FY13 Recognition Report · All degrees and certificates listed in KCC’s 2012-2013 catalog were...

FY13

Recognition Report

Due: January 7, 2013

Submitted By: Dennis Sorensen, Vice President Instructional and Student Success 815-802-8360 [email protected]

mailto:[email protected]

KANKAKEE COMMUNITY COLLEGE #520

FY13 ICCB Recognition Report

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STANDARD #1 – INSTRUCTION

Standard 1a. – Degrees and Certificates

A college shall award associate degrees and certificates in accordance with units of instruction

approved by the ICCB. The criteria for approval of new units of instruction also are required

for existing programs offered by community colleges. When a college no longer offers an

approved unit of instruction to additional new students, that unit of instruction shall be

reported to the ICCB and shall be removed from the college catalog and other documents

advertising the program offerings to the public.

Procedure

All degrees and certificates listed in KCC’s 2012-2013 catalog were reviewed and compared to

the ICCB Curriculum Master File that was updated on May 31, 2012.

A) The college awards associate degrees, and certificates in accordance with units of

instruction approved by the ICCB.

Finding

All proposed new degrees and certificates are taken to the Curriculum and Academic Standards

(CAS) Committee for two readings before being submitted to ICCB for approval. CAS

committee members review the proposed new degrees and certificates to confirm they meet

ICCB credit hour ranges and general education requirements.

All degrees and certificates offered by Kankakee Community College have been approved by

ICCB.

B) All degrees and certificates will meet credit hour ranges and general education

requirements for new programs.

Finding

The Business C13 Curriculum was ICCB approved for 60 minimum credit hours. However, it is

listed in the catalog with a minimum of 61 credit hours. The Associate Dean has researched the

curriculum and noted the correct number of minimum credit hours is 61.

Recommendation

A proposal to have the ICCB approved minimum credit hours changed to 61 will be submitted to

the January 28, 2013 CAS meeting. Upon CAS approval, the request will be submitted to ICCB.

Finding

The Electrical Technology C39 AAS was ICCB approved for 66 minimum credit hours.

However, it is listed in the catalog with a minimum of 64 credit hours. The Associate Dean has

researched the course sequencing and discovered a four credit hour course had not been included

in the course sequencing.



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Recommendation

This will be corrected in the new catalog.

Finding

The Industrial Machinery Maintenance AAS (C32) is ICCB approved for 68 minimum credit

hours. However, it had been approved for withdrawal with two readings by the CAS committee.

It is currently listed in the catalog as a track in the Electrical Technology AAS. The C32

curriculum was not submitted for withdrawal in order to allow students enrolled in C32 to

graduate. New students currently enroll in Electrical Technology (C39) and select the

appropriate track.

Recommendation

At the 12.10.12 CAS meeting, it was approved to withdraw the only course currently assigned to

C32: ENGR 1323 Pipefitting Fundamentals. The course was submitted to ICCB for withdrawal

and once the withdrawal is approved by ICCB, C32 will be submitted to ICCB for withdrawal.

Finding

The Industrial Electrical Technology Certificate C87 was ICCB approved for a minimum of 38

credit hours and is listed in the catalog with a minimum of 37 credit hours. Research revealed the

ICCB Master Curriculum file has not been updated since 05.31.12 and does not reflect the

changes to credit hours that were submitted and approved on 10.23.12.

Finding

The Office Assistant Certificate C63 was ICCB approved for a minimum of 41 credit hours.

However, it is listed in the catalog with a minimum of 38 credit hours. Research revealed a three

credit hour course had been removed from the curriculum.

Recommendation

A proposal to have the ICCB approved minimum credit hours changed to 38 will be submitted to

the January 28, 2013 CAS meeting. Upon CAS approval, the request will be submitted to ICCB.

C) Programs that are not in the catalog and in which the college is not enrolling new students

will be classified as inactive (I) or withdrawn (W) on the ICCB Curriculum Master File.

Finding

A comparison review of the status of ICCB approved degrees and certificates and the degrees

and certificates listed in the KCC 2012-2013 printed catalog revealed 10 inactive curriculums.

After researching what type of action should be taken, the inactive curriculums were taken to the

October 29, 2012, Curriculum and Academic Standards Committee and approved for

withdrawal.

Recommendation

Each curriculum was submitted for withdrawal electronically using ICCB’s CurricUNET website

on 11.15.12.

The comparison review also revealed the following:



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Finding

ALHTH C53 Medical Assistant Certificate was active in the ICCB file but was not being offered

at KCC for enrollment.

Recommendation

Upon approval from the CAS committee, the curriculum was submitted to ICCB for inactive

status via ICCB’s CurricUNET website on 11.15.12.

Finding

BSNS C12 Computer Information Systems was active in the ICCB file but had actually been

approved by the CAS committee for withdrawal during the April 28, 2010 meeting. However,

the curriculum was not withdrawn at that time in order to allow students enrolled in the

curriculum time to finish the program. Research revealed there were no remaining students in the

curriculum and the curriculum will be submitted for withdrawal. Further research revealed 28

active courses are assigned to the curriculum.

Recommendation

On December 10, 2012, the following requests were submitted to ICCB via the CurricUNET

website: 21 courses were approved for withdrawal and submitted for withdrawal. The remaining

seven courses were approved for assignment to different curriculums and were submitted for

curriculum changes.

Finding

BSNS C14 Marketing – Real Estate AAS was active in the ICCB file but has not been open for

student enrollment. Research revealed five active courses are assigned to the curriculum.

Recommendation

The five courses assigned to the BSNS C14 Marketing – Real Estate AAS curriculum were

submitted for withdrawal using ICCB’s CurricUNET website on 11.21.12. Once the withdrawals

of the courses have been approved by ICCB, BSNS C14 will be submitted to ICCB for

withdrawal.

Finding

TECH C38 Electronics Technology was active in the ICCB files but was not being offered at

KCC for enrollment. Further research revealed twelve courses listed in that curriculum.

Recommendation

On December 10, 2012, the following requests were submitted to ICCB via their CurricUNET

website: four courses were submitted for withdrawal and eight courses were submitted for

assignment to other curriculums.

Finding

TECH C40 Tool and Die Making was active in the ICCB files but was not listed in the catalog.

Research revealed one active course and five other courses that are not currently being offered

were assigned to the curriculum.



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Recommendation

TECH C40 was taken to the 12.10.12 CAS meeting and approved for withdrawal. The five

courses were submitted to ICCB for withdrawal. The remaining active course was reassigned to

another curriculum. Once ICCB approves the actions on the six courses, TECH C40 will be

submitted to ICCB for withdrawal.

Finding

TECH C46 Manufacturing Technology was inactive in the ICCB files since 2001 but was not

listed in the catalog.

Recommendation

This withdrawal of the inactive program was approved at the 12.10.12 CAS meeting and

submitted to ICCB for withdrawal.

Finding

TECH V08 Construction Craft Laborer was active in the ICCB files but was not listed in the

catalog.

Recommendation

Research revealed the curriculum was inadvertently not listed in the catalog and will be listed in

the 2013-2014 catalog.

Specific observations of our research reveal the following indicators of compliance.

Recommendation

All noted discrepancies have been addressed and corrections have been submitted to ICCB for

approval.

Standard 1b. – Articulation

Courses designed to meet lower-division baccalaureate degree requirements shall be

applicable to associate transfer degrees. For each baccalaureate course offered, the college

shall either obtain approval for the course to be listed as a statewide articulated transfer

course by a general education or baccalaureate major panel of the Illinois Articulation

Initiative or maintain current written articulation agreements or transfer equivalency

documents with:

A) at least three Illinois public universities, or

B) at least three baccalaureate degree-granting institutions to which a majority (51%) of

the college’s students, majoring in the field for which the course is required, transfer.

Procedure

Two hundred and forty-eight (248) of 631 currently active credit division courses have a PCS

code of 1.1. These courses were identified and compared to the most current lists (10/2012) of

IAI GECC and Majors courses.



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Recommended associate transfer degree curriculum guides in the current catalog were reviewed

to assure the inclusion of the IAI General Education Core Curriculum (GECC) in each degree

plan. Recommended associate transfer degree curriculum guides in the current catalog were also

reviewed to assure the inclusion of the IAI Majors recommendations.

Courses

Two hundred and thirty-two (232) PCS 1.1 courses have been articulated as transfer courses by a

general education or baccalaureate major panel of the Illinois Articulation Initiative or through

the Form 13 articulation process.

Recommendation

Of the remaining sixteen (16), nine courses are study abroad courses offered through the Illinois

Consortium of International Studies and Programs and not on the KCC campus. Four courses

need resolution of status and clean-up and three are new and are currently in the process of being

articulated. The list of four courses that need resolution was forwarded to the office of the Vice

President for Instructional and Student Success, who manages the course master file for the

College. Action taken on these courses is as follows: HUMS 2903 is, correctly, an active course

and will be checked to see why it did not appear on the list of active 1.1 courses when queried;

MUSC 1804 was ended 12-10-12 and will be made inactive with the ICCB and in Datatel;

EDUC 1401 has been made inactive and was replaced with a new course number, EDUC 1501;

EDUC 1731 has been made inactive in the Datatel system.

Curricula

The ICCB provides requirement guidelines and models to ensure associate degree requirements

are comparable to lower-division baccalaureate degree requirements at baccalaureate institutions

in Illinois. Guidelines include prescribed requirements but also allow community colleges some

flexibility to customize their degrees.

Transfer programs at KCC include the following degrees: Associate in Arts (AA), Associate in

Science (AS), Associate in Fine Arts–Art (AFA–Art), Associate in Engineering Science (AES);

Associate in Arts in Teaching—Early Childhood Education (AAT—Early Childhood

Education); Associate in Arts in Teaching—Secondary Mathematics (AAT—Secondary

Mathematics); Associate in Arts in Teaching–Special Education (AAT–Special Education) and

the Associate in General Studies (AGS) degree. Each of these transfer programs consist of

course offerings from more than one instructional area. ICCB guidelines indicate each associate

degree curriculum shall include a specific general education component consisting of

coursework in communication, arts and humanities, social and behavioral sciences, and

mathematics and science.

The AA/AS degrees are prescribed curricula intended to transfer to baccalaureate degree

programs. The AA focuses on the arts, humanities, or social and behavioral sciences or one of

the professional fields with these disciplines as a base. The AS focuses on baccalaureate degree

programs in one of the mathematical, biological, or physical science fields or one of the

professional fields with these disciplines as a base.



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The AES degree focuses on a prescribed curriculum intended to transfer to baccalaureate degree

programs in engineering.

The AFA degree focuses on a prescribed curriculum intended to transfer to baccalaureate degree

programs in one of the fine arts: art, art education, music, or music education.

The AGS degree focuses on a prescribed curriculum individually designed by a college-

appointed advisor to meet a student’s educational objectives that cannot be met by other degrees

offered by the college.

