North Central Missouri College Page 1 / 55€¦ · North Central Missouri College Page 1 / 55. 2...

1

Name of GoalName of the General Education (GenEd) Goal

Judgment

Compliant Non-Compliant Not Applicable

Narrative

Humanities and Fine Arts

North Central Missouri College Page 1 / 55

2

Date of ReviewDate of Review: Semester, year

Judgment


Narrative

Spring 2014


3

Contact InformationContact information of the person completing the reviewa. Nameb. Email addressc. Phone extension

Judgment


Narrative

Jim Norris, [email protected], x1345Amy Guthrie, [email protected], x1317Maryellen Harman, [email protected], x1343


https://ncmissouri.compliance-assist.commailto:[email protected]/



4

Names of Faculty MembersNames of faculty member(s) who contributed during the review process (include both full-time and adjunctfaculty)

Judgment


Narrative

Jim NorrisAmy GuthrieMaryellen HarmanLinda CowlingSara JacobsConnie Martin


5.A

State of Goal and Competencies/Outcomes [1A2] [3B1] [3B2]State the General Education Goal and Competencies/Outcomes as defined by MDHE (Reference GeneralEducation Goals and Competencies located on the Intranet)

Judgment


Narrative

State-Level Goal: To develop students' understanding of the ways in which humans have addressed theircondition through imaginative work in the humanities and fine arts; to deepen their understanding of how thatimaginative process is informed and limited by social, cultural, linguistic, and historical circumstances; and toappreciate the world of the creative imagination as a form of knowledge.Suggested Competencies: Students will demonstrate the ability to... 1. describe the scope and variety of works in the humanities and fine arts (e.g., fine and performing arts,literature, speculative thought). 2. explain the historical, cultural, and social contexts of the humanities and fine arts. 3. identify the aesthetic standards used to make critical judgments in various artistic fields. 4. develop a plausible understanding of the differences and relationships between formal and popular culture. 5. articulate a response based upon aesthetic standards to observance of works in the humanities and fine arts.


https://portal.ncmissouri.edu/staff/doi/AssessmentProgramReview/Program_Review_Documents/GenEd_Program_Review_Documents/GenEd_Review_General_Education_Goals_and_Competencies.docx

https://portal.ncmissouri.edu/staff/doi/AssessmentProgramReview/Program_Review_Documents/GenEd_Program_Review_Documents/GenEd_Review_General_Education_Goals_and_Competencies.docx

5.B

Curriculum Map [3B1] [3B2]If applicable, Curriculum Map demonstrating the alignment between Entry-level course and the CurriculumAlignment Initiative objectives (MDHE-CAI). Suggestions: List objectives in column 1 and chapters or unitsacross the top. (Complete the Program Curriculum Map)

Judgment


Narrative


CAI Exit Competency

Student Learning Objective

Spanish Exit Competencies I. Listening 1) Understand short and simpleconversations on familiar topics such asmyself, family, and my immediatesurroundings when spoken slowly andclearly.2) Sometimes recognize cognates, affixes,and thematic vocabulary to help meunderstand live or recorded spokenlanguage.

Listening

1. Understand short and simple conversations onfamiliar topics such as self, family, andimmediate surroundings when spoken slowly andclearly.

2. Sometimes recognize cognates, affixes, andthematic vocabulary to help understand live orrecorded spoken Spanish.

II. Reading 1) Understand familiar names, words, andvery simple sentences, for example onnotices and posters or in catalogues. 2) Understand basic questions onstandardized forms well enough to giveimportant information (name, date ofbirth, nationality). 3) Distinguish between questions,statements, and exclamations.

Reading

1. Understand familiar names, words, and verysimple sentences (for example on notices andposters or in catalogues).

2. Understand basic questions on standardizedforms well enough to give important information(name, date of birth, nationality, etc.).

3. Distinguish between questions, statements, andexclamations.

III. Writing1) Write lists, very short messages, postcards, and simple notes.2) Write simple sentences describingmyself and others using memorizedphrases on familiar topics such as self,family, and immediate surroundings.3) Supply basic personal information,such as physical information andpreferences, in simple forms.

Writing

1. Write lists, very short messages, post cards,simple notes, etc.

2. Write simple sentences describing self and othersusing memorized phrases on familiar topics suchas self, family, and immediate surroundings.

3. Supply basic personal information, such asphysical information and preferences in simpleforms.

IV. Speaking1) Describe self with some hesitationusing memorized words and phrases andcan ask and answer simple questions onfamiliar topics such as self, family, andimmediate surroundings.2) Use simple phrases and sentences todescribe where they live and people theyknow, making themselves understood bya sympathetic native speaker.

Speaking

1. Describe self with some hesitation usingmemorized words and phrases and ask andanswer simple questions on familiar topics suchas self, family, and immediate surroundings.

2. Use simple phrases and sentences to describewhere he or she lives and people that he or sheknows, making self understood by a sympatheticnative speaker.

Philosophy Exit Competencies


1. Students will identify the major areasof philosophy (e.g., metaphysics,epistemology, ethics and politicalphilosophy, and logic) and explain andanalyze (perhaps with reference tohistorical figures) some of the majorphilosophical problems in several of theseareas.

Demonstrating an understanding of large,abstract frameworks of thought: Students willidentify the major areas of philosophy (e.g.,metaphysics, epistemology, ethics and politicalphilosophy, and logic) and explain and analyze(perhaps with reference to historical figures)some of the major philosophical problems inseveral of these areas.

2. Students will identify and evaluatearguments in general and onphilosophical topics.

Students will identify and evaluate arguments ingeneral and on philosophical topics.

3. Students will develop and defend athesis on philosophical topics.

Students will develop and defend a thesis onphilosophical topics.

4. Students will critically examine theirown views, to try to understand those ofothers, and to appreciate that on complexmatters reasonable people can disagree.

Students will critically examine their own views,to try to understand those of others, and toappreciate that on complex matters reasonablepeople can disagree.

Theatre Exit Competencies 1) Participate (in some way) in theproduction and/or presentation of a play.

1) Participate (in some way) in the production and/orpresentation of a play.

2) Show in writing a familiarity withseveral playwrights' work.

2) Show in writing a familiarity with severalplaywrights' work.

3) Restate the through-line or theme of aplay in writing.

3) Restate the through-line or theme of a play inwriting.

4) Describe how you would complete oneof the tasks in presenting live theatre.

4) Describe how you would complete one of the tasksin presenting live theatre.

5) Show through testing or writing afamiliarity with the major movements inthe history of theatre.

5) Show through testing or writing a familiarity withthe major movements in the history of theatre.

6) Compose and write a beginning,personal theatre aesthetic with which toevaluate a performance.

6) Compose and write a beginning, personal theatreaesthetic with which to evaluate a performance.

