UNIVERSITY OF HAWAI’I MAUI COLLEGE, Lānaʻi
ANNUAL PROGRAM REVIEW 2012-2013
Compiled by Pamela Alconcel, Program Coordinator
Mission and Vision of the University of Hawaiʻi Maui College
University of Hawaiʻi Maui College is a learning-centered institution that
provides affordable, high quality credit and non-credit educational opportunities to
a diverse community of lifelong learners.
We envision a world-class college that meets current and emerging Maui
County education and training needs through innovative, high-quality programs
offered in stimulating learning environments and guided by the Native Hawaiian
reverence for ahupuaʻa, a practice of sustaining and sharing diverse but finite
resources for the benefit of all.
Mission and Vision of the Program – Lāna'i Education Center (LEC)
Lānaʻi Education Center will strive to duplicate the quality educational
experience provided at the main UH Maui College campus so the students in our
community will receive the instruction and support they need to be successful in
college.
I.
Quantitative Indicators
Details not available for individual outreach centers. Annual Report of Program
Data (ARPD) is not available. LEC program will provide data for the programs
retention, persistence, graduation and degree earned, and number of majors, in
other sections of review.
II.
Outcome and Goal Achievement
A. Program Learning Outcomes
As related to LEC, the program learning outcomes, is to support the college-wide
academic student learning outcomes. Student learning outcomes are a set of core
competencies in critical thinking, creativity, oral and written communication, information
literacy, and quantitative reasoning. LEC also supports individual program learning
outcomes depending on the students major. PLO for individual programs and SLO for
UHMC students are presented in the appendix. See Appendix A.
LEC does not have its own PLOʻs. It reviews the other PLOʻs from other programs.
B. Analysis of Student Outcome and Goal Achievement
LEC incorporated other programs PLOʻs to provide for SLOʻs. LEC is unique in that
SLOʻs can be seen by way of retention and persistence. The following statements is LEC
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way to see if the program is meeting the needs of the students and shows the diversity of
LEC services to the students and community. At LEC we do a multitude of student
support and counseling. Through the use of interactive technology our students are able
to meet the requirements for earning a degree.
1. LEC is efficient in being able to deliver the programs through means of
distance service learning and technology. It has been a challenge to find qualified
instructors that meet the MQs, and it is also a challenge to get at least 10 students
per class.
2. The strength of the program is that the students are aware of the struggle it is to finish
their degree in a timely manner. It is due mostly to the student’s individual home, work
schedules and the economy.
3. The number of students taking internet classes has increased. Students are getting
more independent and comfortable navigating the internet.
4. LEC is able to offer proctoring for students who are taking UH Maui classes and also
classes from other universities. LEC offers the community the use of the computer lab
and xerox service.
5. Staff offers assistance in job search, job skills, developing a resume, and career
assessments.
6. Computer lab served over 1000 people; students and community members. Computer
lab helps organizations such as Upward Bound, Pai Ka Mana, and Kuina hold training
meetings.
7. LEC is also able to provide Bachelor and Master programs through the University
Center in Maui. One student recently completed the Master in Education Technology
Program.
8. The advisory board consists of community member that help to direct the LEC
programs.
9. There is a partnership with Lanai High School (LHS). LEC offered high school
students the opportunity to do dual credits.
10. LEC staff assists with the planning and execution of the College and Career Days.
11. The main campus provides student support, maintenance, and IT services to LEC.
The following data on LEC will be show the enrollment, retentions, persistence and
majors of the students’ population.
1. Enrollment and FTE - (The decline in enrollment from Fall to Spring is because the
Early Admits students from the high school are not interested in Springs classes due to its
close to high school graduation.)
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Fall 2012
Enrollment
Semester Hours
FTE
40
262
17.4
Spring 2013
Enrollment
Semester Hours
FTE
28
204
13.6
6
1
1
2
2
1
27
Spring 2013
Early Admits
ACC
AJ
BUSCA
ECED
HWST
LBRT
0
1
1
2
2
1
21
2. Number of Majors
Fall 2012
Early Admits
ACC
AJ
BUSCA
ECED
HWST
LBRT
3. Retention Data
Fall 2012 Start - 40
Fall Ends – 40
Spring 13 Start – 28
Spring End - 28
4. Persistence Data – (With the economy picking up some students went back to work.)
Fall 2012 Start – 40
Spring 2013 Continue - 23
5. Degrees earned – LEC does make it possible for students to earn a degree or
certificate.
1 student Associate Degree in Applied Science in Business Careers
1 student Certificate of Achievement in Accounting
1 student Certificate of Achievement in Business Careers
1 student Certificate of Competence – Supervision I
1 student Certificate of Competence- Business Entrepreneuship I
1 student Masters in Educational Technology
C. Program Plans and Goals
The goals and changes that were outlined in previous program reviews are
included in this section. For year 2011-2012, included are only those goals that have
not been accomplished.
