program proposal health science technology … meetings/2015/201512...health science technology ....

Program Proposal

Health Science Technology Associate in Applied Science

Big Sandy Community & Technical College

December 3-4, 2015

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EXECUTIVE SUMMARY

Associate in Applied Science in Health Science Technology

Big Sandy Community and Technical College

A Proposal for Initiation of a New Degree Program

A. Centrality to the Institution’s Mission and Consistency with State’s Goals

The addition of the Health Science Technology Associate in Applied Science (AAS) degree supports the Big Sandy Community and Technical College (BSCTC) institutional mission and strategic outcomes as well as Council on Postsecondary (CPE) policy objectives. As a member of the Kentucky Community and Technical College System (KCTCS), BSCTC goals mirror those of KCTCS and are linked to strategic outcomes. The goals and strategic outcomes reflect the College’s commitment to a strong curriculum designed to fulfill its mission statement. Specifically regarding this credential, BSCTC is in alignment with KCTCS in its support for the goal to “Enhance the economic and workforce development of the Commonwealth,” and more specifically in terms of BSCTC to “Enhance the economic and workforce development of the communities in the Big Sandy region.” The new credential will also address the KCTCS and BSCTC goal to “Increase student access, transfer, and success.” The AAS degree in Health Science Technology will provide student access to an additional career pathway in the Allied Health field. The Local Workforce Investment Board Plan identified Healthcare as one of four key industry sectors for this region’s economy. Further, the addition of this program supports CPE Policy Objective 4 and more specifically 4.1 to “Maximize KCTCS’s role as a high quality, low-cost provider of postsecondary education and transfer opportunities encouraging college access and success.” Also the addition of the degree program will address CPE Policy Objective 4.4 to “Support new pathways for adult learners to enroll and complete postsecondary degrees and credentials.” The AAS degree will provide a technically focused program of study along with general education competencies. Not only will the program offer students a pathway to immediate employment, but it will also provide them with an educational foundation designed to support continued learning and career advancement. Support for CPE Policy Objective 8.2 to “Build upon the success of Kentucky’s Virtual Campus and Virtual Library to maximize the use of technology in implementing academic innovations,” will be a significant component of the AAS in at Health Science Technology BSCTC. The College as well as the Allied Health area embraces the flexibility, affordability,

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and creativity of online learning. Further, the College appreciates the role Kentucky’s Virtual Campus plays in the delivery of quality education to the citizens of the Commonwealth. BSCTC maintains a strong online presence through a comprehensive schedule of courses and a rigorous quality control process. The College recognizes the effectiveness of online course availability from institutions across the state in meeting the unique scheduling needs of students.

B. Program Quality and Student Success

The Health Science Technology program will be supported by an established Allied Health division at BSCTC and by the existing administrative and financial structure of the College. The program hosts a well-developed curriculum that is sustained by the KCTCS curriculum process. All courses within the curriculum and offered through BSCTC will have a web-enhanced component allowing for supplemental online instruction. This program will provide students with a pathway to completion of an AAS Degree to augment certificates earned in Allied Health or other related curricula. Course selection must result in the completion of a minimum of three certificates.

C. Program Demand/Unnecessary Duplication

Enrollment numbers in the Allied Health areas at BSCTC indicate a strong interest in healthcare programs. Currently a total of 152 students are enrolled in Allied Health at BSCTC (across four programs of study) with an additional 106 students enrolled in prerequisite courses pending admission to a program. Yearly, approximately 300 interested students and potential students attend pre-admissions conferences for Allied Health programs. The AAS in Health Science Technology provides another option for students interested in the healthcare field. The five county service area of BSCTC (Pike, Floyd, Johnson, Martin, and Magoffin counties) contains five hospitals, with Pikeville Medical Center employing nearly 2,400 individuals. Pikeville Medical Center, in particular, has expressed an interest in the availability of this credential. Also noteworthy is the close proximity of King’s Daughters Medical Center. King’s Daughters, which employs over 4,000 individuals and is the largest employer between Lexington, Kentucky, and Charleston, West Virginia, is within 60 miles of the BSCTC service area. Hazard Appalachian Regional Hospital, another prominent presence in the Eastern Kentucky medical community, is within 50 miles of the BSCTC service area. Supporting the hospitals in the Big Sandy region, as well as those in close proximity, are numerous healthcare facilities including clinics, physician offices, and diagnostic centers—all providing a solid job market. With a medical school in place at the University of Pikeville and with an optometry school in the planning phase at the same University, BSCTC looks forward to a thriving medical community creating many opportunities for graduates.

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D. Cost and Funding of the Proposed Program

BSCTC currently has the physical resources, library resources, and technology resources to sustain this credential. Qualified faculty are on staff to provide instruction and to support the program. It is important to note that this credential utilizes a combination of curricula currently in place at the College.

E. Program Review and Assessment

This program will follow the established assessment and review process currently in place for other programs at the College. KCTCS Board of Regents Policy 4.3 stipulates that each program must complete an annual program review. At BSCTC, the review has been incorporated into the Institutional Unit Review. This comprehensive review process integrates the educational program’s annual planning with student learning, program outcomes assessment, and improvement actions while including annual program data, program accomplishments, future program trends, and budget requests. Direct measures used to review student learning outcomes include enrollment information, retention/persistence, completer/graduation rates, placement/transfer rates, etc. Indirect measures include student surveys/course feedback, questionnaires, employer follow-ups, exit interviews and focus groups. Although measurement of student learning outcomes is an integral part of the Institutional Unit Review, the program will utilize embedded assessments in each course to ensure ongoing assessment of all student learning outcomes.

F. Conclusion

The Health Science Technology (HST) program is designed to prepare students for entry-level career opportunities in the field of healthcare and health-related services. It is unique in that it allows students to earn an AAS Degree to augment certificates earned within Allied Health or other related curricula. The largest medical facility in the BSCTC area has expressed an interest in this credential. No additional expenses will be incurred with implementation.

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Table of Contents

Proposal for Initiation of a New Degree/Diploma Program ............................................................ i Executive Summary ........................................................................................................................ ii New Program Request Form ............................................................................................................1 A. Centrality to the Institution’s Mission and Consistency with State’s Goals ..............................2 B. Program Quality and Student Success .......................................................................................7

C. Program Demand/Unnecessary Duplication ............................................................................15

D. Cost and Funding of Proposed Program ..................................................................................22

E. Program Review and Assessment ............................................................................................23

Appendix A – SACS Faculty Roster Form ....................................................................................27 Appendix B – Transfer Agreements ..............................................................................................35 Appendix C – New Program Budget Calculation Sheet ................................................................53

NEW PROGRAM REQUEST FORM 1

NEW PROGRAM REQUEST FORM

Big Sandy Community & Technical College Institution Submitting Proposal

Associate in Applied Science Degree Designation as on Diploma

Health Science Technology Title of Proposed Degree Program

Intended Date of Implementation August 2016


Evaluation Criteria

A. Centrality to the Institution’s Mission and Consistency with State’s Goals

1. List the objectives of the proposed program. These objectives should deal with the specific institutional and societal needs that this program will address. Graduates of the Associate of Applied Science (AAS) in Health Science Technology program at Big Sandy Community and Technical College (BSCTC) will receive a degree that prepares them for employment in the healthcare field and in health-related services and also provides them with a strong foundation for continued learning. Students will have a basic understanding of the history and role of Health Science Technology and related occupations in their communities and society at large. They will understand the importance of technical and cultural competence in the delivery of Health Science Technology services and related fields. Further, they will demonstrate both a basic understanding of the characteristics and key concepts related to Health Science Technology and related occupations and also an understanding of basic duties and responsibilities performed by professionals in the Health Science Technology field. Health Science Technology faculty, staff, and other key college personnel will maintain a regular, constructive, and collegial dialogue with employers in order to optimize student educational experiences. Completers will be employed in the Health Science Technology field.

