Division: Math and Sciences__Date: 2/15/06
DIVISION ANNUAL REVIEW (DAR)
Executive Summary (complete narrative questions, SWOT analysis and planning lists first)
Alignment with mission
Strengths and weaknesses based on analysis of data
Evidence of quality
Evidence of student learning
Resource sufficiency
Recommendations for improving outcomes [student achievement data & institutional effectiveness]
ICS (BLACK), BIOLOGY (YELLOW), PHYS/ENGINEERING (RED), CHEMISTRY (PURPLE), OCN (BLUE), MATH (GREEN), ASTRO/GEOLOGY (BROWN)
After completing the narrative, SWOT analysis and planning lists, provide a short narrative summarizing the evaluation and findings of Division Annual Review.
This is the process by which the Math/Sciences Division compiled the information for this Division Annual Review (DAR). Coordinators in the disciplines of
biology, computer science, math, chemistry, physics/engineering, oceanography and astronomy geology were given both PDF versions and word document
versions of the DAR. They were asked to meet with their discipline colleagues for input into the specifics of the DAR. The coordinators then met with the DC on
Friday, February 10, 2006 to review the input and to share their own discipline's observations, concerns, proposals and initiatives. The DC then took all of their
original input and merged them into this one word document, reflecting all of the detailed planning lists and SWOT comments from all disciplines. The
coordinators and the DC reconvened on Wednesday, February 14, 2006, to choose and prioritize five (5) initiatives from the compiled planning lists. Voting was
done by the DC and the coordinators, and the results of this last meeting are listed below and reflected in both the Word and the PDF versions of the DAR.
Priority 1- Laboratory Equipment for Biology, Oceanography and Astronomy/Geology
Priority 2- 1 FTE Science APT (cross disciplinary) for Biology, Oceanography, Astronomy/Geology/Physics
Priority 3- Instructional laptops, mounted projectors and screens (or smart rooms)
Priority 4- More office space, storage and one lecture room
Priority 5 -Professional development, training, travel and release time for course and program development.
The complete planning list and prioritize list reflect the most urgent initiatives of the division in order to address the LCC Strategic Plan (2002-2010) and
Goal A.2 (develop effective teaching methodologies and delivery modes)
Goal B.1 (provide facilities, services and activities to communities)
Goal D.3 (ensure availability of high quality resources and services)
Goal E.1 (develop additional sources of internal and external funding)
Goal E.3 (manage, improve and upgrade physical facilities)
I believe that myself and the MSDIV coordinators have found this process to be collaborative and enlightening, helping to bridge both common and unique
discipline needs.
DATA.
1. 2005 Senior Exit Surveys from Waianae, Nanakuli and Kapolei High School indicate the following:
a)Waianae H.S.: 61/137 = 44.5% (largest percentage) choose LCC as their top college/university to attend, top designated majors are nursing/dental hygiene and
engineering.
b) Nanakuli H.S.: 19/64 = 29.7% (largest percentage) choose LCC as their top college/university to attend, top designated majors are nursing/dental hygiene
c) Kapolei H.S.: 94/200 = 47.0% (largest percentage) choose LCC as their top college/university to attend, top designated majors are nursing/dental hygiene and
engineering.
2. LCC OUTCOME MEASURES (1/25/06) FOR MATH/SCIENCES DIVISION(based on a static budget):
SPR 06
SPR 05
SPR 04
Total SSH's
12100
10262
11527
# of Sections 172
159
168
Class fill rate 90.8%
79.0%
87.6%
3. Quote: President Bush (Feb. 3, 2006) " The future is engineering and physics and chemistry and math." Bush said the matter is crucial for the
country."This competitive world is going to demand a job skill set that emphasizes math and science," he said. (AP , 2/3/06)
4. The National Community College Conversation : "What Does It Mean To Be Educated in the 21st Century" (May 19-20, 2005, Mesa
Community College, Arizona, report to the NSF) " Students will have high expectations for accountability and relevance of courses and programs.
For example, cutting edge, interdisciplinary and practical course content and activities are assumed. Students will expect to learn about technology
and how to use the latest technology. Students expect outcomes from courses and programs to be directly related to careers and postgraduate
goals."..." The curriculum should be more connected and cohesive. For example, biotechnology is an interdisciplinary field of study that includes
the technology industry, life science curricula, social science issues, as well as research and development in a global context."..." Students should be
able to explain and apply their understanding of science and mathematics to other fields. Digital competencies are increasingly important."..." More
attention needs to be given to making STEM (Science, Technology, Engineering, Mathematics)more relevant, meaningful, and achievable to
everyone."
What additional data that is currently not available would have been helpful to effectively evaluate your division?
Annually updated comparison reports on student enrollment on courses by discipline, comparing at least the most recent 4 years of both Fall and Spring
semesters. Comparative reports with other CC's.
Discuss the recommendations from the previous program review and the action that has been taken.
This is the first year of program review using the ANNUAL DIVISION REVIEW (SWOT) forms.
Student Learning and Achievement
Describe major actions taken as a result of assessments. (IIA.2.e, f) What has been learned from assessments? What plans are there for
changes in the future?
ICS
In Fall 2004, the ICS department assessed ICS-184 student's knowledge of networking for program outcomes of “demonstrate computing
literacy”. As a result of that assessment, with the help of Perkins Grant monies, the department held a nine day training open to ICS faculty
and other interested participants to enhance faculty’s current knowledge of networking technology. It is planned to reassess the ICS-184
students in spring 2006 to evaluate the effectiveness of the training.
In Fall 2005 a system-wide articulation agreement was signed by all colleges for the alignment of ICS programs and courses. As a result, all
courses are in the process of being redesigned for transferability between campuses. The first course to be redesigned is ICS 101.
OCN
Actions
Added more exercises that require math and collecting information graphs.
Added more videos and photographs.
Added more demonstrations
Obtained a video projector to display graphics and PowerPoint visuals
Offer tutoring through the LRC
Learned
Students want more visuals, demonstrations, and hands on activities
Students want more fieldtrips that require equipment
Future
Obtain equipment for hands on activities and lab course
Develop more graphic and enhance photo collection
Turn MS 102 into a smart room
Obtain computers for Internet access
What evidence do you have that students actually are achieving your stated learning outcomes?
ICS
In Fall 2005, the ICS department assessed the program outcome of “demonstrate computing literacy” by using a ten question multiple choice
instrument. The same assessment tool was used to demonstrate the ICS-100 course outcome of “Demonstrate knowledge of computer
terminology.” Data was collected from the following four sections of ICS-100 held during the Fall 2005 semester: Michael Bauer – 9:00Sat,
Jason Levy 8:00MWF, Jason Levy 9:00 TTh, Alex Ramos 9:00MWF and Dottie Sunio 7:30TTh. (Selection of these sections was done by a
random drawing and were tested by an instructor other than the instructor for the specific class.)
A total of 77 responses were collected.
The goal was for 70% of students tested to score 70% or better on this assessment tool. Results of the test show the department exceeded
the goal as 83.11% of students scored 70%. This showed that the department is achieving their goal of teaching computing literacy. No action
is necessary based on the results of the assessment. This test served two purposes and successfully assessed the ICS 100 course goal of
computer terminology.
N
Number of Students with N correct answers % Of Students with N correct answers
correct answers
10
19
24.67%
24.67%
9
22
28.57%
53.24%
8
10
12.99%
66.23%
7
13
16.88%
83.11%
6
10
12.99%
96.10%
5
1
1.30%
97.40%
4
1
1.30%
98.70%
3
1
1.30%
100%
2
0
0%
100%
1
0
0%
100%
0
0
0%
100%
Cumulative % of Students with N or more
In Fall 2005, the ICS department assessed the program outcome of “demonstrate working with a group/team.” A final project assigned to
students in ICS-100 was used. The department found that the student’s sampled met expectations. The department is planning to perform this
same assessment in the Spring 2006 semester to obtain a larger sample size of respondents.
OCN
Student evaluations
Data collected from in class exercises and selected quiz questions
In class discussions
PHYS/ENGINEERING
Transfer data to the Colleges of Engineering and success rate of transfer students. Individual testimonies from students after they transfer
and/or enter the work place.
CHEM
83% of students in Chem 161 demonstrated a mastery of SLO’s 1-3 in Quantitative Reasoning based on an assessment of their written
responses to questions concerning the statistical treatment of raw data.
Discuss the success of your students when they transfer and the degree to which your division is meeting the learning and employment needs
of students (IIA.1a, b).
ICS
The ICS department felt that assessment of courses/programs would not be accurate unless a needs analysis was completed based on
student/community/advisory committee input. A survey was mailed out and a few have been returned. Early returns show that the department
does need to rethink the content of some of their courses. A student survey was conducted in Fall 2005. Results of this survey show that
students are fairly confident that LCC is meeting their needs for future employment. An on-line survey is in the process of development for
advisory committee members.
Informal statistics* from the College of Business have contended that student transfers from the community colleges as a whole do not have
the application skills needed to be successful in CBA. Partly this is because the introductory computer application courses are offered in the
first year of college and students are not given an opportunity to practice these skills. In an effort to ensure transferability, the ICS department is
planning the delivery of ICS 101 as a collaborative effort with the ICS department at UH Manoa and is in the process of redesigning the course.
