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ASSESSMENT RECORD

Program: Transfer/General Studies Division Assessment period: 2014-2015

Assessment of Associate Degree/General Education and Transfer Outcomes

The Transfer/General Studies Division is responsible for a diverse program of study that exposes students to a variety of disciplines. Within the Division, the Business/Information Systems, Biology, Communications, Liberal Arts, and Mathematics/Engineering/ Sciences Divisions offer high-quality courses that develop the characteristics, knowledge and skills identified in the college’s statement of purpose and general education outcomes. The Division ensures that courses meet the expectations of the Alabama Community College System, the Alabama General Studies Committee and all related accrediting agencies and increases access to educational opportunities by offering courses in a variety of formats.

A. Associate Degree/General Education Outcomes 1. The student will demonstrate effective reading, writing and speaking skills.2. The student will demonstrate ability to apply reasoning and logic to assess ideas and situations, support positions, draw conclusions and solve problems.3. The student will demonstrate ability to identify, analyze, organize, and synthesize credible resources in a manner that respects intellectual property.4. The student will demonstrate understanding of mathematical concepts and scientific principles and ability to use computers.5. The student will demonstrate understanding of events in history and developments in the arts and social sciences that have shaped civilization.

B. Transfer Outcome1. Students will be successful upon transfer to senior institutions.

Assessment of Associate Degree/General Education Outcomes

The college has selected courses common to the general education core of AA, AS and AAS degrees for the purpose of assessing the college’s associate degree/general education outcomes. These courses are ART 100, CIS 146, ENG 101, ENG 102, ENG 251, SPH 106, SPH 107, MTH 100, MTH 112, BIO 102, PSY 200, and HIS 101.

The Transfer/General Education Division recognizes the importance of assessing general education student learning outcomes in on-site course sections at the college’s different instructional sites, and in distance education sections. The assessment results that follow are based on Fall 2014-Summer 2015 course data from on-site and Internet sections.

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Courses General Ed Outcome #1 General Ed Outcome #2 General Ed Outcome #3 General Ed Outcome #4 General Ed Outcome #5 ART 100 X

ENG 101 XENG 102 X

ENG 251 X SPH 106 X X

SPH 107 XCIS 146 X

MTH 100 X XMTH 112 X XBIO 102 XHIS 101 X XPSY 200 X

Assessment of Associate Degree/General Education and Transfer Outcomes

Intended Outcomes Means of Assessment Criteria for Success Summary & Analysis of Assessment

Evidence Use of Results

1. The student will demonstrate effective reading, writing and speaking skills.

Review assessment of course level student learning outcomes for ENG 101, ENG 102, SPH 106 and SPH 107.

ENG 101 and ENG 102 course level student learning outcome results meet or exceed departmental criteria for success.

SPH 106 and SPH 107course level student learning outcome results meet or exceed departmental criteria for success.

In its 2014-2015 English 101 and English 102 assessments, the Communications Division assessed Student Learning Outcomes that focused on: Writing process Thesis creation Cohesive introduction, body, and conclusion

paragraph creation Research use Correct grammar use

Satisfactory standards were met or exceeded, but recommendations for improvement appear in the column to the right.

One concern noted is a wide disparity from campus to campus re: student success. Campus success rates for SLOs vary from the low fiftieth percentile to the ninetieth percentile. For example, the Shelby Campus success rate for composing a thesis statement was 54%, while the Pell City success rate was 90%.

Speech 106 and 107 SLOs include that students will:

Be able to state a clear thesis or central idea appropriate for the audience and occasion in an oral presentation.

Be able to demonstrate effective physical and vocal delivery in an oral

The Communications Division continues to improve its assessment process. All courses are now assessed, and core English courses are assessed for all three academic terms for the Jefferson State calendar year. Fulltime and part-time instructors participate in assessment.

There are unified rubrics, which will continue to be the standard for outcomes assessment in these courses. English faculty will discuss the relevance of the rubrics in department meetings to ensure agreement on their application. There is a major error policy that continues to be the standard for grammar assessment. ENG 101 mandates students write a five paragraph essay with fewer than four major errors, and ENG 102 mandates students write a five

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presentation. Utilize effective delivery skills in a speech

presentation. Utilize rhetorical devices and skills in a

speech presentation.Standards were met or exceeded, but recommendations for improvement are listed in the column to the right. As stated for the composition assessments, variations from campus to campus need to be addressed.

paragraph essay with fewer than three major errors. Interpretations of the major errors policy exist between instructors. For example, some instructors count each subject/verb agreement error as a separate error while other instructors put them together as a pattern representing one major error.

