Post on 12-May-2020
Program Assessment
At Southwest Virginia Community College
2018-2019
A Report Compiled by
The Office of Institutional Research and Assessment
based on the work of the Dean and Faculty of the
Division of Business, Engineering and Industrial
Technology; the Dean and Faculty of the Division of
Humanities and Social Science and the Dean and Faculty
of the Division of Mathematics, Natural Science and
Health Technologies
Table of Contents The Program Assessment Process ................................................................................................................ 3
Assessment Calendar .................................................................................................................................... 4
Assessment Summaries ................................................................................................................................ 5
Associate of Arts and Sciences……………………………………………………………………………………………………………5
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Associate of Applied Science…………………………………………………………………………………………………………...10
Certificates………………………………………………………………………………………………………………………………….…..17
Career Studies Certificates………………………………………………………………………………………………………………21
Appendix A…………………………………………………………………………………………………………………………………………..26
Faculty Completed Assessment Forms by Award
Associate of Arts and Sciences…………………………………………………………………………………….……27
Associate of Applied Science…………………………………………………………………………………….………44
Certificates………………………………………………………………………………………………………………….……79
Career Studies Certificates…………………………………………………………………………..…………………..94
Appendix B……………………………………………………………………………………………………………………………………………….109
Assessment Status Matrix
Appendix C……………………………………………………………………………………………………………………………………………….112
Headcount by Program, Gender and Load
Appendix D……………………………………………………………………………………………………………………………………………….117
Credit Hours Generated and Annual FTE by Subject
The Program Assessment Process
Program Assessment is integral to the viability of Southwest Virginia Community College. As
one of the pieces of Institutional Effectiveness, academic program assessment ties together
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mission, goals and outcomes. As the first step in the assessment process, program faculty craft
the mission of the program that is in step with the institutional mission statement and provides
the groundwork for the program’s goals and outcomes. These are reviewed each assessment
cycle. Faculty then establish program goals. Program goals are general statements regarding
the knowledge, skills and abilities that learners will possess after successful completion of the
program. Program goals are the basis then for more specific outcomes. In addition, specific
outcomes must be related to the more general program goals. Faculty develop outcome
statements of what the learner will know or do as a product of learning activities. Outcomes
are incremental steps on the way to the attainment of a goal.
At SWCC program assessment is research based. Initially faculty set goals, identify outcomes to
meet those goals and identify measures and success standards appropriate for the outcomes.
Faculty then gather information, report their findings and make action plans based on those
findings. At the end of the academic year, faculty reflect on the process and formulate next
year’s plans based on this year’s findings.
The assessment process is a robust system that is learner centered and faculty dependent.
Faculty identify issues with some facet of the student’s learning experience related to program
goals, courses, or processes and work to resolve those issues to continuously improve student
learning and instruction. A calendar is provided for each cycle, as is an assessment status
matrix that lists who is responsible for coordinating the assessment efforts for each program.
Included in this report are brief summaries of each submission’s progress toward goal
attainment. If the goal was met the text is blue, if the goal has results pending the text is gold
and if the goal was unmet the text is red. At the end of each synopsis are statements from the
faculty concerning the changes that will be made as a result of the assessment and plans for
additional goals or outcomes.
Also included are appendices that contain the completed forms submitted by the faculty.
These are ordered by award type. In addition the Assessment Matrix is included in Appendix B.
Finally included in Appendix C and D are numbers pertinent to each subject and program.
SWCC ACADEMIC PROGRAM ASSESSMENT CALENDAR
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AND REPORTING SCHEDULE—2018-19 (due dates for reports in bold)
Tuesday, Oct. 9: Assessment Day (Fall semester)—Focus: New General Education Policy;
Introduction and Implementation
Friday, October 19: Joint Advisory Committee Meetings (Dellinger Hall—various locations)
Minutes to be submitted to IR.
Friday, Dec. 14: Report on short-term goal due
Tuesday, Feb. 26: Assessment Day (Spring semester)—Focus: General Education
Assessment Plan Completion and Program Goals
Friday, April 5: First draft of annual report due to assessment coordinator for review
Month of April: Other program advisory committee meetings (as determined by program)
Minutes to be submitted to IR.
Friday, April 19: Final 2018-19 program assessment templates due
Friday, April 26: 2019-20 goals due to assessment coordinator for review; includes
outcomes, measures, and success standard
Summaries of 2018-19 Program Assessment
Associate of Arts and Sciences Degrees
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Business Administration Associate of Arts and Sciences
GOALS
Goal 1: To provide business transfer students with the general education knowledge, skills and values
needed for success at four-year institutions.
Goal Not Met. Majors in this area did not take the GSAT in the spring semester.
Goal 2: To improve students’ skills in fundamental business concepts required for successful employment in
business and industry.
Goal Not Met. Students failed to meet the 85% benchmark set by the faculty for the completion of a
comprehensive accounting problem with a “C” or better. Findings indicate that 80% of the students in fall 18
in ACC 211 made a “C” or better.
Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.
Goal Not Met. When given an advanced formula Excel problem to solve only 64% passed with a grade of “C”
or better. This was 21% less than the faculty set benchmark.
The results of this assessment cycle led to the adoption of a new software and text to be used in the next
academic year. The new adoption is more hands on and requires more Excel use (a request of employers).
Faculty will also use feedback from other transfer programs to identify a new measure that can be used to
compare student performance in transfer programs.
Business Administration Outdoor Leadership Specialization Associate of Arts and Sciences
GOALS
Goal 1: To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills
for employment.
Goal Met. Ninety percent of students who sat for the Leave No Trace certification received it. This exceeded
the 70% benchmark set by the faculty.
Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in
the tourism and recreation industries.
Goal Met. Students were assigned a research project on leadership as part of the RPK 141 capstone course.
Of those who submitted the paper 80% demonstrated competency.
Goal 3: To develop best practices, skills and abilities for students to apply to Guide Essentials and
Interpretation and Education.
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Goal Met. Students were assigned projects on interpretation techniques in RPK 125. All students received a
passing score on the projects, exceeding the 70% benchmark set by the faculty.
As a result of the assessment done in this cycle the faculty will look for ways to increase completion rates on
the term paper in RPK 141. Other findings indicate that the current format for the two courses assessed
should be kept.
Education Associate of Arts and Sciences
GOALS
Goal 1: Students will be able to define and describe the historical, legal, and philosophical qualities of the teaching profession
Goal Met. SDV 101 and EDU 200 students were tested on the attributes above using a locally developed
instrument at the beginning and end of the course. Ninety percent of the questions regarding the historical,
legal, and philosophical qualities of the teaching profession were answered correctly. This exceeded the 80%
benchmark and validates the curriculum’s continuance in its present form.
Goal 2: Students will become familiar with all facets of a K-12 classroom through in person observation.
Goal not met. Field placement journals were assessed using the locally developed field placement rubric.
Eighty-five percent of the journals met the criteria assessed through the rubric. This fell short of the 90%
benchmark set by the faculty. Faculty have developed a plan to remedy this deficit.
Goal 3: The AA&S in Education program will institute an academic review/tutorial program to facilitate
students’ acquisition of the general education necessary for success in a Teacher Education Program. Goal not met. The review committee has not been appointed. This goal will continue into the 2019-20 assessment cycle. To meet the deficits revealed through this assessment cycle, the faculty will concentrate more on expectations for the journaling assignment through both in class and online activities. The dean of HSS and the faculty will collaborate to convene a committee to review supplemental materials to assist with skills required for transfer.
Engineering Associate of Arts and Sciences
GOALS
Goal 1: Improve student’s critical thinking/problem solving skills through collaborative problem solving.
Goal Met. When comparing student exam scores from the fall 2016, fall 2017 and the fall 2018 cohort,
students in the fall 2018 cohort scored an average of 87.1. This average was 29% higher than the average of
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the 2016 cohort. Faculty attribute the increase to the incorporation of collaborative problem solving for
concept development into the curriculum in fall 2017.
Goal 2: Prepare students for a successful transition into their desired engineering discipline at their selected
senior institution.
Goal Not Met. Engineering students who transferred to Virginia Tech (VT) had an average SWCC gpa of
3.505. After their first two semesters at VT the student gpa decreased to 2.79. Faculty had set the success
standard to be <0.5. The actual decrease in the average was .715, exceeding the acceptable decrease by
.215. A plan has been formulated to alleviate this deficit.
Goal 3: Provide students with a general education.
Goal Met. The average improvement over predicted scores was 0.5% which means that students are
performing better in general education courses that predicted. Furthermore, students scored on average 61.
The score was higher on GSAT than college average with no students scoring below average. The GSAT is a
measure of competency in general education developed by SWCC faculty.
Faculty will continue to use the collaborative problem solving approach with consistent checks for theoretical
knowledge gaps. Based on the results from Goal 2, the faculty will aggressively advise borderline students
regarding the match of student to transfer institution. SWCC faculty will also follow-up with transfer
institutions to identify support services at the institution for the transfer students and proactively
recommend utilization of those services.
General Studies Associate of Arts and Sciences
GOALS
Goal 1: In conjunction with the Student Success Division, faculty members within the General Studies arena
will work in partnership with College Success Coaches to establish successful Success Coach/Faculty Mentor
teams to effectively guide students through their college experience
Goal Met. Findings revealed that fewer students were registering for courses that were outside their field of
study. Faculty attribute this to the newly constructed pathways and to enforcement of FACA requirements.
When viewed together, SWCC has seen the desired streamlined approach it sought. Students are required to
have their initial semester’s registration reviewed by an advisor before the registration process can move
forward.
Goal 2: To develop a plan for an upcoming pilot designed to integrate developmental English needs with co-
requisite enrollment in College level English courses so students in all programs in which College English is
required can be successful and complete on time without using extra credits for developmental needs.
Goal met. Faculty have identified Hawkes Learning as a vehicle to streamline the process of developmental
student success in college level English.
Goal 3: In a system-wide transition to a new LMS, SWCC seeks a seamless transition to Canvas from
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Blackboard.
Goal met. Faculty have had multiple training options provided by the distance learning staff. Faculty and staff
have reported that very few issues have arisen and that the transition has been easy. There have also been
fewer complaints from students.
Goal 4: Building upon previous goals of expanding the use of rubrics, faculty within the General Studies program will be polled as to the use of Learning Objectives. The same usage rate of 50% will be sought within a year.
Goal Met. When surveyed the majority of the faculty use learning objectives. The presentation of the
objectives was found to vary among faculty members.
As a result of assessment efforts faculty have committed to continued use of Hawks Learning and to monitor
feedback on the Canvas transition. They expect more improvements to the advising system as well. Faculty
will also be trained in the use of learning objectives as a “compass” for the course.
General Studies Specialization in Music Associate of Arts and Sciences
GOALS
Goal 1: 75% of new students in the SWCC Music Program will be reading and playing piano by music notation by the end of their first semester in the program. Goal Met. The benchmark set by the faculty was exceeded. 100% of new students who took Piano I were reading music as evidenced by individual performances at the end of the fall semester. Goal 2: Concerts and other musical events of the highest quality will be presented for SWCC and the surrounding community to increase visibility of the program. Goal Met. Patrons who attended were given the opportunity to complete a survey regarding the event they attended. The survey had only nineteen responses but all agreed strongly that the music program staff and students are available and provide quality music for the college and surrounding community. The one comment was one expressing regret regarding the number of attendees at the events. Goal 3: The music program will foster an environment in which students will begin, continue, and complete an associate’s degree and transfer into a four-year music program. Goal Met. Twelve of thirteen students who began the program in 2018-2019 have continued. The student who did not continue graduated from another SWCC program and has no plans to complete the music specialization. The program had one graduate this year who will continue his education at Liberty University as a transfer student. This provides the foundation for one of next year’s goals—to increase the graduation rate for the program. The faculty believe that the program is successful based on this year’s results and is meeting the goals of the students enrolled. The goals of individual students vary from developing individual musical talent to achieving a degree and transferring.
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Science Pre Medical Specialization Associate of Arts and Sciences
GOALS
Goal 1: Students entering the program is 2018 will successfully graduate after two years of study.
This is an ongoing study that will continue until graduation is posted in late May 2020. The goal will be
replicated in the 2019-20 assessment cycle.
Goal 2: Students entering the program in 2018 will be advised by a pre-medical advisor.
Goal was met. Of the 47 students in the Science SDV course in fall 2018, 34 were pre-med specialization
majors. All 34 were advised by the pre-med advisor during the course of the semester exceeding the 70%
benchmark set by the faculty. The faculty have stressed the importance of advising for this group due to the
nuances of the agreements with area professional schools.
Goal 3: Increase the number of students entering the Paraoptometry program.
Goal was not met. Despite the best efforts of the faculty only 12 students entered the program in fall 2018.
Of the 12 only 3 received formal advising. Eight of the students were retained Spring 2019. The
recommendation of the faculty is that the paraoptometry program should be reviewed and discontinued.
This recommendation is made because the original purpose was to serve the optometry school in Grundy.
When that school did not materialize the need for the program no longer existed.
As a result of this assessment, the faculty will review the paraoptometry program and make
recommendations regarding the continuance of the program to C&I. The graduation rate of pre-med
students will also be tabulated in May 2020.
Summaries of 2018-19 Program Assessment
Associate of Applied Science Degrees
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Accounting Associate of Applied Science
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GOALS
Goal 1: To graduate students who demonstrate the ability to apply fundamental accounting concepts in
entry level accounting positions.
Goal Not Met. Students failed to meet the 85% benchmark set by the faculty for the completion of a
comprehensive accounting problem with a “C” or better. Findings indicate that 80% of the students in fall 18
in ACC 211 made a “C” or better.
Goal 2: To provide students with the knowledge and skills in making ethical business decisions.
Goal Met. Students were given a test on the American Institute of Certified Public Accountants Code of
Professional Conduct. 85.7% of the students in ACC 212 scored a “C” on the instrument, exceeding the
benchmark set by faculty by 7%.
Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.
Goal Not Met. When given an advanced formula Excel problem to solve only 64% passed with a grade of “C”
or better. This was 21% less than the faculty set benchmark.
The results of this assessment cycle led to the adoption of a new software and text to be used in the next
academic year. The new adoption is more hands on and requires more Excel use (a request of employers). In
addition to improve performance on the comprehensive accounting cycle problem, the faculty will
incorporate a review of the cycle throughout the semester.
Administrative Support Technology Associate of Applied Science
GOALS
Goal 1: Provide students with opportunities to earn recognized credentials.
Goal Met. One hundred percent of all AST majors enrolled in ITE 115 scored at least 85% or higher on the
Microsoft Digital Literacy Certification exam.
Goal 2: Deliver instruction that adequately prepares students to implement critical thinking skills in Microsoft
Office applications.
Goal Met. All AST majors scored at least 80% on all assigned critical thinking projects as measured by the
QEP rubric.
Faculty will continue to develop critical thinking projects related to current topics and will continue to assess
students using the Microsoft Digital Literacy Certification exam.
Business Management Associate of Applied Science
GOALS
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Goal 1: Students will demonstrate recognition, knowledge and competency in soft skills related to
communication.
Goal not met. Faculty found that 75% of students in the program courses could not use correct punctuation
and grammar in written assignments. That percentage improved after corrections were made to the first
assigned writing. Some students, however, did not demonstrate competency in written communication even
after draft correction. The use of APA format in academic writing was a particular weakness identified by the
faculty.
Goal 2: Students will be provided with opportunities to hone critical thinking skills through developing
analytical and decision making skills.
Goal was met. When provided opportunities to analyze business problems all students were able to identify
causes and propose credible solutions. Students were also able to analyze their own behaviors that either
helped or hindered working with peers.
Goal 3: Enhance students’ awareness of the importance of time management in projects, decision making, and technology usage. Goal was partially met. Faculty identified that most late assignments were due to procrastination and lack of prioritization. Ways to combat both were identified by the faculty and will be implemented next semester. Use of the actions identified will be used and the effectiveness measured during the next assessment cycle. As a result of this assessment, faculty will place more emphasis on time management, the positive aspects of it and the relationship of time management to peer cooperation and other soft skills.
