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Annual Department Report for

2011-2012 1

ANNUAL DEPARTMENT REPORT

2011-2012

for the

Mathematics and Business Department

Submitted by Peggy Regentine, Chairperson

November 1, 2012

45-720 Kea’ahala Rd., Kaneohe, HI 96744-4570

Telephone: (808) 235-7400 http://www.wcc.hawaii.edu

An Equal Opportunity/Affirmative Action Institution


2011-2012 2

Part I. Executive Summary

The Goals and Objectives and Intended Student Learning Outcomes for the Math Discipline and the

Business Area are included in the AY2011-2012 Annual Department Report along with a review of the

Overall Mathematics and Business Department Goals for AY2011-2012.

As stated in the last Annual Report, strength of this department is the seniority and dedication of its

baby-boomer faculty. Their work ethic and their ability to promote college values are strengths for the

College. Faculty members devote numerous hours to uphold the goals of the department to ensure that

all accounting, business, mathematics and information computer science students are given a quality

education. This has been accomplished despite the fact that in three out of five areas approximately

half of the classes are taught by lecturers due to lack of full-time positions. For the full-time faculty

members, this means that in addition to teaching full loads, they bear the responsibility of holding

leadership roles and participating in numerous committees. In terms of governance, our small

department is spread thin.

Our Math/Business faculty members display a digital age skillset by utilizing technologies such as

Laulima, Mymathlab, Myitlab, Simnet and self-developed Web pages. Our department wants our

students to also acquire a similar skillset that will enable them to graduate, transfer, and/or be prepared

to enter the workforce.

The overall goal of the Mathematics and Business department’s is to assess and develop WCC’s math

and business courses through varying modes of instruction, offering services and providing enrichment

opportunities to increase student success in subsequent courses and certificate/degree attainment,

especially in business or STEM fields.

The WCC math faculty has made great strides in developing new modes of instruction with math

curriculum for students. The developmental mathematics offers two tracks, giving students the choice

of learning modalities— using computer-aided instruction or more traditional learning.

Because there is no placement test such as the COMPASS test for computing skills, ICS faculty have

struggled with placement of students in computing classes. In some instances, students with little or no

technology background have been enrolled in classes beyond their capability. To meet the needs of

these students, the ICS faculty has successfully offered ICS 50 Basic Computing Skills classes for

students with very minimal computing or study skills experience.

Among other departmental accomplishments are the efforts put forth in the distance learning category.

Our department has offered 57 online courses over the past 3.5 years. Notable in this area:

Audio lectures created for online ICS 101 by Vanessa Cole to increase success for these classes

Authentic learning activities for BUSN 191 created by Peggy Regentine to motivate students

pursuing the certificate in Veterinary Technician

Authentic learning activities for ACC classes created by Deacon Hanson


2011-2012 3

In comparison to other departments, the Math Business Department has offered more online courses

over the past 3.5 years than any other department. Our department did attempt to schedule an online

course in fall 2007, but it was not listed properly and was canceled due to low enrollment. ICS was

also one of the first departments to offer online courses during summer school, but at that time

administration did not support summer online classes. Our present administration supports online

classes.

Department

Online

Courses

Offered

Time

Frame Average

Hum 16 3yr 5.3

LA 24 5 yr 4.8

MB 57 3.5 yr 16.3

NS 74 5 yr 14.8

SS 56 5 yr 11.2

Over the past year the department has met several challenges, especially in the business area.

The realization that the ICS Business area would lose its centralized computing classrooms/ labs of

nearly 40 years became a reality. The teaching class/room lab areas for faculty would be situated in

two different buildings on campus in the future.

A problem for the Business ICS area is the lack of full-time F2F faculty. The position count of 1.5 in

ICS, 1.0 in Business Technology and 0.5 in Accounting prevents this area from being able to develop

curriculum as well as successfully participate in college governance. This area is responsible for five

curriculum areas—Accounting, BUSN, Business, Management, and ICS. Besides teaching

responsibilities, coordinating positions are needed to attend to administrative responsibilities such as

assessing the health of certificates, building and modifying technology curriculum, and keeping current

to technology changes. It should be noted that this area faces constant change in their teaching content,

placing a burden on the two full-time discipline faculty. As an example seen in a later section of this

document, it is difficult to have plans of actions for a Business ASC when there is no Business

Coordinator. It is a challenge to maintain currency in curriculum much less plan new curriculum with

a full teaching load.

Another problem for the technology area is the ability to retain good lecturers who have higher

technology skillsets. In the past two years the business area has had four lecturers either leave Hawaii

or change positions for permanent work. Each departure affects our course offerings, not to mention

the loss of continuity for students and vital experience for the technology area. With no enticement of a

more permanent position, these lecturers move on to more lucrative careers. Because the skillset of

these lecturers is difficult to replace, we attempt to keep them as distance education lecturers, placing

an extreme burden on the full-time faculty.

A. A Brief Assessment of the Department’s 2011-2012 Goals by Discipline

Business Discipline:

1. Research industry needs and develop curriculum (program and courses) for a CA in Information

Management for Business.


2011-2012 4

Members of the business area researched industry needs in collaboration with the Career and Technical

Education area. In a February 2012 a meeting with Signe Godfrey, owner of Olsten Staffing Services

and chair of the Honolulu Chamber of Commerce Workforce Development and Educational Pillar

Committee was held to learn specific Hawaii employment market needs. Godfrey stated that growth in

employment is expected for the year 2014. The business area wrote a grant proposal in conjunction

with CTE for revising the ABIT Certificate of Competence (CoC.) This CoC will be the building

block for future certificate development. This group is continuing to work on a CA in Business. Four

curriculum meetings were held to develop ideas for a future CA. November 4, 2010, February 3, 2011,

March 21, 2011 and April 25, 2011.

2. Seek funding for additional tutoring and SI support for ACC 201 students.

SI funding was received for ACC 202 students, but we will continue to see funding for ACC 201 as

well.

3. Assess the current lecturer pool and determine if recruitment efforts are needed.

The business area assessed the pool and determined that lecturers were needed and planned to recruit

in fall 2012.

4. Offer a workshop on how to present materials to students so that they are accessible to students with

learning disabilities.

The business area reevaluated this goal and decided efforts should be used elsewhere, especially since

WCC has a disabilities counselor.

5. Reassess the space needed to effectively teach ICS and business computer courses.

The business area met numerous times with Deans, department chairs, the MAPSAC committee and

consulted with Mike Tom, Computing Services Coordinator. Two computer rooms were secured in

different buildings. Curriculum modifications were made due to different platforms requested for

different courses. The business area originally requested a study lab in Alakai and space was

informally approved. The decision was reversed due to classroom/student services requests and there

is uncertainty if the labs will be available. A top priority in 2012-13 will be to secure a permanent

location for the computer labs used as our classrooms and study labs for ICS/business students.

6. Assess Web Support Certificate of Competence and replace ICS 214, which is no longer offered at

Maui College, with another course.

Peggy corresponded with Patti Chong to prepare a list of course substitutions for the ABIT CoC for a

temporary modification. Work is being continued on this goal in 2012-13.

The Mathematics Discipline:

1. Develop and implement the use of a common final exam for Math 103.

A draft of a common final exam for Math 103 was developed along with a scoring rubric for each test

item. The draft was discussed in a Math Discipline meeting. The common final exam for all sections

of Math 103 will be implemented beginning fall 2012.


2011-2012 5

2. Develop and pilot computer-aided, modularized courses in developmental mathematics: Math 19,

Math 28 and Math 29.

The redesign courses were developed during the summer of 2011 with the final preparations for its

pilot competed in Fall 2011. The Mathematics discipline now offers a two-track developmental math

program which allows students to select the mode of instruction that best suits their learning needs: A

traditional lecture-based track or a computer-aided track. One section of Math 19, Math 28 and Math

29 were piloted in spring 2012.

3. Develop a combined Math 20 and Math 22 course.

The Mathematics discipline opted to reactivate Math 21A and Math 21B to replace Math 20 and Math

22, respectively. This action addresses the concern of amount of time students spend taking

developmental courses. Math 21A and Math 21B are each 8 week courses allowing students to

complete the basic mathematics and pre-algebra sequence in one semester rather than two in the

traditional developmental math track.

4. Prepare for the new Ka Piko Learning Center.

A Mathematics Discipline representative was a member of the Ka Piko Learning Center planning

committee. Tasks completed included the Math Lab Service Outcomes, the assessment survey, and the

submission of a re-assigned time request for a Ka Piko Math Lab resource instructor.

5. Continue to support Supplemental Instruction in mathematics.

The discipline worked with the Vice Chancellor of Student Affairs to ensure that math courses were

offered in both fall and spring with Supplemental Instruction partnerships. Often times, the partnership

included withholding a certain numbers of seats (block scheduling) in those courses for special

population students, such as the Frosh Cohort, in exchange for funding assistance.

6. Revise the Math 24 Chapter 3 departmental test.

The departmental test for Math 24 Chapter 3 was revised, including multiple forms of the test.

7. Develop and offer Math 232 – Calculus IV.

Math 232 – Calculus IV was developed in fall 2011 and offered in spring 2012.

8. Plan the transition of the Math Lab (Mana 113) to the Math Center.

The discipline collaborated with the Computing Services Coordinator and the Vice chancellor of

Student Affairs on planning the transition of the Math Lab (Mana 113) to the Math Center. Beginning

in fall 2012, Mana 113 will be the home of the Math Center to support students enrolled in the redesign

developmental math track courses. A temporary, half-time position will be funded by a Title III grant.

This will be an APT position and the person will likely begin in August 2012.

9. Secure a class set of computers for the Math Center.

A Developmental Education Project Proposal was written seeking funds for purchasing the computers

needed for the Math Center. The unsuccessful bid was then followed by a Planning and Budget

Committee (PBC) request for funds from the College. Finally, collaboration with the Vice Chancellor

of Student Affairs and the Computing Services Coordinator produced the desired results.


2011-2012 6

Business/ICS Goals for 2012-13

1. Continue to secure space needed to effectively teach ICS and BUS classes.

2. Prepare to offer ACC 202 online by developing course materials.

3. Prepare to offer ICS 113 using MS Access in an online course.

4. Research and select teaching materials for BUS 122B, Introduction to Entrepreneurship with

sustainable agriculture.

5. Complete work on updating certificates of competence in ABIT and Web Support.

6. Investigate alternatives to ICS 50.

7. Seek funding for additional tutoring and SI support for ACC 201 students.

8. Interview lecturers for lecturer pool. Attempt to get more faculty on campus.

Mathematics Goals for 2012-13:

1. Full implementation of the redesign courses: Math 19, Math 28 and Math 29.

2. Offer two sections of Math 21A and Math 21B along with one section of Math 22 in

fall 2012.

3. Open the Math Lab in the new library’s Ka Piko Learning Center.

4. Continue to support Supplemental Instruction for developmental and gatekeeper courses.

5. Open the Math Center in Manoa 113 in fall 2012 to support the redesign courses.

6. Conduct a review of the redesigned courses.

7. Review the Math 103 common final exam results.

8. Develop a Math 135 common final exam.


2011-2012 7

Part II. Mission and Student Learning Outcomes

College Mission Statement

Windward Community College offers innovative programs in the arts and sciences and opportunities

to gain knowledge and understanding of Hawai’i and its unique heritage. With a special commitment

to support the access and educational needs of Native Hawaiians, we provide O’ahu’s Ko’olau region

and beyond with liberal arts, career and lifelong learning in a supportive and challenging environment

– inspiring students toe excellence.

General Education Student Learning Outcomes

I Students will be able to understand the importance of ethical conduct and practice it in their

daily lives.

II Students will be able to communicate through speaking, writing and listening effectively

individually and in teams.

III Students will be able to think critically and solve problems by finding, analyzing and

evaluating information engaging in informed debate.

IV Students will be able to use technology to access, maintain, and analyze data and information.

V Students will be able to make choices for a healthy mind, body, and spirit.

VI Students will be able to pursue life-long learning and share learning with others.

VII Students will be able to apply specialized skills for employment.

VIII Students will be able to appreciate and/or express themselves artistically, creatively, and

culturally.

IX Students will be able to contribute to the community through active participation and support.

X Students will develop life skills to fulfill their personal and professional potential.

Associate of Arts Student Learning Outcomes

AA1 Draw on knowledge from the liberal arts to succeed in upper division courses.

AA2 Recognize and respond to the wonders and challenges of the natural environment, both

biological and physical.

AA3 Use research and technology skills to access information from multiple sources.

AA4 Use critical thinking and problem-solving skills to evaluate and synthesize information to form

conclusions, ideas, and opinions.

AA5 Express ideas clearly and creatively in diverse ways through the fine and performing arts,

speech and writing.

AA6 Recognize one’s role in community and global issues with a respect for diverse cultures and

differing views while embracing one’s own cultural values and heritage.

AA7 Engage in civic activities with a sense of personal empowerment.

AA8 Enter and perform effectively in the work force.

AA9 Develop skills that improve personal well-being and enhance professional potential.

AA10 Use knowledge and skills to maintain and improve mental and physical well- being.

AA1 Pursue lifelong learning.


2011-2012 8

Part III. Departmental Analysis

A. Quantitative Indicators

The quantitative indicators are shown by subgroup and academic year. For this report an academic

year starts in the fall, and ends in the spring. For example, AY 2007-2008 is fall 2007 and spring

2008. The data also include indicators for yearly change and a 5-year change. Those indicators are in

percent, and represents the percent increase or decrease from year to year and from AY 2007-2008 to

AY 2011-2012.

Demand

1. Number of Classes Taught

Table A. Number of Classes Taught by Subgroup(1)(2)(3)

AY 2007-2008

AY 2008-2009

Yearly %

Change

AY 2009-2010

Yearly %

Change

AY 2010-2011

Yearly %

Change

AY 2011-2012

Yearly %

Change

5-Year %

Change

ACC 8 8 0.0% 8 0.0% 10 25.0% 10 0.0% 25.0%

BUSN 0 1

3 200.0% 4 33.3% 5 25.0% 400.0%

CIL 4 2 -50.0% 4 100.0% 2 -50.0% 0 -100% -100%

DEV 27 28 3.7% 42 50.0% 43 2.4% 39 -9.3% 44.4%

ICS 16 19 18.8% 25 31.6% 30 20.0% 41 36.7% 156.3%

IS 3 3 0.0% 6 100.0% 5 -16.7% 6 20.0% 100.0%

TRANS 23 22 -4.3% 31 40.9% 30 -3.2% 31 3.3% 34.8%

(1) concurrent classes are combined in the primary class with data adjustments; does not count “piggyback” classes

(2) data were captured using the CENSUS freeze date from Iro_Socad

(3) all piggyback courses are listed in table H of the appendix

0

5

10

15

20

25

30

35

40

45

50

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

No. of Classes Taught

Table A. Number of Classes Taught by Subgroup

ACCBUSNCILDEVICSISTRANS


2011-2012 9

2. Enrollment by Subgroup

Table B. Enrollment by Subgroup(1)(2)(3)

AY 2007-2008

AY 2008-2009

Yearly %

Change

AY 2009-2010

Yearly %

Change

AY 2010-2011

Yearly %

Change

AY 2011-2012

Yearly %

Change

5-Year %

Change

ACC 168 152 -9.5% 159 4.6% 208 30.8% 190 -8.7% 13.1%

BUSN 0 19

59 210.5% 77 30.5% 83 7.8% 336.8%

CIL 71 40 -43.7% 77 92.5% 31 -59.7% 0 -100% -100%

DEV 758 820 8.2% 958 16.8% 1006 5.0% 955 -5.1% 26.0%

ICS 300 355 18.3% 484 36.3% 586 21.1% 720 22.9% 240.0%

IS 70 67 -4.3% 96 43.3% 84 -12.5% 134 59.5% 91.4%

TRANS 518 491 -5.2% 646 31.6% 677 4.8% 656 -3.1% 26.6%

(1) concurrent and cross-listed classes are combined in the primary class with data adjustments; all students are counted, but

the primary course is the only one listed in the attached appendix


(3) enrollments are adjusted registrations in the class, derived by first summing the number of students enrolled

(including those with "W" grades), then adjusting for associated classes

0

200

400

600

800

1000

1200

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Enrollment

Table B. Enrollment by Subgroup

ACC

BUSN

CIL

DEV

ICS

IS

TRANS


2011-2012 10

3. Student Semester Hours by Subgroup

Table C. Student Semester Hours (SSHs) by Subgroup(1)(2)(3)

AY 2007-2008

AY 2008-2009

Yearly %

Change

AY 2009-2010

Yearly %

Change

AY 2010-2011

Yearly %

Change

AY 2011-2012

Yearly %

Change

5-Year %

Change

ACC 504 456 -9.5% 477 4.6% 624 30.8% 570 -8.7% 13.1%

BUSN 0 57

177 210.5% 231 30.5% 249 7.8% 336.8%

CIL 213 120 -43.7% 231 92.5% 93 -59.7% 0 -100% -100%

DEV 2099 2298 9.5% 2874 25.1% 3018 5.0% 2865 -5.1% 36.5%

ICS 887 1063 19.8% 1489 40.1% 1808 21.4% 2204 21.9% 148.5%

IS 151 143 -5.3% 228 59.4% 252 10.5% 402 59.5% 166.2%

TRANS 1848 1681 -9.0% 2127 26.5% 2233 5.0% 2196 -1.7% 18.8%




(3) ssh counts are adjusted student semester hours for classes, derived by first summing semester hours of all students

enrolled in the class, then adjusting for associated classes.

