Transcript 2007 Program Review - Hawaii Community College

2014 ARPD General & PreProfessional Program Review
Data Description
ARPD Process
Rev. 12Dec14
Covered in today’s session…
Quick review of Program and Unit Review website
Navigating the Annual Reports of Program Data (ARPD) website
What are we doing to improve our current program/unit review processes?
Process owners
Terminology used in the review
Data definitions
Joni and/or Joyce will be covering: Any templates used, use of PATH tool, process
used on campus, comprehensive reviews, deadlines, timelines, etc.
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Programs Covered in this Presentation
The following General and Pre‐Professional Education programs:
Liberal Arts Program
Hawaiian Studies Program
Natural Sciences Program
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Reason for Program Review
The review of a program should be an on-going, year-round, reflective process.
Program review processes assure educational quality and help programs to evaluate
and improve their services.
Program review is an opportunity for self-study, self-renewal, and an opportunity to
identify the need for improvement.
Your program review may be one of the few opportunities you have to showcase the
accomplishments of your program. Take this opportunity to shine.
A robust program review process is one mechanism available to the college to
improve student success.
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How do we improve our program review process?
Upon conclusion of every program/unit review cycle extra care is taken to ensure that
we are improving our program/unit review process on campus. This is accomplished
by sending out questionnaires (one for instruction and one for units), and then
meeting with those groups across campus and collecting their feedback.
The feedback is reviewed and an action plan is put into place, which is used in the
planning phase for our next review cycle. Your suggestions, and the actions taken
for improving this process, are then published to the Program Review website and
have been linked here for your convenience.
2013 Program - Unit Review Process Improvement Summary
Starting this year and going forward…
“The CERC in conjunction with the Admin Team will ensure that the entire programunit review process is evaluated every year, once the review process has ended.
The evaluation will be prior to Summer break, and feedback from the campus will
drive the plan for the following year’s review. IR will develop the survey and will
ensure that a summary of this work is published every year.”
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About the ARPD Web Submission Tool
If you have attended the training session in-person today you can skip the slides that
deal with Navigating the ARPD site. I’ve included the slides here for those that may
not have been able to join us today for the live demonstration.
The Annual Reports of Program Data Web Submission Tool (or ARPD for short), is a
repository for Annual program and unit reviews for: Instruction, the Academic Support
Unit, and Student Support Services. Much of the data that you will need to complete
your review has been provided by the Office of the Vice President for Community
Colleges.
The ARPD is a home-grown tool, developed in-house, and was developed specifically
to meet the needs of the community college system.
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ARPD Web Submission Tool Best Practices
Your programs data table is available on-line within the tool usually by August 15th
every year. You should have everything you need to begin writing your review within
the web submission tool.
Plan to save your work often—especially when switching between screens, and plan
to do most of your formatting within the tool if you are copying and pasting in from
Word. Also plan to spell check and save your review in Word before starting.
One of the nicest features about the ARPD is that you can go back and look at
reviews from previous years. You can also enhance your own review by leveraging
off similar reviews at other institutions.
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Navigating the ARPD Web Submission Tool
UHCC Annual Report of Program Data Web Submission Tool
Begin by clicking on the link above. To peruse the site select any review year,
college, or program. To enter information on your review, click on the button on left of
the screen called, “2014 Instructional”, then click on the “Web Submission” button.
You will be asked to log in by typing in your UH username and password, in order to
get to the web submission site. Now select your program. The default will take you to
the “Status” tab, where you will be able to view whoever was the last user to modify
the information in your review.
You can enter the information about your program in any order you wish, but moving
from left to right across the tabs at the top of the screen follows the same logical path
we used when we were filling out the templates in the past. Start by clicking on the
“Analysis” tab.
On the Analysis screen you can either go in and just preview what has already been
inputted by clicking on the “Preview” button, or you can go to the edit screen and
begin entering or updating information.
