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TITLE Germanna Community College Assessment Report.INSTITUTION Germanna Community Coll., Locust Grove, VA.PUB DATE 6 Jul 89NOTE 100p.; The general education survey instrument and

some related material will not reproduce clearly dueto small, filled print.

PUB TYPE Reports - Evaluative/Feasibility (142) --Tests /Evaluation Instruments (160)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS College Transfer Students; Community Colleges;

Continuing Education; Evaluation Methods; GeneralEducation; *Outcomes of Education; Prior Learning;*Program Evaluation; Remedial Instruction; SchoolBusiness Relationship; School Community Relationship;*School Effectiveness; School Surveys; *SelfEvaluation (Groups); Two Year Colleges; VocationalEducation

ABSTRACT

Focusing on the 1988-89 academic year, this reportoutlines the procedures, actions, and findings of Germanna CommunityCollege's (GCC's) Assessment Steering Committee. Separate reportsexplain the methods and outcomes of assessments of the developmentalstudies program, general education curriculum, nursing program, andassociate of applied science degree program in business managementtechnology/management. In addition, findings are presented fromsurveys of prior students, the local community, employers, andgraduates. The next sections focus on the processes used to assessand award credit for prior learning experiences and to assesstransfer student outcorm using data provided by senior institutions.Revisions to the institutional effectiveness assessment plan arepresented next, followed by a report on faculty views of assessment.The final sections examine the first-year achievements of GCC'sCritical Thinking project, and list the members and purpose of thecollege's Assessment Steering Committee. Highlighted findings includethe following: (1.0 problems in advising, retention, placementtesting, and cour !s were discovered within the developmental studiesdivision; (2) faculty and staff felt that the most important generaleducation competencies were reading, writing, speaking, independentlearning, information-seeking skills, and citizenship; and (3) theassessment of the nursing program identified several problems,including an unacceptable faculty/student ratio. (JMC)

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GERMANHA COMMUNITY COLLEGE

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

ASSESSMENT REPORT

JULY 6, 1989

U S. DEPARTMENT OF EDUCATION°thee of Educahorial Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (E

receiveddocument has been rePrOduCed as

received from the person or organizationoriginating it

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GERMANNA COMMUNITY COLLEGEASSESSMENT REPORT

JUNE 1989

The following report describes the composition andresponsibilities of the Assessment Steering Committee and theassessment activities for 1988-89 in the following areas:

Page 2 Summary

Page 7 1. Remediation

Page 15 2. General Education

Page 19 Attachments A, B, C, D, E

Page 27 3. Occupational-Technical Program AssessmentGraduates)

Page 52 4. Surveys (Alumni, Employers, Community,Graduates

Page 62 5. Prior Learning Experiences

Page 72 6. Continuing Education

Page 72 7. Transfer Students

Page 76 8. Institutional Effectiveness

Page 86 9. Faculty Survey

Page 89 10. Funds for Excellence

Page 95 Attachment A

Page 97 11. Assessment Steering Committee

0Li

Page 1

SUMMARYOF

ASSESSMENT ACTIVITIES 1988/39

This report outlines the procedures developed and the actionstaken during the 1988/89 academic year by Germanna CommunityCollege's Assessment Steering Committee.

Through the formation of the Assessment Steering Committee,a process was developed to ensure that assessment will be an on-going factor for institutional effectiveness at Germanna. Progresswas made in the following areas:

1. Resodiation Amaeaaaant

Sally Nelson was hired in October as Chairperson of theHumanities, Social Sciences and Developmental StudiesDivision. She reinstituted the Developmental StudiesCommittee to oversee the assessment of Developmental Studies.

As this Developmental Studies Committee and the newChairperson for Humanities, Social Sciences, and DevelopmentalStudies have examined this program, they have discoveredseveral problems which will need to be addressed. Theseproblems involve advising, retention, and placement testing,as well as problems related to the courses themselves, suchas pre-tests and post-tests and clearer, more specificobjectives for reading and writing courses. As a result,changes in these areas have been specified and a completeevaluation of Developmental Studies is scheduled for nextyear.

2. General Education

The General Education sub-committee of the CurriculumCommittee developed a process for identifying the objectivesof general Education for Germanna students. This processinvolved asking the faculty to submit their definitions ofGeneral Education and faculty and staff were surveyedregarding competencies associated with General Education.

Competencies which were seen as n..Lst important were: reading,writing, speaking, being an independent learner, possessinginformation-seeking skills, and recognizing one's rights andresponsibilities as a citizen. Those competencies ranked asleast important were: leadership skills, applying scientificmethods, making logical inferences, and valuing education.All of the identified competencies were assigned to one of thefollowing general objectives of General Education:

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1) Communicating2) Solving Problems3) Clarifying Values4) Functioning Within Social Institutions5) Using Science and Technology6) Using The Arts

A graduate survey was prepared to include theseobjectives. Data from the survey indicate that thosegraduates surveyed believe that their experience atGermanna has contributed to meeting General Educationobjectives. Additional data will be elicited from thefaculty in the fall 1989, in a survey of how faculty seethese objectives being met in their courses. Inaddition, a faculty workshop on teaching criticalthinking skills is planned for the fall orientation.

The general education subcommittee recommended theformation of an ad-hoc committee on General Educationto develop a process of measuring the student outcomesof General Education at Germanna.

3. Occuoationel. Tjahnical proarpa Aiesseament

a. 111..si.m

The assessment of the Nursing Programidentified several problems. For example, the 1:10faculty/student ratio by which the nursing programis funded is considered hazardous within theclinical setting. Als The .ncrease in scientificknowledge and technolocal changes makes itincreasingly difficult to provide adequatecoverage of material within the current time frameof the Nursing Program. The director of Germanna'sNursing Program is active in lobbying for theresolution of these problems within the communitycollege system.

In addition, the lack of humanities andcultural content in the nursing curriculum wasaddressed by the addition of a course in ethicsin 1976 and an elective in humanities and socialsciences in 1988. A course in critical thinkingwas identified as important for nursing studentsand it is recommended that the college develop sucha course. This is also being considered by theGeneral Education sub-committee.

b. Business

A major change in the Business Management Tech-nology curriculum with the major in Management wasthe addition of a capstone course which focused oncomputer simulation to assess the students'knowledge of both the management functions andbusiness skills. This course was used as a post-test and demonstrated an average increase from 55%to 71% correct answers per test. In the future,when the same students can be administered both thepre- and post-tests, such increases will bea more valid measurement of knowledge gainedby he students.

The graduate survey for Business ManagementTechnology revealed a high degree of satisfactionwith the program. However, a deficiency in thecurriculum was identified regarding the GeneralEducation objective of "Using the Arts."

In *addition, the assessment effort identified aweakness in the College's ability trackstudents on a program basis. Efforts to establisha tracking system on both an individual and programlevel are underway.

4. gautri

Surveys were developed and administered for priorstudents, graduating students, employers and thecommunity.

Survey returns from prior students Pnd their employerswere too small to be of any significance. The AssessmentSteering Committee has recommended that this problem befurther addressed next year. The establishment of astrong alumni -organization and contacts with theemployers of Germanna students may help.

The community survey identified a need for increasedpublicity and for transfer programs. Overall thecommunity perception of Germanna's services wasvery positive with 74.1% of those surveyed in agreementwith the statement that Germanna provides valuableservices to the community.

The results of the survey for graduating students inBusiness and Nursing indicated that the respondents hada positive experience at Germanna with 97% stating theywere satisfied or very satisfied with their overallexperience and 82% responding they would probably ordefinitely a+tend again. In addition, thr. followingproblem areas to be addressed by the College next year

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were identified by the survey: general educationobjective of using the arts, use of faculty evaluations,poor equipment and neglect of evening students.

In addition, the Assessment Steering Committee voted touse ETS' non-returning student survey beginning fall1989 and the Developmental Studies Committee isinvestigating the use of ASSET (ACT) for gathering dataon entering students.

5. prior Lumina gimansumPolicies and procedures for the assessment of priorlearning experiences were developed by the CurriculumCommittee and were recommended to the Dean ofInstruction to be implemented by the beginning of FallSemester 1989.

6. Continuing gducat ion

The assessment of Continuing Education and CommunityServices has-been included in the Assessment PlanRevision and is scheduled for the academic year 1990-91.

7. Transfer, students

Transfer information agreements have been establishedwith Virginia Commonwealth University (VCU), JamesMadison University (JMU), Old Dominion University (ODU),Mary Washincton College (MWC) and Ferrum College.Information has been received from JMU, ODU, VCU andLongwood College thus far. Due to the limited amount ofinformation provided, no major conclusions can be drawn.It is anticipated that once more detailed analysis canbe made there will be implications for instructional,student services and research areas of the college.

8. Znotitutional, Ufeetiyenees

The Assessment Steering Committee was formed to overseethe assessment process at Germania. It reviewed theassessment plan and made revisions which includeddeveloping a procedure and timetable for the gatheringof data and the review of progrAms and services of thecollege. This process will provide ongoing research andevaluation of Germanna's institutional effectiveness.

In addition, the college adopted a Master Plan whichidentifies the objectives and the individualsresponsible for reporting on the progress made towardsthe identified objectives. The Master Plan furtherendorses the assessment plan revisiou by including asone of its goals the development of ongoing data

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gathering for the purpose of improving the programs andservices of the college.

9. Faculty. Survey

The faculty of Germanna were surveyed regarding theirattitudes about assessment. The results of the surveyindicated the need for keeping faculty informed aboutthe assessment procesii. A follow up survey wasrecommended for Spring 1990.

10. Funds for Easzt, llama.

Five faculty participated in the first year of a two-year cooperative project on critical thinking withfaculty from Blue Ridge and Northern Virginia CommunityCollege. These Critical Thinking Scholars developedmethods for incorporating critical thinking skillswithin their specific disciplines and have planned afaculty workshop on critical thinking for the startof the fall semester 1989. Five new scholars havebeen selected for the second year of the project.

The following report has been prepared and approved bythe Assessment Steering Committee. Any questions orsuggestions for revision should be directed to Dr. GayleWolfe, Assessment Coordinator.

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...mmMaMr .............-....

1. ulirmAncji

Sally Nelson was hired in October to fill the newposition as Chairperson of the Humanities, Social Sciencesand Developmental Studies Division. Working together withthe faculty nhe organized the Developmental Studies Committeeto oversee the assessment of Developmental Studies. Thefollowing report vas submitted by her to the AssessmentSteering Committee.

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DEVELOPMENTAL STUDIESASSESSMENT REPORT

Population

For purposes of this assessment report, the populationfor the Developmental Studies category will consist of thosestudents taking at least one developmental course (thosecourses numbered 01 through 09). However, Germanna does notclassify these students separately am developmental;therefore, these same students will be included in otherpopulations such as occupational/technical or collegetransfer.

Goals

In keeping with the goal of the College to provide eachstudent with an opportunity for success, DevelopmentalStudies classes allow students to review or to learn mathand/or English skills necessary for admission to their chosenprogram of study. The major aim, therefore, of DevelopmentalStudies is to provide additional instruction for thosestudents who do not meet the minimum requirements for collegelevel English or Math courses.

Entry Information

During the 1988-89 school year, developmental studentswere identified through a series of placement tests requiredof all new students planning to enter one of the associatedegree or certificate programs. Specifically, these tests,placement scores, and recommendations are as follows:

1. Arithmetic Skills Test - minimum 24 out of 35required for MTH 03, 141, and NUR 135 - used forplacement into MTH 01 and 02.

2. Elementary Algebra Test - minimum 20 out of 35required for MTH 04 - used for placement intoMTH 03.

3. Intermediate Algebra Test - minimum 16 out of 30required for MTH 115 and 171 - used for placementinto MTH 04.

4. Functions and Graphs Test - minimum of 15 out of 30required for MTH 173.

5. English Written Expression Exam - minimum of 20 outof 40 required for ENG 101, 25 for ENG 111 - usedfor placement into ENG 01.

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6. Nelson - Denny Vocabulary Test - minimum 12.0 gradelevel.

7. Nelson - Denny Comprehension Teat - minimum 12.0grade level, required for ENS 111 - used forplacement into ENG 04.

8. Nelson - Denny Reading Rate Test - minimum 12.0grade level - used for placement into ENG 06.

Developmental Studies Program

Prior to Fall 1988, Germanna had no organizedDevelopmental Studies program although placement tests weregiven, recommendations made, and courses offered indevelopmental writing, reading, and math. The creation of anew Division of Humanities, Social Sciences, andDevelopmental Studies has begun the process of bringingcohesion to the Developmental Studies program and thecollege's Developmental Studies committee has been meetingthroughout the year to examine the developmental program andto assess its success at Germanna. In addition, the recentpublication of the Report of the Joint Task Force onRemediation has provided guidelines for the implementation ofsuch a program.

As this Developmental Studies Committee and the newChairperson for Humanities, Social Sciences, andDevelopmental Studies have examined this program, they havediscovered several problems which will need to be addressed.These problems involve advising, retention, and placementtesting, as well as problems related to the coursesthemselves, such as pre-tests and post-tests and clearer,more specific objectives for reading and writing courses.

Placement Testing and Enrollment

In order to assess the present state of the program, welooked first at the placement testing phase. Unfortunately,placement testing has not taken place on a regular basisuntil fairly recently. Only students who were enrolling inan English or a math course were required to take a placementtest and many of them were able to avoid such tests becauseof a lack of follow-up. Both the establishment of a divisionresponlible for Developmental Studies and the increasedemphasis on assessment have led to a tightening of theplacement procedures and, consequently, more accurate andmore complete records.

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Our records do show that 557 of the new students whoenrolled for the first time during Fall 1988 had takenplacement tests. Of this group of 557,

98 (18%) were recommended for ENGLISH 01 (DevelopmentalWriting)

96 (17%) were recommended for ENGLISH 04 (DevelopmentalReading)

69 (12%) were recommended for MATH 02 (Basic Arithmetic)

122 (22%) were recommended for MATH 03 (Basic Algebra I)

72 (13%) were recommended for MATH 04 (Basic Algebra II)

Although these students were recommended fordevelopmental courses, not all of them enrolled in suchcourses during Fall 1988. Therefore, in order to providedata for this assessment report, we completed a detailedanalysis of 253 students who enrolled in developmentalcourses during Fall 1988. Using this group as our sample, wefound that three different populations were represented:

A - 77 (30%) had first enrolled prior to Summer 1988

B - 22 (9%) had first enrolled Summer 1988

C - 154 (61%) had first enrolled Fall 1988.

These students were enrolled in the followingdevelopmental courses during Fall 88:

ReadingERG 04

A 6

B 6

C 37

49

WritingENG 01

6

4

39

49

12

10

1

MATH 31 MATH 02 MATH 03 MATH 04TOTALMATH

A 28 2 30 9 69

B 5 2 9 4 25

C 28 17 57 ?..q 127

61 21 96 38 216

Furthermore, these students were enrolled in thefollowing nu;sber of developmental courses:

Three Two One

A 1 2 74

B 2 3 17

C 13 24 117

16 29 208

Advisina and Retention

When we re-examined the enrollment figures for thesesame students during the spring semester 1989, we found that84 (33%) did not return. This same analysis produced someinteresting data about the relationship between advising andcontinuing success. For example, 62% of those who did notreturn had no listed advisor.

