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The grades earned by all students registered for credit classes in six Hawaii community colleges during Fall 1980 were analyzed to determine student grade point averages (GPA's) by college program and the distribution of grades in courses offered by the colleges. This analysis revealed that: (1) the credits earned ratio was 71%; (2) this ratio was higher for vocational courses (74%) than for general education courses (69%); and (3) the ratios ranged from 66% in natural science courses to 81% in technology courses, and from 66% to 73% by campus. Of the grades assigned, 24% were A's, 25% were B's, 8% were W's, and 11% were N's. Only four of the six colleges assigned F grades, with the proportion of F grades assigned ranging from 2% to 16% by campus. The grade point average for the system as a whole was 2.69, compared to 2.76 in Fall 1979 and 2.84 in Fall 1976. For the second consecutive year, the GPA earned by vocational majors (2.70) was higher than that earned by liberal arts majors (2.66). The GPA for vocational majors ranged from 2.52 in hotel/food service programs to 2.95 in health services programs. Unclassified students continued to earn the highest GPA (2.87), probably due to the lighter credit load carried. The report includes tables illustrating grade point averages and grade distributions by college, curricular area, student major, and student educational objective for Fall 1976 through Fall 1980. (JP)

Registration data for students enrolled in regular credit classes at six Hawaii community colleges during Fall 1980 were examined to measure instructor workload in terms of class size, average semester hours taught, and the average hours in contact with students. Major findings reveal that, during Fall 1980, 19,359 students were enrolled in 2,837 classes and carried 8,206 student semester hours. Only 160 of the classes had enrollments of 10 students or less, and the average class size was 24. General education classes experienced higher average enrollments (25 students) than did vocational classes (23 students). Findings directly related to faculty workload reveal that 623.5 full-time equivalent (FTE) instructors taught an average of 13.2 semester hours and that the average number of student contact hours was 15.9. The average productivity ratio (number of student semester hours divided by FTE faculty) was 306 and the ratio of FTE faculty to FTE students was 1 to 20. The study report presents findings on a series of tables which compare findings by college with similar data collected annually since 1976 and break down 1980 findings for each college by program area. (JP)

In September 1981, a study was conducted to determine the number and proportion of students entering Kapiolani Community College in fall 1979 who: (1) attended only one semester (non-persisters); (2) attended two or three consecutive semesters, dropped out and never returned (stop-outs); (3) attended one or two semesters, dropped out, but again registered at KCC (in-outs); (4) attended all four semesters but had not graduated (persisters); and (5) graduated by the end of the fourth semester with a degree or certificate (graduates). The following personal and academic characteristics were used in the analysis: sex, age, marital status, high school and college background, new/transfer status, full-/part-time status, educational objective, major, grade point average (GPA), credit-completion ratio (CCR), financial aid, placement test scores, and academic status. The study revealed that of the fall 1979 entering group (N=2,005), 28% were non-persisters, 32% were stop-outs, 5% were in-outs, 29% were persisters, and 5% were graduates. Graduates were found in especially high proportions among candidates for certificates, students whose CCR's were 1.00, and students with GPA's of 3.0 to 3.4. Persisters were found in especially high proportions among students who completed 80% to 99% of the credits attempted and students with GPA's between 2.0 and 2.9. High proportions of non-persisters had no particular degree objective. Data tables and comparisons with a four-semester persistence study of fall 1975 entering students are provided. (AYC)

This document compiles two reports from the student flow project for Hawaii community colleges. The first contains a review of previously conducted employer follow-up studies in Hawaii and in other states, selected excerpts from employer survey instruments, and a proposal for an employer follow-up study of Hawaii community college graduates. The second contains the results of the subsequent study. Employers (n=172) of 217 graduates were contracted by means of a questionnaire and asked to evaluate the effectiveness of community college programs in preparing graduates for work, to suggest how the colleges might improve their programs, and to relate their priorities regarding the importance of skills, attitudes and knowledge in preparing students for employment. Data analysis indicated: (1) 78% of the employers felt the colleges to be doing a satisfactory or good job in preparing students for employment; (2) top priority in community college education for employment was given to inculcation of positive work attitudes and habits, and effective human relations; (3) concern for improvement in basic skills was expressed by approximately one-fourth of the employers; and (4) the personal attributes of graduates were given generally higher ratings by employers than were general occupational knowledge, basic skills, and judgement and creativity. Appended are the survey instrument and breakdowns of the survey data by campus and by program. (JDS)

