annual planning and evaluation report · adrienne hinds janet sass, an information technology, a.s....

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Annual Planning and Evaluation Report Instructional Programs: 2006-2007

Introduction

Welcome to the latest Annual Planning and Evaluation Report for instructional programs at NOVA. This report presents yearly assessment results for all degree seeking instructional programs at NOVA. The Annual Planning and Evaluation Report has been published since the 2002-2003 academic year. The Annual Planning and Evaluation Report for instructional programs allows for continuous program improvement based on assessment results. As part of the assessment process, each academic program must identify expected outcomes for its educational programs, assess whether it achieves these outcomes, and describe how it will use the results for continuous program improvement. The assessment process is faculty driven. Faculty members are directly involved in the development, implementation, and analysis of assessment activities. As shown in Table 1, the planning and evaluation process for instructional programs engages a large number of teaching faculty and academic deans keeping in compliance with SACS 3.4.1 where faculty participation is expected. Each program has an academic dean who facilitates the evaluation of the program. Evaluation results are then forwarded to the Administrative Council where decisions are made about the budgetary requests related to program planning. This document presents annual planning and evaluation results from the 2006-2007 academic year for all degree seeking instructional programs at NOVA. The instructional programs are listed in alphabetical order.

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Table 1 Coordinating Academic Deans and Person Responding to

The Annual Planning and Evaluation Report for Instructional Programs: 2006-2007

Program

Coordinating Academic Dean Person Responding

Accounting, A.A.S.

Ron Buchanan, MA Abdul Baten, MA

Administration of Justice, A.A.S.

Ron Buchanan, MA James O’Connor, WO

Air Conditioning & Refrigeration, A.A.S.

Theodore Maguder, WO Pat Dennis, WO

American Sign Language English Interpretation, A.A.S.

Jerry Boyd, AN Paula Debes, AN

Architecture Technology, A.A.S.

Gene Brown, AL Harvey Liebman, AL

Automotive Technology, A.A.S.

Dee Martin, MA George Bolash, MA Russell Taylor, AL

Business Administration, A.S.

Ron Buchanan, MA Kevin Chouinard, MA

Business Management, A.A.S.

Ron Buchanan, MA John Phillips, MA

Communication Design, A.A.S.

Bev Blois, LO Julia Turner, AL

Computer and Electronics Technology, A.A.S.

Abe Eftekhari, AN Charbel Fahed, AN

Computer Science, A.S.

Dee Martin, MA Michael Carrington, MA

Construction Management Technology, A.A.S.

Gene Brown, AL Denise Cantwell, AL

Contract Management, A.A.S. John Min, AL Ronnie Wheeler, AL Rieann Spence-Gale, AL

Dental Hygiene, A.A.S.

Brian Foley, ME Andy Cornell, ME

Edith Tynan, ME

Early Childhood Development, A.A.S.

Bev Blois, LO Susan Johnson, LO

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

Dee Martin, MA Dee Martin, MA

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Program


Emergency Medical Services Technology, A.A.S.


Holly Frost, ME

Engineering, A.S. Abe Eftekhari, AN

Robert Woodke, AN Rassa Rassai, AN

Engineering Technology, A.A.S.

Abe Eftekhari, AN Gene Brown, AL

Siamak (Mike) Ghorbanian, AL Rudy Napisa, AN

Fine Arts, A.A., A.A.A.

Tony Stanzo, WO

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

Dan Lewis, WO Gail Rebhan, WO

Fire Science Administration, A.A.S.

Adrienne Hinds, AN Michael Pariser, AN

General Studies, A.S.

Jerry Boyd, AN Not Reported

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

Bruce Mann, AN Nancy Chamberlain, An

Health Information Technology, A.A.S.


David Munch, ME

Horticulture, A.A.S.

Joyce Samuels, LO David Scheid, LO

Hospitality Management, A.A.S.

Adrienne Hinds Janet Sass, AN

Information Technology, A.S. Joyce Samuels, LO Carolyn Davis, LO

Information Systems Technology, A.A.S.

Joyce Samuels, LO Carolyn Davis, LO

Interior Design, A.A.S.

Beverly Blois, LO David Whipple, LO

Liberal Arts, A.A.

Jim McClellan, AL Jim McClellan, AL

Marketing, A.A.S.

Adrienne Hinds, AN Katherine Olson, AN

Medical Laboratory Technology, A.A.S.


Frankie Harris-Lyne, ME Glenn Flodstrom, ME

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Program


Music, A.A., A.A.A., Specialization Ron Buchanan, MA James Fay, AN

Nursing, A.A.S.

Brian Foley, ME Flo Richman, ME

Flo Richman, ME

Paralegal Studies, A.A.S.

Robert (Tony) Stanzo, AL Teresa Blier, AL

Photography, A.A.S. Robert (Tony) Stanzo, AL

Sarah Raymond, AL

Physical Therapist Assistant, A.A.S.


Patricia Ottavio, ME

Radiography, A.A.S.


Marilyn Sinderbrand, ME

Respiratory Therapy, A.A.S.


Kathy Grilliot, ME

Science, A.S. Abe Eftekhari, AN

Nicole Cintas, AL Victor Zabielski, AL

Social Sciences, A.S. Bruce Mann Jennifer Lerner

Travel and Tourism, A.A.S. Adrienne Hinds, AN

Talula Guntner, AN

Veterinary Technology, A.A.S.

Joyce Samuels, LO Leslie Sinn, LO

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Annual Planning and Evaluation Report Instructional Programs: 2006 – 2007

Table of Contents Introduction ............................................................................................................................................................................................................................................................... i Accounting A.A.S. ....................................................................................................................................................................................................................................................1 Acquisition and Procurement, A.A.S. .......................................................................................................................................................................................................................4 Administration of Justice, A.A.S. ..............................................................................................................................................................................................................................6 Air Conditioning & Refrigeration, A.A.S. ..................................................................................................................................................................................................................8 Architectural Technology A.A.S. ..............................................................................................................................................................................................................................9 American Sign Language - English Interpretation A.A.S. ...................................................................................................................................................................................... 10 Automotive Technology, Emissions Specialization, A.A.S. .................................................................................................................................................................................... 14 Automotive Technology, A.A.S. ............................................................................................................................................................................................................................. 15 Business Administration, A.S. ................................................................................................................................................................................................................................ 16 Business Management, A.A.S. .............................................................................................................................................................................................................................. 18 Communication Design, A.A.S. ............................................................................................................................................................................................................................. 20 Computer and Electronics Technology, A.A.S. ...................................................................................................................................................................................................... 24 Computer Science, A.S. ........................................................................................................................................................................................................................................ 26 Construction Management Technology, A.A.S. ..................................................................................................................................................................................................... 29 Dental Hygiene, A.A.S. .......................................................................................................................................................................................................................................... 31 Early Childhood Development, A.A.S. ................................................................................................................................................................................................................... 32 Paraprofessional Specialization, A.A.S. ................................................................................................................................................................................................................. 34 Emergency Medical Services, A.A.S. .................................................................................................................................................................................................................... 36 Engineering, A.S. ................................................................................................................................................................................................................................................... 37 Engineering Specialization, A.S. ............................................................................................................................................................................................................................ 38 Engineering Technology, A.A.S. ............................................................................................................................................................................................................................ 39 Fine Arts, A.A./A.A.A. ............................................................................................................................................................................................................................................ 40 Fine Arts A.A.A. Photography Specialization ......................................................................................................................................................................................................... 41 General Studies, A.S. ............................................................................................................................................................................................................................................ 43 Health Information Technology, A.A.S. .................................................................................................................................................................................................................. 46 Horticulture Technology, A.A.S. ............................................................................................................................................................................................................................. 48 Horticulture Technology/Landscape Design, A.A.S. .............................................................................................................................................................................................. 49 Hospitality Management, A.A.S. ............................................................................................................................................................................................................................ 50 Information Technology, A.S. ................................................................................................................................................................................................................................ 51 Information Systems Technology, A.A.S. .............................................................................................................................................................................................................. 52 Interior Design, A.A.S. ........................................................................................................................................................................................................................................... 54 Liberal Arts A.A. ..................................................................................................................................................................................................................................................... 57 Marketing, A.A.S. ................................................................................................................................................................................................................................................... 59 Medical Laboratory Technology, A.A.S. ................................................................................................................................................................................................................. 61 Music, A.A. ............................................................................................................................................................................................................................................................ 63 Music, A.A.A. ......................................................................................................................................................................................................................................................... 64 Music, A.A.A. Jazz Specialization .......................................................................................................................................................................................................................... 65 Nursing, A.A.S. ...................................................................................................................................................................................................................................................... 66 Paralegal Studies A.A.S. ....................................................................................................................................................................................................................................... 69

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Photography, A.A.S ............................................................................................................................................................................................................................................... 76 Physical Therapist Assistant, A.A.S. ...................................................................................................................................................................................................................... 78 Radiography, A.A.S. .............................................................................................................................................................................................................................................. 82 Recreation and Parks, A.A.S. ................................................................................................................................................................................................................................ 84 Respiratory Therapy, A.A.S. .................................................................................................................................................................................................................................. 89 Science, A.S. ......................................................................................................................................................................................................................................................... 92 Travel & Tourism, A.A.S. ....................................................................................................................................................................................................................................... 94 Veterinary Technology, A.A.S. ............................................................................................................................................................................................................................... 95

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Accounting A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program is designed for persons who seek employment in the accounting field or for those presently in accounting who desire to increase their knowledge and update their skills. The occupational objectives include accounting trainee, accounting technician, junior accountant, and accountant.

Program Goals/Student Learning Goals/General

Education Goals

Program Outcomes/Student Learning Outcomes/General

Education Outcomes Activities Actual Outcome(s)/

Assessment Results Use of Results/ Next Steps

Goal 1 Provide quality education for Principles of Accounting I and II

Students will: Be able to analyze and prepare basic journal entries Be familiar with the various types and classifications of general ledger accounts used by the typical business Have the ability to input computer data Be able to perform the various steps in the accounting cycle, including the preparation of basic financial statements

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

Fall 2005 Grade Distribution: ACC 211: A(339)18.4% B(318) 17.3% C(269) 14.6% D(127) 6.9% F(312) 16.9% I(9) .5% W(457) 24.8% X(12) .7% Total=1843 students ACC 212: A(163) 25.3% B(136) 21.1% C(105) 16.3% D(52) 8.1% F(71) 11% W(116) 18% X(2) .3% Total=645 students Enrollment has declined in ACC 211 from 1976 to 1843 and in ACC 212 from 698 to 645, while grade distribution remains similar

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

Goal 2 Provide quality education for upper level accounting courses

Students will possess: -The ability to apply specific generally accepted accounting principles in a variety of business situations General knowledge of Federal taxation rules for individuals, the differences between various taxable entities -General knowledge of budgeting and product costing techniques and methods related to control and evaluation of business operations. Graduates will be employed in accounting

Grade Reports and completion rates

Fall 2005 Grade Distribution: ACC 219(Govt. & Not For Profit):A(26) 44.8% B(10)17.2% C(4) 6.9% D(5) 8.6% W(13) 22.4% Total=58 students ACC 221(Intermediate I): A(40) 27.8% B(33) 22.9% C(19) 13.2% D(3) 2.1% F(17) 11.8% I(7) 4.9% W(23) 16% X(2) 1.4% Total=144 students ACC 222(Intermediate II): A(16) 21.6% B(21) 28.4% C(22) 29.7% D(2) 2.7% F(1) 1.4% I(6) 8.1%

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

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Education Goals




Graduate survey data

W(6) 8.1% Total=74 students ACC 230(Advanced): A(1) 11.1% C (1) 11.1% F(2) 22.2% I(3) 33.3% W(2) 22.2% Total=9 students ACC 231(Cost): A(22) 28.6% B(18) 23.4% C(9) 11.7% D(4) 5.2% F(10) 13% W(14) 18.2% X(0) 0% Total=77 students ACC 241(Auditing): A(21) 22.6% B(22) 23.7% C(15) 16.1% 10(F) 10.8% 13(I) 14% 12(W) 12.9% Total=93 students ACC 261(Inc. Tax I): A(39) 32.5% B(40) 33.3% C(16) 13.3% D(3) 2.5% F(6) 5% W(14) 11.7% X(2) 1.7% Total=120 students ACC 262 (Inc. Tax II): A(11) 42.3% B(8) 30.8% C(2) 7.7% D(1) 3.8% F(0) 0% W(2) 7.7% X(2) 7.7% Total=26 students 72% of survey respondents (total=18 students) had full time employment within 6 months of graduation; Average salary: $98,336 minimum: - $28,000 maximum: $446,000

Goal 3 Request additional Computer technology

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

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

ACC 215 (Computerized Accounting) A(21) 48.8% B(10) 23.3% C(3) 7% I(6) 14% Total=43 students 2005: 58.84% of students in all ACC classes earned C or better 2004: 57.1% of students in all ACC classes earned C or better 2003: 51.8% of students in all

Share data with potential employers Share data with all accounting faculty Share data with Accounting Curriculum Advisory Committee

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Education Goals




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

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

Number of students enrolled in Accounting courses offered via ELI Number of students enrolled in hybrid classes

Fall 2005: ELI enrollments in ACC: 211(185) 212(52) 215(3) 219(26) 221(44) 222(23) 230(9) 231(30) 232(5) 241(36) 261(11) 262(0) Total students=424 Fall 2004: ELI enrollments in ACC: 211(167) 212(43) 215(28) 219(19) 221(30) 231(24) 232(2) 241(27) 261(30) Total students=389 Fall 2005: Hybrid enrollments: 211(31) at LO 211(93) at WO 212(52) at WO

Fall 2005 9% increase in number of students enrolled in Accounting courses offered via ELI.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Acquisition and Procurement, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Provide quality, certified and current education in Contract Management (formerly Acquisition and Procurement). The curriculum is designed for students who plan to seek employment in contract management positions and for those presently in contract management positions who seek career advancement. The occupational objectives include project manager, procurement analyst, contract administrator, contract specialist, contract negotiator, contract pricing analyst, and contract termination specialist.


Education Goals




Goal 1 Assist students in education goals and who plan to seek employment in contract management positions and for those presently in contract management positions who seek career advancement.

Student will demonstrate a working knowledge of: Sealed bidding, types of contracts, pricing policies and techniques, contracting by negotiation, contract administration, termination of government contracts, contractor performance, protests, disputes, appeals and contract close-out. Modifications, award law, government property, defective pricing data, patent and data law, and labor law. Individual elements of cost (labor, materials, indirect costs, and profit) associated with different types of contracts. Preparation of negotiations of contracts, applying value systems, strategies, rationale and personal interactions. Advanced areas of acquisition planning, government provided property, sealed bidding, funding and acquisition of information resources.

Fall 2006, Spring, summer 2007 pass rates in ACQ/CON courses Graduate survey information on goals Graduate survey employment data Completion rates Student faculty evaluation Graduates Fall 2006

98.52% of student pass rates with a grade of C or higher: 134 out of 136 (grade records) 91.66% of students attained their goal:11 out of 12 (student interviews) 81.80% of students employed: 9 out of 11 (student interviews) 98.52% of students successfully completed courses: 134 out of 136 (records ) 100 % of students responded good, very good and excellent rating in the faculty evaluation. (survey ) 16 students graduated (OIR Fact Book)

Continue to change over to CON: CON-214 – Business Decisions for Contracting CON-215 – Intermediate Contracting Support CON-216 – Legal Considerations in Contacting CON-217 – Cost Analysis and Negotiation Techniques CON-218 – Advanced Contracting Support

Develop and explore a strategic partnership with the DAU.

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Education Goals




Advanced concepts of contract. Negotiations, ethics, contract modification and administration. Post-award contract management, administration of contract changes and modifications, procedures for disputes and terminations, inspecting and acceptance, and close-out. Appropriation and funding, competition requirements, types of specifications and contractor qualifications.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Administration of Justice, A.A.S.

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


Education Goals




Goal 1 To prepare students for entry level position in any of the varied fields of criminal justice

Students are competitive for entry level positions within the Criminal Justice/Security Fields

Curriculum Advisory Committee Reviews and Graduate Survey Summary (2005-06 ) Feedback from Annual Job Fair participants, Feedback from Service Area Criminal Justice Academy personnel.

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

ADJ 100, 105, 140, 211, 212, 234, 236, 237 & 248 offered via ELI and ADJ 216 & 234 offered as hybrid. All majors encouraged to take Spanish as their Humanities Elective.

Goal 2 To enhance the promotional potential of students already in the field.

Students are successful in gaining promotion, career advancement and salary increases.

Graduate -Survey summary (2005-2006) and Curriculum Advisory Committee reviews.

7 Graduates (30.4%) reporting job data obtained job prior to attending NVCC; of these 3 (42.9%) received salary increases and promotion; 1 (14.3 %) gained a promotion; and 3 (42.9% were awarded salary increases.

Continue to monitor graduates survey and Curriculum Advisory Committee reviews.

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

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

Graduate -Survey summary (2005-2006) and feedback from Admissions Personnel at institutions with whom NVCC has ADJ Articulation Agreements, e.g. The College of Graduate and Professional Studies of the University of Mary Washington and Eastern Kentucky University.

Of 28 graduates reporting, 22 (78.6%) listed their primary goal in attending NVCC as transfer to a university. After 6 months 11 (39.3%) were full-time, and 7 (25%) were part-time students, all of whom reported that their NVCC studies were adequate to excellent preparation for their college studies, which 15 (83%)

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

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Education Goals




reported were related to their ADJ major.