Reviewer's Judgement (Compliant, Non-Compliant, or Not Applicable)

Melody: CompliantJanet: CompliantJames: CompliantJamie: CompliantKristen: Compliant

Sources


CAI Entry Humanities and Fine ArtsCAI Exit Foreign LanguageCAI Exit PhilosophyCAI Exit TheatreFL100 Syllabus SP 2014PH102 SyllabusTH111 Syllabus


https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=2ccd5a4d-ddcb-e311-b111-86539cf2d30e

https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=2ecd5a4d-ddcb-e311-b111-86539cf2d30e

https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=30cd5a4d-ddcb-e311-b111-86539cf2d30e

https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=32cd5a4d-ddcb-e311-b111-86539cf2d30e

https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=a211a2fd-dfcb-e311-b111-86539cf2d30e

https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=607e2146-e7cb-e311-b111-86539cf2d30e

https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=5b0bf94d-e7cb-e311-b111-86539cf2d30e

5.C

Higher-Order Thinking (Critical Thinking) [3B]State-Level Goal: To develop students' ability to distinguish among opinions, facts, and inferences; to identifyunderlying or implicit assumptions; to make informed judgments; and to solve problems by applying evaluativestandards. Suggested Competencies: Students will demonstrate the ability to...

1. recognize the problematic elements of presentations of information and argument and to formulatediagnostic questions for resolving issues and solving problems.

2. use linguistic, mathematical or other symbolic approaches to describe problems, identify alternativesolutions, and make reasoned choices among those solutions.

3. analyze and synthesize information from a variety of sources and apply the results to resolving complexsituations and problems.

4. defend conclusions using relevant evidence and reasoned argument.5. reflect on and evaluate their critical-thinking processes

(Reference GenEd Review - Higher Order Thinking Worksheet located on the Intranet) ReflectionBriefly describe how you incorporate the development of Higher-Order/Critical Thinking skills. Support youranswer with a specific example by submitting one assignment, its rubric, and percentages of students whoexceeded, met, and did not meet the goal. (Maximum word limit: 250; Upload Assignment Example toDocument Directory)

Judgment


Narrative

Students in humanities and fine arts courses develop critical and higher order thinking in a variety of ways. Forexample, students in the HI101 Western Civilization to 1700 and HI102 Western Civilization Since 1700 coursescomplete an annotated bibliography assignment. For this assignment, each student reads three scholarlyjournal articles over a student-selected topic that is relevant to the course. The student then provides acitation, brief summary, and review of each of the three articles. The review portion of the assignment requiresstudents to analyze and evaluate each article. At the end of the assignment, the student responds to self-reflection questions in order to reflect on and evaluate their own process for completing the assignment.

HI101 ExceededMetDidNotMeet

Fall2012 81% 18%0%

Spring2013 100% 0% 0%

Fall2013 43% 29%29%




https://portal.ncmissouri.edu/staff/doi/AssessmentProgramReview/Program_Review_Documents/GenEd_Program_Review_Documents/GenEd_Review_Higher_Order_Thinking_Worksheet.docx

Sources

HI101 and HI102 Annotated Bibliography Assignment


https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=bc404898-94a4-e311-b111-86539cf2d30e

5.D

Valuing [3B4]State-Level Goal: To develop students' abilities to understand the moral and ethical values of a diverse societyand to understand that many courses of action are guided by value judgments about the way things ought tobe. Students should be able to make informed decisions through identifying personal values and the values ofothers and through understanding how such values develop. They should be able to analyze the ethicalimplications of choices made on the basis of these values. Suggested Competencies: Students will demonstrate the ability to... 1. compare and contrast historical and cultural ethical perspectives and belief systems. 2. utilize cultural, behavioral, and historical knowledge to clarify and articulate a personal value system. 3. recognize the ramifications of one's value decisions on self and others. 4. recognize conflicts within and between value systems and recognize and analyze ethical issues as theyarise in a variety of contexts. 5. consider multiple perspectives, recognize biases, deal with ambiguity, and take a reasonable position. ReflectionBriefly describe how you incorporate the Valuing goal. Support your answer with a specific example. Supportyour answer with a specific example by submitting one assignment, its rubric, and percentages of students whoexceeded, met, and did not meet the goal. (Maximum word limit: 250)

Judgment


Narrative

The Valuing goal is incorporated throughout the Introduction to Humanities course, but can best be seen in thefinal paper assigned for the semester. Students are assigned an essay entitled "Our Culture." In this essay,students are asked to find two examples of artistic expression in their contemporary world. Then they mustanalyze that artwork and understand how the cultural values of today have affected that artwork. In otherwords, students must identify and "understand the .... values of a diverse society" and see how artists create artto reflect those values. Student responses have included: 1. an acknowledgement of post-9/11 fear and/or patriotism as evidenced through several country musicsongs 2. an evaluation of the contemporary status of the feminism through a look at the MTV Video Music awards. Students exceeding expectations on this assignment received an A. Students meeting expectations received aB. Students not meeting expectations received a C or below. In Fall 2013, 34 students (62.5%) exceeded expectations,18 students (32%) met expectations, and 4 students(7%) did not meet expectations.




Sources

HU111 "Our Culture" Essay


https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=1df24139-27a6-e311-b111-86539cf2d30e

6

Course AvailabilityIndicate how courses are available to students (Yes/No Response) a. On-campus traditional lectureb. On-campus blendedc. ITVd. Onlinee. Outreachf. Dual Credit

Judgment


Narrative

YES a. On-campus traditional lecture NO b. On-campus blended NO c. ITV YES d. Online YES e. Outreach YES f. Dual Credit


Jamie: Compliant


7

General Education Curriculum Map [3A3]GenEd Competencies and course ID matrix. (Upload Completed Curriculum Map to Document Directory.)(Reference General Education Curriculum Maps located on the Intranet)

Judgment


Narrative

Please see attached document.


Jamie: Compliant

Sources

Humanities and Fine Arts General Education Curriculum Map (2014)


https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=185533fb-a1c1-e311-b111-86539cf2d30e

Chart 1

Program Outcomes CongruencyChart 1 -- Criterion 3A3: The Program Outcomes are congruent with the goals of the program.

Judgment


Narrative

Yes No

x 1.1 The faculty and adjunct/dual-credit faculty have discussed the GenEd Goal and Competencies andhow they relate to course Student Learning Objectives

x 1.2 The GenEd Goal and Competencies are aligned with related course Student Learning Objectives.Provide evidence for responses (Maximum word limit: 250)After reviewing syllabi for all related courses, the Humanities and Fine Arts GenEd Goal and Competencies arewell-reflected in appropriate syllabi course descriptions as well as Student Learning Objectives. Full-time faculty have thoroughly discussed the Humanities and Fine Arts Goal and Competencies, but morecould be done to expand the conversation to adjunct and dual-credit faculty. This is being addressed, in part,during the new annual Dual Credit Workshop.


