academic review - north shore community...

A Work in Progress

2006-2007

This document is intended to be used in conjunction with

Professional Development Sessions facilitated by the

Center for Teaching, Learning, and Assessment for

Department/Program Review Teams.

In addition, the Department/Program Review generally

proceeds more efficiently and effectively if the Center for

Teaching, Learning, and Assessment is involved in the

facilitation of the process with each Review Team.

Susan Bayard x5420 [email protected]

Althea Smith x5411 [email protected]

mailto:[email protected]

mailto:[email protected]

Table of ContentsTable of ContentsNSCC Mission Statement.................................................................................. 2NSCC Vision Statement.................................................................................... 2Strategic Plan – Goal 3..................................................................................... 2

Department/Program Review Process:

Statement of Purpose........................................................................................ 3Department/Program Review Process............................................................. 4

Description of Roles and Procedures.............................................................................. 5

Self-Study:

Mission and Purposes of the Department/Program........................................ 6

Department/Program Outcomes and Curriculum Mapping............................ 6

Departmental Practices in Curricular Design and Sequencing..................... 7

Evidence of Student Learning and Use of Assessment Results................... 7

Services that Support Student Learning…...................................................... 8

Professional Development and Faculty Data.................................................. 9

Student Recruitment, Retention, and Data...................................................... 9

Workforce Readiness and Market Trends........................................................ 10

Summary............................................................................................................. 10

Action Plan......................................................................................................... 11

Glossary….......................................................................................................................... 12

Appendices:

Appendix A – Writing Department/Program Mission Statements ............................... 15

Appendix B – Writing Student Learning Outcomes/Blooms Taxonomy....................... 17 Examples of Department/Program Outcomes......................................... 17

Appendix C – NSCC General Education Outcomes........................................................ 21

Appendix D – Draft Definition of Workforce Readiness................................................. 22

Appendix E – Blank Curriculum Map............................................................................... 23

Appendix F – Sample Curriculum Maps.......................................................................... 24

Appendix G – Blank Assessment Methods Chart........................................................... 40

Appendix H – Sample Assessment Methods Charts...................................................... 41

Appendix I – Sample Assessment Map........................................................................... 47

Appendix J – Sample Scoring Rubrics............................................................................ 49

Members of the Program Review & Workforce Readiness Leadership Team.............. 51

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Mission Statement

North Shore Community College is a source of hope and opportunity and a regional leader for social and economic change. Blending tradition and innovation, liberal arts and career preparation, intellectual development and cultural and personal growth, we foster a diverse and caring community of learners where all are welcome and each is challenged. We offer lifelong education responsive to changing community needs, a global economy, evolving technology and the shifting roles faced by individuals and institutions. Our greatest contribution to the Commonwealth is the success and achievement of our students.

Vision Statement

North Shore Community College will be a catalyst for personal, community and regional change through education, training and civic engagement. The College will serve as a beacon of hope and opportunity for an increasing diverse student body and be a respected, full partner with other public and private organizations seeking better lives for North Shore residents and a vibrant future for the region.

Strategic Plan – Goal 3Academic Programs and Curriculum:

A Commitment to Teaching and Learning

North Shore Community College will renew and expand programs, curriculum and learning opportunities in response to educational and labor market needs.

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Department/Program Review Process

Statement of Purpose

Completing a comprehensive Department/Program Review provides faculty with the opportunity to analyze and reflect on department or program design as it affects student learning. Through this process, faculty collaboratively make department or program level recommendations to improve teaching and learning. Such improvements or advancements may include:

Initiating changes in pedagogy or modes of delivery to improve student learning; Addressing emerging needs of students or the professional fields they enter; Providing for faculty development based on emerging professional or educational

demands; Creating additional learning resources for students.

The Department/Program Review process resides within the academic departments and programs and is implemented through appropriate channels, preserving the rights of academic freedom.

This Department/Program Review model is based on NSCC’s institutional interests and supported by requirements of external agencies such as the Board of Higher Education (BHE) and the New England Association of Schools and Colleges (NEASC).

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Department/Program Review Process at NSCCDepartment/Program Review is a multi-year process that includes Phase 1 and ongoing Phase 2 within a 5-Year cycle.

Phase 1 – one academic year (Compensation for Faculty Review Team – please see compensation description)All Departments and Programs undertaking Department/Program Review will:

1. Complete the Department/Program Review Document Self-Study – Sections I – VII (Section IV will be addressed in-depth in Phase 2, but departments/Programs will be expected to address the questions raised in Section IV in the Phase 1 Report.)

2. Complete the Summary.3. Develop an Action Plan.4. Present the Self-Study, Summary, and Action Plan to the Vice President for Academic

Affairs, the Dean for Academic assessment, Curriculum, and Special Programs, the Division Dean, the Director of the Center for Teaching, Learning, and assessment, and interested faculty and staff. The Vice President for Academic affairs responds to the report addressing the availability of resources needed to support the department/program and support student learning.

5. Present the results of the Phase 1 Review at a college-wide forum in May.

Phase 2A – one academic year (Compensation for Faculty Review Team – Please see compensation description) All departments and Programs continuing the Department/Program Review Process will:

1. Complete Section IV of the Department/Program Review Process by:a. Selecting at least one, with the potential of up to three, Department/Program

Outcomes to assess.b. Selecting a method of assessment (prompt) for the Department/Program

Outcome.c. Collectively developing standards and criteria for judging student achievement

(scoring rubric).d. Collecting student work.e. Scoring the prompt using the scoring rubric created.f. Analyzing and interpreting the results.g. Using assessment results to modify/formulate an Action Plan.

2. Revise and update Action Plan and include timeline for completing assessment of Department/Program Outcomes.

3. Present the results of the Phase 2 Review at a college-wide forum in May.

Phase 2B – ongoing (No Compensation)1. Departments and Programs will continue to assess the remainder of the

Department/Program Outcomes with support from the CTLA.2. Departments and Programs will submit a summary and analysis of their Action Plan

results on an annual basis throughout the remainder of the five-year Department/Program Review cycle to their Division Deans, the CTLA, and a possible Governance Committee.

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Description of Roles and Procedures

Department/Program Review Team

The department/program identifies a Review Team consisting of full-time and adjunct faculty who will complete the review. The department/ program faculty is encouraged to utilize the resources of the Division Dean, the Center for Teaching, Learning, and Assessment, the Office of Planning and Institutional Research, and other institutional departments as necessary.

Planning and Institutional

Research

Planning and Institutional Research submits data collected such as student applicant data, student enrollment data, programmatic retention data, graduate data, and student placement and feedback data to each department/program. Each Department/Program Review Team may identify additional data to be considered. The role of the Department/Program Review Team is then to interpret the data.

Collaborative Draft of the Report

The Department/Program Review Team in collaboration with the department/program prepares a draft of the report, which includes the Self-Study, Summary, and Action Plan. The Division Dean shares his/her feedback with the Team.

Approval of Final Report

The final report must be approved by the department/program and given to the Division Dean before it is formally presented.

Presentation of Report

The Department/Program Review Team presents the final report to the Vice President for Academic Affairs; the Dean for Academic Assessment, Curriculum, and Special Programs; the Division Dean; the Director of the Center for Teaching, Learning, and Assessment; and other selected academic leaders. This group discusses the report and the resources needed to support the department/program and improve student learning.

Response to Report The Vice President for Academic Affairs prepares and sends a written response to the department/program regarding the results of the review, feedback on the action plan, and the cycle for allocation of resources.

Follow-Up The department/program faculty implements the agreed upon Action Plan. Departments/programs will report on the progress of what has been achieved since the last Department/Program Review.

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Phase 1

Self-Study

This self-study is based on department/program practices, experiences, data, and reflection.

I. Mission and Purposes of the Department/Program

A. Provide the department/program mission statement. See APPENDIX A, pp 15-16, “Writing Department/Program Mission Statements.”

B. What are the communities of interest served by the department/program? Discuss entering students, existing students, current and future employers, transfer institutions.

C. Given the population you are serving as described in “B” above, how do you know that you are meeting their needs? (e.g. comments from advisory boards, transfer and graduation rates, % of job placement?)

D. If you have an Advisory Board, answer the following questions:1. List advisory board members including their affiliations.2. What is the board’s function?3. How are members chosen? What is their term of Service?4. How does the membership on your Advisory Board represent your

communities of interest?5. How often do they meet?

E. If you don’t presently have an Advisory Board, would you consider forming one? If so, please include this in the Action Plan.

II. Department/Program Outcomes and Curriculum Mapping

In developing department/program outcomes, state the outcomes in A, B, and C, so that they can be measured quantitatively or qualitatively. Limit the list to a total of 8-10 outcomes. See APPENDIX B, pp 17-20, “Writing Student Learning Outcomes.”

A. Using the General Education Outcomes (See APPENDIX C, p 21, “General Education Outcomes”) integrate these into the department/program outcomes as demonstrated in APPENDIX B, pp 17-19 “Examples of Department/Program Outcomes.”

B. Using the Workforce Readiness Definition (See APPENDIX D, p 22, Definition of Workforce Readiness), integrate this definition into the department/program outcomes as demonstrated in APPENDIX B, pp 17-19, “Examples of Department/Program Outcomes.”

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C. Include other outcomes that are specific to the department/program.D. Curriculum Mapping

1. Using curriculum mapping, indicate in which courses department/program outcomes are introduced, reinforced, and applied to assure that students have ample and diverse opportunities to learn what the department/program intends students to learn. See APPENDIX F, pp 24-39, “Sample Curriculum Maps;” and APPENDIX E, p 23, “Blank Curriculum Map.”

2. Reflect on the Curriculum Mapping activity and discuss the findings. What have you learned about the department/program?

