Kaua‘i community college
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- Standard II.C. Library and Learning Support Services
Descriptive SummaryThe KCC Catalog is available through a link on our website. It is reviewed and updated annually. The primary mode of distribution is via the KCC website. Three hundred copies are published and sold in the bookstore (for $2.00) or distributed to faculty. The official name, address of the college, telephone numbers and educational information are conveniently located in the catalog. In addition, courses, programs, degree offerings, the academic calendar, and program lengths are included. Financial aid information, learning resources, faculty and staff qualifications, and names of the current members of the Board of Regents are given. Language pertaining to academic freedom can be found in the 2003-2009 UHPA and UH BOR Agreement. The catalog describes the admissions process and publishes tuition rates for resident and non-resident students for the community colleges and the three baccalaureate granting institutions. Information on other financial obligations, degrees, certificates, graduation, and transfers (to and from) are clearly explained in the catalog. All major policies impacting students can be found in the catalog. Academic regulations including academic honesty, nondiscrimination, acceptance of transfer credits, grievance and complaint procedures (catalog refers the reader to written procedures that are housed in Student Services), the college’s policy on sexual harassment, and the tuition refund policies are located in the catalog. The Student Handbook is currently undergoing a revision and should be available to students in the Summer 2006 semester. This student handbook will be updated/revised within a two-year cycle. The schedule of classes is distributed island wide through the local newspaper as an insert the Wednesday before registration. Hard copies are available to students at the Library and Student Services the day after they are distributed through the local, home delivery newspaper. The student handbooks and the schedule of classes are non-cost items to students. The schedule is also available online, with class availability information updated regularly. Self Evaluation In the Self Study Survey, Standard II 133 to 135 students responded to 15 questions, 17.9 percent of those surveyed strongly agreed that the “catalog is useful as a resource for general information” while 50 percent agreed. In respect to: “policies not included in the catalog are easily accessible for both distance and campus students” 9 percent strongly agreed, while 33.6 percent agreed. When these students were asked “how familiar are you with college policies on plagiarism and academic honesty,” 42.1 percent responded they were strongly familiar, while 39.8 percent agreed they were familiar. Those that strongly disagreed in these areas ranged from 1.5 percent to 5.2 percent or a total of 2 to 7 students respectively. The relevance and inclusiveness of policies not included in the catalog should be re-assessed with the Assistant Dean of Instruction. The catalog is kept current annually. Media Services requests edits and updates at the end of the spring term and the catalog is produced at the beginning of the new academic year. Planning Agenda
II.B.3. The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs. II.B.3a. The institution assures equitable access to all of its students by providing appropriate, comprehensive, and reliable services to students regardless of service location or delivery method. Descriptive Summary A core part of the college’s mission and one of the college’s priority goals is to provide “access” to educational excellence for a diverse student population. In promoting access, the college must also provide a system of student support services to ensure that students enroll in programs and courses that will help them successfully complete their educational goals. These services include admissions, assessment, financial aid, health services, academic advising, personal and career counseling, and services for special need students (including students with disabilities, the academically disadvantaged, Native Hawaiians, single parents and displaced homemakers). Initial assessment of student needs is through the administration of the college’s placement testing program. All new classified students are required to take the COMPASS placement tests for math, reading, and writing. Self Evaluation The Disabilities Program has made college access increasingly available to students by providing basic skills and special support services to students to help them achieve their goals. From 2001 to 2005 the number of students seeking the services of the disabilities program has grown by 116 percent from 30 students in 2001 to 65 students in 2005. The results show that Kaua‘i Community College continues to be successful in providing access to disabled students in the face of recent increased demand. In January 2006, the college established a permanent, general-funded counselor position for students with special needs (students with disabilities and academically disadvantaged students). The Admissions and Records (A&R) Office exists to serve all students and is responsible for helping the college implement its open door admissions policy. The A&R Office is also responsible for providing pre-admission services to prospective students, processing high school students’ applications, maintaining and securing student academic records, certifying enrollments, verifying credentials and providing registration services in general. They also provide support for counseling services, especially in the academic advisement process and special services for veteran students. The recently completed Admissions and Records Program Review noted the need for additional staff to meet their program’s objectives and mission. The