Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year. Program Mission Statement

Transcription

1 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Accounting AAS Margaret Dye Program Mission Statement The mission of the Accounting program at Southwest Virginia Community College is to provide quality curriculum and instruction which prepares students for employment in accounting-related areas that meet the needs of business and industry and to provide professional development opportunities for life-long learning. Program Goals Goal 1 (short-term): To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry-level accounting positions. Goal 2: To provide students with knowledge and skills in making ethical business decisions. Goal 3: To expose students to various accounting career paths and provide access to necessary soft skills for employment in accounting careers. Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans Goal 1: Students will demonstrate basic accounting concepts covering the accounting cycle. Goal 1: Comprehensive accounting cycle problem given to the ACC 211 students at the end of the fall semester and to the ACC 212 students at the end of the spring semester. Goal 1: 85% of the students will complete the comprehensive accounting cycle problem with a grade of C or better. Goal 1: Of the 42 students in ACC 211 (Fall 2016 semester) who completed the accounting cycle problem, 20 students (48%) completed the problem with a grade of C or better. This same type of problem was given to the students in ACC 212 at the end of the spring semester. Of the 14 students in the ACC 212 in-class sections, 10 out of 14 (71%) scored a passing grade, with 6 of the 14 Goal 1: While the software package used with the textbook does have its advantages, these findings indicate the need for manual accounting exercises and projects to be incorporated into the class along with the software package. The same type of accounting cycle problem will be given in Fall 2017 and Spring 2018.

2 (71%) scored a passing grade, with 6 of the 14 students (43%) completing the problem with a grade of C or better. One student took ACC 211 five years ago and was not as familiar with the basic accounting cycle as the other students. Based on accounting cycle scores when done manually in prior years and this semester when done using software, it seems the students scored higher when learning manual accounting. Goal 2: Students will demonstrate knowledge of American Institute of Certified Public Accountants (AICPA) Code of Professional Conduct. Goal 2: Test covering the AICPA Code of Professional Conduct. Goal 2: 85% of the students ACC 212 students will complete the test with a grade of C or better. Goal 2: The AICPA test was given to the ACC 212 students during Spring Of the 14 students who were tested, 10 students (71%) passed the test, with 8 students (57%) scoring a grade of C or better. Goal 2: Ethics and professional conduct are taught in every chapter of the accounting text. A specific assignment was not given on individual principles during the semester, but the six principles were introduced and discussed during each module. Based on these scores, six modules within the ACC 212 course will be altered to include an assignment section on professional conduct. A similar test will be given during the spring 2018 semester to all ACC 212 courses, both in class and

3 Goal 3: Students will demonstrate knowledge of various soft skills needed in the business industry. Goal 3: Participation in Career Services Department presentation in ACC 212 classroom and participation in SWCC Employer Connection and Career Fair & Opportunity Showcase (sign-in sheets used to verify participation). Goal 3: At least 75% of the ACC 212 students will participate in both events. Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) Goal 3: Career Services Department and SWCC Employer Connection presentations were not scheduled due to conflicts in scheduling with other events on campus. Career Fair & Opportunity Showcase was held; however, due to students work schedules, most students were unable to attend the event. semester to all ACC 212 courses, both in class and online. Goal 3: Due to students work schedules, requiring attendance at the Career Fair is not possible. Students will be urged to attend future career fairs and employer events on campus, and classroom/online instruction will still incorporate soft skills within each module of ACC 212 courses. An instructional change was warranted by the short-term (Dec. 2016) findings (see Findings and Action Plan for Goal 1.) Fall 2016 was the first semester using a software package in conjunction with the textbook. Based on these scores, manual accounting problems will be incorporated with the software package, including critical thinking components pertaining to AICPA principles. Goal 3 will be changed based on feedback from advisory committee feedback. The advisory committee recommended stronger Excel skills for all business students. Based on that feedback, the manual accounting problems will be completed using Excel (students will be shown how to build the accounting system in Excel); and a comprehensive accounting Excel problem will be added for ACC 211 and ACC 212 classes in Fall 2017 and Spring 2018.

4 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Administrative Support Technology Janet Rowell Program Mission Statement The Administrative Support Technology (AST) Associate of Applied Science Degree program mission is to positively impact the residents of this community through academic and economic empowerment by providing a comprehensive educational foundation of skills required in the field of administrative support technology for the workforce of the region. Program Goals Goal 1: Provide students with opportunities to earn industry recognized certifications Goal 2: Deliver instruction that adequately prepares students to implement critical-thinking skills in Microsoft Office 2016 applications Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans 1. 70% of AST program students 1. Digital Literacy Certification 1. Score at least 85% 1. Met - 95% earned enrolled in ITE 115 will be certified earned certification in digital literacy 2. Baseline average will be 2. Assess AST students' critical established at the end of Fall 2. Baseline of 85% 2. Establish a critical thinking skills thinking skills using QEP rubric in 2016 semester determined baseline of AST students enrolled in ITE 115 ITE Continue certification testing 2. Use baseline for comparison Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) Compare AST baseline average score to future AST critical thinking projects score. The findings will be used to determine whether there are existing issues that may need to be addressed by modifications to improve the critical thinking assessments.