Jamie: CompliantKristen: Compliant

Reviewer's Comments

Working with dual credit coordinator to help this happen - needed for DC accreditation


8.A

Brief HistoryProvide a brief history, emphasizing the past 5 years (e.g. changes in leadership, changes in direction, newand/or purged courses). Be sure to address the last action plan. (Maximum word limit: 250)

Judgment


Narrative

Full-time faculty:Jim Norris, 13 yearsLinda Cowling, 7 yearsAmy Guthrie, 3 yearsMaryellen Harman, 3 years The Art program has been steady for the past 13 years. Art Appreciation content is updated regularly with newand expanded information in order to keep up with current trends and recent discoveries in the visual arts. Humanities and World Literature courses have seen many positive changes made recently. The course uses anupdated text, a more technologically rich environment with expanded use of Powerpoint, video, and the imagesused for instruction have been updated. The online courses have been strengthened with the addition of videosand is more organized and accessible to students. There are plans for the creation of Introduction to Literatureand British Literature courses. After several years of turnover in Western Civilization courses, the class has been stabilized with the sameinstructor for the past three years. NCMC started offering a daytime section of Spanish, and recently added adual enrollment online Spanish course in response to student need. Due to lack of an instructor, we are notcurrently offering intro to religion. We also have an adjunct instructor for a French course, but student numbershave been low.




8.B

Course AvailabilitySchedule reflects course availability to student need: Course-level data by academic year. (3-5 yeartrends; Contact IR for Assistance)

Judgment


Narrative

Please view attached file for enrollment trends and course availability.


Jamie: Compliant

Sources

Humanities Fine Arts Course Enrollment Data


https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=e0f837cb-78c9-e311-b111-86539cf2d30e

8.C

Full-time and Adjunt Faculty [3C1-5] [3B5] [4A4]List the full-time and adjunct faculty teaching courses that satisfy GenEd student requirements, highest degree,date of last evaluation, committee assignments, and professional development activities. (Complete thePersonnel Chart)

Judgment


Narrative


Name

Title andKey Role

(15 wordsor less)

Full/PartTime

HighestDegree

Date ofLast

Evaluation

CommitteeAssignments

ProfessionalDevelopment

ProfessionalContributions

(i.e.,Scholarship,

CreativeWork,Discoveryof Knowledge)

LindaCowling

EnglishInstructor(teachesEN262)

FT Masters Spring2012

- Negotiations- Division Chair- StrategicPlanning

-TYCA EnglishMidwest-NCMC In-service

Amy Guthrie

EnglishInstructor(teachesHU111 andEN252)

FT MA inEnglish

Spring2014

- Curriculum - Assessment - AcademicExcellenceCommittee - Ged Ed ReviewHum&Fine Arts- StrategicPlanning

-TYCA EnglishMidwest-MidwestRegionalAssessmentConference-NCMC In-service

MaryellenHarman

History andSpanishInstructor

FT MA inEducation

Spring2014

- StudentConcerns -Assessment - Gen Ed ReviewHum&Fine Arts- StrategicPlanning

-MidwestRegionalAssessmentConference-NCMC In-service

Jim Norris

ArtInstructorArt GalleryDirector

FT MA inStudio Art Fall 2012

- Relevant FacultySenateCommittees- Gen Ed ReviewHum&Fine Arts- StrategicPlanning

- Missouri ArtEducationAssociation- National ArtEducationAssociation- Kansas CityArtistsCoalition-NCMC In-service

-Various soloand group artexhibitions- Presentation atvarious artconferences

DeniseBruner Spanish PT Masters

-NCMCAdjunct In-service

MarciaCunningham Spanish PT Masters

Susan Elson ArtAppreciation PT Masters

-Missouri ArtEducationAssociation(past-president)-National ArtEducationAssociation-NCMCAdjunct In-service

-Various paintingexhibitions

-Annualattendance ofSign LanguageInterpreter's


SarahJacobs

SignLanguage PT Bachelors Fall 2013 Conference to

earnrecertification-NCMCAdjunct In-service

JamesLeonard French PT Masters


ConnieMartin

MusicAppreciation& VocalMusic

PT Masters

-MissouriChoralDirector'sAssociation-AmericanChoralDirector'sAssociation-MissouriMusicEducatorsAssociation-NationalAssociation ofMusicEducators-MissouriStateTeachersAssociation-NCMCAdjunct In-service

Jamie Pauls MusicAppreciation PT Bachelors

-Every 5years,completes 100continuingeducationcredits formusic therapyrecertification-NCMCAdjunct In-service

Jack Smith Philosophy& Ethics PT Masters


-Acceptanceof severalarticles invarious writingpublications-Publication ofnovel-Association ofWriting Programspanelist-Fiction Editor,Green HillsLiterary Lantern

Mary JaneSmith Philosophy PT Masters



CJ Clark English(Literature) DC Masters


JenneCracraft French DC

Bachelorsin FrenchEducation

Fall 2013 -NCMCAdjunct In-service

GregoryDias History PT/DC Masters


GlennPalmer

MusicAppreciation DC Doctorate Fall 2012

SherrySiever

ArtAppreciation DC Masters


Melody: CompliantJanet: CompliantJames: CompliantJamie: Compliant

Reviewer's Comments

Melody: I recommend a rotation schedule be created to evaluate all adjunct and Dual Credit faculty.Janet: I recommend dating the professional development activities as a means to validate currency.James: Recommend keeping an eye on numbers of FL 100/155, MU 109 for future FT positions.Jamie - peer evaluations, course assessments need to be taken to the adjunct level. There always seems to be aneed for more qualified adjunct in this area. Kristen -Recommend including dates of involvement in committee work and pd activities, as wellas identifying which are field/discipline specific


8.D

SMART GoalsAre SMART goals written to promote program improvement? This may include the last faculty observationresults/feedback. If not, please explain. (Maximum word limit: 250)

Judgment


Narrative

SMART goals are written to promote program improvement. Recent SMART goals have included:

1. Re-designing class PowerPoints to update broken links and add images. (HU111)

2. Writing additional online discussion board question for the online HU111 class to encourage more criticalthinking. (HU111) 3. Development of the courses in the online format. (HI101 and HI102) 4. Revising the content of on-ground AR104 course with new projects being substituted during the Spring2013 semester. These are designed to provide students with varying opportunities to gain learning experiences. 5. Revision of coursework in online AR104 - information and content has been added to the course asnecessary to make it as comparable as possible to the on-ground version of the class.


