Sample of Assessment Outcomes and Assessment Tools 2016...

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Program Outcomes Tables Sample of Assessment Outcomes and Assessment Tools

2016 – 2017

Office of Institutional Effectiveness and Advancement

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Contents SCHOOL OF COLLEGE TRANSFER, BUSINESS AND EDUCATION ..................................................................................................................................... 5

College Transfer (AA/AS) Mapping ............................................................................................................................................................................ 6

College Transfer (AA/AS) Outcomes Table Results .................................................................................................................................................. 7

Math Rubric for Math 171 ................................................................................................................................................................................... 11

Math Rubric for Math 143 ................................................................................................................................................................................... 12

Communications Rubric ....................................................................................................................................................................................... 13

Technology Rubric ................................................................................................................................................................................................ 14

Reading Rubric ..................................................................................................................................................................................................... 15

Writing Rubric ...................................................................................................................................................................................................... 16

Business Administration Mapping ........................................................................................................................................................................... 18

Business Administration Outcomes Table Results ................................................................................................................................................. 19

Business Plan Rubric ............................................................................................................................................................................................ 22

Computer Information Technology Mapping .......................................................................................................................................................... 25

Computer Information Technology Outcomes Table Results ................................................................................................................................ 26

Skills Assessment Manager (SAM) ....................................................................................................................................................................... 29

Medical Office Administration Mapping .................................................................................................................................................................. 30

Medical Office Administration Outcomes Table Results ....................................................................................................................................... 31

OST 136 Project Grading Rubric .......................................................................................................................................................................... 34

OST 243 Grading Rubric ...................................................................................................................................................................................... 35

SCHOOL OF CAREER AND TECHNICAL EDUCATION ..................................................................................................................................................... 36

Advertising & Graphic Design Mapping ................................................................................................................................................................... 37

Advertising and Graphic Design Outcomes Table Results ..................................................................................................................................... 38

Project Rubric for GRA-152 .................................................................................................................................................................................. 48

Project Rubric for GRD 272 .................................................................................................................................................................................. 49

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Automotive Systems Technology Mapping ............................................................................................................................................................. 50

Automotive Systems Technology Outcomes Table Results ................................................................................................................................... 51

Automotive Systems Technology Program Rubric ............................................................................................................................................... 53

Industrial Systems Technology Mapping ................................................................................................................................................................. 54

Industrial Systems Technology Outcomes Table Results ....................................................................................................................................... 55

Industrial Systems Technology Program Rubric .................................................................................................................................................. 57

Welding Technology Mapping ................................................................................................................................................................................. 58

Welding Technology Outcomes Table Results ....................................................................................................................................................... 59

Welding Technology Program Rubric .................................................................................................................................................................. 62

SCHOOL OF HEALTH SCIENCES AND HUMAN SERVICES .............................................................................................................................................. 63

Dental Hygiene Mapping ......................................................................................................................................................................................... 64

Dental Hygiene Outcomes Table Results................................................................................................................................................................ 65

DEN 121 Case Study Rubric .................................................................................................................................................................................. 70

Case Study Rubric DEN 220 .................................................................................................................................................................................. 71

Clinic Course Patient Requirements .................................................................................................................................................................... 72

DEN 232 Affordable Oral Health Care Program Plan Project ............................................................................................................................... 73

ADN/PN Nursing Mapping ....................................................................................................................................................................................... 74

Nursing - ADN/PN Outcomes Table Results ........................................................................................................................................................... 75

Clinical Evaluation Tool ........................................................................................................................................................................................ 86

Competency Evaluation Checklist ........................................................................................................................................................................ 94

Human Services Technology Mapping ..................................................................................................................................................................... 96

Human Services Technology Outcomes Table Results ........................................................................................................................................... 97

Human Services Program Rubric ........................................................................................................................................................................ 100

Phlebotomy Mapping ............................................................................................................................................................................................ 101

Phlebotomy Outcomes Table Results ................................................................................................................................................................... 102

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Affective Domain Evaluation .............................................................................................................................................................................. 107

Venipuncture Evaluation.................................................................................................................................................................................... 109

Psychomotor Skills Evaluation ........................................................................................................................................................................... 111

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School of College Transfer, Business and Education

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Program Outcomes – Course Alignment (Curriculum Mapping)

Directions: List each course in your program based on the program’s tracking sheet (on the left). List Program outcomes at the top. Put the following in each corresponding box as it relates to how the program outcome is addressed in each course: I = Introduced, R= Reinforced, A= Assessed

RATIONALE: The courses listed as part of the SLOs are courses that are used as part of the general education assessment.

Program: College Transfer (AA/AS) Department Head: Calvin E. Stansbury

Program Outcome #1:

Graduates will demonstrate college-level writing skills through the construction of clear written essays.

Program Outcome #2:

Graduates will use language

efficiently and demonstrate the

ability to construct and deliver well-

organized oral presentations.

Program Outcome #3:

Graduates will demonstrate an understanding of mathematical and scientific concepts and demonstrate the ability to apply learned concepts to real world situations.

Program Outcome #4:

Graduates will learn to appreciate fine arts and humanities.

Program Outcome #5:

Graduates will have the ability to use concepts learned in social sciences to understand human behavior

Course #1: ENG 111

I, R, A I

Course #2: ENG 112

I, R, A I

Course #3: MAT 143

I, R, A

Course #4: MAT 171

I, R, A

Course #5: COM 231

I I, R, A

Course #6: HUM 115

I, R I, R, A

Course #7: PSY 150

I, R, A

Course #8: HIS 111

I, R, A

Course #9: MUS 110

I, R, A

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Instructional Programs: 2016-2017 Year-end Outcomes Tables SCHOOL: School of College Transfer, Business and Education

DEPARTMENT: College Transfer (AA/AS)

Name: Calvin Stansbury

Purpose/Mission statement that relates to the mission of the institution: The purpose of the General Education Program is to provide students in the Associate Degree and Diploma programs the general education skills necessary to be successful in the workplace or in the transfer to a four-year university.

Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success

Assessment Tools Assessment Results/Outcomes Use of Results

Mapping Assmt-Outcomes

Goal I: Update, maintain, and evaluate annually our comprehensive academic advising model inclusive of strategies for marketing, recruitment, retention, and career/transfer opportunities

Increase enrollment in the college transfer programs (Associate of Arts, Associate of Science, Associate in Engineering programs)

Enrollment will increase by a minimum of 15%.

1. Enrollment data report (registrar’s office)

2. Marketing program to CCP and Early college students

3. Marketing college transfer program on college marquee

4. Market the online AA program

Goal Met: 17% increase from 306 to 348 Fall 2015: 303 college transfer majors Spring 2016: 306 college transfer majors Fall 2016: 348 college transfer majors Spring 2017: 358 college transfer majors

Marketed college transfer program using marquee. Participated in recruitment/outreach activities with admissions office Updated marketing materials for the college transfer program; shared with external constituents. Marketed program via in-house video.

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Graduates will demonstrate an understanding of mathematical and scientific concepts and demonstrate the ability to apply learned concepts to real world situations. (MAT 143, MAT 171)

Students will demonstrate proficient college-level math skills upon completion of college-level math course

At least 80% of students assessed will be proficiency in college-level math

1. Comprehensive final exam in MAT 171 2. Project-based learning assignment (MAT 143) 3. Math Rubric

MAT 171 – overall pass rate 62% MAT 143 – overall pass rate 57.6%

Required mandatory tutoring sessions at midterm to prepare for final exam Used collaborative assignments in class to support content Used Improved the Learning Process periodically to assess strategies that students could use to be successful

Graduates will demonstrate college-level writing skills through the construction of clear written essays. (ENG 111, ENG 112)

Students will demonstrate proficient college-level writing skills upon completion of ENG 111 and ENG 112 courses

At least 80% of students assessed will be proficiency in college-level English courses

Research papers (persuasive and expository) Macro Reading/Writing Rubric

ENG 111 overall success rate: 71% ENG 112 overall success rate: 76% Aggregate: 73%

Used themed learning assignment to foster collaborative assignments in class to writing and research skills Required mandatory lab writing sessions to revise/edit papers and conduct research

Graduates will use language efficiently and demonstrate the ability to construct and

Students will demonstrate proficient college-level communication skills upon completion of COM 231

At least 80% of students assessed will be proficiency in college-level communication courses

Public speaking videos (poem, persuasive or debate speech)

COM 231 overall success rate: 79%

Used Improved the Learning Process periodically to assess strategies that students could use to be successful.

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deliver well-organized oral presentations. (COM 231)

Communications Rubric

Encouraged peer review of speeches as a means to solicit useful feedback. Allowed students to re-do one speech, along with modified research paper

Graduates will learn to appreciate fine arts and humanities. (HUM 115, HIS 111, MUS 110)

Students will display critical thinking skills and proficiency in college-level fine arts and humanities courses HUM 115, HIS 111 MUS 110

At least 80% of students assessed will be proficiency in college-level critical thinking and humanities/fine arts courses

1. Research comparisons of musical genres

2. Comparison/contrast essay (HIS 111)

3. Contemporary issues/solutions paper

Tech Rubric Research Papers/Micro Reading/Writing Rubric

HUM overall success rate: 80% HIS overall success rate: 50% MUS overall success rate: 79% Aggregate: 75%

Lecture time added to HIS 111 to focus on analyzing source information. Implementation Fall ’17. Assessment will continue and be monitored for improvement. HUM 115 and MUS 110 incorporated active learning strategies to foster student success and engagement to include collaboration, project-based learning, and peer assessments.

Graduates will have the ability to use concepts learned in social sciences

Students will demonstrate proficient college-level understanding of concepts in social

At least 80% of students assessed will be proficiency in college-level social science course.

1. Research papers

2. Psychology projects (games that

PSY 150 overall success rate: 77%

Assigned research projects early in the semester, required a draft of research proposal, provided

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to understand human behavior (PSY 150)

sciences to understand human behavior

connect psychology to real-world)

Tech Rubric Research Papers/Micro Reading/Writing Rubric

earlier feedback to ensure that more competencies are achieved.

Summary/Additional Analysis

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Math Rubric for Math 171

Criteria

4

2

0

Can use graphing calculator to find a linear and quadratic equation for a set of data.

Both the linear and quadratic equations are correct for the data.

One equation is correct.

Neither equation is correct.

Can use the models to make predictions.

Substitutes the values into the equation for the correct variable and solves the equation for the missing variable correctly.

Substitutes the values into the equation for the correct variable, but makes minor errors in calculating the other variable.

Substitutes values for the wrong variables and solves incorrectly.

Proficient = 4

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Math Rubric for Math 143

Criteria

4

2

0

Can identify the correct formula to find simple or compound interest, substitute, calculate, and analyze to find the correct interest and maturity value.

Equation, calculations, and analysis are correct.

Equation is correct but calculation and/or analysis is incorrect.

Equations, calculations, and analysis are incorrect.

Can identify the correct formula and calculate the mean, standard deviation, applying it to the bell-shaped curve, and apply the data to a question.

Mean and standard deviation is calculated correctly and analysis is correct.

Mean or standard deviation is calculated correctly and/or analysis is incorrect.

Equations, calculations, and analysis are incorrect.

Proficient = 4

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Communications Rubric 4=A The student has demonstrated strong proficiency in communication by developing a coherent speech around a clearly defined topic. In addition, the student has done all of the following:

Properly articulates, enunciates, and pronounces words.

Speaks using vocal variety, emphasis, pacing, and effective tone.

Appears knowledgeable and confident in the subject.

Exhibits Enthusiasm 3=B The student has demonstrated basic proficiency by developing a coherent speech around a clearly defined topic. In addition, the student has done at least three of the following:

Appears at least somewhat knowledgeable of topic without reading word for word.

Speaks clearly.

Uses some variety in voice and attempts to use some emphasis and varied pacing.

Exhibits some level of enthusiasm but not sufficient for strong proficiency in communication. 2=C The student demonstrates minimal proficiency by completing a unified, somewhat coherent, presentation with significant flaws in delivery. The presentation may be marked by some or all of the following:

Student does not project confidence, certainty or preparation.

Student lacks enthusiasm, effective articulation and enunciation.

At times, the student appears to be reading or reciting information. 1=D The student has not demonstrated proficiency. The presentation may be marked by some or all of the following:

Student lacks certainty, confidence and preparation.

Student is not knowledgeable of the information presented; rather, he or she reads much or all of the information.

Student doesn’t project knowledge or eagerness to share information with the class.

The content is unfocused and incoherent. Students Name: _______________________________ Program _________________________________

Assignment ____________________________________ Score_______________________

Proficient = 2+

Proficient?

Yes No

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TECH RUBRIC: RESEARCH PAPERS

Exceeds

standard

Meets

minimum

requirements

Does not

meet

standard—

requires

further

work

The margins are 1 inch or MS Word default

NA 3 2

For academic research papers, the paper is double spaced.

OR

For professional/business research papers, the paper is

single-spaced, with an extra line between paragraphs or

sections.

NA 3 2

The font is is Arial or Times New Roman, 12-point.

NA 3 2

For academic research papers using MLA, there is a header at the

top of page one in the upper left, correctly conforming to MLA

guidelines; for papers using APA, there is a title page, correctly

conforming to APA guidelines. OR

For professional/business research papers, the paper makes

consistent use of headers, with a clear distinction between each level

of header.

4 (no format

errors) 3 (no more than

one format

error)

2 (more than

one format

error)

For all academic research papers, pagination begins with

Page 1. For MLA, the student’s last name precedes the page

number—formatted according to MLA guidelines. For APA,

the title of the paper precedes the page number—formatted

according to APA guidelines. In either format, the font style and

size within the pagination should match that within the body of the

paper.

For professional/business research papers, the pages are

consistently paginated (pagination is not mandatory on the

first page). Altogether omitting pagination will count as only

one error.

4 (no format


one format

error)

2 (more than

one format

error)

The Works Cited or References page follows MLA or APA

guidelines (the line-spacing can stray from guidelines in a

business paper).

4 (no format


two format

errors)

2 (more than

two format

errors)

In-text quotes and paraphrases follow MLA or APA

mechanics.

4 (no format


two format

errors)

2 (more than

two format

errors)

Uses electronic resources for research.

4 (Uses two or

more sources such

as newspapers or

journals, which

can be accessed

through the LRC’s

databases.)

3 (Uses only

one source such

as newspapers

or journals,

which can be

accessed

through the

LRC’s

databases.)

2 (At the

most, only

uses

resources that

can be

accessed via

search

engines.)

Professional Presentation 4 (no typos) 3 (no more than

two typos) 2 (more than

two typos)

Proficient= 27 Score_______________________ Student’s Name: _______________________________________________ Assessor’s Signature: _______________________________________________

Proficient?