Early Childhood Development Associate of Applied Science
GOALS
Goal 1: ECD (Early Childhood Development) students will complete Key Assessment Child Observation and demonstrate competency in the following NAEYC standards: 1A: Knowing and understanding young children’s characteristics and needs, from birth through age 8, 2C: Involving families and communities in their children’s development and learning 3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children 6B: Knowing about and understanding ethical standards and other early childhood professional guidelines. Goal Met. Benchmark was 85% and 90% of students achieved the “Meets” rating on the measurement rubric. Goal 2: ECD students will complete Key Assessment Classroom Observation and demonstrate competency in the following NAEYC standards: 1C: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments 3B: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
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5A: Understanding content knowledge and resources in academic disciplines. Goal Met. Benchmark was 85% and 90% of students achieved the “Meets” rating on the measurement rubric. Goal 3: ECD graduates will gain employment or transfer to obtain a Bachelor’s degree. Goal Met. Of the students who completed the program, 90% were employed or transferred to continue work on a Bachelor’s degree. Students who transferred chose programs at Old Dominion University, King University or James Madison University.
Due to the success of the implementation of the Key Assessments, the faculty will continue to use the Key
Assessment Child Observation Rubric and the Key Assessment Classroom Observation Rubric to assess
student knowledge and skill. Based on this year’s success, the faculty have chosen three additional Key
Assessment Rubrics to be implemented in 2019-2020. This will be a 2019-20 goal for the Early Childhood
Development program. The faculty will continue to track employment and student matriculation to senior
institutions.
Emergency Medical Services Associate of Applied Science and Career Studies Certificate
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 Advanced EMT or Paramedic.
Goal Met. Students exceeded the benchmark of 80% passage rate on the clinical portion of the National
Registry exam that had been set by the faculty. The actual percentage of students who passed the exam was
88%.
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 Advanced EMT or Paramedic.
Goal Met. 100% of students who took the National Registry Psychomotor exam passed by the third attempt.
This exceeded the benchmark set by faculty by 10%.
Goal 3: At the completion of the program, the students will demonstrate personal behaviors consistent with
professional and employer expectations for the entry-level Advanced EMT or Paramedic.
Goal Met. All students were evaluated at a “3” or better on a 5-point scale when rated by employers on a
post-graduation survey.
Goal 4: At the completion of the Spring 2019 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 Met. Seventy-two percent of the Basic EMT cohort were retained throughout the program. Of those
who were retained the first attempt pass rate for the National Registry Cognitive exam was 94%. Both
benchmarks set by faculty were exceeded.
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Emergency Medical Services faculty attribute this year’s student success to the 100% flipped classroom
instructional model. They will continue using the model and monitor student progress.
Human Services Associate of Applied Science
GOALS
Goal 1: AAS in Human Services students will acquire the general education required for successful transition into the work field. Goal was partially met. The mean score for Human Services’ students was within one standard deviation of the mean for both the Math and Humanities subtests but was not in that range for the Natural Science subtest. Human Services students scored between one and two standard deviations of the mean when compared with students in other programs. The faculty will continue to use the General Studies Aptitude Test for the purpose of measuring general education skills to develop a baseline for comparison across years. Goal 2: AAS in Human Services students will demonstrate understanding of the legal and ethical tenets of the field of Human Services.
Goal Met. Students scored at or above the 70% benchmark on general assessment, journaling, networking, service and internship evaluations. This goal will continue to be assessed to determine the effectiveness of program skill development strategies. Goal 3: AAS in Human Services students will demonstrate basic counseling skills (effective attending and responding) requisite for generalist competency in the field.
Goal Met. All students in Basic Counseling I and II scored at or above 70% thus meeting the benchmark set by the faculty. Faculty identified the need for mindfulness training to assist students who have difficulty focusing on tasks.
Goal 4: Human Services, Mental Health, and Substance Abuse program students will demonstrate increased levels of critical thinking and skills requisite for competency in the work field.
Goal was partially met. Eighty-three percent of those in the second level of courses (Counseling II and Group Dynamics II) demonstrated competency at or above the benchmark. Analysis of reflective works of students at this level showed a deeper grasp of the concepts and skills related to higher levels of evaluation and insight when dealing with clients in simulations. Students in the level I classes were marginally successful in observation and documentation. Lack of focus, collaboration and follow-up will be addressed with subsequent students.
Goal 5: Explore and/or develop “pre-internship” class to facilitate and enhance success of students (particularly Substance Abuse) as they complete internship/program. Goal was not met. After discussion with the Dean and the Vice President of Academic and Student Services it was deemed as not feasible for this academic year. The goal will be included in the 2019-20 assessment process.
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Information Systems Technology Associate of Applied Science
GOALS
Goal 1: To graduate students who demonstrate the ability to apply strong IST skills and the VCCS core
competencies of Information Literacy and Critical Thinking.
Goal Met. Students’ scores exceeded the 70% pass rate threshold set by the faculty for the Digital Literacy
Certificate. For fall 2018 the pass rate on the exam was 98% and for spring 2019 the rate was 90%.
Goal 2: To adequately prepare students for industry certification exams that demonstrate mastery of core
competencies of the IST program.
Goal Met. Course syllabi have been updated to include information on certification exams (price,
requirements, fees). Students were tested in both fall and spring in ITE 115 using the Digital Literacy
Certification test. The pass rates are listed in the prior goal.
Goal 3: To expose students to various career paths and essential skills required for successful employment in
each of the IST concentration areas.
Goal Met. All students enrolled in the capstone course completed the course with a passing grade. In ITP
251, 80% completed the courses successfully with a “C” or better.
Based on student feedback regarding the capstone project, faculty will assign more team projects rather than
a single team project to allow for student exposure to multiple IT scenarios.
Occupational Therapy Assistant Associate of Applied Science
GOALS
Goal 1: The SWCC OTA program will graduate highly qualified OTAs who will pass the national board exam.
Goal Met. Board pass rates for 2018 were 90% (18/20).
Goal 2: The SWCC OTA program will partner with the community in order to provide fieldwork placements
that promote occupationally relevant learning experiences.
Goal Met. All students were placed in fieldwork sites that were occupationally relevant and provided quality
clinical experiences. Of all students doing fieldwork in 2018 100% passed that course(s).
Goal 3: The SWCC OTA program will foster a learning environment that encourages completion of academic goals. Goal Met. Program faculty set a benchmark of a 60% retention rate from program entry to graduation. In 2018, 23 of 30 students (77%) who entered in 2016 graduated with an Associate of Applied Science degree in Occupational Therapy Assistant.
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Goal 4: Students will engage in community-based service learning opportunities to enrich their academic and clinical knowledge while providing increased exposure of Occupational Therapy in the college’s service region. Goal Met. Students participated in two community service events, backpack awareness/ shoebox tasks and autism awareness activities with a community support group.
All goals were met by the OTA program for 2018-19. As a result of the data and in an effort to continuously
improve the OTA faculty have decided to continue to investigate methods to improve retention and will
implement more competency based learning experiences in line with the revised accrediting standards.
Radiologic Technology Associate of Applied Science
GOALS
Goal 1: First-year (freshman) students accepted into Radiography will have a 90% retention rate for summer through spring semesters. Goal was not met. Of the 29 students accepted as a freshman class in 2018, two were dismissed for lack of academic progress and eight withdrew for other reasons. The actual retention rate of freshman students in Radiologic Technology was 65.5%, 24.5% of the goal. Goal 2: Second-year (sophomore) students accepted into Radiography will have a 90% retention rate the second summer through spring semesters. Goal met. Of those students who began in summer 2017 and continued as sophomore students, 100% were retained in their second year of the program.
Goal 3: Retention of all students accepted into Radiography will have an overall retention rate of 80%. Goal was not met. Of the 23 students that began the program in summer 2016, 12 students completed the program. The retention rate for the entire program was 52.2%, 27.8% below the 80% benchmark set by the faculty. Goal 4: Graduates will successfully pass the ARRT certification examination. Goal was not met. Of the twelve students from the 2016-2018 cohort who took the ARRT, nine passed on the first attempt resulting in a 75% pass rate (JCERT requires a five year average of 85% and with this year’s test takers included, the average for the program is 85.5%). Two students retook the exam within one month of their unsuccessful attempt. They were successful the second time bringing the pass rate to 91.6%. Goal 5: Graduates who seek employment will find employment within the first twelve months following graduation. Goal Met. All students seeking employment were employed within six months of graduation.
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As a result of the data gathered through this assessment, the faculty have implemented an action plan that includes tutoring for first year students, the addition of quiz and remediation software to address knowledge gaps and AART practice testing using study and practice software. Due to the low retention rate, faculty have implemented the TEAS Allied Health test for all applying for the 2019 cohort. Faculty have identified a need for other external student support services. Next year’s goals will include expansion of support services to include providers outside of the program.
Summaries of 2018-19 Program Assessment
Certificates
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Heating, Ventilation and Air Conditioning Certificate and Career Studies Certificate
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.
Results are pending summer completion of internships.
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 for
safety and successful resolve.
Results are pending summer completion of internships.
Goal 3: Promote awareness that being a successful skilled trade person encompasses all facets of human
psychology, equipment mechanics, elements of science and physics, as well as that of being a good
communicator.
Results are pending summer completion of internships.
Goal 4: Student learners shall more fully understand requirements of the technical trades through personal
observation at remote field sites.
Goal Not Met. Faculty has set a student participation benchmark of 80% and only 70% of students completed
their site visitations. Based on these results, faculty have developed a plan to increase participation in
remote site visits.
Goal 5: Program contribution to conduct all seven of twelve the required HVAC courses a hybrid course
offering, requiring more personal interrelated electronic communication via email and Blackboard media.
Goal Not Met. Consistent measurable data is not available due to fulltime faculty being on leave for both fall
and spring semesters. Plans to hire a new fulltime faculty for the program are being implemented.
Goal 6: Helping student program completers to attain one national certification for the trade related
mandates and industry recognized credentials.
Goal Met. All HVAC students passed the EPA 608 and EPA 609 exam, surpassing the 65% threshold set by
faculty.
As a result of this assessment cycle, faculty have developed a two-step protocol to increase the student
remote site visit number to 80%. Employers will be invited to do in class presentations to create interest in
their company. With increased interest will come the increased desire to visit onsite. Students will also now
receive credit for completion of offsite visits through a graded assignment related to the visit.
A new fulltime faculty has been hired to replace the faculty who has since retired. This will provide
consistency within the program.
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Legal Studies Certificate
GOALS
Goal 1: Provide students with opportunities to earn recognized credentials.
Goal Met. One hundred percent of all Legal Studies majors enrolled in ITE 115 scored at least 85% or higher
on the Microsoft Digital Literacy Certification exam.
Goal 2: Deliver instruction that adequately prepares students to implement critical thinking skills in Microsoft
Office applications.
Goal Met. All Legal Studies Certificate majors scored at least 80% on all assigned critical thinking projects.
Faculty will continue to develop critical thinking projects related to current topics and will continue to assess
students using the Microsoft Digital Literacy Certification exam.
Licensed Practical Nursing Certificate
GOALS
Goal 1: Eighty-five percent of all graduating students will pass NCLEX-PN. Goal was not met. The actual NCLEX-PN pass rate of graduating students was 62.5%. This does not meet the 80% benchmark set by the Virginia Board of Nursing and will be reviewed by that body. The faculty are formulating a remediation plan and will implement the plan in the fall semester. Goal 2: Eighty percent of the PN students will meet or surpass the benchmark score of 850 for the HESI Critical Thinking Exam. Goal Met. Eighty percent met or surpassed the benchmark of 850. Goal 3: Eighty percent of the PN students who begin the program will complete the program. Goal Met. Sixteen of twenty students who began the program completed it. This met the 80% benchmark set by the faculty. As a result of goal one being unmet, an action plan has been put in place involving the faculty, the publishing company and the Virginia Board of Nursing. With a focus on exit testing and exam preparation, the faculty expect the pass rate to improve. The unmet goal will be used as a foundation for a goal in 2019-2020.
Welding Diploma, Certificate, and Career Studies Certificate
GOALS
Goal 1: Continue to improve the entry level instruction of the first semester welding students in preparation
of meeting the American Welding Society’s national standards of testing and compare to prior year’s results.
With the change in AWS policies and rules of welding, students need updated information and instruction.
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Goal Not Met. The success rate for this year’s students was 83%. Last year the success rate was 85%,
resulting in success rate for 2018-2019 2% lower than the standard set by the faculty.
Goal 2: Continue to assist students in developing the appropriate “soft skills” needed for gainful employment
in business and industry and compare to last year’s results. As the growth of our businesses continue, the
need for soft skills continues also.
Goal Partially Met. The data for the soft skill of being on time is not consistent due to faculty turnover mid
fall semester. The data for traits related to hiring did show an increase of .6 over last year’s 2.0 (C)
attainment, though faculty feel this is still below the desired level.
As a result of this year’s findings and to meet the needs and expectations of employers, we need to continue
to improve soft-skills and certification attainment. To accomplish, we will enhance the content taught in SDV
106 Preparation for Employment and strengthen the curriculum taught by integrating certification testing
into the respective courses.
The addition of SDV 106 Preparation for Employment will be a consistent part of each curriculum helping
ensure the success of pathway students entering the workforce.
Each participant will:
• Create a professional resume and job search plan. Use Career Services Resume Builder. https://sw.emsicc.com/?radius=®ion=50%20Mile%20Radius%20Around%20SWCC
• Implement a LinkedIn Profile based on resume and job search plan to create a resume that never sleeps
• Participate in employer partner sponsored mock interviews
• Demonstrate knowledge of soft-skills for employability; Stress the importance of attendance, work ethic, appearance, communication, positive attitude, etc. Skills to Pay the Bills https://www.dol.gov/odep/topics/youth/softskills/
• Demonstrate basic knowledge for employability by competing the National Career Readiness Certificate. http://www.act.org/content/act/en/products-and-services/workkeys-for-educators/ncrc.html
• Participate in a community service project of at least four-hours or participate in the SWCC Eagle Project, A Day of Service held each semester. http://sw.edu/swcc-eagle-project/
• Build portfolio for reverse career fair. To strength curriculum we will implement certification testing into the respective courses. This will include
using the objectives and curriculum of NCCER CORE, NCCER Welding Level I, NCCER Welding level II, American
Welding Society and SENSE into the respective courses. NIMS Measurement, Materials & Safety and Snap-on
Precision Measurement (Tape and Rule Measurement) certification training and testing will be implemented
to enhance the students skill-set.
• NCCER Core WEL 117
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• NCCER Welding Level I WEL 123
• NCCER Welding Level II WEL 129
• NIMS Measurement, Materials & Safety WEL 123
• Snap-on Precision Measurement (Tape and Rule Measurement)
Goals for 2019-2020 will focus on student creation of portfolios to participate in a reverse-career fair, earning
additional certifications, and continued focus on soft-skills.
‘
Summaries of 2018-19 Program Assessment
Career Studies Certificates
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Adventure Tourism Career Studies Certificate
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GOALS
Goal 1: To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills
for employment.
Goal Met. Ninety percent of students who sat for the Leave No Trace certification received it. This exceeded
the 70% benchmark set by the faculty.
Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in
the tourism and recreation industries.
Goal Met. Students were assigned a research project on leadership as part of the RPK 141 capstone course.
Of those who submitted the paper 80% demonstrated competency.
Goal 3: To have students distinguish, prepare, compose and assess a business plan as an entrepreneur.
Goal Not Met. Only 65% of the students in BUS 165 passed the business plan assignment. The benchmark
set by the faculty was 70%. As a result of this finding, further investigation showed that some students did
not turn in the assignment, thus lowering the pass rate. Faculty will implement a plan to increase the
number who turn in the assignment.
Faculty have determined that lower pass rates for goal 3 were the result of a low completion rate for the
business plan development assignment. Faculty will implement a plan to increase submission rates.
Bookkeeping Career Studies Certificate
GOALS
Goal 1: To graduate students who demonstrate the ability to apply fundamental accounting concepts in
entry level positions.