2. Explain how the proposed program relates to the institutional mission and strategic plan.

As a member of Kentucky Community and Technical College System (KCTCS), BSCTC goals mirror those of KCTCS and are linked to the strategic outcomes. The goals and strategic outcomes reflect the College’s commitment to a strong curriculum designed to fulfill its mission statement:

Big Sandy Community and Technical College, a member of the Kentucky Community and Technical College System, is a public, comprehensive educational institution awarding certificates, diplomas, and associate degrees. As a progressive, learning-centered institution, the college offers accessible and affordable educational, cultural, and social opportunities. Utilizing diverse methods of instructional delivery and associated services, the college provides quality learning experiences for those preparing for entry into the workforce, transferring to a baccalaureate institution, and seeking to enhance their knowledge and skills. Big Sandy Community and Technical College also delivers customized training and services responsive to the workforce needs of citizens, businesses, and industries.


The College goals are as follows: • Advance excellence and innovation in teaching, learning, and service.

• Increase student access, transfer, and success.

• Cultivate diversity, multiculturalism, and inclusion.

• Enhance the economic and workforce development of the

communities in the Big Sandy Region.

• Promote the recognition and value of Big Sandy Community and Technical College.

The addition of the Health Science Technology AAS degree supports the BSCTC institutional mission and strategic outcomes as well as CPE policy objectives.

Specifically regarding this credential, BSCTC is in alignment with KCTCS in its support for the goal to “Enhance the Economic and Workforce Development of the Commonwealth,” and more specifically in terms of BSCTC to “Enhance the Economic and Workforce Development of the Communities in the Big Sandy Region.” The new credential will also address the KCTCS and BSCTC goal to “Increase student access, transfer, and success.” The AAS degree in Health Science Technology will provide student access to an additional career pathway in the Allied Health field. The Local Workforce Investment Board Plan identified Healthcare as one of four key industry sectors for this region’s economy. Further, the addition of this program supports CPE Policy Objective 4 and more specifically 4.1, “Maximize KCTCS’s role as a high quality, low-cost provider of postsecondary education and transfer opportunities encouraging college access and success.” Also, the addition of the degree program will address CPE Policy Objective 4.4, “Support new pathways for adult learners to enroll and complete postsecondary degrees and credentials.” The AAS degree will provide a technically focused program of study along with general education competencies. Not only will the program offer students a pathway to immediate employment, but it will also provide them with an educational foundation designed to support continued learning and career advancement. Support for CPE Policy Objective 8.2, “Build upon the success of Kentucky’s Virtual Campus and Virtual Library to maximize the use of technology in implementing academic innovations,” will be a component of the AAS in Health Science Technology at BSCTC. The College as well as the Allied Health area embraces the flexibility, affordability, and creativity of online learning. Further, the College appreciates the role Kentucky’s Virtual Campus plays in the delivery of quality education to the citizens of the Commonwealth. BSCTC maintains a strong online presence through a comprehensive schedule of courses and a rigorous quality control process. The College recognizes the effectiveness of online course availability from


institutions across the state in meeting the unique scheduling needs of students. BSCTC has provided on its web site a link to Kentucky’s Virtual Campus.

The Kentucky Virtual Library (KVL) is supported through the College library. All Writing I classes include a KVL unit of instruction. This unit is provided by College librarians through the BSCTC Melissa M. Forsyth Library, with facilities on three campuses. In addition, an academic program may request tailored KVL instruction designed to meet specific program needs. Students can access KVL using their student account via a link on the College web site.

3. Explain how the proposed program addresses the state’s postsecondary education strategic agenda. (Address all that apply.)

This credential focuses on three distinct areas from the state’s strategic plan for postsecondary education: Student Success; Research, Economic and Community Development; and Efficiency and Innovation. Student Success Policy Objective 4 and more specifically 4.1: “Maximize KCTCS’s role as a high quality, low-cost provider of postsecondary education and transfer opportunities encouraging college access and success.” Policy Objective 4.2: “Provide institution and student incentives to increase high-quality degree production and completion rates.” Policy Objective 4.4: “Support new pathways for adult learners to enroll and complete postsecondary degrees and credentials.” Policy Objective 4.6: “Promote student engagement, undergraduate research, internships, and other educational opportunities that improve the quality of the student experience, develop leaders, and lead to success after graduation.” The AAS degree will provide a technically focused program of study along with general education competencies. Not only will the program afford students a pathway to employment, but it will also provide them an educational foundation designed to support continued learning and career advancement. Graduates will be prepared to enter the work force and will have transfer opportunities through AAS transfer agreements currently in place. Local industry supports BSCTC Allied Health programs through provision of clinical opportunities and through service on Program Advisory Committees. Program students will have access to numerous student organizations that promote leadership skills and academic success.


Research, Economic and Community Development Policy Objective 7.1: Strengthen and expand partnerships with business, industry, government, non-profit, and other educational entities to meet Kentucky’s workforce and community needs. Policy Objective 7.2: Support collaborations among postsecondary education providers to serve regional needs and planning efforts to raise the educational attainment level of the Commonwealth. Collaboration with industry, with communities, and with other educational institutions are essential to the advancement of the program and the success of its students. Many strong collaborations are in place that support this premise. Morehead State University (MSU) provides a Bachelor of Science (BS) in Technology Management degree that supplements a KCTCS AAS Degree. In addition, AAS graduates may choose to pursue a Bachelor of Arts (BA) degree in University Studies, Professional Studies Option. Western Kentucky University accepts an AAS degree in a health-related discipline towards a BS in Health Science. In addition to specific listed majors, the agreement states that the University is willing to discuss additional AAS or AS degree health programs for inclusion. This agreement provides another possible avenue for transfer. Local industry provides membership for Program Advisory Committees. These committees serve in an advisory capacity to the faculty and administration by providing industry insight regarding the needs of the service area. Efficiency and Innovation Policy Objective 8.2: Build upon the success of Kentucky’s Virtual Campus and Virtual Library to maximize the use of technology in implementing academic innovations. Online learning opportunities will be supported by the Health Science Technology program at BSCTC. The College embraces the flexibility, affordability, and creativity of online learning. Further, the College appreciates the role Kentucky’s Virtual Campus plays in the delivery of quality education to the citizens of the Commonwealth. BSCTC maintains a strong online presence through a comprehensive schedule of courses and a rigorous quality control process. The College recognizes the effectiveness of online course availability from institutions across the state in meeting the unique scheduling needs of students. BSCTC has provided on its web site a link to Kentucky’s Virtual Campus.


4. Explain how the proposed program furthers the statewide implementation plan.

a. http://www.cpe.ky.gov/planning/strongerbydegrees/implementation.htm

The AAS degree in Health Science Technology meets the challenge of “balancing the need for high-quality credentials that allow individuals to be successful in their work, life, and communities with the demand to increase degree production and educational attainment.” This credential will strengthen an Allied Health division at BSCTC that is supported by the existing administrative and financial structure of the College. The AAS degree in Health Science Technology will provide an additional career option for the high number of students interested in a healthcare career that prepares them to earn a sustainable family wage. The Local Workforce Investment Board Plan identified Healthcare as one of four key industry sectors for this region’s economy. The credential also provides a means for students to apply multiple technical certificates earned through other curricula toward an AAS degree in Health Science Technology. The degree can be completed through courses that are already in the College inventory. No additional expenses will be incurred by BSCTC in making this degree available. Current course availability along with the absence of incurred expenses will support the College in seeking to control costs for both students and the state. Accountability is addressed through a program review that will provide a plan for continued program growth and improvement. The review will integrate program planning with student learning, program outcomes assessment, and improvement actions while including annual program data, program accomplishments, future program trends, and budget requests.