Melody: compliantJanet: CompliantJames: CompliantJamie: CompliantKristen: Compliant

Reviewer's Comments

Melody: It appears that smart goals include activities will promote program improvements.James: Recommend attention to developing "follow up" courses or retention in subject matter area.Jamie- continuely update and development of quality on-line is essential


8.E

Faculty Participation [3C4]Describe how faculty participation in professional organizations and conference attendance is improving theoutcomes. Include faculty innovative practices, and their benefit on student learning. Include specific examples.(Maximum word limit: 250)

Judgment


Narrative

Attending conferences has made significant impact for faculty members in improving outcomes. For example:

1. In Fall 2012, the Humanities/English instructor attended the TYCA (Two-Year College Association) EnglishConference Omaha, Nebraska. One of the sessions at the conference was geared towards teachingIntroduction to Humanities. Much of the session was a discussion amongst other humanities educatorsabout what was or was not working in their classrooms. It was after attending this session that theinstructor changed her mindset about what to expect from students. She began trying to engage studentsby not merely asking them to identify works in the humanities, but also to develop a personal aesthetic inrelationship to the works they were discussing.

2. In 2012 and 2013, the Humanities instructor attended the Regional Assessment Conference. Participationin this conference has helped the instructor to develop new Student Learning Objectives for the HU111and EN252 course, as well as develop ways to measure those SLOs.

3. Art Instructor regularly attends conferences for Missouri Art Education Association, with presentationsemphasizing innovative methods of teaching, new project ideas, and first-hand experience from othersworking in art education.


Melody: compliantJanet: CompliantJames: CompliantJamie: CompliantKristen: Compliant

Reviewer's Comments

James: Are there MCCA, regional or state conferences or other community colleges for subject matter areadevelopment where costs and display of abilities could be shared?Jamie - as travel budgets become tight, might investigate web-based professional development


Chart 2

Enrollment PlanningChart 2 -- Criterion 3A3: Enrollment planning leads to student success.

Judgment


Narrative

Yes No x 2.1 Course sections offered each semester respond to student demand.

x 2.2 Schedule patterns (morning, afternoon, evening, online, blended) optimize student enrollment andcourse completion.

Provide evidence for responses (Maximum word limit: 250)

For more information, please see advising practices under 8.I.


Jamie: Compliant


Chart 3

Faculty QualificationCHART 3--Criterion 3C: Faculty members are qualified by academic background, experience, and continuingprofessional staff development.

Judgment


Narrative

Yes No x 3.1 Faculty are involved in selection, evaluation and/or retention of adjunct faculty. x 3.2 Full-time and Part-time ratio meets or exceeds 75% Full-time/25% Part-time (HLC Standard). x 3.3 Faculty members are involved in professional organizations and/or other scholarly works. x 3.4 Faculty members are sufficient in number and diversity to provide effective instruction.Provide evidence for responses (Maximum word limit: 250)For responses to 3.2 and 3.4, see Reflective Question 8.E.RN.1.For responses to 3.3, see Personnel chart and 8.E In response to 3.1, the Dean of Instruction and the Dual Credit and Outreach Coordinator oversee selection,evaluation and/or retention of adjunct and dual credit faculty more than the full-time facultymembers. However, full-time faculty believe there is some level of collaboration between these faculty. The useof adjunct instructors is mostly for courses in which the full-time faculty are not experts, such as Ethics,Philosophy, Religion, Music, and Sign Language. One reason full-time faculty have less oversight over the otheradjunct instructors is because of the wide range of subject matter. For instance, the Introduction to Humanitiesinstructor is not an expert in Sign Language instruction. Therefore, it is evident that we need adjunct instructorsto diversify our course offerings.We are working toward better oversight and connection with adjunct faculty members by assigning each adjunctand dual credit instructor to a faculty member in a relevant area. This should help to integrate adjunct facultymembers more fully, especially when new adjunct instructors are hired.


Melody: CompliantJanet: CompliantJames: CompliantKristen: CompliantJamie: Compliant

Reviewer's Comments

Melody: In order to offer a variety Humanities and Fine Arts courses, adjunct instructors are hired. I recommendthat each be assigned to a faculty member so in addition to the Dean and Division Chair, all adjunct facultymembers would have an addition resource and feel like a member of the NCMC faculty teamKristen: Recommend semesterly group meetings with adjunct instructors, perhaps 2nd part of inservice day


Chart 4

Responsive ProgramCHART 4--Criterion 5C5: Program is responsive to changing conditions within the field.

Judgment


Narrative

Yes No

x 4.1 Changes are consistent with technological and scientific advances, and program courseworkincorporates new developments in the field.

x 4.2 The faculty work with Library personnel to ensure that adequate and current resources areavailable in the Library. 3D4

x 4.3 The faculty work with ARC and/or SSS learning specialists to assure adequate and currentresources in the Learning Centers. 3D1

x 4.4 Courses are articulated with feeder and transfer institutions. 4A6

x 4.5 Faculty/staff work with transfer institutions to ensure currency of course contents and standards.4A6

x 4.6 Faculty members assure course Student Learning Objectives as well as Valuing and CriticalThinking Competencies are infused into course curricula.

x 4.7 Course curricula include issues relating to diversity and/or global awareness within studentpopulations. 3B4

x 4.8 Faculty have input in the evaluation of experiential learning/credit for prior learning. 4A2 Provide evidence for responses (Maximum word limit: 250)

Librarian and library staff work closely with faculty in collections and database development. For example,books have been purchased within the last two years to support Spanish, civilizations, literature, andhumanities courses.Faculty discuss assignments and needs with ARC and SSS personnel on a regular basis. For example,during the Spring 2014 semester, as Spanish tutor was available through the ARC through therecommendation of the Spanish instructor. The ARC director (and librarians) request informationconcerning assignments for courses in order to better serve students.Discussions relating to issues of diversity of global awareness are integral to courses such as foreignlanguages and western civilizations.Faculty are consulted involving transfer credit from other institutions and credit for prior learning,including the use of the CLEP and AP exams for courses such as western civilization and Spanish.



Reviewer's Comments

James: Recommend subject matter meetings at least once per semester with adjunct and FT due to thecontinuing changing curriculum in higher education.



8.E.RN.1

Full-time/Part-time RatioHow does the full-time/part-time ratio impact your program? [3C1] (Maximum word limit: 100)

Judgment


Narrative

The full-time/part-time ratio does not meet the 75%/25% HLC Standard (our ratio is closer to 50%/50% full-time/part-time); however, we feel that this is an adequate ratio because many of the specific humanities andfine arts classes do not fit the areas of expertise for current full-time faculty members. For instance, none ofour current full-time faculty members are experts in philosophy, ethics, religions, theater, music, or ASL. Thus,these courses are better taught by adjunct faculty members who truly are experts in their areas.


