Kaua‘i community college
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- Bu səhifədəki naviqasiya:
- Standard III.C. Technology Resources
- Standard III.D. Financial Resources
- III.D.1. The institution relies upon its mission and goals as the foundation for financial planning.
Planning Agenda
III.A.3. The institution systematically develops personnel policies and procedures that are available for information and review. Such policies and procedures are equitably and consistently administered. III.A.3.a. The institution establishes and adheres to written policies ensuring fairness in all employment procedures. Descriptive SummaryThe college follows systemwide procedures that are established to comply with Board of Regents policies. Personnel policies and procedures are available for review at the University of Hawai‘i’s website (Personnel Policies). Information also is available in the HR Office and through consultation with the EEO. Faculty and classified staff union contracts also clearly stipulate work expectations, salary schedules, and evaluations, and define grievance processes should problems arise. (Exhibit III-3: Collective Bargaining Agreements) The college’s personnel officer and personnel clerk and administrators are available to explain relevant policies and procedures. In addition, the Office of the VP for Community Colleges has system personnel with whom the college may consult on issues. Self EvaluationThe college adheres to the UH System guidelines for all employment and personnel policies and procedures and make these readily available to all employees at regular intervals, including at the time of hire, when evaluations are conducted, and at other times through access to the “CampusDocs,” the Kaua‘i Community College intranet. Information also is available in the HR Office regarding official grievance procedures. The UH/UHPA Contract governs workload assignments. However, faculty often are asked to accept additional assigned time, due to the responsive nature of the college’s curriculum development process and varying needs within the disciplines. The two types of assigned time are explained in documents given to faculty each semester. The first is contractual assigned time, which provides the opportunity for faculty members who have workloads of 27 instructional credits for the academic year to carry out an additional assigned-time project. Projects are approved if they align with goals in the department’s Program Review Action Plan or APRU. Assigned time also may be allocated administratively. Administrative assignments include appointments to such positions as Faculty Senate Chair, Division Chair, and Curriculum Chair. Additional assigned time may be allocated for high-priority projects. A majority of instructional faculty receive assigned time. Assigned time requests and assigned time final reports are required to assess the effectiveness of the projects undertaken. Currently, assigned time requests are provided by faculty at the same time workload forms are submitted. However, it often takes several reminders to get assigned time reports, even though the process has been simplified, particularly for many administratively assigned projects. Planning Agenda
III.A.3.b. The institution makes provision for the security and confidentiality of personnel records. Each employee has access to his/her personnel records in accordance with law. Descriptive SummaryConfidentiality is assured by a strict adherence to UH System policies, State of Hawai‘i civil services regulations, and federal guidelines. Hardcopy personnel files are kept in locked file cabinets in the Personnel Office. The Personnel Office is locked when unoccupied. Computerized records are kept on central UH Systems, which are secured by passwords and encryption. Self EvaluationOfficial personnel files for BOR appointees, excluding executive and managerial, are kept in the Human Resources Office. Official personnel files for civil service employees and executive and managerial personnel are located in the Office of Human Resources at UH Manoa. The personnel officer and HR staff provide for the security and confidentiality of personnel records by limiting access to authorized personnel and formally outlining proper record handling and confidentiality rules and procedures to all individuals with authorization to access files and records. Planning Agenda
III.A.4. The institution demonstrates through policies and practices an appropriate understanding of and concern for issues of equity and diversity. III.A.4.a. The institution creates and maintains appropriate programs, practices, and services that support its diverse personnel. Descriptive SummaryKaua‘i Community College complies with federal and state laws which prohibit discrimination in college programs and activities based on race, color, sex, national origin, religion, sexual orientation, political affiliation, marital status, and disability. The college also complies with federal and state laws which mandate equal employment/affirmative action and prohibit discrimination in employment – including, but not limited to, hiring, firing, upgrading salaries, training, benefits, and other terms, conditions, and privileges of employment. An EEO/AA review is part of all faculty and APT hiring, while civil service regulations are followed for such positions. The personnel officer is the designated EEO/AA and 504 coordinator for employees. Workshops on such topics as sexual harassment are regularly scheduled. Self EvaluationTo promote diversity the college provides the following services:
In a recent survey of staff and faculty members of the college, 51 percent of respondents felt that the institution creates and maintains appropriate programs, practices, and services that support its diverse personnel. Forty-one percent were neutral and 6.4 percent disagreed or strongly disagreed. Although 51 percent is a majority, studying the minority opinion may provide great insight to the EEO/AA officer and professional development committee as they help to refine division action plans. Planning Agenda
