Annual Reporting Guidelines
Connecticut Colleges and Round 3 and 4 Colleges
Due April 30, 2010
Preparing Your Submission
Achieving the Dream Round 3 and 4 colleges and Connecticut colleges, including selffunded sites, must complete the annual report submission. Timely completion of this
report is required to remain in good standing and/or to receive the next installment of
your Achieving the Dream funding.
The annual report provides an opportunity to reflect on your institution’s 2009-2010
Achieving the Dream work and to plan for the coming year. We encourage you to hold a
series of team meetings or a retreat (with your coach and data facilitator if possible) to
discuss your progress and the challenges you have faced during the past year. Use the
tenets of the Achieving the Dream model—committed leadership, use of evidence to
improve programs and services, broad engagement, and systemic institutional
improvement—to guide your discussions. This report should cover your activities from
May 2009 through April 2010.
The information you provide on the annual report helps us identify trends, successes,
and challenges that occur across the initiative. In order for us to have accurate
information, it is imperative that responses are standardized and complete. When
writing your report, please write out acronyms when they are first used and assume the
reader does not have prior knowledge about your institution’s Achieving the Dream
work. The report should be in 12-point font, single-spaced, with 1-inch margins and no
more than 20 pages long. Please do not modify the format or questions of the
report guidelines.
As part of the annual reporting process, all ATD institutions are required to upload
current descriptions of all Achieving the Dream student success interventions, along
with available evaluation data, to the Interventions to Improve Student Outcomes Online
Tool. The tool can be accessed through the members-only homepage of the Achieving
the Dream Web site. Data for the Fall 2009 term must be entered by April 30, 2010;
data from the Spring 2010 term must be entered by July 31, 2010.
Leader College Applications:
All institutions submitting an annual report have the option of applying for Leader
College status. There are no fees associated with Leader College designation.
Information from questions 11 and 12 of your narrative report will serve both as
part of your annual report and as your Leader College application.
i
Submitting Your Report
Reports are due April 30, 2010 by email to atd@mdcinc.org. Please include the words
“ATD Annual Report [College Name]” in the subject line. The report narrative should be
submitted in one Word document. Your budget and updated contact list should be
submitted as Excel files.
Use the following naming conventions for your report narrative and budget:
College Name_2010 Annual Report (Narrative or Budget)_4.30.10
Use the following naming convention for your updated contact list:
College Name_Contact List_4.30.10
Annual Reporting Checklist
 Update Interventions to Improve Student Outcomes Online Tool. (Note: This update
is separate from and in addition to the student outcome data submitted to JBL
Associates for the ATD national database.)
 Email the following to atd@mdcinc.org by April 30:
o Report Narrative
o Annual Financial Report (see Section 2 of these guidelines)
o Updated Contact List (Attachment 1)
Note to Institutions Receiving Foundation Grants:
Colleges making satisfactory progress will receive 2010-11 annual grant installments
this summer. College Spark Washington expects to make payments in August. Other
Achieving the Dream funders will make payments by July 1.
Questions?
Email atd@mdcinc.org. Please include the words “ATD Annual Report Question” in the
subject line.
Thank you. We look forward to reading your report!
The MDC Achieving the Dream Team
ii
Achieving the Dream
Annual Narrative & Financial Report: April 2010
Name of Institution: University of Hawai’i Maui College
Submission Date:
Achieving the Dream Funder (if applicable):
Grant Number (if applicable):
Applying for Leader College Status:
__ Yes
__ No
Name and E-mail of Contact Person Regarding this Report: Benjamin Guerrero
______________________________________________________________
Section 1: Implementing the ATD Model of Institutional Improvement
Committed Leadership
1.
Briefly describe how the president, chancellor, and/or campus CEO participated in
your ATD work this year.
The Chancellor and Vice-Chancellor of Academic Affairs discussed ATD in
both the fall 2009 and spring 2010 convocations for faculty and staff. Both
attended our ATD Campus Team meetings that occur once a month. The VC
Academic Affairs attends the monthly statewide ATD Core Team meetings
that usually take place in HNL; she is also on the committee to hold an ATD
Hawai’i Strategy Institute in April 2010 to address gatekeeper course best
practices.
2.
Briefly describe how your Board of Trustees was engaged in your ATD work this
year.
The UH Board of Regents is aware of ATD but not active.
Use of Evidence to Improve Programs and Services
3.
