Tabl= e 4.3

= SOUTHWEST VIRGINIA COMMUNITY COLLEGE

ASSE= SSMENT REPORT<= /p>

2004= -2005

Offi= ce of Institutional Research & Assessment

= Southwest Virginia Community College

Richlands, Virginia 24641

Octo= ber 27, 2005

Southwest<= /span> Virginia Community = College

2004-2005 Assessment Re= port

Table of Contents<= /o:p>

Tabl= e of Contents----------------------------= ---------------------------------------------------------------------------= ----------- 2

Exec= utive Summary ----------------------------= ---------------------------------------------------------------------------= ------ 3

Asse= ssment of Majors---------------------------= ---------------------------------------------------------------------------= ---- 4

&= nbsp; Administrative Support Technology/Clerk Typist-----= ------------------------------------------------------ 4<= /span>

&= nbsp; Computer Aided Drafting and Design/Drafting--= ------------------------------------------------------------ 7<= /o:p>

&= nbsp; Electrical/Electronics------------------------------------------= ---------------------------------------------------- 10

&= nbsp; Human Services Technology-----------------= ------------------------------------------------------------------- = 16

&= nbsp; Respiratory Care--------------------------------= --------------------------------------------------------------------- 23

&= nbsp;

Appendices

Gene= ral Studies Assessment Test-------------= -------------------------------------------------------------------------- = 28

Advi= sory Committee Notes (Radio/TV Broadcasting/Photography/Journalism)--------------------------- 30=

Sala= d Bowl Meetings----------------------------= ---------------------------------------------------------------------------= ---- 31

Prog= ram Review Assessment Schedule----------= ---------------------------------------------------------------------- 32

Executive Summary:

Southwest Virginia Community College

2004-2005 Assessment Report<= o:p>

The Majors: The Administrative Support Technology (AST) and Clerk Typist programs faculty members report that employers find their graduates possess strong technical skills, but need to improve their communication skills. Graduates have one of the highest employment rates based on the Virg= inia Employment Commission’s follow-up on graduates employed in Virginia. The Computer Aided Draftin= g and Design and Drafting programs found that most students are able to work = in groups, but the students encounter difficulties when they must work with projects that do not have defined parameters. Students possess strong tech= nical skills, but need to strengthen their communication skills. The lead faculty member was embark= ing on an exploration to determine if students learning styles relate to their suc= cess in the program. The Electr= ical/Electronics program faculty members are looking for ways to increase the number of stud= ents in the program. Area employer= s want students to possess improved writing and oral communication skills as well = as increased knowledge of computer software.&= nbsp; Faculty members surveyed former students and found that most graduat= es were earning at least $30,000 a year and several graduates were earning over $40,000 a year. The Human Services Technology faculty members have seen improved student awarenes= s of what they will have to do when they are working. Students have benefited from needi= ng to possess stronger computer skills since employers want students with strong technical skills. Employers s= aw benefits being derived from their advocacy of having students do more writi= ng as more recent interns and employees possess stronger writing skills. Program has enhanced opportunities= for students to engage in active listening and problem-solving that members of = the advisory committee proposed in their meeting with faculty members. Students are benefiting from the f= aculty members efforts to improve understanding of program objectives at the start= of their college career, as well as the faculty members efforts to discuss opportunities as part of the exit process.= The Respiratory Care program continues to pretest students be= fore they take their credentialing exam. Students taking the credentialing exam do well. Generally, students are satisfied = with the program and its content. Students would like to see more clinical decision-making practice ma= de part of the program. Since th= e last assessment, student computer skills have improved dramatically. The program received a 5-year extension of accreditation by CoARC in 2003. = &nb= sp; = &nb= sp; = = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;

Other Documents: The2004-05 Assessment report includes documents on the General Studies programs effort to develop an instrument that will assess the general knowledge of graduates of the progr= am, an example of an advisory committee report, the Salad Bowl initiative that brought faculty members and staff together to exchange best practices and t= he proposed program review assessment schedule . &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;

Assessment of Majors

Background

SwVCC seeks to review at least six programs each year. At least one program in each of the academic divisions is reviewed. In 2004-05 six associate degree programs were reviewed together with five rela= ted certificate programs:

Administrative Support Technology/Clerk Typist Certificate,
Computer Aided Drafting and Design/Computer Aided Drafting Certificate,
Electrical/Electronics degree/Electronics Servicing Certificate,
Respiratory Care,
Administration of Justice/Law Enforcement Certificate,
Human Services Technology/Human Services Certificate.

Individual faculty members working with their Academic Dean and the Assessment Coordinator d= evelop individual program assessments that combine general themes with program specific considerations.

No follow-up reports were made in the 2004-05 assessment cycle, but the General Studies program reported some findings on the instru= ment the program’s faculty members are developing to measure student attainment of skills associated with program. Furthermore, discussions were begun about the need to conduct “mini-assessments” that would have ea= ch degree program and free-standing certificate program provide an update on w= hat program developments occurred during the past year.

The = Administrative Support Technology (AAS)/Clerk Typist Certificate programs

The Administrative Support Technology program is an Occupational/Technical degree program.&nbs= p; The Administrative Support Technology program had a five year average enrollment (2000-01 to 2004-05) of 109 majors, but in 2004-05 there were on= ly 68 majors. About two percent = of the program-placed students were AST majors.&n= bsp; AST generated an average of 65.6 Annual FTES between 2000-01 and 200= 4-05 (42.5 Annual FTES in 2004-05). AST had an average of thirteen awards a year between 2000-01 and 2004-05.

The Clerk Typist Certificate program had an average enrollment of 41 majors during the five year period. Slightly less than one percent of = the program-placed students were Clerk Typist majors. The Clerk Typist program generated= an average of 20.4 Annual FTES between 2000-01 and 2004-05 (17.0 Annual FTES in 2004-05). The Clerk Typist pr= ogram had an average of 3 awards between 2000-01 and 2004-05.

The faculty members associated with the program saw a ne= ed to increase student awareness of the skills needed to keep a job in the profession. Strong communicat= ion and critical thinking skills are seen as critical for success in the workpl= ace. The faculty members expressed conc= erns about the different skill levels that students taking word processing class= es on-campus and off-campus possess.

MAJOR: Administrative Support Technology [AAS] (Curr. Code 298) And Clerk Typist Certificate (Curr. Code 218)=
Goal/Objective Being Assesse= d	Evaluation Method(s)	Findings	Actions Taken or To Be Taken=
1. &nbs= p; Ensure proper placement of students and seek to improve student success in program.	1. &nbs= p; Survey student awareness of program objectives. <= o:p> 2. &nbs= p; Informal meetings with emplo= yers <= o:p> <= o:p> <= o:p> <= o:p> <= o:p>	v Need to discuss with students program objectives especially since = the new SIS system allows students to self-advise and students do not always understand the nature of the program. <= o:p> v Students who complete the AST program find employment if they want= to work in the field. <= o:p> v The business community requests far more graduates than we have available. <= o:p> <= o:p> <= o:p>	Ø Discuss program with students in entry level class to ensure they = know what the goals of the program are. <= o:p> Ø Create a short survey that formalizes process of understanding of program objectives <= o:p> Ø Use survey results to increase student awareness of why certain activities are important to them when they graduate and join the workforc= e. <= o:p> Ø Use publications or presentations showing the benefits (economic if possible) of completing the program – maybe some testimonials of graduates or have a graduate(s) discuss “life after the classroom&#= 8221; with current students. <= o:p> Ø Use colleagues involved in Tech Prep in the high schools to improve awareness of program.
2. &nbs= p; Evaluate attainment of criti= cal skills associated with field.	1. &nbs= p; Assess skill levels in class= room “trial runs.”	v Students possess strong technology skills, but exhibit weak communications skills. <= o:p> v Students who took keyboarding off-campus often lack basic word processing skills and adequate keyboarding speed.	Ø Increase efforts to have same skill levels when course is taught on-campus and off-campus. <= o:p> Ø Try to increase student and faculty awareness that skill is what allows one to keep a job – a grade not tied to skills may get one a job, but it doesn’t let you keep it.