* from Ray Panko, CBA
PHYS/ENGINEERING
Graduation rates from Colleges of Engineering and final grade averages while there. Job offers and hiring data.
CHEM
Anecdotal evidence indicates that students do as well as or better than their peers after transferring to other institutions. What we really need is
data on student performance and achievement levels after leaving LCC.
Discuss how the division approaches class scheduling to meet student needs and the level of student demand for course offerings. (IIA1a, b)
ICS
Results of the student survey collected in fall 2005, students believe the department offers courses at times that are mostly convenient to them.
With the advent of distance education, more opportunities exist for offering classes that meet their needs. The department will look into delivery
of courses with a mixed media approach. When possible multiple sections of courses will provide students with on-line or face-2-face options.
PHYS/ENGINEERING
We schedule all our classes so as to avoid class conflicts with any other classes within out Division which are required to complete the
student’s curriculum.
CHEM
Class scheduling is based on current staffing levels. availability of classrooms and laboratory space. Of the three full-time instructors, two have
offered extra classes on an overload basis. The third has been on assigned time (40%-60%) since 2001, working on strategic planning and
assessment. Additional sections of courses are taught by lecturers pending availability of lecturer funds.
ASTRO
By avoiding class conflicts with any other classes within the Division.
What methods beyond the awarding of individual course grades are used to determine if students are successful in meeting learning
objectives? Methods may include portfolios, scores on national examinations, final projects. (IIA.2.h)
ICS
In Spring 2006, ICS faculty began using portfolios in order to assess student learning outcomes in a number of ways. ICS-270 students final
project will be used to assess a number of program outcomes and course outcomes. ICS-100 students will submit a portfolio of documents and
other data files used to assess a number of program outcomes and course outcomes. Students in ICS-110, ICS-111, and ICS-211 will submit
portfolios of programs to assess a number of program outcomes and course outcomes.
Networking graduate's scores on National Association for Communication Systems Engineers (NACSE) certification exams are also used to
assess both program and course learning outcomes.
OCN
In class exercises
Quiz questions
In class discussions
Written media topics
CHEM
Evaluation of assigned papers and lab reports.
How can your division address new audiences? (Example: evening students, continuing education, etc.) Discuss room for growth in number of
students and ideas for recruitment.
ICS
There are a number of possible ways for the ICS department to broaden
their audience. Linkages could be encouraged with high schools to
facilitate transfer to LCC or participate in early admit programs. Past
efforts, while widely accepted by high schools and LCC, slowly diminished as
teachers and administrators transferred or retired. Some faculty are willing
to deliver ICS courses in Central and Leeward district high schools. Topics
courses could be tailored to the needs of military, businesses and
organizations on current and emerging technologies, as needed. Early
returns of the community survey show that this may be an area to explore.
The department can offer more of the curriculum via distance education to
meet the needs of non-traditional student populations.
All of this will require the support of the college in terms of assigned
time for planning and curriculum redevelopment. In addition, time is needed
for out reach and on-site visitation.
The department has long felt that a non-credit component is needed to
supplement the curriculum based on the ability to offer courses that meet
rapidly changing community needs. These courses must be taught by
instructors who are up-to-date in technology advances.
Finally course size is usually dictated by the number of computers in the
classroom. This could be extended if the campus adopted a means of wireless
communication in the BS building and a means of securing wireless
communication.
OCN
Distance Education courses, especially WI courses.
CHEM
Enrollment trends based on class-fill rates indicate that demand for the introductory courses in chemistry, biochemistry, general science, and
pharmacology have increased steadily over the past 5 years. This observation is supported by national trends, especially in the health service
sectors that now require at least one year science at the college level.
Student Learning and Achievement SWOT
Strengths
ICS
The ICS department has instructors who are grounded in specific areas of specialty. The
discipline remains in demand by both industry and academia.
OCN
Most students routinely observe oceanographic processes
Students are interested in the ocean
Adequate lab facilities
PHYS/ENGINEERING
College of Engineering Outstanding gradates who formally attended LCC.
CHEM
Highly qualified and dedicated staff; steadily increasing demand for courses
Weaknesses
ICS
Instructors are in need of training to maintain currency in their areas of specialty.
Little is offered to give faculty the time or resources needed to stay current.
Time is required for faculty to visit schools, businesses and military installations.
OCN
Lack of equipment, resources, comprehensive photo collection, and up-to-date videos
CHEM
Current staffing levels can barely meet the demand for only the first-year courses.
Offering second year courses could potentially double student enrollment by allowing
students to complete their prerequisite course sequence before transferring
Opportunities
ICS
Quality courses and conferences are available for instructors to participate in
training bit not always in Hawaii.
The department has opportunities to development partnerships with private industry and
other campuses.
OCN
Develop more field exercises that would motivate students to become science majors. The
Oceanography Department at UH-Manoa developed a Global Environmental Science Program
that offers excellent opportunities for local students with strong science backgrounds.
Develop closer relationship with the oceanography and geology departments at UH-Manoa
to provide students with academic direction and opportunities.
PHYS/ENGINEERING
College data described above to support assertions of success.
CHEM
Continued population growth in college’s service area, continued growth in the demand
for science courses, especially in the health sciences. Development of partnerships
with private industry and sister campuses.
Threats
OCN
Students interested in the sciences will chose UH-West Oahu because of the better
science facilities
CHEM
Increased competition from private institutions for students and qualified instructors.
Many qualified individuals are deterred by the current compensation rate for lab
courses, where a lab instructor is credited with only 1 credit for 3 hours of lab
Faculty & Staff
Discuss the adequacy and appropriateness of faculty & staff professional development activities as they relate
to division and college goals. List applicable activities. (IIIA.5.a,b)
ICS
Most of the training and professional development opportunities for ICS faculty require out of state travel. Many of them take place while
classes are in session. Due to the nature of the ICS industry, it is imperative that faculty keep up-to-date with rapidly evolving technology by
participating in training programs. Monies should be budgeted for ongoing training needs for ICS faculty.
There are insufficient on-island opportunities for staff development such as specialized training in the technical topic areas of specialty for each
instructor.
PHYS/ENGINEERING
Two instructors with Physics and Engineering degrees can cover the entire curriculum.
ASTRO
Two faculty members cover regular number of astronomy classes. However, because of high demand of this class, if needed Ronald
Flegal steps in to cover additional classes. Only one faculty member is adequate to cover the entire geology curriculum.
Describe any special projects, grants, professional organizations, presentations or contributions to the College
by faculty and staff.
ICS
When the ICS department was awarded a Perkins Grant for network training, an invitation was extended to instructors of Digital Media,
Business Technology, West Oahu, and staff members of the Media Center.
PHYS/ENGINEERING
One instructor serves on the Executive Committee and has served as a Director for the Hawaii Section of The American Society of Mechanical
Engineers.
CHEM
USDA grant resulting in upgrading of analytical instruments and acquiring specialized equipment (microscale components) in an effort to
reduce the amount of hazardous wastes produced in laboratory experiments as well as to reduce the cost of hazardous waste disposal.
ASTRO
Instructor serves as one of the Directors of the NASA funded LCC Space Grant Consortium, the Hawaii Chapter.
Are division faculty and staff sufficient in number and training to provide effective instruction and to contribute to institutional effectiveness?
If no, please explain
ICS
The computer science specialty is constantly evolving. The fast pace of technology does not allow for textbooks as well as training to keep up
with the industry at large. Typically, a technology manufacturer will introduce new products in a series of months rather than years. In order to
provide the most current technology transfer to the students, instructors need to be trained in the most current technologies. A typical network
engineer needs to be trained on new technologies on a monthly basis otherwise this individual’s worth to the company is quickly lost.
It would be far better to give the instructor the choice to take the funds from the union provision for workload reduction and use it for training
during the semester. This way the instructor could still teach a complete course load and have the option to obtain training to further enhance
their skills. In the event this is not a possible recourse, then the campus needs to consider alternative means of providing training dollars and
time away from the job.
BIOLOGY
No, biology needs at least one more full time faculty to provide better course development and
continuity to the students. While the lecturers can teach individual courses these courses need
long-term continuity and integration within certificates and programs that can not be provided
by lecturers.
PHYS/ENGINEERING
Yes.
CHEM
Staffing is adequate to provide effective instruction but only for the number of courses currently being offered and only at the first or second
semester levels.
ASTRO
Yes.
Faculty & Staff SWOT
Strengths
ICS
Programming, Networking
PHYS/ENGINEERING
Unusual academic background of current faculty, both of whom have degrees in both Physics and Engineering.
CHEM
Highly qualified faculty in a relatively wide number of disciplines: biochemistry, inorganic chemistry, physics, food
science and human nutrition, and pharmacology.
ASTRO
Wide academic background of current faculty in astronomy, earth science, and physics.
Weaknesses
ICS
Multi-media, clustering, data warehousing, security
PHYS/ENGINEERING
There is very little margin to cover all the classes required, although Mohan and Roger Kwok could help with the
Physics courses. A new faculty member with work and academic profile like the current faculty may be difficult to find,
let alone hire.
CHEM
Limited lab space, aging facilities, and the lack of funds to implement regular replacement schedule for equipment.
