Department Annual Report & Discipline Review. Occupational Therapy

Transcription

1 Department Annual Report & Discipline Review Occupational Therapy Document Prepared By: Karen Walker, MA, OTRL

2 Department Information Current year goals Long Term Goals Action Plan Peron(s) Student will be able to articulate knowledge of Occupational Therapy practice and demonstrate skills of safe, effective client centered practice. Enhance skills of patient screening, assessment, treatment, re-evaluation and discharge planning. Focus on the ability to observe and document components of the OT treatment process. Review OTA curriculum identifying the learning outcomes and activities addressing skills in the OT treatment process. eg. One case study applied to treatment process throughout the OTA curriculum. Create and implement learning activities to enhance skills in the OT treatment process. Coordinate creation of learning activities with GRCC media personnel. Assess the effectiveness of learning activities on student performance in identifying and applying the OT treatment process. responsible Karen Walker Lynda Jansen Matthew Mekkes Due dates for Action semesters: fall 2012, winter 2013 semesters: fall 2012, winter 2013, fall 2013 semesters: fall 2013, winter 2014 Results/update Produced videos with the GRCC media professionals and the OTA faculty. The videos portray six scenarios of treatment evaluation and treatment. Application of selected videos to three OTA classes in fall semester. Students were very receptive to this instructional technique. Students were able to develop and utilized their clinical observation skills for evaluation, treatment and therapeutic approach Integrate attitudes of professionalism and responsiveness to the client, community and society that encompasses lifelong learning Need and interest identified for continued education on advanced OT treatment techniques. Plan and develop a course on advance OT treatment techniques. Identify course content, credit hours awarded and method of instruction and sequence in the curriculum. Lynda Jansen Winter 2012 Winter 2013 Developed OT 215 Supplemental OT Practice Skills course to offered summer Course added to OTA curriculum. Summer 2013

3 Analyze the program effectiveness in accomplishing the student learning outcomes based on performance on the national certification examination domain scores. Complete and analyze the domain score from NBCOT examination for 2010 and 2011 identifying strengths and weaknesses in the OTA curriculum. Review OTA curriculum focusing on learning outcomes and activities addressed in NBCOT domains with low scores. Karen Walker May 2012 Fall 2012, winter 2013 Emphasis on education and training of OTA faculty to maintain and develop expertise in current and emerging areas of practice that meet the Accreditation Council for Occupational Therapy Education standards. Student successful completion of the OTA program. Participation in workshops, conferences, in-services and externships OT 102 required as a pre-requisite for program admission. Monitor student successful completion of the OTA program. Karen Walker Lynda Jansen Matthew Mekkes Karen Walker Matthew Mekkes Semesters: fall 2012, winter, fall 2013, winter 2014, fall June 1, 2012 Fall 2012, Winter, 2013, Fall 2013, Winter 2014 Participation in continuing education activities resulting in curricular revisions of addition to lecture content. Attended the American Occupational Therapy Conference with specific topic presentation on OT practice areas in mental health, rehabilitation and issues regarding OT practice. All students enrolled in the OTA program in fall 2012 and a portion of students in fall 2013 were not required to take OT 102 as a prerequisite because they were admitted prior to the June 1, 2012 implementation date. Goals for next year Identify use of electronic documentation in OT practice. Research and select an electronic documentation program to record OT assessment and treatment. Purchase and conduct test trials of the programs and identify specific application in the OTA curriculum. Implement learning activities related to case study to enhance skills in the OT treatment process. Assess the effectiveness of learning activities on student performance in identifying and applying the OT treatment process. Monitor student performance in the courses in the OTA curriculum after successful completion of OT 102 when taken as a prerequisite to the OTA program. Participation in workshops, conferences and externships

4 Internal collaborations and partnerships The Occupational Therapy curriculum includes many service learning activities as a part of the curriculum to provide students with hands-on exposure to clients and treatment provided by Occupational Therapy Assistants. The OTA students perform ergonomic screenings of GRCC s Dental Assisting students while they are treating clients in the dental clinic. The students assess, identify the need for ergonomic intervention and make recommendations to the dental assistant students. The OTA students perform a backpack awareness activity with GRCC students identifying desired bag weight and make recommendations. The OTA students pair with students from GRCC Culinary Arts program to facilitate a baking activity for developmentally delayed children at Lincoln School. The OTA students administer developmental screens on children at the Grand Rapids Community College Preschool. The OTA students administer, score and report the findings of a developmental screen. External collaborations and partnerships The Occupational Therapy curriculum includes many service learning activities as a part of the curriculum to provide students with hands-on exposure to clients and treatment provided by Occupational Therapy Assistants. The OTA students identify barriers to the independent living for individuals who are disabled and aged by conducting barrier free assessments at Heron Woods Assistive Living Center. The students interview the seniors and assess their apartments to make recommendations regarding safety and accessibility. The OTA students plan, facilitate, evaluate and document results of an activity of daily living discussion group with clients at Michigan Works First. The group topics compliment the Steps program at Michigan Works First. The GRCC OTA/ Culinary Arts program activity is external as well as internal partnership. The OTA faculty coordinates this activity with the OTA student assigned to level II fieldwork placement at Lincoln School. The OTA fieldwork student selects children for the activity and coordinates the activity with the therapist, teachers and GRCC students.

5 The OTA students plan and facilitate gross motor activities with developmentally delayed young adults at Kent Vocational Options. The OTA students select and analyze activities appropriate for the students developmental and chronological age. The OTA students observe and implement sensory integration activities with pediatric population at developmental centers. The children have preprimary impairments and attend Ridgemoor Developmental Center and Westside Learning Center in the Grand Rapids Public Schools. The OTA students plan and facilitate a leisure activity for geriatric residents at Maple Creek Retirement Center and Pilgrim Manor. Students collaborate with the facilities activity director to identify the population and resources. The OTA students conduct a leisure assessment with of geriatric residents at Marywood Health Center. The students interview the residents to identify their interests, function and activity level. The OTA students observe geriatric clients at Care Tree of Gerontology Network. They are able to observe, interact and write observations of clients with cognitive and physical impairments at a day treatment center. The OTA students observe and interact with geriatric participants of a wellness program at Porter Hills Village. The students observe and document the participants function. Departmental needs for support from other departments within the college IT department to assist in selection, application, installation and maintenance of electronic documentation software. Program accreditation Updates OTA program re-accreditation February 2014 Self study due October 2013 Description of departmental advising plan and outcomes Educational Development Plans created with students on the OTA ready list. Meet individually and in small cohort groups prior to taking any OTA courses. Departmental professional development activities Reviewed the OTA curriculum and identified learning outcomes and activities addressing skills in the OT treatment process. Created a case study and accompanying videos to demonstrate OT