MAJOR: AAS DEGREE – ADMINISTRATIVE SUPPORT TECHNOLOGY (Curr. Code 298) And Clerk Typist Certificate (Curr. C= ode 218)

Goal/Objective Being Assesse= d

Evaluation Method(s)

Findings

Actions Taken or To Be Taken=

3. &nbs= p; Determine skills employers s= eeking in skilled employees.

1. &nbs= p; Advisory committee and consultations with individual employers.

<= o:p>

2. &nbs= p; Informal meetings with emplo= yers.

v Employers value keyboarding, word processing and transcription ski= lls that are part of the existing program.

<= o:p>

v Employers seeking workers who possess strong written and oral communication skills.

<= o:p>

Ø Increase efforts to emphasize communication skills in all c= lasses.

<= o:p>

Ø Continue to offer classes using state-of-the-art equipment.

<= o:p>

Ø Continue to have at least one Advisory Committee meeting each year= as a way to get feedback on changes in employer needs.

<= o:p>

4. &nbs= p; Work experience using intern= ship.

1. &nbs= p; Students are required to mai= ntain a daily journal.

<= o:p>

2. &nbs= p; A formal evaluation from the= site coordinator is obtained by the instructor and included in the final grade= .

v Students possess strong technology and interpersonal skills.<= /o:p>

<= o:p>

v Students require stronger critical thinking skills and better oral= and written communication skills.

<= o:p>

v Employers satisfied, but they want their employees to possess stro= nger communication skills.

<= o:p>

Ø Seek to improve student understanding of terminology to ensure gra= duates possess knowledge needed in legal or medical office.

<= o:p>

Ø Seek to improve student’s critical thinking skills in proced= ures classes.

<= o:p>

Ø Continue to work with employers to have students participate in internship program.

<= o:p>

Ø Revise the current evaluation form to an Internship Employer Evaluation and Survey The results of this survey may pinpoint emerging ne= eds from employers which will require modifications to the program.

MAJOR: AAS DEGREE – ADMINISTRATIVE SUPPORT TECHNOLOGY (Curr. Code 298) And Clerk Typist Certificate (Curr. C= ode 218)
Goal/Objective Being Assesse= d	Evaluation Method(s)	Findings	Actions Taken or To Be Taken=
5. &nbs= p; Graduates possess general education skills	1. &nbs= p; STAGE Results	v AST graduates taking STAGE match the average mean score of all students taking STAGE. In 2004 AST graduates taking STAGE demonstra= ted strong communication, wellness and human relations skills – these skills are important to people seeking employment in the field.	Ø Will continue to seek information about general education skills of graduates. <= o:p> Ø These findings support findings of employers. <= o:p> <= o:p>
6. &nbs= p; Graduates will be successful= in gaining employment.	1. &nbs= p; VEC/VCCS employment data.	v VEC/VCCS data reports high rates of employment by AST graduates an= d it does not include graduates employed outside Virginia. 94% were employed us= ing the 2002-03 data. Over a five year period employment rate was 80% – second highest of any SwVCC program.	Ø Will continue to review the VEC/VCCS data and supplement with own data.

Pre= pared by AST faculty and Institutional Research Office 12 September 2005<= /span>

The = Computer Aided Drafting and Design AAS Degree and Certificate Programs

The Computer Aided Drafting and Design (CAD) AAS degree program is an Occupational/Technical degree program. The CAD degree program had a five = year average enrollment (2000-01 to 2004-05) of 34 majors, but in 2004-05 there = were only 25 majors. About one per= cent of the program-placed students were CAD degree majors. CAD generated an average of 22.3 A= nnual FTES between 2000-01 and 2004-05 (19.5 Annual FTES in 2004-05). The program had an average of three awards a year between 2000-01 and 2004-05.=

The CAD certificate program had an average enrollment of= 7 majors during the five year period. Slightly less than one-tenth of a percent of the program-placed stud= ents were CAD certificate majors. = The CAD certificate program generated an average of 2.1 Annual FTES between 2000-01= and 2004-05 (3.0 Annual FTES in 2004-05). The CAD certificate program had an average of one award between 2000= -01 and 2004-05.

The program’s faculty member is seeking to improve student communication skills and ability to work on projects requiring crit= ical thinking skills. Low enrollme= nt in the program is a concern of the faculty member.

Major: Major: [Computer Aided Drafting & De= sign Degree and Certificate]

(Curr. Codes: 727 & 729)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

1. Integ= rate various delivery techniques into courses that will address the student’s learning style.

1.= Will use one of the informal instruments on the web, e.g., Index of Learning Styles Questionnaire: See below for web site.

v &nbs= p; Ass= umption is that students learn more effectively when course materials are deliver= ed in a way that addresses the students’ dominant learning style.=

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Variety of course delivery methods will be util= ized to accommodate the visual, auditory, and tactile learner.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Course methods include lecture, Power Point presentations, video, computer demonstrations and hands-on activities.

2. Ensur= e that students have the communication and writing skills they will need for use= in business and industry.

1.= F= aculty member’s contact with members of Advisory Committee and industry managers.

v &nbs= p; Stu= dents need to have stronger communication skills.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Use the written reports and oral presentations = to develop stronger communication skills.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Bring industry representative to class to discu= ss the importance of having strong communication skills.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Developing a survey instrument to assess these skills associated with the workplace.

3. Ensur= e that students have experience working in teams and are able to work effectivel= y in a team environment.

1.= Faculty member evaluation of student work.=

2.= Evaluation from other members of the team.=

v &nbs= p; Most students are able to work well in groups, but some students want to work alone.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Continue to have students work in small groups.=

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Show how teams that work well together accompli= sh more in shorter time and with better results than teams where some of the members do not cooperate.

4. Ensur= e that students are trained to use the type(s) of software used in business and industry.

1.= Faculty member consults with members of Advisory Committee and visits businesses in area.

2.= Faculty member conducts Internet searches and reviews trade magazines and journals.

v &nbs= p; CAD software used at the college is current.

v &nbs= p; Emp= loyers satisfied with former students technical skills.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Southwest Virginia CC= as part of the VCCS will continue to maintain a license agreement with Autod= esk that will insure that students have access to latest versions of the soft= ware produced by the company.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Autodesk Land Desktop being integrated into the civil engineering drafting course.

5. Provi= de students with the opportunity to work on projects that meet an actual nee= d in industry and the community.

1.= Evaluation of project by faculty member.

2.= Feedback from members of the business and larger community.

v &nbs= p; Mem= bers of the local community and area businesses have commended projects that students have completed.

v &nbs= p; Whe= n project had ambiguous parameters= stu= dents’ encountered problems.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will continue to seek to have students work on projects that come from industry and community sources.=

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will seek to improve student performance when working on ambiguous types of projects by giving them more practice worki= ng on problems that= do not have strictly defined parameters.

