Kaua‘i community college
Interim Report Focus Recommendation #3
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- Summary
- 2002 Interim Report Focus Recommendation 4
- This section is followed by a more detailed statement, which identifies ways in which the mission is accomplished.
2002 Interim Report Focus Recommendation #3It is recommended that the college provide training to faculty, staff and administrators on how to utilize existent research data in institutional evaluation and planning so that they can assume appropriate responsibility for this college-wide effort. SummaryThe Assessment Task Force was appointed to develop a program review process in 2003. Recognizing that a process could not be developed without an updated mission statement and goals, they immediately set about creating them and using them as a foundation for the planning process. A program review process was developed and is outlined in the college’s policy KCCM 1-6. In all, 25 programs or units will cycle through the process. Each year, those programs that are not involved with comprehensive program review will submit an Annual Program Review Update (APRU) to report on the status of their action plans and to request budgetary support for them. The College Council rates and ranks these requests according to college goals and other criteria. These ratings are submitted to the chancellor for final decisions. This process has been through two cycles so far. In Spring 2004, the College Council selected four priority goals for programs to focus on, based on the action plans from the mini and regular program reviews. Budget requests are rated according to how well they address these priority goals. The goals and priorities will be reviewed in Fall 2006. The UH System and UHCC System strategic plans will be undergoing review in conjunction with the UH System Second Decade project. (http://www.hawaii.edu/offices/app/seconddecade/). The data underlying that effort will be a major resource for the college’s efforts. Since the Spring 2003 semester the college has hosted training sessions and sent faculty to conferences to gain skills on interpreting data, assessment, and accreditation. During the APRU processes, the Program Review Committee has made itself available to help programs interpret their data. Now that the new institutional researcher is on board, (as of Spring 2006) he will provide much of this support. Campus-level data is collected on a systematic basis. Graduate and Leaver Surveys are conducted annually and a report was provided during the 2003 Spring Workshop (surveys are located on the college website). Enrollment demographics and course data is available via Banner and has been disseminated by Student Services these past years. The college participates in the Community College Survey of Student Engagement (CCSSE) every two years. Workforce information from resources such as the Department of Labor Statistics, Economic Modeling Specialists, Inc. (EMSI), and Kaua‘i Economic Development Plan, needs assessment surveys, etc. are used to gauge community need. Course Enrollment History, Course Completion History, and program health indicators are collected and made available on the intranet for program reviews and APRUs. 
2000 Self Study Recommendation #4 (Educational Programs) It is recommended that all instructional programs participate in a systematic program review process that provides data, including curriculum data, for planning, reviewing student outcomes, program improvement, and documenting changes. 2002 Interim Report Focus Recommendation #4The 2000 recommendation continues, “…all instructional programs participate in a systematic program review process that provides data, including curriculum data, for planning, reviewing student outcomes, program improvement, and documenting changes.” In addition, it is recommended that the college seek technical assistance, as necessary, in the development and execution of program reviews for instructional areas to assure compliance with accreditation standards (Standard 4D.1) Summary As noted above, a Program Review process was created and includes responses to the program review criteria, consideration of PHI and other data, and an action plan and a timeline based on program goals. An Advisory Review Team evaluates the report by answering selected questions. The report goes back to the program for consideration. The final Program Review is discussed with the appropriate dean or director and the chancellor. Under consideration during this phase are Student Learning Outcomes, student achievement, curriculum and scheduling issues, services, personnel issues, and budget requests. The Campus Council considers all program requests and decides which align best with campus goals to receive funding and other resources. This occurs in the spring budgeting meetings. Programs will provide an Annual Program Review Update (APRU) report that describes the status of their action plans, analyzes the most current PHI data, and outlines budget requests. Programs undergo a full review every five years. Of the 25 programs that are slated to undergo program review, all but 8 have completed the process. All of the programs participate in the yearly APRU, and the college has been through two budget cycles using the new allocation process. The Program Review Committee evaluates the program review process and recommendations are brought to the College Council for approval. The College Council reviews the budgeting cycle annually. As a result of the review of the process in this year, the council voted to move the process timetable up to the fall semester, to better align with UH System and legislative schedules. The institutional researcher will provide technical support for the program review process as mentioned under Recommendation #3.