Goals for LEC 2012-2013
Overall Goal: LEC needs to concentrate on the following to better its services to the
students and the community:
1. What do we LEC want to see happen in the upcoming years?
2. What does the students and community want from LEC?
3. What is the importance of LEC and UHMC?
LEC will work closer with the advisor board to identify, address, and accomplish those
needs.
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Meet with the LEC advisory board throughout the year to identify, address and see how
we can accomplish those needs that have been stated. Question 1, Question 2 and
Question 3 were looked at as a whole. The listening and feedback sessions sought to
explore community concerns, interests, and aspirations for Lāna’i future through
considering higher education role and responsibilities.
If there was a resolution to the issue it is noted. If LEC was not able to resolve or work
on the issue it will also be noted. LEC will relook at those issues that were not solved in
2013-2014. LEC will establish short and long-term goals.
Goals to Consider:
1: Improve digital speeds at the LEC. Access continues to be unchanged and marginal at
these public and educational access points. Strengthen digital and internet access. By
addressing this need and keeping the broadband working and available to the students
and community, education access for all will be readily available and student success is
possible. When the service is working correctly the student learning increases.
UHMC, UH Manoa and LEC have monitored/troubleshoot the speed of the 10 gigabits to
the island. IT service has been to the island to make sure the broadband is working to its
capacity. Have not experienced any future problems.
2: Identify and develop a sustainable economy. Explore graphics and filmmaking.
UHMC has been having meetings with Pūlama Lānaʻi to partner in some sustainable
projects such as wind, desalination and rural communities. UHMC has recommended
qualified consultants to assist Pūlama in their projects. LEC has partnered with Lānaʻi
Culture & Heritage Center to house servers for distance education at the culture center.
LEC has also partnered with LHS to assist in filmmaking production for with the
students.
3: Examine potential for sustainable agriculture. There is a potential for more locally
grown produce to meet local demand.
UHMC recommended a consultant to Pūlama in sustainable crop. This is an ongoing
conversation that is long-term and hoping to be able to bring in UHMC agriculture
classes to Lānaʻi.
‘
4: UHMC to identify current, near-term, and future position needs and the related training
and education as well as internships that would be required.
UHMC, LEC and Pulama have been having this discussion this whole year. A grant is
being established for UHMC to assist Pūlama in being able to identifying needs, offering
classes, and training as needed to meet the economic development of the island.
Other possible Near-term goals:
a. Reexamine math support for the LEC and LHS. Look at culinary instruction to support
hotel industry. Offer foreign language using interactive television.
b. Review needs for bachelor and master’s degrees.
c. Involve and integrate LEC-UHMC future with Lānaʻi Community Plan.
d. Relocating of facility.
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Other Longer-term goals:
a. Establish an economic development diversification strategy with consideration to longterm environmental restoration.
b. Explore an agriculture development strategy. Grow produce to support the schools,
hospital, and hotel.
c. Apply H-Definition distance education to trades and other interest needs.
d. Introduce innovative teaching strategies using broadband as well as island personnel to
deliver content.
This is just a brief statement of the previous and future goals. LEC will be
working on accomplishing these goals.
LEC conducted a community survey in November 2012 to assist in answering the
island needs. Included in this section are the results of the survey. The questions asked
was “Where are the community’s interests?”
The annual survey of educational and vocational needs for the Island of Lānaʻi took place
in conjunction with Lānaʻi’s “Turkey Day” event. The leadership of this event supports UH
Maui College and the Lānaʻi Education Center’s needs to assess the effectiveness and direction
of the educational and vocational needs of the island residents. The residents completed the
surveys while waiting in line to pick up their turkey and rice. This resulted in the completion of
230 survey documents, the largest response ever gathered. The completion of the survey is
important and valuable for linking future Lānaʻi Education Center programs and services with
those residents especially who expressed specific interests and needs.
The following is a restatement of each question contained in the survey and an analysis of the
responses: See Appendix B for full description.
230 People completed the survey.
Question1: Have you ever taken a course at
LEC?
Question 2: Will additional training allow you
to begin, support, or advance your employment
goals?
Question 3: Identify job skills training need.
Response: 63 said yes. 27% have taken a class.
Response: 109 said yes. 47% believe training
will support their goals.
Response: Computer Training (14), Business
(6), Early Childhood (6), Healthcare (6),
Management (5), Carpentry (5),
Communications (4), Culinary (3), Math (2),
Auto Tech (2), CPR (2), Masters (2)
Response: 158 said yes. 69% would.
Question 4: Would you talk a class delivered
through broadcast from Maui?
Question 4a: Identify the skill/trade of interest.