Goal Not Met. Students failed to meet the 85% benchmark set by the faculty for the completion of a
comprehensive accounting problem with a “C” or better. Findings indicate that 80% of the students in fall 18
in ACC 211 made a “C” or better.
Goal 2: To provide students with the knowledge and skills used in making ethical business decisions.
Goal Met. Students were given a test on the American Institute of Certified Public Accountants Code of
Professional Conduct. 85.7% of the students in ACC 212 scored a “C” on the instrument, exceeding the
benchmark set by faculty by 7%.
Goal 3: To improve students’ basic computer skills required for successful employment in business and
industry.
Goal Not Met. No Bookkeeping majors were enrolled in the sections to be evaluated.
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The results of this assessment cycle led to the adoption of a new software and text to be used in the next
academic year. The new adoption is more hands on and requires more Excel use (a request of employers). In
addition to improve performance on the comprehensive accounting cycle problem, the faculty will
incorporate a review of the cycle throughout the semester.
Cybersecurity Career Studies Certificate
GOALS
Goal 1: Cybersecurity students will receive online training via the learning management system (LMS) that
will focus on Information Technology fundamentals, computer repair, networking and security.
Goal Not Met. Faculty set a benchmark of 70% for program completion as measured by attainment of a
Career Studies Certificate in Cybersecurity. Only 17% (n=4) completed the requirements for the CSC.
Goal 2: Cybersecurity program will provide each student with specialized/guided study to increase their
capacities to achieve industry recognized credentials and/or certifications.
Goal Not Met. Faculty set a benchmark of 70% completion/pass rate for certification exams in COMPTIA IT
Fundamentals, A+ Hardware and Operating Systems, Network+ and Security+. Only 42% (n=10) earned at
least one of the credentials listed.
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 Not Met. Job placement data was not available.
Goal 4: Students will have a short term goal of completing the CompTIA IT Fundamentals and A+ Hardware
and Operating Systems course work and certification exams.
Goal Not Met. Faculty set a benchmark of 70% completion/pass rate for certification exams in CompTIA IT
Fundamentals and A+ Hardware and Operating Systems. Only 42% (n=10) earned the CompTIA IT
Fundamentals certification and only 8% earned the A+ Hardware and Operating Systems certification.
Following an analysis of the results of this assessment, the faculty have determined that change is needed.
The primary source information will be student polls and surveys. Faculty want to know why students did not
continue the program into the second semester and why, after receiving the instruction, they did not take
the certification exams. The faculty have also discovered the need to establish relationships with external
employers so that students can tour business locations. Faculty will also recruit at least one employer who
will guarantee and interview for students who complete the program.
Electronic Medical Records Career Studies Certificate
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GOALS
Goal 1: Provide students with opportunities to earn recognized credentials.
Goal Met. One hundred percent of all EMR Program majors enrolled in ITE 115 scored at least 85% or higher
on the Microsoft Digital Literacy Certification exam.
Goal 2: Deliver instruction that adequately prepares students to implement critical thinking skills in Microsoft
Office applications.
Goal Met. All EMR Career Studies Certificate majors scored at least 80% on all assigned critical thinking
projects.
Faculty will continue to develop critical thinking projects related to current topics and will continue to assess
students using the Microsoft Digital Literacy Certification exam.
Insurance Career Studies Certificate
GOALS
Goal 1: Students will complete a minimum of one available industry certification exam.
Goal Not Met. No Insurance majors were scheduled to take certification exams either fall or spring semester.
Goal 2: To improve students’ skills in fundamental business concepts for successful employment in the
insurance industry.
Goal Not Met. Students failed to meet the 85% benchmark set by the faculty for the completion of a
comprehensive accounting problem with a “C” or better. Findings indicate that 80% of the students in fall 18
in ACC 211 made a “C” or better.
Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.
Goal Not Met. When given an advanced formula Excel problem to solve only 64% passed with a grade of “C”
or better. This was 21% less than the faculty set benchmark.
The results of this assessment cycle led to the adoption of a new software and text to be used in the next
academic year. The new adoption is more hands on and requires more Excel use (a request of employers). In
addition, faculty will continue to encourage students to complete the insurance certification exams. Many
employers are asking that employees take the exams after they are hired.
Network Administration Career Studies Certificate
GOALS
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Goal 1: Students will demonstrate skills and knowledge to manage a Microsoft network infrastructure.
Goal was not met. The goal was for 70% of ITN 112 students would pass the specified exam on network
infrastructure. Unfortunately only 67% successfully completed the exam.
Goal 2: Students will demonstrate skills and knowledge to deploy, configure, and manage Microsoft
Windows Server 2012.
Goal was not met. Measurement of this goal was based on the pass rate on the ITN 111 exam. Faculty set
the benchmark at a 70% pass rate. Findings indicated that students did not meet the benchmark in either the
fall (50%) or spring (63%) terms.
Goal 3: Students will demonstrate their knowledge of the advantages and disadvantages of server operating
systems with Windows Server 2012 R2.
Goal was not met. Measurement of this goal was based on the pass rate for the final research project in ITN
113.. Faculty set the benchmark at a 70% pass rate. Findings indicated that students did not meet the
benchmark. Only 50% of the students received a passing score on the research project.
The faculty have determined that the lower pass rates on the measures for all three goals was due to lack of
participation of the students. Students did not do the final project or exam and were still able to pass the
course. The faculty will investigate strategies to increase the participation rate in hopes of better scores.
Outdoor Recreation Career Studies Certificate
GOALS
Note: Goals 2 and 3 for this career studies certificate are identical to those of the Business Administration
Outdoor Leadership Specialization Associate of Arts and Sciences because courses assessed in this cycle are
common to both awards. Results were the same for both awards also.
Goal 1: Students will receive Leave No Trace (LNT) Trainers certification, First Aid/AED/CPR and Wilderness
First Aid (WRFA) certifications.
Goal Met. Ninety percent of students who sat for the LNT certification received it. This exceeded the 70%
benchmark set by the faculty. In addition, 91% earned the Wilderness First Aid certification. This also
exceeded the 70% benchmark set by the faculty. No results were reported for the First Aid/AED/CPR portion
of the goal.
Precision Machining Career Studies Certificate
GOALS
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Goal 1: To prepare students to earn nationally recognized credentials to demonstrate to employers their
knowledge of basic job functions and basic skills typical of industry employees.
Goal Partially Met. Students who took the NIMS certifications for metalworking (measurement, materials
and safety; job planning, benchwork and layout) exceeded the benchmark of 70% set by the faculty by 11.8%
(81.8% passage rate). Of those who took NIMS certification tests in CNC Milling and CNC Turning, 54.5%
earned the turning certification and 72.7% earned the milling certification. This exceeded the benchmark of
completion of at least one at 70%. Of those students who took three certification tests by the end of the
program 63.6% earned three credentials. This was lower than the 70% benchmark set by the faculty.
Goal 2: To facilitate students to demonstrate communication and work ready skills.
Goal Partially Met. All Precision Machining students who took the National Career Readiness Certificate
assessment passed. The second criteria for success (80% will make a classroom presentation) was not
reported on.
Based on this year’s results faculty have made the following changes to the coursework: 1) add additional
time on materials related to specific certifications prior to taking the certification test. 2) implement an
additional day in the machine shop lab. 3) try to speed up time from committee (external review) back to
student so students can revise and resubmit projects. 4) Increase advising efforts for adding on credentials.
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APPENDIX A
Assessment Forms by Award
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Associate of Arts and Sciences
Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Business Administration AA&S Margaret Dye Margaret.dye@sw.edu 2018-2019
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.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
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: The General
Studies Assessment Test
(GSAT) was not given to
Business Administration
majors this spring. No data
is available at this time.
Goal 1: Program head will
work with General Studies
and Engineering program
heads to identify any testing
available that can compare
the transfer programs.
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Goal 2 (Short-Term):
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.
Goal 2: 85% of the students
will complete the
comprehensive accounting
cycle problem with a grade
of “C” or better.
Goal 2 (Short-Term): For
the fall semester, 80% (8 out
of 10) students in the in-class
ACC 211 section completed
the accounting cycle
problem with a grade of “C”
or better.
Goal 2: These results will be
compared to a similar problem
given to the ACC 212 students
in class in the spring semester.
An accounting cycle review will
be incorporated into the
managerial accounting
chapters throughout the spring
semester.
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: The Excel problem
was given to both the in-class
and the online sections of ACC
212 for spring. Out of 14
students, 9 students (64%)
passed with a grade of “C” or
better.
Goal 3: During the summer
semester, we will use a
Pearson textbook with MyLab
and Accounting software. This
new software emphasizes
Excel geared toward the
accounting field. Doing so will
give the students more hands-
on Excel training which is what
our advisory board members
want from our students. In the
fall semester 2019 and spring
2020, the students will be
given a similar problem in
Excel as this past spring. The
results will be compared to see
if the new software is helping
enforce Excel knowledge.
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Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Based on student feedback, along with the results listed above, a new software and text will be implemented during the summer and fall semesters
for ACC 211/212. This new text and software will contain an even more hands-on approach to learning the accounting cycle and will incorporate more
use of Excel, which is what our employers are indicating is needed. Feedback from other transfer programs will be used to identify a new measure of
comparing the transfer programs, including Business Administration. That change will be made during the fall semester 2019.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Lead Faculty Email Academic Year
BEIT Outdoor Leadership Michael Brown michael.brown@sw.edu 2018-2019
Program Mission Statement
The Outdoor Leadership program at Southwest Virginia Community College provides training to develop a workforce for the outdoor recreation industry and to stimulate economic development. The
programs are a unique blend of entrepreneurship, tourism, and recreation. The training received through the courses will emphasize job preparation for local and regional employers; not just producing
recreational activity participants. The program achievers will be instructors, guides, and/or entrepreneurs (holding national ly recognized certification credentials) that have extensive knowledge of
the outdoor recreation industry, activities, and risk management. They will work for retail businesses, outfitters, local/state/national parks, tourism/economic development, and non-profits, or transfer
to a four-year institution. They will be entrepreneurs opening up businesses to support outdoor recreation initiatives, infrastructure and natural resources, developed and enhanced through various
initiatives underway in Southwest Virginia.
Program Goals
Goal 1 To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment.
Goal 2 To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries.
Goal 3 To develop best practices, skills, and abilities for students to apply to Guide Essentials and Interpretation & Education.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will receive Leave No Trace (LNT)
Trainers certification.
Goal 2: Students will be given scenarios on
wilderness excursions to explore leadership
techniques.
Goal 3: Students will be given scenarios on
wilderness excursions to explore interpretation
techniques.
Goal 1: LNT Trainer certification
Goal 2: Recreation and Parks course
RPK 141 capstone projects on
leadership techniques.
Goal 3: Recreation and Parks
course RPK125 projects on
interpretation techniques.
Goal 1: 70% pass rate (Fall
2018)
Goal 2: 70% pass rate (Fall
2018)
Goal 3: 70% pass rate (Spring
2019)
Goal 1: LNT Trainer certification had 90%
pass rate in Fall 2018.
Goal 2: RPK 141 had 80% pass rate of
students turning term paper as part of
capstone.
Goal 3: RPK 125 had 100% pass rate with
projects on interpretation techniques.
Goal 1: Keep Format given by Leave No Trace
Center of Outdoor Ethics
Goal 2: Look into ways to increase student
participation to get higher pass rate.
Students not turning in project caused the rate
from not getting higher.
Goal 3: Keep format of National Association for
Interpretation with certified instructor.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Short-term findings for Fall 2018 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2019 indicate that, so far, student pass rates have exceeded indicated success standards.
Program will consider providing training to certify instructor so students can obtain national certification, thus improving the credibility of the program. This plan will be supported by the BEIT Dean and Vice President of Academic and Student Services; grant funds will be allocated for this purpose.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
HTHMNSS Education Kimberly Austin Kimberly.austin@sw.edu 2018-2019
Program Mission Statement
The Associate of Arts and Sciences degree program in Education provides its students with the academic skills required to transfer to a four-year college or university and to be accepted into a Teacher Education Program. The AA&S degree program in education will also provide the historical and philosophical foundations necessary for those entering the profession of teaching.
Program Goals
Goal 1: Education students will become familiar with the historical, legal and philosophical backgrounds of the teaching profession
Goal 2: AA&S in Education students will become familiar with all facets of a K-12 classroom
Goal 3: The AA&S in Education program will institute an academic review/tutorial program to facilitate students’ acquisition of the general education necessary for success in a Teacher Education Program
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will be able to define and describe the historical, legal, and philosophical qualities of the teaching profession
Local instrument administered at class entrance and exit: SDV 101 and EDU 200
Students will answer 80% of the questions correctly on the test at class exit
SDV 101 students were tested on the historical, legal, and philosophical nature of the teaching profession at the beginning of the class and at the end of the class. Here are the results: 90% of questions were answered correctly in K.Austin Fall 2018 EDU 200 and K. Austin Spring 2019 EDU 200 and SDV 101. Both the raw numbers and the
comparisons show that in SDV
101 and EDU 200 students are
able to define and describe the
conceptual foundations of
education in Virginia and the
U.S.
Continue with current
curriculum and instruction
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Outcome Sought
Measures Success Standard Findings Action Plans
Goal 2: Students will become
familiar with all facets of a K-12
classroom (observed by student)
Field Placement Journal EDU 200
The journal must show description and analysis of instruction, classroom management, curriculum, technology, accommodations, and administration. For program assessment purposes, each journal will be rated as acceptable/unacceptable using the Field Placement Rubric. At least 90% of the journals being rated as acceptable would indicate success on this measure
85% of journals met the
criteria addressed in the
rubric.
Instructor will concentrate
more attention to the journal
expectations in future
classes to ensure student
success. For online classes
the instructor will develop a
video that demonstrates the
expectations.
Goal 3: Long term goal. The AA&S in Education program will institute an academic review/tutorial program to facilitate students’ acquisition of the general education necessary for success in a Teacher Education Program
The AAC and dean will appoint a committee to review the Kahn Academy videos.
The committee will meet and determine viability of the videos and implementation in EDU classes
Committee has not been
appointed. Will proceed in
Fall of 2019
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
The current Education program/classes are equipping students with knowledge needed to be successful in future Education classes. Issues
continue to remain in relation to PRAXIS success, specifically with Math. Connections need to be established between Math faculty and
Education faculty to remedy this deficit.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
BEIT Engineering Brian Hale Brian.Hale@sw.edu 2018-2019
Program Mission Statement
The mission of the Associate of Arts and Sciences in Engineering Program is to provide an education that is equivalent or superior to
what the student would receive during their first two years of engineering study at a four-year engineering program. Additionally, the
program seeks to provide a holistic education to prepare students to become well-rounded professionals in an ever-evolving workplace.
Program Goals
Goal 1 Improve student's critical thinking/problem solving skills. (short-term)
Goal 2 Prepare students for a successful transition into their desired engineering discipline at their selected senior institution.
Goal 3 Provide students with a general education.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. Improve student critical thinking/problem solving efficacy by
incorporating more scaffolded collaborative problem solving
during class time. Use of collaborative pages within OneNote will
be used to facilitate collaborative learning.
2. Equivalent success during first semester of in-major
courses at transfer institution.
3. Demonstrate competency in communication, critical thinking,
cultural and social understanding, information literacy, personal
development, quantitative reasoning, and scientific reasoning.
1. Compare common final exam scores with previous three years. Fall 2016 was first use of tablets. Fall 2017 marked significant
increase is utilization. Survey student opinion of collaborative
learning and tablet usage for such activities in the classroom.
2. Compare average graduation GPA of SWCC students to those at a popular transfer institution after their first semester.
3. Administer GSAT during first and last semester. Normalize last semester scores against first semester scores. Compare year-to-year
normalized and absolute scores of engineering students in a
longitudinal analysis and a comparative analysis to another transfer
program.
1. Increase in average exam scores.
2. Engineering students' average GPA after first
summer & fall semesters will be no less than 0.5 points
compared to SWCC graduation GPA average. Note:
The 0.5 points is based on an analysis of all VCCS
schools drop in GPA from their VCCS school to their
first semester VT GPA.
