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Program Assessment At Southwest Virginia …Program Assessment At Southwest Virginia Community...
Transcript of Program Assessment At Southwest Virginia …Program Assessment At Southwest Virginia Community...
Program Assessment At
Southwest Virginia Community College 2019-2020
Compiled by
The Office of Institutional Research and Assessment based on the work of:
Dean and Faculty of the Division of Business, Engineering and Industrial
Technology
Dean and Faculty of the Division of Humanities and Social Science
Dean and Faculty of the Division of Mathematics, Natural Science and Health
Technologies
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Table of Contents The Program Assessment Process ........................................................................................................................................ 3
Assessment Calendar ............................................................................................................................................................ 4
Assessment Summaries ......................................................................................................................................................... 5
Associate of Arts and Sciences……………………………………………………………………………………………………………5
Associate of Applied Science…………………………………………………………………………………………………………...21
Certificates and Diplomas………..………………………………………………………………………………………………….…..39
Career Studies Certificates……………………………………………………………………………………………………………….47
Appendix A…………………………………………………………………………………………………………………………………………………..………………..68
Faculty Completed Assessment Forms by Award
Associate of Arts and Sciences…………………………………………………………………………………….……69
Associate of Applied Science…………………………………………………………………………………….………97
Certificates………………………………………………………………………………………………………………….……145
Career Studies Certificates…………………………………………………………………………..…………………..158
Appendix B……………………………………………………………………………………………………………………………………..…………………………………….181
Assessment Status Matrix
Appendix C………………………………………………………………………………………………………..………………………………………………………………….185
Headcount by Program, Gender and Load
Appendix D…………………………………………………………………………………………..……………………………………………………………………………….190
Credit Hours Generated and Annual FTE by Subject
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The Academic Program Assessment Process
Program Assessment is integral to the viability of Southwest Virginia Community College. As one of the pieces
of Institutional Effectiveness, academic program assessment ties together mission, goals and outcomes. As
the first step in the assessment process, program faculty craft the mission of the program that is in step with
the institutional mission statement and provides the groundwork for the program’s goals and outcomes.
These are reviewed each assessment cycle. Faculty then establish program goals. Program goals are general
statements regarding the knowledge, skills and abilities that learners will possess after successful completion
of the program. Program goals are the basis then for more specific outcomes. Faculty develop outcome
statements of what the learner will know or do as a product of learning activities. Outcomes are incremental
steps on the way to the attainment of a goal.
The assessment process is a robust system that is learner centered and faculty dependent. Faculty identify
issues with some facet of the student’s learning experience related to program goals, courses, or processes
and work to resolve those issues to continuously improve student learning and instruction
At SWCC program assessment is research based. Faculty gather information, report their findings and make
action plans based on those findings. At the end of the academic year, faculty reflect on the process and
formulate next year’s plans based on this year’s findings.
A calendar is provided for each cycle, as is an assessment status matrix that lists who is responsible for
coordinating the assessment efforts for each program.
Included in this report are brief summaries of each submission’s progress toward goal attainment. If the goal
was met the text is blue, if the goal has results pending the text is gold and if the goal was unmet the text is
red. If the text is green, no data was reported for the outcome. At the end of each synopsis are statements
from the faculty concerning the changes that will be made as a result of the assessment and plans for
additional goals or outcomes.
Also included are appendices that contain the completed forms submitted by the faculty. These are ordered
by award type. In addition the Assessment Matrix is included in Appendix B. Finally included in Appendix C
and D are numbers pertinent to each subject and program.
The reader will find that many of the plans were affected by the COVID-19 pandemic and the subsequent
move to online instruction for all courses. With this unexpected change many faculty could not complete
their data collection due to lack of time, proctored testing opportunities or rescheduled labs or clinicals.
These are marked as “not met” and in the explanation is a reference to COVID-19.
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Program Assessment Calendar 2019-2020
Academic Year Revised 29 APR 20 (COVID-19)
August 30 All Assessment Plans due to the Division Dean for Review
September 11 Convening of the Assessment/ Student Outcomes Committee
September 16 All Assessment Plans will be reviewed by the Assessment/Student Outcomes Committee
September 30 Approved Plans returned to Faculty
October 11 Program Assessment Day Assessment Convocation (9:00-Noon) October-March Continue work on Findings and Action Plans March 23 All Classes go online due to COVID-19 Pandemic All Faculty and Staff Telework (Exceptions—Facilities, Housekeeping, Campus Police) May 14 Program Assessment Day May 21 Preliminary Findings due to the Division Dean for Review
May 26 Findings and Action Plans reviewed by the Assessment/ Student Outcomes Committee May 29 Draft of the 19-20 Program Assessment Report Due to the Assessment/ Student
Outcomes Committee June 5 Final Program Assessment Report Submitted and Published to the Website
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Summaries of 2019-20 Program Assessment
Associate of Arts and Sciences Degrees
Business Administration Associate of Arts and Sciences
Goals, Outcomes and Analysis
Goal 1: To provide business transfer students with the general education knowledge, skills and values needed for success at
four-year institutions.
Outcome Related to Goal 1: Students will demonstrate competency in communication, critical thinking, cultural and social
understanding, information literacy, personal development, quantitative reasoning, and scientific reasoning.
Outcome Not Met. Majors in this area did not take the GSAT in the spring semester. Testing was limited due to COVID-19
pandemic and student availability for online testing.
Goal 2: To improve students’ skills in fundamental business concepts required for successful employment in business and
industry.
Outcome Related to Goal 2: Students will demonstrate basic accounting concepts covering the accounting cycle.
Outcome Not Met. Spring 2020 accounting cycle problem wasn’t given to ACC 212 students due to COVID-19. Classes
were halted for an extra week after spring break, resulting in one week of work being cut off of the regular semester. To
cover all necessary objectives in ACC 212, the accounting cycle problem was not given to the students. Results from the
past four years have shown that manual accounting (paper/pencil) is the most effective way to teach basic accounting
concepts.
Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.
Outcome Related to Goal 3: Students will demonstrate use of advanced excel formulas needed for businesses.
Outcome Not Met. The Advanced Excel problem was not given during the spring semester due to the COVID-19 outbreak
and the extended spring break.
Analysis/Use of Results
The Program head will reach out to Business Administration students in the spring semesters beginning Spring 2021 to ensure
that GSAT post-testing is completed by the end of the semester. The findings for the Accounting Cycle problem used in
Outcome 2 resulted in a slight change in teaching more paper/pencil accounting and incorporating the textbook software as a
practice/instant feedback option for learning.
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Business Administration Outdoor Leadership Specialization
Associate of Arts and Sciences
Goals, Outcomes and Analysis
Goal 1: To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment.
Outcome Related to Goal 1: Students will receive Leave No Trace (LNT) Trainers certification.
Outcome Met. One hundred percent of students who sat for the Leave No Trace certification received it. This exceeded the
70% benchmark set by the faculty.
Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and
recreation industries.
Outcome Related to Goal 2: Students will be given scenarios on wilderness excursions to explore leadership techniques.
Outcome Met. Students were assigned a research project on leadership as part of the RPK 141 capstone course. Of those
who submitted the paper 100% demonstrated competency.
Goal 3: To develop best practices, skills and abilities for students to apply to Guide Essentials and Interpretation and
Education.
Outcome Related to Goal 3: Students will be given scenarios on wilderness excursions to explore interpretation
techniques.
Outcome Met. Students were assigned projects on interpretation techniques in RPK 125. All students received a passing
score on the projects, exceeding the 70% benchmark set by the faculty.
Analysis/Use of Results
Student pass rates have exceeded indicated success standards. The faculty are looking for additional activities and/or
certifications to enrich the student experience and marketability. In response to the experience gleaned from the pandemic,
the faculty will move all courses to a totally online delivery modality for 2020-2021.
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Education/ Pre Teacher Education Associate of Arts and Sciences
Goals, Outcomes and Analysis
Goal 1: Education students will complete a 40 hours observation in a public school setting Outcome Related to Goal 1: Students will successfully complete an observation experience Outcome Not Met. Covid-19 disrupted the observation experience for many students in EDU 200. 70% of students were able to complete the observation hours. The other students were provided with alternate observation assignments utilizing technology. This included a variety of videos for reflection and online modules. Goal 2: Students will become familiar with all facets of a K-12 classroom.
Outcome Related to Goal 2: Students will become familiar with all facets of a K-12 classroom (observed by student) as
evidenced by completion of an observation journal.
Outcome Met. Students completed an observation journal with 90% success.
Goal 3: The AA&S in Education program graduates will transfer successful to a 4 year partner institution Education Program. Outcome Related to Goal 3: Students will transfer after graduating and continue their education to obtain a VA Teaching License. Outcome Not Met. Data on student transfer institution was not gathered as a result of COVID-19. Many students are unsure about transfer and college opening for the fall. Faculty will update data when it is available later in the
summer semester. Goal 4: Articulation agreements and/or transfer agreements will be in place for SWCC students upon completion of AAS in Education Outcome Related to Goal 4: Faculty will participate in Transfer VA initiative to assist with Education student ease of transfer. Outcome Partially Met. The work of Transfer Virginia has been halted as a result of Covid-19, but once continued, will provide additional articulation/transfer opportunities for EDU students. Analysis/Use of Results
Our current assessment on the course level are productive and give an adequate measure of student knowledge of
outcomes for EDU 200. The work of Transfer Virginia has been halted as a result of Covid-19, but once continued, will
provide additional articulation/transfer opportunities for EDU students.
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Engineering Associate of Arts and Sciences
Goals, Outcomes and Analysis
Goal 1: Identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and
mathematics.
Outcome Related to Goal 1: Determine effect of switching instruction from a hybrid model to all online learning.
Outcome Met. Faculty have determined that there was a drop in student performance in the move from hybrid to all online
instruction (COVID-19 response). The difference in scores from the average of the last three years on a problem per problem
basis is 3.6 on problems related to content covered before the quarantine i.e. traditional instruction. On average, difference
on problems related to content after the switch to all online instruction due to the quarantine period is 5.7 showing little to no
difference in performance on outcomes. Faculty have determined that the drop was in an acceptable range.
Goal 2: Apply the engineering design process to produce solutions that meet specified needs with consideration of public
health, safety, and welfare, as well as global, cultural, social, environmental, ethical, and economic factors.
Outcome Related to Goal 2: Students are considering aspects to design decisions in addition to performance when evaluating
designs.
Outcome Not Met. Seven of twenty-one students (33.3%) reference multiple design considerations. The weakest area was in
environmental and ethical with only five references.
Goal 3: Function effectively on a team whose members together provide leadership, create a collaborative and inclusive
environment, establish goals, plan tasks, and meet objectives.
Outcome Related to Goal 3: Students will become more participatory including exemplifying qualities of leadership,
collaboration and inclusion.
Outcome Not Met. Self-evaluation results showed that in 2017 and 2018 there no students working excessively less or more
than their peers. In 2019 two students worked less than expected. In 2020, two students worked less than expected and two
students worked more than expected. In 2020, student comments were read and all student groups reported a leader while
none reported issues with interaction beyond participation issues.
Analysis/Use of Results
The faculty have determined the following:
Outcome 1: Within second year engineering courses, instruction should be completed in as a traditional format as possible,
however, learning outcomes can still be met in an emergency or other similar situation.
Outcome 2: Students are instructed to explicitly take into account the additional design considerations when moved from
individual to group design phase. A decision matrix is introduced at that time. Introducing decision matrices with these
considerations earlier could address this issue.
Outcome 3: It should be noted though, other than the two students in 2020 that under participated, did not participate at all.
This could be due to the move online due to the COVID-19 quarantine.
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Engineering Specialization in Software Engineering
Associate of Arts and Sciences
The assessment for this specialization is included in the Engineering Associate of Arts and Sciences assessment.
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General Studies Associate of Arts and Sciences
And Liberal Arts Specialization
And General Education Certificate
Goals, Outcomes and Analysis
Goal 1: In conjunction with the Student Success Division, faculty members within the General Studies arena will work in
partnership with College Success Coaches to establish successful Success Coach/Faculty Mentor teams to effectively guide
students through their college experience
Outcome Related to Goal 1: Faculty will be engaged with Navigate, early alert and the new advising process.
Outcome Met. Beginning with its launch on January 9th, faculty utilized the Navigate tool to collaborate with Student
Success Advisors on student support and retention. 62% of the faculty teaching General Studies courses utilized the
Early Alert system in Navigate at least once, exceeding the initial benchmark of 60%. Assessment on baseline retention
cannot be completed with accuracy for this year due to the COVID-19 pandemic forcing all classes online during the
spring semester.
Goal 2: To continue developing a plan for an upcoming pilot designed to integrate developmental English needs with co-
requisite enrollment in College level English courses so students in all programs in which College English is required can be
successful and complete on time without using extra credits for developmental needs.
Outcome Related to Goal 2: Faculty will design co-requisite courses for those who self-identify or do not meet the criteria for
placement in college level English.
Outcome met. The pilot has been developed and will be launched in Fall 2020. The pilot includes courses classified as
EDE for students who have remedial English needs. EDE 10 is taken as a preparatory course for ENG 111. EDE 11 is taken
as a co-requisite with ENG 111 for students who need additional support. English faculty are utilizing materials provided
by Hawkes in these courses to help students achieve success without further remediation.
Goal 3: To incorporate the use of grading rubrics among faculty to ensure timely, clear, and useful feedback and guidance for students.
Outcome Related to Goal 3: At least one assignment per class will be assessed using a grading rubric.
Outcome Partially Met. Due to COVID-19, assessment on all of the General Studies faculty was not completed.
However, the faculty in the Humanities and Social Sciences division were. 86% of these faculty members utilize grading
rubrics on at least one assignment per class, exceeding the 75% benchmark.
Goal 4: To develop an Appalachian History course within the History division in order to provide students with a thorough
history and appreciation of our local region.
Outcome Related to Goal 4: An Appalachian History course will be developed and will be offered in Fall 2020.
Outcome Met. Appalachian History has been developed and is being offered in Fall 2020.
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Analysis/Use of Results
As a result of this assessment faculty will do the following: 1) Continue to monitor the use of Early Alert and Navigate by
faculty and assess retention difference that might be associated with its use. 2) Continue to assess the effectiveness of the
new co-requisite paradigm in English courses through measures of student success and persistence. 3) Complete survey of
the use of rubrics for those general studies faculty not in the Humanities and Social Science division. 4) Implement the
Appalachian History course and monitor growth of the Appalachian Studies program.
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General Studies Specialization in Fine Arts
Associate of Arts and Sciences
Goals, Outcomes and Analysis
Goal 1: A new degree completion plan will be created and implemented.
Outcome Related to Goal 1: A new degree completion plan will be created to reflect new cohort-style program.
Outcome Partially Met. The specialization has been presented to C&I and tabled due to revisions needed per VCCS policy
regarding specializations.
Goal 2: Development of Dance, Theater, Traditional Music, and Culinary programs through integration into the Fine Art
program.
Outcome Related to Goal 2: Information regarding the inclusion of Dance, Theater, Traditional Music and Culinary will be
integrated into the Fine Arts program.
Outcome Met. Several workshops, gallery showings and lectures by guest speakers were held during the academic year.
Goal 3: Students will engage in their community arts organizations and culture.
Outcome Related to Goal 3: Students will become aware of the art and professional artists that are in the Southwest Virginia
area.
Outcome Met. Students attended lectures presented by local artists, visited off campus art organizations and went to gallery
events.
Goal 4: Students will complete a community service project focused in the arts.
Outcome Related to Goal 4: Students will actively engage in place-making for their community through a community service
project.
Awaiting Data. Data is incomplete at this time due to COVID-19.
Analysis/Use of Results
New challenges await with hosting arts-based classes online due to COVID-19. Hands on classes such as ceramics and culinary arts seem impossible without the in-person aspect. Also, internships have been put on hold till Spring 2021. MAD camp to be hosted summer 2020in a digital format. Dance program will be starting with full-time instructor Fall 2020. Strong potential with this program with community collaborations with area dance schools. Summer masterclasses and weekly zoom classes scheduled. Goal of beginning talks of Theater program with an anticipated 2021-2022 start date. Lots of potential for the non-credit classes, underneath the “Living in SWVA” brand. Hope to host at least 1 class per month in Visual Art, Dance, and Culinary with potential to build in Theater.
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General Studies Specialization in Music
Associate of Arts and Sciences And Advanced Studies in Music CSC
Goals, Outcomes and Analysis
Goal 1: Students in the SWCC Music Program will read music and play piano by music notation by the end of their first semester as students in the program. Outcome Related to Goal 1: 75% of new students in the music program will be reading music notation and playing by music
notation on piano by the end of their first semester as students in the program. Outcome Met. The benchmark set by the faculty was exceeded. 100% of new students who took Piano I were reading music as evidenced by individual performances at the end of the fall semester. Goal 2: Concerts and other musical events of the highest quality will be presented for SWCC and the surrounding community to increase visibility of the program and allow students opportunities for public performance. Outcome Related to Goal 2: Produce recordings of the National Anthem to be used at SWCC sporting events.
Outcome Not Met. In preparation for making recordings, many live performances were presented at athletic events. Due to delay in equipment and software delivery, recordings were not made before the Covid-19 crisis.
Goal 3: The music program will establish an environment of providing arts and academic learning in new facility. Outcome Related to Goal 3: The Music program will design and occupy the new space in Dickenson Hall.
Outcome Met. The Music program moved into the new space in summer 2019. Much has been accomplished toward getting things put away and organized. Many classes and successful rehearsals were conducted in the new space until the face-to- face meetings were suspended due to the pandemic. Analysis/Use of Results
The faculty will: 1) Continue to use the Landmark method in piano classes. 2) Continue rehearsing and performing solo and group presentations of the national anthem and plan to record as soon as it is possible. 3) Continue perpetual organization of all spaces, learning materials, printed music, and instruments. Search for ways to promote an environment of learning and fostering musicianship amongst students and community members
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General Studies Specialization in Psychology
Associate of Arts and Sciences
Goals, Outcomes and Analysis
Goal 1: To provide all students with career exploration opportunities in the mental health field.
Outcome Related to Goal 1: All students in Psychology courses will be aware of careers in mental health.
Outcome Met. Guest speakers from various mental health specialties were incorporated into lectures, when
appropriate. Although some interactions were face-to-face (5 guest speakers), technology provided learners with
interactions, at a distance (6 guest speakers). Through the semester, lecture material addressed the diverse career
opportunities available in mental health and the credentials required for employment. A total of 136 students were
addressed by speakers in the fall and 97 students in the spring.
Goal 2: To expose all students enrolled in psychology courses to research in the field of psychology that they find personally relevant. Outcome Related to Goal 2: Students will access scholarly databases and search for academic journals. Students will be able to comprehend a scholarly article that they find personally relevant and identify personal implications.
Outcome Met. After receiving instruction from the SWCC library, 225 students successfully identified scholarly research in
the field of psychology and comprehended the findings so they could answer six critical thinking questions.
Goal 3: To integrate the APA writing style in all psychology courses.
Outcome Related to Goal 3: Psychology students will have an understanding of the APA style and, through an assignment,
utilize techniques of APA style.
Outcome Met. A total of 233 students were given examples of the APA writing style and followed those examples to
use APA style to complete assignments. Assignment rubrics included measures for using APA style and corrective
feedback was provided to 218 students to help them understand mistakes.
Goal 4: To engage all psychology students through service-learning.
Outcome Related to Goal 4: Psychology students will actively participate in the Eagle Project Day of Service and provide
reflection on the experience afterwards.
Outcome Met. A total of 233 students were given the opportunity to engage in community service through the fall and
spring Eagle Project Day of Service as class time was used for service. A total of 213 students participated in service
learning that was specific to psychology courses (Operation Christmas Child and Seussapooloza at Cedar Bluff
Elementary). A total of 405 children were impacted by service at Cedar Bluff Elementary and 28 shoe boxes were
packed for Operation Christmas Child. Students then completed a reflection assignment that allowed them to
synthesize their service experience with course content.
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Analysis/Use of Results
Faculty observations include:
1) Based on the changes of the classroom environment due to COVID-19, all assignments will be restructured so that they can
be completed in a virtual platform.
2) To create engagement opportunities for learners, all lecture material will be recorded using Canvas Studio and available for
download for learners who have challenges with high speed internet accessibility.
3) Continue to build on goals for 2019-20, ensuring that goals are all attainable in a virtual platform.
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General Studies Specialization in Agribusiness Associate of Arts and Sciences
The assessment for this degree specialization was not completed this year because there is no fulltime faculty coordinator. An
assessment will be completed in 2020-21.
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General Studies Specialization in Appalachian Studies
Associate of Arts and Sciences
The assessment for this degree specialization was not completed this year because no specialization courses were offered. A
full slate of specialization courses will be offered in AY20-21. An assessment will be completed in 2020-21.
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Science Associate of Arts and Sciences
Goals, Outcomes and Analysis
Goal 1: To educate students in the proper scientific reporting of experimental data in Organic Chemistry II laboratory reports.
Outcome Related to Goal 1: Students will demonstrate knowledge of the proper scientific reporting of laboratory data.
Students will show critical thinking skills in interpreting and reporting the data gathered in lab. Students will be
successful in preparing a detailed, organized, and data supported final lab report.
Outcome Met. 100% of the Organic Chemistry II laboratory students showed mastery of the concepts covered both in
the laboratory and the online lab sections. The students submitted reports and worksheets for grading purposes. The
success standard was exceeded in that 100% of the students showed a satisfactory level of knowledge on the
experiments performed, lab reports submitted, and worksheets prepared and submitted.
Goal 2: Students will demonstrate improvement in test grades for College Chemistry I by administering chapter quizzes prior
to a test.
Outcome Related to Goal 2: An improvement in test grades will be facilitated by administering chapter quizzes prior to
tests. Once a chapter is covered in class, students are eligible to take the respective chapter quiz. A chapter quiz will be
a condensed version of the material that is to be known for the test. By seeing the material in lecture and on a quiz, this
could help students enhance their knowledge and understanding of the subject area.
Outcome Met. 100% of the students in the College Chemistry I course completed the chapter quizzes. The students
scored a B or higher on their total quiz grade. The total quiz grade was weighted 15% of the course grade. The overall
course grades were improved as compared to previous classes by the addition of the quizzes by at least a letter grade.
Goal 3: Enrollment in Introductory Biochemistry by enhanced by 10% through increased course advertisement.
Outcome Related to Goal 3: : Students and college personnel will be made aware of the Introductory Biochemistry
lecture and laboratory offered during the first Summer term at SWCC. Advertisement of the course will include flyers
and possibly social media announcements.
Outcome Met. The enrollment for Introductory Biochemistry lecture and laboratory has increased by greater than 10% from
Summer 2019, term 1 to Summer 2020, term 1. The course has been advertised in the Chemistry and Biology classes offered
during the Fall and Spring semesters. Also, student contact regarding the class has increased from outside of the immediate
area.
Analysis/Use of Results
All outcomes were met for this assessment cycle. The faculty will continue the methods used this cycle and replicate the
methods in other Science courses when possible.
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Science Specialization in Geology and Environmental Management
Associate of Arts and Sciences
The assessment for this degree specialization was not completed this year because there is no fulltime faculty coordinator and
the program has an enrollment of less than 5 students. An assessment will be completed in 2020-21 if enrollment increases.
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Science Specialization in Pre-Medicine Associate of Arts and Sciences
And Advanced Studies in Science CSC
Goals, Outcomes and Analysis
Goal 1: AA&S in Science Specialization Pre-Med students will transfer successfully to a four-year college or professional program. Outcome Related to Goal 1: Students will successfully complete Science Pre-Med program and transfer to senior institutions. Goal Not Met. Students transferred at a rate of 41%. This was lower than the 90% target set by faculty. Also 35% of the cohort of Pre Med majors switched majors. Goal 2: AA&S in Science Specialization Pre-Med students will identify and apply the steps of the scientific method and critically examine information and data to draw conclusions based on data collected in Bio 101. Outcome Related to Goal 2: Students will demonstrate knowledge of scientific method and draw conclusions based on critical examination of information. Goal Not Met. Due to COVID-19 pandemic, the posttest in BIO 101 was not administered. Goal 3: AA&S in Science Specialization Pre-Med students will demonstrate effective soft skills appropriate to medical professional readiness. Outcome Related to Goal 3: Students will demonstrate soft skills and appropriate communication skills. Goal Not Met. Due to COVID-19 pandemic, there were no findings for this outcome. Goal 4: AA&S in Science Specialization Pre-Med students will know career opportunities available in medical fields and associated fields. Outcome Related to Goal 4: Students will be knowledgeable about career opportunities available in health care. Goal Not Met. Ten percent fewer students were advised of career opportunities in SDV 101 course than expected by the faculty. Analysis/Use of Results Based on the findings of this cycle’s assessments, faculty discovered that 20% of Fall 2019 students were academically unsuccessful. This warrants a second look for further analysis. Faculty will also work to improve student performance on transfer, soft skills and career exploration.
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Summaries of 2019-20 Program Assessment
Associate of Applied Science Degrees
Accounting Associate of Applied Science
Goals, Outcomes and Analysis
Goal 1: To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry level
accounting positions.
Outcome Related to Goal 1: Students will demonstrate basic accounting concepts covering the accounting cycle.
Outcome Not Met. Students failed to meet the 85% benchmark set by the faculty for the completion of a comprehensive
accounting problem with a “C” or better. Findings indicate that 58.6% of the students in AY 19 20 in ACC 212 made a “C” or
better.
Goal 2: To provide students with the knowledge and skills in making ethical business decisions.
Outcome Related to Goal 2: Students will demonstrate knowledge of American Institute of Certified Public Accountants
(AICPA) Code of Professional Conduct through a test.
Outcome Not Met. Due to COVID-19, spring break was extended one week with instructions that no work be assigned to
students during that time. One week of work was taken away in order to rearrange the remaining weeks of class to
cover all objectives needed for transfer. ACC 212 students completed a small assignment pertaining to AICPA in Chapter
1 of ACC 211 in the fall 2019 semester. The test covering AICPA Professional Code of Conduct was not administered
during the spring semester.
Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.
Goal Not Met: Due to COVID-19, spring break was extended one week with instructions that no work be assigned to students
during that time. One week of work was taken away in order to rearrange the remaining weeks of class to cover all objectives
needed for transfer. The advanced Excel problem was not given during the spring semester.
Analysis/Use of Results
The findings for Outcome Related to Goal 1 above (accounting cycle problem) will result in a slight change in teaching more
paper/pencil accounting, incorporating the textbook software as a practice/instant feedback option for learning. The testing
for Outcomes Related to Goals 2 and 3 were not completed due to COVID-19 complications after spring break. These
assessment pieces will be incorporated into the online classes going forward.
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Accounting Insurance Specialization
Associate of Applied Science
Goals, Outcomes and Analysis
Goal 1: Students will complete a minimum of one available industry certification exam.
Outcome Related to Goal 1: Students will be familiar with available insurance industry certification exams and requirements
for testing.
Goal Not Met. No students tested during fall 2019 semester. Due to COVID-19, all testing facilities were closed after spring
break in mid-March. Due to this closure of schools, colleges, and testing facilities, no certification exams were administered
and no data is available for spring 2020.
Goal 2: To improve students’ skills in fundamental business concepts for successful employment in the insurance industry.
Outcome Related to Goal 2: Students will demonstrate basic accounting concepts, a fundamental business concept covering
the accounting cycle through completion of a comprehensive accounting cycle problem.
Goal Not Met. For Fall 2019 58.6% (17 of 29 students) completed the automated accounting cycle problem with a grade of
“C” or better. In Spring 2020 accounting cycle problem wasn’t given to ACC 212 students due to COVID-19.
Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.
Outcome Related to Goal 3: Students will demonstrate use of advanced excel formulas needed for businesses.
Goal Not Met: Due to COVID-19, spring break was extended one week with instructions that no work be assigned to students
during that time. One week of work was taken away in order to rearrange the remaining weeks of class to cover all objectives
needed for transfer. The advanced Excel problem was not given during the spring semester.
