Kaua`i Community College
COMPREHENSIVE PROGRAM REVIEW
Program Name: College Success
Assessment Period: 2008 - 2013
College Mission Statement Kaua`i Community College provides open access education and training in
an ethical and innovative student-centered and community-focused environment, nurturing life-long
learners who appreciate diversity and lead responsible and fulfilling lives.
Program Mission Statement The College Success program provides academic support and skill
development, and enhances access to college resources for students who enter the college at the
basic skills level, preparing them for college-level academics and enabling them to achieve their
academic goals.
1. Access: To provide open access to educational excellence for a diverse student population.
1. Outreach: Increase access to and participation in college programs through coordinated and
continually improving marketing and recruitment activities.
● Comment on your program's marketing and recruitment efforts. How do students and the
community at large learn about the program? (e.g. print publications, electronic publications,
community activities...). Are the results of your efforts satisfactory? What improvements
will you make in this area in the next 2 years?
College Success courses- Developmental Math, Developmental Reading, Developmental Writing
and Interdisciplinary Studies- are published via the Kauai Community College Fall and Spring
course listings catalogue and website. The counselors in Student Services are the primary
disseminators of information regarding College Success courses. Upon admission to the college,
students are required to take the COMPASS placement test and then meet with their counselors
before they are able to enroll in classes. Based upon COMPASS score, counselors advise students
into the appropriate developmental Math and English courses. As of fall 2012, the college instituted
a policy of mandatory placement into IS 103 for students who were placed into two or more
developmental courses. IS 50, Summer Bridge, is a course designed for incoming students in the
Wai’ale’ale program, and is advertised to students at the Wai’ale’ale orientations which take place
in the late spring and early summer. In addition, during the late summer, Math Boot Camp is a 20hour workshop open to incoming students two-weeks prior to the fall semester. Students get to
know three math instructors’ team teaching during the workshop. During the 20-hour workshop,
students not only review developmental math concepts, but also get to know Mathematics Faculty,
and improve the mathematical learning skills which prepare them to succeed in the upcoming Fall
semester.
Enrollment in Developmental English has remained relatively stable. There were 209 students
enrolled in the 2009-10 academic year; this number peaked at 245 in 2011-12, and was at 204 in
2013-14. Enrollment in Developmental Reading remained relatively stable between 2009-10 and
2012-13, averaging 108 students. However, enrollment declined significantly in 2013-14 to 56
students. It is not clear at present what caused this sudden drop in enrollment. Future data will
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indicate if this was an anomaly, or the beginning of a longer term trend. Kauai CC was not alone on
this metric; the Hawaii, Honolulu, Maui and Windward campuses all also experienced significant
drops in Developmental Reading enrollment in 2013-14. Enrollment in Developmental Mathematics
peaked at average of 380 in 2009-12, and was at 291 between 2008-09. The enrollment declined to
225 in 2013-14. The changes of enrollment in Developmental Mathematics courses seem to follow
the overall enrollment in the community college since 2008 - 14. Similar enrollment drops also
happened in Hawaii, Honolulu, Leeward, Maui and Windward campuses. It is not clear at this point
what caused this significant drop in enrollment. Future data will be needed to determine.
1.2 Enrollment: Enhance educational success through retention initiatives.
● Comment on your program's retention efforts over the past 2 years. How have these efforts
affected enrollment and graduation rates? Indicate program plans as a result of the analysis.
Identify institutional research data needed to effectively plan student retention strategies.
The goal of the developmental Math and English programs is to help students learn the skills
necessary for success in a college-level course. Students who struggle in developmental Math /
English are more likely to drop out. Therefore, the dev. Math / English goal is directly linked to
improved retention and graduation for all programs requiring college-level Math / English.
Retention efforts: Making IS 103 mandatory for students who placed into two or more
developmental classes beginning in Fall 2012 was one of the primary efforts at improving student
retention for College Success. This placement policy, has not been implemented fully. Some
programs have opted to exempt their students from mandatory placement. Furthermore, academic
advisors in Student Services have the ability to waive students out of placement at their own
discretion. In Fall 2014, academic advisors waived approximately 40% of students who qualified
for placements. It is unclear how this may have impacted retention and success data, as it is likely
that the students waived out of the program are those most likely to succeed.
Based upon data collected so far, students enrolled in IS 103 persist at a rate similar to students who
are not required to take the course.
Fall 2012 Full IS 103 Implementation
nonIS 103
IS 103
Historical
at-risk
Fall-to-Spring
persistence
75%
76%
70%
Fall-to-Fall persistence
55%
50%
50%
Earn at least 20 credits
in first year
42%
23%
35%
Maintain at least 2.0
78%
63%
61%
2
GPA in first year
No W or N grades in first
year
61%
45%
53%
A significant portion of students who enroll in IS 103 fail to attend a single session. On average,
students who do not pass IS 103 miss an average of 87% of classes. If students are not present in
class, it is difficult for the intervention strategies to be effective.
