Kaua’i Community College
Student Services
Program Review
Table of Contents
Introduction
Student Services Mission Statement & Statement of Commitment / 3
1.0 Access
1.1 Outreach / 4
1.2 Enrollment / 9
1.3 Placement & Scheduling / 12
1.4 Support Services for Access / 14
2.0 Learning & Teaching
2.1 Articulation / 18
2.2 Curriculum / 22
2.3 Remediation/Developmental / 26
2.4 Student Learning Outcomes / 30
2.5 Academic Support / 32
2.6 Faculty & Staff / 33
2.7 Facilities / 40
2.8 Financial Resources / 42
3.0 Workforce Development
3.1 Workforce Development / 43
3.2 Certification/Licensure/Job Placement/Transfer / 45
4.0 Personal Development
4.1 Faculty/Staff Development / 46
4.2 Student Development / 48
5.0 Community Development
5.1 Leadership & Collaboration / 50
6.0 Diversity
6.1 Diversity / 52
6.2 Global Understanding / 53
Conclusion / 54
Appendices / 55
Kaua’i Community College
Student Services
Program Review
______
Reviewed by: Earl Nishiguchi, Dean, Student Services Date submitted
1.0 Access
To provide open access to educational excellence for a diverse student population
Approved College Goal
1.1 Outreach
Increase access to and participation in college programs through coordinated and continually improved marketing and recruitment activities.
Section prepared by: Bonnie Honma & Wade Tanaka
Other review participants: Leighton Oride & Karen Nakamura, Admissions & Records
1.1.1 Student Services Goal
Provide a systematic process to apply and register.
Description
Admissions and Records submitted a full program review in November 2004, followed by an Annual Program Review Update (APRU) in March 2005. Initially it was determined that each unit (i.e., Admissions & Records, Financial Aid, Student Life, Counseling, special populations) would conduct a separate program review. Following extensive deliberation, it was decided that Student Services would review the department as one unit. Therefore, evidence from the Admissions & Records Program Review, has been incorporated into this full Student Services department program review document. (A & R Program Review and, A & R Program Review Update are available upon request)
The A&R PR objective 1.1.2 :Provide an efficient and effective pre-admission process. The PR stated “New students generally receive an Admissions acceptance letter within two weeks of application submittal for the forthcoming semester term. The internal benchmark for issuance of Admissions acceptance letters for the forthcoming semester term is one week (as high as daily for the current semester term.)
The A&R PR objective 1.3.2: Evaluate and distribute student records in a timely and accurate manner. The PR stated, “A Request for Transcript Evaluation is initiated by the student. A procedure is not in place for timely evaluations. The problem is prevalent among most campuses in the University of Hawaii system.”
Assessment Method or Data Source
1.1.1a Provide documentation of timeliness, availability, convenience and accuracy of admissions and registration information.
1.1.1b Document student satisfaction with application process (attaching survey to written application and/or electronic application).
Analysis
The Admissions and Records Program Review revealed that 13 of 13 new students (100%) indicated they were “admitted in a timely manner.” (A&R Student Survey Report, Crosstabs: Available upon request). A review of 222 date-stamped applications of currently enrolled students (calculating the time the application was received and the date the acceptance letter was generated) showed that the mean was 4.5 days, the median was 2 days, and the mode was 1 day. The range was from 0 to 61 days. A Student Services Survey (See Appendix 1) conducted in Spring 2005 of 261 students indicated that of the 244 who answered the question on timeliness of their acceptance letter, 36.6% received it within 2 weeks, 36.48% received it within one month, 12.3% reported receiving it within 3 months, 2.46% over 3 months, 2.46% reported never receiving a letter, and 9.43% stated “services not used”. The results of the Student Services Survey and the study of 222 applications (date application was received and date of letter of acceptance) were not congruent. Although the 20% of total records tallied showed a processing time of less than 2 weeks, students’ perception was that it took longer.
In terms of the applications packet clarity, 22.95% answered that the packet was “very clearly worded,” 44.45% indicated that it was “clearly worded” and 24.04% were “neutral.” Of those surveyed, only .8% felt was “very unclearly worded” and 6.01% said, “services not used.” For this final group, they may have applied during late registration in person and therefore did not receive an application packet. In the same survey a question on “general admissions satisfaction” indicated the following responses: 23.91% were “very satisfied,” 46.25% were “satisfied,” 23.27% were “neutral,” 2.17% were “dissatisfied,” and 1.98% were “very dissatisfied.”
A review of Request for Transcript Evaluation forms show that there has been more timely evaluation of transcripts since the new Banner system has been implemented.
