Embed Size (px)
Citation preview
PROGRAM REVIEW AND
STUDENT OUTCOMES ASSESSMENT
For
Distance Education
2005-2006
Submitted 04/13/2007
i
Program Name: Distance Education
Reviewed by: Sheila Hobbs Date__4/9/07
Review by: Advisory Committee Chair Date __NA__
Reviewed by: Jerry Standahl, Assessment/ IR Date _9/10/07
Reviewed by: Maggie Evans, Educational Committee Chair Date 4/13/07_
ii
TABLE OF CONTENTS
EXECUTIVE SUMMARY Findings—Program Strengths and Weaknesses……………………………… 1 Enrollment FTE & Headcount………………………………………………. 2 Student Demographics………………………………………………………. 7 Certificates, Registries & Licensing…………………………………………. 12 Budget Impact Narrative…………………………………………………….. 12 Important Issues……………………………………………………………… 13
SECTION I: OVERVIEW OF PROGRAM, GOALS, AND OBJECTIVES Brief History of Program……………………………………………………… 14 Program Purpose………………………………………………………………… 14 Program Goals and Objectives…………………………………………………… 14 Relationship of Program Goals to College Mission…………………………… 15 Summary and Analysis of Survey Data……………………………………….. 16 Instructional Methodology…………………………………………………….. 16
SECTION II: STUDENT OUTCOMES ASSESSMENT Quality Assurance Plan …………………………………………………… 17 Student Outcomes Assessment Matrix………………………………………… 23 Action Plan…………………………………………………………………….. 28
SECTION III: CURRICULUM Current Program Curriculum…………………………………………………… 29 Campus Location(s) of Program……………………………………………….. 29 Course Syllabi………………………………………………………………….. 29 Capstone Course……………………………………………………………….. 29 Embedded Courses…………………………………………………………….. 29 Service-Learning ………………………………………………………………. 29 Academic Ladder………………………………………………………………. 30 High-Risk and Pre-Requisite Courses …………………………………………. 30 Distance Education Orientation ………………………………………………… 31 On/Off Campus Course Content Consistency…………………………………... 33 Articulation Agreements ………………………………………………………… 33 Advisory Committee……………………………………………………………. 34 Academic Faculty Advising …………………………………………………… 34
SECTION IV: INSTRUCTION Distance Education………………………………………………………………… 35 Instructional Modalities………………………………………………………….. 35 Integrating Technology………………………………………………………….. 35 Quality of Instruction……………………………………………………………. 37 Professional Development……………………………………………………….. 38
iii
SECTION V: RESOURCES Library and LRC………………………………………………………………….. 39 Physical Resources and Equipment………………………………………………. 40 Clerical Support…………………………………………………………………… 41 Counseling Services………………………………………………………………. 41 Tutoring Services…………………………………………………………………. 42 Learning Assistance & Testing Center…………………………………………… 42 Student Activities…………………………………………………………………. 42 Financial Aid……………………………………………………………………… 43
SECTION VI: MARKETING Target Groups……………………………………………………………………… 44 Recruitment Efforts………………………………………………………………… 44 Brochures…………………………………………………………………………… 44
SECTION VII: PROGRAM REVIW RATING FORM……………………….. 45
Appendix A – Advisory and/or Committee Minutes …………………………… 47 Appendix B – Promotional Materials/Brochures ……………………………… 56 Appendix C - Course Evaluation Checklist ………………………………… 60 Appendix D – Surveys ……………………………………………………………. 62 Appendix E – Educational Programs Committee Comments ………………… 72
iv
EXECUTIVE SUMMARY
Findings—Program Strengths and Weaknesses Outlined is the finding from the study that describes the level of achievement, program objectives, as well as the significant strengths and weaknesses of the program.
• The College’s Distance Education offerings have experienced an augmented growth in the number of courses, student enrollments, and the faculty that have embraced the technology. Tables within this document show the data that supports this growth since 2003.
Strengths:
• We off a variety of courses with regard to discipline. • Majority of our full-time faculty are experienced in teaching and using
Distance Education technologies. • Continuous professional development opportunities are provided for full-
time and part-time faculty to learn new trends and techniques for teaching Distance Education courses.
• Functions as the college’s area of expertise for instructional technology and Distance Education.
• To assure quality in teaching, new Distance Education guidelines have been approved and will be implemented fall 2007.
• A large number of adjunct faculty are using Blackboard to support their face-to-face class.
• We do support the needs of students out of our service region with Distance Education courses that are not offered by colleges near them.
• Our courses are available to students in the local high schools through the dual credit program.
• We do offer wireless computer access for training in the Distance Education Office.
Weaknesses:
• Currently the college has no fully on-line degree or certificate program. • Currently we are in the minority of VCCS colleges that do not offer at least
one course in the Criminal Justice Curriculum on-line. • Currently there is no assessment tool in place to determine a student’s
readiness for Distance Education classes. • Currently the distance education department provides 24/7 helpdesk support
for faculty, students, and clubs using blackboard. As well as additional responsibilities needed to maintain a quality distance education program with one full-time coordinator and a part-time assistant.
1
• Currently we are not partnering with other community college to offer our students courses that are not available through our existing course offerings.
Enrollment Data/Fall FTE Enrollment
Discuss how the SCHEV standard of FTE is being met. If not, explain.
Are there any noticeable trends in enrollment over the past five years?
• A greater number of traditional as well as non-traditional students are taking Distance Education course. Many of them work full-time jobs and the distance courses allow them to continue there desire for an education.
Did something happen in the program or at the college to cause any shifts?
• In 2003 the distance education assistant was hired to lend support with the video conferencing classes. This allowed the coordinator to focus on the on-line segment of the college’s distance education operation. However, with the growth of the program and increase responsibilities an additional full-time position is needed.
Are classes scheduled to meet the needs of the students being served?
• Based on the survey completed by students in the fall of 2006 regarding the distance education operation a major complaint was that the college was not offering enough sections nor was there a sufficient variety of courses being offered. So of the students indicated that they would like to see more distance education courses that were not necessarily tied to a program of study.
Total Distance Education Enrollments Year Students
in All DE Courses
Students in Both DE Reg. Courses
Total Students
in DE Courses
Total Students Enrolled
DE Students Percent
VCCS DE
Students Percent
2005-06 105 431 536 2,267 23.6% 27.6% 2004-05 48 339 387 2273 17.0% 25.0% 2003-04 53 276 329 2,377 13.8% 22.4% 2002-03 81 279 360 2,320 15.5% 19.1% 2001-02 62 300 362 2,520 14.4% 17.0%
2
Distance Education Enrollments Asynchronous Courses Only Year Students
in All DE Courses
Student in Both DE & Reg.
Courses
Total Students
in DE Courses
Total Students Enrolled
DE Students Percent
VCCS DE
Students Percent
2005-06 99 411 510 2,267 22.5% 26.1% 2004-05 42 298 340 2,273 15.0% 23.8% 2003-04 44 226 270 2,377 11.4% 21.3% 2002-03 66 215 281 2,320 12.1% 18.0% 2001-02 40 195 235 2,521 9.3% 15.9%
Distance Education Enrollments Synchronous Courses Only Year Students
in All DE Courses
Student in Both DE & Reg.
Courses
Total Students
in DE Courses
Total Students Enrolled
DE Students Percent
VCCS DE
Students Percent
2005-06 1 51 52 2,267 2.3% 2.8% 2004-05 4 65 69 2,273 3.0% 2.1% 2003-04 8 76 84 2,377 3.5% 1.9% 2002-03 15 94 109 2,320 4.7% 1.9% 2001-02 20 147 167 2,521 6.6% 1.7%
Total Distance Education Enrollments and FTES Academic
Year Total
Students Enrolled
Total Students
in DE Courses
DE Students Percent
Annual FTES
Annual DE
Total FTES
DE FTES
Percent
VCCS DE
FTES Percent
2005-06 2267 536 23.6% 837 101 12.1% 13.6% 2004-05 2273 387 17.0% 822 59 7.1% 12.5% 2003-04 2373 329 13.8% 846 53 6.2% 10.7% 2002-03 2320 360 15.5% 828 51 6.1% 9.5% 2001-02 2521 362 14.4% 839 55 6.6% 8.0% 2000-01 2528 300 11.9% 821 44 5.4% 7.1%
Distance Education Asynchronous Courses and FTES Academic
Year Total
Students Enrolled
Total Students
in DE Courses
DE Students Percent
Annual FTES
Annual Async. Total FTES
DE FTES
Percent
VCCS DE
FTES Percent
2005-06 2267 510 22.3% 837 93 11.1% 12.5% 2004-05 2273 340 15.0% 822 50 6.1% 11.6% 2003-04 2373 270 11.4% 846 39 4.6% 9.9%
3
2002-03 2320 281 12.1% 828 35 4.2% 8.6% 2001-02 2521 235 9.3% 838 27 3.3% 7.3% 2000-01 2528 149 5.9% 821 18 2.2% 6.3%
Distance Education Synchronous Courses and FTES Academic Year
Total Students Enrolled
Total Students
in DE Courses
DE Students Percent
Annual FTES
Annual Async. Total FTES
DE FTES
Percent
VCCS DE
FTES Percent
2005-06 2267 52 2.3% 837 8 1.0% 1.2% 2004-05 2273 69 3.0% 822 8 1.0% 0.9% 2003-04 2373 84 3.5% 846 14 1.6% 0.9% 2002-03 2320 109 4.7% 828 16 1.9% 0.9% 2001-02 2521 167 6.6% 838 28 3.3% 0.8% 2000-01 2528 170 6.7% 821 27 3.2% 0.8%
Participation in Distance Education Activities Delivering and Receiving Activities
Fall Term
Year Courses Students FTES
Sync Async Total Sync Async Total Sync Async Total 2002
6 18 24 75 187 262 14.33 33 47.33
2001 8 9 17 90 99 189 18 18.8
36.8
2000 8 7 15 115 58 173 24.73 9.86
34.59
1999 2 2 4 39 76 115 9.33 11.46
20.79
1998 0 0 0 0 0 0 0 0
0
1997 2 0 2 48 0 48 11.13 0
11.13
4
Distance Education Participation
Inter (between) vs. Intra (within) College
Fall Term
Year Courses Students FTES
Inter Intra Total Inter Intra Total Inter Intra Total 2002 1 21 22 1 254 255 0.2 45.66 45.86 2001 0 15 15 0 181 181 0 35.2 35.2 2000 0 14 14 0 169 169 0 33.53 33.53 1999 0 3 3 0 92 92 0 14.66 14.66 1998 0 0 0 0 0 0 0 0 0 1997 0 2 2 0 48 48 0 11.13 11.13
Fall Headcount DE Enrollments
FA 01 FA 02 FA 03 FA 04 FA 05
AST 101 0 0 0 0 8 AST 113 0 0 0 6 5 AST 141 0 7 6 9 14 AST 147 0 0 0 0 5 AST 153 0 0 0 0 8 AST 195 0 13 0 0 0 AST 234 0 0 0 0 8 BIO 101 14 13 17 0 0 BUS 100 11 9 10 9 17 BUS 111 14 0 12 16 0 BUS 236 8 0 12 0 0 BUS 241 0 0 0 12 24 BUS 165 0 0 0 18 32 CHD 120 12 0 0 0 0 CSC 200 0 0 10 0 2 ENG 241 0 0 0 6 0 ENG 243 0 0 17 0 0 HIS 141 10 0 0 0 0 HLT 110 15 21 30 25 27 HLT 116 16 13 25 16 0 ITE 115 0 0 0 17 31 ITE 130 0 0 0 8 11 ITE 140 0 0 0 18 14 ITE 150 0 0 0 10 0 ITE 160 0 0 0 6 4 ITE 198 0 0 0 7 3 ITE 215 0 0 0 0 13
5
ITN 107 0 0 0 0 4 IST 117 13 17 18 0 0 IST 123 9 17 22 0 0 IST 128 15 19 13 0 0 IST 129 0 0 9 0 0 IST 133 0 11 0 0 0 IST 193 0 10 0 0 0 IST 195 0 0 7 0 0 IST 198 0 0 7 0 0 IST 214 2 0 7 0 0 IST 223 0 1 4 0 0 IST 226 0 5 0 0 0 IST 227 0 2 0 0 0 IST 293 0 5 0 0 0 IST 295 0 4 0 0 0 MKT 100 0 0 10 6 9 MKT 110 6 0 0 0 0 MKT 282 5 5 0 0 0 PED 103 0 0 0 8 8 PHI 100 0 0 0 1 0 PSY 235 0 0 0 0 16
Fall FTE DE Enrollments
FA 01 FA 02 FA 03 FA 04 FA 05
AST 101 0 0 0 0 0.5 AST 113 0 0 0 .5 0.3 AST 141 0 1.4 1.2 1.8 0.9 AST 147 0 0 0 0 0.3 AST 153 0 0 0 0 0.5 AST 195 0 .9 0 0 0 AST 234 0 0 0 0 0.5 BIO 101 3.7 3.5 4.5 0 0 BUS 100 2.4 1.8 2.0 1.8 1.1 BUS 111 3.0 0 2.4 3.2 0 BUS 165 0 0 0 3.6 2.1 BUS 236 1.8 0 2.4 0 0 CHD 120 2.4 0 0 0 0 CSC 200 0 0 2.0 0 0.1 ENG 241 2.0 3.2 0 1.2 0 ENG 243 0 0 3.4 0 0 HIS 141 2.0 0 0 0 0 HLT 110 3.0 4.2 6.0 5.0 1.9 HLT 116 2.1 1.7 3.3 2.1 1.8 ITE 115 0 0 0 3.4 2.1 ITE 130 0 0 0 1.6 0.7 ITE 140 0 0 0 3.6 0.9 ITE 150 0 0 0 2.0 0
6
ITE 160 0 0 0 1.2 0.3 ITE 198 0 0 0 1.4 0.2 ITN 107 0 0 0 0 0.3 IST 117 2.6 3.4 3.6 0 0 IST 123 1.8 3.4 4.4 0 0 IST 128 3.0 3.8 2.6 0 0 IST 129 0 0 1.8 0 0 IST 133 0 2.2 0 0 0 IST 193 0 .7 0 0 0 IST 195 0 .5 0 0 0 IST 198 0 0 1.4 0 0 IST 214 .4 0 1.4 0 0 IST 223 0 .2 .8 0 0 IST 226 0 1.0 0 0 0 IST 227 0 .4 0 0 0 IST 293 0 1.0 0 0 0 IST 295 0 .3 0 0 0 MKT 100 0 0 2.0 1.0 0.6 MKT 110 1.2 0 0 0 0 MKT 282 1.0 1.0 0 0 0 PED 103 0 0 0 .5 0.5 PHI 100 0 0 0 .2 0 PSY 235 0 0 0 0 1.1
Student Demographics
Review the student demographic data (sex, race, etc). • Three-fourth or better of the students taking distance-learning classes are
female. This is probably due to the nature of the courses as well as to the fact that females make up about 60% of the college’s enrollment. White students also makeup a higher percentage of students enrolled in Distance Education courses than minorities. The percentages of students that are enrolled in distance-learning courses are evenly split between the 18-21, the 22-34, and the 35-59 age groups.