5 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Electronic Medical Records Specialist Janet Rowell Program Mission Statement The Electronic Medical Records Specialist Career Studies Certificate mission is to positively impact the residents of this community through academic and economic empowerment by providing a comprehensive educational foundation of skills required in the field of electronic medical records specialist for the workforce of the region. Program Goals Goal 1 Provide students with opportunities to earn industry recognized certifications Goal 2 Deliver instruction that adequately prepares students to implement critical-thinking skills in Microsoft Office 2016 applications Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans 1. 70% of AST program students enrolled in ITE 115 certified in digital literacy 2. Establish a critical thinking skills baseline of EMR-CSC students enrolled in ITE Digital Literacy Certification earned 2. Overall average score earned on critical thinking projects in ITE Score 85% or higher 2. Baseline average will be established at the end of fall 2016 semester Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) 1. Met - 92% earned certification 2. Baseline of 84% determined 1. Continue certification testing 2. Use baseline for comparison Compare EMR-CSC baseline average score to actual EMR-CSC critical thinking projects score. The findings will be used to determine whether there are existing issues that may need to be addressed by modifications to improve the critical thinking assessments.

6 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Adventure Tourism Michael Brown Program Mission Statement Since entrepreneurs are the foundation of most industries, it is the mission of the Adventure Tourism program to prepare students to be small business owners in the adventure tourism industry. The program's focus on outdoor recreation activities develops students' understanding of the business aspects of adventure tourism and recreation. In addition, the program partners with community-based organizations to help students produce effective business plans to secure funding for their business ideas. Program Goals Goal 1 To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment. Goal 2 To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries. Goal 3 To have students to distinguish, prepare, compose, and assess a business plan as an entrepreneur. Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans Goal 1: Students will receive Leave No Trace (LNT) Trainers certification, First Aid/AED/CPR and Wilderness First Aid (WRFA) certifications. Goal 1: LNT Trainer certification/wrfa certification Goal 1: 70% pass rate (Fall 2016) Goal 1: Fall 2016: 100% of students pass both LNT and WRFA Goal 1: Keep Format given by American Red Cross and Leave No Trace Goal 2: Students will be given scenarios on wilderness excursions to explore leadership techniques. Goal 2: Recreation and Parks course RPK 141 capstone projects on leadership techniques. Goal 2: 70% pass rate (Spring 2017) Goal 2: Spring 2017: 64% of the students passed the capstone project in RPK 141 Goal 2: Look into ways to increase student participation to get higher pass rate. The students that didn't do the work caused the pass rate to be below standard.

7 Goal 3: Students will be given a final Goal 3: BUS final project to develop a business plan and project in entrepreneurship. presentation with their executive summary information. Goal 3: 70% pass rate (Spring 2017) Goal 3: Spring 2017: 78% of the students passed the capstone project in BUS 116 Goal 3: Continue to develop business plans on the prospective business idea in six stages. Look for ways to increase student participation to get higher pass rate. Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) Short-term findings for Fall 2016 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2017 indicate that student participation in RPK 141 was the cause for the lower pass rate, and in BUS 161 the student pass rate was above the success standard. Improving educational techniques and resources available will help in the increase participation of students.

8 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Banking/Financial Services CSC Margaret Dye Program Mission Statement The mission of the Banking/Financial Services program at Southwest Virginia Community College is to provide quality curriculum and instruction which prepares students for employment in banking and finance-related fields that meet business and industry needs and to provide professional development opportunities for life-long learning. Program Goals Goal 1 (short-term): To graduate students who demonstrate the ability to apply fundamental banking/accounting concepts in entry-level banking positions. Goal 2: To provide students with knowledge and skills in making ethical business decisions. Goal 3: To expose students to various business career paths and provide access to necessary soft skills for employment in business careers.

