MAUI COMMUNITY COLLEGEmaui.hawaii.edu/faculty/program_review/2013/Counseling... · Web viewThis tool has helped immensely to extract data and provide a mechanism to internally access

University of Hawai‘i Maui CollegeStudent Affairs - Counseling Department

2012-13 Program Review

I. MISSION STATEMENT

The mission of the University Hawai‘i Maui College Counseling Department is to provide services that assist students in realizing their educational goals.

II. FUNCTIONAL STATEMENTS

The Student Affairs programs are committed to providing full student support services that embrace the spirit of Aloha, Collaboration, and Respect.

The Counseling Department serves enrolled and non-enrolled students including prospective, returning, and transfer students.

The Counseling Department supports students in articulating, developing, and meeting educational, career, and personal goals.

The Counseling Department supports the college community with recruitment, persistence, and retention efforts as well as initiatives to increase graduation and transfer rates.

III. COUNSELING DEPARTMENT – SPECIFIC FUNCTIONS

Provide pre-college information and orientation programs. Provide comprehensive academic, career, and personal counseling services. Evaluate student transcripts. Complete advanced standings to officially transfer credits from UH system and non-UH system

institutions; coordinating data input into Banner with Admissions & Records. Verify student certificate and degree eligibility—generate graduation applications, and certify

certificate and degree completion. Build and maintain the on-line student degree audit program (STAR). Provide individualized and group counseling services, including crisis intervention and

campus/community referral services. Provide financial aid support services, including financial aid appeals, maximum time frame reviews,

and academic plans to facilitate student access to financial aid. Provide scholarship support services. Coordinate the Disabilities Program including academic advising, career counseling, and arranging

accommodations for students with disabilities. Organize, oversee, and provide college transfer services.

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Provide high school outreach services including support for designated Running Start and other Dual-Credit students.

Organize, oversee, and provide counseling services for the UH Maui College Kahului campus and the five tri-isle Education Center outreach sites (Molokai, Lāna‘i, Lahaina, and Hana); coordinate services with the Education Center Coordinators.

Provide community outreach and liaison services to public and private social service agencies and educational institutions and programs.

Serve as liaison to campus academic departments including instructional program development and course schedule offerings to support student needs.

Serve as faculty/staff resources by serving on college and system-wide committees, including DPCs and TPRCs.

Teach self-development and career development courses as time permits. Utilize current and emerging technology in providing enhanced services.

IV. DATA

SUMMATIVE DATA

UH INSTITUTIONAL RESEARCH & ANALYSIS OFFICE (IRAO) CENSUS HEADCOUNT: Fall2013 %C Fall

2012 %C Fall2011 %C Fall


2008UHCC

UH Maui College 4,076 -6.9 4,382 -3.2 4,527 3.7 4,367 6.1 4,114 25.2 3,287

UHMC COUNSELING DEPARTMENT - STAFFING: Fall2013

Fall2012

Fall2011

Fall2010

Fall2009

Fall2008

Academic Counseling Faculty 10.251 10.25 10.50 10.25 10.0 10.0

Personal Support Counselor 1.00 1.00 1.00 1.00 1.00 1.00

Positions Location Scope of Service FTE Funding Source

Academic Counseling Faculty Kahului CampusServes Kahului Campus (including ABIT & ENGT baccalaureate students, Hana Education Center and Lahaina Education Center)

7.0 General

Academic Counseling Faculty Molokai Education Center

Serves Molokai Education Center and Lāna‘i Education Center 1.0 General

Academic Counseling Faculty Kahului Campus Serves as Department Director, STAR builder/maintainer, and Counselor 1.0 General

Academic Counseling Faculty/Disabilities Services Coordinator

Kahului Campus Serves all locations 1.0 General

Personal Support Counselor Kahului Campus Serves Kahului Campus 1.0 GeneralAdjunct Academic Counseling Faculty (Casual Hire)1 Kahului Campus Serves SSM baccalaureate students 0.25 External

1Note: The .25 externally-funded Sustainable Science Management (SSM) baccalaureate program counselor no longer exists; grant funding lapsed at the end of AY13

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The Counseling Department’s directorship is a formally recognized and unfunded position. The Director is a counselor assuming dual roles and is expected to plan and oversee department functions and the Counseling Center; organize its activities; coordinate the various counseling faculty, clerk, and student assistants; manage the department’s budget; maintain coordination with college administration, Student Affairs, Academic Affairs, and other campus programs; evaluate personnel; recruit, select, supervise, and develop others in the organization. With increased workload and increased expectations of this position over the years, the counselor inhabiting this role cannot be expected to also serve students. The directorship requires full-time responsibilities involving planning and implementation, on-the-spot meetings, evaluations, and decision-making. Plan for Improvement: Current organizational conditions inhibit goal achievement of the Counseling Department to promote student learning and development. The need for a full-time Counseling Director position is essential to meet standards concerning these critical functions. Refer to pages 25-26 for further discussion.

UHMC SARS-GRID UNDUPLICATED COUNT OF STUDENTS SERVED - Academic Counselors Only2012-2013 2011-2012 2010-2011 2009-20102 2008-2009

Individual Appointments 5,105 5,362 5,241 4,308 n/aWalk-ins 1,690 1,973 1,998 1,737 n/aAll Contacts – Unduplicated Students 5,592 5,902 5,751 4,815 n/a

2 SARS-GRID Database began in Aug 2009 for data tracking; Molokai/Lāna‘i not connected that year; their numbers are not included in 2009-2010

Counseling services for academic advising are implemented in three primary ways: individual counseling appointments (30 minutes), walk-in wikiwiki advising (5-10 minutes), and electronic advising. These methods are interrelated. Often, students will meet with a counselor during an appointment and the counselors will conduct follow-up via email or walk-ins for just-in-time advising and information sharing. Other times, students will be seen during walk-in and will have a follow-up appointment made to allow for more time for discussion and needed services, e.g. transcript evaluation and transfer. Electronic counseling is also available through the UH Maui College website. A counselor will respond typically within 1 -2 business days. Group advising is also conducted for certain Career and Technical Education (CTE) program majors since courses and sequencing are more prescribed and is conducive to this type of advising format.

In the 2012-2013 academic year, the Counseling Department documented that the academic advising counselors served 5,592 students (unduplicated number) as reported in SARS-GRID. The total number of students served is a combination of not-enrolled (including prospective and graduate/leaver students) and currently enrolled students. This number represents a 5.3% decrease in the number of students served during the previous academic year. The decrease may be explained by a number of factors -- 1) decline in enrollment; 2) Two counselors with large student caseloads were assigned by administration to recruit on the mainland for a two-week period during the peak of advising for 2013 registration; and 3) unlike the 2011-12 academic year, there was no .33 FTE fill behind for the Allied Health counselor who serves as Co-Curriculum chair. Additionally, the department made a more concerted effort not to provide duplicated services to students enrolled in federal funded Student Affairs programs (e.g. Mu'o A'e, Pai Ka Mana).

SARS-GRID is a tool used in the Counseling Department to improve the appointment scheduling, tracking, planning, retention, and reporting processes that are involved in providing a variety of student services. This tool has helped immensely to extract data and provide a mechanism to internally access notes on students,

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especially for counselors not located in the Counseling Center and when a file folder is not readily accessible. A drawback, however, to using SARS-GRID is that often the counselor will need to input prospective students’ information into this database by creating a pseudo number (if they are not assigned a UH student ID number), and inputting phone contact information—just as a starting point to identify reason codes for the contact, as well as adding counselor’s notes. When counselors receive phone and email contacts, often—due to other competing activities especially during high volume times of the year—student contacts are not recorded in SARS. Therefore, the data extracted/reported is incomplete. The department serves additional students that are not reflected in the data.

The following is a chart displaying the top reasons for 2012-2013 student contacts:

UHMC SARS-GRID REASON CODES FOR APPOINTMENTS AND WALK-INS – Academic Counselors Only (Duplicated Students)Top Reasons (out of 42 codes) 2012-2013 2011-2012 2010-2011 2009-20103 2008-2009

Enrolled Students 6,406 7,186 7,250 6,529 n/aNot-enrolled Students 2,256 2,605 2,457 1,549 n/aAcademic Advising 7,114 7,973 8,276 6,745 n/aEducation Plans 1,430 1,887 1,866 1,392 n/aFinancial Aid Assistance 985 1,013 1,029 669 n/aGraduation Applications 636 993 844 866 n/aGraduation Certifications 787 680 824 n/a n/aPre-Admission Activities 644 807 533 744 n/aPre-Nursing Admission 979 652 970 916 n/aAcademic Monitoring 1884 656 604 305 n/aTransfer Assist 562 648 589 683 n/aTranscript Evaluation 334 599 646 546 n/aRunning Start 5395 611 351 676 n/aReferral – Other 445 509 381 255 n/aAdvanced Standings" 2456 483 411 281 n/aOther (none of the 42 codes) 1,346 1,702 1,552 1,027 n/aAll Other Reason Codes 2,922 4,374 3,731 2,058 n/aTOTAL 19,156 23,587 22,607 17,163 n/a

3 SARS-GRID Database began in Aug 2009 for data tracking; Molokai/Lānaʻi were not connected that year to the database so their numbers are not included; the dramatic increase in total in 2010-2011 as compared to 2009-2010 is mainly attributed to better reporting by all counselors.4In 2012-2013 the Perkins position that was assigned to monitor the students on academic probation was eliminated. This position was crucial in referring students who needed additional assistance to counselors. 5See pages 9-10 for discussion on Running Start.6 In April 2013, the UHMC Transcript Evaluator was hired, removing this duty from Counselors. Admissions and Records data shows that 404 advanced standings were completed in 2012-2013.

Academic advising is the foremost service requested by students, followed by educational planning, and understanding program/graduation requirements. Based on the amount of time spent with students, other significant services include ADA accommodations, veterans’ certifications, and referrals to campus resources. Counseling services include referrals to campus and community resources (e.g. Financial Aid Office, University Center). STUDENT EVALUATIONS - SUMMARYOn a 4.00-point scale, volunteer respondents rated their advising session appointments accordingly (N=635);

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4.00 Strongly Agree and 1.00 Strongly Disagree. Benchmark of 3.70 out of 4.00 was established based on the average evaluation scores from prior years.

2012-2013 2011-2012 2010-2011 2009-2010 2008-20097

1. I am now aware of informational resources (e.g. The Learning Center, Educational Opportunity Center, Financial Aid Office) that are available to me.

