Achieving the
Dream
Annual Reflection Narrative
Due: May 15, 2013
Contents
1
Introduction ............................................................................................................. 3
2
Stakeholder Engagement ....................................................................................... 3
3
Submitting Annual Reflection Narrative ................................................................ 3
4
Questions? .............................................................................................................. 3
5
Annual Reflection Narrative Instructions .............................................................. 4
1
Introduction
All colleges (except for the 2012 Cohort that must submit an Implementation
Proposal) are required to submit an Annual Reflection. The Annual
Reflection, which provides an opportunity to consider your institution’s
Achieving the Dream work over the past year and to plan for the coming
year, replaces the previous requirement for an Annual Report. It comprises
several components to guide institutions in this reflective process: the
Principles Assessment Survey, Annual Reflection Narrative, Interventions
Showcase Update, and Leader College Application (if relevant).
2
Stakeholder Engagement
Prior to completing the following questions for the Annual Reflection
Narrative, we suggest that you engage a representative group of
stakeholders (faculty, staff, and others who have been involved in your
reform work) to consider, review, and discuss the institution’s student
success and equity work.
3
Submitting Annual Reflection Narrative
Core Team Leaders will receive an email from Achieving the Dream by April
24th with a link to submit the Annual Reflection Narrative. The Core Team
Leader will receive a separate email in mid-April with instructions on how to
complete the institution’s Interventions Showcase Update.
Colleges will receive feedback on their Annual Reflection in the summer of
2013.
4
Questions
If you have a question about the Annual Reflection please send an email to
info@achievingthedream.org or call 240-450-0075.
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March 2013
Annual Reflection Narrative Instructions
Below is a narrative section consisting of seven questions. This document serves as a
template, so please write your responses directly into the spaces provided below.
*Note that the period covered by this Annual Reflection is May 2012-April 2013. Please reflect
on activities during this time period throughout the narrative.
1. Contributors to the Annual Reflection:
Institution Name: University of Hawai‘i Maui College
Names of Contributors to this Annual
Reflection
Titles of Contributors to this Annual
Reflection
Benjamin Guerrero
ATD Campus Team Leader/Title III
Project Director
John McKee
Vice Chancellor Academic Affairs
Melissa Yoshioka
Staff, The Learning Center
Jeannie Pezzoli
Institutional Research
Samantha Bowe
Developmental Math Faculty
Elaine Yamashita
Early Childhood ED
Cathy Bio
Financial Aid Officer
Bradley Duran
Institutional Tech
Eric Engh
English Dept.
Tara Furukawa
Program Specialist-Title III
(Add more rows to this table as
necessary)
2. Progress Statement:
Please describe in no more than one page your institution’s progress in improving student
success and completion. In what ways is your reform work transforming the way students
experience college?
Since our focus has continued to be “front loaded” with a targeted focus on improving
Developmental Education at UHMC, we continue to dig deeper to see how we can improve
student success. Our philosophy behind our strategy is that if we cannot find a way for students
to complete their requirement in English and math, they will NEVER graduate. If they do meet
these requirements, their college experience will be richer and they can graduate with a wellrounded education experience.
Since 2008, all students who have participated in the New Student Orientation have shown higher
persistence rates a year after they are enrolled. (See 5. Student Success Data, d.)
Developmental Education
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March 2013
Developmental Math students are now able to get through courses in half the time due to the
reduction of courses from 4 to 2. Math 18, our lowest level of math, two levels below college level
had a 10 percent increase in success rates in fall 2012.
Fall 2012 data-Developmental math pulled from Banner, all students were included:
141/376 or 37.5%-math 18 in fall 2012 compared to 144/494 or 29.15% in fall 2011.
193/423 or 45.6%-math 82 in fall 2012 compared to 208/403 or 51.6 % in fall 2011
Math 82, one level below college level, showed a dip in success rates. Tutors are now being
assigned to all developmental math courses.
Developmental math and English students now have the opportunity to take accelerated courses
during the summer. Based on two years of summer data that showed nearly 50 percent increases
in success rates for Developmental math and Developmental English, the ATD team developed
and implemented a marketing plan to increase enrollment in accelerated Developmental math
and English courses at a reduced tuition rate. This is an example of how the UHCC system has
showed committed leadership toward increasing opportunities to help students move quicker to
college readiness. Accelerated ENG 19/22-2 sections will be offered in the summer 2013, 2
sections to be offered in fall 2013 with incentives.