9 Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans Goal 1: Students will demonstrate basic accounting concepts covering the accounting cycle. Goal 1: Comprehensive accounting cycle problem given to the ACC 211 students at the end of the fall semester and to the ACC 212 students at the end of the spring semester. Goal 1: 85% of the students will complete the comprehensive accounting cycle problem with a grade of C or better. Goal 1: Of the 42 students in ACC 211 (fall 2016 semester) who completed the accounting cycle problem, 20 students (48%) completed the problem with a grade of C or better. This same type of problem was given to the students in ACC 212 at the end of the spring semester. Of the 14 students in the ACC 212 in-class sections, 10 out of 14 (71%) scored a passing grade, with 6 of the 14 students (43%) completing the problem with a grade of C or better. One student took ACC 211 five years ago and was not as familiar with the basic accounting cycle as the other students. Based on accounting cycle scores when done manually in prior years and this semester when done using software, it seems the students scored higher when learning manual accounting. student took ACC 211 five years ago and was not as familiar with the basic accounting cycle as the other students. Based on accounting cycle scores when done manually in prior years and this semester when done using software, it seems the students scored higher when learning manual accounting. Goal 1: While the software package used with the textbook does have its advantages, these findings indicate the need for manual accounting exercises and projects to be incorporated into the class along with the software package. The same type of accounting cycle problem will be given in Fall 2017 and Spring 2018.

10 Goal 2: Students will demonstrate knowledge of American Institute of Certified Public Accountants (AICPA) Code of Professional Conduct. Goal 2: Test covering the AICPA Code of Professional Conduct. Goal 2: 85% of the students ACC 212 students will complete the test with a grade of C or better. Goal 2: The AICPA test was given to the ACC 212 students during spring Of the 14 students who were tested, 10 students (71%) passed the test, with 8 students (57%) scoring a grade of C or better. Goal 2: Ethics and professional conduct are taught in every chapter of the accounting text. A specific assignment was not given on individual principles during the semester, but the six principles were introduced and discussed during each module. Based on these scores, six modules within the ACC 212 course will be altered to include an assignment section on professional conduct. A similar test will be given during the spring 2018 semester to all ACC 212 courses, both in class and online.

11 Goal 3: Students will Goal 3: Participation in demonstrate knowledge of various soft skills needed in the business industry. Career Services Department presentation in ACC 212 classroom and participation in SWCC Employer Connection and Career Fair & Opportunity Showcase (sign-in sheets used to verify participation). Goal 3: At least 75% of Goal 3: Career Services Department the ACC 212 students will and SWCC Employer Connection participate in both events. presentations were not scheduled due to conflicts in scheduling with other events on campus. Career Fair & Opportunity Showcase was held; however, due to students work schedules, most students were unable to attend the event. Goal 3: Due to students work schedules, requiring attendance at the Career Fair is not possible. Students will be urged to attend future career fairs and employer events on campus, and classroom/online instruction will still incorporate soft skills within each module of ACC 212 courses. Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) An instructional change was warranted by the short-term (Dec. 2016) findings (see Findings and Action Plan for Goal 1.) Fall 2016 was the first semester using a software package in conjunction with the textbook. Based on these scores, manual accounting problems will be incorporated with the software package, including critical thinking components pertaining to AICPA principles. Goal 3 will be changed based on feedback from advisory committee feedback. The advisory committee recommended stronger Excel skills for all business students. Based on that feedback, the manual accounting problems will be completed using Excel (students will be shown how to build the accounting system in Excel); and a comprehensive accounting Excel problem will be added for ACC 211 and ACC 212 classes in Fall 2017 and Spring Note: Program to be discontinued for Fall 2017 due to low number of graduates.

12 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Bookkeeping CSC Margaret Dye Program Mission Statement The mission of the Bookkeeping Career Studies Certificate is to provide quality curriculum and instruction which prepares students for employment in accounting and bookkeeping-related positions that meet the needs of business and industry and to provide professional development opportunities for life-long learning. Program Goals Goal 1 (short-term): To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry-level accounting positions. Goal 2: To provide students with knowledge and skills in making ethical business decisions. Goal 3: To expose students to various bookkeeping career paths and provide access to necessary soft skills for employment in bookkeeping careers. Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans Goal 1: Students will demonstrate basic accounting concepts covering the accounting cycle. Goal 1: Comprehensive accounting cycle problem given to the ACC 211 students at the end of the fall semester and to the ACC 212 students at the end of the spring semester. Goal 1: 85% of the students will complete the comprehensive accounting cycle problem with a grade of C or better. Goal 1: Of the 42 students in ACC 211 (fall 2016 semester) who completed the accounting cycle problem, 20 students (48%) completed the problem with a grade of C or better. This same type of problem was given to the students in ACC 212 at the end of the spring semester. Of the 14 students in the ACC 212 in-class sections, 10 out of 14 (71%) scored a passing grade, with 6 of the 14 students (43%) completing the problem with a grade of C or Goal 1: While the software package used with the textbook does have its advantages, these findings indicate the need for manual accounting exercises and projects to be incorporated into the class along with the software package. The same type of accounting cycle problem will be given in Fall 2017 and Spring 2018.