3. Engineering students show year-to-year
improvement on normalized scores and score
within 90% of comparable transfer program.
1. 2018 avg=87.1, n=3
2017 avg=67.5, n=8
2016 avg=57.4, n=11 exam scores increased by 29% (almost double) over the previous increase of 17.6 %, although the sample size was very low in 2018
2. SWCC average = 3.505; n=7
VT must be at least 3.154, VT average = 2.79* *Note that SWCC ranked 14th for GPA but only7th among schools with percentage of students on academic probation. Conclusion is that SWCC
students are very polarized in their performance as compared to other VCCS schools because fewer students are on academic probation but those few are having a huge effect on average GPA.
3. Students (n=3) GSAT scores (last semester) were normalized using TerN (first semester) as a predictor. The predictor was created using a linear regression of scores. This analysis showed that the scores are very
predictable with an R value of 0.991. The average improvement over predicted scores was 0.5% which means that students are performing better in general education courses that predicted. Furthermore, students scores on
average score 61 higher
1. Continue to focus on problem solving scaffolding vs. theoretical concept coverage. Continue to monitor for issues in subsequent classes
due to lack of theoretical knowledge.
2. More aggressively advise borderline students that being accepted to a large research-focused university doesn't mean that type of
school is the best fit for their learning style.
First-semester-after-transfer performance can be crucial to the
student's successful progression towards graduation in the major or
their choice. Speak to transfer institutions about support mechanisms
such as tutoring and share that with graduating students.
3. Continue to monitor to ensure general education expectations are being met.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Outcome 1 (short-term): More detailed problem solving improves student's exam scores and will be continued and expanded to other courses.
Outcome 2: Borderline students do not preform well after transfer and require continued scaffolding after transfer that they may not be getting after transfer. Outcome 3: No
action is needed at this time but will continue to monitor student performance.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
Humanities/Social Sciences General Studies B. Wright Brian.wright@sw.edu 2018/2019 review
Program Mission Statement
The Associate of Arts and Sciences program in General Studies (Liberal Arts and the Gen Ed certificate) seeks 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 program is 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, this program seeks 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.
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Program Goals
Goal 1: In conjunction with the Student Success Division, faculty members within the General Studies arena will work in partnership with College Success Coaches to establish successful Success Coach/Faculty Mentor teams to effectively guide students through their college experience.
Goal 2: To develop a plan for an upcoming pilot designed to integrate developmental English needs with co-requisite enrollment in College level English courses so students in all programs in which College English is required can be successful and complete on time without using extra credits for developmental needs.
Goal 3: In a system-wide transition to a new LMS, SWCC seeks a seamless transition to Canvas from Blackboard.
Goal 4: Building upon previous goals of expanding the use of rubrics, faculty within the General Studies program will be polled as to the use of Learning Objectives. The same usage rate of 50% will be sought within a year. Learning Objectives will guide the student and instructors as to the goals of a particular curricular element. Learning Objectives should provide the instructor’s expectations as they clearly define the expectations of the student. These objectives will allow the students to more effectively utilize the information given them in a course as they prepare for testing, written assignments, etc. An initial goal is to query the current rate of clear Learning Objective 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 attain the previously referenced rate within a year.
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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1 – In conjunction with the
Student Success Division, faculty
members within the General Studies
arena will work in partnership with
College Success Coaches to establish
successful Success Coach/Faculty
Mentor teams to effectively guide
students through their college
experience. This is a process that will
begin in the Fall of 2019.
Initially, because this is a brand
new approach, success will be
measured indirectly based
upon retention and completion
numbers. Directly, success will
be measured via a new
program called Navigate.
Navigate is a tool in which
faculty advisors and success
coaches all have access to a
common student.
Documentation is required
within the program, and a
student can be followed in a
step-by-step process no matter
the issue being addressed.
Both the faculty member and
the coach will be aware of the
issue and will work in tandem
on behalf of the student. So,
initially, report tracking with
resolution will provide direct
measure.
Simply put, initial direct
measure success will come
from faculty engagement in
the new advising process. The
Student Success Division will
be tracking each interaction
and will report as to faculty
engagement. 60% faculty
participation will be the
beginning success standard.
Indirectly, we seek to see
improvement in baseline
retention most recently
reported at 54.8% for first-
time, fulltime students. Two
year completion rates baseline
at 33% and three year
completion rates baseline at
35%
Findings revealed that fewer
students were registering for
courses that were outside
their field of study. Faculty
attribute this to the newly
constructed pathways and to
enforcement of FACA
requirements. When viewed
together, SWCC has seen the
desired streamlined approach
it sought. Students are
required to have their initial
semester’s registration
reviewed by an advisor before
the registration process can
move forward.
Continue to monitor the
effectiveness of the revamped
advising system.
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Goal 2. To develop a plan for an
upcoming pilot designed to integrate
developmental English needs with co-
requisite enrollment in College level
English courses students in all
programs in which College English is
required can be successful and
complete on time without using extra
credits for developmental needs.
The measure of success will be
to identify a means of seamless
integration of the
developmental needs with the
college level requirements.
The measure of success will
be a broad agreement
amongst full time faculty and
a sampling of adjuncts as to
the use of said means of
integration.
The result of this endeavor
has been the identification of
a product from Hawkes
learning that has a successful
history of streamlining such a
learning approach. All
students enroll in the college
level course. Students with
an identified need will not be
singled out within the
learning environment, but
the instructor will be aware
of the students with need
and will be able to assign
developmental work that
aids in the college level
objective. Discussion has also
been held as to the
embedding of tutors to help
all students who may have
any sort of related need
within said environment.
The learning materials will be
utilized in the academic year
ahead of the planned pilot
program so that all faculty, DE,
and adjuncts are acclimated to
the learning options the tool
presents.
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Goal 3: In a system-wide transition to
a new LMS, SWCC seeks a seamless
transition to Canvas from Blackboard.
Success in goal attainment will
be measured by faculty
meeting attendance as well as
successful use of required
technology. Included in this list
is Canvas, Navigate, SIS, and
Chrome River. Comfort level
will be assessed of each faculty
member when it comes to
dealing with student success
and the related technology.
This will be a subjective
approach supported by
objective components.
Faculty will self-report as to
comfort with independent
use of technology that is vital
to their positions and student
success.
Through the establishment of
Canvas courses with
embedded training and video
training provided by distance
education staff, included
evening trainings, adequate
coverage was provided.
Success was judged by the
number of issues that arose
around the transition to
Canvas. Both Faculty and
staff reported and ease of
transition, and very few
complaints from students
were documented in
comparison to Blackboard (a
platform that has been in use
for many years).
To continue to improve the use
of Canvas through utilization of
video capabilities and external
content integration.
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Goal 4: Building upon a previous goal
of expanding the use of rubrics,
faculty within the General Studies
program will be polled as to the use
of Learning Objectives. The same
usage rate of 50% will be sought
within a year.
Learning Objectives will guide the
student and instructors as to the
goals of a particular curricular
element. They should provide the
instructor’s expectations as they
clearly define the expectations of the
student. These objectives will allow
the students to more effectively
utilize the information given them in
a course as they prepare for testing,
written assignments, etc.
A survey will conducted in the
Spring of 2019 centering on
core General Studies courses
including: BIO 101/102, ENG
111/112, HIS 121/122, HIS
101/102, MTH 154/155, MTH
163/164, CHE 111/112, PSY
200, SOC 200, and CST 100.
An initial goal is to query the
current rate of clear. Learning
Objective use at SWCC in core
General Studies. Recognizing
that academic freedom is a
reality , the program will seek,
through faculty , the
Establishing a ground truth
will be the first step. After
establishing the ground
truth, an effort to increase
that ground truth by 20% will
be established.
On initial survey, learning
objectives are used by the
majority of faculty. However,
they are not necessarily
presented as part of the
lecture material and within
individual lessons in a manner
that makes their use
consistent so that students
recognize the learning
objectives as the as the guides
as to mastering the content of
the course.
To utilize faculty trainings as to
the proper use of learning
objectives as the “compass” of a
course.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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As we continue to move forward with the QEP/SDV assessment, we will continue to assess students as they enter SWCC and again near graduation to establish a
statistical increase in scores.
Clear Pathways are now established. These pathways serve as the guide for all advisers in placing students into programs and classes.
Changes in the math curriculum began in fall of 2018 as well. Students will now be required to take Quantitative Reasoning and Statistical Reasoning as required
mathematics courses within General Studies Programs. Course numbering will change from Math 151 and 152 to 154 and 155.
Students are being initially assessed differently as well. Using a Multiple Measures approach, most students will now be placed into Math and English based upon High
School GPA and High School coursework. Fewer placements will take place via the Virginia Placement Test (VPT ). 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. Additionally, students who need remediation will be instructed via a cohort
model. Update, the multiple measures model has been implemented and it working very successfully. Additionally, adult students who have a high school degree may
chose self-placement when it comes to English and math in most non-technical areas. A cohort model will begin in the Fall of 2020.
We will soon see a new guaranteed transfer agreement brought about by legislation within the Commonwealth. With what is called a Passport, 15 hours have been
recognized that will transfer to all public VA colleges and universities with the exception of VMI. A General Studies Certificate is a guaranteed 30 credits. These credits
transfer as required general ed credits, not as electives. Work is currently underway to guarantee the full degree transfers as general ed courses. All this emphasizes
the need to align with established pathways.
Similar work is being carried out within Dual Enrollment. Once in place, changes in dual enrollment will be phased in over a three-year period. Update, what is now
being called Transfer VA is in progress to establish the passport 15 as well as an additional 15 credits that will ensure seamless transfer of coursework to the
Commonwealth’s 14 public schools.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
HTHMNSS General Studies-Music Joseph Trivette Joseph.Trivette@sw.edu 2018-2019
Program Mission Statement
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.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. Short Term Goal 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.
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2. be visible at the college and surrounding community by serving to provide music educational opportunities and musical events
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 19 persons participating in surveys, all 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.
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. 12 of 12 students who started have stayed in the program in 2018-2019. One student will graduate from another program and will not finish the music specialization. One is graduating in 2019. He is transferring to study music at Liberty University.
3. Continue a pattern of encouragement and motivation for students to be successful and pave a way for them to transfer successfully to study at a 4 year university.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Lead Faculty Email Academic Year
Health Technologies, Humanities,Mathematics,Natural Science Science-Pre-Medical Georgia Householder georgia.householder@staff.sw.edu 2018-2019
Program Mission Statement
The mission of the SWCC Science Pre-medical specialization is to provide basic science and liberal arts courses that strengthen students
in their preparation for transfer to four year colleges or professional schools and the educational background to succeed in those
institutions. The program advances students' knowledge of careers in the medical field and the requirements needed as well as alternative
educational plans.
Program Goals
Goal 1 Students will successfully transfer to a four-year college or university to pursue a baccalaureate degree in preparation for pursuing admission to a professional school in a medical or health related field or transfer directly to a doctoral program in a medical field.
Goal 2 Students will have a variety of program choices to assist in making informed decisions in professional fields.
Goal 3 Promote Paraoptometry program.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. students entering 2018 will
successfully graduate after two years of
study
2. students entering 2018 will be
advised by a pre-medical advisor
3. students entering the
Paraoptometry program
1. comparison of students entering
2018 and students graduating in 2020
VCCS graduation rate 21.9 %
SWCC graduation rate 31.9%
2. number of students entering in 2018
and number that were advised
3. number of students entering the
Paraoptometry program
1. 50% of students entering in 2018 will
graduate in 2020
2. 70% of students entering in 2018 will receive
advisement
3. Students entering into the Paraoptometry
program
1. On-going
2. 100% of the SDV Orientation to Science students
received advisement
3. Only 12 students entered the program; 3 received
advisement. Only 8 continued to the second semester.
1. Continuing monitoring student success in
graduation rates;compare number of students
advised to number successfully graduating
;monitor students accepted to colleges and
professional schools
2. Continue emphasis on advising as
many program students as possible
3. Promote program and recruit students
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Outcome for 2 - Thirty-four or the forty-seven students enrolled in the Science SDV class were Science Pre-Med students and all were advised. The results were favorable and do not
warrant any change in the action plan. Advisement for Science Pre-Med students is crucial with all the professional school agreements in place. Outcome for 3 - There was not great
success in recruiting students to the program despite promotion around campus and in the local newspapers. The program should be reviewed and discontinued. Its original purpose
was to serve the optometry school to be established in Grundy and that school did not materialize.
APPENDIX A
Assessment Forms by Award
-------------------------------------------------------------------------------------------------------------------------------------------------
Associate of Applied Science
Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Accounting
AAS
Margaret Dye Margaret.dye@sw.edu 2018-2019
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.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1 (Short-Term):
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): For the
fall semester, 80% (8 out of
10) students in the in-class
ACC 211 section completed
the accounting cycle
problem with a grade of “C”
or better.
Goal 1: These results will be
compared to a similar problem
given to the ACC 212 students
in class in the spring semester.
An accounting cycle review will
be incorporated into the
managerial accounting
chapters throughout the spring
semester.
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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: For the spring
semester, 85.7% of the
students (6 out of 7) in the
class completed the AICPA
test with a grade of “C” or
better. In addition, all
students in the class
completed chapter modules
containing portions of AICPA
material with a grade of “C”
or better.
Goal 2: An AICPA module will
be created within Canvas to
utilize within all sections of
ACC 212 for Spring 2020 to
ensure all accounting students
have knowledge of the code of
conduct. Goal will be the same
(85% completion with “C” or
better grade.
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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: The Excel problem
was given to both the in-class
and the online sections of ACC
212 for spring. Out of 14
students, 9 students (64%)
passed with a grade of “C” or
better.
Goal 3: During the summer
semester, we will use a
Pearson textbook with MyLab
and Accounting software. This
new software emphasizes
Excel geared toward the
accounting field. Doing so will
give the students more hands-
on Excel training which is what
our advisory board members
want from our students. In the
fall semester 2019 and spring
2020, the students will be
given a similar problem in
Excel as this past spring. The
results will be compared to see
if the new software is helping
enforce Excel knowledge.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Based on student feedback, along with the results listed above, a new software and text will be implemented during the summer and fall semesters.
This new text and software will contain an even more hands-on approach to learning the accounting cycle and will incorporate more use of Excel,
which is what our employers are indicating is needed.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
BEIT Administrative Support Technology Janet Rowell janet.rowell@sw.edu 2018-2019
Program Mission Statement
The Administrative Support Technology (AST) Associate of Applied Science Degree program mission is to positively impact the
residents of this community through academic and economic empowerment by providing a comprehensive educational foundation of
skills required in the field of administrative support technology for the workforce of the region.
Program Goals
Goal 1 Provide students with opportunities to earn industry recognized certifications
Goal 2 Deliver instruction that adequately prepares students to implement critical-thinking skills in Microsoft Office 2016 applications
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. 70% of AST program students
enrolled in ITE 115 will be certified
in digital literacy (short and
long-term)
2. Utilize the critical thinking skills
baseline of AST students enrolled in
ITE 115 (short and long-term)
1. Digital Literacy
Certification earned
2. Assess AST students'
critical thinking skills using
QEP rubric in ITE 115
1. Score at least 85% on
the Digital Literacy
Certification exam
2. Score at least 80% on the
critical thinking projects
1. A score of at least 85% on the
Digital Literacy Certification
exam was earned by 100% of
AST students
2. A score of 80% on the critical
thinking projects was earned by
100% of AST students
1. Continue providing AST
students access to the
Microsoft Digital Literacy
Certification Exam
2. Continue AST student
critical thinking projects
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Develop new critical thinking projects related to current topics.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Business Management Loretta Beavers Loretta.Beavers@sw.edu 2018-2019
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 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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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 01 (short-term):
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 oral and
written communication,
critical thinking, and social
understanding.
Students will be assigned to
identify soft skills and non-
cognitive skills in the
presentations of their work
in forms of discussions and
essays. Measures will be
taken through evaluations of
students’ content
information, writing skills,
and peer-to-peer
interactions in class
discussions and written
assignments. Online students
will describe both positive
and negative situations and
experiences in reference to
soft skills.