III. Departmental Practices in Curricular Design and Sequencing

A. Describe how the department/program collaborates to:

1. Assure that department/program outcomes are consistent across multiple course sections – day and evening, face-to-face, online, hybrid offerings – and are aligned with course descriptions.

2. Provide the rationale for course sequencing in the department/program – what educational philosophies, research, and principles underlie curriculum design?

3. Periodically update curriculum and course content (e.g. department prerequisites? Do active versions of the program need to be retired? (Retiring active versions of a program of study requires Curriculum Committee action. See Section 4 of the Curriculum Committee Handbook.)

4. Review textbooks and other educational materials or tools considering such issues as relevancy, gender bias, stereotyping, etc.

B. Educational Experiences1. Identify and describe how required educational experiences (e.g.

internships, field placements, capstone projects) are integrated into the department/program.

2. Specifically, how do they extend and promote student learning?

C. Enrichment Activities1. Identify and describe how enrichment opportunities (e.g., field trips, guest

speakers, service-learning, professional meetings) are integrated into the department/program

2. How do they extend and promote student learning?

IV. Evidence of Student Learning and Use of Assessment Results

Assessment is an on-going process of inquiry into what and how well students learn against our criteria and standards of judgment. The process is outlined below:

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Please Complete either A or B:

A. Assessment Chart1. Develop a chart identifying methods that are used to assess

department/program student learning outcomes. See APPENDIX G, p 40, “Blank Assessment Methods Chart;” and APPENDIX H, p 41-46, “Sample Assessment Methods Charts.”

2. Reflect on the Assessment chart activity and discuss the findings.3. What have you learned about the department/program?

B. Assessment Map1. Using curriculum mapping, identify methods that are used to assess the

department/program student learning outcomes to assure that students, have ample and diverse opportunities to learn. See APPENDIX I, p 47-48 “Sample Assessment Map;” and APPENDIX E, p 23, “Blank Curriculum Map.”

2. Reflect on the Assessment Mapping activity and discuss the findings.3. What have you learned about the department/program?

C. Are there department/program standards and criteria for judging student achievement (e.g., collaboratively developed scoring rubrics). If so, please describe. See APPENDIX J, p 49-50, “Sample Scoring Rubrics.”

D. As a result of assessing department/program outcomes, describe what the department/program has found:

1. Based on the results of the raters’ scores on the rubrics or results of national licensure examinations, summarize what members of the department/program have collectively learned for each department/program outcome.

2. Specifically, what do these results reveal about the strengths and weaknesses of student learning?

3. What specific changes have been implemented or will be implemented to improve student learning based on the results of the assessment (e.g., changes in teaching methods, curricular or instructional design, use of educational tools, integration of educational experiences or other enrichment activities, advising, use of support services)?

V. Services that Support Student Learning

A. Resources that support the department/program1. What current resources are essential to the students’ learning (e.g.

tutoring, media, library, disability services, computer labs)?2. Be specific about any current use, deficiencies or projected needs.3. Comment on the availability and adequacy of these resources.

B. Which library and media resources are used to support the curriculum?______ Reserve Material______ Bibliographic Instruction

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______ Journals______ Information Literacy Classes______ Databases______ Books______ Videos______ DVDs______ Other. Please specify

C. Describe the advising process and its efficacy:1. In the department/program2. Outside the department/program

VI. Professional Development and Faculty Data

A. Professional Development1. What measures have been taken by the program/department to

support and encourage the professional development of all full-time and adjunct faculty? (e.g., attendance at continuing educational programs, conferences, in-service training, professional affiliations, use of the Center for Teaching, Learning, and Assessment)?

2. Describe any professional development needs of the department/program.

B. List faculty accomplishments during the past five years that support the department/program and the communities of interest (e.g., leadership on a national accrediting board, publishing, on a regional task force in the career field.

C. Faculty Data:1. Full-time/Part-time faculty ratio2. Number of faculty by gender, age, non-native speakers, race/ethnicity,

reported for the past 1, 2, 3, 4, 5 years3. Percent of faculty who have advanced degrees. Which degrees?

VII. Student Recruitment, Retention, and DataPlanning and Institutional Research will provide the department/program with student data. The department/program is encouraged to request additional relevant data from Planning and Institutional Research. Please include a copy of the data provided by the Planning and Institutional Research as well as all departmentally/programmatically developed surveys in the Self-Study.

A. What strategies does the department/program use to collaborate with departments external to the department/program to:

1. Support recruitment of all students including minorities and special populations?2. Retain students including minorities and special populations.3. Analyze and discuss retention data.

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B. Interpreting Student Data – Using the questions below, please interpret the data in each category (Student Applicant Data, Student Enrollment Data, Credits Generated Data, etc.)

1. What are the trends/patterns that emerge over time?2. What does the data regarding enrollment, graduation, and retention tell

about the department/program?3. What are the student demographics? How have they changed over

the last five years? What are the implications for the department/program?

C. Based on data, are there additional student recruitment or marketing efforts in which the department/program would like to be involved? Be specific as possible.

VIII. Workforce Readiness and Market Trends

A. What are the careers/fields/jobs for which the department/program is preparing students?

B. What is the program accreditation/certification/approval status if relevant to the program field.

C. Describe mechanisms or procedures currently in place to monitor changes in the job market and review the program’s relevancy and “fit” with the educational interests and needs in our region.

D. Identify labor/market trends based on input from advisory boards, focus group meetings with recent graduates, Department of Employment & Training etc. which may occur within 3-5 years following the review.

E. Does the department/program use a graduate survey to ask about employment, average salary, academic preparation, etc. If yes, summarize the results of that survey and the inferences drawn from those results. If the department/program does not conduct a survey, please use the data in the College’s ten-month survey provided by the Office of Planning and Institutional Research.

IX. Summary

A. What are the strengths and weaknesses of your department/program?

B. What are the “Highlights” of the Review?

C. What have you learned from the process?

D. How would you interpret the findings of your report?

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E. What conclusions would you draw from the findings?X. Action Plan

Recommend changes to improve student learning and address the department/program needs identified as a result of the Department/Program Review Process. Align the Action Plan to the Summary using the following questions as a guide:

A. List the goals of the Action Plan – statements of what the department/program plans to accomplish.

B. What are the steps needed to achieve each of these goals?C. Develop timelines for each of the goals.D. Identify resources needed to accomplish these goals.

Action Plan Chart

Department/Program Goals/Needs

Status of Goals

Resources Needed

Timeline Budget

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XI. List all faculty and staff who contributed to the preparation of this document

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GLOSSARY

Advisory Board - A group of individuals drawn from a program’s communities of interest for the purpose of informing and advising the program in order to meet student, institution, community, and workforce needs.

Assessment - An ongoing process of examining student work against criteria and standards of judgment in order to improve teaching and learning. Examples are tests, class presentations, research papers, and portfolios."Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development." (Palomba & Banta, 1999)"Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance." (Tom Angelo, 1995)

Capstone - A culminating academic project or experience.

Clinical Experience – See Field Placement

Co-op – At NSCC, a co-op is a paid job placement during which knowledge is applied and skills are developed.

Community of Interest - All those affected by the department/program: transfer/career students, entering students, existing students, NSCC departments and programs, “feeder” educational institutions, particular professions, current and future employers, community entities, and transfer institutions.

CPT - Computerized Placement Test. Used for evaluation of student competencies in communication and mathematics.

Curriculum Design - The structure and format upon which a curriculum is fashioned.

Curriculum Map - A graphic representation indicating which courses address department/program level and/or general education outcomes.

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Department/Program Review - The process of examining and reviewing the department/program to direct and inform teaching and learning. The three stages are self-study, summary, and action plan.

Educational Tools - Variety of instruments, which aid teaching and learning. A few examples are books, media, computers, online databases, calculators, microscopes, tests.

Embedded Assignment – An activity within a course used to assess department/program level or general education outcomes.

Enrichment Opportunities – Experiences within or outside of the classroom that reinforce classroom learning. Examples are guest speakers, demonstrations, field trips, performances, clubs, internships, and service-learning experiences.

Field Placement - An unpaid educational experience in a practical learning situation that correlates to course curriculum.

General Education Outcomes – Student learning that can be assessed in order to determine knowledge, skills, and attitudes that are shared throughout the institution.

Hybrid (formerly CAT) – Courses which combine face-to-face and online instruction with at least 50% instruction online and remainder in the classroom.

Internship – At NSCC, an internship is an unpaid job placement during which knowledge is applied and skills are developed.

Mission Statement - A description of the aims, values, and goals of a department, program, or an organization.

Portfolio - A collection of student-generated artifacts used to provide evidence over a period of time about the range and extent of a student’s performance and growth.

Practicum – See Field Placement.

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Quantitative Reasoning - The ability to think and reason using certain objective and well-defined measures, such as those with numerical value including but not limited to: symbols, graphs, equations, and tables.

Qualitative Reasoning - The ability to assess persons, objects, or events in terms of their value or worth rather than of their objective characteristics.

Retention – As defined by the Board of Higher Education: first time, full-time, students registered at NSCC from one fall to the next.

Rubric - A tool with specific criteria and standards of judgment used to assess student work and document student learning.

Self Study - A part of the academic review process in which a program examines its own performance.

Special Populations - Identified groups of students within the college that may be in need of additional, adaptive, or specialized services.

Student Learning Outcomes – Statements of specific knowledge, skills, and attitudes that students are expected or intended to achieve, and that are measurable.

Support Services – Activities that support and enrich learning.a. Academic Support Services: Activities which support education such as academic technology, library, and media services.b. Student Support Services: Activities which support students such as counseling, tutoring, and advising.

References:

Barrow, Robin. A Critical Dictionary of Educational Concepts. New York: St. Martin’s Press, 1986

Glossary of Education Terms and Acronyms.www.ncrel.org/sdrs/areas/misc/glossary.htm

Good, Carter V., ed. Dictionary of Education. New York: McGraw-Hill, 1973

Maki, Peggy. Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling, Va.: Stylus, 2004

U.S. Department of Education. The Condition of Education. Washington, D.C.: U.S Department of Education, 1999.

