Achieving College Excellence (ACE) Program

  • PSLO
  • Data Sheet
  • Program Review
  • Assessment Report

Program Student Learning Outcomes Assessment
(AY 2012-2013)

Program Student Learning Outcomes(PSLOS)

At the completion of Achieving College Excellence (ACE) the student will be able to:

  1. Demonstrate mastery in math and English skills to be able to complete successfully an introductory level course.
  2. Determine the value of lifelong learning and demonstrate the skills and attitudes necessary for the attainment of academic goals.
  3. Demonstrate critical thinking skills necessary to analyze, interpret, evaluate, process and apply academic content.
  4. Utilize and transfer knowledge of the foundations and concepts for math and English to the academic setting.

  • I=Introduced
  • D=Demonstrated
  • M=Mastery at a level appropriate for graduation

PSLO Assessment Report Summary

What we looked at:

The ACE assessment focused on PSLO 1,3 and 4. Listed below are the results for the PSLOs.

What we found:

PSLO 1:

  • 53% of the students achieved at least a 70% on the ACE math exit exam and 46% of the students were successful on the English reading and writing exam. Students had to score at 10th grade reading level and 40 points on the essay.

PSLO 3:

  • 39% of the students were able to demonstrate critical thinking skills by writing an essay based on a series of readings on one topic. 50% of the students were able to solve real world math problems using critical thinking skills.

PSLO 4:

  • The average completion rate is 55.3% in 100 level courses. Below are the key Gen. Ed. course comparisons. EN 110 Advanced reading 50% (ACE) EN 110 62.4% (National) EN 120a Expository Writing I 62.2% (ACE) EN 120a 59.4% (National) MS 100 College Algebra 48% (ACE) MS 100 68% (National)
  • 217 students started ACE in fall 2012. 145 returned for the spring semester. 76 (52%) had GPAs of 2.00 or above. 69 (48%) had GPAs below 2.0 in the 100 level courses.

What we are planning to work on:

  • Improve tutoring opportunities so students will expand critical thinking skills and learn strategies for English reading, writing and math.
  • Identify at risk students one week into the six-week session for early intervention.
  • Include more real life experiences in the classroom activities.
  • Provide targeted advising for ACE students transitioning to college level courses.

Recommendations for students:

  • Attend class and complete assignments without instructor intervention. Be responsible for your own learning.
  • Communicate course concerns with their instructor or ask basic questions.
  • Understand the necessity of a good math foundation before they begin the program.
  • Read a variety of materials and read everyday.
  • Follow written and oral directions.
  • Write for a variety of reasons and write everyday.
  • Eat breakfast and lunch. A full stomach helps keep you focused on schoolwork.
  • Never give up. Learn from your mistakes and you will go a long way.
Program Data Sheet Spring 2013

Program Review Data
2014 January

Donwload PDF Version of the Data Sheet

Credits by Program and Campus

Program

Term

Chuuk

Kosrae

National

Pohnpei

Yap

Credits

Achieving College Excellence (ACE)

Fall 2011

1116

292

 

2164

300

3872

Achieving College Excellence (ACE)

Fall 2012

396

264

 

1240

324

2224

Achieving College Excellence (ACE)

Fall 2013

152

100

 

808

152

1212

Achieving College Excellence (ACE)

Spring 2011

780

124

 

1112

136

2152

Achieving College Excellence (ACE)

Spring 2012

380

160

 

920

216

1676

Achieving College Excellence (ACE)

Spring 2013

124

 

 

216

180

520



Program Sections, Enrollment Ratio and Average Class Size

Program

Term

Section

EnrollMax

Enrollment

EnrollRatio

AvgClassSize

Achieving College Excellence (ACE)

Fall 2011

55

1330

904

68.0%

16.4

Achieving College Excellence (ACE)

Fall 2012

40

978

495

50.6%

12.4

Achieving College Excellence (ACE)

Fall 2013

28

591

275

46.5%

9.8

Achieving College Excellence (ACE)

Spring 2011

48

1039

510

49.1%

10.6

Achieving College Excellence (ACE)

Spring 2012

40

946

362

38.3%

9.1

Achieving College Excellence (ACE)

Spring 2013

21

525

124

23.6%

5.9



Course Completion & Withdrawals (Program)