3.67 3.62 3.64 3.66 n/a

2. I have learned more about courses and have a better understanding about my degree program.

3.65 3.62 3.66 3.69 n/a

3. I can now apply the information learned in this session to selecting courses and determining my academic progress.

3.70 3.64 3.66 3.72 n/a

4. My counselor assisted me in developing an educational plan that will help me realize my educational goals.

3.71 3.62 3.66 3.67 n/a

5. I am more confident about deciding on the next step in my educational plan.

3.70 3.61 3.66 3.68 n/a

6. I was satisfied with how the advisor handled my questions.

3.74 3.67 3.77 3.78 n/a

7. My counselor is supportive and encourages me to make decisions that will lead to my success.

3.77 3.70 3.74 3.76 n/a

8. My counselor suggests helpful alternatives when I am facing academic difficulties.

3.70 3.62 3.72 3.69 n/a

9. My counselor was knowledgeable about the courses required to meet my academic goals.

3.77 3.67 3.73 3.74 n/a

10. It was easy to talk with my counselor. 3.80 3.71 3.80 3.81 n/a

7In 2008-2009, a different counselor evaluation survey was used for most of the year. The current survey tool was designed to align more closely with measuring expected student learning outcomes.

It is significant to note that for the 2012-13 year, while the number of student contacts decreased, student satisfaction increased. In fact, the data shows that the Counseling Department met 8 of 10 benchmarks.

The two benchmarks not met were:

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#1: I am now aware of informational resources (e.g. The Learning Center, Educational Opportunity Center, and Financial Aid Office) that were available to me. (rating=3.67/Benchmark=3.70)

#2: I have learned more about courses and have a better understanding about my degree program. (rating=3.65/Benchmark=3.70)

Also important to note is that in reviewing the data, the ratings in these two benchmarks improved over the previous year by 0.05 and 0.03 respectively.

The 2012-2013 data shows a marked improvement in comparison to the prior two Counseling Department Program Reviews of 2009-10 and 2010-11 when UHMC enrollment spiked and the Counseling Department met half of its benchmarks. In 2011-12, the Counseling Department met 2 of its 10 benchmarks. The two benchmarks were:

#7: My counselor is supportive and encourages me to make decisions that will lead to my success. #10: It was easy to talk with my counselor.

In examining the data more closely, there are several areas that may have impacted the 2012-2013 ratings. These include:

To obtain a larger number of counselor evaluations and to ensure a fair method of dissemination, it was decided to administer the surveys online utilizing Survey Monkey. By doing so, we received a 292% increase in evaluations for AY 2011-2012. However, we had a 52% decrease in the number of surveys completed for AY 2012-2013. One explanation for this decrease is that the department’s Office Assistant was on maternity leave for the majority of the spring 2013 semester with no fill-behind to cover her duties. Additionally, extra caution was taken to avoid surveying students multiple times within a semester regarding their counseling visits. This was in response to student feedback about feeling overwhelmed with the number of surveys sent from UHMC. Extra effort will be made in the 2013-2014 academic year to collect evaluations from students, when appropriate (e.g. if a student comes in multiple times over the semester, we will not send a survey for each visit).

Noel-Levitz postulates that frequency and length of advisor/advisee contact are important variables in effective advising programs. Their research confirms that advisees who meet their advisors more frequently and for longer periods of time are more satisfied with the advising process, have a more positive impression of their advisors, and discuss a greater number of topics with their advisors. The current counselor to student ratio does not allow for adequate individual academic advising conferences. Additional time is required to serve particular student populations including the underprepared, first year, and undecided students. Given that counselors met with fewer students, but had similar appointment availability for the 2012-2013 academic year, we hypothesize that the improved ratings may be due to extending appointments when the next appointment either cancels or “no shows”. In reviewing the “no show” reports for the last two academic years, it was noted that “no shows” increased by 10.6% in AY 2013. It may also be significant that counselors had much fewer unfilled appointment slots in AY 2013 (121 unfilled appointments in AY 2013 versus 541 unfilled appointments in AY 2012).

In Spring 2013, a Transcript Evaluator was hired through temporary funding from the Community College Career and Technical Training (C3T) Grant. This position should help alleviate the time dedicated towards

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transcript evaluation and advanced standings. With the filling of this position, more time is projected for counselors to work with additional students on their education plans, credentialing, and transfer assistance.

SPECIALIZED COUNSELORS

In addition to academic advising, the Counseling Department houses two specialized counselors. Specialized counselors have different training and responsibilities from the general academic counseling faculty as described below:

The Disability Services Coordinator/Counselor has specialized training in working with people with disabilities and is responsible for determining, arranging, and monitoring reasonable academic accommodations required by various civil rights laws. The Disability Services Coordinator/Counselor also provides academic advising and career counseling.

UHMC DISABILITY SERVICES DATABASE (UNDUPLICATED COUNT OF STUDENTS)2013-2014 %C 2012-2013 %C 2011-2012 %C 2010-2011 %C 2009-2010 %C 2008-2009

Disability Services Counselor

Fall 13 only data:

251tba 287 7.9 266 20.4 221 14.5 193 17.7 164

Students served by the Disability Services Coordinator increased by 75% in FY 13 compared to FY 09, 48.7% compared to FY 10 and 29.9% compared to FY 11.

Primary disability by type (of students enrolled FY 13):Psychiatric – 34.0%Learning – 25.6%Physical – 12.4%*Other – 12.0%Sensory – 7.6%Chronic Health Condition – 8.4%

*Other grouping includes - traumatic brain injury (43.4%), autism spectrum (23.3%), intellectually disabled (23.3%), and seizure disorders (10%).

Of particular concern is the lack of institutionalized support for providing access to assistive technology, especially as the campus continues to increase the amount of educational materials that utilize technology. Over the past several years the Department of Justice (DOJ) and the Office of Civil Rights (OCR) have consistently penalized colleges for not providing access to new technologies for students with disabilities. Currently, the disability services counselor has been funding an assistive technology specialist through Perkins grants.

The following data illustrates the necessity of the assistive technology position: In the 2012-13 academic year there were 59 students who were actively using a form of assistive

technology to access their class materials or produce required course work. This number represents 20.5% of the population served by the disability services office.

The retention rate of the students using assistive technology improved from 78% in the 2011-12 academic year to 84% in the 2012-13 academic year

The fall-to-fall persistence rate of students using assistive technology in the 2012-13 year was 87.5%’

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Student surveys reflect that if the assistive technology was not available, college degree completion would not be possible for the majority of these students. For details, please see the Perkins completion reports in the attached appendix.

The Personal Support Counselor has therapeutic training and the experience to address student mental health needs. The Personal Support Counselor provides individual support services and counseling and is responsible for addressing campus wellness and holding educational events such as domestic and sexual violence prevention. The Personal Support Counselor is not counted as academic counseling faculty and does not provide academic or career counseling.

UHMC PERSONAL SUPPORT COUNSELOR SARS-GRID (UNDUPLICATED COUNT OF STUDENTS)

2013-2014 %C 2012-2013 %C 2011-2012 %C 2010-2011 %C 2009-2010 %C 2008-2009

Personal SupportCounselor

Fall 13 only data:

85tba 291 218% 775 -8.3 845 3.7 81 n/a n/a

8 The Personal Support Counselor was on military leave for over 2 months during these years. A part-time casual-hire served a small number of students during that time period and that data is included in the respective SARS-GRID. Academic counseling faculty also helped to serve students during that time period and their numbers are not included in the Personal Support Counselor’s SARS-GRID.

The number of students served by the Personal Support Counselor has tripled since the position was established in AY 2009. Individual appointments increased over 200% in FY13 as compared FY 12. Additionally, more students were served via outreach activities. The following chart provides more information about the services the Personal Support Counselor provided in FY13:

PERSONAL SUPPORT COUNSELORADDITIONAL DATA

Total FY13

Summer 2013

Spring 2013 Fall 2012

Total Students Served (combined individual & group) 961 406 212 343Outreach Activities (Events) 670 360 85 225Percentage referred by faculty, counselors, and staff 99% 100% 96% 95%Total Student Sessions (SARS undup list by reason code) 291 46 127 118Average number of visits by students (individual sessions) 3.1 2.7 3.5 3.1

The most common reasons students sought personal support services (many students sought help for more than one problem, therefore percentages add up to more than 100%): School-related stress – 68% Family-related issues – 46% Anxiety issues – 41% Depression – 33% Domestic Violence – 13% Crisis, including suicidal ideations, psychosis, personal tragedies – 10% Bipolar – 6%

Outreach intervention program (Active Minds Club) continues to host a Narcotics Anonymous and an Alcoholics Anonymous group twice a week, with 5-10 students attending each group weekly.

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ACCESS – EARLY COLLEGE

RUNNING STARTRUNNING START FALL SPRING SUMMER

2007 - 2008 45 41 212008 - 2009 58 43 112009 - 2010 68 56 122010 - 2011 77 82 102011 - 2012 109 80 72012 - 2013 62 57 32013-2014 74 n/a n/a

Running Start is a program that allows eligible public high school students to enroll in college classes and earn credit towards high school graduation and a college degree. In Fall 2011, there was a marked increase in the number of students participating in the program. A couple of factors influenced this large growth: 1) sheltered classes at Kihei Charter School were delivered where students engaged in classes at their school (non-integrated); and 2) a federal grant was in place to off-set the costs for Native Hawaiian students to participate in Running Start thus increasing accessibility (cost). The funding for Native Hawaiian students was cancelled, thus the decrease in the number of students participating in the 2012-2013 academic year.

KAMEHAMEHA SCHOOL DUAL-CREDITCourses offered for dual credit originated with an agreement between the UH Maui College and Kamehameha Schools-Maui Campus. The program provides juniors and seniors at Kamehameha High School the opportunity to enroll in college level course and simultaneously earn college credit as well as high school credit for the courses. This type of partnership enables students to start college before finishing high school, easing their transition to higher education and increasing the likelihood of graduating from college.

In the Fall 2012 semester, a total of 45 students participated in the dual credit program. Another 41 students participated in the Spring 2013 semester, for a total of 86 (unduplicated) juniors and seniors participating in the program for the 2012-2013 academic year.

UH SYSTEM STRATEGIC OUTCOMES AND PERFORMANCE MEASURES, 2008-2015 – HAWAII‘S EDUCATIONAL CAPITAL

HAWAI‘I GRADUATION INITIATIVE - INCREASE GRADUATES BY 25% BY 2015

UHCC STUDENT SERVICES ANNUAL REPORT OF PROGRAM DATA (IRAO) – DEGREES AND CERTIFICATES AWARDED

2012-2013 %C 2011-2012 %C 2010-2011 %C 2009-2010 %C 2008-2009UHCC

Maui College 601 7.3 560 16.2 482 15.9 416 14.3 364

Degree and certificate data for the 2012-2013 academic as reported via UHCC ARPD was not yet available when this program review was submitted (12/09/2013). A search of IRAO found that the number of degrees

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and certificates reported by the UH System office for UH Maui college, increased by 7.3% for the 2012-2013 academic year.

