INTERNATIONAL PROGRAMS ANNUAL PROGRAM REVIEW 2012-2013
Division: _____OFFICE OF INTERNATIONAL PROGRAMS_________________________________________
As part of completing the Annual Program Review, please review, discuss and analyze:
1.
Findings from course assessment activities and applicable program SLO assessments.
You should have copies of those assessments on hand. However, if you need to obtain copies of specific assessments, please contact
the Office of Planning, Policy, and Assessment (OPPA, DA 205, x495, abrown8@hawaii.edu).
The SLO Assessments Status Report v1r2 gives the percentages of courses assessed over the last four years. This can be found on
the Leeward CC Intranet (which cannot be linked in this Word document). Go to: http://intranet.leeward.hawaii.edu.
Once you login, select OPPA from the main menu, then Annual Program Reviews from Resources on Intranet. Then Assessment
Reports from the sidebar menu.
Or you can try pasting this into your browser's URL window: http://intranet.leeward.hawaii.edu/page/508
2.
UHCC Annual Report of Program Data provided by OVPCC.
The data and reports for the current year (due October 30), as well as the previous year are now posted on an OVPCC website.
http://www.hawaii.edu/offices/cc/arpd/index.php
3.
The plans and proposals in previous Annual Program Reviews and planning lists. These may be found in DocuShare.
http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-92
http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-2819
Page 1 of 38
INTERNATIONAL PROGRAMS ANNUAL PROGRAM REVIEW 2012-2013
Additional information and data that will be helpful.
1.
The Timeline for APR Submissions, Review, and Budget Prioritization has been posted on the Leeward CC Intranet.
Go to the Leeward Intranet: http://intranet.leeward.hawaii.edu.
Once you login, select OPPA from the main menu, then Annual Program Reviews from Resources on Intranet. Then Timelines from the
sidebar menu.
Or you can try pasting this into your browser's URL window: http://intranet.leeward.hawaii.edu/page/505
2.
Institutional research data provided by OPPA.
Links to reports about enrollment, student/course/program performance (including degree/certificates awarded). System IRO reports as
well as other reports dealing with our environment are linked on the Leeward Intranet.
Once you login, select OPPA from the main menu, then Institutional Research from the Resources on Intranet. Then IR Data from the
sidebar menu.
Or you can try pasting this into your browser's URL window: http://intranet.leeward.hawaii.edu/page/436
3.
The Strategic Plan Update is available on DocuShare, and the Strategic Outcomes and Performance Measures, 20082015 on the Leeward CC website.
http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-92
http://www.leeward.hawaii.edu/oppa-strategic-plan
4.
Planning List and Budget Request Prioritization Criteria as formulated by the APR Working Committee:
Login to the Leeward CC Intranet. Select OPPA from the main menu, then Annual Program Review from the Resources on Intranet.
Then References from the sidebar menu.
Or you can try pasting this into your browser's URL window: http://intranet.leeward.hawaii.edu/page/507
Page 2 of 38
INTERNATIONAL PROGRAMS ANNUAL PROGRAM REVIEW 2012-2013
When questions reference course or program SLO assessment, please provide a summative analysis rather than copying the
text directly from the assessment templates.
Based on completion of last year’s review, did International Programs make any changes? If so, what changes were made, and what were the
results?
Discipline/
Area
What in last year’s review (what
data, situation, problem)
prompted your Unit to make a
change?
What change(s) was/were made?
add rows if necessary
Page 3 of 38
What were the results?
STUDENT LEARNING AND ACHIEVEMENT
1. Describe major actions taken as a result of course or program assessments. What has been learned from assessments? What
plans are there for changes in the future? Please summarize. (Complete reports on past assessments are stored on DocuShare:
http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-14.) A Comprehensive Assessment Report of ongoing SLO
assessments will be distributed in the next few weeks.
Outcome Measures
Assessed
What was learned from the
assessment?
Increase
international student
enrollment at
Leeward
Enrollment from Fall 2011 to
Spring 2012 was relatively static.
(Fall 2011 = 107, Spring 2012 =
105). However from Spring 2012
to Fall 2012 there was a 7%
increase in international student
enrollment.
Increase the number
of study abroad
enrollments from
Leeward student
population.
What changes were made or
actions taken for improvement?
What future changes are
planned?
More focused recruitment efforts
were implemented to target
markets using international
enrollment surveys reported across
the country. We will continue to
focus on countries sending large
numbers of students to community
colleges.
Enrollment in Study Abroad
A grant from the Japan Foundation
programs in 2012 increased
was obtained through a
significantly due to a grant
collaboration with Japanese
received by the Japan Foundation
professor Yumiko Asai Lim and
to send 34 students to Japan during the Office of International
spring break of 2012. In addition
Programs. The grant paid for the
4 students studied abroad in the
bulk of the students’ cost to go
summer of 2012, for a total of 38
abroad and therefore enabled 34
student going abroad on Leeward
students to spend spring break in
programs in 2012. In 2011 the
Japan.
total was 5.
Continued, sustained
recruitment efforts in
countries where students are
attending community colleges
in large numbers (data from
Open Doors, IIE Report).
What was learned from the
assessment?
