Program Assessment At Southwest Virginia Community College ...€¦ · Program Assessment At Southwest Virginia Community College 2018-2019 A Report Compiled by ... skills and abilities

Program Assessment

At Southwest Virginia Community College

2018-2019

A Report Compiled by

The Office of Institutional Research and Assessment

based on the work of the Dean and Faculty of the

Division of Business, Engineering and Industrial

Technology; the Dean and Faculty of the Division of

Humanities and Social Science and the Dean and Faculty

of the Division of Mathematics, Natural Science and

Health Technologies

Table of Contents The Program Assessment Process ................................................................................................................ 3

Assessment Calendar .................................................................................................................................... 4

Assessment Summaries ................................................................................................................................ 5

Associate of Arts and Sciences……………………………………………………………………………………………………………5

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Associate of Applied Science…………………………………………………………………………………………………………...10

Certificates………………………………………………………………………………………………………………………………….…..17

Career Studies Certificates………………………………………………………………………………………………………………21

Appendix A…………………………………………………………………………………………………………………………………………..26

Faculty Completed Assessment Forms by Award

Associate of Arts and Sciences…………………………………………………………………………………….……27

Associate of Applied Science…………………………………………………………………………………….………44

Certificates………………………………………………………………………………………………………………….……79

Career Studies Certificates…………………………………………………………………………..…………………..94

Appendix B……………………………………………………………………………………………………………………………………………….109

Assessment Status Matrix

Appendix C……………………………………………………………………………………………………………………………………………….112

Headcount by Program, Gender and Load

Appendix D……………………………………………………………………………………………………………………………………………….117

Credit Hours Generated and Annual FTE by Subject

The 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

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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. In addition, specific

outcomes must be related to the more general program goals. 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.

At SWCC program assessment is research based. Initially faculty set goals, identify outcomes to

meet those goals and identify measures and success standards appropriate for the outcomes.

Faculty then 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.

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. 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. 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.

SWCC ACADEMIC PROGRAM ASSESSMENT CALENDAR

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AND REPORTING SCHEDULE—2018-19 (due dates for reports in bold)

Tuesday, Oct. 9: Assessment Day (Fall semester)—Focus: New General Education Policy;

Introduction and Implementation

Friday, October 19: Joint Advisory Committee Meetings (Dellinger Hall—various locations)

Minutes to be submitted to IR.

Friday, Dec. 14: Report on short-term goal due

Tuesday, Feb. 26: Assessment Day (Spring semester)—Focus: General Education

Assessment Plan Completion and Program Goals

Friday, April 5: First draft of annual report due to assessment coordinator for review

Month of April: Other program advisory committee meetings (as determined by program)

Minutes to be submitted to IR.

Friday, April 19: Final 2018-19 program assessment templates due

Friday, April 26: 2019-20 goals due to assessment coordinator for review; includes

outcomes, measures, and success standard

Summaries of 2018-19 Program Assessment

Associate of Arts and Sciences Degrees

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Business Administration Associate of Arts and Sciences

GOALS

Goal 1: To provide business transfer students with the general education knowledge, skills and values

needed for success at four-year institutions.

Goal Not Met. Majors in this area did not take the GSAT in the spring semester.

Goal 2: To improve students’ skills in fundamental business concepts required for successful employment in

business and industry.

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. Findings indicate that 80% of the students in fall 18

in ACC 211 made a “C” or better.

Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.

Goal Not Met. When given an advanced formula Excel problem to solve only 64% passed with a grade of “C”

or better. This was 21% less than the faculty set benchmark.

The results of this assessment cycle led to the adoption of a new software and text to be used in the next

academic year. The new adoption is more hands on and requires more Excel use (a request of employers).

Faculty will also use feedback from other transfer programs to identify a new measure that can be used to

compare student performance in transfer programs.

Business Administration Outdoor Leadership Specialization Associate of Arts and Sciences

GOALS

Goal 1: To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills

for employment.

Goal Met. Ninety 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.

Goal Met. Students were assigned a research project on leadership as part of the RPK 141 capstone course.

Of those who submitted the paper 80% demonstrated competency.

Goal 3: To develop best practices, skills and abilities for students to apply to Guide Essentials and

Interpretation and Education.

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Goal 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.

As a result of the assessment done in this cycle the faculty will look for ways to increase completion rates on

the term paper in RPK 141. Other findings indicate that the current format for the two courses assessed

should be kept.

Education Associate of Arts and Sciences

GOALS

Goal 1: Students will be able to define and describe the historical, legal, and philosophical qualities of the teaching profession

Goal Met. SDV 101 and EDU 200 students were tested on the attributes above using a locally developed

instrument at the beginning and end of the course. Ninety percent of the questions regarding the historical,

legal, and philosophical qualities of the teaching profession were answered correctly. This exceeded the 80%

benchmark and validates the curriculum’s continuance in its present form.

Goal 2: Students will become familiar with all facets of a K-12 classroom through in person observation.

Goal not met. Field placement journals were assessed using the locally developed field placement rubric.

Eighty-five percent of the journals met the criteria assessed through the rubric. This fell short of the 90%

benchmark set by the faculty. Faculty have developed a plan to remedy this deficit.

Goal 3: The AA&S in Education program will institute an academic review/tutorial program to facilitate

students’ acquisition of the general education necessary for success in a Teacher Education Program. Goal not met. The review committee has not been appointed. This goal will continue into the 2019-20 assessment cycle. To meet the deficits revealed through this assessment cycle, the faculty will concentrate more on expectations for the journaling assignment through both in class and online activities. The dean of HSS and the faculty will collaborate to convene a committee to review supplemental materials to assist with skills required for transfer.

Engineering Associate of Arts and Sciences

GOALS

Goal 1: Improve student’s critical thinking/problem solving skills through collaborative problem solving.

Goal Met. When comparing student exam scores from the fall 2016, fall 2017 and the fall 2018 cohort,

students in the fall 2018 cohort scored an average of 87.1. This average was 29% higher than the average of

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the 2016 cohort. Faculty attribute the increase to the incorporation of collaborative problem solving for

concept development into the curriculum in fall 2017.

Goal 2: Prepare students for a successful transition into their desired engineering discipline at their selected

senior institution.

Goal Not Met. Engineering students who transferred to Virginia Tech (VT) had an average SWCC gpa of

3.505. After their first two semesters at VT the student gpa decreased to 2.79. Faculty had set the success

standard to be <0.5. The actual decrease in the average was .715, exceeding the acceptable decrease by

.215. A plan has been formulated to alleviate this deficit.

Goal 3: Provide students with a general education.

Goal Met. The average improvement over predicted scores was 0.5% which means that students are

performing better in general education courses that predicted. Furthermore, students scored on average 61.

The score was higher on GSAT than college average with no students scoring below average. The GSAT is a

measure of competency in general education developed by SWCC faculty.

Faculty will continue to use the collaborative problem solving approach with consistent checks for theoretical

knowledge gaps. Based on the results from Goal 2, the faculty will aggressively advise borderline students

regarding the match of student to transfer institution. SWCC faculty will also follow-up with transfer

institutions to identify support services at the institution for the transfer students and proactively

recommend utilization of those services.

General Studies Associate of Arts and Sciences

GOALS

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

Goal Met. Findings revealed that fewer students were registering for courses that were outside their field of

study. Faculty attribute this to the newly constructed pathways and to enforcement of FACA requirements.

When viewed together, SWCC has seen the desired streamlined approach it sought. Students are required to

have their initial semester’s registration reviewed by an advisor before the registration process can move

forward.

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 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 met. Faculty have identified Hawkes Learning as a vehicle to streamline the process of developmental

student success in college level English.

Goal 3: In a system-wide transition to a new LMS, SWCC seeks a seamless transition to Canvas from

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Blackboard.

Goal met. Faculty have had multiple training options provided by the distance learning staff. Faculty and staff

have reported that very few issues have arisen and that the transition has been easy. There have also been

fewer complaints from students.

Goal 4: Building upon previous goals of expanding the use of rubrics, faculty within the General Studies program will be polled as to the use of Learning Objectives. The same usage rate of 50% will be sought within a year.

Goal Met. When surveyed the majority of the faculty use learning objectives. The presentation of the

objectives was found to vary among faculty members.

As a result of assessment efforts faculty have committed to continued use of Hawks Learning and to monitor

feedback on the Canvas transition. They expect more improvements to the advising system as well. Faculty

will also be trained in the use of learning objectives as a “compass” for the course.

General Studies Specialization in Music Associate of Arts and Sciences

GOALS

Goal 1: 75% of new students in the SWCC Music Program will be reading and playing piano by music notation by the end of their first semester in the program. Goal 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. Goal Met. Patrons who attended were given the opportunity to complete a survey regarding the event they attended. The survey had only nineteen responses but all agreed strongly that the music program staff and students are available and provide quality music for the college and surrounding community. The one comment was one expressing regret regarding the number of attendees at the events. Goal 3: The music program will foster an environment in which students will begin, continue, and complete an associate’s degree and transfer into a four-year music program. Goal Met. Twelve of thirteen students who began the program in 2018-2019 have continued. The student who did not continue graduated from another SWCC program and has no plans to complete the music specialization. The program had one graduate this year who will continue his education at Liberty University as a transfer student. This provides the foundation for one of next year’s goals—to increase the graduation rate for the program. The faculty believe that the program is successful based on this year’s results and is meeting the goals of the students enrolled. The goals of individual students vary from developing individual musical talent to achieving a degree and transferring.

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Science Pre Medical Specialization Associate of Arts and Sciences

GOALS

Goal 1: Students entering the program is 2018 will successfully graduate after two years of study.

This is an ongoing study that will continue until graduation is posted in late May 2020. The goal will be

replicated in the 2019-20 assessment cycle.

Goal 2: Students entering the program in 2018 will be advised by a pre-medical advisor.

Goal was met. Of the 47 students in the Science SDV course in fall 2018, 34 were pre-med specialization

majors. All 34 were advised by the pre-med advisor during the course of the semester exceeding the 70%

benchmark set by the faculty. The faculty have stressed the importance of advising for this group due to the

nuances of the agreements with area professional schools.

Goal 3: Increase the number of students entering the Paraoptometry program.

Goal was not met. Despite the best efforts of the faculty only 12 students entered the program in fall 2018.

Of the 12 only 3 received formal advising. Eight of the students were retained Spring 2019. The

recommendation of the faculty is that the paraoptometry program should be reviewed and discontinued.

This recommendation is made because the original purpose was to serve the optometry school in Grundy.

When that school did not materialize the need for the program no longer existed.

As a result of this assessment, the faculty will review the paraoptometry program and make

recommendations regarding the continuance of the program to C&I. The graduation rate of pre-med

students will also be tabulated in May 2020.


Associate of Applied Science Degrees

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Accounting Associate of Applied Science

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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 the knowledge and skills in making ethical business decisions.

Goal Met. Students were given a test on the American Institute of Certified Public Accountants Code of

Professional Conduct. 85.7% of the students in ACC 212 scored a “C” on the instrument, exceeding the

benchmark set by faculty by 7%.





academic year. The new adoption is more hands on and requires more Excel use (a request of employers). In

addition to improve performance on the comprehensive accounting cycle problem, the faculty will

incorporate a review of the cycle throughout the semester.

Administrative Support Technology Associate of Applied Science

GOALS

Goal 1: Provide students with opportunities to earn recognized credentials.

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.

Goal 2: Deliver instruction that adequately prepares students to implement critical thinking skills in Microsoft

Office applications.

Goal Met. All AST majors scored at least 80% on all assigned critical thinking projects as measured by the

QEP rubric.

Faculty will continue to develop critical thinking projects related to current topics and will continue to assess

students using the Microsoft Digital Literacy Certification exam.

Business Management Associate of Applied Science

GOALS

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Goal 1: Students will demonstrate recognition, knowledge and competency in soft skills related to

communication.

Goal not met. Faculty found that 75% of students in the program courses could not use correct punctuation

and grammar in written assignments. That percentage improved after corrections were made to the first

assigned writing. Some students, however, did not demonstrate competency in written communication even

after draft correction. The use of APA format in academic writing was a particular weakness identified by the

faculty.

Goal 2: Students will be provided with opportunities to hone critical thinking skills through developing

analytical and decision making skills.

Goal was met. When provided opportunities to analyze business problems all students were able to identify

causes and propose credible solutions. Students were also able to analyze their own behaviors that either

helped or hindered working with peers.

Goal 3: Enhance students’ awareness of the importance of time management in projects, decision making, and technology usage. Goal was partially met. Faculty identified that most late assignments were due to procrastination and lack of prioritization. Ways to combat both were identified by the faculty and will be implemented next semester. Use of the actions identified will be used and the effectiveness measured during the next assessment cycle. As a result of this assessment, faculty will place more emphasis on time management, the positive aspects of it and the relationship of time management to peer cooperation and other soft skills.

Early Childhood Development Associate of Applied Science

GOALS

Goal 1: ECD (Early Childhood Development) students will complete Key Assessment Child Observation and demonstrate competency in the following NAEYC standards: 1A: Knowing and understanding young children’s characteristics and needs, from birth through age 8, 2C: Involving families and communities in their 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 6B: Knowing about and understanding ethical standards and other early childhood professional guidelines. Goal Met. Benchmark was 85% and 90% of students achieved the “Meets” rating on the measurement rubric. Goal 2: ECD students will complete Key Assessment Classroom Observation and demonstrate competency in the following NAEYC standards: 1C: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments 3B: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches

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5A: Understanding content knowledge and resources in academic disciplines. Goal Met. Benchmark was 85% and 90% of students achieved the “Meets” rating on the measurement rubric. Goal 3: ECD graduates will gain employment or transfer to obtain a Bachelor’s degree. Goal Met. Of the students who completed the program, 90% were employed or transferred to continue work on a Bachelor’s degree. Students who transferred chose programs at Old Dominion University, King University or James Madison University.

