University of Hawai‘i Maui College
Student Affairs - Counseling Department
2012-13 Program Review
I.
MISSION STATEMENT
The mission of the University Hawai‘i Maui College Counseling Department is to provide services that assist
students in realizing their educational goals.
II.
FUNCTIONAL STATEMENTS
The Student Affairs programs are committed to providing full student support services that embrace the spirit
of Aloha, Collaboration, and Respect.
The Counseling Department serves enrolled and non-enrolled students including prospective, returning, and
transfer students.
The Counseling Department supports students in articulating, developing, and meeting educational, career,
and personal goals.
The Counseling Department supports the college community with recruitment, persistence, and retention
efforts as well as initiatives to increase graduation and transfer rates.
III.
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COUNSELING DEPARTMENT – SPECIFIC FUNCTIONS
Provide pre-college information and orientation programs.
Provide comprehensive academic, career, and personal counseling services.
Evaluate student transcripts.
Complete advanced standings to officially transfer credits from UH system and non-UH system
institutions; coordinating data input into Banner with Admissions & Records.
Verify student certificate and degree eligibility—generate graduation applications, and certify
certificate and degree completion.
Build and maintain the on-line student degree audit program (STAR).
Provide individualized and group counseling services, including crisis intervention and
campus/community referral services.
Provide financial aid support services, including financial aid appeals, maximum time frame reviews,
and academic plans to facilitate student access to financial aid.
Provide scholarship support services.
Coordinate the Disabilities Program including academic advising, career counseling, and arranging
accommodations for students with disabilities.
Organize, oversee, and provide college transfer services.
1
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Provide high school outreach services including support for designated Running Start and other DualCredit students.
Organize, oversee, and provide counseling services for the UH Maui College Kahului campus and the
five tri-isle Education Center outreach sites (Molokai, Lāna‘i, Lahaina, and Hana); coordinate
services with the Education Center Coordinators.
Provide community outreach and liaison services to public and private social service agencies and
educational institutions and programs.
Serve as liaison to campus academic departments including instructional program development and
course schedule offerings to support student needs.
Serve as faculty/staff resources by serving on college and system-wide committees, including DPCs
and TPRCs.
Teach self-development and career development courses as time permits.
Utilize current and emerging technology in providing enhanced services.
IV.
DATA
SUMMATIVE DATA
UH INSTITUTIONAL RESEARCH & ANALYSIS OFFICE (IRAO) CENSUS HEADCOUNT:
UHCC
UH Maui College
Fall
2013
%C
Fall
2012
%C
Fall
2011
%C
Fall
2010
%C
Fall
2009
%C
Fall
2008
4,076
-6.9
4,382
-3.2
4,527
3.7
4,367
6.1
4,114
25.2
3,287
UHMC COUNSELING DEPARTMENT - STAFFING:
Academic Counseling
Faculty
Personal Support
Counselor
Positions
Fall
2013
Fall
2012
Fall
2011
Fall
2010
Fall
2009
Fall
2008
10.251
10.25
10.50
10.25
10.0
10.0
1.00
1.00
1.00
1.00
1.00
1.00
Location
Scope of Service
Serves Kahului Campus (including ABIT &
ENGT baccalaureate students, Hana Education
Center and Lahaina Education Center)
Serves Molokai Education Center and Lāna‘i
Education Center
FTE
Funding
Source
7.0
General
1.0
General
Academic Counseling Faculty
Kahului Campus
Academic Counseling Faculty
Molokai
Education Center
Academic Counseling Faculty
Kahului Campus
Serves as Department Director, STAR
builder/maintainer, and Counselor
1.0
General
Kahului Campus
Serves all locations
1.0
General
Kahului Campus
Serves Kahului Campus
1.0
General
Kahului Campus
Serves SSM baccalaureate students
0.25
External
Academic Counseling
Faculty/Disabilities Services
Coordinator
Personal Support Counselor
Adjunct Academic Counseling
Faculty (Casual Hire)1
2
1
Note: The .25 externally-funded Sustainable Science Management (SSM) baccalaureate program counselor no longer exists; grant
funding lapsed at the end of AY13
The Counseling Department’s directorship is a formally recognized and unfunded position. The Director is a
counselor assuming dual roles and is expected to plan and oversee department functions and the Counseling
Center; organize its activities; coordinate the various counseling faculty, clerk, and student assistants;
manage the department’s budget; maintain coordination with college administration, Student Affairs,
Academic Affairs, and other campus programs; evaluate personnel; recruit, select, supervise, and develop
others in the organization. With increased workload and increased expectations of this position over the
years, the counselor inhabiting this role cannot be expected to also serve students. The directorship requires
full-time responsibilities involving planning and implementation, on-the-spot meetings, evaluations, and
decision-making.
Plan for Improvement: Current organizational conditions inhibit goal achievement of the Counseling
Department to promote student learning and development. The need for a full-time Counseling Director
position is essential to meet standards concerning these critical functions. Refer to pages 25-26 for further
discussion.
UHMC SARS-GRID UNDUPLICATED COUNT OF STUDENTS SERVED - Academic Counselors Only
2012-2013
5,105
1,690
2011-2012
5,362
1,973
2010-2011
5,241
1,998
2009-20102
4,308
1,737
2008-2009
n/a
n/a
Individual Appointments
Walk-ins
All Contacts –
5,592
5,902
5,751
4,815
n/a
Unduplicated Students
2
SARS-GRID Database began in Aug 2009 for data tracking; Molokai/Lāna‘i not connected that year; their numbers are not
included in 2009-2010
Counseling services for academic advising are implemented in three primary ways: individual counseling
appointments (30 minutes), walk-in wikiwiki advising (5-10 minutes), and electronic advising. These
methods are interrelated. Often, students will meet with a counselor during an appointment and the
counselors will conduct follow-up via email or walk-ins for just-in-time advising and information sharing.
Other times, students will be seen during walk-in and will have a follow-up appointment made to allow for
more time for discussion and needed services, e.g. transcript evaluation and transfer. Electronic counseling
is also available through the UH Maui College website. A counselor will respond typically within 1 -2
business days. Group advising is also conducted for certain Career and Technical Education (CTE) program
majors since courses and sequencing are more prescribed and is conducive to this type of advising format.
In the 2012-2013 academic year, the Counseling Department documented that the academic advising
counselors served 5,592 students (unduplicated number) as reported in SARS-GRID. The total number of
students served is a combination of not-enrolled (including prospective and graduate/leaver students) and
currently enrolled students. This number represents a 5.3% decrease in the number of students served during
the previous academic year. The decrease may be explained by a number of factors -- 1) decline in
enrollment; 2) Two counselors with large student caseloads were assigned by administration to recruit on the
mainland for a two-week period during the peak of advising for 2013 registration; and 3) unlike the 2011-12
academic year, there was no .33 FTE fill behind for the Allied Health counselor who serves as CoCurriculum chair. Additionally, the department made a more concerted effort not to provide duplicated
services to students enrolled in federal funded Student Affairs programs (e.g. Mu'o A'e, Pai Ka Mana).
3
SARS-GRID is a tool used in the Counseling Department to improve the appointment scheduling, tracking,
planning, retention, and reporting processes that are involved in providing a variety of student services. This
tool has helped immensely to extract data and provide a mechanism to internally access notes on students,
especially for counselors not located in the Counseling Center and when a file folder is not readily
accessible. A drawback, however, to using SARS-GRID is that often the counselor will need to input
prospective students’ information into this database by creating a pseudo number (if they are not assigned a
UH student ID number), and inputting phone contact information—just as a starting point to identify reason
codes for the contact, as well as adding counselor’s notes. When counselors receive phone and email
contacts, often—due to other competing activities especially during high volume times of the year—student
contacts are not recorded in SARS. Therefore, the data extracted/reported is incomplete. The department
serves additional students that are not reflected in the data.
The following is a chart displaying the top reasons for 2012-2013 student contacts:
UHMC SARS-GRID REASON CODES FOR APPOINTMENTS AND WALK-INS – Academic Counselors
Only (Duplicated Students)
Top Reasons (out of 42 codes)
Enrolled Students
Not-enrolled Students
2012-2013
6,406
2,256
2011-2012
7,186
2,605
2010-2011
7,250
2,457
2009-20103
6,529
1,549
2008-2009
n/a
n/a
Academic Advising
7,114
7,973
8,276
6,745
n/a
Education Plans
1,430
1,887
1,866
1,392
n/a
Financial Aid Assistance
985
1,013
1,029
669
n/a
Graduation Applications
636
993
844
866
n/a
Graduation Certifications
787
680
824
n/a
n/a
Pre-Admission Activities
644
807
533
744
n/a
Pre-Nursing Admission
979
652
970
916
n/a
Academic Monitoring
1884
656
604
305
n/a
Transfer Assist
562
648
589
683
n/a
Transcript Evaluation
334
599
646
546
n/a
5
Running Start
539
611
351
676
n/a
Referral – Other
445
509
381
255
n/a
6
Advanced Standings"
245
483
411
281
n/a
Other (none of the 42 codes)
1,346
1,702
1,552
1,027
n/a
All Other Reason Codes
2,922
4,374
3,731
2,058
n/a
TOTAL
19,156
23,587
22,607
17,163
n/a
3
SARS-GRID Database began in Aug 2009 for data tracking; Molokai/Lānaʻi were not connected that year to the database so their
numbers are not included; the dramatic increase in total in 2010-2011 as compared to 2009-2010 is mainly attributed to better
reporting by all counselors.
4
In 2012-2013 the Perkins position that was assigned to monitor the students on academic probation was eliminated. This position
was crucial in referring students who needed additional assistance to counselors.
5
See pages 9-10 for discussion on Running Start.
6
In April 2013, the UHMC Transcript Evaluator was hired, removing this duty from Counselors. Admissions and Records data
shows that 404 advanced standings were completed in 2012-2013.
Academic advising is the foremost service requested by students, followed by educational planning, and
understanding program/graduation requirements. Based on the amount of time spent with students, other
significant services include ADA accommodations, veterans’ certifications, and referrals to campus
resources. Counseling services include referrals to campus and community resources (e.g. Financial Aid
Office, University Center).
4
STUDENT EVALUATIONS - SUMMARY
On a 4.00-point scale, volunteer respondents rated their advising session appointments accordingly (N=635);
4.00 Strongly Agree and 1.00 Strongly Disagree. Benchmark of 3.70 out of 4.00 was established based on
the average evaluation scores from prior years.
1. I am now aware of
informational resources (e.g.
The Learning Center,
Educational Opportunity
Center, Financial Aid Office)
that are available to me.
2. I have learned more about
courses and have a better
understanding about my
degree program.
3. I can now apply the
information learned in this
session to selecting courses
and determining my
academic progress.
2012-2013
2011-2012
2010-2011
2009-2010
2008-20097
3.67
3.62
3.64
3.66
n/a
3.65
3.62
3.66
3.69
n/a
3.70
3.64
3.66
3.72
n/a
4. My counselor assisted me
in developing an educational
3.71
3.62
3.66
3.67
n/a
plan that will help me realize
my educational goals.
5. I am more confident about
deciding on the next step in
3.70
3.61
3.66
3.68
n/a
my educational plan.
6. I was satisfied with how
the advisor handled my
3.74
3.67
3.77
3.78
n/a
questions.
7. My counselor is supportive
and encourages me to make
3.77
3.70
3.74
3.76
n/a
decisions that will lead to my
success.
8. My counselor suggests
helpful alternatives when I am
3.70
3.62
3.72
3.69
n/a
facing academic difficulties.
