Halifax Community CollegeHalifax Community College 2006-07 3 English Purpose: The purpose of the...

Halifax Community College 2006-07

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Halifax Community College

Program Review Report

Program Name: College Transfer

Program Head: James McCachren

Academic Year: 2006-2007

I. PROGRAM PURPOSE/GOAL Adequacy and Appropriateness Suggested methods to obtain information: - Annual Assessment Reports for the past three years for information on goals assessment

1. State the purpose and goal(s) of the program and methods of assessment. Include any documentation (i.e.

Graduate Performance Checklist) that you use in assessment of goals. Also, describe how the purpose and goals relate to the College's Mission.

Associate in Fine Arts (Music and Music Education)

Purpose: Students will obtain a sound basic knowledge of the fine arts in music. Graduates completing the Associate of Fine Arts degree will have demonstrated the ability to achieve academic and other learning goals in music, enhancing employment opportunities. Goals Assessment Criteria Assessment Results Use of Results

1. Students will demonstrate proficiency in musical skills and repertoire through performance.

Institutional Goal: 1B.

2. Students will demonstrate proficiency in the recognition and application of melodic, rhythmic, and harmonic analysis.


3. Students will demonstrate knowledge of a variety of styles and periods of ensemble needed to participate in ensemble performance.


4. Students will demonstrate proficiency in advanced MIDI applications, sequencers, sound modules, and/or digital keyboards by creation of appropriate musical projects.


85% of graduates of the associate in fine arts degree will demonstrate mastery of the designated goals by completing the following courses with a grade of B or above. MUS 161 MUS 122 MUS 241 MUS 215

NA (Too early to assess). NA


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Associate in Arts and Associate in Science Purpose: The purpose of the Associate in Arts and the Associate of Science curriculum is to provide college transfer

courses that will prepare graduates for successful transfer to a four-year college or university. Goals Assessment Criteria Assessment Results Use of Results

1. Graduates who transfer to four-year colleges or universities will be academically successful.

Institutional Goal: 1B. [NCCCS Performance Measure]

Percent of college transfer (A.A., A.S.) graduates or former students completing 24 semester hours (in semester based college transfer courses) who transfer to a UNC institution will have an overall GPA of 2.00 or higher after one academic year equal to the percent of native sophomores and juniors who have an overall GPA of 2.00 or higher.

Data from NCCCS 2004 Critical Success Factors Report (2004-05 UNC-GA TSP report) Number of A.A. / A.S. graduates in UNC report:

2000-01 Cohort: *** 2001-02 Cohort: ***

Percent of A.A./A.S. graduates with GPA >= 2.00:

2000-01 Cohort: *** 2001-02 Cohort: ***

Number of A.A./A.S. students with at least 24 hrs. college transfer credits at HCC in UNC report:

2004-05 Cohort: 13

Percent of 24 hr. Cohort with GPA >= 2.00:

2004-05 Cohort: 92.3%

Overall Percent of Cohort with GPA >= 2.00:

2004-05 Cohort: 92.3% (13) Percent of UNC Native Sophomores and Juniors with GPA >= 2.00: 87.1%

*** Number in cohort too small to report without violating students’ privacy..

No action necessary.

Associate in General Education Purpose: The Associate in General Education curriculum is designed for individuals wishing to broaden their education,

with emphasis on personal interest, growth and development. The two-year A.G.E. program provides students opportunities to study English, literature, fine arts, philosophy, social science, science and mathematics at the college level. Many of the courses are equivalent to college transfer courses; however, the program is not principally designed for college transfer. Successful completion leads to an associate in general education degree. Goals Assessment Criteria Assessment Results Use of Results

1. Graduates will gain knowledge in English and oral communication, humanities/fine arts, natural science/ mathematics, social studies, and basic computer use. Institutional Goal: 1B.

100% of graduates will complete ENG 111, ENG 113, COM 231, CIS 110, an elective in natural science or mathematics, an elective in humanities/fine arts, and an elective in social studies with a grade of C or better.

Number of graduates: 7 Number of graduates completing courses as stated in assessment standard with a grade of C or better: 7 Percent of graduates who met assessment criteria: 100%



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English Purpose: The purpose of the English curriculum is to prepare students in the written and oral communication skills needed to perform

successfully in their studies at Halifax Community College, and in their studies after transfer to a senior institution, and in the workplace. Goals Assessment Criteria Assessment Results Use of Results

1. All course completers will demonstrate competency in the following: Ability to conform to

conventions of Standard English in written communication.

Ability to prepare effective documents

Ability to effectively research and correctly document an essay or report

Ability to prepare documents using word processing


85% of course completers will earn a grade of "C" or above on English Department assessments administered in the following courses: ENG 102 Applied Communications II (diploma)

ENG 111 Expository Writing (degree)

ENG 113 Literature-Based Research (A.A., A.S., A.G.E. degrees)

ENG 114 Professional Research & Reporting (A.A.S. degree)

2006-2007 ENG 102 Ability to conform to

conventions of Standard English in written communication:75%

Ability to prepare effective documents: 75%

Ability to effectively research and correctly document an essay or report: 75%

Ability to prepare documents using word processing: 100%

All English Courses: Instruction in grammar and punctuation, with appropriate exercises and quizzes, should be incorporated into coursework. ENG 102 Continue to provide graded

activities in letter and memo formatting and proofreading.

Use the grading rubric for letters, memos, and reports on assignments throughout the semester.

2004-2005

ENG 111 Ability to conform to










OVERALL TOTAL ENG 111 Ability to conform to




ENG 111 Continue to diagnose

individual student errors and refer individual students for tutoring.

Continue to require more in-class written work besides the final exam essay.

Continue to use peer evaluation of essays.

Use the revised grading rubric for grading all essays not just the final exam.

Continue to develop, share with colleagues, and administer to students exercises reinforcing each major skill involved in essay writing (titles, lead-ins, transitions, thesis statements, essay maps, etc.). Administer tests on each of these skills as time permits.

Continue to emphasize the process of essay development (prewriting, planning, etc.) – check prewriting ―products‖ for early essays.


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conventions of Standard English in written communication: 92%


Ability to effectively research and correctly document an essay or report: 92 Ability to prepare documents using word processing: 92%

ENG 113 No action necessary.


conventions of Standard English in written communication: 92%




ENG 114 No action necessary.

2. All course completers will demonstrate competency in the following: Ability to conform to

conventions of Standard English in oral communication*

Ability to make an effective brief oral presentation to a group


* Skill assessed with first skill under Goal 1.