Yes No

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Student’s Name _________________________________ Program __________________________________ AAssignment ____________________________________ BBasic Comprehension Score_______________________ aAnalytical /Evaluative Score_____________ Proficient = 11+; Not Proficient= 10- Combined Score____________________

READING RUBRIC Micro/Macro-Level Artifacts Research Papers & Reader/Response Papers

DEFINITIONS 1. Paraphrased Passage: In addition to the conventional meaning of the term, these passages can refer to properly credited summaries of entire

arguments or texts. 2. Reading text: A college-level text that is the focus of the student’s paper, or a single passage taken from a college-level text and used as support. 3. Basic-Comprehension Reading Skill: An ability to recount isolated details from reading text(s) and understand their literal meanings; or the ability

to summarize the beginning, middle, and end of a reading text. 4. Analytical Reading Skill: An ability to deduce meaning from context, to infer meaning from subtext, or to apply meaning in unique ways. 5. Evaluative Reading Skill: An ability to formulate and apply a unique set of criteria in making a qualitative judgment about a reading text. 6. Proficiency: A reader’s ability to both comprehend a college-level text and process it through upper-level cognitive tasks such as analysis or

evaluation.

BASIC- COMPREHENSION

SKILLS

5 The student HAS demonstrated proficiency

in reading comprehension by doing at least

one of the following:

Recounting a coherent summary of a

reading text, reflecting a beginning, middle,

and end.

Recounting or paraphrasing two points from

the reading text(s) and clearly and

relevantly tying these points to the student’s

topic. NOTE: Only relevance is a

consideration for this criterion—not the

effectiveness of the point as support.

Quoting two passages from the reading

text(s) and following up each with an

accurate restatement of the author’s literal

meaning in the student’s own words; or

following up each with a logical

interpretation or original application of a

quoted concept. NOTE: Only relevance is a

consideration for this criterion—not the

effectiveness of the point as support.

3 The student has NOT fully demonstrated

proficiency in reading comprehension. At best,

the student has done one or more of the

following:

Paraphrased only one point from a reading text,

relevantly tying this point to the student’s

topic. NOTE: Only relevance is a consideration

for this criterion—not the effectiveness of the

point as support.

Quoted only one passage from a reading text

and followed up with an interpretation or

analysis relevant to the student’s topic. NOTE:

Only relevance is a consideration for this

criterion—not the effectiveness of the point as

support.

1 The student has NOT demonstrated proficiency in

reading comprehension. At best, the student has

done the following:

Quoted one or more passages from the reading

text(s) and followed up each with an interpretation

or analysis of only partial relevance or accuracy.

Flaws also may include an over-reliance on the

language and/or syntax of the original quote within

the student’s interpretation.

Paraphrased one or more passages from the reading

text(s) without clarifying a connection to a greater

context.

0 The student has shown little or no evidence of having read the text(s).

ANALYTICAL / EVALUATIVE

SKILLS

10 The student HAS demonstrated evaluative

reading proficiency by doing the following:

Locating, evaluating, and choosing to

include at least three passages to quote

and/or paraphrase, each of which

provides convincing support for a claim;

while accompanying each passage with a

successful interpretation or analysis

relevant to the student’s purpose.

6 The student HAS demonstrated analytical

reading proficiency by doing at least one of the

following:

Quoting and/or paraphrasing at least two

passages from the reading text(s) and on the

basis of each, explaining in the student’s own

words, a logically deduced argument or claim. Quoting and/or paraphrasing at least two

passages from the reading text(s) and

successfully applying to another context, the

concepts inherent within the passages.

Quoting two or more passages from the reading

text(s) and on the basis of these passages,

inferring meaning that is implied but not

specifically stated.

1 The student has NOT fully demonstrated college-

level analytical or evaluative reading proficiency.

At best, the student has done one or more of the

following:

Quoted and/or paraphrased only one passage from

the reading text(s) and on the basis of this passage,

advanced—in the student’s own words—a logically

deduced argument or claim. Quoted and/or paraphrased only one passage from

the reading text(s) and successfully applied to

another context, the concepts inherent within the

passage(s).

Quoted only one passage from the reading text(s)

and, on the basis of this passage, inferred meaning

implied but not explicitly stated.

0 The student has NOT demonstrated

college-level analytical or evaluative

reading proficiency. At best, the student

has done one or more of the following:

Quoted and/or paraphrased at least one

passage from the reading text(s), and

on the basis of these passages,

advanced illogical or weak claims. Quoted and/or paraphrased at least one

passage from the reading text(s), but

erroneously applied the concepts

inherent within the passage(s).

Quoted at least one passage from the

reading text(s) and followed up each

with an illogical interpretation.

Proficient?

Yes No

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Proficient=58+ Not Proficient= 57-

Writing Rubric The writer exhibits full proficiency.

The writer exhibits a working knowledge.

The writer exhibits minimal proficiency.

The writer exhibits a lack of pro-ficiency.

The writer exhibits a severe lack of proficiency.

The writer exhibits no evidence of exposure to the academic concept.

DICTION: The writer uses academic, audience-specific diction and does not misuse words.

10 8 6 4 2 0

INTRODUCTION: The introductory paragraph engages the reader’s interest and states the purpose of the essay in a clear thesis statement.

10 8 6 4 2 0

SUPPORTING PARAGRAPHS: The supporting paragraphs clearly support the main thesis statement, and each paragraph has a topic sentence with sufficient details to develop the paragraph’s main idea

10 8 6 4 2 0

COHERENCE and UNITY: The paragraphs clearly relate to the thesis statement and flow well with transitions and a logical arrangement

10 8 6 4 2 0

CLOSING PARAGRAPH: The conclusion clearly reinforces the main idea of the essay

10 8 6 4 2 0

PARAMETERS of the ASSIGNMENT: The essay clearly follows the instructions of the assignment and/or meets the parameters of its mode.

10 8 6 4 2 0

STYLISTIC CLARITY: Syntax does not delay or hide semantic decoding. Wordiness does not diffuse, delay, weaken, or needlessly repeat the writer’s message. Syntax and/or sentence length varies unless the text’s purpose negates the need for variation.

10 8 6 4 2 0

GRAMMATICAL CORRECTNESS: The sentences are grammatically correct. (Note: For this criterion, a maximum of two pages will be assessed.)

10

0-1 error

per page.

8

2-3 errors

per page.

6

3- 4 errors per

page.

4

5-6 errors

per page

2

7-8 errors

per page

0

9 or more

errors per

page

MECHANICAL CORRECTNESS: Punctuation

and capitalization are used correctly, and words are spelled correctly. (Note: For this criterion, a maximum of two pages will be assessed.)

10

0-1 error

per page.

8

2-3 errors

per page.

6

3- 4 errors per

page.

4

5-6 errors

per page

2

7-8 errors

per page

0

9 or more

errors per

page

CRITICAL THINKING: The writer displays evaluative or analytical skills by successfully and consistently accomplishing at least one of the below:

advances a position with at least one conclusion grounded in implicit or explicit criteria

synthesizes information to logically advance a claim

advances a point by discerning between two things

analyzes a situation and draws a logical conclusion

10

The paper

is

consistently

grounded

in critical

thought.

NA

6

The writer

demonstrates

critical-thinking

at places, but

occasionally

makes weak or

fallacious claims;

or the focus is

unsubstantial

and vague and

merits little or no

critical thought.

NA NA 0

The writer

consistently

makes

fallacious

claims or the

text is

semantically

incoherent.

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FINAL GRADE ________________________________

Proficient?

YES NO

Student’s Name: ___________________ Program: ______________________

Assignment: ______________________

Proficiency: A writer’s ability to employ a writing concept to achieve a purpose. Full Proficiency indicates a writer has applied a concept with such skill that there are no textual distractions from his or her message and the central purpose is advanced or achieved. A Working Knowledge indicates the writer is able to achieve his or her purpose with only minor distractions attributable to faulty applications of a writing concept. Minimum Proficiency indicates that a writer is able to achieve his or her basic purpose though there are significant distractions due to faulty applications of a writing concept. A Lack of Minimum Proficiency indicates a writing concept is so mishandled that the writer’s purpose cannot be fully achieved because of either textual distractions or loss of academic credibility. A Severe Lack of Proficiency indicates that a writing concept is so mishandled that the writer’s purpose can be neither achieved nor discerned

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Program Outcomes – Course Alignment Directions: List each course in your program based on the program’s tracking sheet (on the left). List Program outcomes at the top. Put the following in each corresponding box as it relates to how the program outcome is addressed in each course: I = Introduced, R= Reinforced, A= Assessed

Program: BUSINESS ADMINISTRATION Department Head: Lateef Balogun

Program Outcome #1: Graduates/

Students will have

fundamental knowledge of

business functions.


Students will have

fundamental knowledge of

business processes.

Program Outcome #3:

Graduates/ Students will have an understanding

of business organizations in today’s global

economy.

Program Outcome #4:

Program Outcome #5:

BUS 110 I I I

BUS 115 R

ECO 251 I/R

ACC 120 R

BUS 121 R

BUS 116 R

MKT 120 R

ACC 121 R/A

BUS 147 R

CIS 110 I I/R

ECO 252 (option)

R

BUS 137 R R R

BUS 225 R R

BUS 230 A A A

BUS 239 R R A

WBL 110 A

BUS-260 R

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Instructional Programs: 2016-2017 Year-end Outcomes Tables

SCHOOL: School of College Transfer, Business and Education

DEPARTMENT: Business Administration Name: Lateef Balogun

Purpose/Mission statement that relates to the mission of the institution: The Business Administration degree program is designed to introduce students

to the various aspects of the free enterprise systems. Students will be provided with the fundamental knowledge of business functions, processes, and an

understanding of business organizations in today’s global economy. 1A, B, C, II.A, B, C, D, III.B, V, III.V.C

Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success



To increase the

graduation rate

among Business

degree major

students. Goal II-

2.2 of strategic

plan initiatives

Students will be offered

different pathway to

graduation

At the completion of the

first 2 semesters of their

program entry, each

student would have met

the completion criteria for

at Least a certificate

program.

Students will be evaluated

and assessed to meeting

any of the graduation

pathways.

100% of students still in the

program after 2 semesters

will have met at least the

requirements that satisfy at

least one of the certificates

2015-2016-50

credentials were

awarded.

2016-2017-86+

credentials will be

awarded.

An increase of 72% in

awarded credentials.

Assessed the viability

of in house stackable

degrees

The creation of

Different

completion

pathway. Goal II-

2.7

To increase the graduation

rate of the students in the

Business program

Availability of courses

that will lead to the

program completion and

retention.

Increase in the number of

students applying for

graduation.

Increase in the number of

graduates in the Associates,

Diploma and Certificate

programs.

2014-2015- A total

of 24 credentials

Provided more

graduation pathways

for our students.

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2015-2016-A total

of 50 credentials

awarded.

2016-2017- A total

of 86+ credentials

will be awarded

2014-2015 vs 2016-

2017, an increase in

awarded credentials

of over 200%

2015-2016., an

increase in awarded

credentials of 72%

Students will have fundamental knowledge of business functions. (BUS 230)

BUS 230 SLO:

Understand the role of Small Business and the composition of a Business plan

Intended results: 70% of

students will complete a

satisfactorily Business

Plan with a grade of “C”

or better.

Assessment tool:

Discussion Forum

Test

Completion of a Business

Plan.

Writing Assignment

Results: 66.7% of

the students scored

a grade of 90 or

better on the

Business Plan

Project

Changes for

continuous

improvement based

on results

Students will have fundamental knowledge of business processes. (BUS 230)

BUS 230 SLO: Understand the role of Small Business and the composition of a Business plan

Intended results: : 70% of

students will satisfactorily

complete a Business Plan

and articulate the business

process

Assessment tool:

Discussion Forum Test Completion of a Business Plan Writing Assignment

Results: 66.7% of

the students scored

a grade of 90 or

better on the

Business Plan

Project

Changes for

continuous

improvement based

on results

Students will have an understanding of business organizations

ACC 121 SLO:

Student prepares an income statement to demonstrate understanding of the

Intended results:

70% of the students will

earn a grade of “C” or

better.

Assessment tool:

Comprehensive Problems

Test

Discussion Forum

Results: 50 % of

students scored a

grade of 70% or

better

Changes for

continuous

improvement based

on results. More face

to face delivery

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in today’s global economy. (ACC 121, BUS 230, BUS 239)

report and structure of the report.

BUS 230 SLO:

Understand the role of Small Business and the composition of a Business plan

BUS 239 SLO:

Demonstrate knowledge of the business program. Complete a concise Business Plan.

Intended results:

: 70% of students will

complete satisfactorily

complete a Business Plan

and articulate the business

process

Intended results: 80% of

the students will complete

a detailed Business plan

with a grade of “C” or

better. Outcome will be

based on a grading rubric.

Assessment tool:

Discussion Forum

Test

Completion of a Business

Plan.

Writing Assignment

Assessment tool:

Research paper-Business Plan Test Completion of Resume

Results: 66.7% of

the students scored

a grade of 90 or

better on the

Business Plan

Project

Results: 100% of

the students

completers

received a grade of

89.7% or better

More emphasis

placed on writing

workshop, and use of

CAE services for

research assistance.

More emphasis on

writing and

synthesizing research

outcomes.


22

Business Plan Rubric BUS-230-SMALL BUSINESS MAGMT 0 = no evidence 1 = little evidence major flaws 2 = adequate minimum standards 3 = Research well done, few minor omissions, met standards 4 = Research well done, exceeded minimum standards

Points = 100points 2 TEST GRADES

Cover Page All information present, including: Each student’s name on the team listed (first and last) Company’s name Company logo included Address including Lakeway, TX Telephone number Fax number E-mail address

Date

0 1 2 3 4

Table Of Contents Includes each major section. Includes correct page numbers. Formatted, organized, and neat.

0 1 2 3 4

Executive Summary Each key section briefly summarized. Specifically answers: What business are you in? Who is on the team? Where will you locate and why? What is your product/service? How much capital will be needed? Why we should invest in your company? Length is one to three pages long (double spaced)

0 1 2 3 4

Company Description Complete and accurate overview of the sandwich industry Mission statement of your sandwich shop Explanation for the business type, legal structure, name, and location chosen.

Product and Service Plan Description of the product/service, why it is needed and what makes it unique. Describe the company's position and pricing strategy.

0 1 2 3 4 0 1 2 3 4

23

Mission and Vision Statement Guiding principles by which the sandwich shop functions – goals and purpose

of the company being open. Focuses on the customers’ needs and serves as a powerful guide by which the sandwich shop is open.

Industry Overview/ Market Analysis & Competitive Analysis

Customer profile - who are they, where are they, what do they need, where do they currently buy? Research market demographics. Research competiton. What are their strengths and weaknesses? Research labor availability. Estimate sales.

