Kirkwood Community College
AQIP Systems Portfolio
November 2013
Welcome to Kirkwood Community College
Kirkwood is well known not only in Iowa but also in many parts of the nation and world. We have built a reputation as a
place where creative learning solutions are encouraged, cultivated, and implemented. From our membership in the League
for Innovation in the Community College to a designation as a “Best Place to Work in Eastern Iowa,” Kirkwood has
earned its spot among the leading two-year colleges in America.
Across our main campus and twelve other locally based Kirkwood Centers, one will find modern facilities and equipment
that match the dedication of our people. These talented, wise individuals are focused on the success of our students.
Throughout our college we are continually exploring new methods, better ways of serving our students, and responsive
strategies to meet student, workforce, and community needs. Our college, among others nationwide, has adopted the
Academic Quality Improvement Program (AQIP) to focus its strategic and operational planning processes upon learner
success. These processes represent the college's commitment to students and everyone we serve. It means that no matter
what great things we have done in the past, we can all learn more, do better and continue to improve. We find excitement
in excellence and want to share elements of our journey through this portfolio.
In historical terms, Kirkwood’s founding year of 1966 was not that long ago. There is so much more we need to do and
want to accomplish. We are writing the next chapter in our history right now – and this portfolio's content describes what
is unfolding in our next chapter, a 21st century Learner Success Agenda (approved by the Kirkwood Board of Trustees –
June 9, 2011). NOTE: Reference of this agenda is mentioned throughout the portfolio; more information can be found at
www.kirkwood.edu/learnersuccessagenda.
The college has a documented history of conducting periodic planning initiatives to achieve its current level of excellence,
responsiveness, innovation, and notoriety. Dedicated faculty, staff, Trustees, and administrators have consistently
provided strategic direction for the college. Each initiative embraced an improvement focus displaying agility in
responding to student and community needs during periods of rapid enrollment gains and challenging economic
conditions. Launched in August 2006, the character of each phase of the college’s strategic planning process was designed
to build upon these past successes and harness the positive forces within the college to boldly respond to the challenges of
today’s complex, high accountability higher education landscape. From the outset, each planning initiative’s aim has been
to construct a strategic action framework organized around past achievements and administrative/faculty/staff ideas while
boldly responding to the dynamic regional changes and the Cedar Rapids/Iowa City corridor. The strategic direction of the
college has been formulated through an open, inclusive, data-driven, and multi-phase approach that ensures:
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An intense resolve to advance our mission--“To identify community needs; provide accessible, quality education
and training; promote opportunities for lifelong learning.”
A clear, concrete focus upon our vision--"To invent, develop, and deliver learning solutions for the 21st century."
Specific plans to become more data-informed and research-based in our practices.
Actionable strategies to become more open and inclusive in all of our improvement initiatives.
A sharper focus upon diversity, cultural competence, and changing demographics.
An enduring understanding that accreditation must be viewed as a continuous improvement and quality assurance
process centered upon helping students learn and preparing them for a rapidly changing world rather than a
compliance requirement.
Systems Portfolio Overview
This Systems Portfolio is a nine-category inventory of recent projects, process improvements, results, and insights
characterizing the relationship between Kirkwood’s mission/vision, strategic planning process, its Learner Success
Agenda (LSA), and the Higher Learning Commission’s Academic Quality Improvement Program (AQIP). Each category
introduction identifies AQIP “Stages of Process Improvement” and accreditation core components in red so employees,
community stakeholders, portfolio appraisers, and other readers may quickly scan to assess the maturity of our continuous
quality improvement efforts and our commitment to the college mission, vision, and strategic priorities.
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Reactive (R): Our operations are viewed as activities rather than processes. Our operations primarily react to
immediate problems and issues with no/minor attention to anticipating future improvements. Informal procedures
and undocumented processes are pre-dominating. “Putting out fires” seems more important than preventing them.
Systematic (S): Our operations are beginning to be redesigned to be repeatable and consistent. Goals of every
activity, procedure, or process are explicit. Designing proactive processes is valued. There is closer coordination
among organizational units. Strategy and quantitative goals are being defined. “Operational silos” are beginning
to erode.
Aligned (A): Repeatable operational processes are regularly evaluated for improvement. College groups strive to
make sure that what is being learned and improved is shared across organizational units. “Big picture”
understanding related to organizational goals and strategies is becoming comprehensive across units.
Integrated (I): Repeated operational processes are regularly evaluated for change and improvement in
collaboration with other affected units. Our progress is tracked and measured on key strategic and operational
goals. Improvement interventions are formally studied. Sharing knowledge, insights, and innovation strategies are
sought, documented, and achieved.
2013 Institutional Overview
Established in 1966, Kirkwood Community College occupies 665 acres on its main campus on the southwest edge of
Cedar Rapids, Iowa, as well as twelve off-campus sites. As a public not-for-profit institution, a nine member publicly
elected Board of Trustees representing nine different districts within a seven county service area governs the college. It is
the fourth largest credit-granting higher education institution in Iowa. Driven by explicit attention to its mission−“To
identify community needs, provide accessible, quality education and training, and promote opportunities for lifelong
learning”−Kirkwood is an exemplar of accessibility, innovation, and responsiveness to student learning and community
needs.
The college offers three associate degrees−Associate of Arts, Associate of Science, and Associate of Applied Science. Its
learning opportunities are vast, relevant, flexibly delivered, and continually improved per its mission and vision.
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800+ credit courses delivered face-to-face (80%), interactive distance learning (15%), Anytime/Anywhere (5%)
68 certificate, diploma, or degree programs related career training.
36 liberal arts transfer options leading to degrees or transfer credit
21 certificate programs designed for entry-level employment or specialized areas.
7 Secondary Programs for both high school and adult students
4,000 non-credit courses from personal interest to workforce training
Students – Fiscal Year 2013
• 23,422 credit students enrolled (48% male; 52% female; 6,236 full-time; 17,186 part-time)
Race/ethnicity demographics – Fiscal Year 2013
White/Non-Hispanic
Black/Non-Hispanic
Hispanic
Asian/Pacific Islander
American
Indian
Unknown
73%
8%
3%
4%
>1%
9%
Student age ranges – Fiscal Year 2013
17 & Under
18-22
23-26
27-30
31-39
40-55
Over 55
Unknown
11%
48%
14%
8%
11%
7%
1%
>1%
Enrollees’ stated goals:
Prepare
Prepare
to enter Preparing Preparing to Certification Improve
SelfPersonal
for
job
for career change careers
license
job skills Improvement interest
transfer
market
23%
19%
12%
3%
5%
2%
2%
2%
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Undecided
34%
Faculty and Staff – Fiscal Year 2013
Total
Position
Full Time
Positions
10
10
Administrators
1,230
365
Faculty
1,790
673
Staff
Part Time
Temporary
Adjunct
0
0
777
0
0
481
0
932
0
Over the past 18 months the college experienced several notable achievements:
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Ranked 28 out of 1,200 community colleges in the numbers of certificates and diplomas awarded.
Earned the rank of second in the nation for numbers of agriculture program graduates.
Hosted more than 2,500 new students and 2,000 parents and guests at its summer orientation sessions; 99.4% of
attendees said they enjoyed the orientation and found it helpful.
Opened EagleTech, an Apple authorized campus store, providing hardware, software, services, and workshops to
students, employees, and the community, accelerating our emerging mobile learning efforts.
100% dental hygiene students passed both their 300-question written and 3.5 hour clinical board exams on the
first try.
97% nursing students passed the national licensure exam on the first try for the first time in the college’s history
(National average is 89% for first time test takers.
Automotive Technology program again earned Toyota’s top honor within its Technician Training and Education
Network (T-TEN).
Introduced the new Automation and Instrumentation program, aimed at helping students earn great careers in
industrial automation and process control.
Business Professionals of America Club placed eleven students in the top 10 in the nation in one or more events.
71 room teaching hotel earned the American Automobile Association (AAA) Four Diamond Award, one of only
two in Iowa.
Engaged 85 regional partners--business/industry, community services, educational institutions, governmental
agencies in efforts related to educational reform, workforce development, and community development.
Selected as a top military-friendly school in the United States by the Military Advanced Education Journal.
2007-2010 Kirkwood Futures Initiative: Beginning Our Quality Improvement Journey
In August 2006 a broad-based, internally focused approach to strategic planning and improvement began, called the
“2007-2010 Kirkwood Futures Initiative,” (KFI) sought employee input on topics related to student learning, internal
collaboration, community partnerships, and employee learning needs. This initiative was designed to build upon past
successes and to introduce and expand AQIP process appraisal and action project integration more deeply into the college
culture. It also introduced continuous improvement accreditation as a valued approach to advance prior project-based
efforts. This phase initiated the use of data--AQIP Examiner Survey data, National Community College Benchmarking
Project, Community College Survey of Student Engagement, and other measures to assess the impact of college process
improvements on targeted student and stakeholder needs. KFI opened up valuable cross-functional employee
communication channels in alignment with the college’s principles/values. As a result, documented improvements in
200+ processes were made and assessed through use of the four AQIP process maturity stages and process rating scales
(significant strength, strength, unsure, opportunity for improvement, and outstanding improvement opportunity). Overall,
the KFI phase of our improvement journey validated the need and demonstrated the value of seeking and sustaining
employee input prior to embarking upon a renewed or new college direction. College personnel grew more familiar with
this systems approach to improvement during this period. Assessing 2007-2010 KFI strengths, improvements, and
insights, the college intensified its efforts to explore new avenues to better identify its students and stakeholders’ needs, its
competitors’ approaches, and challenge past practices. Two major understandings reframed the college’s planning and
improvement processes. They were:
1. Future initiatives and projects must be more externally focused upon those who we serve, our competitors, higher
education trends, and resource forecasting/allocation, as reinforced by 2010 Systems Portfolio appraiser feedback.
2. Visible and active ownership by faculty members, deans, and Cabinet members is needed to advance our 2011-16
Learner Success Agenda, especially related to implementation of an improved completion rate and learner
outcome-assessment plan.
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2011-2016 Learner Success Agenda: Focusing Our Quality Improvement Processes
After analysis of KFI benchmarking data, artifacts, employee and appraiser feedback, the President’s Cabinet in
partnership with the Board of Trustees, faculty, and staff representatives engaged in a 10-month period of pre-work to
reformulate its prior approach to fully capitalize on 2007-2010 KFI progress. Externally facilitated, this investigative
period identified more specific approaches to deepen understanding of our students, stakeholders, competition, higher
education trends, and resource utilization. Specific emphasis was placed on studying performance data and resource
information related to six learner and customer segments--credit students (4-year transfer, 2-year Associate Degree,
Developmental Program, Veterans, International Students), K-12 Education (Career Academies, Post-Secondary
Enrollment Option students), Workforce Training/H.S. Diploma Seekers, 2nd Career or Job Seekers/Leisure Seekers,
Business/Industry/Government/Non-Profit Clients, and Commercial/Business Enterprises/Facility Users. The result is the
college’s 2011-2016 Learner Success Agenda, approved by the Board of Trustees on June 9, 2011 affirming the agenda’s
rationale and its over-arching measures.
Student and stakeholder segmentation information and pre-planning data was discussed at all employee meetings prior to
submission of the plan to the Board of Trustees. Employees verified how crucial it is for all to understand with greater
depth who we serve and the need for a more precise, measurable focus of the college’s impact on students and the
region’s economy. Therefore, the LSA points our daily work toward improvements that will measurably impact each
client segment, particularly given the “middle skills” workers needed in Iowa and since 90 percent of Kirkwood graduates
stay in Iowa and 82 percent remain in its seven county service region.
Two years later, the LSA is clearly situated within Kirkwood’s culture. Individual and department goals set by every
Kirkwood employee and department are aligned and linked to this agenda’s seven initiatives--Instructional Innovation,
Program Effectiveness, Educational Delivery, Regional Leadership, Market Intelligence, Operational Excellence, and
Information Excellence. Individual Cabinet members own each initiative with tactic teams guiding and implementing
improvements by faculty and staff. Each tactic is explicitly sequenced through performance milestones and a highly
visible progress monitoring and detailed communications process. Progress on these initiatives is a standing agenda item
at every Cabinet meeting, the central topic of regularly scheduled employee town hall meetings, visible via a public
website, and a topic of every speech the President gives. Six administrative and tactic leader training sessions per year are
conducted to advance improvements at division, department, and program levels on LSA-related topics. Emphasis on
change and project management competencies (e.g. communicating why the change is occurring, what is changing,
impact on the college and the region, coaching individuals, resolving conflicts, managing resistance, etc.) is supporting
our progress.
We have established great momentum yet remain challenged by the scope of these initiatives, resource allocation needs,
formalizing processes to abandon low impact initiatives, large building/reconstruction projects, quality data issues,
academic dean turnover, and access to faculty members during the summer. We have used external appraiser feedback
from a September 2012 Higher Learning Commission Quality Check-Up Visit to deepen our dialogues on ways to
sharpen our focus, adapt to the changing landscape of higher education, and to sustain our efforts to improve student
learning and performance. In terms of process maturity we are systematic and becoming more aligned in 75% of the LSA
tactics, as evidenced by our ongoing analysis of results and transparent public communications of our progress.
https://www.kirkwood.edu/lsa/LSA_Tactic_Update.pdf
The following visual depicts how our LSA integrates with Higher Learning Commission’s AQIP categories. Overall, we
are well beyond systematic and are becoming more aligned and integrated in AQIP categories 1,3,4,5,6,7,8, and 9 whereas
an integrated approach is clearly in place in Category 2.
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Foundational Forces
Our Mission
• Identify community needs
• Provide accessible, quality
education and training
• Promote opportunities for lifelong
learning
Our Principles and Values
• Mutual Respect, Integrity, Open
Communication, Servant
Leadership, Partnership,
Innovation, Excellence,
Lifelong Learning
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Our Vision
• To invent, develop, and deliver
learning solutions for the 21st
century
1. Helping Students Learn - Introduction
Kirkwood’s processes for Helping Students Learn run the length of the continuum of maturity. Processes relating to
program development, curriculum rejuvenation and articulation are largely integrated processes, with pockets aligned.
Requiring adherence to both an internal approval process through the Curriculum Committee’s Course Action Request,
and an external approval process with the Iowa State Department of Education, program design and curricular and
program changes are now moving to electronic workflow on a state website using CurricUNET.
This integration is helped by Kirkwood’s adoption of the learning management system ANGEL, of master syllabi for
courses, and of a common syllabus template.
Also integrated in their maturity are the pre-admission through admission processes for students. From pre-admission
communication and pre-admission orientation, through testing, transfer credit evaluation, admission, and program
conferences, the processes are robust and well understood. Student processes connected to registration and prerequisite
checking are also integrated.
The attention to how degrees are awarded and the tracking of degree audits are well-integrated through the college’s
computer system, Datatel, and its student interface allows students to access information at will. State of Iowa House File
815 mandates articulation conversations among Regents institutions and Iowa’s community colleges which lead to
www.TransferInIowa.org, an interactive website for students and parents.
Processes related to program design and objectives, as well as assessment of student learning are aligned and undergoing
standardization because separate processes existed for Career & Technical Education (CTE) programs and Arts &
Sciences Liberal Arts. Improved processes for data collection and data dissemination allow data to be used more
effectively as part of improvement loops with both internal stakeholders and with advisory committees. Both the design
and review processes for CTE programs with the state’s AS28 requirements and Career Program Assessment Committee
(CPAC) review are more robust than for the Liberal Arts program and provide a model for continued standardization.
With the adoption of the Quality Matters rubric and the refinements in professional development for concurrent
enrollment, control of quality across delivery methods is becoming more aligned.
Also aligned are the set of processes connected to students’ understanding of themselves as college students, and of career
preparation from the pre-enrollment communications, through orientation, learning supports, College 101, and career
workshops.
The processes not yet aligned in their maturity include onboarding and connective elements of curriculum and assessment.
Onboarding in general, from students to faculty members, has undergone major changes in the past two years. Processes
designed to improve student experiences of onboarding, mandatory orientation and experiential learning policy, are also
systematic and improving. The onboarding of faculty members from orientation and creating a professional preparation
plan, to the Master Teacher Program and the professional portfolio process are systematic and have changed significantly
with the change in Kirkwood Center for Excellence in Learning and Teaching (KCELT) staff.
The processes that connect elements of program curriculum and assessment--the general education outcome assessment,
curriculum mapping, the new co- and pre-requisite process, and the Program Effectiveness and Efficiency Review
(PEER)--have been pulled into a system with the well-established processes with a goal to improve the overall process,
but they are not yet integrated.
The least mature processes, those at the reactive stage on the continuum, are predictably newer. They include pilots and
projects such as intercultural competence, the college-wide advising council, and the up-scaling of the desktop
virtualization process to cover all Kirkwood locations.
1P1 Determining common or shared objectives for learning: Kirkwood presently has eight General Education
Objectives, developed by Kirkwood faculty members, which provide the curricular foundation for all CTE programs as
well as the Liberal Arts programs.
• Students will use effective communication skills.
• Students will think logically and critically.
HELPING STUDENTS LEARN [1]
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Students will understand and apply fundamental scientific principles.
Students will understand and apply fundamental mathematic principles.
Students will understand human society and cross-cultural variation and perspectives.
Students will have knowledge of and an appreciation for the human condition as expressed in works of human
imagination and thought.
Students will recognize the rights and responsibilities of citizenship.
Students will possess skills for further learning and the general workplace.
In 2010, Kirkwood faculty members completed a General Education Objective Curriculum Mapping project. For this
project, faculty members reviewed all the courses in the credit catalog and rated the relative importance of each of the
eight General Education Objectives in each particular course. This is a continuous process as each newly developed
course, as well as any course undergoing significant curricular changes, is required to complete this rating prior to its
approval.
Through this mapping project we have created a matrix that enables us to view a sequence of courses in a program and
estimate the relative exposure to each of the General Education Objectives students have upon completion of that
particular program by simply summing the individual course ratings. A sample CTE matrix is provided in Table 1P1. This
matrix provides us the ability to indirectly assess each graduate on their exposure to General Education Objectives and
ensures that each student is exposed to all of the General Education Objectives numerous times in a variety of courses
prior to graduation.
In addition to this indirect assessment, in 2011 Kirkwood faculty members began a new initiative to directly assess the
General Education Objectives. This assessment project is under the direction of a faculty comprised General Education
Assessment Committee (GEAC). The goal of the committee is to develop a process to directly assess the General
Education Objectives in an effort to obtain data that could be used to initiate a conversation about the relevance of our
current General Education Objectives to student learning experiences. The committee created specific rubrics for the eight
General Education Objectives. The purpose of these rubrics is to directly assess students on a particular General
Education Objective through a course assignment, exam, or other artifact. While this project is in its infancy, we have
piloted the review and collection process in the Arts & Sciences departments for one semester. Data is being collected at
the student level, and instructors are able to use the results to determine whether students are successfully learning specific
General Education Objectives present in that particular course. As shown in Table 1P1 below, data obtained from the
rubric project is being used by faculty members and administrators to assess the degree of impact General Education
Objectives have or do not have across all programs.
Table 1P1: Sample CTE Matrix
Sample CTE Program
Stude nts will use
e ffe ctive
communication
skills
Stude nts will think
logically and
critically
Stude nts will
unde rstand and
apply fundame ntal
scie ntific principle s
Stude nts will
unde rstand and apply
fundame ntal
mathe matic principle s
Stude nts will unde rstand
human socie ty and crosscultural variation and
pe rspe ctive s
Stude nts will have a knowle dge of and
an appre ciation for the human
condition as e xpre sse d in works of
human imagination and thought
Stude nts will
re cogniz e the rights
and re sponsibilitie s
of citiz e nship
Stude nts will posse ss
skills for furthe r
le arning and the
ge ne ral workplace
Administrative Assistant Capstone
Ve ry Important
Important
Not Applicable
Minor
Not Applicable
Low
Not Applicable
Very Important
Administrative O ffice Applications
Ve ry Important
Important
Important
Important
Minor
Minor
Low
Very Important
Advance d Word Proce ssing
Important
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Important
Advance d Word Proce ssing Applications
Important
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Important
Basic Communications
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Important
Busine ss Communication
Ve ry Important
Minor
Not Applicable
Low
Minor
Low
Low
Very Important
Busine ss Law I
Minor
Very Important
Not Applicable
Not Applicable
Low
Not Applicable
Important
Minor
Busine ss Math and Calculators
Low
Important
Not Applicable
Very Important
Not Applicable
Not Applicable
Minor
Low
Database /Spre adshe e ts
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Important
De sktop Publishing
Minor
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Important
Ele ctronic Re cords Syste m
Minor
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Important
Employme nt Se arch and Workplace Succe ss
Ve ry Important
Minor
Not Applicable
Not Applicable
Low
Not Applicable
Low
Very Important
Information Proce ssing
Ve ry Important
Very Important
Minor
Minor
Minor
Minor
Low
Very Important
Inte rnship
(blank)
(blank)
(blank)
(blank)
(blank)
(blank)
(blank)
(blank)
Introduction to Accounting
Low
Very Important
Not Applicable
Very Important
Not Applicable
Low
Minor
Important
O ffice Conce pts and Proce dure s
Important
Important
Minor
Minor
Important
Important
Low
Very Important
O ffice Supe rvision and Manage me nt
Important
Important
Minor
Low
Ve ry Important
Very Important
Minor
Very Important
Powe rPoint Multime dia
Minor
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Important
Principle s of Safe ty
Important
Minor
Low
Low
Not Applicable
Not Applicable
Minor
Very Important
Profe ssionalism: BPA
Important
Minor
Low
Minor
Minor
Minor
Important
Very Important
We b De sign Principle s
Minor
Very Important
Not Applicable
Low
Low
Not Applicable
Not Applicable
Very Important
(Accreditation Core Component 3B: 1-5)
1P2 Determining specific program learning objectives: Discipline faculty members are responsible for developing and
updating learning outcomes at both the course and program level. For CTE programs, this process is completed as a part
HELPING STUDENTS LEARN [1]
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of the annual review and involves input from advisory committees as well as industry professionals. The Arts & Sciences
faculty members, in conjunction with the deans, began discussions in the fall of 2012 related to the Associate of Arts
degree as a program of study, and the General Education goals and objectives are core to the associates’ degree learning
objectives. Objectives are listed in 1P1, and they represent areas faculty members believe are crucial to the development
of skills and attitudes that every college student should possess. The Arts & Sciences faculty members have also
developed rubric measures as previously described, and they have been piloting the critical thinking rubric assessment
process for the last three semesters using eLumen software as a tracking and reporting system. All rubrics will be vetted in
November at the Collaborative Learning Days event, and the pilot results from fall will be shared during the January
Assessment Day activities. (Accreditation Core Components 3B, 4B)
1P3 Designing new courses and programs: As “the Community’s College”, Kirkwood prides itself on being responsive
to the needs of students and the area workforce. As a comprehensive community college, we are charged with meeting the
needs of students who seek career and technical training and those who are laying the foundation to continue their
education at another institution. The college utilizes a variety of internal and external processes to determine how to best
meet the academic needs of its learners. For CTE programs, active advisory committees allow the college to receive
feedback on current best practices and state of the art techniques and equipment. All CTE programs convene advisory
committees that meet at least annually.
Kirkwood’s existing program approval and review process is intended to ensure quality in the design and continual
improvement of new instructional programs that meet or exceed the State of Iowa requirements. Articulation agreements
are formulated as per state regulations to reduce duplication and impractical competition. Taking this in to account, the
college regularly reviews publicly available data to analyze its competitors’ programming in order to ensure quality,
relevance, and applicability for our students. All proposals for new courses and programs must go through a formal four
stage program approval process (request-investigation-development-implementation) and be approved and reviewed by a
cross-representation group within the college (the Curriculum Committee). Further evidence regarding program design is
detailed in 1P4.
1P4 Designing responsive academic programming: Kirkwood’s mission for accessible, quality education and training,
and life-long learning includes reaching a variety of audiences among diverse communities in our seven county area.
Examples of our dedication to our mission within a multicultural society include being named for the fifth year in a row to
the Military Friendly Schools list, welcoming 330 students on non-immigrant visas to campus, and sending 150 Kirkwood
students abroad, many to non-English speaking environments, as described in Table 1P10.
Kirkwood develops responsive programming with concern for quality, resources, and applicability to employment. Below
is the design process for new CTE programs through the Iowa Department of Education. All of the Iowa community
colleges are processing their programs through CurricUNET software that creates workflow for both the college’s internal
approval process and the State approval process for programs of study (Table 1P4).
(Accreditation Core Components 1C, 3A, 4A)
HELPING STUDENTS LEARN [1]
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Table 1P4: Program Design Phases
Request Phase
Investigation Phase
Development Phase
Implementation
Phase
Develop Written
Request
Develop
Preliminary
Investigation
Report
Prepare for New
Program
Preliminary Assessment
Develop and meet with
Advisory Committee
Contact DOE Consultant
Notification of State Board of
Education Approval
Needs Estimate
Contact Other Resources
Identify Articulation
Opportunities
Meet with Advisory Group
Present to Ad Hoc Advisory
Committee
Collect Needs Data
Prepare and launch Notice of
Intent using CurricUNET
Hire Staff
Administration Reviews for
Approval to Move to Next
Phase.
Assess Facility & Equipment
Needs
Develop Program Curriculum
Obtain Facilities, Equipment &
Supplies
Assess Staffing Needs
Develop Budget
Enroll Students
Assess Budget Needs
Develop Equipment & Facility
Needs
Assess Progress at year end
Administration Reviews for
Approval and Recommends
Board of Trustee
Consideration for Approval
Develop Program Evaluation
Plan
To Board of Trustees
Implement
Program
Refine Competencies &
Develop Syllabi
Define Admissions Process
Develop Promotional Materials
Prepare course and new
program proposals in
CurricUNET
Advisory Committee Review
Launch CurricUNET package
to Curriculum Committee for
Approval
Approved package
automatically routes to DOE
The design of new programs is also a well-developed process that includes attention to federal mandates for connections
to career pathways as well as the learning goals required for transfer to other colleges and universities and for
employment, when appropriate. When new courses are developed outside of career and technical programs, advisory
group input is not required and the central focus shifts to how the course transfers and how the course’s learning
objectives reflect the learning goals of transfer institutions and the Kirkwood community.
HELPING STUDENTS LEARN [1]
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For those programs and courses that are already established, a 5-year college review process is followed. For further
details see 1P12 and 1P13. In addition, to examine the continued viability of a program, a new policy titled the Program
Effectiveness and Efficiency Review (PEER) was developed as an annual review process. In that review, the appropriate
college unit reviews and discusses data provided by Institutional Effectiveness related to the five key criteria: Rich
Curriculum, Quality, Student Success, Resource Management, and Employment/Industry & Transfer Alignment.
In part due to the returning veterans, a new policy on awarding credit for experiential learning was developed. Lead
faculty evaluate student experiential portfolios or related artifacts to affirm the levels of learning and to articulate this
knowledge to existing course objectives. When the courses are submitted on a student transcript to be evaluated, the
Records Evaluator ensures the credits are from an accredited institution using the Transfer Evaluation System. If the
Records Evaluator has questions, they contact the department for a course evaluation by a discipline expert. Regular
reviews of courses by the departments and by the college mean that prerequisites for courses, rigor of courses,
expectations for student learning, access to learning resources, and faculty qualifications are maintained. Students who
attempt to register without the prerequisites are blocked and provided informative messages by the Datatel system. If a
student is accidently registered, Datatel provides a report for notifying the students that they are not eligible for the
course(s) and staff follow up to assist with appropriate placement.
Expectations for student learning and course rigor are communicated to new faculty members through the three-year
cohort Master Teacher Program. For continuing faculty members, the expectations are clearly described in the master
syllabi and quality is monitored by deans and lead faculty through common course materials, including activities, texts,
test or test questions, capstone course student portfolios, and discipline discussions. Access to a variety of learning
resources has been facilitated through the learning management system ANGEL and department shared folders residing
on the Kirkwood Information Network (KIN). In addition, KCELT houses a variety of faculty resources on the college
website. Student access to learning resources has been facilitated by ANGEL as well as the desktop virtualization/cloud
storage that will allow students and faculty access to specialized software from any computer on or off campus.
The learning goals and quality for Kirkwood’s programs are consistent across all modes of delivery and at all locations.
Using a standard course template built from the master syllabus means that the course descriptions and objectives are
easily shared and reproduced across multiple sections. Discipline faculty or the dean of each department is involved in the
hiring and supervision of adjunct faculty members teaching on campus, online, at different locations, or concurrent
enrollment sections. Full- and part-time faculties frequently teach the same course in different modes or locations that
pulls the expectation and preparation across multiple delivery modalities. Faculties from concurrent enrollment sections
are on main campus for two days of professional development, and one of those days is discipline specific. Kirkwood’s
Distance Learning has adopted the Quality Matters rubric to ensure high standards and the College Credit in High School
program has been accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP) that requires
consistency in curriculum and faculty credentials as well as regular, direct oversight. (Accreditation Core Components 3A
and 4A)
Faculty credentials are evaluated by both hiring managers and deans prior to hiring, and the originals are scanned into the
ImageNow system connected to the faculty name in Datatel so they may be evaluated again should state or college
requirements change. Front line staff, hiring managers, and administrators have access to this system. Full-time faculty
submit a Professional Preparation Plan (PPP) to the college’s Quality Faculty Plan (QFP) Review Committee within the
first 60 days of employment, and a comprehensive portfolio which addresses the twelve QFP components is submitted at
the end of Master Teacher Program, roughly three years. The portfolio is reviewed by the dean and vice president, in
conjunction with the faculty member. The twelve components of the QFP are also the criteria for professional review and
are included as part of the faculty member’s job description.
Kirkwood finds the discussions, collaborations, and standards of specialized accreditation bodies useful in planning and
evaluating the relevance, rigor and assessment of courses and programs. A list of Kirkwood’s program accreditations
appears under 1P13. (Accreditation Core Component 4A)
To evaluate and to formulate plans for improving programming, Kirkwood gathers satisfaction data from graduates and
employers, as well as employment data from state workforce agencies. Data are analyzed, discussed by program faculty
members, and improvements are made with a focus on systematic continuous improvement. If a graduate leaves the state
and does not respond to surveys, the college does not include the individual as we do not have the ability to track students
through national workforce data. Social media has made continuing connection with former students more possible and
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the college has developed a growing alumni organization over the last two years. All means are used to attempt to follow
our students and to collect information on the applicability of our courses and programs of study.
Courses and programs are kept current and appropriate to higher education through interactions with transfer institution
faculty members and administrators, and by participation in the State of Iowa articulation conference. In CTE areas,
interaction with specialty or industry advisory committees informs program curriculum and instruction. The Regents
institution transfer partners share data that compare Kirkwood’s transfer students to their native students with regard to
metrics like GPA and number of credits completed. Kirkwood articulates and differentiates the learning goals for its
certificates, diplomas, and degrees with collaboration within and across departmental lines. An example is the credential
stacking for the welding programs that helps welders begin to gain or upgrade their skill in non-credit courses that, once
completed, move them to the next part of their career or educational pathway with a total of six (6) stackable credentials.
The five-tier learning system used in this program can be replicated for any CTE program to address multiple learning
styles resulting in enhanced student success. Stackable credentials can be imbedded into the curriculum of any CTE
program to further validate student achievement and skill sets to enhance their employability. Dual credit courses offered
through high school academies to advance place students into CTE programs upon graduation can also be replicated in
any state that has supporting legislation. (Accreditation Core Component 3A)
1P5 Determining preparation for specific curricula: Kirkwood uses three different methods for determining
preparation required of students for specific curricula, programs, and courses. The first and most common method used is
pre-admission testing. In addition to the COMPASS test for math, reading, and writing, the college uses a biology
placement test for several courses and programs, the TEAS test for nursing, and the HOBET test for several health areas
and animal science. In the time since Kirkwood’s last portfolio, we have also added a Spanish test for placement in our
four-course language sequence. We have also implemented a new timing requirement for the COMPASS test. In the past
students could elect to take the COMPASS any time during their studies at Kirkwood. This meant that students who put
off their written communication and math requirements until their final semester could wait until registering for those
courses to complete the COMPASS. In 2011 the COMPASS test became a prerequisite for all online courses, and in 2012
completing the COMPASS test became a required part of the admission process for all new full-time students. This
change in procedure has provided students, program coordinators, and advisors with accurate placement information from
the very start of a student’s academic career allowing for appropriate placement in courses, informed class schedule
development, and early academic support and remediation.
The second method used to determine student preparation is grounded in curriculum planning and sequencing. Students
advancing through courses are required to complete prerequisites, as necessary. In 2012 Kirkwood initiated an action
project focused on developing and documenting a procedure for establishing pre- and co-requisites for courses and
programs. A key component of the process is a thorough assessment of the course or program by faculty members to
determine the entry-level skills needed for success. These discussions help provide consistency within the curriculum and
allow faculty members to assess how prepared our academic support systems are to meet the students’ needs. Finally, the
pre- and co-requisites help to better identify those students who need remediation assistance, which allows the college to
better advise and guide these students to successful program or degree completion.
Finally, the third method to determine student preparation is provided by the advisory committees used in all career areas.
These committees meet once or twice a year to discuss changing workforce needs, current and proposed curriculum
changes, and learner success as evidenced by job and internship experiences. In the fall of 2013, Kirkwood’s Academic
Affairs team developed a systematic process for advisory member training related to the purpose, role, function, and
operation of a community college advisory committee, one of the Academic Affairs action projects for the year. A
subcommittee and timeline have been established to meet this objective.
1P6 Communicating the required preparation and learning and development objectives for specific programs,
courses, and degrees or credentials to current and prospective students; how admissions, student support and
registration services aid in the process: Communication with prospective and current students regarding degree
objectives, courses, and requirements is coordinated and executed by multiple units, including: Admissions, Marketing,
Enrollment Services, academic departments, and the Dean of Students Office. Communication is integrated to meet the
needs of students at all levels from prospect status through application and enrollment. Additional communications are
targeted to selected student sub-populations to meet their specific needs, such as adult students, at risk students, high
ability students, and international students. The college places a high value on the quality and frequency of
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communication with students and has allocated significant resources to communicate with students though a variety of
means, including: print, online, and face-to-face methods. (Accreditation Core Component 2B)
Communications include a web page for prospective students that has information on the application and financial aid
processes, major and degree requirements, student life, housing, and information on completing campus visits. Online
resources are supplemented by a variety of printed materials. In addition, prospective students are strongly encouraged to
visit campus prior to enrollment. Many prospective students participate in information sessions, called TGIF (To Get
Information Fast), hosted throughout the academic year and the summer. During TGIF sessions, prospective students
learn about the admission process, academic programs, and student life, and they meet with current students, faculty
members and staff to discuss their academic interests. In addition to TGIF sessions, prospective students may elect to visit
campus through an individual visit arranged through Admissions. These visits are customized to meet the needs and
interests of individual students.
After completing the application for admission, students receive written communication welcoming them to the college
and information describing the steps to matriculation, including required placement testing. Those students with a clearly
defined area of study also receive written correspondence from their academic departments outlining academic
expectations. Students enrolling in applied programs also participate in face-to-face program conferences in which they
are further introduced to the academic program and expectations while interacting with advisors and faculty members in
their prospective programs.
To further improve the transition of new students, the college initiated mandatory orientation for all new students entering
in the fall of 2013. Orientation includes information sessions on student services, academic support, and student life. In
addition, students meet with academic advisors and faculty members to become more familiar with degree requirements
and academic services, course registration, and the resources available to aid in their success. Students also meet with
academic advisors to plan academic schedules and complete enrollment.
In 2013, 2,933 new students participated in face-to-face orientation. In addition to the face-to-face orientation sessions,
the college delivered a comprehensive online orientation program for online learners and for students who were unable to
attend the face-to-face orientation sessions. The online orientation program utilized live Adobe Connect and direct contact
with program advisors. Students reported a high degree of satisfaction with the orientation programs as noted in Table
1P6.
Table 1P6: Student Satisfaction with Orientation Program
N = 985
5-Excellent
4-Very good
3-Average
2-Below Avg.
1-Not acceptable
Avg. response: 4.44
The college continues regular communications with students after their matriculation through a web page designed
specifically for current students, which includes information on student services, resources, news and events. Students
also may enroll in a staff and faculty mentor program and may choose to enroll in a college success class, such as College
101, a 3-credit elective or How to be Successful in College, a 1-credit elective. (Accreditation Core Component 2B)
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1P7 Helping students select programs of study that match their needs, interests, and abilities: The college provides
a high level of support for students tailored to their specific needs and interests. A number of pre-enrollment activities
help to match students’ needs, interests, and abilities. This includes the TGIF program for prospective students, program
conferences in academic departments, and mandatory new student orientation as described in 1P6. These programs
include individual sessions that assist prospective students in exploring academic programs and help them to learn more
about academic expectations so that they may better assess their interests and abilities. Students meet with academic
advisors during orientation to review and discuss academic expectations and qualifications. Advisors review previous
grades, course preferences, and placement tests of individual students to assist students in selecting appropriate courses.
Academic advisors are located in each program area to help ensure alignment of the needs of each student and the
expectations of their chosen academic program.
Students who need assistance in determining a program and career path utilize the resources of Career Services, which
offers a variety of free workshops and programs designed to assist students in exploring their interests. Available
workshops include the following:
•
•
•
“I Have a Plan Iowa” - a career development program which provides career interest inventories, values
inventory, and information on transferable skills.
Meyers-Briggs Type Indicator – a workshop to assist students in better understanding personality types and how
those types match with different career and program options.
Career Directions Workshop – designed to introduce students to the resources available at the college and online.
In addition to the career planning workshops, students regularly consult individually with a counselor and/or academic
advisor in the Dean of Students Office or a department coordinator in academic offices to further explore and discuss their
interests and abilities.
At a systems level the college has placed special emphasis on improving the quality of academic advising. In 2012 the
college completed a review of academic advising through a tactic team as part of the college’s 2011-2016 Learner Success
Agenda (LSA). The tactic team was comprised of faculty and staff members from the liberal arts and applied science
departments. The team recommended the appointment of a campus-wide Advising Council comprised of advisors and
faculty members from all liberal arts and applied science departments. The recommendation, adopted by the President’s
Cabinet and the council, is being appointed in the fall of 2013 with the primary goal of improving student success through
greater cooperation and collaboration of advisors and faculty members in all academic units. Additionally, the team has
recommended development of a campus-wide definition of academic advising and has identified professional
development opportunities for academic advisors to improve consistency. (Accreditation Core Component 3D)
1P8 Dealing with underprepared students: Supporting underprepared students is at the heart of our mission and we
continually review our processes and seek better results for students who need remediation to be successful in college
courses. We take a college-wide approach to our developmental classes in that they are taught within the departments of
English, Math, and Learning Services, and we operate with the concept that preparedness is often program or course
specific. A student should demonstrate different proficiencies depending on the field of study they choose or the courses
they wish to take. We also believe that these desired proficiency levels change as programs or courses change to adapt to
the transfer or workplace environments.
Depending on the needs of the learners, assistance might include classroom and individualized instruction, internet and
computer-based instruction, assistive technology, aptitude and skill assessment, counseling and advising, or peer tutoring.
Kirkwood’s Learning Services Department arranges special accommodations for students with learning disabilities, such
as assigning language interpreters or providing audio books. Students who demonstrate levels of under preparedness in
reading, math, or writing on the initial COMPASS placement test receive a written placement message that provides a
pathway for the students to follow. This pathway identifies recommended academic services to best serve their needs.
In addition to the services available through Learning Services Department, students for whom English is not a first
language are tested with COMPASS-ESL. If they are not prepared to undertake college classes in English, five levels of
English Language Acquisition (ELA) are available so that they may reach their goals of taking courses in their chosen
programs. Non-native English speaking students may also demonstrate their English language proficiency with ACT,
TOEFL (including TELXML and ETS), IELT or SAT test scores.
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In alignment with the college mission, services to underprepared students are evaluated through data analysis, innovation
and sharing. Innovative programs, such as free tutoring for all students regardless of their GPA, create efficiencies by
encouraging participation and creating an optimal tutor-student ratio. Collaborative projects with other academic
departments bring additional hours and expertise to Learning Services initiatives, as do partnerships with other
educational units, such as the PrairieWood Transition Center project with College Community Schools for students with
severe cognitive disabilities. The Vocational Individualized Training and Learning program (VITAL) is perhaps the best
example of an innovative, cooperative program to support students who are academically underprepared. The VITAL
program helps high school special education students make the transition from high school to Kirkwood
vocational/technical programs. VITAL students officially remain secondary students but take regular Kirkwood courses in
their vocational major. They are supported by instructors and aides employed by the Area Education Agency and who
collaborate with Kirkwood instructors.
Kirkwood is currently undertaking two initiatives to improve our outcomes with underprepared students.
1. At-risk student support and completion--This tactic will focus on developing and institutionalizing streamlined
programs, services, and practices to connect at-risk students to the array of community college services, public
benefits, and pathway programs that exist. This tactic builds from the Kirkwood Pathways for Academic Career
Education and Employment (KPACE) Expansion Planning project and current successful best-practice programs
at Kirkwood that include College Prep Block, Project START/FINISH, and KPACE. It aligns with the Regional
Leadership and Instructional Innovation Initiatives.
2. Developmental Programs--To more effectively meet the needs of underprepared students, this Instructional
Innovation tactic will:
• Assess effectiveness of the current placement model and cut scores for math, writing, reading and ELA;
implement alignment by working with ACT; and make improvements or model changes based on data
collected.
• Communicate placement model and plan for student success with regard to advising, testing, and mode of
course delivery.
• Align developmental course sequence and curricula.
• Design faculty professional development relevant to student success and competency completion.
(Accreditation Core Component 3D)
1P9 Detecting and addressing differences in students’ learning styles: Differences in learning styles are identified and
addressed through a variety of programs and services offered through the Learning Services Department, the Dean of
Students Office, Counseling Services, and KCELT.
Counseling Services and the Dean of Students Office coordinate the College 101 course, a 3-credit elective completed by
more than 700 students each year. College 101 utilizes the VARK Learning Styles Assessment and Myers-Briggs
Personality Type Indicator to assess different learning styles. After completing the assessments, students discuss these
assessments individually with instructors to better understand their personal learning styles. Counselors also utilize these
assessments with students who do not enroll in College 101 on an individual basis.
Learning Services addresses learning styles through its efforts to provide accommodations to students with disabilities.
Students who self-identify as having documented disabilities, including learning disabilities, are connected with case
managers who work with students individually to develop personalized learning plans.
In addition to the academic and student services available to students, KCELT conducted a faculty survey in 2011 to
identify teaching practices that best meet different learning styles. This information was shared widely with faculty
members through KCELT along with other best practices for teaching and learning, and KCELT has incorporated these
practices in their broader efforts to improve teaching and learning.
1P10 Addressing special needs of student subgroups: Kirkwood programming and processes are designed to address
and meet the needs of diverse learner subgroups. Continual improvements continue to be made in every instructional area.
Each area is well aligned with repeatable and regularly evaluated processes. The services listed in Table 1P10 address
students’ special needs. (Accreditation Core Component 1C)
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Table 1P10: Kirkwood Support Services
Service
Service Description
Disability
Accommodation
Services
Qualified students per the American Disabilities Act of 1990 are each appointed a caseworker.
Caseworkers are drawn from both Learning Services and Dean of Students Office. Caseworkers work
directly with students to determine and request a variety of accommodations. Accommodations can
include alternative test taking services, textbooks on tape or CDs, sign language interpreters, adaptive
devices, note taking assistance, extra tutoring, and early registration.
Offered to vocational program students as part of the TRIO Grant from the Department of Education,
students participating in supported education meet regularly with staff members to discuss and
recommend services to enable students to be successful in the classroom. Staff plays a strong role in
offering students encouragement while working directly with the students’ instructors to support the
student goals of success and completion of their Kirkwood program.
Vital is a 20-year-old program that partners with Grant Wood Education Agency (GWAEA), local
school districts and Kirkwood. VITAL students are identified from students enrolled in special
education studies at high schools served by GWAEA and participating high schools. Students must be
referred into the program from their high schools by their senior year. Upon high school completion
the students must be full-time students in a career option or technical program at Kirkwood. Four fulltime special education instructors and one associate staff the VITAL program on the Kirkwood
campus. Students attend regular college classes but also have the support of the VITAL classroom to
draw upon during their first year at Kirkwood. The classroom and instructors provide instructional
support for the students. Students also receive encouragement and learn how to navigate the college
system in their VITAL classroom.
Providing help in all credit subject areas, all Kirkwood students receive two free hours of tutoring per
week. Additional tutoring is available to students identified as eligible for disability accommodations.
Tutoring can be delivered in a direct one-on-one format, a group tutoring session or online tutoring.
Reading, writing and math classes are offered through Learning Services. A college success course is
also offered. COMPASS placement scores are often used to identify the students who are enrolled in
these preparatory courses. Personal Achievement (PA) courses provide math and writing courses that
are taken in conjunction with enrollment in college level math and writing courses. PA Math and
Writing provide intensive classroom support for students who have low but acceptable COMPASS
scores to enroll in college level courses. Workplace Communication courses are offered to CTE
students to enhance their understanding of communication skills commonly used the workplace.
A partner program with College Community Schools that serves Level II special education students
who have completed the available high school courses but have not reached the age to be transitioned
out of the K-12 system. Students are taught life and employability skills on the Kirkwood campus by
special education instructors who are employed by College Community School District.
Adult Basic Education and community based work opportunities for individuals with physical and/or
mental disabilities. The community of Tipton operated the program until 1998 when they requested
that Kirkwood assume the administrative duties of the program.
Students with disabilities receive support for classroom success through the use of screen reading
software, Dragon Naturally Speaking voice to print software, Read and Write Gold software, reading
pens, magnification devices, and books on CD.
Offered to all students who experience problems that stand in the way of their success at Kirkwood.
Emphasis includes career, academic and personal development. Delivery occurs in both group and
individual settings.
A foundation funded scholarship program that is facilitated by the Dean of Students Office.
Eligibility is determined by an application and interview process. Students must be enrolled in a
career option or technical program with a 2.0 GPA or better and meet income guidelines. START
provides financial assistance as well as personal and academic support. Maximum benefits are
defined by three semesters of START support or $2500 in financial supports.
Further serves Project START students who have used all of the eligibility for START. Eligibility is
again determined by an application and interview process. A 3.0 GPA is required for Project FINISH.
Supported
Education
Vocational
Individualized
Training and
Learning
(VITAL)
Program
Tutoring Services
Skill Building
Classes
PrairieWood
Tipton CEO
(Cedar Employment
Opportunities)
Assistive
Technology
Counseling
Project START
Project FINISH
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Service
Service Description
ACCESS
A financial, personal and academic support program where counselors in the 8th grade identify
students. Students are chosen because they demonstrated a potential for college success but likely to
face barriers to that success. In 9th and 10th grade the students meet with the Kirkwood ACCESS
coordinator. In their junior year a counselor assists them with career planning, financial aid processes,
registration and general preparedness for college. This counselor serves as a mentor role throughout
the student’s academic career at Kirkwood.
