University of Hawai‘i, Board of Regents, 2444 Dole Street, Bachman 209, Honolulu, HI 96822 Telephone No. (808) 956-8213; Fax No. (808) 956-5156

Accommodation required by law for Persons with Disabilities requires at least (5) five days prior notice to the board office at 956-8213 or bor@hawaii.edu.

Notice of Meeting

UNIVERSITY OF HAWAI‘I

BOARD OF REGENTS COMMITTEE ON ACADEMIC AND STUDENT AFFAIRS

Date: Thursday, October 6, 2016 Time: 10:30 a.m. Place: University of Hawaiʻi at Mānoa Information Technology Building 1st Floor Conference Room 105A/B 2520 Correa Road

Honolulu, Hawai‘i 96822

AGENDA I. Call Meeting to Order

Committee members: Regents Putnam (Chair), Wilson (Vice-Chair), Acoba, Bal, Higa, Portnoy, and Tagorda

II. Approval of Minutes of the August 4, 2016 Meeting III. Public Comment Period for Agenda Items: All written testimony on agenda

items received after posting of this agenda and up to 24 hours in advance of the meeting will be distributed to the board. Late testimony on agenda items will be distributed to the board within 24 hours of receipt. Registration for oral testimony on agenda items will be provided at the meeting location 15 minutes prior to the meeting and closed once the meeting begins. Written testimony may be submitted via US mail, email at bor@hawaii.edu, or facsimile at 956-5156. Oral testimony is limited to three (3) minutes.

IV. Agenda Items

A. For Information:

1. Engaging with student leaders 2. Committee Year in Review July 2015 – June 2016 3. Briefing on Dual Credit Programs Report and Plan 4. Discussion on questions and concerns regarding comprehensive

system-wide enrollment management plan 5. Discussion on questions and concerns regarding strategic distance

learning program 6. Committee goals and objectives July 2016 – June 2017

V. Adjournment

IV.A.1. Engaging with student leaders

NO MATERIALS

COMMITTEE ON ACADEMIC AND STUDENT AFFAIRSWORK PERFORMED JULY 2015 — JUNE 2016

Board action at the July 16, 2015 meeting created the committee as an amalgamationof the charges assigned to three previous committees: Academic Affairs, CommunityColleges, and Student Affairs. The Committee on Academic and Student Affairs metseven times during the year.

PROGRAM ACTIONS (Dates for Committee and Board actions)

Established Status for Provisional Programs

• PhD in Hawaiian and Indigenous Language and Culture Revitalization, UH Hilo(10/1, 10115)

• Bachelor of Business Administration in Accounting, UH Hilo (3/9, 3124)• Master of Arts in Teaching, UH Hilo (3/9, 3124)

• Bachelor of Science in Marine Biology, UH Manoa (3/24, 4121)• Associate in Science in Veterinary Technology, Windward CC (3/24, 4/21)

Provisional Status for New Programs

• Advanced Professional Certificate in Hospitality Operational Management,Kapiolani CC (10/1, 10115)

• Associate in Science in Creative Media, Hawaii CC, Kauai CC, Maui College(5/18, 6/2)

• Doctor of Juridical Science, UH Manoa (5/18, 6/2)

Reports Reviewed

• Program Actions AY2014/2015 (11/5)

• Programs with Small Numbers of Graduates (11/5)Committee requested that updates show previously listed programs nolonger below threshold as well as programs newly falling below threshold.

POLICY CHANGES

5.201 Instructional Programs

• Revise lll.B.1. to extend length of time for certificates and associate degrees(1/14, 1128)

• Revise lIl.E “Review of Established Programs” to add stipulations that programswith low numbers of graduates will undergo campus level review and that therewill be an annual report on these reviews, and clarify that the President hasauthority to terminate programs at any time (3/24, 4121)

Hawaii Graduation Initiative

Report on Complete College America Conference (11/5)UH is on track in the strategic priorities identified by this alliance of states:performance funding, co-requisite remediation, closing attainment gaps,fifteen credits per term, structured schedules and guided pathways. Inseveral areas, UH is perceived nationally as a leader and other institutionsare emulating our work.

