ACADEMIC PROGRAM REVIEW
2013-2014
Annual Report
DEGREE: AA&S, Certificate
PROGRAM: General Education
LEAD DEAN: Dr. Elizabeth Elam and Dr. Chad Patton
LEAD FACULTY: Program coordinators
PROGRAM PURPOSE STATEMENT: To prepare students to transfer to a four year college and complete a degree by giving them a variety of
courses in communications, critical thinking, cultural and social understanding, information technology, personal development, and quantitative
reasoning, and scientific reasoning.
DELIVERY: Seated, online, and hybrid classes
SITES: Christanna Campus, Daniel Campus, all off-campus centers, all off-campus sites
Part I. Program Assessment
PROGRAM ASSESSMENT
1) Communications
A competent communicator is one who can interact with others using all forms of communication resulting in understanding and being
understood.
PURPOSE STATEMENT: After receiving instruction in the core competency of oral and written communication, students are able to
understand and interpret complex materials, assimilate, organize, develop, and present an idea formally and informally, use appropriate verbal
and non-verbal responses in interpersonal relations and group discussions, and use listening skills.
ASSESSMENT: To assess students’ Social and Cultural Understanding, SVCC uses some direct and indirect assessments. Below are the test
scores from the VCCS Core Competency Assessment that SVCC students participate in annually. In addition, sample assignments were
selected from specific SVCC courses and described.
VCCS Oral Communications Core Competency Testing Results from May 2007
Students
Southside Virginia Community College
Virginia Community College System
N
100
2447
:
Average Score
55.79
60.87
How this assessment was used: Assessment results were used to improve course instruction in a variety of classes. See examples below.
STUDENT
LEARNING
OUTCOME
ASSESSMENT
MEASURE(S)
75% of students understand and
interpret complex materials.
Position papers on a controversial issue were administered in ENG 111
and ENG 112.
75% of students are able to
assimilate, organize, develop and
present an idea formally and
informally.
Example from Biology 101: General Biology I.
Students are assigned to write a position paper on a controversial issue.
75% of students are able to use
standard English.
Students were assigned an oral debate in teams in Political Science
(PLS) 212.
75% of students use appropriate
verbal and non-verbal responses
in interpersonal relations and
group discussions.
Example from Student Development (SDV) 100: Wizard online career
assessment.
ASSESSMENT
RESULTS
USE OF
ASSESSMENT
RESULTS
Students use listening skills.
Example from Communications Studies and Theater (CST) 100Principles of Public Speaking: In class learning exercise: Faculty
separates the class into three groups, and then sends two groups out
into the hall. The first group is read a short, paragraph-long story and
asked to just listen, without taking notes or asking questions. The
story is read only once. Then, the second group is brought back into
the classroom. The first group, without my assistance, relays the story
to the second, with the same rules the first group had when faculty
reads it to them. Finally, the third group comes in and the second
group tells them the story with no assistance from faculty or the first
group.
After the story has been told to the whole class, faculty have them take
out a piece of paper and answer ten questions to see how much of the
information made it through to the third group, and how much
information each group retained.
Students recognize the role of
culture in communication.
100% participation
Example from Communications Studies and Theater (CST) 100Principles of Public Speaking: Students learn about demographics and
how they can be used to address a particular group of people and
convince them to agree with you. As a class exercise, students work
on the use of demographics in advertising.
Group work assignment: Students are asked to come up with a product,
either real or imaginary. Then, they outline what demographics would
be the target of this product, explaining why. Next, they use a
persuasive tool called Monroe’s Motivated Sequence to write a
commercial for the product, focusing on how to persuade this
particular demographic in our culture. Finally, they present the
commercial to the rest of the class, and students discuss/ask questions
to assess how successful they were at persuading their target
demographic.
2) Critical Thinking
A competent critical thinker is one who evaluates evidence carefully and applies reasoning to decide what to believe and how to act.
PURPOSE STATEMENT: Students graduating in General Education will possess the ability to think critically. Critical thinking is an
intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
ASSESSMENT: To assess Critical Thinking, SVCC uses some direct and indirect assessments. Below are the test scores from the VCCS
Core Competency Assessment that SVCC students participate in annually. In addition, sample assignments were selected from specific
SVCC courses and described.