Provides employability services to both Kirkwood students and the community at large. Services
include workshops focusing on career planning, resume writing and critiquing, job application and
cover letter, and interviewing. Mock interviewing and individual assistance are also available. Career
Services also offers a free online job posting service accessible to both employers and job seekers.
This course targets first time, first year students. It is a cross discipline course that targets both the
social and academic integration of students into the college culture. Differences from high school and
college are emphasized in the course.
Managed by the Finance Department and the Dean of Students Office, this service monitors
attendance and grade compliance according to the parameters set by GI tuition benefits. A Veteran’s
Lounge provides a comfortable area for these individuals to gather and interact socially and
academically.
Scholarships offered through the Foundation that target numerous identified populations of students
such as economically challenged students, special needs students, students of color, Latino/Latina
students, Muslim students, GLBT students, and returning adult students.
Career Services
College 101
Veteran Services
Kirkwood
Foundation
Scholarship
Program
Student Life
Clubs and
Organizations
English
Department
Math
Emporium
International
Programs Office
College
Technical
Support
Social and activist venues for students who identify themselves in student subgroups. Two such
groups are Unity and United Nations Association of Student Alliance. Unity serves students who are
gay, lesbian or bisexual and their allies. The United Nations Association of Student Alliance boasts
an inclusive membership that includes many international students. Both organizations serve as
venues that provide opportunities to enlighten the college at large.
To address the special needs of English Language Acquisition students (ELA). A placement test
(COMPASS-ESL) provides the students with one of five levels of ELA placement. Conversation
partners are provided for students who request the service. A language lab provides opportunities for
working independently with interactive software not only on English, but also on any other
languages. Since the most common language groups who have accessed the program are Spanish or
Arabic speakers, program brochures were written in those two languages in addition to English.
To provide students with computer-based individually paced developmental math instruction.
Instructors and tutors are on hand to answer questions, provide coaching and support, and engage
students with just-in-time teaching.
Serves students studying in the U.S. on visas, not only in managing the requirements of Homeland
Security, but providing support in terms of housing including home stays, program planning as well
as both academic and cultural support.
College-wide technical support aids in the early identification of the needs of students with
disabilities. Learning Services is alerted and contacts the prospective student to offer services at the
start of the student’s academic career. The same process is in place for students who identify
themselves as non-native English speakers.
Kirkwood understands its relationship between its mission and the diversity of society. In Kirkwood’s General Education
Goals and Objectives, Kirkwood has included a commitment to understanding human society and cross-cultural variation
and perspectives. The goals specifically state that students demonstrate a knowledge and respect for both U.S. cultural
variety including races, religions, subcultures, and ethnicities as well as global cultural variety including races, religions,
subcultures, and ethnicities. These goals and objectives are regularly assessed and evaluated as described in 1P1 and 1P2.
As a component of Kirkwood’s LSA, a specific task force was developed to address diversity. The tactic task force
launched a diversity assessment tool to Kirkwood faculty members and staff assessing the level of Intercultural
Competence among the Kirkwood community. As a result of the assessment, a pilot “Culturally Responsive Classroom”
program has been initiated to address specific diversity training needs of our community.
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Kirkwood is “the Community’s College” in the sense that we view all individuals and organizations as our customers and
constituents. In addition to providing education for students in our credit programs, the college has a robust Continuing
Education and Training Services (CE&TS) division that provides non-credit vocational education offerings for over
44,000 individuals annually. Often these students represent those with the most significant barriers to entry into the
education system- both educational and socio-economical. The college’s mission to identify community needs; provide
accessible, quality education and training; and promote opportunities for lifelong learning is reflected in the diversity of
offerings within CE&TS. Annually over 10,000 courses and programs are offered to students from age nine to seventy six.
The following is a link to Kirkwood’s current CE&TS offerings. http://kirkwood.augusoft.net/
The college further serves the vital role of training and retraining incumbent and recently dislocated workers. As a leader
in workforce training, Kirkwood has led the assessment of employer’s skill and employment needs Skills 2014 research
project that identifies current and upcoming trends in area workforce needs. This allows the college to respond with agility
and precision when working to meet the needs of the various workforce constituencies. (Accreditation Core Component
1C)
1P11 Communicating expectations for effective teaching and learning: Kirkwood has a strong commitment to
teaching and learning, and this commitment is communicated to faculty members even before they are hired as teaching
simulations, and a statement of educational philosophy are integral to the application and interview process. New faculty
members participate in a three-year Master Teacher Program (MTP) that begins with orientation and culminates with the
Quality Faculty Plan (QFP) portfolio review. New faculty members are provided three hours of release during the first
semester in order to prepare classroom materials and become familiar with the college culture. They are also assigned a
mentor who works to answer questions and provide subject area discipline feedback while being supported by their
supervising dean who evaluates their performance and guides their development. After completion of the MTP that
focuses on creative and successful teaching practices, student engagement, and practical research, faculty members
produce a portfolio that addresses the twelve components of the QFP. These same components are mirrored in the Faculty
Performance Review process, and they relate to all faculty members. To encourage professional growth, KCELT provides
many workshops and seminars throughout the year. Freedom of expression and academic freedom are core to the work of
KCELT, and academic freedom is well defined through the course syllabus template and the college catalog. Finally,
faculty members are also supported by Professional Development Fellows that support and encourage their personal and
professional growth. The Library and Media Services serve to provide information on policies related to the ethical use of
information resources, and the college has clearly stated policies related to academic honesty and integrity. (Accreditation
Core Components 2D, 2E)
1P12 Building an effective and efficient course delivery system that addresses student needs and organizational
requirements: Kirkwood charges the Curriculum Committee, comprised of faculty members representing all academic
departments, with the responsibility to ensure appropriate and high-quality course offerings. The committee uses
CurricUNET, a curriculum management system, for electronic workflow to improve consistency and efficiency in
managing Kirkwood’s curriculum. All new course proposals include a mapping of course outcomes to the general
education objectives. A required syllabus template has been created and implemented to ensure the college’s policies and
procedures are effectively communicated to students. (Accreditation Core Component 3A)
The Career Program Assessment Committee (CPAC) ensures current and relevant programs through a five-year program
review and annual program assessment plans. Annual advisory committee meetings help maintain open communication
between industry and program faculty members. Several programs offer differentiated levels of credentialing by providing
students with the choice of certificates, diplomas, and two-year degrees. These differences are articulated on program web
pages, advising documents, and the college catalog. Continuing education also offers select certification programs for
students who already hold a degree.
Kirkwood maintains a single repository of excellent articulation agreements with numerous four-year colleges at
www.transferiniowa.org. Recently several two-year transfer plans of study have been tailored and articulated to specific
four-year institutions thereby easing the student’s transition to earn a bachelor’s degree. The faculty recently finalized a
program mission statement and goals for the liberal arts program. This is a significant step forward because it brings
together oversight of all curricula in one single process. Previously separate processes were maintained for liberal arts and
CTE programs.
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The faculty members and dean of each academic department are responsible for the curriculum, learning outcomes, and
assessment plan for courses and programs housed in the department and for maintaining the course outline for each course
that is available through the college KIN site. Administrators who oversee the delivery of curriculum at other locations
and via other delivery methods ensure the course outline and prescribed assessment practices are followed in their
respective areas. Academic Affairs recently added a full-time Curriculum Assessment Specialist to facilitate assessment of
course and program outcomes. Bringing a common assessment language and process to the college will help academic
departments convey expectations to all stakeholders. Additionally faculty groups are identifying common assessment
activities to be administered in all course sections inclusive of all locations and delivery modes. We anticipate the
implementation of an electronic solution for managing program assessment plans, and the associated assessment data, by
fall 2014.
In 2012 the college’s concurrent and dual credit programs earned accreditation through NACEP. Kirkwood ensures
alignment of college credit and concurrent enrollment courses through site visits conducted by a faculty liaison from the
appropriate academic department. (Accreditation Core Component 3A)
1P13 Ensuring up-to-date and effective programs and courses: Kirkwood takes responsibility for offering quality
educational programs via CPAC program review process. All CTE programs are systematically reviewed on a five-year
rotation. Furthermore, each department maintains an annual program assessment update including data and analyses of
assessment activities completed in the prior year as well as assessment plans for the current year. The five-year review for
liberal arts departments was suspended two years ago because the process exclusively examined outcomes at only the
course level and information collected did not inform systematic change. As the next process evolves, we need to
determine what, if any, modifications are necessary to the CPAC composition and structure to enable a review of liberal
arts that informs quality improvement. The PEER policy previously described and implemented this fall will assist to
guide this future process.
Kirkwood welcomes students to transfer credit from other accredited institutions to facilitate their degree attainment.
When a student submits a transcript to be evaluated, the Records Evaluator ensures the credits are from an accredited
institution using the Transfer Evaluation System (http://tes.collegesource.com). Course descriptions are compared to
determine if a reasonable fit exists and expert opinions are gathered from discipline personnel when necessary. Program
personnel ensure appropriate fit of transfer credits, then review all CTE program credits. Upon completion, students
receive a letter with directions to view the results of the transcript evaluation electronically. Additionally, the college has
agreements with all three Regents institutions so that students can choose to reverse transfer credits earned so that they
may earn an A.A. or A.S. degree from Kirkwood, assuming all other requirements were met in residence.
To maximize the likelihood of our students being successful, Kirkwood maintains and enforces prerequisites through our
course registration system. Additionally, a committee of faculty members and administrators created a process for
establishing course prerequisites. The policy allows the establishment of prerequisites under two conditions: to increase
learner success and to protect learners from physical harm. Click here for more information.
Kirkwood’s common course syllabus template strives to clearly communicate learning expectations to both students and
faculty, thereby improving consistency among course sections. Deans review faculty members’ transcripts to verify that
each faculty possesses the necessary qualifications to teach a course prior to course assignment. With the leadership of the
Curriculum Assessment Specialist, we will continue to improve consistency in our courses through careful revision and
dissemination of student learning outcomes for all courses. Curriculum maps linking course and program outcomes along
with embedded assessment activities will assure learning outcomes are comparable in all sections of a course regardless of
delivery mode. The systematic collection of data will also allow meaningful comparison of formats and direct
conversations among faculty members to improve learner outcomes.
Program faculty members and the respective departmental dean ensure specialized accreditations are maintained. Current
specialized accreditations are summarized in Table 1P13.
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Table 1P13: Program Accreditation
Program
Accounting
Automotive Technology
Business
Concurrent and Dual Credit
Programs
Construction Management
Culinary Arts
Dental Assisting
Dental Hygiene
Dental Technology
Electroneurodiagnostic
Technology
Entry-Level Firefighter
Financial Management
Health Information
Technology
Landscape Construction and
Design
Learning Services
Learning Services
Learning Services
Legal Assistant/ Paralegal
Management
Marketing Management
Medical Assisting
Nursing
Occupational Therapy
Assistant
Paramedic
Physical Therapist Assistant
Respiratory Therapy
Surgical Technology
Veterinary Technician
HELPING STUDENTS LEARN [1]
Accrediting Agency
ACBSP (Association of Collegiate Business
Schools and Programs)
National Automotive Technicians Education
Foundation (NATEF)
ACBSP (Association of Collegiate Business
Schools and Programs)
NACEP (National Alliance of Concurrent
Enrollment Partnerships)
American Council for Construction Education
American Culinary Foundation
Commission on Dental Education
Commission on Dental Accreditation/American
Dental Association
Commission on Dental Accreditation
CAAHEP (Commission on Accreditation of
Allied Health Education Programs)
FESHE (Fire and Emergency Services in Higher
Education)
ACBSP (Association of Collegiate Business
Schools and Programs)
CAHIIM (Commission on Accreditation for
Health Informatics and Information Management
Education)
PLANET (Professional Land Care Network)
The National Association for Developmental
Education
College Reading and Learning Association
Commission on Accreditation for Rehabilitation
Facilities
American Bar Association (ABA distinction:
"approves" 2-yr. programs; "accredits" only 4-yr,
law schools)
ACBSP (Association of Collegiate Business
Schools and Programs)
ACBSP (Association of Collegiate Business
Schools and Programs)
CAAHEP (Commission on Accreditation of
Allied Health Education Programs)
Iowa Board of Nursing
ACOTE (Accreditation Council for Occupational
Therapy Education)
CAAHEP (Commission on Accreditation of
Allied Health Education Programs)
CAPTE (Commission on Accreditation of
Physical Therapy Education)
CoARC (Commission on Accreditation for
Respiratory Care)
CAAHEP (Commission on Accreditation of
Allied Health Education Programs) as
recommended by ARC-STSA (Accreditation
Review Committee on Education in Surgical
Technology and Surgical Assisting)
American Veterinary Medical Association
Page 20 of 121
History
Last
Accreditation
2003 became member; 2004
2004
1997, 2002, 2008
2013
2003 became member; 2004
2004
2012
2012
Submitted application 2011
1997; 2003; 2007
1993; 2000
2007
2007
1998, 2001
2007
1993; 2000
2007
1998
2005
In progress
2003 became member; 2004
2004
1993, 2002
2002
2013
2013
2009
2009
2010
2010
1999
2012
1981, 1986, 1991,1994, 2001,
2008
2009
2003 became member; 2004
2004
2003 became member; 2004
2004
1972
2005
1993
2009
1996
2004
Initial self-study 2000; 2007
2011
1996, 2001
2012
1996, 2006
2006
1998; 2002; 2005 for distance ed
2005
1989, 1996, 2001, 2006, 2011
2011
Kirkwood’s Department Institutional Effectiveness/Research (IE/IR) conducts a survey of graduates annually to gather
employment and satisfaction data. In addition, we use Carl Perkins indicators and transfer data from the three Regents
universities to confirm our programs adequately prepare students for future education and employment. Advisory
committee surveys offer a community and employment perspective for many programs. The college also administers the
Community College Survey of Student Engagement (CCSSE) survey every other year and completed the Survey of
Entering Student Engagement (SENSE) survey in the fall of 2012. Finally, select programs (e.g. Nursing and Allied
Health) conduct more rigorous accreditation-based employment surveys to gather feedback about graduates.
(Accreditation Core Component 4A)
1P14 Changing or discontinuing programs and courses: Decisions on major course revisions or discontinuing a
course must be approved by the Curriculum Committee. This committee:
1. Approves the curriculum and the development of all new courses at the college to avoid unnecessary duplication
of curriculum, yet allowing for flexible dynamic courses that meet the needs of new and existing programs.
2. Balances the appropriateness of new courses with the mission of the college.
3. Ensures complete and accurate information reported on the Course Action Request form and entered into
CurricUNET.
With the 2013-2014 implementation of Kirkwood’s CurricUNET, curriculum changes are completed, managed, and
approved electronically. All modifications to an existing course are submitted through CurricUNET. The program’s
advisory committee must first review all modifications to a CTE program prior to submitting a program modification
proposal through CurricUNET. Modifications to a program and its courses are packaged as they travel through the
approval process. Once approved, CTE program data is electronically transmitted to the Iowa Department of Education.
Arts & Sciences courses are approved at the discipline level and then move to the Curriculum Committee for college-wide
review. Once approved, the course moves through CurricUNET to the Department of Education to become a part of the
master course list. A request to delete a course follows the same process of department and college review via the
CurricUNET software.
As part of our LSA, Kirkwood approved the Program Effectiveness and Efficiency Review (PEER) policy previously
described. The policy defines how Kirkwood will use performance criteria to assess its academic programs, disciplines,
and courses of study as well as to inform its stakeholders and decision makers. The five criteria of the PEER policy
include: rich curriculum, quality programs, student success, resource management, and employment/industry and transfer
alignment. Transparent access to program data, information and impact of improvements are to be used to foster
improvements in student learning and performance. Each program is expected to apply a systematic approach to study its
effectiveness, viability, and responsiveness to those it serves.
Annually, administrators and faculty members are required to review an early alert status report generated by IE/IR that
summarizes institutional unit quality and viability indicators. Instructional units that annually fail to meet benchmarks
established from a subset of the PEER criteria enter an at-risk status. Programs must then develop a plan for improvement
with clearly defined measures and benchmarks.
1P15 Determining and addressing the learning support needs of students and faculty: Tables 1P15.1-3 showcases
the many learning support needs addressed by the institution, how those needs are determined, and who is assigned to the
specific support services.
Table 1P15.1: Learning Support Needs - Students
NEED
DETERMINED BY
Underprepared students • Placement Testing
and students with
• Disability Accommodation
disabilities
Services
• Early Warning &
Retention referrals
College preparatory
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• PSEO/High School
ASSIGNED TO
Learning Services & Dean of Students Office:
Underprepared students are identified by COMPASS placement
scores and/or ACT scores. Academic accommodations (testing,
alternative media, classroom accommodations,
adaptive/assistive technology, computer hardware and
software), personalized plans to address needs. Early Warning
& Retention provides a systematic approach for contacting and
intervening with “at risk” students identified by faculty and
staff members.
Dean of Students Office: College level classes offered at area
Page 21 of 121
NEED
skills and the transition
from high school to
college
DETERMINED BY
Academy courses
• TGIF
• New Student Orientation
Career Planning
• Self-selection
• Referrals
Personal and life skills
development
• Self-selection
• Faculty, staff and
administrator referrals
• Classroom visits
• Self-selection
• Faculty referrals
Writing assistance
Place students in
appropriate core
courses; provide
academic support
ASSIGNED TO
high schools and the option for high school students to enroll in
college-level courses at the institution, TGIF events to discuss
academic programs and the expectations of a being a college
student, “New Student Orientation”—a comprehensive
introduction to the college including information about student
support services and academic rigor.
Career Services: Workshops (job seeking skills and career
decision making), one-on-one support, College Transfer Fair,
Career Fair and online resources
Counseling Services: Free personal, academic and career
counseling services. One-on-one counseling, mental health
disorder screening, alcohol screening, crisis counseling and
after hours resources and services.
Writing Center: One-on-one assistance, workshops, resource
assistance (dictionary, thesauruses and English handbooks).
Learning Services: COMPASS placement testing, cut-off
• Placement: Academic
Advisors review placement scores required for entry-level courses, one-on-one and group
tutoring.
and COMPASS scores
• Tutoring: Self-selection
and referrals
Table 1P15.2: Learning Support Needs - Students and Faculty
NEED
DETERMINED BY
ASSIGNED TO
Information literacy
Library Services: Librarians available to answer questions,
• Self-selection by faculty
online resources, reserve materials, interlibrary loan services,
members and students
research assistance and study rooms.
Table 1P15.3: Learning Support Needs - Faculty
NEED
DETERMINED BY
Faculty professional
• Academic Affairs
development and
• Faculty requests
training needs
• Technology updates
(Accreditation Core Component 3D)
ASSIGNED TO
KCELT: Learning events, consultations, instructional coaching
and curriculum design support.
1P16 Aligning co-curricular goals with curricular learning objectives: Kirkwood students participate in a variety of
co-curricular activities on campus and in our community. The college supports approximately 80 organized groups on
campus ranging from clubs and organizations to music/theatre programs and athletic teams. Roughly half of the college’s
clubs relate to academic programs in the areas of Allied Health, Agriculture, Business, and Industrial Technologies. These
39 organizations on campus, including the National Student Nurses Association and the American Hospitality and
Lodging Association as examples, complement the student’s classroom education.
Other clubs on campus are designed as more general interest groups including Phi Theta Kappa, Student Leadership
Council, Student Ambassadors, Cheerleading, Dance Teams, and several others. In addition, the college supports six
intercollegiate athletic teams (men’s and women’s basketball, baseball, softball, women’s volleyball, and men’s golf)
through our Athletic Department. The Arts and Humanities department oversees art, music and theatre activities, and a
variety of performances are presented each year including musicals, concerts, and plays. Our Recreation Services
department runs a full service recreation center and provides approximately 35 intramural activities annually for students
with more than 2,000 students participating each year.
Co-curricular activities that are not included within these groups are designed to support and deepen academic college
interests. This list includes Constitution Day, guest speakers (including a holocaust speaker), alcohol awareness day, and a
depression screening.
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Non-academic based activities include such things as comedians, movie nights, hypnotists, hockey games, live music,
bingo, cookouts, baseball games, carnivals, and several other activities and events designed to provide students with a
free, safe, and fun experience during their college experience.
As part of the college’s mission statement to identify community needs, the co-curricular student involvement within the
community is no exception. Students participate in several community service based activities including an Adopt-AHighway campaign, annual volunteer day, a combined Dance Marathon group with two local private colleges supporting
Children’s Miracle Network, and several other non-profit organizations ranging from Special Olympics to United Way.
Annually the Student Life office has led campaigns collecting approximately 2,000 pounds of food for a local food bank
and more than $20,000 in children’s gifts for the holiday season. In addition, our student clubs have annually volunteered
close to 1,000 hours of their time and raised more than $10,000 for non-profit organizations. (Accreditation Core
Component 3E)
1P17 Determining that students have met learning and develop expectations: Kirkwood is systematic in its process
to ensure degree/certificate awardees are meeting or have met learning and development expectations. Most students meet
with their academic advisor each semester, and an electronic degree auditing process tracks each student’s progress
toward graduation. Once a student applies for graduation via EagleNet, their graduation status is tracked every two weeks.
Student progress is classified in two ways: “Pending-Anticipated Complete” or “In Progress”. If their record is “PendingAnticipated Complete” (the student is successfully completing the coursework in which they are currently enrolled and
they are scheduled to graduate at the end of the semester), their graduation application is saved. If their record reads “In
Progress” (the student has not registered for the correct classes or there may be a specific department override), degree
audit personnel contact the department to see whether or not the student meets requirements. If adjustments are needed,
degree audit personnel contact students to let them know that they must meet with an academic advisor in order to
graduate in the identified semester.
Degree audit personnel track classes that a student has taken, is currently enrolled in, and are pre-registered to take. At the
end of the semester, after final grades are submitted, degree audit personnel complete this process one more time,
graduating the students’ whose degree audits read “Complete” and sending student degree audits to departments that do
not meet the requirements. Students receive a letter in the mail if their degree is not granted with degree audit personnel
contact information so they can help address questions or concerns.
1P18 Designing processes for assessing student learning: Kirkwood’s LSA highlights and clarifies our priority to
systematically examine and improve educational opportunities for our learners. One recent example of this dedication is
the creation of a new faculty position, Curriculum Assessment Specialist, to coordinate and centralize learning outcomes
assessment. An assessment guide is currently being developed and piloted to help program faculty members improve their
program assessment plans. Assessment of student learning is based upon careful mapping of program outcomes to the
courses comprising the program. Faculty members identify performance measures that are embedded in the appropriate
course and administered in all sections of the course. Currently program outcomes and assessment plans for each program
are maintained electronically on Kirkwood’s intranet; however, one LSA tactic team is investigating software solutions to
manage the program outcomes assessment process that we hope to implement by the fall 2014 semester.
Annual program assessment plans, reviewed by CPAC and the Associate Vice President for Academic Affairs, document
the activities identified to assess each program outcome, the timeline for deployment of assessment activities, and the
rubric used to assess the activities. Assessment updates are completed annually by program personnel to report and
analyze data and to inform improvement plans.
General education outcome assessment rubrics have been developed and piloted for the critical thinking objective. In
spring 2013, all full-time faculty members teaching liberal arts disciplines employed the critical thinking rubric in one
section. Although there were some challenges with the software collection process, data were collected and reported. Two
future college sponsored professional development experiences will provide training and time for faculty members to
analyze and contemplate changes to improve student learning.
Collaborative Learning Days, a two-day event focused on assessment in November, features a keynote speaker and
conference sessions available on the first day. The second day has time for program/department level conversations
related to assessment and improvement. In addition, a separate time for interdisciplinary conversations allows linkages of
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curriculum and a chance to learn about assessment practices in other parts of the institution. An additional day in January
is set aside to continue assessment conversations and to facilitate closing the loop on program assessment plans.
(Accreditation Core Component 4B)
1R1 Analyzing measures of student learning: The college systematically collects, analyzes, and reports multiple
indirect institutional measures and direct program/course assessment data to determine and communicate its approaches to
monitor and improve student learning and development. This integrated approach is detailed in separate tables.
Table 1R1.1: Indirect Institutional Performance Measures (Credit Programs)
The following institutional success measures are used by the college and program faculty members to collect, report, and
compare performance from term-to-term and year-to-year.
Indirect Performance Measures
Users
Grade Distribution
Academic/Career Technical Education Faculty and Admin
Retention Rates
Academic/Career Technical Education Faculty and Admin
Pass Rates
Academic/Career Technical Education Faculty and Admin
Completion Rates
Academic/Career Technical Education Faculty and Admin
Success Rates (C or better)
Academic/Career Technical Education Faculty and Admin
Developmental Program Time To Completion
Learning Services
Course Repeat Rate
Academic Affairs
Graduation Rate
Academic/Career Technical Education Faculty and Admin
Employment Data
Selected Program Area Personnel
Cost Per Student
Administration
Table 1R1.2: Direct Program/Course Assessments (Credit Programs)
In order to understand, confirm, and improve student performance on stated learning outcomes/competencies, faculty
members study direct assessment evidence to make improvements.
Direct Assessments of Learning
Users
General Education Objectives (Critical Thinking, Comp)
80% of faculty
Licensure Exams
Nursing, First Responder, EMT, Paramedic
Course Final Exams
80% of faculty
Major Projects
50% of faculty
Major Papers
50% of faculty
Capstone Coursework Artifacts
Accounting
Course Portfolios
10% of faculty
Formative and summative assessment designs must integrate the college’s General Education Objectives (communication
skills, critical thinking skills, scientific principles, mathematical principles, cross-cultural perspectives, citizenship, and
workplace skills) where mapped within a program.
Table 1R1.3: Indirect/Direct Measures and Assessments (Continuing Education Programs)
Measures/Assessments
Business Unit
Attendance requirements, project completions
Information Technologies
Attendance requirements, project completions
Industrial Technologies
Cognitive tests, labs, and clinical skill applications
Medical
Employment, Retention, Credentialing, Employment rates
Skills To Employment
As reported in Table 1R6 the college also uses external, indirect benchmarking measures to compare its performance in
four student learning areas that are tied to its General Education Objectives. These areas are College Algebra
(mathematical principles), Composition I, Composition II, and Speech (communication skills).
1R2 Performance results for common student learning activities: Key results for common student learning outcomes
assessment include general education assessment and the hiring of a Curriculum Assessment Specialist. Through the
guidance of the General Education Assessment Committee (GEAC) data on critical thinking were collected in spring
2013. Data has been analyzed and will be presented and discussed during Collaborative Learning Days in November
2013. Initial results are found in Category 8. The GEAC developed rubrics for the remaining general education outcomes
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in fall 2013. Systematic collection of general education data will continue to be integrated into program assessment plans.
The Curriculum Assessment Specialist is developing a guide to assessing student learning outcomes to standardize
language and processes. In addition, the Assessment Champions, a group of faculty and staff members passionate about
assessment, perform advisory support to the Curriculum Assessment Specialist and help nurture an assessment culture at
the department level. Consultations with program faculty members are occurring to standardize assessment plans.
Additionally a new vendor-provided system for managing program assessment plans, including data storage, is currently
under investigation and expected to be in place by August 2014.
IR3 Performance results for specific program learning objectives: Faculty members in annual program assessment
plan updates report results for specific program outcomes. CPAC as well as the Associate Vice President of Academic
Affairs monitor updates. Learning outcome results include performance on authentic assignments developed by program
faculty members as well as performance on certification and licensure exams. Samples of results from selected program
outcomes are presented below in Table 1R3.1.
Table 1R3.1: Sample results from selected program outcomes
Program Outcomes
Description of
Areas of Success
Analysis and Action
Measurement
(% students meet or Taken
Instrument
exceed benchmark)
PROGRAM: LAN Management - Academic Year 2012-2013
Install and
Cisco Networking:
Fall 2012: 33
Developed an
successfully configure ENetwork Skills
students assessed with additional resource
interconnected
Based Assessment
an average score of
for students to further
network hardware and
74.09%
their knowledge of the
software.
Success is based on a Results: 18 of 33 Met material. It was
developed in Packet
score of 80% or
the Required 80%.
Tracer (a networking
better.
Spring 2013: 12
students assessed with tool) and is being
shared with
an average score of
instructors teaching
80.37%
the course.
Results: 8 of 12 Met
the Required 80%.
PROGRAM: Surgical Technology - Academic Year 2012-2013
During Practicum I,
During the
2010: 87%
We have worked to
100% of students will instructor’s visit of
make this skill a
2011: 92%
achieve a 3 or 4 in
the student at their
priority in lab. We
performing a surgical clinic site in
will continue to have
2012: 100%
hand scrub.
Practicum I, the
students master this in
instructor will
the lab setting so their
2013: 99%
evaluate the student
mastery can be seen
performing a surgical
in Practicum I.
hand scrub utilizing a
rubric. A score of 3 or
4 (meet or exceed
expectations) for
100% of our students
is desired.
PROGRAM: Industrial Maintenance and HVAC Technologies - Academic Year 2012-2013
Obtain EPA
Students will
100% received the
Refrigerant
complete the EPA
universal license.
certification.
certification exam.
PROGRAM: Culinary Arts - Academic Year 2012-2013
Employ appropriate
National Restaurant
100% of students met Benchmark is
sanitation and safety
Association’s
or exceeded this
recognized at the
measures in order to
ServSafe Food
benchmark
national level. The
minimize the risks
Protection Manager
benchmark will be
associated with food
Certification Exam
retained for the
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Results of Action
Taken (occurs in the
following year)
N/A
Continue to strive for
100% of mastery of
this skill in Practicum
I. Have students
perform this skill
during each and every
lab.
Further evaluation
will occur moving
forward. The faculty
group discovered we
did not have the right
Program Outcomes
Description of
Measurement
Instrument
Areas of Success
(% students meet or
exceed benchmark)
borne illness.
Analysis and Action
Taken
immediate future in
order to identify a
trend/ trends related to
student success.
Results of Action
Taken (occurs in the
following year)
data to make progress
in other projects.
Table 1R3.2: Selected Continuing Education Program Learning Results
FY11
Goal
FY11
SDR 10
Actual
FY11
Goal
Met
(+/-)
FY12
Goal
FY12
SDR 10
Actual
FY12
Goal
Met
(+/-)
FY13
Goal
FY13
SDR 10
Actual
FY13
Goal
Met
(+/-)
65%
60.00%
+
65%
60.12%
+
65%
66.20%
+
82%
84.70%
+
Title I Programs
ADULT Program
Entered Employment Rate
Employment Retention Rate
Average Earnings
Employment & Credential Rate
80%
100.00%
+
80%
80.20%
+
$11,500
$13,298.70
+
$11,500
$11,389.00
+
67%
57.70%
-
67%
47.80%
-
$11,700 $10,984.09
+
No longer in performance
requirement
DISLOCATED WORKER
Program
Entered Employment Rate
65%
80.92%
+
65%
89.50%
+
77%
89.80%
+
Employment Retention Rate
89%
94.78%
+
89%
95.00%
+
92%
98.70%
+
$13,300
$15,287.40
+
$13,300
$13,899.00
+
74%
54.4%
-
74%
77.50%
+
Older Youth
Entered Employment Rate
86%
100.00%
+
86%
68.80%
+
Employment Retention Rate
89%
94.44%
+
89%
76.20%
+
Earnings Change - 12 months
$4,000
$4,585.40
+
$4,000
$3,147.00
-
64%
71.43%
+
64%
65.20%
+
76%
not
available
n/a
76%
61.30%
+
76%
83.30%
+
76%
89.30%
+
77%
86.70%
+
77%
62.50%
+
50%
41.20%
-
50%
41.20%
-
90%
32.50%
-
90%
28.70%
-
87%
85.84%
-
87%
94.25%
+
82%
93.97%
+
82%
91.60%
+
Average Earnings
Employment & Credential Rate
$15,000 $17,419.98
+
No longer in performance
requirement
YOUTH Program
Credential Rate
Younger Youth
Skill Attainment Rate
Diploma or Equivalent
Attainment
Retention Rate
Work Participation Rate (all
families)
Work Participation Rate (twoparent)
LBP Approval Rate
Case Reading Rate
Kirkwood Skills to
Employment no longer has
PROMISEJOBS program
Youth reporting criteria changed, beginning on 7/1/12 – no longer split by younger and older youth
FY13 SDR 10
FY13 Goal
Youth
FY13 Goal
Actual
Met (+/-)
Placement
74.60%
77.10%
+
Attainment of Degree/Certificate
56.00%
76.60%
+
Literacy/Numeracy Gain
35.00%
38.00%
+
1R4 Evidence of program completion and acquisition of knowledge: Evidence that our students who complete
Kirkwood programs, degrees, and certificates have acquired the knowledge and skills required by our stakeholders (other
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educational organizations and employers) is illustrated by certification or licensure exam pass rates, see Tables 1R4.1-4
below. Transfer student grade points compared to native student grade points, employer reports, and skills competitions
are referenced below.
Table 1R4.1: Number of Candidates and Percent Passing of First-time NCLEX-PN® Candidates Prepared in
Kirkwood’s Program for Practical Nurse Licensure
Year
Number
Percent
89
98%
2009
103
92%
2010
97
99%
2011
86
100%
2012
Table 1R4.2: Number of Candidates and Percent Passing of First-time NCLEX-RN® Candidates Prepared in
Kirkwood’s Program for Registered Nurse Licensure
Year
Number
Percent
153
76%
2009
176
73%
2010
143
88%
2011
168
94%
2012
http://www.state.ia.us/nursing/nursing_ed/education_stats.html for quarterly reports
Table 1R4.3: OTA National Board for Certification in Occupational Therapy Exam Results
Number of
Number of
Number of first-time % of first-time test
Year
Program
first-time test test takers who
takers who passed
Graduates
takers
passed the exam
the exam
12
12
11
92%
2010
15
16
12
75%
2011
19
18
16
89%
2012
46
39
85%
Total 3-year 46
Table 1R4.4: Physical Therapist Assistant Licensure Pass Rates
Total # of # who passed
# who passed on
Year
graduates exam on first try subsequent attempts
13
13
0
2008
12
12
0
2009
11
10
1
2010
15
13
1
2011
17
15
1
2012
Ultimate
pass rate
100%
100%
100%
93%
93%
Certification pass rates for the Continuing Education Division’s transportation cluster (truck driving CRST, truck driving
open enrollment, motorcycle and forklift driving) range from 85-100% and equal to the state percentages. For those
programs in the health cluster for which state percentages are reported, Kirkwood exceeds those standards in 3 of 5
categories (first responder, EMT-Basic, and EMT-intermediate). In three health cluster courses (first responder,
rehabilitation/restorative aide, and renal dialysis) pass rates are 100%.
Comparing the grade points of students transferring from Kirkwood to the Iowa Regents Institutions per the last complete
data set, Kirkwood students transferring to Iowa State University (ISU), University of Iowa (UI) or University of Northern
Iowa (UNI) did comparably or better than the combined mean GPA for all other community college students transferring
to the same institution. When compared to the native students in that term, Kirkwood students had a GPA of .14 less than
ISU natives, .24 less than UI natives, and .19 less than UNI natives—the difference of a plus or minus on one three-credit
course. The Regents are well aware of transfer shock and partnerships for 2 + 2 programs and joint admission and are
involved in making improvements that will benefit Kirkwood students.
In addition, the Students Involved in Free Enterprise (SIFE) placed as the first runner-up in regional completion; the
Kirkwood Media Production students won a first for their flood coverage “Surge for Hope Special” in competition with
all Iowa college student competition at the Iowa Broadcast News Association, the first time a community college story
HELPING STUDENTS LEARN [1]
Page 27 of 121
had taken a first in the competition.
In 2013 Skills USA competitions, Kirkwood has taken state honors and done well nationally. Kirkwood placed nationally
(placing first in auto collision repair, placing fourth in plumbing and placing third in electronic engineering) after
competing well at state by placing firsts in auto collision, plumbing, electronics engineering, and masonry.
1R5 Performance results for learning support processes: Performance for Kirkwood is primarily demonstrated
through the results of CCSSE and SENSE results.
Table 1R5 shows CCSSE Support for Student Learning scores for the last five surveys. Kirkwood has committed to
administering CCSSE every other year. This benchmark assesses some of the services targeted to assist students with
academic and career planning, academic skill development and other areas of learner support that may affect retention.
Table 1R5: CCSSE Support for Student Learning Scores
Kirkwood
2005
2007
2009
Support for Learners
48
48.5
48
2011
46.8
2013
49.8
During the fall 2012 semester SENSE was administered at Kirkwood for the first time in the same academic year as our
most recent CCSSE survey. This provides us the unique opportunity to further quantify our students by comparing overall
student characteristics with those of first time students. The SENSE benchmark “Clear Academic Plan and Pathway”
includes questions that most closely align with learner support services. Kirkwood’s SENSE benchmark score in this area
is 47.4. While the CCSSE benchmark for “Support for Learners” indicated a decline in 2011, our most recent results show
significant gain and at a level that is higher than any of our previous reporting years.
The Dean of Students Office is responsible for Liberal Arts advising, Career Services, Counseling, Early Warning and
Retention and mandatory college orientation. Their department wide assessment plan includes CCSSE and SENSE items
as key performance indicators. Survey items that most closely align with student support process are regularly analyzed
and used to construct and monitor improvement initiatives.
1R6 Comparing results to other institutions: The college has begun to benchmark its performance as part of its LSA.
Focused upon its goal of increasing graduation and transfer rates of full-time, first-time, degree/certificate seeking
students from 29% to 38% by 2016 (within 150% of normal time), Kirkwood has identified the following comparison
groups: extra-large community colleges (College of DuPage, College of Lake County, Des Moines Area Community
College, Harper College, Johnson County Community College, and Moraine Valley Community College) and six Iowa
community colleges. Tables 1R6.1-2 depicts our cohort result with these colleges.
Table 1R6.1: “IPEDS Percentage of Full-time, First-time Degree/Certificate-seeking Students Who Graduated or
Transferred out within 150% of “Normal Time” to Completion for Their Program”
IPEDS Percentage of Full-time, First-time Degree/Certificate-seeking Students Who Graduated or Transferred
out within 150% of “Normal Time” to Completion for Their Program
Fall 2007 Cohort
Fall 2008 Cohort
Fall 2009 Cohort
Graduation
Transfer
Graduation
Transfer
Graduation
Transfer
Large Community Colleges
College of DuPage (Glen Ellyn, IL)
13%
36%
11%
35%
13%
36%
College of Lake County (Grayslake, IL)
16%
26%
15%
29%
14%
28%
Des Moines Area CC (Ankeny, IA)
42%
16%
42%
16%
42%
16%
Harper College (Palatine, IL)
14%
36%
19%
33%
20%
29%
Johnson County CC (Overland Park, KS)
16%
25%
17%
29%
13%
26%
Kirkwood CC (Cedar Rapids, IA)
29%
32%
22%
24%
20%
6%
HELPING STUDENTS LEARN [1]
Page 28 of 121
Table 1R6.2: “IPEDS Percentage of Full-time, First-time Degree/Certificate-seeking Students Who Graduated or
Transferred out within 150% of “Normal Time” to Completion for Their Program”
IPEDS Percentage of Full-time, First-time Degree/Certificate-seeking Students Who Graduated or Transferred
out within 150% of “Normal Time” to Completion for Their Program
Fall 2007 Cohort
Fall 2008 Cohort
Fall 2009 Cohort
Graduation Transfer Graduation Transfer Graduation Transfer
Iowa Community Colleges
Des Moines Area CC (Ankeny, IA)
42%
16%
42%
16%
42%
16%
Iowa Central CC (Fort Dodge, IA)
32%
N/A
39%
N/A
41%
N/A
Iowa Western CC (Council Bluffs, IA)
21%
27%
22%
25%
19%
28%
Kirkwood CC (Cedar Rapids, IA)
29%
32%
22%
24%
20%
6%
North Iowa Area CC (Mason City, IA)
38%
34%
42%
25%
43%
17%
Northeast Iowa CC (Calmar, IA)
37%
21%
33%
21%
30%
17%
Southeastern CC (West Burlington, IA)
29%
14%
30%
19%
28%
14%
The college is benchmarking its performance with the comparison groups through use of the National Community College
Benchmarking Project (NCCBP) in the areas of enrollee success rate, retention rate, and completer success rate.
Performance categories include peer results in the area of college-level courses, College Algebra, Composition I & II, and
Speech. Given the anonymity requirements of this report we have chosen not to include our performance results at this
time.
The college is also comparing its performance through use of CCSSE. Table 3R6.1, “CCSSE Benchmark Comparison of
Extra Large Peer Institutions” and Table 3R6.2, “CCSSE Benchmark Comparison of Iowa Institutions” depicts our
performance results. Given the public dissemination of these results, the college has included them in this portfolio.
1I1 Recent improvements: Recent improvements in Helping Students Learn include:
• Experiential learning policy allows students the possibility of earning credit for learning experiences outside the
classroom.
• Concurrent enrollment program received NACEP accreditation that brings with it an increased effort to ensure
consistency of course outcomes in all delivery modes.
• Determining preparation of students including requiring COMPASS placement test as part of admission process
and process to establish pre- and co-requisites.
• Desktop virtualization that allows students and faculty members to access specialized software from anywhere.
(HLC Action Project)
• Mandatory orientation for all new students.
• Creation of a mission and vision statement and program objectives for the Liberal Arts program by a
representative group of liberal arts faculty members. This is a substantial step forward in our ability to assess
program outcomes for liberal arts students.
• General Education curriculum mapping project and development of rubrics to assess each of the college’s eight
General Education Objectives.
• Hiring a Curriculum Assessment Specialist to spearhead outcomes assessment at the program level.
• Online curriculum management via CurricUNET.
• PEER policy provides criteria for program effectiveness and efficiency. (HLC Action Project)
• Master Teacher Program to orient and prepare new faculty members.
• Collaborative Learning days in November and Assessment day in January allow faculty members time to reflect
on assessment data and discuss options to improve student learning.
HELPING STUDENTS LEARN [1]
Page 29 of 121
Admissions
Score
Requirement
VP Enrollment
Registrar
Need to know student
competency level
when admitted in
order to design
helpful interventions
Accounting
Capstone
Accounting
Faculty
New Faculty
Orientation
New Career-Edge
Academies
Weekend Degree
Program Review
Process
Information
Literacy
Associate VP
Institutional
Effectiveness
Lead Faculty
Professional
Development
Fellows
(faculty)
Using a capstone
program portfolio to
measure student
competency
attainment
A one year
orientation for new
full-time faculty was
not effective at
bringing faculty in to
the college culture or
supporting effective
classroom practice
Identification of
student/community
needs improves
program design
Dean of
Regional and
County Centers
Dean of
Regional and
County
Centers
Dean of
Business and
Information
Technology
Dean of
Business and
Information
Technology
Program
Coordinator
Dean of Social
Sciences
Social
Sciences
Faculty
Collaborative,
ongoing curriculum
improvement
supports student
learning.
Nursing
Faculty
Process improvement
studies raise student
performance
expectations.
Nursing Student
Admissions
Process
Dean of
Nursing
Curriculum and
Program Review
Process Plan
Academic
Affairs
HELPING STUDENTS LEARN [1]
Faculty
Deans
Identification of
student/community
needs improves
program design
Incremental phasing
of assessment plans
supports faculty
members.
Program review data
is a critical prerequisite to outcomeassessment plans
Page 30 of 121
Recent
Improvement
(FY2011-13)
Require a current
COMPASS or
ACT score for new
entering students
beginning spring
semester 2012
Actions to help
students better
understand the
program
competencies were
introduced.
A focused three
year cohort
program was
launched through
KCELT
Established and set
up new academies
in Culinary Arts,
Business &
Finance and GIS
Developed
weekend program
in Computer
Support Specialist
Program outcomes
written with
several conducting
classroom
outcomeassessments
Created dept
policy so each
course has at least
1 guided web or
library database or
research project
Instituted the
TEAS testing
requirement for
admission with a
goal to eliminate
wait-listing
Established and
revised a five year
review process
Quality
Development
Stage Code
Planning Insights
AQIP Type
Manager
S
L
R
1
I
2
S
ST
1
I
3
S
ST
1
I
2
S
L
R
1
I
4
S
L
R
1
I
3
S
L
R
1
I
2
S
L
R
1
I
2
S
L
R
1
I
2
S
L
R
1
I
2
Time Frame
Owner
Planning Level
Name of Process
AQIP Category
Table 1I1: Other Recent Process Improvements
Name of Process
Owner
Manager
Planning Insights
Recent
Improvement
(FY2011-13)
Planning Level
Time Frame
AQIP Category
AQIP Type
Quality
Development
Stage Code
Employer
Services Website
Redesign Project
VP CE&TS
Marketing
Client-centered needs
improve planning and
design results
Re-designed web
site appearance and
logic
O
ST
1
I
3
260E Iowa New
Jobs Training
Program
High Tech Girlz
Day
VP CE&TS &
Directors
Client-centered needs
improve planning and
design results
Identification of
student subgroups
improves programs
Increased number
of new 260E
preliminaries
Delivered hands-on
IT career
exploration day to
HS females
O
ST
1
I
3
S
L
R
1
I
3
Department
Coordinator
Business and
Information
Technology
Program
Director
Planning Level: S = Strategic, O = Operational
Time Frame (Strategic): LR = Long Range, ST = Short Term
AQIP Category: Nine Academic Quality Improvement Program Categories
AQIP Type: I = Improvement, P = Processes, R = Results
Quality Development Stage Code: 1 = Reacting, 2 = Systematic, 3 = Aligned, 4 = Integrated
1I2 Selecting processes to improve and setting performance targets in helping students learn: Kirkwood LSA
guides institutional improvement. This agenda centers on data that projects Iowa’s employment needs through 2018. This
agenda provides the framework for aligning institutional strategic priorities with the initiatives established by all college
departments and academic programs. The process serves to further develop a culture of continuous improvement by
establishing a process of setting goals and establishing performance measures. Its two over-arching goals are:
Credential Attainment: We will significantly increase the number of learners who achieve their postsecondary education
or training goals, complete a degree or certificate, transfer to a university, and/or complete non-credit workforce courses
or programs.
Commitment: Every faculty and staff member shares the responsibility for achieving the LSA through their daily work.
Kirkwood’s credit and non-credit instructional programs play a central role in carrying out the agenda, but our success
depends on the efforts of people in non-academic as well as academic services.
