Hawai‘i Community College’s (HawaiiCC) process for developing its 2015-2016 Title I College Plan involved representatives from all of the college’s CTE programs and the support services. Dominic Estrella from the UHCC Associate VP for Academic Affairs office conducted Perkins presentations at HawaiiCC in February 2015. All previous recipients of Perkins funding and those interested in applying for future Perkins funds were strongly encouraged to attend. The CTE Dean sent e-mail messages and reminders to all faculty regarding campus proposal due dates. Indicator data for 2013-14 was distributed to each program.
Strategies address the Perkins Core Indicators in alignment with Achieving the Dream Goals, UHCC Strategic Plan Outcomes, and Hawai‘i Community College’s Strategic Plan action strategies. In 2012-13 Hawaii CC did not meet indicators 1P1 Technical Skills Attainment, 2P1 Credential/Certificate/Degree, and 4P1 Student Placement. In 2013-2014, HawCC did not meet Indicators 1P1 and 4P1. To maintain and/or improve these percentages, strategies will focus on outcomes related to student success in attaining technical skills, increase students’ persistence rates and retention that will ultimately increase attainment of certificates and/or degrees, meet workforce needs via job placement, and enhance instruction in existing programs with state of the art technology while emphasizing environmental stewardship.
Previous Years’ Data (2013-2014)
Hawai‘i Community College met or exceeded the Hawai‘i State adjusted performance standard for four (4) of the six (6) core indicators falling short on 1P1 Technical Skill Attainment and 4P1 Student Placement. Technical Skills Attainment at our campus is a challenge attributed to academically ill-prepared students entering programs. Falling short in 4P1 Student Placement is attributed to the slow economic recovery of Hawaii Island and the lack of jobs available for our graduates.
College performance for the most recent three reporting periods is shown below. 2013-2014 data are used to develop strategy interventions for 2015-2016.
Meeting or exceeding standards for all indicators continues to be a goal of the College. Successful strategies in the past include utilization of specialized equipment, note takers, and tutors to support students with disabilities. Technical skills have been improved via updated equipment and trainers in highly specialized programs. Making better what already works has been the attitude and practice at the College.
The college met or exceeded the Hawai‘i State adjusted performance standard in only four of the six Core Indicators. This overall weakness is reflected in program performance data. The College’s weakest indicators when evaluating the number of programs that meet or exceed the state standard is 4P1Student Placement (0 of 25), 5P2 Nontraditional Completion (7 of 19), 5P1 Nontraditional Participation (9 of 19), followed by 1P1 Technical Skill Attainment (13 of 25). The College’s strengths, a significant difference in comparison to other indicators, are 3P1 Student Retention or Transfer (15 of 25) and 2P1 Credential/Certificate/Degree Attainment (16 of 25).
Performance indicators of Special Populations are shown in the table below.
Several of the State standards achieved 100% for special populations including Displaced Homemakers for 1P1, and Nontraditional Enrollees for 5P1 and 5P2. Every state standard was met in 3P1 Student Retention/Transfer. 2P1 Credential/Certificate/Degree was achieved by all except Single Parents. 5P1 Nontraditional Participation and 5P2 Nontraditional Completion was achieved by all but Limited English Proficiency.
Limited English Proficiency seemed to fare the worst, achieving standard only in 2P1 Credential/Certificate/Degree and 3P2 Student Retention/Transfer. The Core Indicator with the lowest achievement was 4P1 Student Placement with none of the six categories meeting standard.
The College makes every attempt to be responsive to these groups and the services they require. East Hawai‘i has a full-time disabilities counselor hired with general funds who coordinates peer advisors, note takers, and interpreters. West Hawai‘i has a full time disabilities counselor. This cadre of services forms the general strategy for supporting special populations and Perkins funding is necessary to maintain the services. Interventions to improve performances are ongoing with a greater emphasis placed on helping students achieving their goals and finding employment.
