RESPONSE DISTRIBUTION - Hawaii Community Collegehawaii.hawaii.edu/sites/default/files/assets/... · 9. Does a culture of shared leadership for student success exist across all levels

Fall 2017

RESULTS SUMMARY (N=118)

INSTITUTIONAL CAPACITY ASSESSMENT | RESPONSE DISTRIBUTION 1

The Institutional Capacity Assessment Tool helps colleges to assess their capacity and identify strengths and areas forimprovement. Completion of the self-assessment allows Board members, administrators, faculty and staff to evaluate theirinstitution’s level of capacity in relation to what improved capacity could look like. Institutions that complete the assessment toolbenefit from: insight on the key capacities for success; engagement of stakeholders from all areas of the college in using acommon language to share opinions and discuss perception gaps; prioritization of areas to improve; and the development ofstrategies to build strength.

This report summarizes the response distribution for each question in the assessment tool. It is a complimentary report to theInstitutional Capacity Assessment Results Summary.

Hawai'i Community College

2.9AVERAGE RATINGAVERAGE RATINGAVERAGE RATINGAVERAGE RATING AVERAGE RATINGAVERAGE RATINGAVERAGE RATING

2.8

LEVEL

2.5 2.7

LEVEL

2.72.7

LEVELLEVEL

2.8

LEVELLEVELLEVEL

LEVELS KEY

3 3 3 33

ENGAGEMENT &COMMUNICATION

3

TEACHING& LEARNINGEQUITY POLICIES &

PRACTICES

3

STRATEGY& PLANNING

LEADERSHIP& VISION

DATA &TECHNOLOGY

LEVEL 3

Strong level of capacity in place.

LEVEL 4

Exemplary level of capacity in place.

INSTITUTIONAL CAPACITY ASSESSMENT TOOL

LEVEL 2

Moderate level of capacityestablished.

RESPONSE DISTRIBUTION

LEVEL 1

Minimal level of capacity in place witha clear need to build strength.

Level 4(N)

Level 1(N)

Level 2(N)

Level 3(N)

Don't Know(N)

Total Number of Respondents: 98


LEADERSHIP & VISION

Response Distribution by Question

The commitment and collaboration of the institution's leadership withrespect to student success and the clarity of the vision for desired change.

12. Is there a climate of accountability and expectation forthe use of data for decision-making? 10 25 33 12 18

11. Do college leaders share and use data to inform decision-making? 6 22 30 26 14

10. Does the Board of Trustees use data to promote thecollege’s vision for student success? 6 5 15 13 59

9. Does a culture of shared leadership for student successexist across all levels of the college? 5 18 40 29 6

8. Do faculty initiate and lead efforts to improve studentsuccess? 6 24 33 25 10

7. Do college leaders encourage open dialog and risk-taking? 7 29 33 23 6

6. Do college leaders seek transformational change toimprove the student experience? 10 20 29 29 10

5. Does student success drive personnel decisions such ashiring and performance evaluations? 8 21 27 24 18

4. Does the president actively support efforts to improvestudent success? 6 9 33 34 16

3. Does the Board of Trustees provide leadership for studentsuccess? 11 13 17 12 45

1. Does the college have a clear and compelling vision forstudent success? 0 11 40 42 5

2. Is the student success vision used to set priorities anddirect action? 0 30 32 25 11

LEVEL

2.9AVERAGERATING

3

Other(N)

Total(N)

StaffMember

(N)

Part-timeFaculty

(N)

Full-timeFaculty

(N)

Adminis-trator(N)


11. Do college leaders share and use data to inform decision-making?

6. Do college leaders seek transformational change to improvethe student experience?

5. Does student success drive personnel decisions such ashiring and performance evaluations?

8. Do faculty initiate and lead efforts to improve studentsuccess?

12. Is there a climate of accountability and expectation of theuse of data for decision-making?

1. Does the college have a clear and compelling vision forstudent success?2. Is the student success vision used to set priorities and directaction?

