Annual Program Review For

Kaua`i Community College Annual Program Review for International Education Program Description The International Education at Kauai Community Colleges overarches credit programs as well as non-credit programs offered through OCET. Until the College hired a full-time international education coordinator in April 2013, the International Education Committee and its members have served as advocates of international education on campus in conjunction with logistical support from OCET. The international education coordinator is housed under OCET, and works closely with the Committee to advance international education in both non-credit and credit sides of the College. The mission of International Education is to “help our students build a strong foundation to live well and lead compassionately and effectively in an increasingly interconnected world.” Guided by this mission, International Education strives to provide both students and faculty/staff opportunities to learn about the world and from the world, while sharing their unique gifts with the rest of the world. The College has had very active and dynamic short-term international programs for inbound students. These long-standing and fruitful short-term programs that are offered through OCET are attributable to partnerships and friendship with the overseas partner institutions nurtured by faculty members who are the lead contact for each partner school. Based on this partnership, 4 short-term international seminar programs were offered in FY 2013. In FY 2014 – 2015, short- term programs are scheduled to expand to 6 programs per year. On the credit-side, the primary focus this year has been to devise strategies to increase enrollment and success of international students and build necessary infrastructure to support such growth, as well as creating more opportunities for our students and faculty/staff to engage in international learning both on-campus or off-campus. Part I. Quantitative Indicators 1) International Enrollment - OCET (Non-credit) FY 2008- FY2009- FY2010- FY2011- FY2012- FY 2013- 09 10 11 12 13 14 (projectio n) Groups 1 3 3 3 4 6 Served Total 16 31 60 61 53 70 Enrollme nt Revenues $13,160 $21,460 $29,291 $29,580 $31,840 $45,000 Generate d 2) International Exchange Agreements Partner Institution Country Date Status Notes

1 Signed Okinawa Prefectural College of Okinawa, Active Nursing Japan

Nagasaki University, Nagasaki, Active Department of Nursing, School Japan of Health Science

Toyama National College of Toyama, Oct 12, Active Basic Agreement Technology Japan 2009 (MOU) to promote student/faculty exchanges Okinawa Christian University Okinawa, Feb 16, Active Renewal of a Japan 2010 Basic Agreement (MOU) to promote student/faculty exchange Five Colleges of Maritime Japan Nov 29, Active Basic Agreement Technology 2010 (MOU) to a. Hiroshima National promote College of Maritime student/faculty Technology ex b. Oshima National changes College of Maritime Technology c. Toba National College of Maritime Technology d. Toyama National College of Technology e. Yuge National College of Maritime Technology Higashi Nippon International Fukushim May 9, Basic Agreement University a, 2011 (MOU) to Iwaki Junior College Japan promote student/faculty exchange Ishigaki City Okinawa, May 9, Basic Agreement Japan 2012 (MOU) to cooperate as sister institutions and promote grass-root level exchange Note: MOA (Memorandum of Agreement) is signed for every program offered under these basic agreements (MOU)

3) International Enrollment- Credit-side

2008-09 2009-10 2010-11 2011-12 2012-13 Fall/Spring Fall/Spring Fall/Spring Fall/Spring Fall/Spring F-1 2/3 5/4 4/6 6/3 6/5 Students

4) KCC Students Studying Abroad (Outbound)

i. Scholarships managed through Office of the Vice President for Community Colleges (OVPCC)

AY 2014 Aichi University Exchange Program Campus Application Interviewe Selected Received d

HawCC 0 0 0 HonCC 1 0 0 KapCC 5 3 1 KauCC 0 0 0 LeeCC 4 2 2 MauCC 2 0 0 WinCC 1 0 0 Total 13 5 3

2013 Hakuoh University International Study Tour Campus Application Interviewe Selected Received d HawCC 1 1 1 HonCC 2 1 1 KapCC 10 5 2 KauCC 0 0 0 LeeCC 3 1 1 MauCC 3 1 1 WinCC 3 3 1