Plumbing/Carpentry/Landscaping (60)
Eco-Tourism (36)
Small Business (95)
Healthcare (58)
Math/English (51)
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Green Energy (59)
Adult GED, Culinary, Accounting, Japanese
Response: 114 said yes. 50% interested.
Question 5: Are you interested in the
Hospitality Industry?
Question 6: Do you have a computer for
training?
Question 7: Would you like to learn more
about the services from LEC?
Question 8: How important is LEC for Lānaʻi?
Response: 162 said yes. 70% do have access.
Response: 177 said yes. 77% want to learn
about LEC services.
121 or 81% said very important.
16 or 11% said somewhat important.
12 or 8% said neutral.
1 or 1% not important at all.
Response: 140 said yes. 61% aware.
Question 9: Are you aware of financial aid
available for students?
LEC uses this survey as a guide to provide services to the Lānaʻi community. LEC was able to
address some of the needs of this survey.
LEC response to survey:
Question 1: LEC has extended its course offerings.
Fall 2012 – ITV classes offered 16
Cable classes offered 8
Internet classes offered 35
Spring 2013 – ITV classes offered 16
Cable classes offered 7
Internet classes offered 32
Question 2: LEC offered Solar Hot Water Heater Training, Photovoltaic, and Green Building
Class to Lānaʻi. Those that participated in the class were able to utilize that knowledge for work.
Question 3: 1 Student completed his Masters in Technology though the University Center.
UHMC did offer courses in ICS 100, Business, Early Childhood, Management, and
Communications throughout its regular academic year.
Question 4 and 4a: LEC did offer the Solar Hot Water Heater Training through HD broadcast.
LEC also offered the Green Energy and English classes. Some of the other courses noted
unfortunately were not offered.
Question 5: LEC did have a HOST class on internet available. But unfortunately no one signed
up. LEC, LCHC and Four Season are working to offer orientation classes for new management
and employees to the island.
Question 6: Although many of the families on Lānaʻi do have computer access it is utilized by
the students in school more than the adult population. There is still an adult population on Lānaʻi
that need basic training in using the computer, even if only for the purpose of email.
Question 7: LEC does provide general public service in Xeroxing, computer lab usage, and
sometimes computer tech services. LEC still needs to continue to advertise and promote the
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college success stories and services. The following chart indicates some of the services we have
provided over the year:
2012-2013 Services
Computer Lab Usage
COMPASS Testing
Academic Counseling
Financial Aid Counseling
Admissions/Registration
Proctoring
1040
60
66
54
80
73
Questions 8: LEC is like a one-stop center that is very important to the community.
Questions 9: As scholarships become available LEC does pass the information on to the students
and also to LHES students. LEC annually co-host and participates in the Scholarship ʻAha.
Although LEC does address many of the goals and needs of the community it needs to be
at the forefront of any discussion regarding higher education for the island and continue to take
an active role and responsibility.
The following is the 2011- and 2012 goals that have not been met.
Goals for LEC 2011-2012
1.
Offer COMPASS testing prep classes.
Result: NO: Unable to secure qualified instructors. But LEC was able to provide
on-line tutorial web sites.
Result for 2012-2013: LEC has been able to continue to offer on-line tutorial web
sites and COMPASS prep textbooks for students to use to prepare for the test. Still
unable to secure instructors. LEC approached qualified teachers, but the teachers
felt that a curriculum needed to be developed.
2.
Expand personal to .5 FTE maintenance position.
Result: NO: Main campus does not see the need to hire one.
Result for 2012-2013: Still unable to hire a .5 FTE maintenance position. Due to
budget cuts. Support maintenance assistance from main campus has been very
minimal. LEC staff continues to do as much as they can to upkeep the center. But
some jobs cannot be done due to safety issues.
III. Budgetary Consideration and Impact
As the community continues to grow and the diverse occupations occur outside of
tourism there is indeed a great need for staff.
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Capital – A CIP needs to be done to access the building. LEC has been in the same
building for over 30 years. The build is very old and has a major termite problem and
once in a while mice problem. In the past 8 years the only maintenance done on the
building has been to remove some overgrown plants, painting of the outside and inside,
and termite tenting that has not solved the problem.
Operational – Coordinator and Office Assistant. Currently there is 1 full-time
coordinator/faculty and 1 office assistant. This does not give the staff any room to take
vacations, if they got sick, and any family emergencies. The Office Assistant position
needs to be a stable budgeted position. This year coordinator was left to work half the
year without any additional help. Request for one .50 FTE additional staff would help in
the daily operations of the facility.
Maintenance – Every year LEC has requested at least a .50 FTE maintenance person to
assist in the care of the building inside and outside. When repairs need to be done LEC
needs to contact the main campus and it takes over a week before someone is able to
come. Any jobs involving plumbing and electrical has to be done by a license person.