6 assessment and treatment. The OTA faculty collaborated with GRCC media personnel to produce the videos. An OTA faculty created a course on advance OT treatment techniques, OT 215, Supplemental OT Practice Skills. She identified course content, credit hours awarded and method of instruction and sequence in the curriculum. The course will be added to the OTA curriculum Summer Other department updates The Accreditation Council for Occupational Therapy Education requires implementation of new 2012 Standards by July The Standards require that Occupational Therapy Assistant programs identify an individual for the role of academic fieldwork coordinator who is a full time faculty. Also the program must demonstrate that an individual who is an occupational therapy assistant or occupational therapist who has previously practiced as an occupational therapy assistant is involved in the program as an adjunct faculty or teaching assistant. These positions were posted and filled with OT professionals who have made significant contributions to the OTA program. Evaluation Questions Were the department goals for this year successfully met? Please explain. Yes, all department goals have been met. Is the Advising Plan working well? What have the outcomes been for student advising? Educational Development Plans created with the students, individual basis and in small cohort groups. The plans are created within 3 months of when the student is placed in the ready code. Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: External Collaborations & Partnerships Yes No Internal Collaborations & Partnerships Yes No Accreditation Yes No Departmental Advising Yes No

7 Faculty & Staff Documentation Faculty Credentials & Certifications- See Appendix A The Occupational Therapy Assistant program has made faculty changes as required by the 2011 AOTA Accreditation Council for Occupational Therapy Education standards. Standard A2.7 states that the faculty responsible for academic fieldwork coordination is a full time faculty member. Standard A.2.9 that the program must demonstrate that an individual who is an Occupational Therapy Assistant or an Occupational Therapy Assistant who has previously practiced as an Occupational Therapy Assistant is involved in the program as an adjunct faculty. Professional Development Activities Goal: To assist OTA students in enhancing skills of patient screening, assessment, treatment, reevaluation and discharge. Focus on documentation and OT terminology. The OTA faculty created a case study and a series of video scripts for a patient with a diagnosis of a right Cerebral Vascular Accident to be used throughout the OTA curriculum to illustrate OT treatment process, change in functional status and treatment setting. A series of videos produced with the GRCC media professionals and the OTA faculty. The videos portray six scenarios of treatment evaluation and treatment. Case studies are typically provided in a written format. The videos created are unique as they represent a specific diagnosis with related signs and symptoms and evaluation and treatment techniques. The OTA faculty demonstrated teamwork and creativity to identify and create this unique learning activity. Received input from the OTA Advisory Board goal to develop a case study in the OTA curriculum to illustrate assessments and treatment progression. OT 108, therapeutic interventions I. Treatment session. Identified signs unique to the disability, treatment interventions and therapeutic use of self. OT 208, therapeutic interventions III. Evaluation and two treatment sessions. Completed initial evaluation of patient, identified treatment interventions, level of assist and goal setting. OT 224, fieldwork seminar class. Case study for discussion on treatment and documentation. OT 109 to identify and assess characteristics of disability, use of medical terminology, treatment interventions and short and long term goals.

8 Student Feedback - Students provided feedback on the OT 109 course evaluation and classroom behavior and professional development form identifying that the learning activity was beneficial for treatment planning and documentation.

9 School of Workforce Development - EOL/Release & Perkins Curriculum and Improvement Form Name: Lynda Jansen_Department_OTA_ Semester: Summer F W_ X Number of contact hours per semester 1 Goal/Objective/Assignment Please describe below: Mid Semester Report: Create an OTA seminar course on advanced OT treatment techniques Final Semester Report Create an OTA seminar course on advanced OT treatment techniques Outcomes Expected Ex: How many students served? Results/Impact What was learned? What changed? Course attendance is limited to 15 students. Unable to comment at this time. OT 215, titled Supplemental Practice Skills for Occupational Therapy, is open to a maximum of 15 students for summer 2013 semester. As of 4/21/13, 11 students are enrolled in the course. What I learned: I learned about the process of creating a CARP document. I learned that GRCC administration provides excellent support for this type of project. GRCC administration expects and acknowledges high standards of quality in education. What changed: a. The course is designed as an optional course, rather than a seminar course. b. Course title and topics address supplemental skills rather than advanced skills. c. GRCC now offers a unique course: OT 215 is not a required course in the OTA program, but the course provides training that enhances practice skills for OTA students and

10 Accomplishments/Progress - Describe how this information was shared. List CARPS that were impacted. Progress as of 3/14/13: -Consulted with OTA advisory board regarding recommended topics to include in course -new course CARP approval in process; met with Chris Dobberstein (faculty liaison for new course process) on 2/8/13 for consultation on CARP revisions; meeting with new course committee scheduled for 3/15/13. -Research and literature review of course topics -Face-to-face meetings with OT practitioners to gather information for course topics a. 1 hour meeting on 2/4/13 with Sarah Ryder, OTR (GRCC grad) at Kent ISD and 1.5 hour meeting on 2/12/13 with Kindy Segorski, OTR at Kent ISD regarding topic of electronic aids in education c. Still attempting to schedule meeting with Angela Drake, COTA (GRCC grad) at GRPS for more discussion regarding use of electronic aids in education graduates. -I made final determinations on course content, instructional methods, and testing methods -In March, 2013 OT 215 was approved -In April, 2013, the course was offered to first and second year OTA students -I completed course syllabus -I completed presentation, lecture, and test materials -A classroom has been secured for this course for summer 2013

11 Barriers/Comments/Questions /Followup What got in your way and how did you work to solve concerns? Recommendation for next year s work? -Development of presentation/lecture materials and student assessments for course 1. Finding a classroom on GRCC main campus has been difficult due to remodeling of Cook Hall. Classroom for this course needs to have tables that students can lay on in order to complete the hands-on portion of class activities. A media station is also necessary. Classrooms in the Science Building are being considered. 2. Class attendance cap is 15 students, due to necessary faculty:student ratio. There are more than 15 eligible students for the class. 3. One of the course topics is "Use of electronic aids in rehabiliation." Use of ipad apps is a potential topic. Logistics of displaying apps, sharing apps, and working with apps in a classroom setting may be difficult due to limited access to aspects of this technology. I am currently working on getting more information and assistance to resolve this situation. Unknown at this time. Related to mid semester comments: 1. Following multiple communications with various GRCC staff, a classroom was secured in the Science Building. 2. Enrollment for class is not full at the time of this writing. If a trend occurs in which more than 15 students desire to enroll, provision of an additional section of the course will be considered. 3. The topic of electronic aids in rehabilitation will not be included in the course at this time. It is possible that it will be included in the future. -Assess effectiveness of class plans, lecture and testing materials during summer 2013 session, and revise as needed -Continue to consider whether it would be beneficial to offer 2 sections of this course based on students schedules and needs for various time/day course offerings