STAR update (1/14)

• demonstration of guided pathway registration; pilot at Honolulu CC for fall2016; implementation systemwide in spring 2017

• additional work underway: optimizing course sequencing for degreecompletion; class scheduling to increase student velocity, and efficiency inuse of facilities and personnel; shifting academic advising from courseselection to career counseling

Workforce Development Plan (3/9)

• demonstration of a comprehensive online information system supportingstudent career planning and administrative decision making

o projection of current and future employment opportunitieso alignment of skill-sets with degree pathso identification of gaps between areas of need and UH programs

(content and shortfalls)o plan for programs responsive to student demand

• work in process: completion of sector maps and filters, vetting withconstituencies (e.g. DLIR, DOE, Business Roundtable, Chamber ofCommerce), integration into STAR, analysis for management information

Dual Credit Programs &Early Outcomes in Hawai’i

Stephen Schatz, Deputy SuperintendentHawaii Department of Education &

Karen Lee, Executive DirectorHawaii P-20 Partnerships for Education

Board of Regents, Academic and Student Affairs CommitteeThursday, October 6, 2016

HAWAI9 P-20Parmb Eduon

SpaskTran4n. EjtteL

1

What are Dual Credit Programs?

___

Accelerated Learning Options

Dual Credit Programs

Early College

EC DEFINITION:

- Offered on highschool campus

- Can be part ofschool day, alterschool, or duringsummer

- Often continuous(rather than one-off)

- Part of a cohesiveprogram that offersacademic and otherstudent support

GradeTransition

Cou rsework

(12th GRADE TR CRSDEFINITION:

- Math coursepiloted at 4 DOEhigh schools in SY2015-16

- Designed forseniors who arenot cottege ready(i.e. received a 2on the SmarterBalancedAssessment) toparticipate induring senior yearto prepare forcollege level math

_

2]

4HAWAI’I P-20Pam.&4r Educacon

SpkTm.

AdvancedPlacement!International

Baccalaureate

rAP/lB DEFINITION:

RunningStart

- Offered on highschool campus

- Part of school day

- Taught by highschool teachers

Jump Start(CTE)

RS DEFINITION:

- Offered oncollege campus

- Individual highschool students(grades 9-12)taking a collegelevel course alongwith collegestudents

JS DEFINITION:

- Offered oncollege campus

- Individual highschool seniorstaking collegecourses towards aCTE programrequirement

- Full-time

I

Revised 08/03/1 6

J2t GRADE TR CRSDEFINITION:

- Math coursepiloted at 4 DOEhigh schools in SY2015-16

- Designed forseniors who arenot college ready(i.e. received a 2on the SmarterBalancedAssessment) toparticipate induring senior yearto prepare forcollege level math

4HAWAII P-20

SpOIkTrQnSIhtm. ExceL

What are Dual Credit Programs?

Accelerated Learning OptionsAdvancedPlacement!International

BaccalaureateRunning

StartAP/IB DEFINITION:

- Offered on highschool campus

- Part of school day

- Taught by highschool teachers

Early College

j2thi GradeTransition

Coursework

Jump Start(CTE)

RS DEFINITION: EC DEFINITION:

- Offered on - Offered on highcollege campus school campus

r

JS DEFINITION:

- Offered oncollege campus

- Individual highschool students(grades 9-12)taking a collegelevel course alongwith collegestudents

- Can be part ofschool day, afterschool, or duringsummer

- Individual highschool seniorstaking collegecourses towards aCTE programrequirement- Often continuous

(rather than one-off)

- Part of a cohesiveprogram that offersacademic and otherstudent support

- Full-time

Revised 08/03/16

Dual Credit Students: Increasing in Participation.