III.A.4.b. The institution regularly assesses its record in employment equity and diversity consistent with its mission. Descriptive SummaryKaua‘i Community College has an Affirmative Action Plan (Exhibit III-8: Affirmative Action Plan) that complies with federal contractor requirements for data collection, workforce analysis, identification of problem areas, and placement goals or benchmarks. The plan is updated annually to identify problem areas of under-utilization and good faith efforts. The 2005-2006 AAP will be generated using Gerstco AAP software and 2000 Census data. The college’s EEO/AA Coordinator oversees employment practices, including recruiting and hiring decisions; ensures compliance with the laws and policies and with the AAP (reviews job announcements, reviews for under-representation; monitors recruitment and the equitable treatment of applicants; coordinates diverse screening committees and EEO briefings); and receives, investigates, and resolves complaints. The tables on pages 18 and 19 of this document show diversity statistics on faculty and staff in the three areas of ethnicity, gender, and age. In terms of gender, there are twice as many males as females that make up the staff at Kaua‘i Community College while females make up about 46 percent of the faculty. This make-up has not changed in the past four years. Student data is about 40 percent male and 60 percent female. In 2005, the three largest ethnic groups among the staff were Japanese, Filipino, Hawaiian/Part Hawaiian. For the Faculty, the largest ethnic groups are Caucasian, Japanese, with other Asian and Hawaiian/Part Hawaiian groups being almost equal. Filipino, Caucasian, and Hawaiian/Part Hawaiian are the largest ethnic groups for students. Self EvaluationJob applications include a cover sheet asking for the voluntary disclosure of gender, age, and ethnic background. This completed sheet is removed from the application and forwarded to the EEO/AA officer. The officer screens for candidates belonging to under-represented groups, and may require interview committees to interview these candidates if they also meet minimum qualifications for the position. In general there has been a slight rise in the hiring of Caucasian faculty which coincides with a rise in the same student group. The age of the faculty and staff has remained almost the same except for a marked drop in the 42-48 year old age group for faculty. The largest groups are in the 49-62 range and programs predict a decline in these groups due to retirement. Programs have action plans that deal with this issue as it is one of the college’s priority goals. Planning Agenda
III.A.4.c. The institution subscribes to, advocates, and demonstrates integrity in the treatment of its administration, faculty, staff and students. Descriptive SummaryKaua‘i Community College uses a variety of policies and procedures to insure integrity in the treatment of its administration, faculty, staff, and students:
Self EvaluationIn a recent Self Study Survey, the Standard III committee asked faculty and staff, “Have you been assigned duties, not originally part of your job description, that you think take(s) up a good percentage of your workload?” Thirty-three faculty/staff members said yes and twelve said no. Out of those who said yes, 23 reported that they had been involved in determining their extra responsibilities, while eight had not. Fifty percent said this work was acknowledged during the evaluation process. There were no grievances filed on this issue, as reflected in the Human Resource Office – Grievance Record (Exhibit III-10: Human Resource Office – Grievance Record). As noted above, a well-documented process governs the assigned time process for faculty. The committee also asked, “Does the institution treat you fairly?” The results showed that 53 percent agreed or strongly agreed. Thirty-three percent were neutral. Thirteen percent disagreed or strongly disagreed. At our college conversation, some faculty members commented that non-tenured faculty members often feel that they cannot decline additional responsibilities and certainly cannot grieve. In the Faculty Morale Survey, Spring 2005 (Exhibit II-50: Faculty Morale Survey), 29 percent of respondents disagreed, and 32 percent strongly disagreed, to the statement, “the administration rewards faculty evenhandedly.” This indicates that the college should review this standard in more detail. Per the Faculty Senate Chair, the Faculty Senate will address this issue in the next year. Planning Agenda
III.A.5. The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs. III.A.5.a. The institution plans professional development activities to meet the needs of its personnel. Descriptive SummaryThere is a UH Community Colleges Policy and Procedures on Staff Development (CCCM 2080). It was prepared by Dewey Kim, a former Chancellor for the UHCC. Personal, professional, and organizational developments are the three priorities identified, with the faculty and staff recognized as the greatest asset to the successful functioning of the community colleges. And the college’s strategic goals include a priority for professional development. 4.1 Foster faculty and staff currency of expertise in their areas of responsibility through support of professional development activities. Self EvaluationThe institution has a full-time Professional Development Coordinator. The coordinator convenes the Professional Development Committee to assess and review professional development needs and plan activities. The representatives serve as liaisons from their respective units and divisions, communicating with colleagues and presenting reports at the meetings. The committee works to identify workshops, seminars, and other training activities that address the college’s most urgent professional development needs. The committee meets regularly to develop an annual plan for the college. The Campus Council reviews and approves the plan.
In general, within this environment of learning, there are numerous efforts being made to promote professional development, including those not initiated by the Professional Development Committee. Grants provide monies for professional development, individuals initiate opportunities and activities, committees ascertain needs and respond by coordinating activities, colleagues provide suggestions on an informal basis, groups make requests, and special events are organized periodically to take advantage of the expertise of outside consultants and speakers. Our current Title III grant is funding a full-time faculty position to help faculty understand and begin to integrate the Skip Downing On Course curriculum across the curriculum. This curriculum was first introduced to the campus through a system- wide workshop, supported by the UHCC System Wo Learning Champions Fund, administered by Kapi‘olani Community College. The Nursing program then implemented it in their EPSCOR-funded Academy for Future Nurses. The dramatic, positive results of that pilot interested many other faculty on campus in the approach, so Title III funds were sought to support more training and awareness of the potential of its learning strategies. The campus recognizes its internal wealth as well. Faculty and staff both formally and informally learn from one another, and often accept requests to conduct workshops on their areas of specialization at Kaua‘i Community College, at other colleges within the UH System, and elsewhere. Faculty and staff also have the opportunity to enroll in UH System credit and non-credit courses through a tuition waiver program, after specific terms of their employment have been met.