85% of course completers will earn a grade of "C" or above on selected oral presentations in the following courses: ENG 102 Applied Communications II (diploma)

ENG 114 Professional Research & Reporting (A.A.S degree)

COM 231 Public Speaking (A.A., A.S. degrees)


conventions of Standard English in oral communication: (No data)

Ability to make an effective brief oral presentation to a group: (No data)


conventions of Standard English in oral communication: 97%

Ability to make an effective brief oral presentation to a group: 97%

2005-2006 COM 231 Ability to conform to

conventions of Standard English in oral communication: (No

ENG 102 Re-establish assessment

tool. ENG 114 No action necessary. COM 231 Re-establish assessment

tool.


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data) Ability to make an

effective brief oral presentation to a group: (No data)

3. All Associate in Arts and Associate in Science course completers will demonstrate competency in the following: Ability to apply

knowledge of short stories, poetry, and drama along with appropriate terminology and composition techniques, in written analyses of these literary genres.


85% of course completers will earn a grad of ―C‖ or above on English Department assessments administered in the following course: ENG 113 Literature-

Based Research (A.A., A.S. degrees)

2005-2006 ENG 113 Ability to apply knowledge

of short stories, poetry, and drama along with appropriate terminology and composition techniques, in written analyses of these literary genres: 92%

ENG 113

No action necessary

4. All Diploma and

Associate in Applied Science course completers will demonstrate competency in the following: Ability to prepare

effectively a variety of business letters

Ability to prepare effectively routine memos

Ability to prepare effectively short professional reports

Institutional Goal: 2A-1

90% of course completers will earn a grad of ―C‖ or above on English Department assessments administered in the following courses:

ENG 102 Applied Communications II (diploma) ENG 114 Professional Research & Reporting (A.A.S. degree)

2005-2006 ENG 102 Ability to prepare

effectively a variety of business letters: 75%

Ability to prepare effectively routine memos: 75%

Ability to prepare effectively short professional reports: 75%

ENG 102

See goal improvement strategy in #1.



2005-2006 ENG 114 Ability to prepare

effectively a variety of business letters: 92%

Ability to prepare

effectively routine memos: 92%

Ability to prepare effectively short professional reports: 92%

ENG 114

No action necessary

5. Students who successfully

exit developmental education courses will do as well as their non-developmental cohorts in entry-level curriculum courses.

Institutional Goal: 4-C [NCCCS Performance Measure]

The success rates of developmental completers will be statistically

equivalent* to non-

developmental students in the following courses:

Developmental English --- ENG 111

Developmental Math** ---

first college-level math

**Success Rates, 2004-05: Developmental Students: "C" or better: 87% Non-Developmental

Students: "C" or better: 93%

**Math, English, and Reading are

calculated together into the aggregate

No action necessary


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Developmental Reading

--- first social science course after completion of developmental reading

*As long as the performance of the

developmental group exceeds 85%, even though there is a statistically significant difference between the two groups, the institution meets the standard.



6. Students enrolled in developmental courses will successfully complete course competencies.


70% of students who complete a developmental course will have a grade of "C" or better for that course.

Passing rates of students in developmental courses, 2004-05:

Reading: 78%

English: 80%

**Overall: 80%



No action necessary


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History/Political Science Purpose: The purpose of the history/political science department is to provide completers of associate in science, associate

in arts, and associate in applied science degree programs with an understanding of historical, cultural, and political episodes.

Goals Assessment Criteria Assessment Results Use of Results

1. Course completers will demonstrate competence in basic historical awareness.

Institutional Goal 1-B.

80% of completers will demonstrate an ability to understand the following concepts with a rating of ―above average‖ or ―average‖ on written exams, essays, reports, or oral presentations:

HIS 121 Historical processes

behind ancient history Historical processes

behind medieval/early modern history

HIS 122 Historical processes History of a person or

subject in modern western civilization

HIS 131 Early American history

from 1492 to 1815 Early American history

from 1815 to 1877 HIS 132 Modern American

history from 1877 to 1930

Modern American history form 1930 to the present

HUM 120 A foreign culture POL 120 Modern political

institutions

.

Percent of completers demonstrating an ability to understand the following concepts as defined in criteria: (No data available)

HIS 121 : (No data available)

Historical processes behind ancient history Historical processes behind medieval/early modern history

HIS 122: (No data available) Historical processes History of a person or subject in modern western civilization

HIS 131: (No data available)

Early American history from 1492 to 1815 Early American history from 1815 to 1877

HIS 132: (No data available)

Modern American history from 1877 to 1930 Modern American history from 1930 to Present

HUM 120: (No data available)

A foreign culture POL 120: (No data

available) Modern political

institutions

Mathematics Purpose: The purpose of the Mathematics Department is to provide students in Associate Degree and Diploma Programs

with the mathematical skills necessary to be successful in the workforce or in the transfer to a four-year university. Goals Assessment Criteria Assessment Results Use of Results

1. Students who pass a curriculum mathematics course will demonstrate that they have mastered the mathematical competencies required for their program of study.

Institutional Goal: 1-B

85% of students who pass the required mathematics course for their program of study will make at least 70% (C or better) on the end of course test.

03-04

Number of students who passed the required math course for their program of study: 166 Number of students shown above who made at least 70% on the end of course test: 112

Math Study Skills workshops will be held at the beginning of the Spring and Fall semesters. Students will be required to attend.

Curriculum math instructors will meet with developmental math instructors to discuss the


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Percent of students who met assessment criteria: 67% 04-05

Number of students who passed the required math course for their program of study: 118 Number of students shown above who made at least 70% on the end of course test: 100 Percent of students who met assessment criteria: 85% 05-06

Number of students who passed the required math course for their program of study: 165 Number of students shown above who made at least 70% on the end of course test: 108 Percent of students who met assessment criteria: 65%

gap between Math 070 and Math 115 (formerly Math 140). Developmental exit exams will be coordinated between the two areas.

Math Department chair will meet with testing coordinator and Dean of Curriculum to discuss time restrictions for placement test scores and entrance into developmental courses. Math Department Chair will notify advisors the ensure restrictions are enforced.

Math instructors will continue to tutor in math lab.

Math instructors will check students‘ prerequisites.

No action necessary Encourage our students to use the Math Lab more often. Math department came up with stricter guidelines for developmental sequence and placement testing. Continue exit tests for developmental courses.

