ERIC ED407050: University of Hawaii Community Colleges Annual Report, 1990-91. Academic Year 1990-91 (September 3, 1990 to May 28, 1991) and Fiscal Year 1990-91 (July 1, 1990 to June 30, 1991).

41 Pages·1991·0.85 MB·English

by  ERIC

DOCUMENT RESUME
JC 970 280
ED 407 050
University of Hawaii Community Colleges Annual Report,
TITLE
1990-91. Academic Year 1990-91 (September 3, 1990 to May 28,
1991) and Fiscal Year 1990-91 (July 1, 1990 to June 30,
1991)
Hawaii Univ., Honolulu. Office of the Chancellor for
INSTITUTION
Community Colleges.
PUB DATE
91
40p.; For a series of these annual reports covering 1988 to
NOTE
1992/93, see JC 970 278-282. Photographs may not reproduce
clearly.
Descriptive
Numerical/Quantitative Data (110)
Reports
PUB TYPE
(141)
MF01/PCO2 Plus Postage.
EDRS PRICE
Associate Degrees; Community Colleges; Educational
DESCRIPTORS
Certificates; *Educational Finance; *Enrollment;
*Institutional Characteristics; *Institutional Mission;
Mission Statements; Outcomes of Education; Student
Characteristics; Teacher Characteristics; *Two Year College
Students; Two Year Colleges
*University of Hawaii Community College System
IDENTIFIERS
ABSTRACT
Providing information on programs, students, and faculty at
the University of Hawaii Community Colleges, this report reviews data for the
1990-91 academic and fiscal years (FYs). The first section reviews systemwide
accomplishments for the year, describes efforts related to international
education, and presents an agenda for action. The organizational structure
and mission of the colleges are then presented and 1990-91 data are provided
on enrollment, degrees and certificates awarded, tuition, general funds
appropriations, programs of study, disciplines, special programs and
community services, and student and faculty characteristics. Next,
demographic and enrollment data are presented for each of the system's seven
community colleges and one training center. The final sections discuss goals
and plans for 1993-99 and provide a roster of college staff. Highlighted data
(1) in fall 1990, 23,727 students were enrolled in
include the following:
(2) 11,878 students were enrolled in Liberal
credit courses in the colleges;
Arts and Sciences, while 2,844 were in Business Education, 2,804 were in
(3) in 1989-90, 1,083 Associate
Technology, and 982 were in Public Services;
in Science degrees, 836 Associate in Arts degrees, and 274 certificates were
(4) in FY 1990-91, $60,765,631 of general funds were appropriated to
awarded;
(5) in 1990-91, 22% of the students were Caucasian, 21% were
the system;
Japanese, and 17% were Filipino; and (6) 1,198 faculty were employed in
1990-91, of whom 58% were employed full-time.
(HAA)
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Reproductions supplied by EDRS are the best that can be made
*
*
*
from the original document.
*
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91 ANDY JAL REPORT
1990
University of Hawaii
Community Colleges
U.S. DEPARTMENT Of EDUCATION
Office of Educational Research and Improvement
II
INFORMATION
If.
EDUCATIONAL
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RESOURCES
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OE RI position or policy.
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"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
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TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
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BEST COPY AVAILABLE
:r/
students practice their woodworking skills in an 18-week carpentry program
On the cover: Future carpenters of Hawai'i
More than 50 students learned the
taught by instructors in the Community Colleges' Employment Training Office.
fundamentals of new construction, renovation and maintenance in the Construction Occupations Program at ETO last year
(see pg. 18 for more information).