VCCS Critical Thinking Core Competency Testing Results from May 2007
:
Students
N
Average Score
Southside Virginia Community College 118
13.64
Virginia Community College System
2432 14.83
How this assessment was used: Assessment results were used to improve Critical Thinking skills in college courses as identified in the
specific examples below.
STUDENT
LEARNING
OUTCOME
75% of students are able to
discriminate among degrees of
credibility, accuracy, reliability of
inferences drawn from given data.
ASSESSMENT
MEASURE(S)
Example from English 111 and 112: Students compose a research
paper, which requires them to evaluate information, seek overlapping
and contradictory ideas, synthesize and critically analyze the
information via a thesis statement and primary sub-points, and
generate a conclusion that not only restates the thesis but predicts
what the current information will yield in the future.
ASSESSMENT
RESULTS
USE OF
ASSESSMENT
RESULTS
75% of students can recognize
parallels, assumptions, or
presuppositions in any given
source of information.
Example from Religion 230: Faculty gives students several sets of
reading assignments, each followed by a quiz with questions that
emphasize the parallels between world religions. Most are concerned
about ethical behavior, for example. Most also address the question
"what happens when we die?" though they give varying answers to
this question. And some are linked by shared histories, e.g. Hinduism
> Buddhism and Judaism > Christianity > Islam. Quiz questions
often focus on the specifics of these parallels.
Students are able to evaluate the
strengths and weaknesses of
arguments on a particular question
or issue. 75% pass rate.
Example from Biology 102-General Biology II: Science vs. Science
Fiction Movie Project (Students watch movies with scientific or
medical themes related to human health. Students must research
topics and evaluate the science in the movie. Then students must
report on the accuracy of the scientific concepts in the film.)
75% of students can weigh
evidence and decide if
generalizations or conclusions
based on the given data are
warranted.
Example from Biology 101:
Lecture: What is "science"? Scientists think that certain actions or
behavior patterns count as "science" while others do not. Lab:
Faculty introduces the difference between inductive and deductive
reasoning and show how science often depends on induction:
repeated patterns of similar results are assumed to represent some
underlying truth or reality about nature. The scientific method
(including specific examples) is introduced as a way of detecting and
describing these patterns. Students are shown several preserved
animals (beetles, crabs, barnacles, et al.) and asked to design an
experiment that answers some question they have about the animal.
Graded Quiz: Students are asked to repeat the lab exercise and
follow the scientific method to design an experiment.
75% of students are able to
determine whether certain
conclusions or consequences are
supported by the information
Example from History 121, Spring 2013:
Paper assignment: students were given a paper to decide if Sherman's
march was justified in its brutality.
provided.
75% of students use problem
solving skills.
Example from Math 120:
Students used algebra tiles to develop rules for adding and
subtracting positive and negative numbers. Faculty modeled how to
perform the various operations with the algebra tiles. Students used
critical thinking to develop their own rules for adding and subtracting
positive and negative numbers. Formative assessment was used
during the instructional process to ensure student comprehension.
This concept was tested again using formative assessment, as the
students completed the Chapters 1-3 Math 120 test.
3) Cultural and Social Understanding
A culturally and socially competent person possesses an awareness, understanding, and appreciation of the interconnectedness of the social
and cultural dimensions within and across local, regional, state, national, and global communities.
PURPOSE STATEMENT: After receiving instruction in the core competency of Social and Cultural Understanding, students are able to
assess the impact that social institutions have on individuals and culture—past, present, and future, describe their own as well as others’
personal ethical systems and values within social institutions, and recognize the interdependence of distinctive world-wide social, economic,
geopolitical, and cultural systems.
ASSESSMENT: To assess students’ Social and Cultural Understanding, SVCC uses some direct and indirect assessments. Note that there is
no VCCS Core Competency Assessment given in Cultural and Social Understanding. Sample assignments were selected from specific SVCC
courses and described.
STUDENT
LEARNING
OUTCOME
75% of students assess the impact
that social institutions have on
individuals and culture—past,
present, and future.