Program

Term

Students

ABCorP%

ABCDorP%

W%

Achieving College Excellence (ACE) (CA)

Fall 2011

966

53.9%

53.9%

5.1%

Achieving College Excellence (ACE)

Fall 2012

556

48.2%

48.2%

8.5%

Achieving College Excellence (ACE)

Fall 2013

283

65.0%

65.0%

8.5%

Achieving College Excellence (ACE)

Spring 2011

528

60.2%

60.2%

4.4%

Achieving College Excellence (ACE)

Spring 2012

419

53.0%

53.0%

13.1%

Achieving College Excellence (ACE)

Spring 2013

130

67.7%

67.7%

4.6%

  • Data based on SIS extracts December 2013 expect for graduates information.
  • Program" information is based on Dickerson's concept of a "program" as expending resoruces and is linked to courses owned by a program from TracDat
  • Graduation rates are based on Fall new students(full time) cohorts that are tracked at 100%, 150%, and 200%
  • Retention rates are based on Fall new students (full time) cohorts who return the following fall semester
  • Persistence rates are based on Fall new students (full time) cohorts who return the following spring semester
 

Program Review for Academic Programs

COM-FSM Achieving College Excellence (ACE) Program

(Yap Campus)

AP Full Official

Liberal Arts

Campus

Yap

AP Review Submission Date

October 2016

Completed by

Joy Guarin

AR Review Cycle

Fall 2014-Spring 2016

Program Goals

Program goals are broad statements concerning knowledge, skills, or values that the faculty members expect the graduating students to achieve.

At the completion of Achieving College Excellence (ACE) the student will be able to:

1. Demonstrate mastery in math and English skills to be able to complete successfully an introductory level course.
2. Determine the value of lifelong learning and demonstrate the skills and attitudes necessary for the attainment of academic goals.
3. Demonstrate critical thinking skills necessary to analyze, interpret, evaluate, process and apply academic content.
4. Utilize and transfer knowledge of the foundations and concepts for math and English to the academic setting.

Program History

This section describes the history of the program. This includes the date and reason of implementation, significant milestones in the development of the program, and significant current activities.

Most entering the College of Micronesia-FSM (COM-FSM) are under prepared for college level work even according to the in-housed designed entrance test, College of Micronesia Entrance Test or COMET. Evaluations of the existing developmental programs, Intensive English Instruction and General Studies, revealed discouraging results. Hence in September 2007, a working group was established to find solutions and design a series of courses to better meet the needs of the students. ACE received approval in spring 2009. A substantive change request was submitted to WASC and ACCJC with approval granted in Spring 2010 and implementation of ACE began fall 2010. Yap campus had 25 students for ESL 91 and 3 for ESL 92, 11 for MS 91 and 9 for MS 92 during Fall 2010.

Program Description

ACE is a series of courses focused on developing English and math skills, establishing links to college level courses and providing first year experience seminars for the students. Students who have decided to pursue an academic degree, but placed into ACE from COMET, must complete ACE before taking college level courses. ACE consists of two levels of English courses and two levels of math courses. Once it is determined that a student should enroll in ACE, the COMET scores again determine if the student takes level one or level two in English and Math. ACE is six weeks sessions with evaluation at the end of each six weeks. Students must achieved mastery in both the course modules and on the exit evaluation.

Program Admission Requirements

This section describes the requirements for admission into the program and other requisites.

High School graduates and General Educational Development(GED) certificate holders who are not accepted into or are not interested in a degree program may apply for admission into an entry level certificate of achievement program. Applicants with significantly low scores are ineligible for admission. Other certificates of achievement program are offered when criteria for offering the program are met. Admissions requirements vary with the program. Application forms are available at Yap campus.

 

Program Certificate/Degree Requirements
This section specifies the requirements for obtaining a certificate/degree in the program, including specific courses,, sequencing of courses, total credits, internships, practical, etc.

ACE Requirements……………................. 16 credits

ESL 091 ACE English I (4)
ESL 092 ACE English II (4)
MS 091 ACE Math I (4)
MS 092 ACE Math II (4)

ACE includes weekly seminars on the first year of college experience.

 

Program Courses and Enrollment

This section lists courses offered in the program, including number of sections, course enrollment, section fill rates, and redundancy of courses across the institution.