13 Goal 2: Students will demonstrate knowledge of American Institute of Certified Public Accountants (AICPA) Code of Professional Conduct. Goal 2: Test covering the AICPA Code of Professional Conduct. completing the problem with a grade of C or better. One student took ACC 211 five years ago and was not as familiar with the basic accounting cycle as the other students. Based on accounting cycle scores when done manually in prior years and this semester when done using software, it seems the students scored higher when learning manual accounting. Goal 2: 85% of the students Goal 2: The AICPA test was ACC 212 students will complete given to the ACC 212 students the test with a grade of C or during spring Of the 14 better. students who were tested, 10 students (71%) passed the test, with 8 students (57%) scoring a grade of C or better. Goal 2: Ethics and professional conduct are taught in every chapter of the accounting text. A specific assignment was not given on individual principles during the semester, but the six principles were introduced and discussed during each module. Based on these scores, six modules within the ACC 212 course will be altered to include an assignment section on professional conduct. A similar test will be given during the spring 2018 semester to all ACC 212 courses, both in class and online.

14 Goal 3: Students will demonstrate knowledge of various soft skills needed in the business industry. Goal 3: Participation in Career Services Department presentation in ACC 212 classroom and participation in SWCC Employer Connection and Career Fair & Opportunity Showcase (sign-in sheets used to verify participation). Goal 3: At least 75% of the ACC Goal 3: Career Services 212 students will participate in Department and SWCC both events. Employer Connection presentations were not scheduled due to conflicts in Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) Goal 3: Due to students work schedules, requiring attendance at the Career Fair is not possible. Students will be urged to attend future scheduling with other events on career fairs and employer campus. Career Fair & Opportunity Showcase was events on campus, and held; however, due to students classroom/online instruction work schedules, most students will still incorporate soft were unable to attend the skills within each module of event. ACC 212 courses. scheduling with other events on career fairs and employer campus. Career Fair & events on campus, and Opportunity Showcase was classroom/online instruction held; however, due to students will still incorporate soft work schedules, most students skills within each module of were unable to attend the ACC 212 courses. event. An instructional change was warranted by the short-term (Dec. 2016) findings (see Findings and Action Plan for Goal 1.) Fall 2016 was the first semester using a software package in conjunction with the textbook. Based on these scores, manual accounting problems will be incorporated with the software package, including critical thinking components pertaining to AICPA principles. Goal 3 will be changed based on feedback from advisory committee feedback. The advisory committee recommended stronger Excel skills for all business students. Based on that feedback, the manual accounting problems will be completed using Excel (students will be shown how to build the accounting system in Excel); and a comprehensive accounting Excel problem will be added for ACC 211 and ACC 212 classes in Fall 2017 and Spring 2018.

15 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Business Administration AA&S Margaret Dye Program Mission Statement The mission of the Business Administration Program is to provide quality curriculum and instruction which prepares students for transfer into business programs at four-year colleges and universities. Program Goals Goal 1: To provide business transfer students with general education knowledge, skills, and values needed for success at four-year institutions. Goal 2 (short-term): To improve students skills in fundamental business concepts required for successful employment in business and industry. Goal 3: To expose students to various business career paths and provide access to necessary soft skills for employment in business careers. Outcome Sought Measures Success Standard Goal 1: Students will Goal 1: Use the General Studies demonstrate competency Assessment Test (GSAT) to evaluate in communication, critical and compare levels of academic thinking, cultural and achievement for graduating students social understanding, in general education transfer information literacy, programs (Engineering, Science, personal development, Education, General Studies) to quantitative reasoning, Business Administration majors. and scientific reasoning. Assessment Categories Goal 1: Average scores for Business Administration majors on the GSAT will be within five percentage points of average score for General Studies majors. Findings Goal 1: There were no scores for General Studies majors this semester. Business Administration GSAT scores were compared to Engineering GSAT scores from Spring Both sets of students have passed more than 30 credits each. Business Administration students scored an average of 60.67% overall on the GSAT. Per section, the averages were: Humanities, 64.17%; Natural Science, 61.17%, Math, 55.83%. Engineering scored an average of 61% (a difference of.33% compared to Business Administration majors) on the GSAT. Per section, the averages were: Humanities, 65.63%; Natural Science, 62.5%; Math, 53.38%. All scores were less than 1% different between the groups. Action Plans Goal 1: Continue to monitor levels of academic achievement among students in the Business Administration program compared to other SWCC transfer programs.

