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