Program Enrollment for ESL 091/092

Fall 2014 Spring 2015 Fall 2015 Spring 2016 Totall
22 9 22 9 62

Program Enrollment for MS 091/092

Fall 2014 Spring 2015 Fall 2015 Spring 2016 Totall
10 8 18 0 36

 

Number of Sections, Course enrollment

Courses Number Number of section Course Enrollment Semester
ESL 091a 1 9 Fall 2014
ESL 091b 1 3 Fall 2014
ESL 092a 1 10 Fall 2014
MS 092 1 10 Fall 2014
ESL 092a 1 9 Spring 2015
MS 092 1 8 Spring 2015
ESL 092a 1 22 Fall 2015
MS 092 1 18 Fall 2015
ESL 092a 1 9 Spring 2016

* 5 out of 9 or 56% of courses had less than 10 students.

 

Program Faculty

This section reports the faculty of the program, including full-time and part-time faculty. The degrees held and rank are provided for the full-time and part-time faculty. Finally, provide the faculty student ratio for the program.

Name of Faculty Full time/Part time Degrees held Rank
Jovita Masiwemai Full time MEd, BA Assistant Professor
Rhoda Velasquez Full time MA Med, BSE, PhD. Associate Professor

 

Program Indicators

This section provides the data for analyzing the extent to which the program has achieved the established outcomes and criteria. This is the most important part of the program review. The data that will be collected and evaluated are the following:

Assessment of course student learning outcomes of program courses

Table 1. Fall 2014
1 Course No. 2 Instructor Name 3 No. of students enrolled 4 No. of students with “W” 5 No. of students successful of SLO 1 5 No. of students successful of SLO 2 5 No. of students successful of SLO 3 5 No. of students successful of SLO 4 5 No. of students successful of SLO 5 5 No. of students successful of SLO 6 Percentage required CLOs
ESL 091 A Jovita Masiwemai 9 0 6 6 6 6     67
ESL 091 B Jovita Masiwemai 3 0 3 3 3 3     100
ESL 92A Jovita Masiwemai 10 0 10 10 10 10     100
MS 092 Rhoda Velasquez 10 0 10 6 8 9 10   86
Average                   88
Table 2. Spring 2015
1 Course No. 2 Instructor Name 3 No. of students enrolled 4 No. of students with “W” 5 No. of students successful of SLO 1 5 No. of students successful of SLO 2 5 No. of students successful of SLO 3 5 No. of students successful of SLO 4 5 No. of students successful of SLO 5 5 No. of students successful of SLO 6 Percentage required CLOs
ESL 092 Jovita Masiwemai 9 0 9 9 9 9     100
MS 092 Rhoda Velasquez 8 0 8 6 6 7 8   88
Average                   94
Table 3 Fall 2015
1 Course No. 2 Instructor Name 3 No. of students enrolled 4 No. of students with “W” 5 No. of students successful of SLO 1 5 No. of students successful of SLO 2 5 No. of students successful of SLO 3 5 No. of students successful of SLO 4 5 No. of students successful of SLO 5 5 No. of students successful of SLO 6 Percentage required CLOs
ESL 092 Jovita Masiwemai 18 0 17 18 17 18     98.6
MS 092 Rhoda Velasquez 18 0 18 10 16 15 18   86
Average                   92
Table 4. Spring 2016
1 Course No. 2 Instructor Name 3 No. of students enrolled 4 No. of students with “W” 5 No. of students successful of SLO 1 5 No. of students successful of SLO 2 5 No. of students successful of SLO 3 5 No. of students successful of SLO 4 5 No. of students successful of SLO 5 5 No. of students successful of SLO 6 Percentage required CLOs
ESL 092 Jovita Masiwemai 9 0 8 8 8 8     89%
Assessment of program student learning outcomes

PSLO Assessment Report Summary- Fall 2014-Spring 2015

What we looked at:
The ACE assessment focused on PSLO 1,3 and 4. Listed below are the results for the PSLOs.
What we found:
PSLO 1:

  • 75% of the students achieved at least a 70% on the ACE math exit exam and 73% of the students were successful on the English reading and writing exam. Students had to score at 10th grade reading level and 40 points on the essay for Fall 2014.
  • 88% of the students achieved at least a 70% on the ACE math exit exam and 100% of the students were successful on the English reading and writing exam. Students had to score at 10th grade reading level and 40 points on the essay for Spring 2015

PSLO 3:

  • 82% of the students were able to demonstrate critical thinking skills by writing an essay based on a series of readings on one topic. 75% of the students were able to solve real world math problems using critical thinking skills for Fall 2014.
  • 100% of the students were able to demonstrate critical thinking skills by writing an essay based on a series of readings on one topic. 88% of the students were able to solve real world math problems using critical thinking skills.
  • 93 out of 107 (87%) students were able to demonstrate fluency through their smooth delivery during their performance.

