The Learning Center (TLC) Kauai Community College Program Review Report Section 1.01 Table of Contents I. Executive Summary .................................................................... pp. 2-3 II. Program Description ..............................................................................p. 4 III. Historical Background ...........................................................................pp. 5-7 IV. Campus and Program Goals ..................................................................p. 8 V. TLC Key Functions and Services ..........................................................pp. 9-11 VI. Program Review Criteria .......................................................................pp. 12-52 VII. Program Analysis ...................................................................................pp. 53-54 VIII. Appendix ................................................................................................pp. 55-56 IX. Action Plans and Timelines ...................................................................pp. 57-58 1 I. Executive Summary The Learning Center provides students open access to its facility, services and resources. Records kept and TLC Program Health Indicators show that the Center’s services and methodologies are current and appropriate in meeting needs of students. The Center succeeds in carrying out its mission and goals and it achieves its student learning outcomes. TLC: helps under prepared students gain and/or improve academic and personal skills to become effective and efficient learners offers assistance and resources to under-performing students by providing opportunities to work through learning barriers by removing or easing constraints in the learning environment so that these students will also achieve success offers support and resources to students who are preparing for the workforce has ties with other institutions in Hawaii, the U.S. mainland, and abroad staff engages in self and professional development activities staff uses expertise and leadership skills to serve the community promotes cultural diversity and supports cultural sensitivity Findings 1. The Learning Center’s marketing strategies are effective as demonstrated by increase usage of the facility and services. 2. TLC’s working relationships with other campus units is adequate but collaboration with Student Services can be improved. 2 3. TLC users are generally satisfied with TLC staff and services 4. TLC has limited tools to measure effectiveness of services 5. TLC needs a standardized instrument to accurately diagnosed problems of under performing students 6. TLC’s responsibilities have increased and expanded. 7. While TLC is equipped with up-to-date computer hardware and networked software, instructional software for basic skills is outdated and inadequate. 8. TLC learning resources are mostly old and outdated. 9. Financial resources and staffing are inadequate. TLC could use more administrative support. 10. The Learning Center facility is becoming too small and inadequate for the services it provides. 3 II. Program Description The Learning Center is an academic support unit whose mission is to help empower students to become efficient, confident, and independent learners through comprehensive and quality responses to their needs. These responses include (1) access to new technologies, resources, and equipment that will help extend and expand student learning, (2) provision of a student centered-environment that promotes life-long learning and removes barriers and constraints to student achievement of academic, career and personal goals, and (3) offering of services/programs appropriate for obtaining or improving skills required for academic, career, and personal success. 4 III. Historical Background In the beginning… The establishment of The Learning Center at Kauai Community College stemmed from the institution’s commitment to provide educational opportunities to island residents. The college’s “open door” policy allowed the admission of individuals with diverse background and academic skills. The influx of academically under prepared students to the classrooms necessitated a need to attend to their academic problems. In the 1970’s… At the old campus in the early 1970’s, an English Learning Lab was set up. The English instructors and their classes were the first group of users. The instructors were given reassigned time to work with students who needed to improve their English skills. When the new campus was planned, a learning assistance facility was envisioned. Consequently when the new campus was built, a learning laboratory was provided within the Learning Resource Center building. In the 1980’s… In the 1980’s a federal grant was secured to establish a Learning Skills Center (LSC). Its mission was to use a variety of resources so that students who needed to develop basic skills will receive assistance to achieve their learning objectives. This decade saw the introduction of computer technology as the “state of the art” tool in teaching and learning. Apple computers and software were acquired and used to supplement classroom instruction and to give learning assistance a college wide focus. 5 In the 1990’s… In the 1990’s the Learning Skills Center changed its name to “The Learning Center” to reflect its comprehensive role in providing assistance to all students. Although the guiding philosophy of the Center remained the same some changes were necessary to serve all students and to meet their changing needs. The Center’s mission and goals were modified to keep up with technological growth and varying student needs. Service offerings and hours of operation were expanded and the Center’s physical set-up was altered to create a “conducive to learning atmosphere.” The Apple computers were replaced with IBM compatible PC’s and new instructional software was purchased. The software in English and math, addressed the needs of under-prepared students while the software in content courses, including the vocational areas, was used to help underperforming students. In the 21st Century… TLC acknowledges the changes taking place within the institution, within society and in the global community. The rapid growth in technology profoundly impacts the world of work. This decade the labor market requires each level of the work force to possess competencies beyond basic skills in language, mathematics, technology, and in interpersonal relationships. The labor force is expected to possess problem solving, learning, and communication, social, and critical thinking skills.1 Higher education was to assume the task of equipping students 1 Source: Sidebar A in Learning a Living: A SCANS Report for America 2000, Washington, D. C.: U.S. Department of Labor, 1992. 6 with these skills. TLC, therefore, renewed its mission and goals and offered resources and services, which address technological changes that would help prepare students for the 21st century labor market. The mission and goals are consistent with those of the college, as illustrated on the next page. 7 IV. Campus and Program Goals Article II. College Goals Access: To provide open access to TLC Goals 1. Access: To increase students’ access educational excellence for a diverse student to TLC facilities and services to improve population. learning. Learning and Teaching: To promote 2. Learning and Teaching: To provide excellence in learning and in teaching for students learning assistance and resources transfer, career/technical, to help gain skills to improve class remedial/developmental education and life- performance and succeed in attaining long learning. academic, personal, and career goals. Workforce Development: To provide a 3. Workforce Development: To offer trained workforce by offering programs learning support to students who are being that prepare students for both employment trained for the workforce or who are and future career development. preparing for further educational training. Personal Development: To provide life- 4. Personal Development: To long learning opportunities in the areas of participate and support the college efforts personal and professional development. to provide personal and professional development to faculty and students. Community Development: To 5. Community Development: To use contribute to community development and one’s professional expertise and leadership enrichment through campus leadership and ability to contribute to community collaboration. development and enrichment. Diversity: To foster global understanding 6. Diversity: To promote and practice and appreciation or diversity. respect for cultural understanding and diversity. 