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Report on Academic Program Assessment

2017-2018

Southwest Virginia Community College

Prepared by Greg Horn, Academic Assessment Coordinator Assisted by Sarah Taylor-Laine

June 28, 2018

Phone: 276.964.7223 * V/TDD: 276.964.7235 * Address: P.O. Box SVCC, Richlands, VA 24641-1101 * www.sw.edu

Southwest Virginia Community College is an Equal Opportunity Employment /Affirmative Action employer. https://sw.edu/catalogs/#nds

http://www.sw.edu/

http://www.sw.edu/

Contents

I. Overview of Academic Program Assessment for 2017-18

Recent Changes in Program Assessment at SWCC 1

SACSCOC Monitoring Report Request 3

Academic Assessment Coordinator 4

Program Assessment Calendar 6

Program Assessment and Joint Advisory Committees 7

Tracking Procedure: SWCC’s Program Assessment Status Matrix 9

Academic Assessment and Quality Enhancement Plan Web Page 11

II. Program-Specific Enrollment Information

SWCC’s Academic Program Offerings: General Information

BEIT Programs 12

HTHMNSS Programs 18

III. Program Assessment Templates for 2017-18

U BEIT ProgramsU:

Accounting 24

Administrative Support Technology 27

Adventure Tourism 28

Bookkeeping 29

Business Administration 33

Computer Networking and Telecommunications 37

Cybersecurity 38

Electrical Electronics Technology 43

Electrical Installation 44

Electronic Medical Records Specialist 45

Engineering 46

Heating, Ventilation and Air Conditioning 47

Information Systems Technology 51

Insurance 52

Legal Assistant 55

Management 56

Mechatronics 60

Network Administration 61

Outdoor Leadership 62

Outdoor Recreation 63

Precision Machining 64

Welding 65

HTHMNSS ProgramsU:

Administration of Justice 70

Computed Tomography 75

Early Childhood Education 80

Education (with Attachments) 82

Emergency Medical Services Technology 111

General Studies 114

General Studies – Music Specialization 117

General Studies – Psychology Specialization 121

Geology and Environmental Science – Science Specialization 125

Human Services Technology (with Attachment) 128

Nursing 137

Occupational Therapy Assistant 140

Practical Nursing 143

Radiography 147

Science 153

Science – Pre-Medical Specialization 157

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I. Overview of Academic Program Assessment for 2017-18

Recent Changes in Program Assessment at SWCC

Southwest Virginia Community College (SWCC) is accredited by the Southern

Association of Colleges and Schools Commission on Colleges (SACSCOC) and is required to

comply with SACSCOC’s standards and expectations for program assessment. As is stated in

our core values, SWCC has always strived “for excellence in instruction and service through

rigorous academic and professional standards.” Our academic program assessment efforts

seek to ensure that our students continually receive the highest quality academic experiences

possible in all of our programs of study. Thus, the college’s approach to assessing our

instructional offerings have always been robust, diligent, and geared toward ongoing

improvement.

However, like the nature of assessment itself, such standards continuously evolve.

SWCC went through its formal 10-year Reaffirmation process with SACSCOC in 2015-16, which

merited a detailed review of our assessment practices. In preparation for—and response to—

the Reaffirmation process, SWCC implemented a number of refinements to the way we assess

academic programs.

SACSCOC’s off-site review of January 2015 determined that the college’s initiatives to

improve the way we conduct program assessment were “still in [their] early stages,” and that

SACSCOC reviewers could not “sufficiently establish evidence of improvement based on the

analysis of results.” In essence, SACSCOC expressed that SWCC’s practices with regards to

conducting and reporting program assessment could be clearer, especially in terms of how we

demonstrate how we make ongoing and continuous programmatic improvements.

Prior to 2015-16, SWCC observed a formal program assessment procedure, one which

incorporated a form through which program coordinators were expected to document ongoing

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assessment efforts. However, the face of academic outcomes assessment had changed a great

deal since SWCC’s previous Reaffirmation in 2004-05, as had SACSCOC’s expectations as to

what effective program assessment entails. In preparation for last year’s Reaffirmation, SWCC

administrators and staff engaged in a number of activities designed to gather information and

insights vital to revamping program assessment. The most significant involved revising SWCC’s

academic program assessment form. For the 2015-16 academic year Dr. Barbara Fuller, Vice

President for Academic and Student Services, and Dr. Edmond Smith, Institutional Research

Officer, developed a new version or “template.” Designed to serve as a more straightforward but

precise means through which program coordinators could report assessment activities,

outcomes, analysis, and improvements, the template now features modifications that streamline

the process and, we believe, better address SACSCOC’s compliance standard (CS 3.3.1.1).

Now in use for its second year, the new template requires that, as part of the annual

assessment cycle, each program coordinator supply the following information:

• a program mission statement;

• a declaration of program goals (at least three recommended);

• a statement of the program’s student learning outcomes (SLO’s);

• a description of the measure(s) the program uses to quantify the assessment of each

outcome;

• the success standard that defines satisfactory performance for each outcome;

• findings for each outcome, acquired by assessing appropriate student cohorts;

• a statement of any action plan(s) to be instituted should the findings suggest

programmatic change(s); and

• analysis that supports the action plan(s), along with any other relevant information.

This revision to our assessment procedure reflects SWCC’s sincere and committed intention, for

each of our program offerings, to identify the expected student learning outcomes, to adequately

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assess the extent to which they are achieved, and to provide documentation of the institution’s

continuous efforts to improve our programs.

SACSCOC Monitoring Report Request

SWCC officially received Reaffirmation as a SACSCOC-accredited institution in June

2016. However, unsatisfied that the institution’s efforts to refine program assessment made

SWCC fully compliant with CS 3.3.1.1, SACSCOC’s Board of Trustees issued an action letter

on July 6, 2016, requesting that SWCC submit a Monitoring Report addressing this compliance

standard by April 3, 2017. This action letter raised the following specific concerns: “While the Off

and On-Site Reaffirmation Committees noted that the institution has made considerable effort to

establish a culture of assessment, including student learning outcomes across programs, there

is too little evidence of data collection and analysis. The institution was also unable to

demonstrate that results of the analysis are used to make improvements.”

In response to SACSCOC’s request SWCC’s Vice President of Academic and Support

Services, Dr. Barbara Fuller, promptly assembled a team charged with the task of addressing

SACSCOC’s concerns and assembling the Monitoring Report. This team included the Academic

Assessment Coordinator (AAC), both division deans, the Institutional Research Officer, the

Dean of Student Success, the LRC Director, and representative faculty members.

To address directly SACSCOC’s concerns, Dr. Fuller requested that program

coordinators add an additional procedure to their assessment efforts for the 2016-17 cycle. In

addition to stipulating annual student learning outcomes, each program was to designate one of

these outcomes as short-term. Findings, analysis, and an action plan addressing it were then to

be reported by the end of the Fall 2016 semester. These results were then submitted as part of

the 3.3.1.1 Monitoring Report in an effort to demonstrate to our SACSCOC that SWCC does

indeed collect sufficient program data, that we analyze it adequately, and that we use it as a

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means through which to continuously improve—not just annually but, when possible, each

semester.

The team submitted its Monitoring Report to SACSCOC on April 3, 2017, and each

program’s short-term reporting templates from Fall 2016 were included as a featured

component. On June 16, 2017 SWCC President Dr. Mark Estepp received word from Dr.

Stephen Sheeley, SWCC’s liaison at SACSCOC, accepting the college’s case for compliance to

CS 3.3.1.1 and indicating that “No further action is required” on the college’s part. This action

confirms SACSCOC’s endorsement of SWCC’s current program assessment practices.

In light of SACSCOC’s endorsement, SWCC elected to follow the same assessment

procedures for 2017-18 as it did in 2016-17. For 2017-18 program coordinators established a

set of program goals and outcomes, designated one outcome as short-term, submitted results

for it at the end of Fall semester, then submitted results for the remaining outcomes at the end

of Spring 2018.

Academic Assessment Coordinator

In response to the increased workload SWCC’s revised program assessment approach has

created, English faculty member Greg Horn has served as Academic Assessment Coordinator

(AAC) since August 2015. Among his responsibilities as AAC, Horn:

• collects and archives program assessment templates,

• provides training for program coordinators, faculty, and staff related to SWCC’s

assessment procedures;

• maintains an online Blackboard site as a training and informational resource for program

assessment, as well as the Academic Program Assessment and QEP page of SWCC’s

website;

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• assists and advises the division deans with reviewing and approving program

assessment report templates;

• chairs SWCC’s Student Outcomes/Student Success committee and serves on its

Institutional Effectiveness committee; and

• prepares SWCC’s program assessment calendar and annual assessment reports.

In addition, Horn’s supervisor—Health Technology, Humanities, Mathematics, Natural

Sciences and Social Sciences (HTHMNSS) dean Cathy Smith-Cox—reviews all program

assessment documentation, provides feedback to program coordinators when necessary, and

formally approves all program assessment plans and templates. Smith-Cox works closely with

Horn to assure that all documentation required for program coordinators is submitted in a timely

and satisfactory manner.

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Program Assessment Calendar

An effective assessment process requires a timeline through which its requisite steps

can be planned and carried out. Below is the academic program assessment calendar for 2017-

18:

SWCC ACADEMIC PROGRAM ASSESSMENT CALENDAR AND REPORTING SCHEDULE—2017-2018 (due dates for reports in bold)

Thursday, Sept. 14: Submit 2017-18 program goals (both short- and long-term) to assessment coordinator for review and approval; includes outcomes,

measures, and success standards*

Tuesday, Oct. 3: Assessment Day (Fall semester)

Friday, Dec. 15: Report on short-term goal due*

Tuesday, Feb. 27: Assessment Day (Spring semester)

Friday, April 6: First draft of annual report due to assessment coordinator for review*

Friday, April 6: Joint Advisory Committee Meetings (Dellinger Hall—various locations); April: Other program advisory cmte. meetings (as determined by program) Friday, April 20: 2018-19 goals due to assessment coordinator for review; includes outcomes, measures, and success standards* Friday, April 27: Final 2017-18 program assessment templates due

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Program Assessment and Joint Advisory Committees

As program assessment findings are collected, they often warrant action plans–steps

intended to respond to any areas for possible improvement suggested by assessment findings.

For such plans to be practical and effective, program coordinators should develop them in

collaboration with the program’s various internal stakeholders. These typically include SWCC

personnel, faculty and students. In response to this need, program coordinators are expected to

organize and collaborate program assessment committees. These committees:

• consist of the program coordinator, division dean, program faculty members,

representative students, and any other relevant stakeholders;

• meet at least once per academic year;

• participate in the development of yearly assessment plans;

• request any necessary resources needed from SWCC administration; and

• report committee activities to the VP for Academic and Student Services, the division

dean, and Academic Assessment Coordinator.

As part of their routine activities, program assessment committees typically:

• review and discuss assessment findings;

• formulate action plans, when warranted, in response to assessment findings and any

other programmatic concerns raised by the committee; and

• revise, when warranted, program mission/goals/SLOs/success standards, etc.

Many programs—particularly occupational/technical and career preparations offerings—also

require the input of external community stakeholders, for example representatives from local

employers, external accrediting bodies, government agencies, and/or community members.

When warranted these groups, called Joint Advisory Committees, also conduct meetings. For

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2017-18, several convened formally as part of a college-wide event on April 6, 2018. Its agenda

is provided below:

AGENDA

SWCC Joint Advisory Committee Meeting April 6, 2018 Dellinger Hall

General Session 11:00-11:30 Welcome & Introductions Dr. Ron Proffitt, Interim-Vice President of Academic and Student Services Order of the Day Cathy Smith-Cox, Dean

James Dye, Dean Lunch 11:30-12:15 Program Meetings 12:15-1:15 Administration of Justice Jerry Stinson, Moderator Front of DE116 CNA Kathy R. Mitchell, Moderator Rear of DE116 Early Childhood Kim Austin, Moderator Middle of DE118 Emergency Medical Services Bill Akers, Moderator Front of DE118 Occupational Therapy Annette Looney, Moderator Rear of DE118 Pharmacy Tech Ginger Rife, Moderator Front of DE140 Phlebotomy Peter West, Moderator Rear of DE140 Business Margaret Dye, Moderator DE142 Information Technology Crystal Dye, Moderator Front of DE206 Engineering & Industrial Brian Hale, Moderator Rear of DE206 Technology

Adventure Tourism & Michael Brown, Moderator Library Outdoor Recreation

Wrap-up 1:15-1:30

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Tracking Procedure: SWCC’s Program Assessment Status Matrix

In response to the revisions to SWCC’s program assessment procedure referenced in

previous sections of this report, the Academic Assessment Coordinator maintains a system for

tracking the assessment status of each academic program via SWCC’s “Program Assessment

Status Matrix.” Archived in spreadsheet form, this document provides SWCC personnel and

community stakeholders with a convenient means through which to ascertain the status of

assessment activities in any program at any time. A “Program Assessment Status Matrix”P"

tt(“Matrix”) is used to record the status of essential assessment information including program

name, coordinator, mission, goals, findings, action plans, and analysis/use of results. On this

Matrix, assessment tasks that have been completed are indicated with an “x,” while those still

pending are indicated with a “p”. An “x” in the “Short-Term” column means that a program has

submitted results for the year’s short-term outcome. The June 12, 2018 version of the 2017-18

Matrix, the most recent version available at the time of this writing, is provided on the next page.

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SWCC PROGRAM ASSESSMENT STATUS MATRIX 2017-18 6/12/2018 "x"=completed "p"=pending

Program Type(s) Coordinator (Assistant) Mission Goals Outcomes Measures Standards Short-Term Findings Action Plans Analysis/Use of ResultsAccounting AAS M.Dye x x x x x x x x xAdministrative Support Technology AAS J. Rowell x x x x x x x x xAST--Electronic Medical Records AAS/Spec./CSC J. Rowell x x x x x x x x xAdminstration of Justice AAS/Cert./CSC J. Stinson x x x x x x x x xAdventure Tourism CSC M. Brown x x x x x x x x xBanking/Fin. Svcs. CSC M. Dye x x x x x x Discontinued for 2017-18

Bookkeeping CSC M. Dye x x x x x x x x xBusiness Administration AA&S M. Dye x x x x x x x x xCarpentry CSC R. Jones Non Credit as of Fall 2017 (discontinued)Computed Tomography CSC D. Corns (C. Lee) x x x x x x x x xComputer Networking/Telecom. AAS M. Brown x x x x x x x x x (on hold--low #'s)Cybersecurity CSC D. Stinson x x x x x x x x xEarly Childhood AAS/Cert./CSC K. Austin x x x x x x x x xEducation AAS J. Fletcher x x x x x x p p pElectrical Electronics Technology AAS/Cert. R. Lewis x x x x x x p p pElectrical Installation CSC R. Lewis x x x x x x p p pEmergency Medical Services AAS/CSC B. Akers x x x x x x p p pEngineering AA&S B. Hale x x x x x x x x xEnvironmental Management AAS K. Stilwell (T. Lambert) program to change names in 2017-18General Studies (including Liberal Arts spec. and General Ed. Cert.) AA&S/spec./Cert. B. Wright x x x x x x x x xGeneral Studies--Agribusiness AA&S (GS spec.) K. Stilwell x x x x x program suspendedGeneral Studies--Appalachian Studies AA&S (GS spec.) No coordinatorGeneral Studies--Fine Arts AA&S (GS spec.) No coordinatorGeneral Studies--Music AA&S (GS spec.) J. Trivette x x x x x x x x xGeneral Studies--Psychology AA&S (GS spec.) Brian Wright x x x x x xGeology and Enviromental Science AA&S (Science spec.) T. Lambert (K. Stilwell) x x x x xHealth Care Tech CSC No coordinator x x x x xHeating Ventilitation & Air Cert./CSC L. Hughes x x x x x x x x xHuman Services AAS/Cert. A. Hess x x x x x x x x xInformation Systems Technology AAS C. Dye x x x x x x x x xInsurance CSC M. Dye x x x x x x x x xLegal Studies Cert. J. Rowell x x x x x N/A x x xManagement AAS/CSC L. Beavers x x x x x x x x xMechatronics CSC R. Lewis x x x x x x p p pMedical Coding CSC No coordinator x x x x xNetwork Administration CSC M. Brown x x x x x x x x xNursing AAS K. Mitchell (N. Beavers) x x x x x x x x xOccupational Therapy Assistant AAS A. Looney x x x x x x x x xOutdoor Leadership AA&S (BusAd spec.) M. Brown x x x x x x x x xOutdoor Recreation CSC M. Brown x x x x x x x x xPharmacy Technician CSC No coordinator x x x x xPractical Nursing Cert. L. Gambill x x x x x x x x xPrecision Machining CSC S. Olinger x x x x x x x x xRadiography AAS C. Lee x x x x x x x x xScience AA&S J. Osborne x x x x x x x x xScience--Pre-Med AA&S (Science spec.) G. Householder x x x x x x x x xWelding Cert./CSC/Diploma N. Johnson x x x x x x x x x2-year cohorts; short term = 1st semester 1st year

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The Academic Assessment Coordinator makes the Matrix available to program

stakeholders through two web sources—the Academic Assessment and Quality Enhancement

Plan page of SWCC’s website (http://sw.edu/academic_program_assessment_and_qep/) and

SWCC’s Academic Assessment Blackboard site. The Academic Assessment and Quality

Enhancement Plan page is publically accessible. For security reasons, however, the Blackboard

site may only be accessed by enrolled SWCC personnel (see next section).