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Navigating the ARPD Web Submission Tool continued…
On the Analysis screen begin editing by going to the bottom of the page, under the
data sheet. Click the edit button and scroll down. There are 3 sections for you to edit
here: Analysis of your Program, Action Plan, and Resource Implications. Simply click
on the “Edit” link and you will be taken to a screen very similar to MS Word, where
you can begin typing in your analysis. (Note the Save button in the left hand corner!)
In the Action Plan section you will need to include your action plans for any of your
Perkins Core Indicators, where the program did not meet the goal. Check your data
sheet for this.
If you are requesting additional people, services, or equipment for your program, you
will need to make the justification in the “Resource Implications” section.
Now click on the “Description tab” and input the year and web address of your last
comprehensive review. You should be able to copy and paste the link right off the
program-unit review website for the year of your last review. Finish this tab off by
typing in a brief description of your program and mission.
Now, click on the “P-SLOs tab” and go to the next slide…
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“P-SLO” tab in ARPD
Indicate which PLOs were assessed during the reporting year’s assessment(s).
Evidence of Industry Validation (if applicable)
Provide documentation that the program has submitted evidence and achieved certification or accreditation from an organization
granting certification in an industry or profession. If the program/degree/certificate does not have a certifying body, the
recommendations for, approval of, and/or participation in, assessment by the program’s advisory committee/board can be
submitted.
Expected Level of Achievement
Enter the benchmark for outcome(s) assessed. What represented “excellent,” “good,” “fair,” or “poor” performance using a
defined rubric and what percentages were set as goals for student success (for example: “85% of students will achieve good or
excellent in the assessed activity.”)
Courses Assessed
List the courses assessed during the reporting period.
Assessment Strategy/Instrument
Describe what, why, where, when, and from whom assessment artifacts were collected.
Results of Program Assessment
The % of students who met the outcome(s) and at what level they met the outcome(s).
Other Comments
Include any information that will clarify the assessment process report.
Next Steps
Describe what the program will do to improve the results. "Next Steps" can include revision to syllabi, curriculum, teaching
methods, student support, and other options.
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“Cost Per SSH” tab in ARPD
There are 4 different values that need to be added on the Cost Per SSH screen in
ARPD. Basically, all of the fund amounts that will be entered are used in the
calculation for the cost per SSH for your program. The costs that need to be entered
are:
General Funds
Federal Funds
Other Funds
Tuition and Fees
The definitions for what comprises each of these funds, are laid out in detail in the
data definitions section of this presentation, so will not be duplicated here.
Joni will be uploading all of the budget information you need this year. Once the
values are loaded and saved in the tool, the values for “Total Funds” and “Cost per
SSH” will auto-calculate into your datasheet.
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“External” tab in ARPD
The “External” screen is intended for programs that utilize external licensures.
Currently, the only program at HawCC with external licensures is the Nursing
program.
If you are not in the Nursing program you can skip this tab/screen altogether because
the first question is, “Does this program utilize external licensures?” The radio button
defaults to “No”.
If you are in the Nursing program please click the “Yes” radio button to answer the
question and then enter the Number sitting for exam, and the Number passed. Do
this for each program where you utilize external licensures. The percent passed will
auto-calculate into your datasheet when you click the “Save External Data” button.
The Vice President of Community College’s office collects this data as part of our
annual Graduate-Leaver reporting as well as the UH system, “Measuring our
Progress” report.
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“Capacity” tab in ARPD
The “Capacity” screen is only intended for programs that have an externally
mandated capacity.
The following criteria is used as an alternate measure for the Student/Faculty Ratio
measure within the Efficiency Health call:
“If your program has an externally mandated (e.g. professional accreditation or
licensing) capacity of less than 16 students per faculty, the program may be eligible
for the alternative efficiency health call calculation.”
