Paul D. Camp Community College Institutional Effectiveness 2012-2013 Program Faculty Section I of III Paul D. Camp Community College 100 North College Drive Franklin, VA 23851 The Office of Assessment & Institutional Research 757-569-6719 (office phone) 757-569-6795 (fax number) 1 Table of Contents Section 1: Academic Programs (3.3.1.1) ....................................................................................... 3 Transfer Programs Student Learning Outcomes ............................................................................ 7 Transfer Programs (AA & S) ....................................................................................................... 50 Science ......................................................................................................................................... 51 Business Administration .............................................................................................................. 58 General Studies ............................................................................................................................ 61 Education ..................................................................................................................................... 66 Occupational/Technical Programs (AAS) ................................................................................... 69 Nursing ........................................................................................................................................ 69 Management ................................................................................................................................. 80 Administrative Support Technology ............................................................................................ 90 Early Childhood Development .................................................................................................... 96 Industrial Technology ............................................................................................................... 101 Administration of Justice ........................................................................................................... 106 Modes of Instruction (Traditional vs. Distance Learning vs. Dual Enrollment) ....................... 111 Section Summary ...................................................................................................................... 117 Conclusion ……………………………. ................................................................................... 119 2 ACADEMIC PROGRAMS The College’s academic programs participate in an annual assessment process as well as program reviews every five years. The College offers Associate of Arts and Science (AA&S) degrees and Associate in Applied Science (AAS) degrees. The AA&S degrees are transfer degrees, and the AAS degrees correspond to occupational and technical disciplines. Each academic program identifies expected student learning outcomes (SLOs), assesses the extent to which those outcomes are achieved, and makes program adjustments based on analysis and results of those outcomes. During the SACS reaffirmation in 2009, the Collage was found in compliance with CS 3.5. This section of the report articulates many of the reasons for the College’s successes in program assessment and improvement. The narrative discussion and the following matrix format are used throughout this report to document the College’s compliance with requirement CS 3.3.1.1. Student Learning Objectives (SLOs) FORMAT EDUCATIONAL PROGRAMS Assessment Methods & Results Of Assessment What were the findings of Analysis Methods What assessment tools the Analysis (actual &/or methods used to assessment results)? determine achievement of the outcome? Describe how data from tools &/or methods will be collected. Identify the procedure to analyze the data. Use Of Evaluation Results (Action Taken to improve program) What changes were made as a result of the outcome assessment process? Assessment Methods : Analysis Procedure: The discussion begins with the College’s Transfer Program SLOs. The Transfer Program SLOs are woven throughout all transfer programs. Transfer students can choose to matriculate to 3 many four-year colleges or universities to continue their education. The College’s Transfer SLOs are assessed annually, and the resulting data is utilized for program improvement. One of the mechanisms for assessing the Transfer Program SLOs is the Shock-Tucker Assessment of General Education (STAGE). This assessment was first developed by faculty at Virginia’s Mountain Empire Community College in response to institutional dissatisfaction with commercially available objective tests. The initial STAGE assessment was based on the VCCS definition of general education. STAGE development continued as a collaborative effort between the faculty and Institutional Research (IR) staff of various Virginia Community Colleges. Eventually, the STAGE assessment was reworked by the IR staff members from the VCCS in 1999 and revised again in 2010. The assessment scores range from 1 to10 with 1 representing the lowest score. The Benchmark is set at 5. The external validation and analysis of STAGE’s reliability were conducted by James Madison University. In recent years, the VCCS has modified its general education goals resulting in STAGE Test modifications to reflect changes in these general education objectives. The VCCS general education goals include: (1) communication, (2) critical thinking, (3) quantitative reasoning, (4) scientific reasoning, (5) information literacy, (6) cultural/social understanding, and (7) personal development. The STAGE Test assesses all of these general education objectives. However, it is only one of the assessment instruments used to analyze general education skills. The next paragraphs briefly present the VCCS Standardized Core Competency Tests development information. Foremost among the mechanisms used for assessing program SLOs are the VCCS Core Competency Tests. The VCCS, and therefore the College, defines general education program content as “…that portion of the collegiate experience that addresses the knowledge, skills, attitudes, and values characteristic of educated persons. It is unbounded by disciplines and 4 honors the connections among bodies of knowledge.” VCCS and the College’s degree graduates are expected to demonstrate proficiency in all core competency subject matter. To this end, the VCCS and the College continue to collaborate with James Mason University to develop or adapt instruments and rubrics for assessing the core competencies. Communication proficiency is measured by two instruments: the Writing Competency Test and the Oral Communication Competency Test. The Writing Rubric, which uses a scale of 1 to 6 with 1 representing the lowest score, was developed by VCCS English Faculty and Assessment Coordinators. The writing scoring grid is based on the following areas: focus, organization, content, style, conventions, and documentation. The Oral Communication Rubric, which uses a scale of 1 to 6 with 1 representing the lowest score, was also developed by VCCS English Faculty and Assessment Coordinators. The scoring grid is based on the following areas: appropriateness, verbal effectiveness, nonverbal effectiveness, and responsiveness. The VCCS Core Competency Tests uses mean scores, and the College’s Benchmark is the College’s mean divided by the VCCS mean. The Critical Thinking Test was modified by James Madison University from the WatsonGlaser Critical Thinking Appraisal. The College’s Benchmark for the critical thinking test equals the College’s sub-category mean divided by the VCCS sub-category mean. The Information Literacy Test was developed primarily from the American Library Association Information Literacy Competency Standards for Higher Education and James Madison University (JMU) Information Literacy Skills for General Education (ILT). The College’s Benchmark is that its proficiency will be at/or above VCCS Proficiency, which has the following ratings: meets or exceed standards with a score of 37 or higher; proficient with a score of 37 to 41.9; and advanced proficient with a score of 42 or higher. The Quantitative Reasoning Test was 5 developed by James Madison University and the VCCS. The College’s Benchmark is that graduates will achieve a proficiency rate of 80% or higher. The Scientific Reasoning Test comparison was also developed by James Madison University in conjunction with the VCCS. The VCCS mean score of 19.97 (20/35 items) equals 57%. The College’s Benchmark is that graduates will achieve a proficiency rate of 80% or higher. The College utilized the Standardized Wellness Inventory developed by Notre Dame University for its Personal Development Assessment. It was modified by the VCCS and Blue Ridge Community College. The valueadded ratings calculated for the College by the Institutional Assessment and Research Director are based on a scale from 1 to 5 with 1 representing the lowest score and 5 representing the highest. Additional evidence of continuing improvement can be found in the following table from the College’s student and graduate surveys of academic programs quality of services. The table presents those results. PAUL D CAMP COMMUNITY COLLEGE STUDENT SURVEY ACADEMIC PROGRAMS QUALITY OF SERVICES Service Unit 2007-08 2010-11 Shop & Technical Instruction 3.77 4.25 Academic Instruction 4.13 4.25 Developmental Instruction 3.96 4.22 College Survival Courses 4.05 4.26 GRADUATE SURVEY ACADEMIC PROGRAMS QUALITY OF SERVICES Service Unit 2011 2012 Shop & Technical Instruction 3.68 3.88 Academic Instruction 3.91 4.09 Developmental Instruction 3.77 4.09 Note: The ratings are based on a five point scale with 1 being the lowest and 5 being the highest. 2011-12 3.98 4.11 4.09 4.34 2012-13 4.12 4.39 4.28 4.43 2013 3.82 4.01 3.92 2014 6 Further evidence of the College’s impact can be found in the rising graduation rates. The College’s graduation rates have progressively advanced and exceed those of the VCCS. The following table presents those results. Year Cohort Institution 2006 Fall 2003 2007 Fall 2004 2008 Fall 2005 2009 Fall 2006 2010 Fall 2007 2011 Fall 2008 2012 Fall 2009 PDCCC VCCS PDCCC VCCS PDCCC VCCS PDCCC VCCS PDCCC VCCS PDCCC VCCS PDCCC VCCS GRADUATION RATES Students Graduates 164 11,111 121 12,412 119 12,288 136 15,356 171 17158 148 17822 144 17822 24 1,778 21 2,070 23 2,135 29 2,684 26 3043 40 3250 27 3250 Transfers 30 1,202 13 1,344 11 1,816 25 3,097 34 4680 35 4720 22 4720 Graduate Rate 14.6% 16.0% 17.4% 16.7% 19.3% 17.4% 21.3% 17.5% 15.2% 17.4% 27.0% 18.2% 18.8% 23.0% Transfer Rate 18.3% 10.8% 10.7% 10.8% 9.2% 14.8% 18.4% 20.2% 19.9% 27.3% 23.6% 26.5% 15.3% 14.8% Notes: Dual enrollment students are included in these cohorts. Cohort: Students who were first-time, full-time, & program-placed Graduates: Students earning an award in three academic years, plus the following summer. This is a 150% completion period, which attaches summer awards to the prior year. Transfer: Beginning with Fall 2004 cohort, National Student Clearinghouse Data was used to determine enrollment at another institution. This does not include graduates who transferred. TRANSFER PROGRAMS STUDENT LEARNING OUTCOMES In May 2006, the Virginia State Board for Community Colleges (SBCC) approved seven general education competencies. The approved general education competencies have been adopted by the VCCS and the College’s faculty. Once again, the competencies are communication (written and oral), information literacy, quantitative reasoning, scientific reasoning, critical thinking, cultural and social understanding, and personal development. The College’s students are assessed every spring semester for their performance level. The specific 7 general education goals and SLOs in which all the College’s degree graduates are expected to demonstrate competency are presented in the following Transfer Programs SLOs matrix. 8 Student Learning Outcomes (SLO) Communication-Writing: In a written discourse the student will demonstrate the ability to state the purpose that addresses the writing task in a thoughtful way; organize content with effective transitions & effective beginning & ending paragraphs; develop logical & concrete ideas with effective use of paragraph structure; use appropriate & precise word choice; demonstrate few mechanical & usage errors with evidence of control of diction. Assessment Methods & Analysis Methods Assessment Methods : VCCS Writing Rubric. STAGE Testing. Faculty & Staff Survey. Graduate Survey. Capstone Course (PHI 115). Analysis Procedure: Writing Rubric using a scale of 1-6 with 1 being a low score. The scoring grid is based on the following areas: focus, organization, content, style, conventions, & documentation. STAGE test was developed by IR staff members from the VCCS in 1999 & revised in 2010. The score ranges from 110 with 1 being low. Benchmark is set at 5. Faculty/Staff Survey was developed by IA&R, faculty & staff is based on a 5-point Likert scale with one being low. Benchmark is set at 3. TRANSFER PROGRAM SLOs Results Of Assessment 2012-13: On the STAGE test which was developed by VCCS Assessment Coordinators, 2013 graduates scored 6.50 vs. 6.55 for 2012 graduates vs. 6.24 for 2011 graduates. All years are above the benchmark score set at 5.00. The Graduate Survey based on a 5-point scale with 1 being low showed value-added for the 2013 graduates. Their score increased from 3.78 upon entering the college to 4.47 at graduation. The 2013 graduates showed a slight decrease from the 2012 graduates’ score of 4.51. Use Of Evaluation Results (Action Taken) 2012-13 Action: The college continues to improve on its capstone course. The capstone team of instructors uses rubrics for each core competency in order to identify weaknesses in any of the skill levels under each core competency. The capstone instructors use the three rubrics developed by the VCCS for written communication. The team created additional rubrics for additional assessments. To aid students in being able to maintain focus in their writing, English faculty integrated varied practice exercises, videos, and current readings into the course to help students be able to locate the thesis statement and write essays that demonstrated a consistent focus. English faculty directed students to select their own topics, thus making the writing assignments more relevant and increased students' ability to develop their ideas and demonstrate consistent focus. In addition, faculty used the Learning Resource Center as literacy resource to provide more current topics to support writing. On the Faculty and Staff Survey, the 2012-2013 graduates were rated 3.91 on a 5-point scale vs. 3.92 for 2011-2012 graduates. The 2013 score was virtually the same as the 2012 graduates and slightly above the 20082009 graduates (3.89) and the 2007-2008 graduates with 3.64. The 2012-13 score is above the 9 benchmark set at 3.00. The Capstone Course based on a 70% proficiency rubric showed that the 2013 graduates were proficient in writing communication skills 96% of the time vs. 89% in 2012 vs. 88% in 2011 vs.85% in 2010, and 75% in 2009. The rubric also showed the 2013 graduates had a rating of 2.27 vs. 2.20 for 2012 vs. 2.17 for 2011 (based on a 0-3 scale with 3 being the highest). The weakest area for 2013 graduates was in the area of focus (Being able to state the purpose that addresses the writing task in a thoughtful way) with 84% proficiency vs. 82% in 2012. 2011-12: STAGE test showed the 2012 graduates scored 6.55, 2011 graduates scored 6.24 and the 2010 graduates scored 6.89. All years are above the benchmark score of 5.00. Faculty/Staff Survey 2011 rated graduates 3.92 on a 5-point scale (with a benchmark of 3.00) vs. 3.94 in 2010; and 3.73 in 2011-12 Actions: To increase students' skills in conventions, professors taught conventions within the confines of actual writing documents as oppose to insolated teaching of conventions. More one-on-one conferences and tutoring were added in course plans to aid students. Constructive feedback on how to improve writing aided students on how to best work on areas of conventions and focus. Various assignments were integrated in courses to assist students in strengthening their ability to maintain focus in writing. Professors reviewed the VCCS grading rubric with students and had students work collaboratively to develop mini-teaching segments on the focus and conventions. 10 2007. Graduate Survey showed an increase in value-added for the 2012 graduates, from 3.93 upon entering the College to 4.51 at graduation vs. 4.36 to 4.80 in 2011 Capstone Course based on an 80% proficiency rubric showed that the 2012 graduates were proficient in writing communication skills 89% of the time, vs. 88% in 2011. The rubric also showed the 2012 graduates had a rating of 2.20 vs. 2.17 in 2011 In 2012, the weakest area was in FOCUS: stating purpose that addresses the writing task in a thoughtful way (82% proficiency). In 2011, the weakest area was in Conventions: Demonstrating few mechanical and usage errors (81% proficiency). CCSSE: PDCCC's CCSSE mean score for writing was 2.90 in 2005; 2.91 in 2008, and 3.00 for 2012. The PDCCC's 2012 score (3.00) was significantly higher than that of small colleges (2.78) and the 2012 cohort (2.77). 11 2010-11: On the VCCS Writing Rubric, 2010 graduates showed a statistical valueadded for the writing core competency using a crosssectional analysis when compared to new degree students enrolled in fall of 2008. Writing rubric, 2010 graduates who did not need any developmental courses performed better than graduates who had taken a developmental course. Overall, graduates were weakest in writing conventions (3.88). This was also a decrease from 2008 graduates with a mean score of 5.35 on a six-point scale. The strongest scores were in rhetorical knowledge (4.28). 2010-11 Actions: English faculty adopt They Say, I Say by Gerald Graff & Cathy Birkenstein, to improve student success in organization for written communication, use of effective transitions, & development of beginning & ending paragraphs which contain sentence templates & transitional words that show students how to transpose them within their writing to help with coherence & organization. Faculty provided numerous examples of effective & ineffective paragraphs & essays that provided students concrete examples of weak & strong written expressions. These analytical skills were employed as students wrote their own papers. Faculty reviewed writing rubric with students & demonstrated how organization is evaluated in their writing. Faculty required outlines for student papers, which aided students in developing their writing. Science courses: Four additional current event writings required in Bio 101 to improve on writing proficiency in course. Bio 142, instructors enhanced the use of the Learning Resource Center (LRC) for research & writing by increasing previous requirement of two writing units to four. BIO 270, 150, 205, NAS 125 & GOL 111 required mandatory project writings. New requirements in science courses were aimed at improving students’ organization of content skills & cohesion of ideas implemented that were identified as weak using the writing rubric. 12 Graduate Survey valueadded Survey was developed by IA&R, faculty & staff based on a 5-point scale with 1 being low showed value-added. Benchmark is set at 3. Capstone Course based on a 80% proficiency rubric & ratings based on a 0-3 scale with 3 being the highest. Community College Survey of Student Engagement (CCSSE): general education mean score based on a 4-point scale and compared with other cohorts. Graduate Survey showed an increase in value-added from 3.99 to 4.45 in 2010; and 3.72 to 4.38 in 2009. Capstone Course based on an 80% proficiency rubric showed that 84.6% of the time in 2010 and 74.2% in 2009. The rubric also showed the 2011 graduates had a rating of 2.17 vs. 2.17 in 2011 vs. 2.55 in 2010 vs. 2.23 in 2009. In 2011, the weakest area was in Conventions: Demonstrating few mechanical and usage errors (81% proficiency). CCSSE: PDCCC's CCSSE mean score for writing was 2.90 in 2005 and 2.91 in 2008. The PDCCC's 2008 score was significantly higher than that of small colleges and the cohort. 13 Student Learning Outcomes (SLO) Communication—Oral: The student will demonstrate skill in idea development & verbal effectiveness by the use of language & the organization of ideas for a specific audience, setting and occasion & to achieve a purpose; nonverbal effectiveness, assuring that the nonverbal message supports & is consistent with the verbal message & responsiveness, communication skills modified based on verbal & nonverbal feedback. Assessment Methods & Analysis Methods Assessment Methods : VCCS Oral Competency Exam based upon the Test of Oral Communications developed by James Madison University. Community College Survey of Student Engagement (CCSSE). Value-Added Graduate Survey. Faculty Staff Survey Capstone Course (PHI 115). CST 100 (public Speaking). Analysis Procedure: VCCS Oral Communication Mean Scores Community College Survey of Student Engagement (CCSSE): general education mean score based on a 4-point scale and compared with other cohorts. Value-Added Graduate Survey based on a 5 point scale with 5 being high and 1 being low. Results Of Assessment 2012-13: The Graduate Survey based on a 5-point scale with 1 being low showed value-added for the 2013 graduates. Their score increased from 3.63 upon entering the college to 4.39 at graduation. The 2013 graduates (4.39) showed a slight decrease from the 2012 graduates’ score of 4.49. Use Of Evaluation Results (Action Taken) 2012-13 Action: The oral communication skills of VCCS graduates were analyzed using a newly developed rubric of eight competencies that were adapted from the National Communication Association guidelines for effective speaking. Based on the Oral Communication Assessment Report results from the VCCS, PDCCC has two of eight objectives that need improvement – Objective 2: Communicating the thesis/specific purpose in a manner appropriate for the audience and occasion, and Objective 4: Using an organizational pattern appropriate to the topic, audience, occasion, and purpose. Previously our students were assessed using a broad rubric analyzing four main areas: Verbal Effectiveness, Nonverbal Effectiveness, Appropriateness, and Responsiveness. Actions taken include the adoption of this new rubric in CST100 courses that addressing all eight competencies, with emphasis on Objectives 2 and 4. On the Faculty and Staff Survey, the 2012-2013 graduates were rated 3.97 on a 5-point scale vs. 3.87 for 2011-2012 graduates. The 2012-2013 score was higher than the 2011-2012 graduates and above the 2007-08 graduate score of 3.73. The 2012-13 score is above the benchmark set at 3.00. The Capstone Course based on a 70% proficiency rubric showed that the 2013 graduates were proficient in oral communication skills 87% of the time vs. 89% in 2012 vs. 76% in 2010. The rubric also showed the 2013 graduates had a rating (based on a 0-3 14 Faculty Staff Survey based on a scale from 1-5 with 1 being low & 5 being high. Graduate Survey based on a 5-point scale with 1 being low showed valueadded. Capstone Course based on 80% proficiency. Rubric rating based on a 0-3 scale with 3 being the highest. CST 100 (public speaking) based on a comprehensive test using a benchmark of 70% proficiency. scale with 3 being the highest) of 1.98 vs. 2.55 in 2012 vs. 2.60 in 2011. The weakest area for 2013 graduates was in the area of appropriateness: Idea development, use of language and the organization of ideas for a specific audience, setting, and occasion are appropriate (77% proficiency). The Oral Communication test developed by the VCCS colleges showed no significant differences between PDCCC and the other colleges. PDCCC scored the highest on objective 8 (uses physical behaviors that support the verbal message) when compared to the other VCCS colleges. PDCCC and the other VCCS colleges weakest area are in objective 2 (Communicates the thesis/specific purpose in a manner appropriate for the audience and occasion.) and objective 4 (Uses an organizational pattern appropriate to the topic, audience, occasion, and purpose). 15 2011-12: PDCCC's CCSSE mean score for oral communication was 2.94 in 2012 vs. 2.81 in 2008 and 2.79 in 2005. The PDCCC's 2012 score (2.94) was significantly higher than that of small colleges (2.70) and the 2012 cohort (2.68). 2011-12 Actions: Used rubric for grading all oral assessments, which has brought about more consistency within classes. Faculty who teach CST 100 have made minor changes in an effort to improve overall proficiency of student performance. Students were given lectures, videos, and PowerPoint presentations to facilitate the learning process of Informative and Persuasive Speeches. These actions enabled students to design and deliver Informative and Persuasive speeches with 80% proficiency. Faculty & Staff Survey 2011, rated graduates 3.87 on a 5-point scale (with a benchmark of 3.00) vs.3.97 in 2010 and 3.73 in 2007. Graduate Survey showed an increase in value-added for 2012 graduates from 3.72 upon entering the College to 4.49 at graduation vs. 3.96 to 4.76 in 2011; 3.76 to 4.40 in 2010; and 3.54 to 4.37 in 2009. Capstone Course based on an 80% proficiency rubric showed that the 2012 graduates were proficient in oral communication skills 89% of the time vs. 96% in 2011, 75.6% in 2010, and 92.6% in 2009. The rubric showed 2012 graduate’s rating of 2.55 vs. 2.60 in 2011, 2.17 in 16 2010, and 2.75 in 2009. The weakest area for 2012, 2011, and 2010 was in Responsiveness: Communication may be modified based on verbal and nonverbal feedback (75% proficiency in 2012 vs. 90% in 2011, and 67% in 2010). 2010-11: Graduate Survey showed an increase in value-added for 2011 graduates from 3.96 upon entering the College to 4.76 at graduation vs. 3.76 to 4.40 in 2010; and 3.54 to 4.37 in 2009. 2010-11 Actions: Teaching in CST100 changed from theory-based learning to skill-based learning, with students going through authentic learning exercises in order to apply knowledge gleaned from class materials. Students are now required show a higher level of comprehension by taking information they have learned & applying the techniques in real-life situations. CST 100 (public speaking) proficiency for fall 2010 was 86% vs. 89% for fall 2009. Capstone Course based on an 80% proficiency rubric showed that the 2011 graduates were proficient in oral communication skills 96% of the time in 2011 vs. 75.6% in 2010, and 92.6% in 2009. The rubric showed 2011 graduate’s rating of 2.60 in 2011 vs. 2.17 in 2010, and 2.75 in 2009. The weakest area for 2011 and 2010 was in Responsiveness: 17 Communication may be modified based on verbal and nonverbal feedback (90% in 2011 vs. 67% in 2010). 