Academic Resources By Program Area
Kirkwood’s academic programs are collected into Program Areas. Here we will list and evaluate any academic resources that are specific to a program area.
The Program Areas are as follows:
Health & Wellness
Human Anatomy & Physiology
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- Study support, in person
- Open lab for hands-on learning
A&P Lab Study Support- Rubric for Evaluation
Rating Scale:
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- 3 – Excellent. This resource goes above and beyond in this area.
- 2 – Adequate. Efforts are being made but more could be done to make it more accessible.
- 1 – Insufficient. This resource is not accessible in this way.
- N/A – not applicable for this resource.
| Current Use/Reflection | Notes |
| Who is the target audience for this resource? | Students taking anatomy and physiology 1 and/ or 2 as well as basic anatomy in person. |
| What are the services being offered by the resource? | Tutoring and access to practice on models. Ability to practice with the digital cadaver |
| Are there known barriers or stigma that may prevent students from accessing the resource? | Just the barriers that come with students that are seeking tutoring. Finding the time to attend the tutoring. Whether or not the student is familiar with the tools used to find the tutoring information. Students may feel most comfortable with only their instructor. |
| Is there any data available regarding student perceptions/use of this resource? | Tracking the use by having students sign in. Currently not using a survey or any other source to identify specific information from the student perspective. Will plan to ask questions in the future. |
| Rating | Notes | |
| Physical Accessibility | ||
| Is the physical location accessible to the student population it serves? | 3 | Tutoring is set up in the same room at all times. It is located in the pod where the A&P classes are held. |
| Are the resource’s visual images adequate in clearly communicating services, etc.? | 3 | Hanging signs, Large stand up banner outside the pod near the room where tutoring is held. Information can also be found on the learning commons, on Talon and verbalized during class. |
| Wayfinding signage leading to the resource is visible, high contrast, and easy to identify. | 3 | Signage is available in hall near the A&P pod |
| Scheduling/Time Accessibility | ||
| Do the resource hours and timing of programming meet student needs? | 3 | Day hours and some evening hours as well. The hours are posted well in advance on the learning commons website. |
| Does the resource offer an on-demand option for face-to-face and online students? | 1 | No this is a very difficult task to learn virtually. The student will need to touch models.
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| Do students have the ability to easily self-schedule at a time convenient for them? | 3 | A walk in lab. Student does not have to schedule a time to attend. The tutoring lab is staffed during planned open hours. |
| Digital Accessibility | ||
| Are available online resources easy to locate and user-friendly? | 1 | Evaluate the location and ease of access for online accessibility? Are resources available via web/talon/etc.? |
| Are necessary print resources available in digital formats? | N/A | Ensure that all critical resources are available both in person and online. |
| Collaboration Support | ||
| Does the resource help students communicate, collaborate, work, or share information about academic content? | 2 | Models are set up at tables. The room has round tables to sit at. The student can work independently or work with others.
Electronic cadaver available. In the Anatomy and physiology room |
| Multilingual Accessibility | ||
| Does the resource currently provide or have access to translation tools or reference materials in commonly spoken languages by Kirkwood ELLs? | 1 | No this is in English and any translation would be left up to the student.
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| Does the resource use clear language and avoid jargon? | 2 | The only jargon used would be specific to the course / topic the student is expected to learn.
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| Feedback | ||
| Is there a system in place for students and staff to provide feedback on services? | 1 | Nothing at this time. Currently anecdotally |
| Is there a process for periodic reviews of the resource and ongoing improvement? | 1 | Nothing at this time. Working on. |
| Inclusivity | ||
| Does the resource actively engage with traditionally underserved populations? | 1 | Available to all students, if in-person. |
| Does the resource take measures to ensure traditionally underserved populations feel welcome? | 2 | Tutor greets the students. Instructor encourages the students to attend. The tutor also circulates the room offering assistance. |
| Are there events and activities that promote inclusivity? | 1 | No |
| Are staff trained in cultural competence and inclusivity? | 2 | College appropriate. Neo Ed college training. |
| Communication/Marketing | ||
| Which channels of communication are used to share services/programs | 3 | Learning commons and classroom instructors share the information |
| Is there a proactive strategy in place to ensure students and faculty are aware of resource materials/events/opportunities? | 3 | This is very specific to the learning related in the class. Tutor is very well prepared to tutor the students on this content. |
| Does the resource market itself to students appropriately? | 3 | It is the information the students are learning in class. If they are struggling to understand the content, they are encouraged to attend the tutoring. |
Nursing
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- Supplemental instruction and student study support
- Student Opportunity and Success resource (SOAR)
- for first exam in a course that is less than 78% students are encouraged to meet with instructor to identify study strategies, test strategies that may impact the success in course. or first exam in a course that is less than 78% students are encouraged to meet with instructor to identify study strategies, test strategies that may impact the success in course. meet with SOAR coordinator for a full assessment of learning
- Thrive group
- Rise above the crowd – guidance for ELL students
- Mentor / mentee meetings
- Use of test center/ accommodations for testing
- LPN success program
- Remediation lab for students that are struggling to successfully pass their skills
- Prep course for ELL students
- Cover test taking, study strategies, time management, and self care in the new student orientation to the program
- Nurse Survivor sessions, covering test anxiety, test taking strategies, study techniques, nursing resources, and stress management
- Student self-assessment built into courses
- Learner Success Contracts: All readmitted students have a learner success contract. Meet with retention specialist 2-3 times per semester and identified additional supports. The supports are aligned with course student was not successful
Location: Main Campus- Cedar Rapids
Nursing Academic Supports- Rubric for Evaluation
Rating Scale:
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- 3 – Excellent. This resource goes above and beyond in this area.