UH Maui College’s Admissions & Records Office reported that 609 UHMC certificates and degrees awarded and consisted of:

412 Associate Degrees 188 Certificates of Achievement 9 Bachelor's Degrees

Additionally, the UHMC Admission and Records Office reported the following certificates, which are not counted in the UH system data, were also awarded in the 2012-2013 academic year:

472 Certificates of Competence 106 Certificates of Completion 18 Academic Subject Certificates

Counselors generate a majority of the certificate and degree graduation applications and certify 100% of them every semester.

To help our campus with the graduation initiative, the Counseling Department:

Builds and maintains STAR Academic Journeys and makes concerted efforts to teach our students how to use this online tool as a means of helping guide them towards degree completion (e.g.STAR Academic Pathway module in Maui CARL);

Takes an active role in the Liberal Arts Committee, including advocating for revisions to better align the AA degree within the UH system, easing the transfer process;

Provides feedback to instructional faculty on curriculum issues and course schedule planning to ensure a smoother path for students to achieve their goals;

Takes an active role with system initiatives such as Automatic Admission and Reverse Credit Transfer, relaying this information to our students.

Participates in system committees regarding articulation and transfer (e.g. Academic Advisors Transfer Network; UHMC Foundations Committee; UHMC Hawaiian, Asian, Pacific Committee);

Collaborates with campus departments and programs to provide support services that enable students to meet their educational goals.

During the spring 2013 semester, the UHCC System Office finalized a policy (UHCCP #5.205) allowing for the automatic notation of academic credentials (certificates and degrees) upon successful completion of program requirements. It is expected that the Vice Chancellors of Academic and Student Affairs at each campus develop a process to institute this policy during the 2013-2014 academic year. Students may “opt out” of having the credential noted on their transcript. Current practice at Maui College is to have students file to graduate with the graduation application—most often prepared by a counselor. The “automatic” notation is expected to increase the number of graduates, particularly in the certificate areas.

Often, we find that students are declaring another major to acquire program prerequisites or other general education requirements prior to transferring to their baccalaureate major/campus. Students knowing their educational goal early on and knowing where they will eventually transfer to for a baccalaureate degree is

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ideal. The reality is that a large number of students are uncertain until nearing degree completion and some may not know even after completing their associate degree. While all counselors do career advising to the extent that time availability and resources will allow, a dedicated Career and Transfer Center and a counselor to specifically address this need would positively impact realistic career/educational goal identification. Earlier identification of career goals leads to the selection of courses that meet both degree completion and transfer/program prerequisites. Career counseling is more than discussion about options available at Maui College and within the UH system. According to the following transfer data, over 100 of our students transfer to non-UH campuses. Our challenge in helping these students is to become more aware of various colleges and universities on the mainland, and to help our students learn how to extract data from websites and catalogs regarding general education core and major requirements. To assist the department in meeting this challenge, in June of 2013 federal funds from the CT3 grant were used to hire a .50 FTE Career Counselor. Funding expires in 2015.

COMPLETE COLLEGE AMERICAIRAO - TRANSFER INTO UH SYSTEM FOUR-YEAR CAMPUSES (not including transfer into UHMC bachelor’s degrees)

Fall2013 %C Fall



2008UHCC

Maui College Data not available n/a 131 17.0 112 3.7 108 -2.7 111 4.7 106

UHCC ARPD - TRANSFER INTO UH SYSTEM FOUR-YEAR CAMPUSES (including transfer into UHMC bachelor’s degrees)

2012-2013 %C 2011-2012 %C 2010-2011 %C 2009-2010 %C 2008-2009UHCC

Maui College Data not available n/a 162 6.4 156 2.0 153 20.5 127

UHCC ARPD - TRANSFER INTO NON-UH BACCALAUREATE GRANTING INSTITUTIONS (Data from National Clearinghouse; not all institutions participate)

2012-2013 2011-2012 2010-2011 2009-2010 2008-2009UHCC

Maui College 131 111 127 116 119

UHMC SARS-GRID UNDUPLICATED COUNT OF STUDENTS – TRANSFER INFORMATION

CAMPUS ON CAMPUS VIA UNIVERSITY CENTER9

UH MĀNOA 472 290 182UH HILO 114 73 41UH WEST OAHU 196 20 176UH MAUI COLLEGE 22 22UH CCs 53 53MAINLAND 147 147 0OTHER 20 20UNDECIDED 95 95TOTAL 111910 720 399

9 Some of these students are already enrolled in UH Center programs

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10 Number is continuous count of students since SARS has been implemented. For AY 2012-2013, transfer data was input for 114 students.

The total number of students with transfer goals noted in their SARS-GRID record is a 10% increase from the previous year’s total, with a significant increase in the number of students who plan to transfer to programs offered via the University Center. The Counseling Department is making concerted efforts to track this information as we meet with students and revise their records as needed.

To help our campus with the transfer goals, the Counseling Department: Collects student transfer goals to better inform students of campus visits, transfer fairs, auto

admission procedures, and general education changes at UH campuses; Shares student lists with the University Center and sends out notices of their informational meetings

to students interested in UH System Distance Education degree offerings; Partners with CareerLink to plan and implement Career & Transfer Fairs during the fall and spring

semesters to provide information to students with transfer goals; Takes an active role with system initiatives such as Automatic Admission and Reverse Credit

Transfer and relays this information to our students (developed a handout to give to students to explain the process);

Cultivates relationships with admission/transfer personnel to connect our students with the (transfer) institution of choice;

Facilitates smoother transfer for students by serving on the University of Hawai'i system-wide Academic Advising and Transfer Network, the UHMC Foundations Board, and on the UHMC Hawaiian, Asian and Pacific (HAP) Board; as well as actively participate in dialogue regarding student transfer experiences, advocating for changes as necessary.

The Department continues to partner with our system colleagues and non-UH partners to better assist our students in the transfer process. It will also continue to represent UHMC in UH system discussions regarding articulation, automatic admission, reverse credit transfer, and general education core.

Now that the .50 Career and Transfer Counselor has been hired through federal funding from the C3T grant, students should be able to access more information about colleges and programs. Previously, transfer information was made available to students in a small area in the Counseling Center and in an open-access nook in the Pilina building. Eventually, the Department envisions a set venue in which visiting admission college admissions representatives can meet with students. This venue would also be the “go to” locale for easy-access transfer information.

STAR DATA METRIX – STUDENTS WHO ACCEPTED AUTOMATIC ADMISSION TO UH SYSTEM FOUR YEAR CAMPUSES (INTENDED SEMESTER OF TRANSFER- UNDUPLICATED COUNT)

Spring 2014

Fall2013

Spring 2013

Fall2012

Spring 2012

Fall2011

Spring 2011

Fall2010

TOTAL 120 89 66 7349 71 21 68 23 43 34 39

UH MĀNOA 22 37 7 48 14 21 17 27UH HILO 6 8 2 10 4 9 8 5UH WEST O’AHU 21 26 12 10 5 13 9 7

We experienced an increase of 82% in the number of students interested in Automatic Admission. A total of 39 students accepted automatic admission for Fall 2010 while 71 students accepted admission to a UH

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baccalaureate campus for Fall 2013. The continuing increase of student acceptance of automatic admission is attributed to better communication by the Counseling Department about this system initiative opportunity. A handout was developed during the spring 2012 that explains the steps to accept the offer, through registration at the transfer campus.

OTHER QUANTITATIVE INDICATORS

In the last two Counseling Department program reviews, included data that was obtained through the Community College Survey of Student Engagement (CCSSE) and the Survey of Entering Student Engagement (SENSE – CCSSE Initiative). Neither of these surveys were conducted by UHMC during the 2012-2013 academic year.

NEW STUDENT ORIENTATION (NSO)

The Counseling Department partners with Student Life to conduct the New Student Orientation (NSO) for Maui County high school seniors who are matriculating at UH Maui College. Academic Advising continues to be a major component of NSO. The department advised 94% (325 out of 345) incoming Maui County high school seniors.

FALL 2013 FALL 2012 FALL 2011TOTAL # STUDENTS WHO ATTENDED NSO 345 357 100% 427 100%

Advised by counseling faculty 325 94% 256 72% 301 70%Advised by faculty advisor, student ambassador, or other program staff 20 6% 101 28% 126 30%

To help our campus with persistence efforts, the Counseling Department: Dedicates time and resources to provide advising to students attending New Student

Orientation (NSO); Conducts training sessions for student ambassadors, faculty advisors, and other program

personnel who help advise students.

To better prepare students for NSO advising sessions, counselors introduced Maui CARL (Counseling, Advising, Registration Laulima site) to favorable student feedback during the last July 2013NSO session. This site was also piloted with incoming Mu‘o A‘e students during their 2013-14 orientation session. Phase II of Maui CARL will be completed during the spring 2014 semester to prepare students for the 2014-2015 NSO sessions. Please refer to pages 18-19 for further discussion of Maui CARL.

FORMATIVE DATA

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Students and Program Learning Outcomes are based on the Council for the Advancement of Standards (CAS) in Higher Education.

COUNSELING DEPARTMENT STUDENT LEARNING OUTCOMES & PROGRAM GOALSStudent Learning Outcomes (SLO)and/orProgram Goals

Examples of Achievement Indicators within each SLO

Mapping SLO to Activity or Course

Assessment Tool(s) & Methods of Utilization

Analyzing Results As Relates to Objectives

Plan & Implementation

INTELLECTUAL GROWTH

INTELLECTUAL GROWTH

Produces personal and educational goal statements; employs critical thinking in problem solving; uses complex and varied information to make decisions

Produces personal and

Through academic advising and career services, students will develop and implement an Education Plan that identifies coursework necessary to achieve their educational goal; this will positively impact persistence, graduation, and/or transfer.

Through

As reported in SARS-GRID Database, the number of Education Plans in student folders (advising sheets – paper-based) and/or via STAR (online)

AY13 = 1,430 Education Plans (duplicated number representing 1,216 students)

AY12 = 1,877 Education Plans (duplicated number representing 1,515 students)

24% decrease in number of Education Plans generated from

AY1219.7% decrease in number of students from AY12

The Counseling Department plans to concentrate on degree-seekers and students who intend to transfer to assist them to develop Education Plans that are thoughtful and purposeful. Correctly identified students and their majors are imperative to intentional advising. The counselors currently input educational goals with selected transfer majors and colleges SARS-GRID whenever feasible.

In the 2013-2014 academic year, UHMC is participating as a pilot campus in the UH System in an attempt to gather students’ educational

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INTELLECTUAL GROWTH

educational goal statements; employs critical thinking in problem solving; uses complex and varied information to make decisions


academic advising and career services, students will develop and implement an Education Plan that identifies coursework necessary to achieve their educational goal; this will positively impact persistence, graduation, and/or transfer

Through

FY 13 UHMC Counselor Evaluation –(N=635; rating scale 1-4 with 4=Strongly Agree)344 students selected “Educational Plan” as the reason for seeking assistance.