10. Does the Board of Trustees use data to promote thecollege’s vision for student success?

9. Does a culture of shared leadership for student success existacross all levels of the college?

7. Do college leaders encourage open dialog and risk-taking?

4. Does the president actively support efforts to improvestudent success?

3. Does the Board of Trustees provide leadership for studentsuccess?

LEADERSHIP & VISION

Number of Respondents Who Answered "I don't know" by Question and by Role


- 3 - 1 1 5

- 7 1 7 1 16

- 8 - 9 1 18

- 6 - 7 1 14

2 32 3 20 2 59

- 1 1 3 1 6

- 1 - 4 1 6

- 4 - 5 1 10

1 20 2 20 2 45

- 3 - 7 1 11

- - - 9 1 10

- 6 1 10 1 18

Other(N)

Total(N)

Cont. Ed./Workforce

(N)

Admin.Services

(N)

StudentServices

(N)

AcademicAffairs

(N)


6. Do college leaders seek transformational change to improvethe student experience?

5. Does student success drive personnel decisions such ashiring and performance evaluations?

8. Do faculty initiate and lead efforts to improve studentsuccess?

1. Does the college have a clear and compelling vision forstudent success?2. Is the student success vision used to set priorities and directaction?

12. Is there a climate of accountability and expectation of theuse of data for decision-making?

11. Do college leaders share and use data to inform decision-making?

10. Does the Board of Trustees use data to promote thecollege’s vision for student success?

9. Does a culture of shared leadership for student success existacross all levels of the college?

7. Do college leaders encourage open dialog and risk-taking?

4. Does the president actively support efforts to improvestudent success?

3. Does the Board of Trustees provide leadership for studentsuccess?

LEADERSHIP & VISION

Number of Respondents Who Answered "I don't know" by Question and by Functional Area


3 4 2 2 - 11

1 2 - 1 1 5

20 12 5 5 3 45

8 3 1 2 2 16

8 4 3 1 2 18

4 3 4 2 1 14

29 17 5 5 3 59

1 2 1 1 1 6

1 3 1 - 1 6

5 3 - 1 1 10

- 4 5 1 - 10

5 4 6 1 2 18

Level 4(N)

Level 2(N)

Level 1(N)

Don't Know(N)

Level 3(N)


DATA & TECHNOLOGY


The institution's capacity to collect, access, analyze and use data toinform decisions, and to use powerful technology to support studentsuccess.

1. Does relevant data exist to inform decision-making? 6 39 39 11 16

2. Does reliable data exist to inform decisions? 23 15 37 11 25

4. Are measures of student success defined, documentedand used? 16 28 29 16 22

5. Are data collected at various points along the studentexperience continuum? 19 38 19 13 22

6. Are student success data translated into meaningfulinformation? 15 41 24 11 20

10. Does the college use benchmarking to identify strategiesfor improvement and innovation? 5 23 42 15 26

11. Does the college use data to examine and improvestudent outcomes? 12 30 42 14 13

12. Does the college evaluate student success initiatives toinform decision-making? 8 17 45 14 27

7. Do data analyses yield insights about the past and future? 20 31 19 12 29

8. Have student success technologies been adopted toimprove student outcomes? 1 43 45 12 10

3. Are data readily accessible to those who need it? 26 26 23 11 25

9. Do the Information Technology (IT) and InstitutionalResearch (IR) staff collaborate to optimize processes fordata use?

15 20 18 8 50


LEVEL AVERAGERATING

3 2.5

Other(N)

Total(N)

Full-timeFaculty

(N)

Part-timeFaculty

(N)

StaffMember

(N)

Adminis-trator(N)


8. Have student success technologies been adopted to improvestudent outcomes?

5. Are data collected at various points along the studentexperience continuum?6. Does the college regularly monitor student progress andprovide focused support?

1. Does relevant data exist to inform decision-making?

2. Does reliable data exist to inform decisions?

4. Are measures of student success defined, documented andused?

7. Do data analyses yield insights about the past and future?

9. Do the Information Technology (IT) and Institutional Research (IR)staff collaborate to optimize processes for data use?

10. Does the college use benchmarking to identify strategies forimprovement and innovation?11. Does the college use data to examine and improve studentoutcomes?12. Does the college evaluate student success initiatives toinform decision-making?