A 24 did not return 9 had no advisor

8 3 did not return 2 had no advisor

C 57 did not return 41 had no advisor

84 (33%) 52 (62%)

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Of the 164.4 (66%) who did return, 123 (74%) continued inthe same content area, either in another developmental courseor in a college level course. This data also indicated arelationship between advising and continuing success.

A 50 did return 36 continued 5 had no advisor

B 19 did return 18 continued 0 had no advisor

C 97 did return 69 continued ?1. had no advisor

166 (66%) 123 (74%) 26 (21%)

A 14 did not continue 4 had no advisor

B 1 did not continue 1 had no advisor

C 28 did not continue 9 had no.advieor

43 (26%) 14 (33%)

This data hae led Germanna to re-examine its advisingprocedure. Several faculty committees are discussing changesand the Dean's Council held an all-day retreat on May 30 toimplement a better advising procedure. We expect that thesechanges will help to improve not only our retention but alsothe success rate of our developmental students.

Placement Testing.

The Developmental Studies Cocmittee has also read anddiscussed the recommendations set forth in the Report of theTask Force on Remedial Education. We have noted inparticular the minimum levels of competence described forwriting, reading, and math. We realize that our presentplacement test for English, the English Written ExpressionExam, does not provide the information needed in order toassess the minimum level of competence for college-levelwriting. Therefore, the English faculty plans to implement awriting sample as part of the placement testing rrocedure byFall 1990. Before making the writing sample a part of theplacement tests, however, we plan to measure theeffectiveness of such writing samples by using them as pre-tests and post-tests in all section of ENG 01, ENG 101, andENG 111 during the fall semester 1989. Currently, theEnglish faculty members are designing and revising the topicsand criteria for these writing samples.

The English faculty have also recommended changes in theplacement scores for writing courses. Because we areconcerned about the correlation between reading levels and

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writing, we recommended the following changes which wereimplemented on May 10, 1989.

For ENG 111 and ENG 101, a score of at least 22 on theEnglish Written Expression Exam AND a combined readinglevel (comprehension and vocabulary) of at least 10thgrade level.

Rather than the Nelson-Denny Reading Rate, advisors willbe provided with a reading level which combinescomprehension and vocabulary scores. This combinedreading level will be shown as TOTAL.

In order to measure the reading levels of thesedevelopmental reading students more precisely, thedevelopmental reading faculty plans to use the Nelson-Dennyas a post-test for ENG 04 beginning during Summer 3989.Furthermore, the Developmental Studies Committee hasrecommended that those with reading placement test scoresbelow 6th grade level be referred to other literacy agenciesbecause Germanna does not at this time have the staff orspace to serve these pre-remedial students.

The Math faculty have also met to discuss the placementtests and cut-off scores; however, they have not recommendedany changes at this time.

Relationship of Reading_ Scores

Our analysis of the success rate of the campLe of 253students revealed a significant correlation between thereading score and the level of success. It also revealed thatstudents recommended for English 04 (Reading Improvement)frequently did not enroll in that course and often did notsucceed in other college level courses. At present, most ofthe degree programs include a policy which states, "Studentswho are not proficient in English and mathematics willrequire developmental studies.* Unfortunately, "English" isnot clearly defined and many advisors think that such arequirement applies only to writing courses. As Germannaproceeds with its assessment program, we hope to make policychanges which will clarify the requirements for developmentalreading courses and bring them in line with therecommendations of the Task Force on Remediation.

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Success Rate

Although it is difficult to make assumptions from datacollected over a period of only one year, we found that the253 students in our sample had achieved the followingacademic ranking by the end of the spring semester:

Rating Number Percent

None* 12 0.05

*did not take any credit courses

President's List 5 0.02

Desn's List 13 0.05

Good Standing 77 0.30

Academic Warning 37 0.15

Academic Probation 15 0.06

Academic Suspension/Dismissal 2 0.01

Did Not Return 92 0.36

253 100

Hext year, we plan to begin a tracking process whichwill provide more complete data about the success rate ofthese developmental students. In addition to examining theoverall rating of these students, we will assess the successrate in each developmental area - reading, writing, math -and use this information to make changes in the DevelopmentalStudies program at Germanys.

We will report these findings in our 1989-90 AssessmentReport which, according to our revised Assessment Plan (see#8, Institutional Effectiveness), will again focus onDevelopmental Studies as one area of assessment.

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2. OMURA. Kaugam

A subcommittee of the Curriculum Committee was assignedthe task of defining general education objectives and thep-ocedures for measuring the outcomes of general education.TLe following report was submitted by Jane Ingalls,Chairperson for the subcommittee.

GENERAL EDUCATION REPORTSTUDENT OUTCOME ASSESSMENT

The General Education Subcommittee of the CurriculumCommittee, with faculty, staff, and student representation,began the process of identifying the general educationexperience at Germanna Community College in November, 1988.Although the concept of general education is embedded in thecollege's mission statement, there is no specific referenceto general education. General education courses in thehumanities and fine arts, social and behavioral sciences,natural sciences and mathematics meet 1./CCS requirements forthe Associate of Arts and Sciences and ApplJed Science degreeprograms. Therefore, like many colleges across the country,the committee saw its task as the development of a processfor involving faculty, staff, and students in first defininggeneral education at Germanna and identifying thoseobjectives that we have for our students. Measurement of oureffectiveness will then be meaningful.

The committee approached this task by reviewing generaleducation assessment plans at various colleges, universities,and community colleges. Faculty were invited to submit theirdefinitions of general education and their objectives for adegree-seeking student . A faculty meeting with cross-discipline representation was held January, 1989 for furtherfaculty development of the college's definition of generaleducation and objectives. (Attachment A) With the faculties'input, a definition of general education and objectives werecompiled and submitted to the faculty for furtherconsideration. (Attachment B)

In continued effort to involve more faculty and staff, asurvey of the importance of general education competencies toall student service personnel and all full-time and part-timefaculty, was conducted requesting each to rank thirtycompetencies commonly associated with general education .Forty-two out of one hundred rankings were returned withseveral competencies added to the original list . Thecompetencies seen as most important were reading, writing,speaking, being an independent learner, possessinginformation-seeking skills, and recognizing one's rights andresponsibilities as a citizen. The least important wereleadership skillo, interpreting quantitative information,computer skills, applying scientific methods, making logicalinfe,...ences, and valuing education. (Attachment C) Generally,one would interpret the data as suggesting Gormanna'apurpose, as seen by those responding to the survey, is tofacilitate our students becoming workers, not scholars. Yet,in light of the nation-wide concern for students to possesscritical thinking skills and to interact in today's globalenvironment, the committee assigned each competency to one ofthe six general objectives previously submitted to thefaculty. In March, 1989, a draft of the proposed definition

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for general education with objectives was presented to theCurriculum Committee for review. (Attachment D) Followingadoption of the proposal by faculty and administration,measurement of effectiveness will begin.

Currently, a graduate survey has been prepared whichincludes questions concerning the six general objectives ofgeneral education. The graduates surveyed were those in theBusiness Management Technology and the Nursing programs. Theresults of the survey indicate that these graduates believethat their experience at Germanna has contributed to meetingthe General Education objectives.

VeryLarge ar a Moderate Small None

Communicating

Total 5(15.2%) 18(54.5%) 9(27.3%) 1(3%) 0Business 2(15.4%) 8(61.5%) 3(23.1%) 0 0Nursing 3(15.8%) 9(47.4%) 6(31.6%) 1(5.3%) 0

Solving Problems

Total 6(18.2%) 18(54.5%) 8(24.2% 1(3%) 0Business 4(30.8%) 7(53.8%) 2(15.4%) 0 0Nursing 2(10.5%) 11(57.9%) 5(26.3%) 1(5.3%) 0

Clarifying Values

Total 5(15.2%) 16(48.5%) 10(30.3%) 2(6%)Business 2(15.4%) 7(53.8%) 3(23.1%) 1(7.7%) 0Nursing 3(15.8%) 9(47.4%) 6(31.6%) 1(5.3%) 0

Functioning Within Social Institutions

Total 6(18.2%) 13(39.4%) 12(36.4%) 2(6.1%) 0Business 2(15.4%) 5(38.5%) 5(38.5%) 1(7.7%) 0Nursing 4(21.1%) 8(42.1%) 6(31.6%) 1(5.3%) 0

Usina. Science and Technology

Total 7(21.9%) 15(46.9%) 10(31.3%) 0 0Business 2(16.7%) 5(41.7%) 5(41.7%) 0 0Nursing 5(26.3%) 10(52.6%) 4(31.1%) 0 0

Ueina the, Arts

Total 4(12.5%) 9(21.8%) 11(34.4%) 5(15.6%) 3(9.4%)Business 1(8.3%) 2(16.7%) 3(25.0%) 4(33.3%) 2(16.7%)Nursing 3(15.8%) 7(36.8%) 7(36.8%) 1(5.3%) 1(5.3%)

However, as the above table indicates, the Businessgraduates showed a significant percent (50%) stating thattheir experience at Germanna had no, or a small, effect incontributing to their ability to use the arts (being aware ofand understanding the various forms of art). This possibledeficit in the Business Management curriculum is to beaddressed by the Business Division and Curriculum Committeenext year.

While undergoing this process of assessment, severalmembers of the general education subcommittee have also beeninvolved in a project sponsored by the State Council ofHigher Education to enhance students' skills of criticalthinking. With the overall objectives of the project andassessment being the improvement of the curriculum and thedevelopment of better teaching techniques, ongoing energiesneed to be expended to increase faculty awareness andenthusiasm for incorporating the general education objectivesin more courses, especially those for our degree-seekingstudents. A copy of a mid-year report on the criticalthinking project at Germanna is Attachment E. A facultyworkshop on teaching critical thinking skills is planned forthe Fall, 1989 teacher orientation.

Measures of effectiveness in general education must growout of the process that Germanna Community College isexperiencing. A cross discipline dialogue has begun again;faculty desire to listen to one another with renewedunderstanding, respect, and support. A new milieu for thecollege is emerging which will bring us to curricula reformand teaching opportunities wherein our studento receive thegeneral education they need to be contributing members of theworld community.

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Attachment A

MEMORANDUM

To: Curriculum Committee - Dr. Richard GoasweilerAssessment Steering Committee - Dr. Gayle WolfeDean of Instruction and Student Service, - Mr. GilbertColemanPresident - Dr. Francis TurnageFaculty

From: General Education Subcommittee/Curriculum Committee -Jane Ingalls, chairman

Date: January 7, 1989

Subject: Report of Faculty Meeting on General Education atGCC

A faculty meeting was hold January 6, 1989 at 10 AM in Room56 with twenty-seven faculty members present including three vadjunct. The Dean of Instruction and Student Servicesalso attended. An open diaLogue between subcommittee membersand faculty on the definition of and objectives of generaleducation at GermannaCommunity College and theimplementation of its assessment transpired. General supportwas expressed for the definition and objectives that thesubcommittee had presented in the December 3, 1988 curriculumcommittee memo. In addition, the goal statement needs toinclude the premise that all learninc, is interrelated andthe': each student is an unique individual. The objectivesneed to include enabling studaots to become independentthinkers and self-directed learners.

In considering implementation of our goal and objectives atGCC, the desire for more inter-faculty exchange wasrepeatedly expressed. Faculty stated that they would like tolearn from one another various teaching methodologies, toplace greater emphasis in our classes on the relationship ofthe subjects our students are taking, and to encourage ourstudents to participate in extracurricular opportunities likeexhibits and concerts presented at Germanna. Facultyacknowledged that their time and reserve for involvement inthe assessment process has been limited. Yot, theircommitment to the students and the educational process isstrong. Time and resources need to be allotted for facultyto develop an understanding cf the role each can play ingeneral education at Germanna.

Discussion on assessment of general education at GCCidentified that faculty were opposed to the introduction ofstandardized tests such as the Academic Profile or CLEP tomeasure general education objectives, preferring other moanssuch as faculty-studentinterviews and surveys. Oppositionto additional testing was based on thr logistics of time andadministration, cost, student motivation, and interpretation

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Attachment Aof scores.

At the onset of this meeting, the facultyrecognized thatother thin the college's mission statement, GermannaCommunity College does not have a documented position ongeneral education. Faculty expressed much interest indeveloping the goal of general education. However, there isa sense of caution by some who are struggling with thequestion of assessment as an external

mandate without facultyownership or as the opportunityfor faculty to grow andimpact curriculum.

Through ongoingopportunities to dialogueover the next several months, the Germanna

faculty will beable to developgeneral education objectives and the processof implementation.

The administration of Germanna communityCollege needs to encourage these opportunities by providingtime and resources for the development of faculty in the areaof general education. Assessment will begin when facultyand students alike can identify

those objectives.

7fA

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Attachment BGENERAL EDUCATION AT GERHANNA COMMUNITY COLLEGE

DEFINITION AND OBJECTIVES

"General education is defined as the knowledge andskills that enable an individual to more successfully fulfill

educational and occupational objectives while enhancingthe social and cultural aspects of one's life. Generaleducation is drawn from the social, behavioral, and naturalsciences, mathematics, and the humanities and fine arts andinclude oral and written communication skills as well asnumerical, computational, and critical thinking abilities.Through the general education component, the individual isgiven the opportunity to define personal values andrelate them to the values of other persons and othercultures. Consequently, the individual is better prepared tofunction effectively as a citizen in a democratic andtechnological society.

The following general education objectives are identified:

Communicating: The student must be able to send andreceive information in a variety of modes (written, oral,numeric), within a variety of settings (one-to-one, in smalland large groups), and for a variety of purposes (e.g., toinform, to understand, to persuade, to analyze);

Solving Problems The student must be able to analyze avariety of problems (e.g., scientific, social, personal),select or create solutions to problems, and implementsolution;

UtrAryjau halm: The student should be able toidentif: personal values and the personal values of otherindividuals, understand how personal values develop, andanalyze the implications of decisions made on the basis ofpersonally held values;

Functioning Nitbin Social Institutions: The studentshould be able to identify those activities and institutionswhich constitute the social aspects of a culture (e.g.,governmental and economic systems, religion, marital andfamilial institutions, employment, and civic, volunteer, andrecreational organizations), understand the impact thatsocial institutions have on individuals in a culture, andanalyzeonalsoim as well as others' personal functioningwithin social institutions;

Vain& Sciences ELI Teohnoloom The student should beable to identify those activities and products whichconstitute the scientific/technological aspects of culture(e.g., transportation, housing, energy, processed food,clothing, health maintenance, entertainment, and recreation,mood-altering. national defense, communication, and dataprocessing), understand the impact of such activities andproducts on the individuals and the physical environment in aculture, and analyze the uses of technological products in aculture and one's personal use of such products;

gsIng thst Arts: The student should understand the impactthat srt in its various forms (graphic arts, music, drama,literature, dance, sculpture, film, architecture) has onindividuals in a culture.