Did you use longitudinal data on student cohorts to identify achievement gaps
among groups of students? If so, what achievement gaps did you identify?
For the purpose of this question, an achievement gap is a disparity in outcomes
among student subgroups. Subgroups may be defined by a variety of
characteristics, including race/ethnicity, gender, enrollment status, Pell grant
eligibility, or other characteristics pertinent to your student population.
Longitudinal data on Native Hawaiian student cohorts was identified and
tracked from 2004 until now for disparities in the following:
ATD Goal 1: Increase the numbers of students, especially Native Hawaiian, lowincome, and other under-served students, who successfully complete
Remedial/Developmental courses and move on to and succeed in
degree/certificate applicable courses.
Goal 2: Increase the numbers of students, especially Native Hawaiian, lowincome, and other under-served students, who successfully complete
"gatekeeper" courses, such as introductory math and English courses.
Goal 3: Increase the numbers of students, especially Native Hawaiian, lowincome, and other under-served students, who complete all courses they take,
earning a grade of C or higher.
Goal 4: Increase the numbers of students, especially Native Hawaiian, lowincome, and other under-served students, who re-enroll in the Colleges from one
semester to the next.
Goal 5: Increase the numbers of students, especially Native Hawaiian, lowincome, and other under-served students, who earn certificates and/or degrees.
Current e-stats data is not being separated out for Native Hawaiians but instead
they are included in Asian/Pacific Islanders.
Progress in Implementing Proposed Interventions.
In addition to this report narrative, the Interventions for Student Success Online Tool on
the ATD Web site will be used to determine compliance. Please ensure that ALL
Achieving the Dream interventions (including those that have been discontinued) have
up-to-date entries in the Online Tool.
For instructions on updating the online tool, see Achieving the Dream Intervention
Strategies User Guide v1.3, Attachment 1 of these report guidelines. The guide is also
available on the members-only side of the Achieving the Dream Web site, in the Data
and Research section under “Interventions Online Tool.”
4.
Please list the titles of the interventions posted on the Interventions Online Tool:
The entries on the Interventions Online Tool and your list below should be
identical.
1.
2.
3.
4.
Increase the number of Financial Aid presentations
Create a Financial Aid Outreach Counselor position
Change non-credit English into a 3-Credit course.
Articulate & Align Developmental English Courses
5. Articulate & Align Developmental math Courses
6. Initiate mandatory enrollment in Developmental English and/or math classes
7. Create and institute Professional Development Workshops for counselors
8. Create a Grants Coordinator position
9. Initiate a mandatory orientation process
10. Initiate mandatory Compass testing policy
11. Develop and pilot FYE program focused on developmental education
12. Develop an Early Alert System
13. Implement faculty advising of liberal arts students
14. Re-evaluate Institutional Research positions to closely align with a new software
system, Cognos
15. Report by semesters on intervention strategies and their impact on course
completions
16. Implement new software system, (i.e. Cognos)
Note: Please make one entry for each type of intervention. Grouping several
interventions of the same type is acceptable. For example, your institution may
offer 3 developmental math learning communities; these should constitute one
entry, not three separate entries. You may attach separate evaluation data files to
the general entry online.
Responses to Questions 5-10 should refer to the interventions posted on the
Interventions for Student Success Online Tool listed above.
5.
How do these interventions address achievement gaps or equity concerns on your
campus? (Please use the definition of achievement gaps given in Question 3.)
All strategies attempt to close achievement gaps for Native Hawaiian
students are reflected in the goals for the University and UH Maui College
Strategic Plans. Positions that were requested as part of the plan were to
improve institutional services for students.
The VP of Community Colleges recently shared data to show how the system
is trying to address developmental education that shows that when NH
students are compared to all students. Native Hawaiians are still trailing
when taking their required courses. His office is focusing on closing the
achievement gaps regarding earning of degrees and certificates, year-to-year
retention and there is a focus on student milestones to get NH students to
earn 20 credits in year 1 to improve the odds that they will continue to pursue
their certificate or degree; Currently 41% of All FT students compared to just
34% for Native Hawaiian FT students are reaching this milestone.
6.
Have you used the evaluation data to improve any of your student success
interventions? If so, what specific improvements were made based on analysis of
data? Based on data, what did we do?