If your program fits the criteria listed above, AND your Efficiency Health call is other
than Healthy, AND your efficiency health call can be improved by using the alternate
method…
Please contact:
Cheryl Chappell-Long
Director Academic Planning, Assessment, and Policy Analysis
Phone: 808-956-4561
Email: [email protected]
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“Users” tab in ARPD
The users tab will provide a list of individuals have been identified by the College Vice
Chancellor of Academic Affairs as having a specific program role in the analysis of
Annual Report of Program Data.
If you need to make any changes to this list, contact the VCAA.
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“Help” tab in ARPD
The “Help” screen is a very useful resource for some of the documentation needed to
support your program within the review process. It contains all of the glossaries and
health call scoring rubrics for each year we have used the online tool.
Be sure to use the corresponding glossary and health call scoring rubric for the
review year you are interested in.
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“Program Courses” tab in ARPD
The list of courses that are core to your program are listed here. Many of the data
elements use this list to calculate values within your review. Over the course of the
Summer every year, the VCAA’s on each campus are asked to submit the current
listing of program courses, so that they can be programmed into the upcoming
program review.
Take a moment to ensure that the courses listed here are correct for your program
and be sure to report any discrepancies to the VCAA, so that they can be corrected.
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Process for Completing the ARPD Instructional Program Review
ANNUAL REVIEWS
All Liberal Arts programs are required to submit an annual review. Please follow this simple
2-step process:
Step 1: Complete your review using the HawCC annual instructional program review template
or PATH tool, and follow the established Annual Review and Budget Process.
Step 2: The VCAA will have someone copy your information over from the template or PATH
tool into the ARPD online tool.
Note: The comprehensive review process, annual review and budget process, and their
associated templates, are brought to you by the VCAA and Dean of CTE Programs. The
template and instructions should be part of their presentation today.
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Process Owners
The graphic below depicts who is responsible for each part of the program review
process—from Assessment through CERC. For more information on the processes
please use the contact list below.
Assessment
Assessment Coordinator
Annual Reports of
Program Data
Institutional Research
HawCC
Program & Unit
Review
Annual Budget and
Comprehensive Process
College Effectiveness
Review Committee
CTE Dean
VCAA
Contact List
Assessment:
ARPD:
Annual/Comp Process:
CERC:
Vacant
Shawn Flood
Joyce Hamasaki
Joni Onishi
934-xxxx
934-2648
934-2522
934-2514
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Terminology / Timing
The Census freeze event is the fifth Friday after the first day of instruction.
The End of semester (EOS) freeze event is 10 weeks after the last day of instruction.
Degrees are conferred in the “Fiscal year”. The fiscal year value represents the
ending of that fiscal year. For example, a FISCAL_YR_IRO value of 2013 indicates
the fiscal year 2012-2013 (July 1, 2012 to June 30, 2013) which includes Summer
2012, Fall 2012, and Spring 2013 semesters.
“Home Institution” is the campus where the student was admitted.
“Program Year” listed on your data sheet for “13-14” represents your programs data
in semesters: Summer 2013, Fall 2013, and Spring 2014.
Student information data this year comes exclusively from the Operational Data Store
(ODS). Organizationally this means that all community colleges are getting the data
from the same place and at the same snapshot in time (this is a good thing).
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#1
Number of Majors
Count of program majors who are home‐institution at your college.
Count excludes students that have completely withdrawn from the semester at
CENSUS.
This is an annual number. Programs receive a count of .5 for each term within the
academic year that the student is a major. A maximum count of 1.0 (one) for each
student.
#1a
Number of Majors Native Hawaiian
Count of program majors who are Native Hawaiian and home‐institution at your
college. Count excludes students that have completely withdrawn from the semester
at CENSUS.
This is an annual number. Programs receive a count of .5 for each term (fall and
spring) within the academic year that the Native Hawaiian student is a major. A
maximum count of 1.0 (one) for each student.
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#1b
Fall Full-Time
Percentage of majors (#1) enrolled in 12 or more credits in the college in the
reporting Fall semester.
#1c
Fall Part-Time
Percentage of majors (#1) enrolled in less than 12 credits in the college in the
reporting Fall semester.