8 V. TLC’s Key Function and Services The Learning Center assists students to acquire or develop skills needed for successful attainment of academic, career, and personal goals. The life-long learning skills taught should help students become efficient, confident, and independent learners and employees. While offering services to all students, TLC pays special attention to under-prepared and under-performing students. TLC offers the following services: 1) Academic Resources and Assistance. Resources to help students gain or improve academic skills include state-of the art computer equipment, networked software, instructional software diskettes, links to online resources through TLC web page, books and other printed learning materials. TLC’s Self-Instruction Program gives opportunities to students to learn and gain skills on their own or with assistance from the Center staff. The Program has a booklet listing available resources to help improve academic skills. (Appendix A1-1, Self Instruction Booklet) Assistance to students includes in-class, small group, and individual tutoring, collaborative learning/study and test-review sessions in content courses, course exam and make-up testing in TLC, and consultation with instructors. TLC also works with Student Services in administering placement tests and in providing orientation sessions to new students. (Appendix A1 –2, TLC Schedule with Compass Schedule, Appendix A1-3, New Student Orientation Schedule). In addition, TLC participates in other campus retention efforts such as those activities planned and conducted by the Case Management team. (Appendix A1-4, Case Management Committee Minutes) In Spring 2005 the Team assigned the Center 9 Coordinator to teach IS 99V to a cohort of students identified to need academic remediation. (Appendix A1-5, IS 99V Course Outline) 2) Computer support. TLC provides technological assistance to help students gain or improve skills to locate, obtain and organize information and use technology for communicating and expressing themselves creatively. The Learning Center offers individual sessions, in-class and small group workshops to teach students word processing, Internet search, electronic mail, and Excel. Tutoring in Computer Science classes is provided and assistance to use hardware and software is available at all times the Center is open. TLC also teaches distance learners how to use Webct and proctors online tests for distance courses. (Appendix A2-1 Workshop announcements, Appendix A2-2, E-mail test proctoring requests from distance instructors) The computer lab within TLC is equipped with multi-media equipment that includes updated/upgraded IBM compatible hardware, the latest in networked software, a 36 inch-TV monitor, a projector, and speaker headphones. Instructors schedule times to use TLC facilities and technological resources to teach students how to locate and use online information. (Appendix A2-3, TLC Calendar) The Center accommodates classes that want to use the facility as a learning laboratory. TLC also provides individual students and small groups the opportunity to use the facility to do their course work and to study. 3) Development and/or improvement of learning/study skills. One of the basic responsibilities of The Learning Center is to teach students life-long learning skills. TLC uses an assessment survey to determine students’ learning skills needs and practices. Identified needs are often the basis for learning skills assistance provided to students. 10 TLC offers individual sessions, in-class and small group workshops in learning how to learn and in specific study skills. 4) Personal development activities. To help prepare students for the workforce TLC offers resources and activities designed to gain or improve personal or selfmanagement skills. The Self-Management Program, similar in concept to the SelfInstruction Program, allows students to gain or improve skills in self- management on their own or with assistance from the staff. Resources in this area include TLC’s SelfManagement brochure with links to online resources, and videotapes dealing with personal goal setting, self-confidence, time management and stress managements. Small group workshops and individual counseling are also available to students. (Appendix A3-1, Self-Management Brochure) 11 VI. Program Review Criteria 1. Access: To provide open access to TLC services leading to educational excellence for a diverse student population 1.1 Outreach: Marketing & Recruitment 1.1.1 Comment on your program’s marketing efforts. How do students learn about the program? Are the results of your efforts satisfactory? What improvements will you make in this area in the next 2 years? The Learning Center uses different means to advertise its programs and services. Students of Kauai Community College learn about TLC programs and services through (a) new students orientation sessions, (b) class visits, (c) campus postings, (d) flyers, (e) electronic mail (up to Fall 2004), (f) faculty endorsement, and (g) by word of mouth. (Appendix A4-1, Marketing Strategies) When community groups, such as students from the public schools, senior citizens, etc., are brought to tour the Campus, TLC is one of the areas visited. Information then is provided pertaining to TLC and its services. The Learning Center has a web page. Anyone in the community who has Internet connection will be able to access the page and learn about TLC programs and services. (http://kauai.hawaii.edu/moxie/resources/tlc/index.shtml) TLC marketing efforts are deemed satisfactory based on the number of students using the facilities and services. The Learning Center appears to be one of the most popular places on campus where students go for assistance and/or to do their course work. (Appendix A4-2, Daily Record of Usage – Fall 2003) 12 Improvement to be made within the next 2 years include revising TLC web page to improve and update its information and to include any new service or program recently initiated. The Assessment of Learning Practices and Skills (ALPS) survey will be included in the Web page as an interactive document. TLC is revising its Self-Instruction and Self-Management publications. A new TLC brochure will also be created. 1.2 Enrollment: Retention Efforts 1.2.1 Comment on your program’s retention efforts over the past two years. How have these efforts affected enrollment and graduation rate? Indicate program plans as a result of the analysis. Comment on areas for institutional research needed to understand this area. The Learning Center operates on the premise that students’ retention is directly related to classroom performance and academic success, that students who perform well in the classroom and succeed in their courses are more likely to persist in college than those who perform poorly and who fail. TLC’s efforts are aimed at helping students succeed in their courses, which TLC believes, impact student retention. TLC offers services and resources to assist students gain and improve skills needed for academic success and to improve confidence in themselves. These include the Tutorial Assistance Program, student sessions on learning and study strategies, computer assistance, and self-improvement activities as mentioned on pages 9-11. In spring semester 2000 the Center Coordinator developed an assessment tool that identifies students’ perception of their learning skills, problems, and strengths. (Appendix A5-1, ALPS Survey) The instrument is used to survey 13 students in introductory and/or lower level courses. The survey results point to learner strengths and learning skills needs. Individual raw scores are used to create an individual learning skills profile. This graphic picture of individual student’s learning skills and problems is given to the student and is used as an advising tool when conferring with the student. The class composite raw scores are converted into graphs and given to the instructor of the surveyed class. The graph provides information on class members’ learning practices and skills. (Appendix 5-2, Learning Skills Profile) Some instructors have verbally indicated using this information to modify classroom strategies to meet student needs. TLC uses the survey results to offer appropriate services to students who were identified to have learning skills needs. For example, when survey results indicate that most students in a surveyed class need to gain or improve learning or study skills, TLC offers in-class workshop on Learning How to Learn (LTL). (See page 30 for description of this system of learning) Or if the survey shows that class members have different skills needs, (Appendix A5-3, Skills to Develop) TLC invites those students to attend learning skills sessions that address their specific learning skills needs. (All skills taught are based on the LTL learning system). In Fall 2003, TLC surveyed 506 students in 26 classes. 246 of those students received learning skills instruction from The Learning Center through 13 in-class workshops, 18 small group workshops and 26 individual sessions. (Appendix A5-4, TLC Learning Skills Workshops- Fall 2003) In Spring Semester 2003, TLC did a simple study and looked at the retention and classroom performance of students in the 22 classes that were 14 surveyed in Fall 2002. Learning How to Learn sessions were provided to 10 (Group A) of the 22 surveyed classes and were compared with the retention and classroom performance of students in the remaining 12 classes (Group B). The class retention rate in Group A was 4% higher than Group B. Class success rate of Group A was 8.52% higher than Group B. (Appendix A5-5, TLC Comparative Study) TLC loosely assumes that its efforts in teaching students how to learn efficiently and effectively make a difference in the retention and class performance of students. Other variables were not looked at, TLC therefore, does not claim sole credit for this result. Of special interest to TLC is to determine the impact of tutorial assistance to students’ retention and academic success. Perhaps institutional research could provide guidance as to what and how to collect data for this. 1.3 Placement and Scheduling The Learning Center is not directly involved with course scheduling or in placing students in courses. TLC, however, administers the Compass Placement test in collaboration with Student Services. Results are used in course placement. 