Annual Planning and Evaluation Report Instructional Programs:

Annual Planning and Evaluation Report Instructional Programs: 2007-2008 Introduction Northern Virginia Community College (NOVA) conducts planning and...
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Annual Planning and Evaluation Report Instructional Programs: 2007-2008 Introduction Northern Virginia Community College (NOVA) conducts planning and evaluation of all campuses, units, and instructional programs annually. The Annual Planning and Evaluation Report for Instructional Programs presented in this document is one of three reports completed for 2007-2008 as part of the College’s planning and evaluation process: Annual Planning and Evaluation Report: Campus Reports; Annual Planning and Evaluation Report: Administrative Units; and Annual Planning and Evaluation Report: Instructional Programs. In the Instructional Programs Report, a planning and evaluation report for each of the instructional programs at the College has been prepared by designated faculty members from each academic program. These reports are coordinated by Academic Deans who are responsible for a cluster of programs. At the beginning of the planning and evaluation cycle, each instructional program documents the expected outcome(s) for the year and proposes the activities or strategies to reach the expected outcome(s). At the end of the planning and evaluation cycle, each instructional program documents its actual outcome(s) and proposes how it will use the results in making continuous improvement in the next cycle. This report presents results for the 2007-2008 academic year. Each instructional program is presented separately. The programs are listed in alphabetical order.

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Table 1 Coordinating Academic Deans and Person Responding to The Annual Planning and Evaluation Report for Instructional Programs: 2007-2008

Accounting, A.A.S.

Coordinating Academic Dean Ron Buchanan, MA

Person Responding Abdul Baten, MA

Administration of Justice, A.A.S.

Ron Buchanan, MA

Russ Carter, WO

Air Conditioning & Refrigeration, A.A.S. American Sign Language - English Interpretation, A.A.S.

Timothy Seaman, WO

Pat Dennis, WO

Jerry Boyd, AN

Paula Debes, AN

Architectural Technology, A.A.S.

Trudy Streilein, AL

Harvey Liebman, AL

Automotive Technology, A.A.S.

Dee Martin, MA

Business Administration, A.S.

Ron Buchanan, MA

George Bolash, MA Russell Taylor, AL Kevin Chouinard, MA

Business Management, A.A.S.

Ron Buchanan, MA

John Phillips, MA

Communication Design, A.A.S.

Bev Blois, LO

Julia Turner, AL

Computer and Electronics Technology, A.A.S.

Abe Eftekhari, AN

Charbel Fahed, AN

Computer Science, A.S.

Dee Martin, MA

Michael Carrington, MA

Construction Management Technology, A.A.S.

Trudy Streilein, AL

Denise Cantwell, AL

Contract Management, A.A.S.

John Min, AL

Dental Hygiene, A.A.S.

Andy Cornell, ME

Ronnie Wheeler, AL Rieann Spence-Gale, AL Mary Pryor, ME

Early Childhood Development, A.A.S.

Bev Blois, LO

Susan Johnson, LO

Electrical Technology Plan of Study for Technical Studies, A.A.S.

Dee Martin, MA

Not Reported

Program

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Person Responding

Program Emergency Medical Services Technology, A.A.S.

Coordinating Academic Dean Andy Cornell, ME

Engineering, A.S.

Abe Eftekhari, AN

Engineering Technology, A.A.S. Fine Arts, A.A., A.A.A.

Abe Eftekhari, AN Trudy Streilein, AL Tony Stanzo, WO

Robert Woodke, AN Rassa Rassai, AN Siamak (Mike) Ghorbanian, AL Rudy Napisa, AN Bill Schran, AL

Fine Arts – Photography Specialization, A.A.A.

Dan Lewis, WO

Gail Rebhan, WO

Fire Science Technology, A.A.S.

Adrienne Hinds, AN

Michael Pariser, AN

General Studies, A.S.

Jerry Boyd, AN

Not Reported

General Studies, Recreation and Parks and Leisure Studies, A.S.

Bruce Mann, AN

Nancy Chamberlain, An

Health Information Management, A.A.S.

Andy Cornell, ME

Gail Jackson, ME

Horticulture Technology, A.A.S.

Joyce Samuels, LO

David Scheid, LO

Hospitality Management, A.A.S.

Adrienne Hinds

Janet Sass, AN

Information Systems Technology, A.S.

Joyce Samuels, LO

Carolyn Davis, LO

Information Technology, A.A.S.

Joyce Samuels, LO

Carolyn Davis, LO

Interior Design, A.A.S.

Beverly Blois, LO

David Whipple, LO

Liberal Arts, A.A.

Jim McClellan, AL

Jim McClellan, AL

Marketing, A.A.S.

Adrienne Hinds, AN

Katherine Olson, AN

Medical Laboratory Technology, A.A.S.

Andy Cornell, ME

Frankie Harris-Lyne, ME Glenn Flodstrom, ME

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Holly Frost, ME

Program Music, A.A., A.A.A., Specialization

Coordinating Academic Dean Ron Buchanan, MA

Person Responding

Nursing, A.A.S.

Flo Richman, ME

Gail Jackson, ME

Paralegal Studies, A.A.S.

Robert (Tony) Stanzo, AL

Teresa Blier, AL

Photography, A.A.S.

Robert (Tony) Stanzo, AL

Sarah Raymond, AL

Physical Therapist Assistant, A.A.S.

Andy Cornell, ME

Patricia Ottavio, ME

Radiography, A.A.S.

Andy Cornell, ME

Marilyn Sinderbrand, ME

Respiratory Therapy, A.A.S.

Andy Cornell, ME

Kathy Grilliot, ME

Science, A.S.

Abe Eftekhari, AN

Social Sciences, A.S.

Bruce Mann

Nicole Cintas, AL Victor Zabielski, AL Not Reported

Travel and Tourism, A.A.S.

Adrienne Hinds, AN

Talula Guntner, AN

Veterinary Technology, A.A.S.

Joyce Samuels, LO

Leslie Sinn, LO

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Mark Whitmire, AN

Annual Planning and Evaluation Instructional Programs: 2007-2008 Table of Contents Page Introduction ..................................................................................................................................................................................i Accounting, A.A.S. ...................................................................................................................................................................... 1 Administration of Justice, A.A.S. ................................................................................................................................................... 3 Air Conditioning and Refrigeration, A.A.S. ...................................................................................................................................... 6 American Sign Language - English Interpretation, A.A.S. ................................................................................................................. 7 Architectural Technology, A.A.S. ................................................................................................................................................. 11 Automotive Technology, A.A.S. .................................................................................................................................................. 13 Business Administration, A.S. ..................................................................................................................................................... 15 Business Management, A.A.S. ................................................................................................................................................... 17 Communication Design, A.A.S. ................................................................................................................................................... 19 Computer and Electronics Technology, A.A.S. .............................................................................................................................. 20 Computer Science, A.S. ............................................................................................................................................................. 22 Construction Management Technology, A.A.S. ............................................................................................................................. 26 Contract Management, A.A.S. .................................................................................................................................................... 28 Dental Hygiene, A.A.S. .............................................................................................................................................................. 29 Early Childhood Development, A.A.S........................................................................................................................................... 31 Early Childhood Development Paraprofessional Specialization, A.A.S. ............................................................................................ 34 Emergency Medical Services, A.A.S. ........................................................................................................................................... 35 Engineering, A.S. ...................................................................................................................................................................... 37 Engineering/Electrical Engineering, A.S. ...................................................................................................................................... 38 Engineering Technology, A.A.S. ................................................................................................................................................. 39 Fine Arts, A.A./A.A.A. ................................................................................................................................................................ 41

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Fine Arts, A.A.A. Photography Specialization ............................................................................................................................... 42 Fire Science Technology, A.A.S. ................................................................................................................................................. 45 Health Information Management, A.A.S. ...................................................................................................................................... 46 Horticulture Technology, A.A.S. .................................................................................................................................................. 47 Hospitality Management, A.A.S. .................................................................................................................................................. 48 Information Systems Technology, A.A.S. ..................................................................................................................................... 53 Information Technology, A.S. ..................................................................................................................................................... 55 Interior Design, A.A.S. ............................................................................................................................................................... 57 Liberal Arts, A.A. ....................................................................................................................................................................... 60 Marketing, A.A.S. ...................................................................................................................................................................... 62 Medical Laboratory Technology, A.A.S. ....................................................................................................................................... 64 Music, A.A. ............................................................................................................................................................................... 66 Music, A.A.A. ............................................................................................................................................................................ 67 Music, A.A.A. Jazz Specialization ................................................................................................................................................ 68

Nursing, A.A.S. ......................................................................................................................................................................... 69 Paralegal Studies, A.A.S. ........................................................................................................................................................... 71 Photography, A.A.S ................................................................................................................................................................... 80 Physical Therapist Assistant, A.A.S. ............................................................................................................................................ 83 Radiography, A.A.S. .................................................................................................................................................................. 88 Recreation, Parks, and Leisure Studies, A.A.S. ............................................................................................................................ 90 Respiratory Therapy, A.A.S. ....................................................................................................................................................... 95 Science, A.S. ............................................................................................................................................................................ 97 Travel & Tourism, A.A.S............................................................................................................................................................. 99 Veterinary Technology, A.A.S. .................................................................................................................................................. 101

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Accounting, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program is designed for persons who seek employment in the accounting field or for those presently in accounting who desire to increase their knowledge and update their skills. The occupational objectives include accounting trainee, accounting technician, junior accountant, and accountant. Program Goals/Student Learning Goals/General Education Goals Goal 1 Provide quality education for Principles of Accounting I and II

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students will: Be able to analyze and prepare basic journal entries

Activities Grade Reports and enrollment data, and completion rates for ACC 211 and 212

Be familiar with the various types and classifications of general ledger accounts used by the typical business

Be able to perform the various steps in the accounting cycle, including the preparation of basic financial statements Students will possess: -The ability to apply specific generally accepted accounting principles in a variety of business situations General knowledge of Federal taxation rules for individuals, the differences between various taxable entities -General knowledge of budgeting and product costing techniques and methods related to control and evaluation of business

Fall 2007 Grade Distribution for ACC 211, ACC 212—see attached spreadsheet Enrollment has increased in ACC 211 from 2193 in Fall 2006 to 2445 in Fall 2007 (11.5%), and it has increased over that same time in ACC 212 from 774 to 893 (15.4%).

Have the ability to input computer data

Goal 2 Provide quality education for upper level accounting courses

Actual Outcome(s)/ Assessment Results

Grade Reports and completion rates

Grade distribution in ACC 211 shows an overall -3.6% decline in successful completion (A, B, C) and an overall increase of 3.3% increase in unsuccessful completion (D, F, W). Fall 2007 Grade Distribution for ACC 219 (Govt & NFP), ACC 221(Intermediate I), ACC 222(Intermediate II), ACC 230(Advanced), ACC 231 (Cost), ACC 241(Auditing), ACC 261 (Inc. Tax I), ACC 262 (Inc. Tax II)—see attached spreadsheet Overall grade distribution for these courses showed an increase in successful

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Use of Results/Next Steps Refer poor-performing students to tutoring centers Recruit upper level accounting students to work as tutors Refine scheduling of classes. Share data with all accounting faculty .

Prepare students for employment in accounting jobs Prepare students for new computerized CPA exam Share results with Accounting Curriculum Advisory Committee Assist in scheduling of classes Share data with all accounting faculty

Program Goals/Student Learning Goals/General Education Goals

Goal 3 Request additional Computer technology

Goal 4 Provide an additional modality for accounting courses: Traditional; 100% home study (ELI); or something in between (hybrid)

Program Outcomes/Student Learning Outcomes/General Education Outcomes operations. Graduates will be employed in accounting

Computer-based technology will be used in the classroom in order to enhance the teaching and learning of accounting

Increase enrollment at ELI Offer hybrid versions of ACC 211 & 212 (including e-nova or virtual hybrid)

Activities

Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

completion and a decrease in unsuccessful completion.

Graduate survey data

72% of survey respondents (total=18 students) had full time employment within 6 months of graduation; Average salary: $98,336 minimum: - $28,000 maximum: $446,000

Offer computerized accounting using accounting software to improve grade performance in accounting classes

Fall 2007 grade distribution for ACC 215 (Computerized Accounting)—see attached spreadsheet

Share data with potential employers Share data with all accounting faculty

In Fall 2007, 59.0% of students earned grades of C or better (+2.6% over Fall 2006).

Share data with Accounting Curriculum Advisory Committee

Fall 2007 ACC classes offered through ELI totaled 694 enrollments, compared to 592 for Fall 2006 (+17.2%).

Continue ELI offerings.

Number of students enrolled in Accounting courses offered via ELI

Determine whether lowenrollment courses (e.g., ACC 232, N = 14 in three sections; +5 over Fall 2006) are viable ELI offerings. Develop and evaluate effectiveness of hybrid ACC offerings.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Administration of Justice, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to provide a broad foundation that will prepare students to enter any of the varied fields in criminal justice or to prepare for professional advancement. The occupational objectives for students include local, state, and federal enforcement officers, police officers, private or government investigators, adult/juvenile correction officers, probation/parole officers and counselors, security director (manager), loss prevention director, classification manager, and personnel clearance administrator. Most of the ADJ courses in this curriculum are "core courses" that provide a basic entry-level foundation in both criminal justice and security administration. These courses must be taken by ALL STUDENTS in this program. At several points in the curriculum "course options" are provided for selection by the students. Program Goals/Student Learning Goals/General Education Goals Goal 1 To prepare students for entry level position in any of the varied fields of criminal justice

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students are competitive for entry level positions within the Criminal Justice/Security Fields

Activities Curriculum Advisory Committee Reviews and Graduate Survey Summary Feedback from Annual Job Fair participants, Feedback from Service Area Criminal Justice Academy personnel.

Actual Outcome(s)/ Assessment Results Curriculum Advisory Committee recommended increasing ADJ Distance Learning & Hybrid courses and for students to master conversational Spanish. Graduates reporting job data: 6 (26.1%) obtained job prior to attending NVCC, 10 (43.4%) obtained jobs while attending NVCC, and 7 (30.4%) after attending NVCC.

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Use of Results/Next Steps The following ADJ courses were offered via ELI: 100, 105, 140, 211, 212, 234, 236, 237 & 248. The following ADJ courses were offered as hybrid: 216, 234. Need to evaluate student performance and course effectiveness in future years. All majors encouraged to take Spanish as their Humanities Elective.

Program Goals/Student Learning Goals/General Education Goals Goal 2 To enhance the promotional potential of students already in the field.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students are successful in gaining promotion, career advancement and salary increases.

Goal 3 To enhance selection of students who decide to transfer to four year colleges and universities for further study.

Goal 4 To provide a quality education in Administration of Justice.

Activities

Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Graduate Survey summary and Curriculum Advisory Committee reviews.

6 Graduates (30.4%) reporting job data obtained job prior to attending NVCC; of these 3 (50.0%) received salary increases and promotion; 1 (16.6 %) gained a promotion; and 2 (33.3%) were awarded salary increases.

Continue to monitor graduates survey and Curriculum Advisory Committee reviews.

Students are successful in gaining admission to four-year colleges and universities for further study.

Graduate Survey summary and feedback from Admissions Personnel at institutions with whom NVCC has ADJ Articulation Agreements, e.g. The College of Graduate and Professional Studies of the University of Mary Washington and Eastern Kentucky University.

Of 26 graduates reporting, 21 (80.7%) listed their primary goal in attending NVCC as transfer to a university. After 6 months 10 (47.6%) were full-time, and 11 (52.4%) were part-time students, all of whom reported that their NVCC studies were “adequate” to “excellent” preparation for their college studies, which 14 (66.7%) reported were related to their ADJ major.

Continue to monitor graduates survey and to seek feedback from admissions and counseling personnel at institutions with which NVCC has ADJ articulation agreements.

Students will be able to differentiate between types of Law Enforcement Agencies and their service delivery methods. Students will relate prevailing theories of crime causation to theories of human behavior. Students will demonstrate a basic knowledge of criminal law evidence and procedure. Students will have a basic knowledge of sound principles and techniques of investigation.

Successful completion of ADJ 100, ADJ 105 and ADJ 111.

Fall 2007 grade distribution—see attached spreadsheet.

Successful completion of ADJ 107.

The percentage of students successfully completing the identified ADJ courses during Fall 2007 with a grade of C or better showed an overall decline of -1.4%, while unsuccessful completion (grades below C) increased slightly by 0.6%.

Continue to monitor curriculum to include current practices and to cover recent court decisions regarding the Criminal Justice field as well as advances in technology and the forensic sciences. Insure a greater emphasis on intelligence analysis, terrorism and counterterrorism, and homeland security in the curriculum.

Successful completion of ADJ 211 and ADJ 212. Successful completion of ADJ 236 and ADJ 237.

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Program Goals/Student Learning Goals/General Education Goals Goal 5 To promote student retention through intense academic advising, study visits with classes, distinguished guest lecturers and stimulating extracurricular activities.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students are actively involved and engaged in classes, academic advising sessions, guest lectures and extracurricular activities such as the Criminal Justice Club and its study visits to justice agencies, training academies, and universities and by participating in law enforcement job fairs.

Activities

Actual Outcome(s)/ Assessment Results

Feedback from ADJ faculty on class study visits and guest lectures on student participation and reaction.

Faculty reported increase in study visits and guest lectures in 2007-08.

Feedback from ADJ faculty and students on academic advising.

Faculty advisors reported increased student participation in advising sessions in 2007-08, based on Student Services data.

Feedback from faculty moderators and club members on club trips and club sponsored job fairs.

Faculty moderators and club members reported increased student participation at club meetings, at club fund raisers, on club visits to justice agencies, law enforcement academies and universities, and job fairs (e.g. 46 agencies participated in 2007 Woodbridge Law Enforcement Job Fair).

College ratings for selected college services.

On graduate ratings for selected college services the ADJ program was rated as follows: Graduate Ratings for Selected College Services (15=Excellent , 3=Good, 2=Average, 1=Below AVG, 0=Poor, 5=no response)

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Use of Results/Next Steps Continue to monitor the following activities: Study visits and guest lectures in core and ADJ classes, student participation in academic advising sessions, student participation in ADJ extracurricular activities, and graduate ratings of selected college services.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Air Conditioning and Refrigeration, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities. Program Purpose Statement: This curriculum is designed to prepare students for jobs in the refrigeration and air conditioning field. The occupational objectives include service, maintenance, repair, and installation of refrigeration and air conditioning equipment. Unit Objective

Link to Indicators

To stay on the cutting edge of current technology.

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To develop personal and professional links with industry. To provide quality education.

2

To have program evaluated by third party evaluation and accreditation.

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Expected Outcome

The students will be able to install and service latest HVACR equipment.

Students will successfully pass the third party the Air-Conditioning, Refrigeration Institute (ARI) Industry Competency Exam (ICE) Exam

To ensure students have met and will be able to meet industry and state certifications.

Assessment Criteria & Evaluation Methods

Assessment Results

Through use of third-party EPA testing and certification. Direct instructor observation in laboratory and submitted student laboratory reports.

Students’ averaged 84.23% on EPA certification. 77 students passed laboratory performance with 84% or better. Two students transferred to Ferris State to continue their BS degree.

Results from annual Job Fair indicate that students are hired at the completion of second semester. ICE Exam proctored by disinterest party and graded by ARI.

By third semester 80% of students are hired and placed in the workforce at (entry level).

Students will improve grade point average and laboratory performance.

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ICE Exam’s raw average score is 56%.

Due to budgetary and fiscal constraints, program has not been able to complete evaluation at this time.

Use of Results/Next Steps

Benchmark for betterment of program. By keeping up with new technology students are able to achieve higher grades in laboratory assignments. Keep program aligned with industry standards. Shows need for updated equipment. Note students taking ICE Exam at the end of the second semester compared to national average of 61% and the end of the fourth semester thus providing the program is on target. At this time due to budgetary constraints there is no funding for implementation.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: American Sign Language - American Interpretation, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Designed for students who have limited, if any, previous experience with interpreting for Deaf people, this degree program provides the comprehensive training in theory and practical interpreting skills necessary for employment as an educational or community interpreter. Successful completion of this program prepares the student to pursue either a Virginia Quality Assurance Screening Level or national certification through the Registry of Interpreters for the Deaf. These credentials qualify the student to interpreter in either educational or community settings. Program Goals/Student Learning Goals/General Education Goals Program Goal 1

Program Outcomes/ Student Learning Outcomes/ General Education outcomes The program produces at least 30 FTES and 12 graduates.