12 How did your accomplishments and results align with your expectations? What have you learned as a result of being involved in this work? What have you learned about yourself as a leader and about leadership? If you will continue with this work next semester, describe your next steps. What should the college s senior leadership know about this work? Mid Semester Report Final Semester Report Accomplishments are on a satisfactory time line in order to Accomplishments and results aligned as expected. have this course ready for students in summer Since the OT scope of practice is vast, and advances in many areas occur regularly, it is difficult to keep abreast of relevant information. I am constantly researching and learning about course topics in order to provide lectures on best practice. Time management, discipline, flexibility, communication, and organization are vital aspects in spear-heading this course. To be determined after outcomes of this project are known. The GRCC OTA program is highly respected among OT practitioners in our community. As I have developed this course, I have collaborated with practitioners in our community, and OT instructors at other local colleges. They all express that that they pleased that I am bringing opportunity for learning/practicing these advanced skills to GRCC students. - See "Mid Semester" comments. -I've learned more about navigating GRCC's CARP system - I've become more familiar with GRCC staff through the CARP development process and through working out other details related to this course See "Mid Semester" comments: add patience to the list. Since this process is complete, no new steps in the development of this course are necessary. However, I will continually assess the ways that this course does or does not meet student needs and make adjustments accordingly. -See "Mid Semester" comments for this area. -As stated in response #2c, above: GRCC now offers a unique course: OT 215 is not a required course in the OTA program, but the course provides training that enhances practice skills for OTA students and graduates.

13 EOL/Release Time Work NA Faculty & Staff Accomplishments/Awards Matthew Mekkes serves on the Commission on Education as the Occupational Therapy Assistant faculty representative. Term Lynda Jansen Nominated for the Jerry Benham Award for staff and faculty Karen Walker Nominated for the Jerry Benham Award for staff and faculty Karen Walker and Matthew Mekkes planned and presented the Annual West Michigan Education Consortium, an intercollegiate one day conference for OT students in West Michigan. Lynda Jansen developed an optional course (OT 215) for OTA students to learn and practice OT skills not available in the core curriculum. Faculty Development for Upcoming Year Perkins Grant activities for include all OTA faculty. Electronic documentation Perkins Grant Fall 2013 Identify use of electronic documentation in OT practice. Research and select an electronic documentation program to record OT assessment and treatment. Survey of users on application, benefit and service. Communicate with vendors identifying features, application and service.

14 Identity software, application to OT setting, cost, installation, maintenance and upgrades. Identify type of system-internal or web based. Consult with GRCC IT personnel on software selection and compatibility with GRCC system. Professional development plan- workshop, in-service, conference Winter 2014 Selection of software and vendor. Purchase and install software. Train faculty on use of software. Conduct test trials of the program and identify application in the OTA curriculum. Professional development plan- workshop, in-service, conference Fall 2014 Integrate software in OTA curriculum identifying specific learning objectives and activities. Evaluation Questions Can course assignments be made and scheduled based on the availability of credentialed faculty? Yes Is the number of departmental faculty that are certified to teach online and through Academic Service Learning sufficient to achieve the curricular and delivery needs of the department? Yes Do the number and ratio of Full-time/Adjunct faculty support the goals of the department? Yes Is the professional development faculty and staff are receiving sufficient funds for them to maintain currency in their field and area(s) of expertise? Yes, Perkins Grant funds and faculty development funds (C3). Are additional faculty or faculty development resources needed to support the goals of the department over the next four years? No

15 Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Faculty credentialing Yes No Faculty online certification Yes No Academic Service Learning Yes No Ratio Fulltime/Adjunct faculty Yes No Faculty professional development Yes No Resources Yes No

16 Occupational Therapy, AAAS MISSION STATEMENT The mission of the Occupational Therapy Assistant Program is to provide students with the skills, knowledge, and attitudes that they need in order to succeed in the field of Occupational Therapy. Its offering reflect the needs and desires of students as well as the community s needs for educated occupational therapy assistants. It addresses this mission in three ways: The Occupational Therapy Assistant Program emphasizes education and training that meets the standards set by the American Occupational Therapy Association s Accreditation Council for Occupational Therapy Education so the students are prepared to successfully complete the certification exam and can immediately enter and succeed in OTA jobs upon completion of their educational programs. It provides college level education so that associate degree graduates of the Occupational Therapy Assistant Program are able to apply for transfer to senior institutions in pursuit of an advanced degree in Occupational Therapy. The OTA Program exposes students to lifelong learning opportunities to maintain and enhance competencies to best meet personal and professional needs. The faculty of the Occupational Therapy Assistant Program believe in the potential worth of all human beings and are pledged not to discriminate for or against individuals on the basis of gender, ethnic background, age, national origin, handicap, or creed. Target Audiences Students desiring to be a certified Occupational Therapy Assistant upon completion of the Occupational Therapy Assistant program.

17 Program Admissions Requirements Students are admitted to the program once a year, in the Fall semester. In order to be eligible for admission into the Occupational Therapy Assistant (OTA) program, a student must: Be a high school graduate or have passed the high school equivalency GED (General Educational Development) Test. Have a high school GPA of at least 2.5. Score at least 40 on the algebra or 76 on the arithmetic portion of the health math test. Score at least 74 on the health reading test. Have completed a one-semester course of high school computers, focusing on computer literacy, Internet skills, retrieval and management of information with a grade of a least a C. Submit and release findings of fingerprinting and criminal background check at GRCC. Successful completion of BI 121 and BI 122 with a grade of "C-" or better within 2 attempts. New admission requirement as of June 1,2012. Successful completion of OT 102 with a grade of C or better within 2 attempts. For students presently on the OTA wait list prior to June 1, 2012 and for students that have applied to the OTA program prior to June 1, 2012 it is strongly recommended to complete OT 102 prior to OT 104 and OT 108. Evaluation Questions Is the purpose/mission statement current and relevant? yes Has the target audience for the program been identified? Who is the target audience for this program? Is the program attracting and appropriately serving the target audience? Yes, need more males in the OTA program. If there are admissions criteria for the program, are they appropriate and do they facilitate program and student success? yes Action Needed

18 Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No New Student Enrollment Program Data The data for New Student Enrollment can be found in Appendix B. Data provided identifies 10, 16, 13 and 13 new students in years This does not reflect the course enrollment for first semester classes in the OTA program. Total Student Enrollment The data for Total Student Enrollment can be found in Appendix B. The enrollment information indicates a small percentage of males in the OTA program. There is an effort to promote OT profession so the professionals reflect the population that is being treated. The chart also identifies program code 513 is OT transfer. This code will be eliminated from the OTA program enrollment as they are not advised by the OTA faculty. Student Progress The data for Student Progress can be found in Appendix C.