Major: [Computer Aided Drafting & De= sign Degree and Certificate] (Curr. Codes: 727 & 729)
Goals/Objectives Being Assessed<= /p>	Evaluation Method(s)	Findings	Actions Taken Or To Be Taken
6. Assess students’ visualization skills.	1. &nbs= p; VIZ project that assesses visualization skills. Link to site that assesses skills is found below. = 2.= Visualization handouts and Internet exercises.<= o:p>	v &nbs= p; Stu= dents have success with visualization skills relating to pictorial views of sim= ple objects. v &nbs= p; Stu= dents encounter difficulties with visualization skills relating to orthographic views of complex objects.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will continue to develop visualization skills.<= o:p> Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will develop a pre- and post- test to determine students’ visualization skills and those areas that will need to be strengthened.
7. Assess skills associated with the Computer Assisted Drafting and Design programs= .	1.= Professor will use variety of techniques to ass= ess program related skills.	v &nbs= p; Stu= dents have strong skills in technical drafting, and computer aided drafting. v &nbs= p; Stu= dents have encountered difficulties in numerical control, civil engineering and architectural drafting.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will continue to monitor skills associated with= the program. Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will modify the program to improve student skil= ls in numerical control by reinforcing those skills in other courses. Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will seek to improve skills associated with civ= il engineering by introducing topics specific to the discipline which indust= ry has indicated students are lacking. Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will make changes in architectural drafting by introducing commercial construction drawings which is more common in indu= stry than residential.
8. Impro= ve program’s enrollment and graduation data.	1.= Program graduation and enrollment data.	v &nbs= p; Alt= hough efforts have been made to increase the number of students in program and = the number of program graduates these efforts have not been successful.<= /o:p> v &nbs= p; Pro= gram enrollments averaged 37 students over the last five years to 2003-04. v &nbs= p; Pro= gram graduates averaged 3.8 graduates over the last five years to 2003-04. v &nbs= p; Dis= cussions with peers at other community colleges indicate other community colleges = have situation similar to SwVCC’s situation.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Reviewing enrollment and graduation data.<= /o:p> Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Seeking to encourage students to remain in prog= ram after they master basic skills.

Major: [Computer Aided Drafting & De= sign Degree and Certificate]

(Curr. Codes: 727 & 729)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

9. Stude= nts are successful in obtaining employment after graduating from program.

1.= VEC/VCCS data on employment following graduatio= n.

v &nbs= p; In = the most recent year graduates of the Computer Aided Drafting & Design program had an 80% employment rate (4 of 5 graduates), but the program’s five year average was 58% (14 of 24 graduates). The 58% average was lower than t= hat for Occupational Technical Degree programs of 64% (637 of994).=

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will continue to review enrollment and graduati= on data.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will seek to find ways to improve program’= ;s enrollments and graduations.

Prep= ared by SwVCC Drafting and Design Faculty & SwVCC Institutional Research Office =

Date= : 16 April 2005

1. = In item one The Learning Styles Questionnaire may be found at: http://www.engr.ncsu.edu

2. = In item six the visualization skills assessment may be found at: http://css.i= ts.psu.edu/news/nlfa00/visualization.html

<= u>The = Electrical/Electronics AAS Degree Program=

The Electrical/Electronics (E/E) AAS degree program is an Occupational/Technical degree program.&nbs= p; The E/E program had a five year average enrollment (2000-01 to 2004-= 05) of 83 majors, but in 2004-05 there were only 59 majors. About 1.75 percent of the program-= placed students were E/E degree majors. E/E generated an average of 33.6 Annual FTES between 2000-01 and 2004-05 (22.0 Annual FTES in 2004-05). E/E = had an average of eight awards between 2000-01 and 2004-05.

The program’s faculty member is seeking to improve student com= munication skills and ability to work on projects requiring critical thinking skills.<= span style=3D'mso-spacerun:yes'> Low enrollment in the program is a concern of the faculty member.

Major: Electrical & Electronics Technology Major [ AAS Degree ] <= /o:p>

(Curr. Code: 941)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

1. Recruit sufficient numbers of recent high school graduates and industrial workers to maintain program viability and solidi= fy program offerings.

1.= Review enrollment trends for the past five year= s.

2.= Examine existing recruiting materials and metho= ds.

3.= Identify high schools and industrial firms from which program enrollees originate.

4.= Identify sources of potential enrollment and compare these sources with past enrollment sources.

v &nbs= p; Statistical data shows a slight uptrend in total enrollments.

v &nbs= p; Year to year fluctuations exist creating enroll= ment problems in first year courses.

v &nbs= p; Recently, industrial worker enrollments have declined.

v &nbs= p; Recently, enrollments are down from the larger = service region high schools. <= /o:p>

v &nbs= p; Males make up almost the entire enrollments in = the program and male enrollments at SwVCC fluctuate more than female enrollme= nts.

v &nbs= p; Program recruiting brochure from VCCS is generic. The publication ha= s had limited distribution.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Seeking to develop new industrial partnerships = that will be tied to the workplace needs and work schedules of the workers.

Ø &nbs= p; Modifying high school recruitment strategies. Will utilize program faculty mem= bers, industrial representatives, and program graduates in recruitment. Will place greater emphasis upon recruitment from high school Tech Prep programs.

Ø &nbs= p; Considering holding annual information days and inviting prospective students, their parents and the community-at-large to the eve= nts.

Ø &nbs= p; Develop a brochure that has testimonials from graduates, including female graduates, stresses the opportunities to find local employment and highlights the pay range of most graduates.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Draw-up mailin= g list to have direct contact with prospective students and use the brochure in presentations at high schools and at industrial sites.

2. Ensur= e that students possess basic verbal and writing skills as well as mathematics, information technology and electrical fundamentals.

1.= Review skill levels of incoming students.<= /o:p>

2.= Performance in the classroom and in the opportunities to engage in informal one-on-one situations.

v &nbs= p; Verbal and writing skills need to be improved.<= o:p>

v &nbs= p; In specific areas, math and computer related sk= ills need to be enhanced.

v &nbs= p; Self-advisement associated with PeopleSoft innovations and advisement given before entry into the program need to be improved.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Assess skills of incoming students.<= /span>

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Work closely with the math faculty members to coordinate math taught in math classes with program’s math requirements.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Offer more opportunities to develop stronger communication skills – especially in the second year of program.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Assess computer skills and work with students to improve skills needed to work in field.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Create a learning community atmosphere that ena= bles students to engage in more collaborative learning and develop stronger so= cial skills.

Major: Electr= ical & Electronics Technology Major [ AAS Degree ] = (Curr. Code: 941)
Go= als/Objectives Being Assessed	Ev= aluation Method(s)	Findings	Ac= tions Taken Or To Be Taken
3. Ensur= e that students possess the skills needed to acquire the technical knowledge associated with the program.	1.= One-on-one assessment of student skill levels.<= o:p> 2.= Placement scores.	v &nbs= p; Some textbooks require skill levels that some students in the program do not possess.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Review textbooks used in program and ensure that the reading levels and math skills are comparable to student skill levels= in these areas. Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Work with students to determine whether re= ading problems are the basis for their poor performance in program.<= /span>
4. Revie= w key skills associated with program and assess students’ skill levels in these areas.	1.= Projects associated with program.	v = ; Students possess strong skills in laboratory set-up and circ= uit testing, data analysis, and application of theory. v = ; Students need improvement in skills associated with advanced circuit computations, written reports and problem analysis	Ø &nbs= p; Will continue to monitor skill levels. Ø &nbs= p; Seeking to improve technical skills of problem analysis and report writing associated with the program by varying the methods of prob= lem presentations and by requiring additional laboratory reports in first-year courses.
5. Ensur= e that skills developed in program are those needed to find employment in the fi= eld	1.= Meeting with advisory committee and industry representatives.	v = ; Advisory committee and industry representatives generally pleased with the skills = and attitudes graduates possess. v = ; Areas where employers would like to see improvement are written and oral communications and computer software knowledge (such as EXCEL and Visual Basic)	Ø &nbs= p; Continue to work with industry representatives to ensure that program is developing skills needed in the field. Ø &nbs= p; Will incorporate Visual Basic into the curriculum, require more word processing and spreadsheet assignments and place a stronger emphasis on oral presentations and determine if these approaches improve the students̵= 7; skill levels in communications and computer usage.