#1d
Fall Part-Time who are Full-Time in System
Percentage of majors in #1c (enrolled in less than 12 credits in the reporting Fall
semester in the institution) who are enrolled in credits in other UH institutions where
their total number of credits enrolled in the UH System is equal to or greater than 12.
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#1e
Spring Full-Time
Percentage of majors enrolled in 12 or more credits in the reporting Spring semester
at the institution.
#1f
Spring Part-Time
Percentage of majors enrolled in less than 12 credits at the institution in the reporting
Spring semester.
#1g
Spring Part-Time who are Full-Time in System
Percentage of majors in #1f (enrolled in less than 12 credits in the reporting Spring
semester in the institution) who are enrolled in credits in other UH institutions where
their total number of credits enrolled in the UH System is equal to or greater than 12.
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#2
Percent Change Majors from Prior Year
In alignment with UHCC Strategic Planning Goals, General and Pre‐Professional
Education programs are expected to grow by 3% per year.
Difference between the number of majors (#1) in the current year from the prior year,
divided by the number of majors in the prior year.
For example, in the liberal arts program year (1112) there were 1306 majors. In the
next year (1213) there were 1390 majors in the program.
((1390-1306)/1306)*100 = about 6.4%
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#3
SSH Program majors in Program Classes
The sum of Fall and Spring Student Semester Hours (SSH) taken by program majors
in courses linked to the program. Captured at Census and excludes students who
have already withdrawn (W) at this point.
Excludes Directed Studies (99 series).
Differs from MAPS because UHCC data includes Cooperative Education (93 series)
as there is a resource cost to the program.
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#4
SSH Non-Majors in Program Classes
The sum of Fall and Spring SSH taken by non‐program majors (not counted in #3) in
courses linked to the program. Captured at Census and excludes students who have
already withdrawn (W) at this point.
Excludes Directed Studies (99 series).
Differs from MAPS as UHCC data includes Cooperative Education (93 series) as
there is a resource cost to the program.
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#5
SSH in All Program Classes
The sum of Fall and Spring SSH taken by all students in classes linked to the
program. Captured at Census and excludes students who have already withdrawn
(W) at this point.
Excludes Directed Studies (99 series).
Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as
there is a resource cost to the program.
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#6
FTE Enrollment in Program Classes
Sum of Student Semester Hours (SSH) taken by all students in classes linked to the
program (#5) divided by 30. Undergraduate, lower division Full Time Equivalent (FTE)
is calculated as 15 credits per term.
Captured at Census and excludes students who have already withdrawn (W) at this
point.
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#7
Total Number of Classes Taught
Total number of classes taught in Fall and Spring that are linked to the program.
Concurrent and Cross listed classes are only counted once for the primary class.
Excludes Directed Studies (99 series).
Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as
there is a resource cost to the program.
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Liberal Arts Program Scoring Rubric Definitions
Your program health is determined by 3 separate types of measures: Demand,
Efficiency, and Effectiveness. This slide explains why these measures were chosen
to determine program health.
Demand: A seeking or state of being sought after.
i.e. your programs ability to attract new students every year based on your offering.
Efficiency: Acting or producing effectively with a minimum of waste, expense, or
unnecessary effort.
i.e. your programs ability to use its resources in the best possible way.
Effectiveness: Stresses the actual production of, or the power to produce an affect.
i.e. your programs ability to produce the desired result.
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Determination of Program’s Health
Again this year, the system office will calculate and report health calls for all
instructional programs using the most recent program year data.
If you are interested in how the Liberal Arts Health Calls were determined,
refer to the rubric link available on the ARPD website.
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#8
Average Class Size
Total number of students actively registered in Fall and Spring program classes
divided by classes taught (#7). Does not include students who have already
withdrawn from the class by Census.
Excludes Directed Studies (99 series).
Differs from MAPS because UHCC data includes Cooperative Education (93 series)
and there is a resource cost to the program.