What future changes are
planned?
Continue to develop and grow
successful Leeward study
abroad programs, involve
more faculty in recruitment
and awareness efforts, develop
ongoing promotion strategies
and seek out more grant
opportunities that allow
students to overcome the
financial burden of study
abroad.
add rows if necessary
PROGRAM SLO
Assessed (CTE only)
What changes were made or
actions taken for improvement?
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STUDENT LEARNING AND ACHIEVEMENT
add rows if necessary
2. Using data from course/program SLO assessment, describe 1-2 specific examples of evidence (beyond the awarding of individual
course grades) that students actually are achieving stated learning outcomes?
Which course or SLO?
To what evidence are you pointing?
How does the evidence show achievement of
stated learning outcomes?
3. Using institutional research data and/or UHCC Annual Report of Program Data, discuss any relevant issues concerning retention
and persistence. What could be done to improve student achievement in these areas?
What relevant data has
come to your attention?
What retention and persistence issue(s) do the data bring
to light?
IR data on International
Students
No action necessary.
Because international students are not allowed to drop
below 12 credits without special permission per their visa
regulations, retention rate is consistently very high.
Both retention and persistence of our international
students is high.
add rows if necessary
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What could be done to improve retention and
persistence?
STUDENT LEARNING AND ACHIEVEMENT
4.
For AAT and CTE Programs: Complete the table for each AS and AAS Degree in your Division (all Divisions except Language Arts;
Social Science to include Substance Abuse Cert.)
Insert Program
Name Here
Based on prior year annual end-of-academic-year reports
Perkins Indicator
Mark as M, E or D (Meets, Exceeds or Deficient)
1P1 Technical Skills Attainment
2P1 Completion
3P1 Student Retention or Transfer
4P1 Student Placement
5P1 Non-traditional Participation
5P2 Non-Traditional Completion
Program Status
Mark as H, C or U (Healthy, Cautionary, Unhealthy)
Overall Program Demand based on
Annual new and replacement positions in State and County
Number of majors
Student semester hours for program majors in all program classes
Student semester hours for non-program majors in all program classes
Student Semester Hours for all program classes
FTE program enrollment
Number of classes taught
Overall Program Efficiency based on
Average class size
Class fill rate
FTE of BOR appointed program faculty
Student/Faculty Ratio
Number of Majors per FTE faculty
Cost per Student Semester Hour
Number of classes that enroll less than ten students
Overall Program Effectiveness based on
Persistence
Number of Degrees/Certificates
Number of transfers
All core indicators: 1P1, 2P1, 3P1, 4P1, 5P1, 5P2
Program’s Overall Health
Page 6 of 38
Insert Program
Name Here
Insert Program
name Here
STUDENT LEARNING AND ACHIEVEMENT
4a.
(AAT and CTE Programs) If program status is Cautionary or Unhealthy, how do program faculty plan to address the
weaknesses?
What in your program has been identified
as Cautionary or Unhealthy?
What has caused this less than Healthy
condition?
How do program faculty plan to address the
weakness(es)?
add rows if necessary
4b.
(AAT and CTE Programs) Looking at the program data over a three year period, discuss any significant trends (marked
improvements or continuing weaknesses).
Which Program?
To what data are you referring?
What significant trend (marked improvement or continuing weakness)
does the data reveal?
add rows if necessary
4c.
(AAT and CTE Programs) Based on analysis of program data, list each Program’s strengths and weakness in terms of demand,
efficiency, effectiveness.
Which Program?
In which Area? (Demand,
Efficiency, Effectiveness)
To what data are you referring?
add rows if necessary
Page 7 of 38
What strength or weakness are you noting?
STUDENT LEARNING AND ACHIEVEMENT
Plans for Improvement Student Learning and Achievement
Provide a list of activities, initiatives, changes that your Division would like to implement to improve Student Learning and Achievement.
Improvement Sought
What will be achieved?
INTERNATIONAL
ADMISSIONS:
Online submission
of the International
Student Application
Proposed Change
What do you plan to do?
We would like to improve our international
admissions process by providing online
submission of the application apart from the
UH System application process and make this
very visible on the Leeward website for
international students. Since the
implementation of the Leeward online
application, there has been some confusion on
the part of international students on what
application to submit, as we have a different
application for international students. In
addition, online submission makes the process
far easier for students that are abroad. Data
from the A & R APR shows a definite
increase in online applications since
implementation. In order to keep up with this
trend, the International Student Application
should be made available in this format.
Assessment/Measurement
How will you know if what you did
worked?
Analyze number of errors made by
international students on application
submission as well as total number of online
submissions vs. paper submissions.
Will new funds
be needed?
(Yes or No)*
No
*NOTE: “New” funds would be a request for funding above your current operational budget. Please place any item that requires additional
funding into the appropriate budget category in the Planning Lists.
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CURRICULUM
1. Discuss how the College can address global competency of our students by internationalizing the campus through programs and
curriculum. From analysis of your assessment results, do you plan to or have you made any adjustments to your learning
outcomes, methodologies, course or program structure, curriculum, etc.? If yes, describe. If no, explain.