672728

4,HAWAII P-20Prm.*r Eduadon

Sporkrronsfotm. ExceL

6045% of Grads)

1,058(10% of Grads)

(6% of Grads)

880(8% of Grads)

(6% of Grads)

Class of 2011 Class of 2012 Class of 2013 Class of 2014 Class of 2015

4

Dual Credit High School Graduates: Enrolling in College atMuch Higher Rates

‘-

80% 81% 79% 81% Grads withDual Credit

53% 52% 52% 53% 53%Grads without

Dual Credit

Class of 2011 Class of 2012 Class of 2013 Class of 2014 Class of 2015

HAWAI’I P-20Paruw*krEducaDon

SporLT,in*rm.EJrA

5

No Dual Credit Dual CreditNot Economically Disadvantaged Graduates

Class of 2015 College Enrollment Rate

HAWAII P-20m.e,h* Educ*&iSpaikTmnsfoiin. ExcEL

Economically Disadvantaged Graduates with Dual Credits Go to College at Higher Rates

76%

85%

41%

61%

No Dual Credit Dual CreditEconomically Disadvantaged Graduates

6

Dual Credit Students: Remaining in CoNege

Economically Disadvantaged Graduates With Dual Credits Remain in College At Higher Rates

No Dual Credit Dual CreditNot Economically Disadvantaged Graduates

7

HAWAII P-20Part,frEduc

SporkT,ansfcm.E

84%

67%

80%

89%

No Dual Credit Dual CreditEconomically Disadvantaged Graduates

Class of 2014 One Year College Persistence Rate

12 high schools; had UH campus partners. 27 applied.

• Funded by HKL Castle Foundation and Hawai’i P-20/G EAR UPHawai’i; Waipahu HS funded by Mclnerny Foundation

• Provided technical assistance workshops

• Highlighted best practice in dual credit/early college

• Goals:— Increase number of students taking dual credit

— Increase number of credits offered to students

— Target underrepresented groups

• Made incredible gains, but also, even high schools who were notpicked for the grant offered early college credits

HAWAI’I P-20Pai**,r Education

SpTnsjm. EAd

• Began

• Picked

Spotlight on the Early College Initiative

in Fall 2014

8

Spotlight on Early College Students:

___

Increasing Participation

Number of public school students enrolled in EC classes increasedalmost 300% in two years

HAWAII P-20Parrn.rr£an

kTs,m,.ExceL

1,239

593

317

2013-14 2014-15 2015-16

9

60

40

20

0

201 5-1 6: Number of EC courses offered by UH campus

CAMPUS I # of EC classesLEE 42

HAW 30

HON 10

WOA 9

KAP 7

KAU 6

MAU 5

WIN 5

HIL 2

HAWAI’I P-20Parm.r*,r Educdon

SpciikTrinsnm ExceL

__

Spotlight on Early College Students:Strong Participation by UH Campuses

140

120

100

80

Number of EC classes offeredincreased over 300% in two years

116

63

26

13-14

Number of subjects offered doubledin two years

50

40

30

20 15

10

0

31

14-15 15-16 13-14 14-15 15-16

Most popular subjects:

ENG 100SP 151

ASTR 110IS 101PSY 100SOC 100HWST 100HIST 151

TOTAL10

HAWAII P-%0rçkrEon

SpwkTmnsàmi.Excet

Spotlight on Early College Students:

__

Closing Achievement Gaps Significantly ‘

____

-

p

College EnrollmentClasses of 2013, 2014, 2015

By Gender

84%

86%79%

80%

2013 2014

76%

S male S female

2015

By Soclo Economic Status

82% 26%

2013 2014 2015

• econ dis S not econ dis2013 2014 201511

Early College High School Graduates with Dual Credits Enroll in College at Higher Rates

All Graduates No Dual Credit Dual Credit

Early College High Schools included in this graph are: Farrington High School, Hilo High School, Koilua High School, Kaimuki HighSchool, Kapa’o High School, Koua’i High School, Kohola High School, Woi’onoe High School, Waidkea High School, Woipohu HighSchool 12

HAWAI’I P-20sktEduo

SpatkTiasfrnnEaL

Spotlight on Early College High Schools:Enrolling in College at Higher Rates

___

52%

46%1,411

1,042

Class of 2015 Early College High Schools

• State funding for sustainability and expansion— Hawai’i Dept. of Education Budget Request— UH Budget Request

• Continued grant funding• Documentation of best practices• Commitment by high schools and college campuses for dedicated

personnel

13

4

HAWAI’l P-20Partnerships for Education

SprnkTmnsfo,m. Ecet

Dual credit programs provide high school students with the opportunity to takecollege-level courses with the intent to earn both high school and college credits.

