· Web viewAccounting credit hour generation has steadily been over 350 credit hours per fiscal...

Program Review Cover PageCollege Carl Sandburg College

District Number 518

Contact Person(name, title, contact information)

Michelle JohnsonDean of Institutional [email protected]

Fiscal Year Reviewed: FY 19

Directory of Reviews SubmittedArea Being Reviewed Page Numbers

Career and Technical Education 2-79Academic Disciplines 80-223

Cross-Disciplinary Instruction 224-234Student and Academic Support

Services235-241

Prior Review SupplementalInformation

None

Other Attachments As Necessary None

mailto:[email protected]

Carl Sandburg CollegeProgram Review FY 19

Career and Technical Education

Accounting

CNC Operator Certificate

CNC Programmer Certificate

Industrial Welding Technology

AWS Level 1 Certificate

Gas Shielded Welding Certificate

Industrial Welding Tech- MIG/GMAW Certificate

Industrial Welding Tech- TIG/GMAW Certificate

Oxy Fuel Welding & Cutting Certificate

Pipe Welder Specialist Certificate

Shielded Metal Arc Welding Certificate

Mortuary Science

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CAREER & TECHNICAL EDUCATIONREVIEW OF PROGRAM BY CIP CODE

COLLEGE NAME: Carl Sandburg College

FISCAL YEAR IN REVIEW: 2019

PROGRAM IDENTIFICATION INFORMATION

PROGRAM TITLEDEGREE OR CERT

TOTAL CREDIT HOURS

6-DIGIT CIP CODE

LIST ALL CERTIFICATE PROGRAMS THAT ARE STACKABLE WITHIN THE PARENT DEGREE

Accounting AAS 03 - AAS 62 520301 None

How does this program fit into a career pathway?

This degree prepares graduates to work as an assistant to an accountant or accounting professional.

List all pre-requisites for this program (courses, placement scores, etc.).

There are no pre-requisites for the program; however, ACC.101 has pre-requisites:ENG.097 grade of C or better or placement in ENG.101;MAT.080 with C or better;Placement in MAT.083 or higher (including BOC.100).

Please list or attach all required courses (including titles) for completion of this program including institution required courses (e.g. student success, first year, general education requirements, etc.).

Attachment 1A- AAS

Provide a rational for content/credit hours beyond 30 hours for a certificate or 60 hours for a degree.

Some of the courses needed are four credit courses because of their depth and challenge. Also, if a student should desire to transfer to continue their education, Business Calculus, a four-credit course, is recommended.

REVIEW SUMMARYAddress all fields in the template. If there are certificates and/or other stackable credentials within the program, please be sure to specify and sufficiently address all questions regarding

each stackable credential.

Program ObjectivesWhat are the objectives/goals of the program?

Post-secondary preparation Entry level accounting skills Professional development for advancement

opportunities Work as an assistant to an accountant, accounting

professional, or in an accounting firm

State progress toward completion of objectives/goals.

It has always been a challenge for us to collect data from graduates. One of the modifications to our program, as a result of this review, will be to implement some strategy to measure the stated objectives.

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How does this program contribute to other fields and the mission of the college?

The mission of Carl Sandburg College is to provide all students with opportunities for success. AAS in Accounting meets the mission by having open enrollment and it contributes to other fields by collaborating on courses that meet the needs of other programs and/or certificates (Accounting, Business Administration, Office Professional, Small Business Management, etc.) along with offering courses in a way that they do not conflict with other program needs. This program also uses courses from other areas of the college (including AOP, BOC, BUS, MAT, ENG, ICT, BLA, and ECO).

Prior Review UpdateDescribe any quality improvements or modifications made since the last review period.

Preliminary work has been done to the program to meet community needs and compliance with ICCB credit hour guidelines. ACC.101 and ACC.102 have been reviewed and confirmed for IAI compliance.

CTE PROGRAM REVIEW ANALYSISComplete the following fields and provide concise information where applicable. Please do not insert full data sets but summarize the data to completely answer the questions. Concise tables displaying this data may be attached. The review will be sent back if any of the below fields are left empty or inadequate information is provided.

STUDENT ACCESS AND SUCCESS RESPONSE

1.1 How strong is the occupational demand for the program? Please include district and regional needs.

Sandburg (2014-2024)

Illinois (2016-2026)

Jobs Available in 2014(2016) 645 56,075Jobs Available in 2024(2026) 712 60,425Employment Change 67 4350Percent of Change 10.39% 7.76%http://www.ides.illinois.gov/LMI/Pages/Employment_Projections.aspx

1.2 How has demand changed in the past five years and what is the outlook for the next five years?

Data is not available in these time increments, but in section 1.1 data is reported for a 10 year period from 2014 to 2024 (District) and 2016 to 2026 (State).

Accounting credit hour generation has steadily been over 350 credit hours per fiscal year. There have been ebbs and flows of over 500 credit hours and just under 350 credit hours. Looking at FY13 there were 413 credit hours vs. FY18 when there were 509 credit hours. Based on this data, there is reason to believe that overall demand for credit hours should hold steady at over 400 credit hours or more per fiscal year.

1.3 How will students be recruited for this program?

The recruiting department uses a multitude of recruiting strategies, including advertising in local media (billboards, cable channels, and radio), social media, school visits, and college night activities. Specific program recruitment activities include a Monopoly competition for district high schools.

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1.4 From where will students be recruited?

Prospective students are recruited through the college recruitment efforts. They target traditional and nontraditional prospects.

1.5 Are there gaps in demographic data? Please explain.

We would like to see an increase in enrollment among males and minorities.

1.6 Are the students served in this program representative of the college? Please explain.

Program demographic data from FY 13-19 was reviewed. During that time 77% were female, the largest age category was 17-20 (30.9%) and the majority were Caucasians at (86.8%), with African-American at 5.6% followed by Asian at 6.7%. This compares to the overall college demographics of 63.7% female, with the largest age category of 17-20 (42.5%), with African-American at 9% and Latino at 4.9%. The program has attracted more slightly older, predominately Caucasian females.

1.7 What is the college doing to overcome equity gaps?

Carl Sandburg College is in line with peer comparison institutions, according to the 2017 IPEDs data feedback report.To support equity, the College employs a minority outreach coordinator of diversity and recruitment.

1.8 How does the program identify and support at-risk students?

Students self-disclose if they need assistance and present previous IEPs. Faculty use Starfish to alert at-risk students and their support group. The College is moving toward using predictive analytics that will aid in the identification of high-risk students.

1.9 How satisfied are students with their preparation for employment?

No current data is available.

1.10 How is student satisfaction information collected? How is this information used?(Include student pass rates, licensure rates, etc. as form of student satisfaction data.)

Prior to 2014, the College sent out Graduate Survey’s. We had very low response rate so decided to discontinue this technique.

ICCB suggested we have students fill out the surveys at graduation. This has helped increase the response rate.

TEACHING AND LEARNING RESPONSE

2.1 How does the program engage students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments?

General Education Outcomes of Critical thinking (Demonstrate critical thinking skills and problem solving skills) and Information Technology (Demonstrate understanding and skills to function in a technological society) are embedded in all Sandburg courses and assessed each year.Some courses employ case studies with discussion and/or presentations. Students are also encouraged to ask questions at the Entrepreneur Speaker Series.

2.2 What is reviewed when developing or modifying curriculum?

District employment needs, advisory, peer institutions and senior faculty members drive the changes in curriculum along with the creation of new curriculum.

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2.3 What mechanisms are in place to determine programmatic needs/changes?

The advisory committee is vital in reviewing curriculum and program changes. They bring suggestions and evaluate outside ideas.

2.4 How are programmatic needs/changes assessed by the curriculum review committee and campus academic leadership?

Once advisory endorses an idea then it goes through the curriculum committee, then to council and then to be voted on in assembly by the faculty body.

2.5 What are the delivery methods of this program? (e.g. traditional format/online/hybrid/team-teaching etc.)?

Traditional, Online, Webinar, Face to Face, Multiple Modality

2.6 If the program delivers the same course in more than one method, does the program compare success rates of each delivery method? If so, how?

Yes, the department will review and compare of grade distribution and completion rates of course taught using different delivery methods.

2.7 Are there dual credit opportunities? If so please list offerings and the associated high schools.

All Sandburg courses within this program are available for dual credit.

2.8 How is quality and learning goals of the courses assured to be consistent across all modes of delivery? (On the main campus, additional locations, dual credit, distance delivery, etc.)

Syllabi are reviewed for compliance and coverage of topics.All faculty are evaluated by students at least once a year. Non-tenured faculty are observed twice a semester by the coordinator and/or Assoc. Dean of the dept. Dual Credit instructors are scheduled for at least one classroom observation each year.

2.9 What is the status of the current technology and equipment used by this program?

Most classes incorporate a supplemental online component using an online Course Management Software, Moodle. Some courses include use of word processing software, spreadsheet software, presentation software and some of those are shared documents in which multiple students contribute.

Classrooms are equipped with Wi-Fi, teacher computer station with internet access, projector, and some rooms have Smartboard technology. All rooms have either white boards or chalk boards.

2.10 What work-based learning opportunities are available and integrated into the curriculum?(Provide examples of GEOs/program goals embedded in work place curriculum.)

Students have the option of earning 3 credit hours by performing an internship with either a current employer by working on a special project that meets the criteria of the program, or by finding a business that will let them intern for experience, but no pay.

2.11 Is industry accreditation required for this program (e.g. nursing)? If so, identify the accrediting body. Please also list if the college has chosen to voluntarily seek accreditation (e.g. automotive technology, NATEF).

No

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2.12 Are industry-recognized credentials offered? If so, please list.

No

2.13 Is this an apprenticeship program? If so, please elaborate.

No

2.14 If applicable, please list the licensure examination pass rate.

N/A

2.15 What current articulation or cooperative agreements/initiatives are in place for this program?

Sandburg has a number of general agreements in place (18), but there is one specific to accounting: the University of Illinois-Springfield College of Accounting Articulation Agreement.

2.16 What assessment methods are used to ensure student success? Please describe the assessment process.

Assessment is done in the individual courses and methods vary from quizzes and examinations, group projects, simulations, term papers, minute papers, journals, presentations, role-playing, assignments, and discussions.

2.17 When a program has low retention and/or success rates, what is the process to address these issues?

The coordinator, Assoc. Dean, and on occasion the VP of Academics brainstorm on possible solutions. Faculty members are also asked for their opinion on changes that could be implemented to increase success rates.


Students self-disclose if they need assistance and present previous IEPs. The college is moving toward proactive analytics that will aid in the identification of high-risk students.

2.19 What co-curricular activities/programs are offered to students in this program?

BASS is a business club on campus. The college is in its third year of the Entrepreneur Series, where a local businessperson gives a brief overview of their position, how they arrived at that position, and what advice they would give to up and coming business students.

2.20 How do co-curricular activities/programs offered support General Education Outcomes?

BASS is the co-curricular program associated with Accounting at Carl Sandburg College. This organization provides students with the ability to gain further knowledge of and exposure to not only GEOs but also program objectives.

2.21 How are employers engaged in this program? (e.g. curriculum design, review, placement, work-based learning opportunities)

The program has an Advisory Board composed of leaders from numerous fields including retail (chain and independent), tax services, non-profit organizations, Chamber of Commerce executive, and the education field.

Business leaders are also invited as guest speakers. Field trips to local facilities have also been arranged by BASS club.

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2.22 Describe the role of the advisory committee. (Include demographics of committee members, frequency of meetings and examples of the impact the committee has made on the program.)

The advisory committee is vital in reviewing curriculum and program changes. They bring suggestions and evaluate outside ideas. Once advisory endorses an idea then it goes through the curriculum committee, then to council and then to be voted on in assembly by the faculty body.

Board has 18 members, 67% of which are male and 33% are female.

44% come from Education/Government, 56% come from business, including practicing professional accountants.The board meets once each academic year.Aside from curricular suggestions, the board has provided ideas for recruiting new students to the program.

2.25 What innovations have been implemented or brought to this program that other colleges would want to learn about?

Use of Monopoly game in ACC.101, in which players must record the financial transactions of the game, then prepare financial statements.

The use of a software program that simulates running a business in the BUS.100 course.

Many of our business courses are capable of using a robot for the remote students if they so choose.

Multiple modality is a combination of blended, online, and face-to-face to meet the delivery needs of individual students.

COMMUNITY ALLIANCES RESPONSE

3.1 Have partnerships been formed since the last review that may increase the quality of the program and its courses? If so, with whom?

None.


Through the Advisory Board. The Board recommends, approves changes to the program design.

3.4 How satisfied are employers in the preparation of the program’s graduates?

No data available.

3.5 How is employer satisfaction information collected?

At this point, we have no means to collect this data.

OPERATIONAL SUSTAINABILITY AND EXCELLENCE

RESPONSE

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4.1 What are the program’s strengths?

The strength of the program is its faculty. They are Master’s level prepared, and all have industry experience as accountants. The adjunct faculty are all working professionals. Business related courses are taught by Master’s level professionals with industry experience.There is high demand locally, statewide, and nationally for accountants.

4.2 What are the identified or potential weaknesses of the program?

Tracking graduates, measuring program objectives, lack of enrollment, and not enough internship opportunities


Program retention and success are reviewed annually for continuous improvement. Student progress is reviewed during the course with an early alert system, faculty observation, and student performance, and interventions appropriate to the student’s needs are implemented.

4.4 What are the costs associated with this program?

Both full time and adjunct faculty teach in accounting at Carl Sandburg College. The over/under is +106%, revenue over cost.

4.5 How do costs compare to the other programs on campus?

Based on the over/under of the department (+46%), which includes other CTE programs, the +106% of Accounting makes it more cost effective than other programs.

4.6 How is the college paying for this program and its costs (e.g. grants, etc.)?

Tuition, Property Tax, Equalization, Reimbursement Rate from State

4.7 If most of the costs are offset by grant funding, is there a sustainability plan in place in the absence of an outside funding source? Please explain.

N/A

4.8 What steps can be taken to offer curricula more cost-effectively?

Strategic scheduling of classes and recruitment for the program.

4.9 Is there a need for additional resources?

In order to grow the program, it is believed that we need to stop cancelling low enrollment courses, which has made it difficult for students to complete their studies in a timely manner and has turned others away from beginning their studies. Resources need to be committed to recruiting for the program.

4.10 Did the review of program cost result in any actions or modifications? Please explain.

Program compares favorably with other CTHE programs (2.1, 2.2) and needs no modification.

Due to a change in full-time faculty staffing, the program costs have decreased.

4.11 What professional development or training is offered to adjunct and full time faculty that may increase the quality of this program?

Faculty Teaching and Learning Center open throughout the year

Two In-Service workshops a year Tech Connect once a year Professional Development Funds

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4.12 What assessments are used to measure full-time and adjunct faculty performance in the classroom? Describe assessment process.

All faculty are evaluated by students at least once a year. Non-tenured faculty are observed twice a semester by the coordinator and/or Assoc. Dean of the dept. Dual Credit instructors are scheduled for at least one classroom observation each year.

4.13 How are faculty assessments used for program improvement?

All faculty, both full-time and adjuncts, must submit a yearly classroom assessment report (CAR) detailing assessment at the course level. These results are then shared with both the department and the institution to create further discussion and plans for improvement.

Continuous Improvement RESPONSE

5.1 Did the review of program need and program assessment result in actions or modifications? Please explain.

Changes in the program have been suggested, reviewed and approved by the Advisory Board and will go through the internal Curriculum Committee process for implementation in the Fall of 2020 to better align the program with the needs of the district. The optional pathways that had been part of the program were consolidated to remove directed electives and to bring the program closer to ICCB recommended AAS credit hours.

5.2 Did the review of program cost and required resources result in actions or modifications? Please explain.

Review did not bring forth actions or modifications.

5.3 Did the review of program quality result in any actions or modifications? Please explain.

Recommendations for significant modifications effective with the Fall 2020 semester have been reviewed and approved by the Advisory Board. The modifications include eliminating directed electives, addressing low-enrollment courses, and reducing program credit hours to 60 or 61, depending on the math course taken. Changes were made based upon the advice of the advisory committee, academic advisors, program faculty, and review of comparable programs at peer institutions.

List any barriers encountered while implementing the program. Please consider the following: retention, placement, support services, course sequencing, etc.

Course sequencing is an issue. As this is now a small program, if students get out of sequence for any reason (part-time students, repeating courses), we do not have the enrollment to offer the courses outside of their scheduled semesters, on a regular basis. This can delay students from graduating on time and cause frustration. We often have to direct them to online ILLCO courses, where, too frequently, withdrawal rates are higher than in-house courses.

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DATA ANALYSIS FOR CTE PROGRAM REVIEWPlease complete for each program reviewed. Colleges may report aggregated data from the parent program or report on enrollment and completion data individually for each certificate within the program. Provide the most recent 5-year longitudinal data available.

CTE Program Accounting AAS

CIP Code 520301

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Number of Students Enrolled 25 21 16 24 14

Credit Hours Produced By Student in Program

223 236 205 181 141

Credit Hours Produced By Student NOT in Program

572 525 480 392 368

Number of Completers 7 2 5 4 5

Faculty to student ratio for courses in this program. (Please include range.)

8:1 8:1 6:1 8:1 8:1

IAI Status (list code) or Form 13 Status (list signature dates and institutions) for courses in program as required.

