Kaua‘i community college
Standard III Resource Documents
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Standard III Resource DocumentsAdministrative Procedures A8.200 Administrative Procedures for Recruitment (A9.540) Administrative Procedure A9.620 Administrative Procedure A9.900 Policy and Complaint Procedures for Members of the Public Who Have Discrimination Complaints Regarding Public Accommodations or ADA Complaints Regarding Disability Access to University Services, Programs, and Activities Administrative Procedure A9.920 Discrimination Complaint Procedures for Students, Employees Administrative Procedures Information System Administrative Services Program Review Affirmative Action Plan, Exhibit III-8 APRU Budget Requests BLS Report, Exhibit III-15 BOR Policy Section 1-5 on Non-Discrimination and Affirmative Action CAF Campus Crime Report, Exhibit III-13 Campus Email, Budget Decisions from APRU/PR, April 2006, Exhibit III-14
Collective Bargaining Agreements, Exhibit III-3 College Council Meeting Notes, December 2, 2004 Community Colleges Statement on Professional Ethics Computer Services APRU DPC Procedures, Exhibit III-5 Employee Performance Appraisal Form, Exhibit III-7
Facilities Improvement Projects, Exhibit III-12 Facilities Master Plan/LRDP, Exhibit III-11 Faculty Morale Survey, Exhibit II-50 Guidelines for Applicants for Admission or Employment, Exhibit III-9 Guidelines for First and Third Year Evaluation, Exhibit III-6 Guidelines for Tenure and Promotion, University of Hawai‘i Community Colleges, 2005-2006, Exhibit III-4
Hiring Procedures and Responsibilities, Exhibit III-2 Human Resource Office – Grievance Record, Exhibit III-10
KCCM 1-7, Exhibit II-9 Media Services APRU Multi-Year Plan of Offerings (MYPO) One-Stop Plans, Exhibit I-7 Online position description generator OPE Campus Security Statistics Website Personnel Policies Program Review Action Plans and Resource Allocations Program Review folder Request to Fill a Position Form, Exhibit I-12 Risk Management Templates, Exhibit III-16
UHCC Minimum Qualifications Chart, Exhibit III-1 University of Hawai'i Foundation Work at UH websiteSTANDARD IV: LEADERSHIP AND GOVERNANCE The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. Governance roles are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief administrator. Standard IV.A. Decision-Making Roles and Processes The institution recognizes that ethical and effective leadership throughout the organization enables the institution to identify institutional values, set and achieve goals, learn, and improve. IV.A.1. Institutional leaders create an environment for empowerment, innovation, and institutional excellence. They encourage staff, faculty, administrators, and students, no matter what their official titles, to take initiative in improving the practices, programs, and services in which they are involved. When ideas for improvement have policy or significant institution-wide implications, systematic participative processes are used to assure effective discussion, planning, and implementation. Descriptive SummaryKaua‘i Community College’s leaders collaboratively work to create an environment of empowerment, innovation, and institutional excellence, which facilitate decisions that would support student learning programs and services and improve institutional effectiveness. Kaua‘i Community College, as the only public institution of higher education serving the County of Kaua‘i, has goals (Goals) that acknowledge its continuous commitment to excellence to both the diverse student population it serves as well as to the college faculty and staff. The commitment to strive for and promote excellence is recognized by a continuous, ongoing and cyclical process used in the college, program, and course-level assessments, and in decision making, planning, and implementation of services. Both internal and external constituencies are part of the dialogue in this process. This process is manifested in both the learning and teaching realm whether it is in the areas of outreach, enrollment management, placement and scheduling, support services for access, articulation, curriculum, remedial and developmental education, Student Learning Outcomes, academic support, faculty and staff development, facilities and financial resources. The “Assessment Concept Map” - Kaua‘i Community College Strategic Plan 2003-2010, page 11 (KCC Strategic Plan) - is a graphic representation of this continuous planning and assessment processes or cycle that is tied to the campus’ mission and goals. The traditional organization chart on pages 3 and 4 of this document is intended to ensure optimal vertical, two-way transfer of data from the executive level via the intermediate decision-advising entities to the divisions/faculty, and vice versa. In addition, the Campus has dedicated two other channels to facilitate staff commitment to institutional goal achievement, namely communication and contribution. The communication channel offers many staff role-understanding opportunities to encourage discussion, planning, and implementation. These opportunities include twice-yearly convocations (Exhibit I-3: Convocation Agenda) and Campus Conversations (Exhibit IV-1: Campus Conversations) – both of which include college-wide participation, various workshops (Exhibit I-22: Workshops), the All-College Hour (Exhibit IV-2: All-College Hour), Campus Bulletins/Newsletter and Websites (CampusDocs and Institutional Effectiveness), and routine email contact. There is also a contribution channel which is comprised of the Selection and Tenure Review processes, Program Review, and individual staff participation in teaching and service award selection, and the development of both the Strategic Plan and the Accreditation Self Study. The KCC Strategic Plan 2003-2010 and the ACCJC Letter of 6/28/05 to Peggy Cha both mandated that institutional performance evaluations should be made available to all staff. There are two primary venues created by the Administration for the convenient access by constituencies, namely, the Institutional Effectiveness website, and the intranet storage area, CampusDocs. Whereas the subjects detailed in the Institutional Effectiveness websites are mentioned above, here is a representative list of folders contained in CampusDocs: Curriculum, Course Data, Multi-year Plans, Scheduling Information, Developing System Policies, Emergency Plan, KCCMs, Program Reviews, Self Study, ACCJC Response, College Council, Faculty Senate, Conferences, Title III, Award Docs, Information Technology Advisory Council and Reorganization Discussion. Kaua‘i Community College provides several conduits for input