Executive Committee Meeting AGENDA������������� go to minutes
1. Continuation of Instructional Program Review
a. Data and Resource Implications (Reorg Requirements/savings?)
b. Program and Position Vacancy Priorities
c. Annual Program Health Indicators
Updates
2. President and EVP Meeting: RCUH-HGEA negotiation; Second Decade, Financial and Management Audits by State Auditor:
3. International and Domestic Recruitment Progress, Admissions followup, daily purges; version adoption options,.KAOI Ads
4. Summer and Fall Session Enrollments and Revenues, Lahaina Ed Ctr Status
5. Title III Award,
6. Reorganization Status
7. IP; July 12 Student Housing Groundbreaking, student center renovation, Science Bldg PDR and Design Funding; RFP for Okada Trucking/Cutter parcel access Criteria
8.
First Day Back: Reorg,
Four Year (BSW,
9. WASC Comprehensive Self Study
9. China Developments (Shanghai Culinary) budget draft proposals
10. Grants: Title III, RDP
11. MCC Foundation Updates: Newsletter draft; Alumni Dinner allocations/distribution of funds
12. Akaku Status
13. Other Items
EXECUTIVE
COMMITTEE MEETING MINUTES
Present: ������ Kate Acks, Pam Hoopii, Robyn Klein, Diane Meyer,
Jeannie Pezzoli, Suzette Robinson, Clyde Sakamoto, Frances Segundo, Alvin
Tagomori, David Tamanaha, flo wiger, Jennifer Yoshioka.
Continuation of
Instructional Program Review
▪
Still in process
of working through reorg proposal.
▪
Savings of around
$35,000-$40,000
▪
Involved
personnel moving from
▪
(Handout) Worked with Debbie Brown on identifying
and listing of Instructional positions
▪
Four positions
are in processing of being filled (Physics, English, Auto, Nursing)
▪
Positions filled
by people on a temporary basis are included on list.
▪
Incuments in
temporary positions can continue on a yearly basis. At the end of seven years,
they need to be converted into permanent positions. Incumbent can automatically
go into the position w/o a search being done. If incumbent does not want to
take the permanent position, then a search will be conducted.
▪
Collective
Bargaining Agreement states that if we maintain those positions with people in
them for seven years, that they get converted into permanent positions, and the
search is not necessary.
▪
We will not
approve the budget for the campus until we have a spreadsheet for all of the
positions.
Program Review:
▪
Instructive in terms of setting the context.
Talks about where our students are
enrolled.
▪
Liberal Arts
majors, numbers increased from 494 in 1986 to 1,195 in 2004.
▪
The Liberal Arts
major is now a larger contributor to overall head count, however, it is not a
majority.
▪
Unclassified is
a fairly high percentage. Important because it begins to impact academic
programs, how we are responding to groups of people or students.
▪
One part of the
discussion is how the counselors are dealing with this
▪
Another part has
to do with data and the fact that students at a certain point decide that they
are classified. Unless they engage with a counselor, or they are talking to a
person in their program.
▪
Part of the
discussion is taking place at the System Level when looking at the whole
program review process. Is there a way that we can insure, in banner, that when
students enroll online something triggers the question, �You are classified as
unclassified, Do you want to change that? To what?� The problem is it does not engage
the student with a counselor or a faculty member.�� ������
The annual
Program Review analysis:���
▪
The Deans� criteria are �what are the pieces
that we have in our Program Review in looking at forwardness?�
▪
At this point
these are the ones that we got the most information on and are the most
relevant:
▪
Centrality to
the
▪
Major Field
Enrollment: Based on data extracted
from man reports. Actual enrollment, commencement rolls.
▪
Graduation
Rate: Number of graduates divided by
the number of majors.
▪
Placement in
Employment: Job placement.
▪
Plan of
Action: How has the program
addressed previous plans and is there an appropriate plan for 2005-2006?
▪
Allocation of
Resources: Based on the data
contained in the program reviews, flexibility and response, community needs,
will additional resources make a difference? Does the program demonstrate a
culture of student centered learning and the evaluation of the additional
resources? If they are placed in the program.
▪
Data Concerns: Fairly critical when looking at program review. We
don�t always have access to the needed information, or it may not be received
in a timely manner. Inaccurate coding of majors in banner is a real problem.
The caution when it comes to dealing with small numbers, depending on how many
students you�re talking about, one person graduating can change the graduation
rate.
Program
Review for Administration of Justice:
▪
There is no
program coordinator. 17 people identified as majors.
▪
AJ classes, is
at 72% meaning it�s the actual enrollment with maximum enrollment. It�s how many
seats and what is the actual fit in that class.
▪
Graduation rate
is 29%, placement and employment, in related field, is 100%.
▪
Need to look at
how much we spend on AJ and Soc. and see if there is a potential way of
creating a temporary position.
▪
To look at a
group of students in terms of these criteria, need to look at them as a cohort.
▪
Need to track
cohort all the way through the process which we don�t do. So we are looking at
raw data.
▪
If we track a
cohort, it would provide a clearer picture of what the students are doing.
▪
�Our students
don�t leave, they weave.� They weave in and out; they come and take classes,
and come back again.
▪
We have a data
collection problem/challenge.
▪
Need to
indentify the possibility of passing out the leaver survery along w/graduation
survery during graduation.�
▪
Cohort is part
of IPEDs data. Based upon first time/full time degree seekers. Indicated they
are pursuing a major. Did student graduate/ receive certificate? If student did
not graduate, did they transfer out? Much larger part-time than full-time.
Program Review for
Agriculture Program:
▪
Plan of Action:
Normally one of two tracks, or both tracks, if the program is large enough.
▪
One track is
scientifically oriented, comprise track so students can take the appropriate
courses and transfer to a four-year baccalaureate.
▪
Second track is
skills oriented. A certain amount of science but skills oriented in landscape
management. Challenge is trying to accommodate a very small program.
▪
Sustainable
Living Institute of
▪ Agriculture is a serious proposition for us. We need to figure out what our agenda is and how to make a difference.
Program Review for Auto
Body Repair:
▪ Decline in full time students and graduation because of Math, an issue for students in technical programs.
▪ Another issue is the development of skills, as soon as students have a level of skill; they are hired without a degree
▪ Suzette & flo asked to look at a greater collaboration between credit and non-credit.
▪ students want to work on their vehicles so they enroll in the program.���