2. Students who successfully exit developmental education courses will do as well as their non-developmental cohorts in entry-level curriculum courses.


The success rates of developmental completers will be statistically

equivalent* to non-

developmental students in the following courses:

Developmental English --- ENG 111

**Success Rates, 2004-05: Developmental Students: "C" or better: 87% Non-Developmental

Students: "C" or better: 93%

No action necessary


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Developmental Math** ---

first college-level math

Developmental Reading

--- first social science course after completion of developmental reading

*As long as the performance of the

developmental group exceeds 85%, even though there is a statistically significant difference between the two groups, the institution meets the standard.





3. Students enrolled in developmental courses will successfully complete course competencies.


70% of students who complete a developmental course will have a grade of "C" or better for that course.

Passing rates of students in developmental courses, 2004-05:

Math: 80%

**Overall: 80%



No action necessary

Physical Education Purpose: The purpose of the Physical Education Program is to enable students who want to transfer to a four-year college

or university to complete physical education requirements for a baccalaureate degree while enrolled at Halifax Community College. Goals Assessment Criteria Assessment Results Use of Results

1. Students who complete physical education courses will have an awareness of the value that life-long physical activity plays in their overall well-being.


70% of students who complete physical education courses who express an opinion will indicate that they "Strongly Agree" or "Agree" with the following statement: Life-long physical

activity is important to my overall well-being.

2007 Percent of students who indicated that they "Strongly Agree" or "Agree" with survey statement: 100%


Psychology/Sociology*

*No updated figures (2003-2004 results given here)

Purpose: The Department of Psychology/Sociology provides college transfer courses in psychology and sociology. The department

also provides psychology and sociology courses which serve as work readiness components of other programs on campus.

Goals Assessment Criteria *Assessment Results Use of Results

1. Students taking PSY 118 as part of Associate, Vocational or Technical programs will gain more awareness and skills in the psychological issues of work readiness including self awareness, communication, teamwork, work awareness, work ethics, stress manage-ment, and getting along

On a survey administered at the end of the course, 90% or more of students in PSY 118, Interpersonal Psychology, will report increased awareness and/or skills in:

self-awareness communication

teamwork

work ethics

stress management

2003-2004 Number of students assessed: 49 Percent of graduates assessed who reported:

increased awareness: 100%

communication: 100%

teamwork: 100%

work ethics: 100%

stress management: 100%

getting along with others in



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with others in personal and work relationships. Institutional Goal: 2-A3

getting along with others in personal and work relationships.

personal and work relationships: 100%

2. Students taking college transfer psychology and sociology courses will gain more self-awareness, more knowledge related to the content of those courses and will increase their work readiness as a result of learning the content of those courses.


On a survey at the end of the course, 90% or more of students taking college transfer psychology and sociology will report: increased understanding of course content covered in each course taken

increased self awareness

increased work readiness as a result of taking that psychology or sociology.

Assessment completed on 2003-04 students. Number of students assessed: 140 Percent of graduates assessed who reported: Increased understanding of course content covered in each course taken: 99%

Increased self awareness: 99%

Increased work readiness as a result of taking that psychology or sociology: 99%


Science Purpose: The purpose of the Science Department is to deliver relevant, up to date scientific information to students seeking

to transfer to a four-year school or complete the requirements of a two-year program. Goals Assessment Criteria Assessment Results Use of Results

1. The goal of the Science Department is to provide graduates of degree programs (A.A., A.S., A.G.E., A.A.S.) with the necessary scientific information required for successful completion of their program.


85% percent of graduates of degree programs will display a master of at least 70% of the course competencies (average, above average or excellent) for terminal courses required by their curriculum and include:

BIO 112 General Biology

BIO 169 Anatomy & Physiology II

CHM 152 General Chemistry

PHY 131 Physics: Mechanics or

PHY 252 College Physics

CHM 132 Organic and Biochemistry

BIO 175 General Micro-biology

These course competencies are found on the competency checklist for each course listed.

2006

Number of graduates assessed: 84

Overall percent of graduates assessed who displayed mastery of 70% of course competencies: 95.7% 2006


5. How well is the program accomplishing its goal(s)? What are improvements that have taken place if the program did not meet its goal(s)?

Overall, 10 of 13 reported goals were achieved. IMPLEMENTED ACTIONS TO ADDRESS PRESENT ISSUES

A math lab has been established, in which full-time instructors serve as tutors.

Instructors are increasingly encouraging students to use the math lab.

The math department has instituted stricter guidelines for developmental sequence and placement testing.

The math department will continue exit tests for developmental courses.

The English department collectively or individually is continuously reviewing and revising grading rubrics in writing-intensive classes.

OTHER IMPLEMENTED IMPROVEMENTS ‘04: A minimum of an ENG 95 prerequisite was added to all social science courses. ‘04: ENG 080, Writing Foundations; and RED 080, Intro to College Reading, were combined into a seven-hour course--

ENG 085/85A, Writing & Reading Foundations.


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ENG 075/75A, Reading & Language Essentials, was added to the curriculum to provide help targeted for students unprepared for ENG 085.

‘04: MAT 050, Basic Math Skills, was added to the math curriculum to provide help targeted for students unprepared for MAT 060.

‘05: Exit criteria was established for all developmental math courses to ensure that students are prepared for the next level. Exit testing began in Fall ‘05.

‘06: The Math Department chair met with the testing coordinator and the Dean of Curriculum to discuss time restrictions for the ASSET placement test.

‘06: A retest policy was instituted for developmental English students, defining the terms for ASSET retests after the developmental sequence has begun.

6. If the program is accredited or certified by a state, regional or national organization, indicate the organization, date of most recent accreditation and date of next visiting committee.

N/A

II. PROGRAM FACULTY Faculty Credentials, Stability, and Currency Suggested methods to obtain information: - Janice Hargrave (part-time contracts), Rita Tromans (full-time faculty) - Data Elements Report and Cost Analysis Report

1. Number of full-time faculty (current semester)

Full time faculty: 22 2. Number of part-time faculty (current semester)

Part-time faculty: 14 3. Other personnel and their responsibilities, if applicable (current semester) NA 4. Are full-time faculty teaching within the recommended work load as stated in the Administrative Regulations

and Procedures Manual? If "no", explain. YES

5. Has the program faculty changed in the past three years? If "yes", explain.

Dr. Pocahontas Jones left the science department in May 2004 to become an administrator.