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APPENDIX A

Writing Department/Program Mission Statements

How to Write a Mission Statement

A good mission statement for your department/program should reflect 1) what is the department/ program designed to do, 2) how do the students learn, 3) where do the students go from here, and 4) what are the values, principles, or beliefs that guide your work with students.

You can begin drafting a mission statement by creating a worksheet based on these questions. Ask other faculty and staff to list words, phrases, or ideas that come to mind about the department/program for each question. Give everyone a chance to be heard. Make your comments less philosophical and more practical and concrete. Look for language and concepts that have broad consensus. The best mission statements tend to be 3-4 sentences long, 50-75 words.

Examples of Department/Program Mission Statements

The Horticulture Degree Program is designed for students seeking employment or self-employment in the horticultural and environmental industries. Our commitment to a high quality learning environment provides students with the necessary training for pursuing careers in a wide range of fields including Landscape Construction, Landscape Maintenance, Sports Field Management, Golf Course Management, Professional Lawn Care, Landscape Design, Urban Tree Care and Certified Arborist. In addition to offering a rich academic experience to help students succeed in their chosen careers, we strive to provide the community with a qualified, professional workforce. Students are encouraged to supplement their course work by pursuing related employment with local businesses while enrolled in our program.

English as a Second Language Department aims to provide non-native speakers of English with the skills necessary for their professional and academic advancement. Using both traditional and communicative teaching methods and providing a supportive environment, the program assists students as they work towards the level of linguistic competence necessary for their participation in the local and global community. We are committed to respecting individual cultural and linguistic identity.

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APPENDIX A

Examples of Department/Program Mission Statements (Continued)

The Criminal Justice Program provides quality education for individuals interested in pursuing a career in the criminal justice field. The program provides an academic foundation for students continuing their education at a four-year institution of higher learning or beyond to further professional education. Students receive instruction in both practical and theory-based issues and concepts from faculty qualified by significant academic and practical experience from all facets of the criminal justice field. Professional opportunities for criminal justice students include civilian and sworn positions with law enforcement agencies, the court system, correctional services and law firms. Students in the NSCC criminal justice program will emerge with a foundation for the application of ethical principles in professional decision-making.

The Nurse Education Program is a two-year Associate of Science Program that prepares individuals for a career in nursing as a Registered Nurse. The program provides students with a professional foundation that integrates nursing theory with the skills required for practice in diverse health care settings. The program offers a competency-based curriculum that utilizes diverse learning methodologies and experiences that facilitate learning. The program fosters lifelong education recognizing the dynamic role of nursing practice.

The North Shore Community College Business Department is designed to educate students in their selected major of Accounting, Management, or Marketing, or to prepare them for transfer to a four-year school via the Business Transfer Program.

The faculty will facilitate development of interpersonal skills and will promote an understanding of the ethical issues of the business environment; skills which will enhance the student’s self-esteem and foster the student’s personal growth.

The Women in Transition Program is a strength-based supportive learning community of mature students, which is dedicated to easing transitions to college, career, and life changing possibilities. The program faculty and staff guide the women within the comfort and safety of a small learning community.

Women of diverse life experiences discover and develop academic skills and competencies, college success strategies, and life skills. The program faculty and staff specifically encourage and assist in building the esteem and confidence needed to examine the student’s attitudes, values, thoughts, beliefs, and feelings related to creating a unique life plan. Upon completion of this one year, part-time program, each student will move on to pursue her educational, professional, and personal goals.

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APPENDIX B

Writing Student Learning Outcomes

Department/program or course level student learning outcomes are statements of specific knowledge, skills, and attitudes that students are expected or intended to achieve upon successfully completing the program or course. They must be measurable.

Writing Student Learning Outcomes1. Each outcome should be concise and measurable.2. Each outcome should be expressed as something that the student is expected to

achieve, not what the teacher will do.3. Use a measurable verb to begin each outcome statement. (See Bloom’s

Taxonomy on the next page.) Verbs such as understand, realize, be aware of, appreciate, and know should be avoided since they describe behavior that is not measurable.

4. Keep one learning outcome per statement – i.e. the outcome will be stated in a single sentence using a single verb.

5. For department/program and course outcomes, use verbs from Bloom’s Higher Order Levels (3 - 6)

6. For department/program and course outcomes, limit the list to a total of eight to ten outcomes.

Examples of Department/Program Outcomes

At the end of the ESOL Program, students will be able to:General Education Outcomes and Workforce Readiness Skills1. Write a logically organized essay in a variety of rhetorical forms using Standard English sentences2. Express themselves in writing for a variety of purposes, both formal and informal, including journals, letters, e-mails, and business communications3. Communicate effectively in English in both formal (oral presentations) and informal (group discussion) situations 4. Interpret mathematical graphs and diagrams using appropriate vocabulary 5. Use word processing and other appropriate software to complete academic or career-related assignments6. Use the computer to locate relevant and useful information and use that information appropriately in college assignmentsOther Department/Program Outcomes7. Demonstrate that they possess the vocabulary and reading skills that will enable them to take and be successful in regular college classes either in the next semester or in one semester’s time 8. Demonstrate listening comprehension and note-taking skills by successfully understanding academic lectures and presentations

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APPENDIX B

In the Business Department, students will be able to:General Education Outcomes and Workforce Readiness Skills1. Communicate one’s opinion effectively as writers and speakers in multiple business settings2. Apply necessary arithmetic computations and quantitative methods to solving real-world problems3. Demonstrate interpersonal, teamwork, and leadership skills necessary to function in diverse, multicultural business settings in order to achieve organizational goals and objectives4. Demonstrate an ability to think critically about business problems by using analytic and research skills5. Utilize common business computer programs such as word processors and spreadsheet programs, for the preparation of documents, reports, and for preparation of accounting, financial, or other tabular data for presentation and analysis6. Demonstrate professional behaviors through time management, attendance, appearance, flexibility, and cooperationOther Department/Program Outcomes7. Explain why and how technology, society, and economics affect an organization and the way in which it interacts with its environment not only locally, but globally8. Translate ethical concepts into responsible behavior in a business environment9. Analyze problems that have no single correct answer; apply decision-making techniques to identify the problem, develop alternatives for resolution, select and implement the best alternative, and measure the results for solving the problem10. Employ subordinates effectively, using appropriate leadership styles; assigning responsibility, authority, and accountability commensurate with the individual subordinate’s capabilities

In the Horticulture Program, students will be able to:General Education Outcomes and Workforce Readiness Skills1. Communicate technical recommendations and customer service information in both written and oral format to employers, employees, and interested parties2. Demonstrate mathematical calculations as they apply to the 'Green Industry' to safely and effectively apply horticultural products3. Employ computer hardware and software to support professional career development4. Design and implement ‘Plant Health Care’ strategies to satisfy customer wants/needs5. Demonstrate professional and ethical behaviors through time management, attendance, appearance, flexibility and cooperationOther Department/Program Outcomes6. Examine field conditions relative to plant health and plan strategies to maintain or improve plant performance7. Identify and analyze symptoms of plant injury from pests, environmental stresses, and cultural deficiencies and formulate corrective measures8. Recognize and evaluate plant material encountered in the Green Industry 9. Recognize and apply basic skills in the safe operation of Green Industry equipment

In the Criminal Justice Program, students will be able to:General Education Outcomes and Workforce Readiness Skills1. Identify, evaluate and utilize effective verbal, non-verbal and written communicationapply ethical principles in decision making situations2. Demonstrate an understanding of diversity and multiculturalism3. Describe the application of current and emerging technologies in the criminal justice field 4. Demonstrate professional behaviors through time management, attendance, appearance, flexibility, cooperation

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APPENDIX B

Other Department/Program Outcomes5. Properly use basic criminal justice terms, concepts and data6. Recognize and respect individual rights and responsibilities7. Identify and explain the relationship between the major components of the criminal justice system8. Identify, explain and apply major theories of crime causation and individual criminal behavior9. Identify elements of changes or problems within the criminal justice field and develop both conceptual and practical response or solutions10. Describe the relationship between community resources, crime prevention and control (including efforts directed at conflict resolution, violence prevention, crisis intervention and prejudice reduction)

The Nurse Education Program prepares graduates for eligibility for the NCLEX –RN Licensure Exam and for entry-level practice who will:General Education Outcomes and Workforce Readiness Skills1. Demonstrate professional behaviors as new practitioners. (workforce readiness) 2. Utilize effective written, verbal and technological communication skills in nursing practice (Written and Oral Communication, Information literacy)3. Apply the nursing process to meet the needs of clients (Critical Thinking)4. Utilize evidence based information and clinical decision making skills to meet client needs. (Critical Thinking, Quantitative Reasoning)5. Apply caring interventions to meet the needs of clients (Critical Thinking)6. Apply teaching and learning concepts to meet the needs of clients (Critical Thinking)7. Collaborate with members of the health care team to provide comprehensive client care (Critical Thinking)8. Manage personnel, physical, financial, and technological resources to meet the needs of clients (workforce readiness)

At the end of the Challenges, Choices, and Change Program, students will be able to:General Education Outcomes and Workforce Readiness Skills1. Organize and articulate their ideas clearly and communicate effectively.2. Demonstrate effective reading and writing skills in a variety of forms.3. Develop the critical thinking skills necessary to assess issues, problem-solve and cope with various day-to-day events and life crises.4. Access, evaluate and utilize resources learned through course work, advising and one-on-one meetings.5. Improve and apply employment skills such as, interviewing, resume writing, time management and proper dress codes, through course work and the internship experience.Other Department/Program Outcomes7. Assess values, prioritize goals and formulate a plan for completing a NSCC certificate, Associate degree, or pursue other life changing opportunities.8. Develop and refine self-advocacy skills.9. Acquire and integrate skills for creating and maintaining healthy relationships.10. Demonstrate ability to appreciate differences, and refrain from judgment of self and others.11. Demonstrate personal growth through self-reflection and the application of learned principles that endorse life long learning.