Planning Agenda
III.A.5.b. With the assistance of the participants, the institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement. Descriptive SummaryEvaluation is done at most major professional development activities. The Professional Development Committee uses the evaluations to plan and refine future activities. Self EvaluationSince SLOs are a campus focus, the Professional Development Coordinator is revising an assessment tool to be used at all professional development events to more closely examine the impact of these activities on student service. Participants will be asked, among other questions, if the activity met their own learning needs, and whether it will help them to meet student needs and achieve SLOs. The coordinator also is in the process of reviewing past professional development evaluations to see if they reveal connections between the activity and documented improvements in teaching and learning. Once the coordinator and members of the Professional Development Committee have reviewed the qualitative and quantitative data of past evaluations, they use their findings to assess past professional development activities – to determine if these activities have had a positive impact on SLOs, and to formulate and enhance future professional development efforts. These determinations will be shared with the Campus Council and, where possible, the college community at large. For the 2004-2005 academic year, assessment, technology training, and customer service were identified as primary themes. These themes were determined by needs expressed in the Information Technology Plan, the college mission statement, and from feedback obtained from the campus community. The coordinator consults with administrative leaders and special committees such as the Information Technology Committee to develop a calendar of activities for the current academic year. In addition, the coordinator is in the process of compiling a comprehensive folder of materials to document the history and evolution of professional development efforts on this campus. Recent Kaua‘i Community College Self Study results show that 92 percent of our faculty and staff have participated in professional development activities on Kaua‘i within the last five years. Seventy-eight percent have gone to activities within the State of Hawai‘i and fifty percent have gone out of state for professional development. Planning Agenda
III.A.6. Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement. Descriptive SummaryWith the implementation of Program Review and Annual Program Review Updates, all programs are charged to assess – in a data-driven manner – the effectiveness of their use of human resources. The results of these evaluations are reflected in the programs’ planning agendas, establishing that assessment is being used as a tool to shape improvement. As noted previously, the campus also now has a process that requires all programs to justify any request to fill a vacant position with data on need and expected outcomes. Self EvaluationAs noted previously the MYPO is an important planning tool which faculty use to annually assess staffing needs in the context of the scheduling process. This first analysis is used in the development of the Annual Program Review Update. Data such as enrollment trends, numbers of graduates, employment needs in the area, average class sizes, and SSH per FTE faculty are used in assessing staffing needs in instructional areas. Program reviews for non-instructional areas consider such data as numbers of applications processed, numbers of students advised, ratio of students to advisers, wait time for various services, processing time for work orders, and other quantitative measures. In addition, customer satisfaction surveys help to identify any issues with services. This kind of analysis has resulted in changes in staffing in some areas, as well as additional staffing requests in our biennium budget. For example, the Nursing department in their APRU presented an analysis of workforce needs and current instructional capacity, enrollment, and graduation statistics to determine their need for additional faculty. That request was reviewed by the College Council, which recommended a high priority for the request. The chancellor subsequently made it a high priority on the biennium budget request, which has been submitted to the UH System. In the library, the funding from a vacant position was reallocated to books, periodicals and electronic journals when the analysis of the workload indicated that the duties could be equitably distributed among other unit personnel. Planning Agenda
Standard III.B. Physical Resources Physical resources, which include facilities, equipment, land, and other assets, support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning. III.B.1. The institution provides safe and sufficient physical resources that support and assure the integrity and quality of its programs and services, regardless of location or means of delivery. III.B.1.a. The institution plans, builds, maintains, and upgrades or replaces its physical resources in a manner that assures effective utilization and the continuing quality necessary to support its programs and services. Descriptive SummaryKaua‘i Community College is located on a 200-acre site in Puhi, Kaua‘i. The campus consists of 42 buildings totaling approximately 238,800 square feet of building space. Major buildings include a Library/Learning Resource Center; Performing Arts Center; Campus/Student Center; Faculty Offices/Wellness Center/Computer Classroom; and classroom/laboratory/shop facilities for Natural/Physical Sciences, Nursing, Business Education, Fine Arts, Social Sciences, Auto Body, Automotive, Carpentry/Electricity, Welding, Machine Shop and Electronic Technology. The college also has four tennis courts and a weight/exercise room. In addition, the college supports three small off-campus learning centers; a HUD and State of Hawai‘i Office of Hawaiian Affairs-funded after-school classroom building for community members at Anahola on Hawaiian Homelands; a Rural Development Program-funded computer classroom (leased) in Waimea; and a Koke‘e property leased from the state Department of Land and Natural Resources for use as a field site for botanical and other studies as well as for retreats and workshops. The Anahola and Koke‘e facilities have not been used for scheduled college classes. Kaua‘i Community College began serving students at the Puhi campus in the fall of 1976. The Puhi campus was designed to accommodate an enrollment of 1,500 FTE credit students based on the 1973 Facilities Master Plan/Long Range Development Plan for the college. In 1999, the LRDP was updated to reflect current population projections for the island of Kaua`i and resulted in a Facilities Master Plan/LRDP (Exhibit III-11: Facilities Master Plan/LRDP) for a maximum student enrollment of 3,000 FTE. Kaua‘i Community College’s Fall 2004 and Fall 2005 FTE credit