annual planning and evaluation report … planning and evaluation report instructional programs...

NOVA Northern VirginiaCommunity College

Annual Planning and Evaluation Report Instructional Programs

2005–2006

T-1

Annual Planning and Evaluation Report 2005 – 2006 Table of Contents

Accounting, A.A.S. ..................................................................................................................................................................................................................1 Acquisition and Procurement, A.A.S. ......................................................................................................................................................................................4 Administration of Justice, A.A.S. .............................................................................................................................................................................................7 Air Conditioning and Refrigeration, A.A.S. ..............................................................................................................................................................................9 Architectural Technology, A.A.S............................................................................................................................................................................................10 ASL-English Interpretation, A.A.S. ........................................................................................................................................................................................11 Automotive Technology, Emissions Specialization, A.A.S. ...................................................................................................................................................13 Automotive Technology, A.A.S..............................................................................................................................................................................................14 Business Administration, A.S. ...............................................................................................................................................................................................15 Business Management, A.A.S...............................................................................................................................................................................................17 Communication Design, A.A.S. .............................................................................................................................................................................................19 Computer and Electronics Technology, A.A.S. .....................................................................................................................................................................23 Computer Science, A.S.........................................................................................................................................................................................................25 Construction Management Technology, A.A.S. ....................................................................................................................................................................28 Dental Hygiene, A.A.S. .........................................................................................................................................................................................................30 Early Childhood Development, A.A.S....................................................................................................................................................................................31 Paraprofessional Specialization, A.A.S. ................................................................................................................................................................................31 Emergency Medical Services, A.A.S.....................................................................................................................................................................................36 Engineering, A.S. ..................................................................................................................................................................................................................40 Engineering Specialization, A.S. ...........................................................................................................................................................................................41 Engineering Technologies, A.A.S..........................................................................................................................................................................................42 Fine Arts, A.A./A.A.A.............................................................................................................................................................................................................43 Fine Arts, A.A.A. Photography Specialization .......................................................................................................................................................................44 General Studies, A.S.............................................................................................................................................................................................................45 Health Information Technology, A.A.S. .................................................................................................................................................................................48 Horticulture Technology Program/Landscape Design, A.A.S................................................................................................................................................50 Hospitality Management, A.A.S.............................................................................................................................................................................................52 Information Systems Technology, A.A.S...............................................................................................................................................................................53 Interior Design, A.A.S............................................................................................................................................................................................................54 Liberal Arts, A.A. ...................................................................................................................................................................................................................57 Medical Laboratory Technology, A.A.S. ................................................................................................................................................................................59 Music, A.A.............................................................................................................................................................................................................................60 Music, A.A.A..........................................................................................................................................................................................................................62 Music, A.A.A. Jazz Specialization .........................................................................................................................................................................................64 Nursing, A.A.S.......................................................................................................................................................................................................................65

T-2

Paralegal Studies, A.A.S.......................................................................................................................................................................................................68 Photography, A.A.S...............................................................................................................................................................................................................74 Physical Therapist Assistant, A.A.S. .....................................................................................................................................................................................75 Radiography, A.A.S...............................................................................................................................................................................................................79 Recreation and Parks, A.A.S. ...............................................................................................................................................................................................81 Respiratory Therapy, A.A.S. .................................................................................................................................................................................................83 Science, A.S..........................................................................................................................................................................................................................86 Travel and Tourism, A.A.S. ...................................................................................................................................................................................................88 Veterinary Technology, A.A.S. ..............................................................................................................................................................................................89

i

Annual Planning and Evaluation Report Instructional Programs: 2005-2006

Introduction

To ensure that Institutional Effectiveness at NOVA is in compliance with Southern Association of Colleges and Schools (SACS) Principles of Institutional Effectiveness (3.3.1), all the instructional programs are required to submit annual planning and evaluation reports. NOVA started this process in 2002-03 and the reports have been completed for four years. Currently, NOVA is in the middle of planning and evaluation for 2006-07, and the reports will be completed in September 2007. The annual planning and evaluation reports for Instructional programs are completed, in addition to the program evaluations that have been in place at NOVA since 1980s. The annual planning and evaluation of instructional programs allows for continuous improvement based on assessment results. As part of this process, each academic program is required to identify expected outcomes for its educational programs, assess whether it achieves these outcomes, and provide evidence of using the results that leads to improvement. Table 1 provides a list of indicators of institutional effectiveness which have been used for planning and evaluation since 2002. These indicators were originally adopted from the set of institutional indicators developed by American Association of Community Colleges and modified to meet the needs at NOVA. Though the planning and instructional evaluation process centered upon student learning outcomes, the goals were directly or indirectly linked to the NOVA indicators for institutional effectiveness, as shown in Table 1. The annual planning and evaluation process is faculty driven. The faculty members are directly involved in the development, implementation, and analysis of planning and evaluation activities. As shown in Table 2, the planning and evaluation of instructional programs engaged a large number of teaching faculty and academic deans, in compliance with SACS Principle 3.4.1 where faculty participation is mandated. Each program had an academic dean who supervised the evaluation of the program. This document presents annual planning and evaluation results for 2005-06 for all degree-seeking instructional programs at NOVA. The instructional programs are listed in alphabetical order.

ii

Table 1 Indicators of Institutional Effectiveness at NOVA: 2002-2006

AACC Indicator NOVA Indicator NOVA Definition

Student Goal Attainment 1. Primary Goal Attainment The proportion of graduate survey respondents who reported having attained their educational goal while at NOVA.

2. Persistence Rates for First-Time Students The persistence rates of all first-time students at NOVA (both full-time and part-time students).

3. Persistence Rates for First-Time, Full-Time Students The persistence rates of all first-time, full-time students at NOVA. Persistence

(Fall to Fall) 4. Persistence Rates of First-Time, Part-Time Students The persistence rates of all first-time, part-time students at NOVA.

Degree Completion Rates

5. Completion Rates for First-Time Program-Placed Students

The proportion of program-placed students who entered and graduated from NOVA within three years (i.e., within 150% of the normal time for graduation).

Placement Rate in the Workforce

6. Placement Rate of Graduates in Degree-Related Jobs

The proportion of graduate survey respondents who indicated that they were currently employed in a job that was related to their degree.

Licensure/ Certification Pass Rates

7. Licensure/Certification Pass Rates

The proportion of NOVA students who take the national licensing/certification examinations in their field, through the appropriate accrediting agency, and who pass on the first attempt.

8. Evaluation of NOVA Education by Graduates The composite ratings from graduate survey respondents of their satisfaction with their NOVA education.

9. Evaluation of NOVA Instruction by Graduates The composite ratings from graduate survey respondents of their satisfaction with NOVA instruction.

10. Evaluation of NOVA Faculty by Graduates The composite ratings from graduate survey respondents of their satisfaction with NOVA faculty.

Client Assessment of Programs and Services

11. Evaluation of NOVA Services and Facilities by Graduates The composite ratings from graduate survey respondents of their satisfaction with NOVA services and facilities.

12. Cohen Measure of Transfer According to the Transfer Assembly, the transfer rate is “all students entering the two-year college in a given year who have no prior college experience and who complete at least 12 college credit units within four years, divided into the number of that group who take one or more classes at a public, in-state university or college within four years.” Number and Rate

Who Transfer 13. Transfer Rates of NOVA Students to Selected Institutions

The transfer rate of students who completed at least 12 credits at NOVA and then transferred to a senior institution in Virginia.

Performance After Transfer

14. Average GPA of Students at Senior Institutions

The average GPA (based on the grade point averages that students received after one year of study at a senior institution) of NOVA students who transferred to senior institutions.

Success in Subsequent, Related Coursework

15. Success Rate of Developmental Students in College-Level Courses

The rate of success of developmental English and developmental math students in subsequent college-level courses.

Participation Rate in Service Area

16. Northern Virginia Residents Enrolled at NOVA

The proportion of residents who attended NOVA, out of all the residents who enrolled at a Virginia institution of higher education, from each of the jurisdictions in the Northern Virginia Planning District.

iii

Table 2 Coordinating Academic Deans and Persons Submitting The Annual Planning and Evaluation Report 2005-2006

Program Coordinating Academic Dean Persons Submitting

Accounting, A.A.S. Joyce Samuels, LO Joyce Samuels, LO

Acquisition & Procurement, A.A.S. Dr. John Min, AL Dr. John Min, AL

Administration of Justice, A.A.S. Dr. Theodore Maguder, WO Dr. James O’Connor, WO

Air Conditioning & Refrigeration, A.A.S. Dr. Theodore Maguder, WO Dr. Theodore Maguder, WO

Architecture Technology, A.A.S. Robert Woodke, AN Harvey Liebman, AL

American Sign Language, A.A.S. Gerald Boyd, AN Paula Debes, AN

Automotive Technology, A.A.S. Milan Hayward, AL Russell Taylor, AL

Business Administration, A.S. Joyce Samuels, LO Dr. Kevin Chouinard, LO

Business Management, A.A.S. Joyce Samuels, LO Joyce Samuels, LO

Communication Design, A.A.S. Dr. Robert (Tony) Stanzo, AL Lisa Hill, AL

Computer and Electronics Technology, A.A.S. Robert Woodke, AN Charbel Fahed and Robert Martin, AN

Computer Science, A.S. Joyce Samuels, LO M. H. Anwari, LO

Construction Management Technology, A.A.S. Milan Hayward, AL Denise Cantwell, AL

Dental Hygiene, A.A.S. Brian Foley, ME Edith Tynan, ME

Early Childhood Development, A.A.S. Dr. Robert (Tony) Stanzo, AL Dr. Ivy Beringer, AL

Electrical Technology Plan of Study, A.A.S. Dr. Dariel (Dee) Martin, MA Dr. Dariel (Dee) Martin, MA Not Reported

Emergency Medical Services, A.A.S. Brian Foley, ME Holly Frost, ME

Engineering, A.S. Robert Woodke, AN Dr. Rassa Rassai, AN

Engineering Technology, A.A.S. Milan Hayward, AL Siamak (Mike) Ghorbanian, AL

Fine Arts, A.A. Henry (Hank) Harmon, WO Henry (Hank) Harmon, WO

Fine Arts, A.A.A. Henry (Hank) Harmon, WO Henry (Hank) Harmon, WO

Fine Art – Photography Specialization, A.A.A. Dr. Robert (Tony) Stanzo, AL Gail Rebhan, WO

iv

Program Coordinating Academic Dean Persons Submitting

Fire Science Administration, A.A.S. Adrienne Hinds, AN Not Reported

General Studies, A.S. Dr. Jim McClellan, AL Dr. Jim McClellan, AL

Health Information Technology, A.A.S. Brian Foley, ME David Munch, ME

Horticulture, A.A.S. Joyce Samuels, LO David Scheid, LO

Hospitality Management, A.A.S. Adrienne Hinds, AN Janet Sass, AN

Information Technology, A.S. Adrienne Hinds, AN Maria Rynn, AN

Information Systems Technology, A.A.S. Adrienne Hinds, AN Maria Rynn, AN

Interior Design, A.A.S. Dr. Beverly Blois, LO Kristine Winner, LO

Liberal Arts, A.A. Dr. Theodore Maguder, WO Dr. Theodore Maguder, WO

Marketing, A.A.S. Adrienne Hinds, AN Kay Olson, AN Not Reported

Medical Laboratory Technology, A.A.S. Brian Foley, ME Frankie Harris-Lyne, ME

Music, A.A. Dr. Beverly Blois, LO Dr. James Fay, AN

Music, A.A.A., A.A.A – Jazz Specialization Dr. Beverly Blois, LO Dr. James Fay, AN

Nursing, A.A.S. Diane Wilson, ME Diane Wilson, ME

Paralegal Studies, A.A.S. Dr. Robert (Tony) Stanzo, AL Teresa Blier, AL

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

Physical Therapist Assistant, A.A.S. Brian Foley, ME Patricia Ottavio, ME

Radiography, A.A.S. Brian Foley, ME Marilyn Sinderbrand, ME

Recreation & Parks, A.A.S. Dr. Bruce Mann, AN Nancy Chamberlain, AN

Respiratory Therapy, A.A.S. Brian Foley, ME Kathy Grilliot, ME

Science, A.S. Milan Hayward, AL Nicole Cintas, AL

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

Veterinary Technology, A.A.S. Joyce Samuels, ME Leslie Sinn, LO

1

Annual Planning and Evaluation Report: 2005-2006

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

Program Goals/Student Learning Goals/General

Education Goals

Program Outcomes/Student Learning Outcomes/General

Education Outcomes Assessment Criteria and

Evaluation Methods Assessment Results Use of Results

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

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

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

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

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

Goal 2 Provide quality education for upper level accounting courses

Students will possess: -The ability to apply specific generally accepted accounting principles in a variety of business situations General knowledge of Federal taxation rules for individuals, the differences between various taxable entities

Grade Reports and completion rates data from the Office of Institutional Research.

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

Prepare students for employment in accounting jobs Prepare students for new computerized CPA exam Share results with Accounting Curriculum Advisory Committee Assist in scheduling of classes Share data with all accounting faculty. More than 60% students attained As and Bs in ACC 219. The results show successful completion of this course. 22% students withdrew from the

2


Education Goals




Provide quality education for upper level accounting courses

-General knowledge of budgeting and product costing techniques and methods related to control and evaluation of business operations. Graduates will be employed in accounting

Grade Reports and completion rates data from the Office of Institutional Research. Graduate survey data

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

course. The program will look into the reasons for a large number of withdrawals. ACC 239 had close to one third students either withdrawing or failing the course. The program is going to do further research into this. More than 65% of students had As and Bs in ACC 261 and ACC 262 courses. The withdrawal rates were higher and the Accounting program will look into this further.

Goal 3 Request additional Computer technology

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

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

ACC 215 (Computerized Accounting) A(21) 48.8% B(10) 23.3% C(3) 7% I(6) 14% Total=43 students 2005: 58.8% of students in all ACC classes earned C or better

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

3


Education Goals




2004: 57.1% of students in all ACC classes earned C or better 2003: 51.8% of students in all ACC classes earned C or better

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

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

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

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

Fall 2005 9% increase in number of students enrolled in Accounting courses offered via ELI. The program will maintain appropriate number of courses offered via ELI and hybrid classes.

4

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Acquisition and Procurement, A.A.S.

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


Education Goals




Goal 1 The Acquisition and Procurement Program will revise its program goals replace the program with new Contract Management to realign with Defense Acquisition University’s requirements.

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

New Contract Management Courses were developed.

The program resulted in new Contract Management courses. These courses will be aligned better with the Defense Acquisition University’s requirements.

The viability of Acquisition and Procurement was discussed. Since the program was not responding to the needs of the community, the Advisory committee suggested the curriculum changes so that it was better marketable. The program goals were modified. The program will keep up the course content to be in compliance with the Defense and Acquisition University.

5


Education Goals




planning, government provided property, sealed bidding, funding and acquisition of information resources. Advanced concepts of contract. Negotiations, ethics, contract modification and administration. Post-award contract management, administration of contract changes and modifications, procedures for disputes and terminations, inspecting and acceptance, and close-out.

Goal 2 Ability to pass required curriculum

Student will pass required curriculum

Fall 2005 pass rates in ACQ course

92.9% of students with a grade of C or higher: 26 out of 28

Program will ensure students have better success rate in courses.

Goal 3 Resources and adequate background for students to attain educational goals.

Students will attain their goal Graduate survey information on goals

75.0% of graduates polled said that they attained their goal: 6 out of 8

Student Goals were met. Program continues to maintain this goal.