9. My counselor was
knowledgeable about the
3.77
3.67
3.73
3.74
n/a
courses required to meet my
academic goals.
10. It was easy to talk with
3.80
3.71
3.80
3.81
n/a
my counselor.
7
In 2008-2009, a different counselor evaluation survey was used for most of the year. The current survey tool was designed to
align more closely with measuring expected student learning outcomes.
It is significant to note that for the 2012-13 year, while the number of student contacts decreased, student
satisfaction increased. In fact, the data shows that the Counseling Department met 8 of 10 benchmarks.
5
The two benchmarks not met were:
 #1: I am now aware of informational resources (e.g. The Learning Center, Educational Opportunity
Center, and Financial Aid Office) that were available to me. (rating=3.67/Benchmark=3.70)
 #2: I have learned more about courses and have a better understanding about my degree program.
(rating=3.65/Benchmark=3.70)
Also important to note is that in reviewing the data, the ratings in these two benchmarks improved over the
previous year by 0.05 and 0.03 respectively.
The 2012-2013 data shows a marked improvement in comparison to the prior two Counseling Department
Program Reviews of 2009-10 and 2010-11 when UHMC enrollment spiked and the Counseling Department
met half of its benchmarks. In 2011-12, the Counseling Department met 2 of its 10 benchmarks. The two
benchmarks were:
 #7: My counselor is supportive and encourages me to make decisions that will lead to my success.
 #10: It was easy to talk with my counselor.
In examining the data more closely, there are several areas that may have impacted the 2012-2013 ratings.
These include:
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To obtain a larger number of counselor evaluations and to ensure a fair method of dissemination, it was
decided to administer the surveys online utilizing Survey Monkey. By doing so, we received a 292%
increase in evaluations for AY 2011-2012. However, we had a 52% decrease in the number of surveys
completed for AY 2012-2013. One explanation for this decrease is that the department’s Office
Assistant was on maternity leave for the majority of the spring 2013 semester with no fill-behind to cover
her duties. Additionally, extra caution was taken to avoid surveying students multiple times within a
semester regarding their counseling visits. This was in response to student feedback about feeling
overwhelmed with the number of surveys sent from UHMC. Extra effort will be made in the 2013-2014
academic year to collect evaluations from students, when appropriate (e.g. if a student comes in multiple
times over the semester, we will not send a survey for each visit).
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Noel-Levitz postulates that frequency and length of advisor/advisee contact are important variables in
effective advising programs. Their research confirms that advisees who meet their advisors more
frequently and for longer periods of time are more satisfied with the advising process, have a more
positive impression of their advisors, and discuss a greater number of topics with their advisors. The
current counselor to student ratio does not allow for adequate individual academic advising conferences.
Additional time is required to serve particular student populations including the underprepared, first year,
and undecided students. Given that counselors met with fewer students, but had similar appointment
availability for the 2012-2013 academic year, we hypothesize that the improved ratings may be due to
extending appointments when the next appointment either cancels or “no shows”. In reviewing the “no
show” reports for the last two academic years, it was noted that “no shows” increased by 10.6% in AY
2013. It may also be significant that counselors had much fewer unfilled appointment slots in AY 2013
(121 unfilled appointments in AY 2013 versus 541 unfilled appointments in AY 2012).
6
In Spring 2013, a Transcript Evaluator was hired through temporary funding from the Community College
Career and Technical Training (C3T) Grant. This position should help alleviate the time dedicated towards
transcript evaluation and advanced standings. With the filling of this position, more time is projected for
counselors to work with additional students on their education plans, credentialing, and transfer assistance.
SPECIALIZED COUNSELORS
In addition to academic advising, the Counseling Department houses two specialized counselors.
Specialized counselors have different training and responsibilities from the general academic counseling
faculty as described below:
The Disability Services Coordinator/Counselor has specialized training in working with people with
disabilities and is responsible for determining, arranging, and monitoring reasonable academic
accommodations required by various civil rights laws. The Disability Services Coordinator/Counselor also
provides academic advising and career counseling.
UHMC DISABILITY SERVICES DATABASE (UNDUPLICATED COUNT OF STUDENTS)
2013-2014 %C 2012-2013 %C 2011-2012 %C 2010-2011 %C 2009-2010 %C 2008-2009
Fall 13
Disability Services
only data: tba
287
7.9
266
20.4
221
14.5
193
17.7
164
Counselor
251
Students served by the Disability Services Coordinator increased by 75% in FY 13 compared to FY 09, 48.7%
compared to FY 10 and 29.9% compared to FY 11.
Primary disability by type (of students enrolled FY 13):
Psychiatric – 34.0%
Learning – 25.6%
Physical – 12.4%
*Other – 12.0%
Sensory – 7.6%
Chronic Health Condition – 8.4%
*Other grouping includes - traumatic brain injury (43.4%), autism spectrum (23.3%), intellectually disabled
(23.3%), and seizure disorders (10%).
Of particular concern is the lack of institutionalized support for providing access to assistive technology, especially as
the campus continues to increase the amount of educational materials that utilize technology. Over the past several
years the Department of Justice (DOJ) and the Office of Civil Rights (OCR) have consistently penalized colleges for
not providing access to new technologies for students with disabilities. Currently, the disability services counselor has
been funding an assistive technology specialist through Perkins grants.
The following data illustrates the necessity of the assistive technology position:
 In the 2012-13 academic year there were 59 students who were actively using a form of assistive
technology to access their class materials or produce required course work. This number represents 20.5%
of the population served by the disability services office.
 The retention rate of the students using assistive technology improved from 78% in the 2011-12 academic
year to 84% in the 2012-13 academic year
 The fall-to-fall persistence rate of students using assistive technology in the 2012-13 year was 87.5%’
7
Student surveys reflect that if the assistive technology was not available, college degree completion would not be
possible for the majority of these students. For details, please see the Perkins completion reports in the attached
appendix.
The Personal Support Counselor has therapeutic training and the experience to address student mental health
needs. The Personal Support Counselor provides individual support services and counseling and is
responsible for addressing campus wellness and holding educational events such as domestic and sexual
violence prevention. The Personal Support Counselor is not counted as academic counseling faculty and
does not provide academic or career counseling.
UHMC PERSONAL SUPPORT COUNSELOR SARS-GRID (UNDUPLICATED COUNT OF STUDENTS)
Personal Support
Counselor
2013-2014
Fall 13
only data:
85
%C 2012-2013
tba
291
%C
2011-2012 %C 2010-2011 %C 2009-2010 %C 2008-2009
775
218%
-8.3
845
3.7
81
n/a
n/a
8 The
Personal Support Counselor was on military leave for over 2 months during these years. A part-time casual-hire served a small number of
students during that time period and that data is included in the respective SARS-GRID. Academic counseling faculty also helped to serve
students during that time period and their numbers are not included in the Personal Support Counselor’s SARS-GRID.
The number of students served by the Personal Support Counselor has tripled since the position was
established in AY 2009. Individual appointments increased over 200% in FY13 as compared FY 12.
Additionally, more students were served via outreach activities.
The following chart provides more information about the services the Personal Support Counselor
provided in FY13:
PERSONAL SUPPORT COUNSELOR
ADDITIONAL DATA
Total
FY13
Summer
2013
Total Students Served (combined individual & group)
Outreach Activities (Events)
Percentage referred by faculty, counselors, and staff
Total Student Sessions (SARS undup list by reason code)
Average number of visits by students (individual sessions)
961
670
99%
291
3.1
406
360
100%
46
2.7
Spring
2013
212
85
96%
127
3.5
Fall 2012
343
225
95%
118
3.1
The most common reasons students sought personal support services (many students sought help for more than one
problem, therefore percentages add up to more than 100%):
 School-related stress – 68%
 Family-related issues – 46%
 Anxiety issues – 41%
 Depression – 33%
 Domestic Violence – 13%
 Crisis, including suicidal ideations, psychosis, personal tragedies – 10%
 Bipolar – 6%
Outreach intervention program (Active Minds Club) continues to host a Narcotics Anonymous and an Alcoholics
Anonymous group twice a week, with 5-10 students attending each group weekly.
8
ACCESS – EARLY COLLEGE
RUNNING START
RUNNING START
2007 - 2008
2008 - 2009
2009 - 2010
2010 - 2011
2011 - 2012
2012 - 2013
2013-2014
FALL
SPRING
45
58
68
77
109
62
74
SUMMER
41
43
56
82
80
57
n/a
21
11
12
10
7
3
n/a
Running Start is a program that allows eligible public high school students to enroll in college classes and
earn credit towards high school graduation and a college degree. In Fall 2011, there was a marked increase
in the number of students participating in the program. A couple of factors influenced this large growth:
1) sheltered classes at Kihei Charter School were delivered where students engaged in classes at their school
(non-integrated); and 2) a federal grant was in place to off-set the costs for Native Hawaiian students to
participate in Running Start thus increasing accessibility (cost). The funding for Native Hawaiian students
was cancelled, thus the decrease in the number of students participating in the 2012-2013 academic year.
KAMEHAMEHA SCHOOL DUAL-CREDIT
Courses offered for dual credit originated with an agreement between the UH Maui College and
Kamehameha Schools-Maui Campus. The program provides juniors and seniors at Kamehameha High
School the opportunity to enroll in college level course and simultaneously earn college credit as well as high
school credit for the courses. This type of partnership enables students to start college before finishing high
school, easing their transition to higher education and increasing the likelihood of graduating from college.
In the Fall 2012 semester, a total of 45 students participated in the dual credit program. Another 41 students
participated in the Spring 2013 semester, for a total of 86 (unduplicated) juniors and seniors participating in
the program for the 2012-2013 academic year.
UH SYSTEM STRATEGIC OUTCOMES AND PERFORMANCE MEASURES, 2008-2015 –
HAWAII‘S EDUCATIONAL CAPITAL
HAWAI‘I GRADUATION INITIATIVE - INCREASE GRADUATES BY 25% BY 2015
UHCC STUDENT SERVICES ANNUAL REPORT OF PROGRAM DATA (IRAO) –
DEGREES AND CERTIFICATES AWARDED
UHCC
Maui College
2012-2013
%C
2011-2012
%C
601
7.3
560
16.2
2010-2011 %C 2009-2010 %C
482
15.9
416
14.3
2008-2009
364
Degree and certificate data for the 2012-2013 academic as reported via UHCC ARPD was not yet available
when this program review was submitted (12/09/2013). A search of IRAO found that the number of degrees
9
and certificates reported by the UH System office for UH Maui college, increased by 7.3% for the 2012-2013
academic year.
UH Maui College’s Admissions & Records Office reported that 609 UHMC certificates and degrees
awarded and consisted of:



412 Associate Degrees
188 Certificates of Achievement
9 Bachelor's Degrees
Additionally, the UHMC Admission and Records Office reported the following certificates, which are not
counted in the UH system data, were also awarded in the 2012-2013 academic year:



472 Certificates of Competence
106 Certificates of Completion
18 Academic Subject Certificates
Counselors generate a majority of the certificate and degree graduation applications and certify 100% of
them every semester.
To help our campus with the graduation initiative, the Counseling Department:






Builds and maintains STAR Academic Journeys and makes concerted efforts to teach our students
how to use this online tool as a means of helping guide them towards degree completion (e.g.STAR
Academic Pathway module in Maui CARL);
Takes an active role in the Liberal Arts Committee, including advocating for revisions to better align
the AA degree within the UH system, easing the transfer process;
Provides feedback to instructional faculty on curriculum issues and course schedule planning to
ensure a smoother path for students to achieve their goals;
Takes an active role with system initiatives such as Automatic Admission and Reverse Credit
Transfer, relaying this information to our students.