19 The number of students with incomplete code has increased each year. The number of students with ready code increase The number of students decreased after January 2011 with the implementation of prerequisite of OT 102 for program admission. The number of males increased and decreased after 2011 aligning with the number of students in the ready and incomplete code as described previously. Student Participation in Nontraditional Fields The data for Student Participation in Nontraditional Fields can be found in Appendix D. Excellent results in technical skill attainment, degree attainment, retention and placement. Credential, Certificate, or Degree Attainment The data for Credential, Certificate, or Degree Attainment can be found in Appendix D. Excellent results in skill attainment. Student Completion in Nontraditional Fields The data for Student Completion in Nontraditional Fields can be found in Appendix D. Data shows an increase in nontraditional participation and attainment of males in OTA program. Faculty member represents the nontraditional gender for this profession. Student Placement The data for Student Placement can be found in Appendix D. Excellent placement of graduates of the GRCC OTA program in the OT profession in the region and Midwest. Graduates report to be working as COTA and are satisfied with their career choice and contributions to the community. Student Retention and Transfer The data for Student Retention and Transfer can be found in Appendix D. Occupational Therapy Assistant is a terminal degree and students do not typically transfer as the next level of the profession is a Master s degree. The OTA program also attracts students who possess a bachelor s degree and are pursuing OTA as they can find employment as a Certified Occupational Therapy Assistant.

20 Technical Skills Attainment The data for Technical Skills Attainment can be found in Appendix D. Excellent results in technical skill as illustrated in the pass rate of the National Board Certification Occupational Therapy (NBCOT) Exam. The GRCC OTA program had a pass rate on the NBCOT exam for years is 99% compared to the national average 83%. This demonstrates the excellent academic preparation, the academic standards and faculty. Course enrollment by semester The data for Course Enrollment by Semester can be found in Appendix B. OTA Department Course Success Rate Trends Course A %A W/dr %A A- % All W/dr %A A- %All W/dr %All A- % W/dr %All C ll ll C ll C C All OT % 2 7% 19 63% 8 27% % 0 % % % OT % 2 7% 19 68% 8 29% % 0 % % % OT % % 8 29% % 8 % % % % OT % % % % 7 0% % % % OT % 18 95% 0 0% % % 6 % % % OT % % % % 7 0% % % % OT % 0 0% 18 95% 0 0% % 0 0% % 1 6% Course Success Rates (broken down by race/ethnicity, gender, age) The data for Course Success Rates can be found in Appendix F. Addressed in evaluation section #3. Four-Year Course Success Trends

21 The data for Four-Year Course Success Trends can be found in Appendix G. Addressed in evaluation section #3. Evaluation Questions 1. Is the program consistently attracting new students? Yes, see answer to the next question. 2. Is the enrollment trend meeting established targets, ensuring program viability? If targets for enrollment have not been established, what should they be? Full enrollment in OTA program. Students in OTA ready code to begin program in fall 2013 and Do students appear to be progressing through the program well? Student retention is lowest in OT 102 and OT 108 classes in the first semester. Opportunity to repeat one course if the student did not receive a passing grade. Retention is good in the second, third and fourth semester. National certification pass rate is well above the national average. 4. To what extent are the targets for core program indicators (Student Participation in Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree Attainment, Student Completion in non-traditional fields, Student Placement, Technical Skills Attainment) being met? Are the various sub-populations meeting the targets at the same rate? Excellent pass rate on the National Board Certification in Occupational Therapy Exam. Well above the national benchmark percentage passing. This is a reflection on the skills and knowledge of the graduates of the Occupational Therapy Assistant program. It also reflects the quality of the curriculum, instruction and learning environment.

22 OCCUPATIONAL THERAPY ASSISTANT Test: National Board for Certification in Occupational Therapy (NBCOT) Year # of GRCC grads taking Licensure Exam # of GRCC grads passing Licensure Exam GRCC Percent Passing State or National Benchmark (% passing) % First Attempt 81% % First Attempt 81% % First Attempt 84% /14 first attempt 100% First Attempt 86% 1/1 second attempt % First Attempt 83% % First Attempt 86% 5. Is the yearly ratio of the number of students enrolled to the number of graduates appropriate given program goals? Yes, the average of all courses is an appropriate ratio. 6. Are students obtaining employment upon graduation at satisfactory rates? Upon certification Occupational Therapy Assistant graduates report to have obtained employment as an Occupational Therapy Assistant and related professions. Employment of graduates in years reported within six months of graduation is 85 %. 7. What does the course enrollment by semester data tell you? Retention is lowest in first semester. Retention is high in the second, third and fourth semester.

23 8. Are students passing courses at the appropriate rates? OT 102, OT 104 and OT 108 pass rate is lower than desired. Students in subsequent OTA courses have a successful pass rate. A new OTA program admission requirement was implemented on June 2012 requiring successful completion of OT 102 within two attempts. An additional section of OT 102 was offered in winter 2013 to accommodate students needing to complete this course to be admitted to the OTA program. The completion rate of OT 102 course will be monitored. Retention rate of OTA students who have taken OT 102 prior to beginning the OTA program will be monitored. 9. Do the grade distributions seem appropriate for each course? Yes Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No Course Success Rates Yes No

24 Course grade distributions Yes No Documentation Curriculum Program Curriculum History (last eight years) A new OTA program admission requirement was implemented on June 2010 requiring successful completion of OT 102 within two attempts. An additional section of OT 102 was offered in winter 2013 A new OTA course was created to offer advanced Occupational Therapy practice skills. OT 215, Supplemental Occupational Therapy Practice Skills will be offered summer This course was developed in response to a Perkins Grant activity to create and offer workshops to third semester OTA students on advance practice techniques used in OT practice. Advisory Board Contributions OTA advisory board goals Admission standards for OTA program. Job description related to OTA. Equipment and modalities in OT practice. OTA advisory board goals Identify advanced Occupational Therapy treatment techniques for OTA students in an in-service format. Identify fieldwork supervisors needs related to student supervision and education. Explore alternative formats and settings to provide information to the supervisors. Identify equipment and resources related to Occupational Therapy Assistant practice. OTA advisory board goals Development of an Advanced Practice seminar course. Assistance with content and presentation. Development of a case study in the OTA curriculum to illustrate assessments and treatment progression. Role of COTA to manage, organize and promote OT services. Identify role in a variety of treatment settings and class activities. Identify equipment, modalities and assessment related to OT practice Courses Approved for Online Delivery- See Appendix E