0

500

1000

1500

2000

2500

3000

3500

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

SSHs

Table C. Student Semester Hours (SSHs) by Subgroup

ACCBUSNCILDEVICSISTRANS


2011-2012 11

Analysis of demand indicators

Demand for department classes is demonstrated by the number of classes taught (Table A), the

enrollment in the classes (Table B) and the Student Semester Hours (SSH) (Table C) which has been

measured in five-year increments with a five-year percentage change for each.

Accounting (ACC)

Demand The demand for accounting is healthy. Data supplied by the College’s Institutional

Research office indicates that for the last five academic years the total number of classes

taught have been 8 (2007-08), 8 (2008-09), 8 (2009-10) , 10 (2010-11) and 10 (2011-12)

which reflects a 5-year change of +25%.

Enrollment The enrollment numbers of 168 (2007-08), 152 (2008-09), 159 (2009-10), 208 (2010-11)

and 190 (2011-12) also support a healthy and growing demand. The data indicates a dip

in 2008-9 and 2011-12, but the enrollment surge in AY2010-2011 reflects a +30.8%

change and an overall +13.1 % 5-year change. (due to Marvin’s retirement??)

SSH Further evidence is the equivalent Student Semester Hours (SSHs) for these same years:

504, 456, 477, 624 and 570. Over the indicated five years, the SSHs reflect a +13.1%

change.

Comment ACC201 (Financial) and ACC202 (Managerial) show a healthy and sustainable demand

as they are mandatory prerequisite courses for entrance into the business programs at all

four-year universities in the UH system, as well as at other local universities including

Hawaii Pacific University, Brigham Young University in Laie, and Chaminade

University. The accounting courses offered at WCC also fulfill a core requirements for

Associate Degrees at UH Community Colleges system campuses at Kapiolani, Leeward,

Maui, Kauai and Hawaii.

A full-time position was split between an ICS and Business instructor in August 2011 to

teach accounting and business curriculum. This half-time position has helped the F2F

contact with students but unfortunately a .5 position does not allow the half-time

instructor to monitor and “grow” the program as other community colleges are able to do.

Business Technology (BUSN)

Demand The demand for business technology courses has been healthy over the past three

academic years. The number of classes taught for the last five years have been 1 (2008-

09), 3 (2009-10) , 4 (2010-11) and 5 (2011-12) which reflects a 4-year change 400%.

Enrollment The enrollment numbers of 19 (2008-09), 59 (2009-10) , 77 (2010-11) and 83 also shows

a growing demand reflecting a 4-year changes of +336% (2007-08 not included)

SSH Further evidence is the equivalent Student Semester Hours (SSHs) for these same years:

57, 177, 231, and 249. Over the indicated five years, the SSHs reflect a 4-year changes

of +336% .

Comment

Introduction to Word Processing, BUSN 121, was offered for the first time in fall 2008.

BUSN 121 was offered for a second time in fall 2009 with 21 registrants. BUSN 191,

Veterinary Office and Computer Skills, was offered for the first time in fall 2009 with 21

registrants and with 17 registrants in spring 2010. This reflects a 100% increase in


2011-2012 12

demand for BUSN courses. Having an ICS professor teach BUSN 191detracts from the

ICS area which is dependent on a 1.5 ICS position.

Of note is that when ETC was dissolved, we inherited one BUSN faculty member from

that program. We understood that acquiring the position would eventually give the

department a position when the faculty member retired. Our department mentored the

member and this person taught several ICS 50 classes. Contrary to the original

agreement, we will not get this position.

Developmental Mathematics (DEV)

Demand The demand for developmental level math continues to be healthy. Data supplied by the

IR office indicates that for the last five academic years, the total number of classes has 27

(2007-08), 28 (2008-2009), 42 (2009-10), 43 (2010-11) and 39 (2011-12) reflecting

5-year change of +44.4%.

Enrollment The strong demand is also evidenced by the increasing enrollment numbers for these

same years: 758, 820, 958, 1006 and 955 respectively, reflecting a 5-year change of

+26.0%.

SSH Further evidence is the equivalent Student Semester Hours (SSHs) for these same years:,

2099, 2298, 2874, 3018 and 2865. Over the indicated five years, the SSHs reflect a

+36.5% change.

Comment One reason for the steady44.4% increase in demand for Developmental math courses is

that MATH 25 is the prerequisite course for entrance into MATH 100, 103, or 115.

MATH 100 and MATH 103 both satisfy the Foundations Symbolic Reasoning

requirement for the A.A. degree. MATH 25 is also the prerequisite courses for Math 101

and Math 111, courses required for the Veterinary Assistant Certificate program and

prospective elementary education majors, respectively. Furthermore, completion of

MATH 25 with a C or better is one way to satisfy a graduation requirement for the A.A.

degree. In each category the decrease in enrollment 2010-11 is probably attributed to

exclusion of summer data.

Information and Computer Sciences (ICS)

Demand The demand for ICS courses is healthy and continues to increase. The data indicates that

for the last five academic years the total number of classes taught have been 16 (2007-

08), 19 (2008-09), 25 (2009-10), 30 (2010-11) and 41(2011-12) which reflects a 5-year

change of +156.3%.

Enrollment The growing demand is also evidenced by the enrollment numbers for these same years:

300, 355, 484, 586 and 720 respectively, reflecting a 5-year change of +240.0%.

SSH Further support is evidenced by the equivalent SSHs for these same years: 887, 1063,

1489, 1808 and 2204 respectively. Over the indicated five years, the SSHs reflect a

+148.5% change

Comment The ICS group has a 156.3% increase in demand which should not be unnoticed. Yearly

changes have grown from 18.8% a year to 36.7% a year which has doubled in five years.

This 156.3 percent five-year change has occurred with only 1 full-time faculty until 2011

when a .5 position was acquired. A 156.3% growth shows the ICS area could support

another ICS position, especially given more ICS curriculum choices. By investigating

the Institutional Research tables, it displays that in 2007-08 ten courses were taught by


2011-2012 13

one full-time instructor. In 2011-12, 18 courses (14 ICS, 3 BUSN & 1 MGT) were

taught by 1.5 instructors. The ratio of classes to instructors has grown from 10:1 to

18:1.5. For an equivalent ratio, the ICS area needs a .83 position rather than a .5 position

to even maintain the teaching schedule.

Transfer Level Mathematics (TRANS)

Demand The demand for transfer level math continues to be healthy. Data supplied by the IR

office indicates that for the last five academic years, the total number of classes taught

has been 23, 22, 31, 30 and 31 which reflects a 5-year change of +34.8%.

Enrollment The enrollment numbers for these same years have been 518, 491, 646, 677 and 656

reflecting a 5-year change of +26.6%.

SSH Further evidence is the equivalent SSHs for these same years: 1848, 1681, 2127, 2233

and 2196. Over the indicated five years, the SSHs reflect a +18.8% change.

Comment The demand for Transfer Level Mathematics courses shows a rising trend. Enrollment

has grown from 518 students to 656 students in a five-year period. All statistics point to

a growth of students at WCC seeking courses that will be accepted at four-year

institutions. The University of Hawaii and WCC have placed much emphasis in the

STEM area which will most likely affect WCC’s students’ pursuit of transfer level

mathematics courses. In each category the decrease in enrollment 2010-11 is probably

attributed to exclusion of summer data.


2011-2012 14

Efficiency

1. Average Class Size

Table D. Average Class Size by Subgroup

(1)(2)(3)(4)

AY 2007-2008

AY 2008-2009

Yearly %

Change

AY 2009-2010

Yearly %

Change

AY 2010-2011

Yearly %

Change

AY 2011-2012

Yearly %

Change

5-Year %

Change

ACC 21 19 -9.5% 20 4.6% 21 4.7% 19 -8.7% -9.5%

BUSN 0 19

20 3.5% 19 -2.1% 17 -13.8% CIL 18 20 12.7% 19 -3.8% 16 -19.5% 0 -100% -100%

DEV 28 29 4.3% 23 -22.1% 23 2.6% 24 4.7% -12.8%

ICS 19 19 -1.5% 19 3.0% 20 1.3% 18 -9.9% -7.4%

IS 23 22 -4.3% 16 -28.4% 17 5.0% 22 32.9% -4.3%

TRANS 23 22 -0.9% 21 -6.6% 23 8.3% 21 -6.2% -6.0%




(3) average class size is obtained by adding all registrations in the course, and then dividing that by the number of classes offered

(4) average excludes courses numbered -93 (cooperative education) and -99 (directed studies)

10

15

20

25

30

35

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Avg. Class Size

Table D. Average Class Size by Subgroup

ACC

BUSN

CIL

DEV

ICS

IS

TRANS


2011-2012 15

2. Average Class Fill Rate by Subgroup

Table E. Average Class Fill Rate by Subgroup

(1)(2)(3)(4)(5)

AY 2007-2008

AY 2008-2009

Yearly %

Change

AY 2009-2010

Yearly %

Change

AY 2010-2011

Yearly %

Change

AY 2011-2012

Yearly %

Change

5-Year %

Change

ACC 70 63 -9.5% 64 1.1% 69 7.6% 67 -2.8% -4.3%

BUSN 0 95

98 3.5% 96 -2.1% 72 -25.3% CIL 89 100 12.7% 96 -3.8% 78 -19.5% 0 -100% -100%

DEV 100 105 4.3% 92 -12.0% 94 2.0% 98 4.4% -2.3%

ICS 95 93 -2.2% 92 -1.5% 94 2.6% 87 -7.8% -8.9%

IS 167 96 -42.7% 92 -3.5% 69 -24.7% 94 34.9% -43.8%

TRANS 82 84 2.8% 79 -6.1% 85 7.7% 80 -5.7% -2.0%




(3) weighted average of all class sections in an alpha/number; i.e., a course with two sections counts twice as much as

a course with one section

(4) data are in percent, and are the average of Percent fill or "fill ratio" for the class (ratio between the registrations in the class

and the maximum enrollment allowable in the class), multiplied by 100. ratios computed after adjusting for associated classes.

(5) average excludes courses numbered -93 (cooperative education) and -99 (directed studies)

40

60

80

100

120

140

160

180

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Avg. Fill

Rate

Table E. Average Class Fill Rate by Subgroup

ACC

BUSN

CIL

DEV

ICS

IS

TRANS


2011-2012 16

3. Percent of Classes Taught by Faculty and Lecturers

Table F. Percent of Classes Taught by Faculty and Lecturers by

Subgroup (5 year average)(1)(2)

Sub

Group Type %

ACC Faculty 45%

Lecturer 55%

BUSN Faculty 85%

Lecturer 15%

CIL Faculty 92%

Lecturer 8%

DEV Faculty 45%

Lecturer 55%

ICS Faculty 45%

Lecturer 55%

IS Faculty 74%

Lecturer 26%

TRANS Faculty 63%

Lecturer 37%

(1) concurrent and cross-listed classes are combined in the primary

class with data

adjustments; all students are counted, but the primary course is

the only one listed in

the attached appendix for secondary classes

(2) data were captured using the CENSUS freeze date from Iro_

Socad, and unfrozen data

from Instructional_Assignment which contains all instructor

assignments for scheduled

offerings of a course (subject) for the academic period or

faculty contract time frame


2011-2012 17

45%

55%

85%

15%

92%

8%

45%

55%

45%

55%

74%

26%

63%

37%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Faculty

Lecturer

Faculty

Lecturer

Faculty

Lecturer

Faculty

Lecturer

Faculty

Lecturer

Faculty

Lecturer

Faculty

Lecturer

AC

CB

USN

CIL

DEV

ICS

ISTR

AN

S

Table F. Percent of Classes Taught by Faculty and Lecturers by Subgroup (5 year average)


2011-2012 18

Analysis of efficiency indicators

Accounting (ACC)

Average Class Size The class size for Accounting has averaged 20 over the past five

years.

Average Class Fill Rate The class fill rate has been 66.6 and even though the 5 year change

is negative, the numbers are in the range 63 to 70. It should be

noted that other business fill rate computations are based on

maximum class size of 20 to 24, while for accounting the

maximum class size used in computing fill rate is 30. Another

important note in Accounting is that mostly lecturer positions teach

the accounting curriculum, a very difficult curriculum.

Percent of Classes Taught by

Faculty & Lecturers

55% of the Accounting courses were taught by lecturers and 45%

by full-time faculty.

Comment With numbers showing more lecturers than full-time faculty, it is

evident that a full-time faculty member is needed.


Average Class Size The class size for a computing lab is per computer stations and at

WCC that is 21. The class size for ICS has averaged 18.75.

Average Class Fill Rate The average class fill rate is 90.25%.


Faculty & Lecturers

15% of the ICS courses were taught by lecturers and 85% by

full-time faculty. In the last two years, an ICS professor has taken

on 3 of the BUSN courses.

Comment The efficiency indicators for this area are very good


Average Class Size Based on recommendations from the Developmental Education

group to better fulfill students’ needs, the maximum class size for

developmental math courses was reduced to 25 beginning in

summer 2009.

The average class sizes for the past 5 years have been 28,29,23,23,

and 24 with a five year average of 25.4%.

Average Class Fill Rate The average fill rate for Developmental math courses have been

100% (2007-08), 105% (2008-09), 92% (2009-10), 94% (20010-

11) and 98% (2010-2011) with an averaged 97.8 % over the last

five years.


Faculty & Lecturers

Fifty-five percent of developmental courses are taught by faculty

and 45% by lecturers. The developmental mathematics program

goal has been to have lecturers teach no more than 30% of the

program classes. This goal once again has not been met.


2011-2012 19

Comment While the developmental mathematics fill rate is healthy and the

math area continues its effort to meet the benchmark of no more

than 30% of classes taught by lecturers. Its goals include mentoring

lecturers so they become more effective teachers and continuing its

goal to secure an additional 1.0 FTE Instructor position.


Average Class Size The class size for ICS has averaged 19 students over the past five

years. It should be noted that class size in the computer lab is 21

seats.

Average Class Fill Rate The average class fill rate of 92.2% shows a very, very healthy

trend for ICS.


Faculty & Lecturers

55% of the ICS courses were taught by lecturers and 45% by

full-time faculty.

Comment The average class fill rate of 92.2 shows the highest fill rate of all

Math Business courses. The online offerings increased from two

courses in 2007-08 to twelve courses in 2011-12.This healthy trend

shows that more ICS courses would fill when offered. More than

half (55%) of the ICS courses are offered by lecturers. This

demonstrates the fact that more ICS courses could fill and more

full-time faculty are needed to teach these courses.


Average Class Size The average class size for transfer level mathematics courses has

averaged 22 over the past five years.

Average Class Fill Rate The average class fill rate is 66%.


Faculty & Lecturers

37%of the transfer level courses were taught by lecturers and 63%

by full-time faculty.

Comment Transfer Level Mathematics is moderately healthy and the math

area continues its efforts to improve.


2011-2012 20

Effectiveness.