Passed
IS 103
Historical at-risk
Passed a class
Fall-to-Spring
persistence
89%
84%
Fall-to-Fall persistence
70%
61%
Earn at least 20 credits
in first year
33%
45%
Maintain at least 2.0
GPA in first year
87%
76%
No W or N grades in first
year
59%
61%
This table suggests there may be promising benefits in persistence and GPA attainment for at-risk
students who pass IS 103 compared to at-risk students who pass any given class. Perhaps IS 103 is
in fact equipping at-risk students with college skills.
In the future, giving the instructor the ability to drop students who have not attended a single class
session may significantly impact the data on persistence and success, while also preserving the
academic standing and eligibility for financial aid for non-attending students should they wish to
attend KCC in the future.
A retention strategy that was implemented for Developmental English was the creation of
Accelerated Learning Program (ALP) courses which combined ENG 22 and 100 and ENG 19 and
22. Historically, 28% of students who begin in ENG 22 pass ENG 100 by the next semester. The
goal is to accomplish this in a single term, and at an increased success rate of 45%. Students in this
project co-enroll in ENG 22 and ENG 100. So far this benchmark has been met in both terms.
Currently ten students are participating in the ALP project.
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Term
Fall 2012
Spring 2013
Fall 2013
Enrolled
8
5
10
Success rate in
ENG 100
100%
60%
-
Benchmark
45%
45%
45%
A retention strategy has implemented since Fall 2011
An Accelerated Algebra course Math 26 was created Fall 2011 to improve the developmental math
course’s retention and student’s success rate. Math 26 is an accelerated algebra course that prepares
students for entry into any of the college’s beginning college-level math courses. It is Math 24 and 25
combined which means that students could eliminate at least one semester of Math to get to the college level
courses, which improve retention and graduation for all programs requiring college-level math.
Other retention strategies that will be implemented in Fall 2014 are the creation of two Accelerated Learning
Program (ALP) courses. One combines Math 25 and 103. The other ALP course combines Math 75 and 115.
Students could complete a developmental math and a college math within one semester.
1.3 Placement & Scheduling: Enhance utilization of placement testing and course scheduling
processes.
● Is enrollment in any required program course dependent upon student performance on
assessment/placement tests or prerequisites/co-requisites? Have results of these
assessment/placement tests or prerequisites/co-requisites been demonstrated to be related to
student success in the program. What strategies will your program use to improve the
effectiveness of placement testing practices.
In a recent study on placement, “We find that roughly one in four test-takers in math and one in three testtakers in English are severely mis-assigned under current test-based policies, with mis-assignments to
remediation much more common than mis-assignments to college level coursework.” Scott- Clayton,
Belfield, Crosta 2012. In Fall 2013, we started a high school transcript pilot project. All incoming students
who have passed Algebra 2 with a C or better and have a cumulative GPA of 2.6 or higher will have the
option of enrolling in any of our entry college level math courses.
Fall 2013 Course Breakdown
Kauai and Maui Pilot Project Students
Course
Attempts
Success
(C or better)
Success Rate
Historical Kaua‘i
CC SR (Since F05)
Math 100
9
8
89%
88%
Math 103
32
19
60%
61%
Math 111
1
1
100%
90%
Math 115
1
1
100%
90%
4
Total
43
29
67%
-
At this point, the sample size is too small to draw any significant conclusion. But the data suggests a positive
trend for the future. We will discuss more in the future report once we have a larger sample size.
In Fall 2014, KCC began allowing students who had a 3.0 GPA and a B or higher in their most
recent high school English class to enroll directly into ENG 100, even if their COMPASS score
placed them in a developmental English writing class. These students successfully completed ENG
100 at a rate similar to students who placed directly into ENG via the COMPASS test.
●
Does the current scheduling method adequately support access and completion needs of
students? Describe your scheduling method. What other data and/or approaches would help
in improving the course scheduling procedure?
When scheduling Developmental English/Math courses, input is solicited from other divisions on
campus to see when the greatest needs for English/Math courses will be. Special attention is given
to programs such as culinary and automotive technology, which have block scheduling for their
students, and therefore have very specific needs.
When scheduling IS 103 courses, input is solicited from counselors in Student Services. The
counselors liaise with all of the divisions on campus, and are best informed as to the scheduling
needs of students. The schedule for sections offered is based upon this input.
● Does your schedule meet the needs of special populations (Running Start, Early Admits,
Workforce)?
Night developmental Math and English classes, such as Math 21, 24, 25, and ENG 22 were offered
to meet the needs of workforces. Late afternoon Calculus I was offered to meet the needs of
Running Start students. In spring 2015, through the Early College initiative, IS 103 is being offered
at Kapaa High School, allowing students to take the class there without having to travel to KCC.