2000 Self Study Recommendation #5 (Student Support and Development) The team recommends that the college develop a comprehensive and formal program review in which feedback is systematically collected from students, faculty, and staff regarding the quality and effectiveness of student services programs and use the data to improve support services to students. Student Services is on the campus calendar for program review and has participated fully in all of the processes. In 2004, Student Services concentrated on an Admissions and Records program review. In 2005, they consolidated this process by doing one program review for all of their services. Counselors and staff attended data workshops and assessment conferences in the past three years in preparation for their program review. They employed several survey tools by NCHEMS and Noel-Levitz and developed in-house surveys to gauge customer satisfaction. They have participated in the APRU planning process twice.
Recommendation #6 (Information and Learning Resources) It is recommended that the college develop a clear technology plan by which to allocate resources to ensure the adequacy of computer equipment and software, technical support services, and technical training for all faculty and staff, including technical support staff. Summary An Information Technology Task Force (ITTF) was created in Spring 2004 and charged with developing a college Information Technology Strategic Plan (ITSP) aligned with the college’s mission, goals, and Student Learning Outcomes. Once created, a committee, the Information Technology Advisory Committee or ITAC, was appointed to implement the ITSP. In March 2005, the Prioritized Goals and Action Plans for Fall 2004 Through Spring 2007 was submitted to the College Council. The document prioritized the ITSP objectives, delineated the steps to accomplishing them, and provided a timeline for each step. The council approved this document. ITAC is currently on schedule with its action plans; all 2004 actions have been completed. A campus directory was created on a server for access to documents and forms, and the upgrading/standardization of campus computers is on schedule. A budget for upgrades and standardization was established and a request is being considered in the state legislature at this writing. This spring, the committee developed in online an Information Literacy Competency (ILC) assessment and will pilot it before the end of the semester.
Recommendation #7 (Physical Resources) It is recommended the college reconsider the adequacy of assignable space, location, and accessibility for its Student Services operation. Summary The 1999 Master Plan identified the college’s need for a “One-Stop Center” that would house Student Services as well as Administration, the Office of Continuing Education and Training, and the University Center. The college was allocated $10,000,000 for Phase I of the center. The design was completed and the bid for construction was published in 2006. Construction should commence by the end of 2006 or early 2007. In the meantime, Student Services shifted some of the COMPASS testing which was taking place in their hallways to the Learning Center in 2002. The One-Stop Center will have a dedicated testing lab and a career-counseling center. STANDARD I: INSTITUTIONAL MISSION AND EFFECTIVENESS Standard I.A. Mission The institution has a statement of mission that defines the institution’s broad educational purposes, its intended student population, and its commitment to achieving student learning. Descriptive Summary In response to the recommendations made in the 2000 Accrediting Commission for Community and Junior Colleges (ACCJC) accreditation report, Kaua‘i Community College (KCC) undertook a campus-wide review of its mission in the spring of 2001. Through a combination of retreats, meetings, and workshops, faculty, staff, students, and community supporters were able to take direct part in the review and development of a new mission statement. In 2002, the new mission statement was edited by the Assessment Task Force and sent to a campus committee for review in Fall 2003. The committee was made up of a wide variety of campus faculty and staff. The committee edited the new mission statement and sent it to the College Council, which approved it on September 11, 2003 (College Council Notes). The new mission statement was then submitted to and approved by the Board of Regents (BOR) in November of 2003. Our Kaua‘i Community College mission reflects the UH System mission. It was also agreed that the mission statement would be reviewed every two years. The educational purposes of the college are stated in the first paragraph of the mission statement: Kaua‘i Community College is an open access, post-secondary institution that serves the community of Kaua‘i and beyond. We provide education/training in a caring, student-focused, and intellectually stimulating environment. This education/training contributes to the development of life-long learners who think critically, appreciate diversity, and lead successful, independent, socially responsible, and personally fulfilling lives. This section is followed by a more detailed statement, which identifies ways in which the mission is accomplished.As a respected leader and powerful economic engine on Kaua‘i, we create quality of life for our graduates and community. As an integral part the University of Hawai‘i System, we provide an expansive continuum of opportunities in academic, technical, vocational and cultural programs. We offer open access and solutions for community needs, as well as stepping-stones for our diverse local and global student body to achieve their dreams. Our mission is accomplished through the following:
At a College Council meeting in October 2005, the council members were reminded of the college’s commitment to review the mission statement every two years. Department chairs and other representatives of various units were directed to return to their units and divisions for input regarding possible changes in the mission statement, which they did. Considering the college’s commitment to create measurable Student Learning Outcomes (SLOs) and move all courses to the new Course Action Form (CAF), it was agreed that we should keep the mission in its current form for the next two years. On October 27, 2005, the College Council met again and according to the meeting notes, “Input from campus units supported the position that there should be no changes in the mission statement at this point. The mission statement will receive more extensive review in the next several years.” Self Evaluation In Spring 2001, the college undertook a campus-wide review of its mission as a first step in a new, inclusive and formal planning process. A two-day retreat involved division chairs, department heads, administrators, students, the members of the Self Study Standard One subcommittee and the members of the Kaua‘i Community College Fund Board of Trustees. A consultant, Roxanne MacDougall, served as facilitator and recorder of this retreat. Draft mission, vision, and values statements for the college were one result. Retreat participants felt strongly that broader input was needed, and two additional retreats were held that summer for approximately 75 faculty, staff, students, and community representatives. In this way, the college’s publics had a direct role in the creation of mission and vision statements. (Exhibit I-1: KCC Mission Statement Development Meetings, Exhibit I-2: Workshops on Mission Statement, and Exhibit I-3: Convocation Agenda). This collaborative effort underscored the college-wide commitment to student learning. The 2002 mission statement was edited by the Assessment Task Force so that the educational purpose of the college was clearly stated in the first paragraph. The statement was sent to a campus committee for review in Fall 2003. The committee was made up of a wide range of campus faculty and staff. The committee further edited the statement and sent it to the College Council. The College Council approved the new mission statement on September 11, 2003. The mission statement is reflective of the educational needs of our community. As an integral part of the University of Hawai‘i System, we provide an expansive continuum of opportunities in academic, technical, vocational, and cultural programs. The KCC mission statement can be found on the KCC Website, in the KCC Catalog, on the University of Hawai‘i System Strategic Plan, 2002–2010, and the KCC Strategic Plan. The first paragraph of the mission statement states that Kaua‘i Community College is an open access, post-secondary institution that serves the community of Kaua‘i and beyond. According to the Fall Enrollment Report of University of Hawai‘i Community Colleges for 2004, which reflects a typical year, Kaua‘i Community College’s student population was 1,117 students. Of those, 39 percent were men and 61 percent were women. Forty-six percent were seeking AA degrees, 26 percent sought AAS degrees, and 6 percent sought certificates. Nineteen percent, or 39, were unclassified students with no data. Thirty-seven percent were full-time and 63 percent part-time students. The permanent home addresses of these students were: Kaua‘i – 73 percent; U.S. mainland – 1 percent; and the remainder were from other Hawaiian islands. Twenty-six percent were 18- to 19-year-olds; 70 percent were 18 to 29; 29 percent were 30 to 59; and 2 percent were 60 and over. There were 60 percent Asian/Pacific Islanders; 25 percent Hawaiian or Pacific Islanders and Mixed Asian/Pacific Islanders; 1 percent Hispanic; 23 percent Caucasian; and 15 percent others. Office of Continuing Education and Training (OCET) students are not included in the prior numbers. OCET offers non-credit courses designed for life-long learners. According to OCET enrollment history from Fall 1999 to Summer 2005, OCET has served an average of 2,805 students annually. The college’s identified population is a reasonable match for the institution’s location, resources, and role in higher education. Planning Agenda