This AAS degree will prepare students for immediate entry into the workforce and for continued learning and career advancement. The credential will strengthen the existing Allied Health division, increase degree attainment, and contribute to the economic growth of the region.

http://www.cpe.ky.gov/planning/strongerbydegrees/implementation.htm


B. Program Quality and Student Success

The curriculum should be structured to meet the stated objectives and student learning outcomes of the program.

1. List all student learning outcomes. General Education Competencies: Students should prepare for twenty-first century challenges by gaining: A. Knowledge of human cultures and the physical and natural worlds through study

in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts.

B. Intellectual and practical skills, including

• inquiry and analysis • critical and creative thinking • written and oral communication • quantitative literacy • information literacy • teamwork and problem solving

C. Personal and social responsibility, including

• civic knowledge and engagement (local and global) • intercultural knowledge and competence • ethical reasoning and action • foundations and skills for lifelong learning

D. Integrative and applied learning, including synthesis and advanced

accomplishment across general and specialized skills. Upon completion of the program, the graduate can:

1. Demonstrate the ability to think critically and solve problems in the health care environment.

2. Practice in a variety of settings within the parameters of individual knowledge and experience according to the standards of practice.

3. Demonstrate basic Health Science Technologist skills with safety and efficiency.

4. Establish and maintain effective/therapeutic communication (written and oral) with clients, families, significant others, and members of the health care team.

5. Identify and support situations that may impact the clients’/families’ rights or well-being.

6. Recognize situations beyond one’s knowledge and experience and seek consultation from appropriate resources in a changing healthcare environment.


7. Practice within the ethical, legal, and regulatory framework according to the standards of practice.

8. Establish priorities and organize care in a timely, efficient, cost-effective manner.

9. Provide evidence-based competent care.

2. Explain how the curriculum achieves the program-level student learning outcomes by describing the relationship between the overall curriculum or the major curricular components and the program objectives. To accomplish program objectives and student learning outcomes, the Health Science Technology program identifies a general education core and a technical core. The curriculum requires 25-29 general education credit hours and 35-39 technical core credit-hour requirements. Technical course selection must result in final attainment of a minimum of three certificate credentials. Students will be provided training in healthcare and health-related services. Instructional topics include medical terminology and basic nursing skills, in conjunction with certificate-specific courses of study. The general education component provides student learning outcomes that achieve the objective of preparing students for transfer opportunities. More importantly, the general education component supports all program objectives by providing a broad educational foundation fostering knowledge and skills in communication, mathematics, natural sciences, social and behavioral sciences, and heritage and humanities. With a technically focused curriculum supplemented with a general education component, the AAS in Health Science Technology prepares students for immediate employment in the healthcare field and for continued learning through transfer opportunities.

3. Highlight any distinctive qualities of this proposed program. The AAS degree in Health Science Technology is unique in that it applies certificates earned through various health-related programs toward completion of the degree. Technical course selection must result in final attainment of a minimum of three certificate credentials. This credential provides transition to employment or transition to an allied health or nursing selective admissions program.

4. Will this program replace any existing program(s) or tracks within an existing program? No


5. Include the projected faculty/student in major ratio. The faculty/student ratio for each major course will be one faculty member to 15 students (1:15).

6. Is there a specialized accrediting agency related to this program? If yes, identify the

agency. Do you plan to seek accreditation? If yes, explain your plans for accreditation. If no, explain your rationale for not seeking accreditation.

No

7. Attach SACS Faculty Roster Form.

The SACS Faculty Roster Form is located in Appendix A. This roster identifies faculty names, courses taught, academic degrees and course work, and other qualifications and comments related to courses taught.

8. Describe the library resources available to support this program.

BSCTC’s Melissa M. Forsyth Library provides learning resources and services that support the mission and vision of the college in accordance with BSCTC’s Strategic Plan and the Board of Regents Policies of KCTCS. The vision of the college is empowerment through learning, and an expected outcome is that students and other members of the college community will be empowered to learn through accessible library/learning resources and services provided at three physical locations and online. Each library is equipped with computers for students to use for research, homework, online coursework and test-taking. An e-Library tab is available in Blackboard, the college’s course delivery system. Library resources support course offerings under the Health Science Technology AAS degree. The library holds approximately 60 online databases that are purchased through a statewide consortium, the Kentucky Virtual Library (KYVL), system purchases or individual purchases. These electronic resources and the physical resources purchased by the library encompass books, electronic versions of print sources such as books and journal articles and audiovisuals. An example of a relevant database for this curriculum is Proquest Career and Technical Education: Science and Technology, available from the Kentucky Virtual Library. This is a source of vocational information focused on science and technology.

9. Describe the physical facilities and instructional equipment available to support this program.

It is important to note that this credential utilizes a combination of curricula now in place at the College. BSCTC currently has existing physical and instructional resources to sustain the AAS degree in Health Science Technology.


10. Clearly state the admission and retention, and completion standards designed to encourage high quality.

The Health Science Technology degree program will adhere to several key criteria to

support admission, retention, and completion standards. These requisites are in place to foster student success and learning.

The program will observe the BSCTC admission guidelines that require the following

from prospective students: A complete application on file Official High School Diploma or GED test scores Scores from a placement test such as ACT or COMPASS An official transcript from all postsecondary institutions attended

Students pursuing an associate degree must meet minimum college readiness standards in mathematics, English, and reading. The Health Science Technology degree program will adhere to the placement standards as stipulated in the KCTCS Senate Rules 4.13.1.1. The program will also adhere to any stipulations presented in the KCTCS 2015-16 Catalog that pertain to certificates applied toward completion of the AAS degree.

11. Clearly state the degree completion requirements for the program. The BSCTC Health Science Technology AAS degree completion requirements will

comply with the following KCTCS Academic Guidelines as outlined in the KCTCS Catalog:

For the Associate in Arts, Associate in Science, and Associate in Applied Science degrees, regardless of the time the student has attended the college, at least 25 percent of the approved curriculum credits must be completed at the college granting the degree. For a certificate or diploma, at least 25 percent of the approved curriculum credits must be completed at the college granting the credential. In the case of degree programs offered through joint, cooperative, or consortia arrangements, the student must earn at least 25 percent of the credits from the participating institutions. Students seeking Associate in Arts, Associate in Science or Associate in Applied Science degrees or Diplomas must have a minimum cumulative GPA of 2.0 in order to be eligible for graduation. To be eligible for a certificate, a student must satisfactorily complete an approved curriculum with a grade point average of at least 2.0 in the courses required for the certificate.


12. Provide the following information for the program and for each track (some categories may not apply to all programs):

AAS Degree in Health Science Technology

Total number of hours required for degree: 60-68 Number of hours in general education: 25-29 Number of hours in degree program core: 35-39 Number of hours in track: 0 Number of hours in guided electives: 0 Number of hours in free electives: 0 13. Describe how the proposed program will articulate with related programs in the state.

It should describe the extent to which student transfer has been explored and coordinated with other institutions.

The addition of the Health Science Technology degree will support BSCTC students who are interested in pursuing transfer opportunities. MSU provides a BS in Technology Management Degree that supplements a KCTCS AAS degree. In addition, AAS graduates may choose to pursue a BA degree in University Studies, Professional Studies Option at MSU. Western Kentucky University accepts an AAS degree in a health-related discipline towards a BS in Health Science. In addition to specific listed majors, the agreement states that the University is willing to discuss additional AAS or AS degree health programs for inclusion. This agreement provides another possible avenue for transfer. Transfer agreements, which are identified on the KCTCS website, are located in Appendix B.

14. List courses under the appropriate curricular headings.

General Education Courses

Course Title Course Description Credit Hours

New to your college?