3 Total 22 12 7

AY 2014 Honda Study Abroad Scholarship Campus Application Interviewe Selected Received d HawCC 2 1 0 HonCC 1 0 0 KapCC 4 1 1 KauCC 1 0 0 LeeCC 6 1 1 MauCC 6 2 2 WinCC 2 1 1 Total 23 6 5

2014-17 Monbukagakusho Senshu-gakko Scholarship Nominees Campus Application Attended Interviewed Nominated Received Exams HawCC 0 0 0 0 HonCC 0 0 0 0 KapCC 1 0 0 0 KauCC 0 0 0 0 LeeCC 5 4 1 1 MauCC 2 2 1 1 WinCC 1 1 0 0 Non- UHCC 2 2 1 1 Total 13 9 3 3 ii. Kauai CC – Faculty-led study abroad and others in 2012-13

Partner Institution Countr Length # of Funding y of stay Student Source s Okinawa Prefectural College Japan 10 days 2 Student of Nursing Toyama, Yuge, Hiroshima, Japan 10 days 2 College Toba, Oshima National College of Maritime Technologies Chiba-Keizai University Japan 14 days 6 Student/ College Total # of outbound KCC students in 10 2013

Part II. Analysis of the Program 1) OCET

In review of the data collected, it shows that there has been steady growth in short-term international programs spurred by signing of new agreements between 2010-12. In particular, the partnership with 5 national maritime colleges in Japan initiated in 2010 has resulted in 3 on-going programs plus 1 additional program starting next September.

This steady growth has been built on a strong foundation of long-standing partnerships with our partner schools in Okinawa that has resulted in two programs that are offered every year for them.

Based on last year’s action plan as well as request, the college hired a temporary full-time international education coordinator to support the growth in the area of short-term international programs as well as identifying resources needed to increase international enrollment on the credit side. With this, OCET was able to provide necessary logistical support to deliver quality programs to our partner schools while working on a long-term plan to develop non-credit ESL programs / Kauai English Language Academy (KELA).

Hiring of a full-time coordinator made it possible to deliver 3 short-term (2-3 week) programs, 2 of which were concurrent programs in August and September.

However, the College not having a full-time ESL trained instructor that can develop and teach content-based ESL program curriculum has emerged as a challenge that could inhibit future growth as well as in ensuring continued delivery of successful international programs. In developing non-credit English programs, a full-time ESL trained instructor that the college commits is essential (Action Plan 5).

2) Credit-side:

a) Inbound Students As the data indicates, the College has much room for growth in international enrollment. One of the first responsibilities of the new international education coordinator was to identify the roadblocks and resources needed to increase

5 international enrollment on the credit-side. A draft strategic plan to increase international enrollment has been submitted to Chancellor, Vice Chancellor of Academic Affairs, Vice Chancellor of Student Services, as well as the International Education Committee and is in the process of receiving feedbacks. Tentatively, a goal of increasing international enrollment to 0.7 % to 1 % of the student population (10 to 15 F-1 students) in 2014 – 2015 has been set to move us forward.

The areas that have been identified as major roadblocks are: 1. Housing: lack of affordable housing options, as well as support services (Action Plan 2) 2. Visibility/ Access: KCC does not have strong international presence (website, social media, ESL program that brings attention to the College) (Action Plan 3) 3. Comprehensive ESL program: ESL-trained instructor and integrated ESL pathway from non-credit to credit ESL (Action Plan 5). b) Outbound Students As the data in the Quantitative Indicator - 4) show, the number of outbound KCC students has been very limited. The data can be interpreted that access to scholarship and international learning opportunities is limited and that students are not receiving ample support in completing successful application. Lack of funding is often cited as the main reason for KCC students not studying abroad, however, this data indicates that access to scholarship and international learning opportunities need to be improved as well as assisting students to submit a successful application. (Action Plan 1) Part III. Action Plan - Goal Alignment