1. Success Rate by Subgroup

Table G. Average Success Rate by Subgroup(1)(2)(3)

AY 2007-2008

AY 2008-2009

Yearly %

Change

AY 2009-2010

Yearly %

Change

AY 2010-2011

Yearly %

Change

AY 2011-2012

Yearly %

Change

5-Year %

Change

ACC 59% 47% -20.4% 50% 6.3% 66% 32.1% 77% 15.7% 29.3%

BUSN 0% 68%

73% 6.8% 75% 2.6% 64% -14.3% CIL 84% 80% -4.8% 77% -3.7% 93% 20.1% 0% -100% -100%

DEV 57% 61% 6.4% 57% -6.3% 59% 3.0% 53% -9.2% -6.8%

ICS 76% 66% -12.4% 61% -7.7% 61% -1.2% 63% 4.1% -16.9%

IS 73% 73% -0.2% 72% -1.4% 80% 10.8% 73% -7.6% 0.7%

TRANS 62% 54% -13.3% 69% 28.2% 70% 1.1% 66% -5.4% 6.2%



(2) data were captured using the CENSUS and EOS freeze dates from Iro_Regs and the CENSUS freeze date from Iro_Socad

(3) success is the number of students who completed the course with an A, B, C, CR, or L divided by the number of students

enrolled at CENSUS (who had not withdrawn)

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Success Rate

Table G. Success Rate by Subgroup

ACC

BUSN

CIL

DEV

ICS

IS

TRANS


2011-2012 21

Analysis of effectiveness indicators

Accounting (ACC)

Success Rate The data indicates that for the past five years the success rates have been 59%

(2007-08), 47% (2008-09), 50% (2009-10) , 66% (2010-11)and 77% (2011-12)

which reflects an average of 59.8% with a 5-year change of +29.3%.

Comment The success rate in 2011 and 2012 shows an 18% growth from 59% five years

ago to 77% in 2011-12. The effectiveness of the accounting area is somewhat

moderate but rising positively most likely due to the hiring of a permanent .5

Accounting position at the college.

Noteworthy

Comment from a

Previous Professor

(I think it is still a

relevant statement

from a full-time

Professor who has

not been replaced

as of this report)

The following is taken from the 2008-09 Math and Business Annual Department

Report, written by accounting professor Marvin Yoshida, to better understand

and assess the health of the accounting area:

Traditionally, throughout the UH System, the accounting courses have

experienced lower than normal retention and passing rates due to the rigor of the

courses and the lack of preparedness on the students part. In the past, a one

credit, three hour lab/help section was offered but students did not sign up for

because the credits earned for the lab sections were not transferable. As such it

is often difficult to measure the effectiveness of the course by comparison to other

courses offered at the college. The most telling method of effectiveness would be

some measure of success at the next level of academics or on the job work.

Unfortunately, this type of data, I have been told by the IR, is not available or is

too costly to obtain.

In conversation with my accounting colleagues throughout the UH system, I can

only report that the completion rates that I have experienced at WCC are similar

to what they have experienced at their respective colleges. These include higher

than normal withdrawal rates, non-completers, and unsuccessful completers.

Although these factors are worrisome, when compared to other accounting

programs throughout the system and other disciplines within the department, I

would rate our effectiveness as moderately healthy.


Success Rate The years 2007-2008 display no data as no BUSN courses were taught. The four

year data indicates that the success rates have been 68%,73%, 75%, and 64%

which reflects an average of 70% with a 4 year change of -4% .

Comment The success rates over the past five years reflect an average of 68.5% with a 5-

year change of +31.3%, which is healthy and shows a healthy growth over the

five years. It should be noted that many changes have occurred in the UH system

in the BUSN area. The success of the BUSN curriculum is due to the

introduction of the BUSN 191 course, a requirement in the Veterinary

Technician Certificate. The Veterinary Assistant A.S. Degree will promote the


2011-2012 22


Success Rate The data indicates that for the past five years the success rates have been

57%,61%, 57%, 59% and 53% which reflects an average of 57.4% with a 5 year

change of -6.8%.

Comment The effectiveness of the developmental mathematics area is somewhat moderate.

The lower success rate in the year 2011-2012 could be attributed to

implementation of the math’s redesign developmental math curriculum as well as

the exclusion of the summer school data.


Success Rate The data indicates that for the past five years the success rates have been 76%,

66%, 61%, 61%, 63% which reflects an average of 65.4% with a 5 year

change of -16.9%.

Comment The effectiveness of the ICS area is moderately healthy. A plan to create

meaningful certificates in the ICS area will benefit this effectiveness rate.

Creating an end goal for ICS students should increase achievement. With more

ICS faculty positions, the goal of a more diverse ICS curriculum and certificate

attainment will be possible.


Success Rate The data indicates that for the past five years the success rates have been 62%,

54%, 69%, 70%, and 66% which reflects an average of 64.2% with a 5 year

change of +6.2%.

Comment The effectiveness of the Transfer Level Mathematics has been fairly stable and

shows a growth from 62% in 2007-08 to 66% in 2011-12. This displays a

moderately healthy growth.


2011-2012 23

Academic Subject Certificate (ASC)

1. Business ASC Indicators by Academic Year

Indicators 2010 2011 2012 Total

Dem

an

d

Number of new majors 26 23 10 59

Number of majors (total)* 39 44 36 110

Number of classes offered** 64 73 80 217

Eff

ecti

ve

ness

% Majors persist from fall to spring*** 93.94% 70.27% 75.86% 79.80%

Number of graduates 5 5 6 16

Graduation rate**** 12.82% 11.36% 16.67% 14.55%

*=includes new majors and continuing students

**=see table below; all courses are included

***=must have been enrolled in the fall semester to have been included; students who graduated in the fall are not included

****=Number graduated/number of majors

Class 2010 2011 2012 Grand Total Average

ACC 201 5 5 5 15 5.00

ACC 202 2 3 3 8 2.67

ECON 130 5 5 6 16 5.33

ECON 131 4 4 5 13 4.33

ENG 100 25 34 36 95 31.67 ENG 209 5 4 6 15 5.00

ICS 101 5 6 6 17 5.67

SP 151 13 12 13 38 12.67

Total 64 73 80 217 72.33


2011-2012 24

2. Analysis of Business ASC indicators

It is noteworthy to mention the chain of events for the Accounting/Business area. A full-time

accounting faculty member retired in December 2009 and until September 2011 (1.5 years), the

accounting courses were taught by a lecturer who served on more than one campus. Without a

full-time position devoted to accounting and the business program, a tremendous loss in experience,

expertise, and dedication to the program was encountered. Despite having no full-time faculty

member directly responsible for the program, the business area has been able to continue offering

accounting curriculum. In September 2011, the lecturer has been hired as a .5 position. Note: In

October 2012, an announcement was made that this position will become a full-time tenure track

position. This type of positive reinforcement in the business area will increase morale and promote

growth in the business disciplines.

Demand The number of new majors from 2010 to 2012 totals 59. The number of total

majors from 2010 to 2012 totals 110. The number of classes offered from 2010

to 2012 is 217.

Effectiveness The program’s effectiveness is defined by the percentage of majors that persist

from fall to spring, the number of graduates and the graduation rate over the

past three years. The percentage of majors persisting form fall to spring is

79.8%. The number of graduates from 2010 to 2012 is 16. The graduation rate

from 2010 to 2012 is 14.55% . A year-to-year analysis of the data reveals that

in 2010 there were 39 majors and 5 graduated reflecting a graduation rate of

12.82%. In 2011 there were 44 majors with a graduation rate of 11.36%. In

2012 there were 36 majors with a graduation rate of 16.67%.

Comment Having graduation rates in the teens indicates this certificate needs attention.

Although the graduation rates have grown from 12.82% to 16.67% and the

number of graduates has grown 1 student from 2010 to 2012, it is evident that

the ASC certificate has potential for growth. With the employment of a

full- time business position in this area, the certificate should show success.

The new position should promote the ASC certificate.

Action Plan In last year’s Annual Report a Plan of Action was listed with steps that are well

defined but still there is no coordinator to follow through with the steps. The

Director of Planning and Evaluation stated she had discussed these good ideas

with the previous full-time professor. Ideas suggested were:

1. Earlier identification of applicants/majors seeking the certificate.

2. Continue to work with the IRO and the IEC to ascertain ways to

produce more and relevant data to help assess demand and

effectiveness of the program.

3. Develop a student satisfaction survey for the program.

4. Identifying students who leave the program and for what reasons.

Currently, it is difficult to identify and track the students who are

seeking the ASC because there is not a section on the application form

that students can select designating them as ASC majors. In past years,

we have resorted to having students complete the yellow Student

Record Changes in which they can select the ASC in Business as their


2011-2012 25

program major. This required the students to complete the form during

class time and it also required the instructors to remember to

incorporate this action in their planning activity early in each semester.

It has proven to be cumbersome, but it is the only way to do it currently.

5. Determining ways to assess the ASC SLOs.

All five ideas are excellent and when the full-time position is employed, this

position will be able to manage the ASC certificate more meaningfully.

In reference to #2, the IR department stated that ASC data can be collected but

not to each specific degree. If a Business Coordinator position existed, forms

could be delivered to the classes and data analyzed.

In reference to #3, a Business Coordinator could create a satisfaction survey,

administer the survey; collect data and then analyze the data.

In reference to #4, a chicken/egg situation exists. 1) Data is needed for

graduates of the ASC and 2) data is needed for current students pursuing the

ASC. A baseline is needed to compare data and there will be no baseline until

data is collected.

The program will possibly be assessable when the full-time accounting position

with coordinating responsibilities is obtained.


2011-2012 26

B. Evidence of Quality Within the Department

Math Area Position Count

The full-time tenure track position vacated by the resignation of Choi was filled by Storm.

Reduction of the quantity of adjunct faculty to a manageable number allows the discipline to

better oversee the quality and effectiveness of services provided to our students and College.

Math Center and Ka Piko Learning Center Math Lab

Math discipline representatives participated with the Ka Piko Committee to plan for the

opening of the Ka Piko Learning Center.

The assigned-time request for a new Ka Piko Math Lab was denied, but the new Math Center

will have a temporary part-time APT position allowing the discipline to provide the necessary

support services for students enrolled in the redesigned computer-aided developmental math

track courses. The Title III funding support is available for three years from fall 2012.

The discipline worked on transition of Mana 113 from the Math Lab to the new Math Center

which will provide the necessary support for students enrolled in the redesigned computer-

aided track courses Math 19, Math 28 and Math 29. This included the securing of computers

and a temporary part-time APT coordinator position funded through a Title III grant.

UHCC Developmental Education Grant Proposals

A Developmental Education Project Proposal, WCC Redesign Developmental Mathematics

Curriculum, seeking funds to purchase computers and related items for the Math Center, and

for hiring Supplemental Instruction student leaders for the pilot of the redesigned classes in

spring 2012, was submitted. Although not funded, the items of the proposal were funded

through the collaboration with the Vice Chancellor of Student Affairs and the Computing

Services Coordinator.

Curriculum Redesign

The Math area defended the math graduation requirement in an open forum and the results of

the faculty poll conducted by the Faculty Senate supported the requirement. Chancellor

Dykstra affirmed keeping the math graduation requirement for the AA degree.

The math area worked with former Vice Chancellor of Student Services Lui Hokoana with an

Achieving the Dream initiative to redesign developmental math curriculum to promote higher

success rates and decrease time frames for students taking remedial/developmental courses in

mathematics without sacrificing students’ skill level for college-level (transfer) mathematics

coursework. The mathematics area of the department worked diligently to offer a two-track

developmental mathematics curriculum so students could have a choice of selecting either the

traditional lecture-based sequence of courses or the redesign computer –aided sequence of

courses. This traditional track reduces the time in developmental math from a maximum of four

semesters to three semesters.

Presentations of the newly developed two-track curriculum for developmental mathematics

courses were made to Student Affairs.

Three new redesigned courses were proposed and passed by the CCAAC and Faculty Senate:

Math 19, Math 28 and Math 29. These courses make up the computer-aided developmental

track courses.


2011-2012 27

Two courses were re-activated to replace Math 20 and Math 22: Math 21A and Math 21B.

These courses are part of the traditional lecture-based developmental track courses.

Ten courses were modified to reflect the new developmental two- track curriculum: Math 19,

Math 28, Math 29, Math 24, Math 25, Math 100, Math 101, Math 103, Math 111 and Math

115. (redesign for 2 track)

Math 232 – Calculus IV was developed and offered in spring 2012.

Curriculum

A draft of a Math Scheduling Guidelines was written to assist development of the schedule of

classes for each semester.

The following courses were assessed and the results discussed: Math 101, Math 25 and Math

20.

Textbook searches for Math 111, Math 112 and Math 103 were conducted with the newly

selected texts being used in the upcoming academic year. A review of textbooks for Math 115

was also conducted with the recommendation to continue the use of the current textbook.

Continued utilizing Supplemental Instruction(SI) with developmental and gatekeeper courses.

SI sessions were included in the scheduling of courses offered on MWF day sequences with

sessions held either before or after each class.

The discipline worked with the Vice Chancellor of Student Affairs to ensure that math courses

were offered in both fall and spring with Supplemental Instruction partnerships.

Students were enrolled in fall 2011Supplemental Instruction (SI) in gatekeeper courses to

increase students retention and success.

Supplemental Instruction Leaders are math student who have successfully completed the course

are teaching the supplemental courses.

The Mathematics discipline reactivated Math 21A and Math 21B to replace Math 20 and Math

22, respectively. This action allowed students to complete the basic mathematics and pre-

algebra sequence in one semester rather than two.

A draft of a common final exam for Math 103 that was being developed will be implemented in

fall 2012.

The common final exam for all sections of Math 103 was developed with the established rubric

and will be implemented beginning fall 2012.

The departmental test for Math 24 Chapter 3 was revised, including multiple forms of the test.

Math 25, Math 20 and Math 101 had three course level assessments conducted.

One section of Math 19, Math 28 and Math 29 were piloted in spring 2012.

Math 232 Calculus IV was developed and subsequently offered in spring 2012.

Service

A Mathematics Discipline representative was a member of the Ka Piko Learning Center

planning committee and created the Ka Piko Math Lab service outcomes, an assessment

survey, and a submission of a re-assigned time request for a Ka Piko Math Lab resource

instructor. This request was granted.

The discipline worked on transition of Manapono 113 from the Math Lab to the new Math

Center which would provide the necessary support for students enrolled in the redesigned

computer-aided track courses. This included the securing of computers and a temporary part-

time APT coordinator position funded through a Title III grant.

This discipline then collaborated with the Computing Services Coordinator and the Vice

chancellor of Student Affairs on planning the transition of the Math Lab (Mana 113) to the


2011-2012 28

Math Center. Beginning in fall 2012, Mana 113 will be the home of the Math Center to support

students enrolled in the redesign developmental math track courses. A temporary, half-time

position will be funded by a Title III grant. This will be an APT position and the person will

begin in August 2012.

A classroom set of thin client terminals was funded for the above math lab through the

collaboration with the Vice Chancellor of Student Affairs and the Computing Services

Coordinator.

Okumura serves as Accreditation Standard II chairperson.

Okumura serves as the chairperson of the Foundations Board.

Okumura continues to serve as co-chairperson of the Judging and Scoring subcommittee and a

member of the Steering Committee for Math Counts.

Akatsuka serves as the WCC Developmental Education Group chairperson.

Akatsuka continues to serve as the Problem Selector for the Oahu Mathematics League (22nd

year).

Lecturer Kodama continues to serve the American Mathematical Association of Two-Year

Colleges (AMATYC) as its Conference Roommate Coordinator, an appointed position and she

attends the national conference each year in November.

Kodama is a member of the Hawaii Council of Teachers of Mathematics (HCTM) and Pacific

Islands Mathematics Association of Two-Year Colleges (PIMATYC) and attends their fall and

spring conferences.

Landers taught Math 205 Calculus I as an online course in addition to a regular F2F course.

Okumura was the WCC representative for the Pre-Engineering Education Collaborative

(PEEC), now called Indigenous Knowledge in Engineering (IKE). It is a pre-engineering

program for UH Manoa’s degrees in Civil, Electrical and Mechanical Engineering. One of the

main goals is to create a quality, online core curriculum that effectively integrates calculus in

preparing Native Hawaiian students for higher-level courses.