Another exciting development is the college’s plan to provide all students who enroll in these
accelerated courses with free Chromebook laptops. This project is supported by a significant gift
to the college earmarked to help students take advantage of educational technology. We believe
that these laptops will deepen our students’ identification with the college while leveling the
technological access “playing field.” It also expands instructional options and streamlines various
aspects of teaching through computer-mediated instruction such as MyWritingLab and the
Laulima course management system.
The English department continues to implement the developmental English re-design using
MyWritingLab, tutors in the classroom, and teaching strategies that emphasize face-to-face
instructor feedback and guided small group activities. Experiments with two acceleration course
designs, one using the "Peter Adams" model and another that combines two levels of
developmental writing with an emphasis on reading (loosely based on the California Acceleration
model) have had promising results (though still too early for meaningful data analysis).
In fall 2013, the department is expanding its accelerated offerings with six sections of combined,
six-credit courses. Four sections will combine ENG 100 (transfer-level) with ENG 22
(developmental level), and two sections will combine ENG 22 with ENG 19 (two steps below
college-level). Both of these accelerated course designs incorporate developmental reading
SLOs in the aim of fostering a high level of college-readiness in less time and through fewer
credit hours. (By comparison, some sister colleges in the UH system require students who place
at the ENG 19 level to take twelve credits of English over two semesters to achieve collegereadiness.) Through these new courses, we aim to improve our students’ success rates through
high expectations, engaging learning activities, vigorous instructor feedback, and “teachablemoment” tutorial assistance.
3. Institution Context:
Please consider both the positive and negative factors affecting the student success efforts at
your institution and provide a brief (no more than one page) summary of the impact each has had
on your progress this year. This summary may include aspects related to the institution’s culture
and environment such as leadership changes, engagement of full- and part-time faculty, staff
additions or lay-offs, state or federal influences, budget reductions, and reaffirmation of
accreditation efforts.
POSITIVE IMPACT: Increased Broad Engagement
One representative attended the 2013 DREAM Institute in Anaheim. 30 faculty and staff attended
the 2013 ATD Hawai‘i Strategy Institute (HSI) this year as they have for the last four years.
UHMC Administration had to pay for travel and related costs this year because funding from the
Annual Reflection Narrative
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March 2013
Office of Hawaiian Affairs and Kamehameha Schools had run out. Seven faculty and staff who
attended this institute have now become new members of the UHMC ATD Campus Team.
Diane Meyer-Faculty Coordinator
Kari Luna-math 18 Task Force, HS Advisory Board
Tim Marmack-English
Derek Snyder-English
Melissa Kunitzer-CareerLink
Juli Patao-CareerLink
Kealani Cook, History
UHCC Systems office continues to provide funding for innovations related to ATD, Developmental
Education and Financial Aid at the campus level and has added funding for innovations to
increase part-time student success. Total funding is approximately $1.2mil.
Math and English depts. were able to have “summit” meetings at the HSI have improved program
coordination across campuses. After meeting with colleagues from other campuses, the UHMC
math dept. agreed to make curriculum and a textbook change and agreed to rearrange course
topics to benefit students and hopefully improve student success.
A Math 18 Task Force was convened by the VC Academic Affairs.
UHMC Reading Across the Disciplines (RAD) and Writing Across the Curriculum (WAC)
workshops were introduced at the HSI, have become popular, have gained UHCC system-wide
interest from faculty to attend and are under consideration for these projects on their own
campuses. Incentives are also being made are being made available to some participating
students.
As a result of Financial Aid dept.’s participation at HSI, they are looking into developing financial
incentives for successful completion of Developmental and college level courses.
NEGATIVE IMPACT:
We have been unsuccessful getting faculty support to mandate enrollment into developmental
math and English courses in student’s first year. Faculty are concerned, especially for math, that
UHMC does not have enough instructors, or available space, to accommodate the high numbers
of students who place there. HonoluluCC continues to support this policy and we are awaiting a
second year of data to show its effectiveness.
Approximately 62 percent of students did not pass math 18 in fall 2012. Approximately 54 percent
of students did not pass our second lowest level of developmental math, math 82.
Union contract staff furloughs effected student success when all campus offices were shut down
during Christmas and spring breaks because it reduced time required for students and staff to
complete testing, admissions and educational planning activities for the subsequent semester.
4. Principles Assessment:
For each principle listed below, provide a brief summary of your institution’s aggregate
observations regarding the Principles Assessment Survey (see below). Please be sure to include
recognition of achievements and challenges your college has experienced as well as a
description of future plans. This summary should be no longer than 3 paragraphs for each
principle and may also include a synopsis of your institution’s group discussions.
a. Principle 1) Committed Leadership
The Vice Chancellor of Academic Affairs has identified that the low number of full-time math
faculty members as a barrier to student success. For the past several years UH Maui College
has employed four full time math faculty members with only one of this group teaching at the
developmental math level, despite over 700 developmental math student enrollments each
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semester. To date the VCAA has successfully hired a second full-time developmental math
faculty member and has a goal of finding the resources to hire one to two more thereby
increasing the number of Developmental Math faculty from one to four. He is also pursuing
hiring additional college level math faculty with the overall goal of growing the size of the math
department from four to nine or ten full time faculty members.