Currently, the LSA is clearly situated within Kirkwood’s culture. Individual and departmental goals set by every
Kirkwood employee and department are linked to this vision. At every level, Kirkwood is focused on increasing learner
success through institutional and departmental professional development. Its seven strategic initiatives provide the
framework to build upon our strengths while simultaneously allowing us to seize new opportunities, advance our core
commitment to learner success, and reflect upon our progress within AQIP requirements and Higher Learning
Commission Accreditation Criteria. The full plan is publicly available at www.kirkwood.edu/learnersuccessagenda.
HELPING STUDENTS LEARN [1]
Page 31 of 121
2. Accomplishing Other Distinctive Objectives – Introduction
From a multitude of potential distinctive objectives and achievements we have identified four examples of how we strive
to respond to community needs while advancing mutual academic, workforce, and economic development priorities. Each
exemplifies a wider scope of our extra-academic reach and depicts how the college uses evidence of results to inform its
improvement efforts. Per the evidence cited in this category we demonstrate that our efforts to improve processes in this
category are best characterized as becoming integrated yet never fully integrated given enduring and inherent challenges
associated with the dynamics of community building. This category spotlights four distinctive objectives, their unique
processes, and their impact on community stakeholders, students, and institutional culture.
1.
2.
3.
4.
Business/industry stakeholder partnerships
Kirkwood Foundation: Real World Success Campaign
Workplace Learning Connection (WLC)
International Programs
Our business/industry stakeholder partnerships--especially those co-located on our campuses--address the first part of our
college mission statement, “Identify community needs.” Those on-campus partnerships include AEGON USA,
RuffaloCODY, and Diamond V Mills.
RuffaloCODY is a recognized leader in providing strategic fundraising and enrollment management services and software
for colleges and universities, and high affinity non-profit organizations. RuffaloCODY is currently constructing a new
facility adjacent to the campus within a year and continue to support Enrollment Services and Institutional
Effectiveness/Research (IE/IR) projects. Each partnership was researched, launched and nurtured by ongoing dialogue
with stakeholders and approved after construction and review of a business plan by the Kirkwood administration, Board
of Trustees and Foundations, as needed. These partnerships are most closely aligned with Category 6: Supporting
Institutional Operations and Category 9: Building Collaborative Relationships. The college’s definition and key
assumptions about partnerships are crucial in defining, aligning and evaluating progress within these agreements.
Community and business partnerships are also a major dimension of the Kirkwood Foundation and the Kirkwood
Facilities Foundation as they also focus upon better ways of meeting student needs. The Kirkwood Foundation exists to
bridge the gap between the needs and resources of Kirkwood and those it serves. This nonprofit, tax-exempt corporation
was established in 1969 to raise funds to provide assistance to students who wish to enhance their lives through education
and training. Historically, the Foundation supports the college in areas that are not supported by taxes, tuition or grants.
Grounded in its five core values (accountability, integrity, responsiveness, stewardship, and teamwork) it is a model for
excellence in fundraising, scholarship administration, alumni relations, investment management, and stewardship that is a
major force in advancing the 2011-2016 Learner Success Agenda (LSA).
Kirkwood continues to redefine its relationships with K-12 school districts, local business and industry, and the wider
community through the Workplace Learning Connection (WLC). This intermediary service is a collaboration of
community Chambers of Commerce, most area school districts, and a network of volunteer businesses, professionals and
support agencies. WLC staff track student experience data related to their core services--job-shadows, internships and
classroom experiences. The agency has received state and national awards and is an exemplar for replicated programs in
Iowa and other parts of the country. Working closely with Kirkwood’s Secondary Programs, WLC has played a key role
in the expansion of Career Edge Academy programs, adding rigorous and relevant classes to area high schools. These
programs are measured by enrollments, student achievement, dual-credit attainment, and matriculation patterns.
Our value placed on global partnerships and enhanced student experiences is reflected in Kirkwood’s commitment to
International Programs within the college and on wider multi-national partnerships. In addition to the growing number of
college students enrolled from outside the U.S., Kirkwood is the physical institutional home to Community Colleges for
International Development (CCID), a consortium of two-year schools and affiliated agencies and individuals interested in
collaborative efforts in business, cultural, and cooperative exchange. The agency measures member organization
satisfaction through regular surveys, shared communications at administrative and leadership levels, and data on needs
and services to the 165 member institutions throughout the world. Kirkwood is among 34 colleges hosting exchange
students in the U.S. Department of State cooperative program bringing students from a dozen nations to American
community colleges for two-year programs of study. Students are surveyed on their experiences during and after their
study in the CCID program. Kirkwood is also part of a four-college Global Education Network (GEN), linking it with
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES [2]
Page 32 of 121
institutions in Canada, Singapore and Australia. Backed by a $250,000 Economic Support Fund grant from the U.S.
Embassy in Tunisia, the college has entered into a two-year partnership with Tunisia to encourage the exchange of
knowledge of how community colleges are designed to educate students for employment. Key among those elements is
how Kirkwood assesses its community’s workforce needs and then trains them to meet those needs. CCID’s System of
Comprehensive Internationalization (SCI) tool informs our efforts to establish strategic approaches to building
internalization programs and global engagement.
2P1 Designing and operating key non-instruction processes: College partnerships are designed, operated, assessed,
and sustained through a “Partnership Template.” This process-centered assessment tool takes into community needs (per
the college’s mission), stakeholder benefits/impact, financial cost/benefit/risk, partner commitments/values, and other
criteria from the college and other various entities prior to forming a partnership. Kirkwood partnerships are categorized
in three ways: core business fit, brand fit, and resource fit. As an example, at the writing of these comments, the college is
completing the relocation of the Cedar Rapids Animal Control operations on our main campus. This complex is a realtime, working model of the many factors at work in an educational/governmental partnership agreement. It serves the
public while serving as a learning lab for our Veterinary Technician students.
Other current partnerships involve the establishment of three new regional campuses supported by a 9/13/11 bond
measure (72% approval). They are being designed as part of a regional initiative of Chambers of Commerce,
business/industry, hospitals, University of Iowa, and 25+ local high schools to address regional economic developmenteducation opportunities. Thus, clear processes, roles, and criteria are critical given the centrality of the college in
community change and development opportunities.
Given the LSA aims to help more learners achieve their educational goals through increased certificate and credential
attainment rates, the Kirkwood Foundation’s Real World Success Campaign is truly a distinctive exemplar of how the
college’s mission and strategic priorities place student needs at the center of its efforts. This campaign was launched in
May 2011 with the goal of raising $12.5 million to support three areas: Learner Success (Scholarships); Instructional
Innovation; and the Foundation’s area of greatest need, unrestricted student support. Based upon an analysis of external
studies showing that “Money problems, not bad grades, are the reason cited by most college students who have considered
dropping out”, Foundation staff asked Kirkwood’s IE/IR department to compare the graduation rates for Kirkwood
students who did not receive scholarships. Internal research of four Kirkwood cohorts starting in 2005 indicated that
students who receive scholarships were more than twice as likely to graduate in three years. Informed by these studies
and other considerations, the Real World Success Campaign plan was owned by the Vice President of Resource
Development and organized through an integrated fundraising plan into a logical sequence by Foundation staff and
volunteer leadership. All process documentation is archived within the Kirkwood Information Network (KIN) site.
Partnering with the WLC, the college’s focus upon student and stakeholder impact in terms of K-12 school district career
education, local business and industry needs, and wider seven-county community priorities continues to thrive in
significant ways. Sharing and integrating WLC’s mission “developing our future workforce by connecting business and
education in relevant, work-based learning activities for K-12 students and teachers” and its vision “partnering with
schools, business, and communities to prepare students to enter and succeed in the new world of work”, over 18,000
regional students were served during the 2012-2013 academic year. Together we identify regional needs through surveys,
client interviews, and school-to-work data to ensure accessible learning opportunities add stakeholder value. Together we
are striving to strategically connect today’s students to tomorrow’s careers through high quality, age-appropriate workbased learning opportunities.
2P2 Determining major non-instructional objectives: Table 2P2 outlines the leading, defining, on-site partnership
projects developed over the past 15 years. It depicts how shared needs are identified and shared solutions are working.
The enduring and consistent results of each partnership are reinforced through continued growth. Each also serves as an
instructive experience to inform inquiry into future projects. The current stage of on-campus partnership development is
best characterized as aligned and integrated as future opportunities are considered. Exploring a deeper and more complete
understanding of the partnership development process and study of future partnership agreements is a key improvement
and growth opportunity for the college. For more on this topic read Category 9: Building Collaborative Relationships.
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES [2]
Page 33 of 121
Table 2P2: Current On-Campus Partnership Agreements
Partnership
Needs Identified
Members
and Shared Needs
Kirkwood and AEGON
Kirkwood: Student
USA—Data Center
computer access and usage;
IT departmental needs
AEGON: Growing
corporate needs for secure,
scalable data processing and
storage, off-site from main
offices
Kirkwood and AEGON
USA: Kirkwood Training &
Outreach Services
Center/shared AEGON
“business resumption
center”
Kirkwood and AEGON
USA: Nielsen Hall
Kirkwood and Diamond V
Mills: Animal Health
Technologies Center
Jones Regional Center
(2009), Linn Regional
Center (2013), Washington
Regional Center (2014), and
Johnson Regional Center
(2015)
Shared
Solution
Kirkwood/AEGON shared
facility. Land for building
donated by Kirkwood, built
by AEGON. Upper floor
dedicated to company’s data
processing and storage for
all North American business
operations; lower level
donated to college,
providing 120-workstation
student lab, IT offices and
work areas.
AEGON USA: Desired to
AEGON USA donates
reconfigure existing office
Armar Plaza building to
complex to rapidKirkwood, provides
deployment corporate
$175,000 in remodeling
resumption center, in case of costs. Funds to complete
unforeseen situations at
structure and operations
main C.R. offices.
included in federal
Kirkwood: Need for
appropriation.
expanded workforce
training, Con. Ed and
community access to
meeting spaces.
American business
As transitional support
operations and corporate
before assuming all space in
acquisitions create need for
current data facility,
company to absorb all data
AEGON in 2001 offers $1.7
processing building space.
million gift to the college to
Kirkwood: Continued
assist in new building
enrollment growth and
construction. Those funds
student needs creates
matched by State of Iowa
opportunity for expanded IT business training grant,
and computer lab facility.
focus on data/IT job training
in new facility.
Local, privately owned
In consultation with
animal feed additive firm
Diamond V, college donates
required off-site animal
land for construction of
nutrition facility; college
shared Kirkwood/Diamond
Animal Health Technology
V Animal Health Building.
and related Ag Science
programs outgrowing
current aging classroom and
work spaces
Challenges of offering
advanced, dual-credit and
higher-level courses in a
cost-effective ways at
regional high schools via
aging buildings, local school
enrollment changes, school
reform/workforce needs
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES [2]
Local land donations and
agreements coupled with
regional school districts’ 10year pledge to dual credit
educational programs are
critical to business model.
Page 34 of 121
Results
Cooperative effort in place;
Operations continued in
original design mode until
early 2002. (See “Nielsen
Hall” below)
KTOS Center provides
training and communityaccess operations continue
to present day. AEGON
USA activated its
“resumption clause”
following floods and storms
of June 2008.
Kirkwood plans, builds and
opens Nielsen Hall, a threestory, multi-discipline
classroom and office
building on main campus.
Facility includes 130worksatation student
computer lab, IT offices,
secure data servers and three
floors of classroom and
office space.
Shared building includes
classrooms, labs and
veterinary care facilities for
Animal Health Tech, Vet
Tech and Pet Grooming
studies. Company research
lab on north half of
building. Company hires
college students for
internships on regular basis.
Legal agreements, business
plans, and program
development work
continues with HLC
location change applications
and approval submitted per
requirements.
Partnership
Members
NewBo City Market and
Kirkwood Culinary Kitchen
Kirkwood and
RuffaloCODY—Company
headquarters on main
college campus
Needs Identified
and Shared Needs
Post 2008 flood, a 501c3
group and the city of Cedar
Rapids has developed a new
public space including the
college.
Faced with outgrowing their
downtown facility and need
to relocate out-of-area,
company needs for location
and college need for student
outreach services were
matched
Shared
Solution
Needing kitchen space for
its continuing education
programs, Kirkwood added
a learning center for
culinary/nutrition education.
Kirkwood donated land and
RuffaloCODY (RC) built
new facility. College uses
RC services and training
suite for Continuing
Education classes.
Results
3-year business plan with
performance metrics is
meeting targets as a strong
partnership.
RuffaloCODY remained in
community, providing
student phone and e-mail
support during peak
enrollment periods. RC
conducted 2011 Alumni
Outreach fundraising
campaign. 2013 new
building is under
construction.
2P3 Communicating expectations: The college communicates its expectations regarding these four-spotlighted
objectives through public presentations and marketing efforts as well as through written agreements, memoranda of
understanding, legal agreements, and annual goal setting and progress expectations. More precise and specified
expectations are formulated on a project-by-project basis. For example, the college contracts with its own campus partner,
RuffaloCODY, to conduct student phone surveys and a graduate follow-up study. Project deliverables are negotiated and
understood prior to service. Partnership agreements are written for Career Edge Academies to ensure quality
programming and sustainability. Regional Education Center school district partners sign a 28-E agreement to establish
clear and shared performance expectations. Each constructs a business plan and submits a location change request to the
Higher Learning Commission per accreditation rules. The WLC contracts with its K-12 partners through a contract
detailing a customized, annual services menu. Partnership agreements are written for Career Edge Academies to ensure
quality programming and sustainability. CCID operates from a memorandum of understanding delineating Kirkwood
business operations responsibilities and shared staff responsibilities.
2P4 Assessing and reviewing the appropriateness and value of these objectives: The Real World Success Campaign
was organized into two major phases--Quiet Phase and Public Phase. Execution of the plan began in November 2011 and
was completed in May 2013. It was broadly deployed based upon both student and program needs seeking to measurably
benefit most academic programs. Informed by a strategic plan (crafted/adopted by a 23-regional member Advisory
Council), the WLC uses a diverse funding model that allows all partners to sustain their participation in an equitable
manner. Financed by Kirkwood’s General Fund, Workforce Training/Economic Development Fund, Grant Wood Area
Education Agency (GWAEA), regional schools, county supervisors, and community grants funds, its annual performance
targets/measures are achieved by a director and the equivalent of 6.0 FTE. All functions of the WLC are integrated within
the college’s planning/resource allocation processes, including annual goal setting and program review.
Table 2P4: Workplace Learning Connection Programs
Elementary School
Junior High School
Programs
Programs
• Awesome Uniforms
• Interactive Speaker Day
• Hats Off!
• Tri-Cycle (2 career
pathway tours/year)
• Show and Tell!
• Pathway Tours (8th)
• Tools of the Trade
• Special Populations (8th –
• Careers on Wheels!
careers)
(outside)
• Target Your Future (7th)
• Financial Literacy Fair
(8th)
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES [2]
•
•
•
•
•
•
High School
Programs
Job Shadows and
Internships
Career Class Speakers
Speakers for Special
Populations
Business Etiquette (9th)
Mock Interviews (9th)
STEM Careers
Career Fair/Day
Page 35 of 121
•
•
•
•
•
•
•
Other
Programs
Professional Development
In-Service
Worksite Tours
Employer Panels
Job Shadows
Teachers@Work
(externships)
Summer Careers Class
Table 2: 2012-2013 Workplace Learning Connection Program Participation Data
Service Area
Job
County
Events
Internships
Shadows
Benton
793
10
153
Cedar
433
14
142
Iowa
487
4
102
Jones
359
7
114
Johnson
3,960
52
559
Linn
10,199
125
983
Washington
995
33
109
Total
17,226
245
2,162
The college has dedicated resources to aid international students in acclimating to the college, community and the U.S.
through an International Student Advisor, other support staff in International Programs, and extensive English Language
Acquisition course work. The latter is a five-tier series of classes designed to accommodate most students at their entry
English ability level. Since 1998 Kirkwood has hosted CCID and provided office space, administrative support and other
in-kind services. This realizes savings for the organization and affords various opportunities for further partnership
initiatives for the college and its emphasis upon global education. The various entities in these international partnerships
are in regular communication via President/CEO conversations, annual conferences and electronic communications.
Further information on student satisfaction, experiential feedback and curriculum value is obtained in a variety of surveys.
The Study Abroad, Community College Institute and Scholarships for Education and Economic Development Program
(SEED) programs especially provide opportunities to communicate and evaluate learning across interdisciplinary areas,
departments and programs of the college. In the past decade, Kirkwood students have pursued study opportunities in 17
nations on five continents. Concurrently, students from nearly 110 other nations have studied and graduated from
Kirkwood programs. The current development stage of our international programs and partnerships is systematic. Each
unit has developed joint communications and shared goal-setting processes that are moving toward an aligned stage of
development. Each of the partners engages in ongoing assessment and review of their shared value proposition to ensure
improvement and planned sustainability. Table 2P4.1 depicts how mutual alignment is continually reviewed and
strengthened within International Programs.
Table 2P4.1: International Programs and Partnership
Activity or Process
Who Is Involved
Alignment with
college mission,
vision, goals
Community Colleges Kirkwood as
Extends international
for International
host/administrative
student experiences,
staying current with
Development (CCID) entity; 170-plus
member colleges;
global trends,
additional support
providing de facto
from interested
diversity experiences
agencies and
via international
individuals
students in Kirkwood
student body; expands
dialogues on
international
investment in Cedar
Rapids area economy.
Global Education
Kirkwood, South
Collaboration and
Network (GEN)
Alberta Institute of
partnership;
Technology, Box Hill enrollment of students
Institute (Australia),
from partner colleges
Institute of Technical at Kirkwood; access
Education (Singapore) to partner colleges for
Kirkwood students to
visit or attend via
Study Abroad.
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES [2]
Page 36 of 121
Strengthens
Performance
Measures
Partnership
opportunities,
dialogue with other
college developers,
international
economic
development groups.
Membership numbers
and level of
engagement;
involvement with
student exchanges,
site visits, partnership
exploration and multiorganizational
agreements
International
enrollment, choices
for Study Abroad
partnerships,
networking and
awareness of
international
opportunities
Ongoing
communications of
participant colleges at
faculty and
administrator levels
Activity or Process
Who Is Involved
CCID student
enrollment
CCID - administrative
agency for U.S.
Department of State;
Kirkwood and 37
other colleges in U.S.;
governments of
participating nations
Kirkwood Service
Learning and Study
Abroad programs
International
Programs office;
faculty members and
deans of participating
projects; host
locations in other
nations
International
Programs office;
faculty members and
deans; host families,
coordinated by
International
Programs; Grant
supported through
Georgetown
University
Study Abroad,
Community College
Institute and
Scholarships for
Education and
Economic
Development (SEED)
Program
Alignment with
college mission,
vision, goals
Enrollment growth,
wider educational
community
relationships;
partnerships with
other participating
colleges
Broader student
experiences and
awareness of world
cultures; Foundation
involvement invites
more and varied
support from donors
Cultural, technical
and professional skills
taught at Kirkwood
will return to Central
American nations
after graduation
Strengthens
Performance
Measures
Involvement of varied
depts encourages
better cross-campus
communications,
better student
awareness of world
cultures via students
in programs
Student experiences
that continue to
benefit graduates at
next educational/
career levels
Membership numbers
and level of
engagement
College awareness
and reputation in
other nations, among
governmental
agencies
Student feedback;
faculty input, postattendance
Student feedback,
faculty input to future
programs, outreach to
involve other faculty
in future travels
The conceptualization, exploration and implementation of the WLC is an exemplary example of Kirkwood’s catalytic
effects in area education, training and economic development. The program functions as an intermediary service linking
clear, future-oriented career information and experiential learning through a variety of classroom, workplace and
exploratory methods. The program is central in addressing all aspects of the college’s mission statement. As Table 2P4.2
below illustrates, the WLC processes is integrated into a broad array of college partnerships and relationships.
Table 2P4.2: Workplace Learning Connection
Needs Assessment Action Process
Who Is Involved
Elements
Job-Shadow Experiences and Research Area businesses, Kirkwood internal
departments, private individuals
Internships and Participant Feedback
Career Edge Academies Surveys and
Research
Classroom Experiences/Elementary
Program Feedback
Classroom Experiences/Middle and
High Schools: Program Feedback
Partnership Resources/Local Business
Feedback
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES [2]
Nearly all partner companies,
organizations
Current K-12 faculty members, plus
other instructors specifically hired for
Academy programs; administrators,
parents, school boards of participating
districts; business partners as
involvement permits
“Careers on Wheels”—experiences as
young as Pre-K to 3rd grade
Classroom-based visitors and
discussions; available to most area
school districts
1,200 employers; 2,500-plus
individuals
Page 37 of 121
Strengthens
Community relationships, business
community engagement with
educational needs and issues
Business and industry relationships;
relevance to school curriculum
K-12 school relationships, future
Kirkwood enrollments, overall
enrollment counts
K-12 relationships, career knowledge
K-12 relationships, volunteer presenter
knowledge of school environment and
issues
Relationships with current and
potential donors
Needs Assessment Action Process
Elements
Collaborative Events—Employer
Partners: Evaluation
Leadership/Staff Involvement:
Interviews and Feedback
Workplace Learning Connection
Advisory Committee: Advice and
Priority Setting
Legal Collaborative Structure
Agreement
Media Partnerships Agreement
Who Is Involved
Strengthens
Various employers, as opportunities
arise; GWAEA, professional groups
Nearly all members of WLC
organization
30 or more professionals, representing
broad range of employers; Three-year
terms, can renew twice; then on
“emeritus” status
Organization was jointly created as the
“Woods Quality Center,” co-managed
by GWAEA and Kirkwood.
WLC and Mediacom Cable, Inc., plus
funding from Rockwell Collins;
regularly produced cable television
shows that highlight job awareness and
career/professional skills.
Knowledge and contact with key
partner organizations
Direct knowledge/awareness of WLC
programs with key stakeholders
Broad connections with community,
current and potential
donors/volunteers; relevance of
classroom and worksite experience
Relevance and credibility within
educational and business communities
Wider awareness of program, careers;
validation of program value;
efficiencies in communication and
promotion
2P5 Determining faculty and staff needs: Employee operational needs related to these non-instructional college
partnerships are annually assessed on a job assignment-by-job assignment basis with a focus on how to best meet clientpartner and community needs. New faculty members and staff are formally oriented to the college’s partnership
philosophy and co-located business/industry/non-profit units on campus upon employment. Teaching, learning, and
operational needs are assessed through the involvement of key faculty and staff in each of these distinctive initiative
highlighted in this category. Annually, department, program, and service unit personnel establish goals and projects to
strengthen organizational operations often including partnerships. Budget requests and professional development needs
are formally identified as well through college-wide processes and standards. Regular college communications (see Table
5P7) include updates related to college partnerships continually highlighting the comprehensive nature of the college.
2P6 Incorporating information on faculty and staff needs: Responses to identified faculty/staff needs and these noninstructional distinctive objectives are systematically compiled, prioritized, and implemented by administrators, faculty
leaders, and program directors through an annual budget request and capital outlay processes. Needs related to large scale
initiatives are identified by tactic managers for consideration in the college’s strategic plan. The President’s Cabinet
members coordinate both processes to ensure cross-functional project integration, adequate resource allocation, and
effective communications.
2R1 Measures of accomplishing your major non-instructional objectives and activities: There are several small to
large projects underway at Kirkwood that are working models of the balances, competing dynamics and shared objectives
of delivering cost-effective educational service in a relevant manner to various constituencies. Chief among those
examples is The Hotel at Kirkwood Center. This 71-room teaching hotel, full-service restaurant, culinary laboratory and
public conference facility opened in August 2010, and are rapidly becoming a showcase of entrepreneurial educational
delivery. The $30 million facility was built “without tax dollars,” funded by revenue bonds whose repayment depends on
room rentals, restaurant services, and contracted meetings and events. Since its inception, a “Project Asset Committee”
has overseen The Hotel’s public business development. This blend of college administrators, Hotel leadership, architects
and contractors has guided a complex project through a myriad of legal, educational and professional questions—to a
successful opening that has earned wide praise and a growing clientele from public and private customers alike. Their
shared vision, standards, and decision-making criteria have resulted in a sustainable business model that currently is
exceeding adopted industry benchmarks. We believe there is much to be learned and considered from the work of this
committee, as one viable model of consensus-driven decision-making, guided by performance benchmarks and diverse
backgrounds involved in the group. To ensure non-instructional objectives and activities are properly resourced and
integrated with other planning, resource allocation metrics are now under development similar to other college enterprises,
such as The Hotel, Equestrian Center, wind turbine, and EagleTech Store.
2R2 Performance results: Business/industry, multi-national, and WLC partnerships continue to grow and mature.
Shared process improvement approaches are explicitly used to make improvements. Beyond partner growth in numbers,
each shares more common approaches to strategic planning, LEAN project applications, public/private funding strategies,
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES [2]
Page 38 of 121
and grant application procedures. Three new regional center partnership opportunities have been solidified. Business plans
and Higher Learning Commission location change have been approved. These results provide concrete evidence of how
strong community-based partners are building bold 21st century learning solutions from past partnership achievements.
The Real World Success Campaign’s goal of $12.5 million was exceeded with $18.9 million raised as of June 30, 2013.
$10.9 million is designated for student scholarships ($2M STEM, $1M Business, $650K Nursing, $640K Industrial
Technologies, $576K Agricultural Science, $552K Performing Arts, $2.8M other). Instructional innovation priorities
include $5.2M in real estate donation for the Linn County Regional Center, land for the Washington Regional Center, and
a donation of a wind turbine. Contributions were received from over 2,100 donors, including 1,000 new alumni donors.
Over 350 employees contributed to the campaign--all Cabinet members, all Foundation staff members, and nearly all
members of the administrative leadership team. With students as the primary benefactors and graduates ready to work and
learn for living, the college is thankful for the tremendous support of this campaign and expresses true gratitude toward its
efforts to help more students succeed. We believe our processes for this campaign are aligned, but a culture of
philanthropy is not yet fully integrated throughout the college.
WLC staff have tracked student experience data and conducted yearly program reviews since at least 2001. The numbers
of job shadows, internships, and classroom experiences have grown consistently since the program’s launch in 1998.
Celebrating its 15th anniversary in October 2013, the agency has received state and national awards and is an exemplar for
replicated programs in Iowa and other parts of the country. Working closely with Kirkwood’s Secondary Programs area,
WLC has played a key role in the expansion of Career Edge Academy programs, adding rigorous and relevant classes to
area high schools. These programs are measured by enrollment, student achievement and dual-credit attainment each year.
40% of WLC students participating in internships were offered some type of employment with a local business or industry
in AY2013. In consultation with Kirkwood’s Associate Vice President of Governmental Relations, its personnel crafted,
advocated, and strategically secured legislative approval for Section 256.40, Code 2013 to establish a sustainable workbased intermediary network in Iowa.
2R3 Comparing results to other institutions: With the elimination of the AQIP Examiner Survey Kirkwood has
identified other methodology for comparing Kirkwood’s distinctive objective processes with other organizations in this
category. In most instances the validity, reliability, and feasibility is dependent upon other larger scale solutions to align
and integrate comparatives in this category to larger scale improvements. Comparatives for the Kirkwood Foundation and
WLC are found in the following tables.
The achievements of the Real World Success Campaign represent the strengths of the communities we serve, their
understanding of what the college achieves, and why it exists. It also represents the dedicated efforts of the Kirkwood
Foundation board and staff. The Foundation has total assets of more than $27 million (as of June 30, 2013) while
managing 325 scholarship funds, including 150 endowed scholarships. FY2012 comparative data from the Council for
Aid to Education’s (CAE) Voluntary Support of Education (VSE) provides additional evidence the Kirkwood’s
Foundation performance. VSE is the authoritative source on private giving to institutions of higher education and private
K-12 schools nationwide.
Table 2R3.1: Associate Institutions Grand Fundraising Total (FY2012 - 5 Year Average)
Rank
Institution
FY2012
1
Valencia Community College (Orlando, Florida)
$5,073,005
2
SUNY Westchester Community College (Valhalla, New York)
$4,900,405
3
Santa Rosa Junior College (Santa Rosa, California)
$4,578,285
4
Houston Community College (Houston, Texas)
$4,328,484
5
Lane Community College (Eugene, Oregon)
$3,649,187
6
Monroe Community College (Rochester, New York)
$3,465,562
7
Community College of Allegheny County (Pittsburgh, PA)
$3,277,374
8
KIRKWOOD COMMUNITY COLLEGE (CEDAR RAPIDS)
$3,249,896
9
Montgomery College (Rockville, Maryland)
$3,054,173
10
Northern Wyoming Community College (Sheridan, Wyoming)
$3,048,680
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES [2]
Page 39 of 121
Table 2R3.2: Associate Institutions Corporation Giving (FY2012)
Rank
Institution
1
KIRKWOOD COMMUNITY COLLEGE (CEDAR RAPIDS)
2
Alexandria Technical College (Alexandria, Minnesota)
3
Onondaga Community College (Syracuse, New York)
4
Community College of Allegheny County (Pittsburgh, PA)
5
Monroe Community College (Rochester, New York)
6
Harrisburg Area Community College (Harrisburg, Pennsylvania)
7
Northampton County Area Community College (Bethlehem, PA)
8
Hudson Valley Community College (Troy, New York)
9
West Kentucky Community and Technical College (Paducah, KY)
10
Somerset Community College (Somerset, KY)
FY2012
$2,351,983
$2,227,686
$1,967,704
$1,723,625
$1,341,936
$1,015,476
$682,647
$667,267
$653,872
$635,753
Table 2R3.3: Associate Institutions Total Gifts To Endowment/Income Restricted (FY2012)
Rank
Institution
FY2012
1
Northampton County Area Community College (Bethlehem, PA)
$1,110,377
2
KIRKWOOD COMMUNITY COLLEGE (CEDAR RAPIDS)
$1,022,495
3
Broome Community College (Binghamton, New York)
$963,701
4
Madisonville Community College (Madisonville, Kentucky)
$902,733
5
Orange County Community College (Middletown, Kentucky)
$791,488
6
Montgomery College (Rockville, Maryland)
$788,103
7
College of Coastal Georgia (Brunswick, Georgia)
$703,840
8
SUNY Westchester Community College (Valhalla, New York)
$617,350
9
Onondaga Community College (Syracuse, New York)
$544,610
10
Harrisburg Area Community College (Harrisburg, Pennsylvania)
$517,036
In terms of student participation and number of programs, the WLC is consistently rated number one in Iowa when
program data is compared to other similar colleges and agencies. Its leadership is now engaged in an effort to implement
standard performance metrics across Iowa intermediaries to inform future impact.
2R4 Impact of the results of your processes for Accomplishing Other Distinctive Objectives: The college’s noninstructional program results strengthen both the institution and the communities served. Our seven county service region
is $752.9 million stronger because of Kirkwood’s presence (per Community College Benefits Study). Results over the
past three years include a three-time national championship women’s basketball team, a men’s basketball NJCAA
national runner-up, one of the most elite NJCAA baseball and softball programs in the country, nationally ranked men’s
golf program, and a nationally ranked volleyball program. Numerous athletic and academic All-American selections from
Kirkwood are identified each year. A growing student intramural program augments the Athletic Department’s exemplary
achievements. This exemplary level of success has generated remarkable media attention for these teams and individuals
involved as well as Eastern Iowa.
Kirkwood Training Services has supported the creation of thousands of new jobs over the past three years. Kirkwood
Continuing Education notes more than 67,000 annual enrollments in classes ranging from crafts and hobbies to small
business development. KCCK, the college’s jazz radio station, is an important tool of community enrichment for
Kirkwood, not just in Eastern Iowa, but also throughout Iowa and even around the world. KCCK extends the mission of
Kirkwood to foster opportunities for lifelong learning by informing, educating and entertaining our various audiences
through high-quality radio programming and special events. Through KCCK, Kirkwood provides an educational service
that benefits the entire community, even those who will never set foot on campus or take a class. Online listening has
tripled, because of a marketing campaign in areas of Iowa where our over-the-air signal doesn’t reach. Listenership in
Cedar Rapids-Iowa City is over 20,000 per week, a 25% increase since 2005, due to more focused and consistent
marketing. Several hours of programming each week originate from facilities on the Kirkwood Iowa City campus.
2I1 Recent improvements: The college has made several recent improvements in this category. Each is systematic and
comprehensive. Some examples include:
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES [2]
Page 40 of 121
1. On-campus business partner, RuffaloCODY, has supported the college through call center expertise and surveys.
This information has greatly enhanced the college’s understanding of student decision-making and removed tasks
from Enrollment Services and improved the response rate for our Graduate Follow-Up study.
2. The Kirkwood Foundation has completed a “value stream process mapping series” that has resulted in targeted
staff training, improved data quality, and more precise process documentation.
3. The WLC and Career Academies use surveys and research studies to inform future options and opportunities.
While not described in-depth in this non-instructional process section, the college has also completed a comprehensive
study of Kirkwood alumni, established regional Skills Advantage benchmarks (see Category 1), and sponsored several
community enrichment events--Beyond Rubies, July 4th Community Celebrations, political rallies, artists/authors/experts
in residence, music concerts, community fund raisers, and most of all, responded to community needs during a 2008
flood, one of our nation’s worst natural disasters in history. The distinctive nature of Kirkwood as “the Community’s
College” as a responsive and supportive partner throughout the region, state, nation--and as described in this category,
internationally--remains strong and ever evolving. Given the length and continued growth of the three “spotlighted”
distinctive objectives in this category we believe that these relationships are strong, enhance mutual relationships with the
communities we serve, and align with our mission, vision, and LSA.
2I2 Selecting processes for improving performance: Kirkwood has invested personnel, time, and resources to directly
support the Corridor Alliance, the region’s economic development organizations, in the collaborative use of Skills 2000,
Skills 2006, Skills 2010, and Skills 2014 reports. These partnership studies provide data so the entire region can analyze
trends relating to workforce issues, supplementing the Labor Market and Workforce Information Division of Iowa
Workforce Development. This data also serves as the basis for the college’s fifty-seven (57) Career Technical Education
program review, evaluation, and design processes. This data and associated program practices impact the college’s
advisory committees, administrators, faculty and staff members, and function as a “norm of best practice” across all
campuses. The data is repeatedly and strategically used to improve programs, curriculum, course assessment practices,
and internal human resource processes. The levels of use of these reports provide a common foundation for
business/industry partners, Kirkwood Foundation, regional centers, and the WLC to unite in mutual interest planning and
priorities. Thus, the culture and infrastructure to set improvement targets to accomplish these distinctive partnership
objectives is stable, systematic, and sustainable.
With the conclusion of the Foundation’s Real World Success Campaign, the Vice President of Resource Development and
Executive Board have constructed a white paper. It addresses next steps for its integrated development plan, including
current and future fundraising initiatives, the Kirkwood Alumni and Friends, donor cultivation, and donor stewardship, the
scholarship distribution program, management of foundation assets, and board and staff talent. Coupled with a
retrospective after action review, examination of recent value stream mapping results, and financial trends, two priorities
have been identified for FY14: (1) More strategic scholarship distributions to address strain caused by rapid growth; (2)
A dual focus on cultivating new donors and stewarding current donors toward the Foundation’s future. These and other
efforts are moving the Foundation processes from the aligned to integrated to ensure donor intent, student needs, and
college priorities remain congruent.
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES [2]
Page 41 of 121
3. Understanding Students’ and Other Stakeholders’ Needs - Introduction
This category drives Kirkwood--its past, present, and future ability. Without an explicit student-stakeholder focus the
college is not “on mission.” Strategically and operationally, it is the driving force of the college’s 2011-2016 Learner
Success Agenda (LSA) and day-to-day decision-making. Understanding students’ and stakeholders’ needs, expectations,
and requirements is the core dimension of the college’s mission, “To identify community needs; provide accessible,
quality education, and training; and promote opportunities for lifelong learning.” College Board of Trustees,
administrators, faculty/staff leadership, with input from all employee groups, spent fourteen months studying higher
education trends, Kirkwood learner segments data, and past strategic planning efforts to deepen all employees’
understanding of students’ and stakeholders’ needs. A FY13 “Market Focused Strategic Planning” study focused
specifically upon identifying consumer segments, market competition analysis, resource allocation approaches, and
current planning opportunities and risks from both a national and local perspective. The following chart depicts the
college’s student and stakeholder service segments that inform its needs assessment processes. Through its LSA the
college is becoming more aligned through its systematic attention to retention, persistence, and completion rates in its
degree/certificate and non-credit programs via defined goals/targets and its current action project, “Effectiveness
Profiles.” (Accreditation Core Components 1D, 4C, 5B)
Individual Consumers
Training/Workforce Development
Degree-Seeking
Non-Degree Seeking
Corporate “Consumers”
nd
For Credit
K-12
Workforce
2 Career
Business,
Commercial
Students
Education
Training/H.S.
Learners/Leisure Industry, Gov’t, Business,
Diploma Seekers Seekers
and Non-Profit
Enterprises,
Clients
Facility Users
All organizations • Kirkwood Hotel
• 4-year transfer
• Post-Secondary • Workforce
• Job/Career
purchasing
Enrollment
Training
Seekers and
• 2-year
• Kirkwood
worker training
Options (PSEO) • General
Transitioners
Associate
Conference
students
• Leisure Seekers, and learning
degrees (AA,
Center
Education
• Regional
AAS)
Diploma (GED)
Hobbyists
• Kirkwood
Centers/
• International
• Adult Basic
• Senior Citizen
Equestrian
• Career
learners
Center
Education
learners
Academy
(ABE)
• Kirkwood
learners
• English Language
Facility Rentals
Acquisition
(ELA)
learners
From an operational perspective to better understand the “voice” of each segment, there is substantial evidence that
college personnel pay continual attention to the higher education marketplace trends, its learner and service segments and
subgroup needs through the use of performance measures, external feedback, focus groups, and escalated complaints.
Each provides insight for precise program and service design and refinement. The college regularly improves its service
processes through annual goal setting and LEAN projects (i.e. process mapping its application to graduation support
services through stakeholder/employee interviews and data collection). Our “Market Focused Strategic Planning” study
determined that Kirkwood individual consumers and corporate consumers want the following: (Accreditation Core
Components 1D, 4C)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Low cost combined with quality learning experiences that give good value for the money;
Close proximity to a safe campus;
Faculty/facilitator strength in their area of study;
Personal, small, feeling welcome, and to be “part of something”;
Student support services, information, advisor, tutor help available;
Career development opportunities;
Record of good jobs, successful transfers;
Opportunity for interactions outside of class with faculty members, students, and group work;
Ethnic diversity;
Fun/social experiences; and
On-line offerings.
UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS [3]
Page 42 of 121
Additionally, from an operational perspective, during FY12 a LSA tactic team reviewed external data, the Kirkwood-led
Skills 2010 and 2014 Reports, and the 2009 Adult Enrollee Study. The team developed a Graduate Follow-up Survey,
measuring satisfaction and other key indicators of graduates from 2008-2011 focused upon identified client segments-credit program graduates, successful completers of Continuing Education certificates, and GED/Adult High School
graduates. This survey was identified as an AQIP Action Project and conducted through a campus business partner,
RuffaloCODY. The following data has been processed with multiple campus groups, including the Board of Trustees. The
May 2013 “Where’s the Class of 2012?” study (n=452 or 16.9% response rate) indicated: (Accreditation Core
Components 1D, 4C, 5D)
•
•
The majority of students were very satisfied or satisfied with their overall education (77.8%) and their overall
Kirkwood experience.
48.3% of these students transferred/continued their education after Kirkwood. However, career and technical
education students were less satisfied with their overall education and experience. 71.9% of CTE students
(compared to 88.1% of liberal arts students) were very satisfied or satisfied in their overall education.
Lastly, from an operational perspective, another tactic team analyzed credit student and client segment data and conducted
143 student interviews at five campus locations, including English Language Acquisition, international students, high
school teachers/counselors, Skills-to-Employment clients, and GED/Adult Basic Education students with a focus upon
questions, such as: “What barriers or challenges do you and your classmates have that, if we could remove them, would
mean a higher level of success for you?” Top credit student responses were: (Accreditation Core Components 1D, 4C, 5D)
1. Expressions of dissatisfaction in never being assigned readings from a required classroom textbook;
2. Expressions of interest in e-books or book rentals to cut down cost; and
3. More course offerings at a variety of time.
K-12 faculty members and counselors indicated that students taking Career Academy and Post-Secondary Enrollment
Options (PSEO) courses need better time management, study habits, and interpersonal skills to more fully benefit from
early college credit courses. Corporate consumers expressed interest in courses delivered through blended learning
methods. Action groups are responding to these improvement opportunities.
Throughout 100% of LSA initiatives, cross-functional tactic team members develop their leadership abilities through their
substantive contributions to the college. Team town hall meetings, subject matter groups, Cabinet presentations, and
public postings of work evidence represent “mission-first” sharing of leadership knowledge and skills. (Accreditation
Core Components 5D)
3P1 Identifying the changing needs of student groups: Committed to improved student retention, persistence, and
completion, the college analyzes the changing needs of its stakeholders through the lens of service segments. This analysis
is informed through use of regional demographic data (i.e. gender, race/ethnicity, socio-economic indicators, employer
needs, skills gaps, secondary school performance profiles, etc.), student/stakeholder performance data, program reviews,
and employee feedback. Table 3P1 depicts the college's needs assessment methods and credit student support processes
using this information to identify strategic and operational improvements related to its learner support processes.
Students’/stakeholders’ needs are systematically integrated into their annual program of work by college administrators.
(Accreditation Core Components 1D, 4C, 5D)
Table 3P1: Credit Learner Needs Assessment and Support Process
Identifying and Understanding
Credit Learners’ Needs
Credit Learner Service Segment
Assessment Methods
Prospective Kirkwood Learners
Learner Needs Assessment, Participant
(Traditional; Direct From High
Feedback; Focus Groups; Learning Style
School; Non-Traditional: New Adult and Career Interest Inventory
Learners; Veterans)
UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS [3]
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Learner Support Processes
• To Get Information Fast (TGIF)
Sessions: On-Campus,
Friday/Saturday Option. Iowa
Communications Network (ICN)
• Program Conferences
• Adult Welcome Days
• Free Career Direction Workshops
Credit Learner Service Segment
Current Registered and Accepted
Kirkwood Learners
First-Time, First Generation
College Learners
Transfer Learners
Non-Returning Students
Honors Program Learners
International Learners
At-Risk/Underprepared
Identifying and Understanding
Credit Learners’ Needs
Assessment Methods
Retention, Persistence, Completion rates
Student Satisfaction Data; Goal Attainment
Data, Compass Test Score, Student Success
Inventory, Learning Style and Career
Interest Inventory; financial
need/scholarship qualifications; escalated
complaints; Community Survey of Student
Engagement Satisfaction Trend Data;
NACCBP data; Classroom Climate/Student
Feedback data; Advisory Group
Recommendations; Skills Advantage Data
Application Form Demographics Analysis
(per individual learner)
Individual learner progress monitoring;
Individual student feedback Regents and
other higher education institution data
Assessment of grades, credits completed,
age/gender/financial aid status, course load,
etc.
Identification of students with less than 12
college level earned credits and one of the
following: high school GPA of 3.6 and
minimum ACT score of 25 or SAT score of
1170
Required orientation; individual needs
assessment; English language assessment
Program-by-program and course-by-course
analysis of student demographics and
performance; especially in developmental
reading, writing, and math course
sequences; “likely to drop” studies are also
used
Learner Support Processes
• Mandatory New Student
Orientation
• Program Conferences
• Course Placement (per Compass
scores)
• College 101 Recommendations
• Kirkwood Scholarship Program
• Learning Services Department:
Personalized Advisement
• Tutoring Services
• Advising and Transfer Center
• Eagle View Program Planner
• Departments/programs with
retention goals use data to improve
learner support
• Advising and Transfer Center;
individual academic department
referral process
• Individualized guidance: housing,
food/nutrition, transportation,
financial, academic tutoring,
medical, personal/social; English
Language Acquisition (ELA)
program placement
• Personalized course advisement
and customized interventions:
Project Start, Project Finish, Early
Warning System, Mid-Term
Grade Intervention
Cited earlier, as a priority of the college’s LSA, a new course of action was selected and designed to better meet the needs
of new students--a mandatory new student orientation. Owned and managed by the Dean of Students Office, this
orientation assists students in choosing their first semester courses, educates them about academic programs, resources,
support services, and student life. 2,933 new students attended one of the 34 orientation sessions prior to the fall 2013
term with 2,304 parents and guests also in attendance. Overall, student satisfaction with this experience was 4.5 on 5-point
Likert scale. A new registration system is being deployed to evaluate the long-term impact of orientation on student
retention, GPS, completion percentage, time to graduation, etc. Documentation related to this process is archived in the
Dean of Students Office and within the college-wide Kirkwood Information Network (KIN) so collective “know-how” is
built into future program refinements. A full-time Orientation Coordinator has been hired to provide day-to-day program
leadership ensuring its integration into campus visit days and other priorities.
All of the above processes are regularly assessed for improvement purposes immediately after key events per critiera.
(Accreditation Core Components 1D, 4C, 5D)
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3P2 Building relationships with students: Admissions Services cultivates and maintains primary relationships with
prospective students through the following activities: personalized print, electronic, and face-to-face contacts,
publications, web information, a strategic high school visitation schedule, and twenty-four (24) “To Get Information Fast
(TGIF)” college visit sessions. A fall Family Day and parent newsletters strengthen relationships between students’
families and the college and often include Kirkwood alumni. For new, current, and returning students, Learning Services
provides personalized advisement and free tutoring services. Career Services offers free career workshops on a full
spectrum of job-seeking strategies. Student Life provides a vast array of fun and high interest activities, such as cookouts,
music events, blood drives, game shows, free food, movie nights, costume contests, etc., all designed to foster students’
sense of belonging in the culture of the college.
The college President and Associate Vice President of Academic Affairs conduct scheduled monthly luncheon meetings
with students. These sessions provide executive leadership with communications and relationship-building opportunities
and proactive identification of student issues and insights. The Board of Trustees annually includes student representatives
in its Washington, D.C. congressional visits as a student educational and relationship-building process. Board meetings
frequently involve student presentations and testimonials related to their Kirkwood experience.
Finally, the development of student leadership and ambassadors is a priority of Admissions Services and the Dean of
Students Office. These students plan and promote events and enrich the campus experience while developing leadership
skills.
3P3 Analyzing the changing needs of key stakeholders: As “the Community’s College” with a mission focused upon
community needs, partnerships, and the public good, program and service personnel engage with external constituencies
and communities of interest to ensure efforts are adding value to students, clients, and partners through its 80+ advisory
groups and memberships on local, regional, and state decision making boards/committees/task forces.
Extending beyond credit student segments’ needs illustrated in Table 3P1, the college also integrates its practices between
the tuition credit and fee-based non-credit programs to better meet students’ and stakeholders’ needs and to develop new
programs, such as Adult Career Pathways. Both Table 3P3 below and Table 3R4 illustrate the needs assessment methods
used by both credit and non-credit divisions to understand service segments and the impact of prior program improvement
decisions.