Population:Ethnic Enrollment: White BlackOther SEX: Male Female Median Age: Per Capita Income: Below Poverty Level:
PDCCC SERVICE AREA DEMOGRAPHICS
87,385
57% 41% 2%
49% 51% 33.6
$22,494 22.2%
7
PDCCC ETHNIC ENROLLMENT Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005
Race n % n % n % n % n % White Black Other
854 605 34
58% 39% 3%
886 598 65
57% 39% 4%
903 679 54
55% 42% 3%
875 546 47
60% 37% 3%
911 561 50
60% 37% 3%
PDCCC GENDER ENROLLMENT
Sex Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Male
Female 572
1088 34% 66%
531 1029
34% 66%
573 1063
35% 66%
479 989
33% 66%
515 1010
34% 66%
8
Fall Students by Gender
FA 01
M F
FA 02
M F M F
FA 03 FA 04
M F
FA 05
M F N % N % N % N % N % N % N % N % N % N %
ACC 111 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 14 18 86 ACC 113 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 14 18 86 AST 101 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 25 6 75 AST 113 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 100 0 0 4 100 AST 141 0 0 0 0 2 28 5 72 0 0 0 0 0 0 9 100 1 7 13 93 AST 147 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 100 AST 153 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 100 AST 195 0 0 0 0 0 0 13 100 0 0 0 0 0 0 0 0 0 0 0 0 AST 234 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 100 BIO 101 1 7 13 93 3 23 10 77 5 29 12 71 0 0 0 0 0 0 0 0 BUS 100 4 36 7 64 1 11 8 89 2 20 8 80 5 56 4 44 3 19 13 81 BUS 111 5 36 9 64 0 0 0 0 4 33 8 67 2 13 14 88 0 0 0 0 BUS 165 0 0 0 0 0 0 0 0 0 0 0 0 6 33 12 67 8 26 23 74 BUS 236 1 13 7 87 0 0 0 0 5 47 7 53 0 0 0 0 0 0 0 0 BUS 241 0 0 0 0 0 0 0 0 0 0 0 0 3 25 9 75 5 25 15 75 CHD 120 0 0 12 100 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 CSC 200 0 0 0 0 0 0 0 0 5 50 5 50 0 0 0 0 0 0 2 100 ENG 241 2 25 6 75 4 25 12 75 0 0 0 0 1 8 11 92 0 0 0 0 ENG 243 0 0 0 0 0 0 0 0 2 12 15 88 0 0 0 0 0 0 0 0 HIS 141 3 30 7 70 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 HLT 110 8 53 7 47 7 33 14 67 10 30 20 70 7 28 18 72 6 21 22 79 HLT 116 4 25 12 75 4 31 9 69 6 24 19 76 3 19 13 81 6 22 21 78 IST 117 2 15 7 85 4 24 13 76 3 17 15 83 0 0 0 0 0 0 0 0 IST 123 4 44 5 56 5 29 12 71 4 18 18 82 0 0 0 0 0 0 0 0 IST 128 7 47 8 53 3 16 16 84 1 8 12 92 0 0 0 0 0 0 0 0 IST 129 0 0 0 0 0 0 0 0 3 33 6 67 0 0 0 0 0 0 0 0 IST 133 0 0 0 0 3 27 8 73 0 0 0 0 0 0 0 0 0 0 0 0 IST 193 0 0 0 0 4 40 6 60 0 0 0 0 0 0 0 0 0 0 0 0 IST 195 0 0 0 0 2 29 5 71 0 0 0 0 0 0 0 0 0 0 0 0 IST 198 0 0 0 0 0 0 0 0 1 14 6 86 0 0 0 0 0 0 0 0 IST 214 0 0 2 100 0 0 0 0 2 29 5 71 0 0 0 0 0 0 0 0 IST 223 0 0 0 0 1 100 0 0 2 50 2 50 0 0 0 0 0 0 0 0 IST 226 0 0 0 0 1 20 4 80 0 0 0 0 0 0 0 0 0 0 0 0 IST 227 0 0 0 0 1 50 1 50 0 0 0 0 0 0 0 0 0 0 0 0 IST 293 0 0 0 0 1 20 4 80 0 0 0 0 0 0 0 0 0 0 0 0 IST 295 0 0 0 0 1 25 3 75 0 0 0 0 0 0 0 0 0 0 0 0 ITE 115 0 0 0 0 0 0 0 0 0 0 0 0 4 24 13 76 10 48 11 52 ITE 130 0 0 0 0 0 0 0 0 0 0 0 0 3 37 5 63 1 9 10 91 ITE 140 0 0 0 0 0 0 0 0 0 0 0 0 4 22 14 78 4 29 10 71 ITE 150 0 0 0 0 0 0 0 0 0 0 0 0 2 20 8 80 0 0 0 0 ITE 160 0 0 0 0 0 0 0 0 0 0 0 0 1 17 5 83 2 50 2 50 ITE 198 0 0 0 0 0 0 0 0 0 0 0 0 3 43 4 57 1 33 2 67 ITE 215 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 42 7 58 ITN 107 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 50 2 50 MKT 100 0 0 0 0 0 0 0 0 4 40 6 60 5 45 6 55 2 22 7 78 MKT 110 3 50 3 50 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 MKT 282 1 20 4 80 3 6 2 40 0 0 0 0 0 0 0 0 0 0 0 0 PED 103 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 100 1 13 7 87 PSY 235 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 7 28 93 PHI 100 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 100 0 0 0 0
9
Fall Students by Ethnicity
FA 01 FA 02 FA 03 FA 04 FA 05 B W O B W O B W O B W O B W O
ACC 111 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
52% 11
48% 10
0% 0
ACC 113 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
52% 11
48% 10
0% 0
AST 101 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
33% 2
67% 4
0% 0
25% 2
75% 6
0% 0
AST 113 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
33% 2
67% 4
0% 0
75% 3
25% 1
0% 0
AST 141 0% 0
0% 0
0% 0
43% 3
57% 4
0% 0
17% 1
83% 5
0% 0
56% 5
44% 4
0% 0
65% 9
36% 5
0% 0
AST 147 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
40% 2
60% 3
0% 0
AST 153 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
63% 5
38% 3
0% 0
AST 195 0% 0
0% 0
0% 0
8% 1
92% 12
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
AST 234 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
50% 4
50% 4
0% 0
BIO 101 36% 6
57% 8
7% 1
23% 3
77% 10
0% 0
47% 8
41% 7
12% 2
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
BUS 100 9% 1
91% 10
0% 0
0% 0
10% 9
0% 0
30% 3
70% 7
0% 0
33% 3
67% 6
0% 0
56% 9
44% 7
0% 0
BUS 111 21% 3
79% 1
0% 0
0% 0
0% 0
0% 0
50% 6
50% 6
0% 0
44% 7
56% 9
0% 0
0% 0
0% 0
0% 0
BUS 165 50% 4
50% 4
0% 0
0% 0
0% 0
0% 0
33% 4
67% 8
0% 0
67% 12
33% 6
0% 0
58% 18
39% 12
3% 1
BUS 236 50% 4
50% 4
0% 0
0% 0
0% 0
0% 0
33% 4
67% 8
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
BUS 241 50% 4
50% 4
0% 0
0% 0
0% 0
0% 0
33% 4
67% 8
0% 0
61% 11
39% 7
0% 0
55% 11
45% 9
0% 0
CHD 120 83% 10
17% 2
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0% 0
0% 0
0% 0
CSC 200 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
50% 5
50% 5
0% 0
0% 0
0% 0
0% 0
0% 0
100% 100
0% 0
ENG 241 37% 3
63% 5
0% 0
19% 3
81% 13
0% 0
0% 0
0% 0
0% 0
92% 11
8% 1
0% 0
0% 0
0% 0
0% 0
ENG 243 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
24% 4
76% 13
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
HIS 141 100% 10
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
HLT 110 33% 5
67% 10
0% 0
24% 5
66% 14
10% 2
37% 11
63% 19
0% 0
72% 18
28% 7
0% 0
39% 11
57% 16
4% 1
HLT 116 56% 9
44% 7
0% 0
23% 3
77% 10
0% 0
28% 7
6% 17
4% 1
81% 13
19% 3
0% 0
44% 12
52% 14
4% 1
IST 117 46% 6
54% 7
0% 0
35% 6
65% 11
0% 0
17% 3
83% 15
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 123 44% 4
56% 5
0% 0
41% 7
59% 1
0% 0
3% 8
59% 13
5%1 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
10
Fall Students by Ethnicity
FA 01 FA 02 FA 03 FA 04 FA 05 B W O B W O B W O B W O B W O
IST 128 20% 3
73% 11
7% 1
53% 10
47% 9
0% 0
39% 5
61% 8
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 129 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
67% 6
33% 3
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 133 0% 0
0% 0
0% 0
37% 3
73% 8
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 193 0% 0
0% 0
0% 0
20% 2
80% 8
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 195 0% 0
0% 0
0% 0
29% 2
71% 5
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 198 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
14% 1
86% 6
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 214 0% 0
100% 2
0% 0
0% 0
0% 0
0% 0
43% 3
57% 4
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 223 0% 0
0% 0
0% 0
100% 1
0% 0
0% 0
25% 1
75% 3
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 226 0% 0
0% 0
0% 0
40% 2
60% 3
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 227 0% 0
0% 0
0% 0
50% 1
50% 1
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 293 0% 0
0% 0
0% 0
20% 1
80% 4
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
IST 295 0% 0
0% 0
0% 0
25% 1
75% 3
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
ITE 115 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
24% 4
76% 13
0% 0
23% 7
74% 23
3% 1
ITE 130 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
38% 3
63% 5
0% 0
55% 6
45% 5
0% 0
ITE 140 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
56% 10
44% 8
0% 0
64% 9
29% 4
7% 1
ITE 150 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
40% 4
60% 6
0% 0
0% 0
0% 0
0% 0
ITE 160 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
67% 4
33% 2
0% 0
0% 0
100% 4
0% 0
ITE 198 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
29% 2
71% 5
0% 0
33% 1
67% 2
0% 0
ITE 215 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
29% 2
71% 5
0% 0
33% 1
67% 2
0% 0
ITN 107 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
50% 2
50% 2
0% 0
MKT 100 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
56% 5
44% 4
0% 0
MKT 110 33% 2
67% 4
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
MKT 282 0% 0
100% 5
0% 0
40% 2
60% 3
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
PED 103 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
63% 5
25% 2
13% 1
38% 3
63% 5
0% 0
PSY 235 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
67% 20
30% 9
3% 1
PHI 100 0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
0% 0
Enrollment by Age FA 01 FA 02 FA 03 FA 04 FA 05 < 18 0%
28% 36% 36% 0%
1% 25% 36% 38% 0%
2% 36% 35% 24% 3%
0% 2% 65% 33% 0%
0% 11% 54% 33% 1%
18 - 21 22 - 34 35 - 59
> 60
11
Certificates, Registries and Licensing When students complete this program, do they receive certification, registry or licensing? If so, please identify by whom these are awarded. What is your record of success in the last two years?