Analysis/Use of Results
The findings for Goal 2 above (accounting cycle problem) will result in a slight change in teaching more paper/pencil
accounting, incorporating the textbook software as a practice/instant feedback option for learning. The testing for Goal 3 was
not completed due to COVID-19 complications after spring break. This assessment piece will be incorporated into the online
classes going forward.
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Administration of Justice Associate of Applied Science
And Law Enforcement Certificate
Goals, Outcomes and Analysis
Goal 1: To prepare students to be successful whether they choose to begin professional employment or pursue further academic training. Outcome Related to Goal 1: Student retention will be increased due to the student cohort being engaged in summer classes in the first year of the program. Outcome Met. The data collected from the 2015-16 cohort which represents the final four semester cohort found that 61.56% of the students returned to begin the second year. The data from the 2016-17 cohort which utilized the five semester, constant engagement model found that 63.36% returned a 1.8% increase, 2017-18 cohort had 62.96% return which represented a 0.4% drop. The 2018-19 cohort had 75.86% of its members return representing a 14.30% increase over the four semester model. Based on the findings the use of “constant engagement” for the students enrolled in the ADJ course of study appears to be having a positive effect. The next course of research will be to evaluate the courses offered during the different semesters. I will place emphasis on the Internship (ADJ-290) and its value to students in its current position in the last semester. Goal 2: To prepare the student to apply critical thinking skills to both material and abstract concepts inherent in the criminal justice system. Outcome Related to Goal 2: Student GPA will be positively impacted by having all ADJ student enroll in the SDV-100 course, which emphasizes the critical thinking component. Outcome Met. The 2015-16 cohort had 53.85 % of its members who scored a 2.0 or greater in the courses measured. The 2016-17 cohort scored much better with 66.67% scoring a 2.0 or greater. After the course redesign that incorporated critical thinking the 2017-18 cohort scored 62.96% in the measured classes. Which was a change of -3.71 %. The most significant change was in the 2018-19 cohort in which 72.41% scored 2.0 or greater. This is 9.45% better than the 2017-18 cohort, 5.74% greater than the 2016-17 and 18.56% better than the 2015-16 cohort. I believe that based on the significant improvement that the critical thinking components are garnering the effect that was predicted. The variance in the percentage suggests that the 2017-18 cohort was anomalous. A final visit of this assessment category using the 2019-20 cohort may clarify the variance in the 2017-18 group. Analysis/Use of Results The findings will be shared the Division Dean for distribution to those in charge of the instructional design of the SDV-100 course. These findings may be used as a part of the study of effectiveness of the critical thinking re-design. The Program Director, ADJ Faculty and Division Dean will also use the results to attempt to determine any correlation between the use of the five semester “constant engagement model” to increase student retention. This may be of use to other Program Directors as they explore retention as well as course sequencing with their Advisory Boards.
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Administration of Justice Emergency Management and Preparedness Specialization
Associate of Applied Science
This program is currently on hold.
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Administrative Support Technology Associate of Applied Science
Goals, Outcomes and Analysis
Goal 1: Provide students with opportunities to earn recognized credentials.
Outcome Related to Goal 1: 75% of AST program students enrolled in ITE 115 will be certified in digital literacy. Goal Met. One hundred percent of all AST majors enrolled in ITE 115 scored at least 85% or higher on the Microsoft Digital
Literacy Certification exam.
Outcome Related to Goal 1 (2): Due to COVID-19 utilize temporary testing flexibility of AST students enrolled in ITE 115.
Goal Met. 100% earned a score of 70% or higher on the Microsoft Office exam
Goal 2: Deliver instruction that adequately prepares students to implement critical thinking skills in Microsoft Office
applications.
Outcome Related to Goal 2: Utilize the critical thinking skills baseline of AST students enrolled in ITE 115.
Goal Met. All AST majors scored at least 85% on all assigned critical thinking projects as measured by the QEP rubric.
Analysis/Use of Results
Faculty plan to make use of alternative testing methods including the addition of timing restrictions and redesign multiple choice questions as measures of success.
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Advanced Manufacturing Associate of Applied Science
Goals, Outcomes and Analysis
Goal 1: To graduate students who demonstrate the abilities needed for employment in the automated advanced
manufacturing job market.
Outcome Related to Goal 1: Students will demonstrate good problem solving and critical thinking skills needed for
employment through maintaining a 2.0 gpa throughout their program.
Awaiting Results. Available end of May.
Goal 2: To prepare students for industry related certification exams that demonstrate core competencies in the workforce.
Outcome Related to Goal 2A: Students will earn their Career Readiness Certificate.
Goal Not Met. Due to COVID-19 students were unable to take this exam.
Outcome Related to Goal 2B: Students will earn nationally recognized credentials through NIMS.
Goal Not Met. Due to COVID-19 students were unable to take most students were unable to take the certification tests. Of
those who did, 34% earned three credentials.
Goal 3: To facilitate changes in schedule faculty will improve the online presence and availability of course offerings.
Outcome Related to Goal 3: Increase utilization of Canvas by Advanced Manufacturing students.
Goal Met. The average weekly page view increased to 12 in MEC 155 and to 7 in MEC 165. Both are greater than the
standard of one set by the faculty.
Analysis/Use of Results
Additional testing and certifications are under evaluation to ensure that students will still be able to get industry certifications
if a pandemic alters course offerings in the future. Both of the courses monitored in goal 3 above were completed before
COVID-19, but adding an online presence to these courses could greatly enhance future offerings. Adding occasional CANVAS
quizzes during in person classes really started getting students to pay closer attention to CANVAS at all times.
In addition, to increase awareness and number of credentials earned SWCC will increase advisement efforts on the
importance of earning of additional credits. We will continue to expand and build relations with local employers to actively
participate in the program by serving on advisory committees, guest lecturing, conducting mock interviews, and being active
reviewers in the NIMS certification process. To increase the students skill level and success rate on the hands-on portion of
the certification test, we will schedule additional lab time, provide a mechanism for remediation/tutoring on difficult to
understand concepts and practices, and work with each student.
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Alternative Energy Technology Associate of Applied Science
No students were in the program and, as a result, an assessment was not completed. The program was on hold for AY 19-20.
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Business Management
Associate of Applied Science
Goals, Outcomes and Analysis
Goal 1: Students will demonstrate recognition, knowledge and competency in soft skills related to communication.
Outcome Related to Goal 1: : Students will demonstrate an understanding of the basic development of soft skills starting
with the recognition, knowledge, and competency in soft skills through their mannerism in oral and written communication,
critical thinking, and social understanding.
Outcome Partially Met. After explanation from the instructor, students were polite to their peers in the online discussions.
Students made references to their peers’ comments, which indicated students were reading their peers’ discussions on the
level of understanding and analyzing the information. Rarely were comments presented in a negative tone, even if the
situation was negative such as a supervisor showing favoritism among his/her subordinates. Application of soft skills and
mannerism were demonstrated in the online discussions. However, in the area of written communication, students were not
reviewing the online writing resources. Their corrections were based on instructor’s corrections of their work and not their
own knowledge.
Goal 2: Students will be provided with opportunities to hone critical thinking skills through developing analytical and decision
making skills.
Outcome Related to Goal 2: Students will demonstrate using critical thinking skills to identify logical decision making in given
business scenarios and goal setting in personal endeavors, becoming more aware of their surroundings.
Outcome Met. Students were able to identify possible causes of business problems as presented in discussions and reference similar situations in their own work environment. They were able to make feasible solutions and interact in a coherent
manner to address possible solutions. Goal 3: Enhance students’ awareness of the importance of time management in projects, decision making, and technology usage.
Outcome Related to Goal 3: Students will demonstrate their understanding of time management, meeting deadlines, and
interacting with peers online. Students will identify effects of procrastination. Students will also be subjected to prioritizing
responsibilities. Outcome Not Met. Most late assignments were due to students procrastinating and inefficiently prioritizing responsibilities.
Some students are reluctant to prioritize success in their educational endeavors, thus, not always adhering to deadlines. Late-
submitted assignments that require student interaction limit interacting with peers on some assignments.
Analysis/Use of Results
Based on the faculty’s analysis the following will be implemented: Assignments will be created that accentuate the importance of effective and efficient time-relevant decision making in leadership positions. The faculty will be more proactive in emphasizing deadlines. Faculty will allow a two-week grace period with a one-point-per-day loss then make the assignment unavailable when the grace period ends. The faculty will be more interactive with those students who effectively participate in assignments so students will know that the instructor is very active in the online classes.
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As a result of this assessment, faculty will place more emphasis on the responsibility of adhering to deadlines, actively participating in time management, and correctly presenting ideas and thoughts.
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Early Childhood Development Associate of Applied Science
Certificate in Early Childhood Education and Career Studies Certificate in Early Childhood Education and Early Childhood Infant and Toddler
Goals, Outcomes and Analysis
Goal 1: ECD (Early Childhood Development) students will complete Key Assessments (5) and demonstrate competency in
NAEYC standards.
Outcome Related to Goal 1: Students demonstrate competency in each NAEYC Standard.
Goal Met. Benchmark was 90% and 92% of students achieved the “Meets” rating on the measurement rubric. Some accommodations were made as a result of COVID-19 and closure of childcare facilities.
Goal 2: Southwest Virginia Community College’s Early Childhood Program will successfully submit the NAEYC self-study and
coordinate the accreditation site visit.
Outcome Related to Goal 2: Goal Partially Met. The self-study is complete and will undergo administrative review this summer. Following the review, it will be submitted on August 15, 2020. Timeline for submission and site visit has changed as a result of COVID-19. Goal 3: ECD graduates will gain employment or transfer to obtain a Bachelor’s degree. Outcome Related to Goal 3: Upon completion of ECD degree, graduates either gain employment in the field or transfer to
obtain a Bachelors.
Goal Not Met. Of the students who completed the program, 86% were employed or planned to transfer to continue work on a Bachelor’s degree. The success standard set by the faculty was 90%.
Analysis/Use of Results
2019-2020 was a challenging school year as a result of Covid-19. For assessment purposes, this provided the opportunity to
think critically about assessing students in various ways, for example the necessity to make accommodations for the key
assessments that required observation in an Early Childhood setting. Faculty are investigating alternative assessment for
observations to accommodate changes in child care openings/closing due to COVID-19. In response to unmet goal 3, the
faculty plan to try an increase articulation opportunities to allow for more transfer opportunities for graduates.
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Electrical/Electronics Associate of Applied Science
Goals, Outcomes and Analysis
Goal 1: To graduate students who demonstrate the abilities needed for employment in the electrical/electronic job market.
Outcome Related to Goal 1: Students will demonstrate fundamental electrical/electronics principles needed to enter the
workforce through attaining at least a “C” average in all program courses.
Awaiting Data.
Goal 2: To prepare students for industry related certification exams that demonstrate core competencies in the workforce.
Outcome Related to Goal 2: Students will earn their Career Readiness Certificate.
Goal Not Met. Due to COVID-19 students were unable to take this exam.
Goal 3: To improve the online presence and availability of course offerings.
Outcome Related to Goal 3: Increase utilization of Canvas by Electrical/Electronics students to ensure student success due to
COVID-19.
Goal Met. Average weekly page views in ETR 143 increased 471% and in ELE 211 increased 383%.
Analysis/Use of Results
Additional testing and certifications are under evaluation to ensure that students will still be able to get industry certifications
if a pandemic alters course offerings in the future. The faculty will work to find an alternative online test to the Career
Readiness Certificate to ensure that students can still complete this examination if online testing is required in the future.
Finally, the faculty will continue adding additional online material, and reinforcing CANVAS integration to promote online
learning.
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Emergency Medical Services Associate of Applied Science and Career Studies Certificate
In Advanced EMT, Basic EMT, EMT Intermediate, Intermediate to Paramedic
Goals, Outcomes and Analysis
Goal 1: At the completion of the program, the graduates will demonstrate the ability to comprehend, apply and evaluate clinical information relative to his/her role as an entry level Advanced EMT or Paramedic. Outcome Related to Goal 1: Graduates will demonstrate the ability to comprehend, apply and evaluate clinical information relative to his/her role as an entry level Advanced EMT or Paramedic through performance on the NREMT exam. Awaiting Data. Goal 2: At the completion of the program, the student will demonstrate technical proficiency in all skills necessary to fulfill the role of an entry-level Advanced EMT or Paramedic. Outcome Related to Goal 2: Students will demonstrate technical proficiency in all skills necessary to fulfill the role of an entry-level Advanced EMT or Paramedic through performance on the NR-Psychomotor exam. Awaiting Data. Goal 3: At the completion of the program, the students will demonstrate personal behaviors consistent with professional and employer expectations for the entry-level Advanced EMT or Paramedic. Outcome Related to Goal 3: Students will demonstrate personal behaviors consistent with professional and employer expectations for the entry-level Advanced EMT or Paramedic as evidenced by positive employer satisfaction surveys. Awaiting Data. Goal 4: At the completion of the Spring 2020 semester, the percentage of students who complete the EMT curriculum and pass the cognitive capstone exam will exceed 75%. Outcome Related to Goal 4: the percentage of students who complete the EMT curriculum and pass the FISDAP EMT-Readiness exam will exceed 75% Awaiting Data. Analysis/Use of Results Faculty report The national average for NREMT pass rate is 72%. The use of the FISDAP EMT-Readiness exam is new this year. It is a nationally validated, comprehensive exam and is highly predictive of success on the National Registry Exam. As with many programs, COVID -19 has limited data or has resulted in the indefinite postponement of testing.
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Human Services Mental Health
Associate of Applied Science And
Mental Health Substance Abuse Specialization
Associate of Applied Science
Lead faculty is out on medical leave indefinitely and no assessment was completed.
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Information Systems Technology Associate of Applied Science
Goals, Outcomes and Analysis
Goal 1: To graduate students who demonstrate the ability to apply strong IST skills and the VCCS core competencies of Information Literacy and Critical Thinking. Outcome Related to Goal 1: A) Students will demonstrate good critical thinking and problem solving skills needed for successful employment in IST related skills through the ITE 198 capstone project. B) Students will demonstrate proficient IST skills and problem solving by successfully completing a real-world project in ITP251. Goal Met. A) During the Spring 2020 term, 100% of the capstone students enrolled in the ITE198 course scored an 85% or higher on the project. B) During the Spring 2020 term, 100% of the students enrolled in the ITP251 course scored an 85% or higher on the project. Goal 2: To adequately prepare students for industry certification exams that demonstrate mastery of core competencies of the IST program.
Outcome Related to Goal 2: Students will become familiar with industry certification exams in an IST concentration. Goal Met. ITE 115 students had a pass rate of 91% in the fall and 88% in the spring on the Microsoft Digital Literacy Exam, the first of several certifications offered through IST. Goal 3: To expose students to various career paths and essential skills required for successful employment in each of the IST concentration areas. Outcome Related to Goal 3: Students enrolled in the Associates of Applied Science in IST will complete an industry related internship either Fall or Spring of the second year of the program (ITE290/298) and participate in the Spring Student Symposium presentations. Goal Not Met. No students enrolled in the ITE290/298 Internship course for Fall 2019. Due to the COVID-19 pandemic, Spring 2020 students could not complete the required internship hours. Analysis/Use of Results
In the upcoming Fall 2020 term, the ITE115 course will continue to utilize the Microsoft Digital Literacy Certificate within its curriculum. The continued inclusion of this certification allows students to obtain a certification for both current and future employment and resumes. The use of existing SWCC campus resources such as the SWCC Career Services Center and the tools available allowing students to practice job interviews, creating resumes, and job searches was a wonderful addition to the IST Capstone course. The sources will also be utilized in the capstone course going forward as the students found the materials very useful and enjoyed the virtual interviews. The sources were also an excellent resource in the online classroom. During the last two spring terms (2018 and 2019), students presented their capstone projects in the classroom, due to COVID-19, this was changed to ZOOM in Spring 2020. The positive experience of using the online presentation will be used going forward not only for the capstone project but also for other student presentations.
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Nursing Associate of Applied Science
Goals, Outcomes and Analysis
Goal 1: Full implementation of concept-based curriculum with no decline in student retention and progression.
Outcome Related to Goal 1: At least 90% of students enrolling in NSG 100 or NSG 115 will progress to second semester
nursing courses.
Goal Met. 96.8% of students enrolled in the specified courses returned in the second semester (62/64). Goal 2: The program's annual licensure exam first-time pass rate will be at or above 80%.
Outcome Related to Goal 2: Students will pass NCLEX the first time. Goal Met. In 2019, 87.7% of first-time NCLEX-RN completers passed.
Goal 3: Program completion rate will be at or above 70% based on completion in 150% time from initial enrollment.
Outcome Related to Goal 3: 70% of students enrolled in NUR 108 in fall 2017 or NUR 115 in summer 2017 will complete the program in 150% of time recommended by curriculum outline Goal Met. For 2019 graduates, 73% completed the program with 150% of the time allotted.
Goal 4: Graduates and Employers will report satisfaction in no less than 90% of all categories of evaluation for entry-level positions 12 months post-graduation. Outcome Related to Goal 4: Employers will be satisfied with graduate job preparation and performance. Awaiting data. Goal 5: Job placement will be no less than 80% at 12 months after graduation.
Outcome Related to Goal 5: 80% of students returning student surveys at one year post-graduation will report employment in an RN position. Goal Met. Survey respondents reported 100% employment within 6 months of graduation. Analysis/Use of Results To foster program completion, faculty will use the early alert function in EAB Navigate and use remediate student weak areas identified through ATI and NCLEX-RN.
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Occupational Therapy Assistant Associate of Applied Science
Goals, Outcomes and Analysis
Goal 1: The SWCC OTA program will graduate highly qualified OTAs who will pass the national board exam.
Outcome Related to Goal 1: Students will demonstrate entry-level application of knowledge and skills for practice as an OTA
by passing the COTA Board Examination.
Goal Not Met. Board pass rates for 2019 were 79%. While an average pass rate over the 3 most recent calendar years for SWCC OTA graduates attempting the NBCOT exam within 12 months of graduation from the program must be 80% or higher (regardless of the number of attempts), has been achieved with 87.69%, the 2019 individual calendar year saw a drop in board pass rates per reporting at NBCOT page, however, it is important to note that these numbers include candidates from the previous graduating year who had delayed taking the board exam. Goal 2: The SWCC OTA program will partner with the community in order to provide fieldwork placements that promote occupationally relevant learning experiences.
Outcome Related to Goal 2: Students will exhibit clinical behaviors, utilizing knowledge and clinical reasoning skills to
successfully meet fieldwork expectations.
Goal Met. All students were placed in fieldwork sites that were occupationally relevant and provided quality clinical
experiences. Of all graduating students doing fieldwork in 2019 100% passed that course(s). Spring 202 students are still
completing fieldwork due to the delay caused by COVID-19.
Goal 3: The SWCC OTA program will foster a learning environment that encourages completion of academic goals.
Outcome Related to Goal 3: Students will demonstrate through discussion an awareness of program requirements and
resources available to support achieving academic goals. This will result in at least a 60% retention rate.
Goal Met. Program faculty set a benchmark of a 60% retention rate from program entry to graduation. Retention rate for students in the OTA program over the 3 year period of 2017-18-19 is 81.7%.
Goal 4: Students will engage in community-based service learning opportunities to enrich their academic and clinical knowledge while providing increased exposure of Occupational Therapy in the college’s service region. Outcome Related to Goal 4: Students will participate in service learning projects designed to improve their clinical interaction skills and promote occupational therapy in the community to enrich their academic and clinical knowledge while providing increased exposure of occupational therapy in the college service region. No Data Reported for this outcome. Analysis/Use of Results
The faculty found and addressed the following challenges in this assessment cycle.
1) NBCOT Board Results were posted in late March 2019 for the 2018 year. Unfortunately, the 2019 calendar year saw a drop in board pass rates (19/24 = 79%). Upon further investigation, the 2019 OTA graduating class had 20 graduates. 2 have not attempted the board exam. As of 12/31/2019, 17/18 (94.4%) had passed the board exam. The drop in pass average appears to be from 2018 graduates who delayed taking the board exam and then didn't pass the exam in the 2019 year.
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2) Clinical fieldwork experiences have been more challenging to complete due to the COVID-19 restrictions, however, telehealth and alternative online simulations through SIMUCASE have been utilized in 2020 to supplement traditional clinical experiences and meet the demands of current healthcare trends.
3) The OTA program is excited about the recent changes in programming structure as we move to a one-college program, providing students with access to a variety of new program resources while incorporating online and live learning experiences reflective of current practice models.
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Radiologic Technology Associate of Applied Science
Goals, Outcomes and Analysis
Goal 1: First-year (freshman) students accepted into Radiography will have a 90% retention rate for summer through spring semesters. Goal 2: Second-year (sophomore) students accepted into Radiography will have a 90% retention rate the second summer through spring semesters. Goal 3: Retention of all students accepted into Radiography will have an overall program retention rate of 80%.
Combined Outcomes Related to Goals 1-3: Students will be retained through program completion. Goal was not met. Of the 23 students accepted in the freshman class of 2017, 74% of students who began the cohort completed within the 100% time frame ( 3 left the program for personal reasons and 3 were dismissed for grades). This is 6% away from the goal of 80%. Of the 29 students accepted as a freshman class in 2018, two were dismissed for lack of academic progress and nine withdrew for other reasons. The actual retention rate of this cohort of students in Radiologic Technology was 62%, 28% from the goal. Of the 19 students accepted as a freshman class in 2019, four students withdrew for personal reasons. The actual retention rate of freshman students in Radiologic Technology was 79%, 11% from the goal of 90%. Goal 4: Graduates will successfully pass the ARRT certification examination.
Outcome Related to Goal 4: Prepare knowledgeable graduates with academic knowledge and professional readiness as
measured by successful completion of the AART exam. Goal Not Met. 65% of students in the 2017 cohort who took the exam passed on the first attempt. Three students have retaken the exam and passed bringing the total pass percentage to 80%. Goal 5: Graduates who seek employment will find employment within the first twelve months following graduation.
Outcome Related to Goal 5: Prepare graduates with appropriate entry-level technical skills for a successful career in radiography as evidenced by employment within 6 months of graduation. Goal Met. All students seeking employment in the 2017 cohort were employed within six months of graduation. Analysis/Use of Results
There has been a steady decline in ARRT pass rates since 2017. In the same timeframe, the program has added mandatory
remediation, additional tutors, Adaptive Quizzing (used for both remediation as well as registry prep), and HESI
Modular/Practice/Exit Exams testing (during their last 6 months as part of registry prep), TEAS as part of admission. Some of
these changes were targeted at attrition, but the faculty hoped the changes would also positively impact the ARRT pass
rates. So far, we have not seen this result. Focus groups with current students and Clinical Instructors will be held to gain
information regarding issues with the exam.
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Summaries of 2019-20 Program Assessment
Certificates
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Arts and Crafts Certificate
This certificate is currently being redesigned and has no assessment for the 2019-20 Academic Year.
Early Childhood Education Certificate
The assessment for this certificate is included in the Early Childhood Development Associate of Applied Science assessment. This is possible through stackable credentialing.
General Education Certificate
The assessment for this certificate is included in the General Studies Associate of Arts and Sciences assessment. This is possible through stackable credentialing.
Health Science Technology Certificate
The assessment for this certificate was not completed this year because there is no fulltime faculty coordinator. Most students enroll in the certificate to get basic courses for health science programs. Assessment will be completed in the 2020-21 Academic Year.
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Heating, Ventilation and Air Conditioning Certificate and Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: Develop and expand qualitative approach for assessing problem sets through clear estimation, investigating and diagnostic; being related to both physical and social impact on stakeholder. Outcome Related to Goal 1: Critical thinking will be enhanced via field related problem solving. Results are pending summer completion of internships. Goal 2: Develop understanding of hazard analysis, risk assessment, probability of harm and hazards encountered; along with protective measures as required within the dynamic work environment to allow for safety and successful resolve. Outcome Related to Goal 2: :Students will exhibit improved safety & work habits both within the lab and through On Job Training (OJT)/On Job Learning (OJL). Goal Met. Lab quiz passed with at least a 93 for 100% of students who took the assessment. Goal 3: Promote awareness that being a successful skilled trade person encompasses all facets of human psychology, equipment mechanics, elements of science and physics, as well as that of being a good communicator. Outcome Related to Goal 3: Students will show competence in good customer relations, work ethics and soft skills development (i.e. resume development)
Results are pending summer completion of internships.
Goal 4: Student learners shall more fully understand requirements of the technical trades through personal observation at remote field sites.
Outcome Related to Goal 4: Improve student understanding for technical trades by completing field trip visitation to area
HVAC businesses.
Goal Not Met. Due to Covid-19 we were unable to complete field trips as planned. Goal 5: Program contribution to conduct all seven of twelve the required HVAC courses a hybrid course offering, requiring more personal interrelated electronic communication via email and Blackboard media.
Outcome Related to Goal 5: Offer all four of the related HVAC fall 2020 day courses as a hybrid having an on-line component to foster learning for electronic communication via computer applications Canvas). Goal Met. Due to the changes brought on by conditions that now exist utilization of Canvas and email is no longer an option but our reality. Goal 6: Assist student program completers to attain one national certification for the trade related mandates and industry recognized credentials. Outcome Related to Goal 6: Students will complete National Industry Certification required by the EPA for workplace application. Goal Not Met. The students who required a retake of the EPA exam were prevented from doing so due to the need for it to be a proctored test. This was prevented by the COVID-19 outbreak. They have ten months to complete the retakes.
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Analysis/Use of Results Faculty will evaluate and adjust HVAC department program offering, based on “Host” and employer feed-back coupled with student interviews and developed in conjunction with comments from SWCC's colleagues related to the OJL/OJT (On-Job Learning/Training – Internship and actual work activities after employment). Data will be utilized to correct any deficiencies or highlight strengths. More nationally recognized terminology for the HVAC/R trades sector will be incorporated into
coursework. Students will be given the opportunity to take NC3 tests for certification.
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Human Services Certificate
Lead faculty is out on medical leave indefinitely and no assessment was completed.
Law Enforcement Certificate
The assessment for this certificate is included in the Administration of Justice Associate of Applied Science assessment. This is possible through stackable credentialing.
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Legal Studies Certificate
Goals, Outcomes and Analysis
Goal 1: Provide students with opportunities to earn industry recognized certifications. Outcome Related to Goal 1: 85% of LGL students enrolled in ITE 115 will earn the Digital Literacy certificate. Goal Met. One hundred percent of all Legal Studies majors enrolled in ITE 115 scored at least 85% or higher on the Microsoft Digital Literacy Certification exam. Goal 2: Deliver instruction that adequately prepares students to implement critical thinking skills in Microsoft Office 2019 applications. Outcome Related to Goal 2a: Utilize the critical thinking skills baseline score of LGL students enrolled in ITE 115 to determine growth in critical thinking skills. Goal Met. All Legal Studies Certificate majors scored at least 85% on all assigned critical thinking projects. Outcome Related to Goal 2b: Utilize temporary flexibility for the completion of requirements for LGL 190 internship. Goal Met. All LGL 190 students met the 72 contact hour requirement for the completion of the internship. Analysis/Use of Results Faculty will develop a listing of activities in which LGL 190 students can participate while following CDC COVID-19 guidelines. Activities should provide development of skills that can be used in a law office.
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Licensed Practical Nursing Certificate
Goals, Outcomes and Analysis
Goal 1: Eighty percent of all graduating students will pass NCLEX-PN. Outcome Related to Goal 1: Students will pass NCLEX-PN after successful completion of the program. Goal Met. The actual NCLEX-PN pass rate of graduating students who have taken the test is 100%. One student has not taken the test as of the reporting date. This result is a marked increase over the 62.5% pass rate of the last cohort. Goal 2: Eighty percent of the PN students will meet or surpass the benchmark score of 850 for the HESI Critical Thinking Exam. Outcome Related to Goal 2: LPN students will attain the 850 benchmark set by faculty. Goal Not Met. It has been determined that the students are not serious when taking this exam due to it not counting as a major part of a grade so we feel that it is not a good predictor. We also did not get to administer this exam as it should have been administered during the spring semester due to remote learning caused by COVID-19 and closing of the testing center. During our next program assessment we will choose a new goal that will produce more accurate results. Goal 3: Eighty percent of the PN students who begin the program will complete the program. Outcome Related to Goal 3: Students who begin the program will complete. Goal Met. Twenty-three of 25 students who began the program completed it. This exceeded the 80% benchmark set by the faculty by 12%. Analysis/Use of Results The Faculty will continue with our methodology for goals number 1 and 3 with the COVID-19. We will change our remediation to either phone or Zoom meetings for remediation. Goal number 2 will need to be changed all together for the new year. We will probably keep the same goals on 1 and 3 and not make much change as far as percentages due to COVID-19 impact.