NH students were not taking their placement tests and weren’t passing math
courses at high rates. As an intervention, we created a mandatory placement
testing policy that recently was approved by our Academic Senate that has
been submitted for review and support. We also consolidated and
accelerated math courses in order to reduce the time (by 1 year) needed to
reach college level math.
We’ve also brought both the developmental English and math faculty
together at summits to address course alignment deficiencies and to
determine common Student Learner Outcomes (SLOS) among all campuses.
We also addressed student engagement by mandating a new student
orientation to increase student to faculty connections to give students a
sense of place and belonging. Faculty advising of liberal arts students has
been integrated into this orientation. Accounting and Culinary programs, and
other programs are currently providing their own orientations sessions.
Additionally, we have piloted a FYE program to focus on new strategies to
increase engagement and student performance. We are in the process of
developing an Early Alert System to address students’ needs in the first few
weeks of the semester to increase retention and persistence.
7.
What obstacles (if any) have you faced evaluating these interventions? The
evaluation mechanism needs to be stronger and needs to be tied to data,
evaluation and assessment. Some members of the campus team need to be
trained in depth on how to evaluate their strategies in detail.
8.
Did you use the data sets submitted to JBL Associates for inclusion in the national
database to conduct analyses of the interventions described above? If not, why
not?
X
Yes
___ No
9.
Did you use ATD’s eSTATS to conduct analyses of the interventions described
above? If not, why not?
X Yes
___ No
10a. Briefly describe any substantial changes you propose to make to the interventions
listed above. No substantial changes will be made to our current
interventions.
10b. List any interventions you have chosen to discontinue. Please indicate why you
chose to discontinue them. No interventions will be discontinued.
10c. Briefly describe any new interventions you plan to implement. (These should be
entered into the Interventions Online Tool once implementation has begun.)
Discussing a policy change to have students take a mandatory prep test
prior to taking the Compass test and a mandatory brush up test for any
Compass test retakes.
Evidence of Improvement in Student Achievement
11. Please provide a graph or chart presenting evidence of improvement in student
achievement on one of the following measures1 over three or more years2.





Course completion
Advancement from remedial to credit-bearing courses
Completion of college-level “gatekeeper” math and English courses
Term-to-term and year-to-year retention
Completion of certificates or degrees
The chart or graph should include baseline performance data and track the performance
of at least one cohort over three years. Outcome data should include both the number
of students served and that number as a percentage of total enrollment and of the target
population. Data should be disaggregated, if applicable. The intervention described
should be of a sufficient scale to benefit a substantial proportion of the target population.
Term-to-term and year-to-year retention
The mandatory New Student Orientation (NSO) will be entering its 3 rd year with
this pilot group of Maui County high school seniors wanting to attend UH Maui
College. Below please find the data that we have collected for 2007-2008 and
2008-2009 NSO’s:
Base line 2007 with out NSO:
290 Maui County high school seniors registered for the fall 2007
218 (75%) of the 290 are non - Native Hawaiian ethnicity
72 (25%) of the 290 are of Native Hawaiian ethnicity
Persistence Rates:
166 (57%) of the 290 have persisted from fall 2007 to fall 2008
134 (61%) of the 166 are non – Native Hawaiian ethnicity
32 (44%) of the 72 are Native Hawaiian ethnicity
1
Colleges can present student sub-group data related to the five measures. Though it is preferred, measures do
not have to apply to the entire student population. For example, colleges can submit course completion data for
minority male students in developmental education.
2
If your institution has not collected three years of data, please submit as many terms as are available.