College Council approved the additional staff position. The position description is currently being developed and recruitment should begin in early 2006. Health care is provided, in part, through the Campus Wellness Center (CWC). The CWC provides all students with basic health services and counseling. All students are eligible for services regardless of their ability to pay. Low cost student health insurance is also available through Student Services (Exhibit II-40: Wellness Center Flyer, dated 10/11/05). The offering of financial aid to students also enhances access to education. Assistance is offered in the form of loans, grants, employment, scholarships, and tuition waivers. A financial aid counselor and a clerk typist staff the Financial Aid Office (FAO). They are responsible for application processing, needs assessment, records maintenance, and scholarships. In addition to these functions, they are responsible for the administrative functions of fiscal operations, the federal application process, and management and coordination of private scholarships. Since most of the campus-based programs are federal programs, special care must be taken to be in compliance with federal guidelines and regulations. Another major objective of the FAO is to assist students in obtaining and managing financial resources so that they can become self-sufficient, contributing members of society. The Student Services Program Review noted that the FAO received 744 applications in 2004-5 with 305 students actually receiving awards. The Review also noted: “According to the National Association of Student Financial Aid Administrators, Kaua‘i Community College should be staffed with 2.0 FTE Financial Aid Staff that does not include a clerical staff position.” The college received funding to add another full-time APT position to the Financial Aid Office. The position was filled in February 2006. The college’s new student orientation program is offered one week before the start of each semester. The program introduces students to campus services, student activities, faculty and staff, general college information, to program information and to the physical layout of the campus facilities. The Case Management System Design Team recommended in their Case Management Document that the college’s website be further developed to include online student orientation. The college is committed to ongoing support for distance education. The UHCC System offers distance education classes through multiple delivery modes: interactive television, Internet, and cable television. KCC is a designated University Center site, which coordinates off-campus offerings that are brought to our campus. The Hawai‘i Interactive Television System (HITS) provides a video and audio link connecting all campuses of the UH System. HITS is utilized to bring classes, workshops, and seminars to the faculty and students of KCC. Two recent reports have indicated a high student demand for career guidance. This is a significant need for a in an open door, rural community college. The COMPASS test student demographics (1,413) from May 1, 2003 to May 4, 2005 indicate that 42.32 percent (598) need help in choosing a major. The 2003 Levitz and Noel Report states 25 percent of new students are uncertain of their major choice. Aside from the IS 105 course, services are limited to individual counseling sessions. Although no data is available, the number of students taking advantage of the career services has been small. There are two possible reasons for this, 1) there is no designated Career Development Center to house resource materials and 2) the Counseling Department has not developed a process for working with students who need career guidance or help in selecting a major. The college is developing several programs that will support student development in the area of career guidance. Some of these programs are Summer Bridge, Service Learning, Learning Communities, and faculty advising/mentoring. A Case Management Coordinator was hired in May 2003 to assist the college in developing and implementing a Case Management Program. Subsequently, a Case Management Design Team was formed to research and design a system to improve student retention and success with a “case management” approach. The group presented its recommendations to the College Council in January 2004. As a result, two cohorts (remedial and developmental) were piloted in Fall 2004. A comprehensive report developed by the Case Management Design Team was used as a foundation in developing the current Title III Grant. The grant has been funded for five years and many of the recommendations of the Design Team will be implemented through the grant (Case Management Document). Student and workforce needs are identified through institutional and program surveys, student and employer focus groups, program reviews, annual program review updates program and campus research, and analysis of data. Student assessment and workforce input have recently resulted in some major program modifications and the development of new support programs. For example, the following programs have completed significant program modifications or are currently re-designing their programs based upon various data: Automotive Mechanic Technology, Auto Body Repair and Painting, Hospitality Services, Culinary Arts, Early Childhood Education, and Facilities Engineering Technology. Several new support programs have been developed and implemented based upon the assessment of student learning. The Academy For Future Nurses is a pre-entry program for academically high-risk pre-nursing students. It is designed to strengthen skills in math, science, technology, and critical thinking prior to entering the nursing program. Focus labs and a Peer Assistance Program (based on the Supplemental Instruction Model) have been developed and implemented for courses with high attrition. Also, a College Success Program is currently being developed based upon recommendations from the Case Management Committee and results from the remedial and developmental cohorts offered in Fall 2004, Spring 2005, and Fall 2005. Planning Agenda