Terry Wheeler resumed teaching in the science department in May 2004 to fill Dr. Jones‘ void.

Bryan Carter was hired in the English department in August 2004 to replace a faculty member.

Dr. Julie Galvin was hired in the science department in August 2004 to replace a faculty member.

Chuckie Hairston was hired in the math department in August 2004 to replace a faculty member who retired.

Amanda McClure resigned from the English department (―Developmental Studies Department‖ at the time) in May 2005 to take a job closer to her home.

Dr. Bindu Dhasmana (also of pulp and paper) began teaching in the science department, in August 2005 to replace a faculty member.

Sharon Askew was hired in the communications/English department in August 2005 to replace a faculty member.

Cathy Farabow was hired in the English department in August 2005 to replace a faculty member who took a job at another location.

Dr. Julie Parker-Dilday was hired as a psychology instructor in August 2005 to replace a faculty member.

Carroll Susco was hired in the English department in August 2005 to replace a faculty member.

Sandra Weden was hired in the English department in August 2005 to replace a faculty member.

Dr. Bijoy Patnaik resigned from the science department in August 2006 to take a job closer to his permanent residence.

Shaun Stokes was hired in the history department in August 2006 to replace a faculty member who took a job at another location.

6. Are changes in the program faculty expected within the next three years? (e.g., retirement, addition of new

positions) If "yes", explain. This is unknown, though there is a possibility of one retirement from the science department. 7. What professional development activities have program faculty participated in during the last three years?


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SEMESTER 2004-2005 2005-2006

ACTIVITY (description, location)

Kevin Argo and James McCachren: North Carolina Association of Developmental Educators Conference, Dobson, North Carolina

Dr. Wayne Grimsley: Southern Historical Conference, Atlanta, Georgia

Math Department: NC Mathematics Association Annual Conference of Two Year Colleges

Math Department: SC Mathematic Association Annual Conference Of Two Year Colleges

Math Department: Tennessee Mathematics Annual Conference Association of Two-Year Colleges

Math Department: Virginia Mathematics Assoc. Annual Conference Of Two Year Colleges

English and Math Departments: College-Student Success Strategies

Dr. Julie Galvin: National Role Models Conference, Washington D.C.

Chuckie Hairston: Michigan Mathematics Association of Two-Year Colleges

Chuckie Hairston: NC Mathematics Association of Two-Year Colleges Conference

Chuckie Hairston (Liaison for HCC): Two Year Colleges NC Partnership for Improving Workshop

Math Department: American Mathematical Association of Two-Year Colleges Conference

PURPOSE

Pedagogical Enrichment

Field enrichment

Field/Pedagogical Enrichment





Attracting and keeping minorities in the biomedical field

Invited presenter


Curriculum Development


TOTAL HOURS

(Approximate total hours per participant)

4

6

4

4

4

4

4

6

2

4

4

3


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2006-2007

James McCachren: ECU Higher Education Partnership Conference, Greenville, North Carolina

Math Department: American Mathematical Association Annual Conference Of Two Year Colleges

Math Department: NC Mathematics Association of Two-Year Colleges Annual Conference

Math Department: Mathematics and Science Assessment of Learning

Various CT Participants: Sound Workshop Methods for Optimal Learning, HCC Campus.

Various CT Participants: How to Motivate and Retain Workshop, HCC Campus.

Various CT Participants: Students in DL Classes Using Tools for Blackboard Workshop, HCC Campus.

Various CT Participants: Assessment, Evaluation and Comm. Americans with Disabilities Act Workshop, HCC Campus.

Scott Dameron: Worksite Wellness Workshop, HCC Campus.

CT Division (HCC Faculty): NC Community College System Annual Conference, Greensboro, NC

NC Mathematics Association Annual Conference Of Two Year colleges

Math Department: Intermediate Excel Online Course

Leadership Development





Enrollment Management

Technical Enrichment


Wellness Development




4

4

4

2

2

2

4

2

8

12

4

4


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III. ADVISORY COMMITTEE Viability and Activity of Committee

Suggested methods to obtain information: - Dean of Curriculum Program's office - Advisory Committee minutes

1. List the names, positions, and employers of the members of the program's Advisory Committee.

Ms. Allison Daniel, Counselor, Halifax Academy

Ms. Emily Holmes, Director of Counseling Services, Halifax Community College

Ms. Julia Horsley, Testing Coordinator, Halifax Community College

Ms. Velna Hux, Counselor, Roanoke Rapids High School

Ms. Gladys Lawson, Counselor, Weldon High School

Ms. Gloria Manning, Guidance Counselor, Northwest Halifax High School

Mr. James McCachren; Chair, Division of College Transfer, Halifax Community College

Ms. Sharon Peele, Counselor, Northampton West High School

Mr. Harry Starnes, Regional Director North Carolina Model Teacher Consortium

Ms. Cecilia Summers, Admissions Office, N.C. Wesleyan College

Ms. Nina Swink; Chair, Mathematics Department, Halifax Community College

Ms. Beverly Vassor, Counselor, Southeast Halifax High School

Ms. Ruby Ward, College Transfer Specialist, Halifax Community College

Mr. Terry Wheeler; Chair, Science Department, Halifax Community College

Ms. Mary Williams, Counselor, Hobgood Academy

2. Frequency of Advisory Committee meeting Annual 3. Date of last Advisory Committee meeting February 20, 2007 4. Are minutes of Advisory Committee meetings on file in the Dean of Curriculum Program's office? Yes 5. Using advisory committee minutes, summarize the following:

program's strengths

Courses in American Women Studies and African-American Literature have been added to the curriculum,

diversifying offerings and bringing our CT program more in line with university liberal arts programs.

Introduction to Business, Business Law, and Principles of Management are now accepted as electives in the CT

curriculum, enabling AA students to explore business as a field of transfer.

The math program now features a lab where students can turn for tutoring.

The CT program has added developmental courses for students at the lowest end of the placement spectrum.

program's weaknesses

Students still struggle with math and are not taking advantage of the Math Lab.

Some students are having a hard time getting out of MAT 070.

The program needs to go further in touting its opportunities to the community—in particular to high school students.

opportunities for growth

Area high schools present fertile recruitment territory.

Huskins and dual-enrollment remain a vital link to the public schools, necessitating effective communication and

coordination between the high schools and the college-transfer program.

The English and history programs are coordinating an interdisciplinary effort between an English and history

instructor to pair American history and American literature courses and enhance contextual insights into both areas.

