North Central Missouri College Page 1 / 39€¦ · Higher-Order Thinking ... its rubric, and...

1

Name of GoalName of the General Education (GenEd) Goal

Judgment

Compliant Non-Compliant Not Applicable

Narrative

Life and Physical Science

North Central Missouri College / 39

2

Date of ReviewDate of Review: Semester, year

Judgment


Narrative

Fall, 2014


3

Contact InformationContact information of the person completing the reviewa. Nameb. Email addressc. Phone extension

Judgment


Narrative

Paul [email protected] Susan [email protected]


https://ncmissouri.compliance-assist.commailto:[email protected]/

https://ncmissouri.compliance-assist.commailto:[email protected]/

4

Names of Faculty MembersNames of faculty member(s) who contributed during the review process (include both full-time and adjunct faculty)

Judgment


Narrative

Paul BruinsmaAnnette PoolDennis SagerSusan Stull


5.A

State of Goal and Competencies/Outcomes [1A2] [3B1] [3B2]State the General Education Goal and Competencies/Outcomes as defined by MDHE (Reference General Education Goals andCompetencies located on the Intranet)

Judgment


Narrative

1. Explain how to use the scientific method and how to develp and test hypotheses in order to draw defensible conclusions2. Evaluate scientific evidence and argument3. Describe the basic principles of the physical universe4. Describe concepts of the nature, organization, and evolution of living systems5. Explain how human choices affect the Earth and living systems


https://portal.ncmissouri.edu/staff/doi/AssessmentProgramReview/GenEd_Review_General_Education_Goals_and_Competencies.docx

https://portal.ncmissouri.edu/staff/doi/AssessmentProgramReview/GenEd_Review_General_Education_Goals_and_Competencies.docx

5.B

Curriculum Map [3B1] [3B2]If applicable, Curriculum Map demonstrating the alignment between Entry-level course and the Curriculum Alignment Initiative objectives (MDHE-CAI). Suggestions: List objectives in column 1 and chapters or units across the top. (Complete the Program Curriculum Map)

Judgment


Narrative

Sources

GenEd Curriculum Map


https://portal.ncmissouri.edu/staff/doi/_layouts/15/WopiFrame.aspx?sourcedoc=/staff/doi/AssessmentProgramReview/Program_Review_Documents/GenEd_Program_Review_Documents/GenEd Curriculum Map Arts Science Division (2014).xlsx&action=default

5.C

Higher-Order Thinking (Critical Thinking) [3B]State-Level Goal: To develop students' ability to distinguish among opinions, facts, and inferences; to identify underlying or implicit assumptions;to make informed judgments; and to solve problems by applying evaluative standards. Suggested Competencies: Students will demonstrate the ability to...

1. recognize the problematic elements of presentations of information and argument and to formulate diagnostic questions for resolving issuesand solving problems.

2. use linguistic, mathematical or other symbolic approaches to describe problems, identify alternative solutions, and make reasoned choicesamong those solutions.

3. analyze and synthesize information from a variety of sources and apply the results to resolving complex situations and problems.4. defend conclusions using relevant evidence and reasoned argument.5. reflect on and evaluate their critical-thinking processes

(Reference GenEd Review - Higher Order Thinking Worksheet located on the Intranet) ReflectionBriefly describe how you incorporate the development of Higher-Order/Critical Thinking skills. Support your answer with a specific example bysubmitting one assignment, its rubric, and percentages of students who exceeded, met, and did not meet the goal. (Maximum word limit: 250;Upload Assignment Example to Document Directory)

Judgment


Narrative

Higher-Order/Critical Thinking/Information Literacy skills are developed, reinforced, and assessed in all life and physical sciences courses: Theyare fundamental to all sciences. This is accomplished through formal lab reports and lab exercises, POGIL exercises, group projects, challengeproblems, and current topic questions. One exercise used in Introduction to Biology focuses on an email chain that discusses the dubious origins of Margarine. When reading informationon the internet, many people believe what is written, paying little attention to the source of the information. It this email, many "facts" concerningmargarine are listed (...originally manufactured to fatten turkeys, etc.). Students are asked to read the email and list at least three obviousproblems with the email message (critically think about the email). They are then asked to design an experiment that would yield useful dataconcerning one of the observations (higher-order thinking). Next, they are asked to find a reliable internet source to determine the actual historyof margarine (information literacy). Finally, they are asked to find a magazine source which discusses the health issues between butter andmargarine (critical thinking, higher-order thinking, and information literacy). Students are asked to cite their sources and these sources areevaluated. Student Success: Spring 2014 Exceeded: 93.0% Met: 4.2% Did not meet: 2.8% ***Exceeded: scoring 80-100%; Met: scoring 70-79.9%; and Did not meet: less than 70%


https://portal.ncmissouri.edu/staff/doi/AssessmentProgramReview/GenEd_Review_Higher_Order_Thinking_Worksheet.docx