Activities Enrollment and graduation rates will be tracked.

Actual Outcome(s)/ Assessment Results During the 2007-2008 school year, there were a total of 43.93 FTES, which represents and increase of 57% over the previous year. Ten students took the capstone internship course in the summer of 2007. Seven students graduated, while 3 students still have general education requirements to complete. In 2007-2008, there were 10 students taking the second year of interpreting courses. All 10 students took the capstone internship courses in the summer of 2008. All 10 students opted to finish the requirements during the fall of 2008 and will be eligible to graduate at that time. In 2007-2008, there were 33 students who started the interpreting program in the fall

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Use of Results/Next Steps There has been a significant increase in the number of students. The greatest increase in number has been in non-traditional students. The department recognizes the need to reach out to high schools and recruit more students in the 18-25 age range. This department will continue to expand Dual Enrollment offerings and develop a comprehensive marketing plan.

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/ Student Learning Outcomes/ General Education outcomes

Activities

Program Goal 2

At least 90% of the graduates responding to the graduate survey report that they are employed in the ASL-English Interpretation field or are otherwise using their skills.

Annual surveys will be distributed to graduates of the program.

Student Learning Goal 1

Students will be prepared to take the Virginia Quality Assurance Screening (VQAS) examination or the Registry of Interpreters for the Deaf (RID) Certificate of Interpretation or Certificate of Transliteration test, passing it at a level sufficient to permit entrylevel employment as a full-time or freelance professional interpreter in a variety of settings.

70% of all graduates will have a VQAS Level III within 3 years and have passed the RID tests within 5 years. This will be evaluated through surveys to graduates to determine VQAS Levels and passing rates of the RID tests.

Actual Outcome(s)/ Assessment Results of 2007. 27 students elected to continue the program for the spring of 2008, representing an 18% attrition in students. Out of the 10 students who were enrolled in the internship course in the summer of 2007, nine students are employed in the field. The th 10 student has decided to continue on for a Bachelor’s degree. In addition, one of the nine students currently working in the field is also working on a MA degree at Gallaudet University. Of the 10 students who graduated ro were eligible to graduate in the fall of 2007, 9 students took the VQAS. For Interpreting, three students achieved a Level III, 2 students achieved a Level II, 3 students achieved a Level I, and 1 student did not receive a level. For transliteration, 5 students received a Level III., 2 students received a Level II, and 2 students received a th Level I. The 10 student moved to Ohio and has chosen to continue her academic career before testing. No graduates have attempted to take the RID NIC or CI/CT test at this time.

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Use of Results/Next Steps

Surveys of recent graduates will continue to determine their career choices upon graduation. Thus far all students are employed in the field or pursuing further education. In addition, the department is striving to set up an articulation agreement with Gallaudet University for those students interested in pursuing their academic career in ASL Interpretation. Surveys of recent graduates will continue to determine VQAS and RID passing rates. The Program Head is working with VDDHH to offer the VQAS assessment on campus.

Program Goals/Student Learning Goals/General Education Goals Student Learning Goal 2

Program Outcomes/ Student Learning Outcomes/ General Education outcomes Students will describe the basic principles and practices of interpreting, focusing on the history of the profession, logistics of interpreting situations, regulatory and legislative issues, resources, and the Code of Ethics.

Activities 1.

2.

Students must pass each course with a grade of “C” or better in INT 130 to continue with the program. This will be evaluated through the course grade. 80% of graduates will have passed the written portion of the VQAS within 3 years and the RID test in 5 years of graduation. This will be evaluated through surveys to graduates to determine passing rates for the written tests.

Actual Outcome(s)/ Assessment Results In the fall of 2007. 77% o f the students passed INT 130 with a grade of “C” or better. IN the spring of 2008, 63% passed with a grade of “C” or better. Of the 10 students taking the internship course in the summer of 2007, nine students chose to take the written assessment and all 10 th students passed. The 10 student moved to Ohio and opted not to test in VA.

Student Learning Goal 3

Students will develop fundamental skills in interpreting, including cognitive processing and intralingual language development in English and ASL.

70% of the students enrolled in INT 105, 106, and 107 will pass each course with a grade of “C” or better. This will be evaluated through performance exams in interpreting courses.

For the first year interpreting courses, the following statistics were reported: INT 105- 85% earned a “C” or better INT 106- 96% earned a “C” or better INT 107- 96% earned a “C” or better

Student Learning Goal 4

Students will develop consecutive and simultaneous interpretation skills from ASL to English and English to ASL.

1.

For the second year interpreting courses, the following statistics were reported:

2.

70% of the students enrolled in INT 133, 134, 233, and 234 will pass each course with a grade of “C” or better based on the performance exams in these courses. 70% of graduates will have a VQAS Level III or a CI certification

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INT 133- 100% earned a “C” or better INT 134- 100% earned a “C” or better INT 233- 91% earned a “C” or

Use of Results/Next Steps Due to student demand, INT 130 was only offered as an online course during the 2007-2008 school year. Based on the passing rates for this course, the department will offer face to face sections at more convenient times to give students who do not succeed in online environments the opportunity to take this course.

The department will continue to discuss retention rates from IN T105 to the spring courses. Retention rates are over 82%, but the department would like to increase that number even further. The goal for students earning a grade of “C” or better in these classes has been met. The Program Head will meet with the interpreting instructors to discuss methods of increasing student competencies upon graduation to ensure that they are able to receive a Level III on the VQAS in interpreting.

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/ Student Learning Outcomes/ General Education outcomes

Activities within 5 years of graduation. This will be determined through graduate surveys.

Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

better INT 234- 92% earned a “C” or better Of the 10 students who took the internship course and were eligible to graduate in the fall of 2007, 9 students took the VQAS. For Interpreting, three students achieved a Level III, 2 students achieved a Level II, 3 students achieved a Level I, and 1 student did not receive th a level. The 10 student moved to Ohio and has chosen to continue her academic career before testing.

Student Learning Goal 5

Students will develop the skills required to transmit spoken English into a manual code for English and vice versa.

1.

2.

70% of the students enrolled in INT 141 will receive a grade of “C” or better based on the performance exams in these courses. 70% of graduates will have a VQAS Level III or a CT certification within 5 years of graduation. This will be determined through student surveys.

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In the summer of 2007, INT 141 was offered and 92% of the students received a grade of “C” or better. Of the 10 students who took the Internship courses in the summer of 2007, 9 students chose to take the VQAS. For transliteration, 5 students received a Level III., 2 students received a Level II, and 2 students received a th Level I. The 10 student opted not to test in VA.

The department is continuing to discuss improved teaching and evaluation strategies for students.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Architectural Technology, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Architecture curriculum is designed to prepare students for employment. The graduates will find employment in the fields of architecture construction and urban design utilizing their construction knowledge, graphic communication, and problem solving skills.

Program Goals/Student Learning Goals/General Education Goals Goal 1 Adequately Prepare graduates for entry level positions In the architectural fields.

Program Outcomes/Student Learning Outcomes/General Education Outcomes 1a. Students will master Architectural Concepts, techniques and terminology. 1b. Students will develop Architectural manual and CAD skills. 1c. Students will develop basic design fundamentals and skills.

Activities

Actual Outcome(s)/ Assessment Results

1a. Students will demonstrate their Mastery of architecture through their personal projects and examples of their completed assignments.

1a. Students successfully completing the projects and assignments will complete the program with a satisfactory or higher grade.

1b. Students will demonstrate knowledge of their basic design fundamentals through projects and assignments evaluated by faculty and peers.

1b. Architectural faculty provide appropriate feedback to students concerning projects and assignments. Peer evaluation will also provide feedback to students.

1c. Students will demonstrate knowledge of their basic design fundamentals through projects and assignments evaluated by faculty and peers.

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1c. Architectural faculty provides appropriate feedback to students concerning projects and assignments. Peer evaluation will also provide feedback to students.

Use of Results/Next Steps 1a. Provide an overall competency scale for the student and faculty in determining if the student has a thorough understanding of the field of architecture. 1b. Provide the faculty and student with an evaluation as to the level of passing the course. 1c. Provide the faculty and student with an evaluation as to the level of passing the course

Program Goals/Student Learning Goals/General Education Goals Goal 2 Meet the needs of local employers for entry level architectural positions

Program Outcomes/Student Learning Outcomes/General Education Outcomes 2a. 100% of employers requests will be made available, through the Architectural Faculty, to the Architectural Students. 2b. The Architectural Faculty will provide appropriate recommendations to employers seeking to hire Architectural students. 2c. Architectural faculty hosts Architecture Advisory committee meetings to receive recommendation of local employers needs.

Activities 2a. Formal and informal interaction and inquiry will be conducted on a continuous basis to determine the satisfaction of the architectural employees hired through the Architectural Program. 2b. Faculty will retain information on recommendations for students. 2c. Faculty meets twice a year with advisory Committee members to update and receive new recommendation.

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Actual Outcome(s)/ Assessment Results 2a. Every three years the formal and informal information will be compiled and recorded for evaluation and modification of the Architectural Program. 2b. Faculty will follow up with students and employers every three years to determine the success of the placement. 2c. Architecture faculty will revise or create new courses according to Advisory Committee recommendation.

Use of Results/Next Steps 2a. Information will be used to evaluate and modify the Architectural Program 2b. Information will be used to evaluate and modify the Architectural Program.

2c.Recommendations will be used to modify the Architecture Courses to create more job opportunities for our students.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Automotive Technology, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This curriculum is designed to train technicians for the automotive field. Students completing this program will be

ready for full-time employment as automotive technicians. The occupational objectives include line technician, new car make-ready, and customer service representative. Program Goals/Student Learning Goals/General Education Goals Goal 1

To instruct students in the safe operation of automotive equipment and standard shop safety procedures for each automotive course.

Goal 2

To encourage graduation and career advancement through successful completion of the Automotive Technology Degree along with successful completion of

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Students will apply and demonstrate safe operation of automotive equipment and standard shop safety procedures in each automotive class.

Students will be given the opportunity to prepare and study for all eight automotive ASE certification exams throughout each automotive course.

Assessment Criteria and Evaluation Methods

Students will pass the course, AUT 100 (Introduction to Automotive Shop Practices), where basic automotive shop safety and equipment use is taught. Instructors and staff will monitor students for proper and safe usage of equipment in assigned lab activity. Measurement will be made by the instructor thought written and hands-on testing. As courses are successfully completed by the students, they will be encouraged to sign up and take the appropriate ASE certification exams. The student will be

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Assessment Results

Use of Results/Next Steps

Passing grades in AUT 100. Observation and successful written and hands-on testing by instructors and staff.

The curriculum will be reviewed in the courses of study to increase equipment and safety awareness. Review by automotive faculty and staff using OIR pass fail grade data rates as it is produced.

Passing grades in each automotive class. Observation and testing using ASE style questions by instructors and staff.

Develop an entry and exit program survey. Entry in AUT 100, exit in the capstone course, AUT 245. Review by automotive faculty and staff from OIR Fact Books and other data as it is produced.

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

all eight automotive ASE certification exams.

Goal 3

Reach out to dealerships and independent Automotive Shops to assist in education and training upgrade courses for employees to be offered in the evening and/or on Saturday (MAPP class) Goal 4

Add more dual-enrolled classes, both at Alexandria and Manassas.

Students from local dealerships or from the independent workforce will be given the opportunity to take specialized courses to assist with upgrades in the automotive technology career field

Students will complete one (1) or two (2) basic Automotive technology credit courses while still enrolled in high school and taught by NVCC qualified instructors

Assessment Criteria and Evaluation Methods

encouraged to report back to the instructor upon completion of the ASE certification tests. Necessary mid-term exams and in-thelaboratory hands-on performance tasks will be given and/or observed for the completion of coursework.

Students will be given mid-term and final examinations that mirror the regular college courses and will be graded accordingly

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Assessment Results

Use of Results/Next Steps

Students must achieve passing grades on written tests and handon laboratory tasks to receive proper course completion

Conduct a course satisfaction survey to find student feed-back on course content and from this information continue to offer relevant courses at appropriate days and times.

Students must achieve passing grades on written tests and perform necessary hands-on tasks in the laboratory to receive appropriate credit and therefore move forward to more advanced classes.

Recruit and retain high school students in the Automotive Technology certificate and AAS Degree programs at NVCC Alexandria and Manassas Campuses

Annual Planning and Evaluation Report: 2007-08 Academic Program: Business Administration, A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Science degree curriculum in Business Administration is designed for persons who plan to transfer to a four-year college or university to complete a baccalaureate degree program in Business Administration with a major in Accounting, Business Management, Decision Science and Management, Information Systems, Finance, Marketing, etc. Program Goals/Student Learning Goals/General Education Goals Goal 1 To teach students the principles of accounting theory and prepare them for future study in accounting.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students will be able to analyze routine business transactions, record and summarize such transactions, and prepare financial statements.

Activities

Actual Outcome(s)/ Assessment Results

Evaluations within ACC 211/212 including problem solving and examinations.

Unable to cull BUS students from overall ACC course results, although for Fall 2007successful completion (grade of C or better) declined overall in ACC211-212 courses by =0.5% and unsuccessful completion increased by 1.0%--see attached spreadsheet

Graduate surveys which include questions about the academic preparation students received while at NVCC.

98% rated their preparation for present college studies as excellent or adequate (0.0% change from previous survey)

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Use of Results/Next Steps Review and discuss at department meetings and in Business Administration Program Review.

Program Goals/Student Learning Goals/General Education Goals Goal 2 To instruct students about the accepted body of principles which are the foundation of economic theory.

Goals 3 and 4 To prepare students in English so that they may write and speak in clear, grammatically correct English. To enable students to perform mathematical operations and apply them, especially for interpreting graphs and data.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students will be able to apply these foundational principles to the American economic system and its role in the larger global economy.

Students will be articulate and mathematically proficient in order to facilitate both matriculation at a four-year institution and advancement into a successful business career.

Activities

Actual Outcome(s)/ Assessment Results

Evaluations with ECO 201/202 including examinations and writing assignments.

Unable to cull BUS students from overall ECO course results, although for Fall 2007successful completion (grade of C or better) improved overall in ECO 201-202 courses by =2.1% and unsuccessful completion declined by -1.6%--see attached spreadsheet

Graduate surveys which include questions about the academic preparation students received while at NVCC.

98% rated their preparation for present college studies as excellent or adequate (-1.0% from previous survey)

Comparative data on academic progress of NVCC students at four-year institutions.

On 0-4 scale (0 = poor, 4 = excellent), graduates rated their education in the following areas:

Graduate surveys which include questions about the academic preparation students received while at NVCC.

Writing effectively: 2.91 Speaking effectively: 2.86 Understanding mathematics 3.02

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Use of Results/Next Steps Review and discuss at department meetings and in Business Administration Program Review.

Will be addressed in Business Administration Program Review.

Annual Planning and Evaluation Report: 2007-08 Academic Program: Business Management, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Applied Science degree curriculum in Business Management is designed for persons who seek employment in business management or for those presently in management who are seeking promotion. The occupational objectives include administrative assistant, management trainee, department head, branch manager, office manager, manager of a small business, and supervisor. Program Goals/Student Learning Goals/General Education Goals Goal 1 To teach students the basic principles of management and the basic principles of marketing, human resources, information management, and finance.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students will be able to identify the four management functions. Students will research and apply qualitative and quantitative tools for planning and decision making. Students will be able to complete a business plan. Students will demonstrate knowledge of the relationship of marketing, human resources, financial, and information management.

Activities Analysis of grade distribution for BUS 202: APPLIED MANAGEMENT PRINCIPLES, a capstone course in the degree program.

Actual Outcome(s)/ Assessment Results BUS 202 grade distribution for Fall 2007—see attached spreadsheet Successful completion (grade of C or better ) was 61.1% (-3.2%) compared to Fall 2006), while unsuccessful completion increased 1.1%.

Use of Results/Next Steps Analyze delivery medium and student performance for BUS 202 to determine • if medium affects student performance; • if prior revisions (see below) have negative impact on student performance; • other factors affect student performance. Prior revisions---Basic computer literacy moved to first semester of first year. --Course description revised for BUS 100, BUS 220, BUS 241, and BUS 242 to match topics contained in course content summaries. --BUS 242 required in the program. --Increased technical capabilities of classrooms and computer labs. --New textbooks in selected courses.

Students will demonstrate an understanding of the ethical and legal aspects of business. Students will demonstrate knowledge of the challenges of diversity, globalization, and technology. Students will demonstrate effective techniques in the selection, appraisal, and development of human resources.

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Program Goals/Student Learning Goals/General Education Goals Goal 2 To prepare students for entrylevel positions in management.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students will successfully graduate from the program and/or transfer to senior institutions.

Activities Graduate reports and graduate surveys.

Actual Outcome(s)/ Assessment Results AAS in Business Management Graduates in 2007 = 46 (-7 from AY 2005-06). Of graduates, 90% of the graduates responding to graduate survey responded that they had achieved primary goal (same as in 2005). Students rated the quality of instruction as 3.24 out of 4.00. Students rated the quality of course content as 3.05 out of 4.00. Students rated the quality of classroom facilities as 2.84. Students rated the quality of computer labs and facilities as 2.84.

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Use of Results/Next Steps Program goals and objectives are revised for currency and viability.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Communication Design, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed for persons who seek full-time employment in the communication design field. The occupational objectives include graphic designer in the communication design marketplace. Program Goals/Student Learning Goals/General Education Goals Goal 1: Increase the number of student advancing from entry level classes (135, 140).

Program Outcomes/Student Learning Outcomes/General Education Outcomes Program Outcome: Evaluate the enrollment trends of advanced course to determine where students are going in the program.

Activities

Actual Outcome(s)/ Assessment Results

Review student samples from entry level course.

Create projects that will be built on in future courses.

Evaluation of performance.

Require student participation of faculty reviews.

Observation of students in entry level course.

Use of Results/Next Steps Track students in cohorts. Assign students to portfolio review periods.

No assessment completed.

Individual portfolio reviews of first year student. Goal 2: Increase the graduation rate.

Program Outcome: Evaluate Retention/Graduation data to determine completion of students and at what level students might be stopping the program.

Capstone projects. More emphasis on final portfolio review.

Participate in continuous portfolio evaluations/projects building to final review.

Continue student portfolio reviews through progression in the program.

Recognize and promote student strengths with capstone projects. No assessment completed.

Goal 3: Re-evaluate course by course student learning objectives.

Program Outcome: Survey Alumni, employees and students to determine what each group finds important in an education. Student surveys would focus on current knowledge obtained from each course.

Evaluation of student portfolios. Cross reference skills from students portfolios with knowledge gathered from surveys.

Specify course knowledge areas.

Collaborate with faculty to offer consistent curriculum.

Analyze student work for practical merit.

Collaborate with faculty on project reviews.

No assessment completed.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Computer and Electronics Technology, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement:

This curriculum is designed to prepare persons for employment in the electronics industry. In addition, the student who completes the program may choose to transfer to a four-year institution to pursue a bachelor's degree in Electronics Technology. Occupational objectives include electronics technician, computer technician, telecommunications technician, radio and television technician, metrology technician, research and development technician, and industrial control technician. Program Goals/Student Learning Goals/General Education Goals Goal 1: To give adequate background for Graduates to work in related applications or disciplines in the field of electronics and computer technology

Program Outcomes/Student Learning Outcomes/General Education Outcomes The program should provide a solid background to fulfill the need of both theoretical and practical experience. The student will be ready to apply his knowledge, make interpersonal decisions, and make intelligent guesses.