The goal of the Office of International programs is to help internationalize the Leeward campus. Many ask why community
colleges need to be involved in international activities. A report by the American Council on Education (ACE) states, “Unless today’s
students develop the competence to function effectively in a global environment, they are unlikely to succeed in the 21st century” (1995)
Another report by the American Council on International Intercultural Education (ACIIE) and the Stanley Foundation report, “To ensure
the survival and well-being of our communities, it is imperative that community colleges develop a globally and multi-culturally
competent citizenry.” (1995) Clearly, if Leeward is to prepare our students for the workplace as well as for life in the 21st century, we
need to include international education as a component of their educational experience through a variety of methods and educational
opportunities.
The Office of International Programs is already doing the following to that end:






recruitment of international students who provide opportunities for intercultural communication for LCC students
study abroad programs for Leeward students
short term study groups that come to Leeward from abroad and interact with our students
promoting International Education Week through student activities and cultural presentation in November
working with units on campus to integrate our international students so they engage and interact with Leeward students
providing an English language pre-academic program as a feeder program for international students (ELI)
What is still needed:
 a campus wide institutional structure that can systematically promote the internalization of the campus
 faculty exchanges with institutional partners abroad and / or faculty travel or workshops
 curriculum in the general education courses that infuse an international component
 ongoing assessment of how we provide the tools to our students to become global citizens
 offer more foreign languages that have global currency per world economies that students will use in future jobs or work abroad
opportunities
 student exchange opportunities with partners abroad
 more students willing to go abroad and funding to send them
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CURRICULUM
2. Summarize curriculum and program development in the Office of International Programs; include additions, deletions and
modifications of courses, any program development (new or modifications), articulation with other institutions and other relevant
issues. For AAT and CTE Programs: List any significant curricular actions (new certificates, program modifications)
The following MOUs and/or articulation agreements have been developed by the Office of International Programs and have been signed into effect in
the past year:
1) Japan College of Foreign Languages (which includes credit transfer articulation), 2) Universitas Multimedia Nusantara in Indonesia, (student
exchange and possible articulation) 3) Politeknik Megeri Medan in Indonesia, 4) Reitaku University in Japan (student mobility)
3. Discuss any innovations in teaching methodologies implemented in the Division. How are faculty tracking the effects of new
pedagogical methods? Summarize types of delivery systems and modes of instruction that are used in the Division (based on
core outline in Curriculum Central), and discuss their appropriateness in relation to student achievement of SLO.
4. Discuss any changes to class scheduling in the past year. Has anything new been attempted to meet student needs and the level
of student demand for course offerings? Refer to IR Data on Classroom Utilization to help move discussion.
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CURRICULUM
5. Discuss the assessment and analysis of course and/or program breadth, depth, rigor, sequencing, time to completion, and
synthesis of learning (course information included on core outline in Curriculum Central).
6. Based on data such as projected job openings, articulation agreements, data on the needs of in-coming student and DOE Senior
Exit Surveys, what new programs, curriculum, or certificates would be appropriate for the College to offer?
Business and Hospitality and Tourism are two of the top study choices for international students coming to Hawaii. Certificate programs
are also very popular for students wanting to do a year abroad but not complete a degree. Therefore, Certificates of Achievement in
Business Management, International Business and Hospitality and Tourism would be a draw for international students. In addition, with
the development of the AAT program, a certificate in Second Language Teaching as part of the AAT program would be beneficial not
only to the teachers transferring to UHM and completing their teaching degree but also to Leeward students that are interested in going
abroad to teach English, as well as to international students that plan to utilize their English when returning home by teaching the
language.
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CURRICULUM
ACADEMIC SUBJECT CERTIFICATES [all Divisions except Voc Tech]
7. How does your Division determine that academic subject certificates are presented with appropriate breadth, depth, rigor,
sequencing, time to completion, and synthesis of learning?
7a. Discuss the number of Academic Subject Certificates awarded in the past three years in your Division.
Page 12 of 38
CURRICULUM
Plans for Improvement Curriculum
Provide a list of activities, initiatives, changes that the Office of International Programs would like to implement to improve effective
teaching and learning.
Improvement Sought
What will be achieved?
Proposed Change
Item or Activity
How it will be measured?
How will you know if it worked?
ELI: Revise the SLOs for the ELI
courses in order to make assessment
more manageable and efficient.
Submit revisions Fall 2012 for modification to
take effect Fall 2013.
Approval by Curriculum Committee
No
ELI: Providing resident tuition
rates for lower levels of ELI
courses in order to
accommodate residents that no
longer have the ESL 2A 3A
courses available to them.
Cross reference ELI 10B and 20B with
ESL 2A and 3A to provide resident
tuition rates for residents needed lower
level ESL courses.
Number of residents enrolled in the cross
referenced courses and retention of those
students until they enter ESL 8B 9B.
No
Internationalization of the general
education curriculum.
Increase faculty involvement in adding
international components to the class content
they teach by providing opportunities for
faculty to travel and attend workshops that
focus on internationalizing the campus.
Modifications to general education courses
that include more international components
will occur.
No
Will new funds
be needed?
