Annual Department and Program Review Summary

Transcription

1 Annual Department and Program Review Summary During seven programs, 2 certificate options, and three departments completed a formal review. The following summary highlights the accomplishments of each of these areas. The Behavioral Sciences: The mission of the behavioral sciences department is to provide students with an understanding of psychological and sociological principles and methods, to prepare students to be lifelong learners and critical thinkers, and to apply psychological and sociological principles to improve themselves and their communities. Many high school students participate in the post-secondary option (PSEO). The general education courses offered by the department (especially Introduction to Psychology, Cultural Anthropology, and Principles of Sociology) are taken by many of the postsecondary students. In addition, the urban studies courses are popular among students intending to transfer to Cleveland State University (CSU). URST 2100 fulfills the diversity requirement at CSU and other local colleges. URST 2000 is commonly taken to fulfill a general social science requirement at CSU, and it is required for the degree in urban studies offered by CSU at the Holden University Center (HUC). The behavioral sciences department developed department student learning outcomes during the academic year. The outcomes were designed to reflect what a student taking an introductory level course (ANTH 1160, PSYC 1500, SOCY 1150) would be expected to know at the end of that course. The two outcomes are: (1) The student will understand the scientific method, as it applies to behavioral sciences. (2) The student will understand basic theoretical perspectives within the discipline. During , Outcome 1 was assessed. To assess this outcome, six discipline-specific, common questions will be included in final exams for introductory courses (Introduction to Psychology, Principles of Sociology, or Cultural Anthropology). In fall 2012, only fulltime faculty included the questions on final exams, and in spring 2013 all sections of the aforementioned courses included the questions on the final exams. Data analysis will be completed in fall Tech Math and Applied Physics: The technical math and applied physics curriculum is to support the goals of the engineering technologies programs in the following areas: solving technical problems typical of those encountered in the engineering technology careers by using the principles of mathematics and applied science. Two major projects were implemented. Our students need extra assistance with the technical material delivered in the math and physics courses. Consequently, one major project included an experimental open tutorial lab. The open lab was available fall 2012 to meet the tutoring requirements of our students. The lab was well received by students and helped them achieve a better success rate in their courses. The open tutorial lab was staffed by full-time faculty. The open tutorial provided easy access and peer

2 support/tutoring assistance in the engineering building that could not have occurred in our current student support services environment. There is a current requirement for an open lab tutorial for both day and evening students. Increasing the student retention of computational skills will allow the students better success in engineering coursework leading to a better degree completion rate. The second major project included a math assessment project. The Math Assessment Project success was outlined as follows: Fall A pilot program included several sections to examine the results of standardized testing. Spring All technical math outlines were modified to include standardized testing which reinvented 60% of the course grade. The exams were multiple choice questions. The compass test entrance scores were modified to include questions related to trigonometry in order to be prepared for Math Fall The new Peterson textbook was phased into the Math 1001 course. A technical math and physics tutorial lab was started in the E-bldg. with positive results. The outline for Math 0890 was changed to have a prerequisite of Math 0745 or completion of the compass test. Spring The new Peterson textbook was phased into the Math 1101 course. The phase-in process will be complete in fall The technical math tutorial lab will be transitioned into the Student Learning Center and will be staffed with peer tutors. Noncalculator exam portions were created as part of the standardized exams. The standardized midterms included 1 less chapter to make sure all instructors were able to get to the required material. As a result of the above changes, the exam scores have increased by about 10%. Theatre: The mission statement for the Theatre department was developed in concert with the fine and performing arts area. The mission of the theatre department is to provide a learning environment that fosters aesthetic literacy and expressive capability through the cultivation of artistic techniques and skills and the exploration of creative traditions and possibilities. The assessment of an acting class is very different from, for example, the Introduction to the Theatre class. Acting is primarily an experiential class. Students are asked to work on stage with an instructor doing exercises. While the instructor does have a curriculum that he/she works with, exactly how he/she presents that information is directly related to his/her own talent. A student also reads plays, attends plays and discusses plays. A big component to the theatre arts, as with any performance art, is the necessity to critique not only your own work but the work of others. Usually, there is an acting text that the student reads.