First-year students will be
directed to online writing
resources, such Purdue Owl,
and provided with
grammar/punctuation rules
posted within their BUS
courses. Students will also
use correct APA formatting in
referencing essays and other
written work. Students are
expected to complete
assignments on the collegiate
level of writing and content.
Approximately 75% of
students were challenged in
demonstrating correct
grammar and punctuation in
their writing assignments.
Almost all students showed
some improvements after
corrections were made to
their first writing
assignment. However, some
failed to demonstrate their
understanding of the rules of
grammar and punctuation.
Application of soft skills and
mannerism were
demonstrated in the online
discussions. Zero percent of
students used correct APA
reference formatting on their
first writing assignment.
Continue to make corrections
to students’ written
assignments. Monitor
classroom discussions to
ensure that discussions are
topic relevant and not oriented
toward personal agendas.
Emphasize the benefits of
reviewing the information
posted on Purdue Owl Writing
Workshop website. Require
students to submit a brief
summary of APA reference
formatting before making
essay assignments available.
Emphasize the importance of
using correct grammar and
expressions when
communicating through oral
and written
modalities.
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Goal 02: Students will
identify logical decision
making in given business
scenarios and goal setting in
personal endeavors,
becoming more aware of
their surroundings.
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 instructed to
predict and evaluate possible
outcomes based on their
awareness of emotional
intelligence.
Students will be able to
identify and analyze the
problems, possible causes,
possible solutions and
outcomes. They will
demonstrate ability to make
logical and ethical solutions.
They will also demonstrate
ability to identify logical,
measurable goals, and make
predictions of outcomes.
Students were able to
identify possible causes of
business problems as
presented in discussions.
They were able to make
feasible solutions and
interact in a coherent
manner to address possible
solutions. Through
assignments, students
identified some of their own
characteristics that
promoted or stifled working
with peers.
Continue to address, through
assignments, the importance
of self-realization and the
influence mannerism,
motivation, and skills has on
setting and accomplishing
personal and professional
goals. Emphasize the
importance of research in
analyzing problems and
feasible solutions. Continue to
require students to
demonstrate, through
completing assignments, their
ability to analyze and explain
their logical decisions.
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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
also be subjected to
prioritizing responsibilities.
Students will be evaluated
on their promptness and
adherence to assignment
deadlines and their correct
use of technology to create
and submit assignments.
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 on essay
and test assignments. Any
confusion or conflicts with
technology should be
resolved or alternatives
addressed before the due
date has passed.
Most late assignments were
due to students
procrastinating and
inefficiently prioritizing
responsibilities.
Be more proactive in
emphasizing deadlines. Be firm
on due dates. Be more
interactive with those students
who effectively participate in
assignments.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Place more emphasis on time management since adhering to the positive aspects of this this behavior supports peer consideration, which is a strong
component of soft skills.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
HTHMNSS Early Childhood
AAS/CSC/Cert.
Kimberly Austin Kimberly.austin@sw.edu 2018-2019
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 complete Key Assessment Child Observation and demonstrate competency in NAEYC standards : 1A:Knowing and understanding young children’s characteristics and needs, from birth through age 8, 2C: Involving families and communities in their children’s development and learning 3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children 6B: Knowing about and understanding ethical standards and other early childhood professional guidelines.
Goal 2: ECD students will complete Key Assessment Classroom Observation and demonstrate competency in NAEYC standards: 1C Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments 3B: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches 5A: Understanding content knowledge and resources in academic disciplines
Goal 3: ECD graduates will gain employment or transfer to obtain a Bachelors degree
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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
ECD (Early Childhood
Development) students will
complete Key Assessment
Child Observation and
demonstrate competency in
NAEYC standards
1. Key Assessment Rubric (attached)
1. 85% of students will receive Meets Criteria Ratings
1.90% of students received
Meets Criteria Rating
10% failure was due to lack of
participation and dedication to
the class. In the future,
instructor will assign key
assessment project earlier in
the school year and require
regular updates to keep
students on task.
Outcome Sought Measures Success Standard Findings Action Plans
ECD students will complete
Key Assessment Classroom
Observation and demonstrate
competency in NAEYC
standards:
1. Key Assessment Rubric (attached)
1.
1. 85% of students will
receive Meets Criteria
Rating
1. 90% of students received
Meets Criteria Rating
The Key Assessment was
successful in measuring the
intended NAEYC standards
ECD graduates will gain
employment or transfer to obtain
a Bachelors degree
G
Graduation Data
90% of students are
employed or transferring
90% of students are
employed or transferring to
King, JMU, ODU
Student not employed has
chosen to delay application
for employment until the
Fall.
Analysis/Use of Results
Comments:
Key Assessments were implemented for the first time during this school year. They were challenging for both the students and instructor, and
also very effective. These assessment will continue to be utilized in addition to 3 more during the 19-20 school year.
Rubric: Child Observation Key Assessment
Key Element Alignment Exceeds Criteria
(2 points) Meets Criteria (1 point)
Does Not Meet Criteria (0 points)
1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.
Developmental summaries
Candidate fully completes the following:
• Described the child’s developmental growth over time
• Referenced a relative theory/theorist
• Related content to own philosophy of learning
• Summarized all information received from anecdotal records, ASQ and structured observations
Satisfactorily completed most bulleted items, missing 1-2 items.
Incomplete summaries do not address bulleted items.
2c. Involving families and communities in their children’s development and learning
Provide family with ASQ
Candidate fully completes the following:
• Provided family with age appropriate ASQ
• Provided family with ASQ Suggested Activities and discussed child’s development with family
Satisfactorily completed most bulleted items, missing 1 item.
Incomplete summaries do not address bulleted items.
3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children
Developmental summaries
Candidate fully completes the following:
• Explained the use and benefit(s) of structured observations in relation to specific child’s level of development
• Described curriculum, goals and strategies used in carrying out structured observations
Satisfactorily completed most bulleted items, missing 1 item.
Incomplete summaries do not address bulleted items.
3c: Understanding and practicing responsible
Provide family with ASQ
Candidate fully completes the following:
Satisfactorily completed most bulleted
Incomplete summaries do not
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assessment to promote positive outcomes for each child, including the use of assistive technology for child with disabilities.
suggested activities
• Scored ASQ according to instructions
• Provided family with ASQ suggested activities based on child’s ASQ score and developmental level
items, missing 1 item.
address bulleted items.
6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
Structured observations
Candidate fully completes the following:
• Ensured child’s comfort during the activity
• Provided activity in child’s natural environment
• Provided activity that is developmentally appropriate and interesting to the child
Satisfactorily completed most bulleted items, missing 1 item.
Incomplete summaries do not address bulleted items.
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Rubric
Classroom Observation
Standard
Alignment Exceeds Criteria Meets Criteria Does Not Meet Criteria
NAEYC Standard 1c
Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments
The “Designing Environments” activity and the Summary/Reflection Submission demonstrates understanding of healthy, respectful, supportive and challenging environments by providing
• at least 3 appropriate recommendations for change based upon the observation experience.
• higher level thinking evidenced by the students ability to connect the observation experience and their own knowledge through reflective thinking and recommendation of changes of the environment.
• Describes and connects knowledge of developmentally appropriate environments
The activity is somewhat complete and demonstrates an introductory understanding of healthy, respectful and supportive learning environments..
• Describes learning environments but does not make connections to knowledge of developmentally appropriate practices.
Answers are incomplete and do not demonstrate an understanding of learning environments.
• There are no descriptions or connections to learning environments.
NAEYC Standard 3b
Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.
Activity is complete and reflects evidence of observation, documentation and appropriate assessment tools and approaches knowledge.
• Identifies at least 3-5 connections between the observation and positive relationships and
Answers are somewhat complete and demonstrate an introductory understanding of observation, documentation and appropriate assessment tools.
• Identifies 1-2 connections but does not demonstrate understanding
Answers are incomplete and do not demonstrate an understanding of observation, documentation and assessment.
• No connections are made or documented
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supportive interactions in the reflection component.
• Articulating a critical response/reflection free from
bias.
of observation, documentation and appropriate assessment
NAEYC Standard 5a
Understanding content knowledge and resources in academic disciplines
The completed observation form indicates the student understand the value of observation and each observation topic. Student is able to use the resources provided to perform the observation and utilize the findings to provide meaningful reflection.
Student completed the observation but did not follow the appropriate instructions.
Student did not complete the observation.
Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
HTHMNSS Human Services April Hess april.hess@sw.edu 2018-2019
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 for generalist competency in the field.
Goal 4: Human Services, Mental Health, and Substance Abuse program students will demonstrate increased levels of critical thinking and skills requisite for competency in the work field. Goal 5: Explore and/or develop “pre-internship” class to facilitate and enhance success of students (particularly Substance Abuse) as they complete internship/program.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
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Goal 1: Students will attain
the mean average equivalent
for General Studies
components of their program
(short-term)
SWCC’s General Studies
Assessment Test (GSAT)
HS Students will score
within one standard
deviation of the SWCC ten-
year mean on each subtest
Human Services students’ mean score was within one standard deviation of General Studies students’ mean score (with 15 credits or less) in the Math sub-test, with “Other Programs” being higher than the human services students’ mean math score (but within one standard deviation of the general studies students’ mean score). “Other Programs” would include STEM and pre-professional programs that rely heavily on analysis and research methods. This result was expected in Math. Human Services students’ mean score was within one standard deviation of both General Studies students’ and the “Other Programs” students’ mean scores in the Humanities sub-test, but with a wider range of scores within the General Studies group (outliers). Human Services students’ mean score was between one and two standard deviations from that of both the General Studies and the “Other Programs” students’ mean scores in Natural Science (to be expected).
Continue with this measure to
develop a baseline for
comparison across years
WITHIN the HS program, with
understanding that
approximately half of the
Substance Abuse students
already hold bachelor’s or
other advanced degrees.
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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
100% of the students earned scores of above 75 on the general assessment instruments; however, the journaling tasks showed varying degrees of reflection, contextual connection to the course material, and/or insights… with a mean value of 8.75, impacted by the outliers on both ends. All networking projects were above average in the survey class (HMS 100), but those in the Substance Abuse program showed evidence of diminished involvement. Even so, the mean was still over the 70% mark. The service projects continue to yield the most effective learning and insight for the reflective journaling, networking, and skill building, with 98% participation across the courses. The LOWEST overall rating from an on-site intern supervisor was 80, with 100% of interns demonstrating initiative, and professional dress, language, insight, and engagement in tasks.
This item will continue to be
addressed within the
program goals to ascertain
that the program skill
development strategies
maintain vitality and value.
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Goal 3: Students will
demonstrate basic counseling
skills (effective attending and
responding) requisite to
generalist competency***
**Please see attachments at
end of this document detailing
guidelines and scoring for skill
assessment during practical
sessions
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 students in the Basic
Counseling Skills I and II across
all sections scored at 70% or
higher, placing them well
beyond the generalist
competency level in the work
field.
Due to the low number of
students in the MEN 225 class
we relied on recruitment of
student tutors as participants
in the group sessions. Those
sessions were an outstanding
opportunity for the students
to demonstrate their slightly
above average skills…primary
difficulties were NOT with
engagement, but with
grounding and inclusion.
Student facilitators were quick
to respond to cues and
feedback from instructor,
recovering and acknowledging
their challenges, along with
rectifying them.
Mindfulness training would be
of particular value when
individual students
demonstrate difficulty
grounding themselves,
focusing, or staying on task.
When the students in MEN
225 were able to recognize
cues, they were able to ground
themselves and renew their
foci to stabilize the group
sessions. One student had
particular difficulty with
sidelining and pulling the
group off focus herself.
Thankfully she began to
recognize this deficit across
time and was able to work on
strategies to reduce its impact.
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Goal 4: HMS and MEN
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
83% of the Counseling 2, MEN 225, and Group 2 class members demonstrated ratings at 80% or higher across practical sessions. The reflective self-assessment papers which conclude the second level of training were clearly indicative of advanced self-perception, insight, and processing of client intent. The collaborative elements of the MEN 102 class (focused on observation and documentation) were marginally successful. There was evidence that the students failed to engage in the collaborative elements (evidenced by few changes between initial documents and the collaborative ones). Although they failed to meet the 80% mark on those tasks, they met the 80% mark overall.
Mindfulness training would be of particular value when individual students demonstrate difficulty grounding themselves, focusing, or staying on task. The seeming failure of collaboration in the MEN 102 class can be directly attributable to lack of focus and task follow-up. Specific class days were set aside for the collaboration but it is obvious that, either through distraction or otherwise, students did not follow through with the dyad strategy.
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Goal 5: Explore viability
and/or feasibility of internship
preparation “course” in the
semester prior to actual
internship, particularly for the
Substance Abuse students.
--Seek feedback from super-
visor(s) and employment
stakeholders/advisory board.
--Seek approval from
supervisor(s) for
development/restructuring (if
feedback supports such action)
Begin development of
“pre” internship course
with support from external
colleagues in the field.
There was no opportunity for
follow-up on this goal across
this academic year. There was
discussion of the concept with
the Dean and the Academic
Vice President, but the current
course load made the idea
non-feasible at this time.
This goal will be rolled into the
next academic year’s goals for
the program(s).
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Probably the most significant change in the Human Services programs here at SWCC over the past academic year has been a reduction in graduates but an
increase in internship completion. Although I have communications from agencies that have agreed to host interns, and even ASKED for them, they (and/or
the students) seem to back off when it’s time to push forward, for a variety of reasons. I may have to look at forcing people to specific sites, which is neither
the strategy nor goal of Human Services. Do we need to look at limiting enrollment and structuring it in a broader timeline?
In addition, I continue to struggle with balancing my multiple roles. Although I have two adjuncts carrying the full load they are allowed each semester, I
tend to end up with about twice the course load which I should be carrying, in addition to the administrative tasks directly linked to the programs and my
agency/student/community engagement elements. I was sought out by one of my former students last fall who asked about doing some of the classes. I
readily agreed and directed him to file an application ASAP so I might be able to get him in the Spring schedule. He dropped off the application and
registered on the VA jobsite online, but nothing…each time I see him, both of us are becoming increasingly frustrated, and the last time was SWCC
graduation night. During the past 6 weeks or so, I met another young man who also asked about doing some of the classes. Human Services is the cheapest
program SWCC has…meaning, the least cost to the institution…and desperately needed, particularly in this area. Open to serious feedback and/or direction.
☺
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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
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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.
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).
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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.:
Open and accessible body posture
Congruent facial expressions
Slightly inclined toward client(s)
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)
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)
Eliminate distracting behaviors (those which draw attention to themselves and away from the group and/or individual process)
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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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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
BEIT Information Systems Technology Crystal Dye crystal.dye@sw.edu 2018-2019
Program Mission Statement
The mission of the Information Systems Technology program is to prepare students for employment in IT related areas and/or for the pursuit of advanced degrees in Information
Systems or Computer Science related programs of study by providing quality instruction, support in the building of skills and experiences and certifications required for successful
employment in information technology areas such as computer programming, database administrator, information systems manager, network administrator, systems analyst, web
page designer and other information systems occupations.
Program Goals Goal 1 To graduate students who demonstrate the ability to apply strong IST skills and the VCCS core competencies of Information Literacy and Critical Thinking.
Goal 2 To adequately prepare students for industry certification exams that demonstrate a mastery of core competencies in the IST program.
Goal 3 To expose students to various career paths and essential skills required for successful employment in each of the IST concentration areas.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
A. Students will demonstrate good critical thinking and problem solving skills needed for successful employment in IST related
careers.
B. Students will demonstrate proficient IST skills and problem
solving by successfully completing a real-world project in ITP251
and ITP298 AND complete an industry internship (ITE290/298).
C. Students will be familiar with industry certification exams in their IST concentration area.
D. Students enrolled in the IST Program will complete a minimum
of 1 Career Study Certificate related to the IST field while enrolled
at SWCC.