20

APPENDIX BDESCRIPTIONS OF BLOOM’S LEVELS OF THINKING

(Cognitive Domain)Blooms Taxonomy divides the way people learn into three major domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain emphasizes intellectual outcomes. Cognitive Outcomes are further divided into categories, which are arranged from the lowest level of thinking, which is simple recall, to the highest level, which is evaluating information. The largest number of educational outcomes fall into this domain .The Affective Domain emphasizes a feeling, tone, or degree of acceptance or rejection. Affective Outcomes are expressed as interests, attitudes, appreciations, and emotional sets or biases. The Psychomotor Domain emphasizes muscular or motor skills, manipulation of materials or objects, or something that requires neuromuscular coordination. Most Psychomotor Outcomes relate to handwriting, speech, and physical education.

LEVEL and DEFINITIONLEVEL and DEFINITION KEY VERBSKEY VERBS SAMPLE PRODUCTSSAMPLE PRODUCTS

Level 1 - KNOWLEDGE/RECALLExhibit memory of previously-learned material by recalling facts, terms, basic concepts, and answers.

TellListRecallQuote

LocateMatchNameIdentify

LabelsNamesCitationRecitation

Find Underline FactLabel Tally Reproduction

Level 2 - COMPREHENSIONDemonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

TranslateInterpretOutlineArrange

RewordDefineRephraseSummarize

SentenceGeneralizationDefinitionClass notes

Restate Explain Summary

Level 3 - APPLICATIONSolve problems for new situations by applying acquired knowledge, facts, techniques, and rules in a different way.

ApplySolveApply

UtilizeUseTest

IllustrationDemonstrationWorksheets

Manipulate Construct ModelDemonstrate Practice Records

Level 4 - ANALYSISExamine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

AnalyzeContrastDeduceOutline

ExamineSimplifyInspectCompare

SurveyGraphComparisonReport

Verify Categorize Chart

Level 5 - SYNTHESISCompile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

CreateHypothesizeFormulate

CombineAdaptInduce

FormulaInventionHypothesis

Transfer Invent PredictionPredict Integrate New theory

Level 6 - EVALUATIONPresent and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.

JudgePrioritizeRefute

DetermineAssessEndorse

OpinionEvaluationDecision

Justify Rank Verdict

Reference: Bloom, B., Englehart, M., Furst, E., Hill, W., Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.

21

APPENDIX C

GENERAL EDUCATION OUTCOMES

The primary goal of General Education is to instill the foundations of lifelong learning. To that end, the General Education Outcomes Ad Hoc Committee developed the following General Education Outcomes, which were then approved at the Faculty/Staff Meeting on January 30, 2001. The following learning outcomes are a starting point to develop the characteristics of a generally educated person in each of our students:

NEASC 4.19 Category Student Learning Outcome

1.0 - Written and Oral Communication

1.0.a – The student will demonstrate the ability to write a logically developed, organized document in English utilizing the rules of grammar, punctuation, and proper spelling; the student will demonstrate the ability to solve problems in writing.

1.0.b – The student will articulate ideas logically and clearly for diverse audiences and purposes. 1.0.c – The student will apply his/her writing, reading, and speaking skills for effective communication.

2.0 – Quantitative Reasoning and Critical Analysis

2.0.a – The student will clearly represent mathematical information symbolically, visually, numerically, and verbally. Examples include, but are not limited to, arithmetic operations on whole/rational numbers and mathematical models such as tables, graphs, and schematics.

2.0.b – The student will interpret mathematical information (symbolically, visually, numerically, and verbally) in order to problem-solve and draw inferences.

2.0.c – The student will apply critical analysis and reasoning skills to identify and define a problem, research solutions, analyze the results of the research, and make a decision based on critical analysis and reasoning.

3.0 – Critical Thinking in relation to the Ethical Dimensions of Human Experience

3.0.a – The student will critically evaluate theories, explanations, problems, and ambiguous situations and justify their conclusions.

3.0.b – The student will examine his/her attitudes, values, thoughts, beliefs, and feelings related to varying contexts of the human experience.

3.0.c – The student will recognize that there are multiple social, cultural, political, ecological, and economic contexts for living in the world, and demonstrate an appreciation for diversity and creativity.

4.0 – Information Literacy and Computer Literacy

4.0.a – The student will recognize when information is needed, and demonstrate the ability to locate, evaluate, and effectively use that information.

4.0.b – The student will demonstrate the ability to use computer technology to search for, access, and organize information in a meaningful way.

22

APPENDIX D

DRAFTDefinition of Workforce Readiness

for North Shore Community College

Graduates from North Shore Community College will be considered workforce ready when they have acquired the following competencies: written and oral communication; quantitative reasoning; recognition, understanding, and appreciation of cultural differences; critical thinking and analysis; use of technology; and workplace behavior skills. Workplace behavior skills include but are not limited to time management, attendance, professional appearance, respecting confidentiality, adapting to change, working with others, and conflict management.

Note: The definition was developed by the PRWR - Workforce Readiness and Computer Competency sub-team and approved on 6/7/04 by the Program Review and Workforce Readiness Leadership Team and includes North Shore Community College’s General Education Outcomes.

References:Association of College & Research Libraries. "Information Literacy Competency Standards for Higher Education." American Library Association. 2004. <http://www.ala.org/acrl/ilcomstan.html> (May, 09, 2005).

Flyy, William J. “Why Not Tell It Like It Is? The Case for Revitalizing the Traditional Academic Transcript.” Carlsbad, CA: National Council for Continuing Education and Training, November 2003.

Ivy Tech State College. Workforce Readiness Institute. “Workforce Readiness.” <http://www.ivytech.edu/ccs/training-solutions/ccs-offerings/workforce-readiness/>. (March 11,2004).

Learning Resources, Inc. “Assessment Programs.” Riverside, CT: Learning Resources, Inc. <http://www.learning-resources.com/Assess/> (March 18, 2004).

Massachusetts Department of Education and the Mass Jobs Council. Massachusetts Work-based Learning Plan: Massachusetts School to Career System. Malden, MA: Massachusetts Office for School to Career Transition: Department of Education. <http://www.doe.mass.edu/stc/wbl_resource/ >(no date).

O’Neill, Harold F., Jr., Allred, Keith, and Baker, Eva L. Measurement of Workforce Readiness Competencies: Design of Prototype Measures. CSE Technical Report 344. Los Angeles: National Center for Research on Evaluation, Standards and Student Testing (CRESST), 1992.

Quimby, O. Steven and Green, Claudia. Southern Essex Regional Labor Market: Blueprint Update 2002. Boston: University of Massachusetts, 2002.

U.S. Department of Labor Employment & Training Administration. Learning a Living: A Blueprint for High Performance. Secretary’s Commission on Achieving Necessary Skills (SCANS). <http://wdr.doleta.gov/SCANS/> March 18, 2004.

Workforce Learning Strategies, Inc. “Resource: Building and Certifying Work Readiness.” Newsletter 2, March 2004. <http://www.workforceUSA.net> (March 2004).

24

http://www.workforceUSA.net/

http://wdr.doleta.gov/SCANS/

http://www.learning-resources.com/Assess/

http://www.ivytech.edu/ccs/training-solutions/ccs-offerings/workforce-readiness/

http://www.ala.org/acrl/ilcomstan.html

Workplace Training and Education Coordinating Board. “Workplace Skills Content.” Definition Adopted March 18, 1999. Workforce Training and Education Coordinating Board: Olympia, WA. <http://www.wtb.wa.gov/Workplace_Skills.pdf>, March 2004.

25

APPENDIX E

Curriculum Map

Department/Program OutcomesI=Introduce; R=Reinforce; A=Apply

General Education Outcomes and Workforce Readiness Skills

Other Department/Program Outcomes

Reference: Adapted from Maki, Peggy. Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling, Va.: Stylus, 2004

26

APPENDIX FSample Curriculum Map ~ Behavioral Science Department

The following curriculum map represents responses from six (6) full-time and five (5) adjunct faculty.

Competencies/Expected Outcomes

PSY 102

PSY 104

PSY 110

PSY 112

PSY 114

PSY 118

PSY 128

PSY 130

PSY 136

PSY 138

PSY 140

PSY 142

PSY 206

PSY 210

SOC

104

SOC

106

SOC

126

AN

T 102

I=Introduce; R=Reinforce; E-Emphasize1. Identify course content that

includes information pertaining to the development of student careers, whether enrolled in transfer degree, career degree, or career certificate program.

I

R

E

I

E

I I I

N/A

R R

E

R

E

R

I I I

E

I

E

I

E

I

R R

E

2. List course content, through syllabus topics and course objectives, indicating the course material focuses on the fundamental concepts of psychology, sociology, or anthropology, which will enhance transfer credits in support of college degree and certificate programs.

I

E

R R R R

I

E

R R

E

R R

I

R

I

R R

I

E

I

E

R

E

3. Locate course content (upper level courses) which focuses on more specialized content that addresses the needs of students and the various transfer, career, and certificate programs.

N/A E N/A N/A

R

I

N/A E E N/A N/A N/A

I

R

E

R

E E

I

N/A

I

E

4. Identify the opportunity to participate in extracurricular academic activities and events that enhance the Department’s

I

E

I I

E

R

E

R

N/A

I

E

R

N/A

R

E

R R

E

I

E

R

E27

mission.