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Substance Abuse Counselor Certificate Lead faculty is out on medical leave indefinitely and no assessment was completed.
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Welding Diploma, Certificate, and Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: Continue to improve the entry level instruction of the first semester welding students in preparation of meeting the
American Welding Society’s national standards of testing and compare to prior year’s results. With the change in AWS policies
and rules of welding, students need updated information and instruction.
Outcome Related to Goal 1: The program will produce trainees who can follow given weld procedures and produce welds
compliant with the AWS welding standards.
Goal Not Met. The success rate for this year’s students was 80%. Last year the success rate was 83%, resulting in success rate
for 2019-2020 3% lower than the standard set by the faculty.
Goal 2: Continue to assist students in developing the appropriate “soft skills” needed for gainful employment in business and
industry and compare to last year’s results. As the growth of our businesses continue, the need for soft skills continues also.
Outcome Related to Goal 2a: Students are prompt about class starting times, class breaks and class ending times.
Goal Met. The data for traits related to timeliness did show an increase of 11% over the 67% from the prior year.
Outcome Related to Goal 2b: Students will be exhibit the most popular soft skills companies look for in the hiring process.
Goal Met. The data for personal traits abilities, skill performance and communication as measured by faculty exercises did
show an increase of .1 over the prior year. Though improvement was shown, attainment is still below the desired level set by
faculty.
Analysis/Use of Results
Certified Welders continue to be in high-demand in our service area. To continue to meet the needs and expectations of
employers, we need to continue to improve soft-skills and certification attainment. To accomplish this, we will enhance the
content taught in SDV 106 Preparation for Employment and strengthen the curriculum taught by integrating certification
testing into the respective courses.
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Summaries of 2019-20 Program Assessment
Career Studies Certificates
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Advanced Studies in Music Career Studies Certificate
The assessment for this certificate is included in the General Studies Specialization in Music Associate of Arts and Sciences
assessment. This is possible through stackable credentialing and shared coursework.
Advanced Studies in Science Career Studies Certificate
The assessment for this certificate is included in the Science Specialization in Pre-Med Associate of Arts and Sciences
assessment. This is possible through stackable credentialing and shared coursework.
Advanced Emergency Medical Technician Career Studies Certificate
The assessment for this career studies certificate is included in the Emergency Medical Services Associate of Applied Science
assessment. This is possible through stackable credentialing and shared coursework.
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Adventure Tourism Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment. Outcome Related to Goal 1: Students will receive Leave No Trace (LNT) Trainers certification, First Aid/AED/CPR and Wilderness First Aid (WRFA) certifications. Goal Met. One hundred percent of students who sat for the LNT certification received it. The same was true for the WRFA. Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries. Outcome Related to Goal 2: Students will be given scenarios on wilderness excursions to explore leadership techniques in a capstone experience. Goal Met. Students were assigned a research project on leadership as part of the RPK 141 capstone course. All students demonstrated competency at 80% or greater. Goal 3: Students will develop the skills to have students to distinguish, prepare, compose, and assess a business plan as an entrepreneur. Outcome Related to Goal 3: Students will develop a business plan and presentation with their executive summary information. Goal Met. Ninety percent of the students who took BUS 165 in fall 2019 passed the business plan assignment. Of those who enrolled in that course in spring 2020, 75% passed the same assignment. Analysis/Use of Results
Short-term findings for Fall 2019 indicate that, so far, student pass rates have exceeded indicated success standards. Long-
term findings for Spring 2020 are absent due to change of semester offerings. Additional projects will be added to other
classes to measure more short and long term objectives.
The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being
assessed were taught online or were finished before the change in structure. Students in those classes were not as affected
as the students in the in-class courses. Those courses for the program were easily transferred to online courses due to the
fact that assignments, exams, and lectures were already setup for the course as a hybrid course. The additional lecture and
handout material helped with the teaching of the modified courses. The courses affected by the structure change were the
internships due to the host locations being closed for the stay at home order. Courses will need to be modified to online only
for the 2020-2021 year.
Program provided training to certify instructor so students can obtain national certification, thus improving the credibility of
the program. The BEIT Dean and Vice President of Academic and Student Services will support this plan; grant funds will be
allocated for this purpose.
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Agribusiness Career Studies Certificate
The assessment for this career studies certificate was not completed this year because there is no fulltime faculty coordinator.
An assessment will be completed in 2020-21.
Appalachian Studies Career Studies Certificate
The assessment for this career studies certificate was not completed this year because no courses were offered. A full slate of
courses will be offered in AY20-21. An assessment will be completed in 2020-21.
Automotive Diagnostics and Repair Career Studies Certificate
The assessment for this career studies certificate was not completed this year because the program was new. A full slate of
courses will be offered in AY20-21. An assessment will be completed in 2020-21.
Basic EMT Skills Career Studies Certificate
The assessment for this career studies certificate is included in the Emergency Medical Services Associate of Applied Science
assessment. This is possible through stackable credentialing and shared coursework.
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Bookkeeping Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry level positions. Outcome Related to Goal 1: Students will demonstrate basic accounting concepts covering the accounting cycle through successful completion of a comprehensive accounting cycle problem. Goal Not Met. Students failed to meet the 85% benchmark set by the faculty for the completion of a comprehensive accounting problem with a “C” or better. For Fall 2019/Spring 2020, 58.6% (17 of 29 students) completed the automated accounting cycle problem with a grade of “C” or better. Goal 2: To provide students with the knowledge and skills used in making ethical business decisions. Outcome Related to Goal 2: Students will demonstrate knowledge of American Institute of Certified Public Accountants (AICPA) Code of Professional Conduct by scoring a “C” or better on a test of the concepts. Goal Not Met. The test covering AICPA Professional Code of Conduct was not administered during the spring semester due to the COVID-19 schedule disruption. Goal 3: To improve students’ basic computer skills required for successful employment in business and industry. Outcome Related to Goal 3: Students will demonstrate their knowledge of basic computer skills by earning the Digital Literacy certificate. Goal Met. Ninety percent of the majors earned the certificate, scoring 80% or above. Analysis/Use of Results Due to COVID-19 restrictions, some assessment measures could not be implemented at the end of the spring 2020 semester. These assessment pieces will be incorporated into the online classes going forward.
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Computer Repair Technician Career Studies Certificate
The assessment for this career studies certificate is included in the Information Systems Technology Associate of Applied Science assessment. This is possible through stackable credentialing and shared coursework.
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Computerized Tomography Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: Students will demonstrate employability.
Outcome Related to Goal 1: A) CT students will pass the ARRT advanced registry examination in Computed Tomography. B) CT
students will gain employment within a CT department.
Goal Met. A) 5 students completed the program in spring 2019. 4 of the 5 have attempted to take the registry exam, and all 4
passed (80% pass rate). B) 100% of the students are employed within 1 year of finishing the program. (NOTE: Data for the
2018-19 classes is used due to the timing of the registry exam. With summer completion date of the program the data will
always reflect the prior year’s graduates.)
Goal 2: Students will demonstrate clinical competence.
Outcome Related to Goal 2: A) Students clinical competence will be demonstrated through final clinical performance ratings
given by clinical instructors. B) Students will successfully repeat the requisite clinical procedures as required prior to taking
the registry exam. C) Students will demonstrate proper operation of computed tomography equipment.
Goal Not Met: A) Sixty-six percent of the students scored 80 or better on the final clinical assessment. The lower score was
affected by a 79 scored by a repeating student. The student did not return the next semester. Overall, the average for all
three students was 90.3.
Awaiting Data: B) On hold due to COVID-19.
Goal Met: C) 100 percent of the students scored 90 or better on the Procedure Evaluation form. One student did not submit
the assignment.
Goal 3: Students will demonstrate professional patient care.
Outcome Related to Goal 3: A) Students will demonstrate effective patient and radiologist communication as evidenced by
obtaining and documenting thorough and accurate patient histories. B) Students will demonstrate competent patient care in
dealing with various CT patients.
Goal Not Met: A) Sixty-six percent of the students scored at least 3 on a 4 point scale.
Awaiting Data: B) On hold due to COVID-19.
Analysis/Use of Results The faculty will continue to communicate with clinical sites and college administration to determine when students can safely
and legally reenter the clinical environment to finish the clinical component of the curriculum. They will also stress
communication to students regarding the importance of communication.
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Crime Scene Technology Career Studies Certificate
No program assessment was completed due to the cyclic nature of the program. It is offered when the need arises.
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Cybersecurity Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: Cybersecurity students will receive online training via the learning management system (LMS) that will focus on Information Technology fundamentals, computer repair, networking and security. Outcome Related to Goal 1: Students will successfully complete the Microsoft Digital Literacy Certificate by scoring 80% or higher. Goal Not Met. Due to the integration of a new text and lab for the ITE 105 course, the assessment was not administered. Goal 2: Cybersecurity program will provide each student with specialized/guided study to increase their capacity to achieve industry recognized credentials and/or certifications. Outcome Related to Goal 2: Students will earn a Career Studies Certificate in Cybersecurity. Pending May Graduation Data Goal 3: Students will explore Cybersecurity career pathways by researching and exploring current job market trends in the field of information Technology security and ethical hacking. In addition, they will design and develop risk management analysis and provide recommendations. Outcome Related to Goal 3: Students will demonstrate the ability and skills to perform tasks related to the field of cybersecurity at a campus cyber event. Goal Not Met. Due to the COVID-19 pandemic schedule change in the Spring 2020 term, these events were cancelled (SWCC Cyber Poster Contest; Business Contest Panel Participation). Analysis/Use of Results
In the upcoming Fall 2020 term, adding the Microsoft Digital Literacy Assessments (Pre and Post tests) will allow students to
obtain an additional credential while completing the program. The addition of the Microsoft Digital Literacy assessment to this
program allows students completing only this credential (CSC-Cybersecurity) the certification opportunity. Due to the COVID-
19 pandemic, students did miss the opportunity of participating in the scheduled campus cybersecurity events. Going forward,
the events will be held virtually each semester to allow easier participation.
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Early Childhood Education Career Studies Certificate
The assessment for this career studies certificate is included in the Early Childhood Development Associate of Applied Science assessment. This is possible through stackable credentialing and shared coursework.
Early Childhood Education Infant and Toddler Career Studies Certificate
The assessment for this career studies certificate is included in the Early Childhood Development Associate of Applied Science
assessment. This is possible through stackable credentialing and shared coursework.
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Electrical Installation Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: Provide students with safety skills for employment.
Outcome Related to Goal 1: Students will earn OSHA 10 and First Aid/CPR/AED certifications.
Outcome Not Met. Students were prevented from completing all Performance reviews due to classes being forced on line due
to the Covid-19.
Goal 2: To adequately prepare students for NCCER certification exams that demonstrate a mastery of core competencies.
Outcome Related to Goal 2: Students will earn NCCER Electrical Level I credentials.
Outcome Not Met. Students were prevented from completing all Performance reviews due to classes being forced on line due
to the Covid-19.
Goal 3: Graduates will complete NC3 Meter certification.
Outcome Related to Goal 3: Students will earn NC3 Meter Certification.
Outcome Not Met. Students were prevented from completing all Performance reviews due to classes being forced on line due
to the Covid-19.
Analysis/Use of Results
NC3 PMI certification to be added Fall 2020 will be added in Fall 2020 to increase the number of credentials available to
students that enhance employability.
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Electronic Medical Records Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: Provide students with opportunities to earn recognized credentials.
Outcome Related to Goal 1: Program enrolled students will be certified in digital literacy.
Goal Met. One hundred percent of all EMR Program majors enrolled in ITE 115 scored at least 85% or higher on the Microsoft
Digital Literacy Certification exam.
Goal 2: Deliver instruction that adequately prepares students to implement critical thinking skills in Microsoft Office
applications.
Outcome Related to Goal 2: Students will demonstrate the use of critical thinking through projects assigned in ITE 115.
Goal Met. All EMR Career Studies Certificate majors scored at least 80% on all assigned critical thinking projects.
Analysis/Use of Results
Make use of alternative testing methods including the addition of timing restrictions and redesign multiple choice questions as measures of success to accommodate changes in response to COVID-19.
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Emergency Medical Technician Intermediate Career Studies Certificate
The assessment for this career studies certificate is included in the Emergency Medical Services Associate of Applied Science
assessment. This is possible through stackable credentialing and shared coursework.
Geographic Information Systems Career Studies Certificate
This program had no enrollment for the 2019-20 academic year and is on hold pending review.
Guide Essentials Career Studies Certificate
The assessment for this career studies certificate is included in the Outdoor Recreation career studies certificate assessment.
This is possible through stackable credentialing and shared coursework.
Healthcare Technician Career Studies Certificate
The assessment for this career studies certificate was not completed this year because there is no fulltime faculty coordinator.
Assessment will be completed in the 2020-21 Academic Year.
Heating, Ventilation and Air Conditioning Career Studies Certificate
The assessment for this career studies certificate is included in the HVAC certificate assessment. This is possible through
stackable credentialing and shared coursework.
Industrial Maintenance Career Studies Certificate
The assessment for this career studies certificate is included in the Electrical/Electronics Associate of Applied Science assessment. This is possible through stackable credentialing and shared coursework.
Insurance Career Studies Certificate
The assessment for this career studies certificate is included in the Insurance Specialization in the Accounting Associate of Applied Science assessment. This is possible through stackable credentialing and shared coursework.
Intermediate to Paramedic Career Studies Certificate
The assessment for this career studies certificate is included in the Emergency Medical Services Associate of Applied Science
assessment. This is possible through stackable credentialing and shared coursework.
Management Specialist Career Studies Certificate
The assessment for this career studies certificate is included in the Management Associate of Applied Science assessment.
This is possible through stackable credentialing and shared coursework.
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Manufacturing Fabrication Career Studies Certificate
The assessment for this career studies certificate is included in the Welding Diploma assessment. This is possible through stackable credentialing and shared coursework.
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Mechatronics Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: To graduate students who demonstrate the abilities needed for employment in the automated advanced
manufacturing job market.
Outcome Related to Goal 1: Students will demonstrate good problem solving and critical thinking skills needed for
employment.
Pending Results.
Goal 2: To prepare students for industry related certification exams that demonstrate core competencies in the workforce.
Outcome Related to Goal 2: Students earn their Career Readiness Certificate.
Goal Not Met. Due to COVID-19 students were unable to take this exam.
Goal 3: To improve the online presence and availability of course offerings.
Outcome Related to Goal 3: Increase utilization of Canvas by Mechatronics students.
Goal Met. The average number of page views exceeded the one view per week in the following: MEC 155-average views per
student=12; MEC 165-average views by student=7.
Analysis/Use of Results
Additional testing and certifications are under evaluation to ensure that students will still be able to get industry certifications
if a pandemic alters course offerings in the future. Both of the courses monitored in goal 3 above were completed before
COVID-19, but adding an online presence to these courses could greatly enhance future offerings. The faculty also noticed that
adding occasional CANVAS quizzes during in person classes really started getting students to pay closer attention to CANVAS
at all times.
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Medical Coding Career Studies Certificate
The program assessment for this career studies certificate will be completed in the next assessment cycle.
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Network Administration Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: Students will develop the skills to install, monitor, and troubleshoot Microsoft network infrastructure.
Outcome Related to Goal 1: Students will demonstrate skills and knowledge to manage a Microsoft network infrastructure through successful lab bundle scores in ITN 112.
Goal Met. Students exceeded the 70% benchmark by 12%.
Goal 2: Students will develop the skills to maintain and optimize local area networks.
Outcome Related to Goal 2: : Students will demonstrate skills and knowledge to deploy, configure, and manage Microsoft
Windows Server 2012 by at least a 70 on the final exam in ITN 111.
Goal Met. Students exceeded the 70% pass rate by 22%.
Goal 3: Students will develop the skills to manage Microsoft Active Directory replication and services.
Outcome Related to Goal 3: Students will demonstrate their knowledge of the advantages and disadvantages of server operating systems with Windows Server 2012 R2 through successful completion of a research project in ITN 113. Goal Met. Measurement of this goal was based on the pass rate for the final research project in ITN 113. Faculty set the
benchmark at a 70% pass rate. Findings indicated that students exceeded the benchmark by 18%.
Analysis/Use of Results
During the 2020-2021 AY, ITN 101: Introduction to Networking Concepts will be included into the goals and outcomes for the
program. This course is taught with the CompTIA Network+ certification as the structure for the course and is taught during
Fall and Spring semesters.
Long-term findings for Spring 2020 indicate that students have results that were an improvement from the previous year. The
previous year success rate was below the standard chosen. This year the success rate was improved by new techniques in
teaching of the courses.
The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being
assessed were taught online. Students in those classes were not as affected as the students in the in-class courses. The
challenge with the change in structure is the development of computer access other than campus access. The most students
in the courses were able to overcome the difficulties with Internet access to succeed in the courses.
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Oracle Specialist Career Studies Certificate
This program had no enrollment for the 2019-20 academic year and is on hold pending review.
Outdoor Interpretation and Education Career Studies Certificate
The assessment for this career studies certificate is included in the Outdoor Recreation Career Studies Certificate assessment. This is possible through stackable credentialing and shared coursework.
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Outdoor Recreation Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: Goal 1: Students will develop the skills to integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment. Outcome Related to Goal 1: Students will receive Leave No Trace (LNT) Trainers certification. Goal Met. One hundred percent of students who sat for the LNT certification received it. Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries.
Outcome Related to Goal 2: Students will be given scenarios on wilderness excursions to explore leadership techniques
during the capstone course.
Goal Met. Students who turned in the term paper in RPK 141 had a 100% pass rate. Goal 3: Students will develop the skills to demonstrate best practices, skills, and abilities that apply to Guide Essentials and Interpretation & Education. Outcome Related to Goal 3: Students will be given scenarios on wilderness excursions to explore interpretation techniques as part of a project in RPK 125. Goal Met. RPK 125 had 100% pass rate of students in the course.
Analysis/Use of Results
Short-term findings for Fall 2019 indicate that, so far, student pass rates have exceeded indicated success standards. Long-
term findings for Spring 2020 are absent due to change of semester offerings. Additional projects will be added to other
classes to measure more short and long term objectives.
The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being
assessed were taught online or were finished before the change in structure. Students in those classes were not as affected
as the students in the in-class courses. Those courses for the program were easily transferred to online courses due to the
assignments, exams, and lectures were already setup for the course as a hybrid course. The additional lecture and handout
material helped with the teaching of the modified courses. The courses affected by the structure change were the internships
due to the host locations being closed for the stay at home order. Courses will need to be modified to online only for the
2020-2021 year.
Program provided training to certify instructor so students can obtain national certification, thus improving the credibility of
the program. The BEIT Dean and Vice President of Academic and Student Services will support this plan; grant funds will be
allocated for this purpose.
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Paraoptometric Career Studies Certificate
No program assessment was completed due to the cyclic nature of the program. No students are currently enrolled.
Pharmacy Technician Career Studies Certificate
The program assessment for this career studies certificate will be completed in the next assessment cycle.
Phlebotomy Career Studies Certificate
The program assessment for this career studies certificate will be completed in the next assessment cycle.
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Precision Machining Career Studies Certificate
Goals, Outcomes and Analysis
Goal 1: To prepare students to earn nationally recognized certifications to demonstrate to employers their knowledge of basic job functions and demonstrate basic skills typical of industry employees. Outcome Related to Goal 1: A) Students will have basic machining skills and jobs skills as evidenced by earning a NIMS and NC3 credential. B) Students will have basic CNC skills as evidenced by earning a related NC3 Credential. C) Students will earn nationally recognized credentials. Goal Not Met. A) Only 34% of students earned both of the above referenced credentials. This did not meet the 70% threshold set by faculty. C) Only 34% of students earned the benchmark of three credentials. Most of the testing was to have taken place during the time period of the COVID-19 quarantine. Goal Met. B) 100% earned a related NC3 Credential. Goal 2: To facilitate students to demonstrate communication and work ready skills. Outcome Related to Goal 2: Students will have basic communication skills as evidenced by attainment of the Career Readiness Certificate. Goal Not Met. Due to the COVID-19 quarantine, the test was not administered. Analysis/Use of Results To increase awareness and number of credentials earned SWCC will increase advisement efforts on the importance of earning of additional credits. The faculty will continue to expand and build relations with local employers to actively participate in the program by serving on advisory committees, guest lecturing, conducting mock interviews, and being active reviewers in the NIMS certification process. To increase the students skill level and success rate on the hands-on portion of the certification test, the faculty will schedule additional lab time, provide a mechanism for remediation/tutoring on difficult to understand concepts and practices, and work with each student.
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Pre-Engineering Career Studies Certificate
The assessment for this career studies certificate is included in the Engineering Associate of Arts and Sciences assessment.
This is possible through shared coursework.
Renewable Energy and Energy Efficiency Career Studies Certificate
No students were in the program and, as a result, an assessment was not completed. The program was on hold for AY 19-20.
RN to Paramedic Bridge Career Studies Certificate
This program is now a non-credit offering and no longer a part of academic program assessment. When offered for credit the assessment for this career studies certificate is included in the Emergency Medical Services Associate of Applied Science assessment.
Semi-Automated Welding Career Studies Certificate
The assessment for this career studies certificate is included in the Welding Certificate assessment. This is possible through
stackable credentialing and shared coursework.
Software Development Career Studies Certificate
The assessment for this career studies certificate is included in the Information Systems Technology Associate of Applied
Science assessment. This is possible through stackable credentialing and shared coursework.
Welding Career Studies Certificate
The assessment for this career studies certificate is included in the Welding Certificate assessment. This is possible through
stackable credentialing and shared coursework.
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APPENDIX A
Assessment Forms by Award
-------------------------------------------------------------------------------------------------------------------------------------------------
Associate of Arts and Sciences
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Business Administration AA&S Margaret Dye [email protected] 2019-2020
Program Mission Statement
The mission of the Business Administration Program is to provide quality curriculum and instruction which prepares students for transfer into business
programs at four-year colleges and universities.
Program Goals
Goal 1: To provide business transfer students with general education knowledge, skills, and values needed for success at four-year institutions.
Goal 2: To improve students’ skills in fundamental business concepts required for successful employment in business and industry.
Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
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Goal 1: Students will
demonstrate competency
in communication, critical
thinking, cultural and
social understanding,
information literacy,
personal development,
quantitative reasoning,
and scientific reasoning.
Goal 1: Use the General
Studies Assessment Test
(GSAT) to evaluate and
compare levels of academic
achievement for graduating
students in general
education transfer
programs (Engineering,
Science, Education, General
Studies) to Business
Administration majors.
Goal 1: Average scores for
Business Administration
majors on the GSAT will be
within five percentage
points of average score for
General Studies majors.
Goal 1: For 2017-2020, GSAT pre-test average raw
score for transfer majors (excluding Business
Administration) was 22 (average percentage 44%
average). Breakdown is as follows:
Humanities/Social Science average raw score 10
(50% average), Natural Science average raw score 7
(47% average), and Mathematics average raw score
6 (40% average). For Business Administration
majors, the average raw score for the pretest was
23 (46%). Breakdown of sections: Humanities/Social
Science average raw score was 10 (50% average),
Natural Science raw score was 6 (40% average), and
Mathematics raw score was 6 (40% average). For
the post-test for transfer majors (excluding Business
Administration majors), the total average raw score
was 30 (60% average). Breakdown:
Humanities/Social Science average raw score 13
(65%), Natural Science average raw score 9 (60%),
and Mathematics average raw score 9 (average 6%).
Because this was a voluntary test, students were not
required to take the pre- or post-test. No Business
Administration majors completed the post-test for
2018-2020. Pre-test scores show the Business Administration majors begin their program of study
at the same level as students in other transfer
programs.
Goal 1: These results show
that Business Administration
transfer students are
beginning their program at
relatively the same level as
other transfer students.
Going forward, the Business
Administration program
head will reach out to
Business Administration
students for participation in
the post-test, giving
comparison data for all
transfer programs.
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Goal 2: Students will
demonstrate basic
accounting concepts
covering the accounting
cycle.
Goal 2: Comprehensive
accounting cycle problem
given to the ACC 211
students at the end of the
fall semester and to the
ACC 212 students at the
end of the spring semester.
Goal 2: 85% of the
students will complete the
comprehensive accounting
cycle problem with a grade
of “C” or better.
Goal 2: For Fall 2019, a new textbook and
software was introduced to the students
which utilized “check work” options and
multiple attempts so the students could
learn from their mistakes. The software gave
instant feedback to help with the next
attempt. Each attempt gave a new set of
data to use. While the use of the software
helped students to practice accounting
concepts, the added attempts and “check
work” options caused students to rely too
heavily on extra attempts instead of
understanding the accounting concepts
needed to complete an accounting cycle. For
Fall 2019/Spring 2020, 58.6% (17 of 29
students) completed the automated
accounting cycle problem with a grade of “C”
or better. For comparison of methods: Fall
2018/Spring 2019, an Excel accounting cycle
problem was given, with 64% passing with a
C or better. Fall 2017/Spring 2018, a
paper/pencil accounting cycle problem was
given, with 75% of the students making a C
or better. Spring 2020 accounting cycle
problem wasn’t given to ACC 212 students
due to COVID-19. Classes were halted for an
extra week after spring break, resulting in
one week of work being cut off of the
regular semester. To cover all necessary
objectives in ACC 212, the accounting cycle
problem was not given to the students.
Results from the past four years have shown
that manual accounting (paper/pencil) is the
most effective way to teach basic accounting
concepts.
Goal 2: For Fall 2020,
software will still be utilized
for practice within the
course, giving students
instant feedback on exercises
within the chapters.
Instructor will utilize more
hands-on (paper/pencil)
accounting assignments to
reinforce basic accounting
concepts. With the transition
in spring 202 mid-semester
to completely online
teaching due to COVID-19,
Zoom will be implemented in
the Fall 2020 accounting
classes as a tool for tutoring
and lectures.
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Goal 3: Students will
demonstrate use of
advanced excel formulas
needed for businesses.
Goal 3: Use an advanced-
formula excel problem
given to the ACC 212
students at the end of the
spring semester.
Goal 3: 85% of the
students will complete the
advanced-formula excel
problem with a grade of
“C” or better.
Goal 3: Due to COVID-19, spring break was
extended one week with instructions that no
work be assigned to students during that
time. One week of work was taken away in
order to rearrange the remaining weeks of
class to cover all objectives needed for
transfer. The advanced Excel problem was
not given during the spring semester.
Goal 3: The advanced Excel
assignment will be
embedded as a regular
assignment during the Fall
2020/Spring 2021 semesters
in both ACC 211 and ACC
212.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Goal 1 could not be completed due to having no Business Administration post-testing completed. Program head will reach out to these students in the
spring semesters beginning Spring 2021 to have post-testing completed by the end of the semester. The findings for Goal 2 above (accounting cycle
problem) will result in a slight change in teaching more paper/pencil accounting, incorporating the textbook software as a practice/instant feedback option
for learning.
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Southwest Virginia Community College
Program Assessment
2019-2020 Division Program Coordinator Email Beginning Term Ending Term
BEIT Outdoor Leadership Michael Brown [email protected] Fall 2019 Spring 2020
Mission
The Outdoor Leadership program at Southwest Virginia Community College provides training to develop a workforce for the outdoor recreation industry and to stimulate economic development. The programs are a
unique blend of entrepreneurship, tourism, and recreation. The training received through the courses will emphasize job preparation for local and regional employers; not just producing recreational activity participants.