Academic Assessment and Quality Enhancement Plan Web Page

In February 2016, SWCC added to its website a dedicated page for posting information

related to academic program assessment and its Quality Enhancement Plan (QEP). This page

is accessible at http://sw.edu/academic_program_assessment_and_qep/

At present the page provides access to the following program assessment information:

• the 2017-18 SWCC Assessment Calendar,

• the Report on Academic Assessment 2016-17 (last year’s version of this report)

• the 2017-18 Program Assessment Status Matrix, and

• all 2016-17 SWCC Program Assessment reporting templates (as of Spring 2017).

As this page is available to the public, its intention is to provide community stakeholders with

concise, readily accessible information about ongoing program assessment efforts at SWCC, as

well as the ongoing activities of our QEP.

http://sw.edu/academic_program_assessment_and_qep/

http://sw.edu/academic_program_assessment_and_qep/

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II. Program-Specific Enrollment Information

SWCC’s Academic Program Offerings: General Information

The following section contains general enrollment information for each of SWCC’s active

program offerings. It includes program coordinator information and full- and part-time

enrollment figures for the last three years. This information is arranged in alphabetical order

by academic division and program name.

UBusiness, Engineering and Industrial Technology (BEIT) ProgramsU:

UAccounting

Accounting is an Associate of Applied Science (AAS) degree program coordinated by

Margaret Dye. For 2017-18, Accounting had 18 students—6 full-time and 12 part-time. Its

three-year average enrollment is 24 students. (Also see p. 24.)

U UAdministrative Support Technology

Administrative Support Technology (AST) is an AAS degree program coordinated by Dr.

Janet Rowell. For 2017-18, AST had 14 students—8 full-time and 6 part-time. Its three-year

average enrollment is 22 students. (Also see p. 27.)

Adventure Tourism

Adventure Tourism (ATOR) is a new Career Studies Certificate (CSC) program coordinated

by Michael Brown. For 2016-17, its first year, ATOR had 5 students—4 full-time and 1 part-

time. For 2017-18, ATOR had 1 part-time student. (Also see p. 28.)

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UBanking and Financial Services

Banking and Financial Services is a CSC program coordinated by Margaret Dye. It was

converted from a Certificate program to a shorter CSC program for 2016-17. The program

had 1.5 annualized FTE for its first year as a CSC. As of Fall 2017, this program was

discontinued due to low enrollment.

UBookkeeping

Bookkeeping is a CSC program coordinated by Margaret Dye. Like Banking and Financial

Services, it was converted from Certificate program into a shorter CSC program for 2016-17

and had one part-time student. For 2017-18, this program was discontinued due to low

enrollment. (Also see p. 29.)

UBusiness Administration

Business Administration is an Associate of Arts and Sciences (AA&S) degree transfer

program coordinated by Margaret Dye. For 2017-18, Business Administration had 57

students—23 full-time and 34 part-time. Its three-year average enrollment is 64 students.

(Also see p. 33.)

U

Carpentry

Carpentry is a CSC program coordinated by Dr. Robert Jones. For 2016-17, Carpentry had

12 students—8 full-time and 4 part-time. As of Fall 2017, Carpentry was discontinued.

Computer Networking and Telecommunications

Computer Networking and Telecommunications is as AAS program coordinated by

Michael Brown. The program has had no students since 2015-16 and has been

discontinued for 2018-19 due to low enrollment.

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Cybersecurity

Coordinated by Diane Stinson, Cybersecurity is a new program launched in Spring 2017.

For 2017-18, Cybersecurity had 43 students—15 full-time and 28 part-time.

(Also see p. 38.)

UElectrical Electronics Technology/Electrical Installation

Electrical Electronics Technology is an AAS degree program coordinated Ryan Lewis. For

2017-18, the program had 17 students—8 full-time and 9 part-time. Its three-year average

enrollment is 20 students. (Also see p. 43.) Electrical Installation is a CSC program option.

For 2017-18 the CSC option had 13 students—3 full-time and 10 part-time. Its three-year


Electronic Medical Records Specialist

Electronic Medical Records Specialist is a CSC program coordinated by Dr. Janet Rowell.

For 2017-18, the program had 5 students—1 full-time and 4 part-time. Its three-year

average enrollment is 4 students. (Also see p. 45.) U

Engineering

Engineering is an AA&S transfer degree program coordinated by Brian Hale. For 2017-18,

Engineering had 55 students—25 full-time and 30 part-time. The program’s three-year


UHeating, Ventilation and Air Conditioning

The Heating, Ventilation and Air Conditioning (HVAC) program, coordinated by Larry

Hughes, has both Certificate and CSC options. For 2017-18, the Certificate option had 26

students—12 full-time and 14 part-time, with an average three-year enrollment of 24. For

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2017-18, the CSC option had 7 part-time students with a three-year average enrollment of 7.

(Also see p. 47.)

UInformation Systems Technology

Information Systems Technology (IST), coordinated by Crystal Dye, is an AAS degree

program. For 2017-18, IST had 40 students—14 full-time and 26 part-time, with a three-year

average enrollment of 45. (Also see p. 51.)

UInsurance

Insurance is a CSC program coordinated by Margaret Dye. The program had no enrolled

students in 2017-18; its three-year average is 2 enrolled students. (Also see p. 52.)

ULegal Assistant

Legal Assistant is a Certificate program coordinated by Dr. Janet Rowell. For 2017-18, it had

4 students—3 full-time and 1 part-time. Its three-year average enrollment is 7 students.

(Also see p. 55.)

UManagement

Management, coordinated by Dr. Loretta Beavers, is an AAS degree program with two

related CSC options, Management and Management Specialist. For 2017-18, the AAS

program had 56 students—19 full-time and 37 part-time. Its three-year average enrollment is

53 students. The Specialist CSC had 2 full-time students in 2017-18 and a three-year

average enrollment of 1 student. (Also see p. 56.)

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UMechatronics

Mechatronics is a CSC program coordinated by Ryan Lewis. For 2017-18, the program had

10 students—4 full-time and 6 part-time. Its three-year average enrollment is 24 students.

(Also see p. 60.)

Networking Administration

Networking Administration is a CSC program coordinated by Michael Brown. For 2017-18,

the program had 1 part-time student and a three-year average of 1 student. (Also see p. 61.)

Outdoor Leadership

Outdoor Leadership is a specialization of the Business Administration AA&S program

coordinated by Michael Brown. No enrollment information is available at this time.

(Also see p. 62.)

Outdoor Recreation

Outdoor Recreation is a CSC program coordinated by Michael Brown. For 2017-18,

the program’s second year, it had 3 students—2 full-time and 1 part-time. (Also see p. 63.)

UPrecision Machining

Precision Machining is a CSC program coordinated by Steven Olinger. For 2017-18,

the program’s second year, it had 10 students—1 full-time and 9 part-time. (Also see p. 64.)

UWelding

Coordinated by Nicholas Johnson, the Welding program offers Diploma and CSC options.

For 2017-18, the Diploma option had 30 students—12 full-time and 18 part-time—with a

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three-year average enrollment of 31 students. The CSC option had 41 students—11 full-

time and 30 part-time. Its three-year average enrollment was 48 students. (Also see p. 65.)

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Health Technologies, Humanities, Mathematics, Natural Science and Social Science (HTHMNSS) ProgramsU:

UAdministration of Justice

Administration of Justice is an Associate of Applied Science (AAS) degree program that also

includes a related Law Enforcement Certificate program and a Career Studies Certificate

(CSC) in Crime Scene Technology. For 2017-18, its program coordinator was Jerry Stinson.

The AAS program had 69 students—37 full-time and 32 part-time—and a three-year

average enrollment of 87 students. Neither the Law Enforcement nor the Crime Scene

Technology CSC’s had any students in 2017-18. (Also see p. 70.)

Computed Tomography

The Computed Tomography CSC program is coordinated by Christy Lee with the

assistance of Donna Corns. For 2017-18 the program had 1 part-time student and a three-

year average enrollment of 3 students. (Also see p. 75.)

U

Early Childhood Education

Early Childhood Education is an AAS degree program coordinated by Dr. Kimberly Austin.

Both Certificate and CSC options are also offered. For 2017-18, the AAS program had 51

students—15 full-time and 36 part-time—with a three-year average enrollment of 45

students. The Early Childhood Child Care Certificate program had 23 students in 2017-18—

3 full-time and 20 part-time—and a three-year average enrollment of 18 students. For 2017-

18, the CSC option had 15 part-time students. Its three-year average enrollment is 10

students. (Also see p. 80.)

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UEducation

Education is an Associate of Arts & Science (AA&S) transfer degree program coordinated

by Jereial Fletcher. For 2017-18, Education had 128 students—51 full-time and 77 part-time.

Its three-year average enrollment is 137 students. (Also see p. 82.)

UEmergency Medical Services Technology

Emergency Medical Services (EMS) Technology, coordinated by Bill Akers, is an AAS

degree program supplemented by two CSC programs—EMT Intermediate and EMT

Paramedic. For 2017-18, the AAS program had 60 students—12 full-time and 48 part-time—

with a three-year average enrollment of 45 students. For 2017-18, the EMS Intermediate

program had 2 part-time students and a three-year average enrollment of 6 students. The

EMT Paramedic option had 4 students for 2017-18—2 full-time and 2 part-time. Its three-

year average enrollment was 16 students. (Also see p. 111.) U

UGeneral Studies (including Specializations and General Education Certificate)

General Studies is an AA&S transfer degree program coordinated by Dr. Brian Wright. In

addition to the General Studies AA&S degree, five specializations are also available:

Agribusiness, Appalachian Studies, Fine Arts, Music, and Psychology. The General

Education Certificate is an additional credential awarded for completing the first

year’s course requirements for the General Studies AA&S degree.

The General Studies specializations are assessed by various faculty members, all of whom

employ varying assessment methodologies as applicable to each specialization. For 2017-

18, Agribusiness was suspended due to low enrollment. Fine Arts was without a coordinator

due to the retirement of Doug Branton in Summer 2017. Dr. Joseph Trivette assessed the

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Music specialization, and Dr. Brian Wright assessed Psychology. The new Appalachian

Studies specialization has no students as of yet, so it currently has no assessment program.

For 2017-18, he General Studies AA&S program and its active specializations had 399

students—139 full-time and 260 part-time. Its three-year average enrollment is 451

students. (Also see pp. 115-125.)

Geology and Environmental Science

Geology and Environmental Science is a specialization of the Science AAS degree program

coordinated by Kevin Stilwell with the assistance of adjunct instructor Terry Lambert. The

program, formerly named Environmental Management, had three part-time students still

enrolled in 2017-18. In Spring 2018, the program was renamed Geology and Environmental

Science, and a new assessment plan was started with the launch of the new program. (Also

see p. 125.)

UHealth Care Technician

Health Care Technician is a CSC program formerly coordinated by Connie Davis. Davis

retired in Summer 2017, and a new coordinator has yet to be assigned. For 2017-18, the


38 students.

UHuman Services Technology

Human Services is an AAS degree program which also offers a Certificate credential. The

program is coordinated by April Hess. For 2017-18, the AAS program had 48 students—20

full-time and 28 part-time. Its three-year average enrollment is 64 students. The Certificate

option had 10 students—1 full-time and 9 part-time. Its three-year average enrollment is 10

students. (Also see p. 128.)

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UMedical Coding

Medical Coding is a CSC program formerly coordinated by Connie Davis. Davis retired in

Summer 2017; a new coordinator has yet to be assigned. For 2017-18, the program had 27

students—6 full-time and 21 part-time. Its three year average enrollment is 28 students.

UNursing

Coordinated by Dr. Kathy Mitchell, who is assisted by Neyia Beavers, Nursing is an AAS

degree program which is part of the Appalachian Tri-College Nursing Program–a joint effort

between Mountain Empire Community College, Virginia Highlands Community College and

Southwest Virginia Community College. For 2017-18, the program had 130 students—58

full-time and 72 part-time. Its three-year average enrollment is 119 students. (Also see p.

137.)

UOccupational Therapy Assistant

Occupational Therapy Assistant (OTA) is an AAS degree program coordinated by Annette

Looney. For 2017-18, the program had 48 students—23 full-time and 25 part-time. Its three-

year average enrollment is 53 students. (Also see p. 140.)

UPharmacy Technician

Pharmacy Technician is a CSC program formerly coordinated by Connie Davis. Davis

retired in Summer 2017; a new coordinator has yet to be assigned. For 2017-18, the


25 students.

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UPractical Nursing

Practical Nursing is a Certificate program coordinated by Linda Gambill. For 2017-18, the


30 students. (Also see p. 143.)

URadiography

Coordinated by Christy Lee, Radiography is an AAS degree program shared with Virginia

Highlands Community College in Abingdon. For 2017-18, the program had 26 students—9

full-time and 17 part-time. Its three-year average enrollment is 26 students. (Also see p.

147.)

UScience (and Pre-Medical Specialization)

Science, coordinated by Jason Osborne, is an AA&S transfer degree program. The second

largest program at SWCC, it includes two specializations, Pre-Medical and the new Geology

and Environmental Science specialization (see pp. 20 and 125). The Pre-Medical

specialization is coordinated by Georgia Householder. For 2017-18, the Science AA&S

program and its specializations had 145 students—63 full-time and 82 part-time. Its three-

year average enrollment is 172 students. (Also see pp. 153-157.)

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III. Program Assessment Templates for 2017-18

The following is an inventory of the assessment templates submitted for each of SWCCs

programs for the 2017-18 academic year. Provided in order to illustrate how academic

program assessment is conducted and documented as SWCC, they are arranged in

alphabetical order by academic division (BEIT then HTHMNSS) and program name. The

templates begin on the next page.

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Academic Program Assessment: Southwest Virginia Community College

Division Program Coordinator

Email Academic Year BEIT Accounting

AAS Margaret Dye [email protected] 2017-2018

Program Mission Statement

The mission of the Accounting program at Southwest Virginia Community College is to provide quality curriculum and instruction which prepares students for employment in accounting-related areas that meet the needs of business and industry and to provide professional development opportunities for life-long learning.

Program Goals Goal 1 (short-term): To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry-level accounting positions.

Goal 2: To provide students with knowledge and skills in making ethical business decisions. Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.

mailto:[email protected]

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Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans

Goal 1: Students will demonstrate basic accounting concepts covering the accounting cycle.

Goal 1: Comprehensive accounting cycle problem given to the ACC 212 students at the end of the spring semester.

Goal 1: 85% of the students will complete the comprehensive accounting cycle problem with a grade of “C” or better.