3. Are data readily accessible to those who need it?

DATA & TECHNOLOGYThe institution's capacity to collect, access, analyze and use data toinform decisions, and to use powerful technology to support studentsuccess.

- 6 1 7 2 16

- 10 2 12 1 25

- 10 3 11 1 25

- 5 1 13 1 20

- 11 2 15 1 29

- 26 2 20 2 50

- 15 1 9 1 26

- 4 - 8 1 13

- 11 2 13 1 27

- 9 2 10 1 22

- 1 - 8 1 10

- 11 2 8 1 22


Other(N)

Total(N)

Cont. Ed./Workforce

(N)

Admin.Services

(N)

StudentServices

(N)

AcademicAffairs

(N)


6. Does the college regularly monitor student progress andprovide focused support?

5. Are data collected at various points along the studentexperience continuum?

8. Have student success technologies been adopted to improvestudent outcomes?

1. Does relevant data exist to inform decision-making?

2. Does reliable data exist to inform decisions?

12. Does the college evaluate student success initiatives toinform decision-making?

11. Does the college use data to examine and improve studentoutcomes?

10. Does the college use benchmarking to identify strategies forimprovement and innovation?

9. Do the Information Technology (IT) and Institutional Research (IR)staff collaborate to optimize processes for data use?

7. Do data analyses yield insights about the past and future?

4. Are measures of student success defined, documented andused?

3. Are data readily accessible to those who need it?

DATA & TECHNOLOGYThe institution's capacity to collect, access, analyze and use data toinform decisions, and to use powerful technology to support studentsuccess.

6 3 4 1 2 16

6 5 4 4 3 22

11 7 4 2 3 27

4 5 2 1 1 13

13 5 4 1 3 26

26 10 8 3 3 50

8 10 5 2 4 29

5 6 6 1 2 20

9 6 4 2 4 25

10 8 4 1 2 25

2 4 3 1 - 10

11 5 2 1 3 22


Level 4(N)

Level 2(N)

Level 1(N)

Don't Know(N)

Level 3(N)


EQUITY


The commitment, capabilities, and experiences of an institution to fairlyserve low income students, students of color and other at-risk studentpopulations with respect to access, success, and campus climate.

15. Is disaggregated student data used to addressachievement gaps? 14 25 11 10 45

13. Has the college defined metrics to promote and enhanceequity? 12 12 17 14 50

1. Does the college have a clear and compelling definition ofequity? 12 9 34 29 21

2. Is equity a primary consideration in the college’s studentsuccess efforts? 4 23 32 26 20

3. Does the strategic plan include goals to advance equity? 5 14 37 18 31

4. Does the college have a formal entity to coordinate equityefforts? 19 10 21 15 40

5. Are equity considerations embedded in college unit plansand practices? 14 21 16 17 37

6. Is the college community broadly engaged inconversations about equity? 7 44 27 11 16

11. Are equity concepts, such as inclusion and social justice,embedded within the curriculum? 16 19 16 18 36

12. Are equity concepts embedded in co-curricular andacademic supports? 13 26 15 22 29

14. Does the college routinely disaggregate student data intosub-populations to identify achievement gaps? 12 14 15 17 47

9. Are faculty and staff prepared to work with a diversestudent population? 7 35 22 29 12

7. Does the college consider equity when proposing andevaluating policies and practices? 7 21 35 14 28

8. Are hiring and retention policies in place that addressequity and diversity? 11 22 27 24 21

10. When teaching, do faculty take into consideration thevarious ways that students learn due to different culturalvalues?

3 28 32 20 22


LEVEL AVERAGERATING

2.73

Other(N)

Total(N)

StaffMember

(N)

Part-timeFaculty

(N)

Full-timeFaculty

(N)

Adminis-trator(N)


6. Is the college community broadly engaged in conversationsabout equity?

5. Are equity considerations embedded in college unit plansand practices?

8. Are hiring and retention policies in place that address equityand diversity?

1. Does the college have a clear and compelling definition ofequity?2. Is equity a primary consideration in the college’s studentsuccess efforts?