18 Student Learning Outcomes (SLO) Information Literacy: The information literate student will demonstrate the ability to determine the nature & extent of the information needed; access needed information effectively & efficiently; evaluate information & its sources critically & incorporate selected information into his/her knowledge base & value system; use information effectively to accomplish a specific purpose; &, understand many of the economic, legal, & social issues surrounding the use of information & access & use information ethically & legally. Assessment Methods & Analysis Methods Assessment Methods : VCCS Information Literacy Competency Test (ILT) developed by James Madison University. Community College Survey of Student Engagement (CCSSE). STAGE Testing. Graduate Survey. Faculty Staff Survey. Capstone Course (PHI 115) – rubric. TRANSFER PROGRAM SLOs Results Of Assessment 2012-13: On the STAGE test which was developed by the Virginia Community College System (VCCS) Assessment Coordinators, the 2013 graduates scored 6.66 vs. 7.29 for 2012 graduates vs. 6.17 for 2011 graduates and 7.02 for 2010 graduates. The 2013 graduate score is above the benchmark score set at 5.00 and above the 2011 graduate score of 6.17, but it is below the 2012 graduates score. Analysis Procedure: The PDCCC’s Benchmark = Graduates will achieve a success rate of 80% or higher on proficiency with Criteria: meets or exceed standards (37 or higher); advanced proficient (42 or higher); proficient (3741.9). The Graduate Survey based on a 5-point scale with 1 being low showed value-added for the 2013 graduates. Their score increased from 3.62 upon entering the college to 4.33 at graduation. The 2013 graduates (4.33) score was virtually the same as the 2012 graduates’ score of 4.32, and the 2010 graduates’ score of 4.31. STAGE Testing score ranges from 1-10 with 1 being low. Benchmark is set at 5. On the Faculty and Staff Survey, the 2012-2013 graduates were rated 3.91 on a 5-point scale vs. 3.83 ITE 115: Computer Applications & Concepts. Use Of Evaluation Results (Action Taken) 2012-13 Action: The college continues to improve on its capstone course. The capstone team of instructors has developed a critical thinking rubric in order to better identify weaknesses in sub-categories of informational literacy such as development of a search topics, development of a search strategy, analysis of data quality and integrity. Each fall and spring term, the information literacy rubric is used in the PHI 115 class assessment and in the development of action plans for course improvement. PDCCC met the student proficiency objectives of Information Literacy. However, the college ranked less than the VCCS in 4 out of 5 ILT overall mean sub-scores by objective standard. Though PDCCC scored higher than the VCCS standard in the area of evaluating information and its sources critically and incorporating selected information into his or her knowledge base, the action planned in the capstone course is to bridge all gaps record by continued monitoring of 2012 modifications and instituting additional instructional tools. Videos and the QuickSearch @ PDCCC search tool will be emphasized to enhance students’ understanding, improve their performance and reinforce the objectives. 19 Value-Added Graduate Survey based on a 5 point scale with 5 being high and 1 being low. Faculty/Staff Survey, rated on a 5-point scale with 1 being low. Graduate Survey valueadded based on a 5-point scale with 1 being low. Capstone Course based on 80% proficiency & rubric rating based on a 0-3 scale with 3 being highest. ITE 115: Computer Applications & Concepts, based on a comprehensive test using a benchmark of 70% proficiency. for 2011-2012 graduates. The 2013 score was slightly above the 20112012 graduates and above the 2007-2008 graduates (3.73). The 2012-13 score is above the benchmark score set at 3.00. The Capstone Course base on a 70% proficiency rubric showed that the 2013 graduates were proficient in information literacy skills 93% of the time vs. 80% in 2012 vs.74% in 2011 and 60% in 2010. The rubric also showed the 2013 graduates had a rating of 1.91 vs. 1.98 in 2012 vs. 1.82 in 2011, and 1.80 for 2010 graduates (based on a 0-3 scale with 3 being highest). The weakest area for 2013 graduates was being able to evaluate information and its sources critically, and incorporate selected information into his or her knowledge base and value system with 82% proficiency. This is an increase from the 68% proficiency in 2012. 20 2011-12: PDCCC's CCSSE mean score for information literacy was 3.05 for 2012 vs. 3.07 in 2005.The PDCCC's 2012 score (3.05) was significantly higher than that of small colleges (2.85) and the 2012 cohort (2.79). 2011-12 Actions: More courses have included links to LRC resources via the course BBsites. Some of the tools that faculty and students have reported as highly effective are - Library Help Button added to BB courses & student oriented to Library Help Button in BB. - Library Help Buttons customized according to the content area were added to Blackboard sites, upon request by faculty, to familiarize students with library resources to support their course(s) & make them more accessible. The Virginia Community College System (VCCS) Information Literacy Test (ILT) showed PDCCC’s mean score of 64.4 vs. 65.2 for the VCCS. Subscores showed that the weakest area for improvement for the VCCS (52.1) and PDCCC (50.6) was student’s ability to access needed information effectively and efficiently. PDCCC (72.8) scored higher that the VCCS (71.9) in graduate’s ability to evaluate information & its sources critically and incorporate selected information into his or her knowledge base. Presentations were made to acquaint students with Library Help Buttons as needed. Continued usage of the guided worksheet that was created to teach students in student development (SDV) courses how to utilize library resources has been successful. On the capstone course, include more emphasis in students ability to access needed information effectively and efficiently. Capstone course (PHI 115), the information literacy proficiency level for 2012 graduates was 80% vs. 74% in 2011, and 21 60% in 2010. The rubric showed 2012 graduates rated 1.98 vs. 2.02 in 2011, 1.80 in 2010, and 1.35 in 2009. A rubric showed the weakest area for 2012, 2011, and 2010 graduates was in the ability to evaluate information and its sources critically (68% proficiency in 2012; 63% in 2011; and 22% in 2010). STAGE test showed the 2012 graduates scored 7.29 on a 10-point scale. the 2011 graduates scored 6.17, and the 2010 graduates scored 7.02. All scores are above the 5.00 benchmark scored. Faculty & Staff Survey 2011 rated graduates 3.83 on a 5-point scale (with a benchmark of 3.00) vs. 4.06 in 2010; 3.93 in 2008; and 3.73 in 2007. Graduate Survey showed an increase in value-added for 2012 graduates from 3.64 upon entering the College to 4.32 at graduation vs. 3.94 to 4.63 in 2011; 3.75 to 4.31 in 2010; and 3.56 to 4.22 in 2009 22 2010-11: Capstone course (PHI 115), the information literacy proficiency level for 2011 graduates was 74% vs. 60% in 2010. The rubric showed 2011 graduates rated 2.02 in 2011 vs. 1.80 in 2010, and 1.35 in 2009. A rubric showed the weakest area for 2011 and 2010 graduates was in the ability to evaluate information and its sources critically ( 63% proficiency in 2011; and 22% in 2010). STAGE test showed the 2011 graduates scored 6.17 on a 10-point scale vs. 7.02 for the 2010 graduates. All scores are above the 5.00 benchmark scored. Faculty & Staff Survey 2010 rated graduates 4.06 on a 5-point scale (with a benchmark of 3.00) vs. 3.93 in 2008; and 3.73 in 2007. Graduate Survey showed an increase in value-added for 2011 graduates from 3.94 upon entering the College to 4.63 at graduation vs. 3.75 to 4.31 2010-11 Actions: The following items were added or revised to clarify capstone course assignments & to strengthen students’ skills in the areas of accessing needed information efficiently & effectively, evaluating information & its sources critically, & incorporating selected information into his/her knowledge base & value system. - Search Strategy Worksheet example was added. - Discovering, Comparing & Selecting Library Resources Worksheet was revised to combine an example with the exercise. “The Good the Bad & the Ugly or Why It’s a Good Idea to Evaluate Web Sources”, a website that gives criteria & examples for evaluating websites was added. Other strategies implemented to help students become more information literate included: - Library Help Button added to BB courses & student oriented to Library Help Button in BB. - Library Help Buttons customized according to the content area were added to Blackboard sites, upon request by faculty, to familiarize students with library resources to support their course(s) & make them more accessible. - Presentations were made to acquaint students with Library Help Buttons. A “Guided Worksheet” was created to teach students in student development (SDV) courses how to utilize library resources. PHI 115 course assignments revisions: The PHI 115 Blackboard site was revised to include a section on keyword searching tutorial, clarifications were made on using Google Gadget & other databases, & the UNC Documentation Information on citation builder was emphasized in the course. Science courses have enhanced use of the Learning Resource Center (LRC) for research & writing by increasing previous requirement of two writing projects units to four. In PHI 115 the Information Literacy Rubric was revised. The ITE 115 course has been revised to include extensive use of a simulator. It is anticipated that students will exit this course with a better command of the tools they have available to them. Since this 23 in 2010; and 3.56 to 4.22 in 2009 course is offered early in the curriculum, it is designed to help students perform better on the information literacy tasks they are expected to master. For ITE 115, proficiency in fall 2010 was 76% based on a comprehensive test and a benchmark set at 70% proficiency. This was in increase from fall 2009 73% proficiency. 24 Student Learning Outcomes (SLO) Quantitative Reasoning: The student will demonstrate the ability to use logical & mathematical reasoning within the context of various disciplines; interpret & use mathematical formulas; interpret mathematical models; use arithmetic, algebraic, geometric, & statistical models to solve problems; estimate & consider answers to mathematical problems in order to determine reasonableness; recognize & communicate the appropriate applications of mathematical & statistical models; &, represent mathematical information numerically, symbolically, & visually, using graphs & charts. Assessment Methods & Analysis Methods Assessment Methods : VCCS Quantitative Reasoning (QR) Core Competency Test developed by James Madison University. STAGE Testing. Graduate Survey. Faculty Staff Survey. Capstone Course (PHI 115). Community College Survey of Student Engagement (CCSSE): general education mean score based on a 4-point scale and compared with other cohorts. Analysis Procedure: PDCCC’s Benchmark = Graduates will achieve a proficiency rate of 80% or higher. STAGE Test score ranges from 1-10 with 1 being low. Benchmark is set at 5. TRANSFER PROGRAM SLOs Results Of Assessment 2012-13: On the STAGE test based on a 10=point scale developed by the Virginia Community College System (VCCS) Assessment Coordinators, the 2013 graduates scored 4.17 vs. 4.95 for 2012 graduates vs. 3.99 for 2011 graduates. This was above the benchmark set at 3.00, but below the 2012 graduates. Use Of Evaluation Results (Action Taken) 2012-13 Action: The college continues to improve on its capstone course. The capstone team of instructors has developed a quantitative reasoning rubric in order to better identify weaknesses in sub-categories of quantitative reasoning such as probability of reasoning, grouping data, and various discipline model. Each fall and spring term, the quantitative reasoning rubric will be used in the PHI 115 class assessment and in the development of action plans for course improvement. The college continues to monitor increased levels of proficiencies that are correlated with slight decreased percentage levels of people meeting the proficient range. We are isolating various indicators of the correlation and instituting additional instructional communication tools aimed at encouraging student performance and reinforcing objectives in the capstone course. The Graduate Survey based on a 5-point scale with 1 being low showed value-added for the 2013 graduates. Their score increased from 3.27 upon entering the college to 4.19 at graduation. The 2013 graduates’ score (4.19) was slightly higher than the 2012 graduates’ score of 4.17. On the Faculty and Staff Survey, the 2012-2013 graduates were rated 3.83 on a 5-point scale vs. 3.83 for 2011-2012 graduates. 25 Graduate Survey ValueAdded based on a 5 point scale with 5 being high and 1 being low. Faculty Staff Survey Rating is based on a scale from 1-5 with 1 being low & 5 being high. Capstone Course based on an 80% proficiency rubric The 2013 score was the same as the 2011-2012 graduates, but above the 2008-2009 graduates (3.82) and the 2007-08 graduates (3.53). The 2012-13 score is above the benchmark score set at 3.00. The Capstone Course based on a 70% proficiency rubric showed that the 2013 graduates were proficient in quantitative reasoning skills 96% of the time vs. 76% in 2012 vs. 80% in 2011. The rubric also showed the 2013 graduates had a rating of 2.30 vs. 2.16 for 2012 vs. 2.02 for 2011 (based on a 0-3 scale with 3 being the highest). The weakest area for 2013 graduates was in the area of recognizing and communicating the appropriate applications of mathematical and statistical models when solving problems. 2011-12 Actions: Students were required to research how statistics is used in the real world. This was done in order for students to gain a better understanding of how statistics is use in their everyday lives and how to better apply it in specific situations. Faculty also increased the number of in-class and independent assignments to improve student comprehension of quantitative data & data relationships. Faculty continued to demonstrate appropriate techniques to study and solve a variety of problems. 26 2011-12: PDCCC's CCSSE mean score for quantitative reasoning (solving numerical problems) was 2.75 for 2012, vs. 2.56 in 2005. The PDCCC's 2012 score (2.75) was higher than that of small colleges (2.70) and the 2012 cohort (2.67). 2011-12 Actions: Students were required to research how statistics is used in the real world. This was done in order for students to gain a better understanding of how statistics is use in their everyday lives and how to better apply it in specific situations. Faculty also increased the number of in-class and independent assignments to improve student comprehension of quantitative data & data relationships. Faculty continued to demonstrate appropriate techniques to study and solve a variety of problems. Graduate Survey showed an increase in value-added for 2012 graduates from 3.49 upon entering the College to 4.17 at graduation vs.3.69 to 4.48 in 2011; 3.54 to 4.15 in 2010; and 3.37 to 4.14 in 2009. Capstone Course based on an 80% proficiency rubric showed that the 2012 graduates were proficient in quantitative reasoning skills 76% of the time vs. 80% in 2011, 90% in 2010, 69% in 2009. Also showed a rating of 2.32 for 2012 vs. 2.02 for 2011, 2.52 for 2010, and 2.07 for 2009. For 2012 and 2011 graduates, the weakest area using a rubric was estimating and considering answers to mathematical problems in order to determine reasonableness ( 27 67% proficiency in 2012, 60% in 2011). 2010-11: Faculty & Staff Survey 2011 rated graduates 3.83 on a 5-point scale (with a benchmark of 3.00) vs. 4.00 in 2010; 3.82 in 2008; and 3.53 in 2007. Graduate Survey showed an increase in value-added for 2011 graduates from 3.69 upon entering the College to 4.48 at graduation vs. 3.54 to 4.15 in 2010; and 3.37 to 4.14 in 2009. Capstone Course based on an 80% proficiency rubric showed that the 2011 graduates were proficient in quantitative reasoning skills 80% of the time vs. 90% in 2010, 69% in 2009. Also showed a rating of. 2.02 for 2011, 2.52 for 2010, and 2.07 for 2009. For 2011 graduates, the weakest area using a rubric was estimating and considering answers to mathematical problems in order to determine reasonableness ( 60% proficiency in 2011). 2010-11 Actions: Overall data with 84% or better proficiency in six objectives were consistent with the College’s rubric measures. Science instructors emphasized the significance of quantitative & scientific reasoning skills in science by having students require more projects. In the capstone course, a “Using Data from a Chart” section was included in the Quantitative Reasoning module. It introduced diverse types of graphs & provided numerous examples related to interpreting graphs. Students learned methods that assist in describing quantitative data & data relationships using numerical methods of analysis & symbolic representations in an effort to organize, interpret, plan & execute the appropriate quantitative reasoning operation. Interactive exercises & quizzes were included. More examples were also done in class on estimating & use of mathematical information numerically, symbolically, and visually. 28 Student Learning Outcomes (SLO) Scientific Reasoning: The student will be able to generate an empirically evidenced & logical argument; distinguish a scientific argument from a non-scientific argument; reason by deduction, induction & analogy; &, distinguish between causal & correlational relationships. Assessment Methods & Analysis Methods Assessment Methods : VCCS Scientific Reasoning (SR) Core Competency assessment developed by James Madison University. STAGE Testing. Graduate Survey. Faculty Staff Survey Capstone Course (PHI 115). TRANSFER PROGRAM SLOs Results Of Assessment 2012-13: On the STAGE test based on a 10-point scale and developed by the Virginia Community College System (VCCS) Assessment Coordinators, the 2013 graduates scored a 4.81 vs. 5.79 for 2012 graduates vs. 5.16 for 2011 graduates and 5.14 for 2010 graduates. The 2012 graduates’ score was below the benchmark score set at 5.00. All Science Lab Courses. Analysis Procedure: VCCS Mean score 19.97 (20/35 items) = 57%. The College’s Benchmark = Graduates will achieve a proficiency rate of 80% or higher. Stage Testing The score ranges from 1-10 with 1 being low. Benchmark is set at 5. Value-Added Graduate Survey based on a 5 point scale with 5 being high and 1 being low. Faculty Staff Survey Rating is based on a scale The Graduate Survey based on a 5-point scale with 1 being low showed value added for the 2013 graduates. Their score increased from 3.45 upon entering the college to 4.25 at graduation. The 2013 graduates’ score (4.25) showed a decrease from the 2012 graduates’ score of 4.32, but above the 2010 graduates’ score of 4.22. Use Of Evaluation Results (Action Taken) 2012-13 Action: The college continues to improve on its capstone course. The capstone team of instructors has developed a scientific reasoning rubric in order to better identify weaknesses in sub-categories of scientific reasoning such as identification and collection of empirical evidence, identification of inductive and deductive arguments experiments, and various types of cause efficiencies and correlations. Each fall and spring term, the scientific reasoning rubric will be used in the PHI 115 class assessment and in the development of action plans for course improvement. As in previous years, the focus should be on consistent attendance. Laboratory science, as well as simulation experiments, are quite engaging, and often require partnership. Students must understand that unless they are conversant with many academic disciplines, especially mathematics, they should open themselves to working in groups, rather than individually. We continue to expose students to activities that demonstrate thinking and practice in science, as well as have them work in groups to discuss experiment before and after doing them. Perhaps, the protocol of science should be directed pointed out, rather than let if diffuse along with other concepts. One or two additional lecture modules is dedicated to further explanation of experimental methods. On the Faculty and Staff Survey, the 2012-2013 graduates were rated 3.77 on a 5-point scale vs. 3.79 for 2011-2012 graduates. 29 from 1-5 with 1 being low & 5 being high. Capstone Course based on 80% proficiency. Rubric rating based on a 0-3 scale with 3 being the highest. All Science Lab Courses based on a comprehensive test and a benchmark proficiency of 70%. The 2013 score was virtually the same as the 2011-2012 graduates, but above the 2008-2009 graduates (3.76) and the 2007-08 graduates (3.47). The 2012-13 score is above the benchmark score set at 3.00. The Capstone Course based on a 70% proficiency rubric showed that the 2013 graduates were proficient in scientific reasoning skills 92% of the time vs. 94% in 2012 vs. 82% in 2011, 71% in 2010 and 58% in 2009. The rubric also showed the 2013 graduates had a rating of 1.84 vs. 2.09 in 2011 vs. 2.01 in 2010 (based on a 0-3 scale with 3 being the highest). The weakest area of 2013 graduates was in the area of distinguishing between causal and correlational relationship with 90% proficiency vs. 88% proficiency in 2012. 2011-12 Action: Students overall success rate in science courses for the skills below improved due to increased lab activities, modeling, and critical thinking discussions: Generate an empirically evidenced and logical argument. Distinguish a scientific argument from a non-scientific argument. Reason by deduction, induction, and analogy. 30 2011-12: On the SR Test of 2011 graduates, 86% of graduates were at least minimally proficient in scientific reasoning. PDCCC graduates (82%) and the (VCCS) as a whole had the highest performance on distinguishing a scientific argument from a nonscientific argument. PDCCC performed the weakest in the ability to generate an empirically evidenced and logical argument (50.8%). 2011-12 Action: The new scientific reasoning rubric has received minor modification. This is an ongoing reviewed process. Students overall success rate in science courses for the skills below improved due to increased lab activities, modeling, and critical thinking discussions: Generate an empirically evidenced and logical argument. Distinguish a scientific argument from a non-scientific argument. Reason by deduction, induction, and analogy. Distinguish between causal and correlation relationships. STAGE test showed the 2012 graduates scored 5.79 on a 10-point scale; the 2011 graduates scored 5.16; the 2010 graduates scored a 5.14. All years are above the 5.00 benchmark. Faculty & Staff Survey 2011 rated graduates 3.79 on a 5-point scale (with benchmark of 3.00) vs. 3.88 in 2010; 3.76 in 2008; and 3.47 in 2007. Graduate Survey showed an increase in value added for the 2012 graduates from 3.70 upon entering 31 the College to 4.32 at graduation vs. 3.75 to 4.55 in 2011; 3.60 to 4.22 in 2010; and 3.45 to 4.14 in 2009. Capstone Course 2012, graduates were proficient in scientific reasoning skills 94% of the time vs. 82% of the time for 2011; 71% of the time for 2010, vs. 58% in 2009. Rubric also showed the 2012 rating of 2.42 vs. 2.09 in 2011 vs 2.01 in 2010 vs. 1.76 in 2009. In 2012, the weakest area was in distinguishing between causal and correlational relationships. In 2011, the weakest area was in reasoning by deduction, induction, & analogy (72% proficiency). In 2010, the weakest area was also in reasoning by deduction, induction, & analogy (47% proficiency). Student Learning Outcomes (SLO) Assessment Methods & Analysis Methods TRANSFER PROGRAM SLOs Results Of Assessment 2010-11: Graduate Survey showed an increase in value added for the 2011 graduates from 3.75 upon entering the College to 4.55 at Use Of Evaluation Results (Action Taken) 2010-11 Actions: Science course faculty have increased the number of lab sessions offered that involved experimental design from 3 to 5 deduction, induction, & analogy & provided more experiences for enrolled students. Courses have allowed & cultivated greater creativity on the part of the students by providing minimal, unrestrictive guidelines to 32 graduation vs. 3.60 to 4.22 in 2010; and 3.45 to 4.14 in 2009. STAGE test showed the 2011 graduates scored 5.16 on a 10-point scale vs. the 2010 graduates score of 5.14. All years are above the 5.00 benchmark. Faculty & Staff Survey 2010 rated graduates 3.88 on a 5-point scale (with benchmark of 3.00) vs. 3.76 in 2008; and 3.47 in 2007. Capstone Course 2011, graduates were proficient in scientific reasoning skills 82% of the time vs. 71% of the time for 2010, vs. 58% in 2009. Rubric also showed the 2011 rating of 2.09 vs. 2.01 in 2010 vs. 1.76 in 2009. In 2011, the weakest area was in reasoning by deduction, induction, & analogy (72% proficiency). In 2010, the weakest area was also in reasoning by deduction, induction, & analogy (47% proficiency). students’ field & in-door learning activities. There has been greater infusion of a sustainability component in most of the basic science courses. This has enabled students to recognize the human & global relevancies of their curricula, & promoted greater citizenry education and responsibility. The new scientific reasoning rubric has received minor modification. This is an ongoing reviewed process. Capstone course: a Methods of Scientific Inquiry section was included in the Empirical Evidence & Logical Argument section. The section introduced students to various scientific methods of inquiry related to data collection that leads to scientific knowledge. This included more examples on deduction, induction, and analogy. It familiarized students on how to effectively select the appropriate form of inquiry, interpret scientific data, draw inferences from analyzed data & test the conclusion in order to gain reasonable scientific knowledge. In all science laboratory courses, exercises are modified to tackle more problems that address the scientific method, especially in attempting to distinguish scientific from non-scientific arguments. In addition, the pre-lab segment for all weekly laboratory activities was enhanced to incorporate specific logic, empirical, & testing principles. Increased use of models, charts for demonstrations, & other hands-on strategies were employed during in-class & laboratory exercises. All Science Lab Courses 33 showed an increase in proficiency. Fall 2010 proficiency was 82%. This compared to 80% proficiency in fall 2009 & 78% proficiency in fall 2008. 