Goal 1: (Short-Term) Of the 8 students in ACC 211-01 who completed the accounting cycle problem, 6 students (75%) completed the problem with a grade of “C” or better. The students in the in-class section were given several manual accounting problems to complete during the semester. This same type of problem was given to these students in ACC 212 in class at the end of the Spring semester, with 4 out of 6 students scoring above 85%. Based on accounting cycle scores compared to automated accounting in the online section, the students scored higher when learning manual accounting.

Goal 1: Accounting cycle will continue into ACC 212. Scores indicate that manual accounting problems help students to understand the flow of accounting. Manual accounting problems will be incorporated into the class along with the software package. The students in the in-class section were polled and asked if they prefer the software instead of manual accounting. All responded that they would rather learn manually since they could see how the information flows through the cycle.

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Goal 2: Students will demonstrate knowledge of American Institute of Certified Public Accountants (AICPA) Code of Professional Conduct.

Goal 2: Test covering the AICPA Code of Professional Conduct.

Goal 2: 85% of the ACC 212 students will complete the test with a grade of “C” or better.

Goal 2: The in-class section (Monday/Wednesday) of ACC 212 missed three weeks of class due to inclement weather. AICPA test wasn’t given because the remaining class time was devoted to chapter work in order to cover all objectives for the course.

Goal 2: AICPA test will be an embedded Blackboard assignment for fall semester 2018 so that inclement weather doesn’t hinder assessment goal.

Goal 3: Students will demonstrate use of advanced excel formulas needed for businesses.

Goal 3: Use an advanced-formula excel problem given to the ACC 212 students at the end of the spring semester.

Goal 3: 85% of the students will complete the advanced-formula excel problem with a grade of “C” or better.

Goal 3: In-class section of ACC 212-01 was tested using General Ledger Software which uses Excel to perform accounting functions. Of the six people tested for the spring semester, all passed with a score of 90% or better. Students were also given Excel accounting cycle problems using only Microsoft Excel, and all six students scored 90% or better in these problems as well.

Goal 3: Because Goal 1 plan is to implement more manual accounting, Excel will be used as a manual accounting problem as well as hand-written problems. Excel tutorials will be placed in the Blackboard site as an extra help at the beginning of the semester for a refresher before the actual work begins.

Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)

Based on the findings for the 2016-2017 year, Goal 1 was changed at that time, incorporating manual accounting into the course along with the software package already being used. Based on the findings for this year (see “Findings” and “Action Plan” for Goal 1), another instructional change will be made in Fall 2018. This change will make the software a tutoring tool to help strengthen the concepts, but manual accounting will be the main instruction going forward. Completing manual accounting will give better understanding of the flow of accounting information, while the software will give immediate feedback on practice examples and concepts. This also allows for the incorporation of Excel in the third goal, giving the students needed Excel experience for job placement after graduation.

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Email Academic Year BEIT Bookkeeping

CSC Margaret Dye [email protected] 2017-2018


The mission of the Bookkeeping Career Studies Certificate is to provide quality curriculum and instruction which prepares students for employment in accounting and bookkeeping-related positions that meet the needs of business and industry and to provide professional development opportunities for life-long learning.

Program Goals Goal 1 (short-term): To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry-level

ti iti Goal 2: To provide students with knowledge and skills in making ethical business decisions. Goal 3: To improve students’ basic computer skills required for successful employment in business and industry.


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Goal 1: Students will demonstrate basic accounting concepts covering the accounting cycle.





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Goal 2: Students will demonstrate knowledge of American Institute of Certified Public Accountants (AICPA) Code of Professional Conduct.

Goal 2: Test covering the AICPA Code of Professional Conduct.

Goal 2: 85% of the students ACC 212 students will complete the test with a grade of “C” or better.

Goal 2: The in-class section (Monday/Wednesday) of ACC 212 missed three weeks of class due to inclement weather. AICPA test wasn’t given because the remaining class time was devoted to chapter work in order to cover all objectives for the course.

Goal 2: AICPA test will be an embedded Blackboard assignment for fall semester 2018 and Spring 2019 so that inclement weather doesn’t hinder assessment goal.

Goal 3: Students will demonstrate knowledge of basic computer skills. REVISION: Because many of my students began the program before the digital literacy exam was added to ITE 115, this goal was changed to the following goal: Students will demonstrate use of advanced excel formulas needed for businesses.

Goal 3: Microsoft Digital Literacy exam given in ITE 115 during the program. REVISION: Goal changed (see “Outcome Sought” column for Goal 3): Use an advanced-formula excel problem given to the ACC 212 students at the end of the spring semester.

Goal 3: 80% of the students will complete the digital literacy exam with a score of 75% or higher. REVISION: 85% of the students will complete the advanced-formula excel problem with a grade of “C” or better.

Goal 3: (Based on goal revision noted in first column) In-class section of ACC 212-01 was tested using General Ledger Software which uses Excel to perform accounting functions. Of the six people tested for the spring semester, all passed with a score of 90% or better. Students were also given Excel accounting cycle problems using only Microsoft Excel, and all six students scored 90% or better in these problems as well.

Goal 3: (Based on goal revision noted in first column) Because Goal 1 plan is to implement more manual accounting, Excel will be used as a manual accounting problem as well as hand-written problems. Excel tutorials will be placed in the Blackboard site as an extra help at the beginning of the semester for a refresher before the actual work begins.


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Email Academic Year BEIT Business Administration

AA&S Margaret Dye [email protected] 2017-2018

Program Mission Statement The mission of the Business Administration Program is to provide quality curriculum and instruction which prepares students for transfer into business programs at four-year colleges and universities.

Program Goals

Goal 1: To provide business transfer students with general education knowledge, skills, and values needed for success at four-year institutions. Goal 2 (short-term): To improve students’ skills in fundamental business concepts required for successful employment in business and industry. Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.


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Goal 1: Students will demonstrate competency in communication, critical thinking, cultural and social understanding, information literacy, personal development, quantitative reasoning, and scientific reasoning.

Goal 1: Use the General Studies Assessment Test (GSAT) to evaluate and compare levels of academic achievement for graduating students in general education transfer programs (Engineering, Science, Education, General Studies) to Business Administration majors.

Goal 1: Average scores for Business Administration majors on the GSAT will be within five percentage points of average score for General Studies majors.

Goal 1: Only one Business Administration major completed the GSAT. This was not a large enough sample to compare to the General Studies scores.

Goal 1: GSAT will be administered during the fall and spring semesters as a class requirement in ACC 211/212. This will give a large enough sampling of Business Administration students to compare to General Studies scores.

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Goal 2: Students will demonstrate basic accounting concepts covering the accounting cycle. (Short-term)

Goal 2: Comprehensive accounting cycle problem given to the ACC 211 students at the end of the fall semester and to the ACC 212 students at the end of the spring semester.




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Email Academic Year BEIT Cybersecurity (CSC) Diana Stinson [email protected] 2017 - 2018

Program Mission Statement The Career Studies Certificate in Cybersecurity program provides the student participants with the academic skills required to begin an entry-level position in the field of Information Technology (IT) Networking and Security, as well as entry-level careers and/or advancement. Students will also be eligible to enter a two-year Associate in Applied Science degree program.

Program Goals Goal 1: Cybersecurity students will receive classroom and hands-on training that will focus on Information Technology fundamentals, computer repair, networking, and security. Goal 2: Cybersecurity program will provide each student with specialized/guided study to increase their capacity to achieve industry recognized credentials and/or certifications.

Goal 3: Students will explore Cybersecurity career pathways by researching and exploring current job market trends in the field of information technology security and ethical hacking. In addition, they will design and develop risk management analysis and provide recommendations. Goal 4: Students will have a short term goal of completing the CompTIA IT Fundamentals and A+ Hardware and Operating Systems coursework and certification exams prior to the end of Fall Semester 2017.


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1. Students will have achieved credentials/certifications in CompTIA IT Fundamental, A+ Hardware & Operating Systems, Network+, and Security+

Certifications and credentials achieved

90% pass the certification exams in CompTIA IT fundamental, A+ Hardware and Operating Systems, Network+, and Security+

Year-end finding show the following:

44% of the Summer 2017 students completed the IT Fundamentals certification.

8% of the Fall 2017 and Spring 2018 students completed the IT Fundamentals certifications.

Include the certification exams as a course requirement in lieu of the final exam.

Certification vouchers were not received due to a delay in the order. The students will be provided exam vouchers at a later date and agree to submit copies of their certificates for reporting purposes.

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2. Students will have earned a Career Studies Certificate (CSC) in Cybersecurity.

% of students receiving CSC in Cybersecurity

90% will earn a CSC in Cybersecurity

Year-end findings show the following:

25% of the Summer 2017 students completed a CSC in Cybersecurity and 44% were still enrolled in the program

32 % of the Fall 2017 semester students completed a CSC in Cybersecurity.

Encourage the student who started the program to complete it, even if they take fewer classes per semester.

Year-end action plan is to continue to encourage students to complete the program using the following methods:

• Meet with the instructors and discuss which students are experiencing issues with the course work.

• Encourage students to communicate with each other and share contact information to form a sense of community.

• Invite students to on-campus meetings to discuss the Cybersecurity program and share ideas for improvements.

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3. Students will demonstrate the ability and skills to perform tasks related to the field of cybersecurity.

% of students placed in a job in cybersecurity, working as a contractor, or continuing education

Year-end findings show the following for each cohort:

68% of the Summer 2017 students were employed; 31% held IT positions.

6% continued their education in another IT program at SWCC.

6% of the students began contracting with other businesses to provide Cybersecurity services.

0% of the students have been placed in an IT position.

44% of the Fall 2017 students were employed. 4% held IT positions.

0% of the students have been placed in an IT position.

46% of the Spring 2018 students were employed.

0% of students have been placed in an IT position.

Gather employment data to use in future program assessment reporting.

Year-end action plan is to continue collecting employment data to determine the percentage of students who become gainfully employed or who were promoted to a better position upon completion of the program.

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4. Students will have completed the CompTIA Fundamentals & A+ Hardware and Operating Systems course work and certification exams prior to the end of Fall Semester 2017.

% of students who have completed the CompTIA Fundamentals and A+ Hardware and Operating Systems course work and certification exams prior to the end of Fall Semester 2017

90% will have completed the CompTIA Fundamentals course and the A+ Hardware and Operating Systems courses, along with passing the certification exams prior to the end of Fall Semester 2017

Approximately 70% of the Summer 2017 students have completed the first semester courses.

Year-end findings show that 50 % of the Fall 2017 students have completed their first semester courses. .08 % students have passed certification exams.

Gather copies of the certifications from the students and track the numbers for future reporting purposes.

Year-end action plan is to continue gathering copies of certifications and track the number of students who achieved certifications.

Analysis/Use of Results Comments (Goals tied to other unit activities, anticipate new goal based on findings.)

We are collecting data for the students who began the Cybersecurity Program in the Summer and Fall 2017 Semesters. The approximations may change, however, only slightly.

Year-end findings: Data has been collected and entered into a tracking system for the Cybersecurity Program Summer and Fall 2017 Semesters, as well as the Spring 2018 semester. The findings show that the program is successful, although there is a high level of non-completers. The action plans provide a basis for program improvements. A new goal is to work to reduce the percentage of students who did not complete the program. The students who did not continue the program after their first semester should be contacted to determine their interest in completing the program. In addition, students will be attending the SWCC Career and Opportunity Showcase to meet prospective employers. Part of the curriculum included career and job search training, which should be beneficial as each student seeks employment. The ultimate goal of the Cybersecurity program is for the participants to become gainfully employed in the field of cybersecurity.

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Email Academic Year

BEIT Heating Ventilation and Air Conditioning Larry Hughes [email protected] 2018-2019

Program Mission Statement Heating Ventilation and Air Conditioning (HVAC) Program: Program in HVAC/R industrial technology is career-focused educational training for both traditional and non-traditional students. Teaching philosophy shall focus on importance of academic instruction set; covering theory through creative problem solving along with comprehensive competency based performance. Goals shall be accomplished by providing in-depth, affordable and quality training utilizing qualified instructors. Faculty shall have experience in trades skills related to refrigeration, air distribution and electrical controls for a dynamic, ever growing and rapidly changing field of study. Thereby, study shall provide training and foster the mission of the department and that of the college by offering lifelong learning opportunities for the professional technician, hereto, meeting needs of community partners, regional employers and beyond. Program Goals Goal 1: Develop and expand qualitative approach for assessing problem sets through clear estimation, investigating and diagnostic; being related to both physical and social impact on stockholder. Goal 2: Develop understanding of hazard analysis, risk assessment, probability of harm and hazards encountered; along with protective measures as required within the dynamic work environment to allow safety and successful resolve. Goal 3: Promote awareness that being a successful skilled trade person encompasses all facets of human psychology, equipment mechanics, elements of science and physic, as well as that of being a good communicator.

Goal 4: Student learners shall more fully understanding requirement of the technical trades through personal observation at remote field site visitations.

Goal 5: Program contribution to conduct all 7 of 12 the required HVAC courses as a hybrid course offering, requiring more personal interrelated electronic communication via email and BlackBoard media.

Goal 6: Helping student program completers to attain one national certification for the trade related mandates and industry recognized industry credentials.


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Goal 1: Critical thinking enhanced via field related problem solving

1: Host internship evaluation 1: An overall 3 on a 4 point scale with an average score of 3.7 out of 4 (e.g. –A)

1. Students need to think logically and use critical thinking skills to develop intuitive and comprehensive understanding for various task

1. Spring/Summer 2019- provided necessary skills utilized for field application to become a more qualified troubleshooter and successful employee

Goal 2: Improved safety & work habits both within the lab and through On Job Training (OJT)/On Job Learning (OJL)

2: Lab activities, safety quizzes, Host Company’s internship feedback

2: Reduction in lab/job related injuries (100% of participants PASS QUIZ RELATED TO SAFETY); positive reporting by Intern’s Host Company of satisfactory student performance

2. Host internship activities shall be completed Summer 2019, to helps student to fine-tune motor & critical thinking skills; and evaluate work safety readiness. This will require a follow-up in Summer 2019 semester.

2. Pending -Spring/Summer 2018 and 2019- continue with field OJL learning via the host's internship work activities. Schedule to bring class together as a group after OJT/OJL field experience and discussed finding, included improving safety actions.

Goal 3: Good customer relations, work ethics and soft skills development (i.e. resume development)

3: Personal interview with host companies and students to evaluate student's progress; Invite third party lecturers (college staff and/or area businesses) to discuss needed soft skills

3: Positive feedback from the community stakeholders (80% or more employer score 3 or higher)

3. To be completed Spring 2019: objective provided valuable understanding for need to enhance soft skill training (i.e. ethics, resume & job interview)

3. Pending Fall 2018 and Spring 2019: Provided student's need for personal ethics and networking

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Goal 4 : "Short Term" Improve student understanding for technical trades by completing field trip visitation

4. Allow students/host companies to discuss current issues and changing technology

4. 80% of students complete the field visitation

4. Completed two visits Spring 2018 & one each pending Summer/Fall 2018 & Spring 2019: Previous field trips provide valuable insight for varied technical applications; will continue for each succeeding semester. Number attending visits 12 of 12 first visit & 8 of 11 second visit.

4. Completed (Spring 2018) delayed HVAC Student field trip to Clinch Valley Medical Center in Richlands, VA. Schedule trip to Bristol Compressor April 2018. Field trips provide valuable insight for varied technical applications; plans to continue for each succeeding semester

Goal 5: “Short Term” offer all four of the related HVAC fall 2017 day courses as a hybrid having an on-line component to foster learning for electronic communication via computer applications (i.e. Blackboard). Especially targeted to the non-traditional older student populace.

Require students to access the on-line discussion board to communicate and to utilize email to further remote written via electronic communication and electronic technology to more fully embrace today’s market place.

Having 80% of all enrolled students to utilize the on-line component of Blackboard’s discussion board; especially to collaborate on varied topic areas for related assignments to develop a team approach.