The program achievers will be instructors, guides, and/or entrepreneurs (holding nationally recognized certification credentials) that have extensive knowledge of the outdoor recreation industry, activities, and risk
management. They will work for retail businesses, outfitters, local/state/national parks, tourism/economic development, and non-profits, or transfer to a four-year institution. They will be entrepreneurs opening up
businesses to support outdoor recreation initiatives, infrastructure and natural resources, developed and enhanced through various initiatives underway in Southwest Virginia.
Annual Program Goals
Goal 1: Students will develop the skills to integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment.
Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries.
Goal 3: Students will develop the skills to demonstrate best practices, skills, and abilities that apply to Guide Essentials and Interpretation & Education.
Outcomes Assessment
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will receive Leave No Trace (LNT)
Trainers certification.
_____________________
Goal 2: Students will be given scenarios on wilderness
excursions to explore leadership techniques. _____________________ Goal 3: Students will be given scenarios on wilderness
excursions to explore interpretation techniques.
Goal 1: LNT Trainer
certification
________________
Goal 2: Recreation and
Parks course RPK 141 capstone projects on leadership techniques.
________________
Goal 3: Recreation and
Parks course RPK125
projects on interpretation
techniques.
Goal 1: 70% pass rate
(Fall 2019)
_______________
Goal 2: 70% pass rate
(Fall 2019) _______________ Goal 3: 70% pass rate
(Spring 2020)
Goal 1: LNT Trainer
certification had 100% pass
rate in Fall 2019.
_________
Goal 2: RPK 141 had 100% pass rate of students turning term paper as part of
capstone.
_________
Goal 3: RPK 125 had 100%
pass rate of students in the
course.
Goal 1: Keep Format given by American
Red Cross and Leave No Trace Center of
Outdoor Ethics.
_____
Goal 2: Keep format of capstone projects. All students turned in project and passed with 80% or better. Look for ways to
increase grades of student work with
new techniques of instruction.
_____
Goal 3: Keep format of National
Association for Interpretation with
certified instructor.
Analysis/Use of Results
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Comments: Short-term findings for Fall 2019 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2020 are absent due to change of
semester offerings. Additional projects will be added to other classes to measure more short and long term objectives.
The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being assessed were taught online or were finished before the
change in structure. Students in those classes were not as affected as the students in the in-class courses. Those courses for the program were easily transferred to online courses due
to the assignments, exams, and lectures were already setup for the course as a hybrid course. The additional lecture and handout material helped with the teaching of the modified
courses. Courses will need to be modified to online only for the 2020-2021 year.
Program provided training to certify instructor so students can obtain national certification, thus improving the credibility of the program. The BEIT Dean and Vice President of
Academic and Student Services will support this plan; grant funds will be allocated for this purpose.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
HTHMNSS Education, Pre-Teacher
Education
Kimberly Austin [email protected] 2019-2020
Program Mission Statement
The Associate of Arts and Sciences degree program in Education provides its students with the academic skills required to transfer to a four-year college or university and to be accepted into a Teacher Education Program. The AA&S degree program in education will also provide the historical and philosophical foundations necessary for those entering the profession of teaching.
Program Goals
Goal 1: Education students will complete a 40 hours observation in a public school setting.
Goal 2: AAS in Education students will become familiar with all facets of a K-12 classroom.
Goal 3: The AAS in Education program graduates will transfer successful to a 4 year partner institution.
Goal 4: Articulation agreements and/or transfer agreements will be in place for SWCC students upon completion of AAS in Education.
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will successfully complete an observation experience
Reflection Journal rubric and supporting teacher evaluation
Students will score 90% or better on reflection rubric and teacher evaluation
Covid-19 disrupted the
observation experience for
many students in EDU 200. 70%
of students were able to
complete the observation hours.
The other students were
provided with alternate
observation assignments
utilizing technology. This
included a variety of videos for
reflection and online modules.
Continue to expand our
capability to provide
observation experiences
utilizing technology.
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Goal 2: Students will become familiar with all facets of a K-12 classroom (observed by student)
Field Placement Journal EDU 200
1.
The journal must show description and analysis of instruction, classroom management, curriculum, technology, accommodations, and administration. For program assessment purposes, each journal will be rated as acceptable/unacceptable using the Field Placement Rubric. At least 90% of the journals being rated as acceptable would indicate success on this measure
Students completed an
observation journal with 90%
success.
No needed change. Continue
to use journals as assessment
tool.
Goal 3: Students will transfer after graduating and continue their education to obtain a VA Teaching License
Exit survey completed by all education graduates
90% of students indicate their transfer institution
This data has not been gathered
as a result of Covid-19. Many
students are unsure about
transfer and college opening for
the fall. Will update later in the
summer.
Goal 4: Articulation agreements and/or transfer agreements will be in place for SWCC students upon completion of AAS in Education
Faculty are working with the
Transfer Virginia Workgroup
pertaining to this assessment
goal.
Analysis/Use of Results
Comments Our current assessment on the course level are productive and give an adequate measure of student knowledge of outcomes for EDU 200. The
work of Transfer Virginia has been halted as a result of Covid-19, but once continued, will provide additional articulation/transfer opportunities for EDU
students (Goals 3 & 4)
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
BEIT Engineering and Software Engineering
Specialization; Pre-Engineering CSC
Brian Hale [email protected] 2019-2020
Program Mission Statement
The mission of the Associate of Arts and Sciences in Engineering Program is to provide an education that is equivalent or superior to what the student would receive during their first two years of engineering study at a four-year engineering program. Additionally, the program seeks to provide a holistic education to prepare students to become well-rounded professionals in an ever-evolving workplace.
Program Goals
Goal 1 Identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
Goal 2 Apply the engineering design process to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, ethical, and economic factors. Goal 3 Function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan
tasks, and meet objectives.
Assessment Categories
Outco
me
Sought
Measures Success Standard Findings Action Plans
1. Determine effect
of switching
instruction from a
hybrid model to
all online
learning.
2. Students are
considering
aspects to
design decisions
1. Compare exam scores on problems pre-quarantine (hybrid instruction model) to those during quarantine (all online model) and normalize the data using the last three year’s scores average on common Mechanics of Materials (EGR 246) exam.
2. Survey freshmen design project preliminary designs for references to public health, safety, and welfare, as well as global, cultural, social,
1. No more than 10 point
difference in averages on
content before the
quarantine period and
after.
2. All students will reference
more than one aspect of
design from the categories
of
a.) public
1. The difference in scores
from the average of the last
three years on a problem
per problem basis is 3.6 on
problems related to
content covered before the
quarantine i.e. traditional
instruction. On average,
difference on problems
related to content after the
switch to all online
1. There is a drop in performance moving from a hybrid model of instruction to an all-online format. However, the performance difference was within acceptable levels. 2. Despite references in lecture to additional design considerations students still focus too solely on performance when selecting
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in addition to
performance
when evaluating
designs.
3. Determine if
students are
becoming more
participatory
including
exemplifying
qualities of
leadership,
collaboration
and inclusion.
environmental, ethical, and economic factors. Students were not instructed to specifically take into account each of these categories.
3. Request students evaluate themselves and their peers in their group design projects in the Engineering Graphics design project. Students are also encouraged to submit additional comments related to group integration.
health, safety,
and welfare, b.)
global, cultural,
social,
c.)
environmen
tal and
ethical, d.)
economic
factors.
3. No students should
evaluate themselves or
their peers as doing more
than 150% or less than 50%
of their expected
participation percentage.
Each group organically
identifies a leader and
groups report breakdown
due to personality
differences.
instruction due to the
quarantine period is 5.7
showing little to no
difference in performance
on outcomes.
2. Seven of twenty-one
students (33.3%)
reference multiple design
considerations. The
weakest area was in
environmental and ethical
with only five references.
3. In 2017 and 2018 there no
students working
excessively less or more
than their peers. In 2019
two students worked less
than expected. In 2020,
two students worked less
than expected and two
students worked more
than expected. In 2020,
student comments were
read and all student groups
reported a leader while
none reported issues with
interaction beyond
participation issues.
designs. Additional coverage is needed in this area. 3. The trend is for more students to over or under participate. An earlier evaluation and intervention is needed to ensure everyone is involved.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Outcome 1: Within second year engineering courses, instruction should be completed in as a traditional format as possible, however, learning outcomes can still be met in an emergency or other similar situation. Outcome 2: Students are instructed to explicitly take into account the additional design considerations when moved from individual to group design phase. A decision matrix is introduced at that time. Introducing decision matrices with these considerations earlier could address this issue. Outcome 3: It should be noted though, other than the two students in 2020 that under participated, did not participate at all. This could be due to the move online due to the COVID-19 quarantine.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
Humanities/Social Science General Studies, Liberal Arts
Specialization and General
Education Certificate
Hannah Hensley [email protected] 2019-2020
Program Mission Statement
The Associate of Arts and Sciences program in General Studies (Liberal Arts and the Gen Ed certificate) seeks to enable students to obtain the awareness,
knowledge, skills, and habits of mind, including critical thinking, necessary for success in higher education and in life as productive and responsible
participants in society.
In addition, the program is intended to ensure that program participants follow established pathways (i.e. courses generally accepted for transfer by
most four-year colleges and universities in a wide range of baccalaureate curricula). By requiring coursework within a set pathway of academic
disciplines, this program seeks to provide undecided and goal oriented transfer students with opportunities to develop the most commonly
acknowledged intellectual and interpersonal skills necessary for success in college.
The skills emphasized by core General Studies courses include communication, critical thinking, diverse cultural and social understanding, information
literacy, quantitative and scientific reasoning, and personal development.
A related objective of the General Studies program involves providing students with the opportunity to explore the academic and professional
opportunities offered by the college without requiring them to commit to a specific major if they find themselves ill prepared to do so.
Because requirements are selected from fundamental courses common to a number of disciplines, the General Studies student may attain most, if not
all, of the introductory coursework needed for the first two years of the typical baccalaureate degree without committing to a major.
This does not discount the fact the General Studies is often the best path for those who do have clear transfer plans in place. For either student, those
who have clear plans and those who do not, General Studies will offer a multidisciplinary approach that delivers the necessary skills for a well-rounded
education in a plethora of fields.
Program Goals
Goal 1: In conjunction with the Student Success Division, faculty members within the General Studies arena will continue to work in partnership with College Success Coaches to establish successful Success Coach/Faculty Mentor teams to effectively guide students through their college experience.
Goal 2: To continue developing a plan for an upcoming pilot designed to integrate developmental English needs with co-requisite enrollment in College level English courses so students in all programs in which College English is required can be successful and complete on time without using extra credits for developmental needs.
Goal 3: To incorporate the use of grading rubrics among faculty to ensure timely, clear, and useful feedback and guidance for students.
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Goal 4: To develop an Appalachian History course within the History division in order to provide students with a thorough history and appreciation of our local region.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1 – In conjunction with the Student Success Division, faculty members within the General Studies arena will work in partnership with College Success Coaches to establish successful Success Coach/Faculty Mentor teams to effectively guide students through their college experience.
Initially, because this is a brand new approach, success will be measured indirectly based upon retention and completion numbers. Directly, success will be measured via a new program called Navigate which will be available to faculty in Spring 2020. Navigate is a tool in which faculty advisors and success coaches all have access to a common student. Documentation is required within the program, and a student can be followed in a step-by-step process no matter the issue being addressed. Both the faculty member and the coach will be aware of the issue and will work in tandem on behalf of the student. So, initially, report tracking with resolution will provide direct measure.
Initial direct measure success will come from faculty engagement in the new advising process. The Student Success Division will be tracking each interaction and will report as to faculty engagement. 60% faculty participation will be the beginning success standard. Indirectly, we seek to see improvement in baseline retention most recently reported at 54.8% for first-time, fulltime students. Two year completion rates baseline at 33% and three year completion rates baseline at 35%
Beginning with its launch on
January 9th, faculty utilized the
Navigate tool to collaborate
with Student Success Advisors
on student support and
retention. 62% of the faculty
teaching General Studies
courses utilized the Early Alert
system in Navigate at least
once. Assessment on baseline
retention cannot be
completed with accuracy for
this year due to the COVID-19
pandemic forcing all classes
online during the spring
semester.
Increase faculty utilization of
Navigate and collaboration
with the Student Success
Division.
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Goal 2. To develop a plan for an upcoming pilot designed to integrate developmental English needs with co-requisite enrollment in College level English courses students in all programs in which College English is required can be successful and complete on time without using extra credits for developmental needs.
The measure of success will be to identify a means of seamless integration of the developmental needs with the college level requirements.
The measure of success will be a broad agreement amongst full time faculty and a sampling of adjuncts as to the use of said means of integration.
The pilot designed and
launching in Fall 2020 includes
courses classified as EDE for
students who have remedial
English needs. EDE 10 is taken
as a preparatory course for
ENG 111. EDE 11 is taken as a
co-requisite with ENG 111 for
students who need additional
support. English faculty are
utilizing materials provided by
Hawkes in these courses to
help students achieve success
without further remediation.
To monitor the success and
persistence through college-
level English of students
enrolled in EDE courses
beginning in Fall 2020.
Goal 3: To incorporate the use of grading rubrics among faculty to ensure timely, clear, and useful feedback and guidance for students.
The measure of success will be that 75% of faculty will incorporate a grading rubric into at least one assignment for each class taught.
The measure of success will be that 75% of faculty have incorporated a grading rubric into at least one assignment for each class taught by the end of the Spring 2020 semester.
Due to COVID-19, assessment
on all of the General Studies
faculty was not completed.
However, the faculty in the
Humanities and Social
Sciences division were. 86% of
these faculty members utilize
grading rubrics on at least one
assignment per class.
To assess the remaining
General Studies faculty
beginning in Fall 2020.
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Goal 4: To develop an Appalachian History course within the History division in order to provide students with a thorough history and appreciation of our local region.
The measure of success will be that the History division will develop an Appalachian History course.
The measure of success will be that the History division will have developed an Appalachian History course ready to be launched in the Fall of 2020.
Appalachian History has been
developed and is being offered in
Fall 2020.
Implement the Appalachian
History course and monitor
growth into the
Appalachian Studies
program.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
Humanities and Social Sciences
General Studies-Fine Art Morgan Gilbert [email protected] 2019-2020
Program Mission Statement
The Associate of Arts and Sciences program in General Studies, Fine Arts Specialization, is a cohort-style degree program that focuses on skill development in art making, study and research in arts and culture, and community arts integration. It will provide a community-based arts outreach program that will include collaborations with local artists and arts organizations, and art events in local schools. In addition, the programs encapsulated here are all intended to ensure that program participants follow established pathways (i.e. courses generally accepted for transfer by most four-year colleges and universities in a wide range of baccalaureate curricula). By requiring coursework within a set pathway of academic disciplines, these programs seek to provide undecided and goal oriented transfer students with opportunities to develop the most commonly acknowledged intellectual and interpersonal skills necessary for success in college. The skills emphasized by core General Studies courses include communication, critical thinking, diverse cultural and social understanding, information literacy, quantitative and scientific reasoning, and personal development. A related objective of the General Studies program involves providing students with the opportunity to explore the academic and professional opportunities offered by the college without requiring them to commit to a specific major if they find themselves ill prepared to do so. Because requirements are selected from fundamental courses common to a number of disciplines, the General Studies student may attain most, if not all, of the introductory coursework needed for the first two years of the typical baccalaureate degree without committing to a major. This does not discount the fact the General Studies is often the best path for those who do have clear transfer plans in place. For either student, those who have clear plans and those who do not, General Studies will offer a multidisciplinary approach that delivers the necessary skills for a well-rounded education in a plethora of fields.
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Program Goals
Goal 1: A new degree completion plan will be created and implemented.
Goal 2: Development of Dance, Theater, Traditional Music, and Culinary programs through integration into the Fine Art program.
Goal 3: Students will engage in their community arts organizations and culture. Goal 4: Students will complete a community service project focused in the arts.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans A new degree completion plan will be created to reflect new cohort-style program.
New degree completion plan will be approved through the Curriculum & Instruction committee.
New degree completion plan will be approved and implemented for the 2019-2020 year.
New degree submitted to C&I, to be implemented in 2020-2021.
All current students prepared to use new degree plan and new students will begin with new degree plan.
Integration of Dance, Theater, Traditional Music and Culinary information into the Fine Art program.
Create workshops, guest speakers, and gallery showings.
Attendance of these events of at least 10 people per event.
Success in workshops, with better attendance than anticipated. Averaging 15-20 people per event.
Continue running workshops through Workforce, continue building “Living in SWVA” brand of lifestyle classes.
Students will become aware of the art and professional artists that are in the Southwest Virginia area.
Students will make visits to local art organizations and have guest speaker visits from local artists.
Students will complete an Appalachian Artist Profile with a minimum score of “C”.
This became very difficult in Spring 2020 with COVID-19 shutdown, turned to virtual visits and speakers, but with less engagement from students.
Hoping for more “in-person” opportunities 2020-2021. Otherwise, will have to make adjustments on how to complete these projects.
Students will actively engage in place-making for their community through a community service project.
Students will brainstorm, strategize, design, and complete a group project focused on place-making in their community.
Successful design, marketing, and completion of a community art project.
Our big place-making projects were put on hold with COVID-19. Many plans were made, but put on hold.
Hope to complete mural project, Paint Lick research project, and Visionaries gallery show in 2020-2021.
Analysis/Use of Results
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Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) New challenges await with hosting arts-based classes online due to COVID-19. Hands on classes such as ceramics and culinary arts seem impossible without the in-person aspect. Also, internships have been put on hold till Spring 2021. MAD camp to be hosted summer 2020, will see success of digital format. Dance program will be starting with full-time instructor Fall 2020. Strong potential with this program with community collaborations with area dance schools. Summer masterclasses and weekly zoom classes scheduled. Goal of beginning talks of Theater program with an anticipated 2021-2022 start date. Lots of potential for the non-credit classes, underneath the “Living in SWVA” brand. Hope to host at least 1 class per month in Visual Art, Dance, and Culinary with potential to build in Theater.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
Humanities General Studies-Music Joseph Trivette [email protected] 2019-2020
Program Mission Statement
The Southwest Virginia Community College Music Program is committed to teaching music as an artistic, academic, and professional discipline; to fostering, in a variety of ways and for diverse communities the creation, performance, study, teaching, and therapeutic use of music; and to contributing innovative musical leadership in the Southwest Virginia Community and beyond.
Program Goals
Goal 1-Students in the SWCC Music Program will read music and play piano by music notation by the end of their first semester as students in the program.
Goal 2- Concerts and other musical events of the highest quality will be presented for SWCC and the surrounding community to increase visibility of the program and allow students opportunities for public performance.
Goal 3- The program will establish an environment of providing arts and academic learning in new facility
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. Short Term Goal To have 75% of new students in the program reading music notation and playing by music notation on piano by the end of their first semester as students in the program.
1. Through the piano class experience, the instructor will teach students to read music notation using the Landmark Method and evaluate the progress of each student based on their performance at a piano recital exam at the end of the fall semester.
1. Ability to play assigned piano pieces while reading notated sheet music.
1. All students performed
pieces by the end of the
Fall semester reading
sheet music as observed
by the instructor.
1. Keep instructing
students to read music
and play piano using
the Landmark method.
Goal 2- to produce recordings of the National Anthem to be used at SWCC sporting events
2. recruit campus musicians and rehearse them to a standard of excellence on the National Anthem. Schedule recording session and produce quality recording
2. deliver several quality recordings of SWCC musicians to SWCC Athletics program for use at sporting events
2. In preparation for
making recordings,
many live performances
were presented at
athletic events. Due to
delay in equipment and
software delivery,
recordings were not
made before the Covid-
19 crisis
2.Continue rehearsing and performing solo and group presentations of the national anthem and plan to record as soon as it is possible.
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Goal 3- to establish an environment of providing arts and academic learning in new facility
3. organize and arrange learning materials, musical instruments, practice rooms, classroom and ensemble space as well as offices in a way that promotes learning and creativity
3. to be able to function efficiently in the new space to assist student and community musicians be successful
3. Much has been
accomplished toward
getting things put away
and organized. Many
classes and successful
rehearsals were
conducted in the new
space until the face-to-
face meetings were
suspended due to the
pandemic.
3.continue perpetual organization of all spaces, learning materials, printed music, and instruments. Search for ways to promote an environment of learning and fostering musicianship amongst students and community members
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
Humanities/Social Science General Studies (PSY) Amanda Ellis-O’Quinn [email protected] 2019-2020
Program Mission Statement
The Associate of Arts and Sciences program in General Studies, Psychology specialization, seeks to enable students to obtain the awareness, knowledge, skills,
and habits of mind, necessary for success in higher education while preparing them to be productive and responsible contributors of society. Curriculum aims to
promote critical thinking, communication, cultural and social diversity, information literacy, quantitative and scientific reasoning, and personal development.
A related objective of the General Studies program involves providing students with the opportunity to explore the academic and professional opportunities
offered by the college without requiring them to commit to a specific major if they find themselves ill prepared to do so.
Because requirements are selected from fundamental courses common to a number of disciplines, the General Studies student may attain most, if not all, of the
introductory coursework needed for the first two years of the typical baccalaureate degree without committing to a major.
This does not discount the fact the General Studies is often the best path for those who do have clear transfer plans in place. For either student, those who have
clear plans and those who do not, General Studies will offer a multidisciplinary approach that delivers the necessary skills for a well-rounded education in a
plethora of fields.
Program Goals
Goal 1: To provide all students with career exploration opportunities in the mental health field.
Goal 2: To expose all students enrolled in psychology courses to research in the field of psychology that they find personally relevant.
Goal 3: To integrate the APA writing style in all psychology courses.
Goal 4: To engage all psychology students through service-learning.
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Assessment Categories
Outcome Sought Measures Success Standard Findings Action
Plans Goal 1: To provide all psychology
students with career exploration
opportunities in the mental health
field.
Psychology courses will
include course material that
will expose students to the
different career opportunities
in mental health. Interactions
with mental health
professionals will take place in
the classroom through guest
speakers and interactive
technology.
Students will complete psychology
courses with an understanding of
the diverse career opportunities
available in mental health and the
credentials required for
employment.
Guest speakers from various
mental health specialties were
incorporated into lectures, when
appropriate. Although some
interactions were face-to-face (5
guest speakers), technology
provided learners with
interactions, at a distance (6 guest
speakers). Through the semester,
lecture material addressed the
diverse career opportunities
available in mental health and the
credentials required for
employment. A total of 136
students were addressed by
speakers in the fall and 97
students in the spring.
Identify additional
mental health
specialist that are
accessible utilizing
technology to
further expose
learners to different
career
opportunities.
Utilize Canvas Studio
to capture
interactions for
future use.
Goal 2: To expose all students
enrolled in a psychology course to
research in the field of psychology
that they find
personally relevant.
Psychology courses will
expose students to scholarly
research in the field of
psychology through an
assignment that integrates
resources and instruction
from the SWCC library.
Student will know how to access
scholarly databases and search for
academic journals. Students will
be able to comprehend a scholarly
article that they find personally
relevant and identify personal
implications.
After receiving instruction from
the SWCC library, 225 students
successfully identified scholarly
research in the field of psychology
and comprehended the findings
so they could answer six critical
thinking questions.
In junction with the
SWCC library, create
resources that can
be accessed virtually
to provide the same
level of instruction
and exposure to
scholarly research.
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Goal 3: To integrate the APA writing
style in all psychology courses.
Each psychology course will
include an assignment that
will have mandatory APA
elements.
Psychology students will have an
understanding of the APA style
and through an assignment, utilize
techniques of APA style.
A total of 233 students were given
examples of the APA writing style
and followed those examples to
use APA style to complete
assignments. Assignment rubrics
included measures for using APA
style and corrective feedback was
provided to 218 students to help
them understand mistakes.
To further expose
students to the APA
writing style,
students will use the
peer review tool in
Canvas to review
their classmates’
submissions and
provide feedback on
the application of
the APA writing
style. Goal 4: To engage all psychology
students through service learning.
Psychology students will have
the opportunity to apply
concepts from the classroom
through service learning by
participating in the
institution’s campus-wide day
of service.
Psychology students will actively
participate in the Eagle Project
Day of Service and provide
reflection on the experience
afterwards.
A total of 233 students were given
the opportunity to engage in
community service through the
fall and spring Eagle Project Day of
Service as class time was used for
service. A total of 213 students
participated in service learning
that was specific to psychology
courses (Operation Christmas
Child and Seussapooloza at Cedar
Bluff Elementary). A total of 405
children were impacted by service
at Cedar Bluff Elementary and 28
shoe boxes were packed for
Operation Christmas Child.
Students then completed a
reflection assignment that
allowed them to synthesize their
service experience with course
content.
Virtual and
independent service
learning
opportunities will be
explored to identify
ways service
learning can be
utilized in a virtual
format.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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-Based on the changes of the classroom environment due to COVID-19, all assignments will be restructured so that they can be completed in a virtual
platform.
-To create engagement opportunities for learners, all lecture material will be recorded using Canvas Studio and available for download for learners who have
challenges with high speed internet accessibility.
-Continue to build on goals for 2019-20, ensuring that goals are all attainable in a virtual platform.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
HTHMNSS Science Annette Lockhart [email protected] 2019-2020
Program Mission Statement
The mission of the science degree program is to prepare students for successful transfer in the pursuit of an advanced degree in a science related field or a
degree in a health-related professional field by educating them in the concepts, knowledge, and skills of science and general education courses.
Program Goals
Goal 1 : To educate students in the proper scientific reporting of experimental data in Organic Chemistry II laboratory reports.
Goal 2: To show an improvement in test grades for College Chemistry I by administering chapter quizzes prior to a test.
Goal 3: To increase the enrollment by 10% in Introductory Biochemistry by enhanced course advertisement.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: To have students
demonstrate knowledge of the
proper scientific reporting of
laboratory data. Students will
show critical thinking skills in
interpreting and reporting the
data gathered in lab. Students
will be given an example of a
lab report which has been
prepared using the critical
thinking skills mentioned.
Students will be successful in
preparing a detailed, organized,
and data supported final lab
report.
To be completed Spring 2020.
Goal 1: Organic Chemistry II
laboratory students will
perform experiments in lab.
The students will submit
detailed lab reports based on
their findings. The students’
reports should be organized
with a complete data analysis.
Students will submit the lab
reports for grading purposes.
Goal 1: At least 75% of the
students will show mastery of
the concept. Students’ reports
will be graded to assess their
understanding of this concept.
The success standard will be
that 75% of the students will
show a satisfactory level of
knowledge on the experiment
and report.
100% of the Organic
Chemistry II laboratory
students showed mastery of
the concepts covered both in
the laboratory and the online
lab sections. The students
submitted reports and
worksheets for grading
purposes. The success
standard was exceeded in that
100% of the students showed
a satisfactory level of
knowledge on the
experiments performed, lab
reports submitted, and
worksheets prepared and
submitted.
This measure will be used on
future Organic Chemistry II
laboratory classes.
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Goal 2: To show an
improvement in test grades by
administering chapter quizzes
prior to tests. Once a chapter is
covered in class, students are
eligible to take the respective
chapter quiz. A chapter quiz
will be a condensed version of
the material that is to be known
for the test. By seeing the
material in lecture and on a
quiz, this could help students
enhance their knowledge and
understanding of the subject
area.
To be completed Spring 2020.
Goal 2: College Chemistry I
lecture students will complete
chapter quizzes after the
material has been covered in
the classroom. The students
may use resources (i.e. notes,
textbook) to assist in
completing the quiz. It is the
goal of the quiz to help the
students enhance their
knowledge of the subject.
Quiz grades will be reported
and included in the final
course grade.
Goal 2: At least 50% of the
students will improve their test
grades and overall course
grade by the addition of
quizzes. The success standard
will be that 50% of current
students improve their grades
as compared to previous
classes that did not have
quizzes in this course.
100% of the students in the
College Chemistry I course
completed the chapter
quizzes. The students scored
a B or higher on their total
quiz grade. The total quiz
grade was weighted 15% of
the course grade. The overall
course grades were improved
as compared to previous
classes by the addition of the
quizzes by at least a letter
grade.