15. Is disaggregated student data used to address achievementgaps?

14. Does the college routinely disaggregate student data intosub-populations to identify achievement gaps?

13. Has the college defined metrics to promote and enhanceequity?

12. Are equity concepts embedded in co-curricular andacademic supports?

11. Are equity concepts, such as inclusion and social justice,embedded within the curriculum?

10. When teaching, do faculty take into consideration the variousways that students learn due to different cultural values?

9. Are faculty and staff prepared to work with a diverse studentpopulation?

7. Does the college consider equity when proposing andevaluating policies and practices?

4. Does the college have a formal entity to coordinate equityefforts?

3. Does the strategic plan include goals to advance equity?

EQUITYThe commitment, capabilities, and experiences of an institution to fairlyserve low income students, students of color and other at-risk studentpopulations with respect to access, success, and campus climate.

2 4 - 15 1 22

1 20 3 21 2 47

- 8 1 10 2 21

1 19 3 20 2 45

- 24 3 22 1 50

- 14 3 13 1 31

- 13 1 14 1 29

2 15 - 18 1 36

- 3 - 8 1 12

- 10 3 14 1 28

- 3 - 12 1 16

- 19 2 18 1 40

- 8 1 10 1 20

- 9 2 9 1 21

- 17 2 15 3 37


Other(N)

Total(N)

StudentServices

(N)

Admin.Services

(N)

Cont. Ed./Workforce

(N)

AcademicAffairs

(N)


6. Is the college community broadly engaged in conversationsabout equity?

5. Are equity considerations embedded in college unit plansand practices?

8. Are hiring and retention policies in place that address equityand diversity?

1. Does the college have a clear and compelling definition ofequity?2. Is equity a primary consideration in the college’s studentsuccess efforts?

15. Is disaggregated student data used to address achievementgaps?

14. Does the college routinely disaggregate student data intosub-populations to identify achievement gaps?

13. Has the college defined metrics to promote and enhanceequity?

12. Are equity concepts embedded in co-curricular andacademic supports?

11. Are equity concepts, such as inclusion and social justice,embedded within the curriculum?

10. When teaching, do faculty take into consideration the variousways that students learn due to different cultural values?

9. Are faculty and staff prepared to work with a diverse studentpopulation?

7. Does the college consider equity when proposing andevaluating policies and practices?

4. Does the college have a formal entity to coordinate equityefforts?

3. Does the strategic plan include goals to advance equity?

EQUITYThe commitment, capabilities, and experiences of an institution to fairlyserve low income students, students of color and other at-risk studentpopulations with respect to access, success, and campus climate.

10 5 3 - 2 20

23 9 6 4 5 47

9 6 2 - 4 21

22 9 6 4 4 45

25 10 7 4 4 50

15 8 4 - 4 31

15 4 5 1 4 29

16 8 5 4 3 36

7 6 5 3 1 22

4 2 4 - 2 12

12 6 5 3 2 28

6 4 4 1 1 16

16 11 5 4 4 40

8 7 3 1 2 21

20 7 4 2 4 37


Level 4(N)

Level 2(N)

Don't Know(N)

Level 1(N)

Level 3(N)


TEACHING & LEARNING



The commitment to engaging full-time and adjunct faculty in examinationsof pedagogy, meaningful professional development, and a central role forthem as change agents within the institution. Also, the college’scommitment to advising, tutoring, and out-of- classroom supports as wellas restructuring developmental education to facilitate student learning andsuccess.

7. Does the college regularly monitor student progress andprovide focused support? 3 30 38 23 18

1. Are faculty engaged as change agents in improvingstudent success? 4 34 27 26 21

12. Are learning outcomes used to improve curriculum andinstruction? 4 21 36 31 20

11. Are data regularly used to improve educational practice inthe classroom? 12 31 27 12 30

5. Does the college provide accelerated options to traditionaldevelopmental education? 6 19 37 31 19

4. Does the college offer a comprehensive array of learningsupports for students? 4 42 40 21 5

3. Does the college provide the resources to maximize theuse of technology in educational practice? 7 41 40 15 9

2. Do faculty apply research-based instructional practices? 5 28 23 11 45

9. Do professional development activities support adjunctfaculty participation? 18 34 13 12 35

8. Does the college have an effective professionaldevelopment program for instruction? 11 39 23 15 24

10. Do faculty update their instructional practice based onacquired professional development? 6 38 17 11 40

6. Are program-level learning outcomes designed to preparestudents to transition to the workplace and to transfer to afour-year institution?