This year, to close the loop, the division devoted time to learning about new methods for teaching composition. To this end, the division hosted a professor from the University of Alabama at Birmingham who specializes in composition studies. Ideas considered by the division include more holistic grading instead of what may be an overly-rigid approach re: the major errors policy. The upcoming three-year program review will provide an opportunity for faculty members to make decisions concerning their upcoming divisional approach for evaluating student writing.

The variances in success rates from campus to campus need to be looked at. Instructors

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at campuses with lower success rates may need to evaluate and modify their teaching styles. Or, campuses with higher success rates may need to increase the rigor of their measurements. Again, the program review will provide an opportune time to address this issue.

Performance on speech SLOs tended to be strong from campus to campus and from semester to semester. One anomaly was Clanton students’ performance on a Speech 107 SLO: students will be able to utilize effective delivery skills in a speech presentation. The annual success rate for the Clanton Campus was only 42%. Teaching methods or measurement standards may need to be addressed.

Overall, the speech instructors are doing a good job of staying in communication with each other to refine their teaching methodologies. For example, they meet regularly to discuss their assessment results. Based upon these

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discussions, they modify their grading rubrics to ensure accurate measurements of student performance.

2. The student will demonstrate ability to apply reasoning and logic to assess ideas and situations, support positions, draw conclusions and solve problems.

Review assessments of course level Student Learning Outcomes for Speech 106, Math 100, and Math 112.

Speech 106, Math 100, and Math 112 course level Student Learning Outcome results meet or exceed departmental criteria for success.

Speech 106 assesses students’ abilities to utilize the problem-solving steps in a group assignment. Student performance for this SLO exceeded the benchmark of 70% at all campuses and across semester to semester sections.

Math 100 and Math 112 both emphasize problem-solving skills. Math 112 places a special emphasis on the problem-solving process. SLOs were met with satisfactory rates.

The division recommends continuing the group project in speech 106. Students have mixed feelings about group projects. Higher performing students often feel as if they carry the weight of the assignment for less dedicated students. Still, instructors believe that this assignment is good preparation for the workforce, where students will almost surely have to work in teams and solve problems as a group. Since satisfactory or higher rates for the SLO for Speech 106 is high, the department may want to consider developing a new assessment to replace it.

The Math Division evaluates their problem solving SLOS through a rubric system that ranks student success on a scale of 0-4. The goal is for 70% of students to perform at level 2 or higher. Benchmarks were met for the year. However, in both Math

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100 and 112, instructors commented that problems used to test these results may be too difficult or may test material that is extraneous to the actual SLO being measured. As the division closes the loop for its upcoming program review, it will be crucial that questions are modified to measure accurately students’ performance for this SLO.

One element that may be helpful is that live tutoring is now available for math 100 at all four Jefferson State campuses. Based on tutoring feedback, the hours available will be expanded both in terms of actual number of hours available and the spacing of these hours. For example, evening tutoring hours will soon be available at the Shelby campus.

Since feedback for the availability of tutoring is positive, the college may need to consider offering it for math 112 as much as budgets permit. Math 112 is often the last class needed for students to graduate from Jefferson State. Tutoring may help student success and may

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boost the college’s retention and graduation rates.

3. The student will demonstrate ability to identify, analyze, organize, and synthesize credible resources in a manner that respects intellectual property.

Review assessment of course level student learning outcomes for ENG 251 and HIS 101.

English 251 and HIS 101 course level Student Learning Outcome results meet or exceed departmental criteria for success.

English 251 requires students to understand literary scholarship and its relation to the primary literary works. Satisfactory rates for this SLO were not met.

HIS 101 requires students to analyze historical documents within the framework of the historical period being analyzed within an assignment. Satisfactory rates were not met.

Success in performance on research requirements continues to be an ongoing concern for English instructors. Campus success rates—excluding the Clanton Campus—exceeded the 70% benchmark established by instructors. However, Clanton’s 57% success rates and the other campuses’ success rates—Jefferson at 76% and Shelby at 73%--are not high enough. English 251 is a sophomore level course, and all students have already received research training in English 102 and have passed this prerequisite course. Therefore, a larger percentage of students preparing to graduate and/or transfer should know how to properly conduct research and cite sources. English instructors are meeting to brainstorm on possible solutions to this problem. The upcoming three year program review will provide an ideal time to attack the closing of this loop.

It is also suggested that more

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literature classes be brought into the assessment of this SLO. English 251 alone may be too small of a sampling to determine true college-wide outcomes. The department may want to bring in courses such as English 252, 261, 262, 271, and 272 to help measure this SLO.