16 Goal 2: Students will demonstrate basic accounting concepts covering the accounting cycle. (Short-term) Goal 2: Comprehensive accounting cycle problem given to the ACC 211 students at the end of the fall semester and to the ACC 212 students at the end of the Spring semester. Goal 2: 85% of the students will complete the comprehensive accounting cycle problem with a grade of C or better. Goal 2: Of the 42 students in ACC 211 (fall 2016 semester) who completed the accounting cycle problem, 20 students (48%) completed the problem with a grade of C or better. This same type of problem was given to the students in ACC 212 at the end of the spring semester. Of the 14 students in the ACC 212 in-class sections, 10 out of 14 (71%) scored a passing grade, with 6 of the 14 students (43%) completing the problem with a grade of C or better. One student took ACC 211 five years ago and was not as familiar with the basic accounting cycle as the other students. Based on accounting cycle scores when done manually in prior years and this semester when done using software, it seems the students scored higher when learning manual accounting. Goal 2: While the software package used with the textbook does have its advantages, these findings indicate the need for manual accounting exercises and projects to be incorporated into the class along with the software package. The same type of accounting cycle problem will be given in Fall 2017 and Spring Goal 3: Students will demonstrate knowledge of various career paths in the business industry. Goal 3: Sign-in sheets will be used at the SWCC Employer Connection and the SWCC Career Fair in the Spring semester. Students will be required to interview with at least three employers at the career fair and complete a sign-off sheet containing the company information and the interviewer contact information. Goal 3: At least 75% of the ACC 212 students will participate in both the SWCC Employer Connection and the SWCC Career Fair in the Spring semester. Goal 3: Career Services Department and SWCC Employer Connection presentations were not scheduled due to conflicts in scheduling with other events on campus. Career Fair & Opportunity Showcase was held; however, due to students work schedules, most students were unable to attend the event. Goal 3: Due to students work schedules, requiring attendance at the Career Fair is not possible. Students will be urged to attend future career fairs and employer events on campus, and classroom/online instruction will still incorporate soft skills within each module of ACC 212 courses.

17 Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) An instructional change was warranted by the short-term (Dec. 2016) findings (see Findings and Action Plan for Goal 2.) Fall 2016 was the first semester using a software package in conjunction with the textbook. Based on these scores, manual accounting problems will be incorporated with the software package, including critical thinking components pertaining to AICPA principles. Goal 3 will be changed based on feedback from advisory committee feedback. The advisory committee recommended stronger Excel skills for all business students. Based on that feedback, the manual accounting problems will be completed using Excel (students will be shown how to build the accounting system in Excel); and a comprehensive accounting Excel problem will be added for ACC 211 and ACC 212 classes in Fall 2017 and Spring 2018.

18 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Carpentry Dr. Robert Jones Program Mission Statement The Carpentry Career Studies Certificate program prepares graduates for employment in the construction industry by introducing them to basic construction methods including carpentry, masonry, blueprint reading, safety, green building and building code interpretation. The coursework is intended to ready students to meet their career objectives in the construction industry. Program Goals Goal 1: Graduates have demonstrated safe work practices and principles of safety that carryover into employment. Goal 2: Students completing the program are work-ready and understand/demonstrate the importance of professional conduct and integrity. Goal 3: Students successfully demonstrate a basic understanding of the building industry in general and residential construction in particular. Assessment Categories Outcome Sought Measures Success Standards Findings Action Plans 1. Students Safety Demonstration 2. Students demonstrate workready attitudes and conduct. 3. Students pass the curriculum with acceptable scores (70% or higher) in all core subjects. 4. Students observe real-world work site/company to apply knowledge gained in the classroom related to their field of study. 1. Instructor observed safe work practice during performance tests. 2. Instructor observed classroom behavior and punctuality. 3. Course assessment criteria with minimum passing grade of C in BLD subject areas % of students should visit at least one professional trades oriented work location prior to graduation (College directed or self-directed). 1. Minimum passing grade of C in SAF127 and issue of 10-hour Construction Safety card. 2. No more than two unexcused absences from any class. 3. Minimum of 75% of second semester students will pass all BLD courses. 4. All students should attend at least one 1. Results pending completion at end of Spring 2017 semester. 2. Results pending completion at end of Spring 2017 semester. 3. Results pending completion at end of Spring 2017 semester. 1. Results pending Findings at end of Fall 2017 semester. Instructors should be, or become, OSHA certified. 2. Results pending. Findings at end of Fall 2017 semester. 3. Results pending. Findings to be completed at end of Fall 2017 semester.