A1. Evaluation of the required IST capstone project (ITE298) that
requires both Information Literacy and Critical Thinking/Problem Solving (VCCS Core Competencies) and soft skills needed to complete a successful team project.
B1. Evaluation of proficient IST skills and problem solving by completion of real-world scenario projects in ITP251; Internship (ITE290/298) evaluations completed by host sites.
C1. Completion of Career Readiness Certification test OR other certification tests in IST areas before graduation. All IST courses preparing students for certification exams will list the certification exam requirement(s) on the
course syllabus. ITE115 Digital Literacy Certification test is moved to week 15 to allow exam completion before finals (Short Term Goal - Evaluate each
Fall and Spring term).
D1. Evaluation of IST students at Spring term completion for CSC completions at Degree Conferral.
A2. 85% of students will complete the main capstone project
(ITE298) with grade of "C" or higher
B2. 90% Good or Very good rating on internship (ITE290/298)
evaluation completed by host site; (ITP251)75% of students will
complete the real-world scenario assignments with a grade of "C" or higher.
C2. At least 70% pass rate on certification tests taken before
graduation. Continued syllabi update for all IST courses to include certification requirements/fees/etc. each term. ITE115 Digital
Literacy exam results can be utilized to improve the course design.
D2. 70% of students will complete 1 CSC
A3: 100% (5 of 5) of students completed the capstone course with a
70% or higher.
B3: 100% (3 of 3) of students completed the internship course with a
70% or higher.
C3: All syllabi updated for *Fall 2018 and **Spring 2019 terms on
file in BEIT Division Office. The results for the ITE115 Digital
Literacy are listed in the comments section below per section. For the Fall 2018 term, the overall pass rate of the certificate was 98%
for those students completing the assignment* and 90% for the
Spring 2019 term.
D4: Pending Degree Conferrals in Summer 2019.
A4: Will update capstone project in Spring 2020 per
student round table feedback. Students have requested
more team projects instead of 1 large project for the term.
B4: Will continue internship presentations next year for
2020. Students enjoyed sharing their internship
experiences.
C4: Continue to update course syllabi each semester with
certification requirements in Fall 2019.
D5: Will update at degree conferrals for Spring 2019.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
* (Fall 2018) 86 students attempted the assignment / 84 passed and obtained the certificate ITE115-
01: Course Canceled Due to Enrollment
ITE115-02: Course Canceled Due to Enrollment ITE115-03: 7 out of 7 Completed and Passed the Certificate ITE115-04: 13 out of 14 Completed and Passed the Certificate ITE115-05: 5
out of 6 Completed and Passed the Certificate ITE115-W1: 15 out of 15 Completed and Passed the Certificate ITE115-W2: 21 out of 21 Completed and Passed the Certificate ITE115-W3: 18 out of 18
Completed and Passed the Certificate ITE115-W4: 5 out of 5 Completed and Passed the Certificate
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
HTHMNSS OTA Annette Looney annette.looney@sw.edu 2018-19
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.
Goal 4: Students will engage in community-based service learning experiences to enrich their academic and clinical knowledge while providing increased
exposure of occupational therapy in the college service region.
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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
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.
4. Students will engage in
community-based service
learning experiences to enrich
their academic and clinical
knowledge while providing
increased exposure of
occupational therapy in the
college service region.
4. Students will participate in
service learning projects
designed to improve their
clinical interaction skills and
promote occupational therapy
in the community.
Goal 1. Board exam
pass rates
Goal 2: Level II
fieldwork performance
evaluations
Goal 3: retention rates
Goal 4: Evaluation of
effectiveness rubric
checklist completed by
community
representative and/or
students
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.
Goal 4: Documentation of at least
one community service learning per
semester that fosters student
learning in a community area.
1. Board pass rates for 2018 are: 90% (18/20).
2. Clinical pass rates for OTA students for 2018 – 100%
3. Retention rate for 2018 graduates: 76.6% (23/30 graduated).
4. Community Service learning – 2018- Elementary school backpack awareness and shoe box tasks; Autism Awareness activities in community support group.
1. Review additional board exam review texts and look at mandatory review course.
2. Continue to emphasize knowledge and professionalism in the clinical arena.
3. Identify areas to strengthen student retention.
4. Continue to work with community on service learning opportunities.
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Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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.
NBCOT Board Results were posted in late March 2019 for the 2018 year. Based on the number of candidates taking the board exam and passing during the
timeframe, SWCC OTA program had a 90% (18/20) pass rate.
The OTA faculty have decided to postpone the use of the NBCOT OTKE temporarily while continuing to implement more competency-based learning
experiences as we transition to the new ACOTE standards.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
HTHMNSS Radiologic Technology Christy Lee christy.lee@sw.edu 2018 - 2019
Program Mission Statement
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 %.
Goal 4 Graduates will successfully pass the ARRT certification examination.
Goal 5 Graduates who seek employment will find employment within the first twelve months following graduation.
Goal 6 Investigate options for enhancing student learning through Classroom instruction outside the formal classroom. 1)adaptive quizzing in
correlation to classroom instruction and2) remediation activities throughout the program.
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Assessment Categories
Outcome Sought Measures Benchmark Findings Action Plans
Retention of students
through the academic rigors
of required courses for
radiography through
Program completion.
Freshman 2018-2020 class
Sophomore 2017-2019 class
Program Completion 2016-
2018 class
90%
90%
80%
2018-2020: We accepted 29 new
students into the 2018-2020 class. By
the end of fall semester, 2 students
were dismissed for grades (D in RAD
121 & F in RAD 110) which was 6.9%;
and, 8 students had withdrawn for
personal/financial/medical/relocation
issues which was 27.6%. That left 19
students remaining that began with
that 2018-2020 cohort, which was a
retention rate of 65.5% as compared to
last year’s retention rate of 64.2%. We
had 3 return from the previous 2017-
2019 cohort (all of whom were
dismissed for grades; and, if they finish
with the 2018-2020 cohort will not
count on the 2017-2019 JRCERT
reportable attrition data), for a total of
22 students. We did not retain 90% of
the students accepted.
2017-2019: Between the end of spring
2018 and the end of spring 2019, we
have retained 100% of the sophomore
students.
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 and two
part time faculty members
who are 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
have added 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
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2016-2018: The class of 2016-18
began with 23 students and 12
graduated for a 52.17%. Four
withdrew for personal reasons
(17.4%). Seven were dismissed for
academics (30.4%) but 3 out the 7
are in the current 2017-19 class and
if they finish, it will drop academic
attrition to 17.4% for a total
percentage for the class of 65.22%.
Our five year average is 58.76% but
may change to 61.86% if the three
that returned completed the
program. This is still below our 80%
benchmark.
areas, and will give
prescriptive remediation
plans to each student. We
have added 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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Outcome Sought Measures Benchmark Findings Action Plans
2016-2018 Class
Prepare knowledgeable
graduates with academic
knowledge and professional
readiness.
American Registry of
Radiologic Technologists
(ARRT) Certification
Examination
80% The first attempt
examination results were
75% (9 out of 12) with a 5
year average of 85.48%.
Two of the three students
who failed on the first
attempt passed on their
second attempt within
one month of their first
attempt, with one student
improving the score by 10
points (bringing the
overall percentage to
91.6% of the graduating
class being ARRT
registered within 6
months of finishing the
program). The third
student has yet to
reattempt.
The faculty have already offered
remediation to the one student who has
yet to reattempt, but the student has failed
to maintain communication with faculty.
2016-2018 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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Outcomes Sought Measures Benchmarks Findings Action Plans
2018-2020 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
We accepted 29 new
students into the 2018-2020
class. By the end of fall
semester, 2 students were
dismissed for grades (D in
RAD 121 & F in RAD 110)
which was 6.9%; and, 8
students had withdrawn for
personal/financial/medical/r
elocation issues which was
27.6%. That left 19 students
remaining that began with
that 2018-2020 cohort, which
was a retention rate of 65.5%
as compared to last year’s
retention rate of 64.2%. We
had 3 return from the
previous 2017-2019 cohort
(all of whom were dismissed
for grades; and, if they finish
with the 2018-2020 cohort
will not count on the 2017-
2019 JRCERT reportable
attrition data), for a total of
22 students.
We did not increase by 10%
from the previous year.
We have previously increased tutoring
availability as well as added Adaptive
Quizzing with test remediation. We will
continue to refer struggling students to
student services for assistance when we
are alerted there is a need.
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Goal 1-3: Since benchmarks were not met, continue to monitor these goals.
Goal 6: Findings suggest need for other external student support services.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
APPENDIX A
Assessment Forms by Award
-------------------------------------------------------------------------------------------------------------------------------------------------
Certificates
Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
BEIT Heating Ventilation and Air
Conditioning
Larry Hughes larry.hughes@sw.edu
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.
Assessment Categories
Outcome Sought Measures Success Standard Findings
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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
Pending: Host internship
evaluations will not be
available for Summer 2019
until August 2019.
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.
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)
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
2019. January to Clinch
Valley Health in Richlands,
70% student participation.
April to HVAC, Inc. Bristol, VA
70% student participation.
Field trips provide valuable
insight for varied technical
applications; will continue for
each succeeding semester
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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.
Consistent, measureable data
is not available due to Full-
time faculty being on leave
both fall and spring semesters.
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
For 2018-2019, the HVAC
students had a 100% pass rate
on the EPA test.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Evaluate and adjust HVAC department program offering, based on “Host” and employer feed-back coupled with student interviews; and developed in
conjunction with comments from SWCC's 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 semester 2019, 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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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email
BEIT Legal Studies Janet Rowell janet.rowell@sw.edu
Program Mission Statement
The Legal Studies (LGL) program mission is to positively impact the residents of this community through academic and economic
empowerment by providing a comprehensive educational foundation of skills required in the field of legal studies for the workforce of
the region.
Program Goals
Goal 1 Provide LGL students with opportunities to earn industry recognized certifications
Goal 2 Deliver adequate instruction that prepares students to implement critical-thinking skills in Microsoft Office 2016 applications
Assessment Categories
Outcome Sought Measures Success Standard Findings
1.75% of LGL students enrolled in
ITE 115 certified (short and long-
term)
2. Utilize the critical thinking skills
baseline score of LGL students
enrolled in ITE 115 (short and long-
term)
1. Digital Literacy
Certification earned
2. Overall average score
earned on critical thinking
projects in ITE 115
1. Earn a score 85% or
higher on the certification
exam
2. Earn a score of 80% or
higher on the critical thinking
projects
1. 100% of students in the
program scored 85% or
higher
2. 100% of students in the
certificate program scored
80% or higher
Microsoft Digital Literacy
Certification exam
2. Continue including critical
thinking projects in the
program
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Develop new critical thinking projects related to current topics.
Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
HTHMNSS Practical Nursing Linda Gambill Linda.gambill@sw.edu
Program Mission Statement
To provide an education that will promote learning and application of skills required to be competent as a Licensed Practical Nurse. -To provide an opportunity to the student to maximize their individual abilities through education, self-growth, and eventual employment.
Program Goals
1. Eighty-five 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)
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3. Eighty-five percent of the PN students who begin the program will complete the program.
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Assessment Categories
Outcome Sought Measures Success Standard Findings
GOAL 1 Eighty five percent of all graduating students will pass NCLEX-PN.
NCLEX-PN NCLEX-PN: 85% of Students
pass first attempt
We will have 10 students
total to take the NCLEX-
PN. 8 have tested
already with 2 more to
go. Out of the 8 that
have tested 3 have failed
the exam so this will put
us below the requested
benchmark. We are
currently working on a
NCLEX success plan and
will work with the state
board more on this when
they come for their visit.
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 Goal met.16 out of 20 students
completed at least one of the
critical thinking exams with a
score of 850 or greater. In those
students that completed the
program. For those that
completed the program only 2
people had scores that dropped.
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 Goal met. 16 out of 20 that begin
the program will complete the
program.
Analysis/Use of Results
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Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
After analyzing the results we will be working stringently on a NCLEX success plan. We will also be working on ways to encourage students to try their best on the critical
thinking exam. Currently students are just asked to do their best and there are no rewards or consequences for scoring the benchmark. That may be something we need
look into to make them more accountable. I will most likely lower the NCLEX rate to 80 percent instead of 85% due to this year’s results. We are currently working with
the nursing education consultant with Elsevier to work on a success plan and to help with HESI exit testing and remediation.
Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
BEIT
Welding Diploma, Welding
Career Study Certificate &
Manufacturing/Fabrication
Career Study Certificate
Nicholas W. Johnson
Nicholas.johnson@sw.edu
Program Mission Statement
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 (short-term): Continue to improve the entry level instruction of the 1st semester welding students in preparation of meeting the American Welding Society’s national standards of testing and compare to last year’s results. (Short term goal will be measured by December 2018). As the AWS (American Welding Society) is changing the policies and rules of welding it is also important that we do the same.
87 | P a g e
Goal 2: Continue to assist students in developing the appropriate “soft skills” needed for gainful employment in business and industry and compare to last year’s results. As the continued growth of our businesses so is the soft skills needed for the appropriate jobs.
88 | P a g e
Assessment Categories
Outcome Sought Measures Success Standard Findings
1. To produce trainees who
can follow given weld
procedures and produce
welds compliant with the AWS
welding standards.
Evaluate trainees on the
ability of following weld
procedures, along with
quality welds that meet the
American Welding Society
standards.
Reaching for an improvement
beyond the previous year’s
welding program 85% success
rate.
The current year success rate
was 83%. This was 2% less
than the previous years.
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 67% success rate.
Consistent, measureable
data is not available due to
Full-time faculty turn over
mid-fall semester.
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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
Quantity of Work
Job Knowledge
Safety / Accountability
Neatness of Work Area
Communication
Use of Sources of
Information
Reaching for an improvement
beyond the overall program
average of a 2.0 (C), from the
previous 2017-2018 year.
The overall program average
for 2018-2019 year is 2.6. This
exceeds the specified goal.
The soft skills demonstrated
by the students is still below
the desired level.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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Certified Welders continue to be in high-demand in our service area. To continue to meet the needs and expectations of employers, we need to continue to
improve soft-skills and certification attainment. To accomplish, we will enhance the content taught in SDV 106 Preparation for Employment and strengthen
the curriculum taught by integrating certification testing into the respective courses.
The addition of SDV 106 Preparation for Employment will be a consistent part of each curriculum helping ensure the success of pathway students entering
the workforce.
Each participant will:
• Create a professional resume and job search plan. Use Career Services Resume Builder. https://sw.emsicc.com/?radius=®ion=50%20Mile%20Radius%20Around%20SWCC
• Implement a LinkedIn Profile based on resume and job search plan to create a resume that never sleeps
• Participate in employer partner sponsored mock interviews
• Demonstrate knowledge of soft-skills for employability; Stress the importance of attendance, work ethic, appearance, communication, positive attitude, etc. Skills to Pay the Bills https://www.dol.gov/odep/topics/youth/softskills/
• Demonstrate basic knowledge for employability by competing the National Career Readiness Certificate. http://www.act.org/content/act/en/products-and-services/workkeys-for-educators/ncrc.html
• Participate in a community service project of at least four-hours or participate in the SWCC Eagle Project, A Day of Service held each semester. http://sw.edu/swcc-eagle-project/
• Build Portfolio for reverse career Fair. To strength curriculum we will implement certification testing into the respective courses. This will include using the objectives and curriculum of NCCER
CORE, NCCER Welding Level I, NCCER Welding level II, American Welding Society and SENSE into the respective courses. NIMS Measurement, Materials &
Safety and SNAP-on Precision Measurement (Tape and Rule Measurement) certification training and testing will be implemented to enhance the students
skill-set.
• NCCER Core WEL 117
• NCCER Welding Level I WEL 123
• NCCER Welding Level II WEL 129
• NIMS Measurement, Materials & Safety WEL 123
• SNAP-On Precision Measurement (Tape and Rule Measurement) Goals for 2019-2020 will focus on student creation of portfolios to participate in a reverse-career fair, earning additional certifications, and continued focus
on soft-skills.