Goal 4 Students skill-set desired by future employers

Students will attain skill-set desired by future employers

Graduate survey employment data

87.5% -were employed: 7 out of 8

The number of graduates was small, so the program will strive hard to increase the number of graduates. The program also discussed to focus on the employment rate.

Goal 5 Completion rate

Successful completion of program

Completion rates

37.1% of students successfully completed: 26 out of 70

The program will focus on improved completion rates.

Goal 6 Better student satisfaction

Student feed back will be monitored through student faculty evaluation.

Student faculty evaluation

Students responded “very good” to “excellent” rating in the faculty evaluation.

The program received positive ratings through faculty evaluation.

6


Education Goals




Goal 6 The program will develop course content summaries for the new courses and submit it to the Curriculum Committee and Administrative Council for approval

Successful accreditation from the Defense University

Certification by the Defense Acquisition University

Defense Acquisition University certified applicable courses: CON100 – Shaping Sharp Business Arrangements (formerly ACQ121) CON110 – Contract Support Planning (formerly ACQ122) CON111 – Contract Strategy Execution (formerly ACQ 216) CON112 – Contract Performance Assessment (formerly ACQ218) CON120 and 121 – Strategic Focused Contracting I and II

Continue to seek Defense Acquisition University certification on the following ACQ courses and change over to CON: ACQ215 – Contract Law ACQ220 – Intermediate Contract Pricing ACQ221 – Advanced Acquisition and Procurement Management I ACQ222 – Advanced Acquisition and Procurement Management II Developed a strategic partnership with the DAU.

7

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Administration of Justice, A.A.S.

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


Education Goals




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

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

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

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

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

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

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

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

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

Continue to monitor graduates survey and Curriculum Advisory Committee reviews.

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

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

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

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

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

8


Education Goals




reported were related to their ADJ major.

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

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

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

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

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

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

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

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

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

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

9

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Air Conditioning and Refrigeration, A.A.S.

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


Education Goals




Goal 1 To prepare the students for working in HVACR.

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

Quizzes and lab work observed by the instructor.

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

To increase safety awareness.

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

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

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

Third-party EPA testing and certification for refrigerant recovery

To help students pass all 4 EPA tests.

Goal 3 To update students on new 13 seer equipment and new refrigerants like R410A and R404A that replace CFC and HCFC.

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

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

Having the students take the State Journeyman’s License for HVACR to prepare for employment.

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

10

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Architectural Technology, A.A.S.

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


Education Goals




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

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

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

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

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

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

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

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

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

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

11

Annual Planning and Evaluation Report: 2005-2006 Academic Program: American Sign Language - English Interpretation, A.A.S.

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


Education Goals




Goal 1 Increase the number of students in the program.

The program produces at least 30 FTES and 12 graduates.

Enrollment and graduation rates will be tracked.

During the 2005-2006 school year, there was a total of 27 FTES. There were no graduates since the program was approved in the spring of 2006.

The program needs to increase the number of students in the Interpreting program. This will be accomplished through increased marketing efforts and relationships with local high schools.

Goal 2 Produce graduates who can find work as ASL interpreters.

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

Annual surveys will be distributed to graduates of the program.

Of the seven students enrolled in the internship in the summer of 2006, five students are currently employed in the interpreting field. The other two students have not responded to the survey.

Surveys of recent graduates will continue to determine their career choices upon graduation.

Goal 3 Produce highly qualified graduates.

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

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

There were no graduates with this degree in 2006. However, there were seven students enrolled in the internship program for summer of 2006. At this point, two students had achieved a Level III on the VQAS and two students had achieved a Level II. The other three students had not attempted to take the assessment yet.

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

Goal 4 Assure student mastery of the subject area.

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

Students must pass each course with a grade of “C” or better in INT 130 to continue with the program. This will be evaluated through the course grade. 80% of graduates will have

INT 130 was developed as an online course in order to reach a wider audience of students. This course was offered both Fall and Spring semesters. The percentage of students who

The Program Head is working with ELI to determine strategies to increase retention of distance learning students.

12


Education Goals




resources, and the Code of Ethics.

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

earned a “C” or better equaled 66%. there were some issues with retention due to the online environment. All seven students who participated in the internship passed the written portion of the VQAS assessment.

Goal 5 Graduates of the program will master the fundamentals of interpreting.

Students will develop fundamental skills in interpreting, including cognitive processing and intra-lingual language development in English and ASL.

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

For the first year interpreting courses, the following statistics were reported: INT 105- 79% earned a “C” or better INT 106- 93% earned a “C” or better INT 107- 80% earned a “C” or better

The department is continuing to discuss improved teaching and evaluation strategies for students.

Goal 6 Students will become accomplished interpreters.

Students will develop consecutive and simultaneous interpretation skills from ASL to English and English to ASL.

70% of the students enrolled in INT 133, 134, 233, and 234 will pass each course with a grade of “C” or better based on the performance exams in these courses. 70% of graduates will have a VQAS Level III or a CI certification within 5 years of graduation. This will be determined through graduate surveys.

These courses were not offered because it was the first year of the program and these are second year courses. There are no graduates for 2006, however, out of the 7 students in the Internship course in the summer of 2006, 2 students have passed the VQAS with a Level III, 2 students have passed with a Level II, and the other three students have not received their scores from the state yet.

Courses were developed for the 2006-2007 school year. Additionally, surveys will be distributed to graduates to determine test passing rates upon graduation.

Goal 7 Improve performance in INT 141 course

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

70% of the students enrolled in INT 141 will receive a grade of “C” or better based on the performance exams in these courses. 70% of graduates will have a VQAS Level III or a CT certification within 5 years of graduation. This will be determined through student surveys.

In the summer of 2006, INT 141 was offered and 90% of the students received a grade of “C” or better. There are no graduates for 2006, however, out of the 7 students in the Internship course in the summer of 2006, 2 students have passed the VQAS with a Level III, 2 students have passed with a Level II, and the other three students have not received their scores from the state yet.

The department is continuing to discuss improved teaching and evaluation strategies for students.

13

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Automotive Technology, Emissions Specialization, A.A.S.

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


Education Goals




Goal 1 Develop a basic skill-set necessary to operate an automotive shop.

Students will apply and demonstrate safe operation of automotive equipment and shop safety procedures for each completed automotive course.

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

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

Implement training programs to increase equipment and safety awareness. Review OIR pass fail grade data rate as it is produced.

Goal 2 Provide a foundation to prepare for technician certification by accrediting agencies.

Students will be given the opportunity to prepare for all eight automotive ASE certification exams in each course and smog certifications and licenses.

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

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

Develop entry and exit program testing. Entry in AUT 100, exit in AUT 245. Review OIR Fact Books and other data as it is produced.

14

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Automotive Technology, A.A.S.

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


Education Goals




Goal 1 Develop a basic skill-set necessary to safely operate an automotive shop.

Students will apply and demonstrate safe operation of automotive equipment and shop safety procedures for each completed automotive course.

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

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

Implement training programs to increase equipment and safety awareness. Review OIR pass fail grade data rate as it is produced.

Goal 2 Provide a foundation to prepare for readiness for accrediting agencies.

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

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

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

Develop entry and exit program testing. Entry in AUT 100, exit in AUT 245. Review OIR Fact Books and other data as it is produced.

15

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Business Administration, A.S.

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


Education Goals




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

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

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

Grade Summary for ACC 211: 50% of students achieved a grade of C or above (same as 2004) Grade Summary for ACC 212: 63% of students achieved a grade of C or above (same as 2004) 99% of graduates responding rated their preparation for present college studies as excellent or adequate

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

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

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

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

Grade Summary for ECO 201: 58% of students achieved a grade of C or above (59% in 2004) Grade Summary for ECO 202: 65% of students achieved a grade of C or above (67% in 2004) 99% of graduates responding rated their preparation for present college studies as excellent or adequate

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

16


Education Goals




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

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

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

The average GPA for Business Administration Graduates from NVCC was 2.98. The GPA of those students at their senior institutions was 2.63 (2004 data). On 0-4 scale (0 = poor, 4 = excellent), graduates rated their education in the following areas: Writing effectively: 2.91 Speaking effectively: 2.86 Understanding mathematics 3.02

Will be addressed in Business Administration Program Review.

17

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Business Management, A.A.S.

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


Education Goals




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

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

Analysis of BUS 202 grade distribution.

An analysis of the grade report for BUS 202 Applied Management Principles, a capstone course in the degree program indicates that 41.2% of the students achieved a grade of C or better.

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

18


Education Goals




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

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

Graduate reports and graduate surveys.

AAS in Business Management Graduates in 2005: 52 (down from 65 in 2004, up from 50 in 2003). 90% of the graduates responding to graduate survey responded that they had achieved primary goal (same as in 2004). 80% of the graduates responding to the graduate survey reported placement in a degree related job (up from 64% in 2004). The GPA in 2003-2004 for AAS in Business Management graduates was 3.09. The GPA for AAS in Business Management having transferred to senior institutions in 2003-2004 was 2.72. According to the graduate survey, graduates responding rated the quality of instruction as 3.24 out of 4.00 (down from 3.40 in 2004).They -rated the quality of course content as 3.05 out of 4.00 (down from 3.32 in2004) and -the quality of classroom facilities as 2.84 (up from 2.67 in 2004). They rated the quality of computer labs and facilities as 2.84 (down from 2.98 in 2004).

Program goals and objectives are revised for currency and viability.

19

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Communication Design, A.A.S.

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


Education Goals




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

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

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

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

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

20


Education Goals




advisory board members to establish an open dialogue about student feedback.

better input in choosing program topics.

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

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

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

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

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

Goal 3 Abilities in research, concept formulation, and problem solving.

a. Create and produce major studio projects that are multi-faceted in scope. b. Research and write work to exhibit varying levels of ability. (Examples: research papers, typography paragraph, history of design projects, midterms and finals, reviews, etc.)

a. Evaluate capstone projects by critiques and internal reviews. b. Require or suggest use the LRC and Writing Center for research and writing projects. Apply proofing techniques needed for content as well as design aesthetic concerns.

a. Students are given time in classes to work on these three areas. Students demonstrate a growth in confidence and ability as they complete the program. b. Students need to be exposed to the resources available to them both on the campuses and online through the LRC. Many only use the Web for research.

a. Set up peer groups to discuss and assign each other each of the three abilities. b. Request tours by a representative of the Learning Resource Center and visit from Director of the Writing Center. Ask an Advisory Board member to discuss importance of these capabilities to professional designers. Assign a brief beginning-level project that requires student to look and/or listen to professional work then write a short critique.

21


Education Goals




Goal 4 Develop visual literacy and critical thinking ability.

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

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

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

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

Goal 5 Gain knowledge of history and contemporary issues of design within the context of the visual arts in society.

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

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

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

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

Goal 6 Awareness of and discipline in communication design as a profession.

a. Attend topic exhibitions of published works sponsored by professional organizations as well as student exhibitions of outstanding works within the program. b. Integrate work related experience, internships, and

a. Review and discuss topic and student exhibitions attended by students to demonstrate awareness of the profession. b. Gather feedback from students having internships and

a. Students aren’t always aware of the exhibitions and opportunities. We need to establish a communications vehicle for this information b. Students need to be notified as to open internships at

a. Give extra credit given for exhibition attendance; encourage or require entry of work in student show. Encourage participation in professional organizations. Create an online bulletin board and post more announcements on the bulletin boards in the Design classrooms and pods. b. Coach students toward finding internships after graduation to

22


Education Goals




elective research into the learning experience, as available. c. Develop a comprehensive portfolio of works done during the course of the degree specialization and organize this work in a cohesive, ongoing, presentation format. d. Request “Practice” and “Informational” interviews and portfolio presentations with a member of the design community.

from repeated internship offers from major organizations in the Washington, DC area. c. Course embedded assessment of student work and complete portfolio through presentation evening each semester. d. Have recruitment advisors from both 4-year colleges and the professional community interview and review portfolios, one-on-one with students and report to faculty their findings.

appropriate levels for their portfolios. c. A 1-credit Portfolio class is required for degree programs. We are finding that it is an inadequate amount of time to get everything done. d. Students appreciate getting advice from people outside of the program. Continue to invite and facilitate portfolio reviews for students from working professionals and from more universities and Art & Design colleges.

increase experience before taking a full-time regular position. c. Have students refine work for portfolio on an ongoing basis. Consider making Portfolio class a 3-credit course and changing other courses with variable credits from 4 to 3 credits to make up for the difference. d. Strongly suggest that students take advantage of portfolio days offered by several professional organizations in the area. Encourage Advisory Board to conduct interviews and portfolio reviews, as they are able.

23

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Computer and Electronics Technology, A.A.S.

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


Education Goals




Goal 1 To prepare students for employment in the computer, telecommunications, and other industries with a significant electronics component

Students will gain knowledge in AC/CD circuits as well as linear circuits and digital electronics. Student will be able to successfully fill the employment needs and be able to relate his background to private as well as industrial applications.

Weekly quizzes, tests, and exams. Problem solving in class.

All students who took the final exam passed. Those who dropped, and they represent about 50%, lacked either the math background or the necessary time to do homework.

We are discussing means to have a proper math background for those who need it.

Goal 2 To prepare those students desiring to do so to transfer to a four-year institution in order to pursue a bachelor's degree in Electronics Technology.

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

Articulation with ODU. Students who graduated reported that they feel they have mastery of the subject/s.

Continue to carefully review the curriculum to ascertain its validity and requirement at any four-year institution

Goal 3 To prepare the student for entry-level employment opportunities in computer, audio-visual, security devices, communications, and control applications

a. Students will be able to compete successfully for entry- level positions in technical fields. b. Students will prove to be effective employees in these technical fields.

Constant follow-up with graduates. Feedback from employers.

90% of students - contacted feel that they were comfortable in their work environment and adequately prepared.

We will arrange for more cooperative education.

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

a. Students will demonstrate an ability to use basic lab equipment in the analysis and trouble-shooting of basic electronics circuits. b. Students will be able to report on their lab activities either written reports or oral presentation.

Lab activities Lab reports Projects Oral presentations in class

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

More testing of lab activities such as construction, analysis and trouble-shooting of circuits needs to be incorporated into courses.

24


Education Goals




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

a. Students will develop a technical vocabulary and the ability to contribute to technical discussions. b. Students will demonstrate an ability to alter simple designs to create their own projects.

Hold class room discussions where technical problems are discussed.

In class, students who contribute to new ideas are rewarded; many try and some do.

Need to encourage students to participate in class discussions and exercise their new technical vocabulary

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

Students will be able function and cooperate as a member of a team when working on small and larger projects.

Graded lab activities performed by teams of two. Larger more involved projects performed by group of 3 or more.

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

Encourage students to participate in groups. Assign more team activities.

25

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Computer Science, A.S.

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


Education Goals




Goal 1 Provide a comprehensive foundation that meets transfer requirements for 4-year institutions

Students transfer successfully to 4 year institution

Graduate survey summary 2005-2006 report Goal attainment 2005-2006 report Grade distribution by courses 2005-2006 report

Calculated mean shows that Students who had 2.92 GPA at NVCC maintained approximately the same GPA (2.49) at senior Institutions. (Reference OIR data 2004-2005 ). Student survey shows that 90% have attained their goal at NVCC studying Computer Science. (OIR 2004-2005 report)

Continue to closely coordinate NVCC’s Computer Science courses With George Mason university and other 4 year institutions to meet their first two year requirements in Computer Science. All campuses used Java language as a programming tool in CSC201 and CSC 202. Students were able to use and incorporate GUI in their design. Different java compilers are used to compile and run programs. Students gained experience in developing programs to perform mathematical drawing, Web programming using IDE (Integrated Development Environment) in CSC 201. Students completed GUI based and two dimensional tree building project in CSC 202

26


Education Goals




New emphasis has been placed on a programming segment in CSC 110 classes. Students completed various projects in CSC 205 and CSC 206 to incorporate computer design and structure.