Academic and Financial Aid Counselor – LEC shares counselors with Molokai and Maui.
We need more student support staff from the main campus. Molokai counselor is already
overloaded with just Molokai students.
Supplies – The supply budget for LEC has not changed in the last 8 years. As the cost of
products go up and shipping goes up we have not seen the LEC supply budget go up.
IV. Engaged Community
LEC needs the support of the community to be able to meet the needs of the community
and the mission and vision of UHMC.
LEC engaged in the community survey that has been instrumental in helping LEC assess
the educational need of the island. See Appendix B.
The following events highlight UHMC and LEC participation in community activities in
partnership with other agencies.
1. LEC participated in the planning and coordination of the Lanai Health Fair in August
2013. There were over 50 venues offering health services to the community.
2. LEC conducted college nights with students from Queen Liliuokalani Center.
Workshops on college search, financial information, college majors, etc. were done
throughout the school year with juniors and senior. There were about 10 students with
their families in attendance. Students also took college tours to UH Manoa, UH Hilo and
UH Maui.
3. LEC Staff participated in the Native Hawaiian Convention in Honolulu in October,
2012. Theme of the conference was Moving Forward- Our People, Our Land, and Our
Spirit. By networking at the conference, LEC was able to have Ka Lā Hiki Ola come to
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Lānaʻi and work with the students on navigating their dream. This was done with 35
middle school students in attendance.
4. LEC hosted MSW Distance Education Degree Option with the UH Manoa School of
Social Work in November. In attendance were 5 community members receiving
information about the program.
5. LEC, OHA, and Native Hawaiian Education Association hosted the Scholarship ‘Aha
night in January, 2013. This workshop provided step by step information on how to
complete your FAFSA and also information on available scholarships. In attendance were
40 students with their parents.
6. LEC and Nā Pua No’eau hosted a super enrichment day on Makahiki Games with the
LHES students. In attendance were 65 students of all ages.
7. LEC, RDP and SLIM conducted two classes is sustainable energy. The first was the
Photovoltaic Design and Installation with 9 participants. See Appendix C. The second
course was the Introduction to Solar Hot Water Installation class. The course composed
of 15 class dates with a final exam. Class was broadcasted to Lāna’i from UH Maui.
There were 10 participants. Third class offered was the Green Building with 10
participants. See Appendix D.
8. LEC and the UH Maui University Center hosted a Degree Preparation Workshop for
students interested in getting their Bachelor or Master Degree. There were 3 students in
attendance. Session was done via polycom. LEC recommends more of these workshops
to be done as new degrees become available.
9. LEC attended various community meetings sponsored by Pūlama Lānaʻi. These
meeting are to keep the community informed of any changes that are going to occur and
also help the community meet the new members from Pūlama.
10. LEC and Sustainable Hawaii Youth Leadership Initiative met to recruit students from
Lanai to participate in this initiative. One LEC student is participating in this program
and two other high school students. Students are able to network with students and
mentor from Hawaii and other parts of the world.
11. LEC staff participated in the planning of the Native Hawaiian Education Association
annual conference in Hilo, Hawaii. Staff is also part of the planning committee for the
WIPC:E conference coming up in May at Kapiʻolani Community College.
12. LEC and Hawaii Youth Conservation Corp conducted recruitment and interviews for
high school candidates in KUPU summer program. There were 17 students recruited that
also got to represent Hawaii in the national conference in West Virginia.
13. LEC attended the dedication of the new LHES classroom buildings. These new
classroom building are mainly for the science department. LEC will be using one of the
new science buildings to hold a Biology class with lab in the Spring.
14. Attended the UHMC Strategic Planning in April, 2013.
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15. LEC and Lānaʻi Culture & Heritage Center have a partnership to house distant
learning equipment and media production center at LEC. High school students come to
LEC to edit and produce short films.
16. LEC, UHMC Upward Bound, and Pūlama in a joint effort provided the Lānaʻi
Summer Project for high school students. There were 65 students that participated.
Program consisted of work program, math, reading, writing and college awareness. See
Appendix E.
17. LEC and Maui Economic Board have been in partnership to offer small business
startup classes.
LEC continues to interface with the public school and with the community.
V. Recognize and Support Best Practices
LEC is a small outreach center that needs the support of Maui and the Lānaʻi
community to make the program work. Building capacity and partners is one of the best
practices that we demonstrate. LEC continues to build partnerships from all community
agencies and also outside resources. Listed is just a few of the partnerships that LEC has
established: Lānaʻi High and Elementary School, Pūlama Lānaʻi, Lānaʻi Culture &
Heritage Center, Lānaʻi Hospital and Straub Clinic, Lānaʻi Community Health Center,
Lānaʻi Changes and E Malama in nā keiki o Lānaʻi Preschool.