25 NA Honors Courses- See Appendix E NA Study Away Courses- See Appendix E Course Equivalencies with Transfer Institutions General education courses transfer to other institutions. OT 102 equivalencies to Introduction to Occupational Therapy course at Grand Valley State University and Western Michigan University. Program/Course Equivalencies with K-12 Institutions NA Evaluation Questions Is the program structured appropriately given the target student population and current student population (traditional, transfer, and/or adult learners)? Yes, the curriculum and learning activities are designed to meet the OT standards of education. The courses and learning activities are sequenced in the curriculum to provide a foundation of knowledge, skills and attitudes in the first semester and progresses throughout the subsequent semesters to the achievement of mastery required to enter the Occupational Therapy profession. To what extent is the program curriculum aligned with external professional standards (Industry, State, or National)? Are the current courses within the program or discipline appropriately and sufficiently addressing external standards? Please explain. The Occupational Therapy Assistant program curriculum meets with the standards Accreditation Council of Occupational Therapy Education Standards. The program is accredited and is scheduled for an on-site reaccreditation visit in 2/2014. Does the program design and structure reflect external standards and best practices? Please explain. Yes, the program meets accreditation standards.

26 The input from advisory board members, fieldwork supervisors, OTA program graduates. Responses stated that the program meets standards. To what extent is the curriculum aligned with the first two years of transfer institutions? NA Next level of Occupational Therapy profession is Masters degree. To what extent is the curriculum aligned with the coursework at K-12 institutions? Program admission requirements identify competencies in reading, math and writing. Do the program outcomes reflect the demonstrable skills, knowledge, and attitudes expected of students by the end of the program? Are the Program Student Learning outcomes clearly stated and measurable? Yes as demonstrated in the national certification exam pass rate. The Occupational Therapy Knowledge Exam will be administered in OT 235 fieldwork seminar class to reinforce the skills learned in the program and provide a practice test for the national certification exam. Are all four of the ILOs and associated competencies integrated into the program? Do students have the opportunity to build the knowledge, skills, and attitudes associated with the ILOs throughout the program? The OTA curriculum specifically addresses knowledge, skills and attitudes. The knowledge is performance in areas of occupation, performance patterns, context and client factors. Skills are the Occupational Therapy process, performance skills and activity demands. attitudes are therapeutic alliances, lifelong learning and professional behavior. The Are the current course offerings sufficient in terms of breadth and depth? If not, what courses should be added and or eliminated? Have general education courses been purposefully integrated into the program? Are the general education courses within the program appropriate and sufficient to support the learning associated with the Institutional and Program Learning Outcomes? BI 121 and BI 122 are program admission requirements to assure that the students have knowledge of anatomy and physiology required for the OTA courses.

27 EN 101, EN 102 and GH 120 with a grade of C or better are required in the OTA curriculum to assure that the student demonstrates competencies in writing and ability to establish and maintain therapeutic relationship with client and staff. Have the general education courses been purposefully integrated into the program? Are the general education courses within the program appropriate and sufficient to support the learning associated with the Institutional and Program Learning Outcomes? Yes, all general education courses support the OTA course content. Are the honors and study away offering sufficient for the program? NA Do the course sequences require increasing application of higher-order thinking skills as students progress through the program? Is the course sequence aligned in such a way that the Program Student Learning outcomes are mastered by the end of the program? The OTA curriculum is designed to promote critical thinking, analytical thinking and problem solving to prepare the graduate to assess and treat clients after national certification. Is experiential learning, including internships and academic service learning, systematically embedded into the courses? Are the current experiential learning opportunities sufficient? Yes, service learning is embedded into the OTA curriculum. The students have the opportunities to plan, facilitate and analyze activities for clients in health care and community settings. Does the curriculum prepare students for a constantly changing employment environment, and prepare students to expect and manage change? Yes, the OTA curriculum meets standards of practice. The OTA faculty reviews the courses annually. Advisory board members advise on current Occupational Therapy practice skills, treatment and equipment. The OTA faculty engage in continuing education activities as well as practice in the field. Is the curriculum developed in such a way that it allows students to continue their education once they are finished with this program? Yes, the GRCC OTA program is part of the West Michigan Educational Consortium which is an annual conference for OT/ OTA students from three local OT/ OTA schools. The focus is on current and advanced practice in Occupational Therapy.

28 Is the curriculum re the online offerings (courses & number of sections) sufficient to meet student and programmatic needs? NA Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Program structure Yes No Curriculum alignment with external professional standards Yes No Transfer alignment Yes No Curriculum Alignment K-12 Yes No Program Outcomes Yes No Program Learning Outcomes Yes No Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No Academic Service Learning Yes No Course sequencing Yes No Pre-requisites Yes No Preparing students for change Yes No Online Offerings (courses & programs) Yes No Assessment of Student Learning

29 Program Learning Outcome(s) assessed this year Student will be able to sit for the NBCOT examination. Graduates will be employed as a Certified Occupational Therapy Assistant (COTA). Student Learning Outcomes at the Program Level and Associated ILOs Evaluate the individual/group to determine needs and priorities for occupation-based interventions. (Critical thinking) Develop intervention plans that address the occupational needs of individual/groups. (Critical thinking) Implement occupationally meaningful interventions with individual/groups that support participation in relevant environments. (Critical thinking, social responsibility) Provide and appropriately document occupational services that address the occupational performance needs of population that include documentation. (Critical thinking) Manage, organize, and promote occupational therapy services. (critical thinking) Identify and demonstrate an understanding of the basic concepts of OT. (critical thinking) Clearly and effectively communicates verbally and nonverbally with client, families, significant others, colleagues, service providers and the public. (Communication, social responsibility) Demonstrate the professional behavior of self responsibility, responds to feedback, work interpersonal skills, cultural competence. (Personal responsibility) behavior, time management, Assessment Project Description

30 Analyze the program effectiveness to accomplish the student learning outcomes as measured by the national certification examination domain 3 scores: Uphold professional standards and responsibilities to promote quality in the profession. Assessment Methods Data collection of performance on NBCOT examination. Complete and analyze the domain score information from NBCOT examination identifying strengths and weakness in the curriculum. Data collection and analysis of 2010, 2011 and 2012 Measures of Student Learning NBCOT board scores on domain 3: Uphold professional standards and responsibilities to promote quality in the profession. Initial Data and Findings (see NBCOT Domain 3 results) Domain 3: Uphold Professional Standards and Responsibilities to promote quality in practice. Upholding professional standards by participating in continuous quality improvement activities and complying with safety regulations, laws, ethical codes, facility policies and procedures, and guidelines governing OT practice in order to protect the public interest %, 79%, 85% Document occupational therapy services using established guidelines in order to verify accountability and to meet the requirements of practice settings, accrediting bodies, regulatory agencies, and/or funding sources %, 84%, 88% Articulate how occupational therapy contributes to beneficial outcomes for clients and relevant others based on evidence in order to promote quality care %, 61%, 59% Maintaining ongoing competence by participating in professional development activities in order to provide effective services and promote quality care

