Kaua‘i community college
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- Self Evaluation
Descriptive SummaryThe chancellor serves as the Chief Executive Officer for Kaua‘i Community College and is responsible for the overall administration management of the college’s instructional, student services, institutional support, academic support, and continuing education and training programs as well as vocational training programs and the University Center, Kaua‘i. This responsibility is stipulated in BOR Policy Chapter 1-2a(1c) and 1-10 and further detailed in the Position Description No. 89102, Chancellor, Kaua‘i Community College (Exhibit IV-7: Position Description No. 89102, Chancellor, Kaua‘i Community College). The chancellor has the primary decision-making responsibility and is held accountable for decisions rendered by members of the college administration, faculty, staff, and students. Evaluation and planning is conducted by the reliance of high-quality research and analysis on external and internal conditions. The chancellor directs periodic review and updates the long-range educational development plan, capital improvement plan and organization plans. The chancellor delegates authority and evaluates the following administrators consistent with their responsibilities as appropriate.
Division chairs for the academic divisions serve in a quasi-administrative role, linking academic and administrative areas. Kaua‘i Community College Policy, KCCM 4-2 outlines the process for the selection of the chairs. There are five academic divisions at Kaua‘i Community College: Business Education; Health Education; Language, Arts and Humanities; Science and Mathematics; and Trade Technology. A division chair who is given six credits reassigned time per semester and a stipend supports each division. The chancellor does not evaluate the division chairs but she does make the final selection between two chair candidates that are recommended by the divisions each year. Non-academic units containing faculty do not have division chairs. They are directly led by administrators (i.e. Student Services is led by the Dean of Students; Academic Support is led by the Assistant Dean of Instruction and the Office of Continuing Education and Training (OCET) is led by the Director of OCET. The chancellor meets weekly with a cabinet made up of all of the six top administrators. The College Council, a wider group of administrators and committee chairs, meets every other week during the fall and spring semesters. It is through these meetings that planning and policy are developed and transmitted. Self EvaluationThe college meets the standard. The position description of the chancellor encompasses planning, overseeing, and evaluating the administrative structure organized and staffed that reflects the institution’s purpose, size, and complexity. Delegation of authority and the evaluation of these administrators are part of the duties and responsibilities of the chancellor. The chancellor does not evaluate division chairs. Planning Agenda
IV.B.2.b. The president guides the institutional improvement of the teaching and learning environment by the following:
Descriptive Summary The chancellor uses collegial processes to set values, goals, and priorities. Improvements begin with information-gathering processes; one process is to hold college-wide discussions (e.g. the Re-organization, Assessment, College Success). Another process is to solicit information from divisions via their representative on the College Council; another is to create a task force or committee to investigate issues; and yet another is to rely upon the skills of the Institutional Researcher. Once gathered, the information moves to the College Council for consideration. The Council, led by the chancellor, evaluates the information within the context of program needs, curriculum changes, and improvement plans that are detailed in program review documents. Priority goals are set within the Council and they guide resource planning. The prioritization process and the priorities themselves are reviewed each year. The chancellor created a task force to develop the program review process (KCCM 1-6) supporting them with funding and time. Under her direction, a process for tying program review together with resource planning was developed and implemented by the College Council in Spring 2005. The documentation of that process in policy is being developed and will be presented to the College Council for their review in Fall 2006 (Exhibit IV-8: Amendment to KCCM 1-6 Draft). The chancellor is familiar with data and analyses; she communicates her knowledge during her Spring and Fall Convocation presentations and during College Council meetings. She makes data available to the campus on the college’s Institutional Effectiveness website and on the intranet, CampusDocs. Self Evaluation The college meets the standard. Various constituents of the campus are represented on the Campus Council. It is composed of all six administrators; the Faculty Senate Chair, the curriculum chair, and all the division chairs represent the faculty. There are three classified staff personnel representing bargaining units 1, 3, and 8 and a student representative from the ASUH-KCC. Non-voting members include: Development Officer, Institutional Researcher, Professional Development Coordinator, and Assessment Committee Chair. To meet its advisory role to the chancellor in establishing a collegial process that sets values, goals, and priorities, the College Council meets at least twice a month. To meet the standard, the College Council’s primary responsibilities include: communication, collaboration, planning, policy, and budget processes (Exhibit II-9: KCCM 1-7 and College Council Notes). The chancellor relies on the Institutional Researcher to ensure that evaluation and planning is maintained at a high level on external and internal conditions. The Institutional Researcher reports directly to the chancellor but is engaged in all aspects of the campus community. The essential functions (Exhibit IV-9: Position Description No. 80684, Institutional Support) of this position include:
The primary vehicle in ensuring that educational planning is integrated with resources planning and distribution is formulated by the integration of program reviews, program review updates, and the budget development process on the campus and system levels (College Council Notes). There are 24 separate programs that submit their respective program review documentation on a five-year cycle (KCCM 1-6, 3/1/2004). Each program also submits annual updates which report on the status of action plans to improve the teaching and learning environment. The implementation of these initiatives is the driving force behind the overall institutional planning and implementation efforts. The ability to plan, organize and assess institutional effectiveness is the key element necessary for effective outcomes in this standard. An online survey was conducted in Fall 2005 to measure the chancellor’s leadership. The percentages reflect a combined “strongly agree” or “agree” on effectiveness: Planning 72.4% Organization 65.5% Assessing Institutional Effectiveness 68.9% These percentages suggest that the campus leadership has been effective in establishing procedures for improving teaching and learning. Planning Agenda
IV.B.2.c. The president assures the implementation of statutes, regulations, and governing board policies and assures that institutional practices are consistent with institutional mission and policies. Descriptive Summary The college’s policies and procedures (Exhibit IV-4: KCCMs) are aligned with Board of Regents policies, executive policies and administrative procedures, and UHCC policies. Fiscal procedures are governed by the UH System Administrative Procedures Manual and business circulars. The chancellor and deans and directors, particularly the Director of Administrative Services, monitor the implementation of college policies and processes. When campus-specific procedures are developed, they are based upon the relevant system policies and reference those policies (Exhibit IV-4: KCCMs). The college mission statement and strategic goals are integrated into all planning, particularly through the program review and APRU processes. The review process is structured around questions on how the program is accomplishing the strategic goals of the college (Program Review template). Self Evaluation The previously described changes in the structure and relationships among the campuses and the UH System have ultimately resulted in a strengthening of the UHCC “system-within-a-system” by creating a direct line of communication between the chancellor and the president, as well as continuing the regular communication among the UHCC campuses, through the Council of Community College Chancellors, which meets regularly with the VP for Community Colleges. The chancellor’s responsibility and authority to implement policies and procedures also have been clarified. This structure ensures that the chancellor is able take the college’s mission and concerns to the table in the development of system policies. Planning Agenda
IV.B.2.d. The president effectively controls budget and expenditures. Descriptive Summary The chancellor has full authority on budget allocations and expenditures. The college has established an adequate annual reserve fund and is on a fiscally sound footing. Authority is further delegated to the appropriate dean or director and division chair, as appropriate. Various operational mechanisms help to track expenditures and budget balances, including the computerized fiscal system. Signing authority for requisitions and purchases are restricted to division chairs/unit heads. Budget development is integrated with the program review and APRU process, which ties evaluation of effectiveness to resource allocations (See Section I.B.6). Currently in its initial review cycle, the 2003-2010 College Mission and Strategic Plan guides the overall planning process at the college, as well as provides policies and procedures for assessment of institutional effectiveness. Now in its second full year of implementation, the college has initiated scheduled, five-year cycles of program reviews, with annual reviews by each program (KCCM 1-6). Using qualitative and quantitative data and following a specific format, all program reviews include self-assessments, goals, action plans, and budgetary needs. Based on these reviews, program budget requests are submitted to the College Council, which prioritizes program needs based on defined goals and supporting evidence (Faculty Senate Minutes, and College Council Notes). Recommendations for resource allocations are then submitted from the Council to the Chancellor for final decision making and action. The program review process is an ongoing cycle of continuous self-assessment and planning. Self Evaluation The college is in satisfactory fiscal condition. The budget is adequate to meet the current needs of programs. Program review/APRU action plans determine budget priorities and resource allocations. The college has established overall goals, which can be used to assess the effectiveness of initiatives and actions. The Director of Administrative Services and the business office staff carefully monitor expenditures, especially at the end of the spring semester, before the close of the fiscal year. Planning Agenda
IV.B.2.e. The president works and communicates effectively with the communities served by the institution. Descriptive Summary The chancellor serves on numerous boards, executive committees, and community associations. With each organization having its unique mission and goals, the chancellor provides and gathers input concerning the island’s higher educational component. These organizations provide current economic and industry trends which are a valuable source of data that is used for planning the college’s curriculum offerings. Working with diverse external organizations is key to communicating effectively and collectively. The chancellor’s current membership includes:
Self Evaluation The college meets the standard. The chancellor’s participation in these various community organizations has a reciprocal effect for the college, in that significant numbers of community members are available to act as resources to our planning processes and operations. The college uses community planning documents, many of them produced by the committees and task forces on which the chancellor serves, as part of its own planning process. For example, the Kaua‘i Economic Development Plan/Comprehensive Economic Development Strategy plan was a significant resource in strategic planning. A College Conversation in November 2005 brought members of the community to present information about workforce and community needs (Exhibit IV-1: Campus Conversations). Programs benefit from partnering with community resources, e.g., the Electronics department has received numerous grants and equipment donations from industry partners such as Boeing Corporation, the International Testing and Evaluation Association, and other contractors with the Pacific Missile Range Facility. Planning Agenda
IV.B.3. In multi-college districts or systems the district/system provides primary leadership in setting and communicating expectations of educational excellence and integrity throughout the district/system and assures support for the effective operation of the colleges. It establishes clearly defined roles of authority and responsibility between the colleges and the district/system and acts as the liaison between the colleges and the governing board. IV.B.3.a. The district/system clearly delineates and communicates the operational responsibilities and functions of the district/system from those of the college and consistently adheres to this delineation in practice. Descriptive Summary The University of Hawai‘i Community College (UHCC) System includes the seven community colleges. Colleges are located on the main Hawaiian islands of Hawai‘i, Kaua‘i, Maui, and O‘ahu. The islands of Lanai and Molokai are served by Education Centers staffed and operated by Maui Community College. The UHCC Office is located on O‘ahu at a central site independent of the seven colleges. The seven colleges of the system form an interdependent network that is nested within the ten-institution University of Hawai‘i System. The BOR approved a reorganization of the University of Hawai‘i systemwide administration on June 21, 2005, (BOR Meeting Minutes 6/05) creating the position of Vice President for Community Colleges (VPCC, VPCC Position Description) and outlining the roles and responsibilities of the President of the University of Hawai‘i, the Vice President for Community Colleges, and the community college chancellors (June 2005 Reorganization Functional Statement). Community college chancellors have dual reporting to the President of the University of Hawai‘i System for university systemwide policy making and decisions impacting the campuses and to the Vice President for Community Colleges for leadership and coordinating of community college matters. The dual reporting relationship is designed to preserve BOR actions promoting and facilitating campus autonomy in balance with systemwide academic and administrative functions and operations. The reorganization responded to ACCJC concerns regarding the substantive change in 2002. The Office of the VPCC functional statement and the position description for the VPCC include descriptions of the executive leadership work of the vice president, who provides primary leadership in setting and communicating expectations of educational excellence and integrity throughout the community college system and assures support for the effective operation of the community colleges with staff support. The functional statement also makes clear that the community college chancellor has full responsibility and authority to implement and administer delegated system policies and is accountable for the operation of the college. The 2005 organization expands the authority and responsibility of the chancellor (e.g. personnel decisions). Through a series of meetings in Spring 2006, the VPCC, the seven Community College chancellors, and senior staff from the VPCC Office developed and agreed upon a functional roadmap delineating the operational responsibilities and functions of the University of Hawai‘i System offices, the UHCC System Office, the BOR, the State of Hawai‘i, and the colleges. There also exists a number of UH systemwide committees/workgroups and UHCC systemwide committees/workgroups where discussion, information sharing, and consultation take place to advise/inform/recommend to the chancellors and vice president and the leaders of the system as appropriate. At the February 2006 BOR meeting and in testimony presented before the Hawai‘i Legislative Higher Education Committee on March 30, 2006, the president outlined his Devolution Initiative, in which the system will work with the campuses to site more resources at the campuses, closer to the students we serve. As part of that initiative, all system-level positions and functions are being reviewed, from vice presidents on down, to assess which functions should be conducted at the system level, and which at the campus level (Devolution Initiative). On April 7, 2006, comments to the Council of Chief Academic Officers by the Associate Vice President of Academic Planning and Policy provided an update on the activity to evaluate the roles/functions and number of personnel at the system level in terms of cost-effectiveness, efficiency and consideration of system-versus-campus operations. UH System VPs were asked to review their own units and chancellors were asked to provide feedback to the system about the system VPs responses by early May 2006. Yüklə 1,69 Mb. Dostları ilə paylaş:
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