(Yes or No)*
*NOTE: “New” funds would be a request for funding above your current operational budget. Please place any item that requires additional
funding into the appropriate budget category in the Planning Lists.
Page 13 of 38
FACULTY & STAFF
1. Discuss the adequacy and appropriateness of faculty & staff professional development activities as they relate to Division and
College goals. Are there any professional development activities that would aid in improving student learning?
Faculty and staff in the Office of International Programs strive to stay current and knowledgeable in the field of international education
in order to provide the best services possible to our students and to ensure that we follow the best practices in the field. Faculty and Staff
attend Regional and National NAFSA (Association of International Educators) Conferences to keep current on Visa Regulations,
International Student issues and Education Abroad. ELI Faculty would benefit from attending the national TESOL Conferences held
each year.
2. What percentage of Division faculty and staff participated in assessment training or workshops? What types of assessment
training would be most helpful for your Division?
40%
ELI Instructors attended assessment meetings for ELI Discipline as part of the LA Division Course assessments. International Programs Coordinator
attends assessment meetings in the LA Division with the Discipline Coordinators and with the Assessment Team, and with the Office of Policy,
Planning and Development.
Faculty and Staff would benefit from training on 1) types of data to obtain and use for the annual review, 2) examples on how best to fill out the
annual review, 3) writing Goals and Outcomes for non-instructional services.
3. Describe any special projects, grants, professional organizations, presentations or contributions to the College by faculty and
staff.
The Office of International Programs assisted L.A. Division Japanese Professor Yumiko Asai Lim in applying for and implementing a grant from the
Japan Foundation to fund 34 students to visit Japan during spring break 2012.
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FACULTY & STAFF
4. Based on enrollment data (registrations, courses offered, SSH production), are Division faculty and staff sufficient in number to
provide effective instruction and to contribute to institutional effectiveness? If your Division intends to request additional
staffing, the request must indicate enrollment growth, documented workload increase, or projected needs of a new program or
certificate.
Based on the fact that international student enrollment has held steady for the past 3 years, but not increased dramatically (nor decreased), in order to
effectively increase international student enrollment a full time APT position is needed that would focus on marketing the College, developing
promotional materials and traveling to recruit students. The UH BOR drafted and passed a Mission Statement and Strategic Directions Memorandum
for the UH System regarding International Engagement for 2010 – 2020 – in which they state the 10 campuses will embark on a 10 year campaign to
make the campuses centers of international learning. To that end they outline guidelines such as increased international student enrollment and
increased international engagement. In addition, the Lt. Governor’s office convened a Study Hawaii Education Working Group and has set a goal of
increasing international student enrollment in Hawaii by 100% over the next 5 years. The UH System is in agreement with this goal. If Leeward is
to double our international student enrollment in the next 5 years, it can only be achieved with dedicated resources to that end, included the badly
needed APT position for recruitment and marketing.
Based on the steady and continual enrollment in the ELI, a full time tenure leading ELI faculty position is needed to provide stability and to retain
quality instructors. Currently, 100% of ELI courses are taught by lecturers.
Page 15 of 38
FACULTY & STAFF
Plans for Improvement Faculty and Staff
Provide a list of activities, initiatives, changes that your Division would like to implement to improve the effectiveness of Faculty and
Staff.
Improvement Sought
What will be achieved?
Proposed Change
Item or Activity
How it will be measured?
How will you know if it worked?
Will new funds
be needed?
(Yes or No)*
More effective assessment of
student services provided such as
the international admissions
process, new student orientation,
visa advising, etc in order to
improve student services.
Faculty and Staff will be given specific
workshops on successful assessment
methods for assessing student services,
gathering and analyzing data.
More effective reports and better data
reported in the Annual Reviews, which will
inform future changes for improvement that
will be assessed.
No
*NOTE: “New” funds would be a request for funding above your current operational budget. Please place any item that requires additional
funding into the appropriate budget category in the Planning Lists.
Page 16 of 38
SUPPORT ISSUES
Discuss needs or initiatives identified by the Program/Division that will improve student learning, services for students, and/or
institutional effectiveness, and require Support Area response or collaboration. Include supporting data to substantiate needs or
initiatives. These items will be addressed in applicable Support Area Annual Program Reviews.
HOUSING FOR INTERNATIONAL STUDENTS: In order to significantly increase the international student population at Leeward, and
improve services to these students, student housing is needed. Parents in other countries need to know their students will have a safe
and affordable place to live on or close to campus. Students from the Mainland and neighbor islands could also take advantage of
dormitories. There are already examples of public / private partnerships in the UH system to build student dormitories and Leeward
could follow these examples.
TRANSFER CENTER: A dedicated center with counselors specializing in transfer to 4 year universities would benefit not only our
international student population but also the domestic students as a center could provide more transfer options for students. Students
need help to seek out mainland options as well as scholarships that are available to them to continue their studies at the more
expensive universities. Counselors familiar with mainland 4 year universities and colleges could assist students, both international and
domestic, to consider transferring anywhere in the U.S., rather than only considering the limited number of 4 year universities in
Hawaii.
