A Work in Progress 2006-2007 2
This document is intended to be used in conjunction with Professional Development Sessions facilitated by the Center for Teaching, Learning, and Assessment for Department/Program Review Teams.
In addition, the Department/Program Review generally proceeds more efficiently and effectively if the Center for Teaching, Learning, and Assessment is involved in the facilitation of the process with each Review Team.
Susan Bayard x5420 [email protected] Althea Smith x5411 [email protected]
4 Table of Contents
NSCC Mission Statement...... 2 NSCC Vision Statement...... 2 Strategic Plan – Goal 3...... 2
Department/Program Review Process: Statement of Purpose...... 3 Department/Program Review Process...... 4
Description of Roles and Procedures...... 5
Self-Study: Mission and Purposes of the Department/Program...... 6 Department/Program Outcomes and Curriculum Mapping...... 6 Departmental Practices in Curricular Design and Sequencing...... 7 Evidence of Student Learning and Use of Assessment Results...... 7 Services that Support Student Learning…...... 8 Professional Development and Faculty Data...... 9 Student Recruitment, Retention, and Data...... 9 Workforce Readiness and Market Trends...... 10 Summary...... 10 Action Plan...... 11
Glossary…...... 12
Appendices: Appendix A – Writing Department/Program Mission Statements ...... 15 Appendix B – Writing Student Learning Outcomes/Blooms Taxonomy...... 17 Examples of Department/Program Outcomes...... 17 Appendix C – NSCC General Education Outcomes...... 21 Appendix D – Draft Definition of Workforce Readiness...... 22 Appendix E – Blank Curriculum Map...... 23 Appendix F – Sample Curriculum Maps...... 24 Appendix G – Blank Assessment Methods Chart...... 40 Appendix H – Sample Assessment Methods Charts...... 41 Appendix I – Sample Assessment Map...... 47 Appendix J – Sample Scoring Rubrics...... 49
Members of the Program Review & Workforce Readiness Leadership Team...... 51
1 Mission Statement
North Shore Community College is a source of hope and opportunity and a regional leader for social and economic change. Blending tradition and innovation, liberal arts and career preparation, intellectual development and cultural and personal growth, we foster a diverse and caring community of learners where all are welcome and each is challenged. We offer lifelong education responsive to changing community needs, a global economy, evolving technology and the shifting roles faced by individuals and institutions. Our greatest contribution to the Commonwealth is the success and achievement of our students.
Vision Statement
North Shore Community College will be a catalyst for personal, community and regional change through education, training and civic engagement. The College will serve as a beacon of hope and opportunity for an increasing diverse student body and be a respected, full partner with other public and private organizations seeking better lives for North Shore residents and a vibrant future for the region.
Strategic Plan – Goal 3 Academic Programs and Curriculum: A Commitment to Teaching and Learning
North Shore Community College will renew and expand programs, curriculum and learning opportunities in response to educational and labor market needs.
2 Department/Program Review Process
Statement of Purpose
Completing a comprehensive Department/Program Review provides faculty with the opportunity to analyze and reflect on department or program design as it affects student learning. Through this process, faculty collaboratively make department or program level recommendations to improve teaching and learning. Such improvements or advancements may include:
Initiating changes in pedagogy or modes of delivery to improve student learning; Addressing emerging needs of students or the professional fields they enter; Providing for faculty development based on emerging professional or educational demands; Creating additional learning resources for students.
The Department/Program Review process resides within the academic departments and programs and is implemented through appropriate channels, preserving the rights of academic freedom.
This Department/Program Review model is based on NSCC’s institutional interests and supported by requirements of external agencies such as the Board of Higher Education (BHE) and the New England Association of Schools and Colleges (NEASC).
3 Department/Program Review Process at NSCC Department/Program Review is a multi-year process that includes Phase 1 and ongoing Phase 2 within a 5-Year cycle.
Phase 1 – one academic year (Compensation for Faculty Review Team – please see compensation description) All Departments and Programs undertaking Department/Program Review will: 1. Complete the Department/Program Review Document Self-Study – Sections I – VII (Section IV will be addressed in-depth in Phase 2, but departments/Programs will be expected to address the questions raised in Section IV in the Phase 1 Report.) 2. Complete the Summary. 3. Develop an Action Plan. 4. Present the Self-Study, Summary, and Action Plan to the Vice President for Academic Affairs, the Dean for Academic assessment, Curriculum, and Special Programs, the Division Dean, the Director of the Center for Teaching, Learning, and assessment, and interested faculty and staff. The Vice President for Academic affairs responds to the report addressing the availability of resources needed to support the department/program and support student learning. 5. Present the results of the Phase 1 Review at a college-wide forum in May.
Phase 2A – one academic year (Compensation for Faculty Review Team – Please see compensation description) All departments and Programs continuing the Department/Program Review Process will: 1. Complete Section IV of the Department/Program Review Process by: a. Selecting at least one, with the potential of up to three, Department/Program Outcomes to assess. b. Selecting a method of assessment (prompt) for the Department/Program Outcome. c. Collectively developing standards and criteria for judging student achievement (scoring rubric). d. Collecting student work. e. Scoring the prompt using the scoring rubric created. f. Analyzing and interpreting the results. g. Using assessment results to modify/formulate an Action Plan. 2. Revise and update Action Plan and include timeline for completing assessment of Department/Program Outcomes. 3. Present the results of the Phase 2 Review at a college-wide forum in May.
Phase 2B – ongoing (No Compensation) 1. Departments and Programs will continue to assess the remainder of the Department/Program Outcomes with support from the CTLA. 2. Departments and Programs will submit a summary and analysis of their Action Plan results on an annual basis throughout the remainder of the five-year Department/Program Review cycle to their Division Deans, the CTLA, and a possible Governance Committee.
4 Description of Roles and Procedures
The department/program identifies a Review Team consisting of full-time and adjunct faculty who will complete the review. The department/ Department/Program program faculty is encouraged to utilize the resources of the Division Review Team Dean, the Center for Teaching, Learning, and Assessment, the Office of Planning and Institutional Research, and other institutional departments as necessary.
Planning and Institutional Research submits data collected such as student applicant data, student enrollment data, programmatic retention Planning and data, graduate data, and student placement and feedback data to each Institutional department/program. Each Department/Program Review Team may Research identify additional data to be considered. The role of the Department/Program Review Team is then to interpret the data.
Collaborative Draft The Department/Program Review Team in collaboration with the department/program prepares a draft of the report, which includes the of the Report Self-Study, Summary, and Action Plan. The Division Dean shares his/her feedback with the Team.
Approval of Final The final report must be approved by the department/program and given Report to the Division Dean before it is formally presented.
The Department/Program Review Team presents the final report to the Vice President for Academic Affairs; the Dean for Academic Assessment, Curriculum, and Special Programs; the Division Dean; the Presentation of Director of the Center for Teaching, Learning, and Assessment; and Report other selected academic leaders. This group discusses the report and the resources needed to support the department/program and improve student learning.
Response to Report The Vice President for Academic Affairs prepares and sends a written response to the department/program regarding the results of the review, feedback on the action plan, and the cycle for allocation of resources.