5.D

Valuing [3B4]State-Level Goal: To develop students' abilities to understand the moral and ethical values of a diverse society and to understand that manycourses of action are guided by value judgments about the way things ought to be. Students should be able to make informed decisions throughidentifying personal values and the values of others and through understanding how such values develop. They should be able to analyze theethical implications of choices made on the basis of these values. Suggested Competencies: Students will demonstrate the ability to... 1. compare and contrast historical and cultural ethical perspectives and belief systems. 2. utilize cultural, behavioral, and historical knowledge to clarify and articulate a personal value system. 3. recognize the ramifications of one's value decisions on self and others. 4. recognize conflicts within and between value systems and recognize and analyze ethical issues as they arise in a variety of contexts. 5. consider multiple perspectives, recognize biases, deal with ambiguity, and take a reasonable position. ReflectionBriefly describe how you incorporate the Valuing goal. Support your answer with a specific example. Support your answer with a specific exampleby submitting one assignment, its rubric, and percentages of students who exceeded, met, and did not meet the goal. (Maximum word limit: 250)

Judgment


Narrative

Physical and life science students are expected to “consider multiple perspectives, recognize biases, deal with ambiguity, and take a reasonableposition”. In one assignment students are to determine whether maintaining monarch habitat and resources outweigh human activities affectingmonarch resources. Before writing an essay on the subject students are to read and evaluate multiple sources regarding monarch butterfly lifecycle, habitat, and resources as well as human activities impacting monarchs. In the fall of 2014, 21 students completed the essay. Of those, 16 exceeded expectations (scoring 80-100%), 3 met them (scoring 70-79%), and2 failed to meet them (less than 70%). This assignment also fulfills the goals of "Higher Order Thinking" and "Managing Information" by requiring students to synthesize information froma variety of sources and to evaluate the information into a coherent essay.

Sources

Ecology Economy Monarch RubricEcology Economy Monarchs


https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=606ae718-bb69-e411-99c8-86539cf2d30e

https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=744d5002-bb69-e411-99c8-86539cf2d30e

6

Course AvailabilityIndicate how courses are available to students (Yes/No Response) a. On-campus traditional lectureb. On-campus blendedc. ITVd. Onlinee. Outreachf. Dual Credit

Judgment


Narrative

BI100 BI101 BI103 BI110 PS101 CH107 CH110

A Y Y Y Y Y Y Y A

B N N N N Y Y Y B

C N N N N N N N C

D Y N N N Y Y Y D

E Y N N N N N N E

F Y N N N N Y N F


7

General Education Curriculum Map [3A3]GenEd Competencies and course ID matrix. (Upload Completed Curriculum Map to Document Directory.) (Reference General Education CurriculumMaps located on the Intranet)

Judgment


Narrative

Sources

GenEd Curriculum Map


https://portal.ncmissouri.edu/staff/doi/_layouts/15/WopiFrame.aspx?sourcedoc=/staff/doi/AssessmentProgramReview/Program_Review_Documents/GenEd_Program_Review_Documents/GenEd Curriculum Map Arts Science Division (2014).xlsx&action=default

Chart 1

Program Outcomes CongruencyChart 1 -- Criterion 3A3: The Program Outcomes are congruent with the goals of the program.

Judgment


Narrative

Yes No

X 1.1 The faculty and adjunct/dual-credit faculty have discussed the GenEd Goal and Competencies and how they relate to course StudentLearning Objectives

X 1.2 The GenEd Goal and Competencies are aligned with related course Student Learning Objectives.