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Attachment C

TO: FACULTY AND STUDENT SERVICES

FROM: CURRICULUM CONNITTIBGENERAL EDUCATION SUBCOMMITTleJANE MALLS, CI /LIMAN

SUBJECT: SURVEY or GENERAL EDUCATION COMPETENCIES BT 0CC

DATE: JANUARY 20, 1940

oegERAL EDUCATION cOMFITINCIIS

The OCC catalogue makes the following statement concerninggeneral education:

The faculty and staff of Germane Community Collegebelieve that an individual ehonld be given a continuingopportunity fo- perecnal growth and development throughhigher education. Germans* Commmnity College providesopportunities for learning in as enviromment whichintegrate. student developeet with academic knowledge,experience, and responsible citizenship.

Lie -%t *aloe are competencies commonly associated withesusra.. education. With the above statement on the expectedcutcones of general education is nimd, please rank those thatyou feel are the characteristics for a graduate of a degreeprogram at OCC to poseeee in order to nest those :statedoutcomes:

RAIN IN WSW or MONTANO*1. VENT2. 1101411111AT

3. LIT=4. VOW

1. Writing effectively2. Speaking effectively3. Reading competency4. Listening skinss. Defining and solving problemsO. Develop facility is making value

judgments and independent decisions7. Develop an azoarsnosei of the artsG. Develop facility for social

interactionO. Creative thinking10. Understanding and applying math

in daily life11. Understanding the interaction

of san and environment(over)

2422

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Attachment C

GINIRAL EDUCATION cOMPZTENC/X3RANK

12. Develop responsibility toward theglobal environment

13. Professional ethics14. cooperating with others16. Awareness of and appreciation

for different cultures and ideas16. Leadership skills17. Recognizing rights and

respansibilities as a citizenie. Organizing time effectively19. Develop historical perepectIls20. Understanding the uses ann

ispact of scienceand technology on society

21. Valuing education22. Knowledge and skills to becalm/

an independent learner23. Interpreting and presenting

quantitative inforastion24. Maintaining your physical health26. Develop an understanding of the

relationship between healthymind/1304

20. Developing a personal sasses of honor27. Applying scientific methods end

principles20. Computer skills29. Making logical inferences based

on assumptions30. information seeking dkills

00104111,11,

.1011.Other (or re-wording of any of the above) MAME

UPTURN TO JAN* INGALLS OR RICK 0068WSILLIR MY FRIDAY, JANUARY27, 1969.

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DRAFT COPY Attachment D

General Education at Germanna Community College Definitionand Objectives. Revision 2

General education is defined as the knowledge and skillsthat enable all individual more successfully to fulfilleducational and occupational objectives while enhancing thesocial and cultural aspects of life. General education is drawnfrom social, behavioral, and natural sciences, mathematics andthe humanities and fine arts. It includes oral and writtencommunication skills as well as numerical, computational andcritical thinking abilities. Through the general educationcomponent, the individual is given the opportunity to definepersonal values and relate them to the values of other personsand other cultures. Consequently, the individual is betterprepared to function effectively as a participant in the worldcommunity.

The following are the general and specific objectives ofgeneral education at Germanna Community College:

Communications: The student must be able to read, write,speak, listen, and seek needed information effectively.Specifically, the student must be able to:

1) Communicate in written, oral, and numeric code.2) Communicate one to one or in small groups or large

groups.3 Communicate for the purpose of informing, understanding,

persuading, and analysis.Solving Problems: The student must be able to addre:s a

variety of problems, select or create solutions to problems, andimplement solutions. Specifically, the student must be able to:

1) be an independent learner2) define the problems to be solved3) seek the information needed to solve the problem4) think creatively in developing a solution5) understand and apply math when appropriate6) organize time effectively7) make logical inferences based on validated information,where such is available, and an appropriate assumptions, wheresuch is not

Clarifying Values: The student should be able to identifypersonal values, understand how personal values develop, andcomprehend the implications of decisions made on the basis ofpersonally held values. Specifically, the student must be ableto demonstrate an understanding of what it means to:

1) develop a personal sense of honor2) act ethically in one's profession3) make independent decisions4) develop facility in making value judgments5) act responsibly toward the global environment6) emphasize the personal and social value of learning7) develop an ethic of caring

8) develop an understanding of oneself and one's values

Functioning Within Social Institutions: The student shouldbe able to identify those activities and institutions which con-stitute the social aspects of cultures, understand the impactthat social institutions have on individuals in cultures, andappreciate one's own as well as others' personal functioningwithin social institutions. Specifically, the student must beable to:

1) recognize the rights and responsibilities of a citizen2) cooperate with others to achieve desired ends3) demonstrate an awareness of and appreciation for differ-

ent cultures and ideas4) demonstrate an understanding of the importance of skill-

ful social interaction5) recognize the value of interpersonal relationships6) demonstrate an awareness of historical perspective7) demonstrate an awareness of the qualifications of lead-

ers8) demonstrate basic economic skills (banking, money man-

agement, real estate, tax compliance)9) demonstrate job-seeking skills

Using Sciences and Technology: The student should be ableto identify these activities and products which constitute thescientific-technological aspects of cultures and to understandthe impact of such activities and products on the individuals andthe physical environment in cultures. Specifically, the studentsmust be able to:

1) undert,Land the interaction between humans and theirenvironment

2) understand the uses and impact of science and technologyon society

3) understand how to maintain one's physical health4) apply scientific methods and principles when appropriate5) appreciate the importance of developing computer skills6) interpret and present quantitative information

Using the Arts: The student should understand the impactthat art in its various forms had on individuals within cultures.Specifically, the student must be able to:

1) develop an awareness of the arts2) demonstrate an understanding of the impact of art in at

least some of its forms (graphic arts, music, drama, literature,dance, sculpture, film, and architecture) on individuals

2u

At tachaent E

GERMAMMA COMMUNITY COJ.LEGECRITICAL THINKING SKILLS AND ASSESSMENT

At the Fall Semester In-Service Faculty WorkshopMeetings, it was the consensus of The Germanna ComaunityCollege faculty that Critical/Reflective Thinking should bean attribute which all graduates should possess. Thus boththe Assuagement and reirriculus Committees began to study howthis could be accomplished. A Sub - Committee of the CurriculumCommittee chaired by Jane Ingalls, tee faculty liaison forthe Critical Thinking Scholars, was formed to examine theobjectives of General Education at Germanna including therole of critical thinking.

Simultaneously a survey was conducted "to deteraine thefaculty's willingness to include critical/reflective thinkingas a desired goal for all degree progress." The results werepositive with the majority of faculty agreeing that criticalthinking should be included in selected courses required foran Associate Degree.

The Subcoamittee on General Education held a nuaber ofopen meetings concerning the role of critical thinking as aspecific objective in the general education requirements atGersanna. The Sub-Committee presented a draft proposal to theAssessment Committee, and this proposal will now be actedupon by the Curriculum Committee. The proposal includescritical thinking as a component of the College's GeneralEducation requirements. It particularly addresses the role ofcritical thinking in defining personal values and relatingpersonal values to those of other persons and other cultures."The draft proposal stipulates that upon completion of theGeneral Education Requirements, the student must be able toaddress a variety of problems, select or create solutions toprqblems and ispleaent solutions. Specifically the studentmust be able to:

Be en independent learner,Define the prellems to be solved,Seek the info:: ation needed to solve the problem,Think creative y in developing solution, andMake logical inferences based on assumptions.

How these objectives will be assessed has not yet beendetermined. It is presently the consensus cf the CriticalThinking Scholars that "the best of all possible worlds"would be a specific course or unit in Critical ThinkingSkills taught to all students (perhaps as part ofOrientation) with the skills then being reinforced in otherclasses with particular concern being placed ontransferability of the skills. All of the Critical ThinkingScholar/a are teaching Critical Thinking Skills in specificcourses in their disciplines which include Science, SocialScience, Business, Nursing and the Humanities. An analysis ofthose outcoaas and particularly the ability to assess thoseoutcomes will have a direct bearing on the role CriticalThinking will play in the collage's Asses/anent Plan.

2926

3. greccaefillankaMillarStAL =BAK Wan=

Two Occupational - Technical areas were the focus ofassessment for 1988-89. These are Nursing and 3usinessManagement. The following reports were prepared by DaleFeatherston (Nursing) and Don Frank (Business). Since therewas no process in place for evaluating these areas, theapproaches to assessment taken by Nursing and Businessrespectively, are different. This problem has been addressedby the Assessment Steering Committee (see ea. - Institu-tional Effectiveness).

3027

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SUMMARY OF NURSING PROGRAM ASSESSMENT

The nursing program has to be approved end tocontinually meet the minimum accreditation criteriaestablished by the Virginia State Board of Nursing. Inaddition, the nursing program has met the criteria forexcellence established by the National League for NursingAccreditation since 1976 and all students completing theAssociate Degree Nursing Program must take the NationalCouncil Licensure Examination for Registered Nurse (R.N.)Licensure.

The constraints placed upon the nursing program by theVirginia State Board of Nursing, Virginia Community CollegeSystems, National League for Nursing and employerexpectations are major factors in curriculum development andplanning. Also the scientific knowledge explosion andadvanced technology are having a major impact on nursingcurriculum. In addition, the constant changes in the healthcare delivery system resulting in higher acuity of care forpatients in hospitals has had a profound impact on studentclinical experiences.

Problems facing nursing faculty in curriculumdevelopment are a constant challenge. For example, theVirginia State Board of Nursing states that the nursingprogram can have a 1:10 faculty student ratio. VCCS fundsthe nursing program on this basis. In reality when studentsare assigned direct patient care in hospitals it is hazardousto have more than a 1:5 faculty-student ratio in most areas.Also, the scientific knowledge and technological changes,resulting in nursing textbooks doubling in size since 1970,require more time in teaching theory and technical skills,yet the number of credits and the balance of credits ingeneral education and nursing have not changed.

In order to meet the regional demand for RegisteredNurses the nursing program has implemented a LPN /RN advancedstanding curriculum on the Blue Ridge Community College andat Germanna. This has increased our graduates from anaverage of twenty (20) students a year to an average of sixty(60) since 1985. Also, the college has a contract with theSpotsylvania Vocational Technical Center Practical NursingProgram to teach our first ;ear nursing courses with anadditional practicum to qualify the Practical Nursingstudents to take the National Council Licensing Examinationfor Practical Nurses to become Licensed Practical Nurses. Tooffset the additional faculty cost one area hospital hasfunded two full-time faculty positions and two otherhospitals have contributed salaries for part-time faculty.

Overall the nursing program has been successful. Theprogram has an overall 75% retention rate of the regular ADHstudents and 94% retention rate for advanced LPN to RN

28 31

students. Also, the program has maintained an above averagepass rate on the National Council Licensure Examinations forRN's. In July, 1986, the program had 100% passing, in 1987,95%, and in 1988, 84%, which was 2% higher than the nationalmean.

The nursing faculty is aware of a 'met of humanities andcultural content in the nursing curriculum. In order topartially compensate for this lack, a course in ethics (PHI225) was added as a requirement in 1976. The OCC nursingprogram is the only state nursing program requiring ethics.The cultural content has been addresoed and integrated intothe nursing courses as it relates to health. A broaderunderstanding of cultural diversity is needed. Because ofthe diversity of students' backgrounds, an elective course inhumanities or social sciences was added to the nursingcurriculum in 1988. It is hoped that a course in criticalthinking will be offered by the college which will benefitthe students in making responsible independent decisions forcontinuing personal and professional growth after graduation.

To fulfill the recommendations resulting fromaccreditation and assessment, changes need to be made at thesystems level as well as at the instructional level.Adequate time and resources are necessary. Under the currentconditions it is not feasible to expect the nursing programto increase its quality and/or productivity withoutadditional time and resources.

In July, 1988, the National Council LicensureExamination (NCLEX) to qualify for Registered Nurse reporteda marked drop nationally in the number of students passingthe examination. The National Council of State Boards ofNursing have reported that their ccnclusion is that thestudents were of poorer academic caliber. They also statedthe examinations had been revised not only in the number ofquestions needed to pass but also was revised to reflectcurrent R.H. nursing practice. The implications are thatnursing educators and nursing education have failed toprepare the students to meet the standards.

Although Germanna (SCC) nursing students had an 84% passrate on July, 1988, NCLEX, which was above the 83% nationaland 82% state means, their performance was considered a majordrop from that c.. July, 1986, 100% pass rate and July, 1987,95% pass rate. This hag caused major concern to the nursingfaculty and has stimulated reassessment of the nursingcurriculum.

The following nursing program assessment is based on theNational League for Nursing Accreditation model ofdocumentation using the Commission on the Future curriculumrecommendations. Evidence of documentation will be submittedupon your request.

29 32

Germanna Community College Nursing Program AssessmentBased on the Commission on the Future of Community

Colleges Curriculum Recommendations Using theNational League for Nursing Accreditation

Process as a Model

1. The reading, writing, and computational ability forfirst-time community college students should becarefully addressed when they enroll.

The nursing program requires the Nelson- Denny,writing sample and math placement test on allstudents applying to the nursing program. Studentswho do not make acceptable scores are advised totake developmental courses to correct theirdeficiencies and to reapply to the nursing program.

Documentation:

1989-90 College Catalog, p. 61.

2. All community college students should becomeproficient in written and oral use of English.Good oral and written communications should betaught in every class.

All nursing students are required to take oneEnglish writing course and have the option oftaking a second semester writing course or a speechcourse. They are encouraged to take the speechcourse unless there is evidence they need thesecond writing course.

All nursing students have a unit on Recording andReporting in their first semester nursing coursewhich continues throughout the nursing sequence.

Nursing students are also required to do writtencase studies each semester and to give oralpresentations in nursing seminars. All studentsare evaluated on oral and written communication intheir clinical assignments each semester.

Documentation:

1989-90 College Zatalog, p. 61.NUR 105 Course Outline, p. 18.Profile Evaluation, p. 23.Seminar Evaluation, p. 26.Clinical Evaluation Tool, p. 28.

30(-3

3. Adult literacy programs should be provided as apart of the public service mandate of the communitycollege and defined by statute at the state level.(See #1).

4. All associate degree students should complete acore curriculum that provides a historicalperspective, an understanding of our socialinstitutions, knowledge of science and technology,an appreciation of the visual and performing arts,and an international perspective that includes non-western culture. The core should be integratedinto technical and career programs and be madeavailable to students enrolled in non-degree orpart-time programs.

Nursing students are limited to only one electivecourse in Humanities or Social Sciences. Inadvising students, faculty assess the student'sgeneral background and suggest electives that wouldbe more beneficial to the student jaa. Hi,tory,Western Civilization, Music, etc. Nursing studentsare required to study nursing history within acultural perspective and to study the socio-economic and political aspects of the health caredelivery system in the United States and to comparethe U.S. health delivery system with other nationalsystems.

Nursing students study cultural aspects of healthcare specifically as it relates to attitudes towardnutritional and spiritual needs of clients. Also,there are usually students in class (Asian andHibpanics) who contribute to the studentsunderstanding of other cultures. In every semesterstudents have the opportunity of caring for clientsof different cultures in their clinicalassignments. Faculty take advantage of having allthe students share in post-conferences and/orseminars when the students are assigned culturallydiverse clients. Science and technology coursesare the major course load in the nursing program.

The knowledge "explosion" and rapid technologicaladvances are the basis for emphasis in science andtechnology courses.