enrollments were 613 and 592 respectively. Since the 2000 accreditation visit, the college has continued to improve its facilities by retrofitting its air conditioning plant with energy-efficient chillers and a computerized energy management system and by installing energy-efficient lighting campus-wide. The college also received funds to expand its Culinary Arts and Ceramic Laboratory facilities; to build a Wellness Center and an Electronic Technology Center; and to renovate building entrances, restrooms, and the college’s fire alarm system to meet standards under the Americans with Disability Act (ADA). In response to the 2000 AACJC Commission’s recommendation to reassess its space for serving students at Student Services, the college gave highest priority to its plans for a “One-Stop Center” to expand space for Student Services and the University Center, and to co-locate the Business Office with other administrative offices to make services more convenient for students (Exhibit I-7: One-Stop Plans). The OSC, which is scheduled for completion in Spring 2008, will enable students to conveniently receive counseling and financial aid services, take placement exams, register, and pay fees. It will also have a career counseling center and additional space for expansion of University Center services. Self Evaluation The physical resources of this institution, in general, provide an environment that ensures the integrity and quality of its programs and services. Program reviews/Annual Program Review Updates (APRU) are now being used to determine the need for physical resources and in planning and budgeting for financial resources. In preparation for the Fiscal 2007-2009 biennium budget, programs assessed their need for equipment, space for classrooms, labs and offices, new facilities, and funds for facilities and equipment maintenance. Each program was given an opportunity to present its need for resources before the Campus Council. Members of the Council then ranked each request based on the following six criteria: alignment with the college’s goals, outcome expected, evidence, need, collaboration and impact. There were nine APRU requests that related to physical resources. Based on the APRUs, the majority of current programs appear to have sufficient space and equipment to accomplish their program goals. APRU plans for Culinary Arts, Nursing, and Early Childhood Education indicate that growth in those programs are projected to require additional classroom/lab and office spaces as well as equipment. Kaua‘i Community College has a small operating budget to cover the cost of maintenance for the air conditioning plant and elevators. Ongoing inspections are done by the Facilities Manager, and repair work within the scope of the college’s maintenance personnel are usually done promptly. The self study survey results indicate that Maintenance Services has generally been able to complete work orders on a timely basis, although there is an indication that there needs to be an assessment of the work-order process (Self Study Survey, Standard III, no. 7). For facilities improvements projects that are beyond the college’s available funding, the Director of Administrative Services, with input from the Faculty Senate’s Building and Grounds Committee, has prioritized funding requests for facilities improvement projects (Exhibit III-12: Facilities Improvement Projects). Major repairs, such as re-roofing of buildings, are funded through minor capital improvement funds, allocated through a consensus-driven process managed by the University of Hawai‘i Community College System’s Office. The self study survey indicated a desire for better-equipped classrooms with multimedia workstations for instructors. The Media Services APRU and the question-and-answer portion of the survey reinforced this desire. Making better use of existing facilities was also mentioned. The college included a request for an equipment replacement and IT replacement/upgrade budget in the 2005-2006 supplemental budget request. That item was funded and the college will use the Information Technology Strategic Plan and the program review/APRU priorities to allocate the newly available funding. Kaua‘i Community College is fortunate that major crimes have not occurred on campus (Exhibit III-13: Campus Crime Report). Nevertheless, in response to concerns for additional security service and lighting, the college has increased its security guard services during the evening hours and installed additional lighting. Planning Agenda
III.B.1.b. The institution assures that physical resources at all locations where it offers courses, programs, and services are constructed and maintained to assure access, safety, security, and a healthful learning and working environment. Descriptive Summary Kaua‘i Community College and its off-campus sites, with the exception of the Koke‘e property, are all constructed and maintained to meet ADA and health and safety standards. As noted above, no regularly scheduled classes take place in the Koke‘e facility which has been used to support field trips for natural science classes and retreats for college and system personnel. The Koke‘e site does not have a ramp to accommodate wheelchairs. In addition, only the Anahola off-campus site has security service. The off-campus site at Anahola is maintained by the community users. The college staff maintains the Koke‘e and Waimea facilities. The Waimea classroom is used by participants in the Rural Development Projects, and the Anahola classroom is used by grade school students in the community’s after-school program and other community users, as determined by the community board. Under the terms of the grant that funded the Anahola facility, the college is working to establish a 501(c) 3 community entity to take over ownership and management of that facility. The Koke‘e site is used primarily for ethnobotany field studies and retreats. All facilities at the Puhi campus are ADA-compliant and maintained with the goal of achieving a healthy learning and working environment. The college has a security service contract that provides two guards during the evening class hours. In terms of health and safety, the college receives support from the Community College’s Environmental Health and Safety Officer who provides semi-annual training and inspections on hazardous-materials safety and injury prevention. The Kaua‘i Fire Department inspects the campus annually for potential fire hazards and the Kaua‘i Fire Protection Company inspects all of the college fire extinguishers once a year. Government inspectors also inspect the college’s elevators and air compressors annually. Self Evaluation This institution has placed health and safety issues at the forefront as clearly indicated by its listing and completion of improvement projects (Exhibit III-11: Facilities Master Plan/LRDP). Especially noteworthy are the modifications for the physically challenged such as improving access to restrooms and