19 industry site visit during the program 4. Results pending completion at end of Fall 2017 semester. Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) 1. Continue with teacher OSHA certification and safety training updates. 2. Second semester students should present their assessment of the work site visit including lessons learned. 3. Provide a mentor/tutor relationship opportunity for all students to assist with meeting the outcomes. NOTE: Carpentry will be converting to a NON-CREDIT program as of Fall 2017.

20 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Electrical/Electronic AAS Ryan Lewis Program Mission Statement The Electrical/Electronic Associates Degree program produces graduates to enter an entry level workforce for commercial industries including manufacturing, electrical plants, and other industrial maintenance positions by introducing the students to electrical, mechanical, and industrial coursework. Program Goals Goal 1: Graduates earn nationally recognized credentials to demonstrate to employers their knowledge of basic job functions and demonstrate basic skills typical of industry employee. Goal 2: Graduates demonstrate knowledge in the use of digital technology for employment skills. Goal 3: Graduates will demonstrate skills and abilities that accompany work ready employees. Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans 1. Students earn at least one NCCER and OSHA10 credential 2. Students earn digital literacy certification 3.Students earn at least Bronze level on the Career Readiness Certificate 1. Number of Students to earn at least one NCCER and OSHA 10 credential. 2. Number of Students that pass their Microsoft Digital Literacy Certification Exam. 3. Number of Students that earn at least Bronze level on the Career Readiness Certificate Exam % earn at least one NCCER and OSHA 10 credential. (Results given in the Spring semester for NCCER exam.) 2. 85% earn Digital Literacy certification on the Microsoft Digital Literacy Test. (Results known in the Spring semester.) 3. 85% of Students earn at least Bronze level on the Career Readiness Certificate Exam.(Results obtained in the Spring semester.) Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) % pass rate on OSHA 10 credentials % Pass rate on Digital Literacy Certification % passed Career Readiness Certificate with at least a Bronze Level. 1. No changes needed on the OSHA 10 classes. 2. No changes needed on the Digital Literacy Certification classes. 3. No changes needed on the Career Readiness Certification Classes. Program has maintained a good retention rate which has helped its percentages. A new anticipated goal is to design some of the classes in this program around a couple of individual and team projects that must be completed during the semester to encourage students to push themselves to use the skills they are learning in the program and increase their interest in learning.

21 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Electrical Installation CSC Ryan Lewis Program Mission Statement The Electrical Installation Career Studies Certificate program trains workers to perform electrical installation in residential and commercial environments by introducing the students to basic construction and electrical concepts. Goal 1: Provide students with safety skills for employment. Program Goals Goal 2: To adequately prepare students for industry certification exams that demonstrate a mastery of core competencies. Goal 3: Graduates will demonstrate skills and abilities that accompany work ready employees. Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans 1.Students earn OSHA 10 and First Aid/CPR/AED 2. Students earn NCCER Electrical Level I credential. 3.Students earn at least Bronze level on the Career Readiness Certificate 1.Number of Students Earning each Credential 2. Number of Students Certified with NCCR Electrical Level I credentials. 3. Number of Students that achieve at least a Bronze level on the CRC test % of Students earn each credential % of Students earn NCCER Level I. (Results given in the Spring semester.) 3. 85% of Students earn at least Bronze level on the Microsoft Digital Literacy Test. (Results obtained in the Spring semester.) Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) 1. 97% of the students achieved each of these credentials % of Students passed all of their NCCER Level I tests and earned the credentials % of the Students earned at least Bronze level on the Microsoft Digital Literacy Test. 1. No revision needed for these credentials at this time. 2. Work with instructors to standardize each class to better the student's chances of passing every NCCER Level I test. 3. Find a way to help retain students who begin these classes and for some reason drop out. Work is needed to standardize how these courses are being run. The success rate is very unbalanced; if this can be standardized between instructors the NCCER Level I credentials success rate will improve. Some of the findings were swayed by retention of students, such as the 90% Bronze level on Digital Literacy.