8.A

Brief HistoryProvide a brief history, emphasizing the past 5 years (e.g. changes in leadership, changes in direction, new and/or purged courses). Be sure toaddress the last action plan. (Maximum word limit: 250)

Judgment


Narrative

In the past five years, the life and physical sciences have had two full-time faculty members each. The life sciences faculty members (DennisSager and Susan Stull) have not changed in the past five years. One physical sciences faculty member has not changed in five years (PaulBruinsma) while the other (Annette Pool) has been here for two years. Before her was Roxanne Hoover (two years) and Tracy Welch (one year). The role of the second physical sciences instructor has been to teach Introduction to the Physical Sciences and Anatomy. Dennis Sager has beenthe Division Chair during the past five years. In the past five years, prerequisites have been added to several courses: 1. General Biology: DS049 and DS015 2. General Botany: DS049 and DS015 3. General Zoology: DS049 and DS015 4. Introduction to the Physical Sciences: DS049 Two new courses have been added in the past five years: Introduction to Astronomy and Geology, which qualifies as a general education course. Since the previous action plan was included no changes, all goals were met. In the past five years, an adjunct instructor has been hired to teach the Physics courses. This has increased the numbers of students interestedin Physics.


8.B

Course AvailabilitySchedule reflects course availability to student need: Course-level data by academic year. (3-5 year trends; Contact IR for Assistance)

Judgment


Narrative

Attached is the enrollment data for the life and physical sciences departments for the past five years. Most classes are offered during the fall,spring, and summer semesters. Some are even offered during intersessions (microbiology). A few classes are offered either during the fall orspring semester (botany, ecology, zoology, etc.). Most courses are available both on-ground and online.

Sources

Enrollment Data 2009-2014 -- Sciences


https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=70527ec8-1d74-e411-99c8-86539cf2d30e

8.C

Full-time and Adjunt Faculty [3C1-5] [3B5] [4A4]List the full-time and adjunct faculty teaching courses that satisfy GenEd student requirements, highest degree, date of last evaluation, committeeassignments, and professional development activities. (Complete the Personnel Chart)

Judgment


Narrative

Name ofFaculty

FulltimeAdjunct

Highest Degree Date oflastevaluation

CommitteeAssignments

ProfessionalDevelopmentActivities

Paul Bruinsma FullPh.D.University of Missouri--Columbia

Spring 2013

NegotiationsDistance LearningAccreditationStrategic PlanningMCCA Board

2YC3POGIL workshopMCCA Fall Conference

Annette Pool Full Master's Eastern IllinoisUniversity Fall 2014

Student ConcernsOnline Textbook ReviewCommittee

New faculty training seriesInservice training

Dennis Sager Full M.Ed.William Woods University Fall 2014

Various Faculty Senate standingcommitteesStrategic PlanAccreditationRetentionDistance LearningAA Program Review

Blackboard webinarsConnect webinarsBest Practices webinarOnline mini-conferences by ACS, ASM, andASCP

Susan Stull FullPh.D.University of Missouri--Columbia

Fall 2014

Institutional AimsFaculty StandardsAcademic ExcellenceScience Olympiad

POGILNWBIO Aplia and MindTap WebinarsRegional Community College AssessmentConferences

RoxanneHoover

FullAdjunct Master's Spring 2013 Assessment

POGILRegional Community College AssessmentConferences

GaryHooyman Adjunct Master's Carnegie Mellon

Univeristy Fall 2010 not applicable Developing High Performance Databases forMS SQL Server

Nancy Polley Adjunct Master's Clemson Fall 2014 not applicable Marzano Element StudyNational Education Certification


8.D

SMART GoalsAre SMART goals written to promote program improvement? This may include the last faculty observation results/feedback. If not, please explain.(Maximum word limit: 250)

Judgment


Narrative

Smart Goals are written and submitted to the Dean of Instructon. They are designed to promote general education improvement. Each facultymember writes their own goals and evaluates their previous goals.


8.E

Faculty Participation [3C4]Describe how faculty participation in professional organizations and conference attendance is improving the outcomes. Include faculty innovativepractices, and their benefit on student learning. Include specific examples. (Maximum word limit: 250)

Judgment


Narrative

Endeavoring to do their best, faculty have attended some conferences. One physical science instructor has been able to attend the Two YearCommunity College Conference (2YC3) where he has learned about and incorporated many best practice instructional techniques into hisclassroom. Three faculty members were able to attend a POGIL conference and have introduced Process Oriented Guided Inquiry Learning intotheir course materials which has promoted critical thinking and collective group work. Faculty members have also participated in webinars andother on-line training. We have 100% MCCA membership in the science department. Faculty regularly attempt to participate and join professional organizations with the specific goal of attending conferences to stay current, learnbest practices within their field, and for networking. However, the college does not provide sufficient financial support for this endeavor. Attendance has been financed through travel budgets and Faculty Professional Development Funds. However, there is not enough money tocover the cost of all of the faculty joining and attending professional organizations. Even if the faculty were to rotate years of attending, it wouldnot be sufficient.


