Kaua‘i community college
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Self EvaluationThe college does not adhere to or espouse any particular belief system or worldview. Planning Agenda
II.A.8. Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with standards and applicable Commission policies. The college does not offer any programs in foreign locations to non U.S. nationals. Standard II.B. Student Support Services The institution recruits and admits diverse students who are able to benefit from its programs, consistent with its mission. Student support services address the identified needs of students and enhance a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and success. The institution systematically assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measures in order to improve the effectiveness of these services. II.B.1. The institution assures the quality of student support services and demonstrates that these services, regardless of location or means of delivery, support student learning and enhance achievement of the mission of the institution. Descriptive Summary Driven by a campus effort to support the learning needs of the students served, Kaua‘i Community College is engaged in a systematic process to evaluate our services and their compliance with the institution’s mission. Although the physical locations of support services as they are identified are located at various parts of the campus, they are easily accessible and visible. The Campus Center, which houses Student Services, Financial Aid, Counseling and Advising, Student Activities, the Cafeteria, and the Bookstore, is a two-story building equipped with an elevator and ADA compliant pathways. The Library, Academic Support Services, and the Business Office are located in the Learning Resource Center and the Wellness Center is located in the Faculty II building at the south end of the campus. A One-Stop Center that will eventually contain all of these services (except the bookstore) and departments is scheduled to begin construction in Spring 2006 with a completion date targeted for 2007. The bookstore along with Office of Continuing Education and Training (OCET), the non credit arm of the college) will be integrated into the final construction plans identified as Phase Two (Exhibit I-7: One-Stop Plans). Student Support Services are delivered through various programs and departments on our campus. They are identified as Admissions and Records, Financial Aid, Bookstore, Business Office, Child Care, Compass Testing, College Success Program, Student Activities, Computer Services, Counseling and Advising, Disabilities Services, Facilities and Maintenance, Special Populations, Library Services, Learning Center, University Center, Veterans Affairs, Campus Security, and the Wellness Center. Each department directly or indirectly assists new students and continuing students to transition into higher education in a manner that cultivates their individual needs. With a phone call, by dropping in, or by using a downloadable application, the initial activity for any new incoming student begins with the submitted application. In the Fall 2004 semester, 702 new applications were processed. Of this number, 402 attended. For Fall 2005, 721 applications were processed of which 480 attended KCC. The learning environment is further enhanced by the opportunities awarded through our Financial Aid Office. In the academic year 2003-2004, 1.05 million dollars were distributed to qualified students. $125,000 to $150,000 was paid to student workers, while $200,000 was awarded as student loans. $650,000 was distributed through Pell grants, scholarships, and tuition waivers. Of 744 applicants for financial aid in the 2004-2005 academic year, 430 applicants qualified and 305 received awards. (Student Services Program Review, page 6). A week preceding the start of the fall semester, a three-hour orientation is offered to new students as an introductory welcome to the college and the semester. Generally, 120-145 students participate yearly. The satisfaction level for this activity is higher than that of the National Group Means as reported by Noel-Levitz (Exhibit II-32: Noel-Levitz Institutional Summary, pages 2-21). In Fall 2004, Kaua‘i Community College’s enrollment included 600 continuing students, 304 new, 120 returnees, and 86 transfers. Of these students, 419 were registered by counselors, 160 were assisted by counselors while registering on Banner, 419 registered without assistance. Since advising is mandatory for first-time students, 304 first-time plus 160 continuing students required various levels of counselor intervention. In Spring 2005, there were 755 continuing students, 114 first-time, 143 returnees, and 58 transfers. Six hundred thirty-five students registered on the web, 278 walk-ins required counselor’s assistance, and 151 registered independently and requested counselor assistance. In this current semester Fall 2005, 515 students are continuing, 95 are first-timers, 128 are returnees, and 78 are transfers. Six hundred ninety-five students registered on the web with no assistance, 226 required counselor assistance, and 138 were engaged in web and counselor assisted registration. Although advising is mandatory for new students, many continuing students depend on their assigned counselor to recommend course selection options for the upcoming semester.