22 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Engineering Brian Hale Program Mission Statement The mission of the Associate of Arts and Sciences in Engineering Program is to provide an education that is equivalent or superior to what the student would receive during their first two years of engineering study at a four-year engineering program. Additionally, the program seeks to provide a holistic education to prepare students to become well-rounded professionals in an ever-evolving workplace. Program Goals Goal 1: Improve student success through the application of technology to learning. Goal 2: Prepare students for a successful transition into their desired engineering discipline at their selected senior institution. Goal 3: Provide students with a general education. Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans 1. Improve student learning by providing similar tools to those used by engineering students at a common transfer institution. (Early adoption should also aid in transition). Specifically, students will use tablet PCs for homework and note taking. 2. Equivalent success during first semester of in-major courses at transfer institution. 3. Demonstrate competency in communication, critical thinking, cultural and social understanding, information literacy, personal development, quantitative reasoning, and scientific reasoning. 1. Compare exam scores for EGR 140-Statics exam to the average exam scores from the past five years on the same exam. EGR 140 was chosen because it is the most highly enrolled Engineering elective (100% in the last five years). Highest and lowest scores removed to eliminate statistical outliers. 2. Compare average graduation GPA of SWCC students to those at a 1. An increase in exam scores over the average. 2. Engineering students' average GPA after first summer & fall semesters will be no less than 90% SWCC graduation GPA average. Note: 90% standard is established as a baseline for continued study. 3. Engineering students score no less than 90% 1. Five year average: Fall 2016 average: Students also reported enjoying the use of the technology and a noticeable improvement in organization was observed by faculty. 2. SWCC average = 3.681; n= 5 VT must be at least Actual VT GPA = 3.1 (same as VT Fall 2015) % Difference =15.8, = Average of Engineering Exit score 2017 = 61.0%, Average of 1. Expand the use of tablets to more engineering courses. Research ways to more effectively use tablets through advanced collaboration and higher utilization. 2. Because improvement was made in the percent difference will continue current strategy of surveying recent graduates to determine largest barriers to success and work with together faculty and the BEIT Dean on strategies to address those barriers.

23 popular transfer institution after their first semester. 3. Use GSAT scores to compare last semester of SWCC study engineering students to Science and General Studies majors during their last semester. of scores achieved by graduating Science and General Studies majors. Engineering Exit score 2016 = 66.0% Average of General Studies Exit score 2016 = 51.8% Average GSAT score fell some from 2016 to 2017 by 6 points (9.1%) but GPA fell by 10.1% 3. No Action Required. Continue to look for ways to improve engineering students general education via work with English, humanities, and social science faculty. GSAT scores for other programs are may be difficult to obtain in future years as General Studies and Natural Science assessment methodologies change. Will transition to a longitudinal study and comparing average GSAT total scores relative to average GPA. Will use the available General Studies and Natural Science data when available. Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) Outcome 1: Since the use of tablets improved student engagement and organization, this suggests that the use of tablets should be expanded in Engineering courses. Outcome 2: Students are successfully transitioning to four year schools. Their adjustment is still more difficult than the benchmark; however, steady improvement is being made to reach that benchmark. Outcome 3: Engineering students continue to perform well in humanities, natural science, and math relative to their peers in General Studies. Therefore, students in the Engineering program are receiving an adequate general education relative to their peers.

24 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Heating Ventilation and Air Conditioning Larry Hughes Program Mission Statement Heating Ventilation and Air Conditioning (HVAC) Program: Program in HVAC/R industrial technology is career focused educational training for both traditional and non-traditional students. Teaching philosophy shall focus on both academic instruction set covering theory through creative problem solving along with comprehensive competency based performance. Goals shall be accomplished by providing in-depth, affordable and quality training through qualified instructors. Faculty shall have experience in trades skills related to refrigeration, air distribution and electrical controls for a dynamic, ever growing and changing field of study. Thereby, study will provide training and foster the mission of the department and college by offering lifelong learning opportunities for the professional technician; and meeting needs of community partners, regional employers and beyond. Program Goals Goal 1: Develop and expand qualitative approach for assessing problem sets through clear estimation, investigating and diagnostic; being related to both physical and social impact on stockholder. Goal 2: Develop understanding of hazard analysis, risk assessment, probability of harm along with protective measures as required within the dynamic work environment to allow safety and successful resolve. Goal 3: Promote the realization that being a successful skilled trade person encompasses all facets of human psychology, equipment mechanics, elements of science and physic, as well as being a good communicator. Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans Goal 1: Critical thinking enhanced via field related problem solving Goal 2: Improved safety & work habits both in lab and through OJL Goal 3: Good customer relations, work ethics and 1: Host internship evaluation 2: Lab activities, safety quizzes, internship feedback 3: Personal interview with host companies, students to evaluate student's progress 4. Allow students/host 1: An overall 3 on a 4 point scale 2: Reduction in lab/job related injuries (100% of participants PASS QUIZ RELATED TO SAFETY) 3: Positive feedback from the community stakeholders (80% 1: Pending ****completion of summer 2017 semesterstudents need to think logically and use critical thinking skills to develop comprehensive understanding of various task 2: Host internship activities Summer 2017, helps student to fine-tune motor & critical 1: Spring/Summer provided necessary skills used in for field application to become a more qualified troubleshooter. 2: Spring/Summer continue with field OJL learning via the host's internship work activities.

