program assessment at southwest virginia …program assessment at southwest virginia community...

Program Assessment At

Southwest Virginia Community College 2019-2020

Compiled by

The Office of Institutional Research and Assessment based on the work of:

Dean and Faculty of the Division of Business, Engineering and Industrial

Technology

Dean and Faculty of the Division of Humanities and Social Science

Dean and Faculty of the Division of Mathematics, Natural Science and Health

Technologies

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Table of Contents The Program Assessment Process ........................................................................................................................................ 3

Assessment Calendar ............................................................................................................................................................ 4

Assessment Summaries ......................................................................................................................................................... 5

Associate of Arts and Sciences……………………………………………………………………………………………………………5

Associate of Applied Science…………………………………………………………………………………………………………...21

Certificates and Diplomas………..………………………………………………………………………………………………….…..39

Career Studies Certificates……………………………………………………………………………………………………………….47

Appendix A…………………………………………………………………………………………………………………………………………………..………………..68

Faculty Completed Assessment Forms by Award

Associate of Arts and Sciences…………………………………………………………………………………….……69

Associate of Applied Science…………………………………………………………………………………….………97

Certificates………………………………………………………………………………………………………………….……145

Career Studies Certificates…………………………………………………………………………..…………………..158

Appendix B……………………………………………………………………………………………………………………………………..…………………………………….181

Assessment Status Matrix

Appendix C………………………………………………………………………………………………………..………………………………………………………………….185

Headcount by Program, Gender and Load

Appendix D…………………………………………………………………………………………..……………………………………………………………………………….190

Credit Hours Generated and Annual FTE by Subject

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The Academic Program Assessment Process

Program Assessment is integral to the viability of Southwest Virginia Community College. As one of the pieces

of Institutional Effectiveness, academic program assessment ties together mission, goals and outcomes. As

the first step in the assessment process, program faculty craft the mission of the program that is in step with

the institutional mission statement and provides the groundwork for the program’s goals and outcomes.

These are reviewed each assessment cycle. Faculty then establish program goals. Program goals are general

statements regarding the knowledge, skills and abilities that learners will possess after successful completion

of the program. Program goals are the basis then for more specific outcomes. Faculty develop outcome

statements of what the learner will know or do as a product of learning activities. Outcomes are incremental

steps on the way to the attainment of a goal.

The assessment process is a robust system that is learner centered and faculty dependent. Faculty identify

issues with some facet of the student’s learning experience related to program goals, courses, or processes

and work to resolve those issues to continuously improve student learning and instruction

At SWCC program assessment is research based. Faculty gather information, report their findings and make

action plans based on those findings. At the end of the academic year, faculty reflect on the process and

formulate next year’s plans based on this year’s findings.

A calendar is provided for each cycle, as is an assessment status matrix that lists who is responsible for

coordinating the assessment efforts for each program.

Included in this report are brief summaries of each submission’s progress toward goal attainment. If the goal

was met the text is blue, if the goal has results pending the text is gold and if the goal was unmet the text is

red. If the text is green, no data was reported for the outcome. At the end of each synopsis are statements

from the faculty concerning the changes that will be made as a result of the assessment and plans for

additional goals or outcomes.

Also included are appendices that contain the completed forms submitted by the faculty. These are ordered

by award type. In addition the Assessment Matrix is included in Appendix B. Finally included in Appendix C

and D are numbers pertinent to each subject and program.

The reader will find that many of the plans were affected by the COVID-19 pandemic and the subsequent

move to online instruction for all courses. With this unexpected change many faculty could not complete

their data collection due to lack of time, proctored testing opportunities or rescheduled labs or clinicals.

These are marked as “not met” and in the explanation is a reference to COVID-19.

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Program Assessment Calendar 2019-2020

Academic Year Revised 29 APR 20 (COVID-19)

August 30 All Assessment Plans due to the Division Dean for Review

September 11 Convening of the Assessment/ Student Outcomes Committee

September 16 All Assessment Plans will be reviewed by the Assessment/Student Outcomes Committee

September 30 Approved Plans returned to Faculty

October 11 Program Assessment Day Assessment Convocation (9:00-Noon) October-March Continue work on Findings and Action Plans March 23 All Classes go online due to COVID-19 Pandemic All Faculty and Staff Telework (Exceptions—Facilities, Housekeeping, Campus Police) May 14 Program Assessment Day May 21 Preliminary Findings due to the Division Dean for Review

May 26 Findings and Action Plans reviewed by the Assessment/ Student Outcomes Committee May 29 Draft of the 19-20 Program Assessment Report Due to the Assessment/ Student

Outcomes Committee June 5 Final Program Assessment Report Submitted and Published to the Website

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Summaries of 2019-20 Program Assessment

Associate of Arts and Sciences Degrees

Business Administration Associate of Arts and Sciences

Goals, Outcomes and Analysis

Goal 1: To provide business transfer students with the general education knowledge, skills and values needed for success at

four-year institutions.

Outcome Related to Goal 1: Students will demonstrate competency in communication, critical thinking, cultural and social

understanding, information literacy, personal development, quantitative reasoning, and scientific reasoning.

Outcome Not Met. Majors in this area did not take the GSAT in the spring semester. Testing was limited due to COVID-19

pandemic and student availability for online testing.

Goal 2: To improve students’ skills in fundamental business concepts required for successful employment in business and

industry.

Outcome Related to Goal 2: Students will demonstrate basic accounting concepts covering the accounting cycle.

Outcome Not Met. Spring 2020 accounting cycle problem wasn’t given to ACC 212 students due to COVID-19. Classes

were halted for an extra week after spring break, resulting in one week of work being cut off of the regular semester. To

cover all necessary objectives in ACC 212, the accounting cycle problem was not given to the students. Results from the

past four years have shown that manual accounting (paper/pencil) is the most effective way to teach basic accounting

concepts.

Goal 3: To improve students’ skills in Excel required for successful employment in business and industry.

Outcome Related to Goal 3: Students will demonstrate use of advanced excel formulas needed for businesses.

Outcome Not Met. The Advanced Excel problem was not given during the spring semester due to the COVID-19 outbreak

and the extended spring break.

Analysis/Use of Results

The Program head will reach out to Business Administration students in the spring semesters beginning Spring 2021 to ensure

that GSAT post-testing is completed by the end of the semester. The findings for the Accounting Cycle problem used in

Outcome 2 resulted in a slight change in teaching more paper/pencil accounting and incorporating the textbook software as a

practice/instant feedback option for learning.

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Business Administration Outdoor Leadership Specialization

Associate of Arts and Sciences


Goal 1: To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment.

Outcome Related to Goal 1: Students will receive Leave No Trace (LNT) Trainers certification.

Outcome Met. One hundred percent of students who sat for the Leave No Trace certification received it. This exceeded the

70% benchmark set by the faculty.

Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and

recreation industries.

Outcome Related to Goal 2: Students will be given scenarios on wilderness excursions to explore leadership techniques.

Outcome Met. Students were assigned a research project on leadership as part of the RPK 141 capstone course. Of those

who submitted the paper 100% demonstrated competency.

Goal 3: To develop best practices, skills and abilities for students to apply to Guide Essentials and Interpretation and

Education.

Outcome Related to Goal 3: Students will be given scenarios on wilderness excursions to explore interpretation

techniques.

Outcome Met. Students were assigned projects on interpretation techniques in RPK 125. All students received a passing

score on the projects, exceeding the 70% benchmark set by the faculty.


Student pass rates have exceeded indicated success standards. The faculty are looking for additional activities and/or

certifications to enrich the student experience and marketability. In response to the experience gleaned from the pandemic,

the faculty will move all courses to a totally online delivery modality for 2020-2021.

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Education/ Pre Teacher Education Associate of Arts and Sciences


Goal 1: Education students will complete a 40 hours observation in a public school setting Outcome Related to Goal 1: Students will successfully complete an observation experience Outcome Not Met. Covid-19 disrupted the observation experience for many students in EDU 200. 70% of students were able to complete the observation hours. The other students were provided with alternate observation assignments utilizing technology. This included a variety of videos for reflection and online modules. Goal 2: Students will become familiar with all facets of a K-12 classroom.

Outcome Related to Goal 2: Students will become familiar with all facets of a K-12 classroom (observed by student) as

evidenced by completion of an observation journal.

Outcome Met. Students completed an observation journal with 90% success.

Goal 3: The AA&S in Education program graduates will transfer successful to a 4 year partner institution Education Program. Outcome Related to Goal 3: Students will transfer after graduating and continue their education to obtain a VA Teaching License. Outcome Not Met. Data on student transfer institution was not gathered as a result of COVID-19. Many students are unsure about transfer and college opening for the fall. Faculty will update data when it is available later in the

summer semester. Goal 4: Articulation agreements and/or transfer agreements will be in place for SWCC students upon completion of AAS in Education Outcome Related to Goal 4: Faculty will participate in Transfer VA initiative to assist with Education student ease of transfer. Outcome Partially Met. The work of Transfer Virginia has been halted as a result of Covid-19, but once continued, will provide additional articulation/transfer opportunities for EDU students. Analysis/Use of Results

Our current assessment on the course level are productive and give an adequate measure of student knowledge of

outcomes for EDU 200. The work of Transfer Virginia has been halted as a result of Covid-19, but once continued, will

provide additional articulation/transfer opportunities for EDU students.

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Engineering Associate of Arts and Sciences


Goal 1: Identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and

mathematics.

Outcome Related to Goal 1: Determine effect of switching instruction from a hybrid model to all online learning.

Outcome Met. Faculty have determined that there was a drop in student performance in the move from hybrid to all online

instruction (COVID-19 response). The difference in scores from the average of the last three years on a problem per problem

basis is 3.6 on problems related to content covered before the quarantine i.e. traditional instruction. On average, difference

on problems related to content after the switch to all online instruction due to the quarantine period is 5.7 showing little to no

difference in performance on outcomes. Faculty have determined that the drop was in an acceptable range.

Goal 2: Apply the engineering design process to produce solutions that meet specified needs with consideration of public

health, safety, and welfare, as well as global, cultural, social, environmental, ethical, and economic factors.

Outcome Related to Goal 2: Students are considering aspects to design decisions in addition to performance when evaluating

designs.

Outcome Not Met. Seven of twenty-one students (33.3%) reference multiple design considerations. The weakest area was in

environmental and ethical with only five references.

Goal 3: Function effectively on a team whose members together provide leadership, create a collaborative and inclusive

environment, establish goals, plan tasks, and meet objectives.

Outcome Related to Goal 3: Students will become more participatory including exemplifying qualities of leadership,

collaboration and inclusion.

Outcome Not Met. Self-evaluation results showed that in 2017 and 2018 there no students working excessively less or more

than their peers. In 2019 two students worked less than expected. In 2020, two students worked less than expected and two

students worked more than expected. In 2020, student comments were read and all student groups reported a leader while

none reported issues with interaction beyond participation issues.


The faculty have determined the following:

Outcome 1: Within second year engineering courses, instruction should be completed in as a traditional format as possible,

however, learning outcomes can still be met in an emergency or other similar situation.

Outcome 2: Students are instructed to explicitly take into account the additional design considerations when moved from

individual to group design phase. A decision matrix is introduced at that time. Introducing decision matrices with these

considerations earlier could address this issue.

Outcome 3: It should be noted though, other than the two students in 2020 that under participated, did not participate at all.

This could be due to the move online due to the COVID-19 quarantine.

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Engineering Specialization in Software Engineering


The assessment for this specialization is included in the Engineering Associate of Arts and Sciences assessment.

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General Studies Associate of Arts and Sciences

And Liberal Arts Specialization

And General Education Certificate


Goal 1: In conjunction with the Student Success Division, faculty members within the General Studies arena will work in

partnership with College Success Coaches to establish successful Success Coach/Faculty Mentor teams to effectively guide

students through their college experience

Outcome Related to Goal 1: Faculty will be engaged with Navigate, early alert and the new advising process.

Outcome Met. Beginning with its launch on January 9th, faculty utilized the Navigate tool to collaborate with Student

Success Advisors on student support and retention. 62% of the faculty teaching General Studies courses utilized the

Early Alert system in Navigate at least once, exceeding the initial benchmark of 60%. Assessment on baseline retention

cannot be completed with accuracy for this year due to the COVID-19 pandemic forcing all classes online during the

spring semester.

Goal 2: To continue developing a plan for an upcoming pilot designed to integrate developmental English needs with co-

requisite enrollment in College level English courses so students in all programs in which College English is required can be

successful and complete on time without using extra credits for developmental needs.

Outcome Related to Goal 2: Faculty will design co-requisite courses for those who self-identify or do not meet the criteria for

placement in college level English.

Outcome met. The pilot has been developed and will be launched in Fall 2020. The pilot includes courses classified as

EDE for students who have remedial English needs. EDE 10 is taken as a preparatory course for ENG 111. EDE 11 is taken

as a co-requisite with ENG 111 for students who need additional support. English faculty are utilizing materials provided

by Hawkes in these courses to help students achieve success without further remediation.

Goal 3: To incorporate the use of grading rubrics among faculty to ensure timely, clear, and useful feedback and guidance for students.

Outcome Related to Goal 3: At least one assignment per class will be assessed using a grading rubric.

Outcome Partially Met. Due to COVID-19, assessment on all of the General Studies faculty was not completed.

However, the faculty in the Humanities and Social Sciences division were. 86% of these faculty members utilize grading

rubrics on at least one assignment per class, exceeding the 75% benchmark.

Goal 4: To develop an Appalachian History course within the History division in order to provide students with a thorough

history and appreciation of our local region.

Outcome Related to Goal 4: An Appalachian History course will be developed and will be offered in Fall 2020.

Outcome Met. Appalachian History has been developed and is being offered in Fall 2020.

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As a result of this assessment faculty will do the following: 1) Continue to monitor the use of Early Alert and Navigate by

faculty and assess retention difference that might be associated with its use. 2) Continue to assess the effectiveness of the

new co-requisite paradigm in English courses through measures of student success and persistence. 3) Complete survey of

the use of rubrics for those general studies faculty not in the Humanities and Social Science division. 4) Implement the

Appalachian History course and monitor growth of the Appalachian Studies program.

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General Studies Specialization in Fine Arts



Goal 1: A new degree completion plan will be created and implemented.

Outcome Related to Goal 1: A new degree completion plan will be created to reflect new cohort-style program.

Outcome Partially Met. The specialization has been presented to C&I and tabled due to revisions needed per VCCS policy

regarding specializations.

Goal 2: Development of Dance, Theater, Traditional Music, and Culinary programs through integration into the Fine Art

program.

Outcome Related to Goal 2: Information regarding the inclusion of Dance, Theater, Traditional Music and Culinary will be

integrated into the Fine Arts program.

Outcome Met. Several workshops, gallery showings and lectures by guest speakers were held during the academic year.

Goal 3: Students will engage in their community arts organizations and culture.

Outcome Related to Goal 3: Students will become aware of the art and professional artists that are in the Southwest Virginia

area.

Outcome Met. Students attended lectures presented by local artists, visited off campus art organizations and went to gallery

events.

Goal 4: Students will complete a community service project focused in the arts.

Outcome Related to Goal 4: Students will actively engage in place-making for their community through a community service

project.

Awaiting Data. Data is incomplete at this time due to COVID-19.


New challenges await with hosting arts-based classes online due to COVID-19. Hands on classes such as ceramics and culinary arts seem impossible without the in-person aspect. Also, internships have been put on hold till Spring 2021. MAD camp to be hosted summer 2020in a digital format. Dance program will be starting with full-time instructor Fall 2020. Strong potential with this program with community collaborations with area dance schools. Summer masterclasses and weekly zoom classes scheduled. Goal of beginning talks of Theater program with an anticipated 2021-2022 start date. Lots of potential for the non-credit classes, underneath the “Living in SWVA” brand. Hope to host at least 1 class per month in Visual Art, Dance, and Culinary with potential to build in Theater.

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General Studies Specialization in Music

Associate of Arts and Sciences And Advanced Studies in Music CSC


Goal 1: Students in the SWCC Music Program will read music and play piano by music notation by the end of their first semester as students in the program. Outcome Related to Goal 1: 75% of new students in the music program will be reading music notation and playing by music

notation on piano by the end of their first semester as students in the program. Outcome Met. The benchmark set by the faculty was exceeded. 100% of new students who took Piano I were reading music as evidenced by individual performances at the end of the fall semester. Goal 2: Concerts and other musical events of the highest quality will be presented for SWCC and the surrounding community to increase visibility of the program and allow students opportunities for public performance. Outcome Related to Goal 2: Produce recordings of the National Anthem to be used at SWCC sporting events.

Outcome Not Met. In preparation for making recordings, many live performances were presented at athletic events. Due to delay in equipment and software delivery, recordings were not made before the Covid-19 crisis.

Goal 3: The music program will establish an environment of providing arts and academic learning in new facility. Outcome Related to Goal 3: The Music program will design and occupy the new space in Dickenson Hall.

Outcome Met. The Music program moved into the new space in summer 2019. Much has been accomplished toward getting things put away and organized. Many classes and successful rehearsals were conducted in the new space until the face-to- face meetings were suspended due to the pandemic. Analysis/Use of Results

The faculty will: 1) Continue to use the Landmark method in piano classes. 2) Continue rehearsing and performing solo and group presentations of the national anthem and plan to record as soon as it is possible. 3) Continue perpetual organization of all spaces, learning materials, printed music, and instruments. Search for ways to promote an environment of learning and fostering musicianship amongst students and community members

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General Studies Specialization in Psychology



Goal 1: To provide all students with career exploration opportunities in the mental health field.

Outcome Related to Goal 1: All students in Psychology courses will be aware of careers in mental health.

Outcome Met. Guest speakers from various mental health specialties were incorporated into lectures, when

appropriate. Although some interactions were face-to-face (5 guest speakers), technology provided learners with

interactions, at a distance (6 guest speakers). Through the semester, lecture material addressed the diverse career

opportunities available in mental health and the credentials required for employment. A total of 136 students were

addressed by speakers in the fall and 97 students in the spring.

Goal 2: To expose all students enrolled in psychology courses to research in the field of psychology that they find personally relevant. Outcome Related to Goal 2: Students will access scholarly databases and search for academic journals. Students will be able to comprehend a scholarly article that they find personally relevant and identify personal implications.

Outcome Met. After receiving instruction from the SWCC library, 225 students successfully identified scholarly research in

the field of psychology and comprehended the findings so they could answer six critical thinking questions.

Goal 3: To integrate the APA writing style in all psychology courses.

Outcome Related to Goal 3: Psychology students will have an understanding of the APA style and, through an assignment,

utilize techniques of APA style.

Outcome Met. A total of 233 students were given examples of the APA writing style and followed those examples to

use APA style to complete assignments. Assignment rubrics included measures for using APA style and corrective

feedback was provided to 218 students to help them understand mistakes.

Goal 4: To engage all psychology students through service-learning.

Outcome Related to Goal 4: Psychology students will actively participate in the Eagle Project Day of Service and provide

reflection on the experience afterwards.

Outcome Met. A total of 233 students were given the opportunity to engage in community service through the fall and

spring Eagle Project Day of Service as class time was used for service. A total of 213 students participated in service

learning that was specific to psychology courses (Operation Christmas Child and Seussapooloza at Cedar Bluff

Elementary). A total of 405 children were impacted by service at Cedar Bluff Elementary and 28 shoe boxes were

packed for Operation Christmas Child. Students then completed a reflection assignment that allowed them to

synthesize their service experience with course content.

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Faculty observations include:

1) Based on the changes of the classroom environment due to COVID-19, all assignments will be restructured so that they can

be completed in a virtual platform.

2) To create engagement opportunities for learners, all lecture material will be recorded using Canvas Studio and available for

download for learners who have challenges with high speed internet accessibility.

3) Continue to build on goals for 2019-20, ensuring that goals are all attainable in a virtual platform.

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General Studies Specialization in Agribusiness Associate of Arts and Sciences

The assessment for this degree specialization was not completed this year because there is no fulltime faculty coordinator. An

assessment will be completed in 2020-21.

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General Studies Specialization in Appalachian Studies


The assessment for this degree specialization was not completed this year because no specialization courses were offered. A

full slate of specialization courses will be offered in AY20-21. An assessment will be completed in 2020-21.

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Science Associate of Arts and Sciences


Goal 1: To educate students in the proper scientific reporting of experimental data in Organic Chemistry II laboratory reports.

Outcome Related to Goal 1: Students will demonstrate knowledge of the proper scientific reporting of laboratory data.

Students will show critical thinking skills in interpreting and reporting the data gathered in lab. Students will be

successful in preparing a detailed, organized, and data supported final lab report.

Outcome Met. 100% of the Organic Chemistry II laboratory students showed mastery of the concepts covered both in

the laboratory and the online lab sections. The students submitted reports and worksheets for grading purposes. The

success standard was exceeded in that 100% of the students showed a satisfactory level of knowledge on the

experiments performed, lab reports submitted, and worksheets prepared and submitted.

Goal 2: Students will demonstrate improvement in test grades for College Chemistry I by administering chapter quizzes prior

to a test.

Outcome Related to Goal 2: An improvement in test grades will be facilitated by administering chapter quizzes prior to

tests. Once a chapter is covered in class, students are eligible to take the respective chapter quiz. A chapter quiz will be

a condensed version of the material that is to be known for the test. By seeing the material in lecture and on a quiz, this

could help students enhance their knowledge and understanding of the subject area.

Outcome Met. 100% of the students in the College Chemistry I course completed the chapter quizzes. The students

scored a B or higher on their total quiz grade. The total quiz grade was weighted 15% of the course grade. The overall

course grades were improved as compared to previous classes by the addition of the quizzes by at least a letter grade.

Goal 3: Enrollment in Introductory Biochemistry by enhanced by 10% through increased course advertisement.

Outcome Related to Goal 3: : Students and college personnel will be made aware of the Introductory Biochemistry

lecture and laboratory offered during the first Summer term at SWCC. Advertisement of the course will include flyers

and possibly social media announcements.

Outcome Met. The enrollment for Introductory Biochemistry lecture and laboratory has increased by greater than 10% from

Summer 2019, term 1 to Summer 2020, term 1. The course has been advertised in the Chemistry and Biology classes offered

during the Fall and Spring semesters. Also, student contact regarding the class has increased from outside of the immediate

area.


All outcomes were met for this assessment cycle. The faculty will continue the methods used this cycle and replicate the

methods in other Science courses when possible.

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Science Specialization in Geology and Environmental Management


The assessment for this degree specialization was not completed this year because there is no fulltime faculty coordinator and

the program has an enrollment of less than 5 students. An assessment will be completed in 2020-21 if enrollment increases.

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Science Specialization in Pre-Medicine Associate of Arts and Sciences

And Advanced Studies in Science CSC


Goal 1: AA&S in Science Specialization Pre-Med students will transfer successfully to a four-year college or professional program. Outcome Related to Goal 1: Students will successfully complete Science Pre-Med program and transfer to senior institutions. Goal Not Met. Students transferred at a rate of 41%. This was lower than the 90% target set by faculty. Also 35% of the cohort of Pre Med majors switched majors. Goal 2: AA&S in Science Specialization Pre-Med students will identify and apply the steps of the scientific method and critically examine information and data to draw conclusions based on data collected in Bio 101. Outcome Related to Goal 2: Students will demonstrate knowledge of scientific method and draw conclusions based on critical examination of information. Goal Not Met. Due to COVID-19 pandemic, the posttest in BIO 101 was not administered. Goal 3: AA&S in Science Specialization Pre-Med students will demonstrate effective soft skills appropriate to medical professional readiness. Outcome Related to Goal 3: Students will demonstrate soft skills and appropriate communication skills. Goal Not Met. Due to COVID-19 pandemic, there were no findings for this outcome. Goal 4: AA&S in Science Specialization Pre-Med students will know career opportunities available in medical fields and associated fields. Outcome Related to Goal 4: Students will be knowledgeable about career opportunities available in health care. Goal Not Met. Ten percent fewer students were advised of career opportunities in SDV 101 course than expected by the faculty. Analysis/Use of Results Based on the findings of this cycle’s assessments, faculty discovered that 20% of Fall 2019 students were academically unsuccessful. This warrants a second look for further analysis. Faculty will also work to improve student performance on transfer, soft skills and career exploration.

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Associate of Applied Science Degrees

Accounting Associate of Applied Science


Goal 1: To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry level

accounting positions.

Outcome Related to Goal 1: Students will demonstrate basic accounting concepts covering the accounting cycle.

Outcome Not Met. Students failed to meet the 85% benchmark set by the faculty for the completion of a comprehensive

accounting problem with a “C” or better. Findings indicate that 58.6% of the students in AY 19 20 in ACC 212 made a “C” or

better.

Goal 2: To provide students with the knowledge and skills in making ethical business decisions.

Outcome Related to Goal 2: Students will demonstrate knowledge of American Institute of Certified Public Accountants

(AICPA) Code of Professional Conduct through a test.

Outcome Not Met. Due to COVID-19, spring break was extended one week with instructions that no work be assigned to

students during that time. One week of work was taken away in order to rearrange the remaining weeks of class to

cover all objectives needed for transfer. ACC 212 students completed a small assignment pertaining to AICPA in Chapter

1 of ACC 211 in the fall 2019 semester. The test covering AICPA Professional Code of Conduct was not administered

during the spring semester.


Goal Not Met: Due to COVID-19, spring break was extended one week with instructions that no work be assigned to students

during that time. One week of work was taken away in order to rearrange the remaining weeks of class to cover all objectives

needed for transfer. The advanced Excel problem was not given during the spring semester.


The findings for Outcome Related to Goal 1 above (accounting cycle problem) will result in a slight change in teaching more

paper/pencil accounting, incorporating the textbook software as a practice/instant feedback option for learning. The testing

for Outcomes Related to Goals 2 and 3 were not completed due to COVID-19 complications after spring break. These

assessment pieces will be incorporated into the online classes going forward.

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Accounting Insurance Specialization

Associate of Applied Science


Goal 1: Students will complete a minimum of one available industry certification exam.

Outcome Related to Goal 1: Students will be familiar with available insurance industry certification exams and requirements

for testing.

Goal Not Met. No students tested during fall 2019 semester. Due to COVID-19, all testing facilities were closed after spring

break in mid-March. Due to this closure of schools, colleges, and testing facilities, no certification exams were administered

and no data is available for spring 2020.

Goal 2: To improve students’ skills in fundamental business concepts for successful employment in the insurance industry.

Outcome Related to Goal 2: Students will demonstrate basic accounting concepts, a fundamental business concept covering

the accounting cycle through completion of a comprehensive accounting cycle problem.

Goal Not Met. For Fall 2019 58.6% (17 of 29 students) completed the automated accounting cycle problem with a grade of

“C” or better. In Spring 2020 accounting cycle problem wasn’t given to ACC 212 students due to COVID-19.


Outcome Related to Goal 3: Students will demonstrate use of advanced excel formulas needed for businesses.

Goal Not Met: Due to COVID-19, spring break was extended one week with instructions that no work be assigned to students

during that time. One week of work was taken away in order to rearrange the remaining weeks of class to cover all objectives

needed for transfer. The advanced Excel problem was not given during the spring semester.