The UHMC VCAA is also the VCAA representative to the system ATD leadership team. In this
role he attends system meetings and serves as a liaison between ATD and the System VCAA
group.
Administration from UHMC and the UHCC Systems Office of the VP have continued their
commitment of funds for professional development to attend, national and local ATD institutes,
reduced summer tuition rates for DEV Ed math and English, Developmental Ed and Financial Aid
innovation proposals at all campuses.
b. Principle 2) Use of Evidence to Improve Policies, Programs, and Services
The college is currently developing a new Strategic Plan and is being informed by challenges
identified by ATD consultant evaluator feedback, CCSSE and SENSE data, and the recent
accreditation report prepared for the Western Association of Schools and Colleges to help define
goals and tactics for the next year and beyond. The following areas of concern that are being
addressed through this process:
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How can we improve first semester retention rates?
What are some steps we can take to improve student career planning when students first
enroll?
How can we strengthen our student data management systems to understand student
intent and improve graduation rates?
How can we infuse student life with faculty toward helping students make connections to
faculty outside of the classroom?
How do we set the bar higher to increase student expectations? How do we help our
students meet those increased expectations?
How can streamline/accelerate our degree programs?
How can we improve alignment with our K-12 and University partners?
How do we continue to engage communities of interest to help us to evolve, stay relevant
and improve student success?
UH administration have also used data to improve policies re: (reverse credit transfer; COMPASS
Retake, automatic admissions to transfer to UHH, UHM, UHWO); programs (FYE; math; English,
gateway courses); and services (online orientation; NSO)
c.
Principle 3) Broad Engagement
The ATD Campus Team Leader from UHMC attended the 2013 DREAM Institute in Anaheim,
CA.
There are 37 members on our ATD Campus Team, including our Chancellor, VC Academic
Affairs and VC Student Affairs and a representative from the Office of Hawaiian Affairs.
30 faculty and staff attended the 2013 ATD Hawai‘i Strategy Institute this year as they have for
the last four years.
Participants in the strategic planning process outlined above will include students, faculty, staff,
community members, colleagues from other University of Hawaii campuses and administration.
UHCC VP, John Morton does a presentation once a semester to our campus to discuss our
progress toward achieving ATD goals.
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d. Principle 4) Systemic Institutional Improvement
Described in the answer to principles 2 and 3.
Improvement by UH’s Institutional Research & Analysis Office of ATD data website.
Improvements in STAR, UH’s Student Progress database.
UHCC’s course overlay project completed for UHCC’s courses with UH Mānoa. Working on
courses with UH Hilo and UH West O‘ahu.
e. Principle 5) Equity
*You may access complete definitions of each of the Five Principles here
Inclusion of support of Native Hawaiians is included in the Board of Regents mission statement:
As the only provider of public higher education in Hawai‘i, the University embraces its unique
responsibilities to the indigenous people of Hawai‘i and to Hawai‘i’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. See:
http://www.hawaii.edu/offices/bor/policy/borpch4.pdf
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The VP of Student Affairs, Lui Hokoana, introduced Hawaiʻi Papa O Ke Ao at the ATD Hawai‘i
Strategy Institute which is the name chosen for this group tasked with developing a plan to make
the University of Hawaiʻi a leader in indigenous education.
A group of system wide representatives and community leaders was formed under the guidance
of University of Hawaii Vice President for Student Affairs and University/Community Relations,
Dr. Rockne Freitas. They are tasked with the responsibility of mapping a plan for the university to
become the model indigenous-serving institution in the state and the nation.
This report sets forth goals & objectives to address the higher education needs of our indigenous
people - Native Hawaiians - by creating a model indigenous serving institution. Characteristics of
a model indigenous serving institution in Hawaiʻi are as follows:
Hawaiian enrollment at parity with Hawaiians in the Hawaiʻi state population.
Hawaiian students performing at parity with non-Hawaiians.
Qualified Native Hawaiian faculty are employed in all disciplines at the University.
Native Hawaiian values are included in its decision-making and practices.
Hawaiians hold leadership roles in the UH administration.
The University of Hawai’i is the foremost authority on Native Hawaiian scholarship.