II.B.3.b. The institution provides an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development for all of its students. Descriptive Summary Student government, student activities, and other support programs are set up to serve as a catalyst for student development in personal and civic responsibility, intellectual growth, aesthetic appreciation, and in personal development. Extra-curricular activities provide a variety of experiences that enable students to practice what they learn in the formal setting. These programs are an integral part of the total educational environment and they help students realize their full potential. The Associated Students of University of Hawai‘i - Kaua‘i Community College (ASUH-KCC) is the official student organization which represents all students on campus in matters of student self governance and is also the official body through which students’ issues and concerns can be heard. The purpose of ASUH-KCC is to stimulate student engagement in purposeful activities that make positive contributions to the college and community-at-large. The organization serves as the official conduit of communication with the administration for to addressing student concerns. Another major objective of the college is to promote the co-curricular activities other than student government to provide an additional dimension to the students’ college experience. These activities include cultural and club activities, political forums, service learning, movies, musical productions, art shows, and leadership development. Self Evaluation Extra curricular and co-curricular programs provide students with opportunities for active participation and leadership in student governance, campus clubs, student activities, and college committees. There is a wide variety of activities sponsored by clubs and ASUH-KCC. These programs and activities are important to the overall growth and development of students. They also provide opportunities for students to practice classroom skills and knowledge. ASUH-KCC provides students a conduit to be heard but the reverse is also true. It is a means for the institution to communicate its concerns to students. ASUH-KCC is an official student body from whom the college can seek input in matters concerning students. Some examples of this include mass communication policies, college publications and student representation on college committees (i.e., the College Council, Student Conduct and Grievance Committee, Commencement Committee, Curriculum Committee, University of Hawai‘i Caucus, KCC Fund Board of Trustees, etc.) The recently established Kaua‘i Community College Rotoract Club is one of two Rotoract Clubs in the State of Hawai‘i. The Club is a service organization that connects college students with six rotary clubs on Kaua‘i. The club selects projects that address broad issues from raising funds that support non-profit groups to international goodwill projects and scholarships. The college’s Performing Arts Center (PAC) plays a vital role in students’ understanding of aesthetics. A variety of programs, meetings, and training are held in the PAC. Five assisted listening devices and one transmitter/receiver for the hearing impaired were purchased to be fully compliant with the Americans With Disabilities Act. In addition, two erasable mobile marquee signboards to better direct participants at various seminars and meetings at the PAC were purchased.
The number of students participating in service learning projects/activities is increasing (Exhibit II-44: Service Learning at Kaua‘i Community College, Spring 2004 to Fall 2005). Approximately 25 pre-nursing majors annually participate in service learning projects through their NURS 150 course. These students are placed in non-profit, health related community agencies. Pre-nursing students are also placed with the AmeriCorps Program. A grant was recently awarded to the college that resulted in two service-learning projects. One project was the identification and signage of native Hawaiian plants on campus, the other funded Botany students in a research/mentoring/ community service project. The Japanese Club members provide service during community cultural events held at the Performing Arts Center. Student engagement in campus activities is illustrated by the percentage of students attending various campus events. For example, there are 260 students involved in 13 registered clubs at Kaua‘i Community College for the fall of 2005. Further, in Fall 2005, 21.7 percent of the students were involved with fundraising. Other events with significant percentage of student involvement were the Blood Bank’s blood drive (12.7 percent) and the Career Fair (12.2 percent). Other evidence of student involvement can be found in the Student Services Program Review, page 48. The college provides opportunities for aesthetic development through participation in activities sponsored through the music, arts, and speech classes such as the annual KCC Chamber Singers concerts, the college and stage band concerts, drama and musical productions, and art shows (ceramic, painting, drawing). The Music, Theatre and Arts Club has organized several “Poetry Slam” and “College Bowl” activities. Every year there is a student literary competition for student writers that culminates in a reading and awards ceremony. Planning Agenda In the recently completed Student Services Program Review, Sections 4.2.1 Student Development and 6.1 Diversity list the following recommendations for its Action Plans which are appropriate for this standard:
II.B.3.c. The institution designs, maintains, and evaluates counseling and/or academic advising programs to support student development and success and prepares faculty and other personnel responsible for the advising function. Descriptive Summary The counseling staff is involved with admission and counseling related support services which includes providing information about admissions procedures, providing pre-admissions testing, academic advising, career counseling, financial aids, job and transfer placement, outreach, and hosting orientation programs. These support services are key to student success. Academic advising is developmental in nature. The emphasis is on helping students determine and plan courses of study that will be enriching and that will enable students to achieve their personal and educational objectives. This process usually involves helping students determine their academic and career goals through placement testing, curriculum planning, course selection, and career counseling. Academic advising is required for all new students. Advising is optional for continuing students but it is highly recommended. Students on academic probation and suspension are required to attend academic advising sessions. Academic contracts and mid-term grade checks are implemented for students on probation. The process of academic advising provides counselors with opportunities to identify specific needs of students, enrollment trends, and especially course scheduling needs. For the past several years, the Dean of Instruction, faculty, and counselors have actively worked together to determine courses and number of sections to be offered each semester (Scheduling Processes and Timetable, Part 1 and 3). The Disabilities Counseling Program is designed to provide academic advising and special support services to students with significant barriers to achieving their educational goals. The college recently sought funding through the legislature for a permanent general funds counselor position for the Disabilities Program. Funding was approved and the college is currently advertising and recruiting for this position. Academic advising is coordinated and implemented by Student Services with counselors having primary responsibility for assisting students. In the past, some faculty participated in academic advising, on a volunteer basis, by attending group advising sessions to consult with students. Self Evaluation The college recently implemented a systematic campus-wide program review process on a five-year cycle. Student Services, including Counseling Services, completed their program review in July 2005 (Student Services Program Review). The program review cites: “A Student Services Survey conducted in Spring 2005 indicated that 71.43 percent (189) of those surveyed indicated they met with a counselor for academic advising; 64.7 percent (119) were satisfied or very satisfied with their advising session.” In the same survey, 61 percent (111) were satisfied or very satisfied with the assistance received by counselors to clarify their career goals and to determine a course of study. This survey also showed that 62 percent or (112) students were able to select appropriate courses as a result of the advising received. Academic advising has become more important because the needs of students have changed dramatically over the past 10 years. More students are entering college academically under-prepared, work at least part-time and have less time and energy to concentrate on their educational tasks. Complicating this matter further is the fact that many students have erroneous expectations about their level of academic preparedness and the rigorous time demands of pursuing a college education. For the past three years, the Nursing Department Graduate Focus Group noted the need for the Nursing Counselor to be more accessible to students. Nursing students have an extremely demanding schedule and want the convenience of a counselor nearby. Various scheduling plans were developed and implemented for the counselor to maintain office hours in the Nursing Building. In September 2005, the Nursing Counselor relocated full time to an office in the Nursing Building. This move resulted in a significant increase in student traffic and improved accessibility to the Director of Nursing and the faculty. The counseling department has also noted an increase in email academic advising. Returning and new students use email to seek advising, answers to admissions related questions, and to set-up appointments. In 2001 a total of 30 students sought assistance related to disabilities. The number of students increased to a total of 65 in 2005, showing a 116 percent increase in students seeking disability related assistance. These students require extensive academic advising services including arrangements for special accommodations. An additional general funded counseling position was filled in January 2006 to assist students with disabilities and assist students who are academically disadvantaged. There has been commitment and support for counselors to avail themselves of professional development opportunities. A full-time Professional Development Coordinator assists in seeking appropriate opportunities for counselors. The Student Services Program Review states: “Since 2002 to the current year of 2005, nine counselors and our Dean of Student Services have attended conferences within the state and out of state. Counselors have attended conferences in California, Denver, Washington D.C., Minnesota, Oregon, Nevada and Utah.” In addition, counselors attended many statewide conferences and training. Also, they have actively participated in teleconferences as part of professional development (Exhibit II-45: Student Services Professional Development List of Conferences/ Workshops Attended Since 2002). Through the newly funded Title III Grant, several faculty members will be researching the feasibility of developing and implementing a faculty mentor program. This project will begin Spring 2006. A Student Services survey (N=265) conducted in Spring 2005 (Student Services Program Review) provided the following results:
Planning Agenda
III.B.3d. The institution designs and maintains appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity. Descriptive Summary One of the institution’s goals is to foster global understanding and appreciation for diversity (KCC Strategic Plan, 2003-2010, page 12). Programs are designed and maintained to achieve this goal. For example, the culinary arts program incorporates the appreciation of different cultures in their curriculum through their menu selection process. Students are trained to prepare and present ethnic foods for the weekly fine dining lunches. These menus are posted on the institution’s website and most of the customers are returnees, and others come through recommendations from friends or relatives. The waiting list attests to the popularity of this program. Student understanding and appreciation of diversity is a core goal of the campus and a student learning outcome for many of the courses in the Liberal Arts program. With the adoption of the campus Student Learning Outcomes in 2004, respect for diversity is being implemented in the curriculum in all programs. As each program undergoes a full review every five years, the effectiveness of services will be addressed (CAF Handbook). Course grades and final projects are used to evaluate student learning and appreciation of diversity at the program level. There is a counselor in place at Student Services whose responsibility is to address the needs and services for people with disabilities. Monthly flyers are distributed by the counselor to all faculty members informing them of strategies to use for people with special needs and awareness of their circumstances. Self-disclosure statements are part of the institution’s catalog and instructors’ syllabi. Special accommodations in terms of facilities have been made and are continuously assessed for compliance under the Americans with Disabilities Act (Exhibit II-46: Disability flyers). A common practice in many classes at the institution is to have a pa`ina, a potluck affair, at the end of the semester. An array of ethnic food is brought and enjoyed with good fellowship ensuing. Food serves as a catalyst for understanding and appreciating diversity (Exhibit II-47: KCC Summer Bridge Activities Booklet, page 34). Partnerships with various Asian educational institutions demonstrate Kaua‘i Community College’s commitment to support and enhances student understanding and appreciation of diversity. The three primary institutions are Chiba Keizai Junior College, Okinawa Prefectual College of Nursing, and Okinawa Christian College. On the average, 20 students and their advisers annually visit KCC for a two-week stay, which includes English and Hawaiian culture classes and a weekend stay with local host families. The visiting nursing students participate in a service learning activity. They assist the patients at Mahelona Hospital at an outing and swimming activity at Lydgate Beach. Thirty-six students from Chiba Keizai Junior College will be visiting in early Spring 2006. The Office of Continuing Education and Training and KCC faculty coordinate these visits. The colleges continue to send students to KCC annually which attest to the effectiveness of the program. Students from abroad experience the climate and environment of our campus, and our students likewise appreciate the opportunity to interact with students from Japan and Okinawa. KCC students have also had opportunities to travel abroad, the KCC Japanese instructor has taken a class to Japan for the past two summers and several Hawaiian Studies groups have traveled to Aotearoa (New Zealand). Extra-curricular activities by campus clubs also foster student understanding and appreciation of diversity. Clubs do not discriminate in their membership. Some examples of clubs are the Pamantasan (Filipino) Club, the Japanese Club, the International Students Club, and the Hawaiian Club. Club membership includes nontraditional students as well as traditional students. Fellowship, social responsibility, service, and effective citizenship are desired outcomes for these co-curricular experiences. Campus clubs are a vital part of the institution’s environment. The clubs are primarily self-supporting with opportunities for financial support from the institution’s Foundation Fund and ASUH-KCC. Self Evaluation The institution’s goal to “foster global understanding and appreciation for diversity” stems from the college’s mission statement: “Kaua‘i Community College is an open access, post-secondary institution that serves the community of Kaua‘i and beyond. We deliver education and training in a caring, student-focused and intellectually stimulating environment. This results in empowered life-long learners who think critically, appreciate diversity and lead successful, independent, socially-responsible and personally fulfilling lives.” To measure the diversity aspect of our mission and goal we use many different sources. The UH Institutional Research Office publishes an Enrollment Report yearly. The reports are available online at the University of Hawai‘i’s Institutional Research Office, Management and Planning Support (MAPS) website. The introduction of this self study document (pages 12-15) use some of these statistics in tables to describee the diversity of the students, staff, and faculty. In short, the campus is very diverse with respect to age, gender, and ethnicity. Hawaiian (15 percent of students enrolled) is the third largest ethnic category in the college and the indigenous culture so naturally there are many courses (and a certificate) offered for students to learn more about this culture. The largest ethnic categories among students are Filipino and Caucasian (24 percent and 23 percent, respectively). One way we measure understanding and appreciation of diversity is through the CCSSE surveys that we conduct every two years. The 2002 CCSSE survey results indicated that on of the college’s “successes” was in understanding people of other racial and ethnic backgrounds. 