History 101 instructors also report that “overall, college wide HIS 101 students failed to meet this assessment criteria.” History instructors believe that the question itself they are using for the assessment may need to be modified. Still, the low performance in history 101 (Shelby Campus at 36%, for example) coupled with the struggle of students in literature sections confirms that teaching proper research techniques at the college is a true concern. One solution is to hold a cross-departmental meeting where instructors from a variety of disciplines can meet to discuss how they can work together and support each other to improve student performance for this SLO.

Course level Student Learning Outcome results

Reported information from

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4. The student will demonstrate understanding of mathematical concepts and scientific principles, and ability to use computers.

Review assessment of course level student learning outcomes for CIS 146, Math 100, Math 112, and BIO 102.

meet or exceed departmental criteria for success for CIS 146, MTH 100, MTH 112, and BIO 102.

CIS 146 assesses students’ abilities to use common computer applications such as Excel. Satisfactory rates were achieved for SLOs.

MTH 100 and MTH 112 both require students to understand multiple mathematical concepts. Satisfactory rates were met. Performance levels increased from last year.

BIO 102 requires students to understand principles fundamental to life and to understand biological mechanisms at the cellular, molecular, and organism levels. Performance levels vary from campus to campus. The Shelby Campus is consistently performing at notable levels below other campuses. Performance rates vary by 25 percentage points for some SLOs.

CIS 146 SLOs is brief. It is recommended that a more complete assessment record be submitted for review.

Mathematics instructors were pleased at the increased performance of their students compared to last year’s performance. This improvement could show that closing the loop and modifying teaching methods is having a positive impact on our students. The department does recommend continuing to modify the questions presented to measure the outcome. It is recommended that the question be looked at, but instructors should not feel pressure to try to make the question easier just to increase SLO performance. The college truly wants an accurate measure of our students’ performance—including their deficiencies—so that we may engage in continuous improvement.

For BIO 102, instructors recommend more activities to strengthen students’ understanding of these concepts.

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Such wide performance discrepancies are clearly an area of concern. It may be that instructors at the two campuses are using different measurement results. The instructors need to meet with each other to norm their measurement standards. Once this is done, if Shelby Campus results continue to be far lower than the results of the Jefferson Campus, further reflection will be called for to determine why this is the case.

5. The student will demonstrate understanding of events in history and developments in the arts and social sciences that have shaped civilization.

Review assessment of course level student learning outcomes for ART 100, HIS 101, and PSY 200.

Course level Student Learning Outcome results meet or exceed departmental criteria for ART 100, HIS 101, and PSY 200.

ART 100 asks students to understand the cultural significance of art and visual expression on the development of our modern society. Success rates among the various campuses were mixed. While the Shelby Campus attained a success rate of 91%, the Jefferson and Clanton Campuses did not reach the goal of 70% mastery for the SLO.

HIS 101 requires students to demonstrate and understanding of historical events. As with previous SLOS, performance varied by campus. The Jefferson Camus performed at a success rate of 80%. Shelby’s performance rate was 36%, and Pell City’s rate was 40%.

The division improved in its method of assessing this SLO. Previous assessment strategies were too focused on one instructor’s teaching methods. Current results are more global in nature.

As stated for other SLOs in this report, substantial disparities among campuses may need to be addressed. Success rates for the ART 100 SLO, for example, vary by

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PSY 200 assesses students’ abilities to distinguish the major schools/perspectives of psychology. Success rates varied by campus. For example, 69.5 % if Clanton students came close to meeting the 70% benchmark, yet only 48.7% of Jefferson Students met the benchmark.

nearly 30 percentage points from the highest to the lowest scoring campus. The Shelby Campus may need to address the SLO with more rigor. Or, the other campuses may need to analyze teaching styles to improve success rates.

Performance results for history—particularly at the Shelby and Pell City Campuses—are troubling. Since this SLO is fundamental to the goals of the course itself, it is alarming that performance rates are so low. The department believes that the questions used to assess this SLO were worded at too high a level. The questions should be analyzed for appropriate difficulty level. The department needs to focus on this SLO during their three-year program review, and it needs to make improvement a major goal. In addition to modified questions, teaching methodology may need to be considered.

Psychology results are also lower than the department’s expectations. While Clanton,

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Pell City, and Shelby students approached the 70% rate of success set as a goal by the department, no campus met expectations. The division chairs recommend that psychology instructors receive professional development training in assessment instruments. They also suggest teambuilding activities to establish collaboration and cooperation among instructors.

6. The students will complete the general education core requirement for one of the three degrees offered by the college as specified in the college catalog.

Review AA and AS degree completion statistics.

Students have opportunities to complete courses required to earn an AA or AS degree.

The Associate in Arts (AA) and Associate in Science (AS) degrees are the basic degrees awarded to students completing a planned university-parallel program designed to meet the requirements of the first two years of a Bachelor of Arts or Bachelor of Science degree. All AA and AS degrees contain the following General Education Core requirements.