• There are no certificates given to students for taking a distance education course.
Budget Impact Narrative Discussion of budgetary needs resulting from the recommendations.
Need Justification Cost
Facility Requirement (track lighting, more class/lab space, etc) Equipment Additional presentation equipment is
needed to support the integration of technology in teaching.
$6,000.00
Computer Resources/software
Newer computers in the DE area are needed to accommodate the increased training needs. Also due to the changes in the operating system software, office suite 2007 and blackboard updates more up to date computers are needed to support the demands and changes in Distance Education at PDCCC
$5,000.00
Library resources The Information Literacy student orientation needs to be in a format that is easily accessible to distance education students.
$500.00
Developmental resources An assessment tool to address student readiness for distance education courses needs to be implemented as a component of the placement test. Also resources need to be available to support improving the computer literacy of our developmental students.
$4,000.00
Student activities events Distance Education opportunities at the college needs to part of student activities events. Also the Student Activities Coordinators and club sponsors should employ Blackboard as a tool to readily share college wide information and activities with all students.
$2, 000.00
12
Professional Development The distance education staff needs continuous training and courses in Distance Education technologies, software and hardware trends, as well as curriculum design techniques to stay abreast of the advances in technology that support teaching and learning.
$7,000.00
Important Issues What are the three most important issues facing this program in terms of improving student learning and quality?
• Assuring that all distance education courses meet the approved quality standards outlined in the DE Procedures document.
• Because of the increased workload and responsibilities of distance education at the college, the part-time distance education assistant position needs to become a full-time position.
• Assuring that faculty are sufficiently trained
13
SECTION I: OVERVIEW OF PROGRAM, GOALS & OBJECTIVES
Brief History of Program:
Distance Education has taken a dramatic increase within the Virginia Community College System over the past few years. As funds for buildings become scarce and the use of technology grows, there is greater emphasis to include distance-learning techniques in teaching (web-based, compressed video, etc).
In 1997, Paul D Camp Community College implemented a Quality Assurance Plan for Distance Education. At that time, four courses were offered via compressed video and one course via the Internet.
The Quality Assurance Plan for Distance Education was revised in the Spring of 2001 in order to reflect the guidelines set forth in September of 2000 by the VCCS Deans and Provosts to accommodate increase offerings and enrollments in Distance Education classes. The Distance Education Committee, chaired by the Education Resource Director and composed of distance education faculty, prepared the plan. The Committee based the plan on input from the VCCS and as well as peer institution data. The revised plan was approved by the Dean’s Council and the President. Implementation was to begin in the Fall of 2001.
Revisions to the plan included: (1) Graduate and student surveys, (2) Faculty evaluations, (3) Course evaluations, and (4) Advisory Committee checklist.
Distance Education courses at Paul D. Camp Community College have increased from five in 1997 to 20-30 in 2003.
Program Purpose: What is the purpose of the program plan/specialization? The purpose of the Distance Education Program is to assist those students who wish to independently pursue academic goals outside the traditional classroom setting or take advantage of courses that may not be offered at the Franklin Campus, Suffolk campus or Smithfield Site.
Program Goals and Objectives: Discuss your program goals/objectives by plan/specialization. The goals and objectives of the Distance Education Program is to provide, expand, and coordinate the development of quality courses and programs to meet the needs of distance learners. The Distance Education Program is also designed to allow access to a variety of learning experiences and at the same time meet the standards established by the College for (1) curriculum, instruction, and education and (2) for institutional context and commitment.
14
Relationship of Program Goals to College Mission How do the purpose and goals of the program relate to the mission and goals of the college? Does the program make a unique contribution or does it duplicate other efforts? What is the relationship of this program to other degree/certificate programs at the college? The Distance Education Program is a fundamental part of the college’s stated mission “to provide access to a variety of quality learning experiences which result in student success and be an active partner in the development, growth, and renewal of the communities we serve.” The College mission is to provide diverse educational and workforce learning opportunities that enhance the quality of life for students and citizens. College goals to achieve this mission and program goals comparison are the following: Enter your goals and “x” your relationship to the college goals. Program goal P1= Meets the quality of assurance standards for curriculum, instruction & education. Program goal P2=Meets the quality assurance standards for institutional context & commitment. Program goal P3= Provide access to a variety of quality learning experiences.
College Goals P1 P2 P3 Provides access for students and promotes their success and goal attainment
X X
Offers occupational/ technical programs that are responsive to the needs of students and employers
X
Provides curricula in university parallel programs that facilitate transfer to senior institutions
X
Provides a developmental studies program to help students meet college-level learning expectations Enables students to strengthen general skills, conceptual abilities, and values needed to function competently in the community, workplace and diverse world
X
Expands workforce training, services & lifelong learning opportunities
X
Expands partnerships for the development, growth and renewal of the service region
X
Provides adequate personnel, financial resources, facilities and technology to support its programs & services
X
15
Graduate Follow-up
Current Student
Non-returning Student
Advisory Committee
Summary and Analysis of Survey Data
Use data to support the following questions: Are the goals of students enrolled in the program consistent with the goals and objectives of the program? Are students enrolled in the appropriate program for meeting their objectives?
In the 2006 survey, 86% of all graduates felt that their objectives were fully achieved and 14% somewhat achieved. In the 2006 student survey, 62.2% of new students felt that their objectives and goals were fully being met and 37.8% somewhat being met.
Instructional Methodology:
How does the program’s instructional methodology, (e.g. pedagogy, use of technology and resources), relate to the goals of the program?
• Recruiting new instructors • Creation of new courses • Recruitment of non-traditional students • Creation of guidelines for faculty teaching DE courses to assure quality • Student assessment to evaluate satisfaction and ideas for improvement of DE
Program • Incorporated training on the usage of additional technologies to enhance
distance teaching and learning. • The increased usage of distance education technologies is reflective of
number of course using Blackboard courseware during the Fall of 2006 to 129, which is an increase growth rate of roughly 430%.
16
SECTION II: STUDENT OUTCOMES ASSESSMENT
Quality Assurance Plan for Distance Education
In 1997, Paul D Camp community college implemented the Quality Assurance Plan for Distance Education. This plan was revised in Spring 2001 to better reflect those guidelines set forth in September 2000 by the VCCS Deans and Provosts and to accommodate the increased offerings and enrollments. The plan will be revised again in Spring 2007. The following is an assessment of the present plan:
The Distance Education Program at Paul D. Camp Community College includes courses offered via both the Internet, and courses offered via compressed video. By delivering academically sound courses and educational support services that are flexible, responsive, and innovative, the program enables students to achieve their educational goals. The Distance Education Program is designed for those students who wish to independently pursue academic goals outside the traditional classroom setting or take advantage of courses that may not be offered at the Franklin or Suffolk campuses or PDCCC-Smithfield. Distance education courses provide the same quality and content as traditional on-campus courses. These courses have specific qualities that mirror direct classroom instruction, but call for strong student commitment. Distance education courses do not augment or replace on-campus sections. These courses are part of the College's efforts to provide ready access to education throughout the community.
The Distance Education Program is a fundamental part of the college's stated mission ”to provide access to a variety of quality learning experiences which result in student success and be an active partner in the development, growth, and renewal of the communities we serve.”
The Standards
1. To receive college credit, distance education courses offered by PDCCC are reviewed and approved in advance by the Distance Education Committee and the Vice-President of Instruction and Student Development.
2. Faculty are appointed and evaluated through a traditional process to teach distance education courses for credit.
3. Faculty teaching distance education courses are proficient in the technological tools and software employed in their distance education courses.
4. Prior to the development of a distance education course faculty are to complete the process as outlined in the Distance Education Guidelines Document. The new course will be evaluated based upon curriculum planning, relevancy of the subject matter, quality comparison to on-
17
campus coursework. 5. The instructional content of distance education courses meets the
standards of on-campus direct classroom courses. The minimum standards require an equivalency in content to on-campus courses, high quality media components, standard textbook or other printed materials, student study guide, ample opportunity for student/faculty interaction, specific measurable education outcomes, methods of evaluating student performance, and a review of the distance education course to decide if the material is still current and the course fits the department's curriculum.
6. All first-time distance education students are given a clear statement of course requirements in advance.
7. To maximize communication electronically, distance education courses may incorporate both real-time electronic interchange through chat rooms and discussion groups and asynchronous forms of communication such as e-mail and computer bulletin boards.
8. The level of achievement expected of students and tested for in a distance education environment is as challenging as that in a classroom-based course.
9. Faculty teaching distance education courses ensure the academic integrity of the course and provide for a positive education experience. Faculty are responsible for course development, participation in distance education and college activities, instructional administration such as evaluating students' assignments and exams, accurately grading and maintaining students' records, providing timely feedback to students, monitoring student progress, and promptly responding to student inquiries.
Delivery
Delivery of courses offered through the distance education program is based upon certain assumptions: • On-campus, traditional courses do not meet the needs of all potential
students. • Faculty members are crucial to providing a total education experience. • Procedures for delivery are developed from a student-centered approach. • Faculty members are accessible.
Technology now allows colleges to deliver instruction to the community through programs that previously were available only at the home campus. Implementation of the distance education system requires support components such as telecommunication lines and equipment, distance education classrooms, connectivity and instructional technology and technical staff.
Most of the teaching and education at PDCCC is provided through faculty and students meeting face to face in traditional classroom settings and by using the college's instructional laboratories. With the establishment of Network Virginia, all
18
23 VCCS colleges and their respective campuses will be involved in real-time distance education activities.
Delivery methods used by PDCCC in asynchronous distance education include Internet or Web based courses and print-based courses that utilize the Internet or World Wide Web as the primary delivery method. Independent study courses are also available.