APPENDIX F

Sample Curriculum Map ~ Behavioral Science Department (Continued)


PSY 102

PSY 104

PSY 110

PSY 112

PSY 114

PSY 118

PSY 128

PSY 130

PSY 136

PSY 138

PSY 140

PSY 142

PSY 206

PSY 210

SOC

104

SOC

106

SOC

126

AN

T 102

5. Engage in service-learning opportunities to facilitate the link between the academic environment and the community, at large.

I

E

I I

E

R

E

R

N/A

I

E

R

E

R R R

I

E

I

E

I

E

6. Enhance workforce readiness through demonstration of competencies in effective communication, holding confidentiality, and critical thinking analysis.

R

E

R

E E

R R R R

E E E

R R R R

E

I

E E

7. Identify and explain the responsibilities as a citizen of society and culture, which include the understanding and appreciation of individual and cultural differences, respecting others, and conflict management.

I

R

E E E E

R R

E E E E E E

R

E E E

I

E E

8. Utilize skills in critical thinking and effective decision making.

I

R

E E E E E E E E E E E E E E E E E

28

APPENDIX FSample Curriculum Map ~ Business Department

Page 1Competencies/Expected Outcomes

ACC099Preparation

for Accounting

ACC101Basic

Accounting 1

ACC102Basic

Accounting 2

ACC104Essen of

Accounting for Business

ACC106Computer

Applications in Accounting

ACC201Intermediate Accounting

1

ACC202Intermediate Accounting

2

ACC203ManagerialAccounting

ACC208Taxation

BUS100Intro to

Business

BUS101Math for

Business & Finance

I=Introduce; R=Reinforce; A=ApplyGen Ed Outcomes and Workforce Readiness Skills1. Communicate one’s opinion effectively as writers and speakers in multiple business settings

I IIRIIIIII RRRRIRI

IAI R IA RA RARR R IARIII RIRAIII

2. Apply necessary arithmetic computations and quantitative methods to solving real-world problems

I AAIIRIRIAA

AAAAAIRR

IAR R AR AR AAAA A IIII RAIARAIIA

3. Demonstrate interpersonal, teamwork, and leadership skills necessary to function in diverse, multicultural business settings in order to achieve organizational goals and objectives.

I IRIRIRIIR

RIRIRRR

IA I IA R RAIR R IIIAR IIIRRAI

4. Demonstrate an ability to think critically about business problems by using analytic and research skills.

I ARIRIIAIR

AIIIRARA

IA A AR AA AARR A IAIIR IAIRARIA

5. Utilize common business computer programs such as word processors and spreadsheet programs, for the preparation of documents, reports, and for preparation of accounting, financial, or other tabular data for presentation and analysis.

I AIRIRAIIA

AAIIRAR

IA A R A RAA I IIII IIIIRIAI

6. Demonstrate professional behaviors through time management, attendance, appearance, flexibility, and cooperation.

I RIIARIRRA

RARIRRA

IA A A A RARA R IAIRA AIIRAAI

Other Department/Program Outcomes7. Explain why and how technology, society, and economics affect an organization and the way in which it interacts with its environment not only locally, but globally.

I IIRIRRI RRIIRR

IR R I I AARR A RRII IRRRRRI

8. Translate ethical concepts into responsible behavior in a business environment.

I IIRAIRII

RIIRRA

IA R I I RAIR A RIIA IARIRAI

9. Analyze problems that have no single correct answer; apply decision-making techniques to identify the problem, develop alternatives for resolution, select and implement the best alternative, and measure the results for solving the problem.

I RIRIIIIR

RRRIIRI

IR I AR AA RARA R AIIA RIIRIRI

10. Employ subordinates effectively, using appropriate leadership styles; assigning responsibility, authority, and accountability commensurate with the individual subordinate’s capabilities.

I IIIIRII RIRII IR I I I RARR I RIIA IIIRRI

29

APPENDIX FSample Curriculum Map ~ Business Department (Continued)


BUS102Business Law

1

BUS106Intro to Excel

BUS132Business

WorkplaceSeminar

BUS202BusinessInternship

BUS210Intro to

InternationalBusiness

BUS229Business

CooperativeEducation

MGT102Principles ofManagement

MGT201Human

ResourceMgt.

MGT202Financial

Mgt.

MGT204Investment

Mgt.

MGT206Small

BusinessMgt.


RIA R R R AAAA A RAA A RI


I RI I AAAA A IR


RRR A A A AAAA A AR A AR


RIA I A I AARI R AAAA AI


RI R I R A I IA A RA


RAR A A A ARIA A RR AA


RIR I R I RRI R RR AR


ARA A A A RARR A ARA A AR

9. Analyze problems that have no single correct answer; apply decision-making techniques to identify the problem, develop alternatives for resolution, select and implement the best alternative, and measure the results for solving the problem.

RAR R R R AAAR A AAA AR

10. Employ subordinates effectively, using appropriate leadership styles; assigning responsibility, authority, and accountability

RI A A A RIA A RR AR

30

commensurate with the individual subordinate’s capabilities.

APPENDIX FSample Curriculum Map ~ Business Department (Continued)


MKT101Marketing

1

MKT201Marketing 2

MKT203Principlesof Selling

MKT204Advertising

MKT205Principles

of Retailing

MKT216Internet

Marketing

CMP101Composition 1

CMP104- 146

Composition2 Elective

CPS100Fundamentals of

Computer Concepts

PSY110Organizational Psychology and

theWorkplace


ARI RR A A A


II RR R I R


AIA AR A A A


AIA AR R A A


II RR R I R


RIA AR A A A


RRI RR R R R


RIA AR A R A9. Analyze problems that have no single correct answer; apply decision-making techniques to identify the problem, develop alternatives for resolution, select and implement the best alternative, and measure the results for solving the problem.

RIA AR A A R

10. Employ subordinates effectively, using appropriate leadership styles; assigning responsibility, authority, and accountability commensurate with the individual

RRI AR A A A

31

subordinate’s capabilities.

32

APPENDIX FSample Curriculum Map ~ Criminal Justice Program

Curriculum Map – Criminal Justice ProgramI=Introduce; R=Reinforce; E-Emphasize

Courses for Criminal Justice Program

Competencies / Expected Outcomes

CJ101

CJ103

CJ105

CJ106

CJ108

CJ110

CJ116

CJ206

SOC

104

SOC

126

CM

P101

CM

P104

SPE102

CJ204

CJ202

CJ208

PSY102

Gen Ed Outcomes and Workforce Readiness Skills1. Identify, evaluate and utilize effective verbal, non-verbal and written communication

E,R

,I

R,E

E E E,R

E,E

,R

E R E,E

,R

E E R,E

,R

E,E

,R

R

2. Demonstrate an understanding of diversity and multiculturalism

E,I,I

E,R

I I E,R

E,E

,R

E E,E

,R

E I E,E

,R

E,R

,R

E

3. Describe the application of current and emerging technologies in the criminal justice field

I,R,I

I,R I I R,R

R,I,E

E E R,R

,R

I R,R

,E

R,E

,E

4. Demonstrate professional behaviors through time management, attendance, appearance, flexibility, cooperation.

I,E,I

E,E

E E E,E

R,E

,R

R R E,R

,E

R R R,E

,R

R,E

,E

E

Other Department/Program Outcomes5. Properly use basic criminal justice terms, concepts and data

E,I,I

I,R E E E,R

E,R

R E R,E

,E

R E,R

,E

E,R

,E

6. Apply ethical principles in decision-making situations.

E,E

,I

R,R

E E E,E

E,E

,R

E R E,E

,R

R R E,E

,R

E,R

,E

7. Recognize and respect individual rights and responsibilities

E,E

,I

E,E

E E E,R

E,R

,R

E E E,R

,E

R R R,I,R

E,I,R

E

8. Identify and explain the relationship between the major components of the criminal justice system

E,I,I

I,E R R E,R

E,R

,R

R R R,R

,R

E E,E

,R

R,R

,R

9. Identify, explain and apply major theories of crime causation and individual criminal behavior

R,I,I

I,E I I R,R

R,E

,

I E,E

,

E R,E

,

R,I,E

10. Identify elements of changes or problems within the criminal justice field and develop both conceptual and practical response or solutions.

I,E,I

I,E R R E,R

E,E

,E

E I R,R

,E

E E,E

,E

E,R

,E

11. Describe the relationship between community resources, crime prevention and control (including efforts directed at conflict resolution, violence prevention, crisis intervention and prejudice reduction)

I,I,I

E,N

/A

I I E,E

E,E

,R

R E,R

,E

R R,E

,R

R,I,E

33

APPENDIX FSample Curriculum Map ~ ESOL Program


I=Introduce; R=Reinforce; A=Apply

ESL061Intermediate

ESL Grammar 1

ESL063Intermediate

ESL Reading 1

ESL065Intermediate

ESL Writing 1

ESL075Intermediate

ESL Listening and Speaking 1

ESL062Intermediate

ESL Grammar 2

ESL064Intermediate

ESL Reading 2

ESL066Intermediate

ESL Writing 2

ESL076Intermediate

ESL Listening and Speaking 2

General Education Outcomes and Workforce Readiness Skills

1. Write a logically organized essay in a variety of rhetorical forms using Standard English sentences

IRRA

I I IRRA

I

AR

I IRA

IR

2. Express themselves in writing for a variety of purposes, both formal and informal, including journals, letters, e-mails, and business communications

I I I IRRRA

I I IRA

I I IRRRAAA

I IRA

I IRRA

I IRRRRAA

I IRRRAA

I I IRRRRAA

3. Communicate effectively in English in both formal (oral presentations) and informal (group discussion) situations

I I I I RRRRAAA

I I I RRRRAAA

I IRRAA

I I I I RRRRAAAA

I I I RRAAA

I RRRRAAA

IRRA

I I I I RRRRRAAAA

4. Interpret mathematical graphs and diagrams using appropriate vocabulary

I I I R

I I I I I IRRRR

5. Use word processing and other appropriate software to complete academic or career-related assignments

I I I I RA

I IRA

I IRA

I I IRA

I IR

I I I IRRAA

I IR RA

I IRRAA

6. Use the computer to locate relevant and useful information and use that information appropriately in college assignments.