Due to the success of the implementation of the Key Assessments, the faculty will continue to use the Key

Assessment Child Observation Rubric and the Key Assessment Classroom Observation Rubric to assess

student knowledge and skill. Based on this year’s success, the faculty have chosen three additional Key

Assessment Rubrics to be implemented in 2019-2020. This will be a 2019-20 goal for the Early Childhood

Development program. The faculty will continue to track employment and student matriculation to senior

institutions.

Emergency Medical Services Associate of Applied Science and Career Studies Certificate

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 Advanced EMT or Paramedic.

Goal Met. Students exceeded the benchmark of 80% passage rate on the clinical portion of the National

Registry exam that had been set by the faculty. The actual percentage of students who passed the exam was

88%.

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.

Goal Met. 100% of students who took the National Registry Psychomotor exam passed by the third attempt.

This exceeded the benchmark set by faculty by 10%.

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.

Goal Met. All students were evaluated at a “3” or better on a 5-point scale when rated by employers on a

post-graduation survey.

Goal 4: At the completion of the Spring 2019 semester, the basic EMT cohort will have a first-attempt pass

rate of 75% on the National Registry cognitive exam and a retention rate greater than 70%.

Goal Met. Seventy-two percent of the Basic EMT cohort were retained throughout the program. Of those

who were retained the first attempt pass rate for the National Registry Cognitive exam was 94%. Both

benchmarks set by faculty were exceeded.

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Emergency Medical Services faculty attribute this year’s student success to the 100% flipped classroom

instructional model. They will continue using the model and monitor student progress.

Human Services Associate of Applied Science

GOALS

Goal 1: AAS in Human Services students will acquire the general education required for successful transition into the work field. Goal was partially met. The mean score for Human Services’ students was within one standard deviation of the mean for both the Math and Humanities subtests but was not in that range for the Natural Science subtest. Human Services students scored between one and two standard deviations of the mean when compared with students in other programs. The faculty will continue to use the General Studies Aptitude Test for the purpose of measuring general education skills to develop a baseline for comparison across years. Goal 2: AAS in Human Services students will demonstrate understanding of the legal and ethical tenets of the field of Human Services.

Goal Met. Students scored at or above the 70% benchmark on general assessment, journaling, networking, service and internship evaluations. This goal will continue to be assessed to determine the effectiveness of program skill development strategies. Goal 3: AAS in Human Services students will demonstrate basic counseling skills (effective attending and responding) requisite for generalist competency in the field.

Goal Met. All students in Basic Counseling I and II scored at or above 70% thus meeting the benchmark set by the faculty. Faculty identified the need for mindfulness training to assist students who have difficulty focusing on tasks.

Goal 4: Human Services, Mental Health, and Substance Abuse program students will demonstrate increased levels of critical thinking and skills requisite for competency in the work field.

Goal was partially met. Eighty-three percent of those in the second level of courses (Counseling II and Group Dynamics II) demonstrated competency at or above the benchmark. Analysis of reflective works of students at this level showed a deeper grasp of the concepts and skills related to higher levels of evaluation and insight when dealing with clients in simulations. Students in the level I classes were marginally successful in observation and documentation. Lack of focus, collaboration and follow-up will be addressed with subsequent students.

Goal 5: Explore and/or develop “pre-internship” class to facilitate and enhance success of students (particularly Substance Abuse) as they complete internship/program. Goal was not met. After discussion with the Dean and the Vice President of Academic and Student Services it was deemed as not feasible for this academic year. The goal will be included in the 2019-20 assessment process.

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Information Systems Technology Associate of Applied Science

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 Met. Students’ scores exceeded the 70% pass rate threshold set by the faculty for the Digital Literacy

Certificate. For fall 2018 the pass rate on the exam was 98% and for spring 2019 the rate was 90%.

Goal 2: To adequately prepare students for industry certification exams that demonstrate mastery of core

competencies of the IST program.

Goal Met. Course syllabi have been updated to include information on certification exams (price,

requirements, fees). Students were tested in both fall and spring in ITE 115 using the Digital Literacy

Certification test. The pass rates are listed in the prior goal.

Goal 3: To expose students to various career paths and essential skills required for successful employment in

each of the IST concentration areas.

Goal Met. All students enrolled in the capstone course completed the course with a passing grade. In ITP

251, 80% completed the courses successfully with a “C” or better.

Based on student feedback regarding the capstone project, faculty will assign more team projects rather than

a single team project to allow for student exposure to multiple IT scenarios.

Occupational Therapy Assistant Associate of Applied Science

GOALS

Goal 1: The SWCC OTA program will graduate highly qualified OTAs who will pass the national board exam.

Goal Met. Board pass rates for 2018 were 90% (18/20).

Goal 2: The SWCC OTA program will partner with the community in order to provide fieldwork placements

that promote occupationally relevant learning experiences.

Goal Met. All students were placed in fieldwork sites that were occupationally relevant and provided quality

clinical experiences. Of all students doing fieldwork in 2018 100% passed that course(s).

Goal 3: The SWCC OTA program will foster a learning environment that encourages completion of academic goals. Goal Met. Program faculty set a benchmark of a 60% retention rate from program entry to graduation. In 2018, 23 of 30 students (77%) who entered in 2016 graduated with an Associate of Applied Science degree in Occupational Therapy Assistant.

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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. Goal Met. Students participated in two community service events, backpack awareness/ shoebox tasks and autism awareness activities with a community support group.

All goals were met by the OTA program for 2018-19. As a result of the data and in an effort to continuously

improve the OTA faculty have decided to continue to investigate methods to improve retention and will

implement more competency based learning experiences in line with the revised accrediting standards.

Radiologic Technology Associate of Applied Science

GOALS

Goal 1: First-year (freshman) students accepted into Radiography will have a 90% retention rate for summer through spring semesters. Goal was not met. Of the 29 students accepted as a freshman class in 2018, two were dismissed for lack of academic progress and eight withdrew for other reasons. The actual retention rate of freshman students in Radiologic Technology was 65.5%, 24.5% of the goal. Goal 2: Second-year (sophomore) students accepted into Radiography will have a 90% retention rate the second summer through spring semesters. Goal met. Of those students who began in summer 2017 and continued as sophomore students, 100% were retained in their second year of the program.

Goal 3: Retention of all students accepted into Radiography will have an overall retention rate of 80%. Goal was not met. Of the 23 students that began the program in summer 2016, 12 students completed the program. The retention rate for the entire program was 52.2%, 27.8% below the 80% benchmark set by the faculty. Goal 4: Graduates will successfully pass the ARRT certification examination. Goal was not met. Of the twelve students from the 2016-2018 cohort who took the ARRT, nine passed on the first attempt resulting in a 75% pass rate (JCERT requires a five year average of 85% and with this year’s test takers included, the average for the program is 85.5%). Two students retook the exam within one month of their unsuccessful attempt. They were successful the second time bringing the pass rate to 91.6%. Goal 5: Graduates who seek employment will find employment within the first twelve months following graduation. Goal Met. All students seeking employment were employed within six months of graduation.

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As a result of the data gathered through this assessment, the faculty have implemented an action plan that includes tutoring for first year students, the addition of quiz and remediation software to address knowledge gaps and AART practice testing using study and practice software. Due to the low retention rate, faculty have implemented the TEAS Allied Health test for all applying for the 2019 cohort. Faculty have identified a need for other external student support services. Next year’s goals will include expansion of support services to include providers outside of the program.


Certificates

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Heating, Ventilation and Air Conditioning Certificate and Career Studies Certificate

GOALS

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 stockholder.

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.


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.


Goal 4: Student learners shall more fully understand requirements of the technical trades through personal

observation at remote field sites.

Goal Not Met. Faculty has set a student participation benchmark of 80% and only 70% of students completed

their site visitations. Based on these results, faculty have developed a plan to increase participation in

remote site visits.

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.

Goal Not Met. Consistent measurable data is not available due to fulltime faculty being on leave for both fall

and spring semesters. Plans to hire a new fulltime faculty for the program are being implemented.

Goal 6: Helping student program completers to attain one national certification for the trade related

mandates and industry recognized credentials.

Goal Met. All HVAC students passed the EPA 608 and EPA 609 exam, surpassing the 65% threshold set by

faculty.

As a result of this assessment cycle, faculty have developed a two-step protocol to increase the student

remote site visit number to 80%. Employers will be invited to do in class presentations to create interest in

their company. With increased interest will come the increased desire to visit onsite. Students will also now

receive credit for completion of offsite visits through a graded assignment related to the visit.

A new fulltime faculty has been hired to replace the faculty who has since retired. This will provide

consistency within the program.

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Legal Studies Certificate

GOALS


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 Met. All Legal Studies Certificate majors scored at least 80% on all assigned critical thinking projects.



Licensed Practical Nursing Certificate

GOALS

Goal 1: Eighty-five percent of all graduating students will pass NCLEX-PN. Goal was not met. The actual NCLEX-PN pass rate of graduating students was 62.5%. This does not meet the 80% benchmark set by the Virginia Board of Nursing and will be reviewed by that body. The faculty are formulating a remediation plan and will implement the plan in the fall semester. Goal 2: Eighty percent of the PN students will meet or surpass the benchmark score of 850 for the HESI Critical Thinking Exam. Goal Met. Eighty percent met or surpassed the benchmark of 850. Goal 3: Eighty percent of the PN students who begin the program will complete the program. Goal Met. Sixteen of twenty students who began the program completed it. This met the 80% benchmark set by the faculty. As a result of goal one being unmet, an action plan has been put in place involving the faculty, the publishing company and the Virginia Board of Nursing. With a focus on exit testing and exam preparation, the faculty expect the pass rate to improve. The unmet goal will be used as a foundation for a goal in 2019-2020.

Welding Diploma, Certificate, and Career Studies Certificate

GOALS

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.

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Goal Not Met. The success rate for this year’s students was 83%. Last year the success rate was 85%,

resulting in success rate for 2018-2019 2% 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.

Goal Partially Met. The data for the soft skill of being on time is not consistent due to faculty turnover mid

fall semester. The data for traits related to hiring did show an increase of .6 over last year’s 2.0 (C)

attainment, though faculty feel this is still below the desired level.

As a result of this year’s findings and 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=&region=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

https://sw.emsicc.com/?radius=&region=50%20Mile%20Radius%20Around%20SWCC

https://www.dol.gov/odep/topics/youth/softskills/

http://www.act.org/content/act/en/products-and-services/workkeys-for-educators/ncrc.html


http://sw.edu/swcc-eagle-project/


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• 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 2019-2020 will focus on student creation of portfolios to participate in a reverse-career fair, earning

additional certifications, and continued focus on soft-skills.

‘


Career Studies Certificates

-------------------------------------------------------------------------------------------------------------------------------------------------

Adventure Tourism Career Studies Certificate

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GOALS

Goal 1: To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills

for employment.

Goal Met. Ninety 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.

Goal Met. Students were assigned a research project on leadership as part of the RPK 141 capstone course.

Of those who submitted the paper 80% demonstrated competency.

Goal 3: To have students distinguish, prepare, compose and assess a business plan as an entrepreneur.

Goal Not Met. Only 65% of the students in BUS 165 passed the business plan assignment. The benchmark

set by the faculty was 70%. As a result of this finding, further investigation showed that some students did

not turn in the assignment, thus lowering the pass rate. Faculty will implement a plan to increase the

number who turn in the assignment.

Faculty have determined that lower pass rates for goal 3 were the result of a low completion rate for the

business plan development assignment. Faculty will implement a plan to increase submission rates.

Bookkeeping Career Studies Certificate

GOALS

Goal 1: To graduate students who demonstrate the ability to apply fundamental accounting concepts in

entry level positions.




Goal 2: To provide students with the knowledge and skills used in making ethical business decisions.

Goal Met. Students were given a test on the American Institute of Certified Public Accountants Code of

Professional Conduct. 85.7% of the students in ACC 212 scored a “C” on the instrument, exceeding the

benchmark set by faculty by 7%.

Goal 3: To improve students’ basic computer skills required for successful employment in business and

industry.

Goal Not Met. No Bookkeeping majors were enrolled in the sections to be evaluated.

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addition to improve performance on the comprehensive accounting cycle problem, the faculty will

incorporate a review of the cycle throughout the semester.

Cybersecurity Career Studies Certificate

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 Not Met. Faculty set a benchmark of 70% for program completion as measured by attainment of a

Career Studies Certificate in Cybersecurity. Only 17% (n=4) completed the requirements for the CSC.

Goal 2: Cybersecurity program will provide each student with specialized/guided study to increase their

capacities to achieve industry recognized credentials and/or certifications.

Goal Not Met. Faculty set a benchmark of 70% completion/pass rate for certification exams in COMPTIA IT

Fundamentals, A+ Hardware and Operating Systems, Network+ and Security+. Only 42% (n=10) earned at

least one of the credentials listed.

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 Not Met. Job placement data was not available.

Goal 4: Students will have a short term goal of completing the CompTIA IT Fundamentals and A+ Hardware

and Operating Systems course work and certification exams.

Goal Not Met. Faculty set a benchmark of 70% completion/pass rate for certification exams in CompTIA IT

Fundamentals and A+ Hardware and Operating Systems. Only 42% (n=10) earned the CompTIA IT

Fundamentals certification and only 8% earned the A+ Hardware and Operating Systems certification.

Following an analysis of the results of this assessment, the faculty have determined that change is needed.

The primary source information will be student polls and surveys. Faculty want to know why students did not

continue the program into the second semester and why, after receiving the instruction, they did not take

the certification exams. The faculty have also discovered the need to establish relationships with external

employers so that students can tour business locations. Faculty will also recruit at least one employer who

will guarantee and interview for students who complete the program.

Electronic Medical Records Career Studies Certificate

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GOALS


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 Met. All EMR Career Studies Certificate majors scored at least 80% on all assigned critical thinking

projects.



Insurance Career Studies Certificate

GOALS

Goal 1: Students will complete a minimum of one available industry certification exam.

Goal Not Met. No Insurance majors were scheduled to take certification exams either fall or spring semester.

Goal 2: To improve students’ skills in fundamental business concepts for successful employment in the

insurance industry.









addition, faculty will continue to encourage students to complete the insurance certification exams. Many

employers are asking that employees take the exams after they are hired.