Delivery methods used by PDCCC in synchronous distance education include courses taught between VCCS colleges via the VCCS compressed video network. These courses are taught by an originating college and delivered to receiving colleges through a statewide ATM network. Courses are taught and received through specialized distance education classrooms. Students and faculty can see and hear each other in a live interactive format.
Faculty Roles and Responsibilities
Prior to the beginning of the course, faculty members are thoroughly familiar with course components and familiar with college and distance education policies and procedures. They have prepared course materials including course syllabi, exams, study tips, handouts, introductory letter, etc., assisted in the development of a total course plan, developed and coordinated any activities needed to help students begin and are prepared to administer the first test or exam.
During the course, faculty members • Review all course materials. • Are available at specific hours each week to consult with students by
telephone, mail, fax or in person, grade and/or review all assignments and assign a grade if required and prepare feedback on progress to students.
• Insure that all materials needed by students are prepared and ready to mail or administer.
• Maintain an accurate class roster. • Maintain contact with distance education staff. • Participate in distance education program activities and meetings.
After the course ends, faculty members: • Assign final grades for the course. • Complete any grade changes. • Assist in the evaluation of the course. • Revise course materials as needed. • Finish commitment through any incompletes.
As with on-campus courses, all distance education courses have an established means of measuring student progress and mastery of course materials. RegarDEess of the method(s) used, development of a grading system and
19
examination are entirely the responsibility of faculty. To assist in the process, the following procedures and policies are used:
1. Grade symbols used for on-campus classes are used in distance education courses.
2. Faculty develops a grading system and includes it as part of the course syllabus.
3. Faculty develops and interprets all examinations, written assignments, etc. 4. Faculty establishes any due dates and ensures that materials needed by
students to complete course requirements are available prior to these due dates. Determination of late work and any penalty are faculty responsibilities and must be outlined in the course syllabus.
5. Faculty maintains official class rosters and are responsible for submitting final grades. The rosters are used to aid the faculty in monitoring students' progress and may be used by faculty as official rosters.
6. Testing guidelines and procedures have been developed and approved by distance education faculty members. These guidelines and procedures will be periodically reviewed and changes made as needed. Any changes must be approved by the simple majority of distance education faculty and will be effective for all distance-education courses.
7. Test proctors may be used for students who meet the specified criteria for obtaining a test proctor. Information regarding test-proctoring options is included in the course packet. Students are responsible for requesting test proctors in a timely manner. Specific guidelines and procedures related to test proctor approval and administration will be followed.
8. Course papers, exams, etc. are turned in, faxed in or mailed directly to the faculty member depending on the course requirements.
9. Feedback related to papers, exams etc. is prepared by the faculty member, and feedback is provided via either the voice mail system or other system.
Faculty teaching in the distance education program meets at least once each semester as a group to discuss any problems or changes that are needed and to share information of interest to distance education faculty. The Dean of Instruction facilitates these meetings.
Periodic revision is a necessary part of any course. Development is a continuing process that the faculty member conducts for distance education courses.
Preparation of Materials
Faculty ensures that all materials for the course packet are prepared. Materials include a faculty introductory letter, a course syllabus, and any part of the packet requiring typed copy.
20
Course of Study and Syllabus Approval
All distance education courses follow the normal college policies regarding approval. The faculty members and their respective program head sign all courses of study. Copies of each syllabus are on file with the Dean of Instruction and Student Development.
Synchronous Courses
Training
Faculty that will be teaching distance education courses will be provided with a training prior to their teaching the class. In addition to the training, specific logistics of the course will be covered with the faculty. This will include information on how to administer tests, receive assignments, and other logistical issues that may arise.
Faculty Responsibilities
Faculty teaching courses via the distance education classrooms are responsible for • Taking advantage of training opportunities provided them in the semester
prior to the one in which they teach. • Acquiring a basic understanding and comfort level of the distance education
teaching equipment so that they can operate the room on their own throughout the semester.
• Leaving the room in a condition that will be ready for the next distance education class (i.e., performing specific "transition" procedures that ready the room for the next group).
• Actively engaging the remote site students in the education process. • Using part of the first day of class as an orientation and administrative day to
raise the comfort level of students.
Staff Support to Faculty
Distance Education and Instructional Technology staff will provide support and assistance to the faculty for their teaching from the distance education classroom. In addition to the traditional support to distance education faculty, staff will be responsible for: • Providing training to faculty during the semester prior to the one in which they
teach. • Monitoring the audio and video signal in the Commonwealth Classroom. • Providing technical support, maintenance and repair of equipment as needed
throughout the semester. • Notifying the faculty as soon as possible if technical difficulties are going to
prevent the transmission of the class.
21
Classroom Interaction
There are a number of things faculty can do to enhance interaction between the different sites:
• Faculty will get to know the local and remote students as they would in a traditionally taught class.
• Learn their names early and establish a personal relationship with students.
• Do an audio check with remote sites at the start of each class so they know the teacher cares about whether or not they can hear and be heard by the teacher.
• Make students at the remote site accountable for making sure they can hear the teacher and can see any material presented throughout the class.
• Establish other communication methods outside the classroom, using telephone, voice mail, email or electronic office hours.
Faculty Are Responsible For:
• Following the copyright guidelines for material being used. • Being prepared and having lessons, graphics, and activities well prepared in
advance so that far-site students receive what they need before the start of the class.
• Being flexible enough to respond to student questions. • Encouraging student involvement and interaction. • Recognizing and preparing for all education styles: auditory (favors listening),
visual (favors seeing), and kinesthetic (favors hands-on).
22
Student Outcomes Assessment Matrix
Goal/Objective being assessed
Evaluation Methods Findings Actions taken or to be taken
Program Goal 1: Curriculum, Instruction and Education
Each program or course of study results in education appropriate to the rigor and breadth of the degree or certificate awarded
Review of course outlines by Academic Deans
Student grades:
Students will achieve the same level of success as the on-campus students for the same courses.
The VCCS compared the fall 2003 withdrawal and failure rates for DE courses vs. traditional courses. PDCCC rate was 41% for DE courses vs. 17% for traditional courses. This was the 3rd highest failure rate in the VCCS.
When comparing the same course (Fall 2005) taught by DE vs. traditional, the completion rate for DE is significantly less (See Section III: High-Risk & Pre Requisites).
Needs to develop strategies to improve the success rate of DE students.
Need to develop a criterion for screening students who can enroll in DE courses.
The fall 2005 grade distribution for DE courses was the following: A: 29.8% B: 24 % C: 4.8% D: 0 % F: 8.7% I: 8.7% W: 24.0%
58.6% received a grade of C or better in fall 2005. DE students appear to do either very well or poorly.
Need to develop assessment strategies to determine a students readiness for DE courses.
Degree or certificate program or course offered electronically is coherent and complete
Review of course outlines by Academic Dean
Review by Advisory Committees
Review by Educational Program Committee
Need to forward documentation to verify that courses offered electronically are coherent and complete after each area of review.
Course or program provides Review of course Academic Deans need to forward for appropriate interaction outlines by Academic documentation to verify that DE courses between faculty and students Dean provide for appropriate interaction. and among students
23
Qualified faculty provide Review by Vice- Documents will be maintained to verify appropriate supervision of President of that this is being done. the program or course that is Instruction and offered electronically Student Development
Review of VCCS 29 by the Academic Dean
Academic standards for all programs or courses offered electronically are equivalent to those for other courses or programs delivered at the institution where they originate.
Advisory Committees review
Review by Educational Program Committee of non-occupational technical programs.
Review by Advisory Committees of Occupational Technology Programs
Documents will be maintained to verify that this is being done.
Student’s education in programs offered electronically is comparable to student’s education in programs or courses offered on campus.
Institutional Effectiveness: 1. Will compare grades of distance education students and on-campus students to assure grades are comparable.
2. Completion rates of distance education students and on campus students will be comparable
Documents will be maintained to verify that this is being done.
Maintain documents to verify that this is being done. Documents will be maintained to verify that this is being done.
Faculty-to-student ratios in Review Educational Documents will be maintained to verify distance education courses Program Committee that this is being done. are appropriate for the type of delivery system and Review by the VP of technology involved. Instruction and
Student Development
Review by Academic Deans
Program Goal 2: Institutional Context and Commitment
__Role and Mission Program or course is consistent with the institution’s role and mission.
Review by the Educational Program Committee
Review of course outlines by Academic Dean
Documents will be maintained to verify that this is being done.
Review and approval processes ensure the appropriateness of the technology being used to meet program or course objectives.
Review by the Educational Programs Committee
Review by the Distance Education Committee
Review by the VP of Instruction and Student Development
Documents will be maintained to verify that this is being done.
24
Graduate Survey: 80% of students will rate the quality of instruction as excellent or very good. Review of catalog and website information by the Academic Dean, Director of Student Services, and VP of Instruction and Student Development. Distance Education Orientation
__Students and Student Services The program or course provides students with clear, complete and timely information.
The curriculum, Course and degree requirements, nature of faculty/student interaction, Financial aid resources, and cost payment policies.
69% (31% excellent, 38% very good) of the 2006 Graduates rated the quality of instruction as excellent or very good.
In 2001, 76% of graduates rated the quality as excellent or very good.
Faculty teaching DE courses will continue to receive training..
The prerequisite for technology competencies, skills, technical equipment requirements, and availability of academic support services.
At the beginning of each term, all first-time DE students are required to attend an orientation session which goes over all aspects of student responsibilities and requirements for taking a DE course.
On-going. Needs to survey student to see how the DE orientation can be improved.
Incorporate an assessment of students technology competencies.
Enrolled students have reasonable and adequate access to student services and resources appropriate to support education.
Graduate survey-80% of students will rate the quality of instruction as excellent or very good.
Surveys: E-mail usage
Registration Survey
83.3% of the 2006 Graduates stated that they used their e-mail account.
72.3% of the 2005-06 students surveyed used their e-mail account.
Continue to give all students VCCS e-mail accounts to improve on student engagement.
VCCS Web site: Library Services
Textbooks
Library services (24/7) available of DE students are listed on the VCCS and PDCCC’s DE web site.
In 2005 a VCCS policy began requiring that each College post the ISBN number for each textbook for all courses. This allows DE students to purchase books on line from 3rd parties. This list is posted on PDCCC homepage each term.
An on-line information literacy tutorial needs to be developed for DE students.
On-going posting each semester of required textbooks for each course.
25
The institution has admission/acceptance criteria to assess whether the student has the background, knowledge and technical skills required for undertaking the course or program.
Review of Instructor-based Assessment
Administrative approval
DE Orientation The college began in 2003 to have DE orientation for students taking DE classes
Documents will be maintained to verify that this is being done.
Continue to revise DE Orientation Day
Advertising, recruiting and admissions materials clearly and accurately represent the program and the services available.
Review by Advisory Committee
Community Opinion Survey
Graduate Survey: rate the quality of clearness of College catalog.
Course Schedule
DE Brochure
Graduates rated the quality of clearness of College Catalog from low (1) to high (5): 2004: 4.03 2005: 3.97 2006: 4.01
The Course Schedule which is mailed to households in the College area has all Distance Education courses in a separate section as well as being embedded in the course schedule of all classes offered. DE courses have a section number beginning with a 7 (i.e. 71, 72, etc.).
No additional action at this time.
No additional action at this time.
Continue to update the DE Brochure
Program or course announcements and electronic catalog entries provide appropriate information
Review by_ Institutional Advancement, VP of Instruction and Student Development, and VP Council
College Web site
VCCS Web site
The College began in 2005 to show the college catalog, course offerings, and textbooks on-line. Distance Education classes for the VCCS are on the VCCS web site.
All of the College’s DE courses are listed on the VCCS web site each term.
