Kaua‘i community college
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- Completion with Certificate and/or Degree
Enrollment
(IRO Data, first Census Date) Completion with Certificate and/or Degree(Numbers were taken off the Commencement Program)
Four women made the dean’s list in Fall 05 (1-ETRO, 2-ABRP, and 1-AMT). The program started out with 11 women, and 8 completed. Three certificates were earned and four of the remaining eight were on the dean’s list. The average credits attempted by the eight completers were 13.4 credits. The average credit earned was 13 credits. (Exhibit II-19: Non-Trad Inc. Project Completion Report, UH System Committee, 2006). The Learning Center (TLC) provides services for students in the form of workshops, computer-assisted training, small-group sessions, and individual appointments and touches upon many subjects relating to student learning (study skills, bi-cultural issues, tutoring, assessment of student learning styles etc.). The center offers tutoring in reading and writing, and trains and supervises tutors who work with students taking various subjects. In Spring 2005, the college hired a College Success Coordinator and is in the process of defining a College Success Program. Among its other goals, the Center will provide academic services to under-performing students. Services currently offered through the College Success Coordinator include group focus labs (group tutoring), development of Cohort Learning Communities with a Cohort Management team, and a Summer Bridge Program. Teaching methodologies used by these services are proven effective strategies of successful pre-college programs (Case Management Document). The Peer Assistant Program, funded by a Perkins grant, addresses student-learning styles and enhances teaching methodologies by using an innovative approach that identifies potential tutors enrolled in courses that have high failure/attrition rates and hires them to provide tutorial assistance for registered students. The Peer Tutoring Program, which is also paid for out of Perkins, provides general tutoring for all students, not just those enrolled in a specific class. Native Hawaiians comprise roughly 20 percent of the college’s student body. The Native Hawaiian Career and Technical Education Program provides services to vocational education majors and pre-vocational education majors of Native Hawaiian descent. The program offers several services that help to assist disadvantaged students through the instruction of credited courses (internships, IS 199V/CASE 193V; Career Exploration and Planning, IS 105; Self-Development and Student Success Strategies, SSCI 101.) Teaching methodologies employed within the coursework are proven strategies appropriate to the unique learning styles, including bi-cultural issues, of Native Hawaiians. Native Hawaiians are a special, targeted population that receives state and federal funding. The counselor for students with disabilities currently assists self-identified students with special learning needs and provides assistance for instructors on teaching methodologies that are appropriate for students with disabilities (Exhibit II-20: Students with Special Needs form). Furthermore, the counselor advises the college on meeting the Federal Disabilities Act to ensure that students with disabilities are provided equal access to services rendered by the college. The counselor regularly sends faculty a newsletter that includes tips and teaching strategies for working with special needs students (Exhibit II-21: ADA Newsletter). Several programs are working to define effective pre-programs to assist under-prepared students to meet entry-level requirements (See Section II.A.1.a). Self Evaluation The college has made progress over the past five years to meet the standard. It does take into consideration the diverse needs and learning styles of its students by providing a variety of delivery modes, teaching methodologies, and support services that address the learning needs of under-performing students. The new Course Action Form requires information on delivery modes and teaching methodologies employed in the classroom whether they are face-to-face or distance learning classes. Academic success and student retention continue to be focal points of the campus. However, the assessment strategies described above have generally been limited to federally funded or self-identified special-needs students and have recently begun to be applied to the general student population. The current Title III grant will be used to build on the lessons learned from the various federally funded specialty programs (i.e. Perkins, EPSCOR) to apply with the general student population. The college has had some recent success in obtaining state funding for identified needs. For example, a permanent position has been filled for the counselor for students with disabilities. In addition, internal reallocation decisions have been made in accordance with needs and recommendations from program review; for example, a vacant position was re-described to create the College Success Coordinator. For the Spring 2005, Fall 2005, and Spring 2006 semesters, the new College Success Program Coordinator piloted focus labs (based on a Supplemental Instruction-style model) for several high-risk courses: History 151, History 152, Microbiology 130, Botany 105, and Spanish 102. The focus labs were student-led study groups, which met twice a week. The labs were developed with the course instructors and were marketed through in-class announcements, posters and brochures. An initial analysis of the grades from the Spring and Fall 2005 semesters shows a positive impact of the labs