MAT 150 College Algebra Includes selected topics in algebra and analytic geometry. Develops manipulative skills and concepts required for further study in mathematics. Includes linear, quadratic, polynomial, rational, exponential, logarithmic and piecewise functions; systems of equations; and an introduction to analytic geometry. (Students may not receive credit for both MAT150 and any other College Algebra or Pre-calculus course. Credit not available on the basis of special exam.)

3 N

or


MAT 110 Applied Math I ncludes the concepts of rat io and propor t ion, units and conversions, l inear equat ions in two var iables, inequal i t ies, graphing and wr it ing equat ion of a l ine, percents, interest , descr ipt ive stat ist ics, and logical symbol ism. Emphasizes appl icat ions in the var ious technologies.

(3) N

ENG 101 Writing I Focuses on academic writing. Provides instruction in drafting and revising essays that express ideas in Standard English, including reading critically, thinking logically, responding to texts, addressing specific audiences, researching and documenting sources. Includes review of grammar, mechanics and usage, Notes: (a) credit not available by special examination; (b) English 101 and 102 may not be taken concurrently; (c) AP credit in the English Language and Composition category for ENG 101 awarded as indicated by AP scoring chart in current KCTCS catalog.

3 N

ENG 102 Writing II Emphasizes argumentative writing. Provides further instruction in drafting and systematically revising essays that express ideas in Standard English. Includes continued instruction and practice in reading critically, thinking logically, responding to texts, addressing specific audiences, and researching and documenting credible academic sources. NOTE: Credit is not available by special examination.

3 N

BIO 135 Basic Human Anatomy

Presents the fundamental structure of the human body and the physiological mechanisms involved in normal functioning are presented through lecture and student participation in laboratory activities.

4 N

OR BIO 137 Human Anatomy &

Physiology I The interrelationship and structure and function of each body system in two semesters. The first semester will include basic chemistry, cell structure, cell physiology, metabolism, tissues, and integumentary, skeletal, muscular, and nervous systems

(4) N

AND BIO 139 Human Anatomy &

Physiology II The second semester continues the study of the interrelationships of organ

(4) N


systems, including the endocrine, reproductive, cardiovascular, lymphatic, digestive, respiratory, and urinary systems.

PSY 110 General Psychology Introduces the history, methods and content of modern psychology. Covers the history and systems of psychology, psychological research, physiological psychology, psychological processes, developmental psychology, personality, abnormal behavior and social psychology.

3 N

Social/Behavioral Science

3 N

Heritage/Humanities 3 N Oral

Communication 3 N

Total General Education 25-29 Core Courses Prefix & Number Course Title Course Description Credit

Hours New to your College

CLA 131 Medical Terminology from Greek and Latin

Latin and Greek roots, prefixes, and suffixes as found in medical terminology. Primarily for pre-medical, pre-dental, pre-nursing, and pre-veterinary students, but others will be admitted for help in vocabulary building.

3 N

OR AHS 115 Medical

Terminology A study of anatomical, physiological and pathological terminology with emphasis on work structures and definition of root words, suffixes, and prefixes from Greek and Latin. Additional emphasis is placed on spelling and pronunciation. Primarily designed for individuals preparing for a career in health care. No previous knowledge of Greek or Latin is required.

(3) N

OR MIT 103 Medical Office

Terminology Introduces students to medical terminology including familiar elements, body systems, operative procedures, pharmacology, and methods of researching medical information including, but not limited to, names and descriptions of diseases and drugs.

(3) N

NAA 100 Nursing Assistant Skills I

Provides knowledge and skills for nurse aides to assume the role and responsibility required in a long term care setting. The focus is communication, infection control,

3 N


safety, resident/patient rights, and basic nursing skills. Note: Faculty and clinical sites must comply with applicable Federal and Kentucky laws and regulations including but not limited to 42 USC 1396r and 907 KAR 1:450.

Digital Literacy Digital Literacy must be demonstrated by competency exam or successfully completing a digital literacy course

0-3 N

Health Science Technical Courses

Health Science Technical Course selection must result in final attainment of a minimum of three (3) certificate credentials

29-30 N

Subtotal 35-39 Total Credits 60-68

15. Describe planned alternative methods of program delivery involving greater use of

technology, distance education, and/or accelerated degree designs, to increase efficiency, better address student educational and workforce needs, and maximize student success, for both traditional and non-traditional students.

Several alternative delivery methods will be utilized across the curriculum for this

credential:

• Distance learning, particularly in general education areas • Technology enhanced (online shells are provided for all scheduled BSCTC

classes, regardless of delivery mode.) • Interactive television courses


C. Program Demand/Unnecessary Duplication

Proposed programs must respond to the needs of the academy and to larger economic and social environments. Thus, the institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs. 1. Student Demand: Clearly describe all evidence of student demand, typically in the form

of surveys of potential students and/or enrollments in related programs at the institution. a. Provide evidence of student demand within your area of geographic responsibility

as well as the state and national levels. Enrollment numbers in the Allied Health areas at BSCTC indicate a strong interest in healthcare programs. Currently a total of 152 students are enrolled in Allied Health at BSCTC (across four programs of study) with an additional 106 students enrolled in prerequisite courses pending admission to a program. Yearly, approximately 300 interested students and potential students attend pre-admissions conferences for Allied Health programs. The AAS in Health Science Technology provides another option for students interested in the healthcare field. The table below presents KCTCS enrollment statewide in Health Services/Allied Health/Health Sciences, General (CIP Code 51.0000). The numbers clearly demonstrate student interest in healthcare careers.

KCTCS TOTAL ENROLLMENT FOR HEALTH SERVICES/ALLIED HEALTH/HEALTH SCIENCES,

GENERAL CIP CODE 51.0000

BY SEMESTER FALL 2010

FALL 2011

FALL 2012

FALL 2013

FALL 2014

290 1,359 1,542 1,712 1,438 Information provided on the US News University Directory web site offers insight into the high student demand for two-year degree programs in healthcare. According to the web site, graduates with a two-year degree can “step into some of the best paying allied heath careers…” The site presents research conducted by the University of California/San Francisco stating that allied health workers comprise more than 60 percent of the total heathcare workforce.

b. Identify the applicant pool and how they will be reached. The applicant pool will include high school seniors, particularly those enrolled in secondary area technology centers and career technology centers; currently enrolled students at BSCTC, particularly those interested in allied health


programs, workers in the healthcare field; under-employed workers; and unemployed workers. The applicant pool will be accessed in a variety of methods.

Mailings BSCTC web site BSCTC Facebook page Phone calls (contact information provided by inquirer) E-mails (contact information provided by inquirer) Community events College outreach offices

c. Describe the student recruitment and selection process. The AAS in Health Science Technology will derive the benefits of a well-established recruitment network designed to highlight educational opportunities at BSCTC. Processes are in place to identify potential student pools, publicize program availability and application processes, and promote the community-based involvement of BSCTC as a whole. An aggressive high school recruitment program operated by the Associate Dean of Enrollment and a staff of admissions advisors for recruitment is in place. Advisors work with local school systems. In particular, they focus on the five secondary area technology centers (ATC) and the two secondary career and technical centers (CTC) located in the BSCTC five-county service area. They maintain office hours at the ATC locations. The advisors participate in college visitations at local high schools, respond to inquiries, and provide informational mailings to all high school seniors in the five-county area. BSCTC promotes the college and its services through community events. The East Kentucky Science Center is housed on the Prestonsburg Campus. Visitors to the Center total approximately 10,000 per year. The Super Sunday initiative, which partners with African American and Latino churches throughout the state to host college information fairs, is an annual event for the college. Several holiday events and college-sponsored activities bring the general public to BSCTC campuses. Technology is central to the BSCTC recruitment campaign. The college web site provides an array of information including application guidelines, program descriptions, class schedules, and student support services. Scholarship information and student activities are also highlighted. Marketing data provided by KCTCS is used to determine the most popular media outlets, in order to develop campaigns designed to reach the highest number of potential students. The college also uses digital marketing such as Facebook for promotional purposes.


d. Identify the primary feeders for the program.