Ongoing and pending Fall 2018, Spring 2019 semester completion. Fall 2017: 4 of 4 core HVAC hybrid classes Spring 2018; 3 of 4 core HVAC hybrid classes provide to students

Expanded number of courses utilizing hybrid format that was dependent on success of the performance results during Spring 2018 and Fall 2018.

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Goal 6: National Industry Certification required by the EPA for workplace application

6. Completion of third party - proctored exams for EPA 608 & EPA 609 certification and/or industry readiness examination (currently 13 students enrolled in study course to ready for the exam)

6. 65% applicants successful complete taking the EPA examination

6. Pending Spring/Summer 2018 (May 04); in past the level of completion was proven to be successful Follow up will be completed May 04, 2018

6. Pending Spring/Summer 2018; new EPA regulations are being implemented, as such, new strategies must be developed


Evaluate and adjust HVAC department program offering, based on “Host” and employer feedback coupled with student interviews; developed in conjunction with comments from SWCC colleagues related to the OJL/OJT (On-Job Learning/Training – Internship and actual work activities after employment); data to be utilized to correct any deficiencies or highlight strengths; to include incorporating more nationally recognized terminology for the HVACR trades sector. During late Spring and Summer semester 2018, HVAC students encouraged to take third-party and become well-versed in the new EPA regulations being implemented. Summary of new Federal/EPA regulations were posted to Blackboard, where students were provided opportunity to review and comment.

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Email Academic Year BEIT Insurance CSC Margaret Dye [email protected] 2017-2018

Program Mission Statement The mission of the Insurance Career Studies Certificate is to provide quality curriculum and instruction which prepares students for employment in insurance-related positions that meet the needs of business and industry and to provide professional development opportunities for life-long learning.

Program Goals

Goal 1: Students will complete a minimum of one available industry certification exam. Goal 2: To improve students’ skills in fundamental business concepts for successful employment in the insurance industry. Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.


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Goal 1 (short-term): Students will be familiar with available insurance industry certification exams and requirements for testing.

Goal 1: Completion of licensing exams in insurance field by graduation from the insurance program.

Goal 1: At least 75% pass rate on licensing exams taken by graduation.

Goal 1: No graduates have taken the licensing exams as of the last day of the semester.

Goal 1: Licensing exams will continue to be promoted within the insurance courses.

Goal 2: Students will demonstrate basic accounting concepts, a fundamental business concept covering the accounting cycle.



Goal 2: (Short-Term) Of the 8 students in ACC 211-01 who completed the accounting cycle problem, 6 students (75%) completed the problem with a grade of “C” or better. The students in the in-class section were given several manual accounting problems to complete during the semester. This same type of problem will be given to these students in ACC 212 (both sections) at the end of the Spring semester. Based on accounting cycle scores compared to automated accounting in the online section, the students scored higher when learning manual accounting.

Goal 2: Accounting cycle will continue into ACC 212. Scores indicate that manual accounting problems help students to understand the flow of accounting. Manual accounting problems will be incorporated into the class along with the software package.

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Email Academic Year BEIT Management Loretta Beavers [email protected] 2017-2018

Program Mission Statement The mission of the Management Program is to cultivate management skills and professional mindset in prospective managers and business leaders by providing quality instruction concentrated on developing soft skills, including effective communication, critical thinking skills, presentation skills, and time and technology management skills to students preparing for employment and/or promotions in management related areas.

Program Goals Goal 01: Students will demonstrate recognition, knowledge and competency in soft skills related to business communication. Goal 02: Provide students with opportunities to hone critical thinking skills through developing analytical and decision making skills. Goal 03: Enhance students’ awareness of the importance of time management in projects, decision making, and technology usage.


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Goal 01: Students will demonstrate an understanding of the basic development of soft skills starting with the recognition, knowledge, and competency in soft skills through their mannerism in communication, critical thinking, and social understanding. (Short-term goal measure)

Students will be assigned to identify and utilize soft skills and non-cognitive skills, such as communication skills, leadership skills, responsibility, and decisiveness, in their presentations of their work in forms of discussions and essays. Measures will be taken through evaluations of students’ content information and writing skills in class discussions and written assignments.

First-year students will be directed to online writing resources and provided with grammar/punctuation rules posted within their BUS courses. Students are expected to complete written assignments such as essay and online discussions on the collegiate level of writing and content. (See attached rubrics for points assigned.)

Students were evaluated on their ability to identify and discuss soft skills, emotional intelligence, and written communication skills. Out of the 18 students who completed the BUS 100-W1 course, 13 students earned a C or better final average. It is noted that all five students who did not earn a C or better in the class lost the most points from the written assignments in online discussions and essays. Tests did not appear to be a challenge.

Links to Purdue Online Writing Lab, https://owl.english.purdue.edu/owl/section/1/, will be posted in each course site. More general grammar and punctuation rules will be included in the instructions for the discussion and essay assignments. More extensive grammar and punctuation rules will be posted in Blackboard courses’ sites in the Assignments sections. Students will be instructed to use non-cognitive skills such as analytical and critical thinking skills, time management, and responsibility (connecting information to personal experience) in their writing assignments.

https://owl.english.purdue.edu/owl/section/1/

https://owl.english.purdue.edu/owl/section/1/

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Goal 02: Students will identify logical decision making in given business scenarios and goal setting in personal endeavors.

Students will be evaluated on their ability to understand and offer possible solutions to problems in current business situations. They will also be evaluated on their ability to set long and short term goals using the SMART process.

Students will be able to identify and analyze the problems, possible causes, possible solutions and outcomes in the discussion topic assignments. They will demonstrate ability to make logical and ethical solutions. They will also demonstrate ability to identify logical, measurable goals such as goals of their employers or personal goals. (See attached rubrics for points assigned.)

At mid-term, Spring 2018 semester, students’ completed assignments indicated students were able to logically analyze given business scenarios, identify goals, make conclusion, and possibly make recommendations. Approximately 95 percent of the students who completed the discussion topic assignments were able to make connected references to their own experiences and business scenarios. This indicates that these students understand the applications of the business concepts, are able to identify intended goals, and establish conclusions given in business scenarios.

Continue to use current real business scenarios as business topics in students’ discussion requirements. Require students to record at least two short-term personal goals and record tasks and measurements of progress. Students will write an overview of their learning achievements accomplished during the progress.

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Goal 03: Students will demonstrate their understanding of time management, meeting deadlines, and interacting with peers online. Students will identify effects of procrastination.

Students will be evaluated on their promptness and adherence to all assignment deadlines and their correct use of technology to create and submit assignments. (See attached document, Sample of online guidelines and rules, for description of penalties for late work.)

Students will develop an understanding that peer interactions are part of completing discussion assignments; therefore, they will acknowledge the importance of adhering to deadlines. All students will adhere strictly to deadlines to avoid loss of points to essay and test assignments. Any confusion or conflicts with technology should be resolved or alternatives addressed before the due date has passed

At mid-term, spring 2018 semester, 20.9 percent of students in four business classes, BUS 111, BUS 201, BUS 204, and BUS 241, had withdrawn or were administrative withdrawn because of failing mid-term averages. All these students were not failing because of poor grades on assignment but because they had not submitted enough of their assignments to earn passing grades.

Students identified reasons and effects of procrastination. These are second semester and second year classes. Withdrawal percentages should not exceed 15 percent. Procrastination appears to be the most supporting reason for students not completing assignments. In an attempt to increase success rate, students will be contacted, via email and/or phone, within three days of assignment due dates to discuss reasons for not submitting assignments.


Goal 1: More general grammar and punctuation rules should be presented to students along with the instructions for the discussion and essay assignments. Not only the rules explained but reasons for the rules and examples should be included. Students may be reluctant to display their writing skills because they aren’t sure of the level of their skills.

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Email Academic Year BEIT Welding Diploma, Welding

Career Study Certificate & Manufacturing/Fabrication

Career Study Certificate

Nicholas Johnson [email protected] 2017-2018


The mission of the Welding and Manufacturing/Fabrication programs is to serve as an educational resource for people of all ages and backgrounds who wish to explore, understand, apply and master the various processes of welding and fabrication. The Welding/Machine Tool Programs have the need to keep evolving and improving. Both programs seek to provide up-to-date instruction related to these constantly changing technologies for those seeking employment in these fields. The programs maintain strong relationships with local industries in order to remain responsive to industry needs. In order to produce professionals for a competitive job market, high standards of personal development are continually stressed.

Program Goals

Goal 1: To continue to improve the entry level instruction of the 1st semester welding students in preparation of meeting the American Welding Society national standards of testing and compare to last year’s results. (Short Term Goal will be measured—by Dec. 2017).

Goal 2: To continue to assist students in developing the appropriate "soft skills" needed for employment in business and industry and compare to last year’s results.

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1. To produce trainees who can follow given weld procedures and produce welds compliant with the AWS welding standards.

Evaluate trainees on the ability to following weld procedure, along with producing quality welds.

Reaching for an improvement beyond the previous year’s welding program 85% success rate.

Trainees are still having a few problems with interpreting weld procedure handouts and adhering to them. Still at about 85% pass rate.

We have implemented mock welding qualification tests pushing the students to apply all they have into it, with strict attention being given to following the weld procedure as well as keeping up to date information about welding, and the American Welding Society and the new rules and regulations thereafter.

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2. To produce trainees who are prompt about class starting times, class breaks and class ending times.

Class daily activity- schedule and attendance policy is listed in course syllabus. Attendance will be taken daily. Class time schedules are to be closely adhered to by instructors.

Trainees can accumulate 3 unexcused days of absence or 6 unexcused days of tardiness, before being “Flagged” in the SAILS system as being in danger of receiving a failing grade.

Reaching for an improvement beyond the 66% success rate.

About 70% of the trainees are adhering to the class time schedules. The other 30% needs to improve.

Trainees are made aware of the following class policies: class attendance (only 3 unexcused or 6 tardies allowed) 8:00 am class starting time, 10:00 am class break, 12:15 pm cleanup and class ending time is 12:30 pm. Not adhering to the policies will play a part in their evaluation as well as recommending them to a company for a possible job opportunity.

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3. To familiarize trainees with the most popular soft skills companies look for when hiring

Conduct exercises that measure Personal Traits: Attendance/ Punctuality

Grooming Appearance

Interest in Work

Cooperation

Initiative

Adaptability

Attitude/ Personality

Dependability

Pride in Work

Abilities:

Organization

Following Instructions

Constructive Feedback

Attention to Details

Time Management

Getting Along with Others

Skill Performance:

Quality and Quantity of Work

Job Knowledge

Safety / Accountability

Neatness of Work Area

Communication:

Use of Sources of Information

Teamwork

Asking Appropriate Questions & Clarity of Communication

Reaching for an improvement beyond the overall program average of a 2.0 (C), from the previous year, 2016-2017 (includes attainment of the soft skills listed).

Trainees are falling about 5% below the projected 80% of 2.0 (C) average.

An employability/soft skills evaluation form has been developed for each trainee. Each trainee will be scored accordingly and this will count 25% of his/her grade. We also are in touch with the employers that we work with collaborating on how well the trainees they have hired are doing and what we can do better.

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Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)

One of the goals to change the overall outcome is to start taking more instruction from the up to date text books such as Standard Welding Procedure Specification (SWPS), as well as instruction from future material that comes out. This will allow us to stay up to date as well as stay in touch with what the employer is looking for in candidates for their facilities.

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Email Academic Year HTHMNSS Administration of Justice Jerry Stinson [email protected] 2017-18

Program Mission Statement The Southwest Virginia Community College Administration of Justice Program’s mission is to provide high quality courses that develop a practical skill set that prepares students successfully completing the program for professional employment in law enforcement, corrections and the court system as well as further academic pursuits. This is accomplished by providing a curriculum that emphasizes ethical behavior, professionalism and the application of academic knowledge to practicum.

Program Goals

Goal 1: To prepare students for careers in the three areas of the U. S. criminal justice system which are the police, courts and corrections. Goal 2: To prepare students to be successful whether they choose to begin professional employment or pursue further academic training. Goal 3: To prepare the student to apply critical thinking skills to both material and abstract concepts inherent in the criminal justice system.

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Student GPA will not be negatively impacted by change in sequence of classes.

Student GPA of the 2018-19 cohort measured at the end of the fall semester against that of the 2015-16, 2016-17 and 2017-18 cohorts.

The success standard will be a cohort GPA equal to or greater than the GPA of the three proceeding cohorts.

After receiving the completed grades from the 2017-18 cohort in ADJ-100 and ADJ-133, I calculated the combined GPA at 2.80. The 2016-17 cohort scored a 3.12-combined GPA in the same two courses while the 2015-16 scored a 2.81. Prima Facie evidence would suggest that the re-sequencing had a significant negative impact on the student’s GPA. However, when the 2015-16 cohort is taken into consideration the findings are not as conclusive. The GPA is only reflecting two courses instead of the entire first semester course load. Also, the similarity of the GPA in the 2017-18 and 2015-16 suggest that the 2016-17 group could be anomalous. Because of this possibility, I will analyze this year’s cohort to determine if the change was adverse to student or simply an anomaly.

This category is of particular interest to me, as the curriculum had to be significantly re-sequenced to accommodate two changes requested by my Advisory Committee during the 2016 meeting. The number of semester credits will go from 13 to 15; however, the cohort delivery method is still in place after positive findings from the 2016-17 assessment. This objective was purposely designed as a short-term goal during last year’s assessment cycle. Should the results again reflect a negative change, it will be addressed with both the Division Dean and the Advisory Committee for possible changes prior to admitting the 2019-20 cohort. I have reported the findings to the Division Dean and I am requesting that the study be expanded to include the 2018-19 cohort. Finally, I have prepared a plan to return to the previous sequencing if necessary.

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Student GPA will be positively impacted by having all ADJ student enroll in the SDV-100 course, which emphasizes the critical thinking component.

Student GPA of the 2017-18 cohort will be measured against that of the two preceding cohorts who were enrolled in either the SDV-101 course prior to the re-design or SDV-101 Orientation to ADJ. The measure will be taken at the end of each of the five semesters till the cohort graduates. As a further validation both the 2017-18 and 2018-19 cohorts will be measured.

The success standard will be a 5% increase in the number of students who score greater than a 2.0 in courses, which require a critical thinking component. These courses will be representative of both the major and general core. The classes to be measured are ENG-111/112, ADJ-100, ADJ-131, HIS-121, ENG-242, ADJ-211 and ADJ-201.

In progress. An analysis of the grades for ADJ-100, ENG-111, ADJ-131 and ENG 112 found that 92% of first year ADJ students in the 2017-18 cohort were passing the courses with a 2.0 or greater. Analysis of the 2016-17 cohort found that 90% of students were passing with a 2.0 or greater while the 2015-16 cohort had 95 % scoring 2.0 or greater. I am awaiting the admission of the 2018-

These findings are anomalous at best and demonstrate a need for further study by comparing the results not only to future ADJ cohorts but, also to students entering other applied science programs.

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Students GPA will increase by utilizing the cohort system for individual course focus.

Student GPA will be measured against the final traditional group during each of the five semesters concluding with graduation. This is an expansion of a previous category from the 2016-17 assessment. In the previous assessment only ADJ courses were used as measures. All courses both major and general core will be used to further assess the effectiveness of the cohort system. To further validate the results, both the 2017-18 and 2018-19 cohorts will be measured.

Students in the cohort completing the courses at the measured intervals will have a 5% increase in the number earning a 2.0 or greater GPA.

In progress. An analysis of the final traditional group admitted in Fall 2014 found that during the first semester that 94% of the group scored 2.0 or greater. The second semester or Spring 2015 found that only 70% scored a 2.0 or greater. The analysis of the Fall 2017 group which utilized the cohort system found that 71% scored a 2.0 or greater in the first semester and 75% scored a 2.0 or greater in the second semester. While this did achieve the goal of 5% it did show a significant improvement while the last traditional group admitted suffered a 24% drop in those achieving a 2.0 in all courses. I am awaiting the admission of the 2018-19 cohort for additional study.

The findings thus far support the cohort system as a preferred method for group cohesion and success. A true finding will not be possible until the completion of the 2017-18 and 2018-19 groups.