Goal 2: Students may transfer to a fouryear institution

The level of competency for our graduating students enables them to be adequately and competently placed in any transferring university or college.

Activities

Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Hands on experience acquired in the lab, group projects, presentations, and reports

The math level was an obstacle for about 60% of the students, and the mortality rate in this program increased

Coordination with dean D. Martin in Manassas and advisory committee to switch the calculus for more practical math, like MTH 115. The advisory committee is meeting on November 6 to discuss those issues and review the math and physics levels.

Articulation with ODU. Constant review of the curriculum to assert its validity and requirement at any fouryear institution is constantly being reviewed, and feedback constantly solicited from both former students.

As expected, success in pursuing the bachelor degree was favorably reported.

Articulation with high school and local universities continue.

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Goal 3: To train students to be self starters, critical thinkers, and developer in their disciplines.

The program is gearing toward hybrid courses, thus giving students more flexibility and independence. Interdisciplinary courses and open applications allow interaction and broader general thinking.

Exposing students to other areas enable them to think beyond their circles.

Students acquire more knowledge and open to other fields.

Students will be visiting industries or attending seminars.

Goal 4: Prepare the student for activities such as research and development, laboratory support, electronics equipment fabrication or repair.

Hands-on experience following the lecture furnishes the student with the necessary experience. Assignments including web search and basic projects are always encouraged and rewarded.

Encourage internship with NASA, and NRL.

Some projects were impressive, especially when accomplished as a group.

Facilitate internship or coop with local employers.

Goal 5: Critical thinking. The student should be able to draw his own conclusion and make important decision without being influenced by a specific direction.

Teach students to come up with new things of their own. It is important that genuine ideas be promoted.

Brain storming and group discussions are encouraged.

Many tried to do new things on their own; they purchased parts and try to build something different.

Contact and facilitate access to publications and joining professional groups.

Goal 6: Make changes in the program to include green engineering technology. Students will have opportunities to explore new means or resources to solve the most challenging issue that faces our nation.

Students will have exposure to other sources of energy and give them the opportunities to investigate all possible avenues that may lead to alternate methods of natural resources.

Dr. Eftekhari, division dean of MSE and Charbel Fahed, program head of Computer and Electronics technology Program have been working with the Ashlawn Group to start a new lab on energy.

There is a great potential for this field to develop and includes the participations of other disciplines.

Goal 7: Work on proposals and grants from NSF to do more research in energy technology

Students will be assigned various tasks to work on and be rewarded accordingly

Working on a proposal to be submitted in December 2008

Funds were allocated to provide the lab and thus making NVCC the first institution in the US beside Montana to tackle this new field. A few meeting has been held, and representatives will be attending our advisory committee th meeting on the 6 of November. In progress

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To be determined

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Computer Science, A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed primarily for students who wish to transfer to a four-year college or university to complete the baccalaureate degree in Computer Science. The curriculum emphasizes the study of the science of computing and the use of computing in a scientific setting. Program Goals/Student Program Outcomes/Student Assessment Criteria and Use of Results/ Learning Goals/General Learning Outcomes/General Assessment Results Evaluation Methods Next Steps Education Goals Education Outcomes

Goal 1 : Maps to Strategic Goal 3: 2005-15 Increase instructor quality by participation in professional development activities.

Greater competency and higher enthusiasm by instructors will facilitate greater student involvement and learning.

Instructor survey developed and distributed 10/12/08 Evaluate instructor excellence based on participation in professional development

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Professional Development 2008 # of surveys received 100% Instructor attendance 100% Enhanced CSC knowledge 71% Enhanced teaching skills 57% Improved textbook choosing 42% Instructors noted that students: 1. Engaged more in discussions and labs 2. Better understood subject matter 3. Attained better test scores 4. Appeared more eager to learn the latest developments in software 5. Showed greater utilization of and appreciation for text book resources, including video notes.

Encourage further professional development activities for continuing improvement.

Program Goals/Student Learning Goals/General Education Goals

Goal 2 : Maps to Strategic Goal 6: 2005-15 Increase, maintain and monitor transfer agreements with four`year institutions.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Students make use of the gateways of opportunity provided through transfer agreements and find it easier to transfer to four year schools.

Assessment Criteria and Evaluation Methods

Review transfer agreements for relevance.

Use of Results/ Next Steps

Assessment Results

Meeting with 4-Year Institutions 2008 # of surveys received Instructors attending meetings with liaisons of 4-yr institutions 2007-2008 Shared transfer information with students Planning to attend meeting on CSC Degree program review 1/9/2009

86% 71%

Update relevant transfer agreements and disseminate information to students.

86% 100%

Note: The only institution met with was GMU as some 90% of our students attend there.

Goal 3 : Maps to VCCS Gen. Ed. Goal 2.f Students will use problem solving skills.

Students demonstrated their problem solving skills in: CSC100 Intro. to Comp. Usage a. To use an editor, compiler and link/loader to create and execute a computer program written in a high level computer language. b. To perform elementary file and directory-related activities. c. To log onto a computer network or multi-user system and execute simple operating system commands.

Grade distribution by courses. OIR report “Table of class by Grade for Fall 2004-6” and “Fall 2007 student grade distribution by course” Evaluate stated course objectives using courseembedded assessments based on grading policy indicated in the instructor syllabus for the following course: • CSC 100

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CSC100 # Grade Enrolled “C” or better 2004 155 68% 2005 100 63% 2006 120 75% 2007 136 70% Average 69% Year

As necessary: 1. Revisit and re-teach appropriate material. 2. Review and revise course content summary. 3. Review assessment techniques.

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Goal 4 : Maps to VCCS Gen. Ed. Goal 4.d

Students individually or in groups, use information effectively, in:

Students will use information effectively, individually or as a member of a group to accomplish a specific task.

CSC 201 Computer Science I a. To write classes that use methods, method overloading and constructors in Java. b. To write programs involving I/O of data from/to the console, text or binary files. c. To use appropriate test data to test and debug a computer program.

Assessment Criteria and Evaluation Methods

Grade distribution by courses: OIR report “Table of class by Grade for Fall 2004-6” Evaluate stated course objectives using courseembedded assessments based on grading policy indicated in the instructor syllabus for the following courses: • CSC 201 • CSC 202

Assessment Results

CSC201 Year # Grade Enrolled “C” or better 2004 196 53% 2005 183 60% 2006 176 58% 2007 180 58% Average 57%

CSC202 # Grade Enrolled “C” or better 2004 45 69% 2005 59 64% 2006 62 58% 2007 32 47% Average 60% Year

CSC 202 Computer Science II a. To design and implement recursive solutions to selected problems in Java. b. To write programs to implement and apply Abstract Data Types (ADT), such as a linked list, stack, queue and simple tree, and done with the static or dynamic use of memory. c. To implement common algorithms for searching and sorting and compare their efficiencies.

* Note: CSC 202 enrollments tend to be higher during the spring semesters

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Use of Results/ Next Steps

As necessary: 1. Revisit and reteach appropriate material. 2. Review and revise course content summary. 3. Review assessment techniques.

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Goal 5 : Maps to VCCS Gen. Ed. Goal 6.a

Students use their logic and mathematical reasoning to:

Students will use logical and mathematical reasoning skills.

CSC205 Computer Organization a. To construct, in symbols, the equivalent circuit from a simple Boolean function. b. To design simple sequential circuits, such as shift registers and counters. c. To compute a cache hit ratio given memory access times.

Assessment Criteria and Evaluation Methods

Grade distribution by courses: OIR report “Table of class by Grade for Fall 2004-6” Evaluate stated course objectives using courseembedded assessments based on grading policy indicated in the course syllabus for the following courses: • CSC 205 • CSC 206

CSC 206 Assembly Language a. To write binary numbers in hexadecimal notation, and vice versa. b. To write, assemble, link, debug, and run an assembly language program that uses the following: different addressing modes, arithmetic operations, logical operations, iteration, selection, subroutines and parameter passing, character string operations, arrays, and system calls.

Assessment Results

CSC205 # Grade Enrolled “C” or better 2004 59 69% 2005 47 66% 2006 52 63% 2007 36 68% Average 67% Year

CSC206 # Grade Enrolled “C” or better 2004 46 67% 2005 21 67% 2006 19 89% 2007 7* 58% Average 70% Year

* Note: CSC 206 enrollments tend to be higher during the spring semesters.

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Use of Results/ Next Steps

As necessary: 1. Revisit and reteach appropriate material. 2. Review and revise course content summary. 3. Review assessment techniques.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Construction Management Technology, A.A.S. Construction Supervision Career Studies Certificate NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to qualify personnel in both engineering technology and management for employment in all

areas of a construction firm. Occupational objectives include engineering aide, construction project manager, construction supervisor, estimator, and facilities planning and supervision. Program Goals/Student Learning Goals/General Education Goals Goal 1: To provide a quality education in the area of construction management technology and related areas.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students will demonstrate their knowledge of construction project management; participant roles and responsibilities, contracting methodology, and construction project chronology.

Students will demonstrate the ability to prepare construction estimates utilizing industry compliant software as a tool; from project conception through project completion.

Activities

Actual Outcome(s)/ Assessment Results

Evaluate Program Placement Data

As of Fall of 2007, there were 101 students formally in the construction management A.A.S. program.

Evaluated BLD Overall Enrollment and Grade Data

Spring 2007: A(94), B(38), C(13), D(5), F(11), W(8) 85% of students passing

BLD 232 data

A(19), B(3), C(3), D(1), F(0)

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Use of Results/Next Steps Program being compared to American Council for Construction Education (ACCE) recommendations for certification. ACCE recommendations based on input from industry as well as other institutions. Want to verify that program continues to meet industries needs and that students are well prepared. Program will find better way to assess student success in courses identified as capstone courses.

Students will demonstrate the ability to prepare and manage construction project schedules utilizing industry compliant software as a tool. Goal 2: Students will continue to obtain successful job placement or continue their education at a 4-year program.

BLD 247 data

A(14), B(6), C(2), D(0), F(1)

New tool to be identified to measure if non-returning students have met their goal.

2007-2008 A.A.S. degree graduates: 10 2007-2008 Certificates: 3

Full l time faculty continues to counsel students in relation to achieving their goals.

No way to determine if nonreturning students have met their goal. OIR working to identify ways to capture data. Students obtain a position of responsibility in or related to the construction industry.

Graduate Survey

2007 report: 8 respondents from 2004-2005, 2005, 2006 data. More recent data not available at this time. 50% working towards improving their job skills.

Hosted job fair to assist students looking for employment. Full time faculty continues to work with industry to identify opportunities for current students as well as graduates.

63% obtained their job either while attending NOVA or upon graduating from NOVA. 50% obtained better jobs with new employers.13% obtained a promotion and salary increase. Students successfully transfer into a Bachelor Degree program.

Graduate Survey

2007 report: 8 respondents 50% intend to transfer to university

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Continue to develop articulation agreements with 4-year schools offering construction management related degrees.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Contract Management, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Provide quality, certified and current education in Contract Management. The curriculum is designed for students who plan to seek employment in contract management positions and for those presently in contract management positions who seek career advancement. The occupational objectives include project manager, procurement analyst, contract administrator, contract specialist, contract negotiator, contract pricing analyst, and contract termination specialist. Program Goals/Student Program Outcomes/Student Actual Outcome(s)/ Learning Goals/General Learning Outcomes/General Activities Use of Results/Next Steps Assessment Results Education Goals Education Outcomes Goal 1: Teaching & Learning NOVA will focus on student Internal review of student 10 Students graduated The results of the success by creating an projects 92.86% of students with a assessment plan show Evaluations of performance environment of world-class grade of C or higher. focusing on quality Internship teaching and learning 67% of students attained their education results in higher Case Studies goal employment opportunities. 87.5% of students employed Goal 2: Student Success NOVA will move into the top License Exams Continue to seek Defense 37.14% of students tier of community colleges with Locally developed tests Acquisition University successfully completed respect to the retention, Standardized tests certification on the following 100% of students responded graduation, transfer and career Pre- and post-tests CON courses: good, very good to excellent placement of its students. rating in the faculty evaluation CON 100, 110, 111, 112, Annual Goals: Retention, 120, 214, 215, 216,217 and Graduation, Transfer, Career 218. Placement. Goal 3: Partnerships NOVA will develop strategic Student work samples Develop a MOU and obtain partnerships to create Collection of student work (e.g. institutional approval by gateways of opportunity and Portfolios) DAU. an integrated educational Capstone projects system for Northern Virginians. Course-embedded assessment Observations of student projects

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Dental Hygiene, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare selected students to serve in a dynamic and growing health profession as valuable members of the Dental Health Team. Program Goals/Student Learning Goals/General Education Goals Goal 1 To select students who will successfully apply scientific and theoretical principles that are relevant to dental hygiene practice. Goal 2 To prepare students to apply evidence-based oral health care practices relevant to dental hygiene patient care activities.

Goal 3 To prepare students for gainful employment.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Increase student retention and student performance in didactic, pre-clinical, and clinical courses. Increase pass rates on the DH National Board and state licensure examinations. Pass rates on Dental Hygiene National Boards and state licensure exams.

Number of graduates employed as dental hygienists.

Activities Implement selective admission criteria based on GPA in basic science courses, number of general education courses completed, and number of years of work experience in the dental profession. Evaluating results from National Board and Dental Hygiene Licensure Exams, student surveys, graduate surveys, and employer surveys.

Evaluating results from graduate and employer surveys.

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Actual Outcome(s)/ Assessment Results The revised selective admission criteria will be implemented for the class entering the DH Program in the Fall 2009. Assessment results to be determined. Pass rates on the DH National Board for the DH 2008 Class is 98%. Pass rates on state licensure exams for the DH 2008 Class is 86%. Student surveys and competency evaluations indicate that they have acquired the knowledge and skills to provide dental hygiene care to patients. 2008 graduate surveys have been mailed. Employer surveys will be mailed in Spring 2009. The data from these instruments are pending. To date 74% of graduates report gainful employment as dental hygienists.

Use of Results/Next Steps Results from the revised selective admission process will be used to assess student retention rates and pass rates on DH National Boards and state licensure examinations in comparison to previous years. The data from the instruments indicate that the DH Program meets this goal. No proposed course of action is indicated at this time.

Instruments will be analyzed to determine if the number of DH graduates is sufficient to serve the workforce needs once the data is received.

Program Goals/Student Learning Goals/General Education Goals Goal 4 To prepare student to recognize the need for a commitment toward profession growth through life-long learning and participation in professional activities.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Membership in the Student American Dental Hygienists’ Association.

Activities Evaluating the results from student and graduate surveys.

Membership in the American Hygienists’ Association.

Actual Outcome(s)/ Assessment Results A survey for DH 2008 graduates to assess the degree that this goal is met will be mailed in Spring 2009. The data from this instrument is pending. The majority of the DH students are members in the Student American Dental Hygienists’ Association.

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Use of Results/Next Steps The data from the DH 2008 graduate surveys will show the number of graduates who demonstrate a commitment to life-long learning and participation in the dental hygiene profession. DH student participation in enrichment learning activities indicates that the DH Program meets this goal. There is no proposed course of action indicated at this time.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Early Childhood Development, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Parent Degree: The A.A.S. curriculum is designed for persons who seek full-time employment involving the care and

direction of young children, or for those persons presently employed in these situations who wish to update and enhance their competencies. Occupational objectives include assistants, managers, and/or directors in day care and child development facilities. Program Goals/Student Learning Goals/General Education Goals Goal 1: Students will demonstrate knowledge in all areas of child development: physical growth and development, language development, emotional and social development, and cognitive development of children ages 0-8 Gen. Ed. Goals 1, 3

Program Outcomes/Student Learning Outcomes/General Education Outcomes 75% of students will be program placed and successfully complete course work toward degree. Students will follow the recommended course sequence.

Activities Students were notified of changes to the AAS degree to be effective Fall 2008 and invited to advising sessions where appropriate program placement was discussed. Students were also advised of revisions to the Certificate program and how Certificate program feeds into the AAS degree.

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Actual Outcome(s)/ Assessment Results There was an 11% increase over the previous year in program placement. The graduation grade remained stable over the previous year. (There was a 14% increase in the placement in the Certificate program)

Use of Results/Next Steps Revision in the AAS degree will continue to generate questions on what courses to take. As well as substitutions for courses no longer available. Faculty will use these opportunities to ensure proper program placement to keep students on track for graduation.

Goal 2: Students will write clearly and in a professional manner, for a variety of purposes.

80% of students will have completed English 111 before enrolling in their 16th program credit.

Referred students to the writing center as needed.

Gen. Ed. Goals 1

Goal 3: Students will use technology to communicate with instructors and each other; explore resources available through the internet; and become knowledgeable about issues relating to technology and young children.

Advised students as they were program placed to take the English placement test.

80% of students will successfully complete on-line and hybrid formatted program required courses. Increase student access by offering more on-line and hybrid courses.

Track access (number of on-line and hybrid sections offered) and successful completion rates of these courses. (Successful completion defined as a grade of C or above)

Gen. Ed. Goals1, 2, 5, 7

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Actual data is difficult to obtain without manual tracking of each student. Students also take classes at all three campuses where the ECD program is offered. While the college requires the th placement test before the 16 credit, students seem to be able to continue registering without taking the placement test beyond that point. Fall 2007 there were 50 class offerings 30 in a hybrid format and 1 on-line through ELI. One course CHD 121 was offered in all three formats— 16 week classroom, 8 week hybrid and on-line through ELI. Successful completion rates were: 16week-87%; 8week86%; On-line 71% Spring 2008 there were 51 course offerings 25 in a Hybrid format and 5 on-line through ELI. EDU 235 was offered in all three formats with similar results as the Fall: 16 week 86%; 8week 88%; On-line 73%

Work with the college on ways to identify students who need to take the English placement test prior th to the 16 credit.

The combined number of Hybrid and On-line classes now exceed the total traditional 16 week offerings. While it appears that the success rate of 8-week hybrid and 16 week traditional classroom are similar the On-line success/completion rate is 13-16% lower. This year we will do further analysis to determine reasons for this discrepancy.

Goal 4 The program is responsive to community organizations, providing a variety of training and educational needs

Expand opportunities for those employed in community based organizations to access the early childhood education program.

Track the number of off campus courses, number of partnerships, credit for advanced standing agreements, cohorts and partnerships.

Gen. Ed. Goals 1, 2, 3, 4, 6

There were 20 classes taught off campus in spring 2008. These sites were generally at child care centers. Offcampus classes are run to meet the needs of employees at those sites but are also open to the general population. Some of these are done through partnerships such as those with DOD at Ft Meyer and Ft Belvoir or Loudoun County Recreation where classes are designated for their employees. An advanced standing agreement was approved that gives credit for CHD 120 to those persons who hold a valid CDA Credential and enroll in the ECD program.

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Survey community partnerships to address present satisfaction and determine future needs. Discuss with the Advisory Committee new ways of meeting community needs. Update the Articulation Agreement with GMU to bring the revised AAS course numbers into alignment with the agreement. This will allow for smooth transfer to GMU for students.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Early Childhood Development Paraprofessional Specialization, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Specialization: The paraprofessional specialization of the A.A.S. parent degree is designed to prepare prospective and

practicing paraprofessionals in the public school system to assist in classroom instruction. The curriculum provides knowledge and skills for those professionals giving supportive instruction to school-age children. Program Goals/Student Learning Goals/General Education Goals Goal 1 Students will demonstrate knowledge in all areas of child development: physical growth and development, language development, emotional and social development, and cognitive development of school age children

Program Outcomes/Student Learning Outcomes/General Education Outcomes 75% of students will be program placed and successfully complete course work toward degree.

Activities Revised the course offerings in the degree program to bring it into alignment with the revisions to the parent degree that took place this year. Advised students of the program changes and the need to be program placed in the appropriate year for graduation.

Gen. Ed. Goals 1, 3

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Actual Outcome(s)/ Assessment Results

4% of the total ECD AAS degrees were awarded for this specialization. Students enrolled in ECE courses required for this degree have an overall 83% successful course completion rate.