INTERNATIONAL PROGRAMS WEBSITE TRANSLATED INTO VARIOUS LANGUAGES: To help increase international students
enrollment, having our entire IPO website translated into multiple languages so that students can apply without assistance would we
believe help boost enrollments. If the students can’t read our website they will likely just go to another website that does offer
translation to get information and to apply.
Page 17 of 38
SUPPORT ISSUES
Page 18 of 38
EXTERNAL FACTORS
1. Discuss the impact of trends in higher education, specific disciplines and community issues on your Division. See, for example,
the environmental scan information available on DocuShare:
[http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-93].
International Enrollment: OPEN DOORS 2011 - the Institute of International Education’s (IIE) annual report, released in November, provides
extensive data, analysis and historical background on international students in the U.S. According to the report, the number of international student
enrolled in higher education institutions across the country is up, however the international student enrollment in Hawaii is down. In order to
compete in this ever competitive market of attracting international students, Leeward will need dedicated recruitment and marketing staff.
2. What input on student learning has been provided by advisory boards, the community, employers, transfer institutions? For CTE
Programs, list the date of the last Advisory Board meeting.
3. Have there been any significant changes in enrollment, retention, success rates, or environmental demographics that impact your
Division? If so, please explain.
Page 19 of 38
EXTERNAL FACTORS
4. Discuss any involvement with Community Groups (High Schools or community agencies; other forms of community involvement)
5. Do you have any external assessment of the Division, i.e. employer survey, student follow-up surveys, advisory board surveys? If
yes, please summarize:
Plans for Improvement External Factors
Provide a list of activities, initiatives, changes that your Division would like to implement to improve institutional effectiveness and
community connections.
Improvement Sought
What will be achieved?
Proposed Change
Item or Activity
How it will be measured?
How will you know if it worked?
Will new funds
be needed?
(Yes or No)*
Enrollment data in study abroad programs
Based on national trends in Study
Abroad, we will continue to focus
on short term, affordable
Narrow the focus to less program
offerings, but seek increased enrollment
Page 20 of 38
No
EXTERNAL FACTORS
experiences abroad for our
students with increased
promotion of studying abroad.
in each program offered. Programs will
focus also on affordability and
destinations of interest to community
college students and community
members.
Increased enrollment in the
Presentations to community groups such
English Language Institute and as Rotary or Kiwanis as well as some
more engagement with the
local marketing to communities on Oahu
community on the international that might have relatives abroad that
programs at Leeward.
would enroll at Leeward.
Enrollment data in the ELI
No
*NOTE: “New” funds would be a request for funding above your current operational budget. Please place any item that requires additional
funding into the appropriate budget category in the Planning Lists.
Page 21 of 38
Division SWOT Analysis
Overall analysis of Division’s strengths, weaknesses, opportunities and threats. Prompt Questions on next page.
Strengths








Weaknesses








Opportunities




The International Programs faculty and staff are a very experienced team and provide a wonderful resource to students, the
campus and the community with regard to international education.
Faculty and staff are continually working to improve programs and services to our international students.
The 89% persistence rate for our international students indicates that most students are satisfied with programs and services or
they would transfer.
Faculty and staff present at conferences and stay knowledgeable on issues in international education.
Leeward has been a leader among the community colleges in developing study abroad programs for many years.
Our international admissions process is efficient, service oriented and fast.
Our centralized international programs office (one stop shop) is unique in the state and a cutting edge model nationwide and
allows for more efficient and effective operations and services.
Ability or work and collaborate with other campus units
Need for student housing for international students. International students prefer to live in dormitories and if we had dorms it
would most likely help us increase our international student enrollments dramatically.
Lack of full time international student recruiter
Lack on online submission of the International Student Application
We need the International Programs website pages to be translated into various languages in order for students to be able to
apply once they find us.
Lack of an institutional structure to internationalize the Leeward campus
Lack of designated transfer center to assist students to transfer anywhere in the U.S.
The ELI is too reliant on lecturers – lack of full time teaching positions creates high turnover
Due to restricted funds our international marketing efforts are minimum and probably not sufficient to realize the increased
enrollment objectives.
A current and growing trend is for international students to attend a community college for two years and then transfer to a 4
year school.
The ELI is an attractive program for students who wish to do the 2+2 transfer as we offer the Intensive English curriculum on
campus that they can then attend to prepare for academic study and upon completion they can enter our credit courses. Many
CCs do not have this and students must achieve a particular TOEFL before they can attend.
On the island of Oahu, LCC is the only CC that offers a 4 level program and a flexible calendar with 8 week sessions, which
may give us an advantage over competitors.
When UH West Oahu moves forward with a new campus it could be an opportunity as it would create a 2+2 campus link for
students coming to Leeward that do not want to move to Honolulu to finish their degree. Also, because they don’t offer an IEP,
student wanting to study at UHWO that need English preparation first may come to LCC to enroll in ELI classes prior to
Page 22 of 38

Threats



enrolling at UHWO.
The light rail stop on the Leeward campus could drastically increase our accessibility to international students that choose to
live closer to the downtown area and therefore could help increase our enrollments
Our location could be considered a liability since students must travel by bus for long periods to get anywhere since most don’t
have cars
The image of Hawaii as a vacation destination hinders the perception of Leeward as a serious academic study destination.