Follow-Up The department/program faculty implements the agreed upon Action Plan. Departments/programs will report on the progress of what has been achieved since the last Department/Program Review.
5 Phase 1
Self-Study
This self-study is based on department/program practices, experiences, data, and reflection.
I. Mission and Purposes of the Department/Program
A. Provide the department/program mission statement. See APPENDIX A, pp 15- 16, “Writing Department/Program Mission Statements.”
B. What are the communities of interest served by the department/program? Discuss entering students, existing students, current and future employers, transfer institutions.
C. Given the population you are serving as described in “B” above, how do you know that you are meeting their needs? (e.g. comments from advisory boards, transfer and graduation rates, % of job placement?)
D. If you have an Advisory Board, answer the following questions: 1. List advisory board members including their affiliations. 2. What is the board’s function? 3. How are members chosen? What is their term of Service? 4. How does the membership on your Advisory Board represent your communities of interest? 5. How often do they meet?
E. If you don’t presently have an Advisory Board, would you consider forming one? If so, please include this in the Action Plan.
II. Department/Program Outcomes and Curriculum Mapping
In developing department/program outcomes, state the outcomes in A, B, and C, so that they can be measured quantitatively or qualitatively. Limit the list to a total of 8- 10 outcomes. See APPENDIX B, pp 17-20, “Writing Student Learning Outcomes.”
A. Using the General Education Outcomes (See APPENDIX C, p 21, “General Education Outcomes”) integrate these into the department/program outcomes as demonstrated in APPENDIX B, pp 17-19 “Examples of Department/Program Outcomes.”
B. Using the Workforce Readiness Definition (See APPENDIX D, p 22, Definition of Workforce Readiness), integrate this definition into the department/program outcomes as demonstrated in APPENDIX B, pp 17-19, “Examples of Department/Program Outcomes.”
C. Include other outcomes that are specific to the department/program. 6 D. Curriculum Mapping 1. Using curriculum mapping, indicate in which courses department/program outcomes are introduced, reinforced, and applied to assure that students have ample and diverse opportunities to learn what the department/program intends students to learn. See APPENDIX F, pp 24- 39, “Sample Curriculum Maps;” and APPENDIX E, p 23, “Blank Curriculum Map.” 2. Reflect on the Curriculum Mapping activity and discuss the findings. What have you learned about the department/program?
III. Departmental Practices in Curricular Design and Sequencing
A. Describe how the department/program collaborates to:
1. Assure that department/program outcomes are consistent across multiple course sections – day and evening, face-to-face, online, hybrid offerings – and are aligned with course descriptions. 2. Provide the rationale for course sequencing in the department/program – what educational philosophies, research, and principles underlie curriculum design? 3. Periodically update curriculum and course content (e.g. department prerequisites? Do active versions of the program need to be retired? (Retiring active versions of a program of study requires Curriculum Committee action. See Section 4 of the Curriculum Committee Handbook.) 4. Review textbooks and other educational materials or tools considering such issues as relevancy, gender bias, stereotyping, etc.
B. Educational Experiences 1. Identify and describe how required educational experiences (e.g. internships, field placements, capstone projects) are integrated into the department/program. 2. Specifically, how do they extend and promote student learning?
C. Enrichment Activities 1. Identify and describe how enrichment opportunities (e.g., field trips, guest speakers, service-learning, professional meetings) are integrated into the department/program 2. How do they extend and promote student learning?
IV. Evidence of Student Learning and Use of Assessment Results
Assessment is an on-going process of inquiry into what and how well students learn against our criteria and standards of judgment. The process is outlined below:
Please Complete either A or B:
7 A. Assessment Chart 1. Develop a chart identifying methods that are used to assess department/program student learning outcomes. See APPENDIX G, p 40, “Blank Assessment Methods Chart;” and APPENDIX H, p 41-46, “Sample Assessment Methods Charts.” 2. Reflect on the Assessment chart activity and discuss the findings. 3. What have you learned about the department/program?
B. Assessment Map 1. Using curriculum mapping, identify methods that are used to assess the department/program student learning outcomes to assure that students, have ample and diverse opportunities to learn. See APPENDIX I, p 47-48 “Sample Assessment Map;” and APPENDIX E, p 23, “Blank Curriculum Map.” 2. Reflect on the Assessment Mapping activity and discuss the findings. 3. What have you learned about the department/program?
C. Are there department/program standards and criteria for judging student achievement (e.g., collaboratively developed scoring rubrics). If so, please describe. See APPENDIX J, p 49-50, “Sample Scoring Rubrics.”
D. As a result of assessing department/program outcomes, describe what the department/program has found:
1. Based on the results of the raters’ scores on the rubrics or results of national licensure examinations, summarize what members of the department/program have collectively learned for each department/program outcome. 2. Specifically, what do these results reveal about the strengths and weaknesses of student learning? 3. What specific changes have been implemented or will be implemented to improve student learning based on the results of the assessment (e.g., changes in teaching methods, curricular or instructional design, use of educational tools, integration of educational experiences or other enrichment activities, advising, use of support services)?
V. Services that Support Student Learning
A. Resources that support the department/program 1. What current resources are essential to the students’ learning (e.g. tutoring, media, library, disability services, computer labs)? 2. Be specific about any current use, deficiencies or projected needs. 3. Comment on the availability and adequacy of these resources.
B. Which library and media resources are used to support the curriculum? ______Reserve Material ______Bibliographic Instruction ______Journals ______Information Literacy Classes 8 ______Databases ______Books ______Videos ______DVDs ______Other. Please specify
C. Describe the advising process and its efficacy: 1. In the department/program 2. Outside the department/program
VI. Professional Development and Faculty Data
A. Professional Development 1. What measures have been taken by the program/department to support and encourage the professional development of all full-time and adjunct faculty? (e.g., attendance at continuing educational programs, conferences, in-service training, professional affiliations, use of the Center for Teaching, Learning, and Assessment)? 2. Describe any professional development needs of the department/program.
B. List faculty accomplishments during the past five years that support the department/program and the communities of interest (e.g., leadership on a national accrediting board, publishing, on a regional task force in the career field.
C. Faculty Data: 1. Full-time/Part-time faculty ratio 2. Number of faculty by gender, age, non-native speakers, race/ethnicity, reported for the past 1, 2, 3, 4, 5 years 3. Percent of faculty who have advanced degrees. Which degrees?
VII. Student Recruitment, Retention, and Data Planning and Institutional Research will provide the department/program with student data. The department/program is encouraged to request additional relevant data from Planning and Institutional Research. Please include a copy of the data provided by the Planning and Institutional Research as well as all departmentally/programmatically developed surveys in the Self-Study.
A. What strategies does the department/program use to collaborate with departments external to the department/program to: 1. Support recruitment of all students including minorities and special populations? 2. Retain students including minorities and special populations. 3. Analyze and discuss retention data.
B. Interpreting Student Data – Using the questions below, please interpret the data in each category (Student Applicant Data, Student Enrollment Data, 9 Credits Generated Data, etc.)