Participates in system committees regarding articulation and transfer (e.g. Academic Advisors
Transfer Network; UHMC Foundations Committee; UHMC Hawaiian, Asian, Pacific Committee);
Collaborates with campus departments and programs to provide support services that enable students
to meet their educational goals.
During the spring 2013 semester, the UHCC System Office finalized a policy (UHCCP #5.205) allowing for
the automatic notation of academic credentials (certificates and degrees) upon successful completion of
program requirements. It is expected that the Vice Chancellors of Academic and Student Affairs at each
campus develop a process to institute this policy during the 2013-2014 academic year. Students may “opt
out” of having the credential noted on their transcript. Current practice at Maui College is to have students
file to graduate with the graduation application—most often prepared by a counselor. The “automatic”
notation is expected to increase the number of graduates, particularly in the certificate areas.
Often, we find that students are declaring another major to acquire program prerequisites or other general
education requirements prior to transferring to their baccalaureate major/campus. Students knowing their
educational goal early on and knowing where they will eventually transfer to for a baccalaureate degree is
10
ideal. The reality is that a large number of students are uncertain until nearing degree completion and some
may not know even after completing their associate degree. While all counselors do career advising to the
extent that time availability and resources will allow, a dedicated Career and Transfer Center and a counselor
to specifically address this need would positively impact realistic career/educational goal identification.
Earlier identification of career goals leads to the selection of courses that meet both degree completion and
transfer/program prerequisites. Career counseling is more than discussion about options available at Maui
College and within the UH system. According to the following transfer data, over 100 of our students
transfer to non-UH campuses. Our challenge in helping these students is to become more aware of various
colleges and universities on the mainland, and to help our students learn how to extract data from websites
and catalogs regarding general education core and major requirements. To assist the department in meeting
this challenge, in June of 2013 federal funds from the CT3 grant were used to hire a .50 FTE Career
Counselor. Funding expires in 2015.
COMPLETE COLLEGE AMERICA
IRAO - TRANSFER INTO UH SYSTEM FOUR-YEAR CAMPUSES
(not including transfer into UHMC bachelor’s degrees)
Fall
2013
%C
Fall
2012
%C
Fall
2011
%C
Fall
2010
%C
Fall
2009
%C
Fall
2008
Data not
available
n/a
131
17.0
112
3.7
108
-2.7
111
4.7
106
UHCC
Maui College
UHCC ARPD - TRANSFER INTO UH SYSTEM FOUR-YEAR CAMPUSES
(including transfer into UHMC bachelor’s degrees)
2012-2013
%C
2011-2012
%C
2010-2011
%C
2009-2010
%C
2008-2009
Data not
available
n/a
162
6.4
156
2.0
153
20.5
127
UHCC
Maui College
UHCC ARPD - TRANSFER INTO NON-UH BACCALAUREATE GRANTING INSTITUTIONS
(Data from National Clearinghouse; not all institutions participate)
UHCC
Maui College
2012-2013
2011-2012
2010-2011
2009-2010
2008-2009
131
111
127
116
119
UHMC SARS-GRID UNDUPLICATED COUNT OF STUDENTS – TRANSFER INFORMATION
CAMPUS
UH MĀNOA
UH HILO
UH WEST OAHU
UH MAUI COLLEGE
UH CCs
MAINLAND
OTHER
UNDECIDED
TOTAL
ON CAMPUS
472
114
196
22
53
147
20
95
111910
290
73
20
22
53
147
20
95
720
11
VIA UNIVERSITY
CENTER9
182
41
176
0
399
9
Some of these students are already enrolled in UH Center programs
Number is continuous count of students since SARS has been implemented. For AY 2012-2013, transfer data was input for 114
students.
10
The total number of students with transfer goals noted in their SARS-GRID record is a 10% increase from
the previous year’s total, with a significant increase in the number of students who plan to transfer to
programs offered via the University Center. The Counseling Department is making concerted efforts to track
this information as we meet with students and revise their records as needed.
To help our campus with the transfer goals, the Counseling Department:
 Collects student transfer goals to better inform students of campus visits, transfer fairs, auto
admission procedures, and general education changes at UH campuses;
 Shares student lists with the University Center and sends out notices of their informational meetings
to students interested in UH System Distance Education degree offerings;
 Partners with CareerLink to plan and implement Career & Transfer Fairs during the fall and spring
semesters to provide information to students with transfer goals;
 Takes an active role with system initiatives such as Automatic Admission and Reverse Credit
Transfer and relays this information to our students (developed a handout to give to students to
explain the process);
 Cultivates relationships with admission/transfer personnel to connect our students with the (transfer)
institution of choice;
 Facilitates smoother transfer for students by serving on the University of Hawai'i system-wide
Academic Advising and Transfer Network, the UHMC Foundations Board, and on the UHMC
Hawaiian, Asian and Pacific (HAP) Board; as well as actively participate in dialogue regarding
student transfer experiences, advocating for changes as necessary.
The Department continues to partner with our system colleagues and non-UH partners to better assist our
students in the transfer process. It will also continue to represent UHMC in UH system discussions
regarding articulation, automatic admission, reverse credit transfer, and general education core.
Now that the .50 Career and Transfer Counselor has been hired through federal funding from the C3T grant,
students should be able to access more information about colleges and programs. Previously, transfer
information was made available to students in a small area in the Counseling Center and in an open-access
nook in the Pilina building. Eventually, the Department envisions a set venue in which visiting admission
college admissions representatives can meet with students. This venue would also be the “go to” locale for
easy-access transfer information.
STAR DATA METRIX – STUDENTS WHO ACCEPTED AUTOMATIC ADMISSION TO UH SYSTEM
FOUR YEAR CAMPUSES (INTENDED SEMESTER OF TRANSFER- UNDUPLICATED COUNT)
Spring
2014
TOTAL
UH MĀNOA
UH HILO
UH WEST O’AHU
Fall
2013
Spring
2013
120
49
22
6
21
Fall
2012
Spring
2012
89
71
37
8
26
21
7
2
12
Fall
2011
Spring
2011
66
68
48
10
10
12
23
14
4
5
Fall
2010
73
43
21
9
13
34
17
8
9
39
27
5
7
We experienced an increase of 82% in the number of students interested in Automatic Admission. A total of
39 students accepted automatic admission for Fall 2010 while 71 students accepted admission to a UH
baccalaureate campus for Fall 2013. The continuing increase of student acceptance of automatic admission
is attributed to better communication by the Counseling Department about this system initiative opportunity.
A handout was developed during the spring 2012 that explains the steps to accept the offer, through
registration at the transfer campus.
OTHER QUANTITATIVE INDICATORS
In the last two Counseling Department program reviews, included data that was obtained through the
Community College Survey of Student Engagement (CCSSE) and the Survey of Entering Student
Engagement (SENSE – CCSSE Initiative). Neither of these surveys were conducted by UHMC during the
2012-2013 academic year.
NEW STUDENT ORIENTATION (NSO)
The Counseling Department partners with Student Life to conduct the New Student Orientation (NSO) for
Maui County high school seniors who are matriculating at UH Maui College. Academic Advising continues
to be a major component of NSO. The department advised 94% (325 out of 345) incoming Maui County
high school seniors.
TOTAL # STUDENTS WHO ATTENDED
NSO
Advised by counseling faculty
Advised by faculty advisor, student
ambassador, or other program staff
FALL 2013
FALL 2012
FALL 2011
345
357
100%
427
100%
325
94%
256
72%
301
70%
20
6%
101
28%
126
30%
To help our campus with persistence efforts, the Counseling Department:
 Dedicates time and resources to provide advising to students attending New Student
Orientation (NSO);
 Conducts training sessions for student ambassadors, faculty advisors, and other program
personnel who help advise students.
To better prepare students for NSO advising sessions, counselors introduced Maui CARL (Counseling,
Advising, Registration Laulima site) to favorable student feedback during the last July 2013NSO session.
This site was also piloted with incoming Mu‘o A‘e students during their 2013-14 orientation session.
Phase II of Maui CARL will be completed during the spring 2014 semester to prepare students for the 20142015 NSO sessions. Please refer to pages 18-19 for further discussion of Maui CARL.
13
FORMATIVE DATA
Students and Program Learning Outcomes are based on the Council for the Advancement of Standards (CAS) in
Higher Education.
COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALS
Student Learning
Examples of
Mapping SLO Assessment Tool(s) Analyzing
Outcomes (SLO)
Achievement
to Activity or
& Methods of
Results As
and/or
Indicators
Course
Utilization
Relates to
Program Goals
within each
Objectives
SLO
INTELLECTUAL
GROWTH
Produces
personal and
educational
goal
statements;
employs
critical
thinking in
problem
solving; uses
complex and
varied
information to
make
decisions
Through
academic
advising and
career
services,
students will
develop and
implement an
Education
Plan that
identifies
coursework
necessary to
achieve their
educational
goal; this will
positively
impact
persistence,
graduation,
and/or
transfer.
As reported in
SARS-GRID
Database, the
number of
Education Plans in
student folders
(advising sheets –
paper-based) and/or
via STAR (online)
AY13 = 1,430
Education Plans
(duplicated
number
representing
1,216 students)
AY12 = 1,877
Education Plans
(duplicated
number
representing
1,515 students)
24% decrease in
number of
Education Plans
generated from
AY12
19.7% decrease
in number of
students from
AY12
Plan &
Implementation
The Counseling
Department
plans to
concentrate on
degree-seekers
and students
who intend to
transfer to assist
them to develop
Education Plans
that are
thoughtful and
purposeful.
Correctly
identified
students and
their majors are
imperative to
intentional
advising. The
counselors
currently input
educational
goals with
selected transfer
majors and
colleges SARSGRID whenever
feasible.
In the 20132014 academic
year, UHMC is
participating as
a pilot campus
in the UH
System in an
attempt to
14
COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALS
Student Learning
Examples of
Mapping SLO Assessment Tool(s) Analyzing
Outcomes (SLO)
Achievement
to Activity or
& Methods of
Results As
and/or
Indicators
Course
Utilization
Relates to
Program Goals
within each
Objectives
SLO
INTELLECTUAL
GROWTH
Produces
personal and
educational
goal
statements;
employs
critical
thinking in
problem
solving; uses
complex and
varied
information to
make
decisions
Through
academic
advising and
career
services,
students will
develop and
implement an
Education
Plan that
identifies
coursework
necessary to
achieve their
educational
goal; this will
positively
impact
persistence,
graduation,
and/or transfer
Plan &
Implementation
gather students’
educational
goals. When
students register
for spring 2014
classes through
the UH Portal,
they are
required to
complete an
educational goal
survey.
FY 13 UHMC
Counselor
Evaluation –
(N=635; rating
scale 1-4 with
4=Strongly Agree)
344 students
selected
“Educational Plan”
as the reason for
seeking assistance.
15
Student
feedback on
multiple
reflective
counselor assisted assessment tools
me in developing is that students
an educational
need and
plan that will help appreciate
me realize career counselor
goals."
assistance in
Met benchmark. developing an
Rating improved
educational plan
from 2010-11
and providing
academic year
them with the
(3.62/4.00).
tools to draft
As noted earlier, their plans
we saw fewer
independently.
students this past In an effort to
academic year,
be more
giving counselors systemic in the
an opportunity to teaching of
have longer
educational
meetings with
planning, as
students. These
well as
longer meetings
providing
likely led to
multiple tools,
students having a the Counseling
better
Department
understanding of adapted and
their educational
piloted Maui
plan.