0 1 2 3 4 0 1 2 3 4

Marketing Plan How will you get potential customers to buy your product? Develop a sales strategy. Define your channel of distribution. Research various advertising medias. Select two medias for your business and state why. What will your advertisements look like? Create a promotional strategy to increase sales.

0 1 2 3 4

Operational & Organizational Plan Who are the managers? What is their area of responsibility? Who are the owners?

Where is the sandwich located specifically in Lakeway/ Bee Cave? What days/ hours will your sandwich shop be open? Will you follow local, state, and federal laws regarding health, food, and safety

laws?

0 1 2 3 4

Financial Plan Identify your risks. (calculate future forecast figures) Identify your potential expenses and capital requirements. Create your financial statements - cash flow, income and balance sheet.

Growth Plan How will you expand your business in the future? Contingency Plan Unforeseen circumstances can occur- identify any internal or external risk

factors. SWOT Analysis will allow you to plan for these factors in advance to foster more confidence in your business plan

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4

Report Mechanics Check for spelling, capitalization, punctuation, and sentence structure. Formatting for margins is critical and overall paper must be neat.

0 1 2 3 4

24

Report Format Must be no less than fifteen typed pages.

This is in addition to the cover page, table of contents and bibliography. Font size 12, Times New Roman. Double space. 1" margins. Bold and Underline the heading for each section.

0 1 2 3 4

25


Program: Computer Information Technology Department Head: Emmanuel Obi

Upon completion of the AAS in Computer Information Technology program, students should be able to:

Program Outcome #1: Effectively use word processing, spreadsheet, presentation graphics and database management software in a professional office environment AND design and implement a relational database.

Program Outcome #2: Apply programming solutions to problems, deploy hand coded web site created with mark-up language

Program Outcome #3: Identify information security risks, create an information security policy, and identify process to implement and enforce policy.

Program Outcome #4: Install, configure, and maintain computer information systems, including the system’s operating system and common computer hardware and software.

Program Outcome #5: Work as a part of a professional team to analyze, design and implement computer information systems.

Course #1: CIS 110

I, A

Course #2: WEB 110

I, A

Course #3: CIS 115

I, A

Course #4: NET 125

I, R, A R, A

Course #5: CTS 120

I R, A

Course #6: DBA 110

R, A R, A

Course #7: CTS 285

I, R, A

Course #8: NOS 130

R, A

Course #9: WEB 120

R, A

Course #10: CSC 139

R, A

Course #11: SEC 110

I, R, A R, A R, A

Course #12: CTS 289

R, A R, A

Course #13: CTS 130

R, A

Course #14: CSC 151

R, A

Course #15: WEB 140

R, A R, A

Course #16: NOS 230

R, A R, A

26


SCHOOL: School of College Transfer, Business, and Education

DEPARTMENT: Computer Information Technology

Name: Emmanuel Obi

Purpose/Mission statement that relates to the mission of the institution: HCC strives to meet the diverse needs of our community by providing high quality, accessible, and affordable education and services for a rapidly changing and globally competitive marketplace.

Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success



Effectively use word processing, spreadsheet, presentation graphics and database management software in a professional office environment AND design and implement a relational database. (CIS 110)

Students should be able to use Microsoft Office 2016 Suite (Word, Excel, PowerPoint, Access) to create, format and present documents

70 per cent of students should show evidence of mastery (create and manage office documents with minimal or without assistance).

Skills Assessment Manager (SAM)

74 percent of the students(60 out of 81) showed evidence of ability to create and manage documents with minimal or without assistance

Revised the syllabus to assign more class time to specific skills.

Identify information security risks, create an information

Students should be able to Identify information security risks, create and

70 % of students should demonstrate the ability to identify vulnerabilities in a

Virtual Security Cloud Lab

60 percent (3 out of 5) students demonstrated ability to identify vulnerabilities in a

With the realignment of the IT program and addition of another security course, some of the

27

security policy, and identify process to implement and enforce policy. (SEC 110)

information security policy

network using NESSUS software.

network. Standard was not met.

topics are taught in another course.

Apply programming solutions to problems, deploy hand coded web site created with mark-up language (CIS 115,CSC 151, WEB 140)

Students should be able to apply programming solutions to problems, deploy hand coded website created with mark-up language

70 % of the students should be able to deploy hand coded website created with mark up language and apply programming solutions to problems

Programming projects, Case studies and Final Exam Web development projects

60 percent (6 out of 10) students demonstrated ability to apply programming solutions to problems (CIS 115). 43 percent (3 out of 7) demonstrated ability to apply programming solutions to problems (CSC 151). 100 percent (9 out of 9) students demonstrated ability to deploy hand coded websites created with markup language (WEB 140).

Programming classes now offered as a hybrid with a seated component on campus. Required software installed in the classroom. A request made to include a token lab fee e for students or funds requested to purchase needed software for web classes.

Install, configure, and

Students should be able to Install configure

70 percent of the students should be

Hands on Lab activity,

94 percent (15 out of 16) of the

Requested funds to renew subscription

28

maintain computer information systems, including the system’s operating system and common computer hardware and software. (NET 125, NOS 230, CTS 120)

and maintain computer information systems, including the system’s operating systems and common computer hardware and software.

able to design, configure and maintain system operating systems and solve hardware and software problems

Critical thinking activity, packet tracer, and Final exams

students enrolled in the courses evaluated (NET 125,NOS 230 and CTS 120) demonstrated the ability to install, configure and maintain information systems and solve common hardware and software problems.

for Microsoft Imagine Academy that offers free software to students.

Work as a part of a professional team to analyze, design and implement computer information systems. (CTS 289)

Students should be able to work as part of a professional team to analyze design and implement computer information systems

70 percent of the students should be able to analyze, design and implement computer information systems.

Team Projects and Final Exam

100 percent (5 out of 5) of the students demonstrated the ability to work as part of a team, analyze and implement computer information systems.

Sought out mini I.T projects in the service area.


29

Skills Assessment Manager (SAM)

30

Program Outcomes – Course Alignment


Program: Mapping – Medical Office Admin. Department Head: Deborah Boone

Medical Office Administration

Program Outcome #1: Students will demonstrate knowledge in

Medical Terminology.

Program Outcome #2:

Students will demonstrate skills in

Information systems, formatting & word processing.

Program Outcome #3:

Students will demonstrate skills in

Medical Insurance Coding.

Program Outcome #4:

Students will demonstrate

knowledge in Billing & Insurance.

Program Outcome #5:

Students will demonstrate knowledge in

Administrative support functions, &

soft skills.

Course#1: ACA-111/122

I I

Course #2: CIS-110

I

Course #3: MED-121

I

Course #4: MED-122

R

Course #5: MED-130

R

Course #6: MED-232

A R R R R

Course #7: OST-131

R R

Course #8: OST-136

A R

Course #9: OST-148

R R I I R

Course #10: OST-149

R R R

Course #11: OST-164

R R

Course #12: OST-243

A R A A A

Course #13: CTS-130

R

Course #14: ACC-120

R R

Course #15: BUS-260

R

Course #16: BUS-270

R R

Course #17: WLB-110

R R

31


SCHOOL: College Transfer, Business and Education

DEPARTMENT: Medical Office Administration

Name: Deborah Boone

Purpose/Mission statement that relates to the mission of the institution:

Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success



Students will

demonstrate

knowledge in

Medical

Terminology.

(MED 232)

All students will

display their ability to

analyze the structure of

medical terminology to

break down and define

medical terms by their

individual components.

Students will use this

knowledge to

determine the most

appropriate medical

code required to meet

the medical necessity

requirement in

insurance claims.

85% of students will

display a Level 2 or

higher success in the

MED-232 and OST-

148 courses.

Successful

completion criteria

for each level is:

Level 1 – 60%

Level 2 – 70%

Level 3 – 80%

Level 4 – 90%

Methods:

Quizzes, Tests, and

coding from patient

notes and statements.

88% of students in

MED-232 and

OST-148 achieved

a Level 2 or higher

in these courses.

The Goal of 85%

was met.

Additional activities

in OST-148 has

yielded a better

understanding of

material covered.

Discussions

regarding how the

activities covered in

class relate to

responsibilities in the

workplace has

increased student’s

understanding of the

processes involved.

Continue to update

each semester.

Students will

demonstrate

skills in

Information

systems,

formatting &

word

processing.

(OST 136)

Provide students with

up-to-date technology

required for the

successful completion

of the program.

Students will validate

their working

knowledge of the

subject matter and

85% of students will


Level 4 success in the

OST-136 Final

Projects.

Successful

completion criteria

for each level is:

Methods:

Tests and Activities

in preparation for the

Final Project

submissions.

92% of students in

OST-136 achieved

a Level 3 or Level

4 in this course.

The Goal of 85%

was met.

Provide additional

types of office

documents, skills,

and critical thinking

within the course

assignments. This

will assist in

preparing students to

produce professional

32

proficiency in the use

of Microsoft Word

software.

Level 1 – 60%

Level 2 – 70%

Level 3 – 80%

Level 4 – 90%

documents in the

projects and the

workplace.

Students will

demonstrate

skills in

Medical

Insurance

Coding.

(OST 243)

Students will

demonstrate

knowledge in

Billing &

Insurance.

(OST 243)

Students will

demonstrate

knowledge in

Billing &

Insurance.

(OST 243)

Students will

demonstrate

knowledge in

Administrativ

e support

functions, &

soft skills.

(OST 243)

Medical Office

Administration degree

graduates will acquire

the tools necessary to

successfully compete to

obtain employment in

the health care industry.

Using medical office

simulation software,

students will apply

both task skills and

technology skills

required to perform

appropriately in a

simulated medical

office. Students will

perform operation for

the front office,

schedule/reschedule

patient appointment

for several doctors,

provide coding,

insurance claims and

billing.

Any errors must be

located and all

necessary corrections

completed in order to

move forward in the

simulation.

85% of graduates will


higher success in the

capstone simulation

in OST-243.

Successful

completion criteria

for each level is:

Methods:

Software Simulation

Projects, Assessment

Tests, and Quizzes

Review simulation

results for each

student to determine

success in the skill

levels for the

simulation.

Five (5) out of five

(5) graduates

achieved a Level 2

or higher in the

Medical Office

capstone course,

OST-243.

This represents

100% and the goal

of 85% was met.

Changes made in the

curriculum course

structure last year has

made a positive

impact on student

outcomes. Students

are more attentive to

the actions that will

be required in the

medical office

environment.

Continue to reiterate

the importance of

quality work in a

timely manner

required in the

medical office

environment.

33

Level 1 – 60%

Level 2 – 70%

Level 3 – 80%

Level 4 – 90%


34

Grading Rubric – Word 2013

FINAL PROJECT

Class: OST-136

Professor: BOONE

Notes: 2016-2017

Filename: FINAL PROJECT

Description Pts Score Open data file: FINAL PROJECT 1 10 Save data file as: “YOUR NAME” – FINAL PROJECT 1 10 Insert table with 5 columns and 3 rows as second paragraph 5 Enter the specific text shown in instruction file in the table 5 Resize the columns to fit the text 3 Add a column between the Start Location and Distance columns 3

Type “Portages” in header of new column 3

Type the specific information for each row 3

Resize the Portages column to fit text 4

Distribute the table rows evenly 4

Apply a table style to the table and adjust the table style options so that the

table is attractive and easy to read 5

Center the text in each cell in the table both horizontally and vertically 5

Scroll up, then select the six paragraphs of tabbed text under the Race

Details heading 4

Convert this text to a 2-column table 5

Remove all borders from the table 3

Enhance the flyer with font and paragraph formatting 6

Add your name to end of file 10

Preview the flyer and make corrections as necessary 10

Save file, close file, attach in Blackboard and Submit 2

TOTAL POSSIBLE POINTS: 100

STUDENT NAME: ____________________ SCORE: _______________

35

Grading Rubric

Capstone Project

Class: OST-243

Professor: BOONE

Notes: 2016-2017

Description Pts Score

Open simulation software and complete instructions to begin activities 10

Determined open time slots for providers. 3

Schedule new patient in appropriate time slots 3

Follow-up and repeating appointments booked 3

Patient personal information updated 3

Patient insurance information updated 3

Appropriate Diagnosis codes entered in files 4

Patient medical history updated 3

Patient medication updated 3

Patient vital sign posted in file 3

Patient encounter notes posted in medical file 3

Coding for patient encounter posted 3

Prescription order posted 3

Third party payer insurance information posted 6

Check out: Patient charge captured and posted 6

Check out: Walkout receipt completed 6

Claim form created 5

Claim form reviewed and submitted to insurance carrier 5

Insurance payments posted to patient account 5

Insurance overpayment adjusted in patient account 5

Patient statements completed 5

Financial and Clinical Reports completed 10

TOTAL POSSIBLE POINTS: 100

SCORE: _______________

36

School of Career and Technical Education

37



Program: Advertising & Graphic Design Department Head: Clifford Jones

Program Outcome #1:

Graduates/Students will be able to demonstrate proficiency in a range of

computer graphics technology, including bitmap image editing, vector graphics, page layout, web design, video editing and

effects.

Program Outcome #2:

Graduates/Students will be able to

differentiate between vector and bitmap

graphics, and effectively use each to

the best effect.

Program Outcome

#3: Graduates/Students will be

able to understand terminology used in the

graphic design industry.

Program Outcome #4:

Graduates/Students will be able to demonstrate

proficiency in digital still photography, videography, and

audio capture.

Program Outcome #5: Knowledge of designing a logo, a

newsletter, a poster, a folded brochure, and a multiple page publication from concept to

completion. Understand the concept of

“branding” and corporate identity and how to use the basic

concepts of design for advertising purposes.

Course #1: DES-125

Course #2: DES-135

I

Course #3: GRA-151

I I

Course #4: GRD-160

I

Course #5: WEB-120

I

Course #6: GRD-110

I

Course #7: GRD-142

R I

Course #8: GRD-180

R

Course #9: WEB-111

I I

Course #10: GRD-241

Course #11: GRD-271

I I

Course #12: GRA-152

RA

Course #13: GRD-131

A

Course #14: GRD-272

RA RA

Course #15: GRD-280

Course #16: GRD-281

A

38


SCHOOL: School of Career and Technical Education

DEPARTMENT: Advertising and Graphic Design

Name: Cliff Jones

Purpose/Mission statement that relates to the mission of the institution: The purpose of the Advertising and Graphic Design curriculum is to provide students with the knowledge and skills necessary for employment in the Graphic Design profession.