34 Student Learning Outcomes (SLO) Critical Thinking: The student will demonstrate the ability to discriminate among degrees of truth or falsity of inferences drawn from given data; recognize unstated assumptions or presuppositions in given statements or assertions; determine whether certain conclusions necessarily follow from information; weigh evidence & decide if generalizations or conclusions based on given data are warranted; &, distinguish between arguments that are strong & particular question at issue. Assessment Methods & Analysis Methods Assessment Methods : VCCS Critical Thinking Core Competency Exam based on the California Critical Thinking Skills Test (CCTST). STAGE Test. Graduate Survey. Faculty Staff Survey. Capstone Course (PHI 115). Community College Survey of Student Engagement (CCSSE): general education mean score based on a 4-point scale and compared with other cohorts. Analysis Procedure: VCCS Critical Thinking: Mean scores. STAGE testing score ranges from 1-10 with 1 being low. Benchmark is set at 5. Value-Added Graduate Survey based on a 5 point scale with 5 being high & 1 being low. TRANSFER PROGRAM SLOs Results Of Assessment 2012-13: On the STAGE test which was developed by Virginia Community College (VCCS) Assessment Coordinators, 2013 graduates scored 4.87 vs. 5.25 for 2012 graduates vs. 4.70 for 2011 graduates. The 2013 graduates scored higher than the 2011 graduates but below the benchmark set of 5.00. Use Of Evaluation Results (Action Taken) 2012-13 Actions: The college continues to improve on its capstone course. The capstone team of instructors has developed a critical thinking rubric in order to better identify weaknesses in sub-categories of critical thinking such as induction, deduction, analysis, inference, and evaluation. Each fall and spring term, the critical thinking rubric is used in the PHI 115 class assessment and in the development of action plans for course improvement. The class action plan was completed at the end of term and was sent to their dean and to the Director of Assessment & IR. The Graduate Survey based on a 5-point scale with 1 being low showed value-added for the 2013 graduates. Their score increased from 3.61 upon entering the college to 4.43 at graduation. The 2013 graduates’ had a larger value-added gain (0.66 for 2012 graduates vs. 0.82 for 2013 graduates. The 2013 graduates’ score 4.43 was similar to the 2012 graduates’ score of 4.42. On the Faculty and Staff Survey, the 2012-2013 graduates were rated 3.80 on a 5-point scale vs. 3.86 for 2011-2012 graduates. The 2013 score was 2011-12 Actions: Students continued to maintain or increase overall proficiency in critical thinking competencies. Courses incorporated more components of critical thinking through discussion, lectures, and readings. Faculty members have focused more attention on skill across disciplines. ENG 112 courses focused heavily on argumentative 35 Faculty Staff Survey Rating is based on a scale from 1-5 with 1 being low & 5 being high. slightly below the 20112012 graduates, but above the 2007-2008 graduates (3.51). The 2012-13 score is above the benchmark score set at 3.00. writing proficiency. The Capstone Course based on a 70% proficiency rubric showed that the 2013 graduates were proficient in critical thinking skills 87% of the time vs. 80% in 2012 vs. 84% in 2011 vs. 62% in 2010. The rubric also showed the 2013 graduates had a rating of 1.85 compared to 1.98 for 2012 graduates (based on a 0-3 scale with 3 being the highest). The weakest area for 2013 graduates was in the area of induction & deductive reasoning with 83% proficiency. This is, however, an increase from 2012 graduates with 55% proficiency. 2011-12: STAGE Test: The 2012 graduates scored 5.25 on a 10-point scale; the 2010 graduates scored 5.15. All graduates were above the 5.00 benchmark & above 2002 graduates’ score of 5.08. 36 Faculty & Staff Survey 2011 rated graduates 3.86 on a 5-point scale (with a benchmark of 3.00) vs. 3.97 in 2010; 3.85 in 2008; and 3.51 in 2007. Graduate Survey showed an increase in value-added for the 2012 graduates from 3.76 upon entering the College to 4.42 at graduation vs. 4.03 to 4.68 for 2011; 3.84 to 4.44 in 2010; 3.66 to 4.29 in 2009. Capstone Course: 2012 graduates were proficient in critical thinking skills 80% of the time vs. 84% in 2011, 62% in 2010, and 90.2% in 2009. Rubric showed the 2012 graduates had a rating of 1.98 vs. 1.98 in 2011, 1.84 in 2010 and 2.70 in 2009. In 2012, the weakest area using a rubric was pertained to inductive and deductive reasoning (55% proficiency). In 2011, the weakest area pertained to inference (60% proficiency). In 2010, the weakest areas was in the areas of Analysis (60% proficiency), Inference (42% proficiency) & inductive & deductive 37 reasoning (22% proficiency). Student Learning Outcomes (SLO) Assessment Methods & Analysis Methods Capstone Course based on PHI 115. 80% proficiency. Rubric rating based on a 03 scale with 3 being the highest. TRANSFER PROGRAM SLOs Results Of Assessment Use Of Evaluation Results (Action Taken) PDCCC's CCSSE mean score for critical thinking was 2.88 in 2005; 2.93 in 2008, and 3.08 for 2012. The PDCCC's 2012 score (3.08) was higher than that of small colleges (2.96) and the 2012 cohort (2.94). 2010-11: Faculty & Staff Survey 2010 rated graduates 3.97 on a 5-point scale (with a benchmark of 3.00) vs. 3.85 in 2008; and 3.51 in 2007. Graduate Survey showed an increase in value-added for the 2011 graduates from 4.03 upon entering the College to 4.68 at graduation vs. 3.84 to 4.44 in 2010; 3.66 to 4.29 in 2009. 2010-11 Actions: All data within the critical thinking competency module was reanalyzed & assessment outcomes were heavily scrutinized. As a result: - Over 10% of assessment material was modified, exercise questions, quiz questions, & test questions. - 20% of Critical Thinking Quiz One was enhanced. Presently, it contains case study arguments that require each student to accurately employ good critical thinking engagement of analysis, interpretation, evaluation, inferences, explanation, and cognitive thought. - 25% of student related engagement was enhanced. - Group sessions were included to promote collaborative transference of ideas & alternative methods of logical reasoning. - Additional 10% of directive instructions & interpretive examples were included within the critical thinking competency module. Capstone Course: 2011 graduates were proficient in critical thinking skills In all life science courses, critical thinking, scientific reasoning & quantitative skills were taught as lecture concepts & lab activities. Although the College wide data for critical thinking scores were rather 38 84% of the time vs. 62% in 2010. Rubric showed the 2011 graduates had a rating of 1.98 vs.1.84 in 2010. In 2011, the weakest area pertained to inference (60% proficiency). In 2010, the weakest areas was in the areas of Analysis (60% proficiency), Inference (42% proficiency) & inductive & deductive reasoning (22% proficiency). weak, science students had better than a 75% proficiency in the area of inductive & deductive reasoning. 39 Student Learning Outcomes (SLO) Cultural & Social Understanding: A culturally & socially competent person possesses an awareness, understanding, & appreciation of the interconnectedness of the social & cultural dimensions within & across local, regional, state, national, & global communities. Degree graduates will demonstrate the ability to (1) assess the impact that social institutions have on individuals and culturepast, present, & future; (2) describe their own as well as others’ personal ethical systems & values within social institutions; (3) recognize the impact that arts & humanities have upon individuals & cultures; (4) recognize the role of language in social & cultural contexts; & (5) recognize the interdependence of distinctive world-wide social, economic, geopolitical, & cultural systems. Assessment Methods & Analysis Methods Assessment Methods : STAGE Test. Value-Added Graduate Survey. Faculty Staff Survey. Capstone Course (PHI 115). Social Science Courses (US History & Western Civilization). Community College Survey of Student Engagement (CCSSE): general education mean score based on a 4-point scale and compared with other cohorts. TRANSFER PROGRAM SLOs Results Of Assessment 2012-13: On the STAGE test which was developed by the Virginia Community College (VCCS) Assessment Coordinators, 2013 graduates score was 4.49 vs. 4.86 for 2012 graduates vs. 4.41 for 2011 graduates. The 2013 graduates score is below the benchmark score set at 5.00, but does show an increase from the 2011 graduates score of 4.41. Value-Added Graduate Survey based on a 5 point scale with 5 being high and 1 being low. The Graduate Survey based on a 5-point scale with 1 being low showed value-added for the 2013 graduates. Their score increased from 3.61 upon entering the college to 4.39 at graduation. The 2013 graduates showed a decrease from the 2012 graduates’ score of 4.44, but equal to the 2010 graduates’ score. The weakest area again appears to be recognizing the importance of leaning a second language. Faculty Staff Survey based on a scale from 1-5 with 1 being low & 5 being high. Clubs and Student Support Services continue to offer activities to support Analysis Procedure: STAGE testing score ranges from 1-10 with 1 being low. Benchmark is set at 5. Use Of Evaluation Results (Action Taken) 2012-13 Actions: Faculty and students have participated in college based activities and clubs at an increased rate. Active involvement has included participation in Women’s Empowerment seminar, Hispanic Heritage Month speaker, as well as movie night showings that related to societal issues. Many courses outside of the social sciences also include information related to diversity and social issues. More course offerings in foreign languages have been added via SSDL to increase cultural knowledge. Faculty in social science courses continued to maintain added activities provided to support cultural & social understanding 2011-12 Actions: Faculty in social science courses continued to maintain added activities provided to support cultural & social understanding. Faculty have continued to build on the success of increased use of multi-media sources to expand and enhance student understanding of the impact that social institutions have on individuals and culture-past, present, & future. 40 Social Science Courses (US History & Western Civilization) based on a comprehensive test and a benchmark set at 70% proficiency. cultural and social understanding. On the Faculty and Staff Survey, the 2012-2013 graduates were rated 3.86 on a 5-point scale vs. 3.82 for 2011-2012 graduates. The 2012-2013 score was slightly higher than the 2011-2012 graduates (3.82) and above the 201011 graduates (3.74), the 2008-09 graduates (3.69), and the 2007-08 graduates (3.56). The 2012-13 score is above the benchmark score set at 3.00. The increase may be due to the increase in student activities, a movies series which focuses on different issues and clubs. 2011-12: PDCCC's CCSSE mean score for cultural/social (understanding people of other racial and ethnic backgrounds) was 2.58 in 2012 vs.2.36 in 2008 vs. 2.41 in 2005. The PDCCC's 2012 score (2.58) was higher than that of small colleges (2.41) and the 2012 cohort (2.43). 2010-11 Actions: Faculty organized student group study sessions. Group review of lectured materials was conducted before each of the (three) exams. Students took more responsibility for their own learning which resulted in a more social & cultural understanding of American History. Social science instructors used multi-media technologies to aide instructing students. Current events, recent video documentaries, movies on historical events have all been utilized to enhance instruction. Course notes & Internet source references were made available to students through new online connections & hyperlinks. Some added activities provided to support cultural & social understanding were attending cultural movies, plays like the Color Purple, listening to lectures on a variety of topics, visiting the cultural arts centers, the general assembly, & museums. Faculty & Staff Survey 41 2011 rated graduates 3.82 on a 5-point scale (with a benchmark of 3.00) vs. 3.74 in 2010; 3.69 in 2008, and 3.56 in 2007. The social science instructors used multi-media technologies to aid in instructing students. Current events, recent video documentaries, movies on historical events have been utilized to enhance instruction. Also course notes & Internet source references were made available to students through new online connections. Graduate Survey showed an increase in value-added for 2012 graduates from 3.75 upon entering the College to 4.44 at graduation vs. 4.00 to 4.67 in 2011; 3.81 to 4.39 in 2010; and 3.82 to 4.37 in 2009. 2010-11: STAGE Test: 2010 graduates scored a 5.02 above benchmark score set at 5.00. Graduate Survey showed an increase in value-added for 2011 graduates from 4.00 upon entering the College to 4.46 at graduation vs. 3.81 to 4.39 in 2010; and 3.82 to 4.37 in 2009. Students’ grades in American History (History 121 & History 122) improved Fall 2010 semester. Average test range was 80-82 as opposed to range of 75-78 previous semesters. 2010-11 Actions: Current events, recent video documentaries, movies on historical events have all been utilized to enhance instruction. Course notes & Internet source references were made available to students through new online connections & hyperlinks. Some added activities provided to support cultural & social understanding were attending cultural movies, plays like the Color Purple, listening to lectures on a variety of topics, visiting the cultural arts centers, the general assembly, & museums. The social science instructors used multi-media technologies to aid in instructing students. Current events, recent video documentaries, movies on historical events have been utilized to enhance instruction. 42 Clubs & Student Support Services continue to offer activities like constitution day celebration with speakers, black history celebrations, & lectures series to support cultural & social understanding. Social Science Courses (US History & Western Civilization) met proficiency. For fall 2010, proficiency was 83%. This compared to 88% for Fall 2009 and 80% for Fall 2008. 43 Student Learning Outcomes (SLO) Personal Development: An individual engaged in personal development strives for physical wellbeing & emotional maturity. Degree graduates will demonstrate the ability to (1) develop &/or refine personal wellness goals; & (2) develop &/or enhance the knowledge, skills, & understanding to make informed academic, social, personal, career, & interpersonal decisions. Assessment Methods & Analysis Methods Assessment Methods : Wellness Inventory developed by Notre Dame University & modified by Blue Ridge Community College in Virginia. STAGE Test. Value-Added Graduate Survey. Faculty Staff Survey. Community College Survey of Student Engagement (CCSSE): general education mean score based on a 4-point scale and compared with other cohorts. SDV 100 & 108 (College Success Courses). Analysis Procedure: Wellness Inventory developed by Notre Dame University & modified by Blue Ridge Community College in Virginia. Scores are based on a six-point scale with 1 being low. STAGE test based on a TRANSFER PROGRAM SLOs Results Of Assessment 2012-13: The main evaluation measure for personal development is the Wellness Inventory developed by Notre Dame University and modified by Blue Ridge Community College in Virginia. Scores are based on a sixpoint scale with 1 being low. The overall personal wellness scores for 2013 graduates were positive. The mean score for 2013 graduates was 4.96 vs. 5.03 for 2012 graduates vs. 4.91 for 2011 graduates. This was slightly lower than the 2012 graduates, but higher than the 2011 graduates. The weakest area for 2007, 2008, 2009, 2010, 2011, 2012, and 2013 appears to be in the area of physical wellness. Physical wellness decreased from 4.55 in 2012 to 4.49 in 2013. Environmental wellness has decreased from 5.21 in 2012 to 5.14 in 2013. Emotional/Psychological wellness decreased from 4.85 in 2012 to 4.74 in Use Of Evaluation Results (Action Taken) 2012-13 Actions: The SDV classes continued to incorporate an emphasis on student health to include good eating habits, proper rest, and exercise. The instructors provided activities that encouraged students to track their eating habits and fitness exercises. To assist students in managing their time, students were required to keep a journal of their daily activities by using a daily planner provided by the College. As the instructors focused on the physical wellness of the students, they also concentrated on the VA Wizard and financial literacy. The VA Wizard is a valuable tool that assists students in determining the correct program of study and financial aid information. Financial literacy assisted students in understanding the importance of managing their finances and avoiding credit card debt. The instructors recognize that the financial wellness of students is as important as their physical wellness. Overall, College Success Skills courses provide the educational opportunities that assist students in gaining the skills necessary to ensure successful learning outcomes that prepare them for the twenty-first century workforce. 44 10-point scale benchmark score set at 5.00. Faculty & Staff Survey, rated on a 5-point scale with 1 being low. Graduate Survey valueadded based on a 5-point scale with 1 being low showed value-added. SDV 100 & 108 (College Success Courses) based on a comprehensive test & benchmark set at 70% proficiency. 2013. Intellectual wellness decreased from 5.11 in 2012 to 5.00 in 2013. Occupational wellness increased from 5.21 in 2012 to 5.24 in 2013. This increase may have resulted from a grant which provided a number of career coaches to assist students in career development. Social wellness decreased from 5.23 in 2012 to 5.16 in 2013. Overall, all scores have been above the benchmark score of 4.00 (frequently). On the STAGE test based on a 10-point scale and developed by the Virginia Community College System (VCCS) Assessment Coordinators, the 2013 graduates scored 6.33 vs. 7.42 for 2012 graduates vs. 6.48 for 2011 graduates. The 2013 graduates’ score is above the benchmark score set at 5.00, but below the 2012 graduates’ score. The Graduate Survey based on a 5-point scale with 1 being low showed value-added for the 2013 graduates. Their scores 45 increased from 3.72 upon entering the college to 4.37 at graduation. The 2013 graduates (4.37) showed a slight decrease from the 2012 graduates’ score of 4.42. On the Faculty and Staff Survey, the 2012-2013 graduates were rated 3.83 on a 5-point scale vs. 3.86 for 2011-2012 graduates. The 2013 score was slightly below the 20112012 graduates, but above the 2008-2009 graduates (3.80) and above the 200708 graduates (3.70). The 2012-13 score is above the benchmark score set at 3.00. 2011-12: PDCCC's CCSSE mean score for personal development (understanding yourself) was 2.79 in 2012 vs. 2.80 in 2008 vs. 2.71 in 2005. The PDCCC's 2012 score (2.79) was higher than that of small colleges (2.68) and the 2012 cohort (2.66). STAGE Test, The 2012 graduates scored 7.42 on a 10-point scale; the 2011 graduates scored 6.48; the 2011-12 Actions: SDV classes continued the incorporation of more emphases on exercising & healthy living tasks. Student activities team incorporated significantly more activities related to personal wellness such as games, exercising, and information sessions. Additional workshops & seminars were delivered in stress reduction, time management & study strategies. Science courses, biological concepts & principles are delivered through Anatomy, Physiology, & Microbiology. Instruction emphasized the relevance of subject to students’ health & wellbeing. 46 2010 graduates scored a 6.81. All scores were above the 5.00 benchmark score. 2012 graduates scored higher than 2011. Faculty & Staff Survey 2011 rated graduates 3.86 on a 5-point scale (with a benchmark of 3.00) vs.3.83 in 2010; 3.80 in 2008; and 3.70 in 2007. 2010-11: Overall personal wellness 2010 graduates mean score on the Wellness Inventory was 5.00, an increase from 2009 graduate scores of 4.94 & from 2008 graduate scores of 4.88. Weakest area for 2007, 2008, 2009, & 2010 appears to be in the area of Physical wellness especially the lack of exercising including activities that build the heart, muscles, & flexibility. Physical wellness, however, has increased from 4.44 in 2007 to 4.57 in 2010. Environmental wellness has increased from 4.70 in 2007 to 5.15 in 2010. Emotional/Psychological wellness has remained constant from 4.79 in 2007 to 4.80 in 2010. 2010-11 Actions: Changed SDV textbook to provide more current set of learning principles for instructors & students. SDV classes incorporated more emphases on exercising & healthy living tasks. Specific changes made in the SDV classes to address weaknesses were the following: Physical Wellness: Provided information & emphasized the benefits of maintaining optimal physical health. Allowed students to give examples of how they incorporate physical movement in their daily lives. Emotional/Psychological Wellness: Upon students identifying the many responsibilities that they have, lessons taught on the impo of setting daily priorities. By achieving this, students shared that it reduced some negative stress. The results were verbally shared by the students. Occupational Wellness: Students identified long-term goals. In accordance with those goals, additional time was spent in class confirming that students were enrolled in the appropriate educational plan. In cases where students were not enrolled in the correct program of study, they were advised on the better plan & instructed to change their major in the admissions office. Social Wellness: To ensure that students were exposed to working 47 Intellectual wellness has increased from 5.02 in 2007 to 5.06 in 2010. Occupational wellness has fallen from 5.25 in 2007 to 5.16 in 2010. Social wellness has also fallen from 5.50 in 2007 to 5.26 in 2010. Overall, however, all scores have been above the benchmark score of 4. with others, the students were engaged in various in-class group activities. STAGE Test, The 2011 graduates scored 6.48 on a 10-point scale vs. the 2010 graduates scored a 6.81. All scores were above the 5.00 benchmark score. Science courses, biological concepts & principles are delivered through Anatomy, Physiology, & Microbiology. Instruction emphasized the relevance of subject to students’ health & well-being. Several PED classes were added such as Yoga, saltwater fishing, bowling, & tennis to provide some variety for students. Student activities team incorporated more activities related to personal wellness esp. exercising. Additional workshops & seminars were delivered in stress reduction, time management & study strategies. Faculty & Staff Survey 2010 rated graduates 3.83 on a 5-point scale (with a benchmark of 3.00) vs. 3.80 in 2008; and 3.70 in 2007. Graduate Survey showed an increase in value-added for 2011 graduates from 4.21 upon entering the College to 4.79 at graduation vs. 3.86 to 4.42 in 2010; and 3.74 to 4.34 in 2009. Clubs & Student Activities continued to offer personal development activities each semester. SDV 100 & 108 (College Success Courses) met its 48 benchmark proficiency in personal development. For Fall 2010 proficiency was 86%. This compares to 86% in Fall 2009 & 83% in Fall 2007. 49 The College is committed to using the VCCS Standardized Core Competency assessment data across all transfer programs for overall academic improvement. The previous matrix presents evidence of Transfer Program SLO assessment and the resulting data used for program improvements. In 2007, the faculty adopted a capstone course, PHI 115: Practical Reasoning. Since its inception, data-driven improvements have been made to this course. The first modification was to eliminate open enrollment in PHI 115. Only graduating students were enrolled in the course. Additionally, ENG 111: College Composition I was added as a prerequisite for PHI 115. Handouts, manuscripts, and booklets for each core competency module were prepared to assist students. Websites were added for each core competency module, allowing students to visit and acclimate themselves to terms, principles, and formula associated with specific subject content. Each student was invited to visit courses related to any module or subject in which he or she may have experienced difficulty in satisfactorily completing the requirements. This course was instructed by a diverse team of full-time and adjunct instructors. A Blackboard course management site was created and modified for use with the PHI 115: Practical Reasoning course. It organized and categorized data so that students can easily follow instructions and locate assignments or assessments. Utilizing the VCCS Core Competency Report and BlackBoard websites, instructors began reinforcing the importance and significance of not only successfully completing PHI 115 but also successfully completing the core competency assessments. A PHI 115 team member coordinated and advocated the use of the College’s Learning Resource Center (Library). Additionally, VCCS tutorials were made available to faculty and students. The result of these interventions has been improved Core Competency Test results for the College. 