College Chemistry I courses
will have chapter quizzes
administered.
Goal 3: Students and college
personnel will be made aware
of the Introductory
Biochemistry lecture and
laboratory offered during the
first Summer term at SWCC.
Advertisement of the course
will include flyers and possibly
social media announcements.
This process should increase
enrollment into this course.
To be completed Summer 2020.
Goal 3: The enrollment at
SWCC should increase due to
advertising for this course.
Goal 3: An increase of 10% in
this course when offered in
Summer, term 1, of 2020.
The enrollment for
Introductory Biochemistry
lecture and laboratory has
increased by greater than 10%
from Summer 2019, term 1 to
Summer 2020, term 1. The
course has been advertised in
the Chemistry and Biology
classes offered during the Fall
and Spring semesters. Also,
student contact regarding the
class has increased from
outside of the immediate
area.
The Introductory Biochemistry
lecture and laboratory courses
will continue to be advertised
both internally at the college
and promoted outside of the
service region.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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Southwest Virginia Community College
Program Assessment
2019-2020 Division Program Coordinator Email Beginning Term Ending Term
MSHT Science Specialization Science Pre-Med G. Householder [email protected] Fall 2019 Spring 2020
Mission
The mission of the SWCC Science Pre-medical specialization is to provide basic science and liberal arts courses that strengthen students in their
preparation for transfer to four-year colleges or professional schools and the educational background to succeed in those institutions. The program
advances students' knowledge of careers in the medical field and the requirements needed as well as alternative educational plans.
Annual Program Goals
Goal 1: AA&S in Science Specialization Pre-Med students will transfer successfully to a four-year college or professional program
Goal 2: AA&S in Science Specialization Pre-Med students will identify and apply the steps of the scientific method and critically examine information and data to draw conclusions based on data collected in Bio 101
Goal 3: AA&S in Science Specialization Pre-Med students will demonstrate effective soft skills appropriate to medical professional readiness
Goal 4: AA&S in Science Specialization Pre-Med students will know career opportunities available in medical fields and associated fields
Outcomes Assessment
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will successfully complete Science Pre-Med program
and transfer to senior
institutions
1. National Clearing House
2. Self-report by
students
3. Faculty report
1. At least 90% of students will transfer
2. Unsuccessful students in
the program will be
advised in to other
programs at SWCC
1. Found 41% of students
transferred to 4-
year schools or
professional
schools
2. Found that 35%
of the science
pre-med
students
changed majors
1.Continuing monitoring student success in graduation rates; compare
number of students
advised to number
successfully graduating;
monitor students accepted
to colleges and
professional schools
2. Continue to assist
students and guide them to
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new advisors to assist
them, particularly allied
health advisors
Goal 2: Students will
demonstrate knowledge of
scientific method and draw
conclusions based on critical
examination of information
Local instrument
administered at
class entrance and
exit of
BIO 101
At least 80% of students
will meet expectations
No response due to Covid 19 Will continue to work on
this goal.
Goal 3: Students will
demonstrate soft skills and
appropriate communication
skills
1. Local instrument
used in SDV 101
2. Evaluation
completed by medical
professionals that
students shadow
1. At least 90% of
students will meet
expectations
2. At least 90% of students will meet
expectations by
medical professionals
1. 75% of students met
expectations
No findings due to Covid 19
1. Continue to work with
students in SDV 101
with communication
and soft skills Students will work in
groups for
presentations, shadow professionals and
professional etiquette
2. Will continue to work
on this goal.
Goal 4: Students will be
knowledgeable about career
opportunities available in health care
Local instrument
administered at
class entrance and exit of SDV 101
At least 80% of students
will know what career
opportunities are available to them and
alternative career
opportunities
70% of students were advised
and in each advisement
session, career options were discussed
Continue emphasis on
advising as many program
students as possible In SDV 101, students
researched specific careers,
listened to guest speakers
from specific occupations,
developed career plan
Analysis/Use of Results
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Comments:
Goal 1 Findings – 20% of the Fall 2019 students were academically unsuccessful and warrants a second look. All other findings were favorable and will
continue to the action plan.
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APPENDIX A
Assessment Forms by Award
-------------------------------------------------------------------------------------------------------------------------------------------------
Associate of Applied Science
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Accounting
AAS
Margaret Dye [email protected] 2019-2020
Program Mission Statement
The mission of the Accounting program at Southwest Virginia Community College is to provide quality curriculum and instruction which prepares students
for employment in accounting-related areas that meet the needs of business and industry and to provide professional development opportunities for life-
long learning.
Program Goals
Goal 1: To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry-level accounting positions.
Goal 2: To provide students with knowledge and skills in making ethical business decisions.
Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.
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Assessment Categories
Outcome
Sought
Measures Success Standard Findings Action Plans
Goal 1: Students will
demonstrate basic
accounting concepts
covering the
accounting cycle.
Goal 1:
Comprehensive
accounting cycle
problem given to the
ACC 212 students at
the end of the spring
semester.
Goal 1: 85% of the students will
complete the comprehensive
accounting cycle problem with a
grade of “C” or better.
Goal 1: For Fall 2019, a new textbook and
software was introduced to the students
which utilized “check work” options and
multiple attempts so the students could
learn from their mistakes. The software
gave instant feedback to help with the next
attempt. Each attempt gave a new set of
data to use. While the use of the software
helped students to practice accounting
concepts, the added attempts and “check
work” options caused students to rely too
heavily on extra attempts instead of
understanding the accounting concepts
needed to complete an accounting cycle.
For Fall 2019/Spring 2020, 58.6% (17 of 29
students) completed the automated Excel
accounting cycle problem with a grade of
“C” or better. For comparison of methods:
Fall 2018/Spring 2019, an Excel accounting
cycle problem was given, with 64% passing
with a C or better. Fall 2017/Spring 2018, a
paper/pencil accounting cycle problem was
given, with 75% of the students making a C
or better. Spring 2020 accounting cycle
problem wasn’t given to ACC 212 students
due to COVID-19. Classes were halted for
an extra week after spring break, resulting
in one week of work being cut off of the
regular semester. To cover all necessary
objectives in ACC 212, the accounting cycle
problem was not given to the students.
Results from the past four years have
shown that manual accounting
(paper/pencil) is the most effective way to
teach basic accounting concepts.
Goal 1: For Fall 2020, software
will still be utilized for practice
within the course, giving
students instant feedback on
exercises within the chapters.
Instructor will utilize more
hands-on (paper/pencil)
accounting assignments to
reinforce basic accounting
concepts. With the transition
in spring 202 mid-semester to
completely online teaching
due to COVID-19, Zoom will be
implemented in the Fall 2020
accounting classes as a tool for
tutoring and lectures.
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Goal 2: Students will
demonstrate
knowledge of
American Institute of
Certified Public
Accountants (AICPA)
Code of Professional
Conduct.
Goal 2: Test covering
the AICPA Code of
Professional Conduct.
Goal 2: 85% of the students ACC
212 students will complete the test
with a grade of “C” or better.
Goal 2: Due to COVID-19, spring break was
extended one week with instructions that
no work be assigned to students during
that time. One week of work was taken
away in order to rearrange the remaining
weeks of class to cover all objectives
needed for transfer. ACC 212 students
completed a small assignment pertaining
to AICPA in Chapter 1 of ACC 211 in the fall
2019 semester. The test covering AICPA
Professional Code of Conduct was not
administered during the spring semester.
Goal 2: AICPA Professional
Code of Conduct will be
embedded as a normal
assignment during the fall
2020 and spring 2021
semesters.
Goal 3: Students will
demonstrate use of
advanced excel
formulas needed for
businesses.
Goal 3: Use an
advanced-formula
excel problem given to
the ACC 212 students
at the end of the
spring semester.
Goal 3: 85% of the students will
complete the advanced-formula
excel problem with a grade of “C”
or better.
Goal 3: Due to COVID-19, spring break was
extended one week with instructions that
no work be assigned to students during
that time. One week of work was taken
away in order to rearrange the remaining
weeks of class to cover all objectives
needed for transfer. The advanced Excel
problem was not given during the spring
semester.
Goal 3: The advanced Excel
assignment will be embedded
as a regular assignment during
the Fall 2020/Spring 2021
semesters in both ACC 211 and
ACC 212.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
The findings for Goal 1 above (accounting cycle problem) will result in a slight change in teaching more paper/pencil accounting, incorporating the textbook
software as a practice/instant feedback option for learning. The testing for Goals 2 and 3 were not completed due to COVID-19 complications after spring
break. These assessment pieces will be incorporated into the online classes going forward.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Accounting Specialization-
Insurance and Insurance
CSC
CSC
Margaret Dye [email protected] 2019-2020
Program Mission Statement
The mission of the Insurance Career Studies Certificate is to provide quality curriculum and instruction which prepares students for employment in insurance-related
positions that meet the needs of business and industry and to provide professional development opportunities for life-long learning.
Program Goals
Goal 1: Students will complete a minimum of one available industry certification exam.
Goal 2: To improve students’ skills in fundamental business concepts for successful employment in the insurance industry.
Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.
Assessment Categories
Outcome
Sought
Measures Success Standard Findings Action Plans
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Goal 1: Students will
be familiar with
available insurance
industry certification
exams and
requirements for
testing.
Goal 1: Completion of
licensing exams in
insurance field by
graduation from the
insurance program.
Goal 1: At least 75% pass
rate on licensing exams
taken by graduation.
Goal 1: No students tested during fall 2019
semester. Due to COVID-19, all testing
facilities were closed after spring break in mid-
March. Due to this closure of schools,
colleges, and testing facilities, no certification
exams were administered and no data is
available for spring 2020.
Goal 1: Continue to promote insurance
certification exams in the program.
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Goal 2: Students will
demonstrate basic
accounting concepts, a
fundamental business
concept covering the
accounting cycle.
Goal 2: Comprehensive
accounting cycle problem
given to the ACC 212
students at the end of the
spring semester.
Goal 2: 85% of the
students will complete the
comprehensive accounting
cycle problem with a grade
of “C” or better.
Goal 2: For Fall 2019, a new textbook and
software was introduced to the students
which utilized “check work” options and
multiple attempts so the students could learn
from their mistakes. The software gave instant
feedback to help with the next attempt. Each
attempt gave a new set of data to use. While
the use of the software helped students to
practice accounting concepts, the added
attempts and “check work” options caused
students to rely too heavily on extra attempts
instead of understanding the accounting
concepts needed to complete an accounting
cycle. For Fall 2019/Spring 2020, 58.6% (17 of
29 students) completed the automated
accounting cycle problem with a grade of “C”
or better. For comparison of methods: Fall
2018/Spring 2019, an Excel accounting cycle
problem was given, with 64% passing with a C
or better. Fall 2017/Spring 2018, a
paper/pencil accounting cycle problem was
given, with 75% of the students making a C or
better. Spring 2020 accounting cycle problem
wasn’t given to ACC 212 students due to
COVID-19. Classes were halted for an extra
week after spring break, resulting in one week
of work being cut off of the regular semester.
To cover all necessary objectives in ACC 212,
the accounting cycle problem was not given to
the students. Results from the past four years
have shown that manual accounting
(paper/pencil) is the most effective way to
teach basic accounting concepts.
Goal 2: For Fall 2020, software will still
be utilized for practice within the course,
giving students instant feedback on
exercises within the chapters. Instructor
will utilize more hands-on (paper/pencil)
accounting assignments to reinforce
basic accounting concepts. With the
transition in spring 202 mid-semester to
completely online teaching due to
COVID-19, Zoom will be implemented in
the Fall 2020 accounting classes as a tool
for tutoring and lectures.
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Goal 3: Students will
demonstrate use of
advanced excel
formulas needed for
businesses.
Goal 3: Use an advanced-
formula excel problem
given to the ACC 212
students at the end of the
spring semester.
Goal 3: 85% of the
students will complete the
advanced-formula excel
problem with a grade of
“C” or better.
Goal 3: Due to COVID-19, spring break was
extended one week with instructions that no
work be assigned to students during that time.
One week of work was taken away in order to
rearrange the remaining weeks of class to
cover all objectives needed for transfer. The
advanced Excel problem was not given during
the spring semester.
Goal 3: The advanced Excel assignment
will be embedded as a regular
assignment during the Fall 2020/Spring
2021 semesters in both ACC 211 and ACC
212.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
The findings for Goal 2 above (accounting cycle problem) will result in a slight change in teaching more paper/pencil accounting, incorporating the textbook software
as a practice/instant feedback option for learning. The testing for Goal 3 was not completed due to COVID-19 complications after spring break. This assessment piece
will be incorporated into the online classes going forward.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
HTHMNSS Administration of Justice Jerry Stinson [email protected] 2019-20
Program Mission Statement
The Southwest Virginia Community College Administration of Justice Program’s mission is to provide high quality courses that develop a practical skill set
that prepares students successfully completing the program for professional employment in law enforcement, corrections and the court system as well as
further academic pursuits. This is accomplished by providing a curriculum that emphasizes ethical behavior, professionalism and the application of
academic knowledge to practicum.
Program Goals
Goal 1: To prepare students for careers in the three areas of the U. S. criminal justice system which are the police, courts and corrections.
Goal 2: To prepare students to be successful whether they choose to begin professional employment or pursue further academic training.
Goal 3: To prepare the student to apply critical thinking skills to both material and abstract concepts inherent in the criminal justice system.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Student GPA will be positively impacted by having all ADJ student enroll in the SDV-100 course, which emphasizes the critical thinking component.
Student GPA of the 2017-18 cohort will be measured against that of the two preceding cohorts who were enrolled in either the SDV-101 course prior to the re-design or SDV-101 Orientation to ADJ. The measure will be taken at the end of each of the five semesters till the cohort graduates. As a further validation both the 2017-18 and 2018-19 cohorts will be measured.
The success standard will be a 5% increase in the number of students who score greater than a 2.0 in courses, which require a critical thinking component. These courses will be representative of both the major and general core. The classes to be measured are ENG-111/112, ADJ-100, ADJ-131, HIS-121, ENG-242, ADJ-211 and ADJ-201.
The 2015-16 cohort had 53.85 % of its members who scored a 2.0 or greater in the courses measured. The 2016-17 cohort scored much better with 66.67% scoring a 2.0 or greater. After the course redesign that incorporated critical thinking the 2017-18 cohort scored 62.96% in the measured classes. Which was a change of -3.71 %. The most significant change was in the 2018-19 cohort in which 72.41% scored 2.0 or greater. This is 9.45% better than the 2017-18
With permission I would like to visit this issue one last time with the 2019-20 cohort for the reason stated in findings. I also plan to incorporate more critical thinking exercises in the other courses that I instruct having seen the results.
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cohort, 5.74% greater than the 2016-17 and 18.56% better than the 2015-16 cohort. I believe that based on the significant improvement that the critical thinking components are garnering the effect that was predicted. The variance in the percentage suggests that the 2017-18 cohort was anomalous. A final visit of this assessment category using the 2019-20 cohort may clarify the variance in the 2017-18 group.
Student retention will be increased due to the student cohort being engaged in summer classes in the first year of the program.
Student retention will be measured against the final traditional group who went four semesters who with a higher number of credits and did not have courses scheduled in the summer.
Student retention in the fall constituting their sophomore year will be a 5% increase over the traditional four semester model.
The data collected from the 2015-16 cohort which represents the final four semester cohort found that 61.56% of the students returned to begin the second year. The data from the 2016-17 cohort which utilized the five semester, constant engagement model found that 63.36% returned a 1.8% increase, 2017-18 cohort had 62.96% return which represented a 0.4% drop. The 2018-19 cohort had 75.86% of its members return representing a 14.30% increase over the four semester model.
Based on the findings the use of “constant engagement” for the students enrolled in the ADJ course of study appears to be having a positive effect. The next course of research will be to evaluate the courses offered during the different semesters. I will place emphasis on the Internship (ADJ-290) and its value to students in its current position in the last semester.
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Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
1. The findings will be shared the Division Dean for distribution to those in charge of the instructional design of the SDV-100 course. These findings may be used as a part of the study of effectiveness of the critical thinking re-design.
2. The Program Director, ADJ Faculty and Division Dean will use the results to attempt to determine any correlation between the use of the five semester “constant engagement model” to increase student retention. This may be of use to other Program Directors as they explore retention as well as course sequencing with their Advisory Boards.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Lead Faculty Email Academic Year
Business, Engineering, and Industrial Technology
Administrative Support Technology AAS
Janet Rowell [email protected] 2019-2020
Program Mission Statement
The Administrative Support Technology (AST) Associate of Applied Science Degree program mission is to positively impact the residents of this community through academic and economic empowerment by providing a comprehensive educational foundation of skills required in the field of administrative support technology for the workforce of the region.
Program Goals
Goal 1 Provide students with opportunities to earn industry recognized certifications
Goal 2 Deliver instruction that adequately prepares students to implement critical-thinking skills in Microsoft Office 2019 applications
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. 75% of AST program
students enrolled in ITE 115
will be certified in digital
literacy
1. Digital Literacy Certification earned
1. Score at least 85% on the
Digital Literacy Certification exam
1. 100% earned a score 85% or higher on the
certification exam
1. Continue Digital
Literacy Certification
exam requirement
2. Utilize the critical thinking
skills baseline of AST
students enrolled in ITE 115
2. Assess AST students' critical thinking skills using QEP rubric in ITE 115
2. Score at least 85% on the
critical thinking projects
2. 100% earned a score of
85% or higher on the
critical thinking projects
2. Modify topics covered in
the critical thinking
projects
3. Due to COVID-19 utilize temporary testing flexibility of AST students enrolled in
ITE 115
3. Assess AST students’ Microsoft Office application skills
3. Score at least 70% on
Microsoft Office exam
3. 100% earned a score of 70% or higher on the Microsoft Office exam
3. Implement alternative measures of success applying Microsoft Office skills
Analysis/Use of Results
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Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Make use of alternative testing methods including the addition of timing restrictions and redesign multiple choice questions as measures of success.
Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Advanced Manufacturing AAS Christopher Joe Godsey and
Steven Olinger
2019-2020
Program Mission Statement
The mission of the Advanced Manufacturing program at Southwest Virginia Community College is to properly train and educate students for employment in an
automated advanced manufacturing plant. Advanced Manufacturing is a field that blends mechatronics and precision machining. Studies include mechanical,
electrical, and computer science. Students pursuing an Advanced Manufacturing AAS will receive a wide range of industry related training. This training
consists of Basic Electricity, Electronics, Robotics, Industrial Safety, Mechanical Components, Hydraulics, Pneumatics, Motor Controls, Blueprint Reading, PLC
Programming, Troubleshooting Techniques, Employment Preparation, Digital Literacy, and various other industry related skills.
Program Goals
Goal 1: To graduate students who demonstrate the abilities needed for employment in the automated advanced manufacturing job market.
Goal 2: To prepare students for industry related certification exams that demonstrate core competencies in the workforce.
Goal 3: To improve the online presence and availability of course offerings.
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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will
demonstrate good problem
solving and critical thinking
skills needed for employment.
There will be several written
and hands on tests. These
tests will include several
NCCER certification tests as
well as comprehensive
knowledge exams in each of
their core classes.
70% of the graduating
students will complete the
program with a grade of “C”
or better.
Results will not be available until
end of May. However,
preliminary analysis appears to
show that more than 70% of the
graduating students will be
completing with a grade of “C” or
better.
No action is needed at this
time.
Goal 2a: Students earn their
Career Readiness Certificate.
Percentage of students that
successfully earn the Career
Readiness Certificate.
70% of the students
successfully pass the Career
Readiness Certificate Exam.
(Spring 2020)
Due to COVID-19 students were
unable to take this exam.
Find an equivalent alternative
online test to ensure that
students can still complete
this examination if online
testing is required in the
future.
Goal 2b.Students earn
nationally recognized
credentials.
(NIMS) National Institute for Metalworking skills Certifications.
70% of students pass three
nationally recognized
credentials by the end of
program.
34% of students earned three
credentials.
COVID-19 hurt my findings
since most certifications are
earned in April-May.
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Goal 3: Increase utilization of
Canvas by Advanced
Manufacturing students.
Weekly Online Activity in
Canvas Analytics for students.
Students should have an
average of at least one page
view per student per week.
Measured (1/12 to 3/1)
MEC 155:
Average Weekly Page Views Per
Student: 12
MEC 165:
Average Weekly Page Views Per
Student: 7
Continue adding additional
online material, and
reinforcing CANVAS
integration to promote online
learning.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
These goals are only for the Spring 2020 semester, I started full time in January 2020.
Additional testing and certifications are under evaluation to ensure that students will still be able to get industry certifications if a pandemic alters course
offerings in the future. Both of the courses monitored in goal 3 above were completed before COVID-19, but adding an online presence to these courses
could greatly enhance future offerings. I also noticed that adding occasional CANVAS quizzes during in person classes really started getting students to pay
closer attention to CANVAS at all times.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Business Management AAS
and Management Specialist
CSC
Loretta Beavers [email protected] 2019-2020
Program Mission Statement
The mission of the Business Management Program is to cultivate management skills and professional mindset in prospective managers and business leaders by
providing quality instruction concentrated on developing soft skills, including effective communication, critical thinking skills, presentation skills, and time and
technology management skills to students preparing for employment and/or promotions in management related areas.
Program Goals
Goal 01: Provide opportunities in which students will demonstrate recognition, knowledge and competency in soft skills related to communication.
Goal 02: Provide students with opportunities to hone critical thinking skills through developing analytical and decision making skills.
Goal 03: Enhance students’ awareness of the importance of time management in projects, decision making, and technology usage.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
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Goal 01: Students will
demonstrate an understanding
of the basic development of
soft skills starting with the
recognition, knowledge, and
competency in soft skills
through their mannerism in oral
and written communication,
critical thinking, and social
understanding.
Students will be assigned to
identify soft skills and non-
cognitive skills in the
presentations of their work in
forms of discussions and
essays. Measures will be taken
through evaluations of
students’ content information,
writing skills, and peer-to-peer
interactions in class
discussions and written
assignments. Online students
will describe both positive and
negative situations and
experiences in reference to
soft skills.
Soft skills will be explained at the
beginning of each semester and in
each course. Students will be
directed to online etiquette sites
such as
https://www.thespruce.com/proper
-internet-etiquette-1216946 to
review correct mannerism while
communicating in the virtual
environment.
Students will be directed to online
writing resources, such Purdue Owl,
and provided with
grammar/punctuation rules posted
within their BUS and MKT courses.
Students will also use correct APA or
MLA formatting in referencing
essays and other written work.
Students are expected to complete
assignments on the collegiate level
of writing skills and content since
correctly presented information is
view more seriously than
information containing mistakes
and presented in a negative
overtone.
Students are polite to their
peers in the online
discussions. Students make
references to their peers’
comments, which indicates
students are reading their
peers’ discussions on the level
of understanding and
analyzing the information.
Rarely are comments
presented in a negative tone,
even if the situation is
negative such as a supervisor
showing favoritism among
his/her subordinates.
Application of soft skills and
mannerism were
demonstrated in the online
discussions.
Students are not reviewing the
online writing resources. Their
corrections are based on
instructor’s corrections of
their work.
Continue to create assignments that
identify soft skills and help students
cultivate such skills as emotional
intelligence, effective decision making,
effective communication, creativity,
professionalism and accountability.
Instructor will continue to make
comments to each student’s initial
discussions and to some replies to
indicate thoroughly reading each
student’s work. By knowing this,
students should more conscious of
presenting their thoughts in a positive
manner. To emphasize the importance
of correct communication
presentations, the instructor will also
continue to make
grammar/punctuation corrections and
make comments to students’ essays.
Emphasize the benefits of reviewing
the information posted on Purdue Owl
Writing Workshop website. Emphasize
the importance of correctly presenting
information by using correct grammar
and positive expressions when
communicating through oral and
written modalities.
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Goal 02: Students will
demonstrate using critical
thinking skills to identify logical
decision making in given
business scenarios and goal
setting in personal endeavors,
becoming more aware of their
surroundings.
Students will be evaluated on
their ability to understand and
offer possible solutions to
problems in current business
situations. They will also be
evaluated on their ability to
set long and short term goals
using the SMART process.
Students will be instructed to
predict and evaluate possible
outcomes based on their
awareness of emotional
intelligence.
Students will be able to
identify and analyze the
problems, possible causes,
possible solutions and
outcomes. They will
demonstrate ability to make
logical and ethical solutions.
They will also demonstrate
ability to identify logical,
measurable goals, and make
predictions of outcomes. They
will identify their work
experience and decision
making experiences with
management theories.
According to the information
students post in their online
discussions, most students
don’t actively acknowledge
setting personal goals. Most
students identify short-term
goals as responsibilities and
very few students were aware
of the SMART goal-setting
process.
Typically, problems are
acknowledged and students
are more likely to use a
feasible past experienced
solution to solve a problem
rather than using theories.
Students were able to identify
possible causes of business
problems as presented in
discussions and reference
similar situations in their own
work environment. They were
able to make feasible
solutions and interact in a
coherent manner to address
possible solutions.
Continue to create assignments that
emphasize the importance of critical
thinking in developing good leadership
skills in management positions.
Instructor will continue to emphasize
critical thinking skills in logical decision
making.
Continue to include assignments that
emphasize the importance of self-
realization and the influence
mannerism, motivation, and critical
thinking skills has on setting and
accomplishing personal and
professional goals.
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Goal 03: Students will
demonstrate their
understanding of time
management, meeting
deadlines, and interacting with
peers online. Students will
identify effects of
procrastination. Students will
also be subjected to prioritizing
responsibilities.
Students will be evaluated on
their promptness and
adherence to assignment
deadlines and their correct
use of technology to create
and submit assignments.
Students should develop an
understanding that peer
interactions are part of
completing discussion
assignments; therefore, they
will acknowledge the
importance of adhering to
deadlines. All students will
adhere strictly to deadlines to
avoid loss of points on essay
and test assignments. Any
confusion or conflicts with
technology should be resolved
or alternatives addressed
before the due date has
passed.
Most late assignments were
due to students
procrastinating and
inefficiently prioritizing
responsibilities.
Some students are reluctant
to prioritize success in their
educational endeavors, thus,
not always adhering to
deadlines. Late-submitted
assignments that require
student interaction limit
interacting with peers on
some assignments.
Create assignments that accentuate
the importance of effective and
efficient time-relevant decision making
in leadership positions.
Be more proactive in emphasizing
deadlines. Allow a two-week grace
period with a one-point-per-day loss
then make the assignment unavailable
when the grace period ends. Be more
interactive with those students who
effectively participate in assignments
so students will know that the
instructor is very active in the online
classes.
Assign students to discuss the
expectations, responsibilities, and
accountability of empowerment and
position authority and the effects of
procrastination on outcomes. Help
students to recognize their own
responsibilities, accountability, and
authority in completing their course
assignments. This type of assignment is
emphasized in BUS 204, Project
Management. In the four project
assignments, students learn the
importance of goal setting, time
management, and planning. They also
learn how procrastination in any of the
individual tasks of the project will have
a negative effect on the entire project.
The student success rate for the Spring
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Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Emphasize responsibility of adhering to deadlines, actively participating in time management, and correctly presenting ideas and thoughts.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
HTHMNSS Early Childhood
AAS/CSC/Cert.
Kimberly Austin [email protected] 2019-2020
Program Mission Statement
The mission of the Early Childhood Program at Southwest Virginia Community College is to provide accessible, high quality professional preparation in the field of
early childhood education to the students in Southwest Virginia. Graduates are knowledgeable, responsive, and innovative educators who accomplish positive change
in the lives of children, families and communities in the region we serve.
Program Goals
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Goal 1: ECD (Early Childhood Development) students will complete Key Assessments (5) and demonstrate competency in NAEYC standards :
1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in young children’s development and learning
3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments
4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child
5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
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5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession
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Goal 2: Southwest Virginia Community College’s Early Childhood Program will successfully submit the NAEYC self-study and coordinate the accreditation site visit.