NSO 2008:
421 Maui County high school seniors attended an NSO session
374 (89%) of the 421 registered for the fall 2008 semester
239 (64%) of the 374 are non – Native Hawaiian ethnicity
135 (36%) of the 374 are of Native Hawaiian ethnicity
Persistence Rates:
239 (64%) of the 374 have persisted from fall 2008 to fall 2009
159 (66%) of the 239 are non – Native Hawaiian ethnicity
80 (59%) of the 135 are of Native Hawaiian ethnicity
NSO 2009:
454 Maui County high school seniors attended at NSO session
429 (94%) of the 454 registered for the fall 2009 semester
241 (56%) of the 429 are non – Native Hawaiian ethnicity
188 (44%) of the 429 are of Native Hawaiian ethnicity
Fall 2009 to fall 2010 data will be collected in August 2010
Attend
ed
Fall
Students
fall
w/out
NSO
2007-fall
2008
NSO
Students
fall
2008fall 2009
All nonHawaiian
ethnicitie
s
%
All
Hawaiians
%
Baseline 290
218
75%
72
First
Year
Interve
ntion
239
64%
135
374
Persistence
Rate-All
NSO
students
All NonHawaiian
Students
Persistence Hawaiian
Rate
Students
Persistence
Rate
25%
All Students
who
Returned
after 2
semesters
166
57%
134
61%
32
44%
36%
239
64%
159
66%
80
59%
70%
60%
50%
40%
Students w/out NSO fall '07-fall '08
NSO Students fall '08- fall '09
30%
20%
10%
0%
Persistence Rate-All
NSO students
Persistence Rate nonHawaiian Students
Persistence Rate
Hawaiian Students
Our mandatory student orientation provides the students with a great
opportunity for our campus community to make connections with support
services through faculty-led power point presentations. The also receive
academic advising and register for classes with counselors. Most
importantly, the students have the opportunity to meet other students, staff,
and instructional faculty prior to the first day of class. A total of 45 FT
Faculty, 35 staff and 20 students work on these activities.
The student help will coordinate a targeted effort to connect students with
faculty advisors in their specific majors.
These results suggest that students who are prepared for their first year and
establish strong connections to their institution will be retained at a higher
rate than students who do not.
12. Briefly describe at least one intervention you have implemented to achieve the
improvement in student outcomes documented in Question 11, including how you
believe the intervention helped to improve student outcomes. Please include:



the number of students served -374 FT students served from fall 2008fall 2009
the number students served as a percentage of total enrollment and of
the target population. Mandatory Student Orientation: 374 FT students
served from fall 2008-fall 2009, (1/3 of total enrollment of 4000 students
are full time=1333). 374/1333=28% of total enrolled FT students
Native Hawaiian students who attended this orientation increased year
to year retention by 15% from 44% in 2007 to 59% in 2008.
Was this intervention developed as part of your college’s ATD work?
YES
If you are unable to document improvement in outcomes on one of the
measures listed in Question 11, please identify one of the measures you have
targeted for improvement, providing the same cohort data requested above. Then
describe an intervention you are implementing that is aimed at improving outcomes
on the identified measure.
Note: Questions 11 and 12 will be considered in the ATD Leader College determination
process. All colleges must answer questions 11 and 12 regardless of whether or not
they are applying for Leader College status. For more information about the process
please see “ATD Leader College Information” circulated via the ATD Core Team and
Presidents listservs.
Example of a Response to Questions 11 and 12:
(Can be deleted from your submission)
Measure: Successful Course Completion of Developmental Math
vs. Learning Framework Students by Cohort and Year Enrolled
Enrolled
2004
2005
2006
2007
Non-Learning
Frameworks Students
Learning Frameworks
Students
Non-Learning
Frameworks Students
Learning Frameworks
Students
Non-Learning
Frameworks Students
Learning Frameworks
Students
Non-Learning
Frameworks Students
Learning Frameworks
Students
# C or % C or
# C or % C or
# C or % C or
# C or % C or
Enrolled
Enrolled
Enrolled
Better Better
Better Better
Better Better
Better Better
1,519
805
53%
900
498
55%
535
301
56%
318
178
56%
553
335
61%
442
279
63%
308
200
65%
240
160
67%
1,498
824
55%
898
485
54%
520
301
58%
301
168
56%
520
312
60%
416
255
61%
332
210
63%
265
175
66%
1,450
808
56%
881
458
52%
502
261
52%
n/a
n/a
n/a
535
325
61%
428
264
62%
342
220
64%
n/a
n/a
n/a
1,401
785
56%
855
461
54%
n/a
n/a
n/a
n/a
n/a
n/a
600
382
64%
480
315
66%
n/a
n/a
n/a
n/a
n/a
n/a
LFC Enrollment as Percentage of Total Enrollment and Target Population
Total
Enrollment
Total
Target
Pop
LFC as % of
Total
Enrollment
LFC as
% of
Target
Pop
2004
3453
2,072
16%
27%
2005
3363
2018
15%
26%
2006
3308
1985
16%
27%
2007
3335
2001
18%
30%
Example of a Response to Questions 11 and 12 continued:
Note: “Target Population” in this example is those students enrolled in at least one
developmental math course.