ASSESSMENT
MEASURE(S)
Final exam-HIS 102 and HUM 202; Final paper-ENG 251 and 252;
Final project-ENG 242
ASSESSMENT
RESULTS
USE OF
ASSESSMENT
RESULTS
75% of students
describe their own as well as
others’ personal ethical systems
and values within social
institutions
Example from History 101:
Essay about the Sumerian Civilization where students must describe
the general view of life and death in Sumer. Tell why you think such
a view was common there.
75% of students recognize the
impact that arts and humanities
have upon individuals and
cultures.
Example from Humanities 201, Spring 2013:
Students were asked to evaluate 20 examples of Christian art,
describing their meaning (symbolism), and how that symbolism
helped frame the beliefs of the formal Christian Church as it became
the official religion of Rome.
Students recognize the role of
language in social and cultural
contexts.
Example from History 102:
Students were asked to write an essay about Babylonian Law, relating
the parallels between the legendary origin of the Code of Hammurabi
and the legendary origin of the Mosaic Code. They were asked to
include their own explanation of these parallels.
Students recognize the
interdependence of distinctive
world-wide social, economic,
geopolitical, and cultural systems.
Example from Religion 230:
First Day Assessment asks questions about several world religions which has the most adherents, which nation has the highest population
of Muslims, what the names of various scriptures are from different
religions, which religions are "Abrahamic," and so on. This quiz is
graded in class and the results are discussed as way of introducing
major themes of the class and providing a sort of quick introductory
check on what students already know. It also generates some
discussion and allows students who already have some knowledge to
feel encouraged in sharing what they know so far.
4) Information Literacy
Information Literacy is defined as a set of abilities requiring individuals to recognize when information is needed and have the ability to
locate, evaluate, and effectively use the needed information.
PURPOSE STATEMENT: After receiving instruction in the core competency of Information Literacy, students are able to locate, evaluate,
and use information effectively.
ASSESSMENT: To assess students’ Information Literacy skills, SVCC uses some direct and indirect assessments. Below are the test scores
from the VCCS Core Competency Assessment that SVCC students participate in annually. In addition, all SVCC students are required to
move through the Connect for Success modules in Student Development (SDV) 100, Information Technology (ITE) 115, and English (ENG)
111. sample assignments were selected from specific SVCC courses and described.
VCCS Information Literacy Core Competency Testing Results from May 2006
:
Students
N
Average Score
Southside Virginia Community College 50
57.47
Virginia Community College System
2075 36.08
How this assessment was used: Assessment results were used to strengthen the information literacy section in the course SDV 100. In
addition, as of Fall 2012, SDV 100 in required during the first 15 credits toward a certificate or degree plans. Plans are underway to require
SDV 100 as a co-requisite for developmental and front door courses (this will be implemented in Fall 2014).
STUDENT
LEARNING
OUTCOME
75% of students
determine the
nature and extent of
the information
needed.
75% of students
access needed
information
effectively and
efficiently.
Students evaluate
information and its
sources critically
and incorporate
selected
information into
their knowledge
ASSESSMENT
MEASURE(S)
Connect for Success,
modules 1 and 2, both of
which are completed in
Student Development
(SDV) 100.
Connect for Success,
modules 3, 4, and 5.
Module 3 is completed in
SDV 100, module 4 is
completed in ENG 111,
and module 5 is completed
in ITE 115.
.
Connect for Success,
module 6, which is
completed in ENG 111.
ASSESSMENT RESULTS
USE OF
ASSESSMENT
RESULTS
base. 75% pass
rate
75% of students use
information
effectively,
individually or as a
member of a group,
to accomplish a
specific purpose.
75% of students
understand many of
the economic, legal,
and social issues
surrounding the use
of information and
access and use
information
ethically and
legally.
Connect for Success,
modules 1, 2, 3, 4, 5, and
6. Modules 1, 2, and 3 are
completed in SDV 100,
and modules 4 and 5 are
completed in ENG 111,
and module 6 is completed
in ITE 115.
.
Connect for Success,
module 7, which is
completed in ITE 115.
5) Personal Development
An individual engaged in personal development strives for physical well-being and emotional maturity.
PURPOSE STATEMENT: After receiving instruction in the core competency of personal development, students are able to develop and/or
refine personal wellness goals, and develop and/or enhance the knowledge, skills, and understanding to make informed academic, social,
personal, career, and interpersonal decisions.