2 20 36 35 19

LEVEL AVERAGERATING

2.73

Other(N)

Total(N)

Full-timeFaculty

(N)

Part-timeFaculty

(N)

StaffMember

(N)

Adminis-trator(N)


5. Does the college provide accelerated options to traditionaldevelopmental education?

8. Does the college have an effective professional developmentprogram for instruction?

1. Are faculty engaged as change agents in improving studentsuccess?

2. Do faculty apply research-based instructional practices?

4. Does the college offer a comprehensive array of learningsupports for students?

12. Are learning outcomes used to improve curriculum andinstruction?

11. Are data regularly used to improve educational practice in theclassroom?

10. Do faculty update their instructional practice based onacquired professional development?


9. Do professional development activities support adjunctfaculty participation?

3. Does the college provide the resources to maximize the use oftechnology in educational practice?

TEACHING & LEARNING


The commitment to engaging full-time and adjunct faculty in examinations ofpedagogy, meaningful professional development, and a central role for themas change agents within the institution. Also, the college’s commitment toadvising, tutoring, and out-of- classroom supports as well as restructuringdevelopmental education to facilitate student learning and success.

- 3 1 15 2 21

3 11 4 25 2 45

1 1 - 3 - 5

1 6 1 10 1 19

- 7 2 8 1 18

1 10 1 20 3 35

3 9 - 26 2 40

2 4 1 21 2 30

1 4 - 14 1 20

1 1 - 6 1 9

1 2 2 18 1 24

- 6 2 10 1 196. Are program-level learning outcomes designed to prepare studentsto transition to the workplace and to transfer to a four-year institution?

Other(N)

Total(N)

Cont. Ed./Workforce

(N)

Admin.Services

(N)

StudentServices

(N)

AcademicAffairs

(N)


5. Does the college provide accelerated options to traditionaldevelopmental education?6. Are program-level learning outcomes designed to prepare studentsto transition to the workplace and to transfer to a four-year institution?

8. Does the college have an effective professional developmentprogram for instruction?

1. Are faculty engaged as change agents in improving studentsuccess?

2. Do faculty apply research-based instructional practices?

10. Do faculty update their instructional practice based onacquired professional development?11. Are data regularly used to improve educational practice in theclassroom?


12. Are learning outcomes used to improve curriculum andinstruction?

4. Does the college offer a comprehensive array of learningsupports for students?

9. Do professional development activities support adjunctfaculty participation?

3. Does the college provide the resources to maximize the use oftechnology in educational practice?

TEACHING & LEARNINGThe commitment to engaging full-time and adjunct faculty in examinations ofpedagogy, meaningful professional development, and a central role for themas change agents within the institution. Also, the college’s commitment toadvising, tutoring, and out-of- classroom supports as well as restructuringdevelopmental education to facilitate student learning and success.

6 6 6 1 2 21

14 13 9 4 5 45

1 2 2 - - 5

5 8 3 1 2 19

7 4 4 1 2 18

9 13 8 2 3 35

12 13 10 3 2 40

6 12 7 3 2 30

2 12 5 1 - 20

2 2 3 1 1 9

2 11 6 1 4 24

4 6 6 - 3 19


Level 4(N)

Level 2(N)

Level 1(N)

Don't Know(N)

Level 3(N)


ENGAGEMENT & COMMUNICATION


The creation of strategic partnerships with key external stakeholders, suchas K-12, universities, employers and community based organizations, andinternal stakeholders across the institution to participate in the studentsuccess agenda and improvement of student outcomes.