Chart 2

Enrollment PlanningChart 2 -- Criterion 3A3: Enrollment planning leads to student success.

Judgment


Narrative

Yes No X 2.1 Course sections offered each semester respond to student demand X 2.2 Schedule patterns (morning, afternoon, evening, online, blended) optimized student enrollment and course completion


Chart 3

Faculty QualificationCHART 3--Criterion 3C: Faculty members are qualified by academic background, experience, and continuing professional staff development.

Judgment


Narrative

Yes No Somewhat X 3.1 Faculty are involved in selection, evaluation and/or retention of adjunct faculty X 3.2 Full-time and Part-time ratio meets or excceds 75% Full-time/25% Part-time (HLC Standard) X 3.3 Faculty members are involved in professional organizations and/or other scholarly works

X 3.4 Faculty members are sufficient in number and diversity to provide effective instruction


Chart 4

Responsive ProgramCHART 4--Criterion 5C5: Program is responsive to changing conditions within the field.

Judgment


Narrative

Yes No

Y 4.1 Changes are consistent with technological and scientific advances, and program coursework incorporates new developments in thefield

Y 4.2 The faculty work with Library personnel to ensure that adequate and current resources are available in the Library Y 4.3 The faculty work with ARC and/or SSS learning specialists to assure adequate and current resources in the Learning Centers Y 4.4 Courses are articulated with feeder and transfer institutions Y 4.5 Faculty/staff work with transfer institutions to ensure currency of course contents and standards

Y 4.6 Faculty members assure course Student Learning Objectives as well as Valuing and Critical Thinking Competencies are infused intocourse curricula

Y 4.7 Course curricula include issues relating to diversity andor global awareness within student populations Y 4.8 Faculty have input in the evaluation of experiential learning/credit for prior learning


8.E.RN.1

Full-time/Part-time RatioHow does the full-time/part-time ratio impact your program? [3C1] (Maximum word limit: 100)

Judgment


Narrative

The number of part-time hours for spring semester 2013 was 40(includes full time faculty overload hours). The number of full-time hours for thesame semester was 60 (4 full-time faculty at 15 hours each). This results in a full-time/part-time ratio of 60%/40%. This is due in part becauseit is difficult to find qualified adjunct instructors in physical and life sciences.Where adjuncts are utilized the students' education experience is similar in regards to goals, rigor, and educational philosophy. All full-time andpart-time instructors use the same materials. Full-time and part-time instructors also come together on several occasions to discuss commongoals and objectives (e.g., fall adjunct meeting). Continuing close contact is kept with part-time instructors, verifying that the respectiveinstructors and courses are meeting NCMC’s standards.


8.E.RN.2

In-Service LearningDescribe how faculty in-service is being used to enhance professional development and benefit the program. [3C4] (Maximum word limit: 100)

Judgment


Narrative

Members of the physical and life science departments have attended training in the following in the past several years: advanced Blackboardinstructional training, Intruderology, Title IV compliance training, advisement, SMART board, and Tegrity. Stratagies learned have beenimplemented in faculty members' classrooms.


8.F

Collecting, Analyzing, and Communicating Information [3B3]Describe how students engage in collecting, analyzing, and communicating information. (Maximum word limit: 100)

Judgment


Narrative

All of the physical and life science courses incorporate hands on laboratory exercises where students gather informational data. Studentsorganize the data into tables and graphs which can be used to analyze the data. Relationships between independent and dependent variables areanalyzed. Communication of the results and conclusions are shared verbally during class, by answering thought provoking worksheet questions,and by writing lab reports.


8.G

Engage in Mastering Modes [3B3]Describe how students engage in mastering modes of inquiry or creative work. (Maximum word limit: 100)

Judgment


Narrative

The physical and life science students not only master inquiry and creative work, but they master the modes of inquiry and creative work throughthe ceaseless efforts of dedicated and innovative faculty. Process Oriented Guided-Inquiry Learning (POGIL) is one approach some of the facultyuse. Students work cooperatively in self-managed teams, using carefully designed materials that guide them to construct new understandingswhile they simultaneously develop key process skills, including critical thinking, problem solving, and collaboration.