Professional Development

Kodama, Okumura and Landers are members of the Pacific Islands Mathematical Association

of Two-Year Colleges (PIMATYC).

Kodama, Okumura and Landers are members of the American Mathematical Association of

Two-Year Colleges (AMATYC).

Kodama, Okumura, Landers and Singh are members of the Hawaii Council of Teachers of

Mathematics (HCTM).

Kodama, Okumura and Landers participated in the Achieving the Dream Hawaii Strategy

Institute.

Kodama and Akatsuka continue to actively read professional journals, daily newspaper and

other professional magazines.

Campus Service

Landers, Okumura and Singh participated in WCC’s Ho‘olaule‘a and designed an Origami

activity.

Okumura chaired the WCC Foundations Board .

Okumura represented WCC as the Multi-campus Foundations Board faculty .

Akatsuka chaired WCC Developmental Education Committee.

Akatsuka was a member of UHCC Developmental Education Committee.

Okumura was the accreditation Self-Study Standard II Chair.


2011-2012 29

Singh served on Accreditation Self-Study Standard IV committee.

Akatsuka served on Accreditation Self-Study Standard IIA committee.

Landers served as Accreditation Self-Study Standard IIB Subcommittee Chair.

Okumura Served on a DPC committee.

Landers served on a TPRC committee.

Landers, Singh and Akatsuka served on Math Instructor Ad Hoc committee.

Singh served on the WCC Aloha United Way Coordinator.

Singh served as judge for Windward Science Olympiad.

Akatsuka planned the Ka Piko Learning Center Math Lab and Math Center.

Atkatsuka presented at a Wo Innovations in Learning Day.

Akatsuka served on Ready Set Grow ( Hawaii Steering Committee).

Akatsuka, Landers and Okumura participated in AY2011-2012 WCC Commencement

Exercise.

Landers served as AY2011-2012 Mathematics Resource Coordinator.

Akatsuka served as AY2011-2012 Mathematics and Business Department Chair.

Akatsuka served as Developmental Education representative.

Community Service

Okumura assisted with HCTM fall 2011 Elementary-Middle School Mathematics Mini-

Conference.

Okumura assisted with HCTN fall 2011 Mini-Conference for Secondary Teachers.

Okumura co-chaired the MathCounts Competition Judging and Scoring Committee.

Okumura was a member of the MathCounts Steering Committee.

Okumura served as a two Year College director of HCTM.

Akatsuka helped as a mathematics problem selector for AY2011-2012.

Akatsuka was a recipient of a recognition certificates and letters for 35 years of service from

Governor Neil Abercrombie, State Senator Jill Tokuda, Mayor Peter Carlisle, HATA President

Wil Okabe, US Senator Daniel Akaka, US Congresswoman Colleen Hanabusa and US

Congresswoman Mazie Hirono.

Math Student Honor

Larry Martin, a former WCC Math Lab employee and WCC student and presently a UH

Manoa electrical engineering graduate student, has been named the winner of the 2011-12

Alton B. Zerby and Carl T. Koerner Outstanding Electrical and Computer Engineering Student

Award. This award is recognizing him as the most outstanding electrical engineering student in

the nation. Martin, who graduated with his BS in electrical engineering from UH Manoa in fall

2011, was named the winner of the award by Eta Kappa Nu, the national electrical engineering

society, based on his achievements as an undergraduate student.

http://manoa.hawaii.edu/news/article.php?aId=5395

http://manoa.hawaii.edu/news/article.php?aId=5395


2011-2012 30

The ICS Business area:

Position Count

One .5 ICS and one .5 BUS were hired effective August 1, 2012.

Perkins Grant

Spring 2012 Emi Troeger and Peggy Regentine wrote and received a $72,000 Perkins grant

for Quick Response to Computer and Business Skills with the purpose of creating a

modification to the ABIT CoC for online and F2F curriculum. Several meetings with credit and

non-credit personnel were held to ensure that this grant met both needs. This training was

designed to meet the needs of industry as expressed by the Honolulu Chamber of Commerce.

Both computer and soft skills are components of this workforce training.

spring 2012 Troeger and Regentine interviewed possible supervisors and content curriculum

developers for the Perkins Grant.

Researched Lab Replacements

Sought and found temporary computing rooms to replace No‘eau 123 and 124 computer

classrooms/labs for 2012-2013. Also applied to MaPSAC to seek additional space. (not

successful)

Curriculum Assessment

The following courses were assessed: ICS 101, BUSN 121, and ACC 202 in 2011-2012.

Courses Successfully Offered

Four sections of ICS 50, a new introductory computing course.

Offered 42 ICS classes with 18 online (the largest number of online courses on the WCC

campus).

Offered 15 BUS classes with 2 online and 4 hybrid.

fall 2011 BUSN 191 Veterinary Technician students created authentic projects in collaboration

with the Society for Protection of Cruelty to Animals (SPCA) non-profit organization.

The Accounting instructor had SI supplemental mentoring instruction in spring 2012 and the SI

mentoring showed an increase of 2% in As; a 138.1% increase in B’s and a 76.2% decrease in

C’s in comparison to the previous semester.

Students passed certification exams:

ICS 107 Web Development students completed W3schools.com certifications summer 2011

ICS 197 Digital Image Editing students in spring 2011 and fall 2012 and ICS 163 Desktop

Publishing spring 2012 completed ACE National exams ACE (Adobe Certified Expert) and

proctored by PearsonVUE: http://www.pearsonvue.com/adobe/

Cole’s student created a website for W.I.N.G.S. organization.

Professional Development

Hanson attended Program Coordinating Council (PCC) meetings for Accounting at UH to

discuss the Pathway's commission report and updates to the AACSB accreditation standards

which affects accounting instruction’s delivery (http://commons.aaahq.org/posts/2452bf3358).

Troeger attended Program Coordinating Council meetings for Business Technology.

http://www.pearsonvue.com/adobe/

http://commons.aaahq.org/posts/2452bf3358


2011-2012 31

Cole, Horikiri, Troeger and Regentine attended Program Coordinating Council meetings for

ICS. Regentine led a discussion on e-texts and online simulations and Cole and Horikiri

participated in the discussions on the community college curriculum and technology skills for

employment; certifications offered and articulation of UHCC ICS courses.

Cole audited the Digital Image Editing class in fall 2011.

Hanson and Regentine completed the one-year Authentic Online Class to develop online skills;

presented final projects: and were honored as having created outstanding facilitators guides.

Troeger , Hanson and Regentine attended Hawaii Business Education Association (HBEA)

conferences in fall and spring.

Cole, Hanson, Regentine, and Troeger attended the Career Technical Education Conference in

fall 2011

Cole attended a disabilities and assessment workshop at WCC.

Cole attended four sessions on the elements of film/video production at UH Manoa.

Cole completed five Lynda.com courses.

Cole and Troeger attended the Mid Pacific ICT Conference in CA.

Hanson, Cole, Regentine and Troeger update curriculum by reading articles and attending

curriculum and industry webinars.

Campus Service

Troeger chaired the Aloha Committee.

Hanson served as Mapsac representative.

Troeger served as the WAB representative.

Hanson supported sustainability curriculum at weekly meetings.

Hanson participate in Math course assessment process.

Cole, Hanson, Maxson, Marquardt and Lum continued to offer courses using alternate modes

of delivery such as online and hybrid.

Maxson and Cole began planning stages of a course Web Applications which ultimately will be

ICS 207.

Cole and Marquardt worked together to develop the student learning objectives for a future

course on website design, which ultimately became ICS 208.

Hanson requested an SI aide and was awarded the aide to help students accomplish Accounting

202 content with success.

Cole, Hanson and Troeger held respectively 30, 50 and 30 extra hours in addition to their office

hours open computer or study sessions during the school year for students to complete work or

ask questions.

Regentine supported veterinary technician program through attendance at Veterinary

Technician Board Meetings.

Regentine was the department representative for the Aesthetics Committee.

Horikiri worked with Beatson, the Marketing and Public Relations Director, to market ICS

courses to the community.

Horikiri developed 18 video snippets for the Veterinary Technology classes ,particularly

ANSC 152L, showing skills needed in this profession. She requested a Laulima site and

uploaded the snippets as ANSC resources.

Horikiri collaborated with the humanities department and Renee Arakaki, MUS 240 Instructor,

to incorporate music composed by the MUS 240 students into the ICS 123 video projects.

Horikiri worked with the Media Center by researching cameras for the Media Center and the

ICS 123 class.


2011-2012 32

Marquardt and Kato were interviewed for creating content for Perkins Grant courses BUSN

121 and ICS 100.

Marquardt created online course webpage templates (for Peter Quigley, Suzette Robinson,

Greg Walker, Richard Fulton and Brian Richardson) with easy customization for non-technical

faculty for 10 UH campuses (both UHCC and university locations).

Marquardt delivered a self-assessment (37 pages of data, analysis and forecast) in April 2012.

Regentine and Troeger attended graduation ceremonies.

Troeger and Regentine mentored new lecturers Kato and Horikiri.

Community Service

Hanson served as a judge at the Windward Regional Science Olympiad (WRSO) spring 2012

allowing teams to compete in different STEM events (http://www.hsso.org/).

Cole served as database manager and back-up Webmaster for Hawaii Trail and Mountain Club,

an ongoing service since 2005.

Participated in sharing business and ICS course and programs offerings at public events:

Hakipu‘u Learning Center (Horikiri, Regentine).

Troeger participated in College is a Family Affair in Kahuku and Kaneohe.

Lum actively worked on Geeks on DaBus and Transparency Camp.

Cole, Hanson, Horikiri, Troeger and Regentine participated in the WCC Ho‘olaule‘a.

Horikiri showcased the ICS 123 video projects to the Hakipu‘u Learning Center to inform the

school of dual credit for high school work towards Community College credit through the

Running Start program.

Troeger participated in College is a Family Affair in Kahuku and Kaneohe.

Regentine participated in the dumping tank at the Violence Free Day at WCC.

spring 2012 Regentine worked with counselor Patti Chong on ABIT CoC modifications to help

students Kyle King and Abe McAulton with this certificate (as it was in transition).

May 2012 Regentine presented a workshop for the Cancer Registry Pacific Regional Central

Cancer Registry on Abstract Plus software and Excel.

http://www.hsso.org/


2011-2012 33

C. Evidence of Student Learning

The data available from the College’s Institutional Research office is success rates by subgroup (Table

G, Average Success Rates by Subgroup).

Accounting (ACC)

The success rates for the last five years have been 59% (2007-08), 47% (2008-09), 50% (2009-10),

66% (2010-2011) and 77%(2011-2012) which reflects a 5-year average success rate of 29.3%. The

numbers indicate a pattern of increasing student success from AY2009-2010 to AY2011-2012.


The success rates for the last five years have been 68% (2008-09), 73% (2009-10), and 75% (2010-

2011) and 64% ((2011-2012) which reflects a 4-year average success rate of 70%. There is a clear

pattern of increasing student success from year to year.



61% (2010-2011) and 63% ((2011-2012) which reflects a 5-year average rate of 65.4%.



59% (2010-2011) and 53% (2011-2012) which reflects a 5-year average success rate of 57.4%.



70% (2010-2011) and 66% (2011-2012) which reflects a 5-year average success rate of 64.2%.

**

The five year % changes show in the table below the success rates for each area from 2007-2008 to

2011-2012. This shows a 5 year differential but this data does not include summer school in the last

year. Therefore, the 5-year % change cannot have valid comments as some data includes summer

school and some does not.

Separating the last year from the previous data that did include summer school, the following data

shows these statistics for the years 2011-2012.

Success Rate for 2011-12 Comment

ACC 77% healthy

BUSN 64% healthy

DEV 53% Moderately healthy

ICS 63% healthy

TRANS 66% healthy

In both math and business areas of this department, it is evident that there is a very heavy dependence

on lecturers teaching the courses. A problem with this heavy dependence on lecturers is that a lecturer

is often on campus for the minimum required amount of time. This reduces their availability to our

students. Another concern is the high turnover of lecturers from semester to semester which impacts

students’ familiarity and continuity of instructors. They are not able to develop long-term relationships

with lecturers, and the department is constantly having to train and monitor new lecturers – this

prevents faculty from focusing on improving the quality of teaching and student success. In the ICS

area, the college has worked to keep excellent lecturers who have moved to the mainland. It is difficult

to find new personnel with the proper technology skillset. This again exacerbates the issue of face to


2011-2012 34

face contact and burdens those faculty who are on campus.

D. Resource Sufficiency

The Business/ICS area of the department is teaching curriculum in five areas --ICS, BUS, BUSN, ACC

and Marketing --with 3 positions plus lecturers to teach the student population. The number one

priority for the department is to have a dedicated lab space for ICS, BUSN and Accounting students.

This request is mandatory for an expert functioning Business area at WCC.

The ICS and Business were moved from the computer labs/classrooms in Noeau 123 and Noeau 124 in

spring 2012. The renovation of Hale No`eau displaced the Business discipline’s facilities in that

building. The placement of one department over another in the refurbished building has never been

truthfully justified, especially with the following data supporting Business’s success. This transition

occurred at a time when the indicators for demand in the Business discipline areas are very high.

The data for Number of Classes Taught over the past five years reflects:

a 25% increase in ACC

88% (4 yr.) increase in BUSN

156.3% increase in ICS

Enrollment data over the same five-year period shows an increase of:

13.1% in ACC

337.8% (4 yr.) increase in BUSN

140% in ICS

Lastly, in terms of Student Semester Hours, the data shows:

13.1% increase in ACC

336% (3 yr.) increase in BUSN

148.5% increase in ICS

The Business discipline was offered two shared classrooms in Hale Palanakila and one in Akoakoa to

replace the Noeau 123 and Noeau 124 computer labs/classrooms. The impracticality of this situation is

obvious. Specialized and limited in number licensed software and certain hardware is in a room where

shared users don’t need the specialized materials. Needed users can’t have access to this room because

it is being used by other disciplines.

The Business area of the department was offered Alakai 106 for a faculty workroom, office space and

mini-lab, storage space, and a discipline conference room. None of these offers were fulfilled.

Suggestions were made for Business faculty to hold individual instruction sessions in the library. This

option is impractical for the following reasons:

1. Disruptive to others library users

2. Computers are not always available for this tutoring

3. Needed materials/software/hardware is not necessarily at hand to tutor in the library

# 1 Request - Dedicated Lab for a Business and CCE Classroom

The business discipline facilities number one request of a dedicated lab is linked to the following

system and college priorities and goals.


2011-2012 35

University of Hawai‘i System Strategic Outcome #4: Address critical workplace shortages and

prepare students (undergraduate, graduate, and professional) for effective engagement and leadership a

global environment.

Community College System Action Outcomes

4.6 Increase the number of degrees awarded, and/or transfers to UH baccalaureate programs that lead

to occupations where there is a demonstrated state shortage of qualified workers and where the average

wage is at or above the U.S. average ($38,651 YR2006) by 3% per year.

WCC Action Outcome 4.1 Contribute to the development of a high-skilled, high-wage workforce

through the establishment of at least one new specific, career-focused degree, certificate or career

pathway per year that leads to employment in emerging fields (innovative, knowledge-intensive –

DBEDT fields, including life sciences, health and wellness, information technology, film and digital

media, alternative energy, ocean and marine science, earth and space sciences, astronomy, diversified

agriculture, and dual-use (military/civilian) technology.

At present this goal needs to be emphasized. A good dedicated computer lab and a good ICS faculty will improve these WCC numbers to make these goals.

4.3 Increase by 3% per year the number of degrees and certificates awarded in Science, Technology,

Engineering, and Math (STEM) fields.

At present, these goals need improvement. Resources need to be added for these goals to be met.

Windward Community College Action Outcomes

4.5 Promote the knowledge, skills, and opportunities that support current and emerging STEM fields

and careers by increasing credit and noncredit STEM course enrollments by 3% per year.

4.8. Increase the number of degrees and certificates awarded in Science, Technology, Engineering, and

Math (STEM) fields. (includes both credit and noncredit) by 3% per year.