1.3.3 Schedule: The Learning Center Schedule Does your schedule meet the needs of special populations (Running Start, Early Admits, Workforce)? The Learning Center opens 46.5 hours (See Appendix A1-2, TLC Schedule) per week that includes 2 nights to accommodate students who cannot be here during the 15 regular Center hours. This population may include Early Admits, employed students, Distance learners, etc. 1.4 Support Services for Access 1.4.1 Comment on your program’s level of collaboration with access services such as advising, admissions, registration, financial aids and the business office support services. The Learning Center has a working relationship with Student Services as a unit (advising, admissions, registration, financial aids) through collaboration on different service activities as listed below: 1. TLC is involved with new students’ orientation sessions led by Student Services. Students come to the Center for a mini-workshop that apprises them of TLC programs and services. (See Appendix A1-3, New Students Orientation) 2. Placement Testing is a collaborative activity as well. Appointments for placement testing and interpretation of test scores are handled by Student Services. TLC administers the test in its facility and provides logistic information to students so they would know when and where to get their test results. (See Appendix A1-2 ,TLC Schedule) 3. Counselors refer students to TLC for academic and learning skills assistance and TLC sends students to Student Services for academic advising, financial aids, or for other assistance provided by Student Services. Student referrals to and from Student Services are made by phone, which has been the standard procedure. Unfortunately, no referral documentation was kept. 16 4. TLC works with the Counselor of students with special needs and accepts student referrals from the counselor. Again, referrals are usually made by telephone, no referral records were kept. 5. Until recently the Financial Aids Office (FAO) handled campus student employment and FAO provided hiring information and procedures to TLC. FAO had also referred qualified students to become tutors. (Appendix A6-1 Financial Aids Memo or E-Mail) A working relationship exists between TLC and the Business Office. The personnel staff provides information and guidance regarding student employment. The Business office also collects test- proctoring fees from non-UH students for TLC. The relationship with the Business Office is satisfactory. (Appendix A6-2, Business Office Receipts and Employment Training Memo) 2. Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical education, remedial/developmental education and life-long learning. 2.1 Articulation (between KCC and others) and Collaboration (within KCC) 2.1.1 What has the program done to ensure that it is in communication with high schools and transfer institutions regarding articulation issues and/or problems? Describe successes and challenges and near-term plans for improvement. The Learning Center is not directly involved with articulation issues between the high schools and the college and with transfer institutions regarding articulation of course credits. The Learning Center’s mission and goals involve equipping students with skills associated with academic success here and beyond this institution. These skills, (such as 17 learning and remembering, listening and note-taking, reading text with comprehension, information mapping, and test-taking strategies, computer skills [word processing, electronic mail, Internet research, Excel or spread sheet], and self-management skills [goal-setting, problem-solving and decision-making, time and stress-management] taught to students are transferable skills that students can use in any learning situation, even when they transfer to other colleges and universities. TLC will continue to assist students in gaining skills needed for personal and academic success. TLC proctors course exams (quizzes, mid-term, final exams) for Distance courses from institutions in Hawaii and the U.S. mainland. When any testing – related problem or any other distance course related problem occurs, TLC intervenes on behalf of the students. This often requires communicating with instructors from the course generating campus. (Appendix A7-1 to 3, E-mails from DE instructors) 2.1.2 Comment on collaborative efforts with other program units. Assess successes and challenges and plans for future collaboration. The achievement of The Learning Center’s mission requires partnerships with other program units such as instruction and Student Services. The common purpose and determination to prepare students for life and work necessitates collaboration and working together. TLC will continue to work with Student Services and make efforts to improve existing collaboration. (See Section 1.4.1, pp.16-17) With instructional units, some of the collaborative activities include (a) using the Assessment of Learning Practices and Skills to survey classes and share the results with instructors and students, (b) offering tutorial assistance and learning strategies workshops 18 to help improve class retention and success rates (c) proctoring make-up exams and quizzes for instructors, and (d) providing relevant resources for academic improvement. ((See Section 1.2.1 – pp.13-15, and Appendix A7-4, TLC Service Log, Appendix A7-5, TLC Skills Set) This collaboration is satisfactory and TLC will maintain it at this level. 2.2 Curriculum 2.2.1 How is/are program curriculum/services reviewed for currency and relevancy to institutional, community, and student needs? Include recent deletions, additions, and revisions. What are your upcoming plans in this area? To validate the currency and relevancy of services offered to students, TLC does the following: (1) TLC scrutinizes its mission, goals, and corresponding activities at least once a year to check that TLC goals and services meet students’ current needs and to check goals consistency and alignment with the mission and goals of the college. (2) TLC looks at users’ evaluation of services and staff and where appropriate, suggestions given are taken into consideration when planning for the following term. (Appendix A8-1, Students Evaluation of TLC). It is assumed that users suggestions represent current needs. Some suggestions cost money and TLC does not always have the ability to act on all students’ suggestions that has monetary implications. Where it is possible, TLC acts on suggestions listed in the evaluation. For example, in previous semesters, students suggested longer night hours. This was considered and TLC started opening a couple of nights a week 19 until 6:00pm. Some student still wanted longer hours and TLC, with encouragement from the Administration, extended the evening hours to 7:00pm. (See Appendix A1-2, TLC Schedule) One significant suggestion was to hire more tutors. Diminishing tutorial funding makes this difficult. To address this, TLC recruits volunteer tutors whenever possible and looks at sources of funding other than general funds. (Appendix A82, Memo to Ken Curtis, re: Perkins funds for TLC tutors) (3) TLC looks at results of the learning skills survey, which represents students’ perception of their current needs. Results also determine what workshops TLC offers. (See Page 14, last paragraph, See also Appendix A5-4, TLC Workshop Sessions) (4) TLC looks at (1) its annual Statistical Reports, (Appendix A8-3, Annual Statistical Reports), (2) its daily usage record, (Appendix A4-2, and (3) its program health indicators (Appendix A8-4, Program Health Indicators). TLC Program Health Indicators (PHI include the frequency/number of students and faculty requests for TLC services. TLC interprets high numbers to mean the services provided are needed, current, and relevant. (5) TLC compares its own service offerings with TLC offerings of other institutions. TLC searches the Internet to see what learning center services other institutions offer students. Finding out that other colleges offer the same or similar services leads to the conclusion that our services are current and relevant to today’s student needs. (Appendix A8-5, Learning Centers of Other colleges) 20 (6) Periodically, TLC also checks the Labor Market requirements for current and future employees to ensure that the skills thought to students are relevant in acquiring and/or improving skills necessary for gainful employment. (Appendix A8-6, DOL and Labor Market Information) (7) TLC services that are not used are either modified or deleted. 2.2.2 Instructional Methodologies (Delivery of Services) Are instructional methodologies/services appropriate for program content? Explain. Do instructional methodologies utilize available, current technology as well as changes your program is considering within the next two years? TLC services are appropriate to meet student needs and the methodologies used are suitable for the types of services or programs offered to students. These are adjusted or modified based on faculty and students’ reactions or responses to TLC’s delivery of services. TLC learned from experience that students who are greatly motivated seek assistance and use services that would help them learn. Other students, it seems, would utilize a service or program only if it is required, highly recommended, or arranged by instructors. Shy students and those who appear to have less commitment to academic success do not always seek assistance on their own. To reach both motivated and less motivated students, TLC provides in-class learning strategies workshops in addition to small group and individual sessions. (Appendix A9-1, Instructor’s Memo Requesting LTL Instruction, Appendix A9-2, List of Classes Receiving Learning Strategies Instructions) 21 Delivering a service in class is also used in content course tutoring. With instructor’s consent, TLC sends tutors to classes to provide in-class tutoring and/or to offer group tutorial sessions before or after the class. When need existed, tutors were sent to the following classes and/or conducted group tutorials: Lower level math, Business Math, ICS, Japanese, Accounting, Science courses such as Chemistry and Microbiology, Philosophy, and all Spanish courses. 2.2.3 What steps are taken to develop and ensure consistent application of academic standards? (e.g. grading standards, course objectives…etc). This question is not applicable to The Learning Center. 