The AAT degrees are part of the Illinois P-16 Collaborative to provide teachers in areas of high

need. There are four separate AAT degrees: the AAT in Secondary Mathematics, the AAT in

Secondary Science (not currently offered at KCC), the AAT in Special Education, and the AAT

in Early Childhood Education. Each degree is aligned with the Illinois Professional Teaching

Standards and National Council for the Accreditation of Teacher Education Standards.

KCC’s course catalog provides curriculum guides for 18 different AA or AS degrees. IAI

Majors guide exist for Agriculture, Biological Sciences, Business, Chemistry, Criminal Justice,

English, History, Mass Communications, Mathematics, Physics, Political Science, Psychology,

Secondary Education, and Sociology. Curriculum guides have also been developed for

Elementary Education and Secondary Education, as well as Visual Arts.

The two education guides were developed and are monitored by the College’s education program

coordinator and the Visual Arts guide was developed and is monitored by the College’s art

instructors. Also included are the AAT, AFA, AES degrees—all structured according to IAI and

ICCB guidelines. There are also two “general” degree plans—one for the AA and one for the

AS—which allows students to choose their coursework (beyond the IAI GECC) according to the

specific requirements of their transfer institutions, as opposed to using IAI majors guidelines. A

guide for the AGS (liberal/general studies) degree is also included in the College’s catalog.

Recommendation

Three IAI majors courses that are offered at KCC have not been submitted to the appropriate IAI

majors panels for approval as IAI major courses. These courses are articulated and are

transferring successfully, but need to be submitted to the IAI panels for major-specific approval

if they are going to be listed as such in the KCC catalog. It should be noted these courses are not

being published with IAI-approved major codes they are simply listed as IAI major courses.

The Mass Communications curriculum guide in the KCC catalog includes a journalism course

(JOUR1653, Introduction to Journalism) that KCC will submit for a spring 2013 review to the

Mass Communications panel for approval as an IAI major course.

The Physics curriculum guide contains two courses (PHYS2624, Physics II and PHYS2634,

Physics III) that will be submitted to the IAI Physics panel for approval as IAI major courses.

Annual reviews of all transfer courses and curricula should be continued to ensure KCC students

experience the most successful transfer possible.



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Summary of Findings

Upon review of courses and curricula at Kankakee Community College, the college is in

compliance with ICCB Rule 1501.309d1. The course offerings in the curriculum guides for

transfer degrees do reflect articulation efforts with individual universities and the Illinois

Articulation Initiative for the General Education Core and Majors recommendations. Thus,

Kankakee Community College meets the standards for both the indicators of compliance and

indicators of quality.

Standard 1c. – Dual Credit

Courses offered by the college for high school students during the regular school day at the

secondary school shall be college-level and shall meet the following requirements:

A) State Laws and Regulations and Accreditation Standards. All State laws, ICCB

regulations, accreditation standards specified by the North Central Association and local

college policies that apply to courses, instructional procedures and academic standards at the

college apply to college-level courses offered by the college on campus, at off-campus sites,

and at secondary schools. These policies, regulations, instructional procedures and academic

standards apply to students, faculty and staff associated with these courses.

Procedure

KCC reviewed the College policies and procedures as listed in the KCC Dual Credit Guidelines

and the KCC Code of Campus Affairs and Regulations related to dual credit as compared to the

state laws and regulations as well as the accreditations standards.

Finding

All KCC policies and procedures relating to dual credit are in compliance as specifically outlined

in items B through G below.

B) Instructors. The instructors for these courses shall be selected, employed and evaluated by

the college. They shall be selected from full-time faculty and/or from adjunct faculty with

appropriate credentials and demonstrated teaching competencies at the college level.

Procedure

Human Resources randomly pulled twenty five percent of the personnel files for the high school

teachers who were approved to teach dual credit courses during the 2011-2012 fiscal year.

Finding

All instructors that taught transfer-level courses met or exceeded the educational requirements to

teach the identified courses. However, we did notice that two instructors from the Career Center,

who teach occupational courses, did not provide a copy of their transcripts, but were still noted

as approved by our Associate Dean.

Recommendation

In the future, we will verify a copy of the transcript is in the file prior to approval. Also, the

recruiting department, responsible for advertising, recruiting and enrolling students in dual credit

courses, will develop a checklist which includes a review of all instructor credentials. The



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checklist will be a double check for Associate Deans of each department to complete prior to the

recruiting department registering students for dual credit courses.

C) Qualification of Students. Students accepted for enrollment in college-level courses must

have appropriate academic qualifications, a high level of motivation and adequate time to

devote to studying a college-level course. The students’ course selections shall be made in

consultation with high school counselors and/or principals and ordinarily are restricted to

students in the junior and senior years of high school. The students shall meet all college

criteria and follow all procedures for enrolling in courses.

Procedure

KCC’s Recruitment Services department reviewed the policies relating to the admission of high

school students in dual credit courses by reviewing the criteria used by each high school to

screen students for enrollment and verifying they met the course pre-requisites.

Finding

The course prerequisites for dual credit courses are the same as the corresponding course offered

on the KCC campus. Students’ prerequisites are verified through high school counselors and

double checked by college staff. At all participating high schools, counselors are recommending

dual credit courses as an option for qualifying students as they register for high school

courses. Counselors then look at the ACT or COMPASS scores of the students requesting the

course and determine eligibility based on the course prerequisite.

Exceptions can be made in rare cases when the course instructor chooses to waive the

prerequisite. Reasons for this rare exception are noted on the registration statement, as is the

policy for all KCC courses.

Recommendation

KCC Recruitment Services staff will continue to work closely with the high school guidance

counselors with regards to KCC college course prerequisites and that each high school student is

adequately prepared for the rigors of college courses.

D) Placement Testing and Prerequisites. Students enrolling in college-level courses must

satisfy course placement tests or course prerequisites when applicable to assure they have the

same qualifications and preparation as other college students.

Procedure

Admissions personnel randomly chose twenty-five percent of the dual credit student names from

fall 2011 through spring 2012 terms. The placement test scores and pre-requisites required for

each dual credit course were reviewed and an audit of dual credit students was conducted.

Finding

Students are screened and approved by high school guidance counselor staff as having the

appropriate preparation for college coursework. Students may use ACT or COMPASS

placement scores to meet the testing score requirement for all transfer courses. Some career

courses have no prerequisite and the student is not required to test if enrolled in less than 9 hours



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by college policy. A copy of the student’s unofficial high school transcript is also required and

kept in the student’s file.

Of the 24 random student records examined, one student did not have a high school transcript on

file. The one student missing a high school transcript was taking a non-transfer level welding

course. Two students taking transfer level English for dual credit used PLAN scores for

placement. Two Nursing Assistant students used Work Keys scores for placement into the CNA

course.

Last year, KCC allowed career students to use Work Keys and PLAN scores to meet criteria with

assistance from the testing center to determine scores. We later reviewed the success of those

students and determined not to use those scores in the future. At the time of registration for the

English course, KCC accepted PLAN scores with the consent of the instructor for placement into

specific transfer level courses for dual credit students. Per our catalog, “consent of instructor”

for placement into specific courses was acceptable. KCC has since changed the policy allowing

“consent of instructor” for placement into some courses.

Recommendation

KCC will uphold the same standards for dual credit students as general enrollment students. In

the future, all placement scores required will be either COMPASS or ACT scores. We will pay

closer attention to details to make sure every student file contains unofficial high school

transcripts.

E) Course Offerings. Courses shall be selected from transfer courses that have been

articulated with senior institutions in Illinois or from the first-year courses in ICCB approved

associate in applied science degree programs.

Procedure

KCC has reviewed all courses approved as dual credit offerings to ensure that they fit the

standard criteria.

Finding

Current dual credit offerings include both IAI transfer courses, non-IAI transfer courses that have

been articulated with senior institutions in Illinois and applied career courses that are part of

ICCB-approved associate in applied science degrees.

F) Course Requirements. The course outlines utilized for these courses shall be the same as

for courses offered on campus and at other off-campus sites and shall contain the content

articulated with colleges and universities in the State. Course prerequisites, descriptions,

outlines, requirements, descriptions, outlines, requirements, learning outcomes and methods

of evaluating students shall be the same as for on-campus offerings.

Procedure

KCC reviewed the process for approving dual credit courses and monitoring course content by

examining the syllabus of the dual credit courses.



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Finding

As part of the approval process for all dual credit courses, the instructor must provide a course

syllabus and meet with the KCC associate dean to ensure all course outcomes required for the

KCC course are met in the dual credit course. The associate dean is maintaining contact with the

dual credit instructors in order to ensure proper grading procedures are occurring. Dual credit

courses are also included in the KCC assessment plan, which includes an audit of student

performance in each course. As courses are requested each term, associate deans will validate the

courses are consistent in prerequisites, content, rigor, and evaluation with on-campus offerings.

G) Concurrent Credit. The determination of whether a college course is offered for

concurrent high school and college credit shall be made at the secondary level, according to

the school’s policies and practices of the district.

Procedure

KCC reviewed the policies and practices of granting concurrent and dual credit to determine

compliance.

Finding

In practice, high school students are informed verbally by their counselors that all

concurrent/dual enrollment is at the discretion of the student’s high school. A signature is

required by the student’s high school counselor or principal before enrollment for college credit.

Recommendation

KCC’s dual enrollment form will contain stronger verbiage as it is currently not emphasized

enough for students to notice.

Summary of Findings on Dual Credit

The dual credit program at Kankakee Community College, while maintaining compliance

overall, still has room for improvement such as confirming transcripts are on file before

approving instructors and students. The college will correct those issues listed in the findings by

spring 2013.

KCC’s Dual Credit program is well developed and serves many of the local high schools. We

are always pursuing ways to expand the offerings to include more local highs schools and

provide a greater variety of courses. As offerings expand, KCC will continue to monitor policies

and practices to meet and exceed all regulations and provide enriched educational opportunities

to the local high school students.

Summary of Dual Credit Audit

KCC offered 10 Dual Credit courses at four area high schools during the fall 2011 semester; 142

students enrolled in 428 credit hours. Those dual credit courses for fall 2011 were taught by 9

faculty as one instructor taught two classes. Spring 2012 had 34 dual credit course offerings

with 497 students totaling 2200 credit hours. Seven schools participated with a total of 24

instructors teaching dual credit courses for spring 2012, some instructors taught more than one

class.



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Twenty-five percent of fall 2011 courses and spring 2012 courses were reviewed for this report,

which included two students from each course. The 3 courses reviewed for fall 2011 were

Introduction to Psychology – PSYC 1813 730, Finite Mathematics – MATH 1713 720 and

Introduction to Poetry – ENGL 1713 710. The nine Spring 2012 courses reviewed were

Intermediate Spanish II – SPAN 2524 710, Statistics – MATH 1774 720, Basic Welding –

WELD 1114 7D0, Nursing Assistant (CNA) – PNUR 1438. English II – ENGL 1623 710,

Introduction to Psychology – PSYC 1813 750, History of the United States 1877 to Present -

HIST 2513 710, Construction Materials and Methods – CNST 14237D0 and History of the

United States to 1877 – HIST 2513 7F0. A total of nine instructors were reviewed in this

report. Twenty-five percent of fall 2011 dual credit instructors were reviewed and twenty five percent of

spring 2012 instructors were also reviewed.