Outer island partners include, Office of Hawaiian Affairs, Native Hawaiian
Education Association, and Maui Economic Board.
Student opportunities and experiences on Lānaʻi could be the best if the focus
could be on economic, social/multi-culture and environmental sustainability. As LEC
evolves in partnership with the new land owner Pūlama Lānaʻi, UHMC, and LHES;
Lānaʻi can provide a model for future generations on sustainability island-wide and
nationwide.
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Appendix A
University of Hawaii Maui College
Program Learning Outcomes
The following program learning outcomes have been approved by the various program
advisory boards. Each program learning outcome is assessed twice in a five-year review
cycle by the program. The results of the assessment is reviewed by their advisory board
and reported in annual program reviews.
Applied Business and Information Technology (BAS)
1. Apply knowledge of essential business disciplines including accounting,
economics, finance, law, management, and marketing, and use business
research methods to analyze information in order to develop solid business
plans and strategies, and make efficient business decisions.
2. Use leadership and interpersonal skills to promote business ethics, values, and
integrity related to professional activities and personal relationships.
3. Demonstrate knowledge of operating system, word processing, spreadsheet,
presentation software, database management, computer troubleshooting, web
development, and e-commerce.
4. Apply knowledge of graphical user interface (GUI) and event-driven
programming (EDP) to designing, creating, and testing computer programs.
5. Apply knowledge of e-commerce by designing, creating, and testing appropriate
e-commerce sites and development tools.
6. Apply critical thinking skills to evaluate information, solve problems, and make
decisions.
7. Use information retrieval and technology.
8. Apply quantitative reasoning to enhance independent or group decision-making
skills.
9. Communicate effectively with other utilizing appropriate forms of oral and written
communication methods including multimedia presentations that apply infor
Accounting
1. Demonstrate satisfactory proficiency in the basic fundamental principles of
financial and managerial accounting following generally accepted accounting
principles with special emphasis on the elements of the accounting cycle; the
rules of debit and credit, journalizing and posting, trial balances, adjustments,
worksheets, financial statements, and the closing process.
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2. Demonstrates satisfactory proficiency in the basic principles procedures,
terminology, and application of income and payroll tax laws.
3. Demonstrates satisfactory proficiency in hands-on accounting skills for
maintaining accounting records using commercial accounting software, and the
use of spreadsheets to solve accounting problems.
Administration of Justice
The Administration of Justice program’s Student Learning Outcomes reflect its mission
to be recognized by the community for preparing self-confident, competent graduates
who are able to perform effectively in a changing environment. They are as follows:
1.
2.
3.
4.
5.
Demonstrate the use of critical observation skills and decision-making within the
legal/ethical parameters of justice professions.
Assess and respond appropriately to situations containing potential conflicts,
hazards and threatening situations.
Demonstrate the maintenance of physical and mental fitness, utilize stress
management techniques and maintain a drug-free lifestyle.
Perform independently and inter-dependently to accomplish shared professional
outcomes.
Demonstrate the ability to interact with the public and co-workers in ways that
effectively support “justice for all.”
Agriculture and Natural Resources
1. Use basic business principles to manage projects or design a horticultural
business enterprise.
2. Recommend cultural practices, solve problems, plan projects, and cultivate
horticultural crops in a sustainable manner based on sound biological and
technological principles.
3. Explain the relationships between agro‐ecosystems, economics, human
culture, and natural environments.
4. Design gardens that demonstrate aesthetic principles. (Landscape & Horticulture
only)
Allied Health – Dental
1. Demonstrate their cumulative knowledge and skill by successfully passing both
written and clinical dental hygiene board examinations.
2.
Provide comprehensive dental hygiene care to promote patient/client health and
wellness using critical thinking and problem solving in the provision of evidencebased practice.
3.
Provide accurate, consistent, and complete documentation for assessment, and
evaluation of dental hygiene services.
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Allied Health – Nursing
1. A competent nurse’s professional actions are based on core nursing values,
professional standards of practice, and the law.
2. A competent nurse develops insight through reflective practice, self-analysis, and
self care.
3. A competent nurse engages in ongoing self-directed learning and provides care
based on evidence supported by research.
4. A competent nurse demonstrates leadership in nursing and health care.
5. A competent nurse collaborates as part of a health care system.
6. A competent nurse practices within, utilizes, and contributes to the broader
health care system.
7. A competent nurse practices client-centered care.
8. A competent nurse communicates effectively.
9. A competent nurse demonstrates clinical judgment/clinical thinking in the delivery
of care of clients while maintaining safety.
Auto Body Repair and Painting
1. Explain and describe both personal and public health and safety issues as it
pertains to the products used in the auto collision repair and auto refinishing
industry. Describe in general the effect of these products have on themselves,
co-workers and the environment. Demonstrate proper personal and public safety
precautions to be utilized when using these products. Will be able to identify
hazardous products and describe the proper methods of disposal for different
types of hazardous waste.