50 Additional program-specific examples of the College’s program assessment and datadriven improvement are provided throughout the remainder of this section. This documentation provides a snapshot view of the distinct learner-centered outcomes and data results used for program improvement and actions taken. This sampling of SLO statements includes the Student Learning Outcome, Assessment and Analysis methods, Results of Evaluations for this outcome, and Use of Evaluation results and actions taken for improvement. SLOs specific to each Occupational-Technical programs are presented following the transfer programs discussion. TRANSFER PROGRAMS The College offers a group of four degrees under the title AA&S Transfer Programs. These programs are designed for students planning to transfer to a four-year college or university to complete a baccalaureate degree. The specific colleges Transfer Programs are Science, Business Administration, General Studies, and Education. A review of Transfer Programs’ assessment reports verified the College’s assertions of its utilization of assessment data and demonstrates the practice of following assessment with datadriven program improvement based on analysis of results and actions taken. This section of the Monitoring Report presents a sample of transfers program-specific SLOs, data analysis, and actions taken resulting in program improvement. Student proficiency in core competencies is formatively assessed throughout each program. The faculty members use multiple measures, such as rubrics, midterm and final examinations, Blackboard discussion questions, and oral and written assignments across the programs. Presented in the following tables are additional strategies used to assess and evaluate program learning outcomes and the actions taken to improve programs. The next section presents a few program-specific objectives for the Science Program. 51 Science Program The Transfer Programs lead to the Associate in Arts and Science (AA&S) degree. It is the first two years of a four-year college or university degree. The AA&S Science Program is recommended for students who plan to transfer to a four-year college or university to complete a bachelor’s degree, usually the Bachelor of Science degree, in the pre-professional or scientific fields. Learning Outcomes The graduates will be able to communicate about science using appropriate oral and written means 70% of the time. SCIENCE PROGRAM Assessment & Analysis Results Of Analysis Methods Assessment Methods 2012-13: Primary assessment is Both the nature of science performed in BIO 101-102 and its application were using classroom learning grasped fairly well by 90 assessments, Blackboard percent of the students. To discussions, & projects. a relatively lower rate of proficiency was the Students differentiate understanding of scientific among degrees of investigation, with 82% of credibility, accuracy, & students demonstrating reliability of conclusions skill on consistent basis. drawn from given data As for value added, through mandatory graduates were 72% classroom & online proficient at the end of the discussions. program compared to when they first entering Assess the graduate’s the program on a 5-point identification of rubric scale. presuppositions, parallels, & assumptions through 2011-12: For 2011-12 the 70 percent observation, proficiency expectation was demonstration, & exceeded in all respects; application of scientific Assessment results lower instrumentation & than 90 percent were on laboratory protocols. Analysis Procedure: Instructors have used rubrics to match curriculum to core competencies & ensure well-designed instruction. Rubrics have been developed to use with the account of truancy, when some students failed to attend classes or failed to complete course assessment tasks. 2010-11: For 2010-11, greater than 70% of the students were able demonstrate skills in recognizing links between data & conclusion more than 80% of the time. Use Of Evaluation Results (Action Taken) 2012-13 Actions: Perhaps, the protocol of science should be directed pointed out, rather than let if diffuse along with other concepts. One or two additional lecture modules is dedicated to further explantion of experimental methods. 2011-12 Actions: We continued to make the effort in seeing that students complete all their required course work and make referrals to counselors or tutoring. 2010-11 Actions: Student working in lab groups stopped the practice of apportioning exercises & lab work among group members on a permanent basis. This is 52 Greater than 75% of students have demonstrated ability to recognize parallels & assumptions in scientific data & summaries during more than 80% of the time. Eight out of 10 students were able to follow lab protocol & make effective use of equipment & instruments during 9 out of 10 episodes. the practice in which an individual group member is assigned one task, e.g., recording, & may or may not collect data for the group throughout the semester. By rotating tasks, members of each group were able to develop the necessary manual dexterity & practical ability to operate lab equipment. Proficiency levels exceeding 80% in other, non-primary measures, namely: 85% for items from laboratory practical testing - correlation tests; a 90% proficiency in identifying & using analogies; higher than 90% proficiency for scientific & deductive skills measured from Learning Outcomes The graduates will be capable of using quantitative information and/or mathematical analysis to obtain sound results and recognize questionable assumptions 70% of the time. SCIENCE PROGRAM Assessment & Analysis Results Of Analysis Methods students. Based on the routine quiz & course test varied tasks used to assess items; & 87% proficiency as mentioned above, in evidence of scientific & instructors review for empirical skills, trends & satisfactory determined from progress in the selected assessment items in areas of study. laboratory & field experiment reports. Assessment Methods Assess the use of graphs, symbols, & numerals on numerical methods when analyzing, organizing, & interpreting data. The primary measures will be from BIO 101-102 lab work using varied tasks. Analysis Procedure: Based on the varied tasks 2012-13: Achieving this objective in science courses came relatively easy because students would always perform experiments in groups, thus were able to prop each other. However, a few students working individually (by their choice) were not able to demonstrate basic Use Of Evaluation Results (Action Taken) 2012-13 Actions: Laboratory science, as well as simulation experiments, are quite engaging, and often requires partnership. Students must understand that unless they are conversant with many academic disciplines, especially mathematics, they should open 53 used to assess as mentioned above, instructors looked for trends & satisfactory progress in the selected areas of study. Students’ ability to explain & interpret data in labs was 75% and 80% & they were able to follow lab protocols that required analysis. Students’ responses to online discussion & projects (99%) far exceeded exam settings (80%). Still all progress is satisfactory. Instructors have used rubrics to match curriculum to core competencies & ensure well-designed instruction. competency in managing data or presenting it. Overall percent proficiency was 88%. As for value added, graduates were 72% proficient at the end of the program compared to when they first entering the program on a 5-point rubric scale. themselves to working in groups, rather than individually. 2011-12: For Fall 2011, Proficiency, expressed as percent students' success on specific measures and rates would have been 100% at rates higher than 70 percent. However, because of late withdrawals and failure on part of some students to meet certain, required course tasks, the overall proportion has dropped to less than 90%. the frequency of success rates has been over 80%. In other words, 90% percent of the students has met the required, expected outcome in over 80% of the tasks involved in the course work. 2011-12 Actions: As noted below, truancy leads to failure. We must ensure that students enrolled in our courses have the mental and material readiness to meet the rigor and complete the required work. Thus, more and better advising and counseling is emphasized. Most of the problems that impair students' success are from outside the college. I believe that family, social and financial issues play a major role in students' success or failures. The college is looking into those aspects of students’ lives for a broader, integrated approach for students' success. 2010-11: For Fall 2010, there was an improvement of nearly 9 percent in aggregate performance, & in some individual assessment of separate components, the gain was up to 11 % over that of the previous year. It appears that additional class activities in data analysis & computer remediation helped in this improvement. 2010-11 Actions: Students were advised to enroll in basic computer courses & spreadsheet application prior to or along with their basic science courses. 2009-10: For Fall 2009: Initially, slightly fewer than 70% students were able to More writing exercises are given to students, & students are encouraged to enhance their use of the Learning Resource Center and other writing aids to improve on the quality of their writing. We have substantially increased the use of 54 demonstrate effective use of spreadsheet, design & develop graphs. This gap was closed by the end of the weeks covering these activities. Students will be able to collect, analyze, and interpret mathematical formulas, models, tables and schematics with 70% proficiency. Assessment Method: Assessed the use of graphs, symbols, and numerals for analyzing, organizing, and interpreting data. Analysis Procedure: The primary measures will be from BIO 101-102 lab exercises, simulation experiments, and field activities. 2012-13: Success rates in BIO courses were over 89%, well above the 70% expected minimum proficiency rates. Similar success rate applies to the volume of work achieved. As for value added, Science graduates were 72% proficient at the end of the program which represented a gain of 0.20 points from when they first entering the program on a 5-point rubric scale. 2011-12: In fall 2011, 87.5 percent of students assessed were able to demonstrate skills in data interpretation and presentation by correct tabulation of experimental results, as well as using SI units to assign correct meanings to values, namely, micrograms, microliters, etc. These students were also able to respond to questions and make accurate predictions based on data which they themselves collected. Students had also shown consistency in positive performance over 90 percent of the times. Fewer than 15% of the students failed to participate in course activities or failed to present enough work for adequate assessment. Test and quiz assessments multimedia for illustrations & experimental simulations. We have purchased new equipment worth $70 000 during the last year & a half, that are undoubtedly helping with student success. 2012-13 Actions: As in previous years, the focus is on consistent attendance in order to master the skills. 2011-12 Actions: My evidences indicate that the acquisition of proficiency is almost always guaranteed for those students who invested the time, and completed individual and group course work activities, as well as attended classes and labs. Therefore, the college is geared towards attendance and completion of all required course work - a fact that has been in the literature for a long time. 55 support evidence of proficiency collected from laboratory, simulation and field activities. The Science department, considered the essence of proficiency in scientific skills, as the ability to communicate ideas and concepts learnt - by hands-on demonstration, oral and or written communications. The courses used for these determination included general biology, anatomy and physiology, and microbiology. Other courses included meteorology and oceanography. In all cases students were able to perform and set up live experiment; collect data, and respond positively to questions concerning lessons learnt in those experiments. Similar learning experiences were achieved in simulated experiments, especially in field-based oceanography where site experiments were difficult to set up. In cases where data was streamed meteorology and oceanography, student were able to interpret data or extract new, sub-sets of data from the original ones. Students in all the courses used for the present assessment were assigned special projects, which provided the means for both written and oral demonstrations of scientific skills. Students were required to present all aspects of scientific work, whether original or, as review of someone's work. Components of these skills were assessed and recorded. There was also a major, additional assessment component drawn from weekly lab exercises, which incorporates most of the elements of scientific skills. Tests and quiz items, although used to a limited extent for assessment of program success, were especially selected to measure specific aspects of scientific skills. The previous matrices provide supporting documentation that the Science Program does establish program-specific objectives. The Program also identified assessment methods and analysis procedures. Finally, the results were used to take program-improving action. The 56 College’s Science Program has shown an excellent upward trend in retention and student enrollment. The Science Program retention rate has increased from a level of 60% for fall 2007 – Spring 2008 to 75% for fall 2012 – spring 2013. Category Percent Numbers SCIENCE PROGRAM RETENTION RATES Fall 2007 Fall 2008 Fall 2009- Fall 2010Spring Spring Spring Spring 2008 2009 2010 2011 60% 45/75 68% 47/69 68% 50/73 70% 57/81 Fall 2011Spring 2012 68% 56/82 Fall 2012Spring 2013 75% 56/75 The program has shown a marked increase in both FTE’s and student headcount over the last three years of data points as depicted in the following table. The full-time equivalent students (FTE) have increased from 38 in fall 2009 to 52 in fall 2011. This is above the SCHEV’s standard of 17 FTES for Transfer Programs. Student headcount has also increased from 56 in fall 2009 to 77 in fall 2011. SCIENCE PROGRAM: HEADCOUNT AND FTE FALL 2009 FALL 2010 FALL 2011 FTE’s 38 44 52 Student Headcount 56 66 77 FALL 2012 48 72 The program has been relatively constant over the past 5-year with an average of 6.8 graduates. It did however drop in 2013 due to a decline in enrollment. Category Graduates SCIENCE PROGRAM GRADUATES 2009 2010 2011 2012 7 5 8 10 2013 4 57 The previous matrices present evidence of satisfactory progress within the program. Instructors are continuing to analyze student knowledge and make adjustments to instruction and assessments. Annual course assessments continue to provide data for ongoing analysis. The actions taken by the faculty have resulted in improved Fall to Spring Retention as The next section presents a few program-specific objectives for the Business Administration Program. 58 Business Administration Program There is a demand for qualified personnel in business administration to promote leadership to facilitate economic growth in Virginia business and industry. The College’s AA&S degree program in Business Administration is designed for students who plan to transfer to a four-year college or university to complete a baccalaureate degree in business administration, accounting, management, marketing, economics, or finance. The following matrix presents evidence that this program is assessing student outcomes and using evaluation results to improve. Learning Outcomes Students will demonstrate accounting principles & application to various businesses which cover the accounting cycle, income determination, & financial reporting with 70% proficiency. BUSINESS ADMINISTRATION PROGRAM Assessment & Analysis Results Of Analysis Methods Assessment Methods 2012-13: Final exam ACC 211, Principles As for value added, of Accounting. graduates were 87% proficient at the end of Pre- & Post-testing in ACC 211, the program which using an instructor-made rubric. represented a gain of 1.17 points from when Analysis Procedure they first entering the The following rubric is used by program on a 5-point the instructor to analyze student rubric scale. proficiency. Standards: For 2011-12: 1. Write Accounting Equation. Pre/Post testing in 2. Create an Income Statement. Spring Classes for ACC 3. Create Retained Earnings 211 showed an increase Statement. from 30% (pre-test) to 4. Create a Balance Sheet. 90% (post-test). Fall Criteria: ACC 211 Class mid1. No attempt. term results were 99% 2 Partial correct response. correct for accounting 3 Correct response. cycle. 2010-11: For all 2010 pre- & post- test, proficiency was 85%. 2009-10 For Fall 2009, proficiency was 71% vs. 75% for Fall 2008 & 100% for Fall 2007. Use Of Evaluation Results (Action Taken) 2012-13 Actions: No additional action at this time 2011-12 Actions: Upgraded to QuickBooks 2012 software. Required formal report analyzing annual summaries of businesses for profitability and solvency. 2010-11 Actions: Developed an accounting project focusing on student analysis of business annual reports & financial statements. Incorporated discussions of real-life examples using corporate financial 59 For Spring 2009, proficiency was 83% vs. 78% for Spring 2008. Upon completion of degree program, graduates will be able to identify, compare, & evaluate various economic principles 80% of the time. Assessment Methods Final exam in ECO 201: Principles of Economics I, using an instructor-made rubric. Analysis Procedure Instructor analyzed student responses in several dimensions through short answer, cumulative essays & discussions. The instructor examined the responses to the above three dimensions by item analysis as well as comparison of knowledge level to application level. 2012-13: As for value added, graduates were 87% proficient at the end of the program which represented a gain of 1.20 points from when they first entering the program on a 5-point rubric scale. statements. Expanded course incorporation of webbased software including use of the Cengage software & commercial accounting software packages. A one credit course in Computerized Accounting, ACC 110, was offered for students to take concurrently with the regular accounting course, ACC 211. 2012-13 Actions: No additional action needed at this time. 2011-12: Math instructors pointed out applications in their math classes that specifically related to economic & business situations. 2011-12 Actions: Incorporated deeper discussions within lectures & provided more frequent real-life examples to supplement text. 2010-11: For Fall 2010, proficiency was 92.5%. 2010-11: Math instructors will point out applications in their math classes related to economic and business situations. The College’s Business Administration AA&S degree program has shown an increase in both FTE’s and student headcount over a three-year period as depicted in the following table. This is above the SCHEV’s standard of 17 FTE’s for Transfer Programs. 60 BUSINESS ADMINISTRATION: HEADCOUNT AND FTE FALL 2009 FALL 2010 FALL 2011 FALL 2012 FTE’s 49 47 55 50 Student Headcount 80 76 85 86 The fall to spring retention rate for the Business Administration program has increased from 63% in fall 2008 to spring 2009 to 70% in fall 2012 to spring 2013. BUSINESS ADMINISTRATION PROGRAM RETENTION RATES Category Fall 2008 Fall 2009 Fall 2010Fall 2011- Fall 2012Spring Spring Spring Spring Spring 2009 2010 2011 2012 2013 Percent 63% 67% 68% 78% 70% Numbers 43/76 53/79 49/72 59/76 60/86 The program increased its number of graduates from 13 in 2009 to 18 in 2013 which is above SCHEV’s standard of 12 graduates. BUSINESS ADMINISTRATION PROGRAM GRADUATES Category 2009 2010 2011 2012 2013 Graduates 13 11 14 13 18 The previous matrix of SLOs presents evidence of satisfactory progress within the Business Administration program. Instructors continue to analyze student knowledge and make adjustments to instruction and assessments. Annual course assessments continue to provide ongoing data for analysis and new actions taken for improvement. The next section will present a few program-specific objectives for the General Studies Program. 61 General Studies Program The General Studies Program is specifically designed for students who desire to transfer to a four-year college or university and who need the flexibility to broaden or narrow as much as possible their first two years of undergraduate education. There are two specializations under General Studies: Computer Science and General Studies General. The General Studies specialization allows students to take twelve hours of courses specific to their needs, whereas the Computer Science Specialization has content specific to the computer field. The Computer Science Specialization is specifically designed to provide the student with preparation necessary to transfer to a university program in Computer Science. Students seeking immediate employment in the computing field are better served by choosing one of the Information Service Technology (IST) specializations in the management program such as, the General Business Management or Computer Science Specialization. However, those students who desire to complete a Bachelor’s degree in Computer Science can get the foundation necessary to successfully transfer. Courses are taught with the Association for Computing Machinery (ACM) guidelines and parallel university instruction. In addition, students are encouraged to select mathematics courses based on where they plan to transfer. Students should understand that most university computer science programs require engineering calculus. The following matrix demonstrates how the General Science Program assesses SLOs and uses the results for program improvement. 62 GENERAL STUDIES: COMPUTER SCIENCE SPECIALIZATION PROGRAM Learning Outcomes Assessment & Analysis Results Of Analysis Use Of Evaluation Methods Results (Action Taken) Students will demonstrate Assessment Methods 2012-13: 2012-13 Actions: an understanding of Students have several As for value added, Videos developed for the computing math concepts projects & exam sections graduates were 77% CSC 200 course have at the 80% level. on the math content. The proficient at the end of the shown value in improving work is evaluated on the program which student performance. projects for students represented a gain of 0.90 having 70 or above. The points from when they first test questions in the area entering the program on a are the same form but 5-point rubric scale. different content pre- & At the end of the CSC 205 post-testing. assessment cycle, the student proficiency on the Analysis Procedure: math skills was 88% for Students take the math Spring 2013. In CSC 200, content evaluation several these same students start times in the term, with with virtually no access to video instruction understanding of the to help on the topics. computer math topic. Students can repeat the process until they master 2011-12: 2011-12 Actions: the content. Students are For the Spring 2011, The content has been encouraged to repeat student performance on increased in CSC 200 with content, & the exit skill the math skills in the CSC new videos developed and level is what is measured. 205 course were rated at more online help being the 76% level. available. A computer architecture practice tool is For the Spring 2012, planned and implemented preliminary CSC 205 in the Fall of 2012. results showed students Finally, the CSC 200 were performing at the course received a grant for 77% level. The final re-engineering to focus on measure collected in late those math skills and video April of 2012 showed a and online delivery of completion performance at content. The revision is the 74% level. implemented in the Fall of 2012. 2009-10: For fall 2009, proficiency was 73% vs. 71% for Fall 2007 based on a comprehensive exam. 2009-10 Actions: Program objectives were rewritten to be more reflective of current Computer Science topics. In the Spring of 2010, student proficiency in the overall course was similar (67%), but the math-only assessment indicated the desired proficiency (80.9%). New instructional tools were developed & introduced, & the rates Instructional video content was developed on the math content, which helped both math-specific & overall course outcomes. Because of its foundational importance to the study of computer 63 increased to 75% for the course & 90% for the math in Fall 2010. science, the math was made a separate objective in 2009. A stronger link was established with the program exit point (CSC 205), using a pre- & posttest scheme over the twocourse sequence. Major content in cluster computers was added to improve course depth. Students will demonstrate an understanding of hierarchical structure of computer architecture at the 80% level. Assessment Methods Overall exam performance in CSC 200 & 205, Computer Organization using an instructor made rubric. Analysis Procedure Student composite exam scores are evaluated over the two-course sequence. The scores of completers for CSC 200 are the only scores used for analysis purposes. The exams are on the same content, but the CSC 205 exams are much more detailed. 2012-13: As for value added, graduates were 77% proficient at the end of the program which represented a gain of 0.79 points from when they first entering the program on a 5-point rubric scale. At the end of the CSC 205 assessment cycle, the overal proficiency in the content was 67% percent. While this is lower than the target, when average with the computer math skill the target is nearly accomplished. Improvement is still needed in the architecture area. 2012-13 Actions: Additional content was added to the start of CSC 205 with added emphasis on the computer architecture area. 2011-12: With the Spring 2011 and 2012 groups, results are moving toward the 80% objective for CSC 205 completers. 2011-12 Actions: The content has been increased in CSC 200 with new videos developed and more online help being available. A computer architecture practice tool is planned and will be implemented in the Fall of 2012. Finally, the CSC 200 course received a grant for re-engineering to focus on those math skills and video and online 64 delivery of content. The revision will be implemented in the Fall of 2012. 2010-11: For Spring 2011, the student understanding of computing architecture was at the 61% level. The Spring 2012 assessment completed in late April of 2012 showed a level of 64%, but the understanding of machine instruction meaning had increased to 74%, which is approaching the target. 2010-11 Actions: A multi-test evaluation was completed in both CSC 200 & 205 to compare outcomes. CSC 205 content was revised to discuss & then build parts of a cluster computer to help understand the way systems are built. Similar elements from CSC 200 for course completers had been at 75% (exams) & 90% (assessments) for the Fall of 2010. Since the CSC 205 is at a higher level of content, the outcomes had improved. 