Goal 2 Students gain fundamental proficiency in computer science and engineering software

Students learn the basic concepts of computer science and software engineering. Students analyze and use software engineering methodology to solve assigned problems.

Graduate survey summary 2005-2006 report. Goal attainment 2005-2006 report. Grade distribution by courses 2005-2006 report.

Grade distribution data for fall 2005 shows: 325 students have received A 198 students have received B 123 students have received C 37 students have received D 152 students have received F

Investigate the reasons for large number of students who failed the courses in basic computer science courses.

Goal 3 Efficiency in data organization, abstraction, design, and “classes.”

Students learn data organization, data abstraction, object oriented design, and “classes”. The students have learned the concept of data abstractions and applied their knowledge of “classes” and objects to implement structures and abstract data types. Students wrote many programs to gain practical experience with these concepts.

Graduate survey summary 2005-2006 report. Goal attainment 2005-2006 report. Grade distribution by courses 2005-2006 report.

Satisfactory grades obtained by students.

Continued focus on student goal attainment.

Goal 4 To learn low level programming languages.

Students study and learn computer organization and low level programming language to understand the flow of instructions and computer architecture, starting from gate level to system components. Students complete projects and assignments on sequential and combinational circuits.


Satisfactory grade distribution in these courses. Students attained these goals.

Continued focus on student grade distribution and goal attainment.

Goal 5 To learn operating systems, such as UNIX, Linux or XP/DOS

Students learn the widely used operation systems UNIX, Linux, or XP/DOS to run language compilers for executing their programs. Students also learn one of the IDE compilers to create and run their programs.

Graduate survey summary 2005-2006 report Goal attainment 2005-2006 report Grade distribution by courses

Grade distribution summary and goal attainment provided satisfactory results.

Continue to provide quality education in courses.

27


Education Goals




Students use compilers and operating systems to complete their programming tasks.

2005-2006 report

Goal 6 Learn system simulation and implementation using high level languages

Currently students learn computer science using the programming language Java. Students learn the concept of the system simulation and implementation using high level languages.


Satisfactory results from Graduate Survey and the grade distribution summary data.

Grade distribution and student goal attainment provided satisfactory results. Efforts will be made to continue improved success in program courses.

28

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Construction Management Technology, A.A.S.

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


Education Goals




Students Grade Distribution data was used

67% of students met course requirements with a passing grade. (144 BLD grades analyzed)

Construction Management students not only take BLD courses and general education courses, but also take ARC, CIV and DRF courses, so a true grade analysis is nearly impossible to conduct. The ACR, CIV and DRF course grades are diluted by their graduates. Working to develop a better way to measure student success in the program.

Program Placement Data

75 students working towards their AAS in construction management 26.9 FTES for BLD courses

Students working towards their degree or certificate continue to increase in number over time.

Graduation Rates 8 AAS graduates (2005-2006) 3 career certificate graduates (2004-2005)

Working to increase the number of graduates through programmatic counseling and good course scheduling practices.

Goal 1 Provide a quality education in the area of construction management.

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

Graduation Survey Results Of the three completed surveys, the construction management program’s “rating of college instruction” consistently rated higher than the NVCC average, with the “Teaching Ability” rating a perfect 4.00.

Data will become more meaningful as more students graduate from the program. At this point, the program staff are using the data to assist in identifying areas of improvement.

29


Education Goals




Goal 2 The construction management program will continue to grow, increase its productivity and have added graduates every year.

Students will successfully complete their construction management degree.

Graduation Rates 8 graduates Continue focus on improving graduation rate.

Goal 3 The curriculum will meet the need of graduates entering the construction management industry or working to improve their positions within the industry.

Students will obtain employment positions within the industry. Students will obtain advancement within current employers’ companies.

Graduate Survey Results Of the three respondents: 100% obtained their goal while attending NVCC 100% are employed full-time, receiving their position after graduating from NVCC. Each respondent found a better job with a new employer.

Data will become more meaningful as more students graduate from the program. At this point, the program is trying to work with students to assist with placement on an informal basis.

Curriculum Advisory Committee

Industry Advisory Committee met and reviewed curriculum. They were pleased the breadth and depth of the topics covered.

Industry Advisory Committee to become more active.

Goal 4 The curriculum will meet the expectations of local employers.

Employers will view NVCC as an excellent source of education in the area of construction management not only for individuals entering the workforce but also for their current employees. Construction Industry Job Fair

Participants Construction Management Student Association hosted their 2nd Annual Construction Industry Job Fair. Approximately 30 companies participated seeking out our students as well as job seekers from the public.

Student association will host 3rd job fair next year hoping to attract 40+ employers.

30

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Dental Hygiene, A.A.S.

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


Education Goals




Goal 1 Maintain and increase number of graduates

34 students admitted at NVCC. 14 admitted at GCC

Admissions 14 GCC students admitted on an annual basis/previously bi-annually.

Increase in graduate numbers

Goal 2 Maintain pass rates on National Board exams at a rate greater than 95%

95% of grads pass national exam.

Pass rates on national board 96% pass rate Continue to maintain excellent pass rates.

Goal 3 Retain >80% of students through program

>80% of admitted students will graduate in 2 years.

Graduation rates 87.5% of admitted students graduated.

Continue to maintain standards.

Goal 4 Graduates employed as RDH

Students get jobs as RDH. Graduation survey 100% are employed who want to be employed.

Maintain job placement rate for the program.

31

Annual Planning and Evaluation Report: 2005-2006 Academic Programs: Early Childhood Development, A.A.S.

Paraprofessional Specialization, A.A.S. Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities. Program Purpose Statement: Parent Degree: The A.A.S. curriculum is designed for persons who seek full-time employment involving the care and direction of young children, or for those persons presently employed in these situations who wish to update and enhance their competencies. Occupational objectives include assistants, managers, and/or directors in day care and child development facilities. Specialization: The paraprofessional specialization of the A.A.S. parent degree is designed to prepare prospective and practicing paraprofessionals in the public school system to assist in classroom instruction. The curriculum provides knowledge and skills for those professionals giving supportive instruction to school-age children.


Education Goals




Goal 1: To provide a comprehensive educational program for individuals desirous of working with children or to assist individuals currently working in the field with upgraded job skills.

1.1 To increase program enrollment by augmenting the number of students who apply for and receive the VA Scholarship (offered through the VA Dept. of Social Services).

5% increase in number of students receiving the VA Scholarship.

Comparative data generated from the VA Dept. of Social Services will be analyzed for expected 5% increase.

Saturday workshops were held to describe the scholarship application process to students. Data from the VA Department of Social Services showed that NVCC uses more scholarships than any of the other VCCS colleges. There was an average of 456 scholarships received for the 2005-06 academic year. The total number of scholarships awarded in fall 2005 was 464.

Saturday workshops were successful in making students aware of VA Dept. of Social Services scholarship funds available. Faculty members will continue to provide students with this scholarship information by discussing it in class, holding period information sessions and providing information on the college departmental web-sites.

1.2 To increase student access by offering more courses in non-traditional formats.

Increase number of students served through hybrid course offerings.

Enrollment data from fall 2005 and spring 2006 CHD and EDU hybrid course offerings will demonstrate a significant increase.

Enrollments in non-traditional format classes increased. Enrollments were as follows: Fall 2005 EDU 155-26 students at the Alexandria campus; CHD 121-17 students at Manassas and Loudon

Enrollment data and informal feedback from students indicate that adult students are receptive to the hybrid format. Future data should be obtained to make comparisons in success rates between traditional and non-traditional formats.

32


Education Goals




campuses CHD 122-22 students at Manassas and Loudon campuses Spring 2006 CHD 121-37 students AL CHD 121-19 stud. MA, LO CHD 122-29 students AL EDU 155-25 students MA,LO CHD 215-24 students AL CHD 230-19 students AL Twice as many hybrid courses were offered in the Spring 2006 semester with a 58% increase in the number of students served.

1.3 To improve student advising by faculty on the Alexandria campus.

Increase in the consistency of advising information given to AL campus students by faculty.

100% attendance of full-time AL faculty in campus advising training session. Review of current advising system and developments of a plan to enhance consistent student advising.

Each AL full-time faculty member attended a faculty advising training session in Spring 2006 to learn more about navigating the updated version of the student information system. Agreement was reached on the AL campus that students would not be assigned to one specific faculty advisor but instead come to any faculty member in the department and receive course and career advisement. An advising notebook was created for departmental use by full-time faculty members to assist in guiding students’ course selection. The notebook contains a curriculum advising sheet for each student. Courses already completed can be checked off and any pertinent notes can be made.

Since the process has just been put in place, we have not yet assessed whether or not it is working for students. Students should be surveyed to determine their level of satisfaction with the advising process.

1.4 To increase the number of students who are program placed.

Increase number of students from 2 targeted groups will be program placed.

Data from SIS/NOVA Connect system will be utilized to determine the status of students with regard to program

Two specific groups were targeted for program placement: 1). the Fairfax County Public School instructional assistant

Faculty members will continue to encourage students in all classes to identify a desired curriculum and to become program placed.

33


Education Goals




Note: One of the targeted groups is made-up of public school instructional assistants who are interested in pursuing the Paraprofessional Specialization degree program.

placement. 80% of students in 2 targeted groups will be program placed in early childhood programs.

cohort group and 2). family home child care providers from Fairfax county. Faculty members encouraged students to identify a desired curriculum and contact their college counselor to become program placed as soon as possible. 90% of the students in the targeted groups are now program placed.

Students in the targeted populations should be followed-up to determine the number of graduates.

1.5 To increase the number of students with jobs.

Increase number of students with field related jobs.

Graduate survey results -

Graduate survey results from the most recent report indicated that 87% of former students are employed in the field. Representatives came from various agencies to the CHD 298 class to provide employment information to students. Several students were hired as a result of the efforts.

Faculty members will continue to advertise early childhood jobs, have guests come to the early childhood classes to discuss their programs and give job information.

1.6 To increase transfer options for students by developing an articulation agreement with George Mason University (BIS degree program).

Availability of a transfer option for students desiring to go to GMU.

The presence of an articulation agreement with GMU (BIS degree program)

Articulation agreement with GMU is now in place.

Faculty should follow-up to determine how many students select this transfer option. Additionally, in the future, students should be surveyed to determine the level of ease/satisfaction in transferring to the GMU BIS program.

Goal 4 To support dispositions for learning, provide for the attainment of general education goals, and encourage a commitment to life-long learning.

4. 1 To increase student access by offering English as a Second Language courses specifically designed for child care givers.

Increase in student willingness and satisfaction of participating in ESL course offerings where a specific course section was targeted to meet the needs of an

80% of students asked to self-report on ESL course satisfaction will indicate a high level of satisfaction.

One ESL section targeted for child care workers was offered in the fall 2005, spring 2006, and fall 2006 semesters respectively. A total of 45 students have

Faculty members intend to continue this opportunity during the next academic year. Future data should be obtained

34


Education Goals




(Linked to NVCC Gen Ed Goal 1).

underserved population. participated thus far. 100% of students self-reported a high level of satisfaction by being placed in a classroom setting with students who were in the same career field as themselves.

to review success rates in addition to level of satisfaction.

4.2 To increase student critical thinking skills. (Linked to NVCC Gen Ed Goal 3).

Students will demonstrate ability to utilize critical thinking skills.

50% of students’ individual course grade will be based on critical analyses of assigned articles.

The EDU 100 course has typically been taught as a lecture and discussion type of course. In an effort to assist students with critical analysis, this past academic year the course was modified to a seminar format. Students were asked to read education articles and to then support or reject the thesis of the article based on related research. Students were required to write up their article analysis and to also discuss their point of view in class. The first two or three article critiques received by the instructor were mostly article summaries and student opinion. The instructor gave further examples of how a critical analysis should be completed. Student papers improved over the semester. 100% of students successfully completed the course with a grade of “C” or higher.

Students need further experiences in being critical readers and thinkers. Full-time and adjunct instructors will be encouraged to create assignments that strengthen critical thinking skills.

Goal 6 To respond positively to community organization requests to provide a variety of training and educational needs.

6.1 To add additional cohort groups to our contractual partners’ list.

Increased student enrollment.

Augmented list of partnerships will indicate at least 2 new contracts.

The following 3 contract cohort groups were added: INOVA Mt. Vernon’s Child Care Center, the

Contractual partners should be surveyed in the next academic year to determine their level of

35


Education Goals




Boston Children’s Center, and an additional cohort group of FCPS instructional assistants interested in pursuing the Paraprofessional Specialization degree program. INOVA Mt. Vernon’s Child Care cohort has 18 students and is completing their 2nd course (CHD 166, CHD 125). Boston Children’s Center cohort has 51 students and is completing their 2nd course (CHD 193, SPD 229). FCPS instructional assistants cohort has 28 students who were enrolled in CHD 121 for the fall 2006 semester.

satisfaction with the courses offered to their employees.

6.2 To respond to a community request for an advanced standing agreements.

Availability of advance standing for students currently employed with the Ft. Belvoir child care center.

Advanced standing agreement is mutually agreed upon by all parties, signed and in place.

Advanced standing agreement is now in place and will become effective Fall 2007.

Faculty should follow-up to determine how many students take advantage of the advanced standing option.

36

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Emergency Medical Services, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to develop the competencies needed to prepare the student to be certified as a Nationally Registered Emergency Medical Technician-Intermediate and/or Paramedic.


Education Goals




Goal 1 To provide quality education to EMS students by providing training at all 3 levels of EMS professional practice:

EMT Basic: Students will show competency in spinal immobilization. EMT Basic: Students will show competency in positive pressure ventilation. EMT Basic: Students will show competency in hemorrhage control

Students are observed in practice and then assessed on the skill by a certified instructor in a lab setting.

Students cannot continue towards certification until this critical skill is mastered.

EMT Basics are required to immobilize patients with suspected spinal injuries on a regular basis. EMT Basics are required to provide positive pressure ventilation to any patient who is breathing inadequately. EMT Basics are required to provide adequate hemorrhage control to any patient with a bleeding wound.

Goal 2 To provide quality education to EMS students by ensuring competency in EMS skills necessary for the EMT basic certification board exam.

EMT Basic: Students will show competency in oxygen administration, via several airway management devices. EMT Basic: Students will show competency in non-invasive medication administration. EMT Intermediate students will show competency in establishing venous access. EMT Intermediate students will show competency in cardiac dysrhythmia interpretation.