3 Civil Engineering Technology: In keeping with the vision and mission statements of Lakeland Community College, the CIVT department, which awards Associate of Applied Science degrees in Civil Engineering Technology and Construction Management, is committed to training and educating technicians for rewarding careers in the fields of architecture, engineering, surveying, facilities management, and construction administration. The CIVT department further aspires to sustain our students with a solid foundation for independent educational and professional growth, as well as to encourage and prepare the graduates to continue their formal education toward a baccalaureate degree. Traditionally, in order to handle the numerically larger intro population, we have been able to offer day/night courses for certain beginning first year classes. Night and weekend classes are offered to support our daytime working students. Our second year classes are only offered at night. Attempts to offer hybrid and offline classes would require creating multi-sections of classes where enrollment may not support our division. Currently the civil engineering department, as well as the other engineering departments, are updating our assessment methods to comply with new ABET guidelines for this year. Therefore, no data is currently available, as we have just begun to collect new data. Computer Integrated Manufacturing Technology: Lakeland s computer integrated manufacturing technology degree program prepares students for employment in a variety of manufacturing industries. The general manufacturing major prepares students for employment as engineering technicians at the operations level in manufacturing industries, having a concentration in computer applications. Technicians assist in the design and implementation of manufacturing process systems that include numerical control equipment, computer aided part programming, computer aided manufacturing, factory automation, and flexible manufacturing cells and systems. The automation concentration prepares students for employment in manufacturing industries, having a concentration in automated assembly. Students will study aspects of automated assembly and process control, including programmable controllers, computer assisted part programming, CAD/CAM systems, computerized instrumentation, and robotics. The maintenance and repair concentration prepares graduates for repairing and maintaining equipment in an industrial environment. The effectiveness of instructional delivery is assessed in each class by various testing methods. In class, individual tests are considered the most accurate; however, presentations and other out of classroom assignments such as projects, homework, and lab reports are included in assessment.

4 Electronics/Computer Engineering Technology: Graduates will be able to: (1) solve technical problems typical of those encountered in the electronic engineering technology discipline by using critical thinking skills, current technology, and principles of mathematics and applied science; (2) work and communicate effectively in multidisciplinary teams in both industrial and academic settings; and (3) understand current professional issues and the need to pursue lifelong learning. ABET Student Outcomes are as follows: An ability to apply the knowledge, techniques, skills and modern tools of the discipline to narrowly define engineering technology activities; An ability to apply a knowledge of mathematics, science, engineering and technology to engineering technology problems that require limited application of principles but extensive practical knowledge; An ability to conduct standard tests and measurements, and to conduct, analyze and interpret experiments; An ability to function effectively as a member of a technical team; An ability to identify, analyze and solve narrowly defined engineering technology problems; An ability to apply written, oral and graphical communication in both technical and non-technical environments and an ability to identify and use appropriate technical literature; An understanding of the need for and an ability to engage in self-directed continuing professional development; An understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity; A commitment to quality, timeliness and continuous improvement. Courses are taught via traditional delivery methods, lecture and laboratory, and on-site. Assessment of course/curriculum delivery methods are accomplished via department meetings that include full and part-time faculty and also with the Industrial Advisory Committee. Individual course outlines, lecture, laboratory, testing materials, and grading policies are reviewed. The ELEC program uses a department generated Employer and Alumni survey to assess student success after graduation. Surveys are scheduled for completion during January 2013 via the Office of Institutional Research and Planning.

5 The EET program at CSU is the main transfer option available to Lakeland ELEC graduates. Mechanical Engineering Technology: The Mechanical Engineering Technology Program is designed to prepare students for immediate employment as a technician. The curriculum includes a strong emphasis on the generation of production-level computerbased documentation, analysis of form, fit and function, and design verification through testing. Graduates will be able to: (1) solve technical problems typical of those encountered in mechanical engineering technology careers using creativity, current technology, and the principles of mathematics and applied science; (2) perform and evaluate laboratory experiments, interpret and report on the results, and make recommendations for improvements; (3) work and communicate effectively in a diverse multi-disciplinary team in an industrial and academic setting; and (4) understand modern quality principles, professional issues, and the need to pursue lifelong learning. The effectiveness of instructional delivery is assessed in each class by various testing methods. In class individual tests are considered the most accurate, however presentations and other out of classroom assignments such as projects, homework, and lab reports are included in assessment. In assessment of student learning outcomes, essentially all students meet all of the stated learning outcomes for the program. These outcomes are being modified due to changes of ABET requirements, but results are expected to be the same. Medical Assisting: In keeping with the mission, philosophy and goals of the college and the division, the Medical Assisting program strives to educate and prepare competent, responsible and caring medical assistants as members of the health care team. In addition, the program fosters professionalism, ethics, personal growth and development, and lifelong learning. The program uses various instructional delivery methods. The use of an online assistant in Blackboard provides a communication site, resource site, and online learning site for students. Students can access assignments, messages, and etc. Data is still available if the student misses class. Software is loaded onto computers in H 102 and H 102 d for practice. In class labs allow students to practice skills to competency levels. Open lab is scheduled for students to continue practicing skills after formal class. Publishers provide online access to clinical charts which can be used in conjunction with homework and lab work. Works has began on student learning outcomes. The medical assisting program created these outcomes in fall of 2012 and no data is available, at this time. A rubric will be used to assess the outcomes in the upcoming academic year. Paralegal Program: The mission of the Paralegal Program is to provide the student with a core of legal knowledge and critical thinking, organization, communication and interpersonal skills which will enhance the student's ability to function effectively in a