Use of Results/Next Steps This degree was developed in response to the Federal No Child Left Behind requirements. Faculty will monitor student advising to ensure that students are program placed and taking coursework in appropriate sequence to ensure they are moving successfully towards graduation. And that the program continues to meet the needs of the community.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Emergency Medical Services, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Educational outcomes are sequential, in that to become an EMT-Intermediate, the student must have been able to show successful competencies at the EMTBasic level. The same is true at the Paramedic level, in that the student must show successful competencies at the Intermediate level before they can continue towards Paramedic. The curriculum is designed to develop the competencies needed to prepare the student to be certified as a Nationally Registered Emergency Medical Technician-Intermediate and/or Paramedic (NREMT-P). The NREMT-P is the highest level of registration for EMS professionals. Competencies at each level are demonstrated via State or National board examinations, containing both written and practical (skill performance) portions. Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Assessment Criteria and Evaluation Methods

Assessment Results

Use of Results/Next Steps

To provide quality education to EMS students by providing training at all 3 levels of EMS professional practice:

EMT-Basic students to pass state certifying written exam

Closely monitor results of Virginia State Written exam results

98% pass rate on Virginia written exam (80% = state average)

Continue to write high-caliber, college-level written exams, to encourage student success. Constantly review and revise exams to not only keep high standards, but also maintain test security, as so many of our students return or come from the same agencies.

To provide quality education to EMS students by providing training at all 3 levels of EMS professional practice:

EMT-Basic students to pass state certifying practical exams, including both medical and trauma stations

Closely monitor results of Virginia State practical exam results

85-88% pass rate on Virginia State practical exam, first attempt, 98% pass rate, second attempt (80% = state average)

Continue to give students adequate practice on realistic scenarios similar to testing-level. Bring in additional instructors for mock practical scenarios, just prior to testing, as funding is allowed – use state certified evaluators, if possible. Consider adding SimLab scenarios as time permits, to increase degree of difficulty, make sure equal time is spent on both medical and trauma scenarios.

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Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Assessment Criteria and Evaluation Methods

Assessment Results

Use of Results/Next Steps Purchased usage package of online testing service, when National Registry began online testing method to ensure student adequate practice time. Mandatorily assign students to utilize the online testing entity, as this has increased not only testing competency but also computertesting comfort level. Continue to offer consolidated skills review course in multiple format shortly before testing date, to encourage student success. Utilize multiple evaluators within the review course, as state funding allows, so students have access to multiple teaching, learning and evaluator styles. Continue to update skills and equipment as area protocols adapt (i.e. King airway, new in ’08) Purchased usage package of online testing service, when National Registry began online testing method to ensure student adequate practice time. Have just purchased (10/08) second testing service, for paramedics only, when pass rate decreased (many VA programs have seen decrease in recent months. Suspect both test questions and computer protocol have been updated. Computer program errors are being investigated by NREMT.

To provide quality education to EMS students by providing training at all 3 levels of EMS professional practice:

EMT-Intermediate students to pass National Registry written exam

Closely monitor National Registry test scores

78% pass on National Registry written exam, first attempt, 90% pass on second attempt (60% = national average)

To provide quality education to EMS students by providing training at all 3 levels of EMS professional practice:

EMT-Intermediate students to pass National Registry practical exam (11 separate skill stations)

Closely monitor National Registry test site including practical skill stations

92% pass on National Registry, combined first/second attempt

To provide quality education to EMS students by providing training at all 3 levels of EMS professional practice:

EMT-Paramedic students to pass National Registry written exam

Closely monitor National Registry test scores

72% pass on National Registry written exam, first attempt, 90% pass on second attempt (60% = national average)

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Engineering, A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: [insert purpose statement] The curriculum is designed to prepare the student to transfer into a baccalaureate degree program in engineering fields such as mechanical engineering, civil engineering, chemical engineering, aeronautical engineering, and naval architectural/marine engineering. Program Goals/Student Program Outcomes/Student Actual Outcome(s)/ Use of Results/ Learning Goals/General Learning Outcomes/General Activities Assessment Results Next Steps Education Goals Education Outcomes Goal 1: Evaluation within EGR 240 and EGR Grade summary for EGR To teach students principles of Students will be able to analyze Review and discuss at the position of the rigid body and 245 including problem solving. 240 statics/dynamics, and prepare department meetings. the associated forces, and a body Grade summary for EGR them for future study in Graduate survey 245 Aerospace, Mechanical or Civil in motion. Engineering Goal 2: Students will have an To teach students the understanding of the mechanics of Evaluation within EGR 246 including Grade summary for EGR Review and discuss at fundamental principles of deformable bodies; the methods problem solving. 246 department meetings. stress and strain relationships of determining stress and strain in in structures, and techniques members and simple structures; Graduate survey for handling transformation of the means of calculating principal stresses and deflection of stresses; the criteria of failure of a beams. structure; the means of insuring stability in the structure. Goal 3: Grade summary for the Review and discuss at Students will be articulate and Comparative data on academic To prepare the students to entire academic year in department meetings. mathematically and theoretically progress of NVCC students at four perform as well as in-house EGR 240, 245 & 246 ready to attend a four year college year institutions. students at four year colleges Compare the EGR 240, 245 & 246 and achieve a GPA which is Summer Semesters courses accepted by an accredited four evaluations with the Fall and Spring year college. Semesters. Since majority of the students during the Summer Semesters are transient students,

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Engineering/Electrical Engineering, A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare the student to transfer into a baccalaureate degree program in engineering fields such as mechanical engineering, civil engineering, chemical engineering, aeronautical engineering, and naval architectural/marine engineering. Program Goals/Student Learning Goals/General Education Goals Goal 1: To be in touch with four year institutions so our students can have a smooth transition to four year schools.

Goal 2:

Program Outcomes/Student Learning Outcomes/General Education Outcomes Our outcomes are all about the success rate of our students in four year institutions

Same as above

Activities

Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

We have hired a new faculty member and would like to expand the program and try to make a more student friendly Engineering/ Electrical Engineering program.

Number of students who come back to us who have successfully finished their BS degree in a well respected four year institution.

Continue to work for a respected and transferrable Engineering/ Electrical Engineering program

Same as above

Same as above

Same as above

Same as above.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Engineering Technology, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This curriculum is designed to prepare students for employment in Civil Engineering, Mechanical Engineering, or Drafting technologies fields. The degree also prepares individuals to continue their education for advanced degrees program in these fields. Program Goals Goal 1 Graduates will be able to perform satisfactorily as Engineering Technologists and gain advanced engineering skills and knowledge in the many and varied entry-level or higher positions.

Goal 2 Students taking courses for personal enrichment and interest will increase their appreciation and knowledge of Engineering Technology topics.

Program/Student Learning Outcomes

Assessment Criteria and Evaluation Methods

Program Goal / Learning Outcome:

Job Placement / Employment

To Improve the program by better relating the activities to the industry

Using employer survey

Assessment Results Students’ employable skills in use and application of the latest technology as well as the application of theory to practice and problem-solving

Use of Results/Next Steps Incorporate new software versions in the classroom instructions. Evaluate the use of new digital technologies where applicable.

Survey among the returning students

Employers surveyed, continued to prefer hiring students after two years studied or graduated from this programs rather than same level students from a senior institution with similar program

Program Goal / Learning Outcome:

Students’ adaptation to the evolving digital technologies.

Students continue to require less remedial digital activities

Modification of the course syllabi to afford more advanced topics

To update and to enhance students knowledge and application of technology

Class performance in advanced and capstone courses

Success-rate average increase among students in second year courses

Convey results to the currently on going, Engineering Technologies Program Evaluation Committee

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Convey results to the currently on going, Engineering Technologies Program Evaluation Committee

Program Goals

Goal 3 To provide graduates with fundamental academic knowledge necessary for continuing education in the Engineering Technologies or allied fields.

Program/Student Learning Outcomes

Assessment Criteria and Evaluation Methods

Program Goal / Learning Outcome:

Program/ Credits Transferability

To Improve the program by providing better continuing education opportunities.

Using student survey

Assessment Results

Students continue to require less remedial digital activities resulting in opportunities for advanced topics

Survey of recommendation letters submitted

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Use of Results/Next Steps

Provide students with transfer opportunities thru articulation agreements with state and other local senior institutions. Convey results to the currently on going, Engineering Technologies Program Evaluation Committee

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Fine Arts, A.A./A.A.A. NVCC Mission Statement:

The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement:

The Associate in Arts degree with a major in Fine Arts is designed for students who plan to transfer to a four-year program in a professional school or to a college or university baccalaureate degree in Fine Arts. The Associate in Applied Arts degree with a major in Fine Arts is designed for students who seek employment in the applied arts field. Program Goals/Student Program Outcomes/Student Assessment Criteria and Learning Goals/General Learning Outcomes/General Assessment Results Use of Results/Next Steps Evaluation Methods Education Goals Education Outcomes Goal 1 Students will develop sufficient skills and critical thinking practices to produce art works in various media that reflect traditional and contemporary trends.

Will provide students an overall awareness of art-making concepts and practices; provide the means to think in a more creative and dynamic fashion; provide skills to students for a successful transfer into four-year college art programs; endow students a competitive edge in an educational and professional environment Students will take part in activities and projects (such as field trips) and projects (multi-media or problemsolving based) that help expand overall awareness of trends and skillsets.

Classroom critiques (individual and group), portfolio review, successful completion rates, successful transfer and/or graduation rates Enrollment trends and graduation data Student feedback from those that attend college portfolio reviews and transfer fairs End of semester and/or follow-up survey of students and instructors Job placement statistics

Critiques and portfolios demonstrate student skill levels attained Program growth is especially strong in ART 121. Twenty-three sections of ART 121 are currently being offered Fall 2008. Trends show all sections at, exceeding, or near capacity; overall enrollment is up, however the proportion of graduates is down. Feedback suggests many students seek transfer after two-three semesters feeling satisfied and confident with foundation skills. Currently job placement statistics for Fine Art, AA or AAA graduates/transfers is insufficient.

Assist in guiding student learning and syllabi content; assist in guiding student career paths. Those students who lack development yet seek early transfer will be encouraged to graduate. Growth in ART 121 has provided a means of exposing students to a variety of art practices and careers. Will provide the opportunity to make a more “well-rounded” student, beneficial to those who wish to transfer; growth will also provide a means of feeding students into other parts of the program that suffer from low enrollment. Student feedback suggests course content is very good to excellent and no revision is currently necessary.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Fine Arts, A.A.A. - Photography Specialization NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program is designed for students who seek employment in the applied arts field. Course work will stress both technical and aesthetic elements, enabling students to solve a wide range of visual problems with imagination and originality. Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Goal 1 To obtain the instructional resources and develop the curriculum needed in order to provide excellent instruction in traditional and digital photography and to prepare students for today's photography marketplace or transfer to a four-year institution.

Graduates are able to perform satisfactorily in entry level or higher positions in their chosen field of applied arts. An alternative outcome is that the graduates are able to transfer to a four-year institution.

Activities

1.Surveys of graduates 2.Classroom technology survey. 3. Funding for faculty professional development in current technology

General Education Outcomes 1. Communications 2. Critical Thinking 3. Personal Development

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Actual Outcome(s)/ Assessment Results

1. In the 2008 Graduate Survey summary report respondents listed as their primary goal to transfer to a university. All respondents (4) reported successfully obtaining their goal. 2. Technology needs to be maintained or updated annually. 3. Obtained funding for one professor to attend national professional conference. Three full-time faculty and the lab manager received video production training.

Use of Results/Next Steps

Tech Plan and ETF funding will be used to upgrade technology. Faculty is well prepared.

Goal 2 To enroll, retain and graduate more students.

Goal 3 To provide quality education

Increase FTES Increase Graduation rates

1. Students will be able to control camera operation to produce accurate exposures. 2. Students will be able to edit and print photographs using current technology. 3. Students will be able to create photographs that communicate through use of frame, time, focus, vantage point, tonality and color. 4. Students will identify the work of major photographers. They will be able to discuss the significance of major photographers, techniques and movements from the beginning of photography to the present. They will be able to analyze the role of photography in the art world and society. General Education Outcomes 1, Communications 2. Critical Thinking 3. Personal Development 4. Information Literacy 5. Quantitative Reasoning

FTES data Graduation rates data

1. PHT 101 final test success rate. 2. Graduation rates.

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Fall 2007 103.533 Fall 2006 103.6 Fall 2005 108.8 9 graduates in 2007. 7 graduates in 2006. 4 graduates in 2005 1. The success rate in Photography courses was 86% in Fall 2007 and Spring 2008. 2. Graduates 2007: 9 Graduates 2006 :7 Graduates 2005: 4

The number of FTE’s has remained stable. The number of graduates continues to increase. Will continue to promote classes and degree program aggressively. Graduates consistently rate their NVCC PHT course content (3.25) and faculty teaching ability (3.50) as good to excellent. Curriculum and instruction are revised annually to ensure that they are up to date. Computers, scanners, printers and software are evaluated annually and replaced as necessary.

Goal 4 Enhance the curriculum.

With the aid of a CollegeWide Professional Development Initiative the photography program was able to develop a multifaceted project called “Documenting the New Northern Virginia.” The project included course work, guest speakers, student exhibitions, and a web site. General Education Outcomes 1, Communications 2. Critical Thinking 3. Information Literacy 4. Quantitative Reasoning

Student Evaluations The Washington Post and Falls Church News Press. Toby Jurovics, Photography Curator for the Smithsonian American Art Museum attended the exhibition reception.

Students wrote that they were very pleased with the professional quality of their work and praised the excellence of the guest speakers. On September 4, the student exhibition was featured in The Washington Post’s Arts Beat column and The Falls Church News Press’ Northern Virginia Art Beat column. Toby Jurovics, Photography curator for the Smithsonian American Art Museum call the exhibition, “an important project.”

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We plan to extend the project with a book produced by students, traveling exhibitions, and a permanent archive of the work.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Fire Science Technology, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Fire Science Technology curriculum is designed to provide students with comprehensive background knowledge in fire suppression and prevention, while meeting the career development goals of the region’s fire departments. Students who enter the program with prerequisite certifications from the Virginia Department of Fire Programs will be prepared to challenge examinations for several advanced level certifications upon completion of the AAS degree. Program Goals/Student Learning Goals/General Education Goals Goal 1: Provide students with the knowledge, skills and ability to pass the various credentialing examinations from the Virginia Department of Fire Programs Goal 2: Ensure that the program is as closely integrated with local fire and rescue departments as practical, in order to be able to respond to their training and career development needs. Goal 3: Establish a more effective credential evaluation system to ensure FST faculty are qualified and able to participate in the instruction of future firefighters.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Students pass credentialing examinations.

Attempt to obtain exam data from the Virginia Department of Fire Programs for NVCC students and adapt as necessary.

Ongoing

Potential curriculum revisions.

Linking course work directly to promotional opportunities with the local fire service.

Continue outreach activities to local fire and rescue departments. Collaboration with the Virginia Department of Fire Programs for course reciprocity, where appropriate.

Varies by jurisdiction. Ongoing efforts.

Further outreach and education of fire department leadership.

Increase the quality of instruction programs by using faculty who are experts in their fields.

Continue to recruit members of local fire and rescue departments who have appropriate qualifications.

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Unable to evaluate until changes are made.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Health Information Management, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to provide training in the management of systems to collect, store, process, retrieve, analyze,

disseminate and communicate information related to the research, planning, processing, and evaluation of health care services. Program Goals/Student Learning Goals/General Education Goals Goal 1: All students must

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

Actual Outcome(s)/ Assessment Results

Use of Results/ Next Steps

1. HIM students will successfully pass all core curriculums with a grade of C or better.

1. Individual faculty members teaching a HIM prefix course shall monitor and report to the assistant dean any student who achieves a grade of D or lower. Students who receive a grade of D or lower must repeat the course until a C or better is earned. Tutoring will be provided to increase student achievement.

Goal 2: Improve HIM Retention Rates for HIM/CDC students.

2. HIM students’ will persistence in classes from the Fall to the Spring semesters and complete their degree or certification programs.

2. HIM faculty will be assigned students for on-going educational monitoring thru graduation or completion of the certificate program.

HIM faculty will monitor students’ educational progress to assist in overall HIM student persistence in the program.

Goal 3: Increase passage rates for the student certification /licensing examination from Spring 09 to 10.

3. HIM students taking the national certification examination will pass

3. HIM Program will develop certification review material for second year students to practice. In addition, encourage students to take a review course and the exam after graduation.

HIM faculty will continue to monitor, update and review course review materials.

earn a grade of a C or better to continue in HIM/CDC program; if this is not met it is necessary for the student to retake the course.

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HIM faculty members monitor and report student who earn a D or lower in their course. These students will be required to retake courses that they achieve a D or lower and enroll in a tutoring.

The Goal is met when a student who received a D or lower in a particular HIM course repeated the HIM course with a grade of a C or better.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Horticulture Technology, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students for full-time employment within the field of commercial horticulture as

well as for those presently working who seek further knowledge and advancement. Graduates of the program are prepared for managerial/supervisory level positions in areas which include: landscape design and installation, grounds maintenance, floristry, greenhouse and nursery management, garden center operation, and sales and marketing in related industries. Program Goals/Student Learning Goals/General Education Goals Goal 1: Build strong community/industry relations/communications

Program Outcomes/Student Learning Outcomes/General Education Outcomes Improve relations and communications with professional organizations

Goal 2: Maintain Occupational Technology as main focus of program

Assist students with information about certification exams Continue developing Dual enrollment with local jurisdictions, have two courses at Monroe Vo-Tech

Goal 3: Continue to review and update hands-on skills in curriculum

Review changes to certification exams and realign skills

Activities

Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Have professional societies meet on campus, with the Hort Club president be more of a presence at the professional society meetings

Better align courses with certification exams; more information from societies about their activities and encourage to have one meeting on campus per year

Now have the career Fair on campus and work to hold certification exams here

Further develop the Dual enrollment courses to offer to both juniors and seniors and work on transition to NVCC for their graduates

Work with Monroe Vo-Tech to develop a second course and to better track their graduates transition to NVCC

Increase Dual enrollment for Spring 2009

Update the hands-on skills and work to develop those through on campus projects

Develop improvements to teaching gardens and Hort area through the classes

Adapt new skills and projects to the existing classes

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Hospitality Management, A.A.S. NVCC MISSION STATEMENT: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities. UNIT PURPOSE STATEMENT: The curriculum is designed to enable the student to enter executive training and management positions in the hospitality industry to include hotels, motor inns, and clubs, restaurants, foodservice facilities and resorts, and for those presently employed who desire updating in the field. Program Goals/ Student Learning Goals/General Education Goals

Goal 1 Prepare students to gain employment or retrain students for entry level management positions in the hospitality industry.

Program Outcomes/ Student Learning Outcomes/GE Outcomes

Students are employed in the hospitality industry which includes hotels, restaurants, institutions, associations, and various food operations.

Assessment Criteria & Evaluation Methods

Conduct student employment survey and tally results that reflect job titles and employers.

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Assessment Results

Every two years the HRI program conducts an employment survey for students in HRI classes. The spring semester 2007 results reflect a large number of current hospitality students work in the industry. Out of 365 students taking HRI/DIT courses, 153 or 42% were employed in the industry. 64% (98 students) work full time and 36% (55 students) work part time.

Use of Results/ Next Steps

We will modify the survey tool to include who is program placed and who has used HRI classes for promotion or job enrichment. This will help us market the program and implement curriculum changes if industry needs shift. The survey will be conducted in spring 09.

Goal 2 Develop partnerships with hospitably industry professional organizations.

Join professional organizations as representatives of NVCC. Attend professional meetings. Solicit scholarship opportunities for our students.

Evaluate faculty involvement in professional meetings and memberships. Number and award amounts of scholarships.