UNIVERSITY OF HAWAII
Community Colleges
1990-91 ANNUAL REPORT
Academic Year 1990-91 (September 3, 1990 to May 28, 1991)
and
Fiscal Year 1990-91 (July 1, 1990 to June 30, 1991)
Office of the Chancellor for Community Colleges
2327 Dole Street, Honolulu, Hawai'i 96822
4
Contents
The Year in Review: 1990-1991
3
University of Hawaii Community Colleges
7
Organization
8
Mission
8
Overview
9
Enrollment
10
Degrees & Certificates
10
Tuition & Appropriations
11
Programs of Study
12
Liberal Arts & Sciences Disciplines
13
Special Programs and Community Services
14
Selected Student Characteristics
15
Selected Faculty Characteristics
16
The Campuses
17
Employment Training Office
18
Hawaii Community College
19
Honolulu Community College
20
Kapiolani Community College
21
Kauai Community College
22
Leeward Community College
23
Maui Community College
24
Windward Community College
25
Looking Ahead: 1993-1999
26
University of Hawaii Community Colleges:
28
Faculty, Staff and Administration
Chancellor's Office
28
Employment Training Office
28
Hawaii Community College
28
Honolulu Community College
29
Kapiolani Community College
30
Kauai Community College
32
Leeward Community College
33
Maui Community College
35
Windward Community College
36
University of Hawaii Regents & Administrators
37
2
The Year in Review:
University of Hawaii Community Colleges
1990-91
6
The Year in Review: 1990-91
We began the year in 1990 by commemorating our first quarter century of dedicated service to
the people of Hawaii. Our "25th Anniversary Quilt and Chant" visits to each campus not only
recalled the challenges and successes of our formative years, they also symbolized our enthusi-
astic "first step" into the coining quarter century. For a review of some of the issues we will face
in the next six years, see "Looking Ahead" on page 26.
Accomplishments
1990-91 was a very busy year, dur-
ing which we:
Participated actively in the for-
mulation of the Master Plan for the
University of Hawaii system, reaffirm-
ing our status as integral to the system.
Set as our goal for the Commu-
nity Colleges to go beyond our Open
Door admissions policy and move to-
ward improved student retention and
success.
1:1 Published an internal task force
report, "Associate in Arts
Student
Degree Level Competencies," that set
Nearly a dozen Hawaii state legislators visited the Windward campus in May to
systemwide standards and quality ex-
learn about the college's master plan for renovation.
pectations for Associate in Arts de-
grees.
through systemwide Program Coor-
long-awaited renovation and expan-
Reviewed a number of voca-
dinating Committees in an effort to
sion of facilities at Maui and Wind-
tional programs (nursing and auto-
establish minimal competencies stu-
ward Community Colleges.
motive technology among them)
dents should posses upon completion
Completed the successful search
of the program requirements.
and appointment of a provost for Maui
Community College, and placed on
Supported the Board of Re-
gents' policy on provision of qual-
hold for a year the search for a provost
ity education by acting in 21 sepa-
for Hawaii Community College, mean-
rate instances to establish, review,
while appointing a new interim pro-
renew or terminate instructional
vost for that campus.
;Tri;t1.1-+ 0-I-1 TT:51TO q1
programs as a part of our system-
Made substantial progress in
-.1r=
the areas of assessment and institu-
atic curricular review and develop-
LiVEISTY MIA H
THE
92111MT
tional research through continued
ment process.
_
Took the lead in interpreting
work on the Native Hawaiian Student
recent changes to federal laws on
Tracking System, the Classroom Re-
vocational education, and assisted
search Initiative, and the plan for es-
the Office of the State Director for
tablishment of an institutional research
Vocational Education in formulat-
capability throughout the UH System.
ing the current three-year Hawaii
Continued to make progress on
State Vocational Education Plan.
course articulation within the UH Sys-
tem: 2250 course records have been
Began the programmatic "re-
Inimml
building" of two campuses: Hawaii
processed thus far, and the Articula-
tion Handbook is scheduled for
Community College as the seventh
1111111111
comprehensive community college
completion in the spring of 1992.
in the UHCC system, and the Em-
Signed formal articulation agree-
pititiima
azio
ployment Training Office as
ments with Chaminade University (in
.11
Hawai'i's transition center for high-
October 1990) and Hawaii Pacific Uni-
risk students.
versity (in May 1991), and made head-
Testing, training
training & placing the right person
Received legislative authori-
way on an agreement with Hawaii Loa
in the right job is the goal of the Job Skills
zation and funding to begin the
Center, opened at the ETO in November 1990.
5011ege.
4
nize an international art exhibit with
can Association of Community and
Received a $392,000 Kellogg
faculty from Kagawa Junior College
Junior Colleges (AACJC). Kapiolani's
Foundation grant to begin the Unified
this fall, while Leeward hosted a fa-
proposal, on internationalizing its cam-
Health Care Training Program in part-
mous and popular calligrapher from
pus and its curriculum and establish-
nership with the Department of Edu-
Beppu University as its guest scholar
ing institutional links throughout Asia
cation and the UH School of Medicine.