8.H

Students Engage in Developing SkillsDescribe how students engage in developing skills adaptable to changing environments. (Maximum word limit: 100)

Judgment


Narrative

Students in physical and life science courses are expected to develop problem solving skills in addition to critical knowledge about the worldaround them. Having the base knowledge necessary they are then able to use their problem solving skills to adapt to changes and evaluate theimpact of a changing environment. The physical and life science faculty abruptly and without warning make random changes in the assignments and course requirements to helpstudents learn how to adapt to a changing environment. One instructor also includes classroom environment changes such as slowly increasingthe temperature in the room until the students anticipate a warm room. Then the instructor will set the air conditioning at a very low level forcingthe students to adapt and in response to an internal need, evolve a higher metabolism. This skill will aid the students throughout their livesespecially as they will have to adapt to the drastic effects of climate change. Additionally this approach keeps the maintenance crew employed inattempting to solve the heating and air conditioning problems in Hoffman Hall.


8.I

Advising Practices [3D3]Briefly describe advising practices. Include course rotations. (Maximum word limit: 100)

Judgment


Narrative

There is not a specific course enrollment sequence for the basic physical or life science general education courses. There are prerequisites forsome of the courses in math and reading to ensure that students are prepared for the rigors of science courses. Students are encouraged to taketheir science courses during their second year as they will be better prepared. Students that plan on ultimately earning a physical or life science degree are advised to progress through math requirements as quickly andsteadily as they can (many need to take calculus) and to take chemistry I and II and a physics course. Those specifically seeking a life sciencemajor are advised to take zoology and botany in addition to the physical science courses. Advising for physical or life science students at OAR sessions has not been highly successful as they are directed into the wrong courses whenthey start. This leads to the students being unable to complete the required courses in a timely, two-year plan. Attempts have been made toprovide infromation for the people advising at OAR sessions as well as faculty volunteering their time to help out.


8.J

Brief Expllanation of Budget Supports [5A1] [5A5]Provide a brief explanation of how the budget supports the GenEd goal including how personnel are engaged in budgeting process. Attach mostrecent budget, if applicable. (Maximum word limit: 100)

Judgment


Narrative

All money in the life and physical sciences budgets support the GenEd goals. This is accomplished through the purchase of lab and office suppliesfor courses. In addition, budgetary dollars are spent for faculty development. At the beginning of the fiscal year, faculty are given a copy of their departments' budgets. As faculty members spend money, they monitor eachline item and assess the need for additional funds. Before the next budgeting cycle, faculty are given the opportunity to justify additional (orreduced) funds in their budgets.


8.K

Equipment and/or Technology Resources [5A1] [3D4]Briefly list the equipment and/or technology resources (i.e. software) used and how they are integrated into the curriculum/or instructionincluding upgrades needed. (Maximum word limit: 250)

Judgment


Narrative

The classroom environment in Hoffman 011 and 015 does not facilitate student engagement. Many students face the back of the room; thechairs are uncomfortable for the 2 and 3 hour class times; equipment attached to the tables is distracting and unnecessary; and there are heatingand air conditioning issues. Students, in the course evaluations, consistently comment on the need to redesign the classroom and solve theclimate conditions. In 2011 the Plant Lab at the Barton Campus was able to acquire 24 LabQuest 2 data collection devices along with multiple probes for datacollection and analysis. They are available for use by other science faculty. More probes have been purchased in subsequent years. Classroomresponse systems have been purchased for some classrooms (but not all) and are in use by faculty. Science instructors take full advantage oftheir SMART classrooms. Tegrity is used by faculty to record lectures and laboratory set up. This has been especially helpful to on-line students. In addition to Blackboard, the online teaching platform, digital learning solutions such as Connect and Aplia are used to enhance learning. Due tostudent and faculty issues upgrades and training are constantly needed for each of the technology resources.


8.L

Student Preparation [1C2]Briefly state the extent to which the program prepares students to live and work in a global, diverse, and technology-rich society. (Maximum wordlimit: 100)

Judgment


Narrative

The science courses are designed to integrate technology into the curriculum to enhance the students' learning concepts of the disciplines, whichhave direct applications to the diverse global world they live in. Employers desire such knowledge and students will find their lives are enriched,and sometimes saved, by their applying knowledge learned from these courses. In general, these courses are designed to enhance theknowledge base of students, for the more a student knows about the life and physical environment around them, the better they can functionindividually, professionally, and within societies. Two life science courses have global content woven into the structure of the curriculum. This was facilitated by a Title VI-A Grant encouraginginfusing North and West African content into courses in Missouri's community colleges. Students apply what they are learning in the course toaspects of African cultures and landscapes.