6 legal environment. Students in all courses (traditional and alternative delivery) are asked to complete a survey of the effectiveness of the instruction. Attrition rates and GPA comparisons between traditional and online sections are monitored by the Program Director. Course revisions/enhancements are made where needed. The program has completed extensive work on program student learning outcomes and Lakeland learning outcomes. The following results are available for student learning outcomes: SLO - Communicates Clearly - tied specifically to program outcome of communication through appropriate forms of legal writing 1) Internship employers (PARL 2700 and PARL 2750) are asked to rate attainment of this SLO. From Summer 2009 through Spring 2012, 105 internship employers provided feedback. Sixty-nine internship employers rated the students' attainment as excellent, 28 rated it as good, 5 rated it as fair, and none rated it as unsatisfactory. Three internship employers provided no feedback relative to this SLO. Consequently, 92% of internship employers rated the students' ability to communicate clearly as excellent or good. 2) Employers of paralegal graduates from Spring 2009 through Fall 2010 were surveyed about graduate attainment of this SLO. The survey response rate was 75%. Employers were asked to use a rating scale of 1 to 5 with 1 being poor and 5 being excellent. Six employers rated the attainment a 5, 6 employers rated it a 4, and 2 employers rated it a 3. None rated it a 2 or 1. SLO - Uses Information Effectively - tied specifically to program outcome of performing legal research 1)Internship employers (PARL 2700 and PARL 2750) are asked to rate attainment of this SLO. From Summer 2009 through Spring 2012, 105 internship employers provided feedback. Seventy-two internship employers rated the students' attainment as excellent, 23 rated it as good, 3 rated it as fair, and none rated it as unsatisfactory. Seven internship employers provided no feedback relative to this SLO. Consequently, 90% of internship employers rated the students' ability to communicate clearly as excellent or good. 2) Employers of paralegal graduates from Spring 2009 through Fall 2010 were surveyed about graduate attainment of this SLO. The survey response rate was 75%. Employers were asked to use a rating scale of 1 to 5 with 1 being poor and 5 being excellent. Three employers rated the attainment a 5, 6 employers rated it a 4, and 1 employers rated it a 3. None rated it a 2 or 1. SLO- Interacts in Diverse Environments - tied specifically to program outcome of demonstrating professionalism 1) Internship employers (PARL 2700 and PARL 2750) are asked to rate attainment of this SLO. From Summer 2009 through Spring 2012, 105 internship employers provided feedback. Eighty-eight internship employers rated the students' attainment as excellent, 14 rated it as good, 3 rated it as fair, and none rated it as unsatisfactory. Consequently, 97% of internship employers rated the students' ability to interact as a member of a legal team as excellent or good. 2) Employers of paralegal graduates from Spring 2009 through Fall 2010 were surveyed about graduate attainment