2. Describe and demonstrate proper and safe usage as pertaining to the hand and
power tools and equipment needed to complete the required tasks for auto body
sheet metal repair for the return both exterior and interior sheet metal of a vehicle
to a like new condition.
3. Employ required math and reading skills to be able to complete vehicle repairs as
described from a work order and also written specifications when using vehicle
service information or a vehicle dimensioning manual, obtained either as a hard
copy or on line. Be able to communicate both written and verbally with fellow
employees and other shop personnel.
4. Demonstrate the proper MIG and resistance spot welding skills required to
achieve a weld that is equal to a factory specifications for a given type of repair,
in a safe manner. Be able to identify and correct MIG and resistance spot welds
that are not compliant with factory recommendations for acceptable repairs.
5. Display the appropriate refinishing skills required to achieve a vehicle topcoat
(finish) that is equal to factory refinishing specifications. Describe the health and
safety issues surrounding the use and disposal of refinishing and related
materials
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Automotive Technology
1. To be able to write customer repair orders and estimates
2. To be able to communicate to customer management, parts person and other
technicians.
3. To be able to use the computer to retrieve information.
4. To Demonstrate the ability to Diagnose, service
and repair a automotive vehicle.
5.
6.
Business Careers
1. Use leadership and interpersonal skills to promote business ethics, values, and
integrity related to professional activities and personal relationships
2. Analyze and explain basic business transactions and financial reports.
3. Develop a sense and appreciation of Entrepreneurship.
Business Technology
1. Program graduates are able to select and apply appropriate resources to
address the challenges of work and life. These include: time, money, material,
facilities and human resources.
2. Program graduates are able to apply interpersonal and leadership skills in their
personal life and in the workplace. They are able to work as part of a team and
can participate effectively in culturally diverse groups.
3. Program graduates are able to identify information needs in an organization,
obtain, organize and process various forms of data utilizing relevant computer
technology and software to provide meaningful information to achieve business
goals.
4. Program graduates are able to understand, utilize and improve organizational
and technological systems in the workplace. They are able to monitor and correct
worker performance, make suggestions to improve products or services or
propose alternatives.
5. Program graduates are able to select and apply various forms of technology,
including computers and computer software, to business tasks, and to maintain
and trouble-shoot problems that arise in day to day operations.
Culinary Arts
1. Apply principles and concepts of quality food purchasing, food and baking
preparation, service, and proper use of tools and equipment to produce and
serve a variety of professional food items.
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7.
2. Apply the basic principles of culinary service, organization, sanitation and safety
in a foodservice operation to maintain the optimum health of the consumer.
3. Demonstrate skills in various areas of the culinary hierarchy: human relations,
leadership and personnel management, ethical decision making.
4. Discuss the standards of restaurant regulations involving liquor protocol and
health and safety regulations.
5. Practice standards in behavior, grooming and dress appropriate to culinary
industry professionals.
Early Childhood Education
1. Use knowledge of child development and of individual children to create healthy,
challenging learning environments and experiences
2. Build respectful partnerships with children, families, and their communities
3. Observe, document and assess children’s development and learning in
partnership with families.
4. Build positive relationships and guide children through supportive interactions
5. Plan, implement, and assess learning experiences using appropriate content,
concepts, and methods.
6. Base decisions and actions on ethical and other professional standards.
7.
Advocate for children and their families within the program.
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Electronic & Computer Engineering Technology
1. analyze, design, and implement electro-optic systems, control systems,
instrumentation systems, communication systems, computer systems, or power
systems;
2. apply project management techniques to electrical/electronic(s) and computer
systems;
3. utilize appropriate mathematics at the level of algebra and trigonometry to solve
technical problems;
4. demonstrate critical engineering technology skills and experiences such as:
making existing technology operate, creating/selecting new technology,
troubleshooting, calibrating, characterizing, and optimizing;
5. demonstrate engineer's way of thinking, analyzing technology as systems;
6. demonstrate engineer professional skills such as communication and managing
projects;
7. demonstrate proficiency in the general education college core requirements:
creativity, critical thinking, oral and written communication, information retrieval,
quantitative reasoning;
8. demonstrate a respect for diversity and a knowledge of contemporary
professional, ocietal and global issues; and
9. commit to quality, timeliness, and continuous improvement.