#9
Fill Rate
Total active student registrations in program classes (number of seats filled) at Fall
and Spring census divided by the maximum enrollment (number of seats offered).
Captured at Census and excludes students who have already withdrawn (W) at this
point.
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#10
FTE BOR Appointed Faculty
Sum appointments (1.0, 0.5, etc.) of all BOR appointed program faculty (excludes
lecturers and other non BOR appointees).
Uses the “hiring status” of the faculty member – not the teaching/work load.
Uses the Employing Agency Code (EAC) recorded in the Human Resources (HR)
database to determine faculty’s program home.
Data provided by UH Human Resources Office as of 10/31/2013.
Faculty Teaching solely Remedial and/or Developmental Reading, Writing, or
Mathematics are excluded from the counts in Liberal Arts and included in the counts
for the Remedial/and or Developmental programs. Faculty with “split” assignments
among Remedial/Developmental classes and Transfer level classes are reflected
proportionally.
If your FTE BOR faculty count is off for your program, contact the VCAA.
Click here for the count of BOR Appointed Program Faculty in your program:
ARPD Faculty to Program
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#11 Majors to FTE BOR Appointed Faculty
Number of majors (#1) divided by sum appointments (#10) (1.0, 0.5, etc.) of all BOR
appointed program faculty.
Data shows the number of student majors in the program for each faculty member
(25 majors to 1 faculty shown as “25”)
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#12
Majors to Analytic FTE Faculty
Number of majors (#1) divided by number of Analytic FTE faculty (#12a).
#12a
Analytical FTE Faculty (Workload)
Calculated by sum of Semester Hours (not Student Semester Hours) taught in
program classes divided by 27.
Analytic FTE is useful as a comparison to FTE of BOR appointed faculty (#10). Used
for analysis of program offerings covered by lecturers.
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#13
Overall Program Budget Allocation
The overall program budget allocation = General Funded Budget Allocations (13a) +
Special/Federal Budget Allocations (13b) + Tuition and Fees (13c) + Other fees
The overall program budget allocation is automatically calculated when you enter
your general funded budget allocation, special/federal budget allocation, other funds,
and/or tuition and fees, into the online tool tab called, “Cost per SSH.”
Note: Joni will have the budget data uploaded for you this year.
The overall program budget allocation is to be determined by the College using these
guidelines from VCAA/DOI/ADOI and should include: Salaries (general funds, special
funds, etc.), overload, lecturers, costs for all faculty and staff assigned to the
program, supply and maintenance, amortized equipment, and tuition and fees.
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#13a
General Funded Budget Allocation
The general funded budget allocation = actual personnel costs + b budget
expenditures
#13b
Special/Federal Budget Allocation
The dollars from Federal grants
#13c
Tuition and Fees
The amount collected for tuition and fees in the 2014 academic year.
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#14
Cost per SSH
Overall Program Budget Allocation (#13) divided by SSH in all program classes (#5)
#15
Number of Low Enrolled (<10) Classes
Classes taught (#7) with 9 or fewer active students at Census.
Excludes students who have already withdrawn (W) at this point.
Excludes Directed Studies (99 series).
Includes Cooperative Education (93 series) as there is a resource cost to the
program.
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#16
Successful Completion (Equivalent C or higher)
Percentage of students actively enrolled in program classes at Fall and Spring
census who at end of semester (EOS) have earned a grade equivalent to C or higher.
#17
Withdrawals (grade = W)
Number of students actively enrolled (at this point have not withdrawn) at Fall and
Spring census who at end of semester have a grade of W.
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#18
Persistence Fall to Spring
Count of students who are majors in program at fall census and at subsequent Spring
semester census are enrolled and are still majors in the program.
Removed from the count (both numerator and denominator) are program major
students to whom a program degree (or CA if highest credential awarded) has been
conferred in the reporting Fall semester.
Example:
31 majors start in Fall
21 majors of the original 31 persist into Spring
21/31 = .6774 or 67.74%
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#18a
Persistence Fall to Fall
Count of students who are majors in program at fall census and at subsequent Fall
semester census are enrolled and are still majors in the program.