Based on class enrollments, there is a very high demand for first-semester chemistry and biochemistry courses with
an average fill rate of over 100% based on Fall 05 data. The discipline offers only 2 second-semester courses , Bioc
251 and Chem 162. Of these two, there is a considerable drop off in enrollment in Chem 162. This is a concern and
we need to determine the basis for this drop in enrollment, even though the demand for science courses continues to
increase. At this point we really don't know whether the current curriculum or courses are in fact meeting the needs of
potential students.
Opportunities
ICS
Military, higher cost of competition training
CHEM
National and local trends that the demand for basic science courses, especially those
required for the health sciences will continue to increase. This situation provides an
ideal opportunity to tap into this pool of potential students.
ASTRO
With the help of an additional science personal, faculty or staff, the present curriculum can be strengthened.
Threats
ICS
Competition has a much more flexible course offering – times and locations. There course offerings tend to be more current and
topic related. LCC needs to rethink their non-credit program to meet these needs and collaborate with the strengths of the credit
programs.
PHYS/ENGINEERING
Retirement or illness or any unexpected interruption in services of current faculty.
CHEM
The inability to respond to changes in demand
ASTRO
Illness or any unexpected interruption in services of current faculty.
Curriculum
What changes in course structure or operation have resulted from assessment efforts? (II A.2.e, f)
ICS
As stated above, a system-wide articulation agreement was signed by all colleges for the alignment of ICS programs and courses. As a result,
all courses are in the process of being redesigned for transferability between campuses. The first course to be redesigned is ICS 101. This will
involve podcasting as a means of delivery of content. The department is collaborating with the ICS program at UH Manoa and are hoping to
participate in their PEW grant for course redesign.
OCN
Added more math exercises
Added more exercises using graphs
Changed exam formation to increase number of written questions
PHYS/ENGINEERING
No assessment undertaken so far, so nothing to report here as yet.
ASTRO
No assessment undertaken so far, so nothing to report here as yet.
Summarize how breadth, depth, rigor, sequencing, and currency are appropriate for assessed courses. (Use evidence from Curriculum Central
Questions 8, 13 & 16.)
ICS
In Fall 2005, a system-wide committee of ICS faculty met to develop an articulation agreement to be effective fall 2007 for the ICS-100, 101,
111, 211, 141 and 241 courses. A thorough review of the breadth, depth and rigor of the courses was performed by this group. Sequencing of
courses was also addressed.
The ICS discipline holds regular PCC meetings to discuss course content and standards with address these issues.
PHYS/ENGINEERING
LCC rigorously follows the University of Hawai’i at Manoa’s College of Engineering and Physics Departments’ curricula.
CHEM
Courses have not yet been assessed, but this will occur beginning in 2007.
ASTRO
LCC follows the University of Hawai’i curriculum criteria.
For CTE courses, reference curriculum’s correlation to industry standards (IIA2c, e)
ICS
An industry survey has been sent to businesses (primarily technology related) identified in a database provided by OCEWD. (The Book of Lists)
300 surveys have been sent out to conduct a needs analysis to determine if the ICS Curriculum is addressing the needs of industry.
Addressing industry standards will (again) require retraining of ICS faculty in certain areas of rapidly changing standards.
What are the opportunities for technologically based instruction, alternative learning formats or delivery modes?
ICS
All ICS faculty use WebCT to supplement classroom instruction. Online courses also are available through WebCT. The department needs to
develop more online courses to support the shifting needs of the student population.
ICS faculty are currently developing audio and video components for podcasting course content. Cable television opportunities are not
available since ICS courses do not allow for rebroadcasting enough times to make the project profitable. Therefore shorter video components
will be integrated into podcasts.
PHYS/ENGINEERING
Computer Aided Drafting and Engineering tools, and detailed instruction in and use of advanced engineering calculators are incorporated in all
of the courses where they add value. Each of the eleven courses taught by this discipline leading to the three B.S. degrees offered in
engineering at the University of Hawai’i, and the B.A. in Physics, incorporates at least one of these computational tools in its curriculum.
CHEM
All courses currently utilize various forms of technology based instruction; two have been adapted for alternative delivery modes. All of these
course will have to be assessed to determine whether there are significant differences in student learning compared to traditional lecture-based
format.
ASTRO
Having an astronomical observatory equipped with high tech telescopes and photographic techniques make the classroom teaching extremely
exciting.
Discuss sufficiency of support resources needed to implement appropriate and effective instructional practices.
ICS
Faculty need more access to application software to build course material. Currently faculty need to purchase their own copies of applications
or use two shared workstations available in the Media Center to work on course materials. Adobe Acrobat Professional should be provided to
all faculty. It is an essential application. Faculty should be provided with Macromedia or Adobe application suites to build course materials
from their own office. All faculty should also be provided with basic application software found in the Microsoft Office Suite.
Laptops are a necessary component to alternative course delivery. In addition, at least one digital projector should be available as the
department attempts to expand contact with schools and businesses in the community.
Curriculum (continued)
Discuss any program development (new or modifications), articulation with other institutions and other relevant issues.
ICS
In Fall 2005, a system-wide committee of ICS faculty met to create an articulation agreement for the following six ICS courses, 100, 101, 111,
211, 141 and 241.
In Spring 2004, the ICS-141 and 241 courses were articulated with the revised UH-Manoa general education core in a fast track articulation
process.
PHYS/ENGINEERING
Courses offered within this discipline are modified as needed to keep them articulated with those courses offered at the Manoa campus.
ASTRO
Courses offered within this discipline are articulated with those courses offered at the Manoa campus.
How are academic subject certificate programs presented with appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis
of learning. (Standard IIA2c)
ICS
The Academic Subject Certificate in Pre-ICS was created to help students transferring to baccalaureate programs at UH-Manoa and other four
year institutions. It consists of all the freshman and sophomore level courses required at UH-Manoa and many other four year institutions. The
content and rigor of the courses has been discussed with UH-Manoa faculty and articulated in the agreement developed in fall 2005.
BIOLOGY
Biology is developing several new Academic Subject Certificates to unify courses into workforce development pathways. Prebiology major, Horticulture Entrepreneur, BioLabTechenology, and Allied Health.
PHYS/ENGINEERING
Since 1981 there has been a seamless transfer process between engineering and physics students at LCC and the appropriate departments at
the Manoa Campus. In addition, engineering students have transferred without loss of any credits ever to mainland engineering schools
including the Universities of California at Berkeley, Maryland and Texas at Austin, and Washington State University.
Discuss teaching innovations, new issues, significant changes, improved methodologies.
ICS
Some ICS classes should be offered with the in-class and on-line version in the same semester by the same instructor. This will remove some
of the scheduling conflicts that some students have and will allow for non-traditional students to attend classes – i.e. students on the neighbor
islands or throughout the Pacific.
BIOLOGY
Most of biology faculty now using WebCT. Anti-plagiarism seoftware (TurnitIn) being used in BIOL124, BIOL 200, BIOL 172, ZOOL
101, ZOOL 200. Campus needs to maintain annual contracts with these companies.
PHYS/ENGINEERING
Using the results of research on how students learn engineering and physics, the faculty in this discipline has incorporated CAD tools and
calculator use to aid in the rapid prototyping of complex solutions and has built in curriculum content explicitly designed to avoid common
misconceptions (as identified by research in the discipline).
Discuss any challenges students might face due to course scheduling in terms of sequencing and time to completion.
ICS
Some of the ICS majors find it difficult to complete their degree in two years because of problems with scheduling of classes. Some of our
sophomore level courses are scheduled to be offered once per academic year with rotation between day and evening offering of the course.
This negatively impacts students who are restricted to attending classes only in the day-time or only in the evening hours. Our program
requirements are very prescriptive leaving little room for customized academic programs for our students. We need to examine our degree
requirements and methods of course delivery to facilitate completion of degree requirements by our majors.
Student's needs change every semester. It would be nice to offer both on-line and classroom versions of the same class due to the fact that
some students simply cannot make it to class and work at the same time.
PHYS/ENGINEERING
By virtue of the efforts cited above, there are no conflicts in course scheduling within the Math and Sciences Division for any Physics or
Engineering student. Students are constrained, however, to take most of their classes during the traditional daytime hours (as are those at the
College of Engineering at Manoa).
Curriculum SWOT
Strengths
OCN
Offer OCN lab to compliment OCN 201
PHYS/ENGINEERING
The LCC Engineering and Physics Curricula are a near perfect match for those at our target school at Manoa.
ASTRO
LCC astronomy program is enhanced by two working astronomical observatories. Earth science program has a large
collection of minerals and rocks to support classroom instruction and hands-on lab activities.
Weaknesses
OCN
No additional OCN courses are offered
PHYS/ENGINEERING
LCC is not able to offer 100% of the College of Engineering or Physics Department courses every year due to
occasional enrollment deficiencies.
Opportunities OCN
Develop GG 103 lab course
PHYS/ENGINEERING
Market these curricula to increase enrollment to address weakness cited above.
ASTRO
Great interest among students exists to learn more about earth science and environmental science. An undergraduate
research program, such as the analysis of rock samples, water samples using infrared spectrometry is highly desired.
Infrared spectrometry is a well known non-destructive quick method of analyzing samples to collect valuable data used
in the field of geology, chemistry, biology, zoology, and engineering.