Benchmark
Rating = 3.70/4.00
2012-2013 Rating:
3.71/4.00 on "My
COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALS
Student Learning
Examples of
Mapping SLO Assessment Tool(s) Analyzing
Outcomes (SLO)
Achievement
to Activity or
& Methods of
Results As
and/or
Indicators
Course
Utilization
Relates to
Program Goals
within each
Objectives
SLO
INTELLECTUAL
GROWTH
Produces
personal and
educational
goal
statements;
employs
critical
thinking in
problem
solving; uses
complex and
varied
information to
make
decisions
Through
academic
advising and
career
services,
students will
develop and
implement an
Education
Plan that
identifies
coursework
necessary to
achieve their
educational
goal; this will
positively
impact
persistence,
graduation,
and/or transfer
Graduating
Students’ SelfReflection Survey
Voluntary survey
distributed at
commencement.
Completed by 88
students
“Did your
Counselor help
you develop an
educational plan
to meet your
goal? “ 90.1% of
students that
completed the
survey reported
that their
counselor assisted
them with
developing an
educational plan.
Students were
asked the
following openended question,
“All things
considered, what
was the most
important thing
that your learned
from your
counselor during
your time at UH
Maui College?”
51 students
(57%) answered
this question,
with the majority
stating that
creating an
educational plan
was the most
important thing
they learned from
their counselor.
16
Plan &
Implementation
CARL
(Counseling,
Advising,
Registration,
Laulima) with
new incoming
students. One
of the five
modules teaches
students how to
build an
educational plan
based on their
COMPASS
placement
scores and
STAR degree
requirements for
their intended
major. Please
see pages 19-20
for further
discussion of
Maui CARL.
COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALS
Student Learning
Examples of
Mapping SLO Assessment Tool(s) Analyzing
Outcomes (SLO)
Achievement
to Activity or
& Methods of
Results As
and/or
Indicators
Course
Utilization
Relates to
Program Goals
within each
Objectives
SLO
INTELLECTUAL
GROWTH
Produces
personal and
educational
goal
statements;
employs
critical
thinking in
problem
solving; uses
complex and
varied
information to
make
decisions
Through
academic
advising and
career
services,
students will
develop and
implement an
Education
Plan that
identifies
coursework
necessary to
achieve their
educational
goal; this will
positively
impact
persistence,
graduation,
and/or transfer
Focus Groups
with Hawaiian
Studies and
Liberal Arts
students
2 groups held
during Spring 13
semester with a
total of 17
participants.
Students were
asked, “What
counseling
services do
students find
most helpful for
academic
success?
The most
common response
was “academic
planning,
including an
educational
plan.” Responses
also indicated
that counselors
needed to
develop
additional tools to
help students do
this
independently in
future semesters.
Plan &
Implementation
The Counseling
Department will
expand Maui
CARL to
provide online
resources and
tools including
teaching
tutorials. This
will empower
students to tailor
their education
plan to suit their
educational and
career goals.
Discussion of Educational Plan Data and Plans for Improvement
The Education Plan focus is on counselors teaching students the skills needed to develop their plan and has been
endorsed by students as the most important function of the Counseling Department.
To accommodate the increase in enrollment and consequential increase in students requesting appointments, most of
the counselors shortened their availability to 30 minutes. As is especially true for Liberal Arts, developmental, and
undecided students, 30 minutes is not enough time to do an initial evaluation of the student’s capabilities and life
circumstances and to develop an education plan within the 30 minute timeframe. This requires more counselor
availability for either extended appointments or more follow-up appointments. Because of resource limitations,
providing additional counselor availability has been challenging. While the Department has some new temporary
positions in the 2013-2104 academic year, these positions are federal grant funded and will not continue beyond the
current year. To assist in the Department’s efforts in assigning all students a counselor and providing educational
planning to all students, the Department partnered with Mu‘o A‘e, an externally funded program, to fund and adapt
Leeward Community College’s CARL program. CARL is an acronym that stands for Counseling, Academic Advising,
Registration, Laulima.
17
CARL’s initial function is to prepare students for their first appointment with a counselor. Students complete five
online modules within Maui CARL: 1) Review and agree to the UHMC academic advising agreement; 2) How to
check for holds that prevent registration; 3) How to interpret COMPASS test scores; 4) How to identify degree
requirements using the STAR academic journey; and 5) How to read the schedule of classes and put together a
tentative course schedule. Counselors will review the student’s schedule before registration and will direct students
back to STAR to develop a tentative educational plan for future review.
In addition to CARL, 100% of the paper-based program advising sheets are available to students at the Counseling
Center and 100% of the STAR Academic Journeys are available to degree-seeking students via their UH Portal.
Additionally, the Counseling Department works to post all program worksheets and the College Catalog to the
Department’s website so that students have multiple forms of access to this information.
It is expected that use of CARL, as well as other educational planning tools, will allow more time for counselors to
expand work with students in developing their educational plan, as well as additional time to work with students who
are undecided, under-prepared, or who are struggling.
COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALS
Student Learning
Examples of
Mapping SLO to
Assessment
Analyzing
Outcomes (SLO)
Achievement
Activity or
Tool(s) &
Results As
and/or
Indicators within
Course
Methods of
Relates to
Program Goals
each SLO
Utilization
Objectives
INTELLECTUAL
GROWTH
Uses complex
information from a
variety of sources
(e.g. program
advising sheets,
STAR, UHMC
catalog and
schedule of classes)
to make decisions.
100% of the
UHMC STAR
Academic
Journeys (online
degree audit
system) will be
available to
students through
their MyUH
Portal.
Percentage of
STAR
Academic
Journey
certificates and
degrees
available for
use by students,
counseling
faculty, and
other advisors.
100% STAR
Academic
Journeys (AJ)
completed—
for multiple
catalog years
from 2002 to
present.
Plan &
Implementation
Continue to
build new
STAR
Academic
Journeys as
certificates and
degrees are
added.
Continue to
annually
modify STAR
Academic
Journeys per
curricular
changes.
In the 2011-2012 academic year, an assessment tool to determine students’ competence in utilizing the
STAR Academic Journey (AJ) was developed. First and second semester students were randomly selected
during specific times of the semester to provide a snapshot and initial assessment. The original plan was for
the Counseling Department to follow-up with these students to ascertain improvement in their knowledge of
STAR. However, the original assessment process was flawed, as it did not include a systemic student
intervention. It was decided that the department would focus on building Maui CARL as a way to
systematically teach students how to use STAR, as well as other advising tools. Teaching tools include
18
helpful “how to” videos about using the STAR Academic Journey and educational plan. Additionally,
CARL has assessment tools built into the modules, allowing the department to collect data in real time.
Further real-time assessment will be explored to expand and improve the Counseling Department’s ability to
capture student learning on a broader scale. Purchasing of mobile devices such as tablets will further
enhance the Counseling Department’s ability to capture data in real time and analyze the results to
implement changes.
COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALS
Student Learning
Examples of
Mapping SLO Assessment Tool(s) Analyzing
Outcomes (SLO)
Achievement
to Activity or
& Methods of
Results As
and/or
Indicators
Course
Utilization
Relates to
Program Goals
within each
Objectives
SLO
INTELLECTUAL
GROWTH
Employs
critical
thinking in
problem
solving.
Specialized
education
plans for
Financial Aid
recipients on
appeal
316 Satisfactory
Academic Progress
(SAP) financial aid
appeals that
required an
educational plan
signed by a
counselor were
completed
381 Maximum
credit time frame
reviews were
completed by
counselors
There was a 7.3%
decrease in the
number of
Financial Aid
Academic Plans
over the previous
year.
The number of
Financial Aid
Maximum credit
timeframe
reviews remained
at the same level
as the previous
year.
The meetings
with these
students are
fruitful in that
they are made
more aware of
their
responsibilities
and have the
opportunity to
discuss strategies.
The counseling
faculty also make
campus and/or
community
referrals as
needed.
19
Plan &
Implementation
The Counseling
Department and
Financial Aid
(FA) directors
will discuss past
and current
results for
students with
FA Academic
Plans and look
at other
intervention
models and best
practices within
and outside of
UH. A closer
look at other
factors that
could have also
impacted these
results is
warranted.
COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALS
Student Learning
Examples of
Mapping SLO Assessment Tool(s) Analyzing
Outcomes (SLO)
Achievement
to Activity or
& Methods of
Results As
and/or
Indicators
Course
Utilization
Relates to
Program Goals
within each
Objectives
SLO
INTELLECTUAL
GROWTH
Employs
critical
thinking in
problem
solving.
Academic
advising,
career, and
personal
counseling
services
188 counseling
contacts (as
reported in SARS)
were made for
academic
monitoring for 170
students; the
majority of these
contacts were to
address instructor
concerns regarding
students who were
struggling
academically or in
crisis.
Funding for the
Academic
Probation Policy
(APP)
Coordinator
position was
eliminated in the
2012-2013
Perkins grant
cycle. As such,
meetings between
counselors and
students on
academic
probation
decreased.
While some of
the students
referred to
counseling fall
under the
academic
probation policy,
without a
dedicated APP
counselor there is
no systemic
follow-up with
students on
academic
probation, as it is
not feasible with
the large
caseloads
counselors
currently carry.
Justification
supported by the
Liberal Arts
Program Review
(pp. 28).
20
Plan &
Implementation
Continue to
work together
with instructors
and students to
meet campus
retention and
persistence
goals, including
advocating for a
dedicated APP
and
developmental
counselors.
COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALS
Student Learning
Examples of
Mapping SLO Assessment Tool(s) Analyzing
Outcomes (SLO)
Achievement
to Activity or
& Methods of
Results As
and/or
Indicators
Course
Utilization
Relates to
Program Goals
within each
Objectives
SLO
INTELLECTUAL
GROWTH
Employs
critical
thinking in
problem
solving.
Referrals to
other UH
Maui College
programs.
FY 13 UHMC
Counselor
Evaluation –
(N=635; rating
scale 1-4 with
4=Strongly Agree)
21
Benchmark
rating = 3.70/4.00
2012-2013 Rating:
3.67/4.00
“I am now aware of
informational
resources (e.g. The
Learning Center,
Educational
Plan &
Implementation
COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALS
Student Learning
Examples of
Mapping SLO Assessment Tool(s) Analyzing
Outcomes (SLO)
Achievement
to Activity or
& Methods of
Results As
and/or
Indicators
Course
Utilization
Relates to
Program Goals
within each
Objectives
SLO
Plan &
Implementation
Opportunity
Center, Financial
Aid Office) that are
available to me.”
Did not meet
benchmark.
Rating improved
from 2010-11
academic year
(3.62/4.00).
As noted earlier,
fewer students
were seen this
past academic
year, giving
counselors an
opportunity to
have longer
meetings with
students. These
longer meetings
likely led to
students sharing
more information
with their
counselor,
leading to better
referrals.
Graduating
Students’ SelfReflection Survey
Voluntary survey
distributed at
commencement.
Completed by 88
students.
22
Students were
asked, “Did your
Counselor refer
you to other
campus services
and/or programs
to assist you with
meeting your
Counselors
partnered with
other student
support
programs to
develop a
comprehensive
brochure of
COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALS
Student Learning
Examples of
Mapping SLO Assessment Tool(s) Analyzing
Outcomes (SLO)
Achievement
to Activity or
& Methods of
Results As
and/or
Indicators
Course
Utilization
Relates to
Program Goals
within each
Objectives
SLO
goals?” 75.3%
students said they
had been referred
to other campus
resources by their
counselor, with
the top referrals
being: Financial
Aid (55%), The
Testing and
Learning Center
(TLC) (37.5%),
Admissions &
Records (20%),
and CareerLink
(20%).