Area I – Written Composition I and II (6 hours required)Area II - Humanities and Fine Arts (12 hours required)Area III - Natural Science and Mathematics (11 hours required)Area IV - History, Social, and Behavioral Sciences (12 hours required)

Number of AA and AS Degrees Conferred

Summer 2012-Spring

2013

Summer 2013–Spring 2014


AA Degree

107 99 97

Students are not required to complete an AA or AS degree plan before transferring credit to an upper level college or university. However, many students understand the value of earning these degrees, as evidenced by completion statistics.

The division is committed to offering courses needed by several students who want to attain an AA or AS degree.

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AS Degree

166 155 228

Assessment of Transfer Outcome

Intended Outcomes

Means of Assessment Criteria for Success Summary & Analysis of Assessment Evidence Use of Results

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Students will be successful upon transfer to senior institutions.

Review reports from four-year institutions that describe the performance of students transferring from Jefferson State Community College.

Students transferring from Jefferson State are well prepared to continue their education at a four-year institution.

The received report from The University of Alabama in Tuscaloosa and The University of Alabama in Huntsville transfer statistics for summer 2014-spring 2015 are documented in the following charts. No other reports from other universities are available since they are no longer required to send one.

Transfer statistics show that Jefferson State Community college students are performing at the same level if not better than the Universities native students.

INTENDEDOUTCOMES

MEANS OFASSESSMENT

CRITERIA FORSUCCESS

SUMMARY & ANALYSIS OF ASSESSMENT EVIDENCE USE OF RESULTS

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Students will be successful upon transfer to senior institutions



The University of Alabama Transfer fromJefferson State Community College

Pre- and Post-Transfer Academic PerformanceStudents Enrolled Summer 2014 - Spring 2015

Hours acceptedFrom JSCC

GPAAt TYC

01-14.99# GPA

15-29.99# GPA

30-56.99# GPA

60-89.99# GPA

90 and above # GPA

Total# GPA

15-23 2.79 8 1.76 11 2.78 20 2.39 11 2.73 1 2.01 51 2.4424-59 2.99 29 2.07 44 2.97 40 2.80 43 2.97 16 2.89 172 2.7760 and above 3.08 13 2.29 9 2.95 14 3.12 10 3.12 0 0 46 2.85

University of Alabama in Huntsville Transfers fromJefferson State Community College



GPAAt TYC

01-14.99# GPA

15-29.99# GPA

30-56.99# GPA

60-89.99# GPA

90 and above # GPA

Total# GPA

15-23 1 4.00 2 3.30 2 3.28 5 3.4324-59 3 1.52 3 2.15 7 2.65 1 2.36 4 2.66 18 2.3660 and above

1 4.00 4 3.29 1 3.81 6 3.50

Reported statistics, from UA and UAH indicate that students transferring from Jefferson State are well prepared to continue their education.

Transfer statistics show that Jefferson State Community College students are performing at the same level if not better than the University native students and other transfers including students from other Alabama two year colleges.

INTENDEDOUTCOMES

MEANS OFASSESSMENT

CRITERIA FORSUCCESS


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The received reports from The University of Alabama in Tuscaloosa and The University of Alabama in Huntsville transfer statistics for summer 2014-spring 2015 is documented in the following charts.


Students Enrolled, Summer 2014 - Spring 2015Academic Performance Comparison in Courses 300 Level or Above


Students Enrolled in 300-Level and Above Undergraduate CoursesAcademic Performance Comparison

Summer 2014 - Spring 2015



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Student Category # Ave. Hrs. attempted

Ave. Hrs. Earned

Ave GPA

Transfer from JSCC 24 34.04 31.42 2.93Transfer from all TYC’s in AL 2177 36.28 33.21 3.01Other transfers 1663 35.26 31.95 3.05Native Students 1853 32.15 29.20 3.09


Ave. Hrs. Earned

Ave GPA

Transfer from JSCC 199 30.52 26.36 2.85Transfer from all TYC’s in AL 2207 29.20 25.97 2.90Other transfers 2303 25.41 22.35 2.93Native Students 16089 28.42 26.34 3.20All Transfer and Natives 20798 28.19 25.86 3.13

ASSESSMENT RECORD

Program:

Transfer/General Studies Division Assessment period: 2014-2015

Division Outcomes

The Transfer/General Studies Division is responsible for a diverse program of study that exposes students to a variety of

disciplines. Within the division, the Business/Information Systems, Communications and Liberal Arts Division, and Mathematics/Engineering/ Sciences Division offer high-quality courses that develop the characteristics, knowledge and skills

identified in the college’s statement of purpose and general education outcomes. The division insures that courses meet the

expectations of the Alabama Community College System, the Alabama General Studies Committee and all related accrediting

agencies, and increases access to educational opportunities by offering courses in a variety of formats.