Three students interned for the annual meeting of SGTP, Fall 2008 and Spring 2007 in Alexandria, VA. Students continue to be employed through out the hospitality industry as documented by the HRI employment survey. 2 student scholarships were received for 2007-2008 from industry organizations (Concierge Association of Washington) in amounts totaling $6000. 4 student scholarships were received for 2008 from industry organizations (VHTA and the Concierge Association of Washington) in amounts totaling $7500. Full time HRI faculty are members of the following professional organizations: 1. SGTP – Society of Government Travel Professionals 2. Washington DC Metro Hospitality Alliance 3. Food and Culinary Professionals Practice Group of the ADA 4. American Dietetic Association 5. Virginia Dietetic

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Expand scope of partnership and attract new students or retain previous students. Build internship and employment possibilities. Market our program to industry members.

Association 6. National Restaurant Association 7. Metro DC Restaurant Association 8. Virginia Hospitality & Tourism Association 9. Culinary Historians of Washington DC 10. American Culinary Federation 11. I-CHRIE – International Council on Hotel, Restaurant and Institutional Education 12. PCMA – Professional Convention Management Association 13. MPI – Meeting Planners International 14. HSMAI – Hospitality Sales Management Association International List number of meetings attended: Three full time and 13 adjunct faculty attended over 100 professional meetings over the course of a year.

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Goal 3 – Student goal Acquire the food service manger’s sanitation certificate required to operate a food operation.

Student will obtain a national certification by passing a national NRA ServSafe exam.

Passing the National Restaurant Association’s ServSafe sanitation program and obtaining a certification in safe food handling.

During the fall 07/ spring 08 semesters, 37 students took the National Restaurant Association ServSafe exam. 28 passed the exam with an 84% exam average; 9 failed the exam. Overall pass rate was 75%.

Continue to engage and encourage students to interpret and apply sound food handling practices. Principles will be applied to numerous courses throughout the HRI curriculum.

Students will actively participate in the execution of four different style catering functions.

Catering event customer survey card comments. Instructor and chef evaluation of event planning, execution and results.

Comment card rating scale of 1-5 reflects customer evaluation of food, atmosphere, service and overall impression of event. Average rating for the catering classes was 4.7/5.0. Numerous letters of recognition were received.

A new catering book was written by the chef and course instructor to aid students in the strategic planning of each event. Out catered event are in high demand at the college and in the community. Updated curriculum as needed.

Goal 4 Understand the components of four different styles of catering functions.

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Goal 5 To improve the quality of student health and nutrition.

Conduct a personal dietary analysis based on a three day food intake.

Complete a computer generated diet analysis based on a three day food intake record and evaluates a personal nutrient profile based on a written summary report.

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Registered dietitians interpret student information and dietary evaluation. Identify weaknesses and strengths of one’s diet with individualized follow up and consultation with instructor. Four nutrition instructors administered an intensive 3-day computerized dietary analysis report for each student. Feedback was given to each student and diets were each individually assessed.

Incorporate nutrition trends, concerns and controversies into class discussion. Discuss trends in nutrition in the classroom based on student profiles.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Information Systems Technology, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This curriculum is designed for persons who seek employment in the field of information technology, for those who are presently in that field and who desire to increase their knowledge and update their skills, and for those who must augment their abilities in other fields with knowledge and skills regarding computer information systems. Program Goals/ Student Learning Goals/General Education Goals

Goal 1 Students will obtain employment after graduation.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Students will find employment either while in school or upon graduation.

Activities

Self-reported by students in the graduate survey.

Actual Outcome(s)/ Assessment Results

76% of students (in all specializations) surveyed in the 2007 Graduate Survey Report obtained a job while attending or after graduating 46% of students (in all specializations) surveyed in the 2007 Graduate Survey Report received a salary increase and/or a promotion because of their degree.

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Use of Results/Next Steps

Determined that the IST program helped prepare learners to acquire work within the IT field. Continue to monitor.

Goal 2 The new AAS IST degree model will be implemented in order to respond more quickly to the rapid changes in the IT industry.

FTEs in the AAS IT degree will increase.

Monitor feedback from Student Advisors for this degree, from counselors, and also from program placed students.

According to the Distribution of Program Placed Students 2003 – 2007 report, 837 students program placed in this degree in Fall 2007

Continue to monitor the success of the structure of IT electives in the new degree program. Consider revising the elective structure to make it more flexible to meet the needs of students. Professional Development was awarded to faculty in order to support the new courses in the new degree model.

Goal 2 Students will demonstrate proficiency in file management, word processing, spreadsheet, presentation graphics, and database management applications.

Students will be able to create files and folders on their disks. Students will be able to perform basic editing, text formatting, move, and copy functions in a word processing package. Students will be able to create and use formulas and basic functions in a spreadsheet package. Students will be able to create slide presentations that include text, graphics, and transitions. Students will be able to create and use simple tables, forms, queries, and reports in a database package.

Exams and projects (both in class and homework)

According to the Fall 2007 Student Grade Distribution by Course Report 67% of students passed ITE 115 with a grade of C or better.

Continue to monitor the pass rate in this core material required for success for students in all disciplines in all classes.

According to the Fall 2007 Success Rates by Discipline Report the Overall success rate for ITE courses of 66.7%

Goal 3 Students will demonstrate the ability to design effective algorithms.

Students will be prepared to begin and successfully complete a programming class in any programming language offered.

Exams and Projects (both in-class and homework)

According to the Fall 2007 Student Grade Distribution by Course Report 57% of students passed ITP 100 with a grade of C or higher. According to the Fall 2007 Success Rates by Discipline Report the Overall success rate for ITP courses of 63.5%

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Monitor how this success rate translates into the Java programming language course included in this transfer degree.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Information Technology, A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Science degree curriculum in Information Technology is designed for persons who plan to transfer to a four-year college or university to complete a baccalaureate degree program in Information Technology. Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

Actual Outcome(s)/ Assessment Results

Use of Results/ Next Steps

Goal 1 Provide a comprehensive foundation that meets transfer requirements for a B.S. in Information Technology at 4-year institutions.

Students transfer successfully to 4 year institution

Graduate Survey Results and Number of graduates by Curriculum Code and Specialization Report

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571 students are program placed in this degree Fall 2007 29 students graduated with this degree in its second year

Continue to closely coordinate NVCC’s A.S in IT with George Mason and other four year institutions to meet their first two year requirements in Information Technology.

Goal 2 Students will demonstrate proficiency in file management, word processing, spreadsheet, presentation graphics, and database management applications.

Students will be able to create files and folders on their disks. Students will be able to perform basic editing, text formatting, move, and copy functions in a word processing package. Students will be able to create and use formulas and basic functions in a spreadsheet package. Students will be able to create slide presentations that include text, graphics, and transitions. Students will be able to create and use simple tables, forms, queries, and reports in a database package.

Exams and projects (both in class and homework)

According to the Fall 2007 Student Grade Distribution by Course Report 67% of students passed ITE 115 with a grade of C or better.

Continue to monitor the pass rate in this core material required for success for students in all disciplines in all classes.

According to the Fall 2007 Success Rates by Discipline Report the Overall success rate for ITE courses of 66.7%

Goal 3 Students will demonstrate the ability to design effective algorithms.

Students will be prepared to begin and successfully complete a programming class in any programming language offered.

Exams and Projects (both in-class and homework)

According to the Fall 2007 Student Grade Distribution by Course Report 57% of students passed ITP 100 with a grade of C or higher. According to the Fall 2007 Success Rates by Discipline Report the Overall success rate for ITP courses of 63.5%

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Monitor how this success rate translates into the Java programming language course included in this transfer degree.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Interior Design, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Interior Design program provides quality education for students to prepare them for entry level employment in the interior design field or to transfer to an accredited university for further education. The curriculum provides a foundation education covering a broad range of topics in interior design, art history, furniture history, and basic design. Computer-aided drafting, rendering and business practices round out the curriculum. Students become knowledgeable in both residential and contract design. Program Goals/Student Program Outcomes/Student Assessment Criteria and Learning Goals/General Learning Outcomes/General Assessment Results Use of Results/Next Steps Evaluation Methods Education Goals Education Outcomes Goal 1 a. Instructors will a. Grades from all a,c Students are successful in introductory a. Faculty need to Students will develop the emphasis the courses and course, IDS 100 with 35.% receiving a grade continuously evaluate necessary vocabulary importance of being evaluations methods, of A and 15% receiving a grade of B-this the level of the required in the interior proficient in their including tests, reflects about a 10% decrease in these students and the design field emphasizing communication skills quizzes, research grades over the last assessment period. student’s reasons for the principles and by observing papers, class About 25% students withdrew from the taking these classes. elements of design instructor, guest presentations, group course. While these figures may seem lectures and media work projects problematic, academically it also suggests b. Assign students to do presentation that better evaluation of student work is in anonymous written b. Oral critiques by class process and the grade inflation that critiques or do b. Students will exhibit mates and instructors sometimes occurs in this class has been partnered this knowledge through and written graded curbed. Addition, the faculty members are explanations of each the presentations of critiques from emphasizing more the nature of the interior other’s work. design projects. instructors. design field and some students it’s really not for them. c. Continue to review c. Textbooks, c. Textbooks, video new texts and mixed periodicals, and material and b. Students value and often review the media from industryinstructional materials periodicals are kept current. teachers written critiques but they are less related sources. reinforces what is will to critique each others work presented in class c. Textbook barely keep up with the fast changing design industry so supplemental material is often required.

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Goal 2 a. Students will create design solutions to project requirements and they will be able to effectively communicate their ideas orally, graphically and in writing.

Goal 3 Students will acquire technical drawing skills and become familiar with a variety of computer applications used in the design industry. Goal 4 Students will acquire a thorough understanding of the historical context of design and its importance to current issues and market trends

a. Oral presentations, written presentations and follow-up critiques

a. Faculty will evaluate presentations based on stated requirements

a. Graphic skills, newly learned are good. However communication skills and writing skills are less accomplished. Student regularly wait until the end of their education to take general education requirements which would help them during their education.

a.

Students should be counseled more, or even forced, to take the IDS program classes in the prescribed order to insure success in the program.

a. Students will design projects using hand drafting skills and tools and will learn to use AutoCad or other appropriate software.

a. Faculty will assess the skill and accuracy of graphic presentations according to accepted standards.

a. Many students fail to transfer their learned skills as they progress through the program.

a.

Faculty should require clear cut standards of drawing and presentation skills. Review this in upper level classes may be necessary.

a. Students are required to pass slide exams and quizzes. Students are also required to make site visits to significant house museums are gallery and special exhibits on decorative arts and furniture

a. Students are evaluated by examinations, written reports on site visits and book reports.

a.

While the grades in this course indicate that it is a challenge, students who apply themselves have little difficulty passing the class.

b.

The IDS curriculum has no room for credit hour expansion

c.

Faculty will rotate the teaching of this class and hopefully attract students with different teaching styles.

a.

b.

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Grades for IDS 109 Styles of furniture and Interiors indicate the majority of students receive a grade of C or better. 21% earn an A, 10.5% earn a B, and13% earn a C. 29% earned a D 13% withdrew from the class. This occurred when the faculty member insisted that students who had not met the prerequisite were likely to fail. Students have indicated they would prefer IDS 109 to be a two-semester course.

Program Goals/Student Learning Goals/General Education Goals Goal 5 a. Students will acquire a basic understanding of business practices, building codes, and materials related to health, safety and welfare of the public

Goal 6 Students will gain practical experience to prepare them for employment at the entry level of the design field

Program Outcomes/Student Learning Outcomes/General Education Outcomes a. Student are required to prepare job books for residential and commercial projects, write furniture and materials specifications and pass written examinations on the above. b. Students are required to attend industry activities sponsored by ASID IIDA, trade shows like NEOCON a. .Students are required to do an internship at the end of their education. b .Students are required to visit design firms and manufacturers showrooms as part of their coursework c. Students are encourage participate in the ASID/Interior Design Club

Assessment Criteria and Evaluation Methods

Assessment Results

Use of Results/Next Steps

a. Students are evaluated on completion of the project and its requirements and are tested on business procedures and building codes.

a. Grades for IDS 225 Business Procedures of 2006 indicate 55.3% of students have earned a grade of B or better. 86.8% of the students in IDS 205 Materials and Sources received a grade of B or better. This indicates an increase of about 25% for A & B grades in this 20078 assessment period

a. Adjuncts have regularly been used for this class. With the addition of a full time faculty member to teach the course the learning curve seems to have increased. Faculty has to stay current of these issues frequently requiring extra time in workshops and conferences.

a. Students are evaluated by their internship sponsor and also do a self evaluation and keep a daily journal which is read by the program head.

a. Faculty is involved with professional organizations and promotes the benefits of these activities to the students.

a. In 2007-8 the IDS program placed 14 interns.

b. Students who are all ready working in the industry may use their employment as an internship under certain circumstance. Evaluation procedures are still required.

b. Over 35 students are members of the student chapter of ASID. The club has its own award winning web page, sponsors site visits to appropriate venues and done a number of community outreach activities involving fund raising and charity design work. The IDS club is a major factor in creating a wholesome camaraderie among the students.

b. Documentation for all aspects of the internship process exist but need to be updated and maintained in a data base.

Goal 7 a. AV and reprographic equipment need to be updated.

Students will have clearer and better exposure to lectures and presentations

a.

Faculty can evaluate if students exhibit more enthusiasm for the presentations , lectures, and their ability to produce professional graphics.

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a.

The IDS department has acquired a KIP 3000 copy machine and a digital monitor with overhead camera.

a.

If improvement occurs additional equipment to upgrade the program should be acquired.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Liberal Arts, A.A. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate of Arts degree major in Liberal Arts is designed for persons who plan to transfer to a four-year institution to complete a Bachelors of Arts Degree (B.A.).

Program Goals/Student Learning Goals/General Education Goals Goal 1 To maintain and enhance program graduation rate.

Goal 2 To maintain and enhance program transfer rate.

Goal 3 To assure that students are able to express thoughts effectively in written and oral form. Goal 4 To provide students with a good foundation for further studies.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Assessment Criteria and Evaluation Methods

Program graduation rate is consistent with college-wide strategic goals stated in Strategic Vision 2015.

Students fulfill the requirements for an A.A. degree in Liberal Arts.

Program transfer rate is consistent with college-wide strategic goals stated in Strategic Vision 2015.

Students transfer successfully to 4year institutions.

Students demonstrate collegelevel communications skills.

Graduates should perform at or above college average.

Graduates have adequate preparation for upper division courses

Graduates report satisfaction with preparation.

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Assessment Results The number of graduates in Liberal Arts continued to increase over previous years. It increased also by ten percent in each of the two previous years.

The Graduate Survey Summary of 2007 Liberal Arts graduates found 155 of 168 responders stating that their primary goal in attending NOVA was to transfer to a four-year college or university. Ninetyfive percent of those responding to the survey said that their goal in attending NOVA had been attained. Six months following graduation from NOVA, ninety percent of the responders were enrolled full or part-time in an institution of higher education. Seventy-five percent experienced no difficulty in transferring NOVA credits. Most of those who did experience difficulty stated that some of their courses were only accepted as electives The Graduate Survey for 2007 found that Liberal Arts graduates were above the college average in both their ability to write effectively and speak effectively. The Graduate Survey for 2007 revealed that 97% of respondents believed their NOVA preparation was either “adequate” or “excellent.”

Use of Results/Next Steps Continued focus on improving graduate rate.

Maintain good transfer rates.

Assure continued articulation with four-year institutions

Continue to stress communication skills in program to maintain and improve these skills Fifty-six percent of the respondents found their preparation “excellent.” This was slightly lower than the number in the 2006 Survey. Work to increase that percentage.

Program Goals/Student Learning Goals/General Education Goals Goal 5 To assure that Liberal Arts majors increase their recognition of the interdependence of today’s world.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students should develop a broad awareness of world cultures and the global context of liberal arts studies.

Assessment Criteria and Evaluation Methods

Assessment Results

Use of Results/Next Steps

Graduates should be rate at or above the college average in “appreciating other points of view,” “international awareness,” and “awareness of other cultures.”

Graduates in Liberal Arts rate below average in relation to all graduates in “international awareness,” and slightly above average in “appreciating other points of view” and “awareness of other cultures,” according to the 2007 Graduate Survey. This is a slight improvement over the 2006 Survey findings.

Improve these findings by encouraging more Liberal Arts majors to pursue the International Specialization.

Goal 6 (Art History Specialization) To prepare students for to study art history at a four-year institution.

Graduates have adequate preparation for upper division courses and ease in transferring credits

Graduates report satisfaction with preparation.

No graduates with this specialization responded to the graduate survey

Assess utility and attractiveness of the specialization.

Goal 7 (International Studies Specialization) To broaden the student’s awareness of other cultures and countries and increase appreciation for global interdependence.

Students should develop a broad awareness of world’s nations and cultures and the global issues.

Graduates should be rate at or above the college average in “appreciating other points of view,” “international awareness,” and “awareness of other cultures.”

Only five graduates with this specialization responded to the 2007 Graduate Survey and this group rated average in relation to all graduates in “appreciating other points of view,” significantly above average in “international awareness,” but significantly below average in their “awareness of other cultures.”

This is consistent with the findings from the 2006 Survey and indicates a need for an enhanced effort to achieve the basic goal of this specialization.

Goal 8 (Psychology Specialization) To prepare students to study psychology at a four-year institution.

Graduates have adequate preparation for upper division courses and ease in transferring credits

Graduates report satisfaction with preparation.

Continue providing instruction of high quality.

Goal 9 (Speech Communication Specialization) To prepare students to study speech communication at a four-year institution.

Graduates have adequate preparation for upper division courses and ease in transferring credits.

Graduates report satisfaction with preparation.

The ten graduates participating in the 2007 Survey expressed higher satisfaction with the quality of their instruction at NOVA than the average graduate. None reported any difficulty in transferring NOVA credit, 57% rated their preparation as “excellent” and none complained that it was “inadequate.” All but one were still enrolled in college 6 months after graduating from NOVA. Only two graduates with this specialization responded to the 2007 Graduate Survey. These graduates rated slightly below average in “speaking effectively.” Both graduates rated their preparation for their present enrollments in four-year institutions as at least “adequate” and they rated the quality of instruction higher than the average graduate.

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Monitor students in this specialization to assure that they receive the special preparation that the degree promises.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Marketing, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed for persons who seek full-time employment in areas involving the marketing and distribution of goods and for those presently in these fields who are seeking promotion. The career objectives include store manager, assistant manager, sales supervisor, department manages sales and customer service representative, buyer and assistant buyer, media buyer, marketing research technician, international wholesaler, and human resource manager. Program Goals/Student Learning Goals/General Education Goals

Goal 1: To keep the marketing curriculum up-to-date reflecting current industry trends.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Students will be better able to enter the marketplace and/or advance in their careers as their training remains current meeting industry and employer needs.

Activities

A 2008 industry trends statement called “Vision for the Future” was developed and approved by the Marketing Program Advisory Committee at their Sept. ’08 meeting. This group is composed of 16 area marketing executives who meet twice a year to advise the program on its goals, strategies, and curriculum changes.

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Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Assessment of marketing course content summaries for inclusion of topics listed in industry trends statement was conducted. All MKT courses reflect these industry trends in some form.

Assessment indicates no curriculum changes recommended at this time. Continue to monitor program goals and objectives and revise course information for currency and viability.

Goal 2: To teach students the basic principles of marketing including sales methods and presentations, retail mgt. skills, promotion, public relations, retail buying, ecommerce, information management, business ethics, consumer law, plus international aspects of marketing.

Goal 3: To prepare students for entrylevel positions in marketing and maintain a double-digit graduation level.

Students will be able to identify the 4-P’s of marketing. Students will be able to define marketing goals, determine strategies and evaluate outcomes of marketing strategies. Students will be able to develop a marketing plan which covers both national and international activities. Students will be able to demonstrate knowledge of customer relationship marketing, B-to-B and B-toC sales methods, along with ethical business practices. Students will successfully graduate from the program and work in their field or transfer to senior institutions.

Analysis of MKT227: Merchandise Buying and Control student grade distribution. MKT 227 is a capstone course for the program.

Analysis of spring ’08 course grade report indicates 77% of the students achieved a grade of C or better.

Compare results with previous classes. 2007-2008 shows a 2% in improvement in student learning skills up from 75% in 2006-2007.