Melody:CompliantJanet: CompliantJames: CompliantKristen: CompliantJamie: Compliant

Reviewer's Comments

James: Again, emphasizes the need to meet and rely constantly changing curriculum and higher educationrequirements.


8.E.RN.2

In-Service LearningDescribe how faculty in-service is being used to enhance professional development and benefit the program.[3C4] (Maximum word limit: 100)

Judgment


Narrative

The 2014 Spring Faculty In-Service was used to begin conversations amongst faculty members about thisHumanities and Fine Arts Review. This In-Service provided valuable time to develop a plan for Reviewcompletion and provided an opportunity for collaboration. Several Faculty In-Service sessions have been geared toward technological updates, including advancedBlackboard instruction and Tegrity instruction. These sessions have provided valuable updates for ourclasses.


Melody: compliantJanet: CompliantJames: CompliantKristen: CompliantJamie: Compliant

Reviewer's Comments

Jamie - investigate utilization of tegrity for professional development


8.F

Collecting, Analyzing, and Communicating Information [3B3]Describe how students engage in collecting, analyzing, and communicating information. (Maximum word limit:100)

Judgment


Narrative

Students collect, analyze, and communicate information in all Humanities classes. Some examples include: 1. In EN252 World Literature, students must collect sources about a text, analyze the viewpoints expressed inthose sources, and then write a literary analysis responding to those viewpoints. 2. In FL100 Spanish, students collect information about specific countries and then prepare a brochure andpresentation about their country. Students are expected to communicate much like a travel agent,communicating the highlights of their assigned culture.



Reviewer's Comments

Jamie - since such a variety of courses fall in this area, maybe provide a few more examples.

Sources

EN252 Literary Analysis EssaySpanish 1 Travel Commercial Culture Project


https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=7d03bd99-2aa6-e311-b111-86539cf2d30e

https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=af26a454-2ba6-e311-b111-86539cf2d30e

8.G

Engage in Mastering Modes [3B3]Describe how students engage in mastering modes of inquiry or creative work. (Maximum word limit: 100)

Judgment


Narrative

1. Art Appreciation students visit an art museum, where they write a physical description, provide theirinterpretation, and complete a sketch of an artwork. 2. Art Appreciation students complete the "Artist in a Box" project, in which students research an artist andpresent information in a non-written format.



Reviewer's Comments

Jamie - music? foreign langauge ?

Sources

Art Appreciation Artist in a BoxArt Appreciation Museum Visit


https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=61678ef6-adc9-e311-b111-86539cf2d30e

https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=b55f47e8-adc9-e311-b111-86539cf2d30e

8.H

Students Engage in Developing SkillsDescribe how students engage in developing skills adaptable to changing environments. (Maximum word limit:100)

Judgment


Narrative

Humanities and Fine Arts courses, by nature, approach the world with the understanding that environmentscontinuously change, allowing students to see that societies have constantly evolved and persevered. Thishistorical/social/cultural approach reflects the state-level goal of "understanding the ways in which humans haveaddressed their condition through imaginative work in the humanities and the fine arts."


Melody: compliantJanet: CompliantJames: CompliantJamie: Compliant

Reviewer's Comments

Kristen - I am unclear regarding how the program(s) facilitate skill development in this area. The wordingseems to indicate simply because the courses are offered, skill development occurs. May need to expandrationale or provide additional evidence


8.I

Advising Practices [3D3]Briefly describe advising practices. Include course rotations. (Maximum word limit: 100)

Judgment


Narrative

Courses are offered on a regular rotation to meet student need. To the degree possible, courses are offered inboth on-ground and online format.Courses offered on-ground and online each semester are:

HU111 Introduction to Humanities IIAR104 Art AppreciationMU190 Music AppreciationPH101 Introduction to EthicsPH102 Introduction to Philosophy

HI101 and HI102 Western Civilization to and Since 1700 courses are offered on a rotating basis with one on-ground and the other online Literature classes have an EN101 prerequisite in order to help with student success and retention, especially dueto the writing-intensive nature of the courses AR104 Art Appreciation is offered every Fall and Spring semester on-ground and online. It is also offered eachIntersession and during the Summer online only.


Melody: CompliantJanet: CompliantJames: CoompliantJamie: Compliant

Reviewer's Comments

James: Again, recommend keeping an eye on large introductory classes to see if there would be a need toprovide a secondary level of coursework in a given sugject area.Jamie - I think it might be time to take a hard look at our humanities area and make sure our areas and coursesare the best choices for transfering students.Kristen - Narrative addresses course rotation, but not advising practices


8.J

Brief Expllanation of Budget Supports [5A1] [5A5]Provide a brief explanation of how the budget supports the GenEd goal including how personnel are engaged inbudgeting process. Attach most recent budget, if applicable. (Maximum word limit: 100)

Judgment


Narrative

Humanities and Fine Arts does not have its own dedicated budget, but is supported by departmentalbudgets including Art, Social Sciences, Adjunct, and the Library through purchase of supplies. Due to the disparate nature of this General Education, this seems to be adequate at this point in time. The budgets currently support professional development and the use photocopies, databases, books, artwork,and art supplies.




8.K

Equipment and/or Technology Resources [5A1] [3D4]Briefly list the equipment and/or technology resources (i.e. software) used and how they are integrated into thecurriculum/or instruction including upgrades needed. (Maximum word limit: 250)

Judgment


Narrative

Large projector and screens in Cross 208 (enable students to clearly view artwork)SMART BoardsBlackboardComputersLibrary-supported Streaming Videos

Films on DemandAnnenberg Media

Library-supported DatabasesEBSCOhostJSTORCREDO ReferenceIssues and ControversiesOpposing Viewpoints

Library VHS and DVDsTegritySkype chat (Spanish online communication)

Potential upgrades could include:

Prompt repair of the large projector screen in Cross 208Increased use of Cross 208 for visually-focused courses (especially AR104 and HI111)Regular Java, Adobe, and other updates for instructor computersMango or other foreign language learning database (cost is prohibitive)Further collaboration abilities within Blackboard would be helpful (synchronous whole class, student-to-student, and student-to-instructor audio/visual communication) Tegrity offers instant messaging andrecording for A/V capabilities and Skype offers one-on-one synchronous A/V communication, but wouldrequire a subscription for group chats



Reviewer's Comments

James: Good use of available technology.In areas of foreign langauge - challenge to provide support for online courses


8.L

Student Preparation [1C2]Briefly state the extent to which the program prepares students to live and work in a global, diverse, andtechnology-rich society. (Maximum word limit: 100)

Judgment


Narrative

Humanities courses are meant to prepare students to live and work in a global, diverse, and technology-richsociety. For instance, FL155 and FL255, Sign Language, exposes students to deaf culture. As most studentshave never previously had interaction with a deaf person, these courses can expose the diverse qualities of ourworld. There are several times within the course where students are not allowed to communicate verbally, butmust instead communicate only through ASL. This kind of role-playing is eye-opening for many students.