I I RA

I I RRAA

I RA

I I IRRA

I I I I I RRRA

I IRA

I IRRAA


7. Demonstrate that they possess the vocabulary and reading skills that will enable them to take and be successful in regular college classes either in the next semester or in one semester’s time

I IR

I IRRA

I IRA

I I IRRA

IRR

I IRRRRA

I IRRRAA

I I I RRRAA

8. Demonstrate listening comprehension and note-taking skills by successfully understanding academic

I I I RRAA

RI I I RRAAA

I I I I RRRRAAA

I IRAA

IRR R

I I IRRRRAAA

34

lectures and presentations

APPENDIX FSample Curriculum Map ~ ESOL Program (Continued)



ESL110Advanced ESL

Grammar 1

ESL112Advanced ESL

Reading 1

ESL114Advanced

ESL Writing 1

ESL116Advanced ESL Listening and

Speaking 1

ESL120Advanced ESL

Grammar 2

ESL122Advanced ESL

Reading 2

ESL124Advanced ESL

Writing 2

ESL126Advanced ESL Listening and

Speaking 2Gen Ed Outcomes and Workforce Readiness Skills

1. Write a logically organized essay in a variety of rhetorical forms using Standard English sentences

RA

IRR

IRAA AA

RIRRRRRAAAAA

RA

2. Express themselves in writing for a variety of purposes, both formal and informal, including journals, letters, e-mails, and business communications

IRRRAA

I I I RRRAAA

IRAA

I IRRAAA

RAA

IRRRRAA

IRRRAAAAA

IRRRRAA


IRRRRAA

I I I I RRRRRAAAAAA

IRRA

I I I I RRRRAAAAA AAA

I I RRAAAA

I RAAAAA

I I IRRRAAAA


I I I I I IRRA

I I I R

I

5. Use word processing and other appropriate software to complete academic or career-related assignments

IRRR

I I I RRRAA

I R AA

I I RA

RAA

IRRRA

I I RRRAAAAA

IRAA

6. Use the computer to locate relevant and useful information and use that information appropriately in college assignments

I RR I I I RRRAA

IRAA

I I I I RRRRAAA

RA

IRRRAAAA

I I RRRRAAAA

I I RRAAA

Other Department/Program Outcomes7. Demonstrate that they possess

the vocabulary and reading skills that will enable them to take and be successful in regular college classes either in the next semester or in one semester’s time

IRR

I I I IRRRRAA

IRAA

I I RRAA

RAA

I I RRAAAA

IRRAAAAA

IIRRAA

8. Demonstrate listening comprehension and note-taking skills by successfully understanding academic

IR

I I RRAA

IRRA

I I I I RRRRAAA

RAA

IRAA

I RAA

I I RRRAAAA

35

lectures and presentations

APPENDIX F

Sample Curriculum Map ~ Floriculture ProgramPage 1Courses for Floriculture Degree Program



FLR101

Floral Design 1

FLR102

Floral Design 2

FLR104

Horticul-ture

Business Mgt.

FLR106

Indoor Plant

Materials

FLR108

Plant Biology

FLR110

Interior Plant-

scaping

FLR112

Visual Merchan-

dising

FLR120 OR

FLR121Flor. Coop Ed or Flor Intership

Gen Ed Outcomes and Workforce Readiness Skills1.Communicate recommendations & customer service information in both written & oral format to employers, employees, customers & interested parties.

I R,A I I,R,A I,R A

2. Demonstrate mathematical calculations to safely and effectively apply a variety of horticultural products, conduct job estimation and formulate retail prices.

I R I,R R,A I A

3. Evaluate greenhouse and interior plantscape growing conditions relative to plant health and plan strategies to maintain or improve plant performance.

I,R I,R I,R R,A A

4. Identify plant material encountered in the Floral, Interior Plantscape and Greenhouse Industries, analyze and evaluate symptoms of plant injury from pests, environmental stresses, and cultural deficiencies and formulate corrective measures.

I,R R,A A

5. Employ computer hardware and software to support professional career development.

I I I I A

6. Demonstrate professional and ethical behaviors through time management, attendance, appearance, flexibility and cooperation.

I R I,R I,R A I,R I,R A

Other Department/Program Outcomes7. Design, construct and price a variety of floral arrangement styles to accepted retail standards.

I,R R,A A

8. Evaluate and implement effective merchandizing strategies for both products and services offered in the Floricultural field.

I R I,R I,R I,R,A A

36

APPENDIX F

Sample Curriculum Map ~ Floriculture Program (Continued)Page 2Courses for Floriculture Degree Program



FLR201

Greenhouse Crop

Production 1

FLR202

Greenhouse Crop

Production 2

FLR204

Plant Entomology

FLR210

Senior Design Seminar

HRT208

Plant Pathology

HRT210

Herbaceous Perennial

Plants


I I,R I,R I I,R


I I,R,A I R,A


I,R,A I,R,A R R


I,R,A R


I A


I R A R R R


I,R,A


I,R,A R I

37

APPENDIX F

Sample Curriculum Map ~ Floriculture Program (Continued)Page 3Courses for Floriculture Degree Program



ACC104

Essentials of Accounting for Business

BUS101

Math for Business and

Finance

CMP101

Composition 1

CMP104-146

Composition 2 Elective

CPS100

Fundamental of Computer

Concepts

ECO102

Elements of Economics

LA-Elective

Liberal Arts Elective(s)


- I


- I


- -


- -


I -


R R


- -


- -

38

APPENDIX FSample Curriculum Map ~ Nurse Education Program


NSG

101

NSG

102

NSG

201

NSG

202

NSG

203

CO

M 101

CO

M 104

BIO

103

BIO

104

BIO

110

SOC

106

PSY 102

PSY 118

I=Introduce; R=Reinforce; E=EmphasizeGen Ed Outcomes and Workforce Readiness Skills1. Demonstrate professional behaviors as new practitioners. (workforce readiness)

I R E E E N/A N/A N/A N/A N/A N/A N/A N/A

2. Utilize effective written, verbal and technological communication skills in nursing practice (written and oral communication, Information literacy)

I R E E E I R/E N/A N/A N/A I I I

3. Apply the nursing process to meet the needs of clients.(Critical Thinking)

I R E E R N/A N/A N/A N/A N/A N/A N/A N/A

4. Utilize evidence based information and clinical decision making skills to meet client needs. (Critical thinking, Quantitative Reasoning)

I I/E I/E E E N/A N/A I I I I I I

5. Apply caring interventions to meet the needs of clients (Critical thinking)

I I/R I/R E R N/A N/A N/A N/A N/A I I N/A

6. Apply teaching and learning concepts to meet the needs of clients (Critical Thinking)

I R/E R/E E E N/A N/A N/A N/A N/A N/A N/A N/A

7. Collaborate with members of the health care team to provide comprehensive client care (Critical thinking)

I R R E E N/A N/A N/A N/A N/A N/A N/A N/A

8. Manage personnel, physical, financial, and technological resources to meet the needs of clients (workforce readiness)

I R R E E N/A N/A I I I N/A N/A N/A

39

APPENDIX FSample Curriculum Map ~ Physical Therapist Assistant Program


BIO103

BIO104

CMP101

PTA101

PTA103

PTA108

PTA109

PTA113

PTA201

PTA202

BIO104

PTA104

PTA105

PTA114

PTA117

PTA 118

PTA203

I=Introduce; R=Reinforce; A-ApplyGen Ed Outcomes and Workforce Readiness Skills

1. Utilize written, verbal and technological communication skills necessary for interaction with patients/clients, families and health care professionals

N/A N/A I A I I A I R R I A R N/A

2. Interpret and analyze quantitative and qualitative data necessary to carry out appropriate physical therapy treatment intervention.

N/A N/A I A I I A I I R R A R N/A

3. Demonstrate the ability to problem solve and think critically for effective physical therapy treatment interventions.

N/A N/A I A I I A I I R R A R N/A

4. Demonstrate an appreciation for cultural diversity in relation to physical therapy diagnosis, intervention and staff relationships.

N/A N/A I A I I N/A N/A I R R A R N/A

5. Demonstrate professional behavior through expression of a positive attitude and cooperation, learning, accepting constructive criticism, attendance, time management, adaptability, and conflict management.

R R I A I I A I I R R A R N/A

40

APPENDIX FSample Curriculum Map ~ Physical Therapist Assistant Program (Continued)


6. Translate the Physical Therapy Code of Ethics and Standards into responsible and effective physical therapy practice.

N/A N/A I R R R I I I R R R N/A

7. Discuss and justify the rationale for administration of a physical therapy treatment intervention.

N/A N/A N/A A I I A I I R R A R N/A

8. Demonstrate a desire to seek professional development necessary to maintain current with physical therapy practice.

N/A N/A I I I I I I I R R R R N/A

9. Engage in service learning and clinical experience opportunities to link the academic environment to the community.

N/A N/A I N/A N/A N/A N/A N/A N/A R N/A N/A N/A N/A

41



PTA204

PTA205

PTA112

CMP104-146

HUM-ELEC-TIVE

PSY138

PTA212

PTA213

PTA214

PTA215

PTA220

PTA206

PTA208

PTA210

I=Introduce; R=Reinforce; A-ApplyGen Ed Outcomes and Workforce Readiness Skills

1. Utilize written, verbal and technological communication skills necessary for interaction with patients/clients, families and health care professionals

A R A R A A A R R A A A

2. Interpret and analyze quantitative and qualitative data necessary to carry out appropriate physical therapy treatment intervention.