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

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

Successful completion of ADJ 100, ADJ 105 and ADJ 111. Successful completion of ADJ 107. Successful completion of ADJ 211 and ADJ 212. Successful completion of ADJ 236 and ADJ 237.

Students successfully completed (with a grade of C or better) core course as follows (Fall 2005): ADJ 100 – 73.2% ; ADJ 105 – 84.6%; ADJ 111 – 74.2% ADJ 107 – 77.4%; ADJ 211 – 88.7%; ADJ 212 – 82.7%; ADJ 236 – 84.5%; and ADJ 237 92.1%

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

Goal 5 To promote student retention through intense academic advising, study visits with classes, distinguished guest lecturers and stimulating extracurricular activities.

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

Feedback from ADJ faculty on class study visits and guest lectures on student participation and reaction. Feedback from ADJ faculty and students on academic advising. Feedback from faculty moderators and club members on club trips and club sponsored job fairs. College ratings for selected college services.

Faculty reported increase in study visits and guest lectures in 2005-2006. Faculty advisors reported increased student participation in advising sessions in 2005-2006. (See attached sheet) Faculty moderators and club members reported increased student participation at club meetings, at club fund raisers, on club visits to justice agencies, law enforcement academies and universities, and job fairs (e.g. 48 agencies participated in 2006 Woodbridge Law Enforcement Job Fair). On graduate ratings for selected college services the ADJ program was rated as follows: Graduate Ratings for Selected College Services (4=Excellent 3=Good 2=Average 1=Below AVG 0=Poor)

Continue to monitor: Study visits and guest lectures in core and ADJ classes, - student participation in academic advising sessions, student participation in ADJ extracurricular activities, and - graduate ratings of selected college services.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Air Conditioning & Refrigeration, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program is designed to prepare students for jobs in the refrigeration and air conditioning field. The occupational objectives include service, maintenance, repair, and installation, of refrigeration and air conditioning equipment.


Education Goals




Goal 1 To prepare the students for working in HVACR.

In AIR 121, students cover basic skills, then build a working refrigeration system.

Quizzes and labs work are observed by the instructor.

Safety standards in the lab projects are judged by the instructor.

To increase safety awareness.

Goal 2 To have students install and troubleshoot various HVACR – gas/oil, heating, heat pumps, air conditioning systems, and commercial refrigeration.

After installation HVACR systems, troubleshooting skills are tested by placing problems in the equipment for students to solve.

Lab reports are required for all labs and are graded by the instructor.

Third-party EPA testing and certification for refrigerant recovery. Required for employment in the air conditioning and refrigeration field.

To help students pass all four EPA tests.

Goal 3 To update students on new 13 seer equipment and new refrigerants like R10A and R404A that replace CFC and HCFC.

The students will be able to properly install the new style equipment and safely handle the new refrigerants.

By quizzes and exams; also observing students install and repair HVACR systems.

Having the students take the State Journeyman’s License for HVACR to prepare for employment. The high demand employment in the communities served by NVCC.

Help improve the mechanical code class that prepares the students for the State License.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Architectural Technology A.A.S.

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


Education Goals




Goal 1 Adequately Prepare graduates for entry level positions In the architectural fields.

1a. Students will master Architectural Concepts, techniques and terminology. 1b. Students will develop Architectural manual and CAD skills. 1c. Students will develop basic design fundamentals and skills.

1a. Students will demonstrate their Mastery of architecture through their personal projects and examples of their completed assignments. 1b. Students will demonstrate knowledge of their basic design fundamentals through projects and assignments evaluated by faculty and peers. 1c. Students will demonstrate knowledge of their basic design fundamentals through projects and assignments evaluated by faculty and peers.

1a. Students successfully completing the projects and assignments will complete the program with a satisfactory or higher grade. 1b. Architectural faculty provide appropriate feedback to students concerning projects and assignments. Peer evaluation will also provide feedback to students. 1c. Architectural faculty provides appropriate feedback to students concerning projects and assignments. Peer evaluation will also provide feedback to students.

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

Goal 2 Meet the needs of local employers for entry level architectural positions

2a. 100% of employers requests will be made available, through the Architectural Faculty, to the Architectural Students. 2b. The Architectural Faculty will provide appropriate recommendations to employers seeking to hire Architectural students.

2a. Formal and informal interaction and inquiry will be conducted on a continuous basis to determine the satisfaction of the architectural employees hired through the Architectural Program. 2b. Faculty will retain information on recommendations for students.

2a. Every three years the formal and informal information will be compiled and recorded for evaluation and modification of the Architectural Program. 2b. Faculty will follow up with students and employers every three years to determine the success of the placement.

2a. Information will be used to evaluate and modify the Architectural Program 2b. Information will be used to evaluate and modify the Architectural Program.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: American Sign Language - English Interpretation A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Designed for students who have limited, if any, previous experience with interpreting for Deaf people, this degree program provides the comprehensive training in theory and practical interpreting skills necessary for employment as an educational or community interpreter. Successful completion of this program prepares the student to pursue either a Virginia Quality Assurance Screening Level or national certification through the Registry of Interpreters for the Deaf. These credentials qualify the student to interpret in either educational or community settings.


Education Goals




Program Goal 1 The program produces at least 30 FTES and 12 graduates.

Enrollment and graduation rates will be tracked.

During the 2006-2007 school year, there was a total of 28 FTES. Seven students took the capstone internship course in the Summer of 2006. Two students graduated, two students still had general education courses to complete, one student needed to improve her GPA, and the final two students did not pass the internship course. In 2006-2007, there were 10 students taking the second year of interpreting courses. These students took the internship course in the Summer of 2007 although all 10 students opted to finish the requirements during the fall semester of 2007 and will be eligible to graduate at that time.

The program needs to increase the number of students in the Interpreting program. This will be accomplished through increased marketing efforts and relationships with local high schools. Plans were developed to pilot Dual Enrollment Program at Woodson HS in order to develop relationships with local high schools.

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Education Goals




Program Goal 2 At least 90% of the graduates responding to the graduate survey report that they are employed in the ASL-English Interpretation field or are otherwise using their skills.

Annual surveys will be distributed to graduates of the program.

Of the seven students enrolled in the internship in the summer of 2006, five students are currently employed in the interpreting field. There were 10 second year students who were eligible to enroll in the capstone internship course in the summer of 2007. These students will be eligible to graduate in fall on 2007. Of these students, eight are already employed as interpreters. One student is working here at NVCC.

Surveys of recent graduates will continue to determine their career choices upon graduation. Thus far the majority of students are employed in the field.

Student Learning Goal 1

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

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

Although only 2 students made it to graduation, of the 5 students who responded to the survey, three students have achieved a level of III on the VQAS. The other two received a level of II. None of the students have attempted to take the RID test yet. Of these seven students, five are currently employed as interpreters. There were 10 second year students who were eligible to enroll in the capstone internship course. Of these students, eight are currently employed as interpreters. Of these students, 2 students have a VQAS Level III, 4 have a level II, and the others have not taken the exam yet. These students will be eligible to graduate in fall 2007.

Surveys of recent graduates will continue to determine VQAS and RID passing rates.

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Education Goals




Student Learning Goal 2

Students will describe the basic principles and practices of interpreting, focusing on the history of the profession, logistics of interpreting situations, regulatory and legislative issues, resources, and the Code of Ethics.

1. Students must pass each course with a grade of “C” or better in INT 130 to continue with the program. This will be evaluated through the course grade.

2. 80% of graduates will have passed the written portion of the VQAS within 3 years and the RID test in 5 years of graduation. This will be evaluated through surveys to graduates to determine passing rates for the written tests.

In the Spring of 2007, 94% of the students passed INT 130 with a grade of “C” or better. All seven students in the internship program in the summer of 2006 took and passed the written portion of the VQAS test. Of the 10 students in the internship program in the summer of 2007, 8 students have taken and passed the written portion of the VQAS. The other two students have not taken the written assessment yet.

Ninety four percent of students passed INT 130 with a grade of “C” or better. Both the fall and spring course were ELI courses. Improvements to the course were significant and the passing rate for these courses increased dramatically from the previous year.

Student Learning Goal 3 Students will develop fundamental skills in interpreting, including cognitive processing and intralingual language development in English and ASL.

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

For the first year interpreting courses, the following statistics were reported: INT 105- 64% earned a “C” or better INT 106- 100% earned a “C” or better INT 107- 90% earned a “C” or better

The department is continuing to discuss retention rates for students from INT 105 to the spring courses of INT 106 and 107. Seven students left the program after this first semester.

Student Learning Goal 4 Students will develop consecutive and simultaneous interpretation skills from ASL to English and English to ASL.

1. 70% of the students enrolled in INT 133, 134, 233, and 234 will pass each course with a grade of “C” or better based on the performance exams in these courses.

2. 70% of graduates will have a VQAS Level III or a CI certification within 5 years of graduation. This will be determined through graduate surveys.

For the second year interpreting courses for the fall, the following statistics were reported: INT 133 - 91% earned a “C” or better INT 134- 91% earned a “C” or better For the second year interpreting courses, the following statistics were reported: INT 233 - 91% earned a “C” or better INT 234- 91% earned a “C” or better INT 236- 100% earned a “C” or better

The department is discussing ways to encourage students to take state licensing exams in order to become certified. The Program Head is working with the Department of deaf and Hard of Hearing to try and offer the test on campus to make it easier for students to take this assessment.

13


Education Goals




Surveys were sent out to the 7 students participating in the internship in the summer of 2006. Of the 5 students who responded to the survey, three students have achieved a level of III on the VQAS. The other two received a level of II. There are 10 students who took the INT 233 and 234 courses. Of these students, 2 students have a VQAS Level III, 4 have a level II, and the others have not taken the exam yet. These students will be eligible to graduate in fall 2007.

Student Learning Goal 5 Students will develop the skills required to transmit spoken English into a manual code for English and vice versa.

1. 70% of the students enrolled in INT 141 will receive a grade of “C” or better based on the performance exams in these courses.

70% of graduates will have a VQAS Level III or a CT certification within 5 years of graduation. This will be determined through student surveys.

1. In the summer of 2006, INT 141 was offered and 92% of the students received a grade of “C” or better. 2. Of the 5 students who responded to the survey, three students have achieved a level of III on the VQAS. The other two received a level of II. There are 10 students who took the INT 233 and 234 courses. Of these students, 2 students have a Level III, 4 have a level II, and the others have not taken the exam yet. These students will be eligible to graduate in fall 2007.

The department is continuing to discuss improved teaching and evaluation strategies for students. The Program Head is working with the Department of deaf and Hard of Hearing to try and offer the test on campus to make it easier for students to take this assessment.

14

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Automotive Technology, Emissions Specialization, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This curriculum is designed to train technicians for the automotive field. Students completing this program will be ready for full-time employment as automotive technicians. The occupational objectives include line technician, new car make-ready, and customer service representative.


Education Goals




Goal 1 To instruct students in the safe operation of automotive equipment and standard shop safety procedures for each automotive course.

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

Students will pass the course, AUT 100 (Introduction to Automotive Shop Practices), where basic automotive shop safety and equipment use is taught. Instructors and staff will monitor students for proper and safe usage of equipment in assigned lab activity. Measurement will be made by the instructor through written and hands-on testing.

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

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

Goal 2 To encourage graduation and career advancement through successful completion of the Automotive Technology Degree Emissions Specialization along with successful completion of all eight automotive ASE certification exams.

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

As courses are successfully completed by the students, they will be encouraged to sign up and take the appropriate ASE certification exams. The student will be encouraged to report back to the instructor upon completion of the ASE certification tests.

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

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

15

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Automotive Technology, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This curriculum is designed to train technicians for the automotive field. Students completing this program will be ready for full-time employment as automotive technicians. The occupational objectives include line technician, new car make-ready, and customer service representative.


Education Goals




Goal 1 To instruct students in the safe operation of automotive equipment and standard shop safety procedures for each automotive course.

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

Students will pass the course, AUT 100 (Introduction to Automotive Shop Practices), where basic automotive shop safety and equipment use is taught. Instructors and staff will monitor students for proper and safe usage of equipment in assigned lab activity. Measurement will be made by the instructor through written and hands-on testing.

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

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

Goal 2 To encourage graduation and career advancement through successful completion of the Automotive Technology Degree along with successful completion of all eight automotive ASE certification exams.

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

As courses are successfully completed by the students, they will be encouraged to sign up and take the appropriate ASE certification exams. The student will be encouraged to report back to the instructor upon completion of the ASE certification tests.

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

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

16

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Business Administration, A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Science degree curriculum in Business Administration is designed for persons who plan to transfer to a four-year college or university to complete a baccalaureate degree program in Business Administration with a major in Accounting, Business Management, Decision Science and Management, Information Systems, Finance, Marketing, etc.


Education Goals




Goal 1 To teach students the principles of accounting theory and prepare them for future study in accounting.

Students will be able to analyze routine business transactions, record and summarize such transactions, and prepare financial statements.

Evaluations within ACC 211/212 including problem solving and examinations. Graduate surveys which include questions about the academic preparation students received while at NVCC.

Grade Summary for ACC 211: 47% of students achieved a grade of C or above (-3.0% from Fall 2005) Grade Summary for ACC 212: 60.5% of students achieved a grade of C or above (-2.5% from Fall 2005) 98% rated their preparation for present college studies as excellent or adequate (-1.0% from previous survey)

Review and discuss at department meetings and in Business Administration Program Review.

Goal 2 To instruct students about the accepted body of principles which are the foundation of economic theory.

Students will be able to apply these foundational principles to the American economic system and its role in the larger global economy.

Evaluations with ECO 201/202 including examinations and writing assignments. Graduate surveys which include questions about the academic preparation students received while at NVCC.

Grade Summary for ECO 201: 52.9% of students achieved a grade of C or above (-5.2% from Fall 2005) Grade Summary for ECO 202: 61.1% of students achieved a grade of C or above (-3.9% from Fall 2005) 98% rated their preparation for present college studies as excellent or adequate (-1.0% from previous survey)

Review and discuss at department meetings and in Business Administration Program Review.

17


Education Goals




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

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

Comparative data on academic progress of NVCC students at four-year institutions. Graduate surveys which include questions about the academic preparation students received while at NVCC.

On 0-4 scale (0 = poor, 4 = excellent), graduates rated their education in the following areas: Writing effectively: 2.91 Speaking effectively: 2.86 Understanding mathematics 3.02

Will be addressed in Business Administration Program Review.

18

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Business Management, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Applied Science degree curriculum in Business Management is designed for persons who seek employment in business management or for those presently in management who are seeking promotion. The occupational objectives include administrative assistant, management trainee, department head, branch manager, office manager, manager of a small business, and supervisor.


Education Goals




Goal 1 To teach students the basic principles of management and the basic principles of marketing, human resources, information management, and finance.

Students will be able to identify the four management functions. Students will research and apply qualitative and quantitative tools for planning and decision making. Students will be able to complete a business plan. Students will demonstrate knowledge of the relationship of marketing, human resources, financial, and information management. Students will demonstrate an understanding of the ethical and legal aspects of business. Students will demonstrate knowledge of the challenges of diversity, globalization, and technology. Students will demonstrate effective techniques in the selection, appraisal, and development of human resources.

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

BUS 202 (Fall 2006, total enrollment = 498) A= 143 (28.7%); B= 109 (21.9%); C=48 (9.6%); D= 20 (4.0%); F= 0 (0.0%); W= 69 (13.9%) Successful completion (grade of C or better ) = 60.2% (+19.0% from Fall 2005)

Basic computer literacy moved to first semester of first year. Course description revised for BUS 100, BUS 220, BUS 241, and BUS 242 to match topics contained in course content summaries. BUS 242 is required in the program. Increased technical capabilities of classrooms and computer labs. New textbooks in selected courses.

19


Education Goals




Goal 2 To prepare students for entry-level positions in management.

Students will successfully graduate from the program and/or transfer to senior institutions.

Graduate reports and graduate surveys.

AAS in Business Management Graduates in 2005: 52 (down from 65 in 2004, up from 50 in 2003). 90% of the graduates responding to graduate survey responded that they had achieved primary goal (same as in 2004). Students rated the quality of instruction as 3.24 out of 4.00. Students rated the quality of course content as 3.05 out of 4.00. Students rated the quality of classroom facilities as 2.84. Students rated the quality of computer labs and facilities as 2.84.

Program goals and objectives are revised for currency and viability.

20

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Communication Design, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed for persons who seek full-time employment in the communication design field. The occupational objectives include graphic designer in the communication design marketplace.


Education Goals




Goal 1 Understanding of visual art concepts and the ability to articulate these concepts to others.

a. Incorporate the language of design in lectures, hands-on demonstrations, projects, and critiques in specialization studio classes. b. Use texts, which support theoretical thinking related to communication design as a profession. c. Attend lectures and presentations by visiting professionals on various topics specific to the communication design field. d. Participate in programs sponsored by the Communication Design Advisory Boards, developed to inform students about the field from the viewpoint of practicing professionals.

a. Require students to actively participate in critiques and class discussions using the language of design. Assess outcomes through observation and/or written evaluations. b. Assess outcomes through tests, discussions, and in-class computer lab projects. c. Survey students for feedback and project success indicated that lectures increased learning. d. Get feedback within classes and provide evaluation forms to indicate which programs have strongest educational value. Have a student member of the advisory board act as a liaison between students, faculty and advisory board members to establish an open dialogue about student feedback.

a. Use of lectures, critiques, and projects increased the use of design specific vocabulary of students, yet some students dominated the dialogue. b. Many students spoke of frustration about lack of text use for class, especially in the studio/lab classes. c. Students reactions indicated that they would like for us to provide more lectures from communication design and related professions. d. Students who attended were involved and excited by Advisory Board members' points of view. Feedback within classes and evaluation forms indicated which programs have strongest educational value.

a. Assign students to specifically critique other student’s projects using the vocabulary of professional designers rather than volunteer to speak. This allows for all students to participate. b. Assign reading and reviews in text(s). Use discussions and tutorials when appropriate. Quiz and test on content from text(s). Faculty must consistently use required text(s). c. Prepare class for topic to be covered by giving summary sheet and discussing the industry, and a visiting professional's background. Increase the breadth of resources in the field of Communication Design and related industries. d. Continue to invite a student member to join the Advisory Board each year. Student members gather information and act as a liaison between students, faculty and working professionals. This allows for better input in choosing program topics.