PSLO 4:

  • The average completion rate is 79% in 100 level courses in English and 100% in 100 level course in Math for Fall 2014
  • The average completion rate is 100% in 100 level courses in English and 33% in 100 level course in Math Spring 2015

Former ACE students performance in higher English and Math courses in Yap campus for Fall 2014

Table 1
ACE COURSES (1) Number of former ACE students enrolled in Fall 2014 under 100 level English /Math courses . (3) Number of students passed (4) Percentage (5) Number of students Failed (6) Percentage
ESL 92 A
  • EN 120 A- 3
  • EN 120 B- 4
  • EN 110-7
  • 0
  • 4
  • 4
  • 0
  • 100%
  • 57%
  • 3
  • 0
  • 3
  • 100%
  • 0
  • 43%
MS 92A 6 6 100% 0 0%

Former ACE students performance in higher English and Math courses in Yap campus, for Spring 2015

Table 2
ACE COURSES (1) Number of former ACE students enrolled in Fall 2014 under 100 level English /Math courses . (3) Number of students passed (4) Percentage (5) Number of students Failed (6) Percentage
ESL 92 A
  • EN 120 A- 3
  • EN 120 B- 2
  • EN 110-1
  • 3
  • 2
  • 1
  • 100%
  • 100%
  • 100%
  • 0
  • 0
  • 0
  • 0
  • 0
  • 0
MS 92A MS 100 - 6 2 33% 4 67%

 

What we are planning to work on:
  • Improve tutoring opportunities so students will expand critical thinking skills and learn strategies for English reading, writing and math.
  • Identify at risk students one week into the six-week session for early intervention.
  • Include more real life experiences in the classroom activities
  • Provide targeted advising for ACE students transitioning to college level courses.
  • .
Recommendations for students:
  • Attend class and complete assignments without instructor intervention. Be responsible for your own learning.
  • Communicate course concerns with their instructor or ask basic questions.
  • Understand the necessity of a good math foundation before they begin the program.
  • Read a variety of materials and read everyday.
  • .
  • Follow written and oral directions.
  • Write for a variety of reasons and write everyday.
  • Eat breakfast and lunch. A full stomach helps keep you focused on schoolwork.
  • Never give up. Learn from your mistakes and you will go a long way.

 

PSLO Assessment Report Summary Fall 2015-Spring 2016
What we looked at:
The ACE assessment focused on PSLO 1,3 and 4. Listed below are the results for the PSLOs.

What we found:
PSLO 1:
  • 89% (16/18) of the students were successful on the ACE 2 math exit exam and 94% (17/18) of the students were successful on the English reading and writing exam for ACE 2 English. Students had to score at 10th grade reading level and 40 points on the essay (Fall 2015).
  • No ACE Math was offered last Spring 2016. 89% (8/9) of the students were successful on the English reading and writing exam in ACE 2 English . Students had to score at 10th grade reading level and 40 points on the essay

PSLO 3:

  • 94% or (17/18) of the students were able to demonstrate critical thinking skills by writing an essay based on a series of readings on one topic for ACE 2 English. 89% (16/18) of the students were able to solve real world math problems using critical thinking skills for ACE 2 Math (Fall 2015).
  • No ACE Math was offered last Spring 2016. 89% or (8/9) of the students were able to demonstrate critical thinking skills by writing an essay based on a series of readings on one topic for ACE 2 Math.