The EMT Basic certification board exam consists of both didactic and practical stations, with skills performed on living, simulated patients, or realistic, life-like mannequins. Students are observed in practice and then assessed on the skill by certified instructors in a lab setting. Students also perform these skills, under preceptor supervision, on living patients in the hospital setting. EMT Basics are eligible to sit for State and/or National certification, if they have successfully passed both didactic

If all skills stations are passed successfully and the written exam passed with a minimum of a 70%, the student is then certified as a Virginia EMT Basic for four years. While holding the Virginia certification, they are also eligible for the National Registry exam, to allow for emergency medical practice outside of Virginia. NVCC had a 95% pass rate for EMT Basic certification exam. Students cannot continue towards certification until this critical skill is mastered. Students are required to successfully gain

EMT Basics administer oxygen to virtually every patient with whom they come in contact. EMT Basics must be able to effectively administer five medications, via non-invasive routes, to patients that are in a life-threatening situation requiring intervention. These medications are: activated charcoal, oral glucose, nitroglycerin, epinephrine and metered-dose inhalers of bronchodilation medication. Certified EMT Basics are eligible for work on an ambulance or various in-hospital settings

37


Education Goals




EMT Intermediate students will show competency in cardiac arrest management, including but not limited to transcutaneous cardiac pacing and external defibrillation. EMT Intermediate students will show competency in endotracheal intubation.

and practical portions of EMT 106 and 196, with a minimum of a 74% or better.

venous access on 25 living, adult patients. This skill is also tested on the National Registry exam. Skills are performed on realistic, life-like mannequins. NVCC students achieved a 88% first-time pass rate on this arduous exam, while the national average is 65%. Students cannot continue towards certification until this critical skill is mastered. Students are required to assess, create a treatment plan, and successfully implement the plan on 30 in-hospital patients with chest pain or other cardiac complaints. Static cardiology/dysrhythmia interpretation is also tested on the National Registry exam for EMT Intermediates. NVCC students achieved a 88% first-time pass rate on this arduous exam, while the national average is 65%. Students cannot continue towards certification until this critical skill is mastered. Students are tested on cardiac arrest management, including all pertinent skills, on the National Registry exam, both written and practical portions. Skills are performed on realistic, life-like mannequins. NVCC students achieved a 88% first-time pass rate on this arduous exam, while the national average is 65%. Students cannot continue towards certification until this critical skill is mastered. Students are required to successfully intubate 5 live (non-arrested)

(emergency department, intensive care units, etc. Northern Virginia also enjoys a large contingent of volunteer rescue squads, that the certified EMT Basic is encouraged to join. EMT Intermediates establish intravenous “lifelines,” on virtually every patient requiring advanced life support care. IV’s are established regardless of need for medication administration. EMT Intermediates are often the most critical link to survival for the patient suffering from a myocardial infarction, or “heart attack.” Therefore correct rhythm interpretation is essential for effective patient care. Sudden cardiac death is an epidemic health risk in America and EMT Intermediates are a critical link towards resuscitation and survival for those patients whose heart has stopped. Fast, effective, appropriate airway management is the single most essential patient care skill an EMT Intermediate will perform in the pre-hospital setting.

38


Education Goals




patients in a clinical setting, under the direction supervision of a skilled preceptor. Also, students are tested on endotracheal intubation, on the National Registry exam, both written and practical portions. Skills are performed on realistic, life-like mannequins. NVCC students achieved a 88% first-time pass rate on this arduous exam, while the national average is 65%.

Goal 3 Ensure competency in paramedic skills, management of multi-system traumas and performance in team leader status on emergency responses.

EMT Paramedic students will show competency in multiple pediatric skills, including but not limited to endotracheal intubation, intraosseous infusion and physical assessment. EMT Paramedic students will show competency in the effective, aggressive management of a multi-system trauma patient. EMT Paramedic students will show competency in the pre-hospital setting, successfully performing in Team Leader Status on multiple emergency responses.

Students cannot continue towards certification until this critical skill is mastered. Students are required to assess 30 pediatric patients in an in- or pre-hospital setting. Students are also required to create and implement treatment plans for 8 pediatric patients with respiratory distress. Pediatric endotracheal intubation and intraosseous infusion are both skills tested during the National Registry exam. Skills are performed on realistic, life-like mannequins. Students cannot continue towards certification until this critical skill is mastered. Students are required to assess 40 trauma patients in an in- or pre-hospital setting. Trauma assessment is tested on the National Registry exam, in both written and practical portions. Skills are performed on realistic, life-like mannequins.

NVCC students achieved a 88% first-time pass rate on this arduous exam, while the national average is 65%. NVCC students achieved a 88% first-time pass rate on this arduous exam, while the national average is 65%. Students cannot continue towards certification until this critical skill is mastered. Students are required to function as Team Leader status on 50 pre-hospital emergency responses. Team Leader status is defined as the single person fully in charge of the EMS call, including but not limited to all aspects of patient care, all pertinent skills, requests for additional personnel and/or specialized pieces of Fire/EMS equipment, all documentation and communication with receiving facility. Students are assessed by an experience, certified EMT Paramedic. Achieving 50 Team Leader EMS calls requires an average of 300 hours.

While an EMT Paramedic encounters pediatric patients less often than adult patients, the assessments and skills performed on the child are often more critical to positive outcome. Time is of the most critical essence in trauma patient care. EMT Paramedics trauma skills must be so fine-tuned that they can respond efficiently and effectively in moments, acting to save a life. Due to the extensive time - NVCC students spend in the EMS field during training, they are fully primed to be hired by a Fire or EMS agency after graduation. NVCC graduates enjoy an excellent reputation in the local EMS area, due to the high standards of the NVCC training program.

39


Education Goals




Goal 4 To provide quality education to EMS students by providing training at all 3 levels of EMS professional practice: Retain EMT-Basic students Pass rate for EMT-B Student Persistence in ALS (advanced life support) credential Pass rate for ALS NREMT-P pass rate

Retain >90% of EMT-B students -Greater than an 87% pass rate Retain more than70% ALS students Greater than an 80 % pass rate Program pass rate greater than the national pass rate

Retention rate Pass rate Retention rate Pass rate National exam scores

Achieved a 97% retention rate Achieved a 95% pass rate (with single-station retests) Achieved an 85% retention rate Achieved a pass rate of 95% NVCC: 88% - practical,75% - written. (first attempt at both) National: 65% first attempt

Exceeds goal Exceeds goal, with increased EMT-B students continuing into NVCC AAS program. Meets goal. Have changed program entry requirements to increase retention, student success. Exceeds goal. Exceeds goal.

40

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Engineering, A.S.

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


Education Goals




Goal 1 To teach the students principles of vector forces and scalar mass and time, moments to prepare for future study in Mechanical or Civil Engineering.

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

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

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

Review and discuss at department meetings.

Goal 2 To instruct the students in the basic principles of mechanical and civil engineering

Students will be able to apply these principles in higher level courses.

Evaluation with EGR 246 Grade Summary for EGR 246 Continued to review grades.

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

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

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

The average GPA not obtained yet

Seek better ways to monitor progress for NOVA graduates at transfer institutions.

41

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Engineering Specialization, A.S.

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


Education Goals




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

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

Evaluations within EGR 251/252 including problem solving tests.

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

Discuss at department meetings and administration program review.

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

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

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

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

Continue to maintain better grade distribution in EGR courses

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

Students will be able to perform equally well as others at transfer institutions and should be qualified to be accepted at transfer institution.

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

The average GPA not obtained yet

Better monitoring of Engineering Specialization graduates at transfer institutions.

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

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

Monitor students progress in various engineering programs

Student courses transfer well and they get accepted to 4 year institutions for bachelor’s degree.

Continued focus on student success and transfer.

42

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Engineering Technology, A.A.S.

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


Education Goals




Goal 1 Provide quality practical training of employable skills in technology.

Produce employable skills in use and application of the latest technology

Employer Survey and discussion among the Advisory Committee members

Success-rate average increase to 84% among students in the various Engineering Technologies specializations.

Continue with the incorporation of new software versions and hardware technologies in the classroom instructions.

Goal 2 Educate students on evolving digital and software technologies.

Students’ adaptation to the evolving digital and software technologies.

Employer Survey, Program Cluster discussion and Adjunct faculty response

75% of employers surveyed, prefer to hire students after two years of studies in this program rather than a junior from a four-year institution with similar program in an allied field due to practicality of the exposure.

Continue with the incorporation of new software versions and hardware technologies in the classroom instructions.

Goal 3 Expose students to processes involving application of theory to practice and problem solving.

Application of theory to practice and problem-solving

Graduate survey, Employer Survey

100% of employers cite better adaptation of theory to practice among hired-employees who graduated from this Engineering Technology program than others.

Provide additional access and opportunity for the graduates to continue their education in the respective specializations

Goal 4 Serve industry professionals.

Provide training opportunities for the industry professionals and to foster a more dynamic atmosphere in the classroom population.

Feedback from Employer Survey

Industries provide positive feedback about the professional training opportunities provided for their employees.

Continue to maintain better relationships with industry professionals by enhancement of their career through the Engineering Technology program

43

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Fine Arts, A.A./A.A.A.

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


Education Goals




Goal 1 Develop basic understanding of visual concepts.

Student will develop a basic understanding of visual concepts.

Grades from introductory required Drawing and Design courses.

2005 by discipline: A-361 students-49%, B-160 students-22%, C-81 students-11%, D-32 students-4%, F-96 students-13%

Require more supplemental work to try to reduce the number of W grades and increase the 82+% number of C or better grades.

Goal 2 Provide knowledge of art history.

Student will develop a knowledge of the history of art and the context of visual art in society.

Program requirement of Art History sections 101 and 102.

2005 grades for 101 and 102: A-180 students-29%, b-157 students-26%, C-139 students-23%, D-47 students-7%, F-92 students-15%.

Require more supplemental work and field trips to try to increase the percentage of successful outcomes higher than the current 78%.

Goal 3 Increase number of studio art courses.

Students will develop sufficient skills to produce artworks in several media.

Portfolio review at the end of each semester and participation in campus sponsored Student Art Exhibits.

The students are required to complete the first year drawing and design sequences and elective ART courses. There is an exposure to a variety of media.

Increase the number of studio art courses required to allow more exposure to concepts and media.

Goal 4 Critical evaluation of artwork.

Students will develop the ability and visual literacy to evaluate artworks critically.

Participation in classroom critiques during studio classes. Individual feedback from classroom professor critique.

100% of the students participated in classroom critiques. 87% of the graduates attained their main goal at NVCC.

An end of the class written reflection of the progress made as a result of the critiques might be submitted to the chair of the discipline. Transfer data used to expand and update the articulation agreements

Goal 5 Update software and hardware for the program

Students will develop sufficient preparation to advance to art specializations beyond the two-year college level.

Each campus prioritizes and purchases supplies and equipment needed to maintain quality instruction.

All campuses updated program specific software. Professional artists and historians present lectures and demonstrations on art related topics.

Studio equipment needs replacement. Software continues to need to be upgraded as well as computer hardware. Secure gallery space could be added to the campuses without facilities.

44

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Fine Arts, A.A.A. Photography Specialization

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


Education Goals




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

Graduates are able to perform satisfactorily in entry level or higher positions in their chosen field of applied arts.

1. Increase in the number of internships 2. Surveys of graduates in program 3. Classroom technology survey

1. Anecdotal evidence indicates that more students are participating in internships. 2. Current surveys are not available OIR should gather data on student and graduate internships and job placement. 3. Computers are 3.5 years old and need to be replaced.

1. Data provided by OIR will be used by Program and Curriculum Advisory Committee in achieving the goal. 2. Tech Plan and ETF funding will be used to replace computers in the new future.

Goal 2 To improve access to PHT instruction.

Students from the broader community will have access to photography classes.

Number of classes offered on innovative schedules

Courses are offered on Fridays and Saturdays and as hybrids Three PHT 195 Topics in Digital Photography courses are now offered, one-credit each

Measure enrollments and retention in new course offerings.

Goal 3 To provide students with competitive skills in the workplace of the future.

Students will be competent in fundamentals of current digital imaging

A variety of courses using current software will be offered. Digital labs will be well-equipped for the field of photography

PHT program now offers at least five courses in digital imaging. PHT program now offers at least six courses which may be completed with a digital camera The degree may be completed digitally or with a combination of film and digital cameras. Digital Lab computers are 3.5 years old

More courses will be offered in digital imaging Computers should be updated.

Goal 4 Provide practical experience to promote employment after graduation

Students will graduate and find jobs in the field.

Number of graduates placed in jobs.

Data not available. OIR will need to provide data.

45

Annual Planning and Evaluation Report: 2005-2006 Academic Program: General Studies, A.S.

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


Education Goals




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

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

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

1. The requirements are compatible with those of other Virginia colleges and universities. 2. The degree is accepted by most four-year institutions in Virginia upon transfer. 3. In the OIR 1-year graduate survey (2006), 89% of the General Studies graduates reported “no difficulty” in transferring the NVCC credit. 4. The OIR 1-year survey indicated that 96% of graduates who went on to bachelors programs considered their NVCC education either “excellent” or “adequate” preparation for their continuing studies. Only 4% considered the preparation “inadequate.”

The program will maintain focus on student success in the program.

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

Earn passing grades in a two-part sequence of Freshman Composition. Earn a passing grade in a Speech course Practice reading, writing and speaking in public

Include the requirements in the degree plan. Assure that courses included in the curriculum contain reading, writing, and speech components

ENG 111, ENG 112, and SPD 100, 110, 115, 126, or 229 All Humanities and Social Science courses include writing requirements. Some courses in other areas do as well. A number of courses use student presentations.

The requirements remain in place.

46


Education Goals




The OIR 2006 survey of graduates found that most students ranked their preparation in “writing effectively” and “speaking effectively” to be “good” on a scale that offered choices of “poor”, “below average,” “average,” “good,” or “excellent.”

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

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

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

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

Affirm existing program while continuing to monitor its acceptance

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

Recognize the terminology used in the discipline. Demonstrate awareness of various schools of thought within the discipline: including social, abnormal, and developmental; Demonstrate a knowledge of statistics and research methodology. Trace the history of the development of the field of psychology

Teach and test students on the appropriate terminology for the discipline. Offer instruction that identifies various fields within the discipline Offer courses in statistics and research techniques. Teach the history of the discipline

PSY 201-202 teaches and tests terminology. PSY 201-202 teaches and tests the sub-fields PSY 213 (statistics) and PSY 211 (Research methodology) are offered each semester The success rates (A,B,C) for PSY 211 for the fall 2005 are as follows: AL: 60% LO: 68.8% WO: 45.9 % The success rates for PSY 213 for fall 2005 are as follows:

Continue focus on providing quality education in Psychology Specialization.

47


Education Goals




AL: 83.3% AN: 92.4% MA: 83.4% Of the five students who responded to the graduate survey for 2006, all were students majoring in Psychology and all rated their preparation at NVCC as either “excellent” or “adequate.”

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

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

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

1. The NVCC curriculum is comparable to that of four-year programs 2. The curriculum requires coursework in humanities, fine arts, math, science, social sciences, physical education 3. The number of students choosing this option is too small to allow for statistical review, but the limited number who responded to the graduate survey reported continuation in this major and “excellent” preparation.

Look into enriching the coursework in humanities, fine arts, math, science, social sciences, and physical education.

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

Satisfy the requirements for licensure

Use the graduate survey to see if licensure was obtained

The outcome was not measured. Recommend that graduates who have completed this program be asked about their success in obtaining licensure.

48

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Health Information Technology, A.A.S.

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


Education Goals




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

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

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

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

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

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

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

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

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

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

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

A HIT area employer satisfaction survey shall be conducted

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

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

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

49


Education Goals




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

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

All HIT faculty shall use teaching evaluations in each course

Both full time and adjunct faculty employed evaluations for courses taught

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

50

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Horticulture Technology/Landscape Design, A.A.S.