The Learning Framework Course (LFC) was fully implemented in fall 2004 as part of the
institution’s ATD implementation plan. LFC is a three-credit student success course that
focuses on providing students with the academic and personal skills needed for college
success. Incoming students lacking college level skills (as determined by performance
on state-approved placement exams) in reading, writing, or math start their transitional
plan by taking this course. The course offers “on the job training” to become a
successful college student, and is designed to enhance study skills and assist students
in setting goals. The Learning Frameworks’ curriculum is based on solid research that
suggests the skills introduced in this course can help students develop successful
college habits.
The table above is an example of an institution that has three levels of developmental
math. It includes the Fall 2004, Fall 2005, Fall 2006, and Fall 2007 cohorts of students
who were enrolled in at least one developmental math class and did not enroll in the
Learning Framework Class and those students who enrolled in at least one
developmental math class and did enroll in the Learning Framework Class.
During the fall of 2004, of those 1,519 students enrolled in at least one developmental
math class but were not enrolled in the LFC, 805 or 53% were successful (received a
“C” or better). However, of those 553 students who were enrolled in at least one
developmental math class and were also enrolled in the LFC, 335 or 61% succeeded
(received a “C” or better).
During the second year, of the 900 returning students who were enrolled in at least one
developmental math class but did not participate in the LFC, 498 or 55% succeeded
(received a “C” or better). However, of the 442 returning students who were enrolled in
at least one developmental math class during the fall of 2004 and took the LFC, 279 or
63% succeeded (received a “C” or better).
It is important to note that of the 553 students from the Fall 2004 student cohort that
took the LFC, only 442 returned the next year. All these students took at least one
developmental math class during that year, but did not necessarily repeat the LFC. This
is also the case for those students who returned the third (308) and fourth (240) year,
respectively.
These results suggest that returning students from the Fall 2004 through Fall 2007
cohort who did not enroll in the LFC did not perform as well as students in the same
cohort who participated in the LFC. The data also suggest that the rate of success from
semester to semester for those students who took the LFC was better than the success
rate of those who did not take the LFC.
Institutional Research and Information Technology Capacity
13. Number of FTEs at your institution devoted to institutional research:
Excel electronically sent to Kamu on 3/11/10.
14. Number of FTEs at your institution devoted to information technology:
Excel electronically sent to Kamu on 3/11/10.
15. What institutional research challenges has the college faced this year? Check all
that apply.
__ None
__ Too few IR staff positions
__ Too few IT staff positions
__ Unfilled staff positions
__ Inadequate IR staff training in needed skills
__ Difficulty retrieving useful, timely data
X Other. Please describe: Although it may appear that UHMC has several IT
and IR positions, only two positions are being used for ATD interventions at
.25 FTE each.
16. Please describe any increases in institutional research capacity at your institution
this year. Include staff increases as well as new hardware or software acquisitions.
Partial implementation of Cognos was completed. ATD reports were made
available for faculty and staff to view however, IR and IT staff still need
further training to complete the implementation.
17. Briefly describe how your institution has used data on student progression and
outcomes in:
Program review and evaluation
At Program Coordinators’ meetings, program specific retention and
persistence data are shared. Discussions have begun re: strategies to
ensure continued student engagement and persistence. One strategy is the
program –specific orientation. In addition comprehensive and annual
program reviews include efficiency and effectiveness factors which look at
student progression and outcomes.
Strategic planning
ATD Goals for Native Hawaiian Success are embedded in the UH Strategic
Plan from 2008-2015. The goal of increasing student success is tracked and
closely monitored on an annual basis.
Budget allocation
The campus uses a number of sources to develop its budget priorities. One
major resource is program review data. Once positions are identified and
prioritized, Vice Chancellors use appropriate funding sources to financially
support the positions.
For example, Intervention 5 from our list of interventions above, the UHCC
system has planned and implemented three math summits in which math
faculty members have come together to agree upon course alignment and
student learner outcomes.
Intervention 9 mandates a student orientation process. Federal funds have
been used to fund a Recruitment and a Retention Coordinator position so
when students arrive on campus they are introduced to services, programs
and faculty all of which contribute to a student’s sense of belonging.
Intervention 11 has been supported by stimulus funding sources to
implement the First Year Experience programs at all campuses.
ATD data is used to justify positions. A First Year Experience Coordinator,
a Developmental English and Developmental math instructor are included
in the biennium budget for UHMC.
Broad Engagement
Faculty and Staff
18. Please complete the following table based on current course and team/committee
assignments.