21


Education Goals




Goal 2 Competency in skills of handling tools and media specific to the profession for both faculty and students.

a. Design projects/artwork using current software applications related to the preparation and production of graphic design, interactive, multimedia, and/or web page design. b. Analyze and interpret texts and reference resources which support the learning of software. c. Create work in specialization studio classes that incorporates a balance of hand skills and digital development.

a. Evaluate the technical competency of a project established by project guidelines and specifications. Expose students to professional work and process of solutions to similar projects. b. Evaluate student’s interpretations with quizzes and practical hands-on computer testing. c. Review and critique design work and presentations for both hand skills and digital techniques.

a. Students need time to correct and improve projects. Competency must be met by students practice and study outside of class. Labs in class do not allow enough practice time b. Work outcome is sometimes uneven from class to class. c. Students need a better understanding of why you need both digital and hand skills, especially for presentation purposes.

a. Design new approaches to required skills and media understanding by comparing student work to that of other campuses and colleges. Increase open lab time for student practice and project improvement. b. Compare class outcomes for specific projects among faculty and implement most successful approaches in class. c. Intensify work with those students having problems to bring them up to the same level as others. Have more demonstrations of hand skills and tie them to presentations and/or exhibitions of work.

Goal 3 Develop visual literacy and critical thinking ability.

a. Research and integrate visual literacy research into studio projects. b. Document developmental design process in “Process Books” for every major project. c. Complete projects that demonstrate the ability to solve simple and complex problems in a creative and thoughtful manner

a. Compare and contrast visual examples that relate to studio projects. b. Collect, document and organize developmental design work from thumbnail through final execution. c. Review students Process Books for all major projects.

a. Faculty needs to help students identify visual literacy goals within projects. b. Some students need to develop better documentation and developmental processes. c. Students have a range of solutions to problems and should be encouraged to think beyond one idea. Faculty should identify opportunities for critical and complex thinking and require multiple ideas for projects.

a. Continue but increase exposure to examples of visual literacy in the professional design world. b. Discuss each goal as it is encountered then accomplished and documented in Process Books. c. Continue but refine discussions of critical and complex thinking as it specifically relates to individual projects. Encourage peer-to-peer exchange of ideas in the early stages of brainstorming.

22


Education Goals




Goal 4 Gain knowledge of history and contemporary issues of design within the context of the visual arts in society.

a. Communicate the history of design in correlation to fine art, architecture, sculpture, graphic design, packaging and interactive design and industrial design. b. Create projects in Visual Communications class and other studio classes that incorporate an exploration of the visual arts in society with historical and cultural ties as well as contemporary issues.

a. History of Design and History of Film use a range of testing and projects to accomplish assessment. b. Review and critique projects for evidence of historical content and/or contemporary design issues.

a. Student surveys suggest that they would appreciate more ties between what they learn in Art history class and what they design in studio classes. b. A handful of students take advantage of the wide range of information available through metro-area resources such as museums, but many do not.

a. Increase examples shown in lecture and studio courses other than Art History classes. Tie projects to learning units from History of Design class. b. Expose students to field trips to local museums, design lectures and forums. If possible, help underwrite more field trip costs to allow all students travel to museums and shows within a day’s distance from area.

Goal 5 Awareness of and discipline in communication design as a profession.

a. Attend topic exhibitions of published works sponsored by professional organizations as well as student exhibitions of outstanding works within the program. b. Integrate work related experience, internships, and elective research into the learning experience, as available. c. Develop a comprehensive portfolio of works done during the course of the degree specialization and organize this work in a cohesive, ongoing, presentation format. d. Request “Practice” and “Informational” interviews and portfolio presentations with a member of the design community.

a. Review and discuss topic and student exhibitions attended by students to demonstrate awareness of the profession. b. Gather feedback from students having internships and from repeated internship offers from major organizations in the Washington, DC area. c. Course embedded assessment of student work and complete portfolio through presentation evening each semester. d. Have recruitment advisors from both 4-year colleges and the professional community interview and review portfolios, one-on-one with students and report to faculty their findings.

a. Students aren’t always aware of the exhibitions and opportunities. We need to establish a communications vehicle for this information b. Students need to be notified as to open internships at appropriate levels for their portfolios. c. A 1-credit Portfolio class is required for degree programs. We are finding that it is an inadequate amount of time to get everything done. d. Students appreciate getting advice from people outside of the program. Continue to invite and facilitate portfolio reviews for students from working professionals and from more universities and Art & Design colleges.

a. Give extra credit given for exhibition attendance, encourage or require entry of work in student show. Encourage participation in professional organizations. Create an online bulletin board and post more announcements on the bulletin boards in the Design classrooms and pods. b. Coach students toward finding internships after graduation to increase experience before taking a full-time regular position. c. Have students refine work for portfolio on an ongoing basis. Consider making Portfolio class a 3-credit course and changing other courses with variable credits from 4 to 3 credits to make up for the difference. d. Strongly suggest that students take advantage of portfolio days offered by several professional organizations in the area. Encourage Advisory Board to conduct interviews and portfolio reviews, as they are able.

23


Education Goals




Goal 6 Graduates are to perform satisfactorily in entry level or higher positions in the field of Communication Design.

a. Identify software and equipment needs and obtain funding to insure consistent updating. In this way, the communication design discipline is, and will remain, properly equipped for an up-to-date curriculum. b. Obtain funding for faculty professional development as design technology and philosophies change, allowing faculty to teach the most current information. c. Obtain advice from the Advisory Board.

a. Work with professional community contacts (Curriculum Advisory Board) to ascertain direction of industry. Advisory Board assesses and evaluates current equipment and software. Curriculum Advisory Board met and advised faculty and staff on current usage in industry. b. Professional development funding from college and from available grants. c. Board members agree to mentor faculty during coming year.

a. Advisory Board assesses lab equipment and reviews latest installed software. b. Faculty continues to seek professional development opportunities. c. Advisory Board members will meet at least once a semester with the faculty to offer guidance on the required skills of entry level and higher level positions within the field.

a. Program installs and uses Adobe CS3 software (Illustrator, InDesign, Acrobat, Photoshop, Dreamweaver, Fireworks and Flash) Suite.

New installation of CS3 update.

b. Faculty continues to make strides to update their technical skills and knowledge, either through self-study or workshops/graduate courses.

c. Faculty can make adjustment to course content based on the current needs of the industry. Faculty continues to use the 1-credit portfolio course as a forum for advising and assessing students’ knowledge and skill in Communication Design.

Goal 7 To provide a thorough, applicable education in communication design for students intending to be employed in the field.

a. Develop an understanding of design as applied to print and interactive design, depending on choice of specialization. This will be done through class demonstrations, assignments, field trips and guest lecturers.

b. Develop an understanding of Communication Design and apply subsequent knowledge to class projects and portfolio.

a. Grades from projects, tests and critique participation as shown in final grade output. b. Offer students real world projects.

a. The 1-credit portfolio course continues to offer insight into the skills and knowledge obtained by the students during their academic career in the Communication Design program. b. Many courses are offering companies and organizations the opportunity to work with students on projects that will be produced and used.

a. Reassessment of courses that are not meeting the needs of the students. Content or updates are being made to improve “take away” knowledge from many core classes within the program.

b. Continue to seek out companies and organizations to work with the Communication Design program.

24

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Computer and Electronics Technology, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This curriculum is designed to prepare persons for employment in the electronics industry. In addition, the student who completes the program may choose to transfer to a four-year institution to pursue a bachelor's degree in Electronics Technology. Occupational objectives include electronics technician, computer technician, telecommunications technician, radio and television technician, metrology technician, research and development technician, and industrial control technician.


Education Goals




Goal 1 To enable students to be ready for employment in the computer, telecommunications, and other industries with a significant electronics component.

Graduating students and those who attended basic courses will be able to successfully fill the employment needs and be able to relate his background to private as well as industrial applications.

Frequent reports, quizzes, tests, and exams. Problem solving in class and projects conducted individually or in groups.

About 50% of students who were program placed dropped out due to either lack of proper background in mathematics or inability to spend the time required.

We propose to eliminate the Calculus requirement and substitute it for more practical mathematics.

Goal 2 Students who complete the program may choose to transfer to a four-year institution in order to pursue a bachelor's degree in Electronics Technology.

Upon completing the program, the student should possess enough depth to qualify him/her to pursue the bachelor degree with a decent competitiveness.

Articulation with universities or colleges offering BSET, such as ODU, Virginia Tech, UDC, and Capitol College. Constant review of the curriculum to assert its validity and requirement at any four-year institution

Graduate students reported a great advantage in being in that program. It helped their promotions and met their expectations by either transferring to other institutions or by being hired in the job market.

We are in communication with local colleges and universities to boost articulations.

Goal 3 To provide students with the proper background for entry-level opportunities in computer, audio-visual, telephony, power distribution, security devices, communications, and control applications.

Theory, analytical background, and hands-on experience acquired in both classroom and lab should give the student the proper background to fit in any related field.

Constant follow-up with graduates. Feedback from employers. Positive reports have been recently communicated from alumni employers.

Almost every student I have contacted felt that he was comfortable and adequately prepared.

We encourage students to do internship and cooperative education.

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

Hand-on experience following the lecture furnishes the student with experience. Assignments including web search and basic projects give them also in order an exposure to be creative and resourceful in both analysis and synthesis.

• Lab reports • Projects • Oral presentations

in class • Research

Group work

Laboratory report and Research are required for a successful completion of the program.

Web research and field trips will be emphasized.

25


Education Goals




Goal 5 Train the student to think critically and draw conclusions based on established theory

Students are required to alter designs in order to create their own projects.

• Brain storming • Discussions

Constant bonus is being offered as an incentive to promote and encourage students’ ideas.

Arrange for guests speakers to promote new ideas

Goal 6 Prepare the student to be a team player and share ideas and new tactics with others

Group work and presentations proved to raise discussion and create new ideas.

Establish groups of three and four to work together, write individual reports, and make presentations.

Team play proved to be very helpful. Unfortunately, only less than 30% worked together because the majorities do not have sufficient time as they work long hours during the day in their respective jobs and attend classes at night.

Encourage students to participate in groups.

Goal 7 To enhance the knowledge of current federal employees using electronics devices and equipments.

Many of our students are currently employed and seek more theory and hands-on experience.

Many of our students who work for the government and local industry indicated the usefulness of what they have learned (some of those students reports are available as requested).

There are favorable reports from students and their employers Many indicated offer more courses in communications and control, but we could not meet the minimum number required to offer such classes.

We will offer classes on site for interested groups.

26

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Computer Science, A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This program is designed to provide students with adequate background in Computer Science to enable them to successfully transfer to a four year institution, teach students the concepts of Software Engineering and Computer Science, instruct students in program design, algorithm theory, algorithm analysis, data abstractions, programming, computer organization and architecture, and instruct students in the usage of widely used operating systems and high level language compilers to complete their tasks.


Education Goals




Goal 1: Maps to Strategic Goal 1 2005-15 Increase the number of Computer Science Majors who will graduate from NVCC.

Higher CSC student graduation rate.

Review graduation rate. (OIR report “Number of graduates by curriculum and specialization”)

Year Graduated 2005 59

2006-7 36

As necessary: 1. Determine which are

gatekeeper courses and seek to improve the success rates.

2. Enhance faculty advisement practices.

Goal 2: Maps to Strategic Goal 2: 2005-15 Increase the number of Computer Science course offerings using hybrid and/or distance learning strategies.

Greater accessibility to our diversified student population.

Review OIR report “Trends in Student Enrollment and FTES 2000 to 2005” Access NovaConnect schedule of classes for online course offerings and online enrollment rate.

Distance Learning

FTES 2001 7.4% 2005 8.9%

CSC110 was listed as being offered as a hybrid course.

Incentive to adjust hybrid and/or distance learning course offerings.

Goal 3 : Maps to Strategic Goal 3: 2005-15 Computer Science majors who graduate from NVCC and apply to four year colleges or universities will receive acceptance.

Higher CSC student transfer rate for students who choose not to graduate.

Examine transfer rate. OIR report “Northern Virginia Community College Graduates 2004-05 Enrolling in Fall 2005”

Fall Enrollments 2005 GMU 32 UVA 1 VT 2 MU 1

Total 36

Enhance faculty advisement practices.

27


Education Goals




Goal 4: Maps to Strategic Goal 3: 2005-15 Increase instructor excellence by participation in professional development activities.

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

Instructor survey (To be developed and distributed 2007-2008)

To be assessed 2007-2008

Encourage more professional development activities as needed.

Goal 5: Maps to Strategic Goal 6: 2005-15 Increase, maintain and monitor transfer agreements with four-`year institutions.

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

Review transfer agreements for relevance.

To be assessed 2007-2008

Update relevant transfer agreements and disseminate information to students.

Goal 6: Maps to VCCS Gen. Ed. Goal 2.f Students will use problem solving skills.

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

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

• CSC 100

CSC100

Year # Enrolled

Grade “C” or better

2004 155 68% 2005 100 63% 2006 120 75%

Average 69%

As necessary: a. Revisit and re-teach

appropriate material. b. Review and revise

course content summary.

Review assessment techniques.

Goal 7: Maps to VCCS Gen. Ed. Goal 4.d Students will use information effectively, individually or as a member of a group to accomplish a specific task.

Students individually or in groups, use information effectively, in: CSC 201 Computer Science I a. To write simple classes that

use method overloading constructors, destructors, and methods in Java.

b. To write programs involving simple I/O of data from/to the console, text or binary files.

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

• CSC 201 • CSC 202

CSC201

Year # Enrolled


2004 196 53% 2005 183 60% 2006 176 58%

Average 57%

As necessary: 1. Revisit and re-teach

appropriate material. 2. Review and revise course

content summary. Review assessment techniques.

28


Education Goals




c. To use appropriate test data to test and debug a computer program.

CSC 202 Computer Science II a. To design and implement

recursive solutions to selected problems in Java.

b. To write a program to implement and apply an Abstract Data Type (ADT), such as a linked list, stack, queue, or simple tree, and done with the static or dynamic use of memory.

c. To implement common algorithms for searching and sorting and compare their efficiencies.

CSC202 Year #

Enrolled Grade “C” or better

2004 45 69% 2005 59 64% 2006 62 58%

Average 64%

Goal 8: Maps to VCCS Gen. Ed. Goal 6.a Students will use logical and mathematical reasoning skills.

Students use their logic and mathematical reasoning to: CSC205 Computer Organization a. To construct, in symbols, the

equivalent circuit from a simple Boolean function.

b. To design simple sequential circuits, such as shift registers and counters.

c. To compute a cache hit ratio given memory access times.

CSC 206 Assembly Language a. To write binary numbers in

hexadecimal notation, and vice versa.

b. To write, assemble, link, debug, and run an assembly language program that uses the following: different addressing modes, arithmetic operations, logical operations, iteration, selection, subroutines and parameter passing, character string operations, arrays, and system calls.

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

• CSC 205 • CSC 206

CSC205

Year # Enrolled


2004 59 69% 2005 47 66% 2006 52 63%

Average 66%

CSC206 Year #

Enrolled Grade “C” or better

2004 46 67% 2005 21 67% 2006 19 89%

Average 75%

As necessary: 1. Revisit and re-teach

appropriate material. 2. Review and revise course

content summary. Review assessment techniques.

29

Annual Planning and Evaluation Report: 2006-2007

Academic Program: Construction Management Technology, A.A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to qualify personnel in both engineering technology and management for employment in all areas of a construction firm. Occupational objectives include engineering aide, construction project manager, construction supervisor, estimator, and facilities planning and supervision.


Education Goals




Goal 1 To provide quality education

Students will demonstrate this knowledge of construction management; participant roles and responsibilities, contracting practices, materials and methods of construction. Students will demonstrate the ability to prepare construction estimates utilizing industry- compliant software from project conception through project completion. Students will demonstrate the ability to prepare and manage construction project schedules using industry compliance software.

Program Placement Data BLD overall grade data

Students formally in program 2006: 86 2006-2007: A (66), B (32), C (29), D (10), F(23), P(4), W (9) 75% of students passing

A formal program review will be completed by Spring 2008. The review will give us feedback from students as well as industry. It will also include an assessment of our resources

Capstone Course BLD 232 grade data

A(18), B(2), C(1), D(0), F(3), W(1)

Capstone Course BLD 247 grade data

A(11), B(7), C(6), D(2), F(1) Program to find a way to better measure student success in classes identified as capstone courses.

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

At present, we have no way to determine why a student does not complete a degree. They may have just taken courses to enhance their work ability or they may have left the area – it’s just too hard to tell given our current ability to collect data.