Threats
Support Issues
Discuss adequacy of physical resources in providing access, safety and security for student learning. (IIIB.1.b)
Does size, access, or availability of facilities limit growth or modification in any significant way? If yes, please explain.
ICS
The lack of lab space for hardware intensive classes such as networking and microcomputer maintenance negatively affects the effectiveness
of these courses. Students should have accessible lab space outside of class time where they can go to practice skills learned in these
classes. Lockers for student tools and supplies should be provided.
In order to attract a larger student population, upgraded facilities are needed. One area that would possibly increase enrollment is wireless
network access. With this one feature alone, it would make it more attractive for students to stay on-campus to do their assignments and
potentially lead them to take more classes due to the increase in efficiency and access.
The addition of this single feature could also be wrapped up into a grant request, a series of projects for both the instructional staff and
students. The overall effect is to bring the infrastructure on-campus in line with other competitive campuses and what the students are
accustomed to at home.
To further the project, we could create a laptop loaner program. Laptops are becoming less expensive these days but it is still out of the reach
of many of the students pocket books. We could use these to create e-book initiatives to keep the cost of the textbooks in check and allow for
a much more effective use of technology.
CHEM
Availability of lab space, and to a lesser extent, classrooms are primary limitations to increased growth.
Is existing equipment adequate to meet the instructional demands of the division? If no, explain. Does access to or availability of instructional
equipment limit program growth or modification in any significant way? If yes, explain.
ICS
Students should be allowed and encouraged to bring their notebook computers to class with them. To facilitate the use of notebooks, wireless
networks and/or ethernet connections should be available for students to “plug-in” their personal computer and access campus network
connections. This would help in terms of maintaining a regular cycle of equipment replacements.
All campus classrooms should be equipped with overhead projectors which have connections to a workstation with a DVD drive and a VHS
videotape player/recorder connected. Most instructor workstations do not have DVD drives making playing of video segments from DVD
impossible.
Campus computer labs should maintain a cycle of no more than three years for all equipment replacement/upgrades.
The ICS department is lucky enough to have some donated equipment for the networking specialty, but is in need of current equipment to train
students. The programming side lacks the appropriate levels of hardware to run the latest in application development tools. The classrooms
should reflect industry and lead the way with the latest in display and computer technology available.
PHYS/ENGINEERING
All needed lab equipment can be purchased from supply money as long as only a few things need to be replaced in any given year.
New computers will hopefully be available as “hand-me-downs” from other departments as needed since this discipline does not
require state-of-the-art computers to do its job.
CHEM
The nature and availability of scientific equipment is more than adequate to meet current needs. However, funds should be available to
implement an equipment replacement schedule within the next couple of years.
ASTRO
Astronomy and geology curriculum do not require high cost items every year. Much needed lab items are low cost items can be
purchased from supply money and need not to be purchased every year.
Discuss adequacy of learning support (learning resources, library services) and technology resources used by the division.
ICS
Two shared workstations in the media center for course building with software such as Adobe Acrobat Professional, Adobe Photoshop,
Macromedia Flash, Impatica and others is insufficient for our campus. At a minimum, each division should have at least six shared
workstations with all of this application software installed which are accessible whenever the campus is open (5:00am – 11:00pm daily).
BIOLOGY
Biology needs better access to electronic science indices that offer full text articles from a wider variety of scientific journals.
CHEM
Major limitations are the availability of qualified student tutors and aging desktop computers that are already obsolete.
Discuss adequacy of counseling, assessment, testing, and other student support services used by the division.
ICS
t seems that we do not have an effective means of marketing for students. The instructors can only do so much at the community level to try to
attract students. What we are in need of is an effective marketing campaign that will attract students to the campus and have them understand
the choices can explore. I have seen a marked lack of any effective advertisements off-campus. It does not make as much sense to see
marketing billboards on-campus when the students are already here.
We need to take the message out to the community at large, including the K-12 schools, the military and the businesses at large. We need to
educate them on what we have to offer – a great education at an unbeatable price.
PHYS/ENGINEERING
Since its inception in 1981, the Physics and Engineering discipline has done all of its own student advising.
CHEM
Student support services are adequate.
How do you assess technology needs and appropriate technology training for your division? (IIIC)
ICS
Technology training for ICS instructors is generally not available by campus resources. But due to the level required it would not be in the best
interest to train these trainers at the level required by instructors. This training requires a level beyond campus resources.
PHYS/ENGINEERING
We learn on our own.
CHEM
Assessment is based on whether current levels of technology or training are sufficient to meet instructional needs.
ASTRO
Self taught.
Discuss any issues regarding job placement.
ICS
Just as we do not have a strong means of marketing for students, we do not have a means of marketing for job placement. The job placement
instructor can only do so much when the position is not even a permanent one. Marketing by the University of Phoenix, Heald Collge and the
National Guard are so much more effective. Look at how quickly the UOP became entrenched in communities statewide. Students from the ICS
program have gone on to further their education there simply because they can complete their degree in less time--even at considerable more
cost.
Support Issues (continued)
Discuss any issues of marketing and recruitment efforts.
ICS
We clearly need to build better relationships with area high schools to facilitate transfer of students into our programs. We need to develop
better ad-hoc courses and workshops needed by businesses and organizations in our community.
Marketing is sadly lacking at LCC.
PHYS/ENGINEERING
We could use some help in this area.
Discuss any issues regarding human resources support.
PHYS/ENGINEERING
It might be a good idea to hire a person with an engineering background sometime in the next five years, as at least one of us plans to retire in
the summer of 2013.
ASTRO
In the past, observatory facility was open weekly to conduct educational star parties for the LCC students, local school students
and community organizations. Still, there is a great demand for the use of the facilities from the campus and the community.
However, without at least one human support it is not possible to conduct these educational activities. Therefore, an APT position is
desired to help with the observatory activities. Same personal will be able to help with the geology and oceanography labs.
Discuss any issues regarding training and professional development.
ICS
All faculty in fields with rapidly evolving technologies should be provided with funding to attend conferences and training necessary to keep up
to date in their field.
Support Issues SWOT
Strengths
PHYS/ENGINEERING
We do our own student advising.
Weaknesses
Opportunities
Threats
External Factors
Discuss the impact of trends and issues in higher education on your division. Include any community issues related to
division (employment trends or projections, population). See Trends website [http://emedia.leeward.hawaii.edu/cs/Planning/Trends.html] some
example articles.
BIOLOGY
American Association for the Advancement of Science (AAAS) Project 2061 and National Science Foundation (NSF) new emphasis
on science education.
H.B. No. #3103 (LCC Nursing Program, Introduced by Rida Cabanilla. Rep. Ewa/Waipahu) (RN) (23rd legis, 2006)
Request for $1,300,000.00 for establishment of a registered nursing training program ($1,000,000) and coordination of a prerequisite
course-offering for registered nursing program ($300,000). Monies to be expended by UHLCC. Partnership with KCC. The existing
capacity of the University of Hawaii system for providing qualified nurses remains below the projected need for the island of Oahu.
The capacity is also concentrated in southeast Oahu, leaving the leeward side of the island severely underserved.
PHYS/ENGINEERING
Student interest (in West Oahu) in engineering education is high and apparently on an upswing. The demand for engineers in Hawai’i seems to
be very great and growing as retirements depletes the ranks of degreed professionals at employers like the Shipyard and Hawaiian Electric.
CHEM
Continuing population growth and job trends strongly indicate that there will be a continuing demand for training in health sciences
ASTRO
There is a greater interest in science education.
What input on student learning has been provided by advisory boards, the community, employers, transfer institutions? (IIA.2.b)
ICS
ICS faculty regularly meets with its advisory board to discuss student learning needs relevant to our community.
ICS faculty is currently completing a survey of businesses and organizations in Hawaii to identify learning needs of our students. ICS faculty
regularly communicate with faculty at UH-Manoa and UH-Hilo to learn about the needs for transfer students in ICS and related fields.
Discuss any involvement with Community Groups (connections to High Schools or community agencies; other forms of community
involvement)
ICS
Increased requirements for course/program assessment and accreditation have taken away from time to make these connections. Faculty still
are engaged in activities such as science fair judging and technology advising. This is usually done as a community service above and beyond
work requirements and are individually chosen.
PHYS/ENGINEERING
During the past year several LCC engineering students have obtained CoOp positions with three engineering employers on Oahu.
CHEM
All instructors have worked closely with local high schools serving as mentors and advisors for student research projects and in sponsoring
district science fairs and competitions at LCC.
LCC Chem faculty member coordinates a once a year Leeward District H. S. Science Fair during February of each year (now up to 175 h.s.
students, their teachers and parents and up to 75+ projects). It's important that the campus be able to provide a large enough appropriate
space for the displays and all day judging process.
ASTRO
During the past several years many schools and community agencies have visited geology and astronomy programs to do hands on science
activities.
Elder Hostel Program (Fall 1999 -Spring 2000) - collaborative effort between LCC and HPU. Combine 40 visitors to LCC campus for lecture
series in astronomy followed by fine dining experience in Pearl Restaurant and then an astronomy session at the observatory.
Evening Astronomy Lectures (OCET, Spring 03)
BIOLOGY
West Oahu College has initiated a new Certificate in Applied Forensic Anthropology (CAFA). Course requirements include Biol 101
or Biol 171+L with Zool 240-241 as highly recommended courses. With WOC being our neighbor, this new certificate will have impact
on our already heavily enrolled Biology and Zoology courses.