Program Outcome

Intended Student Learning Outcome

Criteria for Success Assessment Tools Assessment Results/Outcomes Use of Results


To teach students the basic elements of drawing: Line, Shape, Proportion & Perspective, Light & Shadow

DES 125

Illustrate effective use so skills in the 7 basics elements of design

Students think critically and creatively, show knowledge and skills to work with other in a professional and constructive manner Upon completion students will crest and execute design that use the concepts of form, line, textures, variety, repetition and other design techniques

100% of students will demonstrate the basic elements of drawing through art projects.

Rubric is given with each project as a guideline to show student what they must do to have a successful project.

4 of 4 or 100% demonstrated the basic elements of drawing through art projects.

Student can demonstrate to local businesses their skills by working on projects for the area, exploiting their skill level by showing and displaying work.

39

To teach students the 7 basic elements of design: Line, Shape, Value, Space, Texture, Size and Color

DES 135

Illustrate effective use so skills in the 7 basics elements of art, the 6 principles of design

Demonstrate and understanding of these elements and principles through class projects

100% of students will demonstrate the 7 basic elements of art and the 6 principles of design through art projects.

A variety of projects are assigned from brainstorming pieces to large final look pieces to get the students feel for the topic at hand. For many projects, I will take a hands-on approach using overhead projector showing example: Having student keep a sketch book to show each technique. Rubric is given with each project as a guideline to show student what they must do to have a successful project.

3 of 5 or 60% demonstrated the 7 basic elements of design through art projects

Now utilize the scanner and computers to show students how to ink and paint to create true digital art using the same techniques. Now show student how illustrations are done in a digital age using both traditional and modern techniques to create pieces show the elements of drawing.

Teach student how to use the computer as a design tool and specific software to create and layout designs for clients in the field of advertising.

GRA 151

100 % of students will demonstrated the computer graphics and the design process, as well as the software needed to create it.

A variety of projects are assigned from books and video tutorials for current topic. For many project I will take a hands on approach in the area of providing possible tweaks to tighten of layout for clarity.

3 of 4 or 75% demonstrated the computer as a design-related tool and working knowledge of software

Updated syllabus incorporate better reading material and step-by-step tutorials to help students better understand software and the tools needed to succeed in program.

40

Utilize the computer as a design-related tool and discuss the process of page creation

Student will demonstrate a working knowledge of the software through successful project completion

Create comprehensive layouts using the computer and appropriate software

Sometimes this is done while the project is in process – sometimes it is discussed after. Rubric is given with each project as a guideline to show student what they must do to have a successful project.

To teach students the basic of working a digital camera and the transporting, editing of photos

GRD 160

100% of students will demonstrate the basic skills to operate digital camera and edit photos.

A variety of projects are given to develop an understanding of using a camera I give demonstration on how to set up a shot to help student and use the discussion board for students to critique work. Rubric is given with each project as a guideline to show student what they

3 of 4 or 75% demonstrated the basic skills to operate digital camera and edit photos.

Updated syllabus to incorporate photography studio project learning, along with light boxes and green screen to show students more digital photography, giving students more hands on and a better understanding of setting up a shots in a studio as well as outside.

41

Demonstrate the use of their camera through a variety of photos and settings

Demonstrate vocabulary in photography through definitions and discussion

Students will demonstrate an understanding of all parts of photography through photo editing and setting on camera

must do to have a successful project.

Teach the students the many forms of advertising and how they can best serve clients by demon-strating which media to use. Show video editing along with audio and sound effects.

GRD 271

90% of students will demonstrated design skills in different medias of advertising

A variety of projects are assigned and posted on blackboard for view and critiques are given by fellow students. For many projects we will use Adobe CC software to show print, video and audio editing skills Rubric is given with each project as a guideline to show student what they

5 of 6 or 83% demonstrated the basic elements of drawing through art projects

Updated syllabus to incorporate more outside projects from local business to give student a more work world experience to help them better serve their clients.

42

Illustrate effective use of design skills in different medias of advertising.

Student will create 4 big projects: Poster, Video, PSA, motion poster. To show they understand the different medias for advertisement

Demonstrate a wider skill set as it pertains to various advertising applications.

must do to have a successful project.

To teach students the basic skills of Flash and how it is used to enhance websites and add animation and movement to certain elements of the site.

WEB 120

100% of students will demonstrate the skills to use flash in creating banner, website sites and animations for the web.

Student used web book that had step-by-step tutorials, chapter reviews, quizzes and tests. We had open discussion along with videos and students doing research and find examples of projects on the internet.

4 of 8 or 50% demonstrated the skills to use flash in creating banner, website sites and animations for the web

Updated syllabus to adopt a book that is more versatile and will give students more options to design for the web. Now incorporate more project that will allow students to do more with coding and animations to give them a broader learning experience.

43

Demonstrate the basic skills of Flash and how it is used in the web.

Demonstrate skills in flash by doing step-by-step tutorials and project builders.

Students will show projects to demonstrate the skills they learned in the book to show clients they have a understanding of Flash.

To teach students the importance of design, including interface design, color, illustration, scripting, audio, typography, and animated elements

GRD 180 Upon completion, students should be able to design and produce interactive presentations and understand UI design.

100% of students will demonstrate the critical thinking skill and design principles to produce interactive presentations and how to create a variety of different projects project for client needs

I assessed students by giving them a sample test every 4 weeks to see if they have the skills to pass the Adobe Exam to gain certification and master software.

1 of 3 or 66% demonstrated the critical thinking skill and design principles to produce interactive presentations and how to create a variety of different projects project for client needs

Updated syllabus to incorporate learning new software dealing with animation that has now be introduced by Adobe. This will help students on the basic of animation in the program to help the grow in the field of graphic

44

Demonstrate and understanding how to create a variety of different projects project for client needs

To teach students typographic fundamentals, anatomy, measurements, composition, identification, and terminology

GRD 110

Upon completion, students should be able to demonstrate proficiency in design application, analysis, specification, and creation of typographic elements.

Demonstrate vocabulary in typography through definitions and discussion

Chart showing anatomy of letters

100% of students will demonstrate the basic skill of the typographic fundamentals.

A variety of projects are given to develop an understanding of type and how it is use to make an impact in design. This ranges from web design to all forms of print media I give demonstration on how to set up composition, layouts and charts with type

3 of 4 or 75% demonstrated the basic skill of the typographic fundamentals.

Updated syllabus to incorporate more learning on printing and plotter based work to show student how to print and cut out letters to place on shirts, signs, store front windows to prepare them how to use type and grow their skills as well as prepare them to open there own local business.

45

Graduates/Students will be able to demonstrate proficiency in a range of computer graphics technology, including bitmap image editing, vector graphics, page layout, web design, video editing and effects. (GRA 152, GRD 272)

Students will be able to demonstrate the ability to effective troubleshoot, analyze and develop design solutions while effectively using relevant software to complete project that meet client needs (GRA 152) Students will demonstrate the ability to use design thinking strategies in an iterative design process associated with media and interactivity (GRD 272)

100% of students will demonstrate how to think practically and creatively to analyze, synthesize, and develop design solutions that meet client needs

Project Rubric for GRA 152 Video Production and Animation Project Rubric for GRA 272

2 of 2 or 100% (GRA 152) 3 of 4 or 75% (GRD 272)

Student can now demonstrate to college and community their skills by working on projects for the school and businesses, exploiting their skill level by having are shows and displaying work and local projects (GRA 152) Incorporated more outside projects from local business to give student a more work world experience to help them better serve their clients. (GRD 272)

Graduates/Students will be able to understand terminology used in the graphic design industry. (GRD 281)

Upon completion, students should be able to produce advertising for various media and demonstrate an understanding of the complexities and relationships involved in advertising design. Student will be able to demonstrate two pitch types in advertising “The request for

100% of students will demonstrate how to produce advertising for various media and demonstrate an understanding of the complexities and relationships involved in advertising design.

Student used book and case study to do research and find example to show understanding of advertising Students created scenarios and demonstrated in class to show and create an environment of the marketing world for

3 of 4 or 75%

demonstrated how to produce advertising for various media and demonstrate an understanding of the complexities and relationships involved in advertising design. (GRD 281)

Now sales pitches advertising new or rebrand a product to local business owner is required. Teachers/business owners come in to assess them on their pitch.

46

proposal (RFP) The invitational pitch to clients (GRD 281)

fellow student to critique and learn about marketing and advertising

Graduates/Students will be able to demonstrate proficiency in digital still photography, videography, and audio capture. (GRD 272)

Students should be able to produce multimedia presentations and determine and adapt to technical specifications for delivery (GRD 272)

100 % of students will demonstrate the ability to effectively understand a the Creative Brief, including purpose, design, and implementation, able to produce multimedia presentations and determine and adapt to technical specifications for delivery. Demonstrate critical thinking by coordinating work between functions and disciplines.

A variety of projects are assigned and posted on the blackboard for students to view and fellow students give critiques. For many projects we will use Adobe CC software to show video and audio editing skills Process books are created to show how a projects are developed from beginning to end

3 of 4 or 75% demonstrated the ability to effectively understand the Creative Brief, including purpose, design, and implementation, able to produce multimedia presentations and determine and adapt to technical specifications for delivery. Demonstrate critical thinking by coordinating work between functions and disciplines. (GRD 272)

Incorporated more outside projects from local business to give student a more work world experience to help them better serve their clients. Video equipment and studio space to give student the environment needed to create quality projects for clients

Knowledge of designing a logo, a newsletter, a poster, a folded brochure, and a multiple page publication

Student will show knowledge of designing a logo, a newsletter, a poster, a folded brochure, and a multiple page publication from concept to completion (GRD 131)

100% of students will demonstrate how to create quality illustrations from conception throughout projects

A variety of projects are assigned from books and video tutorials /printed tutorials Many projects I will take a hand on approach in the area of providing possible

1 of 1 or 100% demonstrated how to create quality illustrations from conception throughout projects

Students nowdesign a school newspaper/new and brochure to help them with layout design. We will do more community based projects to create a real world

47

from concept to completion. Understand the concept of “branding” and corporate identity and how to use the basic concepts of design for advertising purposes. (GRD-131)

tweaks to tighten of layout for clarity. A rubric is with each project as a guideline to show student what they must do to have a successful project

environment to help students deal with clients one-on-one to develop the skills for the workforce


48

Project Rubric for GRA-152

49

Project Rubric for GRD 272

50


Program: Automotive Department Head:

Keith Mumford

Program Outcome #1: Student will be able to change oil and filter.

Program Outcome #2:

Student will be able to properly rotate tires.

Program Outcome #3: Student will be able to measure vehicle components using precision measuring tools. (Micrometers and Dial Indicators)

Program Outcome #4:

Student will be able to access service information using ALLDATA.

Program Outcome #5: Students will

be able to change brake

pads and shoes.

Course #1:TRN 110 I R A R

Course #2:AUT 116 R I R A R

Course #3:AUT 116A R A R

Course #4:TRN 120 R

Course #5:TRN 170 I R A

Course #6:AUT 141 I R A R R

Course #7:AUT 141A

R A R R

Course #8:AUT 151 R R I R A

Course #9:AUT151A R R R A

Course #10:AUT 163 R

Course #11:AUT 163A R


Course #13:TRN 140 R

Course #14:TRN 140A R

Course #15:AUT 212


Course #17:AUT 231 R R

Course #18:AUT 231A R R

Course #19:AUT 113 R R

Course #20:AUT 281

R

51



DEPARTMENT: Automotive Systems Technology

Name: Keith Mumford


Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success



Student should be able to change oil and filter. (TRN 110)

Student will demonstrate how to change oil and filter.

75% of students will satisfactorily complete the objective rubric with a score of 3 or more.

TRN 110 Rubric Students scored above the desired level on this objective. (86%) Of students satisfactorily met the objective.

Although the results were good. We created a check sheet for students to follow to improve consistency and quality of work.

Student should be able to measure vehicle components using precision measuring tools. (Micrometers and Dial Indicators) (AUT 116)

Student should will demonstrate how to measure vehicle components using precision measuring tools. (Micrometers and Dial Indicators)


AUT 116 Rubric Students scored above the desired level on this objective. (100%) Of students satifactorily met the objective.

Result exceeded expected outcome. Will continue to post in all syllabi that instructors will make themselves available by appointment for tutoring to student needing help.

Student should be able to access

Student will demonstrate how to access service

75% of students will satisfactorily complete the

TRN 170 Rubric Students scored above the desired level on this

Results were good, but In the past deficiencies with this

52

service information using ALLDATA and Identifix.com. (TRN 170)

information using ALLDATA and Identifix.com.

objective rubric with a score of 3 or more.

objective. (86%) Of students satisfactorily met the objective.

task were related to reading comprehension skills. Advisors continue to emphasize to students the importance of enrolling in developmental courses early in their program.

Student should be able to properly rotate tires. (AUT 141)

Student will demonstrate how to properly rotate tires.


AUT 141 Rubric Students scored above the desired level on this objective. (100%) Of students satisfactorily met the objective.

Result exceeded expected outcome. Continued to work with students to maintain positive results.

Students should be able to Change brake pads and shoes. (AUT 151)

Students will demonstrate how to Change brake pads and shoes.


AUT 151 Rubric Students scored above the desired level on this objective. (83%) of all students satifactorily met the objective. 100% of curriculum students preformed above the expected level

Although the results were good, worked to motivate High School students to improve results.


53

Automotive Systems Technology Program Rubric

Student should be able to change oil and filter.

Semester:

Course: TRN 110 Section:

Rubric for Assessment

0. Student did not attempt to perform the task

1. Student was unable to perform task

2. Student performed task with much instructor supervision and below an average skill level. ( Student requires more training)

3. Student performed task with little or no instructor supervision. ( Additional training or practice suggested)

4. Student mastered the task

Student Rating 1

2 3

4 5

6

7 8

9 10

11

12 13

14 15

54


Directions: List each course in your program based on the program’s tracking sheet (on the left). List Program outcomes at the top. Put the following in each corresponding box as it relates to how the program outcome is

addressed in each course: I = Introduced, R= Reinforced, A= Assessed

Program: Industrial Systems Tech A50240 Department Head: Jason Bone


Students will be able to exhibit knowledge of

workplace safety and electrical

emergency procedures.

Program Outcome #2:

Graduates/ Students will be able to analyze

and troubleshoot AC and DC

electrical circuits.

Program Outcome #3:

Graduates/ Students will be

able to demonstrate

knowledge and understanding of basic machining

process for turning and milling operations.

Program Outcome #4:


able to demonstrate

knowledge and understanding of

motor control circuits.

Program Outcome #5:


able to demonstrate

knowledge and understanding of PLC’s to include programming,

networking, and troubleshooting.