building entrances. In 2005 environmental concerns led to the upgrading of fume hoods in the science laboratory and the retrofitting of several air handlers and fan coil units. The institution expended funds to improve its fire hydrant system and fire alarm systems and will complete the construction of an automotive auto wash system during the summer of 2006. The Kaua‘i Fire Department conducts annual fire inspections. In 2004 the Associated Students of Kaua‘i Community College lobbied the University of Hawai‘i and the state legislature for additional security services and lighting. According to the Kaua‘i Community College self study survey, a majority of the faculty and staff felt safe walking to their cars at night. However, students who take night classes were not surveyed, and this safety issue needs to be addressed. Also, safety for the entire campus at night needs to be assessed. The contract service hours for the security guards have been doubled. The US Department of Education Office of Postsecondary Education statistics report that there were no arrests, hate offenses, or criminal offenses on or off campus from 2001 through 2004 (OPE Campus Security Statistics Website). However, from time to time there are some instances of student disagreements or disruptive behavior that may require law enforcement officers, but these happen at the average rate of once every two years. The college’s Wellness Center has responded to students, faculty and staff requiring first aid. Nursing faculty have made the campus safer by providing first responder training and training on the use of Automated External Defibrillators (AEDs). The college has an AED located at the Wellness Center, Cafeteria, and Performing Arts Center. The newly installed fire/emergency alarm systems are not yet fully operational. Planning Agenda
III.B.2. To assure the feasibility and effectiveness of physical resources in supporting institutional programs and services, the institution plans and evaluates its facilities and equipment on a regular basis, taking utilization and other relevant data into account. III.B.2.a. Long-range capital plans support institutional improvement goals and reflects projections of the total cost of ownership of new facilities and equipment. Descriptive Summary Capital improvement plans are based on the, Kaua‘i Community College Long Range Development Plan (Exhibit III-11: Facilities Master Plan/LRDP) which is updated on a regular basis, as scheduled by the UH System Office for capital improvements. The college’s LRDP was last updated in 1999. An outside consultant gathered relevant data on educational plans and activities and input from faculty and staff to develop the educational specifications. Based on that specification, the design consultants prepared the LRDP. Decisions, which were approved by the college’s governing body, were driven by factors such as the need for space, health and safety, and the usefulness of equipment and other physical resources. This process resulted in the construction of facilities such as the Performing Arts Center, Electronic Technology Center, Wellness Center, and Culinary Arts and Ceramics classroom expansion. The One-Stop Center was included in the LRDP and became the college’s top priority for additional funding after the 2000 accreditation recommendation. Self Evaluation The implementation of the Annual Program Review process has enabled programs at Kaua‘i Community College to review their physical resource requirements and participate in a planning process that is open and based on the college’s strategic goals. The process enables each program to evaluate the effectiveness of its physical resources in achieving program goals. Various programs identified deficiencies in their facilities and equipment and prepared requests for financial resources to correct these deficiencies. The Campus Council was then able to prioritize the requests and determine whether financial resources would be provided through reallocation or through the legislative funding-request process. The APRU process also provided the opportunity for programs to identify capital improvement projects that are needed to meet program demands. These recommendations were forwarded to the Building and Grounds Committee of the Faculty Senate for recommendations (Exhibit III-14: Campus Email, Budget Decisions from APRU/PR, April 2006). Kaua‘i Community College’s Long Range (Capital) Development Plan/Educational Specification, which was made when the campus was built in 1975, and which was revised in 1999, is designed for a maximum enrollment of 3,000 FTE students. The plan, which was developed by the consulting firm PBR Hawai‘i, Inc. with input from the college’s faculty and staff, projects enrollment growth based on the population statistics. The plan focuses on the functional relationships between programs that can be viewed as a series of related, interconnected elements that will result in a unified, cohesive campus. The plan projects the cost of construction but does not consider the total operating cost of planned facilities, equipment or maintenance. The LRDP enables Kaua‘i Community College to request funding for new facilities as enrollment in its current programs grows. The college has included a request for an operational repair and maintenance fund as part of its current service base in the 2007-2009 biennium budget request to the Board of Regents. The 2006 legislature also funded a Repair and Maintenance CIP request for the UH System. The Director of Administrative Services attends an annual system meeting with other community college representatives to prioritize proposals for legislative appropriation. The current campus prioritization process offers our director a more comprehensive view of the campus priorities. The state legislature has to approve all funds for capital improvement. In recent years, there has been a greater emphasis on accountability for all legislative proposals and allocations. All plans for building are approved through the building permitting process, which assures compliance with building codes, as well as ADA and OSHA requirements. Planning Agenda