Transfer/General Studies Division Outcomes are:

• Provide transferable general education courses that prepare students to succeed in upper level programs of study.

• Provide transferable general education courses that fulfill the general studies requirements of the college’s Associate in Science, Associate in Arts and Associate in Applied Science degrees.

• Provide developmental mathematics and English courses that prepare students to succeed in freshman level courses.

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Transfer/General Studies Division Assessment of Long Range GoalsINTENDED

OUTCOMESMEANS OF

ASSESSMENTCRITERIA FORSUCCESS


Provide transferable general education courses that prepare students to succeed in upper level programs of study.

Review fall 2014-summer 2015 class schedules at all locations, and online.

Students have opportunities every semester to complete transfer/general studies courses at different locations, and online, and offerings are sufficient to meet students demand.

The State of Alabama Articulation and General Studies Committee (AGSC) has developed a statewide freshman and sophomore-level general studies curriculum to be taken at all public colleges and universities, and semester credit hour requirements in four traditional areas of general education.


Review of fall 2014-summer 2015 class schedules shows that sections of courses satisfying these requirements are regularly offered at all locations, and that Internet sections of many Area I – Area IV courses are regularly offered by departments in the division.

Departments in the division also offered Pre-Professional, Pre-Major, andElective Courses that satisfy the Area V requirements of University Parallel AA and AS degree plans.

Sections of courses satisfying these requirements are regularly offered at the Jefferson and Shelby-Hoover Campuses, and Internet sections of many Area V course are regularly offered.

Jefferson State courses that satisfy Area I – Area V requirements follow state approved course guides and AGSC approved course outlines that are reviewed by departments to insure consistency and course quality.

Students completing courses that have been approved for the General Studies

Departments in the Transfer/General Studies Division offered high-quality transferable courses for students who intend to transfer to a senior university.

Associate Deans and department chairs in the division, and newly established faculty chairs at Pell City and Clanton, will monitor enrollment trends at all locations and adjust course offerings

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Curriculum and are appropriate to their major and/or degree program may transfer these courses with credit applicable to their degree program among Alabama’s public two-year and four-year colleges and universities.

accordingly to provide multiple opportunities for students to pursue their educational goals.

Greater course variety is available at the Jefferson and Shelby-Hoover Campuses, and through Internet courses. The division expects to offer more courses at the St. Clair – Pell City and Chilton - Clanton Centers as enrollment increases.

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INTENDEDOUTCOMES

MEANS OFASSESSMENT

CRITERIA FORSUCCESS








GPAAt TYC

01-14.99# GPA

15-29.99# GPA

30-56.99# GPA

60-89.99# GPA

90 and above # GPA

Total# GPA

15-23 2.79 8 1.76 11 2.78 20 2.39 11 2.73 1 2.01 51 2.4424-59 2.99 29 2.07 44 2.97 40 2.80 43 2.97 16 2.89 172 2.7760 and above 3.08 13 2.29 9 2.95 14 3.12 10 3.12 0 0 46 2.85




GPAAt TYC

01-14.99# GPA

15-29.99# GPA

30-56.99# GPA

60-89.99# GPA

90 and above # GPA

Total# GPA

15-23 1 4.00 2 3.30 2 3.28 5 3.4324-59 3 1.52 3 2.15 7 2.65 1 2.36 4 2.66 18 2.3660 and above

1 4.00 4 3.29 1 3.81 6 3.50

Reported statistics, UA and UAH indicate that students transferring from Jefferson State are well prepared to continue their education.

Transfer statistics show that Jefferson State Community College students are performing at the same level if not better than the University native students and other transfers including students from other Alabama two year colleges

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INTENDEDOUTCOMES

MEANS OFASSESSMENT

CRITERIA FORSUCCESS





The received reports from The University of Alabama in Tuscaloosa and The University of Alabama in Huntsville transfer statistics for summer 2014-spring 2015 is documented in the following charts.