The findings for Goal 2 above (accounting cycle problem) will result in a slight change in teaching more paper/pencil

accounting, incorporating the textbook software as a practice/instant feedback option for learning. The testing for Goal 3 was

not completed due to COVID-19 complications after spring break. This assessment piece will be incorporated into the online

classes going forward.

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Administration of Justice Associate of Applied Science

And Law Enforcement Certificate


Goal 1: To prepare students to be successful whether they choose to begin professional employment or pursue further academic training. Outcome Related to Goal 1: Student retention will be increased due to the student cohort being engaged in summer classes in the first year of the program. Outcome Met. The data collected from the 2015-16 cohort which represents the final four semester cohort found that 61.56% of the students returned to begin the second year. The data from the 2016-17 cohort which utilized the five semester, constant engagement model found that 63.36% returned a 1.8% increase, 2017-18 cohort had 62.96% return which represented a 0.4% drop. The 2018-19 cohort had 75.86% of its members return representing a 14.30% increase over the four semester model. Based on the findings the use of “constant engagement” for the students enrolled in the ADJ course of study appears to be having a positive effect. The next course of research will be to evaluate the courses offered during the different semesters. I will place emphasis on the Internship (ADJ-290) and its value to students in its current position in the last semester. Goal 2: To prepare the student to apply critical thinking skills to both material and abstract concepts inherent in the criminal justice system. Outcome Related to Goal 2: Student GPA will be positively impacted by having all ADJ student enroll in the SDV-100 course, which emphasizes the critical thinking component. Outcome Met. The 2015-16 cohort had 53.85 % of its members who scored a 2.0 or greater in the courses measured. The 2016-17 cohort scored much better with 66.67% scoring a 2.0 or greater. After the course redesign that incorporated critical thinking the 2017-18 cohort scored 62.96% in the measured classes. Which was a change of -3.71 %. The most significant change was in the 2018-19 cohort in which 72.41% scored 2.0 or greater. This is 9.45% better than the 2017-18 cohort, 5.74% greater than the 2016-17 and 18.56% better than the 2015-16 cohort. I believe that based on the significant improvement that the critical thinking components are garnering the effect that was predicted. The variance in the percentage suggests that the 2017-18 cohort was anomalous. A final visit of this assessment category using the 2019-20 cohort may clarify the variance in the 2017-18 group. Analysis/Use of Results The findings will be shared the Division Dean for distribution to those in charge of the instructional design of the SDV-100 course. These findings may be used as a part of the study of effectiveness of the critical thinking re-design. The Program Director, ADJ Faculty and Division Dean will also use the results to attempt to determine any correlation between the use of the five semester “constant engagement model” to increase student retention. This may be of use to other Program Directors as they explore retention as well as course sequencing with their Advisory Boards.

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Administration of Justice Emergency Management and Preparedness Specialization


This program is currently on hold.

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Administrative Support Technology Associate of Applied Science


Goal 1: Provide students with opportunities to earn recognized credentials.

Outcome Related to Goal 1: 75% of AST program students enrolled in ITE 115 will be certified in digital literacy. Goal Met. One hundred percent of all AST majors enrolled in ITE 115 scored at least 85% or higher on the Microsoft Digital

Literacy Certification exam.

Outcome Related to Goal 1 (2): Due to COVID-19 utilize temporary testing flexibility of AST students enrolled in ITE 115.

Goal Met. 100% earned a score of 70% or higher on the Microsoft Office exam

Goal 2: Deliver instruction that adequately prepares students to implement critical thinking skills in Microsoft Office

applications.

Outcome Related to Goal 2: Utilize the critical thinking skills baseline of AST students enrolled in ITE 115.

Goal Met. All AST majors scored at least 85% on all assigned critical thinking projects as measured by the QEP rubric.


Faculty plan to make use of alternative testing methods including the addition of timing restrictions and redesign multiple choice questions as measures of success.

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Advanced Manufacturing Associate of Applied Science


Goal 1: To graduate students who demonstrate the abilities needed for employment in the automated advanced

manufacturing job market.

Outcome Related to Goal 1: Students will demonstrate good problem solving and critical thinking skills needed for

employment through maintaining a 2.0 gpa throughout their program.

Awaiting Results. Available end of May.

Goal 2: To prepare students for industry related certification exams that demonstrate core competencies in the workforce.

Outcome Related to Goal 2A: Students will earn their Career Readiness Certificate.

Goal Not Met. Due to COVID-19 students were unable to take this exam.

Outcome Related to Goal 2B: Students will earn nationally recognized credentials through NIMS.

Goal Not Met. Due to COVID-19 students were unable to take most students were unable to take the certification tests. Of

those who did, 34% earned three credentials.

Goal 3: To facilitate changes in schedule faculty will improve the online presence and availability of course offerings.

Outcome Related to Goal 3: Increase utilization of Canvas by Advanced Manufacturing students.

Goal Met. The average weekly page view increased to 12 in MEC 155 and to 7 in MEC 165. Both are greater than the

standard of one set by the faculty.


Additional testing and certifications are under evaluation to ensure that students will still be able to get industry certifications

if a pandemic alters course offerings in the future. Both of the courses monitored in goal 3 above were completed before

COVID-19, but adding an online presence to these courses could greatly enhance future offerings. Adding occasional CANVAS

quizzes during in person classes really started getting students to pay closer attention to CANVAS at all times.

In addition, to increase awareness and number of credentials earned SWCC will increase advisement efforts on the

importance of earning of additional credits. We will continue to expand and build relations with local employers to actively

participate in the program by serving on advisory committees, guest lecturing, conducting mock interviews, and being active

reviewers in the NIMS certification process. To increase the students skill level and success rate on the hands-on portion of

the certification test, we will schedule additional lab time, provide a mechanism for remediation/tutoring on difficult to

understand concepts and practices, and work with each student.

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Alternative Energy Technology Associate of Applied Science

No students were in the program and, as a result, an assessment was not completed. The program was on hold for AY 19-20.

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Business Management



Goal 1: Students will demonstrate recognition, knowledge and competency in soft skills related to communication.

Outcome Related to Goal 1: : Students will demonstrate an understanding of the basic development of soft skills starting

with the recognition, knowledge, and competency in soft skills through their mannerism in oral and written communication,

critical thinking, and social understanding.

Outcome Partially Met. After explanation from the instructor, students were polite to their peers in the online discussions.

Students made references to their peers’ comments, which indicated students were reading their peers’ discussions on the

level of understanding and analyzing the information. Rarely were comments presented in a negative tone, even if the

situation was negative such as a supervisor showing favoritism among his/her subordinates. Application of soft skills and

mannerism were demonstrated in the online discussions. However, in the area of written communication, students were not

reviewing the online writing resources. Their corrections were based on instructor’s corrections of their work and not their

own knowledge.

Goal 2: Students will be provided with opportunities to hone critical thinking skills through developing analytical and decision

making skills.

Outcome Related to Goal 2: Students will demonstrate using critical thinking skills to identify logical decision making in given

business scenarios and goal setting in personal endeavors, becoming more aware of their surroundings.

Outcome Met. Students were able to identify possible causes of business problems as presented in discussions and reference similar situations in their own work environment. They were able to make feasible solutions and interact in a coherent

manner to address possible solutions. Goal 3: Enhance students’ awareness of the importance of time management in projects, decision making, and technology usage.

Outcome Related to Goal 3: Students will demonstrate their understanding of time management, meeting deadlines, and

interacting with peers online. Students will identify effects of procrastination. Students will also be subjected to prioritizing

responsibilities. Outcome Not Met. Most late assignments were due to students procrastinating and inefficiently prioritizing responsibilities.

Some students are reluctant to prioritize success in their educational endeavors, thus, not always adhering to deadlines. Late-

submitted assignments that require student interaction limit interacting with peers on some assignments.


Based on the faculty’s analysis the following will be implemented: Assignments will be created that accentuate the importance of effective and efficient time-relevant decision making in leadership positions. The faculty will be more proactive in emphasizing deadlines. Faculty will allow a two-week grace period with a one-point-per-day loss then make the assignment unavailable when the grace period ends. The faculty will be more interactive with those students who effectively participate in assignments so students will know that the instructor is very active in the online classes.

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As a result of this assessment, faculty will place more emphasis on the responsibility of adhering to deadlines, actively participating in time management, and correctly presenting ideas and thoughts.

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Early Childhood Development Associate of Applied Science

Certificate in Early Childhood Education and Career Studies Certificate in Early Childhood Education and Early Childhood Infant and Toddler


Goal 1: ECD (Early Childhood Development) students will complete Key Assessments (5) and demonstrate competency in

NAEYC standards.

Outcome Related to Goal 1: Students demonstrate competency in each NAEYC Standard.

Goal Met. Benchmark was 90% and 92% of students achieved the “Meets” rating on the measurement rubric. Some accommodations were made as a result of COVID-19 and closure of childcare facilities.

Goal 2: Southwest Virginia Community College’s Early Childhood Program will successfully submit the NAEYC self-study and

coordinate the accreditation site visit.

Outcome Related to Goal 2: Goal Partially Met. The self-study is complete and will undergo administrative review this summer. Following the review, it will be submitted on August 15, 2020. Timeline for submission and site visit has changed as a result of COVID-19. Goal 3: ECD graduates will gain employment or transfer to obtain a Bachelor’s degree. Outcome Related to Goal 3: Upon completion of ECD degree, graduates either gain employment in the field or transfer to

obtain a Bachelors.

Goal Not Met. Of the students who completed the program, 86% were employed or planned to transfer to continue work on a Bachelor’s degree. The success standard set by the faculty was 90%.


2019-2020 was a challenging school year as a result of Covid-19. For assessment purposes, this provided the opportunity to

think critically about assessing students in various ways, for example the necessity to make accommodations for the key

assessments that required observation in an Early Childhood setting. Faculty are investigating alternative assessment for

observations to accommodate changes in child care openings/closing due to COVID-19. In response to unmet goal 3, the

faculty plan to try an increase articulation opportunities to allow for more transfer opportunities for graduates.

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Electrical/Electronics Associate of Applied Science


Goal 1: To graduate students who demonstrate the abilities needed for employment in the electrical/electronic job market.

Outcome Related to Goal 1: Students will demonstrate fundamental electrical/electronics principles needed to enter the

workforce through attaining at least a “C” average in all program courses.

Awaiting Data.


Outcome Related to Goal 2: Students will earn their Career Readiness Certificate.


Goal 3: To improve the online presence and availability of course offerings.

Outcome Related to Goal 3: Increase utilization of Canvas by Electrical/Electronics students to ensure student success due to

COVID-19.

Goal Met. Average weekly page views in ETR 143 increased 471% and in ELE 211 increased 383%.



if a pandemic alters course offerings in the future. The faculty will work to find an alternative online test to the Career

Readiness Certificate to ensure that students can still complete this examination if online testing is required in the future.

Finally, the faculty will continue adding additional online material, and reinforcing CANVAS integration to promote online

learning.

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Emergency Medical Services Associate of Applied Science and Career Studies Certificate

In Advanced EMT, Basic EMT, EMT Intermediate, Intermediate to Paramedic


Goal 1: At the completion of the program, the graduates will demonstrate the ability to comprehend, apply and evaluate clinical information relative to his/her role as an entry level Advanced EMT or Paramedic. Outcome Related to Goal 1: Graduates will demonstrate the ability to comprehend, apply and evaluate clinical information relative to his/her role as an entry level Advanced EMT or Paramedic through performance on the NREMT exam. Awaiting Data. Goal 2: At the completion of the program, the student will demonstrate technical proficiency in all skills necessary to fulfill the role of an entry-level Advanced EMT or Paramedic. Outcome Related to Goal 2: Students will demonstrate technical proficiency in all skills necessary to fulfill the role of an entry-level Advanced EMT or Paramedic through performance on the NR-Psychomotor exam. Awaiting Data. Goal 3: At the completion of the program, the students will demonstrate personal behaviors consistent with professional and employer expectations for the entry-level Advanced EMT or Paramedic. Outcome Related to Goal 3: Students will demonstrate personal behaviors consistent with professional and employer expectations for the entry-level Advanced EMT or Paramedic as evidenced by positive employer satisfaction surveys. Awaiting Data. Goal 4: At the completion of the Spring 2020 semester, the percentage of students who complete the EMT curriculum and pass the cognitive capstone exam will exceed 75%. Outcome Related to Goal 4: the percentage of students who complete the EMT curriculum and pass the FISDAP EMT-Readiness exam will exceed 75% Awaiting Data. Analysis/Use of Results Faculty report The national average for NREMT pass rate is 72%. The use of the FISDAP EMT-Readiness exam is new this year. It is a nationally validated, comprehensive exam and is highly predictive of success on the National Registry Exam. As with many programs, COVID -19 has limited data or has resulted in the indefinite postponement of testing.

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Human Services Mental Health

Associate of Applied Science And

Mental Health Substance Abuse Specialization


Lead faculty is out on medical leave indefinitely and no assessment was completed.

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Information Systems Technology Associate of Applied Science


Goal 1: To graduate students who demonstrate the ability to apply strong IST skills and the VCCS core competencies of Information Literacy and Critical Thinking. Outcome Related to Goal 1: A) Students will demonstrate good critical thinking and problem solving skills needed for successful employment in IST related skills through the ITE 198 capstone project. B) Students will demonstrate proficient IST skills and problem solving by successfully completing a real-world project in ITP251. Goal Met. A) During the Spring 2020 term, 100% of the capstone students enrolled in the ITE198 course scored an 85% or higher on the project. B) During the Spring 2020 term, 100% of the students enrolled in the ITP251 course scored an 85% or higher on the project. Goal 2: To adequately prepare students for industry certification exams that demonstrate mastery of core competencies of the IST program.

Outcome Related to Goal 2: Students will become familiar with industry certification exams in an IST concentration. Goal Met. ITE 115 students had a pass rate of 91% in the fall and 88% in the spring on the Microsoft Digital Literacy Exam, the first of several certifications offered through IST. Goal 3: To expose students to various career paths and essential skills required for successful employment in each of the IST concentration areas. Outcome Related to Goal 3: Students enrolled in the Associates of Applied Science in IST will complete an industry related internship either Fall or Spring of the second year of the program (ITE290/298) and participate in the Spring Student Symposium presentations. Goal Not Met. No students enrolled in the ITE290/298 Internship course for Fall 2019. Due to the COVID-19 pandemic, Spring 2020 students could not complete the required internship hours. Analysis/Use of Results

In the upcoming Fall 2020 term, the ITE115 course will continue to utilize the Microsoft Digital Literacy Certificate within its curriculum. The continued inclusion of this certification allows students to obtain a certification for both current and future employment and resumes. The use of existing SWCC campus resources such as the SWCC Career Services Center and the tools available allowing students to practice job interviews, creating resumes, and job searches was a wonderful addition to the IST Capstone course. The sources will also be utilized in the capstone course going forward as the students found the materials very useful and enjoyed the virtual interviews. The sources were also an excellent resource in the online classroom. During the last two spring terms (2018 and 2019), students presented their capstone projects in the classroom, due to COVID-19, this was changed to ZOOM in Spring 2020. The positive experience of using the online presentation will be used going forward not only for the capstone project but also for other student presentations.

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Nursing Associate of Applied Science


Goal 1: Full implementation of concept-based curriculum with no decline in student retention and progression.

Outcome Related to Goal 1: At least 90% of students enrolling in NSG 100 or NSG 115 will progress to second semester

nursing courses.

Goal Met. 96.8% of students enrolled in the specified courses returned in the second semester (62/64). Goal 2: The program's annual licensure exam first-time pass rate will be at or above 80%.

Outcome Related to Goal 2: Students will pass NCLEX the first time. Goal Met. In 2019, 87.7% of first-time NCLEX-RN completers passed.

Goal 3: Program completion rate will be at or above 70% based on completion in 150% time from initial enrollment.

Outcome Related to Goal 3: 70% of students enrolled in NUR 108 in fall 2017 or NUR 115 in summer 2017 will complete the program in 150% of time recommended by curriculum outline Goal Met. For 2019 graduates, 73% completed the program with 150% of the time allotted.

Goal 4: Graduates and Employers will report satisfaction in no less than 90% of all categories of evaluation for entry-level positions 12 months post-graduation. Outcome Related to Goal 4: Employers will be satisfied with graduate job preparation and performance. Awaiting data. Goal 5: Job placement will be no less than 80% at 12 months after graduation.

Outcome Related to Goal 5: 80% of students returning student surveys at one year post-graduation will report employment in an RN position. Goal Met. Survey respondents reported 100% employment within 6 months of graduation. Analysis/Use of Results To foster program completion, faculty will use the early alert function in EAB Navigate and use remediate student weak areas identified through ATI and NCLEX-RN.

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Occupational Therapy Assistant Associate of Applied Science


Goal 1: The SWCC OTA program will graduate highly qualified OTAs who will pass the national board exam.

Outcome Related to Goal 1: Students will demonstrate entry-level application of knowledge and skills for practice as an OTA

by passing the COTA Board Examination.

Goal Not Met. Board pass rates for 2019 were 79%. While an average pass rate over the 3 most recent calendar years for SWCC OTA graduates attempting the NBCOT exam within 12 months of graduation from the program must be 80% or higher (regardless of the number of attempts), has been achieved with 87.69%, the 2019 individual calendar year saw a drop in board pass rates per reporting at NBCOT page, however, it is important to note that these numbers include candidates from the previous graduating year who had delayed taking the board exam. Goal 2: The SWCC OTA program will partner with the community in order to provide fieldwork placements that promote occupationally relevant learning experiences.

Outcome Related to Goal 2: Students will exhibit clinical behaviors, utilizing knowledge and clinical reasoning skills to

successfully meet fieldwork expectations.

Goal Met. All students were placed in fieldwork sites that were occupationally relevant and provided quality clinical

experiences. Of all graduating students doing fieldwork in 2019 100% passed that course(s). Spring 202 students are still

completing fieldwork due to the delay caused by COVID-19.

Goal 3: The SWCC OTA program will foster a learning environment that encourages completion of academic goals.

Outcome Related to Goal 3: Students will demonstrate through discussion an awareness of program requirements and

resources available to support achieving academic goals. This will result in at least a 60% retention rate.

Goal Met. Program faculty set a benchmark of a 60% retention rate from program entry to graduation. Retention rate for students in the OTA program over the 3 year period of 2017-18-19 is 81.7%.

Goal 4: Students will engage in community-based service learning opportunities to enrich their academic and clinical knowledge while providing increased exposure of Occupational Therapy in the college’s service region. Outcome Related to Goal 4: Students will participate in service learning projects designed to improve their clinical interaction skills and promote occupational therapy in the community to enrich their academic and clinical knowledge while providing increased exposure of occupational therapy in the college service region. No Data Reported for this outcome. Analysis/Use of Results

The faculty found and addressed the following challenges in this assessment cycle.

1) NBCOT Board Results were posted in late March 2019 for the 2018 year. Unfortunately, the 2019 calendar year saw a drop in board pass rates (19/24 = 79%). Upon further investigation, the 2019 OTA graduating class had 20 graduates. 2 have not attempted the board exam. As of 12/31/2019, 17/18 (94.4%) had passed the board exam. The drop in pass average appears to be from 2018 graduates who delayed taking the board exam and then didn't pass the exam in the 2019 year.

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2) Clinical fieldwork experiences have been more challenging to complete due to the COVID-19 restrictions, however, telehealth and alternative online simulations through SIMUCASE have been utilized in 2020 to supplement traditional clinical experiences and meet the demands of current healthcare trends.

3) The OTA program is excited about the recent changes in programming structure as we move to a one-college program, providing students with access to a variety of new program resources while incorporating online and live learning experiences reflective of current practice models.

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Radiologic Technology Associate of Applied Science


Goal 1: First-year (freshman) students accepted into Radiography will have a 90% retention rate for summer through spring semesters. Goal 2: Second-year (sophomore) students accepted into Radiography will have a 90% retention rate the second summer through spring semesters. Goal 3: Retention of all students accepted into Radiography will have an overall program retention rate of 80%.

Combined Outcomes Related to Goals 1-3: Students will be retained through program completion. Goal was not met. Of the 23 students accepted in the freshman class of 2017, 74% of students who began the cohort completed within the 100% time frame ( 3 left the program for personal reasons and 3 were dismissed for grades). This is 6% away from the goal of 80%. Of the 29 students accepted as a freshman class in 2018, two were dismissed for lack of academic progress and nine withdrew for other reasons. The actual retention rate of this cohort of students in Radiologic Technology was 62%, 28% from the goal. Of the 19 students accepted as a freshman class in 2019, four students withdrew for personal reasons. The actual retention rate of freshman students in Radiologic Technology was 79%, 11% from the goal of 90%. Goal 4: Graduates will successfully pass the ARRT certification examination.

Outcome Related to Goal 4: Prepare knowledgeable graduates with academic knowledge and professional readiness as

measured by successful completion of the AART exam. Goal Not Met. 65% of students in the 2017 cohort who took the exam passed on the first attempt. Three students have retaken the exam and passed bringing the total pass percentage to 80%. Goal 5: Graduates who seek employment will find employment within the first twelve months following graduation.

Outcome Related to Goal 5: Prepare graduates with appropriate entry-level technical skills for a successful career in radiography as evidenced by employment within 6 months of graduation. Goal Met. All students seeking employment in the 2017 cohort were employed within six months of graduation. Analysis/Use of Results

There has been a steady decline in ARRT pass rates since 2017. In the same timeframe, the program has added mandatory

remediation, additional tutors, Adaptive Quizzing (used for both remediation as well as registry prep), and HESI

Modular/Practice/Exit Exams testing (during their last 6 months as part of registry prep), TEAS as part of admission. Some of

these changes were targeted at attrition, but the faculty hoped the changes would also positively impact the ARRT pass

rates. So far, we have not seen this result. Focus groups with current students and Clinical Instructors will be held to gain

information regarding issues with the exam.

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Certificates

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Arts and Crafts Certificate

This certificate is currently being redesigned and has no assessment for the 2019-20 Academic Year.

Early Childhood Education Certificate

The assessment for this certificate is included in the Early Childhood Development Associate of Applied Science assessment. This is possible through stackable credentialing.

General Education Certificate

The assessment for this certificate is included in the General Studies Associate of Arts and Sciences assessment. This is possible through stackable credentialing.

Health Science Technology Certificate

The assessment for this certificate was not completed this year because there is no fulltime faculty coordinator. Most students enroll in the certificate to get basic courses for health science programs. Assessment will be completed in the 2020-21 Academic Year.

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Heating, Ventilation and Air Conditioning Certificate and Career Studies Certificate


Goal 1: Develop and expand qualitative approach for assessing problem sets through clear estimation, investigating and diagnostic; being related to both physical and social impact on stakeholder. Outcome Related to Goal 1: Critical thinking will be enhanced via field related problem solving. Results are pending summer completion of internships. Goal 2: Develop understanding of hazard analysis, risk assessment, probability of harm and hazards encountered; along with protective measures as required within the dynamic work environment to allow for safety and successful resolve. Outcome Related to Goal 2: :Students will exhibit improved safety & work habits both within the lab and through On Job Training (OJT)/On Job Learning (OJL). Goal Met. Lab quiz passed with at least a 93 for 100% of students who took the assessment. Goal 3: Promote awareness that being a successful skilled trade person encompasses all facets of human psychology, equipment mechanics, elements of science and physics, as well as that of being a good communicator. Outcome Related to Goal 3: Students will show competence in good customer relations, work ethics and soft skills development (i.e. resume development)

Results are pending summer completion of internships.

Goal 4: Student learners shall more fully understand requirements of the technical trades through personal observation at remote field sites.

Outcome Related to Goal 4: Improve student understanding for technical trades by completing field trip visitation to area

HVAC businesses.

Goal Not Met. Due to Covid-19 we were unable to complete field trips as planned. Goal 5: Program contribution to conduct all seven of twelve the required HVAC courses a hybrid course offering, requiring more personal interrelated electronic communication via email and Blackboard media.

Outcome Related to Goal 5: Offer all four of the related HVAC fall 2020 day courses as a hybrid having an on-line component to foster learning for electronic communication via computer applications Canvas). Goal Met. Due to the changes brought on by conditions that now exist utilization of Canvas and email is no longer an option but our reality. Goal 6: Assist student program completers to attain one national certification for the trade related mandates and industry recognized credentials. Outcome Related to Goal 6: Students will complete National Industry Certification required by the EPA for workplace application. Goal Not Met. The students who required a retake of the EPA exam were prevented from doing so due to the need for it to be a proctored test. This was prevented by the COVID-19 outbreak. They have ten months to complete the retakes.

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Analysis/Use of Results Faculty will evaluate and adjust HVAC department program offering, based on “Host” and employer feed-back coupled with student interviews and developed in conjunction with comments from SWCC's colleagues related to the OJL/OJT (On-Job Learning/Training – Internship and actual work activities after employment). Data will be utilized to correct any deficiencies or highlight strengths. More nationally recognized terminology for the HVAC/R trades sector will be incorporated into

coursework. Students will be given the opportunity to take NC3 tests for certification.

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Human Services Certificate

Lead faculty is out on medical leave indefinitely and no assessment was completed.

Law Enforcement Certificate

The assessment for this certificate is included in the Administration of Justice Associate of Applied Science assessment. This is possible through stackable credentialing.

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Legal Studies Certificate


Goal 1: Provide students with opportunities to earn industry recognized certifications. Outcome Related to Goal 1: 85% of LGL students enrolled in ITE 115 will earn the Digital Literacy certificate. Goal Met. One hundred percent of all Legal Studies majors enrolled in ITE 115 scored at least 85% or higher on the Microsoft Digital Literacy Certification exam. Goal 2: Deliver instruction that adequately prepares students to implement critical thinking skills in Microsoft Office 2019 applications. Outcome Related to Goal 2a: Utilize the critical thinking skills baseline score of LGL students enrolled in ITE 115 to determine growth in critical thinking skills. Goal Met. All Legal Studies Certificate majors scored at least 85% on all assigned critical thinking projects. Outcome Related to Goal 2b: Utilize temporary flexibility for the completion of requirements for LGL 190 internship. Goal Met. All LGL 190 students met the 72 contact hour requirement for the completion of the internship. Analysis/Use of Results Faculty will develop a listing of activities in which LGL 190 students can participate while following CDC COVID-19 guidelines. Activities should provide development of skills that can be used in a law office.

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Licensed Practical Nursing Certificate


Goal 1: Eighty percent of all graduating students will pass NCLEX-PN. Outcome Related to Goal 1: Students will pass NCLEX-PN after successful completion of the program. Goal Met. The actual NCLEX-PN pass rate of graduating students who have taken the test is 100%. One student has not taken the test as of the reporting date. This result is a marked increase over the 62.5% pass rate of the last cohort. Goal 2: Eighty percent of the PN students will meet or surpass the benchmark score of 850 for the HESI Critical Thinking Exam. Outcome Related to Goal 2: LPN students will attain the 850 benchmark set by faculty. Goal Not Met. It has been determined that the students are not serious when taking this exam due to it not counting as a major part of a grade so we feel that it is not a good predictor. We also did not get to administer this exam as it should have been administered during the spring semester due to remote learning caused by COVID-19 and closing of the testing center. During our next program assessment we will choose a new goal that will produce more accurate results. Goal 3: Eighty percent of the PN students who begin the program will complete the program. Outcome Related to Goal 3: Students who begin the program will complete. Goal Met. Twenty-three of 25 students who began the program completed it. This exceeded the 80% benchmark set by the faculty by 12%. Analysis/Use of Results The Faculty will continue with our methodology for goals number 1 and 3 with the COVID-19. We will change our remediation to either phone or Zoom meetings for remediation. Goal number 2 will need to be changed all together for the new year. We will probably keep the same goals on 1 and 3 and not make much change as far as percentages due to COVID-19 impact.