1. What are the trends/patterns that emerge over time? 2. What does the data regarding enrollment, graduation, and retention tell about the department/program? 3. What are the student demographics? How have they changed over the last five years? What are the implications for the department/program?
C. Based on data, are there additional student recruitment or marketing efforts in which the department/program would like to be involved? Be specific as possible.
VIII. Workforce Readiness and Market Trends
A. What are the careers/fields/jobs for which the department/program is preparing students?
B. What is the program accreditation/certification/approval status if relevant to the program field.
C. Describe mechanisms or procedures currently in place to monitor changes in the job market and review the program’s relevancy and “fit” with the educational interests and needs in our region.
D. Identify labor/market trends based on input from advisory boards, focus group meetings with recent graduates, Department of Employment & Training etc. which may occur within 3-5 years following the review.
E. Does the department/program use a graduate survey to ask about employment, average salary, academic preparation, etc. If yes, summarize the results of that survey and the inferences drawn from those results. If the department/program does not conduct a survey, please use the data in the College’s ten-month survey provided by the Office of Planning and Institutional Research.
IX. Summary
A. What are the strengths and weaknesses of your department/program?
B. What are the “Highlights” of the Review?
C. What have you learned from the process?
D. How would you interpret the findings of your report?
E. What conclusions would you draw from the findings? 10 X. Action Plan
Recommend changes to improve student learning and address the department/program needs identified as a result of the Department/Program Review Process. Align the Action Plan to the Summary using the following questions as a guide:
A. List the goals of the Action Plan – statements of what the department/program plans to accomplish. B. What are the steps needed to achieve each of these goals? C. Develop timelines for each of the goals. D. Identify resources needed to accomplish these goals.
Action Plan Chart
Department/Progra Status of Resources Timeline Budget m Goals/Needs Goals Needed
XI. List all faculty and staff who contributed to the preparation of this document 11 GLOSSARY
Advisory Board - A group of individuals drawn from a program’s communities of interest for the purpose of informing and advising the program in order to meet student, institution, community, and workforce needs.
Assessment - An ongoing process of examining student work against criteria and standards of judgment in order to improve teaching and learning. Examples are tests, class presentations, research papers, and portfolios. "Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development." (Palomba & Banta, 1999) "Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance." (Tom Angelo, 1995)
Capstone - A culminating academic project or experience.
Clinical Experience – See Field Placement
Co-op – At NSCC, a co-op is a paid job placement during which knowledge is applied and skills are developed.
Community of Interest - All those affected by the department/program: transfer/career students, entering students, existing students, NSCC departments and programs, “feeder” educational institutions, particular professions, current and future employers, community entities, and transfer institutions.
CPT - Computerized Placement Test. Used for evaluation of student competencies in communication and mathematics.
Curriculum Design - The structure and format upon which a curriculum is fashioned.
Curriculum Map - A graphic representation indicating which courses address department/program level and/or general education outcomes.
12 Department/Program Review - The process of examining and reviewing the department/program to direct and inform teaching and learning. The three stages are self-study, summary, and action plan.
Educational Tools - Variety of instruments, which aid teaching and learning. A few examples are books, media, computers, online databases, calculators, microscopes, tests.
Embedded Assignment – An activity within a course used to assess department/program level or general education outcomes.
Enrichment Opportunities – Experiences within or outside of the classroom that reinforce classroom learning. Examples are guest speakers, demonstrations, field trips, performances, clubs, internships, and service-learning experiences.
Field Placement - An unpaid educational experience in a practical learning situation that correlates to course curriculum.
General Education Outcomes – Student learning that can be assessed in order to determine knowledge, skills, and attitudes that are shared throughout the institution.
Hybrid (formerly CAT) – Courses which combine face-to-face and online instruction with at least 50% instruction online and remainder in the classroom.
Internship – At NSCC, an internship is an unpaid job placement during which knowledge is applied and skills are developed.
Mission Statement - A description of the aims, values, and goals of a department, program, or an organization.
Portfolio - A collection of student-generated artifacts used to provide evidence over a period of time about the range and extent of a student’s performance and growth.
Practicum – See Field Placement.
13 Quantitative Reasoning - The ability to think and reason using certain objective and well-defined measures, such as those with numerical value including but not limited to: symbols, graphs, equations, and tables.
Qualitative Reasoning - The ability to assess persons, objects, or events in terms of their value or worth rather than of their objective characteristics.
Retention – As defined by the Board of Higher Education: first time, full-time, students registered at NSCC from one fall to the next.
Rubric - A tool with specific criteria and standards of judgment used to assess student work and document student learning.
Self Study - A part of the academic review process in which a program examines its own performance.
Special Populations - Identified groups of students within the college that may be in need of additional, adaptive, or specialized services.
Student Learning Outcomes – Statements of specific knowledge, skills, and attitudes that students are expected or intended to achieve, and that are measurable.
Support Services – Activities that support and enrich learning. a. Academic Support Services: Activities which support education such as academic technology, library, and media services. b. Student Support Services: Activities which support students such as counseling, tutoring, and advising.
References:
Barrow, Robin. A Critical Dictionary of Educational Concepts. New York: St. Martin’s Press, 1986
Glossary of Education Terms and Acronyms.www.ncrel.org/sdrs/areas/misc/glossary.htm
Good, Carter V., ed. Dictionary of Education. New York: McGraw-Hill, 1973
Maki, Peggy. Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling, Va.: Stylus, 2004
U.S. Department of Education. The Condition of Education. Washington, D.C.: U.S Department of Education, 1999.
14 APPENDIX A
Writing Department/Program Mission Statements
How to Write a Mission Statement
A good mission statement for your department/program should reflect 1) what is the department/ program designed to do, 2) how do the students learn, 3) where do the students go from here, and 4) what are the values, principles, or beliefs that guide your work with students.
You can begin drafting a mission statement by creating a worksheet based on these questions. Ask other faculty and staff to list words, phrases, or ideas that come to mind about the department/program for each question. Give everyone a chance to be heard. Make your comments less philosophical and more practical and concrete. Look for language and concepts that have broad consensus. The best mission statements tend to be 3-4 sentences long, 50-75 words.
Examples of Department/Program Mission Statements
The Horticulture Degree Program is designed for students seeking employment or self-employment in the horticultural and environmental industries. Our commitment to a high quality learning environment provides students with the necessary training for pursuing careers in a wide range of fields including Landscape Construction, Landscape Maintenance, Sports Field Management, Golf Course Management, Professional Lawn Care, Landscape Design, Urban Tree Care and Certified Arborist. In addition to offering a rich academic experience to help students succeed in their chosen careers, we strive to provide the community with a qualified, professional workforce. Students are encouraged to supplement their course work by pursuing related employment with local businesses while enrolled in our program.
English as a Second Language Department aims to provide non-native speakers of English with the skills necessary for their professional and academic advancement. Using both traditional and communicative teaching methods and providing a supportive environment, the program assists students as they work towards the level of linguistic competence necessary for their participation in the local and global community. We are committed to respecting individual cultural and linguistic identity.