The University is responsive to the needs of the Hawaiian community and, with community input,
implements programs to address the needs of Native Hawaiians and other underrepresented
groups.
The University fosters and promotes Hawaiian culture and language at all its campuses.
This report has three thematic goals with objectives listed under each goal. The three goals are:
Leadership Development, Community Engagement and Hawaiian Language, and Cultural Parity.
The objectives of this plan are purposefully broad to allow for campuses to use this plan as a
framework to create individual plans that are respectful of each campus and the communities
they serve.
Please use the link to access the full report: http://www.hawaii.edu/offices/op/hpokeao.pdf
UHMC administration has been supportive of successful strategies in Title III cohorts that focus
on Native Hawaiian Success. For example, Title III cohorts have been successful in summer
bridge programs that focus on Developmental math and English courses. The ATD Campus team
with support from administration put together a concerted effort with the Learning Center,
Admissions and Records, English and math departments, the marketing department to:
“Strongly Recommend” enrollment in 2013 summer courses for Developmental math and
Developmental English to increase college readiness of students, especially new, fall 2013
students prior to the first day of school in August.
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Once students take their Compass and results place them in Developmental math and/or English,
they receive a flier for the summer Developmental ED course offerings. These courses are
offered at reduced rates that are $250 less per credit hour than other summer course offerings.
This could potentially help 220/400 new UHMC students.
Each summer the Faculty Development Coordinator organizes a New Faculty Institute. This three
day event is designed to introduce new faculty members to UH Maui College and Maui County.
Beginning with a blessing, the first day includes a bus tour led by a Hawaiian Studies faculty
member who introduces new faculty to several important Maui island cultural sites.
Principles Assessment Survey
To assist in the facilitation of a reflection on your institutional progress, Achieving the Dream has
created a Principles Assessment Survey which should be used to solicit stakeholder feedback
and group reflection and discussion. Achieving the Dream recommends that institutions
administer this survey to a number of stakeholders college wide to ensure an inclusive
representation.
The Principles Assessment survey may be used in one of two ways.

Option 1: Administer the online survey by sharing the link
(https://adobeformscentral.com/?f=3FfYggsaO18alb4SANJDuQ) and ask stakeholders to
submit their survey by April 18, 2013. Achieving the Dream will collect the results for your
institution and send an aggregated response summary to your Core Team Leader the
week of April 22, 2013. Please note that individual survey responses will be anonymous
to both the institution and Achieving the Dream. Even individual survey responses will be
identifiable only by an institution’s IPEDS Unit ID.

Option 2: Download the survey and use it to structure a group reflection on the
institution’s progress and complete the survey as a group. If your institution chooses this
option, the college does not need to submit the completed survey(s) to Achieving the
Dream.
Achieving the Dream suggests that the college engage a representative group of stakeholders to
review and discuss the institution’s student success and equity work, the results of the Principles
Assessment, and outcomes data for the five Achieving the Dream student success measures (as
described in Question 5 below). This discussion will be helpful as you complete the Annual
Reflection Narrative.
The UHCC Statewide Core Team decided to use Option 2 at all campuses.
AT UHMC, the Campus team was asked if they wanted to 1) complete the survey as a
group, or 2) wanted to complete the survey individually and have the Campus Team
Leader compile the individual scores into one Group Score. Voting was overwhelming to
support 2, several surveyors wanted to protect their anonymity. 12 ATD Campus Team
members were asked to complete the survey and 7 returned completed surveys, one was
anonymous.
The attached survey includes one compiled group scores for each question based on the
average of individual scores, rounded off to the nearest score.
“Stakeholders” were defined as:
1) faculty/staff who have been with the ATD Initiative for several years, who regularly
attend campus team meetings, and/or or have attended the National ATD Institute who are
very knowledgeable about student success and equity work at UHMC.
2) No administrators were asked to participate because the survey questions
administrative support of ATD goals.
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5. Student Success Data:
Please review your institution’s disaggregated data for the five Achieving the Dream student
success measures listed below. This data must be disaggregated by race/ethnicity, gender, and
Pell status.
Next, prepare a one- to two-paragraph summary for each measure that a) describes your
progress in comparison with previous year outcomes, (b) addresses rising or declining results
over time, (c) explains your progress in closing achievement gaps among the disaggregated
student groups, and (d) describes your plans for addressing decreases or sustaining and building
increases. For at least one measure, please include a table or graph to illustrate your points.