2009-10: For Fall 2009, proficiency was 73% vs. 100% for Fall 2008 & 71% for Fall 2007 based on comprehensive exam. Spring of 2010, final exam was replaced by exam composites & separate evaluated assessed elements. Student performance was up to 82% in the course & 89% on the assessed elements. 2009-10 Actions: A detailed rubric was developed in 2010. Enhanced content on transistors & the link to Central Processing Units (CPU’s) was added to course syllabus & content to improve course depth The program’s student headcounts has remained relatively constant over the last three years of data points. The FTE’s is well above the SCHEV’s standard of 17 FTES the Transfer Program. 65 GENERAL STUDIES PROGRAM: HEADCOUNT AND FTE FALL 2009 FALL 2010 FALL 2011 FALL 2012 FTE’s 291 273 264 223 Student Headcount 197 188 183 150 The fall to spring retention rate for the General Studies program has shown an increase from 60.0% for fall 2008- spring 2009 to 66% for fall 2012-spring 2013. Category Percent Numbers GENERAL STUDIES RETENTION RATES Fall 2008 Fall 2009 Fall 2010Fall 2011Spring Spring Spring Spring 2009 2010 2011 2012 60.0% 63.0% 65.7% 73.6% 177/295 170/270 180/274 209/284 Fall 2012Spring 2013 66% 153/232 The program over the past 5-years has exceeded SCHEV’s standard of 12 graduates. GENERAL STUDIES PROGRAM GRADUATES Category 2009 2010 2011 2012 Graduates 40 32 30 32 2013 42 The previous matrices present evidence that students in General Studies Computer Science Specialization improved when the math content was emphasized and additional study materials were developed and made available. The fact that these were video based gives students a better opportunity to master the skill. The results show that students improve along the sequence as they go from CSC 200 to CSC 205. In CSC 205, the increase in the detailed content in the architecture area has improved student performance because of the additional depth of coverage. Additionally, the General Studies Program retention rate has increased from a level of 32% for Fall 2007 to Fall 2008 to 40% for Fall 2009 to Fall 2010. The next section presents a few program-specific objectives for the Education Program. 66 Education Program This program of study is recommended for students who plan to transfer to a four-year college or university to receive a bachelor’s degree and meet the state teacher certification requirements for Early Childhood (PK-3), Elementary (PK-6), Middle School (6-8), or selected areas of Special Education. The program conforms to the recommendations of the VCCS Teacher Education Task Force that were adopted by the State Board for Community Colleges in February 2003. Four-year institutions that accept this completed program for transfer include George Mason, James Madison, Longwood, Norfolk State, Old Dominion, Radford, Virginia Commonwealth, William and Mary, Mary Baldwin, and Virginia Union. The following matrix demonstrates an Education Program specific SLO and how the evaluation (assessment, analysis, and use of data-driven evaluation results and actions taken) is accomplished. Learning Outcomes Upon completion of degree program, 80% of graduates will be aware of current issues & trends in the K-12 education field, & can relate principles, theories, & the history of education in the United States to actual practice in the classroom. EDUCATION PROGRAM Assessment & Analysis Results Of Analysis Methods Assessment Methods 2012-13: Primary: final exam in As for value added, EDU 200, Introduction to graduates were 87% Teaching as a Profession. proficient at the end of the program which Instructor made rubric. represented a gain of 1.11 points from when they first Field component entering the program on a completion. 5-point rubric scale. Analysis Procedure: Based on the students’ responses to the cumulative exam, the instructor will compare knowledge to the benchmarks determined. Use Of Evaluation Results (Action Taken) 2012-13 Actions: No additional action at this time. 2011-12: For Fall 2011, proficiency was 100% vs. 91% for fall 2010 based on a comprehensive test. 2011-12 Actions: The instructor provided web based resources, guest speakers and numerous print materials that the students analyzed and evaluated. Continue using current trends and field experiences in the classroom to better prepare them to teach. 2010-11: For Fall 2010, proficiency was 91% based on a 2010-11 Actions: Teaching methods were adjusted to accommodate Additionally, satisfactory completion of field component meets this learning outcome. 67 comprehensive test. This compares to Fall 2009’s proficiency of 83% vs. 65% for Fall 2008. the various student learning styles Researched current trends related to course content & in their class lectures relate the course content to real world experiences. Students are required to increase the time they spend observing teachers in the classroom by one hour per week. This allows the students to gain a more in depth understanding of the profession. Improvements made included the addition of topics about teaching the social network generation. New initiatives included incorporating the use of SMART Boards to enhance learning & provide students with the experience of using technology before they enter the classroom as teachers. The previous matrix presents evidence that education majors are satisfactorily measured on the planned learning outcomes. The Education Program retention rate has increased from a level of 69% for fall 2007-spring 2008 to 74% for fall 2011-spring 2012. Category Percent Numbers EDUCATION PROGRAM RETENTION RATES Fall 2007 Fall 2008 Fall 2009 Fall 2010 Spring 2008 Spring 2009 Spring 2010 Spring 2011 69% 71% 75% 71% 42/61 37/52 38/51 39/55 Fall 2011 Spring 2012 74% 41/55 The program’s FTE’s has remained relatively constant over the last three years of data points and surpasses SCHEV’s standard of 17 FTES for the Transfer program. 68 EDUCATION PROGRAM: HEADCOUNT AND FTE FALL 2009 FALL 2010 FALL 2011 FTE’s 37 37 40 Student Headcount 52 53 61 FALL 2012 36 56 The program has increased its graduates from 6 in 2009 to 8 in 2013. Category Graduates EDUCATION PROGRAM GRADUATES 2009 2010 2011 2012 6 7 10 9 2013 8 The instructors continue to improve student knowledge in educational history by using current trends and field experiences to better prepare them for transition to a teacher education program in a 4-year institution. This is supported by the following IPEDS Graduation and Transfer Rates for the College. Year Cohort 2011 2010 2009 2008 2007 Fall 2008 Fall 2007 Fall 2006 Fall 2005 Fall 2004 IPEDS GRADUATION RATES Students Graduates Transfers 148 171 136 119 121 40 26 29 23 21 35 34 25 11 13 Graduation Rates 27.0% 15.2% 21.3% 19.3% 17.4% Transfer Rates 23.6% 19.9% 18.4% 9.2% 10.7% The previous narratives present evidence that both the Transfer Program SLOs and program specific SLOs are being assessed and the results are used for program improvements. Selected SLOs specific to each Occupational-Technical Program are presented in the next section. 69 OCCUPATIONAL/TECHNICAL PROGRAMS The College’s Occupational and Technical Programs are comprised of six degrees, including Nursing, Management, Administrative Support Technology, Early Childhood Development, Industrial Technology, and Administration of Justice. This section presents a sample of student learning objectives and actions for improvement from each program. Student proficiency in the majority of the learning outcomes is formatively assessed throughout each program by faculty members using multiple measures, such as rubrics, midterm and final examinations, Blackboard discussion questions, and oral and written assignments across the programs. Additional program strategies used to assess and evaluate learning outcomes can be found in the matrices below. The first section will present a few program-specific objectives for the Nursing Program. Nursing Program The Nursing Program, which began at the College in Fall 2004, prepares selected students to qualify as practitioners of technical nursing in a variety of healthcare settings. After successful completion of the program, students are eligible to sit for the National Council Licensure Examination for Registered Nurses (NCLEX-RN) for the Commonwealth of Virginia. The statewide results of this examination (pass/non-pass for first time takers only) are sent to the College’s program head quarterly. The program provides a background for maximum transfer opportunities to four-year colleges and universities; therefore, its graduates must also meet the College’s Transfer Programs SLOs. The nursing faculty and the program advisory committee analyze the results of the VCCS Core Competencies and STAGE test results for Information Literacy as they relate to the VCCS, the College, and the Nursing Program. The STAGE test has a benchmark of 5. The College has 70 scored above this benchmark since 1999. The following tables demonstrate the data comparisons (2003-2008) for the VCCS Core Competency and the STAGE Information Literacy (1999-2012) Test. Graduates 2003 2004 2008 N=112 2012 N=126 Year Score THE GENERAL EDUCATION AND CORE COMPETENCIES REPORT Information Literacy Test Comparisons Mean Percent Meets or Percent Advanced Percent Proficient Exceed Standard Proficient PDCCC 33.90 PDCCC 38.0% PDCCC 18.0% PDCCC 20.0% VCCS 36.40 VCCS 53.2% VCCS 28.7% VCCS 24.4% PDCCC 35.46 PDCCC 46.2% PDCCC S 1.0% PDCCC 45.2% VCCS 46.1% VCCS 1.0% VCCS 45.1% PDCCC 37.59 PDCCC 63.4% PDCCC 30.4% PDCCC 33.0% Capstone 38.99 Capstone 66.7% Capstone 33.3% Capstone 33.3% Nursing 41.32 Nursing 83.3% Nursing 50.0% Nursing 33.3% PDCCC VCCS 1999 7.26 64.4 65.2 PDCCC VCCS 52.8% 58.0% PDCCC PDCC STAGE TESTING REPORT Information Literacy Test Comparisons 2002 2003 2010 6.68 6.80 7.02 0.8% PDCCC 2011 6.17 52.0% 2012 7.29 The analysis of results for the Information Literacy Core Competency scores demonstrated that nursing student scores are higher than both the VCCS and the College’s general student scores. Analysis of the STAGE test scores indicate that the College as a whole scores higher than the established benchmark. In the case of Nursing, this can be attributed to the integration of computer applications throughout the nursing curriculum. This integration is important as healthcare institutions increase their use of technology throughout their systems. In addition, a curriculum requirement is successful completion of ITE 115: Introduction to Computer Applications and Concepts. The faculty and advisory board have recommended no information literacy changes at this time and continue analysis of results as they are received. The Nursing Program assesses its courses each semester and analyzes their overall impact on the program each May. Further, the Nursing Program has ten student-focused program outcomes, which are mandated and approved by the Virginia Board of Nursing. These are in 71 addition to the VCCS Core Competency requirements. The following matrix demonstrates a few of the Nursing program-specific SLOs and how the evaluation (assessment, analysis, and use of data driven evaluation results and actions taken) is accomplished. Student Learning Outcomes By the completion of the program the student will: Use the nursing process & critical thinking to meet multiple health needs for clients across the lifespan in a variety of healthcare settings. NURSING PROGRAM Assessment & Analysis Results Of Analysis Methods VCCS Critical Thinking Core Assessment Methods VCCS Critical Thinking Core Competency. CCSSE Critical Thinking Score PDCCC STAGE Testing Faculty/Staff Survey. Kaplan Admission & Exit Critical Thinking test. Completion of Kaplan (Kaplan) Remediation Kaplan NCLEX-RN Predictor Exam (Kaplan). Faculty/Staff Survey – perception critical thinking skill of graduates. Analysis Procedure: VCCS Competency Critical Thinking: Nursing students will score > PDCCC benchmark score. CCSSE Critical Thinking Score PDCCC STAGE Testing Faculty/Staff Survey was developed by IA&R, faculty & staff is based on a 5-point Likert scale with one being low. Benchmark is set at 3. Graduate Survey valueadded Survey was developed by IA&R, faculty & staff based on a 5-point scale with 1 being low showed value-added. Benchmark is set at 3. Critical thinking rating Use Of Evaluation Results (Action Taken) Competency PDCCC VCCS Sp 2006 12.87 14.83 Sp 2007 13.86 15.39 Above mean score totals are for all 5 content areas assessed. CCSSE Critical Thinking Score (Q12) 2005 2008 2012 PDCCC VCCS Cohort 2.88 2.76 2.81 2.93 2.85 2.78 3.08 2.96 2.94 PDCCC STAGE Testing (Benchmark 5) 2002 5.08 2003 5.39 2010 5.15 2012 5.25 Faculty/Staff Survey – perception critical thinking skill of graduates: 2008 3.51 2009 3.85 2011 3.97 Kaplan Admission & Exit Testing indicated that the students’ critical thinking ability has increased from the time they are admitted to when they exit the program. Kaplan Remediation: 2006-2010: 100% of students requiring ATI remediation successfully completed. 2009-2010: 100% of students requiring Kaplan remediation successfully completed. 2010-2011: 100% of students requiring Kaplan remediation successfully completed 2011-2012: 100% of students requiring Kaplan remediation successfully completed 2012-13 Actions: In NUR 202 Set up a Mock NCLEX day (NCLEX Simulation). Check ID as students enter the room, fingerprint them. Have security checks if the need to leave. They can bring nothing with them. Continue current critical thinking implementation in the classroom, while including more active participation & discussions. Continually revise/update content to remain current in practice. Continue to evaluate test items analysis and improve as needed. 2011-12 Actions: Nursing faculty completed revised form to document student successful completion of Kaplan remediation for all courses. During Summer 2012 Curriculum Content Mapping resulted in movement of some content to areas to enhance the simple to complex methodology used in the program. The faculty voted unanimously, beginning May 2012, to require Focus Review tests, counting as a quiz grade, and to require Integrated Tests with remediation as assigned in each course Fall 2006 used ATI Integrated Testing System for content specific tests throughout the program & 72 skill level based on a scale from 1-5 with 1 being low and 5 being high. Benchmark is 3. Kaplan Critical Thinking Exams by ATI Testing services. Nursing students will score > Kaplan Norm. Kaplan NCLEX-RN Predictor Exam by ATI Testing services, nursing students will score > the passage score for individuals, groups and National Score for ATI and Kaplan Exams 2012-13: 100% of students requiring Kaplan remediation successfully completed ATI NCLEX-RN Predictor Exam (Administered Spring, NUR 202 Graduating Class) Class PDCCC Nat’ (Mean %) (Mean %) 2009 2010 72.5% 71.2% 72.2% 71.0% Kaplan NCLEX-RN Predictor Exam Generic ADN Class PDCCC Nat’ (Mean %) (Mean %) 2011 2012 2013 70.6 70.4 68.2 68 68.1 66 Kaplan NCLEX-RN Predictor Exam LPN-RN Bridge ADN Class PDCCC Nat’ (Mean %) (Mean %) 2011 2012 2013 65.7 70.4 66 68 68.1 66 Group scores slightly above national level which should indicate students ready to assume this role. Faculty to continue to analyze test results & identify strategies to improve success rate. an NCLEX-RN Predictor before graduation. Class 2006 & 2007 encouraged to take Hurst NCLEX review course arranged by Nursing to be hosted on campus for their convenience. Less than half took the course. 2008-09 Actions: From Class 2008 forward all students were encouraged to take a review course prior to NCLEX testing. Class Fall 2009 admissions began Kaplan Integrated Testing across curriculum, which includes NCLEX Review Course at completion of program (Class 2011 will be first to complete this testing requirement). 2009-2010 Actions: Increased pharmacology content on all unit & final exams to 30%. Increased simulation methods & content across the curriculum. Increased simulation labs & content 20%-30% across the curriculum. Increased code simulation across the lifespan. Designated a specific professor to coordinate the simulation lab experience. 2010-11 Actions: Fall 2010 Adopted new Fundamentals of Nursing text with increased focus on critical thinking incorporated within the text. In addition, students now receive a DVD with all the skills needed for the curriculum. Can view 24/7 & not just when on campus Adopted new medicalsurgical nursing text that incorporates critical thinking & is easier for students to comprehend. 73 By the completion of the program the student will: synthesize & communicate relevant data in a comprehensive & concise manner, verbally & in writing & through information technology. Student Learning Outcomes Data Collection VCCS Core Competency: Written Communications. CCSSE Writing Scores (Q12) VCCS Writing Core Competency (mean Score) PDCCC VCCS Sp 2008 5.07 5.94 Nursing scores: 4.99, is above mean of 3.5. Writing across curriculum already incorporated in program. PDCCC Stage Testing (Benchmark 5) NURSING PROGRAM Assessment & Analysis Results Of Analysis Methods VCCS Core Competency: Oral CCSSE Writing Scores Communication. 2005 2008 2010 PDCCC 2.90 2091 3.00 CCSSE Oral VCCS 2.60 2067 2.78 Communication Scores Cohort 2.64 2069 2.77 (Q12) Faculty Staff Survey (Oral Skills) VCCS Core Competency: Information Literacy. CCSSE Information Literacy Scores (Q12) PDCCC STAGE Computer Literacy Scores Analysis Procedure: VCCS Competency Writing: mean scores. Nursing student s will score > to PDCCC benchmark score. Scoring; meets or PDCCC Stage Testing 2002 6.75 2003 7.16 2010 6.89 2011 6,25 2012 6.55 Changed Grading Criteria for oral assignments to rubrics for more consistent grading across instructors. Criteria: Score of 3.0 or higher on a 5 point scale. In use Spring 2011. 2004: Writing across the Nursing curriculum was incorporated throughout nursing program. Communication skills are taught & evaluated in each nursing course throughout the program. Weekly clinical evaluations have an objective for therapeutic Use Of Evaluation Results (Action Taken) communication. Every course has a communication specific content & lab. Patient teaching is required & evaluated each week in clinical. Teaching plans & implementation are required clinical components of N180 (new families) & N246 (preschoolers). Faculty & Staff Survey – perception writing skill of graduates: 2008 3.64 2009 3.89 2011 3.94 2012 3.92 2013 3.91 VCCS Competency Oral Communication (mean score) PDCCC VCCS Sp 2006 55.25 60.87 PDCCC scores 87% of Benchmark. 74 exceed standards (>37), proficient (37-41.9), advanced proficient (>42). CCSSE Writing Scores (Q12). Mean score based on a 4-point scale with 1 = very little and 4 = very much VCCS Core Competency Computer Literacy: PDCCC’s Benchmark = Graduates will achieve a success rate of 80% or higher on proficiency with Criteria: Student Learning Outcomes Sp 2007 56.10 60.91 PDCCC scores 90% of Benchmark. CCSSE Oral Communication Score (Q12) 2005 2008 2012 PDCCC 2.79 2.81 2.94 VCCS 2.47 2.57 2.70 Cohort 2.55 2.60 2.68 PDCCC scored above the benchmark for each year of the available data Faculty and Staff Survey – Perception of Oral Skills of graduates: 2008 3.73 2009 4.02 2011 3.97 2012 3.87 2013 3.97 NURSING PROGRAM Assessment & Results Of Analysis Analysis Methods meets or exceeds standards (37 or CCSSE Information higher); advanced Literacy Score (Q12) proficient (42 or 2005 2008 2012 higher); proficient (37PDCCC 3.07 2.85 3.05 41.9). Nursing Students VCCS 2.68 2.78 2.85 will score > PDCCC Cohort 2.66 2.71 2.79 scores CCSSE Information Literacy Scores (Q12). Mean score based on a 4-point scale with 1 = very little and 4 = very much VCCS Competency Information Literacy: PDCCC’s Benchmark = Graduates will achieve a success rate of 80% or higher on proficiency with Criteria: meets or exceed standards (37 or higher); advanced proficient (42 or PDCCC STAGE Information Literacy Scores (Benchmark 5) 2002 6.68 2003 6.80 2010 7.02 2012 7.29 Faculty Survey: Information Literacy: 2007-08 3.73 2008-09 3.93 2010-11 4.06 2012-13 3.91 (ratings based on a scale 1-5 with 1 being low and 5 being high) VCCS Computer Literacy Core Competency (mean scores) Use Of Evaluation Results (Action Taken) Students are required to use APA format for all writing assignments (required textbook) & evaluated on use as component of grading criteria. 2004: Speech & Computer Literacy Courses were implemented as Nursing Program curriculum requirement. Nursing students did oral presentations & written assignments in every nursing class & service learning experiences, patient teaching, & communication with other healthcare professionals & paraprofessionals. 75 higher); proficient (3741.9). Nursing students will score > PDCCC scores. Value-Added Graduate Survey based on a 5 point scale with 5 being high & 1 being low with benchmark set at 3.00. PDCCC NSG Sp2008 37.59 41.32 Nursing Program students above general PDCCC students & VCCS. No action required at this time. Continue with requirements per curriculum plan. Written drug cards are now required in all clinical courses. 2004 (cont.): Therapeutic communication questions are now included on all Exams. Students will score mean of 3 on a 5 point Rubric for writing competency (nursing faculty developed). Students perform community health teaching to groups & individuals as part of their Service Learning requirement for N211/212. Students will score mean of 3 on a 5 point Rubric for oral competency (nursing faculty developed). Student Learning Outcomes All courses now require library research. NCLEX Exam was computerized therefore Computerized testing used in all nursing courses except NUR 136 NURSING PROGRAM Assessment & Analysis Results Of Analysis Methods Use Of Evaluation Results (Action Taken) (dosage calculation). 2007: Mandatory new & returning student orientation included test taking skills session. 2010-11 Actions: Fall 2010: Changed from “grading criteria” to “rubrics” & blind review for all written assignments for more consistent grading across instructors. Rubrics developed & used all Fall 2010 nursing courses. Criteria: Score of 3.0 or higher on a 5 point scale. Continuing use Spring 2011. By the completion of the program the student will: Assessment Methods: Preceptor Survey and Result: Preceptorship Evaluation Fall 2004: Implemented policy that students who 76 assume the role of the associate degree nurse as care provider, advocate, teacher and manager. (“assume” role meaning “to take on”) Preceptorship Evaluation. Student Survey. Nurses Legislative Day at the General Assembly. CCSSE (Q12) Cultural/Social: Developing a Personal Code of Values and Ethics CCSSE (Q12) Cultural/Social: Working effectively with others and learning on your own Faculty/Staff Survey: Cultural & Social Understanding of graduates Student Learning Outcomes Forms for May 2012 graduates were analyzed. All 32 students passed preceptorship. Year Proficiency (%) Met Not met 2006 95.5 4.5 2007 100 0 2008 100 0 2009 100 0 2010 100 0 2011 100 0 2012 100 0 2013 100 0 100% of students requiring preceptorship remediation (additional clinical assignments) successfully completed. Results indicate students are ready to assume this role at graduation. Analysis Procedure: Preceptorship evaluations Nursing Faculty developed; completed by preceptors NURSING PROGRAM Assessment & Analysis Results Of Analysis Methods at the end of spring Generic ADN NCLEXsemester & rated on RN Results Class PDCCC rubric Scale 5 (Excellent) to 1 (Poor). Need mean >3 to pass. 2008 81.8 2009 77.42 CCSSE (Q12) 2010 73.53 Cultural/Social: 2011 91.6 Developing a Personal 2012 88 Code of Values and 2013 Pending Ethics: (Q12). Mean The Board of Nursing expects a score based on a 4-point program pass rate of 80 or more. scale with 1 = very little and 4 = very much LPN Bridge ADN NCLEX-RN Results CCSSE (Q12) Class PDCCC Cultural/Social: Working effectively 2010 100 with others: Mean 2011 81.8 score based on a 4-point 2012 66.7 scale with 1 = very little 2013 Pending and 4 = very much The Board of Nursing expects a program pass rate of 80 or more. PDCCC STAGE fail one nursing course can return when course next meets. The student who failed in preceptorship in 2006 was provided an opportunity to retake the course. Second time passed preceptorship. 2009-10 Actions: A variety of settings are used for clinical experiences, for example pediatric experiences. Students attended asthma & bereavement camps during summer 2008 as pre-clinical experiences for their NUR 246 Pediatric Nursing Class Spring 09. Spring 2010 CHKD became a clinical site for NUR246. Use Of Evaluation Results (Action Taken) Each Spring: Students attend Annual Virginia Nurses Day at the General Assembly, focus on health care issues before the Assembly, meet with legislators & discuss health care issues currently before Assembly. Student are assigned to alternative clinical experiences in various departments of the health care facilities where they are expected to observe various roles of nurses or other health care providers. Fall 2008: NUR 211/212 assigned to role 77 of charge nurse. scores for cultural/social Faculty/Staff Survey: Cultural & Social Understanding of graduates 2007 3.56 2008 3.69 2010 3.74 Student Survey based on a 5-pt. scale from 1-5 with 1 being low. Graduate Survey based on a 5-pt. scale from 1-5 with 1 being low. CCSSE Cultural/Social Values & Ethics PDCCC VCCS Cohort 2005 2.48 2.20 2.28 2008 2.38 2.31 2.34 2012 2.51 2.47 2.43 CCSSE Personal Development: Own Learning 2005 2008 2012 PDCCC 3.05 3.06 3.13 VCCS 2.82 2.89 2.97 Cohort 2.86 2.89 2.95 PDCCC State Scores: Cultural & Social Understanding: 2002 5.07 2003 5.14 2010 5.02 2011 4.86 2011-2012 Effective May 2013 in NUR 115: increase the number of class and lab hours for Maternity Nursing review. Also add Simulations of intrapartal and newborn nursing care. Maryview Psych will replace the community experiences and the Behavioral Medicine unit experience at Sentara Obici. Students will continue to have a med/surg experience at Sentara Obici with psychosocial emphasis NUR 212: Two smaller lecture units were combined into one unit which provided extra class time The previous matrices present evidence that SLOs from the Nursing Program are assessed and analyzed; and data-driven results are used to make program and/or curricular changes. This sample indicated that the assessment of learning in nursing is a process of continuous improvement, having occurred over a number of years. Complementary evidence of the success of the Nursing Program and its students can be found in VCCS Core Competency Examination Scores, such as Information Literacy. The program has remained relatively constant over the last three years of data points and surpasses SCHEV’s standard of 7 FTE’s for Nursing. 