1.4 Support services for access: Strengthen support services processes to better meet student needs.
● Comment on your program's level of collaboration with access services such as advising,
admissions, registration, financial aid, and business office support services. How could this
be enhanced?
IS 103 has been the primary avenue for enhancing student access to college resources including
financial aid and advising. Each semester, a representative from the financial aid office visits all
sections of IS 103 to provide information on scholarships and answer questions. Additionally, all IS
103 students are required to write a personal statement that may be used in scholarship applications.
Students have access to both the instructor and tutors in writing their personal statements. Also,
computers are brought to class and hands-on assistance is given for students to complete the UH
Common Scholarship application.
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To enhance student access to advising, academic advisors have visited IS 103 classes to give an
overview of the online advising tool STAR. Students are also reminded of registration deadlines,
and are given incentives to meet with advisors and develop academic plans.
2. Learning and Teaching: To promote excellence in learning and in teaching for transfer,
career/technical education, remedial/developmental education and life-long learning.
2.1.1 Articulation (between KCC & others) and Collaboration (w/in KCC)
All Developmental Math and English classes are transferable within the UH System. The
developmental coordinator attends frequent system meetings to ensure that the KCC developmental
program falls in line with the UH system. We work closely with the Career and Technical
Education (C.T.E.) program, the Culinary program and the Nursing program. Regular meetings
have been conducted by Developmental Math Coordinator during the regular semester. Math and
English faculty meet with other program instructors to address different program needs in
developmental mathematics teaching. The dimensional analysis unit conversion techniques used in
C.T.E, Nursing and Culinary are strongly emphasized in Math 21 / 22 and Math 75 courses. Using
estimations for mental math calculations, unit conversions on the metric system, and number sense
on fractions and decimals, which were suggested from C.T.E program, are also emphasized in Math
21 / 22 courses.
2.1.2 What has the program done to ensure that it is in communication with high schools and
transfer institutions regarding articulation issues and/or problems? Describe successes and
challenges and near-term plans for improvement.
DOE Partnership:
In SP13 and SP14, math faculty from KCC began working on the Kaua‘i Math Summit, a
partnership with DOE teachers from around the island. We had a group of around 25 math teachers
representing Kapa‘a High, Kapa‘a Middle, Kaua‘i High, Chiefess, Waimea High, and Kawaikini
Charter School. We hosted the DOE teachers for 3-4 full day workshops per semester. The
workshops are designed to help the high school teachers successfully transition to the new Common
Core curriculum in Algebra 1. The Common Core aims to increase conceptual understanding by
focusing on a more narrow scope of topics than was traditionally covered in Algebra 1, but
requiring the students to have a deeper understanding of these topics and engage in more critical
thinking. Many of the lessons in Common Core require discovery based learning – where the
students work through problems in order to discover mathematical concepts. This type of teaching
is new to many of the DOE teachers that are accustomed to starting class by giving a formula or
definition, working several examples on the board, and then giving drill problems where the
students repeat the same process over and over again. To help the high school teachers improving
their teaching strategies, we used many specific strategies at our Kaua‘i Math Summit workshops.
For example, “Mini-Lessons”: One of the biggest challenges math teachers face is students come to
their class without the skills they are expected to have. When this happens, you need a strategy for
addressing the missing concepts. Traditionally, many math teachers have done this by starting the
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semester with a review of prior material. This, however, is not the most effective way to handle
math deficiencies, and even worse, it sends students the wrong message – that we really don’t
expect students to remember what they’ve learned before. In order to highlight the difference
between teaching concepts and teaching rules, we demonstrated two sample mini-lessons covering
the same topic. One of us demonstrated teaching the concept and the other demonstrated teaching
the rule. Afterwards, we led a discussion with the DOE teachers about which way would be more
effective. We then gave the teachers samples of student work with errors and asked them to decide
what concept they needed to address in a mini-lesson to correct the student errors. After a few
minutes to prepare, we had the teachers do sample mini-lessons and critique one another. Teaching
strategies like “Mini-Lesson”, “Number Talk”, “Model Drawing” etc were shared with DOE
teachers to help them successfully transition to the new Common Core teaching style.
In Spring 2014, Kauai, Kapaa, and Waimea high schools were evaluated by The BERC Group, who
issued a report titled “Observation Report: Math-Science Partnership State of Hawaii.” This report
showed that each high school went from below average to above average in nearly every category.
The improved areas were included the following:
● Students’ skills are used to demonstrate conceptual understanding, not just recall
● Students construct knowledge and/or manipulate information and ideas to build on prior
learning, to discover new meaning and to develop conceptual understanding
● Teacher uses a variety of questioning strategies to encourage students’ development of
critical thinking, problem solving, and/or communication skills.