7 Goal Alignment UH System Goals, Kaua‘i Community College Goals, and Strategic Goals International Education Program Goals UH Goal 1: Educational Effectiveness and Access: Student Success 1) To increase prospective international KCC Goal 1: Access & students’ access to necessary KCC Goal 2: Learning and Teaching information that leads to admission Strategic Goals: Student Recruitment, Retention into KCC and Success of All Students and Particularly o Native Hawaiian students 2) To increase KCC students’ and faculty o Increase success of members’ access to international Remedial/Developmental learning opportunities and resources Students o Non-traditional Students in Career Learning and Teaching: and Technical Programs 3) To create ESL support system to o Increased Completion of Degrees, better prepare both international (F-1) Certificates, and Licensure o Improve partnerships with K-12 students as well as local ESL students to improve college preparation to college- level English and to ensure that students are aware of specific opportunities 4) To create a foundation for that KCC provides sustainable ESL program that allows seamless pathway from non-credit ESL Relevant Curriculum Development classes and credit ESL classes by o Sustainability/Green Jobs securing a full-time ESL trained o Health instructor that develops curriculum, o DOE-KCC English Alignment teach ESL and remedial-level English o Increase and improve design and classes. delivery of distance education offerings 5) To create internship programs for o Increase transfer rates by International Education in collaboration strengthening four-year pathways, with academic programs particularly in STEM fields

Completion of o Course Student Learning Outcomes (CLOs) o Program Learning Outcomes (PLOs) o Institutional Learning Outcomes (ILOs) o Course Action Forms (CAFs)

Assessment Activities and Analysis Goal Alignment UH System Goals, Kaua‘i Community College Goals, and Strategic Goals International Education Program Goals UH Goal 2: A Learning, Research and Service Workforce Development: Network 6) To help develop workforce that are KCC Goal 3: Workforce Development & equipped to work in an increasingly KCC Goal 5: Community Development diverse and globally interconnected Strategic Goals: Increased Job Placement and/or economy through cultural and Performance through language learning o Revised or New Curriculum o Better Coordination with Business Community Development: and Industry 7) To nurture connections with the community and contribute in building more vibrant and robust economy and bring international and global perspectives to the community by delivering international programs in collaboration with community organizations and businesses

8) To advance discipline specific knowledge and enrich learning opportunities for our students through international collaboration and partnerships

UH Goal 3: A Model Local, Regional and Diversity : Global University 9) To serve as a resource for KCC Goal 6 Diversity international and global learning for Strategic Goals: KCC students and faculty and staff o Fostering Global Understanding and Intercultural Competence 10) To nurture partnership with existing overseas partner schools, while Increased Enrollment and Success o seeking to expand partnerships to of International Students other countries and regions

11) To increase international enrollment on the credit-side by securing necessary infrastructure (e.g. housing, orientation)

12) To increase international enrollment by collaborating with key local players

9 Goal Alignment UH System Goals, Kaua‘i Community College Goals, and Strategic Goals International Education Program Goals 13) To launch KELA institute targeting both individual international students and local ESL residents, and develop KCC’s profile on non-credit ESL programs

14) To work toward IEP (Intensive English Program) accreditation and SEVIS adjudication to be able to offer F-1 to non-credit students

15) To maintain and accelerate the momentum for building strong international education and to ensure its sustainable development, change the position of international education coordinator to a tenured track position.

UH Goal 4: Investment in Faculty, Staff, Personal Development: Students and Their Environment 16) To provide opportunities for KCC KCC Goal 4: Personal Development students to study abroad by establishing Strategic Goals: scholarships o Professional Development Directed to Any of the Above 17) To provide incentives and resources Goals for KCC faculty to internationalize their curriculum o Enriching Student Experience, Particularly Directed to Any of 18) To reactivate International Student the Above Goals Club

o Increasing the Efficiency, Effectiveness and Sustainability of the KCC Environment

UH Goal 5: Resources and Stewardship Resources and Stewardship: KCC Goal 5 Community Development 19) To increase transparency and Strategic Goals: accountability of International o Reduce Deferred Maintenance Education fund

o Address Health and Safety Issues 20) To develop strategic plan on the o Promote Sustainability usage of the international education Goal Alignment UH System Goals, Kaua‘i Community College Goals, and Strategic Goals International Education Program Goals fund