78 NURSING PROGRAM: HEADCOUNT AND FTE FALL FALL FALL FALL 2009 2010 2011 2012 FTE’s 52 46 45 38 Student Headcount 77 66 71 55 FALL 2013 38 55 Further, the Retention Rate for the program has increased over time as the program has evolved. The program retention rate is depicted in the following table. Category Percent Numbers NURSING PROGRAM RETENTION RATES Fall 2008 Fall 2009 Fall 2010 Fall 2011 Spring 2009 Spring 2010 Spring 2011 Spring 2012 81% 89% 80% 95% 64/79 56/63 61/76 55/58 Fall 2012 Spring 2013 83% 39/47 The program has constantly exceeded over the past 5-years SCHEV’s graduation standard of 5. The Nursing program had 30 graduates in 2013. Category Graduates NURSING PROGRAM GRADUATES 2009 2010 2011 2012 31 38 36 32 2013 30 The following table demonstrates the viability of this program. It depicts the FTEs and Nursing Program graduates from the first graduating class in 2006 to the graduating class of 2009. The number of program graduates in Spring 2012 was 32. Category FTEs Graduates VCCS PROGRAM VIABILITY STUDY 2006-2007 2007-2008 2008-2009 47 59 67 18 32 30 3-Year Average 58 27 New assessments are introduced as the nursing faculty and its advisory board refines both expectations of students and graduates and identifies the tools with which objectives can be 79 assessed and measured. The College’s commitment to developing a culture of evidence and assessment established this process as the standard practice for the Nursing Program. The next section presents a few program-specific objectives for the Management Program. 80 Management Program The Management Program is designed to provide a broad general education as preparation for a variety of positions and careers in business. This curriculum is intended to provide students the option of choosing between several specialization tracks. Upon completion of any of the Management Program concentrations, students demonstrate basic skills in human relations and communications as well as specialized knowledge related to their selected content area. The Computer Support Specialist Specialization AAS Program trains students to provide technical assistance, support, and advice to customers and other users. Employees in these positions include technical support specialists and help-desk technicians. These positions troubleshoot and interpret problems as well as provide technical support for hardware, software, and systems. Answering telephone calls, analyzing technical problems using automated diagnostic programs, and resolving recurring difficulties are examples of three learned skills. Support specialists may work either within a company that uses computer systems or directly for a computer hardware or software vendor. Increasingly, these specialists work for help-desk or support services firms, where they provide computer support to clients on a contract basis. In smaller firms, the support specialists solve a variety of computing problems to help businesses serve their customers. The General Business Management Specialization is designed to provide basic management and communication skills for the position of general manager. Emphasis on supervision, applied business math, accounting, economics, law and communication prepares the student for the many aspects of general management. Additionally the program incorporated a major emphasis on the global/international aspects of management. Students are required to read, write and speak limited “conversational” (as if you were a tourist) words and phrases such as but not limited to: Spanish, Mandarin Chinese, Arabic, and Portuguese. The countries 81 speaking these languages are current and/or total world economic powers. Successful graduates possess the necessary skills for entry into a variety of management positions. The Hardware and Software Support Specialization is designed to provide the student with preparation for a career in computing/technology hardware and software. The importance of studying computing in the context of business is that the student has an area to start applying computer problem solving and methodology. Upon completion of the program, students possess basic skills to enter a variety of computing jobs in computer support services, including Personal Computer (PC) repair and Installation Repair Technicians. Students may also use this program as a step toward advanced study in specialized areas of computing, such as the Hardware and Software Aspects of Networking Specialization. Students who complete this program are prepared to take the A+ industry certification exam. The student also studies material covered in other industry certification exams, such as the certification tests offered by Microsoft. In addition, students may choose to study for the Cisco Certified Network Associate Examination (CNAA). The Marketing Management Specialization is designed to provide a basic foundation in marketing management. This includes financial, legal, planning and selling aspects of the field. Additionally, more emphasis has been placed on international marketing and electronic commerce. Upon completion of the program, the student possesses basic skills to enter various marketing and sales positions. The following matrix provides evidence of student learning outcome assessment and data-driven program improvements in the College’s Management curriculum. 82 MANAGEMENT PROGRAM Learning Outcomes Communicate effectively orally & in writing. Students’ oral skills should be clear, cogent, presented with confidence & sound under questioning. Assessment & Analysis Methods Assessment Methods VCCS Oral Core Competency test. Oral Presentation. Written Papers. Analysis Procedure: Students were scored on a 5 point rubric for oral presentation competency. Peer review. Management student scores on the VCCS Oral Core Competency test will equal or exceed the VCCS average. Results Of Analysis 2012-13: Fall 2012 proficiency was 85% based on a comprehensive exam with 80% proficiency vs. 95% in fall 2011 using 70% proficiency. Use rubric to determine proficiency. As for value added, graduates were 84% proficient at the end of the program which represented a gain of 0.78 points from when they first entering the program on a 5-point rubric scale. 2011-2012: Management student oral communication proficiency was 92% for the Fall of 2011 based on a comprehensive exam. Use Of Evaluation Results (Action Taken) 2012-13 Actions: Student are now required to demonstrate their oral and written communication skills earlier in the semester. This gives them the opportunity to demonstrate and to improve on their proficiency. 2011-12 Actions: Formal presentation using PowerPoint but adding more sophisticate options such as voice-over, music, and/or videos Developed student study groups. But added assigned (first by volunteer) study groups with a team captain to assist one another. Students will apply leadership, ethical standards, and team building skills necessary for managerial positions in the 21st century Assessment Methods : Complex case studies; Power Point presentations Analysis Procedure: Students scored on 3 examinations & a comprehensive final and a 4-point rubric which included class presentations 2010-11: VCCS Oral Communication Core Competency: PDCCC VCCS Sp 2006 55.3 60.9 Sp 2007 52.6 60.9 2010-11 Actions: Curriculum added a presentation focusing on improving language, spelling, & grammatical skills. 2012-13: 90% proficiency based on 4 equal weight exams and optional field trip to local courtroom case. Field trip rubric clearly increased final scores. As for value added, graduates were 84% proficient at the end of the program which represented a gain of 0.68 points from when they first entering the program on a 5-point rubric scale. 2012-13 Actions: Changed textbook to reflect more specific and realistic business situations rather than general law. 83 Students will demonstrate the ability to use technology in analyzing and solving business problems. Students will use basic computation skills to analyze and solve business problems requiring the use of mathematics Assessment Methods: Team Project Analysis Procedure: Students worked in teams and presented findings via power point to class as part of a 4-point rubric. Assessment Methods: Specific exam questions Analysis Procedure: Students scored on 3 exams and final using a 4point rubric 2011-12: 80% exceeded expectations; 4 equal weight exams and optional field trip to local courtroom case. Field trip rubric clearly aiding final scores. Some students lacked sophisticated computers & high speed internet providers. Student proficiency for fall 2011 was 82% 2012-13: 100% of graduates met or exceeded the analysis and construction of the business problem vs. 88% in 2011-12. As for value added, graduates were 85% proficient at the end of the program which represented a gain of 0.61 points from when they first entering the program on a 5-point rubric scale. 2011-12 Actions: Continued use of team study groups. Students required to make a field trip to local courtroom and reported and analyzed 5 completed trials. The exercised substituted for lowest Exam grade. Students encouraged using free college technical facilities, i.e. computer & library lab equipment. 2011-12: Student proficiency 88%; working in teams helped many students gain confidence in the studies. 2012-13: As for value added, graduates were 89% proficient at the end of the program which represented a gain of 0.75 points from when they first entering the program on a 5-point rubric scale. Students demonstrated 77% proficiency based on specific questions on final exam vs. 77% for 2011-12. This met the 70% proficiency set for the objective. 2011-12 Actions: Continue to use student study groups with “senior” students serving as team captains (mentors) 2012-13 Actions: Changed textbook to take advantage of technology and math practice online. 2011-12: 100% of students met or exceeded via test questions. Four exam were 2011-12 Actions: Math Tutors encouraged; text in use provides toll free student tutor services; 2012-13 Actions: Students are now going online using case studies involving challenges and successful marketing strategies. 84 Graduates will be able to demonstrate management skills in leadership, team building, and motivating a sales or marketing staff 70% of the time. Assessment Methods Marketing Projects Final Examination. Rubrics Analysis Procedure Graduates will choose an original marketing idea then assemble and construct a electronic presentation. Professor will evaluate graduates responses using a 4-point rubric scale. The primary course is MKT 220 Principles of Advertising. Graduates will also take a capstone course, MKT 285 (Current Issues in Marketing) which requires a research paper in which the SLO is evaluated using a 4-point rubric scale. Graduates are also assessed using an indirect survey measurement which focuses on graduate proficiency. administered requiring extensive research, use of Power-Point presentations, and case study exercises. Results are consistent with college –level entry-level lack of good math skills. 2012-13: 80% of students (8/10) constructed complex and through Power-Point presentations on marketing principles. Students utilized foreign languates computer translators (Spanish, Mandarian, Chinese, and Portuguese). Students were required to view and review all other students' presentations. Students were required to comment on all fellow students' presentations. As for value added, graduates were 82% proficient at the end of the program which represented a gain of 1.00 points from when they first entering the program on a 5-point rubric scale. student teams assigned with team “captains” 2011-12: 100% of students constructed complex and through Power-Point presentations on marketing principles. Students utilized foreign languages computer translators (Spanish, Mandarian, Chinese, and Portuguese). Students were required to view and review all other students' presentations. Students were required to comment on all fellow students' presentations. 2011-12 Actions: No actions needed at this time. 2012-13 Actions: Reviewed and changed to a new textbook for next year. MANAGEMENT PROGRAM Learning Outcomes Students will be able to evaluate & build a simple network. Assessment & Analysis Methods Assessment Methods Student outcomes are based on the CISCO Results Of Analysis 2012-13: As for value added, graduates were 74% Use Of Evaluation Results (Action Taken) 2012-13 Actions: The CISCO systems were converted and all ITN 101 85 Student Learning Assessment. Evaluation of student performance in building a simulation network based on rubrics reviewed by peer groups & OT faculty. Analysis Procedure Student performance on the CISCO Network Simulation included in the CCNA curriculum. Testing is done in Fall term. The primary measures are the final exam in ITN 101, Introduction to Network Concepts, and an evaluation using rubrics of students performance in building a simulation network. Secondary ITN 107, ITN 106, and ITN 115. proficient at the end of the program which represented a gain of 0.70 points from when they first entering the program on a 5-point rubric scale. students are now enrolled in the introductory portion of the CISCO networking academy. For the Fall 2012 term, 11/14 students were able to successfully build a network and have it properly work. 2011-12: In 2011-12, there were two groups of people, those taking the class live and those working online with a simulator. 6 out of 9 students in the live group were able to complete the simulation setup of a network without assistance. This was significantly higher than the results in the online group where 2 out of 8 students were able to complete the simulation setup of a network without assistance. On a second attempt, for those who could not set the network up initially 7 out of 9 were able to complete the task successfully with assistance. Overall, 15 out of 17 passed the task by the end of the course. 2011-12 Actions: The packet tracer examples were introduced earlier and any problems related to running the software will be mediated by the midterm of the class. In addition, packet tracer content embedded in the CISCO curriculum were emphasized and student work critiqued with the intent of making the final assessment more routine for the students. All students used the online test system and 8 out of 17 passed the CISCO final exam with a score of 70 or better. The Average score for the exam was 68%. 11 out of 17 passed the online Cisco Course, with an overall 86 average of 76%. Graduates will be able to integrate the advanced computer concepts using a productivity software suite as measured by a 50% pass rate on the MCAS (Microsoft Certified Application Specialist Exam). Assessment Methods Student performance on a test based on industry certification objectives with a target performance level for success of 50%. 100% of the students completing ITE 215 will be prepared to sit for certification as demonstrated by the precertification testing. Of those students, 50% will pass the certification the first time. Those who do not pass certification will be given an opportunity to retest. Analysis Procedure Students take the precertification testing, and decide if they wish to sit for certification. Once the students complete the ITE 215 course, they are eligible to sit for the MOS certification exam. The exam is offered at the Workforce Center. 2010-11: Fall 2009,100 % of students attempting network simulation successfully complete the task. 2010-11 Actions: In Summer 2010, the department offered the IT 55 (certification prep course). In order to increase student participation, the College assisted students financially by paying for one of the certification tests. 2012-13: As for value added, graduates were 84% proficient at the end of the program which represented a gain of 0.33 points from when they first entering the program on a 5-point rubric scale. 2012-13 Actions: No students sat for the certification test as the test was not yet available. The long range goal of the department is to have support for students taking the test. For the Fall 2012 term, 8/11 students were eligible to sit for certification, but the certification test was not available for the new version of Office. 2011-12: Spring 2011, no students sat for certification although there were students who were eligible. For Fall 2011, 100% of the students took the midterm pre-certification exam (WORD AND EXCEL) 100% of the students took the final pre-certification exam (ACCESS and PowerPoint) The precertification test was given to 10 students. 4 out of 10 passed Word/Excel with 70% or better 10 out of 10 passed Access/PowerPoint with 70% . Overall, 7 out 2011-12 Actions: We are continuing the actions from the previous year, which include more repetition of skills. Modification to course assignments will be made to try to improve the test scores. The next group of students should do better as the same format will now be used in ITE 115, so the ITE 215 students should be better prepared in the future 87 of 10 students passed the composite with 70% or better. 2010-11: Summer 2010, 14 students enrolled in the one credit IT 55 class for MCAS preparation. Thirteen students sat for the exam & ten students passed the exam. This equals a 77% pass rate. 2010-11 Actions: Added a capstone one credit course to assist students prepare for the MCAS certification exam. Integrated accounting software into curriculum. The program FTE’s have remained relatively constant over the last three years of data points and meet SCHEV’s standard of 13 FTE’s for Management. MANAGEMENT PROGRAM: HEADCOUNT AND FTE FALL 2009 FALL 2010 FALL 2011 FALL 2012 FTE’s 34 39 32 23 Student Headcount 56 60 44 42 The fall-spring retention rates have increased over the past five years from 54% to 73%. Category Percent Numbers MANAGEMENT PROGRAM RETENTION RATES Fall 2008 Fall 2009 Fall 2010Fall 2011Spring Spring Spring Spring 2009 2010 2011 2012 54.2% 58.0% 77.3% 68.2% 32/59 29/50 51/66 43/63 Fall 2012Spring 2013 73% 35/48 The number of graduates has increased from 8 in 2009 to 10 in 2013. This exceeds SCHEV’s standard of 8. Category Graduates MANAGEMENT PROGRAM GRADUATES 2009 2010 2011 2012 8 4 2 14 2013 10 88 The previous matrix presented evidence that the program faculty are continually reviewing the student work and improving the curriculum based on assessment and analysis results. In addition, the table demonstrates the desire of the program faculty to associate national skill sets (Microsoft Office Specialist [MOS] and Cisco) and use materials in that area. The number of students receiving certifications has increased, and the program content has been enhanced resulting in improved student outcomes. Finally, the use of a simulator, first in the applications course and then in the networking area, helps reinforce program content, validate results and keep budgets in check. Simulators offer great promise in the networking arena. The simulator provided by CISCO has a “virtual” version of many pieces of equipment, allowing high-end devices to be studied without requiring equipment purchase. Much progress was made by the students with respect to assimilating what was learned among and between core and elective courses in the Management degree program. IT courses, Accounting and key boarding classes are producing a better-rounded student body. For example, students’ computer skills, abilities and knowledge have improved dramatically. They are more comfortable and proficient producing simple Power Point presentations as well as more complex presentations (with their voice-over narration, attaching videos, photos and even sub-titles in Mandarin Chinese, Portuguese, Spanish, Arabic, and Russian). It should also be noted that general education courses are clearly helping students write and speak better. This is particularly true with respect to writing composition (it should be noted that all of my graded examinations are case studies using the American Psychological Association format). Progress is being made in the BUS 125 Applied Business Math, as well as other courses, partly as a result of student teamwork homework assignments. On a more positive note the following strategy has been implemented to increase student participation, grades, and retention in the management program. Students must submit a Mandatory Compliance Statement to the program head. This statement reads the following: I, xxx, 89 have read the entire syllabus and understand and agree to comply with all college policies and guidelines as well as additional stated requirements of this course as outlined by the program head. Failure to fully comply with all requirements on or before the last day to drop without academic penalty will result in my being dropped from the class with the appropriate grade or academic status as determined by the program head, PDCCC, and VCCS policies. Furthermore, students eligible to receive any/all forms(s) of financial aid will be referred to the appropriate college administrator(s) and/or financial aid organization for any/all appropriate disciplinary/legal action(s). The next section presents a few program-specific objectives for the Administrative Support Technology Program. 90 Administrative Support Technology Program The Administrative Support Technology (AST) Program is designed to prepare students with the knowledge and skills necessary to make decisions and perform successfully in office occupations. It provides opportunities for those persons employed in office occupations as well as those seeking a promotion and/or a degree to upgrade their skills and knowledge of new methods, practices, and innovations in business. The following matrix demonstrates a few of the AST Program specific SLOs and the evaluation process (assessment and analysis through the use of results and actions taken). ADMINISTRATIVE SUPPORT TECHNOLOGY PROGRAM Assessment & Analysis Results Of Analysis Use Of Evaluation Methods Results (Action Taken) Students will demonstrate Assessment Methods 2012-13: 2012-13 Actions: oral & written Final exam in AST 205, For Spring 2013, AST New writing software was communications with Business Communications graduates completed added to the AST 205 emphasis on writing & grammar questions with class. presenting business-related Assessment by the AST 90% proficiency. As for materials using electronic advisory committee. value added, graduates media with 70% were 80% proficient at the proficiency. Analysis Procedure: end of the program Assessment by the AST compared to when they advisory committee using first entering the program a pass/fail evaluation for 8 using a 5-point rubric out of 10 questions. scale. Learning Outcomes 2011-12: For Spring 2012, graduates completed the typing test with five or fewer errors but only one student passed the requirement of 45 wpm. 2011-12 Actions: Writing resources webbased software was added to the AST 205 class. Additional writing exercises were added to the program. 2008-09: For Spring 2009 proficiency was 64% vs. 57% for Spring 2008 AST Program Graduates For Spring 2009, based on the data, students are losing their typing speed after completing the typing classes. 2008-09 Actions: Advisory committee met & reviewed student portfolios. Offered “live” or hybrid classes vs. “online” classes. Integrated Software into class, expanding additional hands-on grammar & 91 writing. Pre-test & posttest were given. Sample data was reviewed by the Advisory Committee. Based on the results, program faculty continued to work with students to increase their grammar & critical thinking skills. Grammar activities were given weekly to review & reaffirm grammar rules & formatting. Critical thinking skills expanded through online & live class scenario examples. Incorporated software that expanded hands-on grammar & writing activities. Offered workplace certification for speed & accuracy. Students will be able to apply critical thinking, analytical, and quantitative skills in decision making and problem solving with 70% proficiency. Assessment Methods Final exam in AST 243: Office Administration. Office Scenarios for AST graduates. Analysis Procedure: Final exam. AST Advisory Committee review of samples of pass/fail office scenarios for AST graduates using a rubric. 2012-13: For Spring 2013, AST graduates completed pass/fail office scenarios with 90% pass. As for value added, graduates were 80% proficient at the end of the program compared to when they first entering the program using a 5-point rubric scale. 2012-13 Actions: Additional scenarios were discussed online in the discussion forum. Threads were graded for grammar and spelling. 2011-12: Fall 2011 (AST 243), scenario problem solving was completed with 80% using online discussion board and questioning. 2011-12 Actions: Additional resources were used to increase problem solving activities via discussion board in Blackboard. Spring 2012 graduate testing data showed all graduates based the testing with 70% proficiency. 92 2009-10: Fall 2009 proficiency was 75% vs. 73% for Fall 2008. 2009-10 Actions: Developed office scenarios for review by AST Advisory Committee. Fall 2009 (AST 243) 100% participated in Blackboard discussions of textbook scenarios. Incorporated various scenarios into AST 243 & AST 244 classes via Blackboard discussion board. At the end of spring 2010 semester, the Advisory Committee reviewed samples of office scenarios. Spring 2010 AST Graduates proficiency for proofing—name checking was 68% & proofing— number checking was 90%. This compares to 2008 graduates with 75% for name checking & 90% for number checking. Students will use proper keyboarding skills to prepare documents quickly and accurately according to employer standards with 70% proficiency. Assessment Methods Final exam in AST 102. Program graduate test reviewed by the Advisory committee. Analysis Procedure: Program graduate test with a proficiency level of 45 wpm with five or fewer errors evaluated by the AST advisory committee. 2012-2013 For Spring 2013, 3 graduates completed the typing test with five or fewer errors and passed the requirement of 45 wpm and the remaining students did not take the typing test. As for value added, graduates were 80% proficient at the end of the program compared to when they first entering the program using a 5point rubric scale. 2012-2013 Actions: Accuracy activities were stressed and increased speed activities. 2011-12: Fall 2011 AST 102 students (90%) had the proficiency level of 45 wpm with five or fewer errors. 