Focus Groups
with Hawaiian
Studies and
Liberal Arts
students
2 groups held
during Spring 13
semester with a
total of 17
participants.
23
Students were
asked, “What
changes could be
made to the
services currently
offered?
Students
suggested that
counselors more
formally notify
students of
available
resources.
Plan &
Implementation
campus
resources.
These brochures
will be available
in the
Counseling
office and will
be given out at
future NSO
sessions. This
project was in
response to
student
feedback from
Counseling led
Focus Groups.
V.
BUDGETARY CONSIDERATION & IMPACT
To meet the UH System goals for enrollment, persistence, graduation, transfer, and workforce development,
as well as UHMC long range planning, the workload issues of the Counseling Department need to be
addressed. It is evident that Student Affairs still remains deficient in meeting the access and success needs of
prospective, current, transfer, and returning students. Furthermore, as the college continues to grow it must
address the issue of essential services being available for prospective and currently enrolled students on the
Kahului campus and at all Outreach Education Centers. The Council for the Advancement of Standards
(CAS) in Higher Education states that “sufficient personnel should be available to meet students’ needs
without unreasonable delay. Advisors should allow an appropriate amount of time for students to discuss
plans, programs, courses, academic progress, and other subjects related to their educational programs.” The
imbalance between enrollment growth and a lack of proportionate funding for Counseling Department
resources are further compounded by the Department’s need to “ensure that services and programs are
provided on a fair and equitable basis” and to serve the tri-isle communities and students at four UHMC
Education Centers.
STATUS OF IDENTIFIED NEEDS FROM PREVIOUS PROGRAM REVIEWS
Needed Positions/Resources
Need Met
Disabilities Program – APT Assistive
Technology Specialist
Need Unmet
X Partially met with 1.0 FTE
Perkins external funding
(expires 06/2014.)
X
Counselors for Native Hawaiian Students –
Hawaiian Studies Counselor & Native Hawaiian
Student Retention Counselor
UHMC Transcript Evaluator
Counseling Department Director (Full-Time)
X – Partially met. C3T Grant
currently supports a 1.0 FTE
Transcript Evaluator.
X
UHMC Campus Recruiter
X
Career & Transfer Center and Staffing
X – Partially met C3T Grant
supports a .50 FTE Career &
Transfer Counselor.
X Minimally met with external
funding Two .50 Casual Hire Counselors
hired for HSER through RDP
funds (expires 02/2014).
1.0 FTE Counselor for Ocean
Studies through RDP funds
(expires 02/2014).
X
Counselors for Recently Emerged and Future
UHMC Programs
Counselors for Hana and Lahaina Education
Centers
Early Admit/Running Start Program Coordinator
X
24
The Counseling Department's perspective is that Disability Services and the Hawaiian Studies counselor
positions serve distinct populations and are regarded by the Department as equally important. While
Disability Services is a federal mandate, the Hawaiian Studies counselors should be imbedded in the delivery
of services and programs of the college as it is the host culture of our state and we must make a commitment
to serving Native Hawaiians and those with a passion for Hawaiian Studies. For us, addressing and serving
both populations are necessary and are an institutional responsibility.
Disabilities Program- APT Assistive Technology Specialist
While student enrollment has increased 24.0% since the 2008-2009 academic year, students registered with
the Disability Services Program have increased by 75% (164 students served in 2008-2009; 287 served in
2012-2013). At the same time, the types of disabilities and the limitations of these students have changed the
types of accommodations needed—and the time involved to provide these accommodations. Over the past
five years there has been a 283% increase in the sensory (e.g. hearing, vision) category and a 228.5%
increase in the “other disability” (e.g. autism, traumatic brain injury) category. Assistive technology (e.g.
alternative textbooks, screen magnifiers and readers) requests have increased at a rate of 300%. With the
changes in Section 508 of the Americans with Disabilities Amendments Act (ADAA, 2008) and the
increasing amount of technology used for educational delivery, a general-funded APT position is needed to
ensure federal compliance with timely and effective accommodation delivery. While there is an externallyfunded position filled to help address these accommodations, it is Perkins-funded. The time it takes for the
solo Counselor/Disabilities Program Coordinator to produce and implement the grant is time taken away
from direct student contact. Not having access to their counselor often exacerbates their challenging
situations and creates hardship for instructors as well. In response to student complaints about a lack of
privacy and needing greater access to assistive technology, a dedicated assistive technology lab was funded
in the 2011-2012 Perkins grant. This lab was established within the Ka Lama building during the summer of
2012. Permanent funding needs to be established to maintain the Assistive Technology (AT) lab, and
funding is needed for the APT staff member who converts materials into accessible formats, trains students
in the use of AT, assists faculty and staff with ensuring their course material are accessible, and oversees the
lab. Current funding for the APT staff member is projected to expire June 2014.
Counselors for Native Hawaiian Students
UH Maui College Native Hawaiian student enrollment has risen from 656 students or 23% of the total
student population in 2005 to 1,295 or 32% of the total population in fall 2013. However, Native Hawaiians
make up over 50% of the student drop out population of UH Maui. Student retention data is a factor of
future success in college. Although the Native Hawaiian enrollment rate at UH Maui College has increased,
the retention rate of Native Hawaiian students (34%) continues to trail behind other students (43%).
Hawaiians are enrolling in unprecedented numbers, yet unlike other UH system campuses; there are no
general funded Hawaiian counseling or student support service positions at UH Maui College. The two
Native Hawaiian Counselor positions (Hawaiian Studies Counselor and Native Hawaiian Student Retention
Counselor) will implement a comprehensive educational case management approach that is strengths and
culturally based. These two positions will implement strategies that will focus on access and related services
needed for academic persistence, retention, graduation and transfer.
These positions are in alignment with the University of Hawai‘i’s commitment to becoming a Model
Indigenous Serving University System, and are both supported and recognized by the College’s Academic
Senate, Lau‘ulu, and the Pūko‘a Council. It should be noted that the Lau‘ulu 2012 Native Hawaiian Student
Affairs Model and the Liberal Arts (pg. 22) and Hawaiian Studies Program Reviews identified and support
the need for these positions.
25
UHMC Transcript Evaluator
This position is currently federally funded through the C3T grant and expires in 2015. Such a position is
essential to accelerate the evaluation process as well as help the College to meet its commitment to providing
students with access to a seamless system. The Transcript Evaluator would be responsible for the review and
assessment of transcripts, as well as responsible for consulting with both campus and system-wide faculty for
course equivalency, articulation determinations, course waivers/substitutions and academic exceptions to
meet program requirements.
Counseling Department Director (Full-Time)
As the College maintains record enrollments, academic advising and educational planning remain
fundamental to student access and success. A lack of resources continues to result in one of the eleven
counselors serving as the Counseling Department Director while maintaining a counseling student caseload
and managing other program responsibilities. The Director has many duties comparable to Department
Chairs in Instruction (Academic Affairs); however, unlike instructional faculty, there is no formal definition
of non-instructional faculty workload. The Department Director is responsible for coordinating the services
and operations of the Department and is expected to work collaboratively with the entire campus community.
Over the years as the Department and campus have grown, so have the responsibilities of the Director.
While overseeing all operations and personnel, the director facilitates student success by being involved with
a wide range of programs, faculty consultation, and participating on administrative committees. The
Director also contributes to policy academic program development that will address student and community
needs. While this position is recognized in the current Reorganization Chart, there has been no assigned time
or additional resources given to the Counseling Department to enable the designated counselor to fully
function as the Director. Justification for funding a Counseling Department Director is supported by the
Liberal Arts Program Review (pp. 27-28) and the number of students declaring themselves as Liberal Arts
majors which has increased over the past years (1,574 in FY09 compared to 2,034 in FY13). At the same
time, the number of counselors dedicated to serving Liberal Arts majors has remained the same (4 of 10
academic advising counselors). Liberal Arts tends to be a “catch-all” major that includes students who
intend to earn an Associate in Arts degree, students who plan to transfer to a baccalaureate program within
and outside of the UH System, students who are preparing for an allied health major, life-long learners, and
students who are undecided regarding their educational and career goals. Data in the UHMC Liberal Arts
Program Review shows a relationship between the increases of Liberal Arts majors to the decrease of
unclassified majors. An increasing percentage of Liberal Arts majors are “pre-collegiate” students (students
who place in developmental English and/or math) who need more resources and support than students who
are prepared for college level courses. Counseling standards recommend smaller caseloads for targeted
special populations, such as the pre-collegiate population and those who are on academic probation.
UHMC Campus Recruiter
The need for a UHMC Recruiter continues to exist. The current demands for counseling services by the
increased enrolled student population require a separate Recruiter position to address College administrative
and UH System priorities for local and non-resident student recruitment and increased UHMC enrollment of
high school students. The Recruiter would be responsible for the initial contact with prospective students to
inform them of admission requirements, program, and support service information, and would be responsible
for assisting with the admissions and matriculation process to UHMC. This position would also be
responsible for statewide and national college fairs, other recruiting efforts and organizing college
information sessions and tours. The Transcript Evaluator and Recruiter would work together closely so that
a timely evaluation of students’ previous college credits would be completed and shared with prospective
26
and returning students for educational planning purposes. The Recruiter would be responsible for ongoing
follow up, which includes completing prospective student contact information needed to facilitate accurate
processing of admissions correspondence, and to facilitate preparedness for successful registration in classes.
The hiring of a UHMC Recruiter would enable the Counseling Department to respond to the demand from
enrolled UHMC students for improved access to counselors. Current Update: Feedback from the Middle
School and High School Counselors Workshop includes a strong recommendation that UHMC dedicates
funding for UHMC recruiter positions like other colleges that they work with.
Career & Transfer Center and Staffing
A Career & Transfer Center would benefit students who intend to transfer, as they need more guidance, i.e.
longer or more frequent appointments than students with clear educational and career goals. Students with
clearer career/educational goals are more likely to persist and keep on track. While many of the services
may be aimed at those in exploratory stages such as recent high school graduates, career counseling services
can also target those in our community who request services to explore career options, especially if they have
a desire, or need, to make a career change. The hiring of a designated Career & Transfer Counselor should
help the Counseling Department establish the beginning of a Career & Transfer Center. The Center would
provide an array of resources and tools to guide Liberal Arts and Career-Technical students in researching
majors and careers. Thus, adequate space must also be allotted to house career resources and reference
materials. Additionally, services provided by this Center will enable students to experience a smooth
transition to other colleges or universities and to maximize visits by admissions representatives from other
post-secondary institutions.
Counselors for Recently Emerged and Future UHMC Programs
As UHMC further expands and develops additional degrees, particularly at the baccalaureate level,
additional counselors are needed to serve these groups of degree-seeking students. Both of the approved
proposals for the latest UHMC baccalaureate programs in Engineering Technology (ENGT) and Sustainable
Sciences Management (SSM) included requests for two (2) separate full-time counseling positions. Two (2)
casual hire counselors at the .25 level, working 10 hours per week, were hired through external funds. These
funds expired and no general funds were allotted to fill these positions. This has resulted in overloading
current counseling staff caseloads and insufficient services for these students.
Counselors for Hana and Lahaina Education Centers
The need for Counselors for the Hana and Lahaina Education Centers is documented in the UHMC Hana
Education Center and UHMC Lahaina Education Center Education Program Reviews (pps. 1-2, 6). At
present the counselor liaison to the Hana Education Center supports Liberal Arts, Hawaiian Studies, and
Early Childhood Education majors and does outreach to provide services to Hana Education Center
approximately 1-2 times per academic year. Additional services via phone and email contact is provided;
however, this is inadequate to meet student needs for retention, persistence, graduation and transfer.