Action Plan(s) with Resource Implications As International Education overarches both credit and non-credit programs, the action plans for International Ed inevitably involve multiple stakeholders (programs, divisions, and offices). The following Action Plans are ones with resource implications, and Action Plans without major resource implications are included in the chart in the ensuing section. One coherent theme across all Action Plans is “building infrastructure for sustainable and steady growth of International Education.” Action Plan – 1: Infrastructure for Sustainable and Effective International Education Initiatives on Campus (by IEC, Student Services) Office Space: In order to advance international education and accelerate internationalization of campus, International Education needs a physical space that both students and faculty and staff can associate with International Education as well as a resource center where both students and faculty can easily stop by. This space can be used as the office for international education coordinator while also serving as a mini library where study abroad-related information can be found. Also, this office can serve as a resource for international students, where they can stop by for support. Having a place that is associated with International Education is key in planting seeds of an ethos of international and global perspectives. Currently, the international education coordinator is housed in the OCET building and sharing office with another OCET staff coordinating a grant. OCET office provides great access to both human and supply resources. The only drawback with this space is that it is being shared with OCET staff member not directly involved with international education and that it doesn’t create the visibility we need among KCC students. Given the size of potential student traffic and the purpose of its building, the preference is to have space for International Education in areas that are central to student activities (e.g. Campus Center, LRC, One Stop Center). Establishing presence in those areas where students feel connection to, we will have a better chance at promoting international education and succeeding in increasing outbound students. Budget for International Education: In order to devise and implement a long-term plan to advance international education on campus, we will need budget that is set aside for international education. This also leads to increased transparency and visibility of the accounting of International Education fund (Conference Center Account) and long-term and sustainable investment in international education. These action plans align with UH Goal of Educational Effectiveness and Student Success, and KCC Goal 1 of “Access.” Also, these Action Plans are directly pertinent to UH Goal 3 of “A Model Local, Regional, and Global University”, KCC strategic goals of “Fostering Global Understanding and Intercultural Competence.”

Action Plan – 2: Infrastructure for International Students (by IEC, Student Services)