Finally, describe any achievement gaps evident in the data for all five Achieving the Dream
student success measures and explain how the institution is addressing or plans to address these
gaps.
a. Measure One: Successful completion of developmental instruction and advancement to
credit-bearing courses
Cohort 2011 - Developmental/Remedial Math Success
Course Level
1 Level Below
2 Levels Below
Ethnicity
Native Hawaiian
Non-Native
Hawaiian
Course Level
1 Level Below
2 Levels Below
1 Level Below
2 Levels Below
Attempters
Successful
Completers
215
391
Attempters
Percent
Successful
100
87
Successful
Completers
73
192
142
199
46.51%
22.25%
Percent
Successful
33
36
67
51
45.21%
18.75%
47.18%
25.63%
Cohort 2010 - Developmental/Remedial Math Success
Course Level
1 Level Below
2 Levels Below
Ethnicity
Native Hawaiian
Non-Native
Hawaiian
Course Level
1 Level Below
2 Levels Below
1 Level Below
2 Levels Below
Attempters
Successful
Completers
170
281
Attempters
45
98
125
183
Percent
Successful
78
71
Successful
Completers
45.88%
25.27%
Percent
Successful
12
18
66
53
26.67%
18.37%
52.80%
28.96%
When comparing 2011 vs. 2010: NH students increased success rates by nearly 20 percent in
math 82, one level below. For math 18, two levels below, success rates for NHs has remained the
same and the gap with the Non-NHs has closed from 10 down to 7 percent. Both courses have
low success rates but a great of attention and resources are being target on math success. In
Annual Reflection Narrative
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March 2013
2013, all Developmental math courses will have at least one tutor in each class to support the
Emporium model. Also, a Math 18 Task Force was convened by the VC Academic Affairs (VCAA)
to develop additional strategies to improve success; a math orientation is being discussed.
Instructors have also been trained to talk with math students about everything other than math in
an attempt to build a positive connection with them, and reduce their anxiety about math. After
visiting one of our sister campuses, the VCAA realized that for the number of students served by
the math department UHMC was understaffed. He is pursuing hiring additional college level math
faculty with the overall goal of growing the size of the math department from four to nine or ten full
time faculty members.
A Title III grant which focuses on Native Hawaiian success in Developmental math and English is
helping to close the gap between NH and other non-Hawaiian groups. Although only 105 students
were enrolled in the Title III’s fall 2011 cohort, their persistence rates, completions of all courses
enrolled in and cumulative GPA were consistently higher in all three areas when compared to a
like cohort of Native Hawaiian students at UHMC. The Title III cohort showed success in the
summer bridge Developmental Ed courses which resulted in the creation and implementation of a
marketing plan to increase enrollment in summer Developmental courses to encourage ALL
students who place in Developmental ED to use the summer more productively to be college
ready ASAP. The Math Dept. will offer 4-sections math 18 and 4-sections math 82; which should
help as many as 160 students.
Cohort 2011 - Developmental/Remedial Writing Success
Course Level
1 Level Below College
Level
2 Levels Below
College Level
3 or More Levels
Below College Level
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Course Level
1 Level Below College
Level
2 Levels Below College
Level
3 or More Levels Below
College Level
1 Level Below College
Level
2 Levels Below College
Level
3 or More Levels Below
College Level
Annual Reflection Narrative
Attempters
Successful
Completers
Percent
Successful
286
163
56.99%
156
95
60.90%
88
58
65.91%
Attempters
Successful
Completers
Percent
Successful
132
67
50.76%
79
43
54.43%
48
21
43.75%
154
96
62.34%
77
52
67.53%
40
37
92.50%
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March 2013
Cohort 2010 - Developmental/Remedial Writing Success
Course Level
1 Level Below College
Level
2 Levels Below
College Level
3 or More Levels
Below College Level
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Course Level
1 Level Below College
Level
2 Levels Below College
Level
3 or More Levels Below
College Level
1 Level Below College
Level
2 Levels Below College
Level
3 or More Levels Below
College Level
Attempters
Successful
Completers
Percent
Successful
232
143
61.64%
155
95
61.29%
64
46
71.88%
Attempters
Successful
Completers
Percent
Successful
92
52
56.52%
62
32
51.61%
19
12
63.16%
140
91
65.00%
93
63
67.74%
45
34
75.56%
The English department is concerned about the drop in success rates for Native Hawaiians in
Developmental courses as well as the significant disparity between Native Hawaiian and Non Native
Hawaiian populations. There is a gap between NH & Non NH for ENG 15, which increased from 12% to
38% from 2010 to 2011. One factor for this extreme gap is the success rate in 2010 was unusually high at
92.50%. Another factor for this gap could also be instructor-related because the instructors changed in
those semesters. Also, when ENG 15 instructors are appropriately diligent in moving students who have
been misplaced up to the next instructional level, it lowers their success rate. We have discussed
implementing a policy in which all students who place into ENG 15 are required to take the challenge test
since COMPASS is not designed to place students at the lower levels. Further analysis will have to be
completed to draw any definitive conclusions from this data.