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Substance Abuse Counselor Certificate Lead faculty is out on medical leave indefinitely and no assessment was completed.

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Welding Diploma, Certificate, and Career Studies Certificate


Goal 1: Continue to improve the entry level instruction of the first semester welding students in preparation of meeting the

American Welding Society’s national standards of testing and compare to prior year’s results. With the change in AWS policies

and rules of welding, students need updated information and instruction.

Outcome Related to Goal 1: The program will produce trainees who can follow given weld procedures and produce welds

compliant with the AWS welding standards.

Goal Not Met. The success rate for this year’s students was 80%. Last year the success rate was 83%, resulting in success rate

for 2019-2020 3% lower than the standard set by the faculty.

Goal 2: Continue to assist students in developing the appropriate “soft skills” needed for gainful employment in business and

industry and compare to last year’s results. As the growth of our businesses continue, the need for soft skills continues also.

Outcome Related to Goal 2a: Students are prompt about class starting times, class breaks and class ending times.

Goal Met. The data for traits related to timeliness did show an increase of 11% over the 67% from the prior year.

Outcome Related to Goal 2b: Students will be exhibit the most popular soft skills companies look for in the hiring process.

Goal Met. The data for personal traits abilities, skill performance and communication as measured by faculty exercises did

show an increase of .1 over the prior year. Though improvement was shown, attainment is still below the desired level set by

faculty.


Certified Welders continue to be in high-demand in our service area. To continue to meet the needs and expectations of

employers, we need to continue to improve soft-skills and certification attainment. To accomplish this, we will enhance the

content taught in SDV 106 Preparation for Employment and strengthen the curriculum taught by integrating certification

testing into the respective courses.

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Career Studies Certificates

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Advanced Studies in Music Career Studies Certificate

The assessment for this certificate is included in the General Studies Specialization in Music Associate of Arts and Sciences

assessment. This is possible through stackable credentialing and shared coursework.

Advanced Studies in Science Career Studies Certificate

The assessment for this certificate is included in the Science Specialization in Pre-Med Associate of Arts and Sciences


Advanced Emergency Medical Technician Career Studies Certificate

The assessment for this career studies certificate is included in the Emergency Medical Services Associate of Applied Science


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Adventure Tourism Career Studies Certificate


Goal 1: To integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment. Outcome Related to Goal 1: Students will receive Leave No Trace (LNT) Trainers certification, First Aid/AED/CPR and Wilderness First Aid (WRFA) certifications. Goal Met. One hundred percent of students who sat for the LNT certification received it. The same was true for the WRFA. Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries. Outcome Related to Goal 2: Students will be given scenarios on wilderness excursions to explore leadership techniques in a capstone experience. Goal Met. Students were assigned a research project on leadership as part of the RPK 141 capstone course. All students demonstrated competency at 80% or greater. Goal 3: Students will develop the skills to have students to distinguish, prepare, compose, and assess a business plan as an entrepreneur. Outcome Related to Goal 3: Students will develop a business plan and presentation with their executive summary information. Goal Met. Ninety percent of the students who took BUS 165 in fall 2019 passed the business plan assignment. Of those who enrolled in that course in spring 2020, 75% passed the same assignment. Analysis/Use of Results

Short-term findings for Fall 2019 indicate that, so far, student pass rates have exceeded indicated success standards. Long-

term findings for Spring 2020 are absent due to change of semester offerings. Additional projects will be added to other

classes to measure more short and long term objectives.

The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being

assessed were taught online or were finished before the change in structure. Students in those classes were not as affected

as the students in the in-class courses. Those courses for the program were easily transferred to online courses due to the

fact that assignments, exams, and lectures were already setup for the course as a hybrid course. The additional lecture and

handout material helped with the teaching of the modified courses. The courses affected by the structure change were the

internships due to the host locations being closed for the stay at home order. Courses will need to be modified to online only

for the 2020-2021 year.

Program provided training to certify instructor so students can obtain national certification, thus improving the credibility of

the program. The BEIT Dean and Vice President of Academic and Student Services will support this plan; grant funds will be

allocated for this purpose.

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Agribusiness Career Studies Certificate

The assessment for this career studies certificate was not completed this year because there is no fulltime faculty coordinator.

An assessment will be completed in 2020-21.

Appalachian Studies Career Studies Certificate

The assessment for this career studies certificate was not completed this year because no courses were offered. A full slate of

courses will be offered in AY20-21. An assessment will be completed in 2020-21.

Automotive Diagnostics and Repair Career Studies Certificate

The assessment for this career studies certificate was not completed this year because the program was new. A full slate of

courses will be offered in AY20-21. An assessment will be completed in 2020-21.

Basic EMT Skills Career Studies Certificate



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Bookkeeping Career Studies Certificate


Goal 1: To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry level positions. Outcome Related to Goal 1: Students will demonstrate basic accounting concepts covering the accounting cycle through successful completion of a comprehensive accounting cycle problem. Goal Not Met. Students failed to meet the 85% benchmark set by the faculty for the completion of a comprehensive accounting problem with a “C” or better. For Fall 2019/Spring 2020, 58.6% (17 of 29 students) completed the automated accounting cycle problem with a grade of “C” or better. Goal 2: To provide students with the knowledge and skills used in making ethical business decisions. Outcome Related to Goal 2: Students will demonstrate knowledge of American Institute of Certified Public Accountants (AICPA) Code of Professional Conduct by scoring a “C” or better on a test of the concepts. Goal Not Met. The test covering AICPA Professional Code of Conduct was not administered during the spring semester due to the COVID-19 schedule disruption. Goal 3: To improve students’ basic computer skills required for successful employment in business and industry. Outcome Related to Goal 3: Students will demonstrate their knowledge of basic computer skills by earning the Digital Literacy certificate. Goal Met. Ninety percent of the majors earned the certificate, scoring 80% or above. Analysis/Use of Results Due to COVID-19 restrictions, some assessment measures could not be implemented at the end of the spring 2020 semester. These assessment pieces will be incorporated into the online classes going forward.

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Computer Repair Technician Career Studies Certificate

The assessment for this career studies certificate is included in the Information Systems Technology Associate of Applied Science assessment. This is possible through stackable credentialing and shared coursework.

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Computerized Tomography Career Studies Certificate


Goal 1: Students will demonstrate employability.

Outcome Related to Goal 1: A) CT students will pass the ARRT advanced registry examination in Computed Tomography. B) CT

students will gain employment within a CT department.

Goal Met. A) 5 students completed the program in spring 2019. 4 of the 5 have attempted to take the registry exam, and all 4

passed (80% pass rate). B) 100% of the students are employed within 1 year of finishing the program. (NOTE: Data for the

2018-19 classes is used due to the timing of the registry exam. With summer completion date of the program the data will

always reflect the prior year’s graduates.)

Goal 2: Students will demonstrate clinical competence.

Outcome Related to Goal 2: A) Students clinical competence will be demonstrated through final clinical performance ratings

given by clinical instructors. B) Students will successfully repeat the requisite clinical procedures as required prior to taking

the registry exam. C) Students will demonstrate proper operation of computed tomography equipment.

Goal Not Met: A) Sixty-six percent of the students scored 80 or better on the final clinical assessment. The lower score was

affected by a 79 scored by a repeating student. The student did not return the next semester. Overall, the average for all

three students was 90.3.

Awaiting Data: B) On hold due to COVID-19.

Goal Met: C) 100 percent of the students scored 90 or better on the Procedure Evaluation form. One student did not submit

the assignment.

Goal 3: Students will demonstrate professional patient care.

Outcome Related to Goal 3: A) Students will demonstrate effective patient and radiologist communication as evidenced by

obtaining and documenting thorough and accurate patient histories. B) Students will demonstrate competent patient care in

dealing with various CT patients.

Goal Not Met: A) Sixty-six percent of the students scored at least 3 on a 4 point scale.

Awaiting Data: B) On hold due to COVID-19.

Analysis/Use of Results The faculty will continue to communicate with clinical sites and college administration to determine when students can safely

and legally reenter the clinical environment to finish the clinical component of the curriculum. They will also stress

communication to students regarding the importance of communication.

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Crime Scene Technology Career Studies Certificate

No program assessment was completed due to the cyclic nature of the program. It is offered when the need arises.

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Cybersecurity Career Studies Certificate


Goal 1: Cybersecurity students will receive online training via the learning management system (LMS) that will focus on Information Technology fundamentals, computer repair, networking and security. Outcome Related to Goal 1: Students will successfully complete the Microsoft Digital Literacy Certificate by scoring 80% or higher. Goal Not Met. Due to the integration of a new text and lab for the ITE 105 course, the assessment was not administered. Goal 2: Cybersecurity program will provide each student with specialized/guided study to increase their capacity to achieve industry recognized credentials and/or certifications. Outcome Related to Goal 2: Students will earn a Career Studies Certificate in Cybersecurity. Pending May Graduation Data Goal 3: Students will explore Cybersecurity career pathways by researching and exploring current job market trends in the field of information Technology security and ethical hacking. In addition, they will design and develop risk management analysis and provide recommendations. Outcome Related to Goal 3: Students will demonstrate the ability and skills to perform tasks related to the field of cybersecurity at a campus cyber event. Goal Not Met. Due to the COVID-19 pandemic schedule change in the Spring 2020 term, these events were cancelled (SWCC Cyber Poster Contest; Business Contest Panel Participation). Analysis/Use of Results

In the upcoming Fall 2020 term, adding the Microsoft Digital Literacy Assessments (Pre and Post tests) will allow students to

obtain an additional credential while completing the program. The addition of the Microsoft Digital Literacy assessment to this

program allows students completing only this credential (CSC-Cybersecurity) the certification opportunity. Due to the COVID-

19 pandemic, students did miss the opportunity of participating in the scheduled campus cybersecurity events. Going forward,

the events will be held virtually each semester to allow easier participation.

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Early Childhood Education Career Studies Certificate

The assessment for this career studies certificate is included in the Early Childhood Development Associate of Applied Science assessment. This is possible through stackable credentialing and shared coursework.

Early Childhood Education Infant and Toddler Career Studies Certificate

The assessment for this career studies certificate is included in the Early Childhood Development Associate of Applied Science


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Electrical Installation Career Studies Certificate


Goal 1: Provide students with safety skills for employment.

Outcome Related to Goal 1: Students will earn OSHA 10 and First Aid/CPR/AED certifications.

Outcome Not Met. Students were prevented from completing all Performance reviews due to classes being forced on line due

to the Covid-19.

Goal 2: To adequately prepare students for NCCER certification exams that demonstrate a mastery of core competencies.

Outcome Related to Goal 2: Students will earn NCCER Electrical Level I credentials.


to the Covid-19.

Goal 3: Graduates will complete NC3 Meter certification.

Outcome Related to Goal 3: Students will earn NC3 Meter Certification.


to the Covid-19.


NC3 PMI certification to be added Fall 2020 will be added in Fall 2020 to increase the number of credentials available to

students that enhance employability.

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Electronic Medical Records Career Studies Certificate


Goal 1: Provide students with opportunities to earn recognized credentials.

Outcome Related to Goal 1: Program enrolled students will be certified in digital literacy.

Goal Met. One hundred percent of all EMR Program majors enrolled in ITE 115 scored at least 85% or higher on the Microsoft

Digital Literacy Certification exam.

Goal 2: Deliver instruction that adequately prepares students to implement critical thinking skills in Microsoft Office

applications.

Outcome Related to Goal 2: Students will demonstrate the use of critical thinking through projects assigned in ITE 115.

Goal Met. All EMR Career Studies Certificate majors scored at least 80% on all assigned critical thinking projects.


Make use of alternative testing methods including the addition of timing restrictions and redesign multiple choice questions as measures of success to accommodate changes in response to COVID-19.

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Emergency Medical Technician Intermediate Career Studies Certificate



Geographic Information Systems Career Studies Certificate

This program had no enrollment for the 2019-20 academic year and is on hold pending review.

Guide Essentials Career Studies Certificate

The assessment for this career studies certificate is included in the Outdoor Recreation career studies certificate assessment.

This is possible through stackable credentialing and shared coursework.

Healthcare Technician Career Studies Certificate

The assessment for this career studies certificate was not completed this year because there is no fulltime faculty coordinator.

Assessment will be completed in the 2020-21 Academic Year.

Heating, Ventilation and Air Conditioning Career Studies Certificate

The assessment for this career studies certificate is included in the HVAC certificate assessment. This is possible through

stackable credentialing and shared coursework.

Industrial Maintenance Career Studies Certificate

The assessment for this career studies certificate is included in the Electrical/Electronics Associate of Applied Science assessment. This is possible through stackable credentialing and shared coursework.

Insurance Career Studies Certificate

The assessment for this career studies certificate is included in the Insurance Specialization in the Accounting Associate of Applied Science assessment. This is possible through stackable credentialing and shared coursework.

Intermediate to Paramedic Career Studies Certificate



Management Specialist Career Studies Certificate

The assessment for this career studies certificate is included in the Management Associate of Applied Science assessment.

This is possible through stackable credentialing and shared coursework.

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Manufacturing Fabrication Career Studies Certificate

The assessment for this career studies certificate is included in the Welding Diploma assessment. This is possible through stackable credentialing and shared coursework.

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Mechatronics Career Studies Certificate


Goal 1: To graduate students who demonstrate the abilities needed for employment in the automated advanced

manufacturing job market.

Outcome Related to Goal 1: Students will demonstrate good problem solving and critical thinking skills needed for

employment.

Pending Results.


Outcome Related to Goal 2: Students earn their Career Readiness Certificate.



Outcome Related to Goal 3: Increase utilization of Canvas by Mechatronics students.

Goal Met. The average number of page views exceeded the one view per week in the following: MEC 155-average views per

student=12; MEC 165-average views by student=7.



if a pandemic alters course offerings in the future. Both of the courses monitored in goal 3 above were completed before

COVID-19, but adding an online presence to these courses could greatly enhance future offerings. The faculty also noticed that

adding occasional CANVAS quizzes during in person classes really started getting students to pay closer attention to CANVAS

at all times.

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Medical Coding Career Studies Certificate

The program assessment for this career studies certificate will be completed in the next assessment cycle.

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Network Administration Career Studies Certificate


Goal 1: Students will develop the skills to install, monitor, and troubleshoot Microsoft network infrastructure.

Outcome Related to Goal 1: Students will demonstrate skills and knowledge to manage a Microsoft network infrastructure through successful lab bundle scores in ITN 112.

Goal Met. Students exceeded the 70% benchmark by 12%.

Goal 2: Students will develop the skills to maintain and optimize local area networks.

Outcome Related to Goal 2: : Students will demonstrate skills and knowledge to deploy, configure, and manage Microsoft

Windows Server 2012 by at least a 70 on the final exam in ITN 111.

Goal Met. Students exceeded the 70% pass rate by 22%.

Goal 3: Students will develop the skills to manage Microsoft Active Directory replication and services.

Outcome Related to Goal 3: Students will demonstrate their knowledge of the advantages and disadvantages of server operating systems with Windows Server 2012 R2 through successful completion of a research project in ITN 113. Goal Met. Measurement of this goal was based on the pass rate for the final research project in ITN 113. Faculty set the

benchmark at a 70% pass rate. Findings indicated that students exceeded the benchmark by 18%.


During the 2020-2021 AY, ITN 101: Introduction to Networking Concepts will be included into the goals and outcomes for the

program. This course is taught with the CompTIA Network+ certification as the structure for the course and is taught during

Fall and Spring semesters.

Long-term findings for Spring 2020 indicate that students have results that were an improvement from the previous year. The

previous year success rate was below the standard chosen. This year the success rate was improved by new techniques in

teaching of the courses.


assessed were taught online. Students in those classes were not as affected as the students in the in-class courses. The

challenge with the change in structure is the development of computer access other than campus access. The most students

in the courses were able to overcome the difficulties with Internet access to succeed in the courses.

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Oracle Specialist Career Studies Certificate

This program had no enrollment for the 2019-20 academic year and is on hold pending review.

Outdoor Interpretation and Education Career Studies Certificate

The assessment for this career studies certificate is included in the Outdoor Recreation Career Studies Certificate assessment. This is possible through stackable credentialing and shared coursework.

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Outdoor Recreation Career Studies Certificate


Goal 1: Goal 1: Students will develop the skills to integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment. Outcome Related to Goal 1: Students will receive Leave No Trace (LNT) Trainers certification. Goal Met. One hundred percent of students who sat for the LNT certification received it. Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries.

Outcome Related to Goal 2: Students will be given scenarios on wilderness excursions to explore leadership techniques

during the capstone course.

Goal Met. Students who turned in the term paper in RPK 141 had a 100% pass rate. Goal 3: Students will develop the skills to demonstrate best practices, skills, and abilities that apply to Guide Essentials and Interpretation & Education. Outcome Related to Goal 3: Students will be given scenarios on wilderness excursions to explore interpretation techniques as part of a project in RPK 125. Goal Met. RPK 125 had 100% pass rate of students in the course.


Short-term findings for Fall 2019 indicate that, so far, student pass rates have exceeded indicated success standards. Long-

term findings for Spring 2020 are absent due to change of semester offerings. Additional projects will be added to other

classes to measure more short and long term objectives.


assessed were taught online or were finished before the change in structure. Students in those classes were not as affected

as the students in the in-class courses. Those courses for the program were easily transferred to online courses due to the

assignments, exams, and lectures were already setup for the course as a hybrid course. The additional lecture and handout

material helped with the teaching of the modified courses. The courses affected by the structure change were the internships

due to the host locations being closed for the stay at home order. Courses will need to be modified to online only for the

2020-2021 year.

Program provided training to certify instructor so students can obtain national certification, thus improving the credibility of

the program. The BEIT Dean and Vice President of Academic and Student Services will support this plan; grant funds will be

allocated for this purpose.

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Paraoptometric Career Studies Certificate

No program assessment was completed due to the cyclic nature of the program. No students are currently enrolled.

Pharmacy Technician Career Studies Certificate


Phlebotomy Career Studies Certificate


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Precision Machining Career Studies Certificate


Goal 1: To prepare students to earn nationally recognized certifications to demonstrate to employers their knowledge of basic job functions and demonstrate basic skills typical of industry employees. Outcome Related to Goal 1: A) Students will have basic machining skills and jobs skills as evidenced by earning a NIMS and NC3 credential. B) Students will have basic CNC skills as evidenced by earning a related NC3 Credential. C) Students will earn nationally recognized credentials. Goal Not Met. A) Only 34% of students earned both of the above referenced credentials. This did not meet the 70% threshold set by faculty. C) Only 34% of students earned the benchmark of three credentials. Most of the testing was to have taken place during the time period of the COVID-19 quarantine. Goal Met. B) 100% earned a related NC3 Credential. Goal 2: To facilitate students to demonstrate communication and work ready skills. Outcome Related to Goal 2: Students will have basic communication skills as evidenced by attainment of the Career Readiness Certificate. Goal Not Met. Due to the COVID-19 quarantine, the test was not administered. Analysis/Use of Results To increase awareness and number of credentials earned SWCC will increase advisement efforts on the importance of earning of additional credits. The faculty will continue to expand and build relations with local employers to actively participate in the program by serving on advisory committees, guest lecturing, conducting mock interviews, and being active reviewers in the NIMS certification process. To increase the students skill level and success rate on the hands-on portion of the certification test, the faculty will schedule additional lab time, provide a mechanism for remediation/tutoring on difficult to understand concepts and practices, and work with each student.

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Pre-Engineering Career Studies Certificate

The assessment for this career studies certificate is included in the Engineering Associate of Arts and Sciences assessment.

This is possible through shared coursework.

Renewable Energy and Energy Efficiency Career Studies Certificate

No students were in the program and, as a result, an assessment was not completed. The program was on hold for AY 19-20.

RN to Paramedic Bridge Career Studies Certificate

This program is now a non-credit offering and no longer a part of academic program assessment. When offered for credit the assessment for this career studies certificate is included in the Emergency Medical Services Associate of Applied Science assessment.

Semi-Automated Welding Career Studies Certificate

The assessment for this career studies certificate is included in the Welding Certificate assessment. This is possible through


Software Development Career Studies Certificate

The assessment for this career studies certificate is included in the Information Systems Technology Associate of Applied

Science assessment. This is possible through stackable credentialing and shared coursework.

Welding Career Studies Certificate

The assessment for this career studies certificate is included in the Welding Certificate assessment. This is possible through


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APPENDIX A

Assessment Forms by Award

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Academic Program Assessment: Southwest Virginia Community College

Division Program Coordinator

Email Academic Year

BEIT Business Administration AA&S Margaret Dye [email protected] 2019-2020

Program Mission Statement

The mission of the Business Administration Program is to provide quality curriculum and instruction which prepares students for transfer into business

programs at four-year colleges and universities.

Program Goals

Goal 1: To provide business transfer students with general education knowledge, skills, and values needed for success at four-year institutions.

Goal 2: To improve students’ skills in fundamental business concepts required for successful employment in business and industry.


Assessment Categories

Outcome Sought Measures Success Standard Findings Action Plans

mailto:[email protected]

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Goal 1: Students will

demonstrate competency

in communication, critical

thinking, cultural and

social understanding,

information literacy,

personal development,

quantitative reasoning,

and scientific reasoning.

Goal 1: Use the General

Studies Assessment Test

(GSAT) to evaluate and

compare levels of academic

achievement for graduating

students in general

education transfer

programs (Engineering,

Science, Education, General

Studies) to Business

Administration majors.

Goal 1: Average scores for

Business Administration

majors on the GSAT will be

within five percentage

points of average score for

General Studies majors.

Goal 1: For 2017-2020, GSAT pre-test average raw

score for transfer majors (excluding Business

Administration) was 22 (average percentage 44%

average). Breakdown is as follows:

Humanities/Social Science average raw score 10

(50% average), Natural Science average raw score 7

(47% average), and Mathematics average raw score

6 (40% average). For Business Administration

majors, the average raw score for the pretest was

23 (46%). Breakdown of sections: Humanities/Social

Science average raw score was 10 (50% average),

Natural Science raw score was 6 (40% average), and

Mathematics raw score was 6 (40% average). For

the post-test for transfer majors (excluding Business

Administration majors), the total average raw score

was 30 (60% average). Breakdown:

Humanities/Social Science average raw score 13

(65%), Natural Science average raw score 9 (60%),

and Mathematics average raw score 9 (average 6%).

Because this was a voluntary test, students were not

required to take the pre- or post-test. No Business

Administration majors completed the post-test for

2018-2020. Pre-test scores show the Business Administration majors begin their program of study

at the same level as students in other transfer

programs.

Goal 1: These results show

that Business Administration

transfer students are

beginning their program at

relatively the same level as

other transfer students.

Going forward, the Business

Administration program

head will reach out to

Business Administration

students for participation in

the post-test, giving

comparison data for all

transfer programs.

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demonstrate basic

accounting concepts

covering the accounting

cycle.

Goal 2: Comprehensive

accounting cycle problem

given to the ACC 211

students at the end of the

fall semester and to the

ACC 212 students at the

end of the spring semester.

Goal 2: 85% of the

students will complete the

comprehensive accounting

cycle problem with a grade

of “C” or better.

Goal 2: For Fall 2019, a new textbook and

software was introduced to the students

which utilized “check work” options and

multiple attempts so the students could

learn from their mistakes. The software gave

instant feedback to help with the next

attempt. Each attempt gave a new set of

data to use. While the use of the software

helped students to practice accounting

concepts, the added attempts and “check

work” options caused students to rely too

heavily on extra attempts instead of

understanding the accounting concepts

needed to complete an accounting cycle. For

Fall 2019/Spring 2020, 58.6% (17 of 29

students) completed the automated

accounting cycle problem with a grade of “C”

or better. For comparison of methods: Fall

2018/Spring 2019, an Excel accounting cycle

problem was given, with 64% passing with a

C or better. Fall 2017/Spring 2018, a

paper/pencil accounting cycle problem was

given, with 75% of the students making a C

or better. Spring 2020 accounting cycle

problem wasn’t given to ACC 212 students

due to COVID-19. Classes were halted for an

extra week after spring break, resulting in

one week of work being cut off of the

regular semester. To cover all necessary

objectives in ACC 212, the accounting cycle

problem was not given to the students.

Results from the past four years have shown

that manual accounting (paper/pencil) is the

most effective way to teach basic accounting

concepts.

Goal 2: For Fall 2020,

software will still be utilized

for practice within the

course, giving students

instant feedback on exercises

within the chapters.

Instructor will utilize more

hands-on (paper/pencil)

accounting assignments to

reinforce basic accounting

concepts. With the transition

in spring 202 mid-semester

to completely online

teaching due to COVID-19,

Zoom will be implemented in

the Fall 2020 accounting

classes as a tool for tutoring

and lectures.

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demonstrate use of

advanced excel formulas

needed for businesses.

Goal 3: Use an advanced-

formula excel problem



spring semester.

Goal 3: 85% of the


advanced-formula excel

problem with a grade of

“C” or better.

Goal 3: Due to COVID-19, spring break was

extended one week with instructions that no

work be assigned to students during that

time. One week of work was taken away in

order to rearrange the remaining weeks of

class to cover all objectives needed for

transfer. The advanced Excel problem was

not given during the spring semester.

Goal 3: The advanced Excel

assignment will be

embedded as a regular

assignment during the Fall

2020/Spring 2021 semesters

in both ACC 211 and ACC

212.


Comments (Goals tied to other unit activities, Anticipate new goal based on findings.)

Goal 1 could not be completed due to having no Business Administration post-testing completed. Program head will reach out to these students in the

spring semesters beginning Spring 2021 to have post-testing completed by the end of the semester. The findings for Goal 2 above (accounting cycle

problem) will result in a slight change in teaching more paper/pencil accounting, incorporating the textbook software as a practice/instant feedback option

for learning.

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Southwest Virginia Community College

Program Assessment

2019-2020 Division Program Coordinator Email Beginning Term Ending Term

BEIT Outdoor Leadership Michael Brown [email protected] Fall 2019 Spring 2020

Mission

The Outdoor Leadership program at Southwest Virginia Community College provides training to develop a workforce for the outdoor recreation industry and to stimulate economic development. The programs are a

unique blend of entrepreneurship, tourism, and recreation. The training received through the courses will emphasize job preparation for local and regional employers; not just producing recreational activity participants.

The program achievers will be instructors, guides, and/or entrepreneurs (holding nationally recognized certification credentials) that have extensive knowledge of the outdoor recreation industry, activities, and risk

management. They will work for retail businesses, outfitters, local/state/national parks, tourism/economic development, and non-profits, or transfer to a four-year institution. They will be entrepreneurs opening up

businesses to support outdoor recreation initiatives, infrastructure and natural resources, developed and enhanced through various initiatives underway in Southwest Virginia.

Annual Program Goals

Goal 1: Students will develop the skills to integrate certifications/credentials into the curriculum to demonstrate core knowledge and skills for employment.

Goal 2: To reveal to students the career pathway opportunities and skills needed to obtain employment in the tourism and recreation industries.