Graduating Students’ Self-

BenchmarkRating = 3.70/4.002012-2013 Rating: 3.71/4.00 on "My counselor assisted me in developing an educational plan that will help me realize career goals."Met benchmark. Rating improved from 2010-11 academic year (3.62/4.00). As noted earlier, we saw fewer students this past academic year, giving counselors an opportunity to have longer meetings with students. These longer meetings likely led to students having a better understanding of their educational plan.“Did your Counselor help

goals. When students register for spring 2014 classes through the UH Portal, they are required to complete an educational goal survey.

Student feedback on multiple reflective assessment tools is that students need and appreciate counselor assistance in developing an educational plan and providing them with the tools to draft their plans independently. In an effort to be more systemic in the teaching of educational planning, as well as providing multiple tools, the Counseling Department adapted and piloted Maui CARL (Counseling,

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INTELLECTUAL GROWTH




Through

Reflection SurveyVoluntary survey distributed at commencement. Completed by 88 students

Focus Groups with Hawaiian

you develop an educational plan to meet your goal? “ 90.1% of students that completed the survey reported that their counselor assisted them with developing an educational plan.Students were asked the following open-ended question, “All things considered, what was the most important thing that your learned from your counselor during your time at UH Maui College?” 51 students (57%) answered this question, with the majority stating that creating an educational plan was the most important thing they learned from their counselor.

Students were asked, “What counseling

Advising, Registration, Laulima) with new incoming students. One of the five modules teaches students how to build an educational plan based on their COMPASS placement scores and STAR degree requirements for their intended major. Please see pages 19-20 for further discussion of Maui CARL.

The Counseling Department will

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Studies and Liberal Arts students2 groups held during Spring 13 semester with a total of 17 participants.

services do students find most helpful for academic success?The most common response was “academic planning, including an educational plan.” Responses also indicated that counselors needed to develop additional tools to help students do this independently in future semesters.

expand Maui CARL to provide online resources and tools including teaching tutorials. This will empower students to tailor their education plan to suit their educational and career goals.

Discussion of Educational Plan Data and Plans for Improvement

The Education Plan focus is on counselors teaching students the skills needed to develop their plan and has been endorsed by students as the most important function of the Counseling Department.

To accommodate the increase in enrollment and consequential increase in students requesting appointments, most of the counselors shortened their availability to 30 minutes. As is especially true for Liberal Arts, developmental, and undecided students, 30 minutes is not enough time to do an initial evaluation of the student’s capabilities and life circumstances and to develop an education plan within the 30 minute timeframe. This requires more counselor availability for either extended appointments or more follow-up appointments. Because of resource limitations, providing additional counselor availability has been challenging. While the Department has some new temporary positions in the 2013-2104 academic year, these positions are federal grant funded and will not continue beyond the current year. To assist in the Department’s efforts in assigning all students a counselor and providing educational planning to all students, the Department partnered with Mu‘o A‘e, an externally funded program, to fund and adapt Leeward Community College’s CARL program. CARL is an acronym that stands for Counseling, Academic Advising, Registration, Laulima.

CARL’s initial function is to prepare students for their first appointment with a counselor. Students complete five online modules within Maui CARL: 1) Review and agree to the UHMC academic advising agreement; 2) How to check for holds that prevent registration; 3) How to interpret COMPASS test scores; 4) How to identify degree requirements using the STAR academic journey; and 5) How to read the schedule of classes and put together a

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tentative course schedule. Counselors will review the student’s schedule before registration and will direct students back to STAR to develop a tentative educational plan for future review.

In addition to CARL, 100% of the paper-based program advising sheets are available to students at the Counseling Center and 100% of the STAR Academic Journeys are available to degree-seeking students via their UH Portal. Additionally, the Counseling Department works to post all program worksheets and the College Catalog to the Department’s website so that students have multiple forms of access to this information.

It is expected that use of CARL, as well as other educational planning tools, will allow more time for counselors to expand work with students in developing their educational plan, as well as additional time to work with students who are undecided, under-prepared, or who are struggling.







INTELLECTUAL GROWTH

Uses complex information from a variety of sources (e.g. program advising sheets, STAR, UHMC catalog and schedule of classes) to make decisions.

100% of the UHMC STAR Academic Journeys (online degree audit system) will be available to students through their MyUH Portal.

Percentage of STAR Academic Journey certificates and degrees available for use by students, counseling faculty, and other advisors.

100% STAR Academic Journeys (AJ) completed—for multiple catalog years from 2002 to present.

Continue to build new STAR Academic Journeys as certificates and degrees are added. Continue to annually modify STAR Academic Journeys per curricular changes.

In the 2011-2012 academic year, an assessment tool to determine students’ competence in utilizing the STAR Academic Journey (AJ) was developed. First and second semester students were randomly selected during specific times of the semester to provide a snapshot and initial assessment. The original plan was for the Counseling Department to follow-up with these students to ascertain improvement in their knowledge of STAR. However, the original assessment process was flawed, as it did not include a systemic student intervention. It was decided that the department would focus on building Maui CARL as a way to systematically teach students how to use STAR, as well as other advising tools. Teaching tools include helpful “how to” videos about using the STAR Academic Journey and educational plan. Additionally, CARL has assessment tools built into the modules, allowing the department to collect data in real time.

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Further real-time assessment will be explored to expand and improve the Counseling Department’s ability to capture student learning on a broader scale. Purchasing of mobile devices such as tablets will further enhance the Counseling Department’s ability to capture data in real time and analyze the results to implement changes.







INTELLECTUAL GROWTH

Employs critical thinking in problem solving.

Specialized education plans for Financial Aid recipients on appeal

316 Satisfactory Academic Progress (SAP) financial aid appeals that required an educational plan signed by a counselor were completed

381 Maximum credit time frame reviews were completed by counselors

There was a 7.3% decrease in the number of Financial Aid Academic Plans over the previous year.

The number of Financial Aid Maximum credit timeframe reviews remained at the same level as the previous year.

The meetings with these students are fruitful in that they are made more aware of their responsibilities and have the opportunity to discuss strategies. The counseling faculty also make campus and/or community referrals as needed.

The Counseling Department and Financial Aid (FA) directors will discuss past and current results for students with FA Academic Plans and look at other intervention models and best practices within and outside of UH. A closer look at other factors that could have also impacted these results is warranted.

INTELLECTUAL GROWTH

Employs critical thinking in

Academic advising, career, and

188 counseling contacts (as reported in SARS)

Funding for the Academic Probation Policy

Continue to work together with instructors

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problem solving.

personal counseling services

were made for academic monitoring for 170 students; the majority of these contacts were to address instructor concerns regarding students who were struggling academically or in crisis.

(APP) Coordinator position was eliminated in the 2012-2013 Perkins grant cycle. As such, meetings between counselors and students on academic probation decreased.

While some of the students referred to counseling fall under the academic probation policy, without a dedicated APP counselor there is no systemic follow-up with students on academic probation, as it is not feasible with the large caseloads counselors currently carry. Justification supported by the Liberal Arts Program Review (pp. 28).

and students to meet campus retention and persistence goals, including advocating for a dedicated APP and developmental counselors.

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INTELLECTUAL GROWTH

Employs critical thinking in problem solving.

Referrals to other UH Maui College programs.

FY 13 UHMC Counselor Evaluation –(N=635; rating scale 1-4 with 4=Strongly Agree)

Benchmarkrating = 3.70/4.002012-2013 Rating: 3.67/4.00“I am now aware of informational resources (e.g. The Learning Center, Educational Opportunity Center, Financial Aid Office) that are available to me.”Did not meet benchmark. Rating improved from 2010-11 academic year (3.62/4.00). As noted earlier, fewer students were seen this past academic year, giving counselors an opportunity to have longer meetings with students. These longer meetings likely led to students sharing more information with their counselor, leading to better referrals.

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Graduating Students’ Self-Reflection SurveyVoluntary survey distributed at commencement. Completed by 88 students.

Focus Groups with Hawaiian Studies and Liberal Arts students2 groups held during Spring 13 semester with a total of 17 participants.

Students were asked, “Did your Counselor refer you to other campus services and/or programs to assist you with meeting your goals?” 75.3% students said they had been referred to other campus resources by their counselor, with the top referrals being: Financial Aid (55%), The Testing and Learning Center (TLC) (37.5%), Admissions & Records (20%), and CareerLink (20%).

Students were asked, “What changes could be made to the services currently offered? Students suggested that counselors more formally notify students of available resources.

Counselors partnered with other student support programs to develop a comprehensive brochure of campus resources. These brochures will be available in the Counseling office and will be given out at future NSO sessions. This project was in response to student feedback from Counseling led Focus Groups.

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V. BUDGETARY CONSIDERATION & IMPACT

To meet the UH System goals for enrollment, persistence, graduation, transfer, and workforce development, as well as UHMC long range planning, the workload issues of the Counseling Department need to be addressed. It is evident that Student Affairs still remains deficient in meeting the access and success needs of prospective, current, transfer, and returning students. Furthermore, as the college continues to grow it must address the issue of essential services being available for prospective and currently enrolled students on the Kahului campus and at all Outreach Education Centers. The Council for the Advancement of Standards (CAS) in Higher Education states that “sufficient personnel should be available to meet students’ needs without unreasonable delay. Advisors should allow an appropriate amount of time for students to discuss plans, programs, courses, academic progress, and other subjects related to their educational programs.” The imbalance between enrollment growth and a lack of proportionate funding for Counseling Department resources are further compounded by the Department’s need to “ensure that services and programs are provided on a fair and equitable basis” and to serve the tri-isle communities and students at four UHMC Education Centers.

STATUS OF IDENTIFIED NEEDS FROM PREVIOUS PROGRAM REVIEWS

Needed Positions/Resources Need Met Need Unmet

Disabilities Program – APT Assistive Technology Specialist

X Partially met with 1.0 FTE Perkins external funding(expires 06/2014.)

Counselors for Native Hawaiian Students –Hawaiian Studies Counselor & Native HawaiianStudent Retention Counselor

X

UHMC Transcript Evaluator X – Partially met. C3T Grant currently supports a 1.0 FTE Transcript Evaluator.

Counseling Department Director (Full-Time) XUHMC Campus Recruiter XCareer & Transfer Center and Staffing X – Partially met C3T Grant

supports a .50 FTE Career & Transfer Counselor.

Counselors for Recently Emerged and Future UHMC Programs

X Minimally met with external funding -Two .50 Casual Hire Counselors hired for HSER through RDP funds (expires 02/2014).1.0 FTE Counselor for Ocean Studies through RDP funds (expires 02/2014).