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APPENDIX A
Assessment Forms by Award
-------------------------------------------------------------------------------------------------------------------------------------------------
Career Studies Certificates
Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
BEIT Adventure Tourism Michael Brown michael.brown@sw.edu 2018-2019
Program Mission Statement
Since entrepreneurs are the foundation of most industries, it is the mission of the Adventure Tourism program to prepare students to be small
business owners in the adventure tourism industry. The program's focus on outdoor recreation activities develops students' understanding of the
business aspects of adventure tourism and recreation. In addition, the program partners with community-based organizations to help students
produce effective business plans to secure funding for their business ideas.
Program Goals
Goal 1 To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment.
Goal 2 To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries.
Goal 3 To have students to distinguish, prepare, compose, and assess a business plan as an entrepreneur.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will receive Leave No Trace (LNT)
Trainers certification, First Aid/AED/CPR and
Wilderness First Aid (WRFA) certifications.
Goal 2: Students will be given scenarios on
wilderness excursions to explore leadership
techniques.
Goal 3: Students will be given a final project to
develop a business plan and presentation with their
executive summary information.
Goal 1: LNT Trainer
certification/WRFA certification
Goal 2: Recreation and Parks course
RPK 141 capstone projects on
leadership techniques.
Goal 3: BUS 165 - final project in
Small Business Management
Goal 1: 70% pass rate (Fall
2018 and Spring 2019)
Goal 2: 70% pass rate (Fall
2018)
Goal 3: 70% pass rate (Spring
2019)
Goal 1: LNT Trainer certification had 90% pass
rate in Fall 2018. WRFA certification had a 91%
pass rate in Fall 2018 and 100% pass rate in
Spring 2019.
Goal 2: RPK 141 had 80% pass rate of students
turning term paper as part of c apstone.
Goal 3: BUS 165 had 65% pass rate of the
students to develop a business plan.
Goal 1: Keep Format given by American Red Cross and
Leave No Trace Center of Outdoor Ethics
Goal 2: Look into ways to increase student participation to
get higher pass rate. Students not turning in project caused
the rate from not getting higher.
Goal 3: Look into ways to increase student participation to
get higher pass rate. Students not turning in project caused
the rate from not getting higher.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Short-term findings for Fall 2018 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2019 are absent due to change of semester offerings. Additional projects will be added to other classes to measure more short and long term objectives.
Program will consider providing training to certify instructor so students can obtain national certification, thus improving the credibility of the program. This plan will be supported by the BEIT Dean and Vice President
of Academic and Student Services; grant funds will be allocated for this purpose.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Bookkeeping
CSC
Margaret Dye Margaret.dye@sw.edu 2018-2019
Program Mission Statement
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 accounting positions. 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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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1 (Short-Term):
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): For the
fall semester, 80% (8 out of
10) students in the in-class
ACC 211 section completed
the accounting cycle
problem with a grade of “C”
or better.
Goal 1: These results will be
compared to a similar problem
given to the ACC 212 students
in class in the spring semester.
An accounting cycle review will
be incorporated into the
managerial accounting
chapters throughout the spring
semester.
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: For the spring
semester, 85.7% of the
students (6 out of 7) in the
class completed the AICPA
test with a grade of “C” or
better. In addition, all
students in the class
completed chapter modules
containing portions of AICPA
material with a grade of “C”
or better.
Goal 2: An AICPA module will
be created within Canvas to
utilize within all sections of
ACC 212 for Spring 2020 to
ensure all accounting students
have knowledge of the code of
conduct. Goal will be the same
(85% completion with “C” or
better grade.
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Goal 3: Students will
demonstrate knowledge of
basic computer skills.
Goal 3: Microsoft Digital
Literacy exam given in ITE
115 during the program.
Goal 3: 80% of the students
will complete the digital
literacy exam with a score of
75% or higher.
Goal 3: ACC 211 and ACC 212
classes for spring semester
2019 were checked for Digital
Literacy certifications. Of the
26 students in these two
classes, 14 students (54%)
have completed and past the
exam with a score of 75% or
higher. There were no
Bookkeeping majors in these
sections. The programs
represented in these classes
were Accounting,
Management, and Business
Administration. Of the
Accounting majors in these
classes, 5 of the 7 students
(71%) have completed and
passed the Digital Literacy
exam.
Goal 3: Some of the students
in these two classes are first-
semester or first-year
students, so they have not had
ITE 115. The students in these
classes consisted of other
majors besides Bookkeeping.
Since the Accounting majors
will have earned the
Bookkeeping certificate once
the degree is completed, we
will focus next year on the
accounting majors who have
completed the Digital Literacy
exam.
Analysis/Use of Results
Comments: Based on student feedback, along with the results listed above, a new software and text will be implemented during the summer and fall semesters. This new text and software will contain an even more hands-on approach to learning the accounting cycle and will incorporate more use of Excel, which is what our employers are indicating is needed. This new software will also help students in gaining basic computer skills by providing up-front basic computer videos to help in using the software. These videos are the same videos that the students will see in the first module of the ITE 115 course.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Cybersecurity (CSC) Diana Stinson diana.stinson@sw.edu 2018 - 2019
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. Students completing the program may be eligible to receive advancement in their careers, as well as align their skills to further entrepreneurial endeavors. In addition, students will be eligible to enter a two-year Associate in Applied Science degree program.
Program Goals
Goal 1: Cybersecurity students will receive online training via the learning management system (LMS) 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 course work and certification exams prior to the end of Spring semester.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. Students will have achieved credentials/certifications in CompTIA IT Fundamental, A+ Hardware & Operating Systems, Network+, and Security+
Certifications and
credentials achieved
70% pass the certification
exams in CompTIA IT
fundamental, A+ Hardware and
Operating Systems, Network+,
and Security+
24 students enrolled in
2018/2019. 10 students
earned at least one
credential, 42%. (10 IT
Fundamentals, 2 A+, 1
Security+.
As part of the 2019/2020
Cybersecurity program assessment,
poll the previous students to
determine the reason for not taking
the certification tests. Have an open
discussion with program faculty to
determine ways to better integrate
and sell the value of certifications to
the students.
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2. Students will have earned a Career Studies Certificate (CSC) in Cybersecurity.
% of students receiving
CSC in Cybersecurity
70% will earn a CSC in
Cybersecurity
4 students enrolled in
2018/2019 completed the
program, 17%. Students
did not enroll in the
second semester classes
needed to complete.
As part of the 2019/2020
Cybersecurity program assessment,
poll the previous students to
determine the reason for not
continuing in the program.
3. Students will demonstrate the ability and skills to perform tasks related to the field of cybersecurity.
% of students placed in
a job in cyber- security,
working as a contractor,
or continuing education
75% will begin a career in
Cybersecurity, become a
contractor, or continue
education.
Job placement data for
2018/2019 not available.
Build relationships with at least two-
employers. Schedule class visits and
field trips to their business location.
Recruit at least one employer to
guarantee an interview with the
program completers.
4. Students will have completed the CompTIA Fundamentals & A+ Hardware and Operating Systems course work and certification exams
% of students who have
completed the
CompTIA
Fundamentals and A+
Hardware and
Operating Systems
course work and
certification exams
70% 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 spring Semester/
42% of the students earned
CompTIA IT Fundamentals.
8% of the students earned
CompTIA A+ certification.
Earning certifications in the IT
classes has always been challenging.
From prior conversations with
employers and students, just having
the training is sufficient to get them
employed. We need to find out the
specific reason they do not take the
certification test and address each of
them. This action item relates to
Action item for goal 1.
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Analysis/Use of Results
Comments (Goals tied to other unit activities, anticipate new goal based on findings.)
As we work to achieve our goals for this program, as in any other educational program, the focus should be on encouraging and guiding each student, based
on their individual needs. Providing an open line of communication, as well as clearly defined curriculum will increase program success.
Cybersecurity is an in-demand field. The steps below will be implemented in order to ensure the future workforce needs of area employers is met.
1. Establish relations with employers and have them activity participating in the program of study as presenters, field trip destinations, and by guaranteeing interviews to program completers. There active participation will also enable the content taught in the program to stay relevant.
2. Poll the previous students to determine obstacles and challenges encountered in obtaining the certifications. Implement appropriate action steps to help the students overcome the obstacles and challenges.
3. Poll the previous students to determine the reasons for not enrolling in the second semester of the classes. Implement appropriate action steps to help the students overcome the challenges. Implement appropriate support services needed.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
BEIT Electronic Medical Records Specialist Janet Rowell janet.rowell@sw.edu 2018-2019
Program Mission Statement
The Electronic Medical Records Specialist Career Studies Certificate mission is to positively impact the residents of this community
through academic and economic empowerment by providing a comprehensive educational foundation of skills required in the field of
electronic medical records specialist for the workforce of the region.
Program Goals
Goal 1 Provide students with opportunities to earn industry recognized certifications
Goal 2 Deliver instruction that adequately prepares students to implement critical-thinking skills in Microsoft Office 2016 applications
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. 70% of EMR program students
enrolled in ITE 115 certified in digital
literacy (short and long-term)
2. Utilize the critical thinking skills
baseline of EMR-CSC students
enrolled in ITE 115 (short and long-
term)
1. Digital Literacy
Certification earned
2. Overall average score
earned on critical thinking
projects in ITE 115
1. Score 85% or higher on
the Digital Literacy
Certification exam
2. Earn a score of 80% or
higher on the critical thinking
projects
1. 100% of students in the
program scored 85% or
higher
2. 100% of students in the
certificate program scored
80% or higher
1. Continue administering the
Microsoft Digital Literacy
Certification exam
2. Continue including critical
thinking projects in the
program
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Develop new critical thinking projects in order to provide students with relevant assignment topics.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Insurance
CSC
Margaret Dye Margaret.dye@sw.edu 2018-2019
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 (Short-Term): 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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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: 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 students were
scheduled for any exams
during the fall and spring
semesters.
Goal 1: Students will be made
aware of the exams during ISR
130 in the fall semester.
Student testing will be again
be monitored for the next fall
and spring semesters.
Goal 2 (Short-Term):
Students will demonstrate
basic accounting concepts, a
fundamental business concept
covering the accounting cycle.
Goal 2: Comprehensive
accounting cycle problem
given to the ACC 212 students
at the end of the spring
semester.
Goal 2: 85% of the students
will complete the
comprehensive accounting
cycle problem with a grade of
“C” or better.
Goal 2 (Short-Term): For the
fall semester, 80% (8 out of
10) students in the in-class
ACC 211 section completed
the accounting cycle
problem with a grade of “C”
or better.
Goal 2: These results will be
compared to a similar problem
given to the ACC 212 students
in class in the spring semester.
An accounting cycle review will
be incorporated into the
managerial accounting
chapters throughout the spring
semester.
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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: The Excel problem
was given to both the in-class
and the online sections of ACC
212 for spring. Out of 14
students, 9 students (64%)
passed with a grade of “C” or
better.
Goal 3: During the summer
semester, we will use a
Pearson textbook with MyLab
and Accounting software. This
new software emphasizes
Excel geared toward the
accounting field. Doing so will
give the students more hands-
on Excel training which is what
our advisory board members
want from our students. In the
fall semester 2019 and spring
2020, the students will be
given a similar problem in
Excel as this past spring. The
results will be compared to see
if the new software is helping
enforce Excel knowledge.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Based on student feedback, along with the results listed above, a new software and text will be implemented during the summer and fall semesters
for ACC 211/212. This new text and software will contain an even more hands-on approach to learning the accounting cycle and will incorporate
more use of Excel, which is what our employers are indicating is needed. Insurance certification exams are being pushed now through the local
insurance agencies after an employee is hired. We will still continue to monitor our students in ISR 130 for the certification exams. This is a course
that is still included in the Insurance program and the Accounting program as well.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Lead Faculty Email Academic Year
BEIT Network Administration Michael Brown michael.brown@sw.edu 2018-2019
Program Mission Statement
Network Administration is designed to provide students with the knowledge to administer local area networks. The student will be exposed to the theory and practice of
network administration enabling them to manage enterprise critical resources. The students will be prepared for the Microsoft Certified Professional (MCP), Microsoft
Certified Systems Administrator (MCSA) and to receive the CompTIA Network+ certification. The curriculum is delivered by means of modern state of the art educational
technologies. Laboratory experiences will allow students to gain valuable experience working with actual industrial equipment.
Program Goals
Goal 1 Students will develop the skills to install, monitor, and troubleshoot Microsoft network infrastructures.
Goal 2 Students will develop the skills to maintain and optimize a local area networks.
Goal 3 Students will develop the skills to manage Microsoft Active Directory replication and services.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will demonstrate skills and knowledge to
manage a Microsoft network infrastructure.
Goal 2: Students will demonstrate skills and knowledge to
deploy, configure, and manage Microsoft Windows
Server 2012.
Goal 3: Students will demonstrate their knowledge of the
advantages and disadvantages of server operating systems
with Windows Server 2012 R2.
Goal 1: Exam70-412 lab bundle
score in ITN 112
Goal 2: Final Exam in ITN 111
Goal 3: Final research project in
ITN 113
Goal 1: 70% pass rate (Spring
2019)
Goal 2: 70% pass rate (Fall
2018 and Spring 2019)
Goal 3: 70 % pass rate (Spring
2019)
Goal 1: 67% pass rate for Spring term
Goal 2: 50% pass rate for Fall term.
63% pass rate for Spring Term
Goal 3: 50% pass rate for Spring term.
Goal 1: Look into ways to increase student participation to get
higher pass rate. Students not passing the final caused the rate
from not getting higher.
Goal 2: Look into ways to increase student participation to get
higher pass rate. Students not passing the final caused the rate
from not getting higher.
Goal 3: Look into ways to increase student participation to get
higher pass rate. Students not passing the final caused the rate
from not getting higher.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Short-term findings for Fall 2018 indicate that students have results that are below the standards chosen. Largest problem was that students didn't do final project or exam and still was able to pass the course. Long-term findings for
Spring 2019 indicate that students have results that are below the standards chosen. Largest problem was that students didn't do final project or exam and still was able to pass the course.
Program will be modified to add additional courses to the curriculum to provide more students the opportunity to enter also the Cybersecurity and Cisco employment fields with CompTIA certifications..
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Academic Program Assessment: Southwest Virginia Community College
Division Program Lead Faculty Email Academic Year
BEIT Outdoor Recreation Michael Brown michael.brown@sw.edu 2018-2019
Program Mission Statement
The outdoor recreation program prepares students to be outdoor leaders. The program provides students with the skills necessary to be successful working
as an outfitter, camp guide and trainer, park ranger, or other recreational guide to protect and preserve natural resources through impact activities, to
conduct outdoor activities and events, provide educational interpretation, and to minimize the impact of potential risk. Leadership and problem solving are
used to maximize health and safety while minimizing the environmental impact of leading participants through a quality outdoor experience.
Program Goals
Goal 1 To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment.
Goal 2 To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries.
Goal 3 To develop best practices, skills, and abilities for students to apply to Guide Essentials and Interpretation & Education.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will receive Leave No Trace (LNT)
Trainers certification, First Aid/AED/CPR and
Wilderness First Aid (WRFA) certifications.
Goal 2: Students will be given scenarios on
wilderness excursions to explore leadership
techniques.
Goal 3: Students will be given scenarios on wilderness
excursions to explore interpretation techniques.
Goal 1: LNT Trainer certification/WRFA
certification
Goal 2: Recreation and Parks course RPK
141 capstone projects on leadership
techniques.
Goal 3: Recreation and Parks course RPK125
projects on interpretation techniques.
Goal 1: 70% pass rate (Fall
2018)
Goal 2: 70% pass rate (Fall
2018)
Goal 3: 70% pass rate (Spring
2019)
Goal 1: LNT Trainer certification had 90% pass
rate in Fall 2018. WRFA certification had a 91%
pass rate in Fall 2018. Pending Spring results
Goal 2: RPK 141 had 80% pass rate of students
turning term paper as part of capstone.
Goal 3: RPK 125 had 100% pass rate with
projects on interpretation techniques.
