ANNUAL DEGREE PROGRAM ASSESSMENT REPORT
Program Name: Liberal Arts
II. Analysis of the Program
a. Demand Indicator: Unhealthy
College enrollments are decreasing, and Liberal Arts Program enrollments are likewise
decreasing. UHMC has 11.4% fewer Liberal Arts majors in 2014-15 than during the previous
year.
b. Effectiveness Indicator: Healthy
Class fill rate is a healthy 81.7%. The number of “majors to FTE BOR Appointed Faculty”
is 45.8 and has decreased from 54.8 last year. Therefore the program is healthier than it
was during the previous year.
c. Efficiency Indicator: Healthy
2. Significant program actions, as a result of last year’s action plan:
Starting in fall 2014, Liberal Arts faculty assessed only one PLO instead of attempting to
assess all three at once.
UHMC offered several Professional Development workshops and Inspired Teaching
Committee workshops focused on strategies to help students with analysis.
Faculty were assisted with tailoring assignments and course work to help students with
analysis during the Nov. 14, 2014 Liberal Arts Faculty meeting devoted to a hands-on
workshop for improving assignments to target analysis by students (led by several English
faculty). For example, prompts should not ask for “opinions,” “points of view,” or “students’
thoughts,” when research and analysis of facts is expected.
Faculty were encouraged to use drafts, assistance from TLC (proofreading, revisions),
tutoring, group work in the classroom or in Laulima via chat rooms or forums, and peer
review to improve student success.
Faculty were encouraged to include revisions to papers as part of the grade.
Faculty and the VCAA researched the possibility of instituting a “Research Intensive”
requirement like the WI as a system-wide initiative (as WI was). The system was not ready
for such an initiative at this time.
Liberal Arts faculty committed to offering Professional Development workshops and
Inspired Teaching Committee workshops focusing on strategies to help students master
issues pertaining to information literacy.
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III. Action Plan
1. Action Plan
a. PLO


Arrange for lessons on scaffolding of assignments and improved “prompt-writing” at future
“Inspired Teaching Committee” sessions and at other professional development
opportunities. Deliver the idea of improved “prompt writing” and scaffolding of
assignments in our individual department meetings so more faculty and lecturers will
understand and apply these important improvements to their courses.
Make sure the difference between PLOs and SLOs is understood by our faculty, especially
lecturers who are probably not exposed to PLOs. This could be covered in the New Faculty
Orientation.
b. Program improvement


Since the quality of writing in student samples is consistently disappointing, the Liberal Arts
program will work with the Writing Intensive Coordinator to increase the number of WI
courses offered, especially 200 level WI courses with ENG 100 as a prerequisite. Students
need to practice writing skills in as many Liberal Arts courses as possible. Liberal Arts will
work to strengthen the WI requirement by eventually requiring one of the two required WI
courses to be a 200 level course with ENG 100 as a prerequisite (once enough such courses
are being offered).
Since the quality of analysis and critical thinking in student writing samples is often
disappointing, the Liberal Arts program will work with the CASLO committee to improve the
teaching and practice of analysis and critical thinking throughout Liberal Arts courses.
IV. Resource Implications:
List of top fourteen resource requests in order of priority (IV):
Budget Request
2
Amount
Alignment with
Additional
Strategic Plan
Justification
Additional
Secretary
for HUM /
Soc. Sci.
College
Level Math
Faculty
$35,000 for 2016-2017
$54,084
Quality of Learning: To
encourage and maintain highquality learning across the
institution. Objective 1: A college
culture that promotes excellence
in teaching and learning for
students, faculty and staff.
Objective 3: Physical and fiscal
support for high-quality teaching
and learning.
2013 Spring/fall: Classes entered into Banner: 468;
lecturers requiring paperwork and setup: 87; # of
requests for book orders, offices, budget, travel, et
faculty&lecturers in SS&HUM: 63-67; Conservative
students served by fac&Lec: 1260; # of programs/d
in SS/HUM: 24
Defining Student Learning
through Institutional Learning
Outcomes




Use mathematical methods
and effective quantitative
reasoning to accurately
solve problems
Quality of Learning
Objective 1: A college culture
that promotes excellence in
teaching and learning for
students, faculty and staff.
a.
Maintain an
appropriate level of
full-time faculty &
staff, including at
Outreach centers, to
foster quality
teaching, innovation,
and growth.
Student Success
Objective 1: College adopts
policies and practices to help
students enroll in and
progress through college.
a.
b.
3
Design effective and
efficient pathways to
learning and
educational progress
for students.
Provide relevant
courses/programs,
support services, and
activities that
enhance students’
intellectual, social,
cultural, professional,
and personal
development.
Risks of current situation (only one secretary for bo
and SS): Lecturers not paid in timely manner (waiti
letters), delays in travel requests/completion, sched
delays, students not informed of class cancellations
assistants delay in paycheck distribution, dept. supp
ordered, work orders not submitted, faculty reques
assistance not met.