ISC 112

I

ELC 131

R I

HYD 110

R

WLD 112

R

ELC 220

R

ELC 117

R R I I

ELC 128

R R R R

BPR 111

MNT 110

R

ATR 280

A R

ELC 228

A A A A

ELN 110

R R R

ELC 221

A R

MEC 128

A I

ELC 229

A R

MEC 111

A A

55

Instructional Programs: 2016-2017 Year-end Outcomes Tables SCHOOL: School of Career and Technical Education

DEPARTMENT: Industrial Systems Technology

Name: Jason Bone

Purpose/Mission statement that relates to the mission of the institution: The Industrial Systems Technology curriculum is designed to prepare or upgrade individuals to safely service, maintain, repair, or install equipment. Instruction includes theory and skill training needed for inspecting, testing, troubleshooting, and diagnosing industrial systems. II B

Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success



Students will be able to exhibit knowledge of workplace safety and electrical emergency procedures. (ATR280)

Demonstrate knowledge and understanding of robotics uses and programming procedures in industrial environments

85% of students will average a score of 3 or better on the on the Industrial Systems Program Course Rubric.

Industrial Systems Program Course Rubric.

91% of completers met objective

Raised goal to 90% and continued training.

Students will be able to demonstrate knowledge and understanding of PLC’s to include programming, networking, and

Demonstrate knowledge and understanding of PLC’s to include programming, networking, and troubleshooting




Raised goal to 90% and continued training as I have.

56

troubleshooting. (ELC228)

Students will be able to exhibit knowledge of workplace safety and electrical emergency procedures. (ELC221)

Demonstrate knowledge and understanding of photovoltaic systems, including modules, inverters, overcurrent devices, and grounding





Students will be able to analyze and troubleshoot AC and DC electrical circuits. (ELC 228)




97% of completers met (objective


Students will be able to demonstrate knowledge and understanding of motor control circuits. (ELC 228)




97% of completers met (objective



57

INDUSTRIAL SYSTEMS -

Program Learning Outcome

Program Course(s)

Student can complete task 4

Student can complete task with less than 2 (or less) areas of assistance 3

Student shows emerging skill 2

Developing skill 1

Student did not attempt 0

Student Name:

Student ID number:

Exhibit knowledge of workplace safety and electrical emergency procedures

ATR280 ELC228 ELC221 MEC128 ELC229 MEC111

Analyze and troubleshoot AC and DC electrical circuits

ELC 228

Demonstrate knowledge and understanding of motor control circuits

ELC 117


ELC 228

Demonstrate knowledge and understanding of basic machining process for turning and milling operations

MEC 111

58



Program: Welding Technology Department Head: Jason Shotwell

Program Outcome #1:

Graduates/ Students will be able to set-up and adjust cutting equipment.

Program Outcome #2:

Student will be able to perform a horizontal fillet weld using the SMAW welding process.

Program Outcome #3:

Student will be able to perform a vertical fillet weld using the GMAW welding process.

Program Outcome #4:

Graduates/ Students will be able to perform a horizontal fillet weld using the GTAW welding process.

Program Outcome #5:

Identify and read welding symbols.

Course #1: WLD 110

I R A

Course #2: WLD 115

R

I R A

Course #3: WLD 116

R R

Course #4: WLD 121

R I R A

Course #5: WLD 131

R I R A

Course #6: WLD 132

R R

Course #7: WLD 141

I R A

Course #8: WLD 151

R R R R R

Course #9: WLD 262

R R R R

59



DEPARTMENT: Welding Technology

Name:


Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success



Students will be able to set-up and adjust cutting equipment. (WLD 110)

Student will be able to demonstrate set-up and adjust cutting equipment.

80% of students will satisfactorily complete the objective rubric with a score of 3 or higher.

WLD 110 Rubric (94%) of completers satisfactorily met objective.

Although results were strong, instructors posted set up guide in Blackboard so students can review on first day and have continuous access. Also posted video link from cutting equipment manufacture.

Student will be able to perform a horizontal fillet weld

Student will be able to demonstrate safe and proper SMAW equipment setup, operation, and shut-

80% of students will satisfactorily complete the objective rubric with

WLD 115 Rubric

(94%) of completers satisfactorily met the objective.

Results are higher than expected, instructors incorporated

60

using the SMAW welding process. (WLD 115)

down practices in accordance to manufacturer's recommendations Student will be able to perform a horizontal fillet weld using the SMAW welding process.

a score of 3 or higher. 80% of students will satisfactorily complete the objective rubric with a score of 3 or higher.

WLD 115 Rubric

(81%) of completers satisfactorily met objective.

creation of welding procedure specifications into this course. This will assist students in understanding setup requirements per code. Due to the results, instructors sought ways to increase one on one hands on training.

Student will be able to identify and read welding symbols. (WLD 141)

Student will be able to identify and read welding symbols.



Required additional welding symbol worksheets to be turned in for evaluating outside of class activities to broaden student knowledge.

Student will be able to perform a vertical fillet weld using the

Student will be able to perform a vertical fillet weld using the GMAW welding process.

80% of students will satisfactorily complete the objective rubric with


Established more virtual simulator training so that students can enhance skill

61

GMAW welding process. (WLD 121)

a score of 3 or higher.

before and during live welding practice for the complexity of the vertical position.

Student will be able to perform a horizontal fillet weld using the GTAW welding process. (WLD 131)

Student will be able to perform a horizontal fillet weld using the GTAW welding process.



Improvements made by showing videos and by seeking ways to increase weld time, such as providing a class day for preparing specimens in order to have a full day of weld practice that does not involve time consuming preparation.


62

Welding Technology Program Rubric

Student will be able to ……..

Student Performance Rating Scale: 0 – Student did not attempt objective 1 – Student completed objective with significant deficiencies 2 – Student completed objective with a below than average skill 3 – Student completed objective with an entry level skill with minimal deficiencies. 4 – Student completed objective with an advanced skill level. Semester: Course: WLD 110 Cutting Processes Section:

Student Name Rating

63

School of Health Sciences and Human Services

64



Program: DENTAL HYGIENE Department Head: Verna High

Program Outcome #1:

Student will collect, analyze, and record data on the general, oral, and psycho-social health status of patients using methods consistent with medical, legal, and ethical principles

Program Outcome #2:

Student will provide dental hygiene care that includes educational, preventive, and therapeutic services designed to assist the patient in achieving and maintaining optimal oral health

Program Outcome #3:

Students will assess, plan, implement, and evaluate health programs which will include interdisciplinary health care team approach to a diverse population

Course #1:DEN 110

I

Course #2:DEN 111 I

Course #3:DEN 112

I I, R

Course #4:DEN 120 I, A I

Course #5:DEN 121 I, A I, R I

Course #6:DEN 123 I I, R

Course #7:DEN 125

I

Course #8:DEN 130 R I, R

Course #9:DEN 131 R I, R, A I, R

Course #10:DEN 222 I

Course #11:DEN 140 I, R I, R

Course #12:DEN 141 R I, R, A I, R

Course #13:DEN 220 I, R, A I, R

Course #14:DEN 221 I, R, A I, R, A I, R

Course #15:DEN 124 I, R

Course #16:DEN 223 I, R

Course #17:DEN 224 I

Course #18:DEN 230 I, R, A I, R

Course #19:DEN 231 I, R, A I, R, A I, R

Course #20:DEN 232

I, R I, R I, R, A

DEN 233 I, R I, R I, R

65

Instructional Programs: 2016-2017 Year-end Outcomes Tables SCHOOL: Health Sciences and Human Services Technology

DEPARTMENT: Dental Hygiene

Name: Verna High

Purpose/Mission statement that relates to the mission of the institution: The Halifax Community College Dental Hygiene Program will facilitate the development of professional, ethical, and competent dental hygienists who are aware of their present and future roles and responsibilities within the profession and the community served, demonstrate the knowledge and clinical skills necessary to provide comprehensive care to patients, and are committed to lifelong learning and professional development (I-A, I-D, II-E)

Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success



1.To provide students with the basic skills and knowledge in dental hygiene sciences to successfully enter the related workforce and provide quality oral hygiene care for the public

Dental Hygiene graduates will acquire knowledge in dental hygiene education science courses and dental hygiene clinic courses to prepare them for the dental hygiene profession at entry level. _______________________ 100% of the dental hygiene students will be eligible to take the National Board Dental Hygiene Examination

Dental Hygiene graduates will complete all required curriculum courses with a grade of 77% or better _______________________ 83% (15 out 18) Dental Hygiene students will successfully pass the National Board Dental Hygiene Exam on the first attempt

1) Course Tests: Students must complete tests with a 77% or better 2) Clinic Grade Sheets: Students must complete dental hygiene treatment with each patient with a pass/fail grade 3) Case Studies: Students are required to complete case studies on live patients each semester with the exception of the

National Board Dental Hygiene Exam Results for 2016: On the first attempt 11 of 14 students passed for 78% passing rate _____________________ National Board Dental Hygiene Exam Results for 2017: Ten students have successfully passed the NBDHE as of May 3, 2017. Eleven students have taken the exam with one failure for 91% program pass rate

Clinical Dental Hygiene Exams for 2017:

Clinic professionalism-time management policy was implemented to include failure of a student if a patient was not dismissed in the allotted clinic session time ____________________ Calculus Competency was incorporated in three semesters of clinic courses with a required passing grade of 80% or better ___________________ Instituted a requirement for senior students to successfully complete

66

summer semester. All case study grades must be completed at 77% or better 4) Course Group Projects: Students are required to complete course group projects and complete them at 77% or better

Twelve out of 17 students passed on the clinic exam on the first attempt for 70% program pass rate

two patients within one clinic session ___________________ Each senior student had to attend a mandatory conference with the department head to review how the student was preparing for the licensing exams before being approved to take the National Board Dental Hygiene Examination. __________________ Each senior student had to successfully complete a calculus competency before being approved to take the licensing clinical exam _____________________ Students had to review clinical case studies with Dr. Sara Grossi, clinical dentist who tutored each student on the case

To incorporate technology into the delivery of

Dental Hygiene students will use the clinic electronic software to aid in the delivery of dental hygiene care

Students will expose all dental radiographs using the digital sensors and clinic computers

Students will be required to expose all patient radiographs with a passing rate as stated in each clinic course

Summer 2016: all 18 freshman students successfully completed course radiograph requirements at 88% or better

Graduates are more marketable for employment with electronic software knowledge and skills.

67

dental hygiene care

Students are required to complete electronic dental health documents on the clinic computers

syllabus using digital sensors and computers

Fall 2016: all 18 senior students completed course radiograph requirements at 90% or better Spring 2017: all freshman and senior dental hygiene students completed digital radiograph requirements per course evaluation

Student will collect, analyze, and record data on the general, oral, and psycho-social health status of patients using methods consistent with medical, legal, and ethical principles (DEN 120, DEN 121, DEN 220, DEN 221,

Students will be able to evaluate a patient’s gingival health (DEN 120 & 121) Students will be able to identify type and delivery of treatment for periodontally compromised and special needs patients. (DEN 220 & DEN 221) Students will be able to deliver an oral presentation of a periodontal case to

Each student (100%) will complete an assigned computer case study Each student (100%) will complete and present a case presentation on a patient s/he has seen in the HCC Dental Hygiene Clinic at least over two appointment visits.

Case Study Rubric for DEN 121. The case study assignment is 20% of the final course grade. Case Study Rubric for DEN 220. The case study evaluation is 25% of the final course grade. Case Study Rubric for DEN 230. The case

94% of the students completed the case studies with a grade of 93% or better in DEN 121 100% of the senior DH students earned 93% or better on the case study presentation in DEN 220

Continued to assign case studies in the following Dental Hygiene courses: DEN 121, DEN 220, and DEN 230

68

DEN 230, DEN 231)

peers according to specific criteria. (DEN 230, DEN 231)

Each student (100%) will complete and present a case presentation on a patient s/he has seen in the HCC Dental Hygiene Clinic at least over two appointment visits.

study evaluation is 20% of the final course grade.

89% of the students earned 93% or better on the case study presentation

Student will provide dental hygiene care that includes educational, preventive, and therapeutic services designed to assist the patient in achieving and maintaining optimal oral health (DEN 131, DEN 141, DEN 221, DEN 231)

Students will be able to recognize the patient’s dental hygiene classification and needs, and plan for treatment accordingly. (DEN 131) Students will be able to assess patient medical history and determine patient management needs (DEN 141) Students will be able to develop an appropriate comprehensive dental hygiene treatment plan, given the patient’s case information. (DEN 221) Students will be able to assess patient treatment needs by

100% of the DH students will complete minimum patient requirements in the following clinic courses: DEN 131 DEN 141 DEN 221 DEN 231

HCC Dental Hygiene Grade Sheet Students are evaluated on assessment, diagnosis, planning, implementation and documentation of each patient assigned to him/her during the clinic course using the HCC Comprehensive/End Product Evaluation Form.

100% of the DH students completed the minimum clinic patient requirements for the HCC Dental Hygiene Clinic Courses: DEN 131 DEN 141 DEN 221 DEN 231

Continued to assign minimum clinic requirements for clinic courses

69

utilizing information gathered from the medical/dental history, extra/intra oral examination, and the dental indices. (DEN 231)

Students will assess, plan, implement, and evaluate health programs which will include interdisciplinary health care team approach to a diverse population (DEN 232)

Students will be able to identify and describe community dental health activities related to prevention and control of oral conditions and promotion of health.

100 % of the students must complete a presentation on affordable oral health care

Affordable Oral Health Care Project Rubric Students must design an oral health program based on one of the Affordable Oral or Healthcare oral objectives. This program plan is 20% of the DEN 232 course grade.

100% of the students participated in and completed the group project of an oral health program plan at 93% or better

Use some other type of assessment tool to incorporate interdisciplinary health care team activities


70

Appendix 1-A

DEN 121 Case Study Rubric

Case Study Grading

The following Grading Rubric will be used to grade the student’s case study: Abilities Excellent (5) Competent (3) Novice (1)

Presentation Presenter’s attire is professional, using professional language and knowledge learned in class.

Presenter’s attire is somewhat professional, using some professional language and knowledge learned in class.

Presenter’s attire is not professional, rarely using professional language and knowledge learned in class.

Power Point The power point is very informative and is easy to understand. No misspelling used. Student uses several pictures to enhance learning.

The power point is somewhat informative and is easy to understand at most times. There are 1-3 misspelled words present. Student uses one picture to enhance learning.

The power point is not informative and is difficult to understand. There are more than 3 misspelled words used. Student uses no pictures to enhance learning.

Clinic Forms All the appropriate forms are used and completed.

Most of the appropriate forms are used and completed. There is one form missing or incomplete.

Many of the appropriate forms are not used and completed. There is more than one form missing or incomplete.

Written Summary Expresses thoughts clearly and accurately, providing depth; There are no misspelled words, no improper grammar, punctuation and follows correct font, page length, and is double spaced. APA format is used if appropriate.

Most thoughts are clear and accurate, providing depth; There are 1-3 misspelled words, improper grammar, and/or punctuation. Somewhat follows correct font, page length, and is double spaced. APA format is used if appropriate.