31 %, 73% Supervise occupational therapy students, paraprofessionals, and volunteers in accordance with professional guidelines and applicable regulations in order to support the delivery of appropriate occupational therapy services %, 59% Categories 1-3 were consistently present in the national certification exam. Categories 4-5 were added to the exam in Curricular or Pedagogical Changes Implemented A service management learning objective was added to the OT 235, fieldwork seminar II, which is offered in the final semester of the OTA curriculum. The students will be able to directly apply the role of the OTA in patient scheduling, treatment, and prioritization. Added winter This learning objective is designed to promote skills associated with board scores #1 and #2 of Domain 3. OT 208 Perform service management activities in designated lab stations. Added fall Complete an inventory of one level I fieldwork experience. Added winter 2013 The OTA faculty wrote a case study and created a series of DVDs to simulate patient treatment to enhance skills in the OT treatment process. These learning activities are applied throughout the OTA curriculum. Students report that these learning activities have been beneficial in improving observation and documentation skills. Data supported increase in board scores on #1 and 4 of Domain 3. This learning objective is also designed to promote skills associated with board scores #2 of Domain 3. The marketing of occupational therapy learning activity was assigned moved to a first semester course in the OTA curriculum to promote an understanding of occupational therapy. These concepts will be reinforced in subsequent OTA classes. Change in the sequence and reinforcement of this learning activity is designed to increase the performance on the board scores #3 of Domain 3. The learning activities with patient simulation and case studies exposed the students to treatment techniques and terminology to develop and practice observation skills. Data supported increase in board scores on #1 and 4 of Domain 3. This learning objective is also designed to promote skills associated with board scores #2, 3 and 5 of Domain 3.

32 OT 110 Case studies of clients with mental illness to promote problem identification, documentation and goal setting skills. Added winter Data supported increase in board scores on #1 and 2 of Domain 3. Revision of the professional development and behavior evaluation form addresses behaviors related to judgment, safety, ethics, and department management skills. See Appendix I Professional development and behavior evaluation form. Data supported increase in board scores on #1 and 4 of Domain 3 This learning objective is also designed to promote skills associated with board scores 2, 3, 5 of Domain 3. Annual West Michigan Educational Consortium Area OT/ OTA programs coordinate and host one day conference comprised of series on educational sessions on emerging areas of OT practice and the role of OT/OTA in treatment. The GRCC OTA students have been active participants since its inception in Data supported increase in board scores on #1 and 4 of Domain 3. This learning objective is also designed to promote skills associated with board scores 2 and 3 of Domain 3. Data and Findings (post improvement/change) The learning activities with patient simulation and case studies promoted practice skills. The students demonstrated an increased understanding of OT documentation and goal setting as measured by responses in class activities, test questions and course evaluation. Completion of the professional development and behavior evaluation form helped the students identify behaviors and set academic goals. The participation in the Annual West Michigan Educational Consortium fosters lifelong professional development and collegiality. Evaluation The licensure/certification exam pass rates are above national or state averages. The pass rate on the National Certification Board Exam is 100% -2012, 100% , 100% , 92% , 100% , 100% , 100% , 100% The national average pass rate for these years is 81-86%. Monitor the program learning activities implemented and board scores in related categories.

33 The prerequisite of OT 102 was implemented in Monitor the progress of the students in the program who took OT 102 as a prerequisite to the OTA program. What are your greatest needs for support in order to continue to move forward with your assessment work? GRCC data personnel to assist in monitoring the progress in the areas addressed in Domain # 3 and students taking OT 102 as a prerequisite to the program. Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Identifying Measures for each Program Learning Outcome Yes No Reporting out longitudinal data in a meaningful format Yes No Creating meaningful improvement projects Yes No Job and Wage forecasts- See Appendix I Preparing for the future The employment opportunities are favorable for the graduates of the OTA program in the three county region indicated in the report. National publications and treatment facilities identify a current and future need for Certified Occupational Therapists in all practice areas. Environmental Scanning/Trends The report indicated that the GRCC program is the only one in this region. There is another OTA program within 30 miles of GRCC that has approximately 20 in their graduating class.

34 The GRCC OTA graduates find employment in west Michigan and throughout the Midwest. The fieldwork experiences are located in a 60 mile radius of Grand Rapids. Students may be offered employment at fieldwork placements. PROE Student Survey Results The student survey indicated that the written course objectives were descriptive and beneficial. The Instructors were knowledgeable in their subject matter and available to meets the students needs and interests. The work stations are available and well maintained. The skills developed were communication skills, critical thinking, personal skills and diversity and community skills. These are important skills to be successful in OT practice. Advisory Board Survey Results The survey indicated that the OTA provides opportunities to work in the field. The instructors are knowledgeable, invested and receptive to feedback from the advisory board members on current OTA practice and equipment. The board members suggested seeking opportunities for additional specialty training outside the core curriculum and develop new and innovative skill set training for students. Program Planning Curriculum changes to add OT screening of a diverse geriatric population partnering with Westside Senior Center. Identify and implement information on electronic documentation in the OTA curriculum. Develop new fieldwork sites to accommodate increase number of students enrolled in level I and II fieldwork for academic year Curriculum learning activities to enhance the skills of screening, assessment, treatment and re-evaluation and observation and documentation. OT 215, Supplemental skills in Occupational Therapy practice to be offered in summer The National Certification Board Occupational Therapy board certification exam practice test the Occupational Therapy Knowledge Exam will be included in the OT 235 Fieldwork Seminar class. A course fee of $25 will be added to the course to cover the cost to the student. OTA full time faculty will develop practice skills through externships in OT treatment settings.