31 k-)

Documentation:

1989-90 College Catalog, pp. 61,-65Course Outlines

HUR 199, p. 33.NUR 220, p. 36.

5. Schools and community colleges should join 2 4. 2 or2 4. 1 arrangements in which technical studiesprograms begun in high school are completed in acommunity college.

In 1986 the college signed a contract withSpotsylvania Vocational Technical Center to teachthe clinical phase of the practical nursing programtaken by high school seniors. These coursesconsist of the first year nursing courses of theADN program plus a practicum to qualify thestudents to take the Practical Nurse LicensureExamination to be a Licensed Practical NurseMPH>. Should the LPH meet the pre-requisites forthe ADN program and have taken the requiredacademic courses, they are eligible to enter thesecond-year ADH courses to qualify for registerednurse licensure with no additional nursing courserequirements. This program received an Excellencein Education award in 1987 from VirginiaPolytechnic Institute and State University.

Documentation:

Spotsylvania Vocational Center Contract, p. 47.

6. Experimental "inverted degree" models in which two-year specialized programs in a community college befollowed by general education sequence offered by afour-year institution should be availably in everystate.

The nursing program has been exploring the ADH to8SH track since 1973. In 1985, GCC signed acontract with the University of Virginia's nursingprogram for acceptance of all courses in the GCCnursing curriculum. Although all courses were accepted,there were additional courses that the GCC nursingstudents had to challenge to enter fourth-year nursingcourses.

Most of the nursing content in UVA's fourth year was arepeat of GCC nursing courses. This agreement was animprovement over the previous policy where all UVAnursing courses had to be challenged. Last year UVArevised its nursing transfer policy and required only

323 5

three standard challenge examinations. This is animprovement but still does not offer academic justice tothe ADM students. Currently, discussions are plannedwith other four -year colleges to explore the possibilityof a BSN being offered in our area with academic justiceto our nursing students.

Documentation: University of Virginia Contract, p. 49.

7. The Associate in Applied Science degree mustprovide communication, computational and problem-solving competencies as well as technicaleducational skills.

The nursing program provides learning experiencesto develop competencies in the following areas.

A. Communication is an on-going process throughoutthe program (see #2). Specific content areasare:

a. Written and oral reports for all clinicalassignments.

b. Case studies (profiles) required for allclinical nursing courses.

c. Pre and post conferences for all clinicalassignments.

d. Seminars - oral and written presentationsfor all nursing courses.

e. Client and health team communication (NUR105).

f. IntervIewing skills (NUR 105).

g. Process recordings (client and nurseinteraction assessment) NUR 213.

h. Job application and resignation (NUR 220).

i. Documentation of observational experiencesfor all clinical nursing assignments.

Diaries (Journals) NUR 213.jk. All students are required to have basic

computer literacy

t,ro

33

Documentation:

Clinical Evaluation Tool, p. 28.Course Outlines

NUR 105, p. le,NUR 213, p. 52.NUR 220, p. 36.

B. Computational competencies are requiredthroughout the nursing program.

a. Health Science Math is a pre-requisite forthe nursing program.

b. Dosage and Solutions problems are includedin every semester and final exams.

c. All students must pass the Drugs and Solutionstest each semester to continue in the nursingprogram.

d. Also in the last semester all students arerequired to balance a personal budget based ontheir beginning salary as an R.N.

Documentation:

1989-90 College Catalog, p. 61-63Course Outlines

NUR 105, p. 18.NUR 220, p. 36.

C. Problem-solving competencies are essentialcomponents throughout the nursing program. TheNursing Process; Assessment, Plan,Implementation and Evaluation is a majorportion of the first semester of nursing.

Theory and laboratory assignments. are based onthe nursing process. Daily clinical assignments andsemester case studies utilize the nursing process.All clinical evaluations are based on utilizationof the nursing process. Also, the students arerequired to talc* an ethics course, PHI 225, toenable them to deal with ethical decision-making and problem-solving.

Documentation:

Nursing Process, p. 60. (NUR 105)Clinical Evaluation Tool, p. 28.PHI 225 Course Outline, p. 96.

3 7'34

D. Technical education skills.

Theory precedes skills demonstration andpractice throughout the nursing program. AMaster Checklist of Skills is maintained oneach student.

Documentation:

Master Check List of skills, p. 79.

8. Community colleges must develop up-to-date programsthat integrate the core curriculum and technicaleducation.

The nursing program has an annual curriculum reviewto up-date the nursing program. The review alsoincludes evaluation of all of the core curriculum.

During the quarter to semester conversion in 1987-88, major revisions were made in both the core andnursing curriculum. The nursing curriculum designintegrates all of the core courses into the nursingcourses. The sequence of both core and nursingcourses is also a major part of the curriculumreview.

Up-dating includes input from nursing and corefaculty, nursing students, the nursing lay advisorycommittee and the clinical staff of cooperatinghealth agencies.

Documentation:

Curriculum Review Guidelines, p. 85.Minuses, p. 86.Concepteal Framework, p. 87.

9. Every community college should work with local andregional employers to develop a program ofrecurrent education to keep the work force up-to-date and well educated.

The nursing program collaborates with regionalhealth care facilities in designing andimplementing courses for current health careemployees. Some of the courses the college hasoffered are: Geriatric Nursing Aid Certification,Medical Terminology, Nursing Process, and HealthHistory and rtysical Assessment. Workingwith the health facilities staff development personnel,courses being offered on an in-servicebasis may be taken for college credit if they meet

35 3 8

the nursing programs criteria. Also, if anemployee needs a specific course offered by thenursing program they may enroll as a specialstudent. GCC also collaborated with Blue RidgeCommunity College in extending an innovativenursing program to the BRCC region. This programwas designed for Licensed Practical Nurses (LPN's)

to become eligible for Registered Nurse (R.N.)licensure by having advanced placement in the GCCADN nursing program. This program received anExcellence in Education Award from VirginiaPolytechnic Institute and State University.

Documentation:

1989-90 College Catalog, p. 6163.Course Outlines

NUR 27, p. 92.NUR 225, p. 74.

Contracts for Credit Courses, p. 95.

10. All community college students should be introducedto the vision of life-long learning.

The nursing program emphasizes the need for life-long learning throughout the program. During thelast semester all students participate in careerplanning and continuing education as essential tokeeping current in the field of nursing.

Documentation:

NUR 220 Course Outline, p. 36.

11. Adult and continuing education programs shouldprovide enrichment for citizens throughout theirlives. These programs should draw uponintellectual and cultural resources of the college;reflect both community needs and educationaltraditions of the institution; and be coordinatedwith schools, churches, and other groups toavoid unnecessary duplication. Adult educationshould emphasize civic literacy for adults byfocusing on government, public policy andcontemporary issues.

The degree of the nursing program's compliance tothis recommendation is embedded in previouscurriculum recommendations and the college'smission as a whole. The nursing program does havea unit on public policy and its impact on nursingand the health care delivery system and the coursein ethics focuses on contemporary social issues.

36 3f)

Also the nursing program is continuing to seekmeans of advanced nursing education in the regionwhich is an socio-economic-political process.

Documentation:

Course OutlinesNUR 199, p. 33.NUR 220, p. 36.PHI 225, p. 74.

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ASSESSMENT OF AAS DEGREE INBUSINESS MANAGEMENT TECHNOLOGY/MANAGEMENT MAJOR

This past academic year, the College conducted an assessment ofthz, AAS Degrees in Business Management Technology(BMT)/ManagementMajor. This report of the College's findings and the datacontained herein, will provide a basis for curriculum changesdesigned to improve the overall program.

INDEX OF REPORT

Section One: Summary

Section Two: Program Goals

Section Three: Population

Section Four: Assessment of Prior Knowledge

Section Five: Assessment of Value Added Knowledge

Section Six: Post Graduate/Employer Survey

Section Seven: Monitoring Student Progress

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Section Ones Summery

During the academic year, the business division devotedmuch effort to the development of an assessment plan for the AASdegree in BMT /Management Major. Considerable time was spent incollecting data to support the assessment effort. With thewriting of this report, the business division is now in aposition to improve and strengthen the program based upon thedata collected. Assessment of the BMT program will become an ongoing process.

Feedback pertaining to the pre test administered in BUS 100,"Introduction to Business", and the post test administered in thecapstone course BUS 155 "Applied Management Principles", aswell as the capstone course itself, all provide excellent datafor use in making program changes as well as assessing studentlearning. Of the 22 students completing the capstone course,(BUS 155, "Applied Management Principles"), assessment effortsfocused on comparing final grades received in BUS 155 with posttest scores and students' GPA. For 18 of the 22 studentsassessed, there was a high degree of correlation between allthree indicators of value added learning. One student failed thecapstone course, two students received "C's", but there was nocorrelation with the other two indicators and one student wasgiven an incomplete. The data indicates that 82% of the studentsassessed meet course/program goals that can be documented byusing three different indicators of value added learning. Basedupon the information obtained regarding the BMT program, itappears that future assessment efforts will pay great dividends.The business faculty looks forward to improving its assessmentplan and being able to provide future students with a qualitycurriculum supported by excellent instruction.

39

4 2

Section Two: Program Goals

At a Lay Advisory Committee meeting held April 5, 1989,program goals for the AAS Degree in Business ManagementTechnology/Management Major were identified. These goals willform the foundation upon which future curriculum changes sillrest and provide a basis for the conduct of external post-graduate evaluation. Program goals are set forth below.

Upon completion of the AAS Degree in Business ManagementTechnology/Management Major the student will be able to:

. Write grammatically correct, well constructedmemos, letters and reports.

. Express ideas verbally with clarity andconciseness.

. Reason logically, creatively, and have sounddecision-making skills.

Exercise interpersonal skills whilemaintaining positive and effective humanrelations.

Use computers and be familiar with menu-driven software programs for word processing,data base management, an spreadsheetmanipulation.

. Interpret financial statements and analyzedata.

Apply the principles of management to basicbusiness functions within an establishedorganization.

40

4 '

Section Threes Population

As of April 1, 1989 there were 112 students enrolled in theAAS Degree in BMT/Management Major. This population is definedas students who have accumulated at least 15 semester hours andhave declared their desire to pursue an AAS Degree in BMT.Listed below are statistical data descriptive of the BMTpopulation.

Age Distribution:

Ages, Number of Students Percentage19-22 45 40%23-30 21 19%31 & Above 46 41%

112 100%

Male/Females

Number of Students PercentageMale 44 39%Female 68 61%

112 100%

Day/Hight:

Number of Students PercentageDay 40 35%Night 72 65%

112 100%

Semester Hours Completed:

Number of Students Percentage15-30 Sem. Hr. 48 43%31-45 Sem. Hr 34 30%46-67 Sem. Hr. 30 27%

112 100%

Grade Point Average (OPA)

Below 2.0Number of Students Percentage

6 5.3%2.0 to 2.4 11 9.8%2.5 to 2.9 22 19.6%3.0 to 3.4 33 29.6%3.5 to 4.0 40 35.7%

112 100%

41

44

Non-Complotera

Any student identified as a BMT/Management Major who, aftercompleting 15 semester hours, fails to register for classes fortwo consecutive semesters will be categorized as a non-completer.

Data to track non-completers was initially developed andrecorded on April 1, 1989. This information will form thedatabase for tracking future students and identifying future non-completers. As of this report, no data is currently available toestablish the number of non-completers.

42

Sectis Fours Assessment of Prior Knowledge (Pre/Post Testing)

Commencing in the fall semester 1988, all Germanna studentsenrolled in BUS 100, *Introduction to Business*, were assumed tobe prospective candidates for the AAS Degree in BMT, and wereadministered a pre-test of general business terms and concepts.Individual test results are made a part of a student's permanentrecord, and prior to graduation, those who become BMT candidateswill be administered the same test as a post-test. Pre/post testresults for each student will be compared and analyzed.

The pre-test was administered this academic year to a totalof 85 students. Of the 85 tested, the average score was 41correct answers out of 75, for an average score of 55%. In thespring semester, 22 stude.ts enrolled in BUS 155, *AppliedManagement Principles*, a new capstone course designed to betaken by all BMT students planning to graduate. Of the 22students tested, the average score was 53 correct answers out of75 questions, for an average score of 71%. Although thepre/post test is new and those students graduating were neveradministered the pre-test, an average increase of 12 correctanswers on post test scores compared to pre test scores wasrecorded. This increase is indicative of an assumed improvementof student performance as it pertains to the recognition of bothbasic business terms and management concepts.

43

4

Section Fives Assessment of Value Added Knowledge

A major change to Germanna's AAS Degree in BMT/ManagementMajor has been adding a required capetone course to thecurriculum, BUS 155, 'Applied Management Principles". Asmentioned earlier, a total of 22 students completed this newcourse. The course focuses upon a computer simulation designedto assess students' knowledge of both the management functionsand business skills required to operate an ongoing and expandingcorporation. In addition to the computer simulation, studentsare provided extensive hands-on experience using time testedmodels and applications for a myriad of management functions andbusiness skills. Both instructor and student feedback pertainingto this new course has been positive in all respects. Listedbelow are data descriptive of those students completing thecapstone course and other indicators of value added learning;such as post-test scores and overall GPA. These students werenot administered the pre-test.

For the 22 students completing the capstone course, there isa high degree of correlation between post test scores to BUS 155grades, and GPA's. See groups I through 3 below:

Group 1: Students receiving an 'A' in BUS 155

Grade in 155 Post Test Score GPAA 59 3.5A 59 3.7A 58 3.7A 58 3.2A 58 3.7A 53 4.0A 51 3.7

As is evident from the foregoing, all students receiving anA in BUS 155 scored between 51 and 59 on the post test andpossess a GPA between 3.2 and 4.0. The data shows a strongcorrelation between the three separate indicators, and tends tovalidate both the post test and BUS 155 as being reliablemeasurements of a student's knowledge and understanding ofmanagement principles and business applications.

44

4rh

Group 2:

Grade in

Students receiving a "B" in BUS

155 Post Test Score

155

GPAB 53 3.3B 52 3.2B 52 2.2B 52 2.9B 50 3.0B 50 3.6B 46 2.9B 46 2.2B 43 2.1B 37 3.2

Again there is a strong correlation between the results ofthe three measurement instruments. Seven out of ten studentsreceiving a B in 155 had GPA's of 2.9 to 3.3 and six of theseseven scored between 50 and 53 on the post test.

Group 3: Students receiving a "C" in BUS 155

Grade in 155 Post Test Score GPAC 53 3.3C 49 1.6C 35 2.2

No correlation exists for this group.

Note: One F and one I were also given as grades for BUS 155.

45

48

Section Sims Post Groduat amplcyor Eurvoy

IMINflaila(-7MW

For this initial assessment of the AAS Degree inBMT/Management Major, the College surveyed three separatepopulations. Populations one and two included all currentemployers of graduates for years 1984 - 1988. Due to therelatively small number of graduates for each year, the Collegesurveyed 100% of both groups. A total of 85 questionnaires weremailed on March 15, 1999 to all graduates subsequent to 1984 andthe packet included a cover letter requesting the graduates tocomplete the enclosed questionnaire and have their immediatesupervisor complete the other questionnaire. Both surveys wereaccompanied by self-addressed, stamped envelopes. Initialreturns were very poor from graduates as well as employers. OnApril 15, 1989, a telephone follow-up was initiated to improvethe response rate. As of this report a total of 8 graduates and6 employer surveys have been returned. Of the surveys returned,overall responses are favorable and do not identify any seriousproblems or trends. However, due to the low return rate, it isfelt that the responses provide insufficient data upon which tobase valid judgments. In the future, annual post graduatesurveys are planned which should result in higher return rates.