Goal 3: Students will develop the skills to demonstrate best practices, skills, and abilities that apply to Guide Essentials and Interpretation & Education.

Outcomes Assessment


Goal 1: Students will receive Leave No Trace (LNT)

Trainers certification.

_____________________

Goal 2: Students will be given scenarios on wilderness

excursions to explore leadership techniques. _____________________ Goal 3: Students will be given scenarios on wilderness

excursions to explore interpretation techniques.

Goal 1: LNT Trainer

certification

________________

Goal 2: Recreation and

Parks course RPK 141 capstone projects on leadership techniques.

________________


Parks course RPK125

projects on interpretation

techniques.

Goal 1: 70% pass rate

(Fall 2019)

_______________


(Fall 2019) _______________ Goal 3: 70% pass rate

(Spring 2020)

Goal 1: LNT Trainer

certification had 100% pass

rate in Fall 2019.

_________

Goal 2: RPK 141 had 100% pass rate of students turning term paper as part of

capstone.

_________

Goal 3: RPK 125 had 100%

pass rate of students in the

course.

Goal 1: Keep Format given by American

Red Cross and Leave No Trace Center of

Outdoor Ethics.

_____

Goal 2: Keep format of capstone projects. All students turned in project and passed with 80% or better. Look for ways to

increase grades of student work with

new techniques of instruction.

_____

Goal 3: Keep format of National

Association for Interpretation with

certified instructor.


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Comments: Short-term findings for Fall 2019 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2020 are absent due to change of

semester offerings. Additional projects will be added to other classes to measure more short and long term objectives.

The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being assessed were taught online or were finished before the

change in structure. Students in those classes were not as affected as the students in the in-class courses. Those courses for the program were easily transferred to online courses due

to the assignments, exams, and lectures were already setup for the course as a hybrid course. The additional lecture and handout material helped with the teaching of the modified

courses. Courses will need to be modified to online only for the 2020-2021 year.

Program provided training to certify instructor so students can obtain national certification, thus improving the credibility of the program. The BEIT Dean and Vice President of

Academic and Student Services will support this plan; grant funds will be allocated for this purpose.

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Division Program Coordinator Email Academic Year

HTHMNSS Education, Pre-Teacher

Education

Kimberly Austin [email protected] 2019-2020


The Associate of Arts and Sciences degree program in Education provides its students with the academic skills required to transfer to a four-year college or university and to be accepted into a Teacher Education Program. The AA&S degree program in education will also provide the historical and philosophical foundations necessary for those entering the profession of teaching.

Program Goals

Goal 1: Education students will complete a 40 hours observation in a public school setting.

Goal 2: AAS in Education students will become familiar with all facets of a K-12 classroom.

Goal 3: The AAS in Education program graduates will transfer successful to a 4 year partner institution.

Goal 4: Articulation agreements and/or transfer agreements will be in place for SWCC students upon completion of AAS in Education.


Goal 1: Students will successfully complete an observation experience

Reflection Journal rubric and supporting teacher evaluation

Students will score 90% or better on reflection rubric and teacher evaluation

Covid-19 disrupted the

observation experience for

many students in EDU 200. 70%

of students were able to

complete the observation hours.

The other students were

provided with alternate

observation assignments

utilizing technology. This

included a variety of videos for

reflection and online modules.

Continue to expand our

capability to provide

observation experiences

utilizing technology.

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Goal 2: Students will become familiar with all facets of a K-12 classroom (observed by student)

Field Placement Journal EDU 200

1.

The journal must show description and analysis of instruction, classroom management, curriculum, technology, accommodations, and administration. For program assessment purposes, each journal will be rated as acceptable/unacceptable using the Field Placement Rubric. At least 90% of the journals being rated as acceptable would indicate success on this measure

Students completed an

observation journal with 90%

success.

No needed change. Continue

to use journals as assessment

tool.

Goal 3: Students will transfer after graduating and continue their education to obtain a VA Teaching License

Exit survey completed by all education graduates

90% of students indicate their transfer institution

This data has not been gathered

as a result of Covid-19. Many

students are unsure about

transfer and college opening for

the fall. Will update later in the

summer.

Goal 4: Articulation agreements and/or transfer agreements will be in place for SWCC students upon completion of AAS in Education

Faculty are working with the

Transfer Virginia Workgroup

pertaining to this assessment

goal.


Comments Our current assessment on the course level are productive and give an adequate measure of student knowledge of outcomes for EDU 200. The

work of Transfer Virginia has been halted as a result of Covid-19, but once continued, will provide additional articulation/transfer opportunities for EDU

students (Goals 3 & 4)

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BEIT Engineering and Software Engineering

Specialization; Pre-Engineering CSC

Brian Hale [email protected] 2019-2020


The mission of the Associate of Arts and Sciences in Engineering Program is to provide an education that is equivalent or superior to what the student would receive during their first two years of engineering study at a four-year engineering program. Additionally, the program seeks to provide a holistic education to prepare students to become well-rounded professionals in an ever-evolving workplace.

Program Goals

Goal 1 Identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.

Goal 2 Apply the engineering design process to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, ethical, and economic factors. Goal 3 Function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan

tasks, and meet objectives.


Outco

me

Sought

Measures Success Standard Findings Action Plans

1. Determine effect

of switching

instruction from a

hybrid model to

all online

learning.

2. Students are

considering

aspects to

design decisions

1. Compare exam scores on problems pre-quarantine (hybrid instruction model) to those during quarantine (all online model) and normalize the data using the last three year’s scores average on common Mechanics of Materials (EGR 246) exam.

2. Survey freshmen design project preliminary designs for references to public health, safety, and welfare, as well as global, cultural, social,

1. No more than 10 point

difference in averages on

content before the

quarantine period and

after.

2. All students will reference

more than one aspect of

design from the categories

of

a.) public

1. The difference in scores

from the average of the last

three years on a problem

per problem basis is 3.6 on

problems related to

content covered before the

quarantine i.e. traditional

instruction. On average,

difference on problems

related to content after the

switch to all online

1. There is a drop in performance moving from a hybrid model of instruction to an all-online format. However, the performance difference was within acceptable levels. 2. Despite references in lecture to additional design considerations students still focus too solely on performance when selecting


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in addition to

performance

when evaluating

designs.

3. Determine if

students are

becoming more

participatory

including

exemplifying

qualities of

leadership,

collaboration

and inclusion.

environmental, ethical, and economic factors. Students were not instructed to specifically take into account each of these categories.

3. Request students evaluate themselves and their peers in their group design projects in the Engineering Graphics design project. Students are also encouraged to submit additional comments related to group integration.

health, safety,

and welfare, b.)

global, cultural,

social,

c.)

environmen

tal and

ethical, d.)

economic

factors.

3. No students should

evaluate themselves or

their peers as doing more

than 150% or less than 50%

of their expected

participation percentage.

Each group organically

identifies a leader and

groups report breakdown

due to personality

differences.

instruction due to the

quarantine period is 5.7

showing little to no

difference in performance

on outcomes.

2. Seven of twenty-one

students (33.3%)

reference multiple design

considerations. The

weakest area was in

environmental and ethical

with only five references.

3. In 2017 and 2018 there no

students working

excessively less or more

than their peers. In 2019

two students worked less

than expected. In 2020,

two students worked less

than expected and two

students worked more

than expected. In 2020,

student comments were

read and all student groups

reported a leader while

none reported issues with

interaction beyond

participation issues.

designs. Additional coverage is needed in this area. 3. The trend is for more students to over or under participate. An earlier evaluation and intervention is needed to ensure everyone is involved.



Outcome 1: Within second year engineering courses, instruction should be completed in as a traditional format as possible, however, learning outcomes can still be met in an emergency or other similar situation. Outcome 2: Students are instructed to explicitly take into account the additional design considerations when moved from individual to group design phase. A decision matrix is introduced at that time. Introducing decision matrices with these considerations earlier could address this issue. Outcome 3: It should be noted though, other than the two students in 2020 that under participated, did not participate at all. This could be due to the move online due to the COVID-19 quarantine.

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Email Academic Year

Humanities/Social Science General Studies, Liberal Arts

Specialization and General

Education Certificate

Hannah Hensley [email protected] 2019-2020


The Associate of Arts and Sciences program in General Studies (Liberal Arts and the Gen Ed certificate) seeks to enable students to obtain the awareness,

knowledge, skills, and habits of mind, including critical thinking, necessary for success in higher education and in life as productive and responsible

participants in society.

In addition, the program is intended to ensure that program participants follow established pathways (i.e. courses generally accepted for transfer by

most four-year colleges and universities in a wide range of baccalaureate curricula). By requiring coursework within a set pathway of academic

disciplines, this program seeks to provide undecided and goal oriented transfer students with opportunities to develop the most commonly

acknowledged intellectual and interpersonal skills necessary for success in college.

The skills emphasized by core General Studies courses include communication, critical thinking, diverse cultural and social understanding, information

literacy, quantitative and scientific reasoning, and personal development.

A related objective of the General Studies program involves providing students with the opportunity to explore the academic and professional

opportunities offered by the college without requiring them to commit to a specific major if they find themselves ill prepared to do so.

Because requirements are selected from fundamental courses common to a number of disciplines, the General Studies student may attain most, if not

all, of the introductory coursework needed for the first two years of the typical baccalaureate degree without committing to a major.

This does not discount the fact the General Studies is often the best path for those who do have clear transfer plans in place. For either student, those

who have clear plans and those who do not, General Studies will offer a multidisciplinary approach that delivers the necessary skills for a well-rounded

education in a plethora of fields.

Program Goals

Goal 1: In conjunction with the Student Success Division, faculty members within the General Studies arena will continue to work in partnership with College Success Coaches to establish successful Success Coach/Faculty Mentor teams to effectively guide students through their college experience.

Goal 2: To continue developing a plan for an upcoming pilot designed to integrate developmental English needs with co-requisite enrollment in College level English courses so students in all programs in which College English is required can be successful and complete on time without using extra credits for developmental needs.



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Goal 4: To develop an Appalachian History course within the History division in order to provide students with a thorough history and appreciation of our local region.



Goal 1 – In conjunction with the Student Success Division, faculty members within the General Studies arena will work in partnership with College Success Coaches to establish successful Success Coach/Faculty Mentor teams to effectively guide students through their college experience.

Initially, because this is a brand new approach, success will be measured indirectly based upon retention and completion numbers. Directly, success will be measured via a new program called Navigate which will be available to faculty in Spring 2020. Navigate is a tool in which faculty advisors and success coaches all have access to a common student. Documentation is required within the program, and a student can be followed in a step-by-step process no matter the issue being addressed. Both the faculty member and the coach will be aware of the issue and will work in tandem on behalf of the student. So, initially, report tracking with resolution will provide direct measure.

Initial direct measure success will come from faculty engagement in the new advising process. The Student Success Division will be tracking each interaction and will report as to faculty engagement. 60% faculty participation will be the beginning success standard. Indirectly, we seek to see improvement in baseline retention most recently reported at 54.8% for first-time, fulltime students. Two year completion rates baseline at 33% and three year completion rates baseline at 35%

Beginning with its launch on

January 9th, faculty utilized the

Navigate tool to collaborate

with Student Success Advisors

on student support and

retention. 62% of the faculty

teaching General Studies

courses utilized the Early Alert

system in Navigate at least

once. Assessment on baseline

retention cannot be

completed with accuracy for

this year due to the COVID-19

pandemic forcing all classes

online during the spring

semester.

Increase faculty utilization of

Navigate and collaboration

with the Student Success

Division.

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Goal 2. To develop a plan for an upcoming pilot designed to integrate developmental English needs with co-requisite enrollment in College level English courses students in all programs in which College English is required can be successful and complete on time without using extra credits for developmental needs.

The measure of success will be to identify a means of seamless integration of the developmental needs with the college level requirements.

The measure of success will be a broad agreement amongst full time faculty and a sampling of adjuncts as to the use of said means of integration.

The pilot designed and

launching in Fall 2020 includes

courses classified as EDE for

students who have remedial

English needs. EDE 10 is taken

as a preparatory course for

ENG 111. EDE 11 is taken as a

co-requisite with ENG 111 for

students who need additional

support. English faculty are

utilizing materials provided by

Hawkes in these courses to

help students achieve success

without further remediation.

To monitor the success and

persistence through college-

level English of students

enrolled in EDE courses

beginning in Fall 2020.


The measure of success will be that 75% of faculty will incorporate a grading rubric into at least one assignment for each class taught.

The measure of success will be that 75% of faculty have incorporated a grading rubric into at least one assignment for each class taught by the end of the Spring 2020 semester.

Due to COVID-19, assessment

on all of the General Studies

faculty was not completed.

However, the faculty in the

Humanities and Social

Sciences division were. 86% of

these faculty members utilize

grading rubrics on at least one

assignment per class.

To assess the remaining

General Studies faculty

beginning in Fall 2020.

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Goal 4: To develop an Appalachian History course within the History division in order to provide students with a thorough history and appreciation of our local region.

The measure of success will be that the History division will develop an Appalachian History course.

The measure of success will be that the History division will have developed an Appalachian History course ready to be launched in the Fall of 2020.

Appalachian History has been

developed and is being offered in

Fall 2020.

Implement the Appalachian

History course and monitor

growth into the

Appalachian Studies

program.



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Email Academic Year

Humanities and Social Sciences

General Studies-Fine Art Morgan Gilbert [email protected] 2019-2020


The Associate of Arts and Sciences program in General Studies, Fine Arts Specialization, is a cohort-style degree program that focuses on skill development in art making, study and research in arts and culture, and community arts integration. It will provide a community-based arts outreach program that will include collaborations with local artists and arts organizations, and art events in local schools. In addition, the programs encapsulated here are all intended to ensure that program participants follow established pathways (i.e. courses generally accepted for transfer by most four-year colleges and universities in a wide range of baccalaureate curricula). By requiring coursework within a set pathway of academic disciplines, these programs seek to provide undecided and goal oriented transfer students with opportunities to develop the most commonly acknowledged intellectual and interpersonal skills necessary for success in college. The skills emphasized by core General Studies courses include communication, critical thinking, diverse cultural and social understanding, information literacy, quantitative and scientific reasoning, and personal development. A related objective of the General Studies program involves providing students with the opportunity to explore the academic and professional opportunities offered by the college without requiring them to commit to a specific major if they find themselves ill prepared to do so. Because requirements are selected from fundamental courses common to a number of disciplines, the General Studies student may attain most, if not all, of the introductory coursework needed for the first two years of the typical baccalaureate degree without committing to a major. This does not discount the fact the General Studies is often the best path for those who do have clear transfer plans in place. For either student, those who have clear plans and those who do not, General Studies will offer a multidisciplinary approach that delivers the necessary skills for a well-rounded education in a plethora of fields.

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Program Goals

Goal 1: A new degree completion plan will be created and implemented.

Goal 2: Development of Dance, Theater, Traditional Music, and Culinary programs through integration into the Fine Art program.

Goal 3: Students will engage in their community arts organizations and culture. Goal 4: Students will complete a community service project focused in the arts.


Outcome Sought Measures Success Standard Findings Action Plans A new degree completion plan will be created to reflect new cohort-style program.

New degree completion plan will be approved through the Curriculum & Instruction committee.

New degree completion plan will be approved and implemented for the 2019-2020 year.

New degree submitted to C&I, to be implemented in 2020-2021.

All current students prepared to use new degree plan and new students will begin with new degree plan.

Integration of Dance, Theater, Traditional Music and Culinary information into the Fine Art program.

Create workshops, guest speakers, and gallery showings.

Attendance of these events of at least 10 people per event.

Success in workshops, with better attendance than anticipated. Averaging 15-20 people per event.

Continue running workshops through Workforce, continue building “Living in SWVA” brand of lifestyle classes.

Students will become aware of the art and professional artists that are in the Southwest Virginia area.

Students will make visits to local art organizations and have guest speaker visits from local artists.

Students will complete an Appalachian Artist Profile with a minimum score of “C”.

This became very difficult in Spring 2020 with COVID-19 shutdown, turned to virtual visits and speakers, but with less engagement from students.

Hoping for more “in-person” opportunities 2020-2021. Otherwise, will have to make adjustments on how to complete these projects.

Students will actively engage in place-making for their community through a community service project.

Students will brainstorm, strategize, design, and complete a group project focused on place-making in their community.

Successful design, marketing, and completion of a community art project.

Our big place-making projects were put on hold with COVID-19. Many plans were made, but put on hold.

Hope to complete mural project, Paint Lick research project, and Visionaries gallery show in 2020-2021.


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Comments (Goals tied to other unit activities, Anticipate new goal based on findings.) New challenges await with hosting arts-based classes online due to COVID-19. Hands on classes such as ceramics and culinary arts seem impossible without the in-person aspect. Also, internships have been put on hold till Spring 2021. MAD camp to be hosted summer 2020, will see success of digital format. Dance program will be starting with full-time instructor Fall 2020. Strong potential with this program with community collaborations with area dance schools. Summer masterclasses and weekly zoom classes scheduled. Goal of beginning talks of Theater program with an anticipated 2021-2022 start date. Lots of potential for the non-credit classes, underneath the “Living in SWVA” brand. Hope to host at least 1 class per month in Visual Art, Dance, and Culinary with potential to build in Theater.

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Email Academic Year

Humanities General Studies-Music Joseph Trivette [email protected] 2019-2020


The Southwest Virginia Community College Music Program is committed to teaching music as an artistic, academic, and professional discipline; to fostering, in a variety of ways and for diverse communities the creation, performance, study, teaching, and therapeutic use of music; and to contributing innovative musical leadership in the Southwest Virginia Community and beyond.

Program Goals

Goal 1-Students in the SWCC Music Program will read music and play piano by music notation by the end of their first semester as students in the program.

Goal 2- Concerts and other musical events of the highest quality will be presented for SWCC and the surrounding community to increase visibility of the program and allow students opportunities for public performance.

Goal 3- The program will establish an environment of providing arts and academic learning in new facility



1. Short Term Goal To have 75% of new students in the program reading music notation and playing by music notation on piano by the end of their first semester as students in the program.

1. Through the piano class experience, the instructor will teach students to read music notation using the Landmark Method and evaluate the progress of each student based on their performance at a piano recital exam at the end of the fall semester.

1. Ability to play assigned piano pieces while reading notated sheet music.

1. All students performed

pieces by the end of the

Fall semester reading

sheet music as observed

by the instructor.

1. Keep instructing

students to read music

and play piano using

the Landmark method.

Goal 2- to produce recordings of the National Anthem to be used at SWCC sporting events

2. recruit campus musicians and rehearse them to a standard of excellence on the National Anthem. Schedule recording session and produce quality recording

2. deliver several quality recordings of SWCC musicians to SWCC Athletics program for use at sporting events

2. In preparation for

making recordings,

many live performances

were presented at

athletic events. Due to

delay in equipment and

software delivery,

recordings were not

made before the Covid-

19 crisis

2.Continue rehearsing and performing solo and group presentations of the national anthem and plan to record as soon as it is possible.

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Goal 3- to establish an environment of providing arts and academic learning in new facility

3. organize and arrange learning materials, musical instruments, practice rooms, classroom and ensemble space as well as offices in a way that promotes learning and creativity

3. to be able to function efficiently in the new space to assist student and community musicians be successful

3. Much has been

accomplished toward

getting things put away

and organized. Many

classes and successful

rehearsals were

conducted in the new

space until the face-to-

face meetings were

suspended due to the

pandemic.

3.continue perpetual organization of all spaces, learning materials, printed music, and instruments. Search for ways to promote an environment of learning and fostering musicianship amongst students and community members



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Email Academic Year

Humanities/Social Science General Studies (PSY) Amanda Ellis-O’Quinn [email protected] 2019-2020


The Associate of Arts and Sciences program in General Studies, Psychology specialization, seeks to enable students to obtain the awareness, knowledge, skills,

and habits of mind, necessary for success in higher education while preparing them to be productive and responsible contributors of society. Curriculum aims to

promote critical thinking, communication, cultural and social diversity, information literacy, quantitative and scientific reasoning, and personal development.

A related objective of the General Studies program involves providing students with the opportunity to explore the academic and professional opportunities

offered by the college without requiring them to commit to a specific major if they find themselves ill prepared to do so.

Because requirements are selected from fundamental courses common to a number of disciplines, the General Studies student may attain most, if not all, of the

introductory coursework needed for the first two years of the typical baccalaureate degree without committing to a major.

This does not discount the fact the General Studies is often the best path for those who do have clear transfer plans in place. For either student, those who have

clear plans and those who do not, General Studies will offer a multidisciplinary approach that delivers the necessary skills for a well-rounded education in a

plethora of fields.

Program Goals

Goal 1: To provide all students with career exploration opportunities in the mental health field.

Goal 2: To expose all students enrolled in psychology courses to research in the field of psychology that they find personally relevant.

Goal 3: To integrate the APA writing style in all psychology courses.

Goal 4: To engage all psychology students through service-learning.

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Outcome Sought Measures Success Standard Findings Action

Plans Goal 1: To provide all psychology

students with career exploration

opportunities in the mental health

field.

Psychology courses will

include course material that

will expose students to the

different career opportunities

in mental health. Interactions

with mental health

professionals will take place in

the classroom through guest

speakers and interactive

technology.

Students will complete psychology

courses with an understanding of

the diverse career opportunities

available in mental health and the

credentials required for

employment.

Guest speakers from various

mental health specialties were

incorporated into lectures, when

appropriate. Although some

interactions were face-to-face (5

guest speakers), technology

provided learners with

interactions, at a distance (6 guest

speakers). Through the semester,

lecture material addressed the

diverse career opportunities

available in mental health and the

credentials required for

employment. A total of 136

students were addressed by

speakers in the fall and 97

students in the spring.

Identify additional

mental health

specialist that are

accessible utilizing

technology to

further expose

learners to different

career

opportunities.

Utilize Canvas Studio

to capture

interactions for

future use.

Goal 2: To expose all students

enrolled in a psychology course to

research in the field of psychology

that they find

personally relevant.

Psychology courses will

expose students to scholarly

research in the field of

psychology through an

assignment that integrates

resources and instruction

from the SWCC library.

Student will know how to access

scholarly databases and search for

academic journals. Students will

be able to comprehend a scholarly

article that they find personally

relevant and identify personal

implications.

After receiving instruction from

the SWCC library, 225 students

successfully identified scholarly

research in the field of psychology

and comprehended the findings

so they could answer six critical

thinking questions.

In junction with the

SWCC library, create

resources that can

be accessed virtually

to provide the same

level of instruction

and exposure to

scholarly research.

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Goal 3: To integrate the APA writing

style in all psychology courses.

Each psychology course will

include an assignment that

will have mandatory APA

elements.

Psychology students will have an

understanding of the APA style

and through an assignment, utilize

techniques of APA style.

A total of 233 students were given

examples of the APA writing style

and followed those examples to

use APA style to complete

assignments. Assignment rubrics

included measures for using APA

style and corrective feedback was

provided to 218 students to help

them understand mistakes.

To further expose

students to the APA

writing style,

students will use the

peer review tool in

Canvas to review

their classmates’

submissions and

provide feedback on

the application of

the APA writing

style. Goal 4: To engage all psychology

students through service learning.

Psychology students will have

the opportunity to apply

concepts from the classroom

through service learning by

participating in the

institution’s campus-wide day

of service.

Psychology students will actively

participate in the Eagle Project

Day of Service and provide

reflection on the experience

afterwards.

A total of 233 students were given

the opportunity to engage in

community service through the

fall and spring Eagle Project Day of

Service as class time was used for

service. A total of 213 students

participated in service learning

that was specific to psychology

courses (Operation Christmas

Child and Seussapooloza at Cedar

Bluff Elementary). A total of 405

children were impacted by service

at Cedar Bluff Elementary and 28

shoe boxes were packed for

Operation Christmas Child.

Students then completed a

reflection assignment that

allowed them to synthesize their

service experience with course

content.

Virtual and

independent service

learning

opportunities will be

explored to identify

ways service

learning can be

utilized in a virtual

format.



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-Based on the changes of the classroom environment due to COVID-19, all assignments will be restructured so that they can be completed in a virtual

platform.

-To create engagement opportunities for learners, all lecture material will be recorded using Canvas Studio and available for download for learners who have

challenges with high speed internet accessibility.

-Continue to build on goals for 2019-20, ensuring that goals are all attainable in a virtual platform.

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Email Academic Year

HTHMNSS Science Annette Lockhart [email protected] 2019-2020


The mission of the science degree program is to prepare students for successful transfer in the pursuit of an advanced degree in a science related field or a

degree in a health-related professional field by educating them in the concepts, knowledge, and skills of science and general education courses.

Program Goals

Goal 1 : To educate students in the proper scientific reporting of experimental data in Organic Chemistry II laboratory reports.

Goal 2: To show an improvement in test grades for College Chemistry I by administering chapter quizzes prior to a test.

Goal 3: To increase the enrollment by 10% in Introductory Biochemistry by enhanced course advertisement.



Goal 1: To have students

demonstrate knowledge of the

proper scientific reporting of

laboratory data. Students will

show critical thinking skills in

interpreting and reporting the

data gathered in lab. Students

will be given an example of a

lab report which has been

prepared using the critical

thinking skills mentioned.

Students will be successful in

preparing a detailed, organized,

and data supported final lab

report.

To be completed Spring 2020.

Goal 1: Organic Chemistry II

laboratory students will

perform experiments in lab.

The students will submit

detailed lab reports based on

their findings. The students’

reports should be organized

with a complete data analysis.

Students will submit the lab

reports for grading purposes.

Goal 1: At least 75% of the

students will show mastery of

the concept. Students’ reports

will be graded to assess their

understanding of this concept.

The success standard will be

that 75% of the students will

show a satisfactory level of

knowledge on the experiment

and report.

100% of the Organic

Chemistry II laboratory

students showed mastery of

the concepts covered both in

the laboratory and the online

lab sections. The students

submitted reports and

worksheets for grading

purposes. The success

standard was exceeded in that

100% of the students showed

a satisfactory level of

knowledge on the

experiments performed, lab

reports submitted, and

worksheets prepared and

submitted.

This measure will be used on

future Organic Chemistry II

laboratory classes.

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Goal 2: To show an

improvement in test grades by

administering chapter quizzes

prior to tests. Once a chapter is

covered in class, students are

eligible to take the respective

chapter quiz. A chapter quiz

will be a condensed version of

the material that is to be known

for the test. By seeing the

material in lecture and on a

quiz, this could help students

enhance their knowledge and

understanding of the subject

area.

To be completed Spring 2020.

Goal 2: College Chemistry I

lecture students will complete

chapter quizzes after the

material has been covered in

the classroom. The students

may use resources (i.e. notes,

textbook) to assist in

completing the quiz. It is the

goal of the quiz to help the

students enhance their

knowledge of the subject.

Quiz grades will be reported

and included in the final

course grade.

Goal 2: At least 50% of the

students will improve their test

grades and overall course

grade by the addition of

quizzes. The success standard

will be that 50% of current

students improve their grades

as compared to previous

classes that did not have

quizzes in this course.

100% of the students in the

College Chemistry I course

completed the chapter

quizzes. The students scored

a B or higher on their total

quiz grade. The total quiz

grade was weighted 15% of

the course grade. The overall

course grades were improved

as compared to previous

classes by the addition of the

quizzes by at least a letter

grade.