I.A.1. The institution establishes student learning programs and services aligned with its purposes, its character, and its student population. Descriptive Summary Our mission reflects the college’s Strategic Plan: 2003-2010, which follows: “The common purpose of the University of Hawai‘i System of institutions is to serve the public by creating, preserving, and transmitting knowledge in a multi-cultural environment.” (University of Hawai‘i System Strategic Plan, 2002–2010: Entering the University’s Second Century, 2002-2010) Within that overall mission, the community colleges have as their special mission to broaden access, to specialize in teaching and learning, to provide a trained workforce, to provide opportunities for personal enrichment, to contribute to the community and to use their uniqueness to create curriculum and foster relationships throughout the world. In line with our mission, KCC offers transfer preparation and career and technical programs at the associate degree and certificate levels. According to the Management and Planning Support (MAPS) UHCC Fall Enrollment Report for 2000-2004: Career and Technical Education programs averaged 363 students per year. A more detailed breakdown is as follows:
The college currently offers programs in fields congruent to our mission, including a transfer-oriented Associate in Arts degree and career and technical degrees in Nursing, Early Childhood Education, Electronics, Automotive Technology, Auto Body Repair and Painting, Facilities Engineering, Accounting, Office Administration and Technology, Culinary Arts, and Hospitality Services. All programs are articulated across the UHCC System and, in the case of transfer degrees, many are articulated with 4-year institutions both in the state and on the mainland. All programs have identified Student Learning Outcomes (SLOs), which are also aligned with campus-wide, general education learning outcomes. These SLOs are reflective of the mission statement, which clearly states the college’s commitment to “the development of life-long learners who think critically, appreciate diversity, and lead successful, independent, socially responsible, and personally fulfilling lives.” The college’s SLOs are:
Support services provided include placement testing, academic and career counseling, a Wellness Center, tutoring/mentoring in the Learning Center, library and media resources, general purpose computer labs as well as computer classrooms and a variety of extracurricular activities such as Pamantasan, Theater Arts, Hospitality Club, Culinary Club, and leadership opportunities through the Associated Students of the University of Hawai‘i – Kaua‘i Community College (ASUH-KCC). College programs and services are also responsive to community workforce and economic development needs. For example, the college refers to Kaua‘i County planning documents, such as the Kaua‘i Comprehensive Economic Development Strategy, when considering its own strategic planning. Self Evaluation Our mission statement gives the following plan for its student learning programs and services aligned with its purposes, its character, and its student population:
The college meets the standard. Discussions have been held among key constituents regarding the relevance of the mission statement to student learning. Results from a faculty, staff, and administrators’ survey (Self Study Survey, Standard I) conducted in Fall 2005 specifically for this Self Study indicate that 45.5 percent either agree or strongly agree that the current mission statement is useful in guiding them in their jobs and helping to set department priorities. Of the remaining, 37.7 percent indicated a neutral opinion on this issue. As documented in the college’s Focused Midterm Report and Midterm Report submitted to the ACCJC in October 2003, the development of general education SLOs was done in tandem with the revision of the mission statement and development of the campus strategic goals (Focused Midterm Report and Midterm Report, pages 8-9 and Appendices N, Q, P). The mission is outcome oriented and commits the college to the development of students who have learned to be critical thinkers and contributing members of the community, appreciative of diversity, independent and responsible for their own lives. Student needs are assessed and addressed in a variety of ways. The college uses the ACT COMPASS test for placement of students in appropriate levels of math and English as well as to determine if students meet certain program and course pre-requisites. Based on study of COMPASS data over time, as well as data on student retention and success rates in basic skills classes, the college has initiated several actions. For example, COMPASS data over time shows that more than 60 percent of students taking the test score in the developmental range, below our Math 24, Elementary Algebra. This finding created the need for Math 22, Pre-Algebra. However, we need to review the scope and sequence of math courses. The leap from adult basic education (ABE) Math to Math 22 is difficult for most students, regardless of COMPASS scores. Similarly, the high proportion of students at developmental English levels, 46 percent, created the need for English 18 and 19. Another assessment effort, which has had long-range effects, is a persistence study done during Fall 2001 that identified student “success factors,” such as having a clear educational goal (Exhibit I-4: Retention Quantitative Study). Based on ideas from the study and other data, pilot projects funded by federal grants have been used to test approaches such as pre-program cohorts, and the Skip Downing On Course approach to