Major: Electrical & Electronics Technology Major [ AAS Degree ] <= /o:p>

(Curr. Code: 941)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

6. Suppo= rt the general education goals of the College and the VCCS.

1.= STAGE

2.= Review of student academic records as they rela= te to the general education requirements in program.

v &nbs= p; Results of STAGE assessment not available prior= to 2003.

v &nbs= p; In 2003, students in program had second highest scores for programs having f= ive or more students taking STAGE. Strongest scores were in computer/ computational skills and communication. Like many Sw= VCC graduates, program students did not do well in the culture/society sectio= n of STAGE.

v &nbs= p; Preliminary 2005 results showed overall lower performance, but more than half of the students performed above the avera= ge scores in the last few years.

v &nbs= p; STAGE results paralleled student grades in non-technical courses.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Seek strategies that will strengthen general education skills.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; In class discussions and in other settings incr= ease awareness of how general education skills will help improve on-the-job performance and help solve real world problems.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Invite humanities and science faculty members to discuss how knowing about their fields can make for a more complete life.=

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Use advisement process to follow-up on student progress in general education courses.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Review performance on ASSET and COMPASS as well= as high school transcripts to see if there are predictors of success in gene= ral education courses.

Major: Electrical & Electronics Technology Major [ AAS Degree ] <= /o:p>

(Curr. Code: 941)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

7. Produ= ce graduates who can find employment as entry-level electrical/ electronics technicians.

1.= Review VCCS graduate data.

2.= Conduct graduate survey.

v &nbs= p; VCCS/VEC database reports that in the five years from 1998-99 to 2002-03, 78% of the 41 graduates were employed in VA six months after graduation. Th= is employment rate was far higher than the 57% employment rate of all Occupational/ Technical degree programs over the five year period. This was one of the highest empl= oyment rates for any program at SwVCC.

v &nbs= p; Results from the program survey (36 respondents) had an even higher employment rate – 94%. Given that the program assessment included students employed outside of VA, these employment rates are not = in conflict.

v &nbs= p; The survey found that most students were earning over $30K a year and several were earning over $40K a year. No respondent reported earning l= ess than $23.5K. Wages in South= west Virginia are considerably lower than in the rest of Virginia. Even the lowest paid graduate was earning almost the average Cumberland Plateau wage of $25.7 K (2003).

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Continue to monitor progress of graduates.=

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Continue to encourage students preparing to graduate to participate in job fair and improve job search skills.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Use the findings in brochure and presentations.=

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Seek to have the college public relations office write a story about one of the program’s successful graduates.=

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Seek to establish stronger ties with area emplo= yers to assist graduates moving from their studies to the world of work.

Major: Electrical & Electronics Technology Major [ AAS Degree ] <= /o:p>

(Curr. Code: 941)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

8. Prepa= re students for further study in the electricical/electronics field.

1.= Conduct graduate survey.

v &nbs= p; One-third of the respondents (12 of 36) had been enrolled in a bachelor’s degree program.

v &nbs= p; 10 of the 12 graduates who continued their stud= ies earned a bachelor’s degree.

v &nbs= p; Two graduates were enrolled in a bachelor’= ;s program.

v &nbs= p; Bluefield State College (WV) was the most popul= ar 4-year college. BSC a= ccepts the entire curriculum when students transfer there. Old Dominion University’s Teletechnet program accepts most of the course work, but few students transfer to ODU. East Tennessee State University accepts most of the courses in the program.

v &nbs= p; Since an out-of-state 4-year college is the col= lege of choice for SwVCC graduates, these data are not included in the VCCS follow-up on graduate transfer attending a four-year college.<= /span>

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; While the program is not a “traditional” transfer program, faculty members will continue= to assist students seeking to transfer to a four-year college or university.=

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; As part of the advisement process will continue= to discuss the future plans of students in program.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; When a student indicates an interest in further= ing his/her education, faculty members will seek to provide alternatives to curriculum requirements to facilitate transfer.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Faculty members will seek to help students expl= ore scholarship and grant opportunities at the four-year college/university.<= span style=3D'mso-spacerun:yes'>

Prepared by SwVCC Electrical and Electronics Faculty &am= p; SwVCC Institutional Research Office

Date: 14 May 2005

The = Human Services Technical AAS Degree= Program and Human Services Certificate Program

The Human Services AAS degree program is an Occupational/Technical degree program.&nbs= p; The program has Mental Health, Early Childhood Education, and Gerontology specializations. = The Human Services AAS program had a five year average enrollment (2000-01 to 2004-05) of 248 majors, but in 2004-05 there were only 213 majors. Over five percent of the program-p= laced students were Human Services AAS degree majors. The Human Services AAS program gen= erated an average of 146.5 Annual FTES between 2000-01 and 2004-05 (119.0 Annual F= TES in 2004-05). The Human Servic= es AAS program had an average of twenty awards between 2000-01 and 2004-05 (16 in 2004-05).

The Human Services certificate program is an Occupational/Technical certificate program. In addition to the regular certifi= cate program, there is a career studies certificate, too. The Human Services certificate pro= gram had a five year average enrollment (2000-01 to 2004-05) of 34 majors, but in 2004-05 there were only 24 majors. <= /span>Less than one percent of the program-placed students were Human Services certifi= cate majors. The Human Services ce= rtificate program generated an average of 17.4 Annual FTES between 2000-01 and 2004-0= 5 (15.5 Annual FTES in 2004-05). The = Human Services certificate program had an average of two awards between 2000-01 a= nd 2004-05 (one in 2004-05).

The program’s faculty members seek to improve stud= ent awareness of skills associated with the program as well as increase the students’ communication and critical thinking skills.

Major: Human Services Tech and Certifica= te [ AAS & Cert. ] = (Curr. Codes: 480 & 469)
Go= als/Objectives Being Assessed	Ev= aluation Method(s)	Findings	Ac= tions Taken Or To Be Taken
1. Incre= ase awareness of breadth and scope of field.	1.= Student knowledge of field through projects.	v &nbs= p; Increased awareness of the need for networking through HMS 100 project. v &nbs= p; Service learning project allows students to understand the number and activities human services agencies in the area perform. v &nbs= p; Weekly journal requirement helps establish the student’s awareness of the field. v &nbs= p; Interaction with human services professionals in classes allow students to understand how what they learn in class can be applied in their work situation. <= /span>	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Since incoming students continue to lack knowle= dge of the breadth and scope of field, will continue to have projects embedde= d in courses so that they will gain this information. Ø &nbs= p; Students will continue to take a Social Problems course where each student has to complete a research topic in a major social problem facing the United = States. The course includes both researching techniques along with a strong inclu= sion of information on the global aspects of social problems.
2. Impro= ve student’s knowledge of approaches used in the field and the concerns they have about the program.	1.= Assessment of project results	v &nbs= p; The journal requirement in HMS 121 provides evidence of students’ growth through reflection/ discussions of the= ir concerns of what they learned and the insights they gained. v &nbs= p; The self and peer assessments in core classes t= hat include personality assessment, value assessment, skill assessment and program assessment help students acquire skills they need on the job. v &nbs= p; Students have indicated the value of having the= se projects and assessments in the program.	Ø &nbs= p; Projects will be used in the future and will be refined and changed to address current conditions as situation warrants. Ø &nbs= p; Students will continue to evaluate their own work and their performance through the internship in HMS 190. The instructor has an evaluation from their work site, but also requires students to present justification for their grade in the course. This approach teaches studen= ts to be pro-active and responsible for their own evaluations.