KCC staff are pleased with the audit overall. Dual credit course offerings are quality courses which

afford qualified high school students an opportunity to enroll in college level classes prior to

graduating. A checklist was developed for high school students and counselors to ensure all required

documents accompany the student’s registration form, also the recruitment and admissions staff verifies

prerequisites have been met and all necessary documents are provided for each student. Also in

development is a checklist for Associate Deans to verify that all required documents for instructors have

been received prior to the start of classes. We recognize there were minor issues to correct. This review

afforded us an opportunity to improve upon the dual credit process. Ultimately, the dual credit process at

Kankakee Community College works well and accomplishes the goal of offering quality courses, taught

by qualified instructors to college ready students.

Standard 1d. – Assessment Plans

A system of evaluating and recording student performance in courses shall be in effect as per

district policies and shall be available for review.

Illinois colleges and universities will hold students to even higher expectations for learning

and will be accountable for the quality of academic programs and the assessment of student

learning. All academic programs will systematically assess student learning and use

assessment results to improve programs.

Procedure

The College reviewed the assessment plan, as well as conducted interviews with the:

Administrative Liaison to the Faculty Assessment Committee, responsible for oversight

of instructional assessment

Chair of the Faculty Assessment Committee, responsible for course and general

education assessment

The analyses, findings, and recommendations follow.

Finding

KCC staff found there is a process in place for assessment of student learning at the class,

course, program, and general education levels; and the process of instructional assessment

continues to evolve at the College. An evaluation of recent program review reports demonstrates

the College has a process in place to ensure academic programs have appropriate learning

outcomes and these program-level outcomes are regularly assessed. The assessment process

includes direct and indirect assessment methods.



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In the College’s program review process, Associate Deans of each academic division collaborate

with faculty program coordinators to collect and analyze pertinent data with respect to program

cost, enrollment, and number of course sections offered, student retention, completion/graduation

rates, and regional workforce needs. Course syllabi are reviewed during the program review

process, as well as results and follow-up activities from instructional assessment initiatives. This

information is compared to input for local workforce representatives and industry trends, and

program curriculum composition is considered with respect to currency and effectiveness. A

comprehensive report is then prepared that documents these analytical processes, highlighting

strengths and opportunities for improvement within the program. The College’s program review

process is articulated in a Program Review Guide, which is distributed to all faculty program

coordinators and Associate Deans. [Refer to Hardcopy: Attachment #1]

Beyond the comprehensive program review process, each academic division regularly examines

quality measures (i.e., student enrollment, retention, completion) on a more frequent basis. To

streamline this regular data review process, the College has produced and continually updates the

KCC Data Book with semester-to-semester division-level data. The Data Book allows Associate

Deans and others to make informed decisions about course sequencing, course section offerings,

and full-time and/or adjunct instructor staffing requirements as a means to maximize potential

student success.

The College has made assessment of student learning a top priority by: 1) making the

improvement of curriculum development and assessment a KCC Strategic Goal (2009-2013) and

2) aligning assessment processes and the improvement of assessment processes with the

College’s AQIP processes. To these ends, the College Faculty Assessment Committee created a

micro-scorecard (refer to Appendix A.) to track college-wide performance measures with respect

to assessment of student learning. The Assessment Committee also created a new Instructional

Assessment website that contains the following link as a resource for full and part-time faculty:

all required assessment forms, an assessment process map, and a timeline for expected

completion of assessment activities.

http://www.kcc.edu/FacultyStaff/assessment/Pages/default.aspx

Based on feedback from HLC on the College’s 2009 AQIP Systems Portfolio, the Assessment

Committee initiated a project to improve the process used to review and revise the College’s

current general education outcomes and involve more faculty in the general education

assessment process (October 2010). Immediate impacts on assessment of student learning from

the project were:

Increased faculty participation on the Assessment Committee

Participation of eight people (three faculty and five administrators) during summer 2011

in the Eureka Project to revise general education outcomes hosted by the Quality

Institute, LiveText, and HLC; the training emphasized the link between assessment of

student learning and accreditation, and provided a functional framework for the active

revision of the College’s general education outcomes

Revision of the College’s communication general education outcome and associated

assessment indicators and rubrics (refer to Appendix B.)

Completion of a small-scale pilot focused on assessing student communication abilities

across all academic divisions of the College; faculty participated in this initial pilot

http://www.kcc.edu/FacultyStaff/assessment/Pages/default.aspx



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As a result of the College’s participation in the Eureka Project and subsequent general education

outcome pilot, the Assessment Committee initiated a complete review and revision of all College

general education outcomes (September 2011). Additionally, the College charged the

Assessment Committee with identifying a software tool to streamline and automate the

instructional assessment process. Impacts from this second phase of the assessment project

were:

A total of nine faculty serving on the Assessment Committee

Updates to assessment data presented on the College’s macro- and micro-scorecards

Revision of the College’s general education outcomes from seven outcomes to four

concentrated outcomes; these new general education outcomes are:

o Communication ability

o Quantitative reasoning

o Ethical reasoning

o Inquiry and analysis

Identification of LiveText software as a suitable software tool to aid in the streamlining

and automation of assessment of student learning at the course, program, and general

education levels; the College has subsequently purchased LiveText

Completion of a pilot assessing the general education outcome of communication ability

using the LiveText software; faculty and instructional administrators participated in this

pilot

Use of pilot data to formulate LiveText assessment training process for faculty starting in

fall 2012

The Assessment Committee is currently meeting to continue the development of assessment

indicators and rubrics for the remaining general education outcomes of quantitative reasoning,

ethical reasoning, and inquiry and analysis. Moreover, the Assessment Committee is continuing

to revise how assessment data are used to improve student learning (i.e., scorecards, program

review processes).

Recommendation KCC made considerable progress with respect to institutionalizing a systematic instructional

assessment process. Even greater strides have been made by the College and the Assessment

Committee in changing the faculty’s point-of-view on assessment of student learning—from a

required task to a process used to improve programs and classroom learning. However, the

majority of faculty is onboard with the continual improvements in the assessment process. KCC

needs to continue improving the assessment process despite resistance from a small group of

faculty.

KCC staff identified the need to institutionalize the use of assessment data as one way to increase

faculty involvement and support for assessment of student learning. Acquiring the LiveText

software and subsequent training should advance the process of assessment data analysis and

use, and result in an increase in faculty involvement in the assessment process. As the College

implements LiveText and the newly revised general education outcomes, data will be collected

with respect to faculty perspectives of the progress of assessment.



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Summary of Findings Based on this self-study, KCC has in place a system of evaluating and recording assessment of

student learning evidence at the class, course, program, and general education levels. Progress

continues to be made in gaining more and more faculty support and involvement in assessment

initiatives and process improvements. It is the College’s opinion that it meets the ICCB

Indicators of Compliance for criterion 1d Assessment Plans.

Standard 1e. – Faculty Qualifications/Policies

Professional staff shall be educated and prepared in accordance with generally accepted

standards and practices for teaching, supervising, counseling and administering the

curriculum or supporting system to which they are assigned. Such preparation may include

collegiate study and professional experience. Graduate work through the master’s degree in

the assigned field or area of responsibility is expected, except in such areas which the work

experience and related training is the principal learning medium.

Procedure

The college credit faculty personnel files containing transcripts were randomly pulled for 11% of

the full-time faculty members and 10% of the part-time faculty members. An alphabetized list of

instructors was created for each group. The part-time list originated from those currently

teaching in the fall 2012 semester. The personnel files for every tenth name on each list were

identified for review.

Finding

Of the eight full-time faculty instructing in the credit area, six of the professors had original

transcripts on file documenting master’s degrees with at least 18 hours of coursework in their

respective fields of study. One had an original transcript of a bachelor’s degree and one had an

original transcript of an associate’s degree, but both of these instructors teach in the business and

technology division where their significant work experience/related training is the principle

learning medium to validate their qualifications.

Of the 14 part-time faculty, six of the seven adjunct instructors were assigned non-transferable

courses and had the required work experience for their discipline. The other seven instructors

had the following:

Two of the seven are attorneys teaching in the paralegal program. Their credentials were

verified through the Attorney Registration & Disciplinary Commission as being “Active

and on Judicial Status.”

One teaches EMT classes and is currently licensed by Illinois Department of Public

Health with over 13 years of experience as an EMT.

One teaches welding and has over 25 years of significant work experience/related

training.

One teaches machine tool and has over 29 years of significant work experience/related

training.

One has an associate’s degree in Radiography and has over 12,240 hours of significant

work experience/related training.

The remaining instructor is the assistant baseball coach who has a Master’s degree in

Teaching, and teaches the Physical Education classes (Health, Intro to Physical



15

Education, and Principles & Problems of Coaching). The college considers the degree

and experience sufficient.

Recommendation

As we hire new full and part-time faculty, Human Resources and instructional administrators

will ensure the instructors are educated and prepared in accordance with ICCB rule.

Procedure

KCC’s self-study included a review of activities of the Teaching and Learning Center (TLC) for

FY 2012 and examined changes that occurred over the summer of 2011 and into the fall 2011

semester.

Finding

The Teaching and Learning Center (TLC) at KCC is located on the third floor of the college

among classrooms and faculty offices. The TLC is equipped with various technologies

accessible to faculty for work and demonstration. These include laptops, computer with

projector, classroom response systems, etc.

The TLC is staffed by one full time director and supported by a part-time coordinator and

ANGEL LMS mentor. A new director joined in October of 2011. At the same time, the TLC

was relocated to a shared space with the director’s office. In addition to the technology

described previously, the TLC houses print resources available for faculty checkout and review.

Because of space considerations, extended print resources of the TLC have been moved to the

Learning Resource Center and held in faculty reserve. Additional laptops with preloaded

software are available there as well.

Progress has been made in efforts to move professional development content and resources to a

fully online delivery mode. For example, beginning summer 2011, training that faculty must

complete in order to teach online and hybrid courses are available online and are self-paced.

Faculty must demonstrate proficiencies as they progress through the courses. They also keep in

contact with an ANGEL mentor throughout for guidance and support. Additionally, the

workshop series for new full time and adjunct faculty are delivered using both online modules

and face-to-face meetings. This provides greater flexibility in scheduling, which results in more

participation and interaction within these opportunities. KCC’s Faculty Growth Committee

coordinates fall and spring faculty in-service events. Topics include assessment, sustainability,

technology, and teaching and learning, among others. The committee also continues to seek out

opportunities for all faculty throughout the year.

Recommendation

Survey the technology and support available for faculty. Determine if staffing is commensurate

with needs and appropriately sized relative to peer institutions. Audit software, equipment, and

print resources available. Make necessary additions, upgrades, and replacements of resources to

ensure faculty have up-to-date technology to enhance learning.

Collaborate with the KCC Faculty Growth Committee in providing more flexible and customized

professional development opportunities. Redesign the workshop series for new full time and



16

adjunct faculty to incorporate a much wider variety of teaching of learning topics. Expand the

number and scope of faculty-led sessions at in-service.