Network Administration Career Studies Certificate

GOALS

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Goal 1: Students will demonstrate skills and knowledge to manage a Microsoft network infrastructure.

Goal was not met. The goal was for 70% of ITN 112 students would pass the specified exam on network

infrastructure. Unfortunately only 67% successfully completed the exam.

Goal 2: Students will demonstrate skills and knowledge to deploy, configure, and manage Microsoft

Windows Server 2012.

Goal was not met. Measurement of this goal was based on the pass rate on the ITN 111 exam. Faculty set

the benchmark at a 70% pass rate. Findings indicated that students did not meet the benchmark in either the

fall (50%) or spring (63%) terms.

Goal 3: Students will demonstrate their knowledge of the advantages and disadvantages of server operating

systems with Windows Server 2012 R2.

Goal was not 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 did not meet the

benchmark. Only 50% of the students received a passing score on the research project.

The faculty have determined that the lower pass rates on the measures for all three goals was due to lack of

participation of the students. Students did not do the final project or exam and were still able to pass the

course. The faculty will investigate strategies to increase the participation rate in hopes of better scores.

Outdoor Recreation Career Studies Certificate

GOALS

Note: Goals 2 and 3 for this career studies certificate are identical to those of the Business Administration

Outdoor Leadership Specialization Associate of Arts and Sciences because courses assessed in this cycle are

common to both awards. Results were the same for both awards also.

Goal 1: Students will receive Leave No Trace (LNT) Trainers certification, First Aid/AED/CPR and Wilderness

First Aid (WRFA) certifications.

Goal Met. Ninety percent of students who sat for the LNT certification received it. This exceeded the 70%

benchmark set by the faculty. In addition, 91% earned the Wilderness First Aid certification. This also

exceeded the 70% benchmark set by the faculty. No results were reported for the First Aid/AED/CPR portion

of the goal.

Precision Machining Career Studies Certificate

GOALS

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Goal 1: To prepare students to earn nationally recognized credentials to demonstrate to employers their

knowledge of basic job functions and basic skills typical of industry employees.

Goal Partially Met. Students who took the NIMS certifications for metalworking (measurement, materials

and safety; job planning, benchwork and layout) exceeded the benchmark of 70% set by the faculty by 11.8%

(81.8% passage rate). Of those who took NIMS certification tests in CNC Milling and CNC Turning, 54.5%

earned the turning certification and 72.7% earned the milling certification. This exceeded the benchmark of

completion of at least one at 70%. Of those students who took three certification tests by the end of the

program 63.6% earned three credentials. This was lower than the 70% benchmark set by the faculty.

Goal 2: To facilitate students to demonstrate communication and work ready skills.

Goal Partially Met. All Precision Machining students who took the National Career Readiness Certificate

assessment passed. The second criteria for success (80% will make a classroom presentation) was not

reported on.

Based on this year’s results faculty have made the following changes to the coursework: 1) add additional

time on materials related to specific certifications prior to taking the certification test. 2) implement an

additional day in the machine shop lab. 3) try to speed up time from committee (external review) back to

student so students can revise and resubmit projects. 4) Increase advising efforts for adding on credentials.

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APPENDIX A

Assessment Forms by Award

-------------------------------------------------------------------------------------------------------------------------------------------------

Associate of Arts and Sciences

Academic Program Assessment: Southwest Virginia Community College

Division Program Coordinator

Email Academic Year

BEIT Business Administration AA&S Margaret Dye [email protected] 2018-2019

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 (short-term): To improve students’ skills in fundamental business concepts required for successful employment in business and industry.


Assessment Categories

Outcome Sought Measures Success Standard Findings Action Plans

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: The General

Studies Assessment Test

(GSAT) was not given to

Business Administration

majors this spring. No data

is available at this time.

Goal 1: Program head will

work with General Studies

and Engineering program

heads to identify any testing

available that can compare

the transfer programs.

mailto:[email protected]

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Goal 2 (Short-Term):

Students will demonstrate

basic accounting concepts

covering the accounting

cycle. (Short-term)

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 (Short-Term): For

the fall semester, 80% (8 out

of 10) students in the in-class

ACC 211 section completed

the accounting cycle

problem with a grade of “C”

or better.

Goal 2: These results will be

compared to a similar problem

given to the ACC 212 students

in class in the spring semester.

An accounting cycle review will

be incorporated into the

managerial accounting

chapters throughout the spring

semester.


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


or better.

Goal 3: The Excel problem

was given to both the in-class

and the online sections of ACC

212 for spring. Out of 14

students, 9 students (64%)

passed with a grade of “C” or

better.

Goal 3: During the summer

semester, we will use a

Pearson textbook with MyLab

and Accounting software. This

new software emphasizes

Excel geared toward the

accounting field. Doing so will

give the students more hands-

on Excel training which is what

our advisory board members

want from our students. In the

fall semester 2019 and spring

2020, the students will be

given a similar problem in

Excel as this past spring. The

results will be compared to see

if the new software is helping

enforce Excel knowledge.

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Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)

Based on student feedback, along with the results listed above, a new software and text will be implemented during the summer and fall semesters

for ACC 211/212. This new text and software will contain an even more hands-on approach to learning the accounting cycle and will incorporate more

use of Excel, which is what our employers are indicating is needed. Feedback from other transfer programs will be used to identify a new measure of

comparing the transfer programs, including Business Administration. That change will be made during the fall semester 2019.

30 | P a g e


Division Program Lead Faculty Email Academic Year

BEIT Outdoor Leadership Michael Brown [email protected] 2018-2019


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 national ly 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.

Program Goals

Goal 1 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 To develop best practices, skills, and abilities for students to apply to Guide Essentials and Interpretation & Education.



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.


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

2018)


2018)

Goal 3: 70% pass rate (Spring

2019)

Goal 1: LNT Trainer certification had 90%

pass rate in Fall 2018.

Goal 2: RPK 141 had 80% pass rate of

students turning term paper as part of

capstone.

Goal 3: RPK 125 had 100% pass rate with

projects on interpretation techniques.

Goal 1: Keep Format given by Leave No Trace

Center of Outdoor Ethics

Goal 2: Look into ways to increase student

participation to get higher pass rate.

Students not turning in project caused the rate

from not getting higher.

Goal 3: Keep format of National Association for

Interpretation with certified instructor.

Analysis/Use of Results


Short-term findings for Fall 2018 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2019 indicate that, so far, student pass rates have exceeded indicated success standards.

Program will consider providing training to certify instructor so students can obtain national certification, thus improving the credibility of the program. This plan will be supported by the BEIT Dean and Vice President of Academic and Student Services; grant funds will be allocated for this purpose.


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Division Program Coordinator Email Academic Year

HTHMNSS Education Kimberly Austin [email protected] 2018-2019


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 become familiar with the historical, legal and philosophical backgrounds of the teaching profession

Goal 2: AA&S in Education students will become familiar with all facets of a K-12 classroom

Goal 3: The AA&S in Education program will institute an academic review/tutorial program to facilitate students’ acquisition of the general education necessary for success in a Teacher Education Program


Goal 1: Students will be able to define and describe the historical, legal, and philosophical qualities of the teaching profession

Local instrument administered at class entrance and exit: SDV 101 and EDU 200

Students will answer 80% of the questions correctly on the test at class exit

SDV 101 students were tested on the historical, legal, and philosophical nature of the teaching profession at the beginning of the class and at the end of the class. Here are the results: 90% of questions were answered correctly in K.Austin Fall 2018 EDU 200 and K. Austin Spring 2019 EDU 200 and SDV 101. Both the raw numbers and the

comparisons show that in SDV

101 and EDU 200 students are

able to define and describe the

conceptual foundations of

education in Virginia and the

U.S.

Continue with current

curriculum and instruction

32 | P a g e

Outcome Sought

Measures Success Standard Findings Action Plans

Goal 2: Students will become

familiar with all facets of a K-12

classroom (observed by student)

Field Placement Journal EDU 200

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

85% of journals met the

criteria addressed in the

rubric.

Instructor will concentrate

more attention to the journal

expectations in future

classes to ensure student

success. For online classes

the instructor will develop a

video that demonstrates the

expectations.

Goal 3: Long term goal. The AA&S in Education program will institute an academic review/tutorial program to facilitate students’ acquisition of the general education necessary for success in a Teacher Education Program

The AAC and dean will appoint a committee to review the Kahn Academy videos.

The committee will meet and determine viability of the videos and implementation in EDU classes

Committee has not been

appointed. Will proceed in

Fall of 2019



The current Education program/classes are equipping students with knowledge needed to be successful in future Education classes. Issues

continue to remain in relation to PRAXIS success, specifically with Math. Connections need to be established between Math faculty and

Education faculty to remedy this deficit.

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BEIT Engineering Brian Hale [email protected] 2018-2019


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 Improve student's critical thinking/problem solving skills. (short-term)

Goal 2 Prepare students for a successful transition into their desired engineering discipline at their selected senior institution.

Goal 3 Provide students with a general education.



1. Improve student critical thinking/problem solving efficacy by

incorporating more scaffolded collaborative problem solving

during class time. Use of collaborative pages within OneNote will

be used to facilitate collaborative learning.

2. Equivalent success during first semester of in-major

courses at transfer institution.

3. Demonstrate competency in communication, critical thinking,

cultural and social understanding, information literacy, personal

development, quantitative reasoning, and scientific reasoning.

1. Compare common final exam scores with previous three years. Fall 2016 was first use of tablets. Fall 2017 marked significant

increase is utilization. Survey student opinion of collaborative

learning and tablet usage for such activities in the classroom.

2. Compare average graduation GPA of SWCC students to those at a popular transfer institution after their first semester.

3. Administer GSAT during first and last semester. Normalize last semester scores against first semester scores. Compare year-to-year

normalized and absolute scores of engineering students in a

longitudinal analysis and a comparative analysis to another transfer

program.

1. Increase in average exam scores.

2. Engineering students' average GPA after first

summer & fall semesters will be no less than 0.5 points

compared to SWCC graduation GPA average. Note:

The 0.5 points is based on an analysis of all VCCS

schools drop in GPA from their VCCS school to their

first semester VT GPA.

3. Engineering students show year-to-year

improvement on normalized scores and score

within 90% of comparable transfer program.

1. 2018 avg=87.1, n=3

2017 avg=67.5, n=8

2016 avg=57.4, n=11 exam scores increased by 29% (almost double) over the previous increase of 17.6 %, although the sample size was very low in 2018

2. SWCC average = 3.505; n=7

VT must be at least 3.154, VT average = 2.79* *Note that SWCC ranked 14th for GPA but only7th among schools with percentage of students on academic probation. Conclusion is that SWCC

students are very polarized in their performance as compared to other VCCS schools because fewer students are on academic probation but those few are having a huge effect on average GPA.

3. Students (n=3) GSAT scores (last semester) were normalized using TerN (first semester) as a predictor. The predictor was created using a linear regression of scores. This analysis showed that the scores are very

predictable with an R value of 0.991. The average improvement over predicted scores was 0.5% which means that students are performing better in general education courses that predicted. Furthermore, students scores on

average score 61 higher

1. Continue to focus on problem solving scaffolding vs. theoretical concept coverage. Continue to monitor for issues in subsequent classes

due to lack of theoretical knowledge.

2. More aggressively advise borderline students that being accepted to a large research-focused university doesn't mean that type of

school is the best fit for their learning style.

First-semester-after-transfer performance can be crucial to the

student's successful progression towards graduation in the major or

their choice. Speak to transfer institutions about support mechanisms

such as tutoring and share that with graduating students.

3. Continue to monitor to ensure general education expectations are being met.



Outcome 1 (short-term): More detailed problem solving improves student's exam scores and will be continued and expanded to other courses.

Outcome 2: Borderline students do not preform well after transfer and require continued scaffolding after transfer that they may not be getting after transfer. Outcome 3: No

action is needed at this time but will continue to monitor student performance.


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Email Academic Year

Humanities/Social Sciences General Studies B. Wright [email protected] 2018/2019 review


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.

35 | P a g e

Program Goals

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.

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 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: In a system-wide transition to a new LMS, SWCC seeks a seamless transition to Canvas from Blackboard.

Goal 4: Building upon previous goals of expanding the use of rubrics, faculty within the General Studies program will be polled as to the use of Learning Objectives. The same usage rate of 50% will be sought within a year. Learning Objectives will guide the student and instructors as to the goals of a particular curricular element. Learning Objectives should provide the instructor’s expectations as they clearly define the expectations of the student. These objectives will allow the students to more effectively utilize the information given them in a course as they prepare for testing, written assignments, etc. An initial goal is to query the current rate of clear Learning Objective use at SWCC in core General Studies courses. Recognizing that academic freedom is a reality, the program will seek, through faculty trainings and information updates, to attain the previously referenced rate within a year.

36 | P a g e



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. This is a process that will

begin in the Fall of 2019.

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.

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.

Simply put, 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%

Findings revealed that fewer

students were registering for

courses that were outside

their field of study. Faculty

attribute this to the newly

constructed pathways and to

enforcement of FACA

requirements. When viewed

together, SWCC has seen the

desired streamlined approach

it sought. Students are

required to have their initial

semester’s registration

reviewed by an advisor before

the registration process can

move forward.

Continue to monitor the

effectiveness of the revamped

advising system.

37 | P a g e

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 result of this endeavor

has been the identification of

a product from Hawkes

learning that has a successful

history of streamlining such a

learning approach. All

students enroll in the college

level course. Students with

an identified need will not be

singled out within the

learning environment, but

the instructor will be aware

of the students with need

and will be able to assign

developmental work that

aids in the college level

objective. Discussion has also

been held as to the

embedding of tutors to help

all students who may have

any sort of related need

within said environment.

The learning materials will be

utilized in the academic year

ahead of the planned pilot

program so that all faculty, DE,

and adjuncts are acclimated to

the learning options the tool

presents.

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Goal 3: In a system-wide transition to

a new LMS, SWCC seeks a seamless

transition to Canvas from Blackboard.

