organizational chart of the Ad Hoc Assessment Committee.

Progress: The ad hoc Assessment Committee is appointed by the Chancellor to create and fine tune the
program and unit review processes, and to create and fine tune the student learning outcomes assessment
processes for the campus. The committee serves year to year, and it has been operating for five years. Its
chief oversight responsibility at this time is to deploy and fine tune the learning outcomes assessment
processes. The Assessment Committee is chaired by a senior professor and it is composed of all of the
division chairs of the instructional divisions (8 members); the two instructional Assistant Deans; the Vice
Chancellor for Academic Affairs; one representative apiece of the UH Center at West Hawaii, Student
Services, and Academic Support; the Institutional Researcher; and the chairs or their designees of the
Academic Senate and the College Council (Document 56).

IVA2b, Planning Agenda 4: Request the Chancellor to charge key administrators to engage the
leadership of the Senate, College Council and Assessment Committee in a dialogue to review the support
needs of faculty and staff responsible for program reviews and leadership posts in campus governance
bodies including discipline coordinators and/or department chairs responsible for significant system-
wide meetings.

IVA3, Planning Agenda 1: The College will request the Chancellor to charge key administrators to
engage the leadership of the campus governance bodies (Academic Senate, College Council, ad hoc
Assessment Committee, and department chairs and discipline coordinators) in a dialogue to review the
support needs of faculty and staff responsible for program reviews and leadership in system-wide
meetings.


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Progress: Support needs for faculty/staff for program review are provided by the Institutional Researcher
and the Banner Programmer insofar as data requirements are concerned. Student learning outcomes
assessment is currently supported by honoraria for the volunteer members of the special assessment
panels that have been created for each of the instructional programs. Ever since learning outcomes
assessment has been implemented, the division chairs have been receiving an additional six credits per
year of assigned time to coordinate the organization of these multi-faceted evaluation exercises. Now that
a pilot project semester has been completed for student learning outcome evaluation and one full cycle of
program reviews has been completed in the previous four years, the discussion of support needs may be
conducted within the context of experience with the actual demands of a process that has been accepted
with minor modifications.

IVA3, Planning Agenda 4: The College will explore mechanisms for better communication with the UH
system and the President's office.

Progress: The deans, directors and vice chancellors are attempting to more regularly report the results of
system meetings to campus constituencies. Additionally the current Vice President for Community
Colleges makes a policy of visiting all the community colleges at least once a semester with a planned
message or presentation for the campus.

IVA4, Planning Agenda: The College will continue its institutional commitment to evaluation and
improvement based on ACCJC standards and the coordinated efforts of its college governance structures.

Progress: During the 2007-08 academic year, the faculty staff governance leaders received the
Chancellor‘s a Alii Award for their direct participation in the development of campus policies to
integrate program review with budget formation and to establish a template for student learning outcomes
assessment at the program level. This bespeaks the very high level of coordination between
administration and the faculty in addressing the ACCJC standards for evaluation, planning and
improvement.

IVA5, Planning Agenda 1: The College Council and Academic Senate should be charged with assessing
their effectiveness, regularly, ideally in conjunction with the college's program review cycle. The precise
nature of this endeavor is beyond the scope of this assessment. However, the process might (1) include the
Senate's Executive Committee working in cooperation with the College Council (concordant with the
practice of self-governance) or perhaps, (2) involve an independent, community-based reviewer group in
order to obtain a more objective accountability.

Progress: The College Council provided the college community an opportunity to evaluate its purpose
and effectiveness according to the newly developed charter. Using the online service, Survey Monkey,
the evaluation was made available February 19 to March 2, 2009. Thirty-Five of approximately 384
college constituents responded. Overall, the majority of the respondents agree that the College Council
serves its purpose. Because this is the first year the Council is operating under a newly developed charter,
there were isolated comments in regard to the Council‘s role and representation (Document 57). The
evaluation tool will be improved and used each year.

Similarly, the Academic Senate used a Survey Monkey evaluation November 3rd, 2008, to November 14th,
2008. Thirty-Nine faculty members responded. This evaluation gave the Senate clear ideas about its
effectiveness and ways it needs to improve (Document 58). The results were made available to the
College community at large.




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Standard IVB: Board and Administrative Organization

IVB1a, Planning Agenda 1: The Office of the Vice President for Community Colleges (OVPCC), with
representation from each college, should work with the BOR to include a posting date for BOR website
documents.

IVB1d, Planning Agenda 1: The Board should make public on its website the Training and Orientation
Manual and other operating procedure documents as they arise.