Do you have any external assessment of the division, i.e. employer survey, student follow-up surveys, advisory board surveys? If yes, please
summarize:
ICS
The goal of the ICS department is to have the results of three surveys recorded by the end of spring 2006. The student survey is complete, the
community survey is in progress and the advisory board survey is ready for distribution. The resultes will be reported by the next review.
External Factors SWOT
Strengths
Weaknesses
Opportunities
Threats
BIOLOGY
With the new Forensic Anthropology program at WOC and course requirements, LCC may not
be able to accommodate the student population from WOC who will come to LCC to take
Biol 101, Bio 170+L and/or Zool 240-241, since WOC does not currently offer these
courses. More funding is needed at LCC to offer additional sections.
Planning Lists Instructions
After discussing the Program Review Chapters and completing the SWOT Analysis, create a list of division needs, new initiatives or proposed changes. Place
these items in the appropriate expenditure category as described below. Each item must be driven by one of the following: College Strategic Plan, College or
Program accreditation standards, or assessment data. Highest priority will be given to data-driven initiatives.
Planning List Categories:
Personnel
Faculty, APT, Civil Service, and UPW positions; student help funding
Cost figures for new hires (for planning purposes only):
9 mos. faculty = $42,000; 11 mos. faculty = $50,000
APT = $35,000; Civil Service = $26,000; UPW - $22,000; Student Help = $6.25/hr
Equipment and Supplies
funds to be used for equipment and supplies; an increase in your annual operating budget
Capital Improvement Projects (CIP)
major renovations (costing more than $500,000); new buildings
Space
items dealing with the allocation of existing physical space
Repair & Maintenance
renovations under $500K; equipment repair or maintenance; facility repair or improvements
Information Technology
computers, peripherals, networking, servers, software
Training/Travel
professional development activities, including travel
Other
for items that do not seem to fit within any of the above categories
NOTE: If a project requires multiple items in different categories, please list each category item separately. Example: Request for a new laboratory which also
needs an additional staff position and supplies would be entered under three different categories: CIP (for new lab), Personnel (for staffing) and Equipment &
Supplies.
Prioritization
All items in each category need to be assigned a priority ranking (1-5 under Personnel, 1-5 under Equipment & Supplies, etc).
When all items are entered into the forms, each division is asked to select the top three items OVERALL and place a 1, 2, or 3 in the “Overall Top 3” box
on the line of the appropriate item on form.
Other Notes on completing forms:
Priority:
Prioritize all items within each category. List the top 3 overall priorities based on all items in all chapters in “Overall Top 3” box.
Rationale & Reference: Select the reference driving the request and provide a brief rationale; include data when applicable. If “other” is selected, please explain in rationale.
Cost Estimate:
Whole numbers only, no decimals. Use planning figures provided in instructions if needed.
Cost type:
Reoccurring = a cost that will be needed annually, such as additional personnel; One-time = costs that will not reoccur; needed only once
1, 3, 5 or 10 yr:
Estimate of when the request needs to be filled, e.g. 1 yr would be within the next fiscal year
PERSONNEL
Priorit
y
Item or Action
ICS
(PRIORITY 3)Student help
Goal C: Obj. 4. Ensure availability of
high-quality resources and services.
Total $6.25/hr x 10 = $62.50/wk
reoccurring 1
($1062.5/semester)
-
ICS
(PRIORITY 2)Program marketing
Goal C: Improve educational
effectiveness
Objective 3: Develop a comprehensive
marketing plan
ICS
(PRIORITY 1)Faculty training
Goal E: Acquire and manage resources
efficiently
Objective 2: Recruit, retain highly
qualified personnel
BIOLOGY
(PRIORITY 2)1 new faculty position
Rationale and Reference: -Strategic Plan -ACCJC standards -Assessment -Program
Accred -Other
ICS
(Priority 3)The department needs student help assistance
with the MSDNAA distribution of software to assist in the
distribution and tracking of software distribution for all
students taking ICS courses. (Not limited to ICS majors.)
Goal C: Obj. 4. Ensure availability of high-quality resources
and services.
ICS
(Priority 2)The department needs assistance in marketing the
program through distribution of information via a wide
variety of media resources. This could be included with other
programs. There is a need to update brochures for currency
and add to outreach through personal visitations.
Goal C: Improve educational effectiveness
Objective 3: Develop a comprehensive marketing plan
ICS
(Priority 1)Each instructor should be offered the opportunity
to be trained in an area of their expertise on at least a semiannual basis. In addition, faculty should be encouraged to
attend at least one major conference a year in their area of
expertise.
Goal E: Acquire and manage resources efficiently
Objective 2: Recruit, retain highly qualified personnel
BIOLOGY
(Priority 2) We need a faculty member to teach ½ BIOL
101&100, & ½ ZOOL 240-241. This position is needed
Cost Estimate
Cost Type
Reoccurring or
1-time
1, 3,
5,
or 10
yr
BIOLOGY
(PRIORITY1) 1 New APT position
BIOLOGY
(PRIORITY 3)
More student help
BIOLOGY
(PRIORITY 4)
Campus Grant Writer
because of the increase in the allied health program and
the need to meet the NS-1 AA core students taking BIOL
100 & 101. Excluding Joe Connell’s position we have 5
lecturers teaching 39 cr. (49 contact hours) in spring
2006.
Goal E: Obj. 2. Recruit, retain highly qualified
personnel.
COST = $42000, REOCCURRING)
BIOLOGY
(Priority 1)Biology discipline has added 4 new course in
the past 5 yrs and added 3 new sections of ZOOL
240/241 necessitating the need of another Ed. Specialist
as open lab manager & ZOOL240/241 & biotech
asssistant. Kapiolani CC has a full time Ph.D. in this
capacity. This person would manage the open lab, assist
in the preparation of the ZOOL240/241 & biotech, and
help develop labs for all courses.
Goal C: Obj. 4. Ensure availability of high-quality
resources and services.
COST = $35,000, REOCCURING
BIOLOGY
We need more student help to assist APT and extend the
hours of the Biology Open Lab used by 400 students per
semester.
Goal C: Obj. 4. Ensure availability of high-quality
resources and services.
COST = $6.25/hr x 40 = $250/wk, REOCCURRING
BIOLOGY
While individual faculty can contribute ideas and
concepts the campus need a full time professional grant
writer to work with the faculty on large institutional
grants to support the sciences and increase minority
students entering the sciences.
Goal E: Obj. 1. Develop additional sources of internal
and external funding.
COST = $50000, REOCCURRING
BIOLOGY
(PRIORITY 5)
Campus Grant Manager
OCN (PRIORITY 1)
10% APT
-
MATH (PRIORITY 1)
MORE STUDENT HELP
GOAL C, OBJ 4. ENSURE
AVAILABILITY OF HIGH QUALITY
RESOURCES AND SERVICES
PHYS/ENGINEERING (PRIORITY 1)
Sometime in the next five years and new
faculty member with an engineering
background ought to be hired.
BIOLOGY
LCC needs a full time grant manager to be the liaison
between individual faculty, LCC fiscal office, UH Mānoa
Office of Research Services, and the granting agencies.
Goal E: Obj. 1. Develop additional sources of internal
and external funding.
COST = $50000, REOCCCURRING
OCN
OCN Lab requires APT support approximately 1 day every
two weeks. The other 9 days the APT could support other
disciplines.
COST = $3500, REOCCURRING
MATH
Math lab provides tutorial services for all students taking
math . There are 60+ sections of math offered each
semester.
COST = $6.25 X 20 HRS/WEK X 32 WEEKS=$4000,
REOCCURRING YEARLY.
CHEM
1 full-time position
ASTRO
APT Position
MS DIVISION PRIORITY #2
1 FTE SCIENCE APT (CROSS
DISCIPLINARY) - for Biology,
Oceanography, Astronomy/Geology,
Physics
CHEM
However, this would be justified only if projections of
population increase and job trends can be realized in the
form of increased enrollment in the courses that are offered.
COST = $50000, REOCCURING 5 YRS
ASTRO
To help with the astronomy observatory programs
Cost = $35000, reoccurring
Based on Program needs/assessment
$35,000
Other Notes on completing forms:
Priority:
Prioritize all items within each category. List the top 3 overall priorities based on all items in all chapters in “Overall Top 3” box.
Rationale & Reference: Select the reference driving the request and provide a brief rationale; include data when applicable. If “other” is selected, please explain in rationale.
Cost Estimate:
Whole numbers only, no decimals. Use planning figures provided in instructions if needed.
Cost type:
Reoccurring = a cost that will be needed annually, such as additional personnel; One-time = costs that will not reoccur; needed only once
1, 3, 5 or 10 yr:
Estimate of when the request needs to be filled, e.g. 1 yr would be within the next fiscal year
Reoccur
EQUIPMENT and SUPPLIES
Priorit
y
Item or Action
BIOLOGY (PRIORITY 3)
12 dissecting microscopes
BIOLOGY (PRIORITY 4)
12 dissecting microscopes
BIOLOGY (PRIORITY 5)
6 compound microscopes for MS 103
BIOLOGY (PRIORITY 1)
Anatomy Models
Rationale and Reference: -Strategic Plan -ACCJC standards -Assessment -Program
Accred -Other
BIOLOGY(PRIORITY 3)
We only have one dissecting microscope per 4 students in
BS 209 & MS 105 and need at least twice that number to
allow students adequate access to the microscopes during
labs.