35 grades issued: A – 7 B – 12 C – 8 D – 3 F – 3 W– 2

Review of graduate report and graduate survey information.

AAS in Marketing – Graduates: 2005-2006: 11 Fact Book 2006-2007: 11 applications 2007-2008: 17 applications Only one student responded to the graduate survey. Student reported he was working full-time in his field and rated his education at NOVA to be excellent.

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Continue to monitor graduation information and revise goals and course information for currency and viability.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Medical Laboratory Technology, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students for certification and employment as medical laboratory technicians in hospital laboratories, private laboratories, physicians' office laboratories, health department laboratories, and industrial medical laboratories. Upon completion of the program, graduates will be eligible to take the American Society for Clinical Pathology (ASCP) Board of Registry MLT certification exam, the National Credentialing Agency (NCA) CLT certification exam, and other national certificate.

Program Goals/Student Learning Goals/General Education Goals Goal 1: The Medical Laboratory Technology program will increase the retention rate from the previous year

Goal 2: The Medical Laboratory Technology program will increase total number of students graduating from the previous year.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Retention rate

Graduation rate

Activities Deleted two major courses in order to add two new major courses to better reflect needs of laboratory community. Redistributed major courses to balance rigors nd of 2 year fall semester Online information session to complement recruitment efforts.

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Actual Outcome(s)/ Assessment Results

Use of Results/ Next Steps

A total of 18 students were enrolled in the MLT program in the fall of 2007. Of that number, 17 students were still enrolled as of the end of the 2007-8 academic year. The retention rate for 2007-8 was 94% which increased from a 76% retention rate from the 2006-7 academic year ( 19 of 25)

Review at MLT Program Advisory Board meeting for recommendations

A total of 10 students graduated in the 2007-8 academic year, which compares to 12 students who graduated during the 2006-7 academic year. This represents a decrease of 17% over the previous year.

This graduating cohort was not part of the revised curriculum. See activities goal # 1. Review at MLT Program Advisory Board meeting for recommendations

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

Goal 3: Student performance on the national MLT/CLT certification exam will be equal or improve from the previous year.

National certification passing rate and number of successful students passing the exam.

Online tutorials and online practice exams

Goal 4: Students employed in the field following graduation from the program at a rate equivalent to the previous year.

Career placement rate

Introduction to resume writing, interviewing, dressing for success

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Actual Outcome(s)/ Assessment Results

Use of Results/ Next Steps

82% (14 of 17) of the students in the MLT program who took the MLT (ASCP) exam passed in the 2007-8 cycle. This may increase since some 2008 graduates have not yet taken the exam. This was greater than the passing rate of 71% in the 20067 cycle (5 of 7). Employment of graduates after graduation was 100% of those seeking employment (8 of 10) Two graduates relocated to continue their education. This is higher than the 75% career placement rate of the 2006-7 academic year.

Review at MLT program Advisory Committee, which will make recommendations

Review at the MLT Program Advisory Committee, which will make recommendations

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Music, A.A. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate of Arts degree curriculum in Music offers an emphasis in fine arts. The Associate of Arts degree curriculum may be used by students who wish to transfer to a fouryear college or university to complete a Bachelor of Arts degree in Music. Program Goals/Student Learning Goals/General Education Goals Goal 1 Music AA program graduates obtain knowledge and skills to obtain their stated goals.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students successfully transfer to a four-year institution. Other student have gained skills to find employment if music industry jobs

Activities

Information from student advisement and follow-up

Actual Outcome(s)/ Assessment Results Information from student advisement and follow-up indicates all graduates have met their goals. There is an increased number of graduates in this program.

Goal 2 Music AA students meet skill requirements for performance abilities.

Goal 3 Music AA students meet skill requirements in core Music Theory courses

Applied Music Students are able to perform on their major instrument to the required skill level, through the first-year level.

Students demonstrate a working knowledge of the language of music through the first-year level.

Use of Results/Next Steps

Continue to emphasize Academic Advising by Music faculty. Try to focus attention towards Music-AAA Degree, as it tracks more closely with four-year schools.

Applied Music Students are evaluated each semester with a combination of Applied Instructor grades and Jury examinations, with their performance skill levels compared against documented performance standards.

A sampling of Applied Music Jury Examination Forms, completed by Applied Music Faculty during examinations, showed a high success rate for students meeting established semester goals

Continue to evaluate Applied Music student achievement through regular assessment.

Information from student advisement and follow-up

Students in Music Theory (Mus 111 and Mus 112) continue to show high achievement as evidence by high grades

Continue to evaluate student achievement through regular assessment

Clarify campus jury performance requirements through Music Cluster.

Music Cluster examine and revise Curriculum for Mus 111 and 112.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Music, A.A.A. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse

constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Applied Arts degree curriculum is designed for students who seek employment in the performing arts field. The degree offers a major in music and a specialization in Jazz/Popular Music. Each program has a common first year. Program Goals/Student Learning Goals/General Education Goals Goal 1 Music AAA program graduates obtain knowledge and skills to obtain their stated goals.

Program Outcomes/Student Learning Outcomes/ General Education Outcomes Students successfully transfer to a four-year institution. Other student have gained skills to find employment if music industry jobs

Goal 2 Music AAA students meet skill requirements for performance abilities.

Applied Music Students are able to perform on their major instrument to the required skill level, through the firstyear level.

Goal 3 Music AAA students meet skill requirements in core Music Theory courses

Students demonstrate a working knowledge of the language of music through the first-year level.

Actual Outcome(s)/ Assessment Results

Activities

Use of Results/Next Steps

Information from student advisement and follow-up

Survey of graduates indicates that the number of graduates has increased doubled, are employed, and have successfully transferred

Emphasize Academic Advising by Music faculty.

Applied Music Students are evaluated each semester with a combination of Applied Instructor grades and Jury examinations, with their performance skill levels compared against documented performance standards. Information from student advisement and follow-up

A sampling of Applied Music Jury Examination Forms, completed by Applied Music Faculty during examinations, showed a high success rate for students meeting established semester goals

Continue to evaluate Applied Music student achievement through regular assessment.

A sampling of Applied Music Jury Examination Forms, completed by Applied Music Faculty during examinations, showed a high success rate for students meeting established semester goals

Continue to evaluate student achievement through regular assessment.

Try to increase Program Placement towards Music-AAA Degree, as it tracks more closely with four-year schools.

Clarify campus jury performance requirements through Music Cluster.

Music Cluster examine and revise Curriculum for Mus 111 and 112. Implement increased use of Mus 101, preferable online, as a precursor to Mus 111, if necessary for some students who are deficient in musicianship skills.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Music, A.A.A. - Jazz Specialization NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Applied Arts degree curriculum is designed for students who seek employment in the performing arts field. The degree offers a major in music and a specialization in Jazz/Popular Music. Each program has a common first year.

Program Goals/Student Learning Goals/General Education Goals Goal 1 Music AAA-Jazz program graduates obtain knowledge and skills to obtain their stated goals. Goal 2 Music AAA-Jazz students meet skill requirements for performance abilities.

Goal 3 Music AAA-Jazz students meet skill requirements in core Music Theory courses

Program Outcomes/ Student Learning Outcomes/General Education Outcomes Students successfully transfer to a four-year institution.

Students are able to perform on their major instrument to the required skill level in the Jazz\Pop idiom, through the second-year level.

Students demonstrate a working knowledge of the language of music through the first-year level.

Actual Outcome(s)/ Assessment Results

Activities A sampling of Applied Music Jury Examination Forms, completed by Applied Music Faculty during examinations, showed a high success rate for students meeting established semester goals Applied Music Students are evaluated each semester with a combination of Applied Instructor grades and Jury examinations, with their performance skill levels compared against documented performance standards. A sampling of Applied Music Jury Examination Forms, completed by Applied Music Faculty during examinations, showed a high success rate for students meeting established semester goals

Use of Results/Next Steps

Survey of graduates indicates employment in their chosen field.

Continue to emphasize Academic Advising by Music faculty for this Specialization.

A sampling of Applied Music Jury Examination Forms, completed by Applied Music Faculty during examinations, showed a high success rate for students meeting established semester goals A sampling of Applied Music Jury Examination Forms, completed by Applied Music Faculty during examinations, showed a high success rate for students meeting established semester goals

Continue to evaluate Applied Music student achievement through regular assessment. Clarify campus jury performance requirements for Music AAA-Jazz Majors through Music Cluster. Continue to evaluate student achievement through regular assessment. Music Cluster examine and revise Curriculum for Mus 111 and 112. Implement increased use of Mus 101, preferable online, as a precursor to Mus 111, if necessary for some students who are deficient in musicianship skills. Refine specific theory and compositional skills for the Music AAA-Jazz program.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Nursing, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program in Nursing is designed to prepare students to participate as contributing members of the health team,

rendering direct care to patients in a variety of health care facilities and agencies. Upon satisfactory completion of the program, students will be eligible to write the National Council Licensure Examination (NCLEX) leading to state licensure as a Registered Nurse (RN) and are qualified to assume registered nurse positions in hospitals, nursing homes, clinics, physicians, offices, HMOs, and other community-based settings. Program Goals/Student Learning Goals/General Education Goals Goal 1: Increase number of enrollment in nursing program

Program Outcomes/Student Learning Outcomes/General Education Outcomes 1)Ensure sufficient enrollment to achieve incrased graduate rate 2)Provide sufficient student support through counseling and case management to ensure student success 3)Explore teaching and evaluation strategies to ensure student success

Activities 1). Implement competitive admission to improve student retention 2). Hire Nursing counselor to provide enhanced student case management 3). Reduce class size 4) increase enrollment through limited marketing 5) Implement Momentum 2+1, online and accelerated nursing programs in addition to the traditional nursing program

Actual Outcome(s)/ Assessment Results Increased graduations from 124 to 184 (2 in summer) Implemented competitive admissions Decreased attrition rate from 37% to 17% Hired nursing counselor for case management and as a student resource for program management Reduced class size by eliminating telecasting in first year January 2008 implemented online, fall 2008 Momentum 2+1 accelerated and continued traditional programs

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Use of Results/ Next Steps Access scheduling of programs for two entry programs in the nursing program

Goal 2: Increase student success by ensuring gatekeeper courses provide sufficient knowledge, skills and abilities to ensure student success with the rigors of nursing coursework

1)Develop strategies to improve student experiences in NAS 161162 2)Ensure all sections of NAS 161-162 courses taught at all campuses have the same learning objectives and outcomes

Goal 3: Increase NCLEX pass rates

Develop and implement strategies to increase NCLEX pass rates Ensure pass rates exceed national rates

Goal 4: Improve student retention, persistence and graduation rates for nursing

Develop strategies to ensure 80% retention rate for all nursing programs

1)Hold focus groups with students to identify concerns and recommendations to ensure students are prepared for Nursing courses and fully understand body systems taught in NAS 161-162 as required for success in Nursing and Allied Health courses 2)Meet with natural science, nursing and allied health faculty to discuss ways to ensure NAS 161-162 experiences are consistent for all students 3) begin to develop changes in teaching strategies that are consistent for all sections of NAS 161-162 at all campuses Develop elective course for test taking and critical thinking skills were taught in relation to nursing content

NAS and nursing faculty and Deans met and decided on a single textbook and syllabus for all sections on all campuses

1)Continue to offer courses to allow students to repeat didactic portion of NUR 118 and 216 without having to wait a year to continue in program 2)Provide faculty development/in-service opportunities that improve teaching methods 3) implement use of “clickers” to identify areas where more instruction may be needed

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Evaluate success and continue and revise as needed

NAS 161-162 sub-cluster established and a chair was appointed

Developed and offered course. Enrolled thirty students

Offer additional sections of elective course

NCLEX pass rate improved from 78.2 to 83.4 for students graduating in 2008

Embed content review, critical thinking and test taking in all courses

Held professional development on team development

Incremental improvement working as a team demonstrated

Implemented clickers

Increased use of clickers in classroom to increase interaction with students

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Paralegal Studies, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to provide an individual with a sufficient level of knowledge, understanding, and proficiency to perform the tasks in meeting a client's needs which can be performed by a trained, non-lawyer assistant working under the direction and supervision of a lawyer. A paralegal will have a basic understanding of the general principles and processes of American law, and will have the knowledge and proficiency to perform specific tasks under the supervision of a lawyer in the fields of civil and criminal law. The occupational objectives include: employment in public and in private law related organizations, including law firms, corporate law departments, and public agencies. Program Goals/Student Learning Goals/General Education Goals

Student Goal 1 Speak knowledgeably about the paralegal profession, ABA approval and paralegal certification.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

a. Accurately describe ABA requirements for approval of paralegal education programs and NALA and NFPA requirements for paralegal certification.

Activities

Actual Outcome(s)/ Assessment Results

a.Dissemination and discussion (in all sections of the required introductory course) of information about certification and approval. Surveying of enrolled students and program graduates regarding their understanding of these topics.

a.indicate an improved understanding of options for paralegal certification, increased realization of the advantages of becoming professionally certified, and n increasing numbers of students who desire to prepare for and take the initial certification exam offered by NALA.

b. Incorporation of mock certification exams (using actual questions from past versions and current sample questions available on NALA’s website) into appropriate substantive law courses

Enrolled students achieved passing scores (70% or better) on the mock exams using past questions, as well as on the sample website questions.

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Use of Results/Next Steps

a.to disseminate relevant information about certification via emailed information packets, program web site, guest speakers and bulletin board displays. Devoted class time in all sections of Intro to Law to speaking about certification and licensing related issues. Planned topical course to include NALA exam prep, to be offered spring 2009. b. Continued incorporation of NALA provided exam prep material into all substantive law courses, including those taught by adjunct professors. Incorporated standard NALA

Program Goals/Student Learning Goals/General Education Goals

Student Goal 2 Identify legal issues that might arise in the course of work as a legal professional. (Link to General Ed Goal # 3: Critical Thinking and Problem Solving Student Goal 3 Perform substantive and procedural legal research, using both manual and computer assisted means. (Link to General Ed Goal # 4: Computer Proficiency)

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

Actual Outcome(s)/ Assessment Results

Identify legal issue as they are presented in the context of hypothetical client scenarios, involving the eight areas of substantive law covered in the curriculum (business organization, contract, criminal, estate planning and probate, evidence and procedure, family, real estate, and tort law a.Locate governing federal or state Constitutional provisions, statutes, regulations and case decisions, using both manual and computer assisted means.

Use of in class examples, practical exams and real life projects, throughout the curriculum

% of students accurately identified legal issues embedded in exams, with accuracy of 70% or better.

a.Use of graded practical research projects, primarily in the required Legal Research course. Incorporation of additional graded research projects into substantive legal courses.

a.Identify and locate standard forms appropriate to specific legal problems.

b.Assignment of graded, practical, form based projects in the Family Law, Real Estate Law, Estate Planning and Probate, and Law of Business Organization courses, using both general web based and Virginia specific forms.

a.90 % of students enrolled in Legal Research successfully located legal materials, both manually and by computer assisted means, with accuracy of 70% or better. One hundred percent of students enrolled in Legal Writing successfully located cases pertaining to a narrow legal topic by using computer assisted legal research methods.

Identify the courts or agencies having jurisdiction over various cases at various stages in litigation

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a.90% of students enrolled in the targeted four

Use of Results/Next Steps

exam questions into part of the final exam to be given in each section of each course. curriculum, to include current issues presented by new and evolving law. Shared sample course materials among all teachers, including adjuncts. Incorporated issue spotting hypothetical based problems in the final exam for each section of each course

a.Expanded the use of computer assisted research skills in the Legal Research class. Introduced use of LEXIS (in addition to Westlaw) for Legal Research students. Developed coordinated sections of Legal Research and Writing so that Writing students would continue to practice and develop computer assisted research skills.

a.Developed short form based assessment questions to be incorporated into final exams for the targeted four

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

c. Inclusion of practical projects and exam questions based on jurisdictional issues, in four targeted courses: Intro to Law, Legal Research, Legal Writing, and Trial Practice and Evidence

Student Goal 4 Analyze and reason to apply legal principles to factual situations. (Link to General Ed Goal # 3: critical thinking and problem solving

Student Goal 5 Demonstrate legal writing skills

Actual Outcome(s)/ Assessment Results

substantive law courses successfully completed the form-based practical projects, with accuracy of 70% or better.

Provide support for a legal argument or for a desired result by systematic reasoning based on established legal precedents, using a process of distinction and analogy.

Assignment of practical case-based problems (including written and oral case briefs) in exams and in graded practical projects, throughout the curriculum.

c. 90 % of students enrolled in Intro to Law, Legal Research, and Trial Practice and Evidence successfully completed the practical projects and exams questions centering on jurisdictional issues, with accuracy of 70% or better. 90% of students enrolled in paralegal studies courses successfully completed case based problems requiring analytical and reasoning skills, with an accuracy of 70% or better

a.Draft appropriate and effective legal documents, using standard forms.

a.Assignment of practical projects and problem solving based exam questions involving the completion of legal forms,

a.90 % of students enrolled in transaction based paralegal studies courses successfully handled exam problems

a.Use correct legal citation

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Use of Results/Next Steps

courses.

c. Continued to include up to date practical projects requiring identification of appropriate forums for resolving hypothetical legal issues in relevant courses. Introduced electronic filing methods into the Trial Practice and Evidence Course (spring 2008).

decisions into case studies and briefs, and continued to emphasize analytical and reasoning skills, by weaving case studies and briefs into class discussion and by using them in projects and on exams through- out the curriculum. Identified uniform sample reasoning patterns to be included in exams for all sections of the Intro to law and Legal Writing courses. a.Updated and continued to incorporate projects requiring effective use of current legal forms, throughout the curriculum, particularly in the

Program Goals/Student Learning Goals/General Education Goals

(Link to General Ed Goal # 1: Communication Skills)

Program Outcomes/Student Learning Outcomes/General Education Outcomes

form.

c. Write clear informative memos and effective persuasive briefs.

Activities

throughout the paralegal studies curriculum, with particular emphasis on the Family Law, Real Estate Law, Business Organization, and Estate Planning and Probate courses. a.Assignment of practical projects and incorporation of sample certification exam questions focusing on citation form, in the Legal Research and Legal Writing courses.

Student Goal 6 Speak clearly and effectively about legal issues and their resolution

a.Speak appropriately and effectively in a law office setting: with coworkers, clients, other professionals and witnesses.

c. Assignment (primarily in the Legal Writing course, but also in other litigation based substantive law courses) of writing projects, based on hypothetical situations and requiring the production of professional quality writing samples a.Use of small group role playing and interviewing exercises in the Trial Practice, Contracts, and Wills courses.

Orally summarize and

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Actual Outcome(s)/ Assessment Results

requiring effective completion of legal forms with an accuracy of 70% or better. a.90% of students enrolled in the Legal Research and Legal Writing courses completed practical projects requiring correct use of legal citation form with an accuracy of 70% or better.

c. 90 % of students enrolled in Legal Writing completed informative and persuasive pieces of legal writing, earning a grade of C or better.

a.90% of enrolled students completed role playing and interviewing portions of the Trial Practice, Contracts, and Wills courses, earning a grade of C or better.

Use of Results/Next Steps

targeted four courses. a.Continued to utilize written projects requiring use of correct citation form, throughout the curriculum. Required students enrolled in Legal Writing to complete a detailed set of on line citation exercises, using web based templates. Developed a practical cite checking exercise for the Legal Writing Course. c. Expanded use of legal writing projects, including briefs and memos, beyond Legal Writing to other litigation based courses in the curriculum, including Trial Practice, Legal Research, and Torts

a.Maintained use of role playing exercises in the targeted courses. Developed additional exercises for inclusion into a Practical Skills Seminar, to be presented in the spring of

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

(Link to General Ed Goal # 3: Communication Skills)

communicate legal arguments and conclusions.

Use of small group case analysis exercises, oral reports and oral case briefs in all substantive law courses

Student Goal 7

Identify ethical issues, in the context of hypothetical situations that might arise in a law office setting. Resolve these issues in accordance with applicable codes of paralegal and legal ethics, with specific attention to prohibitions against unauthorized practice of

a.Develop articulation agreements with four year colleges offering paralegal studies degrees or nontraditional or self designed majors.