Success in goal attainment will

be measured by faculty

meeting attendance as well as

successful use of required

technology. Included in this list

is Canvas, Navigate, SIS, and

Chrome River. Comfort level

will be assessed of each faculty

member when it comes to

dealing with student success

and the related technology.

This will be a subjective

approach supported by

objective components.

Faculty will self-report as to

comfort with independent

use of technology that is vital

to their positions and student

success.

Through the establishment of

Canvas courses with

embedded training and video

training provided by distance

education staff, included

evening trainings, adequate

coverage was provided.

Success was judged by the

number of issues that arose

around the transition to

Canvas. Both Faculty and

staff reported and ease of

transition, and very few

complaints from students

were documented in

comparison to Blackboard (a

platform that has been in use

for many years).

To continue to improve the use

of Canvas through utilization of

video capabilities and external

content integration.

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Goal 4: Building upon a previous goal

of expanding the use of rubrics,

faculty within the General Studies

program will be polled as to the use

of Learning Objectives. The same

usage rate of 50% will be sought

within a year.

Learning Objectives will guide the

student and instructors as to the

goals of a particular curricular

element. They should provide the

instructor’s expectations as they

clearly define the expectations of the

student. These objectives will allow

the students to more effectively

utilize the information given them in

a course as they prepare for testing,

written assignments, etc.

A survey will conducted in the

Spring of 2019 centering on

core General Studies courses

including: BIO 101/102, ENG

111/112, HIS 121/122, HIS

101/102, MTH 154/155, MTH

163/164, CHE 111/112, PSY

200, SOC 200, and CST 100.

An initial goal is to query the

current rate of clear. Learning

Objective use at SWCC in core

General Studies. Recognizing

that academic freedom is a

reality , the program will seek,

through faculty , the

Establishing a ground truth

will be the first step. After

establishing the ground

truth, an effort to increase

that ground truth by 20% will

be established.

On initial survey, learning

objectives are used by the

majority of faculty. However,

they are not necessarily

presented as part of the

lecture material and within

individual lessons in a manner

that makes their use

consistent so that students

recognize the learning

objectives as the as the guides

as to mastering the content of

the course.

To utilize faculty trainings as to

the proper use of learning

objectives as the “compass” of a

course.



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As we continue to move forward with the QEP/SDV assessment, we will continue to assess students as they enter SWCC and again near graduation to establish a

statistical increase in scores.

Clear Pathways are now established. These pathways serve as the guide for all advisers in placing students into programs and classes.

Changes in the math curriculum began in fall of 2018 as well. Students will now be required to take Quantitative Reasoning and Statistical Reasoning as required

mathematics courses within General Studies Programs. Course numbering will change from Math 151 and 152 to 154 and 155.

Students are being initially assessed differently as well. Using a Multiple Measures approach, most students will now be placed into Math and English based upon High

School GPA and High School coursework. Fewer placements will take place via the Virginia Placement Test (VPT ). Students with a 3.00 GPA from high school will not

need to take the Virginia Placement test. Similarly, highest level math class taken, GED scores, time out of school, military status, and an emphasis on quantitative

reasoning and statistics will impact placement within the General Studies programs. Additionally, students who need remediation will be instructed via a cohort

model. Update, the multiple measures model has been implemented and it working very successfully. Additionally, adult students who have a high school degree may

chose self-placement when it comes to English and math in most non-technical areas. A cohort model will begin in the Fall of 2020.

We will soon see a new guaranteed transfer agreement brought about by legislation within the Commonwealth. With what is called a Passport, 15 hours have been

recognized that will transfer to all public VA colleges and universities with the exception of VMI. A General Studies Certificate is a guaranteed 30 credits. These credits

transfer as required general ed credits, not as electives. Work is currently underway to guarantee the full degree transfers as general ed courses. All this emphasizes

the need to align with established pathways.

Similar work is being carried out within Dual Enrollment. Once in place, changes in dual enrollment will be phased in over a three-year period. Update, what is now

being called Transfer VA is in progress to establish the passport 15 as well as an additional 15 credits that will ensure seamless transfer of coursework to the

Commonwealth’s 14 public schools.

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Email Academic Year

HTHMNSS General Studies-Music Joseph Trivette [email protected] 2018-2019


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- (short-term) To have 75% of new students in the SWCC Music Program reading and playing piano by music notation by the end of their first semester as students in the program.

Goal 2- to produce concerts and other musical events of the highest quality for SWCC and the surrounding community

Goal 3- to provide a music program which fosters an environment in which students will begin, continue, and complete an associate’s degree and transfer into a four-year music program.



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. As evidenced by their preparation for end of semester recital, all students were reading music successfully by the end of the fall semester.

1. Continue to use the Landmark Method of teaching students to play piano. Encourage students to continue to practice and develop their skills. All students were instructed to enroll for spring semester in Class Piano II.

42 | P a g e

2. be visible at the college and surrounding community by serving to provide music educational opportunities and musical events

2. be diligent to make sure that our musicians and ensembles are available to perform on campus and in the community

2. evaluate through surveys using Likert Scale community members and college staff

2. Of the 19 persons participating in surveys, all agreed strongly that the music program staff and students are available and provide quality music for the college and surrounding community. None had anything negative to say about the music at events, only sadness that more people do not attend the concerts the program offers.

2. Continue to be visible in the community and be willing to provide high quality music for events at the college and the surrounding community.

3. to retain students in the program and enable them to transfer to a 4 year university or music school

3. track students through the process of beginning the program through graduation to access what percent complete it and transfer

3. to retain 50% of students who start the program to complete it and to have 50% of those who complete the program to transfer to a 4 year university or music school

3. 12 of 12 students who started have stayed in the program in 2018-2019. One student will graduate from another program and will not finish the music specialization. One is graduating in 2019. He is transferring to study music at Liberty University.

3. Continue a pattern of encouragement and motivation for students to be successful and pave a way for them to transfer successfully to study at a 4 year university.



The results show that the program is fulfilling its goals to (1) propel new student musicians to a point where they are reading music by the end of the first semester of their enrollment in the program; (2) the college staff and community members are appreciative and plan to attend events in the future (3) retain more than 50% of students who enroll in the program and transfer more than 50% of graduates to music programs at 4-year colleges and universities. These results show that while no program is perfect for every student, this program is providing education, preparation, and guidance to those who will accept them and are willing to work to achieve their goals as student musicians and prospective professionals in music related careers.

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Health Technologies, Humanities,Mathematics,Natural Science Science-Pre-Medical Georgia Householder [email protected] 2018-2019


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.

Program Goals

Goal 1 Students will successfully transfer to a four-year college or university to pursue a baccalaureate degree in preparation for pursuing admission to a professional school in a medical or health related field or transfer directly to a doctoral program in a medical field.

Goal 2 Students will have a variety of program choices to assist in making informed decisions in professional fields.

Goal 3 Promote Paraoptometry program.



1. students entering 2018 will

successfully graduate after two years of

study

2. students entering 2018 will be

advised by a pre-medical advisor

3. students entering the

Paraoptometry program

1. comparison of students entering

2018 and students graduating in 2020

VCCS graduation rate 21.9 %

SWCC graduation rate 31.9%

2. number of students entering in 2018

and number that were advised

3. number of students entering the

Paraoptometry program

1. 50% of students entering in 2018 will

graduate in 2020

2. 70% of students entering in 2018 will receive

advisement

3. Students entering into the Paraoptometry

program

1. On-going

2. 100% of the SDV Orientation to Science students

received advisement

3. Only 12 students entered the program; 3 received

advisement. Only 8 continued to the second semester.

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 emphasis on advising as

many program students as possible

3. Promote program and recruit students



Outcome for 2 - Thirty-four or the forty-seven students enrolled in the Science SDV class were Science Pre-Med students and all were advised. The results were favorable and do not

warrant any change in the action plan. Advisement for Science Pre-Med students is crucial with all the professional school agreements in place. Outcome for 3 - There was not great

success in recruiting students to the program despite promotion around campus and in the local newspapers. The program should be reviewed and discontinued. Its original purpose

was to serve the optometry school to be established in Grundy and that school did not materialize.


APPENDIX A


-------------------------------------------------------------------------------------------------------------------------------------------------

Associate of Applied Science



Email Academic Year

BEIT Accounting

AAS

Margaret Dye [email protected] 2018-2019


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 (short-term): 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.







covering the accounting cycle.




at the end of the spring

semester.


will complete the


cycle problem with a grade of

“C” or better.

Goal 1 (Short-Term): For the

fall semester, 80% (8 out of

10) students in the in-class




or better.









semester.


46 | P a g e


demonstrate knowledge of

American Institute of Certified

Public Accountants (AICPA)

Code of Professional Conduct.

Goal 2: Test covering the

AICPA Code of Professional

Conduct.


ACC 212 students will

complete the test with a

grade of “C” or better.

Goal 2: For the spring

semester, 85.7% of the

students (6 out of 7) in the

class completed the AICPA

test with a grade of “C” or

better. In addition, all

students in the class

completed chapter modules

containing portions of AICPA

material with a grade of “C”

or better.

Goal 2: An AICPA module will

be created within Canvas to

utilize within all sections of

ACC 212 for Spring 2020 to

ensure all accounting students

have knowledge of the code of

conduct. Goal will be the same

(85% completion with “C” or

better grade.

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demonstrate use of advanced

excel formulas needed for

businesses.





semester.


will complete the advanced-

formula excel problem with a








better.





















Based on student feedback, along with the results listed above, a new software and text will be implemented during the summer and fall semesters.

This new text and software will contain an even more hands-on approach to learning the accounting cycle and will incorporate more use of Excel,

which is what our employers are indicating is needed.

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BEIT Administrative Support Technology Janet Rowell [email protected] 2018-2019


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 2016 applications



1. 70% of AST program students

enrolled in ITE 115 will be certified

in digital literacy (short and

long-term)

2. Utilize the critical thinking skills

baseline of AST students enrolled in

ITE 115 (short and long-term)

1. Digital Literacy

Certification earned

2. Assess AST students'

critical thinking skills using

QEP rubric in ITE 115

1. Score at least 85% on

the Digital Literacy

Certification exam

2. Score at least 80% on the

critical thinking projects

1. A score of at least 85% on the

Digital Literacy Certification

exam was earned by 100% of

AST students

2. A score of 80% on the critical

thinking projects was earned by

100% of AST students

1. Continue providing AST

students access to the

Microsoft Digital Literacy

Certification Exam

2. Continue AST student

critical thinking projects



Develop new critical thinking projects related to current topics.


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Email Academic Year

BEIT Business Management Loretta Beavers [email protected] 2018-2019


The mission of the 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: 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.


50 | P a g e



Goal 01 (short-term):

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.

First-year students will be

directed to online writing

resources, such Purdue Owl,

and provided with

grammar/punctuation rules

posted within their BUS

courses. Students will also

use correct APA formatting in

referencing essays and other

written work. Students are

expected to complete

assignments on the collegiate

level of writing and content.

Approximately 75% of

students were challenged in

demonstrating correct

grammar and punctuation in

their writing assignments.

Almost all students showed

some improvements after

corrections were made to

their first writing

assignment. However, some

failed to demonstrate their

understanding of the rules of

grammar and punctuation.

Application of soft skills and

mannerism were

demonstrated in the online

discussions. Zero percent of

students used correct APA

reference formatting on their

first writing assignment.

Continue to make corrections

to students’ written

assignments. Monitor

classroom discussions to

ensure that discussions are

topic relevant and not oriented

toward personal agendas.

Emphasize the benefits of

reviewing the information

posted on Purdue Owl Writing

Workshop website. Require

students to submit a brief

summary of APA reference

formatting before making

essay assignments available.

Emphasize the importance of

using correct grammar and

expressions when

communicating through oral

and written

modalities.

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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.

Students were able to

identify possible causes of

business problems as

presented in discussions.

They were able to make

feasible solutions and

interact in a coherent

manner to address possible

solutions. Through

assignments, students

identified some of their own

characteristics that

promoted or stifled working

with peers.

Continue to address, through

assignments, the importance

of self-realization and the

influence mannerism,

motivation, and skills has on

setting and accomplishing

personal and professional

goals. Emphasize the

importance of research in

analyzing problems and

feasible solutions. Continue to

require students to

demonstrate, through

completing assignments, their

ability to analyze and explain

their logical decisions.

52 | P a g e


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 will 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.

Be more proactive in

emphasizing deadlines. Be firm

on due dates. Be more

interactive with those students

who effectively participate in

assignments.



Place more emphasis on time management since adhering to the positive aspects of this this behavior supports peer consideration, which is a strong

component of soft skills.

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HTHMNSS Early Childhood

AAS/CSC/Cert.

Kimberly Austin [email protected] 2018-2019


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

Goal 1: ECD (Early Childhood Development) students will complete Key Assessment Child Observation and demonstrate competency in NAEYC standards : 1A:Knowing and understanding young children’s characteristics and needs, from birth through age 8, 2C: Involving families and communities in their 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 6B: Knowing about and understanding ethical standards and other early childhood professional guidelines.

Goal 2: ECD students will complete Key Assessment Classroom Observation and demonstrate competency in NAEYC standards: 1C Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments 3B: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches 5A: Understanding content knowledge and resources in academic disciplines

Goal 3: ECD graduates will gain employment or transfer to obtain a Bachelors degree

54 | P a g e



ECD (Early Childhood

Development) students will

complete Key Assessment

Child Observation and

demonstrate competency in

NAEYC standards

1. Key Assessment Rubric (attached)

1. 85% of students will receive Meets Criteria Ratings

1.90% of students received

Meets Criteria Rating

10% failure was due to lack of

participation and dedication to

the class. In the future,

instructor will assign key

assessment project earlier in

the school year and require

regular updates to keep

students on task.


ECD students will complete

Key Assessment Classroom

Observation and demonstrate

competency in NAEYC

standards:

1. Key Assessment Rubric (attached)

1.

1. 85% of students will

receive Meets Criteria

Rating

1. 90% of students received

Meets Criteria Rating

The Key Assessment was

successful in measuring the

intended NAEYC standards

ECD graduates will gain

employment or transfer to obtain

a Bachelors degree

G

Graduation Data

90% of students are

employed or transferring

90% of students are

employed or transferring to

King, JMU, ODU

Student not employed has

chosen to delay application

for employment until the

Fall.