Students Enrolled, Summer 2014 - Spring 2015Academic Performance Comparison in Courses 300 Level or Above


Students Enrolled in 300-Level and Above Undergraduate CoursesAcademic Performance Comparison

Summer 2014 - Spring 2015



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Ave. Hrs. Earned

Ave GPA

Transfer from JSCC 199 30.52 26.36 2.85Transfer from all TYC’s in AL 2207 29.20 25.97 2.90Other transfers 2303 25.41 22.35 2.93Native Students 16089 28.42 26.34 3.20All Transfer and Natives 20798 28.19 25.86 3.13


Ave. Hrs. Earned

Ave GPA

Transfer from JSCC 24 34.04 31.42 2.93Transfer from all TYC’s in AL 2177 36.28 33.21 3.01Other transfers 1663 35.26 31.95 3.05Native Students 1853 32.15 29.20 3.09

INTENDEDOUTCOMES

MEANS OFASSESSMENT

CRITERIA FORSUCCESS





Jefferson State Community CollegeAcademic Performance Jefferson State Students at Area Universities

These statistics indicate that students transferring from Jefferson State are well prepared to continue their education, and perform at about the same level compared to the students transferring from other two-year colleges.

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Institution Period Covered

Average GPA for JSCC Students

Average GPA for all Alabama

Two-Year College

Students

University of Alabama

Summer 2014-Spring

20152.85 2.90

Auburn University N/A N/A N/A

University of Alabama in Huntsville

Summer 2014-Spring

20152.93 3.01

University of AlabamaIn Birmingham

Summer 2014-Spring

2015N/A N/A

1.40%

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Fall 2014-15

Full-Time Part-Time

(J) 100% 0%

(S) 100% 0%

(J) 100% 0%

(S) 100% 0%

(P) 100% 0%

(Ch) 100% 0%

(J) 100% 0%

(S) 100% 0%

(J)75.6% 24.40%

(S)54% 46%

(P)0% 100%

(Ch)0% 100%

(J)76.4% 23.60%

(S)69.2% 30.80%

(P)0% 100%

(Ch)0% 100%

(Ch) 0% 100%

(J)92.5% 7.50%

(S)100% 0%

(P)0% 100%

(J)45.8% 54.20%

(S)39.6% 60.40%

(J)74% 26%

(S)45.2% 50.60%

(S)27.3% 72.70%

(P)100% 0%

(Ch)0% 100%

(J)0% 100%

(S)0% 100%

(P)0% 100%

(Ch)0% 100%

(J)76.3% 23.70%

(S)67.9% 32.10%

(P)0% 100%

(J)100% 0%

(S)100% 0%

(Ch)0% 100%

(J)72.4% 28%

(S)62.8% 37.20%

(Ch)56.4% 43.60%

(S)59.1% 40.90%

(S)59.3% 40.70%

(P)69.4% 30.60%

(J)53.3% 46.70%

(S)45.9% 54.10%

(P)0% 100%

(J)100% 0%

(Ch)73% 27%

(J)66.2% 19.30%

(S)54.8% 45.20%

(P)66.5% 33.50%

Employment Status of Primary Instructor All Campuses

Fall 2012-13

Discipline Full-Time Part-Time

Physical Education

Physical Education (J) 100% 0%

(S) 100% 0%

Heath Education (J) 100% 0%

(S) 100% 0%

(P) 100% 0%

(Ch) 100% 0%

Business Info Systems

Accounting (J)66.7% 33%

(S)100% 0%

Business (J) 55.1% 44.90%

(S)60.7% 39.30%

(Ch)0% 100%

(P)0% 100%

CIS (J)81% 19%

(S)72.7% 27.30%

(P)0% 100%

(Ch)0% 100%

Economics (J)75.4% 24.6%

(S)100.0% 0%

(P)0% 100%

(Ch)0% 100%

Mgmt. & Supervision (J)74% 26%

(S)0 100%

Office Administration (J)64.6% 35.40%

(S)53.8% 46.20%

Communications

English (J)61.2% 38.80%

(S)54.2% 45.80%

(P)62.2% 37.80%

(Ch)64.1% 35.90%

Speech (J)57.6% 42.40%

(S)64.6% 35.40%

(P)100% 0%

(Ch)100% 0%

Theater (J)0% 100%

(S)0% 100%

Liberal Arts

Fall 2013-14

Full-Time Part-Time

(J) 100% 0%

(S) 100% 0%

(J) 100% 0%

(S) 100% 0%

(P) 100% 0%

(Ch) 100% 0%

(J) 100% 0%

(S) 100% 0%

(J)62.4% 37.60%

(S)63.9% 36.10%

(Ch) 100% 0%

(P)0% 100%

(Ch) 0% 100%

(J)74.9% 25.10%

(S)67.9% 32.10%

(P)0% 100%

(Ch) 0% 100%

(J)95.6% 4.40%

(S)100% 0%

(P)0% 100%

(J)46.2% 53.80%

(S)35.3% 64.70%

(J)55.5% 44.50%

(S)41.9% 58.10%

(Ch)41.8% 58.20%

(J)52.4% 47.60%

(S)61.6% 38.40%

(P)66% 34%

(Ch)100% 0%

(J)63.4% 36.60%

(S)66.4% 33.60%

(P)65.2% 34.80%

(J)0% 100%

(S)0% 100%

(Ch)46.3% 53.70%