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1. The ADJ Program Director, ADJ Faculty and Division Dean will use the results to determine if the sequential change in courses had a positive or negative impact on the student. These findings will be shared with the Advisory Committee to guide future design changes.

2. The findings will be shared the Division Dean for distribution to those in charge of the instructional design of the SDV-100 course. These findings may be used as a part of the study of effectiveness of the critical thinking re-design.

3. The Program Director, ADJ Faculty, Department Chair and Division Dean will use the results to attempt to determine any correlation between the use of the cohort to increase student focus on the individual course and student success. This assessment objective will validate or nullify the previous assessment by measuring both the major and general core courses necessary for degree completion. Should the previous assessment and therefore cohort system be validated, it will remain the standard of course delivery in Administration of Justice. It may also be used as a model for other academic programs.

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Division Program Coordinator Email Academic Year

HTHMNSS Computed Tomography Christy Lee [email protected] 2017-2018


The mission of the cooperative Computed Tomography program is to prepare and graduate selected students to qualify as contributing members of an allied health team, accomplished through a combination of didactic instruction with clinical experience. Graduates will have a sound educational foundation on which to build professional careers, and will be prepared to care for patients under the supervision of qualified physicians.

Program Goals

1. Students will demonstrate employability.

2. Students will demonstrate clinical competence.

3. Students will demonstrate professional patient care.


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Assessment Categories

Outcome Sought Measures Success Standard Findings Action Plans

1. A. CT students will pass the ARRT advanced registry examination in Computed Tomography.

ARRT Registry Pass rates 80 % of students will pass the ARRT CT registry examination within 1 year of graduation.

Findings will not be available until after spring semester ends (student will finish program then), and after student chooses to take registry examination. As of June 2018, student has yet to apply to take the ARRT CT registry examination.

To follow pending spring 2018 findings. Will recheck again 6 months post-graduation.

1. B. CT students will gain employment within a CT department.

Employment rates within CT

80% of students who are seeking employment within a CT department will become employed within 1 year of graduation.

One student finished the program in spring 2018. This student is employed in CT as of the end of spring semester 2018. 100% of graduates are employed at the time of graduation, well within benchmark.

Benchmark is met. We will continue to advertise known CT job openings to CT students and former students.

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2. A. Students will demonstrate acceptable clinical performance by the end of their first semester in the program. (Fall)

**Short Term Goal**

Final Performance Evaluation score in RAD 196 Fall.

Students will score 80 or better out of a 100 point scale on a final clinical performance evaluation (scored by their respective clinical preceptor) in Fall RAD 196 Clinical Internship in CT.

Two students enrolled in RAD 196 Fall 2017. One student scored 100% while the other failed to complete all clinical requirements, which included the final performance evaluation.

Continue to attempt to increase enrollment. In future RAD 196 courses, attempt a multi-personnel approach to clinical communication whereby both Christy and Donna communicate via email as well as site visits to hopefully improve student and Clinical preceptor understanding of clinical requirements as well as better early intervention when students are lacking.

2. B. Students will demonstrate clinical competence as evidenced by completion of all clinical competency requirements as set forth by ARRT.

Completion of at least 25 applicable clinical procedure completions and at least 125 repetitions in order to become eligible to sit for the ARRT CT post-primary registry examination.

90% of students will complete at least 25 procedure completions, with 3-5 repetitions each, and accumulate at least 125 repetitions of those procedures by the end of Spring RAD 196.

100% of students completed at least 25 procedure completions with 3-5 repetitions each, and accumulated at least 125 repetitions by the end of Spring RAD 196.

This accomplishment allowed the student to complete the ARRT clinical competency requirements and become eligible to apply to sit for the ARRT CT registry examination. The faculty will continue to monitor these findings for future students to assure that clinical time and experiences are valid experiences for ARRT registry requirements.

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3. A. Students will demonstrate effective patient and radiologist communication as evidenced by obtaining and documenting thorough and accurate patient histories.

**Short Term Goal**

RAD 196 Fall semester Final Performance Evaluation #5 ((Obtained / documented patient history thoroughly and accurately)

Students will score 3 out of a 4-point scale

Two students enrolled in RAD 196 Fall 2017. One student scored 100% (4 out of 4) while the other failed to complete all clinical requirements, which included the final performance evaluation.

Continue to attempt to increase enrollment. In future RAD 196 courses, attempt a multi-personnel approach to clinical communication whereby both Christy and Donna communicate via email as well as site visits to hopefully improve student and Clinical preceptor understanding of clinical requirements as well as better early intervention when students are lacking.

3. B. Students will demonstrate competent patient care in dealing with various CT patients.

RAD 196 Spring final performance evaluation - Patient Care Section, as scored by their clinical preceptor

Students will score 3 out of a 4-point scale.

Student scored 4 out of a 4-point scale demonstrating competent patient care skills.

Continue to monitor results in this area hoping for a larger number of students, which gives a more accurate sample.

Analysis/Use of Results


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The program faculty discussed the program with 2nd year radiography students in April 2017, and delivered application packets to every graduating RAD student in June 2017 during their RAD 215 course.

On 6/29/17, the faculty discussed again with Melissa Haye (Bluefield State College’s Radiography Program Director). Mrs. Haye planned to discuss the option of partnering with BSC (by using her Radiography clinical sites for our CT clinical sites) with her clinical instructors at their August meeting and then get back in touch. This will potentially increase interest in the Bluefield/Princeton area because the students will be able to take online classes and have a clinical site option closer to their residence than we currently offer.

On 4/5/18, the faculty have discussed this option in person and over the phone with Ms. Haye. She continues to be interested in the partnership option and we hope to be able to offer it by Fall semester.

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Division Program Coordinator Email Academic Year HTHMNSS Early Childhood

AAS/CSC/Cert. Kimberly Austin [email protected] 2017-2018

Program Mission Statement The mission of the Early Childhood Program at Southwest Virginia Community College is to provide accessible, high quality professional preparation in the field of early childhood education to the students in Southwest Virginia. Graduates are knowledgeable, responsive, and innovative educators who accomplish positive change in the lives of children, families and communities in the region we serve.

Program Goals Goal 1: ECD (Early Childhood Development) students will utilize an online learning format and participate in activities intended to measure critical thinking skills Goal 2: ECD students will evaluate the use of Video Feedback as opposed to written feedback. Goal 3: ECD students will acquire the education necessary for class completion to obtain an AAS or certificate


Students will demonstrate the competency to participate in a discussion board intended to measure their critical thinking skills in relation to early childhood development current issues

1. Student opinion of hands-on instruction activities using a google survey.

2. Grades on assignment (using CT rubric and Discussion Board rubric)

1. 85% of students will report positive experiences with the activity

2. 85% of students will receive a “C” or better on the assignments

1.90% of students reported positive experiences with critical thinking activities.

2.90% of students received a “C” or better

. Continue utilizing DB to measure critical thinking skills and expand this activity into other CHD classes.


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Short-term (Fall 2017):

Implement use of “Monday Morning Check-In” in virtual classes for instructor feedback, instead of traditional instructor posts. The instructor will read each discussion board in CHD 120 and create a live video with feedback.

1. Student opinion of video format using Google Survey

2. Discussion Board Grades

1. 85% of students will report the video as more useful than written feedback

2.85% of students will pass with a “C” or better

1. Students report positively about interacting with the instructor via video, however there are technology issues with Blackboard Collaborate

2. Pass rate of 90% is expected for CHD 120

1. The new LMS system may better facilitate video interaction.

2. The instructor will utilize virtual class connect sessions in other CHD classes beginning in the Spring semester.

The Early Childhood advisory council will meet annually. The members are representatives of the EC field in the SWCC service area. It is critical that the council meet to discuss current employment needs and where shortages and deficits are in the field.

Notes from council meeting and improvements made to the programs as a result of the meeting.

Advisory council members will be in attendance and provide feedback.

1. The Advisory Council met on 4/6/18. The council recommended the creation of a CSC to support Home Visitors in ECE.

1. Faculty are developing a CSC to support the HV population of early childhood programming and intend to present the certificate to the C & I committee Fall 18.

50% of CHD 120 students will obtain an AAS or career studies certificate within 3 years

Graduation data 50% success rate 1. 70% of students who successfully completed CHD 120 advanced to the second semester. Expected graduation for these students is May 2019.

1. Ensure students are supported in registering each semester.


Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) Short-term: Success with use of virtual class connect sessions in CHD 120 indicates that other CHD courses will benefit from this practice. The creation of a CSC for Home Visitors will meet the industry needs. Current retention efforts are successful in the CHD program and need to continue.

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Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Email Academic Year HTHMNSS EMS Technology Bill Akers Jr. [email protected] 2017-18

Program Mission Statement Our mission is to provide the community with Paramedic education of the highest standard; to produce competent, entry-level graduates fully

prepared to enter the professional world of EMS Program Goals

Goal 1: At the completion of the program, the graduates will demonstrate the ability to comprehend, apply and evaluate clinical information relative to his/her role as an entry level EMT-Intermediate or Paramedic

Goal 2 : At the completion of the program, the student will demonstrate technical proficiency in all skills necessary to fulfill the role of an entry-level EMT-Intermediate or Paramedic.

Goal 3: At the completion of the program, the students will demonstrate personal behaviors consistent with professional and employer expectations for the entry-level EMT-Intermediate or Paramedic.

Goal 4: At the completion of the fall 2017 semester, the basic EMT cohort will have a first-attempt pass rate of 75% on the National Registry cognitive exam and a retention rate greater than 70%.


Goal 1: At the completion of the program, the

graduates will demonstrate the ability to

comprehend, apply and evaluate clinical

information relative to his/her role as an entry

level EMT-Intermediate or Paramedic

National Registry Paramedic written and

clinical simulation examination.

Benchmark-Pass rate greater than 80% by the

third attempt.

data won't be available until May

Goal 2 : At the completion of the program, the student will demonstrate technical proficiency in all skills necessary to fulfill the role of an entry-level EMT-Intermediate or Paramedic.

National Registry psychomotor exam.

Benchmark-Pass rate greater than 90% by third

attempt.



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Goal 3: At the completion of the program, the students will demonstrate personal behaviors consistent with professional and employer expectations for the entry-level EMT-Intermediate or Paramedic.

Employment survey administered six months following graduation to

measure employer satisfaction with the graduate’s ability to perform entry-level

paramedic skills, their knowledge of EMS, and

their professional behavior.

Benchmark-95% of graduates will achieve a 3

or better on a 5-point Likert scale multiple-

question survey.


Goal 4: At the completion of the fall 2017 semester, the basic EMT cohort will have a first-attempt pass rate of 75% on the National Registry cognitive exam and a retention rate greater than 70%.

National Registry EMT written exam

Benchmark-Pass rate of at least 70% on the first

attempt.

The retention rate for this cohort is 26/29 or 90%. The 1st attempt pass rate on the NREMT exam for this cohort is 73% (as of 2/27/2018)

Retention is well above benchmark. We will continue to monitor. The NREMT 1st attempt pass rate is 2% below benchmark. The primary cause was delay in taking the NREMT exam for more than 3 weeks. Those who took it within 3 weeks had a 90% pass rate (8/9). Those who waited longer than 3 weeks had a 40% pass rate (2/5). Action plan: The program will structure the last two weeks of class to prepare and schedule each student to take the NREMT exam. The exam for every student who demonstrates competency will be scheduled for the national exam as soon as

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possible and within 3 weeks of the end of the program. Students who fail to demonstrate competency will be held for remediation.


Goal 4: Retention rate of 70% was added to this goal because in 2016-17 it was only 50%.

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Division Program Coordinator Email Academic Year HTHMNSS General Studies B. Wright [email protected] 2017/18


The Associate of Arts and Sciences program in General Studies, its Liberal Arts specialization, and the General Education certificate program, all seek to enable students to obtain the awareness, knowledge, skills, and habits of mind, including critical thinking, necessary for success in higher education and in life as productive and responsible participants in society. In addition, the programs encapsulated here are all intended to ensure that program participants follow established pathways (i.e. courses generally accepted for transfer by most four-year colleges and universities in a wide range of baccalaureate curricula). By requiring coursework within a set pathway of academic disciplines, these programs seek to provide undecided and goal oriented transfer students with opportunities to develop the most commonly acknowledged intellectual and interpersonal skills necessary for success in college. The skills emphasized by core General Studies courses include communication, critical thinking, diverse cultural and social understanding, information literacy, quantitative and scientific reasoning, and personal development. A related objective of the General Studies program involves providing students with the opportunity to explore the academic and professional opportunities offered by the college without requiring them to commit to a specific major if they find themselves ill prepared to do so. Because requirements are selected from fundamental courses common to a number of disciplines, the General Studies student may attain most, if not all, of the introductory coursework needed for the first two years of the typical baccalaureate degree without committing to a major. This does not discount the fact the General Studies is often the best path for those who do have clear transfer plans in place. For either student, those who have clear plans and those who do not, General Studies will offer a multidisciplinary approach that delivers the necessary skills for a well-rounded education in a plethora of fields.

Program Goals Goal 1: Provide students who are unsure of their specific academic goals the opportunity to refine them while making progress toward a degree.

Goal 2: Provide students with the fundamental knowledge, skills, and habits of mind necessary to succeed in college-level academics--regardless of discipline or transfer plans.

Goal 3: Provide students with the fundamental awareness, knowledge, skills, values, and habits of mind necessary for lifelong learning and intellectual development.

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Goal 4: To query core faculty as to the use of grading rubrics in those core General Studies subject areas. Ideally, faculty should provide clear grading rubrics for major projects, all testing, assignments; including mathematic and scientific endeavors that are assigned within a course. These rubrics should guide the student as to what is expected of them as far as the assignment is concerned. These rubrics will align with the instructor’s expectations and should serve as a guide for the student in completing the assignment as well as a guide to the faculty when grading the assignment. The rubric should leave few, if any questions, that could arise concerning assignments on each undertaking for the professor and the student. An initial goal is to query the current rate of rubric use at SWCC in core General Studies courses. Recognizing that academic freedom is a reality, the program will seek, through faculty trainings and information updates, to reach a 50% usage rate within a year.


General Studies graduates will demonstrate:

General Studies Assessment Test (GSAT)

50% average on each score on each subject area of GSAT - near graduates

Findings and results Action to be carried out

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1. effective oral and verbal communication skills; 2. rational, logical problem solving skills; 3. the ability to obtain, absorb, contextualize, interpret, and evaluate academic information; 4. fundamental computation skills; 5. the ability to interpret historical, political, and cross cultural information. 6. the habits of mind necessary for success in higher academics 7. the course instructor provides clear rubrics to establish a pathway for student success and course clarity.

(Outcomes 1 - 5) Outcome 6 - Student perception survey Outcome 7 - survey of core faculty of core courses

10% improvement in overall GSAT score between entering and graduation from SWCC. (6)—80% of students responding "moderately well" or "very well" to survey questions 1, 2, and 4 (1-program knowledge, 2- academic goal, 4-perceived academic performance) (7) - an initial survey will be conducted centering on core General Studies courses including: BIO 101/102, ENG 111/112, HIS 121/122, HIS 101/102, MTH 151/153, MTH 163/164, CHE 111/112, PSY 200, SOC 200, and CST 100

Findings available after testing as the first cohort under a new QEP will be graduating. Said data is currently being gathered by Greg Horn. Available via Greg Horn (7) The initial survey found that of the 17 courses surveyed, only 35% or six courses used rubrics in core course areas. Upon reassessment, a minimum of 10 of the said courses identified rubric use. This is a jump to 59%

To assess our current standing of the first cohort of students to graduate under the new QEP with SDV 100 as a required course involving critical thinking. These scores reflect outcomes 1 – 5. 7) SWCC presented brief trainings via email To emphasize the importance and need of sound rubrics.

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Email Academic Year HTHMNSS General Studies--Music Joseph Trivette [email protected] 2017-2018


The Southwest Virginia Community College Music Program is committed to teaching music as an artistic, academic, and professional discipline; to fostering, in a variety of ways and for diverse communities the creation, performance, study, teaching, and therapeutic use of music; and to contributing innovative musical leadership in the Southwest Virginia Community and beyond.