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

30


Education Goals




Goal 2 Students will continue obtain successful job placement or continue their education at a 4-year program.

Students obtain a position of responsibility in the construction industry. Students successfully transfer into a Bachelor Degree program.

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

Graduate Survey data not available. Graduate Survey data not available.

Full time faculty member working with employers to create job opportunities for current students and graduates. Industry Advisory committee needs to be revitalized. Full time faculty member working to create articulation agreements with 4-year institutions. At present the majority of graduates are pursing a Bachelor Degree of Science with National Louis University.

31

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Dental Hygiene, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare selected students to serve in a dynamic and growing health profession as valuable members of the Dental Health Team.


Education Goals




Goal 1 Change the selection criteria for student admission.

Instead of having a first- come, first- served admission process, use a weighted criteria based on GPA and experience.

Higher student retention, and possibly an overall higher class GPA.

This inclusion criterion will be implemented for the class entering the program in Fall 2008.

Results based on retention for this class can be used to calculate the attrition percentage compared to previous classes.

Goal 2 Reduce the number of students who withdraw from the program due to grades.

The new selection criteria should allow only the most qualified and program focused students to enter the dental hygiene program.

Grades of 75% must be maintained for the student to remain in the program.

More qualified students will pass the National and State boards.

Quality of care and commitment to the profession and professional development.

Goal 3 To prepare the student to deliver local anesthesia and nitrous oxide sedation.

Dental hygiene students will be able to provide more comprehensive care and comfort to their patients.

Curriculum changes to incorporate the necessary didactic and clinic hours for anesthesia certification.

Students will be able to pass the course on pain management and become certified to administer anesthesia.

Incorporation of pain management will place NVCC among the 37 other states that allow dental hygienists to administer anesthesia under direct supervision.

Goal 4 To prepare the dental hygiene student to demonstrate a commitment to the profession through life-long learning.

Introduction of guest speakers, community outreach, continuing education and professional conferences throughout the students 2 years at the college.

Student and Alumni surveys. Surveys will show the percentage of each graduating class who remained in the dental hygiene profession.

Feedback will be used for further incorporation of available professional development.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Early Childhood Development, A.A.S.

Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities. Program Purpose Statement: Parent Degree: The A.A.S. curriculum is designed for persons who seek full-time employment involving the care and direction of young children, or for those persons presently employed in these situations who wish to update and enhance their competencies. Occupational objectives include assistants, managers, and/or directors in day care and child development facilities.


Education Goals




Goal 1 Students will demonstrate knowledge in all areas of child development: physical growth and development, language development, emotional and social development, and cognitive development of children ages 0-8

Gen. Ed. Goals 1, 3

75% of students will be program placed and successfully complete course work toward degree.

Successful course completion and graduation rates

Students enrolled in ECE courses required for this degree have an overall 83% successful course completion rate. Of all the students taking CHD/EDU classes only 37% are program placed. Based on data from 2005-2007 approximately 28% of the Early Childhood Program students were program placed in the AAS degree and 69% of those graduated in that period.

Faculty will monitor student advising to ensure that students are program placed and taking coursework in appropriate sequence to ensure they are moving successfully towards graduation.

Goal 2 Students will demonstrate knowledge and skills in working with diverse groups including children and their families, as well as fellow students and members of the professional community. Gen. Ed. Goals 1, 2, 4, 6

90% of students will successfully complete coursework related to families and children with exceptionalities ( EDU 155 and CHD 210) 90% of student will express satisfaction with profession preparation.

Instructors grade student- produced materials, papers, reports and files Instructors observe student interaction with classmates Graduate Survey:

There were 6 classes total across three campuses with 120 students in the Fall of 2006. 93% of them successfully completed the courses with a C or better. The Graduate Survey indicated that 89% of the students were employed in a field related to their major and 100% indicated that their education provided excellent preparation for their profession.

Expand contacts in the community, including representatives of diverse programs, to use as resources for students and faculty. Include diverse perspectives in all course materials: scan textbooks and videos, develop print and internet resources to support goals.

Goal 3 Students will write clearly and in a professional manner, for a variety of purposes. Gen. Ed. Goals 1

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

Track program placed students to monitor English placement testing and enrollment in English 111.

This is a new initiative and there are no results at this point. We will closely monitor student enrollments.

Develop more proactive student advisement procedures to require completion of English 111 by the 16th program credit

33


Education Goals




Goal 4 Students will use technology to communicate with instructors and each other; explore resources available through the internet; and become knowledgeable about issues relating to technology and young children. Gen. Ed. Goals1, 2, 5, 7

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

Track access (number of on-line and hybrid sections offered) and successful completion rates of these courses.

Fall 2006 there were 48 class offerings 13 in a Hybrid format and 2 on-line through ELI. Spring 2007 there were 62 course offerings 25 in a Hybrid format and 2 on-line through ELI.

There has been a dramatic increase in the number of non-traditional class offerings. We need to assess the impact of this switch in delivery methods. During the next year we will compare student success rates between traditional formats and hybrid or on-line to determine the impact of delivery method on student success rates.

Goal 5 The program is responsive to community organizations, providing a variety of training and educational needs Gen Ed. Goals 1, 2, 3, 4, 6

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

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

There were 16 classes taught off campus in spring 2007. These sites were generally at child care centers. Some of these are done through partnerships such as those with DOD at Ft Meyer and Ft Belvoir. Presently Alexandria has five formal partnerships. Advanced standing was awarded for DOD conducted courses. Tech Prep agreements were renegotiated. Loudoun and Manassas have over 14 sites where classes are run to meet the needs of employees at those sites but which are also open to the general population.

Survey community partnerships to address present satisfaction and determine future needs.

34

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Early Childhood Development Paraprofessional Specialization, A.A.S.

Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities. Program Purpose Statement: Specialization: The paraprofessional specialization of the A.A.S. parent degree is designed to prepare prospective and practicing paraprofessionals in the public school system to assist in classroom instruction. The curriculum provides knowledge and skills for those professionals giving supportive instruction to school-age children.


Education Goals




Goal 1 Students will demonstrate knowledge in all areas of child development: physical growth and development, language development, emotional and social development, and cognitive development of school age children

Gen. Ed. Goals 1, 3

75% of students will be program placed and successfully complete course work toward degree.

Successful course completion and graduation rates

Based on data from 2005-2007 approximately 3.2% of the Early Childhood Program students were program placed in the AAS specialization. Students enrolled in ECE courses required for this degree have an overall 83% successful course completion rate.

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

Goal 2 Students will demonstrate knowledge and skills in working with diverse groups including children and their families, as well as fellow students and members of the professional community. Gen. Ed. Goals 1, 2, 4, 6

90% of students will successfully complete coursework related to families and children with exceptionalities ( EDU 155 and CHD 210) 90% of student will express satisfaction with profession preparation.

Instructors grade student- produced materials, papers, reports and files Instructors observe student interaction with classmates Graduate Survey results on program satisfaction and professional preparation.

There were 6 classes total across three campuses with 120 students in the Fall of 2006. 93% of them successfully completed the courses with a C or better. There were no Graduate Survey results for this degree returned.

Expand contacts in the community, including representatives of diverse programs, to use as resources for students and faculty. Include diverse perspectives in all course materials: scan textbooks and videos, develop print and internet resources to support goals.

Goal 3 Students will write clearly and in a professional manner, for a variety of purposes.

Gen. Ed. Goals 1

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

Track program placed students to monitor English placement testing and enrollment in English 111.

This is a new initiative and there are no results at this point. We will closely monitor student enrollments.

Develop more proactive student advisement procedures to require completion of English 111 by the 16th program credit

35


Education Goals




Goal 4 Students will use technology to communicate with instructors and each other; explore resources available through the internet; and become knowledgeable about issues relating to technology and young children. Gen. Ed. Goals 1, 2, 5, 7

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

Track access (number of on-line and hybrid sections offered) and successful completion rates of these courses.

Fall 2006 there were 48 class offerings 13 in a Hybrid format and 2 on-line through ELI. Spring 2007 there were 62 course offerings 25 in a Hybrid format and 2 on-line through ELI.

There has been a dramatic increase in the number of non-traditional class offerings. We need to assess the impact of this switch in delivery methods. During the next year we will compare student success rates between traditional formats and hybrid or on-line to determine the impact of delivery method on student success rates

Goal 5 The Early Childhood Program is responsive to community organizations, providing a variety of training and educational needs Gen Ed. Goals 1, 2, 3, 4, 6

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

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

There were 16 classes taught off campus in spring 2007. These sites were generally at child care centers. Some of these are done through partnerships such as those with DOD at Ft Meyer and Ft Belvoir. Presently Alexandria has five formal partnerships. Advanced standing was awarded for DOD conducted courses. Tech Prep agreements were renegotiated. Loudoun and Manassas have over 14 sites where classes are run to meet the needs of employees at those sites but which are also open to the general population.

Survey community partnerships to address present satisfaction and determine future needs.

36

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Emergency Medical Services, A.A.S.

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


Education Goals




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

EMT-Basic students to pass state certifying written exam

Closely monitor results of Virginia State Written exam results

95% pass rate on Virginia written exam (80% = state average)

Continue to write high-caliber, college-level written exams, to encourage student success


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

Closely monitor results of Virginia State practical exam results

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

Continue to give students adequate practice on realistic scenarios similar to testing-level. Consider adding SimLab scenarios as time permits, to increase degree of difficulty, make sure equal time is spent on both medical and trauma scenarios.


EMT-Intermediate students to pass National Registry written exam

Closely monitor National Registry test scores

78% pass on National Registry written exam, first attempt, 98% pass on second attempt (60% = national average)

Purchased usage package of online testing service, when National Registry began online testing method to ensure student adequate practice time.


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

Closely monitor National Registry test site including practical skill stations

90% pass on National Registry, combined first/second attempt

Continue to offer consolidated skills review course in multiple format shortly before testing date, to encourage student success.


EMT-Paramedic students to pass National Registry written exam

Closely monitor National Registry test scores

80% pass on National Registry written exam, first attempt, 95% pass on second attempt (60% = national average)

Purchased usage package of online testing service, when National Registry began online testing method to ensure student adequate practice time.

37


Academic Program: Engineering, A.S. NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare the student to transfer into a baccalaureate degree program in engineering fields such as mechanical engineering, civil engineering, chemical engineering, aeronautical engineering, and naval architectural/marine engineering.


Education Goals




Goal 1 To teach the students principles of Static/Dynamics and prepare them for future study in Mechanical or Civil Engineering.

Students will be able to analyze the position of a rigid and a body in movement.

Evaluation within EGR 140/245 including problem solving exams and graduate survey.

Grade Summary for EGR 140. Grade Summary for EGR 245 not available.

Review and discuss at department meetings.

Goal 2 To instruct the students about a body in motion and a static body.

Students will be able to apply these principles to mechanical and civil engineering

Evaluation with EGR 246 Grade Summary for EGR 246 Same as above

Goal 3 To prepare the students to perform as well as in-house students at four year colleges and achieve a GPA which is accepted by an accredited four year college.

Students will be articulate and mathematically and theoretically ready to attend a four year college

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

The average GPA not obtained yet.

Same as above

38

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Engineering Specialization, A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The AS degree in Electrical Engineering Specialization is designed for students who plan to transfer into a baccalaureate degree in Electrical Engineering.


Education Goals




Goal 1 To teach the students principles of circuit analysis and prepare them for transfer to four year colleges.

Students will be able to analyze basics electric circuits and solve problems

Evaluations within EGR 251/252 including problem solving tests.

Grade Summary for EGR 251/252. In both courses more than 70% receive a grade of “C” or better

Discuss at department meetings and administration program review.

Goal 2 To instruct the students in the fundamentals of Electrical Engineering and their applications in real life.

Students will be able to apply these foundational principles to - technology in general

Evaluation with EGR 255 including laboratory experiments and reports and introduction to MATLAB

Grade Summary for EGR 255 – 100% of the students a grade of “C” or better

Same as above

Goal 3 To prepare the students to perform as well as in-house students at four year colleges and earn a GPA which is acceptable at four year colleges.

Students will be articulated and mathematically and EE knowledgeable to survive in a four year college and graduate at a four year college

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

The average GPA not obtained yet

Same as above

Goal 4 To enable students to perform mathematically and theoretically at the same level as their counterparts at four-year institutions as good as the in house students.

Same as above

39

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Engineering Technology, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students for employment in Civil Engineering, or Drafting Technology fields.


Education Goals




Goal 1 Graduates will be able to perform satisfactorily as Engineering Technologists and gain advanced engineering skills and knowledge in the many and varied entry-level or higher positions.

Program Goal / Learning Outcome: To Improve the program by better relating the activities to the industry

Job Placement / Employment Using employer survey Survey among the returning students

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

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

Incorporate new software versions in the classroom instructions. Evaluate the use of new digital technologies where applicable. Convey results to the currently on going, Engineering Technologies Program Evaluation Committee

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

Program Goal / Learning Outcome: To update and to enhance students knowledge and application of technology

Students’ adaptation to the evolving digital technologies. Class performance in advanced and capstone courses

Students continue to require less remedial digital activities Success-rate average increase among students in second year courses

Modification of the course syllabi to afford more advanced topics Convey results to the currently on going, Engineering Technologies Program Evaluation Committee

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

Program Goal / Learning Outcome: To Improve the program by providing better continuing education opportunities.

Program/ Credits Transferability Using student survey Survey of recommendation letters submitted

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

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

40

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Fine Arts, A.A./A.A.A.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities. Program Purpose Statement: The Associate in Arts degree with a major in Fine Arts is designed for students who plan to transfer to a four-year program in a professional school or to a college or university baccalaureate degree in Fine Arts. The Associate in Applied Arts degree with a major in Fine Arts is designed for students who seek employment in the applied arts field.


Education Goals




Goal 1 Students will develop sufficient skill to produce art works in several media

Development of skills to produce art in several media, for successful transfer to four year college art programs, and for success in all art careers

Classroom critiques (individual and group), portfolio review, successful completion rates, successful transfer rates, graduation rates, graduate survey Success rate for Art 121, Fall 2006 (Art 121 is the primary fundamentals course in the program)

Critiques and Portfolios demonstrate student skill levels attained Grade by discipline: A – 40.26%, B- 18.94, C- 12.42, D-4.68%, F – 11.12% Success rate by discipline, Art: Pass – 71.35% (includes all art disciplines) 2005-06 Graduate Awards: Fine Art, AA – 15 Fine Art, AAA – 21 One year Fine Art, AA, 2005 graduate survey report: Was goal obtained? – 100% responded yes Art 121: Average grade award: A – 46.48%, B – 20.4%, C – 11.92% Total average success rate: 78.8%

Level of student skills attained is an indicator of areas of program meeting student learning goals and areas that require additional attention/concentration. Success rate may be improved. Cluster will discuss strategies for improving student success. Data on job placement upon graduation with Fine Art, AAA is insufficient to assess whether job preparation skills are being fully met. Cluster recommends OIR create follow up surveys to be distributed to all AAA degree graduates for two years after graduation and data be reported during subsequent years.

41


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


Education Goals




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

Graduates are able to perform satisfactorily in entry level or higher positions in their chosen field of applied arts. An alternative outcome is that the graduates are able to transfer to a four-year institution. General Education Outcomes 1, Communications 2. Critical Thinking 3. Personal Development

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

1. In the 2006 Survey summary report respondents listed as their primary goal to transfer to a university. All respondents (3) reported successfully obtaining their goal. 2. Technology needs to be maintained or updated annually. 3. Obtained funding for two professors to attend national professional conference.

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

Goal 2 To enroll, retain and graduate more students.

Increase FTES Increase Graduation rates

FTES data Graduation rates data

Fall 2006 103.6 Fall 2005 108.8 7 graduates in 2006. There were 4 graduates in 2005

The number of FTE’s has decreased. The number of graduates increased by 3. Will continue to promote classes and degree program aggressively.

Goal 3 To provide quality education

1. Students will be able to control camera operation to produce accurate exposures. 2. Students will be able to edit and print photographs using current technology. 3. Students will be able to create photographs that communicate through use of frame, time, focus, vantage point, tonality and color. 4. Students will identify the work of major photographers. They will be able to discuss the

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

1. The success rate in Photography courses was 83% (133) in Fall 2006 and Spring 2007. 2. Graduates 2006 : 7 Graduates 2005: 4

Graduates consistently rate their NVCC PHT course content (3.0) and faculty teaching ability (3.33) as good. to excellent. Curriculum and instruction are revised annually to ensure that they are up to date. Computers, scanners, printers and software are evaluated annually and replaced as necessary.

42


Education Goals




significance of major photographers, techniques and movements from the beginning of photography to the present. They will be able to analyze the role of photography in the art world and society. General Education Outcomes 1, Communications 2. Critical Thinking 3. Personal Development 4. Information Literacy 5. Quantitative Reasoning

Goal 4 Enhance the curriculum.

Offer PHT 100 - Introduction to Photography instead of PHT 105 - Basic Photography. Change will make ideal sequencing of photography courses more comprehendible to students. General Education Outcomes 1, Communications 2. Critical Thinking 3. Information Literacy 4. Quantitative Reasoning

Increase in enrollment in PHT100.

PHT 100 will be offered starting spring 2008.

Measure enrollments and retention in new course offerings

43

Annual Planning and Evaluation Report: 2006-2007 Academic Program: General Studies, A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The General Studies A.S. degree is a flexible associate degree. For students who plan to transfer, the degree can parallel the first two years of a four-year B.S. degree program if they choose courses that match the transfer institution requirements. For those students who do not plan to transfer, the degree allows them to structure a program to suit their needs using accumulated credits from a variety of formal and experimental sources.