In the future, Math faculty plan to organize an Ethno Math Workshop on Kauai with DOE teachers
to improve the applications of Mathematics teaching.
In Spring 2015, KCC partnered with Kapaa High School to offer IS 103 at Kapaa through the Early
College program sponsored by P-20. Through this program, sophomore, junior and senior students
are able to enroll in IS 103 and receive college credit without having to leave their campus. The IS
103 course is paired with a Kapaa High course; the students meet twice a week with the KCC
instructor, and three days a week with a Kapaa High instructor. The KCC and Kapaa instructors
collaborate to ensure that the students are fully supported as they are challenged by college-level
curriculum. Eleven students are enrolled in this first offering of IS 103 at Kapaa.
2.2 Curriculum
2.2.1 How is program curriculum reviewed for currency and relevancy to institutional,
community, and student needs? Include recent deletions, additions and revisions. What are
your upcoming plans in this area?
Our program goal is to prepare students who enter college at the basic skills level in Math and
English to be successful in college classes. Math and English faculty assure the developmental
curriculum meets the requirements for entry into in college level Math and English courses. At
KCC most full time math faculty teach developmental and college-level classes. Developmental
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Math curriculum, teaching methods, and assignments are reviewed, discussed and modified based
upon recent research findings and experiences in the classroom.Developmental Math and English
discipline meetings are held every semester to ensure the curriculum is current and relevant to
institutional, community and student needs.
Recently, we stopped offering Math 24 in the regular semesters and began offering Math 26
Reasons for the deletion and addition:
Math 26 was fully implemented in Fall 13. Both UH System and National research has shown that
shortening Developmental Math Pipeline improves students’ success rate and graduation rate. Math
26 is a 5-credit accelerated algebra course which covers the topics traditionally taught in Math 24 and 25.
The addition of Math 26 means that students could eliminate one semester of Math to get to the college level
courses. The success of the Math 26 project is measured against the traditional Math 24/25 pathway,
and has its own benchmarks as well. These benchmarks have been set in reference to national data
gathered from AtD colleges. For students who test into a course one level below college-level, 27%
have passed a college math course*. The benchmark for Math 26 has been set at 39% of entering
students passing a college level math course within 1 year. This benchmark is based on 65% of
students passing Math 26, 75% of these students taking a college math course, and an 80% pass rate
for those who take college math. To date, 40% of Math 26 students have passed a college level
math course within a year, exceeding our benchmark (See Below).
* Referral,
Enrollment, and Completion in Developmental Education Sequences in Community
Colleges (CCRC Working Paper No. 15). Bailey, Jeong, and Cho. December 2008.
Math 24 vs Math 26 Pipeline Data
(Each row is a percentage of the previous row)
Math 26
Math 26
Math 24 Math 26 Benchmark
N
Course success rate
55%
68%
65%
College-ready
62%
-
-
Took college math
59%
81%
75%
68
Passed college math
85%
73%
80%
26
Overall % passed college
math
17%
40%
39%
48
Data for Math 24 is based on 878 students. Data begins Fall 2007.
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Upcoming Plans: We plan to develop a non-stem track developmental Math, Math 75, to meet the students’
needs. Currently, developmental math coordinator and math faculty are working closely with CTE, nursing,
and culinary programs to discuss the curriculum. We plan to implement Math 75 in Fall 2014. We will
follow the successful trend Math 26 suggested to experiment ALP courses in other developmental and
college level math courses. One section 8 week / 8 week Math 25 / 103 will be launched in Fall 14. One
section 8 week / 8 week Math 75 / 115 will be launched in Fall 14.
The Developmental English Coordinator has attended multiple trainings, including two On Course I
workshops, two On Course II workshops, and two On Course national conferences, in order to
maintain currency and relevancy for IS 103. Each semester, the teaching methods and assignments
are modified based upon recent research findings and experiences with students. In the summer of
2014, IS 50 Summer Bridge was offered for the first time for incoming students in the Waialeale
program. The course had been offered previously as IS 99V, but as of 2014 the course was
approved as IS 50.
Spring 2015 is the first time that IS 103 has been offered at Kapaa High School. In the future, we
will look to expand this Early College offering to other high schools on Kauai.
2.2.2 Are instructional methodologies appropriate for program content? Explain. Do
instructional methodologies utilize available, current technology? Explain. Indicate recently
implemented innovations in instructional methodology or use of technology as well as changes
your program is considering within the next two years?