The Title III cohort showed success in the summer bridge Developmental Ed courses which resulted in
the creation and implementation of a marketing plan to increase enrollment in summer 2013
Developmental courses to encourage ALL students who place in Developmental ED to use the summer
more productively to be college ready ASAP. The ENG Dept., which has had a history of low enrollment
in the summer, will offer 2-sections ENG 15 three levels below college level, 2-sections, ENG 19, two
levels below, and 2 sections ENG 22, one level below for a total of 60 students. Title III will also offer 2
sections of accelerated ENG 19/22 combo courses (30 students) and 2 sections of math18/82 (48
students) for its NH cohort.
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March 2013
b. Measure Two: Enrollment in and successful completion of the initial college-level “gateway”
math and English courses
Cohort 2011 - Gatekeeper Math Success
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Attempters
Successful Completers
29
48
17
37
Percent Successful
58.62%
77.08%
Cohort 2010 - Gatekeeper Math Success
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Attempters
Successful Completers
28
74
16
50
Percent Successful
57.14%
67.57%
The point of concern is the increasing gap between Native Hawaiian success and non-NH success. This
data seems to indicate that while the percentage of successful completers increased both for NH (approx.
1 percent) and non-NH students (approx. 10 percent), the gap between success rates of the two groups
has widened from 10 to 18 percent. The data for the 2010 cohort versus the 2011 cohort in College Level
Mathematics shows promise in one area and a concern in another.
It is clear that the overall success of students has increased, for non-Hawaiians, significantly. One reason
for this increase may be that UHMC's focus on developmental math success, may be resulting in better
prepared college level students. Perhaps our students are coming in better prepared from high school.
The overall student success rate increased from 64.7 percent in 2010 to over 70 percent in 2011 and is
higher when compared to the success rates for the UHCC system which remains unchanged at
approximately 61 percent in 2011 and 2010.
Cohort 2011 - Gatekeeper Writing Success
Attempters
Successful Completers
378
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Attempters
251
Successful Completers
133
245
74
177
Percent Successful
66.40%
Percent Successful
55.64%
72.24%
Cohort 2010 - Gatekeeper Writing Success
Attempters
Successful Completers
358
Ethnicity
Native Hawaiian
Non-Native Hawaiian
Attempters
247
Successful Completers
89
269
52
195
Percent Successful
68.99%
Percent Successful
58.43%
72.49%
The English department is concerned about the drop in success rates for Native Hawaiians in Gate
Keeper writing courses from 58.4% to 55.6% from 2010 to 2011 as well as the significant disparity
between Native Hawaiian and Non Native Hawaiian populations. It is likely that socio-economic factors
and prevailing economic conditions account for much of the disparity and decline. Nonetheless, the
department recognizes its responsibility to seek strategies to address the disparity. Cohorts of Native
Hawaiian students have shown improved success rates when course content focuses on culturally
relevant material and when student mentors are used to support their academic success. The English
Annual Reflection Narrative
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March 2013
department will seek opportunities to implement these features into the standard ENG 100 courses while
continuing to brainstorm for teaching strategies that address the needs of our Native Hawaiian students.
c.
Measure Three: Course completion with a grade of “C” or better
2011
Ethnicity
Cohort Successful
Percent Successful
Native Hawaiian
374
63
16.84%
Non-Native Hawaiian
585
210
35.90%
2010
Ethnicity
Cohort Successful
Percent Successful
Native Hawaiian
257
48
18.68%
Non-Native Hawaiian
642
236
36.76%
In 2011 vs. 2010: both NHs and non-Native Hawaiians course completion rates with a grade of “C” or
better decreased slightly. NH success rates trail Non-Hawaiian by 19 percent. The University of Hawai‘i
was invited to join the Complete College America because of its “15 to Finish Campaign” which
encourages full‐time students at UH 2‐ and 4‐year campuses to take 15 credits per semester. A UHMC
Graduation Initiative Committee has been formed and will be developing and implementing a strategy to
address this issue. It will also be discussed at a Strategic Planning meeting in April 2013.