1. Does the college engage multiple internal stakeholders instudent success work? 6 28 32 20 25

2. Do college leaders communicate a sense of urgency toimprove student success outcomes? 6 19 44 31 11

3. Is the value of student success regularly communicated tothe college community? 4 28 39 32 8

4. Does the college empower those engaged in studentsuccess work to take action? 10 30 39 20 12

5. Does the college include external stakeholders in studentsuccess efforts? 13 32 27 18 21

6. Do faculty and staff examine and discuss student successdata and strategies for improvement? 6 50 28 17 10


LEVEL AVERAGERATING

2.83

Other(N)

Total(N)

StaffMember

(N)

Part-timeFaculty

(N)

Full-timeFaculty

(N)

Adminis-trator(N)


6. Do faculty and staff examine and discuss student successdata and strategies for improvement?

5. Does the college include external stakeholders in studentsuccess efforts?

1. Does the college engage multiple internal stakeholders instudent success work?2. Do college leaders communicate a sense of urgency toimprove student success outcomes?

4. Does the college empower those engaged in student successwork to take action?

3. Is the value of student success regularly communicated tothe college community?

ENGAGEMENT & COMMUNICATIONThe creation of strategic partnerships with key external stakeholders, suchas K-12, universities, employers and community based organizations, andinternal stakeholders across the institution to participate in the studentsuccess agenda and improvement of student outcomes.

- 12 2 10 1 25

- 4 - 3 1 8

- 1 - 8 1 10

- 4 1 6 1 12

- 4 - 6 1 11

- 8 2 10 1 21


Other(N)

Total(N)

Cont. Ed./Workforce

(N)

Admin.Services

(N)

StudentServices

(N)

AcademicAffairs

(N)


6. Do faculty and staff examine and discuss student successdata and strategies for improvement?

5. Does the college include external stakeholders in studentsuccess efforts?

1. Does the college engage multiple internal stakeholders instudent success work?2. Do college leaders communicate a sense of urgency toimprove student success outcomes?

4. Does the college empower those engaged in student successwork to take action?

3. Is the value of student success regularly communicated tothe college community?

ENGAGEMENT & COMMUNICATIONThe creation of strategic partnerships with key external stakeholders, suchas K-12, universities, employers and community based organizations, andinternal stakeholders across the institution to participate in the studentsuccess agenda and improvement of student outcomes.

14 6 2 2 1 25

4 3 1 - - 8

- 4 5 1 - 10

6 3 3 - - 12

5 3 3 - - 11

10 5 4 - 2 21


Level 4(N)

Level 2(N)

Don't Know(N)

Level 1(N)

Level 3(N)



STRATEGY & PLANNING


The alignment of the institution with the umbrella goal of student successand the institution’s process for translating the desired future into definedgoals and objectives and executing the actions to achieve them.

7. Is responsibility for student success goals clearly definedand broadly shared? 10 39 21 19 21

11. Is there an established culture of continuousimprovement? 7 36 33 19 15

5. Is professional development appropriately aligned toadvance student success? 8 49 17 14 22

4. Does the college pursue external grant funding to supportstudent success? 4 21 37 16 32

3. Do revenue and resource allocation decisions supportstudent success? 11 30 20 22 27

2. Is the student success agenda integrated into other corework? 6 23 34 29 18

1. Does the college’s strategic plan focus on studentsuccess? 0 12 45 42 11

9. Does the institution use key performance indicators tomeasure student success? 1 21 40 27 21

6. Does the college focus on a set of high-priority studentsuccess goals? 15 30 36 15 14

10. Are short-term measures defined so that theirachievement ultimately leads to the accomplishment ofstudent success goals?

9 33 24 11 33

8. Does the college have a group of individuals responsiblefor coordinating and executing the student success agenda? 1 25 29 25 30

LEVEL AVERAGERATING

2.83

Other(N)

Total(N)

StaffMember

(N)

Part-timeFaculty

(N)

Full-timeFaculty

(N)

Adminis-trator(N)


6. Does the college focus on a set of high-priority studentsuccess goals?

5. Is professional development appropriately aligned to advancestudent success?

8. Does the college have a group of individuals responsible forcoordinating and executing the student success agenda?

1. Does the college’s strategic plan focus on student success?

2. Is the student success agenda integrated into other corework?

11. Is there an established culture of continuous improvement?

10. Are short-term measures defined so that their achievementultimately leads to the accomplishment of student success goals?