Develop and deliver new training in support of the LiveText assessment platform. As the college

moves toward more sophisticated outcome tracking, the TLC can provide faculty support in

utilizing the tolls and synthesizing results.



17

STANDARD #2 – STUDENT SERVICES/ACADEMIC SUPPORT

Standard 2a. – Student Services/Academic Support

Student services including, but not limited to, advising and counseling, financial aid, and

placement, shall be provided by the college in a manner convenient to students as defined

below.

A) Advising and Counseling. The college shall have a comprehensive and organized program

of academic advising and career counseling.

Procedure

The College’s advising and counseling program is comprehensive and organized to address the

career, academic planning and transitional needs of new students and the continued success of all

students as they progress through their goals.

Finding

Core advisors are credentialed at the master’s degree level and trained to specialize in a

particular program; there are two transfer advisors, two health career advisors, and 1.25 advisors

for other occupational curricula. Undecided students are assigned to a career specialist. This

model allows those advisors to know their assigned curricula and related information in greater

depth. It results in each student having a personal advisor thus building relationship opportunities

and connections to college staff. Creating early connections with staff supports student retention.

Advisors also work closely with the instructional associate deans to develop course schedules

that help promote student success. Collaboration among faculty and advisors has been realized

through the creation of the Career Exploration and New Student Success courses, and in the

shared responsibility to assess student outcomes through the completion of master academic

plans that reflect sound career goals.

Recommendation

Adhering to the specialized advisor model has its challenges that we are addressing through

additional training. Core advisors will be trained to understand the basics for all programs so

they will have necessary information for students who need answers to simple questions about

their program of study.

B) Financial Aid. The college shall provide a financial aid program, which provides students

with information about and access to available financial support.

Procedure

The financial aid program provides students with information about and access to available

financial support. KCC’s program provides assistance to students in developing and

implementing a financial plan that will allow completion of the student’s educational objective

while having the least negative impact on their future financial status. This is accomplished

through a cooperative effort between the Office of Financial Aid and the student. Financial Aid



18

staff helps students with the application process for federal and state grant programs and

institutional scholarships. The program also provides access to information regarding the

application process for private scholarships and contact information for other institutional and

private assistance programs.

Finding

The student’s role is to submit the application for federal and state assistance and to process the

information for other sources of assistance and make appropriate decisions regarding that

information. The financial aid staff provides assistance or directs the student to the appropriate

resource for additional help with most issues that come up during the application cycle for

federal, state, institutional and private aid. The College’s financial aid program also offers a

website with available links to important financial literacy information.

Recommendation

Student applicants need electronic access to their financial aid records. To address this need, staff

are creating file processing efficiencies and making available to students their personalized

financial aid information online thus creating access to important information whenever a student

needs it. This will help the student know the items they need to complete to submit their

applications without having to drive to campus and speak to a staff member.

C) Placement. The college shall provide job placement services for students.

Procedure

The Career Services coordinator and staff conducted a thorough review of all the services

offered.

Finding

In the fall of 2010, Corporate and Continuing Education began coordinating career assistance

activities for students and the community. The department changed its name to reflect the new

duties and is now called Continuing Education and Career Services. Along with a new name,

several recommendations were made and implemented during the past year and are summarized

below.

The need to collaborate more with faculty was one implemented recommendation. A new

campaign was devised and called, “Don’t Cancel Class.” Each full time faculty member receives

a flyer at the start of the academic year promoting the availability of career service staff to make

presentations to students when faculty need to cancel class for any reason. Faculty utilization of

this service grows each year offering everyone a win-win opportunity.

In addition to collaboration with faculty, another implementation was the addition of a job board

on the first floor of the Workforce Development Center. This board posts over 15 new posts each

week. Local employers are encouraged to send their open positions for promotion to KCC

students. It is common to see clusters of students at the board throughout the day.

Another recommendation was to add an additional job fair. The college now hosts a spring and

fall job fair. The fall job fair was added at the request of area employers who need additional



19

staff during the holiday season. KCC students were a perfect fit for many of these employers.

However, the job fairs are not limited to KCC students and the entire community is invited to

participate. Both job fairs draw between 40-60 employers and over 400 job seekers.

An online job board system was created to assist students with internships and permanent

employment. Students can search for positions both locally and nationally through the website.

Another key feature is the ability for students to add an electronic portfolio of their work. On any

given day, there are over 500,000 national open positions and over 25,000 available internships.

Another implemented recommendation includes the development of the “Job Fair Boot Camp.”

This program was designed to prepare students and community members for the job fairs. The

free workshops include: the Nuts and Bolts of Resume Writing; I Have an Interview, Now

What?; Career Exploration; Using WinWay Resume Software; Write a Cover Letter that Gets

Noticed; and Working a Job Fair. The response to the Boot Camp has been strong. Each semester

over 250 participants attend the seminars.

To reach KCC students and community members, a Career Services Facebook page was created.

This page highlights workshops, employment opportunities, and informational articles.

Recommendation

While the number of activities offered by Career Services has increased, the need to collect data

on those we serve is a recommendation. In addition, the data that is collected for both Perkins

and Alumni must be reviewed and interpreted to better understand their needs and future trends.

Along with individuals served, the data that is collected from the companies we assist should

also be analyzed to assist with continuing to meet specific hiring needs.



20

STANDARD #3 – FINANCE/FACILITIES

Standard 3a. – Credit Hour Claim Verification

ICCB credit hour grants shall be based on the number of credit hours, or equivalent, of

students who have been certified as being in attendance at midterm.

a) Agreement between the district’s state grant claim (SU and SR) records and information

provided on certified mid-term class lists.

Procedure

Staff from MIS/Information Technology Services department reviewed the Illinois Compiled

Statutes and ICCB administrative rules applicable to this standard. Self-evaluation steps were

outlined and included the following steps:

1. ICCB credit hour claim reports for fiscal years 2008 through 2012 were obtained from

the MIS/ITS staff.

2. A sample of specific course sections were selected from the credit hour claim reports by

admissions and registration staff.

3. A sample of students was selected and transcripts were viewed by appropriate staff.

4. Faculty instructions regarding the midterm certification process and proper application

was reviewed.

5. Midterm class rosters were reviewed to ensure only students certified as in attendance

and actively pursuing course completion were claimed.

6. Student files were reviewed to ensure grade postings from final grade sheet were properly

reflected on transcripts.

7. Student transcripts were reviewed to ensure students who repeated a course outside the

claimable parameters were classified as non-reimbursable on the credit hour claim.

Staff provided a randomly selected list of three sections from each term for fiscal years 2008

through the first term of 2013 for review. The MIS/IT Office provided SU & SR information

and the Office of Admissions and Registration provided mid-term rosters for the selected

sections. The student files were reviewed for proper application of repeat eligibility rules.

Residency classifications were also checked to determine the college’s policies were being

followed and the classification of students’ residency was accurate. This information was entered

into a spreadsheet comparing the official SU & SR information against the “audited” information

to identify any discrepancies.

Finding KCC has a process implemented for credit-hour verification. There were no discrepancies found

that affected credit hour claims during the random testing process of the students from the 45

midterm class lists. An issue was found where students were shown on the mid-term rosters as

repeating the course when it was actually the first time taking the course. This was caused by the

student being registered for the same course in a future semester when the mid-term class roster



21

was printed. This is something that is verified during the credit hour claim report process so no

students were claimed incorrectly in the 45 mid-term rosters that were checked.

Recommendation KCC will work to modify the mid-term roster software to exclude future term registrations from

the repeat calculation.

b) Documented and verifiable process for determining residency.

Procedure

The appropriate staff from various departments met to identify and review Illinois Compiled

Statutes and ICCB administrative rules applicable to this standard. Necessary self-evaluation

steps were outlined by the group and specific assignments and tasks were given. The process

included the following steps:

1. ICCB credit hour claim reports were obtained from the MIS/IT Department.

2. A sample of specific course sections were selected from the credit hour claim reports by

staff.

3. Residency classifications were reviewed to determine whether students were properly

reported on the credit hour claim reports as well as to determine the internal residency

identification process was accurate.

Finding KCC has a clearly documented process for determining residency. This process is articulated and

outlined in the college catalog. Staff reviewed approximately 200 student records selected from

the mid-term rosters used in Standard 3a and found one student coded incorrectly. The student

moved out of district 520 shortly before the semester began but the residency status was not

adjusted to out of district so they were mistakenly claimed as in district on the credit hour claim

report.

Recommendation KCC will continue to improve processes to ensure residency rules are followed.

Standard 3b. - Financial Planning

Financial planning for current and future operations shall provide for both a sound

educational program and the prudent use of public funds.

Procedure

The appropriate staff from various departments met to identify and review the documents related

to this standard. Necessary self-evaluation steps were outlined by the group and specific

assignments and tasks were given. The process included the following steps:

1. A copy of the documented long-range plans was obtained.

2. Revenue and expenditure assumptions for all funds, except for those funds that are self-

supporting, were reviewed.



22

3. Historical data were reviewed to determine trends which are used as a basis for many of

the assumptions within the plan.

Finding Annually, a three-year financial plan is created by the Vice President of Finance &

Administration and the Director of Financial Affairs and is presented to the Board of Trustees.

Projections have accurately identified future financial conditions for the subsequent years and

have allowed KCC to address these issues in the budget process.

Recommendation

No corrective action is needed at this time.

a) Monies in the working cash fund principal have not been used as current revenue.

Kankakee Community College does not have a working cash fund.

b) Interest transferred from working cash fund to education or operations and maintenance

funds authorized through separate board resolution.

Kankakee Community College does not have a working cash fund.

Standard 3c. - Financial Compliance

A) Annual External Audit – The district shall complete an annual external audit.

Procedure

The appropriate staff from various departments met to identify and review Illinois Compiled

Statutes and ICCB administrative rules applicable to this standard. Necessary self-evaluation

steps were outlined by the group and specific assignments and tasks were given. The process

included the following steps:

1. Copies of annual external audits were gathered for fiscal years 2010 through 2012.

2. A sample of board meeting minutes were selected in order to review unaudited financial

statements presented to the Board of Trustees.

3. Audits were reviewed for completion and inclusion of state grant compliance section.

4. Board minutes, which included the approval of annual external audits, were reviewed.

5. Each fiscal year’s audit management letter was reviewed to ensure the college was in

compliance with GAAP and ICCB rules.

Finding Audits were conducted in accordance with generally accepted auditing standards and the reports

were given to the Board of Trustees. Two copies of the annual external audit were submitted to

the ICCB on or before October 15, following the close of the fiscal year and acceptance by the

Board. Components of state grant compliance sections were included in the audit.

Recommendation


B) College Budget – The district shall adopt its annual budget by September 30.