IVB1d, Planning Agenda 2: The Board should include the date of web publication on all its documents.

IVB1e, Planning Agenda 1: Following its own suggestion, the Board should establish a regular review of
its policies, procedures and performance.

IVB1f, Planning Agenda 1: The Office of the Vice President for Community Colleges (OVPCC), with
representation from each college, should work with the BOR to formalize the BOR's orientation
procedures for new regents.

IVB1f, Planning Agenda 3: The OVPCC, with representation from each college, should work with the
BOR to make public on its website, the Training and Orientation Manual and other operating procedural
documents as they arise.

IVB3a, Planning Agenda 2: The UH System‟s Devolution Initiative should reflect planning agenda items
identified through the self study process as well as administrative review. Implementation should support
all major units of the UH system.

IVB3b, Planning Agenda 2: The Office of the VPCC should make public the results of the “Devolution”
Initiative.

IVB3e, Planning Agenda: The UH System should review and revise the chancellor‟s position description
to reflect the dual reporting to the President and VPCC.

IVB3f, Planning Agenda 2: The UH System, the UHCC System, and the community colleges should give
the current organization one more year and then develop a plan for evaluating the effectiveness of the
organization. The assessment should then take place the following year.

IVB3f, Planning Agenda 3: The web site for the Council of Community College Chancellors should be
reviewed and updated to include important items such as minutes of recent meetings.

IVB3f, Planning Agenda 4: The two web sites for the UH BOR Committee on Community Colleges should
be integrated and updated to include important items such as minutes of recent meetings.

IVB3f, Planning Agenda: HawCC and the OVPCC should continue to develop, make public, and
regularly review structures, policies, and procedures for improvement.

Progress for the above 13 Planning Agendas: The Chancellor has consulted with the leadership of the
Academic Senate and the College Council to determine that these items are not within the purview of the
college to address. Reponses to the Planning Agendas below come from the UHCC System office:




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IVB1a, Planning Agenda 2: The OVPCC, with representation from each college, should work with the
BOR to make every effort to post agenda of special meetings well in advance, at least a week, to allow for
the logistical challenges faced by the neighbor islands and instructional faculty schedules.

Progress: The Vice President for Community Colleges and staff met with the Executive Administrator
and Secretary of the Board. The Secretary confirmed that the Board complies with Hawaii law requiring
notice six calendar days in advice of any meetings. The Board‘s regularly scheduled meetings, Next
Meeting Agenda, and archived Meeting Minutes and Agenda are posted on the (Document 59).

When the BOR posts agendas and meeting notices, they also notify the UH President‘s Office which
notifies the UH Vice Presidents, Chancellors, and their secretaries that the notice has been posted. The
Board also maintains a list of those who have requested paper copies of the agenda and distributes to that
list within the six calendar days. Additionally, the Board sends notice of meetings to the Office of the
Governor, State of Hawaii. Notices are posted to the statewide calendar (Document 60).

IVB1e, Planning Agenda 2: The Board should develop and distribute guidelines concerning evaluation
and revision of its policies and practices.

Progress: The Vice President for Community Colleges is working with the Vice President for Academic
Planning and Policy and the BOR to develop and establish regular review of BOR policies and
procedures.

IVB1f, Planning Agenda 2: The OVPCC, with representation from each college, should work with the
BOR to develop an appropriate program for BOR development that includes new member orientation.

Progress: The BOR has developed an orientation process for new Board of Regent members. The most
recent orientation took place on June 29, 2009 and included information about the community colleges,
the accreditation process, and the Board‘s role in accreditation. The Vice President for Community
Colleges is engaged in new Board member orientation.

IVB1g, Planning Agenda: The OVPCC, with representation from each college, should work with the BOR
to develop and implement a clearly defined process for evaluation and assessment of BOR performance.

Progress: The Board has begun development of a process for evaluation and assessment of BOR
performance. The results of a question sent to each Regent in May 2008 to evaluate the Board‘s
effectiveness was discussed at the August 22, 2008 Board meeting (Document 61).

IVB1i, Planning Agenda: The BOR should engage in training on the community college accreditation
process and standards, provide support through resource allocation for improvement of student learning
outcomes and institutional effectiveness, and assess its performance using ACCJC standards in time for
the next report to the commission.

Progress: The BOR has developed an orientation program for new Board member which includes
information about the accreditation process and the Board‘s role in accreditation.

IVB3a, Planning Agenda 1: The leadership of the UHCC system should continue to refine the functional
responsibilities of the system and make public the information.

Progress: The UHCC Functional Map (Document 62) was reviewed and updated by the community
colleges Chancellors at their 2009 planning retreat.