A R A R A A A R I A A A

3. Demonstrate the ability to problem solve and think critically for effective physical therapy treatment interventions.

A R A R A A A R I A A A

4. Demonstrate an appreciation for cultural diversity in relation to physical therapy diagnosis, intervention and staff relationships.

A R A A A A A R R A A A

5. Demonstrate professional behavior through expression of a positive attitude and cooperation, learning, accepting constructive criticism, attendance, time management, adaptability, and conflict management.

A R A A A A A R R A A A

42



6. Translate the Physical Therapy Code of Ethics and Standards into responsible and effective physical therapy practice.

R R A N/A A R R R A A A

7. Discuss and justify the rationale for administration of a physical therapy treatment intervention.

A R A N/A A A A R R A A A

8. Demonstrate a desire to seek professional development necessary to maintain current with physical therapy practice.

R R A N/A A A R R R A A A

9. Engage in service learning and clinical experience opportunities to link the academic environment to the community.

N/A N/A A N/A A A N/A N/A I A A A

Revised: March 13, 2006

43

APPENDIX G

Assessment Methods Chart

Department/Program Outcomes

What Methods are you Currently Using to Assess Student Achievement?

What Other Methods Could be Used to Assess Student Achievement?

44

APPENDIX H

Sample Assessment Methods Chart ~ Criminal Justice Program

Assessment Methods ~ Criminal Justice Program

OutcomesMethods Currently Used

to Assess Student Achievement

Other Methods That Could Be Used to Assess

Student Achievement?1. Properly use basic criminal justice terms, concepts and data

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q

Exit interviews, capstone course*

2. Identify, evaluate and utilize effective verbal, non-verbal and written communication



3. Apply ethical principles in decision-making situations.



4. Demonstrate an understanding of diversity and multiculturalism

A, B, C, D, E, F, G, H, I, J, K, L, N, O, P, Q


5. Recognize and respect individual rights and responsibilities



6. Identify and explain the relationship between the major components of the criminal justice system



7. Identify, explain and apply major theories of crime causation and individual criminal behavior



8. Identify elements of changes or problems within the criminal justice field and develop both conceptual and practical responses or solutions.



9. Understand the relationship between community resources, crime prevention and control (including efforts directed at conflict resolution, violence prevention, crisis intervention and prejudice reduction)



10. Understand the application of current and emerging technologies in the criminal justice field

A, B, D, E, F, G, H, M, N, O, P, Q Exit interviews, capstone course*

11. Demonstrate professional behaviors through time management, attendance, appearance, flexibility, cooperation.

B, C, D, E, F, G, H, I, J, K, L, N, O, P, Q


Assessment Method CodesKey Assessment Method Key Assessment Method

A Written examinations J Mock correctional institution classification hearingB Written analytical / research reports K Mock Parole Board hearingC Case studies L Mock sentencing hearingD Journals (reflective) M 3 dimensional model buildingE Oral presentations N Service Learning (unpaid work activity within

framework of a specific course)F Student-faculty in-class interaction O Internships (unpaid learning in work environment)G Evaluations from supervisors on

internshipsP Student Self-Assessment Exercises

H Mock legislative hearing Q DebatesI Mock trial

45

APPENDIX H

Assessment Methods Chart ~ Office Technology Department

Department/Program Outcomes What Methods are you Currently Using to Assess Student Achievement

What Other Methods Could be Used to Assess Student Achievement?

10. Demonstrate the ability to write well-developed business communications (i.e., letter, memo, report) in proper format, organized utilizing the rules of English grammar, punctuation, proofreading, and proper spelling;

A B C E F H I J K L M N O P

Feedback from alumni, advisory board, and employers

11. Apply critical thinking in the decision-making process when using communication skills, transcribing skills, proofreading skills, and computer applications in the office environment.

A B C D E F H I J K L M N O P

12. Develop basic skills in utilizing Excel, PowerPoint, Access, Medical Manager, and Time Slips.

A B C D E F I J L M N P

13. Demonstrate workplace behaviors such as time management, proper appearance, conflict management, adaptability, multi-tasking, ethics, and the importance of continued professional development.

A B C D E F G H I J K L M N P

Capstone course

14. Demonstrate proper techniques and utilize the “computer short cuts” when using technology for completing Microsoft Office applications.

A B C E F I L M N Capstone project

15. Apply the legal or medical terminology needed in those specific office environments.

A B C E F I J L M O P

Input from accreditation committee

16. Demonstrate keyboarding competency by completing document processing applications with both accuracy and high speed.

A B F I J L M N P

17. Apply proper telephone technique and etiquette, interpersonal skills, and office protocol in all office environments.

A C E F G H I J K L M N P

Capstone course

18. Demonstrate the ability to make appointments, prepare for conferences, and arrange for business travel.

A C E F G H I J K L M N P

Capstone course

19. Gain first-hand knowledge of various career opportunities in the medical, legal, or executive work environments by completing an internship; gain an understanding of interview/resume techniques in order to develop a positive approach to the job search process.

A B C D F G H I J K L M N P

Exit interviews

Field trip (Atlantic Care)

46

APPENDIX H

Office Technology ~ Assessment Method Codes

Key

Assessment Method Key Assessment Method

A Written Examinations I Office Simulation Assignments

B Written analytical/research reports J Internships (unpaid learning in work environment)

C Case studies K Service Learning (unpaid work activity within framework of a specific course)

D Journals (reflective) L Student Self-Assessment Exercises

E Oral presentations M Agency Placement Tests

F Student-faculty in-class interaction N Portfolios

G Evaluations from supervisors on internships

O Discussion Board Assignments (on-line or hybrid course)

H Shadowing/Informational Interviews P Procedures Manual

47

APPENDIX H

Sample Assessment Methods Chart ~ ESOL Program

Outcomes What methods are you currently using to assess student achievement?

What additional methods could be used to assess student achievement?

1. Write a logically organized essay in a variety of rhetorical forms using Standard English Sentences

Writing paragraphs – descriptive, opinion,Corrected but not graded homework assignmentsGraded paragraphs (tests)Essays (homework and in-class)Writing portfoliosAssessment of writing by another instructorStudents videoed reading their workUsing writing rubricsSelf evaluation/ reflectionAssessing targeted rhetorical modes JournalsEssays targeting specific grammar topicsReports

Writing summaries of student presentationsEmphasis on holistic assessment rather than a catalogue of errors – positive feedback important for progressDevelopment of rubrics that rewards the development of ideas and encourages students to experiment and take risks with the languageReports and research-style papersRound-robin essaysPortfolios

2. Express themselves in writing for a variety of purposes, both formal and informal, including journals, e-mails, letters, and business communications

Journals, letters, e-mails, resumes, cover lettersJournals that focus on main ideas and comprehensionFormal written paragraphs and formal oral presentationWriting sentences with specific grammatical formsGrammar journalsListening journalsReading journalsWriting using pictures as a stimulusWritten scripts for oral presentationsStudent generated assessment criteria Letter writing (friendly and business)Writing personal responses to stories (in reading classes)Self-editing activitiesGroup writingDictations

Preparing resumes/cover lettersCompleting job applicationsPen pals*Need for keyboard instruction/practice so that e-mail and chat rooms could be usedContributions to school paper (The Pennon)E-mail communication with teacher and other studentsPeer editing of oral scripts before presentation

48

APPENDIX H

Sample Assessment Methods Chart ~ ESOL Program (Continued)

3. Demonstrate that they possess the vocabulary and reading skills that will enable them to take and be successful in regular college classes either in the next semester or in one semester’s time

Vocabulary quizzes New vocabulary used in oral testsVocabulary puzzles Vocabulary building assessments – (multiple choice/ vocabulary in context etc)Students tested on learned vocabulary in a new contextWriting practice using new vocabulary studied in classWeekly graded written assignments from a novelWriting paragraphs Pleasure book conferencesDialogue journals, learning logs, current event summariesClass discussion to assess comprehensionStudents demonstrate through writing an understanding of the various tensesDictationGrammar questionsReading aloudTimed reading Boggle, Bingo and flashcards

Assessment of reading skills (skimming/scanning. Main ideas etc)Sentence completion tilesScrabble and other gamesUsing video for self-assessmentRespond to reading through writing – not by objective testsGiving oral reports on books readPortfolio of reading journals


Communicative activities e.g. filling out schedules, interviewing Demonstrated fluency in class discussionsInstructor assessment of in-class group workOral presentations (many types)– assessed using rubrics (pronunciation, intonation, vocabulary use, sentence formation etc)Oral responses to questions.Listening journalsGroup and pair assignments in labStudents teach grammar points to each otherAssessment of individual students and their ability to self-correct and take risksRole-play exercisesEnd of semester group project requiring communication and cooperationVideotaping of presentation with teacher feedback and assessmentSpecific tasks e.g. leaving phone message on instructor’s phoneBook conferences

Taping and replaying class interactionOral examinations (form??)Self-assessment using video and audio recordingsListening and responding to stories on tapeCommunication with other students and classes within and outside college – web conferencing etc.Student interviews outside pf class timeVideotaping students in a greater variety of contexts

49

APPENDIX H

Sample Assessment Methods Chart ~ ESOL Program (Continued)

5. Demonstrate listening comprehension and not-taking skills by successfully understanding academic lectures and presentations

Listening to lectures and taking notes – notes then are used to answer questionsNote-taking with guest lecturesDictationPair exercises in labListening quizzes from textUse of video clips and audio extracts to test comprehensionProducing outlines from instructor’s lectureFollowing instructionsCloze exercises

Guest speakersWriting summaries of class presentations by students or instructorsStudents to attend other classes within college or community and demonstrate note-taking skills


Use graphs when included in text (usually reading)Using abbreviations and symbols when appropriateMultiple choice testing of graph interpretation