2011-2012 36

#2 Request – 1.0 FT ICS Position

The second POB request is an additional 1.0 full-time ICS position.

This request is supported by the same demand indicators above. Also supporting this POB request is

the fact that the department offers students choices of ten STEM courses. Multiples sections of ICS

100, ICS 101, ICS 107, ICS 111, ICS 211, ACC 201, and ACC 202 are offered every semester giving

students the opportunity to compete equally with other college students. In addition, it is known that

many Business/ICS students transfer to four-year colleges and the University of Hawaii, adding to one

of the success indicators for the College.

This position will support the following Certificates in the Business/ICS area. With more support

faculty, the Business area will be able to expand these certificates.

This request satisfies the WCC GE SLO VII: Students will be able to apply specialized skills for

employment. Computer courses provide students with skills and tools that are integral to successful job

placement. Computing, business, and accounting are key areas tied to workforce development and

higher paying careers. In terms of course SLOs, SLOs specific to each course that uses a computer

could be cited; however, all Business/ICS courses are directly tied to workplace and career success.

Providing an environment conducive to computer learning and instruction is integral to a successful

college experience.


2011-2012 37

The data cited above (156.3% increase in ICS classes taught; 140% in ICS enrollment; 148.5%

increase in ICS Student Semester Hours) provides evidence for a full-time ICS instructor --55%

lecturers which has grown from 49% the previous year. The Business discipline began modifying two

CoCs, one with several tracks, to meet the needs of students. They received a Perkins grant to meet

unemployment needs. Yet, the Business area is supported by 1.0 Business Technology (BUSN)

position, a 0.5 accounting (ACC) position and a 1.5 Information and Computer Science (ICS) position.

Business Technology and ICS classes require five lecturers to support the curriculum offered at

present. The need to develop new curriculum and update outdated ICS courses that change rapidly is

imperative to keep our college technologically current. In order to grow in the technology area, the

business area has continually had to rely on adjunct faculty.

Problems that occur are:

Retention of good faculty

Maintaining quality instruction

Availability to meet with students

Maintaining a department presence

Develop curriculum

Presently, the Business discipline must recruit lecturers outside of the WCC community as they often

have the needed skills in the latest technologies such as cloud computing, social networking, and audio

and video editing. Because these lecturers cannot maintain a respectable standard of living, many have

moved to the mainland as we have no positions to offer. Therefore our business area does not have the

on-campus Business discipline support to help students, to share discipline and department

responsibilities or to develop curriculum. Curriculum is often at the bottom of the discipline’s action

list, which is not good for a technology area.

A solution the business area relies on is to offer more online courses. The Business discipline to date

has the highest number of online courses at WCC. This is good for the online community, but it means

the instructor is often not present to develop relationships with students, serve on committees, and

handle the on campus day-to-day routines. These tasks are often left for the 2 full-time faculty to

assume in addition to their workload. Therefore, a new full-time ICS position could help the discipline

in many of these tasks as well as to help coordinate online teaching assignments – a priority item for

WCC.

Further rationale for this request is based on these Strategic Plan Objectives:

4.3 Expand the curriculum that prepares students for nursing, social work, information technology, and

other critical workforce shortage areas by adding at least one new course per year.

WCC needs continued growth in the technology area but still needs to maintain its base curriculum. An

additional faculty position in this area will allow the discipline to develop new curriculum and

maintain its curriculum base.

4.5 Promote the knowledge, skills, and opportunities that support current and emerging STEM fields

and careers by increasing credit and noncredit STEM course enrollment by 3% per year.

More ICS/Business options will provide more STEM courses. ICS 111, 141,211, and 241(being

developed) are strong STEM options.


2011-2012 38

#3 Request - Coordinator Position for Business

Coordinator release time is needed for the Accounting/Business position at WCC. The Business ASC

is unattended since the retirement in 2009 of the full-time accounting instructor. Business needs

support in helping grow the business curriculum at WCC. From 2009 to 2011, a lecturer has taught the

accounting courses. In 2011, a .5 position was acquired. It is impossible to maintain a healthy

accounting business program with this position count.

#4 Request - Software Replacement Funding This request is to annually supply $2000 for software purchases and yearly software maintenance and

upgrades. ICS and business programs use specific software such as Adobe Elements, Dreamweaver,

Photoshop and Digital Imaging and Video Editing software that is not supported by the Computing

Department at WCC. We are yearly asked to purchase our own software and licenses and would like to

plan for this expense to ensure that our students are using industry standard software to increase their

marketability. This request meets the following Action Outcomes: 4.3 Increase by 3% per year the

number of certificates; 2.8 Increase the diversity and number of programs offered; 2.8 Contribute to

the development of emerging new fields such as information technology and digital media; 4.1 Expand

the curriculum for information technology.

#5 Request- Developmental Math Instructor, 1.0 FTE This request is to meet the growing demand for developmental math classes that are taught at WCC

and that are placing a burden on full-time faculty. An emphasis is made for increasing our enrollment

and many of the students we enroll do not have the needed basic math skills. The math department is

attempting to adhere to the AAUP benchmark of having no more than 25% of total instruction taught

by lecturers. At present the percentage taught by math lecturers is 55%.

#6 Request – Mathematics Supplemental Instruction

This request is to ensure that Supplemental Instruction is funded for developmental math courses at

WCC. Additional funds for student help to manage the Math Center are needed now as the funds for

Supplemental Instruction will not be funded once the current Title III grant expires. The Math Center,

located in Manao 103, maintains daily open-lab hours, provides facilities for SI student sessions, and

augments the Testing Center's proctored, retesting services for students enrolled in the newly

implemented redesign computer-based developmental math track. The Math Discipline is looking at an

average of 40 classes being offered with SI for an academic year.

#7 Request – Career and Technical education Facility

This request follows the ideal found in Tactical Targets for WCC in Pursuit of Strategic Plan Goals to

2015 and Beyond and states a need for a different pathway for WCC to pursue with a facility for the

college to ensure this growth. More options for students would raise the graduation rates. Morton in

October 2012 stated that after 4 years at WCC only 2% of students get an AA degree at a cost of

$16,530 per student. These statistics are dismal. Possibly alternative options would increase these

statistics. The business goal would be to have a computing center for the student population for

technical computer training for employment as well as to augment the AA degree curriculum.


2011-2012 39

E. Recommendations for improving outcomes. (See Above)

The quantitative indicators for demand have been steadily increasing in each area of the department.

The number of classes taught, enrollment, and student semester hours are at a higher level in AY2011-

2012 than AY2007-2008.

Enrollment and SSH hours in 2011-12 is better in each area of the department even though summer

school statistics are not included in the last year.

Success rates are better in 2011-12 in accounting and transfer math but are 4 percentage points lower

in BUSN and Developmental math and 3 percentage points lower in ICS.

It should be noted that the areas with lower numbers or rates in AY2011-2012 than in AY2007-2008

are areas with the highest number of lecturers. The concern with a heavy reliance of lecturers has

already been discussed elsewhere in this report. While these educators are typically selected for their

content knowledge (met minimum qualifications), they are rarely provided the time to develop and

hone pedagogical skills, learn new skills or to participate in institutional program or professional

improvement activities.


2011-2012 40

Part IV. Student Learning Outcome Assessment

A. Courses on which assessment was completed this year.

Until 2012-2013, the College’s 5-year Department Assessment Plan required 20% of the department

courses be assessed in each of the academic years. In fall 2012, a different assessment will be made

based on General Learning Outcomes or GLOs. The following courses assessed on SLOs this

academic year are ACC 202, ICS 101, BUSN 121, Math 20, Math 25, Math 101. The assessments for

each course are attached.

B. Courses due to be assessed next year for GLO Communication are (fall 2012):

BUS 120 Hybrid Hanson

ICS 100 Cole & Troeger

ICS 101 Regentine

ICS 123 Horikiri

Math 111 Akatsuka

Courses due to be assessed next year for GLO Information Literacy are: (spring 2013):

ICS 101 – Vanessa Cole (online)

ICS 101 – Vanessa Cole (F2F)

Marketing 120 – Deacon Hanson (hybrid)

ICS 100 - Mike Kato (F2F)

BUSN 191 – Peggy Regentine (F2F)

C. Assessment of courses.

The results of these Course Level SLO Assessment reports were reviewed and discussed in a

department meeting and are included here:

Math Area

Math 20

Akatsuka reported on Math 20 Basic Mathematics. He recommended that instructors of this course be

attentive to operations with mixed numbers. His suggestions for improving the developmental math

course is to continue with the support of Supplemental Instruction (SI) instruction

Math 25

Singh reported on Math 25 Beginning Algebra II. He recommended that the instructor may not have

enough time to do enough examples in the class time frame and the Supplemental instructor (SI) could

help the Algebra II class by showing more practice sets.

Math 101

Akatsuka reported on Math 101 Math for Veterinary Assistants. He recommended that instructors

continue to use class activities to engage students in the lessons and provide review and practice of the

various problem types. His needs were for computer paper for class activities and funding for

additional resources such as texts and/or workbooks to enrich class activity problems for veterinary

students.


2011-2012 41

Business Area

ACC 202

At the beginning of the semester, students were given an in-class pre-test to determine their base-line

understanding of SLO’s 1, 2, 4, and 5. At the end of the semester, the student’s final examination

included questions relating to SLO’s 1, 2, 4, and 5. Except for multiple choice questions, the results of

the pre-test were compared to the results of the final examination questions to determine students’

level of improvement in SLO’s 1, 2, 4, and 5. For multiple choice questions, the assessment only

considered the Final Examination success rate data. Deacon’s complete assessment is attached with

his SLO report.

BUSN 121

In her assessment, Troeger identified students who had taken prior keyboarding classes vs. those who

had not. She found that the course materials in the class were effective for this course. She stated that

students in the class will be encouraged to practice more at home and at various computer stations.

ICS 101

Regentine and Cole reported the emphasized the Excel component of ICS 101 as this is a requirement

for the Shidler College of Business at Manoa. Cole found her recorded lectures and demonstrations

were helpful with her online course. Regentine found that her students liked having a webfolio of their

work. An issue Regentine had was getting students to read the content in the e-texts.


2011-2012 42

Part V. Curriculum Revision

ICS Curriculum Revisions Added Deleted Modified

ICS 107change in Course Description was

made in recommended preparations. The

SLOs were articulated.

http://windward.hawaii.edu/Curriculum/Detai

ls.php?Alpha=ICS&Number=107

ICS 119 Introduction to Social Media was

taught as a topics class ICS 121v Social

Web Tool Kit and proved to be a valid

course. This computing course explores the

foundations of building a presence on the

Web, developing an entity’s brand and

creating a social channel to share ideas,

expertise and business philosophies. The

business area plans to eventually use for a

marketing course as well.

http://windward.hawaii.edu/Curriculum/Det

ails.php?Alpha=ICS&Number=119

121 Computing Topics was changed from

Micro computing to Computing to make the

title contemporary.



ICS 163 Design for Print title was changed to

more aptly describe the process known as

"desktop publishing."



ICS 203 Digital Image editing

This course has been taught as an

experimental course in fall 2011 and spring

2012 -- both times with 114% and 101% fill

rates online. The business area added this as

a regular course and retained 197A only for

experimental courses.


ails.php?Alpha=ICS&Number=203

ICS 115 Change the title of the ICS 115

course from Advanced Microcomputer

Applications to ICS 115 Advanced

Computing Applications. The term

"microcomputer" is no longer used as this

category of computers has expanded into

numerous types of computers from laptops to

smart phones. Therefore Advanced

Computing Applications is more applicable

for today. Replace pre-requisites of ICS 100,

ICS 101 and Math 25 with the wording "ICS

100 or ICS 101 or consent of instructor.

Recommended preparation is High School

Algebra."



New Course: BUS 122B

This new course will provide students with

the essential skills to start and operate their

own business. The course will connect to

ICS 141 Discreet Math was designated as a

Symbolic Reasoning class.



http://windward.hawaii.edu/Curriculum/Details.php?Alpha=ICS&Number=107















2011-2012 43

future degrees and certificates on campus

that include an entrepreneurial component.


ails.php?Alpha=BUS&Number=122B

ICS 123

(change in Short Title; Course Description;

Recommended Preparations; Contact Hours;

SLOs; Notes)



Planning was begun for a design course in

the Web area. This course will demonstrate

design features for a webpage and will be

added in fall 2012. (ICS 208)

Planning was begun for a Web Applications

course which has been tested as an

experimental course.(ICS 207)

Precursor work on the Web Support CoC by

identifying which course would replace the

ICS 214 course.

Precursor work on the ABIT CoC which will

be used in both a Perkins Grant written in

spring 2011 and credit courses which will

modified in fall 2012.

ICS 100 was evaluated for consistency with

the UH system

A UH System Articulation Agreement for

ICS 100 was made in 2005 to modify all ICS

100s in the fall semester 2007. The rationale

was to modify so all ICS 100 course

description were the same. No follow through

with the PCC group was made with this

course until fall 2012 (when it was brought to

our attention again). This modification is now

being made.

Math Curriculum Revisions Added Deleted Modified

Math 232 – Calculus IV Math 232 is the

fourth course in the calculus sequence. The

offering of this course further supports

STEM initiatives and programs and

provides students the opportunity to

complete the calculus sequence here at

WCC. Furthermore, WCC is a participating

member of a pre-engineering grant to

http://windward.hawaii.edu/Curriculum/Details.php?Alpha=BUS&Number=122B

http://windward.hawaii.edu/Curriculum/Details.php?Alpha=BUS&Number=122B




2011-2012 44

increase the enrollment of native Hawaiian

students into engineering. For the pre-

engineering program, students will need to

take Math 232.


ails.php?Alpha=MATH&Number=232

Math 21A, an archived course, was

reactivated. The activation of the archived

courses Math 21A and Math 21B to replace

Math 20 and Math 22, respectively,

necessitates updating the pre-requisites for

Math 19 and Math 28.

Math 21B, an archived course, was

reactivated

MATH 19 Developmental Mathematics I

The activation of the archived courses Math

21A and Math 21B to replace Math 20 and

Math 22, respectively, necessitates updating

the pre-requisites for Math 19 and Math 28.

This is part of the Redesign Project, a project

to promote higher success rate and to shorten

the time students spend taking

remedial/developmental courses in

mathematics without sacrificing student

preparedness for college-level (transfer)

mathematics coursework.


ls.php?Alpha=MATH&Number=19

Math 28 Developmental Mathematics II

The activation of the archived courses Math

21A and Math 21B to replace Math 20 and

Math 22, respectively, necessitates updating

the pre-requisites for Math 19 and Math 28.

This is part of the Redesign Project, a project

to promote higher success rate and to shorten

the time students spend taking







Math 29 Developmental Mathematics III

This course is part of the Redesign Project, a

project to promote higher success rate and to

shorten the time students spend taking

http://windward.hawaii.edu/Curriculum/Details.php?Alpha=MATH&Number=232







2011-2012 45







Math 24 Elementary Algebra I

This course was modified to update the

course pre-requisite in the redesigned two-

track developmental mathematics curriculum.



Math25 Elementary Algebra II






Math 100 Survey of Mathematics






Math 101 Mathematics for Veterinary

Assistants and Technicians

1. To update the pre-requisite for this

course by incorporating the

appropriate redesigned courses

2. To increase the credits from 1 to 3 to

allow for greater coverage of needed

topics

3. To change in title and catalog

description to more accurately reflect

the intended audience--veterinary

technicians or assistants



Math 103 College Algebra



















2011-2012 46

Math 111 Mathematics for Elementary

Teachers I






Math 115 Statistics











2011-2012 47

Part VI. Appendices

Appendix A. Five Year Summary Tables of Quantitative Indicators.

(Attached)

Appendix B. Course Level Student Learning Outcomes Assessment Reports and Artifacts

(Attached)

Appendix C. PBC Request Forms

(Attached)


2011-2012 48

Part VI. Departmental Action Plans and Budget Requests.