Goal 3: ECD graduates will gain employment or transfer to obtain a Bachelor’s degree
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Students demonstrate competency in each
NAEYC Standard
Key Assessments 1-5
90% Meet criteria utilizing rubric (attached to each key assessment)
92% meet criteria of
competency for the key
assessments provided. The
assessments in some classes
were accommodated as a result
of Covid-19 and the closure of
childcare facilities
Continue to use the key
assessments as a tool for
assessment, and include the
alternate assessments in the
case centers are not open next
year.
Outcome Sought Measures Success Standard Findings Action Plans
Submission of NAEYC Self-Study and
scheduling of on-site visit
Successful submission 2.
Self-study accepted and on-
site visit scheduled
Self-study is complete. Will be
submitted by 8/15. Timeline has
changed as a result of Covid-19
Send self-study to
administration for review this
summer.
Upon completion of ECD degree, graduates
either gain employment in the field or
transfer to obtain a Bachelors.
1. G
Graduate data gathered
using google form in final
semester
90% of students are
employed or transfer
86% of students graduating in
Spring 2020 are employed or
plan to transfer
Increase articulation
opportunities to allow for
more transfer opportunities
for graduates.
Analysis/Use of Results
Comments: 2019-2020 was a challenging school year as a result of Covid-19. For assessment purposes, this provided the opportunity to think critically about assessing
students in various ways, for example the necessity to make accommodations for the key assessments that required observation in a EC setting.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Electrical/Electronics AAS Christopher Joe Godsey [email protected] 2019-2020
Program Mission Statement
The mission of the Electrical/Electronics program at Southwest Virginia Community College is to properly train and educate students in the installation and
maintenance of electrical/electronic systems found in residential, commercial, and industrial facilities. Students pursuing an associate’s degree in
electrical/electronics will receive a broad range of industry related training. This training will prepare students for multiple career paths in the
electrical/electronics field increasing their potential employment opportunities.
Program Goals
Goal 1: To graduate students who demonstrate the abilities needed for employment in the electrical/electronic job market.
Goal 2: To prepare students for industry related certification exams that demonstrate core competencies in the workforce.
Goal 3: To improve the online presence and availability of course offerings.
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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will
demonstrate fundamental
electrical/electronics principles
needed to enter the workforce.
Goal 1: There will be
several written and hands
on tests. These tests will
include several NCCER
certification tests as well as
comprehensive knowledge
exams in each of their core
classes.
Goal 1: 70% of the
graduating students will
complete the program with a
grade of “C” or better.
Goal 1: Official Results will not be
available until end of May.
However, preliminary analysis
appears to show that more than
70% of the graduating students will
be completing with a grade of “C”
or better.
Goal 1: No action is needed
at this time.
Goal 2: Students earn their
Career Readiness Certificate.
Goal 2: Percentage of
students that successfully
pass the Career Readiness
Certificate Exam.
Goal 2: 70% of the students
successfully pass the Career
Readiness Certificate Exam.
(Spring 2020)
Goal 2: Due to COVID-19 students
were unable to take this exam.
Goal 2: Find an equivalent
alternative online test to
ensure that students can
still complete this
examination if online
testing is required in the
future. Goal 3: Increase utilization of
Canvas by Electrical/Electronics
students to ensure student
success due to COVID-19.
Goal 3: Percentage
increase in Canvas Analytics
for students.
Goal 3: 100% increase in the
average number of weekly
page views following the
transition to online classes
due to COVID-19. This will be
monitored in ETR 143 and
ELE 211.
Goal 3:
ETR 143:
Average Weekly Page Views
Prior to COVID-19: 63
After COVID-19: 297
Increase: 471%
ELE 211:
Average Weekly Page Views
Prior to COVID-19: 24
After COVID-19: 92
Increase: 383%
Goal 3: Continue adding
additional online material,
and reinforcing CANVAS
integration to promote
online learning.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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These goals are only for the Spring 2020 semester, I started full time in January 2020.
Additional testing and certifications are under evaluation to ensure that students will still be able to get industry certifications if a pandemic alters course
offerings in the future.
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Southwest Virginia Community College
Program Assessment
2019-2020 Division Program Coordinator Email Beginning Term Ending Term
MSHT EMS Technology AAS and Related CSC’s
Bill Akers [email protected] Fall 2019 Summer 2020
Mission
Our mission is to provide Emergency Medical Service (EMS) education of the highest standard; to produce competent, entry-level graduates fully prepared to
begin their role as EMS providers.
Annual Program Goals
Goal 1: At the completion of the program, the graduates will demonstrate the ability to comprehend, apply and evaluate clinical information relative to his/her role as an entry level EMT, EMT, Advanced EMT or Paramedic
Goal 2: At the completion of the program, the student will demonstrate technical proficiency in all skills necessary to fulfill the role of an entry-level EMT, Advanced EMT or Paramedic.
Goal 3: At the completion of the program, the students will demonstrate personal behaviors consistent with professional and employer expectations for the entry-level EMT, Advanced EMT or Paramedic.
Goal 4: At the completion of the Spring 2020 semester, the percentage of students who complete the EMT curriculum and pass the cognitive capstone exam will exceed 75%.
Outcomes Assessment
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: At the completion of the program, the graduates will
demonstrate the ability to
comprehend, apply and evaluate
clinical information relative to his/her
role as an entry level EMT, Advanced
EMT or Paramedic.
National Registry Paramedic written and
clinical simulation
examination.
Benchmark-Pass rate greater than 90% by the third
attempt.
NREMT exam results to be available by June 30.
Pending
Analysis/Use of Results
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Outcomes Assessment
Click to enter text. Outcomes Assessment
Comments: National average for NREMT pass rate is 72%
Outcome Sought Measures Success Standard Findings Action Plans
Goal 2 : At the completion of the program, the student will demonstrate technical proficiency in all skills necessary to fulfill the role of an entry-level Advanced EMT or Paramedic.
National Registry psychomotor exam.
Benchmark-Pass rate greater than 90% by third attempt.
Due to the COVID-19
pandemic, NREMT psychomotor exams have
been postponed indefinitely.
Pending
Comments:
Outcome Sought Measures Success Standard Findings Action Plans
Goal 3: At the completion of the program, the students will demonstrate personal behaviors consistent with professional and employer expectations for the entry-level Advanced EMT or Paramedic.
Employment survey administered six months following graduation to
measure employer satisfaction with the graduate’s ability to perform entry-level
Benchmark-90% of graduates will achieve a 2 or better on a
3-point scale multiple-question survey.
A sufficient number of surveys
have not yet been submitted
but should be by May 31
Pending
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Click to enter text. Outcomes Assessment
paramedic skills, their knowledge of EMS, and
their professional behavior.
Comments:
Outcome Sought Measures Success Standard Findings Action Plans
Goal 4: At the completion of the Spring 2020 semester, the percentage of students who complete the EMT curriculum and pass the cognitive capstone exam will exceed 75%.
Performance on the FISDAP EMT-Readiness
Exam
Met or exceed the psychometrically valid cut
score; usually 72%.
Results should be available by
May 31. However, I expect
findings to negatively affected by the pandemic.
Pending
Comments: The FISDAP EMT-Readiness exam is a nationally validated, comprehensive exam. It is highly predictive of success on the National Registry Exam.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
BEIT Information Systems Technology AAS and CSC
Computer Repair Technician, CSC Software Development
Crystal Dye [email protected] 2019-2020
Program Mission Statement
The mission of the Information Systems Technology program is to prepare students for employment in IT related areas and/or for the pursuit of
advanced degrees in Information Systems or Computer Science related programs of study by providing quality instruction, support in the building
of skills and experiences and certifications required for successful employment in information technology areas such as computer programming,
database administrator, information systems manager, network administrator, systems analyst, web page designer and other information
systems occupations.
Program Goals
Goal 1 To graduate students who demonstrate the ability to apply strong IST skills and the VCCS core competencies of Information Literacy and Critical
Thinking. Goal 2 To adequately prepare students for industry certification exams that demonstrate a mastery of core competencies in the IST program.
Goal 3 To expose students to various career paths and essential skills required for successful employment in each of the IST concentration areas.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
A. Students will demonstrate good critical thinking and problem solving skills needed for successful employment in IST related careers.
B. Students will demonstrate
A1. Evaluation of the required IST capstone project (ITE298) that requires both Information Literacy and Critical Thinking/Problem Solving
A2. 85% of students will
complete the main
capstone project (ITE298)
with grade of "C" or higher
B2. In ITP251, 75% of
students will complete the
A3. During the Spring 2020 term, 100% of the capstone students enrolled in the ITE198 course scored an 85% or higher on the project.
A4: Due the COVID-19 pandemic during the Spring 2020 term, additional career readiness supplements were included since the course was moved on-line.
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proficient IST skills and problem solving by successfully completing a real-world project in ITP251.
C. Students will be familiar with industry certification exams in an IST concentration area.
D. Students enrolled in the Associates of IST Program will complete an industry related internship either Fall or Spring of the second year of the program (ITE290/298) and participate in the Spring Student Symposium presentations.
(VCCS Core Competencies) and soft skills needed to complete a successful team project.
B1. Evaluation of proficient IST skills and problem solving by completion of real-world scenario projects in ITP251.
C1. Completion of Career Readiness Certification test OR other certification tests in IST areas before graduation. All IST courses preparing students for certification exams will list the certification exam requirement(s) on the course syllabus. ITE115 Digital Literacy Certification test is moved to week 15 to allow exam completion before finals (Short Term Goal - Evaluate each Fall and Spring term).
D1. Evaluation of student internship performance by host sites. Evaluation is also completed by faculty panel of a minimum of 3 members of students symposium presentations.
course project with a grade
of "C" or higher.
C2. At least 70% pass rate
on certification tests taken
before graduation.
Continued syllabi update
for all IST courses to include
certification
requirements/fees/etc.
each term. ITE115 Digital
Literacy exam results can
be utilized to improve the
course design.
D2. 85% of students will
receive a Good or Very
good rating on both the
internship (ITE290/298)
evaluation completed by
their host site and faculty
evaluation of the
Symposium presentations.
B3. During the Spring 2020 term, 100% of the students enrolled in the ITP251 course scored an 85% or higher on the project.
C3. At the conclusion of the Fall 2019 term, students within the ITE115 courses had a 91% pass rate on the Microsoft Digital Literacy Certification exam (*data available in Comments). At the conclusion of the Spring 2020 term, students within the ITE115 courses had a 88% pass rate on the Microsoft Digital Literacy Certification exam (*data available in Comments). All course syllabi on file in the division Deans Office.
D3. No students enrolled in the ITE290/298 Internship course for Fall 2019. Due to the COVID-19 pandemic, Spring 2020 students could not complete the required internship hours.
Instructor utilized the SWCC Career Services Center tools such as "Big Interview" to allow students to practice interview skills. In the upcoming academic year, 2020-2021, this will be built into the course due to positive feedback from students of this tool. The tool also included job searches and resume writing which will also be added to the course.
B4: The course project will be changed this upcoming 2020-2021 academic year. The project will be broken into three sections with different topics of focus to allow additional IT scenarios for students to experience. Again, the course will be offered as an 8W1 prior to the 8W2 capstone.
C4: The ITE115 course will continue to include the Microsoft Digital Literacy certificate as many students complete this course during the first term at SWCC. They will have the opportunity to have a credential.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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In the upcoming Fall 2020 term, the ITE115 course will continue to utilize the Microsoft Digital Literacy Certificate within its curriculum. The continued inclusion of this certification allows students to obtain a certification for both current and future employment and resumes. The use of existing SWCC campus resources such as the SWCC Career Services Center and the tools available allowing students to practice job interviews, creating resumes, and job searches was a wonderful addition to the IST Capstone course. The sources will also be utilized in the capstone course going forward as the students found the materials very useful and enjoyed the virtual interviews. The sources were also an excellent resource in the online classroom. During the last two spring terms (2018 and 2019), students presented their capstone projects in the classroom, due to COVID-19, this was changed to ZOOM in Spring 2020. The positive experience of using the online presentation will be used going forward not only for the capstone project but also for other student presentations. Fall 2019 Completion Data: ITE115-03: 19 Attempts/15 Certifications Received ITE115-05: 13 Attempts/13 Certifications Received ITE115-W2: 26 Attempts/22 Certifications Received ITE115-W3: 17 Attempts/17 Certifications Received ITE115-W4: 11 Attempts/11 Certifications Received
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
Nursing/
VATNP
VA Appalachian Tricollege Nursing
Program
Deborah Clarkston, Interim Coordinator
Neyia Beavers, Campus Coordinator @ SWCC
2019-2020
Program Mission Statement
The mission of the Virginia Appalachian Tricollege Nursing Program and VCCS Nursing Program Common Curriculum is to provide affordable, community
access to quality nursing education. The VCCS nursing programs prepare qualified students to provide safe, competent, entry-level nursing care in 21st
century healthcare environments. Students are prepared to meet the ever-increasing complexity of the healthcare needs of the citizens of Virginia.
Program Goals
1. Full implementation of concept-based curriculum with no decline in student retention and progression.
At least 90% of students enrolling in NSG 100 or NUR 115 will progress to second semester nursing courses
2. The program's annual licensure exam first-time pass rate will be at or above 80%.
3. Program completion rate will be at or above 70% based on completion in 150% time from initial enrollment.
4. Graduates and Employers will report satisfaction in no less than 90% of all categories of evaluation for entry-level positions 12 months post-graduation.
5. Job placement will be no less than 80% at 12 months after graduation.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
At least 90% of students enrolling
in NSG 100 or NSG 115 will
progress to second semester
nursing courses.
(Short-term Goal)
Student enrollment in NSG 100 in fall
2019 with progression to NSG 170 in
Spring 2019 and student enrollment
in NSG 115 in Summer 2019 to 205 in
fall 2019
90% retention 1st to 2nd semester.
(12 students enrolled in NSG
115; 52 students enrolled in
NSG 100)
62 of 64 total students
(96.8%) progressed to
second semester
nursing courses. Goal
achieved.
Continue with actions
associated with new
curriculum.
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The program's annual licensure
exam first-time pass rate will be at
or above 80%.
National Council State Board of
Nursing annual program reports of
NCLEX-RN first-time pass rate for
program graduates and comparison
data for national rates for 2019
First-time pass rate for VATNP
students at or above 80%
minimum.
NCLEX-RN first-time
pass-rate for VATNP
87.7%. Goal achieved.
Continue with current
NCLEX-RN Preparation
Activities
Program completion rate will be at
or above 70% based on completion
in 150% time from initial
enrollment (2019 Grads)
Program completion based on initial
enrollment in NUR 108 or NUR 115.
70% of students enrolled in
NUR 108 in fall 2017 or NUR
115 in summer 2017 will
complete the program in
150% of time recommended
by curriculum outline.
Program completion
rate for 2019
graduates was 73%.
Goal achieved.
Continue to utilize the
college early alert system
and review areas of student
weakness through ATI
results and NCLEX results.
Graduates (1 yr. after program
completion ) and Employers will
report satisfaction (Very Well or
Adequate) in no less than 90% of
all categories of evaluation for
entry level positions 12 months
post-graduation (2019 Grads).
Collection and analysis of graduate
and employer satisfaction survey one
year after students’ graduation from
VATNP. Survey based on graduate
outcomes.
Average score on each
measure is very well or
adequate in no less than 90%
of all components of the
survey.
Data available after
May 2020
Job placement will be no less than
80% at 12 months after graduation
(2019 Grads).
Job placement measured by return of
graduate surveys will be no less than
80% at one year post-graduation.
80% of students returning
student surveys at one year
post-graduation will report
employment in an RN
position.
100% Employment
within 6 months of
graduation.
Continue with current
efforts to assist student in
pursuing employment
opportunities and return of
graduate surveys. Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
HTHMNSS OTA Annette Looney [email protected] 2019-2020
Program Mission Statement
The OTA program shares Southwest Virginia Community College’s mission and values and is committed to providing educational experiences for each OTA
student that will prepare him/her to qualify as a contributing member of the health care team who will care for patients under the supervision of a
Registered Occupational Therapist. Focus on a student-centered learning approach to develop the knowledge base and clinical reasoning skills, assists in the
transition from student to OT practitioner. In addition, the OTA’s program mission emphasizes the importance of lifelong learning for the occupational
therapy assistant student and an importance of community service. In an effort to meet the needs of the community, the SWCC OTA program has developed
an expanded site location on the campus of the Virginia Highlands Community College.
The OTA program at Southwest Virginia Community College with expanded site at Virginia Highlands Community College vision is to be a regional leader in
occupational therapy assistant level education, providing the community and beyond, occupational therapy assistants to contribute to the healthcare team.
The goals of the occupational therapy team are to develop, restore, or maintain adaptive skills in individuals whose abilities to cope with daily living are
threatened or impaired by disease, injury, developmental disability, or social disadvantage. Successful completion of the program will: 1) qualify the
student to obtain employment as an OTA; and 2) qualify the student for eligibility to sit for the national certification examination for occupational therapy
assistants administered by the National Board for Certification in Occupational Therapy, Inc. (NBCOT). Upon successful completion of this examination, the
individual will become a Certified Occupational Therapy Assistant (COTA).
Program Goals
Goal 1: The SWCC OTA program will graduate highly qualified OTAs who will pass the national board exam.
Goal 2: The SWCC OTA program will partner with the community in order to provide fieldwork placements that promote occupationally relevant learning experiences.
Goal 3: The SWCC OTA program will foster a learning environment that encourages completion of academic goals.
Goal 4: Students will engage in community-based service learning experiences to enrich their academic and clinical knowledge while providing increased
exposure of occupational therapy in the college service region.
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1. Students will demonstrate
entry-level application of
knowledge and skills for
practice as an OTA.
2. Students will exhibit clinical
behaviors, utilizing knowledge
and clinical reasoning skills to
successfully meet fieldwork
expectations.
3. Students will demonstrate
through discussion an
awareness of program
requirements and resources
available to support achieving
academic goals.
4. Students will participate in
service learning projects
designed to improve their
clinical interaction skills and
promote occupational therapy
in the community to enrich
their academic and clinical
knowledge while providing
increased exposure of
occupational therapy in the
college service region.
Goal 1. Board exam
pass rates
Goal 2: Level II
fieldwork performance
evaluations
Goal 3: retention rates
Goal 4: Evaluation of
effectiveness rubric
checklist completed by
community
representative and/or
Goal 1. An average pass rate over the
3 most recent calendar years for
SWCC OTA graduates attempting the
national certification exam within 12
months of graduation from the
program must be 80% or higher
(regardless of the number of
attempts).
Goal 2. SWCC OTA students will have
a high pass rate (90% and above) for
Level II clinical experiences upon first
attempt as measured by the
performance evaluations.
Goal 3: The retention rate for
students in the OTA program will be
60% or higher average over a 3-year
period.
Goal 4: Documentation of at least
one community service learning per
semester that fosters student
learning in a community area.
1. While an average pass rate
over the 3 most recent
calendar years for SWCC OTA
graduates attempting the
NBCOT exam within 12
months of graduation from
the program must be 80% or
higher (regardless of the
number of attempts), has
been achieved with 87.69%,
the 2019 individual calendar
year saw a drop in board pass
rates per reporting at NBCOT
page, however, it is important
to note that these numbers
include candidates from the
previous graduating year who
had delayed taking the board
exam. For the OTA class of
2019, 17/18 (94.4%) passed
during the 2019 calendar year,
while 2 students still have yet
to take the board exam.
2. SWCC OTA students
achieved a 100% fieldwork
pass rate for the 2019
graduating class. 2020 OTA
students have not all
completed Level II fieldwork
due to delays from COVID-19.
3. Retention rate for students
in the OTA program over the 3
year period of 2017-18-19 is:
81.7%
1. Encourage students to
schedule board exam in first 3
months after graduation since
waiting longer times seems to
correlate with lower chances of
passing exam on first attempt.
Also, bring back mandatory
board exam review seminar
attendance - SWCC hosted
TherapyEd.
2. SWCC fieldwork coordinator
will continue working closely
with fw educators in
accordance with ACOTE
Standards to determine
appropriate learning
experiences and recognize any
problem areas with students so
these can be addressed early in
FW to promote successful
experiences.
3. Continue to work closely with
students on academic advising
and early intervention through
advising and tutoring, when
needed, to promote higher
retention. Review with
advisees curriculum mapping
worksheets to best advise
students for completion of their
degree and/or certificate. Analysis/Use of Results
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Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
NBCOT Board Results were posted in late March 2019 for the 2018 year. Unfortunately, the 2019 calendar year saw a drop in board pass rates (19/24 = 79%).
Upon further investigation, the 2019 OTA graduating class had 20 graduates. 2 have not attempted the board exam. As of 12/31/2019, 17/18 (94.4%) had
passed the board exam. The drop in pass average appears to be from 2018 graduates who delayed taking the board exam and then didn't pass the exam in
the 2019 year.
Clinical fieldwork experiences have been more challenging to complete due to the COVID-19 restrictions, however, telehealth and alternative online
simulations through SIMUCASE have been utilized in 2020 to supplement traditional clinical experiences and meet the demands of current healthcare trends.
The OTA program is excited about the recent changes in programming structure as we move to a one-college program, providing students with access to a
variety of new program resources while incorporating online and live learning experiences reflective of current practice models.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
HTHMNSS Radiologic Technology Christy Lee [email protected] 2019 - 2020
Program Mission Statement
Program Mission: The cooperative Radiologic Technology Program at Southwest Virginia Community College is dedicated to serve students from Southwest Virginia and east Tennessee.
The Program will provide a quality educational experience in the art and science of radiologic technology and help the students succeed, both academically and clinically, as entry-level
radiographers. It is the Program’s aim to provide a sound foundation for our students towards building a rewarding professional career, and an opportunity to qualify as a valued
contributing member in the healthcare team for our region.
Program Goals
Goal 1 Retention of first-year (freshman) students accepted into Radiography for summer through spring semesters; 90 %.
Goal 2 Retention of second-year (sophomore) students accepted into Radiography for second summer through spring semesters; 90 %.
Goal 3 Retention of all students accepted into Radiography through completion; 80 %.
Goal 4 Graduates will successfully pass the ARRT certification examination.
Goal 5 Graduates who seek employment will find employment within the first twelve months following graduation.
Assessment Categories
Outcome Sought Measures Benchmark Findings Action Plans
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1, 2, & 3
Retention of students through the academic
rigors of required courses for radiography
through program completion.
Freshman 2019-2021
class
Sophomore 2018-
2020 class
Program Completion
2017-2019 class
90%
90%
80%
2019-2021 class: Nineteen
students began this
cohort. During/after fall
2019, three students
withdrew from the
program for personal
reasons – stating “not
what I want to do”, “a lot
on my plate right now”,
and “taking time off from
school”. During spring
2020, one student
withdrew for personal
reasons, stating “not what
I want to do…can be a
property manager” and “a
lot on my plate”. This
leaves 15 out of the
original 19 for this cohort,
and a 79% retention rate
from summer 2019 –
spring 2020.
2018-2020 class: Twenty-
nine people originally
began with this cohort.
During/after Fall 2018,
two were dismissed for
grades (D in RAD 121 & F
None of these three benchmarks were met. Most of the attrition was due to personal reasons. Out of these three cohorts, we lost 21 students total. Of those 21, only 5 were dismissed for grades. Of those 5, 3 rejoined the program with the next cohort. We have added information to the applicant information session regarding the rigors and required commitment for the program. We have let recent graduates and 2nd year students speak to applicants during the applicant information session. We added the TEAS test as an additional requirement for application. Faculty are available to students for consultation, both before entering and during the program, regarding academic and personal issues related to program progression & continuation.
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in RAD 110) and five
withdrew for
personal/medical/financial
reasons. One student, of
these five, relocated to
North Carolina because of
a spouse’s job relocation.
During/after spring 2019,
four additional students
withdrew for
personal/financial/family
reasons. One of these five
stated that she “doesn’t
think this is for her”.
Another stated that she
“could make more money
doing hair”.
This gives a current
retention rate of 62%.
This totals 11 students
who have left the program
for one reason or another.
Three of these 11 rejoined
with the 2019-2021 class
(1 of the 3 was the one
originally dismissed for
grades). Two of those
three were dismissed from
the 2019-2021 cohort for
grades after the fall 2019
semester. One remained,
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and according to the
JRCERT, if she finishes with
the 2019-2021 cohort, she
will complete the program
within the 150% of the
program stated length and
will not count toward the
2018-2020 attrition data.
She is currently on track to
finish with the 2019-2021
cohort. If she finishes, the
retention rate will change
to 65.5%.
Program Completion 2017-2019 class: Twenty-three students began this program (completed the first 5-week semester). One student withdrew after the first 5-week summer semester due to personal reasons, stating “this is not what I want to do”. In the first fall semester, one additional student withdrew (in November) due to personal reasons, stated a similar reason, “not what I want to do”. Another student verbally indicated to the faculty, during the fall semester, that she would
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be withdrawing at the end of the fall semester, citing family, personal, and health issues. In 2019, 75% of the students who began with this cohort completed.
Three of this cohort’s
students were dismissed
for grades (all three had Fs
in RAD 110 F17 and Ds in
RAD 121 F17) at the end of
fall semester. Those three
have returned to the
2018-2020 cohort, so if
they finish, then they will
complete the program
within 150% of its stated
length and the 75% will
change to 78.26% . They
are on track to finish
during summer 2020.
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4.
2017-2019 Class
Prepare knowledgeable graduates with
academic knowledge and professional
readiness.
American Registry of
Radiologic
Technologists
(ARRT) Certification
Examination
80% Twenty students took the
registry within six months
of finishing the
program. Only thirteen
were successful on their
first attempt (65%). The
program reached out to all
who were unsuccessful
and held a tutoring review
session. We discussed
HESI specific remediation
packets and topics which
still confused them. We
also discussed basic test
taking skills with the
students. One of the
seven did not respond to
the invitation, nor did she
attend the review. Two
students purchased
Corectec and/or
RadTechBootcamp
software to assist with
registry preparation. Four
students are getting
private tutoring (two with
an area radiologist, two
with a technologist).
As of May 2020, 16 out of
20 students have passed
There has been a steady decline in ARRT pass rates since
2017. In the same timeframe, the program has added
mandatory remediation, additional tutors, Adaptive
Quizzing (used for both remediation as well as registry
prep), and HESI Modular/Practice/Exit Exams testing
(during their last 6 months as part of registry prep),
TEAS as part of admission. Some of these changes were
targeted at attrition, but the faculty hoped the changes
would also positively impact the ARRT pass rates. So
far, we have not seen this result.
The faculty discussed this with our former program
director, who is also our current Advisory Committee
Chair. He looked over the data and asked questions
about the students. He suggested we use focus groups
to see what the CIs see of the students just before they
graduate as well as what the students think would best
help them.
The faculty held the fall Clinical Instructor meeting in
September, 2019, and this issue was one of the agenda
items. Some of the items discussed about these seven
students included:
1. All had employment a. At least 5 of the 7 were employed in XR
before finishing school b. 2 worked outside of XR c. One was also working another job as
well 2. One had a death of a close friend within 24
hours before test 3. Two discussed non-supportive
family/significant other
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the ARRT registry exam,
equaling an 80% registry
pass rate for all students,
including students who
had to repeat the exam.
4. One declared pregnancy, and discussed it being unplanned, which was very stressful for her
5. 4 of the 7 had been academically dismissed from the program from a previous cohort (3 from the 2018 cohort)
6. 3 of the 7 were on academic probation from RAD 110 from Fall 2017 but passed Fall 2018
7. One of the 7 was both dismissed from a previous cohort and on academic probation in Fall 2017
8. Some reported that techs kept saying the registry “isn’t as hard as people say”
9. One repeatedly stated that she was “Done” and “Over it” during review
10. One stated “What’s the point with all that Ballad has done? I can make more at Panda Express.”
11. At least 2 repeatedly stated they are poor test takers
12. One stated understood material if asked straight forward only, not if the question was turned around differently than she understood it
13. Some stated the review class was too crammed 14. Perhaps this is an anomaly, not the norm.
The former PD and current Advisory Chair attended the
CI meeting as well. He brought up the idea of focus
groups with students, just to see what kind of insight
they can give (recent graduates and current students
both).