On-going
On-going
__Faculty Support The program or course provides faculty support services specifically related to teaching via an electronic system
Review by VP of Instruction and Student Development
Instructional Technologist
Faculty Survey
Student Survey Students rated the quality of Distance Education instruction from low (1) to high (5):
No additional action at this time
26
Year Mean 2006 4.08
Graduate Survey Graduates rated the quality of Distance Education courses from low (1) to high (5): Year Mean 2006 3.86
No additional action at this time
Institution ensures appropriate training for faculty who teach using technology, based on the needs of the particular institution and the specific technology being utilized.
Review by VP of Instruction and Student Development, computing services, and VCCS
Faculty Survey
Prof. Dev. Training Four computers are located in the DE Office on the Franklin Campus to assist faculty in developing a Blackboard component to their courses. The DE administrator also does various training sessions each semester to increase Bb usage.
The number of faculty using Bb has increased from 17 in Spring 2005 to 25 in Spring 2006. The number of courses using Bb has increased form 64 in Spring 2005 to 108 in Spring 2006.
Need to continue to train all faculty in using Blackboard in their courses.
The program or courses provides faculty with adequate equipment, software and communications for interaction with students, institutions and other faculty.
Review by VP Instruction and Student Development, Coordinator of DE and computing services
Faculty Survey
Continue to change equipment and software as updated items become available.
__Resources Education Program or course ensures that appropriate education resources are available to students.
Review by: VP of Instruction and Student Development, Director of Student Services, and computing services
Faculty Survey
Course Evaluations
Research courses or program to assure that appropriate resources are available.
Program or course evaluated the adequacy of access to education resources and cost to students for access to those resources.
Course Evaluations
Graduate Survey
Documents will be maintained to verify that this is being done.
__Commitment to Support Policies for faculty evaluation include appropriate recognition of teaching and scholarly activities related to programs or courses offered
Review by VP of Instruction and Student Development
Review by Academic Deans
Documents will be maintained to verify that this is being done.
27
electronically
Institution demonstrates a commitment to ongoing support, both financial and technical, and to continuation of the program or course for a period sufficient for students to complete a degree or certificate.
Review by: VP of Instruction and Student Development and VP of Financial and Administrative Services
Ongoing
The format for the future plan of action will be a matrix. It is based upon the program/discipline faculty’s review of the total program/discipline strengths and weaknesses and its interaction with other areas of the College.
RECOMMENDATION RATIONALE ACTION TO BE TAKEN
RESPONSIBILITY DATE BY
The evidence/documentation from the report that supports the recommendation or suggestion
This should be specific in nature. explaining exactly what is to be done.
Name a single person as the responsible party.
Be realistic here. The wheels of academe grind slowly.
Create a Distance Education brochure
With the College starting to offer more and more distance Education classes, a brochure is need so that students are better informed about taking DE courses
Create a distance Education course
Shelia Hobbs Fall 2004
Implement the recommendation from the DE committee (3/7/2006)
Investigated best practices from VCCS and other colleges
Implement DE committee recommendations
Shelia Hobbs and DE committee
Spring 2007
Review and revise the Quality Assurance Plan
Due to changes and increase in the number of DE courses, it is time to take another look at the plan
Revise the Quality Assurance Plan for DE.
Shelia Hobbs and DE committee.
Spring 2007 Completed
28
SECTION III: CURRICULUM
Current Program Curriculum: Discuss any modifications or changes in the curriculum in the past five years? What prompted those changes? Is there anything lacking in the curriculum? Does the college catalog accurately reflect the purpose and curriculum of the program/discipline?
• At the present time PDCCC does not have a program that is totally on line. A few years ago, the college did participate in a totally on-line E-Commerce program with Eastern Shore and Rappahannock Community Colleges. Complete online programs offered by VCCS colleges can be found on the VCCS Distance Education website (www.so.cc.va.us/VCCSonline/index.html ).
Campus Location of Program Is your program specific to a specific campus? What campuses/sites can the full program be completed? What courses does one have to go to complete the program? Students can register for Distance Education courses at each campus location and at PDCCC Smithfield.
Course Syllabi Are all course syllabi for your program available on-line? Which ones?>
• All distance education courses have an on-line syllabi. Capstone Course Does your program have a capstone course? If so, how do you assess students in that course to determine if they are meeting the program’s objectives? If your program does not have capstone courses, how do you determine whether or not students who graduate from your program are meeting the program’s objectives?
• There is no capstone course for Distance Education. Embedded Courses Do you plan to make any changes in embedded courses to improve on students meeting program goals or general education goals? If yes, what?>
• Many of the college’s face-to-face courses have a Blackboard component to assist student, but Distance Education is not embedded into the course.
Service Learning Activities Discuss any integration of service-learning (volunteerism, community service, etc.) component to your program.
• Some of the AST courses that use Blackboard to enhance instruction have a
29
service-learning component. Academic Ladder • Does not apply
High risk and Pre-Requisite Courses What steps have been taken to improve results in these courses? Discuss any courses that have or need a pre-requisite (i.e. MTH 2, ENG 1, etc). Why?
• To improve student success in high risk courses the DE department is hosting computer workshops. The DE department has also implemented a program for one-on-one training in Blackboard for students taking high risk courses.
Discuss any courses that have or need a pre-requisite (i.e. MTH 2, ENG 1, etc). Why?
• It has been recommended that a pre-requisite computer course be added for students that score below a required score on the computer assessment component for the college entry placement test before they can take the required computer course for their program of study.
Completion of High Risk Classes Regular vs. Distance Education Fall 2005
Why? How have the students performed that have completed developmental courses before taking required courses in your program?
Enrolled DE
Enrolled Regular
% DE Completion
% Regular Completion
Diff.
ACC 111 19 8 68% (13) 75% (6) 7% AST 101 6 24 17 % (1) 50% (12) 33% BUS 100 16 5 56% (9) 100% (5) 44%
The completion rate of Distance Education courses to traditional courses is significantly less. When comparing completion rates compared to the VCCS, the percent of students taking Distance Education courses that withdraw or fail is significantly higher that traditional courses. PDCCC has the third highest withdrawal/failure rate with 41% of DE students withdrawing or failing the course.
30
Withdrawals & Failures Grades Earned by Students Distance Education (DE) & Traditional Courses
Fall 2003 by Percent (Source: VCCS ITDE)
College Actual Traditional Diff. DE rate Rate DE vs Trad
NVCC 51% 20% 31% SWVCC 42% 15% 27% PDCCC 41% 17% 24% NRCC 39% 21% 18% TNCC 38% 22% 16% TCC 34% 20% 14%
MECC 33% 19% 14% SSVCC 32% 11% 21% PVCC 31% 16% 15% CVCC 30% 15% 15% JSRCC 30% 18% 12% VWCC 30% 20% 10% JTCC 29% 17% 12% RCC 28% 12% 16%
VHCC 28% 18% 10% ESCC 24% 13% 11% PHCC 22% 9% 13% BRCC 21% 20% 1% WCC 21% 10% 11% LFCC 20% 13% 7%
DSLCC 19% 15% 4% DCC 18% 12% 6% GCC 18% 16% 2%
Campus DE Orientation Beginning fall semester of 2002 Paul D. Camp Community College held the first orientation for Distance Education students. Since 2002 orientation sessions are held at the beginning of each semester on the Saturday before classes start. The orientation sessions are held at our Franklin and Hobbs campuses and are well attended. However, research indicates that the completion rate for Distance Education students versus those taking traditional classes at PDCCC is extremely low.
• An evaluation of the Distance Education Orientation at PDCCC conducted in 2004 indicated that students found the DE Orientation to be well presented and informative and should continue to be institutional priority. The participants expressed concerns that orientation was only offered one time per semester, some students lack the technology software and/or skill requirements and the lack of student support services for DE students.
31
Perc
enta
ge S
ubm
itted
Number of Blackboard Tickets Fall 2006 Distance Learning Orientation
vs. No DL Orientation
30
25.4 25
20
15.3 15
10
5
0
DL Orientation Student Tickets (6/39) Non-DL Orientation Student Tickets (76/284)
The PDCCC’s Distance Education Committee recommended (3/7/06) that the College should offer additional opportunities for assistance throughout the semester, increase efforts in student support services, and to give student’s technological assessment prior to enrolling in DE courses.
• The DE Orientation and other strategies identified in the Achieving the Dream Grant, the grade distribution appears to accommodate first-time DE students. Also changes in course meeting times accommodate student’s schedules by holding day and evening sessions.
Fall 2005 Grade Distribution Distance Education Courses 35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
29.8%
24%
4.8%
0%
8.7% 8.7%
24%
A B C D F I W
32
Distance Learning Grade Distribution Fall 2006
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
30.0%
21.5%
11.6%
1.7%
12.8%
9.5%
13.0%
A B C D F I W
155 111 60 9 66 49 67
• The committee also recommended that the College (1) create a student center on the website for online students and to publish procedures for accessing Blackboard on the web, (2) continue to mandate the Distance Education orientation for students prior to the first week of classes each semester and (3) publish a Frequently Asked Questions (FAQ) for faculty and students that include terminology and procedures (This information should be included in electronic and hard copy forms (see VWCC bookmark for faculty entitled Learn.vccs.edu).
• The College now has a DE website (www.pc.vccs.edu/Distance%20Learning/index.html ) that can be accessed from the College’s main web page (www.pc.vccs.edu ). From this web site, DE students can download the following: (1) DE Orientation Brief, (2) DE Orientation Guide, (3) Student Email Manual, and (4) Blackboard Student User Manual.
On/Off Campus Course Content Consistency Is there an off-campus component to this program? If so, please describe their current operation. Do you have some of the same courses taught on and off campus? If yes, how do they compare in quality?
• The only off campus component to the DE program is courses at PDCCC at Smithfield. The courses taught at Smithfield have the same course content consistency and quality as do courses taught at the Franklin and Suffolk campuses
Articulation Agreements List any agreements that the program has with local high schools (i.e., dual enrollment, tech prep, and/or senior institutions. Are they effective? Why or why not? What actions are being taken by the program to develop or improve
33
Graduate follow-up
Current students
Non-returning student
Faculty
articulation? When the college had its E-Commerce Career Studies Curriculum, there was an articulation agreement with Eastern Shore, Rapphannock, and Paul D. Camp Community College. The various colleges shared instructors for specific courses and registration took place at each institution. Each institution kept the FTE generated at their college. The program was cancelled after a few years due to low enrollments. Advisory Committee List members of the advisory committee (Distance Education Committee). How often does the committee meet? (Attach copies of committee meeting minutes to appendix). What are the contributions of the Committee?
• The College re-established a Distance Education Committee in November 3, 2005 to review the college’s Distance Education Program. The faculty led committee members are; Anne Pinner, Justin Oliver, C. L. Lawrence, Mike Forrest, and Shelia Hobbs as recorder. The committee generally meets every other month. The greatest contribution of the committee thus far is the development of a DE Procedures document to govern the quality of distance education courses offered by the college. The document was officially approved in March 2007 and will be implemented in the fall of 2007.
Academic Faculty Advising Summary and analysis of survey data regarding faculty advising. What actions were or are being taken to improve the efficiency and accuracy of advising?> There are no faculty advisors to specifically advise Distance Education students. Faculty advisors are assigned depending on the student’s major.
Graduates rated the quality of faculty advising from low (1) to high (5): Year Mean 2006 4.03
All Graduates reporting contacting faculty advisor before registering for classes: Year % contacted Advisor 2006 75.5%
Students rated the quality of faculty advising from low (1) to high (5): Year Mean 2006 4.18
34
SECTION IV: INSTRUCTION
Distance Education Is there a Distance Education component to this program? If so, please describe their current operation. Are students receiving structured access to and interaction with faculty members? How? Are student support services to these students adequate and how are they being met? Do you have courses that are taught on-campus, as well as through Distance Education? If yes, how do they compare in quality? What improvement strategies are needed?