Education Goals




Goal 1 To provide a core curriculum for students seeking to transfer to a four-year institution.

1. Acquire a background in a wide variety of courses that will transfer to colleges and universities that offer bachelor degrees

1. Examine the degree requirements to assure they are comprehensive. 2. Examine transferability

1. The requirements continue to be compatible with those of other Virginia colleges and universities.

2. The degree is accepted by most four-year institutions in Virginia upon transfer.

3. In the OIR 1-year graduate survey (2007), 89.3% of the NVCC graduates reported “no difficulty” in transferring the NVCC credit.

4. The OIR 1-year survey indicated that 97.9% of graduates who went on to bachelors programs considered their NVCC education either “excellent” or “adequate” preparation for their continuing studies. Only 4% considered the preparation “inadequate.”

The program will continue to focus on providing a successfully General education base for transfer.

44


Education Goals




Goal 2 To promote improvement of student communication and critical thinking skills

• Earn passing grades in a two-part sequence of Freshman Composition.

• Earn a passing grade in a Speech course

Practice reading, writing and speaking in public

c. Include the requirements in the degree plan.

Assure that courses included in the curriculum contain reading, writing, and speech components.

ENG 111, ENG 112, ENG 125 and SPD 100, 110, 115, 126, or 229 All Humanities and Social Science courses include writing requirements. Some courses in other areas do as well. A number of courses use student presentations. The OIR 2007 survey of graduates found that 92.6% of NVCC graduates ranked their academic preparation for study at the Bachelor’s degree as “Very Much (54.2, and “Somewhat” (38.4).

Review assessment data from Achieving the Dream and Global Learning Outcomes to identify areas of possible improvement for success in “gate keeper” courses.

Goal 3 To offer a two-year degree program that satisfies the freshman and sophomore year requirements of four-year institutions in a wide variety of major fields of study

1. Obtain a broad education that can serve as a basis for further study

1. Compare the curriculum of the General Studies degree with that of the first two years of bachelor degree-granting institutions. 2. Ascertain the acceptance rate of the degree by four-year institutions 3. Assure that the curriculum is comprehensive.

1. The degree is accepted by most four-year institutions in Virginia upon transfer. 2. 14 degree programs at George Mason University accept the NVCC General Studies degree, permitting students to use the available electives to design programs that parallel those at the University. 3. The curriculum requires coursework in humanities, fine arts, math, science, social sciences, and physical education.

Continue to work with GMU to ensure effective articulation. Continue to support VCCS’s formal articulation efforts statewide that specifically identify GS as a transfer degree in full.

Goal 4 (Psychology Specialization) To prepare students for transfer to a four-year institution to pursue a degree a BS in Psychology

1. Recognize the terminology used in the discipline.

2. Demonstrate awareness of various schools of thought within the discipline: including social, abnormal, and developmental;

1. Teach and test students on the appropriate terminology for the discipline.

2. Offer instruction that identifies various fields within the discipline

3. Offer courses in statistics

a. PSY 201-202 teaches and tests terminology.

b. PSY 201-202 teaches and tests the sub-fields

c. PSY 213 (statistics) and PSY 211 (Research methodology) are offered

Continue to monitor success rates and review data longitudinally for possible trends.

45


Education Goals




3. Demonstrate knowledge of statistics and research methodology.

Trace the history of the development of the field of psychology

and research techniques. Teach the history of the discipline

each semester d. The success rates (A,B,C)

for PSY 211 for the fall 2006 are as follows: AL: 52.17% LO: 75% WO: 78.26 %

e. The success rates for PSY 213 for fall 2006 are as follows: AL: 88.6% AN: 92.3% MA: 81.25%

Goal 5 (Teacher Education Specialty) To prepare students for transfer to a four-year institution to pursue a bachelor degree in education.

1. Acquire a background in a wide variety of courses that will transfer to colleges and universities that offer bachelor degrees in

1. Compare the curriculum of the General Studies degree with that of the first two years of bachelor degree-granting institutions. 2. Assure that the curriculum is comprehensive Peer group assess program.

1. The NVCC curriculum is comparable to that of four-year programs 2. The curriculum requires coursework in humanities, fine arts, math, science, social sciences, physical education

Moved this Specialization to AS Social Science Degree. Effective January 2007.

Goal 6 (Teacher Education Specialty) To prepare students for licensure as teachers in PK-3, PK-6, middle school, or special education

1. Satisfy the requirements for licensure

Peer group assessed effectiveness of Specialization. Peer group review transfer data.

Program deemed valuable. Moved this Specialization to AS Social Science Degree. Effective January 2007.

46

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Health Information Technology, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to provide training in the management of systems to collect, store, process, retrieve, analyze, disseminate and communicate information related to the research, planning, processing, and evaluation of health care services.


Education Goals




Goal 1 Program graduates will demonstrate the HIM entry-level competencies

A grade of C or better is required for students to earn in all HIT courses, or it is necessary for the student to retake the course.

Individual faculty members teaching a HIT prefix course shall monitor and report to the assistant dean any student who achieves a grade of D or lower. Students who receive a grade of D or lower must repeat the course until a C or better is earned

HIT faculty members monitor and report student who earn a D or lower in their course. Students retake courses that they achieve a D or lower

The goal is met. Any student who received a D or lower in a particular HIT course repeated the HIT course.

Goal 2 The HIM curriculum will include, at minimum, the required knowledge clusters with content and experiences to enable students to meet current entry-level competencies

Health information management current practices shall be reflected in each HIT course

HIT faculty shall stay current in the HIM field by reading professional journals, participating in AHIMA state and national association events, and attending the AOE conference when funding is available.

All full time HIT faculty members are active members of AHIMA, read HIM professional journals, attend local, state, and national HIM events when possible. Faculty members apply the knowledge gained and incorporate this new knowledge into course materials and lectures.

The goal is met. HIT faculty are current with HIM profession knowledge

Goal 3 The HIM program will demonstrate responsiveness to the needs of the communities of interest.

A HIT area employer satisfaction survey shall be conducted

Each spring semester the second year HIT students as a class project will complete an employer survey. The student project will incorporate the design of the survey and cover letter, along with mail out, follow-up, survey analysis, and data presentation

The students learn to work as a team; they learn about the survey design process. They work with the returned surveys compiling the data into information and gain skills by giving a formal presentation on the results of the survey.

The goal is met. For future surveys the program is considering the use of a web based survey tool which the program has access to through the College. The return rate has historically been low, so the program is looking into ways to increase the response rate. The use of the electronic survey, it is hoped, will increase the response rate.

47


Education Goals




Goal 4 Faculty will demonstrate current knowledge, skills, qualifications and professional development in the content areas they teach.

All faculty shall be scored as minimum of "satisfactory" on effectiveness of teaching evaluations in each course

All HIT faculty shall use teaching evaluations in each course

Both full time and adjunct faculty employed evaluations for courses taught

This goal is met; the program will continue to monitor and take action as needed

48

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Horticulture Technology, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students for full-time employment within the field of commercial horticulture as well as for those presently working who seek further knowledge and advancement. Graduates of the program are prepared for managerial/supervisory level positions in areas which include: landscape design and installation, grounds maintenance, floristry, greenhouse and nursery management, garden center operation, and sales and marketing in related industries.


Education Goals




Goal 1 Build strong community/industry communications

Improve communication with professionals Assist students with certification exams

Work to have Professional Associations meet on campus; work with their training assistance

Better alignment courses with certification requirements; Professional organizations scheduling meetings here several times a year.

Have Horticulture Career Fair now on campus

Goal 2 Maintain Occupational Technology as main focus of program

Work for dual enrollment with local high schools; Review curriculum with regard to professional certifications

Establishment of dual enrollment courses and phase out of articulation agreements

Established closer ties with Monroe Vo-Tech High School and established contacts with other jurisdictions, reviewing their courses as they pertain to certifications

Start Dual Enrollment in Spring 2008

Goal 3 Review Hands-on skills in curriculum

Look at skills as aligned with certification exams; Investigate the development of a capstone course to test skills

Increase field courses and field trips, look at skills needed to create a capstone course

Al l plant identification courses are now field bases, field trips have been added to other courses

Course requirements are being realigned and credits for plant identification courses increased

49

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Horticulture Technology/Landscape Design, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This specialization is designed to prepare the students for full-time employment within the field of landscape design as well as assisting those who are presently working and who desire to further their knowledge and upgrade their skills


Education Goals




Goal 1 Improve the interface with professionals

Work with professionals to improve design abilities and speed

Invite regional organizations to meet at the campus and interface with students

Host regional meetings of Association for Professional Landscape Designers and Virginia Professional Landscape Designers

Improve approach to teaching upgrading of skills

Goal 2 Improve instruction in computer aided software

Learn basics and recognize programs that are being used

Create a CADD course for Landscape Designers

Course to be general and taught for Horticulture students

Laptops and software acquired to teach in Horticulture classrooms

Goal 3 Look at developing a capstone course

Capstone course would apply all basic design and documentation skills learned in courses

Look at the Leesburg Flower Show as vehicle for capstone course

Currently reviewing the addition of capstone course and the skills relative to certification

Reviewing the credits and where they are allocated so capstone could be included

Goal 4 Review Hands on skills offered in design courses

Improve the graphic communication and understanding of design principles

Look at products such as models and drawings

Increase the hands on model building and drawings

Models added to two courses and reviewed by committee

50

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Hospitality Management, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to enable the student to enter executive training and management positions in the hospitality industry and for those presently employed who desire updating in the field.


Education Goals




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

Students will obtain employment in the hospitality industry, which includes hotels, restaurants, institutions, associations, and various food operations.

Employment survey and tally results that reflect job titles and employers.

89% were employed six months after graduation. Data from 2004-2005

Use to market the program and attract potential students into the program. Use to update and review curriculum.

Goal 2 Develop partnerships with hospitably industry professional organizations.

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

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

Expand scope of partnership and attract new students or retain previous students. Build internship and employment possibilities.

Goal 3 Students will acquire the food service manger’s sanitation certificate required to operate a food operation.

Student will obtain a certificate by passing a national ServSafe exam.

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

Spring 05 pass rate of 89%

Update curriculum as needed. Improve delivery and retention of students.

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

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

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

Grade awarded by chef, class instructor and purchasing agent. Each event different rating

Improve on each subsequent catering event. Revise and improve curriculum.

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

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

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

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

51

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Information Technology, A.S.

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


Education Goals




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

Students transfer successfully to 4 year institution

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

28 students graduated with this degree in its first year

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

Goal 1 Students will demonstrate proficiency in file management, word processing, spreadsheet, presentation graphics, and database management applications.

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

Exams and projects (both in class and homework)

61.8% of students passed ITE 115 with a grade of C or better.

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

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

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

Exams and Projects (both in-class and homework)

59.4% of students passed ITP 100 with a grade of C or higher.

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

52


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


Education Goals




Goal 1 Students will obtain employment after graduation.

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

Self-reported by students in the graduate survey.

55.7% of students surveyed in the 2006 Graduate Survey Report obtained a job while attending or after graduating 44% of students surveyed in the 2006 Graduate Survey Report received a salary increase and/or a promotion because of their degree.

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

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

FTEs in the AAS IT degree will increase.

Virginia employment Commission statistics and NVCC IT Advisory Committee input.

The revised AAS IST degree will be implemented in Fall 2007

Degree changes were discussed with Student Services and Counseling personnel in order to advertise these changes to our students. Updated program brochures were created. Professional Development was awarded to faculty in order to support the new courses in the new degree model.

Goal 3 Students will demonstrate proficiency in file management, word processing, spreadsheet, presentation graphics, and database management applications.

Students will be able to create files and folders on their disks. Students will be able to perform basic editing, text formatting, move, and copy functions in a word processing package. Students will be able to create and use formulas and basic functions in a spreadsheet package. Students will be able

Exams and projects (both in class and homework)

61.8% of students passed ITE 115 with a grade of C or better. These statistics include students in all disciplines and not just IST A.A.S students.

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

53


Education Goals




to create slide presentations that include text, graphics, and transitions. Students will be able to create and use simple tables, forms, queries, and reports in a database package.

Goal 4 Students will demonstrate the ability to design effective algorithms.

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

Exams and Projects (both in-class and homework)

59.4% of students passed ITP 100 with a grade of C or higher.

Monitor how this success rate translates into the programming language courses included in the new degree model

54

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Interior Design, A.A.S.

Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Interior Design program provides quality education for students to prepare them for entry level employment in the interior design field or to transfer to an accredited university for further education. The curriculum provides a foundation education covering a broad range of topics in interior design, art history, furniture history, and basic design. Computer-aided drafting, rendering and business practices round out the curriculum. Students become knowledgeable in both residential and contract design.


Education Goals




Goal 1 Students will develop the necessary vocabulary required in the interior design field emphasizing the principles and elements of design

a. Instructors will emphasis the importance of being proficient in their communication skills by observing instructor, guest lectures and media presentation

b. Students will exhibit

this knowledge through the presentations of design projects.

c. Textbooks, periodicals,

and instructional materials reinforces what is presented in class

a. Grades from all courses and evaluations methods, including tests, quizzes, research papers, class presentations, group work projects

b. Oral critiques by class

mates and instructors and written graded critiques from instructors.

c. Textbooks, video material and periodicals are kept current.

a. Students are successful in introductory course, IDS 100 with 51.7% receiving a grade of A and 21% receiving a grade of B-this reflects about a 15% increase in these grades over the last assessment period. b. Students value and often review the teachers written critiques but they are less will to critique each others work c. Textbooks barely keep up with the fast changing design industry so supplemental material is often required.

a. Faculty need to continuously evaluate the level of the students and the student’s reasons for taking theses classes.

a. Assign students to do

anonymous written critiques or do partnered explanations of each other’s work.

b. Continue to review new

texts and mixed media from industry-related sources.

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

a. Oral presentation and critiques of design projects

a. Faculty will evaluate presentations according to project requirements

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

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

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Education Goals




Goal 3 Students will acquire technical drawing skills and become familiar with a variety of computer applications used in the design industry.

Students will design projects using hand drafting skills and tools, as well as AutoCAD or other graphics software use in the design industry

Faculty will judge the skill and accuracy of graphic representation according to design standards

a. Students in lower level classes follow directions for establishing standards; at upper levels they tend to forget what they learned in earlier classes

a. Faculty should develop clear-cut and well disseminated drawing, presentation and CAD standards for use in upper level classes.

Goal 4 Students will acquire a thorough understanding of the historical context of design and its importance to current issues and market trends.

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

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

a. Grades for IDS 109

Styles of furniture and Interiors indicate the majority of students receive a grade of C or better. 26.9% earn an A, 16.7% earn a B, and 7% earn a C. 25% withdrew from the class. This occurred when the faculty member insisted that students who had not met the prerequisite were likely to fail.

b. Students have indicated they would prefer IDS 109 to be a two-semester course.

a. While the grades in this

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

b. The IDS curriculum has

no room for credit hour expansion

Goal 5 a. Students will acquire a basic understanding of business practices, building codes, and materials related to health, safety and welfare of the public

a. Students are required to prepare job books for residential and commercial projects, write furniture and materials specifications and pass written examinations on the above. b. Students are required to attend industry activities sponsored by ASID IIDA, trade shows like NEOCON

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

a. Grades for IDS 225 Business Procedures of 2006 indicate 84.3% of students have earned a grade of B or better. 61.4% of the students in IDS 205 Materials and Sources received a grade of B or better. This indicates an increase of about 18% for A & B grades in this 2006 assessment period

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

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

a. students are required to participate in an internship program prior to graduation

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

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

a. In 2006-7 the IDS program placed 14 interns

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Education Goals




b. students are required to visit design firms and manufacturers showrooms in the course of their class work c. Students are encouraged to participate in the ASID/Interior Design Club

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

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

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

57

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Liberal Arts A.A.

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


Education Goals




Goal 1 To maintain and enhance program graduation rate.

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

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

The number of graduates increased by more than 10% in 2006-2007 over the previous academic year. This was the second year of a 10% increase.

Continued focus on improving graduate rate.

Goal 2 To maintain and enhance program transfer rate.

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

Students transfer successfully to 4-year institutions.

The Graduate Survey Summary for 2006 identified 94 graduates. Eighty-eight of these stated that their primary goal at NOVA was to transfer to a 4-year institution. Ninety-three percent of the 94 Liberal Arts graduates reported that their goal was achieved, although only 76 graduates were still enrolled in a college or university six month after graduation. Only 7 students reported difficulty transferring NOVA credit hours

Maintain good transfer rates.

Goal 3 To assure that students are able to express thoughts effectively in written and oral form.

Students demonstrate college- level communications skills.

Graduates should perform at or above college average.

The Graduate Survey for 2006 found that Liberal Arts graduates were above the College average in both their ability to write effectively and speak effectively.

Continue to stress communication skills in program to maintain and improve these skills.

Goal 4 To provide students with a good foundation for further studies.

Graduates have adequate preparation for upper division courses.

Graduates report satisfaction with preparation.

The Graduate Survey for 2006 revealed that 99% of respondents believed their NOVA preparation was either “adequate” or “excellent.”

Two-thirds of the respondents found their preparation “excellent.” Work to increase that percentage.

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Education Goals




Goal 5 To assure that Liberal Arts majors increase their recognition of the interdependence of today’s world.

Students should develop a broad awareness of world cultures and the global context of liberal arts studies.