The English program plans to add a course in world literature to further globalize humanities offerings.

potential threats to its continued viability

While viability is not an issue in the AA, AS, and AGE programs—vitality is an issue. To this end, recruitment

poses the greatest challenge.

The A.F.A. program does not have the number of faculty needed to effectively continue.


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other 6. Have any actions been taken as a result of advisory committee recommendations? Describe how

recommendations have been implemented or justifiably not implemented.

At J-LAC Day an NCSU engineering professor spoke to area students, pitching community colleges as a vital

springboard for advanced four-year studies.

At J-LAC Day, representatives from the Elizabeth City teaching program spoke to area students touting HCC’s teaching

partnership.

HCC representatives continue to visit area schools.

HCC is in the early planning stages of an SAT preparatory workshop to attract ambitious area students to our campus

and to build goodwill with local counselors.

The math department continues to stress the importance of the math lab to its students and is encouraging greater use.

Advisors are encouraged to steer advisees toward smaller course loads during semesters they have math.

Advisors are encouraged to advise students not to skip semesters between developmental math courses.

The registrar’s office is in the final stages of implementing the new SAT policy that allows students to substitute SAT

scores for ASSET.

The CT program seeks to maximize program planning between the division and the CT specialist.

IV. CURRICULUM Currency of Program Suggested methods to obtain information - Dean of Curriculum Programs' Office

1. Has the program's curriculum been revised during the past three years? Explain.

To diversify elective offerings and better enable AA students to explore business as a field of transfer, the following courses were added to the CT curriculum: BUS 110, Introduction to Business BUS 115, Business Law BUS 137, Principles of Management

ENG 075/75A, Reading & Language Essentials, was added to the curriculum to provide help for students unprepared for ENG 085.

ENG 085/85A, Writing & Reading Foundations, was added to the curriculum to better integrate the reading/writing content of the two courses they replaced: ENG 080, Writing Foundations; and RED 080, Intro to College Reading,

ENG 273, African-American Literature, was added to the curriculum to diversify elective offerings and bring our CT program more in line with university liberal arts programs.

HUM 150, American Women’s Studies, was added to the curriculum to diversify humanity offerings and bring our CT program more in line with university liberal arts programs.

MAT 050, Basic Math Skills, was added to the math curriculum to target students unprepared for MAT 060.

MAT 115, Mathematical Models, was added to replace MAT 140, Survey of Mathematics, and better target the needs of our students.

To diversify our elective offerings and better target student requests, the following PE courses were added. o PED 110, Fitness & Wellness for Life o PED 111, Physical Fitness I o PED 117, Weight Training I o PED 121, Walk, Jog, Run o PED 130, Tennis-Beginning

PSY 275, Health Psychology, was added to diversify elective offerings and better align our psychology program with ECU‘s.

Conceptual Physics plus its lab was added to the curriculum, but after the loss of the physics instructor was removed.

2. Are curriculum revisions anticipated in the next three years? Explain The English department plans to add ENG 261 World Literature I and ENG 262 World Literature II to the curriculum to diversify humanity offerings, better align our program with university liberal arts programs, and broaden the curriculum


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with an eye toward globalization. For this same reason, the history department is considering adding the soc/behavioral- science courses HIS 111, World Civilizations I; and HIS 112, World Civilizations II; as an alternative to HIS 121, Western Civilization I; and HIS 122, Western Civilization II. The Physical Education department is also tentatively planning to expand offerings, according to student demands. 3. Has the currency of the program been assessed in the past three years? (i.e. textbooks, software, audio-

visual) If "yes", describe both the methods used to review currency and the results of the process. If "no", explain.

All full-time instructors in all departments maintain an ongoing effort to peruse sample texts, software, and online resources. Each department meets to choose updated texts. At times, part-time faculty are also consulted in the decision. Many of the resources in use throughout the division were recently adopted. This includes resources in English, Film, Math, Religion, Psychology, and Science, among other areas.

V. FACILITIES Adequacy Suggested methods to obtain information: - VP Administrative Services interview - Facilities tour (Program Head, Dean of Curriculum Programs, Planner)

1. Briefly describe the facilities used by the program. The A.F.A. program makes use of the Centre, pianos, sound equipment, and a classroom. All writing-intensive English courses devote at least one hour per week in a computer lab and the remaining contact hours in a classroom. The physical ed. Department uses the Wellness Center (fitness room, classroom, multi-purpose room, locker rooms), Emry Park, (tennis courts, off-campus), and Chockyotte Park (walking/running track, off-campus). The science department uses larger lecture halls in the 500 building and science labs (equipped for biology, chemistry, and physics) in 511, 513 and 515. 2. Are existing facilities adequate to meet the instructional demands of the program? If "no", explain. LAB 507, an English lab used primarily for developmental classes, needs at least one additional PC to avoid occasionally running short of computers. In addition, the desk chairs in the lab are in poor working order. Since the upgrades have been approved for this lab, it should not pose any long-term limitations. 3. Does size, access, or availability of facilities limit program growth or modification in any significant way? If

"yes", explain. No.

4. Should the College anticipate the need to modify or expand existing facilities within the next three years? If

"yes", have plans been discussed and/or developed for modifications, expansion, or other changes? Explain.

Yes (See V-2).

VI. EQUIPMENT Adequacy

Suggested methods to obtain information: - Computer Network Manager interview - Facilities Tour ((Program Head, Dean of Curriculum Programs, Planner)

1. Briefly describe instructional equipment, laboratory equipment, etc. used by this program. The English department uses computer labs in all writing-intensive classes for word-processing and research. Math 115 classes also use computer labs once or twice a month for Excel Labs. Graphing calculators are used daily in the higher level math courses, and manipulatives are used in many math courses, particularly developmental. In physical education courses, cardiovascular machines, machine weights, free weights, stopwatches, tennis rackets, tennis balls, and first aid kits are used. The science department uses microscopes, an autoclave, models, DNA apparatus and normal lab equipment to instruct students in the scientific method and to give a visual reference to course material presented in lecture. All departments occasionally use laptops, PowerPoint projectors, and VCR/DVD players. With the exception of the music and physical education departments, every department in the program offers at least one course totally online;


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and the majority of the remaining courses offer a hybrid, web-assisted, or computer-lab component. In addition, college-transfer courses based at our campus are offered via the NCIH to students on other campuses, and HCC uses the NCIH to offer our students CT courses based on other campuses. 2. Do faculty have access to adequate computers for preparation of course materials and for adjusting courses

to a world requiring more technology? Explain. Each faculty member has a computer. 3. Is existing equipment adequate to meet the instructional demands of the program? If "no", explain. The P.E. department needs more treadmills to properly accommodate classes. 4. Does access or availability to instructional equipment limit program growth or modification in any significant

way? If "yes", explain. The lack of treadmills limits class sizes for the P.E. department. 5. Should the College anticipate the need to significantly change, upgrade, or purchase new equipment within

the next three years? If "yes" have plans been discussed and/or developed for these purchases? Explain.