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IVB3b, Planning Agenda 1: The Office of the VPCC should lead the UHCC System to develop methods
for evaluating the system.

Progress: Since the self studies were completed in 2006, Hawaii‘s community colleges have joined
Achieving the Dream: Community Colleges Count. UHCC sought participation in this major national
initiative because of its focus on issues that are directly related to the institutional expectations expressed
in the ACCJC Standards for Accreditation. In addition to the core Achieving the Dream initiatives,
Hawaii participates in the State Policy component of the initiative which provides access to tools and
―best practices.‖ The Community College Inventory: Focus on Student Persistence, Learning, and
Attainment, distributed as part of the Achieving the Dream orientation materials, provides descriptions of
characteristics of colleges that are strongly focused on student success. Related to each characteristic is a
set of indicators that more fully describe observable institutional practices. The UHCC system views
these indicators as so significant that several have been incorporated into the UHCC System Strategic
Outcomes and Performance Measures and will be regularly evaluated.

IVB3c. The Office of the VPCC, working with the Community Colleges Council of Chancellors, will
develop a documented process for allocating specified resources based upon program review at the
UHCC system level.

Progress: In response to Hawaii‘s economic slowdown and decline in State revenues, in Fall 2008,
the Governor requested that all departments identify budget reductions for FY 2010 - 2011. The Vice
President for Community Colleges, working with the Chancellors and Associate Vice Presidents,
identified budget priorities and developed written policies to manage the reductions. The priorities
identified Native Hawaiian student success, remedial/developmental education, and workforce shortage
areas (including Science Technology Engineering and Math). The agreed upon priorities specifically
precluded reductions in areas identified as important strategic outcomes in the UHCC Strategic Plan.

IVB3f, Planning Agenda 1: The UH System, the UHCC System, and the colleges should review and revise
written policies and procedures to reflect the 2005 Reorganization.

Progress: OVPCC is working with the UH system (including the Board) to review and revise written
polices and procedures to reflect the 2005 Reorganization. Review includes not only title changes but
functional changes as well.

IVB3c, Planning Agenda: The Office of the VPCC should develop policies and procedures for allocating
resources based upon program review.

Progress: All colleges are now participating in the program/unit review process; however, the impact of
the program reviews upon budgeting at the university system level is unclear. In one sense, the ―Taking
Stock‖ process presided over by the University President and his executive staff invites colleges to draw
upon its program reviews as the rationale for their budget requests. In this sense program review analysis
has a direct impact upon budgeting requests at the campus level, but it seems to have a less direct impact
upon the budgeting decisions made at higher levels of the system.

IVB3g : The College and the OVPCC will continue to develop, make public, and regularly review
structures, policies, and procedures for improvement.
Progress: The University of Hawaii System has invested in IBM Cognos Business Intelligence software
that will be used to develop enterprise-wide management applications. The first Cognos report at UH,
released in spring 2009, is a table on selected characteristics of credit students found in the UH System
Management and Planning Support (MAPS) Enrollment Report. Scheduled for release later in 2009 is


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the University of Hawaii‘ System Strategic Outcomes & Performance Measures (Dashboard); this
application provides an ―at a glance‖ summary of 10 critical measures which are based on the University
of Hawaii System Strategic Plan. The dashboard, together with drill throughs to detail graphs, provides a
dynamic assessment of the University‘s progress toward its goal.

OVPCC technical staff, working with the IR Cadre, are developing reports for UHCC specific initiatives
and projects to include, but not limited to the UHCC Strategic Plan, Program Review, and Achieving the
Dream (AtD). The reports will be web-based and open to the public.




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        UPDATE ON SUBSTANTIVE CHANGE IN PROGRESS, PENDING, OR PLANNED

Since the Self Study in 2006, Hawaii Community College has responded to the needs of students and
community by submitting two Substantive Change Proposals:

       The Certificate of Completion for Substance Abuse Counseling can be earned by distance
        delivery to Kauai. Kauai Community College offers English courses and support services for this
        certificate, while Hawaii Community College (HCC) provides substance abuse counseling classes
        via video conference. The Substance Abuse Certificate through DE Proposal was completed in
        April 2008 and was approved by ACCJC (Document 63).

       The Substantive Change Proposal for the Liberal Arts AA degree, which is now available with
        more than 50% Distance Education delivery, was submitted March 13th, 2009. A conference call
        with ACCJC about this proposal was held on April 17th, and the Proposal was approved on May
        13th, 2009 (Document 64).


At this time, no further Substantive Change Proposals are in progress, pending or planned.




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