Balancing a check bookWritten work using graphs and diagramsInclude basic mathematical vocabulary in test questionsStudent projects that require creating graphs and charts

7. Use word processing and other appropriate software to compete academic or career-related assignments

Encourage students to type final draftsInsist that students type final draftsIntroduce students to Sony Soloist in order to complete homework assignmentsGrammar software and internet sites for practiceFollow oral and written directions to get to specific websitesIntroduce students to lab – not an assessmentType paragraphs already prepared

Make mid-term assignment a take-home to be typed at homeCreate assignments to be done on the computerResume writingBrief teaching of word processing software and graphicsStudent projects and research papers that demonstrate word processing and research skills

8. Use the computer to locate relevant and useful information appropriately in college assignments

Using ESL websites to practice all skillsUsing textbook websites to enhance lessonsEnrichment topics – researching a poet or composer.Tasks that lead students to search the Internet for specific informationReading and sending e-mail as homework assignmentsListening and reading Internet files for testing and homeworkUsing multimedia clips (VHS, film clips, DVD’s) with and without subtitles

Research “scavenger hunt” in lab after modeling using COW.Students complete an assignment using Internet researchAssignments that demonstrate students’ ability to search Internet and address issues such as plagiarism and academic honestySuccessful completion of course home page assignments

N.B. 15 responses received

50

APPENDIX IDigital Graphic Design

Sample Assessment Map – 2005/06


ART110Basic

Drawing 1

ART111Basic

Drawing 2

ART114Visual Design Theory

GRA102Graphic

Production

GRA116Electronic Imaging

GRA118Desktop

Publishing

GRA202Digital

Illustration

GRA204Typography

GRA212Electronic Publishing

Issues

GRA216Digital

Graphics Portfolio

Gen Ed Outcomes & Workforce Readiness Skills

1. develop the ability to effectively gather and present communications to and from clients for the creation of graphic/print solutions for specific projects, processes and demographics.

C, X X K, N, O I, J, N, O, Q, T

B, E, H, I, J

B, I, J, M, N, O

B, C, D, I, N, R, T

B, D, E, I, M, N

B, E, I, M, N

A, B, D, E, G, H, I, K, L, N, O, R, V

2. develop job bidding and billing techniques and the ability to select a printing company based on estimate costs and the type of product to be produced and services provided.

C, X X K, N, O I, N, O D, E, L, M, N, R

I, J, M, N, Q

X B, I, M, N D, E, I, M, N

A, J, L, N, O,

3. develop critical thinking and decision-making utilized for effective graphic design and marketing communications to meet industry standards and guidelines.

C C C, K, N, O

D, I, J, N, O

B, D, E, F, L, M, N, O

I, J, M, N

A, B, C, I, N, O, Q, R, T, W

B, I, M, N D, I, N A, B, G, M, J, L, N, O

4. develop research skills for effective design and marketing communications.

X X C, K, N, O

N, O B, D, E, F, I, J, M, N, R

I, J, M, N

C, E, G, K, L, M, N, W

B, I, M, N, R

N, O A, B, K, L, M, O, W

5. identify and use various hardware, software application techniques and troubleshooting required for use in graphic design, marketing communications, print and electronic media. This includes recognition of the major issue associated with crossing Apple and Windows-based platforms.

X X C, K, N, O

N, O D, E, F, I, J, M, N

J, M, N C, D, R, T

D, E, I, J, M, N

D, J, M, N

A, B, D, E, G, H, I, K, L, N, O, R, V

6. demonstrate their career readiness through attendance, appearance, time management, conflict management and adaptability.

C C C, K, N, O

C, E, I, N, O

B, E, I, M, N, R

I, N, Q B, C B, E, I, M, N, R, L

I, N, Q B, G, H, I, J, K,L, N, P, Q, W

Assessment Key: Enter all that are relevant as part of your student/course evaluations. Do this for each Outcome/objective.

A. Case Studies F. Industry certifications K. Portfolios P. Resume/cover letters U. Video taping sessionsB. Evals by peers G. Journals L. Projects for community Q. Role playing V. VideoC. Evals by supervisor H. Mock interviews M. Extra projects for NSCC Depts. R. Self-assessment W. Other – Discussion circlesD. Exam I. Oral presentation N. Projects/assignments S. Surveys X. Not applicableE. Extra credit projects J. Pennon participation O. Research paper T. Team projects

51

APPENDIX IDigital Graphic Design

Sample Assessment Map (Continued)


ART110

Basic Drawing

1

ART111

Basic Drawing

2

ART114

Visual Design Theory

GRA102

Graphics Production

GRA116

Electronic Imaging

GRA118

Desktop Publishing

GRA202

Digital Illustration

GRA204

Typography

GRA212

Electronic Publishing

Issues

GRA216

Digital Graphics Portfolio

Other Department/Program Outcomes7. apply principles of color psychology and good standards page layout and design to the creation of artwork and publications.

X C, K C, K, N, O

N B, D, E, F, I, J, M, N

D, I, J, M, N

C, D, K, L, N, T

B, C, D, E, I, L, N, O, R

D, I, J, M, N

D, I, J, M, N

8. acquire and practice proper freehand drawing and computer-based skills using illustration, photo-manipulation, and page-layout software.

C, K, N C, K, N C, K, N, O

N B, D, E, F, I, J, M, N

D, I, J, M, N

C, D, E, L, N, R

N, D, E, K

D, I, J, M, N

D, I, J, M, N

9. define and employ proper typographical attributes for specification of type and solving copy fitting needs.

X X C, K, N N B, D, E, F, I, J, M, N

I, J, M, N

C, N, T A, D, E, K, N, O

D, I, J, M, N

D, I, J, M, N

10. recognize the many legal, social, cultural, political, ethical, ecological and economic contexts related to the diversity and creativity in design and marketing communications.

X X O O, N B, E, I, M, N

I, N A, D, K, N, Q, T

I, N, O I, N B, C, E, G, H, K, L, M, N, O, Q,R

11. explain career opportunities and workplace C, K C, K C, K, N, A F, M I, N A, F, Q, I, K, N, I, N B, C, E,

52

APPENDIX J

DRAFT

Information Literacy Scoring RubricGeneral Education Outcome 4.0a

The student will recognize when information is needed and demonstrate the ability to locate, evaluate and effectively use that information.

CRITERIA BEGINNING - COMPETENT ADVANCED +

Defines and articulates the need for information

Cannot formulate or articulate an appropriate research statement/question

Formulates a manageable research statement/question that reflects the need for information

Demonstrates original thought in formulating a clear, concise research statement/question that reflects the need for information

Identifies and selects appropriate research strategies and information retrieval systems to access the needed information to support the research statement/question

Cannot locate appropriate information resources (e.g. online, print, surveys, interviews, etc.)

Locates and selects sufficient and appropriate information resources

Locates and selects comprehensive and appropriate information resources

Extracts and records the information

Cannot appropriately select information related to the research statement/question,

Appropriately selects and integrates information related to the research statement/question,

N/A

Manages the information Cannot restate textual concepts in his/her own words, and/or quote information appropriately

Restates textual concepts in his/her own words, and/or quotes information appropriately

N/A

Appropriately cites sources Does not cite sources appropriately, correctly, or consistently

Selects a documentation style and uses it to cite sources

Selects an appropriate documentation style and uses it correctly and consistently to cite sources

Reference: Adapted from The Association of College and Research Libraries (2000). Info rmation Literacy Competency Standards for Higher Education . Chicago, IL: ACRL. Rubric adapted from the one developed by G. Bulaong, Library Director; Dr. H. Hoch, Chair, Biology; Prof. R. Matthews, Business Administration; New Jersey City University. 3/4/03.

49APPENDIX J

DRAFTComputer Literacy Scoring RubricGeneral Education Outcome 4.0b

The student will demonstrate the ability to use computer technology to search for, access, and organize information in a meaningful way.CRITERIA Beginning (< 65%) Competent (65%-84%) Advanced (>84%)Extent of InformationWindows:The computer literate student can perform startup functions, file management, and navigation.

Word:The computer literate student determines appropriate use of and utilizes word processing software.

Spreadsheets:The computer literate student determines appropriate use of and utilizes spreadsheet software.

Other Literacy (Internet, Email, Security & Ethics)The computer literate student conducts searches through the use of the Internet. The computer literate student recognizes the importance of security, virus protection, and ethical behavior in computer usage.This pilot test was created using SAM 2003, a performance-based test. (revised: 6-7-04)

PROGRAM REVIEW AND WORKFORCE READINESSTitle III LEADERSHIP TEAM

2005-2006

Name Title/Position Department/Program

Susan Bayard Director Center for Teaching, Learning, and Assessment

Patricia Brown Dean Business Sciences Division

Elaine Champagne Workforce Development Specialist

Corporate and Community Education

Lynn Clarkson Professor English Department

Lora Connelly Associate Professor Mathematics Department

Linda Day Systems Analyst/Programmer

Information Systems

Katharine Gravino Coordinator, Human Services Career Training

Human Services Division

Paul Harder Professor Environmental Technology Department

Betty Kelly Associate Professor/Department Chair/Program Coordinator

Travel, Tourism, and Hotel Management

Susan Klemer Research Analyst Planning and Research

Bernadette Lucas Professor/Program Coordinator

Nutrition Science and Diet Technology

Mary Meng-Rivas Assistant Professor/Department Chair/Program Director

Physical Therapy Assistant Program

Ellen O’Donnell Dean Human Services Division

Karen Pangallo Director Library

Althea Smith Curriculum Resource Specialist

Center for Teaching, Learning, and Assessment

Constantine Souris Professor/Program Coordinator

Criminal Justice Program

Jill Thornton Director Center for Alternative Studies

Kathy Yanchus Assistant Professor/MCAS Coordinator

Communication Skills Department

51

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