• The Distance Education Committee in March 2005 recommended that each Distance Education course will undergo a yearly review by representatives from the committee and the Vice-President for Instruction and Student Development. Criteria for course development will include (but not be limited to) student satisfaction, learning objectives, assessment strategies, instructional resources, learner interaction, learner support, ADA compliance and student retention (PDCCC’s Distance Education Procedures Document, p. 8).
Instructional Modalities Discuss the instructional modalities in your program and how effective they are in promoting student learning. How do courses offered in non-traditional formats as well as though alternative delivery systems such as web-based courses and Distance Education compare? Integrating Technology Discuss how this program is integrating technology into its curriculum? How do you determine if this integration is effective in improving student learning? How is technology engaged to support learning in the core competencies?
• More full-time and part-time faculty is using Blackboard as a tool to enhance their classes. Success of the tool will be evaluated by collecting data from student pass/failure rate in DE courses, student’s response on surveys and the number of students that continue to enroll in the classes. Also a new course has be developed in Blackboard and implemented to assure that students are learning the core competencies. Also a Blackboard site has been created to act as a platform that gives students a place to review materials and take sample test in preparation of the required core competencies test required for graduates.
35
Distance Education Classes PDCCC
Spring 2005
Spring 2006 Difference
Courses with Blackboard (Bb) component
64 108 69%
Faculty using Bb in their courses
17 25 47%
• An e-mail from the Chancellor strongly encourages adding Blackboard to all courses as a management tool. Aligning with the Dateline 2009 goal on graduation and retention, the Chancellor has established a goal for 2006-07 calling for the expansion of Blackboard services to enhance student success. The array of services available to our students through Blackboard has expanded dramatically over the last year to include the Student Learning Community. Thus far, fourteen of the 23 community colleges require that all of their credit courses have a course shell in Blackboard where faculty can post their course syllabus or study notes. It has been strongly suggested by the Chancellor as well as the Vice-Chancellor of Instruction that the remaining nine colleges add a Blackboard presence to every credit course.
• Establishing shells for all courses in Blackboard has the direct benefit to the student of 24/7 access to basic information about the course.
• The process of creating shells for all courses in PeopleSoft is simple to complete.
• Using Blackboard is efficient and less time-consuming than the method of creating or copying individual courses at the request of individual instructors.
• New features continue to be added to Blackboard that enhances the ease and use of Blackboard.
• Colleges who have not established course shells for every credit course are encouraged to do so in order to benefits students.
• Paul D. Camp Community College Distance Education Committee recommended in March 2005 that instructors provide opportunities to increase student engagements by incorporating class discussions through Blackboard, assigning practical application activities, encouraging involvement in college activities that supplement the course requirements, and by providing opportunities for DE students to work on group assignments.
36
Current Student
Employer
Graduate Follow-up
Quality of Instruction Summary and analysis of survey data regarding quality of instruction. Are there any surprises? What are some strengths/weaknesses reflected in those results?
• The Distance Education Committed in March 2005 recommended that instructors provide assurances for academic integrity in course content, student honesty, and experiential learning. All DE instructors should maintain interaction with students and provide students with contact information, and “timely” feedback as determined by the DE committee.
Students rated the quality of academic instruction from low (1) to high (5): Year Mean 2006 4.21
Students rated the quality of shop & technical instruction from low (1) to high (5): Year Mean 2006 3.94
Students rated the quality of developmental instruction from low (1) to high (5): Year Mean 2006 4.13
Students rated the quality of Distance Education instruction from low (1) to high (5): Year Mean 2006 4.08
Students rated the quality of SDV courses from low (1) to high (5): Year Mean 2006 4.18
Graduates rated the quality of shop and technical instruction from low (1) to high (5): Year Mean 2006 3.62
Graduates rated the quality of academic instruction from low (1) to high (5): Year Mean 2006 3.99
Graduates rated the quality of developmental instruction from low (1) to high (5): Year Mean 2006 3.96
37
Faculty
Graduates rated the quality of Distance Education courses from low (1) to high (5): Year Mean 2006 3.86
Non-Returning Student
Professional Development Discuss what professional development activities faculty have participated during the past five years. Are development opportunities appropriate for the needs of the program?
• The Distance Education Committee recommended in March 2005 that the college should provide instructional guidelines and continuing professional development including specific training for all faculty who plan to develop and/or teach a distance education course. An example of such training is the Academy On-Line at Virginia Western Community College, New Horizons Conference, and the League for Innovation.
• The VCCS is encouraging all Colleges to have a Blackboard component in all courses as a management tool for faculty and to assist students to be more successful. For PDCCC, the college is providing faculty workshops to develop Blackboard components for their courses.
38
SECTION V: RESOURCES
While most colleges have substantial experience with online administrative support tools, they have adopted online student support services more slowly and on a more limited basis (Community College Journal, October/November 2005).
The Distance Education Committed recommended in March 2006 that the college should provide the same student support services to online students as it provides to on-campus students such as: academic advising, tutoring, career planning, faculty “office” hours, learning resources, bookstore assistance, and registration services. This service could be referred to as the “virtual student center” on the college’s website. To adequately provide these services, the college should conduct a needs assessment analysis of online and face-to-face students prior to implementation of advertised available services. This can be accomplished through student focus groups or surveys. The PDCCC survey data can be compared to the VCCS survey entitled, Student Perspective: Distance Education Best Practices.
Library and LRC How are the library/LRC resources for your program being met? Discuss availability and numbers of references books, periodicals, audio/visual, and other reference materials. Are they current? What else is needed? Library services for Distance Education can be found on Paul D. Camp Community College Distance Education web site (www.pc.vccs.edu/Distance%20Learning/index.html) and on the VCCS website (www.so.cc.va.us/VCCSonline/index.html ). Students rated the quality of library services from low (1) to high (5): Year Mean 2006 4.02
Graduates rated the quality of library services from low (1) to high (5): Year Mean 2006 3.62
The library is helping to improve on Information Literacy Core competency by providing the following to faculty:
� One-on-one sessions to acquaint you with the resources to support your discipline and how to use them
� Presentations to acquaint students with the resources to support your discipline for particular assignments and how to use them
� Orientation sessions in SDV courses � Use of the library for students to conduct research � Bibliographies of materials in your discipline
39
� Collection development materials for you to select new materials � One-on-one sessions to brainstorm and design information literacy
exercises for your courses
Physical Resources and Equipment How adequate are facilities (office space, classroom, labs, etc) and equipment including computer resources to support instruction? Discuss any inadequacy? How do students, faculty, and advisory committee rate the facilities and equipment? What do you need? The Distance Education Committee recommended in March 2006, the need for Paul D. Camp Community College to dedicate at least one classroom on each campus for computer instruction and online testing. Currently the open lab is used for classroom instruction, testing, and general use for all students. The logistical and coordination conflicts that presently exist prevent the college from expanding its efforts in not only distance education, but IT instruction in general. Students rated the quality of vending machines from low (1) to high (5): Year Mean 2006 3.59
Students rated the quality of switchboard services from low (1) to high (5): Year Mean 2006 3.99
Students rated the quality of the College web site from low (1) to high (5): Year Mean 2006 4.19
Students rated the quality of student lounge from low (1) to high (5): Year Mean 2006 3.89
Students rated the quality of bookstore from low (1) to high (5): Year Mean 2006 3.88
Students rated the quality of computer labs from low (1) to high (5): Year Mean 2006 4.29
Students rated the quality of the College atmosphere in general from low (1) to high (5): Year Mean 2006 4.17
Graduates rated the quality of computer labs from low (1) to high (5):
40
Year Mean 2006 4.21
Graduates rated the quality of college web site from low (1) to high (5): Year Mean 2006 4.02
Graduates rated the quality of the college bookstore from low (1) to high (5): Year Mean 2006 3.67
Graduates rated the quality of vending machines from low (1) to high (5): Year Mean 2006 3.39
Graduates rated the quality of student lounge from low (1) to high (5): Year Mean 2006 3.48
Graduates rated the quality of switchboard services from low (1) to high (5): Year Mean 2006 3.88
Graduates rated the quality of college atmosphere in general from low (1) to high (5): Year Mean 2006 3.94
Clerical Support Discuss adequacy of clerical support.
• Distance Education clerical support is adequate. Counseling Services Discuss how counseling services is supporting the program. How can it better meet your needs. Students rated the quality of counseling services from low (1) to high (5): Year Mean
2006 4.18 • Counseling services is an area that will addressed through the DE
Procedures Document.
Students rated the quality of job placement services from low (1) to high (5): Year Mean 2006 3.92
Graduates rated the quality of counseling services from low (1) to high (5):
41
Year Mean 2006 3.89
Graduates rated the quality of job placement services from low (1) to high (5): Year Mean 2006 3.48
Tutoring Service Discuss how adequate student needs are being met. How can your students are better served. Students rated the quality of tutoring from low (1) to high (5): Year Mean 2006 4.16
Graduates rated the quality of tutoring from low (1) to high (5): Year Mean 2006 3.81
Learning Assistance & Testing Center <Discuss how the Learning Assistance and Testing Center has helped your students. What additional software, books, etc. is needed to support your program? How can the developmental courses be improved to meet your student needs?>
Students rated the quality of learning assistance & testing from low (1) to high (5): Year Mean 2006 4.21
Graduates rated the quality of the Learning Assistance and Testing area from low (1) to high (5): Year Mean 2006 3.78
Student Activities Discuss how you are making use of student activities (lecturers, company tours, etc.). If not, what do you need and what would it cost? How are student clubs supportive to your program.
• Currently Phi Theta Kappa is the only college club that is taking advantage of the features in Blackboard that support student activities.
42
Students rated the quality of extra curricular activities from low (1) to high (5): Year Mean 2006 3.71
Students rated the quality of clubs from low (1) to high (5): Year Mean 2006 3.58
Graduates rated the quality of extra curricular activities from low (1) to high (5): Year Mean 2006 3.36
Graduates rated the quality of clubs from low (1) to high (5): Year Mean 2006 3.20
Financial Aid Are the financial aid resources meeting the needs of students in your program? Besides Pell, what types of financial aid are available specifically for your program and what are you doing to promote your students to apply?
• Needs to be address. Students rated the quality of financial aid from low (1) to high (5): Year Mean 2006 4.16 Graduates rated the quality of financial aid services from low (1) to high (5): Year Mean 2006 3.89
43
SECTION VI: MARKETING
Target Groups What are the target groups to recruit your students. High School Juniors and Seniors, students working full-time, and persons looking to receive additional job training.
Recruitment Efforts How are students recruited for the program? Do you use news releases or other methods to promote the program? What strategies are you using to recruit students? What recruitment efforts do you do? What improvement strategies are needed?
• The Distance Education Committee recommended in March 2006 that DE courses be listed separately in each College Schedule of Classes, as well as, in the main body of the schedule. This additional listing will provide current students who have a specific need or interest in the Distance Education method of delivery ample opportunities to plan their schedule. It will also provide the college with an additional marketing strategy to “spread the word” about the distance Education program in general. An improvement strategy that is needed is the development of a plan that incorporates the marketing of distance education courses into the college’s overall marketing plan.
• All of the Distance Education courses taught each term are listed on the VCCS web site at (www.so.cc.va.us/VCCSonline/index.html ). A frequently asked questions (FAQ) section is also on the VCCS website.
Brochures Is there a brochure to promote the program? Is it current? Does it need updating? Does one need to be developed?>
• A brochure to promote Distance Education has been developed however the staff is in the process of making updates to address the changes in the version of Blackboard that the college will be using. .