Competition with other community colleges on Oahu with more recruiting staff continues to hinder our recruitment efforts.
Page 23 of 38
Prompt Questions for SWOT Analysis
Strengths:
What advantages do you have?
What do you do well?
What relevant resources do you have access to?
What do other people see as your strengths?
Describe any particularly successful aspects of the Division as well as any honors, awards, or achievements.
What’s the best “selling point”
What competitive advantages does your Division have?
Consider these questions from both an internal and external point of view. In looking at your strengths, think about them in relation to competitors,
for example, if all competitors provide “high quality,” then high quality is not a strength in the market, it is a necessity.
Weaknesses:
What could you improve?
What should you avoid?
Where does your Division lack resources?
Where are we losing money?
Where are we vulnerable?
Again, consider this from an internal and external perspective. Think about competitors, internal quality, what’s holding us back?
Opportunities:
What trends can your Division take advantage of?
How can we take advantage of the impact of technology breakthroughs?
What niches have our competitors missed?
Are there local events that may have an impact on what we do or how we do it?
Dream and consider possibilities for the Division based on audience, standards in education, market demand.
A useful approach to looking at opportunities is to look at your strengths and ask yourself whether these open up any opportunities. Alternatively, look at your weaknesses and
ask yourself whether you could open up opportunities by eliminating them.
Threats:
What obstacles do you face?
What is your competition doing?
Describe any particularly difficult obstacles that influence the effectiveness of the Division courses and programs.
What are, if any, negative political, economic, or social trends affecting your Division?
Who is the competition?
Consider discussing why you consider these things as “threats” and what could be done to counteract “threats.” Talk about specific threats with emphasis on solutions
Page 24 of 38
Tactical Implementation of Strategic Plan
Summarize the assessment of your tactical plan. College Strategic Plan link:
http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-92
Action
Outcome,
College
Strategy
What tactic will
be or has been
implemented to
achieve Action
Outcome?
How will we know if
tactic is working?
Was tactic
implemented as
planned?
Is tactic working?
What are you going to
do next to achieve or
continue to achieve
desired Action
Outcome?
Provide ELI
courses as a preacademic English
program to attract
international
students to
Leeward.
Marketing
strategies have
been developed
to recruit
international
students to
Leeward.
Marketing and
recruitment
strategies for
international
students have
been developed.
Develop the ELI
program to
generate
additional funding
to pay for the
feeder program
into credit for
international
students.
Develop short
term contracts
with international
ELI and international
student enrollment
data will be
analyzed.
Yes, the tactic was
implemented and an
Intensive English
Program was created in
2003 to attract
international students to
Leeward.
Yes. Enrollment data
indicates that enrollment
from Fall 2011 to Fall
2012 increased by 7%
We will continue to offer
ELI courses and recruit
international students to
our undergraduate
program via our ELI
program.
Marketing
funds for
continuous
and
sustained
recruitment.
Review of the funds
generated each year
from both programs.
Yes
Yes. The ELI generates
sufficient funds to cover
the instruction and
operational costs with
some additional funds
that can be used for
marketing and
recruitment for
international students.
The short term contracts
generate additional funds
that are used each year
We will continue to
market the ELI as well as
develop additional short
term contracts with new
partners to generate
additional revenue.
N/A
(Connect to
SP)
II.5.A
Increase
international
student
enrollment by
3% per year.
III.1.B and
III.1D
Identify areas
that would
generate
extramural
funds and
develop
partnerships
with business
and industry
(international)
Page 25 of 38
Resources
required
(provide $
estimate
for each
item)
Tactical Implementation of Strategic Plan
V.2.A and
V.2.B
Identify areas
that would
generate
long-term
revenue
streams and
Implement
strategies to
increase
targeted
revenue
streams.
partners to
generate funds to
help pay for the
marketing and
recruiting of
international
students.
Develop
programs and
services to attract
international
students as a
non-state
revenue stream.
Recruit
international
students to
Leeward.
to cover the cost of
marketing and recruiting.
International student
enrollment data will
be analyzed.
Yes
Since the inception of the
ELI in 2003, international
student enrollment on
campus has increased
from 5 students in 2003
to 113 in Fall 2012.
Page 26 of 38
Sustained marketing and
recruitment strategies will
be necessary to maintain
and increase enrollment.
Currently,
the ELI and
the short
term
contracts
generate
sufficient
funds for
marketing
and
recruitment.
However,
the cost of
doing
business
with
educational
consultants
will require
additional
funding as
enrollment
grows.
Division Summary
1. Provide a brief analysis of your Division based on: Alignment with College mission; Evidence of quality; Evidence of student
learning; Resource sufficiency; Recommendations for improving outcomes.
College Mission: The work of Office of International Programs is aligned with the College mission in the areas of 1) access, (by providing access
to international students to LCC as well as access to study abroad programs to LCC students), 2) learning and teaching (ELI provides specialized
instruction in language development which is developmental education) 3) personal development (by providing study abroad opportunities that
enrich lives and provide career mobility, 4) diversity (by recruiting international students and developing productive relationships with international
counterparts).