8.M

Community Engagement [3E2]Briefly state the extent to which the program demonstrates community engagement, service learning, and economic development. (Maximumword limit: 100)

Judgment


Narrative

As part of global and diversity awareness, science students and those involved in organizations, such as the Pre-Med Club, are highly encouragedto participate in service learning projects throughout the service region. The Pre-Med Club has organized and participated in worthwhileendeavors such as Relay for Life, Food Pantry, Community Cleanups, and NCMC Gala, with many more community engagement activities beingcarried out by individual students, sometimes in one-on-one arrangements. One of the underlying goals of science disciplines is for students torecognize the world around them as it truly exists and that their involvement can make an important difference.


8.N

Program Outcomes Consistency [3A3] [4A4] [2012 Accreditation Evaluation]Is there consistency in the teaching of program outcomes across all modes of delivery, including dual credit? (Maximum word limit: 100)

Judgment


Narrative

There is consistency in the teaching of general education goals among the full time faculty, adjuncts, and dual credit teachers. There are very fewadjunct instructors, but there is close communication between the full time faculty member to ensure uniformity. Adjunct and dual creditinstructors attend a yearly meeting to coordinate teaching of each course.


8.O

Appropriate Interaction [2012 Accreditation Evaluation]How does the program provide for appropriate interaction (synchronous or asynchronous) between students and instructor and among students?Response should address all modes of delivery, including dual credit. (Maximum word limit: 100)

Judgment


Narrative

Physical and life science faculty members encourage students to use office hours to provide appropriate interaction. Furthermore, students aremade aware of and encouraged to use services such as the NCMC Library, Academic Resource Center, and Student Support Services. Facultymembers and students also interact through email, Discussion Board posts, and phone conversations. Students are encouraged to workcollaboratively on projects and to form study groups.


9

Program Effectiveness [4A6] [4B1] [4B3] [4B4]• Three data sources must be used• Required for Communicating and Mathematics: ETS-Proficiency Profile • Required for all GenEd goals: C-BASE/MOGEA

Judgment


Narrative

Assessment Tools Course AssessmentCourse assessments have been completed for all core courses within the last three years and had satisfactory conclusions. Instructors use thedata to reinforce current best practices or to affect positive change. The criteria to evaluate each student learning outcome are: students score >80% exceeding expectations students scoring between 70-79% meeting expectations students scoring <69% not meeting expectations Course Term(s)

assessedInstructor Example Student Learning Outcome and percentage

of students scoring >70% (meeting and exceedingexpectations)

BI100

Spring 2014 Stull The cell is the basic unit of life82% of students met or exceeded expectations

BI101 Spring 2014 Stull Demonstrate knowledge of the relationship betweenstructure and function by recognizing plant anatomy75% of students met or exceeded expectations

BI103 Fall 2013 Stull The principles of evolution and evolutionary relationshipsamong animal groups100% of students met or exceeded expectations

BI110 Fall 2013 Stull Investigate how ecology and society impact each otheraffecting stability of populations

74% of students met or exceeded expectationsPS101 Spring 2014 Pool Demonstrate a knowledge of atoms, elements, and

subatomic particles and apply them to radioactive decay 88% of students met or exceeded expectationsCH107 Spring 2013 Bruinsma Utilize the basic scientific chemical principles to analyze

the social and historical impacts of science (chemistry) onlife.

80% of students met or exceeded expectationsCH110 Fall 2013 Bruinsma Demonstrate basic chemistry laboratory skills and

knowledge to utilize the scientific method 100% of students met or exceeded expectations

This component reflects that on the course level, students are meeting or exceeding expectations. These numbers seem to more accuratelyconvey the kinds of trends seen in the classroom, where students are motivated by grades and interaction with instructors, rather thanstandardized tests (which students sometimes see as merely a means to an end, i.e. graduation). However, the results do reinforce current bestpractices in the physical and life science general education courses. MoGEA test scoresThe Missouri General Education Assessment includes five subtests: English Language Arts, Mathematics, Science, Social Studies, and Writing. Examinees must pass all five subtests to qualify for earning a teaching degree. Passing scores are set by Missouri educator preparation programs. Students had to receive a scaled score of 183 (>9% of the Impact Data) orhigher to qualify. All seven students that took the exam received passing scores. Six of the seven student scored within 1 standard error ofmeasurement of the Panel Based Cutscore. Although the data is limited to 7 students, the results show that students are effectively prepared in the physical and life sciences. Physical andlife science instructors have volunteered time by offering evening study sessions to help students prepare for taking the MoGEA test.