Primary feeders for the program will include area high schools and secondary area ATCs and CTCs as well as programs serving under-employed or unemployed workers. Agreements are currently in place with high school Health Science Technology programs located at four ATCs and one CTC that allow for articulation of selected course work. Due to limited enrollment capacity in Allied Health programs, the AAS degree in Health Science Technology will be a significant option for potential students attending pre admissions conferences.

e. Provide any evidence of a projected net increase in total student enrollments to the campus as a result of the proposed program. College enrollment will increase as a result of adding the AAS degree in Health Science Technology to the credential inventory. Attendance at pre-admissions conferences for allied health programs demonstrates a strong interest in this area of study. Approximately 300 potential students attend these conferences yearly at BSCTC. Limited capacity impacts the total number of students admitted to each program. The AAS degree in Health Science Technology will provide an additional option for healthcare studies thereby increasing the number of students who can be served.

f. Project estimated student demand for the first five years of the program.

Academic Year

Student Enrollment Projected Degrees Conferred

2015-16 12 0 2016-17 15 12 2017-18 18 3 2018-19 21 15 2019-20 25 6

*Table composed under the assumption all numbers represent new students starting fall semester and taking four semesters to complete.

2. Employer Demand: Clearly describe evidence of employer demand. Such evidence

may include employer surveys, current labor market analyses, and future human resources projections. Where appropriate, evidence should demonstrate employers’ preferences for graduates of the proposed program over persons having alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the proposed program. a. Describe the types of jobs available for graduates, average wages for these jobs,

and the number of anticipated openings for each type of jobs in the institution’s area of geographic responsibility.


The AAS degree in Health Science Technology will prepare graduates for immediate entry into the workforce in the field of healthcare and health-related services. Students may be those seeking entry-level jobs or those who are already employed and are interested in broadening their skills and enhancing their opportunities for career advancement. This credential accommodates a variety of interests in the healthcare field and allows students to augment certificates with degree attainment. Students may be able to earn certificates that are already present in other curricula, including but not limited to the areas of medical assisting, nursing assistant, and medical coding. The five county service area of BSCTC (Pike, Floyd, Johnson, Martin, and Magoffin counties) contains five hospitals, with Pikeville Medical Center employing nearly 2,400 individuals. Supporting the hospitals in the Big Sandy region are numerous healthcare facilities including clinics, physician offices, and diagnostic centers—all providing a solid job market. With a medical school in place at the University of Pikeville and with an optometry school in the planning phase at the same University, BSCTC looks forward to a thriving medical community creating many opportunities for our graduates. A review of local employment opportunities was conducted through Big Sandy Area Occupational Outlook to 2020. Due to the degree stipulation that three certificates from other curricula must be earned, the employment information for this credential is best reflected through job categories. Therefore, four major categories are listed in the table below. Examples of specific job titles (with 2010 wage information) include Medical Assistants ($12.39) and Medical Records and Health Information Technicians ($15.03).

BIG SANDY AREA (LOCAL)

OCCUPATIONAL CATEGORY

AVERAGE WAGE PER HOUR

2010

JOB OPENINGS AVG. ANNUAL 2010-2020

Health Care Support Occupations $11.24 60

Other Healthcare Support Occupations n/a 24

Healthcare Support Workers, All Other $14.61 2

Nursing, Psychiatric, and Home Health Aides n/a 34

b. Describe the types of jobs available for graduates, average wages for these jobs,

and the number of anticipated openings for each type of jobs in Kentucky. A review of state employment opportunities involving the same four categories was conducted through Kentucky Occupational Outlook to 2022. Examples of specific job titles (with 2013 wage information) include Medical Assistants ($13.16) and Medical Records and Health Information Technicians ($16.20).


KENTUCKY (STATE)

OCCUPATIONAL TITLE AVERAGE WAGE

PER HOUR 2013

JOB OPENINGS AVG. ANNUAL 2012-2022

Healthcare Support Occupations $12.55 1,766

Other Healthcare Support Occupations n/a 902

Healthcare Support Workers, All Other $17.39 69

Nursing, Psychiatric, and Home Health Aides n/a 693

c. Describe the types of jobs available for graduates, average wages for these jobs,

and the number of anticipated openings for each type of jobs at the national level.

A review of national employment opportunities was conducted through the Occupational Outlook Handbook provided by the U.S Department of Labor, Bureau of Labor Statistics. On a national level, a sample of job titles includes Medical Records and Health Information Technician with a projected employment level of 227,500 in 2022 and a 2012 wage of $16.42 as well as Medical Assistant with a projected employment level of 723,700 in 2022 and a 2012 wage of $14.12.

3. Academic Disciplinary Needs: Clearly describe all evidence justifying a new

program based on changes in the academic discipline or other academic reasons. a. If the proposed program is an advanced credential (diploma to AAS), explain the

new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new program. No new practice or licensure requirements in the profession have prompted this application. No requirements by specialized agencies have necessitated the application.

4. Similar programs: A similar program is defined as a program with the same or closely related CIP code at the same degree level. A proposed program will not be considered unnecessarily duplicative if it serves a different student population than existing programs and/or if its curriculum is distinctive from that of existing programs at other public institutions in Kentucky. a. Identify similar programs in other SREB states and in the nation.

A search for AAS in Health Science Technology indicated no results through the SREB Common Market. Through a general online search, examples of colleges with similar programs include the following: Gulf Coast State College (Florida) Atlanta Technical College (Georgia)


Cleveland State Community College (Tennessee) Based on the 2015-16 KCTCS Catalog the following KCTCS colleges offer an AAS in Health Science Technology: Ashland Community and Technical College Hopkinsville Community College Jefferson Community and Technical College West Kentucky Community and Technical College A similar AAS credential does not exist at BSCTC or any other public institution in the service area.

b. IF CPE records indicate similar programs exist in Kentucky, does the proposed program differ from existing programs in the state? If yes, please explain.

No. The program will not differ from existing KCTCS programs. Similar programs are offered at other KCTCS institutions within the state. Curricula is similar due to a collaborative system of curriculum and program development.

c. Does the proposed program serve a different student population (i.e., students in a different geographic area) from existing programs? If yes, please explain. Yes. The program will serve students from the BSCTC service area, which includes the counties of Floyd, Johnson, Martin, Magoffin and Pike.

d. Is access to existing programs limited? If yes, please explain.

Yes. Access is limited due to travel time and travel expenses. Each college is listed below with mileage distance, which varies depending on which BSCTC campus is used in the calculation: Ashland Community and Technical College (60-99) Hopkinsville Community College (354-325) Jefferson Community and Technical College (217-189) West Kentucky Community and Technical College (378-406)

Is there excess demand for existing similar programs? If yes, please explain.

Yes. The enrollment number of 152 in the Allied Health areas at BSCTC (across four programs of study) indicates a strong interest in healthcare careers. These programs run at full capacity. Yearly approximately 300 interested students and potential students attend pre-admissions conferences for Allied Health programs. The AAS in Health Science Technology provides another


option for this population of students.

e. Is there collaboration between the proposed program and existing programs?

Collaboration occurs through established KCTCS curriculum committees. Committee membership consists of representatives from each KCTCS institution offering the program. The curriculum committee is responsible for development, review and revision of curriculum to be shared across all KCTCS colleges.


D. Cost and Funding of the Proposed Program

The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be efficient in its resource utilization and to assess the impact of this proposed program on the institution’s overall need for funds. 1. Will this program require additional resources? Y or N If yes, provide a brief summary

of additional resources that will be needed to implement this program over the next five years.

No

2. Will this program impact existing programs and/or organizational units within your

institution? If yes, please describe the impact.