Reviewer's Comments

Kristen - Similar to previous comment, may need additional explanation as narrative seems to indicate "we offerit, therefore it occurs." ASL ex. does a good job. I would expand to indicate not only does the course exposestudents to diversity, but provides skills to engage them in interpersonal interactions with others whoseexperiences and qualities may be very different from their own.


8.M

Community Engagement [3E2]Briefly state the extent to which the program demonstrates community engagement, service learning, andeconomic development. (Maximum word limit: 100)

Judgment


Narrative

The Dorris Rider Art Gallery exhibits are regularly attended by members of the community and the surroundingarea. Additionally, exhibits often feature art by local/area artists, and these shows occasionally yield sales forthe artists. The NCMC Area High School Student Show includes works by high school students fromapproximately 10-15 area school districts. An opening reception is regularly attended by 100+ prospectivestudents and their families. Introduction to Theatre students perform a play that is open to the public approximately once each year. Inaddition, music students hosted a choir concert.



Reviewer's Comments

Kristen: Recommend citing how the program provides opportunities for current students to actively engage withthe communityJamie - add choir concerts, plays etc


8.N

Program Outcomes Consistency [3A3] [4A4] [2012 Accreditation Evaluation]Is there consistency in the teaching of program outcomes across all modes of delivery, including dualcredit? (Maximum word limit: 100)

Judgment


Narrative

There is consistency throughout teaching in the Humanities and Fine Arts courses, and steps are being taken byfull-time faculty members to collaborate more fully with adjunct and dual credit instructors.Many of the courses are taught on-ground and online by the same instructors. These courses include:

AR104MU109HU111HI101HI102PH101PH102FL100

Curriculum is the same across modes of delivery in courses and assessment in online courses mirrors on-groundcourses. For example, in the Western Civilization courses, students take the same exams via Blackboard andsubmit the same writing assignments, which are graded using turnitin.com's rubric and commenting features. Dual credit and adjunct instructors use the adopted textbooks, course outline, syllabus shell, etc. from leadfaculty instructors, especially in areas in which there are lead faculty instructors, such as art appreciation,western civilization, and Spanish. In the attached document below, there is a copy of an email conversation with a dual credit instructor for WorldLiterature (EN252), that communicates all course expectations and documents, including assignments, exams,and syllabi. This kind of communication serves as a good example of the conversations taking place betweendual credit and full-time faculty. Similarly, the HI101 Adjunct/Dual Credit Email attached below demonstrates communication between the leadinstructor and an instructor who teaches dual credit and outreach HI101 Western Civilization to 1700 as afollow-up to the fall adjunct in-service.



Reviewer's Comments

Janet: How do you ensure that the same curriculum is actually taught? Adding this may strengthen thiscomponent. For example, through the peer evaluation evidence of consistency is validated.James: How does the subject matter area differentiate between online and ground instructional practices?

SourcesNorth Central Missouri College Page 39 / 55

Email Conversation with EN252 dual credit instructorHI101 Adjunct/Dual Credit Email


https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=a689403a-13cb-e311-b111-86539cf2d30e

https://ncmissouri.compliance-assist.com/program-review/source.aspx?id=56ae2193-13cb-e311-b111-86539cf2d30e

8.O

Appropriate Interaction [2012 Accreditation Evaluation]How does the program provide for appropriate interaction (synchronous or asynchronous) between students andinstructor and among students? Response should address all modes of delivery, including dual credit. (Maximumword limit: 100)

Judgment


Narrative

Efforts are made to ensure appropriate interaction is available across modes of delivery.For example, the FL100 online dual credit course, taught by the full-time instructor, includesasynchronous graded assignments and assessments and synchronous student-to-instructor interaction duringscheduled Skype chats; textbook changes are being made to assist with student-to-student synchronousinteraction in future semesters. The on-ground FL100 courses include frequent communicative activities andcollaborative assignments (one-on-one, small-group, whole-class, etc.). Dual credit FL100 courses also includefrequent student-instructor and student-student interactions of this kind. Similarly, HI101 and HI102 onlinecourses include weekly discussion (or blog) topics to provide for asynchronous interaction opportunities betweenstudents and the instructor and among students; this mirrors the class and small-group discussions in the on-ground course.



Reviewer's Comments

James: This answers the previous question. Good.


9

Program Effectiveness [4A6] [4B1] [4B3] [4B4]• Three data sources must be used• Required for Communicating and Mathematics: ETS-Proficiency Profile • Required for all GenEd goals: C-BASE/MOGEA

Judgment


Narrative


Data Report:

Objective: ETS-Proficiency ProfileThe students will perform higher than the NCMC 3-year rolling average.

ETS-PROFICIENCY PROFILE DATA RESULTS Longitudinal Chart NCMC Hum. Nat'l Hum. 2007-2008 114.36 114.04 2008-2009 113.13 114.04 2009-2010 113.45 114.04 2010-2011 113.19 113.79 2011-2012 114.63 113.88 2012-2013 113.97 113.88

EVALUATION: What does this data tell you? Did you meet the objective?The ETS data shows that we consistently meet or exceed the NCMC three-year rollingaverage. In addition, for five of the last six years, we have exceeded the nationalaverage.

Additional comments:

Objective: C-BASE and/or MOGEA70% of the students will score Medium (M) or High (H) in each skill area.

C-BASE DATA RESULTS BY SKILL AREA (Insert data here from Baseline)

EVALUATION: What does this data tell you? Did you meet the objective?



Objective: Pre and Post Tests—70% of the students will perform higher on thepost-test than the pre-test

PRE and POST TEST DATA RESULTS:

Semester Percent of students who performed higheron the post-test than the pre-test



Objective: AA Transfer Survey70% of the NCMC graduates will mark Neutral, Agree or Strongly Agree.

Graduates earning an AA Transfer Degree were asked to respond to the statement “Myexperience at NCMC helped me improve my Humanities and Fine Arts knowledge.” AA TRANSFER SURVEY DATA RESULTS:


2011 2012 2013Strongly Agree 26% 21% 34%

Agree 61% 71% 50%Neutral 12% 8% 16%

Disagree 1% 0% 0%Strongly Disagree 0% 0% 0%

EVALUATION What does this data tell you? Did you meet the objective? We farexceed our benchmark for this data source. Nearly all students found their Humanitiesand Fine Arts education at NCMC to have increased their knowledge in those areas.