2.2.4. Addressing the learning needs of under-performing students. Comment on how your program addresses the learning needs of underperforming students. Are there strategies you are considering to strengthen this processes? If so describe them. Are there other programs and services currently not available that would help in this area? TLC assumes that under- performing students have the academic preparation or academic ability and skills to achieve but are not achieving at the level they should. The Learning Center has had close encounters with these students. When students are referred to TLC or if they walk in and ask for assistance, TLC does the following: Determines what the students’ problems are and the probable reasons for those problems. TLC talks to the students. Most common reasons found include the following: (1) Students’ underperformance is due to their inability to balance academic tasks, family responsibilities and employment. (2) English language deficiency common to foreign born and raised students 22 (3) Lack of commitment to pursue a higher education. School attendance is due to parental pressure, medical insurance requirement, etc., in which case the students under-perform because they are not motivated to learn. (4) Lack of effective and efficient learning or study skills. (5) Financial difficulties – students must work to support self and family only allowing limited time for course work. (6) Lack of sufficient skills to do college level work. Students may have registered in courses that he or she is not ready for. (7) Undefined personal and career goals- Some students do not yet know what they want in life. Whenever possible, TLC consults with instructors. Instructors usually have clear knowledge and understanding why a particular student under- performs. Once a cause is identified, TLC offers an intervention activity or a possible course of action to help the student. TLC’s response is always personalized, that is, assistance given depends on the individual student and the nature of the problem. If the student’s reason for underperformance is a lack of efficient study skills, TLC invites and teaches the student skills to learn efficiently and effectively. Other intervention activities include: a) Time and Stress Management b) Referral to or suggestion to seek Financial Aids c) Recommendation to reduce course load where appropriate 23 d) Recommendation to see a counselor for guidance and counseling e) Recommendation to enroll in basic and/or developmental courses f) Assist students in self-exploration and setting life goals. TLC has had success in its efforts to assist under-performing students. (Appendix A10-1, TLC Sample Cases). It will continue to serve this segment of the student population. TLC will search for college programs that have been deemed successful in assisting under-performing students for possible use on campus. It will also look for a national standardized diagnostic instrument that could objectively and reliably identify the causes of students’ under-performance. Students would be better served if their problems are objectively and reliably diagnosed. 2.2.5 What assessments are being used to determine if current teaching methods used in the program are adequately meeting student needs. How are the results of these assessments currently being used? (See pp.14-15, and Appendix A5-5, Comparative Study) In Fall 2003 TLC surveyed some introductory and other lower level courses using its Assessment of Learning Practices and Skills (ALPS). Based on the result, it conducted learning strategies workshops in class, in small groups, and gave individual instruction (See page 10). Before the close of Fall 2003, TLC requested instructors’ assistance in completing the TLC Skills Set form. This is a reporting mechanism TLC uses to determine how many students in the classes used the skills TLC covered in the learning strategies workshops and sessions. The data received from instructors indicates that students used the skills taught. TLC will continue teaching students how to learn 24 efficiently and will encourage the use of all the skills. It is assumed that if some students use the sills TLC has taught then the methodology used is adequately meeting their needs. The data collected from the instructors was converted into a graph to illustrate students’ use of the skills taught. (Appendix A11-1, TLC Skills Set Data) TLC will periodically look at the academic performance and retention of students in courses that are surveyed and who received learning skills assistance. 2.2.6 DL: What distance learning options are available in your program? How is your program responding to students needs by using distance learning? Do you have a timeline? As mentioned on page 12, The Learning Center has a web page. The page includes TLC’s Self-instruction and the Self-Management programs that are linked to academic and personal growth web sites. Anyone with Internet connection may be able to use these valuable resources. These resources are being updated. And TLC is intending to publish its learning skills survey as an interactive and easy to access document. This process should be completed before the end of Spring 2006. As mentioned previously, TLC provides test- proctoring service to distance instructors and learners. Distance learners living on Kauai may take their course exams and quizzes without leaving the island. (See pages 9 – 10,Computer Support Section) 2.3 Remedial/Developmental 2.3.1 How has your program addressed academic remediation for students? Has this been effective? What proposals for change in this area does your program have? Many TLC resources and services are appropriate for under prepared and under performing students so that they, too, may be empowered to attain and achieve academic 25 and personal goals. TLC offerings are clustered into general categories as listed below. (See pp. 9-11 for details). 1. Academic assistance through tutoring, consultation with instructors, and resource assistance; 2. Computer help through workshops and individual instruction in basic computer application and daily assistance in TLC computer lab; 3. Learning skills development through in-class, small group, and individual sessions in how to learn and use specific study skills; and 4. Personal development via small group workshops and resource assistance. It is a challenge to measure the effectiveness of services or programs TLC provides. When students who used TLC services and resources succeed in their classes, the success might have been the result of many factors such as the instructor’s efforts, the students’ ability to learn, the students’ motivation, the use of self-discipline to do course work, etc. TLC started to keep records of students it assists. These records are not measurements of success but account of students’ needs, the help provided and the students’ self reports or the instructors’ feedback to TLC. This might help TLC determine which type of assistance works best for students with specific problems. (See Appendix A10-1, TLC Sample Cases, Appendix A5-3, ALPS Skills Improvement List) 26 TLC will actively look for software programs, printed and audio-visual learning materials that will replaced aged TLC resources to meet the needs of the under-prepared and the under performing students. As a learning center professional the Center coordinator had been appointed to served in campus committees whose task includes developing strategies to help at risk students (both under prepared and under performing students) to succeed. The College/Career Readiness Committee was such a committee. It developed a course to equip students with information and skills they need to survive college life and to attain their educational and career goals. The first couple years the course was offered, the instructor asked the Center coordinator to teach the class effective and efficient learning strategies. The first time Student Services took over the course, TLC was also invited to conduct a couple of learning strategies sessions that include Efficient Listening and NoteTaking, Learning to Remember, and Test- Taking Strategies. (Appendix A11-1, IS 97 Course Proposal and Outline, A11-2, DI Memorandum to Committee) 2.4.1 Student Learning Outcomes 2.4.1 How does your program encourage and assess student growth in areas such as: communication, cognition, information competency, social interaction, and personal development and responsibility? What are the results of the assessment and what plans do you have to improve SLO’S in these areas? Assessment of student growth: See Section 2.25, page 24, and Appendices A12-1. Communication: Communication is a skill students need to learn. Some of the Center’s programs and services promote the acquisition and practice of this skill. 27 Speaking: TLC does not have specific courses to teach. Its effort in teaching this skill is limited and more practical than theoretical. When students come to TLC with their learning problems they are encouraged to express themselves and explain their concerns so that the staff and tutors who provide assistance will be able to determine the kind of help they need and how they should be assisted. Speech is one of the subject areas that had been tutored in TLC. Students in Speech classes who had problems in either creating a speech to be delivered in a class or how to speak in front of an audience had come for assistance. Tutors helped as much as they could. Whether or not the students were helped in gaining skills to speak and express their thoughts and feelings coherently is something that TLC has not measured. The staff hired to take care of tutoring in writing is based in The Learning Center. He works with a group of students born and raised abroad and who speak limited English. One of the activities is to learn and practice speaking English during the sessions. No formal assessment has been conducted to measure the success of this effort. Listening- TLC has printed resources and its web page has established links to web sites on Listening. TLC teaches students how to listen actively to learn and get the most from lectures and how to take notes efficiently. Workshops, small groups, and individual sessions are held each semester covering this specific skill. The sessions are hands-on experience. As the Center Coordinator gives points on how to listen and take notes, the students listen and take notes of what they hear. Their notes are looked at and discussed to see if they are able to use the skills taught. The TLC Skills Set is used to determine if students are using the skills in the classroom. (See Appendix A12-1L Session Record: Listening and Note – Taking, See also Appendix A11-1, TLC Skills Set). 