Removed from the count (both numerator and denominator) are program major
students to whom a program degree (or CA if highest credential awarded) has been
conferred in the first Fall, Spring or Summer reporting term.
Example:
31 majors start in Fall
11 majors of the original 31 persist into Fall of the next year
11/31 = .3548 or 35.48%
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#19
Unduplicated Degrees/Certificates Awarded
Unduplicated headcount of students in the fiscal year reported to whom a program
degree or any certificate has been conferred. (Sum of 19a and 19b).
Uses most recent available freeze of fiscal year data.
Remember that we are actually counting the number of students that received a
degree or certificate…if a student received a degree and a certificate , for example,
they are counted once in the number awarded.
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#19a
Associate Degrees Awarded
Degrees conferred in the FISCAL_YEAR_IRO.
The count is of degrees and may show duplicate degrees received in the program by
the same student.
Uses most recent available freeze of fiscal year data.
FISCAL_YEAR_IRO:
“Fiscal year, where the value indicates the ending of the fiscal year. For example, a
FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004‐2005 (July 1, 2004 to
June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005
semesters…”
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#19b
Academic Subject Certificates Awarded
The count is of program Academic Subject Certificates and may show multiple
Academic Subject Certificates in the same program received by the student.
Uses most recent available freeze of fiscal year data.
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#19c
Goal
The UH Community Colleges have established increasing the number of Associate
Degrees awarded as a priority.
Beginning with the baseline of 2006 (see MAPS Degrees and Certificates Earned
2005‐2006) programs are expected to increase the number of Associate Degrees by
3% compounded annually.
The number in 19c reflects the goal for the appropriate year.
Example: 127 degrees was the goal for the liberal arts1112 program year, 130 was
the goal for the 1213 program year (about a 3% increase).
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#19d
Difference Between Unduplicated Awarded and Goal
The percent difference between the number of Associate degrees awarded (#19a)
and the goal (#19c).
General Pre Professional Programs are expected to increase Associate Degrees
awarded by 3% compounded annually.
Uses most recent available freeze of fiscal year data.
Example: The liberal arts program’s goal for program year 1213 is 130 (19c). The
actual number of Associate degrees awarded (19a) was 231.
((231-130)/130)*100 = about 77.6% difference between the number of unduplicated
degrees awarded and the goal for associate degrees
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#20
Transfers to UH 4-yr
The number of students who are home‐institution at a UH System 4‐yr institution for
the first time in Fall who were in the reporting program prior to that Fall.
In the event that a student has more than one major at the college, each
program/major receives the count.
An individual student may be counted in more than one program.
UH Maui College is included when students transfer from any UHCC program to a
UH Maui College four year programs. Number based on Fall semester only.
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#20a
Transfers with degree from program
Students included in #20 who have received a degree from the community college
program prior to transfer.
Does not include any certificates.
Number based on Fall semester only.
#20b
Transfers without degree from program
Students included in #20 who did not receive a degree from the community college
program prior to transfer.
Number based on Fall semester only.
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#20c
Increase by 3% Annual Transfers to UH 4-yr Goal
The UH Community Colleges have established increasing the number of students
who transfer to UH 4‐year institutions as a priority.
Beginning with the baseline of 2006, General Pre Professional programs are
expected to increase the number of students who transfer by 3% compounded
annually.
The number in 20c reflects the goal for the appropriate year.
Example: The annual transfer goal for the liberal arts program year 1112 was 62, the
goal for the 1213 program year is 64, about a 3% increase.
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#20d
Difference Between Transfers and Goal
The percent difference between the number of Transfers to UH 4‐year institutions
(20) and the goal (#20c).
General Pre Professional Programs are expected to increase transfers to UH 4‐year
institutions by 3% compounded annually.
Example: The liberal arts program’s goal in program year 1213 was 64 (20c). The
actual number of transfers (20) is 137.