The former PD & Advisory Chair cautioned to not have a
“knee-jerk” reaction to this data at the current time. He
advised to wait on the additional focus group results as
well as Assessment & Advisory Committee input. He
also advised that we needed additional years of data
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with the changes since 2017 to better assess true
trends.
Benchmark met with repeated testing.
5A.
2017-2019 Class
Prepare graduates with appropriate entry-
level technical skills for a successful career in
radiography.
Employment within 12
months post-
graduation.
80% 100%
All students seeking
employment were
employed within 1 year of
graduation. One student
indicated she was not
seeking employment.
We have a 5 year average of 100% job placement rate
for students who are seeking employment. We
continue to communicate with area employers and
advertise employment opportunities to our students
and graduates via discussions, emails, and social media.
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5B.
2017-2019 Class
Prepare graduates with appropriate entry-level
technical skills for a successful career in
radiography.
Apply knowledge of
technical factors (kVp,
mAs) in to demonstrate
anatomical structures
on an image using the
Student Competency
Form by Faculty, #6,
RAD 290
95% of students will
pass line item #6 on
measurement tool
100% Students are re-evaluated by the clinical coordinator on
an examination that they have previously completed
competency on. Number six on the student competency
form by faculty deals with technical factors. The clinical
coordinator evaluates the students for competency on
the exam, as well as, a technical factor check. The
student and coordinator discusses manually setting kVp
and mAs on the exam. They also discuss the 15% rule
and mAs compensation. The aspects of distance are also
deliberated. The program hopes the re-evaluation
process will keep students from becoming complacent
on routine exams. It also aspires to keep the students
studying technical factors as well as anatomical
structures.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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APPENDIX A
Assessment Forms by Award
-------------------------------------------------------------------------------------------------------------------------------------------------
Certificates and Diplomas
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Heating Ventilation and Air Conditioning
Certificate and CSC
Nick Nelson [email protected] 2019-2020
Program Mission Statement
The program in HVAC/R industrial technology is career-focused educational training for both traditional and non-traditional students. Teaching philosophy
shall focus on importance of academic instruction set; covering theory through creative problem solving along with comprehensive competency based
performance. Goals shall be accomplished by providing in-depth, affordable and quality training utilizing qualified instructors. Faculty shall have experience
in trades skills related to refrigeration, air distribution and electrical controls for a dynamic, ever growing and rapidly changing field of study. Thereby, study
shall provide training and foster the mission of the department and that of the college by offering lifelong learning opportunities for the professional
technician while meeting needs of community partners and regional employers. Program Goals
Goal 1: Develop and expand qualitative approach for assessing problem sets through clear estimation, investigating and diagnostic; as related to both
physical and social impact on stockholder.
Goal 2: Develop understanding of hazard analysis, risk assessment, probability of harm and hazards encountered; along with protective measures as required within the dynamic work environment to safety and successful resolve workplace issues.
Goal 3: Promote awareness that being a successful skilled trade person encompasses all facets of human psychology, equipment mechanics, elements of
science and physic, as well as that of being a good communicator.
Goal 4: Student learners shall enhance their understanding of the requirement of the technical trades through personal observation at remote field site
visitations.
Goal 5: Program contribution to conduct all 7 of 12 the required HVAC courses as a hybrid course offering, requiring more personal interrelated electronic
communication via email and Canvas media.
Goal 6: Helping student program completers to attain one national certification for the trade related mandates and industry recognized industry
credentials. To include EPA 608 & 609 certifications, NCCER certifications and NC3 certifications.
Assessment Categories
Outcome
Sought
Measures Success Standard Findings Action Plans
Goal 1: Critical
thinking enhanced
via field related
problem solving
1: Host internship evaluation 1: An overall 3 on a 4 point
scale
Pending: Host internship
evaluations will not be
available for Summer 2020
until August 2020.
Pending
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Goal 2: Improved
safety & work
habits both within
the lab and
through On Job
Training (OJT)/On
Job Learning (OJL)
2: Lab activities, safety quizzes, Host
Company’s internship feedback
2: Reduction in lab/job related
injuries (100% of participants
PASS QUIZ RELATED TO
SAFETY); positive reporting by
Intern’s Host Company of
satisfactory student
performance
2. Host internship activities
shall be completed Summer
2020, to helps student to fine-
tune motor & critical thinking
skills; and evaluate work
safety readiness.
100% of students passed the
safety quiz with at least a 93.
2. Pending -spring/summer
2019 / 2020
Goal 3: Good
customer relations,
work ethics and
soft skills
development (i.e.
resume
development)
3: Personal interview with host companies
and students to evaluate student's
progress; Invite third party lecturers
(college staff and/or area businesses) to
discuss needed soft skills
3: Positive feedback from the
community stakeholders (80%
or more employer score 3 or
higher)
3. To be completed spring
2020: objective provided
valuable understanding for
need to enhance soft skill
training (i.e. ethics, resume &
job interview)
3. Pending
Goal 4 (short-
term): Improve
student
understanding for
technical trades by
completing field
trip visitation
4. Allow students/host companies to
discuss current issues and changing
technology
4. 4. Due to Covid-19 we were
unable to complete field trips
as planned.
4.
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Goal 5: Offer all
four of the related
HVAC fall 2020 day
courses as a hybrid
having an on-line
component to
foster learning for
electronic
communication via
computer
applications
Canvas). Especially
targeted to the
non-traditional
older student
populace.
Require students to access the on-line
Canvas site to facilitate class activities and
to utilize email to communicate with
Instructors and class members as related
to class work.
Having 100% of all enrolled
students to utilize the on-line
component of Canvas
discussion board; especially to
collaborate on varied topic
areas for related assignments
to develop a team approach.
Due to the changes brought
on by conditions that now
exist utilization of Canvas and
email is no longer an option
but our reality
Goal 6: National
Industry
Certification
required by the
EPA for workplace
application
6. Completion of third party - proctored
exams for EPA 608 & EPA 609 certification
and/or industry readiness examination.
6. 70% applicants successful
complete taking the EPA
examination
The students who required a
retake of the EPA exam were
prevented from doing so due
to the need for it to be a
proctored test they have ten
months to complete the
retakes.
Continue to promote and have
the students complete the EPA
certification.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Evaluate and adjust HVAC department program offering, based on “Host” and employer feed-back coupled with student interviews; and developed in
conjunction with comments from SWCC's colleagues related to the OJL/OJT (On-Job Learning/Training – Internship and actual work activities after
employment); data to be utilized to correct any deficiencies or highlight strengths; to include incorporating more nationally recognized terminology for the
HVACR trades sector. During late Spring semester 2020, HVAC students are encouraged to take third party and become well versed in the new EPA
regulations being implemented. Students will be given the opportunity to take NC3 tests for certification
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
Business, Engineering, and Industrial Technology
Legal Studies Janet Rowell [email protected] 2019-2020
Program Mission Statement
The Legal Studies (LGL) Career Studies Certificate program mission is to positively impact the residents of this community through academic and economic empowerment by providing a comprehensive educational foundation of skills required in the field of legal studies for the workforce of the region.
Program Goals
Goal 1 Provide LGL students with opportunities to earn industry recognized certifications
Goal 2 Deliver adequate instruction that prepares students to implement critical-thinking skills in Microsoft Office 2019 applications
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1.85% of LGL students
enrolled in ITE 115 certified
(short and long-term)
1. Digital Literacy Certification earned
1. Earn a score 85% or
higher on the
certification exam
1. 100% earned a score
85% or higher on the
certification exam
1. Continue Digital
Literacy Certification
exam requirement
2. Utilize the critical thinking
skills baseline score of LGL
students enrolled in ITE 115
(short and long-term)
2. Overall average score earned on critical thinking projects in ITE 115
2. Earn a score of 85% or
higher on the critical thinking projects
2. 100% earned a score of
85% or higher on the critical thinking projects
2. Modify topics covered in
the critical thinking projects
3. Due to COVID-19 utilize
temporary flexibility to meet
LGL 190 internship
requirements (short term)
3. Internship contact hours
3. Meet 100% of the
required 72 contact hours
3. 100% met the 72
contact hour requirement
3. Collaborate with
internship site supervisors to
determine appropriate activities
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Develop a listing of activities in which LGL 190 students can participate while following CDC COVID-19 guidelines. Activities should provide development of skills that can be used in a law office.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
HTHMNSS Practical Nursing Linda Cline [email protected] 2019-2020
Program Mission Statement
To provide an education that will promote learning and application of skills required to be competent as a Licensed Practical Nurse. To provide an opportunity to the student to maximize their individual abilities through education, self-growth, and eventual employment.
Program Goals
1. Eighty percent of all graduating students will pass NCLEX-PN.
2. Eighty percent of the PN students will meet or surpass the benchmark score of 850 for the HESI Critical Thinking Exam. (short-term)
3. Eighty percent of the PN students who begin the program will complete the program.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
151 | P a g e
GOAL 1
Eighty percent of all graduating
students will pass NCLEX-PN.
NCLEX-PN NCLEX-PN: 80% of Students
pass first attempt
As of 5/18/2020 all students
that have taken the NCLEX-PN
have passed so we are 100%.
We still have one to take the
last week of May Corona virus
permitting. Even if she is not
successful our pass rate would
be 90% so that would
constitute meeting the goal.
Preparation for the NCLEX PN will begin in first semester by using Adaptive Quizzes, Specialty Exams, PN Case Studies, Practice Tests, On Line Review and Predictor Test as provided by Elsevier.
PNE 195 in the first semester will assist with the development of study and test taking skills.
PNE 295 is specific to NCLEX test plan and success in test-taking strategies
GOAL 2 Eighty percent of the PN students
will meet or surpass the benchmark
score of 850 for the HESI Critical
Thinking Exam.
(Short-term)
HESI Critical Thinking Exam; in
first semester & in final
semester
Benchmark at 850 We did not meet this goal. It
has been determined that the
students are not serious when
taking this exam due to it not
counting as a major part of a
grade so we feel that it is not a
good predictor. We also did
not get to administer this
exam as it should have been
administered during the spring
semester due to remote
learning caused by COVID-19
and closing of the testing
center. During our next
program assessment we will
choose a new goal that will
produce more accurate
results.
Scores will be compared from beginning of the program until completion.
Critical thinking skills will be explored, reinforced & practiced through the use of didactic content presentations, case studies, simulations & in clinical practice.
152 | P a g e
GOAL 3
Eighty percent of the PN students
who begin the program will
complete the program.
Attrition rate will be evaluated
at the end of each semester
Less than 20% attrition rate We out of 25 students have
retained all but two students.
This puts us at 92% retention.
The students that were
unsuccessful were
remediated, however due to
circumstances were not able
to pull their grades up. These
students did withdraw
without academic penalty.
Beginning in the first semester, any time a student scored less than benchmark of 80% on test or assignment, the student is required to meet with faculty for remediation.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
We will continue as best we can with our methodology for goals number 1 and 3 with the COVID-19. We will change our remediation to either phone meetings or Zoom
meetings for remediation. Goal number 2 will need to be changed all together for the new year. We will probably keep the same goals on 1 and 3 and not make much
change as far as percentages due to COVID-19 impact.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT
Welding Diploma, Welding
Career Study Certificate &
Manufacturing/Fabrication
Career Study Certificate
Allen L. Martin
2019-2020 Program Mission Statement
The mission of the Welding and Manufacturing/Fabrication programs is to serve as an educational resource for people of all ages and backgrounds who
wish to explore, understand, apply and master the various processes of welding and fabrication. The Welding/Machine Tool Programs have the need to keep
evolving and improving. Both programs seek to provide up-to-date instruction related to these constantly changing technologies for those seeking
employment in these fields. The programs maintain strong relationships with local industries in order to remain responsive to industry needs. In order to
produce professionals for a competitive job market, high standards of personal development are continually stressed. Program Goals
Goal 1: Continue to improve the entry level instruction of the 1st semester welding students in preparation of meeting the American Welding Society’s
national standards of testing and compare to last year’s results. (Short term goal will be measured by December 2019). As the AWS (American Welding Society) is changing the policies and rules of welding it is also important that we do the same.
Goal 2: Continue to assist students in developing the appropriate “soft skills” needed for gainful employment in business and industry and compare to last
year’s results. As the continued growth of our businesses so is the soft skills needed for the appropriate jobs.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. To produce trainees who can
follow given weld procedures
and produce welds compliant
with the AWS welding
standards.
Evaluate trainees on the
ability of following weld
procedures, along with quality
welds that meet the American
Welding Society standards.
Reaching for an improvement
beyond the previous year’s
welding program 83% success
rate.
The current year success rate
was 80%. This was 3% lower
than the previous years.
Increase the participation rate of
credit-based students in AWS
certification testing. Develop an
implementation plan to integrate
the testing into the respective
courses.
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2. To produce trainees who are
prompt about class starting
times, class breaks and class
ending times.
Class daily activity- schedule
and attendance policy is listed
in course syllabus.
Attendance will be taken daily.
Class time schedules are to be
closely adhered to by
instructors.
Trainees can accumulate 3
unexcused days of absence or
6 unexcused days of tardiness,
before being in danger of
receiving a failing grade.
Reaching for an improvement
beyond the 67% success rate.
The current year success rate
was 78%. Due to full-time
faculty turn over during the
mid-fall semester, the
previous year’s data is
unavailable for comparison.
Consult with students about
tardiness and attendance as
needed, and determine a
resolution that best fits the
student’s needs.
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3. To familiarize trainees with
the most popular soft skills
companies look for when
hiring.
Conduct exercises that
measure:
Personal Traits
Attendance/ Punctuality
Grooming Appearance
Interest in Work
Cooperation
Initiative
Adaptability
Attitude/ Personality
Dependability
Pride in Work
Abilities
Organization
Following Instructions
Constructive Feedback
Attention to Details
Time Management
Getting Along with Others
Skill Performance
Quantity of Work
Job Knowledge
Reaching for an improvement
beyond the overall program
average of a 2.6 (C), from the
previous 2018-2019 year.
The overall program average
for 2019-2020 year is 2.7. This
exceeds the specified goal.
The soft skills demonstrated
by the students are still below
the desired level.
SDV 106 is being updated to
include other topics.
These include creation of a
resume and career plan,
implementing a LinkedIn
profile, mock interviews, soft-
skills for employability,
completion of the National
Career Readiness Certificate,
and participation in a
community service project.
The goals will also be
supported during the regular
WEL class sections by having
employer class visits and
presentation, field trips, and
participation in reverse-career
fair during spring-semester
courses.
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Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
157 | P a g e
Certified Welders continue to be in high-demand in our service area. To continue to meet the needs and expectations of employers, we need to continue to
improve soft-skills and certification attainment. To accomplish, we will enhance the content taught in SDV 106 Preparation for Employment and strengthen
the curriculum taught by integrating certification testing into the respective courses.
The addition of SDV 106 Preparation for Employment will be a consistent part of each curriculum helping ensure the success of pathway students entering
the workforce.
Each participant will:
Create a professional resume and job search plan. Use Career Services Resume Builder. https://sw.emsicc.com/?radius=®ion=50%20Mile%20Radius%20Around%20SWCC
Implement a LinkedIn Profile based on resume and job search plan to create a resume that never sleeps
Participate in employer partner sponsored mock interviews
Demonstrate knowledge of soft-skills for employability; Stress the importance of attendance, work ethic, appearance, communication, positive attitude, etc. Skills to Pay the Bills https://www.dol.gov/odep/topics/youth/softskills/
Demonstrate basic knowledge for employability by competing the National Career Readiness Certificate. http://www.act.org/content/act/en/products-and-services/workkeys-for-educators/ncrc.html
Participate in a community service project of at least four-hours or participate in the SWCC Eagle Project, A Day of Service held each semester. http://sw.edu/swcc-eagle-project/
Build Portfolio for reverse career Fair.
To strength curriculum we will implement certification testing into the respective courses. This will include using the objectives and curriculum of NCCER
CORE, NCCER Welding Level I, NCCER Welding level II, American Welding Society and SENSE into the respective courses. NIMS Measurement, Materials &
Safety and SNAP-on Precision Measurement (Tape and Rule Measurement) certification training and testing will be implemented to enhance the students
skill-set.
NCCER Core WEL 117
NCCER Welding Level I WEL 123
NCCER Welding Level II WEL 129
NIMS Measurement, Materials & Safety WEL 123
SNAP-On Precision Measurement (Tape and Rule Measurement)
Goals for 2020-2021 will focus on student creation of portfolios to participate in a reverse-career fair, earning additional certifications, and continued focus
on soft-skills.
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APPENDIX A
Assessment Forms by Award
-------------------------------------------------------------------------------------------------------------------------------------------------
Career Studies Certificates
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Southwest Virginia Community College Program Assessment
2019-2020 Division Program Coordinator Email Beginning Term Ending Term
BEIT Adventure Tourism Michael Brown [email protected] Fall 2019 Spring 2020
Mission
Since entrepreneurs are the foundation of most industries, it is the mission of the Adventure Tourism program to prepare students to be small business owners in the
adventure tourism industry. The program's focus on outdoor recreation activities develops students' understanding of the business aspects of adventure tourism and
recreation. In addition, the program partners with community-based organizations to help students produce effective business plans to secure funding for their business
ideas.
Annual Program Goals
Goal 1: Students will develop the skills to integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment.
Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries.
Goal 3: Students will develop the skills to have students to distinguish, prepare, compose, and assess a business plan as an entrepreneur.
Outcomes Assessment
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will receive Leave No
Trace (LNT) Trainers certification, First
Aid/AED/CPR and Wilderness First Aid
(WRFA) certifications. _____________________
Goal 2: Students will be given scenarios
on wilderness excursions to explore
leadership techniques.
_____________________
Goal 3: Students will be given a final
project to develop a business plan and presentation with their executive
summary information.
Goal 1: LNT Trainer
certification/WRFA
certification
________________ Goal 2: Recreation and
Parks course RPK 141
capstone projects on
leadership techniques.
________________
Goal 3: BUS 165 - final
project in Small Business Management
Goal 1: 70% pass rate
(Fall 2019)
_______________
Goal 2: 70% pass rate (Fall 2019)
_______________
Goal 3: 70% pass rate
(Fall 2019 and Spring
2020)
Goal 1: LNT Trainer
certification had 100% pass
rate in Fall 2019. WRFA
certification had a 100% pass rate in Fall 2019.
_________
Goal 2: RPK 141 had 100%
pass rate of students turning
term paper as part of
capstone.
_________ Goal 3: BUS 165 had 90%
pass rate of the students to
develop a business plan
during the Fall 2019. BUS
Goal 1: Keep Format given by American
Red Cross and Leave No Trace Center of
Outdoor Ethics.
_____ Goal 2: Keep format of capstone projects.
All students turned in project and passed
with 80% or better. Look for ways to
increase grades of student work with
new techniques of instruction.
_____
Goal 3: Look into ways to increase student participation to get higher pass
rate. Students not turning in project
caused the rate from not getting higher.
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165 had 75% pass rate of the
students to develop a
business plan during the
Spring 2020.
Analysis/Use of Results
Comments: Short-term findings for Fall 2019 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2020 are absent due
to change of semester offerings. Additional projects will be added to other classes to measure more short and long term objectives.
The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being assessed were taught online or were finished
before the change in structure. Students in those classes were not as affected as the students in the in-class courses. Those courses for the program were easily
transferred to online courses due to the assignments, exams, and lectures were already setup for the course as a hybrid course. The additional lecture and handout
material helped with the teaching of the modified courses. The courses affected by the structure change were the internships due to the host locations being closed for
the stay at home order. Courses will need to be modified to online only for the 2020-2021 year.
Program provided training to certify instructor so students can obtain national certification, thus improving the credibility of the program. The BEIT Dean and Vice
President of Academic and Student Services will support this plan; grant funds will be allocated for this purpose.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Bookkeeping CSC Margaret Dye [email protected] 2019-2020
Program Mission Statement
The mission of the Bookkeeping Career Studies Certificate is to provide quality curriculum and instruction which prepares students for employment in
accounting and bookkeeping-related positions that meet the needs of business and industry and to provide professional development opportunities for life-
long learning.
Program Goals
Goal 1 : To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry-level accounting positions.
Goal 2: To provide students with knowledge and skills in making ethical business decisions.
Goal 3: To improve students’ basic computer skills required for successful employment in business and industry.
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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will
demonstrate basic
accounting concepts
covering the accounting
cycle.
Goal 1:
Comprehensive
accounting cycle
problem given to the
ACC 212 students at
the end of the spring
semester.
Goal 1: 85% of the
students will complete
the comprehensive
accounting cycle
problem with a grade of
“C” or better.
Goal 1: For Fall 2019, a new textbook and software
was introduced to the students which utilized
“check work” options and multiple attempts so the
students could learn from their mistakes. The
software gave instant feedback to help with the next
attempt. Each attempt gave a new set of data to
use. While the use of the software helped students
to practice accounting concepts, the added attempts
and “check work” options caused students to rely
too heavily on extra attempts instead of
understanding the accounting concepts needed to
complete an accounting cycle. For Fall 2019/Spring
2020, 58.6% (17 of 29 students) completed the
automated accounting cycle problem with a grade of
“C” or better. For comparison of methods: Fall
2018/Spring 2019, an Excel accounting cycle
problem was given, with 64% passing with a C or
better. Fall 2017/Spring 2018, a paper/pencil
accounting cycle problem was given, with 75% of
the students making a C or better. Spring 2020
accounting cycle problem wasn’t given to ACC 212
students due to COVID-19. Classes were halted for
an extra week after spring break, resulting in one
week of work being cut off of the regular semester.
To cover all necessary objectives in ACC 212, the
accounting cycle problem was not given to the
students. Results from the past four years have
shown that manual accounting (paper/pencil) is the
most effective way to teach basic accounting
concepts.
Goal 1: For Fall 2020, software
will still be utilized for practice
within the course, giving
students instant feedback on
exercises within the chapters.
Instructor will utilize more
hands-on (paper/pencil)
accounting assignments to
reinforce basic accounting
concepts. With the transition
in spring 202 mid-semester to
completely online teaching
due to COVID-19, Zoom will be
implemented in the Fall 2020
accounting classes as a tool for
tutoring and lectures.
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Goal 2: Students will
demonstrate knowledge
of American Institute of
Certified Public
Accountants (AICPA)
Code of Professional
Conduct.
Goal 2: Test covering
the AICPA Code of
Professional Conduct.
Goal 2: 85% of the
students ACC 212
students will complete
the test with a grade of
“C” or better.
Goal 2: Due to COVID-19, spring break was
extended one week with instructions that no work
be assigned to students during that time. One week
of work was taken away in order to rearrange the
remaining weeks of class to cover all objectives
needed for transfer. ACC 212 students completed a
small assignment pertaining to AICPA in Chapter 1 of
ACC 211 in the fall 2019 semester. The test covering
AICPA Professional Code of Conduct was not
administered during the spring semester.
Goal 2: AICPA Professional
Code of Conduct will be
embedded as a normal
assignment during the fall
2020 and spring 2021
semesters.
Goal 3: Students will
demonstrate knowledge
of basic computer skills.
Goal 3: Microsoft
Digital Literacy exam
given in ITE 115 during
the program.
Goal 3: 80% of the
students will complete
the digital literacy exam
with a score of 75% or
higher.
Goal 3: 18 of the 20 students (90%) who are
currently enrolled in accounting/bookkeeping have
earned the Digital Literacy certificate by scoring 80%
or above.
Goal 3: The Digital Literacy
certification will continue to be
used to ensure students have a
knowledge of basic computer
skills needed in today’s
workforce. Analysis/Use of Results
Comments:
Due to COVID-19 restrictions, some assessment measures could not be implemented at the end of the spring 2020 semester. These assessment pieces will
be incorporated into the online classes going forward.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
HTHMNSS Computed Tomography Christy Lee [email protected] 2019-2020
Program Mission Statement
The mission of the cooperative Computed Tomography program is to prepare and graduate selected students to qualify as contributing members of an
allied health team, accomplished through a combination of didactic instruction with clinical experience. Graduates will have a sound educational
foundation on which to build a professional career, and will be prepared to care for patients under the supervision of qualified physicians.
Program Goals
1. Students will demonstrate employability.
2. Students will demonstrate clinical competence.
3. Students will demonstrate professional patient care.
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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. A. CT students will pass the ARRT advanced registry examination in Computed Tomography.
ARRT Registry Pass rates 80 % of students will pass
the ARRT CT registry
examination within 1 year of
graduation.
2019-2020 class: Students
will not begin taking the
registry examination until
after they can finish
requirements for spring
clinicals (incomplete due to
COVID-19).
2018-2019 class: 5 students
completed the program in
spring 2019. 4 of the 5 have
attempted to take the
registry exam, and all 4
passed (80% pass rate).
Benchmark met. Continue
to encourage students to
take the ARRT exam soon
after finishing coursework.
1. B. CT students will gain employment within a CT department.
Employment rates within CT 80% of students who are
seeking employment within
a CT department will
become employed within 1
year of graduation.
2019-2020 class: 50% of
the students are working in
CT before finishing the
program.
2018-2019 class: 100% of
the students are employed
within 1 year of finishing
the program.
Continue to communicate
with local employers and
advertise job opportunities
to students and graduates
via discussions, emails, and
social media.
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2. A. Students will
demonstrate acceptable
clinical performance by the
end of their first semester in
the program. (Fall)
Final Performance
Evaluation score in RAD 196
Fall.
Students will score 80 or
better out of a 100 point
scale on a final clinical
performance evaluation
(scored by their respective
clinical preceptor) in Fall
RAD 196 Clinical Internship
in CT.
Fall 2019 RAD 196: Two out
of three scored 80 or better
on this assessment. One
student scored 79. The
average score for all three
students is 90.3.
The one student who scored
below 80 was a student who
was repeating the course.
He had previously
withdrawn for
personal/medical reasons.
He did not indicate any
medical issues during this
semester; but, he did not
continue with CT in spring
semester.
Continue to advise students
and CT clinical preceptors
regarding proper
performance and acceptable
behaviors in clinicals.
2. B. Students will
demonstrate clinical
competence as evidenced by
completion of all clinical
competency requirements as
set forth by ARRT.
Completion of at least 25
applicable clinical
procedure completions and
at least 125 repetitions in
order to become eligible to
sit for the ARRT CT post-
primary registry
examination.
90% of students will
complete at least 25
procedure completions, with
3-5 repetitions each, and
accumulate at least 125
repetitions of those
procedures by the end of
Spring RAD 196.
2019-2020 class:
incomplete due to COVID-
19.
2018-2019 class: 100% of
students met this
requirement.
Continue to communicate
with clinical sites and college
administration to determine
when students can safely
and legally reenter the
clinical environment to
finish the clinical component
of the curriculum.
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2. C. Students will demonstrate proper operation of computed tomography equipment
RAD 196 Fall semester
9th submitted Procedure
Evaluation form overall
score (final performance
evaluation submitted for
the semester)
Students will score 90 out of
100 points scale
Fall 2019: Two out of three
students submitted this
assignment. These two
students both scored above
90 (93 and 100).
Benchmark met. Continue
to communicate with CT
clinical preceptors to
determine if they need any
didactic adjustments before
the students enter the
clinical environment.
3. A. Students will
demonstrate effective
patient and radiologist
communication as evidenced
by obtaining and
documenting thorough and
accurate patient histories.
RAD 196 Fall semester Final
Performance Evaluation #5
(Obtained / documented
patient history thoroughly
and accurately)
Students will score 3 out of a
4 point scale
Fall 2019: Three students
submitted this assessment.
Two students scored 4/4.
One scored 2/4. (average
score 3.33)
Increase communication to
students regarding the
importance of
communication.
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3. B. Students will
demonstrate competent
patient care in dealing with
various CT patients.
RAD 196 Spring final
performance evaluation -
Patient Care Section, as
scored by their clinical
preceptor
Students will score 3 out of a
4 point scale.