Our instructional methodologies are appropriate for developmental Math and English content. Our
developmental math courses are typically taught in-class, face to face with an instructor. Lectures
and in-class handouts are designed to guide students reasoning and develop notes taking skills and
enhance study habits. Group discussions and group work are part of regular lectures. In this way,
students are not just memorizing the rules and facts in developmental math classes, but also are able
to explain and reason with others. Current technologies, such as Hawkes Learning and MyMathLab
online homework are used in all developmental math courses as a major resource for practicing the
content. Since the 2013 Academic Year, we implemented journal writing in Math courses. For
developmental math, Journal topics include “Growth Mind Set,” “Mistakes and Persevere,”
“Learning Math for Understanding” etc. In the next two years, we plan to continue the instructional
methodologies we are currently using.
In developmental English, many instructors have adopted Turnitin.com as a tool for giving feedback
and for checking for plaigerism. One of the advantages of Turnitin.com is that instructors can give
students links to online instructional material that is specific to the issues that are present in any
indvidual piece of student writing.
In fall 2014, KCC made a cart of laptops available for checkout from library for instructors. This
has proven invaluable for IS 103, as one of the learning outcomes for the course is to for students to
use academically appropriate computer software to create, manage and share documents and files.
Previously, without laptops or computer labs available, instruction in technology was challenging.
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The availability of laptops than can be used in class allows for significantly more effective
instruction, which has been demonstrated though the assessment of student learning outcomes.
2.2.3 What steps are taken to develop and ensure consistent application of academic
standards? (e.g. grading standards, course objectives...etc). Comment on plans you have to
improve this process.
Math faculty share resources usually developed by one instructor on the team. In addition, during
the math retreats and / or math meetings, we take a close look at the data, which provides the
success rates in each course, as well as how students do at the next level. Math faculty communicate
openly and make plans for future improvements.
Plans to improve this process:
1. Team Teaching. We have shared teaching material, notes, and lessons plans with each other.
But the notes can be interpreted quite differently from one instructor to another. Two faculty
team teaching one class and sharing ideas would be ideal to ensure consistent application of
academic standards.
2. Math retreats provided concentrated time for all full time math faculty to discuss problems,
ways of improvement and develop plans to take actions.
In the spring of 2015, the UHCC Developmental Education Committee has arranged for two
system-wide discipline meetings, one for Math and one for English, for instructors throughout the
system to collaborate on the consistent application of academic standards.
2.2.4 Comment on how your program addresses the learning needs of under-performing
students. Are there strategies you are considering to strengthen this process? If so, describe
them. Are there other programs and services currently not available that would help in this
area?
Under-performing students’ needs in Math content:
To some people number may seem like a simple idea. But number is actually a complex and
multifaceted concept. A complete and rich understanding of number involves many different ideas,
relationships, and skills. These are the fundamental concepts developmental students will encounter
in their mathematics education. Unfortunately, a rich understanding of these concepts is missing
from many established curriculums. To address these learning needs, we have developed number
sense material to supplement the regular basic math curriculum. To many of developmental math
students, math means that you follow steps and get to right answers; not much on understanding a
problem, not much on developing a strategy and reasoning through if the strategy works for the
problem or not. To address this need, we have spent a lot of time developing rich, in-depth
problems for students to investigate, to reason through and to discuss with their peers.
Under-performing students’ needs in study habits:
IS 103 addresses to critical challenges that under-performing students face: affective skills and
study skills. Though the On Course curriculum, students learn to adopt an internal locus of control,
by focusing on issues such as accepting personal responsibility, self-motivation, and emotional
intelligence. Other affective concepts have been added to the curriculum, including the growth
mindset from Carol Dweck, grit from Angela Duckworth, and willpower from Kelly McGonigal.
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When students struggle in IS 103, there are paired with a peer mentor from Ki Pai Pai.
To address study habit needs in developmental math, we plan to create a Math 16. The goal of this
course is to demonstrate good math learning habits and create a safe, fun math learning environment
to reinforce developmental students practicing such habits in and out of the class.
2.2.5 What assessments are being used to determine if current teaching methods used in the
program are adequately meeting student needs. How are the results of these assessments
currently being used?
Weekly quizzes, monthly tests, and a final exam are given to assess the content maturity level of
students in remedial / developmental math courses. Each semester, faculty are required to do
CARDS for each course to assess if the student is meeting the benchmark of each Student Learning
Outcomes. These reports aid the instructor in assessing if he/she taught the concepts thoroughly or
needs to improve in certain content areas. Results of these assessments are used in assessing
whether the curriculum needs enhanced or refined. In addition, students also do an instructor
evaluation at the end of the semester. It helps to determine if teaching methods are adequately
meeting student needs.
Furthermore, math faculty meet at the end of semester to discuss best practices and modifications
for next semester.
2.2.6 DL: What distance learning options are available in your program. How is your
program responding to student needs by using distance learning? Do you have a timeline?