Table 3P3: Other Stakeholder Subgroup Needs Assessment Methods
Identifying and Understanding Other Stakeholders’ Needs
Non-Credit Service Segment
Assessment Methods
Occupational training and
Learner repeat rates and satisfaction rating trend data; learning facilitator
professional development learners
satisfaction rating trend data; number of escalated complaints; market
segment purchasing history; course cancellation rate; focus group forums
State/court mandated program
learners
Leisure seekers and hobbyists
Regional employers’ skills and
Regional Skills Advantage Studies: 2000, 2006, 2010, 2014
employment needs (conducted by
(approximately 300 employers in 12 industry sectors); Corridor Business
Continuing Education Division)
Alliance and annual regional economic development event feedback
Incumbent Workers
Skills Advantage Survey
Identifying and Understanding Donors and Alumni Needs
Subgroup
Assessment Methods
Donors
Exploring shared passions, interests, and desires through principlecentered, trust building dialogues and relationship-building events and
communications.
Alumni
Alumni Relationship Study (completed February 2009): revealed the
preferred level of involvement with Kirkwood, desired information from
Kirkwood, desired future participation in Kirkwood activities, and use of
an alumni engagement process model.
(Accreditation Core Component 1D)
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3P4 Building and maintaining stakeholder relationships: Continuing Education and Training Services (CE&TS)
creates and fosters partnerships and strategic alliances with community business, organizations, and key individuals.
Service personnel work closely with area economic development groups to identify new relationship opportunities with
business and industry. When new CEOs and plant managers locate into the region, an invitation is extended to host the
new executive for a breakfast or lunch meeting with the college President and Vice President. The Training Services
group uses a consultative approach to establish and maintain business relationships. Training needs are measured, and
recommended courses of action are mutually designed through study of data and ongoing assessment of service
effectiveness. Learner/client and learning facilitator evaluations are disseminated on a scheduled and timely basis
allowing for prompt follow-up or adjustments. This formative approach provides a proactive framework that yields
insights into the clients’ needs. Keeping relationship-building first and foremost, each CE&TS unit uses data to set
individual and team goals related to stakeholder feedback from course evaluations and focus groups.
College administrators, faculty members, and staff are encouraged to serve on local, regional, and national boards and
formally invited to attend a full schedule of community, business/industry, and partnership development events each year.
Records of participation are maintained on an annual basis. The Vice Presidents for Academic Affairs and Continuing
Education work closely with the local decision makers in influential positions. To broaden its perspective, the college also
hosts economic development organizations in our seven-county region once or twice a year to identify opportunities
where the college can best support their goals and objectives.
3P5 Determining new student and stakeholder groups: Through an elaborate base of community partners and
networks (see Category 9), the college identifies new student and stakeholder groups’ needs and interests for its
educational programs through administrators, faculty members, and staff service on local workforce development
initiatives, program advisory groups, internal performance measure analysis, and systematic study of higher education
trends and regional/state employment studies. These processes are aligned and integrated into the college’s Program
Review and are documented by policy, procedures, and processes. Enrollment trends are studied from international,
national, Midwest, state, service region, county, and local feeder high schools. These efforts inform Enrollment Services
short and long-term plans on how to deploy personnel, target market, and recruit new student segments to the college and
specific programs. Niche marketing strategies are formulated through occupational environmental scans, student
application trends, and external contracted service agreements with RuffaloCODY (an on-campus partner) and Stamats,
Inc. Responsiveness to new student and stakeholder group needs through the integrated efforts of Academic
Affairs/CE&TS is opening up new models for credit/non-credit program integration, as evidenced by the Kirkwood
Pathways for Academic Career Education and Employment (KPACE) partnership with United Way of Eastern Iowa, to
help high risk students succeed at Kirkwood.
Through our Market Intelligence initiative we are currently constructing revised student tracking methods to become more
responsive to student needs. It includes the examination of current student, community and business database contacts in
credit class instruction, continuing education, workforce training, and other broad community outreach market segments.
Early indications point to identification of many possible groups and subgroups that could be cross-matched and studied
for overlaps and new opportunities. Those groups have been contacted in various marketing and promotional avenues.
(Accreditation Core Component 1D)
3P6 Collecting, analyzing, and responding to complaints: Student complaints are collected by the frontline personnel
in Enrollment and Student Services, Academic Affairs, and Continuing Education. This process is communicated in the
Kirkwood Student Handbook and the Faculty Handbook and reviewed annually by staff; it is analyzed individually by
supervisors to determine the type of complaint and resolution strategy. Escalated complaint data is managed and tracked
by the Department of Institutional Effectiveness to inform process improvement initiatives. Unresolved complaints from
an originating source are escalated to the Vice President of Academic Affairs per identified procedures. In CE&TS, each
program manager and program developer has a direct phone number that students and stakeholders can call, if and when
direct complaints arise. If the caller does not receive satisfaction, the complaint is escalated to the Vice President of
CE&TS. The current goal of the division is to keep escalated complaints to a maximum of five (5) or less. (See Table
3R4) Front line staff are also encouraged to listen and evaluate student dissatisfaction. Subsequent schedule changes and
tuition transfers are given as needed. Program managers and developers are allowed the flexibility to offer free classes,
discounts, and vouchers to maintain customer satisfaction. CE&TS administrators analyze aggregate complaints to make
process improvements.
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3R1 Determining the satisfaction of the students and other stakeholders: The college uses the Community College
Survey of Student Engagement (CCSSE) and a Student Satisfaction Before Graduation Survey to determine the
satisfaction of its students. The Student Satisfaction Before Graduation Survey solicits satisfaction data from students near
the completion of their program at Kirkwood. The response rate to this survey increased dramatically when an electronic
version of the survey was linked to the online application for graduation. Students are now required to complete the
survey before they can complete the graduation application form.
In the past, results have been reported in an annual Program Data Summary Report. Effectiveness Profiles will include
this information per all programs and course clusters listed in the Program of Studies so faculty members have the ability
to annually review trends. Every five years, program faculty members complete a more detailed five-year review report.
They respond to the following questions: (1) Per data provided, are there any areas of concern and/or areas of
improvement? and (2) What is your program goal for the coming year (including the area for improvement, source of
data, actions to be taken, and cost)? The college also gathers satisfaction data from its alumni, employer advisory groups,
and high school career academy students.
3R2 Performance results for student satisfaction: Student satisfaction is measured over time (2003-2013) through the
use of CCSSE response items. As a result of its strategic planning process and the formulation of the college’s LSA, an
“undecided liberal arts student study” is being constructed to better design support services for this segment. Owned by
the Vice President of Enrollment Services, a cross-functional team is “developing a follow-up initiative to measure
satisfaction and collect data from key groups: graduates, transfer students, leavers, stop-outs from both credit and noncredit programs.” This project directly addresses the question: “How did we meet (or not meet) their needs?” Table 3R2.1,
3R2.2, and Table 3R2.3 provides a summary data from 2003-2013 CCSSE survey items related to frequency of use,
satisfaction, and importance of identified College services at the college. It is currently being used to identify needs,
priorities, and future actions. The following data details our results.
Table 3R2.1: Means for Use of Support Service
CCSSE Item
2005
2007
2009
2011
2013 Mean
2
Indicate how often you use the following services.
Academic advising/planning (USEACAD)
1.60
1.58
1.58
1.62
1.69
1.61
Career counseling (USECACOU)
1.29
1.27
1.24
1.28
1.39
1.29
Job placement assistance (USEJOBPL)
1.23
1.20
1.18
1.19
1.31
1.22
Peer or other tutoring (USETUTOR)
1.29
1.28
1.34
1.37
1.44
1.34
Skill labs (writing, math, etc.) (USELAB)
1.59
1.55
1.57
1.53
1.63
1.57
Child care (USECHLD)
1.10
1.09
1.09
1.11
1.16
1.11
Financial aid advising (USEFAADV)
1.75
1.71
1.71
1.74
1.83
1.75
Computer lab (USECOMLB)
2.04
2.04
2.08
2.01
2.04
2.04
Student organizations (USESTORG)
1.28
1.24
1.33
1.29
1.37
1.30
Transfer credit assistance (USETRCRD)
1.57
1.54
1.51
1.49
1.59
1.54
Services to students with disabilities (USEDISAB)
1.30
1.23
1.24
1.22
1.38
1.27
2
1 = Rarely/never, 2 = Sometimes, 3 = Often (Don’t know/N.A. category not included in means calculations)
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Table 3R2.2: Means for Satisfaction with Support Services
Means for Support Services Related Satisfaction Responses
CCSSE Item
2005
2007
2009
2011
2013
Indicate how satisfied you are with the services at this college. 3
Academic advising/planning (SATACAD)
2.14
2.16
2.21
2.18
2.23
Career counseling (SATCACOU)
1.93
1.96
2.00
2.01
2.09
Job placement assistance (SATJOBPL)
1.79
1.88
1.86
1.89
1.95
Peer or other tutoring (SATTUTOR)
1.95
2.09
2.14
2.21
2.18
Skill labs (writing, math, etc.) (SATLAB)
2.23
2.22
2.26
2.28
2.29
Child care (SATCHLD)
1.64
1.80
1.88
1.79
1.73
Financial aid advising (SATFAADV)
2.22
2.14
2.27
2.29
2.28
Computer lab (SATCOMLB)
2.52
2.57
2.58
2.44
2.41
Student organizations (SATSTORG)
1.90
1.93
2.09
2.08
2.03
Transfer credit assistance (SATTRCRD)
2.15
2.10
2.18
2.12
2.16
Services to students with disabilities (SATDISAB)
1.91
2.02
2.14
2.06
2.14
3
1 = Not at all, 2 = Somewhat, 3 = Very (Don’t know/N.A. category not included in means calculations)
Table 3R2.3: Means for Importance of Support Services to Students
Means for Support Services Related Importance Responses
CCSSE Item
2005
2007
2009
4
Indicate how important the services are to you
Academic advising/planning (IMPACAD)
2.42
2.38
2.38
Career counseling (IMPCACOU)
2.16
2.14
2.10
Job placement assistance (IMPJOBPL)
2.04
2.00
2.01
Peer or other tutoring (IMPTUTOR)
1.93
1.97
1.98
Skill labs (writing, math, etc.) (IMPLAB)
2.10
2.12
2.11
Child care (IMPCHLD)
1.61
1.67
1.69
Financial aid advising (IMPFAADV)
2.34
2.34
2.35
Computer lab (IMPCOMLB)
2.41
2.43
2.50
Student organizations (IMPSTORG)
1.79
1.80
1.86
Transfer credit assistance (IMPTRCRD)
2.30
2.26
2.23
Services to students with disabilities (IMPDISAB)
1.95
1.93
2.00
4
1 = Not at all, 2 = Somewhat, 3 = Very
Mean
2.18
2.00
1.87
2.11
2.26
1.77
2.24
2.50
2.01
2.14
2.05
2011
2013
Mean
2.46
2.18
2.04
2.01
2.09
1.69
2.40
2.41
1.80
2.25
1.96
2.46
2.18
2.06
2.09
2.15
1.61
2.40
2.41
1.80
2.20
1.97
2.42
2.15
2.03
2.00
2.11
1.65
2.37
2.43
1.81
2.25
1.96
3R3 Performance results for building student relationships: Emphasis for building positive student relationships is an
institutional priority repeatedly communicated from the President’s Office to every service unit. Office hours, service
protocols, annual training, and college-wide communications are grounded in this expectation. Employee welcome
buttons, signage, and first week assistance from Kirkwood retirees and enthusiastic volunteers bring a vibrant studentcentered climate to each college location.
Accompanied by continued growth of 4,000 adjacent non-college owned student apartments, cultivation of strong student
relationships through organized “outside of class” student activities is a Kirkwood priority (see
www.kirkwood.edu/studentlife). In September 2011 a new Student Life area was completed and serves as a hub for a
wide array of student activities as well as student services personnel. The Student Leadership Council and its four
committees (Activities, Eagles’ Nest, Public Relations, and Community Service) plan and organize 75 free events per year
based upon formal and informal student surveys. FY12 participation in these events was over 7,500. Fall 2012 Welcome
Week activities involved approximately 4,000 students.
Over 70 organized student clubs also support building strong student-college relationships. Thirty-three of these clubs are
directly related to specific academic and/or career majors. On average, new clubs, such as Firefighters’ Club, American
Hospitality and Lodging Association student chapter, Drum Line, and Ultimate Frisbee Club, are started each year by
students through a formal process. In addition, 2,000 students participate in intramural sports and events per year.
Given the college serves over 800 military veterans, a special study area has been constructed for veterans. A Veteran’s
Lounge represents one of many facility renovations intentionally designed to create student socialization spaces that are
UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS [3]
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personalized and welcoming, one of several identified priorities of “What Kirkwood learners want.” A Veteran’s Club
offers support and camaraderie to this group of American heroes.
3R4 Performance results for stakeholder satisfaction: In terms of stakeholder satisfaction, the Continuing Education
Division served approximately 67,000 enrollments in FY13 and continues to collect performance trend data and other
feedback to inform, align, and integrate their annual division, program, and individual employee goal setting and
intervention studies.
Table 3R4: Continuing Education Division Metrics and Results FY2005-2013
Learning
Learner
Escalated
Cont.
Facilitator
Cancellation
Satisfaction
Customer
Education
Satisfaction
Rate
Rating
Complaints
Rating
Fiscal
Target Actual Target Actual Target Actual Target Actual
Year
FY 2005
4.3
4.59
4.0
4.4
8
1
20%
23%
FY 2006
4.3
4.30
4.0
NA*
8
2
20%
23%
FY 2007
4.3
4.53
4.0
4.56
4
0
22%
30%
FY 2008
4.3
4.30
4.3
4.47
4
4
20%
28%
FY 2009
4.4
4.29
4.3
4.72
5
2
25%
NA
FY 2010
4.4
4.37
4.4
4.49
4
3
20%
17%
FY 2011
4.4
4.37
4.4
4.59
4
0
20%
17%
FY 2012
4.4
4.51
4.4
4.57
4
0
20-25% 23.46%
FY 2013
4.4
4.54
4.4
4.51
4
N/A
20-25% 26.01%
Contract
Training Client
Satisfaction
Target
Actual
4.0
4.0
4.0
4.0
NA
4.4
4.4
4.4
4.4
5.00
4.75
4.28
NA
NA
4.9
4.76
4.72
4.65
3R5 Performance results for building key stakeholder relationships: Performance results from key stakeholder
groups are regularly analyzed to identify student and other stakeholders’ needs and to inform the direction and scope of
college initiatives, tactics, and projects. These groups are high school students enrolled in Kirkwood classes, adult
enrollees (ages 25-55), and contracted workforce training client satisfaction as reported in Table 3R4. As the college
expands its emphasis upon non-traditional student stakeholders per KPACE, intentional emphasis has recently been
placed upon understanding how this segment views college characteristics and its processes. This information is used to
formulate short and long-term improvement targets and to inform decisions related to this program, its services, personnel,
and other areas. Tables 3R5.1, 3R5.2 and 3R5.3 profile adult enrollee perceptions of specific college improvements made
over the past three years.
Table 3R5.1: Adult Enrollee/Stakeholder Performance Results (Stamats, Inc. Study)
Adult Enrollee (Ages 25-55) Ratings of Kirkwood Performance (n= 293) 1= very poor to 5 very good)
College
% Very
Characteristics
Good
Cost to attend
46%
Academy reputation of school
44%
Overall value (tuition invested vs. quality received)
42%
Quality of faculty as teachers and mentors
41%
Location of college sites
36%
Personalized attention from faculty both in and out of class
37%
Strength of my discipline/major
35%
Quality of academic facilities—classrooms, labs, tech resources
34%
Graduates get good jobs
22%
Fun college experience
20%
OVERALL
44%
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Table 3R5.2: Adult Enrollee/Stakeholder Performance Results
Adult Enrollee (Ages 25-55) Ratings of Relative Ease, Difficulty of Specific Kirkwood Processes
Kirkwood Processes
Very
Somewhat Somewhat
Very
and Tasks
Easy
Easy
Difficult
Difficult
Signing up for COMPASS placement tests
74%
22%
4%
0%
Completing the application
70%
26%
4%
0%
Taking COMPASS placement tests
62%
31%
6%
1%
Understanding tuition costs and other fees
61%
31%
7%
1%
Paying for classes
60%
28%
9%
3%
Registering for classes
59%
30%
9%
2%
Specifying a degree program
56%
36%
7%
1%
Attending a program conference
54%
30%
12%
4%
Getting around campus
51%
36%
12%
1%
Transferring credits from other institution
50%
37%
9%
4%
Applying for financial aid
47%
37%
13%
3%
Getting tutoring help
47%
38%
11%
4%
Meeting with an admission advisor
37%
43%
14%
6%
Applying for a scholarships
37%
31%
23%
9%
Contacting/meeting faculty outside of class
36%
48%
13%
3%
Parking
27%
34%
24%
15%
Table 3R5.3: Adult Enrollee/Stakeholder Performance Results
Adult Enrollee (Ages 25-55) Impact of Specific Decisions To Attend Kirkwood
Impact
Very
Somewhat Somewhat
On Decision
Easy
Easy
Difficult
Convenient class times or schedules
82%
16%
2%
Credits transfer to 4 year institutions
72%
16%
8%
A close, convenient location
70%
27%
2%
Comfortable place to continue my education
62%
30%
6%
Can earn a degree quickly
58%
35%
6%
Easy to be admitted/accepted into program
57%
34%
7%
Attending a class in session
48%
32%
16%
Employer supports or pays for education
40%
26%
24%
Meeting with admissions advisor
34%
36%
24%
Assistance from Career Services
34%
33%
25%
Meeting or seeing students similar to me
19%
40%
23%
Meeting or seeing students different to me
11%
29%
35%
Very
Difficult
0%
4%
1%
2%
1%
3%
4%
10%
6%
8%
18%
25%
3R6 Comparing results to other institutions: CCSSE is used to compare our performance with other higher education
institutions. General comparisons with extra-large community colleges are used. Specific comparisons with other
institutions are used where available. Kirkwood has identified the following comparison groups: extra-large community
colleges (College of DuPage, College of Lake County, Des Moines Area Community College, Harper College, Johnson
County Community College, and Moraine Valley Community College) and six Iowa community colleges.
Table 3R6.1: CCSSE Benchmark Comparison of Extra-Large Peer Institutions
Active &
Collaborative Student Academic
Institutions
Learning
Effort
Challenge
1
College of DuPage (Glen Ellyn, IL)
49.0
47.0
49.5
College of DuPage (Glen Ellyn, IL)4
49.9
45.5
48.5
2
College of Lake County (Grayslake, IL)
47.2
50.1
50.4
College of Lake County (Grayslake, IL)4
46.8
47.1
49.5
Des Moines Area CC (Ankeny, IA)
n/a
n/a
n/a
Harper College (Palatine, IL) 1
46.2
48.4
50.3
UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS [3]
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StudentFaculty
Interaction
50.0
51.8
50.7
48.3
n/a
47.9
Support for
Learners
45.4
46.1
47.5
50.3
n/a
49.2
Institutions
Harper College (Palatine, IL) 4
Johnson County CC (Overland Park, KS) 1
Johnson County CC (Overland Park, KS) 2
Johnson County CC (Overland Park, KS) 3
Johnson County CC (Overland Park, KS) 4
Kirkwood CC (Cedar Rapids, IA) 1
Kirkwood CC (Cedar Rapids, IA) 3
Kirkwood CC (Cedar Rapids, IA) 5
Moraine Valley CC (Palos Hills, IL) 3
Active &
Collaborative
Learning
45.6
50.5
49.4
45.4
47.0
52.0
51.8
50.0
46.6
Student
Effort
47.6
48.9
49.2
48.0
47.5
47.0
45.4
45.4
48.0
Academic
Challenge
49.6
49.1
48.6
48.4
48.6
49.2
50.7
47.1
48.6
StudentFaculty
Interaction
48.0
50.0
48.9
47.8
50.1
50.5
50.9
50.4
50.7
Support for
Learners
47.7
48.7
48.3
48.5
48.5
48.0
46.8
49.8
51.4
StudentFaculty
Interaction
n/a
50.0
53.9
56.7
49.3
48.8
51.8
49.7
58.2
51.5
49.1
49.5
46.9
53.2
50.2
50.5
50.9
50.4
51.6
49.0
46.9
49.8
52.6
48.8
49.2
49.7
50.2
49.2
47.5
49.1
54.3
Support for
Learners
n/a
48.5
51.9
50.1
47.7
48.4
47.4
51.2
54.2
51.2
48.1
51.5
44.9
49.9
48.8
48.0
46.8
49.8
54.0
49.6
47.5
47.2
48.9
47.2
48.8
47.2
54.0
47.6
49.6
46.1
52.8
Note: Benchmark results are cohort weighted by CCSSE; therefore comparison across years is imprecise.
1
2009 CCSSE Benchmark Survey Results
2
2010 CCSSE Benchmark Survey Results
3
2011 CCSSE Benchmark Survey Results
4
2012 CCSSE Benchmark Survey Results
5
2013 CCSSE Benchmark Survey Results
Table 3R6.2: CCSSE Benchmark Comparison of Iowa Institutions
Active &
Collaborative Student
Institutions
Learning
Effort
Des Moines Area CC (Ankeny, IA)
n/a
n/a
Eastern Iowa CCs (Davenport, IA) 5
46.2
46.3
Ellsworth CC (Iowa Falls, IA) 3
52.3
52.3
Ellsworth CC (Iowa Falls, IA) 5
57.7
48.8
5
Hawkeye CC (Waterloo, IA)
43.2
45.8
Indian Hills CC (Ottumwa, IA) 3
49.6
44.2
5
Indian Hills CC (Ottumwa, IA)
51.9
49.0
Iowa Central CC (Fort Dodge, IA) 1
47.9
47.3
Iowa Central CC (Fort Dodge, IA) 2
57.4
54.0
3
Iowa Central CC (Fort Dodge, IA)
48.8
43.6
Iowa Central CC (Fort Dodge, IA) 4
48.7
47.0
Iowa Central CC (Fort Dodge, IA) 5
51.3
45.8
Iowa Lakes CC (Estherville IA)
43.9
45.9
Iowa Western CC (Council Bluffs, IA) 1
53.4
49.7
3
Iowa Western CC (Council Bluffs, IA)
49.2
49.0
Kirkwood CC (Cedar Rapids, IA) 1
52.0
47.0
3
Kirkwood CC (Cedar Rapids, IA)
51.8
45.4
Kirkwood CC (Cedar Rapids, IA) 5
50.0
45.4
3
Marshalltown CC (Marshalltown, IA)
49.4
48.6
Marshalltown CC (Marshalltown, IA) 5
47.6
48.2
North Iowa Area CC (Mason City, IA) 1
45.8
47.0
3
North Iowa Area CC (Mason City, IA)
49.4
49.9
North Iowa Area CC (Mason City, IA) 5
49.1
45.2
3
Northeast Iowa CC (Calmar, IA)
49.2
48.2
Northeast Iowa CC (Calmar, IA) 5
48.7
47.1
Northwest Iowa CC (Sheldon, IA) 3
47.4
42.4
5
Northwest Iowa CC (Sheldon, IA)
48.0
47.0
Southeastern CC (West Burlington, IA) 1
47.9
49.6
3
Southeastern CC (West Burlington, IA)
48.6
48.0
Southeastern CC (West Burlington, IA) 5
48.5
47.6
Southwestern CC (Creston, IA) 5
57.6
50.7
UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS [3]
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Academic
Challenge
n/a
44.5
45.7
46.9
45.9
50.2
50.6
46.3
55.8
45.4
44.5
44.7
38.9
49.4
46.8
49.2
50.7
47.1
47.1
46.8
45.5
47.4
44.6
48.0
47.8
47.4
51.4
49.4
47.1
46.9
53.0
Western Iowa Tech CC (Sioux, IA) 3
Western Iowa Tech CC (Sioux, IA) 5
48.0
44.5
50.5
48.5
46.9
45.1
53.5
49.6
54.3
51.4
Note: Benchmark results are cohort weighted by CCSSE; therefore comparison across years is imprecise.
1
2009 CCSSE Benchmark Survey Results
2
2010 CCSSE Benchmark Survey Results
3
2011 CCSSE Benchmark Survey Results
4
2012 CCSSE Benchmark Survey Results
5
2013 CCSSE Benchmark Survey Results
3I1 Recent improvements: Table 3I1 depicts examples of some of the college’s improvements related to this category. It
serves as a method to illustrate how systematic and comprehensive Kirkwood improvement processes are while providing
a transparent means for internal and external stakeholders to view planning insights across decision-making units.
College Strategic
Planning Process
President
President’s
Cabinet
Deliberate use of
student/stakeholder
data and external
trend data to inform
senior leadership
strengthens strategic
planning
Increased
understanding of
student needs
requires more
specific use of data
Student focus group
feedback and survey
data study increased
student satisfaction.
Team design of
video, quiz, and
revised process
increased ownership
for results
Partnership with
Iowa Workforce
Development is
critical to pathway
design
Identifying student
sub-group needs
helps them
learn/succeed.
Segmentation studies
of client needs
inform new process
improvements
Scholarship
Growth
VP Resource
Development
Scholarship/
Alumni
Director
Nursing
Advisement
Process
VP Academic
Affairs
Dean of
Nursing
GED/Adult HS
New Student
Orientation
Associate VP
Academic
Affairs
Director of
Secondary
Programs
Skills To
Employment
Communications
VP CE&TS
Director
Skills to
Employment
Veteran Services
Project
VP Student
Services
Continuing
Education
Brochure Analysis
CE Leadership
Team
Veteran
Affairs
Certifying
Official
Program
Directors
Recent
Improvement
(FY2011-13)
College strategic
plan, “LSA”, shifts
focus from access
to success for next
5 years
Real World Success
scholarship
campaign process
documentation
A revised
advisement
process, web video,
custom conferences
100 students
viewed orientation
video and taken
related quiz
153 clients visited
employers, added 5
training institutions
A well-equipped,
comfortable room
devoted only to
veterans
A 3-year CE cost
benefit analysis
was used to refine
benchmarks
Planning Level: S = Strategic, O = Operational
Time Frame (Strategic): LR = Long Range, ST = Short Term
AQIP Category: Nine Academic Quality Improvement Program Categories
AQIP Type: I = Improvement, P = Processes, R = Results
Quality Development Stage Code: 1 = Reacting, 2 = Systematic, 3 = Aligned, 4 = Integrated
UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS [3]
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Quality
Development
Stage Code
Planning Insights
AQIP Type
Manager
AQIP Category
Owner
Time Frame
Name of Process
Planning Level
Table 3I1: Recent Process Improvements
S
LT
All
P
3
S
LT
1
3
I
3
O
ST
1
3
R
3
O
ST
1
3
R
3
O
ST
1
3
R
3
O
ST
1
3
R
3
O
ST
3
R
4
3I2 Selecting processes for improving performance: The comprehensive character and infrastructure embedded into the
college’s LSA planning decisions are dramatically bolstering the college’s capacity to improve and sustain its decision
making related to meeting students’ and stakeholders’ needs. This is evidenced by one initiative, “Market Intelligence”,
selected to focus upon improving existing market planning and competitive intelligence. Its objectives and tactics are
being advanced through well-known and documented processes, such as appointed tactic managers and teams, identifiable
action plans with milestones and deadlines, a multifaceted college-wide communication plan, professional development,
and student satisfaction measures. This initiative’s two objectives illustrate how our culture supports and promotes short
and long-term improvement and accountability in meeting students’ and stakeholders’ needs.
Objective #1: Increase understanding of Kirkwood student/learner and organizational customers through formal study
process.
Tactic 1.1:
Develop a follow-up initiative to measure satisfaction and collect data from key groups:
graduates, transfer students, leavers, stop outs from both credit and non-credit programs.
Tactic 1.2:
Determine key student data required by faculty and staff to encourage student success.
Tactic 1.3:
Determine top three consumer segments within each of six service segments and their needs.
Tactic 1.4:
Establish a communication process and resource plan to refresh data and research and address
voids of data/research.
Objective #2: Increase use of market and competitor trend reports to improve departments and service area planning.
Tactic 2.1:
Identify, document, and categorize key competitors and market trends for six main consumer
segments.
Tactic 2.2:
Identify, summarize, and customize existing external data sets (e.g. Skills 2014, census data
research, United Way community data) followed by the identification of key data that does not
already exist within the college or community.
Tactic 2.3:
Establish a communication process and resource plan to refresh data and research and address
voids of data/research.
To set bold and valid targets for strengthening its processes and performance results in Understanding Students’ and Other
Stakeholders’ Needs, Kirkwood’s CE&TS division has relied upon the Learning Resources Network (LERN) to assess its
culture, infrastructure, and service capacity. This approach has advanced its ability to formulate data-informed market
segmentation strategies in concert with college-wide initiatives. CE&TS maintains an ongoing marketing database of past
customers, registrants, participants, inquiries, and purchasing behaviors. Table 3I2 below illustrates the strength of this
division’s culture and its commitment to providing improved results that benefit its 67,000 annual enrollments.
Table 3I2: LERN Standards and Continuing Education Performance Status
Learning Resource Network Standards
Status On Standards
Organizational Staffing Structure
Met
Program/Topics/Product Mix
Met
Market Segments
Met
Finances
Met
Registrations and Contracts
Met
Benchmarks: Continuing Ed/Training Services
Partially Met
Pricing
Met
Market Plan and Website
Met
Brochures and Promotions
Met
Stakeholder Surveys
Met
Delivery Methods
Met
Unique Selling Proposition
Met
Staff Training
Partially Met
Instructor/Presenter Training
Met
UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS [3]
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4. Valuing People – Introduction
Kirkwood’s employees are supported and prepared to serve credit, adult learners, and community/business partners’
learning needs through systematic deployment of ten human resource processes. These processes include: (1) recruitment,
(2) selection, (3) orientation, (4) induction, (5) mentoring, (6) learning, (7) evaluation, (8) transition, (9) recognition, and
(10) advancement with an overall emphasis upon employees’ talents, strengths, and interests. The college is systematic in
its efforts to better design and align these mission-critical processes to advance its vision, strategic and operational
priorities and, most of all, to help more and more students learn at higher levels.
Multiple data sources, artifact studies, and employee feedback indicate that a more inclusive decision making process is
desired. Over 150 employees have been directly involved with 2011-2016 Learner Success Agenda (LSA) tactics. Many
have been involved in project management and change leadership training provided the Human Resources or within their
department. Relying upon college-wide event dialogues, department retreats, advisory committees, cross-functional
project/process improvement teams, town hall presentations, and post-process/event after action reviews, Kirkwood’s
approach to process improvement in the area of human resources is systematic and becoming more aligned through
explicit attention to personnel data collection/analysis, personnel evaluation feedback, training, and the overall quality of
work life for each work group.
Per the LSA’s strategic initiative, Operational Excellence, all job descriptions have been reviewed and rewritten; a
compensation/benefits study has been completed; automated personnel review, goal setting, and employee leave systems
are now operational and align with job descriptions and LSA initiatives; an expanded employee recognition program
(KStars and MStars) has been implemented; succession planning has begun; and a cultural competency professional
development pilot is underway. Category 4 improvements are detailed within item responses summarizing key process
elements, description, and their desired effect. All processes place emphasis upon each employee understanding the
college’s honored past, its mission, and its current priorities while challenging them to be engaged and innovative in their
daily work. In a time of massive change in higher education we believe it is critical for all employees to be “service-ready
and innovation-ready” in their daily work. In general, translating improved human resource practices into "correlative
effect metrics" on the college’s culture still remains an opportunity for improvement where external reviewer feedback
and best practice recommendations are sought especially in terms of employee engagement/satisfaction cultural
assessment methodologies and tools.
Overall, we believe that our processes in this area have vastly improved since the last Systems Portfolio Appraisal. We see
our current stage of process maturity as becoming more aligned. We have established written specifications for a new
Human Resources information software solution and assessed vendor capabilities but do not have the resources to proceed
at this time.
4P1 Identifying required credentials, skills, and values: Coordinated by the college’s Human Resources (HR)
Department, specific credentials, skills, and values required for all positions are identified through administrativefacilitated input sessions involving incumbent workers. Input sessions review each position through use of a standardized
template. Each position shares a common job goal: “To advance the college’s mission, vision, principles/values, and
strategic initiatives through continuous improvement decisions.” Each position description includes a summary of key
responsibilities and job requirements, essential duties/responsibilities, performance expectations (a bulleted list of more
cultural and Kirkwood specific job-related behavioral expectations), required and preferred licenses/certifications/
registrations, minimum education/experience qualifications, and description of physical activities involved. Criminal
background checks are now performed through a contracted service and are monitored by assigned HR personnel per a
recently revised college policy.
4P2 Assuring employees possess proper credentials: To ensure the college has the qualified faculty members and staff
to deliver and support high quality programs and services, selection teams carefully review all candidate credentials to
ensure alignment with job description specifications and selection criteria. At least three reference checks are required,
utilizing standardized questions. Reference check documentation is required and electronically archived. Behavioral,
value-based questioning techniques and action interview requirements (i.e. faculty teach a lesson, staff performing a jobrelated task, etc.) are also used. A revised personnel process has been implemented with quality oversight of all
credentials provided expanded number of HR staff. All personnel are evaluated regularly, have goal-action plans tied to
college priorities, and are expected to participate annually in at least 2 days (or 16 hours) of professional development.
VALUING PEOPLE [4]
Page 54 of 121
These processes are supported by software solutions designed by Kirkwood’s Information Technology Department.
(Accreditation Core Component 3C)
4P3 Recruiting and retaining employees: Employee recruitment efforts are aligned and strategic. Advertisement is
multi-faceted, broad-based, and aligned with position type and market segment (i.e. web posts with local recruitment
sources, professional associations, college affiliations, etc.). Efforts to recruit minorities are more targeted to special
publications, geographies, and associations. HR continually analyzes critical data to assess impact of college recruiting
and retention efforts. They also conduct exit interviews. While turnover at the college is low, two patterns for leaving the
institution have been identified. These patterns include lack of career progression and workload. Table 4P3 presents
turnover data.
Table 4P3: College Turnover Data
Year
2004-05 2005-06
26
57
Voluntary Quit
4
8
Involuntary Quit
0
1
Temporary-Lay Off
12
17
Retirement
0
1
Death
2006-07
34
9
1
17
0
2007-08
32
3
0
24
1
2008-09
26
5
1
10
1
2009-10
28
3
6
38
2
2010-11
28
6
21*
35
0
2011-12
25
7
2
35
1
2012-13
45
14
8
34
0
*Denotes outsourcing of childcare and food services
4P4 Orienting employees: Recent improvement efforts have focused upon the employee goal setting and performance
evaluation orientation process so new employees are more able to understand the organization’s history, mission,
principles/values, and future direction. Given the innovative nature of the college, its growth, new programs, technologies,
facilities, and increasing number of new employees, the college’s orientation process, as outlined in Table 4P4, is
becoming more aligned. Multiple formal and informal methods are being integrated into each element of this process
through participant reflections, feedback, and after action reviews so that each is more satisfying and relevant to their
needs. Online modules have been recently implemented organized around visible outcomes.
Owners/
Managers
Employee
Handbook and
Benefits
Human
Resources
Department
Mentor
Orientation
Kirkwood 101
and Program
Showcases
VALUING PEOPLE [4]
Human
Resources
Department
Human
Resources
Department
Participants
Full-time
employees
and the
benefits
manager
All mentors
Full-time
employees
How
Alignment is
Ensured
1-1 ½ hour
personalized,
small group
orientation to
ensure
employees
understand
key college
policies or
benefits
Mentors are
trained and
supported so
program
expectations
are consistent
for all
involved
Each full-time
employee is
paired with a
Page 55 of 121
Strengthens
Working
relationships
between
Human
Resources staff
in support of
new
employees.
Builds a 1-on-1
relationship
between new
and long-term
employee as a
“go-to resource” and
critical friends
Deepens
employee
understanding
Satisfaction
Orientation
Process
Elements
Productivity
Table 4P4: Processes of orienting employees to the college’s institution’s history, mission, and values
Data/Artifact
Employee
Handbook/Summary
Document of
Kirkwood’s benefits
package
Y
Mentor
“Introduction”
Documents
Y
Y
Y
Y
Kirkwood 101
Curriculum
Participants
How
Alignment is
Ensured
mentor for a
year. They
attend
monthly
lunches
together and
other college
events. There
is a separate
faculty
mentor
program.
Kirkwood
KCELT/Human Faculty and
This activity
Principles/Values Resources
Staff
grounds
Department
employees in
college
culture and
enduring
performance
expectations.
History, Mission, KCELT Staff
New faculty This course
Vision, and
and other
and other
Culture of
employees
modules are
Kirkwood and
who choose
offered
Community
to participate through
Colleges
KCELT.
Teaching and
Learning
Master Teacher
Program
Yr.1: ResearchInformed
Practitioners;
Yr. 2: Innovative
Designers;
Yr. 3: Reflective
Scholars
Departmental
Procedures and
Practices
VALUING PEOPLE [4]
KCELT
Faculty
Development
Specialist and
10 faculty
Professional
Development
Fellows
New Faculty
KCELT
Faculty
Development
Specialist/
Professional
Development
Fellows
New
Probationary
Faculty
Deans
Program
Directors/All
employees
(full-time,
KCELT
organizes a 2day
orientation
and 3-day
new teacher
workshop
with mentor
luncheon.
A 3 year
competencybased
program tied
to Quality
Faculty Plan
Each
department
coordinates
their
Page 56 of 121
Strengthens
Satisfaction
Owners/
Managers
Productivity
Orientation
Process
Elements
Data/Artifact
of Kirkwood as
comprehensive
community
college.
Enduring
human
relationship
expectations
sustain the
college’s
strong culture.
Employee
understanding
of the college’s
core beliefs
and its past,
present, and
future
priorities.
Collegiality
and shared
practices
among new
faculty.
Faculty
collaboration
and use of
researchinformed
instructional
practices.
Allows for the
communication
of shared
practices
Video, Discussion
Guide, and Group
Activity
Y
Y
New Employee
Orientation Folder
or Checklist/New
Employee Hiring
Checklist
Y
Mentor lunch
schedule and survey
Y
Y
Program curriculum,
faculty Professional
Growth ePortfolio;
participant feedback
Y
Y
Y
New employee
survey
Participants
part-time
and adjunct
faculty)
How
Alignment is
Ensured
orientation to
fit their
priorities and
culture.
Strengthens
Satisfaction
Owners/
Managers
Productivity
Orientation
Process
Elements
Data/Artifact
within a
department
while fostering
positive
relationships
with coworkers.
4P5 Planning for personnel changes: Through careful study of employee demographic data, staffing ratios, budget
projections, and new/revised program plans, the President’s Cabinet considers recommended personnel changes from
functional area input. Via the college’s LSA and its Operational Excellence initiative, a workforce planning process is
now active and charged to “Develop and implement a recruitment, talent development, and succession model to
proactively manage the college’s human capital that is strategically aligned with and supportive of college initiatives.”
4P6 Designing organizational processes: Over the past three years the college has been redesigning other work
processes and activities so they more directly contribute to both organizational productivity and employee satisfaction. As
shown in Table 4P6 employee committees are now involved in improving all aspects of the processes described.
The Human Resources department systematically improves its processes through explicit attention on how its decisions
affect employees. All deans and six departments have read and are using Strengthsfinder 2.0 to focus department
improvements through employees' greatest strengths rather than focusing on weaknesses. In addition, several departments
have utilized the Colors I and/or Colors II personality profiling system to better understand how temperament affects
peoples’ work and private lives. These improvements directly align with the college’s principles and values, explicit
attention to a positive work culture, and emphasis upon seeking and sharing practices that work in the interests of students
and stakeholders.
Table 4P6 lists activities and/or processes Kirkwood continues to strengthen and better align with the college’s direction
and stated employee feedback, data, and desired support for increased employee satisfaction and productivity. Department
staff and quality improvement teams strengthen Kirkwood’s work processes through the use of multiple formal/informal
evaluation methods, such as surveys, artifact analysis, after action reviews, and focus groups. A common employee
satisfaction survey instrument across departmental units has been replaced with this methodology as it yields more
actionable feedback.
Daily
announcements
Mick’s Memo
VALUING PEOPLE [4]
Who Is Involved
How Alignment Is Ensured
Strengths
All employees
An e-mail Tempo
announcement is sent out daily
with updates, announcements,
and information.
As a communication tool all
are current on Kirkwood
activities. Employees
individually submit items to
Public Information Director.
This communication tool
addresses current topics.
Such as new policies,
procedures, economic issues,
budgeting, etc. An
opportunity for an employee
All employees
An e-mail memo sent out from
the President. Emphasis is
placed on the LSA and topics
of identified faculty and staff
interest
Page 57 of 121
Satisfaction
Activity or
Process
Productivity
Table 4P6: Selected Organizational Activities and/or Processes
Y
Y
Y
Standing
Committees
Kirkwood
Information
Network (KIN)
Portal
Learner Success
Agenda: Town
Hall Meetings
Board Meetings
and Presentations
Surveys
Anniversary
Recognition
Anniversary Gifts
Employee
Recognition
Ceremony
Kirkwood
Difference
Employees who
choose to be
involved on a
committee
All employees
All employees
Board
Members/Admin,
interested
community
members
All employees
who choose to
participate
All full-time
employees
All full-time
employees
Employees with
5, 10, 15, 20, 25,
30 or more years
of service
Any employee
who is nominated
Holiday
Reception
All employees
Staff
Development
Days
All employees
VALUING PEOPLE [4]
How Alignment Is Ensured
Standing committee guidelines
have been established.
Each employee and department
has his or her own specific
information on the portal.
Strengths
to also ask questions or reply
back.
Allows for collaboration
between employee groups.
Committees are comprised
of cross-functional members.
Communication and
collaboration among teams
and committees.
Every 4-8 weeks employees
are invited to LSA update, Q &
A, and input sessions
Collaboration among all
employee groups working
towards the mission, vision
and college priorities.
As a group, the Board of
Trustees' knowledge of
Trustees is charged with setting college programs, services,
policy for the college and
and initiatives is
ensuring the effectiveness of
strengthened through
the institution by monitoring
monthly presentations from
and evaluating strategic
two specific areas.
initiatives and financial
direction of the college.
Surveys sent out to measure
Continual improvement and
employee satisfaction with a
adjustments and employee
specific area, topic, or event.
ownership.
Anniversary cards and rewards Relationships with
are sent to employees on the
employees on their special
date of their initial
day.
employment.
Employees are recognized and Recognition for their
provided with a gift card.
dedication and service to the
college.
Employees are recognized in a Recognition for their
ceremony for their years of
dedication to the college
service to the college.
Letters are sent to Kirkwood
grads to write about someone
at Kirkwood who made a
difference in their life. Letters
are collected and reviewed by
and Employee Recognition
Committee.
Events Committee plans and
organizes.
Staff Development committee
offers courses that focus on the
mind, body and spirit.
Page 58 of 121
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Recognition by peers,
supervisor, nominator and
president at the Employee
Recognition Ceremony
Employees are able to bring
their children and are
encouraged to socialize with
co-workers
Allows for lifelong learning
and professional
development
Satisfaction
Who Is Involved
Productivity
Activity or
Process
Y
Y
Y
Y
How Alignment Is Ensured
Strengths
KCELT
opportunities
All employees
Allows for lifelong learning
and professional
development
Adjunct Garden
Party
Adjunct Faculty
Staff creates and coordinates
professional development
activities aligned with college
priorities.
Organized and coordinated by
the HR office. Adjunct faculty
is invited to a dinner at the
campus house with the
President.
Events committee organizes
this family friendly event in
September. Various activities
planned and dinner is served.
HR organizes and coordinates
this lunch to recognize
employees who are retiring and
inviting past retirees too.
President’s office, marketing,
and HR coordinate and
organize this event each year
before the beginning of fall
semester
College activities focused on
diversity, cultural competence,
and community service.
A wide range of offerings
available to all staff and faculty
at KCELT
Pig Out
Family Picnic
All employees
Pioneer Lunch
New retirees and
past retirees
August Kick-Off
All employees
Martin Luther
King Jr. Day
All employees
Learning Institute
All Faculty
President’s,
Distinguished
Service and
Innovator of the
Year Awards
Employees are
nominated and
selected.
The Employee Recognition
Committee requests
nominations and letters of
support. The Cabinet and the
Employee Recognition
Committee review
nominations.
Satisfaction
Who Is Involved
Productivity
Activity or
Process
Y
Y
Adjuncts are recognized for
their years of service.
Y
Employees are able to bring
their family and are
encouraged to socialize with
co-workers.
Engages retired employees
on what is going on college
progress.
Y
Y
Recognize faculty/student
achievements with
President’s speech to the
college to kick off the new
academic year
Acceptance and embracing
of diversity.
Lifelong learning and
emphasis upon continual
professional growth related
to job
Recognition by peers,
supervisor, nominator and
President at the Employee
Recognition Ceremony
Y
Y
Y
Y
Y
4P7 Ensuring employee ethical practices: The ethical practices of all employees are a fundamental governing principle
and priority of the college. The college operates with integrity in its financial, academic, personnel, and auxiliary
functions. Internal and external audit information and processes are transparent and operate with full knowledge of Board
of Trustees, college administration, personnel, and the public. All Board members and employees are informed and have
electronic access to college policies. Compliance related to conflict of interest, undue influence, a whistleblower policy,
and other legal requirements have been developed. In FY12-14 administrative training explicitly emphasizing ethics and
other legal issues has been conducted due to importance, rather than in response to an isolated issue or pattern of noncompliance. In addition, effective oversight to ensure the academic integrity of research and scholarly investigation
includes an active Institutional Review Board, a year-long “Reflective Scholar” experience, and support for Endowed
Faculty Chair projects. College documentation and policies are grounded in federal policy on “Research Misconduct”,
defined as fabrication, falsification, or plagiarism in proposing, performing, or reviewing research, or in reporting research
results. All include guidance in the ethical and professional use of information resources. Ethical practices are a standard
topic in the onboarding of faculty and staff positions. (Accreditation Core Components 2A, 2E)
VALUING PEOPLE [4]
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4P8 Aligning employee training needs: The college determines training needs with an explicit focus upon both shortand long-range organizational plans (see Table 4P8). The establishment of the Kirkwood Center for Excellence in
Learning and Teaching (KCELT) and its growing array of services is an improvement to more effectively support
employee learning in concert with the college’s direction. Per employee feedback, instructional and non-instructional
programs and services are strengthened through Kirkwood’s emphasis upon faculty and staff learning. Data indicate
significant increases (see below) in employee participation in learning opportunities, applications for Endowed Faculty
Chair, tuition reimbursement, conference attendance, and project/process improvements. Observational data reveals
clearer understanding of the college’s direction, comprehensive programming, and new initiatives. Training data collected
in the areas of Science, Technology, Engineering, and Math (STEM), Career Academies, grant design, and Kirkwood’s
Workplace Learning Connection (WLC) illustrate how the college is expanding its training model to also meet the needs
K-12 school partners.