2011-12 Actions: Continued to stress accuracy and speed in typing. Graduate testing results in formatting stayed the same at 100% accurate. Continued to increase timings in class. Spring 2012—AST 102 students 10 out of 11 typed at least 40 words per minute with five or fewer errors. 93 2010-11: Fall 2009, proficiency was 88% vs. 67% for Fall 2008 & 33% for Fall 2007. Spring 2009 proficiency was 80% vs. 82% for Spring 2008. 2010-11 Actions: Added speed & accuracy to job certification tests. Faculty developed project researching the tie between speed, accuracy & pay. Fall 2009 (AST 102) 29% higher than 45 wpm, 28% at 40 wpm, 28% had too many errors, & 14% did not take the test. Spring 2010 AST graduates, proficiency for speed was 57% >45 wpm with 72% accuracy. This compares to 25% for speed with 75% accuracy for 2008 graduates in 5minute timing. Fall 2010: AST 101, 14 students completed the class & all 14 students formatted personalbusiness letters in block & modified-block style with 100% proficiency .Of the 14 students, 12 students (85%) typed at least 35 words per minute with 3 or fewer errors. Students will be able to use software, including word processing, spreadsheets, databases, presentation, or calendar tools, to input, manage, and interpret information to meet organization needs with 70% completion rate. Assessment Methods ITE 215 class, practice tests through MyIT Lab software & the Microsoft Certification test in Word Processing. AST 141 class, practice tests in SNAP web based software & certification test. 2012-2013: As for value added, graduates were 75% proficient at the end of the program compared to when they first entering the program using a 5point rubric scale. No AST students took the MOUS certification because of lack of funding. 2012-13 Actions: More repetition was required in preparation for MOUS. Trying to obtain funding next year. Analysis Procedure: 94 MyIT Lab software. Microsoft Certification test in Word Processing. 2011-12: No AST students (Fall 2011 or Spring 2012) took the certification because of lack of funding. 2011-12 Actions: During Fall 2011 and Spring 2012, students prepared for certifications by using SNAP (tutorials and online skills training throughout the class). Required employment portfolios from students. 2010-11: In 2010-11, precertification test given to 17 students: 5 out of 17 passed Word with 80% or better; 5 out of 17 passed Excel with 80% or better; 3 out of 17 passed PowerPoint with 80% or better; 4 out of 17 passed Access with 80% or better. 2010-11 Actions: More student repetition of skills was required. Modified course assignments working toward improved test scores. 2009-10: Fall 2009, four students in AST 141 were awarded free vouchers & eLearning for the Word 2007 MCAS exam. 2009-10 Actions: Students were encouraged to take the Microsoft Certification Exam in word processing. Additional funding was sought to help pay for the tests. Used MyIT Lab software with tutorials & specific skills online training using assessments throughout the class. SNAP web based software. Certification test. Program graduates will be evaluated as the number passing the industry standard word processing test given by Microsoft Corporation. For ITE 215 Fall 2009-65% of the students took the final pre-certification exam (ACCESS & PowerPoint). The program FTE’s have remained relatively constant over the last three years of data points and meets SCHEV’s standard of 13 FTE’s. ADMINISTRATIVE SUPPORT TECHNOLOGY: HEADCOUNT AND FTE FTE’s Student Headcount FALL 2009 24 28 FALL 2010 22 34 FALL 2011 20 35 FALL 2012 14 25 The fall-spring retention rate has increased from 75.6% in fall 2007-spring 2008 to 85% for fall 2012-spring 2013. 95 Administrative Support Technology Fall-Spring Retention Rates Category Fall 2007 Fall 2008 Fall 2009Spring Spring Spring 2008 2009 2010 Percent 75.6% 73.5% 83.8% Numbers 31/41 36/49 31/37 Fall 2012Spring 2013 85% 17/20 The program has over the past 5-years increased its graduates from 0 in 2009 to 5 in 2013. In 2011 the number of graduates was 10 which exceeded SCHEV’s standard of 8. ADMINISTRATIVE SUPPORT TECHNOLOGY PROGRAM GRADUATES Category 2009 2010 2011 2012 2013 Graduates 0 6 10 7 5 The previous matrices present evidence that the results of AST assessment efforts are tied to specific SLOs for students to achieve desired results for workplace skills. A better-prepared student entering the workforce is the desired outcome for the AST program faculty. Instead of individual course learning, overall program objectives require students to prepare by “across curriculum” learning. The AST Program has effectively added grammar and critical thinking activities in several classes along with computer generated writing activities. The AST Program has also encouraged students in certificate programs to continue to complete the two-year program. Classes in the certificate programs map to the two-year degree for seamless transition. Additionally, several businesses have requested internships for our students and have given our students workplace experience. The next section will present a few program-specific objectives for the Early Childhood Development Program. 96 Early Childhood Development Program This program is designed to prepare students for the care, supervision, and education of young children from birth to eight years of age. Graduates also qualify to working with children up to age twelve in after-school programs. Individuals already working in the field may upgrade their skills and qualify for advancement. The following matrix demonstrates a few of the Early Childhood Development Program specific SLOs and how the evaluation process (assessment and analysis through the use of results and actions taken). EARLY CHILDHOOD DEVELOPMENT PROGRAM Assessment & Analysis Results Of Analysis Methods Student will recognize the Assessment Methods 2012-13: stages of early childhood Multiple measures As for value added, development through including classroom graduates were 86% activities & experiences in observation, midterm proficient at the end of the the nursery, preexaminations, final program which kindergarten, kindergarten, examinations, & numerous represented a gain of 0.86 & primary programs for Blackboard discussions. points from when they first young children. entering the program on a Analysis Procedure: 5-point rubric scale. 2012Objectives for CHD 120 13: was examined & For Fall 2012, proficiency coordinated with Virginia was 57% vs. 75% in Fall Child Care Provider 2011 based on specific Competencies. questions on final exam. Learning Outcomes Use Of Evaluation Results (Action Taken) 2012-13 Actions: Modified course objectives and assignments to correlate with the objectives of the NAEYC Standards for Professional Preparation and the VA Early Childhood Standards. Focused course content more on Developmentally Appropriate Practices as related to the stages of Early Childhood Development. 2011-12: For Fall 2011, proficiency was 75% vs. the 88% in Fall 2010. 2011-12 Actions: The course syllabus objectives and assignments for CHD 120 was correlated to the objectives of the NAECY Standards for Professional Preparation and the Va. Early Childhood Standards. 2010-11: Fall 2010 proficiency was 88% vs. 85% in fall 2009. 2010-11 Actions: CHD 120 course requirements (assignments, activities, etc.) were coordinated to enhance student understanding & proficiency of course objectives: 97 - - - 2009-10: Fall 2009 proficiency was 85% vs. 80% in fall 2008. 2008-09: Fall 2008, proficiency was 80% vs. 70% for Fall 2007. Student Learning Outcomes Students will be able to illustrate developmentally appropriate techniques & methods for encouraging the development of language literacy, math, science and social studies. EARLY CHILDHOOD DEVELOPMENT PROGRAM Assessment & Analysis Results Of Analysis Methods Assessment Methods 2012-13: Student proficiency of this As for value added, learning outcome is graduates were 86% formatively assessed in proficient at the end of the CHD 118: by using program which multiple measures represented a gain of 0.86 including classroom points from when they first observation, midterm entering the program on a examinations, final 5-point rubric scale. For examinations, & numerous Fall 2012, proficiency was Blackboard discussions. 83% compared to 89% in fall 2011.This exceeded Analysis Procedure: the proficiency level set at Objectives for CHD 118 70%, but below that of last Language Arts for Young year. Children were examined & coordinated with VA 2011-12: Child Care Provider For Fall 2011, proficiency Competencies & NAEYC was 89%. For fall 2010, it Standards for Early was also 89%. This Childhood Programs for exceeded the proficiency AAS Degrees. level set at 70%. CHD 120 Course Syllabus was updated accordingly. Each lecture & assignment is directly related to one of those objectives. The final exam for CHD 120 was reconstructed to reflect evaluation of the competencies. 2009-10 Actions: CHD 120 objectives have been correlated with the standards of the Virginia Core Competencies for Child Care Providers & NA EYC Standards for Early Childhood Programs for AAS Degrees, & are now documented in the course syllabus. Use Of Evaluation Results (Action Taken) 2012-13 Actions: Aligned course activities and assignments with targeted learning outcome. 2011-12 Actions: More practical applications were considered for assignments for CHD 118. In addition, CHD 118 became a prerequisite for CHD 119. Raised the proficiency level to 80%. 98 2009-10: For spring 2010, proficiency was 89%. This was below the fall terms of previous years. 2009-10 Actions: Objectives for CHD 118 were reviewed & coordinated with VA Child Care Provider Competencies & CHD 118 Course Syllabus updated accordingly. Final exam for CHD 118 was reconstructed to reflect evaluation of competencies. Practical applications of teaching of language & reading, for example, the Raising A Reader Program, were used. The Raising A Reader Program is used in all Early Start, Head Start, & Virginia Preschool Initiative programs in the PDCCC service region. Collation of course objectives with the Virginia Core Competencies for Child Care Providers helped direct students to their responsibilities as teachers of young children. The program FTE’s and student headcounts remained relatively constant over the last three years of data points. The program meets SCHEV’s standard of 13 FTE’s. EARLY CHILDHOOD DEVELOPMENT: HEADCOUNT AND FTE FTE’s Student Headcount FALL 2009 26 42 FALL 2010 27 46 FALL 2011 24 46 FALL 2012 25 41 The fall-spring retention rate has improved significantly from 56% for fall 2007-spring 2008 to 83% for fall 2011-spring 2012. 99 EARLY CHILDHOOD DEVELOPMENT PROGRAM RETENTION RATES Category Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Spring 2008 Spring 2009 Spring 2010 Spring 2011 Spring 2012 Percent 56% 69% 80% 80% 83% Numbers 33/59 31/45 37/46 41/51 32/42 The program has over the past 5-years increased its graduates from 8 in 2009 to 9 in 2013. EARLY CHILDHOOD DEVELOPMENT PROGRAM GRADUATES Category 2009 2010 2011 2012 2013 Graduates 8 5 4 7 9 Overall, the Early Childhood Development program has grown and improved over the past several years. The growth has been slow, but the reasons for this slow growth are positive. First, most of the students are hired in childcare as soon as they finish their first 12 hours of course work if not before. Then they are slowed to part-time status, taking one or two classes a semester. Secondly, as the standards of childcare providers have risen, so have the expectations of the classwork. This is a great situation, for the young children are more likely receiving better quality care and are more prepared for success in school and live. In addition, several of the students majoring in Early Childhood Development, a program in Associate in Applied Science, are deciding to pursue their transfer degree in Education, a program in Associate in Arts and Science. That is a big success! The previous matrices present evidence that the correlation of the Child Development courses with the Virginia Core Competencies for Child Care Provider and the National Association for the Education of Young Children (NAEYC) Standards for Early Childhood Programs for AAS Degrees are effective in providing students with information that is specific and directly related to the knowledge and skills they are encountering in the workplace. When 100 students understand the need for the information and can see the application of that information in the workplace, it enables them to retain the information. The next section will present a few program-specific objectives for the Industrial Technology Program. 101 Industrial Technology Program The Associate in Applied Science degree curricula is designed to provide a broad base of instruction and industrial knowledge that will prepare the graduate to enter the technical work force upon graduation. Graduates are trained for jobs with regional local industries, federal and local governmental agencies. The following matrix demonstrates a few of the Industrial Technology program specific SLOs and the evaluation process (assessment and analysis through the use of evaluation results and actions taken). Learning Outcomes Graduates will be able to plan and execute technical applications for the set-up and operation of electrical/electronic equipment with 85% proficiency. INDUSTRIAL TECHNOLOGY PROGRAM Assessment & Analysis Results Of Analysis Methods Assessment Methods 2012-13: IND 165, Principles of 98.7 % of the Dual Industrial Technology I enrollment students Final exam. continued to achieve an average proficiency score Student Projects. of 88.8 on the Virginia Work Readiness Student Demonstrations. Assessment. Results from the VA Career Technology Competency (VCTC) standards. Use Of Evaluation Results (Action Taken) 2012-13 Actions: Continued to make students accountable for their own learning, allow students to model proper techniques and general and acceptable industry standards. Students are required to complete more comprehensive group projects. Continued to work cooperatively with home schools to sponsor “Reality Day” for students to apply skills modeled in program of study. 2011-12: Graduates demonstrated the ability to plan and execute technical applications for the set-up and operation of electrical/electronic equipment with 88% proficiency. 98.7 % of the Dual enrollment students achieved an average proficiency score of 88.8 on the Virginia Work Readiness Assessment. 2011-2012 Actions: To make students more accountable for their own learning, allow students to model proper techniques and general and acceptale industry standards. Increased the number of required comprehensive group projects. Working cooperatively with home schools to sponsor “Reality Day” for students to apply skills modeled in program of study. 2010-11: Proficiency was 100% vs. 96% for previous Fall. 2010-11 Actions: Added comprehensive group projects. Advisory 102 Fall 2009, VCTC evaluations based on student projects & demonstrations: average score of 3.92 with 80% of students being proficient (scored 3 or higher). Graduates will be able to communicate their ideas and results using their knowledge of written, oral, and graphical communication with 70% proficiency. Assessment Methods Assigned team projects. VCTC standards: proficient score 3 or higher. Grading Rubrics. Analysis Procedure: Team projects are teacher & peer evaluated based on VCTC standards proficient score: > 3.Rubrics standard: 2.0 on a 5.0 scale reflects where the student can perform the task without supervision. Committee input used to established constraints that are delineated in the updated rubrics. 2012-13: 87% of graduates were able to successfully demonstrate their knowledge of written, oral, and graphical communication with 78% proficiency to design and layout a wiring plan for a 12 room residence in written proposals. Based on the Virginia CTE records for modeling 86% of the time students demonstrated a proficiency 0f 2.83. Result based on Industrial Technology Rubric. 2012-13 Actions: We continue to use multimedia for illustrations & experimental simulations. We have introduced web links on the Blackboard sites for selected YouTube videos which have been used for online discussions. Graduate comprehensive tests from capstone course ETR 273 have been successfully modified to adequately provide written discussions for topics presented as a means of demonstrating increased rigor and higher level of learning. 2011-12: Given a collaborative learning activity, graduates were able to communicate ideas and results using their knowledge of written, oral, and graphical communication with 70% proficiency to design and layout a wiring plan for a 12 room residence. Based on the Virginia CTE records for modeling 88% of the time students demonstrated a proficiency 0f 2.83. Result based on Industrial Technology. 2011-12 Actions: We have increased the use of multimedia for illustrations & experimental simulations. Students are using virtual software to gain immediate feedback. With the open lab concept, students are allowed to use the laboratory when there is not a scheduled class for remediation without direct feedback from the instructor. If models are connected in accordance with the schematic diagram the virtual circuit is functional. Modify graduate comprehensive tests from capstone course ETR 273 to increase rigor and higher level of 103 learning. Graduates will be able to utilize a working knowledge of electrical fundamentals, precision tools, and techniques to perform identified tasks with 80% proficiency. Assessment Methods Grading Rubrics. VCTC standards. Analysis Procedure: A minimum of 3 graded practical laboratory applications with grading based on rubrics when averaged must total a minimum of 80%. 2009-10: Fall 2009, proficiency based on the Virginia CTE records for modeling in the four basic energy systems, 84% of the time was 2.80, 2.45, 2.75 & 2.70 respectively. Result based on Industrial Technology Rubric reflects a satisfactory rating of 3.8. 2009-10 Actions: Provided students with opportunities to work cooperatively & demonstrate competence through performance examinations. 2012-13: Based on a Likert scale 14, students continued to achieve 3.6 in the proper use and selection of peculiar tools used to model assignments. Students have demonstrated the ability predict, analyze, & measure electrical quantities 86% of the time. 2012-13 Actions: Continue to use modeling and rubrics to evaluate students. Peer modeling and evaluation on selected course projects. Link applicable YouTubes websites into Blackboard for demonstrated modeling real world practical applications. Increased opportunities for students to work cooperatively & demonstrate competence through performance examinations. 2011-2012: Based on a Likert scale 14, students achieved 3.6 in the proper use and selection of peculiar tools used to model assignments. Students continue to show improvement to predict, analyze, & measure electrical quantities 85% of the time. 2011-2012 Actions: Continue to use modeling and rubrics to evaluate students. Integrate peer evaluation on selected course projects. Increased the availability of virtual software, audio-visual materials and teacher demonstrated modeling real world practical applications. Increased opportunities for students to work cooperatively & demonstrate competence through performance examinations. 2010-11 Actions: Prior to teaching theorems, conducted math skills drills & ways to properly VCTC standards. Proficient score: > 3. 2010-11: 78% of the time students demonstrated the ability to execute on a 3.8 scale 104 rating which exceeds borderline satisfactory. use calculators for quantitative problem solving. Provided students with opportunities to work cooperatively & demonstrate competence through performance examinations. The College’s Industrial Technology AAS degree program has shown a marked increase in FTEs from 19 in fall 2009 to 23 in fall 2011. The program exceeds SCHEV’s standard of 9 FTEs. INDUSTRIAL TECHNOLOGY: HEADCOUNT & FTE FALL 2009 FALL 2010 FALL 2011 FTEs 19 25 23 Student Headcount 22 33 23 FALL 2012 11 19 The fall-spring retention rate for Industrial Technology program has been between 75-84% over the past five years. INDUSTRIAL TECHNOLOGY PROGRAM RETENTION RATES Category Fall 2007 Fall 2008 Fall 2009Fall 2010- Fall 2011Spring Spring Spring Spring Spring 2008 2009 2010 2011 2012 Percent 84.2% 89.5% 72.4% 79.4% 75.0% Numbers 16/19 17/19 21/29 27/34 21/28 The program has increased over the past 5-years the number of graduates from 5 in 2009 to 12 in 2013. In 2011, 2012, and 2013, the program exceeded SCHEV’s graduation standard of 6. INDUSTRIAL TECHNOLOGY PROGRAM GRADUATES Category 2009 2010 2011 2012 2013 Graduates 5 2 12 15 12 The previous matrices present evidence that students are developing the necessary skills sets to apply the principles of technology as they relate to the four primary energy systems: mechanical, electrical, fluid and thermal. As evidenced by assessment results, students are demonstrating the ability to read and interpret diagrams, schematics and working drawings. Additionally, they are demonstrating proficiency in the use of graphs and data tables to 105 appropriately select necessary components used for building working models in accordance with Virginia Technology Competency standards with limited immediate supervision. The last five years, the Industrial Technology has met up with some challenges, but we have stood the test and have come out with a great success story. In 2009, the economy took a turn for the worst and the numerous displaced workers came to our department for training and skills in the areas of Industrial Technology and Electronics. We worked with these individuals on a one-on-basis, taking into consideration their wants and needs. We fined tuned curriculum with the type of skills they were looking to gain, worked with their schedules and kept an open-lab classroom where students were allowed to come in and work on projects on their time. We made the students more accountable for their learning while having them to practice the acceptable standard workplace procedures while in the lab. We used discovery laboratory projects using lab equipment so that students will leave the class with a feeling of accomplishment through exploration. After many certificates and degrees were awarded from the Industrial Technology Program areas, the workers who once looking for jobs were well on the way to be being employed once again. 90% of the graduating class of 2011 and 2012 have been employed by local employers such as Green Mountain Coffee, California Cartedge, and International Paper. The next section will present a few program-specific objectives for the Administration of Justice Program. 106 Administration of Justice Program The curriculum in both the Corrections and Police Science Specializations has been developed and maintained in cooperation with state and local correctional and police officials. The Administration of Justice curriculum with its specializations was designed to provide a broad foundation, which prepares students’ to enter any of the varied fields of corrections and/or law enforcement, or to advance professionally within them. The following matrix demonstrates a few of the Administration of Justice specific SLOs and the evaluation process (assessment and analysis through the use of results and actions taken). Learning Outcomes Graduating ADJ students will formulate an appreciation of ethical standards through their experiences (classroom & non-classroom) 70% of the time. ADMINISTRATION OF JUSTICE PROGRAM Assessment & Analysis Results Of Analysis Methods 2012-13: Assessment Methods ADJ 133 is only taught in the Final exam in ADJ 133: Summer and is assessed the Ethics & the Criminal following Spring with the Justice Professional. Assessment portfolio. Analysis Procedure: Final Exam. Rubric to evaluate Assessment portfolio. Student survey Advisory Committee. In Spring 2012 the portfolio was replaced with a Reflective Learning Journal (RLJ) [See rubric tab] because after reviewing the portfolios the program head and the Adisory Committee agreed that the portfolio was showing what had been learned with no application of the material, whereas, with a RLJ program students could put what they had learned into practice. As for value added, graduates were 80% proficient at the end of the program which represented a gain of 0.50 points from when they first entering the program on a 5-point rubric scale. 2011-12: For 2011-12, Advisory Committee met on 01/2012 reviewed portfolios and all were reviewed as competent. Course surveys N=18 were: To the questions, Has your Use Of Evaluation Results (Action Taken) 2012-13 Actions: The Portfolio was replaced with a Reflective Learning Journal so that students could put what they had learned in practice. The 35 ethical dilemmas require a solution section as part of the Reflective Learning Journal (RLJ). 2011-12 Actions: Students developed/ included as part of the portfolio the ethical dilemmas. Student survey added. 107 experiences in this course lead you to formulate ethical standards. 14 strongly agreed and 3 agreed and 1 strongly disagreed. Has this course enhanced your knowledge about the topic of ethical standards. 13 strongly agreed and 4 agreed and 1 strongly disagreed. Students developed 35 ethical dilemmas that were included as part of the portfolio. The portfolio was replaced with a Reflective Learning Journal to be reviewed by the Advisory Committee 01/2013. Student survey added. 2010-11: For Summer 2009, proficiency was 85% based on a comprehensive exam vs. 83% for Summer 2008. 2010-11 Actions: Continued use of assessment portfolio presented to the ADJ advisory committee & evaluated using a rubric. Students completed (35) ethical dilemma scenarios. A review of the partial portfolios (7) was completed at the Fall 2010 Advisor meeting & all portfolios reviewed met at least the rating of “proficient” or higher. Graduating ADJ students will engage in listening skill improvement through their experiences (classroom & nonclassroom) 70% of the time. Assessment Methods Final exam in ADJ 227: Constitutional Law for Justice Personnel. Course Surveys Analysis Procedure: Final Exam/Lecture Summaries Assessment Portfolio. Assessment portfolio presented to ADJ advisory committee & evaluated using a rubric. Met proficiency: 17 of 18 for 2010-11 vs. 15 of 18 in 2009-10 vs. 11 of 13 in 2008-09. 