COST = $24000, 1-TIME, 10 YRS
BIOLOGY (PRIORITY 4)
Presently there are times during the semester when there is
conflict between courses for the use of microscopes currently
being shared between MS 105 and MS 108. There is also the
added problem of bringing microscopes contaminated with
DNA and chemicals into the “clean” biotech lab in MS 108.
Jarring the microscopes during transport between rooms
reduces the optic resolution by the misalignment of the light
path and requires more frequent costly repairs of the scopes.
COST - $24000, 1 TIME, 10YRS)
BIOLOGY
The current Zeiss monocular compound microscopes are
reaching the end of their lifespan of 15 yrs. The industry
standard is now a binocular compound microscope with
an oil immersion objective. These are the last of our
monocular microscopes and students need to be trained
with microscopes similar to those they will use in their
profession.
COST = $12000, 1 -TIME, 10 YRS
BIOLOGY
Currently we have insufficient human anatomy models
and this is a major bottleneck in teaching ZOOL 240/241.
Students cannot use laboratory time effectively and are
forced to work late to get adequate training with the
Cost Estimate
Cost Type
Reoccurring or
1-time
1, 3,
5,
or 10
yr
models.
COST = $3000, 1-TIME, 10 YRS)
OCN (PRIORITY 1)
Equip OCN 201L Lab:
Microscopes
Analytical balance
Compass
Colorimeter
Digital thermometer
Thermometers
Pump
Spectrophotometer
Pyschrometer
Secchi disk
pH meter
Refractometers
Oxygen meter
Lab carts
Barometer
Water meter
Water sampling kit
GPS
Trundle
50m tape measure
Weather station
centrifuges
Conductivity meters
Magnetic stirrer
Automatic pipets
Chemicals
OCN (PRIORITY 1)
To meet statements 3, 4, and 5 of the Mission Statement in
the Strategic Plan, the OCN 201L should be equipped with
sufficient instruments and supplies for students to learn basic
oceanographic techniques. Currently, OCN 201L is 90% lab
manual exercises, as the lab has almost no equipment or
supplies.
COST = $21000, 1 TIME, 10 YRS)
PHYS/ENGINEERING (PRIORITY 1)
Continue to provide enough supply
money so that lab supplies can be
replaced as needed.
CHEM
Classroom projectors and full size screen
ASTRO
Infrared Spectrometer (FTIR)
MS DIVISION PRIORITY #1 LABORATORY EQUIPMENT FOR
BIOLOGY, OCEANOGRAPHY &
ASTRONOMY
microscopes (30)
anatomy models (3)
infrared spectrometer (1)
lab items (Ocean)
(see WORD version for details)
CHEM
upgrade classroom media
Cost = $2000, reoccurring, 5 yrs
ASTRO
For data collection and analysis in the field of geology,
oceanography, chemistry, engineering biology, zoology, and
environmental science.
Cost = $15000, 1-time, 2yrs
Strategic Plan, Assessment
$99,000
reoccur
10 yrs
Other Notes on completing forms:
Priority:
Prioritize all items within each category. List the top 3 overall priorities based on all items in all chapters in “Overall Top 3” box.
Rationale & Reference: Select the reference driving the request and provide a brief rationale; include data when applicable. If “other” is selected, please explain in rationale.
Cost Estimate:
Whole numbers only, no decimals. Use planning figures provided in instructions if needed.
Cost type:
Reoccurring = a cost that will be needed annually, such as additional personnel; One-time = costs that will not reoccur; needed only once
1, 3, 5 or 10 yr:
Estimate of when the request needs to be filled, e.g. 1 yr would be within the next fiscal year
CAPITAL IMPROVEMENT PROJECTS (CIP) > $5000,000, new buildings or major renovations
Priorit
y
Item or Action
BIOLOGY
Marine Science Education Center in
Waianae
2
Rationale and Reference: -Strategic Plan -ACCJC standards -Assessment -Program
Accred -Other
BIOLOGY
The ocean is a natural draw to students from Waianae
both with the local and Hawaiian culture. A marine
science center would link community, K-12, and LCC
together to promote STEM education and marine related
careers.
COST = $25 MILLION, 1 TIME)
BIOLOGY $60000)
BIOLOGY
The shade house is an important resource to both campus
SHADE HOUSE EXPANSION &
instruction and to the community for native Hawaiian
IMPROVEMENT (permanent framing, plants information and plant propagation. The Title III
roof...)
grant funded the original structure , but now that
structure is in dire need of more permanent construction,
including solid framing and a permanent roof, rather
than heavy duty tarp. A permanent structure would also
provide a more adequate and comfortable environment
for student lab instruction and for community visitation.
Cost Estimate
Cost Type
Reoccurring or
1-time
1, 3,
5,
or 10
yr
3
ASTRO
Planetarium
ASTRO
enhanced educational experience for the college and
community members
Cost = $400,000,1-time
ASTRO
i) Reason/Rationale for the current proposal.
Recently, the Leeward Community College has acquired
a large optical telescope (1.6 m telescope that
we received from Haleakala Observatory)
1
ASTRO
Meterological-Astronomical Large
Telescope (MALT) Observatory at the
LCC Observatory Park,
(telescope room, office & 20'x 30' front
room) (facility could also be used to
house Leeward H.S. Science Fair). This
is part of a Lidar Applications in
Environmental Sciences (LAES) Research
Center - A Proposal for a Cooperative
Research Center for Environmental
Research.
through the School of Ocean and Earth Science and
Technology (SOEST), the University of Hawaii at
Manoa. This large aperture telescope has two primary
objectives in its function. It can be used as a
conventional optical astronomical telescope as well as a
Light Detection and Ranging (LIDAR). Its large light
gathering power makes this instrument suitable for
conducting research level data. It can be used as a
powerful astronomical telescope to capture deep sky
images of distant galaxies. On the other hand, Lidar
experiments reveal the atmospheric chemistry, such as
the presence of various aerosols, by analyzing data
received by the reflected laser light from the
atmosphere. Scientists use the Lidar atmospheric
sensing experiment system to obtain comprehensive,
remote water vapor observations for a better
understanding of its many roles in the atmosphere.
However, to make use of the telescope to its full
capacity it is important to that the telescope is placed in
a dry location and the LCC campus is an ideal location
for that.
ii) Advantages to LCC.
Having a research level telescope will enhance the
educational goals of the college. Students and faculty
alike can participate in research level activities and
$750,000
1 time
receive valuable training in the filed of science and
technology. Graduate students from Manoa working on
the Lidar project can act like mentors to our students
and may inspire our students to become science majors.
This telescope can be used as an astronomical telescope
to collect data or take images of distant galaxies. Given
the vast potential of this instrument, it will be possible
in the future to go partnership with other educational
institutions in undergraduate research projects.
iii) Present Status of the MALT Project and Future
Goals.
Telescope has already arrived at the Leeward campus
and it is stored safely in the DA basement. The office of
the Vice President, University of Hawaii through
Foundation has allocated or approved $50,000 for
planning an observatory facility for this telescope.
A modest observatory facility to place this instrument
with working office space will require a total amount of
$700,000. However, it is important to fund this project
for putting LCC in the forefront of science and
technology education.
The proposed cooperative LAES center is based on
collaboration with the Leeward Community College and
upon the past accomplishment and current research efforts at
the University of Hawaii at Manoa. This collaboration
between two Institutions of the University of Hawaii System
will offer research and educational opportunities to our
students, and will benefit the State of Hawaii, the nation, and
the Pacific Region.
Biology
Shadehouse
Other Notes on completing forms:
Priority:
Prioritize all items within each category. List the top 3 overall priorities based on all items in all chapters in “Overall Top 3” box.
Rationale & Reference: Select the reference driving the request and provide a brief rationale; include data when applicable. If “other” is selected, please explain in rationale.
Cost Estimate:
Whole numbers only, no decimals. Use planning figures provided in instructions if needed.
Cost type:
Reoccurring = a cost that will be needed annually, such as additional personnel; One-time = costs that will not reoccur; needed only once
1, 3, 5 or 10 yr:
Estimate of when the request needs to be filled, e.g. 1 yr would be within the next fiscal year
SPACE
Priorit
y
Item or Action
BIOLOGY (PRIORITY 3)
5 more faculty/APT office space
Rationale and Reference: -Strategic Plan -ACCJC standards -Assessment -Program
Accred -Other
BIOLOGY
Currently there are 2-3 people in each room originally
designed for one person creating a situation that is
inhibiting teacher-student interactions. Some faculty are
housed in rooms that are not intended for offices and
lack facilities like book shelves, desks, and seats for
students during office visits. Goal E: Obj 2: Recruit,
retain highly qualified personnel Obj 3: Manage,
improve, and upgrade physical facilities
BIOLOGY (PRIORITY 1)
Lecture room
BIOLOGY
Biology has no lecture room, This would free up lab
space for more labs and create a better lecturing
environment. In BS 209 half the students are facing the
wrong way in their seats or relegated to the extreme sides
of the room with a poor viewing angle of the screen or
chalk board.