Evidence of the quality of programming and services we provide to our international students is demonstrated through the overall increase of
enrollment for international students from 2010 to 2011. Cohort data indicates that the high percentages of students exiting the ELI that continue on
to higher education, enter the credit program at Leeward, which demonstrates that the ELI is providing quality programming to prepare students well
for academic work and through quality services we are retaining these students. The 89% persistence rate of those students attending the credit
program last year is evidence of student learning and achievement.
Looking forward, in order to significantly increase the international student population we will need to provide more consistent and dedicated
recruitment by adding a full time APT position dedicated to that, and consider providing student housing of some sort, perhaps through a public /
private venture to build dormitories on campus.
2. What are the Division Goals in terms of operational efficiencies (e.g. SSH, fill rate, courses offered)?
ELI: Offer 4 sections of the ELI with 4 different levels consistently with 80% fill rate for each section.
Study Abroad: Offer less program choices and achieve a higher fill rate per program.
Short-term contracts: Increase number of contracts from the current 3 to 5 for the next year.
Page 27 of 38
Division Summary
3. What additional data that is currently not available would have been helpful to effectively evaluate your Division?
4. List of faculty/staff who participated in completion of Annual Program Review
Becky George, Steve Jacques, Bradley Moon.
Page 28 of 38
PLANNING LISTS
Planning List Instructions: Biennium
1. Review the “Plans for Improvements” lists generated in the Student Learning and Achievement, Curriculum, Faculty & Staff, External
Factors, and Tactical Implementation of SP chapters.
2. List all items requiring new funding in the appropriate category as described below. Each item must be driven by accreditation standards
and assessment data. Only data-driven initiatives will be included in reallocation or new budget requests. Please provide a data-based
justification for all requests.
3. Prioritize items for your Division and list in the final table, OVERALL DIVISION PRIORITIES, following the Planning Lists.
Planning List Funding Categories:
Personnel
Faculty, APT, Civil Service, and UPW positions; to include casual/temporary appointments
Supplies& Non-IT related
Equipment
supplies, materials, student help, and non-IT related equipment
Information Technology (IT)
Equipment
computers, peripherals, audio visual, smart rooms, networking, servers, and software
Training and/or Travel
professional development activities, travel, lodging, and per diem
Capital Improvement Projects (CIP)
major renovations (costing more than $500,000); new buildings
Repair & Maintenance (R&M)
renovations under $500K; equipment repair or maintenance; facility repair or improvements
Space
allocation of existing space and identification of future space needs
Other
items that do not fit within any of the above categories
NOTE:
a. If a project requires multiple items in different planning list categories, please list each category item separately. For example, a request for
a new laboratory, which also requires an additional staff position and supplies, would be listed under three different planning list categories:
“Capital Improvement Program (CIP)” for the new lab, “Personnel” for the additional staff position, and “Supplies and Non-IT Related
Equipment” for additional supplies.
b. If an item is placed in the incorrect budget category, the Requestor will be informed of the change. For example, if a request for computer
replacement is placed under “Personnel,” the request will be moved to the appropriate category of “Information Technology (IT) Equipment.”
Page 29 of 38
PLANNING LISTS
PERSONNEL
Data supporting request
Action
Outcome/SP
Objective
International student recruitment, provide
housing assistance, grant assistance with
budgets and required paperwork,
marketing materials and website
assistance, BOR strategic directions of
increasing international student
enrollment on all UH campuses and
increasing international engagement
To retain quality instructors it is
necessary to provide stability through
tenure leading positions. Instruction in
the ELI is delivered 100% by lecturers.
Continuous enrollment in ELI for past 8
years merits a full time position to teach
and assist with course assessment and
ELI services.
Item or Action and improvement sought
New
Funding
Cost
Estimate
If new funding not available:
Possibilities for Extramural
Funding or
Reallocation
Creation of an APT general funded
position dedicated to Marketing and
Recruitment in the Office of International
Programs in order to increase international $50,000
student enrollment as outlined in the BOR
Strategic Directions for International
Engagement
G Funds
Creation of a full-time tenure leading
faculty position in ESL to teach in the
ELI.
$54,000
G Funds
Item or Action and improvement sought
New
Funding
Cost
Estimate
If new funding not available:
Possibilities for Extramural
Funding or
Reallocation
SUPPLIES & NON-IT RELATED EQUIPMENT
Data supporting request
Action
Outcome/SP
Objective
Page 30 of 38
PLANNING LISTS
Page 31 of 38
PLANNING LISTS
INFORMATION TECHNOLOGY (IT) Equipment
Data supporting request
Action
Outcome/SP
Objective
Item or Action and improvement sought
New
Funding
Cost
Estimate
If new funding not available:
Possibilities for Extramural
Funding or
Reallocation
Item or Action and improvement sought
New
Funding
Cost
Estimate
If new funding not available:
Possibilities for Extramural
Funding or
Reallocation
TRAINING AND/OR TRAVEL
Data supporting request
Action
Outcome/SP
Objective
Page 32 of 38
PLANNING LISTS
CAPITAL IMPROVEMENT PROJECTS (CIP)
Data supporting request
Action
Outcome/SP
Objective
Dormitories for international students as
well as mainland or off island students.