The autoclave that the science department uses has been in service since January 1995. The company that maintains the autoclave reports that they no longer make that particular model and ours is nearing the end of its normal service life. It will soon need to be replaced, which will entail sizable funds.

LAB 507, an English lab used primarily for developmental classes, needs at least one additional PC to avoid occasionally running short of computers. In addition, the desk chairs in the lab are in poor working order. Since the upgrades have been approved for this lab, it should not pose any long-term limitations.

Funds for additional treadmills will be requested in the 2007-2008 budgets.

VII. STUDENTS Student Opinion, Program Size, Stability, Trends of Enrollment, and Student Learning Suggested methods to obtain information: - Data Elements Report - Current Students questionnaire results and focus groups

1. Does the curriculum have a cap on the number of students? If "yes", what is it and why? No 2. Are there special admissions requirements for the program? If "yes", explain. No 3. Have there been, in the program head's opinion, significant (+ or -) changes in the enrollment? If "yes",

explain. The overall trend has seen a decline in enrollment consistent with HCC as a whole. 4. If the program's enrollment has declined, can its faculty identify ways to reverse the trend? If "yes", explain. Yes. It can do the following:

Maximize summer offerings

Increase community recruitment

Increase high-school recruitment

Institute Study-Abroad fellowship for promotional purposes

Recruit local students via campus workshops, such as an SAT Preparatory Workshop 5. Do faculty expect enrollment to grow more than 5% over the next three years? If "yes", explain. We have no basis for a prediction one way or the other. 6. Are the program’s students gaining skills, technical and non-technical, that are necessary for employment

related to their field of study? Explain, in detail, the technical and non-technical skills that are taught in the program, and how competence in these skills is measured and documented.


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The connection between course skills and employment is less direct in the college-transfer program than in the applied programs. The academic skills needed for college transfer, along with their methods of measurement, are best related on Pages 1-10 of this report. 7. What are the opinions, favorable and/or unfavorable, of current students of the quality of the program? No data available.

VIII. GRADUATES Graduate Opinion, Number, Location of Employment/In-field Placement of Graduates Suggested methods to obtain information: - Graduate Follow-up information - Planning/Research Office - Graduate Surveys and/or Interviews - Data Elements Report

1. Does the program's faculty actively assist its graduates with identifying and pursuing employment

opportunities? If "yes", explain. Not in a systematic way. 2. Where do the majority of the program's graduates find employment?

Identify specific types of employment, the relationship of that employment to the program in which the students were enrolled, and if appropriate, relate that to locations of employment (county, region, elsewhere in NC, out-of-state)

No data available. Less relevance in the transfer program than in the applied programs. 3. Does the program's faculty anticipate changes in employment opportunities for graduates?

If "yes", explain. No. 4. Has the program's faculty identified new or emerging trends that may impact (positively or negatively) the

ability of its graduates to find employment upon graduation? If "yes", explain. Three diverse trends bear on our graduates‘ prospects: the move toward new a new demographic, and the trend toward a technology-based, global economy. Halifax Community College is equipped with state-of-the art technology, and the college-transfer program incorporates technology into nearly every subject. In conjunction with a system-wide curriculum that mandates technical competence, our emphasis on technology ensures that HCC graduates will be prepared for that aspect of the new economy. However, the new demographic and the move toward greater globalization could pose issues for our graduates since HCC does not currently employ a foreign-language instructor and offers limited cultural opportunities in a field setting (i.e. study-abroad or exchange programs). On the positive side, HCC is in the early stages of diversifying its CT curriculum to include more courses with a global focus; likewise, HCC is in the very early stages of establishing a possible study-abroad program. 5. Are the graduates satisfied with:

a) Quality of instruction in program area courses b) Overall quality of academic program

While not quantified through a formal analysis, student surveys across the curriculum indicate a great deal of overall satisfaction with our program and with the quality of instruction—easily termed a consensus. Moreover, among HCC graduates as a whole, the satisfaction rate is 97%, and all degrees require courses in the college-transfer program.


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IX. PREVIOUS RECOMMENDATIONS AND ACTIONS TAKEN

Not applicable for first review. Subsequent reviews, please complete.

X. OTHER ELEMENTS Suggested Methods for obtaining information: - Distance Learning Director, Class Schedules

1. Distance Learning - Has the program offered any program courses in the past three years via distance learning?

Telecourses (PBS broadcast) college-by-cassette courses teleweb courses - telecourses with web component online/Internet courses NCIH courses Blended courses

If yes, explain. - Has the program offered any traditional classes with online resources in the past three years? If yes,

describe.

Online ART 111, Art Appreciation CHM 130, General Chemistry COM 110, Intro to Public Speaking ENG 111, Expository Writing ENG 113 Lit-Based Research ENG 114, Professional Research and Reporting ENG 233 Major American Writers HIS 132, American History II HUM 122, Southern Culture MAT 151, Statistics I PSY 150, General Psychology PSY 241, Developmental Psychology REL 110, World Religions REL 212, Intro to New Testament SOC 210, Intro to Sociology SOC 220, Social Problems

Hybrid ART 111, Art Appreciation BIO 111, General Biology I BIO 112, General Biology II CHM 151, General Chemistry I CHM 152, General Chemistry II COM 231 Public Speaking ENG 233, Major American Writers HEA 110, Personal Health and Wellness MAT 115, Mathematical Models PSY 150, General Psychology PSY 241, Developmental Psychology REL 211, Old Testament SOC 210, Intro to Sociology SOC 213, Sociology of the Family


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NCIH COM 231, Public Speaking (broadcast FROM Halifax Community College) POL 120, American Government (broadcast FROM Halifax Community College) PSY 150, General Psychology (broadcast FROM Halifax Community College) SOC 213, Sociology of the Family (broadcast FROM Halifax Community College) SPA 111, Elementary Spanish I (broadcast TO Halifax Community College) SPA 112, Elementary Spanish II (broadcast TO Halifax Community College)