Counselors for Hana and Lahaina Education Centers

X

Early Admit/Running Start Program Coordinator X

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The Counseling Department's perspective is that Disability Services and the Hawaiian Studies counselor positions serve distinct populations and are regarded by the Department as equally important. While Disability Services is a federal mandate, the Hawaiian Studies counselors should be imbedded in the delivery of services and programs of the college as it is the host culture of our state and we must make a commitment to serving Native Hawaiians and those with a passion for Hawaiian Studies. For us, addressing and serving both populations are necessary and are an institutional responsibility.

Disabilities Program- APT Assistive Technology SpecialistWhile student enrollment has increased 24.0% since the 2008-2009 academic year, students registered with the Disability Services Program have increased by 75% (164 students served in 2008-2009; 287 served in 2012-2013). At the same time, the types of disabilities and the limitations of these students have changed the types of accommodations needed—and the time involved to provide these accommodations. Over the past five years there has been a 283% increase in the sensory (e.g. hearing, vision) category and a 228.5% increase in the “other disability” (e.g. autism, traumatic brain injury) category. Assistive technology (e.g. alternative textbooks, screen magnifiers and readers) requests have increased at a rate of 300%. With the changes in Section 508 of the Americans with Disabilities Amendments Act (ADAA, 2008) and the increasing amount of technology used for educational delivery, a general-funded APT position is needed to ensure federal compliance with timely and effective accommodation delivery. While there is an externally-funded position filled to help address these accommodations, it is Perkins-funded. The time it takes for the solo Counselor/Disabilities Program Coordinator to produce and implement the grant is time taken away from direct student contact. Not having access to their counselor often exacerbates their challenging situations and creates hardship for instructors as well. In response to student complaints about a lack of privacy and needing greater access to assistive technology, a dedicated assistive technology lab was funded in the 2011-2012 Perkins grant. This lab was established within the Ka Lama building during the summer of 2012. Permanent funding needs to be established to maintain the Assistive Technology (AT) lab, and funding is needed for the APT staff member who converts materials into accessible formats, trains students in the use of AT, assists faculty and staff with ensuring their course material are accessible, and oversees the lab. Current funding for the APT staff member is projected to expire June 2014.

Counselors for Native Hawaiian StudentsUH Maui College Native Hawaiian student enrollment has risen from 656 students or 23% of the total student population in 2005 to 1,295 or 32% of the total population in fall 2013. However, Native Hawaiians make up over 50% of the student drop out population of UH Maui. Student retention data is a factor of future success in college. Although the Native Hawaiian enrollment rate at UH Maui College has increased, the retention rate of Native Hawaiian students (34%) continues to trail behind other students (43%). Hawaiians are enrolling in unprecedented numbers, yet unlike other UH system campuses; there are no general funded Hawaiian counseling or student support service positions at UH Maui College. The two Native Hawaiian Counselor positions (Hawaiian Studies Counselor and Native Hawaiian Student Retention Counselor) will implement a comprehensive educational case management approach that is strengths and culturally based. These two positions will implement strategies that will focus on access and related services needed for academic persistence, retention, graduation and transfer. These positions are in alignment with the University of Hawai‘i’s commitment to becoming a Model Indigenous Serving University System, and are both supported and recognized by the College’s Academic Senate, Lau‘ulu, and the Pūko‘a Council. It should be noted that the Lau‘ulu 2012 Native Hawaiian Student Affairs Model and the Liberal Arts (pg. 22) and Hawaiian Studies Program Reviews identified and support the need for these positions.

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UHMC Transcript EvaluatorThis position is currently federally funded through the C3T grant and expires in 2015. Such a position is essential to accelerate the evaluation process as well as help the College to meet its commitment to providing students with access to a seamless system. The Transcript Evaluator would be responsible for the review and assessment of transcripts, as well as responsible for consulting with both campus and system-wide faculty for course equivalency, articulation determinations, course waivers/substitutions and academic exceptions to meet program requirements.

Counseling Department Director (Full-Time)As the College maintains record enrollments, academic advising and educational planning remain fundamental to student access and success. A lack of resources continues to result in one of the eleven counselors serving as the Counseling Department Director while maintaining a counseling student caseload and managing other program responsibilities. The Director has many duties comparable to Department Chairs in Instruction (Academic Affairs); however, unlike instructional faculty, there is no formal definition of non-instructional faculty workload. The Department Director is responsible for coordinating the services and operations of the Department and is expected to work collaboratively with the entire campus community. Over the years as the Department and campus have grown, so have the responsibilities of the Director. While overseeing all operations and personnel, the director facilitates student success by being involved with a wide range of programs, faculty consultation, and participating on administrative committees. The Director also contributes to policy academic program development that will address student and community needs. While this position is recognized in the current Reorganization Chart, there has been no assigned time or additional resources given to the Counseling Department to enable the designated counselor to fully function as the Director. Justification for funding a Counseling Department Director is supported by the Liberal Arts Program Review (pp. 27-28) and the number of students declaring themselves as Liberal Arts majors which has increased over the past years (1,574 in FY09 compared to 2,034 in FY13). At the same time, the number of counselors dedicated to serving Liberal Arts majors has remained the same (4 of 10 academic advising counselors). Liberal Arts tends to be a “catch-all” major that includes students who intend to earn an Associate in Arts degree, students who plan to transfer to a baccalaureate program within and outside of the UH System, students who are preparing for an allied health major, life-long learners, and students who are undecided regarding their educational and career goals. Data in the UHMC Liberal Arts Program Review shows a relationship between the increases of Liberal Arts majors to the decrease of unclassified majors. An increasing percentage of Liberal Arts majors are “pre-collegiate” students (students who place in developmental English and/or math) who need more resources and support than students who are prepared for college level courses. Counseling standards recommend smaller caseloads for targeted special populations, such as the pre-collegiate population and those who are on academic probation.

UHMC Campus RecruiterThe need for a UHMC Recruiter continues to exist. The current demands for counseling services by the increased enrolled student population require a separate Recruiter position to address College administrative and UH System priorities for local and non-resident student recruitment and increased UHMC enrollment of high school students. The Recruiter would be responsible for the initial contact with prospective students to inform them of admission requirements, program, and support service information, and would be responsible for assisting with the admissions and matriculation process to UHMC. This position would also be responsible for statewide and national college fairs, other recruiting efforts and organizing college information sessions and tours. The Transcript Evaluator and Recruiter would work together closely so that a timely evaluation of students’ previous college credits would be completed and shared with prospective

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and returning students for educational planning purposes. The Recruiter would be responsible for ongoing follow up, which includes completing prospective student contact information needed to facilitate accurate processing of admissions correspondence, and to facilitate preparedness for successful registration in classes. The hiring of a UHMC Recruiter would enable the Counseling Department to respond to the demand from enrolled UHMC students for improved access to counselors. Current Update: Feedback from the Middle School and High School Counselors Workshop includes a strong recommendation that UHMC dedicates funding for UHMC recruiter positions like other colleges that they work with.

Career & Transfer Center and StaffingA Career & Transfer Center would benefit students who intend to transfer, as they need more guidance, i.e. longer or more frequent appointments than students with clear educational and career goals. Students with clearer career/educational goals are more likely to persist and keep on track. While many of the services may be aimed at those in exploratory stages such as recent high school graduates, career counseling services can also target those in our community who request services to explore career options, especially if they have a desire, or need, to make a career change. The hiring of a designated Career & Transfer Counselor should help the Counseling Department establish the beginning of a Career & Transfer Center. The Center would provide an array of resources and tools to guide Liberal Arts and Career-Technical students in researching majors and careers. Thus, adequate space must also be allotted to house career resources and reference materials. Additionally, services provided by this Center will enable students to experience a smooth transition to other colleges or universities and to maximize visits by admissions representatives from other post-secondary institutions.

Counselors for Recently Emerged and Future UHMC ProgramsAs UHMC further expands and develops additional degrees, particularly at the baccalaureate level, additional counselors are needed to serve these groups of degree-seeking students. Both of the approved proposals for the latest UHMC baccalaureate programs in Engineering Technology (ENGT) and Sustainable Sciences Management (SSM) included requests for two (2) separate full-time counseling positions. Two (2) casual hire counselors at the .25 level, working 10 hours per week, were hired through external funds. These funds expired and no general funds were allotted to fill these positions. This has resulted in overloading current counseling staff caseloads and insufficient services for these students.

Counselors for Hana and Lahaina Education CentersThe need for Counselors for the Hana and Lahaina Education Centers is documented in the UHMC Hana Education Center and UHMC Lahaina Education Center Education Program Reviews (pps. 1-2, 6). At present the counselor liaison to the Hana Education Center supports Liberal Arts, Hawaiian Studies, and Early Childhood Education majors and does outreach to provide services to Hana Education Center approximately 1-2 times per academic year. Additional services via phone and email contact is provided; however, this is inadequate to meet student needs for retention, persistence, graduation and transfer.

Early Admit/Running Start ProgramUHMC is committed to provide college access to eligible High School students in Maui County. In Fall 2011 there was a marked increase of students attending Maui College as a Running Start student. The coordination of counseling services to Early Admit, Running Start and Dual Credit students who enroll in UHMC courses require a dedicated position.

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Additional Needs

Council for the Advancement of Standards (CAS) in Higher Education requires that the Counseling Department analyze the needs and capabilities of students and the availability of internal and external resources. UHMC has excelled in developing new academic programs and in offering courses to meet student and economic needs. This has been achieved with additional designated resources to hire additional instructional faculty and lecturers and/or through instructional faculty reassigned time. At the same time, there has not been a systematic and proportionate growth or allocation of resources to add needed counseling personnel. Services to keep up with this academic program growth, including the development of two new baccalaureate degrees, and to address student needs require funding of additional positions. The following have been identified to address these needs:

An increased budget for the Counseling Department to maintain the functions and operations of the Counseling Center, to have adequate technology and equipment, to address travel needs for outreach advising, to maintain sufficient funding for student assistants to help staff the Counseling Center, and to pay overtime for the department clerk for staffing during special hours of operation and to support projects such as the Updating the Counseling Department website is needed to continue to meet its mission and goals effectively and efficiently. Allotment for the past few years has been $13,000. This is inadequate to fund what is needed to run the Department in light of rising costs. Funding assistance has been provided from other departments such as Admissions & Records and Allied Health to help support our student assistants.

VI. CONSIDERATIONS FOR PROGRAM REVIEW

ENGAGED COMMUNITY Internal:

The counselors are integrated within the campus community and active with their liaison units (Business/Hospitality; CTE; English; Humanities; Social Sciences; STEM) as well as program-specific departments—providing and receiving feedback on needs and curriculum issues. They participate in program-specific advisory committee meetings.Counselors are represented on a number of campus committees: WASC Accreditation; Achieving the Dream; Campus-wide Assessment; Academic Senate Policy and Procedures; Academic Senate Elections; Curriculum; Distance Education; Hawai‘i Graduation Initiative; Institutional Assessment & Effectiveness; Liberal Arts; Math Task Force; New Student Orientation; Lau‘ulu; Kabalikat Council; and Safety & Security.