15 APPENDIX A
Examples of Department/Program Mission Statements (Continued)
The Criminal Justice Program provides quality education for individuals interested in pursuing a career in the criminal justice field. The program provides an academic foundation for students continuing their education at a four-year institution of higher learning or beyond to further professional education. Students receive instruction in both practical and theory-based issues and concepts from faculty qualified by significant academic and practical experience from all facets of the criminal justice field. Professional opportunities for criminal justice students include civilian and sworn positions with law enforcement agencies, the court system, correctional services and law firms. Students in the NSCC criminal justice program will emerge with a foundation for the application of ethical principles in professional decision-making.
The Nurse Education Program is a two-year Associate of Science Program that prepares individuals for a career in nursing as a Registered Nurse. The program provides students with a professional foundation that integrates nursing theory with the skills required for practice in diverse health care settings. The program offers a competency-based curriculum that utilizes diverse learning methodologies and experiences that facilitate learning. The program fosters lifelong education recognizing the dynamic role of nursing practice.
The North Shore Community College Business Department is designed to educate students in their selected major of Accounting, Management, or Marketing, or to prepare them for transfer to a four-year school via the Business Transfer Program.
The faculty will facilitate development of interpersonal skills and will promote an understanding of the ethical issues of the business environment; skills which will enhance the student’s self-esteem and foster the student’s personal growth.
The Women in Transition Program is a strength-based supportive learning community of mature students, which is dedicated to easing transitions to college, career, and life changing possibilities. The program faculty and staff guide the women within the comfort and safety of a small learning community.
Women of diverse life experiences discover and develop academic skills and competencies, college success strategies, and life skills. The program faculty and staff specifically encourage and assist in building the esteem and confidence needed to examine the student’s attitudes, values, thoughts, beliefs, and feelings related to creating a unique life plan. Upon completion of this one year, part-time program, each student will move on to pursue her educational, professional, and personal goals.
16 APPENDIX B Writing Student Learning Outcomes
Department/program or course level student learning outcomes are statements of specific knowledge, skills, and attitudes that students are expected or intended to achieve upon successfully completing the program or course. They must be measurable.
Writing Student Learning Outcomes 1. Each outcome should be concise and measurable. 2. Each outcome should be expressed as something that the student is expected to achieve, not what the teacher will do. 3. Use a measurable verb to begin each outcome statement. (See Bloom’s Taxonomy on the next page.) Verbs such as understand, realize, be aware of, appreciate, and know should be avoided since they describe behavior that is not measurable. 4. Keep one learning outcome per statement – i.e. the outcome will be stated in a single sentence using a single verb. 5. For department/program and course outcomes, use verbs from Bloom’s Higher Order Levels (3 - 6) 6. For department/program and course outcomes, limit the list to a total of eight to ten outcomes.
Examples of Department/Program Outcomes
At the end of the ESOL Program, students will be able to: General Education Outcomes and Workforce Readiness Skills 1. Write a logically organized essay in a variety of rhetorical forms using Standard English sentences 2. Express themselves in writing for a variety of purposes, both formal and informal, including journals, letters, e-mails, and business communications 3. Communicate effectively in English in both formal (oral presentations) and informal (group discussion) situations 4. Interpret mathematical graphs and diagrams using appropriate vocabulary 5. Use word processing and other appropriate software to complete academic or career-related assignments 6. Use the computer to locate relevant and useful information and use that information appropriately in college assignments Other Department/Program Outcomes 7. Demonstrate that they possess the vocabulary and reading skills that will enable them to take and be successful in regular college classes either in the next semester or in one semester’s time 8. Demonstrate listening comprehension and note-taking skills by successfully understanding academic lectures and presentations
17 APPENDIX B
In the Business Department, students will be able to: General Education Outcomes and Workforce Readiness Skills 1. Communicate one’s opinion effectively as writers and speakers in multiple business settings 2. Apply necessary arithmetic computations and quantitative methods to solving real-world problems 3. Demonstrate interpersonal, teamwork, and leadership skills necessary to function in diverse, multicultural business settings in order to achieve organizational goals and objectives 4. Demonstrate an ability to think critically about business problems by using analytic and research skills 5. Utilize common business computer programs such as word processors and spreadsheet programs, for the preparation of documents, reports, and for preparation of accounting, financial, or other tabular data for presentation and analysis 6. Demonstrate professional behaviors through time management, attendance, appearance, flexibility, and cooperation Other Department/Program Outcomes 7. Explain why and how technology, society, and economics affect an organization and the way in which it interacts with its environment not only locally, but globally 8. Translate ethical concepts into responsible behavior in a business environment 9. Analyze problems that have no single correct answer; apply decision-making techniques to identify the problem, develop alternatives for resolution, select and implement the best alternative, and measure the results for solving the problem 10. Employ subordinates effectively, using appropriate leadership styles; assigning responsibility, authority, and accountability commensurate with the individual subordinate’s capabilities
In the Horticulture Program, students will be able to: General Education Outcomes and Workforce Readiness Skills 1. Communicate technical recommendations and customer service information in both written and oral format to employers, employees, and interested parties 2. Demonstrate mathematical calculations as they apply to the 'Green Industry' to safely and effectively apply horticultural products 3. Employ computer hardware and software to support professional career development 4. Design and implement ‘Plant Health Care’ strategies to satisfy customer wants/needs 5. Demonstrate professional and ethical behaviors through time management, attendance, appearance, flexibility and cooperation Other Department/Program Outcomes 6. Examine field conditions relative to plant health and plan strategies to maintain or improve plant performance 7. Identify and analyze symptoms of plant injury from pests, environmental stresses, and cultural deficiencies and formulate corrective measures 8. Recognize and evaluate plant material encountered in the Green Industry 9. Recognize and apply basic skills in the safe operation of Green Industry equipment
In the Criminal Justice Program, students will be able to: General Education Outcomes and Workforce Readiness Skills 1. Identify, evaluate and utilize effective verbal, non-verbal and written communication apply ethical principles in decision making situations 2. Demonstrate an understanding of diversity and multiculturalism 3. Describe the application of current and emerging technologies in the criminal justice field 4. Demonstrate professional behaviors through time management, attendance, appearance, flexibility, cooperation 18 APPENDIX B
Other Department/Program Outcomes 5. Properly use basic criminal justice terms, concepts and data 6. Recognize and respect individual rights and responsibilities 7. Identify and explain the relationship between the major components of the criminal justice system 8. Identify, explain and apply major theories of crime causation and individual criminal behavior 9. Identify elements of changes or problems within the criminal justice field and develop both conceptual and practical response or solutions 10. Describe the relationship between community resources, crime prevention and control (including efforts directed at conflict resolution, violence prevention, crisis intervention and prejudice reduction)
The Nurse Education Program prepares graduates for eligibility for the NCLEX –RN Licensure Exam and for entry-level practice who will: General Education Outcomes and Workforce Readiness Skills 1. Demonstrate professional behaviors as new practitioners. (workforce readiness) 2. Utilize effective written, verbal and technological communication skills in nursing practice (Written and Oral Communication, Information literacy) 3. Apply the nursing process to meet the needs of clients (Critical Thinking) 4. Utilize evidence based information and clinical decision making skills to meet client needs. (Critical Thinking, Quantitative Reasoning) 5. Apply caring interventions to meet the needs of clients (Critical Thinking) 6. Apply teaching and learning concepts to meet the needs of clients (Critical Thinking) 7. Collaborate with members of the health care team to provide comprehensive client care (Critical Thinking) 8. Manage personnel, physical, financial, and technological resources to meet the needs of clients (workforce readiness)
At the end of the Challenges, Choices, and Change Program, students will be able to: General Education Outcomes and Workforce Readiness Skills 1. Organize and articulate their ideas clearly and communicate effectively. 2. Demonstrate effective reading and writing skills in a variety of forms. 3. Develop the critical thinking skills necessary to assess issues, problem-solve and cope with various day-to-day events and life crises. 4. Access, evaluate and utilize resources learned through course work, advising and one-on- one meetings. 5. Improve and apply employment skills such as, interviewing, resume writing, time management and proper dress codes, through course work and the internship experience. Other Department/Program Outcomes 7. Assess values, prioritize goals and formulate a plan for completing a NSCC certificate, Associate degree, or pursue other life changing opportunities. 8. Develop and refine self-advocacy skills. 9. Acquire and integrate skills for creating and maintaining healthy relationships. 10. Demonstrate ability to appreciate differences, and refrain from judgment of self and others. 11. Demonstrate personal growth through self-reflection and the application of learned principles that endorse life long learning.