DUAL CREDIT OPTIONS

TIM ELI NE

Early College became the newestdual credit program in Hawai’i.Currently more than 30 high schoolsand charter schools offer EarlyCollege classes on their campus.

2014

_________

The Early College High SchoolProgram grant began to assist 12selected high schools to implementthe Early College High SchoolProgram.

ISAAC CERANO, Waipahu High School

Isaac Cerano is a sophomore atWaipahu High School who takes part in the school’s Olympian program which helpshim stay on track to receive his associate’s degree by the time he graduates from high school. If he maintains his currentpace, he will earn sixty-two college credits, and his AA, by the end of his senior year. Describing his experience incollege courses he states, “It was enjoyable. People say in college the teachers are strict but they actually do (care)and it’s pretty cool being able to see the college experience.” In addition to the academic benefits, Isaac’s mother,Sabrina Phelps. also fully understands the financial benefits of these programs: “It will be easier for me financially in the future

with (his) college.We are all in college debt and I know personally how it can just run you into a debt hole. I don’t want him to start life in that heavy debt”

IMPACT OF DUAL CREDIT PROGRAMS

National data suggest that high school students with dual creditsdemonstrate the following characteristics;

• More likely to meet college-readiness benchmarks

• More likely to enter college, and enter shortly after high school graduation

• Higher persistence rate into second year of college

• Higher four- and six-year college completion rates

• Shorter average time to bachelor’s degree completion for those completing in

six years or less.

In Hawai’i, dual credit students also demonstrate similar characteristics:

• Higher college enrollment rates

• More likely to enroll in college in the fall term immediately following highschool graduation

• More likely to enroll at a 4-year institution

• Higher persistence rate into second year of college

Class of 2011 Class of 2012 Class of 2013 Class of 2014 Class of 2015

More Hawai’i High School Graduates Earn Dual Credit EachYear

Class of 2011 2012 2013 2014 2015

Number ofGraduates with Dual 604Credits

Percentage of

Graduates with Dual 5%Credits

Issue Brief

__

Outcomes of Dual Credit Participants in Hawai1-_rnber

RUNNING START EARLY COLLEGE• Available to students in grades 9-12 Available to students in grades 9-12

Individual high school students take • Students take college-level coursescollege-level courses at a University at their high school campusof Hawai’i campus along with college along with other high schoolstudents students

JUMP START

Available to 12th grade students atselect high schools who takecollege courses towards a careentechnical education program atselect University of Hawaiicampuses

2001

_________

Running Start, a partnership programbetween the Hawai’i State Departmentof Education and the University ofHawai’i, began offering dual creditcourses to high school students.

2011

_______

2012

Jump Start began in fourhigh schools on Oahu.

Hawai’i High School Graduates with Dual CreditsEnroll in College at Much Higher Rates

Students WithDual Credit

80% 81% 79% 81%

53% 52% 52% 53% 53%

Students WithoutDual Credit

672 728 880 1,058

6% 6% 8% 10%

FUNDJNG

HAWAI’I’S DUAL CREDIT FUNDING SOURCES

Federalgrant

Private or

J.1 Community

WeightedStudentFormula

Student

Farnily

• Hawaii is one of nine states in the country where the

main, consistent source of tuition and fees for dual

credit opportunities is students and families.

• Currently, most Running Start scholarships and Early

College programs are funded by federal grants and

private sources; this has allowed many students to

successfully complete college courses free of charge.

• However not all dual credit students or schools in

Hawaii have access to these types of funds, and nearly

all funding will end in the next 1-2 years.

CLOSING THE ACHIEVEMENT GAP

Early results demonstrate that Hawai’i’s dual credit participants, particularly economically disadvantaged students, enroll and persist in

college at higher rates.