Yes. This credential will positively impact the allied health division at BSCTC. Its implementation will provide an additional career pathway for those students interested in the healthcare field, which, in turn, will allow the College to serve a larger population of students.

3. Provide adequate documentation to demonstrate sufficient return on investment to the

state to offset new costs and justify approval for the proposed program.

The AAS in Health Science Technology will utilize existing facilities and equipment already in place. No additional staffing will be required at this time.

Cost/Funding Explanation

The funding sources and breakdown of budget expenses/requirements are located in Appendix C – New Program Budget Calculation Sheet.


E. Program Review and Assessment

Describe program evaluation procedures for the proposed program. These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission.

1. For each assessment method, please provide indicators of achievement and frequency of

data collection:

a. Which components will be evaluated? Program effectiveness is assessed through the Instructional Unit Review Process. Through this process, several components are evaluated in order to measure the success of the program in meeting identified goals. This assessment process leads to program improvement planning designed to enhance overall program performance directly impacting student learning. Although measurement of student learning outcomes is an integral part of the Institutional Unit Review, the program will utilize embedded assessments in each course to ensure ongoing assessment of all student learning outcomes. Data regarding employment of graduates is a significant area of interest in assessing program effectiveness. The degree of accomplishment regarding student learning outcomes and program outcomes is imperative in determining program success. Feedback from students regarding course work and their satisfaction with the program are key items as well. Evaluation of faculty performance is also important to a thorough program assessment.

b. When will the components be evaluated? Graduate employment data will be evaluated annually through Kentucky’s Technical Education Data System (TEDS). Student learning outcomes and program outcomes will be included in the Instructional Unit Review Process, which is set up on a two-year evaluation cycle. This cycle allows for assessment of outcomes, development of an improvement plan along with identification of future resources, and implementation. Course feedback from students is attained each semester and student satisfaction is assessed annually. Faculty performance is evaluated annually through the KCTCS Performance Review Process. In addition to the items addressed regarding review and assessment, it should be noted that the Health Science Technology program will be included in the Council on Postsecondary Education (CPE) cyclical review calendar.

c. When will the data be collected?


Graduate employment data is collected each year January through June. Student learning outcomes and program outcomes are assessed throughout the first year of a two-year cycle. Course feedback is collected each semester. Student satisfaction is measured at the end of the academic year. Faculty performance data is compiled throughout the academic year and the evaluation occurs at the end of the academic year in accordance with the KCTCS Performance, Planning, and Evaluation (PPE) review process.

d. How will the data be collected? Graduate employment data is collected by Institutional Effectiveness and Institutional Research (IEIR) through mailings, phone calls, and electronic contact sources. Student learning outcomes are evaluated through performance on identified course activities. Program outcomes are assessed through PeopleSoft data as well as through data presented in IEIR reports. An example of such data would be enrollment and completion numbers. Course feedback is obtained via student surveys facilitated through IEIR. Student satisfaction is reflected through retention data provided by IEIR and CCSSE (Community College Survey of Student Engagement). Faculty performance is evaluated annually through the KCTCS PPE review process.

e. What will be the benchmarks to be achieved?

High retention, completion, and placement rates are significant benchmarks for the program. Also of significance are optimal employment satisfaction and student satisfaction. Another important benchmark is CCSSE feedback indicating positive student perceptions of the program and the College. Consistently successful faculty performance is a final benchmark important to the success of the program.

f. What individuals or groups will be responsible for data collection? IEIR will be responsible for collecting data regarding graduate employment, course feedback, and student satisfaction. Assessment of student learning outcomes will be the responsibility of faculty. Faculty, the program coordinator, the Associate Dean, and IEIR will each provide data regarding program outcomes. Faculty, the Associate Dean, and the Dean of Academic Affairs will each be involved in the faculty performance review.

g. How will the data and findings be shared with faculty? Faculty will have access to data via a SharePoint site. Also, when appropriate, data results will be shared in division meetings and/or e-mails. Data will be part of one-on-one discussions with supervisors.

h. How will the data be used for making programmatic improvements?


Program improvements are planned through the Instructional Unit Review Process. During year one of the two-year cycle, the coordinator, supervisor, and Dean of Institutional Effectiveness will meet to review the Unit Profile and to complete the Assessment Plan. During the initial meeting, updates to the Unit Profile will be noted and submitted to IEIR for revision. Each unit will select three to five student learning outcomes (SLO) for the review. Assessment tools will be selected. Any specific needs for assessment will be noted and assistance will be given by IEIR. The approved Assessment Plan will be kept in IEIR with a copy going to the Coordinator and Supervisor. During the remainder of year one, the assessment process will take place and proper documentation will be gathered. In the spring of year one, the coordinator, supervisor, and Dean of Institutional Effectiveness will meet to review the findings and formulate the Implementation Plan. Also at this meeting, Future Issues and Resources needed will be documented. The Implementation Plan, Future Issues document, and Resources Checklist will be submitted to IEIR with copies going to the Coordinator and Supervisor.

Implementation will take place during the second year of the two-year cycle. The Coordinator will complete the year two follow-up form and call a meeting with the Supervisor and Dean of Institutional Effectiveness to review. The follow-up meeting will consist of an overview of the assessment, the results of the implementation, and a summary noting if any further action is needed as part of the planning for the next review cycle.

The finished Institutional Unit Review documentation will be compiled by IEIR. A copy will be kept on file and a copy will be given to the Coordinator.

2. What are the measures of teaching effectiveness?

Confidential course feedback is provided by students at the end of each semester. Each faculty member is reviewed annually by the Associate Dean, Dean, and Provost as part of the KCTCS Performance Review Process through the Performance, Planning, and Evaluation (PPE) document. Other indicators of effective teaching are provided through program retention rates, graduate employment follow-up rates, and exit exam pass rates.

3. What efforts to improve effectiveness will be pursued based on these measures?

All measures of teaching effectiveness assist individual faculty in developing improvement strategies. Course feedback results provide invaluable student assessment pertaining to course-specific delivery. Faculty develop improvement plans to address consistent issues that come to their attention through this process. PPE discussions and feedback provide a broad-based performance assessment to include not only teaching but also all areas of professional responsibility. These reviews foster continued improvement and professional growth. Retention rates, graduate employment rates, and exit exam pass


rates assist faculty in assessing the overall program’s effectiveness, which leads to plans for improvement to be outlined in the Instructional Unit Review.

4. What are the plans to evaluate students’ post-graduate success? Graduates will be followed through Kentucky’s Technical Education Data System, a repository of student data for all career/technical programs. Employer surveys will be conducted as a means of assessing on-the-job performance of graduates as well as employer satisfaction with the program in general. When possible, BSCTC will pursue follow-up data for transfer students.


APPENDIX A

Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty

Name of Institution: Big Sandy Community and Technical College Name of Primary Department, Academic Program, or Discipline: Nursing Academic Term(s) Included: Fall 2015, Spring 2015, Fall 2014 Date Form Completed: September 21, 2015

1 2 3 4 NAME (F, P) COURSES TAUGHT

Including Term, Course Number & Title, Credit Hours (D, UN, UT, G)

ACADEMIC DEGREES& COURSEWORK

Relevant to Courses Taught, Including Institution & Major

List specific graduate coursework, if needed

OTHER QUALIFICATIONS & COMMENTS

Related to Courses Taught

Durham, Roberta (F)

Fall 2015 AHS 115—Medical Terminology, 3 credits, (UN) NSG 101—Fundamentals of Nursing, 9 credits, (UN) NAA 100—Nursing Assistant, 3 credits, (UN) Spring 2015 AHS 115—Medical Terminology, 3 credits, (UN) NSG 210—Medical Surgical Nursing I, 6 credits, (UN)

Bachelor of Science in Nursing Morehead State University, 2012

Kentucky Board of Nursing


NSG 230—Medical Surgical Nursing III, 6 credits, (UN) Fall 2014 AHS 115—Medical Terminology, 3 credits, (UN) NSG 101- Fundamentals of Nursing, 9 credits, (UN)

