ANNUAL DEGREE PROGRAM ASSESSMENT REPORT
OVERVIEW
The emphasis of the report should be on PLO and CASLO assessment, action items emerging from
those assessments, and a table listing the top three budget requests from each degree program. Bullet
points are certainly acceptable for the sections requiring written responses. Finally, if you respond to the
system data please keep each section (demand, effectiveness and efficiency) to 100 words or fewer.
Refer to the ARPD Instructions when you upload your report elements to the system website. The roman
numerals indicate the corresponding system item number for when you upload your report to the UH
System website.
http://www.hawaii.edu/offices/cc/arpd/instructional.php?year=2015&action=quantitativeindicators
&college=HAW
Select Maui College and your program in the drop down menus.
On the page that shows the Quantitative indicators, click on “web submission”. You will log in to
get to your program submission pages.
Remember to click on “save” icon for EACH SECTION.
See the end of this document for more assistance with web submission.
2014-15 PROGRAM REVIEW PREPARATION GUIDELINES
Program Name: Dental Hygiene
ANALYSIS TAB
II. Analysis of the Program
1. Briefly respond in 100 words or less for each cautionary and/or unhealthy Quantitative
Indicator:
a. Demand Indicator: The Dental Hygiene Program admits one class every other academic
year, 2015 was a degree granting year. Ten students graduated in May therefore the
fall/spring (3b, 3e) rates should be @100%. Only DH majors are allowed in Program
courses (5), therefore it should read 0. The program began in 2008, since 2008 through
May 2015, there have been 10 students enrolled, this fall, 12 students were admitted
due to accreditation changes of student to faculty rations, (7).
b. Efficiency Indicator:
c. Effectiveness Indicator:
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2. Any new significant program actions (new certificates, stopout, gain or loss of positions) as
results of last year’s action plan. None
3. If relevant, share a brief analysis for any Perkins Core Indicator not met. 2015 was a degree
granting year, a minimal grade of B in all clinical courses is required to matriculate through the
DH Program therefore the program requirements exceeds the > =2.0 GPA. One hundred
percent completed the program in May 2015, all twelve students earned their AS degree in
DH. Assuming that the unmet indicators in nontraditional participation/completion refer to
the low numbers of males in the program, efforts in recruitment for this population are being
made.
III. Action Plan
1. Action Plan
a. PLO-Demonstrate their cumulative knowledge and skill by successfully passing both
written and clinical dental hygiene examinations.
b. Program improvement-Although there was a 100% pass rate, students must fly to
Oahu to participate in both exams, the program is working to petition that the clinical
exam to be held at our campuses dental clinic. The written board requires specific
specs in facial recognition software which our campus does not maintain.
IV. Resource Implications:
List of top three resource requests (IV):
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Budget
request
Amount
6 economy
folding
tablesdental clinic
classroom
$954.00
12 chairs
$780.00
In 100 words or less describe
how does this request relate
to the strategic plan
Current furniture approx.
10-15 yrs. Old. Creating a
physical environment
conducive to learning begins
with an appropriate classrm.
Space. Furniture that is new
and well maintained helps
produce the necessary
“aura” that promotes high
quality learning & teaching.
If outside of the Strategic Plan
provide rational for the request (in
100 words or less).
Creates the optimal learning
environment that helps students
succeed.
DESCRIPTION TAB
Provide a brief description of your program and program mission:
The Dental Hygiene Associate in Science Program is a two year program (upon admission to the Dental
Hygiene Program) that prepares students to become oral health care professionals whose work will
positively impact the oral health status of the Maui County and the neighbor islands.
The mission of the Dental Hygiene program is to prepare students for careers in Dental Hygiene with
three major emphases:

Provide comprehensive dental hygiene care to clients of diverse social, economic and cultural
backgrounds.

Demonstrate the academic and clinical knowledge and skills required for the profession of
dental hygiene.

Providing lifelong learning opportunities for Hawai’i’s workforce that is designed to improve
workforce skills and career progression.
P-SLOs TAB
1. PLO selected for assessment (click on the PLO assessed – it will turn green).
2. Industry Validation (check all that apply):
Advisory Committee Meeting(s) X How many? Once annually
Did Advisory Committee discuss CASLO/PLO? Yes_X_ No__
Coop Ed Placements __ Fund raising activities/events __ Service Learning __
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 __
Other__ Describe_______________________________________________________________
3. Expected level of Achievement:
For the PLO assessed, 100% of students completing the assignment/course expected to meet
expectations for the assignment/course.
4. Courses (or assignments) Assessed: DH 266 Local Anesthesia & Pain Control
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5. Assessment strategy/Instrument/Evidence (check all that apply):
Work Sample_X_ Portfolio__ Project _X_ Exam __ Writing Sample __
Other__ Please explain_________________________________________________
6. Results of program assessment:
a. The following were present at the PLO assessment: Amir Amirashlani & Erica Brown
(Math) Dr.s, Orikasa, Vallejos, Omuro & Leanne Higa and I (DH lecturers/faculty),
Hillary Vindinhar (student), Elvie Castillo (graduate) & Eric Engh (Assessment Chair)
b. Strengths and weaknesses (best practices and educational gaps) found from PLO
assessment analysis. Strengths; the DH program seems to be a very strong and
successful program, 100% pass rate in both written and clinical external exams,
including all graduates are industry ready & are being employed. Weakness; include
some basic logic in the curriculum, will help students make informed and correct
decisions even under pressure and provide more than 1 student sample/assignment
for review.
7. Other comments: Students can be required to preset mathematical information in words, a
table, or a graph, to confirm that they are capable of explaining mathematical information
(usually some form of measurement or basic calculation) to patients.
Describe CASLO assessment findings and resulting action plans. Go to Laulima UHMC CASLO
Assessment for your program’s “Assessment results” and summarize below.
CASLO assessment findings
To give students more real-life examples
and projects from your discipline that
requires quantitative reasoning skills.
Have lecturers be aware of CASLOs and
core competencies while they are
preparing the curriculum.
Action plan to address findings
Collaborate with math faculty on designing
additional assignments.
Schedule as an agenda item for monthly
meetings and schedule workshops to work with
lecturers one on one.
8. 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___X_ Fund raising
activities/events X
Other__X_ Please explain: (CASLO)Critical Thinking will be assessed in spring 2016, PLO #2 –
Provide comprehensive dental hygiene care to promote patient health and wellness using
critical thinking and problem solving in the provision of evidence-based practice will assessed
(Program Review)
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System website:
http://www.hawaii.edu/offices/cc/arpd/instructional.php?year=2015&action=quantitativeindicators
&college=HAW
Select Maui College and your program in the drop down menus.
On the page that shows the Quantitative indicators, click on “web submission”.
You’ll log in on the next page.
When the page with tabs comes up, click on Analysis tab.
Click on “edit”. Copy and paste from this document into each section. If you are pasting from Word,
you need to click on the “W” icon and then paste into the box that pops up (like in Laulima). See green
arrow below.
REMEMBER TO “SAVE” EACH SECTION! (red arrow in pic below).
You’ll be entering information into:
- Analysis
- Description
- P-SLOs
- External (if your program has an external exam)
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REMEMBER TO SAVE (red arrow) EACH SECTION!
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