Kaua‘i community college

University Center

Kaua‘i Community College participates in two UH systemwide distance education committees, the Master Scheduling Group and the Distance Coordinators Committee. These committees coordinate course scheduling and academic support services such as test proctoring, academic advising, and textbook ordering. These groups, with representatives from all UH campuses, develop distance policies and procedures for the UH System. The Distance Coordinators Committee is currently working on developing best practices for academic support services for distance programs.

Instructional Technology

The Instructional Technologist researches and incorporates software from various sources (commercial and free and open source). With these materials he has researched and produced a software toolkit available to faculty and students. This toolkit CD contains a suite of software programs allowing access to and production of multi-mediated technology intensive assignments. Since these are free software products their use does not involve contractual agreements.

Self Evaluation

Library

The UH Library Consortium allows KCC students, faculty, and staff to access an integrated online catalog and several electronic full-text journal databases. The intra-system loan service provides access to most of the resources in all of the libraries in the UH System. Student and faculty survey results show a high level of satisfaction with electronic databases, as evidenced by responses to survey questions. Even though the intrasystem loan service is free for most items and the service is described in all instruction classes and to distance students, usage by students has not increased over the past several years. Faculty use, however, is increasing, especially in the use of A-V resources from the Wong A-V Center at UH Manoa. Students are aware of the service because the library quiz given to students at the end of the semester (embedded in the library survey) contains a question about interlibrary loans and scores are very high (Exhibit II-49: KCC Library Surveys).

Planning Agenda

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  The Library should continue to work with the UH consortium to evaluate electronic resources for future subscriptions.
  

II.C.2. The institution evaluates library and other learning resource 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

Library

Library resources and services are evaluated in student and faculty surveys, the collection and circulation statistics, information literacy pre- and post-tests, the mini-program review, the full program review and annual update (Library Program Review and Library APRUs). Prior to the institution’s emphasis on program review, the library conducted a form of self evaluation with an annual report.

Another source of input for the evaluation of library services is the Library Advisory Committee that meets once a semester. Composed of six faculty representatives (one from each division), three community representatives, and the head librarian, the Committee advises the Library on various issues and matters concerning its place within the college and the community (Library Program Review – Appendix 30 – Guideline: Learning Resource Center/Library Advisory Committee).

The Learning Center

The Learning Center (TLC) completed its first program review in 2005. Prior to this, the TLC submitted annual reports to the administration. There is also an advisory committee for the TLC that was reorganized in Fall 2004 and that met in Spring 2005. Members include five faculty members, one community representative, one student, and the TLC coordinator.

The TLC also surveys its users with evaluations of the facility, services, staff, and resources. This form includes a question asking students to include suggestions on how the services might be improved and what other programs and services they want to see offered at the TLC.
An early assessment of Student Learning Outcomes that was conducted by TLC occurred in Spring 2003. TLC did a simple study that looked at retention and classroom performance of students in 22 classes that were surveyed in Fall 2002 (Learning Center Program Review).
College Success Program
The new College Success Program Coordinator worked with cross-division teams from Student Services, Academic Support, and Instruction to develop or to revise programs to serve under-prepared students. Services currently being offered (or being developed) include group focus labs (group tutoring), the development of Cohort Learning Communities with a Cohort Management team, and a Summer Bridge Program for 2006, which will link math, science, English, and astronomy with college success strategies.
For the Spring 2005, Fall 2005, and Spring 2006 semesters, the 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.
The Coordinator developed a new course, IS 103, which will begin in Fall 2006, to help new students develop academic and affective skills to succeed in colleges. The course has nine Student Learning Outcomes related to self-management and self-awareness, time management and career planning, communication management, and academic preparedness.

Peer Assistant Program

The Peer Assistant program has served 279 vocational students in 20 high-risk over 3 semesters (Fall 2004, Spring 2005, Fall 2005) including ACC 124C, HOPE 120, HOPE 125, BUS 55, MATH 22, MATH 24, MATH 25, MATH 100, HIST 151, HIST 152, ICS 100, OAT 121.