Math department experimented a hybrid Math 26 in Fall 13. The class met twice a week in person
with a traditional classroom teaching and met twice a week online with distance learning. The
course was far less successful than the face to face course. We believe that remedial /
developmental students rely on personal communications heavily in their mathematical learning.
The personal connection between instructor and communication among peers to help their
conceptual understanding and persistency in learning math. We decided that we do not plan on
offering distance learning options in remedial / developmental level math classes.
While there are no developmental English courses offered via distance, English 100 currently is.
English faculty at KCC are currently examining the possibility of offering developmental courses
online. There are currently no plans to offer IS 103 via distance as best practices indicate that faceto-face classes are significantly more effective for student success courses
2.3 Remedial/Developmental Education
2.3.1 Review the college's current strategies for dealing with remedial students and, based on the
findings, modify offerings to meet their needs.
● How has your program addressed academic remediation for students? Has this been
effective? What proposals for change in this area does your program have?
Currently students are placed into remedial and developmental courses via the COMPASS test.
Both Math and English have begun accepting alternative placements based on high school grades.
This alternative placement method may be able to shorten the developmental pipeline for many
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students. Another strategy for shortening the pipeline has been the adoption of accelerated courses
in both Math and English. Data on the effectiveness of these strategies has been discussed above.
KCC is currently in the third year of a five year pilot of placing remedial and developmental
student into IS 103 for the development of affective, technology, and study skills. The challenges
of placement and data on the effectiveness of this strategy have been discussed above. The five
year pilot will be complete at the end of Spring 2017.
2.4 Student Learning Outcomes: Develop, implement and sustain an assessment process that fosters
innovative and continuous improvement of student learning outcomes at the college, program,
and course level.
● How does your program encourage and assess student growth in areas such as:
communication, cognition, information competency, social interaction, and personal
development and responsibility? What are the results of the assessment and what plans do
you have to improve SLO's in these areas?
IS 103 and all developmental Math and English courses have student learning outcomes that are
assessed each time the course is taught by each instructor. One change that has been made based on
assessment data for IS 103 was to request access to laptops for students. Without access to
computers, the assessment results for the technology outcome were lagging other outcomes. Access
to computers in the classroom has remedied this deficiency.
Group discussions are essential to developmental math classes. Math faculty create a comfortable
environment for students to communicate with each other. Students are sharing their ideas,
strategies and even mistakes to help each other understand. In addition, study groups forming
outside of class are highly recommended by instructors. We encourage students to do so by giving
some extra credits. Moreover, Club Math is one of the most active clubs in Kauai C.C.. Students
take leadership roles in the club. They organize fun and educational activity once every two week,
coordinate food, and set up fliers for the club Math meeting.
●
List the student learning outcomes that you have identified for the program. What is the
minimal level of performance that you expect program completers to accomplish? How are
student-learning outcomes monitored and evaluated?
Both the Developmental Math and English coordinators are currently working the the UHCC
Developmental Education Committee to develop system-wide program learning outcomes for
developmental education. The current proposed program outcome for developmental Math and
English is:
Students who successfully the developmental education sequence will successfully complete the
subsequent college level course at a rate similar to students who tested directly into the college-level
course.
The Developmental Education Committee will be meeting in Spring 2015 to continue discussion on
the implementation of a system-wide developmental education program learning outcome.
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2.5 Academic support: Support student success through accessible, reliable, and user-focused
academic support services.
● Comment on program use of auxiliary resources- e.g. library, instructional media, laboratory
resources, computer assets. How can you improve utilization of these resources?
Our program has many additional resources available to our students. There are multiple math lab
models and diagrams that are made available to students, both during and outside of class periods.
Multiple computers are always available for use by students doing their online homework, and a
fully staffed tutor center is always open during regular hours to provide students with additional
help in better understanding what they have learned.
The best way to improve the number of students that take advantage of these resources is to make
sure that they actually know what is available to them. At this point, we are constantly informing
the students verbally of these resources that they have available. To improve, we could potentially
take time during class to physically show the students where these resources are, and increase their
usage.
●
What tutoring, mentoring, and/or counseling services are available to support students in
your program? Comment on ways that your program can work with these groups to improve
service to students.
IS 103 currently requires all students to use both the face-to-face tutoring center at KCC, as well as
the online tutoring service Brainfuse which is available to students through MyUH portal.
Academic advisors and financial aid representatives also visit IS 103 classes. In-class student
mentors have been assigned to IS 103 sections, and students who fall behind are assigned to meet
with mentors outside of class. Looking forward, integrating processional academic coaching could
be an effective means to strengthen the support of students in IS 103.
2.6 Faculty & staff: Create an environment that attracts, retains, and supports qualified personnel.
● Describe strengths and weaknesses of faculty/staff appropriate to the program's current
status or future development. Comment on the adequacy of faculty to meet program
outcomes. Indicate any immediate and projected future staffing needs.