In addition to surveying past graduates and employers, theCollege also surveyed all BMT graduates for this academic year.Again 100% of the 1989 graduates were surveyed, and the returnrate on this survey was 76%. Addressed in another section if theassessment report is an analysis of the overall survey. As thissurvey relates to BMT graduates, the results were most gratifyingto the business faculty and to the College. Summarized below aresome of the highlights of the survey as it relates to BMTgraduates.

Question: In general, how satisfied are you with your overallexperience at Germanna Community College?

Ho. of Responses Percentage1. Very satisfied 8 61.52. Satisfied 5 38.53. Dissatisfied 0 04. Very Dissatisfied 0 0

46

4)

Question: Would you recommend Germanna Community College to afriend?

1.No. of Responses Percentace

Yes, withoutreservation 9 69.2

2. Yea, with reservation 4 30.83. Ho, probably not 0 04. No, under no circumstances 0 0

Question: If you were to start over again as a freshman, wouldyou attend Germanna Community College?

No. of Responses Percentage1. Definitely yes 10 76.92. Probably yes 2 15.43. Probably not 1 7.74. Definitely not 0 0

Eart_111111entraLidaismDuring this academic year the College identified six overall

objectives that will dictate the nature of the College's generaleducation philosophy. Although the curriculum that this year's89 graduates completed, was not developed with these sixobjectives in mind, it is very interesting to note the degree towhich the 89 graduates believe their educational experience atGermanna contributed to their meeting these six objectives.Listed below are these six objectives and the 89 graduates'responses to survey questions dealing with general education.

Question: In retrospect, to what extent do you think youreducationalthe following

Objective

experiences at GCC contributedobjectives of general education?

Humber of Responses

to

Small

meeting

NoneVery11E01 Large,

Mod-erate

3 1 0Communication 2 8Solving Problems 4 7 2 1 0Clarifying Values 2 7 3 1 0Functioning inSociety 2 5 5 1 0

-Using Sciences andTechnology 2 5 5 0 0

Using the Arts 1 2 3 4 2

This data indicates that the current curriculum provides aneffective general educatlon component which tends to meet thegoals established by the College in all areas except for thearts. Action will be initiated to modify the curriculum in orderto correct this deficiency.

48

51

Part Ms Program of Study

The set of questions below address BMT graduates' responsesconcerning areas directly related to the BMT program.Question:Thinking about your program of study, please circlethe response that best reflects your degree ofsatisfaction with each item.

Questions

Advice my facultyadvisor gave me.

Quality of careeradvising.

Quality of coursespreparing me foremployment.

Fairness of gradingin courses.

Quality ofinstruction inrequired courses.

Quality ofinstruction inelective courses.

Organization ofcurriculum.

Quality of student.

Professionalcompetence offaculty.

Faculty concern formy intellectualdevelopment.

Overall quality ofprogram.

Very satisfied

Responses

Dissat-isfied

Very Dis-satisfied

N/A- Sat-isfied

10 3 0 0 0

3 6 1 0 3

4 8 0 0 1

5 7 1 0 0

6 7 0 0 0

2 11 0 0 0

1 12 0 0 0

2 9 2 0 0

6 7 0 0 0

6 7 0 0 0

6 7 0 0 0

49

52

Of the 11 questions above, over 90% of the studentsresponded that they were either satisfied or very satisfied witheach item. These responses provide another indication that theBMT curriculum is well designed and effectively implemented.

50

Section Seven: Monitoring Student Programa

Currently all students enrolled in the AAS DegreeBHT/Management Major are assigned a faculty advisor. Ho studentis permitted to register for any course without first having hisor her assigned faculty advisor review and approve theindividual's registration. Such advising allows each stt_ient tobe guided through the degree program and ensures that therequired courses are taken in the proper sequence. The presentadvisory system does not, however, allow for the recording andcollecting of data on the program as a whole. This assessmenteffort has identified a weakness in the College's ability totrack students on a program basis. Efforts are currently underway to address this problem and to de,elop a system that willidentify students who fail to register .Zrz subsequent courses andto initiate appropriate follow-up action.

51

4. OUR 4Y8

Subcommittees were formed to develop surveys of priorstudents, the general community, employers end graduates.The results of these surveys are reported in the followingsection except for the alumni and employer survey for whichthe data was too small to be valid. The Assessment SteeringCommittee will address the problem of improving surveyreturns from alumni and employers next year.

In addition, the Assessment Steering Committee hasagreed to use the ETS' non-returning student survey startingnext fall. Since the definition of a non-completer mustconsider the student's objectives, the college is revisingits applicat'rn form and advising system so as to be betterable to identify non-completers.

525 5

COMMUNITY OPINION SURVEY SPRING 1989

The community opinion survey was conducted throughDr. Joel Tate's Sociology classes during the SpringSemester 1989. Students from his classes gathereddata from various sites within Germanna's service area.This initial survey focused on the Fredericksburg area,such as the Spotsylvania Mall and Four Mile Fork areas.A total of 254 surveys were completed and the results areas follows:

Age Under 1818 - 2122 - 2425 3435 4445 - 59Over 59

9.1%26.7%15.1%15.5%13.5%13,5%6.4%

Full-time studentPart-time studentPrevious studentEmployee of GermannaHone of above

16.6%10.6%20.5%1.9%

50.1%

I am quite familiar with GermannaI know a little about GermannaI am unfamiliar with Germanna

38.6%38.2%23.1%

"Germanna Community College provides valuable servicesto the community.'

Strongly agree 38.3%Agree 35.8%Have no opinion 22.1%Disagree 2.8%Strongly disagree 0.8%

)53t,

Germanna can best improve its services

by offering additional coursesby offering courses nearer my residenceby reducing the cost of coursesby keeping me better informed of GCC servicesI anticipate no need for GCC services

18.2%29.0%8.3%18.2%26.1%

Germanna's course offerings could best serve your needsin the future by offering courses that

will help me get a better jobwill help me advance in my present jobwill help me transfer to another

institution of higher learningI can take for my personal satisfaction

11.3%20.4%

45.4%22.7%

To summarize this data, we see that the largest groupsurveyed were between the ages of 18 and 21. A littleover half of those surveyed were under 25 years old and48.9% were over 25. In addition, 50.1% of those surveyedhad not been either a student or employed by Germanna.Nevertheless, 76.8% were familiar with Germanna and ofthose, 38.6% were quite familiar with Germanna. Twenty-three per cent were unfamiliar with Germanna.

It appears, therefore, that GCC is fairly well knownin this sector of its service region and that it isfamiliar to individuals from young adults through middle-age. Also, Germanna is perceived as providing valuableservices to the community by 74.1% of those surveyed with38.3% in strong agreement. Twenty-two per cent had noopinion and only around four per cent did not feel thatGermanna provided valuable services. Thus it seems thatnot only is GCC well-know but is perceived in a positivelight by those surveyed.

To improve GCC's services, 29% of those surveyed wantedcourses nearer to their residence. This concern is presentlyaddressed by the state approved funds for a campus in theFredericksburg area which is to be completed by 1992.Eighteen per cent of those surveyed wanted additional coursesand 18% ,- ted to be kept better informed of Germanna'sservices .wenty-six per cent anticipated no need ofGermanna. It seems that although these percentages aresmall, Germanna may need to investigate ways to improvecommunication with the community. As the plans for theFredericksburg campus unfold and with the resulting increasein publicity this lack of communication is currentlydecreasing.

5754

a

The final question of the survey shows that the majorityof those wanting additional courses are seeking transfercourses. Forty-five per cent indicated that they wantedcourses that would help them transfer to an institutionof higher learning, 30% indicated that they wanted coursesthat were job related, and only 23% stated they were inter-ested in courses for personal satisfaction alone. Theseresults are in quite a contrast to the high percent ofstudents who are enrolled for personal satisfaction andmay indicate a changing trend or a problem withclassification of students currently enrolled. There hasbeen some concern that students enrolled as seeking personalsatisfaction often do go on to receive degrees, yet neverstate that that is their intention and consequently neverreceive advising. This issue is currently being addressed bythe Dean's Council with plans to devise an advising systemthat would help to avoid such problems. The results fromthis survey indicate that more individuals are interested intransfer programs than any other and the college will need toensure that this need is addressed through an improvedadvising system and articulation agree-ments with otherinstitutions of higher learning.

In on tusion, the community survey has provided somehelpful information regarding the familiarity and percepti3nof the community with Germanna and of the need for increasedpublicity and transfer courses. The survey will be continuednext fall with a focus on another sector of the college'sservice area.

55

GRADUATE SURVEY SPRING 1989

Germanna's survey for graduates of degree/certificateprograms was developed in Spring of 1989. The survey wasdesigned to obtain responses from graduates regarding theirsatisfaction with the following four (4) areas:

(1) enrollment at Germanna;(2) achievement of general education objectives;(3) program of study;(4) college programs and services.

The survey was initially administered in May 1989 tograduates of the two degree programs which were the focus ofassessment in 1988-89, Nursing and Business Management. Fiftythree (53) applicants for graduation in both programs wereidentified, thirty six (36) in Nursing, and seventeen (17) inBusiness Management. Surveys were mailed to the 53 students withinstructions to return the surveys by mail or in person to theOffice of Student Services on or before the date to pick up capsand gowns for graduation. Division faculty were asked toencourage students to respond. There was a 60% (32 of 53) totalresponse rate to the surveys. Nineteen (19) or 53% of the Nursinggraduates and thirteen (13) or 76% of the Business Managementgraduates returned the surveys. The responses of the thirty two(32) respondents constitute the basis for the analysis whichfollows.

CHARACTERISTICS OF RESPONDENTS

The characteristics of the respondents are indicated inTables 1 and 2. The majority of the students attended classesfulltime during the day at both the main campus and high schoollocations. Over 80% were employed full or part time. Seventyeight percent (78%) were white and 9% were members of ethnicminorities. The overwhelming majority, 87%, of the respondentswere female. The two largest age groups represented were thosebetween 30 - 39 years (46%) and those between 19 - 21 years(31%).

OVERALL FEELINGS ABOUT ENROLLMENT AT GERMANNA

In this section, students were asked to reflect on the totalexperience at Germanna and provide appropriate responses. Ingeneral the respondents appear to have had a positive experience.Ninety-seven percent (97%) indicated that they were satisfied orvery satisfied with their overall experience, with 82 %responding that they would probably or definitely attend again ifthey were to start over. Twenty-six percent (26%) of the Nursingstudents indicated that they probably would not attend again, ascompared to 8% of the Business students. Opportunities for

56

%bleu 1&2 Characteristics of Respondents to Survey of Graduates Hay 1989

1. Gender, Age and Race of Respondents

rigree aWan

iness Vcit

onPi Man

1 0

3339 082

2

Mak

Race

0 2

2. Attendance and Employment Patterns of Res ondents

ofegree Pro ram

Attendance Pattern Employment Pattern

5. CT! ,,,,, I"101111111119111Milli

0 111111

i,.111911;A

0 111111111111ln

ell 24

-, .0,..,RAl-timm.

:2 13

Ettramimr, lii

Ri minRsza Mgmt 8

11111

I

-

Totals '11 16 4 . 1

Hi = HMI:cm

Ga1311111 03naritzr

57

60

social interaction with other students outside of class were fairto satisfactory for over 50% of the Nursing students and 46% ofthe Business students, while 23% of the Business students foundthe opportunities for interaction poor to unsatisfactory.

Eighty-one percent (81%) felt that they had been challengedoften to very often at Germanna to do the very best they coulddo. All respondents felt they had at least been challengedoccasionally, with no respondents indicating that they had neverbeen challenged. With graduation imminent, 76% indicated thatthey could ask three or more faculty or staff members forrecommendations and the remaining 24% felt they could ask atleast one or two faculty or staff members. There were nosignificant differences between the two programs on these items.

With regard to recommending Germanna to a friend, 97%indicated that they would. However within that group, asignificant number in both programs indicated that they wouldrecommend with reservation; specifically 58% of the nursingrespondents and 30% of the business students gave this response.

GENERAL EDUCATION OBJECTIVES

Six general education objectives were listed and studentswere asked to indicate the extent to which their experience atGermanna has contributed to each objective. The objectives weredescribed under the following headings: communicating, problemsolving, clarifying values, functioning in social institutions,using science and technology and using the arts. Seventy threepercent (73%) indicated that the college made a large to verylarge contribution to their problem solving skills, with 85% ofthe Business students making that response. Seventy percent(70%) rated the college's contribution to communication skilldevelopment as large or very large. In the remaining objectiveslarge to very large contributions were perceived by 68% in usingscience and technology, 64% in clarifying values, 58% infunctioning social institutions and 41% in using the arts.Twenty-five percent (25%) rated the contribution to r-,ing thearts as small or none.

With the exception of using the arts, all respondents feltthe college had made at least a moderate contribution toachieving each of the objectives. Investigation is needed todetermine how the college currently attempts to achieve theobjectives of using the arts end functioning in socialinstitutions. It may be necessary to explore new and morecre-tive means of achieving these objectives in the curriculumand in out-of-class experiences.

58

1

1

PROGRAM OF STUDY

Students were asked to indicate their degree of satisfactionwith curriculum, faculty and staff, advising, instruction,evaluation and facilities in their particular program of study.There were consistent differences between the responses of thetwo programs surveyed.

Generally the Business Management students responding weresatisfied to very satisfied with all aspects of the BusinessManagement program. In 50% of the items, there was 100%satisfaction. In most areas where dissatisfaction wasindicated, it ranged from 8 to 15% of the respondents. In onlyone instance did the percentage of respondents expressingdissatisfaction exceed 15%. This item involved the perceivedimpact of student evaluations on instruction. Twenty-threepercent (23%) of the respondents were dissatisfied with thisaspect of the program. Advising, quality of courses, quality ofcurriculum, faculty competence and staff concern receivedconsistently high ratings by the Business students.

The Nursing program students expressed most satisfaction (80to 95%) with the quality of students, helpfulness of staff andDivision chairperson, faculty concern, practicum experiences,developmental courses, availability and quality of courses,computer support, and clarity of degree requirements. Thelargest percentage of students were dissatisfied to verydissatisfied with the laboratory facilities or equipment (42%)and the fairness of grading (42%). A little over 30% weredissatisfied with the availability of an advisor, theavailability of professional clubs/activities, and theorganization of the curriculum. Similar to the Businessstudents, 26% were dissatisfied with the impact of studentevaluations on instruction. Twenty-six percent (26%) were alsodissatisfied with the professional competence of the faculty.

COLLE5E PROGRAMS & SERVICES

In this section of the survey, students were asked toindicate their satisfaction with services and activities providedthrough administrative, student service and academic supportservice units of the college. Over 85% of the respondents whohad used the services indicated satisfaction with the majoroffices, i.e. the Dean of Instruction & Student Services, theDean of Finance and Administrative Services, Director of StudentServices, Admissions & Records, Financial Aid, Library Servicesand Learning Labs. However, dissatisfaction was indicated withsome of the services or activities within these offices.