ASSESSMENT: To assess students’ Personal Development skills, SVCC uses some direct and indirect assessments. Note that there is no
VCCS Core Competency Assessment given in Personal Development. Sample assignments were selected from specific SVCC courses and
described.
STUDENT
LEARNING
OUTCOME
Students develop and/or
refine personal wellness
goals. 75% of students
partaicipate
ASSESSMENT
MEASURE(S)
ASSESSMENT RESULTS
USE OF ASSESSMENT
RESULTS
Example from Student
Development (SDV) 100:
Student Health 101 Picnic &
Health Fair
The events included many
healthy menu items, door
prizes, health screenings such
as glucose screenings, BMI
and blood pressure as well as
opportunities to engage in
conversation with health
vendors from the community.
75% of students develop
and/or enhance the
knowledge skills, and
understanding to make
informed academic,
social/personal, career, and
interpersonal decisions.
Example from Student
Development (SDV) 100:
Diversity and Learning Styles
Assignment. Students are
asked to complete several
diversity tests. Based on their
results, they are given
information on potential
underlying biases. For the
learning styles assignment,
students are required to take a
learning styles inventory to
determine their personal
learning style.
6) Quantitative Reasoning
A person who is competent in quantitative reasoning possesses the skills, knowledge, and understanding necessary to apply the use of
numbers and mathematics to effectively deals with common problems and issues. A person who is quantitatively literate can use numerical,
geometric, and measurement data and concepts, mathematical skills, and principles of mathematical reasoning to draw logical conclusions
and to make well-reasoned decisions.
PURPOSE STATEMENT: Students show competencies and literacy in quantitative reasoning by analyzing numerical, geometrical, and
measurement data as well as mathematical reasoning to draw well-reasoned logical conclusions for accurate decisions.
ASSESSMENT: To assess quantitative reasoning, SVCC uses some direct and indirect assessments. Below are the test scores from the
VCCS Core Competency Assessment that SVCC students participate in annually. In addition, sample assignments and assessments were
selected from specific SVCC courses and described.
VCCS Quantitative Reasoning Core Competency Testing Results from May 2006
:
Students
N
Average Score
Southside Virginia Community College 32
12.53
Virginia Community College System
2011 13.00
How this assessment was used: Assessment results were used to strengthen quantitative reasoning as it relates to the degree. Changes were
implemented in the Fall of 2012 regarding math courses required to enter a specific college level course.
STUDENT
LEARNING
OUTCOME
ASSESSMENT
MEASURE(S)
75% of students use logical and
mathematical reasoning within
the context of various
disciplines.
Example from Biology 101- General Biology
Genetics lab: Phenotypic analysis of common dominant and recessive
traits. Students utilized and interpreted mathematical formulas for
genetic predictions of inherited anomalies.
Test: Inheritance and Genetics
Bio 101 (sec 02/04), spring 13
75% of students interpret and
use math formulas.
Example from Math 163 (Precalculus)
Final Grades and pass rates
Math 163 (sec. 01, 04) Spring 13
In Precalculus, students estimate answers to math problems in order to
determine reasonableness.
ASSESSMENT
RESULTS
USE OF
ASSESSMENT
RESULTS
75% of students interpret
mathematical models such as
graphs, tables, and schematics
and draw inferences from them.
Example from Math 241 (Statistics)
Chapter 8 Test: Hypothesis Testing. Students explain hypotheses
testing graphs, principles of mathematical reasoning, and well- reasoned
decisions.
Math 241 (sec 90) spring 2013
75% of students use graphical,
symbolic, and numerical
methods to analyze, organize,
and interpret data.
Example from Math 241: Statistics I
Students are assigned 4 projects. Each project builds on the earlier
project and the last project is a culmination of all the concepts mastered
during the course. Students have to collect their own data, analyze the
data, and construct histograms, frequency polygons and ogives to
display the data. Students also have to find the measures of central
tendency find confidence intervals and make inferences about their data.
Students must use Data Analysis tool in Excel in order to organize and
assist them in interpreting the data.
75% of students estimate and
consider answers to
mathematical problems in order
to determine reasonableness.