28 Reading- Reading Strategies is one of the workshops offered each semester. Students are taught how to read with comprehension. The session involves analyzing and finding the major concepts in the reading material and steps to take to understand it. The sessions are also interactive where students immediately demonstrate the skills learned. Session records and the TLC Skills Set are used to note students’ demonstration of the skill and to find out if the students use the skills in the classes. TLC has handouts on building reading skills. Links to reading comprehension web sites are included in the TLC web page. (Appendix A12-2R, Reading Session Records) Writing- TLC has writing resources in printed form and instructional diskettes for students’ use. Links to web sites on improvement of writing skills are also included in TLC web page. The staff in-charge of assisting students with writing and the writing tutors are based in The Learning Center. Their primary task is to help students improve their writing skills as they are tutored or as their papers are edited. TLC or the tutors do not grade student papers and the effectiveness of tutoring in writing has not been measured. CognitionThis is a learning outcome TLC pays special attention to. The Learning How to Learn (LTL) system is a learning process that is taught by The Learning Center. This is a system that teaches not only learning or study skills but also critical thinking skills. It teaches students to identify, analyze and synthesize information. It trains students to ask questions to understand ideas or concepts, theories and principles. The learning strategies taught through out the term are all approaches based on the LTL method. The 29 Assessment of Learning Practices and Skills (ALPS) and the Skills Set TLC developed and uses are all based on the LTL method. Each skill measured is a skill taught by TLC. (See Page 14 and Appendix A5-1 and A7-5) When students adopt the LTL system of learning it hopes they have gained or improved their cognitive skills. Once posted as an interactive document on TLC web page, TLC will use ALPS as a pre- and post assessment tool to measure improvement in students’ cognitive skills. Information Competency: Offering resources for student use is a vital part of The Learning Center’s responsibility. To help carry this out TLC has a mini library that houses printed materials, instructional software diskettes, videotapes, cassette tapes and a few CD’s. Included are basic skill resources, self-improvement materials, and tutorials in many areas, etc. As previously mentioned, TLC specifically created two booklets, one lists TLC resources students can use to improve academic skills and the other lists available resources (including web sites) on personal growth and self-management. Tutors and staff have helped students learn to locate and use many of these resources. Classes and individuals use TLC facility to do research for their courses or for personal use. Each semester instructors arrange to bring their classes in TLC (See page 10 and Appendix A2-1). The Learning Center also offers computer skills workshops. The sessions are all hands-on and interactive. The sessions allow students to gain and improve skills in using computer applications. TLC does not have a standardized tool to measure its success in teaching students to locate and use information they need and/or 30 improve their use of technology. It keeps sessions records that show if students are able to demonstrate the skills taught to them. (Appendix A12-EM, Session Records on Word Processing and E-mail) The Learning Center is equipped with up-to-date technological hardware and networked software. The Instructional Technology Coordinator (ITC) had located several free computer programs that have been downloaded and included in the Network for use in TLC & Computer Resource Center Labs. These include the Cam Studio (Video Screen capture), MW Snap (Screen Capture), Open Office (Productivity Suite), Audacity (Audio Editor) Snack Amp (Multi-media player), Win Amp (Multi-media player), OGG Drop (Audio Codec), Speex Drop (Audio Cedec), Arachnophelilia (HTML Editor), Egg Timer (Test timer for TLC staff use) and the Note Tab (Service Usage Database Tracker (for TLC staff use) and the Note Tab (Service Usage Database Tracker (for TLC staff use). In addition, some headphones for testing that completely block noise, Digital Projector used in the Lab, and Web cameras are available when needed. These have improved the Center’s ability to provide additional technological approaches for the use of students and faculty. TLC encourages students to use and be competent in locating and using technological and print information. Social Interaction/Responsibility TLC does not only demonstrate social interaction and responsibility but it also promotes and teaches it. TLC’s physical set-up is friendly and welcoming and encourages interpersonal exchanges, not isolation. Some of TLC’s services or programs are social in nature. The Tutorial Assistance Program and the skills workshops, (small 31 group sessions, even individualized sessions with students) require human interaction. Tutors conduct group tutoring, collaborative learning and test review sessions, all are opportunities for students to learn how to be a responsible group member and how to work together to achieve a common goal. Student study groups who meet in TLC on their own resulted from these activities. This is an outcome that TLC finds difficult to evaluate; it has no measurement tool to determine if students acquired or improved their social interaction skill or their sense of responsibility. TLC assumes that when students amiably get along with one another, when they are able to work in their learning groups and when they are able to contribute to their study groups then, it is assumed that they have learned to respect others and interact with them in socially acceptable ways. Personal Development and Responsibility Some of the programs or services TLC offers promote the development of individual or personal responsibility, personal integrity and respect for different people and cultures. As in the previous topic, the Tutorial Assistance Program and the learning skills development activities require students to take personal responsibilities for their learning. It is hoped that they are able to transfer the skills they learn to other areas of their lives. Group tutoring and group workshops advocate respecting and working effectively with other people regardless of ethnic and cultural backgrounds. In limited cases, TLC provides personal counseling to students “in crisis.” Sometimes the assistance given is just “being there” with them as they pour out their problems. At other times intrusive counseling is used. 32 Measuring success in assisting students in their self-development or in managing themselves is difficult. Students who come to TLC to do their research for their classes and for themselves demonstrate their ability to use their intellect. Students who take tests in The Learning Center are able to show integrity when they come prepared for their exams and do not cheat. Students in study groups are able to demonstrate their ability to work with different people and respect others. When students come appropriately dressed, drug and alcohol free, they are able to demonstrate a degree of physical, mental, and emotional well - being. But these are subjective observations, not measurements. 2.4.2 List the student learning outcomes that you have identified for the program. What is the minimal level of performance that you expect program completers to accomplish? How are student- learning outcomes monitored and evaluated? Program’s Student Learning Outcomes 1. Students who participated in LTL workshop sessions and gained or improved learning skills will have a higher persistence and success rates in their classes than students in classes who did have an LTL session. (See page 15 and Appendix A55) 2. Students who gained efficient learning skills from TLC workshops, services and resources, will be able to demonstrate and use the skills learned in their classes. (Appendix 11-1 *TLC Skills Set, Appendix 12-1L, Appendix 12-EX, Appendix 12-2R) *TLC’s Skills Set lists 14 skills taught to students. It is used as a reporting mechanism given to instructors whose students have participated in TLC learning skills sessions and/or have used TLC’s other services and learning resources. Through this 33 mechanism instructors tell TLC how many of their students use the skills taught, thus giving TLC an indication if the outcome listed above have been achieved. Data collected was converted to graph. See TLC Skills Set Graph. (Appendix A11-1, TLC Skills Set Graph) 2.5. Academic Support 2.5.1 Comment on program use of auxiliary resources e.g. library, instructional media, laboratory resources, and computer assets. How can you improve utilization of these resources? The Learning Center collaborates with auxiliary services. When instructors request that their students be taught how to locate, retrieve, save, print, use and evaluate bibliographic and electronic resources, the requests are made to the Library and to the Learning Center. The Librarians handle the teaching portion and TLC provides the facility and the equipment. Students who did not learn in one session usually come back to TLC for further instruction. If TLC staff is unable to help, students are referred to the Librarians for assistance. The Instructional Technology Coordinator has located free computer programs that have been added to the computer Network and while with Lei Aloha he was able to purchase equipment and hardware that improved TLC’s ability to provide a variety of technological approaches to both students and faculty and its ability to record and track data the Center needs for reporting purposes. (See page 31) The Media Services provides support to TLC in many different ways. The Media personnel help in resolving telephone problems, in publishing the TLC Web Page, and in lending portable equipment (such as projectors) to TLC when needed. The Graphic 34 Artist creates signs for TLC and the Computer Resources Center. The Media Clerks assist with photocopying Distance Course exams and sending completed exams back to the instructors, and help in procuring TLC supplies. The support Computer Services staff provides to TLC is invaluable. They maintain the hardware and the network incessantly and the staff is readily available when assistance is needed. Without Computer Services, technological support to students will be negatively impacted. Utilization of the services of these different support groups is at a satisfactory level and TLC will maintain their support. 