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


Education Goals




Goal 1 To provide the students with the skills and knowledge to perform in the Horticulture field

Graduates should be able to perform in managerial/supervisory positions in the field of Horticulture

The performance of students in basic 30 skills in the classes with a passing average of C These skills include: Identify 250 woody plants; Identify 250 herbaceous plants; Identify major types of turf and turf weeds; Read and interpret a soil analysis; Estimate and calculate required material quantities for landscape construction; Diagnose and suggest treatment and prevention for plant pest problems; Recognize major historical periods and trends in gardens; Identify major parts of a plant and demonstrate an understanding of major plant systems and processes; Show understanding of the are and use of basic tools;

Grades by discipline HRT – 77% of total passed (93.% of those taking it for credit passed) A – 50% B – 18.6% C - 8.4 % W – 11.3% Audit – 6.6%

Adding new credit courses in Arboriculutre and horticulture and explore joint credit non-credit courses in Viticulture Classes worked on improving existing plantings on campus and maintenance of teaching areas Awaiting the completion of the new greenhouse and classroom facilities.

51


Education Goals




Demonstrate understanding basic principles of plant propagation and plant growing techniques.

Goal 2 Provide quality education and practical experience for satisfactory job performance.

Graduates should be able to work in the field and perform to the satisfaction of employers.

Graduate Survey Comments from Curriculum Advisory Committee

83 % of graduates obtained a Horticulture-related job. Graduates respondents stating their goal was attained: 100% Graduates are diverse and perform at outstanding levels

Continue providing quality education.

Goal 3 A.A.S. Specialization in Landscape Design Graduates should be able to perform as Landscape Designers in firms, nurseries, and garden centers

Graduates should be able to perform as Landscape Designers in firms, nurseries and garden centers

Students will perform in a core set of courses that comply with education standards of Association of Professional Landscape Designers with an average grade of C Core Courses include Planting Design I Planting Design II Landscape Construction and Maintenance Site Analysis Site Engineering Landscape Construction Documents Students will be involved in the design and building of a garden exhibit, entered into a local competition Graduate Surveys

Based upon Grades by Discipline HRT – 77% of total passed (93% of those taking it for credit passed) A – 50% B – 18.6% C - 8.4 % W – 11.3% Audit – 6.6% 86% of graduates reporting have obtained a job in the field Graduate respondents stating their goal was attained – 100%

Established a mentoring program with APLD members and working to create a student chapter on campus and closer relationship to VPLD The number of jobs for the design graduates exceeded the number of graduates. Placed first in professional competition at the Leesburg Flower and Garden Show – were the only educational group competing against professionals

52

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Hospitality Management, A.A.S.

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


Education Goals




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

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

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

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

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

Goal 2 Develop partnerships with hospitably industry professional organizations.

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

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

Faculty participated in professional meetings.

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

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

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

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

Spring 05 pass rate of 89%

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

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

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

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

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

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

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

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

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

Discussed concerns and controversies about nutrition in classrooms.

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

53

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Information Systems Technology, A.A.S.

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


Education Goals




Goal 1 Students will obtain employment after graduation.

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

Self-reported by students in the graduate survey.

75.6% of IT students stated that they obtained employment.

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

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

FTEs in the AAS IT degree will increase.

Virginia Employment Commission statistics and NVCC IT Advisory Committee input.

The revised AAS IST degree will be implemented beginning Fall 2007.

The new AAS IST curriculum model was approved making future revisions much easier to implement in a timely manner.

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

Students will be able to perform basic editing, text formatting, move, copy, and cut and paste functions in Word, create, and use formulas and use basic, built-in spreadsheet functions in Excel, create slide presentations that includes text, graphics, animation, and transitions in PowerPoint, and create and use simple tables, forms, reports and queries in Access.

Exams and Projects (both in-class and homework)

62.7% of students passed ITE 115 with a grade of C or higher.

The ITE 115 ABLE exam was discontinued since many students failed to show proficiency in ITE 115.

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

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

Exams and Projects (both in-class and homework)

50.2% of students passed ITP 100 with a grade of C or higher.

The current programming specialization was broken down into three more specific areas of programming in the revised AAS IT degree to help student better focus on a specific area within the programming field.

54

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Interior Design, A.A.S.

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


Education Goals




Goal 1 Students will develop the vocabulary required in the interior design field with a concentration on the principles and elements of design

a. Instructors will incorporate the language of design in lectures, presentations and through the use of guest speakers b. Students will exhibit this understanding through the execution of design projects c. Textbooks supplement instructional materials and illustrate the lecture topics covered in classes

a, Grades from all IDS courses overall; tests, quizzes, research papers and design projects. b. Critiques by classmates and faculty c. New texts are adopted as required to keep current.

a. Students are successful in introductory level course, IDS 100, with 35.7% receiving a grade of A and 27.2% receiving a grade of B. b. Students are receptive to critique by professors and by classmates, but classmates tend not to want to share their thoughts with their peers. c. Textbooks are evaluated by faculty and all new texts reviewed as they are introduced. Unfortunately, as this is a current and changing industry, new issues are frequently required.

a. Results may indicate that tests and quizzes are too easy and need to be updated to be more challenging for the students. b. Assign students to critique other students’ projects rather than allowing for voluntary discussion c. Continue to review new texts as they are produced to stay abreast of this continually changing industry

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

a. Oral presentation and critiques of design projects b. Written

a. Faculty will evaluate presentations according to project requirements

a. Graphic skills are generally fairly good, but writing skills are often lacking because many students wait to take their general education classes until after their design classes are complete.

a. Faculty should encourage students to take their English classes early on and to visit the writing center and the LRC to supplement their writing skills. b. Business writing should be suggested as an elective for students not going on to receive a bachelor’s degree.

55


Education Goals




Goal 3 Students will develop technical drawing skills as well as be familiar with a variety of computer applications used in the design industry.

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

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

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

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

Goal 4 Students will acquire a thorough understanding of the historical context of design as it relates to current issues and market trends

a. Students will be required to pass slide identification tests, quizzes, and prepare research papers

a. Students are evaluated through slide identification tests, quizzes, and research papers

a. Grades for IDS 109 Styles of Furniture for 2005 indicate that the majority of students receive a grade of C or better, with 26.9% receiving an A, 26.9% receiving a B, and 23.1% receiving a C b. Students have indicated that they would prefer IDS 109 to be broken into two semesters.

a. Grades in history level indicate that students are challenged in this course. b. VCCS course content summaries have a two semester version of this course but significant re-adjustment of the curriculum would be required to accommodate this suggestion.

Goal 5 Students will acquire a basic understanding of business practices used in interior design and of current materials and codes related to the health, safety and welfare of the public

a. Students are required to prepare residential and commercial job books, write furniture and materials specifications and pass written examinations. b. Students are required to attend industry activities sponsored by professional design organizations

a. Students are evaluated based on the successful completion of project requirements and are tested on business practices and codes.

a. Grades for IDS 225 Business Procedures for 2005 indicate that they have achieved a high level of understanding of the business of interior design, with 63% of students receiving a grade of B or better. Students in IDS 205 Materials and Sources are also successful, with 42.1% receiving a grade of A, 15.8% receiving a grade of B, and 15.8% receiving a grade of C.

a. Faculty must stay current with new materials and legislation regarding licensing and codes in order to provide the best information to the students. This may require attendance at workshops or classes.

Goal 6 Students will gain practical real-world experience that will begin to prepare them for entry level employment in the design field.

a. students are required to participate in an internship program prior to graduation b. students are required to visit design firms and manufacturers

a. students are evaluated by the designer for whom they work during their internship.

a. Faculty are involved in interior design organizations such as ASID and IIDA and are able to promote professional activities to the students b. over 30 students joined the club during the year and

a. Students and firms have been generally positive about this a database of internship locations and possible locations should be maintained to simplify the process of matching students with firms b. The internship requirements should be reviewed and

56


Education Goals




showrooms in the course of their class work c. Students are encouraged to participate in the ASID/Interior Design Club

participated in design events, developed a club web page, and participated in community service projects.

formalized in a document that can be handed out to the students. c. The internship review form should be re-evaluated to ensure that it is providing appropriate feedback to the students on the work they are doing for design firms. d. Where possible, students should be paired with designers who have passed the NCIDQ examination, are professional members of ASID or IIDA or are members of AIA. e. In 2005 the interior design program had 18 graduates, many of whom had jobs in the interior design field prior to their graduation.

57

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Liberal Arts, A.A.

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


Education Goals




Goal 1 To maintain and enhance program graduation rate.

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

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

The number of graduates increased by more than 10%. The number of students declaring liberal arts major increased by 2%.

Continued focus on improving graduation rate.

Goal 2 To maintain and enhance program transfer rate.

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

Students transfer successfully to 4-year institutions.

64% of graduates who responded to 2005 survey stated their primary goal was to transfer to a 4-year institution. 89% of 2005 respondents indicated they had no difficulty in transferring credits to 4-year schools. 91% who earned transfer degree said their goal was achieved.

Maintain good transfer rate and satisfaction with transfers.

Goal 3 To evaluate collection of student work (e.g. Portfolios)

Students will develop sufficient skills to produce artworks in several media. Students will develop the ability and visual literacy to evaluate artworks critically.

Portfolio review at the end of each semester and participation in campus-sponsored Student Art Exhibits. Grades from introductory required Drawing and Design courses.

2005 by discipline: A-361 students-49%; B-160 students-22%; C-81 students-11%; D-32 students-4%; F-96 students-13%. 2005 grades for 101 and 102: A-180 students-29%; B-157 students-26%; C-139 students-23%; D-47 students-7%; F-92 students-15%. 100% of the students participated in classroom critiques. 87% of the graduates attained their main goal at NVCC.

Require more supplemental work to try to reduce the number of W grades and increase the 82+% number of C or better grades. Studio equipment needs replacement. The need continues for upgraded software as well as computer hardware. Secure gallery space could be added to the campuses without facilities.

58


Education Goals




Goal 4 Students will demonstrate college-level communication skills.

Student demonstrates college- level communications skills.

Students receive a C or higher in ENG 111, ENG 112, and either SPD 100, SPD 110, SPD 115, SPD 126, or SPD 229.

Articulation committees from transfer institutions are satisfied with graduate skill attainment.

Continue maintaining communications skills in graduates.

59

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Medical Laboratory Technology, A.A.S.

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


Education Goals




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

Retention rate improved. The number of students who entered the program in the Fall of 2005 compared to the number still in the program as of the end of the academic year 2006. Non-duplicated enrollment data from MDL courses will be used.

A total of 34 students were enrolled in the MLT program in Fall of 2005. Of that number, 24 students were still enrolled as of the end of the 2005-06 academic year. The retention rate for 2005-6 was 70.5%, which compares to a retention rate of 71.9% from the 2004-05 academic year (23 of 32).

Review at the MLT Program Advisory Committee, which will make recommendations

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

Graduation rate will be improved The number of students who successfully completed all requirements for graduation during the 2005-2006 academic year. Data from transcripts will be used.

A total of 11 students graduated in the 2005-06 academic year, which compares to 10 students who graduated during the 2004-05 academic year.


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

National certification passing rate will improve

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

100% (5 of 5) of the students in the MLT program who took the MLT (ASCP) exam passed in the 2005-06. This was greater than the passing rate of 78% in the 2004-05 academic year (7 of 9).


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

Career placement rate will be maintained

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

Employment of graduates after graduation was 100% (11 of 11) in the 2005-06 academic year, which is identical to the placement rate of the 2004-05 academic year, which was also 100% (10 of 10).


60

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Music, A.A.

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


Education Goals




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

Students successfully transfer to a four-year institution.

OIR Data-Graduate evaluation. Data indicates 100% of graduates in all Music Programs have met their goals. OIR data also shows gradual increases in the number of Music AA program-placed students over the last 5 years.

Continue to emphasize Advising and Counseling. Evaluate the effectiveness and relevance of this program, as a greater number of students instead select the Music-AAA degree.

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

Students are expected to perform on their instrument or voice to the required skill level, both individually and in ensemble, through the first-year level.

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

Grades in both required Applied Music and ensemble classes indicate a high level of success. In addition, ensemble classes perform publicly both on and off campus, often to critical acclaim.

Continue to evaluate student achievement through regular assessment. Evaluate and revise performance-level criteria for first-year level as listed in the Music Program Handbook.

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

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

Students in Music Theory classes are periodically evaluated in both written and aural skills.

Faculty administer frequent tests in basic music composition, musical analysis of written music, aural skills in the ability to sing and to clap to music, as well as the ability to hear music and write it down. The vast majority of students are successful. Also, standardized pre- and post-tests administered in Music Theory have shown a high success rate in skills acquisition.

Continue to evaluate student achievement through regular assessment. Evaluate and revise Music Theory skills criteria as listed in the Music Program Handbook.

61


Education Goals




Goal 4 Music AA students meet general academic standards as outlined in the curriculum.

Students demonstrate a knowledge of the Liberal Arts. Students also demonstrate basic computer skills.

Teacher administered tests and final grades.

Students who have been successful in this degree have demonstrated skills and understanding of English, History, Natural Science, Speech, Math, and Foreign Language.

Continue to monitor effectiveness of this program.

62

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Music, A.A.A.

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


Education Goals




Goal 1 Goal 1: Music AAA program graduates obtain knowledge and skills to obtain successful employment or transfer to four-year institutions.

Students either successfully transfer to a four-year institution or are employed in the music field.

OIR Data-graduate evaluation. Data indicates graduates (for all music degrees) are: 29% full-time employed 29% part-time employed 50% full-time students 38% part-time students

Continue to emphasize Advising and Counseling. Most Music Majors choose this program, as it most closely fits four-year schools for a B.M degree. Focus attention on this degree.

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

Students are expected to perform on their chosen instrument or voice to the required skill level, both individually and in ensemble, through the second-year level.


Grades in both required Applied Music and ensemble classes indicate at high level of success. In addition, ensemble classes perform publicly both on and off campus, often to critical acclaim.

Continue to evaluate student achievement through regular assessment. Evaluate and revise performance-level criteria for second-year level as listed in the Music Program Handbook.

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

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

Students in Music Theory classes are periodically evaluated in both written and aural skills.

Faculty administer frequent tests in basic music composition, musical analysis of written music, aural skills in the ability to sing and to clap to music, as well as the ability to hear music as written and write it down. The vast majority of students are successful. Also, standardized pre- and post-tests administered in Music Theory have shown a high success rate in skills acquisition.

Continue to evaluate student achievement through regular assessment. Evaluate and revise Music Theory skills criteria as listed in the Music Program Handbook.

63


Education Goals




Goal 4 Articulation with four-year.

Students successfully transfer to four-year institutions.

Existing articulation agreements. Agreements currently exist with George Mason University, Shenandoah University, and the University of Mary Washington. NVCC Faculty met with GMU Faculty.

Continue coordination, particularly with GMU. Have GMU Faculty evaluate NVCC Theory and Performance standards.

64

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Music, A.A.A. Jazz Specialization

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


Education Goals




Goal 1 Music AAA-Jazz Specialization program graduates obtain knowledge and skills to obtain successful employment or transfer to four-year institutions.

Students either successfully transfer to a four-year institution or are employed in the music field.

OIR Data--graduate survey evaluation.

Data indicates graduates (for all music degrees) are: 29% full-time employed 29% part-time employed 50% full-time students 38% part-time students

Increase Advising and Counseling for this Specialization.

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

Students are expected to perform on their instrument or voice to the required skill level in the Jazz/Pop idiom, both individually and in ensemble, through the second-year level.


Grades in both required Applied Music and ensemble classes indicate a high level of success. In addition, ensemble classes perform publicly both on and off campus, often to critical acclaim.

Continue to evaluate student achievement through regular assessment. Establish and publish separate performance skill criteria for Jazz Specialization.

Goal 3 Music AAA-Jazz students meet skill requirements in Music Theory and Composition courses.