Most thoughts are clear and accurate, providing depth; There are more than 3 misspelled words, improper grammar, and/or punctuation. Does not follow correct font, page length, and is double spaced. APA format is used if appropriate.

Learning Objective and Questions

There is one learning objective presented in the case study. All five questions are present and relates to the case study.

There is one learning objective presented in the case study. There are less than 5 questions present and relates to the case study.

There is no learning objective presented in the case study. There are no questions present.

71

Appendix 1-B

Case Study Rubric DEN 220

CASE STUDY PATIENT PRESENTATION EVALUATION FORM

CRITERIA Points

1 PATIENT SELECTION: Did the patient meet the selection criteria? Did this patient require two or more appointments? Did

the student turn in an Approval Form (at least 1 week prior to presentation) to the instructor

prior to choosing this patient as their Case Study? (10 Points)

2 PREPARATION OF THE PRESENTATION: Did the presentation demonstrate thorough preparation? Was the student able to present this patient

concisely, centering on the unique and interesting aspects of the patient? Written paper given

(with the 5 Questions) to the instructor before the presentation. Written paper can be in

PowerPoint format, outline form, and/or bullet form with no grammatical errors (10 Points)

3 KNOWLEDGE OF THE PATIENT: Did the student completely understand the treatment? Was there a basic knowledge and

understanding of the clinical, basic and behavioral aspects of this patient? (5 Points)

4 PATIENT RISK ASSESSMENT: Did the student perform periodontal, nutritional, and caries risk assessment on patient, give

the score, and explain the results during the presentation? (20 Points)

5 KNOWLEDGE OF COMPLICATIONS: Did the student recognize the dental complications that may occur due to the unique aspects of the

patient? Were differences in treatment options explained clearly? (5 Points)

6 ORAL PRESENTATION: Did the student use “professional language” when presenting the case study? Was the presentation

clear and logical? Was the student prepared? Did he/she manage audiovisual materials effectively?

Was the student dressed professionally (clean and pressed scrubs are acceptable) Did the student

stand and have good posture? (20 Points)

7 AUDIENCE ATTENTION AND PARTICIPATION: Did student hold the attention of the audience? Did he/she stimulate audience participation? (5

Points)

8 RESPONSE TO QUESTIONS: Did the student have 5 multiple-choice questions prepared for fellow students and incorporated

in the oral presentation? Were the questions given to the instructor prior to the presentation? Did

the student respond to students and questions appropriately and in a professional manner? (5

Points)

9 TIME MANAGEMENT: Did the student present the patient adequately in the allotted time? (5 Points)

10 GENERAL ORGANIZATION Was the patient selected and the work-up and presentation done within the required time frame with

all deadlines met? Did the student maintain patient confidentiality during the presentation? (5

Points)

11 INTRAORAL/EXTRAORAL PHOTOS INCLUDED? (10 points)

TOTAL POINTS:(Maximum Points Possible: 100)

COMMENTS: **chewing gum during the presentation is an automatic 20 point deduction

72

Appendix 5

Clinic Course Patient Requirements

HCC Dental Hygiene Clinic Course Requirements

Clinic Course Class I Patient

Minimum Clinic

Course

Requirements

Class II Patient

Minimum Clinic

Course

Requirements

Class III/Class IV

Patient Minimum

Clinic Course

Requirements

DEN 131 8 2

DEN 141 5 3 1

DEN 221 6 6 3

DEN 231 6 11 7

73

Appendix 5

DEN 232 Affordable Oral Health Care Program Plan Project Affordable Oral Healthcare Project Each group is responsible for designing a program plan based on one of the Healthy People 2020 Oral

Health Objectives

(https://www.healthypeople.gov/2020/topics-objectives/topic/oral-health/objectives) for the

Affordable Oral Healthcare Project. The program plan should include assessment, dental hygiene

diagnosis, planning, implementation, and evaluation. The project is to be presented in class with all

group members participating. A hard copy of the project is to be given to the instructor on the date of

the presentation.

Categories Specific items for each category Points

Assessment Community oral health needs

Demographics

Related factors (social, cultural, economic, political, environmental,

common risk factors, stakeholders)

Identify the oral objective in the presentation

20

Diagnosis Analyze and prioritize community needs

Include partners, stakeholders, and advisory group

20

Planning Determine priorities and alternatives

List possible resources

Develop goals and objectives

Select appropriate activities and interventions to meet goals

Select appropriate personnel

20

Implementation Provide interventions (possible strategies listed below)

Clinical services

Education

Legislation

Advocacy/Promotion of plan

20

Evaluation Attainment of goals and objectives:

Cost-effectiveness of program / Appropriateness of activities

Community satisfaction / Outcome evaluation

20

https://www.healthypeople.gov/2020/topics-objectives/topic/oral-health/objectives

74


Program: ADN/PN Nursing Department Head: Judy Yates

Program Outcome #1:

ADN/PN students will acquire the

clinical skills, the knowledge in the

classroom and laboratory to be

able to pass NCLEX exams and enter the workforce as

competent nurses.

Program Outcome #2:

Employers of graduates will report knowledge and skill levels for entry level nurses in a survey.

Program Outcome #3:

Graduates will be able to acquire

knowledge and skill to perform as entry

level nurses.

Program Outcome #4:

Program Outcome #5:

ADN Program

Course #1: NUR111

I,R,A I,R,A

Course #2: NUR112

I,R,A I,R,A

Course #3: NUR212

I,R,A I,R,A

Course #4: NUR114

I,R,A I,R,A

Course #5: NUR113

I,R,A I,R,A

Course #6: NUR211

I,R,A I,R,A

Course #7: NUR213

I,R,A I,R,A

PN Program

Course #1: NUR101

I,R,A I,R,A

Course #2: NUR102

I,R,A I,R,A

Course #3: NUR103

I,R,A I,R,A

75


SCHOOL: Health Sciences and Human Services Technology

DEPARTMENT: Nursing - ADN/PN

Name: Judy Yates

Purpose/Mission statement that relates to the mission of the institution: The Associate Degree and Practical Nursing Education programs support the mission of the North Carolina Community College System and the mission of Halifax Community College. The faculty is committed to providing accessible high quality nursing education to meet the diverse and changing health-care needs of the service area and to promoting the development of qualified graduates prepared for the professional role of registered nurse and practical nurse at the entry level. Graduates of these programs meet the education requirements to take the respective National Council Licensure Examination (NCLEX-RN) and the National Council Licensure Examination (NCLEX-PN).

Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success



To prepare the

graduates of

the ADN/PN

programs to

pass licensure

exams and

enter the

workforce

with the skills

to perform as

competent

entry level

nurses.

ADN/PN students will

acquire the clinical

skills, the knowledge in

the classroom and

laboratory to be able to

pass the respective

National Council

Licensure Exam

(NCLEX) exams and

enter the workforce as

competent nurses.

35% of students who

enter the programs in

fall semester will

complete their

respective programs

with a C or better.

Retention rates

Course tests

Course final exam

Clinical evaluation

Tests remediation

Classroom quizzes

Skill check-offs

Simulation lab

Health Education

System Incorporated

(HESI) standardized

testing

Case studies

Patient reviews

Assignments

Fall 2015 32 students

entered the ADN program,

11 currently are in second

level = 34%


entered with +2 audits, end

of Spring 2017- 7 of the

original 30 remain (+2

audits) total=9=30%


entered PN program, 7

graduated =38%

Fall 2016 12 students with

+2 audits, end of Spring

2017- 6 of the original

remain(+1audit)

total=7=58%

Fall 2017 admission

criteria= cumulative

average of 75% on

the HESI A2 for

admission to nursing

(either program) –

also BIO 168 and

BIO 169 can be no

older than 5 years or

they will have to be

taken again – if a

student does not meet

the criteria to enter

the nursing program

they will be referred

to the Therapeutic

and Diagnostic

program at HCC

76

Licensure pass rates

will increase by 10%

National Council

Licensure Exam

(NCLEX) pass rates

NCLEX pass rates for 2015

PN graduates = 60%,

2016=71%

Rate for 2015 ADN

graduates = 68%,

2016 = 84.6%

April 2017 with NC

Board of Nursing

approval, admission

criteria was changed

to 75% cumulative

average on HESI for

RN and 68%-74.9%

for PN- this allowed

students not qualified

for RN program to be

admitted to the PN

program – This

provided opportunity

for both programs to

admit better qualified

students

Nursing coach has

been hired to provide

required tutoring for

each student each

time a test is failed

(below 77)- this

provided opportunity

for student to review

both content and test

taking skills

NUR111,112,113,21

1,

212, 213 I,R,A

NUR101,102,103

I,R,A

77

Current faculty

without masters

degrees are currently

enrolled in masters

program

Group test review to

review content is

done after all tests,

except the exam in

each course. This

helped ensure content

mastery and

answered student

questions about

content

NUR111,112,113,21

1,

212, 213 I,R,A

NUR101,102,103

I,R,A

Individual students

can make

appointments with

faculty to discuss test

material in addition

to being tutored by

the nurse coach

NUR111,112,113,21

1,

212, 213 I,R,A

NUR101,102,103

I,R,A

78

To provide

students with

current and

relevant

nursing

knowledge in

an ever-

changing

healthcare

environment

Employers of graduates

will report knowledge

and skill levels for

entry level nurses in a

survey

95% of employers

will report

satisfaction with the

knowledge and skills

of graduates of the

nursing program in a

survey

Employer survey

completed at

Advisory Council

meeting annually

100% of employers

indicated “satisfied” with

HCC graduates

100% of students in Fall

2016 would “recommend

course to other students”

Syllabi are revised

each semester to

ensure continuity

from course to course

NUR111,112,113,21

1,

212, 213 I,R,A

NUR101,102,103

I,R,A

First level students

are divided into 2

lab/clinical groups

and a part-time

faculty member is

used to decrease the

ratio of instructor to

student for a more

focused learning

experience

NUR111,112 I,R,A

Faculty have all taken

a question writing

workshop provided

by the National

Conical of State

Boards of Nursing.

This helped ensure

tests/exams reflect

content and learning

level of student

NUR111,112,113,21

1,

79

Graduates will be able

to acquire knowledge

and skill to perform as

an entry level nurse

Nursing faculty will

participate in

professional

development activities

that promote current,

relevant nursing

practice and teaching

methods for classroom,

lab and clinical

95% of graduates will

report they would

“recommend this

course to other

students” by survey

100% of faculty will

utilize information

and skills learned in

professional

development

activities to enhance

classroom, lab and

clinical learning for

students

HCC course surveys

Faculty surveys

Sign-in sheets from

HCC professional

development

Certificate of

completion from

professional

workshops off

campus

Student learning enhanced

through use of current

relevant information and

skills

212, 213 I,R,A

NUR101,102,103

I,R,A

Instructor resources

are no longer used for

test questions due to

students purchasing

them

Use of HESI

standardized exams

in each course to

evaluate student

learning and

comparison to a

national standard

NUR111,112,113,21

1,

212, 213 I,R,A

NUR101,102,103

I,R,A

HESI exam

remediation is used if

student does not

score 900.This

provided method to

reemphasize content

NUR111,112,113,21

1,

212, 213 I,R,A

80

Comments and

evaluations from the

Nursing Advisory

Council are used to

evaluate if students

are deemed ready for

the workforce by

potential employees.

This helped assist

faculty in

improvement of

teaching and clinical

rotations.

NUR111,112,113,21

1,

212, 213 I,R,A

NUR101,102,103

I,R,A

Discussed with

faculty areas in which

graduates report

dissatisfaction for

possible changes in

areas such as class

schedules, textbooks,

or teaching methods

NUR111,112,113,21

1,

212, 213 I,R,A

NUR101,102,103

I,R,A

81

Continue to provide

faculty professional

development

opportunities – seek

lower cost

opportunities such as

webinars to stay

within department

budget

ADN/PN students will acquire the clinical skills, the knowledge in the classroom and laboratory to be able to pass NCLEX exams and enter the workforce as competent nurses.

NUR 113: Differentiate between the healthy individual and those individuals experiencing alterations in health. NUR 114: Detect changes within internal and external environment of the individual with these alterations.

NUR 113: 90% of the students are expected to know general and reproductive health concerns that may cause alterations in birth outcomes (example: smoking low birth weight; diabetes macrosomnia) NUR 114: 90% of the students are able to identify changes in the mental health patient that indicate a change in behavior through assessment of the psychological (feelings, thought processes), nutrition (dietary

NUR 113: Course Test One (Unit II- Concept: Reproduction) Test question #6. NUR 114: Instructor-developed case study on Bipolar/Depression: Behavioral Assessment question #12 (open answer)

NUR 113: 90% of the students correctly answered test question #6. NUR 114: 100% of the students correctly answered #12

NUR 113: Classroom lecture and activities were sufficient. NUR 114: This format (open answer) can be used to promote dialogue among the students to address with reflection of “different” perspectives of disease process.

82

NUR 211: Correlate diagnostic tests and procedures with the identified alterations. NUR 101: Demonstrate awareness of ethical and legal standards that govern the practice of nursing within the healthcare system.

requirements), and communication (verbal, nonverbal) aspects of the patient. NUR 211: 85% of student can correctly identify the assessment and care of the patient with a chest tube in the treatment of lung cancer. NUR 101: 90% of the students can correctly identify safety and ethical concerns. 100% will satisfactory complete clinical evaluation. 100 % will demonstrate required nursing skills (vital signs, catheterization, sterile dressing change, & physical assessment)

NUR 211: NUR 211 (2016) Test 2, questions 16, 17, & 18. NUR 101: NUR 101 Test 1 (Fall 2016), questions 9, 10, 11, 12, 15, 23, 25, & 29. Clinical Evaluation NUR 101- Practical Nursing I; Skills competency (vital signs)

NUR 211: Question 16- 75% of the students answered correctly; Question 17- 83% of the students answered correctly; Question 18- 100% of the students answered correctly NUR 101: Question 9- 100%; Question 10- 85.7%; Question 11- 92.8%; Question 12- 71.4%; Question 15- 100%; Question 23- 78.5%; Question 25- 85.7%; Question 29- 100%. 100% satisfactory in clinical. 100% skills.

NUR 211: The test statistics were used to build self-study and remediation knowledge for the student to facilitate critical thinking of the care needed for patient with a chest tube. NUR 101: The test statistics were used to build self-study and remediation knowledge for the student to facilitate critical thinking.

83

Graduates will be able to acquire knowledge and skill to perform as entry level nurses.

NUR 213: Practice safely and ethically within the healthcare system according to the nursing practice act, healthcare policy, and National Patient Safety Goals. NUR 112: Incorporate all concepts within the domain of nursing to safely provide therapeutic patient-centered care to individuals with alterations in health. NUR 111: Perform holistic assessments, caring nursing interventions, and clinical decision-making.