Both the Math and English coordinators are very well qualified for their current positions. Both
have extensive experience working with remedial and developmental students. There is currently
no need for additional staffing.
2.7 Facilities: Maintain facilities, equipment, and technological infrastructure to support
institutional and student needs.
● Comment on facilities that the program uses, their current adequacy and any immediate
needs.
● Comment on the currency of equipment and technology for the program. Indicate immediate
needs.
Current facilities, equipment, and technology and sufficient for the program. There are no
immediate needs.
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2.8 Financial Resources: Strengthen processes to develop and better utilize fiscal resources.
● What efforts has the program made to investigate entrepreneurial opportunities or alternative
funding sources to support program goals? Describe your programs level of success in
obtaining funds and future plans.
Title III funds were used to send the English coordinator to an On Course II workshop in summer
2014. UHCC Innovations funds were used to support the first implementation of Reading Accross
the Disciplines at KCC. Innovations funds were also used to develop the accelerated ENG 22/100
course. It is anticipated that similar funds will be accessed in the future.
3. Work Force Development: To provide a trained workforce by offering programs that
prepare students for both employment and future career development.
3.1 Program articulation with workforce needs: Articulate educational programs with workforce
needs by utilizing input from advisory groups and other relevant sources of information.
● How does the program identify applicable workforce trends? What trends or projections in
your discipline may affect your program in the next five years? How will you address this?
● How is the selection of courses reviewed for relevancy to community and workforce needs?
What recent changes have resulted from this review? How has your program addressed
professional development needs which have risen from the changes?
● What method is used to assess student and employer satisfaction with the program's
offerings and operations. What are the results of this assessment and how have results
changed over time? What changes did you make or are planning to make due to the results?
● What program initiatives have been implemented to improve course completion, and job
preparation?
● What are the expected career/occupational outcomes for students? (e.g. transfer,
employment)?
● Does the program have an Advisory Board Committee? How does the program work with
the Advisory Board to assess effectiveness?
Not applicable.
3.2 Certification/Licensure, Job Placement, Transfer: Meet workforce needs, increase students' rates
of certification, licensure, job placement and/or transfer to appropriate baccalaureate programs by
providing relevant education and training programs.
● What is the percentage of your graduates that receive licensure/certification? Is this
satisfactory? How can this be improved?
● Comment on the level of job placement in the field of study. Is this satisfactory for your
program?
● Do you have a percentage of program graduates that are expected to transfer to an
appropriate upper division program? If so, what is this percentage and has your program met
this benchmark? If not, would this be one appropriate index of your program's success.
Please comment.
Not applicable.
4. Personal Development: To provide life-long learning opportunities in the areas of personal
and professional development.
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4.1 Faculty/Staff Development: Foster faculty and staff currency of expertise in their areas of
responsibility through support of professional development activities.
● Explain how faculty and staff maintain expertise in their discipline or area of responsibility.
● Describe the Professional Development plan, including availability of resources and the
process of allocating these resources. Does this plan adequately meet Professional
Development needs?
Math and English faculty attend state and national workshops, seminars, conferences, and webinars.
4.2 Student Development: Foster personal enrichment of students by providing opportunities that
broaden their college experience.
● Describe program faculty involvement in providing opportunities for students' personal
enrichment through co-curricular activities.
● Does the program support non-traditional approaches to education? If so describe these.
What outcomes are expected from these approaches, and how have they affected student
success across the curriculum?
Not applicable.
5. Community Development: To contribute to community development and enrichment
through campus leadership and collaboration.
5.1 Leadership:
● Comment on activities initiated and led by program faculty and staff that have positively
impacted our community. List pertinent community services and activities. Discuss
leadership roles in other community activities that you are interested in pursuing.
Faculty host and/ or participate in Science Olympiad, campus book sale, Science Fair, all of which
support the community.
5.2 Collaboration: Establish active collaborative arrangements to support community goals and
needs.
● What has the program done to establish communication, partnerships, and cooperation with
high schools, other community college programs, the community, and four-year institutions
in supporting their mission and goals? Discuss successes, challenges, lessons learned and
how these findings will be applied in future plans.
Fall 2012 - Spring 2013, Kauai Community college math faculty and high school math teachers
collaborated on an island-wide math intervention plan to prepare students for college mathematics
by graduation. College math instructors and high school math teachers worked together to examine
the Common Core State Standards and identify possible implementation strategies. Math workshops
were developed to support island-wide high school math teachers on curriculum development and
improving teaching strategies for student understanding in mathematics.
In Spring 2015, both Math and IS 103 are being taught at Kapaa High School through Early
College.
6. Diversity: To foster a global understanding and appreciation for diversity.
6.1 Diversity: Support diversity and cultural awareness through campus programs.
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●
How does your program support diversity and cultural awareness? What are the desired
outcomes? How have these outcomes been met?