Multiple formal and informal methods are used to identify Kirkwood employee learning needs. Formal methods include
the use of advisory committees, focus groups, partner surveys, examination of institutional and department goal setting
data as well as participant feedback on KCELT learning experiences. Less formal methods include after action reviews,
project/process improvement team training-related recommendations, and student/participant feedback and evaluation
data. Table 4P8 identifies key process elements associated with how training and learning needs are identified.
Table 4P8: Needs Assessment Process
Needs Assessment
Who Is Involved
Action Process
Elements
Learner Success
All employees, work
Agenda
teams, and special ad
hoc committees
Quality Faculty Plan
(QFP) Competencies
QFP Committee,
Deans and faculty
Department
Improvement Plan
All employees in
individual department
Staff (Non-Faculty)
Evaluation and Goal
Setting
All staff employees
College
Technological
Advancements
Project design teams,
all employees
VALUING PEOPLE [4]
How Alignment is
Ensured
Strengthens
Data/Artifact
Employee input and
tactic team meetings;
quarterly
conversations,
continual attention to
credit/non-credit
commonalities; web
communications
Understanding
employee talents,
needs, and interests as
well as their
knowledge of the
college’s direction;
use of employee ideas
and insights to
improve Kirkwood.
Shared faculty
dialogues about
instructional practices
and professional
learning needs.
Identification of
professional
development needs
aligned with
department goals
Learner Success
Agenda website
Identification of
individual learning
needs through
ongoing and annual
reflective
conversations about
goals
Design of
competency-based
modules, materials,
and training events
HR database
Individual, team,
department, and
institutional goal
setting; KCELT
programming
Data analysis,
discussion, annual
SMART goal setting,
etc. tie department
efforts to College
Action Statement and
strategic priorities
Annual evaluations,
quarterly progress
conversations, and
goals are tied to
college strategic &
department
improvement plan
Project team leaders,
sand box learning
trials, software/tool
selection teams
Page 60 of 121
Quality Faculty Plan
KQIP database and
archive
Technology Services
Project Process
Emerging Higher
Education issues
Administrative team,
planning committees
Special meetings,
communications, and
training opportunities
are organized as needs
arise.
Kirkwood Quality
Improvement
Program (KQIP) and
AQIP Action Project:
Employee Learning
KCELT staff,
administrators, key
department leaders,
accreditation team
KCELT staff designs
programs with a
continual feedback
loop to improve
services
Employees’ ability to
proactively respond to
external changes and
merging issues related
to future employee
learning needs.
KCELT’s capacity to
adjust its
programming – its
learning offerings,
learning experience
designs, marketing,
delivery, and
recruitment of
faculty/staff learning
facilitators.
KCELT End of Year
Data; 5 year trends
4P9 Training and developing effective employee contributions: Kirkwood’s greatest resources are the unique and
diverse talents/strengths of its employees. Through an emerging strengths-based philosophy, the college’s
mission/vision/principles/values are continually reinforced and are becoming more systematically designed and integrated
into each dimension of the college’s career development processes. Consistent with its enduring emphasis upon lifelong
learning all Kirkwood employees engage in a broad spectrum of learning opportunities throughout their Kirkwood career.
The college continues to refine and develop its training and learning opportunities around elements of its HR, Continuing
Education, and Institutional Effectiveness departments to align them with the direction of the college and its
responsiveness to community needs. Table 4P9 identifies the Kirkwood’s HR process cycle, how training needs are
determined, delivered, and reinforced.
Induction
Orientation
Table 4P9: Career Development Process
Career Development Action
Faculty
Process Elements
Deans discussions,
How are needs
participant feedback
determined?
Face-to-Face in KCELT
How is it delivered?
Staff
Administrators
Committee discussion,
exit interview data
Face-to-face in Human
Resources
1 ½ -hour benefits
meeting with HR Benefits
Manager
New staff are prepared
with the necessary
resources to start the job
Exit interview data
Face-to-face in Human
Resources
1 ½ -hour benefits meeting
with HR Benefits Manager
Event
2-day Orientation
What are its desired
results?
New faculty members are
prepared with the
necessary resources to
start the job
How are needs
determined?
How is it delivered?
Department meetings
Department meetings
Face-to-face with
colleagues
3-day KCELT New
Teacher Workshop,
department meeting
New faculty members
feel excited and positive
that they made the right
choice to join Kirkwood
Face-to-face with
colleagues and supervisor
Department meeting,
assigned mentor
Leadership retreats,
colleague discussions
Face-to-face with
colleagues and supervisor
Department meeting,
assigned mentor
New staff members feel
excited and positive that
they made the right
choice to join Kirkwood
New administrators feel
excited and positive that
they made the right choice
to join Kirkwood
Event
What are its desired
results?
VALUING PEOPLE [4]
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New administrators are
prepared with the necessary
resources to start the job
Mentoring
How are needs
determined?
How is it delivered?
Event
What are its desired
results?
How are needs
determined?
Learning
How is it delivered?
Event
What are its desired
results?
How are needs
determined?
Evaluation
How is it delivered?
Event
Advancement
What are its desired
results?
How are needs
determined?
How is it delivered?
VALUING PEOPLE [4]
Deans discussions,
participant feedback
Face-to-face, social
learning events
1-year program through
KCELT; meets monthly
Human Resources
Human Resources
Face-to-face, social
learning events
Monthly luncheon
meetings
Increase understanding of
Kirkwood’s collaborative
professional learning
culture
Quality Faculty Plan,
college priorities, faculty
feedback, department
improvement plans,
technological
advancements
Face-to-face, on-line,
social learning
KCELT offerings,
Endowed Faculty Chair,
MLK Jr. Day, tuition
incentives
Increase understanding of
Kirkwood’s collaborative
professional learning
culture
Employee evaluations,
college priorities,
department improvement
plans, technological
advancements
Face-to-face, social
learning events
Mentor assigned within 30
days of employment;
regular meeting schedule
Increase understanding of
Kirkwood’s collaborative
professional learning
culture
360 feedback, college
priorities, department
improvement plans,
technological
advancements
Faculty members
embrace and are
committed to lifelong
learning through shared
growth as professionals
Faculty discussions, KFA
recommendations,
department discussions
Face-to-face peer/
supervisor discussions,
Class Climate data
Probationary portfolio,
deans in-class visit,
peers, Class Climate data
are used with
probationary faculty
Employees understand
performance
expectations; will receive
feedback, praise, and
guidance related to their
work and continual
growth
Self-determined, peer and
supervisor
encouragement
Collaborative
discussions, establish
self-improvement process
Face-to-face, on-line,
social learning
KCELT offerings, MLK
Jr. Day, staff
development days,
attendance at
conferences, tuition
incentives
Staff embrace and are
committed to lifelong
learning by learning,
through shared growth as
professionals
Staff committee, KSA
recommendations
Face-to-face, on-line, social
learning
6 half day leadership
retreats, KCELT offerings,
MLK Jr. Day, tuition
incentives, conference and
association membership
Face-to-face supervisor
discussions, evaluation
form
Quarterly progress
conversations and annual
evaluation
Face-to-face
peer/supervisor discussions
Employees understand
performance
expectations; will receive
feedback, praise, and
guidance related to their
work and continual
growth
Self-determined, peer and
supervisor
encouragement
Collaborative
discussions, identify
strength-based goals,
establish selfimprovement process,
Employees understand
performance expectations;
will receive feedback,
praise, and guidance related
to their work and continual
growth
Page 62 of 121
Administrators embrace
and are committed to
lifelong learning through
shared growth as
professionals.
Administrators discussions,
360 feedback data
Quarterly progress
conversations and 360
individualized feedback and
coaching process
Self-determined, peer and
supervisor encouragement
Collaborative discussions,
identify strength-based
goals, establish selfimprovement process
Event
What are its desired
results?
How are needs
determined?
How is it delivered?
Transition
Event
What are its desired
results?
Tuition reimbursement
incentives; professional
development dollars;
involvement with
community and
professional association
service
Advanced degrees,
certificates, and
networking result in
increased contributions to
college priorities.
Enrollment data,
employee evaluation
Collaborative
discussions, face-to-face
meetings
Transition and exit
interviews; retirees serve
as part-time workers,
volunteers and lifelong
advisors
Employee transition from
current Kirkwood
employment assignment
to new status with
dignity, respect and
appreciation
Leadership workshop
offerings; tuition
reimbursement
incentives; professional
development dollars
Advanced degrees,
certificates, and
networking result in
increased contributions to
college priorities.
Data analysis, employee
evaluations
Collaborative
discussions, face-to-face
meetings
Transition and exit
interviews; retirees serve
as part-time workers,
volunteers and lifelong
advisors
Employee transition from
current Kirkwood
employment assignment
to new status with
dignity, respect and
appreciation
Tuition reimbursement
incentives; professional
development dollars;
involvement with
community and
professional association
service.
Advanced degrees,
certificates, and networking
result in increased
contributions to college
priorities.
Data analysis, employee
evaluations
Collaborative discussions,
face-to-face meetings
Transition and exit
interviews; retirees serve as
part-time workers,
volunteers and lifelong
advisors
Employee transition from
current Kirkwood
employment assignment to
new status with dignity,
respect and appreciation
4P10 Designing and using personnel evaluation system: The college has designed its personnel evaluation system to
improve employee performance, inform annual employee goal setting and learning priorities, and to determine continued
employment. All instructors and employees are evaluated regularly in accordance with written, established institutional
policies/procedures and the Code of Iowa. Administrators, faculty, and staff construct annual goals through the personnel
evaluation system’s expectations. Training sessions for non-instructional staff are provided by HR to ensure alignment
with job performance objectives, competencies, and college strategic initiatives. Faculty formulates a professional growth
plan in mutual agreement with their dean. Table 4P10 illustrates how this alignment is ensured with electronic records
documenting compliance with these requirements.
Table 4P10: Personnel Evaluation System
Activity or Process
Who Is Involved
Performance Review Form
All Employees
Administrator Quarterly
Conversations
Professional Preparation Plan
(PPP)
Administrators
All new faculty members on the
3-year probationary period.
Monthly new staff
evaluations
Monthly sessions over the first
6 months for new employee or
a similar process for 3 months
for employees transferring to a
new college position.
(Accreditation Core Component 3C)
VALUING PEOPLE [4]
Page 63 of 121
How is Alignment Ensured
All non-faculty employees participate in a yearly
review. The performance review is set up to rate the
employee on specific areas such as technical skills or
goal setting.
Dialogues focus upon goal status, progress evidence,
improvement opportunities, collaboration, challenges.
Per its bylaws the Quality Faculty Plan (QFP)
Committee has plan oversight of the QFP and
approves the PPP of probationary faculty, librarians,
and counselors.
The supervisor will meet with the employee monthly
to discuss the employee’s job performance.
4P11 Designing and aligning institution-wide employee recognition: Led by HR, a non-instructional staff
compensation study was completed in the spring of 2013. Its objectives are to ensure that the current structure is
externally competitive and internally consistent. Position compensation bands per marketplace data (i.e. higher education
institutions, business/industry, other comparable community colleges) have been completed. A benefits package analysis
has been completed. Given local employment trends and incumbent staff demographics, the college is striving to ensure
its staff are fairly compensated and rewarded. Employee recognition program processes are illustrated in Table 4P6.
4P12 Determining and analyzing employee motivational issues: Aligned with the college’s principles and values, key
motivational issues are proactively and systematically managed through pre-identified communication channels and
promotion of open meeting/door practices. Since 2006 every 18-24 months the college engages in employee dialogues
related to the college’s strategic plan seeking faculty and staff perspectives related to the college’s progress.
The college’s President and Associate Vice President of Academic Affairs meet on a scheduled basis with the Kirkwood
Faculty Association’s (KFA) President and President-Elect. Their shared goal is to seek and sustain collaborative
solutions to college-related issues. The Kirkwood Staff Association’s (KSA) Meet and Confer Committee meets on a
monthly basis with HR personnel and identifies topics and approaches of mutual interest. College committees (see
Category 5: Leading and Communicating) also serve as critical channels for determining key issues.
Input on key policy topics and procedural changes impacting cross-functional personnel are sought through the
President’s Office and Mick’s Memo. Prior input resulted in early warning student advisement, future college
partnerships, and use of the college communications portal, college office hours, additional teaching compensation, and
use of tobacco. Faculty and staff feedback on these topics is systematically collected, analyzed, and discussed by topicrelated owners and managers. Potential courses of action are examined and managed through identified decision-making
channels appropriate to the issue.
A comprehensive approach to college policy development and revision is underway. Its progress will be sustained through
a policy software application. It involves faculty, staff, and administrators in a collaborative process to establish greater
clarity, understanding, and easy access to all college policies, procedures, and handbooks. Access to this information is
available on each employee’s Kirkwood Information Network (KIN).
4P13 Providing and evaluating employee satisfaction, safety, and well-being: Employee satisfaction, health, safety,
and well-being starts with the Communication Council that meets regularly with the President. This Council represents
KFA and KSA. It proactively addresses facility-related topics (i.e. crosswalks, signage, etc.), improved communications,
and general employee morale. The college’s Safety Committee meets monthly and manages security operations, pandemic
planning, emergency planning, Alert Systems, and related training needs. The college has a Threat Assessment Team that
responds and assesses each situation as it arises. A campus-wide alert system is in place and relies upon multiple
communication channels, including mobile devices. Both groups proactively assess their effectiveness to ensure their
efforts are relevant, efficient, and effective.
4R1 Measures of valuing people: The college is systematic in its efforts to align its human resource process
improvements, largely through seeking employee feedback and input on the college’s direction on a regular basis. The
college uses measures illustrated in Table 4R1 for analyzing its progress in this category.
Table 4R1: Valuing People Measures
Measure
Rationale
Employee Surveys
Employee Activity Report
To seek employee expertise, insights, and ideas before/after important events.
To monitor voluntary quit, involuntary quit, lay-off, retirement, leaves of absences,
promotions, reassignments, etc. over time.
To compare college turnover rates with other community colleges.
To monitor application, advertising, and average applications/per opening over time.
To identify content/topics for faculty/staff learning days (NOTE: All employees are
required to engage in the equivalent of 16 hours per year in collaborative learning.)
To track employee satisfaction related to the relevance and value of this requirement.
To monitor use of college-supported employee tuition benefits, Continuing Education
course fees, computer buy program, Endowed Faculty Chair applicants, etc.
Turnover Rate Data
Recruitment/Application Trends
Collaborative Learning Day
Surveys/Feedback
Staff Development Expenditures
VALUING PEOPLE [4]
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Measure
Rationale
KCELT
To assess the impact of professional development and training upon faculty and staff
position-related use and sharing of best practices via a self-growth portfolio, selfgrowth presentations, and posts to KCELT interactive website.
To assess department progress and satisfaction with goal setting process and their own
progress.
Annual SMART Goal
Achievement Data
4R2 Performance results: Table 4R2 illustrates the college’s progress and results since 2010 in the area of Valuing
People and their status within the LSA.
Table 4R2.1: Valuing People Key Performance Indicators
2010 KFI
Result
2010 KPI: 4.1 Employee Learning
Increase employee participation and engagement with on-campus job-related learning
opportunities per FY07 baseline.
Increase Learner Facilitator Rating of Continuing Education/Training staff from 4.3 to 4.5
2010 KPI: 4.1 Employee Recruitment and Retention
Establish a competency-based staff career development process model.
2010 KPI: 4.3 Leadership and Teamwork
Increase number/impact of documented/archived process improvements made per
department and cross-functional team per year.
2010 KPI: 4.4 Diversity
Increase minority faculty and service staff recruitment efforts and retention rate
2010 KPI: 4.5 Institutional Measures
Increase significantly AQIP measuring effectiveness criterion from 2.75 mean score.
2010 KPI: 4.6 Communication Tools
Increase significantly AQIP leading and communicating criterion from a 3.01 mean score
through individual employee engagement with Web portals and departmental process
improvements.
2010 KPI: 4.7 Alumni Development
Increase alumni membership by 5 percent through new process model.
2013 LSA
Status
Met
Expanding
Met
Continued
Not Met
Revising
Met
Continuing
Not Met
Expanding
Met
Discontinued
Met
Discontinued
Met
Discontinued
4R3 Evidence indicators of the productivity and effectiveness: The college’s 2007-2010 Strategic Action Framework
expanded the institution’s emphasis upon employee learning. The 2011-2016 Learner Success Agenda approved by the
Board of Trustees in June 2011 builds upon this successful foundation even further through two major objectives: (1)
Implement team-based professional development within all departments for faculty (full-time and adjunct); (2) Implement
a professional development model focused upon research-based practices and innovative instructional designs to improve
learner success. Both are currently underway with a data collection plan in place.
4R4 Comparing results with other institutions: The college uses data from the National Community College
Benchmarking Project (NCCBP) to compare its performance in the area of grievances, harassment, retirements, and
turnover. Since this national project requires anonymity with its data, performance results are not included.
4I1 Recent improvements: Table 4I1 below depicts a selected inventory of recent improvements in this category.
VALUING PEOPLE [4]
Page 65 of 121
Job Descriptions
Chief Financial
Officer
Executive
Director of
Human
Resources
Executive
Director of
Human
Resources
Clarity precedes
individual and
organizational
improvements
Internal and external
comparability is
essential to employee
recruitment and
retention
Executive
Director of
Human
Resources
Annual goals
coupled with
quarterly dialogues
cultivates
accountability and
ownership for results
Employee-managed
recognition processes
enrich a work culture
while advancing a
clear institutional
direction
Compensation and
Benefits Study
Chief Financial
Officer
Employee
Performance
Review and Goal
Setting System
Chief Financial
Officer
K-Stars/M-Stars
Recognition
Programs
Executive
Director of
Human
Resources
Comp and
Benefits
Manager
President
Cabinet
Succession
Planning
Equity Review
Executive
Director of
Human
Resources
Associate VP
Institutional
Effectiveness
Learning &
Development
Manager
KCELT Inst.
Designer
Human Resources
Department
Reorganization
Chief Finance
Officer
Executive
Director of
Human
Resources
KCELT
Associate VP
Institutional
Effectiveness
Cultural
Competence
Learning Series
KCELT
VALUING PEOPLE [4]
Associate VP
Institutional
Effectiveness
Faculty
Dev
Specialist
KCELT
Staff
Senior level admin
succession planning
is important to
sustain the direction
of a successful org.
Ongoing analysis of
equity practices
strengths college
effectiveness
Accepting,
understanding, and
responding to others’
differences is critical
to college mission
Expanding scope of
HR services requires
staff with new
responsibilities and
qualifications
Faculty members
thrive in a selfgrowth process
model organized
around competencies
and collaborative
investigations
Including faculty
examples increases
relevance
Page 66 of 121
Recent
Improvement
(FY2011-13)
90% of descriptions
revised to align with
college direction;
accessible in KIN
FY14 adjustments
were made for all
job categories and
classes based upon
18 month process,
including employee
formal input
Electronic system is
operational in all
areas; 100% annual
goal setting aligns
with LSA
72 individuals were
recognized for
demonstrating
outstanding
behaviors or
produce exceptional
results while
supporting the LSA
Board and Cabinet
retreats resulted in a
common philosophy
and direction;
planning to continue
Documented process
met Iowa Dept of
Ed standards.
6 module blended
learning pilot,
Culturally Responsive Classroom, is
underway.
HR strategic plan
formulated; added
2.0 FTE; appointed
Training/Learning
Manager
Expanded full-time
New Faculty to 3year program
emphasizing shared
learning practices
via KCELT website
Designed 5 blended
professional
learning experiences
Quality
Development
Stage Code
Planning Insights
AQIP Type
Manager
S
L
T
4
I
3
S
L
T
4
I
3
S
ST
4
I
2
S
L
T
4
I
3
S
L
T
4
I
2
S
ST
4
I
3
S
ST
4
I
2
O
ST
4
I
2
O
ST
4
I
4
O
ST
4
I
4
Time Frame
Owner
Planning Level
Name of Process
AQIP Category
Table 4I1: Recent Improvements
Recent
Improvement
(FY2011-13)
Planning Level
Human Resources
Plan
Chief Finance
Officer
Executive
Director of
Human
Resources
More explicit “onboarding” career
development
processes
Aligned HR
processes around
college principles/
values
S
L
R
Quality
Development
Stage Code
Planning Insights
AQIP Type
Manager
AQIP Category
Owner
Time Frame
Name of Process
4
I
3
Planning Level: S = Strategic, O = Operational
Time Frame (Strategic): LR = Long Range, ST = Short Term
AQIP Category: Nine Academic Quality Improvement Program Categories
AQIP Type: I = Improvement, P = Processes, R = Results
Quality Development Stage Code: 1 = Reacting, 2 = Systematic, 3 = Aligned, 4 = Integrated
4I2 Selecting processes for improving performance: The college’s strategic planning process is clearly helping
decision-making groups select processes for improvement as it includes examination of program/service trend data,
student feedback, faculty and staff input. Input is systematically gathered through LSA tactic team reports, surveys,
quarterly face-to-face dialogues, and 5-6 town hall meetings per year. This input coupled with department progress on
annual goals informs the identification of performance improvement targets for employee learning priorities and each of
the HR processes highlighted in this category.
The President’s Cabinet coordinates selecting process improvements based upon the aforementioned input. Assignment of
resources, project integration, and project scope are managed through a priority rating processes. Progress is formally
assessed on a quarterly basis. The college’s accreditation has crafted and implemented an Action Project management and
retirement process that integrates with the Cabinet’s approach.
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5. Leading and Communicating – Introduction
The strategic integration of the college’s mission, vision, principles/values, and 2011-2016 Learner Success Agenda
(LSA) initiatives/tactics is becoming more aligned across department leaders. Each is continually reviewed to guide,
inform, and align the college’s decision-making, collaborative planning, and measuring effectiveness processes. There are
eight distinct yet interactive levels of decision makers at Kirkwood, each with defined and coordinated areas of
responsibility--Board of Trustees, President’s Cabinet, Leadership Team, LSA Tactic Teams, department/service units,
Program Advisory Committees, standing committees, and work teams, as depicted in Table 5P2. Each relies upon a
variety of information sources to support them in making both strategic and operational decisions. As this portfolio
illustrates, efforts to more effectively organize and use data and measures to inform and support college planning and
decision-making are becoming more aligned.
The college utilizes both internal and external communication systems to ensure employees and community stakeholders
are informed across the seven-county service area. Traditional communication venues, standing committees, employee
groups, and regularly scheduled on and off-campus events are converging with new technologies to provide easier and
quicker access to announcements and emerging news as well as to newsletter archives. The Kirkwood Information
Network (KIN) has become a convenient single point of access to college newsletters, web links, forms, and policies.
More importantly, it serves as a shared collaboration and decision-making space for departments and committees to
conceptualize and exchange communication documents of mutual interest.
Category 5 responses illustrate how Kirkwood’s administrators, faculty members, and staff embrace the college’s mission
and are systematically striving to engage more personnel in strategic planning and operational improvement. Since his
appointment in 2005, the college’s President, Cabinet, and faculty and staff leaders have been cultivating a philosophy of
continuous process improvement through the introduction of the Kirkwood Quality Improvement Process (KQIP) and
employee involvement with strategic planning. Evidence of progress is summarized throughout this portfolio. A table in
Category 8 also amplifies evidence of our progress to date from a planning for continuous improvement perspective.
Questions selected for a response in this and other categories are framed around three essential questions:
1. Which leadership and communication actions will best involve and engage employees in advancing Kirkwood’s
Learner Success Agenda as “the Community’s College"?
2. How can planners/decision makers better communicate and use data to achieve progress on each initiative/tactic?
3. What barriers must be removed to sustain the college’s past success in the future?
The 2007-2010 Kirkwood Futures Initiative (KFI) focused upon opening up valuable cross-functional employee
communications in alignment with the college’s principles and values. As a result, documented improvement in 200+
processes were made and assessed through the AQIP process maturity scales as communicated in the 2011 Systems
Portfolio. The college deepened its understanding of large-scale improvements while processing appraiser feedback.
Based upon internal/external feedback, observations, and frank, substantive dialogue about KFI accomplishments and
shortcomings, we now more fully understand what works (or does not work) in terms of leading large-scale improvement
initiatives. We have learned:
1. Future initiatives and projects must be more externally focused upon those we serve (identifiable market
segments), a market analysis of competitors, higher education trends, and better resource forecasting/allocation.
2. Stronger and more visible ownership by Cabinet members, deans, and faculty leadership is needed with
professional development support related to project management and change leadership.
3. A few clear, compelling goals and a well-understood business case must drive the scope of a project with
established milestones.
4. Access to and use of internal and external data must inform each improvement project.
5. A well-designed and executed communications plan with ongoing evidence of progress is critical.
6. How well AQIP’s design fits our mission, vision, and aligns with our LSA priorities.
A Cabinet member owns each LSA initiative with tactics managed by faculty members and staff. Quarterly progress
reports are posted on the college website. Regular town hall meetings are held related to tactics seeking employee input.
Tactic leaders regularly report progress and make final recommendations at regular Cabinet meetings. Every employee
and department sets annual goals tied to LSA initiatives. At every level, Kirkwood is focused on increasing learner
success.
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As of May 2013 the status of each tactic may be found at this link: www.kirkwood.edu/lsa/LSA_Tactic_Update.pdf.
Through employee input, tactic team recommendations, and Cabinet analysis, AY2014 LSA initiatives have been
narrowed in scope. Going forward, three new tactics have been adopted, tactic team members selected, and support plan
adopted.
1. At-Risk Student Support and Completion: An enhanced student success model will be done in partnership
with United Way of East Central Iowa expanding the Kirkwood Pathways for Adult Career Education and
Employment (KPACE).
2. Developmental Programs: In partnership with American College Testing (ACT), align developmental course
curriculum with placement data and expanded learner profile.
3. Regional Centers: Refine the long-term business plan to ensure program relevance and return on investment.
While much work and many challenges remain, we believe that our processes are more firmly embedded into the college
culture than were present in 2007-2010. Improved use of data, program evaluation evidence, innovative curriculum
design, and adaptability to new instructional technology are at the forefront of current discussion. Movement toward more
competency-based learning pathways and mobile learning initiatives is now becoming more evident to us. We would
value appraiser feedback related on these topics where appropriate.
5P1 Defining and reviewing mission and values: Consistent with the philosophy held by the college and in accordance
with the charge given it by the State of Iowa as an institution of higher education and in concert with other agencies:
Kirkwood’s mission is to identify community needs; provide accessible, quality education and training; and promote
opportunities for lifelong learning.
This mission is clearly articulated and broadly understood to ensure it guides college operations. To accomplish this
mission we are committed to creating an environment in which we constantly strive for improvement and boldly innovate
to achieve our vision, “To invent, develop, and deliver learning solutions for the 21st century,” through principles of
mutual respect and integrity.
The official mission statement of the college, only slightly modified since the 1989 North Central Accreditation (NCA)
self-study, remains as written after formal annual reviews. Initiated by the President’s Cabinet, the most recent formal
review of the college’s mission, vision, and principles/values was conducted in July 2010 by a cross-functional team as
part of the strategic planning process. Employees own it and see it as a directional commitment that matters to their daily
work. Therefore, revisions to the mission via the college’s planning process are strongly opposed.
As previously mentioned, the college’s mission and vision are pervasive drivers of Kirkwood’s LSA. Together they are
clearly “community-centric” and deeply integrated into our culture. Responsiveness to changing needs of traditional/nontraditional learners, 24/7 access to global learning/edutainment venues, a changing Midwest economy, decreasing state
funds, and through a devastating $4 billion Cedar Rapids natural disaster, our mission and vision concretely reside in the
heads, hearts, and hands of all personnel as they see Kirkwood as “the Community’s College”. Real responses to these
and other challenges cultivate and strengthen our sense of mission. Our mission is certainly not a slogan or a casual topic
for a strategic planning event or committee. The mission is alive, vibrant, and lived through firsthand experience, datainformed planning, inclusive principle-centered decision making, and a legacy of dedicated employees who remain “on a
student learning and community impact mission” rather than just “having a mission statement” as a wall placard or a
slogan on a business card. It is visually communicated within academic/support service offices, vehicles, KIN, college
publications, banners, business cards, and most of all, within the tactic and project team planning protocols and
documentation. College leaders continually express and emphasize the mission, vision, principles/values, and LSA
priorities as the focus of everyone’s daily work. We align our budget priorities to support the mission in most areas of the
college as evidenced during annual budget training and budget officer performance expectations. (Accreditation Core
Component 1A)
5P2 Setting and aligning directions by leaders: The college’s leadership sets direction by embracing decision making
and budgeting processes that are anchored in its adopted principles of mutual respect and integrity and aligned with its
values--open communication, servant leadership, partnership, innovation, excellence, and lifelong learning. Woven into
its strategic initiatives/tactics, these principles and values serve as a foundation for decision-making and are stitched into
following eight aligned and integrated levels. Using personnel input, trend data, needs assessment surveys,
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boards/advisory group involvement, networking events, continuous quality improvement tools, focus group insights,
explicit change and project management practices, leaders strive to set direction so each level exists to facilitate another
level’s successful advancement of the college’s mission, vision, and LSA through increased attention to employee
involvement, data and research. Table 5P2 characterizes the college decision making levels and role. (Accreditation Core
Components 1A, 2C, 5B, 5C)
Table 5P2: Decision Making Levels, Meeting Frequency, and Shared Role
Decision Making
Level
Meeting
Frequency
Board of Trustees
12 x year
2 retreats/
year
3 x year
Foundation Board
Facilities Foundation
2 x year
President’s Cabinet
28 x year
2 retreats
per year
Leadership Team
6 x year
LSA Tactic Teams
Weekly
Academic
Departments/ Service
Center Units
Program Advisory
Committees
Vary per
function
1-2 x year
Standing Committees
Vary per
function
Work Project Teams
Vary per
project
Vary per
group
Business/Community
Partnerships
Shared, Stated Role: To advance the college mission, vision, and Learner
Success Agenda through collaborative results-oriented decision-making.
To make strategic policy-related decisions which affect the entire college and its
direction through data and systematic input from stakeholders--students, public
comment, faculty, staff, and administrators.
To provide strategic direction and fiscal oversight for the college’s development
office.
To provide expertise and support for college facilities plan and land acquisitions.
To lead the strategic and operational improvement direction of the college
through data, policy, legal requirements, employee input, and external
stakeholders. Members represent academic affairs, continuing education,
enrollment, facilities, finance, governmental relations, information technologies,
institutional effectiveness, and Kirkwood Foundation.
To manage department improvement plans through data; administer college
policies, procedures, budgets, and other college-wide actions through employee
input, external stakeholders, and ongoing professional development.
To analyze root causes and make recommendations regarding strategic decisions
that ensure continual process implementation, improvement, and documentation
related to the college’s strategic plan, key performance indicators, and
accreditation requirements.
To improve unit operational performance which add value to students,
stakeholders, and other service area efforts.
To provide external input and data-informed recommendations from business,
industry, community, K-12, and other higher education partners on trends, issues,
and opportunities to improve college program, curriculum, and services.
To manage operational improvements and compliance topics through broadbased employee involvement making recommendations to committee owners per
charge.
To study specific topics, issues, and processes making improvement
recommendations to project owners.
To implement shared solutions that meet and benefit targeted students,
stakeholders, and/or resource needs.
The Board of Trustees deliberations reflect priorities to preserve and enhance the impact of the college across student
groups and service areas. Their annual schedule, state and national learning agenda, and meeting topics reflect the
reasonable and relevant interests of their role, as evidenced by their archive of meeting minutes found on the college’s
website. They delegate day-to-day management of the institution to the administration and expect faculty members to
oversee academic affairs. They serve on local, state, and national committees related to all aspects of higher education
policy, advocacy, and funding. Trustees are present and actively involved in nearly all college events, especially those
involving faculty members, students, staff, and community partners. Beyond their monthly meetings, trustees are visibly
involved in student lunch focus groups, academic recognition events, athletic/social activities, faculty presentations, and
hosting college visitors. Trustee priorities are deliberate to preserve and enhance the institution while delegating the dayto-day management of the college to the administration with the expectations that the faculty oversee academic matters.
They model shared understanding of board policy which states: “It is the policy of the Board of Trustees to recognize and
maintain distinction between those activities which are appropriate to the Board as the legislative, governing body of
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Kirkwood, and those administrative activities which are to be performed by the President and his/her staff in the exercise
of delegated administrative authority.”
In terms of the college’s direction, the Board has articulated the following in writing: “Learner success is the primary
purpose of Kirkwood. The college will promote collaboration across the organization and among various groups, by
achieving consensus on the measures of learner success, and by stressing that learner success is everyone’s
responsibility.” (Accreditation Core Components 1A, 2C, 5B, 5C)
5P3 Accounting for stakeholder needs and expectations: Per the college’s community-centric mission and the
comprehensiveness of the LSA, leaders take into account the needs and expectations of current and potential students and
key stakeholders through a strategic analysis of identified consumer segments, market competition analysis,
program/service resource allocations, current planning opportunities/risks, and internal program performance data. Over a
14-month time period prior to the adoption of the LSA, the President’s Cabinet, Board, faculty, and staff leaders
thoroughly investigated Kirkwood’s external environment by addressing the following questions through data.
• What is our market and how is it changing or going to change?
• How is our market segmented?
• What are our assumptions about the market?
• What are our external market opportunities and threats?
• Who are our competitors and who will they be in the future?
Based upon responses to these questions, student/client-focused strategic planning pre-work summaries were vetted by
employee groups prior to setting the 2011-2016 Learner Success Agenda. Efforts continue through graduate follow-up
studies, analysis of local economic indicators, regional workforce trends, program advisory input, and program
performance data to more explicitly account for stakeholder needs and expectations. These strategic and operational
efforts inform instruction, research, program/curriculum design, community partnership formation, and resource
allocation. During FY12-13 this approach has led to a community partnership with United Way of Eastern Iowa, a
collaborative project with ACT, memorandums of understanding with K-12 school districts and regional center expansion,
a statewide Community College Completion Agenda, and a redesign on the probationary faculty’s professional
development experience. (Accreditation Core Component 1B)
5P4 Guiding and leading the institution: The college’s LSA, its success metrics, strategic initiatives/tactics, and
timelines, focus leaders in seeking future opportunities and resource allocation. All new programs, grants, and partnership
ventures are formally scrutinized from a time, money, and “added value” student/client success perspective by formal
committees and ad hoc groups approved by the President’s Cabinet. The United Way of East Central Iowa, Cedar Rapids
Metro Economic Alliance, Iowa City Area Development group, ACT and other entities within the Creative Corridor are
aware of the LSA and its implications for shared work. FY12-13 results include shared grant pursuits, co-creation of
software solutions, and new adult career pathways designs.
5P5 Making and implementing institutional decisions: Communication between and among the levels and units of the
college is systematic and aligned given the adoption of the college’s LSA. As mentioned in the introduction to this
category, each strategic initiative is owned by a Cabinet member and managed through identified tactic leaders and teams.
Each has written job responsibilities and regular report expectations with deadlines and deliverables. Progress on each
tactic is visible to all employees per KIN. Scheduled training and coaching is provided for tactic leaders to ensure
progress. In addition, the college’s standing committee structure remains strong and is depicted in Table 5P5 with minutes
and related documentation posted in shared KIN and department folders.
Table 5P5: College Standing Committees and Purposes
Committee
Purpose
Academic Diversity
Evaluates proposed courses for inclusion in the diversity course requirement.
Academic Policies and
Enhances the quality of education at Kirkwood by reviewing academic policies,
Procedures Committee
procedures or issues brought to the attention of the committee; proposing an academic
calendar for college credit programs and hearing student appeals of final course grades.
Accreditation Team
Ensures the college’s continuous improvement accreditation and quality assurance
process aligns with the expectations and rules of AQIP and the Higher Learning
Commission.
Advising Council
Ensures academic advising, student orientation, and related support services are
continually improving.
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Committee
Americans With Disabilities
Act (ADA) Case Management
Committee
Adjunct Faculty Advisory
Committee (AFAC)
Art Acquisition Committee
Career Program Assessment
Committee (CPAC)
Communications Council
Curriculum and Instruction
(C&I) Committee
Diversity Committee
Ecology Committee
Equal Employment
Opportunity (EEO) and
Affirmative Action (AA)
Advisory Committee
Employee Recognition
Committee
Events Committee
Purpose
Processes student applications for accommodations under the ADA and discusses and
assigns a case manager to each student who applies for accommodation services
because of a disability. Meets every other Wednesday morning.
Provides a forum for adjunct faculty members to discuss common goals and concerns.
Contributes to the quality of life at Kirkwood by acquiring and placing artwork in
buildings on the main campus and outlying sites. Also oversees the gallery, planning its
schedule, hanging showings and opening receptions.
Facilitates the program assessment process for all career programs at Kirkwood. The
committee determines the assessment reporting committee members prior to
submission to the Vice President of Academic Affairs review process and final
program reports.
Serves as a forum for sharing employee perspectives from all areas of the college so
that decisions can be made with greater understanding to improve the quality of our
college environment.
Provides for orderly development and revision of courses by reviewing Course Action
Requests in order to regularly review curriculum offered and delete those courses that
have been superseded by other courses or are no longer being offered; and to review
program proposals and modes of instruction as they affect curriculum in Arts &
Sciences.
Evaluates proposed courses for inclusion in the diversity requirement.
Addresses campus environmental concerns and increases awareness of environmental
issues to faculty, staff and students.
Provides a periodic review of the college’s EEO/AA Plan, to assist in maintaining
Kirkwood’s commitment to the representation of special employee and student
populations and to alert the EEO/AA Officer of conditions or situations of concern.
Recognizes and rewards Kirkwood faculty and staff members for their outstanding
contributions to the success and overall mission of the college.
Plans/coordinates employee events/activities to enhance the community spirit of the
college.
Facilities Committee
Reviews and follows-up on new building and remodeling projects for on and off
campus facilities
Faculty Professional
Supports professional development activities requested by faculty for intellectual
Development Committee
stimulation or technological updates through study, research, travel, or suitable work
experiences to enhance college educational programs and support faculty career-based
learning and professionalism.
Farm Board
Reviews Kirkwood’s farm enterprises, financial conditions, and future planning issues
facilitating communications between areas represented.
Honors Committee
Monitors alternative honors projects for quality and intellectual rigor.
Institutional Review Board
Approves, monitors, and reviews biomedical and behavioral research involving
humans, protecting human subjects from physical or psychological harm.
Insurance Committee
Meets to stay current with the latest trends and changes in the health insurance industry
that may affect Kirkwood. This includes reviewing and discussing reports reflecting
Kirkwood’s health insurance experience.
Kirkwood Faculty Association Advocate for faculty through communications with administration and contract
(KFA) Contract Advancement negotiations.
KFA Executive Board
Provide direction for Kirkwood Faculty Association (KFA).
Kirkwood Staff Association
Ensures continual process implementation and improvement plans result in measured
(KSA) Executive Board
progress on specific college priorities.
KSA Leadership Committee
Promotes the welfare of the membership and to provide a voice in the determination of
the terms and conditions of employment for exempt/non-exempt personnel; this is to
include in-service training and job skills improvement.
KSA Meet and Confer Group Promotes and supports KSA personnel interests and issues while communicating
directly with senior-level administration.
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Committee
Learning Technology
Advisory Committee
President/Vice President and
KFA President/PresidentElect
Professional Renewal
Committee
Quality Faculty Plan (QFP)
Committee
Safety Committee
Purpose
Assists in Kirkwood’s efforts to develop faculty understanding of potential computer
applications to education.
Maintains open communications to seek collaborative solutions on college-related
issues.
Approves professional units for educational salary adjustment as set forth in the KFA
Agreement (Article II, Section 3).
Assumes oversight of the Quality Faculty Plan (QFP), and approves the Professional
Preparation Plans (PPP) of probationary faculty.
Deals with immediate and long-term safety concerns at the college. The committee also
serves in an advisory capacity to advise administration of various safety-related issues
that may impact Kirkwood’s policies and procedures.
Staff Development Committee Ensure professional growth/development of Kirkwood’s classified, professional
support and administrative employees by planning coursework, seminars, workshops,
group activities and attendance at conferences.
Wellness Committee
Provides programs resources and activities for employees that will help promote a
healthy, active lifestyle.
Given the vast number of committees and past reliance upon website-posted communications, a web portal system named
the Kirkwood Information Network (KIN) is used to organize all LSA teams and committee communications to
strengthen ongoing collaboration. Department and interdepartmental efforts to share how their processes are being
improved to better achieve the college’s vision, mission, and strategic priorities are maturing, becoming more frequent.
They are now more systematically assessed through evidence rather than anecdote. Marketing and communications
standards have been strategically refined for value-added consistency across departments and service units. These efforts
are all designed to construct a clearer picture of how all departments can and are contributing to continuous process
improvement of the college. Each committee assesses its effectiveness and structure on an annual basis. This
comprehensive structure enables the involvement of administration, faculty members, staff, and students in setting
academic requirements, policy, and processes. While sometimes slow and confusing, especially to new personnel, this
structure allows for collaborative and contribution that are vital to operational improvement. (Accreditation Core
Component 5B)
5P6 Using data and information in making decisions: The college is becoming more systematic in its planning efforts
through the use of data and measures to inform decision makers and planners. To ensure progress on its LSA, a specific
“Information Excellence” initiative is underway. Its aim is to increase access, understanding and use of timely and
relevant information, reports, and research. Its objective is to develop an integrated information services solution to
improve access and use of data and information particularly related to advancing the LSA. This increased use of data with
explicit attention to employee dialogues, annual goal setting, professional development, and after action reviews are
serving to clarify the role, function, and effectiveness of its “Leading and Communicating” practices. Each department
and program is expected to provide a data-informed rationale related to their annual SMART goals as well as new
program/project proposals. Category 7 responses illustrate how data and information are positioned to improve
institutional performance through trend analysis and external benchmarking.
The college uses data, information, and performance results from its market focused strategic planning, past strategic plan
key performance indicators, and data warehouse reports to inform its decision making processes. This information is
augmented through process mapping studies and their custom data needs. The college is committed to the use of
triangulated data models in the future to inform its decisions and assess its progress. Basic data sources used by decision
makers include Integrated Post-Secondary Education Data System (IPEDS), National Community College Benchmarking
Project (NCCBP), Community College Survey of Student Engagement (CCSSE), past 2006-2010 AQIP Examiner Survey
trend data, department-supplied progress evidence on SMART goals, and student performance data. Category 7 includes
more comprehensive evidence of the college’s progress to date in the use of data to inform decision-making processes.
As indicated in Category 7: Measuring Effectiveness, Effectiveness Profiles, a Higher Learning Commission action
project, will be launched providing enrollment, academic success, graduation/transfer, learning outcome, employee
satisfaction, and resource information per the college’s new policy, “Program Efficiency and Effectiveness Review”
(PEER). It includes 5-year trend data on Arts & Sciences core courses, Applied Science career programs, developmental
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courses, gateway courses, and other course clusters. Annually, administrators and faculty members will be required to
review an early alert report generated by the Department of Institutional Effectiveness/Research summarizing unit quality
and viability indicators. A five year more comprehensive program review will be conducted for at least 20% of all
institutional units. The Vice President for Academic Affairs (or designee), appropriate dean, unit chair/coordinator, review
committee, students, and other key constituents (business, industry, governmental, etc.) are involved in this process.
(Accreditation Core Component 5C)
5P7 Communicating across institutional departments and units: Multiple internal communication and information
distribution methods are deployed throughout the college and across its service area. Table 5P7 provides an illustration of
how communications function between and among institutional levels. Each continues to be improved through systematic
planning and audience input. (Accreditation Core Component 5C)
Table 5P7: Institutional Internal Communications Channels
Between Leadership and
Individuals
From Leadership
To Employees
General Communications
Channel
Methods
Audience
Frequency
Today’s Tempo: a daily campus electronic information service provided by
Kirkwood Marketing Services offering updates on Kirkwood programs and events,
personnel recognitions, employee learning opportunities, etc.
Kirkwood Information Network (KIN): a web portal providing general and
personalized access to information and collaboration tools as well as Learner
Success Agenda progress communications
Kirkwood Website: General hub of information for students and employees.
EagleNet: password-protected access to individual personnel information
Marketing Services Publications: Print documents describing programs, services,
new initiatives, and events.
Iowa Communications Network (ICN) System: two-way audio/video system to
several Kirkwood locations for information distribution, electronic meetings, and
learning sessions.
Video Monitors, Hallway Displays, and Postings: general information on current or
upcoming events and opportunities.
KCCK: a jazz radio station that promotes local news items of interest to Kirkwood
employees and students as well as promoting lifelong by informing, educating, and
entertaining various College audiences.
Media Studio: Digital video production and video on demand broadcasts to internal
audiences related to College topics.
Kirkwood Student Production: a video news program produced by students for
students highlighting interesting stories about all aspects of the college
Mick’s Memo: an e-mail communication to all employees updating them on college
topics of interests and emergent issues as well as a method for seeking employee
input via survey.
Annual Kick-Off: August convocation on the “State of the college”--its progress,
challenges, and annual priorities related to the college’s mission, vision,
principles/values, and priorities is provided.
Martin Luther King, Jr. (MLK) Day: a January convocation celebrating and learning
about diversity accompanied with employee recognition for years of service and
other distinguished awards.
Learner Success Agenda Progress: all tactic team’s progress on each of the college’s
strategic initiatives are communicated per a detailed process.
Kirkwood Faculty Association: discussion related to College workplace practices.
All employees
Daily
All employees
24/7
All College patrons
All employees
All employees
24/7
24/7
Continual
All employees
10 x year
All College patrons
As Needed
All employees and
College patrons
Daily
All employees
As Needed
All students,
employees, patrons
All employees
Weekly
All employees
1 x year
All employees
1 x year
All employees
Continuous
Representative
Employees
Representative
Employees
9 x year
Representative
Employee
Representatives
3 x year
All Employees
6-8 x year
Meet and Confer: a Kirkwood Staff Association subcommittee meeting with
Executive Director of Human Resources to promote and support KSA personnel
interests and issues.
Kirkwood Staff Association (KSA): discussion related to college workplace
practices.
Kirkwood Quality Improvement Process (KQIP) Teams: recommendations made to
leadership regarding ways for improving college operations and programming.
Learner Success Agenda town hall Meetings: all employee small group dialogues
related to the college’s direction, progress, and prioritization of improvements.
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6 x year
Monthly
As Needed
Distributed Leadership Development
From Individuals
To Leadership
Channel
Methods
Audience
Frequency
Adjunct Faculty Advisory Committee: a forum for adjuncts to discuss topics and
concerns with administrators.