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

Graduates in Liberal Arts rate slightly below average in relation to all graduates in “appreciating other points of view” and in “international awareness,” and slightly above average in “awareness of other cultures,” according to the 2006 Graduate Survey.

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

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

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


No graduates with this specialization responded to the graduate survey

Assess utility and attractiveness of the specialization.

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

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

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

Only two graduates with this specialization responded to the 2006 Graduate Survey and both rated slightly below average in relation to all graduates in “appreciating other points of view” and in “international awareness,” and significantly below average in their “awareness of other cultures.”

If this small sample is accurate, a greater effort must be undertaken to achieve the basic goal of this specialization.

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

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


Both graduates in 2006 awarded higher ratings for the quality of their instruction at NOVA than the average graduate. Both reported no difficulty in transferring NOVA credit, both rated their preparation as “excellent,” and both were still enrolled in college 6 months after graduating from NOVA.

Continue providing instruction of high quality.

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

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


Only one graduate with this specialization responded to the 2006 Graduate Survey. This graduate was rated at average in “speaking effectively.” The graduate rated preparation as “adequate” and the quality of instruction was rated below the college average.

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

59

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Marketing, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed for persons who seek full-time employment in areas involving the marketing and distribution of goods and for those presently in these fields who are seeking promotion. The occupational objectives include store manager, assistant manager, sales supervisor, department manager, sales and customer service representative, buyer, and assistant buyer, promotion specialist, public relations coordinator, advertising account manager, media buyer, marketing research technician, international wholesaler, and human resource manager.


Education Goals




Goal 1 To teach students the basic principles of marketing including management skills and marketing strategies, sales negotiations, customer service, merchandise buying, promotion, public relations, human resource management, merchandise buying, e-commerce, business law and ethics, plus important aspects of global marketing

Students will be able to identify the 4-P’s of marketing and will be able to define marketing goals, determine strategies for reaching goals and evaluate outcomes. Students will be able to develop a marketing plan. Students will demonstrate knowledge of the relationship of management, human resources, electronic commerce, promotion, public relations, information management, business laws and ethics to marketing. Student will demonstrate basic retail math and merchandise pricing skills, necessary to achieve sales and make a profit.

Analysis of MKT 227: Merchandise Buying and Control grade distribution.

An analysis of the grade report for MKT 227, a capstone course in the degree program, indicates 75% of the students achieved a grade of C or better.

Program goals and objectives continually reviewed and revised for currency and viability.

Goal 2 To prepare students for entry-level positions in marketing.

Students will successfully graduate from the program and work in their field or transfer to senior institutions.

Graduate reports and graduate surveys. **Information supplied by the College for 2006 applied only to the eCommerce Specialization, not Marketing A.A.S. degree. Therefore, information for this report pulled from other sources.

A.A.S. in Marketing Graduates 2004-2005: 9 Fact Book 2005-2006: 11 Fact Book 2006-2007: 11 Grad. Appl. 2007-2008: 16 Predicted 90% of the respondents indicated in 2000 their academic goals were attained; 94% indicated they are being adequately prepared for employment; 63% were employed six months after graduation; 59% indicated their

Program goals and objectives continually reviewed and revised for currency and viability.

60


Education Goals




MKT degree helped them in the areas of salary increase, promotion and/or a better job with a new employer. These findings reflect student survey responses over the years.

61


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


Education Goals




Goal 1 The Medical Laboratory Technology program will increase the retention rate from the previous year.

Retention rate The number of students who entered the program in the Fall of 2006 compared to the number still in the program as of the end of the academic year 2006-7. Non-duplicated enrollment data from MDL courses will be used.

A total of 25 students were enrolled in the MLT program in Fall of 2006. Of that number, 19 students were still enrolled as of the end of the 2006-7 academic year. The retention rate for 2006-7 was 76%, which increased from a retention rate of 70.5% from the 2005-6 academic year (24 of 34).

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

Graduation rate The number of students who successfully completed all requirements for graduation during the 2006-2007 academic year. Data from transcripts will be used.

A total of 12 students graduated in the 2006-7 academic year, which compares to 11 students who graduated during the 2005-6 academic year. This represents an increase of 9.1 % over the previous year.

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

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

The number of students who sit for and successfully pass the ASCP certification examination. Reports from the ASCP Board of Registry provided to the program will be used.

71.4% (5 of 7) of the students in the MLT program who took the MLT(ASCP) exam passed in the 2006-7 cycle. This was less than the passing rate of 100% in the 2005-6 cycle (5 of 5). However, it should be noted that the total number of successful graduates remained the same at 5. This may increase as well, since some have not yet taken the exam as of this report.

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Education Goals




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

Career placement rate The number of students who are employed following graduation. Data from graduate surveys and other data collected informally regarding the employment outcome of individual students will be used.

Employment of graduates after graduation was 75% (9 of 12) in the 2006-7 academic year, which is lower than the placement rate of the 2005-6 academic year, which was also 100% (11 of 11). However, the 2006-7 data was collected on a later date than the 2005-6 data, and other students not employed will likely be soon.

63

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Music, A.A.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate of Arts degree curriculum in Music offers an emphasis in fine arts. The Associate of Arts degree curriculum may be used by students who wish to transfer to a four-year college or university to complete a Bachelor of Arts degree in Music.


Education Goals




Goal 1 Music AA program graduates obtain knowledge and skills to obtain their stated goals.

Students successfully transfer to a four-year institution.

OIR Data Data indicates all graduates have met their goals. Data also shows an increased number of graduates in this program. Fall 2006 data shows a 79.78% success rate for MUS.

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

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

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

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

A sampling of Jury Examination Forms, completed by Applied Music Faculty during examinations, showed a 93% success rate for students meeting established semester goals

Continue to evaluate Applied Music student achievement through regular assessment. Clarify campus jury performance requirements through Music Cluster.

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

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

OIR Data Mus 111 and Mus 112 show an increased percentage of A grades in Fall 06, compared to Fall 05 and Fall 04, and a higher percentage of B grades from Fall 05 to Fall 06.

Continue to evaluate student achievement through regular assessment. Music Cluster examine and revise Curriculum for Mus 111 and 112.

64

Annual Planning and Evaluation Report: 2006-2007 Academic Program: Music, A.A.A.

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


Education Goals




Goal 1 Music AAA program graduates obtain knowledge and skills to obtain their stated goals.


OIR Data Graduate survey indicates that the number of graduates has doubled, that 100% are employed, 100% have successfully transferred, and that goals have been obtained.

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

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

Students are able to perform on their major instrument or voice to the required skill level, through the second-year level.

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

A sampling of Jury Examination Forms, completed by Applied Music Faculty during examinations, showed a 93% success rate for students meeting established semester goals, both for AA and AAA Music.

Continue to evaluate Applied Music student achievement through regular assessment. Clarify campus jury performance requirements through Music Cluster.

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


OIR Data Mus 111 and Mus 112 show an increased percentage of A grades in Fall 06, compared to Fall 05 and Fall 04, and a higher percentage of B grades from Fall 05 to Fall 06 for both AA and AAA.

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

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Music, A.A.A. Jazz Specialization

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


Education Goals




Goal 1 Music AAA-Jazz program graduates obtain knowledge and skills to obtain their stated goals.


OIR Data Graduate survey indicates that 100% are Full-time employed in their chosen field., 0% are students

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

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

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

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

Jury data sheets, completed by faculty examiners, indicate a 93% success rate in completed stated goals for Applied Music study for Music AA, AAA, and AAA-Jazz majors.

Continue to evaluate Applied Music student achievement through regular assessment. Clarify campus jury performance requirements for Music AAA-Jazz Majors through Music Cluster.

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


OIR Data Mus 111 and Mus 112 show an increased percentage of A grades in Fall 06, compared to Fall 05 and Fall 04, and a higher percentage of B grades from Fall 05 to Fall 06 for both AA, AAA-Jazz, and AAA.

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

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Nursing, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program in Nursing is designed to prepare students to participate as contributing members of the health team, rendering direct care to patients in a variety of health care facilities and agencies. Upon satisfactory completion of the program, students will be eligible to write the National Council Licensure Examination (NCLEX) leading to state licensure as a Registered Nurse (RN) and are qualified to assume registered nurse positions in hospitals, nursing homes, clinics, physicians, offices, HMOs, and other community-based settings.


Education Goals




Goal 1 To provide quality nursing education to a diverse community and enhance student success.

Annual student enrollment will be adequate to meet the community needs within available resources. Ninety percent of the students will pass each course with a C (78%) or better. Student graduation rate is higher than 75% Graduates will be safe practitioners as evidenced by pass rate on NCLEX. Students will demonstrate:

a. Safe and effective care b. Health promotion and

disease prevention c. Knowledge of

physiological integrity d. Knowledge of

psychological integrity. Employment Rates

Enrollment Grades above C (78%) or better Graduation NCLEX Assessment Technology Institute Tests Benchmark: Students will score 50% or greater on ATI content mastery tests. Senior Survey in NUR 217

NUR 111

Students will apply these skills

: Nursing Principals and Concepts I

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Education Goals




in campus lab and give safe nursing care to selected patients in a variety of healthcare settings including long term care. NUR 118: Nursing Principles and Concepts II Students will apply the nursing process in providing safe care to patients in an acute care environment and to child bearing family.

NUR 216: Second-Level Nursing II Students apply the nursing process and these principles in providing safe care for selected medical-surgical patients and psychiatric patients in a variety of healthcare settings including community sites. NUR 217: Second-Level Nursing III Students apply the nursing process and these principles in providing care to selected patients in a variety of healthcare settings including community sites. NUR 150: Community-Based Nursing in a Multicultural Environment a. Students identify concepts related to the impact of illness on the individual, the family, and the community. Students also examine the impact on culture on illness. b. Students conduct a windshield survey of a selected community. NUR 255 Students identify concepts

: Nursing Management

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Education Goals




related to management and leadership in nursing. NUR 115: Transition LPN to RN Students demonstrate knowledge of the role of the professional nurse and improve physical assessment capabilities.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Paralegal Studies A.A.S.

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


Education Goals




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

Accurately describe ABA requirements for approval of paralegal education programs and NALA and NFPA requirements for paralegal certification. Prepare adequately for NALA and NFPA certification exams.

Dissemination and discussion (in all sections of the required introductory course) of information about certification and approval. Surveying of program graduates regarding their understanding of these topics. Incorporation of mock certification exams (using questions from past versions) into appropriate substantive law courses.

Student and graduate surveys indicate a basic but confused understanding of options for paralegal certification. The surveys showed that more students realized the advantages of becoming professionally certified, understood that certification was available only by exam, and were interested in preparing for and taking the initial certification exam offered by NALA. Enrolled students achieved passing scores (70% or better) on the mock exams. The program graduate survey indicated that, while few students chose to take the actual certification exams, 100% of those who took them passed.

Continued efforts to disseminate relevant information about certification via emailed information packets, program web site, guest speakers and bulletin board displays. Devoted class time in all sections of Intro to Law to speaking about certification and licensing related issues.

Expanded incorporation of NALA provided exam prep material into all substantive law courses, including those taught by adjunct professors. Distributed sample exam questions to all teachers, to be incorporated into final assessments for each class.

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Education Goals




Goal 2 Identify legal issues that might arise in the course of work as a legal professional. (Link to General Ed Goal # 3: Critical Thinking and Problem Solving)

Identify legal issue as they are presented in the context of hypothetical client scenarios, involving the eight areas of substantive law covered in the curriculum (business organization, contract, criminal, estate planning and probate, evidence and procedure, family, real estate, and tort law).

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

90% of students accurately identified legal issues embedded in exams, with accuracy of 70% or better.

Continued to update curriculum, to include current issues presented by new and evolving law. Shared sample course materials among all teachers, including adjuncts, and increased the use of issue spotting a hypothetical based assessments in all course sections.

Goal 3 Perform substantive and procedural legal research, using both manual and computer assisted means. (Link to General Ed Goal # 4: Computer Proficiency)

Locate governing federal or state Constitutional provisions, statutes, regulations and case decisions, using both manual and computer assisted means. Identify and locate standard forms appropriate to specific legal problems. Identify the courts or agencies having jurisdiction over various cases at various stages in litigation

Use of graded practical research projects, primarily in the required Legal Research course. Incorporation of additional graded research projects into substantive legal courses. Assignment of graded, practical, form based projects in the Legal Writing, Real Estate, Wills, Business Organization, and Trial Practice and Evidence courses. Use of practical, problem solving based exams in these courses. Inclusion of practical projects and exam questions based on jurisdictional issues, in all relevant courses (Intro to Law, Legal Research, Legal Writing and Trial Practice and Evidence).

90% of students enrolled in Legal Research successfully located legal materials, both manually and by computer assisted means, with accuracy of 70% or better. 90% of students enrolled in the Legal Writing, Real Estate, Wills, Business Organization, and Trial Practice and Evidence courses successfully completed the form-based practical projects and exam questions, with accuracy of 70% or better. 90% of students enrolled in Intro to Law, Legal Research, and Trial Practice and Evidence successfully completed the practical projects and exams questions centering on jurisdictional issues, with accuracy of 70% or better.

Modified and expanded the curriculum for the Legal Research class, so that students develop manual and computer assisted research skills simultaneously, through a system of parallel assignments. Incorporated small Internet and Westlaw based research projects into all substantive law courses. Incorporated short form based writing assignments throughout the curriculum, using general legal forms available through the Internet as well as Virginia specific examples. Continued to include up to date practical projects requiring identification of appropriate forums for resolving hypothetical legal issues in relevant courses.

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Education Goals




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

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

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

90% of students enrolled in paralegal studies courses successfully completed case based problems requiring analytical and reasoning skills, with an accuracy of 70% or better.

Incorporated current issues and current court decisions into case studies and briefs, and continued to emphasize analytical and reasoning skills, by weaving case studies and briefs into class discussion and by using them in projects and on exams throughout the curriculum.

Goal 5 Demonstrate legal writing skills (Link to General Ed Goal # 1: Communication Skills)

Draft appropriate and effective legal documents, using standard forms. Use correct legal citation form Write clear informative memos and effective persuasive briefs.

Assignment of practical projects and problem solving based exam questions involving the completion of legal forms, throughout the paralegal studies curriculum., with particular emphasis on transaction based substantive law course (Real Estate, Business Organization, Contract and Wills) Assignment of practical projects and incorporation of sample certification exam questions focusing on citation form, in the Legal Research and Legal Writing courses. Assignment (in the Legal Writing course) of writing projects, based on hypothetical situations and requiring the production of professional quality writing samples.

90% of students enrolled in transaction based paralegal studies courses successfully handled exam problems requiring effective completion of legal forms with an accuracy of 70% or better. 90% of students enrolled in the Legal Research and Legal Writing courses completed practical projects requiring correct use of legal citation form with an accuracy of 70% or better. 90% of students enrolled in Legal Writing completed informative and persuasive pieces of legal writing, earning a grade of C or better.

Continued to incorporate projects requiring effective use of current legal forms, throughout the curriculum, particularly in the four courses that emphasize transaction based law. Continued to utilize written projects requiring use of correct citation form, throughout the curriculum. Required students enrolled in Legal Writing to complete a detailed set of on line citation exercises, and emphasized the use of templates for correct citation form in all other courses. Expanded use of legal writing projects, including briefs and memos, beyond Legal Writing to other litigation based courses in the curriculum, including Trial Practice, Legal Research, Family Law, Criminal Law, and Torts.

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Education Goals




Goal 6 Speak clearly and effectively about legal issues and their resolution (Link to General Ed Goal # 3: Communication Skills)

Speak appropriately and effectively in a law office setting: with coworkers, clients, other professionals and witnesses. Orally summarize and communicate legal arguments and conclusions.

Use of small group role playing and interviewing exercises in the Trial Practice, Contracts, and Wills courses. Use of small group case analysis exercises, oral reports and oral case briefs in all substantive law courses.

90% of enrolled students completed role playing and interviewing portions of the Trial Practice, Contracts, and Wills courses, earning a grade of C or better. 90% of students enrolled in substantive law courses successfully completed the oral components of those courses, earning a grade of C or better.

Increased use of role playing exercises in other areas of the curriculum, including Family Law, Business Organizations, Criminal Law, and Torts. Continued to use oral discussions, reports and case briefs throughout the curriculum.

Goal 7 Identify and correctly resolve ethical issues.

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

Incorporation of ethical issues into classroom discussions, illustrations, practical projects and problem based exams questions, throughout the curriculum. Incorporated sample ethics questions from NALA’s past paralegal certification exams into appropriate classes.

90% of students enrolled in substantive law courses successfully identified and correctly resolves ethical issues embedded in exams, with accuracy of 70% or better.

Included NALA and NFPA ethical codes in the Introduction to law course. Increased use of practical problems highlighting ethical issues throughout the curriculum.

Goal 8 Increase transfer opportunities for students without baccalaureate degrees

Develop articulation agreements with four year colleges offering paralegal studies degrees or non- traditional or self designed majors. Develop a curriculum option designed to maximize transfer of earned credits while maintaining ABA approval.

Identification of four year institutions and contact persons. Increase in the number of articulation agreements and transfer options for students. Comparison of curricula for paralegal studies with curricula for transferable social science AS degree. Identification of areas of overlap, and check for compliance with ABA approval criteria.

All credits in the program’s AAS degree are currently accepted at George Mason University (BIS program) and at Mary Washington University (BPS program). Areas of overlap and areas where the current curriculum exceeds ABA approval requirements have been identified.