Comments:

Key Assessments were implemented for the first time during this school year. They were challenging for both the students and instructor, and

also very effective. These assessment will continue to be utilized in addition to 3 more during the 19-20 school year.

Rubric: Child Observation Key Assessment

Key Element Alignment Exceeds Criteria

(2 points) Meets Criteria (1 point)

Does Not Meet Criteria (0 points)

1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.

Developmental summaries

Candidate fully completes the following:

• Described the child’s developmental growth over time

• Referenced a relative theory/theorist

• Related content to own philosophy of learning

• Summarized all information received from anecdotal records, ASQ and structured observations

Satisfactorily completed most bulleted items, missing 1-2 items.

Incomplete summaries do not address bulleted items.

2c. Involving families and communities in their children’s development and learning

Provide family with ASQ


• Provided family with age appropriate ASQ

• Provided family with ASQ Suggested Activities and discussed child’s development with family

Satisfactorily completed most bulleted items, missing 1 item.


3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children

Developmental summaries


• Explained the use and benefit(s) of structured observations in relation to specific child’s level of development

• Described curriculum, goals and strategies used in carrying out structured observations



3c: Understanding and practicing responsible

Provide family with ASQ


Satisfactorily completed most bulleted

Incomplete summaries do not

56 | P a g e

assessment to promote positive outcomes for each child, including the use of assistive technology for child with disabilities.

suggested activities

• Scored ASQ according to instructions

• Provided family with ASQ suggested activities based on child’s ASQ score and developmental level

items, missing 1 item.

address bulleted items.

6b: Knowing about and upholding ethical standards and other early childhood professional guidelines

Structured observations


• Ensured child’s comfort during the activity

• Provided activity in child’s natural environment

• Provided activity that is developmentally appropriate and interesting to the child



57 | P a g e

Rubric

Classroom Observation

Standard

Alignment Exceeds Criteria Meets Criteria Does Not Meet Criteria

NAEYC Standard 1c

Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

The “Designing Environments” activity and the Summary/Reflection Submission demonstrates understanding of healthy, respectful, supportive and challenging environments by providing

• at least 3 appropriate recommendations for change based upon the observation experience.

• higher level thinking evidenced by the students ability to connect the observation experience and their own knowledge through reflective thinking and recommendation of changes of the environment.

• Describes and connects knowledge of developmentally appropriate environments

The activity is somewhat complete and demonstrates an introductory understanding of healthy, respectful and supportive learning environments..

• Describes learning environments but does not make connections to knowledge of developmentally appropriate practices.

Answers are incomplete and do not demonstrate an understanding of learning environments.

• There are no descriptions or connections to learning environments.

NAEYC Standard 3b

Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.

Activity is complete and reflects evidence of observation, documentation and appropriate assessment tools and approaches knowledge.

• Identifies at least 3-5 connections between the observation and positive relationships and

Answers are somewhat complete and demonstrate an introductory understanding of observation, documentation and appropriate assessment tools.

• Identifies 1-2 connections but does not demonstrate understanding

Answers are incomplete and do not demonstrate an understanding of observation, documentation and assessment.

• No connections are made or documented

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supportive interactions in the reflection component.

• Articulating a critical response/reflection free from

bias.

of observation, documentation and appropriate assessment

NAEYC Standard 5a

Understanding content knowledge and resources in academic disciplines

The completed observation form indicates the student understand the value of observation and each observation topic. Student is able to use the resources provided to perform the observation and utilize the findings to provide meaningful reflection.

Student completed the observation but did not follow the appropriate instructions.

Student did not complete the observation.



HTHMNSS Human Services April Hess [email protected] 2018-2019


Successful completion of an Associate of Applied Sciences degree in Human Services provides students with the knowledge, practical skills, and personal

exploration requisite as preparation for entry-level paraprofessional roles in the human services field.

Program Goals

Goal 1: AAS in Human Services students will acquire the general education required for successful transition into the work field.

Goal 2: AAS in Human Services students will demonstrate understanding of the legal and ethical tenets of the field of Human Services.

Goal 3: AAS in Human Services students will demonstrate basic counseling skills (effective attending and responding) requisite for generalist competency in the field.

Goal 4: Human Services, Mental Health, and Substance Abuse program students will demonstrate increased levels of critical thinking and skills requisite for competency in the work field. Goal 5: Explore and/or develop “pre-internship” class to facilitate and enhance success of students (particularly Substance Abuse) as they complete internship/program.



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Goal 1: Students will attain

the mean average equivalent

for General Studies

components of their program

(short-term)

SWCC’s General Studies

Assessment Test (GSAT)

HS Students will score

within one standard

deviation of the SWCC ten-

year mean on each subtest

Human Services students’ mean score was within one standard deviation of General Studies students’ mean score (with 15 credits or less) in the Math sub-test, with “Other Programs” being higher than the human services students’ mean math score (but within one standard deviation of the general studies students’ mean score). “Other Programs” would include STEM and pre-professional programs that rely heavily on analysis and research methods. This result was expected in Math. Human Services students’ mean score was within one standard deviation of both General Studies students’ and the “Other Programs” students’ mean scores in the Humanities sub-test, but with a wider range of scores within the General Studies group (outliers). Human Services students’ mean score was between one and two standard deviations from that of both the General Studies and the “Other Programs” students’ mean scores in Natural Science (to be expected).

Continue with this measure to

develop a baseline for

comparison across years

WITHIN the HS program, with

understanding that

approximately half of the

Substance Abuse students

already hold bachelor’s or

other advanced degrees.

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demonstrate understanding of

the legal and ethical tenets of

the field

Assessment instruments,

reflective journaling,

networking, and service

learning projects embedded

within coursework

Internship


70% or higher overall rating

on combined submissions.

Student will demonstrate


from on-site supervisors

100% of the students earned scores of above 75 on the general assessment instruments; however, the journaling tasks showed varying degrees of reflection, contextual connection to the course material, and/or insights… with a mean value of 8.75, impacted by the outliers on both ends. All networking projects were above average in the survey class (HMS 100), but those in the Substance Abuse program showed evidence of diminished involvement. Even so, the mean was still over the 70% mark. The service projects continue to yield the most effective learning and insight for the reflective journaling, networking, and skill building, with 98% participation across the courses. The LOWEST overall rating from an on-site intern supervisor was 80, with 100% of interns demonstrating initiative, and professional dress, language, insight, and engagement in tasks.

This item will continue to be

addressed within the

program goals to ascertain

that the program skill

development strategies

maintain vitality and value.

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demonstrate basic counseling

skills (effective attending and

responding) requisite to

generalist competency***

**Please see attachments at

end of this document detailing

guidelines and scoring for skill

assessment during practical

sessions

Practical sessions involving

participation in multiple roles,

observation, and provision of

feedback



on EACH practical session

100% of students in the Basic

Counseling Skills I and II across

all sections scored at 70% or

higher, placing them well

beyond the generalist

competency level in the work

field.

Due to the low number of

students in the MEN 225 class

we relied on recruitment of

student tutors as participants

in the group sessions. Those

sessions were an outstanding

opportunity for the students

to demonstrate their slightly

above average skills…primary

difficulties were NOT with

engagement, but with

grounding and inclusion.

Student facilitators were quick

to respond to cues and

feedback from instructor,

recovering and acknowledging

their challenges, along with

rectifying them.

Mindfulness training would be

of particular value when

individual students

demonstrate difficulty

grounding themselves,

focusing, or staying on task.

When the students in MEN

225 were able to recognize

cues, they were able to ground

themselves and renew their

foci to stabilize the group

sessions. One student had

particular difficulty with

sidelining and pulling the

group off focus herself.

Thankfully she began to

recognize this deficit across

time and was able to work on

strategies to reduce its impact.

63 | P a g e

Goal 4: HMS and MEN

program students will

demonstrate increased levels

of critical thinking and skills

requisite to competency in

the work field.

Continual self- and peer-assessments utilizing normed standards to field Detailed self-assessments including strengths, weaknesses, and plans for improvement Successful applications for CSAC (Certified Substance Abuse Counselor) to Virginia Board of Counseling for students coming out of SWCC’s CSAC program

Students will demonstrate 80% or higher overall rating on EACH practical session Students will demonstrate improvement in self- and peer-assessments, moving from ambiguous and general statements to specific and detailed, suggesting higher level of evaluation and insight (qualitative measure) 70% of SWCC students’ applications for CSAC will warrant acceptance by the VA Board of Counseling

83% of the Counseling 2, MEN 225, and Group 2 class members demonstrated ratings at 80% or higher across practical sessions. The reflective self-assessment papers which conclude the second level of training were clearly indicative of advanced self-perception, insight, and processing of client intent. The collaborative elements of the MEN 102 class (focused on observation and documentation) were marginally successful. There was evidence that the students failed to engage in the collaborative elements (evidenced by few changes between initial documents and the collaborative ones). Although they failed to meet the 80% mark on those tasks, they met the 80% mark overall.

Mindfulness training would be of particular value when individual students demonstrate difficulty grounding themselves, focusing, or staying on task. The seeming failure of collaboration in the MEN 102 class can be directly attributable to lack of focus and task follow-up. Specific class days were set aside for the collaboration but it is obvious that, either through distraction or otherwise, students did not follow through with the dyad strategy.

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Goal 5: Explore viability

and/or feasibility of internship

preparation “course” in the

semester prior to actual

internship, particularly for the

Substance Abuse students.

--Seek feedback from super-

visor(s) and employment

stakeholders/advisory board.

--Seek approval from

supervisor(s) for

development/restructuring (if

feedback supports such action)

Begin development of

“pre” internship course

with support from external

colleagues in the field.

There was no opportunity for

follow-up on this goal across

this academic year. There was

discussion of the concept with

the Dean and the Academic

Vice President, but the current

course load made the idea

non-feasible at this time.

This goal will be rolled into the

next academic year’s goals for

the program(s).



Probably the most significant change in the Human Services programs here at SWCC over the past academic year has been a reduction in graduates but an

increase in internship completion. Although I have communications from agencies that have agreed to host interns, and even ASKED for them, they (and/or

the students) seem to back off when it’s time to push forward, for a variety of reasons. I may have to look at forcing people to specific sites, which is neither

the strategy nor goal of Human Services. Do we need to look at limiting enrollment and structuring it in a broader timeline?

In addition, I continue to struggle with balancing my multiple roles. Although I have two adjuncts carrying the full load they are allowed each semester, I

tend to end up with about twice the course load which I should be carrying, in addition to the administrative tasks directly linked to the programs and my

agency/student/community engagement elements. I was sought out by one of my former students last fall who asked about doing some of the classes. I

readily agreed and directed him to file an application ASAP so I might be able to get him in the Spring schedule. He dropped off the application and

registered on the VA jobsite online, but nothing…each time I see him, both of us are becoming increasingly frustrated, and the last time was SWCC

graduation night. During the past 6 weeks or so, I met another young man who also asked about doing some of the classes. Human Services is the cheapest

program SWCC has…meaning, the least cost to the institution…and desperately needed, particularly in this area. Open to serious feedback and/or direction.

☺

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Self, Peer, and Faculty Assessment for Human Services Program Skill Classes

Standard practice in Human Services Skill Training classes under me is for every student to provide feedback to every other student on specific

behaviors that operationalize attending and entry-level counseling skills. During the HMS 121 class our focus is on ATTENDING to the client. This

means that you will be demonstrating via your behavior that you are open and available to the client, listening to and processing what he/she is saying

and/or communicating via body language.

The Behaviors that communicate Involvement/demonstrate attending include:

1. Open and accessible body posture: This communicates, “I am open to you. I am not feeling defensive.” 2. Congruent facial expressions: Your expressions (affect) should express your feelings. If the client is talking about something serious and/or

sad, you will probably be feeling concerned or serious and your face should reflect this feeling experience. 3. Slightly inclined toward the client: This tends to say to your client that you are attentive. 4. Directly face the client with about four feet of distance between you: This is generally a comfortable distance that does not intrude upon the

other person’s space. 5. Regular eye contact unless inappropriate because of cultural customs: You do not want to stare at your clients, but you should generally

maintain eye contact with them as a way to show your interest in them. 6. Eliminate distracting behaviors: Any type of distracting behavior draws attention to itself and away from the process. So, if you tend to play

with your fingers, twiddle with your pencil, fidget, rock in your chair, swing your legs, wind your hair on your finger, and so on, you will need to remind yourself to stop these behaviors.

7. Use minimal encouragement: Doing such things as nodding your head and saying “uh-huh” tends to let your client know that you are paying attention to them. Repeating one of the last words in your client’s sentence is another way to offer minimal encouragement. For example, if your client said, “I am worried about what my supervisor will say,” you could say, “Your supervisor?”--letting your client know you heard them and inviting them to continue.

These behaviors are assessed by the individual student on his/her own behavior and on the behavior of other students. At the end of each session, the

instructor will first address the “counselor,” asking the individual to reflect on what he/she was aware that he/she did well (as to these behaviors) and

with what he/she found him/herself struggling. After the “counselor” student has an opportunity to share his/her insights about his/her own behavior,

each of the other students in the class will share their observations of the “counselor” student’s behavior. In addition to the verbal feedback, students

will utilize the standard scale of 1-5 to quantify the assessment, with 1 indicating that the “counselor” is doing what he/she should be doing 10% or less

of the time, 2 indicating that the “counselor” is doing what he/she should be doing 25% of the time (remember that level 2 behavior has a higher

chance of damaging the client than does level 1), 3 indicating that the “counselor” is doing what he/she should be doing 50 % of the time (this is the

average practicing style of individuals working in the field), 4 indicating that the “counselor” is doing what he/she should be doing 75% of the time, and

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a 5 indicating that the “counselor” is doing what he/she should be doing 90% or more of the time. Finally, the faculty member(s) will provide feedback

on both strengths and challenges in the behaviors observed, provide a scale assessment, and then convert the rank scores into numerical scores. It is

important to note that although the instructor will provide additional comments on statements during the HMS 121 class to illustrate examples, those

statements are toward advancing knowledge for upcoming classes—they are NOT taken into consideration of the ATTENDING score.