23

Procedure

The appropriate staff met to identify and review Illinois Compiled Statutes and ICCB

administrative rules applicable to this standard. Necessary self-evaluation steps were outlined by

the group and specific assignments and tasks were given. The process included the following

steps:

1. Copies of annual budgets were gathered for fiscal years 2010 through 2012.

2. Certificates of publications were reviewed.

3. Budgets were reviewed.

4. Board minutes announcing public budget hearings and subsequently adopting the annual

budget were reviewed.

Finding A review of the budget process showed that one copy of the official budget was filed with ICCB

by October 15 of each year. Kankakee Community College did not have to file an amended

budget during the period reviewed. During the past three years, the budget hearing notifications

have been publicized and submitted by the required due dates.

Recommendation No corrective action is needed at this time

C) Published Financial Statements – The district shall publish an annual financial statement

by November 15.

Procedure




steps:

1. Copies of published financial statements were reviewed for fiscal years 2010 through

2012.

2. Certificates of publication were reviewed.

Finding

Financial statements were published in at least one newspaper having general circulation within

the district. The statement was published no later than November 15, following the close of the

fiscal year. Annual financial statements were prepared and published according to the prescribed

format.

Recommendation




24

D) Tax Levy – The district shall adopt its annual tax levy and file with the appropriate county

clerk(s) by the last Tuesday of December. It shall comply with all applicable statutes including

publication notices.

Procedure




steps:

1. Copies of tax levies for fiscal years 2010 through 2012 were obtained.

2. Certificates of publication were reviewed.

3. Submission dates to ICCB were reviewed.

Finding The Certificate of Tax Levy was filed by the due date and in the correct format with the

appropriate county clerks. The certificate was submitted to ICCB by the due date.

Recommendation

No corrective action needed at this time.

E) Bidding and Awarding of Contracts – The district shall award all contracts for purchases

of supplies, material, and work involving an expenditure in excess of $25,000 to the lowest

responsible bidder with certain exceptions as noted in state statute.

Procedure




steps:

1. A sample of advertisements for bids for fiscal years 2010 through 2012 were obtained.

2. Bid specifications and requirements were reviewed.

3. Statements of institutional policies and procedures were reviewed.

Finding

After an examination of awarded bids, at no point was a bid awarded to an entity over $25,000

that was not the lowest, unless criteria for exceptions were met. A review of sample documents

showed that bid specification and requirement, and awarding of contracts following Board

policies and procedures were in compliance with standards set forth in the Recognition Manual.

The college has an established architect selection process which was used to select an architect

for a locally-funded building renovation project. A firm with whom the college has had a

satisfactory relationship with and has worked on other Capital Development Board (CDB)

projects was selected for a capital renewal project started during the time period reviewed.

Recommendation



25


Standard 3d. - Facilities

A) Approval of Construction Projects

Indicators of Compliance

a) College projects, including locally funded; protection, health, and safety; and state-funded

projects have received local board and ICCB approval prior to construction, as required.

Procedure




steps:

1. ICCB capital project records were reviewed to ensure approval.

2. KCC board minutes were reviewed to ensure board approval.

3. The KCC Facilities Master Plan was reviewed.

Finding

An evaluation of Construction Project Schedule documents found that college projects do meet

local board and ICCB approval prior to construction. For fiscal years 2010 through 2012, three

projects have been approved by ICCB and the Board of Trustees.

Recommendation No corrective action needed at this time.

b) Existence of a current facilities master plan to support requested projects.

Procedure The appropriate staff met to identify and review Illinois Compiled Statutes and ICCB


the group and specific assignments and tasks were given. The process included reviewing a copy

of the facilities master plan.

Finding KCC created a Master Plan in 2006. The master plan summarizes the master planning process,

findings, and resulting comprehensive recommendations for the short-term and long-term

development of the college. The master plan was undertaken to create a vision for the college

that is based on a detailed analysis of existing goals, growth, and needs in the community and

current trends in higher education. In order to implement the master plan over time, a series of

three phases has been identified. The first and second phases of the plan are short term in scope

with a completion date of 2012. The third phase allows for long term planning and is expected

to be complete by 2050. An addendum was approved by the Board of Trustees and added to the

Master Plan in 2012 to include additional facility needs that have been identified.

Recommendation



26


B) Protection, Health, or Safety Projects




steps:

1. A sample of district financial records were selected and reviewed.

2. District audits were reviewed.

3. Certificates of publication were reviewed to verify protection, health, and safety levy

amounts.

Finding The review revealed that proceeds from the PH&S tax levy have been expended only on

approved PH&S projects and the PH&S tax levy does not exceed the total of approved projects.

Projects are accounted for in separate revenue and expense account numbers which allows for

easy identification of funds not expended.

Recommendation No corrective action needed at this time.

C) Facilities Data Submissions

Procedure




steps:

Data and Report Submission records were reviewed for FY 2010 to FY 2012.

Finding

Data submissions and report were generally submitted to ICCB in a timely manner. The square

footage report was submitted three days late in 2011. The S6/S7 report was submitted one day

late in 2010. RAMP was not submitted during the time period reviewed since capital budget

funds were not requested. The required form was used for all reports.

Recommendation

Continue to submit reports in a timely fashion.

Standard 3e. – Uniform Financial Reporting System

To report financial data to the ICCB in the format prescribed in accordance with standards

and principles developed by the ICCB.



27




steps:

Data and report submission records were reviewed for FY 2010 to FY 2012.

Balance sheet assets equal the sum of liabilities and fund balances.

Signed audit/UFRS reconciliation forms were reviewed.

Finding

Fall and spring submissions of the UFRS report were generally submitted on time. Some reports

were submitted several times due to errors. The initial submissions of audited UFRS were

submitted on time. Subsequent submissions were needed in order to reconcile the report with the

audit. It should be noted that the FY 2012 audited UFRS was submitted on time. Balance sheet

assets equal the sum of liabilities and fund balances for the three years of audited UFRS

reviewed. Since the audit/UFRS reconciliation is due the same time as the audit and the audited

UFRS submissions, it is difficult to submit the reconciliation in a timely fashion. However,

completion is occurring closer to the due date. It should be noted that the ICCB submission

report for FY2011 indicated the reconciliation was not submitted. A copy of the report from our

records shows the report was signed on 10/21/2010. A copy of the reconciliation was re-sent to

ICCB on 10/24/2012. Reports were in the required format

Recommendation

Continue to work on timely submission of all UFRS report.

Indicators of Compliance

Report Name Due

Date

1.a.

Timeline

1b.

Accuracy

/Format

1c.

Consistency Comments

Financial Data Submissions

Audit Oct. 15 Yes Yes Yes Audit reports have been submitted on time using the

format outlined in the Fiscal Management Manual.

Audit/UFRS Reconciliation Oct. 15 No Yes Yes Since this due date is the same as the audit and the

audited UFRS submissions, it is difficult to submit

this reconciliation in a timely fashion. However,

completion is occurring closer to the due date. It

should be noted the ICCB submission report for

FY2011 indicated the reconciliation was not

submitted. A copy of the report from our records

shows the report was signed on 10/21/2010. A copy

of the reconciliation was re-sent to ICCB on

10/24/2012.

Budget Oct. 15 Yes Yes Yes Budget was submitted on time and in prescribed

format

Certificate of Publication for

Annual Financial Statement

Dec. 1 Yes Yes Yes Annual financial statements have been published by

the due date.

Certificate of Tax Levy Jan. 31 Yes Yes Yes Submitted by the due date and in the correct format

Uniform Financial Reports Oct. 15 Yes Yes Yes All submissions were on time and in the correct

format

UFRS – Summer/Fall

Spring

Jan. 31

July 31

Yes

Yes

Yes

Yes

Yes

Yes

Spring UFRS submissions have been submitted on

time. One fall/summer submission was one day late



28

Report Name Due

Date

1.a.

Timeline

1b.

Accuracy

/Format

1c.

Consistency Comments

Audited Oct. 15 No Yes Yes due to several resubmissions to fix errors. The initial

submissions of audited UFRS have been submitted

on time. However, subsequent submissions were

necessary once UFRS was reconciled with the audit.

As a note, FY 2012 was submitted on time.

Tax Revenue Report Sept. 1 Yes Yes Yes All submissions were on time using provided form.

Facilities Data Sept. 1 Yes Yes Yes All submissions were on time using provided format.

Sq. Footage of Planned

Construction and Owned Land

(C1.1 & C1/3)

Aug. 1 No Yes Yes Submitted a couple of days late in 2011 but on time,

the other years on provided forms.



29

STANDARD #4 – ACCOUNTABILITY

Standard 4a. – General Reporting Requirements

Complete and accurate reports shall be submitted by the district/college to the ICCB in

accordance with ICCB requirements, on forms provided by the ICCB where applicable.

Procedure Reviewed the final submission dates from the ICCB Data and Report Submissions website, the

full KCC submission list received from the ICCB, the edit and frequency report generated by

ICCB, and internal records.

Finding The submissions listed in ICCB Rule 1501.201 were reviewed in order to determine the

timeliness, accuracy and consistency of report submissions. The results of this study are

summarized in table 4a. In general, reports submitted to ICCB are completed accurately,

consistently and in a timely fashion. Specific issues that affected the timeliness, accuracy or

consistency of certain reports are addressed in the following sections and in table 4a.

A) Student Data Reporting

Procedure ICCB reporting requirements and deadlines were reviewed as well as the list of actual

submissions made to the ICCB for the past five years. Due dates as established by ICCB were

compared to actual submission dates.

Finding

Generally, student data reports have been submitted on time. In most instances, initial

submissions were sent on time. However, there has been a need for subsequent submissions to

improve the accuracy of the data which occurred after the due date. It is the date of the last

submission that appears on the Data and Report Submissions website.

Recommendation

KCC will continue efforts to improve the timeliness of student data reporting.

a) Data submissions are completed accurately and in the required format.

Procedure

Prior submissions were reviewed to determine whether data was reported accurately and in the

correct format.

Finding

All records with errors that can be corrected are usually corrected in a timely manner. All reports

were submitted in the required format.



30

Recommendation KCC will continue to submit reports with a goal of no records in error and in the prescribed

format.

c) Data in different submissions are consistent

Procedure

Prior submissions were reviewed to determine consistency of reporting.

Finding

The data elements being reported were found to be consistent for the five years studied due to the

fact the same internal procedures have been used the entire time. The only changes that have

been made were to improve accuracy or add additional information as required by the ICCB.

Efforts are also being made to reduce the number of null values in future submissions.

Recommendation

Data elements will continue to be reported consistently.

B) Faculty/Staff Data Submissions

Procedure

ICCB reporting requirements and deadlines were reviewed as well as the “Data and Report

Submission Dates” reported for the past five years. Due dates as established by ICCB were

compared to actual submission dates.

Finding

The C1 submissions for FY09, FY10, and FY12 and C2 submissions for FY09 through FY13

were all submitted and finalized on or before the due date. The C1 submissions for FY11 and

FY13 were submitted on time but subsequent submissions after the due date were necessary to

improve the accuracy of the data or fix data errors.

Recommendation

KCC will continue efforts to finalize the Faculty/Staff submissions in a timely manner.

b) Data submissions are completed accurately and in the required format.