Program Goals Goal 1- (short-term)- To have 75% of new students in the SWCC Music Program reading and playing piano by music notation by the end of their first semester as students in the program.

Goal 2- To produce concerts and other musical events of the highest quality for SWCC and the surrounding community Goal 3- To provide a music program which fosters an environment in which students will begin, continue, and complete an associate’s degree and transfer into a four year music program.

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1. To have 75% of new students in the program reading music notation and playing by music notation on piano by the end of their first semester as students in the program.

1. Through the piano class experience, the instructor will teach students to read music notation using the Landmark Method and evaluate the progress of each student based on their performance at a piano recital exam at the end of the fall semester.

1. Ability to play assigned piano pieces while reading notated sheet music.

1. As evidenced by their preparation for end of semester recital, all students were reading music successfully by the end of the fall semester.

1. Continue to use the Landmark Method of teaching students to play piano. Encourage students to continue to practice and develop their skills. All students were instructed to enroll for Spring semester in Class Piano II.

2. Be visible at the college and surrounding community by serving to provide music

2. Be diligent to make sure that our musicians and ensembles are available to perform on campus and in the community

2. Evaluate through surveys using Likert Scale community members and college staff

2. Of the 22 persons participating in surveys, 22 agreed strongly that the music program staff and students are available and provide quality music for the college and surrounding community. None had anything negative to say about the music at events, only sadness that more people do not attend the concerts the program offers.

2. Continue to be visible in the community and be willing to provide high quality music for events at the college and the surrounding community.

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3. To retain students in the program and enable them to transfer to a 4-year university or music school

3. Track students through the process of beginning the program through graduation to access what percent complete it and transfer

3. To retain 50% of students who start the program to complete it and to have 50% of those who complete the program to transfer to a 4- year university or music school

3. Of the 7 students who started the program in 2016-2017 academic year, one withdrew from SWCC in October 2016 and one did not return to SWCC for 2017-2018. That shows 71% retention in program for the 2-year period. Five students have been accepted to music programs at 4-year universities to attend in the Fall of 2018. This is 100% of those completing in 2018 transferring to university music programs.

3. Continue offering a program that encourages diligence in studying and practicing their art and excellence in performance as student musicians. Educate and prepare these students to transfer to music programs at 4-year universities.


The results show that the program is fulfilling its goals to (1) propel new student musicians to a point where they are reading music by the end of the first semester of their enrollment in the program; (2) the college staff and community members are appreciative and plan to attend events in the future (3) retain more than 50% of students who enroll in the program and transfer more than 50% of graduates to music programs at 4-year colleges and universities. These results show that while no program is perfect for every student, this program is providing education, preparation, and guidance to those who will accept them and are willing to work to achieve their goals as student musicians and prospective professionals in music related careers. GSAT scores remain conspicuously weak in math, among both entering students and those nearing graduation. This being said, the Virginia Community College System (VCCS) is in the process of redesigning its approach to math. This new system should be implemented by Fall of 2018. This is a redesign involving over 200 VCCS math faculty and focuses on five specific areas:

- college readiness

- placement

- developmental (7 schools are currently piloting a model)

- pathways – over 100 courses to be brought down to about 20.

- Transferability – meeting with public and private four year schools. They have been really engaged according to the VCCS.

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Student satisfaction rates with their program knowledge, relation of courses to their goals, and their perceived academic progress are very high, but will continue to monitor.

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Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator

Email Academic Year

HTHMNSS General Studies (PSY) Brian Wright [email protected] 2017/2018 Program Mission Statement

The Associate of Arts and Sciences program in General Studies, its Liberal Arts specialization, and the General Education certificate program all seek to enable students to obtain the awareness, knowledge, skills, and habits of mind, including critical thinking, necessary for success in higher education and in life as productive and responsible participants in society. In addition, the programs encapsulated here are all intended to ensure that program participants follow established pathways (i.e. courses generally accepted for transfer by most four-year colleges and universities in a wide range of baccalaureate curricula). By requiring coursework within a set pathway of academic disciplines, these programs seek to provide undecided and goal oriented transfer students with opportunities to develop the most commonly acknowledged intellectual and interpersonal skills necessary for success in college. The skills emphasized by core General Studies courses include communication, critical thinking, diverse cultural and social understanding, information literacy, quantitative and scientific reasoning, and personal development. A related objective of the General Studies program involves providing students with the opportunity to explore the academic and professional opportunities offered by the college without requiring them to commit to a specific major if they find themselves ill prepared to do so. Because requirements are selected from fundamental courses common to a number of disciplines, the General Studies student may attain most, if not all, of the introductory coursework needed for the first two years of the typical baccalaureate degree without committing to a major. This does not discount the fact the General Studies is often the best path for those who do have clear transfer plans in place. For either student, those who have clear plans and those who do not, General Studies will offer a multidisciplinary approach that delivers the necessary skills for a well-rounded education in a plethora of fields.

Program Goals Goal 1: Provide students who are unsure of their specific academic goals the opportunity to refine those goals while making progress toward a degree with an initial focus on Psychology.

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Goal 2: Provide students with the fundamental knowledge, skills, and habits of mind necessary to succeed in college-level academics regardless of discipline or transfer plans. These can collectively be grouped under a heading of critical thinking skills. Goal 3: Provide students with the fundamental awareness, knowledge, skills, values, and habits of mind necessary for lifelong learning and intellectual development. Goal 4: To ensure all on-campus Psychology students become proficient in the use of APA style. Feedback from former students indicate that this is a weakness for those who continue their education in fields relevant to Psychology.

Goal 5: To repeat the process addressed in Goal 4 to include the use of Learning Objectives related to testing. Assessment Categories

Outcome Sought Measures Success Standard Findings Action Plans Goal 1 - Provide students who are unsure of their specific academic goals the opportunity to refine those goals while making progress toward a degree.

Under a new VCCS plan, student goals will become a key part of the onboarding process utilizing a program called Navigate (iPass). Students will be prompted to access their own career goals as well as receive the counseling of career and success coaches and a faculty advisor.

As this will become a mandatory process, each student must follow the same on-boarding and will be able to revisit the program as their career goals begin to develop.

This process has been partially implemented across the VCCS. After applying to the college, the first step will be to develop a career path/path of study. Once this is identified, the student will be given a clearly define “path” to their goal. This path will be a listing of required courses and when and in what order they should be taken. The new pathway is being followed now, but the Navigate aspect will not be in place for another year

Once implemented, a simple majority of students with a clear path will complete General Studies pathways within two academic years. Students within the Psychology specialization are advised using the pathway mapping sheet so that they know from day one what is expected of them in the program as to required coursework and time dedication until completion.

Goal 2. Provide students with the fundamental knowledge, skills, and habits of mind necessary to succeed in college-level academics regardless of discipline or transfer plans. These can collectively be grouped under a heading of critical thinking skills.

SWCC has implemented a new QEP emphasizing critical thinking skills. Three objectives have been identified. The first student learning outcome is related to data acquisition and developing reliable and flexible processes for gathering information in academic, work-related, or personal contexts. The second student learning

10% improvement in overall GSAT scores from the original attempt during the required SDV 100 measures (GSAT) and again prior to graduation from SWCC.

This semester’s graduates will be the first cohort to complete the two year cycle. Testing is currently being carried out in conjunction with the QEP Coordinator.

These will be added within a matter of weeks.

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outcome is concerned with data analysis and synthesis. The final learning outcome is related to problem solving and argumentation. Faculty members in BEIT and HTHMNSS will teach this material (while providing many opportunities to form and critique arguments and solve problems), relate this material to other course SLOs and professional expectations and assess student progress in meeting this learning outcome.

Goal 3: Provide students with the fundamental awareness, knowledge, skills, values, and habits of mind necessary for lifelong learning and intellectual development.

The QEP is driven by a clear definition of critical thinking and directed by specific and hierarchical student learning outcomes. Via the SDV 100 course, SWCC will begin to lay the foundation for a core of competent graduates ready for transfer to a four-year institution or entry into the workplace.

10% improvement in overall GSAT scores from the original attempt during the required SDV 100 measures (GSAT) and again prior to graduation from SWCC.

As of Spring 2017, One semester of SDV 100 courses have been carried out. Spring 2018 will see the first of these student cohorts to graduate. Scores are now being gathered for comparison

Scores will be monitored to determine a 10% increase. These scores will be available within a few weeks

Goal 4: To make APA a requirement in all Psychology courses taught on campus. Short-Term

All assignments will be created with mandatory APA elements

The target goal is to have all students, still enrolled by the end of each semester, comfortable with the APA process. They will also be familiar with where to seek help in a questionable situation.

This goal was achieved in all courses taught on campus by Dr. Wright. All sections of Psychology 200 and Psychology 230 require applicable assignments to be submitted in proper APA format.

The APA requirement has been added as a “cite or sink” component. This means either cite properly or receive nothing for the assignment. It took one time being dinged under this policy to enforce the idea of citation as a requirement. Students are

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complying and demonstrating an understanding of proper citation as well as proper APA style.

Goal 5: To incorporate active learning assignments related to psychology in all on campus courses to help expand the students’ understanding of the fundamentals of Psychology.

A percentage of all assignments will be geared toward active learning.

A standard of 40% will be sought within one year

Through the use of case studies, students demonstrate a grasp of core principles as related to learning objectives.

Thus far, the goal of 40% has not been met. Out of 15 major assignments, only 6 (or 37%) now reflect alignment with the goal.


GSAT scores remain conspicuously weak in math, among both entering students and those nearing graduation. This being said, the Virginia Community College System (VCCS) is in the process of redesigning its approach to math. This new system should be implemented by Fall of 2018. This is a redesign involving over 200 VCCS math faculty and focuses on five specific areas: - college readiness - placement - developmental (7 schools are currently piloting a model) - pathways – over 100 courses to be brought down to about 20. - Transferability – meeting with public and private four-year schools. They have been really engaged according to the VCCS. As of Spring 2017, a Multiple Measure approach has been added by the VCCS and will impact schools system wide. Within this approach, SWCC will have multiple ways for addressing student math preparedness. Students with a 3.00 GPA from high school will not need to take the Virginia Placement test. Similarly, highest level math class taken, GED scores, time out of school, military status, and an emphasis on quantitative reasoning and statistics will impact placement within the General Studies programs.

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Email Academic Year HTHMNSS Geology and Environmental

Science Terry L. Lambert (Kevin

Stilwell) [email protected] 2017-2018

Program Mission Statement The Mission of the Associates Degree in Environmental Engineering prepares students for transfer to a four-year institution to complete a B.S. degree in the fields of Biology, Geology, or Environmental Science. Preparation for transfer involves educating students in the principles of Earth science and the relationship between the living and non-living entities on the Earth's surface. The program seeks to provide its students with an understanding of how geological processes, biological processes, and human activities interact dynamically to impact the Earth's physical development. The program offers a background in ecology, geology, biology, as well as environmental science and chemistry. The program will consist of coursework credit hours that will transfer as a one unit package to any accredited 4 year institution offering degrees in Biology, Geology, or Environmental Science.

Program Goals Goal 1 Students will possess an understanding of the relationships between geological and biological processes on the surface of the Earth and how human activity influences environmental dynamics.

Goal 2 Students will possess an understanding of the fundamentals of biology, geology, and a working knowledge of the benchmarks of history of geologic change on Earth, as well as the impact it has had on the development and sustainment of life.

Goal 3 Students will possess an understanding of the basic geological principles that govern the Earth's structure and impact its dynamic nature.

Goal 4 Students will possess an understanding of the basic principles of Ecology, as well as the structure and complexity of ecological systems. Goal 5 Students will complete and understand the basics of ecology, geology, chemistry, and mathematics, and be able to transfer all coursework credit taken as a block to a 4 year institution in the fields of geology, environmental, or biology.


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Students will demonstrate:

1. a basic knowledge of rock types and mineralogy, as well as basic geophysics and geochemistry that results in the surface features presently existing on the surface of the planet.

2. a working knowledge of the Earth’s history, and how that history has influenced the evolution and progression of life.

3. basic research and writing skills for the effective presentation of scientific research and reviews of known facts.

4. bibliographical mastery, including competency with citation methods and accepted source material for research.

5. a mastery of basic mathematical skills, and the ability to apply them to the evaluation of quantitative data.

6. a working knowledge of the relationships between the abiotic and biotic aspects of the environment including an understanding of geology's impact on evolution and the dynamics of the Earth’s surface.

1,2, and 6. Students are tested on lecture materials covering the basic principles of geology. Students are also evaluated on their ability to apply concepts to how geology interrelates to living systems through essay and literature review assignments focusing on natural geological disasters and the earth's adaptation to them.

3 and 4. Students' abilities at scientific writing are assessed using instructor's rubric.

5. Students' abilities at quantitative analysis of laboratory studies are assessed based on statistical results they obtain in lab assignments.

1, 2 and 6: Mastery level is 80% or above by second of six tests; lower scores result in instructor consultation and remediation

3 and 4: Mastery level is 80% or above on Essay 1 of 2; lower score results in proactive intervention before Essay 2; essays are also peer-reviewed in a class discussion

5. Lab assignment results are expected to fall within a standard deviation of instructor's predetermined value. When no such value is applicable, students are evaluated on ability to follow correct statistical protocol. Students are expected to receive a 90% "Acceptable" rating on all items on instructor's lab rubric.

See “Comments” below. See “Comments” below.

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7. a mastery of basic laboratory skills, in order to be able to formulate experimental protocols for evaluation of data collected in field projects.

8. mastery of basic principles of groundwater flow as well as methods of predicting scenarios based on such knowledge regarding contaminate dispersal, residence time, and other aspects of treating and reversing effects of contamination.



The Geology and Environmental Science Program officially started in the Spring of 2018. The new program will have all transferable courses and will no longer feature terminal credit hours or certificate end goals. Findings and any ensuing action plans will not be available by the end of 2017-18.

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Division Program Coordinator Email Academic Year HTHMNSS Human Services April Hess [email protected] 2017-2018

Program Mission Statement Successful completion of an Associate of Applied Sciences degree in Human Services provides students with the knowledge, practical skills, and personal exploration requisite as preparation for entry-level paraprofessional roles in the human services field.

Program Goals Goal 1: AAS in Human Services students will acquire the general education required for successful transition into the work field. Goal 2: AAS in Human Services students will demonstrate understanding of the legal and ethical tenets of the field of Human Services.

Goal 3: AAS in Human Services students will demonstrate basic counseling skills (effective attending and responding) requisite to generalist competency in the field. Goal 4: CSAC/Substance Abuse/Human Services program students will demonstrate increased levels of critical thinking and skills requisite to competency in the work field. Assessment Categories


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Goal 1: Students will attain the mean average equivalent for General Studies components of their program

SWCC’s General Studies Assessment Test (GSAT)

Students will score within one standard deviation of the SWCC ten-year mean on each subtest

Only 12 of 32 HS students completed the GSAT in Fall 2017. Their mean score on Humanities was 44.58 (compared to SW’s Global of 45.66), on Natural Science was 28.61 (compared to SW’s Global of 42.41), on Mathematics was 36.67 (compared to SW’s Global of 37.86). There was no significant finding for this fall but is notable that the Natural Science score for the HS students was lower, with only four HS students (33.3%) even meeting SW’s Global mean . When compared to the 10-year mean General Studies measure for four cohorts at SWCC (43.88 for students with 15 credits or less) , HS students’ (36.63) mean was still within one standard deviation.

It was somewhat surprising to this writer that the Humanities and Mathematics means for HS students were closely comparable to those of all SW students, even with some outliers. This Fall’s HS students’ lowest mean score was in the Natural Sciences. This writer is eager to see if that finding continues throughout the program. She would like to follow up with these same students after they are at the 45 or more credit mark to assess changes in scores. A good goal for next Fall (2018) or Spring (2019).

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Goal 2: Students will demonstrate understanding of the legal and ethical tenets of the field

Assessment instruments, reflective journaling, networking, and service learning projects embedded within coursework

Internship

Students will demonstrate 70% or higher overall rating on combined submissions.