External:Counselors maintain contact with their high school liaison schools and participate in a number of high school events, especially for recruitment purposes.Counselors maintain contact with other colleagues, especially in our UH system, to provide up-to-date information regarding transfer and articulation. Counseling is represented on the UH System Academic Advising Transfer Network.Counselors contribute to system-wide discussions by representing UHMC on a number of system committees: Academic Advisors Transfer Network; Early College Task Force; EXCELL (Educator’s X-system Committee for Excellence in Lifelong Learning); Foundations; Hawai‘i, Asia, Pacific (HAP); Prior Learning Assessment; STAR Board.Counselors maintain contact with outside community agencies, such as Veteran Affairs, Department of Vocational Rehabilitation, Department of Human Services, and Judiciary to better address the needs of various special populations.

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BEST PRACTICES We continue to utilize the CAS standards as a guide to review standards for our department and

individually as counselors. Counselors participate in the statewide UH System Advisors workshop to learn about best

practices at other system campuses and incorporate on our campus as feasible. Counselors occasionally participate in national conferences to learn about best practices at other

institutions and incorporate on our campus as feasible. In March 2013, a representative from the UHMC Counseling Department provided a session on the

use of technology in advising at the NASPA National Convention. The Counseling Department adopted and modified Leeward Community College’s CARL

(Counseling and Registration Laulima) as a tool to empower students with college-related information for student success.

PLANNING & POLICY CONSIDERATIONS UH and campus strategic goals for access, graduation, and transfer are discussed on pages 10- 13.Additionally, several counselors work closely with Liberal Arts Committee to revise degree requirements to further align with other UHCC campuses and enable students to attain their AA degree more readily. In 2011-2012, the Area of Concentration requirement was eliminated. In 2012-2013, counselors advocated for a major revision of the Liberal Arts degree to change to Diversification wording and categorizing of courses, amongst other areas. This will help our students with a smoother transfer process and help our campus to attain the graduation initiative of a 25% increase in graduates.

BUDGETARY CONSIDERATION & IMPACT APT Assistive Technology Specialist – full-time, general-funded position (refer to pages 7, 8, 24,

25). Also refer to Perkins Grant regarding Disability Services and Assistive Technology Counselors for Native Hawaiian Students (refer to pages 24, 25) and to Lau‘ulu’s Justification in

Appendix. Also refer to the Lau‘ulu 2012 Native Hawaiian Student Affairs Model and the Liberal Arts (pg. 22) and Hawaiian Studies Program Reviews.

Transcript Evaluator – full-time, general-funded position (refer to pages 4, 7, 24, 26). Counseling Director – funding for a full-time Counseling Director (refer to pages 3, 24, 26) and to

the Liberal Arts Program Review). UH Maui College Recruiter (non-Counseling Department position) – funding for a campus recruiter

for state and out-of-state recruitment and follow-up services for increased sources of revenue (refer to pages 26, 27).

Career & Transfer Counselor and Center – funding for a full-time Career & Transfer Counselor plus space and resource materials to support a Career & Transfer Center; early educational goal identification will help with retention, persistence, graduation and transfer (refer to page 27 and the Liberal Arts Program Review).

Counselors for Recently Emerged and Future UHMC Programs (refer to page 27) Counselors for Lahaina and Hana Education Centers – funding for counselors dedicated to serve

students at these outreach centers to easy access and rapid response (refer to pages 2, 27) and the Lahaina Education Center and the Hana Education Center Program Reviews).

Early Admit/Running Start Coordinator – funding for a coordinator to oversee all early access programs to increase student participation and success in these Early College programs; work closely with high schools, students and parents, UH system personnel (refer to pages 9, 24, 27).

Counseling Department Budget – an increase in the annual allotment is needed due to rising costs—including technology requirements and replacement; travel for the Molokai Education Center counselor to service students at the Lāna‘i Education Center and/or attend special recruitment events; student assistants to help staff the Counseling Center’s service desk and phone; overtime to fund

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additional hours the department clerk accumulates to assist the department to staff the Center during special/peak hours and to assist counselors to complete special project (refer to page 29).

Tablets for Counselors – to use with students to register for classes; to teach students about STAR; for portability of the tablets will help in other areas such as recruitment at the high schools; for other outreach activities on- and off-campus, including group advising (refer to page 19).

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Appendix

Lau‘ulu Justification

OVERVIEW

The University of Hawaiʻi has a well-documented responsibility for the advancement and success of Native

Hawaiian students and programs. The Kaʻū Task Force Report of 1986 has been used to establish and guide a

multitude of Hawaiian initiatives throughout the University system. The following recommendations from the Kaʻū

Task Force Report specifically relate to the establishment of Hawaiian Studies degrees and student support services:

Recruit more Native Hawaiian Faculty and Staff, buildings for Hawaiian Studies at the University of Hawaiʻi at Mānoa

and the University of Hawaiʻi at Hilo followed by all of the Community Colleges , Increase Hawaiian Language and

Culture Courses, Creation of Baccalaureate, Masters, and Doctoral programs in Hawaiian Studies.

The University of Hawaiʻi Board of Regents Policy Chapter 4-1, the University of Hawaiʻi’s System Strategic

Plan 2002-2012, the University of Hawaiʻi’s Community College’s Strategic Outcomes and Performance Measures

2008-2015, and the University of Hawai'i Maui College’s Strategic Plan 2003-2010 all include goals and policies to

support increasing support of Native Hawaiians at the university.

The Board of Regents Policy, Chapter 4-1, shapes the University’s commitment by recognizing the unique

condition of Hawai'i and Hawaiians as the indigenous people of Hawaiʻi: “As the only provider of public higher

education in Hawaiʻi, the University embraces its unique responsibilities to the indigenous people of Hawaiʻi and to

Hawaiʻi’s indigenous language and culture. To fulfill this responsibility, the University ensures active support for the

participation of Native Hawaiians at the University and supports vigorous programs of study and support for the

Hawaiian language, history and culture.”

This commitment persists in the vision of the 2002-2012 University of Hawaiʻi System Strategic Plan that is

founded in Hawaiian philosophies and practices: “In ancient Hawai'i, ahupua'a were sections of land that extended

from the mountain summits down through fertile valleys to the outer edge of the reef and into the deep sea. The

konohiki, or caretakers, managed the land and consulted with kahuna who were experts in different specialties. Within

the ahupua'a, a wise conservation system was practiced to prevent exploitation of the land and sea, while allowing the

people to use what they needed for sustenance.”

In addition, the Pūkoʻa Council is a University of Hawai'i system-wide organization comprised of faculty and

staff of Hawaiian programs and Hawaiians who teach or work in other university programs and departments. The

Pūkoʻa Council provides advice and information to the President of the University on issues related to Hawaiians,

while working with the system and campus administration to position the University as one of the world's foremost

indigenous-serving universities. It also promotes access and success of Hawaiian students in undergraduate, graduate,

30

and professional programs and works toward increasing representation of Native Hawaiians in all facets of the

University.

The Pūkoʻa Council is represented on the UH Maui College campus by Lauʻulu. Lauʻulu is comprised of

Hawaiian program representatives, faculty, and staff that are committed to the advancement of Hawaiian students in all

areas of the college.

Additionally, the University of Hawai'i Community College’s Strategic Outcomes and Performance Measures

2008-2015 assert under the Strategic Outcome for Goal A: Educational Effectiveness and Student Success and Goal

A: Promote Learning and Teaching for Student Success: “Native Hawaiian Educational Attainment - Position the

University of Hawai'i as one of the world’s foremost indigenous-serving universities by supporting the access and

success of Native Hawaiians.”

The University of Hawai'i Maui College’s Strategic Plan 2003-2010 reaffirms this belief and commitment in

its statement of Commitments and Core Values:

“Aloha: The Hawaiian concept of Aloha encompasses a respect for the history, traditions, and culture of Hawai'i and

its indigenous people as well as compassion and caring for the well-being of all people.” Moreover, this commitment

is made explicit in the UHMC Strategic Plan in Goal 3, Objective 2: “Strengthen the crucial role that the College

performs for the indigenous people and general population of Maui County by actively preserving and perpetuating

Hawaiian culture, language, and values.” The Action Strategies under Objective 2 relate specifically to this proposal

and state that the College will:

1) Provide positive support for the development, implementation, and improvement of programs and academic

support services for Native Hawaiians.

2) Promote the use of the Hawaiian language at all UHMC campuses, as appropriate and consistent with the

Hawai'i State Constitution.

3) Increase funding and provide for the study, development, and research of the Hawaiian language, culture,

and history at all UHMC campuses, as consistent with the Hawai'i State Constitution.

4) Encourage Native Hawaiians to practice their language, culture, and traditions at all UHMC campuses.

In accordance with the system and campus policies that promote the University of Hawaiʻi Systemʻs Strategic

Outcome #1 – Native Hawaiian Educational Attainment – Position the University of Hawaiʻi as one of the worldʻs

foremost indigenous-serving universities by supporting the access and success of Native Hawaiians, Lauʻulu has

worked to create a collaborative of programs, faculty, and staff that work to research, coordinate and design targeted

student support services for Hawaiian students using existing campus resources. Lauʻulu has identified areas of need

including instructional, support services, and other needed positions, operating costs, and CIP requests. The requested

positions are essential to providing institutional support for Native Hawaiian student success and ultimately reaching

UHMC’s retention and graduation goals for Native Hawaiian students as outlined in UHMC’s Institutional

Reaccreditation Report 2013. . 31

NATIVE HAWAIIAN ENROLLMENT AT THE UNIVERSITY OF HAWAIʻI MAUI COLLEGE

Native Hawaiian enrollment at UHMC has increased steadily since Fall 2005. From a total of 656 students in

2005 to 1,295 students in 2013, the Native Hawaiian student enrollment at the University of Hawaiʻi Maui College has

increased by 97 percent! In the same period, the general campus enrollment increased 40 percent from 2,903 students

in 2005 to 4,076 students in 2013. Measured as a percentage, the Hawaiian enrollment grew from 23 percent of the

overall student enrollment to 32 percent. This growth is reflected in the chart below.

While this growth is impressive, Native Hawaiian student success rates, as measured by persistence and

graduation rates, are lower than the general population. In other words, Native Hawaiian students are more likely than

other UHMC students of other ethnicities to leave school after their first year. In addition, Native Hawaiian students

are less likely to to graduate compared to UHMC students of other ethnicities.