Step C lecturer cost is $56,322
Few lecturers meet the minimum requiremen
college level math; only 6-9 sections of colleg
taught by lecturers for this reason
Since 2010 (5 years), the number of college m
students has increased by approximately 200
semester (to over 500), while the enrollment
college has decreased by 1000.
ASNS program in physical science, acceleratio
and collaboration with high schools will create
for more sections of college level math.
In Fall 2015 – Spring 2016, we were unable to
afternoon sections of Calculus for the high sch
evening section of College Algebra because w
have staff. We are already using the one quali
and requesting overload for 3 instructors.
Beginning Fall 2016, the pre-req for MATH 11
changed to MATH 22. A strong statistics backg
be a DQ
Full time
faculty
position:
ECON
$54, 840 for 2016-2017
Quality of Learning Goal: To encourage
and maintain high-quality learning
across the institution.
a. Maintain an appropriate level of fulltime faculty & staff, including at
Outreach centers, to foster quality
teaching, innovation, and growth.
Need for a full-time faculty in discipline: No
faculty position for ECON. It is an important
for SSM, BUS, ABIT, HOST, and LA programs
difficult to get qualified lectures, especially
qualified to teach online. Without a disciplin
selecting and evaluating lecturers, developi
improving courses, and promoting the disci
compromised.
Impact: over the past two years, we have o
courses (not including summer school) with
number of students of 113 students per sem
Cost savings: Currently courses are taught b
lecturer who will be paid $56,322 for 9 clas
Full time
faculty
position:
GEOG
$54, 840 for
2016-2017
Quality of Learning Goal: To encourage and maintain high-quality
learning across the institution.
a. Maintain an appropriate level of full-time faculty & staff,
including at Outreach centers, to foster quality teaching,
innovation, and growth.
Need for full-time faculty in discipline: No fu
faculty position for GEOG. It is an important
Science and LA programs. It is difficult to ge
lectures, especially those qualified to teach
Without a discipline expert, selecting and e
lecturers, developing and improving course
promoting the discipline are compromised.
Impact: over the past two years, we have o
courses (not including summer school) with
number of students of 114 students per sem
Cost savings Currently courses are taught b
lecturer who will be paid $56,322 for 9 clas
Full time
faculty
position:
SOC
$54, 840 for
2016-2017
Quality of Learning Goal: To encourage and maintain high-quality
learning across the institution.
a. Maintain an appropriate level of full-time faculty & staff,
including at Outreach centers, to foster quality teaching,
innovation, and growth.
Need for full-time faculty in discipline: No fu
faculty position for SOC. It is an important d
AJ, HSER, and LA programs. Without a discip
selecting and evaluating lecturers, developi
improving courses, and promoting the disci
compromised. Currently 2 full time faculty i
programs (HSER and AJ) are teaching some
courses and this requires them to hire lectu
their programs.
Impact: over the past two years, we have o
courses (not including summer school) with
number of students of 183 students per sem
APT (Band
B) Math Lab
Coordinator
$46,512
Institutional Challenges

3) Preparing Students for College-Level Work: Because of the college’s
open admission policy, a large percentage of students enter UHMC
underprepared for college.


Student Success
Objective 2: College provides optimal learning environments and
effective and timely support for struggling students (especially Native
Hawaiian and underrepresented students).
4

Each semester 400 - 500 stud
developmental mathematics
use the Math Lab.
There is high student demand
lab hours.
With the movement toward 4
week classes, instructor work
allow for as much lab coverag
With a qualified full time pers
could be opened to college le
students.
a.
b.
Establish learning and learning support systems and
techniques designed to reduce achievement gaps among
groups of learners from diverse backgrounds.
Provide students with developmental English and math
courses that align with nationwide best practices.
Full time
counselor
position,
focusing on
HWST
program
$54,084 for
2016-2017

Full-time
English
faculty
position
$54,084
Aligns with UH, UHCC and UHMC strategic plans and policies to improve
developmental English. UHMC: Student Success objective 2, a. Provide
students with developmental English and math courses that align with
nationwide best practices. Also aligns with Quality of Learning Goal,
objective 1, a. Maintain an appropriate level of full-time faculty & staff,
including at Outreach centers, to foster quality teaching, innovation, and
growth.