44
SECTION VII: PROGRAM REVIEW RATING FORM
Assess each of the following components of your program: Excellent Fair Poor
I. Program Purpose Program Goal 5 4 3 2 1 Methods of improving student learning 5 4 3 2 1 Program Objectives 5 4 3 2 1
II Effectiveness – Student Outcomes Enrollment trends 5 4 3 2 1 Full-time/part-time student mix 5 4 3 2 1 Gender ratio 5 4 3 2 1 On-and off-campus enrollments 5 4 3 2 1 Distance Education enrollments 5 4 3 2 1 Retention of developmental students 5 4 3 2 1 Preparation provided by developmental courses 5 4 3 2 1
Graduate preparation in General Education/ Core Competencies 5 4 3 2 1
Graduate preparation in technical education 5 4 3 2 1 Retention rates 5 4 3 2 1
Five-year average of graduates 5 4 3 2 1
Transfer rates 5 4 3 2 1 Graduate satisfaction 5 4 3 2 1 (Refer to Graduate Survey, questions 10 & 11) Employment of graduates 5 4 3 2 1 (Refer to Graduate Survey, question 17) Employer Satisfaction 5 4 3 2 1
IV Educational Core Recruitment strategies 5 4 3 2 1
Advising process 5 4 3 2 1
Completion requirements to satisfy program purpose and goals 5 4 3 2 1 Work-based opportunities which enhance student
learning 5 4 3 2 1 Instructional methods in meeting the needs of students 5 4 3 2 1 Distance Education classes 5 4 3 2 1
Academic and professional currency of faculty 5 4 3 2 1 Effectiveness of part-time faculty 5 4 3 2 1 Academic freedom 5 4 3 2 1 Professional development opportunities 5 4 3 2 1 The affect of current loads and productivity 5 4 3 2 1
45
on program effectiveness Faculty evaluation process 5 4 3 2 1 Currency of articulation agreements (if applicable) 5 4 3 2 1 Program partnerships with business, industry and educational institutions 5 4 3 2 1 V. Support Services Library collections and learning resources 5 4 3 2 1 Computer resources 5 4 3 2 1 Career development and referral 5 4 3 2 1 Availability of extra-curricular activities 5 4 3 2 1
VI. Administrative Processes Adequacy of support staff 5 4 3 2 1 Effectiveness of the advisory committee on course content, program modification, instructional materials and equipment, student employability and placement 5 4 3 2 1 Effectiveness of program response to the advisory committee recommendations 5 4 3 2 1 Process of budget planning 5 4 3 2 1 Adequacy of the budget for achieving program goals 5 4 3 2 1 Adequacy of general classrooms 5 4 3 2 1 Adequacy of laboratories 5 4 3 2 1 Adequacy of Equipment, materials and/or software 5 4 3 2 1 Availability and Adequacy of off-campus Space 5 4 3 2 1
46
APPENDIX A: ADVISORY AND/OR COMMITTEE MINUTES
Enter all Advisory/Discipline Committee minutes for the 5-year cycle. This is supportive documentation of the assessment process.
Distance Learning does not have a formal standing committee. However, below is the Distance Education Standards and Procedures developed in 2006 and minutes from various DE Committee minutes.
47
Paul D. Camp Community College Distance Education Standards and
Procedures Committee Report
Submitted to Dr. Maxine Singleton
March 7, 2006
48
Introduction
On November 3, 2005, Dr. Maxine Singleton created the Distance Education Standards and Procedures Committee to review the college’s current Distance Education procedural manual, review current literature and practices regarding Distance Education and procedures in general, and review practices used at other VCCS institutions. Incorporating the goals as referenced in the Chancellor’s Dateline 2009 initiative, the DES&P committee was tasked to make recommendations for the PDCCC Distance Education program’s continued improvement.
The committee consisted of teaching faculty Ann Pinner-Nursing, Justin Oliver- Mathematics, non-teaching faculty Helen Jones-Professional Counselor, Mr. C. L. Lawrence-Information Technology/Computer Networking, and staff member Shelia Hobbs-Coordinator of Distance Education and Blackboard Administrator. After Ms. Jones left the college’s employment Mr. Mike Forrest- Electronics/Electricity became a member of the committee.
Dr. Singleton asked college newcomers Ms. Pinner, Ms. Jones, and Mr. Oliver to serve on this committee to provide a different perspective in developing broad standards for program improvement. While none had taught a distance education course, Ms. Jones and Ms. Pinner had been distance education students and offered suggestions from that perspective. Mr. Oliver offered suggestions to address the assurance of Distance Education course content equivalent to that of face to face classes.
Mr. Lawrence and Ms. Hobbs, were the only committee member with informational technology and distance education experience. Ms. Hobbs had previously developed a Distance Education Policies and Procedural Manual (revised Spring 2005) for the college which the committee was to review. The committee did review the information and found the policies and procedures as outlined to be comprehensive and reasonable. Distance education components of another document entitled Information Technology Program 2004-2006 (updated 5-16-05) was reviewed by the committee as well. The primary question raised by the committee was whether any of the policies or procedures as outlined in the documents had been implemented to date and if so who was responsible for the assessment of those initiatives. It was determined that while no final action had taken place, some initiatives were presently in place (e.g. the Distance Education orientation) and that the committee’s main purpose was to provide another step toward the final adoption of standards.
In addition to reviewing the documents, the committee investigated standards, procedures, and initiatives from sister colleges and the VCCS Systems Office. Examples of outstanding materials from other institutions determined to
49
represent the recommendations set forth by the committee accompany this report.
Respectfully submitted,
Helen C. Jones Committee Chair
Distance Education Task Force Proposed Recommendations
Course development
Guidelines Recommendations: All courses should meet the guidelines as determined by a Distance Education (DE) committee consisting of at least three members with content, technological, and effectiveness expertise.
Each Distance Education course will undergo a yearly review by representatives from the committee and the Vice-President for Instruction and Student Services and the Academic Deans. Criteria for course development will include (but not be limited to) student satisfaction, learning objectives, assessment strategies, instructional resources, learner interaction, learner support, ADA compliance and student retention (Distance Education Handbook, p. 8).
Professional development Recommendations: The college should provide instructional guidelines and continuing professional development for all faculty who plan to develop and/or teach a Distance Education course. An example of such training is the Academy On-Line in place at Virginia Western Community College.
Academic integrity Recommendations: Instructors should provide assurances for academic integrity in course content, student honesty, and experiential learning. All DE instructors should maintain regular interaction with students and provide students with contact information, course requirements, and “timely” feedback as determined by the DE committee.
50
Student engagement Recommendations: Instructors should provide opportunities to increase student engagement by incorporating class discussions through Blackboard, assigning practical application activities, encouraging involvement in college activities that supplement the course requirements, and by providing opportunities for DE students to work on group assignments.
Marketing and Information distribution Recommendations: Distance Education courses should be listed separately in each College Schedule of Classes as well as in the main body of the schedule. This additional listing will provide current students who have a specific need or interest in the Distance Education method of delivery ample opportunities to plan their schedule. It will also provide the college with an additional marketing strategy to “spread the word” about the Distance Education program in general.
Faculty Perspectives (see VCCS survey)
Faculty support/checklists
Blackboard procedures Recommendations: As mandated by the VCCS, each course must have a Blackboard site by fall 2006. It is imperative that assistance is provided to faculty in the development of those sites immediately. Faculty workshops or other group instruction should be provided by either the Blackboard Administrator or other knowledgeable person to ensure all faculty have been adequately trained by the Fall Semester 2006 deaDEine.
Student Perspectives (see VCCS survey)
Student support/checklists Recommendations: Create a student center on the website for online students. See below VI. 2
Blackboard procedures Recommendations: Publish procedures for accessing Blackboard on the web and continue to mandate the Distance Education orientation for students prior to the first week of classes each semester.
51
FAQ Recommendations: Publish and frequently asked questions for faculty and students that include terminology and procedures. This information should be included in electronic and hard copy forms (see VWCC bookmark for faculty entitled Learn.vccs.edu).
Distance Education readiness
Orientation Recommendations: An evaluation of the Distance Education Orientation at PDCCC conducted in 2004 indicated that students found the DE Orientation to be well presented and informative and should continue to be an institutional priority. The participants expressed concerns that orientation was only offered one time per semester, some students lack the technology software and/or skill requirements and the lack of student support services for DE students. Recommendations included addressing these concerns by offering opportunities for assistance throughout the semester, increased efforts in student support services, and a student’s technological assessment prior to enrolling in DE courses.
Support Services Recommendations: The college should provide the same student support services to online students as it provides to on-campus students such as: academic advising, tutoring, career planning, faculty “office” hours, learning resources, bookstore assistance, and registration services. This service could be referred to as the “virtual student center” on the college’s website. To adequately provide these services, the college should conduct a needs assessment analysis of online and face-to-face students prior to implementation of advertised available services. This can be accomplished through student focus groups or surveys. The PDCCC survey data can be compared to the VCCS survey. The results of the VCCS data entitled, Student Perspective: Distance Education Best Practices is attached.
While most schools have substantial experience with online administrative support tools, they have adopted online student support services more slowly and on a more limited basis (Community College Journal, October/November 2005).
Technical support Recommendations: One of the most critical recommendations is the need for PDCCC
52
to dedicate at least one classroom on each campus for computer instruction and online testing. Currently the open lab is used for classroom instruction, testing, and general use for all students. The logistical and coordination conflicts that presently exist prevent the college from expanding its efforts in not only distance education, but IT instruction in general.
53
Distance Education Committee Meeting Minutes October 20, 2006
MEMBERS PRESENT:
Mike Forrest
Justin Oliver
Ann Pinner
Helen Hightower
C. L. Lawrence
Shelia Hobbs, Recorder
Jerry Standahl – Guest
The Distance Education Committee members meet on Monday, October 30,
2006 via the PolyCom system room 129 Franklin Campus and room 119 Hobbs
Campus. The committee addressed the following agenda items:
• Dr. Jerry Standahl gave the committee a detailed overview of the criteria
and specific guidelines for completing the:
o Distance Education Program Review
o Distance Education Quality Assurance Plan
Dr. Standahl indicated that these documents should be completed by Mid-
Spring Semester 2007.
• The committee suggested that the Distance Education program review
document be broken up and each member given a section to complete.
• Provided signatures on the Committee Recommendation Form for
submission of the Guidelines for Courses Using Blackboard On-line
Courseware to the Programs & Education Committee.
• Shelia gave an overview of what other VCCS colleges are doing to
orientate all students using Blackboard.
54
• Shelia shared the dates and times for the Distance Education orientation
for Spring Semester 2007. Two sessions will be offered at the Hobbs
Campus and the Franklin Campus.
• The committee will create a list of question so that students can evaluation
their on-line classes at the end of Fall semester 2006. Faculty will be ask
to assure that their students complete the evaluation before taking the
final exam. Dr. Standahl will create the survey from questions submitted
by the Distance Education Committee using survey monkey software.
• The committee will review the Distance Education Brochure and submit
recommendations for changes.
Items to Discuss in the December meeting:
• Shelia suggested that the committee look at some information regarding
ADA guidelines for on-line classes. Shelia will send information to the
committee that she got from the League for Innovation Conference and
further discussion will be done at our November meeting.
• Consider the recommendation that students take a computer literacy
component along with the placement test. Also that students taking
developmental math will be flagged to take ITE 100 or ITE 101.
• Review materials on Quality Matters in On-line teaching.
• Discuss the idea of PDCCC creating an Exemplary On-line Instruction
Award for full-time and part-time faculty.
Meeting Adjourned
January 2007
• The committee has not had an official meeting since December. The first three months of the 2007 semester were devoted to fine tuning the Distance Education Procedures Document in preparation of the Education and Programs committee’s review.
55
APPENDIX B – PROMOTIONAL MATERIALS/BROCHURES
Scan any promotional materials/brochures into the template for supportive documentation of marketing efforts.