PSLO 4:

  • The average completion rate is 92% for both ACE 2 Math and ACE 2 English courses (Fall 2015)
  • The average completion rate for ACE 2 English is 89% (Spring 2016)

Former ACE students performance in higher English and Math courses in Yap campus

Table 1
ACE COURSES (1) Number of former ACE students enrolled in Fall 2015 under 100 level English /Math courses . (3) Number of students passed (4) Percentage (5) Number of students Failed (6) Percentage
ESL 92 A
  • EN 120 A- 4
  • EN 120 B- 1
  • EN 110-3
  • 3
  • 1
  • 3
  • 75%
  • 100%
  • 100%
  • 1
  • 0
  • 0
  • 25%
  • 0%
  • 0%
MS 92A MS 100 - 2 1 50% 1 50%
Total 10 8 80% 2 20%
Table 2
ACE COURSES (1) Number of former ACE students enrolled in Fall 2016 under 100 level English /Math courses . (3) Number of students passed (4) Percentage (5) Number of students Failed (6) Percentage
ESL 92 A
  • EN 120 A- 1
  • EN 120 B- None
  • EN 110-3
  • 1
  • 3
  • 100%
  • 100%
  • 0
  • 0
  • 0%
MS 92A MS 100 -15 14 93% 1 7%
Total 19 18 95% 1 5%

What we are planning to work on:

  • Improve tutoring services and include more real-life activities in teaching the course for ACE Math.
  • In Reading: we need to strengthen their reading comprehension ( very weak)
    A. Context: skills include context clues
    B. Relationships” time order, spatial, cause and effects, contrast, comparison, patterns
    C. Inferences/drawing conclusion/ making predictions
    D. Structure: words skills: prefixes/suffixes/ analogies/synonyms, homonyms, antonyms, etc.
    E. Identifying and writing main ideas
  • In writing: we need to work on students’ command of the English language:
    A. easily confused words: then/than, whether/weather, etc.
    B. vocabulary comprehension usage
    C. sentence/word diction

Recommendations for students:

  • Maintain a positive attitude to keep up in mathematics courses. Never give up and have self-discipline. Organize your time (schedule) in studying and attend class regularly. Ask for a tutor or ask help in solving problems from the instructors. (For ACE Math).
  • Visit the library and have them read(books, newspaper, magazines) and tutor them how to write summary reports from their reading (ACE English)
  • Have them visit the regular tutors for additional help in their essay organization/grammar (ACE English)
  • Master MLA formatting (ACE English) by asking the help of the instructor and apply in doing a research on a particular topic.
Program enrollment (historical enrollment patterns, student credits by major)

Table 1A. Enrollment patterns by major

Term

Number of Enrolled students (Yap) Both ACE Math and ACE English Overall number of students enrolled (Chuuk,Pohnpei and Yap) Percentage (%)
Fall 2014 32    
Spring 2015 17    
Fall 2015 40    
Spring 2016 9    
Average 24.5    

Table 1B. Enrollment of the program as compared to the total enrollment of Yap campus

Term

Number of Enrolled students (Yap) Yap Campus enrollment Percentage (%)
Fall 2014 32 188 17
Spring 2015 17 191 9
Fall 2015 40 183 22
Spring 2016 9 162 6
Average 24.5 181 13.5%

Table 2 Credits by major

Term

Number of Credits of Enrolled students (Yap) Overall number of credits enrolled (Chuuk,Pohnpei and Yap) Percentage (%)
Fall 2014      
Spring 2015      
Fall 2015      
Spring 2016      
Average      

 

Average class size

Table 1 Average class size ACE English

Term 1 Section 2 Enroll/Max 3 Enrollment 4 Enroll/Ratio (3/2) 5 Average Class Size 3/1)
Fall 2014 1 22 22 100 22
Spring 2015 1 20 9 45 9
Fall 2015 1 22 22 100 22
Spring 2016 1 20 9 45 20
Average         18

Table 2 Average class size ACE Math

Term 1 Section 2 Enroll/Max 3 Enrollment 4 Enroll/Ratio (3/2) 5 Average Class Size 3/1)
Fall 2014 1 20 10 50 10
Spring 2015 1 20 8 40 8
Fall 2015 1 20 18 90 20
Spring 2016          
Average         13

* Average class size for ACE English is 18 and for ACE Math is 13.