With this substantial increase in Native Hawaiian enrollment and the launch of the new Associate in Arts

degree in Hawaiian Studies, which will also prepare students to transfer to four year institutions in a variety of fields, a

crucial need exists for increased Native Hawaiian student support services.

NATIVE HAWAIIAN PLACEMENT AT DEVELOPMENTAL LEVELS

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According to the ATD Cohort data included in the UH CC Strategic Plan, in 2010 a staggering 75 percent of

Hawaiian students placed in below college level math. In 2011, 84 percent of Native Hawaiians placed in

developmental math.

A significant gap exists between Native Hawaiian and all other UHMC students who succeeded in

developmental math. In 2010, 24 percent of NH students passed a developmental math course while 39 percent of all

students passed. This represents a gap of 15 percent. In 2011 the NH success rate was still very low at 30 percent; 36

percent of all other UHMC students passed in 2011.

In developmental writing, the problem is not as severe as in math but a gap exists there as well. In 2010, 65

percent of Native Hawaiian students successfully completed a developmental writing course versus 70 percent of all

other students. In 2011, the success rate for Native Hawaiian students decreased to 58 percent versus all other students

who completed at a rate of 67 percent representing a 9 percent gap.

UHMC NATIVE HAWAIIAN PERSISTENCE AND RETENTION RATES

Based on Achieving the Dream (ATD) cohort data from the UHCC Strategic Plan, although Hawaiians are

accessing UHMC at higher rates due to the collective efforts of faculty and staff including Native Hawaiian program

counselors paid by external funds, retention levels are still low.

In 2010 and 2011, only 39 percent and 43 percent of Hawaiians at UHMC persisted from fall to the subsequent

fall after one academic year versus 46 percent who persisted at all of the other campuses during the same years.

In 2010, only 28 percent and 34 percent in 2011 of full time Hawaiian students earned 20 or more credits in

their first academic year. This is a critical ATD success benchmark that is a predictor of future success; however, the

percentage for NHs at UHMC is low when compared to 36 percent and 39 percent at all other UH community colleges

in 2010 and in 2011.

UHMC NATIVE HAWAIIAN ACHIEVEMENT/GRADUATION RATES

Completing a degree from an institution of higher education is an important aspect of improving the overall

conditions of Native Hawaiians. While Native Hawaiian graduation rates at UHMC have increased, Native Hawaiians

continue to graduate at lower rates than non-Hawaiian students.

In the 2012-2013 school year, 601 students or 15 percent of all enrolled students earned a degree or certificate

at UHMC. In the same year, only 156 Native Hawaiian students or 12 percent of enrolled Hawaiian students earned a

degree or certificate. In addition, those Native Hawaiian students represented only 26 percent of all degrees and

certificates earned; even though Hawaiians represented 32 percent of the overall school enrollment. This disparity in

graduation rates between Native Hawaiian and all other enrolled students provides further evidence that support

services in the form of retention counselors to address the Hawaiian student retention and graduation challenges.

UHMC STUDENT SUPPORT INFRASTRUCTURE33

Despite the increase in Native Hawaiian enrollment at UHMC, no general funded Native Hawaiian student

support positions or programs exist at UHMC. Rather, UHMC Native Hawaiian student support positions and

programs are supported by extramural funding, and are at constant risk.

Currently, existing faculty, including general campus counselors, program coordinators, and instructors

struggle to address the unique needs of Hawaiian students while serving the general student populations on the

Kahului, Maui campus and the four Outreach Education Centers (Hana, Molokai, Lāna‘i, and Lahaina), that comprise

the Maui Nui (Maui, Molokai, and Lāna‘i) communities.

The present UHMC Hawaiian student support services infrastructure comes from two, externally funded, grant

programs. The two programs serve 210 out of 1,295 enrolled Hawaiian students. One is designed to support 150 full-

time NH freshmen per year and the other is designed to support 60 NH Science, Technology, Engineering and Math

(STEM) students per year. Furthermore, the number of NH students served through these programs is probably

smaller since students can participate in both programs resulting in duplicate head counts. Consequently, even if the

two programs meet their maximum target rates, they are only reaching 16% of the 1,295 enrolled students of Native

Hawaiian ancestry. More specifically, over 1,000 enrolled Native Hawaiian students have no dedicated general-

funded counselor targeting their persistence, retention, and graduation rates.

UHMC BUDGET POSITIONS REQUESTS

To support the growth in Native Hawaiian enrollment and to increase persistence, retention and graduation

rates of Native Hawaiian students, it is imperitive that UHMC institutionalize and increase support for Native

Hawaiian student success.

As a result, Lauʻulu is requesting nine additional positions:

1. Hawaiian Studies Counselor (Instructor/Counselor, C2-2)

2. NH Retention Counselor (Instructor/Counselor, C2-2)

3. NH Retention Counselor for Hāna & Lāhainā Education Centers (Instructor/Counselor, C2-2)

4. NH Retention Support Specialist (APT-A 1N)

5. Hawaiian Studies Instructor for Maui College-Molokai ( Instructor C2-2)

6. NH Financial Aid Advocacy and Outreach Specialist for Maui College-Molokai (APT-A 1N)

7. NH Student & Community Specialist (APT-B 10N)

8. Office Assistant IV

9. Hawaiian Studies Program Support Specialist (APT-A 1N)

The positions being requested by Lauʻulu will address the various academic related issues experienced by

Hawaiian students. The services and programming provided will reinforce the UH System Strategic Plan Outcome,

Hawai‘i Papa O Ke Ao, and related performance measures. These positions are also aligned with our UHMC

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Hawaiian Student Affairs Model, the UHMC Counseling Department Program Review, and the Hawaiian Studies

Program Review. It will also be included in the Pūko‘a 2013-2014 Biennium Request.

The Instructor/Counselor position for Hawaiian Studies (HWST) will provide strengths-based academic

advising, career and personal counseling, and other support services to HWST majors. In addition, the

Instructor/Counselor will work to develop a network with University of Hawaiʻi system Hawaiian Studies, Hawaiian

language, and related programs to facilitate the recruitment, retention, graduation, transfer, and employment of campus

HWST majors. The Instructor/Counselor will also develop and implement recruitment and retention activities in

coordination with Hawaiian Studies instructional faculty and Hawaiian and related programs. Other related job duties

will include researching relevant educational programs to broaden international learning opportunities and

connections, helping targeted students to integrate educational and career life goals by improving student ability at

problem solving, decision-making, interpersonal skills, self-management and expression, and fostering an institutional

climate supportive of students of Hawaiian ancestry. Justification is supported as top priority in the UHMC

Counseling Department Program Review.

The second, third, and fourth positions address the need for NH student success, i.e. retention, persistence,

graduation, and transfer. Two (2) NH Retention Counselors (Instructor/Counselor), and a (1) NH Retention Specialist

(APT) will work to promote an institutional climate supportive of students of Hawaiian ancestry. This work will

include developing and implementing Hawaiian student success strategies in coordination with Hawaiian and other

programs on and off campus founded in Hawaiian epistemologies and methodologies. These staff will also provide

support services including career counseling to Hawaiian students designated as at-risk with cumulative GPAs below

2.0 status to successfully exit Academic Warning and Probation. They will also partner with the campus Academic

Probation Policy Implementation Committee, the Counseling Department, Hawaiian and other programs to identify

campus barriers to Hawaiian student success and promote programs, policies, and procedures to support retention and

goal completion. In addition, they will help at-risk Hawaiian students to integrate educational and career life goals by

improving student ability to problem solve, make decisions, and develop interpersonal skills including self-

management and expression. They will also develop Service Learning & Internship Opportunities with Hawaiian

programs, UHMC CareerLink, other related programs, businesses and agencies. The instructor/counselor will plan and

implement a Hawaiian Leadership Development Program in coordination with campus and system Hawaiian

programs.

The fifth position requested is for a Hawaiian Studies Instructor (Maui College-Moloka‘i). According to

UHMC Molokai Education Centerʻs 2010 Program Review, the center has the highest percentage of NH students in

the system, 70-75 percent. As such, there is a demand for Hawaiian Studies and language courses. This instructor

provides strengths-based academic advising, career and personal counseling and other support services to

HWST/HAW majors. Develops network with UH system Hawaiian Studies, Hawaiian language and related programs

to facilitate the recruitment, retention, graduation, transfer, and employment of campus HWST majors. He or she is

expected to develop and implement recruitment and retention activities in coordination with Hawaiian Studies 35

instructional faculty and NH and related programs; and researches relevant educational programs to broaden

international learning opportunities and connections. He or she will target students to integrate educational and career

life goals by improving student ability at problem solving, decision-making, interpersonal skills, self-management and

expression; and fosters an institutional climate supportive of students of Hawaiian ancestry.

The sixth position is for a NH Financial Aid Advocacy Specialist at the UHMC Molokai Education Center.

Serves as the on-site Financial Aid Office representative to facilitate the financial aid application and awarding process

of NH students. He or she will provide support services to NH students to facilitate post secondary financial assistance

planning and participation. In addition, this Specialist will monitor satisfactory academic progress as related to

financial aid eligibility and will conduct financial aid and financial literacy individual counseling and group

workshops. He or she will serve as liaison to statewide NH scholarship programs and UH system financial aid offices

and disseminates information to the campus to support recruitment, retention and transfer of NH students.

PUʻUHONUA - NATIVE HAWAIIAN STUDENT CENTER

The relationship of this CIP Request to the State Plan or Functional Plan is to actualize the Kaʻū Task Force’s

recommendation which focuses on buildings for Hawaiian Studies at Mānoa and the University of Hawaiʻi at Hilo

followed by all of the Community Colleges. UH Mānoa and Hilo have realized this goal. This request focuses on an

integrated structure for Hawaiian Studies with student support services and relevant career opportunities at UHMC that

includes:

· Hawaiian Studies Programs (faculty, staff, and administration offices; classrooms; resource and technology

center )

· Native Hawaiian Student Affairs & Support Services (including offices for faculty, staff, administration;

meeting rooms; labs)

· Gathering places (example-Windward CC Atrium model) for Hawaiian Studies Department and community

gatherings

· Student Lounge

· Outdoor lab (including Native plants, Pā Hula)

· Kitchen facility

· Restrooms and shower facilities

· Canoe, surfboard, and ocean-related activities structure to support HWST curriculum.

The design and construction of a Pu‘uhonua on the UH Maui College campus is distinctly aligned with and fulfills the

University’s mission, vision, strategies and objectives at all levels.