19 APPENDIX B
DESCRIPTIONS OF BLOOM’S LEVELS OF THINKING (Cognitive Domain) Blooms Taxonomy divides the way people learn into three major domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain emphasizes intellectual outcomes. Cognitive Outcomes are further divided into categories, which are arranged from the lowest level of thinking, which is simple recall, to the highest level, which is evaluating information. The largest number of educational outcomes fall into this domain .The Affective Domain emphasizes a feeling, tone, or degree of acceptance or rejection. Affective Outcomes are expressed as interests, attitudes, appreciations, and emotional sets or biases. The Psychomotor Domain emphasizes muscular or motor skills, manipulation of materials or objects, or something that requires neuromuscular coordination. Most Psychomotor Outcomes relate to handwriting, speech, and physical education. LEVEL and DEFINITION KEY VERBS SAMPLE PRODUCTS
Level 1 - KNOWLEDGE/RECALL Tell Locate Labels Exhibit memory of previously-learned material List Match Names by recalling facts, terms, basic concepts, and Recall Name Citation answers. Quote Identify Recitation Find Underline Fact Label Tally Reproduction Level 2 - COMPREHENSION Demonstrate understanding of facts and ideas Translate Reword Sentence by organizing, comparing, translating, Interpret Define Generalization interpreting, giving descriptions, and stating Outline Rephrase Definition main ideas. Arrange Summarize Class notes Restate Explain Summary Level 3 - APPLICATION Solve problems for new situations by applying Apply Utilize Illustration acquired knowledge, facts, techniques, and Solve Use Demonstration rules in a different way. Apply Test Worksheets Manipulate Construct Model Demonstrate Practice Records Level 4 - ANALYSIS Examine and break information into parts by Analyze Examine Survey identifying motives or causes. Make Contrast Simplify Graph inferences and find evidence to support Deduce Inspect Comparison generalizations. Outline Compare Report Verify Categorize Chart Level 5 - SYNTHESIS Compile information together in a different way Create Combine Formula by combining elements in a new pattern or Hypothesize Adapt Invention proposing alternative solutions. Formulate Induce Hypothesis Transfer Invent Prediction Predict Integrate New theory Level 6 - EVALUATION Present and defend opinions by making Judge Determine Opinion judgments about information, validity of ideas, Prioritize Assess Evaluation or quality of work based on a set of criteria. Refute Endorse Decision Justify Rank Verdict
Reference: Bloom, B., Englehart, M., Furst, E., Hill, W., Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.
20 APPENDIX C
GENERAL EDUCATION OUTCOMES
The primary goal of General Education is to instill the foundations of lifelong learning. To that end, the General Education Outcomes Ad Hoc Committee developed the following General Education Outcomes, which were then approved at the Faculty/Staff Meeting on January 30, 2001. The following learning outcomes are a starting point to develop the characteristics of a generally educated person in each of our students:
NEASC 4.19 Category Student Learning Outcome
1.0 - Written and Oral . 1.0.a – The student will demonstrate the ability to write a logically developed, organized document in English Communication utilizing the rules of grammar, punctuation, and proper spelling; the student will demonstrate the ability to solve problems in writing. . 1.0.b – The student will articulate ideas logically and clearly for diverse audiences and purposes. . 1.0.c – The student will apply his/her writing, reading, and speaking skills for effective communication.
2.0 – Quantitative . 2.0.a – The student will clearly represent mathematical information symbolically, visually, numerically, and verbally. Reasoning and Critical Examples include, but are not limited to, arithmetic operations on whole/rational numbers and mathematical Analysis models such as tables, graphs, and schematics. . 2.0.b – The student will interpret mathematical information (symbolically, visually, numerically, and verbally) in order to problem-solve and draw inferences. . 2.0.c – The student will apply critical analysis and reasoning skills to identify and define a problem, research solutions, analyze the results of the research, and make a decision based on critical analysis and reasoning.
3.0 – Critical Thinking . 3.0.a – The student will critically evaluate theories, explanations, problems, and ambiguous situations and justify in relation to the their conclusions. Ethical Dimensions of . 3.0.b – The student will examine his/her attitudes, values, thoughts, beliefs, and feelings related to varying contexts of the human experience. Human Experience . 3.0.c – The student will recognize that there are multiple social, cultural, political, ecological, and economic contexts for living in the world, and demonstrate an appreciation for diversity and creativity.
4.0 – Information . 4.0.a – The student will recognize when information is needed, and demonstrate the ability to locate, evaluate, and Literacy and Computer effectively use that information. Literacy . 4.0.b – The student will demonstrate the ability to use computer technology to search for, access, and organize information in a meaningful way.
21 APPENDIX D DRAFT Definition of Workforce Readiness for North Shore Community College
Graduates from North Shore Community College will be considered workforce ready when they have acquired the following competencies: written and oral communication; quantitative reasoning; recognition, understanding, and appreciation of cultural differences; critical thinking and analysis; use of technology; and workplace behavior skills. Workplace behavior skills include but are not limited to time management, attendance, professional appearance, respecting confidentiality, adapting to change, working with others, and conflict management.
Note: The definition was developed by the PRWR - Workforce Readiness and Computer Competency sub-team and approved on 6/7/04 by the Program Review and Workforce Readiness Leadership Team and includes North Shore Community College’s General Education Outcomes.
References: Association of College & Research Libraries. "Information Literacy Competency Standards for Higher Education." American Library Association. 2004.
Flyy, William J. “Why Not Tell It Like It Is? The Case for Revitalizing the Traditional Academic Transcript.” Carlsbad, CA: National Council for Continuing Education and Training, November 2003.