Allen, Collista (F)

Fall 2015 AHS 115—Medical Terminology, 3 credits, (UN) NSG 101- Fundamentals of Nursing, 9 credits, (UN) Spring 2015 AHS 115—Medical Terminology, 3 credits, (UN) NSG 210—Medical Surgical Nursing I, 6 credits, (UN) Fall 2014 AHS 115—Medical Terminology, 3 credits, (UN) NSG 101—Fundamentals of Nursing, 9 credits (UN)

Master of Science (Nursing), The University of Phoenix, 2013 Bachelor of Science in Nursing, The University of Phoenix, 2009 Associate in Applied Science in Nursing, Hazard Community College, 1999


McKenzie, Marsha L. (F)

Fall 2015 AHS 115—Medical Terminology, 3 credits, (UN) NSG 299—Selected Topics in Nursing, 1-4 credits, (UN) Spring 2015 AHS 115—Medical Terminology, 3 credits, (UN)

Masters in Adult and Higher Education, Morehead State University, 2012 BS (Nursing), Chamberlain College of Nursing, 2009 Associate in Applied Science (Nursing), Prestonsburg Community College, 1984



NSG 299—Selected Topics in Nursing, 1-4 credits, (UN)

Ramey, Charlotte (F)

Fall 2015 NSG 220—Medical Surgical Nursing II, 6 credits, (UN) NPN 125 Behavioral Health Nursing, 3 credits, (UN) AHS 1150 Medical Terminology, 3 credits, (UN) Spring 2015 AHS 115—Medical Terminology, 3 credits, (UN) NSG 212—Behavioral Health Nursing, 3 credits, (UN) Fall 2014 NSG 101—Fundamentals of Nursing, 9 credits, (UN) NPN 125 Behavioral Health Nursing, 3 credits, (UN) NSG 101 Fundamentals of Nursing, 9 credits, (UN)

Masters of Science in Nursing Eastern Kentucky University –Enrolled Projected Graduation May 2017 Bachelor of Science in Nursing Northern Kentucky University, 2012 Associate of Science (Nursing), Lincoln Memorial University, 2007 Bachelor of Arts (Social Work), The University of Kentucky, 1993 Associate of Arts, Prestonsburg Community College, 1989


Lawson, Dianna (F)

Fall 2015 NSG 220—Medical Surgical Nursing II, 6 credits, (UN) Spring 2015 AHS 115—Medical Terminology, 3 credits, (UN)

BSN, Morehead State University, 2005 MS (Nursing), University of Kentucky, 1997

Kentucky Board of Nursing CCRN (Critical Care Registered Nurse)


NSG 210—Medical Surgical Nursing I, 6 credits, (UN) Fall 2014 AHS 115—Medical Terminology, 3 credits, (UN) NSG 220--Medical Surgical Nursing II, 6 credits, (UN)

American Heart Association Instructor—certified to teach CRP, ACLS, and PALS

Burchett, Nicole (F)

Fall 2015 AHS 115—Medical Terminology, 3 credits, (UN) NSG 211—Maternal Newborn Nursing, 3 credits, (UN) NSG 101--Fundamentals of Nursing, 9 credits, (UN) Spring 2015 NSG 230—Medical Surgical Nursing III, 6 credits, (UN) Fall 2014 NPN 101—Nursing Fundamentals, 6 credits, (UN) NSG 211—Maternal Newborn Nursing, 3 credits, (UN)

Master of Science in Nursing Northern Kentucky University, 2015 Bachelor of Science in Nursing Morehead State University, 2012


Carroll, Charlene (F)

Fall 2015 NPN 111—Nursing Pharmacology, 3 credits, (UN) NPN 101—Nursing Fundamentals, 6 credits, (UN)

Master of Science in Nursing University of Kentucky, 1996 Bachelor of Science in Nursing Morehead State University, 1993 Associate in Applied Science Nursing



University of Kentucky, 1986

Dales, Heather (F)

Fall 2015 NAA 100—Nursing Assistant Skills I, 3 credits, (UN) Spring 2015 NAA 100—Nursing Assistant, 3 credits, (UN) Fall 2014 NAA 100—Nursing Assistant, 3 credits, (UN)

Bachelor of Science in Nursing, Radford University, 2001 Associate in Arts and Sciences, General Studies, Southwest VA Community College,1997


DeRossett, Kimberly (F)

Fall 2015 NPN 101—Nursing Fundamentals, 6 credits, (UN) NPN 111—Pharmacology, 3 credits, (UN) NPN 125 Behavioral Health Nursing, 3 credits, (UN) NPN 135 Introduction to Health Deviations, 6 (UN) Spring 2015 NPN 201—Child Bearing Family, 3 credits, (UN) NPN 202—Med-Surg I Alterations, 6 credits, (UN) NPN 206—Med Surg II Alterations, 6 credits, (UN) NPN 215—Nursing Trends & Issues, 1 credit, (UN)

Bachelor of Science in Nursing Eastern Kentucky University, 1984



Fall 2014 NSG 220—Medical Surgical Nursing II, 6 credits, (UN) NPN 135—Introduction to Health Deviations, 6 credits (UN)

Hall, Katherine (F)

Lab Instruction Only

AAS in Nursing Career Mobility, Big Sandy Community and Technical College, 2010 Diploma in Practical Nursing, 2009, Big Sandy Community and Technical College Bachelor of Arts, Elementary Education P-5, Alice Lloyd College, 2002


Harris, Irma (F)

Fall 2015 NAA 100—Nursing Assistant, 3 credits, (UN) Spring 2015 NAA 100—Nursing Assistant, 3 credits, (UN) Fall 2014 NAA 100—Nursing Assistant, 3 credits, (UN)

Bachelor of Science Nursing, 2013, Morehead State University AAS Nursing, Big Sandy Community and Technical College, 1995


Jervis, Monica (F)

Lab Instruction Only Associate in Applied Science in Nursing Career Mobility Big Sandy Community and Technical College, 2010 Diploma Practical Nurse Big Sandy Community and Technical College, 2009



Ratliff, Teddie (F)

Fall 2015 NSG 220—Medical Surgical Nursing II, 6 credits, (UN) NSG 101—Fundamentals of Nursing, 9 credits, (UN) Spring 2015 NSG 213 Pediatric Nursing, 3 credits, (UN) Fall 2014 NSG 220—Medical Surgical Nursing II, 6 credits, (UN) NSG 101—Fundamentals of Nursing, 9 credits, (UN)

Master of Science in Nursing-Nurse Educator, Kaplin University, 2012 Bachelor of Science in Nursing Morehead State University,1997


F, P: Full-time or Part-time; D, UN, UT, G: Developmental, Undergraduate Nontransferable, Undergraduate Transferable, Graduate


Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty

Name of Institution: Big Sandy Community and Technical College Name of Primary Department, Academic Program, or Discipline: Business Studies Academic Term(s) Included: Fall 2015 and Spring 2015 Date Form Completed: September 21, 2015

1 2 3 4 NAME (F, P) COURSES TAUGHT

Including Term, Course Number & Title, Credit Hours (D, UN, UT, G)

ACADEMIC DEGREES& COURSEWORK

Relevant to Courses Taught, Including Institution & Major

List specific graduate coursework, if needed

OTHER QUALIFICATIONS & COMMENTS

Related to Courses Taught

Blair, Kimberly (P)

Fall 2015 MIT 205—Advanced Medical Coding, 3 credits, (UN) Spring 2015 MIT 204—Medical Coding, 3 credits, (UN) MIT 205—Advanced Medical Coding, 3 credits, (UN)

Certificates Medical Unit Coordinator, Medical Receptionist, Medical Office Trainee, 2010, Big Sandy Community and Technical College Diploma, Medical Transcriptionist, 2010, Big Sandy Community and Technical College, Associate in Applied Science, Medical Information Technology—Insurance Coding, 2009

American Academy of Professional Coders Certified Professional Coder—Apprentice, 2015

F, P: Full-time or Part-time; D, UN, UT, G: Developmental, Undergraduate Nontransferable, Undergraduate Transferable, Graduate


Appendix B


How many of these job vacancies do you plan to fill with graduates of this program each year?