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Perkins Completion Report with data to Support Assistive Technology

CARL D. PERKINS VOCATIONAL AND TECHNICALEDUCATION ACT OF 2006

Perkins IV Intervention Strategy Proposal Form(revised January 2012)

Strategy # _____Program Year 2012-13

1. College: __UH Maui College____________________________

2. (Descriptive) Strategy Title: __Assitive Technology Lab_____________________

3. Proposer’s Name: _Lisa Deneen_____________ E-Mail: [email protected]____

4. Proposal Period: July 1, 2012 through June 30, 2013 Is this proposal a part of a multiple-year strategy? __X__ Yes ___ No If this is a multiple-year strategy, for what year is this proposal requesting funding?

□ Year 1 X Year 2 □ Year 3

5. Brief Statement of identified problem area and reason for selection: a) Provide relevant program and/or college data to support the need to address this problem.) b) Describe alignment of problem to one or more Perkins Core Indicators, and as appropriate, goals from the

UHCC Strategic Plan, Achieving the Dream, and/or other UHCC projects. (See pg. 2 of Instructions)c) Include narrative that is supported by data. Be brief and succinct.

This Perkins grant is a joint effort between Windward CC and UH Maui College and would establish an assistive technology computer lab on both campuses using consortium funds. Currently the disability services program has two computers and a CCTV in a corner of the TLC computer lab. We need to expand the number of computers with assistive technology that are available to students and recently purchased two new computers. We do not have the space in our current location to accommodate this expansion. Expansion is necessary as there are currently 22 registered students using assistive technology on campus and another 37 students registered with the disabilities services coordinator that could benefit, but are not currently using the assistive technology. This is a total of 27% of the students registered with the disability services office (59/213). Of the students who could benefit from this proposal, 54% of them are in CTE programs (32 of 59 students - includes 2 NURS, 2 ABIT, 1 SSM).

One reason given by students who don’t utilize the assistive technology made available to them is the lack of privacy where the computers are currently located. For example, students who need to use text to speech software feel as if they are disturbing the other students in the TLC computing lab. For this and other reasons, students who are using the assistive technology are requesting their own space. Additionally, students have asked for assistive technology to be located in other study areas on campus, such as the library. To date, this grant has increased the partnering between disability services and existing campus computer labs as we are installing assistive technology in these other areas. However, it was decided that the room originally agreed upon to become the new AT lab was needed for other campus needs. As such, we are trying to locate another appropriate space for the AT lab.

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This proposal aligns with Perkins core indicator 1P1: Technical Skill Attainment, the one area where UHMC does not meet the standards in relation to students with disabilities. Increasingly the ability to access the technological components of many CTE programs are difficult without improved assistive technology support. The following are three examples that illustrate the difficulties with accessing science, math, and technology classes over the past year – 1) a STEM student who has low vision is taking a computer class that requires him to use his magnification program on the computer to complete the work, while at the same time magnifying his text book using a CCTV – there is not enough space in the TLC for him to do this while anyone else is using the assistive technology; 2) a nursing student with dyslexia is having difficulty accessing all of the required materials of his program, in part because the majority of the program materials are on Laulima in an inaccessible format; 3) all developmental math classes are now taught via My Math lab – students with visual impairments, physical disabilities, and math learning disabilities have difficulty accessing this computer based learning system. The APT funded under this proposal is working with the instructional designer, web master, and other IT staff to consult and assist in developing educational materials that are universally designed to grant full access to a number of special student population (e.g. ESL and developmental English students are also able to access audio accompanying text to better understand the content of online materials).

As stated in the 1st year’s proposal, one goal is to be able to maintain and troubleshoot computer issues without having to completely rely on the IT staff. In our 2nd year of funding, we would like the current APT to seek out training to improve her computer skills in the area of computer troubleshooting and maintenance.

Additionally, this grant aligns with Perkins core indicator 2P1: Credential, Certificate, or Degree 3P1: Student Retention or Transfer by incorporating the tenants of universal design. In the 1st year of this proposal we expanded the availability of Kurzweil, a literacy tool used by students with disabilities, to a campus-wide web-based system, other student populations, such as developmental English and ESL students, could benefit leading to improved retention and persistence rates across campus. During our 2nd year of funding, we plan to increase the availability of training in using this literacy tool for students who are not identified as students with disabilities. Thus, this strategy also supports the goals of Achieving the Dream.

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6. Brief Strategy Description: (Typically no more than one or two paragraphs) Answer the question: What do you want to do based on information provided in item #5 above? If this strategy is a continuation of a current strategy, indicate rationale for continuance. Strategies will not be

considered for continued funding unless supporting data and rationale demonstrate impact effectiveness.

Include supporting data i.e. effectiveness measures. Data on student needs, student impact (number served last year and anticipated number to be served in current year), and effectiveness must be provided below.

Evidence of industry support. Include a short description on all proposed personnel to be paid for by these funds. The description should

include:o the position(s) FTE, o if the hire will be regular or casual, o the position’s/positions’ classification(s) (e.g., counselor, lecturer, APT, etc.), o the position’s/positions’ job duties and how the duties will benefit the project, o the intended number of months of funding for each position. Please take into consideration the

recruitment time for new hires. Itemize supplies valued at more than $500 and have a shelf life of 1 year or longer. Itemize equipment, whose description is an article of nonexpendable, tangible personal property having a

useful life of more than one year and an acquisition cost which equals or exceeds $5,000. For travel, provide a breakdown the estimated cost including airfare, lodging, per diem, conference fees, and

ground transportation. Include the conference name, description, location, and dates. If possible, include the conference flyer and/or agenda.

For services, if the name of the specific vendor is known, please include that information. Also include a breakdown of service cost (cost per day, hour, etc.)

For software, include the type of software package, the estimated costs and how the software will enhance the project.

Action Items Related to #5 Establish assistive technology lab Expand disabled student usage of assistive technology Introduce non-disabled students to Kurzweil (literacy tool) Improve technical skills of current APT

Effectiveness of Year 1 proposal Expanded assistive technology access across the campus – now located in three areas of campus,

rather than one area. Improved assistance to students using assistive technology by having a full-time, rather than part-

time APT. Student who are currently using AT have commented that the available assistance has greatly improved.

Improved retention rates of SWDs who use AT from 77% to 78% (goal was to maintain at 77% for 1st

year and increase to 80% by 3rd year).

Anticipated Future Needs/Impact Current year is supporting 22 students with disabilities in using assistive technology. To date, I have

completed intakes with an additional 4 incoming fall students who are requesting alternative text. Additionally, if we can establish a dedicated AT lab, I anticipate that at least 5 of the 37 potential users identified would use the assistive technology. This would increase the amount of assistive technology users by 41%.

Kurzweil for the entire campus will be available for the fall 2012 semester. I anticipate that 10-20% of developmental English students will use this tool, leading to an increase in successful retention of these students by 3% by the end of the 3rd year.

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Personnel 1.0 FTE, regular hire, 12 month APT – Band A (1)– AT/IT Support - Oversee assistive technology lab, includes set up and monitoring of computers, troubleshooting technical problems, researching assistive technology – keeping updated in new technology and making recommendations for upgrades when needed, working with instructional designer to assist faculty in making technological educational materials accessible (e.g. Laulima content, web pages), converting print text materials into alternate formats when not available elsewhere, collect data regarding assistive technology usage, collect data regarding technology usage as it related to educational materials. This person will need the following skills - Working knowledge of Windows (XP, Vista) and Mac OS X (10.4 and higher) operating systems; Knowledge and experience with assistive technology (AT) tools such as Kurzweil, Dragon Naturally Speaking, Jaws, Assistive Listening devices, and other AT tools built into operating systems; Knowledge of ADA, postsecondary environment; A clear understanding of academic accessibility issues and alternative media with two or more years of production experience, understanding of and experience in the direct management of Learning Management Systems (preferably Sakai), experience designing and producing technical support documentation (Wiki, WordPress, podcast, videos, etc.), knowledge of file format accessibility for PDF, HTML, Microsoft Word, captioning and other publishing formats, experience with both PC and Mac operating systems, and experience with ABBYY Finereader and Adobe Acrobat Professional.

Itemized Supplies <$500 & <1 year shelf lifeI-Pads (2) – to help assist in expanding access to assistive technology w/o additional space$760 each (includes dock & power adapters) - $1520

Annual Membership fees Renew Access Text Network Membership - $500

TrainingAPT to obtain training in areas such as closed captioning, computer trouble shooting, and computer operating systems. Estimated costs of EASI (Equal Access Software & Information) month long workshop (for captioning) $350, classes at UHMC OCET/EdVenture $200 – total $550.

Miscellaneous supplies (CDs, binders, paper, ink, etc) $1214

TravelDisability Counselor to attend Pacific Rim Conference on Disabilities – this is a regional conference for disability professionals, consumers, and consumers’ families that covers a wide range of disability topics– including topics pertinent to the post-secondary setting. Costs are based on 2012 rates.Conference Registration - $265 (2 day conference, plus ½ day pre-conference workshop, based on 2012 costs)Airfare - $200 Hotel - $202 X 2 nights = $404 (FAR rate + tax – based on 2012 costs)Per Diem - $116 x 2.75 days = $319 Shuttle to/from hotel/airport = $28 Total - $1216

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7. Calendar of Planned Activities: (add or delete rows as appropriate)In chronological order, briefly describe the procedures/activities planned to achieve stated goal(s) or outcome(s)

Activity Month(s) the Activity will take place

Orient students to assistive technology lab, train students in the use of AT, expand AT services, checking accessibility of UHMC educational materials including website and class materials on Laulima

July 2012-June 2013

Work with instructional designer to assist faculty in creating accessible educational materials

July 2012-June 2013

Training of APT to further technical skills July 2012-June 2013Presentation of Kurzweil to English faculty September 2012Train developmental English students in use of Kurzweil Sept 2012-May 2013Analyze data on usage and effectiveness of AT lab June 2013

8. Effectiveness Measures: (Refer to the identified problem – item #5, and describe the anticipated quantitative outcomes expected from the implementation of the strategy. Where appropriate, indicate the effectiveness measures that will be reported after year one, year two, etc.) State the effectiveness measures clearly and in assessable terms. The outcomes stated here must be addressed later in the completion report. Confer with your IR office to ensure the appropriateness of the measurement of outcomes.

Increased usage of assistive technology by students who could benefit – 42% to 45% 1st year, 45% to 50% by 2nd year, and 55% by 3rd year.

Meet the Perkins core indicators for technical skills attainment by students with disabilities by the end of the 3 rd year.

Maintain the current retention rate of students with disabilities in 1st year (77%), Improve retention rate by 3% to 80% by end of 3rd year.

Improve student satisfaction with assistive technology resources and ability to access their course materials as reported by students on surveys and other assessment tools used by the disability services office.

Improved retention and persistence of students in development English by 3% a year.

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Documents

MAUI COMMUNITY COLLEGEmaui.hawaii.edu/faculty/program_review/2013/Counseling... · Web viewThis tool has helped immensely to extract data and provide a mechanism to internally access