35 Evaluation Questions Do the job projections and wages data suggest that this program will be viable over the next four years? Yes, a projected need for OT services throughout the US. Is the number of graduates aligned with the market need (job forecasts/transfer institutions)? Yes, graduates are able to find employment as a COTA. What did you learn from the PROE Student Survey results? Will you take any actions with the program as a result of what you have learned? Continue to provide learning activities and assessments to meet the students learning needs and OT practice standards. What did you learn from the Advisory Board Survey results? Will you take any actions with the program as a result of what you have learned? Are the resources sufficient to meet identified needs and goals for the next four years? Please explain. Yes, activities are supported by Perkins Grant funds and C3 funds. Are the facilities and equipment adequate to facilitate teaching and learning? Please explain. Yes, remodeled kitchen and bathroom create an atmosphere for instruction. The three OTA classroom and lab spaces will be significantly smaller than the present space requiring replacing a treatment matt table with a wall mounted table, storage of equipment in the nursing closet, replacing the sofa with a smaller seat and removing a dresser. Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Program Planning Yes No Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No Other: Yes No Other: Yes No

36 Additional Tasks/Work Develop the Course Review schedule for the next four years (beginning with next year) Identify which courses from the department will be developed in online or hybrid format over the next four years. Indicate the highest priorities for online and hybrid development and the academic year in which the course will be developed. Review all publications, website, catalog to ensure consistency of information Complete the Follow-Up Action Plan Checklist Appendix A - Faculty Credentials & Certification Last First Name Employee Group Title Hi Educ Lv Jansen Lynda Adjunct Faculty/Adjunct Bachelor's Mekkes Matthew Faculty Assistant Professor Master's Walker Karen Faculty Professor Master's Ryder Sarah Adjunct Faculty/Adjunct Bachelor s Occupational Therapy Assistant Faculty certified to do Academic Service Learning Credential Karen Walker, Matthew Mekkes, Lynda Jansen, Sarah Ryder Occupational Therapy Assistant Faculty certified to do online/hybrid teaching None

37 Appendix B Program Enrollment New Fall Student Enrollment (FiTIACs) Count of new degree-seeking college-bound students who have declared a major (or are undecided) by mid- October; non-degree students and students on health program waiting lists are not included. Listed by plan code and description, for each of the past 4 fall terms, Fall Program Enrollment Count of students who have declared a major (or are undecided) by mid-october. Listed by plan code and description, broken down by full-time and part-time students for each of the past 4 fall terms, Most declarations are self-reporting or via department assistance, except for health programs, which are done explicitly by departments. Fall Enrollment by Plan 2009 to by Gender Count of students who have declared a major (or are undecided) by mid-october. Listed by plan code and description, broken down by students gender for each of the past 4 fall terms, New Student Enrollment Major Code Description Fall 2009 Fall 2010 Fall 2011 Fall Total Fall Enrollment by Gender Major Code Program Female Male Total Female Male Total Female Male Total Female Male Total 340 Occupational Therapy Assistant Occupational Therapy, Trf Ota Ready OTA In complete

38 Appendix C Student Progress Student Progress Tracking Degree-Seeking Students at the end of each year, starting with those enrolled in through This is reverse-looking, i.e. of those enrolled during the year, how many graduated or transferred out during the year, or are still enrolled in the next fall term? This is one indicator of success, and the total across will yield a combined grad/transfer/still enrolled percentage: 50s and 60s are common, 70s and 80s are good, 90s and 100 are superb. Occupational Therapy Program Student Progress Academic Year N, Students Graduates Graduates/ Transfers Transfers Still Here Grad/Transfer/ Still Here % 3% 26% 34% 34% % 4% 30% 33% 33% % 5% 28% 43% 23% % 0% 28% 38% 34% Appendix D Program Indicator Data Technical Skills Attainment 1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industryrecognized standards, if available and appropriate, during the reporting year (that can be identified - Credential, Certificate, or Degree Attainment 2P1: % of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year. Student Retention and Transfer 3P1: % of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year. Student Placement 4P1: % of CTE concentrators who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2008 would be assessed between October 1, 2008 and December 31, 2008). Student Participation in Nontraditional Fields 5P1: % of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

39 Student Completion in Nontraditional Fields 5P2: % of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year. Program Data Technical Skills Attainment Credential, Certificate, or Degree Attainment Student Retention and Transfer Student Placement Student Participation in Nontraditional Fields Student Completion in Nontraditional Fields % % % 100% 75.00% 81.82% 94.44% 82.35% 75.00% 13.89% 88.89% % % % % % 26.70% 4.44% 10.31% 11.62% 0.00% 5.26% 5.88% 8.75%

40 Appendix E Course Enrollment Data Summary Course Enrollment by Semester Count of enrollments in each course in each term from fall 2008 through winter 2013 (preliminary). Enrollment follows patterns of build-up through 2009 peak in 2010, slow return to normalcy in 2011 and Course Enrollment Data Summary Fall Winter 2009 Summer 2009 Total Fall 2009 Winter 2010 Summer 2010 Total Fall 2010 Winter 2011 Summer 2011 Total Fall 2011 Winter 2012 Summer 2012 Total

41 Appendix F- Course Success Rates (Success = grades A to C-) Course Success Rates AtD categories Course success rates (A-C divided by all grades) by subcategories: Race/Ethnicity, Gender, Full-time/Part-time, and Pell Grant recipient/no Pell. OT 102 Race/ Ethnicity White non- Hispanic Black non- Hispanic Hispanic Asian / Pacific Islander Native America n Nonresident Alien No response or other Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 62% n/a n/a 0% n/a n/a n/a 60% Total Age Less than or older Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 0% 50% 71% 60% Gender Female Male Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 54% 100% 60% Pell Pell No Pell Total Number Course Enrollments Number Successful Course Enrollments Economic Modeling Specialists International 1

42 Percent Successful Course Enrollments 65% 54% 60% OT 104 Race/ Ethnicity White non- Hispanic Black non- Hispanic Hispanic Asian / Pacific Islander Native American Nonresident Alien No response or other Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 92% n/a n/a 50% n/a n/a n/a 89% Tota l Age Less than or older Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments n/a 83% 94% 89% Gender Female Male Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 88% 100% 89% Pell Pell No Pell Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 87% 92% 89% Economic Modeling Specialists International 2

43 OT 108 Race/ Ethnicity White non-hispanic Black non- Hispani c Hispani c Asian / Pacific Islander Native American Nonresiden t Alien No respons e or other Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments Total 73% n/a n/a 50% n/a n/a n/a 71% Age Less than or older Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments n/a 58% 81% 71% Gender Female Male Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments % 100% 71% Pell Pell No Pell Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments % 77% 71% Economic Modeling Specialists International 3

44 OT 208 Race/ Ethnicity White non- Hispanic Black non- Hispanic Hispanic Asian / Pacific Islander Native America n Nonresiden t Alien No respons e or other Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments Total 100% 100% n/a n/a n/a n/a 100% 100% Age Less than or older Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments % 100% 100% 100% Gender Female Male Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments % 100% 100% Pell Pell No Pell Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments % 100% 100% Economic Modeling Specialists International 4

45 OT 214 Race/ Ethnicit y White non- Hispani c Black non- Hispani c Hispani c Asian / Pacific Islander Native American Nonresiden t Alien No respons e or other Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 94% 100% n/a n/a n/a n/a 100% 94% Total Age Less than or older Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 100% 100% 90% 94% Gender Female Male Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 94% 100% 94% Pell Pell No Pell Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 86% 100% 94% Economic Modeling Specialists International 5