College Chemistry I courses

will have chapter quizzes

administered.

Goal 3: Students and college

personnel will be made aware

of the Introductory

Biochemistry lecture and

laboratory offered during the

first Summer term at SWCC.

Advertisement of the course

will include flyers and possibly

social media announcements.

This process should increase

enrollment into this course.

To be completed Summer 2020.

Goal 3: The enrollment at

SWCC should increase due to

advertising for this course.

Goal 3: An increase of 10% in

this course when offered in

Summer, term 1, of 2020.

The enrollment for

Introductory Biochemistry

lecture and laboratory has

increased by greater than 10%

from Summer 2019, term 1 to

Summer 2020, term 1. The

course has been advertised in

the Chemistry and Biology

classes offered during the Fall

and Spring semesters. Also,

student contact regarding the

class has increased from

outside of the immediate

area.

The Introductory Biochemistry

lecture and laboratory courses

will continue to be advertised

both internally at the college

and promoted outside of the

service region.



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Program Assessment


MSHT Science Specialization Science Pre-Med G. Householder [email protected] Fall 2019 Spring 2020

Mission

The mission of the SWCC Science Pre-medical specialization is to provide basic science and liberal arts courses that strengthen students in their

preparation for transfer to four-year colleges or professional schools and the educational background to succeed in those institutions. The program

advances students' knowledge of careers in the medical field and the requirements needed as well as alternative educational plans.


Goal 1: AA&S in Science Specialization Pre-Med students will transfer successfully to a four-year college or professional program

Goal 2: AA&S in Science Specialization Pre-Med students will identify and apply the steps of the scientific method and critically examine information and data to draw conclusions based on data collected in Bio 101

Goal 3: AA&S in Science Specialization Pre-Med students will demonstrate effective soft skills appropriate to medical professional readiness

Goal 4: AA&S in Science Specialization Pre-Med students will know career opportunities available in medical fields and associated fields

Outcomes Assessment


Goal 1: Students will successfully complete Science Pre-Med program

and transfer to senior

institutions

1. National Clearing House

2. Self-report by

students

3. Faculty report

1. At least 90% of students will transfer

2. Unsuccessful students in

the program will be

advised in to other

programs at SWCC

1. Found 41% of students

transferred to 4-

year schools or

professional

schools

2. Found that 35%

of the science

pre-med

students

changed majors

1.Continuing monitoring student success in graduation rates; compare

number of students

advised to number

successfully graduating;

monitor students accepted

to colleges and

professional schools

2. Continue to assist

students and guide them to


95 | P a g e

new advisors to assist

them, particularly allied

health advisors


demonstrate knowledge of

scientific method and draw

conclusions based on critical

examination of information

Local instrument

administered at

class entrance and

exit of

BIO 101

At least 80% of students

will meet expectations

No response due to Covid 19 Will continue to work on

this goal.


demonstrate soft skills and

appropriate communication

skills

1. Local instrument

used in SDV 101

2. Evaluation

completed by medical

professionals that

students shadow

1. At least 90% of

students will meet

expectations

2. At least 90% of students will meet

expectations by

medical professionals

1. 75% of students met

expectations

No findings due to Covid 19

1. Continue to work with

students in SDV 101

with communication

and soft skills Students will work in

groups for

presentations, shadow professionals and

professional etiquette

2. Will continue to work

on this goal.

Goal 4: Students will be

knowledgeable about career

opportunities available in health care

Local instrument

administered at

class entrance and exit of SDV 101

At least 80% of students

will know what career

opportunities are available to them and

alternative career

opportunities

70% of students were advised

and in each advisement

session, career options were discussed

Continue emphasis on

advising as many program

students as possible In SDV 101, students

researched specific careers,

listened to guest speakers

from specific occupations,

developed career plan


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Comments:

Goal 1 Findings – 20% of the Fall 2019 students were academically unsuccessful and warrants a second look. All other findings were favorable and will

continue to the action plan.

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APPENDIX A


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Email Academic Year

BEIT Accounting

AAS

Margaret Dye [email protected] 2019-2020


The mission of the Accounting program at Southwest Virginia Community College is to provide quality curriculum and instruction which prepares students

for employment in accounting-related areas that meet the needs of business and industry and to provide professional development opportunities for life-

long learning.

Program Goals

Goal 1: To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry-level accounting positions.

Goal 2: To provide students with knowledge and skills in making ethical business decisions.



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Outcome

Sought



demonstrate basic

accounting concepts

covering the

accounting cycle.

Goal 1:

Comprehensive

accounting cycle

problem given to the

ACC 212 students at

the end of the spring

semester.

Goal 1: 85% of the students will

complete the comprehensive

accounting cycle problem with a

grade of “C” or better.




multiple attempts so the students could

learn from their mistakes. The software

gave instant feedback to help with the next

attempt. Each attempt gave a new set of

data to use. While the use of the software

helped students to practice accounting

concepts, the added attempts and “check

work” options caused students to rely too

heavily on extra attempts instead of

understanding the accounting concepts

needed to complete an accounting cycle.

For Fall 2019/Spring 2020, 58.6% (17 of 29

students) completed the automated Excel

accounting cycle problem with a grade of

“C” or better. For comparison of methods:

Fall 2018/Spring 2019, an Excel accounting

cycle problem was given, with 64% passing

with a C or better. Fall 2017/Spring 2018, a


given, with 75% of the students making a C

or better. Spring 2020 accounting cycle

problem wasn’t given to ACC 212 students

due to COVID-19. Classes were halted for

an extra week after spring break, resulting

in one week of work being cut off of the

regular semester. To cover all necessary

objectives in ACC 212, the accounting cycle

problem was not given to the students.

Results from the past four years have

shown that manual accounting

(paper/pencil) is the most effective way to

teach basic accounting concepts.

Goal 1: For Fall 2020, software

will still be utilized for practice

within the course, giving

students instant feedback on

exercises within the chapters.






in spring 202 mid-semester to

completely online teaching

due to COVID-19, Zoom will be

implemented in the Fall 2020

accounting classes as a tool for

tutoring and lectures.

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demonstrate

knowledge of

American Institute of

Certified Public

Accountants (AICPA)

Code of Professional

Conduct.

Goal 2: Test covering

the AICPA Code of

Professional Conduct.

Goal 2: 85% of the students ACC

212 students will complete the test

with a grade of “C” or better.


extended one week with instructions that

no work be assigned to students during

that time. One week of work was taken

away in order to rearrange the remaining

weeks of class to cover all objectives

needed for transfer. ACC 212 students

completed a small assignment pertaining

to AICPA in Chapter 1 of ACC 211 in the fall

2019 semester. The test covering AICPA

Professional Code of Conduct was not

administered during the spring semester.

Goal 2: AICPA Professional

Code of Conduct will be

embedded as a normal

assignment during the fall

2020 and spring 2021

semesters.


demonstrate use of

advanced excel

formulas needed for

businesses.

Goal 3: Use an

advanced-formula

excel problem given to

the ACC 212 students

at the end of the

spring semester.

Goal 3: 85% of the students will

complete the advanced-formula

excel problem with a grade of “C”

or better.


extended one week with instructions that

no work be assigned to students during

that time. One week of work was taken

away in order to rearrange the remaining

weeks of class to cover all objectives

needed for transfer. The advanced Excel

problem was not given during the spring

semester.

Goal 3: The advanced Excel

assignment will be embedded

as a regular assignment during

the Fall 2020/Spring 2021

semesters in both ACC 211 and

ACC 212.



The findings for Goal 1 above (accounting cycle problem) will result in a slight change in teaching more paper/pencil accounting, incorporating the textbook

software as a practice/instant feedback option for learning. The testing for Goals 2 and 3 were not completed due to COVID-19 complications after spring

break. These assessment pieces will be incorporated into the online classes going forward.

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Email Academic Year

BEIT Accounting Specialization-

Insurance and Insurance

CSC

CSC

Margaret Dye [email protected] 2019-2020


The mission of the Insurance Career Studies Certificate is to provide quality curriculum and instruction which prepares students for employment in insurance-related

positions that meet the needs of business and industry and to provide professional development opportunities for life-long learning.

Program Goals

Goal 1: Students will complete a minimum of one available industry certification exam.

Goal 2: To improve students’ skills in fundamental business concepts for successful employment in the insurance industry.



Outcome

Sought



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be familiar with

available insurance

industry certification

exams and

requirements for

testing.

Goal 1: Completion of

licensing exams in

insurance field by

graduation from the

insurance program.

Goal 1: At least 75% pass

rate on licensing exams

taken by graduation.

Goal 1: No students tested during fall 2019

semester. Due to COVID-19, all testing

facilities were closed after spring break in mid-

March. Due to this closure of schools,

colleges, and testing facilities, no certification

exams were administered and no data is

available for spring 2020.

Goal 1: Continue to promote insurance

certification exams in the program.

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demonstrate basic

accounting concepts, a

fundamental business

concept covering the

accounting cycle.

Goal 2: Comprehensive

accounting cycle problem



spring semester.

Goal 2: 85% of the


comprehensive accounting

cycle problem with a grade





multiple attempts so the students could learn

from their mistakes. The software gave instant

feedback to help with the next attempt. Each

attempt gave a new set of data to use. While

the use of the software helped students to

practice accounting concepts, the added

attempts and “check work” options caused

students to rely too heavily on extra attempts

instead of understanding the accounting

concepts needed to complete an accounting

cycle. For Fall 2019/Spring 2020, 58.6% (17 of

29 students) completed the automated

accounting cycle problem with a grade of “C”

or better. For comparison of methods: Fall


problem was given, with 64% passing with a C

or better. Fall 2017/Spring 2018, a


given, with 75% of the students making a C or

better. Spring 2020 accounting cycle problem

wasn’t given to ACC 212 students due to

COVID-19. Classes were halted for an extra

week after spring break, resulting in one week

of work being cut off of the regular semester.

To cover all necessary objectives in ACC 212,

the accounting cycle problem was not given to

the students. Results from the past four years

have shown that manual accounting

(paper/pencil) is the most effective way to

teach basic accounting concepts.

Goal 2: For Fall 2020, software will still

be utilized for practice within the course,

giving students instant feedback on

exercises within the chapters. Instructor

will utilize more hands-on (paper/pencil)

accounting assignments to reinforce

basic accounting concepts. With the

transition in spring 202 mid-semester to

completely online teaching due to

COVID-19, Zoom will be implemented in

the Fall 2020 accounting classes as a tool

for tutoring and lectures.

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demonstrate use of

advanced excel

formulas needed for

businesses.

Goal 3: Use an advanced-

formula excel problem



spring semester.

Goal 3: 85% of the


advanced-formula excel


“C” or better.


extended one week with instructions that no

work be assigned to students during that time.

One week of work was taken away in order to

rearrange the remaining weeks of class to

cover all objectives needed for transfer. The

advanced Excel problem was not given during

the spring semester.

Goal 3: The advanced Excel assignment

will be embedded as a regular

assignment during the Fall 2020/Spring

2021 semesters in both ACC 211 and ACC

212.



The findings for Goal 2 above (accounting cycle problem) will result in a slight change in teaching more paper/pencil accounting, incorporating the textbook software

as a practice/instant feedback option for learning. The testing for Goal 3 was not completed due to COVID-19 complications after spring break. This assessment piece

will be incorporated into the online classes going forward.

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Email Academic Year

HTHMNSS Administration of Justice Jerry Stinson [email protected] 2019-20


The Southwest Virginia Community College Administration of Justice Program’s mission is to provide high quality courses that develop a practical skill set

that prepares students successfully completing the program for professional employment in law enforcement, corrections and the court system as well as

further academic pursuits. This is accomplished by providing a curriculum that emphasizes ethical behavior, professionalism and the application of

academic knowledge to practicum.

Program Goals

Goal 1: To prepare students for careers in the three areas of the U. S. criminal justice system which are the police, courts and corrections.

Goal 2: To prepare students to be successful whether they choose to begin professional employment or pursue further academic training.

Goal 3: To prepare the student to apply critical thinking skills to both material and abstract concepts inherent in the criminal justice system.



Student GPA will be positively impacted by having all ADJ student enroll in the SDV-100 course, which emphasizes the critical thinking component.

Student GPA of the 2017-18 cohort will be measured against that of the two preceding cohorts who were enrolled in either the SDV-101 course prior to the re-design or SDV-101 Orientation to ADJ. The measure will be taken at the end of each of the five semesters till the cohort graduates. As a further validation both the 2017-18 and 2018-19 cohorts will be measured.

The success standard will be a 5% increase in the number of students who score greater than a 2.0 in courses, which require a critical thinking component. These courses will be representative of both the major and general core. The classes to be measured are ENG-111/112, ADJ-100, ADJ-131, HIS-121, ENG-242, ADJ-211 and ADJ-201.

The 2015-16 cohort had 53.85 % of its members who scored a 2.0 or greater in the courses measured. The 2016-17 cohort scored much better with 66.67% scoring a 2.0 or greater. After the course redesign that incorporated critical thinking the 2017-18 cohort scored 62.96% in the measured classes. Which was a change of -3.71 %. The most significant change was in the 2018-19 cohort in which 72.41% scored 2.0 or greater. This is 9.45% better than the 2017-18

With permission I would like to visit this issue one last time with the 2019-20 cohort for the reason stated in findings. I also plan to incorporate more critical thinking exercises in the other courses that I instruct having seen the results.

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cohort, 5.74% greater than the 2016-17 and 18.56% better than the 2015-16 cohort. I believe that based on the significant improvement that the critical thinking components are garnering the effect that was predicted. The variance in the percentage suggests that the 2017-18 cohort was anomalous. A final visit of this assessment category using the 2019-20 cohort may clarify the variance in the 2017-18 group.

Student retention will be increased due to the student cohort being engaged in summer classes in the first year of the program.

Student retention will be measured against the final traditional group who went four semesters who with a higher number of credits and did not have courses scheduled in the summer.

Student retention in the fall constituting their sophomore year will be a 5% increase over the traditional four semester model.

The data collected from the 2015-16 cohort which represents the final four semester cohort found that 61.56% of the students returned to begin the second year. The data from the 2016-17 cohort which utilized the five semester, constant engagement model found that 63.36% returned a 1.8% increase, 2017-18 cohort had 62.96% return which represented a 0.4% drop. The 2018-19 cohort had 75.86% of its members return representing a 14.30% increase over the four semester model.

Based on the findings the use of “constant engagement” for the students enrolled in the ADJ course of study appears to be having a positive effect. The next course of research will be to evaluate the courses offered during the different semesters. I will place emphasis on the Internship (ADJ-290) and its value to students in its current position in the last semester.

107 | P a g e



1. The findings will be shared the Division Dean for distribution to those in charge of the instructional design of the SDV-100 course. These findings may be used as a part of the study of effectiveness of the critical thinking re-design.

2. The Program Director, ADJ Faculty and Division Dean will use the results to attempt to determine any correlation between the use of the five semester “constant engagement model” to increase student retention. This may be of use to other Program Directors as they explore retention as well as course sequencing with their Advisory Boards.

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Division Program Lead Faculty Email Academic Year

Business, Engineering, and Industrial Technology

Administrative Support Technology AAS

Janet Rowell [email protected] 2019-2020


The Administrative Support Technology (AST) Associate of Applied Science Degree program mission is to positively impact the residents of this community through academic and economic empowerment by providing a comprehensive educational foundation of skills required in the field of administrative support technology for the workforce of the region.

Program Goals

Goal 1 Provide students with opportunities to earn industry recognized certifications

Goal 2 Deliver instruction that adequately prepares students to implement critical-thinking skills in Microsoft Office 2019 applications



1. 75% of AST program

students enrolled in ITE 115

will be certified in digital

literacy

1. Digital Literacy Certification earned

1. Score at least 85% on the

Digital Literacy Certification exam

1. 100% earned a score 85% or higher on the

certification exam

1. Continue Digital

Literacy Certification

exam requirement

2. Utilize the critical thinking

skills baseline of AST


2. Assess AST students' critical thinking skills using QEP rubric in ITE 115

2. Score at least 85% on the

critical thinking projects

2. 100% earned a score of

85% or higher on the


2. Modify topics covered in

the critical thinking

projects

3. Due to COVID-19 utilize temporary testing flexibility of AST students enrolled in

ITE 115

3. Assess AST students’ Microsoft Office application skills

3. Score at least 70% on

Microsoft Office exam

3. 100% earned a score of 70% or higher on the Microsoft Office exam

3. Implement alternative measures of success applying Microsoft Office skills



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Make use of alternative testing methods including the addition of timing restrictions and redesign multiple choice questions as measures of success.



Email Academic Year

BEIT Advanced Manufacturing AAS Christopher Joe Godsey and

Steven Olinger

[email protected]

[email protected]

2019-2020


The mission of the Advanced Manufacturing program at Southwest Virginia Community College is to properly train and educate students for employment in an

automated advanced manufacturing plant. Advanced Manufacturing is a field that blends mechatronics and precision machining. Studies include mechanical,

electrical, and computer science. Students pursuing an Advanced Manufacturing AAS will receive a wide range of industry related training. This training

consists of Basic Electricity, Electronics, Robotics, Industrial Safety, Mechanical Components, Hydraulics, Pneumatics, Motor Controls, Blueprint Reading, PLC

Programming, Troubleshooting Techniques, Employment Preparation, Digital Literacy, and various other industry related skills.

Program Goals

Goal 1: To graduate students who demonstrate the abilities needed for employment in the automated advanced manufacturing job market.





110 | P a g e




demonstrate good problem

solving and critical thinking

skills needed for employment.

There will be several written

and hands on tests. These

tests will include several

NCCER certification tests as

well as comprehensive

knowledge exams in each of

their core classes.

70% of the graduating


program with a grade of “C”

or better.

Results will not be available until

end of May. However,

preliminary analysis appears to

show that more than 70% of the

graduating students will be

completing with a grade of “C” or

better.

No action is needed at this

time.

Goal 2a: Students earn their

Career Readiness Certificate.

Percentage of students that

successfully earn the Career

Readiness Certificate.

70% of the students

successfully pass the Career

Readiness Certificate Exam.

(Spring 2020)

Due to COVID-19 students were

unable to take this exam.

Find an equivalent alternative

online test to ensure that

students can still complete

this examination if online

testing is required in the

future.

Goal 2b.Students earn

nationally recognized

credentials.

(NIMS) National Institute for Metalworking skills Certifications.

70% of students pass three


credentials by the end of

program.

34% of students earned three

credentials.

COVID-19 hurt my findings

since most certifications are

earned in April-May.

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Goal 3: Increase utilization of

Canvas by Advanced

Manufacturing students.

Weekly Online Activity in

Canvas Analytics for students.

Students should have an

average of at least one page

view per student per week.

Measured (1/12 to 3/1)

MEC 155:

Average Weekly Page Views Per

Student: 12

MEC 165:


Student: 7

Continue adding additional

online material, and

reinforcing CANVAS

integration to promote online

learning.



These goals are only for the Spring 2020 semester, I started full time in January 2020.

Additional testing and certifications are under evaluation to ensure that students will still be able to get industry certifications if a pandemic alters course

offerings in the future. Both of the courses monitored in goal 3 above were completed before COVID-19, but adding an online presence to these courses

could greatly enhance future offerings. I also noticed that adding occasional CANVAS quizzes during in person classes really started getting students to pay

closer attention to CANVAS at all times.

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Email Academic Year

BEIT Business Management AAS

and Management Specialist

CSC

Loretta Beavers [email protected] 2019-2020


The mission of the Business Management Program is to cultivate management skills and professional mindset in prospective managers and business leaders by

providing quality instruction concentrated on developing soft skills, including effective communication, critical thinking skills, presentation skills, and time and

technology management skills to students preparing for employment and/or promotions in management related areas.

Program Goals

Goal 01: Provide opportunities in which students will demonstrate recognition, knowledge and competency in soft skills related to communication.

Goal 02: Provide students with opportunities to hone critical thinking skills through developing analytical and decision making skills.

Goal 03: Enhance students’ awareness of the importance of time management in projects, decision making, and technology usage.




113 | P a g e


demonstrate an understanding

of the basic development of

soft skills starting with the

recognition, knowledge, and

competency in soft skills

through their mannerism in oral

and written communication,

critical thinking, and social

understanding.

Students will be assigned to

identify soft skills and non-

cognitive skills in the

presentations of their work in

forms of discussions and

essays. Measures will be taken

through evaluations of

students’ content information,

writing skills, and peer-to-peer

interactions in class

discussions and written

assignments. Online students

will describe both positive and

negative situations and

experiences in reference to

soft skills.

Soft skills will be explained at the

beginning of each semester and in

each course. Students will be

directed to online etiquette sites

such as

https://www.thespruce.com/proper

-internet-etiquette-1216946 to

review correct mannerism while

communicating in the virtual

environment.

Students will be directed to online

writing resources, such Purdue Owl,

and provided with

grammar/punctuation rules posted

within their BUS and MKT courses.

Students will also use correct APA or

MLA formatting in referencing

essays and other written work.

Students are expected to complete

assignments on the collegiate level

of writing skills and content since

correctly presented information is

view more seriously than

information containing mistakes

and presented in a negative

overtone.

Students are polite to their

peers in the online

discussions. Students make

references to their peers’

comments, which indicates

students are reading their

peers’ discussions on the level

of understanding and

analyzing the information.

Rarely are comments

presented in a negative tone,

even if the situation is

negative such as a supervisor

showing favoritism among

his/her subordinates.

Application of soft skills and

mannerism were

demonstrated in the online

discussions.

Students are not reviewing the

online writing resources. Their

corrections are based on

instructor’s corrections of

their work.

Continue to create assignments that

identify soft skills and help students

cultivate such skills as emotional

intelligence, effective decision making,

effective communication, creativity,

professionalism and accountability.

Instructor will continue to make

comments to each student’s initial

discussions and to some replies to

indicate thoroughly reading each

student’s work. By knowing this,

students should more conscious of

presenting their thoughts in a positive

manner. To emphasize the importance

of correct communication

presentations, the instructor will also

continue to make

grammar/punctuation corrections and

make comments to students’ essays.

Emphasize the benefits of reviewing

the information posted on Purdue Owl

Writing Workshop website. Emphasize

the importance of correctly presenting

information by using correct grammar

and positive expressions when

communicating through oral and

written modalities.

https://www.thespruce.com/proper-internet-etiquette-1216946

https://www.thespruce.com/proper-internet-etiquette-1216946

114 | P a g e


demonstrate using critical

thinking skills to identify logical

decision making in given

business scenarios and goal

setting in personal endeavors,

becoming more aware of their

surroundings.

Students will be evaluated on

their ability to understand and

offer possible solutions to

problems in current business

situations. They will also be

evaluated on their ability to

set long and short term goals

using the SMART process.

Students will be instructed to

predict and evaluate possible

outcomes based on their

awareness of emotional

intelligence.

Students will be able to

identify and analyze the

problems, possible causes,

possible solutions and

outcomes. They will

demonstrate ability to make

logical and ethical solutions.

They will also demonstrate

ability to identify logical,

measurable goals, and make

predictions of outcomes. They

will identify their work

experience and decision

making experiences with

management theories.

According to the information

students post in their online

discussions, most students

don’t actively acknowledge

setting personal goals. Most

students identify short-term

goals as responsibilities and

very few students were aware

of the SMART goal-setting

process.

Typically, problems are

acknowledged and students

are more likely to use a

feasible past experienced

solution to solve a problem

rather than using theories.

Students were able to identify

possible causes of business

problems as presented in

discussions and reference

similar situations in their own

work environment. They were

able to make feasible

solutions and interact in a

coherent manner to address

possible solutions.

Continue to create assignments that

emphasize the importance of critical

thinking in developing good leadership

skills in management positions.

Instructor will continue to emphasize

critical thinking skills in logical decision

making.

Continue to include assignments that

emphasize the importance of self-

realization and the influence

mannerism, motivation, and critical

thinking skills has on setting and

accomplishing personal and

professional goals.

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demonstrate their

understanding of time

management, meeting

deadlines, and interacting with

peers online. Students will

identify effects of

procrastination. Students will

also be subjected to prioritizing

responsibilities.

Students will be evaluated on

their promptness and

adherence to assignment

deadlines and their correct

use of technology to create

and submit assignments.

Students should develop an

understanding that peer

interactions are part of

completing discussion

assignments; therefore, they

will acknowledge the

importance of adhering to

deadlines. All students will

adhere strictly to deadlines to

avoid loss of points on essay

and test assignments. Any

confusion or conflicts with

technology should be resolved

or alternatives addressed

before the due date has

passed.

Most late assignments were

due to students

procrastinating and

inefficiently prioritizing

responsibilities.

Some students are reluctant

to prioritize success in their

educational endeavors, thus,

not always adhering to

deadlines. Late-submitted

assignments that require

student interaction limit

interacting with peers on

some assignments.

Create assignments that accentuate

the importance of effective and

efficient time-relevant decision making

in leadership positions.

Be more proactive in emphasizing

deadlines. Allow a two-week grace

period with a one-point-per-day loss

then make the assignment unavailable

when the grace period ends. Be more

interactive with those students who

effectively participate in assignments

so students will know that the

instructor is very active in the online

classes.

Assign students to discuss the

expectations, responsibilities, and

accountability of empowerment and

position authority and the effects of

procrastination on outcomes. Help

students to recognize their own

responsibilities, accountability, and

authority in completing their course

assignments. This type of assignment is

emphasized in BUS 204, Project

Management. In the four project

assignments, students learn the

importance of goal setting, time

management, and planning. They also

learn how procrastination in any of the

individual tasks of the project will have

a negative effect on the entire project.

The student success rate for the Spring

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Emphasize responsibility of adhering to deadlines, actively participating in time management, and correctly presenting ideas and thoughts.

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HTHMNSS Early Childhood

AAS/CSC/Cert.

Kimberly Austin [email protected] 2019-2020


The mission of the Early Childhood Program at Southwest Virginia Community College is to provide accessible, high quality professional preparation in the field of

early childhood education to the students in Southwest Virginia. Graduates are knowledgeable, responsive, and innovative educators who accomplish positive change

in the lives of children, families and communities in the region we serve.

Program Goals

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Goal 1: ECD (Early Childhood Development) students will complete Key Assessments (5) and demonstrate competency in NAEYC standards :

1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.

1b: Knowing and understanding the multiple influences on early development and learning

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

2a: Knowing about and understanding diverse family and community characteristics

2b: Supporting and engaging families and communities through respectful, reciprocal relationships

2c: Involving families and communities in young children’s development and learning

3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children

3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.

3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.

3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments

4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children

4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology

4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches

4d: Reflecting on own practice to promote positive outcomes for each child

5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.

5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines

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5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

6a: Identifying and involving oneself with the early childhood field

6b: Knowing about and upholding ethical standards and other early childhood professional guidelines

6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.

6d: Integrating knowledgeable, reflective, and critical perspectives on early education

6e: Engaging in informed advocacy for young children and the early childhood profession

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Goal 2: Southwest Virginia Community College’s Early Childhood Program will successfully submit the NAEYC self-study and coordinate the accreditation site visit.