Engineering Technology (BAS)
1. analyze, design, and implement electro-optic systems, control systems,
instrumentation systems, communication systems, computer systems, or power
systems
2. apply project management techniques to electrical/electronic(s) and computer
systems
3. utilize integral and differential calculus, or other appropriate mathematics above
the level of algebra and trigonometry to solve technical problems
4. demonstrate critical engineering technology skills and experiences such as:
making existing technology operate, creating/selecting new technology,
troubleshooting, calibrating, characterizing, and optimizing
5. demonstrate engineer’s say of thinking, analyzing technology as systems
6. demonstrate engineer professional skills such as communication and managing
projects
7. demonstrates proficiency in the general education college core requirements:
creativity, critical thinking, oral and written communication, information retrieval,
quantitative reasoning
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8. demonstrate a recognition of the need for, and an ability to engage in lifelong
learning
9. demonstrate an ability to understand professional, ethical and social
responsibilities
10. demonstrate a respect for diversity and a knowledge of contemporary
professional, societal and global issues
11. commit to quality, timeliness, and continuous improvement
Fashion Technology
1. Demonstrate satisfactory proficiency in fundamentals of constructing a garment
including terminology, tools and supplies; pattern identification; taking and
calculating measurements; pattern alteration, layout and cutting; sewing
construction and garment fitting.
2. Demonstrate satisfactory understanding of design concepts and proficiency in
conveying design ideas onto paper including identifying and sketching design
details accurately and in proportion to the figure or object.
3. Demonstrate satisfactory proficiency in principles of pattern making, including
terminology, use of tools, and process of pattern development.
4. Demonstrate satisfactory proficiency in terminology, principles and skill sets
relevant to special topic courses.
5. Demonstrate satisfactory proficiency in the safe operation of sewing machines
and equipment.
6. Demonstrate satisfactory understanding of textile characteristics and end use.
7. Demonstrate satisfactory understanding of principles of starting a small business.
Hospitality and Tourism
Demonstrate the key functions required to successfully manage and lead a
hospitality organization (i.e. planning, organizing, coordinating, staffing,
supervising, financial analysis, sales/marketing, etc.).
 Create, interpret, and analyze budgets and other operational reports (using a
spreadsheet program such as Excel) to make recommendations and decisions to
improve organizational performance
 Communicate effectively with diverse populations using visual, written, and oral
skills required of daily activities in hospitality operations
 Develop and manage a work schedule
 Prepare and analyze financial statements
 Develop, use, and update procedures, criteria, and recommendations for
equipment and supplies used in daily hospitality operations
 Follow and develop standards of operation (SOP) for safety/security in the
hospitality industry
 Apply the principles of human resource management within the context of
industry and organizational standards
 Identify levels of proficiency required for employment in the hospitality industry
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


Communicate host culture knowledge
Work independently and interdependently in a team setting
Demonstrate leadership skills in team assignments
Apply critical thinking skills and decision-making skills when analyzing hospitality
related issues
 Assess a workplace issue, identify business strategies, develop plans for
implementation, and evaluate implications of decisions
 Analyze information and apply quantitative reasoning methods
appropriately to solve problems

Analyze internal and external factors that influence the hospitality industry

Describe the interrelationships of hospitality-related service industries

Assess, interpret, analyze, and evaluate information using current
technology (hardware and software) to make recommendations and solve
issues in the hospitality and tourism environment
Human Services
1.
Demonstrate the attitudes, skills and knowledge base of client-centered,
evidence- based helping strategies with a variety of populations in diverse human
service settings.
2.
Develop interpersonal skills that build appropriate, collaborative, respectful
relationships with fellow students, clients and professionals in the community
3.
Identify vulnerable populations and the social conditions that contribute to
their vulnerability; consider advocacy strategies to help alleviate those conditions.
4.
Develop self-awareness of one’s own values, interpersonal interaction
styles, strengths and challenges that will impact the development of
professionalism.
Sustainable Science Management (BAS)
1. Examine ways in which the features and functions of multiple systems are
interconnected, and explain how one system can be optimized without degrading
other systems or depleting natural resources.
2. Investigate, discover and summarize federal, state, local and industry codes,
standards, laws, regulations, and guidelines.
3. Assess the feasibility of investing in sustainability measures using simple
payback, return on investment, and life cycle costing techniques.
4. Describe the unique sustainability challenges faced by island communities
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5. Identify, outline and illustrate the fundamentals of existing and emerging
technologies in energy production, distribution and management; water supply;
wastewater treatment; and waste management; their applications, processes and
requirements.
6. Appraise, evaluate, summarize, and explain the economic, social, cultural,
political, and scientific features that make a system, process, practice, or
business sustainable and consolidate that information into a sustainability profile.
7. Propose and justify creative solutions to sustainability challenges that are
scientifically sound.
8. Demonstrate skills related to managing sustainability projects including defining
scope, selecting achievable goals, evaluating ethical implications, working with
diverse teams, making presentations, and preparing reports.