Mental MoGEA Scores Number of StudentsScore <9% 09% ≤ Score < 23% 123% ≤ Score < 43% 543% ≤ Score < 66% 066% ≤ Score < 79% 179% ≤ Score 0

ETS Proficiency Profile Exit Test ScoresETS is a measure of college-level reading, mathematics, writing, and critical thinking in the context of the humanities, social sciences, and naturalsciences. The objective is for students to score no lower than 1.5 points from the national average for tests given in the same reporting period.

Possible Range NCMC Mean Score Nat'l Instit. Mean Standard Dev. 25th %tile 50th %tile 75th %tile2012-2013 100 to 130 114.58 114.19 5.17 110 115 1182011-2012 100 to 130 114.86 114.19 5.82 110 115 1202010-2011 100 to 130 113.96 114.11 5.63 109 114 118

The chart reveals that for the last two years, NCMC was above the national average in natural sciences. In 2010-2011 the NCMC natural sciencescore was 113.96, 0.15 less than the national average. Although this is disappointing, the score still meets the objective. More importantly, theNCMC scores have been above the national average for the last two reported years.


10.A

Internal StrengthsWhat conclusions can be drawn as a result of this review? (Provide a bulleted list)

Judgment


Narrative

Strengths

The Physical and Life Science departments work collaboratively, and department members are not afraid to make changes when change isnecessary.Courses are readily available to students. Most courses have multiple sections that vary in the times and days that they are offered. Courses are also available online and on an "as-needed" basis.Instructors are dedicated to improving students’ understanding of the physical, chemical, and living world and in making it meaningful aswell as applicable to their lives. Instructors are easily approachable by students.Lead instructors have an excellent rapport with dual credit and adjunct instructors.Transfer students are well-prepared for their next step in their educational endeavors.


10.B

Internal WeaknessesWhat conclusions can be drawn as a result of this review? (Provide a bulleted list)

Judgment


Narrative

Weaknesses

In the past 5 years the Life and Physical Science departments have lost 2 work study positions, one mentor position, and a facultysecretary. The burden of all lab preparations, lab cleanup, chemical inventories, upkeep of the greenhouse and living organisms, and basicsecretarial work has fallen back on the already overloaded faculty members. Students who are planning on attending a professional school (medical, dental, pharmacy, etc.) or who are planning on majoring in a life orphysical science discipline are sometimes misadvised and placed in incorrect/inappropriate classes. Correcting these mistakes often resultsin an additional semester(s) being added to their tenure at NCMC.With a relatively small student population, offering higher level classes (Biology II, Organic Chemistry, etc.) is not feasible. When studentsrequest these classes, their only option is a CBA, which is not the same as the "in classroom" experience.With the explosion of best practices, technology, and resources in the sciences, attending training sessions and workshops is essential. Unfortunately, money for attending these training sessions and workshops is not sufficient.The current design of several science classrooms creates a situation where many of the students are facing the back of the room whileinformation is presented in the front of the room. This forces these students to rotate away from their tables to participate and take notes.


10.C

External OpportunitiesWhat conclusions can be drawn as a result of this review? (Provide a bulleted list)

Judgment


Narrative

Faculty in-service focused on technology used in science courses—Vernier probes, clickers, etc.Two-year advising plan to outline the science and math courses students need to take to transfer for a major in life or physical science. This will help students and OAR advisors.Resolve scheduling conflicts so that students are able to take chemistry, physics, upper math courses, and zoology or botany during thesame semester.Expand course offerings, especially those required by science major students. This would possibly require additional faculty.