75 percent of the students responded that the college experience contributed to their understanding people of other races and ethnic backgrounds. The 2004 results were the same. The college administered the Former Students Leaver’s Survey in 2003 and currently administers an annual Graduates Leaver Survey. One of the areas addressed is understanding and appreciating diversity. Comments made in the Former Students Leaver Survey were: “Student mentioned his wife took Hawaiian with him and they both thought it was excellent and better than they expected.” “Took Hawaiian language and the interaction with the Niihauan students was a real plus. All his designs are based on Hawaiian motifs and knowing the language and the culture play a big part in them.” The 2003 Graduate Leaver Survey results also support the college’s efforts in enhancing the appreciation of diversity. Questions pertaining to enhancement and appreciation of diversity are: “Rate the quality of instruction in increasing my knowledge about other cultures and world affairs”, 3.1 percent rated it as poor quality, 16.7 percent rated it as fair quality, 53.1 percent rated it as good quality, and 27.1 percent rated it as excellent quality. For this population, 80.2 percent rated the instructional quality good or excellent in increasing knowledge of other cultures and world affairs. Adequate data cannot be derived from the current Graduate Leaver Survey to determine to what extent students understand and appreciate diversity because the response to this survey has been low. Planning Agenda
II.B.3e. The institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases. Descriptive Summary The Banner Student Information System has been institutionalized as the instrument for admission and maintenance and retrieval of records. “Record collection is standardized via data entry standards established by Banner” (Admissions and Records Program Review, page 9). The current admissions practice is to issue an acceptance letter within two weeks of application for the forthcoming semester. A survey was conducted to determine students’ satisfaction with the “pre-admissions process”. The results showed that 13 out of 13 respondents indicated that they were satisfied with the pre-admission services. Since the number of responses was small, it cannot be concluded that all new students are generally satisfied with the pre-admission services. The Computer-Adaptive Placement Assessment and Support System (COMPASS) tests have been adopted and institutionalized in all colleges of the UH System. They are national exams designed by the American College Testing Program. They assess students’ math, reading and writing levels for appropriate placement in courses. Assessment and effectiveness of common cut-off scores is an ongoing process. The Science and Math Division is currently reviewing the existing COMPASS placement cut-off scores along with their counterparts on the other UHCC campuses. Curriculum action will be initiated if necessary. Across the UH campuses, effective Spring 2006, a change in reading and writing placement cut-off scores were implemented. Placement into English classes will now be determined by a reading score into a reading class and a writing score into a writing class instead of a combined score interpretation. Self Evaluation A program review of Admissions and Records was recently completed on November 10, 2004, which resulted in a 2-year Action Plan (Admissions and Records Program Review and Student Services Program Review). In 2003 the UHCC campuses began to review COMPASS cut off scores for English and Mathematics. Over a two-year period a number of meetings were held for English and math faculty from all campuses to discuss revisions to the cut off scores. In March 2005 all of the recommendations from the faculty were accepted and implemented in Fall 2005 except for the entry level score for ENG 102 (the faculty recommended keeping the existing cut-off scores rather than lowering it). Further meetings and discussions ensued with the final outcome of a recommendation from the deans of instruction (Exhibit II-48: Deans letter, March 2006) to the chancellors that the entry-level scores remain the same, that another study be conducted, and that reading curriculum be aligned along shared systemwide SLOs. The Fall 2005 math placement changes and the Spring 2006 changes in English placement necessitates a campus review of course prerequisites. Planning Agenda
II.B.3.f. The institution maintains student records permanently, securely, and confidentially, with provision for secure backup of all files, regardless of the form in which those files are maintained. The institution publishes and follows established policies for release of student records. Descriptive Summary A program review of Admissions and Records was recently completed on November 10, 2004. This document provides the objectives, measurement criteria, assessment/method/data source, and action plan for the Office of Admissions and Records. “The mission of Admissions and Records is to provide access to all eligible prospective students interested in and capable of pursuing an education…. including safeguarding academic records in accordance with the Family Educational Rights and Privacy Act (FERPA)” (Admissions and Records Program Review, page 3 and Student Services Program Review, page 3). The Registrar’s Office is responsible for securing all paper files. FERPA privacy guidelines are adhered to and published in the Schedule of Classes for each semester and in the college’s catalog, which is available in print and online. Students sign a “Request Not to Release Directory Information” form, and it is kept in their files. A concern of Students Services is that the security