This document is designed as a guidebook for faculty and administrators of the newly-established Regional Colleges of Burma. The Regional Colleges are three-year postsecondary institutions designed to train middle level technicians to help increase the production of goods and services needed in the Burmese economy. Concentrating on the Hawaii Community College system, the author reviews the process of developing new courses, curricula, and programs in community colleges in the United States and proposes methods of adapting this process to the Regional Colleges. A detailed procedure for developing a program in Air Conditioning and Refrigeration is provided as an illustration of the process of program development. The use of program advisory committees and college faculty and administrators for program improvement are also discussed. Appendices include a sample format for new course proposals, a sample course outline, a program evaluation guide for general education areas, and descriptions of a marine pipefitter certificate program and an occupational safety program. (RT)

This report presents a guide for the development of a Job-Experience-Training (JET) plan for the newly-established Regional Colleges of Burma. The Regional Colleges are three-year postsecondary institutions designed to train middle level technicians to help increase the production of goods and services needed in the Burmese economy. Concentrating on the Hawaii Community College system, the author reviews the status of community college vocational education in the United States. Vocational education terms are defined in depth, the role of vocational education at high school and postsecondary levels is discussed, and cooperative education and apprenticeship training programs are analyzed. The function of advisory committees is described, as are the community service programs of the Hawaii Community College system. The planning guide for the JET program includes a proposed organizational model, job descriptions for committee members and coordinators, and guidelines for developing training plans to be used by employers, students, and coordinators. Also included are sample training plans for clerk-stenographers and for textile technicians. (DC)

This report presents alternative plans for training teachers for the newly-established Regional Colleges in Burma. The Regional Colleges are three-year postsecondary institutions designed to train middle level technicians to help increase the production of goods and services needed in the Burmese economy. Concentrating on the Hawaii Community College system, the author reviews community college teacher training programs in the United States. Community college functions, courses, and faculty classifications are also examined. This information is then used to develop two plans for teacher training in Burma including: (l) short, in-service training for vocational/technical teachers; and (2) in-service and pre-service training for all faculty and administrative staff. The first entails an intensive program of 4 to 6 weeks duration with 25 to 30 trainees, while the second calls for the establishment of a teacher training center with emphasis on trade/vocation/industry courses where students may acquire the Bachelor of Education and graduate degrees. Extensive data are appended in the areas of community college organization, teacher qualifications, community college teacher education, program requirements, and cooperative vocational experience. (RT)

Beginning in 1976, Regional Colleges were formed in Burma to implement career and technical education at the post-secondary level. This paper describes the Regional Colleges and explores the possible use of a systemic management information process that could assist in the complex planning required to develop second-year vocational and technical classes and third-year work internships. The management information system used by the Hawaii Community Colleges is described as a possible model and is then adapted to a proposed model for Burma Regional Colleges. Major elements in the design include management-level systems outputs, information flow, system software and programming languages to be used, key data elements needed, a data classification scheme, a list of required operating systems, constraints of a planning model, and a plan for implementation. (RT)

The purpose of this study was to determine the needs related to nutrition education in the state of Hawaii. Twenty-four-hour diet recalls were obtained from 932 students in grades 5, 8, and 11. Larger percentages of older children than younger children reported diets poor in nutritional quality. Cholesterol intake of males increased with age and was higher than the intake of females. The mean intakes of sodium among junior and senior high females were within the recommended range, but the average intake in other groups exceeded the recommendation. Candy was a major contributor of sugar in the diets of teenage girls, whereas soft drinks accounted for a substantial portion of the sugar consumed by teenage boys. The energy value of between-meal snacks increased dramatically with age. Senior high students consumed nearly 40 percent of their total energy intake as snacks. Ethnic differences in food intake were also noted. Additional data were collected from teachers, parents, community agencies, school administrators, nurses, food service managers, and food service workers. That part of the needs assessment yielded additional "unhealthy" findings. These results provide a firm basis for development of nutrition education curricula oriented toward the specific needs of the target population. (BW)