NUR 213: 90% of the students are expected to score 23/25 or higher on this assignment. NUR 112: 90% of students are expected to score 90% on dose calculation test. Understand vital sign parameters, isolation precautions, and National Patient Safety Goals. NUR 111: 100% of students are expected to satisfactorily demonstrate proper medication administration and physical assessment skills (3 attempts allowed). 100% of students are expected to

NUR 213: Rubric: Instructor-guided class project using ethical dilemma scenario to guide discussion. NUR 112: Test 2, question #9 & #10. Clinical paperwork sections Vital Signs, Isolation Precautions, and National Patient Safety Goals. Dose Calculation Test #1, questions 44, 48, 49, & 50. NUR 111: Physical assessment competency evaluation checklist; medication administration competency; Nursing care plan

NUR 213: 100% of students scored 23/25 or above on this assignment. NUR 112: 100% of the students answered #9 & #10 correctly; 100% passed dose calculations within allowed attempts. NUR 111: 84.3% passed on the first attempt. 100% of students completed expected nursing care plan weekly.

NUR 213: Students developed a bibliography of references including the 2015 edition of Code of Ethics for Nurses with Interpretive Statements. NUR 112: Further discussion during student clinical assignments on application of dose calculations, vital sign parameters, isolation precautions, and use of safety goals. NUR 111: Weekly evaluation and discussion surrounding areas of concern. Emphasis on kinesthetic learning to improve skills and increase number of students who pass on the first attempt.

84

NUR 212: Correlate diagnostic tests and procedures with the identified alterations. NUR 102: Practice safely and ethically within the healthcare system according to the nursing practice act, healthcare system, and National Patient Safety Goals (NPSG).

complete paperwork on each clinical experience. NUR 212: 85 % of the students should correctly identify alterations in respiratory patterns and intervene accordingly. 100% of the students should correctly identify physician orders, surgical treatments, and three priority nursing diagnoses for assigned patient. NUR 102: 85% of students will be able to identify ethical principles and maintain a safe and effective care environment.

NUR 212: Test 3 (May 2017), questions 1 & 2. NUR 102: Test 4 (2017), questions 2, 3, & 4. Ethical dilemma assignment. Clinical evaluation tool which lists NPSG.

NUR 212: Question 1- 88% of the students answered correctly; Question 2- 100% of the students answered correctly. NUR 102: Question 2- 87.5%; Question 3- 75%; Question 5- 0%. Assignment- 100%. Clinical Evaluation- 100%

NUR 212: Students can observe in other specialty areas during their clinical experience this semester (wound care, operating room, and recovery room). Continual discussion with instructor on priority diagnoses and interventions weekly. NUR 102: Test allowed for further discussion on ethical dilemmas and principles that would uphold the outcomes objective. Students remediated accordingly to their specific areas of weakness. Weekly discussions provided in post-conference during clinical

85

NUR 103: Participate in Quality Improvement (QI) by identifying hazards and error and by suggesting, to the RN, changes to improve the client care process.

NUR 103: 100% are expected recognize deviations from normal assessment; develop a plan, with RN, to prevent injury; Maintain NPSG; review facility policies and procedures; use standard precautions and appropriate safety precautions; and employ quality improvement processes related to care of assigned patient.

NUR 103: Clinical Evaluation Tool (NUR 103- practical nursing III- assessment- implementation- professional responsibility)

NUR 103: 100% of students pass the clinical portion of the course (compete required preceptorship experiences and clinical hours)

rotation addressing NPSG and ethical situations observed. NUR 103: Ensure students are paired with an effective Halifax Regional employ to ensure outcomes are met during preceptorship experience. Weekly contact made with faculty to address any possible concerns or discuss current progress through expected outcomes.


86

NUR 101 CLINICAL EVALUATION TOOL NUR 101 – Practical Nursing I Student __________________________________ Halifax Community College Clinical Facility ___________________________ S = Satisfactory U = Unsatisfactory

Clinical Date:

Mid-Term Final

Assessment 1. Uses holistic data collection to identify clients

with simple biological, psychosocial, developmental and/or spiritual health alterations using the following sources:

a. Chart b. Kardex/current technologies c. Medication administration record d. Textbooks e. Family or significant others f. Instructor/nursing staff

2. Receives patient report prior to providing care 3. Obtains vital signs with minimal assistance 4. Performs basic physical assessment with minimal

assistance

5. Identifies actual/potential safety needs

Planning 1. Establishes a schedule to complete nursing care

in a timely manner

2. Identifies specific nursing interventions related to nursing diagnosis provided

3. Describes a scientific rationale for each nursing intervention suggested

4. Communicates knowledge of medications based on:

87

a. Admitting diagnosis b. Desired effect

Clinical Date: Mid-Term Final

Implementation 1. Maintains safety precautions, including

adherence to National Patient Safety Goals when providing care

2. Uses principles of effective communication when providing care:

a. Uses appropriate verbal and nonverbal communication techniques with patient and significant others

b. Identifies barriers to communication 3. Assist patient with ADLs 4. Performs designated skills and nursing care

safely

a. Reviews facility policies and procedures b. Verifies physician’s orders c. Identifies patient d. Explains procedure to patient e. Uses standard precautions f. Performs procedure correctly g. Observes patient during and after procedure h. Uses appropriate safety precautions i. Documents procedure and patient’s

response

5. States knowledge of pathophysiology of medical diagnosis as it relates to care of patient

6. Documents accurately, appropriately, and timely

Evaluation 1. Describes patient’s response to nursing care 2. Identifies proposed modifications to the

implementation of nursing care

88


Professional Responsibility 1. Describes legal and ethical considerations

related to patient care and practices

2. Seeks assistance from clinical instructor and/or appropriate member of the healthcare team when needed

3. Demonstrates respect for the dignity and worth of the patient/significant other

4. Maintains patient confidentiality 5. Reports observations to appropriate individuals

using the correct line of authority: Instructor, Nursing Staff, other healthcare team member

6. Documents using correct medical terminology, medical abbreviations, and spelling

7. Gives a verbal report to appropriate member of nursing team when signing off duty

8. Identifies appropriate tasks to delegate/assign to members of the healthcare team

9. Uses supplies/materials in cost-effective manner 10. Utilizes instructor’s comments/instructions/

suggestions to improve performance

11. Seeks opportunities to learn 12. Identifies own strengths/weaknesses 13. Follows policies and procedures of HCC nursing

program, including attendance/tardiness

14. Employs quality improvement measures related to care of assigned patient

15. Incorporates classroom learning into clinical setting

16. Follows instructions, including clinical paperwork guidelines

89


Clinical Paperwork 1. Daily Worksheet 2. Medical Diagnosis 3. Physical Assessment 4. Medication Worksheet 5. Nursing Diagnosis 6. Clinical Skills

90

Student’s initials each week indicate the student has read and understands the clinical evaluation and recommendations of the instructor.

Student Comments Instructor Comments

Week #1 Signature/date

Week #1 Signature/date Student initials/date





91








92








93

Final Evaluation: ( ) Satisfactory ( ) Unsatisfactory Strengths: _________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Areas Needing Improvement: __________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Instructor signature and date: ______________________________________________ Date of conference: _________________________________________ Student Comments: _________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Student signature and date: _________________________________________

94

HCC SCHOOL OF NURSING

Competency Evaluation Checklist

Physical Assessment Student’s Name_______________________

I. General S U Comments

Vital Signs

Wt./Ht.

II. Neurological Assessment

General appearance/odor/behavior

Signs of emotional distress

Eye Contact

Orientation

Speech

PERRLA

III. Integumentary

Overview of skin color, moisture,

temperature, turgor

Wounds:

Pressure Ulcer:

Blanching or redness over boney

prominences

Skin Breakdown, drainage, odor,

Size, color, location

Surgical wound (redness,

warmth, dressing description

Other wounds

IV. Oral Hygiene

Inspect buccal mucosa noting patches,

ulcers, breath odor, oral hygiene

Note condition of teeth and gums

V. Respiratory

Inspect-shape, effort of breathing, and use

of accessory muscles

Assess respirations for rate, rhythm, and

depth

Auscultate-normal breath sounds

Note adventitious breath sounds

Note cough-productive, non-productive,

characteristics of sputum

Note use of oxygen

95

VII. Cardiovascular

Identify anatomical landmarks of the heart

Auscultate-Apical pulse, rate, rhythm

Assess circulation

Peripheral pulses

Peripheral edema

Calf pain

Capillary Refill

VIII. Abdomen/Bladder

GI

Assess elimination patterns and

characteristics

Assess toleration of diet without n/v

Auscultate-bowel sounds x4 quadrant for

absence or presence

Palpate-tenderness, softness

GU

Assess urinary output, frequency, pain and

burning

Inspect and/or palpate distention

I & O ratio

Presence or absence of genital

discharge/edema

IX. Musculoskeletal

Inspect joints/extremities for function,

pain, temperature, ROM

Assess ability to ambulate, (assistive

devices)

X. Comfort

Pain, fatigue, weakness, sleep pattern

Instructor’s Comments:

Student Signature/Date _______________________________________

Faculty Signature/Date _______________________________________

96



Program: Human Services Technology Department Head: Allisha Hicks

Program Outcome #1:

Graduates will demonstrate a working knowledge of the systems perspective in explaining to clients and their needs and the role of the social worker in helping to meet them.

Program Outcome #2:

Graduates should be able to assess, prevent, intervene, and evaluate processes using learned skills and theories involved in creating a helping relationship.

Program Outcome #3:

Demonstrate employability skills (both hard and soft).

HSE-110

I

HSE-125

I

SWK-113

I

HSE-123

I,R

HSE-225

I

SWK-110

R

HSE-220

R

R

HSE-112

R

HSE-210

R

SAB-252

R

WBL-111

A

A

WBL-115

HSE-155

R,A

GRO-120

A

WBL-121

A

A

WBL-125

97


SCHOOL: Health Sciences and Human Services Technology

DEPARTMENT: Human Services Technology

Name: Allisha Hicks

Purpose/Mission statement that relates to the mission of the institution: The mission of the Human Services Technology Program is to meet the

educational needs of students preparing for careers in a variety of human service settings and to contribute to the social, cultural, economic, and political

well-being of the community.

Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success



Students will acquire an understanding of the cultural, social, economic and political well-being of the community within the human service field.

Students will demonstrate their ability evaluate social status and cultural events that shape individual lives. The following classes will help students navigate through this process:

HSE-110

HSE-112

HSE-123

HSE-125

HSE-210

80% of students will complete Human Services Classes with a grade of “C” or higher.

Quizzes, Tests, Labs, and Research Projects/Paper.

Fall 2016 39 of 45 students (86%) received a grade of “C” or higher in Human Service classes. Spring 2017 3 of 3 students (100%) received a grade of “C” or higher in Human Service classes.

Continued to improve on course delivery and instruction to help prepare students understanding, knowledge and skills in the human service profession.

98

Graduates will demonstrate a working knowledge of the systems perspective in explaining to clients and their needs and the role of the social worker in helping to meet them. (WBL-111, WBL-121)

Students will obtain experience through 320 hours of organized and supervised internship.

80% of students will receive ratings of satisfactory or above on completion of co-op workbook, site visit and supervisor’s final co-op evaluation.

Co-op Workbook to include student’s self-evaluation, supervisor evaluation and faculty coordinator evaluation.

Fall 2016 WBL-111/A 6 of 7 students (85%) received ratings above satisfactory on completion of co-op workbook, site visit and supervisor’s final co-op evaluation. 1 student received an Incomplete. Spring 2017 WBL-121/A 7 of 7 students (100%) received ratings above satisfactory on completion of co-op workbook, site visit and supervisor’s final co-op evaluation.

Continued to increase and work with co-op sites in providing quality internship experiences.

Graduates should be able to assess, prevent, intervene, and evaluate processes using learned skills and

Students will demonstrate their ability evaluate social status and cultural events that shape individual lives.

80% of students will complete Human Services Classes with a grade of “C” or higher.

Quizzes, Exams, Labs, and Research Projects/Paper.

GRO-120/A 6 of 7 students (83%) received a grade of “C” or higher in Human Service classes.

Continued to improve on course delivery and instruction to help prepare students understanding, knowledge and skills in the human service profession.

99

theories involved in creating a helping relationship. (GRO-120)

Demonstrate employability skills (both hard and soft). (WBL-121)

Students will obtain experience through 320 hours of organized and supervised internship.

80% of students will receive ratings of satisfactory or above on completion of co-op workbook, site visit and supervisor’s final co-op evaluation.

Co-op Workbook to include student’s self-evaluation, supervisor evaluation and faculty coordinator evaluation.

Spring 2017 WBL-121/A 7 of 7 students (100%) received ratings above satisfactory on completion of co-op workbook, site visit and supervisor’s final co-op evaluation.

Continued to increase and work with co-op sites in providing quality internship experiences.


100

Human Services Program Rubric Depth of Thought & Analysis

Ground work is clearly laid out for the direction of the paper. Author makes succinct, insightful conclusions based on the review

Readers are introduced to the overall topic. Remarks show some degree of analysis, though not all thoughts are supported in the body of the paper.

Neither implicit nor explicit reference is made to topic. No indication that author applied much thought to the paper.

Synthesis & Congruency

Transitions tie sections together as well as adjacent paragraphs. Paper flows from general ideas to specific conclusions.

There is a basic flow from one section the next, but not all sections or paragraphs fall in a natural or logical order.

The paper appears to have no direction, with subtopics appearing disjointed.

Thoroughness The appropriate content is covered in depth without being redundant.

Pertinent content is not covered in as much depth or as explicit as expected.

Major sections of pertinent content have been omitted, glossed over, or unnecessarily repeated.

Personalization Writer integrates examples from his or her own life in relation to the content.

There is some attempt on the writer’s part to utilize personal examples within the content.

There are no examples from the writer’s personal experience expressed in the content.

Clarity of Writing and Mechanics

Writing is crisp, clear, and succinct. Writer incorporates creative voice when appropriate. No spelling, grammar, or punctuation errors are made.

Writing is generally clear, but unnecessary words are occasionally used. Meaning is sometimes hidden. A few spelling, grammar or punctuation errors are made.

It is hard to know what the writer is trying to express. Writing is convoluted. Misspelled words, incorrect grammar, and improper punctuation are frequent.

101



Program: Phlebotomy Department Head: Lonnie Barker

Phlebotomy Program Outcome #1:


able to effectively communicate with patients and staff

members.

Program Outcome #2:

Graduates/ Students will be able to

maintain patient data and personal

information.

Program Outcome #3:

Graduates/ Students will be able to correctly and

accurately collect blood specimens and

know the correct collection

requirements.