Blended

BIO 111, General Biology I BIO 112, General Biology II BIO 175, Microbiology MAT 060, Essential Math MAT 115, Mathematical Models MAT 122, Algebra, Trigonometry II MAT 141, Mathematical Concepts I PHY 110, Conceptual Physics PSY 118, Interpersonal Psychology

Traditional Courses with Online Resources ENG 075/075A Reading & Language Essentials ENG 085/085A Reading & Writing Foundations ENG 095/095A, Reading & Comp Strategies ENG 102, Applied Communications II ENG 111, Expository Writing ENG 113, Literature-Based Research ENG 114, Professional Research & Reporting

2. Evening/Weekend Classes - Has the program offered any program courses in the evening/weekend schedule in the past three years? If

yes, list classes and instructors. Fall ‗04

ART 111, Art Appreciation—Edris Daughtry

BIO 111, General Biology I—Julie Galvin

BIO 168, Anatomy & Physiology I—Terry Wheeler

CHM 151, General Chemistry—Darian Hybyl

COM 231, Public Speaking—Ken Robol

ENG 080, Writing Foundations—Teresa Mayle, Kysha Gary

ENG 095/095A Reading & Comp Strat—Kenya Grant

ENG 111, Expository Writing—Fran Gibbs, Travis Baran

ENG 113, Literature-Based Research—Charles Wilkinson

ENG 114, Professional Research & Reporting—Bryan Carter

HIS 121, Western Civilization I—Russell Lyles

HIS 131, American History I—Woodrow Harding

HIS 132, American History II—Woodrow Harding

HUM 122, Southern Culture—Velinda Hardy

MAT 060, Essential Mathematics—Kenneth Jones

MAT 070, Introductory Algebra—Angela Mallory

MAT 080, Intermediate Algebra—Bijoy Patnaik

MAT 115, Mathematical Models—Chuckie Hairston

MAT 141, Mathematical Concepts I—Chuckie Hairston

MAT 161, College Algebra—Ben Sellers

MUS 110, Music Appreciation—Chris Wright

PED 110, Fitness and Wellness for Life—Judi Hux

PSY 118, Interpersonal Psychology—Karen Stimson


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PSY 150, General Psychology—George Millard

RED 080, Introduction to College Reading—Chris Cooper

REL 110, World Religions—Willie Mae Hawkins

SOC 220, Social Problems—Phil Pair

SPA 111, Elementary Spanish I—Bryan Carter

SPR ‗05

ART 111, Art Appreciation—Edris Daughtry



COM 231, Public Speaking—Ken Robol

ENG 080, Writing Foundations—Teresa Mayle

ENG 095/095A Reading & Comp Strat—Susan Kubley

ENG 111, Expository Writing—Charles Wilkinson

ENG 113, Literature-Based Research—Travis Baran, Laura Stevens

ENG 114, Professional Research & Reporting—Laura Stevens and Fran Gibbs

ENG 233, Major American Writers—Bryan Carter

HEA 110, Personal Health/Wellness—Scott Dameron


HIS 122, Western Civilization II—Woodrow Harding

HIS 131, American History I—Russell Lyles


MAT 060, Essential Mathematics—Georgianna Minggia

MAT 070, Introductory Algebra—Myran Braden, Kenneth Jones

MAT 080, Intermediate Algebra—Bijoy Patnaik

MAT 161, College Algebra—Nina Swink


PED 110, Fitness and Wellness for Life—Scott Dameron

PSY 118, Interpersonal Psychology—Rebecca Ferrell

PSY 150, General Psychology—George Millard

RED 080, Introduction to College Reading—Chris Cooper

REL 110, World Religions—Willie Mae Hawkins

REL 212, Intro to New Testament—Darian Hybyl

SPA 112, Elementary Spanish I—Bryan Carter

Fall ‗05



CHM 151, General Chemistry—Darian Hybyl

COM 231, Public Speaking—Sharon Askew

ENG 075/075A, Reading & Language Essentials, Pam Cale

ENG 085/085A, Reading & Writing Foundations, Chris Cooper

ENG 095/095A, Reading & Comp Strategies, Susan Kubley

ENG 111, Expository Writing—Cathy Farabow, Sandra Weden


ENG 114, Professional Research & Reporting—Cathy Farabow

ENG 243, Major British Writers—Bryan Carter




HUM 122, Southern Culture—Velinda Hardy

MAT 050, Basic Math Skills—Kevin Argo

MAT 060, Essential Mathematics—Myran Braden

MAT 070, Introductory Algebra—Ben Sellers

MAT 080, Intermediate Algebra—Kenneth Jones

MAT 115, Mathematical Models—Nina Swink


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PHY 110/110A, Conceptual Physics—Bijoy Patnaik

POL 120, American Government—Wayne Grimsley


PSY 150, General Psychology—Julie Parker-Dilday

PSY 281, Abnormal Psychology—Rebecca Ferrell

REL 211, Old Testament—James Jones

SOC 210, Intro to Sociology—Phil Pair

SPA 111, Elementary Spanish I—Bryan Carter Spring ‗06




ENG 075/075A, Reading & Language Essentials, A.J. Kubley

ENG 085/085A, Reading & Writing Foundations, Pam Cale

ENG 095/095A, Reading & Comp Strategies, Susan Kubley

ENG 111, Expository Writing—Sandra Weden



ENG 125, Intro to Creative Writing—Carroll Susco

ENG 233, Major American Writers—Charles Wilkinson

ENG 243, Major British Writers—Bryan Carter

HEA 110, Personal Health & Wellness—Scott Dameron


HIS 122, Western Civilization II—Russell Lyles




MAT 070, Introductory Algebra—William Beck

MAT 080, Intermediate Algebra—Kenneth Jones

MAT 115, Mathematical Models—Chuckie Hairston

MAT 141, Mathematical Concepts I—Kevin Argo

MAT 151, Statistics—Ben Sellers

MAT 161, College Algebra—Nina Swink


PHY 110/110A, Conceptual Physics—Bijoy Patnaik

POL 120, American Government—Wayne Grimsley


PSY 150, General Psychology— Rebecca Ferrell

PSY 281, Abnormal Psychology—Rebecca Ferrell

REL 110, World Religions—James Jones

SOC 220, Social Problems—Phil Pair

SPA 112, Elementary Spanish II—Bryan Carter

Fall ‗06

ART 111, Art Appreciation, Edris Daughtry





ENG 085/085A, Reading & Writing Foundations, Pam Cale

ENG 095/095A, Reading & Comp Strategies, Chris Cooper

ENG 111, Expository Writing—Carroll Susco, James McCachren


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ENG 243, Major British Writers—Sandra Weden