CORE COURSE SUCCESS RATES

Success Rate (% C or better) at the end of the course, excluding Withdrawals and Audit students2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

ACC 101 60% 61% 56% 59% 64%

ACC 102 64% 73% 72% 79% 72%

ACC 201 100% 100% 100% 100% 100%

ACC 202 100% 78% 100% 100% 100%

ACC 203 100% 75% 100% 73% 71%

ACC 205 100% 63% 100% 100% 100%

82% 67% 100% 100% 100%

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ACC 206

ACC 207 100% 67% 100% 100% 100%

ACC 208 100% 100% 100% 100% 100%

ACC 100 - - - 0 % 33%

BUS 100 55% 70% 69% 72% 68%

CIS 112/ICT 110 59% 70% 76% 67% 77%

BOC 100 76% 63% 82% 53% 62%

BOC 102 84% 95% 92% 75% 58%

Other (Please identify.)

What disaggregated data was reviewed?

Data as listed above.

How does the data support the program goals? Elaborate.

Students are completing core accounting courses.

REVIEW RESULTS

Action

☒ Continued with Minor Improvements☐ Significantly Modified☐ Placed on Inactive Status☐Discontinued/Eliminated☐ Other (please specify)

Summary RationalePlease provide a brief rationale for the chosen action.

Program, as reviewed, satisfies the needs of employers and prepares students for the appropriate positions. The Advisory Board works with the coordinator and administration to review the certificate annually.

Intended Action StepsWhat are the action steps resulting from this review? Please detail a timeline and/or dates for each step.

Minor changes to the certificate will be implemented to eliminate directed electives. This will be implemented during the 2019-2020 academic year.

Resources NeededNone

Responsibility Coordinator of Business programs

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Who is responsible for completing or implementing the modifications?


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CTE Program Accounting Certificate

CIP Code 520301

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018


Credit Hours Produced by Student in Program

69 27 30 48 15

Credit Hours Produced by Student NOT in Program

726 734 655 525 494



8:1 8:1 6:1 8:1 8:1


Core Course Success RatesSuccess Rate (% C or better) at the end of the course, excluding Withdrawals and Audit students.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

ACC 101 60% 61% 56% 59% 64%

ACC 102 64% 73% 72% 79% 72%

ACC 201 100% 100% 100% 100% 100%

ACC 202 100% 78% 100% 100% 100%

ACC 203 100% 75% 100% 73% 71%

ACC 205 100% 63% 100% 100% 100%

ACC 206 82% 67% 100% 100% 100%

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ACC 207 100% 67% 100% 100% 100%

ACC 208 100% 100% 100% 100% 100%

ACC 100 - - - 0% 33%

BUS 100 55% 70% 69% 72% 68%

CIS 112/ICT 110 59% 70% 76% 67% 77%

BOC 100 76% 63% 82% 53% 62%

BOC 102 84% 95% 92% 75% 58%



Data as listed above.


Students are completing core accounting courses.

REVIEW RESULTS

Action



Certificate, as reviewed, satisfies the needs of employers and prepares students for the appropriate positions. The Advisory Board works with the coordinator and administration to review the certificate annually.


Minor changes to the certificate will be implemented to eliminate directed electives. This will be implemented during the 2019-2020 academic year.


ResponsibilityWho is responsible for completing or implementing

Coordinator of Business programs.

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the modifications?

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FISCAL YEAR IN REVIEW: FY 2019



TOTAL CREDIT HOURS

6-DIGIT CIP CODE


CNC CertCert

17 32 480510 CNC Operator

CNC Programmer


The CNC Operator Certificate trains graduates for entry level positions in the machine tool area as represented in the Manufacturing career cluster, Production pathway. Positions could include: Grinding, Lapping and Buffing Machine Operator, Milling Machine setter, Set-Up Operator and Machine Operator. Related occupations include Lathe/Turning Machine Tool Setters/Operators (51-4034) and Milling/Planning Machine Setters/Operators (51-4035).

The CNC Programmer Certificate trains graduates for entry level positions in the machine tool programmer area as represented in the Manufacturing career cluster, Production pathway. Positions could include: Extruding and Drawing Machine Setter/Set-Up Operator. Related occupations include Computer-Controlled Machine Tool Operator (51-4011).


Admission to the program is open.

Operator Certificate Prerequisites: MTL 130 requires MFG 125. MTL 295 requires MFG 125, MFG 130, MTL 103, MTL 130,

and MTL 135.Programmer Certificate Prerequisites:

MAT 101 requires an appropriate placement exam score or MAT.080 with a grade of C or better.

MTL 150 and MTL 155 require MTL 130. MTL 165 requires MTL 155. MAT 102 requires MAT 101. MTL 200, MTL 205, MTL 210 and MTL 215 require MTL

160 and MTL 165. MTL 297 and MTL 298 require MAT 101, MAT 102, MTL

150, MTL 155, MTL 160, MTL 165, MTL 200, MTL 205, MTL 210, and MTL 215.

Please list or attach all required First Year

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courses (including titles) for completion of this program including institution required courses (e.g. student success, first year, general education requirements, etc.).

Spring SemesterSemester Hours

MFG.125 - Industrial Blueprints 3MFG.130 - Industrial Safety 2MTL.103 - Manufacturing Processes 2MTL.130 - CNC Machining Technology 4MTL.135 - Fund. of CNC Machine Applications 4Summer SessionMTL.295 - Operator Internship IORMTL.296 - Operator Internship II 2

Total Semester Hours 17**Computer Numeric Control Operator Certificate Earned**

Second YearFall Semester Semester HoursMAT.101 - Technical Mathematics 1 3MTL.150 - Fund. of CNC Turning Applications 3MTL.155 - Fund. of CNC Milling Applications 3MTL.160 - CNC Lathe Set-up 3MTL.165 - CNC Mill Set-up 3Spring SemesterMAT.102 - Technical Mathematics 2 3MTL.200 - Fundamentals of Live Tooling 3MTL.205 - Live Tooling & Set-Up & Orientation 3MTL.210 - CNC Lathe Process 3MTL.215 - CNC Mill Process 3Summer SessionMTL.297 - Programmer Internship IORMTL.298 - Programmer Internship II 2

Total Semester Hours 32

**Computer Numeric Control Programmer Advanced Certificate Earned**


The CNC Programmer Advanced Certificate exceeds 30 hours in order to incorporate a 2 credit hour internship opportunity. Real world application of skills learned through coursework is valuable as is the interaction with those in the industry through a work-type relationship.




The following are the career and technical education learning objectives for the CNC Operator:

Apply basic safety practices in the machine shop. (GEO 2)

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Interpret industrial/engineering drawings. (GEO 1, 2, 4, 5)

Apply precision measuring methods to part inspection. (GEO 2, 4, 5)

Perform basic machine tool equipment set-up and operation. (GEO 2, 4)

Perform programming, set-up, and operations of CNC machine tools. (GEO 1, 2, 4, 5)

The following are the career and technical education learning objectives for CNC Programmer Advanced:

Apply basic safety practices in the machine shop. (GEO 2) Interpret industrial/engineering drawings. (GEO 1, 2, 4,

5) Apply precision measuring methods to part inspection.

(GEO 2, 4, 5) Perform basic machine tool equipment set-up and

operation. (GEO 2, 4) Perform programming, set-up, and operation on CNC

milling centers. (GEO 1, 2, 4, 5) Perform programming, set-up, and operation on CNC

turning centers. (GEO 1, 2, 4, 5)The following are the general education outcomes connected to the outcomes listed for the Operator and Advanced Programmer:

Communication: Demonstrate proficiency in speaking, writing, reading and listening

Critical Thinking: Demonstrate critical thinking skills and problem-solving skills.

Information Technology: Demonstrate understanding and skills to function in a technological society.

Quantitative Skills: Demonstrate use of quantitative analytical skills and processes to interpret, evaluate, and solve problems.


The College administers a survey, but the response rate is quite low. To date our best information regarding completion has stemmed from interaction between graduates and faculty and faculty and employers. As of July 2019, four area employers wrote letters of support for the permanent approval of the CNC Operator and Advanced Programmer. The same employers cited positive encounters with our students as interns and our graduates as employees based upon knowledge and skill.


The mission of Carl Sandburg College is to provide all students with opportunities for success. Students may build on the CNC Operator Certificate by completing an additional 32 credit hours to earn the CNC Programmer Advanced Certificate. MFG 130 – Industrial Safety, MTL 103 – Manufacturing Processes,

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and/or MFG 125 – Industrial Blueprints, are included in other certificates such as the Basic Industrial & Manufacturing Maintenance Certificate, the Industrial Mechanical Maintenance Certificate, the Process Maintenance Technology AAS, the Locomotive Electrical Certificate, and the Industrial Welding Technology AAS which includes other welding certificate, and the Pipe Welder Specialist Certificate. Students have the opportunity to advance, change paths, or work toward picking up additional certifications.


This is the first program review for this program.




The Occupational Outlook Handbook Job Outlook cites, “Many firms are adopting technologies such as computer numerically controlled (CNC) machine tools and robots to improve quality and lower production costs. The switch to CNC machinery requires computer programmers instead of machine setters, operators, and tenders. Therefore, demand for manual machine tool operators and tenders is likely to be reduced by these new technologies, and conversely, demand for CNC machine programmers is expected to be strong.” Nationally the same source cites an increase of 1% or 1,600 jobs from 2016-2026 for computer-controlled machine tool operators, metal and plastic. Also cited is an increase of 16% or 4,100 job nationally for Computer numerically controlled machine tool programmers, metal and plastic.


The current employment projections from the Illinois Department of Employment Security for Computer-Controlled Machine Tool Operator (51-4011) are positive indicating an occupational long term (2016-2026) employment change of 2.84% with an annual compound growth of 0.28 for the state. The short term (2018-2020) for the same indicates a 2.89% employment change with an annual compound growth of 1.44. The LWIA long term (2014-2024) occupational projection indicates a 25.19% change with an annual compound growth of 2.27.

The current employment projections from the Illinois

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Department of Employment Security for Numerical Tool/Process Control Programmers (51-4012) are positive indicating an occupational long term (2016-2026) employment change of 17.83% with an annual compound growth of 1.65 for the state. The short term (2018-2020) for the same indicates a 6.76% employment change with an annual compound growth of 3.33. The LWIA long term (2014-2024) occupational projection indicates a 20.00% change with an annual compound growth of 1.84.

Paul and Ron Manufacturing, Inc., Pegasus Manufacturing, Jupiter Machine Tool and Midstate Manufacturing submitted letters of support of permanent ICCB approval in July of 2019. Two of the four submitted letters of support for establishment of the program in August of 2016 indicating increasing support in our geographic area.


A variety of recruiting strategies are used including advertising through a variety of mediums, school visits, manufacturing events involving employers on our college campus and at area high schools in addition to college night activities.


Students in our district will be recruited by College recruitment activities as cited 1.3. Advisory committee members share their program knowledge and area employers and graduates share successes which travel through industry networks.


Diversification of ethnicity and an increase in the number of females are desired in both certificates in addition to serving more students over the age of 25 with the operator certificate.


The data below supports the response provided in 1.5 and shows the certificates differ from the institutional data.

CNC Operator Certificate Data2016-2017 2017-2018

Gender P I P IMale 3 1103 11 1056Female 0 1897 0 1996Age:16 and Under 0 42 1 6117-20 2 1168 6 153921-24 1 565 4 55125-30 0 380 0 31631-39 0 324 0 26640-55 0 300 0 25256 and Up 0 94 0 66Date not listed 0 126 0 0Ethnicity:Asian 0 34 0 34American Indian or 0 26 0 33

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Alaska NativeBlack or African American

0 239 1 265

Hispanic or Latino 0 136 0 144White 3 2337 10 2253Nonresident Alien 0 0 0 0Native Hawaiian or Other Pacific Islander

0 2 0 4

Unknown 0 226 0 319

CNC Programmer Advanced Certificate Data2017-2018

Gender P IMale 7 1056Female 0 1996Age:16 and Under 0 6117-20 2 153921-24 0 55125-30 1 31631-39 2 26640-55 2 25256 and Up 0 66Date not listed 0 0Ethnicity:Asian 0 34

American Indian or Alaska Native 0 33

Black or African American 0 265Hispanic or Latino 0 144White 6 2253Nonresident Alien 0 0

Native Hawaiian or Other Pacific Islander 0 4

Unknown 1 319

No single parents, veterans or displaced homemakers are reported in our data. Our data supports that we do serve a higher percentage of economically disadvantaged students than the institution.


We have begun efforts to close the gaps by adding a female adjunct faculty member and by entering into discussions with Recruitment regarding strategies to recruit non-traditional aged students. The College employs a Coordinator of Diversity and Inclusion.


Starfish is an early alert system used to communicate with at risk students and their College support system so additional support may

22


be offered. Faculty provide information as part of scheduled reports spread throughout each semester. Faculty may also use Starfish on any given day to alert the student and their support network to a concern. The College has committed to enhancing our use of Starfish by adding predictive analytics which will assist in offering proactive support. Students may also choose to self-disclose to Academic Support Services. A Letter of Accommodation (LOA) may be drafted and shared with faculty outlining accommodations based upon supporting documentation.


No data available.


Graduate surveys were administered the past and yielded a low response rate. We have since moved to requesting students fill out a survey at graduation. The response rate has increased, but we are surveying students that may not yet be employed or newly employed.



Our General Education Outcomes are tied to the course objectives and are assessed each year through one classroom assessment report per faculty member. Labs and internships provide students with opportunities to adapt their knowledge and skills to changing environments.


Employment needs, the advisory committee, peer institutions and faculty drive the curriculum.


Our advisory committee, internship sites, faculty, and dean review programmatic needs/changes. The College curriculum committee, faculty council, and faculty assembly review and vote on proposed changes before submission to ICCB and HLC.


Programmatic needs/changes are instigated by the advisory committee, internship site communication, and program faculty. The College curriculum committee, faculty council, and faculty assembly review the curriculum with and outside of industry perspective while being guided by a program faculty member and/or the Dean of CTE.


Traditional lecture and lab are employed delivery methods along with internships.


NA

2.7 Are there dual credit opportunities? If so, please list offerings and the

All College courses are available via dual credit.

23


associated high schools.


All syllabi are reviewed for compliance and coverage of topics by the dean or associate dean. Adjunct faculty are evaluated by students and the dean or associate dean for a minimum of the first six semesters. Tenured full-time faculty are evaluated by students once per academic year. Non-tenured, full-time faculty are evaluated by students each semester and observed by their supervisor twice each semester.


During the fall of 2018 and the summer of 2019 the computer classroom used for this program was substantially upgraded with 15 new computers appropriate for CNC.


A total of 4 hours of internship are part of this program; two hours at end of the Operator Certificate and another 2 hours at the end of the Advanced Programmer Certificate.

MTL 295, 296, 297, and 298 Objectives: Demonstrate an understanding of the organization’s

operation. (GEO 1) Participate in a variety of job activities. (GEO 1, 2) Apply academic knowledge and skills to job tasks by

producing a standard amount and quality of work. (GEO 1, 2, 4, 5)

Demonstrate reliability on the job by being punctual, being regular in attendance, and following. (GEO 1, 2, 5)

Directions in the performance of duties with a normal amount of supervision. (GEO 1, 2)

Recognize job performance limitations and enhance employability through improved academic performance. (GEO 1, 2, 5)

Cooperate professionally with all levels of personnel on the job. (GEO 1, 2)

Obey company rules, regulations, and policies. (GEO 1) Solicit and respond positively to constructive evaluation of

job performance. (GEO 1, 2)

The objectives are the same for each of the internships but 295 and 296 follow instruction for the Operator Certificate; 297 and 298 follow instruction for the Advanced Programmer Certificate. MTL 295 and 297 place students in industry. MTL 296 and 298 work with students already working in the industry.


There are no professional credentials or licensure needed after completion of this certificate to enter the workforce

24



There are industry standard certifications available once the students are in the workforce. These are specific to the type of machines or software used by the company.


Only internships as described previously are available at this time.


NA


GAVC students are actively pursuing dual credit courses in the Operator Certificate.


Students will continuously be assessed on skills and knowledge for the technical components of the program in the classroom and in the laboratory. Assessment will include written examinations over course material as well as laboratory assignment involving both written and hands-on components. Students are also assessed by the work they produce while at the industry partner’s facilities. Failure to meet the industry-expected levels will result in failure of the course. Safety is one of the most important assessments continuously occurring due to the nature of the importance of safety once in the workforce.


Recruiting and Marketing work with the dean or associate dean and faculty on efforts to increase enrollment.


Starfish is an early alert system used to communicate with at risk students and their College support system so additional support may be offered. Faculty provide information as part of scheduled reports spread throughout each semester. Faculty may also use Starfish on any given day to alert the student and their support network to a concern. The College has committed to enhancing our use of Starfish by adding predictive analytics which will assist in offering proactive support. Students may also choose to self-disclose to Academic Support Services. A Letter of Accommodation (LOA) may be drafted and shared with faculty outlining accommodations based upon supporting documentation.


Outside of general co-curricular activities accessible to all students nothing else is currently offered. Research is currently being done to establish a club that would be of interest across multiple manufacturing programs.


Once established mapping to GEOs should occur.

25



Employers are engaged through advisory committees, manufacturing events and internships.


The advisory committee consists of employers, educational partners, funding partners, students, staff, faculty, and administrators. The committee meets annually to review curriculum and provide updates from the industry.


We have well-qualified faculty, involved industry partners, and an administration that responds to the instructional needs in a fiscally responsible manner.



This is the first program review for this program.


No data is available other than Paul and Ron Manufacturing, Inc., Pegasus Manufacturing, Jupiter Machine Tool and Midstate Manufacturing submitted letters of support of permanent ICCB approval in July of 2019. Two of the four submitted letters of support for establishment of the program in August of 2016. Letters from these four cite:

“You could tell right away the student had already received excellent training and education through the program, so much that at the conclusion of the internship we elected to hire the student as a full time employee.”