Spring 2020: Incomplete
due to Covid-19
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Cybersecurity (CSC) Crystal Dye [email protected] 2019-2020
Program Mission Statement
The Career Studies Certificate in Cybersecurity program provides the student participants with the academic skills required to begin an entry-level position in the field of
Information Technology (IT), Networking, and Security. Students completing the program may be eligible to receive advancement in their careers, as well as align their skills to
further entrepreneurial endeavors. In addition, students will be eligible to enter a two-year Associate in Applied Science degree program.
Program Goals
Goal 1: Cybersecurity students will receive online training via the learning management system (LMS) that will focus on Information Technology fundamentals, computer repair, networking, and security.
Goal 2: Cybersecurity program will provide each student with specialized/guided study to increase their capacity to achieve industry recognized credentials and/or
certifications.
Goal 3: Students will explore Cybersecurity career pathways by researching and exploring current job market trends in the field of information technology security and ethical
hacking. In addition, they will design and develop risk management analysis and provide recommendations.
Goal 4: Students will have a short-term goal of completing the CompTIA IT Fundamentals certification.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. Students will have achieved training in Digital Literacy
Certifications and/or
courses achieved/or
completed.
70% pass the certification exams in
Microsoft Digital Literacy
Certificate. Student completion rate
of a “B”/80% or higher to receive
certificate. This certificate is
completed at the end of ITE105.
For the Fall 2020 course, this
assessment was not utilized
due to integration of a new
book and lab environment for
this course. The online lab for
this course included a post-
course lab assessment
demonstrating knowledge of
course content. At the end of
the term, 14 students
completed the post
assessment with 10
completing with a 70% or
higher score.
Adding Microsoft Digital Literacy
Certificate prep and assessment in the
ITE105 course for the Fall 2020 term.
2. Students will have earned a Career
Studies Certificate (CSC) in
Cybersecurity.
% of full time
cybersecurity students
receiving CSC in
Cybersecurity
70% of full-time cybersecurity only
students will earn a CSC in
Cybersecurity
Pending degree conferrals for
Spring 2020 (July 2020)
Pending degree conferrals for Spring
2020 (July 2020)
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3. Students will demonstrate the ability
and skills to perform tasks related to
the field of cybersecurity.
50% of cybersecurity
students will participate in
a campus cyber event
(business contest, poster
contest, or capture the flag
or related event)
50% of cybersecurity students will
participate in a campus cyber event
(business contest, poster contest,
or capture the flag or related event)
Due to the COVID-19
pandemic schedule change in
the Spring 2020 term, these
events were cancelled (SWCC
Cyber Poster contest
(4/22/2020; Business Contest
panel
participation 4/24/2020).
In the Fall 2020 term, planning is in
motion to host a virtual cyber poster
contest and business contest. The dates
for these events are currently to be
determined
Analysis/Use of Results
Comments (Goals tied to other unit activities, anticipate new goal based on findings.)
In the upcoming Fall 2020 term, adding the Microsoft Digital Literacy Assessments (Pre and Post tests) will allow students to obtain an additional credential while completing the
program. The addition of the Microsoft Digital Literacy assessment to this program allows students completing only this credential (CSC-Cybersecurity) the certification
opportunity. Due to the COVID-19 pandemic, students did miss the opportunity of participating in the scheduled campus cybersecurity events. Going forward, the events will be
held virtually each semester to allow easier participation.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
BEIT Electrical Installation CSC Nick Nelson [email protected] 2019-2020
Program Mission Statement
The Electrical Installation Career Studies Certificate program trains workers to perform electrical installation in residential and commercial environments by introducing the students to basic construction and electrical concepts.
Program Goals
Goal 1 Provide students with safety skills for employment.
Goal 2To adequately prepare students for NCCER certification exams that demonstrate a mastery of core competencies.
Goal 3 Graduates will complete NC3 Meter certification
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1.Students earn OSHA 10 and
First Aid/CPR/AED (short-term)
2. Students earn NCCER
Electrical Level I credential.
3.Students earn NC3 Meter
certification
1.Number of Students Earning each Credential
2. Number of Students Certified with NCCR Electrical Level I credentials.
3. Number of Students that achieve NC3 Meter certification
1. % of Students earn each
credential. (Fall 2020)
2. % of Students earn NCCER
Level I. (Spring 2020)
3. 90% completion rate for
students Spring 2020)
1. Students were prevented
from completing all
Performance reviews due to
classes being forced on line
due to the Covid-19.
1. When face to face classes
resume Performance reviews
will be completed to satisfy
NCCER requirements..
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Addition of NC3 PMI certification to be added Fall 2020
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Academic Program Assessment: Southwest Virginia Community College
Division Program Lead Faculty Email Academic Year
Business, Engineering, and Industrial Technology
Electronic Medical Records Specialist CSC
Janet Rowell [email protected] 2019-2020
Program Mission Statement
The Electronic Medical Records Specialist Career Studies Certificate mission is to positively impact the residents of this community through academic and economic empowerment by providing a comprehensive educational foundation of skills required in the field of electronic medical records specialist for the workforce of the region.
Program Goals
Goal 1 Provide students with opportunities to earn industry recognized certifications
Goal 2 Deliver instruction that adequately prepares students to implement critical-thinking skills in Microsoft Office 2019 applications
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1. 75% of EMR program
students enrolled in ITE 115
certified in digital literacy
1. Digital Literacy Certification earned
1. Score 85% or higher on
the Digital Literacy
Certification exam
1. 100% earned a score
85% or higher on the
certification exam
1. Continue Digital
Literacy Certification
exam requirement
2. Utilize the critical thinking skills baseline of EMR-CSC
students enrolled in ITE 115
2. Overall average score earned on critical thinking projects in ITE 115
2. Earn a score of 85% or higher on the critical
thinking projects
2. 100% earned a score of 85% or higher on the
critical thinking projects
2. Modify topics covered in the critical thinking
projects
3. Due to COVID-19 utilize temporary testing flexibility
of EMR students enrolled in
ITE 115
3. Assess EMR students’ Microsoft Office application skills
3. Score at least 70% on Microsoft Office exam
3. 100% earned a score of 70% or higher on the Microsoft Office exam
3. Implement alternative measures of success applying Microsoft Office skills
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
Make use of alternative testing methods including the addition of timing restrictions and redesign multiple choice questions as measures of success.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator
Email Academic Year
BEIT Mechatronics Christopher Joe Godsey [email protected] 2019-2020
Program Mission Statement
The mission of the Mechatronics program at Southwest Virginia Community College is to properly train and educate students for employment in an automated
advanced manufacturing plant. Mechatronics is a field that blends mechanical, electrical, and computer science. Students pursuing a career studies certificate
in mechatronics will receive a wide range of industry related training. This training consists of Basic Electricity, Electronics, Robotics, Industrial Safety,
Mechanical Components, Hydraulics, Pneumatics, Motor Controls, Blueprint Reading, PLC Programming, Troubleshooting Techniques, Employment
Preparation, Digital Literacy, and various other industry related skills. Program Goals
Goal 1: To graduate students who demonstrate the abilities needed for employment in the automated advanced manufacturing job market.
Goal 2: To prepare students for industry related certification exams that demonstrate core competencies in the workforce.
Goal 3: To improve the online presence and availability of course offerings.
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Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will
demonstrate good problem
solving and critical thinking
skills needed for employment.
Goal 1: There will be several
written and hands on tests.
These tests will include several
NCCER certification tests as
well as comprehensive
knowledge exams in each of
their core classes.
Goal 1: 70% of the
graduating students will
complete the program with a
grade of “C” or better.
Goal 1: Results will not be
available until end of May.
However, preliminary analysis
appears to show that more than
70% of the graduating students
will be completing with a grade
of “C” or better.
Goal 1: No action is needed
at this time.
Goal 2: Students earn their
Career Readiness Certificate.
Goal 2: Percentage of
students that successfully earn
the Career Readiness
Certificate.
Goal 2: 70% of the students
successfully pass the Career
Readiness Certificate Exam.
(Spring 2020)
Goal 2: Due to COVID-19
students were unable to take this
exam.
Goal 2: Find an equivalent
alternative online test to
ensure that students can still
complete this examination if
online testing is required in
the future.
Goal 3: Increase utilization of
Canvas by Mechatronics
students.
Goal 3: Weekly Online
Activity in Canvas Analytics for
students.
Goal 3: Students should
have an average of at least
one page view per student
per week.
Goal 3:
Measured (1/12 to 3/1)
MEC 155:
Average Weekly Page Views Per
Student: 12
MEC 165:
Average Weekly Page Views Per
Student: 7
Goal 3: Continue adding
additional online material,
and reinforcing CANVAS
integration to promote online
learning.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
These goals are only for the Spring 2020 semester, I started full time in January 2020.
Additional testing and certifications are under evaluation to ensure that students will still be able to get industry certifications if a pandemic alters course
offerings in the future. Both of the courses monitored in goal 3 above were completed before COVID-19, but adding an online presence to these courses
could greatly enhance future offerings. I also noticed that adding occasional CANVAS quizzes during in person classes really started getting students to pay
closer attention to CANVAS at all times.
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Southwest Virginia Community College
Program Assessment
2019-2020
Division Program Coordinator Email Beginning Term Ending Term
BEIT Network Administration Michael Brown [email protected] Fall 2019 Spring 2020
Mission
Network Administration is designed to provide students with the knowledge to administer local area networks. The student will be exposed to the theory and practice of
network administration enabling them to manage enterprise critical resources. The students will be prepared for the Microsoft Certified Professional (MCP), Microsoft
Certified Systems Administrator (MCSA) and to receive the CompTIA Network+ certification. The curriculum is delivered by means of modern state of the art educational
technologies. Laboratory experiences will allow students to gain valuable experience working with actual industrial equipment.
Annual Program Goals Goal 1: Students will develop the skills to install, monitor, and troubleshoot Microsoft network infrastructures.
Goal 2: Students will develop the skills to maintain and optimize local area networks.
Goal 3: Students will develop the skills to manage Microsoft Active Directory replication and services.
Outcomes Assessment
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will demonstrate skills and knowledge to manage a Microsoft network infrastructure. __________ Goal 2: Students will demonstrate skills and knowledge to deploy, configure, and manage Microsoft Windows Server 2012. ______________________ Goal 3: Students will demonstrate their knowledge of the advantages and disadvantages of server operating systems with Windows Server 2012 R2.
Goal 1: Exam70-412 lab bundle score in ITN 112 ________________ Goal 2: Final Exam in ITN 111 ________________ Goal 3: Final research project in ITN 113
Goal 1: 70% pass rate (Spring 2020) _______________ Goal 2: 70% pass rate (Spring 2020) _______________ Goal 3: 70 % pass rate (Spring 2020)
Goal 1: 82% pass rate for Spring 2020 term _____ Goal 2: 92% pass rate for Spring Term _____ Goal 3: 88% pass rate for Spring term.
Goal 1: Look into ways to increase student participation to get higher pass rate. _____ Goal 2: Look into ways to increase student participation to get higher pass rate. _____ Goal 3: Look into ways to increase student participation to get higher pass rate.
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Analysis/Use of Results
Comments: Short-term findings for Fall 2019 were not available since assessed courses were taught during the Spring 2020 semester. During the 2020-2021 semester, ITN 101: Introduction to
Networking Concepts will be included into the goals and outcomes for the program. This course is taught with the CompTIA Network+ certification as the structure for the course and
is taught during Fall and Spring semesters.
Long-term findings for Spring 2020 indicate that students have results that were an improvement from the previous year. The previous year success rate was below the standard
chosen. This year the success rate was improved by new techniques in teaching of the courses.
The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being assessed were taught online. Students in those classes were
not as affected as the students in the in-class courses. The challenge with the change in structure is the development of computer access other than campus access. The most students
in the courses were able to overcome the difficulties with Internet access to succeed in the courses.
Program will be modified to add additional courses to the curriculum to provide more students the opportunity to enter also the Cybersecurity and Cisco employment fields with
CompTIA certifications.
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Southwest Virginia Community College
Program Assessment 2019-2020
Division Program Coordinator Email Beginning Term Ending Term
BEIT Outdoor Recreation, Guide Essentials, Outdoor Interpretation and Education CSC’s
Michael Brown [email protected] Fall 2019 Spring 2020
Mission
The outdoor recreation program prepares students to be outdoor leaders. The program provides students with the skills necessary to be successful working as an
outfitter, camp guide and trainer, park ranger, or other recreational guide to protect and preserve natural resources through impact activities, to conduct outdoor
activities and events, provide educational interpretation, and to minimize the impact of potential risk. Leadership and problem solving are used to maximize health and
safety while minimizing the environmental impact of leading participants through a quality outdoor experience.
Annual Program Goals
Goal 1: Students will develop the skills to integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment.
Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries.
Goal 3: Students will develop the skills to demonstrate best practices, skills, and abilities that apply to Guide Essentials and Interpretation & Education.
Outcomes Assessment
Outcome Sought Measures Success Standard Findings Action Plans
Goal 1: Students will receive Leave No
Trace (LNT) Trainers certification.
_____________________
Goal 2: Students will be given scenarios
on wilderness excursions to explore leadership techniques.
_____________________ Goal 3: Students will be given scenarios
on wilderness excursions to explore
interpretation techniques.
Goal 1: LNT Trainer
certification
________________
Goal 2: Recreation and
Parks course RPK 141 capstone projects on
leadership techniques. ________________
Goal 3: Recreation and
Parks course RPK125
Goal 1: 70% pass rate
(Fall 2019)
_______________
Goal 2: 70% pass rate
(Fall 2019) _______________
Goal 3: 70% pass rate (Spring 2020)
Goal 1: LNT Trainer
certification had 100% pass
rate in Fall 2019.
_________
Goal 2: RPK 141 had 100% pass rate of students turning
term paper as part of capstone.
_________
Goal 3: RPK 125 had 100%
Goal 1: Keep Format given by American
Red Cross and Leave No Trace Center of
Outdoor Ethics.
_____
Goal 2: Keep format of capstone projects. All students turned in project and passed
with 80% or better. Look for ways to increase grades of student work with
new techniques of instruction.
_____
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projects on interpretation
techniques.
pass rate of students in the
course.
Goal 3: Keep format of National
Association for Interpretation with
certified instructor.
Analysis/Use of Results
Comments: Short-term findings for Fall 2019 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2020 are absent due
to change of semester offerings. Additional projects will be added to other classes to measure more short and long term objectives.
The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being assessed were taught online or were finished
before the change in structure. Students in those classes were not as affected as the students in the in-class courses. Those courses for the program were easily
transferred to online courses due to the assignments, exams, and lectures were already setup for the course as a hybrid course. The additional lecture and handout
material helped with the teaching of the modified courses. The courses affected by the structure change were the internships due to the host locations being closed for
the stay at home order. Courses will need to be modified to online only for the 2020-2021 year.
Program provided training to certify instructor so students can obtain national certification, thus improving the credibility of the program. The BEIT Dean and Vice
President of Academic and Student Services will support this plan; grant funds will be allocated for this purpose.
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Academic Program Assessment: Southwest Virginia Community College
Division Program Coordinator Email Academic Year
BEIT Precision Machining Steven Lee Olinger [email protected] 2019-2020
Program Mission Statement
Precision Machining Career Studies Certificate program provides workforce readiness skills for a career in advanced and/or manual manufacturing. The curriculum is based on the standards of National Institute for Metalworking Skills, Inc. with the opportunity to earn level I industry credentials for manual and CNC. Upon completion of this program, students will be able to enter or advance in such fields as Machine Operator (CNC or conventional), machinist, CNC setup technician, and CNC programmer.
Program Goals
Goal 1 To prepare students to earn nationally recognized certifications to demonstrate to employers their knowledge of basic job functions and demonstrate basic skills typical of industry employee. Goal 2 To facilitate students to demonstrate communication skills and work ready skills.
Assessment Categories
Outcome Sought Measures Success Standard Findings Action Plans
1.Students will have basic
machining skills and jobs
skills.
2.Students will have basic CNC skills.
1.(NIMS) National Institute for Metalworking skills Certifications (Measurement, Materials, & Safety) and (NC3) National Coalition of Certification Centers (Starrett and Snap-on Tape and Rule Measurement). 2.(NIMS) National Institute for Metalworking skills
1.70% of students will earn
both (NIMS) and ( NC3)
credentials by the end of Fall
2019.
2.70% will earn at least one.
1. 34% of students earned both
2. 100% earn at least one NC3 Cert.
1. NIMS made big changes to
this certification test. I will
need to spend more time on
material and give more
assignments and tests on
speeds, feeds, math formulas
on the lathe and mill.
2. Students did great on their
NC3 cert but struggle with the
NIMS. NIMS is supposed to
release a new study guide that
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3.Students earn
nationally recognized
credentials.
4.Students will have basic
communication skills.
Certifications (CNC Milling Operator) and (CNC Turning Operator)
3.(NIMS) National Institute for Metalworking skills Certifications. 4.(NCRC) The National Career Readiness Certificate
3.70% of students pass
three nationally
recognized credentials by
the end of program.
4.70% of students pass the NCRC.
3. 34% of students earned three credentials.
4. 0% of students pass the NCRC
will covers the changes to the
material on the test.
3. COVID-19 hurt my findings
since most certifications are
earned in April-May.
4. Due to COVID-19 this test
was not taken.
Analysis/Use of Results
Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)
To increase awareness and number of credentials earned SWCC will increase advisement efforts on the importance of earning of additional credits. We will continue to expand and build relations with local employers to actively participate in the program by serving on advisory committees, guest lecturing, conducting mock interviews, and being active reviewers in the NIMS certification process. To increase the students skill level and success rate on the hands-on portion of the certification test, we will schedule additional lab time, provide a mechanism for re mediation/tutoring on difficult to understand concepts and practices, and work with each student
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APPENDIX B
Assessment Status Matrix
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SWCC PROGRAM ASSESSMENT MATRIX 2019-20
Program Coordinator (Assistant) Mission Goals Outcomes Measures Standards
Committee Review VP,DEAN, IRO Findings
Action Plans
Analysis/Use of Results
No Committee Review
Reviewed by DEAN, VP, IRO
Business Administration AA&S M. Dye X X X X X X X X X COVID X
Outdoor Leadership (Bus Ad spec.) AA&S M. Brown X X X X X X X X X COVID X
Engineering AA&S, Software Engineering Specialization AA&S and Pre Engineering CSC B. Hale X X X X X X X X X COVID X
Science AA&S A. Lockhart X X X X X X X X X COVID X
Pre-Med (Science spec.) AA&S, Advanced Studies in Science CSC
G. Householder X X X X X X X X X COVID X
Geology and Environmental Science (Science spec.) AA&S VACANT
2020-21
2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21
General Studies AA&S, Liberal Arts spec AA&S, and General Ed. Cert. H. Hensley X X X X X X X X X COVID X
Agribusiness AA&S (GS spec.), Agribusiness CSC VACANT 2020-21
2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21
Appalachian Studies AA&S (GS spec.), App Studies CSC VACANT
2020-21
2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21
Fine Arts AA&S (GS spec.), Arts and Crafts Cert M. Gilbert X X X X X X X X X COVID X
Music AA&S (GS spec.), Advanced Studies in Music CSC J. Trivette X X X X X X X X X COVID X
Psychology AA&S (GS spec.) A. Ellis-O'Quinn X X X X X X X X X COVID X
Accounting AAS and Insurance Spec AAS M.Dye X X X X X X X X X COVID X
Administrative Support Technology AAS J. Rowell X X X X X X X X X COVID X
Alternative Energy Technology AAS VACANT HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD
Information Systems Technology AAS, Computer Repair Technician CSC, Software Development CSC C. Dye X X X X X X X X X COVID X
Advanced Manufacturing AAS J. Godsey/ S. Olinger X X X X X X X X X COVID X
Nursing AAS N. Beavers X X X X X X X X X COVID X
Occupational Therapy Assistant AAS A. Looney X X X X X X X X X COVID X
Radiography AAS C. Lee X X X X X X X X X COVID X
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Early Childhood Development AAS, Early Childhood Education Cert, Early Childhood Education CSC, Infant Toddler CSC K. Austin X X X X X X X X X COVID X
Electrical Electronics Technology AAS, Industrial Maintenance CSC J. Godsey X X X X X X X X X COVID X
Human Services Mental Health AAS, Human Services Cert A. Hess FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA
Human Services Specialization Substance Abuse AAS A. Hess FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA
Substance Abuse Counselor Cert A. Hess FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA
Administration of Justice AAS and Law Enforcement Cert J. Stinson X X X X X X X X X COVID X
ADJ Spec in Emergency Management AAS J. Stinson HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD
Emergency Medical Services, Basic EMT Skills CSC, EMT to INT CSC, INT to Paramedic CSC, RN to Paramedic Bridge CSC, Advanced EMT CSC B. Akers X X X X X X X X X COVID X
Management AAS , Management Spec CSC L. Beavers X X X X X X X X X COVID X
Legal Studies Cert J. Rowell X X X X X X X X X COVID X
Practical Nursing Cert L. Gambill X X X X X X X X X COVID X
Health Sciences Cert VACANT 2020-21
2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21
Heating Ventilation & Air Cert and CSC N. Nelson X X X X X X X X X COVID X
Welding Diploma, Certificate, CSC Welding, CSC Semi Automated Welding, Manufacturing Fab CSC A. Martin X X X X X X X X X COVID X
Bookkeeping CSC M. Dye X X X X X X X X X COVID X
Crime Scene Technology CSC J. Stinson HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD
Electronic Medical Records CSC J. Rowell X X X X X X X X X COVID X
Geographic Information Systems CSC Vacant HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD
Adventure Tourism CSC M. Brown X X X X X X X X X COVID X
Automotive Diagnostics and Repair CSC NEW NEW NEW NEW NEW NEW NEW NEW NEW NEW NEW NEW
Computed Tomography CSC C. Lee X X X X X X X X X COVID X
Cybersecurity CSC C. Dye X X X X X X X X X COVID X
Electrical Installation CSC N. Nelson X X X X X X X X X COVID X
Health Care Tech CSC VACANT 2020-21
2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21
Insurance CSC M. Dye X X X X X X X X X COVID X
Mechatronics CSC J. Godsey X X X X X X X X X COVID X
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Medical Coding CSC M. Dye 2020-21
2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21
Network Administration CSC M. Brown X X X X X X X X X COVID X
Oracle Specialist CSC VACANT HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD
Paraoptometry CSC G. Householder HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD
Pharmacy Technician CSC VACANT 2020-21
2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21
Phlebotomy CSC VACANT 2020-21
2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21
Precision Machining CSC S. Olinger X X X X X X X X X COVID X
Renewable Energy and Efficiency VACANT HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD
Outdoor Recreation, Guide Essentials, Outdoor Interpretation and Education CSC's M. Brown X X X X X X X X X COVID X
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APPENDIX C
SWCC ANNUAL REPORT
HEADCOUNT BY PROGRAM, GENDER AND LOAD
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Academic Plan Total
Gender Load
Female Male Unknown Full Time
Part Time
Students Students Students Students Students Students
29 25 4 14 15 Accounting AAS
Administration of Justice AAS 60 19 41 29 31
Administrative Support Tec AAS 4 4 4
Advanced Emergency Medical Tec CSC
7 3 4 7
Advanced Manufacturing AAS
5 2 3 1 4
Advanced Studies in Science CSC
5 5 3 2
Agribusiness CSC 3 2 1 3
Agribusiness/General Studies AA&S
10 4 6 5 5
Automotive Diagnostic & Repair CSC
5 5 1 4
Bookkeeping CSC
3 2 1 3
Business Administration AA&S
66 32 34 25 41
Business Management AAS
58 34 24 23 35
Computer Repair Technician CSC
5 2 3 5
Computerized Tomography CSC 3 2 1 3
Cybersecurity CSC
20 8 12 5 15
Early Childhood Develop AAS 66 64 2 21 45
Early Childhood Education CSC
28 28 2 26
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Academic Plan
Total Gender Load
Female Male Unknown
Full Time
Part Time
Students Students Students Students Students Students
Early Chl Edu/Human Servic AAS
2 2 1 1
Education AA&S 57 31 26 33 24
Electrical CSC 22 22 8 14
Electrical/ Electronics AAS 29 29 13 16
Electronic Medical Rec Spec CSC 1 1 1
Emerg Medical Serv Techno AAS
43 21 22 10 33
Emergency Mgmt & Planning AAS
1 1 1
Engineering AA&S 35 3 32 21 14
Fine Arts/Genl Stud AA&S
25 18 7 8 17
General Education Cert
2 1 1 1 1
General Studies AA&S 322 206 116 137 185
Geology & Environmental Science AAS
13 4 9 8 5
Health Care Technician CSC 18 17 1 1 17
Health Science Radiology 190-02
2 1 1 2
Health Science Tech 190-06
322 266 56 84 238
Heat/Vent & Air Condition Cert 13 13 3 10
Heating, Ventilation and Air CSC
4 4 4
Human Service Certificate 8 8 2 6
Industrial Maintenance CSC
1 1 1
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Total Gender Load
Academic Plan
Female Male Unknown Full Time
Part Time
Students Students Students Students Students Students
Law Enforcement Cert 2 2 1 1
Legal Studies Cert
12 10 2 5 7
Liberal Arts/General Studies AA&S
4 3 1 1 3
Management Specialist CSC 9 6 3 2 7
Manufacturing Fabrication CSC 2 2 2
Mechatronics CSC
6 6 3 3
Medical Coding CSC
24 22 2 7 17
Mental Health AAS
19 19 9 10
Music AA&S 18 7 11 10 8
Network Administration CSC
2 2 2
Nursing AAS 127 103 24 44 83
Occupational Therapy Assistant AAS
44 39 5 20 24
Outdoor Leadership/Bus Adminis AAS
3 3 1 2
Outdoor Recreation CSC 2 2 2 Pharmacy Technician CSC 28 24 4 9 19
Phlebotomy CSC 22 21 1 3 19
Practical Nursing Cert 39 36 2 1 19 20
Pre Teacher Education AA&S 60 54 6 20 40
Pre-Engineering CSC
1 1 1 Precision Machining CSC 15 15 5 10
Psychology-General Studies AA&S 65 52 13 30 35
Radiography AAS 30 25 5 12 18
Science AA&S 52 35 17 18 34
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Academic Plan
Total
Gender Load
Female Male Unknown
Full Time
Part Time
Students Students Students Students Students Students
Software Engineering AA&S
4 1 3 1 3
Substance Abuse AAS 15 11 4 4 11
Substance Abuse Counselor Cert 13 7 4 2 13
Welding CSC 34 1 33 10 24
Welding Diploma 20 2 18 11 9
Total 2,149 1,401 745 3 789 1,360
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APPENDIX D
SWCC ANNUAL REPORT
CREDIT HOURS GENERATED AND ANNUAL FTE BY SUBJECT
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Subject Enrolled Credits FTE
ENG 1,728 5,184 172.8
BIO 2,524 5,037 167.9
MTH 1,150 3,496 116.5
HIS 1,081 3,243 108.1
PSY 804 2,412 80.4
NSG 1,018 2,369 79.0
ITE 732 2,113 70.4
HLT 776 2,076 69.2
PLS 556 1,668 55.6
BUS 503 1,495 49.8
CHM 680 1,366 45.5
CST 365 1,095 36.5
CHD 353 1,057 35.2
SOC 339 1,017 33.9
MUS 365 1,016 33.9
ADJ 322 970 32.3
WEL 311 933 31.1
REL 302 906 30.2
ITN 285 855 28.5
OCT 338 848 28.3
PNE 274 843 28.1
SDV 738 738 24.6
ACC 171 605 20.2
ART 197 591 19.7
EMS 303 582 19.4
ELE 146 508 16.9
MTE 501 501 16.7
HMS 164 492 16.4
RAD 196 487 16.2
PHY 210 420 14.0
MAC 123 353 11.8
PED 261 326 10.9
AIR 93 307 10.2
AST 105 295 9.8
ECO 72 216 7.2
ENF 63 210 7.0
LGL 69 207 6.9
EDU 62 186 6.2
HCT 61 171 5.7
EGR 66 166 5.5
MDL 46 138 4.6
NAS 63 126 4.2
ETR 38 126 4.2
MEC 39 121 4.0
HIT 34 119 4.0
ITP 39 117 3.9
GOL 58 116 3.9