Procedure

Prior submissions were reviewed to determine whether data was reported accurately and in the

correct format.

Finding

There were difficulties in properly reporting continuing employees who began employment

between the previous year’s C1 cut-off date and January 1 of the current calendar year. The

submitted reports have accurate continuing employee information.



31

Recommendation

Internal processes include a step to review continuing employee data to ensure the data’s

accuracy. Internal reporting software should also be modified to more accurately extract

continuing employee data from the administrative system.

c) Data in different submissions are consistent.

Procedure

Prior submissions were reviewed to determine consistency of reporting.

Finding

The data elements being reported were found to be consistent for the five years studied due to the

fact the same internal procedures have been used the entire time. The only changes that have

been made have been to improve accuracy or add additional information as required by the

ICCB.

Recommendation

We will continue to revise our processes in order to report data elements consistently from one

year to the next.

Student Data Reporting

Due

Date

1a.

Timelines

1b.

Accuracy

/ Format

1c.

Consistency

Comments

Part A. Student Data Reporting

Non-credit Course Enrollment

Data (N1)

Jul 15 Yes Yes Yes The N1 report is submitted on time and edits are

reviewed promptly.

Annual Enrollment &

Completion (A1)

Aug 1 Yes Yes Yes The A1 report is submitted on time and edits are

reviewed promptly. The report for FY12 data was

resubmitted late in Sept to satisfy ICCB requests for

more specific area of concentration CIP code data for

transfer students. Changes have recently been made

to internal processes to increase accuracy by ensuring

students with completions are being reported even if

they did not complete any courses during the fiscal

year.

Annual Student Identification

(ID)

Sept 1 Yes Yes Yes The ID report is submitted on time and edits are

reviewed promptly. The report for FY12 data was

resubmitted late in September so that date is later

than the A1 to remain within proper protocol.

Fall Enrollment Survey Oct 1 Yes Yes Yes Submitted online, on time

Spring Enrollment Survey Feb 15 Yes Yes Yes Submitted online, on time

Fall Enrollment Data (E1) Oct 1 Yes Yes Yes The E1 report is submitted on time and edits are

reviewed promptly. Changes have recently been

made to internal processes to improve the accuracy of

enrollment status reporting by ensuring recent high

school graduates and first time summer students are

properly reported as first time students in the E1

report.

Summer Graduate Reporting

for IPEDS GRS

Dec 1 No Yes Yes This report was not submitted FY11 or FY12 due to a

miscommunication between departments. Internal

procedures were established but no one had taken

responsibility for the report, thus it was never

completed. Responsibility for the report submission



32

has been established and it will be reported on time

and properly formatted in the future.

Career & Tech Ed Graduate

Follow-up Data (FS)

May 31 Yes Yes Yes The FS report is submitted on time. The

recommended response rate of 50% has increasingly

become a challenge. In FY10 KCC was able to get

46% by the ICCB deadline. To improve the response

rate, KCC has started offering several formats for

survey completion including online or by phone.

Part B. Faculty & Staff Data Submissions

Faculty, Staff & Salary Data

(C1)

Oct 15 Yes Yes Yes The FY13 report was initially submitted before the

deadline but was later submitted to correct the tenure

status to accurately report contract length.

Faculty, Staff & Salary Data

(C2)

Oct 15 Yes Yes Yes Submitted and finalized on time

C) Other Submissions

Program Review Report, Program Review Listing, Special Initiatives Reports,

Underrepresented Groups Report

a) Data submissions/reports have been received on time.

Procedure Staff reviewed the submission and due dates as posted on the ICCB website for the last 5 years

for Kankakee Community College for the Underrepresented Groups reports and special

initiatives. The staff checked that the program review submissions file matched the ICCB

program review deadlines to establish compliance.

Finding The ICCB website shows the KCC Underrepresented Groups report was on or ahead of time all

except 2010 when it was one day late. The Program Review Report was submitted on time for

each of the last 5 years.

Action KCC will continue to meet or exceed the deadlines for reports as outlined by ICCB.

b) Data submissions are completed accurately and in the required format.

Procedure

Staff reviewed submitted reports and subsequent feedback to ensure accuracy and correct

formatting as required.

Finding

The study concluded the reports were submitted accurately and in the required formats with the

exception of the most recent program review year. In 2012, ICCB changed the reporting

templates for the program reviews and community colleges all received an e-mail stating some of

the colleges would have to redo their reports and resubmit. ICCB now wants every program CIP

reported on its own individual report. KCC had combined CIP’s that were in related AAS and

certificate programs. However, after further discussion, ICCB staff confirmed KCC would not

have to resubmit.



33

Action

KCC will be sure to have each CIP on its own reporting form in the future. The college will

continue to follow all formatting requirements as designated by ICCB.

c) Data in different submissions are consistent.

Procedure

Staff reviewed reports submitted to determine consistency when applicable.

Finding

Reports were found to be consistent when applicable. Due to the variety of programs, and

differences in figures year-to-year the data will not match. However, the methods to compile and

analyze the data remain consistent.

Action

KCC will continue to submit quality, consistent reports.

Standard 4b. – Program Review/Results

A) Each college shall have a systematic, college wide program review process for evaluating

all of its instructional, student services, and academic support programs at least once within a

five-year cycle.

B) The minimum criteria for program review shall be program need, program cost, and

program quality, as defined by each college.

C) Career and Technical Education programs shall be scheduled in the year following their

inclusion in the ICCB follow-up study unless the college obtains an exception in writing from

the ICCB.

Procedure KCC’s Program Review Guidebook (last revision August, 2012) was cross-referenced with

ICCB evaluation criteria to determine compliance levels. A sample of program review

documents completed during the last five years was also reviewed.

Finding

Current Program Review policies and procedures meet the criteria described in ICCB’s Rule

1501.303 (Program Review) in the Program Approval Manual dated January 2008 and ICCB’s

Program Review Manual Fiscal Year 2012-2016.

Specific observations of our research reveal the following indicators of compliance.

a. The college’s written process description documents a systematic, college-wide process.

The college’s written process description documents a systematic, college-wide process.

The Guidebook provides:

a. A statement of purpose

b. Elements of program review

c. Program review notes and helpful hints

d. Program information

e. Program review data request form



34

f. Objectives under the categories of economics, quality, and relevance which

include the activity and the form which identifies the sequence of steps needed to

complete the evaluation criteria

g. Summary

h. Five-year program review schedule

Following each program review cycle, process input is obtained from individuals who

authored the review, relevant administrators, and other stakeholders in order to achieve a

more efficient review process. The program review guidebook is considered a “living”

document and is reviewed for revision on an annual basis regarding data input and

relevance.

b. Supporting data used to conduct the review reflect a systematic approach.

Every career and technical education program and academic discipline, general education

and transfer program utilizes a standardized process which is outlined within individual

guidebooks. The written documented processes for student and academic services and

cross disciplinary instructional areas are in the draft stages.

c. The five-year schedule submitted by the college encompasses all instructional, student

services and academic programs over the five-year cycle to demonstrate a college wide

review process.

KCC’s program review schedule is designed to match the ICCB designated schedule and

includes career and technical education programs, academic disciplines, student services

and cross-disciplinary programs. If there is a variation to the schedule, it is indicated with

an explanation.

d. Criteria of need, quality, and cost as defined by the college will be used in the review of

each program.

The program review guidebook clearly defines three distinct sections with instructions to

complete need, quality and cost criteria. Forms for requesting data are also included in

the guidebook. Each section is reviewed by an administrative team prior to submission of

the report. All KCC program reviews discuss the economics, quality, and relevance of

the programs being reviewed. Each program review also includes a table entitled:

“Measurable Improvement Goals/Measurable Improvement Strategies/Implementation

Timelines Table” to ensure quality of program.

e. The college’s program review schedule matches the schedule for occupational program

review as designated by the ICCB and will be submitted as part of the college’s annual

report.

Each year the instructional administrative assistant reviews and submits to the Vice

President of Instructional and Student Success a table which has been cross-referenced

with the Illinois Community College Board five-year program review schedule. The vice



35

president then shares this schedule with the appropriate college area that will be

conducting the review. When the need arises to adjust the schedule, prior approval is

obtained from the ICCB.

f. Reports use the designated format.

The reporting templates were published by the Illinois Community College board in the

Program Review Manual Fiscal Year 2012-2016 were used for the 2012 program review

report. Prior to 2012, KCC used the standard reporting templates from the Program

Review Manual Fiscal Year 2007 - 2011. The new 2012 templates included information

regarding the Career Cluster, Career Pathway, Program of Study, and ICCB identifying

categories such as the CIP, Degree Type and the Community College Program Title.

Action Currently, program review guidebooks for CTE, academic disciplines, general education and

transfer programs are being reviewed and revised. For consistency, guidebooks for student

services and cross-disciplinary areas are in the process of being created.

The Vice President of Instructional and Student Success will continue to collaborate with staff

members in Institutional Research to clarify and define the type of measurable data that will

prove beneficial for program reviews.

D) Each college shall submit to the ICCB by August 1 each year, a summary report of its

previous year’s program review results in a format designated by the ICCB and a copy of its

current five-year schedule of program reviews.

Procedure

Institutional Research staff responsible for disseminating the program review data reviewed the

process used to compile data as well as the data provided to determine compliance with

indicators of quality.

Finding

KCC’s program review process has been continuously improved over the last five years to

provide greater quantity and quality data to instructional coordinators who are under program

review. The current process meets and sometimes exceeds the indicators of quality set by ICCB’

program review guide.

Action

KCC will continue make improvements in the program review process to analyze the success

and opportunities for the programs we offer.



36

APPENDIX A.