10.D

External ThreatsWhat conclusions can be drawn as a result of this review? (Provide a bulleted list)

Judgment


Narrative

Conclusions:

Underprepared students - requires developmental prerequisites for GenEd courses

Declining on campus enrollment - partially due to expansion of dual-credit offerings of GenEd courses

Budgetary:

Reduction/withholding of State funding - reduction/withholdings forced 0 line item budgeting, including salaries

Reduction in A+ forcing students to pay for 2 to 4 credit hours up front, some may not be able to afford

Supply budget stationary and not flexible with enrollment, possibly implement plan to increase line item in relation to enrollmentincrease

Lack of qualified adjuncts - fulltime faculty handling workload at this time, but rural area does not provide a ready supply of qualifiedadjuncts


Action Timeline CostImplementation

Process (includingAssessment)

Hire a part timelaboratory assistant

1-3 Years Minimum wage for 10hours per week

Discuss possibilities withappropriateadministration; researchpossible solutions andsharing with Bartonlabs.

Redesign Hoffman 11and 15 to facilitatestudent engagement andlearning

1-2 years Tables (and chairs)and labor to removeexisting equipment

Discuss possibilities withappropriateadministration; researchpossible solutions andcosts; implement plan(remove existing fixedtables, replace withtables similar to those inHoffman 10 and 15 andat the Barton lab)

Advising practices: 1.develop a two-year planfor AA students planningon majoring in science;2. Identify and assignthese students to sciencefaculty for their advisors.

1-3 years Create the two-yearplan (with alternateoptions depending onmath readiness).Work with Admissionsand Registrar on advisorassignments.

Increase professionaldevelopmentopportunities

1-3 years $3,000/year: coversthe cost of two facultymembers attending aprofessional meetingper year. Facultycould rotate years ofattendance. Thebudget will still needto cover existingtravel requirements.

Identify appropriateprofessional meetings. Develop a rotationschedule sending twofaculty per year. Discuss possibilities withthe Dean of Instructionand the Business Office

Faculty in-serviceworkshops to remaincurrent in sciencetechnology

1 year 0-$1000 (cover thecost of training)

Identify areas wherefurther training isneeded. Schedule theworkshop during in-service, contact andinvite an expert to train

11

Proposed Action Plan [5D1] [5D2]Summarize the action(s) that will be taken in response to the findings of this program review. Provide estimated costs and a timeline thatindicates how these changes will be implemented and assessed over the next 5-year period. (Complete the Proposed Action Plan Chart)

Judgment


Narrative


12

Recommendations for the Budget Committee [5C2]Recommendations for the budget committee: (make sure the recommendations are tied to strategic planning goals, NCA/HLC requirements, andProgram Outcomes).

Judgment


Narrative

Program Outcomes/StrategicPlan/HLC Requirements/Gen Ed

Information Goal andCompetencies

Budget Recommendation

Strategic Plan Objective 1Increase the availability andoptimize the management ofresources to achieve an excellenteducational environment. Strategic Plan Objective 4Identify and utilize institution-widebest practices to insure optimalstudent learning, retention, andsatisfaction

Hire a 10 hour/week, part-time laboratory assistantto help with laboratory preparation and clean up,chemical inventory, and other physical and lifescience lab based course needs. The cost would becalculated based on ten hours per week atminimum wage for each week of the semester.

Strategic Plan Objective 1Increase the availability andoptimize the management ofresources to achieve an excellenteducationalenvironment.

$13,000 to renovate Hoffman Hall 11 and 15. Manystudents in these classrooms are situated with theirbacks facing the front of the classroom. Thiscreates a situation where students must rotateaway from their tables to participate in class and/ortake notes. Replacing the existing tables and chairsand updating the layout would alleviate thisproblem.

Strategic Plan Objective 3Strategy 1Enhance distance learning servicesfor students. Strategic Plan Objective 1Strategy 2Develop and implement acomprehensive plan for technologyand library resources.

$3000 per year would allow two of the four sciencefaculty members to attend yearly workshops andtraining (on a yearly rotational basis). With theexplosion in best practices, technology, andresources in the sciences, training and workshopsare essential to ensure that our students arereceiving the best education available.

Strategic Plan Objective 3Strategy 1Enhance distance learning servicesfor students. Strategic Plan Objective 1Strategy 2Develop and implement acomprehensive plan for technologyand library resources.

$500-$1000 per year for inservice training specificto technology in science classrooms (Vernierprobes, clickers, web applications, etc.). Thistraining would occur during scheduled inservicesessions and would bring science faculty togethercollaboratively in this fruitful endeavor.


North Central Missouri College Page 1 / 39€¦ · Higher-Order Thinking ... its rubric, and...

Documents

Transcript of North Central Missouri College Page 1 / 39€¦ · Higher-Order Thinking ... its rubric, and...