Early Admit/Running Start Program
UHMC is committed to provide college access to eligible High School students in Maui County. In Fall
2011 there was a marked increase of students attending Maui College as a Running Start student. The
coordination of counseling services to Early Admit, Running Start and Dual Credit students who enroll in
UHMC courses require a dedicated position.
27
Additional Needs
Council for the Advancement of Standards (CAS) in Higher Education requires that the Counseling
Department analyze the needs and capabilities of students and the availability of internal and external
resources. UHMC has excelled in developing new academic programs and in offering courses to meet
student and economic needs. This has been achieved with additional designated resources to hire additional
instructional faculty and lecturers and/or through instructional faculty reassigned time. At the same time,
there has not been a systematic and proportionate growth or allocation of resources to add needed counseling
personnel. Services to keep up with this academic program growth, including the development of two new
baccalaureate degrees, and to address student needs require funding of additional positions. The following
have been identified to address these needs:

An increased budget for the Counseling Department to maintain the functions and operations
of the Counseling Center, to have adequate technology and equipment, to address travel needs
for outreach advising, to maintain sufficient funding for student assistants to help staff the
Counseling Center, and to pay overtime for the department clerk for staffing during special
hours of operation and to support projects such as the Updating the Counseling Department
website is needed to continue to meet its mission and goals effectively and efficiently.
Allotment for the past few years has been $13,000. This is inadequate to fund what is needed
to run the Department in light of rising costs. Funding assistance has been provided from
other departments such as Admissions & Records and Allied Health to help support our
student assistants.
VI.
CONSIDERATIONS FOR PROGRAM REVIEW
ENGAGED COMMUNITY
Internal:
The counselors are integrated within the campus community and active with their liaison units
(Business/Hospitality; CTE; English; Humanities; Social Sciences; STEM) as well as program-specific
departments—providing and receiving feedback on needs and curriculum issues. They participate in programspecific advisory committee meetings.
Counselors are represented on a number of campus committees: WASC Accreditation; Achieving the Dream;
Campus-wide Assessment; Academic Senate Policy and Procedures; Academic Senate Elections; Curriculum;
Distance Education; Hawai‘i Graduation Initiative; Institutional Assessment & Effectiveness; Liberal Arts;
Math Task Force; New Student Orientation; Lau‘ulu; Kabalikat Council; and Safety & Security.
External:
Counselors maintain contact with their high school liaison schools and participate in a number of high school
events, especially for recruitment purposes.
Counselors maintain contact with other colleagues, especially in our UH system, to provide up-to-date
information regarding transfer and articulation. Counseling is represented on the UH System Academic
Advising Transfer Network.
Counselors contribute to system-wide discussions by representing UHMC on a number of system committees:
Academic Advisors Transfer Network; Early College Task Force; EXCELL (Educator’s X-system Committee
for Excellence in Lifelong Learning); Foundations; Hawai‘i, Asia, Pacific (HAP); Prior Learning Assessment;
STAR Board.
Counselors maintain contact with outside community agencies, such as Veteran Affairs, Department of
Vocational Rehabilitation, Department of Human Services, and Judiciary to better address the needs of various
special populations.
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BEST PRACTICES
 We continue to utilize the CAS standards as a guide to review standards for our department and
individually as counselors.
 Counselors participate in the statewide UH System Advisors workshop to learn about best
practices at other system campuses and incorporate on our campus as feasi ble.
 Counselors occasionally participate in national conferences to learn about best practices at other
institutions and incorporate on our campus as feasible.
 In March 2013, a representative from the UHMC Counseling Department provided a session on the
use of technology in advising at the NASPA National Convention.
 The Counseling Department adopted and modified Leeward Community College’s CARL
(Counseling and Registration Laulima) as a tool to empower students with college -related
information for student success.
PLANNING & POLICY CONSIDERATIONS
UH and campus strategic goals for access, graduation, and transfer are discussed on pages 10- 13.
Additionally, several counselors work closely with Liberal Arts Committee to revise deg ree
requirements to further align with other UHCC campuses and enable students to attain their AA degree
more readily. In 2011-2012, the Area of Concentration requirement was eliminated. In 2012-2013,
counselors advocated for a major revision of the Liberal Arts degree to change to Diversification
wording and categorizing of courses, amongst other areas. This will help our students with a smoother
transfer process and help our campus to attain the graduation initiative of a 25% increase in graduates.
BUDGETARY CONSIDERATION & IMPACT
 APT Assistive Technology Specialist – full-time, general-funded position (refer to pages 7, 8, 24,
25). Also refer to Perkins Grant regarding Disability Services and Assistive Technology
 Counselors for Native Hawaiian Students (refer to pages 24, 25) and to Lau‘ulu’s Justification in
Appendix. Also refer to the Lau‘ulu 2012 Native Hawaiian Student Affairs Model and the Liberal Arts
(pg. 22) and Hawaiian Studies Program Reviews.
 Transcript Evaluator – full-time, general-funded position (refer to pages 4, 7, 24, 26).
 Counseling Director – funding for a full-time Counseling Director (refer to pages 3, 24, 26) and to
the Liberal Arts Program Review).
 UH Maui College Recruiter (non-Counseling Department position) – funding for a campus recruiter
for state and out-of-state recruitment and follow-up services for increased sources of revenue (refer to
pages 26, 27).
 Career & Transfer Counselor and Center – funding for a full-time Career & Transfer Counselor
plus space and resource materials to support a Career & Transfer Center; early educational goal
identification will help with retention, persistence, graduation and transfer (refer to page 27 and the
Liberal Arts Program Review).
 Counselors for Recently Emerged and Future UHMC Programs (refer to page 27)
 Counselors for Lahaina and Hana Education Centers – funding for counselors dedicated to serve
students at these outreach centers to easy access and rapid response (refer to pages 2, 27) and the
Lahaina Education Center and the Hana Education Center Program Reviews).
 Early Admit/Running Start Coordinator – funding for a coordinator to oversee all early access
programs to increase student participation and success in these Early College programs; work closely
with high schools, students and parents, UH system personnel (refer to pages 9, 24, 27).
 Counseling Department Budget – an increase in the annual allotment is needed due to rising costs—
including technology requirements and replacement; travel for the Molokai Education Center
counselor to service students at the Lāna‘i Education Center and/or attend special recruitment events;
student assistants to help staff the Counseling Center’s service desk and phone; overtime to fund
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
additional hours the department clerk accumulates to assist the department to staff the Center during
special/peak hours and to assist counselors to complete special project (refer to page 29).
Tablets for Counselors – to use with students to register for classes; to teach students about STAR;
for portability of the tablets will help in other areas such as recruitment at the high schools; for other
outreach activities on- and off-campus, including group advising (refer to page 19).
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Appendix
Lau‘ulu Justification
OVERVIEW
The University of Hawaiʻi has a well-documented responsibility for the advancement and success of Native
Hawaiian students and programs. The Kaʻū Task Force Report of 1986 has been used to establish and guide a
multitude of Hawaiian initiatives throughout the University system. The following recommendations from the Kaʻū
Task Force Report specifically relate to the establishment of Hawaiian Studies degrees and student support services:
Recruit more Native Hawaiian Faculty and Staff, buildings for Hawaiian Studies at the University of Hawaiʻi at Mānoa
and the University of Hawaiʻi at Hilo followed by all of the Community Colleges , Increase Hawaiian Language and
Culture Courses, Creation of Baccalaureate, Masters, and Doctoral programs in Hawaiian Studies.
The University of Hawaiʻi Board of Regents Policy Chapter 4-1, the University of Hawaiʻi’s System Strategic
Plan 2002-2012, the University of Hawaiʻi’s Community College’s Strategic Outcomes and Performance Measures
2008-2015, and the University of Hawai'i Maui College’s Strategic Plan 2003-2010 all include goals and policies to
support increasing support of Native Hawaiians at the university.
The Board of Regents Policy, Chapter 4-1, shapes the University’s commitment by recognizing the unique
condition of Hawai'i and Hawaiians as the indigenous people of Hawaiʻi: “As the only provider of public higher
education in Hawaiʻi, the University embraces its unique responsibilities to the indigenous people of Hawaiʻi and to
Hawaiʻi’s indigenous language and culture. To fulfill this responsibility, the University ensures active support for the
participation of Native Hawaiians at the University and supports vigorous programs of study and support for the
Hawaiian language, history and culture.”
This commitment persists in the vision of the 2002-2012 University of Hawaiʻi System Strategic Plan that is
founded in Hawaiian philosophies and practices: “In ancient Hawai'i, ahupua'a were sections of land that extended
from the mountain summits down through fertile valleys to the outer edge of the reef and into the deep sea. The
konohiki, or caretakers, managed the land and consulted with kahuna who were experts in different specialties. Within
the ahupua'a, a wise conservation system was practiced to prevent exploitation of the land and sea, while allowing the
people to use what they needed for sustenance.”
In addition, the Pūkoʻa Council is a University of Hawai'i system-wide organization comprised of faculty and
staff of Hawaiian programs and Hawaiians who teach or work in other university programs and departments. The
Pūkoʻa Council provides advice and information to the President of the University on issues related to Hawaiians,
while working with the system and campus administration to position the University as one of the world's foremost
indigenous-serving universities. It also promotes access and success of Hawaiian students in undergraduate, graduate,
31
and professional programs and works toward increasing representation of Native Hawaiians in all facets of the
University.
The Pūkoʻa Council is represented on the UH Maui College campus by Lauʻulu. Lauʻulu is comprised of
Hawaiian program representatives, faculty, and staff that are committed to the advancement of Hawaiian students in all
areas of the college.
Additionally, the University of Hawai'i Community College’s Strategic Outcomes and Performance Measures
2008-2015 assert under the Strategic Outcome for Goal A: Educational Effectiveness and Student Success and Goal
A: Promote Learning and Teaching for Student Success: “Native Hawaiian Educational Attainment - Position the
University of Hawai'i as one of the world’s foremost indigenous-serving universities by supporting the access and
success of Native Hawaiians.”
The University of Hawai'i Maui College’s Strategic Plan 2003-2010 reaffirms this belief and commitment in
its statement of Commitments and Core Values:
“Aloha: The Hawaiian concept of Aloha encompasses a respect for the history, traditions, and culture of Hawai'i and
its indigenous people as well as compassion and caring for the well-being of all people.” Moreover, this commitment
is made explicit in the UHMC Strategic Plan in Goal 3, Objective 2: “Strengthen the crucial role that the College
performs for the indigenous people and general population of Maui County by actively preserving and perpetuating
Hawaiian culture, language, and values.” The Action Strategies under Objective 2 relate specifically to this proposal
and state that the College will:
1) Provide positive support for the development, implementation, and improvement of programs and academic
support services for Native Hawaiians.
2) Promote the use of the Hawaiian language at all UHMC campuses, as appropriate and consistent with the
Hawai'i State Constitution.
3) Increase funding and provide for the study, development, and research of the Hawaiian language, culture,
and history at all UHMC campuses, as consistent with the Hawai'i State Constitution.
4) Encourage Native Hawaiians to practice their language, culture, and traditions at all UHMC campuses.