Quality of Learning: To encourage and maintain high-quality
learning across the institution. Objectives 1.
Hawai‘i Papa O Ke Ao: Empower Native Hawaiians, the Indigenous
People of Hawai‘i, by creating a model Indigenous-Serving
institution of higher education that perpetuates cultural traditions,
language, history and values to promote student success, leadership
development, and well-being of ‘ohana and community. Objective
1-5.
Quality: F15 - 36% of 61 English sec
by FT faculty.
Cost: Counter mounting lecturer co
current 13 lecturers, 6 of whom are
2 additional are moving in the next
to B
Need: F15 - English department ha
students and curricular demands t
System proposed developmental E
changes
Renovation
of KAA 111
Recording
Facility
$75,000 for
2016-2017
Objective 3: Physical and fiscal support for high-quality teaching and
learning.
a. Assess and maintain functional technology, equipment, & furniture in
classrooms and other learning spaces that impact student learning.
Need for KAA 111 renovation:
• Used for guitar, ‘ukulele, and stee
instruction, three different music te
classes
• Is IHM’s primary rehearsal space.
• Existing equipment is adequate, b
inadequate as a recording studio.
• Half of the needed $150,000 has
• IHM currently must rent a comm
to complete capstone CD project.
Impact:
• Classes currently capped at 15; ca
some courses could be increased.
• IHM CD and student projects cou
produced in-house
5
• Income potential generated by ou
use/rental.
2nd Nat. Sci.
priority: Full
time CHEM
faculty
position
$54,084 for
2016-2017
Quality of Learning Goal:
A full-time CHEM faculty will bring his expertise to the
college, which is essential in maintaining a high level of
academic content (curriculum development,
assessment of SLOs and PLOs).
Student Success:
A dedicated CHEM faculty will follow-up on students
goals and increase graduation rates.
Community Needs & Workforce Development:
Position required to fulfill the local demand in STEM
classes and prepare Maui students planning to
transfer to four-year degree institutions.
Full time
faculty
position:
HWST
Language
Lab for all
World
Languages
6
$54,084 for
2016-2017
Need for full-time faculty in discipline: Currently no fu
faculty position for CHEM. It is an important disciplin
ASNS, Ag, and LA programs, as well as essential to stu
planning to transfer. It is difficult to get qualified lect
especially those qualified to teach the growing numb
chemistry courses in STEM. Without a discipline expe
and evaluating lecturers, developing and improving c
promoting the discipline are compromised.
Need for additional full time faculty in the STEM Dep
Currently we have four lecturers teaching seven chem
lectures and labs. With the growing enrollment and i
STEM fields a full time Chemistry faculty is needed to
growing demand for CHEM classes, and to perform a
functions required of a department including college
committees.
Cost savings: Currently courses are taught by a C and
who will be paid $56,322 for 9 classes
Quality of Learning: To encourage and maintain high-quality learning across the
institution. Objectives 1.
Need for full-time faculty in d
Hawai‘i Papa O Ke Ao: Empower Native Hawaiians, the Indigenous People of
Hawai‘i, by creating a model Indigenous-Serving institution of higher education
that perpetuates cultural traditions, language, history and values to promote
student success, leadership development, and well-being of ‘ohana and
community. Objective 1-5.
$35,000$40,000
Student Success: Build Pathways and Assure Learning. Objective
2: College provides optimal learning environment and effective
and timely support for struggling students
8 computers with Spanish, Hawaiian, Tagalo
Japanese language and ESL software. Spani
Hawaiian, Japanese Keyboard Character sof
keyboard layovers/keyboards. Microsoft Of
Screen reader software. Reading Software.
sets of headphones. 6 cameras with record
capabilities and bags that can be checked o
faculty with camera, laptop and tripod. Bag
Camera, laptop, AV connections from Lapto
camera. Tripod. Video Capture and Editing
Quicktime Pro on each Laptop. Portable pro
could be bundled with one of the mobile eq
bags.
Full time
Nat. Sci. APT
LabTech to
oversee ordering
and storage of lab
supplies and
equipment for
approximately 21
labs/12 month
period and
additional special
projects like
summer bridge
and INBRE grant
work. Performing
maintenance on
equipment or
scheduling
maintenance by
outside sources.
Overseeing
student lab techs
daily. Also oversee
biosafety and
biohazardous
waste
containment and
disposal, maintain
inventory lists for
all chemicals and
equipment.
Full time
faculty
position:
HAW
$35,00045,000
11 month
2016-2017
1)
Provide High Quality Teaching and Learning The ability of the STEM faculty to successfully offer