FT
Faculty
# serving on ATD core, data, or other ATD
teams
# involved in ATD intervention delivery
PT
Faculty
Staff
Newly
engaged
this year
11
6
2
11
6
2
19. Please estimate the percentage of full-time faculty involved in each of the following
activities:
80 or 63% participated in data collection and/or analysis
35 or 27.5% participated in focus groups or surveys related to Achieving the
Dream
55 or 43% participated in professional development to further student success
__ Other. Please provide the name of the activity:
FT faculty at UHMC - 127
20. Please estimate the percentage of part-time faculty involved in each of the
following activities:
_0_Participated in data collection and/or analysis
_0_Participated in focus groups or surveys related to Achieving the Dream
3 or 2% participated in professional development to further student success
__ Other. Please provide the name of the activity:
PT faculty at UHMC - 1
Lecturers at UHMC – 123
21. Please estimate the percentage of staff involved in each of the following activities:
2 or 2% participated in data collection and/or analysis
2 or 2% participated in focus groups or surveys related to Achieving the Dream
4 or 4% participated in professional development to further student success
__ Other. Please provide the name of the activity:
Staff (APT & Civil Service) at UHMC - 110
22. Please describe a particularly successful faculty or staff engagement activity that is
helping or has helped to improve student outcomes. Please include an estimate of
the number of faculty and staff involved.
Our mandatory student orientation provides the students with a great
opportunity for our campus community to make connections with support
services through faculty-led power point presentations. The also receive
academic advising and register for classes with counselors. Most
importantly, the students have the opportunity to meet other students, staff,
and instructional faculty prior to the first day of class. A total of 45 FT
Faculty, 35 staff and 20 students work on these activities.
Students
23. Please estimate the percentage of students involved in each of the following
activities:
_378 students or 9% of Total enrollment of 4093_Surveys were completed
through New Student Orientation
_0_ Focus groups
_0_ Student participation on planning or advisory committees
__ Other. Please provide the name of the activity:
24. Please describe a particularly successful student engagement activity that is
helping or has helped to improve student outcomes. Please include an estimate of
the number of students involved.
New Student Orientation includes between 400-500 students per year.
External Community
25. In what ways have you engaged the external community in your ATD efforts this
year? Check all that apply.
X Collaborative activities with K-12 schools to improve student preparation for
college
X
Data sharing with local high schools
X
Collaborative activities with four-year institutions to improve student success
__ Collaborative activities with community organizations
X
Collaborative activities with employers.
__ Other. Please provide the name of the activity:
26. Please describe a particularly successful community engagement activity that is
helping or has helped improve student readiness and/or success. Please include
an estimate of the number of community members involved.
Each program has an advisory committee that has business partners that
align curriculum to industry standards. Last year, all of the career and
technical education programs have their course Student Learner Outcomes
and program learning outcomes verified by their respective advisory
committee.
Scholarship ‘Aha was an opportunity for Native Hawaiian (NH) Students to
get in contact, get assistance filling out the FASFA and apply for NH
scholarships, approximately 300 students attended.
Systemic Institutional Improvement
27. Briefly describe how you have aligned your Achieving the Dream work with your
institution’s goals for improving student outcomes, other major initiatives designed
to improve student success, and the institution’s core activities, processes, and
policies this year.
ATD Goals for Native Hawaiian Success are embedded in the UH Strategic
Plan from 2008-2015 and are tracked annually for progress.
Our team Initiated mandatory Compass testing policy for English and math
classes for all new, degree-seeking students so that all students can be
advised and tracked until graduation or transfer. A new policy was approved
in the February meeting of the Academic Senate and reads as follows:
Prior to registration, all first-time degree and or certificate seeking UHMC
Students who register for six or more credits are required to take COMPASS
tests for reading, writing, and math. COMPASS test placement scores will
assist students in achieving academic success. Exceptions to the policy will
be made on a case-by-case basis. After completion of COMPASS,
consultation with a counselor is highly recommended.
UHMC’s administration is currently reviewing the policy as it must meet with
their approval before being published in our catalog.
28. Briefly describe how you have aligned your Achieving the Dream work with the
institution’s ongoing accreditation activities.
UH Maui College is now transitioning from ACCJC to the Sr. Commission of
WASC. Consistent with both commissions is the college’s focus on SLOS,
Prescribed Learner Outcomes (PLOs) and assessment. The college’s
mission and vision statement will be revisited to ensure alignment with
accreditation requirements of the Sr. Commission.