((137-64)/64)*100 = about a 114% difference between the number of transfer
students and the goal.
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#21
Number of Distance Education Classes Taught
Measures the number of classes taught with the mode of delivery as “Distance
Completely Online.”
In setting up the class, the college indicates the method of instruction used by the
instructor in conducting the class.
If the method is Distance Education, and the college indicates the “mode” of distance
delivery as “Distance Completely Online” the class will be included in this count.
#22
Enrollments Distance Education Classes
At the Fall and Spring census, the number of students actively enrolled in all classes
owned by the program and identified as Distance Completely On‐Line (#21).
Does not include students who at Census have already withdrawn from the class.
The number is an unduplicated count of registrations but is a duplicated count of
students. (e.g. If a student is enrolled in two DCO classes both are included in this
count.)
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#23
(DE) Fill Rate
Total active student registrations in program distance education classes (#22)
(number of seats filled) at Fall and Spring census divided by the maximum enrollment
(number of seats offered).
Excludes students who at Census have already withdrawn from the class.
#24
(DE) Successful Completion (Equivalent C or higher)
Percentage of students enrolled in program Distance Education classes (#22) at Fall
and Spring census who at end of semester have earned a grade equivalent to C or
higher.
#25
(DE) Withdrawals (Grade=W)
Number of students actively enrolled in program Distance Education classes (#22) at
Fall and Spring census who at end of semester have a grade of W.
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#26
(DE) Persistence (Fall to Spring not limited to Distance Ed)
Students enrolled in program distance education classes at Fall census (#22) who at
subsequent Spring semester census are enrolled in the college.
Not limited to students continuing to take program distance education classes.
This measure provides college‐level data to inform the question, “do DE students
have lower persistence than students enrolled in non‐DE classes?”
Note: Distance education classes may not be offered in the Fall.
Example:
31 students enrolled in DE classes in Fall
21 students of the original 31 students persist into any Spring class
21/31 = .6774 or 67.74%
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#27
Performance Funding: Number of Degrees and Certificates
Number of Degrees in the program conferred in the fiscal year.
This is a count of credentials, not students.
#28
Performance Funding: Number of Degrees and Certificates Native
Hawaiian
Number of Degrees in the program conferred in the fiscal year to Native Hawaiians.
This is a count of credentials, not students.
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#29
Performance Funding: Number of Degrees and Certificates STEM
If a CTE program is designated as a Science, Technology, Engineering, or Math
(STEM) program, the number of degrees and certificates of achievement (or higher)
in the program conferred in the fiscal year will be counted.
This is a count of credentials, not students.
If your program is not a STEM program, the cell in the ARPD datasheet will display
“Not STEM”.
List of program majors identified to be STEM can be located at:
STEM Majors
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#30
Performance Funding: Number of PELL Recipients
The number of majors who received a Pell Grant in the Academic Year beginning
Fall.
#31
Performance Funding: Number of Transfers to UH 4-yr
The number of students who are home‐institution at a UH System 4‐yr institution for
the first time in Fall whom were in the reporting program prior to that Fall.
UH Maui College is included when students transfer from any UHCC program to a
UH Maui College four year program.
Number based on Fall semester only.
Note: At the college level, an individual student might be counted in more than one
program in the event the student has had more than one major at the college. Each
program/major receives the count. Therefore adding transfers program by program
will exceed the unduplicated college‐level transfer number reported in the Strategic
Plan.
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Questions?
The intention of this presentation was to provide a single source for all of the
documentation related to the Annual Reports for Program Data —specifically for the
Natural Science, Liberal Arts and Hawaiian Studies programs.
As always, your feedback regarding this process is essential in making improvements
year over year. Please take a moment to provide feedback at the end of this
process.
Those wishing to print this presentation without color may set their printer settings to
print in “grayscale,” and set to print in portrait orientation, if desired.
If you need more information on this process please feel free to contact me:
HawCC Institutional Analyst
Shawn Flood 934-2648
Mahalo!
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