Lack of affordable, close to campus,
secure housing is going to be a perennial
problem with recruitment efforts and the
goal of increasing the international
student enrollment at Leeward.
International students do not have the
family ties and support in the community,
and their parents want safe and secure
housing for their children. Community
Colleges that offer housing have large
enrollments of international students,
such as Edmonds Community College in
Seattle and Green River CC near Tacoma
WA. Both schools have over 1000
international students.
Item or Action and improvement sought
New
Funding
Cost
Estimate
If new funding not available:
Possibilities for Extramural
Funding or
Reallocation
New
Funding
Cost
Estimate
If new funding not available:
Possibilities for Extramural
Funding or
Reallocation
In a public / private partnership, build student
dormitory to provide affordable housing on
campus for international students, as well as
mainland students and off island students.
REPAIR and MAINTENANCE (R&M)
Data supporting request
Action
Outcome/SP
Objective
Item or Action and improvement sought
Page 33 of 38
PLANNING LISTS
Page 34 of 38
PLANNING LISTS
SPACE
Data supporting request
Action
Outcome/SP
Objective
Item or Action and improvement sought
New
Funding
Cost
Estimate
If new funding not available:
Possibilities for Extramural
Funding or
Reallocation
Item or Action and improvement sought
New
Funding
Cost
Estimate
If new funding not available:
Possibilities for Extramural
Funding or
Reallocation
OTHER
Data supporting request
Action
Outcome/SP
Objective
Page 35 of 38
PLANNING LISTS
OVERALL DIVISION PRIORITIES
Priority Data supporting request
1.
2.
3.
UH BOR Strategic Directions for
international engagement outline
increased international student
enrollment at all campuses as a goal,
as well as increased international
engagement. In order to increase our
international student enrollment at
Leeward, which has been static for
the past 3 years, we need dedicated
staff that can focus on international
student recruitment, marketing and
making our website more assessable
to international students.
To retain quality instructors it is
necessary to provide stability through
tenure leading positions. Instruction
in the ELI is delivered 100% by
lecturers. Continuous enrollment in
ELI for past 8 years merits a full time
position to teach and assist with
course assessment and ELI services.
Dormitories for international students
as well as mainland or off island
students. Lack of affordable, close to
campus, secure housing is going to
be a perennial problem with
recruitment efforts and the goal of
increasing the international student
enrollment at Leeward. International
students do not have the family ties
and support in the community, and
their parents want safe and secure
housing for their children.
Community Colleges that offer
housing have large enrollments of
international students, such as
Action
Outcome/SP
Objective
Item or Action and improvement
sought
New
Funding
Cost
Estimate
Funding Category
Creation of an APT general funded
position dedicated to Marketing and
Recruitment in the Office of
International Programs in order to
increase international student
enrollment as outlined in the BOR
Strategic Directions for International
Engagement
$50,000
G Funds
Creation of a full-time tenure leading
faculty position in ESL to teach in the
ELI.
$54,000
G Funds
In a public / private partnership, build student
dormitory to provide affordable housing on
campus for international students, as well as
mainland students and off island students.
Page 36 of 38
PLANNING LISTS
Edmonds Community College in
Seattle and Green River CC near
Tacoma WA. Both schools have over
1000 international students.
4.
5.
6.
add additional rows if necessary
Page 37 of 38
REFERENCES
Mission of the College
As one of the seven community colleges of the University of Hawai‘i, the overall mission of Leeward Community College is contained in the
following principles.
•
Access: To broaden access to postsecondary education in Hawai‘i, regionally, and internationally by providing open-door
opportunities for students to enter quality educational programs within their own communities.
•
Learning and Teaching: To specialize in the effective teaching of remedial/developmental education, general education, and
other introductory liberal arts, pre-professional, and selected baccalaureate courses and programs, with the goal of seamless system
articulation and transfer, where appropriate. To structure our programs in such a way that they reflect not only academic rigor but also
student development, learning outcomes and student goals. The College is committed to the achievement of student learning.
•
Work Force Development: To provide the trained workforce needed in the State, the Asia-Pacific region, and
internationally by offering occupational, technical, and professional courses and programs, which prepare students for immediate and
future employment and career advancement.
•
Personal Development: To provide opportunities for personal enrichment, occupational upgrading, and career mobility
through credit and non-credit courses and activities.
•
Community Development: To contribute to and stimulate the cultural and intellectual life of the community by providing a
forum for the discussion of ideas; by providing leadership, knowledge, problem-solving skills, and general informational services; and by
providing opportunities for community members to develop their creativity and an appreciation for the creative endeavors of others.
•
Diversity: To prepare students for the global workplace, with particular emphasis on Asia and the Pacific Rim, by building upon
Hawai‘i’s unique multi-cultural environment and geographic location, through efforts in curriculum development and productive
relationships with international counterparts.
Within this context, the special mission of Leeward Community College is to provide teacher training and serve the residents of our diverse
communities, with particular attention to the Hawaiian population; communities actively transitioning from an agricultural base to a more
diversified economic base; and communities making up the fastest growing middle-income suburban population on O‘ahu.
Page 38 of 38