Goal 3: ECD graduates will gain employment or transfer to obtain a Bachelor’s degree



Students demonstrate competency in each

NAEYC Standard

Key Assessments 1-5

90% Meet criteria utilizing rubric (attached to each key assessment)

92% meet criteria of

competency for the key

assessments provided. The

assessments in some classes

were accommodated as a result

of Covid-19 and the closure of

childcare facilities

Continue to use the key

assessments as a tool for

assessment, and include the

alternate assessments in the

case centers are not open next

year.


Submission of NAEYC Self-Study and

scheduling of on-site visit

Successful submission 2.

Self-study accepted and on-

site visit scheduled

Self-study is complete. Will be

submitted by 8/15. Timeline has

changed as a result of Covid-19

Send self-study to

administration for review this

summer.

Upon completion of ECD degree, graduates

either gain employment in the field or

transfer to obtain a Bachelors.

1. G

Graduate data gathered

using google form in final

semester

90% of students are

employed or transfer

86% of students graduating in

Spring 2020 are employed or

plan to transfer

Increase articulation

opportunities to allow for

more transfer opportunities

for graduates.


Comments: 2019-2020 was a challenging school year as a result of Covid-19. For assessment purposes, this provided the opportunity to think critically about assessing

students in various ways, for example the necessity to make accommodations for the key assessments that required observation in a EC setting.

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Email Academic Year

BEIT Electrical/Electronics AAS Christopher Joe Godsey [email protected] 2019-2020


The mission of the Electrical/Electronics program at Southwest Virginia Community College is to properly train and educate students in the installation and

maintenance of electrical/electronic systems found in residential, commercial, and industrial facilities. Students pursuing an associate’s degree in

electrical/electronics will receive a broad range of industry related training. This training will prepare students for multiple career paths in the

electrical/electronics field increasing their potential employment opportunities.

Program Goals

Goal 1: To graduate students who demonstrate the abilities needed for employment in the electrical/electronic job market.




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demonstrate fundamental

electrical/electronics principles

needed to enter the workforce.

Goal 1: There will be

several written and hands

on tests. These tests will

include several NCCER

certification tests as well as

comprehensive knowledge

exams in each of their core

classes.

Goal 1: 70% of the

graduating students will

complete the program with a


Goal 1: Official Results will not be

available until end of May.

However, preliminary analysis

appears to show that more than

70% of the graduating students will

be completing with a grade of “C”

or better.

Goal 1: No action is needed

at this time.

Goal 2: Students earn their


Goal 2: Percentage of

students that successfully

pass the Career Readiness

Certificate Exam.

Goal 2: 70% of the students



(Spring 2020)

Goal 2: Due to COVID-19 students

were unable to take this exam.

Goal 2: Find an equivalent

alternative online test to

ensure that students can

still complete this

examination if online

testing is required in the

future. Goal 3: Increase utilization of

Canvas by Electrical/Electronics

students to ensure student

success due to COVID-19.

Goal 3: Percentage

increase in Canvas Analytics

for students.

Goal 3: 100% increase in the

average number of weekly

page views following the

transition to online classes

due to COVID-19. This will be

monitored in ETR 143 and

ELE 211.

Goal 3:

ETR 143:

Average Weekly Page Views

Prior to COVID-19: 63

After COVID-19: 297

Increase: 471%

ELE 211:

Average Weekly Page Views

Prior to COVID-19: 24

After COVID-19: 92

Increase: 383%

Goal 3: Continue adding

additional online material,

and reinforcing CANVAS

integration to promote

online learning.



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offerings in the future.

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Program Assessment


MSHT EMS Technology AAS and Related CSC’s

Bill Akers [email protected] Fall 2019 Summer 2020

Mission

Our mission is to provide Emergency Medical Service (EMS) education of the highest standard; to produce competent, entry-level graduates fully prepared to

begin their role as EMS providers.


Goal 1: At the completion of the program, the graduates will demonstrate the ability to comprehend, apply and evaluate clinical information relative to his/her role as an entry level EMT, EMT, Advanced EMT or Paramedic

Goal 2: At the completion of the program, the student will demonstrate technical proficiency in all skills necessary to fulfill the role of an entry-level EMT, Advanced EMT or Paramedic.

Goal 3: At the completion of the program, the students will demonstrate personal behaviors consistent with professional and employer expectations for the entry-level EMT, Advanced EMT or Paramedic.

Goal 4: At the completion of the Spring 2020 semester, the percentage of students who complete the EMT curriculum and pass the cognitive capstone exam will exceed 75%.

Outcomes Assessment


Goal 1: At the completion of the program, the graduates will

demonstrate the ability to

comprehend, apply and evaluate

clinical information relative to his/her

role as an entry level EMT, Advanced

EMT or Paramedic.

National Registry Paramedic written and

clinical simulation

examination.

Benchmark-Pass rate greater than 90% by the third

attempt.

NREMT exam results to be available by June 30.

Pending


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Outcomes Assessment

Click to enter text. Outcomes Assessment

Comments: National average for NREMT pass rate is 72%


Goal 2 : At the completion of the program, the student will demonstrate technical proficiency in all skills necessary to fulfill the role of an entry-level Advanced EMT or Paramedic.

National Registry psychomotor exam.

Benchmark-Pass rate greater than 90% by third attempt.

Due to the COVID-19

pandemic, NREMT psychomotor exams have

been postponed indefinitely.

Pending

Comments:


Goal 3: At the completion of the program, the students will demonstrate personal behaviors consistent with professional and employer expectations for the entry-level Advanced EMT or Paramedic.

Employment survey administered six months following graduation to

measure employer satisfaction with the graduate’s ability to perform entry-level

Benchmark-90% of graduates will achieve a 2 or better on a

3-point scale multiple-question survey.

A sufficient number of surveys

have not yet been submitted

but should be by May 31

Pending

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Click to enter text. Outcomes Assessment

paramedic skills, their knowledge of EMS, and

their professional behavior.

Comments:


Goal 4: At the completion of the Spring 2020 semester, the percentage of students who complete the EMT curriculum and pass the cognitive capstone exam will exceed 75%.

Performance on the FISDAP EMT-Readiness

Exam

Met or exceed the psychometrically valid cut

score; usually 72%.

Results should be available by

May 31. However, I expect

findings to negatively affected by the pandemic.

Pending

Comments: The FISDAP EMT-Readiness exam is a nationally validated, comprehensive exam. It is highly predictive of success on the National Registry Exam.

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BEIT Information Systems Technology AAS and CSC

Computer Repair Technician, CSC Software Development

Crystal Dye [email protected] 2019-2020


The mission of the Information Systems Technology program is to prepare students for employment in IT related areas and/or for the pursuit of

advanced degrees in Information Systems or Computer Science related programs of study by providing quality instruction, support in the building

of skills and experiences and certifications required for successful employment in information technology areas such as computer programming,

database administrator, information systems manager, network administrator, systems analyst, web page designer and other information

systems occupations.

Program Goals

Goal 1 To graduate students who demonstrate the ability to apply strong IST skills and the VCCS core competencies of Information Literacy and Critical

Thinking. Goal 2 To adequately prepare students for industry certification exams that demonstrate a mastery of core competencies in the IST program.

Goal 3 To expose students to various career paths and essential skills required for successful employment in each of the IST concentration areas.



A. Students will demonstrate good critical thinking and problem solving skills needed for successful employment in IST related careers.

B. Students will demonstrate

A1. Evaluation of the required IST capstone project (ITE298) that requires both Information Literacy and Critical Thinking/Problem Solving

A2. 85% of students will

complete the main

capstone project (ITE298)

with grade of "C" or higher

B2. In ITP251, 75% of


A3. During the Spring 2020 term, 100% of the capstone students enrolled in the ITE198 course scored an 85% or higher on the project.

A4: Due the COVID-19 pandemic during the Spring 2020 term, additional career readiness supplements were included since the course was moved on-line.


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proficient IST skills and problem solving by successfully completing a real-world project in ITP251.

C. Students will be familiar with industry certification exams in an IST concentration area.

D. Students enrolled in the Associates of IST Program will complete an industry related internship either Fall or Spring of the second year of the program (ITE290/298) and participate in the Spring Student Symposium presentations.

(VCCS Core Competencies) and soft skills needed to complete a successful team project.

B1. Evaluation of proficient IST skills and problem solving by completion of real-world scenario projects in ITP251.

C1. Completion of Career Readiness Certification test OR other certification tests in IST areas before graduation. All IST courses preparing students for certification exams will list the certification exam requirement(s) on the course syllabus. ITE115 Digital Literacy Certification test is moved to week 15 to allow exam completion before finals (Short Term Goal - Evaluate each Fall and Spring term).

D1. Evaluation of student internship performance by host sites. Evaluation is also completed by faculty panel of a minimum of 3 members of students symposium presentations.

course project with a grade

of "C" or higher.

C2. At least 70% pass rate

on certification tests taken

before graduation.

Continued syllabi update

for all IST courses to include

certification

requirements/fees/etc.

each term. ITE115 Digital

Literacy exam results can

be utilized to improve the

course design.

D2. 85% of students will

receive a Good or Very

good rating on both the

internship (ITE290/298)

evaluation completed by

their host site and faculty

evaluation of the

Symposium presentations.

B3. During the Spring 2020 term, 100% of the students enrolled in the ITP251 course scored an 85% or higher on the project.

C3. At the conclusion of the Fall 2019 term, students within the ITE115 courses had a 91% pass rate on the Microsoft Digital Literacy Certification exam (*data available in Comments). At the conclusion of the Spring 2020 term, students within the ITE115 courses had a 88% pass rate on the Microsoft Digital Literacy Certification exam (*data available in Comments). All course syllabi on file in the division Deans Office.

D3. No students enrolled in the ITE290/298 Internship course for Fall 2019. Due to the COVID-19 pandemic, Spring 2020 students could not complete the required internship hours.

Instructor utilized the SWCC Career Services Center tools such as "Big Interview" to allow students to practice interview skills. In the upcoming academic year, 2020-2021, this will be built into the course due to positive feedback from students of this tool. The tool also included job searches and resume writing which will also be added to the course.

B4: The course project will be changed this upcoming 2020-2021 academic year. The project will be broken into three sections with different topics of focus to allow additional IT scenarios for students to experience. Again, the course will be offered as an 8W1 prior to the 8W2 capstone.

C4: The ITE115 course will continue to include the Microsoft Digital Literacy certificate as many students complete this course during the first term at SWCC. They will have the opportunity to have a credential.



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In the upcoming Fall 2020 term, the ITE115 course will continue to utilize the Microsoft Digital Literacy Certificate within its curriculum. The continued inclusion of this certification allows students to obtain a certification for both current and future employment and resumes. The use of existing SWCC campus resources such as the SWCC Career Services Center and the tools available allowing students to practice job interviews, creating resumes, and job searches was a wonderful addition to the IST Capstone course. The sources will also be utilized in the capstone course going forward as the students found the materials very useful and enjoyed the virtual interviews. The sources were also an excellent resource in the online classroom. During the last two spring terms (2018 and 2019), students presented their capstone projects in the classroom, due to COVID-19, this was changed to ZOOM in Spring 2020. The positive experience of using the online presentation will be used going forward not only for the capstone project but also for other student presentations. Fall 2019 Completion Data: ITE115-03: 19 Attempts/15 Certifications Received ITE115-05: 13 Attempts/13 Certifications Received ITE115-W2: 26 Attempts/22 Certifications Received ITE115-W3: 17 Attempts/17 Certifications Received ITE115-W4: 11 Attempts/11 Certifications Received

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Email Academic Year

Nursing/

VATNP

VA Appalachian Tricollege Nursing

Program

Deborah Clarkston, Interim Coordinator

Neyia Beavers, Campus Coordinator @ SWCC

[email protected]

[email protected]

2019-2020


The mission of the Virginia Appalachian Tricollege Nursing Program and VCCS Nursing Program Common Curriculum is to provide affordable, community

access to quality nursing education. The VCCS nursing programs prepare qualified students to provide safe, competent, entry-level nursing care in 21st

century healthcare environments. Students are prepared to meet the ever-increasing complexity of the healthcare needs of the citizens of Virginia.

Program Goals

1. Full implementation of concept-based curriculum with no decline in student retention and progression.

At least 90% of students enrolling in NSG 100 or NUR 115 will progress to second semester nursing courses

2. The program's annual licensure exam first-time pass rate will be at or above 80%.

3. Program completion rate will be at or above 70% based on completion in 150% time from initial enrollment.

4. Graduates and Employers will report satisfaction in no less than 90% of all categories of evaluation for entry-level positions 12 months post-graduation.

5. Job placement will be no less than 80% at 12 months after graduation.



At least 90% of students enrolling

in NSG 100 or NSG 115 will

progress to second semester

nursing courses.

(Short-term Goal)

Student enrollment in NSG 100 in fall

2019 with progression to NSG 170 in

Spring 2019 and student enrollment

in NSG 115 in Summer 2019 to 205 in

fall 2019

90% retention 1st to 2nd semester.

(12 students enrolled in NSG

115; 52 students enrolled in

NSG 100)

62 of 64 total students

(96.8%) progressed to

second semester

nursing courses. Goal

achieved.

Continue with actions

associated with new

curriculum.

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The program's annual licensure

exam first-time pass rate will be at

or above 80%.

National Council State Board of

Nursing annual program reports of

NCLEX-RN first-time pass rate for

program graduates and comparison

data for national rates for 2019

First-time pass rate for VATNP

students at or above 80%

minimum.

NCLEX-RN first-time

pass-rate for VATNP

87.7%. Goal achieved.

Continue with current

NCLEX-RN Preparation

Activities

Program completion rate will be at

or above 70% based on completion

in 150% time from initial

enrollment (2019 Grads)

Program completion based on initial

enrollment in NUR 108 or NUR 115.

70% of students enrolled in

NUR 108 in fall 2017 or NUR

115 in summer 2017 will

complete the program in

150% of time recommended

by curriculum outline.

Program completion

rate for 2019

graduates was 73%.

Goal achieved.

Continue to utilize the

college early alert system

and review areas of student

weakness through ATI

results and NCLEX results.

Graduates (1 yr. after program

completion ) and Employers will

report satisfaction (Very Well or

Adequate) in no less than 90% of

all categories of evaluation for

entry level positions 12 months

post-graduation (2019 Grads).

Collection and analysis of graduate

and employer satisfaction survey one

year after students’ graduation from

VATNP. Survey based on graduate

outcomes.

Average score on each

measure is very well or

adequate in no less than 90%

of all components of the

survey.

Data available after

May 2020

Job placement will be no less than

80% at 12 months after graduation

(2019 Grads).

Job placement measured by return of

graduate surveys will be no less than

80% at one year post-graduation.

80% of students returning

student surveys at one year

post-graduation will report

employment in an RN

position.

100% Employment

within 6 months of

graduation.

Continue with current

efforts to assist student in

pursuing employment

opportunities and return of

graduate surveys. Analysis/Use of Results


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Email Academic Year

HTHMNSS OTA Annette Looney [email protected] 2019-2020


The OTA program shares Southwest Virginia Community College’s mission and values and is committed to providing educational experiences for each OTA

student that will prepare him/her to qualify as a contributing member of the health care team who will care for patients under the supervision of a

Registered Occupational Therapist. Focus on a student-centered learning approach to develop the knowledge base and clinical reasoning skills, assists in the

transition from student to OT practitioner. In addition, the OTA’s program mission emphasizes the importance of lifelong learning for the occupational

therapy assistant student and an importance of community service. In an effort to meet the needs of the community, the SWCC OTA program has developed

an expanded site location on the campus of the Virginia Highlands Community College.

The OTA program at Southwest Virginia Community College with expanded site at Virginia Highlands Community College vision is to be a regional leader in

occupational therapy assistant level education, providing the community and beyond, occupational therapy assistants to contribute to the healthcare team.

The goals of the occupational therapy team are to develop, restore, or maintain adaptive skills in individuals whose abilities to cope with daily living are

threatened or impaired by disease, injury, developmental disability, or social disadvantage. Successful completion of the program will: 1) qualify the

student to obtain employment as an OTA; and 2) qualify the student for eligibility to sit for the national certification examination for occupational therapy

assistants administered by the National Board for Certification in Occupational Therapy, Inc. (NBCOT). Upon successful completion of this examination, the

individual will become a Certified Occupational Therapy Assistant (COTA).

Program Goals

Goal 1: The SWCC OTA program will graduate highly qualified OTAs who will pass the national board exam.

Goal 2: The SWCC OTA program will partner with the community in order to provide fieldwork placements that promote occupationally relevant learning experiences.

Goal 3: The SWCC OTA program will foster a learning environment that encourages completion of academic goals.

Goal 4: Students will engage in community-based service learning experiences to enrich their academic and clinical knowledge while providing increased

exposure of occupational therapy in the college service region.


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1. Students will demonstrate

entry-level application of

knowledge and skills for

practice as an OTA.

2. Students will exhibit clinical

behaviors, utilizing knowledge

and clinical reasoning skills to

successfully meet fieldwork

expectations.

3. Students will demonstrate

through discussion an

awareness of program

requirements and resources

available to support achieving

academic goals.

4. Students will participate in

service learning projects

designed to improve their

clinical interaction skills and

promote occupational therapy

in the community to enrich

their academic and clinical

knowledge while providing

increased exposure of

occupational therapy in the

college service region.

Goal 1. Board exam

pass rates

Goal 2: Level II

fieldwork performance

evaluations

Goal 3: retention rates

Goal 4: Evaluation of

effectiveness rubric

checklist completed by

community

representative and/or

Goal 1. An average pass rate over the

3 most recent calendar years for

SWCC OTA graduates attempting the

national certification exam within 12

months of graduation from the

program must be 80% or higher

(regardless of the number of

attempts).

Goal 2. SWCC OTA students will have

a high pass rate (90% and above) for

Level II clinical experiences upon first

attempt as measured by the

performance evaluations.

Goal 3: The retention rate for

students in the OTA program will be

60% or higher average over a 3-year

period.

Goal 4: Documentation of at least

one community service learning per

semester that fosters student

learning in a community area.

1. While an average pass rate

over the 3 most recent

calendar years for SWCC OTA

graduates attempting the

NBCOT exam within 12

months of graduation from

the program must be 80% or

higher (regardless of the

number of attempts), has

been achieved with 87.69%,

the 2019 individual calendar

year saw a drop in board pass

rates per reporting at NBCOT

page, however, it is important

to note that these numbers

include candidates from the

previous graduating year who

had delayed taking the board

exam. For the OTA class of

2019, 17/18 (94.4%) passed

during the 2019 calendar year,

while 2 students still have yet

to take the board exam.

2. SWCC OTA students

achieved a 100% fieldwork

pass rate for the 2019

graduating class. 2020 OTA

students have not all

completed Level II fieldwork

due to delays from COVID-19.

3. Retention rate for students

in the OTA program over the 3

year period of 2017-18-19 is:

81.7%

1. Encourage students to

schedule board exam in first 3

months after graduation since

waiting longer times seems to

correlate with lower chances of

passing exam on first attempt.

Also, bring back mandatory

board exam review seminar

attendance - SWCC hosted

TherapyEd.

2. SWCC fieldwork coordinator

will continue working closely

with fw educators in

accordance with ACOTE

Standards to determine

appropriate learning

experiences and recognize any

problem areas with students so

these can be addressed early in

FW to promote successful

experiences.

3. Continue to work closely with

students on academic advising

and early intervention through

advising and tutoring, when

needed, to promote higher

retention. Review with

advisees curriculum mapping

worksheets to best advise

students for completion of their

degree and/or certificate. Analysis/Use of Results

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NBCOT Board Results were posted in late March 2019 for the 2018 year. Unfortunately, the 2019 calendar year saw a drop in board pass rates (19/24 = 79%).

Upon further investigation, the 2019 OTA graduating class had 20 graduates. 2 have not attempted the board exam. As of 12/31/2019, 17/18 (94.4%) had

passed the board exam. The drop in pass average appears to be from 2018 graduates who delayed taking the board exam and then didn't pass the exam in

the 2019 year.

Clinical fieldwork experiences have been more challenging to complete due to the COVID-19 restrictions, however, telehealth and alternative online

simulations through SIMUCASE have been utilized in 2020 to supplement traditional clinical experiences and meet the demands of current healthcare trends.

The OTA program is excited about the recent changes in programming structure as we move to a one-college program, providing students with access to a

variety of new program resources while incorporating online and live learning experiences reflective of current practice models.

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HTHMNSS Radiologic Technology Christy Lee [email protected] 2019 - 2020


Program Mission: The cooperative Radiologic Technology Program at Southwest Virginia Community College is dedicated to serve students from Southwest Virginia and east Tennessee.

The Program will provide a quality educational experience in the art and science of radiologic technology and help the students succeed, both academically and clinically, as entry-level

radiographers. It is the Program’s aim to provide a sound foundation for our students towards building a rewarding professional career, and an opportunity to qualify as a valued

contributing member in the healthcare team for our region.

Program Goals

Goal 1 Retention of first-year (freshman) students accepted into Radiography for summer through spring semesters; 90 %.

Goal 2 Retention of second-year (sophomore) students accepted into Radiography for second summer through spring semesters; 90 %.

Goal 3 Retention of all students accepted into Radiography through completion; 80 %.

Goal 4 Graduates will successfully pass the ARRT certification examination.

Goal 5 Graduates who seek employment will find employment within the first twelve months following graduation.


Outcome Sought Measures Benchmark Findings Action Plans


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1, 2, & 3

Retention of students through the academic

rigors of required courses for radiography

through program completion.

Freshman 2019-2021

class

Sophomore 2018-

2020 class

Program Completion

2017-2019 class

90%

90%

80%

2019-2021 class: Nineteen

students began this

cohort. During/after fall

2019, three students

withdrew from the

program for personal

reasons – stating “not

what I want to do”, “a lot

on my plate right now”,

and “taking time off from

school”. During spring

2020, one student

withdrew for personal

reasons, stating “not what

I want to do…can be a

property manager” and “a

lot on my plate”. This

leaves 15 out of the

original 19 for this cohort,

and a 79% retention rate

from summer 2019 –

spring 2020.

2018-2020 class: Twenty-

nine people originally

began with this cohort.

During/after Fall 2018,

two were dismissed for

grades (D in RAD 121 & F

None of these three benchmarks were met. Most of the attrition was due to personal reasons. Out of these three cohorts, we lost 21 students total. Of those 21, only 5 were dismissed for grades. Of those 5, 3 rejoined the program with the next cohort. We have added information to the applicant information session regarding the rigors and required commitment for the program. We have let recent graduates and 2nd year students speak to applicants during the applicant information session. We added the TEAS test as an additional requirement for application. Faculty are available to students for consultation, both before entering and during the program, regarding academic and personal issues related to program progression & continuation.

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in RAD 110) and five

withdrew for

personal/medical/financial

reasons. One student, of

these five, relocated to

North Carolina because of

a spouse’s job relocation.

During/after spring 2019,

four additional students

withdrew for

personal/financial/family

reasons. One of these five

stated that she “doesn’t

think this is for her”.

Another stated that she

“could make more money

doing hair”.

This gives a current

retention rate of 62%.

This totals 11 students

who have left the program

for one reason or another.

Three of these 11 rejoined

with the 2019-2021 class

(1 of the 3 was the one

originally dismissed for

grades). Two of those

three were dismissed from

the 2019-2021 cohort for

grades after the fall 2019

semester. One remained,

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and according to the

JRCERT, if she finishes with

the 2019-2021 cohort, she

will complete the program

within the 150% of the

program stated length and

will not count toward the

2018-2020 attrition data.

She is currently on track to

finish with the 2019-2021

cohort. If she finishes, the

retention rate will change

to 65.5%.

Program Completion 2017-2019 class: Twenty-three students began this program (completed the first 5-week semester). One student withdrew after the first 5-week summer semester due to personal reasons, stating “this is not what I want to do”. In the first fall semester, one additional student withdrew (in November) due to personal reasons, stated a similar reason, “not what I want to do”. Another student verbally indicated to the faculty, during the fall semester, that she would

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be withdrawing at the end of the fall semester, citing family, personal, and health issues. In 2019, 75% of the students who began with this cohort completed.

Three of this cohort’s

students were dismissed

for grades (all three had Fs

in RAD 110 F17 and Ds in

RAD 121 F17) at the end of

fall semester. Those three

have returned to the

2018-2020 cohort, so if

they finish, then they will

complete the program

within 150% of its stated

length and the 75% will

change to 78.26% . They

are on track to finish

during summer 2020.

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4.

2017-2019 Class

Prepare knowledgeable graduates with

academic knowledge and professional

readiness.

American Registry of

Radiologic

Technologists

(ARRT) Certification

Examination

80% Twenty students took the

registry within six months

of finishing the

program. Only thirteen

were successful on their

first attempt (65%). The

program reached out to all

who were unsuccessful

and held a tutoring review

session. We discussed

HESI specific remediation

packets and topics which

still confused them. We

also discussed basic test

taking skills with the

students. One of the

seven did not respond to

the invitation, nor did she

attend the review. Two

students purchased

Corectec and/or

RadTechBootcamp

software to assist with

registry preparation. Four

students are getting

private tutoring (two with

an area radiologist, two

with a technologist).

As of May 2020, 16 out of

20 students have passed

There has been a steady decline in ARRT pass rates since

2017. In the same timeframe, the program has added

mandatory remediation, additional tutors, Adaptive

Quizzing (used for both remediation as well as registry

prep), and HESI Modular/Practice/Exit Exams testing

(during their last 6 months as part of registry prep),

TEAS as part of admission. Some of these changes were

targeted at attrition, but the faculty hoped the changes

would also positively impact the ARRT pass rates. So

far, we have not seen this result.

The faculty discussed this with our former program

director, who is also our current Advisory Committee

Chair. He looked over the data and asked questions

about the students. He suggested we use focus groups

to see what the CIs see of the students just before they

graduate as well as what the students think would best

help them.

The faculty held the fall Clinical Instructor meeting in

September, 2019, and this issue was one of the agenda

items. Some of the items discussed about these seven

students included:

1. All had employment a. At least 5 of the 7 were employed in XR

before finishing school b. 2 worked outside of XR c. One was also working another job as

well 2. One had a death of a close friend within 24

hours before test 3. Two discussed non-supportive

family/significant other

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the ARRT registry exam,

equaling an 80% registry

pass rate for all students,

including students who

had to repeat the exam.

4. One declared pregnancy, and discussed it being unplanned, which was very stressful for her

5. 4 of the 7 had been academically dismissed from the program from a previous cohort (3 from the 2018 cohort)

6. 3 of the 7 were on academic probation from RAD 110 from Fall 2017 but passed Fall 2018

7. One of the 7 was both dismissed from a previous cohort and on academic probation in Fall 2017

8. Some reported that techs kept saying the registry “isn’t as hard as people say”

9. One repeatedly stated that she was “Done” and “Over it” during review

10. One stated “What’s the point with all that Ballad has done? I can make more at Panda Express.”

11. At least 2 repeatedly stated they are poor test takers

12. One stated understood material if asked straight forward only, not if the question was turned around differently than she understood it

13. Some stated the review class was too crammed 14. Perhaps this is an anomaly, not the norm.

The former PD and current Advisory Chair attended the

CI meeting as well. He brought up the idea of focus

groups with students, just to see what kind of insight

they can give (recent graduates and current students

both).

The former PD & Advisory Chair cautioned to not have a

“knee-jerk” reaction to this data at the current time. He

advised to wait on the additional focus group results as

well as Assessment & Advisory Committee input. He

also advised that we needed additional years of data

143 | P a g e

with the changes since 2017 to better assess true

trends.