ENG 273, African-American Literature—Carroll Susco




MAT 050, Basic Math Skills—Kenneth Jones


MAT 070, Introductory Algebra—William Beck

MAT 080, Intermediate Algebra—Kevin Argo

MAT 115, Mathematical Models—Nina Swink




PED 117, Weight Training I—Scott Dameron

POL 120, American Government—Shaun Stokes


PSY 150, General Psychology—Rebecca Ferrell, Phil Pair

SOC 210, Intro to Sociology—Phil Pair

SOC 213, Sociology of the Family—Phil Pair

SPA 111, Elementary Spanish I—NCIH (Bryan Carter, Facilitator)

Spring ‗07





ENG 085/085A, Reading & Writing Foundations, Chris Cooper

ENG 095/095A, Reading & Comp Strategies, James McCachren

ENG 111, Expository Writing—James McCachren


ENG 114, Professional Research & Reporting—Sandra Weden

ENG 125, Intro to Creative Writing—Carroll Susco

ENG 243, Major British Writers—Teresa Mayle

HEA 110, Personal Health & Wellness—Scott Dameron



MAT 060, Essential Mathematics—William Beck

MAT 070, Introductory Algebra—Myran Braden

MAT 080, Intermediate Algebra—Kevin Argo

MAT 161, College Algebra—Ben Sellers


PSY 150, General Psychology— Rebecca Ferrell

PSY 241, Developmental Psychology—Julie Parker-Dilday

SOC 213, Sociology of the Family—Phil Pair

SPA 112, Elementary Spanish II—NCIH (Bryan Carter, Facilitator) 3. Program-Specific Academic Support for Students - Have the program's faculty provided for specific academic support to students enrolled in the program (in the

past three years)? If yes, explain. Yes.

The math department provides a math resource center (MRC) staffed by math instructors 15 hours per week. Students may come to the MRC if they need tutoring.

The P.E. department provides individual coaching for students developing their own wellness regimens.

Via the college‘s support system, division faculty find tutors for students with deficiencies.

Division faculty ―feed‖ the college‘s tutoring program, by identifying and recruiting qualified students in all academic areas.


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At least two division faculty members offer their services to the college‘s tutoring program.

Division faculty offer group help sessions.

Two instructors, Julie Galvin and Chuckie Hairston mentor students through the North Carolina Transfer Assistance in Biological Science (NC-TABS) program.

The CT division has ownership of the College Student Success course.

A variety of classroom activities are used to teach students with diverse learning styles.

All CT faculty make themselves available for tutoring.

4. High School Articulation and/or Partnerships - Does the program have any articulation agreements with high schools? Has the program established any

partnerships with high schools? If “yes”, explain. As stated on the Halifax Community College website, ―Huskins classes provide high school students with the opportunity to take college level courses on their campus or at HCC. Students may receive both high school and college credit for the courses. Students must be in grades 9-12, meet the same prerequisite requirement as adult college students, and be recommended by their principal. There is no tuition cost.‖ In terms of high-school credit, each secondary school has its own articulation policy; in terms of college/university credit, Huskins students fall under the same articulation umbrella that governs all HCC students interested in transferring into the UNC system or transferring, via the independent-college articulation agreement, to any of the signatories of the independent agreement.

PROGRAM STRENGTHS

Summarize. The college-transfer program‘s strengths are two-fold. On the one hand, we feature the strengths of the NCCCS transfer program in general—smaller class sizes, no reliance on teaching assistants, affordable, transferable, accessible to traditional and non-traditional students, and accessible to all high-school graduates via the ―open-door policy.‖. Beyond the System-wide common denominators, our transfer program features the following strengths:

In the most recent data, HCC graduates boast a university success-rate that surpasses that of their university cohorts.

Student surveys are overwhelmingly positive throughout the curriculum.

In recent years our faculty has featured a high number of instructors with research and/or publication credentials.

Five of the last six excellence in teaching recipients have been from the CT program. One of these recipients, Dr. Pocahontas Jones, also received the state-wide award.

Most transfer classes incorporate technology and help further students‘ technological knowledge.

The program features a dynamic curriculum that changes according to academic trends, faculty vision, and demonstrated need.

New initiatives have been introduced and are being introduced to enhance student learning.

Most program goals have been achieved.

A strong Huskins and dual-enrollment program offers an important in-road to local schools.

The CT program offers an extensive slate of distance-learning courses yielding opportunities to a population we otherwise could not serve.

PROGRAM WEAKNESSES

Summarize: While an objective assessment of the college-transfer program indicates it is a healthy program whose assets far outweigh its weaknesses, the program does face challenges. The college-transfer program‘s weaknesses are two-fold. On the one hand, we face the same challenges that most NCCCS transfer programs face—limited funding, an unwarranted ―prestige gap‖ that hampers recruitment, and a student body with wide-ranging skill levels, often concentrated within the same classroom. Beyond the System-wide common denominators—or, in some cases, inclusive to these denominators, but more specifically rendered here—our program faces the following challenges:

Developmental math students continue to struggle.

Consistent with the college‘s overall trend, our program‘s enrollment has declined.


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A.F.A. enrollment is too low for the program to effectively sustain itself.

According to high-school guidance counselors, our division needs to continue making inroads with parents and secondary students about the advantages of our program.

College Transfer has a limited foreign-language program.

The division is yet to untangle the logistics of important global-education initiatives such as a study-abroad program.

Almost a full quarter of our faculty—our department chairs—must balance teaching duties with administrative duties. Since teaching loads are not reduced to compensate for the added duties, these chairs have less time to devote to their students. Since a quarter of our faculty are affected, this significantly weakens one of our strongest selling points—the contrast between our program in which ―teachers are free to teach‖ and the programs of most four-year institutes, in which research steals the faculty‘s attention.

A shortage of faculty has brought about an over-reliance on adjuncts. This threatens our ability to continue scheduling all needed sections of all needed courses. This also exacerbates the issue of department chairs having to assume teaching loads detrimental to their ability to teach.

While equipment limitations are generally a matter of routine maintenance or state-of-the-art updating, needs have been identified (such as a shortage of treadmills in the P.E. department) that affect the program‘s ability to optimally function.

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