Practical scores are based on 100 points each, with 70 points assigned to the practical behaviors themselves and 30 points assigned to participation (10

points each for participation as client, counselor, and feedback provider). This means that the 70 point breakdown is as follows:

5 63-70

4 56-62

3 49-55

2 42-48

1 below 42

Students are encouraged to remember that our goal in assessing each other’s behavior is to be honest, but not to “slam” individuals. Everyone in the

class benefits from open communication that allows one to give specific examples of what is good and bad. Those differences become more readily

recognizable as practice continues, increasing the accuracy of each student’s observation, and ultimately documentation, skills. Awareness is expected

to yield increased insight into one’s own behavior and result in improvement of behaviors and ranking.

This same system of scoring of ATTENDING skills is utilized throughout all of the skill classes in the program but in each of the other classes, there is

additional focus on quality of responding (for the HMS 122 class) and structure/parameters, theme/process focus, verbal observations of connections

and/or inconsistencies, and inclusion (for the MEN 225 class and HMS 242).

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MEN 225/HMS 242

Involvement and Assessment of Group Facilitations

Both when serving as facilitator and providing feedback, one should be aware of, and respond to, the same behaviors required in HMS 121 and 122

to demonstrate attending, i.e.:

Open and accessible body posture

Congruent facial expressions

Slightly inclined toward client(s)

Directly face the client at appropriate distance (in group this means that all participants are equal distance apart and equal distance from

center of group)

Regular eye contact unless inappropriate because of cultural customs (in group this means that facilitator has responsibility to attend to the

body language of each participant and respond appropriately)

Eliminate distracting behaviors (those which draw attention to themselves and away from the group and/or individual process)

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Use minimal encouragement to indicate understanding and encourage continuation of process

In addition to these, group facilitators have the responsibility to:

Provide the structure and parameters of the session

Ensure that the theme/process focus, once established, is retained by each participant—segues and/or grounding

Comment on connections between members/themes when other participants fail to do so

Comment on inconsistencies in statements or between statements/behaviors when other participants fail to do so

Ensure inclusion of each group member in the process (remember each has the right to decline each time)—willingness,

remember—not ability

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BEIT Information Systems Technology Crystal Dye [email protected] 2018-2019


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.



A. Students will demonstrate good critical thinking and problem solving skills needed for successful employment in IST related

careers.

B. Students will demonstrate proficient IST skills and problem

solving by successfully completing a real-world project in ITP251

and ITP298 AND complete an industry internship (ITE290/298).

C. Students will be familiar with industry certification exams in their IST concentration area.

D. Students enrolled in the IST Program will complete a minimum

of 1 Career Study Certificate related to the IST field while enrolled

at SWCC.

A1. Evaluation of the required IST capstone project (ITE298) that

requires both Information Literacy and Critical Thinking/Problem Solving (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; Internship (ITE290/298) evaluations completed by host sites.

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 IST students at Spring term completion for CSC completions at Degree Conferral.

A2. 85% of students will complete the main capstone project

(ITE298) with grade of "C" or higher

B2. 90% Good or Very good rating on internship (ITE290/298)

evaluation completed by host site; (ITP251)75% of students will

complete the real-world scenario assignments 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. 70% of students will complete 1 CSC

A3: 100% (5 of 5) of students completed the capstone course with a

70% or higher.

B3: 100% (3 of 3) of students completed the internship course with a

70% or higher.

C3: All syllabi updated for *Fall 2018 and **Spring 2019 terms on

file in BEIT Division Office. The results for the ITE115 Digital

Literacy are listed in the comments section below per section. For the Fall 2018 term, the overall pass rate of the certificate was 98%

for those students completing the assignment* and 90% for the

Spring 2019 term.

D4: Pending Degree Conferrals in Summer 2019.

A4: Will update capstone project in Spring 2020 per

student round table feedback. Students have requested

more team projects instead of 1 large project for the term.

B4: Will continue internship presentations next year for

2020. Students enjoyed sharing their internship

experiences.

C4: Continue to update course syllabi each semester with

certification requirements in Fall 2019.

D5: Will update at degree conferrals for Spring 2019.



* (Fall 2018) 86 students attempted the assignment / 84 passed and obtained the certificate ITE115-

01: Course Canceled Due to Enrollment

ITE115-02: Course Canceled Due to Enrollment ITE115-03: 7 out of 7 Completed and Passed the Certificate ITE115-04: 13 out of 14 Completed and Passed the Certificate ITE115-05: 5

out of 6 Completed and Passed the Certificate ITE115-W1: 15 out of 15 Completed and Passed the Certificate ITE115-W2: 21 out of 21 Completed and Passed the Certificate ITE115-W3: 18 out of 18

Completed and Passed the Certificate ITE115-W4: 5 out of 5 Completed and Passed the Certificate


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Email Academic Year

HTHMNSS OTA Annette Looney [email protected] 2018-19


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 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.

4. Students will participate in

service learning projects

designed to improve their

clinical interaction skills and

promote occupational therapy

in the community.

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

students

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. Board pass rates for 2018 are: 90% (18/20).

2. Clinical pass rates for OTA students for 2018 – 100%

3. Retention rate for 2018 graduates: 76.6% (23/30 graduated).

4. Community Service learning – 2018- Elementary school backpack awareness and shoe box tasks; Autism Awareness activities in community support group.

1. Review additional board exam review texts and look at mandatory review course.

2. Continue to emphasize knowledge and professionalism in the clinical arena.

3. Identify areas to strengthen student retention.

4. Continue to work with community on service learning opportunities.

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NBCOT Board Results were posted in late March 2018 for the 2017 year. Based on the number of candidates taking the board exam and passing during the

timeframe, SWCC OTA program had a 95% (20/21) pass rate.

The NBCOT OTKE (Occupational Therapy Knowledge Exam) is something that we would like to consider as a method of analyzing student's knowledge

readiness for level II fieldwork and entry-level practice.

At the OTA advisory meeting (2018), various methods for incorporating a community partnership for occupational therapy service learning activities were

discussed. In addition to this being a mutually beneficial endeavor between students and the community, it may also provide opportunities to establish

additional level I and level II fieldwork opportunities in the community.

NBCOT Board Results were posted in late March 2019 for the 2018 year. Based on the number of candidates taking the board exam and passing during the

timeframe, SWCC OTA program had a 90% (18/20) pass rate.

The OTA faculty have decided to postpone the use of the NBCOT OTKE temporarily while continuing to implement more competency-based learning

experiences as we transition to the new ACOTE standards.

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HTHMNSS Radiologic Technology Christy Lee [email protected] 2018 - 2019


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.

Goal 6 Investigate options for enhancing student learning through Classroom instruction outside the formal classroom. 1)adaptive quizzing in

correlation to classroom instruction and2) remediation activities throughout the program.


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Outcome Sought Measures Benchmark Findings Action Plans

Retention of students

through the academic rigors

of required courses for

radiography through

Program completion.

Freshman 2018-2020 class

Sophomore 2017-2019 class

Program Completion 2016-

2018 class

90%

90%

80%

2018-2020: We accepted 29 new

students into the 2018-2020 class. By

the end of fall semester, 2 students

were dismissed for grades (D in RAD

121 & F in RAD 110) which was 6.9%;

and, 8 students had withdrawn for

personal/financial/medical/relocation

issues which was 27.6%. That left 19

students remaining that began with

that 2018-2020 cohort, which was a

retention rate of 65.5% as compared to

last year’s retention rate of 64.2%. We

had 3 return from the previous 2017-

2019 cohort (all of whom were

dismissed for grades; and, if they finish

with the 2018-2020 cohort will not

count on the 2017-2019 JRCERT

reportable attrition data), for a total of

22 students. We did not retain 90% of

the students accepted.

2017-2019: Between the end of spring

2018 and the end of spring 2019, we

have retained 100% of the sophomore

students.

Benchmarks were not met

in either measurement

time frame. Since this

cohort began, some action

plans have already been

put into place. We have

implemented a tutor for

first year students. We

also have hired one adjunct

faculty member and two

part time faculty members

who are available for

tutoring as well. We have

added Elsevier Adaptive

Quizzing Software for use

as a remediation tool as

well as additional

assessment activities. We

have added Elsevier HESI

Modular Exams, Practice &

Exit exams to the second

year cohorts to assess

student’s learning during

the second year related to

the ARRT registry content

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2016-2018: The class of 2016-18

began with 23 students and 12

graduated for a 52.17%. Four

withdrew for personal reasons

(17.4%). Seven were dismissed for

academics (30.4%) but 3 out the 7

are in the current 2017-19 class and

if they finish, it will drop academic

attrition to 17.4% for a total

percentage for the class of 65.22%.

Our five year average is 58.76% but

may change to 61.86% if the three

that returned completed the

program. This is still below our 80%

benchmark.

areas, and will give

prescriptive remediation

plans to each student. We

have added TEAS Allied

Health test to our applicant

process for the 2019

applicant year. We are

encouraging students to

apply for grants/funding

outside of PELL funds to

assist with financial

burdens. We advise

students to seek counseling

services (to include test

anxiety, study skills, etc.).

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Outcome Sought Measures Benchmark Findings Action Plans

2016-2018 Class

Prepare knowledgeable

graduates with academic

knowledge and professional

readiness.

American Registry of

Radiologic Technologists

(ARRT) Certification

Examination

80% The first attempt

examination results were

75% (9 out of 12) with a 5

year average of 85.48%.

Two of the three students

who failed on the first

attempt passed on their

second attempt within

one month of their first

attempt, with one student

improving the score by 10

points (bringing the

overall percentage to

91.6% of the graduating

class being ARRT

registered within 6

months of finishing the

program). The third

student has yet to

reattempt.

The faculty have already offered

remediation to the one student who has

yet to reattempt, but the student has failed

to maintain communication with faculty.

2016-2018 Class

Prepare graduates with

appropriate entry-level

technical skills for a

successful career in

radiography.

Employment within 12

months post-graduation.

80% All students seeking

employment are employed

before 6 months after

graduation.

Continue to monitor, advertise job

openings via emails to former students as

well as the program Facebook page

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Outcomes Sought Measures Benchmarks Findings Action Plans

2018-2020 Class

To instruct students in the

Radiologic Technology

Program using the most up-

to-date published resources

in order to promote the best

learning outcome. Also

provide a mechanism for

remediation of course

information when deem

necessary.

Measure improvement in

grades for courses where

understanding is lacking for

information presented in

class lecture.

10% increase in academic

retention of students in the

freshman year

We accepted 29 new

students into the 2018-2020

class. By the end of fall

semester, 2 students were

dismissed for grades (D in

RAD 121 & F in RAD 110)

which was 6.9%; and, 8

students had withdrawn for

personal/financial/medical/r

elocation issues which was

27.6%. That left 19 students

remaining that began with

that 2018-2020 cohort, which

was a retention rate of 65.5%

as compared to last year’s

retention rate of 64.2%. We

had 3 return from the

previous 2017-2019 cohort

(all of whom were dismissed

for grades; and, if they finish

with the 2018-2020 cohort

will not count on the 2017-

2019 JRCERT reportable

attrition data), for a total of

22 students.

We did not increase by 10%

from the previous year.

We have previously increased tutoring

availability as well as added Adaptive

Quizzing with test remediation. We will

continue to refer struggling students to

student services for assistance when we

are alerted there is a need.

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Goal 1-3: Since benchmarks were not met, continue to monitor these goals.

Goal 6: Findings suggest need for other external student support services.



APPENDIX A


-------------------------------------------------------------------------------------------------------------------------------------------------

Certificates



Email

BEIT Heating Ventilation and Air

Conditioning

Larry Hughes [email protected]


Heating Ventilation and Air Conditioning (HVAC) Program:

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, hereto, meeting needs of community partners, regional employers and beyond.

Program Goals

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 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 allow safety and successful resolve.

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 more fully understanding 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 BlackBoard media.

Goal 6: Helping student program completers to attain one national certification for the trade related mandates and industry recognized industry credentials.


Outcome Sought Measures Success Standard Findings

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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 2019

until August 2019.

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

2019, to helps student to

fine-tune motor & critical

thinking skills; and evaluate

work safety readiness.

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

2019: objective provided

valuable understanding for

need to enhance soft skill

training (i.e. ethics, resume &

job interview)

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. 80% of students complete

the field visitation

4. Completed two visits spring

2019. January to Clinch

Valley Health in Richlands,

70% student participation.

April to HVAC, Inc. Bristol, VA

70% student participation.

Field trips provide valuable

insight for varied technical

applications; will continue for

each succeeding semester

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Goal 5: “Short Term” offer all

four of the related HVAC fall

2017 day courses as a hybrid

having an on-line component

to foster learning for

electronic communication via

computer applications (i.e.

Blackboard). Especially

targeted to the non-

traditional older student

populace.

Require students to access

the on-line discussion board

to communicate and to

utilize email to further

remote written via electronic

communication and

electronic technology to

more fully embrace today’s

market place.

Having 80% of all enrolled

students to utilize the on-line

component of Blackboard’s

discussion board; especially

to collaborate on varied topic

areas for related assignments

to develop a team approach.

Consistent, measureable data

is not available due to Full-

time faculty being on leave

both fall and spring semesters.

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 (currently 13

students enrolled in study

course to ready for the

exam)

6. 65% applicants successful

complete taking the EPA

examination

For 2018-2019, the HVAC

students had a 100% pass rate

on the EPA test.



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 2019, HVAC students encouraged to take third party and become well versed in the new EPA regulations

being implemented. Summary of new Federal/EPA regulations were posted to BlackBoard where students were provided opportunity to review and

comment.