Students demonstrate a working knowledge of the language of music specific to the Jazz/Pop idiom through the second-year level.

Students in Music Theory and Composition classes are periodically evaluated in both written and aural skills.

Faculty administer frequent tests in basic music composition, musical analysis of written music, aural skills in the ability to sing and clap music, as well as the ability to hear music and write it down. The vast majority of students are successful. Also, standardized pre- and post-tests administered in Music Theory have shown a high success rate in skills acquisition.

Continue to evaluate student achievement through regular assessment. Establish and publish specific skills in Theory and Composition for this Specialization.

Goal 4 Offer World Music Courses.

Students will be exposed to and understand music of other cultures.

Course offerings.

Proprietary software packages for On-line World Music course offerings now exist.

Continue to expand world music courses through variety of means.

65

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Nursing, A.A.S.

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


Education Goals




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

Annual student enrollment will be adequate to meet the community needs within available resources. Ninety percent of the students will pass each course with a C (78%) or better. Student graduation rate is higher than 75%

Enrollment Grades above C (78%) or better Graduation

Fall Enrollment: 1st year (2005) 176 2nd year (2005) 119 Total: 295 LPNs 15 Grades – Fall 2005 NUR 111 186% NUR 150 99.9% NUR 116 99.6% NUR 135 99% NUR 216 96% NUR 254 90% NUR 255 99.9% NUR299 100% Spring,2006 NUR 115 100% NUR 116 100% NUR 118 74% NUR 150 99% NUR 217 99.9% NUR 254 100% NUR 255 100% NUR 299 100% Graduates: Graduation Rate: 2006 116 84% 2006 success rate 86%

Continue to evaluate the number of clinical sites to support the projected growth initiatives. Since Nursing 111 and 118 continue to be the courses that most students fail, use ATI unproctored exams to assist at-risk students with remediation of content. Survey of students who failed NUR 118 in spring 06 indicated working hindered their ability to study and thereby succeed in the nursing program. Continue to explore ways to retain students in the program. This represents a decrease in

66


Education Goals




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

Graduates will be safe practitioners as evidenced by pass rate on NCLEX. Students will demonstrate: Safe and effective care, Health promotion and disease prevention, Knowledge of physiological integrity, Knowledge of psychological integrity. Employment Rates

NCLEX examination Assessment Technology Institute Tests Benchmark: Students will score 50% or greater on ATI content mastery tests. Senior Survey in NUR 217

Class of 2007 test scores: NUR Fundamentals 100% Maternal Child Nur 98% Class of 2006: Pharmacology 91% Mental Health Nur. 93% Community Hlth Nur 78% Leadership 84% Nursing of Children 97% RN Predictor (generic + LPN) 99% RN Predictor > 60% 97% 100% of students who were seeking employment immediately after graduation had secured a position.

overall pass rate. Evaluate 4 semester curriculum and other variables. Students meet benchmark for achievement on ATI tests. Continue to evaluate. Continue to monitor.

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

NUR 111: Nursing Principles and Concepts I Students will apply these skills in campus lab and give safe nursing care to selected patients in a variety of healthcare settings including long term care. NUR 118: Nursing Principles and Concepts II Students will apply the nursing process in providing safe care to patients in an acute care environment and to child-bearing family. NUR 216: Second-Level Nursing II Students apply the nursing process and these principles in providing safe care for selected medical-surgical patients and psychiatric patients in a variety of healthcare settings including

Testing, Clinical Evaluation, return demonstration in campus lab.

Item analysis is done on all tests reviewing item difficulty and discrimination.

Test questions are evaluated based on the analysis and modifications to tests are implemented.

67


Education Goals




community sites. NUR 217: Second-Level Nursing III Students apply the nursing process and these principles in providing care to selected patients in a variety of healthcare settings including community sites. NUR 150: Community-Based Nursing in a Multicultural Environment a. Students identify concepts related to the impact of illness on the individual, the family, and the community. Students also examine the impact of culture on illness. b. Students conduct a windshield survey of a selected community. NUR 255: Nursing Management Students identify concepts related to management and leadership in nursing. NUR 115: Transition LPN to RN Students demonstrate knowledge of the role of the professional nurse and improve physical assessment capabilities.

Testing, Clinical Evaluation, return demonstration in campus lab.

Item analysis is done on all tests reviewing item difficulty and discrimination.

Test questions are evaluated based on the analysis and modifications to tests are implemented.

68

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Paralegal Studies, A.A.S.

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


Education Goals




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

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

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

The program graduate survey indicated that few graduates understood these topics. Enrolled students achieved passing scores (70% or better) on the mock exams. The program graduate survey indicated that, while few students chose to take the actual certification exams, 100% of those who took them passed.

Increased efforts to disseminate relevant information via emailed packets and program website. Invited working paralegals to speak to students about certification. Installed links to certification exam information on program web site. Incorporated certification information into program information packets. Increased use of sample exams in substantive law courses.

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

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

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

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

Updated curriculum, to include current issues presented by new and evolving law.

69


Education Goals




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

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

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

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

Updated curriculum for the Legal Research class, to include new computer assisted legal research techniques: both via the Internet and through Westlaw. Increased the number and kinds of research projects included in substantive law courses. Updated content summaries for the Legal Writing, Real Estate, Wills, Business Organization, and Trial Practice and Evidence courses to include additional practical projects requiring identification and location of forms linked to new or evolving law. Updated content summaries for the Intro to Law, Legal Research, and Trial Practice and Evidence courses to include additional practical projects requiring identification of appropriate forums for resolving hypothetical legal issues.

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

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

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

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

Increased use of case studies and case briefs: on exams, in class discussions, and in projects, throughout the curriculum.

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

Draft appropriate and effective legal documents, using standard forms.

Assignment of practical projects and problem solving based exam questions involving the completion of legal forms, in the Trial Practice, Real Estate Law, Wills, Business Organization, Legal Writing and Contracts courses.

90 % of students enrolled in the Trial Practice, Real Estate Law, Wills, Business Organization, Legal Writing, and Contracts courses completed practical projects and exam problems involving effective completion of legal forms with an accuracy of

Increased use of projects requiring effective use of current legal forms, throughout the curriculum.

70


Education Goals




Use correct legal citation form Write clear informative memos and effective persuasive briefs.

Assignment of practical projects and incorporation of sample certification exam questions focusing on citation form, in the Legal Research and Legal Writing courses. Assignment (in the Legal Writing course) of writing projects, based on hypothetical situations and requiring the production of professional quality writing samples.

70% or better. 90% of students enrolled in the Legal Research and Legal Writing courses completed practical projects requiring correct use of legal citation form with an accuracy of 70% or better. 90 % of students enrolled in Legal Writing completed informative and persuasive pieces of legal writing, earning a grade of C or better.

Expanded use of written projects requiring use of correct citation form, throughout the curriculum. Expanded use of legal writing projects, including briefs and memos, throughout the curriculum.

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

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

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

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

Increased use of role playing exercises in other areas of the curriculum. Increased use of oral discussions, reports and case briefs throughout the curriculum..

Goal 7 Identify and correctly resolve ethical issues.

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

Incorporation of ethical issues into classroom discussions, illustrations, practical projects and problem based exams questions, throughout the curriculum.

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

Increased use of practical problems highlighting ethical issues throughout the curriculum.

Goal 8 Increase transfer opportunities for students without baccalaureate degrees

Develop articulation agreements with four year colleges offering paralegal studies degrees or

Identification of four year institutions and contact persons. Increase in the number of

All credits in the program’s AAS degree are currently accepted at George Mason University (BIS

Began work toward formal articulation agreements with GMU and UMW. Explored

71


Education Goals




non- traditional or self designed majors. Develop a curriculum option designed to maximize transfer of earned credits while maintaining ABA approval.

articulation agreements and transfer options for students. Comparison of curricula for paralegal studies with curricula for transferable social science AS degree. Identification of areas of overlap, and check for compliance with ABA approval criteria.

program) and at Mary Washington University (BPS program). Areas of overlap and areas where the current curriculum exceeds ABA approval requirements have been identified.

possibilities for additional agreements with other area schools. Developed sample transfer oriented curriculum for consideration by the program advisory committee and the college curriculum committee.

Goal 9 Increase job and internship opportunities for students and graduates

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

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

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

Incorporated Northern Virginia Legal Services opportunities into the Supervised Internship course. Proposed a plan for developing and funding a computer assisted system designed to track student, graduate and employer information, in order to produce both better survey results and increased employment opportunities.

Goal 10 Increase instruction in technology skills

Identify software used in area legal offices for document production and management purpose, as well as for billing and court filing purposes. Incorporate identified software into the curriculum. Increase student use of Westlaw and the Internet for substantive and procedural legal research

Surveying known employers, and advisory committee and adjunct faculty members about current law office technologies. Increasing access to Westlaw and to the Internet in the classrooms.

The survey results identified Microsoft Office Suite components (word processing, spread sheets, data base management, presentation software, and email management) as key law office skills. Additional specific litigation management and billing software programs were also identified. Obtained COF equipment for the primary classroom. Increased the number of available student

Incorporated Microsoft Office Suite components into the curriculum by requiring all students to take ITE 115. Explored options for developing course sections or a separate course devoted specifically to computer applications in law offices. Increased student access to Internet research demonstrations and to Westlaw use.

72


Education Goals




Increase the number of hybrid and on line course offerings, consistent with ABA requirements. .

Increasing faculty training and competence in computer assisted, on line and hybrid teaching methods.

Westlaw passwords from 2 to 12. Four faculty members acquired training sufficient to teach distance and hybrid courses.

Developed distance versions of Wills and Estates and Legal Transactions. Developed hybrid versions of Legal Writing, Real Estate Law, and Trial Practice and Evidence.

Goal 11 Increase professional development opportunities for faculty

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

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

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

Used AAfPE publications and web resources as sources of recommended teaching methods and materials specific to paralegal studies. Planned additional faculty meeting presentations to include Blackboard and personal website usage.

Goal 12 Increase assessment by students, program graduates and employers

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

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

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

Development of a data base for surveying students, graduates and employers. Requested input from advisory committee members on how response rate might be increased.

Goal 13 Increase counseling and advising services for students

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

Training faculty and providing access to student data. . Making appropriate in class announcements and

Both full time faculty members were trained as advisors and were given access to student data. Counselors and faculty members made classroom presentations

Assigned students to designated faculty member for advising and graduation preparation. Conveyed consistent and clear information about program

73


Education Goals




graduation requirements and of registration and advising procedures.

presentations to students. Developing written materials. Scheduling in advance.

about advising and graduation procedures. Faculty developed new written materials about the curriculum. Course schedules were announced for two semesters in advance.

requirements and options to students.

74

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Photography, A.A.S

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


Education Goals




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

Graduates are able to perform satisfactorily in entry level or higher positions in their chosen field of applied arts..

1. Increase in number of internships 2. Surveys of graduates placed in jobs 3.Classroom technology survey

1. Anecdotal evidence indicates that more students are participating in internships. 2. Current surveys are not available. OIR should gather data on student and graduate internships and job placement. 3. Computers are 3.5 years old and need to be replaced.

1. Data provided by OIR will be used by Program and Curriculum Advisory Committee in achieving the goal. 2. Tech Plan and ETF funding will be used to replace computers in the near future.

Goal 2 To improve access to PHT instruction.

Students from the broader community will have access to photography classes.

Number of classes offered on innovative schedules

Courses are offered on Fridays and Saturdays PHT 1---, 2---,231, and 264 are offered as hybrids, three credits each Three PHT 195 Topics in Digital Photography courses are now offered, one-credit each.

Measure enrollments and retention in new course offerings.

75

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Physical Therapist Assistant, A.A.S.

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


Education Goals




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

100% of the students completing the PTA program will have an aggregate score of 90% or above on items 1-5 of the Clinical Performance Instrument (CPI) by the end of PTH 232 - Clinical Education III. 90% of the employers responding to the employer survey will report that PTA program graduates work safely, ethically and effectively as a physical therapist assistant.

Direct Evidence: Evaluation of student performance on criteria 1-5 of the Clinical Performance Instrument (CPI) in final internship, PTH 232, Clinical Education III. (See attached CPI) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Employer Survey, measured by criteria II. G, H, I, and J. (See attached PTA Program Employer Survey.)

100% of PTA students scored greater than 90% on items 1-5 on the CPI 95% of employers responding to criteria II. G, H, I, and J on the employer survey reported that PTA graduates worked safely, ethically and effectively as PTAs.

Results used to formulate course requirements to shape professional behavior in the classroom, laboratory and clinic. Results used to formulate course requirements to ensure that graduates work safely, ethically, and effectively in the clinic.

Goal 2 NVCC PTA program faculty are dedicated to enhancing student retention and student success in the PTA program.

The program faculty will employ a variety of instructional strategies in each PTH course to augment the learning styles of the diverse student population.

Direct Evidence: Annual internal review of all PTA course syllabi.

Annual review of syllabi revealed the following instructional strategies: Reading Textbook Computerized Tutorials Laboratory Activities with skeletons, models, equipment Human Patient Simulation lab experience Cadaver Lab experience Group Activities Use of Blackboard, including Discussion Board Use of Hybrid course

Results used to ensure that PTA courses are inclusive of all domains and styles of learning to enhance student success.

76


Education Goals




The PTA program faculty will annually review PTA program admission and application policies and procedures and analyze attrition data to ensure that applicant pool is adequately prepared to meet the rigors of the PTA curriculum. The PTA program faculty will annually review PTA program continuation requirements to ensure that the students are adequately prepared to persist in the PTA program. The PTA program’s Graduation Rate will be at or above the national level as reported by CAPTE annually as the “Mean Graduation Rate.”

Direct Evidence: Annual internal review of PTA program Application and Admission Procedures. Direct Evidence: Annual internal review of PTA program continuation requirements and program Attrition Rate and reason Direct Evidence: Annual review of CAPTE report defining the “Mean Graduate Rate of PTA programs in the United States.

Use of PowerPoint Use of Analysis Problems On-line and classroom quizzes Exercise Projects Portfolio Assignments Clinical experience Admission criteria reviewed by Assistant Dean and discussed at annual review meeting and HLT 141, Medical Terminology was suggested as an additional program prerequisite to better prepare students for the rigors of the PTA program and possibly reduce the program attrition rate. Attrition data reviewed by Assistant Dean and discussed at annual review meeting. Attrition statistics determined that most students do not persist in the first semester of study. In the Class of 2006 seven (7) students did not persist due to academic deficiencies in the first semester of study. PTA program Graduation Rate 2006 is 65% (21 out of 32 students graduated.)

Results used to monitor attrition statistics in the CO 2007 to see if the addition of HLT 141 as an admission requirement had a positive impact on attrition rate. Results used to monitor attrition rate and reason to determine methods to enhance student success. Results used to monitor program attrition rate and compare to other PTA programs in the USA.

Goal 3 NVCC PTA program graduates will be employed as physical therapist assistants and practice under the direction and supervision of a licensed physical therapist.

90% of NVCC PTA graduates will pass the national licensure examination. (reported by FSBPT) 100% of NVCC PTA graduates who are seeking employment will report on the graduate survey that they were able to secure employment as PTA practitioner within 6 months of graduation.

Direct Evidence: Pass rate statistics acquired through the national licensure board, Federation of State Boards of Physical Therapy. Indirect Evidence: Evaluation of graduate employment via aggregate statistics on the PTA Program Graduate Survey, measured by question 1. (See attached PTA Program Graduate

First time pass rate for class of 2006 was 90%. 100% of graduates seeking employment reported that they had a job within 6 months of graduation

Results used to maintain accreditation status and in recruitment of students into the PTA program. Results used in Information Sessions for recruitment of students entering the PTA program.

