UHCC Policy 5.213

The University of Hawai‘i is committed to increasing the educational capital of the state by increasing the participation and completion of students and preparing them for success in the workforce and their communities, as outlined in the University of Hawai‘i Community Colleges’ strategic goals. This policy provides guidelines and practices to provide the necessary support to succeed in college-level courses through co-requisites, thereby shortening the time to successful completion of academic credentials at the University of Hawai‘i Community Colleges (UHCC).

1. Academic Credential - any credit degree or certificate for which college-level math and/or English are required.
2. Student - any person enrolled at a UHCC seeking a BOR-approved academic credential.
3. Co-Requisite - acceleration model that supports students’ successful completion of college-level courses by concurrently taking the college-level course and a companion course or its equivalent. Co-requisite courses are most commonly associated with English and math courses. Students enrolled in such co-requisite courses will be eligible for courses requiring English 100 or Math 100 or its equivalent (e.g., Math 103, 111, 115) after successful completion of those college-level courses. Students enrolled in such co-requisite courses are not eligible to enroll in courses for which “Qualification for English 100” or “Qualification for Math 100 or its equivalent” is the prerequisite.

1. It is the responsibility of the Vice President for Community Colleges or designee, with appropriate consultation and collaboration across the UHCC system to:
   1. Faculty members, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subject is to seek and to state the truth as they see it. To this end faculty members devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although faculty members may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry.
   2. As teachers, faculty members encourage the free pursuit of learning in their students. They hold before them the best scholarly and ethical standards of their discipline. Faculty members demonstrate respect for students as individuals, and adhere to their proper roles as intellectual guides and counselors. Faculty members make every reasonable effort to foster honest academic conduct and to assure that their evaluations of students reflect each student’s true merit. They respect the confidential nature of the relationship between faculty member and student. They avoid any exploitation, harassment, or discriminatory treatment of students. They acknowledge significant academic or scholarly assistance from them. They protect their academic freedom.
2. It is the responsibility of the Chancellor or designee to review and revise the Colleges’ procedures to ensure consistent implementation of the policy
   1. Implement academic and student support services related to approved models, instruments, and/or strategies;
   2. Identify and use resources to strategically address needs created by the implementation of the policy, including redeployment of personnel; and
   3. Ensure that the entering and maintenance of data and the tracking of students are consistent with system guidelines to assess the results of the approved models, instruments, and/or strategies.
3. Campuses will implement procedures for approved models, instruments, and strategies consistently across the UHCC system.
   1. Campuses will implement approved models, instruments, and/or strategies consistently across the UHCC System.
      1. Implement diagnostic procedures that are consistent among the colleges.
      2. Implement and assess evidence-based, effective, successful co-requisite models for the math and English academic pipeline.
      3. Ensure that students will enroll in college-level, math and English credits as soon as possible within their programs, but no later than 30 credits.
      4. Advise students testing at level three into the co-requisite pathway or the iCAN model. The iCAN model can be structured to lead to a degree pathway or be aimed at a level terminating below college level English or math.
      5. A math pathway (yet to be detailed) will be available for CTE programs, many of which will use the Statway//Quantway options.
      6. Outcomes (See UHCC Strategic Plan 2015-2021 for specific strategic completion goals)
   2. Assessment
      1. The Chancellor or designee will review and revise the college’s procedures to ensure consistency of guidelines and practices to shorten the time to and the successful completion of academic credentials at the University of Hawai‘i Community Colleges (UHCC).
4. Assessment of the Shorten Developmental Education Acceleration
   1. The Chancellor or designee will review and revise the college’s procedures to ensure consistency of guidelines and practices to shorten the time to and the successful completion of academic credentials at the UHCC. See UHCC Strategic Plan 2015-2021 for specific strategic completion goals.

Subject Matter Experts

1. Board of Regents (BOR) Bylaws and Policies, Chapter 5, Academic Affairs
2. University System-wide Executive Policy, E5.201, Approval of New Academic Programs and Review of Provisional Academic Programs
3. UHCC Policy 5.200 General Education in All Degree Programs
4. UHCC Policy 5.301 Common Course Numbering
5. STAR as the Official Arbiter of Degree Completion

No Exhibits and Appendices found.