Benchmark met with repeated testing.

5A.

2017-2019 Class

Prepare graduates with appropriate entry-

level technical skills for a successful career in

radiography.

Employment within 12

months post-

graduation.

80% 100%

All students seeking

employment were

employed within 1 year of

graduation. One student

indicated she was not

seeking employment.

We have a 5 year average of 100% job placement rate

for students who are seeking employment. We

continue to communicate with area employers and

advertise employment opportunities to our students

and graduates via discussions, emails, and social media.

144 | P a g e

5B.

2017-2019 Class

Prepare graduates with appropriate entry-level

technical skills for a successful career in

radiography.

Apply knowledge of

technical factors (kVp,

mAs) in to demonstrate

anatomical structures

on an image using the

Student Competency

Form by Faculty, #6,

RAD 290

95% of students will

pass line item #6 on

measurement tool

100% Students are re-evaluated by the clinical coordinator on

an examination that they have previously completed

competency on. Number six on the student competency

form by faculty deals with technical factors. The clinical

coordinator evaluates the students for competency on

the exam, as well as, a technical factor check. The

student and coordinator discusses manually setting kVp

and mAs on the exam. They also discuss the 15% rule

and mAs compensation. The aspects of distance are also

deliberated. The program hopes the re-evaluation

process will keep students from becoming complacent

on routine exams. It also aspires to keep the students

studying technical factors as well as anatomical

structures.



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APPENDIX A


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Certificates and Diplomas

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Email Academic Year

BEIT Heating Ventilation and Air Conditioning

Certificate and CSC

Nick Nelson [email protected] 2019-2020


The program in HVAC/R industrial technology is career-focused educational training for both traditional and non-traditional students. Teaching philosophy

shall focus on importance of academic instruction set; covering theory through creative problem solving along with comprehensive competency based

performance. Goals shall be accomplished by providing in-depth, affordable and quality training utilizing qualified instructors. Faculty shall have experience

in trades skills related to refrigeration, air distribution and electrical controls for a dynamic, ever growing and rapidly changing field of study. Thereby, study

shall provide training and foster the mission of the department and that of the college by offering lifelong learning opportunities for the professional

technician while meeting needs of community partners and regional employers. Program Goals

Goal 1: Develop and expand qualitative approach for assessing problem sets through clear estimation, investigating and diagnostic; as related to both

physical and social impact on stockholder.

Goal 2: Develop understanding of hazard analysis, risk assessment, probability of harm and hazards encountered; along with protective measures as required within the dynamic work environment to safety and successful resolve workplace issues.

Goal 3: Promote awareness that being a successful skilled trade person encompasses all facets of human psychology, equipment mechanics, elements of

science and physic, as well as that of being a good communicator.

Goal 4: Student learners shall enhance their understanding of the requirement of the technical trades through personal observation at remote field site

visitations.

Goal 5: Program contribution to conduct all 7 of 12 the required HVAC courses as a hybrid course offering, requiring more personal interrelated electronic

communication via email and Canvas media.

Goal 6: Helping student program completers to attain one national certification for the trade related mandates and industry recognized industry

credentials. To include EPA 608 & 609 certifications, NCCER certifications and NC3 certifications.


Outcome

Sought


Goal 1: Critical

thinking enhanced

via field related

problem solving

1: Host internship evaluation 1: An overall 3 on a 4 point

scale

Pending: Host internship

evaluations will not be

available for Summer 2020

until August 2020.

Pending

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Goal 2: Improved

safety & work

habits both within

the lab and

through On Job

Training (OJT)/On

Job Learning (OJL)

2: Lab activities, safety quizzes, Host

Company’s internship feedback

2: Reduction in lab/job related

injuries (100% of participants

PASS QUIZ RELATED TO

SAFETY); positive reporting by

Intern’s Host Company of

satisfactory student

performance

2. Host internship activities

shall be completed Summer

2020, to helps student to fine-

tune motor & critical thinking

skills; and evaluate work

safety readiness.

100% of students passed the

safety quiz with at least a 93.

2. Pending -spring/summer

2019 / 2020

Goal 3: Good

customer relations,

work ethics and

soft skills

development (i.e.

resume

development)

3: Personal interview with host companies

and students to evaluate student's

progress; Invite third party lecturers

(college staff and/or area businesses) to

discuss needed soft skills

3: Positive feedback from the

community stakeholders (80%

or more employer score 3 or

higher)

3. To be completed spring

2020: objective provided

valuable understanding for

need to enhance soft skill

training (i.e. ethics, resume &

job interview)

3. Pending

Goal 4 (short-

term): Improve

student

understanding for

technical trades by

completing field

trip visitation

4. Allow students/host companies to

discuss current issues and changing

technology

4. 4. Due to Covid-19 we were

unable to complete field trips

as planned.

4.

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Goal 5: Offer all

four of the related

HVAC fall 2020 day

courses as a hybrid

having an on-line

component to

foster learning for

electronic

communication via

computer

applications

Canvas). Especially

targeted to the

non-traditional

older student

populace.

Require students to access the on-line

Canvas site to facilitate class activities and

to utilize email to communicate with

Instructors and class members as related

to class work.

Having 100% of all enrolled

students to utilize the on-line

component of Canvas

discussion board; especially to

collaborate on varied topic

areas for related assignments

to develop a team approach.

Due to the changes brought

on by conditions that now

exist utilization of Canvas and

email is no longer an option

but our reality

Goal 6: National

Industry

Certification

required by the

EPA for workplace

application

6. Completion of third party - proctored

exams for EPA 608 & EPA 609 certification

and/or industry readiness examination.

6. 70% applicants successful

complete taking the EPA

examination

The students who required a

retake of the EPA exam were

prevented from doing so due

to the need for it to be a

proctored test they have ten

months to complete the

retakes.

Continue to promote and have

the students complete the EPA

certification.



Evaluate and adjust HVAC department program offering, based on “Host” and employer feed-back coupled with student interviews; and developed in

conjunction with comments from SWCC's colleagues related to the OJL/OJT (On-Job Learning/Training – Internship and actual work activities after

employment); data to be utilized to correct any deficiencies or highlight strengths; to include incorporating more nationally recognized terminology for the

HVACR trades sector. During late Spring semester 2020, HVAC students are encouraged to take third party and become well versed in the new EPA

regulations being implemented. Students will be given the opportunity to take NC3 tests for certification

149 | P a g e




Legal Studies Janet Rowell [email protected] 2019-2020


The Legal Studies (LGL) Career Studies Certificate program mission is to positively impact the residents of this community through academic and economic empowerment by providing a comprehensive educational foundation of skills required in the field of legal studies for the workforce of the region.

Program Goals

Goal 1 Provide LGL students with opportunities to earn industry recognized certifications

Goal 2 Deliver adequate instruction that prepares students to implement critical-thinking skills in Microsoft Office 2019 applications



1.85% of LGL students

enrolled in ITE 115 certified

(short and long-term)


1. Earn a score 85% or

higher on the

certification exam

1. 100% earned a score


certification exam

1. Continue Digital


exam requirement

2. Utilize the critical thinking

skills baseline score of LGL


(short and long-term)

2. Overall average score earned on critical thinking projects in ITE 115

2. Earn a score of 85% or

higher on the critical thinking projects

2. 100% earned a score of

85% or higher on the critical thinking projects

2. Modify topics covered in

the critical thinking projects

3. Due to COVID-19 utilize

temporary flexibility to meet

LGL 190 internship

requirements (short term)

3. Internship contact hours

3. Meet 100% of the

required 72 contact hours

3. 100% met the 72

contact hour requirement

3. Collaborate with

internship site supervisors to

determine appropriate activities



Develop a listing of activities in which LGL 190 students can participate while following CDC COVID-19 guidelines. Activities should provide development of skills that can be used in a law office.


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Email Academic Year

HTHMNSS Practical Nursing Linda Cline [email protected] 2019-2020


To provide an education that will promote learning and application of skills required to be competent as a Licensed Practical Nurse. To provide an opportunity to the student to maximize their individual abilities through education, self-growth, and eventual employment.

Program Goals

1. Eighty percent of all graduating students will pass NCLEX-PN.

2. Eighty percent of the PN students will meet or surpass the benchmark score of 850 for the HESI Critical Thinking Exam. (short-term)

3. Eighty percent of the PN students who begin the program will complete the program.



151 | P a g e

GOAL 1

Eighty percent of all graduating

students will pass NCLEX-PN.

NCLEX-PN NCLEX-PN: 80% of Students

pass first attempt

As of 5/18/2020 all students

that have taken the NCLEX-PN

have passed so we are 100%.

We still have one to take the

last week of May Corona virus

permitting. Even if she is not

successful our pass rate would

be 90% so that would

constitute meeting the goal.

Preparation for the NCLEX PN will begin in first semester by using Adaptive Quizzes, Specialty Exams, PN Case Studies, Practice Tests, On Line Review and Predictor Test as provided by Elsevier.

PNE 195 in the first semester will assist with the development of study and test taking skills.

PNE 295 is specific to NCLEX test plan and success in test-taking strategies

GOAL 2 Eighty percent of the PN students

will meet or surpass the benchmark

score of 850 for the HESI Critical

Thinking Exam.

(Short-term)

HESI Critical Thinking Exam; in

first semester & in final

semester

Benchmark at 850 We did not meet this goal. It

has been determined that the

students are not serious when

taking this exam due to it not

counting as a major part of a

grade so we feel that it is not a

good predictor. We also did

not get to administer this

exam as it should have been

administered during the spring

semester due to remote

learning caused by COVID-19

and closing of the testing

center. During our next

program assessment we will

choose a new goal that will

produce more accurate

results.

Scores will be compared from beginning of the program until completion.

Critical thinking skills will be explored, reinforced & practiced through the use of didactic content presentations, case studies, simulations & in clinical practice.

152 | P a g e

GOAL 3

Eighty percent of the PN students

who begin the program will

complete the program.

Attrition rate will be evaluated

at the end of each semester

Less than 20% attrition rate We out of 25 students have

retained all but two students.

This puts us at 92% retention.

The students that were

unsuccessful were

remediated, however due to

circumstances were not able

to pull their grades up. These

students did withdraw

without academic penalty.

Beginning in the first semester, any time a student scored less than benchmark of 80% on test or assignment, the student is required to meet with faculty for remediation.



We will continue as best we can with our methodology for goals number 1 and 3 with the COVID-19. We will change our remediation to either phone meetings or Zoom

meetings for remediation. Goal number 2 will need to be changed all together for the new year. We will probably keep the same goals on 1 and 3 and not make much

change as far as percentages due to COVID-19 impact.

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Email Academic Year

BEIT

Welding Diploma, Welding

Career Study Certificate &

Manufacturing/Fabrication

Career Study Certificate

Allen L. Martin

[email protected]

2019-2020 Program Mission Statement

The mission of the Welding and Manufacturing/Fabrication programs is to serve as an educational resource for people of all ages and backgrounds who

wish to explore, understand, apply and master the various processes of welding and fabrication. The Welding/Machine Tool Programs have the need to keep

evolving and improving. Both programs seek to provide up-to-date instruction related to these constantly changing technologies for those seeking

employment in these fields. The programs maintain strong relationships with local industries in order to remain responsive to industry needs. In order to

produce professionals for a competitive job market, high standards of personal development are continually stressed. Program Goals

Goal 1: Continue to improve the entry level instruction of the 1st semester welding students in preparation of meeting the American Welding Society’s

national standards of testing and compare to last year’s results. (Short term goal will be measured by December 2019). As the AWS (American Welding Society) is changing the policies and rules of welding it is also important that we do the same.

Goal 2: Continue to assist students in developing the appropriate “soft skills” needed for gainful employment in business and industry and compare to last

year’s results. As the continued growth of our businesses so is the soft skills needed for the appropriate jobs.



1. To produce trainees who can

follow given weld procedures

and produce welds compliant

with the AWS welding

standards.

Evaluate trainees on the

ability of following weld

procedures, along with quality

welds that meet the American

Welding Society standards.

Reaching for an improvement

beyond the previous year’s

welding program 83% success

rate.

The current year success rate

was 80%. This was 3% lower

than the previous years.

Increase the participation rate of

credit-based students in AWS

certification testing. Develop an

implementation plan to integrate

the testing into the respective

courses.


154 | P a g e

2. To produce trainees who are

prompt about class starting

times, class breaks and class

ending times.

Class daily activity- schedule

and attendance policy is listed

in course syllabus.

Attendance will be taken daily.

Class time schedules are to be

closely adhered to by

instructors.

Trainees can accumulate 3

unexcused days of absence or

6 unexcused days of tardiness,

before being in danger of

receiving a failing grade.


beyond the 67% success rate.

The current year success rate

was 78%. Due to full-time

faculty turn over during the

mid-fall semester, the

previous year’s data is

unavailable for comparison.

Consult with students about

tardiness and attendance as

needed, and determine a

resolution that best fits the

student’s needs.

155 | P a g e

3. To familiarize trainees with

the most popular soft skills

companies look for when

hiring.

Conduct exercises that

measure:

Personal Traits

Attendance/ Punctuality

Grooming Appearance

Interest in Work

Cooperation

Initiative

Adaptability

Attitude/ Personality

Dependability

Pride in Work

Abilities

Organization

Following Instructions

Constructive Feedback

Attention to Details

Time Management

Getting Along with Others

Skill Performance

Quantity of Work

Job Knowledge


beyond the overall program

average of a 2.6 (C), from the

previous 2018-2019 year.

The overall program average

for 2019-2020 year is 2.7. This

exceeds the specified goal.

The soft skills demonstrated

by the students are still below

the desired level.

SDV 106 is being updated to

include other topics.

These include creation of a

resume and career plan,

implementing a LinkedIn

profile, mock interviews, soft-

skills for employability,

completion of the National

Career Readiness Certificate,

and participation in a

community service project.

The goals will also be

supported during the regular

WEL class sections by having

employer class visits and

presentation, field trips, and

participation in reverse-career

fair during spring-semester

courses.

156 | P a g e



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Certified Welders continue to be in high-demand in our service area. To continue to meet the needs and expectations of employers, we need to continue to

improve soft-skills and certification attainment. To accomplish, we will enhance the content taught in SDV 106 Preparation for Employment and strengthen

the curriculum taught by integrating certification testing into the respective courses.

The addition of SDV 106 Preparation for Employment will be a consistent part of each curriculum helping ensure the success of pathway students entering

the workforce.

Each participant will:

Create a professional resume and job search plan. Use Career Services Resume Builder. https://sw.emsicc.com/?radius=&region=50%20Mile%20Radius%20Around%20SWCC

Implement a LinkedIn Profile based on resume and job search plan to create a resume that never sleeps

Participate in employer partner sponsored mock interviews

Demonstrate knowledge of soft-skills for employability; Stress the importance of attendance, work ethic, appearance, communication, positive attitude, etc. Skills to Pay the Bills https://www.dol.gov/odep/topics/youth/softskills/

Demonstrate basic knowledge for employability by competing the National Career Readiness Certificate. http://www.act.org/content/act/en/products-and-services/workkeys-for-educators/ncrc.html

Participate in a community service project of at least four-hours or participate in the SWCC Eagle Project, A Day of Service held each semester. http://sw.edu/swcc-eagle-project/

Build Portfolio for reverse career Fair.

To strength curriculum we will implement certification testing into the respective courses. This will include using the objectives and curriculum of NCCER

CORE, NCCER Welding Level I, NCCER Welding level II, American Welding Society and SENSE into the respective courses. NIMS Measurement, Materials &

Safety and SNAP-on Precision Measurement (Tape and Rule Measurement) certification training and testing will be implemented to enhance the students

skill-set.

NCCER Core WEL 117

NCCER Welding Level I WEL 123

NCCER Welding Level II WEL 129

NIMS Measurement, Materials & Safety WEL 123

SNAP-On Precision Measurement (Tape and Rule Measurement)

Goals for 2020-2021 will focus on student creation of portfolios to participate in a reverse-career fair, earning additional certifications, and continued focus

on soft-skills.

https://sw.emsicc.com/?radius=&region=50%20Mile%20Radius%20Around%20SWCC

https://www.dol.gov/odep/topics/youth/softskills/

http://www.act.org/content/act/en/products-and-services/workkeys-for-educators/ncrc.html

http://sw.edu/swcc-eagle-project/

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APPENDIX A


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Career Studies Certificates

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Southwest Virginia Community College Program Assessment


BEIT Adventure Tourism Michael Brown [email protected] Fall 2019 Spring 2020

Mission

Since entrepreneurs are the foundation of most industries, it is the mission of the Adventure Tourism program to prepare students to be small business owners in the

adventure tourism industry. The program's focus on outdoor recreation activities develops students' understanding of the business aspects of adventure tourism and

recreation. In addition, the program partners with community-based organizations to help students produce effective business plans to secure funding for their business

ideas.




Goal 3: Students will develop the skills to have students to distinguish, prepare, compose, and assess a business plan as an entrepreneur.

Outcomes Assessment


Goal 1: Students will receive Leave No

Trace (LNT) Trainers certification, First

Aid/AED/CPR and Wilderness First Aid

(WRFA) certifications. _____________________

Goal 2: Students will be given scenarios

on wilderness excursions to explore

leadership techniques.

_____________________

Goal 3: Students will be given a final

project to develop a business plan and presentation with their executive

summary information.

Goal 1: LNT Trainer

certification/WRFA

certification

________________ Goal 2: Recreation and

Parks course RPK 141

capstone projects on

leadership techniques.

________________

Goal 3: BUS 165 - final

project in Small Business Management


(Fall 2019)

_______________

Goal 2: 70% pass rate (Fall 2019)

_______________


(Fall 2019 and Spring

2020)

Goal 1: LNT Trainer


rate in Fall 2019. WRFA

certification had a 100% pass rate in Fall 2019.

_________


pass rate of students turning

term paper as part of

capstone.

_________ Goal 3: BUS 165 had 90%

pass rate of the students to

develop a business plan

during the Fall 2019. BUS



Outdoor Ethics.

_____ Goal 2: Keep format of capstone projects.

All students turned in project and passed

with 80% or better. Look for ways to

increase grades of student work with


_____

Goal 3: Look into ways to increase student participation to get higher pass

rate. Students not turning in project

caused the rate from not getting higher.

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165 had 75% pass rate of the

students to develop a

business plan during the

Spring 2020.


Comments: Short-term findings for Fall 2019 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2020 are absent due

to change of semester offerings. Additional projects will be added to other classes to measure more short and long term objectives.

The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being assessed were taught online or were finished

before the change in structure. Students in those classes were not as affected as the students in the in-class courses. Those courses for the program were easily

transferred to online courses due to the assignments, exams, and lectures were already setup for the course as a hybrid course. The additional lecture and handout

material helped with the teaching of the modified courses. The courses affected by the structure change were the internships due to the host locations being closed for

the stay at home order. Courses will need to be modified to online only for the 2020-2021 year.

Program provided training to certify instructor so students can obtain national certification, thus improving the credibility of the program. The BEIT Dean and Vice

President of Academic and Student Services will support this plan; grant funds will be allocated for this purpose.

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Email Academic Year

BEIT Bookkeeping CSC Margaret Dye [email protected] 2019-2020


The mission of the Bookkeeping Career Studies Certificate is to provide quality curriculum and instruction which prepares students for employment in

accounting and bookkeeping-related positions that meet the needs of business and industry and to provide professional development opportunities for life-

long learning.

Program Goals

Goal 1 : To graduate students who demonstrate the ability to apply fundamental accounting concepts in entry-level accounting positions.

Goal 2: To provide students with knowledge and skills in making ethical business decisions.

Goal 3: To improve students’ basic computer skills required for successful employment in business and industry.


162 | P a g e




demonstrate basic

accounting concepts

covering the accounting

cycle.

Goal 1:

Comprehensive

accounting cycle

problem given to the

ACC 212 students at

the end of the spring

semester.

Goal 1: 85% of the

students will complete

the comprehensive

accounting cycle


“C” or better.

Goal 1: For Fall 2019, a new textbook and software

was introduced to the students which utilized

“check work” options and multiple attempts so the

students could learn from their mistakes. The

software gave instant feedback to help with the next

attempt. Each attempt gave a new set of data to

use. While the use of the software helped students

to practice accounting concepts, the added attempts

and “check work” options caused students to rely

too heavily on extra attempts instead of

understanding the accounting concepts needed to

complete an accounting cycle. For Fall 2019/Spring

2020, 58.6% (17 of 29 students) completed the

automated accounting cycle problem with a grade of

“C” or better. For comparison of methods: Fall


problem was given, with 64% passing with a C or

better. Fall 2017/Spring 2018, a paper/pencil

accounting cycle problem was given, with 75% of

the students making a C or better. Spring 2020

accounting cycle problem wasn’t given to ACC 212

students due to COVID-19. Classes were halted for

an extra week after spring break, resulting in one

week of work being cut off of the regular semester.

To cover all necessary objectives in ACC 212, the

accounting cycle problem was not given to the

students. Results from the past four years have

shown that manual accounting (paper/pencil) is the

most effective way to teach basic accounting

concepts.

Goal 1: For Fall 2020, software

will still be utilized for practice

within the course, giving

students instant feedback on

exercises within the chapters.






in spring 202 mid-semester to

completely online teaching

due to COVID-19, Zoom will be

implemented in the Fall 2020

accounting classes as a tool for

tutoring and lectures.

163 | P a g e


demonstrate knowledge

of American Institute of

Certified Public

Accountants (AICPA)

Code of Professional

Conduct.

Goal 2: Test covering

the AICPA Code of

Professional Conduct.

Goal 2: 85% of the

students ACC 212


the test with a grade of

“C” or better.


extended one week with instructions that no work

be assigned to students during that time. One week

of work was taken away in order to rearrange the

remaining weeks of class to cover all objectives

needed for transfer. ACC 212 students completed a

small assignment pertaining to AICPA in Chapter 1 of

ACC 211 in the fall 2019 semester. The test covering

AICPA Professional Code of Conduct was not

administered during the spring semester.

Goal 2: AICPA Professional

Code of Conduct will be

embedded as a normal

assignment during the fall

2020 and spring 2021

semesters.


demonstrate knowledge

of basic computer skills.

Goal 3: Microsoft

Digital Literacy exam

given in ITE 115 during

the program.

Goal 3: 80% of the


the digital literacy exam

with a score of 75% or

higher.

Goal 3: 18 of the 20 students (90%) who are

currently enrolled in accounting/bookkeeping have

earned the Digital Literacy certificate by scoring 80%

or above.

Goal 3: The Digital Literacy

certification will continue to be

used to ensure students have a

knowledge of basic computer

skills needed in today’s

workforce. Analysis/Use of Results

Comments:

Due to COVID-19 restrictions, some assessment measures could not be implemented at the end of the spring 2020 semester. These assessment pieces will

be incorporated into the online classes going forward.

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HTHMNSS Computed Tomography Christy Lee [email protected] 2019-2020


The mission of the cooperative Computed Tomography program is to prepare and graduate selected students to qualify as contributing members of an

allied health team, accomplished through a combination of didactic instruction with clinical experience. Graduates will have a sound educational

foundation on which to build a professional career, and will be prepared to care for patients under the supervision of qualified physicians.

Program Goals

1. Students will demonstrate employability.

2. Students will demonstrate clinical competence.

3. Students will demonstrate professional patient care.


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1. A. CT students will pass the ARRT advanced registry examination in Computed Tomography.

ARRT Registry Pass rates 80 % of students will pass

the ARRT CT registry

examination within 1 year of

graduation.

2019-2020 class: Students

will not begin taking the

registry examination until

after they can finish

requirements for spring

clinicals (incomplete due to

COVID-19).

2018-2019 class: 5 students

completed the program in

spring 2019. 4 of the 5 have

attempted to take the

registry exam, and all 4

passed (80% pass rate).

Benchmark met. Continue

to encourage students to

take the ARRT exam soon

after finishing coursework.

1. B. CT students will gain employment within a CT department.

Employment rates within CT 80% of students who are

seeking employment within

a CT department will

become employed within 1

year of graduation.

2019-2020 class: 50% of

the students are working in

CT before finishing the

program.

2018-2019 class: 100% of

the students are employed

within 1 year of finishing

the program.

Continue to communicate

with local employers and

advertise job opportunities

to students and graduates

via discussions, emails, and

social media.

166 | P a g e

2. A. Students will

demonstrate acceptable

clinical performance by the

end of their first semester in

the program. (Fall)

Final Performance

Evaluation score in RAD 196

Fall.

Students will score 80 or

better out of a 100 point

scale on a final clinical

performance evaluation

(scored by their respective

clinical preceptor) in Fall

RAD 196 Clinical Internship

in CT.

Fall 2019 RAD 196: Two out

of three scored 80 or better

on this assessment. One

student scored 79. The

average score for all three

students is 90.3.

The one student who scored

below 80 was a student who

was repeating the course.

He had previously

withdrawn for

personal/medical reasons.

He did not indicate any

medical issues during this

semester; but, he did not

continue with CT in spring

semester.

Continue to advise students

and CT clinical preceptors

regarding proper

performance and acceptable

behaviors in clinicals.

2. B. Students will

demonstrate clinical

competence as evidenced by

completion of all clinical

competency requirements as

set forth by ARRT.

Completion of at least 25

applicable clinical

procedure completions and

at least 125 repetitions in

order to become eligible to

sit for the ARRT CT post-

primary registry

examination.

90% of students will

complete at least 25

procedure completions, with

3-5 repetitions each, and

accumulate at least 125

repetitions of those

procedures by the end of

Spring RAD 196.

2019-2020 class:

incomplete due to COVID-

19.

2018-2019 class: 100% of

students met this

requirement.

Continue to communicate

with clinical sites and college

administration to determine

when students can safely

and legally reenter the

clinical environment to

finish the clinical component

of the curriculum.

167 | P a g e

2. C. Students will demonstrate proper operation of computed tomography equipment

RAD 196 Fall semester

9th submitted Procedure

Evaluation form overall

score (final performance

evaluation submitted for

the semester)

Students will score 90 out of

100 points scale

Fall 2019: Two out of three

students submitted this

assignment. These two

students both scored above

90 (93 and 100).

Benchmark met. Continue

to communicate with CT

clinical preceptors to

determine if they need any

didactic adjustments before

the students enter the

clinical environment.

3. A. Students will

demonstrate effective

patient and radiologist

communication as evidenced

by obtaining and

documenting thorough and

accurate patient histories.

RAD 196 Fall semester Final

Performance Evaluation #5

(Obtained / documented

patient history thoroughly

and accurately)

Students will score 3 out of a

4 point scale

Fall 2019: Three students

submitted this assessment.

Two students scored 4/4.

One scored 2/4. (average

score 3.33)

Increase communication to

students regarding the

importance of

communication.

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3. B. Students will

demonstrate competent

patient care in dealing with

various CT patients.

RAD 196 Spring final

performance evaluation -

Patient Care Section, as

scored by their clinical

preceptor

Students will score 3 out of a

4 point scale.