“Our company has positions to fill on a continuous basis, and we rely on graduates and interns from Carl Sandburg to help us fill this need.”

“The Sandburg CNC Programming and Operators classes are vital to our continued growth as well as other manufacturers in the region.”

“Before settling on Galesburg, Jupiter considered a number of locations throughout the Midwest to establish its new operational HQ. The excellent educational support and strong CNC programs offered by Carl Sandburg College were a key factor in our decision-making process.”

“We are grateful for their efforts and look forward to helping

26


them continue to grow their program in the years to come.”

“Your program at Carl Sandburg College is an exception and a standout in our area for a job market Career and Technical educational opportunity for early jobs that exist in our community today.”


See 2.23


RESPONSE

4.1 What are the program’s strengths?The strength is found in the faculty, industry partners, internship sites and students.


Tracking graduates and lower enrollment are challenges faced by the program.


Classroom assessment reports are reviewed by the dean or associate dean. Any concerns are addressed directly with the faculty member.

Also see 2.17


Faculty, machines, computers, tools, material, space, insurance, and institutional support are all costs associated with the program.


MTL has been profitable since temporary approval was granted in 2016. Profit has ranged from $124.54/credit hour to $183.15/credit hour. The 2018 data shows MTL to be the cost effective at $174.78/credit hour which makes it one of the more profitable on campus among CTE and transfer. No full-time faculty and grant funding for the computer upgrades are significant factors.


Tuition, property tax, equalization, state reimbursement, and Perkins dollars.


NA


Faculty work to keep the costs of textbooks as low as possible.


The treadmill of keeping up with industry will always be present. Potential breakage is a consistent concern.

27



No.


The Faculty Teaching and Learning Center is available to all faculty throughout the year. In-service workshops are held for adjunct and full-time faculty each year; 2 for all and 1 specifically for adjunct. Tech Connect and professional development funds are offered annually.


Adjunct and full-time faculty are required to submit an annual classroom assessment report (CAR). Results are shared the faculty member and dean or associate dean.

Also see 2.8


Classroom assessment reports document what exists, what was changed, the outcome, and the plan of action based upon the outcome.



No actions or modifications resulted due to this program review; however, curriculum, industry alignment, student success and support and recruitment are always under consideration.


No actions or modifications resulted due to the review of program cost; however, keeping up with industry and the potential for equipment breakage are constant challenges.

Cost/Rev is healthy, industry demand exists, area employers are supportive and over all students do well in the program. The cost/rev success is contingent upon other programs with shared courses.


NO.

LIST ANY BARRIERS ENCOUNTERED WHILE IMPLEMENTING THE PROGRAM. PLEASE CONSIDER THE FOLLOWING: RETENTION, PLACEMENT, SUPPORT SERVICES, COURSE SEQUENCING, ETC.

MTL 130 requires a prerequisite of MFG 125. Both are listed in the first semester of the Operator Certificate. Data shows that 86% of the students that complete MTL 130 with a grade of C or better.

28



CTE Program Computer Numeric Control Operator

CIP Code 480510

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Number of Students Enrolled N/A N/A N/A N/A 7

Credit Hours Produced By Student in Program N/A N/A N/A N/A 109

Credit Hours Produced By Student NOT in Program N/A N/A N/A N/A 473

Number of Completers N/A N/A N/A N/A 0


N/A N/A N/A N/A 7:1




MFG.125 N/A N/A N/A N/A 58%


MTL.103 N/A N/A N/A N/A 76%


MTL.135 N/A N/A N/A N/A 100%

MTL.295 N/A N/A N/A N/A N/A

29





Limited Data available due recent launch of the certificate. Will review data annually until program reaches maturity.


Current suggests that there is the potential for substantial growth and development of this program.

REVIEW RESULTS

Action



Cost/Rev is healthy, industry demand exists, area employers are supportive and over all students do well in the program. The cost/rev success is contingent upon other programs with shared courses.


MTL 130 requires a prerequisite of MFG 125. Both are listed in the first semester of the Operator Certificate. Data shows that 86% of the students that complete MTL 130 with a grade of C or better. MFG 125 should be reviewed because 58% of the students earned a grade of C or better in the 2017-2018 academic year.

Resources Needed Time on behalf of the faculty and dean or associate dean will be required initially. The FTLC is another possible resource.

ResponsibilityWho is responsible for completing or implementing the modifications?

The dean or associate dean and faculty member teaching the course.

30



CTE Program Computer Numeric Control Programmer

CIP Code 480510

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Number of Students Enrolled N/A N/A N/A 3 11

Credit Hours Produced By Student in Program N/A N/A N/A 32 110

Credit Hours Produced By Student NOT in Program N/A N/A N/A 84 311

Number of Completers N/A N/A N/A 0 3


N/A N/A N/A 7:1 9:1




MAT.101 N/A N/A N/A 69% 67%

MAT.102 N/A N/A N/A 71% 74%


MFG.130 N/A N/A N/A 88% 86%

MTL.103 N/A N/A N/A 79% 76%

MTL.130 N/A N/A N/A 100% 95%

31


MTL.135 N/A N/A N/A 100% 100%

MTL.150 N/A N/A N/A N/A 100%

MTL.155 N/A N/A N/A N/A 100%

MTL.160 N/A N/A N/A N/A 100%

MTL.165 N/A N/A N/A N/A 100%










REVIEW RESULTS

Action


Summary RationalePlease provide a brief rationale for the chosen

Cost/Rev is healthy, industry demand exists, area employers are supportive and over all students do well in the program.

32


action.


MTL 130 requires a prerequisite of MFG 125. Both are listed in the first semester of the Operator Certificate. Data shows that 86% of the students that complete MTL 130 with a grade of C or better. MFG 125 should be reviewed because 58% of the students earned a grade of C or better in the 2017-2018 academic year.

Resources NeededTime on behalf of the faculty and dean or associate dean will be required initially. The FTLC is another possible resource.


The dean or associate dean and faculty member teaching the course.

33


DATA ANALYSIS FOR CTE PROGRAM REVIEWPlease complete for each program reviewed. Colleges may report aggregated data from the parent program or report on enrollment and completion data individually for each certificate within the program. Provide the most recent 5 year longitudinal data available.

CTE Program Gas Shielded Arc Welding

CIP Code 480508

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018



113 229 247 169 22


584 617 399 304 679



6:1 8:1 6:1 5:1 8:1




MAT.101 85% 69% 81% 69% 67%



MTL.103 81% 95% 68% 79% 76%

WEL.100 98% 93% 98% 89% N/A

WEL.102 92% 93% 98% 92% N/A

34


WEL.104 95% 97% 80% 79% N/A

WEL.105 100% 100% 91% 100% N/A

WEL.106 86% 96% 100% 91% N/A

WEL.107 100% 100% 100% 100% N/A

WEL.108 75% 95% 100% 100% N/A

WEL.109 86% 91% 98% 86% N/A

WEL.111 90% 95% 95% 97% N/A

WEL.112 79% 90% 83% 79% N/A

WEL.114 75% 100% 91% 100% N/A

WEL.115 71% 96% 87% 100% N/A

WEL.116 80% 92% 100% 91% N/A

WEL.117 84% 85% 100% 91% N/A

WEL.118 95% 96% 100% 100% N/A

WEL.119 76% 92% 100% 100% N/A

WEL.120 73% 88% 93% 100% N/A

WEL.125 89% 83% 80% 60% 80%

WEL.129 71% 88% 93% 100% N/A

35


WEL.130 76% N/A N/A N/A N/A

WEL.160 N/A N/A N/A N/A 81%




WEL.168 N/A N/A N/A N/A 100%

WEL.170 N/A N/A N/A N/A 100%




Curriculum changes were made in 2016. The outcome has not been as favorable. This has already been identified and a revision is in process.

REVIEW RESULTS

Action

☐ Continued with Minor Improvements☒ Significantly Modified☐ Placed on Inactive Status☐ Discontinued/Eliminated☐ Other (please specify)


The data clearly shows the changes made did not result in better outcomes.


The Welding Curriculum should be ready for internal review Friday, November 1, 2019 with hopes of becoming active for the Fall of 2020.

Resources NeededFaculty and administrative time and expertise are needed.


The faculty and Dean of CTE are responsible for revising the curriculum and ushering it through the internal and external processes. The Vice President of Academic Services will assist.

36


the modifications?

37



CTE Program Industrial Welding Technology-MIG/ GMAW

CIP Code 480508

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018



0 0 17 5 38


0 0 629 468 631



0 0 6:1 6:1 8:1




MAT.101 N/A N/A 81% 69% N/A

MAT.102 N/A N/A N/A N/A 74%

MET.100 N/A N/A N/A N/A 81%




38


MTL.101 N/A N/A 65% 90% N/A

MTL.103 N/A N/A 68% 79% N/A

WEL.100 N/A N/A 98% 89% N/A

WEL.102 N/A N/A 98% 92% N/A

WEL.104 N/A N/A 80% 79% N/A

WEL.105 N/A N/A 91% 100% N/A

WEL.106 N/A N/A 100% 91% N/A

WEL.107 N/A N/A 100% 100% N/A

WEL.108 N/A N/A 100% 100% N/A

WEL.109 N/A N/A 98% 86% N/A

WEL.111 N/A N/A 95% 97% N/A

WEL.112 N/A N/A 83% 79% N/A

WEL.114 N/A N/A 91% 100% N/A

WEL.115 N/A N/A 87% 100% N/A

WEL.116 N/A N/A 100% 91% N/A

WEL.117 N/A N/A 100% 91% N/A

WEL.118 N/A N/A 100% 100% N/A

39


WEL.119 N/A N/A 100% 100% N/A

WEL.120 N/A N/A 93% 100% N/A

WEL.125 N/A N/A 80% 60% 80%

WEL.129 N/A N/A 93% 100% N/A

WEL.130 N/A N/A N/A N/A N/A







Student demographic and success data


A slight increase has been seen in enrollment.

REVIEW RESULTS

Action

☐ Continued with Minor Improvements☒ Significantly Modified☐ Placed on Inactive Status☐Discontinued/Eliminated☐ X - Other (please specify)


This certificate is embedded in the AAS, so it seems reasonable to maintain including modifications made to the AAS. A revision is still warranted, as is a review of those courses with less than a 75% success rate at a grade of C or better.



40




The faculty and Dean of CTE are responsible for revising the curriculum and ushering it through the internal and external processes. The Vice President of academic Services will assist.

41



CTE Program Industrial Welding Technology-TIG/ SMAW

CIP Code 480508

13-14 14-15 15-16 16-17 17-18



46 57 0 25 14


606 655 0 373 745



8:1 12:1 0 6:1 8:1


CORE COURSE SUCCESS RATESSuccess Rate (% C or better) at the end of the course, excluding Withdrawals and Audit students

13-14 14-15 15-16 16-17 17-18

MAT.101 85% 69% N/A 69% N/A






42


MTL.103 81% 95% N/A 79% N/A

WEL.100 98% 93% N/A 89% N/A

WEL.102 90% 93% N/A 92% N/A

WEL.104 95% 97% N/A 79% N/A

WEL.105 100% 100% N/A 100% N/A

WEL.106 86% 96% N/A 91% N/A

WEL.109 86% 91% N/A 86% N/A

WEL.111 90% 95% N/A 97% N/A

WEL.112 79% 90% N/A 79% N/A

WEL.114 75% 100% N/A 100% N/A

WEL.115 71% 96% N/A 100% N/A

WEL.116 80% 92% N/A 91% N/A

WEL.117 84% 85% N/A 91% N/A

WEL.125 89% 83% N/A 60% 80%




43







Students are not choosing to complete this certificate. Additional research is needed to find out why students are not finishing and proceeding to the next certificate. This certificate is embedded in the AAS.

REVIEW RESULTS

Action

☐ Continued with Minor Improvements☒ Significantly Modified☐ Placed on Inactive Status☐Discontinued/Eliminated☐ X - Other (please specify)








44



CTE Program Oxy Fuel & Arc Welding

CIP Code 480508

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018






N/A N/A N/A N/A 7:1



2013-2014 2014-2015 2015-2016 2016-2017 2017-2018







45





Only one year of data is available for this certificate. Further monitoring is necessary.

REVIEW RESULTS

Action

☐ Continued with Minor Improvements☒ Significantly Modified☐ Placed on Inactive Status☐ Discontinued/Eliminated☐ Other (please specify)








46



CTE Program Pipe Welder Specialist

CIP Code 480508

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018


Credit Hours Produced By Student in Program 0 0 0 0 0

Credit Hours Produced By Student NOT in Program 680.5 0 0 0 0



6:1 0 0 0 0



2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

MAT.101 85% N/A N/A N/A N/A

MTL.103 81% N/A N/A N/A N/A




WEL.105 100% N/A N/A N/A N/A

47



WEL.107 100% N/A N/A N/A N/A











WEL.151 100% N/A N/A N/A N/A


WEL.153 100% N/A N/A N/A N/A

WEL.154 100% N/A N/A N/A N/A


48




Students are not choosing this certificate.

REVIEW RESULTS

Action

☐ Continued with Minor Improvements☐ Significantly Modified☐ Placed on Inactive Status☐ Discontinued/Eliminated☒ Other (please specify)


No students have pursued this program since the Spring 2014 semester. This program should be discontinued if no need is reflected in the revised curriculum.






49



CTE Program Shielded Metal Arc Welding

CIP Code 480508

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018



Credit Hours Produced By Student NOT in Program 572 423 493 352 0



8:1 10:1 7:1 6:1 0



2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

MAT.101 85% 69% 81% 69% N/A

MAT.102 N/A N/A N/A N/A N/A

MET.100 N/A N/A N/A N/A N/A

MFG.100 N/A N/A N/A N/A N/A



50


MTL.103 81% 95% 68% 79% N/A

WEL.100 98% 93% 98% 89 N/A

WEL.102 90% 93% 98% 92% N/A

WEL.104 95% 97% 80% 79% N/A

WEL.105 100% 100% 91% 100% N/A

WEL.109 86% 91% 98% 86% N/A

WEL.111 90% 95% 95% 97% N/A

WEL.112 79% 90% 83% 79% N/A

WEL.115 71% 96% 87% 100% N/A

WEL.125 89% 83% 80% 60% N/A








How does the data support the program goals?

Curriculum changes were made in 2016. The outcome has not been as favorable. This has already been identified and a revision is in process.

51


Elaborate.

REVIEW RESULTS

Action

☐ Continued with Minor Improvements☒ Significantly Modified☐ Placed on Inactive Status☐Discontinued/Eliminated☐ Other (please specify)


The data clearly shows the changes made did not result in better outcomes.






52






PROGRAM TITLE

DEGREE OR CERT

Degree or CertificateTotal Credit Hours

All certificate programs stackable within the parent degree

6-DIGITCIP CODE

Welding AAS and Certificates

Degree: Industrial Welding Technology (AAS) – 60 hours

Certificates: American Welding Society Level 1 – 32 hours Industrial Welding Technology MIG Option/GMAW – 46 hours Industrial Welding Technology TIG Option/SMAW – 30 hours Oxy-Fuel Welding & Cutting – 16 hours Pipe Welder Specialist – 33 hours

480508


The Welding program trains graduates for entry level positions in the machine tool area as represented in Technology and Engineering Education, manufacturing, Production, Welder pathway. Positions could include Welders, Cutters, Solderers, and Brazers (51-4121).


Admission to the program is open.

See Appendix A for prerequisites.Please list or attach all required courses (including titles) for completion of this program including institution required courses (e.g. student success, first year, general education requirements, etc.).

See Appendix A.


To best meet the student’s needs, the welding curriculum is currently undergoing revision.

REVIEW SUMMARYAddress all fields in the template. If there are certificates and/or other stackable credentials within the

program, please be sure to specify and sufficiently address all questions regarding each stackable credential.


The following are the career and technical education learning objectives for Welding:

Provide students with opportunities to acquire knowledge and develop skills used in the welding industry and to become familiar with career opportunities in the welding

53


industry. Develop skills using hand and power tools of the industry

in SMAW, GMAW, FCAW, OFC, OAW, PAC, and GTAW procedures.

Develop the ability to read welding diagrams and related technical manuals and to practice effective listening and communication skills.

Provide students with the practical application of mathematical computations used in the welding industry.

Develop an awareness of the responsibility and need for safe procedures that must be followed in the lab and/or work environment.

The following are the general education outcomes connected to the outcomes listed for the Operator and Advanced Programmer:

Communication: Demonstrate proficiency in speaking, writing, reading and listening

Critical Thinking: Demonstrate critical thinking skills and problem-solving skills.

Information Technology: Demonstrate understanding and skills to function in a technological society.

Quantitative Skills: Demonstrate use of quantitative analytical skills and processes to interpret, evaluate, and solve problems.


The College administers a survey, but the response rate is quite low. To date our best information regarding completion has stemmed from interaction between graduates and faculty and faculty and employers.


The mission of Carl Sandburg College is to provide all students with opportunities for success. Students may build one certificate at a time to the full AAS. Embedded in the AAS is the American Welding Society – Level 1 certificate.


Following the 2009 review the welding program was revised to create an Associate of Applied Science degree and five stackable certificates. Students were completing all five certificates and the associate degree (7 in 2012 to 43 in 2013). Cohorts established in the morning, afternoon and evening. Following the 2016 program review theory and multiple processes were combined into one course. The certificates became truly stackable allowing many entrance and exit points.


54




The Occupational Outlook Handbook Job Outlook cites the following:

“The nation’s aging infrastructure will require the expertise of welders, cutters, solderers, and brazers to help rebuild bridges, highways, and buildings. Also, the construction of new power generation facilities and, specifically, pipelines transporting natural gas and oil may result in new jobs.”