Twenty-one percent (21%) of the respondents expresseddissatisfaction with the graduation application process. Thiswas more characteristic of the Business Management students (38%)than of the Nursing students ((11%). Eighteen percent (18%) oftotal respondents were dissatisfied with the college's providingnotification and announcements, 31% of Business and 11% ofNursing. The Nursing students expressed most dissatisfaction withthe schedule of classes (16%), and the grievance procedures (11%very dissatisfied). In addition to the two items mentioned,Business Management students were most dissatisfied with specialevents, speakers and entertainers (42%), learning lab services(25%:, registration procedures (23%), admissions applicationprocess and campus security (both 17%).

It should also be noted that 69% of the Business studentsand 42% of the Nursing students did not use personal counselingservices; 61% of total respondents never used career planning andplacement services; 51% never used financial aid; 66% neverattended dances and social activities; 45% never participated instudent organizations/clubs; 56% did not participate inintramurals and 47% did not use the college's recreationalfacilities. The respondents were not able on this instrument toindicate whether they desired to use these services orparticipate in the activities. These responses do not suggestmuch out-of-class interaction, involvement at the collegegenerally or use of support services other than those offered inthe division. However, these responses are not unusual, though amajority of the respondents were full-time day students, theywere also employed part or full-time.

OPEN-ENnED QUESTIONS

At the end of the survey, respondents were asked to commentfreely on what made them moat satisfied and what made them mostdissatisfied with their experience at Germanna. BusinessManagement students expressed momt satisfaction with the attitudeand behaviors of faculty and staff and the competence andexpertise of instructors. They used such words and phrases as"kind and courteous", "take you under their wing", "help andattention given", "treated us like human beings" and "caringattitude". Also mentioned as promoting their satisfaction werethe small classes, relaxed atmosphere, good catalog, insight andmotivation provided by advisors, preregistration and theavailability of computers.

The Business Management students were most dissatisfied withcommunication between the college and its students and felt muchimprovement is needed here, particularly with night students.Other areas of concern were inexperienced part-time instructors,campus registration at night, poor human relations in admissionsand records office, lack of space and smoking in the lounge, andnoise level in the library and learning lab.

60

63

Nursing respondents, in agreement with their Businesscounterparts, found that the attitude, support and encouragementof faculty made them most satisfied with their Germannaexperience. Other factors mentioned were closeness betweenstudents and help obtained from Student Services.

Dissatisfaction was expressed very candidly by Nursingstudents. Several respondents attributed dissatisfactionprimarily to a perception of a disorganization, showing offavoritism and a general lack of fairness in the program.Limited and unsafe clinical experiences, outdated and broken labequipment, classes that are too condensed (too much to completein 2 years) were cited as contributors to dissatisfaction. Incontrast to the faculty attitudes that promoted satisfaction, anegative attitude and lack of encouragement on the part of someinstructors were cited as promoting dissatisfaction.

Most significant about these comments is the focus onfaculty support or lack thereof. It appears that facultyattitude and support played a critical role in the degree ofsatisfaction and/or dissatisfaction students in both programsassociate with the Germanna experience.

In conclusion, the information provided by this surveyindicates an overall satisfaction with their experience atGermanna by the Business Management and Nursing Graduates of1989. Problem areas such as the General Education objective ofusing the arts, use of faculty evaluations, poor equipment andneglect of evening students were identified and will be addressedby the individual programs and/or services next year.

61

64.

5. THE ASSESSMENT OF PRIOR LEARWIN EXPERIENCES:

The Curriculum Committee has submitted the following processfor the assessment of prior learning experiences to beimplemented by Fall Semester 1989.

6562

ADVANCED STANDING POLICY

.,.Malli1711111MW

Germanna Community College believes that college-levellearning can be a process which takes place in a variety ofways throughout life. It 13 the College's philosophy thatlearning which can be documented by the student and isdetermined to be of college level by the appropriate academicdepartment should be recognized regardless of how the studentacquired that learning.

At Germanna Community College, Advanced Standing may begranted in approved areas upon successful completion ofselected national examinations, locally designed and admin-Istered tests, and American Council of Education (A.C.E.)m!litary experiences. Students who believe they may gainadvanced standing through one of these methods are advised tocontact Student Services for additional information oninitiating this evaluation process.

6663

1

COMMON CRITERIA FOR ADVANCED STANDING

1. To be eligible for advanced standing, student must becurrently enrolled at the college, or have been enrolledin a previous semester for which the award is made.

2. Advanced standing must be applied toward a specificcurriculum at the College. Non-curricular students arenot eligible for advanced standing.

3. Students are responsible for requesting advancedstanding at the time of entry into a curriculum.Students eligible for veteran's benefits are required tohave prior learning experiences evaluated.

4, The maximum number of credits which may be awardedthrough all forms of advanced standing for AssociateDegree candidates is 80% of the total number of creditsrequired for the degree. (VCCS Policy)

5. The College follows advanced standing policies outlinedin the Virginia Community College System Policy. Manualsections 5.85 5.825.

6. The maximum number of credits which may be awardedthrough all forms of advanced standing for Diploma andCertificate candidates is 50% of the total number ofcredits required for the Diploma and Certificate. (VCCSPolicy)

7. Advanced standing awards shall be equated to courseslisted in the current volume of the Virginia CommunityCollege System State Curriculum Guide.

8. No credit shall be awarded which duplicates earnedcourse credit at the College, transfer credits, or othercredits awarded through advanced standing.

9. No arbitrary time limit shall be place` on priorlearning experiences for which advanced standing may begranted. The College reserves the right to withholdadvanced standing for learning experiences which becauseof the passage of time are no longer appropriate to theprogram of study.

10. Students are responsible for providing the College withappropriate, official documentation of prior learningexperiences.

11. Admissions and Records has primary responsibility forposting advanced standing awards on the student'spermanent record and notifying the student of advancedstanding.

64 67

12. Permanent Record entries shall specify the type ofadvanced standing, equivalent courses, and the number ofcredits awarded. Advanced standing entries shall bedistinct from earned course entries.

13. Ho grades, grade point averages, or other indications ofai-sdemic standing shall be associated with advancedstanding entries on the permanent record, excepttransfer courses from other VCCS colleges.

14. Continuing Education Units (CEU) normally will not beconverted into academic credit, although such experiencemay be appropriate evidence for waiver of the courserequirements or validation through Credit byExaminatinn.

15. Credit awarded through advanced standing is applicableo-?y to Germanna Community College curriculum

uirements. Students are cautioned that otherpostsecondary institutions may or may not recognize suchcredits upon transfer.

16. The College's commitment to this philosophy of advancedstanding is tempered with its mandate to insurestandards of academic quality comparable to on-campusinstruction. The College reserves the right to evaluateadvanced standing on an individual basis, and when inthe best academic interest of the student, deny theawarding of credit for otherwise creditable experiences.

17. Since advanced standing credit evaluations will reflectonly those courses which apply to the student's currentcurriculum, change of curriculum may require a newevaluation to consider eligible courses not previouslyevaluated.

8865

STAGES IN ASSESSING AND EVALUATING PRIOR LEARNINGFOR ADVANCED STANDING

1. Request your former official transcripts of your priorcollege work evaluated through Admissions and Records.

2. Request the Office of Admissions and Records to evaluateyour transcripts to determine the applicability of priorcollege work to your Germanna program.

General Guidelines - Summary

a. Credits must come from a national recognizedaccredited institution (see listing below).

The standard reference manual for determiningaccreditation status shall be the most currentedition of Accredited Institutions of PostsecondaryEducation published by the American Council ofEducation.

The following regional accrediting associationsrecognized nationally for transfer credit purposes:

Southern Association of Colleges and SchoolsNew England Association of Schools andCollegesMiddle States Association of Colleges andSchoolsNorth Central Association of Colleges andSchoolsNorthwest Association of Schools and CollegesWestern Association of Schools and Colleges

b. Course content must oe sufficiently similar to aVCCS course.

c. Minimum grade level of "C-" or equivalent.

d. Credit hour values must be at least equal to thoseof the VCCS course.

e. Credits must apply toward a specific curriculum.

2. Submit records of "Credit by Advanced Standing" testingfrom CLEP (College Level Examination Program), CEEB(College Entrance Examination Board), etc.

3. Submit records of educational experiences in the armedservices.

4. Submit records of non-college sponsored learning otherthan 2 or 3 above (e.g., AIB, Red Cross, CriminalJustice Training Centers, etc.).

66 89

5. After the completion of stages 1 through 4, you maypetition for additional evaluation either through creditby examination or through credit by equated experience.You should discuss this option with the appropriateinstructional department before pursuing this option.

Stages 2 through 5 are assessed by the College Registraron a course substitution or course waiver basis. Coursesubstitution is used where credit is awarded forgraduation requirements in a particular program on acourse-by-course basis and the student receives creditfor prior learning. Waiver of course requirements meansthe stuaent is exempted from specific curriculumrequirements but not awarded academic credits forexample, veterans may waive the health and physicaleducation requirements).

B. After you have completed the assessment documentation ofprior learning by the College Registrar, documentationin cases other than transcripts from regionallyaccredited institutions will be officially evaluated byappropriate in,Aruction division (e.a., English will beevaluated by the Humanities Division whether you are inAutomotive, Education, or Business program). TheAssessment process (stages 1 to 5 is used to assist youin documenting and presenting your prior learning to theinstructional-aivisions). ,

7. Each Division Chair forwards a memorandum andattachments (A.C.E. recommendation, etc.) to theRegistrar. This memorandum details how credit has beenawarded within a program, etc.

8. The Registrar checks your records to insure that proper,official documentation is present.

9. The Dean reviews and makes the final decision to awardor not award the credit. The Registrar then informs youin writing what credit has been awarded or not awarded(student should be informed one way or the other) andhow this credit satisfies graduation requirements withinthe curriculum.

70

67

SUMMARY OF ADVANCED PLACEMENT RESPONSIBILITIES

Student Responsibilities:

1. Provide official transcripts of prior college work.2. Submit records of advanced standing test results.3. Submit records of educational experiences in the

armed forces.4. Submit records of non-college sponsored learning.5. Petition for advance standing or placement.

College Registrar Responsibilities:

1. Evaluate transcripts.2. Provide students forms for Petition For Advanced

Standing or Placement.3. Update the Germanna Community College Equivalency

Guide.4. Inform student of decision for approval or

disapproval of Petition for Advanced Standing orPlacement.

Division Chair Responsibilities:

1. Evaluate documentation for advanced standing orcredit.

2. Maintain and manage assessment instruments for localexaminations.

3. After recommendation of faculty, recommend approvalor disapproval of advanced standing or credit to theDean of Instruction and Student Services.

Dean of Instruction and Student Services Responsibilities:

1. Review and make final decision for awarding advancedstanding or credit.

71

68

GERMANNA COMMUNITY COLLEGE

POLICY FOR AWARDING OF CREDIT UPONSUCCESSFUL COMPLETION OF NATIONALLY ADMINISTERED EXAMINATIONS

Germanna Community College agrees with and will follow thesestatements from the Guidelines on the Uses of College BoardTest Scores and Related Data (1988):

"1. Determine the appropriateness of particular teststhrough consultation with faculty members familiar withthe content of the tests.

2. Establish standards appropriate to the performancelevels and ranges of their enrolled students.

3. Accept the transfer of credits earned by examination ata previous institution when scores and test content meettheir own standards.

(4]. Identify as such the credits granted by examination onstudents' records and transcripts.'

The procedure used at Germannna Community College to carryout this program is as follows:

1. Faculty recommend advanced placement or credit to theDivision Chair including which tests are to be accepted,what scores are required, what credits are to be awai.ded,and which VCCS equivalent course credit or waiver will begranted.

2. The Division Chair will consult with the other facultymembers who teach in the subject matter area.

3. The Division Chair will make a recommendation to the Deanof Instruction and Student Services. A copy of therecommendation will be sent to the faculty members in theDivision and the Chair of the Curriculum Committee.

4. The Dean of Instruction and Student Services will approveor disapprove the recommendation and notify the DivisionChair, the Chair of the Curriculum Committee and, if therecommendation is approved, the College Registrar.

5. The College Registrar will add the information to theGermanna Community College Equivalency Guide.

pi4..

r",

I

69

GERMANNA COMMUNITY COLLEGE

POLICY FOR AWARDING OF CREDIT THROUGHASSESSMENT BY LOCAL EXAMINATION (ABLE)

The procedure lsed at Germannna Community College to carryout this program is as follows:

1. Full time faculty within a discipline recommend advancedplacement or credit to the Division Chair including:

a. the assessment to be accepted,b. prerequisites,c. methods for administering the assessment,d. what scores are required,e. what credits are to be awarded,f. and which VCCS equivalent course credit or

waiver will be granted.

2. The Division Chair will make a recommendation to the Deanof Instruction and Student Services. A copy of therecommendation will be sent to the faculty members in thediscipline and the Chair of the Curriculum Committee.

3. The Dean of Instruction and Student Services will approveor disapprove the recommendation and notify the DivisionChair, the Chair of the Curriculum Committee and, if therecommendation is approved, the College Registrar.

4. The College Registrar will add the information to theGermanna Community college Equivalency Guide.

5. The assessment instruments wt11 be kept on file in theappropriate division office.

6. Students are expected to be able to justify to facultyin the discipline that they have background skills orknowledge necessary to having a reasonable chance ofacquiring credit through assessment by local examination.

7. A student may attempt a particular exam or assessment onlyonce per academic year.

70

GeneralExamination

GERMANNA COMMUNITY COLLEGE

EQUIVALENCY GUIDENATIONALLY ADMINISTERED EXAMINATIONS

Minimum Credit GCCAcceptable Hours Course

Score Awarded Equivalent

American HistoryCLEP

Before 1865 subscore 50 3 HIS 121After 1865 subscore 50 3 HIS 122

American HistoryAP 3 6 HIS 121-122

Western CivilizationCLEP 50 6 HIS 101-102

European HistoryAP 3 6 HIS 101-102AP 2 Send to Department

American GovernmentCLEP 50 3 PLS 201

Government andPolitics

AP 3 3 PLS 201

American ChemicalSoziety GeneralChemistry ExamForm B National Norm 8 CHM 111-112

6. CONTINUING Ouraum:

A procedure for the Assessment of Continuing Educationand Community Services was included in the Assessment PlanRevision and is scheduled for 1990-91.

7. TRANSFER Emma:

Guideline 8 of the "Guidelines for Student Assessment"asked that senior institutions share information on transferstudents with Virginia's state-supported two-year colleges.

The Dean of Instruction and Student Services preparedthe following report based on the information received thusfar.