Diversity and cultural awareness are forefront in the classrooms because of the diverse student
body. We encourage group work and discussion in math classes. Faculty also participates in
professional development programs aimed at training us to aware local Hawaiian cultural (example:
Indigenizing the Nursing Pathway in Math and Science at Kauai CC.)
6.2 International education:
● What academic relationships does your program have beyond Kaua‘i, Hawai‘i, the U.S.?
Describe these and their impact on student learning experiences. If none, what areas of the
program could benefit from such relationships? Describe plans ready for implementation
and/or projects to be developed.
International students, visitors, and faculty have participated in Club Math meetings. International
students and faculty were arranged to visit our math classes.
Action Plan
Looking forward, our vision for College Success includes the possibility of adding one more faculty member
to the core team. Currently, the Developmental Math Coordinator is primarily responsible for teaching
Developmental Math and College Math; the Developmental English Coordinator, however, is primarily
responsible for teaching College Success courses, with Developmental English courses comprising only a
small part of the teaching load. If KCC intends to make a long term commitment to institutionalizing
College Success coursework for unprepared students, then College Success may be best served by having
three instructional faculty members: one teaching Math, one teaching Developmental English, and one
teaching College Success courses.
Furthermore, the College Success faculty, who already serve on the UHCC Developmental Education
committee, would likely benefit from collaborating closely with the system-wide College Success
committee. If this committee will include faculty, then it is recommended that one or both College Success
coordinators serve on the this system-wide committee.
The current office space arrangement, in which the Developmental Math and English Coordinators share
the same space in the tutoring center with the Tutoring Coordinator and the Wai’ale’ale Coordinator is
ideal. Not only does the current configuration encourage regular interaction with students in the tutoring
center, it also allows for daily interactions among the faculty and staff mentioned above. This daily
interaction reduces the need for frequent, formally scheduled meetings of College Success faculty and staff.
One improvement to consider would be to include the First Year Experience Coordinator in the physical
office space, which would further facilitate interaction and discussion.
In addition, the following action items are intended to increase the effectiveness of College Success:
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Program
Goal
Action Item
Steps
Increase
persistence,
retention,
and success
of students
who place
into basic
skills
Stem Track
ALP Course
Develop
8 weeks /
8 weeks
curriculum
Math
25/103
Implement
the course
Strategic
Goal:
Educational
effectivenes
s and
student
success,
student
retention
and success
of all
students and
particularly
remedial /
developmen
tal students
Non-Stem
Track ALP
Course
Develop
8 weeks /
8 weeks
curriculum
Math
75/115
Implement
the course
Math 75
Communic
ate with
CTE,
Nursing,
and
Culinary
Resources
Needed
Identify
problems
in
Developme
Outcome or
Indicator of
Improveme
nt
Status
Gigi Drent
Improve
retention &
success (by
3% increase.)
Planning
Fall 2014
Implement
in Fall 2014
Jonathan
Kalk
Coco Chi
and Gigi
Drent
Implement
Math 75
Math
Retreat
Person(s) Timeline
Responsib
le
Math
Faculty
$700 / Year
17
Math
Departme
nt
Fall 2014
Fall 13
Fall 14
2015 2019
Remain the
same or get
higher
success rate
as a 16-week
Math 75
Planning
Meet CTE,
Nursing, and
Culinary
students’
needs
Completed
Fall 13
New Course:
Bench mark
for Math 75
success rate
is 60%
Solutions for
the
problems
Implement
in Fall 2014
Planning
Implement
in Fall 14
Planning
ntal math
classes
Develop
action Plans
for the
future
Set Agenda
Develop
Number
Sense
Content
Research
and
develop
class
handouts /
homework
Coco Chi
Fall 2015
Math 16
Curriculum
developme
nt
Coco Chi
and Erin
Millard
Fall 14Summer
15
Experiment
in Math 21
class
Math
Faculty
Fall 15
Full
implement
Math 16
Math
Faculty
Spring 16
Increase
students
success rate
in basic
math to 65%
Implement
Fall 15
Planning
Increase the
retention
rate to 60%
Increase the
success rate
in basic
math to 65%
Early College Coordinate
IS 103
with Kauai
expansion
High
School and
P-20
Will
Dressler
Spring 17
Offer IS 103 Planning
through
Early College
at Kauai
High School
Develop
English
writing
placement
Will
Dressler
Spring 17
Improve
writing
placement
and shorten
developmen
tal writing
pipeline
Planning
Will
Dressler
Summer
17
Increase
ENG 22
success rate
by 3%
Planning
Coordinate
with KCC
English
faculty
Identify
funding
sources
English Boot
Camp
Coordinate
with KCC
English
faculty
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