Board Presentations: each regularly scheduled Board meeting consists of 2
presentations from individual employees or group representatives.
Communications Council: President/VP of Academic Affairs, faculty, and staff
engage in shared dialogue related to college topics and issues.
Lunch With President/Vice President of Academic Affairs: meeting with students to
seek input and broadened perspective on student interests, needs, and concerns.
Leadership Retreats: six half day retreats are held per year focused upon college
direction, emerging issues, policies/procedures, and leadership development skills.
Faculty Leaders: collaborative planning sessions related to professional
development, Endowed Faculty Chair, scholarly investigations, community
partnerships, etc.
KCELT Blog: a shared space for faculty by faculty related to research-informed
practices, sharing of instructional insights and discoveries.
Staff Leaders: collaborative planning sessions related to staff development, special
events, projects, and process improvements.
Kirkwood Center for Excellence in Learning and Teaching (KCELT): faculty and
staff leaders design and deliver engaging learning experiences to support and
empower their colleagues.
Employee Mentors: experienced faculty and staff serve as mentors to new
employees acculturating them to college principles/values/direction, orienting them
to policies and procedures.
Representatives
9 x year
Representative
Groups
Representatives
17 x year
Student
Representatives
Administrators
7-8 x year
Faculty
As Needed
Faculty
Continuous
Staff
As Needed
Faculty, Staff,
Administrators
Throughout
Year
Faculty, Staff,
Administrators
Throughout
Year
7-8 x year
4 x year
(Accreditation Core Components 1B and 5C)
5P8 Communicating and reinforcing shared mission, values, and vision: College leaders’ strategic, operational, and
day-to-day performance is formally assessed through quarterly conversations, annual reviews, and a goal achievement
process. Each places direct emphasis upon their employee ability and effectiveness for contributing to the college’s
mission, vision, LSA, and department/program priorities. All departments engage in 16 hours of annual professional
development related to group identified learning needs. A faculty-staff developed “College Principles and Values” video
supports these efforts as well as a “History and Culture of the Community College” blended learning course. In 20122013 college administrators and several LSA tactic team managers participated in six, half-day sessions related to change
management, project management, and personnel performance coaching aligned with the college’s mission, vision,
values, and strategic priorities. The impact of these sessions is evident given common language being used, and transfer of
LSA tactic team strategies into annual department SMART goal setting and programs of work and learning. New blended
professional learning opportunities, such as Culturally Responsive Classrooms, Flipped Classroom Instruction, Designing
Significant Learning Experiences, and Using the iPad, are evidence of faculty-staff ownership for bringing the college’s
mission and vision--21st century learning solutions--to life. (Accreditation Core Component 1B)
5P9 Developing and communicating leadership attributes: To advance an ambitious effort such as the college’s LSA,
it requires a myriad of opportunities for faculty and staff to engage in leadership skill development. Volunteers and
appointees on its 41 tactics provide a collaborative venue for emerging leaders to contribute to the college’s direction.
Their participation in training, problem solving groups, and innovative investigations provide a platform for authentic
leadership skill development.
In addition, there are three other pathways to leadership development at Kirkwood. One of the pathways is directed
towards advanced degrees in education. Two programs, LINC (Leadership Institute in a New Century) and CLIC
(Community College Leadership Consortium) are both collaborative initiatives of Iowa State University’s Community
College Leadership Program within the Educational Leadership & Policy Studies Department, along with the Iowa
Association of Community College Trustees (IACCT) and the Iowa Association of Community College Presidents
(IACCP). The targeted audience for this advanced degree pathway is staff and administrators. Selection is based upon the
recommendations of the Cabinet with 2-3 candidates per program each year.
A second pathway to leadership development is a community service pathway. The City of Cedar Rapids Area Chamber
of Commerce sponsors the Leadership for Five Seasons program for persons who have demonstrated a capacity for
leadership and who have exhibited interest and commitment to the welfare of the Cedar Rapids community, and who have
LEADING AND COMMUNICATING [5]
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potential for exercising substantial leadership in the future. Kirkwood nominates individuals for this program. Past
nominees have been largely staff.
A third pathway for leadership development at Kirkwood is internal opportunities. The Kirkwood Faculty Association
(KFA) is the state-certified bargaining unit for faculty and provides leadership opportunities for its members through
elected and appointed positions on college, area, and state committees. To be considered for a KFA leadership position,
faculty must belong to the association, so non-members are not able to access this leadership pathway. Some college
committee appointments are based on KFA membership; some are not. The Kirkwood Staff Association (KSA) also offers
leadership and service opportunities within the college. There are no membership restrictions for KSA beyond employment
in a staff position. A relatively new leadership pathway for faculty members at Kirkwood is as a Professional Development
Fellow (PDF). Full-time and adjunct faculty members apply, interview, and are selected by an administrative interview
team. The role of the PDF continues to evolve, with the nine current fellows involved in delivering a three-year Master
Teacher Program curriculum as well as faculty professional development opportunities, serving as mentors/critical
friends/instructional coaches, and curriculum/assessment plan designers. (Accreditation Core Component 5B)
5P10 Preserving institutional attributes and standards during leadership succession: Administrative leadership
development is an established priority and an important dimension of succession planning at Kirkwood. During one of
their two annual retreats, the Kirkwood Board of Trustees and the college President proactively engage in a formal
discussion related to leadership succession planning. They use criteria to inform these sessions, such as leadership fit with
the college’s mission, vision, values, and priorities; desired leadership competencies; internal leaders’ impact; and the
college’s strategic plan. The President and Board members maintain close working relationships with the League For
Innovation Executive Leadership Institute and use Iowa Association of Community College activities as means to
consider the landscape of community college leadership and potential candidate pools. Beyond the President’s level there
is no comprehensive leadership succession model in place.
Emerging administrative leaders are annually selected to participate in Iowa State University’s (ISU) Community College
Leadership Academy. Its programs are designed for mid- to upper-level administrators and for women and minorities in
leadership tracks. Upon completion of these programs, seminars, and coursework, participants are eligible to receive the
ISU Community College Leadership Certificate. Since 1989 sixty-nine (69) individuals have participated with more than
50% assuming administrative positions at Kirkwood and other community colleges. Since 1983 twenty-five (25)
individuals have been selected to participate in the Leadership for Five Seasons. More than 50% of these participants have
also assumed administrative roles. The college provides tuition assistance to individuals who are pursuing doctorates in
educational leadership.
Developing faculty as leaders and as future administrators is fostered through strategic appointment to committees, task
forces, and program responsibilities. Ten faculty members are selected to serve three-year terms as Professional
Development Fellows. They function as servant leaders, mentors/coaches, teaching/learning strategists, and professional
development resources directly serving faculty, program coordinators/directors, and administrators. These instructional
leadership positions provide an arena for faculty to discover their desire, talents, and future leadership interests. One
fellow was appointed as a dean in January 2013.
5R1 Collecting and analyzing performance measures: The college’s framework for using performance measures to
study its leadership and communications practices continues to mature and become more aligned with the college’s
direction. Table 5R1 depicts the current data collections methods and their rationale since 2006.
Table 5R1: Leadership Data Collection Approaches and Rationale
Data Collection Methods
Rationale
Integrated Postsecondary
To compare Kirkwood performance with other institutions.
Education Data System
(IPEDS)
Community College Survey To compare Kirkwood performance with other institutions.
of Student Engagement
(CCSSE)
National Community
To compare Kirkwood performance with other institutions.
College Benchmarking
Project (NCCBP)
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Data Collection Methods
Student Learning and
Program Review Data
Cabinet/Department/
Service Unit Surveys
After Action
Feedback/Artifact Reviews
Quarterly Progress Reports
Annual SMART Goal
Setting and Evidence
Intervention
Feedback/Artifact Studies
Employee Learning
Feedback
Human Resource Processes
Class Climate Survey
Effectiveness Profiles
Rationale
To examine progress on the LSA and department plans provide direction to Academic
Affairs decision makers related to student learning and professional development needs.
To seek employee input on college and department issues, policies, and procedures makes
for better leadership decision-making and communications.
To improve event designs and process redesigns through pre/post decision criteria and data
that unite employees shared purpose and common results targets.
To strengthen college-wide focus upon progress and results related to department SMART
goals as well as allowing for purposeful action plan adjustments.
To expand and align professional development opportunities around student learning needs
and program improvements via shared KIN knowledge and project management database.
To assess the impact of process improvements through both formative and summative
approaches. Formation of cross-functional teams to make data-informed process
improvements.
To more systematically identify employee learning needs related to college and department
priorities results in more cohesive efforts to “Help Students Learn” and “Support
Institutional Operations.”
To better align and document improvements to human resource practices around
organizational direction (see Category 4)
To examine student views of instructional practice.
To use a data-informed, evidence-based process to guide program improvement processes
and resource allocation.
5R2 Leading and communicating performance results: The most significant evidence of results for this category
relate to the pre-work associated with the design of the 2011-2016 Learner Success Agenda. Market-based strategic
planning and engaging employees in mission/vision and market segment data has strengthened the college’s
understanding of its students and stakeholders. This approach, coupled with two days of employee professional
development tied to this work, has resulted in the formulation of the college’s LSA.
5R3 Comparing results to other institutions: College leaders use external benchmarking data from IPEDS, NCCBP,
and CCSSE to compare its performance with other institutions. The college relies upon its membership in the League of
Innovation, Global Education Network, and Community Colleges for International Development (CCID) as comparative
data sources in this area. However, most information is anecdotal and focuses upon program information exchanges and
presentations. Kirkwood is the only institution among these groups deploying a knowledge and project management data
and artifact warehouse tied to continuous improvement accreditation scales.
5I1 Recent improvements: Table 5I1 below depicts an inventory of the college’s planning processes, recent
improvements, and processes’ stage of development. It includes how each process aligns with Kirkwood’s strategic plan,
as well as process owners and managers. It also serves as an insight sharing method across decision-making channels.
Trustee
Engagement
Summary
Board
Chair/President
Board
Members
Summarizing Board
engagement into a
single document is a
model for other CC
boards
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Recent
Improvement
(FY2011-13)
Quality
Development
Stage Code
Planning Insights
AQIP Type
Manager
AQIP Category
Owner
Time Frame
Name of Process
Planning Level
Table 5I1: Recent Improvements
Inventory of
Kirkwood Board
engagement/
involvement
documents their
high impact efforts
S
LT
5
R
3
Associate VP
Institutional
Effectiveness/
VP Resource
Development
Marketing
Personnel
A communication
plan aligned with
budget decision
making is critical to
making progress
Regional Impact
Study
VP Continuing
Education
Tactic Team
Lead
Regional impact and
earning study
Knowledge
Management/
Sharing
Project
Associate VP
Institutional
Effectiveness
College
Administrators
Quarterly
Conversation
Process
Cabinet
Capturing annual
SMART goal
progress, reflections,
and ratings supports
continuous
improvement
accreditation
Progress
conversations
increase
accountability for
results
Kirkwood
Information
Network
Associate VP
Technology
Services
Individual
Members
Directors
Pre-designed
attention to client
professional
development needs
through staff leaders
improves results
An LSA website to
update progress per
tactic, an annual
communication
plan, employee goal
setting
Method to document
regional impact of
college needs to
become more usable
A centralized
project and
knowledge
management
repository increases
best practice
tracking and sharing
Coordinate datainformed
administrative
conversations on
annual SMART
goals
Implementation
continues; use of
Point of Contact
(POC) transferable
to other projects;
stable training
model
Quality
Development
Stage Code
Learner Success
Agenda (LSA)
Communications
Recent
Improvement
(FY2011-13)
AQIP Type
Planning Insights
AQIP Category
Manager
Time Frame
Owner
Planning Level
Name of Process
O
ST
5
P
3
O
LT
5
I
2
O
ST
5
I
2
O
ST
5
I
3
O
ST
5
I
3
Table 5I1: Recent Improvements
Planning Level: S = Strategic, O = Operational
Time Frame (Strategic): LR = Long Range, ST = Short Term
AQIP Category: Nine Academic Quality Improvement Program Categories
AQIP Type: I = Improvement, P = Processes, R = Results
Quality Development Stage Code: 1 = Reacting, 2 = Systematic, 3 = Aligned, 4 = Integrated
5I2 Selecting processes for improving performance: Prior to writing their annual SMART goal plan, each academic
department examines the following as they select improvement targets:
1. Student retention, past success, graduation/transfer data,
2. Program review data and artifacts including learner outcome pattern,
3. External benchmarking comparisons,
4. Student engagement and satisfaction data, and
5. Past SMART goal evidence.
This comprehensive, college-wide approach informs the selection of specific improvement targets, resource decisions, and
administrative accountabilities. At this point 70% of departments are systematic in this process.
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6. Supporting Institutional Operations – Introduction
The quantity, type, and impact of operational improvements over the past few years are well documented throughout the
2013 System Portfolio. We believe that they are systematic and becoming more aligned. Overall, our processes in this
area have made great strides since our last Systems Appraisal. “Operational Excellence” remains prominent within the
2011-2016 Learner Success Agenda (LSA) as an initiative as we seek better approaches to resource allocation, budget
development, and implementation of efficiency measures. The following highlight a few of the FY2012 improvement
efforts with others identified in Table 6I1.
• The President’s Cabinet utilized a LSA budget to launch this plan and to monitor associated costs, including
personnel needs.
• The Human Resources department led a job description re-write process to more clearly communicate the
college’s desired qualifications for positions, as identified by portfolio appraisers. (See Category 4)
• In collaboration with Technology Services, Human Resources developed and deployed an annual performance
review and goal setting software solution to ensure all employees construct an annual goal aligned with the LSA.
This process was supported through employee training. (See Category 4)
• The professional development program for new full-time, probationary faculty was expanded from one year to a
three-year performance-based curriculum organized around themes--Research-Informed Practitioners, Innovative
Designers, and Reflective Scholars. Faculty leaders, “Professional Development Fellows”, facilitate it. (See
Category 1 and 4)
• The Finance department conducted required budget officer training, to expand understanding of the concept of
zero-based budgeting.
• Facilities Management Services developed a long-term investment plan for campus infrastructure with a ten-year
annual expenditure plan and implemented a customer service satisfaction program via a survey.
• Facilities Management Services evaluated mail services resulting in improved utilization of resources.
• Information Technologies has reorganized service responsibilities for student help desk, on-call support, County
Center support, and computer deployment workflow.
• The Information Technologies and Institutional Effectiveness departments have re-organized their work structure
to manage report/research so “Program Effectiveness/Efficiency Review” (PEER) processes are sustainable.
An AQIP Action Project, led by Technology Services personnel and a cross functional LSA tactic team, is focused on an
“Application Virtualization” effort to make learning-centered software applications readily available to all students
anywhere via mobile devices. The team is creating a series of 2-3 minute videos explaining the connection to learner
success. In addition, Technology Services has reformulated its project prioritization process with an explicit emphasis
upon LSA priorities. College personnel would value appraiser recommendations to two questions that challenge our
ability to become more integrated in our efforts.
•
•
What long-range forecasting models and resource allocation practices might we consider as more effective in
advancing a college’s strategic plan focused upon improving student learning and completion rates?
What practices might we find more effective in staging and sequencing projects from a strategic resource
allocation perspective?
6P1 Identifying stakeholder support service needs: The following tables and responses serve to characterize how
Kirkwood organizes its key student and administrative support processes, how service improvement needs are identified,
the developmental stage of a service, and general understandings related to service needs. This inventory also serves as a
reflective framework for knowledge sharing and innovation across service areas. The information in these tables depicts
how key administrative services are becoming more aligned through common needs assessment methods. (Accreditation
Core Component 1B)
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Table 6P1: Student Support Services
(Stages of Support Service Development Scale: 1 = Reactive, 2=Systematic, 3 = Aligned, 4 = Integrated)
Student Support Service
and Function
Primary Student Needs
Identification Method
Marketing: ensure consistent,
accurate, engaging, well-timed
communications and messages fit
student subgroup needs and
college marketing standards.
Public Information: promote
student-related accomplishments
related to their goals and priorities.
Weekly cross-functional marketing
team meetings to study student
social media trends, web analytics,
emerging stories, topics, etc.
Admissions: excite students about
their Kirkwood experience
personalizing the student
admissions experience through
streamlined processes.
Service area penetration rate data;
high school visitation data; To Get
Information Fast (TGIF)
data/student feedback; parent
feedback
Enrollment Services: help each
student achieve their academic
goals through streamlined
registration.
Goal attainment data; COMPASS
profiles; completion/grad data;
student focus group records and
process mapping; student
satisfaction data; deregistration
data; drop-out reasons data;
escalated complaint data
Student satisfaction data; interviews
and focus groups; escalated
complaint data
Financial Aid: help each and every
qualified student to secure
resources to finance their
education through streamlined
processes.
Advising and Transfer Center: help
students to develop an academic
course plan and make a smooth
transition to a four-year school.
Adult Basic Education (ABE):
improve students’ basic reading,
writing and math skills.
General Education Development
(GED): support students’ skill
development to earn high school
diploma.
Scholarships: provide accessible
education for everyone.
English Language Acquisition
(ELA): increase student academic
and employment success.
Student Housing: ensure a safe,
happy living environment
supportive of learning success in
non-college owned apartments.
Library: support the college’s
teaching and learning processes.
SUPPORTING INSTITUTIONAL OPERATIONS [6]
360 communications from student
and staff networking channels;
student newspaper staff
collaboration
Individual and group session
feedback
COMPASS tests; basic skill
assessments
Test and program persistence data;
individual interviews
Department-by-department analysis
of applicant data; applicant pool
profile
ELA assessment data; tutoring
feedback
Student retention profiles by
apartment; Apartment Owners
Advisory; incident and complaint
data; daily apartment manager
interactions
Library staff-conducted professional
development sessions serve as
faculty needs assessment channels;
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Stage of
Support
Service
Dev
4
4
4
Student Needs/Wants Insights
Student messaging must fit the flow of a
semester and align with the students’
experience and their information needs at
the most opportune time.
Student use of Web 2.0 and social
networking tools change quickly. Studying
content and tool use patterns reveal
students’ perceptions and information
needs.
Students respond best when Kirkwood
personnel get to know their interests,
strengths, and goals. Students want clear,
straight talk and personalized explanations
of how Kirkwood can help them reach
their stated goals.
Students are more satisfied in an open, one
stop service center with reduced wait time
and personalized assistance.
3
3
3
2
3
3
4
2
2
Students are more satisfied in an open, one
stop service center with reduced wait time
and personalized assistance.
Students want access to a clear course
checklist to monitor their progress but also
value personal advisement.
Students progress further and faster with
personalized support and individualized
paces for learning but need help with
transfer processes.
Students benefit from pre-arranged,
personalized mentoring/advisement after
GED to enroll and succeed in college
classes.
Students want clear, easy single point
access to scholarship application
information.
Sensitivity to each student’s language level
and original culture supports persistence.
Students in apartments with assigned
college personnel functioning as “resident
assistants” foster a sense of stability; more
apartment RA’s would be beneficial to
student needs.
Library users want single login internet
access to centralized electronic resources.
They value supportive staff to help them
Student Support Service
and Function
Primary Student Needs
Identification Method
Stage of
Support
Service
Dev
student satisfaction data
Learning Services: successfully
match personalized academic
supports with identified faculty,
counselor, and self-referral needs •
Test Center • Disability
Accommodation Services •
Tutoring Services • Skill Building
Classes • Vocational
Individualized Training and
Learning (VITAL) Program
Counseling Services: provide
friendly, confidential, professional
support for personal, social, and
emotional issues.
Campus Health: provide general
health and referral services for
students and employees.
Veterans Affairs: provide
personalized support to those
serving in the armed services.
Student Life: promote affiliation
with personal interest, leadership
development, social networking,
and program major groups.
Individual and group performance
data on COMPASS test with
analysis of student survey
questions; Learning Services
personnel integrated into
department planning
Career Services: provide
personalized support in choosing a
major, finding a job, searching for
a new career, or negotiating a
salary.
Food Services: provide cafeteria,
snack food, and catering through
friendly service.
Student needs assessment
interviews/feedback; placement
rates
Bookstore: supply textbook,
learning resources, college apparel,
etc. through friendly service.
Financial statements; purchasing
trends; student interviews and
survey; study of national
associations' best practices; industry
standards and benchmarks
Technology Services: provide and
maintain e-mail, academic
technology support, Help Desk
services, etc.
Community Education Services:
provide high interest classes that
sustain lifelong learning
throughout the community.
Employer Services: support
workforce and small business
development efforts with public
and private organizations.
Kirkwood Training and Outreach
Services (KTOS): provide a broad
Network and web usage data;
computer lab usage data; service
response rate data
SUPPORTING INSTITUTIONAL OPERATIONS [6]
Case-by-case resolution data
(confidential); service data patterns
Case-by-case feedback; service data
patterns
Enrollment data; individual student
consultations; Veteran Support
Team; veteran group advisement
Student leader interviews, feedback,
and after action reviews
4
3
4
4
3
Customer purchasing trend data;
menu pilot trial data; student
interviews; survey
Class trends; participants feedback;
repeat rates; cancellation rates
Employer request data; employer
feedback; study of regional and
national trend data
Pre-identification of deliverables
and results are assessed before,
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3
3
2
3
4
3
4
Student Needs/Wants Insights
navigate through vast information
resources.
Students thrive and achieve at high levels
when they realize these services are what
responsible, lifelong learners use to reach
their goals. Viewing these services as
remedial to fix a deficit skill sub-optimizes
the effect of these services on student
progress.
Student stress, anxiety, and emotional
issues occur at varied times. Thus, service
schedules and modes of contact must be
flexible.
Students need greater and expanded access
to these services.
Veterans find access to a personalized,
comfortable learning space of their own
useful to their academic adjustments.
Positive institutional and enthusiastic
sponsor support supports student socialemotional needs to extend the classroom
experience; evening and weekend
programming is sought.
Supportive focus upon students’ interests,
strengths, and styles improves selfreflection and decision-making.
Students need and are seeking a wide
variety of nutritious menu options. Our
new Café and catering enterprise is
thriving.
Student dollars are stretched. Used book to
new book ratio, well-priced resources and
apparel helps students save money. New
EagleTech (authorized Apple dealer) is
accelerating e-book and open resources
initiatives.
Students prefer single login procedures and
easy access to tech support.
Learners repeat Continuing Education
courses because of course relevance,
flexible times, ease of registration, and
class climate.
Proactive and ongoing networking with
regional employers yields larger candidate
pools.
Proactive and precise needs identification
practices at the beginning of a project
Stage of
Support
Service
Dev
Student Support Service
and Function
Primary Student Needs
Identification Method
spectrum of employee training and
education programs.
Facilities: ensure attractive, safe,
and pleasant learning and work
conditions through prompt and
reliable service.
International Programs: ensure
each student’s basic living and
learning needs are met.
during, and after project or service
consistently yield stronger results.
Annual Campus Security Report
data; security reports; satisfaction
surveys; student focus groups
Students seek convenient access to parking
or buildings with improved signage and
web information.
Individual student feedback and
satisfaction throughout Kirkwood
experience
4
4
Student Needs/Wants Insights
Student food, shelter and group affiliation
needs precede classroom success.
6P2 Identifying administrative support service needs: Table 6P2 illustrates administrative non-student support
services and needs identification methods for serving faculty, staff and administrators, their current stage of development
of these services, and recent insights related to their needs. These processes are becoming more aligned through process
mapping efforts. In addition, identified processes in this area must be tied to the college’s LSA to reduce fragmented
efforts and to ensure wise use of resources. The President’s Cabinet formally approves new initiatives prior to beginning.
This action ensures alignment with the strategic plan taking into account available financial/human resources. Secondly,
process improvements are now being accelerated due to stronger project management practices based upon prior training.
(Accreditation Core Component 1B)
Table 6P2: Administrative Non-Student Support Services
(Stages of Support Service Development Scale: 1 = Reactive, 2 = Systematic, 3 = Aligned, 4 = Integrated)
Faculty, Staff, and
Administrative Support Service
Primary Needs
Identification Method
Accounting Services
Customer survey; internal financial
control monitoring
Campus Security and Safety
Services
After action reviews; Annual
Campus Security Report data
Facilities
Energy management and
sustainability data; safety/student
incident data; after action reviews
Employee survey; after action
reviews; Ad hoc committees
Human Resources
(See Category 4)
Institutional Effectiveness/
Research
Client project satisfaction feedback
Kirkwood Center for Excellence in
Learning and Teaching (KCELT)
Post session surveys/participant
feedback; self-growth papers and
presentations
Kirkwood Foundation
Student scholarship application
identifies needs; student follow-up
data determines impact
Governmental Relations
SUPPORTING INSTITUTIONAL OPERATIONS [6]
Stage of
Support
Service
Dev
2
3
3
2
3
Annual Iowa Association of
Community Colleges Final
Legislative Reports; past and
emerging legislative trends; college
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3
3
4
Needs/Wants Insights
Employees value proactive
communication, a detailed rationale,
advance input, and frequent updates
related to new initiatives.
Clients value and expect 24/7 presence and
access to security; additional personnel
would better meet needs.
Employees express the positive impact of
new facilities and equipment on their job
roles.
Employees value proactive
communication, a detailed rationale,
advance input, and frequent updates
related to new initiatives.
Clients are often unsure of research or
report design needs. Clients value personal
support and professional development to
identify needs.
Faculty and staff value relevant, hands-on
learning experiences that directly help
them achieve better results for them and
those they serve.
People support fund development
campaigns that directly link to an
identified, compelling college need based
upon data.
Relationship building and proactive
dialogues with all college stakeholders and
legislators yields deeper understanding of
needs, funding gaps, opportunities for
Faculty, Staff, and
Administrative Support Service
Primary Needs
Identification Method
Stage of
Support
Service
Dev
strategic plan priorities, finances,
higher education issues, key
legislator priorities
Grants Development Office
Payroll
Program needs matched to funder
criteria; client project satisfaction
feedback
Customer survey
3
3
Purchasing
Customer survey
3
Technology Services
SchoolDude and project request
data; LSA project rating process;
technology training satisfaction data
3
Needs/Wants Insights
innovation, and future program
investments. Kirkwood seeks to help
legislators and state agencies solve
complex problems.
Clients need greater clarity on grants
management expectations - research
designs, measures, and deadlines.
Employees value proactive
communication, a detailed rationale,
advance input, and frequent updates
related to new initiatives.
Employees value proactive
communication, a detailed rationale,
advance input, and frequent updates
related to new initiatives.
Employees value well-timed technology
initiatives with detailed communications,
clear project rationale, explicit
deliverables, and relevant professional
development.
6P3 Designing, maintaining, and communicating physical safety and security support processes: Kirkwood is
committed to providing its students, faculty members, staff, partners, and visitors a safe and healthy environment.
Campus Security and Facilities are responsible for overseeing the emergency response plans and operations. Departments
are responsible for coordinating contingency plans and continuity of operations plan for their staff and areas of
responsibility. In May 2013 the campus security team produced and released a revised Emergency Response Plan Guide.
It includes information about emergencies, emergency response teams, Kirkwood’s operating parameters; incident
priorities and performance expectations; shelter-in-place and evacuation guidelines; and local contingency and continuity
planning requirements. Supported by personnel orientations and training, all members of the Kirkwood community are
notified of college procedures for the following situations: bomb threats, evacuations, fire, hazardous materials, medical,
nuclear, shooter/hostage, loss of utilities, pandemic flu, etc. It details the critical best actions each employee needs to take
in these and other situations. The college employs an Emergency Services Director who conducts frequent orientation and
ongoing training sessions for internal and external groups. All Kirkwood administrators are briefed on safety and security
issues and procedures twice a year as a group with individual follow-up sessions conducted in areas of special need.
Incidents are improved through after action reviews with adjustments communicated quickly to targeted audiences. An
emergency notification system is available for employee and community sign up. Annual Campus Security Report (per
Clery Act and federal statute) data is publicly posted and used to inform improvement decisions.
6P4 Managing key student, administrative and institutional support service processes: The college relies upon
department leadership and employee work teams to ensure day-to-day support service processes are addressing others’
needs. Regularly scheduled meetings, clear channels for managing complaints, and after action reviews are used to
proactively address problems and to recognize employees’ service efforts. Based upon structured, cost-benefit studies,
client input, and process improvement trends, a recent and significant improvement has been made by the outsourcing of
childcare services. Administrative training in the areas of change and project management is improving day-to-day
operations and decision-making. The addition of two days of required staff training per year on operational improvements
is elevating staff interest and skills to assess and improve their services. Staff ownership for customer service training and
expectations has been directly targeted not because they are weak; service training is being strengthened because staff
seek to elevate performance to a higher level of excellence.
6P5 Documenting support processes: The college has developed a process for documenting and sharing support team-not individual--service process improvements, their stage of development, their level of effectiveness, and archiving its
progress for explicit campus-wide knowledge sharing, innovation, and empowerment. College personnel value access to a
comprehensive and ritualistic approach to knowledge transfer and sharing across groups. Table 6P5 illustrates current
practices to foster and leverage knowledge sharing practices.
SUPPORTING INSTITUTIONAL OPERATIONS [6]
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Table 6P5: Support Process Knowledge and Insight Sharing
Current Practice
Knowledge and Insight Sharing Examples
Learner Success Agenda (LSA) Progress on each tactic of the college’s strategic plan is accessible to all employees
and the public through the Kirkwood Information Network (KIN) and the college’s
website.
Design of Board of Trustee
Each Board meeting begins with a web-based, multi-media “Kirkwood Report”
Presentations
highlighting campus activities, student and employee contributions. Each meeting
also consists of two reports from departments, programs, or project teams illustrating
achievements and process improvements. Meeting presenters intentionally describe
their improvement process and evidence of results. A web archive of meeting minutes
documents key ideas.
Design of Service Area
Process improvement accomplishments and insights are shared 6 times a year at
Showcases
leadership retreats.
After Action Review Records
Major events, new projects, or initial implementations conduct “plus/delta” de-briefs
recording what worked, what needs improvement, and improvement process insights.
Kirkwood Quality Improvement Annual department SMART goals are accessible by all employees through electronic
Program (KQIP) Archive
access of these goals and improvement projects.
SMART Goal Accomplishment Annual SMART goal progress reports identify accomplishments. The Department of
Sharing
Institutional Effectiveness collects inquiries into process improvement insights.
Key Committee Minutes
Several college standing committees record their progress, breakthroughs, new ideas,
etc. through designated web site presence.
College Orientations
Presentations to new employees place direct emphasis upon the college’s process
improvement philosophy and how it is maturing. New employees are extended
opportunities to join process improvement initiatives.
Beyond these approaches to increase knowledge sharing on “what works”, other college planning and project
management efforts contribute to these efforts. Capital planning is a cross-functional effort bringing all major units’
identified needs together to ensure college goals and initiatives are met and sustained per defined expectations. Budget
planning is becoming more aligned with college goals and direction though cross-functional planning. Technology
Services systematically manages technology planning as it integrates with student and staff learning needs. These
proactive processes yield knowledge sharing exchanges that result in innovative solutions. Recent upgrades to the college
e-mail, copy/printer/fax deployment, document management practices, inventory systems, employee portal, and bookstore
operations produce lasting information sharing which spurs future progress. Data warehouse and dashboard design
projects are also underway to impact knowledge and expertise sharing. The SchoolDude facilities and technology project
request process has formalized knowledge sharing among internal service providers to continually strengthen services and
client satisfaction.
6R1 Defining the measurement process for support services: While Tables 6P1 and 6P2 contain a list of Kirkwood’s
current needs assessment measures, Table 6R1 illustrates administrative support service reports and the frequency of their
use. Each report is constructed from multiple measures, (See Category 7)
Table 6R1: Administrative Support Service Measures/Report
Administrative Service
Measures/Report
Academic Affairs
External Benchmarking Data, Program Accreditation, CCSSE
Data
Business Services
Resource Plan Tracking, Ongoing Budget Account Data, Annual
Audit Results
Continuing Education
Continuing Education Program Scorecard
Enrollment Services
Enrollment/Penetration Rate Data
Facilities
Energy, Safety, Work Order Data
Foundation
External Benchmarking, Voluntary Support of Education Survey
Governmental
Workforce Training/Economic Development Data, Legislative
Report
Information Technologies
Technology Usage Data
Institutional Effectiveness
AQIP Evidence, Annual SMART Goal Achievements, Learner
SUPPORTING INSTITUTIONAL OPERATIONS [6]
Page 84 of 121
Frequency
Annual
Ongoing
Annual
Term-To-Term
Annual
Annual
Annual
Annual
Annual
Administrative Service
Institutional Research
Measures/Report
Success Agenda Progress
Effectiveness Profiles, Class Climate, Learner Success Reports,
Fact Sheets, Client Research Summary Report
Frequency
Annual
6R2 Providing performance evidence in support of student service processes: Since Kirkwood participates in the biannual Community College Survey of Student Engagement (CCSSE) for external benchmarking and improvement
purposes, the college has identified its own supplemental questions as part of this survey process related to daily
operations of student support services. Table 6R2 shows the results of these additional questions.
1. Most staff members answer my questions accurately and efficiently. (COLLQ1846)
Major*
Traditional/Non Age
Sex*
All
Liberal
25 or
surveyed
CTE
Arts
Under 25
over
Male
Female
Strongly agree
30.9%
28.5%
34.3%
29.6%
33.4%
35.0%
27.7%
Agree
49.9%
51.0%
49.7%
50.7%
48.7%
50.7%
49.6%
Neutral
15.3%
16.8%
12.4%
15.9%
13.5%
11.4%
18.1%
Disagree
3.4%
3.8%
2.7%
3.1%
4.0%
2.0%
4.5%
Strongly disagree
0.5%
0.0%
0.9%
0.6%
0.3%
0.9%
0.2%
Sample N
1,024
471
443
672
347
440
581
*Statistically significant difference according to Pearson Chi-Square (2-sided) at p < .05
2. While attending this college, what has been your best source of academic advising (academic planning, course
recommendations, graduation requirements, etc.)? (COLLQ1849)
Major*
Traditional/Non Age*
Sex*
All
Under
Under
25 or
surveyed
CTE
25
Male
Male
25
over
Academic advisor center
18.8%
12.9%
21.3%
18.1%
18.1%
21.3%
13.8%
Faculty/Instructor
33.2%
39.0%
29.9%
38.3%
38.3%
29.9%
39.5%
Friends, family, or other students
21.6%
19.3%
24.4%
19.3%
19.3%
24.4%
15.9%
Eagle View online college
15.6%
18.2%
14.9%
13.4%
13.4%
14.9%
17.3%
registration and/or computerized
degree advising system
I do not use academic advising
10.8%
10.6%
9.5%
10.9%
10.9%
9.5%
13.5%
Sample N
1,024
472
672
441
441
672
347
*Statistically significant difference according to Pearson Chi-Square (2-sided) at p < .05
3. Academic advising is accessible? (COLLQ1860)
Major*
Traditional/Non Age*
Sex*
All
Under
25 or
Under
25 or
25 or
surveyed
CTE
25
over
25
over
over
Strongly agree
24.2%
21.7%
26.7%
19.4%
26.7%
19.4%
19.4%
Agree
43.2%
40.0%
43.7%
41.7%
43.7%
41.7%
41.7%
Neutral
26.3%
32.6%
23.9%
31.3%
23.9%
31.3%
31.3%
Disagree
4.6%
4.5%
4.0%
5.8%
4.0%
5.8%
5.8%
Strongly disagree
1.7%
1.3%
1.6%
1.7%
1.6%
1.7%
1.7%
Sample N
1,020
470
670
345
670
345
345
*Statistically significant difference according to Pearson Chi-Square (2-sided) at p < .05
4. Rate your overall satisfaction with this college’s course registration process. (COLLQ1871)
SUPPORTING INSTITUTIONAL OPERATIONS [6]
Page 85 of 121
All
surveyed
28.6%
58.8%
9.3%
2.1%
1.2%
Major*
Under
CTE
25
25.4%
27.4%
61.2%
58.9%
9.7%
9.8%
3.0%
2.4%
0.6%
1.5%
Traditional/Non Age
25 or
Under
over
25
31.2%
27.4%
58.4%
58.9%
8.4%
9.8%
1.4%
2.4%
0.6%
1.5%
Sex*
25 or
25 or
over
over
31.2%
31.2%
58.4%
58.4%
8.4%
8.4%
1.4%
1.4%
0.6%
0.6%
Very satisfied
Satisfied
Dissatisfied
Very dissatisfied
Does not apply / I
have not used this
service
Sample N
1,023
472
672
346
672
346
*Statistically significant difference according to Pearson Chi-Square (2-sided) at p < .05
346
5. How satisfied are you with the availability of classes you need to meet your educational goal? (COLLQ1881)
Major*
Traditional/Non Age
Sex
All
Under
25 or
Under
25 or
25 or
surveyed
CTE
25
over
25
over
over
Very satisfied
25.2%
26.1%
25.1%
25.3%
25.1%
25.3%
25.3%
Satisfied
46.3%
43.1%
47.5%
43.9%
47.5%
43.9%
43.9%
Neutral
19.3%
20.8%
18.9%
20.3%
18.9%
20.3%
20.3%
Dissatisfied
7.4%
8.9%
6.7%
9.0%
6.7%
9.0%
9.0%
Very dissatisfied
1.8%
1.1%
1.8%
1.5%
1.8%
1.5%
1.5%
Sample N
1,021
471
672
344
672
344
344
*Statistically significant difference according to Pearson Chi-Square (2-sided) at p < .05
6. How satisfied are you with academic support available to you when you need help with a specific course?
(COLLQ1882)
Major*
Traditional/Non Age
Sex*
All
Under
25 or
Under
25 or
25 or
surveyed
CTE
25
over
25
over
over
Very satisfied
20.6%
18.5%
20.3%
21.1%
20.3%
21.1%
21.1%
Satisfied
53.7%
56.6%
53.2%
54.9%
53.2%
54.9%
54.9%
Dissatisfied
13.6%
15.3%
14.3%
12.1%
14.3%
12.1%
12.1%
Very dissatisfied
2.7%
2.6%
3.4%
1.4%
3.4%
1.4%
1.4%
I have not needed any help with
9.3%
7.0%
8.8%
10.4%
8.8%
10.4%
10.4%
courses.
Sample N
1,022
470
671
346
671
346
346
*Statistically significant difference according to Pearson Chi-Square (2-sided) at p < .05
Student support service performance is also tracked in other departmental service areas. An Early Warning & Retention
program administered by the Dean of Students Office provides monthly reports of the programs with recommended
actions: re-registering of de-registered students, referrals to additional services, tuition revenue recovered, contacting
registered students who will not meet graduation requirements, and meeting with students with low mid-term grades.
A “One Stop” service including financial aid, registration, and cashier services, tracks and studies the number of students
served on a daily basis. These efforts support decision making related to staffing levels, hours of operation and additional
resource needs.
Career Services also collects data to ensure the college is responding to student and community needs via data from an
established highly successful regional career fair and other integrated plans.
SUPPORTING INSTITUTIONAL OPERATIONS [6]
Page 86 of 121
Custodial Standard
Operating
Procedures
Associate VP
Facilities
Facilities
Director
Documentation of
processes precedes
quality training
Campus
Infrastructure
Associate VP
Facilities
Facilities
Director
IT Digitization of
Media Services
Project
Associate VP
Technology
Services
Directors
Purchasing Card
Project
Chief Financial
Officer
Directors
Rental Car Program
Project
Chief Financial
Officer
Directors
Desktop
Virtualization and
Application
Streaming
Phone System
Replacement
Associate VP
Technology
Services
Applications
Executive
Director
Associate VP
Technology
Services
Telecom and
Media
Supervisors
Energy
Management
Project
Associate VP
Facilities
Energy
Director
IT Copy /
Printer/FAX
Project
Associate VP
Technology
Services
Directors
A current inventory
informs financial
decisions
Pre-identification of
faculty needs
improves results.
Well-researched
vendors and clear
deliverables yield
revenue.
Well-researched
vendors and clear
deliverables yield
revenue.
Moving software
access to students’
location will help
them learn
Networking phone
per WAN supports
regional centers
Well-researched
projects with
measures save
money.
Pre-defined project
specifications results
in cost savings.
Recent
Improvement
(FY2011-13)
A Standard
Operating
Procedures manual
to inform training is
now up-to-date
Complete campus
infrastructure has
been inventoried.
165 hours of
digitized video in
place for
instructional usage
Realized card
provider rebate
$127,000.00 over 12
months, exceeding
goal of $120,000;
reduced P.O./check
process time
Saved
approximately
$50,000.00
A formal, detailed
Action Project is
now in place
Shift from legacy
system to
progressive system
is part of long term
technology plan.
Resulted in a threeyear savings of
$399,965.
Project resulted in
annual savings of
$650,000, a
reduction of 900+
devices.
Quality
Development
Stage Code
Planning Insights
AQIP Type
Manager
AQIP Category
Owner
Time Frame
Name of Process
Planning Level
Table 6R3: Recent results for Supporting Institutional Operations processes
O
ST
6
P
3
O
LT
6
S
3
O
ST
6
R
3
O
ST
6
R
3
O
ST
6
R
3
O
ST
6
S
2
O
ST
6
S
3
O
ST
6
R
3
O
ST
6
R
4
Planning Level: S = Strategic, O = Operational
Time Frame (Strategic): LR = Long Range, ST = Short Term
AQIP Category: Nine Academic Quality Improvement Program Categories
AQIP Type: I = Improvement, P = Processes, R = Results
Quality Development Stage Code: 1 = Reacting, 2 = Systematic, 3 = Aligned, 4 = Integrated
6R4 Using data information to improve services: All student, administrative, and support areas have regularly
scheduled meetings, training, and establish annual SMART goals to improve their services. The SMART goal process
begins with a review of multiple data sources related to the service area as a means to focus their case statement, desired
results, and action plans. Data sources highlighted in this category and Category 7: Measuring Effectiveness align with
each department’s core functions.
SUPPORTING INSTITUTIONAL OPERATIONS [6]
Page 87 of 121
6R5 Comparing results to other institutions: Transparent knowledge by sharing of best practices, improvement project
achievements and related innovations are managed through a centralized, web-based database located within the
Kirkwood Information Network (KIN). Managed by the Department of Institutional Effectiveness, all employee access to
the following information related to each department’s annual SMART goals, achievements, and other improvement
projects are accessible in this location by year, college strategic initiatives, and AQIP categories. The Board of Trustees is
updated annually on progress related to yearly SMART goal progress that includes: Department, Project Name, Start/End
Date; Project Owner, Manager, Team Members; Identified Project Clients; Project Case Statement; Project Desired
Results; Actual Project Outcomes; Stage of Process Improvement (Identifying Needs, Setting Priorities, Collaborating
With Stakeholders, etc.); Strength of Process (Reactive, Systematic, Aligned, Integrated); Overall College Process
Ratings; Greatest Project Strengths; Project Improvement Action Plans; Team Insights; Team Performance Assessment of
SMART Goal Progress
6I1 Recent improvements: Table 6I1 depicts recent inventory of the college’s operational improvements in this
Category.
Application and
Virtualization
Project (AQIP
Action Project)
Associate VP
Technology
Services
Executive
Director
Tech Infrastructure
Late Registration
VP Academic
Affairs
Registrar
Student access to
software that
supports learning is
the right driver for
change, not the
technology.
Optimizing student
learning and faculty
support from day 1
was the right driver
for this change.
Modifying process
is resulting in more
responsive program
improvement
decisions.
Assessing student
needs via data
accelerates
deliberate
improvements.
Revising accounting
code to fit long
program planning is
critical to future
resource allocation
model.
Course Catalog
Process
Student Helpdesk
Chart of Accounts
Budget Officer
Training
Mail Services
Associate VP
Academic
Affairs
Dean,
Program
Coord.
Associate VP
Technology
Services
Help Desk
Lead
Chief Financial/
Operations
Officer
Executive
Director
Finance
Executive
Director
Finance
Finance
Personnel
Associate VP
Facilities
Central
Services
Manager
SUPPORTING INSTITUTIONAL OPERATIONS [6]
Roll-out of zerobased budgeting
concept/process is
most effective when
done incrementally.
Reduced delivery
times to once a day;
modified other
processes
Page 88 of 121
Recent
Improvement
(FY 11-13)
Deployment of “thin
clients” results in
annual savings of
$650K.
Students must
register by midnight
of the day before
start of the term
Modified planning,
production, and
student use timeline
better supports
advisement.
Quicker student
service protocol
(WiFI, EagleNet,
EagleCash, eLearning, etc.)
Removed over
50,000 accounts to
align new structure
with Data Resource
Program Efficiency
and Effectiveness
policies
44 training sessions
via standardized
curriculum
Cost savings
$30,000 without
disruption of core
services
Quality
Development
Stage Code
Planning Insights
AQIP Type
Manager
AQIP Category
Owner
Time Frame
Name of Process
Planning Level
Table 6I1: Recent Improvements
O
LT
6
P
3
O
ST
6
P
3
O
ST
6
P
3
O
ST
6
P
3
O
ST
6
P
3
O
ST
6
P
3
O
ST
6
P
3
Associate VP
Facilities
Emergency
Services
Director
IT Distance
Learning System
Upgrade Project
Associate VP
Technology
Services
Directors
Ongoing training is
critical to sustain a
distributed
leadership model.
Visionary decisions
increase additional
class offerings
Research Project
Services
Associate VP
Institutional
Effectiveness
Director of
Research
Online Registration Confirmation
Process
Dean of
Distance
Learning
Online Student
Orientation Video
Requirement
Dean of
Distance
Education
Distance
Learning
Anytime/
Anywhere
(ATAW)
Process
improvement studies
based upon student
needs help students
learn
Process
improvement studies
support improved
student services
Accurate data
results in better
planning and
decisions
Career Options
Advising
Dean of Social
Sciences
Office Staff
Deregistration
Process Project
Vice President
Enrollment
Enrollment
Directors
Academic Advising
Project
Associate Vice
President Iowa
City
Director
Student
Advisement
Tactic Team
Vice
President
Enrollment
IT Equipment
Refresh and
Inventory Project
Risk Mitigation
Plan
Executive
Director
Technology
Services
Cabinet
SUPPORTING INSTITUTIONAL OPERATIONS [6]
Personalizing
service through
protocols create
repeat research
requests
Improvements
reduce costs.
Directors
Manager
assigned per
improvement
Reduction of nonvalue add actions
(waste) helps
student advisement
Long term academic
course planning is
essential in helping
more students
persist
Life cycle costing
saves time and
money
Risk studies and a
known legal review
process results in
better decisions
Page 89 of 121
Main campus bldg
safety coordinators
and alternatives
have been identified.
A digital two-way
audio and video
system is in place to
expand distance
learning.
A client friendly
research service
model is in place.