77


Education Goals




Survey.) Goal 4 NVCC PTA program graduates will be effective health care practitioners.

90% of NVCC PTA program graduates will report on the graduate survey that they are able to effectively implement selected physical therapy interventions developed by a physical therapist in the plan of care. 90% of NVCC PTA program graduates will report on the graduate survey that they are able to effectively perform data collection and measurement techniques selected by a physical therapist. 90% of NVCC PTA program graduates will report that they are able to problem solve patient situations and make treatment decisions based on the plan of care.

Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 3. (See attached PTA Program Graduate Survey.) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 4. (See attached PTA Program Graduate Survey.) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 5 c. (See attached PTA Program Graduate Survey.)

100% of PTA program graduates reported that they were able to effectively implement physical therapy interventions 100% of PTA program graduates reported that they were able to effectively perform data collection. 100% of PTA program graduates reported that they were able to effectively problem solve and make clinical decisions based upon the plan of care.

Results reported to the PTA curriculum advisory committee to make curriculum changes. Results reported to the PTA curriculum advisory committee to make curriculum changes. Results reported to the PTA curriculum advisory committee to make curriculum changes.

Goal 5 NVCC PTA program graduates will implement effective communication when working with patients, families, colleagues, and other health care professionals.

90% of NVCC PTA program graduates will report on the graduate survey that they are able to interact and communicate effectively with their supervisor, peers, patients’ and families via use of professional verbal, nonverbal, and written skills. 90% of NVCC PTA program graduates will report on the graduate survey that they are able to interact with patients’ and families in a manner that provides the desired psychosocial support including the recognition of cultural and socioeconomic differences. 90% of the employers responding to the employer

Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 6e. (See attached PTA Program Graduate Survey.) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 6a. (See attached PTA Program Graduate Survey.) Indirect Evidence: Evaluation of graduate performance via

100% of PTA program graduates reported that they were able to effectively interact and communicate in the clinical setting. 100% of PTA program graduates reported that they were able to interact with patients and families while providing psychosocial support. 100% of the employers responding to the survey report

Results reported to the PTA curriculum advisory committee to make curriculum changes. Results reported to the PTA curriculum advisory committee to make curriculum changes. Results reported to the PTA curriculum advisory committee to

78


Education Goals




survey will report that PTA program graduates communicate effectively in a healthcare setting.

aggregate statistics on the PTA Program Employer Survey, measured by question III.K. (See attached PTA Program Employer Survey.)

that graduates communicate effectively in the healthcare setting.

make curriculum changes.

Goal 6 NVCC PTA program graduates will demonstrate life long learning through continued professional development and involvement in professional organizations.

90% of NVCC PTA program graduates will report on the graduate survey that they actively review physical therapy literature on a regular basis. 90% of the employers responding to the employer survey will report that NVCC PTA program graduates will participate in career development through an interest in continuing education, clinical education and special interests.

Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 10. (See attached PTA Program Graduate Survey.) Indirect Evidence: Evaluation of graduate performance via aggregate statistics on the PTA Program Employer Survey, measured by question III.O. (See attached PTA Program Employer Survey.)

60% of PTA program graduates report that they review physical therapy literature on a regular basis. 100% of the employers surveyed reported that PTA program graduates participate in career development.

Results reported to the PTA curriculum advisory committee to make curriculum changes. Results reported to the PTA curriculum advisory committee to make curriculum changes.

79

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Radiography, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students to produce diagnostic images of the human body through safe application of x-radiation. The radiographer is a central member of the health care team and assists the radiologist; a physician specialized in body image interpretation. Upon successful completion of degree requirements, the student will be eligible to take the American Registry of Radiologic Technology (ARRT) examination leading to certification as a Registered Technologist in Radiography: A.S., R.T. (R).


Education Goals




Goal 1 Graduation rate will be improved

Sufficient students will graduate to help meet local needs.

Number of students program placed.

Enrollment: 44 students enrolled Significant enrollment increase due to aggressive faculty recruitment efforts.

Goal 2 Students will understand basic radiography concepts

Students can describe basic concepts of radiation, radiologic physics, x-ray productions; they will also develop appropriate clinical skills (RAD 121, 125, 196)

Retention rate Retention rate: 77% retention rate

Exceeds threshold goal of 85%. Students persist in the program

Goal 3 Students will understand and be able to perform radiography

Students will be able to demonstrate cognitive and psychomotor skills in radiologic science (RAD 111, 131 and 221)

Observation, evaluation assessment, written tests, grades both in on-campus and clinical practice courses.

30 out of 34 graduates have completed exam with 100% pass rate

Above expectations. Recent implementation registry review seminar (RAD 215) has improved performance and utilized the assistance of allied health tutor.

Goal 4 Students will master advanced radiography techniques

Students will be able to demonstrate expanded clinical skills to include radiologic specialties and surgical procedures (RAD 135, 246)

Demonstrate skills as circumstances permit to cognitive, psychomotor, and affective skills required in the clinical settings: perform the simulated task and be able to transfer it to the clinical setting; positioning, setting technical factors of the beam, and evaluating image from teaching file.

Job placement 100% 100% of graduates are employed upon graduation

Goal 5 Demonstrate principles of radiation safety

Students will be able to understand and demonstrate the principles of radiation safety (RAD 112, 205, 231) RAD 232/240/255

Pass AART exam Grade Data Introduction of RAD 100 as a prerequisite course to better prepare students for curriculum.

80


Education Goals




Goal 6 Complete knowledge in areas of diagnostic imaging and correlate diagnostic images with pathology

Students will be able to demonstrate full responsibilities for patients in technical areas, perfect technical skills, and develop an awareness of related areas in diagnostic imaging. Students will be able to correlate diagnostic images with pathology (RAD 232, 240, 255)

Graduate Survey Data Demonstrate skills required for the course.

Graduate Survey results showed students satisfaction with the skills attained in areas of diagnostic images.

Continue producing quality graduates to serve the patients for diagnostic imaging.

81

Annual Planning and Evaluation Report 2005-2006 Academic Program: Recreation and Parks, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities.

Program Purpose Statement: The curriculum is designed to prepare students for entry level into the field of recreation and parks in both private and public agencies; provide those already employed in this field an opportunity to improve and upgrade their skills; and guide students who wish to transfer to a four-year institution in Recreation and Parks. Occupational objectives include recreation leader, assistant recreation supervisor, park ranger, assistant park manager, and park manager.


Education Goals

Program Outcomes/Student Learning

Outcomes/General Education Outcomes

Assessment Criteria and Evaluation Methods Assessment Results Use of Results

To file program review report with the VCCS. To implement the academic and curricular recommendations of the 2005 program review study. To identify and target new markets to generate increased enrollment (specifically high school students and professionals currently working in the field). To provide quality education in the field of recreation, parks and leisure services.

Write in organized, clear, and grammatically correct English appropriate for the subject and audience. Give oral presentations with content competence and confidence. Demonstrate ability to work effectively on a team. Demonstrate core knowledge in the profession (specific to specialty concentration) Demonstrate ability to define problems accurately. Demonstrate ability to articulate steps in solving problems and bringing resources to bear.

Design exit examination for students for graduation evaluation. Implement exit examination for students in 2007 – 2008. Design internship evaluation for employers and intern hosts to evaluate field performance of students.

Number of program-placed students Number of graduates per year Number of student participating across the disciplines (general studies)

Incorporate results into Program and Curriculum review. Use data in marketing of program to future students, employers and college partners. Use of past partnership success to entice future partners.

82


Education Goals

Program Outcomes/Student Learning

Outcomes/General Education Outcomes

Assessment Criteria and Evaluation Methods Assessment Results Use of Results

To prepare students for entry level employment into the field of recreation and parks in both private and public agencies. To support existing partnership relationships with local employers for internship opportunities for students. To create new partnership relationships with local employers for internship opportunities for students. To evaluate students overall experience in the program. To incorporate curriculum in keeping with national guidelines for certification and licensure. To guide students who wish to transfer to a 4-Year institution in Recreation, Parks and Leisure Studies. To offer courses to meet the continuing education needs of professionals already employed in the field of recreation, parks and leisure services. To have faculty that are well trained and certified in the profession.

Demonstrate the ability to research printed materials and online resources. Demonstrate knowledge of the history of the industry. State major concepts in the history of both the play and park movements. Know the major components of the Leisure Services Delivery system. Understand the socio-economic, political and geographical implications of leisure. State the value of recreation and leisure involvement for their personal life and the lives of their client. Recognize political mechanism which establishes public policy. Demonstrate best practices and standards in the profession (emphasis on specialization) Identify user patterns.

Successful participation in experiential learning outside of the classroom (service learning). Student survey of self reported academic effectiveness. Completion of national certification/licensure by 3-rd party verification. Survey department heads at 4-year institutions regarding articulation and transfer of RPK curriculum in 2+2 agreement. Acceptance of curriculum articulation between NVCC RPK program and 4 year institutions. Student Survey (Incoming “pre-test”, during program progress as well as “post-test” survey at time of graduation.)

Number of students working within the profession while currently registered for 1 or more classes Number of students employed after graduation with the profession Number of students not working in the field after graduation Number of students transferring to 4 yr institutions

Work with OIR to include the RPK program data in the “Occupations Status Report”. Do not rely solely on the college-wide student survey since 2004 – 2006 RPK graduates are being reported under 6990 General Studies graduate survey data. Implementation of special events. # of hours of service measure of student engagement Measure of employability after completion of work study and/or internship projects.

83

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Respiratory Therapy, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students as effective members of the health care team in assisting with diagnosis, treatment, management, and preventive care of patients with cardiopulmonary problems. Upon successful completion of the program, students are eligible to take the Entry Level examination leading to certification as a Certified Respiratory Therapist (CRT) and state licensure. The student is prepared to take the advanced level examinations leading to a respiratory care practitioner (RCP).


Education Goals




Goal 1 To teach the anatomy and physiology of the cardiopulmonary system; assessment, treatment, and evaluation of patients with cardiopulmonary disease

Learn anatomy and physiology of the cardiopulmonary system; assessment, treatment, and evaluation of patients with cardiopulmonary disease

RTH111,121,222 Classroom assessments including written tests, oral presentations, computer-assisted instruction tutorials, problem-based learning scenarios, grades on mock credentialing exams and pass rates on the three credentialing exams (CRT, written RRT, clinical simulation RRT)

Must obtain a final grade of C or above to continue in the curriculum.

Students not reaching benchmark are remediated by taking the course a second time.

Goal 2 Teach the psychomotor and cognitive skills in all areas of non-critical care. Required competencies include: hand washing, isolation, oxygen therapy, aerosol therapy, aerosolized medication delivery and bronchial hygiene techniques.

The student will learn the psychomotor and cognitive skills in all areas of non-critical care. Required competencies include: hand washing, isolation, oxygen therapy, aerosol therapy, aerosolized medication delivery and bronchial hygiene techniques.

RTH151, 131, 145 Skill based competencies in both the laboratory and clinical (patient care) settings

1. Must obtain a grade of 85% on each competency. Each student is evaluated on competency level for each of the mentioned procedures. See attachment A for grading system. A “0-1-2” value is given to each part of a procedure taught in these classes/lab. 2. Must obtain a final grade of C or above to continue in the curriculum.

3 students did not meet this benchmark in RTH196. 1 student W (financial) from RTH151. 3 students did not meet this benchmark in RTH131

Students are repeating the course in 2006. Awaiting data showing success rate of these students.

84


Education Goals




Goal 3 Teach the psychomotor and cognitive skills in all areas of critical care areas. Required competencies include: artificial airway management, mechanical ventilatory support, respiratory care therapeutics while receiving mechanical ventilatory support.

The student will learn the psychomotor and cognitive skills in all areas of critical care areas. Required competencies include: artificial airway management, mechanical ventilatory support, respiratory care therapeutics while receiving mechanical ventilatory support.

RTH 132, 296, 253 Skill based competencies in both the laboratory and clinical (patient care) settings

1. Must obtain a grade of 85% on each competency. Each student is evaluated on competency level for each of the mentioned procedures. See attachment A for grading system. A “0-1-2” value is given to each part of a procedure taught in these classes/lab. 2. Must obtain a final grade of C or above to continue in the curriculum. 3. Presentation of patient case study to medical director, faculty, and classmates. Grading as in #2 above.

Goal 4 Teach the psychomotor and cognitive skills in all areas of neonatal and pediatric critical care areas. Required competencies include the previously listed competencies, but performed on pediatric and neonatal patients. Teach the differences in anatomy and physiology of the ped/neonatal patient.

The student will learn the psychomotor and cognitive skills in all areas of neonatal and pediatric critical care areas. Required competencies include the previously listed competencies, but performed on pediatric and neonatal patients. In addition the student will learn the differences in anatomy and physiology of the ped/neonatal patient.

RTH 225 and 254. Written tests in the lecture part of RTH225. Skill based competencies in both the laboratory and clinical (patient care) settings

1. Must obtain a grade of 85% on each competency. Each student is evaluated on competency level for each of the mentioned procedures. See attachment A for grading system. A “0-1-2” value is given to each part of a procedure taught in these classes/lab. 2. Must obtain a final grade of C or above to continue in the curriculum. 3. Presentation of patient case study to medical director, faculty, and classmates. Grading as in #2 above.

Continued efforts to focus on competencies in laboratory and clinical patient care settings.

Goal 5 Teach the psychomotor and cognitive skills the areas of respiratory therapy home care, patient education/disease management, pulmonary rehabilitation and cardiac diagnostics

The student will learn the psychomotor and cognitive skills the areas of respiratory therapy home care, patient education/disease management, pulmonary rehabilitation and cardiac diagnostics

RTH 217, 295, 265. Written tests and development of a pulmonary rehabilitation plan in RTH217. Skill based competency for ECG in RTH295 and written tests. Written tests and research project for RTH265.

1. Must obtain a grade of 85% on each competency. Each student is evaluated on competency level for each of the mentioned procedures. See attachment A for grading system. A “0-1-2” value is given to each part of a procedure taught in these classes/lab.

Student repeated class the following year.

85


Education Goals




2. Must obtain a final grade of C or above to continue in the curriculum. 1 student did not obtain a grade of C.

Goal 6 To integrate the concepts and therapeutics taught in previous courses.

RTH 227 Serves as a capstone course for the students in which they are required to integrate all the information learned and apply it to specific patient care scenarios. Students must look at the scenario and prioritize the actions to take; they must recommend diagnostic tests, recommend and modify patient care plans.

Midterm and final written tests. Students are required to write a paper on a clinical course of a patient with a cardiopulmonary disease and to state and use appropriate therapeutic modalities and diagnostic tests. Take and a MOCK CRT exam from the NBRC (National Board for Respiratory Care)

1. Must obtain a final grade of C or above to continue in the curriculum. 2. Must show proficiency in the understanding of combined concepts by passing the MOCK CRT exam

Repeat the course. Take the exam again until a passing grade is received.

Goal 7 To maintain and demonstrate retained information and competencies learned from past courses

Before starting the coursework for RTH196 and RTH296, the student will take and pass a lab competency and written test encompassing all learned techniques and concepts.

1 test given in the 1st week of RTH196 Lab competency test for clinical technique of already learned procedures 1 test given in the 1st week of RTH296 Lab competency test for clinical technique of already learned procedures

1. Must pass written test with grade 72% or above. 2. Must obtain 85% on all clinical competencies 1. Must pass written test with grade 72% or above. 2. Must obtain 85% on all clinical competencies

Can not progress in RTH courses. Wait 1 year.