Established additional informal articulation agreements with Catholic University’s Metropolitan College and with George Washington’s paralegal certificate program (for graduate students only). Developed short certificate program for consideration by the college curriculum committee. The certificate would be available to students who have already earned a two or four year college degree, and to students who simultaneously earn a transfer oriented two year degree at NVCC.

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Education Goals




Goal 9 Increase job and internship opportunities for students and graduates

Develop volunteer and not for profit internship opportunities for enrolled students. Increase full and part time job openings for program graduates

Identification of local agencies with a need for services by paralegal students. Arranging opportunities for students to earn credit or obtain practical experience through service oriented internships. Gathering data necessary to establish a data base of prospective employers for student use.

Opportunities for internships with Northern Virginia Legal Services were been established. Attempts to identify employers through OIR and program graduate surveys produced low response rates and disappointing results.

Incorporated volunteer opportunities into the Supervised Internship course. Began development of a Capstone Course in Paralegal Studies, to include internship or other practical skill building opportunities. Designed and administered a new survey instrument. Gathered data for a new computerized system designed to track student, graduate and employer information, in order to produce both better survey results and increased employment opportunities.

Goal 10 Increase instruction in technology skills

Identify software used in area legal offices for document production and management purpose, as well as for billing and court filing purposes. Incorporate identified software into the curriculum. Increase student use of Westlaw and the Internet for substantive and procedural legal research Increase the number of hybrid and on line course offerings, consistent with ABA requirements. .

Surveying known employers, and advisory committee and adjunct faculty members about current law office technologies. Increasing access to Westlaw and to the Internet in the classrooms. Increasing faculty training and competence in computer assisted, on line and hybrid teaching methods.

The survey results identified Microsoft Office Suite components (word processing, spread sheets, data base management, presentation software, and email management) as key law office skills. Additional specific litigation management and billing software programs were also identified. Obtained COF equipment for the primary classroom. Increased the number of available student Westlaw passwords from 2 to 12. Four faculty members acquired training sufficient to teach distance and hybrid courses.

Increased student access to Internet Incorporated Microsoft Office Suite components into the curriculum by requiring all students to take ITE 115. Hired people with expertise in litigation and transaction based software currently used by paralegal in area law offices. Began development of a capstone course in paralegal studies, to include training with appropriate software. Obtained access to Lexis/Nexus for teaching purposes. Increased student use of Westlaw, in all eleven paralegal studies courses. Developed one on line course (LGL 225) and six hybrid courses (LGL 230, LGL 115, LGL 126, LGL 217, LGL 215 and LGL 218). Arranged with ELI for coordinated, organized

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Education Goals




development of four additional on line LGL courses: LGL 110, LGL 230, LGL 115 and LGL 117.

Goal 11 Increase professional development opportunities for faculty

Establish connections with the American Association for Paralegal Education. Increase rate of adjunct faculty participation in professional development activities.

Obtaining data and funds needed to apply for AAfPE membership. Using email distribution lists to make adjuncts aware of on campus professional development opportunities. Incorporating professional development programs into required adjunct faculty meetings.

The College joined AAfPE in the spring semester of 2006 All adjunct faculty members now use college email accounts and have access to professional development related information. Adjunct faculty meetings have included presentations on using COF equipment and on demonstrating Westlaw and Internet research applications in the classroom.

Used AAfPE publications and web resources as sources of recommended teaching methods and materials specific to paralegal studies. Began development of a student honors organization through AAfPE. Gave basic Blackboard orientation to all adjuncts, so that each is able to post course and contact information. All adjuncts have also had basic instruction on using Westlaw in the classroom.

Goal 12 Increase assessment by students, program graduates and employers

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

Identifying and pricing available systems. Budgeting for data entry and maintenance. Identification of groups to survey and development of appropriate survey instruments.

Requested funding for development, implementation, and maintenance of a program specific tracking system. Used ABA and other resources to develop survey instruments for students, graduates, and employers.

Funding has been refused. System development is continuing without additional pay or cost reimbursement. A work study student has been provided to handle some data entry and other organizational tasks. New instruments for surveying students graduates and employers have been developed and are being implemented.

Goal 13 Increase counseling and advising services for students

Familiarize faculty with VCCS and college graduation requirements and procedures. Develop a system for apprising students of curriculum and graduation requirements and of registration and advising procedures.

Training faculty and providing access to student data. Making appropriate in class announcements and presentations to students. Developing written materials. Scheduling in advance.

Both full time faculty members were trained as advisors and were given access to student data. Counselors and faculty members made classroom presentations about advising and graduation procedures. Faculty developed new written materials about the

A faculty advising system is now in place. Comprehensive written material about graduation requirements, advising procedures, and other important information about the program is not provided to all

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Education Goals




curriculum. Course schedules were announced for two semesters in advance.

students and discussed in class. Simple step by step forms for tracking progress toward graduation have been developed and distributed. Printed schedules of course offerings, two semesters in advance, have also been developed and distributed.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Photography, A.A.S

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students for diverse career options within the field of photography and digital imaging. Course work will stress both technical and aesthetic elements, enabling students to solve a wide range of visual problems with imagination and originality.


Education Goals




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

Graduates are able to perform satisfactorily in entry level or higher positions in their chosen field of applied arts General Education Outcomes 1, Communications 2. Critical Thinking 3. Information Literacy 4. Quantitative Reasoning

1. Increase in number of internships 2. Surveys of graduates placed in jobs 3.Graduate surveys 4. 101 test results

1. Anecdotal evidence indicates that more students are participating in internships. 2. Graduates consistently rate their NVCC PHT course content (3.0) and faculty teaching ability (3.33) as good to excellent. 3. 1. The success rate in PHT 101 Photography I courses was 83% (133) in Fall 2006 and Spring 2007.

1. Data provided by OIR will be used by Program and Curriculum Advisory Committee in achieving the goal. 2. Continue to update course content to maintain high quality. Faculty will continue to seek professional development opportunities to maintain the quality of their teaching.

Goal 2 To enroll, retain and graduate more students.

Increase FTES Increase Graduation rates General Education Outcomes 1, Communications 2. Critical Thinking 3. Information Literacy 4. Quantitative Reasoning 5. Personal development

FTES data Graduation rates data

Fall 2006 103.6 Fall 2005 108.8 2004-5 14 graduates 2005-6 8 graduates

The number of FTE’s has decreased slightly on both campuses. The number of graduates decreased from a record high the previous year. Will continue to promote classes and degree program aggressively.

Goal 3 Enhance the curriculum by increasing the number and the variety of Special Topics classes.

Keep the curriculum current General Education Outcomes 1, Communications 2. Critical Thinking 3. Information Literacy 4. Quantitative Reasoning

Curriculum Advisory Board input Enrollment trends in Special Topics and 1 credit classes

Curriculum Advisory Board will be consulted Enrollment trends in these classes will be compared this year to the previous years enrollment.

Use enrollment trends to determine how many special topics to offer and which topics are in the highest demand.

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Education Goals




Goal 4 Secure resources to keep the program current

Students will have access to current hardware and software

Curriculum Advisory Board input about current software and hardware used by industry professionals. Industry trends will be compared to the technology available for instruction at NVCC.

Analyze funding sources, including Tech Plan, ETF and Program Budget will be to determine if funding is adequate to keep instruction current.

1. Computers were replaced in 2007. 2. Get Advisory Board input for hardware and software funding recommendations.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Physical Therapist Assistant, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The PTA program is designed to prepare students to utilize exercise, specialty equipment and other treatment procedures to prevent, identify, correct, and alleviate movement dysfunction. The program design provides students with the philosophical, theoretical, and clinical knowledge necessary to deliver high-quality patient care. Ultimately, students are prepared as skilled technical health care providers who work under the direction and supervision of a physical therapist to provide selected components of physical therapy treatments. Upon successful completion of the program, students must take and pass a licensing examination to begin their career as a physical therapist assistant (PTA). Students are prepared for employment in a variety of health-care settings including acute care hospitals, outpatient clinics, extended care facilities, rehabilitation centers, contract agencies and schools.


Education Goals




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

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

Direct Evidence: Evaluation of student performance on criteria 1-5 of the Clinical Performance Instrument (CPI) in final internship, PTH 232, Clinical Education III. (See attached CPI) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Employer Survey, measured by criteria II. G, H, I, and J. (See attached PTA Program Employer Survey.)

100% of PTA students scored greater than 90% on items 1-5 on the CPI 95% of employers responding to criteria II. G, H, I, and J on the employer survey reported that PTA graduates worked safely, ethically and effectively as PTAs.

Results used to formulate course requirements to shape professional behavior in the classroom, laboratory and clinic. Results used to formulate course requirements to ensure that graduates work safely, ethically, and effectively in the clinic.

Goal 2 NVCC PTA program faculty are dedicated to enhancing student retention and student success in the PTA program.

The program faculty will employ a variety of instructional strategies in each PTH course to augment the learning styles of the diverse student population.

Direct Evidence: Annual internal review of all PTA course syllabi.

Annual review of syllabi revealed the following instructional strategies: Reading Textbook Computerized Tutorials Laboratory Activities with skeletons, models, equipment Human Patient Simulation lab experience Cadaver Lab experience Group Activities Use of Blackboard, including Discussion Board Use of Hybrid course Use of PowerPoint

Results used to ensure that PTA courses are inclusive of all domains and styles of learning to enhance student success.

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Education Goals




The PTA program faculty will annually review PTA program admission and application policies and procedures and analyze attrition data to ensure that applicant pool is adequately prepared to meet the rigors of the PTA curriculum. The PTA program faculty will annually review PTA program continuation requirements to ensure that the students are adequately prepared to persist in the PTA program. The PTA program’s Graduation Rate will be at or above the national level as reported by CAPTE annually as the “Mean Graduation Rate.”

Direct Evidence: Annual internal review of PTA program Application and Admission Procedures. Direct Evidence: Annual internal review of PTA program continuation requirements and program Attrition Rate and reason Direct Evidence: Annual review of CAPTE report defining the “Mean Graduate Rate of PTA programs in the United States.

Use of Analysis Problems On-line and classroom quizzes Exercise Projects Portfolio Assignments Clinical experience Admission criteria reviewed by Assistant Dean and discussed at annual review meeting and HLT 141, Medical Terminology was suggested as an additional program prerequisite to better prepare students for the rigors of the PTA program and possibly reduce the program attrition rate. Attrition data reviewed by Assistant Dean and discussed at annual review meeting. Attrition statistics determined that most students do not persist in the first semester of study. In the Class of 2006 seven (7) students did not persist due to academic deficiencies in the first semester of study. PTA program Graduation Rate 2006 is 65% (21 out of 32 students graduated.)

Results used to monitor attrition statistics in the CO 2007 to see if the addition of HLT 141 as an admission requirement had a positive impact on attrition rate. Results used to monitor attrition rate and reason to determine methods to enhance student success. Results used to monitor program attrition rate and compare to other PTA programs in the USA.

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

90% of NVCC PTA graduates will pass the national licensure examination. (reported by FSBPT) 100% of NVCC PTA graduates who are seeking employment will report on the graduate survey that they were able to secure employment as PTA practitioner within 6 months of graduation.

Direct Evidence: Pass rate statistics acquired through the national licensure board, Federation of State Boards of Physical Therapy. Indirect Evidence: Evaluation of graduate employment via aggregate statistics on the PTA Program Graduate Survey, measured by question 1. (See attached PTA Program Graduate Survey.)

First time pass rate for class of 2006 was 90%. 100% of graduates seeking employment reported that they had a job within 6 months of graduation

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

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

90% of NVCC PTA program graduates will report on the graduate survey that they are able to effectively implement selected physical therapy interventions developed by a physical therapist in the plan of care. 90% of NVCC PTA program graduates will report on the graduate survey that they are able to effectively perform data collection and measurement techniques selected by a physical therapist. 90% of NVCC PTA program graduates will report that they are able to problem solve patient situations and make treatment decisions based on the plan of care.

Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 3. (See attached PTA Program Graduate Survey.) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 4. (See attached PTA Program Graduate Survey.) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 5 c. (See attached PTA Program Graduate Survey.)

100% of PTA program graduates reported that they were able to effectively implement physical therapy interventions 100% of PTA program graduates reported that they were able to effectively perform data collection. 100% of PTA program graduates reported that they were able to effectively problem solve and make clinical decisions based upon the plan of care.

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

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

90% of NVCC PTA program graduates will report on the graduate survey that they are able to interact and communicate effectively with their supervisor, peers, patients’ and families via use of professional verbal, nonverbal, and written skills. 90% of NVCC PTA program graduates will report on the graduate survey that they are able to interact with patients’ and families in a manner that provides the desired psychosocial support including the recognition of cultural and socioeconomic differences. 90% of the employers responding to the employer survey will report that PTA program graduates communicate effectively in a healthcare setting.

Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 6e. (See attached PTA Program Graduate Survey.) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 6a. (See attached PTA Program Graduate Survey.) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Employer Survey, measured by question III.K. (See attached PTA Program Employer Survey.)

100% of PTA program graduates reported that they were able to effectively interact and communicate in the clinical setting. 100% of PTA program graduates reported that they were able to interact with patients and families while providing psychosocial support. 100% of the employers responding to the survey report that graduates communicate effectively in the healthcare setting.

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

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

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

Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 10. (See attached PTA Program Graduate Survey.) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Employer Survey, measured by question III.O. (See attached PTA Program Employer Survey.)

60% of PTA program graduates report that they review physical therapy literature on a regular basis. 100% of the employers surveyed reported that PTA program graduates participate in career development.

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

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Radiography, A.A.S.

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


Education Goals




Goal 1 Improve student preparation for Radiography curriculum by implementing assessment of English writing skill in RAD 100 prerequisite course

Student demonstration of written English skills:

1) sentence structure 2) English grammar 3) Concept Development

Weekly writing assignments: 1) Medical biographies 2) Opinion papers 3) Critical thinking

exercises

1. Recognized improvements in English reading, writing and speaking. 2. Grades demonstrate improvement from beginning to end of semester.

1. More students are proficient in English speaking and writing which is necessary for success in the program. 2. Introduction of more writing throughout the curriculum

Goal 2 Improve student retention rates

1. Increase percentage of students graduating compared to students admitted to the program

2. Assess causes of student failure

1.Didactic exam and lab grades 2. Demonstrate skills to cognitive, psychomotor and affective skills required in the clinical setting. 3. Perform simulated tasks and be able to transfer to the clinical setting.

1. Attrition has slightly declined from the year prior.

Continued examination of factors that are contributing to attrition rates.

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Goal 3 Increase the number of courses offered through distance learning by synchronous and a-synchronous lectures

1. To allow students more flexibility and accessibility to radiography courses. 2. Improve student proficiency in computer based-technology.

1. Exams and labs 2. Computer-based assignments, testing, discussion boards 3. Review student evaluations for RAD 100, RAD 121, RAD 246 and RAD 247

1. Comparison by same courses offered through traditional lecture and synchronous lecture result with similar grade results for students

1. Results indicate students like flexibility of on-line courses and grade results are similar to traditional classes. 2. Consider increasing the number of distance courses

Goal 4 Increase critical-thinking skill across the curriculum

1. Increase ability to better assess clinical situations. 2. Teach students practical applications from theoretical statements 3. Increase student ability to respond to situational judgment questions that appear on the ARRT exam

1. Scores on the situation judgment questions on the ARRT 2. Evaluation of critical thinking problems on exams 3. Group discussions

1. Increase in scores of subject judgment question on ARRT 2. Demonstration of more critical thinking in the clinical environment.

1. Add more critical thinking problems to all courses in the radiography curriculum.

Goal 5 Increase student computer literacy by adding an introduction to computers in orientation

1. Increase knowledge in the use of blackboard 2. Introduce E-Nova skills

1. Ability to use blackboard for all courses in the program for assignments, testing and discussion boards 2. Ability to use E-Nova for classes

1. Students can access blackboard immediately when classes begin. 2. E-Nova lectures can begin immediately without orientation during class time.

1. Results indicate orientation helped computer literacy. Consideration will be given to lengthen orientation to accommodate students who are not comfortable with computer usage.

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Annual Planning and Evaluation Report 2006-2007 Academic Program: Recreation and Parks, A.A.S.

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

Program Purpose Statement: The curriculum is designed to prepare students for entry level into the field of recreation and parks in both private and public agencies; provide those already employed in this field an opportunity to improve and upgrade their skills; and guide students who wish to transfer to a four-year institution in Recreation and Parks. Occupational objectives include recreation leader, assistant recreation supervisor, park ranger, assistant park manager, and park manager.