46 OT 220 Race/ Ethnicit y White non- Hispani c Black non- Hispanic Hispanic Asian / Pacific Islander Native America n Nonresiden t Alien No respons e or other Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 94% 100% n/a n/a n/a n/a 100% 94% Total Age Less than or older Number Course Enrollments Number Successful Course Enrollments Total Percent Successful Course Enrollments 100% 100% 90% 94% Gender Female Male Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 94% 100% 94% Pell Pell No Pell Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments 86% 100% 94% Economic Modeling Specialists International 6

47 OT 224 Race/ Ethnicity White non-hispanic Black non- Hispanic Hispani c Asian / Pacific Islande r Native American Nonresiden t Alien No respons e or other Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments Total 88% 100% n/a n/a n/a n/a 100% 89% Age Less than or older Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments % 86% 90% 89% Gender Female Male Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments % 100% 89% Pell Pell No Pell Total Number Course Enrollments Number Successful Course Enrollments Percent Successful Course Enrollments % 91% 89% Economic Modeling Specialists International 7

48 Appendix G-Four-Year Course Success Rate Trends Course Grade Distribution Fall and 2011 Earned grades by course, each fall term from 2009 to Grades are listed As to E, then I (incomplete), NS (no-show), W (withdrawal), WF (withdrawal-failing), and WP (withdrawal-passing). Extended analyses show success (grades A to C divided by all grades), and rates of withdrawal, no-show, and incomplete. Sometimes a low success rates are a result of high withdrawal and no-show rates. OTA Department Course Success Rate Trends Course A-C %All Withdrawal %All A-C %All Withdrawal %All A-C %All Withdrawal %All A-C %All Withdrawal %All OT % 4 13% 20 67% 2 7% 19 63% 8 27% 18 60% 5 17% OT % 4 14% 25 86% 2 7% 19 68% 8 29% 25 89% 2 7% OT % 4 15% 23 77% 3 10% 17 61% 8 29% 20 71% 3 11% OT % 0 0% % 0 0% % 0 0% 17 94% 0 0% OT % 0 0% 18 95% 0 0% % 0 0% 17 94% 0 0% OT % 0 0% % 0 0% % 0 0% 17 94% 1 6% OT % 0 0% 18 95% 0 0% % 0 0% 16 89% 1 6% Appendix H- Course Delivery Approvals Occupational Therapy Assistant Honors courses offered None Occupational Therapy Assistant Study Away courses offered None Occupational Therapy Assistant developed for online/hybrid delivery None Economic Modeling Specialists International 8

49 Appendix I Job and Wage Forecasts 143 Bostwick Avenue, NE Grand Rapids, Michigan Occupational Therapy Assistant Occupation Report GRCC Service Area Prepared by Institutional Research and Planning December 11, 2012 Economic Modeling Specialists International 9

50 Report Info Dataset Version Timeframe Region Name Region Description GRCC Service Area 3 county area. Kent Allegan and Ottawa Counties Allegan, MI (26005) Kent, MI (26081) Ottawa, MI (26139) Occupational Therapy Assistants SOC : Assist occupational therapists in providing occupational therapy treatments and procedures. May, in accordance with State laws, assist in development of treatment plans, carry out routine functions, direct activity programs, and document the progress of treatments. Generally requires formal training. Related O*NET Occupations: Occupational Therapy Assistants ( ) Summary Comments: Occupational Therapy Assistants will experience faster than average growth for the next ten years, adding 60 OTA s by Growth of the profession will exceed that of the State and the Nation. Job openings will come from growth and from retirement and replacement. Nearly 25% of existing OTA s will reach retirement age by GRCC is the only provider for this occupation in our 3-county service area, however supply is larger than the demand for the service area and may require that completers look to neighboring counties for employment. Entry level OTA s will receive an hourly wage in the 10 th to 25 th percentile as illustrated on page 4. Most jobs for OTA s are currently located in Offices of Physical, Occupational and Speech Therapists, and Audiologists, with others in Nursing Care Facilities or General Hospitals. Economic Modeling Specialists International 10

51 Job Distribution Overview Annual Openings Estimate (2012) 12 Related Completions (2011) 18 Current Job Postings 2 Gender Male 0% Female 100% Age % % % % 65+ 0% % $20.69/hr Jobs (2012) % Change ( ) Median Earnings Nation Location Quotient: 1.37 Nation: 29.8% Nation: $25.02/hr Economic Modeling Specialists International 11

52 GRCC Service Area Growth for Target Occupation Occupational Therapy Assistants ( ) % 2012 Jobs 2021 Jobs Change ( ) % Change ( ) GRCC Service Area Percentile Earnings for Occupational Therapy Assistants ( ) $14.09/hr $20.69/hr $28.76/hr 10th Percentile Earnings Median Earnings 90th Percentile Earnings Educational Attainment (National) Doctoral or professional degree 0% Master's degree 3% Bachelor's degree 12% Economic Modeling Specialists International 12

53 Associate's degree 71% Some college, no degree 11% High school diploma or equivalent 2% Less than high school diploma 1% Regional Trends Region 2012 Jobs 2021 Jobs % Change GRCC Service Area % Nation 30,918 40, % State % Educational Programs 1 18 Programs (2011) Completions (2011) Program Occupational Therapist Assistant ( ) Economic Modeling Specialists International 13

54 Inverse Staffing Patterns Industry Occupation Jobs in Industry (2012) % of Occupation in Industry (2012) % of Total Jobs in Industry (2012) Offices of Physical, Occupational and Speech Therapists, and Audiologists (621340) % 4.0% Nursing Care Facilities (623110) % 0.3% General Medical and Surgical Hospitals (Private) (622110) % 0.1% Specialty (except Psychiatric and Substance Abuse) Hospitals (Private) (622310) Elementary and Secondary Schools (Local Government) (903611) <10 4.5% 0.5% <10 3.2% 0.0% Data Sources and Calculations State Data Sources This report uses state data from the following agencies: Michigan Department of Labor and Economic Growth, Bureau of Labor Market Information and Strategic Initiatives Institution Data The institution data in this report is taken directly from the national IPEDS database published by the U.S. Department of Education's National Center for Education Statistics. Completers Data The completers data in this report is taken directly from the national IPEDS database published by the U.S. Department of Education's National Center for Education Statistics. Location Quotient Location quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster, occupation, or demographic group is in a region as compared to the nation. It can reveal what makes a particular region unique in comparison to the national average. Staffing Patterns Data The staffing patterns data in this report is compiled from several sources using a specialized process. Sources include Occupational Employment Statistics, and the National Occupation Matrix. EMSI uses ratios from the national matrix and inputs regional jobs by industry, converting these to jobs by occupation. The ratios derived from this are adjusted to equal actual regional data, resulting in a unique regional staffing pattern Economic Modeling Specialists International 14

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