(J)59.8% 40.20%

(S)49.3% 50.70%

(P)61.6% 38.40%

(Ch)100% 0%

(J)77.8% 22.20%

(S)61.4% 38.60%

(P)100% 0%

(J)0% 100%

(S)48.8% 51%

(Ch)0% 100%

(J)98.6%(S)39.7% 60.30%

(P)70.7% 29.30%

(Ch)0% 100%

(J)0% 100%

(S)0% 100%

(P)0% 100%

(J)100% 0%

(S)60% 40%

(P)0% 100%

(J)100% 0%

(Ch)0% 100%

(J)55.8% 44.20%

(S)63.4% 36.60%

(Ch)47.7% 52.30%

(J)69.9% 30.10%

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Fall 2014-15

Full-Time Part-Time

(J) 100% 0%

(S) 100% 0%

(J) 100% 0%

(S) 100% 0%

(P) 100% 0%

(Ch) 100% 0%

(J) 100% 0%

(S) 100% 0%

(J)75.6% 24.40%

(S)54% 46%

(P)0% 100%

(Ch)0% 100%

(J)76.4% 23.60%

(S)69.2% 30.80%

(P)0% 100%

(Ch)0% 100%

(Ch) 0% 100%

(J)92.5% 7.50%

(S)100% 0%

(P)0% 100%

(J)45.8% 54.20%

(S)39.6% 60.40%

(J)74% 26%

(S)45.2% 50.60%

Fall 2013-14

Full-Time Part-Time

(J) 100% 0%

(S) 100% 0%

(J) 100% 0%

(S) 100% 0%

(P) 100% 0%

(Ch) 100% 0%

(J) 100% 0%

(S) 100% 0%

(J)62.4% 37.60%

(S)63.9% 36.10%

(Ch) 100% 0%

(P)0% 100%

(Ch) 0% 100%

(J)74.9% 25.10%

(S)67.9% 32.10%

(P)0% 100%

(Ch) 0% 100%

(J)95.6% 4.40%

(S)100% 0%

(P)0% 100%

(J)46.2% 53.80%

(S)35.3% 64.70%

(J)55.5% 44.50%

(S)41.9% 58.10%

(J)63.9% 36.10%

(P)75% 25%

(J)62% 38%

(S)47.9% 52.10%

(P)0% 100%

(J)100% 0%

(Ch)50% 50%

(J)67.9% 32.10%

(S)51.6% 48.40%

(P)71.1% 28.90%

INTENDEDOUTCOMES

MEANS OFASSESSMENT

CRITERIA FORSUCCESS


Provide transferable general education courses that fulfill the general studies requirements of the college’s Associate in Science, Associate in Arts and Associate in Applied Science degrees.

This is also outcome #6 ofGeneral requirement Associate Degree Outcomes:

The students will complete the general education core requirement for one of the three degrees offered by the college as specified in the college catalog.

Review AA and AS degree completion statistics.

Students have opportunities to complete courses required to earn an AA or AS degree.

The Associate in Arts (AA) and Associate in Science (AS) degrees are the basic degrees awarded to students completing a planned university-parallel program designed to meet the requirements of the first two years of a Bachelor of Arts or Bachelor of Science degree. All AA and AS degrees contain the following General Education Core requirements.


Number of AA and AS Degrees Conferred

Summer 2012-Spring 2013



AA Degree 107 99 97

AS Degree 166 155 228

Students are not required to complete an AA or AS degree plan before transferring credit to an upper level college or university. However, many students understand the value of earning these degrees, as evidenced by completion statistics.

The division is committed to offering courses needed by several students who want to attain an AA or AS degree.

INTENDEDOUTCOMES

MEANS OFASSESSMENT

CRITERIA FOR


26

SUCCESS

• Provide transferable general education courses that fulfill the general studies requirements of the college’s Associate in Science, Associate in Arts and Associate in Applied Science degrees.

Review fall 2013-summer 2014 class schedules at all locations, and online.

Students pursuing AAS degrees have opportunities every semester to complete general studies courses at different locations, and online.

The Associate in Applied Science (AAS) degree is awarded to students who complete the requirements of a specific career or professional program outlined in this catalog. Of the total hours in a program, 35-40 percent must be courses chosen to ensure competency in reading, writing, oral communication, computers, and fundamental mathematics and to satisfy Jefferson State core requirements. All AAS degrees contain the following General Education Core requirements.