Liberal Arts Program
1. Demonstrate knowledge of natural systems and environmental issues.
2. Demonstrate knowledge of the multiple dimensions of Hawai’i.
3. Demonstrate knowledge of the multiple dimensions of the Asia/Pacific region.
4. Demonstrate knowledge of the diversity of human conditions and cultures in local
and global communities.
5. Demonstrate knowledge of the individual in relation to behavior, ideas and
values.
6. Demonstrate knowledge of techniques of creative expression and its evaluation.
College-wide Academic Student Learning Outcomes
Standard 1 - Written Communication
Write effectively to convey ideas that meet the needs of specific audiences and
purposes.
Standard 2 - Quantitative Reasoning
Synthesize and articulate information using appropriate mathematical methods to solve
problems of quantitative reasoning accurately and appropriately.
Standard 3 - Information Retrieval and Technology
Access, evaluate, and utilize information effectively, ethically, and responsibly.
Standard 4 - Oral Communication
Practice ethical and responsible oral communications appropriately to a variety of
audiences and purposes.
Standard 5 - Critical Thinking
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Apply critical thinking skills to effectively address the challenges and solve problems.
Standard 6 - Creativity
Able to express originality through a variety of forms.
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Appendix B
Question 1. Have you ever taken a course at the LEC?
Response: 63, or 27% of the survey responders indicated that they had taken courses at the
LEC.
Question 1 (a) Year course taken?
Response: 1980’s to 2012
Question 1 (b) What courses were taken?
Response: Management, Nursing, Accounting, Communications, Anthropology, English,
History, Spanish, Math, Education, Business, Cooking, Sustainability, Science Education,
Hospitality, Art, Hawaiian Culture, Solar, CAD, Excel, Computers, Early Childhood Education,
Interpersonal Communications.
Question 2. Will additional training allow you to begin, support, or advance your
employment goals?
Response: 109, or 47%, of the survey responders believe more training will support their
employment goals.
Question 3. Please Identify the job skills training you need.
Response: The following skills were mentioned by more than one person and the numbers
interested are included in parenthesis: Computer Training (14); Business/Accounting (6);
Childhood/Early Childhood Education (6); Healthcare and Nursing (6); Management (5);
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Contracting/Carpentry (5); Communications (4); Culinary/Cooking (3); Math (2); Masters
Degree (2); CPR (2); and Auto Tech (2)
Question 4. Would you participate in trade or skill course or training delivered through
high quality audio/visual courses broadcast from Maui?
Response: 158, or 69% of the survey responders indicated willingness to participate in a trade or
skill course delivered through high quality audio/visual courses broadcast from Maui.
Question 4 (a). Identify the skill/trade course of interest.
Response: The following skill/trade were listed and the number of resident interested in
participating are include in parenthesis: Trades Training/Plumbing/Carpentry/Landscpng (60);
Eco-Tourism (36); Small Business Skills (95); Healthcare (58); Basic Math/English (51); and
Green Energy (59). Additional skills requested by residents include: Adult GED; Continuing
Education; Cooking and Culinary Arts; Criminal Justice MBA; Accounting; Business Writing;
Ikebana; and Japanese Tea Ceremony.
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Question 5. Are you interested in the Hospitality Industry?
Response: 114, or 50% of the survey responders indicated an interest in the Hospitality Industry.
Question 5 (a). The following Hospitality areas were listed and the number of residents
interested in that particular field is included in parenthesis: Food Service (48); Restaurant
Cooking (47); Restaurant Management (32); Sales and Marketing (39); Activities/Events (41);
Guest Services (42) Front Desk (45); Telecommunications (27); Security (34); Landscaping (31);
Engineering/Maintenance (33); Human Services and Training (33); and, Hawaiian Culture (6).
Question 6. Do you have a computer with broadband access available for web based
training?
Response: 162, or 70% of the survey responders indicated that they have a computer with
broadband access available for web based training. (Note: Broadband may not have been
clarified nor explained sufficiently in the survey, therefore, read “internet” access where
broadband was indicated.)
Question 7. Would you like to learn more about the services offered through the Lanai
Education Center?
Response: 177, or 77% of the survey responders would like to know more about the services
available through the Lanai Education Center.
Question 8. If you have taken of the Lanai Education Center services, in your opinion how
important is the LEC for Lanai?
Response: 150 of the survey responders answered this query as follows: 121, or 81% consider
the LEC Very Important; 16, or 11% consider the LEC Somewhat Important; 12, 8% are Neutral
on the value of the LEC; and 1, or less than 1% consider the LEC Not Important At All.
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Question 9. Are you aware of Financial Aid available from the following resources:
Kamehameha Schools, Po’Okela, Pell Grants or Federal Insured Student Loans?
Response: 140 respondents or 61% of the survey responders were aware of resources available
from Kamehameha Schools, Po’Okela, Pell Grants or Federal Insured Student Loans.
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