III.B.2.b. Physical resource planning is integrated with institutional planning. The institution systematically assesses the effective use of physical resources and uses the results of the evaluation as the basis for improvement. Descriptive Summary As described above, the program review process is the vehicle for programs to indicate their need for physical resource requirements to achieve program goals. The annual program review budget prioritization process has engaged all programs in understanding and evaluating campus priorities as they impact equipment, facilities, and physical resource planning. This process of resource allocation has completed its second full cycle. Self Evaluation To date, all programs have completed either annual updates or full program review and have twice developed proposals for funding based on an annual program review update. Upon reading the program review documents, it is evident that the campus has only begun to understand the task before us in terms of developing data supported analysis. In general, most of the program needs have filtered through the APRU process to become institutional concerns. Not all campus concerns have been reflected. Examples of issues not addressed are the “overcrowded” environment of the Learning Center and the Liberal Arts program concerns about available classrooms and furnishings. Other instructional concerns such as the Office Administration and Technology Program not having current software to meet industry standards is perhaps a Technology Resources issue, never-the-less, it indicates a need for an improvement of the assessment process and more thorough analysis by the programs to identify and justify requests to address program needs. Planning Agenda
Standard III.C. Technology ResourcesTechnology resources are used to support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institutional planning. III.C.1. The institution assures that any technology support it provides is designed to meet the needs of learning, teaching, college-wide communications, research, and operational systems. In response to recommendation #6 of the 2000 Self Study accreditation report, the chancellor created the Information Technology Task Force (ITTF) and charged it with the responsibility of developing a technology strategic plan (Information Technology Strategic Plan) that is aligned with the college’s mission, goals, and Student Learning Outcomes. In developing this plan, the ITTF conducted a comprehensive study of the current status of information technology and outlined an implementation timetable from Summer 2004 through Spring 2007. This timetable was updated on April 3, 2006, (Information Technology Strategic Plan Update). Computers, networking, and other communication equipment are used for administrative and academic purposes and there is a large infrastructure that supports this technology. Technology planning in this area is integrated with institutional planning (College Council Meeting Notes, December 2, 2004). The College Council approves the budget developed by the Information Technology Advisory Committee (ITAC). Specialized equipment and instrumentation (i.e. automotive diagnostic equipment) are utilized by various programs to support their learning programs. These resources in general have a longer useful life and do not face the rapid obsolescence characteristic of computers, their associated peripherals, and software. Due to their specialized nature and use each department maintains and replaces their equipment using departmental or grant funding. III.C.1.a. Technology services, professional support, facilities, hardware, and software are designed to enhance the operation and effectiveness of the institution. Descriptive Summary Until the conception of the Information Technology Advisory Committee, the computer services department has been primarily responsible for the design, development and maintenance of the technology services, support, facilities, hardware and software for the campus. For the purpose of institutional effectiveness and efficiency, decisions were made to standardize the campus to a pc base using the Microsoft operating platform. Individual departments having individual hardware or software requirements are able to purchase equipment and software with or without the consultation of computer services. Support of these specific hardware and/or software is the responsibility of the purchasing department although computer services are often asked for support. Student and faculty software support is provided through the phone, online and via walk-in assistance from our Instructional Technologist or Computer Services. Computer Services provides installation, maintenance and trouble-shooting of hardware, software, and network services. Self Evaluation The Information Technology Strategic Plan, which was developed by the ITTF, details some of the complexities of information technology development at the college. One of the initial planning agendas was to create the Information Technology Advisory Council (ITAC). The ITAC is comprised of two faculty members (one from CTE and one from Liberal Arts), the Instructional Technologist, the head of Computer Services, and the head of Media Services. The ITAC was charged with integrating planning and making recommendations for future growth as computer technology advances. They began the task of incorporating feedback through focus group reports and surveys to further strengthen the operation and effectiveness of the campus. The ITAC gathered baseline data on the hardware and software used by the various departments on campus. The Information Technology Strategic Plan Update’s Goal I section details the steps taken to address the management of technology. In the Fall 2005 semester, student and faculty focus groups were conducted along with faculty and staff surveys to gain baseline data on student technical competency and faculty and staff IT needs. The results of the Fall 2005 campus survey (Self Study Survey Results, Standard III Technological) indicated that a majority of faculty and staff respondents were satisfied with the “state of technology” (81.9 percent) and were also satisfied with the “support in the installation, operation, and maintenance” (82.3 percent). Those strongly agreeing comprised 22.8 percent of the population in both cases. The survey also assessed the campus’ feeling for “adequate opportunities and funding in professional development.” Results of the survey showed that 79.5 percent of the faculty and staff expressed satisfaction with this, although in this case, only 12.8 percent of those strongly agreed. While the results demonstrate satisfaction with the quality of service at this point, continual improvement is necessary due to the rapid advancement of technology. Further analysis of the initial faculty and staff survey indicated a need to develop and administer a more comprehensive follow-up survey in order to identify the specific software and hardware training that was needed. This second survey was administered in April 2006 under the guidance of the newly hired Institutional Researcher. A discussion of this survey can be found in Std III C.1.A. A study of the various campus program review reports indicates a need for Information Technology development in relation to instruction. Specifically, in the Business Education, Hospitality, Business Technology, and Accounting programs. Since these instructional needs are important enough to be discussed in a program review report, they should be given priority consideration by ITAC, as these issues may not emerge in a campus needs survey. The mission of Computer Services is to provide technology services “in the most responsive, accurate and cost-effective manner to support the college.” Specific goals deal with creating a reliable network, supporting the technology infrastructure, and addressing the computing needs of the campus. The latest Computer Services APRU indicates the status of their action plans toward meeting these goals; they have expanded the wireless network, continued to improve their online work-order system, upgraded faculty computers and wiring closets, and completed the ITAC focus groups. They are currently on schedule with most of their improvement plans. Planning Agenda