Program Outcome #4:

Program Outcome #5:

Course #1:PBT 100

I,R I,R I,R,A

Course #2:PBT 101

R,A R,A R,A

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SCHOOL: Health and Human Services

DEPARTMENT: Phlebotomy

Name: Arnette Davis

Purpose/Mission statement that relates to the mission of the institution: The purpose of Phlebotomy Curriculum is to prepare graduates to

perform clinical laboratory procedures in phlebotomy in employment settings that include laboratories in hospitals, medical offices, industry,

and research facilities.

Program

Outcome

Intended Student

Learning Outcome

Criteria for

Success



Graduates/ Students will be able to effectively communicate with patients and staff members. (PBT 101)

Students will be able to demonstrate good Patient contact skills

Students will complete Affective Domain checklist with at least 90% of the items being successful.

Affective Domain Checklist

8/8 (100%) students successfully completed the Affective Domain checklist with at least 90%

Continued to emphasize the importance of communication between patients and other employees.

Graduates/ Students will be able to maintain patient data and personal information. (PBT 101)

Students will be able to demonstrate and practice confidentiality

Students will complete Affective Domain checklist with at least 90% of the items being successful.

Affective Domain Checklist

8/8 (100%) students successfully completed the Affective Domain checklist with at least 90%

Continued to emphasize the importance of communication between patients and other employees.

Graduates/ Students will be able to

Students will perform capillary puncture

Students will complete Venipuncture skills

Venipuncture skills checklist (PBT 100)

8/8 (100%) students successfully

Continued to allow time for students to practice on

103

correctly and accurately collect blood specimens and know the correct collection requirements. (PBT 100, PBT 101)

equipment and techniques (PBT 100) Students will perform Microcollection techniques (PBT 101)

checklist with at least 90% of the items being successful. (PBT 100) Students will complete psychomotor skills checklist with at least 90% of the items being successful. (PBT 101)

Psychomotor skills checklist (PBT 101)

completed the Venipuncture skills checklist with at least 90% (PBT 100) 8/8 (100%) students successfully completed the Psychomotor skills checklist with at least 90% (PBT 101)

mechanical arm and schedule time outside classroom hours to practice obtaining blood from human arms. (PBT 100) Continued to allow time for students to practice on mechanical arm and schedule time outside classroom hours to practice obtaining blood from human arms. (PBT 101)

To provide Phlebotomy students with education in academic and current laboratory procedures and practices. To educate and protect students in safety procedures.

Graduates of the Phlebotomy Program will be able to demonstrate a sound grasp of basic skills and knowledge in basic phlebotomy.

100% of the Phlebotomy students will demonstrate competency in all course curriculum with a semester end pass rate of 78% or above. Successfully complete 100 blood collections. 75% of the Phlebotomy Technology Program

NAACLS Accreditation fees Provide continuing Education, travel and registration fees. Purchase Audio/Video, computer programs Educational equipment and

100% phlebotomy students passed curriculum program with a 78% or above NA/Phlebotomy students who took exam passed. Data not yet available. 100% of faculty participated in professional development, and utilized knowledge to enhance student learning.

Continued to work with students on test taking and lab proficiencies to increase pass rates. Encourage students to take national boards (is not an employment requirement for phlebotomy graduates) and monitor pass rates as available Plan to start using MediaLab for

104

To remain current and active in the field of Phlebotomy.

graduates taking the Phlebotomy National Board will pass the board on the first attempt. 100% of faculty will participate in professional development activities related Phlebotomy and/or education during each calendar year, resulting in improved student learning

practice exams (MediaLab) for students. Note: Phlebotomy Students MediaLab will start Spring 2017

Phlebotomy Spring 2017. Faculty will continue to seek out and attend professional development opportunities which advance student learning.

PBT Program Placement Rates. Employment in a field of study or a closey related field (for those who seek employment) or continuation of education within one year of graduation

Graduates will have the skill to enter into the workforce or continue their education in a related field.

75% of the Phlebotomy Technology Program graduates will find work in the phlebotomy or related field or continue their education within one year of graduating.

Student follow-up phone calls or emails to gather any information.

66% of the students from Spring 2016 has either received employment in the field or has continued on with their education.

Use to determine the market needs for the program and help to match potential employers to students.

105

To provide students with education in current laboratory equipment and technical use To provide Safe Environment for Faculty, and Students

Graduates of the Phlebotomy Program will be able to demonstrate technical proficiency in phlebotomy skills.

Students will be able to demonstrate use of instruments and current equipment with 78% or above accuracy At the close of their final term, 100% of the graduates will be able to practice as a Phlebotomist with 78% proficiency as directed by the

Laboratory competencies Clinical facility checklists

100% of graduates demonstrated at least a 78% proficiency rate as directed by the faculty

Continued to monitor students’ progress and ensure graduates are proficient in phlebotomy skills. Communicate with clinical sites about students proficiency in the clinical work place.

Develop, implement & evaluate a comprehensive public relations plan to enhance community relations and college visibility

Enrollment numbers will remain at capacity in Health Science programs, meeting the needs of the community.

Each Health Science program will start the academic semester with at least 90% capacity.

-Enrollment and retention data. -Local High School recruitment. -Community outreach. -Career Fairs. -Revise minimal re -admission requirements.

Participated in -JLAC -Job shadowing high school students -Presented at Gaston and Conway Middle school for career day. -Presented to GED instructors. -Job Fair at HCC -Career Fair at Northwest Halifax High School -STEM and Advance Manufacturing Day -a Member of the Academy Advisory Board at Weldon High School

Continued to visit high school and job fairs in an effort to recruit potential students. Collaborated with high school to offer CTE for high school’s students to receive a certificate in health science. All health science faculty & students will continue to participate in community activities. Each Department

106

Head works closely with admissions on reviewing policies and revising as needed.


107

Halifax Community College Phlebotomy 101

Affective Domain Evaluation Objectives During the class and laboratory portions of these courses, the student will be expected to meet the following objectives and will be evaluated by the instructor using the following criteria. The grade derived from this evaluation will count as part of the grade for the course according to the individual course syllabus. 1. The student adheres to the student laboratory dress code and always appears neat and clean. 2. The student is never late or absent unless necessary. Always notifies instructor prior to being late or absent.

Never abuses break time. 3. The student adheres to accuracy in patient and specimen identification, specimen labeling, and laboratory

data recording and reporting 4. The student is able to organize workload to complete it in an efficient manner. Maintains a clean and

orderly work area. 5. The student is diplomatic, courteous and friendly when dealing with peers, instructors, college personnel

and the public, when applicable. Able to relate well to others. 6. The student accepts constructive criticism as a learning process and strives to improve. 7. The student respectfully understands the institution’s hierarchy to prevent insubordinate behavior. 8. The student performs assigned tasks with interest and enthusiasm. 9. The student demonstrates initiative. Seeks additional tasks without being told. 10. The student acquires competence and independence in the correct performance of laboratory procedures.

Performs tasks at the pace of peer groups with minimal procedural errors. 11. The student has sufficient knowledge to understand what is to be done when given directions. 12. The student demonstrates inquisitiveness by asking appropriate questions concerning practical performance

or theoretical application of laboratory procedures. Constantly tries to acquire knowledge that will aid in work and career development.

13. The student concentrates on his work, answers questions when necessary and minimally interrupts others

during performance of laboratory procedures. 14. The student applies theoretical knowledge and common sense to solve an unfamiliar problem, to relate

laboratory findings to common disease processes or to analyze different procedures or clinical situations. 15. The student has a high regard for professional ethics, guards the confidentiality of patient records, respects the rights of others, and demonstrates honesty.

108


AFFECTIVE DOMAIN EVALUATION

MIDTERM EVALUATION SCALE M = Most of the time S = Some of the time N = Needs improvement NA = Not applicable

FINAL EVALUATION SCALE: Total points = 45 out of 15 see attached grading scale for numerical grade 3 = OUTSTANDING: Always demonstrates this quality; Exemplifies high standards in this area. 2 = ABOVE AVERAGE: Demonstrates this quality most of the time. 1 = ACCEPTABLE: Demonstrates this quality in some situations, but occasionally needs help. 0 = UNACCEPTABLE: Rarely demonstrates this quality. Behavior is not acceptable as presented. Improvements

required. NA = NOT APPLICABLE: Situation to demonstrate this quality has not occurred.

OBJECTIVE MIDTERM FINAL

1. Adheres to hospital dress code and always appears neat and clean.

2. Never late or absent unless necessary, always notifies supervisor prior to being late or absent, never abuses break time.

3. Adheres to accuracy in patient and specimen identification, specimen labeling, and laboratory data recording and reporting, will not accept dubious results without rechecking.

4. Able to organize workload to complete it in an efficient manner, maintains a clean and orderly work area.

5. Diplomatic, courteous and friendly when dealing with patients, laboratory personnel, other health care professional, and the public; able to relate well to others.

6. Accepts constructive criticism as a learning process and strives to improve.

7. Respectfully understands the institution’s hierarchy to prevent insubordinate behavior.

8. Performs assigned tasks with interest and enthusiasm.

9. Demonstrates initiative. Seeks additional tasks without being told.

10. Acquires competence and independence in the correct performance of laboratory procedures, performs tasks at the pace of peer groups with minimal procedural errors.

11. Has sufficient knowledge to understand what is to be done when given directions.

12. Demonstrates inquisitiveness by asking appropriate questions concerning practical performance or theoretical application of laboratory procedures, constantly tries to acquire knowledge that will aid in work and career development.

13. Concentrates on his work, answers questions when necessary and minimally interrupts others during performance of laboratory procedures.

14. Applies theoretical knowledge and common sense to solve an unfamiliar problem, to relate laboratory findings to common disease processes or to analyze different procedures or clinical situations.

15. Has a high regard for professional ethics, guards the confidentiality of patient records, respects patient’s and the rights of others, demonstrates honesty.

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Halifax Community College PBT 101

Venipuncture Evaluation Checklist Student _________________________________________________________________ Date: ___________________________________________________________________ Instructions to evaluator: This checklist should be filled out near the completion of the student’s phlebotomy instruction. At least one venipuncture must be observed by the evaluator before completion of this Venipuncture Evaluation Checklist. By placing a checkmark in the appropriate column, rate the student’s performance on each of the competencies using the following scale: E = Excellent: Performance meets highest standards expected of an entry level PBT. Represents

exceptionally high level of performance by the student. Student performs task with ease, accuracy and confidence.

S = Satisfactory: Performance acceptable for standards expected of an PBTT student. Student performs

task with minimal difficulty, and acceptable accuracy. Student may need some supervision. Improvements may be recommended.

U = Unsatisfactory: Performance cannot be accepted as presented. Improvements are required. Student

performs task with moderate difficulty, poor technique, achieving inaccurate results. This skills test may be repeated at the discretion of the phlebotomy instructor until satisfactory ratings have been attained.

Objective: In the performance of a routine venipuncture, under direct observation of the evaluator, the student should:

E S U Comments:

1 Greet patient in friendly, tactful manner and explain the purpose of the blood specimen.

2 Identify patient by matching requisition slip information and patient armband (inpatient) or verbal information (outpatient).

3 Wash hands and apply gloves.

4 Identify proper specimen to be drawn for test(s) requested using specimen collection handbook if necessary.

5 Organize appropriate supplies and equipment, assemble near drawing area, inspect equipment.

6 Guide patient into safe position.

7 Apply tourniquet; not leave on for an excessive amount of time.

8 Check arm for suitable veins; use other arm if necessary. Select vein, palpate, and trace path with index finger.

9 Cleanse venipuncture site by accepted protocol.

10 “Anchor” vein and smoothly insert needle with bevel up. Calmly change position of needle if blood does not flow.

11 Smoothly push evacuated tube(s) into holder without changing the needle position.

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12 Fill tubes using order of draw.

13 Remove last tube from holder before withdrawing needle.

14 Release tourniquet before removing needle from arm.

15 Withdraw needle from arm smoothly.

16 Apply pressure to site after withdrawing needle.

17 Mix all tubes with additives gently at least five times.

18 Dispose of needle properly and carefully.

19 Label tubes from wristband or requisition slip with: a. Patient’s last name and first name b. Patient’s identification number c. Time of collection d. Date of collection e. Phlebotomist’s initials f. Other information required by institution

20 Check site to ascertain bleeding has stopped. Apply bandage if needed.

21 Clean up all supplies and waste, and discard in appropriate containers.

22 Remove gloves and dispose of them appropriately.

23 Wash hands after completing procedure.

24 Leave patient courteously.

25 Deliver and log in specimen in a timely manner.

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Psychomotor Skills Evaluation

MIDTERM EVALUATION SCALE M = Most of the time S = Some of the time N = Needs improvement NA = Not applicable FINAL EVALUATION SCALE: Total points = 45 out of 15 see attached grading scale for numerical grade 3 = OUTSTANDING: Performs task with ease and accuracy while demonstrating good technique and a

strong knowledge base. 2 = ABOVE AVERAGE: Performs task with minimum difficulty and demonstrates an adequate

knowledge base. 1 = ACCEPTABLE: Performs task with moderate difficulty, often needs assistance to perform task and

demonstrates an average knowledge base. 0 = UNACCEPTABLE: Performs task with difficulty or unable to perform, uses poor technique and has a

deficient knowledge base. NA = NOT APPLICABLE: Situation to practice this task has not occurred or task not performed at this

facility.

OBJECTIVE MIDTERM FINAL

1. Accurately performs laboratory clerical work including specimen identification and use of the laboratory information system.

2. Correctly perform cleaning and preventive maintenance on instruments used for blood collection.

3. Accurately performs quality control.

4. Consistley follows safety and infection prevention procedures including proper isolation techniques when required.

5. Properly processes specimen request.

6. Interacts with patients in a professional and friendly manner.

7. Properly identifies patient prior to blood collection.

8. Identify appropriate venipuncture site selection and able to recognize when an alternative site will need to be selected.

9. Demostrates knowledge of correct sample tube aand volume requirements.

10. Demostrate knowledge of the common phlebotomy complications and describe how to avoid them.

11. Consistently labels specimens with all label requirements.

12. Sucessfully and correctly performs venipuncture with a vacuum system following steps outlined in the venipuncture evaluation checklist.

13. Successfully and correctly performs venipunctures with a syringe or winged collection set.

14. Successfully demonstrates the collection of blood using age appropriate care.

15. Prioritizes the collection of samples based on STAT, Timed, and Fasting requirements.

16. Observe or discuss specimen processing for reference lab testing.

17. Observe or discuss bleeding time procedure

18. Observe or discuss glucose tolerance test procedure

19. Successfully and correctly performs special collection procedures:

a. Blood cultures b. Blood Bank specimens c. Therapeutic drug monitoring

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