- 2 – Adequate. Efforts are being made but more could be done to make it more accessible.
- 1 – Insufficient. This resource is not accessible in this way.
- N/A – not applicable for this resource.
| Current Use/Reflection | Notes |
| Who is the target audience for this resource? | Nursing students, especially first year or newly readmitted students and those who are struggling. |
| What are the services being offered by the resource? |
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| Are there known barriers or stigma that may prevent students from accessing the resource? | All services for all students as needed. |
| Is there any data available regarding student perceptions/use of this resource? | We have the students complete a course and end of program survey regarding these activities. We offer source specific surveys for some of the resources. |
| Rating | Notes | |
| Physical Accessibility | ||
| Is the physical location accessible to the student population it serves? | 3 | Yes |
| Are the resource’s visual images adequate in clearly communicating services, etc.? | 2 | Admission to the program orientation folders, the learner success folders, posted on TV screens, In classrooms, message on Talon current students’ announcements and calendar. |
| Wayfinding signage leading to the resource is visible, high contrast, and easy to identify. | 2 | Most activities occur in the nursing classroom pods, or the nursing department or nursing lab |
| Scheduling/Time Accessibility | ||
| Do the resource hours and timing of programming meet student needs? | 3 | Yes- scheduled around all student classes and activities |
| Does the resource offer an on-demand option for face-to-face and online students? | 2 | We don’t have nursing online students. We do offer zoom for supplemental instruction in Intro, office hours as needed,
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| Do students have the ability to easily self-schedule at a time convenient for them? | 2 | Work with office staff to self-schedule individual appointments at time best for them or the use of Calendly as appropriate. |
| Digital Accessibility | ||
| Are available online resources easy to locate and user-friendly? | 2 | Yes in the current nursing Talon shell |
| Are necessary print resources available in digital formats? | 3 | In progress to add resources to classroom. Links are provided and hard copy paper resources are provided during orientation, learner success meetings and SOAR meetings. |
| Collaboration Support | ||
| Does the resource help students communicate, collaborate, work, or share information about academic content? | N/A | How does the space foster student-student collaboration? This may be through specific programming, spatial design, in person, or online formats.
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| Multilingual Accessibility | ||
| Does the resource currently provide or have access to translation tools or reference materials in commonly spoken languages by Kirkwood ELLs? | 1 | No |
| Does the resource use clear language and avoid jargon? | 2 | Potentially but the language is nursing related and is required for the job.
Jargon is related to healthcare specific terms.
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| Feedback | ||
| Is there a system in place for students and staff to provide feedback on services? | 3 | In the course survey or end of program survey |
| Is there a process for periodic reviews of the resource and ongoing improvement? | 3 | We evaluate the use of the resource, utilize the feedback from the students to identify areas for change. The changes to the resource would be based on Evidence. |
| Inclusivity | ||
| Does the resource actively engage with traditionally underserved populations? | 2 | Tailored to all students in the program and individualized as needed for the student. Students encouraged to verbalize suggestions. |
| Does the resource take measures to ensure traditionally underserved populations feel welcome? | 2 | Yes by encouraging all students to participate and utilize the resource. |
| Are there events and activities that promote inclusivity? | 2 | No specific event to promote inclusivity but all students are included, invited and encouraged to attend all available resources. |
| Are staff trained in cultural competence and inclusivity? | 2 | Yes unconscious bias completed by all faculty and staff included face to face course led by Wilson Rojas and an online course. ACUE courses for all faculty and staff are planned to attend. We have a DEI committee that meets monthly to review the needs of the department. The DEI committee then shares ideas, suggestions and readings. |
| Communication/Marketing | ||
| Which channels of communication are used to share services/programs | 2 | Talon, TV’s in the nursing pod, Flyers and word of mouth |
| Is there a proactive strategy in place to ensure students and faculty are aware of resource materials/events/opportunities? | 2 | Faculty are involved in the decision making of the type of resource, time implemented, types of materials they want to share with the students. The information is based on evidence.
All faculty are aware of the resources and the resources are shared to the students. Faculty also remind the students in class and on the Talon course announcements. |
| Does the resource market itself to students appropriately? | 3 | The resource is identified and based on the needs of the student in the nursing department.
Yes, based on the needs and interests of the students in the program. We include the students in the intro to nursing course as well. This course is taken just prior to entering the technical program. |