Ivy Tech State College. Workforce Readiness Institute. “Workforce Readiness.”
Learning Resources, Inc. “Assessment Programs.” Riverside, CT: Learning Resources, Inc.
Massachusetts Department of Education and the Mass Jobs Council. Massachusetts Work-based Learning Plan: Massachusetts School to Career System. Malden, MA: Massachusetts Office for School to Career Transition: Department of Education.
O’Neill, Harold F., Jr., Allred, Keith, and Baker, Eva L. Measurement of Workforce Readiness Competencies: Design of Prototype Measures. CSE Technical Report 344. Los Angeles: National Center for Research on Evaluation, Standards and Student Testing (CRESST), 1992.
Quimby, O. Steven and Green, Claudia. Southern Essex Regional Labor Market: Blueprint Update 2002. Boston: University of Massachusetts, 2002.
U.S. Department of Labor Employment & Training Administration. Learning a Living: A Blueprint for High Performance. Secretary’s Commission on Achieving Necessary Skills (SCANS).
Workforce Learning Strategies, Inc. “Resource: Building and Certifying Work Readiness.” Newsletter 2, March 2004.
Workplace Training and Education Coordinating Board. “Workplace Skills Content.” Definition Adopted March 18, 1999. Workforce Training and Education Coordinating Board: Olympia, WA.
Curriculum Map
Department/Program Outcomes I=Introduce; R=Reinforce; A=Apply
General Education Outcomes and Workforce Readiness Skills
Other Department/Program Outcomes
Reference: Adapted from Maki, Peggy. Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling, Va.: Stylus, 2004
23 APPENDIX F Sample Curriculum Map ~ Behavioral Science Department The following curriculum map represents responses from six (6) full-time and five (5) adjunct faculty. P P P P P P P P P P P P P P S S S A O O O S S S S S S S S S S S S S S N Y Y Y Y Y Y Y Y Y Y Y Y Y Y C C C T
1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 0 0 1 1 1 1 2 3 3 3 4 4 0 1 0 0 2 0 2 4 0 2 4 8 8 0 6 8 0 2 6 0 4 6 6 Competencies/Expected Outcomes 2
I=Introduce; R=Reinforce; E-Emphasize 1. Identify course content that I I I I I I I I I I I includes information pertaining to the development R R R R R R R of student careers, whether enrolled in transfer degree, E E N/A E E E E E E career degree, or career certificate program. 2. List course content, through I I I I I I syllabus topics and course objectives, indicating the R R R R R R R R R R R R course material focuses on the fundamental concepts of E E E E E E psychology, sociology, or anthropology, which will enhance transfer credits in support of college degree and certificate programs. 3. Locate course content (upper I I I I level courses) which focuses on more specialized content R R R that addresses the needs of students and the various N/A E N/A N/A N/A E E N/A N/A N/A E E E N/A E transfer, career, and certificate programs. 4. Identify the opportunity to I I I I I participate in extracurricular academic activities and events R R R R R R R that enhance the Department’s mission. E E E N/A E N/A E E E E
24 APPENDIX F
Sample Curriculum Map ~ Behavioral Science Department (Continued) P P P P P P P P P P P P P P S S S A O O O S S S S S S S S S S S S S S N Y Y Y Y Y Y Y Y Y Y Y Y Y Y C C C T
1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 0 0 1 1 1 1 2 3 3 3 4 4 0 1 0 0 2 0 2 4 0 2 4 8 8 0 6 8 0 2 6 0 4 6 6 Competencies/Expected Outcomes 2
5. Engage in service-learning I I I I I I I opportunities to facilitate the link between the academic R R R R R R environment and the community, at large. E E E N/A E E E E E
6. Enhance workforce readiness I through demonstration of competencies in effective R R R R R R R R R R communication, holding confidentiality, and critical E E E E E E E E E thinking analysis. 7. Identify and explain the I I responsibilities as a citizen of society and culture, which R R R R include the understanding and appreciation of individual and E E E E E E E E E E E E E E E cultural differences, respecting others, and conflict management. 8. Utilize skills in critical thinking I and effective decision making. R
E E E E E E E E E E E E E E E E E
25 APPENDIX F Sample Curriculum Map ~ Business Department Page 1 Competencies/Expected ACC099 ACC101 ACC102 ACC104 ACC106 ACC201 ACC202 ACC203 ACC208 BUS100 BUS101 Preparation Basic Basic Essen of Computer Intermediate Intermediate Managerial Taxation Intro to Math for Outcomes for Accounting 1 Accounting Accounting Applications Accounting Accounting Accounting Business Business & Accounting 2 for Business in Accounting 1 2 Finance I=Introduce; R=Reinforce; A=Apply Gen Ed Outcomes and Workforce Readiness Skills 1. Communicate one’s opinion effectively I IIRIIIIII RRRRI IAI R IA RA RARR R IARIII RIRAIII as writers and speakers in multiple business settings RI 2. Apply necessary arithmetic I AAIIRI AAAAA IAR R AR AR AAAA A IIII RAIAR computations and quantitative methods to solving real-world problems RIAA IRR AIIA 3. Demonstrate interpersonal, teamwork, I IRIRIRI RIRIR IA I IA R RAIR R IIIAR IIIRRAI and leadership skills necessary to function in diverse, multicultural business settings in IR RR order to achieve organizational goals and objectives. 4. Demonstrate an ability to think critically I ARIRII AIIIRA IA A AR AA AARR A IAIIR IAIRAR about business problems by using analytic and research skills. AIR RA IA 5. Utilize common business computer I AIRIRA AAIIRA IA A R A RAA I IIII IIIIRIAI programs such as word processors and spreadsheet programs, for the preparation IIA R of documents, reports, and for preparation of accounting, financial, or other tabular data for presentation and analysis. 6. Demonstrate professional behaviors I RIIARI RARIR IA A A A RARA R IAIRA AIIRAA through time management, attendance, appearance, flexibility, and cooperation. RRA RA I Other Department/Program Outcomes 7. Explain why and how technology, I IIRIRRI RRIIR IR R I I AARR A RRII IRRRR society, and economics affect an organization and the way in which it R RI interacts with its environment not only locally, but globally. 8. Translate ethical concepts into I IIRAIRI RIIRR IA R I I RAIR A RIIA IARIRA responsible behavior in a business environment. I A I 9. Analyze problems that have no single I RIRIIII RRRII IR I AR AA RARA R AIIA RIIRIRI correct answer; apply decision-making techniques to identify the problem, develop R RI alternatives for resolution, select and implement the best alternative, and measure the results for solving the problem. 10. Employ subordinates effectively, using I IIIIRII RIRII IR I I I RARR I RIIA IIIRRI appropriate leadership styles; assigning responsibility, authority, and accountability commensurate with the individual subordinate’s capabilities. 