2.5.3 What tutoring, mentoring and/or counseling services are available to support students in your program? Comment on ways that your program can work with these groups to improve service to students. The Learning Center is the Academic Support unit that provides tutorial assistance to students. The Center is the place where students can walk in, ask and will generally receive academic assistance. Tutors also serve as mentors to their peers. Students often share not only their academic problems with the staff and their tutors but also their personal problems. The Center Coordinator is a trained counselor enabling the Center to respond immediately to students in crisis. Otherwise, students are encouraged or referred to their counselors at Student Services. Referrals are made with the permission of the students. TLC constantly looks for ways to improve its services. It acknowledges how critical it is to find better ways to increase collaboration with Student Services to better serve students. 35 2.6 Faculty and Staff 2.6.1 Describe strengths and weaknesses of faculty/staff appropriate to the program’s current status or future development. Comment on the adequacy of faculty to meet program outcomes. Indicate any immediate and future staffing needs The Learning Center at Kauai Community College is technically a one-person unit within Academic Support. The Coordinator has been at this position for nearly 15 years. Her strengths lie in her commitment to student development and success and her ability to plan and initiate programs and activities that help facilitate students’ empowerment. The Learning Center professional possesses basic computer skills but has limited technological competencies. This deficiency, however, is compensated by the presence of the Instructional Technology Coordinator (ITC) in The Learning Center and student workers who have the technological know-how. The ITC has his office in TLC and gives valuable time and assistance over and beyond what is expected of him. Students and faculty benefit from this staff’s technological expertise and resourcefulness. Students, staff and faculty, are well assisted individually or in groups. Workshops and individual sessions in many sub-areas of computer technology are offered. Free software programs appropriate for the Network and programs that track data for TLC have been made available. With Lei Aloha funds, TLC acquired needed hardware and equipment. TLC needs an additional fulltime staff, either a clerk-receptionist or an educational specialist. Both TLC responsibilities and student clientele are increasing in numbers. The expanded workload is the result of changing student needs as describe below: 36 The upsurge of distance learning - More and more students enroll in distance courses. Providing services to distance learners has become a key part of TLC responsibilities. Test proctoring for distance courses is now a major service offered in the Center. TLC proctored 1155 individual course exams in 20032004, 735 of those are Distance course exams and quizzes (See Appendix A8-3, 2003-2004 Annual Statistics Report). Distance course exams require testing appointments. The above number translated to taking 735 testing appointments and giving tests 735 times to distance students. Only TLC professional staff gives or proctors tests, student workers and tutors are not allowed to even open the Test File cabinet. This responsibility falls mostly on the shoulder of the Center Coordinator although the Instructional Technology Coordinator (ITC) provides relief when the TLC coordinator is not available or is called elsewhere (to attend meetings, or to conduct student workshops). The ITC helps with test proctoring responsibilities and takes one night duty a week so the Center can stay open for students who cannot be here during regular business hours. This staff has his own responsibilities, including teaching ICS courses; he should not be expected to do more than necessary. Revision of TLC’s mission and goals - Revised TLC mission and goals call for expansion of services. TLC offers support to all students, the under prepared students, the under-performing students, students who are being trained for the workforce as well as students who come just for personal enrichment. The Tutorial Assistance and the Learning Skills programs were expanded to include additional group tutorials, and in-class tutoring. 37 Changing Technology- Advances in technology required TLC to include teaching and helping students gain or improve basic computer skills in its major tasks. The Center Coordinator developed simplified materials to teach word processing, Internet Search, and electronic mail (Appendix A13-1, Workshop materials sample) Changes in workforce trends and demands – Changes in workforce requirements necessitate re-structuring some of TLC services to help prepare students for the labor market. The Web links component of TLC SelfManagement program was updated to offer students additional employment skills resources. (Appendix A14-1, Self-Management Web Links) Compass Testing in TLC -In fall 2003, TLC began administering placement testing in its facility. This is an additional responsibility with no additional staff. The Compass test is scheduled 5 days a week. (A1-2, TLC Spring Schedule) In addition to the Center Coordinator and the Instructional Technology Coordinator, two other personnel are housed in TLC, the staff in charge of writing services to students, and the newly hired Success Programs coordinator. TLC provides receptionist assistance to both staff. TLC does not have a receptionist so the responsibility falls into the hands of The Learning Center tutors and the Coordinator, which sometimes interferes with their own responsibilities. To maintain needed services to students the Center Coordinator learned to prioritize responsibilities and carries out those that have higher priorities; other responsibilities are either not completed or not even touched during the academic year. 38 In spite of understaffing, TLC is meeting its planned outcomes. More outcomes could be achieved if there is sufficient staff sharing the load. The Center has the potential to offer additional services that would meet students’ needs and further impact student success and retention. 2.7 Facilities 2.7.1 Comment on facilities that the program uses, their current adequacy, and any immediate needs. The Learning Center facility is small and inadequate for current services. When multiple activities are simultaneously taking place in the Center, the facility becomes overcrowded. When 20 or more students are in the Center, it becomes too noisy especially for those taking tests. There has been a steady increase in the number of people using TLC services and resources. (See Appendix A8-3) If this trend continues, the problem of space will become a bigger issue. 2.7.2 Comment on the currency of equipment and technology for the program. Indicate immediate needs. The computer hardware and networked software are current and adequate. TLC, however, needs software that would help addressed the needs of the under- prepared and under- performing students. The available instructional software is old and outdated. (See pages 10 and 31) As previously stated, satisfying the learning needs of the above students is compromised if learning materials they need is not upgraded or updated. 2.8 Financial Resources 2.8.1 What efforts has the program made to investigate entrepreneurial opportunities or alternative funding sources to support program goals. Describe your program’s level of success in obtaining funds and future plans. 39 Reduction in funding forces TLC to look for other available sources of resources to meet budget needs. In Fall 2003 TLC used Title III funds and hired a tutor to help students who were having difficulties in math and music. In Fall 2004 tutorial budget from general funds was cut in half and in Spring 2005 the Center Coordinator was told not to use general funds to pay tutors. TLC was able to secure Perkins funds for 2 tutors. (See Appendix A8-2) With just 2 peer tutors, TLC is not able to meet the tutorial needs of students. TLC charges test proctoring fees to students of non-UH institutions who needed to be proctored when taking tests in The Learning center. The funds are designated for buying TLC supplies. Lei Aloha funds were previously used to buy some needed hardware. 3. Work Force Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development. 