d. Measure Four: Term-to-term and year-to-year retention
2011
Cohort
First
Fall
Ethnicity
Native Hawaiian
Non-Native Hawaiian
First
Spring
Second
Fall
Second
Spring
Third
Fall
Third
Spring
First
Spring
Second
Fall
Second
Spring
Third
Fall
Third
Spring
899
667 (74.2)
456 (50.7)
393 (43.7)
257
642
188 (73.1)
479 (74.6)
101 (39.3)
355 (55.3)
83 (32.3)
310 (48.3)
959
725 (75.6)
374
585
270 (72.2)
455 (77.7)
2010
Cohort
First
Fall
Ethnicity
Native Hawaiian
Non-Native Hawaiian
2009
Cohort
First
Fall
Ethnicity
Native Hawaiian
Non-Native Hawaiian
First
Spring
Second
Fall
Second
Spring
Third
Fall
Third
Spring
943
703 (74.5)
502 (53.2)
428 (45.4)
327
281
249
694
181 (72.7)
522 (75.2)
128 (51.4)
374 (53.9)
111 (39.8)
317 (45.7)
73
254
58
223
When comparing the 2009 cohort to the 2010 cohort in their First Fall nearly 3 of 4 of ALL students make
it through their first semester. When comparing the two cohorts, by the Second Fall in the 2010 cohort,
Annual Reflection Narrative
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March 2013
NHs students are disappearing at much higher rates than non-Hawaiians; 60 percent of NHs are gone vs.
only 45 percent of non-Hawaiians. By their Second Spring or 4th semester, the gap between NHS and
Non-NH the gap widens even further where only 32 percent of NHS and 48 percent of Non-Hawaiians
persisted. Although all Maui county high school graduates are mandated to attend NSO, non-traditional
students attend do not attend. They attend a General Student Orientation that is different than the NSO.
This may have negatively impacted the data. There have also been multiple vacancies for staff in the
Student Life Dept. and again, this may have negatively impacted the data.
The college has had a New Student Orientation since 2008 each fall semester for new and returning
students that assist approximately 400 students per academic year. When comparing disaggregated data
comparing non-Hawaiians and NHs to the 2007 baseline when we did not have NSO, the following shows
that all students who have gone through NSO persist at a higher rate from fall to fall. NHs had an average
of nearly 13 percent higher than the baseline and based on Title III data, connecting activities and
developing a sense of belonging are key to student persistence. Even non-NHs had an 11 percent
average increase in persistence:
UHMC New Student Orientation (NSO)
Persistence fall to subsequent fall semester
80%
70%
60%
50%
61%
55%
68%
65%
70%
62%
58%
56%
54%
42%
40%
Non NH
30%
NH
20%
10%
0%
2007-2008
baseline w/o
NSO
2007
2008-2009
2009-2010
2010-2011
2011-2012
2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
e. Measure
Five:Persistence
Completion of certificates
Non-NH
216/392or degrees
158/226 160/245
154/248
186/275
NH Persistence
75/179
75/122
86/154
82/141
74/137
Ethnicity
Cohort
Recipients
Percent Recipients
Native Hawaiian
120
15
12.50%
Non-Native Hawaiian
2006
456
71
15.57%
Ethnicity
Cohort
Recipients
Percent Recipients
Native Hawaiian
113
12
10.62%
Non-Native Hawaiian
407
70
17.20%
Annual Reflection Narrative
Page 15
March 2013
Looking at data from the 2006 cohort shows a gap of nearly 7 percent completion rate between NHs and
non-Hawaiians. By 2007, the gap has narrowed to just 3 percent with non-NHs holding a slight edge.
Title III has helped to develop a counseling template to improve student tracking and has provided data
support to help identify students who are nearing completion of their Academic Subject Certificate in
Hawaiian Studies or the AA in Hawaiian Studies. This has led to a more concerted effort to help NH
students graduate with a certificate or degree. This will help to establish Hawaiian Studies as a program
and will support the Board of Regents mission: As the only provider of public higher education in Hawai‘i,
the University embraces its unique responsibilities to the indigenous people of Hawai‘i and to Hawai‘i’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: http://www.hawaii.edu/offices/bor/policy/borpch4.pdf.
In May 2012, an AA Hawaiian Studies (HWST) was unanimously approved by the UH Board of Regents.
We anticipate that with UH administrative and BOR support, NH completions and graduations will
increase and the gaps will continue to close.
f.
Describe any achievement gaps evident in the data for all Achieving the Dream student
success measures and explain how the institution is addressing or plans to address these
gaps.
Explanations were included in the above write ups from a. to e.
6. Student Success or Completion Efforts:
In addition to Achieving the Dream, with which other student success efforts is your institution
affiliated? Please put a check next to each that applies.
ACE
Carnegie Foundation for the Advancement of Teaching and Learning Quantway
Carnegie Foundation for the Advancement of Teaching and Learning Statway
Complete College America
Completion by Design
FIPSE
Foundations of Excellence
New Mathways (Dana Center)
Reaffirmation of Accreditation
Title III
Others (please list: Trio Programs)
7. Sharing:
Is there any additional information you would like to share with Achieving the Dream in this
reflection?