Data provided by Dean of Students 11/30/05 In the last two years, approximately 27,000 class schedules were published every semester. These schedules are distributed as inserts in the local newspaper that reaches every household on the Wednesday prior to the beginning of registration. For the 2006 Spring Schedule the format was changed from a landscape to a portrait format, and included course pre-requisites, course descriptions of the courses, and separated campus offerings from distance courses. These new features were developed to make the schedule a more efficient tool for students and faculty (Exhibit II-28: CTE Advisory Committee Meeting Minutes). Catalogs have been primarily available online with a few hard copies published for bookstore sales and limited distribution. Classroom assignments are supported by the Library’s 57,000 volumes of books, 200 periodicals, subscriptions to online databases, 1200 videotapes, 6000 microfilms, 18 computers, and 9 wireless-ready laptops (Library Mini-Review, pages 1-2). The campus has 512 computers for faculty, staff and students and 65 notebooks for students. Six computer labs with 106 computer stations are open to students during lab hours (Computer Services Program Review, page 5). The bookstore orders about 225 to 250 book titles every semester. The total number of books ordered is contingent on class sections and class size. Distance Learning (DL) students “typically use all of the services that a campus students uses with no distinction for Special DL services beyond a new student orientation specifically for these students. They register on line as all students do; they receive counseling from Student Services if requested, and apply for Financial Aid online. Library services are available online, and on campus as well. Test taking is primarily online” (University Center Program Review). Information regarding book ordering online or through the phone, payments, and buyback is posted on the KCC website. The extent to which the Administrative Services supports learning can be seen daily in the well kept grounds and facilities. The facilities and maintenance staff add esthetic value to the campus by caring for plants and the natural environment as well as create a clean, healthy environment in the physical classrooms, offices and restrooms. The business office staff assist students with registration/tuition, scholarships, distribution of financial aid checks, and tuition refunds; assure the operational budget is properly developed, allocated and accounted for; and provide ATM and vending machines for student use and convenience (Administrative Services Full Program Review, pages 1-2). The campus has committed its resources to serve students in special populations with counselors who are specifically charged with addressing their needs. One counselor works specifically with special disabilities. In the current academic year, 65 students (an increase of 19 students from the previous year) are being accommodated (Student Services Program Review, page 37). Through a Title III Grant (Alaska Native and Native Hawaiian Serving Institutions Program), the institution is seeking to improve remediation and student success. The grant supports the development of programs such as an Early Alert System, Faculty Mentoring, Math Lab, and Remedial/Developmental Cohorts. Some faculty found that these efforts were not generally culturally sensitive, to the Native Hawaiian population. Past Title III projects have sought to rectify this through instructor training. A federally funded project specifically supporting Native Hawaiian students in career and technical programs has shown positive impact. In the academic year of 2003-2004, 25 Native Hawaiians were assisted and 85 percent passed their academic course work. During that period, 15 students at the high school level were also assisted and 87 percent successfully completed their academic course work with a grade of “C” or better. For 2004-2005, 30 college students were assisted, and 87 percent passed their academic course work. Fifteen high school students were assisted as well with a similar passing rate (Exhibit II-33: Scope of Services). The campus, in addition, offers space and access to two Native Hawaiian Programs. The Liko A‘e Scholarship program through Maui Community College operates a satellite office here on campus. The Na Pua No‘eau Native Hawaiian Enrichment Program, a UH Hilo program, operates their extension on this campus (Exhibit II-34: Email from Kimo Chun, dated 10/27/05). The Academy for Future Nurses, supported by EPSCOR, is a two-year program designed to prepare students for successful entry into the college’s highly competitive Registered Nursing Program (Student Services Program Review, page 15). The first EPSCOR cohort started in 2003, and from that group, nine students plus an additional three pre-nursing students entered the Nursing Program. The second cohort of 25 students was accepted into the program in Fall 2004. Of this number, 21 students completed both Fall 2004 and Spring 2005 semesters and have continued in Fall 2005. A third cohort of 24 students is currently enrolled this fall. Both the 2004 and 2005 cohorts will be eligible to enter the Nursing Program in 2006 and 2007, respectively (Exhibit II-35: Imua Hawai‘i EPSCOR document dated, Sept. 2005). The success rate of students transitioning to the next semester reflects the strength of this strategic approach. The college has institutionalized this activity and is prepared to support it with internal funding. Student Activities plays a vital role in the development of the overall student. The campus has supported this function with a general funded counselor’s position which is parceled into 50 percent student life, 25 percent general counseling, and 25 percent various campus