75

72

ASSESSMENT OF STUDENT OUTCOMES USINGTRANSFER DATA PROVIDED BY SENIOR INSTITUTIONS

(GUIDELINE 8)

Germanna Community College has signed data sharingagreements with the following four-year institutions:

Virginia Commonwealth UniversityJames Madison UniversityOld Dominion UniversityMary Washington CollegeFerrum College

The shared data include:

a. in some cases, the names of the students

b. demographic information

c. dates of attendance

d. transfer hours accepted

e. advanced placement, if applicable

f. courses taken, including developmental

g. semester hours attempted and completed

h. enrollment figures by major

i. grades in all courses enrolled in and completed

i the average QPA /GPA of all transfer students comingfrom Germanna

k. academic standing

Although no formal agreement currently exists betweenLongwood College and Germanna, this four year institutionhas provided significant information relevant to formerGermanna students who have transferred and matriculatedthere.

Because implementation of the data-sharing concept isstill relatively early, definitive information is notavailable . For that reason, to initiate changes inGermanna's instructional programs and methods of advisementand counseling at this time would be premature. However, itis interesting to make the following observations:

'7G

73

James Madison University. - of eighteen former Germannastudents enrolling at James Madison University between theacademic years of 1985 and 1988, thirteen were still enrolledas of the Spring Semester 1989.

All except one, are in good academic standing withQPA/GPAs ranging from 2.00 to 3.50. The average QPA of allGermanna transfer students at JMU is 2.73. In comparison,the median QPA at JMU is 2.785. Officials at JMU note thatwhile Germanna's "transfer students performed very well ineducation-related courses, their average QPAs are less than2.20 in courses in some of the sciences, mathematics andbusiness disciplines."

We will conduct our own analysis in these disciplinesand compare the grades earned at JMU with the grades earnedat Germanna.

Virginia Commonwealth University - During the FallSemester 1987, nine Germanna students applied to VCU; sevenwere accepted; and five enrolled. One of these five wasenrolled in One developmental course in mathematics.

In the Spring Semester 1988, 80% of Germanna's studentsenrolled at VCU were eligible to return and 20% were onacademic warning or probation.

To date a large amount of data from VCU is non-specificfor individual colleges within the VCCS, therefore, we areunable to extract more significant information pertinent toformer Germanna students at this time.

Old Dominion University - Data reported includedinformation pertaining to former GCC students who enrolled atODU beginning in the Fall Semester 1987. These data areinclusive of the Summer Semester 1988.

Of the nine former Germanna students who applied to ODU,five did not elect to attend. Of the remaining four whoattended, their GPAs ranged from 1.39 to 2.49. For the fourstudents attending ODU, the number of semester hours ofcredit accepted ranged from fourteen to sixty-eight. Thehours earned at ODU for these four students ranged from fiveto thirty-nine.

Longwood College - Longwood College has providedunofficial transcripts for five former Germanna students whoreceived "a total of twelve or more transfer creditsevaluated and accepted at our institution anytime during thepast two years."

The GPAs of these students range from 2.00 to 2.30.They have declared majors in Elementary Education, Pre-Business, Mathematics and Psychology.

7477

Of the four students described above, only one hadreceived an Associate degree from Germanna prior to enrollingin Longwood.

Mary Washington College - To date no informationregarding Germanna's transfer students has been received.

Ferrum College - To date no information regardingGermanna's tre sfer students has been received.

SUMMARY

Discipline and program follow-up, i .e., analysis ofsuccess in chosen transfer majors as it relates topreparation at Germanna, has not occurred at this time.

However, as soon as definitive data are available,Division Chairs over-seeing transfer programs will begin ananalysis of the dLta provided at the departmental levels withappropriate faculty input and discussion.

Once the data have been analyzed, implications forremediation, modification and improvement will be consideredby program heads and others with appropriate supervisoryresponsibilities.

Anticipated areas affected, other than instructional,are Student Services, especially career counseling,orientation, advising and placement and the area ofInstitutional Research, i .e., data storage and retrievalmethods.

8. nianningliA6 KEErkaallaga:

A subcommittee was formed to review the presentassessment plan and to make recommendations for revision. Amajor problem with the original assessment plan was the lackof a clear process for evaluating programs and services ofthe college. For example, the assessment reports fromNursing and Business Management Technology for this currentyear, 1988-89, lack a consistent structure and process forevaluating the programs. The revision of the plan provides aprocess by which a consistent and ongoing review of programsand services is ensured. The subcommittee first met onDecember 6, 1988. A araft proposal for an assessment processat Germanna was developed based on consultations with Dr.Jerry Friga of Rappahannock Community College and with BudLevin and Terry Slaughbaugh at Blue Ridge Community College.

The Assessment Plan revision was presented to theFaculty Affairs Committee, the Faculty Senate and theAssessment Steering Committee. The revised method forGermanna's assessment will be implemented beginning 1989-1990. A detailed description of the process and a revisedtimetable follows.

In addition, the college adopted a Master Plan whichidentifies the objectives of the college and the individualresponsible for reporting on the progress made towards theobjectives.

79

ASSESSMENT PLAN REVISION

The attached matrix identifies the programs and servicesto be reviewed and the schedule of their review. Inaddition, the person(s) responsible for compiling the reportand the committee responsible for the review are designated.

At the beginning of each academic year the programs andservices under review will be designated by the Dean ofInstruction and Student Services based on this schedule.Evaluation of persons gathering and preparing the reportswill take into consideration that the amount of effort in-volved is comparable to that of chairing a committee. Thereport will follow the assessment process outline attached.The Institutional Research Office and the Assessment SteeringCommittee will assist to provide the data and consultationneeded to prepare the report. Workshops will be held by theAssessment Coordinator early in the fall for those preparingand reviewing the assessment reports.

The reports are to be presented to the designatedcommittee by March 1 for review.

The committees must review the reports and make theirfinal recommendations by April 1.

If a program or services are to be modified, the programor services must be reviewed again the following yearregarding the needed modifications, otherwise the next reviewwill occur on a five year cycle.

77

80

ServicesandPrograms Personto be Responsible Reviewing

Year Reviewed for report Committee

1989-90 Accounting "Faculty Leader" Curriculum

1989-90 Electrical "Faculty Leader" CurriculumElectronicsEngineeringTechnology

1989-90 Developmental Chair. Human.,Studies Soc. Sci. &

DevelopmentalStudies

Devel. Studies

1990-91 Continuing Director of CurriculumEducation Continuing

Education

1990-91 Computer "Faculty Leader" CurriculumInformationSystems

1990-91 Real Estate "Faculty Leader" Curriculum

1990-91 Student Director of StudentDevelopment Student DevelopmentServices Services

1990-91 Research & Institutional InstitutionalPlanning Research Research

Officer

1991-92 Police Science "Faculty Leader" Curriculum

1991-92 Marketing "Faculty Leader" Curriculum

1991-92 Transfer "Faculty Leader" CurriculumPrograms: (three)1) Education2) General Studies3) Liberal Arts

1991-92 Learning Director of LearningResources Learning Resources

Resources Committee

1991-92 Germanna Director of StudentRegional GRC DevelopmentCenter

8178

Year

ServicesandProgramsto beReviewed

PersonResponsiblefor report

ReviewingCommittee

1992-93 TransferPrograms

"Faculty Leader"(two)

Curriculum

1) BusinessAdministration

2) Science

1993-94 Management "Faculty Leader" Curriculum

1993-94 Nursing Director of Nursirj Curriculum

1993-94 Assessment Assessment AssessmentPlan Coordinator Steering

79

August & September

October:

November:

December:

January;

February.:

March:

April:

WILL

June:

July:

CALENDAR OFASSESSMENT ACTIVITIES

Programs and services are designated for review

Workshop for those individuals responsible forpreparing and reviewing assessment reports

Begin collecting data and other relevantinformation for reports

Surveys distributed by the Institutional ResearchOffice

Alumni SurveyGraduate SurveyStudent SurveyEmployer SurveyNon-completer SurveyCommunity STrvey

Survey data collected and analyzed

Results of data analysis to those preparingreports

Reports completed

Reports to Committees to be reviewed

Committees make recommendations to Dean ofInstruction and Student Services regardingprograms reviewedBudgets prepared based on assessment reports

Assessment report for SCHEV and VCCS prepared

Assessment report to SCHEV and VCCS

Prepare assessment workshops for the fall

80

ASSESSMENT PROCESSFOR ACADEMIC PROGRAMS

AND SERVICES

The Assessment Steering Committee recommends and the Dean <-4approves list of programs and services to be reviewed.

After the program or service has been designated forreview, the responsible area will collect the required datafor the preparation of the assessment report. Assistance maybe obtained from the Assessment Steering Committee and/or theInstitutional Research Office.

An assessment report is prepared by the service area oracademic division, with responsibility for completion asindicated on the previous pages.

1The assessment report is submitted to the program or

service's advisory committee (if one exists) for review andrecommendations. It is also submitted to the Division Chair-person of the program under review for his or herconcurrence or non-concurrence.

The "Faculty Leader" or designated person transmitscompleted assessment report to the appropriate committee

o and a summary of the report to all faculty.The designated committee reviews the assessment report and

makes recommendations relative to its findings.x

1. Continued without Modifications

Committee recommends to the Dean of Instruction and 'Student Services that the program or service becontinued without modifications.

2. Continued with Modification

Committee recommends changes to the Dean ofInstruction and Student Services. The Deannotifies the appropriate Division Chairperson ofthe changes to be implemented.

Division Chairperson implements the needed changesin a manner approved by the Dean of Instruction andStudent Services.

3. Terminate Program or Service

Committee recommends to the Dean of Instruction andStudent Services that the program be terminated.The Dean transmits this recommendation to thePresident.President conveys his agreement with the CurriculumCommittee's findings to the Local Board, and withits approval, begins taking steps to terminateprogram or service.

81

8 4

--1OUTLINE FOR

ASSESSMENT REPORT

AIM: What are the GOALS AND OBJECTIVES of the programand/or service?

ASSESSMENT:Score

(0, 1, 2) Participation/Enrollment strength

(0, 1, 2) Program/Service Quality- Faculty/Staff Qualifications

Full/Part Time Faculty Ratios- Faculty/Staff Development- Faculty Student Ratios, etc.- Faculty Evaluation- Graduate Survey

Alumni SurveysStudent SurveysInternship/Coop EdSupervisor Evaluation

Curriculum DesignCourses Offered

- Advisory Review

(0, 1, 2) Equipment/Facilities/Academic SupportComputer SoftwareVideo Tapes,.Films, Books, JournalsTutorial Support

- Telecommunications- Equipment, Facilities

(0, 2, 4) OutcomesStudent DataStudent Achievement

- Internahip and/orCoop project

- Employer survey/rates- Graduate survey- Transfer data- Licensing exams- Post tests

TOTAL

ACTION: What changes can be made to strengthen the programor service? What will these changes cost?

82P. r:....0

PRACTICAL QUESTIONS

The six questions into which the generalized notion ofinstitutional effectiveness can be translated follow:

1. What is the AIM of the program or service? If onlyvague and general AIMS are available, they should belisted. Preferably the intended outcomes are morespecific.

2.. How strong is enrollment or participation ? Is thegroup intended to be served, being served? In whatnumbers? Describe population rates and retention rates.After a standard such as minimum enrollment productivityin a degree program is selected, a judgment ofenrollment strength can be made in terms of zero pointsfor below standard, one point for approximating thestandard, two points for doubling the standard or more.

3. What is the quality of service performed? Informationis gained from evaluations and other sources. How doadvisory committees and outside evaluators rate thecurriculum or the service ? How strong are student andsupervisor evaluations of instructors? Once theevidence is gathered, it can be translated into ajudgment of zero points for below average, one point foraverage, and two points for above average.

4. Do quality facilities, equipment and academic supportexist? Once again data can be gathered from a varietyof sources. The resulting judgment can be translatedinto zero points for less than adequate facilities,equipment and academic support; one point for adequatefacilities, equipment and academic support; and two forexemplary facilities, equipment and academic support.

5. Do student outcomes match program/ or service AIMS?What is the measured degree of success in carrying outthe AIMS of the program/or service ? Documentation forthis judgment can include such statistics as studenttransfer success, post - tests, employment rates andappropriateness of employment, licensing exam results,employer surveys, and graduate surveys. The basicquestion relates back of what are the described AIMS ofthe program or service, and to what degree are theybeing achieved ? This factor may be double weighted toemphasize its importance. Therefore, a judgment on thisquestion of below adequate would receive zero points,adequate to meet program or service expectations twopoints, and exemplary or superior results would receivefour points.

83 86

A tally of points assigned to questions (2), (3), (4),and (5) produces a relatively even handed, overallassessment of the program or service. The pointsassigned to questions also indicate diagnosticinformation regarding areas of strength and weakness.Using this system of weights a program or service isassessed on a one to ten point basis. An ASSESSMENTrating of five for a program indicates one which isliving up to its expectations.

6. What ACTION is suggested? Given the AIMS described inanswer to question (1), and the diagnostic ASSESSMENTdescribed in questions (2) through (5), what programchanges might be made to strengthen the program orservice during its next cycle? What will the costs beto implement the changes?

84

or

SOLES OF INFORMATION FOR THE ASSESSMENT REPORT

AIM

ASSESSMENT

Advisory committee, division, catalogue etc.

Participation/ Institutional Research Office (IRO)Enrollment

Program/ServiceQuality_

Faculty/Staff QualificationsFull/Part Time Faculty RatiosFaculty/Staff DevelopmentFaculty/Student RatiosFaculty EvaluationsGraduate SurveyAlumni SurveyStudent SurveysInternship/Coop Ed Supvr EvalCurriculum DesignCourses OfferedAdvisory Review

Equipment, Facilities andAcademic Support

Computer SoftwareVideo tapes, films, books, etc.Tutorial supportTelecommunicationsEquipment/Facilities

OutcomesStudent DataStudent Achievement

Internship and Coop Ed.Employer Surveys /RatesTransfer DataLicensing ExamsPost-tests

ACTIONCosts

885 8

Dean's OfficeIRODean's Office, DivisionIRODivisionIROIROIRODivisionDivisionIRODivision

LRC, DivisionLRC, DivisionLRCLRC, DivisionDean of Finance,Division

IROAlumni, Student

ServicesDivisionIROStudent gervicesDivisionDivision, Student

Services

Dean of Finance

9' LSO= MEIAt its first meeting the Steering Committee approved

John Adam's suggestion to survey the faculty regardingassessment. The report of his findings follows.

REPORT OF A SURVEY OFFACULTY VIEWS REGARDING ASSESSMENT AND THE

ASSESSMENT PROCESS

Introduction

The following is a report of a survey of faculty andstaff views regarding assessment and the assessment processat Germanna Community College. The initial survey was begunduring the Fall semester 1988 and was concluded during thefirst part of the Spring semester 1989. Eighteen full timefaculty members took part in the survey.

Purpose

The purpose of the survey was to obtain an over-allperspective of the actual views of the faculty at GermannaCommunity College towards issues related to educationalassessments in general and specifically towards issuesrelated to the process of assessment of institutionaleffectiveness as mandated by the State Council of HigherEducation for Virginia.

Rationale

Because the ultimate success of any attempt to assessthe effectiveness of an educational institution dependsdirectly on the degree of cooperation and involvement of thefaculty of that institution, it is critical for theleadership of the assessment project to have an accuratepicture of the views of the faculty 1:egarding assessment andthe assessment process. Ideally, the views of the facultyshould be 9auged at the beginning of the assessment processand then continuously monitored throughout the duration ofthe process. A knowledge of initial views of the faculty atthe beginning of the assessment process will allow theleadership of the assessment project to plan an efficientstrategy that will allow for and promote maximum facultyparticipation. The continuous monitoring of faculty viewsduring the assessment process will allow the leadership tocontinuously evaluate the effectiveness of the assessmentprocess in terms of faculty involvement.