2012-13: As for value added, graduates were 80% proficient at the end of the program which represented a gain of 1.00 points from when they first entering the program on a 5-point rubric scale. In Spring of 2013 the Advisory Committee met to review the Portfolios, case studies and lecture summaries. The Committee was impressed with the Portfolios with regard to how closely they followed the course objectives. 2011-12: For 2011-12, the Advisory Committee met 01/2012 reviewed portfolios and all were 2012-13 Actions: For Spring 2014 students are required to present a ramdon sample of the case studies in class. 2011-12 Actions: Added course survey/Oral presentations of five cases was added that were from memory. This was added 108 reviewed as competent/Course surveys N=12 were: To the questions, Has your experience in this course lead to you improving your listening skills? 11 strongly agreed and 1 agreed. Did the course lecture summaries help improve your listening skills? 10 strongly agreed and 2 agreed. Did the lecture material support completing your case briefs? 10 strongly agreed and 2 agreed. As a result, proficiency was met. because of the need for students to recall information and not rely on electronic devices thus improving the student’s short, working and long term memory. 2010-11: Met proficiency: 12 of 12 in 2010-11 vs. 14 of 15 in 2009-10 vs. 15 of 15 in 2008-09. 2010-11 Actions: Added lecture summaries (14 to 25) after every class session (students’ debriefed lecture for 20 minutes after each class). Placed a grade value to the summaries. An oral presentation requirement was added. Assessment portfolio (case briefs & lecture summaries) presented to ADJ advisory committee & evaluated using a rubric. For Spring 2009 proficiency was 100% based on a final exam, case briefs (45) vs. 93% for Spring 2010 The FTEs have increase significantly over the last three years of data points from 29 in fall 2009 to 44 in fall 2012. This is well above the SCHEV’s standard of 13 FTEs. 109 ADMINISTRATION OF JUSTICE: HEADCOUNT AND FTE FALL 2009 FALL 2010 FALL 2011 FTE’s 29 40 41 Student Headcount 41 59 55 FALL 2012 44 66 The fall-spring retention rate for Administration of Justice has increased from 65.4% for fall 2008-spring 2009 to 73% for fall 2012-spring 2013. Category Percent Numbers Administration of Justice Fall-Spring Retention Rates Fall 2008 Fall 2009Fall 2010- Fall 2011- Fall 2012Spring Spring Spring Spring Spring 2009 2010 2011 2012 2013 65.4% 74.5% 80.0% 71.7% 73% 36/55 35/47 48/60 43/60 55/75 The program has constantly exceeded over the past 5-years SCHEV’s graduation standard of 8. The Administration of Justice program had 8 graduates in 2013. ADMINISTRATION OF JUSTICE PROGRAM GRADUATES Category 2009 2010 2011 2012 2013 Graduates 13 11 16 17 8 The previous matrices present evidence that the Administration of Justice Program has worked extensively with its Advisory Committee for curriculum improvement. The Program has implemented a series of assessment portfolios to evaluate student learning outcomes. Program changes based on portfolio results have been implemented. However, beginning in Fall 2012 the portfolios will be replaced with Reflective Learning Journals and this change will more reflect the affective domain/andragogy intent of the Program. Having had such great success with the results of these assessment activities the Program is very hesitant to recommend any major changes to the Program. Another area of student success is the hiring and promotion of Program students. Although, the Program has no hard evidence to support this claim anecdotal evidence 110 from graduates is plentiful. Lastly this Program has had the distinction of having the highest ratio of graduates to FTES of all similar programs within the VCCS. All objectives for 2012-13 were met or were exceeded. With the oversight of the Advisory Committee reviewing portfolios, reflective learning journals, policy analysis projects and essays the Committee’s conclusion was that the objectives were satisfactory to very satisfactory. The Committee’s recommendation was not to change the overall intent of the program, but to enhance those courses where oral presentations and writing might improve the student’s performance. These changes could take effect beginning in fall 2014, however, the new program head (fall 2014) will decide if these changes are desired or if the program head would take a different approach to program objectives. The next section will present a comparison of traditional face-to-face instruction oncampus vs. distance learning on-line course vs. dual enrollment off-campus courses. 111 Modes of Instruction Comparisons: Traditional On-Campus vs. Distance Learning Online vs. Dual Enrollment Off-Campus In order to make the college more accessible to students who demand more than traditional on-campus classes, PDCCC has offered various other modes of instruction,--including face-to-face on-campus, dual enrollment off-campus, and distance learning online classes. The College does not have any programs at present that are totally online. Dual enrollment students can, however, obtain a General Education Certificate and/or General Studies AA&S Degree. The new Virginia HB 1184 mandate requires all community colleges to develop an implementation plan for high school students to be able to earn a General Education Certificate and/or an Associate Degree while simultaneously completing high school course requirements. As a result, the number of dual credit students taking advantage of this certificate/degree has increased. In 2013, there were two Suffolk high-school graduates that did receive a General Studies Degree in addition to their high school diploma. No matter how or where classes are taught, all faculty must still meet the same credential standards, common syllabus, and textbook, etc. Online faculty must also complete online certification courses before they can teach online. A grade comparison of the traditional face-to-face on-campus classes, dual enrollment off-campus classes, and distance learning online classes is provided in the table below. Faculty conduct a comprehensive review of the data to determine changes needed to improve student success. Another example is the student evaluation of distance learning, dual enrollment, and traditional courses. Students are provided an opportunity to comment on their course (traditional, distance learning, or dual enrollment) experiences through an electronic online faculty course evaluations (IOTA Solutions). The results are then provided to the deans and faculty to review 112 and make changes based upon the contents. Blackboard, the College’s online management system for every course (traditional, distance learning, or dual enrollment), facilitates course specific online communication, resources, and evaluations specific to the course such as feedback to student performance. Grade Comparisons for Different Modes of Instruction Completion Rates (Grade of C or better) Term Course Traditional On-Campus Distance Learning Online Dual Enrollment Off-Campus Fall 2012 BIO 101 ENG 111 ITE 115 HIS 121 PSY 201 Total 84% 77% 97% 66% 80% 95% 55% 80% 98% 69% 70% 91% 93% 92% 58% 70.2% 79.8% 90.5% (283/403) (119/149) (294/325) Fall 2011 BIO 101 75% 71% 98% ENG 111 68% 68% 97% ITE 115 68% 75% 98% HIS 121 86% 80% 86% PSY 201 88% 75% 80% Total 75.9% 73.6% 90.8% (409/539) (103/140) (257/283) Fall 2010 BIO 101 93% 76% 97% ENG 111 66% 38% 96% ITE 115 72% 62% 98% HIS 121 89% 89% 86% PSY 201 96% 96% 69% Total 79.3% 76.3% 88.6% (414/522) (90/118) (210/237) Notes: On-campus is traditional face-to-face courses; Online is virtual distance learning courses (sections 71, not hybrid or compressed video); Off-campus is dual enrollment courses taught in the high school and can lead to a General Education Certificate program. Results from the grade comparisons show that dual enrollment off-campus students tended to perform better than the on-campus and distance learning students taking the same classes. Overall, traditional face-to-face on-campus students performed slightly better than 113 distance learning online students, but the gap is narrowing. An explanation as to why dual enrollment students have a higher completion rate is because they are the higher achievers from the local high schools and private academies. They must first pass the College’s placement test and then be approved by the high school to take dual enrollment classes. Furthermore, the higher percent of completion for dual enrollment is somewhat bias, in that students who are having difficulties early in the class are deleted from the course with full refund to the high school because of the business policy on how the dual enrollment course is paid by the high school instead of giving a “W” withdrawal grade. In past 10+ years, the gap between tradition on-campus courses and distance learning online courses was about 20%. Significant improvement has been made in the past two years. The college has initiated a REDI test to assist students as to their readiness and computer skills before making the decision to take an online course. Faculty teaching online courses are now required to obtain further online certifications and training before teaching online classes. As a result, the overall gap has been narrowed to 2-3% points. The grade distribution for each course can also be seen in the table below. BIO 101 BIO 101 BIO 101 ENG 111 ENG 111 ENG 111 ITE 115 ITE 115 ITE 115 HIS 121 SAME COURSE GRADE DISTRIBUTION USING DIFFERENT MODES OF INSTRUCTION Traditional On-Campus, Distance Learning Online, and Dual Enrollment Off-Campus A B C D F Fall 2011 Traditional 49% 25% 11% 5% 7% (32/65) (16/65) (7/65) (3/65) (5/65) Distance 21% 29% 21% 4% 18% Learning (6/28) (8/28) (6/28) (1/28) (5/28) Dual 57% 27% 14% 2% Enrollment (25/44) (12/44) (6/44) (1/44) Traditional 19% 30% 19% 7% 19% (33/176) (52/176) (33/176) (13/176) (34/176) Distance 20% 28% 20% 12% 12% Learning (5/25) (7/25) (5/25) (3/25) (3/25) Dual 57% 31% 9% 3% Enrollment (37/65) (20/65) (6/65) (2/65) Traditional 35% 21% 12% 6% 13% (45/127) (27/127) (15/127) (7/127) (16/127) Distance 31% 33% 11% 11% 7% Learning (8/27) (9/27) (3/27) (3/27) (2/27) Dual 37% 53% 8% 2% Enrollment (14/38) (20/38) (3/38) (1/38) Traditional 48% 27% 11% 1% 10% W 3% (2/65) 7% (2/28) 6% (11/176) 8% (2/25) 13% (17/127) 7% (2/27) 3% 114 HIS 121 HIS 121 PSY 201 PSY 201 PSY 201 Distance Learning Dual Enrollment Traditional Distance Learning Dual Enrollment BIO 101 Traditional BIO 101 Distance Learning Dual Enrollment Traditional BIO 101 ENG 111 ENG 111 ENG 111 ITE 115 ITE 115 ITE 115 HIS 121 HIS 121 HIS 121 PSY 201 PSY 201 PSY 201 Distance Learning Dual Enrollment Traditional Distance Learning Dual Enrollment Traditional Distance Learning Dual Enrollment Traditional Distance Learning Dual Enrollment (45/93) 28% (8/29) 39% (33/84) 59% (46/78) 52% (16/31) 12% (6/52) 31% (20/65) 10% (2/21) 30% (8/27) 16% (22/139) (25/93) (10/93) 45% 7% (13/29) (2/29) 33% 14% (28/84) (12/84) 23% 6% (18/78) (5/78) 23% (7/31) 42% 26% (22/52) (13/52) Fall 2010 45% 17% (29/65) (11/65) 33% 33% (7/21) (7/21) 56% 11% (15/27) (3/27) 28% 22% (39/139) (30/139) 4% (1/23) 47% (27/57) 27% (41/153) 21% (6/29) 53% (24/45) 50% (43/85) 62% (16/26) 35% (22/63) 84% (67/80) 76% (19/25) 13% (6/45) 17% (4/23) 40% (23/57) 31% (48/153) 38% (11/29) 36% (16/45) 34% (29/85) 15% (4/26) 33% (21/63) 8% (7/80) 12% (3/25) 29% (13/45) 17% (4/17) 9% (5/57) 14% (21/153) 3% (1/29) 9% (4/45) 5% (4/85) 12% (3/26) 18% (11/63) 4% (3/80) 8% (2/25) 27% (12/45) (1/93) 11% (9/84) 8% (6/78) 6% (2/31) 13% (7/52) 3% (2/65) 5% (1/21) 11% (15/139) 22% (5/23) 4% (2/57) 7% (10/153) 3% (1/29) 2% (1/45) 14% (9/63) 16% (7/45) (9/93) 13% (4/29) 3% (2/84) 3% (1/31) 5% (3/52) (3/93) 7% (2/29) 4% (3/78) 16% (5/31) 2% (1/52) 1% (1/65) 14% (3/21) 3% (1/27) 16% (23/139) 3% (2/65) 5% (1/21) 7% (10/139) 13% (3/23) - 26% (6/23) - 13% (20/153) 7% (2/29) - 8% (13/153) 28% (8/29) - 6% (5/85) 8% (2/26) - 5% (4/85) 3% (1/26) - 4% (3/80) 4% (1/25) 4% (2/45) 11% (5/45) Overall, specific distance learning courses vs. the same course taught under different modes of instruction tended to have the greatest withdrawal rates compared to the face-to-face oncampus and the off-campus sites. 115 When comparing all courses taught by the different modes of instruction, similar results were found (see below): Withdrawal rates were higher for on-line or hybrid classes compared to face-to-face. Dual enrollment classes had the highest completion rates because they are the most motivated and mainly college transfer students. The shared service distance learning (SSDL) students who take their on-line class from Northern Virginia Community College have the lowest success rate than all other modes of instruction. A review of the SSDL courses showed that they are very high level science courses such as physics, geology, astronomy or different language courses such as Japanese or Chinese. Improvements in SSDL completion rates have increased significantly through better screening of students, better advising, and course selection. For example, the SSDL completion rates for fall 2012 was 67% vs. 36% in fall 2011. Summary of All Courses Taught Using Different Modes of Instruction Mode Fall 2011 Courses C D F %Suc N A B R W X I S U Hybrid 78 356 48% 22% 7% 3% 9% 1% 9% 0% 0% 0% 1% In Person 79 3,273 35% 21% 13% 4% 5% 5% 5% 0% 0% 10% 2% Video 89 36 58% 11% 19% 0% 8% 0% 3% 0% 0% 0% 0% SSDL 36 28 7% 21% 7% 4% 25% 0% 36% 0% 0% 0% 0% Online 76 903 45% 20% 10% 4% 12% 0% 8% 0% 0% 0% 0% Dual Enroll Total All Modes 93 621 46% 33% 14% 6% 1% 0% 0% 0% 0% 0% 0% 78 4,598 38% 21% 12% 4% 7% 4% 6% 0% 0% 7% 2% S U Fall 2012 Courses Mode %Suc N A B C D F R W X I Hybrid 78 333 45.3% 21.9% 10.2% 4.5% 11.1% 0.0% 6.3% 0.0% 0.0% In Person 80 2,892 33.1% 21.9% 9.4% 3.9% 5.4% 4.8% 3.6% 0.4% 0.0% Video 91 32 18.8% 46.9% 25.0% 0.0% 9.4% 0.0% 0.0% 0.0% 0.0% SSDL 67 46 39.1% 19.6% 8.7% 6.5% 17.4% 0.0% 8.7% 0.0% 0.0% Online 73 811 42.3% 20.0% 10.6% 4.9% 14.4% 0.0% 7.8% 0.0% 0.0% Dual Enroll Total All Modes 93 633 44.4% 37.6% 11.1% 5.2% 1.1% 0.0% 0.3% 0.0% 0.0% 79 4,126 36.1% 21.7% 9.8% 4.1% 7.8% 3.4% 4.7% 0.3% 0.0% 0.0% 15.3% 0.0% 0.0% 0.0% 0.0% 2.0% 0.0% 0.0% 0.0% 0.0% 0.0% 10.7% 1.4% Note: SSDL=Shared Services Distance Learning classes with Northern Virginia CC. The next section will present a summary for this section of the report. 116 Section Summary This section of the Institutional Effectiveness Report has presented evidence that the College’s academic units are assessing student learning outcomes, analyzing data and using the results to improve its programs. A sample of the SLOs from each program the College offers has been presented in matrices that support this assertion. Academic units at the College have recognized for some time the value of assessment measures tied to clear student learning outcomes that are measurable, objective, and, when possible, use state and national standards. The previous matrices of SLOs provide evidence that student learner outcomes for each program are defined in terms that are measurable and that the assessments employed are directly tied to student learning. The matrices further demonstrate that the programs have generally made continuous improvement in their respective areas by using the results of these assessments. For many programs across the institution, the gold standards by which they measure the performance of their students are nationally-normed and objectively-administered examinations. The Nursing Program employs the NCLEX-RN in addition to the core competencies to determine its effectiveness in teaching and student learning outcomes. However, nationally-validated examinations are not readily available or appropriate for the goals of all programs. Therefore, some programs continue to use course data, student satisfaction surveys, and other evaluation measurements as secondary or tertiary means of evaluating learning. In spite of these limitations, all programs have moved toward an outcomesbased approach for primary evaluations. Those employing in-course assessments are providing consistency and objectivity in these measures by using such practices as committee-developed scoring rubrics, third-party reviews, and the development of student portfolios. Various programs 117 use the portfolio model and juried evaluations of student works. All programs use multiple measures to assist their continuous improvement efforts. The evidence that program improvements are effective can be found in student and graduate satisfaction surveys, and national validated exams (where available), including the CCSSE, VCTC Standards, Career Readiness Certificates, retention rates, graduation rates, SLOs, and others. To heighten student performance, in 2007, the College adopted a capstone course, PHI 115: Practical Reasoning, which is a requirement for all degree students. This course focuses on required general education and core competencies. Initial introduction of core competencies is the responsibility of each faculty member within the individual course curriculum. Faculty members attach core competency addendums to their course outlines to show how the competencies are addressed within each course. This ensures the integration of Core Competencies throughout the curriculum of all degree programs. No matter how (face-to-face or distance learning online) or where (on-campus or off-campus) classes are taught, all faculty must still meet the same credential standards, common syllabus, and textbook, etc. Online faculty must also complete online certification courses before they can teach online. Success rates are monitored and various strategies are implemented to increase student success and commonality. The next section II addresses the College’s Administrative Support Units followed by the Educational Support Units, section III. 118 Conclusion The Institutional Effectiveness Report (1) summarizes the institution’s assessment of the outcomes (including student learning outcomes) of its educational programs (Section I). The report focuses on the extent to which the intended outcomes have been met and provide evidence of institutional or program improvement based on an analysis of the results of the assessments, and actions taken; and (2) summarizes the institution’s assessment of the outcomes of its administrative support (Section II) and educational support programs (Section III). The report focuses on the extent to which the intended outcomes have been met and provide evidence of institutional or program improvement, based on an analysis of the results of the assessments and actions taken. The Institutional Effectiveness Report provides many general items that reflect the culture of assessment present at the College and also provides evidence of its continued commitment to both student learning outcomes and the assessment and analysis of student learning. More importantly, the report shows the College’s commitment to the use of data analysis for action steps to improve the institution as a whole, thereby enhancing its effectiveness. The backmap of institutional goals shows how the college’s educational programs, educational support services, and administrative services are aligned with its institutional goals. 119 Backmap to Institutional Goals to Achieve Its Mission Unit Administration of Justice AAS Administrative & Financial Services Administrative Support Tech. AAS Admissions and Records Office Assessment and Institutional Research Bookstore Office Buildings and Grounds Business Administration AA&S Business Office Computing Services Counseling, Advising, & Recruitment Distance Education Division of Workforce Development Dual Enrollment Program Early Childhood Development AAS Education AA&S Financial Aid Office General Studies AA&S Human Resources and Payroll Industrial Technology AAS Institutional Advancement Dept. Learning Assistance & Testing Center Learning Resources Center Management AAS Nursing AAS Purchasing and Procurement Safety & Building & Grounds Safety and Security Student Activities Student Support Services Program Science AA&S Goal 1 Goal Goal 2 3 X Goal 4 Goal 5 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Goal Goal Goal 6 7 8 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Goal 9 X X X X X X X X X X X X X X X X X X X X X X To achieve the college’s mission of providing diverse learning opportunities to enhance the quality of life for students and the community. The college has the following goals: Goal 1: The college provides access to higher education for students and promotes their success and goal attainment. Goal 2: The college provides curricula in university parallel programs that facilitate transfer to senior institutions. Goal 3: The college provides career and technical programs that are responsive to the needs of students and employers. Goal 4: The college provides a developmental studies program to help students met college-level learning expectations. Goal 5: The college provides workforce training, services and lifelong learning opportunities. Goal 6: The college provides skills and values students need to function effectively in their world. Goal 7: The college provides support for partnerships for the development, growth and renewal of the service region. Goal 8: The college provides adequate personnel, financial resources, facilities and technology to support its programs and services. Goal 9: The college provides emergency preparedness planning, training, and promotion. 120 As stated in the opening of this report, the College is committed to enhancing its academic excellence. The College’s commitment to excellence begins with its academic programs. The College’s systems for assuring excellence in student learning continue to evolve and mature. The College has committed significant resources to this end and will continue to do so. This document shows evidence that the College is using assessment results to improve the overall quality and effectiveness of the institution. In addition, the report provides evidence that positive progress has been realized. Students are clearly recognizing the value that they see in all of the College’s operations. The College believes that its graduates say it best, as evidenced by the following comments taken from our graduate surveys: GRADUATE STUDENT SURVEY RESPONSES PAUL D. CAMP COMMUNITY COLLEGE IS LIKE…. “…the Harvard of Hampton Roads,” “…a first date, you don’t know the person but later you begin to fall in love,” “…a college with a desire to serve and better their community,” “…home away from home. Like one big family,” “…a shot of vitamin B for the brain,” “…a stairway leading to a better future.” “…getting a quality education right at your back door.” “…the light that leads the way to your dreams.” “…an old Chevy truck. It’s not too complicated, very reliable, and is a valuable tool that prepares you for work.” “…your first baby steps. You may start off a bit wobbly, but with much practice and hard work, you are able to stand tall and walk independently.” “…a mountain. The climb may be long and difficult at times, but it is all worth it when you reach the top.” “…the missing piece to the puzzle I have struggled to complete.” “…Paul D. Camp Community College is like coke. It is the real thing.” The assessment audit of all academic, educational support, and administrative support units further demonstrate that PDCCC’s assessment is comprehensive. 121 Paul D. Camp Community College Assessment Audit Master List of All Assessment Units (in Alphabetical Order) Codes for Instructional Programs: 1. Curricular Change; 2. Course Revision; 3. Pedagogy; 4 Assessment Methodology; 5. Assessment Criteria; 6. Process Revision; 7. Budget; 8. Development/Training; 9. Enhanced Recruitment; 10. Other; 11. Enhanced Technology Unit Administration of Justice ASS Administrative Support Tech. AAS. Admissions and Records Office Assessment & Institutional Research Bookstore Office Unit Type Academic Program Academic Program Educational Support Administrative Administrative Support 200910 Report Yes Yes Yes Yes Yes Codes for Non-Instructional Programs: A. Revised Service; B. Revised Process; C. New Policy; D. New Process; E. Informed Budget; F. Assessment Method; G. Assessment Criteria; H. Consultant/Contractor; I. Create/Modify Instruction; J. Development/Training; K. Enhance Technology Initiative; L. Enhance Communication; M. Other; 2011-12 2012-13 Explanatory Notes Report Yes Yes Yes Yes Yes Result Codes 9, 2 9. 2 J K, J, L A Report Yes Yes Yes Yes NA Result Codes 2,4,9 2,3,7,11 B,D,H,K B, E, K NA In 2012-13, a third party, Barnes and Noble, began operating the Bookstore for Paul D. Camp Community College. Buildings and Grounds Administrative Yes Yes E Yes K,C,D Business Administration AA&S Academic Program Yes Yes 9, 3 Yes 2 Business Office Administrative Yes Yes A, K Yes A Computing Services Administrative Yes Yes K, J Yes K Counseling, Advising, & Recruitment Educational Support Yes Yes B, J, L Yes A, B, L Distance Education Educational Support Yes Yes A, D, J Yes B,D,F,J Division of Workforce Development Administrative Yes Yes A Yes A Dual Enrollment Program Educational Support Yes Yes D Yes A,B,C,D Early Childhood Development AAS Academic Program Yes Yes 5, 2, 9 Yes 2, 9 Education AA&S Academic Program Yes Yes 9. 2, 3 Yes 2 Financial Aid Office Administrative Yes Yes B Yes B General AA&S Academic Program Yes Yes 9, 2 Yes 2 Human Resources and Payroll Administrative Yes Yes E, B Yes A Industrial Technology AAS Academic Program Yes Yes 2 Yes 2, 3, 9 Institutional Advancement Dept. Administrative Yes Yes B, E, J, L Yes L Learning Assistance & Testing Center Educational Support Yes Yes A, B Yes B,C,D,K Learning Resources Center Educational Support Yes Yes A, L Yes C,E Management AAS Academic Program Yes Yes 3, 9 Yes 2,3,5,9 Nursing AAS Academic Program Yes Yes 2, 3 Yes 2, 6 Purchasing and Procurement Administrative Yes Yes B Yes C,E Safety and Security Administrative Yes Yes A, K Yes A,C,H,J Student Activities Educational Support Yes Yes L Yes J. L Student Support Services Program Educational Support Yes Yes L Yes K, L Science AA&S Academic Program Yes Yes 9, 3 Yes 2 Note: The results of this inventory demonstrate that the assessment is comprehensive. All academic programs, educational support units, and administrative units are regularly participating in assessment. Note: Missed 2010-11 reports due to revisions in the assessment process. However, 2011-12 data is incorporated into the 2011-12 unit reports. Note: In 2011-12, a new taxonomic scheme was added to assessment which provided codes for better categorizing use of results in unit improvement/change. 122