“New jobs for welders are projected in manufacturing industries that produce fabricated metal products and transportation equipment. The basic skills of welding are similar across industries, so welders can easily shift from one industry to another, depending on where they are needed most. For example, welders who are laid off in the automotive manufacturing industry may be able to find work in the oil and gas industry.”

Nationally the same source cites an increase of 3% or 14,500 jobs from 2018-2028 for welders, cutters, solderers, and brazers. Also mentioned is the competitive edge for welders trained in the latest technologies and a willingness to relocate. May 2018 data for Illinois shows employment at 12,530 and a location quotient of 0.78; surrounding states show 1.25-2.50. A location quotient of 2.00 is cited for West Central nonmetropolitan Illinois and 2.97 for South Eastern nonmetropolitan Iowa.


The current employment projections from the Illinois Department of Employment Security for welders, cutters, solderers, and brazers (51-4121) are positive indicating an occupational long-term (2016-2026) employment change of 4.90% with an annual compound growth of 0.48 for the state. The short term (2017-2019) for the same indicates a 1.23% employment change with an annual compound growth of 0.61 for the same.


A variety of recruiting strategies are used including advertising through a variety of mediums, school visits, manufacturing events involving employers on our college campus and at area high schools in addition to college night activities.


Students in our district will be recruited by College recruitment activities as cited 1.3. Advisory committee members share their program knowledge and area employers and graduates share successes which travel through industry networks.

55



Diversification of ethnicity and an increase in the number of females are desired.


The data in Appendix B supports the response provided in 1.5 and shows the difference between program and institutional data.


We have begun efforts to close the gaps by recruiting female adjunct faculty and by entering into discussions with Recruitment. The College employs a Coordinator of Diversity and Inclusion.




No data available.


Graduate surveys were administered in the past and yielded a low response rate. We have since moved to requesting students fill out a survey at graduation. The response rate has increased, but we are surveying students that may not yet be employed or newly employed.



Our General Education Outcomes are tied to the course objectives and are assessed each year through one classroom assessment report per faculty member. Labs are a significant part of each semester. WEL 126 – Wel Test Evaluation and WEL 172 – Welding Applications are taking the last semester of the degree and the American Welding Society – Level 1 Certificate.


Employment needs, the advisory committee, peer institutions and faculty drive the curriculum.


Our advisory committee, internship sites, faculty, and dean review programmatic needs/changes. The College curriculum committee, faculty council, and faculty assembly review and vote on proposed changes before submission to ICCB and HLC.


Programmatic needs/changes are instigated by the advisory committee, internship site communication, and program faculty. The College curriculum committee, faculty council, and faculty assembly review the curriculum with and outside of industry perspective while being guided by a program faculty

56


member and/or the Dean of CTE.2.5 What are the delivery methods of this program? (e.g. traditional format/online/hybrid/team-teaching etc.)?

Lecture and lab are currently used for the welding course. Online options exist for some of the general education requirements.


NA


All College courses in the area are available via dual credit.


All syllabi are reviewed for compliance and coverage of topics by the dean or associate dean. Adjunct faculty are evaluated by students and the dean or associate dean for a minimum of the first six semesters. Tenured full-time faculty are evaluated by students once per academic year. Non-tenured, full-time faculty are evaluated by students each semester and observed by their supervisor twice each semester.


Our full-time faculty member has been with the College for one full academic year. He is working with our new Dean of CTE to address necessary upgrades to the equipment. Safety has been the main focus of the past year with respect to the facility and the practices of those utilizing it.


WEL 126 – Wel Test Evaluation and WEL 172 – Welding Applications are taking the last semester of the degree and the American Welding Society – Level 1 Certificate. No internships currently exist.


There are no professional credentials or licensure needed after completion of this certificate to enter the workforce.


There are industry standard certifications available once the students are in the workforce.

According to the Bureau of Labor Statistics, “Courses leading to certification are offered at many welding schools. For example, the American Welding Society offers the Certified Welder designation. Some welding positions require general certification in welding or certification in specific skills, such as Certified Welding Inspector and Certified Robotic Arc Welding.”

57



NA


NA


GAVC students are actively pursuing dual credit welding courses.


Students will continuously be assessed on skills and knowledge for the technical components of the program in the classroom and in the laboratory. Assessment will include written examinations over course material as well as laboratory assignment involving both written and hands-on components. Safety is one of the most important assessments continuously occurring due to the nature of the importance of safety once in the workforce.


Recruiting and Marketing work with the dean or associate dean and faculty on efforts to increase enrollment.




Outside of general co-curricular activities accessible to all students, nothing else is currently offered. Research is currently being done to establish a club that would be of interest across multiple manufacturing programs.


Once established mapping to GEOs should occur.


Employers are engaged through advisory committees, manufacturing events and internships.

2.22 Describe the role of the advisory committee. (Include demographics of committee

The advisory committee consists of employers, educational partners, funding partners, students, staff, faculty, and administrators. The committee meets annually to review

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members, frequency of meetings and examples of the impact the committee has made on the program.)

curriculum and provide updates from the industry.


We have well-qualified faculty and an administration that responds to the instructional needs in a fiscally responsible manner.



The past program reviews do not list partnerships. Currently we are working with interested area employers including Fusion Tech, Lee Bros., Schwarz Bros., SJ Smith Co and Lincoln Electric.


No data is available other than verbal confirmation from John Deere that a graduate of our Welding AAS would be considered well qualified.


See 2.23


RESPONSE

4.1 What are the program’s strengths?The strength is found in the faculty, industry partners and students.


Tracking graduates and lower enrollment are challenges faced by the program.


Classroom assessment reports are reviewed by the dean or associate dean. Any concerns are addressed directly with the faculty member.

Also see 2.17


Faculty, machines, tools, material, space, insurance, and institutional support are all costs associated with the program.


Readily accessible data shows the Welding program has been profitable from 2008 until 2018 with the high being in 2014 with a profit of $104.48 per credit hour. In 2018 we show a loss of $41.96 per credit hour. Since that time full-time faculty have been reduced by one. A new Dean of CTE has been hired. The new Dean has background in industry.

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Tuition, property tax, equalization, state reimbursement, and Perkins dollars


NA


Faculty work to keep the costs of textbooks as low as possible.


The treadmill of keeping up with industry will always be present. Potential breakage is a consistent concern.


The modification from two full-time faculty to one took place approximately a year prior to this review. The hiring of a new Dean of CTE was in response to the opportunity that exists to expand this and other production programs.


The Faculty Teaching and Learning Center is available to all faculty throughout the year. In-service workshops are held for adjunct and full-time faculty each year; 2 for all and 1 specifically for adjunct. Tech Connect and professional development funds are offered annually.


Adjunct and full-time faculty are required to submit an annual classroom assessment report (CAR). Results are shared the faculty member and dean or associate dean.

Also see 2.8


Classroom assessment reports document what exists, what was changed, the outcome, and the plan of action based upon the outcome.



The current curriculum had already been identified as needing revision. Additional revisions to prerequisites were found during this review.


The modification from two full-time faculty to one took place approximately a year prior to this review. The hiring of a new Dean of CTE was in response to the opportunity that exists to expand this and other production programs. KEEPING UP WITH INDUSTRY AND THE POTENTIAL FOR EQUIPMENT BREAKAGE ARE CONSTANT CHALLENGES.

Cost/Rev will improve with reduced full-time faculty expense.5.3 Did the review of program quality result in any actions or modifications? Please explain.

The current curriculum had already been identified as needing revision. Additional revisions to prerequisites were found during this review.

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Prerequisites need to be reviewed and updated; old courses are still listed and prerequisites are listed in the same semester. Making the proposed changes will take time to work through internal and external processes.

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Appendix AIndustrial Welding Technology – Associate in Applied Science

First YearFirst Semester: Perquisites:*MAT 101 Technical Mathematics 1 3 Appropriate Placement Exam Score

OR MAT.080 with C or betterMET 100 Metallurgy Fundamentals 2*MFG 100 Introduction to Welding 3*WEL 125 Welding Blueprints 2*WEL 160 Oxyacetylene Welding & Metal Prep 3 MFG 100 with C or better OR

concurrent enrollment*WEL 162 Arc Welding Basics 3 WEL 160 with C or better Total Credit Hours 16

---Oxy-Fuel Welding & Cutting Certificate Earned---Second Semester:MAT 102 Technical Mathematics 2 3 MAT 101MFG 125 Industrial Blueprints 3MFG 130 Industrial Safety 2*WEL 164 Arc Welding Advanced 3 WEL 162 with C or better*WEL 166 Gas Shielded Arc - TIG 3 WEL 164 with C or better Total Credit Hours 14

---Industrial Welding Technology – TIG Option/SMAW Earned---Second YearFirst Semester:ELT 100 Electrical Fundamentals 3MTL 103 Manufacturing Processes 2TQM 101 Total Quality Management 2*WEL 168 Gas Shielded Arc - MIG 3 WEL 166 with C or better*WEL 170 Applications of GMAW & FCAW 3 WEL 168 with C or betterSPE 110 Interpersonal Communications 3

ORSPE 120 Introduction to Public Speaking Total Credit Hours 16

---Industrial Welding Technology – MIG Option/GMAW Earned---Second Semester:PHY 110 Applied Physics 3 MAT.101*WEL 126 Weld Test Evaluation 3 WEL 110WEL 149 Automated Welding Applications 2 WEL 102, WEL 118, WEL 119 and WEL 120*WEL 172 Welding Applications 3 WEL 170 with C or betterPSY 101 Introduction to Psychology 3 ENG.097 with C or better OR

OR placement into ENG 101 OR instructor consentPSY 107 Positive Psychology

ORSOC 101 Introduction to Sociology Total Credit Hours 14

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Total AAS Credit Hours 60---Industrial Welding Technology AAS and American Welding Society – Level 1 Cert. Earned---

*Indicates courses for the American Welding Society – Level 1 Certificate

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American Welding Society – Level 1 Certificate

First YearFirst Semester: Perquisites:MAT 101 Technical Mathematics 1 3 Appropriate Placement Exam Score

OR MAT.080 with C or betterMFG 100 Introduction to Welding 3WEL 125 Welding Blueprints 2WEL 160 Oxyacetylene Welding & Metal Prep 3 MFG 100 with C or better OR

concurrent enrollmentWEL 162 Arc Welding Basics 3 WEL 160 with C or better Total Credit Hours 14

Second Semester:WEL 164 Arc Welding Advanced 3 WEL 162 with C or betterWEL 166 Gas Shielded Arc - TIG 3 WEL 164 with C or better Total Credit Hours 6

Second YearFirst Semester:WEL 168 Gas Shielded Arc - MIG 3 WEL 166 with C or betterWEL 170 Applications of GMAW & FCAW 3 WEL 168 with C or better Total Credit Hours 6

Second Semester:WEL 126 Weld Test Evaluation 3 WEL 110WEL 172 Welding Applications 3 WEL 170 with C or better Total Credit Hours 6Total Certificate Credit Hours 32

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Pipe Welder Specialist Certificate

First YearFirst Semester: Perquisites:WEL 160 Oxyacetylene Welding & Metal Prep 3 MFG 100 with C or better OR

concurrent enrollmentWEL 162 Arc Welding Basics 3 WEL 160 with C or betterWEL 164 Arc Welding Advanced 3 WEL 162 with C or betterWEL 166 Gas Shielded Arc - TIG 3 WEL 164 with C or betterMTL 103 Manufacturing Processes 2MAT 101 Technical Mathematics 1 3 Appropriate Placement Exam Score OR MAT.080 with C or better Total Credit Hours 17

Second Semester:WEL 168 Gas Shielded Arc - MIG 3 WEL 166 with C or betterWEL 151 Intro. to Pipe Welding 1G Rolled 1.5 WEL 101, 102, 111, 112,

114, 115, 116, 117, and 125WEL 152 Pip Welding 2G Horizontal 1.5WEL 153 Pipe Welding 5G Vertical 1.5WEL 154 Pipe Welding 6G Inclined 1.5WEL 125 Welding Blueprints 2MFG 130 Industrial Safety 2ENG 101 Freshman Composition 1 3 Total Credit Hours 14Total Certificate Credit Hours 33

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CTE Program American Welding Society Level 1 Certificate

CIP Code 480508

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018






N/A N/A N/A N/A 7:1










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WEL.168 N/A N/A N/A N/A 100%

WEL.170 N/A N/A N/A N/A 100%

WEL.172 N/A N/A N/A N/A 100%



Student focused data on success and demographics.


Although employers cite an AWS certificate is not necessary we continue to have requests to offer the testing. We are researching the opportunity.

REVIEW RESULTS

Action



This certificate is embedded in the AAS, so it seems reasonable to maintain including modifications made to the AAS. A revision is still warranted as is a review of those courses with less than a 75% success rate at a grade of C or better.






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TOTAL CREDIT HOURS

6-DIGIT CIP CODE


Mortuary Science AAS 70 120303


It allows graduate to become licensed funeral directors and embalmers.


All pre-requisites are listed in the college catalog for each course within the program

Please list or attach all required courses (including titles) for completion of this program including institution required courses (e.g. student success, first year, general education requirements, etc.).

Please see attached list of program courses.


We have to meet the requirements of the national accreditation organization.




Upon graduation from the program, a student will be able to gain a license in funeral directing and embalming.


If students complete the required curriculum then they have met their goals.


It allows for gainful employment with in the State of Illinois as well as surrounding states.

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There have been many changes in the curriculum since the past update as required by the ABFSE.




There is a great need for new staff within the profession as aging in the population of the existing funeral directors begin to retire.


Retirement within the field has caused the recent change in demand.


One recruitment approach is attendance at the state convention.


Student will be recruited from within the State of Illinois.

There are some gaps in the State of Illinois. The Cook County area is full of licensees whereas the rest of the state is in need of employees.


We cannot control these issues at the college level.


During testing of the students in the program the two faculty of the program personally counsel students who are failing.


Very satisfied


We have to do graduate satisfaction surveys through the ABFSE.



There are specific requirements contained within the standards of the ABFSE that we use to assist the students in research for presentations and writings within the program.

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Pass rates for the boards as well as changing curriculum from the ABFSE.


These are reviewed annually by the faculty of the program.


They understand our needs and assist us in making these changes happen.


We utilize team teaching, traditional, and some online programming.


No courses are repeated.


No


We are a small program and we are in tune with all of our student needs.


State of the art.


We use a practicum training for the students where they work in funeral homes for 8 weeks. Then we have a test out in Iowa City Medical school for their final exams.


Yes, we are accredited by the American Board of Funeral Service Education which is mandatory in order to have an accredited college program for state licensure.


We certify that our graduates meet the guidelines for the state and national licensure.

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It depends upon the state of licensure.


These are posted on our website as well as our national website for the ABFSE.


We have a few colleges for the continuation for a Bachelor Degree.


We have an indepth process for assessment of our student success that has been approved by our accreditation agency.


We personally counsel these students.


Based on their performance within the classroom.


We have the Sigma Phi Sigma professional national fraternity that many of the students are member of.


It allows for the students to become more interactive with events sponsored by the organization.


We are supported heavily by the licensed funeral directors throughout our state.


We meet once a year in the Spring. They are very active and have been complimented on their work by the ABFSE.

The employers are very satisfied with our graduates and they seek our graduates out as employees on a regular basis.


Once a year we send out satisfaction surveys as required by the ABFSE.

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We offer a Mass Fatalities Incidents course which covers information contained by the Division of Homeland Security.



We have many partnerships with new funeral home all of the time as we now allow for students to find their own practicum sites.


Our partners are engaged through our advisory committee.


Our advisory committee encompasses both Illinois and Iowa and is comprised of active funeral directors and embalmers within those states. Some are alumni and others are general supporters of the college program.


Very satisfied.


Through satisfaction surveys. Annually as required by the ABFSE.


RESPONSE

4.1 What are the program’s strengths? Our employment and success rate of our students.

4.2 What are the identified or potential weaknesses of the program? Limited enrollment due to our location.


More marketing of the program.


We are an expensive program with regard to travel and training in the labs.

4.5 How do costs compare to the other programs on campus? We rank in the level of Nursing and Dental Hygiene.

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Student tuition and state funds.


No

4.8 What steps can be taken to offer curricula more cost-effectively? More state funding which has been lacking for the past years.

4.9 Is there a need for additional resources? Always


I am unsure.


These items are funded through the union contract.


If you are tenured, there are no assessments at this college.

4.13 How are faculty assessments used for program improvement? There are no assessments.



NO


NO


NO


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Board scores are always a concern for our program.