of Banner can be compromised if one party does not log off properly, which leaves the file open for others to see. Student employment and stipend records are kept confidential through the Financial Management Information System (FMIS) security procedures which requires Business Office personnel to sign a security policy. Self Evaluation Paper files are stored in a locked room in the Registrar’s Office. “A systematic method of data sharing is not in place at the present time. A campus-wide policy and procedure manual for student records needs to be established with assistance from the Institutional Researcher, and in collaboration with other departments” (Admissions and Records Program Review, page 9). Effective hardcopy retrieval is problematic. The safety of the records are assured, but access to the information does not facilitate the use of the data for planning and evaluation purposes. Another concern is the storage of paper files. Considerable space is needed for storage. An optical imaging system is desirable which will make retrieval of hardcopies and storage less problematic. Planning Agenda
II.B.4. The institution evaluates student support services to assure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to the achievement of student learning outcomes. The institution uses the results of these evaluations as the basis for improvement. Descriptive Summary In the past two years, the college implemented a systematic and regular review of all programs, including student support services. The Program Review Calendar is developed on a five-year review cycle. To date, the following programs related to student support services have completed their program reviews: Computer Services, Instructional Technology, Admissions and Records, Counseling, Financial Aid, Student Life, Early Childhood Center and The Learning Center. By February 2008, all programs will have completed their respective program reviews (Program Review Calendar). The college developed and adopted five campus Student Learning Outcomes (SLOs) several years ago. The focus from teaching to learning and the manner in which we approach the assessment of outcomes has been shifting. Professional development activities, organized by the Assessment Committee and the Professional Development Committee were intensified to help the campus move in the direction of assessment of SLOs. In the area of student support services, the transition has been even more difficult as we shift from program accountability to learning accountability. Self Evaluation There have been several significant changes implemented by the college in response to recommendations from program reviews and review of data from surveys, focus groups, and student evaluations. Some of these changes are:
Planning Agenda
Standard II.C. Library and Learning Support ServicesLibrary and other learning support services for students are sufficient to support the institution’s instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever they are offered. Such services include library services and collections, tutoring, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that library and other learning support services may be used effectively and efficiently. The institution systematically assesses these services using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the services. II.C.1. The institution supports the quality of its instructional programs by providing library and other learning support services that are sufficient in quantity, currency, depth, and variety to facilitate educational offerings, regardless of location or means of delivery. The learning support services at KCC, located within the Academic Support Division, headed by the Assistance Dean of Instruction for Academic Support, include the Library, The Learning Center, the College Success Program, the Peer Assistant program, Instructional Technology, Computer Services, the University Center, and Media Services. The library provides resources and services to KCC students, distance students, faculty, staff and the community. The Learning Center provides tutoring, test proctoring, computer aided instruction, and COMPASS testing services and serves as the base for the Instructional Technologist, the College Success Program Coordinator and the Peer Assistant Program Coordinator. The Instructional Technology unit provides resources, recommendations, training and support to faculty and students on hardware and software deployment. The Instructional Technologist integrates technology intensive instruction into courses at KCC and provides support services and coverage for The Learning Center. The College Success Program Coordinator provides a menu of services and programs to assist students to become successful in their college careers, including coordination of learning communities, Focus Labs that provide supplemental instruction, individual tutoring sessions, a Summer Bridge program, and a 3 credit course - IS 103 (Introduction to College). Computer Services supports the college’s technology infrastructure. The Peer Assistant Program Coordinator develops and administers the PAP program, which provides in-class and individual tutorial assistance to students in vocational/technical courses that have been identified as high-risk. Media Services provides technical support for the campus voice communication system, the distance education infrastructure (Hawa‘i Interactive Television System, cable television, videoconferencing), the KCC web site, the Performing Arts Center operation and maintenance, and installation and maintenance of the campus’s copper and fiber optic infrastructure for voice and data. The University Center negotiates for educational programs that are needed by the Kaua‘i community and supports distance delivery through technology and services. Descriptive Summary Yüklə 1,69 Mb. Dostları ilə paylaş:
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