Incorporation of ethical issues into classroom discussions, illustrations, practical projects and problem based exams questions, throughout the curriculum. Incorporated sample ethics questions from NALA’s past paralegal certification exams and from NALA’s website into appropriate classes. a.Identification of four year institutions and contact persons. Increase in the number of articulation agreements and transfer options for students.

b. Develop a curriculum option designed to maximize transfer of earned credits while maintaining ABA approval.

b. Comparison of curricula for paralegal studies with curricula for transferable social science AS degree and ADJ degree and

Identify and correctly resolve ethical issues.

Program Goal 1 Increase transfer opportunities for students without baccalaureate degrees

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Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

2009. b. 90 % of students enrolled in substantive law courses successfully completed the oral components of those courses, earning a grade of C or better. 90% of students enrolled in substantive law courses successfully identified and correctly resolves ethical issues embedded in exams, with accuracy of 70% or better.

Maintained use of oral discussions, reports and case briefs throughout the curriculum

a.All credits in the program’s AAS degree are currently accepted at George Mason University (BIS program) and at Mary Washington University (BPS program).

a.Established additional informal articulation agreement with Catholic University’s Metropolitan College.

b. Areas of overlap and areas where the current curriculum exceeds ABA approval requirements

Included NALA and NFPA ethical codes in the Incorporated practical problems highlighting ethical issues in exams, throughout the curriculum.

b. Developed short certificate programs for consideration by the college curriculum committee. The certificate would be available

Program Goals/Student Learning Goals/General Education Goals

Program Goal 2 Increase job and internship opportunities for students and graduates

Program Outcomes/Student Learning Outcomes/General Education Outcomes

a.Develop volunteer and not for profit internship opportunities for enrolled students.

b. Increase full and part time job openings for program graduates

Program Goal 3 Increase instruction in technology

a.Identify software used in area legal offices for document production and management purpose, as well as for billing and court filing purposes. Incorporate identified software into the curriculum.

Activities

Actual Outcome(s)/ Assessment Results

certificate options.

have been identified. Combined ABA/ LGL degree patterns were also identified

a.Identification of local agencies with a need for services by paralegal students. Arranging opportunities for students to earn credit or obtain practical experience through service oriented internships.

a.Opportunities for internships with Northern Virginia Legal Services, with Hogar Hispano, and in conjunction with local bar associations and paralegal groups have been established.

b. Gathering data necessary to establish a data base of prospective employers for student

b. Phone surveys of graduates produced higher response rates and identified more employers than had been identified through mailed surveys

a.Surveying known employers, and advisory committee and adjunct faculty members about current law office technologies. Participating in professional conferences designed to identify changing

a. Survey results identified Microsoft Office Suite components as key law office skills. Additional specific litigation management and billing software programs were identified at a national paralegal education

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Use of Results/Next Steps

to students who have already earned a two or four year college degree, and to students who simultaneously earn a transfer oriented two year degree at NVCC. a.Incorporated volunteer opportunities into the Supervised Internship course. Continued development of a Capstone Course in Paralegal Studies, to include internship or other practical skill building opportunities. b. Designed and administered new survey instrument for graduates. Designed and administered new survey instrument for current students. Designed new instrument for employers to be administered via email. a.Software related skills and applications have been incorporated into the content of a new topical course to be offered in the spring of 2009.

Increased student access to Lexis/Nexus for teaching

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

a.Increase student use of Westlaw and the web for substantive and procedural legal research Increase the number of on line course offerings, consistent with ABA requirements. .

Increase professional development opportunities for faculty

a.Enhance connections with the American Association for Paralegal Education.

Increase rate of adjunct faculty participation in professional development activities

Program Goal 5 Increase assessment by

a.Fund, develop and implement a computer assisted system for

Activities

Actual Outcome(s)/ Assessment Results

technology needs

conference.

a.Increasing access to web based research in classrooms.

b. Introduced Lexis in classrooms. Increased student use of Westlaw to the point where the budget no longer supports it.

c. Increasing faculty training and competence in computer assisted, on line and hybrid teaching methods

a.Obtaining funds and support needed to utilize the benefits of AAfPE membership. b. Increasing adjunct awareness and utilization of on campus professional development opportunities and on line and live support. Incorporating professional development programs into required adjunct faculty meetings

a.Identifying and pricing available systems. Budgeting for data entry

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c. All full time and adjunct faculty members now have sufficient Blackboard skills to teach distance and hybrid courses a.A full time faculty member participated in AAfPE’s national convention in fall of 2008.

b. Adjunct faculty meetings have included presentations on using Blackboard, developing hybrid courses, using web resources in the classroom, and classroom based assessment methods.

a. Developed methods for gathering student data, in the absence of funding for

Use of Results/Next Steps

purposes. Sought additional funding for continued student use of Westlaw. Courses. c. Developed two on line course (LGL 225 and LGL 115) Arranged with ELI for coordinated, organized development of three additional on line LGL courses: LGL 230, LGL 110 and LGL 117. a.Used conference resources and materials as a source for new certificate options, new courses on software usage, and new program curriculum wide assessment materials, as described above.

b. All adjuncts have posted basic contact and syllabus information on Blackboard. Over half of adjuncts now use Blackboard to deliver specific web based assignments or to support hybrid course offerings. a.All students completed newly designed paper surveys at the beginning and

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

students, program graduates and employers

tracking students, program graduates and employers.

and maintenance.

a program specific tracking system.

a.Fund, develop and implement a computer assisted system for regular detailed surveying of students, program graduates, and employers.

b. Developed new survey instruments for students, graduates and employers.

a.Implemented student and graduate surveys by mail, with telephone follow up. Developed a web based version of an employer survey, for email delivery.

a.Utilize NALA exam passage rate as a program assessment method. d. Utilize results of student performance on standardized exam items as a program assessment method.

Activities

c. Increase rate of student participation in the NALA exam and obtain follow up information on passage rate.

d. Measure student performance on standardized exam items appropriate to the program and course goals and objectives

Actual Outcome(s)/ Assessment Results

c.Student surveys have shown increased interest in the NALA exam. Mock exam sessions held in class predict a favorable pass rate. d. Identify and develop specific program assessment related exam items for each course.

Use of Results/Next Steps

end of each semester. Manual comparison of results has yielded assessment related data needed to maintain ABA approval. Paper forms for each student have been used to maintain phone and email contact, and to increase graduate survey return rates. a.New survey instruments produced more detailed feedback for ABA and self study purposes. Follow up phone calls yielded increased response rate (80%). c. NALA exam preparation has been included in all classes. Graduates are encouraged to take the exam and result are requested in the new graduate survey instrument d. Adjunct and full time faculty members have agreed on specific exam items to be included in spring 2009 student assessments.

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Program Goals/Student Learning Goals/General Education Goals

Program Goal 6 Increase counseling and advising services for students

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

a.Familiarize faculty with VCCS and college graduation requirements and procedures.

a.Training faculty and providing them with access to student data.

a.Develop a system for apprising students of curriculum and graduation requirements and of registration and advising procedures. c. Foster connections between students and working paralegals.

b.Making appropriate announcements and presentations to students. Developing written materials.

c. Encourage students to join one of two local paralegal associations and to participate in association sponsored pro bono, networking and continuing education opportunities.

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Actual Outcome(s)/ Assessment Results

a.Both full time faculty members have been trained as advisors and have necessary access to student data. a.Counselors and faculty members made classroom presentations about advising and graduation procedures. Faculty have distributed new written advising materials. Student and graduate survey results showed an interest in learning more about the profession while in school, and in obtaining more volunteer experience.

Use of Results/Next Steps

a.A faculty advising system is now in place. b. Comprehensive written material about graduation requirements, advising procedures, and other important information about the program is now provided to all students and discussed in class. Students use simple step by step forms for tracking progress toward graduation. c.Speakers from paralegal associations are invited to campus each semester. Faculty distribute and promote paralegal association related material.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Photography, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program is designed for students who seek employment in the applied arts field. Course work will stress both technical and aesthetic elements, enabling students to solve a wide range of visual problems with imagination and originality. Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Goal 1: To provide quality occupational training in the field of photography.

Graduates are able to perform satisfactorily in entry level or higher positions in their chosen field of applied arts.

Graduate Surveys

Graduates consistently rate their NVCC PHT course content (3.25) and faculty teaching ability (3.50) as good to excellent.

Use 101 test data to gauge student success in this gateway to the program.

The success rate in Photography 101 courses was 86% in Fall 2007 and Spring 2008.

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Data provided by OIR is used consistently by Program and Curriculum Advisory Committee to monitor relevance of the curriculum in the workplace. Follow same procedure to track success in other gateway courses, esp. in PHT 100.

Goal 2: To enroll, retain and graduate more students

Increase FTES

FTES data

FTES Fall 2007 107 FTES Fall 2008 112

Increase Graduation rates

Graduation rates data

2005-6 8 graduates 2006-7 12 graduates

Number of program placed students

Number of Program Placed Students: Fall 2003 73 Fall 2004 87 Fall 2005 104 Fall 2006 109 Fall 2007 119

Increase successful rates across the program

FT faculty successful completion rates

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Data provided by the Dean to the Photo Program Head on successful completion rates.

FTES continue to rise, showing that some of our attempts to increase enrollments and retain students are proving successful.

We have actively pursued a variety of programs that help program place students early in their relationship with the Photo program. These attempts are responsible for the success over the last few years and include extensive advising, classbased orientations, and marketing materials. This data has been used to realign teaching loads of both FT and PT faculty, especially in gateway classes.

Goal 3: Enhance the curriculum

Special projects should be developed and funded to bring added value to the Photo program.

Grants successfully submitted to support a special project.

With the aid of a CollegeWide Professional Development Initiative Grant the photography program was able to develop a multifaceted project called “Documenting the New Northern Virginia.” The project included course work, guest speakers, student exhibitions, and a web site. Students wrote that they were very pleased with the professional quality of their work and praised the excellence of the guest speakers. On September 4, the student exhibition was featured in The Washington Post’s Arts Beat column and The Falls Church News Press’ Northern Virginia Art Beat column. Toby Jurovics, Photography curator for the Smithsonian American Art Museum called the exhibition, “an important project.” Professional development to keep faculty current.

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We plan to extend the project with a book produced by students, traveling exhibitions, and a permanent archive of the work.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Physical Therapist Assistant, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The PTA program is designed to prepare students to utilize exercise, specialty equipment and other treatment

procedures to prevent, identify, correct, and alleviate movement dysfunction. The program design provides students with the philosophical, theoretical, and clinical knowledge necessary to deliver high-quality patient care. Ultimately, students are prepared as skilled technical health care providers who work under the direction and supervision of a physical therapist to provide selected components of physical therapy treatments. Upon successful completion of the program, students must take and pass a licensing examination to begin their career as a physical therapist assistant (PTA). Students are prepared for employment in a variety of health-care settings including acute care hospitals, outpatient clinics, extended care facilities, rehabilitation centers, contract agencies and schools. Program Goals/Student Learning Goals/General Education Goals

Goal 1: PTA students will demonstrate professional behavior in all phases of the education program and in clinical practice upon graduation.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Student Learning Outcome: 100% of the students completing the PTA program will have an aggregate score of 90 or above on items 1-5 of the Clinical Performance Instrument (CPI) by the end of PTH 232 - Clinical Education III. Program Outcome: 90% of the employers responding to the employer survey will report that PTA program graduates work safely, ethically and effectively as a physical therapist assistant.

Goal 2: NVCC PTA

The program faculty will employ a variety of

Activities

Evaluation of student performance on criteria 1-5 of the Clinical Performance Instrument (CPI) in final internship, PTH 232, Clinical Education III. (See attached CPI)

Actual Outcome(s)/ Assessment Results

100% of PTA students scored greater than 90% on items 1-5 on the CPI

Evaluation of graduate performance via aggregate statistics on the Employer Survey

95% of employers responding to criteria II. G, H, I, and J on the employer survey reported that PTA graduates worked safely, ethically and effectively as PTAs.

Faculty annual internal audit of all PTA course

Annual audit of PTH syllabi revealed the following

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Use of Results/Next Steps

Results used to create PTH course requirements that will shape professional behavior in the classroom, laboratory and clinic. Results used to create/revise PTA program polices that will ensure that employers are satisfied with the professional behavior of PTA program

Results used to ensure that PTA courses are

Program Goals/Student Learning Goals/General Education Goals

program faculty are dedicated to enhancing student retention and student success in the PTA program.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

instructional strategies in each PTH course to augment the learning styles of the diverse student population. The PTA program faculty will annually review PTA program admission and application policies and procedures and analyze attrition data to ensure that applicant pool is adequately prepared to meet the rigors of the PTA curriculum. The PTA program faculty will annually review PTA program continuation requirements to ensure that the students are adequately prepared to persist in the PTA program.

Activities

syllabi. Faculty and Student Services annual review of PTA program Application and Admission Procedures.

Annual internal review of PTA program continuation requirements and program Attrition Rate and reason.

Annual review of CAPTE report defining the “Mean Graduate Rate of PTA programs in the United States

Actual Outcome(s)/ Assessment Results

instructional strategies: Reading Textbooks, Computerized Tutorials Laboratory Activities with skeletons, models, Human Patient Simulation Cadaver Lab experience Group Activities, Use of Blackboard, Use of Hybrid course, Use of PowerPoint, Use of Analysis Problems, On-line and classroom quizzes and projects, Portfolio Assignments, Clinical experience HLT 141, Medical Terminology was added as an additional program prerequisite and it did NOT reduce the PTA Program attrition rate. Attrition statistics determined that most students do not persist in the first semester of study. In the Class of 2007 ten students did not persist due to academic deficiencies first semester of study.

The PTA program’s Graduation Rate will be at or above the national level as reported by CAPTE annually as the “Mean Graduation Rate.”

PTA program Graduation Rate 2007 is 66% (29 out of 44 students graduated.)

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Use of Results/Next Steps

inclusive of a variety of learning methods to decrease attrition rate. Results used to monitor attrition statistics in the CO 2007. HLT 141 as an admission requirement did not have a positive impact on attrition rate. Results used to determine curriculum plan and instructional methods to enhance student success. Results used to attempt decrease program attrition rate.

Program Goals/Student Learning Goals/General Education Goals

Goal 3: NVCC PTA program graduates will be employed as physical therapist assistants and practice under the direction and supervision of a licensed physical therapist.

Goal 4: NVCC PTA program graduates will be effective health care practitioners.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

Actual Outcome(s)/ Assessment Results

90% of NVCC PTA graduates will pass the national licensure examination. (reported by FSBPT)

Pass rate statistics acquired through the national licensure board, Federation of State Boards of Physical Therapy.

FSBPT reported the NVCC PTA Program Total pass rate for class of 2007 was 96.3%.

100% of NVCC PTA graduates who are seeking employment will report on the graduate survey that they were able to secure employment as PTA practitioner within 6 months of graduation. 1. 90% of NVCC PTA program graduates will report on the graduate survey that they are able to effectively implement selected physical therapy interventions developed by a physical therapist in the plan of care.

Evaluation of graduate employment via aggregate statistics on the PTA Program Graduate Survey, measured by question 1.

100% of graduates seeking employment reported that they had a job within 6 months of graduation

1. Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 3.

1. 100% of PTA program graduates reported that they were able to effectively implement physical therapy interventions

2. 90% of NVCC PTA program graduates will report on the graduate survey that they are able to effectively perform data collection and measurement techniques selected by a physical therapist.

2. Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 4. (See attached PTA Program Graduate Survey.) 3. Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey,

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2. 100% of PTA program graduates reported that they were able to effectively perform data collection.

3. 100% of PTA program graduates reported that they were able to effectively problem solve and make clinical

Use of Results/Next Steps

Results used to maintain accreditation status and in recruitment of students into the PTA program. Results used in Information Sessions for recruitment of students entering the PTA program

1. Results reported to the PTA curriculum advisory committee to make curriculum changes. 2. Results reported to the PTA curriculum advisory committee to make curriculum changes.

3. Results reported to the PTA curriculum advisory committee to make curriculum changes.

Program Goals/Student Learning Goals/General Education Goals

Goal 5 NVCC PTA program graduates will implement effective communication when working with patients, families, colleagues, and other health care professionals.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

3. 90% of NVCC PTA program graduates will report that they are able to problem solve patient situations and make treatment decisions based on the plan of care.

measured by question 5 c.

1. 90% of NVCC PTA program graduates will report on the graduate survey that they are able to interact and communicate effectively with their supervisor, peers, patients’ and families via use of professional verbal, nonverbal, and written skills.

1. Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 6e.

2. 90% of NVCC PTA program graduates will report on the graduate survey that they are able to interact with patients’ and families in a manner that provides the desired psychosocial support including the recognition of cultural and socioeconomic differences.

2. Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 6a.

3. Evaluation of graduate performance via aggregate statistics on the PTA Program Employer Survey, measured by question III.K.

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Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

decisions based upon the plan of care.

1. 100% of PTA program graduates reported that they were able to effectively interact and communicate in the clinical setting.

2. 100% of PTA program graduates reported that they were able to interact with patients and families while providing psychosocial support.

3. 100% of the employers responding to the survey report that graduates communicate effectively in the healthcare setting.

1. Results reported to the PTA curriculum advisory committee to make curriculum changes.

2. Results reported to the PTA curriculum advisory committee to make curriculum changes.

3. Results reported to the PTA curriculum advisory committee to make curriculum changes.

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Goal 6 NVCC PTA program graduates will demonstrate lifelong learning through continued professional development and involvement in professional organizations.

3. 90% of the employers responding to the employer survey will report that PTA program graduates communicate effectively in a healthcare setting. 1. 90% of NVCC PTA program graduates will report on the graduate survey that they actively review physical therapy literature on a regular basis. 2. 90% of the employers responding to the employer survey will report that NVCC PTA program graduates will participate in career development through an interest in continuing education, clinical education and special interests.

Activities

1. Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 10.

2. Evaluation of graduate performance via aggregate statistics on the PTA Program Employer Survey, measured by question III.O.

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Actual Outcome(s)/ Assessment Results

1. 60% of PTA program graduates report that they review physical therapy literature on a regular basis.

Use of Results/Next Steps

1. Results utilized by PTA faculty to initiate a literature review assignment in at least one PTA course each semester to foster lit review post grad. 2. Results reported to the PTA curriculum advisory committee

2. 100% of the employers surveyed reported that PTA program graduates participate in career development.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Radiography, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students to produce diagnostic images of the human body through safe application of xradiation. The radiographer is a central member of the health care team and assists the radiologist; a physician specialized in body image interpretation. Upon successful completion of degree requirements, the student will be eligible to take the American Registry of Radiologic Technology (ARRT) examination leading to certification as a Registered Technologist in Radiography: A.S., R.T. (R). Program Goals/Student Learning Goals/General Education Goals Goal 1: Develop competitive admission policy for the Radiography Program

Program Outcomes/Student Learning Outcomes/General Education Outcomes Increased retention of students with better preparation for successful completion of program

Goal 2: Create electronic clinical forms for use with PDA ‘s or web access for all clinical courses

Immediate input of student progress in clinical courses allowing instructors to evaluate student progress sooner

Goal 3: Add situational role-playing in Radiographic Procedures course

1. Students will be more capable of critical thinking situations in the clinical setting 2. Students will be better prepared for situational judgment questions on ARRT exam 1. Students will be better prepared to perform MRI procedures in various settings.

Goal 4 Add a Procedures and Protocol course to the MRI career

Activities

Actual Outcome(s)/ Assessment Results

1.Prepare competitive admission document 2. Curriculum Committee approval of admission policy 3. Advise student services and students of change in admission policy

Results will indicate increased student retention

1. Develop prototypes for each clinical form 2. Contact IT to assist in development of forms. 3. Meet with clinical instructors to discuss new forms 4. Develop a power-point for clinical instructor giving step by step instructions 1. Develop judgment scenarios for radiography procedures class. 2. Schedule classes where students interact and form conclusions to judgment scenarios.