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
BIOLOGY (PRIORITY 2)
More storage space (24x24ft) 576sqft
BIOLOGY
With more courses and more lab preps we now have
more equipment and inadequate storage space. This has
led to diminished student capacity in the open lab and
potential emergency egress safety issues both in BS 210
and MS 105A.
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
-
Cost Estimate
Cost Type
Reoccurring or
1-time
1, 3,
5,
or 10
yr
-
MS DIVISION PRIORITY #4 - MORE
OFFICE SPACE, STORAGE AND
LECTURE ROOM. (Biology Faculty,
BS 209 renovation, storage on campus)
STRATEGIC PLAN
TBD
estimate $65
000 for BS
209
renovation
-
Other Notes on completing forms:
Priority:
Prioritize all items within each category. List the top 3 overall priorities based on all items in all chapters in “Overall Top 3” box.
Rationale & Reference: Select the reference driving the request and provide a brief rationale; include data when applicable. If “other” is selected, please explain in rationale.
Cost Estimate:
Whole numbers only, no decimals. Use planning figures provided in instructions if needed.
Cost type:
Reoccurring = a cost that will be needed annually, such as additional personnel; One-time = costs that will not reoccur; needed only once
1, 3, 5 or 10 yr:
Estimate of when the request needs to be filled, e.g. 1 yr would be within the next fiscal year
REPAIR and MAINTENANCE< $500,000 renovations; equipment repair, facility improvements
Priorit
y
Item or Action
BIOLOGY (PRIORITY 2)
Renovate BS 209
BIOLOGY(PRIORITY 3)
Renovate BS 210 & 211A Open lab
areas
-
BIOLOGY (PRIORITY 1)
Replace sub-quality compressed air
with Low pressure air blower for BS
209 aquariums
Rationale and Reference: -Strategic Plan -ACCJC standards -Assessment -Program
Accred -Other
Cost Estimate
Cost Type
Reoccurring or
1-time
BIOLOGY
Space in BS 209 is poorly used because the room is
partitioned into two parts. Even 20 students have a
difficult time completing lab exercises and the instructor
is constantly bumping into students while moving around
the room. The room need to be reconfigured into a more
generic format that allows for more versatility of
teaching modes.
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
COST = $100000, 1-TIME
BIOLOGY
The open lab, storage space and Ed. Specialist office
needs renovation to accommodate more students, more
equipment & supplies for a wider diversity of courses
being taught now. There is an increase demand for
student access with the addition of new sections of ZOOL
240/241.
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
COST = $50000, 1-TIME
BIOLOGY
Current compressed air is of poor quality for aquariums
resulting in contaminated aquarium water and higher
marine organism mortality.
Goal C: Obj 4: Ensure availability of high-quality
resources and services
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
COST = $125 BLOWER+$475 LABOR=$500,1-TIME
-
-
1, 3,
5,
or 10
yr
BIOLOGY (PRIORITY 4)
More & Improved janitorial services
-
BIOLOGY
Labs have been getting dirtier in recent years. Windows,
cabinets and even floors are chronically unclean. There
is mold on walls and in and on cabinets.
Goal C: Obj 4: Ensure availability of high-quality
resources and services
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
-
-
-
Other Notes on completing forms:
Priority:
Prioritize all items within each category. List the top 3 overall priorities based on all items in all chapters in “Overall Top 3” box.
Rationale & Reference: Select the reference driving the request and provide a brief rationale; include data when applicable. If “other” is selected, please explain in rationale.
Cost Estimate:
Whole numbers only, no decimals. Use planning figures provided in instructions if needed.
Cost type:
Reoccurring = a cost that will be needed annually, such as additional personnel; One-time = costs that will not reoccur; needed only once
1, 3, 5 or 10 yr:
Estimate of when the request needs to be filled, e.g. 1 yr would be within the next fiscal year
-
-
INFORMATION TECHNOLOGY Computers, peripherals, networking, servers, software
Priorit
y
Item or Action
Rationale and Reference: -Strategic Plan -ACCJC standards -Assessment -Program
Accred -Other
ICS
(Priority 3)Both of the projectors used in BS 105 and 107 are
old and have projection limitations problems.
ICS(PRIORITY 3)
Goal C: Obj 4: Ensure availability of high-quality resources
Replace video projectors for 2 classrooms.
and services
(BS 105 and BS 107)
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
(Cost = $15,000, reoccuring)
ICS(PRIORITY 2)
Wireless network for BS, DA & MS
buildings
-
ICS(PRIORITY 1)
4 laptops
ICS
(Priority 2)More and more students are using their own
laptops in classes and labs. There is a need for wireless
networks so that students can access internet based resources
like the library, WebCT, e-portfolio, and LILO during class
time.
Goal C: Obj 4: Ensure availability of high-quality resources
and services
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
(Cost = $20,000, one time)
ICS
(Priority 1)Replace outdated computers with laptops that can
be used in the class room and in the office by faculty.
Existing older laptops would be made available to lectures
for use in their portable offices and classrooms.
Cost Estimate
Cost Type
Reoccurring or
1-time
1, 3,
5,
or 10
yr
Goal C: Obj 4: Ensure availability of high-quality resources
and services
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
(Cost =$8000, reoccurring
BIOLOGY (PRIORITY 1)
Installed video projectors for 4
classrooms. (BS 209, 211, MS 105, 103)
1
BIOLOGY (PRIORITY 2)
4 labs with smart room (BS 211, MS
103, 105, BS 209)
BIOLOGY
Currently portable video projectors are used in all four
of these labs for both lectures and labs. The setup and
break down time for each class period decreases lecture
time and increases wear on the projectors. Faculty often
hand off projectors on the run between classes. Both of
the projectors used in BS are old and have maintenance
problems. Having installed projectors will eliminate
competition for projectors, reduce breakage and speed
setup time.
Goal C: Obj 4: Ensure availability of high-quality
resources and services
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
COST = $8000, REOCCURRING, 5 YEARS
BIOLOGY
This option would be in preference to our first priority
but more expensive. Currently portable video projectors
are used in all four of these labs for both lectures and
labs. The setup and break down time for each class
period decreases lecture time and increases wear on the
projectors. Faculty often hand off projectors on the run
between classes. Both of the projectors used in BS are
old and have maintenance problems. Having the labs
converted to smart room status would allow for more
multi media being integrated into lectures and labs. We
have the media but no way to efficiently use it in these
-
-
-
rooms. Currently we have no audio system unless we
“borrow” a set of speakers from somebody’s computer
and string it across the front of the room.
Goal C: Obj 4: Ensure availability of high-quality
resources and services
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
COST = $32000, REOCCURRING, 5 YRS
BIOLOGY (PRIORITY 4)
Wireless network for BS & MS
building
BIOLOGY
More and more students are using their own laptops in
classes and labs. There is a need for wireless networks so
that students can access internet based resources like the
library, WebCT, e-portfolio, and LILO during class time.
Goal C: Obj 4: Ensure availability of high-quality
resources and services
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
COST = $5000, REOCCURRING, 5 YRS
BIOLOGY (PRIORITY 3)
7 laptops
BIOLOGY
Replace outdated computers with laptops that can be
used in the class room and in the office by faculty.
Existing older laptops would be made available to
lectures for use in their portable offices and classrooms.
Goal C: Obj 4: Ensure availability of high-quality
resources and services
Goal E: Obj 3: Manage, improve, and upgrade physical
facilities
COST = $14000, REOCCURRING,3 YRS
OCN (PRIORITY 1)
Convert MS 102 into Smart Classroom
OCN
To meet statement 3 of the Mission Statement in the
Strategic Plan, the oceanography classroom and lab should
be multimedia and Internet capable.
COST = $5000, 1-TIME, 10 YRS
-
MATH (PRIORITY 1)
10 lab computers, 5 printers, 2 laptops
PHYS/ENGINEERING(PRIORITY 1)
Install video projector in PS-109
-
PHYS/ENGINEERING (PRIORITY 2)
Install video projector in PS-105
CHEM
6 desktop computers (MAC)
ASTRO
Mount the Video Projector in PS 111
classroom
-
MS DIVISION PRIORITY #3 INSTRUCTIONAL LAPTOPS (math,
biology, ICS) & MOUNTED
COMPUTER PROJECTORS,
SCREENS FOR BS 211, MS 105, PS
111,PS 201A MS 102, PS 109, BS 204
AND MS 212 (Biology, Chem, Astro,
OCN, Phys, Math)
-
-
MATH
Replace outdated computers in math lab to accommodate
ancillaries in next texts. Replace worn printers.
COST = $15000, REOCCURRING
PHYS/ENGINEERING
COST = $2000, REOCCURRING, 5 YRS
PHYS/ENGINEERING
COST = $2000, REOCCURRING, 5 YRS
-
-
CHEM
replace outdated equipment
COST = $6000, reoccurring, 5 yrs
ASTRO
Cost = $2000
Strategic Plan/Assessment
$105,000
Other Notes on completing forms:
Priority:
Prioritize all items within each category. List the top 3 overall priorities based on all items in all chapters in “Overall Top 3” box.
Rationale & Reference: Select the reference driving the request and provide a brief rationale; include data when applicable. If “other” is selected, please explain in rationale.
Cost Estimate:
Whole numbers only, no decimals. Use planning figures provided in instructions if needed.