Major: = ;Human Services Tech and Certificate [ AAS & Cert. ] <= /p>

(Curr. Codes: 480 & 469)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

3. Impro= ve student work-related skills

1. Advis= ory committee recommendations.

2. Internship director’s comments on students wo= rk activities.

v &nbs= p; The practical skill sessions in HMS 121 & 1= 22 involving active listening, problem-solving and assessment skills advocat= ed by the advisory committee has improved student skills in these activities= .

v &nbs= p; Also, the practical skill sessions in MEN 101 &= amp; 102 involving observation & documentation, problem-solving, and assessment skills suggested by the advisory committee have resulted in students improving these important skills.

v &nbs= p; Using journals in core courses results in impro= ved writing skills.

v &nbs= p; Requiring students to develop web-based and com= puters skills makes them more marketable.

v &nbs= p; Students quantitative and written evaluation of work experience that they provide to the internship coordinator has helped develop their communication skills and critical thinking skills.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; The program will continue to promote these practical skills that the advisory committee wanted added to the program.=

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will continue to make changes in the ways pract= ical skills are integrated into the program.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; The comments from work-site evaluations will be shared with the advisory committee and the comments will be used to provi= de feedback on ways to improve the internships.

Ø &nbs= p; Faculty will continue to seek new internship sites for the students in the program.

Major: = ;Human Services Tech and Certificate [ AAS & Cert. ] <= /p> (Curr. Codes: 480 & 469)
Goals/Objectives Being Assessed<= /p>	Evaluation Method(s)	Findings	Actions Taken Or To Be Taken
3. Impro= ve student work-related skills (Con’t.)	1.= Advisory committee recommendations. = 2.= Internship director’s comments on students work activities.	v&= nbsp; Recently, students have been interested in doing internships at loc= al prisons. Students are able to see the need for internships in the Human Services areas of prisons. This approach is providing a service to the community and increases students chance to be employed in the field.= v&= nbsp; The Advisory Committee has noted that the intensive writing requirements are directly related to members’ advice to improve the writing abilities of stud= ents.=
4. Promo= te professionalism and professional skills	1. &nbs= p; Participation in activities intended to promote professionalism and professional skills. 2. &nbs= p; During the internship aspect of Human Services Program, students are encouraged to participate in professional meetings = and training. These hours are included in their internship hours.<= /span>	v &nbs= p; Establishment of Helping Minds, a human services club, has enhanced and developed student leadership skills, their involve= ment in community services, and improved their organizational skills. v &nbs= p; Participation and involvement in professional conferences where students make presentations, develop personal skills, a= nd network, has increased their knowledge of field. v &nbs= p; Use of intrinsic reward system via real-life helping, open-door policy and modeling using community service projects s= uch as the American Cancer Society Relay for Life, ACS Tell-a-Friend, Christm= as Angel Tree and Flood/Hurricane relief and clean-up projects has helped students gain	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Students often have conflicts between what they want to do and what time they have available to do it. In the future, will try to incre= ase opportunities to participate in activities when students have free time.<= o:p> Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Students over commit themselves and will seek to have them develop realistic goals. Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will continue student internships as they help students acquire hands-on work experiences. Ø &nbs= p; The Social Problems class has students investigate/ research= a social problem. The research combines general information on a topic with findings found in professional journals. The goals of the course are to teach the students better writing skills and improve= their critical thinking by analyzing their experiences with findings in professional journals.

Major: = ;Human Services Tech and Certificate [ AAS & Cert. ] <= /p> (Curr. Codes: 480 & 469)
Goals/Objectives Being Assessed<= /p>	Evaluation Method(s)	Findings	Actions Taken Or To Be Taken
4. Promo= te professionalism and professional skills (Con’t.)<= /p>	1.= Participation in activities intended to promote professionalism and professional skills. 2.= During the internship aspect of Human Services Program, students are encouraged to participate in professional meetings = and training. These hours are included in their internship hours.<= /span>	v = ; knowledge of self-help and community service. v = ; Students in some settings must have training in order to complete the internship. = For example, to work in a women’s shelter the student must complete 40 hours of training. Training= has not created hardships for the students because the training is included in the internship and it offers the students further credentialing. v = ; Students understand that to be a Human Services professional requires lifelong training and re-training.
5. Seek = to increase retention in program and self-sufficiency of students=	1.= Study of retention and student growth	v &nbs= p; Students placed in developmental work may gain skills that they need, but often developmental work frustrates their plan= for acquiring the skills that will get them employed. v &nbs= p; When students follow advice from faculty members about the difficulty of particular courses and their skill levels, they do better when they take the course. v &nbs= p; Referring students to appropriate educational a= nd community resources to increase their awareness of networking helps to develop their autonomy.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will continue to seek to improve retention and self-sufficiency of students in program. Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; When students are interviewed for course assignments, math and English deficiencies are immediately noted. Students with these deficiencies are encouraged to begin developmental courses dur= ing their first semester on campus. Once developmental courses are completed, students can complete program requirements. Ø &nbs= p; College staff and program faculty members must continue to ensure that students are placed properly to ensure their success in the program.

Major: = ;Human Services Tech and Certificate [ AAS & Cert. ] <= /p>

(Curr. Codes: 480 & 469)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

5. Seek = to increase retention in program and self-sufficiency of students (Con’= ;t.)

1.= Study retention and student growth <= /span>

v &nbs= p; Integrating math, communication and computer sk= ills in course programs improves students’ chances for future success.

v = ; In the recent past, students have greater awareness and understand their limitations = coming into the program. Awareness is tied to the strong stand the college has t= aken on the need for students to be assessed and placed in appropriate-level courses.

v &nbs= p; Students need to understand how program requirements lead to success on the job.

v &nbs= p; Students want information about what is going o= n in the field.

Major: = ;Human Services Tech and Certificate [ AAS & Cert. ] <= /p>

(Curr. Codes: 480 & 469)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

6. Impro= ve general education knowledge

1.= STAGE and GEAS Assessment

2.= Students, during the Exit interview, must discu= ss their overall education in the Human Services program, their internship w= ork experience and their plans for further education.

v &nbs= p; In = the past five years 57 Human Services graduates have taken STAGE. The scores have been close to the overall average. Stud= ents graduating from the program present proof they took the STAGE assessment.=

v &nbs= p; Lik= e most SwVCC students taking STAGE, Human Services students have difficulty with= the Culture and Society section.

v &nbs= p; The section on STAGE where they have their best scores is the Wellness section. Students did well = on the Human Relations section, too. Based on GEAS self assessment instrument students’ recognized = their Human Relations skills, but underestimated their wellness knowledge.=

v &nbs= p; The= GEAS self-assessment finds students recognizing their weak culture and society knowledge.

v The HMS 190 exit interview requirement allows students and faculty members to discuss students future plans – whether they wan= t to further their education and/or seek employment. Students, many of whom are first generation college students, find these discussions useful.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will seek to have students continue their participation in these assessments.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Students are directed to the appropriate progra= ms for further study.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Student transcripts are analyzed for general knowledge and, if they desire, their ability to attend universities. =

Major: = ;Human Services Tech and Certificate [ AAS & Cert. ] <= /p>

(Curr. Codes: 480 & 469)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

7. Prepa= re students for entry into labor force

1.= VCCS/VEC data

2.= Evaluations based on 150 hour internship in a H= uman Services Organization.

3.= Attendance and participation in practicum sessi= ons with the Internship coordinator and other students. Work-related issues a= re discussed.

4.= Exit Interview with the Human Services Coordina= tor in which students indicate their plans for the future. =

v &nbs= p; According to the VCCS/VEC data the five year average of employed graduates in VA was 54%. In the most recent year, 2002-20= 03, however, the percentage of graduates employed was 71%. It should be noted that these da= ta only reflect employment in VA and some graduates are employed in nearby states= .

v &nbs= p; Students complete an Exit resume for the Human Services Program and the resume is evaluated by the Career Center on campus. The resume must be computer generated so that students can upd= ate it in the future and these activities help students make career plans and obtain employment.

v &nbs= p; In 2003 and 2004, students completed internships at country social services departments, women’s crises and violence safe house= s, CASA, Commonwealth Attorney’s Office, Juvenile probation, Cumberland Mountain Community services, ARCHS, Clinch Valley Community Action, plus additional sites outside College’s service area.

v &nbs= p; During 2003 and 2004 (4 semesters) 8 students b= egan working, 7 students went on to work on BA degrees out of 34 students.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Will monitor the VEC/VCCS employment study.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Each year the Human Services Coordinator includ= es new organizations for internships; recently Occupational Enterprises has = been included with several students completing internships concluding with employment.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Students will seek out internship sites that ma= y be acceptable places of employment. The Human Services Coordinator makes follow-up contacts with the potential employment site to assure that it i= s an appropriate Human Services related site.