100% automated
mailings and
messaging
Established a
process to
consistently orient
new online students
to the process,
procedures and
success tips for
online class success
Office staff created
on-line registration
for advising sessions
A standardized
process is resulting
in more accurate
enrollment planning
data
Completed an
academic advising
process map for the
Iowa City campus
Implemented several
new or improved
advisement process
interventions
AV equipment
inventory informs
life cycle purchasing
decisions
Identified College
policies, procedures,
and practices of
potential risk
exposure
Quality
Development
Stage Code
Building Safety
Coordinator
Recent
Improvement
(FY 11-13)
AQIP Type
Planning Insights
AQIP Category
Manager
Time Frame
Owner
Planning Level
Name of Process
O
ST
6
P
2
O
ST
6
I
3
O
ST
6
I
3
S
LR
6
I
2
S
LR
6
I
2
S
LR
6
I
2
O
ST
6
I
3
O
ST
6
I
1
S
LR
6
I
2
O
ST
6
I
2
S
LR
6
I
2
Associate VP
Facilities
Strategic Resource
Plan
College Policy
Development Plan
Chief Finance
Officer
Executive
Director
Human
Resources
Successful facility
levies require solid
data of needs and an
explicit
communications
plan and process
Business
Detailed dataOffice
informed financial
Directors
planning, modeling,
forecasting are a
discipline
Administrators Clearer
understanding of
policies/procedures
helps faculty, staff,
and admin in daily
work
Designed 20-year
plan guiding ten
building projects
Refined budgeting
process and adopted
Composite Financial
Index
Organized a policy
review process;
adopted a policy
software
management system
Quality
Development
Stage Code
President/
Trustees
Recent
Improvement
(FY 11-13)
AQIP Type
Long Range
Facilities Plan
Planning Insights
AQIP Category
Manager
Time Frame
Owner
Planning Level
Name of Process
S
LR
6
I
4
S
LR
6
I
2
S
LR
6
I
2
Planning Level: S = Strategic, O = Operational
Time Frame (Strategic): LR = Long Range, ST = Short Term
AQIP Category: Nine Academic Quality Improvement Program Categories
AQIP Type: I = Improvement, P = Processes, R = Results
Quality Development Stage Code: 1 = Reacting, 2 = Systematic, 3 = Aligned, 4 = Integrated
6I2 Selecting processes for improving performance: Relying upon a department annual goal setting and progress
assessment process, the college is becoming more aligned in its ability to select specific processes for improvement,
especially those aligned and integrated into the LSA with resource needs. The President’s Cabinet as well as individual
Cabinet members identifies strategic, cross-functional process improvements. Departmental process improvement
proposals are submitted to a Cabinet member and assessed per their own individual methods. Each proposal is facilitated
through a documented process requirement stated in 6R5.
SUPPORTING INSTITUTIONAL OPERATIONS [6]
Page 90 of 121
7. Measuring Effectiveness – Introduction
The college is systematic in its efforts to support departments’ use of multiple measures to inform their dialogues and
inquiry into process improvements, especially related to student enrollment, engagement, and learner success. Incremental
improvement is being made in concert with professional development opportunities. The shift from legacy system paper
enrollment reports to proactive use of web analytical tools aligned with the college’s direction has been challenging but is
becoming more aligned.
Item responses in “Measuring Effectiveness” describe recent improvement efforts--key process elements, descriptions,
and their desired effects. Present and future efforts center upon supporting faculty leaders in a peer-to-peer support
process model grounded in management of data related to learner outcomes and assessment. We seek reviewer feedback
on strategies that foster increased ownership and use of data to study the impact of college-wide and department program
and/or process changes, especially in the area of student learning outcomes and assessment.
Category 7 responses serve as a current state analysis of Kirkwood’s efforts to construct information and reporting
systems to support its planning and improvement efforts. Responses characterize how these systems are becoming more
systematically aligned with Kirkwood’s 2011-2016 Learner Success Agenda (LSA). Two initiatives of the LSA
strategically integrate into this category: Program Effectiveness and Information Excellence.
The Program Effectiveness initiative’s goal has been to implement an improved evaluation process for aligning existing
credit/non-credit programs to address workforce needs, new opportunities, and resource allocation. Over the past 18
months a cross-functional tactic team has developed a Program Effectiveness/Efficiency Review (PEER) Policy that is
resulting in the construction of Effectiveness Profiles to annually assess all educational offerings in the college’s Program
of Studies. Framed as a new AQIP Action Project, faculty, administrators, and stakeholders will use profile data/evidence
to inform curriculum/program design and resource allocation decisions and to ensure program/subject offerings are high
quality relevant, accessible, and cost effective. While our outcome-assessment efforts, especially in Career and Technical
Education areas, continue to advance with documentation of student results tied to workforce needs, the college could
benefit from appraiser feedback on how to more systematically connect learning outcome-direct assessment methods to
discipline curriculum and instructional design efforts. We recognize that our LSA will fall short of achieving its goals
without a well-executed strategy and methodology to address these challenges.
The Information Excellence initiative’s goal to increase access, understanding, and use of timely and relevant information,
reports, and research is strategically positioned to advance open, evidence-based decision making to advance our LSA.
This initiative, led by the President, is being informed by a new data resource policy, data dictionary, and data security
work. Data integrity is improving dramatically. Externally, federal/state report data is submitted earlier and more
thoroughly vetted by cross-functional stakeholders. Internally, Effectiveness Profile data mart work is underway to
support program improvement and future research on college efforts to strengthen student learning. While consistent with
AQIP Category 6: Supporting Institutional Operations, a Chart of Accounts project removed over 50,000 accounts,
resulted in 44 training sessions, 2 new policies, and 6 revised processes. While this project took precedence over other
projects, it is establishing a solid foundation for future resource forecasting, program planning, and the construction of
Effectiveness Profiles. More strategic and conscientious use of data is underway consistent with the LSA credential
attainment measure. Understanding student subgroup performance data or “likelihood of failing to earn credit hours
and/or of dropping out of Kirkwood” factors are now beginning to inform program improvement dialogues. Given our
progress we are beginning to re-conceptualize our approach to communicating our progress via internal and external
dashboards and data drill-down tools. The college would benefit from appraiser feedback on what they consider critical
“Measures of Student Success” for use by faculty and dean in improving programs and strengthening professional
development.
The consequences of not completing efforts in the category of “Measuring Effectiveness” are enormous. Given changing
student demographics, new higher education delivery systems, increased accountability for documented results,
emergence of competency-based learning models, and more complex compliance reporting demands are clear to all
engaged in these efforts. With the addition of a faculty Curriculum Assessment Specialist position, attention to best
practices of the National Institute for Learning Outcomes, and selected program progress in this area, we persist in a
manner that is becoming more aligned. General education faculty work to develop and pilot a critical thinking assessment
model and rubric is underway and is expected to inform future efforts.
MEASURING EFFECTIVENESS [7]
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7P1 Processing data to support programs and services: Beginning fall 2013 Kirkwood’s data and performance
information is primarily selected, managed and distributed based upon the college’s PEER policy. Selection of
information to support instructional and non-instructional programs and services is prioritized per federal and state
requirements, institutional priorities, and its usefulness to advance LSA decision making.
Kirkwood manages operational data and external compliance reports through its Department of Information Technology
(IT) using input from faculty, staff and community stakeholders. In collaboration with IT, the Department of Institutional
Effectiveness (IE), through its Office of Institutional Research (IR), transforms data into formative and some summative
performance information and reports. Facilitated by a Compliance Reporting Manager assigned to IE/IR, this information
is then socially processed, vetted and used to inform process improvement decisions. Table 7P1 illustrates “Distributed
Reports”, users, and the report’s intended purpose and effect.
Table 7P1: Distributed Reports
Report
User
Enrollment Report By Program, By
Discipline, By
Location, By OffCampus Location
Fall Enrollment
Trend Report
Deans and County
Directors
Non-Credit
Enrollment Report
Continuing
Education Teams
Career Technical
Education (CTE)
Advisory
Committees
Community College
Survey of Student
Engagement
(CCSSE)
Institutional
Research/Deans
and Program
Coordinators
VP Academic
Affairs, Deans and
County Directors
Continuing
Education and
Training Services
Market Segmentation
National Community
College Benchmarking Project
Report (NCCBP)
Student Satisfaction
Before Graduation
Continuing
Education Teams
Persistence by
Program Report
Requesting
Department
Personnel
MEASURING EFFECTIVENESS [7]
VP Enrollment and
Team
Administrators and
Program Faculty
VP Enrollment
Services and
Academic Affairs
How Alignment Is
Ensured
Department, program,
and discipline on a
semester-by-semester
basis monitor enrollment
data.
Fall enrollments for
special populations are
provided on an annual
basis.
Enrollment is tracked for
all non-credit programs
and by location on an
annual basis.
Employer feedback is
standardized, track-able
and comparative across
programs
Participation in the
survey provides a
measurement of student
engagement on a biannual basis.
Enrollment trends are
disaggregated by various
segments per enrollment
period.
Program/curriculum
refinements are
informed by
comparative data
Survey results are
annually collected as
students prepare to
graduate.
Multiple enrollment
trends and success
trends are tracked each
semester by program
and updated annually.
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Strengthens
Planning and improvements of department and
program
Understanding of the enrollment trends for
special populations in making service and
instructional interventions
Understanding of learner needs and interests for
non-credit program improvement decisions
Ensures program faculty members align student
learning with industry standards, occupations,
and employer needs
Planning and improvement of faculty
development offerings and student services
Understanding of market segment needs and
informs resource decisions
Planning and improvement decisions related to
student performance and the Learner Success
Agenda
Formulation of strategies to better respond to
student needs
Program needs to improve planning decisions
Report
User
Grade Distribution
Report
Requesting
Department
Personnel
Graduate Data Report
Requesting
Department
Personnel
College 101 Data
Requesting
Department
Personnel
Program Team and
Requesting
Department
Personnel
Skills-toEmployment
Personnel
Continuing
Education and Data
Services Year End
Scorecard
Workforce
Investment Act
Quarterly
Performance Report
How Alignment Is
Ensured
Grade distributions are
analyzed for retention,
completion, and success
by deptt on a semesterby-semester basis
Graduate and employers
surveys are compiled
and presented on an
annual basis
College 101 success
measures are calculated
on an annual basis
Dashboard indicators are
provided and goals are
analyzed on an annual
basis
Program goal indicators
are provided and goal
achievement is analyzed
on an annual basis
Strengthens
Identification of course strengths and
opportunities for improvement
Formulation of strategies to improve learner
success
Ongoing improvements in College 101 program
Identification of next year’s performance goals
with more precision
Use of data by program personnel to make
improvements
7P2 Processing data to support planning and improvement: Evidence of efforts to systematically improve its
performance is documented throughout this portfolio and how important sustaining institutional effectiveness is to its
leaders and employees. The college is also becoming more systematic in terms of selection, management and distribution
of data and performance information to support its planning and improvement efforts. In the past, the college generated
approximately 200 different reports often related to micro-operational decisions. The college is striving to better align,
automate, and simplify faculty, staff, and administrative access to relevant information and reports so they are able to
engage in collaborative inquiry related to the LSA and department SMART goals. This is being accomplished through
LSA tactic Information Excellence chaired by the President.
Kirkwood’s data and performance information selection, management and distribution to support planning and
improvement efforts are basically the same as the processes used for instructional and non-instructional programs and
services described in 7P1. The main difference is in the level and type of analysis. Whereas processes described in 7P1
focus mostly on summative reporting, processes in support of planning and improvement efforts are more evaluative and
formative in nature. There is a greater emphasis on evaluating the fit between the current or past state and the expected
state as per preset evaluation criteria and specific objectives.
Table 7P2 illustrates “Data and Performance Information” and reasons for its selection and the data’s intended purpose. It
also includes examples of data and information artifacts used. (Accreditation Core Component 5D)
Table 7P2: Data and Performance Information Selection, Management and Distribution Processes
Owner
Rationale For Data
Selection
Learner Success
Agenda
Cabinet
Document progress on
performance targets to
inform all initiative/tactic
leaders
Department SMART
Goal Setting
Cabinet
Increase alignment with
LSA and its measures
MEASURING EFFECTIVENESS [7]
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Strengthens
Data Artifacts
Understanding of college’s
performance compared to
other higher education
institutions; organizational
evidence of its quality
improvement journey
Comprehensiveness of
continuous process
improvement progress
reducing information silos
IPEDS
CCSSE
NCCBP
Effectiveness Profiles
SMART Goals
Kirkwood Information
Network (KIN) site
Administrative
Quarterly
Conversation Process
Cabinet
Foster collaboration for
results on strategic and
operational goals
Student Retention
Alert Project
College Information
System Improvements
Retention
Committee
Information
Excellence
Team
Operational
Excellence
Team
Improve response to high
risk students
Inform stakeholders of
progress on selected KPI
measures
Inform operational
decision making related to
cost containment and
overall resource decision
making
Operating Efficiencies
Plan
Shared commitment to
results through open
communications on
overall institutional
progress
Project improvement
decisions
Distribution of real-time
performance
measurements
Maximizes input/output of
financial, physical and
technological services to
advance institutional
planning
Department progress
questions
Data study evidence
Dashboard/Scorecard
Composite Financial
Index (CFI)
7P3 Determining service units data needs: As with selection, management and distribution of data and performance
information for instructional and non-instructional programs and services, the collection, storage and accessibility of data
and performance information for units and departments is determined by evaluating the needs of stakeholders using a
shared inquiry approach. As with other processes, prioritization is based on assessment of legal requirements, operational
necessity and alignment with the LSA.
Kirkwood has identified certain opportunities involving departmental and unit specific data collection, storage and
accessibility processes that inhibit interoperability and the ability to produce quality performance information at an
institutional level. Alignment of these processes will require significant time and effort. This effort is currently under way
as part of the Information Excellence initiative of the LSA.
The IE/IR and IT departments function as service teams in assessing and diagnosing department/unit client needs related
to the collection, storage, management, and accessibility of data and reports as a team consisting of a Senior Programmer,
Research Analyst, Director of IR, and a Compliance Reporting Manager. This team manages department and unit data and
report requests through formal web and face-to-face processes ensuring that requests align with the institutional priorities,
Institutional Review Board guidelines, Family Educational Rights and Privacy Act (FERPA), and dean or administrative
priorities. This client-centric procedure supports continual refinement of the request management process and serves as a
shared learning experience between departments and report providers. This shared inquiry approach fosters stronger
discernment of individual and group client needs. In addition to this formal request method, a faculty committee assesses
and communicates college-wide data needs from an instructional perspective.
Tables 7P3.1 through 7P3.3 provide a sample of reports available to departments and units that support application of
learner success strategies, efficient enrollment management, data integrity, and external reporting requirements.
Table 7P3.1: Illustration of Department and Unit Reports: Learner Success Agenda Support
Purpose
Student Success Assessment
Student Demographics by Program
Academic Advisement
Off Campus New Student
Students with 35+ hours
Non-returning Students
MEASURING EFFECTIVENESS [7]
To assess student success factors through faculty review of COMPASS test
scores and grades from previously completed related courses.
To assist Program Coordinators with assessment of students by
understanding student makeup.
To identify advisees and programs by advisor to assist with placement
decisions.
To ensure success of first-time student orientation sessions meet objectives
To identify students with 35+ credits who are not applying for graduation to
proactively provide follow-up advisement and personalized support
To identify non-returning students to contact for advising or assistance
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Table 7P3.2: Sample of Efficient Enrollment Management Reports
Purpose
Direct Out-of-High School Applicants
Visa Student Information
Applied Students to a Program
Administrative Daily Operational
Information
High School Academy Students by HS
Class Lists with Demographic
Information
To identify direct out of high school students to assist decision making
To identify visa student demographic information
To identify number of students applying to a program to analyze growth
To provide daily comparison of previous term information on the same day
as the current term (i.e. enrollment, credit hours, etc.)
To provide demographic information, enrolled courses and academy
program enrollment, by participating high school
To assist faculty with more student information
Table 7P3.3: Sample of External or Strategic Improvement Reports
Purpose
Management Information Systems
NCCBP and CCSSE
Integrated Postsecondary Education
Data System (IPEDS)
Higher Learning Commission
To integrate Iowa mandated reporting into institutional decision making and
planning processes
To benchmark and compare institutional performance with large, nearby
community colleges and Iowa community college tied to LSA
To integrate required federal reports into institutional decision making and
planning processes
To integrate required accreditation-related reports into institutional
improvement practices
7P4 Sharing and analyzing data institution-wide: From 2007-2010 college administrators and strategic plan
committees used a “Strategic Priorities Scorecard” posted on the IE/IR website to track overall performance. The 20112016 Learner Success Agenda, its initiatives, tactics, and results are posted on the Kirkwood Information Network (KIN)
and are accessible by every employee via their portal. Data is analyzed for measurable progress toward stated milestones
and in comparison with benchmarks from other higher education institutions. External stakeholders receive updates on
progress via Kirkwood’s website. Regular on-campus town hall meetings are conducted on a scheduled basis with postmeeting videos available to provide information to internal and external stakeholders. Beginning November 2013
Effectiveness Profile five-year trend data aligned with the college’s Program of Studies will be analyzed by faculty
members, program coordinators, deans, Academic Affairs committees, and President’s Cabinet per college policy. Profile
information will include:
Educational
Opportunities
Enrollment:
Credit hours per
program, course
cluster or
category, and
other unique
programs
Academic
Achievement
In-course grade
distribution:
pass and success
rates
In-term:
persistence rate
Term-to-term:
persistence rate
MEASURING EFFECTIVENESS [7]
Graduation/
Transfer
Grad/Transfer:
100%, 150%,
200% of time.
Still In Program
rate
Employment:
per required
Perkins indicator
Learning
Outcome
Unavailable in
FY14 for 50% of
areas: per
program and
curriculum
documents’ stated
desired student
learning
outcomes,
assessment
plans/processes,
actual learning
outcome results,
program’s use of
assessment
evidence; impact
of improvements
Page 95 of 121
Engagement/
Satisfaction
External:
Occupational
Supply/Demand
data; advisory
committee
feedback
Internal:
Student feedback
(CCSSE, SENSE,
Graduate followup, Satisfaction
before
graduation)
Resource
Management
All
Expenditures:
with and without
capital outlay;
average per
employee
Cost per: credit
hour at start,
completed, and
Grade of C or
above
Course
Cancellation
Rate
Seat Occupancy
Rate
Reporting elements for each report will include: Student subgroup attributes (i.e. gender, race/ethnicity, resident/nonresident, traditional/non-traditional, Pell/non-Pell eligible, full-time/part-time, COMPASS/ACT cut-scores, feeder high
school, etc.); course attributes (i.e. delivery method, location, etc.); faculty attributes (i.e. full-time/part-time).
(Accreditation Core Component 5D)
7P5 Determining needs for comparative data: Similar to other data and information, Kirkwood establishes
comparative data and information needs in collaboration with stakeholders, and prioritizes needs in terms of usefulness to
decision making as guided by the LSA. Additional considerations include availability of data and comparability of
institutions.
Three notable sources of comparative data and information are the Integrated Postsecondary Education Data System
(IPEDS), the Community College Survey of Student Engagement (CCSSE), and the National Community College
Benchmarking Project (NCCBP). Compared information elements from each of these sources are provided in Table
7P5.1.
Based on their participation in CCSSE and NCCBP, as well as size and location factors, Kirkwood has selected peer
groups of Iowa community colleges and nearby extra-large community colleges. Institutions in these peer groups are
provided in Table 7P5.2. Currently Kirkwood stakeholders have not identified a need for comparison with institutions
outside of the higher education community.
Table 7P5.1: Comparable Data and Information Elements by Source
Source
Element
IPEDS
Fall enrollment
Fall full-time, first-time, degree/certificate-seeking enrollment
Percent of fall full-time, first-time, degree-seeking students who graduate within 150% of normal time
Percent of fall full-time, first-time, degree-seeking students who transfer out within 150% of normal time
CCSSE
Active and Collaborative Learning Benchmark
Student Effort Benchmark
Academic Challenge Benchmark
Student-Faculty Interaction Benchmark
Support for Learners Benchmark
NCCBP
Enrollee Success Rate for College-level Courses
Retention Rate for College-level Courses
Completer Success Rate for College-level Courses
Enrollee Success Rate for College Algebra
Retention Rate for College Algebra
Completer Success Rate for College Algebra
Enrollee Success Rate for Composition I
Retention Rate for Composition I
Completer Success Rate for Composition I
Enrollee Success Rate for Composition II
Retention Rate for Composition II
Completer Success Rate for Composition II
Enrollee Success Rate for Speech
Retention Rate for Speech
Completer Success Rate for Speech
MEASURING EFFECTIVENESS [7]
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Table 7P5.2: Comparison Peer Institutions by Group
Group
Peer
Iowa
Des Moines Area Community College, Ankeny, IA
Iowa Central Community College, Fort Dodge, IA
Iowa Western Community College, Council Bluffs, IA
North Iowa Area Community College, Mason City, IA
Northeast Iowa Community College, Calmar, IA
Southeastern Community College, West Burlington, IA
Nearby
College of DuPage, Glen Ellyn, IL
Extra-Large
College of Lake County, Grayslake, IL
Des Moines Area Community College, Ankeny, IA
Harper College, Palatine, IL
Johnson County Community College, Overland Park, KS
Moraine Valley Community College, Palos Hills, IL
7P6 Alignment of department data with institution: Kirkwood is in the process of ensuring department and unit
analysis of data and information aligns with organizational goals for instructional and non-instructional programs and
services through related processes. The core process is establishment of LSA performance measures for the institution. In
turn, department and unit heads are required to establish specific, measureable, attainable, realistic and timely (SMART)
goals for their area based on LSA performance measures. Instructional and non-instructional programs and services are
expected to base their goals on the goals of their department and unit. Individuals also are charged with developing their
own SMART goals that align with their program or service as well as the overall LSA performance measures. SMART
goals and their supporting data and information are recorded in KIN and are subject to quarterly review and annual
evaluation.
7P7 Ensuring reliability and validity of information system processes: Kirkwood strives to ensure the timeliness,
accuracy, reliability, and security of its information systems and related processes. The LSA initiative dealing with this
topic is Information Excellence. This initiative is a linchpin for the agenda, and, accordingly, is owned by the President.
Timeliness of information has been improved through preprogrammed queries in Reporting Services that can be executed
at any time by the owner of the report and other employees with appropriate permissions. This process is being applied to
federal and state recurring report requirements through advanced data queries that are being refined by IT.
IT is in the process of re-implementing a software solution to make data querying more accessible and manageable for
non-technical personnel. The re-implementation will also assist in improving accuracy and reliability. This is
accomplished through integrity checks on data as it moves between the transactional database and the queried database.
The data integrity checks identify data that does not match intended parameters for fields. This information can be used to
identify and address sources of aberrant data entry and processing.
IR is in the process of improving the accuracy and reliability of information provided to programs for accreditation and
evaluation through collaboration with program coordinators and triangulation; the use of multiple sources of information
to validate findings.
As part of the Information Excellence initiative, efforts are being continued to standardize data definitions throughout the
institution and establish better processes for altering system use and architecture to ensure data interoperability is
improved between departments and units of the institution. This is particularly important given that several departments
and units do not utilize the institution’s primary management information systems.
In conjunction with a major overhaul of position descriptions and identifications within the Human Resource module of
Kirkwood’s primary management information system, IT is more closely aligning security permissions per employee
positions. This will allow more accurate and reliable security changes in conjunction with employee status changes and
reduce ambiguity related to security permission assignment.
MEASURING EFFECTIVENESS [7]
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Table 7P7.1: Information System Operations - Ensuring reliability and validity of information system processes
SQL
Reporting
Services
ERP
System
(Enterprise
Planning
System)
System
Timeliness
Accuracy
Reliability
Security
ODSware
Update
nightly
Nightly loading
reports
Security roles are assigned by
position.
Colleague
Immediate
update
Dependent on
data input, audit
error reports are
scheduled for
accuracy
checking
Audit Error Reports
timeline, check by
query
Audit Error Reports
timeline, check by
query, Colleague
reports checked by
section schedulers
Security classes are built to match
work expectations of position.
Confidentiality form is signed by all
having access to data.
Table 7P7.2: Data Integrity
Process
Purpose
Audit/Error Section Check Contact Hours
To ensure correct information and reporting of contact hours by
section/course
To ensure data integrity of term start and end dates on section building
To provide listing of sections where no faculty has been assigned
To ensure data integrity provide listing of sections where location is
missing
Audit/Error Start End Term dates
Audit/Error Missing Faculty
Audit/Error Missing Location
7R1 Collecting and analyzing information and knowledge processing: Performance and effectiveness measures of
Kirkwood’s information and knowledge management system include IR and IT service request outcome reports as well as
several data and information issues registers for systemic anomalies requiring long-term, strategic solutions. Last year IR
tracked number of information requests, information request clients, responsible IR personnel, types of information
requests, and the cross tabulations of these data points. For the current year, on schedule completion and alignment with
Kirkwood’s LSA have been added as well as a feedback mechanism that is discussed in 7R2.
IT developed a Project Prioritization Process utilizing a scoring methodology and a steering committee for major
technology projects prioritization. This team represents every functional area of the college to gain a broad scope and
viewpoint. This process delivers more visibility to the project processes and increases inclusiveness. When a technology
project is submitted, it is reviewed first by the technology team to evaluate possibilities. The steering committee then is
presented an overview by the requestor so that there is a clear understanding of need and scope. Each project is rated
electronically with regard to the impacts in Table 7R1. After the ranking, the project is placed in the Project Database for
completion. This database coupled with data integrity documentation processes between IR and IT continues to strengthen
the institution’s ability to meet its external reporting and internal communication needs.
Kirkwood’s Information Excellence initiative is moving the college beyond a project request system to an integrated
systems model including administrative unit, program delivery, client impact, and resource tracking. Results to date
remain formative and unstable with a next phase roll-out in 2013-14.
Table 7R1: Measures of Performance and Effectiveness of Information and Knowledge Management System
Impact on
What kind of positive impact will this request have on our ability to answer our customers’
Customer Service
questions in a timely and professional manner, to have efficient, logical and customer friendly
process and systems available to our customers and to our employees who will be supporting our
customers?
Impact on
What kind of positive impact will this request have on employee satisfaction, will it lead to a clearer
Employee
understanding of systems, processes and procedures; will it yield a more efficient and effective end
Satisfaction
result that will impact an employee’s day to day function in a positive manner? Will it eliminate
drudgery, confusion and panic?
Impact on Learner Will this request deliver a positive impact on learner excellence? Does it improve our employees’
Excellence
ability to design, develop and sustain the proper systems and processes to deliver consistent learner
excellence?
Impact on Learner Will this request deliver a positive impact on learner satisfaction? Does it improve our employees’
MEASURING EFFECTIVENESS [7]
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Satisfaction
Impact on Learner
Engagement
Impact on
Efficient Use of
Resources
Impact on
Employee
Efficiency
Workload /Impact
Ratio
ability to design, develop and sustain the proper systems and processes to deliver consistent learner
satisfaction?
Will this request deliver a positive impact on learner engagement? Does it improve our employees’
ability to design, develop and sustain the proper systems and processes to deliver consistent learner
engagement?
Will this request deliver a positive impact on our efficient use of resources? Will it allow us to save
resources through implementation; will it deliver improvements to efficiency of operations? Can we
sustain the same level of quality output with a better and more effective and efficient use of
resources?
Will this request allow our employees to be more efficient? Does this eliminate time consuming
inefficient or manual processes with automated or highly efficient processes?
If a project has a high impact and a low workload then it should be scored very high, likewise if
another has high impact and a very high workload it should be scored lower compared to the high
impact low workload.
7R2 Providing evident that Measuring Effectiveness meets the college’s needs: Evidence that Kirkwood’s system of
measuring effectiveness is meeting organizational needs in accomplishing its mission and goals is in an early stage. It is a
client-centric approach and seeks feedback on a project-by-project basis focused upon client satisfaction and level of use
questions. The levels of use being tracked are provided in Table 7R2.1.
7R2.1: Institutional Research Metrics for Level of Use
Level of Use
Description
IR Request
Level 0: Informal Request
Client made informal information request with no follow-up
Level 1: Formal Request
Client made formal IR request for information
IR Event Experiences
Level 2: Reaction
Client expressed satisfaction with provided information and it made sense to them
Level 3: Intent
Client committed to future use of the information in planning or program improvement
IR Clients Apply and Share Learning Experience
Level 4: Measurable Outcomes Client applied information to advance their knowledge, skills, and strategies in a
measureable way
Level 5: Application Evidence
Client shared evidence of their use of information with internal and/or external
colleagues
IR as Accountable Service Unit
Level 6: Results
Information affected client performance or achievement; influenced the ability of client
to make informed decisions; and impacted the direction of team, department, or
institution strategy
Level 7: Return on Investment
Information used by client to measurably saved time, money, and/or effort and reduced
risk and/or added value for stakeholders
Selected key systems and processes for assessing how well Kirkwood performs its Measuring Effectiveness functions are
summarized in Table7R2.2 as they relate to the LSA and the scope of its Information Excellence initiative.
Table 7R2.2: Measuring Effectiveness Priorities/Stage of Development
Critical Priorities
Stage of Development
Future Improvement
Strategic Plan Alignment
Aligned
Measures aligned; data and related processes to be automated
External Report
Embed in training and development requirements
Aligned
Requirements
Client Level of Use/
Bi-Annual Needs Assessments needed
Becoming Systematic
Satisfaction
Data Governance
Becoming Systematic
College policy; Data team is formed
Data Integrity
Systematic
Systematic
Data/Report Access
Aligned
Integrate with dashboard
Data Security
Aligned
Document and strengthen security protocols
MEASURING EFFECTIVENESS [7]
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Critical Priorities
Data-Informed
Decision Making
Staff Training/
Development
Stage of Development
Becoming Systematic
Becoming Aligned
Future Improvement
Annual training requirements tied to job performance
Annual training requirements tied to job performance
7R3 Comparing results to other institutions: Through a review of Kirkwood’s identified benchmarking institutions
(extra-large nearby community colleges and Iowa community colleges), prior AQIP Examiner Survey data (where
available before discontinuation), AQIP portfolios, and comparisons shared at Iowa accreditation workshops reveal that
Kirkwood’s primary processes are stable yet need improvement. External required reports comply with agency
definitions. Internal use of data for program improvement needs to be strengthened particularly in the area of learning
outcome tracking. This is an improvement priority for Kirkwood and is currently being addressed by the aforementioned
Information Excellence initiative.
7I1 Recent improvements: The use of issue registers mentioned in 7R2 integrated with the LSA’s Information
Excellence initiative is strengthening data quality efforts. It is a systematic and comprehensive team effort to address
opportunities for improvement related to the institution’s processes and performance results for measuring effectiveness.
A policy has been drafted for the creation of a Data Operations Team that will monitor and make decisions related to
institutional definitions and information system architecture. The policy includes an operational team with representation
from throughout the institution. The team will assist in identifying and resolving issues before they are escalated to the
board, and follow through with implementation of board decisions. In concert, the Information Excellence initiative
represents a new era in measuring effectiveness through systematic and comprehensive processes for Kirkwood.
Examples of improvements are provided in Table 7I1.
College
Information System
Improvements
(Colleague Project)
President
IT admin and
LEAN
Process
Facilitator
Data Dictionary,
Dashboard and
Scorecard Project
Data Operations
Team
Class Climate
Reports (formerly
Student Perception
of TeachingSPOT)
Associate VP
Academic
Affairs
Documentation of
data definitions, data
capture, quality
oversight, and use
standards are critical
to future success
Shared, well-known
operational
definitions
accelerate the
improvement
process.
Regular use of data
for professional
development
purposes would
strengthen Master
Teacher Program
curriculum
Data Team
Lead
System
Support
Coordinator
Recent
Improvement
(FY2011-13)
A comprehensive
data/information
needs assessment is
guiding Information
Excellence initiative
Completing data
entry and
management
standards; new
software tools
identified
Trend data is now
collected and
processed with
KCELT
Planning Level: S = Strategic, O = Operational
Time Frame (Strategic): LR = Long Range, ST = Short Term
AQIP Category: Nine Academic Quality Improvement Program Categories
AQIP Type: I = Improvement, P = Processes, R = Results
Quality Development Stage Code: 1 = Reacting, 2 = Systematic, 3 = Aligned, 4 = Integrated
MEASURING EFFECTIVENESS [7]
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Quality
Development
Stage Code
Planning Insights
AQIP Type
Manager
AQIP Category
Owner
Time Frame
Name of Process
Planning Level
Table 7I1: Recent Measuring Effectiveness Improvements
O
ST
6
R
2
O
ST
6
I
2
S
LR
6
I
3
7I2 Selecting processes for improving performance: Kirkwood’s culture and infrastructure have played significant
roles in the selection of specific processes to improve as well as in setting targets for improved performance results in
measuring effectiveness. Emerging from a relatively “siloed” period, Kirkwood is now united in an understanding of the
growing importance of measuring effectiveness through data and information as the foundation of accountability as well
as informed decision-making. Kirkwood’s management information system infrastructure developed during this “siloed”
period which is evident in many interoperability issues and inconsistent data definitions. These interoperability issues and
data definition inconsistencies have slowed the improvement process. The President, Cabinet, administrators, and program
coordinators are clearly united in the improvement of data quality, report generation, and the need to use data to inform
decision-making related to Kirkwood’s LSA. The criticality of the Information Excellence initiative is evident and
advancing through a written program of work with milestones. It is for these reasons that the Information Excellence
initiative is considered the linchpin of the LSA.
MEASURING EFFECTIVENESS [7]
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8. Planning Continuous Improvement – Introduction
Committed to a bold vision--"To invent, develop, and deliver learning solutions for the 21st century"--a compelling
mission--"To identify community needs; provide accessible, quality education and training; promote opportunities for
lifelong learning”--and a 2011-2016 Learner Success Agenda (LSA), Kirkwood is becoming more aligned in its strategic
and operational planning. Through daylong employee dialogue sessions every 18-24 months, strategic initiative tactic
work teams, department-aligned SMART goal teams, and ad hoc and assigned process mapping improvement teams, the
overall effectiveness of the college planning processes has become more well-understood by employees. This maturation
is evolving through an explicit focus upon data-informed process evaluations, after action reviews, artifact studies,
quarterly progress conversations, clearer policies/procedures, and more aligned human resource practices.
Evaluating improvements and systems for planning has matured over the past five years. The college’s strategic plan and
department planning processes are integrated with identified processes in Category 3: Understanding Students’ and Other
Stakeholders’ Needs. More systematic approaches to identify needs and objectives related to new initiatives, innovations,
projects, and proposals are documented and explicitly assessed using the following questions and pre-determined criteria.
These approaches are beginning to serve as a means to better inform college planning.
To what extent do the proposed actions:
1. Align with the Learner Success Agenda of the college? (Directional Alignment)
2. Present data to support its rationale? (Data-Informed)
3. Fit within our strategic resource plan? (Resource Planning Process)
4. Provide for effective implementation and sustainability? (Life Cycle Cost/Benefit Analysis)
5. Expose risk to the college’s reputation and its ability to serve its stakeholders? (Risk Mitigation)
6. Advance progress or momentum generated to date? (College Value of Innovation)
7. Require systematic development of personnel before and during implementation? (Employee Learning)
8. Require a formal needs assessment? (Needs Identification)
9. Require an explicit change and/or project management strategy? (Change/Project Management)
The primary focus of Category 8 responses is to inventory and assess the college’s stage of development related to its
strategic, operational, and tactical improvement efforts consistent with Academic Quality Improvement Program (AQIP)
and initiation of college strategic planning processes. Responses are organized around three key essential questions:
1.
2.
3.
What is our current stage of development?
What data or evidence supports this judgment?
What planning processes must be strengthened to produce improved future results?
8P1 Identifying key planning processes: Central to Kirkwood’s past, present, and future success is its planning
processes. Kirkwood’s planning processes are becoming more understood, systematic, and mature. College planning
processes are organized into a common structure so planners and decision makers can proactively differentiate between
procedural, structural, and cultural change while weighing relevant information against past results, future aspirations, and
emergent opportunities. Table 8P1 characterizes how Kirkwood’s key planning processes are organized into four broad,
interdependent, and aligned decision making categories:
1.
2.
3.
4.
Strategic Direction/Action Planning
Operational Planning/Actions
Tactical Problem Solving
Understanding Community and Stakeholder Needs (See Category 3)
PLANNING CONTINUOUS IMPROVEMENT [8]
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Table 8P1: Kirkwood Planning Processes
Strategic Direction/Action Planning
Operational Planning/Actions
3-5 year plans; annual progress reviews
3-24 months; monthly progress
tracking
External trend tracking/benchmarking
Tactical Problem Solving
Constant, ongoing, and collaborative
ad hoc task forces/formal group
efforts
Implementation and documentation
of adjustments
Procedural refinements per after
action reviews
Annual dept SMART goals/program
of work
Internal environment scans
Internal data/progress monitoring
through evidence
Program review schedule
Annual budgeting decisions; shortterm projects
Resource/budget projections
Process improvement mapping; cross
functional team projects
Understanding Student, Community and Stakeholders’ Needs (Category 3)
Constant, ongoing listening and data gathering; employee feedback/surveys, after action reviews, program advisory
committees, college boards (Foundation Board, Alumni Council, and Kirkwood Board), ad hoc committees/task forces,
college standing committees, partnership groups (i.e. League of Innovation, Community Colleges for International
Development, Diversity Focus, Chamber of Commerce, Workforce Development, Regional Career Academy, Workplace
Learning Connection, Mount Mercy University, etc.)
The college has integrated the Integrated Post-Secondary Education Data System (IPEDS), National Community College
Benchmark Project (NCCBP) and Community College Survey of Student Engagement (CCSSE) data into its planning and
decision making processes. This integration is intended to serve as a program design and review reference point to
strengthen plan-do-study-action decisions related to learner success as well as a method to benchmark our performance
with other institutions.
With a focus on its mission, the college has adopted policies and processes to become more proactive and responsive to
regional market/economic shifts, new laws/regulations, funding issues, and technology advancements. These planning
decisions focus the college’s resources on more strategic investigations of educational-economic partnership development
opportunities, grant award pursuits, and external funding sources. A strategic resource decision-making process is being
refined via a strategic initiative team to guide institution-wide resource planning, deployment, and educational program,
facility, energy, safety, and technology decisions.
The college’s planning and decision-making framework continues to evolve as more employees experience firsthand the
concepts of continuous improvement, data-informed decision making, and documented processes and progress
monitoring. Continuing Education, Enrollment Services, Technology Services, Administrative Services, and the
Kirkwood Foundation deploy aligned practices to evaluate the impact of their planning processes on their operational
goals.
8P2 Selecting strategies: Kirkwood selects its short- and long-term strategies through the President’s Cabinet seeking
input from targeted employee groups and students who may be impacted by pending decisions. The Cabinet represents all
aspects of the college’s operations and seeks to build strategic thinking into the everyday life at Kirkwood. It is comprised
of the college President with representatives from Continuing Education and Training Services (CE&TS), Enrollment,
Facilities Management, Financial Operations, Governmental Relations, Technology Services (IT), Institutional
Effectiveness/Research (IE/IR), Academic Affairs, and Resource Development. This senior leadership team structure is
designed to strike the right balance between short- and long-term thinking to advance the college’s LSA’s
initiatives/tactics and success metrics. Each member is assigned with the ownership responsibility to ensure progress on
tactics while keeping “in touch” with employees in their assigned area. At each of their meetings, the Cabinet, as a
collaborative unit, evaluates progress on milestones and provides ongoing communications related to the LSA through a
written accountability plan.
Strategizing is a continuous process at Kirkwood even at the operational level. All short- and long-term strategies are
weighed simultaneously from a present and future planning perspective through administrative and committee leadership.
Each decision is grounded in repeated attention to the following questions: To what extent does this initiative, project,
innovation, or proposal:
PLANNING CONTINUOUS IMPROVEMENT [8]
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Help identify student/stakeholder service segments to succeed and/or meet business/industry/community needs?
(Mission Alignment)
Align with the college’s Learner Success Agenda? (Directional Alignment)
Present data and/or research to support its rationale? (Data-Informed)
Fit within our strategic resource plan? (Resource Planning Process)
Provide for effective implementation and sustainability? (Life Cycle Cost/Benefit Analysis)
Expose risk to the college’s reputation and its ability to serve its stakeholders? (Risk Mitigation)
Advance progress or momentum generated to date? (College Value of Innovation)
Require systematic development of personnel before and during implementation? (Employee Learning)
Require a formal needs assessment? (Needs Identification)
Require an explicit change and/or project management strategy? (Change/Project Management)
8P3 Developing key action plans in support of strategies: Continuous improvement is more than an espoused
philosophy at Kirkwood. It is an explicit focus of the college’s LSA as well as of each department. Department teams
have developed five-year visions and use an annual SMART goal setting and assessment process based upon the
identification of student and stakeholder needs. Enrollment, engagement, learner success, complaint data, and process
mapping results inform the development of action plans. Advisory group recommendations also inform the action
planning process. Action planning decisions are also embedded into formal service request processes in IE/IR, IT, and
Facilities. They are depicted in Table 8P3.
Table 8P3: Formal Service Request Process
Plan
Do
Who do we serve?
How do we manage and
What value must we add?
respond to service
What actions will we take?
requests?
Institutional Effectiveness: Research/Report Web
Academic Administrators
Request
Information Technology:
SchoolDude
User Subgroups
Facilities: All employees,
SchoolDude
students, visitors
Study
What’s our data tell us?
What’s working? What’s
not?
Client Satisfaction
Response Rate/Client
Satisfaction
Response Rate/Client
Satisfaction
Action
What adjustments will we
make and document?
Design improvement;
document and archive
Design improvement;
document and archive
Design improvement;
document and archive
To ensure the college’s LSA maintains a strong focus upon its success measures and milestones, two centralized databases
are accessible by all employees to track progress on every aspect of the LSA as well as department-by-department
SMART goal processes. The inventory of improvements in this category serves as evidence of the comprehensive
progress being made in this category.
8P4 Coordinating and aligning the college’s planning processes: Kirkwood coordinates and aligns its planning
processes, organizational strategies, and action plans across the college through annual department goal setting and action
plan development. Each department:
1. Identifies and analyzes data from a variety of sources to understand the need for its goal(s).
2. Writes 2-3 summary statements describing the needs for its goal(s).
3. Constructs 1-2 written goals written in SMART terms (Specific, Measurable, Actionable, Results-Oriented,
Target Date) identifying how they align with the college’s LSA measures and tactic milestones.
4. Summarizes how progress on SMART goal(s) are measured, evaluated, and assessed, identifying the instruments
and data sources to be used. (Note: Data includes descriptive numbers, artifacts, and/or professional
observations.)
Department improvement plans and SMART goals are summarized in a centralized database, situated in the Kirkwood
Information Network (KIN) portal and are accessible by all employees. Continuous improvement accreditation action
projects are integrated into the LSA and rated according to AQIP process stages of development. Each project’s progress
is coordinated by a cross-functional team and is led by faculty-administrator co-chairs. Current AQIP Action Projects
embedded into the LSA at this time are:
PLANNING CONTINUOUS IMPROVEMENT [8]
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•
•
•
Course/Program Placement Model
Improved Document and Software Access
Effectiveness Profiles
Departmental FY2014 SMART Goals
Department
Agricultural Science
Allied Health
Arts & Humanities
Project Name
Program Reflection
Pre-Program Admission Communication Process
Art Curriculum and Articulation Project
Learner Success Initiative(s)
Program Effectiveness
Instructional Innovation
Program Effectiveness
Athletics
Bookstore
Business and Information Technology
Career Academies
Continuing Ed & Training Services
Continuing Ed & Training Services
Former student athlete degree completion
EagleTech Sales
ACBSP Reaffirmation
College Credit in HS Enrollment Conversion
FY14-16 Long-Term Department Plan
Collaboration for Innovation
Instructional Innovation
Operational Excellence
Program Effectiveness
Operational Excellence
Operational Excellence
Operational Excellence
Continuing Ed & Training Services
Dean of Students Office
Distance Learning
English
English
Enrollment Services/Financial Aid
Career pathways skills development model
Assessment Plan
Alternative Scheduling-Distance Learning
ELA Collaborations
Collaborating on Documentation Resources
Default Management
Instructional Innovation
Program Effectiveness
Educational Delivery
Instructional Innovation
Instructional Innovation
Operational Excellence
Facilities
Facilities
Finance
Foundation/Resource Development
Foundation/Resource Development
Human Resources
Emergency Operations Center (EOC)
Grounds Maintenance Map
Resource Planning Model
Increase scholarship applications
Foundation-Department Visits
HR Systems
Operational Excellence
Operational Excellence
Operational Excellence
Regional Leadership
Regional Leadership
Operational Excellence
Industrial Technologies
Information Technologies
Institutional Effectiveness/Research
International Programs
Iowa City Campus
Jones Regional Education Center
Budget Tracking
IT Security
Inform Grant Application to Improve Student Learning
Host Family Recruitment
Student Engagement 2013/14
College Credit Student Enrollment
Operational Excellence
Operational Excellence
Program Effectiveness
Regional Leadership
Instructional Innovation
Educational Delivery
KCCK-FM
KCELT
Learning Services
Library
Marketing Services
Math/Science
Improve Major Giving
iPad Initiative
Compass Advising
WorldCat Local/WorldShare Management Systems
Class of 14 Recruitment Plan
Student success
Operational Excellence
Instructional Innovation
Program Effectiveness
Instructional Innovation
Program Effectiveness
Educational Delivery
Nursing
Secondary Programs
Secondary Programs
Social Sciences
Washington County
Self-Study for Nursing Accreditation
NRS Performance
Common Core Curriculum Alignment
Academic Concentration Area Advising Project
Washington County Regional Center Promotion-Year 2
Program Effectiveness
Instructional Innovation
Instructional Innovation
Instructional Innovation
Educational Delivery
8P5 Defining outcomes and measures aligned with continued improvement: The college’s administrators and
strategic initiative/tactic teams identify improvement targets and measures after analyzing marketplace needs, its
student/stakeholder segments, and its competition. The recently adopted LSA was preceded by fourteen months of
market-based strategic planning facilitated by personnel from the University of Iowa’s MBA program. The college’s 65
PLANNING CONTINUOUS IMPROVEMENT [8]
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administrators vetted this data during their four half-day retreats (increased to six in 2011-12.) Input of these preliminary
priorities and measures is also sought from all employees every 18-24 months through a forum approach. Ongoing input is
received through newly organized town hall meetings open to all employees.
8P6 Linking strategies and actions mindful of resources: The college is becoming more aligned in its budgetary
practices but is less mature in its long-term resource allocation modeling. The college is able to meet its current financial
obligations. Its senior level administrators are mindful of the college’s bond rating and Composite Financial Index
indicators. Over the past three years, the Financial Operations Division has made improvements to the budgeting process
as a foundational effort to advance more integrated long-term planning. These improvements include:
1.