7 of this SLO. The survey response rate was 75%. Employers were asked to use a rating scale of 1 to 5 with 1 being poor and 5 being excellent. Thirteen employers rated the attainment a 5 and 4 employers rated it a 4. None rated it a 3, 2 or 1. Phlebotomy Program: The mission of the Phlebotomy Program is to respond to the needs of the community by educating students to become competent, responsible and caring phlebotomists. The program fosters professionalism, team work, and continuing education. The instructional delivery methods are assessed through the use of a variety of tools. Student evaluations of instructors and courses take place at the end of each course. The students also evaluate the clinical experience at the end of their rotation. Student performance, that represents the effectiveness of the program, is evaluated by the clinical mentor. Although Lakeland does not get official feedback from the certification agency regarding pass rates, many of the students report back to the Education Coordinator the results. The results are favorable. All three courses specific for the phlebotomy certificate, HLTH 1240, 1260, and 1265, have a binder that includes the course syllabus and schedule along with learning objectives, exercises, and evaluation tools. Each lecture learning unit includes a PowerPoint presentation with associated cognitive objectives and associated learning exercises. Each laboratory exercise includes a procedure, cognitive and psychomotor objectives and evaluation tool. All cognitive and psychomotor objectives correlate in level and content with written unit tests. Teachers may add to their class in any 'enrichment' way that they choose as long as the set course content is delivered and evaluated. The program director and education coordinator are available to answer questions and give advice as to delivery, creativity and course content. Teachers are expected to communicate with the director and coordinator as to additions and deletions that they feel necessary to keep the program current and applicable. Clinical mentors are given copies of program objectives, student evaluations, and check lists that must be completed at the end of the clinical experience. Faculty review checklists, student evaluations and make periodic visits to clinical sites to view students experience. Certificate programs were not included in the first phase of Lakeland's development of student learning outcomes. Therefore, the phlebotomy certificate program does not have any official student learning outcomes at this time. Because the program is currently investigating and seeking program approval through NAACLS, student learning outcomes will be developed and aligned with their standards. Although there is no hard data, the success of the phlebotomy program at Lakeland is continually evaluated through a number of avenues. Feedback from clinical mentors via

8 clinical evaluation tools indicates areas of strength and weakness. During the seminar class, students have the opportunity to discuss their attitude toward their preparation. Graduates communicate with faculty their success on the certification exam. In short, when the data is collected, it will show our students are passing the ASCP certification exam, getting jobs, and succeeding in their careers.eak with laboratory mentors. Respiratory Therapy: The respiratory therapist program at LCC serves students and the healthcare community preparing graduates to perform respiratory care at the advanced practitioner level. Values 1. We value each student and will provide them with an opportunity to practice respiratory care in a supportive environment that will serve to promote understanding and appreciation of the role of respiratory therapists as members of the healthcare team. 2. We value our hospital affiliates and will work with them to promote interdependency where we will supply the best candidates for employment and they will provide those students with opportunities for excellence in practice. 3. We value each patient's life as though it were our own. We will respect the rights of others and appreciate cultural differences as they relate to patient care. 4. We value teamwork and communication with other members of the medical profession with respect to excellence in care-giving. We will promote professional, ethical, and empathetic care-giving to the community's patients while facilitating our students' growth as respiratory care practitioners. The program is accredited nationally by the Committee on Accreditation for Respiratory Care (CoARC). The program is in compliance with standards including attrition, successful board completion, and employment post-graduation. Annual reports are submitted for ongoing accreditation and include results from student surveys, graduate surveys, employer surveys, board examination results, and an annual assessment of resources conducted by faculty and the advisory board. Evaluation tools, as surveys, are provided by the CoARC. All courses within the respiratory curriculum are taught on campus, daytime. Daytime clinical experience allows students the opportunity to interact with physicians. Daytime classes allow students to assume paid positions in respiratory departments either second or third shift and weekends. Credits, FTE, seat count are down as of 2010/2011 as noted before. Faculty have advertised in 2 local newspapers and reach out to current students in HLTH classes. The program has identified a need with the Cleveland Clinic for a post program completion certificate preparation. The first of these courses to be offered online will be Entry Level Pulmonary Function Technician. The course is proposed to be one semester online and will provide the learner with knowledge commensurate with a national certification level. National certification will not be required as an outcome measure.

9 The course will be conducted by a content expert from the Cleveland Clinic Foundation. Additionally, faculty have discussed making the Pharmacology class (internal respiratory class) an online delivery and opening it up to the college for credit. This will increase enrollment in this class. Assessment 1. Students continue to pass national board examinations with rates and scores exceeding the national average. CRT pass rates for all takers nationally continues to be less than 60%. Of those that do pass this test and move onto the second test the national pass rate for the second test is also below 60%. LCC far exceeds these averages (see previous) 2. In a tight employment market most students continue to receive employment opportunities. 3. Graduates continue to successfully pursue additional education and supervisory/managerial positions in the local area. Travel and Tourism/Hospitality Management: The mission statement of Travel and Tourism is to educate students in order to successfully obtain entry-level and managerial positions in the Tourism and Hospitality Industries by creating educational opportunities through excellent teaching and faculty. We all use evaluation forms in our courses and use the results to alter or modify delivery methods. The changing of Tour 2800 to a hybrid course was a result of this assessment. Students in Tour 2800 stated that meeting weekly did cause two problems. 1. They didn't all have the same practicum schedule hampering the amount information they had to report on. 2. It did cause scheduling problems with their practicum employers. Changing the class to a hybrid should help solve both problems.