The Financial Aid office participates in a variety of recruitment workshops throughout the year. In 2004-05, Financial Aid recruitment activities included:
Date Activity # Attended Title
18-Aug New Student Orientation 123 Fin aid Workshop
19-Aug Nursing Academy 12 Scavenger Hunt
2-Sep IS 97 11 Scavenger Hunt
22-Sep IS 105 2 Interview of Services
24-Sep Head Start Fair 2 Fin aid Workshop
15-Nov College Fair 20 Workshop
17-Nov FA Workshop 25 Workshop
1-Dec FA Workshop 30 Workshop
6-Dec FA Workshop 20 Workshop
7-Dec HS Counselor's Workshop 10 Workshop
05-Jan New Student Orientation 15 Workshop
13-Jan FA Workshop 15 Workshop
18-Jan FA Workshop 15 Workshop
26-Jan FA Workshop 15 Workshop
Total Attending 315
Once student applicants find their way to the college, they receive information on accessing Financial Aid services in the application packet. Interested students may contact the FA office for assistance or proceed to complete the FAFSA online. Once the FAFSA is submitted, a Student Aid Report (SAR) is generated and sent to the student and to the FA office. Within a week, a letter is generated requesting specific information necessary to expedite the application. Once the applicant submits all requested information, an award letter is generated within to weeks. A random sample of 10% of current FA Recipients was conducted. It takes an average of 3.21days for the initial tracking letter to be generated once the SAR is received. From the date all requested support documents are received, it takes an average of 12.93 days to process award letters; the range is 2 to 34 days. The total FA distribution for the 2003-2004 year totaled $1.05 million. Of this amount, approximately $125,000 to $150,000 is paid to on-campus student workers and $200,000 is distributed as student loans. The balance of approximately $650,000 is awarded through Pell Grants, Scholarships, and Tuition Waivers. For the 2004-05 academic year, 744 applicants began the FAFSA process, 430 qualified, and 305 received awards. Approximately 70% of the tuition waiver funds were need based. The FA Office does have discretion to alter the need based distribution formula based on college or department goals. These campus directions come by recommendations from the Financial Aid Advisory committee approved by the Chancellor.
1.1.1 Action Plan
(See Appendix 24, Student Services Action Plan)
Recommended ActionsFormalize a process of processing transcript evaluation requests in a timely manner.
Train new APT position to review transcripts and post articulation data in the student information system.
Analyze and track data; account for delays in award letter/denial processing.
1.1.2 Student Services Goal
Articulate with schools, business, industry and appropriate agencies for the purpose of identifying potential students and assisting them in the admissions process.
Description
Student Services has developed long-standing partnerships with schools, business, industry and appropriate agencies to assist potential students in accessing Kaua’i Community College programs.
Assessment Method or Data Source
1.1.2a Documented relationships.
1.1.2b Collection of enrollment data of targeted students.
1.1.2c Survey of our effectiveness in the admission process.
Analysis
The staff has engaged in many outreach activities, which involves counselor interaction with schools, business and industry. These activities include, but are not limited to:
w 20% high school outreach counselor funded since Fall 2001. Outreach counselor
reported that no student contact data was required until the 2004-2005 academic
year. In Fall 2004 a total of 123 students were seen from the three public high
schools. Sixty-five students were seen in Spring 2005. Of these students, 55 have
submitted application for the Fall 2005 semester.
w Annual Running Start / Gear UP High School / Early Admissions Counselor Update
Meetings.
w Native Hawaiian Career &Technical Education Program (NHCTEP) outreach
activities have included: High school outreach, participation in the Waimea High
School mock interviews, Ke Kula Ni`ihau O Kekaha, College and Career Fairs,
Scholarship Workshops at Kapa`a Elementary, Waimea Neighborhood Center and
QLCC. The total number of student accounted for from these activities 1s 133.
No sign-in sheets were required. Summer Bridge enrollments were ten in Summer
2004 and fifteen in Summer 2005.