In accordance with the system and campus policies that promote the University of Hawaiʻi Systemʻs Strategic
Outcome #1 – Native Hawaiian Educational Attainment – Position the University of Hawaiʻi as one of the worldʻs
foremost indigenous-serving universities by supporting the access and success of Native Hawaiians, Lauʻulu has
worked to create a collaborative of programs, faculty, and staff that work to research, coordinate and design targeted
student support services for Hawaiian students using existing campus resources. Lauʻulu has identified areas of need
including instructional, support services, and other needed positions, operating costs, and CIP requests. The requested
positions are essential to providing institutional support for Native Hawaiian student success and ultimately reaching
UHMC’s retention and graduation goals for Native Hawaiian students as outlined in UHMC’s Institutional
Reaccreditation Report 2013. .
32
NATIVE HAWAIIAN ENROLLMENT AT THE UNIVERSITY OF HAWAIʻI MAUI COLLEGE
Native Hawaiian enrollment at UHMC has increased steadily since Fall 2005. From a total of 656 students in
2005 to 1,295 students in 2013, the Native Hawaiian student enrollment at the University of Hawaiʻi Maui College has
increased by 97 percent! In the same period, the general campus enrollment increased 40 percent from 2,903 students
in 2005 to 4,076 students in 2013. Measured as a percentage, the Hawaiian enrollment grew from 23 percent of the
overall student enrollment to 32 percent. This growth is reflected in the chart below.
While this growth is impressive, Native Hawaiian student success rates, as measured by persistence and
graduation rates, are lower than the general population. In other words, Native Hawaiian students are more likely than
other UHMC students of other ethnicities to leave school after their first year. In addition, Native Hawaiian students
are less likely to to graduate compared to UHMC students of other ethnicities.
With this substantial increase in Native Hawaiian enrollment and the launch of the new Associate in Arts
degree in Hawaiian Studies, which will also prepare students to transfer to four year institutions in a variety of fields, a
crucial need exists for increased Native Hawaiian student support services.
NATIVE HAWAIIAN PLACEMENT AT DEVELOPMENTAL LEVELS
33
According to the ATD Cohort data included in the UH CC Strategic Plan, in 2010 a staggering 75 percent of
Hawaiian students placed in below college level math. In 2011, 84 percent of Native Hawaiians placed in
developmental math.
A significant gap exists between Native Hawaiian and all other UHMC students who succeeded in
developmental math. In 2010, 24 percent of NH students passed a developmental math course while 39 percent of all
students passed. This represents a gap of 15 percent. In 2011 the NH success rate was still very low at 30 percent; 36
percent of all other UHMC students passed in 2011.
In developmental writing, the problem is not as severe as in math but a gap exists there as well. In 2010, 65
percent of Native Hawaiian students successfully completed a developmental writing course versus 70 percent of all
other students. In 2011, the success rate for Native Hawaiian students decreased to 58 percent versus all other students
who completed at a rate of 67 percent representing a 9 percent gap.
UHMC NATIVE HAWAIIAN PERSISTENCE AND RETENTION RATES
Based on Achieving the Dream (ATD) cohort data from the UHCC Strategic Plan, although Hawaiians are
accessing UHMC at higher rates due to the collective efforts of faculty and staff including Native Hawaiian program
counselors paid by external funds, retention levels are still low.
In 2010 and 2011, only 39 percent and 43 percent of Hawaiians at UHMC persisted from fall to the subsequent
fall after one academic year versus 46 percent who persisted at all of the other campuses during the same years.
In 2010, only 28 percent and 34 percent in 2011 of full time Hawaiian students earned 20 or more credits in
their first academic year. This is a critical ATD success benchmark that is a predictor of future success; however, the
percentage for NHs at UHMC is low when compared to 36 percent and 39 percent at all other UH community colleges
in 2010 and in 2011.
UHMC NATIVE HAWAIIAN ACHIEVEMENT/GRADUATION RATES
Completing a degree from an institution of higher education is an important aspect of improving the overall
conditions of Native Hawaiians. While Native Hawaiian graduation rates at UHMC have increased, Native Hawaiians
continue to graduate at lower rates than non-Hawaiian students.
In the 2012-2013 school year, 601 students or 15 percent of all enrolled students earned a degree or certificate
at UHMC. In the same year, only 156 Native Hawaiian students or 12 percent of enrolled Hawaiian students earned a
degree or certificate. In addition, those Native Hawaiian students represented only 26 percent of all degrees and
certificates earned; even though Hawaiians represented 32 percent of the overall school enrollment. This disparity in
graduation rates between Native Hawaiian and all other enrolled students provides further evidence that support
services in the form of retention counselors to address the Hawaiian student retention and graduation challenges.
UHMC STUDENT SUPPORT INFRASTRUCTURE
34
Despite the increase in Native Hawaiian enrollment at UHMC, no general funded Native Hawaiian student
support positions or programs exist at UHMC. Rather, UHMC Native Hawaiian student support positions and
programs are supported by extramural funding, and are at constant risk.
Currently, existing faculty, including general campus counselors, program coordinators, and instructors
struggle to address the unique needs of Hawaiian students while serving the general student populations on the
Kahului, Maui campus and the four Outreach Education Centers (Hana, Molokai, Lāna‘i, and Lahaina), that comprise
the Maui Nui (Maui, Molokai, and Lāna‘i) communities.
The present UHMC Hawaiian student support services infrastructure comes from two, externally funded, grant
programs. The two programs serve 210 out of 1,295 enrolled Hawaiian students. One is designed to support 150 fulltime NH freshmen per year and the other is designed to support 60 NH Science, Technology, Engineering and Math
(STEM) students per year. Furthermore, the number of NH students served through these programs is probably
smaller since students can participate in both programs resulting in duplicate head counts. Consequently, even if the
two programs meet their maximum target rates, they are only reaching 16% of the 1,295 enrolled students of Native
Hawaiian ancestry. More specifically, over 1,000 enrolled Native Hawaiian students have no dedicated generalfunded counselor targeting their persistence, retention, and graduation rates.
UHMC BUDGET POSITIONS REQUESTS
To support the growth in Native Hawaiian enrollment and to increase persistence, retention and graduation
rates of Native Hawaiian students, it is imperitive that UHMC institutionalize and increase support for Native
Hawaiian student success.
As a result, Lauʻulu is requesting nine additional positions:
1. Hawaiian Studies Counselor (Instructor/Counselor, C2-2)
2. NH Retention Counselor (Instructor/Counselor, C2-2)
3. NH Retention Counselor for Hāna & Lāhainā Education Centers (Instructor/Counselor, C2-2)
4. NH Retention Support Specialist (APT-A 1N)
5. Hawaiian Studies Instructor for Maui College-Molokai ( Instructor C2-2)
6.
NH Financial Aid Advocacy and Outreach Specialist for Maui College-Molokai (APT-A 1N)
7. NH Student & Community Specialist (APT-B 10N)
8. Office Assistant IV
9. Hawaiian Studies Program Support Specialist (APT-A 1N)
The positions being requested by Lauʻulu will address the various academic related issues experienced by
Hawaiian students. The services and programming provided will reinforce the UH System Strategic Plan Outcome,
Hawai‘i Papa O Ke Ao, and related performance measures. These positions are also aligned with our UHMC
35
Hawaiian Student Affairs Model, the UHMC Counseling Department Program Review, and the Hawaiian Studies
Program Review. It will also be included in the Pūko‘a 2013-2014 Biennium Request.
The Instructor/Counselor position for Hawaiian Studies (HWST) will provide strengths-based academic
advising, career and personal counseling, and other support services to HWST majors. In addition, the
Instructor/Counselor will work to develop a network with University of Hawaiʻi system Hawaiian Studies, Hawaiian
language, and related programs to facilitate the recruitment, retention, graduation, transfer, and employment of campus
HWST majors. The Instructor/Counselor will also develop and implement recruitment and retention activities in
coordination with Hawaiian Studies instructional faculty and Hawaiian and related programs. Other related job duties
will include researching relevant educational programs to broaden international learning opportunities and
connections, helping targeted students to integrate educational and career life goals by improving student ability at
problem solving, decision-making, interpersonal skills, self-management and expression, and fostering an institutional
climate supportive of students of Hawaiian ancestry. Justification is supported as top priority in the UHMC
Counseling Department Program Review.
The second, third, and fourth positions address the need for NH student success, i.e. retention, persistence,
graduation, and transfer. Two (2) NH Retention Counselors (Instructor/Counselor), and a (1) NH Retention Specialist
(APT) will work to promote an institutional climate supportive of students of Hawaiian ancestry. This work will
include developing and implementing Hawaiian student success strategies in coordination with Hawaiian and other
programs on and off campus founded in Hawaiian epistemologies and methodologies. These staff will also provide
support services including career counseling to Hawaiian students designated as at-risk with cumulative GPAs below
2.0 status to successfully exit Academic Warning and Probation. They will also partner with the campus Academic
Probation Policy Implementation Committee, the Counseling Department, Hawaiian and other programs to identify
campus barriers to Hawaiian student success and promote programs, policies, and procedures to support retention and
goal completion. In addition, they will help at-risk Hawaiian students to integrate educational and career life goals by
improving student ability to problem solve, make decisions, and develop interpersonal skills including selfmanagement and expression. They will also develop Service Learning & Internship Opportunities with Hawaiian
programs, UHMC CareerLink, other related programs, businesses and agencies. The instructor/counselor will plan and
implement a Hawaiian Leadership Development Program in coordination with campus and system Hawaiian
programs.
The fifth position requested is for a Hawaiian Studies Instructor (Maui College-Moloka‘i). According to
UHMC Molokai Education Centerʻs 2010 Program Review, the center has the highest percentage of NH students in
the system, 70-75 percent. As such, there is a demand for Hawaiian Studies and language courses. This instructor
provides strengths-based academic advising, career and personal counseling and other support services to
HWST/HAW majors. Develops network with UH system Hawaiian Studies, Hawaiian language and related programs
to facilitate the recruitment, retention, graduation, transfer, and employment of campus HWST majors. He or she is
expected to develop and implement recruitment and retention activities in coordination with Hawaiian Studies
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instructional faculty and NH and related programs; and researches relevant educational programs to broaden
international learning opportunities and connections. He or she will target students to integrate educational and career
life goals by improving student ability at problem solving, decision-making, interpersonal skills, self-management and
expression; and fosters an institutional climate supportive of students of Hawaiian ancestry.
The sixth position is for a NH Financial Aid Advocacy Specialist at the UHMC Molokai Education Center.
Serves as the on-site Financial Aid Office representative to facilitate the financial aid application and awarding process
of NH students. He or she will provide support services to NH students to facilitate post secondary financial assistance
planning and participation. In addition, this Specialist will monitor satisfactory academic progress as related to
financial aid eligibility and will conduct financial aid and financial literacy individual counseling and group
workshops. He or she will serve as liaison to statewide NH scholarship programs and UH system financial aid offices
and disseminates information to the campus to support recruitment, retention and transfer of NH students.
PUʻUHONUA - NATIVE HAWAIIAN STUDENT CENTER
The relationship of this CIP Request to the State Plan or Functional Plan is to actualize the Kaʻū Task Force’s
recommendation which focuses on buildings for Hawaiian Studies at Mānoa and the University of Hawaiʻi at Hilo
followed by all of the Community Colleges. UH Mānoa and Hilo have realized this goal. This request focuses on an
integrated structure for Hawaiian Studies with student support services and relevant career opportunities at UHMC that
includes:
·
Hawaiian Studies Programs (faculty, staff, and administration offices; classrooms; resource and technology
center )
·
Native Hawaiian Student Affairs & Support Services (including offices for faculty, staff, administration;
meeting rooms; labs)
·
Gathering places (example-Windward CC Atrium model) for Hawaiian Studies Department and community
gatherings
·
Student Lounge
·
Outdoor lab (including Native plants, Pā Hula)
·
Kitchen facility
·
Restrooms and shower facilities
·
Canoe, surfboard, and ocean-related activities structure to support HWST curriculum.