Prepared by SwVCC Faculty & SwVCC Institutional Rese= arch Office = Date: 29 Sept 2005

The Respiratory Care Degree Program

The Respiratory Care program became an associate degree program since the last program assessment.= The five-year average enrollment (2000-01 to 2004-05) was 36 students (0.75% of program placed enrollment). The program generated an average of 28.9 Annual FTES between 2000-01 and 2004-05 (43.0 = FTES in 2004-05). The program had a yearly average of 14 awards between 2000-01 and 2004-05 (15 in 2004-05). The Respiratory Care program facul= ty members use the W= ork Keys® assessment tool to analyze their students’ skill levels. Like other health technology progr= ams, the Respiratory Care program engages in on-going program assessment for its accreditation agency.

Major: Respiratory Care [AAS Degree] <= /b> (Curr. Code 181)
Goals/Objectives Being Assessed<= /p>	Evaluation Method(s)	Findings	Actions Taken Or To Be Taken
1. Establish student areas of strength and weakness in= the class setting. *(All Goals/Objectives Approved by Committee on Accreditation for Respiratory Care (CoARC)*	Student knowledge base evaluated via formative and summative evaluations in an ongoing manner from daily to program completi= on.	v &nbs= p; Entry-level and advanced practitioner learners perform at or above threshold criteria set forth by accrediting agency (CoARC)	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Program receives a 5-year extension of accreditation by CoARC in 2003 as learners exceed all threshold criteria.= Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Work Keys® is used as a tool to evaluate reading, writing, listening, and mathematics skill performance. Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Left, right, and combi-brain strengths/weakness= es evaluation since 1999 to aid learners as they journey through the process= of learning.
2. Establish Apprenticeship-Craft Mastery and problem based learning design for programmatic learning operation. (NOTE: See Goal Objective # 10)	1. Entered Apprentice---formative and summative examinations of foundation skills. 2. Journeyman---formative and summative examinations of mid level professional skills. 3. Craft Master---summative examination of all skills = at program exit paralleling the original masterpiece.	v &nbs= p; Course performance improvement by nearly 15% compared with previous cohorts. Improved formative and summative exam per= formance (13% higher than previous cohorts). v &nbs= p; Clinical performance and problem solving improv= ed by nearly 20%, when compared with previous cohorts.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Craft mastery and problem based learning venues continue. Modifications have been made in classroom, laboratory and clini= cal environments to facilitate these learning venues.
3. Administer Capstone Exams in the final term to establish level of preparation to take third party credentialing/licensure exams.	National Board for Respiratory Care, Inc. has developed and administers student self-assessment instruments (Entry-Level and Advanced), with a cut score of 80% to measure student achievement level.<= o:p>	v &nbs= p; All graduate candidates must pass the self- assessment exams before graduation; and p= rior to taking national credentialing/ licensure exams.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Each learner receives a printout of global scor= e as well as detailed performance levels in the content areas covered by the exams. Those learners encountering difficulties in specific content areas= are counseled on ways to improve knowledge base.

Major: Respiratory Care [Degree] <= /p>

(Curr. Code 181)

Goals/Objectives Being Assessed<= /p>

Evaluation Method(s)

Findings

Actions Taken Or To Be Taken

4. Upon successful completion of program capstone exam= s, learners are qualified to sit= for credentialing/licensure exams, enabling them gainful employment as a member of the profession.

1. Third= party national exams developed and administered by the National Board for Respiratory Care Incorporated.

2. *Entr= y-Level Exam holds a cut score of 75% to become an entry-level practitioner.=

*Advanced Level Exam & Clinical Simulation Exam bo= th hold cut scores of 75% and are the credentialing/licensure instruments of= the Advanced Practitioner.

v &nbs= p; Between 1998 and 2004 first time takers:

v &nbs= p; Entry-Level Exam Pass rate =3D 94.4% (National pass for= this time period =3D 81%)

v &nbs= p; Advanced Practitioner Written Exam Pass rate =3D 97%= (National pass for this time period = =3D 70%)

v &nbs= p; C= linical <= st1:PlaceName w:st=3D"on">Simulation Exam Pass ra= te =3D 97% (National pass for this time = period =3D 65%)

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Examination preparation continues as a part of = the 4^th semester capstone course.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Spring term, 5^th semester, learners = are required to attend a three-day pre-credentialing review seminar.<= o:p>

5. Seek input from learners regarding program satisfac= tion and making suggestions directed toward learning and learner performance.<= o:p>

Program faculty administer campus developed instrument= as well as SWOT’s analyses which has the approval of CoARC, the local advisory committee and clinical faculty.

v &nbs= p; Learners have recommended program alterations a= nd some of these recommendations have been implemented.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Learners have asked for clinical decision-making practice to be modified and improved, especially in the advanced practice venues.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Level I trauma centers added for more clinical exposure at the advanced levels of practice, where learners can practice these high-level skills required of the advanced practitioner.

6. Gather input from graduates to insure that the prog= ram is developing skills and knowledge the learners will need to enter the pr= ofession.

Graduates surveyed 6 months after graduating with instrument approved by CoARC, local advisory committee and clinical facul= ty.

v &nbs= p; While learners are generally satisfied with the program and its content based upon the mean score of 3.75 on a 4.00 Likert scale, they have recommended some alterations to program design and conte= nt.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Advanced clinical decision making and problem solving skills in the clinical venue have been requested and program/cour= se modifications as well as the addition of Level I Trauma center exposure h= as improved decision making and problem solving by nearly 30%.

7. Assess learner strengths and weaknesses in the clin= ical setting.

Learner task skills and behavioral performance criteria approved by CoARC given to learners prior to entry in the clinical settin= g. Program faculty and clinical faculty complete learner evaluations.

v &nbs= p; Ten core content areas (1,100 task skills) and = ten behavioral areas are measured. Most learners successfully meet criteria, = but some (<5%) require remediation to meet criteria.

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Clinical setting---learners are paired with men= tors to achieve behavioral modifications;

Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Clinical task skills---clinical mentoring pairs formed to remediate in the lab setting. Use classroom/lab settings to discover potential problem areas prior to entering clinical environment.<= o:p>

Major: Respiratory Care [Degree] <= /p> (Curr. Code 181)
Goals/Objectives Being Assessed<= /p>	Evaluation Method(s)	Findings	Actions Taken Or To Be Taken
8. Gather input from employers regarding graduatesR= 17; work performance and employer recommendations for program improvement.	Survey instrument approved by CoARC to gather informat= ion.	v &nbs= p; Generally, employers surveyed are very satisfied (3.76 on a 4.00 Likert scale) with graduate performance on the job. Have = made recommendations on ways to improve program on occasion.=	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Early in the period covered here (1999-2004), employers, like graduates, noticed the need for problem solving skill improvement. As noted earlier, program modifications have met this partic= ular need.
9. Seek to promote learner retention, improve applicant pools, and decrease attrition, so learners can complete the journey toward program completion.	Track retention rate of program learners. Track attrition rate of program learners. Increase applicant pool.	v &nbs= p; *Between 1999-2002* retention fell (a retention rate = =3D 54%) [National retention of similar programs hovered at 40% during the same period] nearly simultaneously with craft mastery and problem based learning, not that the latter was the cause, necessarily. v &nbs= p; Attrition rate percentage rose simultaneously (46%) [National attrition of similar programs hovered at 60%]<= /o:p> v &nbs= p; Applicant pools in this same period declined by= 31% [National applicant pool declines= in similar programs hovered at 44%] v &nbs= p; *Between 2003 and 2004* re= tention rose to 65%, while attrition declined to 35%. Class of 2005 holds a 71% retention rate. Applicant pools continued to decline by 12%.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Support for learners working was established wi= th mentoring as the headline venue. Mentoring with upper level learners serv= ing in this capacity to assist entered apprentices. Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Applicant pool support with a relatively recent development using a pre-apprentic= eship pilot project for high school seniors who engage with 3^rd seme= ster sophomores. Twelve learners have either engaged or are engaging in this 3-year-old pilot, and the pre-apprentices have either graduated with hono= rs, or will do so during the 2005 and 2006 academic years.<= /p>