Example from Math 241
In the third project, students had to go to http://www.gallup.com to find
a topic and then they had to survey a minimum of 10 people. Students
then had to answer such questions as: What is the likelihood that a
person in your neighborhood would be for gun control? Using the
confidence interval from their research, students were able to answer the
question. Students also had to consider sample size when determining
how reasonable their conclusion was.
75% of students represent math
information numerically,
symbolically and visually using
graphs and charts.
Example from Math 241 (Statistics)
Final Grades and pass rates
Math 241 (sec. 02, 27, A6, K6) Spring 13
7) Scientific Reasoning
A person who is competent in scientific reasoning possesses reasoning characterized by adherence to a self-correcting system of inquiry, the
scientific method, and reliance on empirical evidence to describe, understand, predict, and control natural phenomena.
PURPOSE STATEMENT: After receiving instruction in the core competency of scientific reasoning, students are able to generate an
empirically evidenced and logical argument, distinguish a scientific argument from a non-scientific argument, and use scientific method to
design a research project.
ASSESSMENT: To assess students’ Scientific Reasoning, SVCC uses some direct and indirect assessments. Below are the test scores from
the VCCS Core Competency Assessment that SVCC students participate in annually. In addition, sample assignments were selected from
specific SVCC courses and described.
VCCS Scientific Reasoning Core Competency Testing Results from May 2006
Students
Southside Virginia Community College
Virginia Community College System
N
50
2075
VCCS Scientific Reasoning Core Competency Testing Results from May 2012
Students
:
Average Score
18.94
20.00
:
Percent of Students
Scoring Above
Proficiency
Southside Virginia Community College 398
84%
Virginia Community College System
956
88%
How this assessment was used: Assessment results were used to improve course instruction in the sciences. See examples below.
STUDENT
LEARNING
OUTCOME
75% of students
generate
empirically
evidenced and
logical
arguments.
ASSESSMENT
MEASURE(S)
Example from Biology 101: Students evaluate the
principles of and scientific evidence for evolution as
related to the origin and development of living
organisms.
Lecture given on key concepts of current views and
myths concerning the Theory of Evolution including
historical evidence leading to current rationalizations.
Study Guide given with requirements for definitions and
discussion,
N
ASSESSMENT RESULTS
USE OF ASSESSMENT
RESULTS
Lecture quiz (fill in the blank, short answer, brief
discussion) given following the lecture and study guide
discussions.
Lab following lecture quiz using a simulation of
Peppered Moth Evolution for an example of directional
speciation….100% participation, and quiz results
equaling 100% average. (see below, copied for Bb)
75% of students
are able to
distinguish a
scientific
argument from a
nonscientific
argument.
75% of students
demonstrate the
ability to reason
by deduction,
induction, and
analogy.
75% of students
are able to
distinguish
between causal
and correlational
relationships.
Example from Math 241
Chapter 2 Exam-Sampling
Example from Biology 231: Anatomy & Physiology I-Diffusion Lab (In lab groups of four, students measure
the rate of diffusion using different gradients of solutes
and compare data with other lab groups, then draw
conclusions on factors that affect the rate of diffusion.)
Goal met.
Example from Biology 232 Spring 2013:
Students explain the function and use of differential
blood testing in hematology to definitively diagnose
infectious diseases, while also being able to recognize
specific white blood cells. Lecture, discussion, and
illustrations given on hematology, with specific attention
given to the recognition and the function of individual
types of white blood cells and their specific functions
within the human body in healthy and pathological
situations.
Lecture quiz (fill in the blank, short answer, brief
discussion)
Lab exercise: Each student will prepare their own blood
film for differential analysis, using directed protocol by
instructor, Wright’s staining technique will be used to
prepare slides for differential microscopic analysis. Each
student will assess their own peripheral white blood cell
distribution results and then interpret whether the
findings are within normal ranges or if not define
potential diagnosis for variances.
75% of students
recognize
methods of
inquiry that lead
to scientific
knowledge.
Example from Biology 101: General Biology I.
Microevolution classwork assignment: Hardy-Weinberg
Principles (Students use data provided to determine
whether or not a population is in genetic equilibrium.)
Students work alone with guidance from faculty when
needed following lecture.
Part II. Program Strengths and Weaknesses
Part III. Use of Assessment Finding to Improve Instruction (narrative space if needed)
Part IV. Action Plan
Part V. Review of last year’s action plan issues and goals.