Type of

Request

Budget

Request

Criteria for

Success

Amount

Requested

Strategic

Plan

Reference

General Ed

SLO

Reference

AA

SLO

Reference

ASC or

Certificate Reference

Department

Priority

Implementation

Date

PF Dedicated Lab

for Business

Area & CCE Classroom

$49,450 WCC 4.1 &

4.4

Learning

Outcome 2

Learning

Outcome 2

All 4 SLOs for ASC in

Business

1 2013

PW 1.0 FTE ICS

position

Hiring a 1.0 ICS

position

$55,000 2.8,

4.1,4.2,4.3, 4.5, 4.6, 4.8

GE III, GE IV,

GE X

AA3,AA4,

AA8,AA9

ABIT CoC, Web

Support CoC

2 Fall 2013

PW Coordinator

Position for

Business

Assign 3 credit

release hours to

BUS position

$3,500 4.1, 4.2 GE I, II, III, IV, V,

VI, VII, IX

AA4, AA8,

AA9, AA11

Bus ASC and promote

ABIT and Web

Support CoCs

3 Spring 2013

OO Software

Replacement

Funding Request

Increase Bus budget

to include money

for software that becomes obsolete

every 6-9 mo.

$2,000 2.8,

4.1,4.2,4.3,

4.5, 4.6, 4.8

III, IV, X AA4, AA8 Web Support CoC 4 yearly

PW 1.0 FTE

Developmental Math Instructor

Hiring a 1.0

Developmental Math Instructor

$60,000 UHSO 1,

UHCC1.3, WCC1.3,

1.4, 1.5; UHSO2,

UHCC2.3,

2.4,2.5

III AA1-4,

AA7-11

5 Fall 2013

PW Mathematics Supplemental

Instruction

Hire SI student help for the Math Center

$81,920 UHSO1,2,4,5;

UHCC1.3,2.

3,4.3;WCC1.3,1.4,1.5,2.3,

2.4,2.5,4.5,4.

8,5.5

III AA1,AA3,AA4,AA7-11

6 Upon expiration of Title III grant

OO e-Instruction

CPS Pulse 28-

clicker system

Increase Math

budget to allow for

purchase of some or all clickers

$2,145 7 Spring 2013

CIP Put this on the CIP

list; work with

OCET; AG; Vet

Tech; Write a grant

to explore this

request.

$2,000,000 2.8, 4.1, 4.3 IV,VI,VII, IX AA3,AA6,AA8

,AA9

AS Vet Tech 8 F2015


2011-2012 49

Part VII. Appendices

Appendix A. Five Year Summary Tables of Quantitative Indicators

Appendix B. Course Level Student Learning Outcomes Assessment Reports

Appendix C. PBC Request Forms


2011-2012 50

Appendix B

Course Level

Student Learning Outcomes

Assessment Reports


2011-2012 51

Course Alpha/Number:

ACC 202 / 63126

Course Title:

Introduction to Managerial Accounting

Semester/Year:

Fall 2011

Written by:

Deacon Hanson

Date Submitted to

Department Chair: Clayton Atkatsuka

Assessment of Course Student Learning Outcomes

Gener

al Ed

SLOS

Assess

ed

What

Gen Ed

SLO(s

) align with

the degree

or

certificate?

Degre

e or

Certifi

cate

SLOS

Assess

ed What

degree

or certific

ate SLO(s

) align

with the

course

level

SLO(s

) being

measured?

Course Level

Student Learning

Outcomes

Assessed What are the

student learning

outcomes that are being measured in

the assessment?

Assessment

(Performance)

Tasks and Success

Criteria What do students

have to do to show

achievement of the SLOs? What are

the various projects

or tasks that will be used to assess the

SLO(s)?What is your benchmark?

How do you know

if the SLO has been

achieved

successfully?

Assessment Results and Analysis

What strengths did the assessment

identify? What areas can be strengthened? How did the

materials and instructional methods

affect the achievement of the SLOs?

Action(s) Proposed What changes, if

any, do you plan to

make in your material or

instructional

approach in response to the

results of the

assessment and your analysis?How will

your proposed actions lead to the

achievement of the

SLOs?

Budget/Resources

Implications

How much will your

proposed actions cost the department

or college? Will the

actions require resource allocation?

Provide a cost

estimate in personnel and other

resources.

III,

IV,

VII, X

AA4,

ASCB

2,

ASCB

3

1. Analyze,

record, and report equity and long-

term liability transactions

related to

corporations and partnerships from

both an issuer and

investor perspective using

GAAP.

Note: SLO 1 topics

relating to corporations are

covered in Accounting 201.

As such, SLO 1

was assessed for partnerships only.

Students are required to

correctly answer

Final Examination questions #1, #2,

and #3. These

three questions assess basic

partnership

accounting concepts in the

areas of partnership

capital balance, profit & loss share,

and distribution.

The SLO has been achieved when a

student provides

correct answers to the said questions.

A course-wide

success rate of 70% is the benchmark.

The final exam success rate for

questions #1, #2, and #3, respectively, were 70%, 70%, and

78%. Partnership accounting was briefly covered during the

semester. A minimal amount of

homework was provided in this area. The instructor provided

specific examples of partnership

accounting as it related to the areas being tested. While the results of

the assessment met the benchmark

of a course-wide 70% success rate, scores could actually be higher in

the partnership area, as the topic’s

difficulty level is mid-range in comparison the other topics

covered in Accounting 202.

Because

partnership accounting is a

very small piece of Accounting 202, it

is not advisable to

allocate any more semester time

toward the topic

area. Student success rate for

SLO 1 can be

improved by focusing instruction

more on the

specific partnership material subject to

testing. Another

suggestion is to move SLO 1 from

Accounting 202 to

Accounting 201 where basic

accounting

concepts are covered. The CC’s

are working on an

articulation agreement which

will provided more

consistency between the

accounting courses

at all UH CC’s. At the next CC-wide

Accounting

meeting, the instructor will

propose switching

partnership accounting from

Accounting 202 to

Accounting 201.

No budget

implication. The next CC wide

meeting will be held in Maui on May 4,

2012. A travel

allocation has been provided.


2011-2012 52

III,

IV,

VII, X

AA4,

ASCB

2,

ASCB

3,

2. Prepare and

Analyze the Statement of Cash

Flows.

Students must

demonstrate the ability to prepare

an Indirect Method

Statement of Cash Flows utilizing

income statement,

comparative balance sheet, and

narrative data.

SLO 2 was assessed by

comparing course-

wide results from Final Examination

Question #10 to

Pre-Test Question #4. Both questions

required the

students to display a skill (the creation

of an indirect

method statement

of cash flows). The

key components that the instructor looked for were

correct: 1. cash

flows from operating activities;

2. cash flows from

investing activities; 3. cash flows from

financing activities;

4. a reconciliation of net income to

cash flows from

operating activities; 5. an agreement of

the overall change

in cash to the statement of cash

flow’s change in

cash; and 6. correct headings/section

titles (abbreviations

acceptable). The benchmark was

twofold: 1) Overall

Improvement by 70% of the class;

and 2) a class-wide average final

examination

question #10 score of 70% or better.

The final examination indicated

that 90% of the students

improved their indirect method

statement of cash flow

preparation skills (criteria 1). 60% of the improved students met

all of the key component criteria;

20% of the improved students met at least half of the key component

criteria, and 10% of the students

met between 80% and 100% of the key component criteria.

The average class-wide score for question #10 was 78%, which

exceeds the benchmark of 70%

(criteria 2).

The student success rate for

statement of cash flow preparation can be attributed to the practice

repetition that the instructor applied

to this specific skill. Statement of

cash flow problems are one of the

more difficult topics in Accounting

202, but the skill of preparing a statement of cash flow is

considered entry-level by most

accounting firms. Being such, the instructor purposefully revisited the

topic during class throughout the

semester.

Sheer repetition

drove the success in this area, but

may have taken

time away from other topic areas.

The instructor is

investigating more efficient ways for

students to build

their statement of cash flow

preparation skills.

The instructor has enrolled in an

Authentic Online

Learning course (sponsored by the

UH system) which

is focusing on the building of an

authentic online

project. The

instructor’s chosen

project focuses on

the statement of cash flows.

No budget

implication. The Authentic Online

Learning course has

been funded via grant money.

III,

IV,

VII, X

AA4,

ASCB

2,

ASCB

3

4. Describe the

concepts of

managerial accounting and

explain how they

are applied to various business

models.

Students must

demonstrate ability

to analyze different capital investment

options utilizing: 1)

the cash payback period technique;

2) the investments’

accounting rates of return; and 3) net

present value

computations. All analyses required

that the students

derive items 1, 2, and 3 from data

In the area of Capital Investment

Analysis, 70% of the students

demonstrated improvement from the Pre-test to the Final

Examination. However, the overall

Final Examination class average in the Capital Investment Analysis

area was shy of the benchmark,

coming in at 43.2%.

Of particular concern is the

technique utilized in the computation of Net Present Value.

This technique incorporates the use

of interest, discounting factors/tables, and comprehensive

Because the three

techniques assessed

are all introduced in the same unit

during the

semester, students tend to confuse

data use between

techniques. With time-permitting,

the instructor

should see a higher student success rate

if he spreads the

introduction of the three techniques

No Budget

Implication, the

instructor will investigate

scheduling each

capital investment technique into a

separate class

session, assuming that total semester

time permits.


2011-2012 53

provided in the Pre-

test and in the Final Examination. The

benchmark was: 1)

a course-wide improvement rate

of 70%, or more,

between Pre-Test question #11 and

Final Examination

Question #12; and 2) a class-wide

average final

examination question #12 score

of 70% or better.

accounting knowledge. While

students tend to understand the concept, they are often confused by

the actual computation. Each of

the three techniques tested requires the use of different information,

and it’s easy to confuse (or swap)

the information’s use into the wrong technique. During the

semester, all techniques were

introduced in the same unit.

over two(2) to

three(3) class sessions.

III,

IV,

VII, X

AA4,

ASCB

2,

ASCB

3

5. Analyze,

record, and report the activities of a

manufacturing

company using process cost, job

order cost, and

standard cost accounting

systems.

Students must

demonstrate their conceptual

knowledge of the

Cost of Goods Manufactured

Schedule by

working with given data to derive, and

select, the correct amount

representing Cost

of Goods Manufactured.

This concept was

assessed with Final Examination

question #12 with a

benchmark set at 70% course-wide

accuracy.

Students were also

required to

demonstrate their skill in journalizing

the transactions of

a manufacturing company. These

skills were assessed

by comparing Pre-Test Question #8

results to Final

Examination Question #11

results. The

benchmark was set at: 1) a 70%

improvement rate;

and 2) a class-wide average Final Exam

Question #11 score

of 70%. The instructor looked

for: 1) proper

account names; 2) proper amounts;

and 3) correct

debit/credit classifications.

Partial credit was

allotted.

For Final Examination Question

#12, 90% of the students were able to correctly determine Cost of

Goods Manufactured utilizing their

knowledge of the Cost of Goods Manufactured Schedule.

Form Manufacturing entity journal

entries, the improvement rate between the Pre-Test question #8

and Final Examination question

#11 was 90%, with the overall class average for Final

Examination question #11 coming

in a 77.5%.

The material, including online

practice modules, appear to have

enhanced the students’ ability to both derive Cost of Goods

Manufactured and to Journalize

Manufacturing entity transactions.

The instructor will

continue to provide students with

practice material,

preferable in an online format.

Students appear to

work well with the web-based

problems provided in the instructional

material. The

instructor will continue to explore

other electronic and

online based resources that

students can utilize.

If the electronic homework format

encourages

students to do more homework, then

current, user-

friendly electronic resources should be

a priority for

Accounting 202.

No Budget

Implication, however, student

may see a rise in the

cost of their course material as the

instructor bring more

technology based resources to the

class.


2011-2012 54

Course Level Learning Objectives

6.


2011-2012 55

Course Alpha/Number Course Title Semester/Year Written by Date Submitted to Dept. Chair

BUSN 121 Introduction to Word Processing Spring 2012 Emi Troeger May 23, 2012


Gen Ed SLOs Assessed Which align with the degree or certificate?

Degree or Certificate SLOs Assessed Which align with the course level SLO(s) being measured?

Course Level SLOs Assessed Which are being measured in the assessment?

Assessment (Performance) Tasks & Success Criteria What do students have to do to show

achievement of the SLOs?

What are the various projects or tasks that will be used to assess the SLO(s)?

What is your benchmark?

How do you know if the SLO has been achieved successfully?

Assessment Results & Analysis* What strengths did the assessment

identify?

What areas can be strengthened?

How did the materials and instructional methods affect the achievement of the SLOs?

*Attach artifacts: summary of results, sample

test, rubric, presentations, or relevant materials used to assess the SLOs

Action(s) Proposed What changes, if any, do you

plan to make in your material or instructional approach in response to the results of the assessment and your analysis?

How will your proposed actions lead to the achievement of the SLOs?

Budget/Resources Implications

How much will your proposed actions cost the department or college?

Will the actions require resource allocation?

Provide a cost estimate in personnel and other resources.


2011-2012 56

VII.

Students

will be able

to apply

specialized

skills for

employ-

ment.

AA8

Enter and

perform

effectively

in the work

force.

SLO #1: Key by

touch when

inputting

information

(alphabetic,

numeric, and

symbolic), using

proper

techniques with

accuracy.

At the end of the course, students must be able

to key 30 words per minute for three minutes

with 5 or less errors. Frequent three-minute

timed tests were administered during the latter

part of the semester. The best three timed test

results were picked for this assessment. A

student who typed for three minutes with a

speed of 30 words per minute with 5 or less

errors would have met the benchmark. Students

who had not taken prior keyboarding classes are

noted in the second column.

Student Prior Exp.* TW1 TW2 TW3

1 None 35/0 37/2 37/2

2

50/0 53/1 49/1

3 None 43/0 40/0 42/3

4 Very Little 35/3 35/1 36/1

5

vanished

6

vanished

7

withdrew

8

vanished

9 None 46/1 46/0 46/1

10 None 38/0 38/0 38/1

11

vanished

12

37/0 35/0 36/2

13 None 30/5 31/4 31/3

14

54/1 55/1 49//0

15

vanished

16 None Inc.

17 None 60/1 60/0 59/1

18 None 49/1 46/4 41/0

*Student’s prior keyboarding experience.

Eleven students met this benchmark by the end

of the semester.

The assessment determined that

students could meet the benchmark

and key productively.

I believe that the course materials are

effective for this class. Students who

complete their assignments achieve

success in meeting this benchmark.

More emphasis will be placed on

accurate keyboarding practice.

Students will be encouraged to

practice more at home and at

various computer stations. The

area will continue to advocate for

open computer labs.

NA


2011-2012 57

VII.

Students

will be able

to apply

specialized

skills for

employ-

ment.

AA8

Enter and

perform

effectively

in the work

force.

SLO #2: Use the

computer’s

operating system

to manage

documents and

folders.

Students will be able to receive an e-mail

attachment, save it to a given location, edit the

attachment, and return the attachment via an

e-mail reply. If a student could download the

attachment, edit the attachment, and use the

“reply” command to return the edited document

to the sender on the first attempt, the benchmark

was met.

Nine students (82 percent) were able to

complete the assignment correctly on the first

attempt. One student saved the attachment as a

.txt file instead of in .rtf format. One student

repeated the assignment because she had

neglected to edit the attachment before replying.

Embedded in the e-mail assignment were two

simple surveys. One survey was in the body of

the e-mail, and the second survey was in the

attachment.

In addition to assessing if students

understood how to management

attachments, the assessment

determined if the student could

manage files and save files to specific

locations, including folders.

I believe that the course materials are

effective for this assignment. More

care will be taken to make sure that

students who miss the in-class lesson

receive instruction prior to completing

the graded assignment.

I

The next time this course is

offered, this lessons building up

to this one will be started earlier

in the semester. This would

allow students more time to

practice this skill.

The scoring guide for this

assignment will be modified to

include answering the questions

in the attachment. I assigned

partial credit if a student did not

answer the questions in the

survey, and the guide does not

reflect that.

NA


2011-2012 58

VII.

Students

will be able

to apply

specialized

skills for

employ-

ment.

AA8

Enter and

perform

effectively

in the work

force.

SLO #3:

Produce basic

mailable business

documents in a

timely manner

using word

processing

software.

In the last ten weeks of a 16-week term,

students produce Microsoft Word documents.