3.1 Program Articulation with Workforce Needs 3.1.1 How does the program identify applicable workforce trends? What trends or projections in your discipline may affect your program in the next five years? How will you address this? The Learning Center does not train students for specific jobs in the Labor Market. However, it recognizes its responsibility to help prepare students to become successful learners and employees whatever jobs they may engage in and wherever they may find employment. For this reason The Learning Center also needs to know labor trends and needs. TLC searches the Internet and accesses the Labor Market Information, Labor Review Online, Occupational Employment Outlook for the state of Hawaii, etc. Trends 40 define Labor needs and TLC has used SCANS 2000, a report by the Commission appointed by the U.S. Department of Labor in the last decade to also determine labor expectations. The report lists specific competencies and foundation skills required for gainful employment in the 21st century. (See page 6, last paragraph and page 7 and Appendix A8-6) Some of the services TLC provides students are based on labor force requirements. The Center will periodically check the Internet for trends in the Labor Market, and will make changes in its services as appropriate to reflect workforce demands and needs. 3.1.2 How is the selection of courses reviewed for relevancy to community and workforce needs? What recent changes have resulted from this review? TLC has no courses to review but having identified workforce needs, TLC offers resources and services to help students gain some of the skills they would need as productive members of the labor force. The Learning Center will continue to offer assistance to students to gain skills needed for gainful employment. As indicated above, TLC will monitor changes and trends in the labor market requirements and will make adjustments in its services as necessary. 3.1.3 What method is used to assess student and employer satisfaction with the program’s offerings and operation. What are the results of this assessment and how have results changed over time? What changes did you make or are planning to make due to the results? The Learning Center does not work with employers, there is no assessment involving them. As for students, they evaluate TLC’s services, staff, and resources, usually towards the end of the spring semester. The form includes asking students to tell 41 TLC how the services might be improved and what other programs and services they want to see offered. In Spring 2003, 79 students turned in their evaluation forms. 35 or 56% gave TLC an “Excellent” rating, 25 or 40% rated it “Good,” 3 or 5% rated it “Fair.” No one gave TLC a poor rating. (Appendix A8-1) Although the evaluation is positive, some students suggested having more computers and a color printer in the Lab, having more tutors, extending hours and opening on weekends. TLC has not acted on these suggestions since they all require additional funding. The above evaluation result is similar to those in the past years. It is apparent that students are satisfied TLC customers. No drastic change is planned in the immediate future but TLC staff will continue to be cognizant of students’ changing needs to better serve their needs. 3.1.4 Does the program have an Advisory Board Committee? How does the program work with the Advisory Committee to assess effectiveness? The Learning Center has an Advisory board except in 2003-2004 academic year. This was one area that was neglected due to increase in services and lack of staff support. A TLC Advisory Committee was reorganized in Fall 2004. (Appendix A15, Advisory Board members and minutes) The advisory board has not been active in the assessment of TLC services. 4. Personal Development: To provide life-long opportunities in the areas of personal and professional development. 4.1.1 Explain how faculty and staff maintain expertise in their discipline or area of responsibility. Due to lack of funding there has not been many chances to attend conferences, seminars, or workshops away from the State. Fortunately there are professional 42 development opportunities offered on campus and within the State. Some of these have been attended by the learning center professional. These include: 1. “Helping Students Get on Course,” Skip Downing, Facilitator, Kauai Community College, March 25, 2004. 2. “The WIN 2000 System: A Research Based Approach Providing Individualized Student Assessment and Educational Plans,” Presented by the WARE Group, Lihue, March 12, 2004 3. “Honolulu Leadership Conference,” Annually presented by Hawaiian Islands Ministries, Attended each year 1997-2004. 4. “Technology Workshop,” Spring 2002, Kauai Community College 5. Excellence in Education Conference, Sponsored by the CC Chancellor’s Office, from 1987-2001 6. Assortment of professional development activities, including faculty convocations at the beginning of each semester, sponsored by the Campus Professional Development Committee, 7. Readings of publication and journals of professional associations such as The National College Learning Center Association, The International Reading Association, and the National Education Association; and readings from Web articles pertaining to teaching and learning. 43 4.1.1 Describe the Professional Development Plan, including availability of resources and the process of allocating these resources. Does this plan adequately meet professional development needs? There is no Professional Development Plan because The Learning Center has no resources designated for this activity. The Center coordinator will continue to watch for self and professional development opportunities that are available on campus, on the island and within the State and will attend these when appropriate and feasible. 4.2 Student Development 4.2.1 Describe program faculty involvement in providing opportunities for students’ enrichment through co-curricular activities. The Center coordinator was involved in the 2003 Kauai Teen Literature Festival. (see page 47 for details and Appendix A16-1 The Center Coordinator was a co-adviser to the Christian Faith Club and provided support to the students and their activities. Due to increased workload, the Coordinator asked to be relieved. Student workshops offered by TLC have personal enrichment components. The learning skills workshops teach students life-long learning skills they can use at home, at work or in any learning situation. The computer skills taught are also skills they could use not only in their academic life but also in their personal and work life. The Self Management Program includes resources and teaches skills to help students become selfdirected individuals. 4.2.2 Does the program support non-traditional approaches to education? If so describe these. What outcomes are expected from these approaches, and how they affect student success across the curriculum? 44 The Learning Center supports non-traditional approaches to education. TLC’s Self-Instruction and Self-Management Programs are non-traditional. Both programs provide opportunities for students to learn and gain academic and self-management skills on their own or with assistance from staff by using TLC resources. Each program has a brochure listing all resources available in TLC (print, Video and cassette tapes, instructional software and online resources). TLC has established links to websites and these are easily accessible through its Web page. With the support and assistance of the Instructional Technology Coordinator and Computer Services, a number of free software has been added to the Network for student use. Students could also download these programs at home if they have Internet connection. Making learning programs available to students at home is another nontraditional way of supporting students. TLC expects that students who make use of these resources will gain skills to help improve their performance in classes and strengthen their ability to become independent learners and self-directed individuals. TLC, however, has limited time and no means of assessing the actual impact of these programs to student success. 5. Community Development: To contribute to community development and enrichment through campus leadership and collaboration. 5.1.1 Leadership – Comment on activities initiated and led by program faculty and staff that have positively impacted our community. List pertinent community services and activities. Discuss leadership roles in other community activities that you are interested in pursuing. As a person of Filipino ancestry working in higher education, the Center Coordinator has served as an unofficial resource and consultant to many Filipino 45 immigrants and has often been asked to provide information about college, financial age, career planning, choosing a college, completing college or university admission applications, etc. Some of the individuals previously assisted are now college graduates and have entered the labor force in their choices of careers or profession. In Summer 2004, the Center Coordinator developed a proposal to start a Learning Assistance Center at Lihue United Church, and later partnered with two Department of Education personnel to implement the program. One of the goals is to provide tutoring and other leaning support activities to school-age children, high school, college, and adult members of the congregation and extend the service to the wider community. The proposal was accepted by the church and the service started early in 2005. Volunteer tutors were recruited from within and outside of the church membership. Currently 20 children, and youth (members and non-members of the church) come for academic tutoring ranging from pre-school to college. There are 14 volunteer tutors most of whom are retired and active public school teachers, and an assortment of other professionals from the community. (Appendix A16-1, Learning Assistance Center Proposal to Lihue United Church (LUC), Appendix A16-2, LUC Tutoring