11 KCC does not have infrastructure such as housing (or assistance in finding housing), orientation, ESL program etc. to draw international students that are new to living and studying in the US. So, thus far, international students that come to KCC have been for the most part limited to mature students who have the ability to come to the island and make successful transition to the new life on the island (e.g. look for apartment, buy a car, open an bank account etc .) on their own. This partly explains our low international enrollment in the past. In order for us to achieve the goal of increasing international enrollment, the College needs to commit to building infrastructure that can draw, retain, and grow international student population. Housing: Housing has been identified as the key roadblock for increasing international enrollment. Given Kauai’s already very small and tight housing market, the College needs to provide as much assistance as possible in securing housing options for our prospective international students as well as creating a housing referral system as minimum service to our international students. The same service can be used by students that are interested in coming to KCC from mainland US or students that are commuting from the north shore or west side of the island. New International Student Orientation: Another important component in building infrastructure for increasing international enrollment and their success is new international student orientation. According to UH Women’s Center, female international students are more susceptible to harassment and violence (date rape etc.) than non- international students. This is largely due to cultural norms that international students bring to the US, and their lack of knowledge in American norms in interpersonal relationships . Also, in order to support international students to succeed in US education institutions, they need to be informed of US educational practices that may be very different from where they come from. International Student Handbook: International students, especially, for those who are leaving their country for the first time, there are so many roadblocks that may interfere with their full engagement in study at the College. It is crucial that information that are pertinent to international students are accessible to all KCC international students (e.g. visa, work permit, applying for Social Security etc.) , which in a long-run, save time and energy of having to answer questions in person or via e-mail. All of these align with UH Goal 1of Educational Effectiveness and Student Success / KCC’s strategic goal 1 as well as UH Goal 3 of a Model Local, Regional, and Global University, and KCC’s strategic goals of increased enrollment and success of international students. Action Plan – 3: International Student Recruitment (by IEC, OCET) Website: According to research conducted by WES (World Education Services), 72 % of international students say that they use College / University websites to find information on studying in the US. As College websites continue to be the most important recruitment tools, International Education needs to have more visible presence on KCC website, with more user-friendly format (e.g. less text-heavy content). Recruitment Trips: Once we have the basic infrastructure set (housing, orientation, handbook etc.), recruitment efforts targeting younger, degree-seeking students from targeted countries can begin. In this process, also work closely with our partnerships with other UH campuses as well as educational consortium such as Study Hawaii. Identify reliable agencies (US government representatives in country/region can help us identify) and go on recruitment trips with all the materials prepared. These align with UH Goal of “Educational Effective and Student Success,” KCC’s Strategic Goal of “Access,” as well as UH Goal # of “A Model Local, Regional, and Global University” and KCC strategic goal of “Increased Enrollment and Success of International Students.” Action Plan – 4: Full-time, tenure-track position for International Education Coordinator (by IEC and OCET) As mentioned on page 5, our successful short-term international programs are based on years of partnership nurtured by friendship and good will. Our partner schools send their students to KCC trusting that their students are in the hands of their “family” in Hawaii. The challenge we will face is inevitable change in leadership in international education in the next 5 years. For the College to make successful transition of leadership in international education and ensure these fruitful partnerships, the position of international education coordinator needs to be formally institutionalized. Also, to start reaping the benefits of international recruitment efforts especially for credit-side, it usually takes about 1&1/2 to 2 years, as prospective international students need that much time to plan ahead for their study abroad (e.g. taking TOEFL, saving money, applying for scholarships etc.) . In order to achieve the goal of increasing international students, and institutionalize international education, the position too needs to be institutionalized. This directly aligns with UH Goal of “A Model Local, Regional, and Global University,” KCC Goal 6 Diversity as well as UH Goal 4 of “Investment in Faculty, Staff, Students and their Environment. Action Plan – 5: Institutional commitment to build an integrated ESL program (by IEC and OCET) In order to draw, retain and grow international student population, a key mechanism is to have an integrated ESL program, where there is seamless flow from a non-credit ESL program to credit programs. With that said, we also recognize the time, resources, and process it takes to develop such a program, and that we are still at the beginning stage of such a process. In order for this program to fully function, there are still a number of hurdles to overcome: building our non- credit ESL program history & credibility and become an accredited IEP (Intensive English Program) program, apply for SEVIS re-certification so that the College will be able to offer F-1 visa to non-credit ESL students, and also develop new credit ESL courses that are integrated in the degree pathway. Looking at SEVIS process alone, it will take us at least 2 years to get to a point of being able to offer F-1 visa for non-credit full-time ESL students. Also, developing new credit ESL classes will take at least 1.5 years through submission of Course Outline. The process mentioned above will not be possible without commitment and support from not only the administration but active participation and input by multiple stakeholders, such as English faculty, Academic Support, and Student Services. Full-time, tenure-track position for ESL trained instructor: The international education coordinator will be tasked to move this process forward, however, the actual development of ESL curriculum as well as going through the accreditation of our ESL program will require a position of a full-time, tenure track, ESL trained instructor who is willing and able to commit to this long and arduous process of developing a program.