26 APPENDIX F Sample Curriculum Map ~ Business Department (Continued) Page 2 Competencies/Expected BUS102 BUS106 BUS132 BUS202 BUS210 BUS229 MGT102 MGT201 MGT202 MGT204 MGT206 Business Law Intro to Excel Business Business Intro to Business Principles of Human Financial Investment Small Outcomes 1 Workplace Internship International Cooperative Management Resource Mgt. Mgt. Business Seminar Business Education Mgt. Mgt. I=Introduce; R=Reinforce; A=Apply Gen Ed Outcomes and Workforce Readiness Skills 1. Communicate one’s opinion effectively RIA R R R AAAA A RAA A RI as writers and speakers in multiple business settings 2. Apply necessary arithmetic I RI I AAAA A IR computations and quantitative methods to solving real-world problems 3. Demonstrate interpersonal, teamwork, RRR A A A AAAA A AR A AR and leadership skills necessary to function in diverse, multicultural business settings in order to achieve organizational goals and objectives. 4. Demonstrate an ability to think critically RIA I A I AARI R AAAA AI about business problems by using analytic and research skills. 5. Utilize common business computer RI R I R A I IA A RA programs such as word processors and spreadsheet programs, for the preparation of documents, reports, and for preparation of accounting, financial, or other tabular data for presentation and analysis. 6. Demonstrate professional behaviors RAR A A A ARIA A RR AA through time management, attendance, appearance, flexibility, and cooperation. Other Department/Program Outcomes 7. Explain why and how technology, RIR I R I RRI R RR AR society, and economics affect an organization and the way in which it interacts with its environment not only locally, but globally. 8. Translate ethical concepts into ARA A A A RARR A ARA A AR responsible behavior in a business environment. 9. Analyze problems that have no single RAR R R R AAAR A AAA AR correct answer; apply decision-making techniques to identify the problem, develop alternatives for resolution, select and implement the best alternative, and measure the results for solving the problem. 10. Employ subordinates effectively, using RI A A A RIA A RR AR appropriate leadership styles; assigning responsibility, authority, and accountability commensurate with the individual subordinate’s capabilities. 27 APPENDIX F Sample Curriculum Map ~ Business Department (Continued) Page 3 Competencies/Expected MKT101 MKT201 MKT203 MKT204 MKT205 MKT216 CMP101 CMP104- CPS100 PSY110 Marketing Marketing 2 Principles Advertising Principles Internet Composition 1 Fundamentals of Organizational Outcomes 1 of Selling of Retailing Marketing 146 Computer Psychology and Composition Concepts the 2 Elective Workplace
I=Introduce; R=Reinforce; A=Apply Gen Ed Outcomes and Workforce Readiness Skills 1. Communicate one’s opinion effectively as ARI RR A A A writers and speakers in multiple business settings 2. Apply necessary arithmetic computations II RR R I R and quantitative methods to solving real-world problems 3. Demonstrate interpersonal, teamwork, and AIA AR A A A leadership skills necessary to function in diverse, multicultural business settings in order to achieve organizational goals and objectives. 4. Demonstrate an ability to think critically AIA AR R A A about business problems by using analytic and research skills. 5. Utilize common business computer II RR R I R programs such as word processors and spreadsheet programs, for the preparation of documents, reports, and for preparation of accounting, financial, or other tabular data for presentation and analysis. 6. Demonstrate professional behaviors RIA AR A A A through time management, attendance, appearance, flexibility, and cooperation. Other Department/Program Outcomes 7. Explain why and how technology, society, RRI RR R R R and economics affect an organization and the way in which it interacts with its environment not only locally, but globally. 8. Translate ethical concepts into responsible RIA AR A R A behavior in a business environment. 9. Analyze problems that have no single RIA AR A A R correct answer; apply decision-making techniques to identify the problem, develop alternatives for resolution, select and implement the best alternative, and measure the results for solving the problem. 10. Employ subordinates effectively, using RRI AR A A A appropriate leadership styles; assigning responsibility, authority, and accountability commensurate with the individual subordinate’s capabilities.
28 APPENDIX F Sample Curriculum Map ~ Criminal Justice Program Curriculum Map – Criminal Justice Program I=Introduce; R=Reinforce; E-Emphasize C C C C C C C C S S C C S C C C P O O P S Courses for Criminal Justice Program J J J J J J J J M M J J J E Y 1 1 1 1 1 1 1 2 2 2 2 C C P P 0 0 0 0 0 1 1 0 0 0 0 1 1 1 1 1 3 5 6 8 0 6 6 4 2 8 1 1 0 0 0 2 0 0 2 2 4 6
Competencies / Expected Outcomes 1 4
Gen Ed Outcomes and Workforce Readiness Skills
1. Identify, evaluate and utilize effective E R E E E E E R E E E R E R , , , , , , , E E E R R E E , , , verbal, non-verbal and written , , R R R I communication R
2. Demonstrate an understanding of E E I I E E E E E I E E E , , , , , , , I R E E E R R , I , , , diversity and multiculturalism , R R R R I I I I R R E E R I R R , , R 3. Describe the application of current R , , , , , E R I R R , , E I ,
and emerging technologies in the , , E criminal justice field R E I E E E E R R R E R R R R E ,
4. Demonstrate professional behaviors E , , , , , , E E R E E E , I , , , through time management, attendance, , R E E appearance, flexibility, cooperation. R
Other Department/Program Outcomes E I E E E E R E R R E E ,
5. Properly use basic criminal justice R , , , , , , I R R R R E , I , , terms, concepts and data , E E E
6. Apply ethical principles in decision- E R E E E E E R E R R E E , , , , , , , E E E E E R R , , , , making situations. , I R R R E
7. Recognize and respect individual E E E E E E E E E R R R E E , , , , , , , E E R R I R I , , R R , rights and responsibilities , , I R E E I R R E E R R R E E R ,
8. Identify and explain the relationship E , , , , , , I R E R R R , I , ,
between the major components of the , , R R criminal justice system R R R I I I R R I E E R R ,
9. Identify, explain and apply major E , , , , , , E E I R E I , , E I , , theories of crime causation and , individual criminal behavior I I R R E E E I R E E E , ,
10. Identify elements of changes or E E , , , , , E E R R R , I , , ,
problems within the criminal justice field , E E E and develop both conceptual and E practical response or solutions. I E I I E E R E R R R ,
11. Describe the relationship between I , , , , , , , N E E R E I I , E , / , community resources, crime prevention , R A E and control (including efforts directed at R conflict resolution, violence prevention, crisis intervention and prejudice reduction)
29 APPENDIX F Sample Curriculum Map ~ ESOL Program Competencies/Expected Outcomes ESL061 ESL063 ESL065 ESL075 ESL062 ESL064 ESL066 ESL076 Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate ESL Grammar 1 ESL Reading 1 ESL Writing 1 ESL Listening ESL Grammar 2 ESL Reading 2 ESL Writing 2 ESL Listening I=Introduce; R=Reinforce; A=Apply and Speaking 1 and Speaking 2 General Education Outcomes and Workforce Readiness Skills 1. Write a logically organized I I I I I I I I essay in a variety of rhetorical RR RR R R R forms using Standard English A A A A sentences