on student success rates (Exhibit II-22: Focus Labs Summary). “During the Spring 2006 semester the college directed its efforts to formulate a cohesive approach to services for the under-prepared students. Many services such as tutoring, College Success cohorts, focus labs, etc. are delivered ad hoc. In the next months several campus conversations on this topic will be held to try to formulate a purposeful plan that will serve a larger number of students in a more effective way. The plan will include recommendations from the Case Management Report, the Title III and Perkins commitments, as well as recommendations that grow out of campus discussions” (Exhibit II-23: Email Assistant Dean of Instruction, April 17, 2006). The college participated in the CCSSE survey in 2002 and 2004. One of the benchmarks in the survey was ‘active and collaborative learning’ that dealt with class presentations, class discussions, group projects, tutoring, community projects and the like. KCC scored 43.7 against a mean of 42 for other small colleges who participated. In 2004 the score was 55.5 as compared to 50.8. Although the scores between the years cannot be compared since the methodology that was used differed, in each case KCC scored above the average. Planning Agenda
II.A.2.e. The institution evaluates all courses and programs through an on-going systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans. Descriptive Summary The systematic review of courses and programs is primarily accomplished through the program review process that focuses on an analysis of relevance, appropriateness, achievement of learning outcomes, currency, and a “big picture view” of future needs and plans. Virtually every program has at least begun the process of developing SLOs, which are in various stages of development. In some cases, SLOs are developed systemwide as a collaborative effort, partly to meet articulation standards, industry standards, accrediting agencies, and task-force requirements. Relevance is defined differently by the two major educational tracks on campus. Career and Technical Education (CTE) programs subscribe to the doctrine of “career relevance,” which is based on the occupational requirements found in the “real-world” – business and industry. The Kaua‘i Community College Catalog describes Career and Technical Education Programs in terms of occupational skills, using such terms as: “Entry-level skills, competency-based, enhance employment and promotion opportunities, articulated career ladder, prepare for certification, become eligible for board exams and licensure.” Liberal Arts programs are described in the KCC Catalog as, “studies that develop general intellectual capacities, such as reason or judgment, rather than specific professional vocational, or technical capacities. These studies encourage students to think clearly and creatively, to seek and assess information, to communicate effectively, to take pleasure in learning, to learn to adapt to change, and to live more consciously, responsibly, and humanely.” Liberal Arts programs tend to define relevance in terms of the “transferability” of credits to four-year institutions, and aspire to broaden students’ minds in ways that will serve them well in various life roles. Distance Learning is described in the Kaua‘i Community College Catalog as follows: “Kaua’i Community College serves as a University Center for the island of Kaua’i, providing support for courses and programs made available from other institutions within the UH System. Baccalaureate, graduate degrees, and certificates can be obtained on Kaua’i. Programs are delivered via ITV (interactive television), Internet, and/or in person.” Distance Learning is intended to provide a means of broadening students’ academic opportunities. The college has been the leader in the development of a strategic plan for distance learning, the implementation plan for that strategic plan, and the shaping of the shared offering of a large number of distance-delivered courses which can be used toward the AA degree. Distance learning courses are approved through the CAF process. The Office of Continuing Education and Training (OCET) is not restricted to an academic calendar and is able to provide flexible, timely responses beyond the traditional college curriculum. Its training programs are relevant to the workforce needs in the community as they are responsive to current industry and individual demands. OCET offers courses in Computers, Recreation, Maintenance and Repair, Food Industry/Service and Agriculture, Business, and Non-profit management. The Liberal Arts focus is that of the traditional, liberal arts institution. As a result of a systematic review of the Liberal Arts course requirements by the LAH and SAM divisions, the college has maintained its rigorous AA/AS program requirements. As shown on the accompanying chart, the University of Hawai‘i at Manoa requires seven credits in Natural Sciences, while Kaua‘i Community College (KCC) requires ten credits (see shaded areas). UH Manoa requires six credits in the Social Sciences, while KCC requires nine credits. KCC is considering adding one “writing intensive course” as a requirement; currently KCC is the only campus in the UH Community College System that does not require at least one writing intensive course for the A.A. degree.
Self Evaluation The under-preparedness of students is well-documented in COMPASS scores and in figures provided by Noel-Levitz, which reveal that incoming students qualify for remedial and developmental courses at extremely high rates: 60 percent in math, 40 percent in writing, and 25 percent in reading (Exhibit II-24: Noel-Levitz Report 2002).