86 8 9

Method

In order to obtain a broad perspective of the actualviews of the faculty toward assessment and the assessmentprocess, an open-ended interview format was selected. it wasfelt that this type of interview format would allow thefaculty members the opportunity to express themselves on avariety of issues related to assessment with a minimum ofrestrictions. Ho time limits were placed on the interviews.The interviews lasted anywhere from forty-five minutes to anhour-and-a-half. The majority of the interviews took placein the office of the person being interviewed. Every effortwas made by the interviewer to foster a relaxed, informalatmosphere during the interviews. Four general questionsrelating to assessment are asked during the interview inorder to stimulate discussion. The discussion is not limitedto the four questions, however. The four questions are:

1. What is your reaction to assessment?

2. What is your perception of Germanna students whenthey enter the College?

3. What is your perception of what happens to studentswhile they are at Germanna?

4. What is your perception of what happens to studentsafter they leave Germanna?

All of the interviews were on a voluntary basis at theconvenience of the person being interviewed. Before theinterview, the person being interviewed was instructed thatthe notes taken during the interview would be held instrictest confidence and that no complete text from aninterview would be made public. During the interview, theinterviewer took handwritten notes on the observationsoffered by the person being interviewed. Allowances weremade for "off-the-record" comments by the person beinginterviewed. After the interview, the notes taken during theinterview were typed up by the interviewer and then submittedto the person interviewed. A memorandum was attached to theinterview notes that requested that the notes be reviewed andthat any clarifications, additions or deletions be given tothe interviewer.

Initial Results

The response of the faculty members who were interviewedwas very positive. Ho one refused to be interviewed and,judging from the comments during the interview, most facultymembers appreciate the opportunity to make their viewsrelated to assessment known.

9087

I

Concerning the dual purpose of the project, to obtain anover-all perspective of the actual views of the faculty atGermanna Community College towards issues related toeducational assessments in general and specifically towardsissues relating to the process of assessment of institutionaleffectiveness as mandated by the State Council of HigherEducation for Virginia, the faculty members who have beeninterviewed have made a clear distinction between the twopurposes. Regarding the first purpose, the faculty hasexpressed a strong interest in the concept of educationalassessment and has indicated a willingness to work towardsthat end. However, many faculty members have expressedreservations with respect to the assessment guidelinesoffered by the State Council on Higher Education. A clearneed was indicated by the survey for keeping faculty involvedabout the assessment process. As a result workshops andseminars will be conducted next year. In addition a followupsurvey will take place Spring 1990.

91.88

10. EMU ERR RIENWOMMI

Five faculty from Germanna participated with facultyfrom Blue Ridge and Northern Virginia Community Colleges indiscussions, meetings and workshops concerning CriticalThinking. These activities are funded for the 1988 - 1990academic years.

The purpose of this project is to address the need forimprovement in student's critical thinking. The objectivesinclude:

Understanding of critical thinking

Strategies for effective teaching of criticalthinking

Integration of critical thinking into courses andcurricula.

Critical Thinking

The Critical Thinking Scholars developed methods forincorporating Critical Thinking skills within their specificdisciplines and have planned a faculty workshop on CriticalThinking for the Fall 1989 semester. Five new scholars !avebeen selected for the second year of the project. Thefollowing report is a summary of the 1988-89 CriticalThinking Project at Germanna.

9'89

GERMANNA COMMUNITY COLLEGE

CRITICAL THINKING PROJECT

FIRST YEAR REPORT

1988-1989

The objectives of the project remain those listed in theproposal. The Critical Thinking project at Germanna hasinvolved five faculty from a variety of disciplines (Englishand Reading, History, Psychology, Business Management, andElectronics) participating with Northern Virginia CommunityCollege and Blue Ridge Community College colleagues indeveloping their understanding of critical thinking andidentifying strategies which lead to effective teaching ofcritical thinking within and across a variety of teachingcontexts. Faculty have read about critical thinking,participated in three intercollegiate "share experience"meetings, and attended two workshops, the first of which thefaculty found to be more beneficial in terms of theanticipated outcomes, i.e., increased knowledge of thepedagogical processes intrinsic to the successful teaching ofcritical thinking. Faculty have experimented with variouspedagogical techniques and have described their experiencesin papers submitted to the project coordinators as well asshared with all the other scholars. As the first year of theproject ends, the five Germanna faculty are ready to serve asmentors to five new scholars while they continue toincorporate critical thinking strategies in their ownclassrooms. The expected outcomes of the project are thatthrough this 'gram:moot* effort, faculty will increasinglyfocus on identifying the processes of critical thinking intheir classes and that ultimately there will be a campus-widedissemination of strategies for the teaching of criticalthinking.

The three *working" meetings held with th& NOVA and BlueRidge colleagues seemed most valuable in that the scholarsshared critical thinking teaching strategies that they hadimplemented. The sharing of the participant's growth processwith its inherent successes and frustrations contributedsignificantly to the project's intended outcome, thedevelopment of collegial relationships within and amongcurricular disciplines and colleges.

In each discipline represented at Germanna, scholarshave idritified that as a result of their participation inthis project, their focus for the students' education hasexpanded to include the process of thinking in theircurricula. One scholar planned for students to reflect onthe process of how they acquire knowledge or problem solve,often requiring them to write reflection papers and co,duct

90

"experiments" that motivate the student to recognizealternative viewpoints. This scholar also employed a teamtesting approach that encouraged students to talk with oneanother and to exchange ideas. Interestingly, the scholarfound the students highly motivated to learn for each otherso that the team would perform well.

In Business Law I and II, students gained experienceidentifying thinking skills using Robert Sternberg'sthree categories of thinking: the metacomponent (decidingand what-to-do next); the performance component (implementingthe decision); and the knowledge acquisition component(learning new material). In his final report, the scholarstates that "Adding the teaching of thinking skills to thelaw classes has directly aided my students by: ....(helping)thew to have a better understanding of business law and howto systematically apply the law to a set of facts; ... helpedthem to take a more active role as well as enjoying thecourse more; ...benefitted from the acquired knowledgeregarding thinking skills and the increased ability to usethese thinking skills in other courses."

A conclusion shared by all scholars as a result of thefirst-year of the project is that faculty members need tomake critical thinking part of their syllabus in theirrespective courses, One scholar writes, "(Critical thinking)must be removed from the hidden curriculum and made part ofthe course outline and become part of the expectations of thestudent."

Another scholar described increased emphasis ondesigning class projects around critical thinking criteria,giving students a clearer sense of task as an outcome of hisparticipation in the critical thinking project. One scholarincorporated methodology learned at the first workshop inPolitical Science classes as well as in a new course forspring semester entitled Great Books. Another new course isplanned by this scholar for fall semester, IntellectualHistory, implementing critical thinking teaching strategies.

The five Germanna faculty participating in the firstyear of the critical thinking project taught over 500students enrolled in approximately thirty courses.

Student Outcome Assessment is central to the success ofthe critical thinking project. The Curriculum Committee'ssubcommittee on General Education, chaired by Jane Ingalls,also the faculty liaison for the Critical Thinking Scholars,set out to identify Germanna's definition and objectives forgeneral education including the role of critical thinking.Richard Gossweiler, Chairman of the Curriculum Committeeand critical thinking scholar, describes in his final paperfor the project the work of the General EducationSubcommittee in relation to the teaching of critical thinking

skills. See Attachment A. The Assessment and CurriculumCommittees have recommended to the Interim Dean ofInstruction and Student Services the formation of an ad-hoccommittee 14n General Education to develop a process ofmeasuring the student outcomes of General Education atGermanna.

The project has had the support of President Turnage andInterim Dean of Instruction and Student Services, GilbertColeman. They have encouraged the scholars by theircontinued interest in the project throughout the year and bytheir desire to see the work begun by the scholarsdisseminated throughout the campus and systematicallyincorporated into the curricula. Each faculty member atGermanna has been invited to respond to the President'smaster plan survey which in part addresses the development ofthe general education components of the curricula to providestutents the process skills of critical/analytical thinking,synthesis, integration, self-understanding, aestheticappreciation, social responsibility and life-long or self-directed learning skills. Interim Dean Coleman has requestedthat the five first-year scholars plan a faculty workshop oncritical thinking for the start of the fall semester 1989.Mr. Coleman has also identified the five new scholars forthe second year of the project. Wf...:h the appointment of Dr.Charles A. Sieracki to the position of Dean of I-tructionand Student Services effective July 1, 1989, the faculty arelooking forward to his arrival on campus and to the leader-ship he brings to the faculty and staff.

Enhancing faculty awareness campus-wide of theobjectives of general education including the role ofcritical thinking is a goal for 1989-1990. The role ofthe Ad Hoc General Education Committee would be to develop aprocess of measuring student outcomes and develop an agendafor general education assessment activities for the next fiveyears. One suggested activity for 1989-1990 would be afaculty survey of how the identified general educationobjectives are measured in their classes. The second-yearscholars represent a diversity of disciplines: mathematics,social sciences, nursing, business management, andcounseling. Campus-wide disseminat ..on will be facilitated bythe participation of the student service counselor, JimGrigsby. The first-year scholars remain highly motivated andhave expressed interest in having frequent informal faculty/student service meetings throughout 1989-1990 to talk aboutteaching critical thinking and better serving our students.In addition, these first-year scholars will be mentors forthe five new scholars, supporting and encouraging oneanother.

This project in the words of one scholar, "(Openingdoors) for discussion of critical thinking in the compositioncurriculum ....and interdisciplines as well." In general, the

92 tir

scholars are discerning a clearer view of general educationand a better sense of the role of critical thinking in thecollege's curriculum.

9 693

JIMMI, MnOMCMILII.................=e, -.1M11!

CRITICAL THINKING SCHOLARS1989-1990

GERMANNA COMMUNITY COLLEGE

David L Fama, Assoc. Prof. - MathematicsP.O. Box 344Locust Grove, Va. 22508

Dale M. Featherston, Assoc. Prof. - Nursing1101 Stafford AvenueFredericksburg, Va. 22401

James A. Grigsby, CounselorBox 192 LOWLocust Grove, Va. 22508

Gerald D. Slusser, Assoc. Prof. Business Management2607 Heritage DriveCulpeper, Va. 22701

Joel C. Tate, Professor Social SciencesRt. 1, Box 74Culpeper, Va. 22701

Faculty Liaison: Jane R. Ingalls, Assist. Prof. -Nursing 203203 Lake Shore DriveFredericksburg, Va. 22405

Dean of Instruction and Student Services effective July 1,1989: Dr. Charles A. Sieracki

9794

Attachment ARichard Gossweiler

GERMANNA COMMUNITY COLLEGECRITICAL THINKING SKILLS AND ASSESSMENT

At the Fall Semester In-Service Faculty WorkshopMeetings, it was the consensus of The Germanna CommunityCollege faculty that Critical/Reflective Thinking should bean attribute which ail graduates should possess. Thus boththe Assessment and Curriculum Committees began to study howthis could be accomplished. A Sub-Committee of the CurriculumCommittee chaired by Jane Ingalls, the faculty liaison forthe Critical Thinking Scholars, was formed to examine theobjectives of General Education at Germanna including therole of critical thinking.

Simultaneously a survey was conducted "to determine thefaculty's willingness to include critical/reflective thinkingas a desired goal for all degree programs." The results werepositive with the majority of faculty agreeing that criticalthinking should be included in selected courses required foran Associate Degree.

The Subcommittee on General Education held a number ofopen meetings concerning the role of critical thinking as aspecific objective in the general education requirements atGermanna. The Sub-Committee presented a draft proposal to theAssessment Committee, and this proposal will now be actedupon by the Curriculum Committee. The proposal includescritical thinking as a component of the College's GeneralEducation requirements. It particularly addresses the role ofcritical thinking in defining personal values and relatingpersonal values to those of other persons and other cultures.The draft proposal stipulates that upon completion of theGeneral Education Requirements, the student must be able toaddress a variety of problems, select or create solutions toproblems and implement solutions. Specifically the studentmust be able to:

Be an independent learner,Define the problems to be solved,Seek the information needed to solve the problem,Think creatively in developing a solution, andMake logical inferences based on assumptions.

How these objectives will be assessed hes not yet beendetermined. It is presently the consensus of the CriticalThinking Scholars that the best of all possible worlds"would be a specific course or unit in Critical ThinkingSkills taught to all students (perhaps as part ofOrientation) with the skills then being reinforced in otherclasses with particular concern being placed ontransferability of the skills. All of the Critical ThinkingScholars are teaching Critical Thinking Skills in specificcourses in their disciplines which include Science, SocialScience, Business, Nursing and the Humanities. An analysis of

95

Attachment ARichard Gossweiler

those outcomes and particularly the ability to assess thoseoutcomes will have a direct bearing on the role CriticalThinking will play in the college's Assessment Plan.

rJe.)96 ' 4

ASS4SSMENT mom CO u=

The Assessment Steering Committee was formed and metinitially on October 29, 1988. This committee included thefollowing individuals:

John Adams, Adjunct Faculty MemberRandy Beckham, Faculty Senate PresidentGil Coleman, Acting Dean of InstructionPeggy Cocke, Chair. for Learning Resources CommitteeDon Frank, Business FacultyRich Gossweiler, Chair. for Curriculum CommitteeHortense Hinton, Director of Student

Development ServicesCrystal Jones, Staff Association PresidentJane Ingalls, Nursing FacultyRuss Lloyd, Chair. Business DivisionSally Nelson, Chair. Humanities, Social Sciences,

and Developmental StudiesJohn Petro, Student Government RepresentativeDonna Prideaux, Chair. Student Development CommitteeBill Rhodes, Acting Chair. Math, Science and NursingPat Shrader, Director of Continuing EducationBob Sherwood, Chair. Faculty Affairs CommitteeHoward Ward, Chair. Institutional Research CommitteeGayle Wolfe, Assessment Coordinator

The committee was formed to oversee the assessmentprocess at Germanna ane as a forum for discussion andcommunication regarding assessment. The current year atGermanna was a transitional one in that as a part of VCCS wehad changed from a quarter to a semester system; we hadcreated and filled two new positions, Director of StudentServices and Chairperson for Humanities, Social Sciences andDevelopmental Studies; and we were in the process of hiring anew Dean of Instruction. Additionally, Germanna is in aperiod of enrollment growth which has added to the workloadof administrators, faculty, and staff. As a result,assessment procedures were delayed until the AssessmentSteering Committee was formed.

The previous areas were addressed by the AssessmentSteering Committee in conjunction with various other facultyand committees at Germanna. The Assessment SteeringCommittee will continue to oversee the assessment process atGermanna during the 1989-90 academic year. During that timeit will evaluate both its role and the role of the AssessmentCoordinator and will make recommendations as necessary toensure that assessment continues in a manner that is usefuland congruent with the goals and values of the college.

ERIC Clearinghouse forJunior Colleges

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