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Division Program Coordinator Email

BEIT Legal Studies Janet Rowell [email protected]


The Legal Studies (LGL) 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 2016 applications



1.75% of LGL students enrolled in

ITE 115 certified (short and long-

term)


baseline score of LGL students

enrolled in ITE 115 (short and long-

term)

1. Digital Literacy


2. Overall average score

earned on critical thinking

projects in ITE 115

1. Earn a score 85% or

higher on the certification

exam

2. Earn a score of 80% or

higher on the critical thinking

projects

1. 100% of students in the

program scored 85% or

higher


certificate program scored

80% or higher


Certification exam

2. Continue including critical

thinking projects in the

program



Develop new critical thinking projects related to current topics.



Email

HTHMNSS Practical Nursing Linda Gambill [email protected]


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-five 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)


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3. Eighty-five percent of the PN students who begin the program will complete the program.

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GOAL 1 Eighty five percent of all graduating students will pass NCLEX-PN.

NCLEX-PN NCLEX-PN: 85% of Students

pass first attempt

We will have 10 students

total to take the NCLEX-

PN. 8 have tested

already with 2 more to

go. Out of the 8 that

have tested 3 have failed

the exam so this will put

us below the requested

benchmark. We are

currently working on a

NCLEX success plan and

will work with the state

board more on this when

they come for their visit.

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 Goal met.16 out of 20 students

completed at least one of the

critical thinking exams with a

score of 850 or greater. In those

students that completed the

program. For those that

completed the program only 2

people had scores that dropped.

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 Goal met. 16 out of 20 that begin

the program will complete the

program.


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After analyzing the results we will be working stringently on a NCLEX success plan. We will also be working on ways to encourage students to try their best on the critical

thinking exam. Currently students are just asked to do their best and there are no rewards or consequences for scoring the benchmark. That may be something we need

look into to make them more accountable. I will most likely lower the NCLEX rate to 80 percent instead of 85% due to this year’s results. We are currently working with

the nursing education consultant with Elsevier to work on a success plan and to help with HESI exit testing and remediation.



Email

BEIT

Welding Diploma, Welding

Career Study Certificate &

Manufacturing/Fabrication

Career Study Certificate

Nicholas W. Johnson

[email protected]


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 (short-term): 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 2018). As the AWS (American Welding Society) is changing the policies and rules of welding it is also important that we do the same.


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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.

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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 85% success

rate.

The current year success rate

was 83%. This was 2% less

than the previous years.

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

“Flagged” in the Sails system

as being in danger of

receiving a failing grade.


beyond the 67% success rate.

Consistent, measureable

data is not available due to

Full-time faculty turn over

mid-fall semester.

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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

Safety / Accountability

Neatness of Work Area

Communication

Use of Sources of

Information


beyond the overall program

average of a 2.0 (C), from the

previous 2017-2018 year.

The overall program average

for 2018-2019 year is 2.6. This

exceeds the specified goal.

The soft skills demonstrated

by the students is still below

the desired level.



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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=&region=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 2019-2020 will focus on student creation of portfolios to participate in a reverse-career fair, earning additional certifications, and continued focus

on soft-skills.

https://sw.emsicc.com/?radius=&region=50%20Mile%20Radius%20Around%20SWCC

https://www.dol.gov/odep/topics/youth/softskills/



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APPENDIX A


-------------------------------------------------------------------------------------------------------------------------------------------------

Career Studies Certificates



BEIT Adventure Tourism Michael Brown [email protected] 2018-2019


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.

Program Goals



Goal 3 To have students to distinguish, prepare, compose, and assess a business plan as an entrepreneur.




Trainers certification, First Aid/AED/CPR and

Wilderness First Aid (WRFA) certifications.



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


2018 and Spring 2019)


2018)


2019)

Goal 1: LNT Trainer certification had 90% pass

rate in Fall 2018. WRFA certification had a 91%

pass rate in Fall 2018 and 100% pass rate in

Spring 2019.

Goal 2: RPK 141 had 80% pass rate of students

turning term paper as part of c apstone.

Goal 3: BUS 165 had 65% pass rate of the

students to develop a business plan.

Goal 1: Keep Format given by American Red Cross and

Leave No Trace Center of Outdoor Ethics

Goal 2: Look into ways to increase student participation to

get higher pass rate. Students not turning in project caused

the rate from not getting higher.

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.



Short-term findings for Fall 2018 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2019 are absent due to change of semester offerings. Additional projects will be added to other classes to measure more short and long term objectives.

Program will consider providing training to certify instructor so students can obtain national certification, thus improving the credibility of the program. This plan will be supported by the BEIT Dean and Vice President

of Academic and Student Services; grant funds will be allocated for this purpose.


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Email Academic Year

BEIT Bookkeeping

CSC



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 (short-term): 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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semester.


will complete the



“C” or better.







or better.









semester.



American Institute of Certified

Public Accountants (AICPA)

Code of Professional Conduct.

Goal 2: Test covering the

AICPA Code of Professional

Conduct.


ACC 212 students will

complete the test with a


Goal 2: For the spring

semester, 85.7% of the

students (6 out of 7) in the

class completed the AICPA

test with a grade of “C” or

better. In addition, all

students in the class

completed chapter modules

containing portions of AICPA

material with a grade of “C”

or better.

Goal 2: An AICPA module will

be created within Canvas to

utilize within all sections of

ACC 212 for Spring 2020 to

ensure all accounting students

have knowledge of the code of

conduct. Goal will be the same

(85% completion with “C” or

better grade.

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basic computer skills.

Goal 3: Microsoft Digital

Literacy exam given in ITE

115 during the program.


will complete the digital

literacy exam with a score of

75% or higher.

Goal 3: ACC 211 and ACC 212

classes for spring semester

2019 were checked for Digital

Literacy certifications. Of the

26 students in these two

classes, 14 students (54%)

have completed and past the

exam with a score of 75% or

higher. There were no

Bookkeeping majors in these

sections. The programs

represented in these classes

were Accounting,

Management, and Business

Administration. Of the

Accounting majors in these

classes, 5 of the 7 students

(71%) have completed and

passed the Digital Literacy

exam.

Goal 3: Some of the students

in these two classes are first-

semester or first-year

students, so they have not had

ITE 115. The students in these

classes consisted of other

majors besides Bookkeeping.

Since the Accounting majors

will have earned the

Bookkeeping certificate once

the degree is completed, we

will focus next year on the

accounting majors who have

completed the Digital Literacy

exam.


Comments: Based on student feedback, along with the results listed above, a new software and text will be implemented during the summer and fall semesters. This new text and software will contain an even more hands-on approach to learning the accounting cycle and will incorporate more use of Excel, which is what our employers are indicating is needed. This new software will also help students in gaining basic computer skills by providing up-front basic computer videos to help in using the software. These videos are the same videos that the students will see in the first module of the ITE 115 course.

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Email Academic Year

BEIT Cybersecurity (CSC) Diana Stinson [email protected] 2018 - 2019


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 and A+ Hardware and Operating Systems course work and certification exams prior to the end of Spring semester.



1. Students will have achieved credentials/certifications in CompTIA IT Fundamental, A+ Hardware & Operating Systems, Network+, and Security+

Certifications and

credentials achieved

70% pass the certification

exams in CompTIA IT

fundamental, A+ Hardware and

Operating Systems, Network+,

and Security+

24 students enrolled in

2018/2019. 10 students

earned at least one

credential, 42%. (10 IT

Fundamentals, 2 A+, 1

Security+.

As part of the 2019/2020

Cybersecurity program assessment,

poll the previous students to

determine the reason for not taking

the certification tests. Have an open

discussion with program faculty to

determine ways to better integrate

and sell the value of certifications to

the students.

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2. Students will have earned a Career Studies Certificate (CSC) in Cybersecurity.

% of students receiving

CSC in Cybersecurity

70% will earn a CSC in

Cybersecurity

4 students enrolled in

2018/2019 completed the

program, 17%. Students

did not enroll in the

second semester classes

needed to complete.

As part of the 2019/2020

Cybersecurity program assessment,

poll the previous students to

determine the reason for not

continuing in the program.

3. Students will demonstrate the ability and skills to perform tasks related to the field of cybersecurity.

% of students placed in

a job in cybersecurity,

working as a contractor,

or continuing education

75% will begin a career in

Cybersecurity, become a

contractor, or continue

education.

Job placement data for

2018/2019 not available.

Build relationships with at least two-

employers. Schedule class visits and

field trips to their business location.

Recruit at least one employer to

guarantee an interview with the

program completers.

4. Students will have completed the CompTIA Fundamentals & A+ Hardware and Operating Systems course work and certification exams

% of students who have

completed the

CompTIA

Fundamentals and A+

Hardware and

Operating Systems

course work and

certification exams

70% will have completed the

CompTIA Fundamentals course

and the A+ Hardware and

Operating Systems courses,

along with passing the

certification exams prior to

the end of spring Semester/

42% of the students earned

CompTIA IT Fundamentals.

8% of the students earned

CompTIA A+ certification.

Earning certifications in the IT

classes has always been challenging.

From prior conversations with

employers and students, just having

the training is sufficient to get them

employed. We need to find out the

specific reason they do not take the

certification test and address each of

them. This action item relates to

Action item for goal 1.

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Comments (Goals tied to other unit activities, anticipate new goal based on findings.)

As we work to achieve our goals for this program, as in any other educational program, the focus should be on encouraging and guiding each student, based

on their individual needs. Providing an open line of communication, as well as clearly defined curriculum will increase program success.

Cybersecurity is an in-demand field. The steps below will be implemented in order to ensure the future workforce needs of area employers is met.

1. Establish relations with employers and have them activity participating in the program of study as presenters, field trip destinations, and by guaranteeing interviews to program completers. There active participation will also enable the content taught in the program to stay relevant.

2. Poll the previous students to determine obstacles and challenges encountered in obtaining the certifications. Implement appropriate action steps to help the students overcome the obstacles and challenges.

3. Poll the previous students to determine the reasons for not enrolling in the second semester of the classes. Implement appropriate action steps to help the students overcome the challenges. Implement appropriate support services needed.

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BEIT Electronic Medical Records Specialist Janet Rowell [email protected] 2018-2019


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 2016 applications



1. 70% of EMR program students

enrolled in ITE 115 certified in digital

literacy (short and long-term)


baseline of EMR-CSC students

enrolled in ITE 115 (short and long-

term)

1. Digital Literacy


2. Overall average score

earned on critical thinking

projects in ITE 115

1. Score 85% or higher on

the Digital Literacy

Certification exam

2. Earn a score of 80% or

higher on the critical thinking

projects


program scored 85% or

higher


certificate program scored

80% or higher

1. Continue administering the


Certification exam

2. Continue including critical

thinking projects in the

program



Develop new critical thinking projects in order to provide students with relevant assignment topics.


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Email Academic Year

BEIT Insurance

CSC



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 (Short-Term): To improve students’ skills in fundamental business concepts for successful employment in the insurance industry.



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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 were

scheduled for any exams

during the fall and spring

semesters.

Goal 1: Students will be made

aware of the exams during ISR

130 in the fall semester.

Student testing will be again

be monitored for the next fall

and spring semesters.



basic accounting concepts, a

fundamental business concept






semester.


will complete the



“C” or better.







or better.









semester.

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demonstrate use of advanced

excel formulas needed for

businesses.





semester.


will complete the advanced-

formula excel problem with a








better.





















Based on student feedback, along with the results listed above, a new software and text will be implemented during the summer and fall semesters

for ACC 211/212. This new text and software will contain an even more hands-on approach to learning the accounting cycle and will incorporate

more use of Excel, which is what our employers are indicating is needed. Insurance certification exams are being pushed now through the local

insurance agencies after an employee is hired. We will still continue to monitor our students in ISR 130 for the certification exams. This is a course

that is still included in the Insurance program and the Accounting program as well.

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BEIT Network Administration Michael Brown [email protected] 2018-2019


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.

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 a local area networks.

Goal 3 Students will develop the skills to manage Microsoft Active Directory replication and services.



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


2019)


2018 and Spring 2019)

Goal 3: 70 % pass rate (Spring

2019)

Goal 1: 67% pass rate for Spring term

Goal 2: 50% pass rate for Fall term.

63% pass rate for Spring Term

Goal 3: 50% pass rate for Spring term.

Goal 1: Look into ways to increase student participation to get

higher pass rate. Students not passing the final caused the rate










Short-term findings for Fall 2018 indicate that students have results that are below the standards chosen. Largest problem was that students didn't do final project or exam and still was able to pass the course. Long-term findings for

Spring 2019 indicate that students have results that are below the standards chosen. Largest problem was that students didn't do final project or exam and still was able to pass the course.

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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BEIT Outdoor Recreation Michael Brown [email protected] 2018-2019


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.

Program Goals



Goal 3 To develop best practices, skills, and abilities for students to apply to Guide Essentials and Interpretation & Education.




Trainers certification, First Aid/AED/CPR and

Wilderness First Aid (WRFA) certifications.



techniques.

Goal 3: Students will be given scenarios on wilderness

excursions to explore interpretation techniques.

Goal 1: LNT Trainer certification/WRFA

certification

Goal 2: Recreation and Parks course RPK

141 capstone projects on leadership

techniques.

Goal 3: Recreation and Parks course RPK125



2018)


2018)


2019)

Goal 1: LNT Trainer certification had 90% pass

rate in Fall 2018. WRFA certification had a 91%

pass rate in Fall 2018. Pending Spring results

Goal 2: RPK 141 had 80% pass rate of students

turning term paper as part of capstone.

Goal 3: RPK 125 had 100% pass rate with


Goal 1: Keep Format given by American Red

Cross and Leave No Trace Center of Outdoor

Ethics

Goal 2: Look into ways to increase student

participation to get higher pass rate.

Students not turning in project caused the rate


Goal 3: Keep format of National Association for

Interpretation with certified instructor.



Short-term findings for Fall 2018 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2019 Long-term findings for Spring 2018 indicate that, so far, student pass rates have exceeded indicated success standards.

Program will consider providing training to certify instructor so students can obtain national certification, thus improving the credibility of the program. This plan will be supported by the BEIT Dean and Vice President of Academic and Student Services; grant funds will be allocated for this purpose.


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BEIT Precision Machining Steven Lee Olinger [email protected] 2018-2019


Precision Machining program provides workforce readiness skills for a career in advanced manufacturing and/or manual. 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.