1. Increased success for students in clinical course due to ability to counsel students earlier. 2. Higher clinical grades

1. Discuss course objectives with MRI clinical affiliates. 2. Write syllabus which incorporate

1.Students will be better prepared in procedures, protocols and recognize

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1. Students demonstrate better critical thinking skills 2. Students can work more proficiently in trauma situations.

Use of Results/Next Steps 1.The program will provide the community with a maximum number of prepared graduates and there will be increased successful placement of student 2. Higher scores on ARRT exam 1. Increased proficiency in clinical courses 2. Students will be more prepared for employment after graduation

1. Students will score higher on situational judgement questions on ARRT exam. 2. Students will be more capable of performing in clinical situation when employed. 1. Students will be more prepared to sit for ARRT in MRI

certificate to reflect current trends

Goal 5 Develop Bridge Program for high school students into the Radiography Program

High School students will have a seamless entry into the Radiography Program

current protocols and procedures. 3. Obtain approval from College Curriculum Committee to increase credits in career certificate program. 1. Students will complete prerequisite courses while in high school through dual enrollment 2. The Radiography Program will offer RAD 100 through distance learning.

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pathologies on MRI imaging

1. High School student s will have the ability to enter the Radiography Program directly from high school

2. The clinical affiliates will be more willing to hire graduates who will be better trained in MRI procedures 1. Increased articulation with high schools.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Recreation, Parks & Leisure Studies, A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students for entry level into the field of recreation and parks in both private and public agencies; provide those already employed in this field an opportunity to improve and upgrade their skills; and guide students who wish to transfer to a four-year institution in Recreation and Parks. Occupational objectives include recreation leader, assistant recreation supervisor, park ranger, assistant park manager, and park manager.

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

To incorporate curriculum changes into annual planning process: not the change in program review title to reflect curriculum title change at the VCCS level.

Write in organized, clear, and grammatically correct English appropriate for the subject and audience.

To perform review of new curriculum based on graduation and enrollment statistics.

To implement the academic and curricular recommendations of the 2005 program review study.

Give oral presentations with content competence and confidence. Demonstrate ability to work effectively on a team. Demonstrate core knowledge in the profession (specific to specialty concentration) Demonstrate ability to define problems accurately. Demonstrate ability to articulate steps in solving problems and bringing

Activities

Actual Outcome(s)/ Assessment Results

Design exit examination for students for graduation evaluation. Implement exit examination for students in 2007 – 2008.

Number of program-placed students

Design internship evaluation for employers and intern hosts to evaluate field performance of students.

Number of student participating across the disciplines (general studies)

Integrate more service learning into curriculum.

Number of graduates per year

Number of students working within the profession while currently registered for 1 or more classes

Identify new vendors. Clarify travel policies for Summer Learning Institute in conjunction with globalization goals of the college.

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Number of students employed after graduation with the profession

Use of Results/Next Steps

Incorporate results into Program and Curriculum review. Use data in marketing of program to future students, employers and college partners. Use of past partnership success to entice future partners.

Program Goals/Student Learning Goals/General Education Goals

To identify and target new markets to generate increased enrollment (specifically high school students and professionals currently working in the field). 2007-2008 NVCC will not fund advertising for program.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

resources to bear. Demonstrate the ability to research printed materials and online resources.

State major concepts in the history of both the play and park movements.

To change level of RPK 206 course to a 100 level RPK course in keeping with other activity courses in the curriculum change of 2006.

Know the major components of the Leisure Services Delivery system.

To prepare students for entry level employment into the field of recreation and parks in both private and public agencies. To support existing partnership relationships with local employers for internship opportunities for students. To create new partnership relationships with local employers for internship

Train students as master educators in Leave No Trace. Continue to offer WFR, WFA and LNT national training and certification courses.

Demonstrate knowledge of the history of the industry.

To provide quality education in the field of recreation, parks and leisure services.

To change title of RPK 206 class to reflect change in industry terminology.

Activities

Understand the socioeconomic, political and geographical implications of leisure. State the value of recreation and leisure involvement for their personal life and the lives of their client. Recognize political mechanism which establishes public policy. Demonstrate best practices and standards in the profession (emphasis on specialization)

Successful participation in experiential learning outside of the classroom (service learning). Create guidelines for student portfolio. Identify internship with professional partners: NPS, BLM, FCPA, NVRPA. Continue to stress the importance of travel education with college administrators as there is little understanding and/or recognition of travel as a part of the experiential learning process that is facilitated by traveling in the same vehicle (the college should provide buses to facilitate this process).

Identify user patterns.

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Actual Outcome(s)/ Assessment Results

Number of students not working in the field after graduation Number of students transferring to 4 yr institutions Request OIR to set up matrix to track the data in cooperation with RPK. Request OIR to change the exit interview college-wide for students to query these statistics.

Perform community service (hours reported to Office of Student Activities) Completion of internship and work study projects with college partners.

Use of Results/Next Steps

Work with OIR to include the RPK program data in the “Occupations Status Report”. Do not rely solely on the college-wide student survey since 2004 – 2006 RPK graduates are being reported under 6990 General Studies graduate survey data.

Implementation of special events. # of hours of service measure of student engagement Measure of employability after completion of work study and/or internship projects.

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

opportunities for students.

Manage user conflict.

To evaluate students overall experience in the program.

Write an interpretive statement.

To incorporate curriculum in keeping with national guidelines for certification and licensure.

Develop an interpretive program.

To guide students who wish to transfer to a 4-Year institution in Recreation, Parks and Leisure Studies. To offer courses to meet the continuing education needs of professionals already employed in the field of recreation, parks and leisure services. To have faculty that are well trained and certified in the profession. To develop a broad based, general program of studies which encompasses all aspects of the field of recreation and parks (no specialization)* *Goal amended in 2003-2004.

Design programs that are age appropriate. Demonstrate the ability to include participants with physical and/or cognitive disabilities.

Use people-first language.

Demonstrate knowledge of theoretical principles.

Demonstrate ability to be a diligent follower.

Activities

Student survey of self reported academic effectiveness.

Completion of national certification/licensure by 3-rd party verification. Survey department heads at 4-year institutions regarding articulation and transfer of RPK curriculum in 2+2 agreement. Acceptance of curriculum articulation between NVCC RPK program and 4 year institutions.

Student Survey (Incoming “pre-test”, during program progress as well as “post-test” survey at time of graduation.)

Demonstrate ability to be a competent leader. Demonstrate first aid skills (basic). Demonstrate CPR skills.

To design and implement curriculum in keeping with

Demonstrate AED skills.

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Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Program Goals/Student Learning Goals/General Education Goals

academic accreditation guidelines published by the National Recreation and Park Association for 4 yr colleges.

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Demonstrate program planning skills.

Activities

Continue on campus community service for Arbor Day/Earth Day event.

Lead a program. Perform community service. Develop a program plan. Write effective resume.

To encourage student involvement in professional organizations

To set performance standards (GPA) to students transferring to 4 yr institutions. To design and implement curriculum in keeping with licensure guidelines of national licensing bodies.

To increase enrollment of women and minorities in the RPK Program. To require students to request program placement in the RPK discipline by code.

To design opportunities for students to serve in the community.

Develop a marketing/ advertising/ promotional plan for an activity without economic support from the college will require sole reliance on web-based advertising through RPK web site.

Produce professional portfolio. Enter in agreements with governments, non-profit and commercial organizations.

Ability to write a job description.

Create and distribute effective marketing material for special event(s) with college partners. 2007-2008 College will not support cost for this effort.

Demonstrate knowledge of a risk management plan (action).

Implementation of special event programs with college partners: Ghost Train.

Demonstrate time management skills.

Ability to write a risk management plan. Write and implement policies and procedures. Ability to promote professional skills and track professional development through portfolio design.

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Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Program Goals/Student Learning Goals/General Education Goals

To design travel/study program to expose students to national and state resources throughout U.S. To develop on-site learning lab for outdoor adventure (rock wall project).

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Activities

Research possibility of building a climbing wall in gym on campus for adventure learning, group dynamics and leadership lab. Demonstrate appreciation for maintaining natural resources.

To design intercultural opportunities for academic and ESL students. To create partnerships with government, non-profit and commercial organizations. To develop on-campus learning laboratory through continue education for the camp management course to use CE summer camp programs as educational vehicle.

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Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Respiratory Therapy, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students as effective members of the health care team in assisting with diagnosis, treatment, management, and preventive care of patients with cardiopulmonary problems. Upon successful completion of the program, students are eligible to take the Entry Level examination leading to certification as a Certified Respiratory Therapist (CRT) and state licensure. The student is prepared to take the advanced level examinations leading to a respiratory care practitioner (RCP).

Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/ Student Learning Outcomes/GE Outcomes

Goal 1. To teach anatomy and physiology of the cardiopulmonary system; assessment, treatment, and evaluation of patients with cardiopulmonary disease

Learn anatomy and physiology of the cardiopulmonary system; assessment, treatment, and evaluation of patients with cardiopulmonary disease

Assessment Criteria and Evaluation Methods

RTH111,121,222 Classroom assessments including written tests, oral presentations, computerassisted instruction tutorials, problem-based learning scenarios, grades on mock credentialing exams and pass rates on the three credentialing exams (CRT, written RRT, clinical simulation RRT)

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Assessment Results

Use of Results/ Next Steps

Must obtain a final grade of C or above to continue in the curriculum.

RTH111- 4 F/X RTH121- 2 F RTH222 - OK

Mock CRT – done in RTH227 Credentialing exams – after graduation

Goal 2. Teach the psychomotor and cognitive skills in all areas of non-critical care. Required competencies include: hand washing, isolation, oxygen therapy, aerosol therapy, aerosolized medication delivery and bronchial hygiene techniques.

The student will learn the psychomotor and cognitive skills in all areas of noncritical care. Required competencies include: hand washing, isolation, oxygen therapy, aerosol therapy, aerosolized medication delivery and bronchial hygiene techniques.

RTH151, 131, 145 Skill based competencies in both the laboratory and clinical (patient care) settings

Goal 3. Teach the psychomotor and cognitive skills in all areas of critical care areas. Required competencies include: artificial airway management, mechanical ventilatory support, respiratory care therapeutics while receiving mechanical ventilatory support.

The student will learn the psychomotor and cognitive skills in all areas of critical care areas. Required competencies include: artificial airway management, mechanical ventilatory support, respiratory care therapeutics while receiving mechanical ventilatory support.

RTH 132, 296, 253 Skill based competencies in both the laboratory and clinical (patient care) settings

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1. Must obtain a grade of 85% on each competency. Each student is evaluated on competency level for each of the mentioned procedures. Grading system is “0-1-2” value is given to each part of a procedure taught in these classes/labs. 2. Must obtain a final grade of C or above to continue in the curriculum.

RTH151- 6 F/X

1. Must obtain a grade of 85% on each competency. Each student is evaluated on competency level for each of the mentioned procedures. Grading system is “0-1-2” value given to each part of a procedure taught in these classes/labs. 2. Must obtain a final grade of C or above to continue in the curriculum. 3. Presentation of patient case study to medical director, faculty, and classmates. Grading as in #1 above.

RTH132 OK RTH296 1 F RTH253 OK

RTH131- 3 F RTH145- 2 F

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Science, A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed for persons who are interested in a professional or scientific program and who plan to transfer to a four-year college or university to complete a baccalaureate degree program with a major in one of the following fields: agriculture, biology, chemistry, pre-dentistry, forestry, geology, home economics, nursing, oceanography, pharmacy, physics, physical therapy, pre-medicine, science education, or mathematics. Program Goals/Student Learning Goals/General Education Goals Goal 1: NVCC will provide a quality education to students majoring in science.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Students will have course offerings that reflect current career trends and or students’ interests.

Assessment criteria and Evaluation methods

Actual Outcome(s)/ Assessment Results

Science program review committee evaluation of course offerings by course, discipline and campus for 2003-2007.

AL and WO campuses have increased the diversity of Geology offerings. AL has started to offer BIO 120 (Zoology) after a void of many years. LO campus has drastically increased its diversity and number of BIO offerings. AN campus has more consistently been offering BIO 270 (Ecology) and has started to offer BIO 107 (Biology of the Environment).

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Use of Results/Next Steps The Science program review committee will continue to work through their clusters to promote the offerings of upper level and courses relevant to contemporary science fields, but that remain appropriate for the community college setting. A college wide committee has already been planning an expansion of offerings of Biology courses with Environmental Science emphases due to student interest and perceived need by the faculty to educate our students more about environmental issues.

Courses will facilitate students in their ability to write in organized, clear, and grammatically correct English appropriate for a specific subject and audience.

Direct assessment of how well course assignments, quizzes or exams (in selected BIO 101 and MTH 173 sections at all campuses) demonstrated competence of a list of learning outcomes.

For BIO 101 sections at all campuses, this direct assessment resulted in the majority of student’s assignments showing average, below average of poor abilities to write in organized, clear, and grammatically correct English appropriate for a specific subject and audience. (n=104)

The program review committee recognizes that only lower level courses were assessed for this learning outcome and that this demographic does not reflect the majority of students who are actually pursuing an AS in science. The committee will be recommending that an English course in scientific writing be offered at NVCC for AS in science students. Also, professors who teach 200 level AS in science required science courses will be encouraged to have writing assignments be routine in their courses.

Goal 2: The science program will continue to increase the number of graduates with each year.

Students will successfully complete their A.S. degree in science.

OIR reported Graduation rates for 2007-2008

160 students graduated in with an AS in Science in the 20072008 academic year compared to 151 in 2006-2007, 95 in 20052006, 101 in 2004-2005 and 90 in 2003-2004.

Goal 3: The science program will follow the success rate of students’ in Science program curricular courses to determine disciplines that

Students will successfully pass core courses for the Science program 50% of the time.

Provide results to cluster and present need to continue to increase the number of sections of required or popular course offerings given suspected trends of annual enrollment increases. This data, if available per campus, could help our program decide which campuses need additional course offerings more than others. These results show that all disciplines increased the number of students passing, especially BIO courses. This data could help in accordance with “Achieving the Dream” to determine how to facilitate student success in the classroom.

OIR reported Success rates by discipline, 2007-2008

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When following what percentage of students pass versus fail courses within each discipline for the year, students in BIO courses passed 67.6% of the time, students in GOL classes passed 69.5% of the time, students in PHY passes 68.5% of the time, and students in MTH passed 54.1% of the time.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Travel & Tourism, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to enable students to enter management training positions within the travel industry and to prepare industry employees to assume managerial responsibility. This includes a diversity of career opportunities in areas such as airline sales and marketing, travel agency management, cruise and tour operations Program Goals/Student Learning Goals/General Education Goals

Program Outcomes/Student Learning Outcomes/General Education Outcomes

Goal 1 Increase enrollments of Travel & Tourism students.

Demonstrate increases in students program placed in the Travel and Tourism AAS Degree

Goal 2 Generate employment for Travel and Tourism graduates.

Employment of graduates.

Goal 4 Introduce students to travel and tourism industry

Successful completion of TRV 100, Introduction to the Travel Industry.

Activities Outreach and participation in multiple activities both on and off campus: Active participant with special “table” during Fall and Spring advising week; Speaking engagements with travel groups both professional and amateur; distribution of travel and tourism marketing collateral and advertising Working closely with Travel Advisory board; employment opportunities and trends are identified and communicated with students in the travel program. Travel Club holds events throughout the semester allowing for student networking with travel professionals Tests, interviews and assignments.

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Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Students Program placed in Travel Fall 2007 = 52 and increase of 18% versus Fall 2006

Continue outreach and informational activities of travel program

No data.

Request OIR support to follow up on Student placement (in school or employment) after graduation

AY 2007-2008 travel100 offered both in class and online generated 9 FTE’s

Continue to offer introductory course.

Program Goals/Student Learning Goals/General Education Goals Goal 5 Continue to enhance the concept of eco-tourism to students.

Program Outcomes/Student Learning Outcomes/General Education Outcomes Increase student’s sensitivity to the environment and its role in travel.

Activities LNT (Leave No Trace) test, and activities in sustainable tourism activities Course offered in conjunction with Recreation and Parks program.

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Actual Outcome(s)/ Assessment Results This course was first offered during Spring 2005. AY 2007-2008 2.4 FTE’s between RPK and TRV

Use of Results/Next Steps Continue to offer course with RPK. Possible inclusion of Tourism Cares project in 2009 in Gettysburg, PA. Encourage students to attend Adventure Travel Show in D.C. in 2009.

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Veterinary Technology, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum will prepare the student for a career as a veterinary technician. Satisfactory completion of the curriculum will make the student eligible to take the National Board Examination for certification as a veterinary technician. The curriculum is broad based and includes both practical and theoretical course work which prepares the student for employment in various areas of animal health care, including veterinary hospitals and research and diagnostic laboratories. There is a part-time online and a full-time on-site option. Program Goals/Student Learning Goals/General Education Goals Goal 1: The VET Program will increase the number of qualified VET graduates

Goal 2: The VET Program graduates will be recognized for achieving mastery of skills and theoretical knowledge in keeping with national standards.

Program Outcomes/Student Learning outcomes/General Education outcomes

Activities

Actual outcome(s)/ Assessment Results

Track the number of VET graduates

Data obtained from college list of VET graduates

Total number of graduates 2005 = 41* Total number of graduates 2006 = 32 Total number of graduates 2007 = 41* Total number of graduates 2008 = 18 *with the addition of on-line graduates

Mastery is documented through completion of an essential skills list and by passing the Veterinary Technician National Exam (VTNE)

Have students maintain and submit for graduation required and essential skills books as required by the American Veterinary Medical Association. Veterinary Technician graduates must successfully pass the National Board Exam in order to be licensed in the state of Virginia.

Skill sheets completed and collected = 100% for both on-line and on-site students

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Pass rate VTNE January 2007 on-line = 100% Pass rate VTNE January 2007 on-site = 75% Pass rate VTNE June 2007 online = 100% Pass rate VTNE June 2007 onsite = 70% Pass rate VTNE January 2008 on site = 73%

Use of Results/Next Steps The initiation of an on-line option has helped to increase the number of qualified VET graduates produced by the Program. Beginning in 2008, the online option will be available every year. The Program is also part of the Phase III facility expansion at the LO campus. Larger facility capacity will allow for the admission of a greater number of students. Ideally pass rates on the VTNE should be 100%. Students are encouraged to take review courses in preparation for the VTNE. Information for those courses is provided in the fall and spring of their senior year. The Program has seen an increase in the number of students with diagnosed and undiagnosed learning disabilities. The faculty is making a concerted effort to intervene early and encourage students to

Pass rate VTNE June 2008 on site = 63% (5 of 8 candidates were retake candidates) *Benchmark data VTNE national pass rates: 2007=57%, 2008 = 64%* ~For the first time retake candidate data was provided 2008 = 22%

Goal 3: The VET Program will achieve and maintain a student retention rate of 60% & or higher (college goal).

Number of students successfully completing graduation.

Comparison of students admitted vs. students in their 2nd year of studies (based on class rosters)

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Number of students admitted 2006=29 Number of 2nd yr students 2007 = 20 Percentage retained = 70% Number of students admitted 2007 = 40 Number of 2nd year students 2008 = 27 Percentage retained = 68% *Benchmark value = 57% national average retention rate for veterinary technology programs as reported by the American Veterinary Medical Association

seek help through counseling, tutors, etc. The faculty and counseling are currently working on a SDV course geared specifically for VET students. It is also important to note that the falling pass rate on the VTNE is a national trend* of unknown origin that is causing quite a bit of consternation and discussion among vet tech educators nationwide. The VET Program retention rate of ~69% is well above the college goal of 60% and the national average of 57%. It is important to note though that the retention rate fallen from 86% in 2003 when this data was first tracked. There have been no significant changes in the faculty or course of study. The concern is that the quality of the applicant pool is declining. In addition to the specially designed SDV course, it would be worthwhile to make a concerted effort to highlight and promote the VET Program with the idea of attracting more qualified applicants.

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