86

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Science, A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed for persons who are interested in a professional or scientific program and who plan to transfer to a four-year college or university to complete a baccalaureate degree program with a major in one of the following fields: agriculture, biology, chemistry, pre-dentistry, forestry, geology, home economics, nursing, oceanography, pharmacy, physics, physical therapy, pre-medicine, science education, or mathematics.


Education Goals




Students will attain their academic goal of transferring to a 4 year institution.

NVCC assessment survey of graduates (2006 report)

85% of respondents reported attainment of their goal.

Continue monitoring goal attainment.

Students will feel adequately prepared by NVCC for studies at their 4-year institution.


27 % of respondents reported having excellent preparation and 64% reported having adequate preparation from NVCC for their continued studies at their 4-year institution.

Program evaluation is underway to determine if course content and sequence are appropriate.

Goal 1 NVCC will provide a quality education to students majoring in science.

Students will demonstrate their ability to be successful at their transfer institution.

Transfer data from 4 year Virginia Public Institutions of Higher Education

Students who graduated with an A.S. in science in 2004 achieved a mean GPA of 2.51 at the senior institution during their first year of study.

Program evaluation is underway to determine if course content and sequence are appropriate.

Students will express satisfaction with their acquired skills in their degree program.


Science graduates gave the following ratings (on a 4-point scale): Understanding scientific concepts: 3.28 Writing effectively: 2.79 Speaking effectively: 3.04 Understanding Mathematics: 3.13 Using computers: 3.13 Cooperating with others: 2.83 Leadership skills: 2.50 Technical knowledge in area of study: 3.00

Student surveys are being conducted to increase effectiveness of the program curriculum in meeting the needs of the A.S. in Science majors.

Goal 2 Students majoring in science will express satisfaction with their program.

Students will express satisfaction with the faculty in their degree program.


Science graduates rated faculty as slightly under or as good as the college faculty in general, in contrast to the previous few

Faculty surveys are being conducted to determine their approaches to teaching and increase their effectiveness in

87


Education Goals




years data which rated science faculty as better or as good as college faculty in general.

meeting the needs of the A.S. in Science majors.

Students will successfully complete their A.S. degree in science.

Graduation rates

95 students graduated in with an AS in Science in the 2005-2006 academic year compared to 101 in 2004-2005 and 90 in 2003-2004.

As more faculty are hired and more classroom space is available the data on graduation rates will become a better indicator of the actual rate of expansion of the program.

Goal 3 The science program will continue to grow and have added graduates each year.

Program will grow as campus facilities are more available and faculty hiring increases.

At Loudon both a new Biology faculty position and a new Math faculty position were filled within the past year. Currently college-wide searches for 4 new Biology and 1 new Chemistry faculty positions are underway. The construction of a new building on the Alexandria campus (including a science wing) and renovations of the science labs/classrooms Annandale campus are underway. Loudon has opened their new edition to their science lab building and are renovating the old science building.

88

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Travel and Tourism, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to enable students to enter management training positions within the travel industry and to prepare industry employees to assume managerial responsibility. This includes a diversity of career opportunities in areas such as airline sales and marketing, travel agency management, cruise and tour operations, and meeting and conference planning.


Education Goals




Goal 1 Increase enrollments of Travel & Tourism students.

Increased enrollments of new TRV students.

SIS data comparing enrollment figures of 2005-06 to those of 2004-05.

Students enrolled: 2004 – Spring 41, Summer 10, Fall 52 2005 – Spring 40, Fall 50, 2006 - Spring, 46, Fall 32 Offered TRV 100 at Reston in Spring and Fall of 2006 to increase visibility of the TRV program.

Identify tools to market program and generate awareness in TRV

Goal 2 Generate employment for Travel and Tourism graduates.

Employment of graduates. Graduate and employer surveys. No data. Plan to contact graduates and conduct surveys in the future.

Goal 3 Students will have the ability to identify marketing principles in the travel and tourism industry.

Students are able to create a marketing plan for a travel business.

Project and exams. No classes in this course (TRV 230) after fall 2004. All but one student in the last class made C or higher.

Replaced course with HRI 235, Marketing of Hospitality Services.

Goal 4 Introduce students to travel and tourism career opportunities.

Successful completion of TRV 100, Introduction to the Travel Industry.

Tests, interviews and assignments.

105 students completed TRV 100 in 2005-06: Spring 05 – 20 Fall 05 - 33 Spring 06 - 26 Fall 06 - 26

Future planning

Goal 5 Introduce the concept of eco-tourism to students.

Increase student’s sensitivity to the environment and its role in travel.

LNT (Leave no trace) test, exams and student involvement in sustainable tourism activities. (Course offered in conjunction with Recreation and Parks program.

This course was first offered during Spring 2005. There were 9 TRV students and 7 RPK (Recreation and Park) students. 2006 – 7 TRV and 4 RPK students.

Explore future joint course development and offerings.

89

Annual Planning and Evaluation Report: 2005-2006 Academic Program: Veterinary Technology, A.A.S.

NVCC Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum will prepare the student for a career as a veterinary technician. Satisfactory completion of the curriculum will make the student eligible to take the National Board Examination for certification as a veterinary technician. The curriculum is broad based and includes both practical and theoretical course work which prepares the student for employment in various areas of animal health care, including veterinary hospitals and research and diagnostic laboratories. There is a part-time online and a full-time on-site option.


Education Goals




Goal 1 Achieve and maintain a student retention rate of 60% or higher (college goal)

Evaluation of number of students retained by comparing the number of students admitted to Program to number of students in their 2nd year of studies

Number of students admitted 2003 = 28 Number of 2nd year students 2004 = 24 Percentage retained = 86% Number of students admitted 2004 = 31 Number of 2nd year students 2005 = 26 Percentage retained = 84% Number of students admitted 2005 = 32 Number of 2nd year students 2006 = 24 Percentage retained = 75% Number of students admitted 2006 = 30 Number of students to date 2006 = 26 Percentage retained = 87% *Data is collected from class rosters

Percentage retained 2004 = 85% Percentage retained 2005 = 80% College retention goal = 60% Benchmark value = 57% national average retention rate for veterinary technology programs as reported by the American Veterinary Medical Association

Number of students retained is ~83%. The college retention rate is 49%, while the national average is 57%. The Program far exceeds the national average, college average and college retention goal.

Goal 2 Increase the number of Veterinary Technology graduates

Evaluation of number of students retained by comparing the number of students admitted to Program to number of students in their 2nd year of studies

Number of students admitted 2003 = 28 Number of 2nd year students 2004 = 24 Percentage retained = 86% Number of students admitted 2004 = 31 Number of 2nd year students 2005 = 26 Percentage retained = 84%

Percentage retained 2004 = 85% Percentage retained 005 = 80% College retention goal = 60% Benchmark value = 57% national average retention rate for veterinary technology programs as reported by the American Veterinary Medical Association

Number of students retained is ~83%. The college retention rate is 49%, while the national average is 57%.

90


Education Goals




Number of students admitted 2005 = 32 Number of 2nd year students 2006 = 24 Percentage retained = 75% Number of students admitted 2006 = 30 Number of students to date 2006 = 26 Percentage retained = 87% *Data is collected from class rosters

The Program far exceeds the national average, college average and college retention goal.

Goal 3 Increase the number of Veterinary Technology graduates

Track the number of graduates from both the online and the on-site Programs

Number of VET graduates 2005 on site = 24 Number of VET graduates 2005 online = 29 Number of VET graduates 2006 on site = 26 Number of VET graduates 2006 online = 0 Number of VET students 2006 currently enrolled = 33 *Data obtained from college list of VET graduates

Total number of graduates in 2004 = 24. Total number of graduates in 2005 = 24 + 29 = 53. Total number of graduates in 2006 = 26. The total number of graduates increased by 120% 2005. Numbers were down in 2006 as the next online class will not complete their studies until 2007. The number of on site graduates increased by 8% (2). Projected number of graduates for 2007 is 50.

In order to continue to produce an increased number of graduates, the online option will be offered annually beginning in 2007.

Goal 4 The VET program will achieve a 100% placement rate of students seeking work in their field within 90 days of graduation.

Graduates will be able to find employment in veterinary settings

Employment data was collected via direct student interviews

Percent of students employed at the time of graduation in 2004 = 100% Percent of students employed at the time of graduation in 2005 = 100% Percent of students employed at the time of graduation in 2006 = 100% Demand for VET graduates is high. Most students are hired before they even graduate. Any

There is a huge, unmet demand for veterinary technicians. In order to meet that demand, starting in the fall of 2007, the Veterinary Technology Program will be offering the online Program option annually. Expansion of the actual facility has been incorporated into Phase III. This will allow for an increase in on site enrollment as well.

91


Education Goals




student that wants a job has multiple offers to choose from. Based on job board postings, there are approximately 5-10 jobs for every VET graduate.

Goal 5 The Veterinary Technology Program will obtain 100% completion and collection of required skills list and graduates will achieve 80% or higher pass rate on the VTNE.

NVCC Veterinary Technology students will be recognized for achieving mastery of skills and theoretical knowledge in keeping with national standards. This mastery is documented through completion of a master skills lists and by passing the Veterinary Technician National Exam (VTNE)

Students must complete and have a faculty member, veterinarian or licensed veterinary technician sign off on a book of required and essential skills (as required by the American Veterinary Medical Association). This skills book must be completed in order to graduate from the Program. Veterinary Technician students must successfully pass the National Board Exam in order to be licensed as required by the state of Virginia.

Skills sheets collected 2005 on site = 100% Skills sheets collected 2005 on line = 100% Skills sheets collected 2006 on site = 100% Skills sheets collected 2006 on line = not applicable, no graduating class this year Pass rate VTNE June 2005 on line = 94% Pass rate VTNE June 2005 on site = 88% Pass rate VTNE January 2006 on line = 100% Pass rate VTNE January 2006 on site = 83% Pass rate VTNE June 2006 on line = not applicable, no NVCC students took exam Pass rate VTNE June 2006 on site = 88% *Benchmark data VTNE national pass rates 2006 = 68%, 2005 = 71%

Ideally pass rates on the VTNE should be 100%. Students are encouraged to take review courses in preparation for the VTNE. Information for those courses is provided in the fall and spring of their senior year. In looking back at students that have difficulty passing the board exam, it becomes evident that these are students that have had ongoing academic issues throughout the entirety of their experience in the Program. Faculty are now making a concerted effort to intervene earlier and encourage students to seek help via tutors, counseling, study and time management workshops, etc.

Goal 6 The Veterinary Technology Program will increase enrollment by offering an online option

The Veterinary Technology Program will increase enrollment by creating an online option. The total number of veterinary technology graduates will be tracked through class rosters and college graduation certification.

Total number of graduates 2004 = 24 Total number of graduates 2005 = 24 + 29 = 53 Total number of graduates 2006 = 26

The number of graduates produced doubled when an online option was offered (2005).

Starting in 2007, the online Program will be offered annually to increase enrollment and provided a more flexible, distance option to prospective students throughout the state.

92


Education Goals




Goal 7 The Veterinary Technology Program will embark on a nation-wide search to recruit an outstanding faculty member who will complement and enhance the existing faculty team.

The Veterinary Technology Program advertised nationally and numerous applications were submitted.

The Program interviewed 4 very qualified candidates and utilized input from faculty, staff, students and administrators in making the final selection.

Dr. Maggie Ladd Durham was hired in August 2006. Dr. Durham is a large animal veterinarian, board certified in internal medicine. She has additional training in equine dentistry, farriery, regulatory medicine, endoscopy and ultrasound.

Dr. Durham brings additional expertise to the Veterinary Technology Program that will be utilized to its fullest in many course offerings. Dr. Durham’s presence will allow the Program to eliminate the use of adjuncts beginning with the spring 2007 semester.

Goal 8 By law, veterinary faculty are required to complete a minimum of 15 continuing education hours annually and licensed veterinary technicians must complete 8 hours in order to maintain licensure in the state of Virginia. NVCC should support and fund that critical professional development.

Keep faculty and staff current in their knowledge of veterinary science.

Track and maintain continuing education hours and the percentage paid for (supported) by the college.

Dr. Terri Champney and Dr. Leslie Sinn attended the Virginia Veterinary Medical Association’s annual meeting Feb 2006 and completed their required CE hours. This was fully funded by NVCC. Ms. Bonnie Webster and Ms. Diane Cooper attended the Atlantic States Veterinary Conference & DC Academy in 2006 for their required CE hours. This was fully funded by NVCC. Dr. Suzy Aller completed her CE requirements through DC Academy. This was NOT funded by NVCC. Champney = 100% funding Sinn = 100% funding Cooper = 100% funding Webster = 100% funding Aller = 0% funding Durham = not applicable (hired fall 2006)

Overall funding ratio for required CE hours was 80%. Ideally funding ratio should be 100% for required CE hours that directly affect licensure and apply to teaching and student learning. Attempts will be made over the course of 2006-2007 to request and obtain funding for all faculty and staff required CE.

Goal 9 Develop and evolve the Veterinary Technology Program into the premier veterinary technology program in the state and in the nation

To make the Veterinary Technology Program the jewel of the Loudoun campus

Maintain high standards and by seek opportunities to maintain a high profile both within the veterinary profession and the surrounding community.

The program is unique in that it is one of only two such programs in the state. This uniqueness should be emphasized.

Begin a systematic and concerted effort to promote the Program both within the veterinary profession and the surrounding community. The Program is currently in the process of updating its website, promotional materials, etc with the hopes of creating a more distinctive and recognizable presence.

Goal 10 Develop and maintain working

Develop quality, functional relationships with local veterinary

Inventory current number of affiliations and professional

The Veterinary Technology Program currently has dynamic,

The Veterinary Technology Program has been fortunate in

93


Education Goals




relationships with local veterinary hospitals

hospitals, referral centers, colleges, universities, shelters, rescue organizations and professional associations.

associations. productive relationships with the National Zoo, Virginia Tech, Georgetown University, Marion DuPont Scott Equine Medical Center, Middleburg Agricultural Research Center, SouthPaws Referral Center, Veterinary Referral Center, Hope Center, Virginia Association of Licensed Veterinary Technicians, Northern Virginia Veterinary Medical Association, DC Academy of Veterinary Medicine, American Veterinary Medical Association, North American Veterinary Technician Association, Association of Veterinary Technician Educators, Fairfax Count Animal Shelter, Loudoun County Animal Shelter, Frederick County Animal Shelter, as well as numerous privately owned veterinary hospitals and clinics.

the amount of support it receives from the community. On going attempts will be made to continue to nurture those relationships and to make additional efforts to reach out to the veterinary profession.

Goal 11 The Veterinary Technology Program will enhance its capacity to serve students both online and on-site by expanding its physical plant.

Design, plan and institute expansion of the Veterinary Technology physical plant via the VCCS. Complete current kennel expansion.

Obtaining funding was the primary hurdle. Initial funding has been approved for Phase III expansion. Initial allocation of square footage has been discussed. An architect has made initial renditions of an expansion design. The initial expansion design is promising.

Attempt to obtain as much input as possible in the initial phases of development from faculty, staff, students and advisory board members to help in developing a final design that will meet the needs of the Veterinary Technology Program well into the future. Continue to request frequent feedback from facilities management in order to keep both kennel expansion and Phase III project moving forward in a timely manner.

NOVA Northern VirginiaCommunity College