An evaluation of the Honolulu (Hawaii) District Instructional Assistance and Assessment Component involved the assignment of part-time teachers to six specific learning disabilities classrooms in elementary schools to work with the special education teacher in instructional and mainstreaming activities. Five other classrooms were used as comparisons. Classroom observations found that one-to-one instruction occurred more frequently in project schools. Parents saw one-to-one instruction as desirable and credited such close attention as the reason their child enjoyed and/or preferred the special class. Mainstreaming could prove difficult if children expect individual attention in regular classrooms. Some parents were concerned about the movement of their child between classes and missing work in the regular classroom. Group interaction between teacher and students or among students themselves was infrequently observed, limiting the richness of shared experiences. Seatwork was a common activity, perhaps a consequence of the individualized education program. Metropolitan Achievement Tests (MAT) were administered to both project and comparison school students. Students in comparison schools scored higher on both the pretest and posttest in all batteries (Reading, Mathematics, Language, and Basic Total) than students in project schools, but project school students showed greater gains between tests. Recommendations are given for implementation during the expanded second year of the project. (Author/VW)

A social impact assessment which focused on a Hawaiian community's evaluation of social change and development is reported. The research occurred on the island of Moloka'i, which depends largely on imports for its energy sources, although it has a number of natural sources (biomass, wind, solar, and water power). Specifically, the study identified values of the community so that alternative energy options could be related to the residents' preferred way of life. The Galileo methodology, which translates differences in values to physical distances on computer-generated maps, was used to compare value structures of 219 residents with those of decision makers (the governor, state legislators, heads of major economic interests, and county officials). Of the 15 value concepts appearing on the questionnaire, the principal values separating residents and decision makers are "slow pace" and "Hawaiian culture" (crucial for residents) and "education and jobs" (emphasized by decision makers). Generally, residents endorsed electricity self-sufficiency as long as the values they embraced were not endangered. These results give indications of the scale, timing, and types of energy development that residents will find most acceptable. Used with other data, these cross-community differences can provide the context for dialogue among social groups concerning perspectives on possible futures. (KC)

In April 1980, Vocational Education Data System representatives at each of the seven community colleges in Hawaii surveyed students who, during 1978-79, graduated from vocational education programs or left these programs prior to graduation. Questionnaires were mailed to 6,629 former students, requesting information on current educational and/or employment status, soliciting suggestions to improve vocational education programs, and requesting permission to contact the respondents' employers for further information. In addition, data on sex, major, and educational objectives were obtained from college records. Findings, based on a 36% response rate, included the following: (1) 24% of the leavers and 19% of the graduates were continuing their education; (2) 76% of the leavers and 83% of the graduates were employed; (3) apprentices and health service majors had the highest employment rates; (4) 81% of the graduates and 56% of the leavers who were working full-time were employed in fields related to their training; and (5) although overall hourly pay was slightly higher for graduates employed full-time in a field related to their major than for leavers similarly employed, leavers had higher wages than graduates in the areas of business, food services, and technology. The study report includes the questionnaire, data tables breaking down responses by college, and respondent profiles by college. (KL)

This report provides registration data for six Hawaii community colleges (Honolulu, Kapiolani, Kauai, Leeward, Maui, and Windward) for fall 1981. Following introductory material outlining changes in study methodology, tables provide data for 1977 through 1981 on course registration by campus; average class size by program and campus; and the number of classes with fewer than ten students, by campus. Next, tables present a course registration summary by program for 1981; the number of classes and average class size by program for 1977-1981; and student semester hours (SSH) and course full-time equivalent (FTE) by program for 1977-1981. Finally, information is provided by individual college on registration by program; number of classes and average class size; SSH's and course FTE; and classes with ten or fewer students. Highlights of the report include: (1) an increase in all course registration measures (e.g., courses, classes, student and instructor contact hours, and course FTE) to their highest level in five years; (2) a less substantial increase in course registration measures (4% to 6%) than in student enrollments (7%); (3) greater increases in the number of general education courses (7%) than vocational education courses (1%); (4) a maintenance of the average class size at 24 students for the system as a whole; and (5) an increase in the number and proportion of classes with ten or fewer students. (HB)