Services, Appendix A19-2, Appendix A16-3, LUC Tutoring Service Announcement) In Fall and Spring 2003, The Learning Center Coordinator served as a member of the Planning Committee for the Kauai Teen Literature Festival. The event was held on campus on April 25, 2003. About 300 teen students from the Kauai public schools and Kauai Community College attended. The main purpose of the event was to foster a love for reading among the youth whose world is often dominated by television and video games. (Appendix A17-1, Kauai Teen Literature Festival) 46 As a faculty with program planning skills, the Center Coordinator re-constructed the program ministries of Lihue United Church in 2001. Appendix A18-1, Church ministries now include Outreach Ministry, which directs services to the wider community. Since then the church has served the community and the world through the following: (1) In September 2003, the church presented a check of $2000 to the Mayor of Kauai and was specifically designated for the County’s Drug Prevention Program. (2) Monthly, the church accepts contributions of cash, canned and non-perishable food items to help alleviate hunger on Kauai. These donations are given to Kauai Food Pantry. (3) To this date the church still collects Health Kits (Packet contains towels, nail cutter, bandages, toothpaste, toothbrush, comb and bath soap) and sent to 3rd world countries and anywhere need exists because of natural disasters (such as the tsunami in Southeast Asia in early 2005) or in countries where there is political conflict or war. (Appendix A18- 3, Health Kit Announcement). Other leadership and community service activities include: Member, Lihue United Church (LUC) Staff-Parish Relations Committee, 2005 Member, Board of Trustees, Lihue United Church, 2004 Planner/Facilitator, Leadership Retreat, LUC, 2002 Participant, Kauai Filipino Council Political Events, 2002 Chair/Member, Board of Deacons, LUC 1994-2001 Chair, New Creation Initiative, LUC, 2000-2001 47 5.1.2 What has the program done to establish communication, partnerships, and cooperation with high schools, other community college programs, the community, and four-year institutions in supporting their mission and goals? Discuss successes, challenges, lessons learned, and how these findings will be applied in future plans. The Learning Center has no formalized involvement with the high schools. In Fall 2003, TLC began administering the Compass placement test in its facility. Majority of those taking the test are seniors from the high schools. (See Appendix A1-2) The Learning Center’s relationship with other institutions of higher learning mainly involves proctoring distance course exams offered by other community colleges and senior campuses in Hawaii and on the U.S. mainland. (See page 18 mid-section) which is a valuable service to island students. It is a service that obviously supports the mission and goals of the course-generating institutions, as they are able to offer courses to students on Kauai and able to evaluate the performance of their students. There have been problems and challenges. (Appendix A19-1E-Mail from an Instructor) There have been times when communication between the distance instructor and the students is not clear, and incidents when instructors fail to respond to students’ communication. There are occurrences when course exams and quizzes are not made available on designated test dates, or students are unable to access online tests or they could not submit their answers. Sometimes The Learning Center receives hard copy tests from Distance instructors without course alphas and numbers and without instructors’ names, which makes it difficult to determine who the tests belong to. Problems and challenges are learning experiences through which TLC staff has gained valuable insights in resolving conflicts between instructors and students, in working with strangers, and in meeting student 48 needs. Test proctoring will continue as a service and the problem-solving experiences will hopefully make it easier to deal with future challenges. (See 5.1.1 for community partnership and cooperation). 6 Diversity: To foster a global understanding and appreciation for diversity. 6.1.1 How does your program support diversity and cultural awareness? What are the desired outcomes? How are these outcomes met? Cultural diversity is a reality in Hawaii and cultural awareness is a necessity. For The Learning Center cultural sensitivity is an outcome it hopes to achieve. TLC models support for diversity and cultural awareness. The faculty and staff based in The Learning Center and the student workers and tutors are culturally and ethnically different from one another, and yet they work in harmony and they support one another. TLC services are offered to all students and assistance is given to all who come without regard to their backgrounds; ethnicity and race are not issues. TLC peer tutors and student workers are trained to work with all students who come for any type of assistance. They are trained and encouraged to be sensitive to all students, staff, and faculty and to treat each person with respect and dignity regardless of their ethnicity. The availability of the Internet in TLC provides opportunities for students to access web sites and pages from many parts of the world. Some students have used the Internet to make cyberspace friends from other countries. This presents an opportunity to learn about other cultures. 49 Cultural sensitivity is not easy to assess. TLC does not have any tool to measure it. But based on observation, TLC staff, faculty, and students customers who are ethnically diverse appear to be culturally aware and sensitive to others who are different from them. Prejudice and cultural biases have not been practiced or observed in The Learning Center. 6.2 International Education 6.2.1 What academic relationship does your program have beyond Kauai, Hawaii, and the U.S. mainland? Describe these and their impact on student learning experiences. If none, what areas of the program could benefit from such relationships? Describe plans ready for implementation and or projects to be developed. TLC has academic relationships with educational institutions in Hawaii, on the U.S. mainland and abroad. (See Section 2.1.1, page 17-18, and Appendix A2-2, E-mails from Distance Instructors) As previously mentioned, test proctoring is one of the services TLC provides. Instructors and students are beneficiaries of institutions offering distance courses. Institutions achieve their mission or goals, instructors can carry out their duties while students are able to take classes and have their learning needs met. (Appendix A20-1, Correspondence from U.S. Mainland Colleges/Universities) The Vice President for Student Affairs at Guagua National College (4-year college) in Central Luzon, Philippines, is consulting with The Learning Center Coordinator. His college has just established a Student Affairs Division and he is envisioning a learning center. If established, it would be the first of its kind in that part of the country. 50 International Activities – As a faculty in higher education, the Center Coordinator is often invited to make presentations to school and community groups during her frequent visits to the Philippines. Some of the presentations pertain to teaching and learning. Below are a few of the most recent presentations: “You Shall Make a Difference,” Keynote Address, Women’s Day, San Isidro, San Fernando, Pampanga, Philippines, July 2003. “Strategies for Learning,” Presented to parents and teachers at a PTA Event, San Fernando, Pampanga, Philippines, June 2002. “Celebrating Milestones,” Keynote Address, Community 5th Year Anniversary, Arayat, Pampanga, Philippines, June 2001. “Teaching and Learning: A Partnership” Parents-Teachers Association Leadership Seminar, San Fernando, Pampanga, Philippines, June 2005. 51 VII. Program Analysis The Learning Center’s mission is to help empower students to become efficient, confident, and independent learners by providing assistance to develop requisite skills to achieve academic, career and personal goals, thus enabling students to lead self-directed and productive lives now and in the future. This mission is congruent with the mission of Kauai Community College. Program goals are being achieved and since these goals are aligned with those of the institution, TLC is helping the college achieve its goals. Strengths The increase in the number of student clientele verifies that the Center’s marketing strategies to improve student access to its facility, resources and services work. TLC is one of the busiest places on campus (See Appendix A4-2 Daily Record of Usage, Appendix A8-3, TLC Statistical Reports) TLC’s efforts to help improve student retention and academic success appear successful as shown in its in-house study. (See AppendixA5-5, TLC Comparative Study) TLC provides learning support to students who are being trained for the workforce. (See Section 3.1.1, pages 41-42) TLC achieves success in teaching students to use life-long learning skills. (See Appendix A7-5, TLC Skills Set) 52 TLC staff engages in personal and professional development activities. It also offers students opportunities to gain and improve self-management skills through appropriate resources and personal development activities. (See Sections 4.1.1, 4.2.1) TLC staff uses personal skills and leadership ability to serve the community and help in its development and improvement. (See Appendices A18-A 18-2 LUC Ministries, LAC & Tutoring Program) TLC supports cultural diversity and fosters cultural awareness and sensitivity. Weaknesses Student referral services need improvement. Records of referral to and from other units (particularly Student Services) on campus should be kept. TLC lacks the ability to measure the effectiveness of many of its service offerings. ******NOTE: APPENDICES NOT INCLUDED********* 53