13 Commitment to run ELI with low enrollment: While the international education coordinator work with those key stakeholders to move towards development of an integrated ESL program and to recruit international students (both of which take a couple of years), the College needs to commit to supporting existing programs for international students or ESL students. The number of international students will not increase drastically over a short period of time. While the college works toward increasing international enrollment, we need to make sure that we offer support classes (ELI) for those international students that come, even if the number is small. Of course, timeline should be set to phase out this special treatment of ELI classes. This plan aligns not only with UH System-wide Goal 1 of Educational Effectiveness and Student Success, but also UH Goal of A Model Local, Regional and Global University, and KCC’s strategic goal of increasing enrollment and success of international students. International Education Action Plans Program Goal & Action Item Resource Person(s) Timeline Indicator of PLO Status Campus s Needed Responsible Improvement impacted Strategic Priority or Goal Access: a) Create - Intl Ed Coordinator a) End of - Increased access to a) On-going 1) To increase information 2013 facebook page - Director of prospective packet for Marketing international prospective intl - Increased # of “likes” on facebook students’ access students -Webmaster to necessary - Office of Student - Increased inquiry b) On-going information that b) Regular b) Student b) Conti Services regarding admission leads to updates on Intern/Stu nuous admission into Facebook dent - Registrar - Increased # of visits KCC worker to c) International help - Intl Student Advisor to the website c) New Education April, Website c) Funding c) to renew renewal 2014 internation (Action Plan 3) al ed website Access: a) Increase - Office - Intl Ed Coordinator a) End of - Increased # of a) New 2) To increase visibility and space for FY application to study KCC’s students’ presence of internation - IEC 2014 abroad scholarships al and faculty international education - Increased # of members’ - Office of Student programs and in Student Services inquiries for study access to resources by Center abroad (student- international moving the driven and faculty – - Webmaster learning office (Action - Support led) opportunities Plan 1) for b) On- and resources Internatio b) End of nal going

15 b) Update Awarenes FY webpage for s month 2014 international ($4800) Received education Honda resources Grant in Oct 2013 Learning and Teaching: - -Intl Ed Coordinator a) Consult with Curriculu a) Febru - Offering of new a) New 3) To create ESL English faculty m and - ESL instructor ary, credit ESL courses / Direction support system and submit instruction 2014 support framework in al to better prepare Course Outline - English Coordinator Spring 2015 expertise both for new ESL of English - English Faculty international (F- classes and ESL 1) students as instructor - Curriculum well as local Committee ESL students to - a full- college- level time ESL - International student English (Action trained advisor Plan 5) instructor

Learning and - OCET director, Teaching: - Vice Chancellor of - increased a) On-going a) Run ELI - Academic Affairs a) FY collaboration and 4) To create a classes even Institution - Academic Support 2014- communication foundation for with low al Support - LAH division 2015 between the 2 - English Coordinator sustainable ESL stakeholders enrollment - English Faculty program that - Budget b) FY to hire a - ELI courses offered allow seamless 2014- full-time 2015 even with low pathway from enrollment b) Hire a full- ESL non-credit ESL trained time ESL

16 classes and instructor instructor - a full-time ESL credit ESL (Action Plan 5) instructor position classes

Learning and a) Clearly define - - Business Ed a) Fall - development of Teaching: the purpose Curriculu (Hospitality, 2014 internship framework a) New and framework m and Accounting) Direction instruction 5) To create for the internship al - Hawaiian Studies internship expertise programs for program with of - Intl Ed Coordinator International pertinent instructors Education in academic and collaboration program program with academic coordinators coordinato rs programs and division chairs

Workforce a) Offer Kauai - Renewed - OCET director a) Summ - Offering of new a) On-going Development: English Website er courses - OCET Coordinator Language 2014 6) To help develop Institute workforce that - Intl Ed Coordinator targeting are equipped to work in an resident ESL increasingly students b) On-going diverse and b) On- globally b) Offer non- going interconnected credit cultural economy learning classes for the community

Community Development

17 7) To nurture connections a) On- - Increased a) On-going with the a) Deliver - Intl Ed Coordinator going collaboration and community and international communication with - IEC stakeholders business and programs in contribute in collaboration - OCET Director building more with vibrant and community - KCC faculty robust economy organizations and businesses - Intl Ed Coordinator To advance 8) b) On-going discipline - KCC faculty b) FY - Offering new specific b) Develop discipline specific - IEC 2014 knowledge and discipline - collaboration and enrich learning specific study- 2015 programs opportunities abroad for our students programs both through inbound and international outbound with collaboration our existing and and new partnerships. partner schools

Diversity: - Intl Ed Coordinator - Office 9) To serve as a a) Increase space in - IEC a) Fall a) # of students a) New resource for visibility and areas 2014 applying for Direction - VC of international presence of central to international student AdminServices and global international opportunities learning for activities programs and KCC students - OCET Drtr and faculty and resources by