Cost type:
Reoccurring = a cost that will be needed annually, such as additional personnel; One-time = costs that will not reoccur; needed only once
1, 3, 5 or 10 yr:
Estimate of when the request needs to be filled, e.g. 1 yr would be within the next fiscal year
reoccurring
5
TRAINING/TRAVEL Professional development activities, including travel
Priorit
y
Item or Action
ICS (PRIORITY 1)
Travel to one National conferences
/yr/faculty member
Rationale and Reference: -Strategic Plan -ACCJC standards -Assessment -Program
Accred -Other
ICS
(Priority 1)ICS faculty need to interact and exchange ideas
with professional colleagues to remain current in industry
standard concepts.
Goal E: Obj. 2. Recruit, retain highly qualified personnel
$1500 X 5 = 7500. (reoccurring)
1
ICS (PRIORITY 2)
Release time for course and program
development (3cr/faculty)
ICS
(Priority 2)Even with 5/4 contract language, which is not
available to all faculty, there is not enough time for
curriculum development. The additional time spent with
SLO, annual division review, and program assessment has
detracted significantly from time that used to be spent
upgrading courses and developing new curriculum. The
result is less diversity of courses, and dated course content in
the fast changing field of biology.
Goal A: Obj. 2: Develop effective teaching methodologies
and delivery modes (5X 3 =15 credits of additional assigned
time.)
Cost Estimate
Cost Type
Reoccurring or
1-time
1, 3,
5,
or 10
yr
BIOLOGY (PRIORITY 2)
Grant writing Workshop for 4 faculty
2
BIOLOGY (PRIORITY 3)
Travel to one National
professional/education meeting or
workshop /yr/faculty member
BIOLOGY(PRIORITY 1)
Release time for course and program
development (3cr/faculty)
BIOLOGY (PRIORITY 2)
The increased expectation that faculty submit grant
proposals requires that the faculty receive grant writing
training to increase the chances of success. In the past
biology has had some success in provisioning teaching lab
via federal grants and more biology faculty need grant
writing training for us to remain competitive with other
campuses.
Goal C: Obj. 4. Ensure availability of high-quality
resources and services
Goal E: Obj. 1. Develop additional sources of internal
and external funding.
COST = $1500 X 4 = $6000, 1-TIME
BIOLOGY (PRIORITY 3)
Science faculty need to interact and exchange ideas with
professional colleagues to remain current in course
subjects.
Goal E: Obj. 2. Recruit, retain highly qualified personnel
COST = $1500 X 6 = $9000, REOCCURRING
BIOLOGY (PRIORITY 1)
Even with 5/4 contract language, which is not available to
all faculty, there is not enough time for curriculum
development. The additional time spent with SLO,
annual division review, and program assessment has
detracted significantly from time that used to be spent
upgrading courses and developing new curriculum. The
result is less diversity of courses, and dated course
content in the fast changing field of biology.
Goal A: Obj. 2: Develop effective teaching methodologies
-
-
and delivery modes
COST = 3 X 6= 18 CR, REOCCURRING
MS DIVISION PRIORITY #5 professional development, training and
travel , release time for course and
program development
Strategic Plan
$45000
reoccurring
5 yrs
-
-
-
Other Notes on completing forms:
Priority:
Prioritize all items within each category. List the top 3 overall priorities based on all items in all chapters in “Overall Top 3” box.
Rationale & Reference: Select the reference driving the request and provide a brief rationale; include data when applicable. If “other” is selected, please explain in rationale.
Cost Estimate:
Whole numbers only, no decimals. Use planning figures provided in instructions if needed.
Cost type:
Reoccurring = a cost that will be needed annually, such as additional personnel; One-time = costs that will not reoccur; needed only once
1, 3, 5 or 10 yr:
Estimate of when the request needs to be filled, e.g. 1 yr would be within the next fiscal year
OTHER
Priorit
y
Item or Action
Rationale and Reference: -Strategic Plan -ACCJC standards -Assessment -Program
Accred -Other
Cost Estimate
Other Notes on completing forms:
Priority:
Prioritize all items within each category. List the top 3 overall priorities based on all items in all chapters in “Overall Top 3” box.
Rationale & Reference: Select the reference driving the request and provide a brief rationale; include data when applicable. If “other” is selected, please explain in rationale.
Cost Estimate:
Whole numbers only, no decimals. Use planning figures provided in instructions if needed.
Cost type:
Reoccurring = a cost that will be needed annually, such as additional personnel; One-time = costs that will not reoccur; needed only once
1, 3, 5 or 10 yr:
Estimate of when the request needs to be filled, e.g. 1 yr would be within the next fiscal year
Cost Type
Reoccurring or
1-time
1, 3,
5,
or 10
yr
REFERENCES
Mission of the College
As one of the seven community colleges of the University of Hawai‘i, the overall mission of Leeward Community College is contained in the
following principles.
•
Access: To broaden access to postsecondary education in Hawai‘i, regionally, and internationally by providing open-door opportunities
for students to enter quality educational programs within their own communities.
•
Learning and Teaching: To specialize in the effective teaching of remedial/developmental education, general education, and other
introductory liberal arts, pre-professional, and selected baccalaureate courses and programs, with the goal of seamless system articulation
and transfer, where appropriate. To structure our programs in such a way that they reflect not only academic rigor but also student
development, learning outcomes and student goals. The College is committed to the achievement of student learning.*
•
Work Force Development: To provide the trained workforce needed in the State, the Asia-Pacific region, and internationally by
offering occupational, technical, and professional courses and programs, which prepare students for immediate and future employment and
career advancement.
•
Personal Development: To provide opportunities for personal enrichment, occupational upgrading, and career mobility through credit
and non-credit courses and activities.
•
Community Development: To contribute to and stimulate the cultural and intellectual life of the community by providing a forum for
the discussion of ideas; by providing leadership, knowledge, problem-solving skills, and general informational services; and by providing
opportunities for community members to develop their creativity and an appreciation for the creative endeavors of others.
•
Diversity: To prepare students for the global workplace, with particular emphasis on Asia and the Pacific Rim, by building upon
Hawai‘i’s unique multi-cultural environment and geographic location, through efforts in curriculum development and productive
relationships with international counterparts.
Within this context, the special mission of Leeward Community College is to provide teacher training and serve the residents of our diverse
communities, with particular attention to the Hawaiian population; communities actively transitioning from an agricultural base to a more diversified
economic base; and communities making up the fastest growing middle-income suburban population on O‘ahu.
*note: the underlined sentence was approved by campus governance and the Chancellor in March 2005, but not the Board of Regents.
Leeward Community College
2002—2010 Strategic Plan Goals and Objectives
Goal A: Provide opportunities for the pursuit of knowledge, personal enrichment, and creativity
Objective 1: Provide life-long learning and development of essential skills
Objective 2: Develop effective teaching methodologies and delivery modes
Objective 3: Facilitate job placement
Objective 4: Promote understanding of and a respect for different cultures
Goal B: Stimulate the cultural and intellectual life of the community by providing artistic, professional, and enrichment opportunities
Objective 1: Provide facilities, services, and activities to communities
Objective 2: Provide non-credit and short-term training
Goal C: Improve educational effectiveness
Objective 1: Improve and broaden scope of assessment
Objective 2: Institute comprehensive strategic student enrollment management program
Objective 3: Develop a comprehensive marketing plan
Objective 4: Ensure availability of high-quality resources and services
Goal D: Build partnerships
Objective 1: Improve inter-campus and intra-campus communication
Objective 2: Improve articulation of courses and programs
Objective 3: Develop and strengthen local and global connections
Goal E: Acquire and manage resources efficiently
Objective 1: Develop additional sources of internal and external funding
Objective 2: Recruit, retain highly qualified personnel
Objective 3: Manage, improve, and upgrade physical facilities
Prompt Questions for SWOT Analysis
Strengths:
What advantages do you have?
What do you do well?
What relevant resources do you have access to?
What do other people see as your strengths?
Describe any particularly successful aspects of the division as well as any honors, awards, or achievements.
What’s the best “selling point”
What competitive advantages does your division have?
Consider these questions from both an internal and external point of view. In looking at your strengths, think about them in relation to competitors,
for example, if all competitors provide “high quality,” then high quality is not a strength in the market, it is a necessity.
Weaknesses:
What could you improve?
What should you avoid?
Where does your division lack resources?
Where are we losing money?
Where are we vulnerable?
Again, consider this from an internal and external perspective. Think about competitors, internal quality, what’s holding us back?
Opportunities:
What trends can your division take advantage of?
How can we take advantage of the impact of technology breakthroughs?
What niches have our competitors missed?
Are there local events that may have an impact on what we do or how we do it?
Dream and consider possibilities for the division based on audience, standards in education, market demand.
A useful approach to looking at opportunities is to look at your strengths and ask yourself whether these open up any opportunities. Alternatively, look at your weaknesses and ask
yourself whether you could open up opportunities by eliminating them.
Threats:
What obstacles do you face?
What is your competition doing?
Describe any particularly difficult obstacles that influence the effectiveness of the division courses and programs.
What are, if any, negative political, economic, or social trends affecting your division?
Who is the competition?
Consider discussing why you consider these things as “threats” and what could be done to counteract “threats.” Talk about specific threats with emphasis on solutions.