and community committees. There are currently 11 registered student clubs on campus. Over the last academic year, four campus dances, five live bands, three International lecturers, two movies, and snack nights were additional activities organized for students (Student Services Program Review, pages 48-49). Campus buildings and restrooms have been modified to meet mandated American With Disabilities Act (ADA) regulations. External pathways are well maintained for safety and beautification. Signs are posted around campus identifying different buildings, complemented by four campus directories. Evening lights are timed and extended to accommodate special events and additional registration hours. Sixty-one percent of faculty and staff surveyed strongly agreed that they are satisfied with the cleanliness of the buildings on this campus, while 52.9 percent were satisfied with the cleanliness of the grounds of this campus. Regarding satisfaction with campus safety and security, 27 percent of faculty and staff were strongly and somewhat dissatisfied, while 53 percent were strongly and somewhat satisfied while 9 percent were neutral. These statistics are taken from the Administrative Services Full Program Review, page 20 and corroborated in the Self Study Survey, Standard II. Security is provided through Freeman Guard Services from 7 p.m. to 11 p.m. daily. Our Child Care Center offers pre-school services to children of students, faculty, and staff. If spaces are available, children from the community are accepted once the needs of students, faculty, and staff are met. During the Spring 2005, Summer 2005, and Fall 2005 semesters, 20 children were enrolled in this program. In Fall 2004, 18 attended. The average stay for pre-schoolers is a year and a half. In Fall 2004, the College Success Program, targeting remedial students in English and math, developed a cohort of 13 students who achieved an 85 percent completion rate. In Spring 2005, 8 of 11 students completed the program (Exhibit II-36: Email data from Ken Curtis, dated 11/7/05). To institutionalize services to the under-prepared, a College Success Coordinator was recently hired to work with Student Services on an Early Alert System and to identify potential students for special cohort programs. With the addition of the College Success Coordinator, the campus has affirmed its commitment to provide services to students to assist them toward their individual goals. The plans are to increase the participation of students and track the success of students who completed the program. In the academic year 2002-2003, The Learning Center counted 18,670 student visits for the purpose of using the facility’s equipment and resources. This is a weekly average use of 549 students or a daily average of 112. For the 2003-2004 academic year, there were 24,234 student visits. This represents a 30 percent increase in student usage from the previous year. The various services offered and the breakdown of student participation can be seen in the Learning Center Program Review, Appendix A8-2,3. The Learning Center also offers assistance in Key Train and the Writing Lab through a part-time Peer Assistant Program Coordinator. Key Train is a comprehensive computer based program designed to teach work skills and increase the employability of students in specific job areas. The tutorials are self-paced, and each student begins at a level that is determined by a pre-test. Topic areas include: reading for information, applied mathematics, applied technology, writing, listening, teamwork, observation, etc. The system is designed to be used by CTE faculty to supplement their instruction. In practice, it has been used by specific faculty from Nursing, NHCTEP, and the Early Childhood Education programs. It is also being used as a tutorial option for individual students who need additional remediation in math. In Fall 2004 and Spring 2005, 67 students used Key Train, and 103 used the tutoring services in the Writing Lab (Exhibit II-37: Email from Kimo Perry, dated 11/7/05). A staff member in our Admissions Office addresses veterans Affairs’ responsibilities. In Fall 2004, 18 veterans were enrolled in various programs. In Spring 2005, 10 veterans were enrolled. In the Fall 2005, 9 were enrolled, while in Spring 2006, 12 were enrolled. (Exhibit II-38: Document from Admissions and Records, dated 10/24/05 and oral update on dated 4/5/06). The university system anticipates an increase in veteran population due to the current war. The University Center serves students who are interested in pursuing baccalaureate or graduate degrees or certificates that are offered through distance education. Students can select among six bachelor’s programs, six master’s programs, and five certificate programs. Currently, there are 3 students in Hawaiian Studies, 5 in Nursing (BSN), 10 in Psychology, 19 in Business, 15 in Social Sciences, seven in Elementary Education, nine in Secondary Education, 41 in various master’s programs, and 5 in Substance Abuse certification (University Center Program Review). Prior to each semester, new students are invited to attend an orientation organized by the University Center to learn the fundamental technical skills required for distance learning. New students have an opportunity to listen to students who have completed a distance course and their assessment of this mode of learning. In addition to the regularly scheduled distance orientations at the beginning of each semester, in 2004-2005, mini-distance orientations were offered throughout the year to students who were interested in learning more about distance education prior to enrollment. The major programs are cohort-style enrollments, thus there is an ebb and flow in the enrollment patterns, depending upon the start and end dates of the various cohorts.