9

4

3.5 5

Total Fall Enrollment Headcount Needed 16 18 21 18 19 20

Total Credit Hours (Program and Gen Ed.) 363 408 476 408 431 453

Funding Sources by Year New Revenue = a source of revenue that was not previously avai lable to the col lege. This worksheet assumes al l tui t ion revenue to be new revenue Exist ing Revenue = a source of revenue that wi l l be shifted from suppor t of another program to this program

Select College: Name of Program:

Select Program Group: What is the First Academic Year of Program Enrollment 2016 How many Credit Hours will it take to complete the program 68 22.67 Average SCH per year

Gen Ed Credit Hours 29 12.47 Gen Ed SCH in first year Estimate the percent of Gen Ed SCH taken by these students in there 1st Year

43.00 %

Program Specific Credit Hours 39 Enter the estimated Tuition Rate for Academic Year 2016 147 $ 152 $ 157 $ 162 $ 168 $ 174 $

2016 2017 2018 2019 2020 2021 Enter the annual job demand for Graduates of this program. please use the Supply and Demand data from DSS ( ) 1092 1092 1092 1092

New Program Budget Calculation Sheet Please complete highlighted fields below as necessary.

AAS in Health Science Technology

Allied Health

Big Sandy Community and Technical College

Appendix C


2016 2017 2018 2019 2020 2021

Federal Funding Sources (New or Existing)

Narrative:

Other Non-State Sources

Narrative:

State Resources 1 2 3 4 5

New State Funding

Reallocation of Existing State Funds

Narrative:

Tuition Revenue $ 53,300 $ 62,000 $ 74,700 $ 66,100 $ 72,400 $ 78,900


Narrative: New tuition revenue

Internal Reallocation (non-state resources) $ 17,260 $ 17,380 $ 17,910 $ 13,280 $ 15,619 $ 9,300 Narrative: Adjustment to Tuition Revenue line item - Additional Tuition revenue beyond calculated in formula above to

make total tuition revenue equal $147 per credit hour @ 30 credit hours per year @ student enrollment listed above

Total Revenue $ 70,560 $ 79,380 $ 92,610 $ 79,380 $ 88,019 $ 88,200

Breakdown of Budgeted Expenses New Expense = an expense that was not previously incurred by the col lege. This worksheet assumes al l faculty expenses to be new Exist ing Expense = an expense for resources that wi l l be shifted from suppor t of another program to this program

2016 2017 2018 2019 2020 2021

Execut ive, administ rat ive, and manager ial

New

Existing

Narrative:

Other Professional

New

Existing


Narrative:

General Educat ion Faculty (Adjunct ) 199.52 269.12 169.94 194.88 211.41 211.41 Average Section Enrollment for Gen Ed Sections 30

Annual Gen Ed Sections (3 Credit Hour) 3 3 2 3 3 3 Adjunct Faculty Rate for 3 Credit Hours (Salary Only) $ - $ - $ - $ - $ -

Gen Ed Faculty Budget $ - $ - $ - $ - $ - $ - Gen Ed Faculty Budget Adjustment

Program Faculty-Regular FT 163.15 138.88 306.06 213.12 219.26 241.92 Average Class Size for Program Classes 30 Maximum % of Program Credit Hours Taught by FT Faculty 0%

Annual Program Section Count 2 2 4 3 3 3 Calculated Program F-T Faculty 0 0 0 0 0 0 Full-time Faculty Adjustment (2nd location, Release Adj., etc.) 0.72 0.72 0.72 0.72 0.72 0.72 Total Program F-T Faculty 0.72 0.72 0.72 0.72 0.72 0.72 Average Annual Faculty Credit Hour Load (F-T = 30 SCH) 8.33 8.33 16.67 12.50 12.50 12.50 Salaries $ 35,200 $ 36,100 $ 37,000 $ 37,900 $ 38,900 $ 39,900 Current Benefits Rate 40.6% 40.6% 40.6% 40.6% 40.6% 40.6% Total Reg FT Compensation Budget $ 49,500 $ 50,800 $ 52,100 $ 53,300 $ 54,700 $ 56,100

Program Faculty-Adjunct 5 6 7 8 9 10 Percent of Program Specific Credit Hours Taught by Adjunct 0% 0% 0% 0% 0% 0%

Program Adjunct Rate for 3 Credit Hours (Salary Only) $ -


Program Adjunct Sections (3 Credit Hours) 0 0 0 0 0 0 Salaries $ - $ - $ - $ - $ - $ - Current Adjunct Benefits Rate 8.7% 1 2 3 4 5 Total Adjunct Compensation Budget $ - $ - $ - $ - $ - $ -

Addit ional Inst ruct ional Compensat ion for Cl inical, Labs, Etc.

Total Inst ruct ional Compensat ion Budget $ 49,500 $ 50,800 $ 52,100 $ 53,300 $ 54,700 $ 56,100

Equipment and Instruct ional Mater ials (includes maintenance of equipment) Calculated using historical program group expenditure data $ 9,400 $ 8,000 $ 17,500 $ 12,200 $ 12,600 $ 13,900 You may offset or add to the above calculated data here (enter a ne $ (7,000) $ (6,900) $ (14,900) $ (10,000) $ (10,000) $ (10,000)

Narrative: Includes existing instructional materials since this is a combination of curricula already approved for the college.

L ibrary

Calculated using historical program group expenditure data $ 2,695 $ 3,109 $ 3,718 $ 3,268 $ 3,536 $ 3,817 New


Existing

Narrative: Library resources (periodicals, reference materials, online databases, instruction, etc.) for students in the program (including the gen ed component).

Cont ractual Services

New

Existing

Narrative:

Academic and/or Student Support

New

Existing

Blackboard LMS $ 298 $ 306 $ 283 $ 321 $ 329 $ 338 Blackboard Student Services $ 508 $ 586 $ 700 $ 615 $ 666 $ 718

Narrative: Blackboard LMS and Blackboard student services will be used to support the program coursework.

Other Support Services

Calculated using historical program group expenditure data $ 4,700 $ 4,000 $ 8,800 $ 6,100 $ 6,300 $ 6,900 New $ - $ - $ - $ - $ - $ - Existing


Narrative: Includes expenses related to other support services such as counseling, financial aid, business office, admissions, etc.

Faculty Development

Calculated using historical program group expenditure data $ 1,600 $ 1,300 $ 2,900 $ 2,000 $ 2,100 $ 2,300 New $ - $ - $ - $ - $ - $ - Existing

Narrative: Includes professional development workshops and seminars for faculty development.

Assessment

New

Existing

Narrative:

Student Space and Equipment

New

Existing

Narrative:


Faculty Space and Equipment

New

Existing

Narrative:

Other

New

Existing

Narrative:

Total Expense $ 61,500 $ 60,900 $ 70,900 $ 67,500 $ 70,000 $ 73,800

Cash Flow 2016 2017 2018 2019 2020 2021 Revenue $ 70,560 $ 79,380 $ 92,610 $ 79,380 $ 88,019 $ 88,200 Expense $ 61,500 $ 60,900 $ 70,900 $ 67,500 $ 70,000 $ 73,800

Annual Cash Balance $ 9,060 $ 18,480 $ 21,710 $ 11,880 $ 18,019 $ 14,400

program proposal health science technology … meetings/2015/201512...health science technology ....

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