Economically Disadvantaged Graduates with

Dual Credits Go to College at Higher Rates

Economically Disadvantaged Graduates with

Dual Credits Remain in College at Higher Rates

Class of 2015 College Enrollment Rate Class of 2014 OneYear College Persistence Rate

No Dual Credit Dual Credit No Dual Credit Dual Credit

Economically Disadvantaged Not Economically Disadvantaged

No Dual Credit Dual Credit No Dual Credit Dual Credit

Economically Disadvantaged Not Economically Disadvantaged

SPOTLIGHT

EARLY COLLEGE HIGH SCHOOLSThe national Early College High School model provides students who are underrepresented in higher education (e.g. economicallydisadvantaged, first generation) with the ability to earn high school and college credits simultaneously by taking college courses on theirhigh school campus.

Around 2012, a few Hawai’i high schools began to offer college courses on their campuses to provide dual credit opportunities forstudents who faced financial, timing and transportation difficulties getting to a college campus. In 2014, Hawai’i P-20 Partnerships forEducation,funded by the Harold K.L. Castle Foundation and GEAR UP Hawai’i, launched the Early College High School Program byfunding Early College courses for three years in 12 high schools across the state.These schools recruited underrepresented students, whodid not necessarily consider attending college, for program participation—with the goal of students earning six or more college credits bytheir high school graduation. Both organizations are investing more than $1.3 million into the initiative, and some of the schools have alsoreceived funds from other sources to support their programs. In Years I and 2 of the program, 74 Early College courses were offered,serving more than 970 students. Since then, at least 12-15 additional high schools have begun to offer Early College courses throughvarious funding sources as well.

Data from Class of 2015 high school graduates show promising results from these Early College efforts in students’ college enrollmentrates, especially in narrowing the gap between economically and non-economically disadvantaged students.

Early College Program Narrows the College Gap for

Economically Disadvantaged Graduates

Class of 2015 College Enrollment Rate

84%

72% I

61%

440/ II 41%

iii ILatewlde No Dual Credit Other Dual Credi Fa ly College

• Not Economically Disad antaged • Economically Disad antaged

___________

LEILANI CHELLIAH, Kaimuki High School

Leilani, the daughter of immigrants who also holds a part-time job, will be the first in her mily to earn college credits inAmerica. She has already accumulated eighteen college credits helping her reach her goal of becoming a pharmacist.Leilani was the first freshman at Kaimuki High School to take an Early College course: “I didn’t know what a college class waslike and I was scared to try new things.” However, with the support of her AVID teacher, classmates, and counselors atKapi’olani Community College, she earned an A in that course and is on track to graduate with thirty college credits. Shedescribes her experience as “amazing because it shows I can do more and it’s given me more confidence to pushpast what I thought was my potential, and it also gave me skills that I can use in the future.”

BRANDY ALLEN, Waiakea High School Parent

( ‘ Brandy takes no job more seriously than being a parent. She wants what is best for her children so enrolling herdaughter in Early College courses was an easy decision: “It’s a once in a lifetime chance of her getting a degree.This is the best program; it’s a blessing.” She has seen her daughter grow from being nervous about the courses tobeing confident ‘This is going to help her when she enrolls in college. She has grown so much. She’s more focused and takesmore time with assignments. She takes more initiative; she’s become much more mature.” She also appreciates the savings:“(We) saved time and money. I know money is important for everyone and this was free, and they paid for books.”

3

DUAL CREDIT BENEFITSNationally, dual credit opportunities generate a multitude of potential benefits for students, institutions, and the state.

STUDENTSBenefits for students include:

• college-level academic preparedness

• exposure to college

• shorter time to degree

• reduced cost of degree

• increased access to courses not availableat the high schools

INSTITUTIONSBenefits for higher education include:

• targeted student recruitmentopportunities

• greater rates of college persistence andcompletion

Benefits for K-l2 education include:

• increased high school graduation rates

• more high school students likely to becollege ready

STATEBenefits for the state include:

• higher incomes resulting in higher taxrevenues

• highly skilled workforce to maintaineconomic competitiveness

• fewer demands on social services

• improved health

• increased civic engagement

Christian aspires to earn a degree in

medicine which will make him the first

person in his family to receive an advanced

degree. He also aspires to graduate from

high school with at least forty college

credits: “I started high school and didn’t

know what to do;l realized I had to

change and that’s when I started doing

Early College and now I’m on my way

to becoming valedictorian.” He admits

that Early College is much more than

just learning content. “It taught me time

management, how to speak up, and to care

about what people say back. It taught me

things that can help me in the future.” Before

Early College, he did not want to attend

college because it seemed out of reach.