37

Performance Indicator FY 2009 FY 2010 FY 2011 FY 2012

Readiness: % area high school graduates enrolled directly into any

college-level course without developmental coursework in the fall

term following spring graduation

7.1% 6.4% 7.6% 12.6% 5.5%

Persistence: Course completer success rate -% students who

completed a credit course with A, B, C, S 76.1% 80.0% 78.9% 78.5% 2.4%

Persistence: % fall-to-fall retention rate in credit division 48.1% 49.1% 46.7% 46.8% -1.3%

Completion: % first-time, full-time students who graduate within

three years21.0% 25.0% 22.0% 16.9% -4.1%

Completion: % first-time, full-time students who graduate or transfer

within three years48.3% 49.5% 39.1% 42.7% -5.6%

Students’ evaluation of support for learners at KCC 50.7 N/A 54.0 N/A 3.3

KCC experience met students’ expectations (7 point scale) N/A 4.7 N/A 4.7 0.0

Students’ overall satisfaction w/ KCC experience (7 point scale) N/A 5.3 N/A 5.2 -0.1

Students’ evaluation of entire KCC educational experience

(good/excellent responses)86.0% N/A 85.1% N/A -0.9%

Would enroll at KCC again (7 point scale) N/A 5.6 N/A 5.4 -0.2

Annual unduplicated enrollment (students enrolled in courses for

credit, including credit division, Con Ed, and Adult Ed)12,604 13,426 14,471 13,993 11.0%

Annual reimbursable credit hours (all totaled, including credit

division, Continuing Ed and Adult Ed)89,152 103,574 107,309 105,691 18.6%

Proportion of adults served in reimbursable credit curricula by

headcount per 1,00027.6 31.1 33.9 31.8 15.2%

% area high school graduates enrolled at KCC in fall following

spring graduation (high school market share)27.6% 29.5% 28.9% 29.0% 1.4%

Average of employees’ overall satisfaction with employment thus

far (5 point scale)3.9 4.0 3.8 4.0 0.1

Average of employees’ satisfaction with how well KCC promotes

positive employee morale (5 point scale)2.6 2.9 3.1 3.3 0.7

Students’ course completion rates overall 89.1% 89.7% 88.0% 88.9% -0.2%

Course enrollees’ success rates overall 73.8% 72.9% 70.6% 67.7% -6.1%

Total number of KCC completions (duplicated certificates &

degrees)

663 603 834 806 21.6%

Occupational program graduates' satisfaction with instructional

effectiveness in their respective program (4 point scale)3.1 3.3 3.3 3.4 0.3

Occupational program graduates' satisfaction with instructional

effectiveness in general education courses (4 point scale)3.2 3.2 3.3 3.2

Students’ evaluation of the quality of occupational program

instruction (7 point scale)N/A 5.4 N/A 5.3

% of annual occupational program assessment reports completed 80% 65% 44% N/A

51,842 50,807 44,221 42,600 *MBTU MBTU MBTU MBTU

Updated October 2012 * A decrease in this indicator is considered positive performance.

SUST

AI

N-

AB

ILIT

Y

-17.8%Annual energy use

Kankakee Community College

Macro Scorecard: College-WideFY 2009-2012

PerformanceKCC's Six

Strategic

Goals

Overall trend

change

2009-2012

CU

RR

ICU

LUM

IM

PRO

VEM

ENT

EMPL

OYE

E

MO

RA

LE

SER

VIC

ES T

O

STU

DEN

TSC

OM

MU

NIT

Y O

UTR

EAC

HST

UD

ENT

SUC

CES

S

N/A

-0.1

0.0



38

FY 2009 FY 2010 FY 2011 FY 2012

Readiness: % area high school graduates enrolled directly into any college-

level course without developmental coursework in the fall term following

spring graduation

7.1% 6.4% 7.6% 12.6% 5.5%

KCC Math Readiness: % area high school graduates enrolled directly into any

college-level math course without developmental coursework in the fall term following

spring graduation (based on COMPASS and ACT scores)

18.2% 12.5% 8.8% 15.6% -2.6%

CCR Math Readiness: % area high school juniors in the College & Career Readiness

Initiative with scores indicating readiness to enroll in any college-level math course

without developmental coursework (based on COMPASS scores only)

7.0% 7.7% 13.7% 14.3% 7.3%

KCC English Readiness: % area high school graduates enrolled directly into any

college-level English course without developmental coursework in the fall term following

spring graduation (based on COMPASS and ACT scores)

53.1% 46.5% 51.8% 47.6% -5.5%

CCR English Readiness: % area high school juniors in the College & Career

Readiness Initiative with scores indicating readiness to enroll in any college-level

English course without developmental coursework (based on COMPASS scores only)

37.9% 39.6% 37.9% 39.4% 1.5%

KCC Reading Readiness: % area high school graduates with reading scores eligible

to enroll in any college-level course without developmental coursework in the fall term

following spring graduation (based on COMPASS and ACT scores)

54.9% 51.7% 54.7% 63.7% 8.8%

CCR Reading Readiness: % area high school juniors in the College & Career

Readiness Initiative with reading scores indicating readiness to enroll in any college-

level course without developmental coursework (based on COMPASS scores only)

48.7% 59.2% 55.3% 54.9% 6.2%

Persistence: Course completer success rate - % students who completed a

credit course with grade of A, B, C, S76.1% 80.0% 78.9% 78.5% 2.4%

Completer Success: % students who completed college-level courses with A,B,C,S 83.1% 82.0% 80.6% 80.5% -2.6%

Completer Success: % students who completed developmental math courses with

A,B,C,S62.8% 63.5% 64.0% 63.7% 0.9%

Completer Success: % students who completed developmental reading courses with

A,B,C,S74.8% 74.3% 74.7% 69.9% -4.9%

Completer Success: % students who completed developmental writing courses with

A,B,C,S70.8% 67.6% 72.4% 67.5% -3.3%

Course Completion Rate: % students who remain enrolled in courses until the end of

the term 87.5% 88.3% 86.3% 89.1% 1.6%

Persistence: % students retained fall-to-fall in credit division 48.1% 49.1% 46.7% 46.8% -1.3%

% credit division students retained fall-to-spring 68.8% 72.3% 71.5% 71.3% 2.5%

% undecided students retained fall-to-fall 38.0% 39.8% 37.7% 44.3% 6.3%

% non-traditional students (age 25+) retained fall-to-fall 46.4% 49.1% 50.8% 47.2% 0.8%

% all minority students retained fall-to-fall 49.0% 49.5% 49.2% 39.0% -10.0%

% African-American students retained fall-to-fall 46.9% 46.8% 49.8% 34.1% -12.8%

% Hispanic students retained fall-to-fall 52.8% 55.5% 51.4% 48.1% -4.7%

% Asian students retained fall-to-fall 48.7% 58.30% 43.9% 52.6% 3.9%

% American Indian/Alaskan students retained fall-to-fall 60.0% 42.9% 42.1% 52.9% -7.1%

Performance Overall trend

change

2009-2012Performance Indicator


Micro Scorecard: Improving Student SuccessFY 2009-2012



39

Student Success Scorecard continued

Completion: % first-time, full-time students who graduate within three years 21.0% 25.0% 22.0% 16.9% -4.1%

Completion: % first-time, full-time students who transfer or graduate within

three years48.3% 49.5% 39.1% 42.7% -5.6%

% first-time, full-time degree & certificate-seeking males who graduate within three

years

26.0% 24.4% 19.0% 17.7% -8.3%

% first time, full-time degree & certificate-seeking females who graduate within three

years17.0% 25.4% 24.0% 16.2% -0.8%

% first-time, full-time degree & certificate-seeking White students who graduate within

three years24.0% 27.0% 24.0% 18.0% -6.0%

% first-time, full-time degree & certificate-seeking African-American students who

graduate within three years13.0% 14.0% 10.0% 23.0% 10.0%

% first-time, full-time degree & certificate-seeking Hispanic students who graduate

within three years0.0% 0.0% 13.0% 0.0% 0.0%

% first-time, full-time degree & certificate-seeking Asian students who graduate within

three years0.0% 50.0% 50.0% 100.0% 100.0%

% first-time, full-time degree & certificate-seeking American Indian/Alaskan Native

students who graduate within three years0.0% 0.0% 0.0% 0.0% 0.0%

# degree and certificate graduates (ICCB reported) 536 497 525 787 46.8%

% first-time, full-time degree & certificate-seeking students who transfer to another

institution within three years27.3% 25.0% 17.1% 25.8% -1.5%

Shaded rows align with macro scorecard.



40

FY 2009 FY 2010 FY 2011 FY 2012

Students’ evaluation of support for learners 50.7 N/A 54.0 N/A 3.3

Student satisfaction with advising/planning (CCSSE) 80.0% N/A 72.6% N/A -7.4%

Student satisfaction with advising/counseling (SSI) N/A 5.3 N/A 5.2 -0.1

Student satisfaction with financial aid advising (CCSSE) 53.2% N/A 56.4% N/A 3.2%

Student satisfaction with financial aid advising (SSI) N/A 5.4 N/A 5.3 -0.1

Student satisfaction with career counseling (CCSSE) 47.6% N/A 45.1% N/A -2.5%

Student satisfaction with career counseling (SSI) N/A 5.3 N/A 5.2 -0.1

Student satisfaction with student organizations (CCSSE) 28.5% N/A 30.3% N/A 1.8%

Student satisfaction with student organizations (SSI) N/A 5.0 N/A 4.9 -0.1

KCC experience met students’ expectations (7 point scale) N/A 4.7 N/A 4.7 0.0

Students’ overall satisfaction with KCC experience (7 point scale) N/A 5.3 N/A 5.2 -0.1

Students’ evaluation of entire KCC educational experience

(CCSSE) (good/excellent responses)86.0% N/A 85.1% N/A -0.9%

Would enroll at KCC again (7 point scale) N/A 5.6 N/A 5.4 -0.2

Fall-to-spring student retention - All credit division students 68.8% 72.3% 71.5% 71.3% 2.5%

Fall-to-spring student retention - All minority students 73.7% 72.6% 72.4% 67.9% -5.8%

Fall-to-spring student retention - African-American students 74.0% 71.5% 71.0% 66.6% -7.4%

Fall-to-spring student retention - Hispanic students 74.7% 76.9% 74.5% 68.9% -5.8%

Fall-to-spring student retention - Non-traditional students (age 25+) 63.3% 69.6% 75.2% 69.7% 6.4%

Fall-to-fall student retention - All credit division students 48.1% 49.1% 46.7% 46.8% -1.3%

Fall-to-fall student retention - All minority students 49.0% 49.5% 49.2% 39.0% -10.0%

Fall-to-fall student retention - African-American students 46.9% 46.8% 49.8% 34.1% -12.8%

Fall-to-fall student retention - Hispanic students 52.8% 55.5% 51.4% 48.1% -4.7%

Fall-to-fall student retention - Non-traditional students 46.4% 49.1% 50.8% 47.2% 0.8%



Micro Performance Scorecard: Improving Services to StudentsFY 2009-2012


change

2009-2012Performance Indicator



41

FY 2009 FY 2010 FY 2011 FY 2012

Annual unduplicated enrollment (students enrolled in

courses for credit, including credit division, Con Ed,

and Adult Ed)

12,604 13,426 14,471 13,993 11.0%

Annual credit division enrollment (unduplicated) 5,472 6,233 6,802 6,513 19.0%

Annual Continuing Education and Career Services

enrollment (duplicated)6,723 6,720 8,650 7,532 12.0%

Annual Continuing Education and Career Services online

enrollment (duplicated)168 131 81 109 -35.1%

Average # visitors to Continuing Education and Career

Services webpage574 817 585 610 6.3%

Average # page views on Continuing Education and Career

Services webpage2,098 2,058 2,074 2,149 2.4%

Annual Adult Education enrollment (duplicated) 8,504 8,259 7,635 8,036 -5.5%

Annual reimbursable credit hours (all totaled, including

credit division, Continuing Ed and Adult Ed)89,152 103,574 107,309 105,691 18.6%

Annual credit division credit hours 66,590 80,474 85,167 82,649 24.1%

Annual Continuing Education and Career Services credit 3,169 3,969 4,057 3,224 1.7%

Annual Adult Education credit hours 19,393 19,131 18,085 19,818 2.2%

Proportion of adults served in reimbursable credit

curricula by headcount per 1,00027.6 31.1 33.9 31.8 15.2%

% area high school graduates enrolled at KCC in fall

following spring graduation (high school market share)27.6% 29.5% 28.9% 29.0% 1.4%