18 staff moving the - Website - Webmaster office and renewal renewing website (Action Plan 1)

Diversity: a) On- - # of new contacts 10) To nurture a) Leverage - Funding - Intl Ed Coordinator going and new agreements a) On-going partnership with international to visit our - IEC existing connections we existing - Number of new overseas partner have through and new programs schools, while partner - OCET Director our faculty and seeking to schools expand community partnerships to partners to other countries expand - Funding and regions partnership to to promote new country new and region. programs

Diversity:

11) To increase a) Work with a) Knowl - VC of Administrative a) Fall a) Availability of a) New international local edge Services 2014 housing options Direction enrollment on developers, and for international and - Intl Ed Coordinator the credit-side landlords, real- expert students expansion by securing estate agencies ise of necessary to secure VC of infrastructure b) Successful b) New (e.g. housing, housing Admi delivery of new Direction orientation) nistrat international and ive b) Fall student expansion b) Work with servic 2014 orientation Student

19 Services and es Campus Public Safety Manager to b) Fundi provide ng to orientation for subsid all ize international housin students g until (Action Plan 2) the off- housin g progra m takes off

Diversity: a) On-going 12) To increase a) Collaborate a) Intern - Intl Ed Coordinator a) On- - MOU signed for international with the ational going collaboration - Director of OCET enrollment by Mayor’s office recruit collaborating and KVB to ment - # of collaboration with key local promote Kauai - Director of budget players as educational Marketing destination

Diversity: 13) To launch a) New KELA institute a) Develop a) Inter - Intl Ed Coordinator a) Sum - Offering of first Direction targeting both curriculum, natio mer KELA institute and

20 individual set price, and nal - Director of OCET 2014 expansion international advertise the recru students and program itmen - ESL Instructor local ESL t residents, and budg develop KCC’s et profile on non- credit ESL programs

Diversity:

14) To work toward a) Learn from - Full-time - Intl Ed Coordinator FY2014- - Creating of 2-5 year a) New IEP (Intensive other ESL 16 plan Direction - Director of OCET English campuses and trained and expansion Program) Office of instructor - ESL Instructor accreditation VPCC about and SEVIS the necessary - English Coordinator adjudication to process be able to offer F-1 to non- b) Hire a full- credit students time ESL trained instructor to develop curriculum (Action Plan 5)

Diversity: a) New 15) To maintain and a) Request to - Funding - College Council FY 2014- - Successful change Direction accelerate the change the for tenure- 15 to tenure track and

21 momentum for position of track - VC of Admin Service position expansion building strong international position international ed ed coordinator - Chancellor to tenure- foundation track position - OCET Drtr (Action Plan 4) Personal Development: a) New - Intl Ed Coordinator Direction 16) To provide a) Institu a) FY a) 1 scholarship for and opportunities a) Work with tional - IEC 2014 - study-abroad expansion for KCC student suppor 2015 from campus - Student Government students to government t to study abroad by and match establishing - College Council community the scholarships contri partners to - Cabinet bution b) Identification of establish from 17) To provide grants to enable b) New incentives and scholarships studen b) On- faculty to take Direction resources for t going students abroad and KCC faculty to gover expansion internationalize b) Look for nment their curriculum funding to c) On-going support 18) To reactivate instructors to b) Institu tional c) Spring International take students Student Club suppor 2014 aboard t to encour age instruc tors going abroad

22 Resources and Stewardship: a) On-going a) Work with the - VC of Admin a) End of - Accurate balance 19) To increase Vice Services Fall become available transparency Chancellor of 2013 - Director of OCET and Administrative accountability Services to get of International - IEC the accurate - Clearly stated Education fund policy, signing balance of - Intl Ed Coordinator authority, person International 20) To develop responsible for the strategic plan on Ed Account accounting and the the usage of the use of the fund international education fund b) Then hold a b) End of meeting to Fall discuss the 2013 usage of the fund

This APRU was written by Kyoko Ikeda, the international education coordinator, representing OCET/non-credit side as well as the International Education Committee.