The design and construction of a Pu‘uhonua on the UH Maui College campus is distinctly aligned with and fulfills the
University’s mission, vision, strategies and objectives at all levels.
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Perkins Completion Report with data to Support Assistive Technology
CARL D. PERKINS VOCATIONAL AND TECHNICAL
EDUCATION ACT OF 2006
Perkins IV Intervention Strategy Proposal Form
(revised January 2012)
Strategy # _____
Program Year 2012-13
1. College: __UH Maui College____________________________
2. (Descriptive) Strategy Title: __Assitive Technology Lab_____________________
3. Proposer’s Name: _Lisa Deneen_____________ E-Mail: _ldeneen@hawaii.edu____
4. Proposal Period: July 1, 2012 through June 30, 2013
Is this proposal a part of a multiple-year strategy? __X__ Yes ___ No
If this is a multiple-year strategy, for what year is this proposal requesting funding?
□ Year 1
X Year 2
□ Year 3
5. Brief Statement of identified problem area and reason for selection:
a) Provide relevant program and/or college data to support the need to address this problem.)
b) Describe alignment of problem to one or more Perkins Core Indicators, and as appropriate, goals from the
UHCC Strategic Plan, Achieving the Dream, and/or other UHCC projects. (See pg. 2 of Instructions)
c) Include narrative that is supported by data. Be brief and succinct.
This Perkins grant is a joint effort between Windward CC and UH Maui College and would establish an assistive
technology computer lab on both campuses using consortium funds. Currently the disability services program has two
computers and a CCTV in a corner of the TLC computer lab. We need to expand the number of computers with
assistive technology that are available to students and recently purchased two new computers. We do not have the
space in our current location to accommodate this expansion. Expansion is necessary as there are currently 22
registered students using assistive technology on campus and another 37 students registered with the disabilities
services coordinator that could benefit, but are not currently using the assistive technology. This is a total of 27% of
the students registered with the disability services office (59/213). Of the students who could benefit from this
proposal, 54% of them are in CTE programs (32 of 59 students - includes 2 NURS, 2 ABIT, 1 SSM).
One reason given by students who don’t utilize the assistive technology made available to them is the lack of privacy
where the computers are currently located. For example, students who need to use text to speech software feel as if
they are disturbing the other students in the TLC computing lab. For this and other reasons, students who are using the
assistive technology are requesting their own space. Additionally, students have asked for assistive technology to be
located in other study areas on campus, such as the library. To date, this grant has increased the partnering between
disability services and existing campus computer labs as we are installing assistive technology in these other areas.
However, it was decided that the room originally agreed upon to become the new AT lab was needed for other campus
needs. As such, we are trying to locate another appropriate space for the AT lab.
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This proposal aligns with Perkins core indicator 1P1: Technical Skill Attainment, the one area where UHMC does
not meet the standards in relation to students with disabilities. Increasingly the ability to access the technological
components of many CTE programs are difficult without improved assistive technology support. The following are
three examples that illustrate the difficulties with accessing science, math, and technology classes over the past year –
1) a STEM student who has low vision is taking a computer class that requires him to use his magnification program
on the computer to complete the work, while at the same time magnifying his text book using a CCTV – there is not
enough space in the TLC for him to do this while anyone else is using the assistive technology; 2) a nursing student
with dyslexia is having difficulty accessing all of the required materials of his program, in part because the majority of
the program materials are on Laulima in an inaccessible format; 3) all developmental math classes are now taught via
My Math lab – students with visual impairments, physical disabilities, and math learning disabilities have difficulty
accessing this computer based learning system. The APT funded under this proposal is working with the instructional
designer, web master, and other IT staff to consult and assist in developing educational materials that are universally
designed to grant full access to a number of special student population (e.g. ESL and developmental English students
are also able to access audio accompanying text to better understand the content of online materials).
As stated in the 1st year’s proposal, one goal is to be able to maintain and troubleshoot computer issues without having
to completely rely on the IT staff. In our 2nd year of funding, we would like the current APT to seek out training to
improve her computer skills in the area of computer troubleshooting and maintenance.
Additionally, this grant aligns with Perkins core indicator 2P1: Credential, Certificate, or Degree 3P1: Student
Retention or Transfer by incorporating the tenants of universal design. In the 1st year of this proposal we expanded
the availability of Kurzweil, a literacy tool used by students with disabilities, to a campus-wide web-based system,
other student populations, such as developmental English and ESL students, could benefit leading to improved
retention and persistence rates across campus. During our 2 nd year of funding, we plan to increase the availability of
training in using this literacy tool for students who are not identified as students with disabilities. Thus, this strategy
also supports the goals of Achieving the Dream.
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6. Brief Strategy Description: (Typically no more than one or two paragraphs)
 Answer the question: What do you want to do based on information provided in item #5 above?
 If this strategy is a continuation of a current strategy, indicate rationale for continuance. Strategies will not be
considered for continued funding unless supporting data and rationale demonstrate impact
effectiveness.
 Include supporting data i.e. effectiveness measures. Data on student needs, student impact (number served last
year and anticipated number to be served in current year), and effectiveness must be provided below.
 Evidence of industry support.
 Include a short description on all proposed personnel to be paid for by these funds. The description should
include:
o the position(s) FTE,
o if the hire will be regular or casual,
o the position’s/positions’ classification(s) (e.g., counselor, lecturer, APT, etc.),
o the position’s/positions’ job duties and how the duties will benefit the project,
o the intended number of months of funding for each position. Please take into consideration the
recruitment time for new hires.
 Itemize supplies valued at more than $500 and have a shelf life of 1 year or longer.
 Itemize equipment, whose description is an article of nonexpendable, tangible personal property having a
useful life of more than one year and an acquisition cost which equals or exceeds $5,000.
 For travel, provide a breakdown the estimated cost including airfare, lodging, per diem, conference fees, and
ground transportation. Include the conference name, description, location, and dates. If possible, include the
conference flyer and/or agenda.
 For services, if the name of the specific vendor is known, please include that information. Also include a
breakdown of service cost (cost per day, hour, etc.)
 For software, include the type of software package, the estimated costs and how the software will enhance the
project.
Action Items Related to #5
 Establish assistive technology lab
 Expand disabled student usage of assistive technology
 Introduce non-disabled students to Kurzweil (literacy tool)
 Improve technical skills of current APT
Effectiveness of Year 1 proposal
 Expanded assistive technology access across the campus – now located in three areas of campus,
rather than one area.
 Improved assistance to students using assistive technology by having a full-time, rather than parttime APT. Student who are currently using AT have commented that the available assistance has
greatly improved.
 Improved retention rates of SWDs who use AT from 77% to 78% (goal was to maintain at 77% for 1st
year and increase to 80% by 3rd year).
Anticipated Future Needs/Impact
 Current year is supporting 22 students with disabilities in using assistive technology. To date, I have
completed intakes with an additional 4 incoming fall students who are requesting alternative text.
Additionally, if we can establish a dedicated AT lab, I anticipate that at least 5 of the 37 potential
users identified would use the assistive technology. This would increase the amount of assistive
technology users by 41%.
 Kurzweil for the entire campus will be available for the fall 2012 semester. I anticipate that 10-20%
of developmental English students will use this tool, leading to an increase in successful retention of
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these students by 3% by the end of the 3rd year.
Personnel
1.0 FTE, regular hire, 12 month APT – Band A (1)– AT/IT Support - Oversee assistive technology lab, includes set up
and monitoring of computers, troubleshooting technical problems, researching assistive technology – keeping updated
in new technology and making recommendations for upgrades when needed, working with instructional designer to
assist faculty in making technological educational materials accessible (e.g. Laulima content, web pages), converting
print text materials into alternate formats when not available elsewhere, collect data regarding assistive technology
usage, collect data regarding technology usage as it related to educational materials. This person will need the
following skills - Working knowledge of Windows (XP, Vista) and Mac OS X (10.4 and higher) operating systems;
Knowledge and experience with assistive technology (AT) tools such as Kurzweil, Dragon Naturally Speaking, Jaws,
Assistive Listening devices, and other AT tools built into operating systems; Knowledge of ADA, postsecondary
environment; A clear understanding of academic accessibility issues and alternative media with two or more years of
production experience, understanding of and experience in the direct management of Learning Management Systems
(preferably Sakai), experience designing and producing technical support documentation (Wiki, WordPress, podcast,
videos, etc.), knowledge of file format accessibility for PDF, HTML, Microsoft Word, captioning and other publishing
formats, experience with both PC and Mac operating systems, and experience with ABBYY Finereader and Adobe
Acrobat Professional.
Itemized Supplies <$500 & <1 year shelf life
I-Pads (2) – to help assist in expanding access to assistive technology w/o additional space
$760 each (includes dock & power adapters) - $1520
Annual Membership fees
Renew Access Text Network Membership - $500
Training
APT to obtain training in areas such as closed captioning, computer trouble shooting, and computer operating systems.
Estimated costs of EASI (Equal Access Software & Information) month long workshop (for captioning) $350, classes
at UHMC OCET/EdVenture $200 – total $550.
Miscellaneous supplies (CDs, binders, paper, ink, etc) $1214
Travel
Disability Counselor to attend Pacific Rim Conference on Disabilities – this is a regional conference for disability
professionals, consumers, and consumers’ families that covers a wide range of disability topics– including topics
pertinent to the post-secondary setting. Costs are based on 2012 rates.
Conference Registration - $265 (2 day conference, plus ½ day pre-conference workshop, based on 2012 costs)
Airfare - $200
Hotel - $202 X 2 nights = $404 (FAR rate + tax – based on 2012 costs)
Per Diem - $116 x 2.75 days = $319
Shuttle to/from hotel/airport = $28
Total - $1216
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7. Calendar of Planned Activities: (add or delete rows as appropriate)
In chronological order, briefly describe the procedures/activities planned to achieve stated goal(s) or outcome(s)
Month(s) the Activity
Activity
will take place
Orient students to assistive technology lab, train students in the use of July 2012-June 2013
AT, expand AT services, checking accessibility of UHMC
educational materials including website and class materials on
Laulima
Work with instructional designer to assist faculty in creating
July 2012-June 2013
accessible educational materials
Training of APT to further technical skills
July 2012-June 2013
Presentation of Kurzweil to English faculty
September 2012
Train developmental English students in use of Kurzweil
Sept 2012-May 2013
Analyze data on usage and effectiveness of AT lab
June 2013
8. Effectiveness Measures: (Refer to the identified problem – item #5, and describe the anticipated quantitative
outcomes expected from the implementation of the strategy. Where appropriate, indicate the effectiveness
measures that will be reported after year one, year two, etc.) State the effectiveness measures clearly and in
assessable terms. The outcomes stated here must be addressed later in the completion report. Confer with your
IR office to ensure the appropriateness of the measurement of outcomes.
Increased usage of assistive technology by students who could benefit – 42% to 45% 1st year, 45% to 50% by 2nd year,
and 55% by 3rd year.
Meet the Perkins core indicators for technical skills attainment by students with disabilities by the end of the 3 rd year.
Maintain the current retention rate of students with disabilities in 1st year (77%), Improve retention rate by 3% to 80%
by end of 3rd year.
Improve student satisfaction with assistive technology resources and ability to access their course materials as reported
by students on surveys and other assessment tools used by the disability services office.
Improved retention and persistence of students in development English by 3% a year.
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