Objective: 70% of students meet or exceed each course objective (SLO) (core course—a course most students are required to take)

COURSE ASSESSMENT DATA RESULTS: (Insert data here from Baseline)


Student LearningCourse Objective(SLO)

No. of studentsexceedingexpectations

No. of studentsmeetingexpectations

No. of studentsnot meetingexpectations

HI101 SLO1(FA 2012-FA2013)

20 (80%) 4 (16%) 1 (4%)

FL100 SLO1(FA 2013-SP 2014)

42 (93%) 1 (2%) 2 (4%)

FL100 SLO2(FA 2013-SP 2014)

43 (96%) 2 (4%) 0 (0%)

FL100 SLO3(FA 2013-SP 2014)

36 (80%) 6 (13%) 3 (6%)

FL100 SLO4(FA 2013-SP 2014)

36 (80%) 6 (13%) 3 (6%)

AR104 SLO 1(SP 2013-FA2013)

33 (41%) 45 (56%) 2 (3%)

AR104 SLO 2(SP 2013-FA2013)

49 (56%) 33 (38%) 6 (7%)

AR104 SLO 3(SP 2013- FA2013)

59 (67%) 27 (31%) 2 (2%)

AR104 SLO 4(SP 2013- FA2013)

61 (74%) 19 (23%) 2 (2%)

AR104 SLO 5(SP 2013 - FA2013)

72 (82%) 15 (17%) 1 (1%)

Calculated %

EVALUATION: What does this data tell you? Did you meet the objective?The above numbers show positive results for AR104, which is a core class within theHumanities and Fine Arts GenEd

Additional comments:We recognize that our data sample is rather small and only reflects one course at thispoint. Based on this acknowledgement, we recognize the need for adjunct faculty tocomplete course assessments, so that we have a better picture of how students areperforming on the individual course level. Increased input and participation from adjunctfaculty in assessment within humanities and fine arts will be required in order to providea true portrait of the entire field. Additionally, course assessment results were not included from HU111, because the SLOswere recently realigned (in Spring 2014) and a new course assessment cycle has yet to


take place. HI101 and HI102 Western Civilization to and since 1700 SLOs need to be evaluated andpossibly realigned. This course serves as a social and behavioral science and as ahumanities and fine arts course, which requires a balance between the twodisciplines. The current course SLOs reflect more of an emphasis on the social andbehavioral sciences, which is the reason for a need to re-evaluate the course SLOs.

Other

GenEd Competency (Copy/Paste from

question 5a)

Assessment Tool(s)Used to Measure the

Effectiveness

Describe how assessmentresults are being used to

influence decision-making



Reflective Narrative Questions a. Review the GenEd goal and competencies and evidence submitted in this review; then write a brief statementNorth Central Missouri College Page 47 / 55

addressing whether or not the goal was met, and support your conclusion. [4B1] [4B3] (Maximum word limit:250)b. What factors or overall changes, if any, may have influenced or contributed to this goal’s observed datatrends? (Maximum word limit: 100)c. What strategies can be applied to improve the curriculum and instruction and thus positively impact studentlearning? [4B3] (Maximum word limit: 250)a. The above evidence suggests that we have met the Humanities and Fine Arts Gen Ed goal. All of our datasources suggest that our students are gaining an understanding of Humanities and Fine Arts through theircoursework at NCMC. The ETS data shows that our students score at or above the national average inrelationship to other other schools. This data is an objective, outside measure of how our students areperforming. In addition, the AA Transfer Survey shows that our students also believe that their knowledge ofHumanities and Fine Arts has increased through their coursework here. Lastly, while we recognize that we needmore data from our course assessments to conclusively show student learning across the board, the data the wedo have shows positive results. These three pieces of data reflect well on the state of the Humanities and FineArts Gen Ed goal on NCMC's campus. b. Changing instructors over the last five years has had some impact in the instruction of some Humanitiescourses. (There are two new Humanities full-time instructors that began teaching at NCMC three years ago). With our currently stable faculty in the Humanities and Fine Arts, we believe this has been a positive impact onthese courses as we can watch patterns and respond more effectively to data. c. We know that we need to start collecting more data from adjunct instructors to more accurately assessstudent learning across the Humanities and Fine Arts. We believe this change in assessment will spur on furtherconversation amongst instructors as well as create a more data-driven and reflective teaching approach.


Melody: CompliantJanet: compliantJames: CompliantKristen: CompliantJamie: Compliant

Reviewer's Comments

Melody: As suggested, course assessment data should be collected for all courses listed as meeting humanitiesand fine arts. This would provide the necessary artifacts-based outcome data as evidence of meeting this GenEdgoal.


10.A

Internal StrengthsWhat conclusions can be drawn as a result of this review? (Provide a bulleted list)

Judgment


Narrative

Full-time and adjunct faculty have strong rapport with each other. Consistency within faculty over thepast few years has allowed for long-term planning and further development.Library responds well to the needs of humanities courses.

purchased many books and resources for several coursesmany librarian-led presentations for various courses

Use of technology supports learning environment (SMART boards, computers in classrooms, films ondemand, Tegrity, etc.)American Sign Language course is taught by a great adjunct who understands the culture and needs ofthe deaf community.Dorris Rider Art Gallery provides a venue for students to exhibit their work (annual Painting student show)and various exhibits/visiting artists provide a valuable educational opportunity for our students and thepublic. The gallery is generally regarded as an exceptional facility by visiting artists and art professionals.The location of the art studio is very good and the space is adequate for the various studio courses thatare offered.Adjunct instructors are a necessity in the Humanities and Fine Arts area; for this reason, continualrecruitment of high quality adjunct instructors and support of current instructors is essential.

Steps are being taken to tighten the connection between full-time and adjunct faculty membersthrough the identification of a point person (full-time faculty member in a related field) for eachadjunct instructor.

Humanities and Fine Arts courses promote lifelong learning. For example, at least one student who is anolder member of the community continues to take art courses for the love of art and art courses on aregular basis.


Janet: CompliantJamie: CompliantKristen: Compliant

Reviewer's Comments

Janet: I suggest adding tegrity to bullet # 3 and emphasizing the import of the good communications outlinedearlier in the report as the strength underpinning the relationship between full-time and part-time faculty andhow that optimizes the teaching and learning experience and maximizes student learning. I would also addsomething about the value added by these courses to the student and life-long learning.Jamie - that adjunct are a necessity in this area and continual recruitment is essentialKristen - Facilities seem to be conducive to programmatic efforts and faculty fully utilize.


10.B

Internal WeaknessesWhat conclusions can be drawn as a result of this review? (Provide a bulleted list)

Judgment


Narrative

We need to include adjuncts more fully in the assessment process, especially course assessments.The need to rely on part-time educators is a challenge presented by limitations imposed bydemographics.