Spring 2020: Incomplete

due to Covid-19



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Email Academic Year

BEIT Cybersecurity (CSC) Crystal Dye [email protected] 2019-2020


The Career Studies Certificate in Cybersecurity program provides the student participants with the academic skills required to begin an entry-level position in the field of

Information Technology (IT), Networking, and Security. Students completing the program may be eligible to receive advancement in their careers, as well as align their skills to

further entrepreneurial endeavors. In addition, students will be eligible to enter a two-year Associate in Applied Science degree program.

Program Goals

Goal 1: Cybersecurity students will receive online training via the learning management system (LMS) that will focus on Information Technology fundamentals, computer repair, networking, and security.

Goal 2: Cybersecurity program will provide each student with specialized/guided study to increase their capacity to achieve industry recognized credentials and/or

certifications.

Goal 3: Students will explore Cybersecurity career pathways by researching and exploring current job market trends in the field of information technology security and ethical

hacking. In addition, they will design and develop risk management analysis and provide recommendations.

Goal 4: Students will have a short-term goal of completing the CompTIA IT Fundamentals certification.



1. Students will have achieved training in Digital Literacy

Certifications and/or

courses achieved/or

completed.

70% pass the certification exams in

Microsoft Digital Literacy

Certificate. Student completion rate

of a “B”/80% or higher to receive

certificate. This certificate is

completed at the end of ITE105.

For the Fall 2020 course, this

assessment was not utilized

due to integration of a new

book and lab environment for

this course. The online lab for

this course included a post-

course lab assessment

demonstrating knowledge of

course content. At the end of

the term, 14 students

completed the post

assessment with 10

completing with a 70% or

higher score.

Adding Microsoft Digital Literacy

Certificate prep and assessment in the

ITE105 course for the Fall 2020 term.

2. Students will have earned a Career

Studies Certificate (CSC) in

Cybersecurity.

% of full time

cybersecurity students

receiving CSC in

Cybersecurity

70% of full-time cybersecurity only

students will earn a CSC in

Cybersecurity

Pending degree conferrals for

Spring 2020 (July 2020)

Pending degree conferrals for Spring

2020 (July 2020)


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3. Students will demonstrate the ability

and skills to perform tasks related to

the field of cybersecurity.

50% of cybersecurity

students will participate in

a campus cyber event

(business contest, poster

contest, or capture the flag

or related event)

50% of cybersecurity students will

participate in a campus cyber event

(business contest, poster contest,

or capture the flag or related event)

Due to the COVID-19

pandemic schedule change in

the Spring 2020 term, these

events were cancelled (SWCC

Cyber Poster contest

(4/22/2020; Business Contest

panel

participation 4/24/2020).

In the Fall 2020 term, planning is in

motion to host a virtual cyber poster

contest and business contest. The dates

for these events are currently to be

determined


Comments (Goals tied to other unit activities, anticipate new goal based on findings.)

In the upcoming Fall 2020 term, adding the Microsoft Digital Literacy Assessments (Pre and Post tests) will allow students to obtain an additional credential while completing the

program. The addition of the Microsoft Digital Literacy assessment to this program allows students completing only this credential (CSC-Cybersecurity) the certification

opportunity. Due to the COVID-19 pandemic, students did miss the opportunity of participating in the scheduled campus cybersecurity events. Going forward, the events will be

held virtually each semester to allow easier participation.

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BEIT Electrical Installation CSC Nick Nelson [email protected] 2019-2020


The Electrical Installation Career Studies Certificate program trains workers to perform electrical installation in residential and commercial environments by introducing the students to basic construction and electrical concepts.

Program Goals

Goal 1 Provide students with safety skills for employment.

Goal 2To adequately prepare students for NCCER certification exams that demonstrate a mastery of core competencies.

Goal 3 Graduates will complete NC3 Meter certification



1.Students earn OSHA 10 and

First Aid/CPR/AED (short-term)

2. Students earn NCCER

Electrical Level I credential.

3.Students earn NC3 Meter

certification

1.Number of Students Earning each Credential

2. Number of Students Certified with NCCR Electrical Level I credentials.

3. Number of Students that achieve NC3 Meter certification

1. % of Students earn each

credential. (Fall 2020)

2. % of Students earn NCCER

Level I. (Spring 2020)

3. 90% completion rate for

students Spring 2020)

1. Students were prevented

from completing all

Performance reviews due to

classes being forced on line

due to the Covid-19.

1. When face to face classes

resume Performance reviews

will be completed to satisfy

NCCER requirements..



Addition of NC3 PMI certification to be added Fall 2020


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Division Program Lead Faculty Email Academic Year


Electronic Medical Records Specialist CSC

Janet Rowell [email protected] 2019-2020


The Electronic Medical Records Specialist Career Studies Certificate mission is to positively impact the residents of this community through academic and economic empowerment by providing a comprehensive educational foundation of skills required in the field of electronic medical records specialist for the workforce of the region.

Program Goals

Goal 1 Provide students with opportunities to earn industry recognized certifications

Goal 2 Deliver instruction that adequately prepares students to implement critical-thinking skills in Microsoft Office 2019 applications



1. 75% of EMR program


certified in digital literacy


1. Score 85% or higher on

the Digital Literacy

Certification exam

1. 100% earned a score


certification exam

1. Continue Digital


exam requirement

2. Utilize the critical thinking skills baseline of EMR-CSC


2. Overall average score earned on critical thinking projects in ITE 115

2. Earn a score of 85% or higher on the critical

thinking projects

2. 100% earned a score of 85% or higher on the


2. Modify topics covered in the critical thinking

projects

3. Due to COVID-19 utilize temporary testing flexibility

of EMR students enrolled in

ITE 115

3. Assess EMR students’ Microsoft Office application skills

3. Score at least 70% on Microsoft Office exam

3. 100% earned a score of 70% or higher on the Microsoft Office exam

3. Implement alternative measures of success applying Microsoft Office skills



Make use of alternative testing methods including the addition of timing restrictions and redesign multiple choice questions as measures of success.


173 | P a g e



Email Academic Year

BEIT Mechatronics Christopher Joe Godsey [email protected] 2019-2020


The mission of the Mechatronics program at Southwest Virginia Community College is to properly train and educate students for employment in an automated

advanced manufacturing plant. Mechatronics is a field that blends mechanical, electrical, and computer science. Students pursuing a career studies certificate

in mechatronics will receive a wide range of industry related training. This training consists of Basic Electricity, Electronics, Robotics, Industrial Safety,

Mechanical Components, Hydraulics, Pneumatics, Motor Controls, Blueprint Reading, PLC Programming, Troubleshooting Techniques, Employment

Preparation, Digital Literacy, and various other industry related skills. Program Goals

Goal 1: To graduate students who demonstrate the abilities needed for employment in the automated advanced manufacturing job market.




174 | P a g e




demonstrate good problem

solving and critical thinking

skills needed for employment.

Goal 1: There will be several

written and hands on tests.

These tests will include several

NCCER certification tests as

well as comprehensive

knowledge exams in each of

their core classes.

Goal 1: 70% of the

graduating students will

complete the program with a


Goal 1: Results will not be

available until end of May.

However, preliminary analysis

appears to show that more than

70% of the graduating students

will be completing with a grade


Goal 1: No action is needed

at this time.

Goal 2: Students earn their


Goal 2: Percentage of

students that successfully earn

the Career Readiness

Certificate.

Goal 2: 70% of the students



(Spring 2020)

Goal 2: Due to COVID-19

students were unable to take this

exam.

Goal 2: Find an equivalent

alternative online test to

ensure that students can still

complete this examination if

online testing is required in

the future.

Goal 3: Increase utilization of

Canvas by Mechatronics

students.

Goal 3: Weekly Online

Activity in Canvas Analytics for

students.

Goal 3: Students should

have an average of at least

one page view per student

per week.

Goal 3:

Measured (1/12 to 3/1)

MEC 155:


Student: 12

MEC 165:


Student: 7

Goal 3: Continue adding

additional online material,

and reinforcing CANVAS

integration to promote online

learning.





offerings in the future. Both of the courses monitored in goal 3 above were completed before COVID-19, but adding an online presence to these courses

could greatly enhance future offerings. I also noticed that adding occasional CANVAS quizzes during in person classes really started getting students to pay

closer attention to CANVAS at all times.

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Program Assessment

2019-2020

Division Program Coordinator Email Beginning Term Ending Term

BEIT Network Administration Michael Brown [email protected] Fall 2019 Spring 2020

Mission

Network Administration is designed to provide students with the knowledge to administer local area networks. The student will be exposed to the theory and practice of

network administration enabling them to manage enterprise critical resources. The students will be prepared for the Microsoft Certified Professional (MCP), Microsoft

Certified Systems Administrator (MCSA) and to receive the CompTIA Network+ certification. The curriculum is delivered by means of modern state of the art educational

technologies. Laboratory experiences will allow students to gain valuable experience working with actual industrial equipment.

Annual Program Goals Goal 1: Students will develop the skills to install, monitor, and troubleshoot Microsoft network infrastructures.

Goal 2: Students will develop the skills to maintain and optimize local area networks.

Goal 3: Students will develop the skills to manage Microsoft Active Directory replication and services.

Outcomes Assessment


Goal 1: Students will demonstrate skills and knowledge to manage a Microsoft network infrastructure. __________ Goal 2: Students will demonstrate skills and knowledge to deploy, configure, and manage Microsoft Windows Server 2012. ______________________ Goal 3: Students will demonstrate their knowledge of the advantages and disadvantages of server operating systems with Windows Server 2012 R2.

Goal 1: Exam70-412 lab bundle score in ITN 112 ________________ Goal 2: Final Exam in ITN 111 ________________ Goal 3: Final research project in ITN 113

Goal 1: 70% pass rate (Spring 2020) _______________ Goal 2: 70% pass rate (Spring 2020) _______________ Goal 3: 70 % pass rate (Spring 2020)

Goal 1: 82% pass rate for Spring 2020 term _____ Goal 2: 92% pass rate for Spring Term _____ Goal 3: 88% pass rate for Spring term.

Goal 1: Look into ways to increase student participation to get higher pass rate. _____ Goal 2: Look into ways to increase student participation to get higher pass rate. _____ Goal 3: Look into ways to increase student participation to get higher pass rate.

176 | P a g e


Comments: Short-term findings for Fall 2019 were not available since assessed courses were taught during the Spring 2020 semester. During the 2020-2021 semester, ITN 101: Introduction to

Networking Concepts will be included into the goals and outcomes for the program. This course is taught with the CompTIA Network+ certification as the structure for the course and

is taught during Fall and Spring semesters.

Long-term findings for Spring 2020 indicate that students have results that were an improvement from the previous year. The previous year success rate was below the standard

chosen. This year the success rate was improved by new techniques in teaching of the courses.

The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being assessed were taught online. Students in those classes were

not as affected as the students in the in-class courses. The challenge with the change in structure is the development of computer access other than campus access. The most students

in the courses were able to overcome the difficulties with Internet access to succeed in the courses.

Program will be modified to add additional courses to the curriculum to provide more students the opportunity to enter also the Cybersecurity and Cisco employment fields with

CompTIA certifications.

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Program Assessment 2019-2020

Division Program Coordinator Email Beginning Term Ending Term

BEIT Outdoor Recreation, Guide Essentials, Outdoor Interpretation and Education CSC’s

Michael Brown [email protected] Fall 2019 Spring 2020

Mission

The outdoor recreation program prepares students to be outdoor leaders. The program provides students with the skills necessary to be successful working as an

outfitter, camp guide and trainer, park ranger, or other recreational guide to protect and preserve natural resources through impact activities, to conduct outdoor

activities and events, provide educational interpretation, and to minimize the impact of potential risk. Leadership and problem solving are used to maximize health and

safety while minimizing the environmental impact of leading participants through a quality outdoor experience.




Goal 3: Students will develop the skills to demonstrate best practices, skills, and abilities that apply to Guide Essentials and Interpretation & Education.

Outcomes Assessment


Goal 1: Students will receive Leave No

Trace (LNT) Trainers certification.

_____________________

Goal 2: Students will be given scenarios

on wilderness excursions to explore leadership techniques.

_____________________ Goal 3: Students will be given scenarios

on wilderness excursions to explore

interpretation techniques.

Goal 1: LNT Trainer

certification

________________


Parks course RPK 141 capstone projects on

leadership techniques. ________________


Parks course RPK125


(Fall 2019)

_______________


(Fall 2019) _______________

Goal 3: 70% pass rate (Spring 2020)

Goal 1: LNT Trainer


rate in Fall 2019.

_________

Goal 2: RPK 141 had 100% pass rate of students turning

term paper as part of capstone.

_________




Outdoor Ethics.

_____

Goal 2: Keep format of capstone projects. All students turned in project and passed

with 80% or better. Look for ways to increase grades of student work with


_____

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projects on interpretation

techniques.

pass rate of students in the

course.

Goal 3: Keep format of National

Association for Interpretation with

certified instructor.


Comments: Short-term findings for Fall 2019 indicate that, so far, student pass rates have exceeded indicated success standards. Long-term findings for Spring 2020 are absent due

to change of semester offerings. Additional projects will be added to other classes to measure more short and long term objectives.

The Fall 2019 courses were not affected by the Covid-19 closings and changes in courses. The Spring 2020 classes being assessed were taught online or were finished

before the change in structure. Students in those classes were not as affected as the students in the in-class courses. Those courses for the program were easily

transferred to online courses due to the assignments, exams, and lectures were already setup for the course as a hybrid course. The additional lecture and handout

material helped with the teaching of the modified courses. The courses affected by the structure change were the internships due to the host locations being closed for

the stay at home order. Courses will need to be modified to online only for the 2020-2021 year.

Program provided training to certify instructor so students can obtain national certification, thus improving the credibility of the program. The BEIT Dean and Vice

President of Academic and Student Services will support this plan; grant funds will be allocated for this purpose.

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BEIT Precision Machining Steven Lee Olinger [email protected] 2019-2020


Precision Machining Career Studies Certificate program provides workforce readiness skills for a career in advanced and/or manual manufacturing. The curriculum is based on the standards of National Institute for Metalworking Skills, Inc. with the opportunity to earn level I industry credentials for manual and CNC. Upon completion of this program, students will be able to enter or advance in such fields as Machine Operator (CNC or conventional), machinist, CNC setup technician, and CNC programmer.

Program Goals

Goal 1 To prepare students to earn nationally recognized certifications to demonstrate to employers their knowledge of basic job functions and demonstrate basic skills typical of industry employee. Goal 2 To facilitate students to demonstrate communication skills and work ready skills.



1.Students will have basic

machining skills and jobs

skills.

2.Students will have basic CNC skills.

1.(NIMS) National Institute for Metalworking skills Certifications (Measurement, Materials, & Safety) and (NC3) National Coalition of Certification Centers (Starrett and Snap-on Tape and Rule Measurement). 2.(NIMS) National Institute for Metalworking skills

1.70% of students will earn

both (NIMS) and ( NC3)

credentials by the end of Fall

2019.

2.70% will earn at least one.

1. 34% of students earned both

2. 100% earn at least one NC3 Cert.

1. NIMS made big changes to

this certification test. I will

need to spend more time on

material and give more

assignments and tests on

speeds, feeds, math formulas

on the lathe and mill.

2. Students did great on their

NC3 cert but struggle with the

NIMS. NIMS is supposed to

release a new study guide that


180 | P a g e

3.Students earn


credentials.

4.Students will have basic

communication skills.

Certifications (CNC Milling Operator) and (CNC Turning Operator)

3.(NIMS) National Institute for Metalworking skills Certifications. 4.(NCRC) The National Career Readiness Certificate

3.70% of students pass

three nationally

recognized credentials by

the end of program.

4.70% of students pass the NCRC.

3. 34% of students earned three credentials.

4. 0% of students pass the NCRC

will covers the changes to the

material on the test.

3. COVID-19 hurt my findings

since most certifications are

earned in April-May.

4. Due to COVID-19 this test

was not taken.



To increase awareness and number of credentials earned SWCC will increase advisement efforts on the importance of earning of additional credits. We will continue to expand and build relations with local employers to actively participate in the program by serving on advisory committees, guest lecturing, conducting mock interviews, and being active reviewers in the NIMS certification process. To increase the students skill level and success rate on the hands-on portion of the certification test, we will schedule additional lab time, provide a mechanism for re mediation/tutoring on difficult to understand concepts and practices, and work with each student

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APPENDIX B

Assessment Status Matrix

-------------------------------------------------------------------------------------------------------------------------------------------------

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SWCC PROGRAM ASSESSMENT MATRIX 2019-20

Program Coordinator (Assistant) Mission Goals Outcomes Measures Standards

Committee Review VP,DEAN, IRO Findings

Action Plans


No Committee Review

Reviewed by DEAN, VP, IRO

Business Administration AA&S M. Dye X X X X X X X X X COVID X

Outdoor Leadership (Bus Ad spec.) AA&S M. Brown X X X X X X X X X COVID X

Engineering AA&S, Software Engineering Specialization AA&S and Pre Engineering CSC B. Hale X X X X X X X X X COVID X

Science AA&S A. Lockhart X X X X X X X X X COVID X

Pre-Med (Science spec.) AA&S, Advanced Studies in Science CSC

G. Householder X X X X X X X X X COVID X

Geology and Environmental Science (Science spec.) AA&S VACANT

2020-21

2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21

General Studies AA&S, Liberal Arts spec AA&S, and General Ed. Cert. H. Hensley X X X X X X X X X COVID X

Agribusiness AA&S (GS spec.), Agribusiness CSC VACANT 2020-21

2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21

Appalachian Studies AA&S (GS spec.), App Studies CSC VACANT

2020-21

2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21

Fine Arts AA&S (GS spec.), Arts and Crafts Cert M. Gilbert X X X X X X X X X COVID X

Music AA&S (GS spec.), Advanced Studies in Music CSC J. Trivette X X X X X X X X X COVID X

Psychology AA&S (GS spec.) A. Ellis-O'Quinn X X X X X X X X X COVID X

Accounting AAS and Insurance Spec AAS M.Dye X X X X X X X X X COVID X

Administrative Support Technology AAS J. Rowell X X X X X X X X X COVID X

Alternative Energy Technology AAS VACANT HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD

Information Systems Technology AAS, Computer Repair Technician CSC, Software Development CSC C. Dye X X X X X X X X X COVID X

Advanced Manufacturing AAS J. Godsey/ S. Olinger X X X X X X X X X COVID X

Nursing AAS N. Beavers X X X X X X X X X COVID X

Occupational Therapy Assistant AAS A. Looney X X X X X X X X X COVID X

Radiography AAS C. Lee X X X X X X X X X COVID X

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Early Childhood Development AAS, Early Childhood Education Cert, Early Childhood Education CSC, Infant Toddler CSC K. Austin X X X X X X X X X COVID X

Electrical Electronics Technology AAS, Industrial Maintenance CSC J. Godsey X X X X X X X X X COVID X

Human Services Mental Health AAS, Human Services Cert A. Hess FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA

Human Services Specialization Substance Abuse AAS A. Hess FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA

Substance Abuse Counselor Cert A. Hess FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA FMLA

Administration of Justice AAS and Law Enforcement Cert J. Stinson X X X X X X X X X COVID X

ADJ Spec in Emergency Management AAS J. Stinson HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD

Emergency Medical Services, Basic EMT Skills CSC, EMT to INT CSC, INT to Paramedic CSC, RN to Paramedic Bridge CSC, Advanced EMT CSC B. Akers X X X X X X X X X COVID X

Management AAS , Management Spec CSC L. Beavers X X X X X X X X X COVID X

Legal Studies Cert J. Rowell X X X X X X X X X COVID X

Practical Nursing Cert L. Gambill X X X X X X X X X COVID X

Health Sciences Cert VACANT 2020-21

2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21

Heating Ventilation & Air Cert and CSC N. Nelson X X X X X X X X X COVID X

Welding Diploma, Certificate, CSC Welding, CSC Semi Automated Welding, Manufacturing Fab CSC A. Martin X X X X X X X X X COVID X

Bookkeeping CSC M. Dye X X X X X X X X X COVID X

Crime Scene Technology CSC J. Stinson HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD

Electronic Medical Records CSC J. Rowell X X X X X X X X X COVID X

Geographic Information Systems CSC Vacant HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD

Adventure Tourism CSC M. Brown X X X X X X X X X COVID X

Automotive Diagnostics and Repair CSC NEW NEW NEW NEW NEW NEW NEW NEW NEW NEW NEW NEW

Computed Tomography CSC C. Lee X X X X X X X X X COVID X

Cybersecurity CSC C. Dye X X X X X X X X X COVID X

Electrical Installation CSC N. Nelson X X X X X X X X X COVID X

Health Care Tech CSC VACANT 2020-21

2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21

Insurance CSC M. Dye X X X X X X X X X COVID X

Mechatronics CSC J. Godsey X X X X X X X X X COVID X

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Medical Coding CSC M. Dye 2020-21

2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21

Network Administration CSC M. Brown X X X X X X X X X COVID X

Oracle Specialist CSC VACANT HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD

Paraoptometry CSC G. Householder HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD

Pharmacy Technician CSC VACANT 2020-21

2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21

Phlebotomy CSC VACANT 2020-21

2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21 2020-21

Precision Machining CSC S. Olinger X X X X X X X X X COVID X

Renewable Energy and Efficiency VACANT HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD HOLD

Outdoor Recreation, Guide Essentials, Outdoor Interpretation and Education CSC's M. Brown X X X X X X X X X COVID X

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APPENDIX C

SWCC ANNUAL REPORT

HEADCOUNT BY PROGRAM, GENDER AND LOAD

-------------------------------------------------------------------------------------------------------------------------------------------------

186 | P a g e

Academic Plan Total

Gender Load

Female Male Unknown Full Time

Part Time

Students Students Students Students Students Students

29 25 4 14 15 Accounting AAS

Administration of Justice AAS 60 19 41 29 31

Administrative Support Tec AAS 4 4 4

Advanced Emergency Medical Tec CSC

7 3 4 7

Advanced Manufacturing AAS

5 2 3 1 4

Advanced Studies in Science CSC

5 5 3 2

Agribusiness CSC 3 2 1 3

Agribusiness/General Studies AA&S

10 4 6 5 5

Automotive Diagnostic & Repair CSC

5 5 1 4

Bookkeeping CSC

3 2 1 3

Business Administration AA&S

66 32 34 25 41

Business Management AAS

58 34 24 23 35

Computer Repair Technician CSC

5 2 3 5

Computerized Tomography CSC 3 2 1 3

Cybersecurity CSC

20 8 12 5 15

Early Childhood Develop AAS 66 64 2 21 45

Early Childhood Education CSC

28 28 2 26

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Academic Plan

Total Gender Load

Female Male Unknown

Full Time

Part Time


Early Chl Edu/Human Servic AAS

2 2 1 1

Education AA&S 57 31 26 33 24

Electrical CSC 22 22 8 14

Electrical/ Electronics AAS 29 29 13 16

Electronic Medical Rec Spec CSC 1 1 1

Emerg Medical Serv Techno AAS

43 21 22 10 33

Emergency Mgmt & Planning AAS

1 1 1

Engineering AA&S 35 3 32 21 14

Fine Arts/Genl Stud AA&S

25 18 7 8 17

General Education Cert

2 1 1 1 1

General Studies AA&S 322 206 116 137 185

Geology & Environmental Science AAS

13 4 9 8 5

Health Care Technician CSC 18 17 1 1 17

Health Science Radiology 190-02

2 1 1 2

Health Science Tech 190-06

322 266 56 84 238

Heat/Vent & Air Condition Cert 13 13 3 10

Heating, Ventilation and Air CSC

4 4 4

Human Service Certificate 8 8 2 6

Industrial Maintenance CSC

1 1 1

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Total Gender Load

Academic Plan

Female Male Unknown Full Time

Part Time


Law Enforcement Cert 2 2 1 1

Legal Studies Cert

12 10 2 5 7

Liberal Arts/General Studies AA&S

4 3 1 1 3

Management Specialist CSC 9 6 3 2 7

Manufacturing Fabrication CSC 2 2 2

Mechatronics CSC

6 6 3 3

Medical Coding CSC

24 22 2 7 17

Mental Health AAS

19 19 9 10

Music AA&S 18 7 11 10 8

Network Administration CSC

2 2 2

Nursing AAS 127 103 24 44 83

Occupational Therapy Assistant AAS

44 39 5 20 24

Outdoor Leadership/Bus Adminis AAS

3 3 1 2

Outdoor Recreation CSC 2 2 2 Pharmacy Technician CSC 28 24 4 9 19

Phlebotomy CSC 22 21 1 3 19

Practical Nursing Cert 39 36 2 1 19 20

Pre Teacher Education AA&S 60 54 6 20 40

Pre-Engineering CSC

1 1 1 Precision Machining CSC 15 15 5 10

Psychology-General Studies AA&S 65 52 13 30 35

Radiography AAS 30 25 5 12 18

Science AA&S 52 35 17 18 34

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Academic Plan

Total

Gender Load

Female Male Unknown

Full Time

Part Time


Software Engineering AA&S

4 1 3 1 3

Substance Abuse AAS 15 11 4 4 11

Substance Abuse Counselor Cert 13 7 4 2 13

Welding CSC 34 1 33 10 24

Welding Diploma 20 2 18 11 9

Total 2,149 1,401 745 3 789 1,360

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APPENDIX D

SWCC ANNUAL REPORT

CREDIT HOURS GENERATED AND ANNUAL FTE BY SUBJECT

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Subject Enrolled Credits FTE

ENG 1,728 5,184 172.8

BIO 2,524 5,037 167.9

MTH 1,150 3,496 116.5

HIS 1,081 3,243 108.1

PSY 804 2,412 80.4

NSG 1,018 2,369 79.0

ITE 732 2,113 70.4

HLT 776 2,076 69.2

PLS 556 1,668 55.6

BUS 503 1,495 49.8

CHM 680 1,366 45.5

CST 365 1,095 36.5

CHD 353 1,057 35.2

SOC 339 1,017 33.9

MUS 365 1,016 33.9

ADJ 322 970 32.3

WEL 311 933 31.1

REL 302 906 30.2

ITN 285 855 28.5

OCT 338 848 28.3

PNE 274 843 28.1

SDV 738 738 24.6

ACC 171 605 20.2

ART 197 591 19.7

EMS 303 582 19.4

ELE 146 508 16.9

MTE 501 501 16.7

HMS 164 492 16.4

RAD 196 487 16.2

PHY 210 420 14.0

MAC 123 353 11.8

PED 261 326 10.9

AIR 93 307 10.2

AST 105 295 9.8

ECO 72 216 7.2

ENF 63 210 7.0

LGL 69 207 6.9

EDU 62 186 6.2

HCT 61 171 5.7

EGR 66 166 5.5

MDL 46 138 4.6

NAS 63 126 4.2

ETR 38 126 4.2

MEC 39 121 4.0

HIT 34 119 4.0

ITP 39 117 3.9

GOL 58 116 3.9

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Subject Enrolled Credits FTE

GEO 36 108 3.6

MKT 40 105 3.5

SPA 26 103 3.4

AUT 24 96 3.2

BLD 39 93 3.1

AGR 27 89 3.0

RPK 44 87 2.9

SAF 42 84 2.8

ENV 24 78 2.6

IND 24 57 1.9

HUM 18 54 1.8

MEN 15 45 1.5

DRF 20 40 1.3

ITD 9 27 0.9

FIN 5 15 0.5

ASL 4 12 0.4

FRE 1 4 0.1

NUR 1 1 0.0

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