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Mortuary ScienceFirst Year

Summer Session Semester HoursENG.101 Freshman Composition 1 3

Fall SemesterMTS.150 Psychology of Grief & Death 3BIO.111 Anatomy & Physiology Fundamentals 4CHM.100 Concepts of Chemistry 3MTS.110 History of Mortuary Science 3MTS.120 Mortuary Law 3

Spring SemesterMTS.130 Introduction to Microbiology - Mort Sci 2MTS.131 Introduction to Pathology-Mortuary Sci 2MTS.210 Funeral Service Counseling 4BUS.201 Management Fundamentals 3BLA.202 Business Law 3ACC.100 Procedural Accounting 3

Second YearFall Semester

MTS.140 Embalming 1 4MTS.160 Funeral Service Administration 5MTS.170 Restorative Art 4MTS.215 Introduction-Mass Fatalities Incidents 2MTS.225 Thanatochemistry 3

Spring SemesterMTS.220 Funeral Directing (First 8-Week Session) 4MTS.230 Embalming 2 (First 8-Week Session) 4MTS.240 Funeral Service Seminar (First 8-Week Session) 1MTS.250 Funeral Service Practicum (Second 8-Week Session) 3MTS.260 Restorative Arts/Embalming Practicum (Second 8-Week Session) 3MTS.270 Exam Review Seminar (Second 8-Week Session) 1 Total Semester Hours 70


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CTE Program Mortuary Science

CIP Code 120303

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018



Credit Hours Produced By Student NOT in Program 1291 1311 988 1140 1103



16:1 13:1 11:1 14:1 14:1




ACC.101 59% 61% 56% 59% 64%

BIO.111 60% 74% 64% 72% 79%

BLA.202 80% 72% 71% 78% 77%

BUS.201 67% 71% 71% 72% 82%

CHM.100 83% 90% 90% 87% 80%

MTS.110 85% 80% 85% 88% 95%

MTS.120 85% 80% 85% 88% 95%

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MTS.130 85% 90% 94% 100% 70%

MTS.131 95% 95% 94% 100% 85%

MTS.140 100% 100% 92% 95% 92%

MTS.150 85% 80% 85% 88% 95%

MTS.160 96% 100% 92% 95% 92%

MTS.170 96% 100% 92% 89% 92%

MTS.210 100% 95% 100% 100% 95%

MTS.215 100% 100% 92% 95% 100%

MTS.220 100% 100% 100% 100% 100%

MTS.225 93% 100% 92% 84% 92%

MTS.230 100% 100% 100% 100% 100%

MTS.240 100% 100% 100% 100% 100%

MTS.250 100% 100% 100% 94% 100%

MTS.260 100% 100% 100% 94% 100%

MTS.270 100% 100% 100% 100% 100%



All of the information was reviewed.

How does the data support the program goals?

The program goals need to be improved in order to meet the ABFSE requirements.

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Elaborate.

REVIEW RESULTS

Action



It is the best action to increase our national board exam pass rates.


Starting this year, we are increasing our pass rate for our program up to 78%.



The faculty and staff of the program.

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Academic Discipline Review

Physical and Life Sciences

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ACADEMIC DISCIPLINESProgram Level Review



DISCIPLINE AREA: Physical & Life Sciences – Biology

REVIEW SUMMARYComplete this section to review the Academic Discipline as a whole. Use the Course Specific Review portion of this template for each course reviewed in the Discipline.

Program ObjectivesWhat are the objectives/goals of the discipline?

The department is a service-oriented entity with the responsibility of maintaining a comprehensive curriculum that conforms to the needs of many disciplines and which must articulate course content and standards with other institutions sharing these responsibilities.


The department has curriculum to accommodate the physical and life sciences field as well as the other areas required in the college.

How does this discipline contribute to other fields and the mission of the college?

The department provides courses required not only by health care professions and science majors, but also general education requirements for other transfer degrees.


Technology has improved content delivery in several of the classrooms and laboratories. Smartboards, interactive device applications, and computer added devices are now being used to increase student engagement that had not been used in the past.

REVIEW ANALYSISComplete the following fields and provide concise information where applicable. Please do not insert data sets but summarize the data to completely answer the questions. The review will be sent back if any of the below fields are left empty or inadequate information is provided.

Indicator 1: Need Response

1.1 What mechanisms are in place to determine programmatic needs/changes for AA, AS, AFA, and AES academic programs? How are programmatic needs/changes evaluated by the curriculum review committee and campus academic leadership?

The Associate Dean of the Math and Science Department and department faculty determine if any changes are needed based on new guidelines, assessment such as CARS, and data analysis such as student success rates. Changes are then sent to the curriculum committee, Faculty Council, and eventually the Faculty Assembly for approval.

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1.2 How will students be informed or recruited for this program?

Sandburg has recruitment staff that generally reaches out to students. The college has been a regional site for the WYSE Academic Challenge completion that brings over 275 high school students to campus every year. Also, letters have been sent out from the department to students applying to the college that indicate an interest in sciences.

INDICATOR 2: COST EFFECTIVENESS RESPONSE

2.1 What are the costs associated with this discipline?

Costs associated with this discipline include faculty salary, faculty benefits, program software, and laboratory equipment and supplies. According the FY 18 Cost/Revenue Analysis, which is the most recent analysis, the total cost for the biology disciple was $399,644.00, resulting is a cost per credit hour of $113.21. 3,117 credit hours were generated in 2018. Four (4) full time faculty members and corresponding benefits are included in the cost.

Most biology course also require laboratory participation. Laboratory equipment like microscopes have to be maintained by the department. Specimens and supplies are also purchased with department budgets


When comparing the cost of this program with others in the math and natural science department, the biology program costs are slightly higher due to long-term faculty staffing the program. The program remains financially stable.

Biological science courses are a bit more costly because of the equipment and supplies that are needed to run the laboratories.


Continue to support faculty to increase the implementation of technology that decrease costs to students and increase student success


There is always need for additional resources; laboratory supplies continue to increase in prices annually.

INDICATOR 3: QUALITY RESPONSE


Sandburg has well qualified instructors with many years of teaching experience. We have a very good IT department and access to technology. Our sections tend to be smaller with a good student to faculty ratio.


Being a small college, we are limited in the number of sections and options we can offer. In addition, the department tends to have LEC (low enrollment sections) due to a small student base; this makes it harder for faculty to make load and still offer the needed courses.

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Each instructor has a Moodle course built into his or her section. This online platform works not only for delivery of all online courses, but also gives instructors an effective tool for communicating with students, delivery of course content, and keeping student actively engaged in their courses.

3.4 Are there any alternative delivery methods of this discipline? (e.g. online, flexible-scheduling, accelerated, team teaching, etc.)?

We offer several biology courses in multiple platforms. Face to face, hybrid, and online sections are offered in most of the department courses that are more popular.

3.5 If the college delivers the course in more than one method, does the college compare success rates of each delivery method? If so, how?

Student success rates have been compared between face-to-face, hybrid, and online sections.

3.6 What is the status of the current technology and equipment used for this program?

Currently, all the technological equipment utilized by this program is very modern and reliable. The Instructional Technology committee is supportive of the department’s technology needs.

3.7 What innovations have been implemented or brought to this discipline that other colleges would want to learn about?

1. The use of tablets that can be wireless connected to classroom computer screens for student observation.

2. 3D anatomy applications that have enhanced student learning and engagement.

3.8 What does the discipline or department review when developing or modifying curriculum?

Main areas looked at are any IAI requirement changes, completion rates, and requests by other departments. We also monitor what other schools with departments similar to Sandburg are doing. We use student success rates to analyze course effectiveness.


We have several students that come to the Sandburg campuses for dual credit opportunities. We also have a few biology courses being offered at area high schools. Monmouth-Roseville high school offered BIO 101 last year with an adjunct instructor which Carl Sandburg College supplied.

3.10 To what extent is the program integrated with other instructional programs and services?

Many of the biology courses are required for other programs, which includes many of the health programs like nursing and dental hygiene.

3.11 What co-curricular activities/programs are offered to students in this discipline?

In past years, the science department had a very active student ran science club. This group planned field trips, hikes, and other activities. The past couple of years the biology department has also been involved with another college to organize a student trips to places like Costa Rica to visit and study rain forests.

3.12 How does the discipline identify and support at-risk students?

The Accuplacer exam is given to incoming students; also counselors look at transcripts in placing students based on our placement policy.

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3.13 When a course has low retention and/or success rates, what is the process to address these issues?

Analyze potential issues that may lead to lower success rates. Support and advise instructors how may have lower success rates in their courses.

Student centered review of the course is completed in the event there are low success or retention rates. The review includes the assessment of instructors, review of patterns in assessments, consideration of student concerns, and the review of student evaluations of adjuncts.

Additionally, assessment review, guidance, training is provided to faculty.

Annually, student success, retention, withdrawal rates are measured, analyzed, and shared at departmental meetings.Data from the review is used in individual faculty improvement plans. This practice supports the departmental and institutional goals of the institution’s strategic plan.

3.14 How is student satisfaction information collected?

At least once a year, all faculty have at least one of their course evaluated by the students.

CCSSE- full time instructors Student evaluations of adjuncts Student complaint system Alumni support Nominations for instructors for faculty of the year

3.15 What assessments does the discipline use to measure full-time and adjunct instructor performance in the classroom?

Methods used to assess full time faculty include: Grades Success rates Completion rates Withdrawal rates Retention rates Structured and rigorous tenure process

Methods used to assess adjunct faculty include: Grades Success rates Completion rates Withdrawal rates Retention rates Student evaluations

General assessment: CCSSE Classroom Assessment Report- shared at department

meetings and faculty assembly. Program Review- used to close the loop.

Annual Key Performance Indicator Report Out are used to close the loop.

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Adjuncts and Full-time faculty are invited to workshop days. We also have the FTLC (Faculty Teaching and Learning Center), that provides training and individual help with technology



No changes to courses being offered within the biology discipline are going to be changed at this time. Student success rates will continue to be monitored as a KPI.


No changes at this time. Faculty will be encourage to explore resources to reduce student financial burden.


No changes are set to be introduced at this time.

LIST ANY BARRIERS ENCOUNTERED WHILE IMPLEMENTING THE DISCIPLINE. PLEASE CONSIDER THE FOLLOWING: RETENTION, PLACEMENT, SUPPORT SERVICES, COURSE SEQUENCING, ETC.While many of the biology courses have very healthy enrollment numbers, a few courses are difficult to offer on a consistent basis. A few are offered as LEC (low enrollment course) due to numbers of students. Since it is not cost effective to pay instructors for a full section, this makes it harder to staff sections since instructors cannot use LEC to make load and the lower pay many not be enough for an adjunct to be able to teach the section. In addition, it is getting increasingly difficult to find qualified adjunct instructors, especially for Dual Credit offerings.

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DATA ANALYSIS FOR ACADEMIC DISCIPLINESPlease complete for each course reviewed in the Academic Discipline. Provide the most recent 5-year

longitudinal data available.

Academic Discipline Area Physical & Life Sciences

Course Title BIO.090 Foundation for Biology

Course DescriptionFoundation for Biology prepares the student for college-level science courses. This class teaches the essential knowledge of scientific terminology, metric system, scientific method and basic chemistry.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018


Credit Hours Produced 10 0 0 0 0

Success Rate (% C or better) at the end of the course, excluding Withdrawals and Audit students

80% 0 0 0 0

IAI Status (list code) or Form 13 Status (list N/A N/A N/A N/A N/A

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signature dates and institutions) Faculty to student ratio for this course (Please include range.

5:1 0 0 0 0



N/A


N/A

How does the data support the discipline or course goals? Elaborate.

N/A

Academic Course Review Results

Action

☐ Continued with Minor Improvements☐ Significantly Modified☐ Placed on Inactive Status☒Discontinued/Eliminated☐ Other (please specify)

Summary RationaleProvide a brief summary of the review findings and a rationale for any future modifications.

Enrollment numbers were low enough that the course could not continue to be offered.

Intended Action StepsPlease detail action steps to be completed in the future based on this review with a timeline and/or anticipated dates.

This class should be placed on inactive status.

Resources NeededN/A


Individuals responsible for completing and implementing modifications are the Associate Dean of Math and Science and the science faculty. Curriculum changes are made using the institutional processes as determined by the faculty committees.

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Course Title BIO.095 – Foundations of Anatomy and Physiology

Course Description

Foundation for Anatomy and Physiology prepares the student for college level anatomy and physiology courses by explaining the functions of cells. This class teaches the essential knowledge of cell morphology, cell physiology, membrane transport, cell division as well as basics of tissues, organ systems and anatomical regions.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




100% 0 0 0 0

IAI Status (list code) or Form 13 Status (list signature dates and institutions)

N/A N/A N/A N/A N/A

Faculty to student ratio for this course (Please include range.

5:1 0 0 0 0

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NA


NA


NA


Action





This course needs to be placed on inactive status.

Resources NeededNone.



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Course Title BIO.101-General Biology

Course Description

This course introduces the student to the chemical and physical principles of life especially as they relate to humans. The major topics covered include cell structure/function, the energy flow, organismic biology, evolution, genetics, and ecology. General Biology is designed to meet the laboratory science requirement of the non-major as well as providing an appropriate background for science majors.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




61% 59% 65% 73% 72%


L1 900L11/6/2017

L1 900L11/6/2017

L1 900L11/6/2017

L1 900L11/6/2017

L1 900L11/6/2017


15:1 16:1 16:1 17:1 17:1


List all pre-requisites for this program (courses, placement

The appropriate placement exam score or ENG.097 with a grade of C or better.

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http://catalog.sandburg.edu/search/?P=ENG.097


scores, etc.).


Course completion and student success rates


Student success rates have gone up the last couple of years.


Action



No changes resulted from this review.


Review data from the course again next year to assess need for adjustment.

Resources NeededNo specific resources are needed for students. The institution supplies laboratory materials and resources.



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Course Title BIO.102-General Zoology

Course Description

This course introduces the animal kingdom with topics covering embryonic development, morphology and physiology, behavior, ecology, and evolution. Included are surveys of the protozoans and the animal kingdom.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




82% 100% 56% 87% 96%


N/A N/A N/A N/A N/A


9:1 6:1 9:1 12:1 12:1



BIO.101 or equivalent


Enrollment number and student success rates

How does the data support the discipline or course

Enrollment numbers remain low, but student success rates are good.

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http://catalog.sandburg.edu/search/?P=BIO.101


goals? Elaborate.


Action



This course is typically offered once a year in the spring. Enrollment is typically very low.


Discussions with student services suggests that the removal of the prerequisites may possible enhance enrollment numbers. Further discussions will continue to explore the changing of course prerequisites.




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Course Title BIO.103 -General Botany

Course Description

This course introduces the plant kingdom with an emphasis on structure, basic principles of growth and development, reproductive biology, and ecology. Included will be surveys of bacteria, algae, fungi, and the plant kingdom.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0% 0% 100% 0% 0%


L1 901L L1 901L L1 901L L1 901L L1 901L


0 0 1:1 0 0



BIO.101 or equivalent


NA


NA


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Action



This course is not offered regularly. It has only been offered as an LEC section. Possible removal of course prerequisites may enhance enrollment numbers.


Discussions with student services suggests that the removal of the prerequisites may possible enhance enrollment numbers. Further discussions will continue to explore the changing of course prerequisites.




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DATA ANALYSIS FOR ACADEMIC DISCIPLINESPlease complete for each course reviewed in the Academic Discipline. Provide the most recent 5 year



Course Title BIO.108-Ecological Principles

Course Description

This course introduces the student to the basic concepts of ecology and the interrelationships between organisms and their environment. The major topics covered will include natural cycles, energy flow, population ecology, communities and ecosystems, and biotic interactions. Ecological Principles is designed to provide an appropriate background for science majors but will also meet the laboratory science requirement of the non-major with an interest in science.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


NA NA NA NA NA



BIO.101 and MAT.109 with a grade of C or better. Recommended to also take BIO.102, BIO.103, and CHM.100.


NA


NA


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http://catalog.sandburg.edu/search/?P=CHM.100



http://catalog.sandburg.edu/search/?P=MAT.109



Action

☐ Continued with Minor Improvements☐ Significantly Modified☐ Placed on Inactive Status☐Discontinued/Eliminated☒ Other (please specify)


This course has not been offered in the past several years. When it was offered, enrollment numbers would not support keeping the course section open. This course should either be placed on inactive status or have the prerequisites changed.


Further discussions will continue to explore the future of this course, possibly consider placing it on inactive status.




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Course Title BIO.111 – Fundamentals of Anatomy and Physiology

Course Description

This is a one-semester, general survey course intended primarily for LPN and mortuary science students. The course includes a systems approach to anatomy and physiology and many additional topics such as nutrition, metabolism, and fluid-electrolyte and acid-base balance.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




60% 74% 64% 72% 79%


NA NA NA NA NA


15:1 19:1 14:1 16:1 19:1





Enrollment number and student success rates


Enrollment has continued to drop in recent years, but student success rates remained good.


97



Action






Resources NeededNo specific resources are needed for students.



98





Course Title BIO.120-Environmental Science

Course Description

This course introduces the study of food production, human cultures, energy and mineral use, economics, politics, and land usage from an environmental viewpoint. Studied are the major ecosystems on Earth (deserts, forests, etc.) and their individual characteristics. Also included will be current major problems such as global warming and ozone loss and the effects of all environmental problems on plant and animal species. Emphasis will be on actions that individuals and groups can do to reduce environmental degradation.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




73% 72% 94% 92% 85%


L1 905 L1 905 L1 905 L1 905 L1 905


13:1 9:1 12:1 13:1 13:1



None


Enrollment numbers and student success rates


Enrollment numbers are going down, while student success rates remain strong.


99


Action






Resources NeededNo specific resources are needed for students



100





Course Title BIO.200 -General Microbiology

Course Description

The purpose of this course is to provide a brief study of the morphology, physiology, cultural characteristics, isolation methods, classification methods and distribution of microbes as related to public health, agriculture, medicine and industry. In addition, recent advances in recombinant DNA research will be discussed. 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




76% 84% 79% 84% 86%


NA NA NA NA NA


15:1 15:1 18:1 14:1 14:1



BIO.101 and CHM.100 or equivalent as evaluated by Biology faculty.




Enrollment numbers and student success rates both are strong.


101



Action









102





Course Title BIO.205 – Human Biology

Course Description

This is a one-semester course in anatomy and physiology designed to meet the needs of students who need a laboratory science course for associate degree or baccalaureate programs. The course will be an integrated systems approach emphasizing principles of homeostasis. Laboratory work will include fetal pig dissection, as well as other appropriate activities.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




75% 88% 82% 90% 70%


NA NA NA NA NA


16:1 16:1 22:1 10:1 10:1



Successful completion of one year of high school Biology and one year of high school Chemistry, no longer than five years prior to enrollment, is strongly recommended.




Enrollment numbers are low, but student success rates are strong.