Now, with less of a burden of cost, he

doesn’t “have to worry about getting into

college” and can instead focus on what it will

take to finish his degree.

Windward Community College (WCC) is

committed to dual credit programs because

it is not only a national best practice, but it

also has a strong local impact. As dual credit

programs have been implemented,WCC

has been able to focus on the strengths

of local high schools, to grow community

partnerships, and to promote student

development and success that benefit the

entire community. As Vice Chancellor

for Academic Affairs, Ardis Eschenberg

explains, ‘We have seen impacts at the

individual level, where successful course

completion is high, and at the macro

level, where high school college going

rates have improved. Most importantly,WCC

has increased college access and success in the

community for not only individual students but

also for large peer networks and their families”

At first glance, Sean seems to be the typical

teenager. What isn’t so typical, though, is

that he plans to graduate with forty-two

college credits.Though he admits to the

challenges he has faced being part of Early

College, he has used available resources

to push himself further than he thought

possible all because “One of my main

goals in life is to get into college; I want to

be a structural engineer.” He realizes the

advantages he will have by completing

college coursework before graduating high

school: “It puts me a step ahead of other

people. People are going to be fighting

for scholarships and for jobs and this

program puts me a step above so I can

be the one to get that scholarship or I

can be the one to get that job first.”

CHRISTIAN

ILDEFONSO

Farrington High

School Junior

ARDIS

ESCHENBERG

Vice Chancellor for

Academic Affairs,

Windward

Community

College

SEAN ICARI

Waiãkea High

School Junior

4)HAWAIi P-20Partnerships r Education

Spark Transform. Eoc,L

Citations for this brief are available at our website: http:/Jwww.p20hawaii.org/resources/dual-credit-issue-brief/

For more information • phone: (808) 956-3879 • website:www.p20hawaii.org

Hawai’i

dx?DaeXthangePm

Item IV.A.4.

Materials – HGI Brochure

Additional

Materials Pending

HAWAI’I GRADUATION INITIATIVEThe Hawai’i Graduation Initiative (HGI) focuses on increasing the number of college

graduates within the state. HGI strategies support college going and on-time graduation

and align with Hawaii P-20’s 55 by ‘25 statewide goal of having 55% of working age

adults hold a two- or four-year college degree by the year 2025 (www.55by25.org). HGI

is one of four UH Strategic Directions which guides the university’s priorities through the

year 2021 (www.hawaii.edu/strategicdirections/).

UNIVERSITYof HAWAI’I®

SYSTEM

UH has increased the

number of graduates by

39% since 2008, from

7,996 to 11,104 in 2015.1

UH Degrees & Certificates of Achievement Earned

12,000 11,27811 104

10,0007,O8,291

8,000

6,000

2008 2009 2010 2011 2012 2013 2014 2015

EARLYCOLLEGECREDIT

HGI STRATEGIES I

“TAKING THE RIGHT 15”More than 1,600 highschool students are takingcollege credit courseswhich offers students aheadstart and increasestheir chances of on-timegraduation.www.staradverfi5er.com/hawaii-news/students-get-head-start-on-college!

https://www.hawaü.edu/dualcredit/

15CREDITS THAT COUNT

GPS (Guided PathwaysSystem) providesstudents with the rightsequence of classesat the right time tograduate on-time.

CO-REQUISITE REMEDIATION

https:llwww.star.hawaii.edu

REVERSE CREDIT TRANSFERPROGRAM

flStudents who are not college-ready areable to take remedial and college-levelcourses concurrently which reduces theirtime to degree and saves them money.wwwcompletecollege.org/docs/CCA%2OCo-Req%20Model%20-%2OTransform%2ORemediation%2Ofor%20Chicago%2Ofinal(1).pdf

UH has awarded over 2,200 associate degrees

to UH community college students whotransferred to UH four-year campuses beforeearning their associate degrees. Awardingthe associate degrees upon completion of

requirements ensures students receive credit

for the degrees they earned.

www.hawaii.edu/news/2016/O1!12/uh-leads-the-nation-with-reverse-transfer-program!

