UHCC Policy 5.202 - 3

5.202 - Attachment 3 - Student Support Services

Student Support Services shall complete a comprehensive program review at least once each five years in accordance with the schedule established by the college. The college will make public the comprehensive review by posting to the college’s website.

Student Support Services shall complete an Annual Report of Program Data (ARPD).

  1. Procedures
    1. The following procedures have been developed to assure more consistent data collection practices in the compilation, analysis, and reporting of the minimum measures, and to use the Comprehensive Program Review and the ARPD in the college planning and resource allocation/reallocation processes.
      1. The Quantitative Measures will use data from UH system sources such as the Operational Data Store (ODS), and Management And Planning Support (MAPS) and;
      2. The Office of the Vice President for Community Colleges (OVPCC) shall by August 15th compile and distribute data to the colleges for the system required minimum set of Quantitative Measures and;
      3. The data used shall come from the most recently completed academic year (summer, fall, spring). Quantitative measures for the two prior academic years shall be included with the Annual Report of Program Data (total of three years of data) and;
      4. For ARPD, Program Health in the categories of Overall, Demand, Efficiency, and Effectiveness will be calculated according to the systemwide program health scoring rubric and;
      5. Completed Comprehensive Program Reviews and Annual Reports of Program Data shall be posted on the college web site and;
      6. Colleges will complete the ARPD (including an overall summary of Student Support Services programs) to the OVPCC by December 15th, in the form and format requested by the Associate Vice President for Academic Affairs.
  2. Components and Measures
    1. At a minimum, each college shall report the following components and measures. Colleges may use additional components and measures for their internal assessment process.
      1. Assessment Period (e.g. 2006 – 2011)
      2. College Mission Statement
      3. Program Mission: Statement and brief description of the program including a listing of Program-Level Student Learning Outcomes (SLOs).
        1. Part I. Executive Summary of Program Status
          1. Response to previous recommendations
        2. Part II. Program Description
          1. History
          2. Program Student Learning Outcomes (SLOs)
          3. Faculty and Staff
          4. Resources
          5. Community connections, advisory committees, etc.
        3. Part III. Quantitative Indicators
          1. Overall Student Support Services Program Health: A single, overall program health call based on Demand, Efficiency, and Effectiveness indicators for Student Support Services.
          2. Demand Indicators:
            1. Annual Headcount All Students
            2. Annual headcount Native Hawaiian Students
              1. Actual Percent Change from Prior Year All Students
              2. Actual Percent Change from Prior Year Native Hawaiian Students
            3. Annual Headcount of Recent Hawaii High School Graduates
              1. Percent of Service Area’s Recent High School Graduates
            4. Annual Headcount of Students 25-49 Years Old
            5. Annual Headcount from Underserved Regions
            6. Annual Headcount In Science, Technology, Engineering, and Math (STEM) Programs
            7. Fall Semester Registration Status:
              1. New Students
              2. Transfer Students
              3. Continuing Students
              4. Returning Students
              5. Home Campus Other
            8. Spring Semester Registration Status:
              1. New Students
              2. Transfer Students
              3. Continuing Students
              4. Returning Students
              5. Home Campus Other
            9. Program Health Demand (Healthy, Cautionary, Unhealthy)
          3. Efficiency Indicators:
            1. Pell Participation Rate All Students
            2. Pell Participation Rate Native Hawaiian Students
            3. Number All Students Receiving Pell
            4. Number Native Hawaiian Students Receiving Pell
            5. Total Pell Disbursed All Students
            6. Total Pell Disbursed Native Hawaiian Students
            7. Full Time All Students Achieving the Dream (AtD) Cohort completing 20 or more credits within the first year.
            8. Full Time Native Hawaiian Students Achieving the Dream (AtD) completing 20 or more credits within the first year.
            9. Part Time All Students Achieving the Dream (AtD) Cohort completing 12 or more credits within the first year.
            10. Part Time Native Hawaiian Students Achieving the Dream (AtD) completing 12 or more credits within the first year.
            11. Overall Student Support Services Budget Allocation
              1. General Funded Budget Allocation
              2. Special/Federal Budget Allocation
            12. Cost per Student
            13. Program Health Efficiency (Healthy, Cautionary, Unhealthy)
          4. Effectiveness Indicators:
            1. Persistence Fall to Spring All Students
            2. Persistence Fall to Spring Native Hawaiian Students
            3. Degrees and Certificates Awarded All Students
            4. Degrees and Certificates Awarded Native Hawaiian Students
            5. Degrees and Certificates awarded in STEM All Students
            6. Degrees and Certificates awarded in STEM Native Hawaiian Students
            7. Transfers to UH 4-year institutions All Students
            8. Transfers to UH 4-year institutions Native Hawaiian Students
            9. CCSSE Support for Learners Benchmark (Percentile)
            10. CCSE Survey Frequency, Satisfaction, and Importance for:
              1. Academic Advising
              2. Career Counseling
              3. Job Placement Assistance
              4. Financial Aid Advising
              5. Student Organizations
              6. Transfer Credit Assistance
              7. Services for People with Disabilities
            11. Program Health Effectiveness (Healthy, Cautionary, Unhealthy)
        4. Part IV. Analysis of the Program (strengths and weaknesses in terms of demand, efficiency, and effectiveness based on an analysis of the Quantitative Indicators and surveys reported in Part III.
          1. Assessment results for program SLOs. The college will develop a schedule for SLO assessment that coincides with the years covered in the comprehensive program review so that within the review period, all SLOs have been assessed.
            1. Student Learning Outcomes:
              1. List of the Program Student Learning Outcomes
              2. Program Student Learning Outcomes that have been assessed
              3. Assessment Results
              4. Changes that have been made as a result of the assessments
        5. Part V. Action Plan – Include how the actions within the plan support the college’s mission.
        6. Part VI. Resource Implications (physical, human, financial)