Student will demonstrate 70% or higher overall rating from on-site supervisors

83 % of human services program students demonstrated 70% or higher overall ratings on submissions of assessments and journaling; 31% demonstrated 80% or higher; 11% demonstrated 90% or higher. Students in the HMS 100 and HMS 252 classes continue to struggle with major project requirements.

Of the human services students who completed internships across the 2017-18 academic year, 100% were awarded ratings of 90% or higher

by their site supervisors.

--Explore modification of coursework and increase number of opportunities to build the critical skills required for completion of the major projects in those classes.

--Explore the need for on-line tutorial sessions for these specific classes.

100% of the Mental Health interns completed their internship obligations. Completion of those obligations indicates that they were each able to demonstrate their understanding of the legal and ethical tenets of the field, MOST notably confidentiality, HIPPA, and attention to boundary limitations

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. Practical sessions involving participation in multiple roles, observation, and provision of feedback

Students will demonstrate 70% or higher overall rating on EACH practical session

100% of practical skill students demonstrated 70% or higher ratings on each practical session in counseling, with 100% of the second semester practical sessions resulting in ratings in excess of 80%, and 40% earning ratings in excess of 90%.

Continue diligence in building basic listening and response skills. Explore use of videotaped sessions more frequently, especially in the second semester.

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Goal 4: CSAC/Substance Abuse program students will demonstrate increased levels of critical thinking and skills requisite to competency in the work field.

Continual self- and peer-assessments utilizing normed standards to field

Detailed self-assessments including strengths, weaknesses, and plans for improvement

Successful applications for CSAC (Certified Substance Abuse Counselor) to Virginia Board of Counseling for students coming out of SWCC’s CSAC program

Students will demonstrate 80% or higher overall rating on EACH practical session

Students will demonstrate improvement in self- and peer-assessments, moving from ambiguous and general statements to specific and detailed, suggesting higher level of evaluation and insight (qualitative measure)

70% of SWCC students’ applications for CSAC will warrant acceptance by the VA Board of Counseling

*100% of CSAC students demonstrated in excess of 85% ratings on EACH practical session.

*100% of CSAC students demonstrated increasing levels of detail and insight in their assessments by illustrating concepts, identifying problems, and applying knowledge for treatment plans.

*None of the Substance Abuse students sat for board testing this year.

Begin development of strategic plan to address disconnect between performance standards and goal completion.

Explore more extensively the reluctance to pursue certification by “local” students…more about financial challenges, low levels of self-confidence and/or self-efficacy, or what? This has been identified as a new goal for 2019.

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Goal 4: Clarify processes and evaluations within the HMS 190 and HMS 290 classes.

Students’ completion of an instrument detailing their perception of the effectiveness of their class(es)/program(s) in building skills requisite to work in the human services field.

Compare student evaluations of program outcomes to those provided by stakeholders in the field (Human Services Advisory Board and post-training employer feedback).

Identify discrepancies between program classes and internship processes to clarify findings.

Utilize comparison to move toward standardization of processes to provide more reliable outcomes (from feedback instruments) during next assessment.

Anecdotal and incidental reports from primary employment stakeholders has yielded positive reports regarding the effectiveness of the HMS programs. Need continues to be high for both Substance Abuse and Mental Health workers.

Explore “generational” shift in interns. Engage in training and discussions to expand knowledge and understanding of reported “problem” (focus on “hurt feelings” + damage to “self-esteem”) and avenues for resolution. More than half of the students failed to treat the internship process seriously by neglecting interviews with potential supervisors, refusing to accept intern offers that required day travel, and expecting concessions for their preferences rather than those of their site.


In Spring semester 2018, none of the Substance Abuse interns registered successfully completed their internships. Work, childcare, and health problems were cited as primary stumbling blocks to completion. Sessions at a recent HMS conference stressed the use of a “pre” internship class to address all orientation and registration of prospective interns for the following semester. Will speak with supervisor regarding feasibility of such a process. This class is identified as a goal for 2019.

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Self, Peer, and Faculty Assessment for Human Services Program Skill Classes

Standard practice in Human Services Skill Training classes under me is for every student to provide feedback to every other student on specific behaviors that operationalize attending and entry-level counseling skills. During the HMS 121 class our focus is on ATTENDING to the client. This means that you will be demonstrating via your behavior that you are open and available to the client, listening to and processing what he/she is saying and/or communicating via body language.

The Behaviors that communicate Involvement/demonstrate attending include:

1. Open and accessible body posture: This communicates, “I am open to you. I am not feeling defensive.” 2. Congruent facial expressions: Your expressions (affect) should express your feelings. If the client is talking about something serious and/or sad, you will

probably be feeling concerned or serious and your face should reflect this feeling experience. 3. Slightly inclined toward the client: This tends to say to your client that you are attentive. 4. Directly face the client with about four feet of distance between you: This is generally a comfortable distance that does not intrude upon the other

person’s space. 5. Regular eye contact unless inappropriate because of cultural customs: You do not want to stare at your clients, but you should generally maintain eye

contact with them as a way to show your interest in them. 6. Eliminate distracting behaviors: Any type of distracting behavior draws attention to itself and away from the process. So, if you tend to play with your

fingers, twiddle with your pencil, fidget, rock in your chair, swing your legs, wind your hair on your finger, and so on, you will need to remind yourself to stop these behaviors.

7. Use minimal encouragement: Doing such things as nodding your head and saying “uh-huh” tends to let your client know that you are paying attention to them. Repeating one of the last words in your client’s sentence is another way to offer minimal encouragement. For example, if your client said, “I am worried about what my supervisor will say,” you could say, “Your supervisor?”--letting your client know you heard them and inviting them to continue.

These behaviors are assessed by the individual student on his/her own behavior and on the behavior of other students. At the end of each session, the instructor will first address the “counselor,” asking the individual to reflect on what he/she was aware that he/she did well (as to these behaviors) and with what he/she found him/herself struggling. After the “counselor” student has an opportunity to share his/her insights about his/her own behavior, each of the other students in the class will share their observations of the “counselor” student’s behavior. In addition to the verbal feedback, students will utilize the standard scale of 1-5 to quantify the assessment, with 1 indicating that the “counselor” is doing what he/she should be doing 10% or less of the time, 2 indicating that the “counselor” is doing what he/she should be doing 25% of the time (remember that level 2 behavior has a higher chance of damaging the client than does level 1), 3 indicating that the “counselor” is doing what he/she should be doing 50 % of the time (this is the average practicing style of individuals working in the field), 4 indicating that the “counselor” is doing what he/she should be doing 75% of the time, and a 5 indicating that the “counselor” is doing what he/she should be doing 90% or more of the time. Finally, the faculty member(s) will provide feedback on both strengths and challenges in the behaviors observed, provide a scale assessment, and then convert the rank scores into numerical scores. It is important to note that although the instructor will provide additional comments on statements during the HMS 121 class to illustrate examples, those statements are toward advancing knowledge for upcoming classes—they are NOT taken into consideration of the ATTENDING score.

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Practical scores are based on 100 points each, with 70 points assigned to the practical behaviors themselves and 30 points assigned to participation (10 points each for participation as client, counselor, and feedback provider). This means that the 70 point breakdown is as follows:

5 63-70

4 56-62

3 49-55

2 42-48

1 below 42

Students are encouraged to remember that our goal in assessing each other’s behavior is to be honest, but not to “slam” individuals. Everyone in the class benefits from open communication that allows one to give specific examples of what is good and bad. Those differences become more readily recognizable as practice continues, increasing the accuracy of each student’s observation, and ultimately documentation, skills. Awareness is expected to yield increased insight into one’s own behavior and result in improvement of behaviors and ranking.

This same system of scoring of ATTENDING skills is utilized throughout all of the skill classes in the program but in each of the other classes, there is additional focus on quality of responding (for the HMS 122 class) and structure/parameters, theme/process focus, verbal observations of connections and/or inconsistencies, and inclusion (for the MEN 225 class and HMS 242).

MEN 225/HMS 242

Involvement and Assessment of Group Facilitations

Both when serving as facilitator and providing feedback, one should be aware of, and respond to, the same behaviors required in HMS 121 and 122 to demonstrate attending, i.e.:

o Open and accessible body posture o Congruent facial expressions o Slightly inclined toward client(s) o Directly face the client at appropriate distance (in group this means that all participants are equal distance apart and equal distance from

center of group) o Regular eye contact unless inappropriate because of cultural customs (in group this means that facilitator has responsibility to attend to the

body language of each participant and respond appropriately) o Eliminate distracting behaviors (those which draw attention to themselves and away from the group and/or individual process)

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o Use minimal encouragement to indicate understanding and encourage continuation of process

In addition to these, group facilitators have the responsibility to:

Provide the structure and parameters of the session Ensure that the theme/process focus, once established, is retained by each participant—segues and/or grounding Comment on connections between members/themes when other participants fail to do so Comment on inconsistencies in statements or between statements/behaviors when other participants fail to do so Ensure inclusion of each group member in the process (remember each has the right to decline each time)—willingness, remember—

not ability

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Division Program Coordinator Email Academic Year HTHMNSS Nursing--VA Appalachian

Tricollege Nursing Program

Dr. Kathy Mitchell, Dean

Neyia Beavers, Assistant Director @ SWCC

[email protected]

[email protected]

2017-2018

Program Mission Statement The mission of the VATNP is to provide an Associate in Applied Science degree program with a major in nursing which will, upon successful completion of the program, afford students the opportunity to take the National Council Licensure Examination leading to licensure as a Registered Nurse (RN) and prepare graduates for employment as entry-level practitioners of nursing in a variety of health services settings.

Program Goals 1. At least 90% of students enrolling in NUR 108 or NUR 115 will progress to NUR 109 or NUR 201 respectively. 2. The program's annual licensure exam first-time pass rate will be at or above 80%. 3. Program completion rate will be at or above 75% based on completion in 150% time from initial enrollment. 4. Employers will report satisfaction in no less than 90% of all categories of evaluation for entry-level positions 12 months post-graduation. 5. Job placement will be no less than 80% at 12 months after graduation.



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At least 90% of students enrolling in NUR 108 or NUR 115 will progress to NUR 109 or NUR 201 respectively.

Students’ enrollment in NUR 108 in Fall 2016 with progression to NUR 109 in Spring 2017 and students’ enrollment in NUR 115 in Summer 2016 to 208 in Spring 2017

• 90% of students enrolled in NUR 108 on Oct 1, 2017 will progress to Spring 2018 NUR 109.

• 90% of students enrolled in NUR 115 in Summer 2017 students will progress to NUR 201 in Fall 2017.

• 82% (46/56) of students enrolled in NUR 108 progressed to Spring 2018, NUR 109.

• 100% (9/9) of students enrolled in NUR 115, LPN to RN Transition, progressed in Fall 2017.

To meet the success measure, students will meet with instructor to develop a success plan after failing a test in any first-semester course.

The program's annual licensure exam first-time pass rate will be at or above 80%. (2017 Graduates)

National Council State Board of Nursing annual program reports of NCLEX-RN first-time pass rate for program graduates and comparison data for national rates for 2017 Graduates (available January 2018)

First-time pass rate for VATNP students at SWCC 80% minimum.

NCLEX-RN first-time pass-rate declined to 79% for 2017 SWCC graduates. VATNP first-time pass rate is 90%.

Year of Graduation

Natl Pass Rate

VATNP Pass Rate

SWCC Pass Rate

2011 (N=180) 88 79 84

2012 (N=155) 90 84 85

2013 (N=161) 83 85 89

2014 (N=151) 82 91 92

2015 (N=130) 85 93 94

Reviewed NCLEX-RN results for each student who failed with consideration of other measures of success, especially results of progressive testing and remediation, to identify risk factors associated with NCLEX-RN first-time failure. As a result, the progressive testing plan was revised with the benchmark for each test increased.

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Program completion rate will be at or above 75% based on completion in 150% time from initial enrollment

Program completion based on initial enrollment in NUR 108 or NUR 115 in 2014.

75% of students enrolled in NUR 108 in Fall 2014 or NUR 115 in Summer 2014 will complete the program in 150% of time recommended by curriculum outline.

• 73% of students enrolling in NUR 108 Fall 2014 completed the program by Spring 2017.

• 100% of students enrolled in NUR 115 in Summer 2014 completed.

Review student data to identify courses that have highest attrition. Explore opportunities to address factors in these courses that affect completion. Continue exit interviews. Due to faculty illness, only 1 full-time faculty member was available for 2nd yr students.

Employers will reports satisfaction (Very Well or Adequate) in no less than 90% of all categories of evaluation for entry level positions 12 months post-graduation (2016 Grads)

Collection and analysis of employer satisfaction survey provided to employers one year after students’ graduation from VATNP. Survey based on graduate outcomes.

Average score on each measure is very well or adequate in no less than 90% of all components of the survey.

Goal achieved, Employers reported satisfaction in 100% of categories.

Continue to evaluate employer satisfaction. Focus for 2018 will be in association with patient teaching and evaluation of results of patient teaching in the clinical setting.

Job placement will be no less than 80% at 12 months after graduation.

Job placement measured by return of graduate surveys will be no less than 80% at one year post-graduation.

80% of students returning student surveys at one year post-graduation will report employment in an RN position.

All students who successfully completed NCLEX-RN achieved job placement

Continue to work with health care organizations to identify job opportunities.


VATNP faculty will explore opportunities to increase student NCLEX-RN first-time success rate as well as program completion.

In compliance with ACEN standards, a new goal is related to job placement.

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Email Academic Year HTHMNSS OTA Annette Looney [email protected] 2017-18

Program Mission Statement The OTA program shares Southwest Virginia Community College’s mission and values and is committed to providing educational experiences for each OTA student that will prepare him/her to qualify as a contributing member of the health care team who will care for patients under the supervision of a Registered Occupational Therapist. Focus on a student-centered learning approach to develop the knowledge base and clinical reasoning skills, assists in the transition from student to OT practitioner. In addition, the OTA’s program mission emphasizes the importance of lifelong learning for the occupational therapy assistant student and an importance of community service. In an effort to meet the needs of the community, the SWCC OTA program has developed an expanded site location on the campus of the Virginia Highlands Community College.

The OTA program at Southwest Virginia Community College with expanded site at Virginia Highlands Community College vision is to be a regional leader in occupational therapy assistant level education, providing the community and beyond, occupational therapy assistants to contribute to the healthcare team.

The goals of the occupational therapy team are to develop, restore, or maintain adaptive skills in individuals whose abilities to cope with daily living are threatened or impaired by disease, injury, developmental disability, or social disadvantage. Successful completion of the program will: 1) qualify the student to obtain employment as an OTA; and 2) qualify the student for eligibility to sit for the national certification examination for occupational therapy assistants administered by the National Board for Certification in Occupational Therapy, Inc. (NBCOT). Upon successful completion of this examination, the individual will become a Certified Occupational Therapy Assistant (COTA).

Program Goals

Goal 1: The SWCC OTA program will graduate highly qualified OTAs who will pass the national board exam.

Goal 2: The SWCC OTA program will partner with the community in order to provide fieldwork placements that promote occupationally relevant learning experiences.

Goal 3: The SWCC OTA program will foster a learning environment that encourages completion of academic goals.



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1. Students will demonstrate entry-level application of knowledge and skills for practice as an OTA.

2. Students will exhibit clinical behaviors, utilizing knowledge and clinical reasoning skills to successfully meet fieldwork expectations.

3. Students will demonstrate through discussion an awareness of program requirements and resources available to support achieving academic goals.

Goal 1. Board exam scores

Goal 2: Level II fieldwork performance evaluations

Goal 3: retention rates

Goal 1. An average pass rate over the 3 most recent calendar years for SWCC OTA graduates attempting the national certification exam within 12 months of graduation from the program must be 80% or higher (regardless of the number of attempts).

Goal 2. SWCC OTA students will have a high pass rate (90% and above) for Level II clinical experiences upon first attempt as measured by the performance evaluations.

Goal 3: The retention rate for students in the OTA program will be 60% or higher average over a 3-year period.