Goal 1: Keep Format given by American Red
Cross and Leave No Trace Center of Outdoor
Ethics
Goal 2: Look into ways to increase student
participation to get higher pass rate.
Students not turning in project caused the rate
from not getting higher.
Goal 3: Keep format of National Association for
Interpretation with certified instructor.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Short-term findings for Fall 2018 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2019 Long-term findings for Spring 2018 indicate that, so far, student pass rates have exceeded indicated success standards.
Program will consider providing training to certify instructor so students can obtain national certification, thus improving the credibility of the program. This plan will be supported by the BEIT Dean and Vice President of Academic and Student Services; grant funds will be allocated for this purpose.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
BEIT Precision Machining Steven Lee Olinger steven.olinger@sw.edu 2018-2019
Program Mission Statement
Precision Machining program provides workforce readiness skills for a career in advanced manufacturing and/or manual. The curriculum
is based on the standards of National Institute for Metalworking Skills, Inc. with the opportunity to earn level I industry credentials for
manual and CNC. Upon completion of this program, students will be able to enter or advance in such fields as Machine Operator (CNC or
conventional), machinist, CNC setup technician, and CNC programmer.
Program Goals
Goal 1 To prepare students to earn nationally recognized certifications to demonstrate to employers their knowledge of basic job functions and demonstrate basic skills typical of industry employee.
Goal 2 To facilitate students to demonstrate communication skills and work ready skills.
Goal 3
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. Students will have basic machining skills and
jobs skills.
(Short-term--Fall 2018)
2. Students will have basic CNC skills.
3. Students earn nationally recognized
credentials.
4. Students will have basic communication
skills.
1.(NIMS) National Institute for Metalworking skills
Certifications (Measurement, Materials, & Safety) and
(Job planning, Benchwork, & Layout).
2.(NIMS) National Institute for Metalworking skills
Certifications (CNC Milling Operator) and (CNC Turning
Operator)
3. (NIMS) National Institute for Metalworking skills
Certifications.
4. (NCRC) The National Career Readiness
Certificate and a Class presentation
1. 70% of students will earn both (NIMS) National
Institute for Metalworking skills credentials by the end of
Fall 2016.
2. 70% will earn at least one.
3. 70% of students pass three (NIMS) National Institute for
Metalworking skills credentials by the end of program.
4. 70% of students pass the NCRC. 80% of students will
give an class presentation.
1. 81.8% earned both. 100% earned Measurement,
Materials, & Safety and 81.8% earned Job planning,
Benchwork, & Layout
2. 72.7% earn at lest one. 54.5% earned CNC Lathe
NIMS, and 72.7% earned CNC mill Certification.
3. 63.63 %pass three (NIMS) National Institute for
Metalworking skills credentials by the end of program.
4. 100% passed the NCRC. Platinum 33.3%, Gold
16.6%, Silver 16.6%, Bronze 33.3%
1. Continue to Spend more time with students on the materials concerning
these Certifications before the student takes the test. By giving them more assignments and tests on speeds, feeds and math formulas on the lathe and
mill.
2. Since only 72.7% passed one and/or both CNC certifications. I will required at least one extra day in Machine shop lab. To give the student more hands on
time on both the CNC lathe and Mill to better prepare them for the Certification tests.
3. By acting on one, two and three action plans. This should increase the percent of students earning these credentials. Before the student can take some of these Certification test their projects has to be sent out to the (MET-TEC)
Metalworking Technical Evaluation Committee. Which is made up by three local companies. That signs off on the student’s projects before they can take
the online exam. This can take up to four weeks to get the results back. Which makes it hard on the student to redo his or her projects so they can pass the certification. By working with the committee to try to speed this up will help
over all
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
The alignment of the precision machining program with employer needs and college/VCCS goals to provide relevant skills/credentials to students is always evolving. To increase awareness and number of credentials earned SWCC will increase advisement efforts on the importance of earning of additional credits. We will continue to expand and build relations with local employers to actively participate in the program by serving
on advisory committees, guest lecturing, conducting mock interviews, and being active reviewers in the NIMS certification process. To increase the students skill level and success rate on the hands-on portion of the certification test, we will schedule additional lab time, provide a mechanism for re mediation/tutoring on difficult to understand concepts and practices, and work with each student individually on the develop of career
goals to ensure they have the appropriate skills upon completion.
APPENDIX B
Assessment Status Matrix
------------------------------------------------------------------------------------------------------------------------------------------------- SWCC PROGRAM ASSESSMENT KEY "x"=completed "p"=pending "n"=no submission
STATUS MATRIX 2018-19 Updated (mm/dd/yyyy)
Program Type(s) Coordinator (Assistant) Mission Goals Outcomes Measures Standards Findings Action Plans Analysis
Human Services * AAS/Cert. A. Hess x x x x x x x x
Occupational Therapy Assistant * AAS A. Looney x x x x x x x x
Science AA&S Annette Lockhart x x x x x n n n
Emergency Medical Services* AAS/CSC B. Akers x x x x x x x x
Engineering* AA&S B. Hale x x x x x x x x
General Studies (including Liberal Arts spec. and General Ed. Cert.) * AA&S/spec./Cert. B. Wright x x x x x x x x
General Studies --Psychology AA&S (GS spec.) Brian Wright
General Studies--Appalachian Studies AA&S (GS spec.)
No coordinator--pending
General Studies--Fine Arts AA&S (GS spec.)
No coordinator--pending
Information Systems Technology* AAS C. Dye x x x x x X X x
Radiography * AAS C. Lee x x x x x X X X
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Program Type(s) Coordinator (Assistant) Mission Goals Outcomes Measures Standards Findings Action Plans Analysis
Health Care Tech CSC
No coordinator--pending
Medical Coding CSC
No coordinator--pending
Pharmacy Technician CSC
No coordinator--pending
Computed Tomography CSC D. Corns (C. Lee) x x x x x X X P
Cybersecurity* CSC D. Stinson x x x x x n n n
Paraoptometry * CSC G. Householder
Combined With Pre Med
Science--Pre-Med * AA&S (Science spec.)
G. Householder x x x x x X x X
Education * AAS K. Austin x x x x x X X X
Administrative Support Technology* AAS J. Rowell x x x x x x x x
AST--Electronic Medical Records * AAS/Spec./CSC J. Rowell x x x x x x x x
Legal Studies * Cert. J. Rowell x x x x x x x x
Administration of Justice AAS/Cert./CSC J. Stinson x x x x x p p p
General Studies--Music * AA&S (GS spec.) J. Trivette x x x x x X X X
Early Childhood * AAS/Cert./CSC K. Austin x x x x x X X X
Nursing AAS K. Mitchell (N. Beavers) x x x x x P P P
General Studies--Agribusiness AA&S (GS spec.)
No coordinator--pending
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Program Type(s) Coordinator (Assistant) Mission Goals Outcomes Measures Standards Findings Action Plans Analysis
Environmental Management AAS K. Stilwell (T. Lambert) x x x n n n n n
Geology and Environmental Science
AA&S (Science spec.)
K. Stilwell (T. Lambert) x x x x x p p p
Management * AAS/CSC L. Beavers x x x x x x x x
Practical Nursing * Cert. L. Gambill x x x x x x x X
Heating Ventilation & Air* Cert./CSC L. Hughes x x x x x x x x
Adventure Tourism* CSC M. Brown x x x x x x x x
Network Administration * CSC M. Brown x x x x x x x x
Outdoor Leadership * AA&S (BusAd spec.) M. Brown x x x x x x x x
Outdoor Recreation * CSC M. Brown x x x x x x x x
Bookkeeping* CSC M. Dye x x x x x X X X
Business Administration* AA&S M. Dye x x x x x X X X
Insurance* CSC M. Dye x x x x x X X X
Accounting* AAS M. Dye x x x x x x x x
Welding* Cert./CSC/Diploma N. Johnson x x x x x x x x
Electrical Electronics Technology AAS/Cert. R. Lewis n n n n n n n n
Electrical Installation CSC R. Lewis n n n n n n n n
Mechatronics CSC R. Lewis n n n n n n n n
Precision Machining* CSC S. Olinger x x x x x x x x
Need Results--at least 2 emails sent No Coordinator--Suspended until Appointed
COMPLETED Responded and results are pending
* highlights included in assessment document
APPENDIX C
SWCC ANNUAL REPORT
HEADCOUNT BY PROGRAM, GENDER AND LOAD
-------------------------------------------------------------------------------------------------------------------------------------------------
VCCS 2018/2019 Annual Enrollment Reports
Academic Plan and Specializations (Headcount)
Southwest Virginia
Total
Gender Load
Female Male Full Time
Part Time
Students Students Students Students Students
Academic Plan and Specializations
26 22 4 6 20
Accounting 203-01
Administration of Justice 400-01
59 20 39 33 26
Administrative Support Tech 298-01
7 5 2 1 6
Advanced Manufacturing 718-03 5 0 5 1 4
Advanced Studies in Science 221-190-01
6 5 1 2 4
Adventure Tourism 221-212-79 5 0 5 3 2
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Program
Total Students
Female Students
Male Students
Full-time Students
Part-time Students
Agribusiness/General Studies 697-07
3 2 1 1 2
Alternative Energy Technology 711-03 1 0 1 0 1
Arts and Crafts 597-01 1 1 0 0 1
Basic IT Skills 221-299-05 1 0 1 0 1
Bookkeeping 221-212-03 5 5 0 1 4
Business Administration 216-01 49 21 28 12 37
Computer Networking & Telecomm 731-01 1 0 1 0 1
Computer Repair Technician 221-731-24
11 5 6 0 11
Computerized Tomography 221-172-02
7 6 1 1 6
Cybersecurity 221-732-15 30 8 22 7 23
Early Childhood Develop 636-03 60 57 3 17 43
Early Childhood Education 221-636-04
24 23 1 0 24
Early Childhood Education 634-01
12 11 1 2 10
Early Childhood Infant/Toddler 221-636-05
12 12 0 1 11
Early Chl Edu/Human Servic 480-02 3 3 0 2 1
Education 624-01 63 37 26 24 39
Electrical 221-941-02 17 0 17 7 10
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Program Total Students
Female Students
Male Students
Full-time Students
Part-time Students
Electrical/Electronics 941-02 27 0 27 14 13
Electronic Medical Rec Spec 221-285-74 4 4 0 1 3
Electronic Medical Records 298-04 2 2 0 0 2
Emerg Medical Serv Techno 146-01 54 25 29 11 43
Emergency Medical Tech Interm 221-146-03 3 3 0 0 3
Engineering 836-01 34 4 30 12 22
Environmental Management 711-01
2 1 1 0 2
Fine Arts/Genl Stud 697-02 16 13 3 5 11
General Education 695-01 1 0 1 0 1
General Studies 697 294 183 111 86 208
Geology & Environmental Scienc 881-02 5 1 4 3 2
Health Care Technician 221-190-06 11 11 0 0 11
Health Science Tech 190-06 321 269 52 78 243
Health Sciences Nursing 190-01 1 1 0 0 1
Heat/Vent & Air Condition 903-01 18 1 17 8 10
Heating, Ventilation and Air C 221-903-10 9 0 9 3 6
Human Service Certificate 469-01
9 8 1 1 8
Industrial Maintenance 221-990-00 1 0 1 0 1
Information Systems Tech 299-01 46 14 32 18 28
Information Technology 221-299-08 1 1 0 0 1
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Program
Total Students
Female Students
Male Students
Full-time Students
Part-time Students
Intermediate to Paramedic 221-146-05
1 0 1 0 1
Law Enforcement 463-01 1 0 1 0 1
Legal Studies 261-01 10 10 0 6 4
Liberal Arts/General Studies 697-06 3 3 0 2 1
Management 212-01 53 33 20 18 35
Management Specialist 221-212-19 5 4 1 2 3
Manufacturing Fabrication 221-952-01
1 0 1 0 1
Mechatronics 221-736-01 11 0 11 6 5
Medical Coding 221-152-02 21 20 1 5 16
Mental Health Degree 480-01 29 26 3 8 21
Music 697-05 17 11 6 6 11
Network Administration 221-732-01 4 1 3 1 3
Nursing 156-01 137 101 36 57 80
Occupational Therapy Assistant 126-01 43 40 3 19 24
Outdoor Leadership/Bus Adminis 216-02 6 2 4 2 4
Outdoor Recreation 221-460-35 10 5 5 4 6
Paraoptometric 221-160-05 10 10 0 2 8
Pharmacy Technician 221-190-08 32 31 1 8 24
Phlebotomy 221-151-02 40 33 7 8 32
Practical Nursing 157-01 37 34 3 15 22
Pre Teacher Education 624-02 58 53 5 25 33
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Program Total Students
Female Students
Male Students
Full-time Students
Part-time Students
Precision Machining 221-883-10 17 2 15 6 11
Psychology-General Studies 697-03 46 40 6 18 28
Radiography 172-01 26 19 7 10 16
Science 881-01 44 28 16 17 27
Science Spec Pre Medical 881-03 101 66 35 55 46
Semi-Automated Welding 221-995-50 1 0 1 0 1
Software Development 221-299-01 3 1 2 2 1
Software Engineering 836-02 5 0 5 2 3
Substance Abuse 480-04 21 15 6 4 17
Substance Abuse Counselor 403-01
16 15 1 2 14
Welding 221-995-01 12 0 12 4 8
Welding/Diploma 707-01 42 1 41 13 29
Total 2,130 1,388 742 688 1,442
(Load Definition: Full Time = Annual Credit Hours of 24 or more)
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APPENDIX D
SWCC ANNUAL REPORT
CREDIT HOURS GENERATED AND ANNUAL FTE BY
SUBJECT
-------------------------------------------------------------------------------------------------------------------------------------------------
2018-2019 CHG and FTE
College=Southwest Virginia
Subject Enrolled Credit Hours
Generated Annual
FTE
ENG 1,647 4,941 164.7
BIO 2,200 4,345 144.8
MTH 1,123 3,376 112.5
HIS 999 2,997 99.9
ITE 804 2,305 76.8
PSY 698 2,094 69.8
HLT 760 2,030 67.7
PLS 574 1,722 57.4
NSG 675 1,265 42.2
NUR 654 1,236 41.2
CHM 581 1,161 38.7
BUS 369 1,097 36.6
REL 329 987 32.9
ITN 327 981 32.7
CHD 315 939 31.3
ADJ 316 928 30.9
OCT 345 875 29.2
MTE 831 831 27.7
MUS 309 829 27.6
CST 273 819 27.3
PNE 257 794 26.5
SOC 235 705 23.5
WEL 225 675 22.5
EMS 295 647 21.6
RAD 239 631 21.0
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Subject Enrolled Credit Hours
Generated Annual
FTE
HMS 200 600 20.0
SDV 573 573 19.1
ART 187 561 18.7
PHY 260 520 17.3
ACC 129 478 15.9
ELE 134 469 15.6
MAC 148 429 14.3
PED 254 339 11.3
AIR 99 328 10.9
RPK 126 234 7.8
ECO 77 231 7.7
ENF 70 224 7.5
MDL 73 219 7.3
LGL 73 219 7.3
AST 68 204 6.8
ITP 66 198 6.6
MEC 61 185 6.2
HCT 60 168 5.6
BLD 62 158 5.3
ETR 46 153 5.1
EDU 46 138 4.6
EGR 55 136 4.5
SAF 65 130 4.3
OPT 40 120 4.0
GOL 54 108 3.6
MKT 38 99 3.3
GEO 31 93 3.1
ASL 29 87 2.9
ITD 28 84 2.8
HIT 22 77 2.6
IND 32 75 2.5
MEN 19 57 1.9
SPA 14 56 1.9
DRF 24 48 1.6
ENV 13 46 1.5
GIS 11 39 1.3
ISR 11 33 1.1
NAS 25 29 1.0
HIM 12 24 0.8
AGR 7 24 0.8
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Subject Enrolled Credit Hours
Generated Annual
FTE
FIN 3 9 0.3
JPN 2 8 0.3
FRE 2 8 0.3
RVH 5 5 0.2
PHI 1 3 0.1
HUM 1 3 0.1