Nov. 15, 2004 Kaua`i Career and College Fair
Jan. 13, 2005 Scholarship Workshop Kapa`a Elementary
Jan. 18, 2005 Scholarship Workshop Waimea Neighborhood Center
Jan. 26, 2005 Scholarship Workshop Queen Lilioukulani Children’s’ Center
Feb. 4, 2005 Kaua`i High School Career and College Fair
Feb. 23, 2005 Waimea High School Career and College Fair
April 12, 2005 Waimea High School
May 11, 2005 Kapa`a High School
May 12, 2005 Kaua`i High School
May 19, 2005 Waimea High School Mock Interviews
May 31, 2005 Ke Kula Ni`ihau o Kekaha
Total # of students- 143
w In the 2004-05 academic year, Financial Aid was involved in fourteen
recruitment and/or informational meetings, as listed on page 5.
w Single Parent Counselor’s efforts have included working with financial aid and/or
seeking private scholarship opportunities (i.e., Vidinha Scholarships); provides
referral services for welfare assistance, Bridge to Hope (State funded through
Welfare-to-Work).
w NACTEP counselor participates with Hawaiian Agencies & Organizations (HAO), a
collaborative group that meets monthly. HAO includes the Office of Hawaiian
Affairs, Alu Like, KCC Hawaiian Studies, KCC OCET, KCC NHCTEP, Hawaiian
Homes, Kamehameha Schools, Queen Liliuokalani Children’s Center, Native
Hawaiian Education Council, and Hoola La Hui (Native Hawaiian health education.
w Counselors have organized on-campus visits for individual and groups of students
to experience campus life, including working in laboratory settings (i.e., culinary
arts, automotive, nursing, etc.).
w Counselors have participated in annual Career & College Fairs, job fairs, and high
school and community parent nights.
w Counselor participated in Department of Education Instructional Work Day for all
Educational Assistants (EA) focused on the “No Child Left Behind” Educational
Assistance (EA) training needs on October 20,2002. Following this meeting KCC
worked with interested EA’s in developing their educational plans to meet the
January 2006 deadline.
w Counselor served as a liaison for a Rural Development Grant administered through
Maui Community College, which targeted Educational Assistants who qualified to
pursue Bachelors in Education degree.
w Community Outreach Coordinator working out of the Chancellor’s office has also
coordinated a visitation to the Waimea Tech Center and PMRF for KCC and High
School counselors.
w Student Services has seen a 216% increase in Students With Disabilities (SWD) in
the last five years, a trend throughout the US Community Colleges. This increase
is also due to working with our community resources like the Department of
Vocational Rehabilitation, our biggest referrers.
w Perkins funded Special Needs Counselor’s outreach activities have included
meetings with the State Office of Vocational Rehabilitation to assist their clients to
enter college and meetings with Kapa'a and Waimea high schools students with
disabilities. See charts below.
Collaboration With Department of Vocational Rehabilitation & Department and Education To Recruit Students w/Disabilities in Career & Technical Education2000-01 / 2001-02 / 2002-03 / 2003-04 / 2004-05 / 5 year Increase
Total / 30 / 41 / 46 / 55 / 65 / 216.7%
CTE / 16 / 20 / 28 / 40 / 42 / 262.5%
DVR / 15 / 18 / 19 / 26 / 31 / 206.7%
High Schools / N/A / N/A / 56 / 72 / 96 / N/A
1.1.2 Action Plan
(See Appendix 24, Student Services Action Plan)
Recommended ActionsSeek the support to develop and maintain an Enrollment Management Plan based on college goals. A campus-wide on-line calendar of activities and community meetings would help to document existing partnerships and also market ongoing activities and serve to minimize duplication of efforts and maximize use of limited resources.
Develop a targeted outreach and recruitment plan based on the Enrollment Mgt. Plan
Assist the Campus Community Outreach Coordinator in coordinating campus outreach resources and marketing efforts. A specific look at community markets that we have not targeted. This information would be directed to administrator of the Enrollment Management Plan for program development.
Approved College Goal:
1.2 Enrollment:
Enhance educational success through retention initiatives.
Section prepared by: Sharon Chiba and Frances Dinnan
1.2.1 Student Services Goal
To assist students with career, major, and course selection and the identification of individual needs.
Assessment Method or Data Source
1.2.1a Student satisfaction survey.
1.2.1b Provide documentation of a referral process that identifies students requiring specific services.
Description
The emphasis of academic advising is on helping students determine and plan courses of study that will be maximally enriching, and which enable students to achieve satisfactory progress toward personal and educational objectives. This process usually involves helping students determine their academic and career goals through placement testing, curriculum planning, course selection, and career counseling.
Academic Advising is required for all new students and optional but highly recommended for continuing students.
Counselors provide in-depth interpretation of placement test results to determine individual student academic profiles, upon which course selection decisions are closely based, particularly with regard to remedial and developmental courses.
Counselors can help students needing career direction discover their talents, skills, interests and assess their best career choice. A variety of personal assessment and career planning services are available including a three-credit course, Career Exploration and Planning.