 

Course completion rate

Table 1. Fall 2014 Completion Rate per Course

1 Course No. 2 Instructor Name 3 No. of students enrolled 4 No. of students with “W” 5 Number of students with a grade of F 6 Number of students completed the course 7 Completion rate (6/3)

ESL 091a

Jovita Masiwemai

9

0

3

6

67

ESL 091b

Jovita Masiwemai

3

0

0

3

100

ESL 092a

Jovita Masiwemai

10

0

0

10

100

Total/Average rate

     

13.6%

 

89

MS 091

Rhoda Velasquez

None

       

MS 092

Rhoda Velasquez

10

0

0

10

100

Total/Average Rate

         

100

Table 2. Spring 2015 Completion Rate per Course

1 Course No. 2 Instructor Name 3 No. of students enrolled 4 No. of students with “W” 5 Number of students with a grade of F 6 Number of students completed the course 7 Completion rate (6/3)

ESL 091a

Jovita Masiwemai          

ESL 092a

Jovita Masiwemai

9

0

0

9

100

Total/Average rate

 

         

100

MS 091

Rhoda Velasquez          

MS 092a

Rhoda Velasquez

8

0

1

7

88

Total/Average Rate

     

12.5%

 

88

Table 3. Fall 2015 Completion Rate per Course

1 Course No. 2 Instructor Name 3 No. of students enrolled 4 No. of students with “W” 5 Number of students with a grade of F 6 Number of students completed the course 7 Completion rate (6/3)

ESL 091a

Jovita Masiwemai          

ESL 091b

Jovita Masiwemai          

ESL 092a

Jovita Masiwemai

22

0

1

21

96

Total/Average rate

     

4.5%

 

96

MS 091

Rhoda Velasquez          

MS 092

Rhoda Velasquez

18

0

1

17

94

Total/Average Rate

     

5.55%

 

94

Table 5. Spring 2016 Completion Rate per Course

1 Course No. 2 Instructor Name 3 No. of students enrolled 4 No. of students with “W” 5 Number of students with a grade of F 6 Number of students completed the course 7 Completion rate (6/3)

ESL 091a

Jovita Masiwemai          

ESL 091b

Jovita Masiwemai          

ESL 092a

Jovita Masiwemai

9

0

1

8

89

Total/Average rate

     

11.1%

 

89

MS 091

Rhoda Velasquez          

MS 092a

Rhoda Velasquez          

Total/Average Rate

         

None

 

  • For ACE ENGLISH- Rate of students with W- 0%; Rate of students with a grade of F- 9.7%; General completion rate- 94%.
  • For ACE MATH- Rate of students with W- 0%; Rate of students with a grade of F- 9%; General completion rate- 94%.
Student persistence rate (semester to semester) Not Applicable
Student retention rate (Fall-to-Fall for two-year programs; Fall-to-Spring for one-year programs) Not Applicable  
Success rates on licensing or certification exams (CTE, TP, Nursing, etc) Not Applicable
Graduation rate based on yearly number Not Applicable
Students seat cost At the present tuition rate of $105 per credit the total seat cost per student completing this program is $1680. The table below shows detailed information.
Classes Credits CPC CPS
ESL 091 4 $105 420
ESL 092 4 $150 420
MS 091 4 4150 420
MS 092 4 4150 420
TOTAL 16   1680

CPC- Cost Per Credit; CPS- Cost Per Student

Cost of duplicate or redundant courses, programs or services Not Applicable
Students’ satisfaction rate A survey was conducted on teachers behaviors for each class at the end of every semester. There were 10 items in the survey and students were asked to rate each class according to these items on a scale of 1 to 5; 1 being never , 2 is rarely, 3 as sometimes, 4 is usually and 5 being always.

The following are the items used in the survey

1 Overall, this instructor was effective.
2 The instructor welcomed and encouraged questions and comments.
3 The instructor presented the course content clearly.
4 The instructor emphasized the major points and concept.
5 The instructor was always well prepared.
6 The instructor made sure that the students were aware of the Student Learning Outcomes (SLOs) for the course.
7 The instructor gave clear directions and explained activities or assignments that emphasized the course SLOs.
8 The instructor planned class time and assignments that encouraged problem solving and critical thinking.
9 The instructor demonstrated thorough knowledge of the subject.
10 I received feedback on assignments/quizzes/exams in time to prepare for the next assignment/quiz/exam.