(COMPASS Scores, Fall 2002-Spring 2006, Earl Nishiguchi) In response to the needs of under-prepared students, three courses were developed: English 18 (Reading Essentials), English 19 (Writing Essentials), and Math 22 (Pre-Algebra). A Case Management Design Team was appointed to research different approaches to serving under-prepared students. Of the recommendations the task force presented in the Case Management System Recommendations, the College Council approved a pilot College Success program based on a learning community model. In January 2005 a College Success program was established and a College Success Coordinator was hired. The college has had ongoing discussions about requiring writing intensive course(s) for the A.A. degree for several years. Although the Language Arts and Humanities and the Science and Math Divisions sent a proposal to the Curriculum Committee recommending the requirement for a writing intensive course for the A.A. degree, it was not approved due to an insufficient number of writing intensive courses being offered in Liberal Arts. Liberal Arts program faculty members are continuing to discuss the issues of offering more WI courses and requiring a writing intensive course as part of the A.A. degree. In the Liberal Arts Program Review the faculty recognized the need to offer courses fulfilling A.A. degree requirements in the evening so working students can complete their programs. A calendar of program reviews has been institutionalized, with programs undergoing a full review every five years, and program review updates are done annually. Planning Agenda
II.A.2.f. The institution engages in ongoing, systematic evaluation and integrated planning to assure currency and measure achievement of its stated student learning outcomes for courses, certificates, programs including general and vocational education, and degrees. The institution systematically strives to improve those outcomes and makes the results available to appropriate constituencies. Descriptive Summary The Kaua‘i Community College’s Policy Guideline KCCM No. 1-6 on program review defines a systematic evaluation and planning process and assures that there is ongoing review through the program review, annual program review update, and budget decision making. The program review process looks at a variety of qualitative and quantitative evidence: student achievement, enrollment, student demographics, student outcomes, course completion and transfers. The program review should be: objective and data driven; collegial, inclusive, collaborative; focused on importance of outcomes; consistent and openly communicated to both internal and external audiences; and closely tied to operations and strategic planning and decision making. The program review process is based on the mission and goals in the Kaua‘i Community College Strategic Plan for 2003-2010 (KCC Strategic Plan) which was developed in tandem with the UH (University of Hawai‘i System Strategic Plan, 2002–2010) and UHCC System strategic plan efforts (UHCC Strategic Plan). The document placed the college’s goals firmly in the context of the system’s strategic plans. Anticipatory planning is encouraged at the curriculum level. Programs complete a Multi-Year Plan of Offering (MYPO) from September to November. There are two parts to this plan. (1) Rolling Plan of Offerings – anticipates courses to be offered each semester so there is a two-year plan. Needs growing out of the curriculum are noted on this form which includes courses to be developed, staffing needs, and other resource needs. (2) APRU Prep is an analysis addressing issues raised the previous year and identifies additional needs in curriculum, staffing and additional resources. Since this MYPO is completed by the end of November, the discussion is further developed in the APRU or comprehensive program review the following semester. The action plans from the comprehensive program review or the APRU is the final step in the process that links data analysis and decision making to resource allocation. The APRU includes an update on the progress made on action plans, a review and analysis of Program Health Indicators and a resource and allocations priorities list. The program review cycle is five years with an APRU during the intervening years. Every program completes either a program review or an APRU at the end of February. Based upon the analysis of data on such factors as enrollment, workforce needs, transfer rates, program efficiency, student achievement, and, eventually, Student Learning Outcomes, programs develop a set of action plans in their program reviews. These action plans then become the basis of the annual status reports embodied in the APRUs. Each spring semester, the College Council reviews the action items from all program plans. The plans detail the Strategic Goal and program goal being addressed, the steps the program will take, the resources needed, person responsible, timeline and performance indicators. In other words, the action plan says what issue or problem they will be addressing, what steps they will take, what kind of funding, if any, they need (internal or requesting additional), who will be responsible for taking which steps, what they intend to accomplish, and how they will know if the action has made a difference. Some of the college’s vocational programs are tied to meeting current national standards. Nursing, Automotive, and Auto Body and Repair measure student learning against national standards and the curriculum is therefore guided to help the students meet these standards (NCLEX, I-CAR, ASE). Another example is the Culinary Arts program, which seeks to abide by American Culinary Arts Federation (ACF) Accrediting Commission’s competencies in their degree program. The institution systematically strives to improve those outcomes and to inform the college’s constituencies/stakeholders (instructors, students, parents of students, the general public at large) of Kaua‘i Community College’s goals, progress and plans. One of the chancellor’s goals is to compile an annual report for Kaua‘i Community College to inform the general public of our mission, goals, enrollment data, budget, etc. and have it placed on the college website for open review. The college’s accreditation reports are located on the website for public access and the reports are also made available in print in the library. In addition, all of the program reviews and APRUs are on the web and intranet, CampusDocs. Self Evaluation The Kaua‘i Community College’s Policy Guideline No. 1-6 on program review defines the evaluation and planning process and assures that there is ongoing review through the program review, APRU, and budget decision making, and has been an invaluable tool in keeping the college on track in systematic evaluation and future action planning of the college’s programs. We are in the initial stage of the program review cycle and are using data much more effectively and regularly to make decisions to make improvements. Data collection and analysis is a vital part of evaluating the college’s programs. There are several developments that have an impact on data collection and analysis. The COMPASS placement exam provides valuable demographic data. The Banner System is a repository for student personal and academic information. The SAS System, in the process of being purchased through Title III Grant funds, will establish a systemwide way of tracking student data. The UH IRO (Institutional Research Office) now allows campuses to access the Operational Data Store (ODS) to download data into Microsoft Excel for conversion into charts and graphs, as needed. ODS data is available at two freeze events, at the beginning (Census) and at the end of each semester (EOS). While Kaua’i Community College and the University of Hawai‘i System collect raw data, we have had a permanent Institutional Researcher only since Spring 2006, and this vacancy has impaired our ability to analyze data for improvement in courses and programs. Planning Agenda
II.A.2.g. If the institution uses departmental course and/or program examinations, it validates their effectiveness in measuring student learning and minimizes test biases. Yüklə 1,69 Mb. Dostları ilə paylaş:
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