Major: Respiratory Care [Degree] <= /p> (Curr. Code 181)
Goals/Objectives Being Assessed<= /p>	Evaluation Method(s)	Findings	Actions Taken Or To Be Taken
10. Improve problem-solving skills of learners that wi= ll be used when they enter the profession. (Refer back to Goal/Objective #2)= *(Note: originally piloted in 1988, it has remai= ned a permanent program design since 1993.)*	1. Entered Apprentice---formative and summative examinations of foundation skills. 2. Journeyman---formative and summative examinations of mid level professional skills. 3. Craft Master---summative examination of all skills = at program exit paralleling the original masterpiece.	v &nbs= p; Course performance improvement by nearly 15% compared with previous cohorts. Improved formative and summative exam performance (13% higher than previous cohorts). v &nbs= p; Clinical performance and problem solving improv= ed by nearly 20%, when compared with previous cohorts.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; Craft mastery and problem based learning venues continue. Modifications have been made in classroom, laboratory and clini= cal environments to facilitate these learning venues.
11. Some learners opt to enroll in more than one health technology program at the same time, or add-on competencies to their chosen profession. This is known as Multiskilling.	Determine if learners successfully complete multiple programs either as add-on competencies or simultaneously complete curricula to obtain credentials/licenses to practice these multiple professions.	v &nbs= p; Since 1991, Multiskilling has remained a perman= ent part of the program’s design. v &nbs= p; Multiskilling has allowed 112 individuals to be skilled in Respiratory Care and these other core professions: 12-Lead EKG, Polysomnography (Sleep Studies), Nursing, Radiography, Occupational Thera= py Assistant, Ultrasonography, EMT-Paramedic, and Physician’s Assistan= t.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; These efforts will continue to be refined and modified as necessary to meet changing professional requirements.
12. Improve program access for those individuals who cannot engage on a full time basis, by offering a part time, evening prog= ram.	Determine if learners can complete the program within a longer time frame, and engaging classes two evenings a week.	v &nbs= p; This project commenced Fall 2004, with 13 additional entered apprentices over and above the traditional program enrollment. There is no data on this program as of this writing.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; This project requires close monitoring and evaluation of learner and faculty performance, to ensure learners meet overall program outcomes.

Major: Respiratory Care [Degree] <= /p> (Curr. Code 181)
Goals/Objectives Being Assessed<= /p>	Evaluation Method(s)	Findings	Actions Taken Or To Be Taken
13. Increase and improve computer skills including Internet access and use since these skills are necessary for success in t= his profession.	Classroom, laboratory and clinical settings are used to develop computer skills and training is provided to undertake research and study. Evaluated by: (1) class presentations; (2) maintaining program and learner website; (3) completed research projects carried out by learners = and coordinated by faculty.	v &nbs= p; Require students to have a home computer. Class equipped with Apple Macintosh® Mobile Laboratory with iBook computers= for each learner in a wireless array with internet connection for all learner= s, as well as faculty direct connect to learners. v &nbs= p; Computer skills have improved dramatically by nearly 70% abilities improvement.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; HEA Title III activity supported and purchased = the mobile laboratory. Developed a plan for learners to rent/loan/buy compute= rs from Apple Computers.
14. Increase web based curricular involvement, for respiratory care professionals desiring to add competencies. Initial focus with this project is our Polysomnography Program (Sleep Studies).	Determine if learners complete Polysomnography core and meet program requirements. Clinical practice is accomplished on-site in a clinical affiliate with a sleep laboratory. Evaluation is accomplished by formative and summative examinations.	v &nbs= p; Originally developed in 1993, this web-based project commenced Fall 2004. There is no data for this first web based gr= oup, but enrollment is quite good with 8 enrolled.	Ø<= span style=3D'font:7.0pt "Times New Roman"'> &nbs= p; This project requires close monitoring and evaluation of learner and faculty performance, to ensure learners meet overall program outcomes.

Prepared by SwVCC Respiratory Care Faculty & SwVCC Institutional Research Office

Date:07 October 2004

Appendices

General Studies Assessment Test

Aft= er the General Studies program assessment was completed two years ago, the program assessment committee set a goal of developing an instrument that will help assess the knowledge base of students in the General Studies program. The results of the second use of the assessment instrument are shared below.

Bob= and Ed:

I&#= 8217;ve just finished tabulating the results for the General Studies Assessment Test for the 2004-05 academic year. I was able to get 39 SVCC students to take the test this past year. Below are this year’s result= s:

GSAT Results—2004-2005 =

General St= udies students—Less than 15 credit hours (% correct) = <= o:p>

1. XXX &= nbsp; &nbs= p; &= nbsp; &nbs= p; 42%

2. XXX &= nbsp; &= nbsp; &nbs= p; &= nbsp; 40%

3. XXX &= nbsp; &= nbsp; &nbs= p; &= nbsp; 38%

4. XXX &= nbsp; &nbs= p; &= nbsp; &nbs= p; 42%

5. XXX &= nbsp; &nbs= p; &= nbsp; &nbs= p; 48%

6. XXX &= nbsp; &= nbsp; &nbs= p; &= nbsp; 58%

7. XXX &= nbsp; &nbs= p; &= nbsp; &nbs= p; 54%

8. XXX &= nbsp; &= nbsp; &nbs= p; &= nbsp; 30%

9. XXX &= nbsp; &= nbsp; &nbs= p; &= nbsp; 56%

10. XXX<= span style=3D'mso-tab-count:1'> = &= nbsp; &nbs= p; &= nbsp; 22%

11. XXX<= span style=3D'mso-tab-count:1'> = &= nbsp; &nbs= p; &= nbsp; 46%

12. XXX<= span style=3D'mso-tab-count:1'> = &n= bsp; = ; &n= bsp; 22%

13. XXX<= span style=3D'mso-tab-count:1'> = &= nbsp; &nbs= p; &= nbsp; 46%

14. XXX<= span style=3D'mso-tab-count:1'> = &= nbsp; &nbs= p; &= nbsp; 42%

15. XXX<= span style=3D'mso-tab-count:1'> = &= nbsp; &nbs= p; &= nbsp; 24%

16. XXX<= span style=3D'mso-tab-count:1'> = &= nbsp; &nbs= p; &= nbsp; 38% (Average: 40.5%)

Students i= n other programs—Less than 15 credit hours

1. XXX &= nbsp; (Engin.) &nbs= p; &= nbsp; &nbs= p; 58%

2. XXX &= nbsp; (Science) = &nb= sp; 40%

3. XXX &= nbsp; (Science) &nbs= p; &= nbsp; &nbs= p; 26%

4. XXX &= nbsp; (Wildlife Mgmt.) &n= bsp; = ; 40%

5. XXX &= nbsp; (Env. Sci.) &n= bsp; &n= bsp; = ; 30%

6. XXX &= nbsp; (Nursing) = &nb= sp; 48%

7. XXX &= nbsp; (ADJ) = &nb= sp; 42%

8. XXX &= nbsp; (Nursing) &nb= sp; = &nb= sp; 34%

9. XXX &= nbsp; (Science) = &nb= sp; 34%

10. XXX<= span style=3D'mso-tab-count:1'> = (InfoTech) &= nbsp; &nbs= p; 34%

11. XXX<= span style=3D'mso-tab-count:1'> = (Science) &nb= sp; = &nb= sp; 48%

12. XXX<= span style=3D'mso-tab-count:1'> = (Paralgl) = &nb= sp; 50% (Average: 40.3%)

Students i= n other programs—More than 45 credit hours

1. XXX &= nbsp; &nbs= p; (Science) &nbs= p; &= nbsp; 78%

2. XXX &= nbsp; &nbs= p; (Early CHD) &= nbsp; 38%

3. XXX &= nbsp; &nbs= p; (BUAD) = 62%

4. XXX &= nbsp; &nbs= p; (EDU) &n= bsp; = ; 42%

5. XXX &= nbsp; &nbs= p; (HMS) &n= bsp; = ; 60% (Average: 56%)

General St= udies students—More than 45 credit hours

1. XXX &= nbsp; = &nb= sp; = 42%

2. XXX &= nbsp; &nbs= p; = ; &n= bsp; 44%

3. XXX &= nbsp; &nbs= p; &n= bsp; = ; &n= bsp; 40%

4. XXX &= nbsp; &n= bsp; = ; &n= bsp; = ; 48%

5. XXX &= nbsp; &n= bsp; = ; &n= bsp; = ; 46%

6. XXX &= nbsp; = ; &n= bsp; = ; 50% (Average: 45%)

Alt= hough I would have liked the rise in scores between first semester and final semest= er students to have been higher, I suppose the results were still favorable—General Studies students with over 45 credit hours averaged five percentage points higher on the test than did first-semester GS studen= ts.

On = the brighter side, if we combine the scores of ALL incoming students and compare them to those of all students with 45+ credit hours, incoming students aver= aged 40.4%, while soon-to-be graduates averaged 50.5%, an increase of 10.5%.

We = should keep in mind that the GSAT is a fairly tough, content-specific test. I regret that I couldn’t cap= ture a larger sample, particularly of 45+ credit hour students, but these students= are scarce and I’ve fiercely tried to recruit those I know about to come = in and take the test. I feel luc= ky that I was able to snare 11 of them.

Non= etheless, I hope this data is valuable to you and to the institution. I welcome any and all comments and suggestions for making the GSAT a better assessment tool.=

Gre= g.

Advisory Committee Meeting

SwV= CC programs have advisory committees that work with the faculty members associ= ated with college programs to strengthen the programs and ensure that the skills= and knowledge base of the programs are what employers are seeking in persons th= ey will want to hire. The notes = from the Radio/TV Broadcast Production/Photography/Journalism programs are an example of how this process works.

Notes

Radio/TV Broadcast Production/Photography/Journalism=

Advisory Committee Meeting

May 25, 2005

The Radio/TV Broadcast Production/Photography/Journali= sm Advisory Committee met on May 25, 2005, at 12 noon in the Community Center. The following people = were present: Edith Brown, Greg Carter, Mike Still, = Stacy Harris, Lanna Lumpkins, Dr. Robert Sutherland, Terry Long, Pat Bussard, Dr. Robert Tomlinson, Thomas Cash, and Sylvia Dye.

After the luncheon, an overview of the three curriculu= ms was given. A discussion was held = on the employer’s needs and what we should teach our students to make them m= ore employable.

*Converting to non-linear editing - Students should le= arn older techniques because most stations have not yet converted, but converti= ng to AVID, Unity Newscutter System or other systems is imminent

*Going to tapeless shoot – completely tapeless w= ithin five years – computer edit & recordings, must know computer technology, everything computer based – retraining important

*Emphasis should be placed on scriptwriting for newspa= per and Television, must have well-rounded skills, camera skills, etc. Page lay= out and design are very important

*Grammar usage, positive attitude toward work, work et= hics, and creativity are also very important

*WVVA will again offer internships to SwVCC students

The meeting adjourned at 1:30 p.m.

Faculty and Staff Efforts to Share Experience and Knowledge

SwV= CC faculty members as part of the effort to build learning communities held a groups of sessions where they were able to share best practices that may be used in the learning communities that the college is establishing as its SA= CS Quality Enhancement Plan as well as other settings. The announcement of this effort is= found below.

You Are Invited to the

Join your colleagues= and our QEP Learning Communities effort around the salad bowl (provided!) for lunchtime discussions to share your best practices in building communities = of active learners. These talks = will be informal, open to all faculty and staff, and hopefully nurturing to our stomachs and brainpower!

Based on the premise that everyone’s participa= tion is valued, appreciated, and respected, dialogue will be encouraged along the l= ines of “appreciative inquiry.”&nbs= p; This is an innovative approach in problem solving that discards the traditional idea of “attacking” a problem. Instead, we will imagine the best = possible outcomes or goals and verbalize ideas toward achieving them.

DISCUSSION DATES &am= p; TOPICS:

Friday, February 4 – Stu= dent Involvement

What are your best practices or ideas for constructi= ng unique learning settings in the classroom or through distance learning that engage our students in shared, multi-lensed conversations and activities th= at naturally enhance their learning experience?

Thursday, March 3 – Student Support

What are your best practices or ideas for providing academic and social support that is readily accessible and appealing to students and helps them to become successful learners from the beginning?

Friday, April 1= – Student Feedb= ack

What are your best practices or ideas in regard to classroom assessment techniques that engage students and faculty alike in shared conversations about what is being learned?

All Salad Bowl Lunches will be held in the Buchanan Hall Faculty/Staff Lounge f= rom 1-1:50 pm. Please come! Call Ellen Elmes (#205) for more info. or to sign up.

Program Review and Program Assessment

Schedule: Programs For SwVCC

This is the schedule for program review and program assessment at <= st1:place w:st=3D"on">Southwest Virginia Community = College for the next five years. This schedule will permit the College to review and assess all of its current pr= ograms that are not tied to another program. The College does not individually review or assess certificate progr= ams that are tied to a degree program and serve as the first-year of a two-year program.

The Vice President of Ins= truction will have the program heads of these dual award programs review and assess = the programs simultaneously when the most advanced award is being assessed. Program assessment has been on goi= ng at Southwest Virginia Community = College for more than a decade.

2005-06

Banking

Food Service Management/Hospitality Management—Future Uncetain

Environment= al Management*

Journalism&= #8212;Future Uncetain

Radio/TV Br= oadcast Production

Diagnostic = Medical Sonography—Suspended

Emergency M= edical Services Tech*

Health Scie= nces Certificate

2006-07

Information= Systems Technology*

Legal Assis= tant

Machine Tool Operations Diploma & Certificate

Welding Dip= loma & Certificate

Education*<= /p>

Early Child= hood Development*/Early Childhood Education Certificate

Nursing*

Science*=

2007-08

Accounting*= /Financial Services Bookkeeping

Business Administration*

Engineering= *

HVAC

Arts and Cr= afts

Photography=

Occupationa= l Therapy Assis

Findings

Findings

Findings

Findings

Findings

Findings

Findings

Findings

Findings

Findings

Findings

v&= nbsp; Recently, students have been interested in doing internships at loc= al prisons. Students are able to see the need for internships in the Human Services areas of prisons. This approach is providing a service to the community and increases students chance to be employed in the field.=

v&= nbsp; The Advisory Committee has noted that the intensive writing requirements are directly related to members’ advice to improve the writing abilities of stud= ents.=

Findings

Findings

Findings

Findings

Findings

Findings

Findings

Findings

Findings

You Are Invited to the

Friday, February 4 – Stu= dent Involvement

Schedule: Programs For SwVCC