Kauai hosted the second
in July.
Continued our commitment to
and the Pacific, won one of ten coveted
Kellogg Foundation Beacon Grants,
Ryudai Aloha Study Tour for students
fight illiteracy by serving not only as
which will fund the publication of
from the University of the Ryukyus,
leaders on the Governor's Council for
and Kapiolani, as it has for years,
project results as well as an interna-
Literacy and the O'ahu Literacy Coun-
hosted the summer study programs of
cil, but also by training literacy tutors
tional conference on the topic in Hono-
no less than six culinary institutes.
and working as tutors on the "front
lulu in May 1992.
Kapiolani also celebrated the 20th an-
In addition, our Community Col-
lines."
Conducted a personnel needs
leges were instrumental in conceiving
niversary of its exchange program with
the Nagoya Culinary Academy, and
study with help from consultant Dr.
and planning a three-year project that
welcomed to its campus nearly 200
seeks to increase the number of col-
Richard Alfred of the University of
high school and college students from
Michigan, and formulated a staff-de-
leges nationwide that offer Asian Stud-
Kansai University's Summer Intensive
ies in their curricula. Institutional part-
velopment action plan, "Blueprint for
ners in this effort are the East-West
Study Program.
Professional Development, University
Center, AACJC and Association of
Finally, the chancellor has contin-
of Hawaii Community Colleges."
ued to play a vital role as an advocate
Updated and reissued the Com-
State Colleges & Universities. The first
for international education. She was
munity Colleges' Affirmative Action
phase of the project concluded in Au-
gust with a three-week seminar at-
elected chairwoman of the executive
Plans for each campus, and conducted
committee of the American Council
systemwide informational and train-
tended by faculty from two- and four-
on International/Intercultural Educa-
ing seminars on affirmative action.
year colleges across the nation; many
tion in April. And as the AACJC's
of the participants heralded the semi-
Updated the UHCC Teaching
liaison to Japan's public and private
nar as the most stimulating profes-
Assignment Policy, then completed a
community college associations, she
sional experience of their careers.
systemwide study on faculty titles and
All of our Community Colleges
submitted our recommendations on
was the first American ever to be in-
the preferred titles for Community
vited to address the All Japan Public
continue to nurture their exchange re-
lationships with sister colleges in Ja-
Junior College Association, at its 40th
College faculty.
anniversary celebration in 1990.
pan. Windward faculty helped orga-
International Education
The University of Hawaii Com-
ll
"
munity Colleges are viewed nation-
'
ally as leaders in the field of interna-
ALA,
tional education, particularly when it
comes to curricular development and
productive relationships with our in-
stitutional counterparts in Asia and
the Pacific. We're also respected for
our expertise in the area of inter-cul-
tural relations, and complimented for
our hospitality (read: Aloha spirit),
which we practice as well as preach.
Following are some of the highlights
of our involvement in international
education in 1990 and 1991.
Kapiolani Community College is
leading a consortium of Hawai'i and
mainland community colleges and the
Northern Marianas College in a project
that seeks to infuse international and
multi-cultural perspectives into edu-
Groundwork laid by Chancellor Joyce Tsunoda led to an international exchange
cation in American community col-
agreement between the University of Hawaii and Japan's Kansai University. UH
leges. The project is supported by the
President Albert Simone and Kansai President Akio Ohnishi signed the
Kellogg Foundation and the Amer--
agreement in June 1991 at a formal ceremony on College Hill.
8
Shortly thereafter, she and David
ing upon successful trial efforts like
we establish and maintain an effective
student tracking system with a com-
Project Reshape, we can reach our ul-
Daniel, chairman of the AACJC Board
timate goal of creating a "seamless
of Directors, were honored guests at
prehensive data base.
the combined 40th anniversary cel-
web" of learning that stretches from
ebration of Japan's public and private
elementary school through high school
Second, we have to hone the stra-
junior college associations. And in a
tegic management skills of our staff
and into college.
reciprocal move, the Chancellor's Of-
and administrators, and help them gain
fice hosted a delegation of Japanese
Sixth on our agenda are a number
proficiency in the use of data-bases for
junior college presidents at the
This was a major
decision-making. of personnel and staffing issues, fore-
weakness pointed out by visiting ac-
AACJC's Annual Convention in Kan-
most among them:
creditation teams in 1987. Manage-
sas City last April.