Area I – Communication Skills (6 hours required)Area II - Humanities and Fine Arts (3 hours required)Area III - Natural Science, Computer Science and Mathematics (10-11 hours required)Area IV - History, Social, and Behavioral Sciences (3 hours required)

Review of fall 2014-summer 2015 class schedules shows sections of courses satisfying these requirements are regularly offered at all locations, and that Internet sections of many Area I – Area IV course are regularly offered.

Jefferson State courses that satisfy Area I – Area IV requirements follow state approved course guides and outlines that are reviewed by departments to insure consistency and course quality.

As previously documented, the college increased the number of full-time Transfer/General Studies faculty who support the General Education Core requirements for AAS programs. This includes full-time English, biology, history, mathematics, psychology, and speech instructors at the Pell City and Clanton Centers who support the General Education Core requirements for the Nursing Programs at these locations.

Departments in the Transfer/General Studies Division offered high-quality general studies courses needed by students pursuing an AAS degree. Courses necessary to satisfy the Area I-Area IV requirements of an AAS degree are offered every semester at all locations, and online.

Greater variety is available at the Jefferson and Shelby-Hoover Campuses, and through Internet courses. The division expects to offer more courses at the St. Clair – Pell City and Chilton - Clanton Centers as enrollment increases.

27

INTENDEDOUTCOMES

MEANS OFASSESSMENT

CRITERIA FOR

SUCCESS


Provide transferable general education courses that fulfill the general studies requirements of the college’s Associate in Science, Associate in Arts and Associate in Applied Science degrees.

Review AAS degree completion statistics.

Students have opportunities to complete courses required to earn an AAS degree.

Number of AAS Degrees and Certificates Conferred

Summer 2012-Spring 2013



AAS Degree 595 620 561

Certificates 476 516 426

The AAS degree is the degree earned most often at Jefferson State. The division is mindful of its responsibility to provide students in AAS programs with general education courses that contribute to their intellectual development and prepare them for success in their chosen fields.

28

INTENDEDOUTCOMES

MEANS OFASSESSMENT

CRITERIA FORSUCCESS





Jefferson State Community CollegeAcademic Performance Jefferson State Students at Area Universities

Annual usage of transfer guide by two year colleges of Alabama for the July 2013-June 2014 and July 2014-June 2015 are shown in the charts below (pp. 31-32.)

These statistics indicate that students transferring from Jefferson State are well prepared to continue their education, and perform at about the same level compared to the students transferring from other two-year colleges.

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Institution Period Covered

Average GPA for JSCC Students

Average GPA for all Alabama

Two-Year College

Students

University of Alabama

Summer 2014-Spring

20152.85 2.90

Auburn University N/A N/A N/A

University of Alabama in Huntsville

Summer 2014-Spring

20152.93 3.01

University of AlabamaIn Birmingham

Summer 2014-Spring

2015N/A N/A

INTENDEDOUTCOMES

MEANS OFASSESSMENT

CRITERIA FORSUCCESS


Provide developmental mathematics and English courses that prepare students to succeed in freshman level courses.

Review fall 2014-summer 2015 class schedules.Review developmental course success rate for students enrolled in ENG 093, RDG 085, MTH 090, and MTH 098. Also review of MTH 098S and MTH 100S offered as pilot in Jefferson Campus based on SACS requirement.

Students have opportunities to complete developmental mathematics, English and reading classes at all locations, and online.

The college offers the following developmental courses: MTH 090 Basic Mathematics, MTH 098 Elementary Algebra, ENG 093 Basic English, and RDG 085 Developmental Reading.

All developmental courses were taught at all locations in the fall 2014 and spring 2015 semesters.

With the exception of RDG 085 at the Clanton Center, all developmental courses were offered at all locations in the summer 2015 semester. Summer sections of MTH 090, ENG 093 and RDG 085 offered at the Pell City Center were cancelled due to low enrollment.

Internet sections of all developmental courses were taught every semester.

The rates of successful completion in MTH 090, MTH 098, ENG 093 and RDG 085 for Fall 2014, Spring 2015 and Summer 2015 are shown in the chart that follows (page 33.)

Review of class schedules indicates that students do have opportunities to complete developmental mathematics, English and reading classes at all locations, and online.

The college is addressing placement and instruction in MTH 090, MTH 098 and MTH 100 in its Quality Enhancement Plan.

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ENG093 FA

2014

ENG093 SP

2015

ENG093 SU

2015

MTH090 FA

2014

MTH090 SP

2015

MTH090 SU

2015

MTH098 FA

2014

MTH098 SP

2015

MTH098 SU

2015

RDG085 FA2014

RDG085 SP2015

RDG085 SU2015

66%60%

72%

51%55%

68%

50% 51%

63%

50%

40%47%

DEVELOPMENTAL SUCCESS RATE FALL 2014- SUMMER 2015

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