103


Action









104





Course Title BIO.211- Anatomy and Physiology 1

Course Description

This is the first of a two-course sequence in anatomy and physiology for students who are intending to pursue a baccalaureate degree. In addition, Anatomy 1 & 2 are required in the Associate Degree in Nursing Program. This course will be presented as an integrated systems approach, emphasizing principles of homeostasis. There will be discussion of pathophysiological and anatomical changes that occur because of disease.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




61% 58% 70% 55% 58%


NA NA NA NA NA


17:1 20:1 15:1 11:1 13:1



BIO.101 and CHM.100 with a grade of C or better or the equivalent as evaluated by Biology faculty




Enrollment numbers are good; student success rates are lower than success rate compared other 100 level biology courses.


105

http://catalog.sandburg.edu/search/?P=CHM.100



Action

☒ Continued with Minor Improvements☐ Significantly Modified☐ Placed on Inactive Status☐Discontinued/Eliminated☒ Other (please specify)


In recent years, instructors teaching this course have used new technology and study groups in order to enhance student success rates.


Will continue to monitor student success rates.




106





Course Title BIO.212 – Anatomy and Physiology 2

Course DescriptionThis course is a continuation of BIO.211. There will be special emphasis on the cardiovascular system; fluid, electrolyte, and acid base balance; and exercise physiology. Laboratory work will include dissection of a fetal pig.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




68% 79% 73% 84% 85%


NA NA NA NA NA


17:1 17:1 16:1 10:1 12:1



Successful completion of BIO 211




Enrollment numbers and student success rates both remain strong.


Action


107












108



DISCIPLINE AREA: Physical & Life Sciences – Chemistry



The department is a service-oriented entity with the responsibility of maintaining a comprehensive curriculum that conforms to the needs of many disciplines and must articulate course content and standards with other institutions sharing these responsibilities.




The department provides courses required by not only mathematics and science majors, but also business, vocational, as well as general education requirements for other transfer degrees.








The college is a regional site for the WYSE Academic Challenge completion that brings over 275 high school students to campus every year. Also, in the past, letters have been sent out to students applying to the college that indicate an interest in sciences.

109




Costs associated with this discipline include faculty salary, faculty benefits, and laboratory equipment and supplies. According the FY 18 Cost/Revenue Analysis, which is the most recent analysis, the total cost for the chemistry disciple was $114,708.00, resulting is a cost per credit hour of $109.66. 1,046 credit hours were generated in 2018. 1 full time faculty member and corresponding benefits are included in the cost.Chemistry courses also require laboratory participation. Laboratory equipment must to be maintained by the department.


When comparing the cost of this program with others in the math and natural science department, the chemistry program costs are slightly higher due to long-term faculty staffing the program. The program remains financially stable. Chemistry science courses are a bit more costly because of the equipment and supplies that are needed to run the laboratories.


Continue to support faculty to increase the implementation of technology that decrease costs to students and increase student success.


There is always need for additional resources; we currently do not have funding to be able to attend national conferences.



Sandburg has well qualified instructors with many years of teaching experience. We have a very good IT department and access to technology. Our sections tend to be smaller with a good student to faculty ratio. The department is small so can communicate well.


The department has only 1 full time instructor. Finding qualified adjunct faculty is difficult. Currently, the department does not deliver any of the chemistry course outside of a face-to-face method.


Each instructor has a Moodle course built into his or her course. This online platform works not only for delivery of all online courses, but also gives instructors an effective tool for communicating with students, delivery of course content, and keeping student actively engaged in their courses.


None at this time.

110



N/A


Currently, all technological equipment utilized by this program is modern and reliable. The Instructional Technology committee is always supportive of the departments technology needs.


N/A


Main areas looked at are any IAI requirement changes, completion rates, requests by other departments. We also monitor what other schools with departments similar to Sandburg are doing. We also looks at student success rates to analyze course effectiveness


Courses where students have enrolled for dual credit include CHM 100 and CHM 110.


Many of the chemistry courses are required for other programs, which includes many of the health programs like nursing and dental hygiene.


In past years the science department had an active student ran science club. This group planned field trips, hikes, and other activities.


The Accuplacer exam is given to incoming students; also counselors look at transcripts in placing students based on our placement policy.

111









CCSSE- full time instructors Student evaluations of adjuncts Student complaint system Alumni support

Nominations for instructors for faculty of the year






Annual Key Performance Indicator Report Out- used to close the loop.

112






No changes to courses being offered within the chemistry discipline are going to be changed at this time. Student success rates will continue to be monitored as a KPI.


No changes at this time. However, faculty will be encourage to explore resources to reduce student financial burden.



LIST ANY BARRIERS ENCOUNTERED WHILE IMPLEMENTING THE DISCIPLINE. PLEASE CONSIDER THE FOLLOWING: RETENTION, PLACEMENT, SUPPORT SERVICES, COURSE SEQUENCING, ETC.The chemistry discipline courses continue to have healthy enrollment numbers. With only on full time instructor it can be difficult in exploring options in the scheduling process. Currently no online or dual credit sections are offered primarily because of staffing issues.

113





Course Title CHM.100 Concepts of Chemistry

Course Description

This one-semester course is designed for individuals who have completed less than the equivalent of one year of chemistry. The fundamental concepts of general chemistry developed are appropriate for students interested in further study of chemistry as well as those students who have immediate needs for chemistry. Primary emphasis is placed upon matter, atomic structure, nuclear chemistry, periodicity, stoichiometry, and organic chemistry.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




83% 90% 90% 87% 80%


P1 902L P1 902L P1 902L P1 902L P1 902L


19:1 21:1 19:1 20:1 17:1



MAT.093 or MAT.083 or MAT.086 with a grade of C or better.




Enrollment numbers and student success rates both remain strong.


114




Action



After review, no changes are needed.



Resources NeededNo specific resources needed for students at this time. The institution supplies laboratory materials and resources.



115





DISCIPLINE AREA: PHYSICAL & LIFE SCIENCES – EARTH SCIENCE














116



The college is a regional site for the WYSE Academic Challenge completion that brings over 275 high school students to campus every year. Also, letters have been sent out to students applying to the college that indicate an interest in sciences.



Costs associated with this discipline include faculty salary, faculty benefits, program software, and laboratory equipment and supplies. According the FY 18 Cost/Revenue Analysis, which is the most recent analysis, the total cost for the Biology department, where the Earth Science disciple resides, was $399,644.00, resulting is a cost per credit hour of $128.21 credit hours were generated in 2018. 1 full (Biology) time faculty members and corresponding benefits are included in the cost.

Geology courses also require laboratory participation. Laboratory equipment has to be maintained by the department. Supplies are also purchased with department budgets.


Science courses are a bit more costly because of the equipment and supplies that are needed to run the laboratories.




There is always need for additional resources; we currently do not have funding to be able to attend national conferences.



Sandburg has well qualified instructors with many years of teaching experience. We have a very good IT department and access to technology. Our sections tend to be smaller with a good student to faculty ratio. The department is small so can communicate well.


Being a small college, we are limited in the number of sections and options we can offer. We currently have only one instructor qualified to teach our ESC 100 course. This person also teaches biology as full time instructor.

117



Each instructor has a Moodle course built into his or her course. This online platform works not only for delivery of all online courses, but also gives instructors an effective tool for communicating with students, delivery of course content, and keeping student actively engaged in their courses.


Currently, ESC 100 is only offered face-to-face.


NA


Currently, all the technological equipment utilized by this program is modern and reliable. The Instructional Technology committee is supportive of the departments technology needs.


NA


Main areas looked at are any IAI requirement changes, completion rates, requests by other departments. Additionally, we also monitor what other schools with departments similar to Sandburg are doing. We also looks at student success rates to analyze course effectiveness.


Currently, there are no sections offered solely as dual credit sections. Students enroll in face-to-face courses held on the main campus.


Many students enroll in ESC as an option for a science/lab course that fulfills requirements for graduating.


In past years, the science department had an active student science club. This group planned field trips, hikes, and other activities. The past couple of years the department has also been involved with another college to organize a student trips to places like Costa Rica to visit and study rain forests.


The Accuplacer exam scores of incoming students are used as indicator. In addition, counselors look at transcripts in placing students based on our placement policy.

118



Analyze potential issues that may lead to lower success rates.

Provide support and advise instructors who have lower success rates in their courses.













119



Adjuncts and Full-time faculty are invited to workshop days. We also have the FTLC (Faculty Teaching and Learning Center), that provides training and individual help with technology.



No changes to courses being offered within the geology discipline are going to be changed at this time. Student success rates will continue to be monitored as a KPI.





LIST ANY BARRIERS ENCOUNTERED WHILE IMPLEMENTING THE DISCIPLINE. PLEASE CONSIDER THE FOLLOWING: RETENTION, PLACEMENT, SUPPORT SERVICES, COURSE SEQUENCING, ETC.Sandburg currently only offers one Earth Science class. This class is offered in both fall and spring semesters, however, the instructor teaching this course also has obligations as a full time biology teacher as well. This limits the number of sections that can be offered. Currently no online or dual credit sections are offered.

120





Course Title ESC.100-Introduction to Earth Science

Course Description

This course introduces the student to the study of the forces shaping Earth's surface with an emphasis on geological formation processes and the human impact on the environment. Topics will include the study of rocks and minerals, plate tectonics, hydrology, resource conservation, pollution, climatology, and volcanic processes.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




43% 75% 40% 58% 43%


NA NA NA NA NA


22:1 22:1 23:1 20:1 22:1







Enrollment numbers are consistent. There are opportunities for improvement in student success rates.


121



Action






Resources NeededNo specific resources needed for students. The institution supplies laboratory materials.



122





DISCIPLINE AREA: PHYSICAL & LIFE SCIENCES – HEALTH







The department provides courses required by not only mathematics and science majors, but also business, vocational, as well as, general education requirements for other transfer degrees.


Technology has improved content delivery in several of the classrooms and laboratories. Smartboards, interactive device applications, and computer added devices are used to increase student engagement.





123



Sandburg’s recruitment staff reach out to students. In past years, the college has been a regional site for the WYSE Academic Challenge completion that brings over 275 high school students to campus every year. In addition, letters are sent from the department to students applying to the college that indicate an interest in sciences.



Costs associated with this discipline include faculty salary, faculty benefits, program software, and laboratory equipment and supplies. According the FY 18 Cost/Revenue Analysis, which is the most recent analysis, the total cost for the Biology department, where the Earth Science disciple resides, was $399,644.00, resulting is a cost per credit hour of $128.21 credit hours were generated in 2018.

This discipline is staffed entirely by adjunct faculty so there are no corresponding benefits are included in the cost.


Costs are comparable to other programs at the college and the program remains financially stable.


Continue to support faculty to increase the implementation of technology that decrease costs to students and increase student success


Not at this time.



Sandburg has well qualified instructors with many years of teaching experience. We have a strong IT department and access to technology. Our sections tend to be smaller with a good student to faculty ratio. The department is small so can communicate well.


Being a small college, we are limited in the number of sections and options we can offer. In addition, the department tends to have LEC (low enrollment sections) due to a small student base; this makes it harder to offer some courses on a consistent basis.

124





All of the HTH course are offered as online course sections only.

During past two years, one section of HTH 120 has been offered over a three week winter mini-semester.


Currently, this data has not been compared but will be in the future.


All the technological equipment utilized by this program is modern and reliable. The Instructional Technology committee is always very supportive of the departments technology needs.


NA


Main areas reviewed are completion rates, success rate, course effectiveness and requests by other departments. We also monitor what other schools with departments similar to Sandburg are doing.


Currently there are no sections offered solely as dual credit sections.


Course are integrated to fulfill requirements for graduation.


Many students enrolled in HTH sections are also involved in the college’s athletic programs.


The Accuplacer exam is given to incoming students; also, counselors look at transcripts in placing students based on our placement policy.

125






Annually, student success, retention, withdrawal rates are measured, analyzed, and shared at departmental meetings.

Data from the review is used in individual faculty improvement plans. This practice supports the departmental and institutional goals of the institution’s strategic plan



CCSSE- full time instructors Student evaluations of adjuncts Student complaint system Alumni support

Nominations for instructors for faculty of the year







126






No changes to courses offered within the Health Sciences discipline are going to be changed at this time. Student success rates will continue to be monitored as a KPI.





LIST ANY BARRIERS ENCOUNTERED WHILE IMPLEMENTING THE DISCIPLINE. PLEASE CONSIDER THE FOLLOWING: RETENTION, PLACEMENT, SUPPORT SERVICES, COURSE SEQUENCING, ETC.Currently no face-to-face sections are offered in the Health discipline, only online sections are currently offered.

127





Course Title HTH.120-Health

Course Description

This course focuses on the dynamics and relationships of family, community, and personal health issues. The course content includes units on mental health, sexuality, disease, death, and other issues of current concern.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




74% 83% 89% 88% 77%


NA NA NA NA NA


21:1 17:1 16:1 16:1 13:1



NA




Enrollment numbers declined and student success rates remain good.


128


Action






Resources NeededNA



129



longitudinal data available.Academic Discipline

Area Physical & Life Sciences

Course Title HTH.130- First Aid

Course Description

In this course, students will be learning how to make appropriate decisions regarding first aid care and how to respond correctly to emergencies. Students will develop first aid skills via practice on mannequins and may be eligible for CPR and/or First Aid certification by the American Red Cross. Other medical emergency situations studied include water safety, substance abuse, poisoning, bleeding, shock, and injuries of various types. Also emphasized is the importance of a person's maintenance of a safe and healthy lifestyle.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




100% 100% 100% NA 100%


NA NA NA NA NA


15:1 2:1 9:1 NA 7:1



NA




Enrollment numbers are low and inconsistent; student success rates are strong.


130


Action






Resources NeededNA



131





Course Title HTH.140- Wellness

Course Description

Students will learn the importance of life-long physical fitness and the desirability of adhering to positive lifestyle behaviors. The physical, emotional, vocational, intellectual, and spiritual aspects of wellness will be explored.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




55% 50% 64% 89% NA


NA NA NA NA NA


1:1 12:1 8:1 9:1 NA



NA




Enrollment numbers are declining.


132


Action






Resources NeededNA


Individuals responsible for completing and implementing modifications are the Associate Dean of Math. Curriculum changes are made using the institutional processes as determined by the faculty committees.

133





Course Title HTH.150 -Drug Use and Abuse

Course Description

This course is designed to introduce the many-sided problems of drugs in our society, including the psychological, sociological, and physiological effects of drug use and abuse. This course encourages students to explore their own decisions on use or abstinence and teaches assertiveness skills to protect and defend this choice with others. Personal motivations and behaviors are identified. The intent of the course is to provide facts, attitudes, and opinions necessary to understand what drugs do, how they do it, who uses them, and why. In addition, modes of treatment as well as legal and ethical issues in drug abuse are discussed.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




80% 88% 93% 95% 88%


NA NA NA NA NA

Na 15:1 20:1 15:1 19:1 26:1



NA




Enrollment numbers are going up and student success rates are strong.


134


Action






Resources NeededNA



135





DISCIPLINE AREA: PHYSICAL & LIFE SCIENCES – KINESIOLOGY





The department has curriculum to accommodate the physical and life sciences field, as well as, the other areas required in the college.




Technology has improved content delivery in several of the classrooms and laboratories. Smartboards, interactive device applications, and computer added devices are now being used to increase student engagement.





136



Sandburg has recruitment staff that reach out to students. In past years, the college has been a regional site for the WYSE Academic Challenge completion that brings over 275 high school students to campus every year. In addition, letters are sent out from the department to students applying to the college that indicate an interest in sciences.



Costs associated with this discipline include faculty salary, faculty benefits, program software, and laboratory equipment and supplies. According the FY 18 Cost/Revenue Analysis, which is the most recent analysis, the total cost for the Biology department, where the Earth Science disciple resides, was $399,644.00, resulting is a cost per credit hour of $128.21 credit hours were generated in 2018.

This discipline is staffed entirely by adjunct faculty so there are no corresponding benefits are included in the cost.


Costs are comparable to other programs at the college and the program remains financially stable.




Not at this time.



Sandburg has well qualified instructors with many years of teaching experience. We have a very good IT department and access to technology. Our sections tend to be smaller with a good student to faculty ratio. Sandburg has up to date and well equipped fitness center that is staffed by a full time coordinator. The use of the lab is free to students enrolled in Sandburg courses.


Competition with facilities with similar equipment is major issue. Other facilities offer memberships that costs less. They also offer similar courses with more flexible time offerings.

137





Most KIN sections are offered as online offerings. KIN 220, Coaching Basketball, is offered as face-to-face section.


NA


All the technological equipment utilized by this program is modern and reliable. The Instructional Technology committee is supportive of the departments technology needs.


NA


Main areas looked at completion rates, requests by other departments. We also monitor what other schools with departments similar to Sandburg are doing. We also looks at student success rates to analyze course effectiveness.


Currently, there are no sections offered solely as dual credit sections. Students enroll in face-to-face courses held on the main campus.


Course are integrated to fulfill requirements for graduation.


Many students enrolled in KIN sections are also involved in the college’s athletic programs.


The Accuplacer exam scores of incoming students are used as indicator. In addition, counselors look at transcripts in placing students based on our placement policy.

138



Analyze potential issues that may lead to lower success rates.

Provide support and advise instructors who have lower success rates in their courses.













139






Several KIN courses have not been offered in several years. Current, most of these courses are being considered for inactivation.





