Kaua‘i community college
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Planning Agenda
II.A.2.d. The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students. Descriptive Summary Kaua‘i Community College addresses the diverse needs and learning styles of its students by providing a variety of delivery modes, teaching methodologies, and support services that address the learning needs of under-performing students. Kaua‘i Community College is the only post-secondary educational institution on the island and offers a wide array of programs that are responsive to the learning needs of its clients. The college uses various delivery modes in both credit and non-credit programs that include both on-site (traditional classroom) and distance delivery. There is continuous discussion among the Dean of Instruction, Student Service counselors, and program instructors to determine if coursework and scheduled times are conducive to the college’s student learning needs. This process ensures that the college schedule is student-centered and that it meets the academic needs of the students (Exhibit II-16: Developing the Multi-Year Plan, Course Enrollment History, Course Completion Review, Scheduling Process and Timetable). The college has made a conscious decision to effectively use distance resources for the benefit of students and community in order to provide educational resources far beyond the limited resources of a small, rural community college. Distance delivery modes include HITS, online delivery, cable television, and videoconferencing. Kaua‘i Community College has developed a detailed Distance Learning Plan that highlights the necessary procedures involved in requesting a distance-learning course and contains the procedures that ensure the validity of course selection (Distance Learning Plan). As of Fall 2005, Kaua‘i Community College has developed seven distance-education courses that include ENG 215, ICS 100, ICS 101, LING 102, NURS 259, SPAN 201, and SPAN 202. Distance-learning courses that are developed and offered from other UHCC campuses serve as an expansion of opportunity for students and the community (UHCC e-Learn ). In Fall 2005, 239 distance-learning courses were available to students. These courses are listed on the college’s course schedule, the college’s website, and the UH System’s websites. The teaching methodologies employed at the college include demonstrations, experiments, field trips, guest speakers, hands-on learning, Internet enhancement, lectures and group discussions, tutors, portfolios, practicum/internships, research, service learning, student participation, student reports and projects, web research, collaborative learning, and problem-based learning. Teaching methodologies are selected by faculty based on the appropriateness of course content and the diversity of student learning styles. The Course Action Form requires that instructors identify teaching methodologies that will be used in a course and how they will be incorporated into the course. Some academic programs, such as Nursing, Early Childhood, Office Administration Technology, Accounting, Culinary Arts, and Hotel Operations, have conducted assessments to determine if the teaching methodologies are appropriate for course content and reflective of their student learning needs. Assessments include graduate and current student focus groups, program course evaluations, and student success data (passing/failing rates, student attrition/retention). Some instructors have partnered with The Learning Center’s Coordinator to perform student learning-style assessments. The information is analyzed to address the appropriateness and relevancy of the teaching methodology (Learning Center Program Review). A central focus of Kaua‘i Community College is student retention and student success. To address this issue, the college has dedicated a variety of resources to assist under-performing students in achieving success. Data shows that a large percentage of KCC students are functioning at the remedial level (Exhibit II-17: COMPASS Scores, Fall 2002-Spring 2006). At times, the under-performing student population includes many individuals who are socially, economically, educationally, and culturally disadvantaged. Moreover, the college serves many that face physical, emotional or learning disabilities. To accommodate the needs of under-performing students, the college has developed and/or supported various initiatives. In the 2000-2001 academic year there were 30 self-identified CTE students with disabilities; this number has steadily grown and reached 65 in the 2004-2005 academic year (Exhibit II-18: Increasing Number of CTE Students w/Disabilities). A pre- and post-survey is provided online for all distance courses, and a student evaluation of faculty is available to faculty by subscription (Online Student Evaluation of Instruction and Result for UHCC e-Learn Online Survey). Five student support services are available at the college to specifically address student needs and learning styles: The Learning Center, The College Success Program, the Peer Tutoring Program, the Native Hawaiian Career and Technical Education Program, and support services for students with disabilities. During the Fall 2005 semester, a “Women in Technology” grant was funded by a Carl D. Perkins Vocational and Technical Education grant. The activity the campus implemented was “Recruitment and Retention of Women in Technology.” Within this activity there were six goals, including: (1) producing a “Women in Tech” brochure; (2) Recruiting six new women in the Fall 2005 semester; (3) Enabling women already in the field to become concentrators (complete ten vocational credits); (4) Producing role models for high school girls; (5) Linking KCC’s trade website to the IWITTS (Institute of Women in Trades, Technology and Science) site; and (6) Retaining students through “Performance-Based Stipends.” All of the goals set out by the grant were achieved as documented below: Yüklə 1,69 Mb. Dostları ilə paylaş:
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