56
57
58
59
APPENDIX C – COURSE EVALUATION CHECKLIST
Course Evaluation Checklist* Yes No
Course Topic and General Purposes • Does the course match the VCCS Curriculum Guide? ____ ____ • Does the course match the PDCCC catalog description? ____ ____ • Is the course comparable to the on-campus in-class section? ____ ____
Student Characteristics • Have distance education student characteristics been reviewed? ____ ____ • Have different student education styles been accounted for? ____ ____ • Have prerequisite course knowledge and experience been identified? ____ ____
Performance Objectives • Do performance objectives meet course goals? ____ ____ • Do performance objectives require varying levels of knowledge? ____ ____ • Are performance objectives clear and concise? ____ ____ • Are performance objectives measurable? ____ ____
Course Content • Is the course content equivalent to the on-campus section? ____ ____ • Does the course content cover all material identified in the performance
objectives? ____ ____ • Is the course content accurate and current? ____ ____
Teaching/Education Activities and Resources • Is the presentation of course material provided in a clear and understandable
method? ____ ____ • Are different methods of presenting course material used to compensate for
different education styles? ____ ____ • Does course material presentation provide orientation to other activities? ____ ____ • Does course material presentation provide enrichment opportunities for
students? ____ ____ • Is there opportunity for ample student/instructor interaction? ____ _____ • Is there opportunity for education through doing, collaborative education
or other types of activities? ____ ____ • Is there a logical sequence of study which allows the student to move
through the course independently within the required time frame? ____ ____ • Are there motivation points built into the course? ____ ____ • Are there opportunities for group (class) discussion? ____ ___ • Are instructional resources appropriate to the course and content? ____ ____ • Do media components meet quality standards? ____ ____ • Are instructional resources easily available to students? ____ ____
Evaluation • Do evaluation instruments measure student accomplishment of performance
objectives? ____ ____ • Are there ample opportunities for students to be evaluated? ____ ____ • Are the students provided with ample opportunities for feedback? ____ ____ • Does the timing of the feedback provide enough time for student
improvement? ____ ____
60
• Are a variety of assessment methods used to evaluate student performance? • Performance? ____ ____ • Are the student provided an opportunity to evaluate the instruction
and course? ____ ____
* For use by the Advisory Committees, Educational Program Committee and Distance Education Committee
61
APPENDIX D -- SURVEYS
DISTANCE EDUCATION COURSE EVALUATION
DIRECTIONS:
. 1. Please read each statement carefully and respond to each by marking
strongly agree, agree, Neutral
disagree, and strongly disagree.
1. The syllabus was complete and detailed, with a printable version of the syllabus included. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
2. The layout of the course effectively presented and communicated information necessary to the course. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
3. The course offered multiple opportunities for interaction and communication among students, and between student and instructor. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
4. Learning Objectives and course expectations were clearly defined. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
62
5. Strategies for meeting diverse learning styles and critical thinking skills were clearly implemented. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
6. Course assignments and activities included detailed and clear instructions for submissions via Blackboard � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
7. Detailed instructor contact information was included within the course. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
8. The course announcement page included a welcome message to the course. � Yes � No
9. The instructor used the discussion board to engage students in their educational interaction. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
10. Students were required to post thoughts, opinions or questions on the discussion board throughout the semester. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
11. Students were required to introduce themselves to incorporate engagement among students.
63
� Strongly agree � Agree � Neutral � Disagree � Strongly disagree
12. The course included at least one group project. � Yes � No
13. The instructor communicated with the student at least once a week through the discussion board, chat tool, telephone or e-mail. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
14. The presentation of content within the course was clear and straight forward. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
15. The course text was well written with no typos or grammatical problems � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
16. The course included additional support resources that were clearly identified and easy to access. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
17. Navigation through the course was consistent and easy to follow. � Strongly agree � Agree � Neutral
64
� Disagree � Strongly disagree
18. All web links in the course worked. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
19. All images, media files and items that used java scripts displayed correctly. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
20. Course text was formatted and easy to read. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
21. Media files were suitable and did not cause problems if using dial-up connections to the Internet in order to download them. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
22. Alternative formats for media files were given for students using a dial-up connection to the internet. � Yes � No
23. Reading assignments were included that facilitated critical thinking and active learning skills. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
24. Technical support contact information was clearly stated within the course site.
65
66
� Strongly agree � Agree � Neutral � Disagree � Strongly disagree
25. I was satisfied with the availability of Library services for on-line students. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
26. I was satisfied with the ease of on-line registration. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
27. I was satisfied with the availability of tutoring services for on-line students. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
28. I was satisfied with the availability of financial aid information for on-line students. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
29. I was satisfied with the availability of bookstore services for on-line students. � Strongly agree � Agree � Neutral � Disagree � Strongly disagree
30. What would you recommend to improve this course for Distance Education students.
31. What recommendations would you suggest be implemented to improve on-line services at PDCCC.
32. Would you take another on-line class at PDCCC. � Yes � No
33. Please include additional comments that you believe would improve the Distance Education opportunities at PDCCC.
67
________________________________________________________________
Paul D. Camp Community College DISTANCE EDUCATION INTERNET EVALUATION
Instructions: Please complete the following questions related to your distance education experience. Your feedback will be used to further improve the distance education program at PDCCC. All responses will be confidential. Thank you for your time and input.
A. Please place a list the course(s) in which you were enrolled.
B. Please answer each question below yes or no.
1. Were you aware that this course was taught via the Internet when you registered for this class?
____Yes ____ No
2. Given your experience with this class, would you take another course via the Internet?
____Yes ____ No
C. Please evaluate each item below using the following scale: 4 = Strongly Agree; 3 = Agree; 2 = Disagree; I = Strongly Disagree, 0 = Not Applicable
____ It is easy to access the course information via the Internet. ____ It is easy to exchange information with the instructor. ____ It is easy to enter the chat rooms and interact with other students. ____ Technical problems, which interfere with my education seldom, occur. ____ I feel an active part of the class discussion. ____ Course materials and tests were available in a timely manner. ____ This course was conducive to a distance education modality.
D. Respond to the following statements comparing your behavior in the Internet course to a traditionally taught class using the scale: 3 = More Likely; 2 = No Difference; I = Less Likely.
____ Asking the teacher a question. ____ Being motivated to work hard. ____ Answering a question asked by the teacher. ____ Developing a positive relationship with the faculty.
68
____ Developing a positive relationship with other students.
E. Please respond to the following questions:
What have you liked most about this distance education experience?
What have you liked least about this distance education experience?
What do you think would make this a better distance education experience?
69
________________________________________________________________
Paul D. Camp Community College DISTANCE EDUCATION
COMPRESSED VIDEO EVALUATION
Instructions: Please complete the following questions related to your distance education experience. Your feedback will be used to further improve the distance education program at PDCCC. All responses will be confidential. Thank you for your time and input.
A. Please list the course(s) in which you were enrolled.
B. Please answer each question below yes or no.
Were you aware that this course was taught via compressed video when you registered for this class?
____Yes ____ No
3. Given your experience with this class, would you take another course via compressed video? ____ Yes ____ No
C. Please evaluate each item below using the following scale: 4 = Strongly Agree; 3 = Agree; 2 = Disagree; I = Strongly Disagree, 0 = Not Applicable
____ Overheads and other visuals are of adequate size and legibility (e.g., PowerPoint Presentations, instructor’s written comments).
____ It is easy to see the instructor at the other site. ____ It is easy to see the students at the other site. ____ It is easy to hear the students at the other site. ____ Technical problems that interfere with my education seldom, occur. ____ I feel an active part of the class discussion. ____ Course materials (handouts, quizzes, exams) were delivered in time to
remote site for the class meetings. ____ Course materials (handouts, quizzes, exams) were legible when delivered
via fax to remote sites. ____ The classroom was conducive to education (e.g., comfortable chairs, good lighting,
monitors visible).
D. Respond to the following statements comparing your behavior in the Compressed Video course to a traditionally taught class using the scale: 3 = More Likely; 2 = No Difference; I = Less Likely.
____ Asking the teacher a question. ____ Being motivated to work hard.
70
____ Attending class. ____ Answering a question asked by the teacher. ____ Developing a positive relationship with the faculty. ____ Developing a positive relationship with other students.
E. Please respond to the following questions:
What have you liked most about this distance education experience?
What have you liked least about this distance education experience?
What do you think would make this a better distance education experience?
What do think could be done to create a stronger interaction between the local and remote sites?
71
APPENDIX E – EDUCATIONAL PROGRAMS COMMITTEE COMMENTS
Educational Program Standing Committee
Meeting Minutes Friday, April 13, 2007
1. CALL TO ORDER Mike Forrest called the meeting to order at 10:30 a.m.
2. MEMBERS PRESENT: Annette Edwards, Monette Williams, Mike Forrest, Calvin Holt, Dr. Gerald Pyle, Ben Foust, Linza Weaver, Dr. Jerry Standahl, Dr. Harriette Arrington
MEMBERS ABSENT: Teresa Harrison, Maggie Evans ( At a conference), Anne Pinner (In Class), Dr. Patsy Joyner GUESTS: Dr. Maxine Singleton, Shelia Hobbs
3. AGENDA ITEMS 1. STANDING COMMITTEE STRUCTURE
Mike Forrest indicated that Dr. Doug Boyce asked our committee to look at the College’s Standing Committee structure to whether or not we should reorganize the format because of all the work required for our SACS visit. After some discussion, the Educational Programs Committee (EPC) recommended that the College’s Standing Committee structure remain the same in terms of the number of committees. However, it was also recommended that each Standing Committee have a smaller number of people. Faculty and staff who are not on a Standing Committee could, then, be used for QEP purposes.
2. PROGRAM REVIEW Three program reviews were discussed: Distance Education, Developmental Studies, and Transfer.
Distance Education:
Shelia Hobbs reported that the Program Review information for Distance Education is coming from what she knows as of September 2006. However, there will be changes made to it because of SACS; hence, the current information is a working document. Hobbs also indicated that, in the future, she will be doing annual assessments and surveys every five years. Moreover, SACS has developed a list of objectives we need to meet – which is why we developed the Distance Education Guidelines and the Program Review. Dr. Maxine Singleton suggested that we look at Danville Community College’s website regarding how they responded to Distance Education relative to SACS requirements – since they just had a SACS visit. Dr. Singleton further stated that we must address every issue from SACS by having the appropriate documentation in place and on hand. Action Taken: The EPC approved the Program Review document as presented with the understanding that future revisions will be made. Also,
72
the EPC emphasized the importance of doing annual assessments and having the documentation on hand to comply with the Distance Education Plan.
Developmental Studies:
Dr. Harriette Arrington reported that the Developmental Studies Program Review information is complete and on the common file. Dr. Gerald Pyle suggested that we maintain the entire document for: (1) SACS purposes and (2) the full-time faculty; however, we should give a smaller version to adjunct faculty. Dr. Jerry Standahl commented that we should: (1) make sure that section two, which deals with outcomes assessment, be addressed annually, (2) add a row each year to demonstrate what has been done to mollify problems, and (3) document what we find for SACS. Action Taken: The EPC approved the documentation and asked that an annual evaluation be conducted.
Transfer:
Ben Foust reported that the transfer faculty looked at all the strengths and weaknesses and the “Three Important Issues.” They answered all the items in the table of contents; however, the budget narrative (on page 19) needs to be developed further. Foust also observed that because there are no program heads for transfer, this presents some problems. As a result, it was suggested that the Transfer Faculty meet every year. Dr. Singleton stated that SACS will look at what steps we took to take care of the “Three Important Issues” and that we need a timeline/documentation to verify how we dealt with the issues. Dr. Arrington submitted that we spend some time this summer completing an annual review of the core competencies, and at later time, we should look at restructuring the General Studies degree. Action Taken: EPC approved the document, and asked that a row be added to indicate what actions have been taken.
4. Adjournment Forrest adjourned the meeting at 11:15 a.m. Minutes submitted by: Monette Williams
73
![Welding Program Review · Program Review 2017 [Top] Page | 12 Student Learning Outcomes Instructions This section of the Program Review measures student learning. PLO / GELO / ILO](https://img.pdfslide.net/doc/110x75/5f2045abe0db1422c722460f/welding-program-review-program-review-2017-top-page-12-student-learning-outcomes.jpg)