29. Briefly describe your greatest Achieving the Dream accomplishment this year.
Our mandatory student orientation provides the students with a great
opportunity for our campus community to make connections with support
services through faculty-led power point presentations. They also receive
academic advising and register for classes with counselors. Most
importantly, the students have the opportunity to meet other students, staff,
and instructional faculty prior to the first day of class. A total of 45 FT
Faculty, 35 staff and 20 students work on these activities.
New Student Orientation includes between 400-500 students per year and
had the highest number of faculty, staff and student involvement.
30. Briefly describe your greatest disappointment or setback (if any) with ATD this
year.
None
31. In the summer of 2009, you received feedback on your 2009 annual report from
MDC and your coach/data facilitator team. Have you incorporated that feedback
into your practices and programs this year? If so, how? If not, why not?
More and deeper data analysis was suggested and we are getting better in getting
results, working closer with our IR office to create more specific queries to gather
data.
Deeper and broader engagement of key leaders and stakeholders was suggested
and through presentations at the last two convocations and with the ATD Hawai’i
Strategy Institute coming in April this year, we hope to get more faculty and staff
involved in ATD.
Continuing attention to evaluation was also suggested and I think we are trying
harder to ask ourselves what results we are seeking first and then modify the
intervention to answer the question.
32. Is there anything else you would like MDC or your funder (if applicable) to know
about your work this year? Are there tools or technical assistance that the ATD
partnership can provide to support Achieving the Dream on your campus?
Assistance provided especially at the Annual Strategy Institute has proven to
be invaluable. Leader institutions present at these institutes are also
extremely helpful to make us see more and more possibilities on how we can
improve student engagement and success through mandate and policy
changes.
Eric Engh, English Department Chair, attendee of the 2010 ATD Strategy
Institute wrote in a report about his experiences: The achieving the dream
conference had a strong impact on my thinking about the function and value of data in
assessing problems and prompting curricular revision at the instructor, department and
institutional level. Many presentations I attended began by presenting wide scoped
portraits of student performance through data. This helped to deepen my appreciation of
the power of data to spark and/or compel changes. The instructor who genuinely feels
like she is doing her best to educate students may not feel receptive to the need to
experiment, but once they confront data dramatically illustrating the level of failure of
students, resistance is likely to break down. Further, as I’ll discuss below, several
presenters used data to illustrate the positive impact of their experimental approaches to
pedagogy. As one who was fairly skeptical about the efficacy of data analysis in
prompting educational reform, I was generally impressed by the power of data in
empowering arguments both about the need for experimentation in general and a basis for
assessing the effectiveness of new educational strategies.
His experiences mirror many of the attendees who have had the opportunity to attend a
strategy institute where they come away transformed. This helps to increase engagement
among more and more faculty and staff that will help us to ultimately address our ATD
goals with positivity and excitement.
Section 2: Annual Interim Financial Report
Please use your most recent budget approved by MDC as the basis for your annual
interim financial report. If you need help identifying your institution’s most recently
approved budget or in preparing your 2009 submission, contact Matthew Farmer at
mfarmer@mdcinc.org early in your preparations.
On the most recently approved budget, add a column for expenses through March 31st
to the right of this year’s column. List this year’s expenses through March 31st in this
new column. Unused funds from this year may be carried forward to next year
without requesting approval, if they remain in the same line items.
If you need to reallocate carryover funds and/or future funds, MDC must approve any
budget modification. If you need to request a budget modification, please do so by
emailing Matthew Farmer at mfarmer@mdcinc.org early in your preparations.
Connecticut Colleges Only:
 If you have expended all grant funds by March 31, 2010, this financial report will be
your final one. It will be shared with the funder who can then close out your grant
file.
 If you anticipate expending all remaining funds between March 31 and June 30,
2010, you will also need to submit an updated and final the financial report by
August 31, 2010 to mfarmer@mdcinc.org, showing that all funds have been
expended.
 If you do not expect to expend all grant funds by the end of the grant term, June 30,
2010, please follow the instructions at the top of this page and include a brief (one
page or less) no-cost extension request in Word with your report submission due
April 30, 2010. If the financial report and no-cost extension are submitted properly
and on time, we will contact you before June 30th regarding your no-cost extension.