FUTURE GOALS
UHMC was influenced by a strategy presented at the 2013 DREAM Institute from Guilford Tech
CC that used data to look at the lack of efficacy of student developmental placement tests. Using
data from a large study, they found that students’ high school GPAs may be better placement
indicator than a placement test. Following the results from them, UHMC math faculty met and
decided at the ATD Hawai‘i Strategy Institute to make a change that will take place in fall 2013.
UHMC will pilot the following:
A cumulative GPA and success in high school as an alternate placement into college level math
MATH 100, 103, 107, 111, or 115
Annual Reflection Narrative
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March 2013
Who?
Graduating HS class of 2013
Cumulative HS GPA of at least 2.6
Took and passed Algebra II with a C or better
When?
Fall 2013 - We will track these students throughout the semester before deciding if we should
continue the pilot into spring 2014.
How?
Communication will be done with flyers and personal contact with registrars and counselors at the
high schools.
Students will be asked to bring their HS transcripts (unofficial is ok) to NSO.
The student must also take the COMPASS placement, but the COMPASS placement results will
be used for data, not placement.
We will identify students who qualify at NSO and tell them that they qualify for the pilot and give
them the option to enroll based on COMPASS or based on conditions above. We will keep
records of these students on a spreadsheet.
Following a model already used at sister campus, Leeward CC, there has been a discussion
about support for a Developmental Math Counselor to initiate earlier action/intervention to move
students through math as soon as they complete to continue student momentum through the
developmental sequence. This position is supported by VC Academic Affairs.
Financial Aid
Financial Aid has been actively participating in various committees and workshops related to
student success, persistence, retention, and completion, including the Hawaii Graduation
Initiative Summit and Hawaii Strategies Institute. As a result of this participation, financial aid is
looking into developing financial incentives for successful completion. Since no funding source
has been identified for these initiatives, financial aid will commit a percentage of the campus merit
allocation (currently assigned to incoming high school students, bachelor’s degree-seeking
students, International students and Pacific Islanders) to the first initiative. In collaboration with
the VCAA and the Math Task Force, the first target group of students for scholarships will be
those who successfully complete developmental math courses in sequence: Students who
complete Math 18 in summer 2013; complete Math 82 in fall 2013; complete college level math in
spring 2014 will receive $500 scholarship. Expansion of the completion incentive scholarship
program will depend on funding availability.
OTHER Student Success Strategies/Initiatives TRENDING NOW
New Part Time Student Committee
This is a newly formed committee, and is part of the UHCC Student Success Agenda. This
committee is charged with addressing issues that will help the UHCC system better understand
the needs, the obstacles, and the opportunities for success relative to part time students. The
committee has been allocated $250,000 to distribute annually to help faculty and staff find
solutions and pathways for increasing the success of part time students. The first allocation will
be distributed for utilization during the 2013-2014 academic year.
UHMC Weekend College has been restructured and is now being offered to an “Evening
College" cohort, called Degree in Three to begin in fall 2013 to support the “15 to Finish”
Campaign and the Hawai‘i Graduation Initiative.
Kristine Korey-Smith, new Director for the Learning Center, has agreed to lead a pilot to use
MyFoundationsLab, (MFL) to offer refresher opportunities to students. The brush- up can help
Annual Reflection Narrative
Page 17
March 2013
first time students as well as students applying to competitive programs that require a certain
proficiency on COMPASS. Post pilot: cost will be $50 per student that will cover costs for
Compass retry and MFL code. She will also explore other uses for MFL including:

increasing awareness of the Compass as a high stakes test and possible using MFL as a prep
instead of a refresher.

using MFL for late registrants as a means of prepping them for the next semester vs. coming in
underprepared for the current semester

as supplementary instruction for math students who are allowed to use GPAs to bypass taking a
Compass test
8. Reminder:
As part of your Annual Reflection, your institution must complete the Interventions Showcase
Update online by May 15, 2013. If your college is applying for Leader College status, it must also
complete the 2013 Leader College Application by May 15, 2013.

Interventions Showcase Update: Your institution’s Core Team Leader will receive an
email in mid-April with information about how to review and update your intervention
information (for example, updates on your student success policies and practices). (Due
May 15)

2013 Leader College Application: Colleges that are applying for Leader College status
must also complete Appendix Two (Due May 15). If your college is not applying for
Leader College status, you do not need to complete this application.
Annual Reflection Narrative
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March 2013