Goal 3



1. Students will have basic machining skills and

jobs skills.

(Short-term--Fall 2018)

2. Students will have basic CNC skills.

3. Students earn nationally recognized

credentials.

4. Students will have basic communication

skills.

1.(NIMS) National Institute for Metalworking skills

Certifications (Measurement, Materials, & Safety) and

(Job planning, Benchwork, & Layout).

2.(NIMS) National Institute for Metalworking skills

Certifications (CNC Milling Operator) and (CNC Turning

Operator)

3. (NIMS) National Institute for Metalworking skills

Certifications.

4. (NCRC) The National Career Readiness

Certificate and a Class presentation

1. 70% of students will earn both (NIMS) National

Institute for Metalworking skills credentials by the end of

Fall 2016.

2. 70% will earn at least one.

3. 70% of students pass three (NIMS) National Institute for

Metalworking skills credentials by the end of program.

4. 70% of students pass the NCRC. 80% of students will

give an class presentation.

1. 81.8% earned both. 100% earned Measurement,

Materials, & Safety and 81.8% earned Job planning,

Benchwork, & Layout

2. 72.7% earn at lest one. 54.5% earned CNC Lathe

NIMS, and 72.7% earned CNC mill Certification.

3. 63.63 %pass three (NIMS) National Institute for

Metalworking skills credentials by the end of program.

4. 100% passed the NCRC. Platinum 33.3%, Gold

16.6%, Silver 16.6%, Bronze 33.3%

1. Continue to Spend more time with students on the materials concerning

these Certifications before the student takes the test. By giving them more assignments and tests on speeds, feeds and math formulas on the lathe and

mill.

2. Since only 72.7% passed one and/or both CNC certifications. I will required at least one extra day in Machine shop lab. To give the student more hands on

time on both the CNC lathe and Mill to better prepare them for the Certification tests.

3. By acting on one, two and three action plans. This should increase the percent of students earning these credentials. Before the student can take some of these Certification test their projects has to be sent out to the (MET-TEC)

Metalworking Technical Evaluation Committee. Which is made up by three local companies. That signs off on the student’s projects before they can take

the online exam. This can take up to four weeks to get the results back. Which makes it hard on the student to redo his or her projects so they can pass the certification. By working with the committee to try to speed this up will help

over all



The alignment of the precision machining program with employer needs and college/VCCS goals to provide relevant skills/credentials to students is always evolving. 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 individually on the develop of career

goals to ensure they have the appropriate skills upon completion.


APPENDIX B

Assessment Status Matrix

------------------------------------------------------------------------------------------------------------------------------------------------- SWCC PROGRAM ASSESSMENT KEY "x"=completed "p"=pending "n"=no submission

STATUS MATRIX 2018-19 Updated (mm/dd/yyyy)

Program Type(s) Coordinator (Assistant) Mission Goals Outcomes Measures Standards Findings Action Plans Analysis

Human Services * AAS/Cert. A. Hess x x x x x x x x

Occupational Therapy Assistant * AAS A. Looney x x x x x x x x

Science AA&S Annette Lockhart x x x x x n n n

Emergency Medical Services* AAS/CSC B. Akers x x x x x x x x

Engineering* AA&S B. Hale x x x x x x x x

General Studies (including Liberal Arts spec. and General Ed. Cert.) * AA&S/spec./Cert. B. Wright x x x x x x x x

General Studies --Psychology AA&S (GS spec.) Brian Wright

General Studies--Appalachian Studies AA&S (GS spec.)

No coordinator--pending

General Studies--Fine Arts AA&S (GS spec.)


Information Systems Technology* AAS C. Dye x x x x x X X x

Radiography * AAS C. Lee x x x x x X X X

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Health Care Tech CSC


Medical Coding CSC


Pharmacy Technician CSC


Computed Tomography CSC D. Corns (C. Lee) x x x x x X X P

Cybersecurity* CSC D. Stinson x x x x x n n n

Paraoptometry * CSC G. Householder

Combined With Pre Med

Science--Pre-Med * AA&S (Science spec.)

G. Householder x x x x x X x X

Education * AAS K. Austin x x x x x X X X

Administrative Support Technology* AAS J. Rowell x x x x x x x x

AST--Electronic Medical Records * AAS/Spec./CSC J. Rowell x x x x x x x x

Legal Studies * Cert. J. Rowell x x x x x x x x

Administration of Justice AAS/Cert./CSC J. Stinson x x x x x p p p

General Studies--Music * AA&S (GS spec.) J. Trivette x x x x x X X X

Early Childhood * AAS/Cert./CSC K. Austin x x x x x X X X

Nursing AAS K. Mitchell (N. Beavers) x x x x x P P P

General Studies--Agribusiness AA&S (GS spec.)


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Environmental Management AAS K. Stilwell (T. Lambert) x x x n n n n n

Geology and Environmental Science

AA&S (Science spec.)

K. Stilwell (T. Lambert) x x x x x p p p

Management * AAS/CSC L. Beavers x x x x x x x x

Practical Nursing * Cert. L. Gambill x x x x x x x X

Heating Ventilation & Air* Cert./CSC L. Hughes x x x x x x x x

Adventure Tourism* CSC M. Brown x x x x x x x x

Network Administration * CSC M. Brown x x x x x x x x

Outdoor Leadership * AA&S (BusAd spec.) M. Brown x x x x x x x x

Outdoor Recreation * CSC M. Brown x x x x x x x x

Bookkeeping* CSC M. Dye x x x x x X X X

Business Administration* AA&S M. Dye x x x x x X X X

Insurance* CSC M. Dye x x x x x X X X

Accounting* AAS M. Dye x x x x x x x x

Welding* Cert./CSC/Diploma N. Johnson x x x x x x x x

Electrical Electronics Technology AAS/Cert. R. Lewis n n n n n n n n

Electrical Installation CSC R. Lewis n n n n n n n n

Mechatronics CSC R. Lewis n n n n n n n n

Precision Machining* CSC S. Olinger x x x x x x x x

Need Results--at least 2 emails sent No Coordinator--Suspended until Appointed

COMPLETED Responded and results are pending

* highlights included in assessment document

APPENDIX C

SWCC ANNUAL REPORT

HEADCOUNT BY PROGRAM, GENDER AND LOAD

-------------------------------------------------------------------------------------------------------------------------------------------------

VCCS 2018/2019 Annual Enrollment Reports

Academic Plan and Specializations (Headcount)

Southwest Virginia

Total

Gender Load

Female Male Full Time

Part Time

Students Students Students Students Students

Academic Plan and Specializations

26 22 4 6 20

Accounting 203-01

Administration of Justice 400-01

59 20 39 33 26

Administrative Support Tech 298-01

7 5 2 1 6

Advanced Manufacturing 718-03 5 0 5 1 4

Advanced Studies in Science 221-190-01

6 5 1 2 4

Adventure Tourism 221-212-79 5 0 5 3 2

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Program

Total Students

Female Students

Male Students

Full-time Students

Part-time Students

Agribusiness/General Studies 697-07

3 2 1 1 2

Alternative Energy Technology 711-03 1 0 1 0 1

Arts and Crafts 597-01 1 1 0 0 1

Basic IT Skills 221-299-05 1 0 1 0 1

Bookkeeping 221-212-03 5 5 0 1 4

Business Administration 216-01 49 21 28 12 37

Computer Networking & Telecomm 731-01 1 0 1 0 1

Computer Repair Technician 221-731-24

11 5 6 0 11

Computerized Tomography 221-172-02

7 6 1 1 6

Cybersecurity 221-732-15 30 8 22 7 23

Early Childhood Develop 636-03 60 57 3 17 43

Early Childhood Education 221-636-04

24 23 1 0 24

Early Childhood Education 634-01

12 11 1 2 10

Early Childhood Infant/Toddler 221-636-05

12 12 0 1 11

Early Chl Edu/Human Servic 480-02 3 3 0 2 1

Education 624-01 63 37 26 24 39

Electrical 221-941-02 17 0 17 7 10

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Program Total Students

Female Students

Male Students

Full-time Students

Part-time Students

Electrical/Electronics 941-02 27 0 27 14 13

Electronic Medical Rec Spec 221-285-74 4 4 0 1 3

Electronic Medical Records 298-04 2 2 0 0 2

Emerg Medical Serv Techno 146-01 54 25 29 11 43

Emergency Medical Tech Interm 221-146-03 3 3 0 0 3

Engineering 836-01 34 4 30 12 22

Environmental Management 711-01

2 1 1 0 2

Fine Arts/Genl Stud 697-02 16 13 3 5 11

General Education 695-01 1 0 1 0 1

General Studies 697 294 183 111 86 208

Geology & Environmental Scienc 881-02 5 1 4 3 2

Health Care Technician 221-190-06 11 11 0 0 11

Health Science Tech 190-06 321 269 52 78 243

Health Sciences Nursing 190-01 1 1 0 0 1

Heat/Vent & Air Condition 903-01 18 1 17 8 10

Heating, Ventilation and Air C 221-903-10 9 0 9 3 6

Human Service Certificate 469-01

9 8 1 1 8

Industrial Maintenance 221-990-00 1 0 1 0 1

Information Systems Tech 299-01 46 14 32 18 28

Information Technology 221-299-08 1 1 0 0 1

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Program

Total Students

Female Students

Male Students

Full-time Students

Part-time Students

Intermediate to Paramedic 221-146-05

1 0 1 0 1

Law Enforcement 463-01 1 0 1 0 1

Legal Studies 261-01 10 10 0 6 4

Liberal Arts/General Studies 697-06 3 3 0 2 1

Management 212-01 53 33 20 18 35

Management Specialist 221-212-19 5 4 1 2 3

Manufacturing Fabrication 221-952-01

1 0 1 0 1

Mechatronics 221-736-01 11 0 11 6 5

Medical Coding 221-152-02 21 20 1 5 16

Mental Health Degree 480-01 29 26 3 8 21

Music 697-05 17 11 6 6 11

Network Administration 221-732-01 4 1 3 1 3

Nursing 156-01 137 101 36 57 80

Occupational Therapy Assistant 126-01 43 40 3 19 24

Outdoor Leadership/Bus Adminis 216-02 6 2 4 2 4

Outdoor Recreation 221-460-35 10 5 5 4 6

Paraoptometric 221-160-05 10 10 0 2 8

Pharmacy Technician 221-190-08 32 31 1 8 24

Phlebotomy 221-151-02 40 33 7 8 32

Practical Nursing 157-01 37 34 3 15 22

Pre Teacher Education 624-02 58 53 5 25 33

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Program Total Students

Female Students

Male Students

Full-time Students

Part-time Students

Precision Machining 221-883-10 17 2 15 6 11

Psychology-General Studies 697-03 46 40 6 18 28

Radiography 172-01 26 19 7 10 16

Science 881-01 44 28 16 17 27

Science Spec Pre Medical 881-03 101 66 35 55 46

Semi-Automated Welding 221-995-50 1 0 1 0 1

Software Development 221-299-01 3 1 2 2 1

Software Engineering 836-02 5 0 5 2 3

Substance Abuse 480-04 21 15 6 4 17

Substance Abuse Counselor 403-01

16 15 1 2 14

Welding 221-995-01 12 0 12 4 8

Welding/Diploma 707-01 42 1 41 13 29

Total 2,130 1,388 742 688 1,442

(Load Definition: Full Time = Annual Credit Hours of 24 or more)

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APPENDIX D

SWCC ANNUAL REPORT

CREDIT HOURS GENERATED AND ANNUAL FTE BY

SUBJECT

-------------------------------------------------------------------------------------------------------------------------------------------------

2018-2019 CHG and FTE

College=Southwest Virginia

Subject Enrolled Credit Hours

Generated Annual

FTE

ENG 1,647 4,941 164.7

BIO 2,200 4,345 144.8

MTH 1,123 3,376 112.5

HIS 999 2,997 99.9

ITE 804 2,305 76.8

PSY 698 2,094 69.8

HLT 760 2,030 67.7

PLS 574 1,722 57.4

NSG 675 1,265 42.2

NUR 654 1,236 41.2

CHM 581 1,161 38.7

BUS 369 1,097 36.6

REL 329 987 32.9

ITN 327 981 32.7

CHD 315 939 31.3

ADJ 316 928 30.9

OCT 345 875 29.2

MTE 831 831 27.7

MUS 309 829 27.6

CST 273 819 27.3

PNE 257 794 26.5

SOC 235 705 23.5

WEL 225 675 22.5

EMS 295 647 21.6

RAD 239 631 21.0

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Generated Annual

FTE

HMS 200 600 20.0

SDV 573 573 19.1

ART 187 561 18.7

PHY 260 520 17.3

ACC 129 478 15.9

ELE 134 469 15.6

MAC 148 429 14.3

PED 254 339 11.3

AIR 99 328 10.9

RPK 126 234 7.8

ECO 77 231 7.7

ENF 70 224 7.5

MDL 73 219 7.3

LGL 73 219 7.3

AST 68 204 6.8

ITP 66 198 6.6

MEC 61 185 6.2

HCT 60 168 5.6

BLD 62 158 5.3

ETR 46 153 5.1

EDU 46 138 4.6

EGR 55 136 4.5

SAF 65 130 4.3

OPT 40 120 4.0

GOL 54 108 3.6

MKT 38 99 3.3

GEO 31 93 3.1

ASL 29 87 2.9

ITD 28 84 2.8

HIT 22 77 2.6

IND 32 75 2.5

MEN 19 57 1.9

SPA 14 56 1.9

DRF 24 48 1.6

ENV 13 46 1.5

GIS 11 39 1.3

ISR 11 33 1.1

NAS 25 29 1.0

HIM 12 24 0.8

AGR 7 24 0.8

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Generated Annual

FTE

FIN 3 9 0.3

JPN 2 8 0.3

FRE 2 8 0.3

RVH 5 5 0.2

PHI 1 3 0.1

HUM 1 3 0.1

Program Assessment At Southwest Virginia Community College ...€¦ · Program Assessment At Southwest Virginia Community College 2018-2019 A Report Compiled by ... skills and abilities

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