Hawai‘i Community College is proposing eight (8) intervention strategies for 2015-2016. These interventions will translate into higher performances in all core indicators meeting or exceeding state standards as well as improving our Strategic Plan and AtD measures. In particular, each strategy addresses 4P1 Student Placement, the Core Indicator not met by any of the Colleges 25 programs.
|Strategy 1||Increased retention using cohort based supplemental instruction for Students with Disabilities. This is Year 3 of a 3 year project. This proposal is requesting funds for note takers, peer advisors and the continuing need for ASL interpreters. Also included is funding to attend AHEAD conference. Improving SWD retention has shown considerable improvement in outcomes with passing grade achievement from Year 1 to Year 2 over 3 semesters. Students have improved in Math, Reading and Writing with rates of 44%, 46%, and 40% respectively in Fall 2013 to 68%, 70%, and 63% in Fall 2014. This proposal generally impacts the College’s Perkins 1P1 and 2P1 Core Indicators. The most significant impact, however, will occur in 3P1 and 4P1.||
$143,118 Amount changed
|Strategy 2||New Technology in Cooking Equipment. This proposal requests to purchase two new pieces of equipment that have recently come into popular use in industry. The Alto-Shamm combination cooker and Sous Vide immersion circulator are now standard pieces of equipment in most commercial kitchens. This proposal addresses the goals for 1P1 Technical Skill Attainment, 3P1 Student Retention/Transfer and 4P1 Student Placement.||
Amount changed $31,099
|Strategy 3||Aluminum Welding Equipment for Auto Body Program. This proposal seeks funding to teach aluminum welding. Aluminum has become a popular lightweight medium as manufactures are implementing new technology and techniques to produce vehicles that meet upcoming fuel economy standards. This aligns to Perkins Core Indicators 1P1 Technical Skill Attainment and 4P1 Student Placement.||$56,000|
|Precision Engine Lathe Training Equipment. This proposal addresses student frustration and lack of ability to produce parts on old existing lathes in the MWIM shop. Acquisition of good quality engine lathes will allow students to produce close tolerance quality parts. This provides students with successful and satisfying hands-on training experience. This project addresses 1P1 Technical Skill Attainment and 4P1 Student Placement.|
|Assorted Fire Training Equipment. The Fire Science program currently borrows a variety of fire equipment from the Hawai`i Fire Department to provide students with hands-on experience in Fire 101L Essentials of Fire Suppression. Having their own equipment will make it readily available enabling repeated use in other courses bringing flexibility to the curriculum. This aligns with 1P1 Technical Skills Attainment, 2P1 Credential, Certificate or Degree, 3P1 Student Retention or Transfer, and 4P1 Student Placement.||
|Improving Career and Job Development Service and Infrastructure. This multi-year proposal seeks funding to expand services to students in career decision making and employment opportunities. Funding will provide for a full time APT, a student assistant, computing equipment for use in outreach services, and travel to a national conference. This addresses 4P1 Student Placement.||
|CTE GE Faculty Professional Development. This proposal seeks funding to support faculty to attend conferences or visit institutions to learn more about getting AAS students through the GE sequence of English to program and degree completion. Funding would enable from three to five faculty to the annual CTE English Colloquium at HonCC each spring. This proposal addresses 2P1 Credential/Certificate/Degree Attainment and 4P1 Student Placement.|
|Increasing graduation and enrollment for Career & Technical Education (CTE) students through Competency Based Education (CBE) and Prior Learning Assessments (PLA). This multi-year proposal seeks funding to continue a campus coordinator for PLA activities. Funds will cover a full-time APT, computing equipment, and outreach materials, and travel to CAEL conference to receive training toward PLA Training certification. This proposal addresses 1P1 Technical Skill Attainment, 2P1 Credential/Certificate/Degree Attainment, and 4P1 Student Placement.|
CTE Dean Travel added by UHCC System
An award letter is issued by the UHCC system for each strategy approved for funding. It provides deadlines for expenditure of funds (June 30, 2016), receipt of goods (June 30, 2016), and submission of the required completion report (October 10, 2016). Each strategy proposal includes a calendar of events, providing an estimate as to when outcomes may be assessed and realized. A sample is pictured below.
Funded strategies for 2015-16 can be viewed via the links below.