The conceptual model for institutional change presented in this report was developed within the context of the University of Hawaii's Native Hawaiian Vocational Education Project (NHVEP), a systemwide initiative for increasing minority student persistence at community colleges. Chapter 1 discusses the problem of low retention among Native Hawaiian students and the need for institutional change to improve recruitment and retention services. After chapter 2 provides a review of the literature on institutional change, chapter 3 outlines the methodology used to conduct a case-study review of the NHVEP. Chapter 4 presents the case study itself, describing the background, objectives, activities, and organizational dynamics of the NHVEP. This chapter includes information on the demographics and academic participation and performance of Native Hawaiians, the impetus for the project, and a status report on the project. Finally, chapter 5 offers conclusions regarding: (1) methods used by various types of institutions to initiate change; (2) the ways in which significant events, philosophies, and beliefs can bring about meaningful change; (3) the impact of special programs in general and the NHVEP in particular as catalysts for change; (4) general approaches taken by colleges and universities to respond to high attrition and low student retention; (5) research findings regarding the transformational or evolutionary nature of change; and (6) the university's receptiveness to a statement on institutional change. A 199-item bibliography on student retention and an annotated bibliography listing 71 of the items are appended. (AAC)

In fall 1981, a study was conducted in Hawaii's community colleges to determine the course-taking patterns of different groups of student majors (e.g., the proportion of the liberal arts major's academic load that is taken in the humanities, natural sciences, etc.), and the client-serving patterns of different subject disciplines (e.g., the proportion of the student semester hours (SSH's) in the humanities generated by liberal arts majors, business majors, etc.). Study findings, based on the computerized registration reports for the 20,949 students enrolled in fall 1981, included the following: (1) course-taking and client-serving patterns had remained fairly stable over the past 5 years; (2) associate in arts students took 88% of their courses in general education, while associate in science students took 55% of their work in vocational education; (3) while liberal arts majors remained the largest consumers of general education courses, since 1977 proportionately more SSH's in general education have been taken by vocational education and unclassified students; (4) the proportion of SSH's in general education was 64% of total SSH's; (5) liberal arts majors took 88% of their work in general education courses, while vocational majors took 57% of their work in vocational education courses. The bulk of the report consists of data tables detailing SSH's by student objective and major, course level, and department, for the community college system as a whole and for each college. (HB)

The four reports contained in this document summarize enrollment trends and the academic and personal characteristics of students enrolled in credit programs at six University of Hawaii community colleges for the years 1983 through 1986. The reports focus on headcount by college, changes in headcount and full-time equivalent (FTE) enrollments, selected characteristics (i.e., sex, educational objective, major program area, attendance status, course load, educational level, residence, tuition status, age, registration status, and ethnicity) of regular credit students, and distribution of majors by program and campus. Highlighted findings include the following: (1) fall 1983's enrollment of 21,237 regular students represented a decline of 4% from fall 1982, the first decline in 4 years; (2) in fall 1984, there was a 16% decline in the number of incoming students, with the sharpest decline (-20%) among first-time students; (3) between fall 1984 and fall 1985, the proportion of women and part-time students increased, while the average number of semester hours carried decreased; and (4) in 1986, a 1% decrease in the number of classified students was offset by a 5% increase in the number of unclassified students. (EJV)