According to published data https://secure.nbcot.org/data/schoolstats.aspx the most recent 3 years of data are:

2017 : 95% pass rate

2016: 92% pass rate

2015: 95 % pass rate

2. For Level II fieldwork during 2017, 23/24 (95.8%) passed upon first attempt.

3. Retention rates for 3 most recent years:

2017: 23 graduates/30 = 76.67%

2016: 26 graduates/30 = 86.67%

2015: 26 graduates/30 = 86.67%. Overall retention rate for 3 year period = 83.33%

Continue to research best board exam review materials and incorporate into courses throughout the program. Currently, implementing use of AOTA’s NBCOT Board Exam Prep online practice tests and study tools and new text “Preparing for the OTA National Board Exam”. Additional measures such as NBCOT's OTKE are being considered to analyze students' exam readiness.

2. Competency checkoffs for foundational clinical skills were completed Fall 2017 in OCT 202. Soft skills and professional behavior skills presentation was included in OCT 195. Plans to continue these.

3. Class size in Fall 2017 decreased to admitting 24 students instead of 30 due to limited number of clinical sites and decreased employment opportunities in region. Addition of written component to selection process along with minimum required TEAS score to improve screening for qualified applicants to promote program retention.

https://secure.nbcot.org/data/schoolstats.aspx

https://secure.nbcot.org/data/schoolstats.aspx

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NBCOT Board Results were posted in late March 2018 for the 2017 year. Based on the number of candidates taking the board exam and passing during the timeframe, SWCC OTA program had a 95% (20/21) pass rate.

The NBCOT OTKE (Occupational Therapy Knowledge Exam) is something that we would like to consider as a method of analyzing student's knowledge readiness for level II fieldwork and entry-level practice.

At the OTA advisory meeting (2018), various methods for incorporating a community partnership for occupational therapy service learning activities were discussed. In addition to this being a mutually beneficial endeavor between students and the community, it may also provide opportunities to establish additional level I and level II fieldwork opportunities in the community.

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Email Academic Year HTHMNSS Practical Nursing Linda Gambill [email protected] 2017-2018


The two-fold mission of SWCC’s Practical Nursing is to (1) provide an education that will promote learning and application of skills required to be competent as a Licensed Practical Nurse and (2) to provide an opportunity to the student to maximize their individual abilities through education, self-growth, and eventual employment.

Program Goals 1. Eighty percent of all graduating students will pass NCLEX-PN.

2. Eighty percent of the PN students will meet or surpass the benchmark score of 850 for the HESI Critical Thinking Exam. (short-term)

3. Eighty percent of the PN students who begin the program will complete the program.

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GOAL 1 Eighty percent of all graduating students will pass NCLEX-PN.

NCLEX-PN NCLEX-PN:

80% of Students pass first attempt

These results will be available late February to mid-March of 2019, as these students will complete the program in December of 2018.

• Preparation for the NCLEX PN will begin in first semester by using Adaptive Quizzes, Specialty Exams, PN Case Studies, Practice Tests, and On Line Review and Predictor Tests as provided by Elsevier.

• PNE 195 added to curriculum as a course in student success and to build skills in studying and test-taking.

• PNE 295 is specific to NCLEX test plan and success in test-taking strategies

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GOAL 2 Eighty percent of the PN students will meet or surpass the benchmark score of 850 for the HESI Critical Thinking Exam. (short-term)

HESI Critical Thinking Exam; in first semester & in final semester

Benchmark at 850 • The HESI critical thinking exam was administered on 11/21/2017 with 13 out of 16 students scoring 850 or above. This would calculate out to 81%.

• The results of the first HESI critical thinking exam were 12 students out of 16 scored 850 or better. This would calculate out to 75%.

• Goal 2 was met by the score of 81% and there was improvement in the scores from the first time of 75% to second time 81%.

• Scores will be compared from beginning of the program until completion.

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• The above results are for the 2016-2017 year. The results for 2017-2018 will be available by the first of December 2018.

• Critical thinking skills will be explored, reinforced and practiced through the use of didactic content presentations, case studies, simulations and in clinical practice.

GOAL 3 Eighty percent of the PN students who begin the program will complete the program.

Attrition rate will be evaluated at the end of each semester

Less than 20% attrition rate • This goal will be able to be evaluated in December 2018 after final grades are in as the program finishes in December.

• Beginning in the first semester, any time a student scored less than the benchmark of 80% on test or assignment, the student is required to meet with faculty for remediation.


Goal 1: TBD March 2019 (after receiving NCLEX-PN results for December 2018 program completers)

Goal 2: After reviewing the results of the HESI critical thinking test version 2, I was hoping that the scores would be a little higher. I do wonder if the students tried their best with this not being a grade in a course this semester. I would like to continue using this goal in future assessments because of the fact that it does give me a baseline of critical thinking ability and then reevaluates it after having nursing courses. I anticipate modifying the goal in the future to get the maximum potential from the students.

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Division Program Coordinator Email Academic Year HTHMNSS Radiologic Technology Christy Lee [email protected] 2017- 2018


Program Mission: The cooperative Radiologic Technology Program at Southwest Virginia Community College is dedicated to serve students from Southwest Virginia and east Tennessee. The Program will provide a quality educational experience in the art and science of radiologic technology and help the students succeed, both academically and clinically, as entry-level radiographers. It is the Program’s aim to provide a sound foundation for our students towards building a rewarding professional career, and an opportunity to qualify as a valued contributing member in the healthcare team for our region.

Program Goals Goal 1 Retention of first-year (freshman) students accepted into Radiography for summer through Spring semesters; 90 %.

Goal 2 Retention of second-year (sophomore) students accepted into Radiography for second Summer through spring semesters; 90 %.

Goal 3 Retention of all students accepted into Radiography through completion; 80 %.

Assessment Categories Outcome Sought Measures Benchmark Findings Action Plans


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2016-2018 Class

Retention of students through the academic rigors of required courses for radiography through Program completion.

Freshman

Sophomore

Program Completion

90%

90%

80%

Freshman: Twenty-three students began Summer 2016. Two withdrew for personal reasons. One withdrew for health reasons. Four were dismissed for grades. This totals seven students leaving the program by the end of Spring 2017, which equals a 69.57% retention rate. (Note: Three additional students were dismissed for grades, but have returned with the following cohort. According to JRCERT standards, students who complete the program within 150% of stated program length should not be counted as part of attrition numbers. If these three students complete the program with the 2017-2019 cohort, then they will complete the program within the 150% timeframe.)

Sophomore: Two students have withdrawn from the program during spring semester. Both were for health reasons. We began 2nd summer (Summer 2017) with 14 students in this cohort, and finish Spring 2018 with 12. This is an 85.71% completion rate.

Program Completion: Students will complete the program after the first Summer term 2018. Prospected completion rate will be 60.87%.

Benchmarks were not met in either measurement time frame. Since this cohort began, some action plans have already been put into place. We have implemented a tutor for first year students. We also have hired one adjunct faculty member who is available for tutoring as well. We have added Elsevier Adaptive Quizzing Software for use as a remediation tool as well as additional assessment activities. We plan on adding Elsevier HESI Modular Exams, Practice & Exit exams to the second year cohorts to assess student’s learning during the second year related to the ARRT registry content areas, and will give prescriptive remediation plans to each student. We plan on adding the TEAS Allied Health test to our applicant process for the 2019 applicant year. We are encouraging students to apply for grants/funding outside of PELL funds to assist with financial burdens. We advise students to seek counseling services (to include test anxiety, study skills, etc.).

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Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) Since benchmarks were not met, continue to monitor these goals after implementation of action plans.


Division Program Coordinator Email Academic Year HTHMNSS Radiologic Technology Christy Lee [email protected] 2017-2018


Program Mission: The cooperative Radiologic Technology Program at Southwest Virginia Community College is dedicated to serve students from Southwest Virginia and east Tennessee. The Program will provide a quality educational experience in the art and science of radiologic technology and help the students succeed, both academically and clinically, as entry-level radiographers. It is the Program’s aim to provide a sound foundation for our students towards building a rewarding professional career, and an opportunity to qualify as a valued contributing member in the healthcare team for our region.

Program Goals Goal 1 Graduates will successfully pass the ARRT certification examination.



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2015-2017 Class

Prepare knowledgeable graduates with academic knowledge and professional readiness.

American Registry of Radiologic Technologists

(ARRT) Certification Examination

80% 13 out of 15 graduates passed the ARRT exam on their first attempt (87%)

Offer remediation to the two students who did not pass on their first attempt.




Division Program Coordinator Email Academic Year HTHMNSS Radiologic Technology Christy Lee [email protected] 2016- 2018


Program Mission: The cooperative Radiologic Technology Program at Southwest Virginia Community College is dedicated to serve students from Southwest Virginia. The Program will provide a quality educational experience in the art and science of radiologic technology and help the students succeed, both academically and clinically, as entry-level radiographers. It is the Program’s aim to provide a sound foundation for our students towards building a rewarding professional career, and an opportunity to qualify as a valued contributing member in the healthcare team for our region.

Program Goals Goal 1

Goal 2 Graduates who seek employment will find employment within the first twelve months following graduation.


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Division Program Coordinator Email Academic Year HTHMNSS Radiologic Technology Christy Lee [email protected] 2017-2018

Program Mission Statement Program Mission: The cooperative Radiologic Technology Program at Southwest Virginia Community College is dedicated to serve students from Southwest Virginia. The Program will provide a quality educational experience in the art and science of radiologic technology and help the students succeed, both academically and clinically, as entry-level radiographers. It is the Program’s aim to provide a sound foundation for our students towards building a rewarding professional career, and an opportunity to qualify as a valued contributing member in the healthcare team for our region.

Program Goals Fall 2017 “Short Term Assessment Goal” – Investigate options for enhancing student learning through 1)adaptive quizzing in correlation

to classroom instruction and 2)remediation activities throughout the program. Remediation may be a requirement for a particular course or as preparation for the anticipated certification examination post-graduation.


2015-2017 Class

Prepare graduates with appropriate entry-level technical skills for a successful career in radiography.

Employment within 12 months post-graduation.

80% All students seeking employment are employed before 6 months after graduation.

Continue to monitor, advertise job openings via emails to former students as well as the program Facebook page.




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Assessment Categories Outcomes Sought Measures Benchmarks Findings Action Plans

2017-2019 Class To instruct students in the Radiologic Technology Program using the most up-to-date published resources in order to promote the best learning outcome. Also provide a mechanism for remediation of course information when deem necessary.

Measure improvement in grades for courses where understanding is lacking for information presented in class lecture.

10% increase in academic retention of students in the freshman year

Between the 2017-2019 cohort (28 students) starting the program in Summer 2017 and the end of Fall semester of 2017, there have been 7 students who have withdrawn for various personal reasons. At the end of Fall semester, there are 3 students who have been dismissed for academics (all three students made Ds in RAD 110 and RAD 121).

Late in the semester, we found one current second year student who has offered to tutor first year students; and, that has been implemented within the last month. Also, we are in the process of hiring an adjunct instructor who will also be available to tutor. We have implemented Adaptive Quizzing and did use it along with classroom assignments as well as with test remediation, although the students did not have access to it until a month into the semester. We will continue to monitor these findings into spring semester and consider revising our admission selection rubric.


Findings suggest need for additional tutoring (see Action Plan)

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Email Academic Year HTHMNSS Science Jason Osborne [email protected] 2017-2018


The mission of the science degree program is to prepare students for successful transfer in the pursuit of an advanced degree in a science related field or a degree in a health-related professional field by educating them in the concepts, knowledge, and skills of science and general education courses.

Program Goals Goal 1: To educate students who can demonstrate mastery of the scientific method and scientific writing of results.

Goal 2: Students will demonstrate a mastery of scientific principles and core concepts of chemistry.

Goal 3: To show positive enrollment due to increased program advertisement to local high school students.


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Assessment Categories


Goal 1: Have students demonstrate knowledge of how the scientific method works and proper scientific writing reporting results of experiments. Students will show critical thinking skills in designing experiments and processing data. Students will begin with virtual experiments to see the progression of the scientific method, and then practice writing results and analyzing data. To be completed Fall of 2017

Goal 1: Students will complete online activities that will simulate a real experiment. Using this practice, students will submit detailed lab reports on their findings and analysis of results. Afterwards, students will design an experiment using the scientific method and complete the experiment with data collection and analysis. Students will then prepare and present the findings in a scientific format.

Goal 1: Students final experimental design will be evaluated for use of the scientific method. At least 75% will show mastery of the concept (including Dual enrollment). Students’ reports will also be graded to assess understanding of results reporting. The success standard will be that 75% of the students will show a satisfactory level of knowledge on the experiment and report.

Goal 1: Students enrolled in BIO 101-01, and BIO 101-02 for Fall 2017 completed the scientific method and writing assignment. (Dual enrollment student results will not be available until mid-Spring 2018). Students showed an improved mastery of scientific method principles from the beginning of the year (46%) to the end of the year (63%). The goal of 75% was not achieved.

Goal 1: Students still did not achieve the goal of 75%. Several lab activities focused on the following aspects of the scientific method; Observation, formulation of hypothesis, experimental design, and writing up a proper scientific report. Even with these concentrated labs students failed to achieve a mastery in the following principles. Proper control of variables, proper results reporting, and critically thinking about data. Most students (75%) showed a mastery of hypothesis formulation. In contrast most students failed to properly analyze data (46%). More time will be spent teaching critical thinking skills and how it relates to analyzing data. Using this information students will again be assessed for their understanding of the scientific method for the 2018-2019 academic year.

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Goal 2: Students will improve study habits and note taking during the Fall 2017 and Spring 2018 General Biology sections.

Goal 2: Students have been offered copies of the lecture notes before class to help improve attention during lecture. The notes being provided was meant to serve as a tool students could use to be an addition to their notes. A large group of students use the printouts as their only source of notes and therefore do not pay attention in class as much as they should. For the 2017-2018 academic year in General Biology students will not be provided notes before class and will be instructed to take notes in a notebook that will be checked by the professor every 2 weeks of the academic semester. If students do not show improved or adequate note taking skills in class then instruction on how to take notes will be provided during lab instruction. .

Goal 2: Students enrolled in BIO 101 and 102 for 2017-2018 will demonstrate the ability to take proper notes during lecture. This should improve test scores and the students understanding of core concepts of Biology. 75% of students by the end of Fall 2017 will be able to take proper notes.

Goal 2: Students will continue to improve note taking during the Spring of 2018. Plans are to provide instruction based on Fall 2017 results in lab for Spring of 2018.

Students were not provided copies of notes in the Fall of 2017 for BIO 101-01 and BIO 101-02. This includes 73 students enrolled in several majors. Notetaking was discussed in the first class, and in labs. Tests were given that were drawn from the same pool of questions given last year. Test scores did not statistically improve in students who actively took notes. Note taking skill instruction should be improved and done in a more formal setting, rather than a segment of a lab. This will be further tested during the 2018-2019 academic year.

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Goal 3: Service area high school students will receive information about the science program at SWCC. Advertisement of the program will include flyers to be sent to science teachers, in school visits by SWCC instructors, and social media announcements. This process should increase enrollment into the science program at SWCC.

Goal 3: New enrollees at SWCC should increase due to the increased exposure area students receive about the science program.

Goal 3: An increase of 15% in science majors enrolling in the Fall of 2017 and Spring of 2018.

Goal 3: Information about the science program and the new environmental program was relayed to local high school students via career coaches through SWCC. A science program flyer was prepared and distributed in the Spring of 2018. The flyer contains contact information for the main faculty advisors in the program. According to the data received from the Institutional Research office there were 2 new science students added in the Fall of 2017.

Goal 3: The number of students enrolling in the Fall of 2018 as a science major will be compared to the number of students enrolling in the Fall of 2017. This data will not be available until August of 2018.



Goal 1: More time will be spent covering critical thinking skills and how to properly analyze and use data collected during the designed experiment Goal 2: Note taking skills will be taught as a stand-alone lab in the Spring of 2018. This plan should improve student understanding of material. Goal 3: Data will not be available until August 2018

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