More information: http:llblog.hawaii.edu/hawaiigradinidadve/ September 2016

IflNtSH..Part of the Hawai’i Graduation Initiative

Just because you’re full-time doesn’t mean you’ll finish on-time.For a bachelor’s degree, For an associate degree,

I2 CREDITS — YEARS CREDITS — YEARSPER IN PER — INSEMESTER SCHOOL SEMESTER SCHOOL

CREDITS

— 4 YEARS CREDITS

— 2 YEARS

SEMESTER SCHOOL SEMESTER SCHOOL

15 to Finish was created in 2012 by UH to encourage students to take 15 credits per Semester Ot 30 credits a year tograduate on-time (i.e., in most cases, two years for an associate degree and four years for a bachelor’s degree). To date,Hawaii’s nationally recognized 15 to Finish campaign has been adopted by over 120 campuses in 23 states.

UH has nearly doubled the percentage of first-timefreshmen who enroll in 15 or more credits in their

1st semester since the start of the campaign.

15 to Finish Bookstores Partnership

HGI teamed up with the UH Bookstores to offer students whoearn at least 30 credits in their freshmen year an opportunity towin free textbooks in the following fall semester. Academic year2016-17 marks the fourth year of this 15 to Finish Bookstorespartnership.

Mitchell Moses saved $720 in textbookcosts. The architecture major was among 18UH students to win free textbooks.

“I was stoked, I was excited. I knew my bookswere going to cost a lot so I knew I was goingto save a lot of money,” Moses said.

“It’s tough but it is worth it because you’re graduating in fouryears, you don’t have to go to summer school, you’re just in-and-out. Four years.”

UH Mnoa undergraduate Rachel Blaire saved $550 intextbook costs.

“The first semester, I took 15 credits andI was comfortable with that. I actuallyenjoyed all of my classes so I thought,second semester, I would be okay. So Iupped it to 19.”

- “It was pretty exciting. I was really happy tofind out my textbooks were paid for because

this semester is supposed to be pretty hard...”

Cost of attendance’ $12,444Lost wages +$42,931Total $55,375

UH WEST OHU

COST OF EACH ADDITIONAL YEAR

Cost of attendance1 $8,732Lost wages +$42,931Total $51,663

www.15tofinish.com/data

Graduating on-time saves $.Cost of staying in school an additional year:

UH MANOA

COST OF EACH ADDITIONAL YEAR

UH HILO

COST OF EACH ADDITIONAL YEAR

Cost of attendance’ $9,353Lost wages +$42,931Total $52,284

UH COMMUNITY COLLEGES

COST OF EACH ADDITIONAL YEAR

Cost of attendance’2 $4,815Lost wages +$36,046

-A

Total $40,861

1 The Cost of attendance includes tuition, fees, books and supplies, andtransportation for resident full-time undergraduates who enrolled inFall 2015.

2 For the community colleges, the calculation is based on an average ofthe seven campuses.

More information: www.15tofinish.comwage data from Economic Modeling Specialists. Inc. (EMSI)

Item IV.A.5.

No Materials

Item IV.A.6.

Committee Goals & Objectives (7/16 – 6/17)

D*R*A*F*T for discussion

COMMITTEE ON ACADEMIC AND STUDENT AFFAIRSAGENDA ITEMS JULY 2016— JUNE 2017

Academic Programs and Facilities Master Plan

International Engagement

Comprehensive System Wide Enrollment Management Plan

Strategic Distance Learning Plan

Community College Accreditation

Report on Program Actions and Small Programs

Process and Templates for Program Action Requests

Action on New Provisional Programs and Programs with Established Status

Revision of RP 5.201 Instructional Programs

Review of Performance on HGI Metrics

Update on Ad Astra Pilot Program Findings and Expectations for Further Work

Update on Workforce Development Planning Tool

Review of Committee Charge

Committee Self-Evaluation AY1 5/16 — AY1 6/17

Update on Manoa Internal Academic Restructuring and Redesign