The major goals of the Hawaii Integration Project have been to: (1) promote the development of social interactive skills in severely handicapped children to facilitate their acceptance by and adjustment to integrated community settings; (2) develop effective methods of training (including inservice) to prepare general education teaching staff, nonhandicapped students, administrative and state agency staff and parents of handicapped and nonhandicapped and other community constituents to successfully adjust to the inclusion of severely handicapped children/youth into community settings; and (3) describe parameters of realistic, mutually beneficial, and rewarding peer interaction patterns between severely handicapped and nonhandicapped children/youth which can endure and generalize to other appropriate situations. Activities have included the development of an interactive process, inservice training and a social skills curriculum component for severely handicapped children and youth. Outcomes have included validated training models for these activities and the social skills curricular strategy packages. Sixty-seven severely handicapped project children/youth--ranging in age from 3-8 years and diagnosed as severely to profoundly retarded, severely multiply handicapped, autistic and deaf-blind--participated in project activities at five public school settings enrolling primarily regular education children. Project staff has included a project director, a curriculum coordinator, a part-time inservice training coordinator, a part-time program trainer at each school setting, and support staff. Both the University of Hawaii Department of Special Education, College of Education and the personnel who have been involved in the project brought to the project extensive professional experience in the areas directly relevant to project activities--including educational programming for severely handicapped children/youth, school and community integration of severely handicapped children/youth, and inservice training of educational personnel. (Author/CL)

In attempts to forestall problems inherent in too-rapid urbanization, China has instituted a migration policy designed to strictly control changes in permanent residence from rural areas or small urban places to larger cities and to encourage the development of small cities and towns. The policy is enforced through the household registration system, whereby each person has an official place of residence and must obtain official permission to change locations. Within these controls, considerable migration does occur, much of it for job-related reasons or for education. Such temporary migration, which has increased greatly, is sanctioned because it is seen as providing benefits without concurrently imposing burdens on the cities. Temporary movement (1) absorbs a considerable portion of the surplus rural areas; (2) generates income to fuel a rising standard of living in rural areas; (3) meets demands for service workers and other needs associated with improving the quality of life in cities; and most importantly, (4) provides linkages between rural and urban places. Coupled with a realization on restrictions governing permanent migration from villages to towns, temporary movement may serve as a first step in the development of small, rural oriented urban centers that are intended to provide employment opportunities and some urban amenities not otherwise available in rural areas. It remains to be seen whether such towns or the temporary contacts that peasants have with the cities will satisfy the rising consumer demands and aspirations for a better quality of life, or whether the listed exposure to urban life styles will instead increase peasants' desire to live in cities. (LH)

The document presents the final report of the Assessment and Improvement of Related Services (AIRS) Project, an effort to assess the impact and effectiveness of special education related services in Hawaii. Each of the four project objectives focused on accomplishment of one of the evaluation types specified in the Context-Input-Process-Product (CIPP) model. Among seven areas of investigation were: (1) statistics on turnovers and vacancies in related service professional positions in Hawaii; (2) perspectives of administrators on related services; (3) perspectives of therapists who had left their positions; (4) and the extent to which speech/language therapy, occupational therapy, and physical therapy were provided as related services. Among findings were that a high rate of turnover and job vacancies exists; that problems exist in implementing guidelines and/or eligibility criteria; and that consultation was perceived to be an appropriate service delivery model. In addition, chapters provide information on: the historical background of the AIRS Project; statistics on position vacancies, speech/language therapy, occupational therapy, and physical therapy; the AIRS Futures Conference; views of administrators, service providers, and special education teachers; and an evaluation of the DISTAR language program. Among eight appendixes are interview and questionnaire forms used in the study.

The Hawaiian Language Immersion Program, implemented at the kindergarten/first grade level in an elementary school on Oahu and one on Hawaii, is described and evaluated. The program was instituted at the request of parents of students who had attended a Hawaiian language immersion preschool and was open to all students, regardless of ethnicity or language background. Students received instruction in language arts, mathematics, and other content areas entirely in Hawaiian. Instructional assistance was provided by young professionals from a Hawaiian studies program and by parent and community volunteers. Lack of instructional materials was a significant problem. Evaluation of the program was based on ethnographic classroom observations, interviews with parents and school personnel, and oral language assessment of the students in Hawaiian and English. Evaluators found that the program had near total immersion, that students appeared to understand and respond appropriately to instruction in Hawaiian, that a range of topics and content areas were being taught, and that there was unusually high parent involvement and support. Almost all students had achieved moderate to high Hawaiian proficiency for their age, others were making significant gains in the language, and all were fluent in English conversational discourse. Twenty-two recommendations are made, including continuation of the program through grade 6 for participating students, and extension to a new cohort of kindergarten and first-grade students. A detailed account of the curriculum and instruction is included in the report. (Author/MSE)