III.C.1.b. The institution provides quality training in the effective application of its information technology to students and personnel. Descriptive Summary The campus provides a wide array of computer technology courses. Business Education, Electronics, and Information and Computer Science offer credit courses. In addition, the Office of Continuing Education and Training (OCET) offers non-credit training, and free workshops are offered by The Learning Center. The Kaua‘i Community College Information Technologist provides individualized help. Professional development in specialized areas of computer technology is funded by grants or by departmental funds. Self Evaluation The Fall 2005 Self Study survey results discussed in Section 1a indicate general satisfaction, but access to professional development opportunities in the technology area can be improved. The campus has provided workshops, for example the Windows XP workshop in Fall 2004, to enhance the skill of its personnel. But many faculty and staff members do not take advantage of these opportunities. One possible reason for low enrollment was thought to be the timing of workshops. The April 2006 ITAC survey assessed the need for specific training requirements for faculty and staff. The three highest training needs for faculty are classroom-specific. These were: using Multi-media technology in the classroom, facilitating small group activities and teamwork, and using technology to address different learning styles. By comparison, the three highest training needs for staff were more broadly centered on communication and efficiency like using secure sites and compressed files, using spreadsheets, and doing desktop publishing software. There were three areas where faculty and staff needs were closely matched. These areas were Desktop publishing software, presentation packages, and using peripheral technologies (e.g. DVD’s and CD ROMs). This survey also gathered information about the preferred training time. Both faculty and staff preferred half-day training sessions, and staff preferred trainings to be held on flex days more than did the faculty. Training topics need to be hands-on and relevant and conducted by an experienced outside trainer. The college has a half-time Instructional Technologist position whose specific mission is “to enhance the use of educational technology and provide learning opportunities to acquire the skill sets necessary to effectively use educational technology” (Instructional Technology Program Review). The Kaua‘i Community College IT program review outlined four challenges that include lack of commitment, lack of a clear technology plan, lack of instructor time, and lack of incentives for instructor participation. These issues have been incorporated in the Information Technology Strategic Plan (ITSP) update. The ITAC committee will be assessing the effectiveness of the IT help station which was established in the Fall 2003 semester. Such data may help to justify the need for a full-time Instructional Technologist position or, as the April 2006 survey indicates, the hiring of training consultants to provide training. ITAC is responsible for assessing campus needs for technology training. The Professional Development Committee is responsible for organizing these technology-training events (Information Technology Strategic Plan – Initiative 5). The Professional Development Committee is currently working on the new technology-training schedule for the upcoming year. Planning Agenda
III.C.1.c. The institution systematically plans, acquires, maintains, and upgrades or replaces technology infrastructure and equipment to meet institutional needs. Descriptive Summary The college currently has a four-year hardware replacement cycle and is allotted $50,000 a year for that purpose. There is a current system plan for software upgrades. However, ITAC is discussing a software upgrade schedule. There is no dedicated funding for these upgrades and therefore actual upgrades are not on a set replacement schedule. In addition, there is not a regular schedule for software releases and in general most upgrades do not make significant changes in features to justify upgrading with every release. Self Evaluation A software replacement policy is on the ITAC agenda. Software upgrades will have a significant impact on the limited budget. For example, upgrading the campus to the next level of Microsoft Office is estimated to cost between $35,000 and $50,000. At this time, the hardware is more than adequate to run the current software packages faculty and staff are using. With the increasing number of computers being purchased, upgrading costs are also increasing. Disposal of old equipment is an additional cost. Survey results discussed in Section 1.b indicate an interest by faculty and staff to gain computer expertise with various software applications. This may provide further cost items that have not been accounted in the plan to upgrade our Microsoft software. In the interest of institutional efficiency and effectiveness, specific software should be screened and selected by the Kaua‘i Community College-IT and/or the ITAC to supplement the Microsoft software. More specifically, standardized desktop publishing and multimedia (DVD and CD) standards could be developed for the college. Planning Agenda
III.C.1.d. The distribution and utilization of technology resources support the development, maintenance, and enhancement of its programs and services. Descriptive Summary All full-time faculty, administrators, and staff have a desktop computer or laptop provided by the college as indicated on the table of Campus Computer Labs below. Lecturers have ready access via shared lecturer offices and computer labs. Our base system consists of an Intel Celeron 1.6GHz processor, 256 MB Ram, network connection and a 17” Monitor. Users in the current 4-year replacement cycle have been upgraded to Intel Pentium 4 2.4+ GHz processor, and 512Mb Ram configurations. Everyone has access to either a laser or inkjet printer. Faculty and staff have access to Media Services’ high-volume copiers. Standard OS/application software consists of Windows XP Pro and Microsoft Office 2000 Pro, along with standard web browser and reader packages. Network access is provided via a fiber-optic backbone and wired network within the buildings. In addition, access points provide 80 percent campus wireless coverage. Table: Campus Computer Labs
See campus map showing distribution of computer labs. 