7. Is responsibility for student success goals clearly defined andbroadly shared?

4. Does the college pursue external grant funding to supportstudent success?

9. Does the institution use key performance indicators tomeasure student success?

3. Do revenue and resource allocation decisions supportstudent success?

STRATEGY & PLANNINGThe alignment of the institution with the umbrella goal of student successand the institution’s process for translating the desired future into definedgoals and objectives and executing the actions to achieve them.

- 4 2 4 1 11

- 12 2 12 1 27

- 4 2 8 1 15

- 13 3 15 2 33

- 8 2 10 1 21

- 9 1 10 1 21

- 4 2 7 1 14

- 15 3 12 2 32

- 7 1 9 1 18

- 13 3 13 1 30

- 8 1 12 1 22


Other(N)

Total(N)

Cont. Ed./Workforce

(N)

Admin.Services

(N)

StudentServices

(N)

AcademicAffairs

(N)


6. Does the college focus on a set of high-priority studentsuccess goals?

5. Is professional development appropriately aligned to advancestudent success?

8. Does the college have a group of individuals responsible forcoordinating and executing the student success agenda?

1. Does the college’s strategic plan focus on student success?

2. Is the student success agenda integrated into other corework?

10. Are short-term measures defined so that their achievementultimately leads to the accomplishment of student success goals?

11. Is there an established culture of continuous improvement?

7. Is responsibility for student success goals clearly defined andbroadly shared?

4. Does the college pursue external grant funding to supportstudent success?

9. Does the institution use key performance indicators tomeasure student success?

3. Do revenue and resource allocation decisions supportstudent success?

STRATEGY & PLANNING


The alignment of the institution with the umbrella goal of student successand the institution’s process for translating the desired future into definedgoals and objectives and executing the actions to achieve them.

3 4 1 2 1 11

10 7 4 1 5 27

5 5 2 1 2 15

13 8 7 3 2 33

7 7 3 1 3 21

8 5 5 2 1 21

4 4 3 2 1 14

14 9 3 2 4 32

6 5 3 2 2 18

7 7 3 2 3 22

14 5 5 2 4 30

Level 4(N)

Level 2(N)

Level 1(N)

Don't Know(N)

Level 3(N)


POLICIES & PRACTICES


The institutional policies and practices that impact student success andthe processes for examining and aligning policies and practices to removebarriers and foster student completion.

1. Do policies and practices support student connection tothe institution during the pre-enrollment period? 12 20 30 22 25

2. Do policies and practices support the student during thefirst-year experience? 13 22 34 18 22

3. Do policies and practices support student progressionand momentum towards completion? 9 23 42 17 18

4. Do policies and practices support student completion of acertificate or degree? 6 15 50 21 17

5. Do policies and practices support student transfer to four-year institutions? 4 20 42 21 22

9. Does the college evaluate the effectiveness of policies andpractices and revise as appropriate? 12 35 20 15 27

6. Do policies and practices support student transition to theworkforce? 1 28 36 24 20

8. Does the college effectively involve external stakeholdersin implementing and improving student success policies andpractices?

18 24 24 17 26

7. Does the college effectively involve internal stakeholdersin implementing and improving student success policiesand practices?

14 24 33 15 23


LEVEL AVERAGERATING

2.73

Other(N)

Total(N)

Full-timeFaculty

(N)

Part-timeFaculty

(N)

StaffMember

(N)

Adminis-trator(N)


6. Do policies and practices support student transition to theworkforce?

5. Do policies and practices support student transfer to four-yearinstitutions?

8. Does the college effectively involve external stakeholders inimplementing and improving student success policies and practices?

1. Do policies and practices support student connection to theinstitution during the pre-enrollment period?2. Do policies and practices support the student during the first-year experience?

7. Does the college effectively involve internal stakeholders inimplementing and improving student success policies and practices?

4. Do policies and practices support student completion of acertificate or degree?

9. Does the college evaluate the effectiveness of policies andpractices and revise as appropriate?

3. Do policies and practices support student progression andmomentum towards completion?



The institutional policies and practices that impact student success and theprocesses for examining and aligning policies and practices to removebarriers and foster student completion.