25 skills development (i.e. resume development) Goal 4 : "Short Term" Improve student understanding for technical trades by completing field trip visitation. companies to discuss current issues and changing technology. or more employer score 3 or higher) 4. 75% of students complete the field visitation. thinking skills; and evaluate work safety readiness 3; Completed 4/12/2017: provided valuable understanding for need to enhance soft skill training (i.e. resume & job interview) 4: Short Term - completion expected end of April : Spring -April 2017: Provided student's need for and overview of resume writing parameters. 4: April previous field trips provide valuable insight for varied technical applications: as such will continue for each succeeding semester. Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) Evaluate and adjust HVAC department program offering, based on employer feed-back plus student interviews along with comments from SWCC's colleagues related to the OJL (On Job Learning/Training - Internship); data to be utilized to correct any deficiencies or highlight strengths.

26 Academic Program Assessment: Southwest Virginia Community College Division Program Coordinator Academic Year BEIT Insurance CSC Margaret Dye Program Mission Statement The mission of the Insurance Career Studies Certificate is to provide quality curriculum and instruction which prepares students for employment in insurance-related positions that meet the needs of business and industry and to provide professional development opportunities for life-long learning. Program Goals Goal 1: Students will complete a minimum of one available industry certification exam. Goal 2 (short-term): To improve students skills in fundamental business concepts for successful employment in the insurance industry. Goal 3: To expose students to various insurance career paths and provide access to necessary soft skills for employment in insurance careers. Assessment Categories Outcome Sought Measures Success Standard Findings Action Plans Goal 1: Students will be familiar with available insurance industry certification exams and requirements for testing. Goal 1: Completion of licensing exams in insurance field by graduation from the insurance program. Goal 1: At least 75% pass rate on licensing exams taken by graduation. Goal 1: No students tested for licensure this semester. Goal 1: No change in the goal.

27 Goal 2: Students will demonstrate basic accounting concepts, a fundamental business concept covering the accounting cycle. Goal 2: Comprehensive accounting cycle problem given to the ACC 211 students at the end of the fall semester and to the ACC 212 students at the end of the spring semester. Goal 2: 85% of the students will complete the comprehensive accounting cycle problem with a grade of C or better. Goal 2: Of the 42 students in ACC 211 (fall 2016 semester) who completed the accounting cycle problem, 20 students (48%) completed the problem with a grade of C or better. This same type of problem was given to the students in ACC 212 at the end of the spring semester. Of the 14 students in the ACC 212 in-class sections, 10 out of 14 (71%) scored a passing grade, with 6 of the 14 students (43%) completing the problem with a grade of C or better. One student took ACC 211 five years ago and was not as familiar with the basic accounting cycle as the other students. Based on accounting cycle scores when done manually in prior years and this semester when done using software, it seems the students scored higher when learning manual accounting. Goal 2: While the software package used with the textbook does have its advantages, these findings indicate the need for manual accounting exercises and projects to be incorporated into the class along with the software package. The same type of accounting cycle problem will be given in Fall 2017 and Spring 2018.

28 Goal 3: Students will demonstrate Goal 3: Participation in knowledge of various soft skills needed Career Services Department in the business industry. presentation in ACC 212 classroom and participation in SWCC Employer Connection (sign-in sheets used to verify participation). Goal 3: At least 75% of the ACC 212 students will participate in both events. Goal 3: Career Services Goal 3: Due to students Department and SWCC work schedules, requiring Employer Connection attendance at the Career presentations were not Fair is not possible. scheduled due to conflicts in Students will be urged to scheduling with other events attend future career fairs on campus. Career Fair & Opportunity Showcase was and employer events on held; however, due to campus, and students work schedules, classroom/online most students were unable instruction will still to attend the event. incorporate soft skills within each module of ACC 212 courses. Analysis/Use of Results Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) Goal 1 will remain the same. Students are in the system to complete the insurance program this fall semester. Those students will be eligible to sit for the licensing exams by the end of the spring semester. An instructional change was warranted by the short-term (Dec. 2016) findings (see Findings and Action Plan for Goal 2.) Fall 2016 was the first semester using a software package in conjunction with the textbook. Based on these scores, manual accounting problems will be incorporated with the software package, including critical thinking components pertaining to AICPA principles. Goal 3 will be changed based on feedback from advisory committee feedback. The advisory committee recommended stronger Excel skills for all business students. Based on that feedback, the manual accounting problems will be completed using Excel (students will be shown how to build the accounting system in Excel); and a comprehensive accounting Excel problem will be added for ACC 211 and ACC 212 classes in Fall 2017 and Spring 2018.