2.
3.
4.
5.
6.
7.
Selected an external audit firm with greater expertise than State of Iowa.
Preparation of current year budgets with prior three-year comparisons to actual results.
Implementation of monthly close information to all budget supervisors.
Refinements in capital outlay request process.
Implementation of required budget supervisor training including a post-test of knowledge.
Restructured Chart of Accounts to fit short- and long-term decision-making and budget monitoring.
Introduced budget and resource allocation scenario software to President’s Cabinet.
Given the LSA and its demand upon resources, the President’s Cabinet has established a budget request process and
account code for supporting its strategic initiatives and tactics. It takes into account personnel time assignment, contracted
services, travel, and other direct costs. The Chief Financial Officer (CFO) and Cabinet formally analyze requests in terms
of cost and impact upon agenda milestones and deliverables.
(Accreditation Core Component 5A)
8P7 Assessing and addressing process planning risks: Risk mitigation is a core element of the college’s current
planning process. As previously stated, each initiative, project, innovation or proposal carefully considers the question:
“Will this effort expose risk to the college’s reputation and its ability to serve its stakeholders?” Thus, under the direction
of the CFO/COO and advice from legal counsel, new opportunities are also scrutinized through internal financial controls
as well as Equal Employment Opportunity regulations and requirements. Building and grounds, maintenance, and new
facility construction efforts all have well-established rules and regulations. Comprehensive external compliance is
conducted on a scheduled basis with a Campus Safety Committee conscientiously addressing opportunities for
improvement. New partnerships, programs, grant pursuits, and policy revisions formally consider risks early in the
planning process through documented processes. This is an opportunity for improvement for the college to move toward a
more integrated resource allocation and management model given declining state resources and managing the burden of
student debt via tuition costs. While our current budgeting, expense monitoring, and resource base supports current
educational programs and decision makers, the college is actively involved in defining a resource allocation model tied to
long term planning (5-10 years). Seven Cabinet members have participated in a two-day long-term resource allocation
institute to begin formulating a shared model. A software solution has been recently adopted to manage support of FY15
and beyond planning. Personnel have been assigned to advance this priority per the Operational Excellence tactic of the
LSA. This proactive effort is consistent with the college’s mission and commitment to provide quality educational
programs relevant to our service area and beyond at an affordable price. (Accreditation Core Component 5A)
8P8 Nurturing and developing faculty and staff in a changing organization: Employee learning, development and
support is a critical element of all operations given the innovative, ever changing nature of Kirkwood. The Kirkwood
Center for Excellence in Learning and Teaching (KCELT), Department of Human Resources, and 2-day annual training
requirement for all employees provide a solid foundation to addressing changing job requirements through ongoing needs
assessments. All administrators and strategic planning leaders are required to participate in six half-day trainings related to
leadership development, change, and project management. Each new initiative is considered and ultimately designed with
employee development and training in mind. Table 8P8 illustrates the training support provided through KCELT over the
past several years.
PLANNING CONTINUOUS IMPROVEMENT [8]
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Table 8P8: KCELT Offering, Cancellation, and Attendees Trends - Tech vs. Non-Tech
% Total
Non-Tech
% Cancellations
Tech
% Cancellations
Non-Tech
Tech
Offerings
Course Cancellations
% Cancellations
Sessions Ran
Attendees
Session Attendance
Mean
TOTALS
Tech
Attendees
% Total
Cancellations
Non-Tech
Offerings
Fall 2007
26
20%
103
80%
4
15%
40
39%
174
207
129
44
34%
85
381
4.48
Spring 2008
46
20%
181
80%
19
41%
71
39%
211
579
227
90
40%
137
790
5.77
Summer 20081
80
53%
71
47%
16
20%
26
37%
374
211
151
42
28%
109
585
5.37
Fall 2008
55
42%
76
58%
31
56%
27
36%
205
214
131
58
44%
73
419
5.74
Spring 2009
70
22%
243
78%
39
56%
54
22%
327
1,085
313
93
30%
220
1,412
6.42
Summer 20091
68
44%
87
56%
16
24%
13
15%
592
485
155
29
19%
126
1,077
8.55
Fall 2009
45
25%
138
75%
18
40%
38
28%
230
550
183
56
31%
127
780
6.14
Spring 2010
51
31%
114
69%
9
18%
32
28%
402
337
165
41
25%
124
739
5.96
Summer 20101
35
34%
69
66%
3
9%
14
20%
502
333
104
17
16%
87
835
9.60
39
25%
118
75%
5
13%
35
30%
294
466
157
40
25%
117
760
6.50
Spring 2011
53
34%
101
66%
7
13%
16
16%
433
360
154
23
15%
131
793
6.05
Summer 20111
103
55%
84
45%
6
6%
11
13%
879
401
187
17
9%
170
1,280
7.53
70
37%
119
63%
7
10%
38
32%
284
189
45
24%
144
973
6.76
143
61%
91
39%
30
21%
24
26%
324
234
54
23%
180
1,363
7.57
51
44%
64
56%
6
12%
7
11%
689
1,03
9
607
512
115
13
11%
102
1,119
10.97
5.31
Term
Fall 2010
Fall 2011
2
23
Spring 2012
Summer 2012
1
24
16
22%
57
78%
1
6%
13
23%
147
166
73
14
19%
59
313
Spring 20134
32
48%
34
52%
2
6%
11
32%
289
95
66
13
20%
53
384
7.25
Summer 20131 4
17
57%
13
43%
0
0%
3
23%
374
71
30
3
10%
27
445
16.48
Fall 2012
1
Includes Learning Institute (formerly Dog Days Sessions)
Does not include Academic Affairs Collaborative Professional Development Days
3
Does not include Human Resources sponsored sessions
4
Does not include IT technology training sessions Colleague Overview; Chart of Accounts Overview; and Registering
Students (RGN)
2
8R1 Measuring the effectiveness of planning processes: The college measures the effectiveness of its planning
processes through an evidence-based approach tied to the LSA, internal/external benchmarking data (see Category 1 and
3), and program-based persistence, retention, and completion trend data. LSA progress is assessed quarterly by initiative
owners, tactic leaders, the Cabinet, college administrators, and is posted on the college’s website as well as reported
through KIN. Achievement on stated progress measures and assessment of tactic team deliverables is owned and managed
by named members of the President’s Cabinet with results reported semi-annually by the President, quarterly at town hall
meetings, and periodic Cabinet and Board presentations. An annual one-page summary of all tactic progress is
summarized for all employees.
Table 8R1 includes other measures considered when assessing the effectiveness of strategic planning processes.
PLANNING CONTINUOUS IMPROVEMENT [8]
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Table 8R1: Other Measures of Effectiveness of College Planning Processes
Measure
Rationale
Department SMART Goals and
Artifacts
Credit Program Review Scales
Non-Credit Program Improvement
Metrics
Process Mapping Result Scales
To study impact of SMART goal setting trends and accomplishments over time in
terms of design-results criteria; to inform and improve planning efforts.
To monitor, assess, and improve program planning and its effect upon outcomes,
course competencies, learning objectives, results/feedback loop, etc.
To monitor, assess, and improve program performance through group and
individual study of impact of planning efforts on targeted results.
To study and improve the impact of process improvement efforts.
8R2 Performance results: Evidence of college progress on its LSA is evidenced by progress made by each tactic team
https://www.kirkwood.edu/lsa/LSA_Tactic_Update.pdf;student persistence, retention, and completion; progress made in
terms of general education outcome-assessment and engagement initiatives described in Categories 1 & 3; and environmental regional workforce development needs assessments. The following tables 8R2.1, 8R2.2, and 8R2.3 depict recent
progress. The college’s action project, Effectiveness Profiles, is under development and will substantially expand our
ability to use data to make improvements in all programs and course clusters identified in the program of studies catalog.
Table 8R2.1: Overall Program Retention Pass Rate and Success Rate Data 2010-2012
100.0%
95.0%
90.0%
85.0%
80.0%
75.0%
70.0%
65.0%
60.0%
55.0%
50.0%
Spring
2010
Retention Rate 82.8%
Pass Rate
71.7%
Success Rate
66.6%
Fall
2010
83.1%
70.1%
64.9%
Spring
2011
82.9%
70.7%
65.9%
Fall
2011
83.2%
71.4%
65.9%
Spring
2012
84.7%
72.8%
67.1%
Fall
2012
84.6%
74.4%
69.3%
Table 8R2.2: 2013 Spring Pilot - Critical Thinking Results
Substantial Accomplishment: Student will be able to analyze the arguments of others, distinguishing fact from opinion
and identifying assumptions and inferences.
4
3
2
1
0
No demonstrated
• Source’s arguments are • Some of the source’s • The arguments and
• There is no attempt
achievement
analyzed in all
arguments are
information of the
at evaluation of the
important areas
analyzed, but some
source is used with
source’s arguments
are missed
only a superficial
or information
• Measurable facts are
attempt
at
evaluation
distinguished from
• Many facts are
• Several assumptions
subjective opinions, and
distinguished from
relevant assumptions
subjective opinions,
are made by the
and inferences of the
and at least one of
student about the
sources are identified
the source’s
veracity, objectivity,
assumptions
or
and completeness of
• The evaluation is a
inferences are
the source’s
comprehensive analysis
identified
information
• The evaluation is not
• The evaluation is
coherent or complete
coherent, but
incomplete
PLANNING CONTINUOUS IMPROVEMENT [8]
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Course Title
Introductory Biology with Lab
Nutrition
Understanding Cultures: Indigenous Central American
Elements of Writing
Environmental Science
Substance Abuse and Treatment
Business Calculus
Introduction to Ethics
Developmental Psychology
Human Sexuality
Introduction to Lesbian, Gay, Bisexual & Transgender
Studies
Public Speaking
NS
0
0
16
18
3
0
1
0
5
6
0
4
14
5
4
0
6
2
7
12
6
5
15
3
1
7
6
0
7
1
3
17
2
7
10
2
1
3
3
0
7
0
2
9
8
9
0
1
2
2
0
0
0
0
0
3
1
0
0
0
1
0
1
0
1
0
2
6
1
1
3
Total
19
17
14
0
21
3
14
47
18
22
28
Average
3.31
2.88
2.86
0
2.81
3.67
2.93
2.55
2.61
2.68
3.21
1
5
7
2
0
0
14
3.21
Substantial Accomplishment – Student will be able to analyze the conditions of a given problem and design solutions to it.
4
3
2
1
0
Propose a solution/
Propose a solution/
Propose a solution/
Does not propose a
No demonstrated
hypothesis that:
hypothesis that:
hypothesis that:
solution/hypothesis
achievement
• indicates a thorough
• indicates a partial
• is difficult to evaluate
comprehension of the
comprehension of the
because it is vague or OR
problem
problem
only indirectly
addresses the problem Propose solution/
• takes into account
• takes into account
hypothesis that cannot
statement
most relevant
some contextual
be evaluated because it
• doesn’t take
contextual factors
factors
contextual factors into is vague and/or doesn’t
address the problem
account
statement
Course Title
Introductory Biology with Lab
General Biology II
Microbiology
General Chemistry II
Understanding Cultures: Indigenous Central America
Early Childhood Field Experience
Principles of Microeconomics
Elements of Writing
Intermediate French II
Survey of Mathematics
College Algebra with Limits
Finite Math
Calculus I
Calculus II
Jazz Combo
Introduction to Ethics
Social Psychology
Social Problems
PLANNING CONTINUOUS IMPROVEMENT [8]
NS
0
19
3
1
15
3
3
12
0
9
5
0
4
2
0
0
0
6
4
14
7
0
10
0
7
23
0
3
6
20
11
5
4
9
4
3
21
Page 109 of 121
3
1
10
3
14
0
1
3
0
3
3
17
2
2
7
2
12
5
3
2
1
1
12
1
0
1
0
0
2
0
8
3
6
2
0
2
1
3
1
2
3
0
5
0
1
1
0
0
0
0
0
5
0
0
1
3
0
0
1
0
6
5
0
2
1
0
1
1
22
0
1
1
1
1
0
0
Total
19
21
21
35
0
12
28
0
9
10
67
16
19
14
12
20
12
27
Average
3.31
3.00
1.57
2.54
0
2.75
3.64
0
2.78
3.30
2.19
3.50
2.26
2.93
3.50
2.85
2.67
2.89
Substantial Accomplishment – Student will be able to develop thorough and reasoned arguments.
4
3
2
1
• Conclusion(s)
• Conclusion(s)
• Conclusion(s)
• Conclusion not
logically and
logically tied to
inconsistently tied to
tied to any
consistently tied to
information
some of the
information
information
information discussed
discussed
• Some related
• Related outcomes are
• Related outcomes
outcomes
OR
(consequences and
clearly identified
(consequences and
implications)
implications) are
identified clearly
oversimplified
• No conclusion
Course Title
Introductory Biology with Lab
Human Anatomy & Physiology I w/Lab
Human Anatomy & Physiology II w/Lab
Understanding Cultures: Latin America
Understanding Cultures: Indigenous Central America
Criminal Law
Criminology
Film Analysis
Exploring Teaching
Engineering I
Statics
Thermodynamics
Elements of Writing
Composition I
Composition II
Europe in the Age of Monarchy
Holocaust and Genocide in Memory and Lit
Popular Culture
Business Calculus
Theory of Coaching Basketball
Introduction to Physical Education
Introduction to Philosophy
Introduction to Ethics
Developmental Psychology
Introduction to Sociology
NS
0
12
0
3
15
0
22
6
3
1
1
19
24
13
14
0
8
3
3
0
3
46
0
1
36
4
14
5
6
7
0
10
7
4
3
7
8
8
9
13
5
7
3
9
4
5
10
7
7
8
16
3
1
7
6
32
0
2
3
6
1
10
9
3
8
10
3
9
5
10
13
8
3
7
7
9
3
2
1
9
10
0
0
1
1
7
0
8
7
4
5
10
6
3
4
0
0
5
0
7
5
5
5
1
2
5
0
0
0
0
3
0
3
1
0
0
0
2
4
3
2
0
0
1
0
3
0
3
0
0
1
2
0
0
0
3
4
0
0
0
0
0
0
0
1
2
0
0
3
1
0
0
1
2
9
0
No demonstrated
achievement
Total
19
28
22
39
0
16
18
17
7
26
24
15
22
35
19
24
14
19
20
20
13
24
20
27
33
Average
3.32
2.29
3.27
3.18
0
3.00
2.33
2.82
2.54
2.88
3.04
3.27
3.18
2.97
2.68
2.67
2.64
3.47
2.75
2.75
3.77
2.75
2.95
2.67
2.52
Substantial Accomplishment – Student will be able to recognize and value the existence of different points of view.
4
3
2
1
0
• Systematically and
• Questions some
• Shows an emerging • Shows no awareness No demonstrated
achievement
methodically
assumptions
awareness of
of present
analyzes own and
present assumptions
assumptions
• Identifies several
others' assumptions
relevant contexts
• Begins to identify
• Does not identify
• Carefully evaluates
when presenting a
some contexts when
context when
position
presenting a
presenting a position
the relevance of
position
contexts when
presenting a position
PLANNING CONTINUOUS IMPROVEMENT [8]
Page 110 of 121
Course Title
Photography
American Sign Language I
Introductory Biology With Lab
Understanding Cultures: Indigenous Central America
Elements of Writing
Elementary Spanish I
Health and Psychosocial Rehabilitations
Forms of Literature: Story Cycle
Introduction to Ethics
International Relations
Introduction to Sociology
Fundamentals of Oral Communication
NS
5
46
0
15
18
3
0
1
0
4
1
3
4
7
12
14
0
0
7
18
9
8
6
8
13
3
3
3
1
0
0
6
12
6
6
4
10
12
2
2
1
1
0
0
2
3
0
5
2
9
3
1
1
0
2
0
0
0
0
0
0
0
0
0
0
0
4
1
0
0
3
3
0
1
2
1
4
Total
13
20
19
0
0
18
36
15
20
14
28
32
Table 8R2.3 – Elements of Writing and Composition 1 Data
Elements of Writing: Students should be able to write clearly organized paragraphs and essays.
N
Fall 2012
Spring 2012
Fall 2011
Cumulative
524
(100%)
400
(100%)
627
(100%)
1551
(100%)
4
Excellent
138
(26.3%)
125
(31.2%)
143
(22.8%)
406
(26.2%)
3
Good
241
(46.0%)
193
(48.3%)
308
(49.1%)
742
(47.8%)
2
Competent
121
(23.1%)
75
(18.8%)
153
(24.4%)
349
(22.5%)
1
Poor
24
(4.6%)
7
(1.7%)
23
(3.7%)
54
(3.5%)
Average
2.94
3.09
2.91
2.97
Composition 1: Students should be able to write clearly organized paragraphs and essays.
N
Spring 2012
Spring 2011
Spring 2010
Spring 2009
Spring 2008
Spring 2006
Cumulative
866
(100%)
769
(100%)
678
(100%)
507
(100%)
544
(100%)
383
(100%)
3747
(100%)
4
Excellent
322
(37.2%)
266
(34.6%)
241
(35.5%)
167
(32.9%)
151
(27.8%)
107
(27.9%)
1254
(33.5%)
3
Good
370
(42.7%)
345
(44.9%)
274
(40.4%)
212
(41.8%)
254
(46.7%)
167
(43.6%)
1622
(43.3%)
2
Competent
160
(18.5%)
138
(17.9%)
130
(19.2%)
109
(21.5%)
106
(19.5%)
87
(22.7%)
730
(19.4%)
1
Poor
14
(1.6%)
20
(2.6%)
33
(4.9%)
19
(3.7%)
33
(6.0%)
22
(5.7%)
141
(3.8%)
Average
3.16
3.11
3.06
3.04
2.96
2.94
3.07
Other outcome results are archived on KIN for use by faculty members and administrators to improve curriculum,
assessments, and formulate improvement plans.
PLANNING CONTINUOUS IMPROVEMENT [8]
Page 111 of 121
Average
3.23
2.95
3.32
0
0
2.78
3.17
3.60
3.00
2.86
2.86
2.94
8R3 Future performance projections: Over the next three years (2013-2016) we project the following results related to
our Learner Success Agenda. Given our overall college-wide credential attainment success measure, “By 2016, increase
first-time, full-time degree seeking graduation and certification completion rate (within the 150% time frame) from 29%
to 38%, we expect to achieve an improved completion rate through more explicit attention to fall/spring term, annual, and
five-year trend data/evidence, a comprehensive faculty-led learner outcome-assessment initiative, modifications in the
developmental math curriculum, and stronger partnerships with our K-12 partners.
8R4 Comparing results to other institutions: Comparing the college’s performance results with other local community
colleges is best summarized through data and other evidence, such as: low tuition rate, most programs in Iowa, 24th of
1,200 colleges nationwide in total students earning degrees, 674 international students, 500+ service veterans, $1.88
million in Kirkwood scholarships awarded annually, 10 regional locations, local industry leading 71-room teachinglearning 4-star hotel, and students’ annual incomes rise by $146 per year for every credit hour completed at Kirkwood.
These distinguishing features depict an institution committed to meeting community needs in a most cost effective,
responsible manner with a documented action plan to have an even greater impact on those it serves.
8R5 Continuing Improvement Evidence: As communicated throughout this portfolio, the college’s LSA strategic
initiatives/tactics, annual department SMART goal processes, and action projects measure and evaluate their
improvements through AQIP related questions and scales.
Most improvement projects are formally assessed using a common approach and are archived in KIN as a means for
transferring past organizational knowledge to future projects. An ongoing and annual summary of improvement project
progress is presented to the Board of Trustees in August. It includes individual SMART goal and project ratings (by LSA
initiative and AQIP category) and self-assessment narratives that characterize the following:
1. Stage of Process Improvement (per modified AQIP stages of reactive, systematic, aligned, and integrated)
2. Process Rating (used by AQIP; significant strength, strength, unsure, opportunity for improvement, and
outstanding opportunity for improvement)
3. Project’s Greatest Strengths, Improvement Opportunities, and Team Insights
These ratings are applied to understanding/identifying needs, setting short/long term priorities, collaborating with key
stakeholders, and communicating results. The President’s Cabinet and other improvement teams analyze results on an
annual basis to ensure this approach is meeting decision makers’ needs.
8I1 Recent improvements: Table 8I1 below depicts an inventory of the LEAN projects completed over the past three
years.
Skills to
Employment
VP Continuing
Education
Director SkillsTo-Employment
Outreach has
increased
partnership with
Iowa Workforce
Development
Partners
Outreach to
targeted
populations in a
preferred method
is key to
increasing
enrollment
General Education
Diploma
Orientation
Dean of
Regional and
County Centers
PLANNING CONTINUOUS IMPROVEMENT [8]
HS GED
Directors
Page 112 of 121
Recent
Improvement
(FY2011-13)
Expanded outreach
process through onsite tours
Completion of an
orientation video
has touched 100+
students over the
past 6 months
Quality
Development
Stage Code
Planning Insights
AQIP Type
Manager
AQIP Category
Owner
Time Frame
Name of Process
Planning Level
Table 8I1: Recent Improvements
O
ST
8
I
4
O
ST
8
I
4
President
Executive Dean
Distance
Learning and
Secondary
Programs
Identification of a
long term
financing model
accelerates project
design and
implementation.
Identification of
student and
community needs
improves program
design.
New Hotel
Curriculum
College 101 Project
VP Academic
Affairs
Subcommittee
Hospitality
Faculty
College 101
Director
Career Academy
Registration
Process
Dean of
Regional and
County Centers
Dean of
Regional and
County Centers
Scholarship Award
Process Map
Scholarship
Director
Advisory Team
Enrollment
Management
Project
Enrollment
Team
Alumni
Development
Strategic Plan
Alumni
Committee
Mail Delivery
Dean
PLANNING CONTINUOUS IMPROVEMENT [8]
Directors
Alumni
Director
Directors of
Anytime/
Anywhere
Distance
Learning and
Bookstore
Study of project
student effects
over time
improves program
delivery.
Reduction of nonvalue add actions
(waste) helps
students register.
Fewer non-value
added actions
expands student
learning
opportunities.
Studying student
and employee
satisfaction data
informs project
planning and
design.
Identification of
stakeholder needs
prior to a project
helps “right size”
a project launch.
Process
improvement
studies improve
procedures and
reduce costs.
Page 113 of 121
Fully integrated
educationaleconomic center
model for a rural
area.
Updated hospitality
curriculum,
identified
equipment
requirements, made
plans/preparations
for move and
developed
marketing tools.
Tracked and
compared
performance of
College 101 cohort
groups with nonCollege 101
students.
A student-friendly,
streamlined process
now is in place.
A more studentfriendly and open
process is resulting
in more applicants.
Established
enrollment
monitoring process,
"One Stop" student
services; developed
new target
marketing
messaging and
admissions plans
Completed
quantitative/qualitative research study;
organized Alumni
Advisory
Revised ATAW
packet material
distribution.
Reduced
mailing/address
error, cost savings
by sales and
inventory through
college Bookstore.
Quality
Development
Stage Code
Jones Regional
Education Center
Recent
Improvement
(FY2011-13)
AQIP Type
Planning Insights
AQIP Category
Manager
Time Frame
Owner
Planning Level
Name of Process
S
LR
8
I
4
S
LR
8
I
4
O
ST
8
I
3
O
ST
8
I
3
O
ST
8
I
3
S
LR
8
I
3
O
ST
8
I
1
S
LR
8
I
2
Dean
Directors of
Anytime/
Anywhere and
Off-campus
Centers
Pre-planning
solutions
increased number
of course
offerings.
Quality
Development
Stage Code
ICN Scheduling
Recent
Improvement
(FY2011-13)
AQIP Type
Planning Insights
AQIP Category
Manager
Time Frame
Owner
Planning Level
Name of Process
S
LR
8
I
2
New facility and
new curriculum
Planning Level: S = Strategic, O = Operational
Time Frame (Strategic): LR = Long Range, ST = Short Term
AQIP Category: Nine Academic Quality Improvement Program Categories
AQIP Type: I = Improvement, P = Processes, R = Results
Quality Development Stage Code: 1 = Reacting, 2 = Systematic, 3 = Aligned, 4 = Integrated
8I2 Selecting processes for improving performance: While Table 8I1 and its links provide a baseline inventory of
recent planning improvements and insights, it also illustrates the need to better align, integrate, and focus planning efforts
across campus. Facility, technology, business/finance, enrollment, and Continuing Education planning processes are
becoming more aligned and integrated. Our planning efforts to improve learner success are more aligned than ever before.
The LSA has strong ownership by the Trustees, President, administrators, and faculty/staff leaders.
PLANNING CONTINUOUS IMPROVEMENT [8]
Page 114 of 121
9. Building Collaborative Relationships – Introduction
Kirkwood views its partnerships and collaborations with internal and external stakeholders as the critical components in
achieving its mission and meeting the needs of students and other constituents. For purposes of collaboration and
relationship building, Kirkwood defines partnership as “a mutually beneficial relationship by organizations which achieve
outcomes or goals that could not be achieved individually and are sustained by and to the greater community”. Along with
this definition are four key assumptions that offer a framework for all decisions and strategic planning involving
partnerships and internal or external collaboration: (1) Partnerships are dynamic; (2) Partnerships may be established in
legal and/or good faith terms; (3) Partnerships can be categorized by fit in three ways: core business fit, brand fit, and
resource fit; and (4) Partnerships are best sustained through leadership, planned evaluations, and proactive attention to
shared results.
Currently Kirkwood’s external partnerships total 85 and include 28 representatives from business and industry, 19 from
government, 13 from community service organizations and agencies, and 25 educational institutions. A complete list of
external and internal partners is included in this category.
Beyond college-recognized committees, four internal college partners are co-located on Kirkwood property and often
collaborate in projects of mutual support. They are RuffaloCODY, Heritage Area Agency on Aging, Community Colleges
for International Development (CCID), and AEGON, U.S.A.
Category 9 responses characterize how the college assesses, prioritizes, and builds partnership relationships with
business/industry, government, community service agencies, and educational partnerships. It describes the challenges
associated with this dimension of a comprehensive community college. Overall, our processes in this category are
becoming more aligned and integrated. As stated in Category 2: Accomplishing Other Distinctive Objectives, “becoming
integrated yet never fully integrated given enduring and inherent challenges associated with the dynamics of community
building” best describes our progress in this category.
9P1 Designing relations with institutions from which the college receive students: The success of Kirkwood’s
partnerships and relationships with area high schools is based on collaborative leadership and an organizational structure
allowing Kirkwood to partner easily within the college and the seven county area it serves.
Kirkwood’s Executive Dean of Distance Learning and Secondary Programs provides leadership for the overall vision of
Kirkwood’s college credit in high school offerings. This leadership involves collaboration with academic deans and
department coordinators to identify, develop, implement, and support programs from each department. The dean seeks
financial resources to support program development/implementation and serves as the liaison to superintendents from 31
school districts within the Kirkwood service area.
Kirkwood’s Dean of Regional and County Centers reports to the Executive Dean of Distance Learning and Secondary
Programs and provides leadership and direction to college faculty members, high school instructors, college department
coordinators, high school principals and counselors. The Dean of Regional and County Centers:
• Directs enrollment management processes for all Career Academy, Concurrent Enrollment and PSEO programs,
including student applications, student registration, grades, and program billing to districts, and
• Coordinates professional development for Career Academy Programs and Concurrent Offerings in collaboration
with each academic department.
Kirkwood County Directors provide leadership and support to Kirkwood programs delivered within each of the seven
counties served by Kirkwood. The County Director system was established to better identify and meet the needs of
residents that could not easily access programs and services on the main campus. Each has administrative responsibility
for one or more Kirkwood County Centers. In addition, they are assigned specific high schools and work with principals,
counselors, teachers and students in the development and delivery of concurrent enrollment courses.
Courses offered via high school enrollment have their “roots” within an academic department led by an academic dean.
Many departments have a department coordinator to assist the dean with the Kirkwood High School Academy Program
offerings.
BUILDLING COLLABORATIVE RELATIONSHIPS [9]
Page 115 of 121
In summary, there are several unique features that support Kirkwood’s success with high school partnerships that open
our door to students:
1. Kirkwood is a seven-county community college district. Each county has a Kirkwood Center and a County
Director that provides administrative and educational leadership, program coordination, and student support for
college credit courses.
2. Each of the forty-one high schools within Kirkwood’s service area is assigned to a County Director. Each County
Director serves as the liaison between their assigned high schools and the dean/Department Coordinator,
Executive Dean of Distance Learning & Secondary Programs, and the Dean of Regional and County Centers.
3. The County Director works with high school principals and counselors regarding CEP courses to be offered,
qualification of potential faculty, course promotion to students, student application to the college, course
registration, course monitoring, and student support services.
4. The Executive Dean of Distance Learning and Secondary Programs works with local school district
superintendents to study areas of need, provide guidance on program and partnership development and
implementation.
5. Two of the seven counties have a Coordinating Council that meets monthly to review Kirkwood Career Academy
program offerings. Other counties meet with high school leaders at least once or twice a year for program review
and planning other partnership opportunities.
9P2 Designing relationships with institutions that depend on the college’s students: As a comprehensive community
college tasked with meeting the needs of students who choose either to enter the workforce or to continue their postsecondary education at a four year baccalaureate institution, Kirkwood strives to provide a seamless, efficient transition
from its coursework and programs of study to those of four-year institutions and into the workplace.
The college has established over 30 articulation agreements with colleges across the state and the Midwest. We offer
advising and program counseling to students that will allow them to maximize their Kirkwood experience and prepare
them to meet their goals after graduation. Kirkwood values their relationship with these institutions and works in
collaboration to ensure that Kirkwood students’ transfer to four-year colleges is seamless and efficient.
9P3 Building relationships with student service organizations: In addition to ensuring that the educational
organizations that receive our students are well-served, Kirkwood strives to be responsive and meet the needs of
employers who benefit from the skilled workforce that the college helps create.
For the past 10 years, Kirkwood, in cooperation with area business and industry partners, has released the Skills Corridor
Reports. These comprehensive studies involve over 150 companies in Kirkwood’s service area and identified a growing
shortage of skilled workers in the region and made strong recommendations to invest in training to increase essential and
technical skills. It suggested that businesses build strong relationships with area schools to match requirements with
curricula. The Skills 2014 Corridor Report was completed in the spring of 2011.
Through the use of career and technical program advisory committees, Kirkwood regularly receives feedback and
guidance from the business and industry sectors that employ our program’s graduates. With the rapid pace of change in
technology, and the need for highly trained, skilled employees, Kirkwood is a responsive and willing listener to
community employers. New initiatives such as Geographic Information Systems (GIS), the Iowa Biofuels Initiative, and
the Career Welding program are all in response to Kirkwood listening to area employers and responding to their critical
needs. The mandate of the community college allows it a degree of flexibility and responsiveness that enables it to react
swiftly to rapid changes in workforce needs and provide skilled labor and specialized workers to meet the ever-changing
needs of area employers. Table 9P3 lists the Applied Science departments that utilize the advisory committee format and
the programs within these departments that have advisory committees.
BUILDLING COLLABORATIVE RELATIONSHIPS [9]
Page 116 of 121
Table 9P3: Advisory Committees
Department
Program Committees
Animal Health Programs
Agricultural
GPS/GIS Advisory
Sciences
Landscape, Nursery, Garden Center
Business and
Information
Technology
Allied Health
Industrial
Technology
Social Sciences
Math/Science
Secondary
Programs
Floral Careers
Horse Science
Parks and Natural Resources Golf Course and
Athletic Turf Grass Management
Swine
Accounting
Banking and Finance
Computer Office Applications
Graphic Design
LAN /PC Technician/Computer Support
Specialist
Web Design and Development
Dental Assisting
Dental Hygiene
Dental Technology
Health Information Technology/Medical Coding
Medical Transcription
Electroneurodiagnostic Technician
Surgical Technology
Architecture
Auto Collision
Auto Technician
CCAD/MET
Carpentry
Fire Science
Early Childhood Education
Human Services
STEP Advisory Committee
Career Edge Coordinating Council
Health Science
Engineering (Project Lead the Way)
Software Specialist
Apparel Design and Marketing/Management
Computer Information Systems
GIS
Interior Design
Management
Medical Assisting
Nursing
Occupational Therapy Assistant
Physical Therapy Assistant
Respiratory Therapy
Simulation
Iowa Paramedic Specialist
HVAC
IMT
Masonry
Plumbing
Precision Sheet Metal
Paralegal
S-STEM Advisory Committee
Automotive Technology
Metal Fabrication
Computer Programming
9P4 Building and maintaining relationships with providers: The college prides itself on having thoughtful,
deliberative, and systematic processes in place for partnering with external organizations that provide services for our
students. Prior to forming an external partnership a needs assessment process is completed, desired results identified, a
business plan is written, and a contract (or legal agreement) or memorandum of understanding is established. Decision
makers are informed through the use of a college-designed and adopted “Partner Template” to ensure partnership is
generating mutual benefit and shared results.
The college realizes it has a responsibility for learner success and well-being beyond their performance in the academic
arena. Thus, external partnerships are designed, structured, and assessed by assigned administrators, faculty, staff, and
partner representatives. Currently, these partnerships are organized into three service areas--Campus Life, Health and
Safety, and Academic Success.
BUILDLING COLLABORATIVE RELATIONSHIPS [9]
Page 117 of 121
Table 9P4: Student-Service Related External Partnerships
Campus Life
Health And Safety
• Waypoint Family Services• Simpson Security- Campus security
Childcare
• St. Luke’s Family Health CenterFamily planning services
• City of Cedar Rapids- Bus service
• Mercy Hospital- Crisis counseling
• Apartments- Housing services
services
• College Speakers Bureau- Free
speakers and entertainment
• Kirkwood Roommate FinderRoommate placement
Academic Success
• Phi Theta Kappa- Student service
• College Central Network ServicesOn-line job search service
• U.S Department of Veteran’s
Affairs- Veteran’s Lounge
9P5 Building relationships with the community and partners: Parallel to the aforementioned partnership process the
college is also thoughtful and deliberate when entering into partnerships within four other key areas--business and
industry; government; community service organizations and agencies; and educational institutions. Prior to entering into a
partnership, a Partner Template is used to help determine whether or not the partnership will be in the best interest of the
parties. This form asks questions regarding the benefits of the partnership, the financial considerations, and the
commitment each partner must make to the partnership. Ultimately partnerships and relationships with education
associations, external agencies, and consortia partners must pass the same test and meet the same criteria as relationships
with all other organizations: “Do they enhance, augment, or make a positive contribution to the success of our learners?”
Kirkwood values partnerships that enhance student learning related to global education. To this end the college partners
with CCID, the Global Education Network (GEN) and the Royal Melbourne Institute of Technology (RMIT) in Australia.
Nationally, Kirkwood is one of the founding members of the League for Innovation in Community Colleges. This League
partnership ensures that administrators, faculty, and staff connect with national leaders in career and technical education
and other post-secondary agencies. These partnerships bolster college grant applications, research, and new educational
delivery ideas. Within the State of Iowa the college’s Board of Trustees and President are involved with the Iowa
Association of Community Colleges and its legislative agendas, policy decisions, new programming, and Regents’
institution dialogues. Table 9P5 below lists our many community partnerships.
Table 9P5: General Community Partnerships
Government
• Iowa New Jobs Training Program
(260E)
• Iowa Jobs Training Program
(260F)
• Community College Consortium
for Health and Safety Training
(CCCHST)
• Community Training and
Response Center (CTRC)
• East Central Iowa Regional Fire
Service Training Program
• Iowa Department of Natural
Resources
• 71st CST National Guard
• Linn County Emergency
Management Agency
• Iowa Department of Corrections
• Midwest OSHA Education Center
• Environmental Technology
Online
BUILDLING COLLABORATIVE RELATIONSHIPS [9]
Educational Agencies
Community Organizations
• Career Edge Academy Programs
• Center for Lifelong Learning
• Coe/Kirkwood/Pacific Crest Professional
• Central Iowa Training Association
Development Center
Fire School
• Engineering Technology Academy and
• Cedar Employment Opportunities
Computer Program Academy
• Continuing Education Community
• Family Literacy
Partnerships
• Iowa Biofuels Training International (IBTI)
• Belle Plaine Library and Parks &
Recreation Community Education
• Iowa State University Admissions
• Monticello Community Education
• Workplace Learning Connection (WLC)
Resource Program
• ACCES
• Even Start Program
• Advance
• The Heritage Area Agency on
• Alternative High Schools
Aging
• Comm. Colleges for Int’l Development. (CCID)
•
One-Stop Partners
• Global Education Network
•
The Resource Center
• Grant Wood Area Education Agency
•
Jazz Under The Stars
• Coe College Honor Student Project
•
Schoolhouse Jazz/Middle School
• St. Ambrose MBA program
Jazz Band Camp
• Mark Twain Elementary School
•
The Corridor Jazz Project
• One Source Training
• Royal Melbourne Institute of Technology
• University of Iowa MBA Program
• University of Iowa 2 plus 2 Program
• VITAL
• Small Business Development Center
• Prairiewoods
• Jones Regional Education Center
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9P6 Ensuring partnership relationships meet expectations: Kirkwood seeks to be thoughtful and deliberate when
entering into partnerships within the four key areas:
1. Business and Industry,
2. Government,
3. Community Service Organizations and Agencies, and
4. Educational Institutions.
Tables 9P6.1 and 9P6.2 lists the four key partnership categories and the college’s external partners.
Table 9P6.1: External Partnerships
Business and Industry
Partnerships
• ACT Center
• AEGON USA
• Accelerated Career
Education (ACE)
• Program Apprenticeships
Masonry Construction
Diploma
• Plumbing and HVAC
Diploma Program
• Business Partner Program
• Career Fairs
• Career Welding Program
• Cargill Animal NutritionNutrena
• Cedar Valley Contractor
• Safety Council
• Clinical Facilities
• Call Center Training
Programs
• Featherlite Trailers
• Diamond V Mills
• IBM Partners in Education
• Iowa Equestrian Center
• Iowa Health Clinic
• Iowa Quality Center
• Microsoft Developer
Network Academic
Alliance Program
• Quaker Oats
• Rockwell Collins
• RuffaloCODY, Inc.
• Skills 2014 Report
• Telecommunications
Technology
• T-Ten Program with Toyota
Motors
• Walt Disney World College
Program
Government Partnerships
• Iowa New Jobs Training
Program (260E)
• Iowa Jobs Training
Program (260F)
• Community College
Consortium for Health
and Safety Training
(CCCHST)
• Community Training
and Response Center
(CTRC)
• DOE/UT/Amarillo
• East Central Iowa
Regional Fire Service
Training Program
• Hazardous Materials
Training and Research
Institute (HMTRI)
• Iowa Department of
Natural Resources
• IEM
• 71st CST National
Guard
• Linn County Emergency
Management Agency
• Iowa Department of
Corrections
• Midwest OSHA
Education Center
• National Mass Fatalities
Institute (NMFI)
Environmental
• Technology Online
• IA-1 Disaster Medical
Assistance Team
BUILDLING COLLABORATIVE RELATIONSHIPS [9]
Community Service and
Agency Partnerships
Educational Institutions and
Agency Partnerships
• Center for Lifelong
Learning
• Central Iowa Training
Association Fire School
• Cedar Employment
Opportunities
• Continuing Education
Community Partnerships
• Belle Plaine Library and
Parks & Recreation
Community Education
Program
• Monticello Community
Education Resource
Program
• Even Start Program
• The Heritage Area
Agency on Aging
• One-Stop Partners
• Resource Center
• Jazz Under The Stars
• Schoolhouse Jazz/Middle
School Jazz Band Camp
• Corridor Jazz Project
• Brownfields Minority Worker
Training Program/Hazardous
Waste Workers Training
Program (BMWT/HWWT)
• Career Edge Academy
Programs
• Coe/Kirkwood/Pacific Crest
Professional Development
Center
• Engineering Technology
Academy and Computer
Program Academy
• Family Literacy
• Iowa Biofuels Training
International (IBTI)
• Iowa State University
Admissions
Page 119 of 121
• Workplace Learning
Connection
• ACCES
• Advance
• AgrowKnowledge
• Alternative High Schools
• Comm. Colleges for Int’l Dev..
• Global Education Network
• Coe College Honor Student
Project
• St. Ambrose MBA Program
• Mark Twain Elem. School
• One Source Training
• Royal Melbourne Institute of
Technology
• Partnership for Environmental
Technology Education (PETE)
• University of Iowa MBA
Program
• University of Iowa 2 plus 2
Program
• University of Pittsburgh
Medical Center
• VITAL
• Small Business Dev. Center
• Prairiewoods
• Regional Education Centers
In the past, Kirkwood has struggled to be systematic and deliberate in the partnerships we enter into and the ones we
maintain from year to year. Since partnerships are by definition an evolving, dynamic relationship, Kirkwood realizes that
the efficacy and benefit of partnerships should be periodically reviewed. For this reason the college, in its Partnership
Annual Review form and process, allows for the parties to step back and review the relationship in order to see if there is
a value in continuing the relationship. When evaluating new and existing partnerships, the matrix below is used to identify
and quantify the benefit to all parties in the continued or new partnership being proposed.
Table 9P6.2: Types of Partnerships/Phases of Development
Core Business/
Core Business/Brand Fit
Core Brand Fit
Brand/Resource Fit
Explicit business model,
Defined action plan, specific Execute shared action plans
action plan, budget, and
resource exchanges and
audit
records
Shared risk
Shared risk
Shared opportunities
Require shared licensed
May require legal
products/services , etc.
agreements
Bound in legal agreements
May be bound legally, but
Good faith agreement;
always good faith agreement collaborative efforts to help
with ongoing collaboration
one another progress
Best managed via written
Viewed externally by public
agreements, but often not
and others as a logical fit
written
Common Interests
Possess common values
and interpersonal comfort
with one another
Shared interests.
Good cooperative working
relationships
9P7 Creating and building relationships within the college: Internal collaboration has been a challenge for the college
and a priority that was originally identified in 2006 and revisited in 2008 when the results of the two Kirkwood Futures
Initiative events showed that building internal collaborative relationships across different departments and organizational
units was an area of focus. The college is pleased to report progress in this area. Internal communications, especially
related to the college’s 2011-2016 Learner Success Agenda, are now systematic and supported by a written
communication plan. Cross-functional initiative and tactic volunteers and assigned members are receiving training related
to meeting management, project management, and change management. Each has detailed job responsibilities,
communication timelines, and senior level leadership support to advance their stated results. Individual departments share
in this direction through implementation of their annual SMART goals and staff goals.
9R1 Collecting and analyzing measures of collaboration: While the college uses a variety of indirect measurement
methods to assess its building of internal and external relationships, direct measures of collaboration remain more
anecdotal and characterized through artifact and process observations. We seek appraiser feedback on ways of
strengthening our measurement, evaluation, and assessment processes in this area.
Table 9R1: Measures of Internal and External Relationships
Partners
Process
Classroom Climate - Scantron
Students
Students
High School
Student and
Faculty Partners
Continuing
Education
Instructors
Employees
Instructor Satisfaction
Purpose
Comprehensive measurement and analysis of
student perceptual data used to inform instructors
and instruction
Measure and analyze student engagement data
relative to the college and other institutions
Measure and analyze data regarding the college’s
partnerships with local high school faculty and
students enrolled in any one of the college’s
Academies
Measure performance using LERN standards
AQIP Examiner Survey (discontinued by
Higher Learning Commission)
Comprehensive and institution-wide performance
analysis over time
Community College Survey of Student
Engagement (CCSSE)
Career Edge Survey
BUILDLING COLLABORATIVE RELATIONSHIPS [9]
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9R2 Performance results: Recent performance results in the area of building collaborative relationships are systematic
and strong, but never complete. Over the past two years we have established six new partnership service relationships
with responsibilities detailed in formal agreements. They include:
External Partner
U.S. Bank
PerMar Security
Preferred Hotel Group
McGladrey/Pullen LLP
Bradley-Riley, PC
Service Relationship
To provide full service, on-campus banking services for students and employees
To ensure a safe campus environment for all students and stakeholders
To market the college’s teaching-learning hotel
To ensure compliance in all areas of College finance and business operations
To reduce legal risk
9R3 Comparing results to other institutions: We seek appraiser feedback on ways to benchmark our progress with
other comparable community colleges in this AQIP category other than anecdotal comparisons. The elimination of the
AQIP Examiner Survey has eliminated this possibility and we do not have the time and resources to implement a valid,
reliable, and practical solution for these types of comparisons.
9I1 Recent improvements: Recent improvements in building collaborative relationships are numerous. In
comprehensive and systematic fashion we have convened five partner strategic planning sessions over the past year and a
half. Each session has resulted in a written plan with performance measures. Partnerships with United Way of Eastern
Iowa, Workplace Learning Connection employers, GEN, CCID, and regional education center planning and design teams
are now fully engaged in implementing work plans that are systematically aligned with the college’s LSA. A separate
2014 LSA initiative for regional center long-term program development is now operational.
9I2 Selecting processes for improving performance: At Kirkwood our culture and infrastructure helps us select
specific processes to improve and set targets for improved performance results in building collaborative relationships in
many ways. Our progress is exemplified in the formulation of the 2011-2016 Learner Success Agenda. Through this
process all employees of the college have been empowered to create and work toward department and individual goals
that align seamlessly with those of divisions, departments, functional business units, and the college as a whole. This
improvement followed a shared visioning process and an iterative goal-setting timeline based upon Kirkwood having
established seven key areas to focus our growth and improvement as mentioned throughout this portfolio. These initiatives
are the heart and soul of our continuous improvement efforts now and into the foreseeable future. When our LSA’s seven
initiatives and stated objectives are integrated into AQIP categories and accreditation criteria, increased accountability for
evidence of desired results among all stakeholders is more deeply situated into the college culture.
•
•
•
•
•
•
•
Instructional Innovation – Through faculty collaboration, instructional excellence, and integrated support
services, we will improve the learning experience.
Program Effectiveness – Our programs will be evaluated and aligned with the region’s needs.
Educational Delivery – We will work to make sure Kirkwood instruction is available when and where our
learners need us.
Regional Leadership – We will strengthen Kirkwood’s leadership in regional workforce development.
Market Intelligence – By better understanding those we serve and our competition, we will customize education
and services.
Operational Excellence – The Kirkwood team will proactively manage resources and streamline processes to
support learner success.
Information Excellence – Reports, research and other important information will be readily available and
understandable.
This plan, led by committed employees, informed by data and engaged community partners, represents a large scale effort
to increase graduation/certificate completion rates and ensure that our efforts lead to great economic prosperity for the
region, and greater numbers of educated and skilled workers for our vibrant, growing region.
BUILDLING COLLABORATIVE RELATIONSHIPS [9]
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