- 11 2 11 1 25

1 9 2 9 1 22

- 7 2 7 1 17

1 11 2 5 1 20

1 8 2 11 1 23

- 11 2 13 1 27

- 6 2 9 1 18

- 11 2 12 1 26

- 11 3 7 1 22

Other(N)

Total(N)

StudentServices

(N)

Admin.Services

(N)

Cont. Ed./Workforce

(N)

AcademicAffairs

(N)


5. Do policies and practices support student transfer to four-yearinstitutions?6. Do policies and practices support student transition to theworkforce?

8. Does the college effectively involve external stakeholders inimplementing and improving student success policies and practices?

1. Do policies and practices support student connection to theinstitution during the pre-enrollment period?2. Do policies and practices support the student during the first-year experience?

4. Do policies and practices support student completion of acertificate or degree?

7. Does the college effectively involve internal stakeholders inimplementing and improving student success policies and practices?

9. Does the college evaluate the effectiveness of policies andpractices and revise as appropriate?

3. Do policies and practices support student progression andmomentum towards completion?



The institutional policies and practices that impact student success and theprocesses for examining and aligning policies and practices to removebarriers and foster student completion.

12 5 3 3 2 25

10 5 2 4 1 22

8 4 3 1 1 17

10 3 3 2 2 20

9 7 3 3 1 23

10 7 5 2 3 27

8 4 3 2 1 18

9 8 4 2 3 26

12 3 4 2 1 22


Additional Questions

For additional questions, please email Achieving the Dream at [email protected].

How Are the Average Ratings on the Summary Page Calculated?

For each question in the assessment, there are four answer choices representing four levels of capacity.Additionally, there is an "I don't know" option if the respondent is unfamiliar with the topic or has no basis tojudge. After a respondent makes their selection, the following points are assigned:

Level 1: One pointLevel 2: Two pointsLevel 3: Three pointsLevel 4: Four points"I don't know": Not calculated

The points are summed for all respondents who completed the assessment of a given capacity area. Theaverage rating is calculated by dividing the sum of points by the total number of questions answered. The "Idon't know" responses are not weighted in this calculation.

ABOUT THE INSTITUTIONAL CAPACITY ASSESSMENT TOOL

The Institutional Capacity Assessment Tool is an online self-assessment to help colleges assess theirstrengths and areas for improvement in the seven key dimensions encompassed in the Institutional CapacityFramework. The assessment asks a broad range of college stakeholders to assess their institution’s capacityacross four levels, from a low of Level 1 (minimal) to a high of Level 4 (exemplary). The companion ResultsSummary report summarizes the assessment results for the institution by aggregating respondent ratings bycapacity area and by respondent roles and functional areas. This Response Distribution report provides aresponse distribution for each of the 77 questions in the Institutional Capacity Assessment Tool.

How Do I Interpret the Ratings?

Collectively, the Results Summary and Response Distribution reports highlight the average and distribution ofresponses by capacity area, subcategory and by question. The reports reflect an institution’s perspective oftheir current level of capacity and serve as a springboard for large group dialogue on identified strengths tocelebrate and build upon, areas where there are opportunities to improve, areas to build alignment where thereis divergence of opinion, and areas to target for improved communication where there are large numbers of “Idon’t know” responses. Please note that the Institutional Capacity Assessment Tool is not a scientific tool based on rigorouspsychometrics principles and should not be used as one. The ratings are meant to provide a general indicatorof institutional capacity at a given time and to provide actionable insights.

What Information Is Presented in the Response Distribution Report?

The Response Distribution report starts with a summary page of the college's assessment results of all sevencapacity areas. Following the summary page, three pages of response distribution information are presentedfor each capacity area:

The response distribution across Level 1 to Level 4, in addition to "I don't know", for each question;The number of respondents who answered "I don't know" by role for each question;The number of respondents who answered "I don't know" by respondent functional area for eachquestion.

The Response Distribution report provides more detail to the college at the question level. It helps colleges tounderstand the dispersion pattern of respondent opinions as well as the familiarity of respondents fromparticular roles or functional areas with a specific capacity area.

Documents

RESPONSE DISTRIBUTION - Hawaii Community Collegehawaii.hawaii.edu/sites/default/files/assets/... · 9. Does a culture of shared leadership for student success exist across all levels