the labs at UHMC is critically dependent on the work done by the Lab Technician. This position
makes it possible to maintain and execute quality labs in a safe, efficient and organized manner.
2)
To Increase Student Success by increasing the frequency of lab course offerings so that students
have a more efficient pathway to graduation. This position is also crucial to the supervision and
education of the student lab techs that learn valuable skills and also help to increase the number
of labs offered.
3)
Sustainability The complexities of this position and the overlap between a minimum of 20 courses
per year impacting over 1200 students are vast. The need for a full time lab technician is
essential to STEM. The learning curve for this position is also very high so it’s crucial to have a
permanent individual that is trained in this skill set and in the specifics of the labs we teach, the
equipment we use/maintain, the supplies we need and the health and safety issues encountered.
$54,084 for 2016-2017
Quality of Learning: To encourage and
maintain high-quality learning across the
institution. Objectives 1.
Hawai‘i Papa O Ke Ao: Empower Native
Hawaiians, the Indigenous People of Hawai‘i,
by creating a model Indigenous-Serving
institution of higher education that
perpetuates cultural traditions, language,
history and values to promote student
success, leadership development, and wellbeing of ‘ohana and community. Objective 15.
Provide a brief description of your program and program mission:
The AA Degree in Liberal Arts requires 60 semester credits in courses numbered 100 or higher.
The curriculum instills foundational skills and a broad scope of knowledge that fosters academic
success in upper division coursework, effective citizenship, and an appreciation for lifelong
learning. Special emphasis on global and Hawai`i perspectives encourages respect and
appreciation of cultural diversity. Opportunities to apply learning through service to the
community are integrated throughout the curriculum.
7
Mission of the Associate in Arts Degree Program in Liberal Arts
The Associate in Arts Degree Program in Liberal Arts is designed to provide students
with a broad education in liberal arts and/or to prepare them for transfer to a
baccalaureate degree program at a four-year college or university.
1. PLO selected for assessment:
In addition to the College-wide Academic Student Learning Outcomes, graduates who
qualify for the A.A. degree in Liberal Arts perform the following skills in multiple fields of
study at a level that shows readiness for upper division college coursework:
1) Demonstrate an understanding of theories, practices, histories, and key issues using
essential terminology and concepts of the discipline.
2. Industry Validation (check all that apply):
LA Faculty Meeting(s) _X_, How many? One per month
Did LA faculty discuss CASLO/PLO? Yes
Coop Ed Placements _X_ Fund raising activities/events _X_ Service Learning _X_
Provide program services that support campus and/or community _X_ Outreach to public
schools _X_
Partner with other colleges, states and/or countries __ Partner with businesses and
organizations _X_
Other: Various fund raising activities, program services that support campus and/or community,
and partnering with businesses and organizations
3. Expected level of Achievement:
For the PLO assessed, % of students completing the assignment/course expected to meet
expectations for the assignment/course.
During spring 2015, faculty teaching seven different sections of three courses collected samples of
student work for assessment of the first Liberal Arts PLO. The average percentage of students earning a
C- or better grade on the assignment assessed was 72%. The percentage of students earning a C- or
better ranged from 72% to 83% in six of the classes, but was 39% in one class. A group of faculty
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discussed the C papers to see if those papers reflected the grade. The discussion led to
recommendations for improving how assignments and teaching lead students to achieve the PLO.
4. Courses (or assignments) Assessed:
ART 101, PSYCH 100, MUS 107
5. Assessment strategy/Instrument/Evidence (check all that apply):
Work Sample_X_ Portfolio__ Project __ Exam __ Writing Sample _X_
Other__ Please explain_________________________________________________
6. Results of program assessment:
a. The following were present at the PLO assessment meetings during spring 2015: 15
faculty members at each of two assessment meetings and seven faculty members at a
third assessment meeting.
b. Strengths and weaknesses (best practices and educational gaps) found from PLO
assessment analysis.
ART 101 Assessment (on 2/13/2015):