LIST ANY BARRIERS ENCOUNTERED WHILE IMPLEMENTING THE DISCIPLINE. PLEASE CONSIDER THE FOLLOWING: RETENTION, PLACEMENT, SUPPORT SERVICES, COURSE SEQUENCING, ETC.While many courses still offered in the discipline are regularly scheduled and generally support good enrollment, many courses should be inactivated. Most of these are activity courses and were offered during a time when these types of courses were popular options for students. Many of these courses were scheduled within the last 10 years, without any interest from students. There are also many private facilities that offer similar courses at a reduced cost.

140





Course Title KIN.105-Aerobics

Course Description

Any student may enroll in this physical education activity course although it is recommended that anyone over 35 years of age obtain a physical examination from a physician first.

Emphasis is on cardiovascular endurance and the development of muscle tone and flexibility. The method of instruction will include step aerobics routines.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Number of Students Enrolled 0

0 0 0 0

Credit Hours Produced0 0 0 0 0


0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


141


Action





This class should be placed on inactive status.

Resources NeededNA


Associate Dean of Math and Science

142





Course Title KIN.106 -Muscle Conditioning

Course DescriptionThis activity is designed to strengthen, tone, and stretch the major muscle groups while improving flexibility and range of motion. Exercises utilizing lightweights and resistance bands will be performed to music.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




69% 100% 50% 100% NA


NA NA NA NA NA


11:1 4:1 2:1 2:1 0



NA




Enrollment numbers are low and have sharply declined.


143


Action



Recent enrollment numbers have been low enough that the course was not consistently offered.


Discuss the future of this course and the possibility of placing it on inactive status.

Resources NeededNA



144





Course Title KIN.107 -Zumba 1

Course Description

Zumba is a high-energy program with motivational music and dance moves from Salsa, Merengue, other Latin steps and free-form styles. It integrates some of the basic principles of aerobic, resistance, and interval training to tone and sculpt the body, burn fat, maximize caloric output, and benefit heart and mind.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Number of Students Enrolled 0

0 0 0 0

Credit Hours Produced0 0 0 0 0


0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


145


Action



Recent enrollment numbers have been low enough that the course could not consistently offered.



Resources NeededNA



146





Course Title KIN.108 -Pilates 1

Course Description

Students participate in a series of stretching and strengthening exercises based on the Joseph Pilates (pil-LAH-teez) method of body conditioning. Pilates is a method of body conditioning that strengthens and tones muscles, improves posture, provides flexibility and balance, unites body and mind, and creates a more streamlined shape.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




100% 83% 0 0 0


NA NA NA NA NA


8:1 5:1 0 0 0



NA




Enrollment numbers have declined to a point where the course is no longer offered.


147


Action



Recent enrollment numbers have been low enough that the course is not offered.



Resources NeededNA



148





Course Title KIN.110 -Badminton

Course Description

In this course, a student will learn basic skills and the strategies involved in the sport badminton. Actual participation in badminton matches will be a major emphasis. The student will learn the procedures of scoring, the rules, and the vocabulary of the sport.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


149


Action



This course has not been offered for several years.


This class will be placed on inactive status.

Resources NeededNA



150





Course Title KIN.110 -Badminton

Course Description

In this course, a student will learn basic skills and the strategies involved in the sport badminton. Actual participation in badminton matches will be a major emphasis. The student will learn the procedures of scoring, the rules, and the vocabulary of the sport.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


151


Action






Resources NeededNA



152





Course Title KIN.120 - Bowling

Course Description

In this course, a student will learn basic skills and the strategies involved in the sport of bowling. Actual participation in the sport will be a major emphasis. The student will study the rules, scoring procedures, and the vocabulary of the sport.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


153


Action






Resources NeededNA



154





Course Title KIN.130 - Personal Training I: Exercise Physiology

Course Description

This course provides an overview of seven physiological systems of the human body and the impact of exercise on these systems. It also provides standards for the development of exercise and fitness programs in relationship to the physiological adaptations of the human body, the principles and concepts of human movement, nutritional guidelines for optimum performance, and consideration of physical (age, gender, health, and size) characteristics of individuals and environmental conditions.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


155


Action



NA


This course should be revisited as part of a program that students could potentially be interested in.

If there is no interest, then the course should be inactivated.

Resources NeededNo specific resources needed for students



156





Course Title KIN.131-Personal Training II: Personal Fitness

Course Description

This course provides the academic and practical experience that will enable students to design personalized fitness training solutions for clients based on physical, health, and behavioral assessments and employing the American Council for Exercise (ACE) Integrated Fitness Model Components and Phases.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



Complete KIN.131 with a minimum grade of a C.


NA


NA


157

http://catalog.sandburg.edu/search/?P=KIN.131


Action



NA



If there is no interest, the course should be inactivated.

Resources NeededNo specific resources needed for the students.



158





Course Title KIN.132-Personal Training III: Fitness Assessment

Course Description

The course provides an overview of the five functional assessments, as well as, the physiological assessments that are necessary for the development of personalized fitness programming for clients under the American Council on Exercise (ACE) Integrated Fitness Model. Provides information on the legal and business principles for practicing personal trainers. 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


159


Action



NA







160





Course Title KIN.132-Personal Train IV: Practicum

Course Description

The objective of the practicum is to integrate classroom theory and skill practice in a fitness center environment where the student can practice under the supervision of a personal fitness trainer. The student will be supervised in conducting assessments and developing and initiating fitness programs employing the American Council on Exercise (ACE) Integrated Fitness Model.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


161


Action



NA







162





Course Title KIN.140, 141, 142, 143, 145 – Physical Fitness 1, 2, 3, 4, 5

Course Description

This physical education activity course is open to all students. It is designed as an open lab to accommodate each student's needs. Emphasis is placed on three areas of physical fitness: strength, flexibility, and cardiovascular endurance. Life Fitness strength and cardiovascular equipment will be used to develop more effectively one's level of physical fitness.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018


Credit Hours Produced 324 315 227 249 284.5


75% 81% 87% 85% 79%


NA NA NA NA NA


NA NA NA NA NA



NA




Enrollment numbers are in decline but student success rates remain good.


163


Action






Resources NeededNA



164





Course Title KIN.155-Beginning Swimming

Course DescriptionThis course is designed to aid the non-swimmer in acquiring such fundamental skills as floating, treading water, bobbing, elementary crawl strokes, and the elementary backstroke.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NN NA NA


0 0 0 0 0



NA


NA


NA


Action


165






Resources NeededNA






166


Course Title KIN.157- Advanced Swimming

7Course DescriptionIn this course, the student will improve his/her ability to use all basic swimming strokes. Emphasis will be on safety, endurance, timing, and water games. Water safety involving boats will be included.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


Action




Intended Action Steps This class will be placed on inactive status.

167


Please detail action steps to be completed in the future based on this review with a timeline and/or anticipated dates.

Resources NeededNA






Course Title KIN.158 – Lifeguard Training

Course Description

The American Red Cross principles and techniques of lifesaving are taught. Instruction is given in water safety, accident prevention, defense mechanisms, and the ability to assist and rescue others. Upon completion of the course, the student may be eligible for certification as a lifeguard by the American Red Cross

168


2013-2014 2014-2015 2015-2016 2016-2017 2017-2018Number of Students Enrolled 0 0 0 0 0



0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


Action



This course has not been offered in years and should be inactivated.


Inactivate the course.

169


Resources NeededNA






Course Title KIN.161 –Tennis 1

7Course Description

In this course, a student will learn basic skills and the strategies involved in the sport of tennis. Actual participation in tennis matches will be a major emphasis. The student will learn the procedures of scoring, the rules, and the vocabulary of the sport.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018



170



0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


Action

☐ Continued with Minor Improvements☐ Significantly Modified☐ Placed on Inactive Status☒Discontinued/Eliminated☒ Other (please specify)


This course has not been offered in years.


This course will be placed on inactive status.

Resources NeededNA



171


the modifications?




Course Title KIN.162- Tennis 2

7Course Description

In this course, which parallels KIN 161, the student will learn the basic skills and strategies involved in the sport of tennis. Actual participation in tennis matches will be a major emphasis. Students will study the rules, scoring procedures, and the vocabulary of the sport.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0

IAI Status (list code) or Form NA NA NA NA NA

172


13 Status (list signature dates and institutions) Faculty to student ratio for this course (Please include range.

0 0 0 0 0



NA


NA


NA


Action






Resources NeededNA



173





Course Title KIN.180 – Weight Training

7Course Description

The purpose of this course is to teach the basic knowledge and concepts in the use of resistive exercises designed to increase muscular strength and endurance. Students will participate in an individual weight-training program.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0

174




NA


NA


NA


Action






Resources NeededNA



175





Course Title KIN.193 -Golf

7Course Description

The student will receive instruction in the basic rules and skills of golf. There will be a considerable amount of time spent actually on the golf course. This course is suitable for both beginners and experienced golfers. 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA

176



NA


NA


Action






Resources NeededNA



177





Course Title KIN.200 –Foundations of Physical Education

Course Description

This course is a study of the development of physical education programs in K-12 schools. The student will also learn about the possibilities of professional opportunities in the area of physical education and the role of sports in non-school (recreational) settings. Internet assignments will be required.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




71% 100% 80% 100% 100%


NA NA NA NA NA


7:1 4:1 5:1 7:1 6:1



NA



How does the data support Enrollment numbers are low but student success rates are good.

178


the discipline or course goals? Elaborate.


Action



This course is under current review and in the process of being updated, pending approval from ICCB.


This course is set to be replaced by an updated course, KIN 201, Introduction to Kinesiology.

Resources NeededNA



179





Course Title KIN.202 – Sports in Society

Course Description

In this course, students will study current sports-related controversies and issues from a global perspective. The role of various sports and their historical influence on American society will be emphasized. Included will be the study of the effects of related social factors such as gender, race, sexuality, nationalism, and media on the evolution of the sports culture.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Number of Students Enrolled NA 11 12 12 17

Credit Hours Produced NA 33 36 36 51


NA 45% 67% 75% 100%


NA NA NA NA NA


NA 8:1 10:1 12:1 17:1



NA




Enrollment numbers are consistent and student success rates are improving.


180


Action






Resources NeededNA



181





Course Title KIN.205 – Coaching Volleyball

7Course Description

This course is designed to teach the student who wants to coach volleyball the procedures that will effectively develop the skills of volleyball for athletes. The specific areas covered include assessing current performances, alternate teaching methods, motivating the athlete, guidelines for conducting a competitive program, a basic training and nutrition.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


182


Action



This course has not been offered in several years.



Resources NeededNA



183





Course Title KIN.205 – Coaching Volleyball

7Course Description

This course is designed to teach the student who wants to coach volleyball the procedures that will effectively develop the skills of volleyball for athletes. The specific areas covered include assessing current performances, alternate teaching methods, motivating the athlete, guidelines for conducting a competitive program, a basic training and nutrition.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


184


Action






Resources NeededNA



185





Course Title KIN.215 - Coaching Baseball Technical and Tactical Skills

7Course Description

In this course, the student will learn how to teach the skills, strategies, techniques, and tactics of baseball. Topics studied include the games-approach to coaching as an alternative to drills-based coaching. Students will develop a season plan and a series of practice plans. The ability to successfully coach during games will be emphasized. This course is suitable for persons who are interested in coaching at the club, high school, or college levels.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


186


Action






Resources NeededNA



187





Course Title KIN.220 – Coaching Basketball

Course Description

This course presents the theory and techniques of coaching basketball. It is open to interested students regardless of their vocational plans. The student is provided an opportunity to develop a personal approach to coaching and teaching techniques. Topics include offensive/defensive strategies, teaching specific skills, motivational techniques, and general management skills needed by basketball coaches.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




100% 100% 93% 93% 89%


NA NA NA NA NA


12:1 18:1 13:1 13:1 18:1



NA




Enrollment numbers are consistent and student success rates strong.


188


Action






Resources NeededNA



189





Course Title KIN.221 –Basketball 1

7Course Description

In this course, a student will learn basic skills and the strategies involved in the sport of basketball. Actual participation in basketball games will be a major emphasis. The student will learn the procedures of scoring, the rules, and the vocabulary of the sport.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


190


Action



This course has not been offered in years.



Resources NeededNA



191





Course Title KIN.222 – Basketball 2

7Course Description

In this course, which parallels KIN 221, the student will learn the basic skills and strategies involved in the sport of basketball. Actual participation in basketball games will be a major emphasis. The student will learn the procedures for scoring, the rules, and the vocabulary of the sport.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


192


Action






Resources NeededNA



193





Course Title KIN.222 – Basketball 2

7Course Description

In this course, which parallels KIN 221, the student will learn the basic skills and strategies involved in the sport of basketball. Actual participation in basketball games will be a major emphasis. The student will learn the procedures for scoring, the rules, and the vocabulary of the sport.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


194


Action






Resources NeededNA



195





Course Title KIN.241 – Softball 1

7Course Description

In this course, a student will learn basic skills and the strategies involved in the sport of softball. Actual participation in softball games will be a major emphasis. The student will learn the procedures of scoring, the rules, and the vocabulary of the sport.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


196


Action






Resources NeededNA



197





Course Title KIN.242 –Softball 2

Course Description

In this course, which parallels KIN 241, a student will learn the basic skills and strategies involved in the sport of softball. Actual participation in softball games will be a major emphasis. The student will lean the procedures of scoring, the rules, and the vocabulary of the sport.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


198


Action






Resources NeededNA



199





Course Title KIN.260 – Coaching Principles and Sport First Aid

Course Description

Students enrolled in this course will study the general principles underlying the profession of coaching athletic teams and individual athletes. This course will address the essential elements of successful coaching from proven coaching techniques to effective risk management. Students will also be taught how to be safe, capable, and effective as first responders to injured athletes. Students will have the opportunity to earn certification through the American Sport Education Program.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




83% 86% 80% 84% 61%


NA NA NA NA NA


21:1 13:1 10:1 18:1 16:1



KIN 200




Enrollment numbers are consistent and student success rates good.


200


Action



Change/update the prerequisites.


Once KIN 201 is approved by ICCB, the prerequisites will be updated.

Resources NeededNA



201





Course Title KIN.280 – Athletic Injuries

7Course Description

This is an introductory course in the study of sports medicine. Included are topics that address the treatment and rehabilitation of athletic injuries, human and environment factors in sport injury, accident prevention and injury control, and safety factors in sport activities. Students will also study the operation, maintenance, and administration of a typical athletic training room.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




0 0 0 0 0


NA NA NA NA NA


0 0 0 0 0



NA


NA


NA


202


Action






Resources NeededNA



203





DISCIPLINE AREA: PHYSICAL & LIFE SCIENCES – PHYSICS














204



The college is a regional site for the WYSE Academic Challenge completion that brings over 275 high school students to campus every year. Also, in the past, letters have been sent out to students applying to the college that indicate an interest in sciences.



Most physics courses also require laboratory participation. Laboratory has to be maintained by the department. Specimens and supplies are also purchased with department budget.


Science courses are a bit more costly because of the equipment and supplies that are needed to run the laboratories.




A full time physics instructor would be a benefit to the college. There is always need for additional resources; laboratory supplies continue to increase in prices annually.



We have a very good IT department and access to technology. Our sections tend to be smaller with a good student to faculty ratio. The department is small so can communicate well.


Being a small college, we are limited in the number of sections and options we can offer. In addition, the department tends to have LEC (low enrollment sections) due to a small student base; this makes it harder for faculty to make load and still offer the needed courses. The physics discipline is completely staffed by adjunct instructors. A full time instructor could build the program to a point that may be more attractive to students interested in the discipline.




Currently, all the PHY 130 sections are offered online.

205



In the past, student success rates have been compared between face-to-face and online sections.


Currently, all the technological equipment utilized by this program is modern and reliable. The Instructional Technology committee is supportive of the departments technology needs.


NA


Main areas looked at are any IAI requirement changes, completion rates, and requests by other departments. We also monitor what other schools with departments similar to Sandburg are doing. We also looks at student success rates to analyze course effectiveness.


We have several students that come to the Sandburg campuses for dual credit opportunities. The college is looking into offering a dual credit section for students at Abingdon/Avon high school, which is an additional location of the institution.


Courses are taken to fulfill requirements towards graduation; however, there have been many student enrolled in PHY sections for transferring onto higher-level STEM programs at 4 years institutions.


In the past, the science department had a very active student ran science club. This group planned field trips, hikes, and other activities.


The Accuplacer exam is given to incoming students; also, counselors look at transcripts in placing students based on our placement policy.

206
















207






No changes to courses being offered within the physics discipline are going to be changed at this time. Student success rates will continue to be monitored as a KPI.


No changes at this time. Faculty will be encourage to explore resources to reduce student financial burden.


None at this time.

LIST ANY BARRIERS ENCOUNTERED WHILE IMPLEMENTING THE DISCIPLINE. PLEASE CONSIDER THE FOLLOWING: RETENTION, PLACEMENT, SUPPORT SERVICES, COURSE SEQUENCING, ETC.Overall, lower enrollment numbers in the discipline make it harder to offer a variety of sections. Also, some classes need to be offered as LEC (low enrollment course) due to numbers of students since it is not cost effective to pay instructors for a full section. At one time, Sandburg had a full time physics instructor, low enrollment numbers probably do not support the institution adding another full time faculty. However, with interest in STEM programs increasing in higher education, a committed, full time instructor may have a positive impact on the program.

208





Course Title PHY.110 -Applied Physics

Course Description

This course surveys various ideas in physics with an emphasis on problem solving and applications from many technical areas. Concepts studied include measurement, laws of motion, the resolution of forces, work and energy, simple machines, and properties of matter.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




NA 82% 50% 100% 43%


NA NA NA NA NA


NA 11:1 2:1 1:1 7:1



MAT 101




Enrollment numbers are low and inconsistent.


209


Action






Resources NeededStudents are required to use a calculator for this course.