Education Goals

Program Outcomes/Student Learning

Outcomes/General Education Outcomes

Activities Actual Outcome(s)/ Assessment Results Use of Results/ Next Steps

To file program review report with the VCCS. To implement the academic and curricular recommendations of the 2005 program review study. To identify and target new markets to generate increased enrollment (specifically high school students and professionals currently working in the field). To provide quality education in the field of recreation, parks and leisure services. To prepare students for entry level employment into the

Write in organized, clear, and grammatically correct English appropriate for the subject and audience. Give oral presentations with content competence and confidence. Demonstrate ability to work effectively on a team. Demonstrate core knowledge in the profession (specific to specialty concentration) Demonstrate ability to define problems accurately. Demonstrate ability to articulate steps in solving problems and bringing resources to bear. Demonstrate the ability to

Design exit examination for students for graduation evaluation. Implement exit examination for students in 2007 – 2008. Design internship evaluation for employers and intern hosts to evaluate field performance of students. Successful participation in

Number of program-placed students Number of graduates per year Number of student participating across the disciplines (general studies) Number of students working within the profession while currently registered for 1 or more classes Number of students employed after graduation with the profession Number of students not working in the field after graduation Number of students transferring to 4 yr institutions

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

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Education Goals




field of recreation and parks in both private and public agencies. To support existing partnership relationships with local employers for internship opportunities for students. To create new partnership relationships with local employers for internship opportunities for students. To evaluate students overall experience in the program. To incorporate curriculum in keeping with national guidelines for certification and licensure. To guide students who wish to transfer to a 4-Year institution in Recreation, Parks and Leisure Studies. To offer courses to meet the continuing education needs of professionals already employed in the field of recreation, parks and leisure services. To have faculty that are well trained and certified in the profession. To develop a broad based, general program of studies

research printed materials and online resources. Demonstrate knowledge of the history of the industry. State major concepts in the history of both the play and park movements. Know the major components of the Leisure Services Delivery system. Understand the socio-economic, political and geographical implications of leisure. State the value of recreation and leisure involvement for their personal life and the lives of their client. Recognize political mechanism which establishes public policy. Demonstrate best practices and standards in the profession (emphasis on specialization) Identify user patterns. Manage user conflict.

experiential learning outside of the classroom (service learning). Student survey of self reported academic effectiveness. Completion of national certification/licensure by 3-rd party verification. Survey department heads at 4-year institutions regarding articulation and transfer of RPK curriculum in 2+2 agreement. Acceptance of curriculum articulation between NVCC RPK program and 4 year institutions. Student Survey (Incoming “pre-test”, during program progress as well as “post-test” survey at time of graduation.)

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

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Education Goals




which encompasses all aspects of the field of recreation and parks (no specialization)* *Goal amended in 2003-2004. To design and implement curriculum in keeping with academic accreditation guidelines published by the National Recreation and Park Association for 4 yr colleges. To encourage student involvement in professional organizations To set performance standards (GPA) to students transferring to 4 yr institutions. To design and implement curriculum in keeping with licensure guidelines of national licensing bodies. To increase enrollment of women and minorities in the RPK Program. To require students to request program placement in the RPK discipline by code.

Write an interpretive statement. Develop an interpretive program. Design programs that are age appropriate. Demonstrate the ability to include participants with physical and/or cognitive disabilities. Use people-first language. Demonstrate knowledge of theoretical principles. Demonstrate ability to be a diligent follower. Demonstrate ability to be a competent leader. Demonstrate first aid skills (basic). Demonstrate CPR skills. Demonstrate AED skills. Demonstrate program planning skills.

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Education Goals




To design opportunities for students to serve in the community. To design travel/study program to expose students to national and state resources throughout U.S. To develop on-site learning lab for outdoor adventure (rock wall project). To design intercultural opportunities for academic and ESL students. To create partnerships with government, non-profit and commercial organizations.

Lead a program. Develop a program plan. Develop a marketing/ advertising/ promotional plan for an activity without economic support from the college will require sole reliance on web-based advertising through RPK web site. Demonstrate time management skills. Ability to write a job description. Demonstrate knowledge of a risk management plan (action). Ability to write a risk management plan. Write and implement policies and procedures. Ability to promote professional skills and track professional development through portfolio design. Research possibility of

Perform community service. Write effective resume. Produce professional portfolio. Enter in agreements with governments, non-profit and commercial organizations.

Perform community service (hours reported to Office of Student Activities) Completion of internship and

Implementation of special events.

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Education Goals




building a climbing wall in gym on campus for adventure learning, group dynamics and leadership lab. Demonstrate appreciation for maintaining natural resources.

Create and distribute effective marketing material for special event(s) with college partners. Implementation of special event programs with college partners: Ghost Train.

work study projects with college partners.

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

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Respiratory Therapy, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students as effective members of the health care team in assisting with diagnosis, treatment, management, and preventive care of patients with cardiopulmonary problems. Upon successful completion of the program, students are eligible to take the Entry Level examination leading to certification as a Certified Respiratory Therapist (CRT) and state licensure. The student is prepared to take the advanced level examinations leading to a respiratory care practitioner (RCP).


Education Goals




Goal 1. To teach anatomy and physiology of the cardiopulmonary system; assessment, treatment, and evaluation of patients with cardiopulmonary disease

Learn anatomy and physiology of the cardiopulmonary system; assessment, treatment, and evaluation of patients with cardiopulmonary disease.

RTH111,121,222 Classroom assessments including written tests, oral presentations, computer-assisted instruction tutorials, problem-based learning scenarios, grades on mock credentialing exams and pass rates on the three credentialing exams (CRT, written RRT, clinical simulation RRT)

Must obtain a final grade of C or above to continue in the curriculum.

Students not reaching benchmark are remediated by taking the course a second time. No students failed these courses

Goal 2. Teach the psychomotor and cognitive skills in all areas of non-critical care. Required competencies include: hand washing, isolation, oxygen therapy, aerosol therapy, aerosolized medication delivery and bronchial hygiene techniques.

The student will learn the psychomotor and cognitive skills in all areas of non-critical care. Required competencies include: hand washing, isolation, oxygen therapy, aerosol therapy, aerosolized medication delivery and bronchial hygiene techniques.

RTH151, 131, 145 Skill based competencies in both the laboratory and clinical (patient care) settings

1. Must obtain a grade of 85% on each competency. Each student is evaluated on competency level for each of the mentioned procedures. See attachment A for grading system. A “0-1-2” value is given to each part of a procedure taught in these classes/lab. 2. Must obtain a final grade of C or above to continue in the curriculum. 4 students did not meet this benchmark.

5 Students are repeating the course in 2006. data showing success rate of these students: See Addendum #1

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Goal 3. Teach the psychomotor and cognitive skills in all areas of critical care areas. Required competencies include: artificial airway management, mechanical ventilatory support, respiratory care therapeutics while receiving mechanical ventilatory support.

The student will learn the psychomotor and cognitive skills in all areas of critical care areas. Required competencies include: artificial airway management, mechanical ventilatory support, respiratory care therapeutics while receiving mechanical ventilatory support.

RTH 132, 296, 253 Skill based competencies in both the laboratory and clinical (patient care) settings

1. Must obtain a grade of 85% on each competency. Each student is evaluated on competency level for each of the mentioned procedures. See attachment A for grading system. A “0-1-2” value is given to each part of a procedure taught in these classes/lab. 2. Must obtain a final grade of C or above to continue in the curriculum. 3. Presentation of patient case study to medical director, faculty, and classmates. Grading as in #2 above.

1 part time student had an academic failure in RTH296 and had to repeat this course for a graduation date extended to August 2007

Goal 4. Teach the psychomotor and cognitive skills in all areas of neonatal and pediatric critical care areas. Required competencies include the previously listed competencies, but performed on pediatric and neonatal patients. Teach the differences in anatomy and physiology of the ped/neonatal patient.

The student will learn the psychomotor and cognitive skills in all areas of neonatal and pediatric critical care areas. Required competencies include the previously listed competencies, but performed on pediatric and neonatal patients. In addition the student will learn the differences in anatomy and physiology of the ped/neonatal patient.

RTH 225 and 254. Written tests in the lecture part of RTH225. Skill based competencies in both the laboratory and clinical (patient care) settings

1. Must obtain a grade of 85% on each competency. Each student is evaluated on competency level for each of the mentioned procedures. See attachment A for grading system. A “0-1-2” value is given to each part of a procedure taught in these classes/lab. 2. Must obtain a final grade of C or above to continue in the curriculum. 3. Presentation of patient case study to medical director, faculty, and classmates. Grading as in #2 above.

1 part time student did not pass RTH254 and was academically withdrawn

Goal 5. Teach the psychomotor and cognitive skills the areas of respiratory therapy home care, patient education/disease management, pulmonary rehabilitation and cardiac diagnostics

The student will learn the psychomotor and cognitive skills the areas of respiratory therapy home care, patient education/disease management, pulmonary rehabilitation and cardiac diagnostics

RTH 217, 295, 265. Written tests and development of a pulmonary rehabilitation plan in RTH217. Skill based competency for ECG in RTH295 and written tests. Written tests and research project for RTH265.

1. Must obtain a grade of 85% on each competency. Each student is evaluated on competency level for each of the mentioned procedures. See attachment A for grading system. A “0-1-2” value is given to each part of a procedure taught in these classes/lab. 2. Must obtain a final grade of C or above to continue in the curriculum.

1 student carried over from the 2004 cohort did not meet these standards for the 2nd time and was academically withdrawn for the 2nd time.

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Goal 6. To integrate the concepts and therapeutics taught in previous courses.

RTH 224 Serves as a capstone course for the students in which they are required to integrate all the information learned and apply it to specific patient care scenarios. Students must look at the scenario and prioritize the actions to take; they must recommend diagnostic tests, recommend and modify patient care plans.

Midterm and final written tests Write a paper on a clinical course of a patient with a cardiopulmonary disease state and use appropriate therapeutic modalities and diagnostic tests Take and a MOCK CRT exam from the NBRC (National Board for Respiratory Care)

1. Must obtain a final grade of C or above to continue in the curriculum. 2. Must show proficiency in the understanding of combined concepts by passing the MOCK CRT exam

Repeat the course. Take the exam again until a passing grade is received. See addendum #1

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Science, A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed for persons who are interested in a professional or scientific program and who plan to transfer to a four-year college or university to complete a baccalaureate degree program with a major in one of the following fields: agriculture, biology, chemistry, pre-dentistry, forestry, geology, home economics, nursing, oceanography, pharmacy, physics, physical therapy, pre-medicine, science education, or mathematics.


Education Goals




Goal 1 NVCC will provide a quality education to students majoring in science.

Students will attain their academic goal of transferring to a 4 year institution.

NVCC assessment survey of graduates (2006 report)

85% of respondents reported attainment of their goal.

Students will feel adequately prepared by NVCC for studies at their 4-year institution.


27 % of respondents reported having excellent preparation and 64% reported having adequate preparation from NVCC for their continued studies at their 4-year institution.

Program evaluation is underway to determine if course content and sequence are appropriate.

Students will demonstrate their ability to be successful at their transfer institution.

Transfer data from 4 year Virginia Public Institutions of Higher Education

Students who graduated with an A.S. in science in 2004 achieved a mean GPA of 2.51 at the senior institution during their first year of study.

Program evaluation is underway to determine if course content and sequence are appropriate.

Goal 2 Students majoring in science will express satisfaction with their program.

Students will express satisfaction with their acquired skills in their degree program.


Science graduates gave the following ratings (on a 4-point scale): Understanding scientific concepts: 3.28 Writing effectively: 2.79 Speaking effectively: 3.04 Understanding Mathematics: 3.13 Using computers: 3.13 Cooperating with others: 2.83 Leadership skills: 2.50 Technical knowledge in area of study: 3.00

Student surveys are being conducted to increase effectiveness of the program curriculum in meeting the needs of the A.S. in Science majors.

Students will express satisfaction with the faculty in their degree program.


Science graduates rated faculty as slightly under or as good as the college faculty in general, in contrast to the previous few years data which rated science faculty as better or as good as college faculty in general.

Faculty surveys are being conducted to determine their approaches to teaching and increase their effectiveness in meeting the needs of the A.S. in Science majors.

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Education Goals




Goal 3 The science program will continue to grow and have added graduates each year.

Students will successfully complete their A.S. degree in science.

Graduation rates

95 students graduated in with an AS in Science in the 2005-2006 academic year compared to 101 in 2004-2005 and 90 in 2003-2004.

As more faculty are hired and more classroom space is available the data on graduation rates will become a better indicator of the actual rate of expansion of the program.

Program will grow as campus facilities are more available and faculty hiring increases.

At Loudon both a new Biology faculty position and a new Math faculty position were filled within the past year. Currently college-wide searches for 4 new Biology and 1 new Chemistry faculty positions are underway. The construction of a new building on the Alexandria campus (including a science wing) and renovations of the science labs/classrooms Annandale campus are underway. Loudon has opened their new edition to their science lab building and are renovating the old science building.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Travel & Tourism, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to enable students to enter management training positions within the travel industry and to prepare industry employees to assume managerial responsibility. This includes a diversity of career opportunities in areas such as airline sales and marketing, travel agency management, cruise and tour operations, and meeting and conference planning.


Education Goals




Goal 1 Increase enrollments of Travel & Tourism students.

Increased enrollments of new TRV students.

SIS data comparing enrollment figures of 2005-06 to those of 2004-05.

Students enrolled: 2004 – Spring 41, Summer 10, Fall 52 2005 – Spring 40, Fall 50, 2006 - Spring, 46, Fall 32 Offered TRV 100 at Reston in Spring and Fall of 2006 to increase visibility of the TRV program.

Identify tools to market program and generate awareness in TRV

Goal 2 Generate employment for Travel and Tourism graduates.

Employment of graduates. Graduate and employer surveys.

No data. Plan to contact graduates and conduct surveys in the future.

Goal 3 Students will have the ability to identify marketing principles in the travel and tourism industry.

Students are able to create a marketing plan for a travel business.

Project and exams. No classes in this course (TRV 230) after fall 2004. All but one student in the last class made C or higher.

Replaced course with HRI 235, Marketing of Hospitality Services.

Goal 4 Introduce students to travel and tourism career opportunities.

Successful completion of TRV 100, Introduction to the Travel Industry.

Tests, interviews and assignments.

105 students completed TRV 100 in 2005-06: Spring 05 – 20 Fall 05 - 33 Spring 06 - 26 Fall 06 - 26

Future planning

Goal 5 Introduce the concept of eco-tourism to students.

Increase student’s sensitivity to the environment and its role in travel.

LNT (Leave no trace) test, exams and student involvement in sustainable tourism activities. (Course offered in conjunction with Recreation and Parks program.

This course was first offered during Spring 2005. There were 9 TRV students and 7 RPK (Recreation and Park) students. 2006 – 7 TRV and 4 RPK students.

Explore future joint course development and offerings.

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Annual Planning and Evaluation Report: 2006-2007 Academic Program: Veterinary Technology, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum will prepare the student for a career as a veterinary technician. Satisfactory completion of the curriculum will make the student eligible to take the National Board Examination for certification as a veterinary technician. The curriculum is broad based and includes both practical and theoretical course work which prepares the student for employment in various areas of animal health care, including veterinary hospitals and research and diagnostic laboratories. There is a part-time online and a full-time on-site option.


Education Goals




Goal 1 The VET Program will increase the number of qualified VET graduates.

Track the number of VET graduates

Data obtained from college list of VET graduates

Total number of graduates 2004 = 24 Total number of graduates 2005 = 53* Total number of graduates 2006 = 26 Total number of graduates 2007 = 40* *with the addition of on-line graduates

The initiation of an on-line option has helped to increase the number of qualified VET graduates produced by the Program. Beginning in 2007, the online option will be available every year. The Program is also part of the Phase III facility expansion at the LO campus. Larger facility capacity will allow for the admission of a greater number of students.

Goal 2 The VET Program graduates will be recognized for achieving mastery of skills and theoretical knowledge in keeping with national standards.

Mastery is documented through completion of an essential skills list and by passing the Veterinary Technician National Exam (VTNE)

Have students maintain and submit for graduation required and essential skills books as required by the American Veterinary Medical Association. Veterinary Technician graduates must successfully pass the National Board Exam in order to be licensed in the state of Virginia.

Skill sheets completed and collected = 100% for both on-line and on-site students Pass rate VTNE January 2006 on-line = 100% Pass rate VTNE January 2006 on-site = 83% Pass rate VTNE January 2006 on-site = 83% Pass rate VTNE June 2006 on-line = not applicable, no NVCC students took the exam Pass rate VTNE June 2006 on-site = 88% Pass rate VTNE January 2007 on-line = 100% Pass rate VTNE January 2007 on-site = 75%

Ideally pass rates on the VTNE should be 100%. Students are encouraged to take review courses in preparation for the VTNE. Information for those courses is provided in the fall and spring of their senior year. The Program has seen an increase in the number of students with diagnosed and un-diagnosed learning disabilities. The faculty is making a concerted effort to intervene early and encourage students to seek help through counseling, tutors, etc. The faculty and counseling are currently working on a SDV course geared specifically for

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Education Goals




Pass rate VTNE June 2007 on-line = 100% Pass rate VTNE June 2007 on-site = 70% *Benchmark data VTNE national pass rates: 2005=71%, 2006=68%, 2007=57%*

VET students. It is also important to note that the falling pass rate on the VTNE is a national trend* of unknown origin that is causing quite a bit of consternation and discussion among vet tech educators nation-wide.

Goal 3 The VET Program will achieve and maintain a student retention rate of 60% & or higher (college goal).

Number of students successfully completing graduation.

Comparison of students admitted vs. students in their 2nd year of studies (based on class rosters)

Number of students admitted 2005=32 Number of 2nd yr students 2006=24 Percentage retained = 75% Number of students admitted 2006=29 Number of 2nd yr students 2007 = 20 Percentage retained = 70% Number of students admitted 2007 = 41 *Benchmark value = 57% national average retention rate for veterinary technology programs as reported by the American Veterinary Medical Association

The VET Program retention rate of ~72% is well above the college goal of 60% and the national average of 57%. It is important to note though that the retention rate has steadily fallen from 86% in 2003 when this data was first tracked. There have been no significant changes in the faculty or course of study. The concern is that the quality of the applicant pool is declining. In addition to the specially designed SDV course, it would be worthwhile to make a concerted effort to highlight and promote the VET Program with the idea of attracting more qualified applicants.

annual planning and evaluation report · adrienne hinds janet sass, an information technology, a.s....

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