9
Assignment prompts need to be more specific and targeted
o Students did not include “discussion” as asked for in assignment
o Students did not include intro and conclusion (not specified in assignment)
o Analysis was weak or missing (not specified in assignment)
o Include the words synthesize or analyze in prompt
o Require students to apply a concept from the discipline, so they use terminology of
the discipline in the essay
In future assessment, ask to see the entire assignment and the context within which the
essay was written, so we know if it was a take-home (with notes and references allowed) or
in-class essay (with or without notes allowed).
Recommended Best Practice:
o Emphasize precise, targeted, and clear prompt-writing. Ask what we really want
students to know prior to answering the question or writing the essay.
o Emphasize scaffolding of assignments throughout each course (present
expectations, possibly require and review outline, drafts, revisions, build on
previous knowledge to apply theories, supply rubric for each assignment, etc.)
o We must work to expose our many lecturers to these issues.
 UHPA says the only ranking is based on how long they have taught.
 Lecturers need to be reviewed, via a submitted document of some type.
 Lecturers need to be selected or retained based on their ability to
incorporate best practices with current skills.
PSYCH 100 Assessment (on 3/13/2015):




Agreement that the minimal work from three different courses and teachers is sufficient
and demonstrates the first PLO.
The quality difference between the A and C work from one course wasn’t necessarily the
difference in PSYCH related knowledge, but more of a difference in writing abilities.
Reminds us of need for more practice in “written communication” within our LA courses. It
is important for the teacher to provide a good explanation of why they graded the work
exemplary or minimal on the assessment form.
Assignment prompt is poorly written and can be improved.
o The question seems too long: it is given in one big block. We suggest breaking up
the question, easier chunks to digest at a time. It seems easy for the student to
misunderstand or forget parts of this question.
o It would also be easier for us to compare exemplary vs. minimal if the question was
broken up into pieces. There are major differences between the answers given by
exemplary or minimal work, and it is hard to judge them since there is so much
information grouped into one question.
o One sample of student work did not include the personal reflection that was
required.
o Another sample did not follow instructions in terms of allowable age of references.
o Sources were not properly cited in one paper.
Relevancy of one assignment to a 100 level course: is the rigor of the course too great if
PSYCH 100 students are asked to diagnose psychological/psychiatric problems?
MUS 107 Assessment (on 4/17/2015):



Really good questions asked by both instructors.
Group examined minimal work and determined that neither of the samples represented
passing work.
Need to increase rigor of course.
7. CASLO Assessment: For CASLO Quantitative Reasoning assessment Liberal Arts faculty looked at
Math 100 and Math 103. Most of the analysis came from evaluating the student work samples
from Math 100. 78 % of faculty concluded that the “minimally passing” evidence demonstrated
student achievement of the QR CASLO at a level of skill appropriate for the degree. 89% of
faculty concluded that students in the program generally develop and demonstrate the QR skills
needed as graduates of the program.
10
8.
CASLO assessment findings
The math evidence does not demonstrate
outcome 2.3 (interpret mathematical
information presented in equations, graphs,
diagrams, tables, and/or words).
Some students enroll in the wrong math
class for their ultimate educational goal.
Some disciplines need students with
especially strong math skills.
Curriculum could be improved with projectbased assessments even though they take
more time.
Students learn best when they see the
relevance of what they are learning and
apply it to "everyday life."
Action plan to address findings
Work with math faculty to ensure that students
are assessed for this skill on at least one
assignment in MATH 100.
Work with counselors to develop a more
proactive approach to counseling students on
which math course to take and the benefits of
taking it early.
Identify courses in which students struggle due to
low math skills. As appropriate, update syllabi to
match prerequisites with skill requirements.
Supply more tutoring to students who need it.
(College level math tutors are hard to find.)
Include more learning activities and assignments
in MATH 100 that ask students to apply the math
skills they develop to everyday problems or
challenges in their families, communities, and
everyday lives. For example, applying math to
make smarter choices about spending money for
a family on a limited budget, or using math to
understand who benefits (and who doesn't) from
a political initiative.
9. Next steps:
For program learning outcomes (check all that apply):
Assess the next PLO_X_ Review PLOs_X_ Adjust assignment used for PLO_X_
Adjust course used for PLO_X_ Meet with Advisory Committee__NA__
Other_X_ Please explain:


11
To improve the assessment process, include some high school educators, upper division
educators, and students in future LA assessment sessions.
In future assessment, have a check box on the assessment form to identify if the assignment
was in-class or take-home, open-notes or closed-notes, etc.