210





Course Title PHY.130 -Physical Universe

Course Description

This course is a study of the universe and the attempts of persons to understand it. Topics covered include techniques of investigation; instrumentation; organization and history of the solar system; birth, life, and death of a star; origin, history, and future of the universe; prospects for extraterrestrial life forms.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




74% 89% 94% 88% 96%


P1 906 P1 906 P1 906 P1 906 P1 906


11:1 21:1 21:1 19:1 20:1



NA




Enrollment numbers are increasing and student success rates are strong.


211


Action






Resources NeededNA



212





Course Title PHY.151-General Physics

Course Description

This course is the first semester of a two-semester sequence in pre-calculus based physics. It is appropriate for students in pre-dental, pre-medical, nursing, education, and other programs which require a beginning course in physics. The course includes the study of mechanics, vibratory motion and waves, fundamentals of heat, and thermodynamics.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




100% 86% 100% 100% 100%


P1 900L P1 900L P1 900L P1 900L P1 900L


4:1 7:1 3:1 3:1 6:1



MAT.140 or concurrent enrollment




Enrollment numbers are low; but student success rates are strong.


213



Action









214


DATA ANALYSIS FOR ACADEMIC DISCIPLINESPlease complete for each course reviewed in the Academic Discipline. Provide the most recent

5-year longitudinal data available.


Course Title PHY.152 – General Physics 2

Course DescriptionThis course is a continuation of PHY.151. Topics covered include electricity and magnetism, electromagnetic waves, optics, and an introduction to modern physics.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




100% 100% 100% 100% 100%


P1 900L P1 900L P1 900L P1 900L P1 900L


1:1 4:1 1:1 2:1 2:1



PHY 151






215

http://catalog.sandburg.edu/search/?P=PHY.151


Action





Review data from the course again next year to assess the need for adjustment.




216





Course Title PHY.161- Engineering Physics 1

Course Description

This course is the first of a two-semester sequence in calculus-based physics. Topics covered include classic mechanics, vibratory motion and mechanical waves, and fundamentals of heat and thermodynamics. This course is appropriate for those students who want to transfer into engineering or other university programs that demand one year of calculus-based physics.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




100% 100% 100% 100% 100%


NA NA NA NA NA


4:1 8:1 1:1 4:1 4:1



MAT 240






217


Action









218





Course Title PHY.162 Engineering Physics 2

Course Description

This course is a continuation of PHY.161. Topics covered include electricity and magnetism, electromagnetic waves, optics, and an introduction to modern physics. Students will use calculus principles and techniques in developing concepts, analyzing situations, and in further development of problem-solving techniques.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018




100% 100% 100% 100% 100%


NA NA NA NA NA


3:1 6:1 1:1 3:1 3:1



PHY.161, MAT.241 or the equivalent as evaluated by the physics department






219

http://catalog.sandburg.edu/search/?P=PHY.161


Action









220


Cross-Disciplinary Curricula

Remedial/Developmental English/Language Arts

221


Remedial English Language Arts(Reading and Communication Skills)





1. To streamline the developmental experience using an integrated reading and writing system

2. To ensure students have the opportunity to complete developmental coursework alongside college-level coursework during the same semester, or to complete all developmental coursework during the same semester

3. To prepare students for success in college-level work


1. Curriculum was streamlined in Spring 20172. 8-week model courses are consistently offered3. Pass rates of developmental students demonstrate

success


The developmental English courses provide students who are not placing in ENG 101 courses equal opportunities for success.


Developmental reading and writing courses have been integrated since interrelationships between the processes can promote solid literacy and enhance students’ communication and critical thinking skills. Thus, RDG 092, 096, and ENG 094, and 098 were pulled from curriculum. ENG 095 and 097 replaced those courses.



1.1 Detail how the offerings are sufficient and aligned to meet the needs of students across all programs served and supportive academic programs (e.g. tutoring, co-requisite, summer bridge, AE-ICAPS, foundational mathematics).

8-week model courses are offered for students to complete developmental and ENG 101 coursework within an academic semester; traditional 16-week model courses are still offered for students who cannot adhere to the 8-week schedule.

222



NA



Faculty salaries, normal upkeep of computer labs used.


College budget: no other grants or programs are being utilized.


Costs are in line with other general education offerings.

2.4 If most of the costs are offset by grant funding, is there a sustainability plan in place in the absence of an outside funding source? If so, please elaborate.

NA


We are exploring ways to offer developmental English in more streamlined co-curricular models that may reduce cost for students and reduce total salary paid while maintaining objectives.


Not at this time.


3.1 What are the program’s strengths? Providing students with the opportunity to complete developmental coursework and ENG 101 during the same academic semester AND integration of developmental reading and writing disciplines


ESL students encounter challenges native speakers do not

3.3 How is the college working with high schools to reduce remedial needs?

Composition instructors meet with local high school teachers semi-annually to ensure students’ needs are being met

3.4 What is the college doing to develop and implement co-requisite or pathway models to ensure students placing into development education finish the sequence within one academic year?

The 8-week model provides students the opportunity to finish developmental coursework and ENG 101 during the same academic semester

223


3.5 Provide a description of the remedial/developmental sequence. Colleges may attach a graphic representation.

ENG 095, Essentials of Reading and Writing StrategiesENG 097, Introduction to Composition


ENG 101 pass rates, Proficiency Exam pass rates


Developmental English coursework prepares students to......in 095...

1. Use various prewriting strategies when preparing to write (GEO 1, Communication, and 2, Critical Thinking);

2. Use various reading strategies when reading a text (GEO 1, Communication, and 2, Critical Thinking);

3. Use context and organization to enhance comprehension (GEO 1, Communication, and 2, Critical Thinking);

4. Develop strategies for increasing and utilizing new vocabulary (GEO 1, Communication, and 2, Critical Thinking);

5. Analyze and annotate texts (GEO 1, Communication, and 2, Critical Thinking);

6. Develop inferential, analytical, and critical thinking skills (GEO 1, Communication, and 2, Critical Thinking);

7. Construct written assignments that reflect good comprehension and vocabulary (GEO 1, Communication, and 2, Critical Thinking);

8. Develop strategies for paragraph development such as description and comparison (GEO 1, Communication, and 2, Critical Thinking);

9. Revise essays to be clear and concise (GEO 1, Communication, and 2, Critical Thinking);

10. Develop a sense of audience and anticipate the reader’s needs (GEO 1, Communication, and 2, Critical Thinking); and

11. Assist others by working collaboratively with their writing during the writing process (GEO 1, Communication, and 2, Critical Thinking).

...in 097...1. Apply appropriate prewriting strategies when

preparing to write (GEO 1, Communication, and 2, Critical Thinking);

2. Apply appropriate reading strategies when reading a text (GEO 1, Communication, and 2, Critical Thinking);

3. Examine context and organization to enhance

224


comprehension (GEO 1, Communication, and 2, Critical Thinking);

4. Utilize strategies for increasing and utilizing new vocabulary (GEO 1, Communication, and 2, Critical Thinking);

5. Analyze and annotate texts (GEO 1, Communication, and 2, Critical Thinking);

6. Apply inferential, analytical, and critical thinking skills (GEO 1, Communication, and 2, Critical Thinking);

7. Construct written assignments that reflect good comprehension and vocabulary (GEO 1, Communication, and 2, Critical Thinking);

8. Enhance strategies for paragraph development such as description and comparison (GEO 1, Communication, and 2, Critical Thinking);

9. Revise essays to be clear and concise (GEO 1, Communication, and 2, Critical Thinking);

10. Assess audience and the reader’s needs (GEO 1, Communication, and 2, Critical Thinking);

11. Assist others by working collaboratively with their writing during the writing process (GEO 1, Communication, and 2, Critical Thinking); and

12. Learn to use a discipline-specific style with a focus on in-text citations (GEO 1, Communication, and 2, Critical Thinking).


8-week accelerated model


8-week to 16-week pass rates


Courses utilize a computer lab once a week in 16-week models and twice a week in 8-week models


8-week model is an intensive, productive environment where students can succeed and be best prepared for college-level coursework

225



Developmental English is integrated with written and oral communication, tutoring, and library services


Co-curricular activities are available for all Carl Sandburg College students


Starfish is utilized to warn at-risk students


Starfish is utilized to identify core issues


1. Students complete formal evaluations assessing their course and instructor

2. Students complete informal process writing assignments assessing their own progress


1. Student evaluations2. Classroom Assessment Reports (CARs)


NA



Yes, curriculum was streamlined and offered in an accelerated format


NA


NA

LIST ANY BARRIERS ENCOUNTERED WHILE IMPLEMENTING THE DISCIPLINE. PLEASE CONSIDER THE FOLLOWING: RETENTION, PLACEMENT, SUPPORT SERVICES, COURSE SEQUENCING, ETC.

226


NA



Academic Discipline Area Remedial/Developmental-English/ Language Arts

Course Title RDG.092, Academic Reading 3

Course Description

Placement in RDG 092 is based upon the Reading skills sections of the COMPASS test. Strategies for reading comprehension and critical reading are taught and practiced through textbook use and a variety of readings in different genres. Vocabulary development is taught by the use of context clues, a dictionary, a Thesaurus, and student-selected vocabulary from RDG092 and other courses. Student writing is integrated with the reading process. Students must make a C and pass an Exit Test to receive credit for the class.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Number of Students Enrolled 24 13 16 9 N/A

Credit Hours Produced 72 39 48 27 N/A


63% 85% 88% 78% N/A


NA NA NA NA NA

Faculty to student ratio for this course (Please include

5:1 6:1 7:1 8:1 N/A

227


range.

Other (Please identify.) NA NA NA NA NA


Compass score, 48-62AND accurate Nelson-Denny placement


Success rates in developmental coursework, ENG 101 coursework, and Proficiency Exam


Students are more successful in integrated courses


Action

☐ Continued with Minor Improvements☐ Significantly Modified☐ Placed on Inactive Status

☐Discontinued/Eliminated☐ Other (please specify)


Course was withdrawn to integrate developmental reading and writing curriculum


NA

Resources NeededNA


NA

228




Academic Discipline Area Remedial/Developmental-English/ Language Arts

Course Title RDG.096, College Survival Skills

Course Description

This course is designed for those students who are apprehensive about or expect to have difficulty with college-level course work. This course will cover the basic college survival skills: reading and understanding college-level materials, organizing time, taking notes, studying for and taking tests, etc. This course will also concentrate on critical thinking and reading skills. Placement in RDG 096 is based upon the Reading Skills section of the COMPASS test.2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Number of Students Enrolled 284 218 149 89 N/A

Credit Hours Produced 852 654 447 267 N/A


67% 67% 68% 80% N/A


NA NA NA NA NA


9:1 9:1 8:1 10:1 N/A

229


Other (Please identify.) NA NA NA NA NA


Completion of RDG 092 with a C or higher OR Compass score, 59-82


Success rates in developmental coursework, ENG 101 coursework, and Proficiency Exam


Students are more successful in integrated courses


Action



Course was withdrawn to integrate developmental reading and writing curriculum


NA

Resources NeededNA


NA

230


Student and Academic Services

Financial Aid

231


STUDENT & ACADEMIC SUPPORT SERVICES REPORT TEMPLATE

SUMMARY REPORT OF REVIEW RESULTS - STUDENT & ACADEMIC SUPPORT SERVICES PROGRAMS REVIEWED IN ACADEMIC YEAR 2019

Admissions/Recruiting, Registration/Records, Learning & Tutoring Centers, Career Centers/Job Placement, Financial Aid, Disability Services, Counseling/Advising, Library, Business Services, Athletics, and Student Activities.

Major Findings and Improvements/Modifications to the AreaProvide a brief description of the function of the program, strengths and weaknesses, and any quality improvements or modifications made since the last review period.

Program Description:

232


Sandburg’s Financial Aid Office strives to help students and families find resources to make

the college experience fit within the family's budget. We assist students in completing the

financial aid applications to secure available funding. Sandburg utilizes federal and state

financial assistance programs in addition, the Carl Sandburg College Foundation awards

scholarships and grants to support our students. The Financial Aid Office works with

outside scholarship providers, external agencies such as Workforce Investment Office and

others who wish to coordinate funding for students. Self-help financial aid includes Federal

Work Study and Federal Direct Student Loans and alternative loans. The Financial Aid Office

works with each of these programs and is responsible to process the funds in accordance

with the policies and guidelines outlined for each award.

Strengths:

The Financial Aid Office works together as a team to efficiently process financial aid

applications and respond to student requests.

The office participates in an annual retreat to assess our operation and identify

procedures to improve our services to students and ensure compliance with

program rules.

The Colleague computer system is integrated throughout the campus thus ensuring

eligibility information is readily available so that student status information is

constantly available.

The office has excellent support from the College administration and campus

departments and works together as a team to serve our students.

Customer service is a top priority for the Financial Aid Office. We have staff

available to help students one-on-one with the FAFSA application during office hours

and host a number of FAFSA Events throughout the school year. We advertise our

activities as a ‘community service’ and help families throughout the district, even

those who are not planning to attend Carl Sandburg College.

233


Weaknesses:

Accuracy is of utmost importance for the Financial Aid Office and we have had clean

institutional audits over the past ten years. A 2018 ISAC audit was deemed

successful with only one monetary finding. However, the ISAC audit uncovered

some weaknesses in our electronic filing system and identified some verification

errors. Since the audit, we have set up procedures to double check our filing and

created a worksheet for the verification process to hopefully reduce errors. We will

also implement quality control checks throughout the year to confirm our

procedures are adequate.

Keeping up with the financial aid regulations and responsibilities are an ongoing

challenge with a small office. We attend federal and local training and workshops as

the budget and time allows.

We have early awareness and financial literacy information available on our website,

but we find many students do not understand financial aid, college costs in general

and how to pay for college. Our community and surrounding area would benefit by

workshops, and financial literacy and early awareness programs.

Communicating with students in the age of information overload is a continued

challenge. The financial aid office uses multiple forms of communication to engage

with our students including mail, email, self-service and phone calls to reach out to

students. We would like to continue to improve our communication so that it is

easily consumable and available to the student using the most effective means.

Quality Improvements or Modifications since the Last Review:

The Financial Aid Office seeks continuous improvement and looks for new opportunities to

help students to meet college costs. Since the last review the following improvements have

been implemented:

234


2016 Carl Sandburg College applied for and was selected to participate in the

Department of Educations’ Pilot Program for Dual Enrollment Pell Grant. The

College had offered Dual Credit courses for years and provided 50% off the costs for

up to six credit hours. By participating in the experimental site initiative, low

income, first generation students are afforded access to dual enrollment classes that

many were unable to afford in the past. Many departments of the College are

involved to make the Dual Enrollment Pell Grant a success. The Financial Aid Office

is responsible for awarding, reporting and promoting the option to our students.

The Financial Aid Office works closely with dual credit students to complete the Free

Application for Federal Student Aid (FAFSA) and through the entire financial aid

cycle. Dual credit Pell appears in both Reauthorization bills and we are hopeful this

will become a permanent part of the higher education act.

2016 we implemented the Financial Aid Self-Service component of Colleague. Self-

Service allows students to view the status of their financial aid online. Students can

obtain and complete any required forms, view their financial aid awards, download

their award letter and access their student account. Students appreciate instant

access to financial aid information. Self- service also allows students to designate a

“proxy” who can access financial aid documents and award information on the

student’s behalf.

The Financial Aid Office was instrumental in implementing Galesburg Promise

program in 2016. This program pays a percentage of tuition for students who

graduate from selected schools within the city of Galesburg or who were

homeschooled in the city of Galesburg. Students apply for the program annually.

The Financial Aid Office is responsible to evaluate program eligibility, award

Galesburg Promise and monitor continued eligibility. The program was developed in

conjunction with the local economic development board and Galesburg High School

for the purpose of improving regional vitality and economic development.

Galesburg Promise pays tuition not covered by other grants. It is geared toward

middle and upper income families. The award requires additional application steps

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beyond the FAFSA and each year students were falling through the cracks. Starting

with 2017-18, we utilized the Self-Service system to help guide students through the

Galesburg Promise application process.

In 2018, the college received an estate gift and Sampson Promise was created for

students from two additional high schools/homeschools. The program mirrors

Galesburg Promise in setup and payment.

Student debt is an ongoing concern for the college. The college has historically

taken an active role to monitor and address student debt and defaulted student

loans. The ramifications of excessive student debt and defaults for our students is

harrowing. Loans that go into default create real hardships for students. Fees and

interest can double the original borrowed amount. One of the Financial Aid Office

KPI’s is to maintain a student default rate lower than the national average of all

college types. We recognize that comparing our default rate to four-year institutions

is a stretch goal. We have come close to this goal, but found it slightly out of reach

for the last three years. Our 2015 default rate is 11.1%. This is a decrease from last

year’s rate of 16%, yet exceeds the Average Rate for all College Types by .3%.

DEFAULT RATE HISTORY

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Cohort Default Year

Sandburg Default

Rate

Avg Rate All

College Types

Avg Rate

Public 2-3 Yr

Number of

Borrowers

2015 11.1% 10.8% 16.7% 198

2014 16.0% 11.5% 18.3% 225

2013 11.4% 11.3% 18.5% 175

2012 9.1% 11.8% 19.1% 208

2011 20.2% 8.8% 21% 178


o In 2017, Sandburg began working with Inceptia for Default Prevention

Outreach. This organization contacts students who are delinquent on their

student loan repayments and helps the student navigate through the

repayment options including opportunities for deferment and forbearance.

Sandburg also takes the time to review all loan requests on case by case

basis as permitted under federal regulations. Our default rate is on a

downward trend and we hope to make the KPI a success as the Default

Prevention Outreach has more time to work with our students.

We appreciate the opportunity to submit this report and look forward to making

continued progress for our students and the College.

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