[University Center, Program Review, page 6] The Wellness Center serves the health needs of students, faculty and staff. There were 982 appointments in 2004 and 710 appointments through October 2005 for services that include general health screening, family planning services, STD and HIV screening, common illnesses, immunizations, stress reduction and emotional care, and energy work. Every student entering the college must submit a current TB clearance card; the Wellness Center offers this medical service without cost to the student. In calendar year 2004, 150 TB tests were given through the Wellness Center. In 2005, the number at the end of October was 122 test administrations. Among other services provided, 53 and 33 hepatitis shots were given in 2004 and 2005 respectively for a nominal fee (Exhibit II-39: Data from HED, dated 10/11/05 and Exhibit II-40: Wellness Center Flyer, dated 10/11/05). Both Running Start and Early Admit programs allow high school students who meet specific requirements to enroll in college courses. Through the Running Start program, students can obtain both high school credit and college credit for selected courses. The Early Admit program also allows academically and/or vocationally gifted students to enroll in college classes prior to their high school graduation. These programs are open to juniors and seniors meeting the requirements determined by their respective high schools (Exhibit II-41: Running Start Enrollment 2002-2005 and Exhibit II-42: Fall 2002 to Fall 2005 Early Admit Majors). Self Evaluation In 2003, Kaua‘i Community College purchased the Student Satisfaction Inventory from Noel-Levitz. The results of this inventory were generated by Noel-Levitz as a proposed retention plan. Various scales were assessed, comparing our campus to a national group of community, junior, and technical colleges. The satisfaction scale for Kaua‘i Community College was above the national group means, some at the .05 confidence level, and others at the .001 level in Academic Advising/Counseling (comprehensiveness of the academic advising program; Academic Services (library, computer labs, tutoring and study areas); Admissions and Financial Aid (competence and knowledge of admissions counselors, as well as the effectiveness and availability of financial aid programs); Campus Support Services (career services, orientation, child care, and special programs such as veterans’ services); Safety and Security (security personnel and campus facilities); Registration Effectiveness (institution’s commitment to making this process as smooth and effective as possible), Campus Climate (extent to which the institution provides experiences that promote a sense of campus pride and feelings of belonging), Concern for the Individual (institution’s commitment to treating each student as an individual); Service Excellence (assesses the attitude of staff toward students, especially front line staff); and Student Centeredness (campus’s efforts to convey to students that they are important to the institution). However, on the scale of “Responsiveness to Diverse Populations”, the campus satisfaction level was .02 lower than the national means. It should also be noted that the students surveyed did not consider this particular scale to be important (Exhibit II-29: Articulation Agreements, pages 2-6). These results strongly indicate that compared to other community, junior, and technical colleges, mean scores exceed national norms. Further confirmation can be seen in the Instructional Effectiveness Scale, which is above the national group means (Exhibit II-43: Noel-Levitz Student Satisfaction Summary, pages 2-6). The Noel-Levitz Student Satisfaction Inventory, through its Institutional Summary (pages 2-6), has clearly indicated that our students have a higher satisfaction level in most or all areas related to student support. Student Services is committed to administering this survey at least every two years to continually reassess our services to students. In addition, a recent KCC student survey (Self Study Survey, Standard II) asked: “Is student support services adequate for distance and campus students?” The results indicated 11.2 percent strongly agreed, while 41.8 percent agreed. In the same survey, students were also asked: “Are staff and resources in support services adequate to meet distance and campus needs”? Of 134 student respondents, 9.7 percent strongly agreed, while 40.3 percent agreed. Students were also asked “Are facilities sufficient to meet student needs”? From a sample of 135 students, 18.5 percent strongly agreed, while 46.7 percent agreed. These three questions generated a 1.5 percent “strongly disagree” response. This represents two people of a sample of 134 and 135 who shared this opinion and is not statistically significant. In the 2002 CCSSE survey the benchmark score for ‘support for learners’ was 40.8 which was 0.2 below the average score for all small colleges that participated. In 2004 the score was 55.6 or 3.7 above the benchmark score. While benchmark methodology differed between the two years, it is safe to say that there was some improvement in student support between the two surveys. Given the student satisfaction levels from the Noel-Levitz study, the student survey, and the CCSSE survey results, no planning agenda is necessary at this time. However, just as the Noel-Levitz will be conducted every two years, the self study survey should be as well. The CCSSE survey was conducted again in 2006 but results are not yet available. Planning Agenda
II.B.2. The institution provides a catalog for its constituencies with precise, accurate, and current information concerning the following: II.B.2.a. General Information
II.B.2.b. Requirements
II.B.2.c. Major Policies Affecting Students
II.B.2.d. Locations or publications where other policies may be found Yüklə 1,69 Mb. Dostları ilə paylaş:
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