To measure SLO #3, the first assessment

involved producing a table. Students were

provided with a practice assessment before

taking the graded assessment. They were also

told in advance that they were to make every

effort to create a table, proofread, edit, and

resave prior to having the job checked. The

benchmark was set at 70 percent on the first

attempt. A ruled table was selected for this

assessment:

Results after first attempt:

Students were allowed to make corrections after

the initial attempt.

Four or 36 percent of the students met the

“mailable” standard on the first attempt.

Mailable tables:

Have no spelling errors Have no punctuation errors Have no grammatical errors Contain accurate and complete

information Follow the originator's directions

Some of the errors were as follow: Three

students created boxed tables instead of ruled

tables. One student had a typographical error.

One student did not align text properly in the

first column.

Mai

lab

le

No

t

Mai

lab

le

Per

cen

t

Mai

lab

le

4 7 36%

The assessment focused on the

following skills: keying text,

formatting text in a predetermined

format, and proofreading for

accuracy. It was hoped that the

documents produced would meet the

“mailable” criteria.

More emphasis will be placed on

“mailable” documents.

The software used in this course

digitally checks student’s text in

production assignments.

Starting four weeks before the

end of the semester, I plan to

give maximum points for

completing a job accurately on

the first attempt, to reinforce the

need to slow down and proofread

before submitting an assignment.

In addition, emphasis will be

placed on producing “mailable”

documents as opposed to

copying typing and allowing the

software to proofread documents.

This will involve more practice

on actual proofreading.

Two additional lessons will be

incorporated into the schedule:

1. The first will reinforce

different types of tables such

as open, boxed, and ruled.

2. The second will cover the

meaning of “mailable” and

exactly what “mailable”

means in terms of office

work.

NA


2011-2012 59

In the second assessment, students prepared a

business letter in block style. The benchmark

was for 70% of the students producing a

“mailable” document on the first attempt.

Mailable letters:

• Have no spelling errors

• Have no punctuation errors

• Have no grammatical errors

• Contain accurate and complete information

• Follow the originator's directions

• Have no incorrect word usage

• Have no typographical errors

• Have no word division errors

• Use correct formatting and include all

essential parts of the document (for example:

date, inside address, salutation, closing,

enclosure notations, reference initials).

Results:

Results on this assignment were similar to the

first. Only 36 percent met the “mailable”

benchmark. Two students met the benchmark

on both production assessments.

The majority of the errors could be attributed to

poor proofreading skills.

Mai

lab

le

No

t m

aila

ble

Res

ult

s af

ter

firs

t at

tem

pt

4 7 36%

Revised 11/30/2011


2011-2012 60


COURSE ALPHA/NUMBER: ICS 101

Semester/Year: Spring 2012

Instructor: P. Regentine / V. Cole

Date Submitted to Department Chair: May 2012

Identify the Course Student Learning Outcomes assessed this semester.

The student learning outcomes for the course are:

1. Utilize the appropriate computer applications to produce professional-level documents, spreadsheets,

presentations, databases, and web pages for effective communication (major content area)..

2. Utilize operating system interfaces to manage computer resources effectively.

3. Extract and synthesize information from available Internet resources using intelligent search and

discrimination.

4. Define, explain, and demonstrate proper computer terminology usage in areas such as hardware,

software, and communications to effectively interact with other computer users and to prepare for

higher-level computer courses.

5. Describe ethical issues involved in the use of computer technology.

How do the above course SLO’s align with the Gen Ed SLOs and Degree or Certificate SLOs?

The assessed SLOs are aligned with the following:

Gen Ed SLOs # 1,2,3 and 4

AA degree # 1,3,4, 8 and 11

ASC in Business #1 and 4

ABIT CoC #1

Course Alpha/Number Course Title Semester/Year Written by Date Submitted to Dept.

Chair ICS101 Digital Tools for the Information World Spring/2012 Peggy Regentine & Vanessa Cole May 2012


Gen Ed SLOs Assessed Which align with the degree or certificate?

Degree or Certificate SLOs Assessed Which align with the course level SLO(s) being measured?

Course Level SLOs Assessed Which are being measured in the assessment?

Assessment (Performance) Tasks & Success Criteria

What do students have to do to show achievement of the SLOs?

What are the various projects or tasks that will be used to assess the SLO(s)?

What is your benchmark?

How do you know if the SLO has been achieved successfully?

Assessment Results & Analysis*

What strengths did the assessment identify?

What areas can be strengthened?

How did the materials and instructional methods affect the achievement of the SLOs?

*Attach artifacts: summary of results, sample test, rubric, presentations, or relevant materials used to assess the SLOs

Action(s) Proposed

What changes, if any, do you plan to make in your material or instructional approach in response to the results of the assessment and your analysis?

How will your proposed actions lead to the achievement of the SLOs?

Budget/Resources Implications

How much will your proposed actions cost the department or college?

Will the actions require resource allocation?

Provide a cost estimate in personnel and other resources.


2011-2012 61

GE-SLO #2,#3

ASCB#1 AA#1 AA#4 AA#8 COPICSWS1

1. Utilize the appropriate computer applications to produce professional-level documents, spreadsheets, presentations, databases, and web pages for effective communication (major content area)..

Exam questions were given during the semester to assess the SLO achievement in ICS 101. Success for mastery of the objective was determined to be 70% of questions correctly.

Questions: To determine the monthly payment for a car given the following data which formula would you use

a. =PMT(B2,B3,B1) b. =PMT(B2,6/12,15000) c. =PMT(B2/12,B3*12,B1) (correct) d. =FV(B1,B2/12,B3*12) In a database table the rows are considered _______ and the columns are considered _______ a. Fields, records b. Quires, forms c. Labels, reports d. Records, fields (correct) In presentation software, the movement from one slide to the next is controlled by which of the following: a. animations b. design themes c. layouts d. transitions (correct)

Results Percentages of all students answering questions correctly

ICS 101 MW 77%

ICS 101 TTH 84%

ICS 101 ONLINE 83%

Mastery of SLO was set at 70% and all sections exceeded the 70% goal.

ICS 101 is a precursor course for the Shidler College of Business at Manoa, so we have emphasized the Excel component

Regentine: I also am surprised when students complete the myitlab simulation activity and sometimes do not understand the concept. I will ALWAYS have project work alongside myitlab to be certain they master objectives. I ran out of time and had to eliminate the PowerPoint project. I have been told by Shidler business department that Excel is so important and have tried to emphasize this skill set. I will find a way to incorporate the PowerPoint project back into my assignments. Another disturbing issue is that I find students cheat by copying others files. This may be cultural but very disturbing to me. I have a plan to focus on this terrible behavior. Cole: Greater emphasis on spreadsheet formulas is needed as this was the lowest percentage. I am developing more exercises and better lesson explanation

A need is the ability to find a permanent computing facility for the ICS classes. At present there will not be a permanent lab and the Noeau lab will be renovated and then occupied by another department


2011-2012 62

GE-SLO#2

ASCB#1 AA#1 AA#4 AA#8 COPICSWS1

2.Utilize operating system interfaces to manage computer resources effectively

Exam questions were given during the semester to assess the SLO achievement in ICS 101. Success for mastery of the objective was determined to be 70% of questions answered correctly.

Question: Which of the following are functions of an operating system? (Check all that apply) a. manages files (correct) b. processes words c. takes care of managing background operations (correct) d. manages the system's resources (correct) e. stores data with minimum repetition f. creates and edits images

Results Percentages of all students answering question correctly:

ICS 101 MW 92%

ICS 101 TTH 86%

ICS 101 ONLINE 87%


.High percentages indicate this was an area of strength

Continue with current instruction which is returning good results.


GESLO#4 ASCB#1 AA#1 AA#3 AA#8 AA#11

3. Extract and synthesize information from available Internet resources using intelligent search and discrimination


Question: Which would be the best place to find magazine and other periodical articles a. any search engine like Google b. no where you can't find this information online c. a subject directory like Yahoo d. a deep web periodical database like EBSCO (correct)

Results Percentages of all students answering question correctly

ICS 101 MW 89%

ICS 101 TTH 94%

ICS 101 ONLINE 94%




GE-SLO#2, #3,#4

ASCB#1 AA#1 AA#8

4. .Define, explain, and demonstrate proper computer terminology usage in areas such as hardware, software, and communications to effectively interact with other computer users and to prepare for higher-level computer courses


Question: Match the following computer components (Mouse, screen, Hard drive, router ) with its corresponding designation. a. Communication, output, storage. Input b Input, communication, output, storage c. Communication, input, output, storage d. Input, output, storage, communication (correct)

Results: Percentage of students answering correctly

ICS 101 MW 84%

ICS 101 TTH 82%

ICS 101 ONLINE 88%


Regentine: It is difficult to encourage students to read the etext. A solution is to have pages assigned and questions on these pages.


GE-SLO 1 ASCB#4 AA#8

5. Describe ethical issues involved in the use of computer technology


Question: Submitting work such as papers, research, presentations and other work created by another person as if it were your own work. a. Ethics b. Fair Use c. Piracy d. Plagiarism (correct) e. Spam

Results Percentages of all students answering question correctly:

ICS 101 MW 100%

ICS 101 TTH 100%

ICS 101 ONLINE 95%

Mastery of SLO was set at 70% and all sections exceeded the 70% goal

Extremely high mastery. Students understand the concept.




2011-2012 63

Revised 11/30/2011

What skills or competencies are necessary for the student to perform the selected SLOs?

1. Utilize the appropriate computer application(s) to produce professional-level documents, spreadsheets,

presentations, databases, and web pages for effective communication (major content area).

a. Common Skills

Create and edit a product.

Apply formatting to enhance the effectiveness of a product.

Solve problems using application programs.

Choose the proper application software to solve a specific problem and/or produce a desired output.

Insert and manipulate graphic objects and tables.

Utilize common tools such as spell check.

b. Spreadsheet

Create, edit, and format electronic spreadsheet using formulas and functions.

Create charts to visually depict spreadsheet data.

Utilize spreadsheet analysis to perform “what if” analysis.

c. Word Processing

Produce documents in a variety of formats.

Produce a document using a template.

d. Database

Utilize a database with queries and reports that display required data.

Answer a question by querying and reporting data.

Maintain (update) data currency.

e. Presentation

Create and organize a variety of electronic slides using templates, background styles, graphics, photos, and

animation effects.

Organize content into succinct slide presentations.

f. Web page design

Create web pages that contain hyperlinks and images that are suitable for publication.

Describe web publishing requirements.

g. Application integration: Copy, paste, and link content across applications.

2. Utilize operating system interfaces to manage computer resources effectively.

Demonstrate use of an operating system to perform file management.

Differentiate the functions of system software versus application software.

3. Extract and synthesize information from available Internet resources using intelligent search and

discrimination.

Use an Internet client to navigate and search the Internet.

Refine online research techniques.

Use and identify Internet communication programs (electronic mail, chat, bulletin boards, and discussion


2011-2012 64

groups) to communicate effectively and send/receive attachments.

Discriminate between web sites for reliability and validity of information.

4. Define, explain, and demonstrate proper computer terminology usage in areas such as hardware,

software, and communications to effectively interact with other computer users and to prepare for higher-level

computer courses.

Explain fundamental computer literacy concepts and terminology.

Use proper terminology to describe computer hardware components and their function in processing software

instructions and input data.

Explain the necessity for computer hardware and software updates.

Differentiate between saving and backing up data.

5. Describe ethical issues involved in the use of computer technology.

Discuss the ethical issues regarding computer usage including copyright infringement, security and safety

online

What instructional methods or materials are used to prepare the students?

Instructors use similar modes to prepare students even though some courses are F2F and others are online.

F2F Class

Students

complete 9-10 different projects from a Project Booklet.

are graded on each project using a 25 point rubric listing the requirements for the project.

complete Myitlab simulation training

complete theory quizzes from an e-text Visualizing Technology

post their projects online in a webfolio found at

https://laulima.hawaii.edu/access/content/group/WIN.XLSICS101pr.201230/st_wp_2012s.html

Online Class

Students

access Cole’s website found at https://laulima.hawaii.edu/portal/site/WIN.64200.201230

access recorded lectures and demonstrations

complete simulation training through SimNet Online

complete hands-on exercises

complete exams

What assessment task(s) or tools are being used to assess the outcomes? What are the criteria for success?

Exam questions were given during the semester to assess the SLO achievement in ICS 101. Success for mastery of the

objective was determined to be 70% of questions answered correctly.

What are the results of the assessment?

Summary of SLO Mastery for ICS 101 Classes

SLO #1 SLO # 2 SLO #3 SLO #4 SLO #5

ICS 101 MW 77% 91% 89% 84% 100%

ICS 101 TTH 84% 86% 94% 82% 100%

ICS 101 ONLINE 83% 87% 94% 88% 95%

https://laulima.hawaii.edu/access/content/group/WIN.XLSICS101pr.201230/st_wp_2012s.html

https://laulima.hawaii.edu/portal/site/WIN.64200.201230


2011-2012 65

IEC, March 2006

Revised April 7, 2006

Revised April 12, 2005

**Mastery of SLOs was set at 70% and all courses met the 70% goal.

How will you use the results? What changes do you propose to improve student learning? When?

The results from the student’s assessment and student’s work determine which teaching methods are successful and

which are not. ICS 101 is a precursor course for the Shidler College of Business at Manoa, so we have emphasized the

Excel component. I find students like the project booklet as they have a heads up of the projects ahead. Students like

creating a webfolio on the Internet and working with online websites.

Changes:

Determine an effective method for students to read e-text, especially when they are working on a problem while reading

the e-text.

Manage the project time line more efficiently. I covered more Excel and too little on PowerPoint.

Improve lessons on managing files as part of an operating system and database structure of records and fields

When?

Summer and Fall 2012

Will the changes require funding? How much will the changes cost?

A need is the ability to find a permanent computing facility for the ICS classes. At present there will not be a permanent

lab. The distraction for Summer/Fall is the moving of the lab and scheduling. If new computers are purchased in Spring

2013, another move will have to be made to place a different platform in a lab. This does make a difference as students

become familiar with seeking assistance in a familiar lab. Faculty can also hold lab hours in a familiar lab(as is shown

in our annual report that numerous hours above required are held in the lab)

Training on setting up folders on our WCC network to prevent students from copying each other’s files is needed.

Staff development on using online tools would help our department.

Many of the technology trainers are suggesting that faculty should incorporate social media into the classroom,

especially in a business/marketing training. ICS 101 is a pre-requisite for the Shidler Business program. If social media

should be incorporated, most of us will need help on how to use social media effectively in the classroom.

Submit this form to your department chair for inclusion in End-of-the-Year (EOY) department reports.

The results of the assessment are not used for promotion or tenure.


2011-2012 66

Course

Alpha/Number

Course Title Semester/Year Written by Date Submitted to

Dept. Chair

MATH 20

Basic Mathematics

Fall 2011

C. Akatsuka

4/4/2012

Gen Ed

SLOs

Assessed

Degree or

Certificate

SLOs

Assessed

Course Level SLO

Assessed

Assessment

Tasks and

Success Criteria

Assessment

Results and

Analysis

Action(s)

Proposed

Budget/Resources

Implications

GE III

AA1, AA4

SLO#1:

Utilize precise

mathematical language

and symbols in written

and/or oral form.

SLO#1 was

embedded in

Final Exam

(Form A)

questions #3, 5

and 6.

Criteria for

success: a

student satisfies

this SLO if two

of the three

questions are

answered

correctly with

minor error(s).

SLO

Benchmark:

75% of the

students will

satisfy this

benchmark.

37 out of 37

(100%) students

satisfied this

SLO.

The benchmark

for this SLO was

met.

Continue to

reinforce the

skills and

competencies

outlined in this

SLO. Explore

assessment tool

for the oral

portion of this

SLO.

Continue to

support the

Supplemental

Instruction (SI)

program and

continue

exploring ways to

promote greater

student

attendance at SI

sessions.

Explore

mandatory lab-

like sessions.

Continue to

support the

Supplemental

Instruction (SI)

program.

GE III

AA1, AA4

SLO#2:

SLO#2 was

20 out of 37

Instructors of this


2011-2012 67

Demonstrate

proficiency in

performing operations

with whole numbers,

fractions, mixed

numbers, decimal

numbers and integers.

embedded in

Final Exam

(Form A)

questions #1, 2

and 4 (whole

numbers; #7, 10

and 12

(fractions); #9,

11 and 13

(mixed

numbers); #14,

15 and 20

(decimals); #27,

28 and 29

(integers).