developing self-empowered students (Exhibit I-5: EPSCOR Report and Exhibit I-6: Perkins Reports). A Career Counseling Center was also added to the plans for the new one-stop information center, which was funded by the legislature in 2004 (Exhibit I-7 One-Stop Plans). Graduate and Leaver Surveys and employer focus groups done as part of program review are also primary sources of information on student and employer needs (Program Reviews). The college also participates in the UHCC System consortium for Community College Survey of Student Engagement (Exhibit I-8: CCSSE Reports). Results from the first survey pointed the need for more student-faculty interaction. Since then, the college has improved dramatically in this area of engagement. To further strengthen the bond, a formal faculty mentorship program is being developed with the help of federal Title III funds (Title III Grant Updates). College programs and services are responsive to community workforce and economic development needs. For example, program review processes are built around program health indicators, one of which is the projected number of job openings appropriate to the program area (Program Review Instructions). Employer and graduate focus groups are also consulted for community feedback (ECE Program Review). The college assesses institutional effectiveness through program review and the use of data such as Program Degrees/Certificates Awarded (APRU Data 2006), Transfer Student Numbers, OCET Training Numbers (Appendix F-2), Student Grades (Course Completion to Spring 2005), Exhibit I-9: Nurse-External Licenses, Exhibit I-10: Automotive Service Excellence (ASE) Certification, and Graduate/Leaver Surveys. While this kind of information is available on the campus intranet, in CampusDocs as well as on both the campus and the UH System website, only a limited number of people make regular use of the data. A survey of faculty and staff showed only 30 percent of respondents consider institutional data easily accessible or user friendly, and 29 percent felt that the college is effective in publishing assessment data. Program review committee members and the chancellor met with each program when the first round of annual program review updates were due. There is a need for workshops and more support for faculty and staff as they attempt to make use of institutional data for decision making. Career and technical programs, Student Services, and Academic Support have community advisory groups. Similar advisory groups were considered for other divisions, but it was decided that they were not needed at this time. With our new Institutional Researcher, data gathered by Student Services and through future surveys will be more focused to better help us determine the effectiveness of our student learning programs and services. The COMPASS test gathers information from new students such as educational goals, work status, and educational background of parents. Our new Institutional Researcher will develop a dissemination plan for the data. It also might be helpful for the first session of College Council each semester to be devoted to going over the data on new students. Additionally, data could be broken down by program and discussed separately. Follow-up data is available on leavers. Students who do a complete withdrawal are asked to give a reason for the withdrawal, so data is available. Data has been collected as part of the annual Graduate and Leaver Survey. Participation in that survey has been low. Three years ago, the Assessment Committee did get better participation from a phone survey of leavers. This procedure should be repeated regularly. The data indicated that financial/work needs were the major reasons for not returning to school. The specific mechanism for improving return rates could be left to the institutional researcher. The survey data points to the need to make that data more accessible to administrators, faculty, and staff. Planning Agenda
I.A.2. The mission statement is approved by the governing board and published. Descriptive Summary The Board of Regents (BOR) approved the newly revised mission statement at its regular meeting on March 19, 2004. The mission of Kaua‘i Community College is aligned with the common purpose of the University of Hawai‘i System, which is “…to serve the public by creating, preserving, and transmitting knowledge in a multicultural environment.” (University of Hawai‘i System Strategic Plan, 2002–2010: Entering the University’s Second Century). The mission statement is available to all campus faculty, staff, and students. It is published in the school catalog (KCC Catalog) and on the campus website (KCC Mission Statement). Also, it has been posted across the campus along with the college’s goals and general education Student Learning Outcomes (SLOs). The University of Hawai‘i System’s mission statement provides the necessary framework from which the community colleges define their own unique missions in relation to their community’s particular educational needs. The University of Hawai‘i System’s mission statement can be found on the UH website (University of Hawai‘i System Strategic Plan, 2002–2010). Yüklə 1,69 Mb. Dostları ilə paylaş:
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