Students’ Satisfaction Survey Results(Weighted Means) Legend:
N-Number of students; AWM Average Weighted Mean; D – Descriptive Equivalent; U- Usually; A- Always

The table below shows detailed information on the students’ satisfaction survey during Fall 2014.

MS 92 Rhoda Velasquez 10 4 4.7 4.4 4.4 4.8 4.4 4.6 4.7 4.7 4.7 4.5 A
ESL 92A Jovita Masiwemai 14 4.79 4.86 4.93 4.93 4.79 4.71 4.93 4.86 4.86 4.93 4.86 A
MS 92 Rhoda Velasquez 11 4.73 5 4.73 4.82 4.91 5 4.64 4.82 4.91 4.64 4.82 A

Spring 2015

1 2 3 4 5 6 7 8 9 10 WM
ESL 91 A Jovita Masiwemai 14 4.1 4.4 4.9 4.6 4.6 4.4 4.7 4.4 4.5 4.6 4.5 A
ESL 91B Jovita Masiwemai 14 4.1 4.4 4.9 4.6 4.6 4.4 4.7 4.4 4.5 4.6 4.5 A
ESL 92A Jovita Masiwemai 12 4 4.7 4.9 4.8 4.7 4.8 5 4.4 4.9 4.7 4.67 A

Fall 2015

Jovita Masiwemai ACE 92A 6 5 5 5 5 4.7 5 5 5 5 5 5 A
Rhoda Velasquez MS 92A 5 5 5 4.8 5 5 5 5 5 5 5 4.98 A

*Average general weighted mean- 4.10 which means “Always”

Alumni data Not Applicable
Employment data and employer feedback (employer survey) Not Applicable
Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC) Not Available
Transfer rate Not Available
Analysis

Findings

This section provides discussion of information discovered as a result of the evaluation such as problems or concerns with the program and what part of the program is working well and meeting expectation.

1. 75% of the students achieved at least a 70% on the ACE math exit exam and 73% of the students were successful on the English reading and writing exam. Students had to score at 10th grade reading level and 40 points on the essay for Fall 2014.
2. 88% of the students achieved at least a 70% on the ACE math exit exam and 100% of the students were successful on the English reading and writing exam. Students had to score at 10th grade reading level and 40 points on the essay for Spring 2015
3. 82% of the students were able to demonstrate critical thinking skills by writing an essay based on a series of readings on one topic. 75% of the students were able to solve real world math problems using critical thinking skills for Fall 2014.
4. 100% of the students were able to demonstrate critical thinking skills by writing an essay based on a series of readings on one topic. 88% of the students were able to solve real world math problems using critical thinking skills.
5. The average completion rate is 79% in 100 level courses in English and 100% in 100 level course in Math for Fall 2014
6. The average completion rate is 100% in 100 level courses in English and 33% in 100 level course in Math Spring 2015
7. Course Level Assessment were completed during Fall 2014, Spring 2015, and Fall 2015, and Spring 2016.
8. 5 out of 9 ACE classes had less than 10 students.
9. Average class size for ACE English is 18 and for ACE Math is 13.
10. For ACE ENGLISH- Rate of students with W- 0%; Rate of students with a grade of F- 9.7%; General completion rate- 94%.
11. For ACE MATH- Rate of students with W- 0%; Rate of students with a grade of F- 9%; General completion rate- 94%.
12. Average general weighted mean- 4.10 or “Always” for the student evaluation for Instructors.

Recommendations

This section provides recommendations from the program on what to do to improve or enhance the quality of program and course learning outcomes as well as program goals and objectives. This section should also include suggestions that describe how the program might be able to create opportunities for a better program in the future. Some examples are exploring alternate delivery mechanisms, forming external partnerships, or realigning with other programs.

1. Recommendations from the Course Level Assessments:

For ACE English

Reading English Lab and either the Study Skills part should be a different class, or have another teacher to teach that class every Friday. The name of this Study Skills class should not be Study Skills, but something similar to that nature. College life or making It in College or Being Successful in College. I think the word study scares the students. The reason for making this separate is that our students are very limited in the English language most especially the students from the Neighboring Islands schools and there is just not enough time to do that with the pressure of the intensive reading vocabulary and writing classes. In addition, having another teacher to teach this class is a break from the monotony of the regular teacher.

Unit Assessment Report

Report Period: 2013-2014

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