We have become aware of the infrequency of adjunct faculty observation/evaluations. One of the on-campus adjuncts was observed in the fall 2013 semester, but the others do not seem to have beenobserved lately. Planning for observations for adjunct (and dual-credit) faculty could help improve this.Some syllabi, mostly from adjunct faculty, need to be updated with more measurable SLOs and newsyllabus templates with correct information. Conversations about syllabi could happen duringobservation/evaluation meetings.There is a continued acknowledgment among full-time faculty of students' struggles with reading. Thisdata trend was observed in the Communicating General Education review as well. Conversationsconcerning this and close textual reading will continue.Testing within the humanities is often a difficult endeavor. There are concerns about whether testsprovide and accurate representation of a student's ability/knowledge. There are additional concerns aboutwhether or not students are exercising academic integrity while they take their tests. These concerns areespecially present in online courses.

Reviewer's Comments

Janet: I think the need to rely on part-time educators is a challenge presented by limitations imposed bydemographics.


10.C

External OpportunitiesWhat conclusions can be drawn as a result of this review? (Provide a bulleted list)

Judgment


Narrative

Because we depend on adjunct faculty so much, we have an opportunity to engage them on a muchbroader level. Possibilities include:

Course assessments for all adjunct faculty.More substantial in-service opportunities. Collaboration time between adjunct and full-time faculty

There are opportunities to improve testing within many of the Humanities course, but before decisions areimplemented, we would like to see how other schools are approaching testing within the Humanities. Wehave considered some of the following:

The role of open-book testingWhether multiple-choice tests are adequateUsing more of Blackboard's analytical testing tools (item analysis, etc.)The role of proctorsUsing Tegrity's testing tools

Consider replacing Geyer Hall artwork to be more relevant to the NCMC, Trenton and the surroundingarea. This could be a service learning opportunity for students as well as an opportunity for communityengagement.Tegrity may help with online classes (testing, engagement, interactions with students and betweenstudents)

Reviewer's Comments

Janet: Because of the good rapport with adjunct faculty the opportunity exits to involve them in assessment, asmentioned earlier.Jamie - display of more student work etc., look at what other courses colleges are offering to meet this goal.


10.D

External ThreatsWhat conclusions can be drawn as a result of this review? (Provide a bulleted list)

Judgment


Narrative

There is always the fear that fine arts may be on the cutting block; we often focus our resources moreon math and science. The fear is that given a certain budget cut, the humanities and fine arts would bethe first to go.Students do not always understand that humanities and fine arts are areas that matter. Sometimesstudents take our classes just to fulfill a credit requirement. While we expect this attitude at times, thereis certainly a level of frustration amongst faculty that the humanities and fine arts are not always seen asvaluable by society.We currently have a great team of adjunct faculty members. However, we are aware that retaining andrecruiting strong adjunct and dual credit instructors is a difficult endeavor. Therefore, the ability to payadjuncts at a competitive rate is vital to this effort, and we fear that our current pay rate is not ascompetitive as it should be.Mediocrity is a constant threat as students settle for less than their capabilities and do not see this as anissue.Cell phones and other distractions are also a threat to student engagement in the classroom. In today'ssociety, students are so used believing that they can multi-task, that they do not think that they shouldfocus their attention or efforts on one thing for any length of time. Keeping students engaged in class,especially in classes whose value they do not always see at this point in their lives, can be difficult.There are threats outside the control of the faculty, imposed by our demographics, but faculty seek to dealwith these through the use of the internet and other technology-related resources, in addition toassignments that require students to seek out new experiences, such as visiting a museum, talking with anative speaker of a language, etc.

Reviewer's Comments

Janet: There are threats outside the control of the faculty, again imposed by our demographics. I would besure to mention that these threats are outside the control of the institution, but are augmented throughinternet, assignments, or etc.Melody: Look at the credit hours for foreign language for transferability.


11

Proposed Action Plan [5D1] [5D2]Summarize the action(s) that will be taken in response to the findings of this program review. Provide estimatedcosts and a timeline that indicates how these changes will be implemented and assessed over the next 5-yearperiod. (Complete the Proposed Action Plan Chart)

Judgment


Narrative


Action Timeline(Completed by year1-5)

Cost Implementation Process(including Assessment)

Adjunct facultycompleting courseassessments

To be determinedcampus-wide.

Minimal. Time fromfull-time and adjunctfaculty members toteach and learn thecourse assessmentprocess and haveconversations.

The implementation of adjunct courseassessment must be developed withadministration and be a campus-wideinitiative. This conversation is alreadyhappening and we foreseeimplementation in the near future.

Adjunctobservation/evaluationsschedule

Make plan by end ofyear 1; beginimplementation by endof year 2 and continuethrough year 5

Minimal, depending onmileage for outreachand dual-credit.Time from full-time andpart-time facultymembers. Time awayfrom full-timeinstructors' classes tovisit dual credit andoutreach sites.

Create a rotation plan for observationsfor adjunct (and dual-credit) facultythat reflects the facultyobservation/evaluation schedule.

Conversations abouttesting within theHumanities

Timeline will bedeveloped asconversation unfolds.

Minimal. Time for theseconversations.

Faculty will continue to meetperiodically to have conversations witheach other, as well as faculty fromother colleges, to discuss effectivetesting strategies. We would also liketo see advanced Blackboard andTegrity training geared toward testinganalysis.

Replacement of artworkon first floor of GeyerHall to better reflectNCMC, Trenton, andthe surrounding area.

Should be contingentupon Geyer Hallrenovation project.

To be determined. Theframes and matsholding the currentartworks could beutilized to offset costs. The primary costassociated with theproject would be thepurchase price of theartworks.

Conversations and approval of thisproject would need to occur prior toimplementation. A permanentcollection of artwork would accrue ona yearly basis. Solicitation of artworksby students and/or members of thepublic could occur.

Raise adjunct pay

Contingent uponbudgeting, Title IV,conversationswith administration, andeconomy.

To be determinedbased on conversationwith adminstration andcomparison withadjunct pay atcomparableinstitutions.

We acknowledge that, given thecurrent budgeting situation, anadjunct pay raise would be difficult. Hopefully, however, after Title IV finesare issued conversations will continueabout raising adjunct pay. Thisprocess will continue throughconversations between thenegotiations committee andadministration.

Reviewer's Comments

Budgetary impact??


12

Recommendations for the Budget Committee [5C2]Recommendations for the budget committee: (make sure the recommendations are tied to strategic planninggoals, NCA/HLC requirements, and Program Outcomes).

Judgment


Narrative

Due to the disparate nature of our budgets, we have few recommendations for the budget committee. Inparticular, however, we are interested in:1. a small fund to replace artwork in Geyer Hall during the renovation. This is tied to NCMC Strategic PlanObjective 1, Strategy 1.2. increased adjunct faculty pay contingent upon budgeting concerns, especially due to the importance ofadjunct faculty to our area. This is tied to NCMC Strategic Plan Objective 3, Strategy 1.


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