Criteria for

success: a

student satisfies

this SLO if two

of the three

questions in

each area are

answered

correctly with

minor error(s).

SLO

Benchmark:

75% (average of

the five areas) of

the students will

satisfy this

benchmark.

(54.1%) students

satisfied this

SLO.

Assessment

results by areas: 1. Mixed numbers

(73.0% met)

2. Integers

(75.7% met)

3. Fractions

(83.8% met)

4. Decimals

(89.2%)

5. Whole numbers

(94.6% met)

The average of the

five areas: 83.26%

The benchmark

for this SLO was

met.

course will be

asked to be

attentive to

operations with

mixed numbers.

This information

will be included

in the

department’s

Course Coverage

handout to all

instructors.


2011-2012 68

GE III AA1, AA4 SLO#3:

Utilize fundamental

properties to solve

simple equations.

SLO#3 was

embedded in

Final Exam

(Form A)

questions #19

and 25.

Criteria for

success: a

student satisfies

this SLO if one

of the two

questions is

answered

correctly with

minor error(s).

SLO

Benchmark:

75% of the

students will

satisfy this

benchmark.

32 out of 37

students (86.5%)

satisfied this

SLO.

The benchmark

for this SLO was

met.

GE III

AA1, AA4

SLO#4:

Use algebraic

techniques to analyze

and solve basic applied

problems.

SLO#4 was

embedded in

Final Exam

(Form A)

questions #22,

23, 24 and 26.

Criteria for

success: a

student satisfies

this SLO if three

of the four

34 out of 37

students (91.9%)

satisfied this

SLO.

The benchmark

for this SLO was

met.


2011-2012 69

questions are

answered

correctly with

minor error(s).

SLO

Benchmark:

75% of the

students will

satisfy this

benchmark.

GE III

AA1, AA4

SLO#5:

Apply concepts and

principles of percents to

solve basic applied

problems.

SLO#5 was

embedded in

Final Exam

(Form A)

questions #31,

32 and 33.

Criteria for

success: a

student satisfies

this SLO if two

of the three

questions are

answered

correctly with

minor error(s).

SLO

Benchmark:

75% of the

students will

satisfy this

benchmark.

30 out of 37

(81.1%) students

satisfied this

SLO.

The SLO for this

benchmark was

met.


2011-2012 70

MATH 20 (CRN: 63452) Fall 2011 MATH 20 (CRN: 63200) Fall 2011 MATH 20 (CRN: 63201) Fall 2011 # of students passing with a D or better = 16 # of students passing with a D or better = 11 # of students passing with a D or better = 10 # of students passing with a C or better = 16 # of students passing

with a C or better = 11 # of students passing with a C or better = 10 Total enrolled = 24 Total enrolled = 24 Total enrolled = 22

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ MATH 20 - Fall 2011 # of students passing with a D or better = 37 # of students passing with a C or better = 37 Total enrolled = 70

GE III

AA1, AA4

SLO#6:

Apply concepts and

principles of basic

geometry to determine

measurements in

geometric figures.

SLO#6 was

embedded in

Final Exam

(Form A)

questions #34

and 35.

Criteria for

success: a

student satisfies

this SLO if one

of the two

questions is

answered

correctly with

minor error(s).

SLO

Benchmark:

75% of the

students will

satisfy this

benchmark.

27 out of 37

(73.0%) students

satisfied this

SLO.

The benchmark

for this SLO was

not met.

Instructors will

be alerted to

students’

tendency of

having difficulty

with this SLO

especially with

circles.

Recommendation:

create worksheets

to provide

additional work

with circles

focusing on the

answering in π,

3.14 or 22/7.


2011-2012 71

Course Alpha/Number

Math 25

Course Title

Beginning Algebra II

Semester/Year

Fall 2011

Written by

Navtej Singh

Date Submitted to Department Chair:

3/20/2012


Gen Ed

SLOS

Assessed1

Course Level

SLOS Assessed

Assessment

(Performance) Tasks

and Success Criteria

Assessment Results

and

Analysis

Action(s) Proposed Budget/Resources

Implications

II

III

1. Utilize precise mathematical language and symbols in written and/or oral form.

Final Exam Form A - #20 A student met this SLO if proper steps where used to correctly isolate the variable being solved for.

Class A Class B

Class C

Class D

Class E

Overall

11/18 8/15 13/28 10/19 9/20 51/100

61% 53% 46% 53% 45% 51%

Strength: Understand the general approach for isolating the variable. Weakness: Trouble handling fraction and using distributive property correctly.

To improve the results for this SLO, the instructor can illustrate more examples of manipulating expressions that involve

Class time and minor lesson revision.

II

III

2. Demonstrate proficiency in performing operations with real numbers and variable expressions.

Final Exam Form A - #22-23 A student met this SLO if proper principles were applied to correctly simplify the expressions.

Class A

Class B

Class C

Class D

Class E

Overall

11/18 10/15 16/28 11/19 10/20 58/100

61% 67% 57% 58% 50% 58%

Strength: Understand conjugate multiplication concept and how to evaluate square root. Weakness: Ignore to carry out the multiplication in the denominator.

Perhaps the instructor can remind students to keep in mind to multiply the denominator as well when rationalize the denominator.

none

II

III

IV

3. Interpret quadratic equations geometrically and identify key characteristics.

Final Exam Form A - #26 A student met this SLO if the shape and direction of the parabola is correctly graphed as well as vertex and y-intercept is correctly labeled.

Class A

Class B

Class C

Class D

Class E

Overall

10/18 12/15 14/28 15/19 8/20 59/100

56% 80% 50% 79% 40% 59%

Strength: Understand the shape and know the techniques to find the intercepts and vertex. Weakness: Forced the issue on finding x-intercept, even when none exist.

Add additional problems on the final exam related to SLO #3 for better data. Provide more examples of quadratic functions and their graphs that do not have x-intercepts.

Often time the instructor may not have enough time to do extra examples in class, this could be an activity that SI leader can do outside of the class.2

II

IV

4. Employ algebraic techniques to find the solution for equations.

Final Exam Form A - #17-19 A student met this SLO if at least 2 out of 3 problems were correctly solved and correct strategies where applied to all three problems.

Class A

Class B

Class C

Class D

Class E

Overall

11/18 9/15 15/28 14/19 12/20 61/100

61% 60% 54% 74% 60% 61%

Strength: Understand when to use quadric formula and how to eliminate square root when solving square root equations. Weakness: Trouble manipulating rational equation.

More emphasis is needed on teaching solving rational equations. More emphasis on simplifying expression after applying the quadratic formula.

Again, SI leader can provide more examples during workshop.2


2011-2012 72

I

II

III

IV

5. Use algebraic techniques to analyze and solve applied problems.

Final Exam Form A - #28 A student met this SLO if problem is correctly setup and solved with minor computation errors.

Class A

Class B

Class C

Class D

Class E

Overall

8/18 14/15 16/28 12/19 13/20 63/100

44% 93% 57% 63% 65% 63%

Strength: Recognize how to setup the problem and understand steps involved solving the problem. Weakness: Forgetting to square binomial and not distrusting negative. Also not checking to see if final answer work.

Students need to be trained on checking their final answer frequently for word problems to make sure that answer make sense, so that they can correct the work if necessary.

None

II

IV

6. Demonstrate proficiency in the use of the rules of exponents and its applications to scientific notation.

Final Exam Form A - #1 A student met this SLO if correct solution is achieved with proper notation by applying the properties of exponents.

Class A

Class B

Class C

Class D

Class E

Overall

12/18 9/15 18/28 13/19 14/20 66/100

67% 60% 64% 68% 70% 66%

Strength: Correctly apply the properties of exponents Weakness: Fail to follow direction to write the answer in scientific notation.

In class, the instructor can further emphasize the importance of why number need to be written in scientific notation.

Instructor’s time to integrate this in his/her lesson.

IV 7. Employ algebraic techniques to factor a polynomial.

Final Exam Form A - #9-11 A student met this SLO if at least 2 out of 3 problems are completely factored. One problem may contain minor sign error or only factored to some extent.

Class A

Class B

Class C

Class D

Class E

Overall

16/18

12/15 20/28 12/19 12/20 72/100

89% 80% 71% 63% 60% 72%

Strength: Understand which factoring techniques to apply Weakness: Fail to factor completely

Direction on final exam for selected problems needs to be revised to inform students to “factor completely.”

Coordinator’s time to make this revision.

II

III

IV

8. Graph a linear equation in two variables, find slope and apply it to finding the equation of a line.

Final Exam Form A - #27 If a student correctly identify the intercepts and sketched the graph of a line from given equation correctly, then student met this SLO.

Class A

Class B

Class C

Class D

Class E

Overall

13/18 12/15 25/28 18/19 16/20 84/100

68% 80% 89% 95% 80% 84%

Strength: Know how find the intercepts from y=mx+b. Weakness: Need to connect slope with direction of the line. Not used to writing y-intercept as an order pair.

Overall students performed well on this SLO. No particular enforcement is needed.

none

Remarks: All assessed problems are selected from Final Exam Form A (except two students, who did the makeup exam, used From B). The assessment is on math 25 courses taught during the Fall 2011 semester. All students who took the final exam passed the class with C grade of higher. 1WCC Gen Ed Outcomes: (I) Global and Cultural Awareness (II) Critical Thinking and Creativity (III) Communication (IV) Information Literacy.

2Approximate semester cost of having SI leader for a class = (SI hourly rate)x(class time per week+ outside class time per week)x( # of weeks) = $10x(3+3)x16 = $960


2011-2012 73

Windward CC Institutional (General Education) Outcomes

Upon completing their education at Windward Community College, students will be able to:

I. Global and Cultural Awareness - Develop the ability to perceive how people interact with their cultural and natural

environments, through their own worldview and through the worldviews of others, in order to analyze how individuals and groups function in local and global contexts.

II. Critical Thinking and Creativity - Make judgments, solve problems, and reach decisions using analytical, critical, and

creative thinking skills. III. Communication - Use written, visual, and oral communication to discover, develop, and communicate meaning, and to

respond respectfully to the ideas of others in multiple environments. IV. Information Literacy - Identify information needed in a variety of situations, and access, evaluate, and use relevant

information effectively and responsibly


2011-2012 74

Course

Alpha/Number

Course Title Semester/Year Written by Date Submitted to

Dept. Chair

MATH 101

Mathematics for Veterinary Assistants

Fall 2011

C. Akatsuka

4/4/2012

Gen Ed

SLOs

Assessed

Degree or

Certificate

SLOs

Assessed

Course Level SLO

Assessed

Assessment

Tasks and

Success Criteria

Assessment

Results and

Analysis

Action(s)

Proposed

Budget/Resources

Implications

GE III

AA1, AA4,

AA9

SLO#1:

Determine terminology

and abbreviations used

in measurements and

convert from one

measurement to

another with accuracy

on the fly.

SLO#1 was

embedded in the

Chapter 6 –

Dosage

Calculation and

Measurements

Used in

Veterinary

Medicine Test.

Criteria for

success: a

student satisfies

this SLO if a

score of at least

70% of the total

points for the

test is attained.

SLO

Benchmark:

90% of the

students will

satisfy this

benchmark.

12 out of 12

(100%) students

satisfied this

SLO.

The average

score attained by

the 12 students

on the Chapter 6

test: 45 out of

50 (90%).

The benchmark

for this SLO has

been met.

Continue to use

class activities

in the class to

engage students

in the lessons,

provide review

and practice of

the various

problem types in

this chapter.

1. Computer

Blank paper for

class activities.

2. Funds for

additional

resources such as

texts and/or

workbooks to

provide a bank

for class activity

problems.


2011-2012 75

GE III AA1, AA4,

AA9

SLO#2:

Understand oral and

written requests to

calculate dosages

accurately and quickly.

SLO#2 was

embedded in

Final Exam

(Form C)

questions #1, 2f

and 3.

Criteria for

success: a

student satisfies

this SLO if two

of the three

questions in

each area are

answered

correctly.

SLO

Benchmark:

90% of the

students will

satisfy this

benchmark.

12 out of 12

(100%) students

satisfied this

SLO.

The benchmark

for this SLO has

been met.

Continue to use

class activities

in the class to

engage students

in the lessons,

provide review

and practice of

the various

problem types in

this chapter.

GE III

AA1, AA4,

AA9

SLO#3:

Use mathematical

formulas to calculate

stock solutions to a

desired concentration

with accuracy.

SLO#3 was

embedded in

Final Exam

(Form C)

questions #5, 8

and 9.

Criteria for

success: a

student satisfies

this SLO if two

of the three

8 out of 12

students

(66.75%)

satisfied this

SLO.

The variety of

related problem

types in the area

is problematic

for students

especially

The number of

class activities

will be

increased to

provide review

and additional

practice of the

various problem

types in this

chapter.


2011-2012 76

questions are

answered

correctly.

SLO

Benchmark:

90% of the

students will

satisfy this

benchmark.

identifying the

appropriate

method/formula

to use.

The benchmark

for this SLO has

not been met.

GE III

AA1, AA4,

AA9

SLO#4:

Demonstrate

proficiency in

calculating infusion

rates for fluid

replacement therapy

and for surgery.

SLO#4 was

embedded in the

Chapter 9 –

Calculating

Intravenous

Infusions Test.

Criteria for

success: a

student satisfies

this SLO if a

score of at least

70% of the total

points for the

test is attained.

SLO

Benchmark:

90% of the

students will

satisfy this

benchmark.

12 out of 12

students (100%)

satisfied this

SLO.

The average

score attained by

the 12 students

on the Chapter 9

test: 46.75 out

of 50 (93.5%).

The benchmark

for this SLO has

been met.

Continue to use

class activities

in the class to

engage students

in the lessons,

provide review

and practice of

the various

problem types in

this chapter.

GE III

AA1, AA4,

SLO#5:

SLO#5 was

12 out of 12

Continue to use


2011-2012 77

AA9 Identify parts of a basic

graph to understand

medical charts.

embedded in the

Chapter 12 –

Graphs Test.

Criteria for

success: a

student satisfies

this SLO if a

score of at least

70% of the total

points for the

test is attained.

SLO

Benchmark:

90% of the

students will

satisfy this

benchmark.

100%) students

satisfied this

SLO.

The average

score attained by

the 12 students

on the Chapter

12/13 test: 46.5

out of 50 (93%).

The benchmark

for this SLO has

been met.

class activities

in the class to

engage students

in the lessons,

provide review

and practice of

the various

problem types in

this chapter.

GE III

AA1, AA4,

AA9

SLO#6:

Identify basic statistical

terms to make informal

decision from

numerical data and

information.

SLO#6 was

embedded in

Final Exam

(Form C)

questions #11a-

h.

Criteria for

success: a

student satisfies

this SLO if six

of the eight

questions are

answered

correctly.

11 out of 12

(91.7%) students

satisfied this

SLO.

The benchmark

for this SLO has

been met.

Continue to use

class activities

in the class to

engage students

in the lessons,

provide review

and practice of

the various

problem types in

this chapter.


2011-2012 78

MATH 101 - Fall 2011: # of students passing with a D or higher = 12 # of students passing with a C or higher = 12

Total

number of

students enrolled

= 13

SLO

Benchmark:

90% of the

students will

satisfy this

benchmark.

GE III

AA1, AA4,

AA9

SLO#7:

Demonstrate

proficiency in

performing operations

with fractions,

decimals, percentages,

ratios and proportions

without the use of a

calculator.

SLO#7 was

embedded in the

Chapters 2-5

Basic Skills

Test.

Criteria for

success: a

student satisfies

this SLO if a

score of at least

70% of the total

points for the

test is attained.

SLO

Benchmark:

100% of the

students will

satisfy this SLO.

12 out of 12

(100%) students

satisfied this

SLO.

The average

score attained by

the 12 students

on the Chapters

2-5 Basic Skills

Test: 46.125 out

of 50 (92.25%).

The benchmark

for this SLO has

been met.

Continue to use

class activities

in the class to

engage students

in the lessons,

provide review

and practice of

the various

problem types in

this chapter.

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