The classification and compen-
ment skills that need improvement
sation of our executives and manag-
include planning, institutional re-
ers. Adjustments are necessary to ac-
Agenda for Action
curately reflect the scope of their re-
search, program review, performance
1991-92 will be the year for the
assessment and marketing.
sponsibilities, the number of years they
have served, and the quality of their
University of Hawaii Community Col-
In our drive to become better stra-
leges to "get our academic house in
performance. Adjustments are espe-
tegic managers, we will have to:
order" and implement our plan to im-
Complete the development of
cially critical for our provosts, whose
prove student retention and increase
our student tracking system and ap-
classifications and salaries should be
commensurate with their administra-
student success. This will require con-
ply it on a systemwide basis.
tive responsibilities in the university
tributions from people throughout our
Develop a Community College
hierarchy.
system, not just "the academics." Fol- strategic plan that is coordinated with
the University's Systemwide Master
lowing is an action agenda that lists a
The classification of numerous
other staff positions; the Community
Plan.
number of steps we will have to take to
achieve this objective, and others.
Colleges continue to be short-staffed
Begin to research and write our
institutional "self-study" reports to
in technical, clerical, custodial and
mid-level administrative support po-
First, we must review and, where
prepare for the accreditation of all cam-
necessary, make changes to our pro-
sitions dedicated to both instructional
puses in 1995.
grams and policies so that:
and institutional needs. These staffing
shortages result in part from persis-
Vocational education takes on
Third, we must provide more sup-
port to our community service and
a new meaning, and vocational train-
tent recruiting difficulties, which are
caused by the relatively low levels at
ing produces students whose skill lev-
non-credit instructional operations by
els equal or exceed the competencies
formulating policies that will identify
which these APT positions are classi-
needed to thrive in an increasingly
fied.
and take advantage of the various avail-
technical workplace. This will require
Securing equitable salaries for
able means of funding these activities.
more extensive and systematic articu- It is our goal to make community ser-
faculty members (relative to their peers
lation with high schools, and it may
vice programs an integral, rather than
in these and other community colleges,
peripheral, component of our Com-
require the creation of associate de-
and relative to equivalent positions in
grees that take longer than two years
the private sector). We identified the
munity Colleges' total educational mis-
individuals on all campuses who de-
to complete. It may also require us to
sion.
offer an applied technology degree of
serve adjustments, and the projected
Fourth, we have to promote the
three to four years in length, as well as
cost of the adjustments is $1.6 million,
scholarship of teaching and enhance
which we requested of our legislators
vocational courses that can be accepted
in this year's supplemental budget.
in transfer to four-year institutions.
the faculty and staff skills that are criti-
cal to achieving the highest rates of Without additional funding we will
Non-credit (continuing) educa-
tion is adequately supported and its
student retention and success. To ac-
not be able to fund these adjustments.
benefits and beneficiaries are made
complish this, we have to:
Finally, we need to build more
Organize and conduct a Stu-
obvious to people both inside and out-
effective public relations and fund-
side the Community College system.
dent Success Institute.
Non-credit education is expected to
Expand our use of classroom
raising capabilities within our system,
research in order to improve instruc-
so that the people of Hawai'i can be
remain the fastest growing component
in Community College instructional
more well informed about the myriad
tional effectiveness.
services we offer, and so that state
Continue to support faculty/
services, and to support it properly,
staff networking through our annual
appropriations can be supplemented
we must develop the ability to moni-
tor and maintain accurate records on
by alternative sources of funding that
Excellence in Education Conference.
Bring in visiting scholars to
our offerings, on enrollment, and on
allow creative and timely expansion of
collaborate with faculty and staff on
"learner outcomes."
our offerings.
the implementation of multiple strate-
Transfer education (associate
gies for student success.
in arts degree courses) continues to be
In conclusion, we can expect that
strengthened, thereby increasing the
1991-92 will be an even more hectic
Fifth, we must continue to
volume of students in the pipeline from
year than the one we just came through.
strengthen our partnership with the
Our challenges are before us. Let us
our Colleges to four-year institutions.
Department of Education. By build-
Achieving this goal will require that
move forward.
6
University of Hawaii Community Colleges
Organization
Mission
Overview
10