In addition to computers provided to the faculty, administrators, and staff, there are numerous computer labs distributed around the campus as shown here on the campus map. Self Evaluation The campus is adequately wire-networked, and with 80 percent of the campus able to receive wireless connection, the distribution of services is more than adequate. The limiting factor in utilization of services is the ability of the personnel to make effective use of available technology and information resources. According to the April 2006 ITAC survey, there is general interest of faculty and staff in developing a higher level of technological expertise. These individuals are afforded the opportunity for training with the assistance of the professional development committee and Kaua‘i Community College Instructional Technologist. Planning Agenda
III.C.2. Technology planning is integrated with institutional planning. The institution systematically assesses the effective use of technology resources and uses the results of evaluation as the basis for improvement. Descriptive Summary The Information Technology Task Force (ITTF) was established in the Summer of 2004 and was representative of each unit across the campus. This group worked on a comprehensive Information Technology Strategic Plan that outlines its mission, vision for the future and strategic initiatives. Specific strategic objectives outlined are:
One of the primary initiatives that the plan outlined was to develop an entity called the Information Technology Advisory Council (ITAC). The ITAC reports to the College Council with recommendations (College Council Meeting Notes, December 2, 2004). The ITAC developed an implementation document called Prioritized Goals and Action Plans for Fall 2004 through Spring 2007 (ITSP Implementation Plan). The College Council approved this plan in March 2005, revisited and updated in April 2006 (Information Technology Strategic Plan Update). Self Evaluation The Information Technology Strategic Plan Update, which was completed in April 2006, outlines the current status of planning and action initiatives that the ITAC committee has been working on. Specific action items address the three strategic objectives established in the Information Technology Strategic Plan at the College Council meetings. The ITAC has initiated two surveys to gather baseline data and follow-up data that centered on the training needs for the campus. As the campus strengthens its program review process, more information to improve program development should flow from the Campus Council or Administration to the ITAC for consideration. At that point a two-way communication will be established rather than the current reporting mode between the ITAC and College Council. Planning Agenda
Standard III.D. Financial ResourcesFinancial resources are sufficient to support student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resource planning is integrated with institutional planning. III.D.1. The institution relies upon its mission and goals as the foundation for financial planning.Descriptive SummaryIn response to recommendation number one of the AACJC recommendations from the 2000 accreditation process, the college reviewed and revised its mission statement and outlined six strategic goals: Access, Teaching and Learning, Workforce Development, Personal Development, Community Development, and Diversity. These six goals are incorporated in Kaua‘i Community College’s Strategic Plan, which serves as the framework for institutional and financial planning. Each program has utilized these campus goals as an outline for their program review. These goals serve as a context for program analysis and financial planning for the campus. The college’s strategic goals and the elements of the Program Review process are keyed to the elements of the mission. Institutional planning is driven by these goals and decisions are prioritized and shaped by how well a program’s plans can achieve these goals. All resource requests must demonstrate how the proposed expenditure will help the program achieve one of the strategic goals, improve student learning, or otherwise move the campus toward accomplishing our mission. Self EvaluationKaua‘i Community College has instituted a structure that aligns the college mission and goals with program planning and financial resource planning processes. The college has completed three years of the program review five-year cycle. The college relies on the program review and APRU processes to align program financial resource allocations with the established college mission and goals (KCCM 1-6). This structure assesses and supports the strength of individual programs in relation to campus goal achievement. The process is participatory in design and is used in developing the annual operating budget and the biennium and supplemental budgets. For example, in order to fill a vacant position, a program must complete the Request to Fill a Position form, which asks for an explanation of the relationship between the position and the strategic goals. (Exhibit I-12: Request to Fill a Position Form). The final step of the Program Review/APRU process is the review of action plan items and resource requests by the College Council. The Council evaluates and rates the various requests using a set of criteria (Program Review Action Plans and Resource Allocations). The criteria are: 1. Is the action plan aligned with the college mission and priority strategic goals? 2. Is the outcome of the action well defined, measurable and aligned with the college’s (or the UHCC System’s) performance outcomes? 3. Is the proposed action based on an analysis of evidence in the Program Review? In an APRU, has additional data been used to refine or develop new action items? 4. Is the action item responsive to community need or workforce demand? 5. Does the action plan provide for collaboration with other programs? 6. What is the size of the impact anticipated? (Impact might be measured in terms of the number of students impacted, the size of the improvement in service anticipated, the urgency of the workforce need, etc.) 7. If no additional resources are requested, does the program propose a reallocation of funding internally? At its last College Council meeting on April 27, 2006, the Council made several recommendations for improving the process, including streamlining the rating process. Yüklə 1,69 Mb. Dostları ilə paylaş:
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