and recommendations to improve the practices, programs, and services. A primary conduit is the College Council (Exhibit II-9: KCCM 1-7) which was established to assure regular and in-depth dialogue among all stakeholders about KCC’s mission, strategic planning, priority setting, policy development, and budget development. The Council serves as an advisory body to the chancellor and is charged with specific oversight of the development and updating of key college plans and policies to ensure that college actions are aligned with the mission and strategic goals. The Council votes on specific recommendations to be sent to the chancellor, such as recommendations for budget allocations (e.g. equipment and new positions). This widely inclusive forum also encourages and supports collegial collaboration and the campus-wide, two-way flow of information to improve student learning and the college’s responsiveness to community workforce needs. The composition of the College Council includes administrators, directors, academic support, faculty, student government, classified staff, ex-officios and foundation representatives. A second method is conducted through the Faculty Senate (Faculty Senate Charter) whose mission is to provide a formal, independent voice through which the faculty can participate fully in the determination and development of college policy, and promote communication and mutual understanding among the faculty, students, administration, Board of Regents, and the community (Faculty Senate Charter and ByLaws). The Faculty Senate also functions as the policy-recommending advisory body and a position-stating unit of the college faculty and works on areas such as the nature and scope of its educational curricula; standards of teaching, scholarship, and services; personnel policies, academic freedom, and professional ethics; community relations; academic policies; and campus environment. Members are composed of a Chairperson, three representatives elected at large, and a representative from each academic division or unit. Third, the faculty and staff can present their ideas for improvement through five academic divisions: Science and Math; Business Education; Language, Arts and Humanities; Health Education; and Trade and Technology. KCC faculty and staff are also encouraged to propose new or revise KCC curriculum through their respective academic divisions. A CAF Handbook was created in February 2005 to set forth some of the foundations to design and re-design curricula to bring optimal teaching and learning experiences to students. It serves as a resource for anyone adding, modifying, reviewing or deleting a course or program by clarifying each section of the new Course Action Form (CAF), supplying resource information (including useful supplemental handouts and contacts), and giving examples or model responses where appropriate. In addition, faculty and staff participate through bargaining units that have established evaluative processes that provide mechanisms to develop ideas for improvements in areas of responsibilities. The units are: Unit 7-University of Hawai‘i Professional Assembly (UHPA); Unit 8-Administrative, Professional, Technical (APT Evaluation); Unit 1and Unit 3-Hawai‘i Government Employment Association (HGEA) and United Public Workers (HGEA and UPW Evaluation); and Executive and Managerial (E and M Evaluation). Students have opportunities to voice their opinions through the Associated Students of Kaua‘i Community College and the College Council (Exhibit IV-3: ASUH-KCC Constitution). Faculty and staff can give their input in division meetings, in the Faculty Senate (Faculty Senate Charter), in College Conversations and in College Council meetings. Individuals may also give input through the KCC Self Study and Faculty Morale Survey (Exhibit II-50: Faculty Morale Survey) or other campus surveys. Furthermore, faculty, staff members, and students are encouraged to participate and are apprised of professional development opportunities that may help to develop ideas. Information is sent via email or hardcopy to respective committees or individuals, or placed on the agenda for discussion with the College Council, Faculty Senate, or student government. The accreditation self study process also serves these functions for input and recommendations to improve the practices, programs, and services. Self Evaluation The campus and individual divisions/units review programs on a regular basis for effectiveness, efficiency, and alignment with community and student needs. The results of the review process guide the changes and improvements needed to strive towards the goal of excellence. The college’s mission statement which is directly linked to the college goals, is reviewed every two years. At the October 13, 2005, College Council meeting, council members were requested to initiate - at their respective unit level - a topic of conversation to review the current mission statement and to provide feedback to the council (See Standard I.A.). Input from campus units supported the position that at this time there should be no changes in the mission statement. Any substantive changes in mission would require review and approval by the Board of Regents. There are several KCC Self Study Survey and Faculty Morale Survey items which speak to the issue of institutional performance:
The institution has established clearly defined mechanisms for faculty, staff and student input; however, evidence of the effectiveness of these mechanisms is at this point inconclusive. The KCC Self Study Survey data presented in this document are results of the first survey to measure employees’ perceptions of institutional effectiveness. Although the responses are slightly more positive than those of the KCC Faculty Morale Survey, together they suggest the need for improvement. Whether faculty and staff feel that their ideas or contributions are taken into consideration and are implemented in a timely manner could be determined in future self study surveys. The availability, access, and clarity of institutional data of staff and students are not available. Planning Agenda
4. Incorporate segments of the Faculty Morale Survey (eliminate a separate survey) to reduce redundancies
IV.A.2. The institution establishes and implements a written policy providing for faculty, staff, administrator, and student participation in decision-making processes. The policy specifies the manner in which individuals bring forward ideas from their constituencies and work together on appropriate policy, planning, and special-purpose bodies. Yüklə 1,69 Mb. Dostları ilə paylaş:
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