Overall trend

change

2009-2012


Micro Scorecard: Improving Community Outreach and Partnerships

FY 2009-2012

Performance Indicator

Performance



42

FY 2009 FY 2010 FY 2011 FY 2012


Business & Technology division 89.0% 89.5% 88.6% 89.0% 0.0%

Health Careers division 90.3% 90.5% 90.3% 93.6% 3.3%

Humanities & Social Science division 88.2% 88.8% 86.2% 85.9% -2.3%

Math, Science & Engineering division 88.0% 88.7% 86.4% 88.2% 0.2%

Physical Education division 94.4% 94.9% 94.0% 95.0% 0.6%


Business & Technology division 76.0% 76.3% 74.6% 72.3% -3.7%

Health Careers division 86.8% 87.2% 86.8% 85.3% -1.5%


Math, Science & Engineering division 63.5% 62.4% 61.4% 61.1% -2.4%

Physical Education division 75.2% 73.7% 70.3% 71.2% -4.0%

Total number of KCC completions (duplicated certificates & degrees) 663 603 834 806 21.6%

Occupational degrees & certificates 504 451 666 642 27.4%

Transfer degrees 159 152 168 153 -3.8%

Occupational graduates' satisfaction with instructional effectiveness

in their respective program (4 point scale)3.1 3.3 3.3 3.4 0.3

Graduates’ satisfaction: Content of courses in the program (4 point scale) 3.3 3.4 3.6 3.5 0.2

Graduates’ satisfaction: Lectures, lab experiences, and group and individual

projects (4 point scale)3.1 3.3 3.7 3.5 0.4

Graduates’ satisfaction: Preparation for further education (4 point scale) 3.1 3.3 3.3 3.3 0.2

Graduates’ satisfaction: Information on current employment (4 point scale) 2.9 3.2 3.0 2.9 0.0

Current students’ satisfaction: Content of courses in the program (4 point

scale)3.4 3.4 3.7 3.7 0.3

Current students’ satisfaction: Lectures, lab experiences, and group and

individual projects (4 point scale)3.4 3.3 3.5 3.6 0.2


in general education courses (4 point scale)3.2 3.2 3.3 3.2 0.0

Graduates’ satisfaction: Content of general education courses in the

program (4 point scale)3.2 3.3 3.4 3.3 0.1


projects in general education courses (4 point scale)3.2 3.3 3.4 3.2 0.0

Graduates’ satisfaction: Equipment, facilities, and materials in general

education courses (4 point scale)3.2 3.2 3.5 3.4 0.2

Graduates’ satisfaction: Preparation for further education in general

education courses (4 point scale)3.2 3.2 3.2 3.1 -0.1

Current students’ satisfaction: Content of general education courses in the



individual projects in general education courses (4 point scale)3.3 3.3 3.5 3.5 0.2

Current students’ satisfaction: Equipment, facilities, and materials in general


Overall trend

change

2009-2012


Micro Scorecard: Curriculum Improvement FY 2009-2012

Performance




43

Curriculum Improvement Scorecard continued

FY 2009 FY 2010 FY 2011 FY 2012


Business & Technology division 89.0% 89.5% 88.6% 89.0% 0.0%

Health Careers division 90.3% 90.5% 90.3% 93.6% 3.3%


Math, Science & Engineering division 88.0% 88.7% 86.4% 88.2% 0.2%

Physical Education division 94.4% 94.9% 94.0% 95.0% 0.6%


Business & Technology division 76.0% 76.3% 74.6% 72.3% -3.7%

Health Careers division 86.8% 87.2% 86.8% 85.3% -1.5%


Math, Science & Engineering division 63.5% 62.4% 61.4% 61.1% -2.4%

Physical Education division 75.2% 73.7% 70.3% 71.2% -4.0%

Total number of KCC completions (duplicated certificates & degrees) 663 603 834 806 21.6%

Occupational degrees & certificates 504 451 666 642 27.4%

Transfer degrees 159 152 168 153 -3.8%


in their respective program (4 point scale)3.1 3.3 3.3 3.4 0.3

Graduates’ satisfaction: Content of courses in the program (4 point scale) 3.3 3.4 3.6 3.5 0.2


projects (4 point scale)3.1 3.3 3.7 3.5 0.4

Graduates’ satisfaction: Preparation for further education (4 point scale) 3.1 3.3 3.3 3.3 0.2

Graduates’ satisfaction: Information on current employment (4 point scale) 2.9 3.2 3.0 2.9 0.0

Current students’ satisfaction: Content of courses in the program (4 point

scale)3.4 3.4 3.7 3.7 0.3


individual projects (4 point scale)3.4 3.3 3.5 3.6 0.2


in general education courses (4 point scale)3.2 3.2 3.3 3.2 0.0

Graduates’ satisfaction: Content of general education courses in the



projects in general education courses (4 point scale)3.2 3.3 3.4 3.2 0.0

Graduates’ satisfaction: Equipment, facilities, and materials in general


Graduates’ satisfaction: Preparation for further education in general

education courses (4 point scale)3.2 3.2 3.2 3.1 -0.1

Current students’ satisfaction: Content of general education courses in the



individual projects in general education courses (4 point scale)3.3 3.3 3.5 3.5 0.2

Current students’ satisfaction: Equipment, facilities, and materials in general


Overall trend

change

2009-2012


Micro Scorecard: Curriculum Improvement FY 2009-2012

Performance




44

Students’ evaluation of the quality of occupational program

instruction (7 point scale)N/A 5.4 N/A 5.3 -0.1

Occupational students' technical skill attainment 65.9% 70.3% 72.4% N/A N/A

Occupational students' retention or transfer 64.8% 52.3% 50.7% N/A N/A

Student placement (employment) 85.2% 82.4% -- N/A N/A

% of annual occupational program assessment reports completed 80% 65% 44% N/A N/A

% annual assessment reports completed in Business 80.0% 50.0% 100.0% N/A 20.0%

% annual assessment reports completed in Technology N/A N/A 29.0% N/A N/A

% annual assessment reports completed in Health 80.0% 86.0% 44.0% N/A -36.0%




45

Performance Indicator * FY 2009 FY 2010 FY 2011 FY 2012

Average of employees’ overall satisfaction with employment thus far

(5 point scale)3.9 4.0 3.8 4.0 0.1

The institution involves its employees in planning for the future 2.9 3.2 3.3 3.4 0.5

There are effective lines of communication between the departments 2.8 2.8 2.9 3.1 0.3

It is easy for me to get information at this institution 3.3 3.4 3.5 3.6 0.3

I am empowered to resolve problems quickly 3.2 3.3 3.2 3.5 0.3

I have information I need to do my job well 3.6 3.7 3.6 3.7 0.1

My department meets as a team to plan and coordinate work 3.6 3.4 3.4 3.7 0.1

I learn about important campus events in a timely manner 3.6 3.8 3.7 3.9 0.3

Administrators share information regularly with faculty and staff 2.9 3.0 3.4 3.3 0.4

There is good communication between the staff and administration at KCC 3.0 3.1 3.3 3.3 0.3There is good communication between the faculty and administration at KCC 3.0 3.1 3.3 3.3 0.3

Administrators’ overall satisfaction with employment 4.1 4.1 4.2 4.1 0.0

Supportive staff members’ overall satisfaction with employment 3.8 3.9 3.7 3.9 0.1

Full-time faculty members’ overall satisfaction with employment 3.8 3.8 3.6 4.2 0.4

Part-time faculty members’ overall satisfaction with employment N/A 4.1 4.2 4.3 0.2

The institution does a good job of meeting the needs of its faculty 3.3 3.6 3.6 3.7 0.4

Average of employees’ satisfaction with how well KCC promotes

positive employee morale (5 point scale)2.6 2.9 3.1 3.3 0.7

Employee suggestions are used to improve our institution 2.8 3.1 3.3 3.3 0.5

The college has an effective hiring process for faculty, staff, and

administrators3.2 3.3 3.4 3.5 0.3

This institution plans carefully 3.0 3.4 3.4 3.5 0.5

I have adequate opportunities for training to improve my skills 3.3 3.3 3.3 3.4 0.1

I have adequate opportunities for professional development 3.3 3.3 3.3 3.4 0.1

The college promotes strong, professional faculty and staff development 3.2 3.3 3.3 3.4 0.2

The institution makes sufficient budgetary resources available to achieve

important objectives3.1 3.3 3.3 3.5 0.4

The institution makes sufficient staff resources available to achieve important

objectives2.9 3.2 3.2 3.3 0.4

* All of these performance indicators are from the Employee Satisfaction Survey and are on a 5 point scale. Shaded rows align with macro scorecard.


Micro Performance Scorecard: Employee Morale

FY 2009-2012

Overall trend

change

2009-2012

Performance



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.

FY 2009 FY 2010 FY 2011 FY 2012

51,842 50,807 44,221 42,600MBTU MBTU MBTU MBTU

Annual energy cost $868,169 $840,326 $669,161 $636,499 -26.7% *

% KCC courses with sustainability-

related content8.6% N/A

* A decrease in this indicator is considered positive performance.


N/A

Annual energy use -17.8%

Kankakee Community CollegeMicro Scorecard: Sustainability

FY 2009-2012



change

2009-2012

*



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APPENDIX B.



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KCC’s New General Education Outcomes and Indicators

1. Communication Abilities

Definition: Students can communicate with precision, clarity, fluency, accuracy, and coherence

through their reading, writing, and verbal communications.

Indicators & Sub-indicators:

Students will comprehend the reading required in their chosen field.

Students will demonstrate written communication that is organized and coherent.

Students will use clear, concise language in verbal communication.

2. Quantitative Reasoning

Definition: Students can reason and solve quantitative problems from a wide array of contexts.

Indicators:

Students will use a specific tool correctly and accurately in a given scenario or with

contextualized data.

Students are able to choose and justify the use of an appropriate toll to answer a question

about a given scenario or contextualized data set.

Students are able to draw appropriate conclusions and/or evaluate conclusions drawn by

others relating to a given scenario or contextualized data set.

3. Ethical Reasoning

Definition: Students will apply skills in ethical reasoning and come to understand the ways ethical

issues affect individual behaviors, individual lifestyles, and public life.

Indicators:

Students will accurately identify fundamental human rights.

Students will identify significant facts relevant to an ethical question or situation.

Students will compare and contrast diverse ethical codes.

Students will apply reasonable solutions to complex ethical problems.

4. Inquiry and Analysis

Definition: Students will examine complex topics and apply systematic processes resulting in

formed conclusions.

Indicators:

Students will synthesize research and/or evidence to reveal new patterns, differences, or

similarities.

Students will draw valid conclusions based on information presented.

Students will compare and contrast information from various sources in order to evaluate

reliability, validity, accuracy, authority, timeliness, and bias



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FY13 Recognition Report · All degrees and certificates listed in KCC’s 2012-2013 catalog were...

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