2. Express themselves in writing I I I I I I I I I I I I I I I I I I I I I for a variety of purposes, both RRR R RRR R RR RRRR RRR RRRR formal and informal, including A A AAA A A AA AA AA journals, letters, e-mails, and business communications 3. Communicate effectively in I I I I I I I I I I I I I I I I I I I I I I English in both formal (oral RRRR RRRR RR RRRR RR RRRR RR RRRRR presentations) and informal AAA AAA AA AAAA AAA AAA A AAAA (group discussion) situations 4. Interpret mathematical graphs I I I I I I I I I and diagrams using R RRRR appropriate vocabulary 5. Use word processing and I I I I I I I I I I I I I I I I I I I I I other appropriate software to R R R R R RR R R RR complete academic or career- A A A A AA A AA related assignments 6. Use the computer to locate I I I I I I I I I I I I I I I I I relevant and useful R RR R RR RRR R RR information and use that A AA A A A A AA information appropriately in college assignments. Other Department/Program Outcomes 7. Demonstrate that they I I I I I I I I I I I I I I I I I possess the vocabulary and R RR R RR RR RRRR RRR RRR reading skills that will enable A A A A AA AA them to take and be successful in regular college classes either in the next semester or in one semester’s time 8. Demonstrate listening I I I I I I I I I I I I I I I I comprehension and note- RR R RR RRRR R RR R RRRR taking skills by successfully AA AAA AAA AA AAA understanding academic 30 lectures and presentations APPENDIX F Sample Curriculum Map ~ ESOL Program (Continued) Competencies/Expected Outcomes ESL110 ESL112 ESL114 ESL116 ESL120 ESL122 ESL124 ESL126 Advanced ESL Advanced ESL Advanced Advanced ESL Advanced ESL Advanced ESL Advanced ESL Advanced ESL Grammar 1 Reading 1 ESL Listening and Grammar 2 Reading 2 Writing 2 Listening and I=Introduce; R=Reinforce; A=Apply Writing 1 Speaking 1 Speaking 2 Gen Ed Outcomes and Workforce Readiness Skills 1. Write a logically organized I I I essay in a variety of rhetorical R RR R R RRRRR R forms using Standard English sentences A AA AA AAAAA A
2. Express themselves in writing I I I I I I I I I I for a variety of purposes, both RRR RRR R RR R RRRR RRR RRRR formal and informal, including journals, letters, e-mails, and AA AAA AA AAA AA AA AAAAA AA business communications 3. Communicate effectively in I I I I I I I I I I I I I I I I English in both formal (oral presentations) and informal RRRR RRRRR RR RRRR RR R RRR (group discussion) situations AA AAAAAA A AAAAA AAA AAAA AAAAA AAAA 4. Interpret mathematical graphs I I I I I I I I I I and diagrams using appropriate vocabulary RR R A 5. Use word processing and other I I I I I I I I I I I appropriate software to complete academic or career- RRR RRR R R R RRR RRR R related assignments AA AA A AA A AAAAA AA 6. Use the computer to locate I RR I I I I I I I I I I I I I relevant and useful information and use that information RRR R RRRR R RRR RRRR RR appropriately in college AA AA AAA A AAAA AAAA AAA assignments Other Department/Program Outcomes 7. Demonstrate that they possess I I I I I I I I I I I II the vocabulary and reading skills that will enable them to RR RRRR R RR R RR RR RR take and be successful in AA AA AA AA AAAA AAAAA AA regular college classes either in the next semester or in one semester’s time 8. Demonstrate listening I I I I I I I I I I I I comprehension and note-taking skills by successfully R RR RR RRRR R R R RRR understanding academic AA A AAA AA AA AA AAAA 31 lectures and presentations APPENDIX F
Sample Curriculum Map ~ Floriculture Program Page 1 Courses for Floriculture Degree Program FLR101 FLR102 FLR104 FLR106 FLR108 FLR110 FLR112 FLR120 OR Competencies/Expected Outcomes Floral Floral Horticul- Indoor Plant Interior Visual FLR121 Design 1 Design 2 ture Plant Biology Plant- Merchan- Flor. Coop I=Introduce; R=Reinforce; A=Apply Business Materials scaping dising Ed or Flor Mgt. Intership Gen Ed Outcomes and Workforce Readiness Skills 1.Communicate recommendations & customer service I R,A I I,R,A I,R A information in both written & oral format to employers, employees, customers & interested parties.
2. Demonstrate mathematical calculations to safely and I R I,R R,A I A effectively apply a variety of horticultural products, conduct job estimation and formulate retail prices. 3. Evaluate greenhouse and interior plantscape growing I,R I,R I,R R,A A conditions relative to plant health and plan strategies to maintain or improve plant performance.
4. Identify plant material encountered in the Floral, Interior I,R R,A A Plantscape and Greenhouse Industries, analyze and evaluate symptoms of plant injury from pests, environmental stresses, and cultural deficiencies and formulate corrective measures.
5. Employ computer hardware and software to support I I I I A professional career development.
6. Demonstrate professional and ethical behaviors through I R I,R I,R A I,R I,R A time management, attendance, appearance, flexibility and cooperation. Other Department/Program Outcomes 7. Design, construct and price a variety of floral I,R R,A A arrangement styles to accepted retail standards.
8. Evaluate and implement effective merchandizing I R I,R I,R I,R,A A strategies for both products and services offered in the Floricultural field.
32 APPENDIX F
Sample Curriculum Map ~ Floriculture Program (Continued) Page 2 Courses for Floriculture Degree Program FLR201 FLR202 FLR204 FLR210 HRT208 HRT210
Competencies/Expected Outcomes Greenhouse Greenhouse Plant Senior Design Plant Pathology Herbaceous Crop Crop Entomology Seminar Perennial Plants I=Introduce; R=Reinforce; A=Apply Production 1 Production 2
Gen Ed Outcomes and Workforce Readiness Skills 1.Communicate recommendations & customer service I I,R I,R I I,R information in both written & oral format to employers, employees, customers & interested parties.
2. Demonstrate mathematical calculations to safely and I I,R,A I R,A effectively apply a variety of horticultural products, conduct job estimation and formulate retail prices. 3. Evaluate greenhouse and interior plantscape growing I,R,A I,R,A R R conditions relative to plant health and plan strategies to maintain or improve plant performance.
4. Identify plant material encountered in the Floral, I,R,A R Interior Plantscape and Greenhouse Industries, analyze and evaluate symptoms of plant injury from pests, environmental stresses, and cultural deficiencies and formulate corrective measures.
5. Employ computer hardware and software to support I A professional career development.
6. Demonstrate professional and ethical behaviors through I R A R R R time management, attendance, appearance, flexibility and cooperation. Other Department/Program Outcomes 7. Design, construct and price a variety of floral I,R,A arrangement styles to accepted retail standards.
8. Evaluate and implement effective merchandizing I,R,A R I strategies for both products and services offered in the Floricultural field.
33 APPENDIX F
Sample Curriculum Map ~ Floriculture Program (Continued) Page 3 Courses for Floriculture Degree Program ACC104 BUS101 CMP101 CMP104-146 CPS100 ECO102 LA-Elective
Competencies/Expected Outcomes Essentials of Math for Composition Composition Fundamental Elements of Liberal Arts Accounting Business and 1 2 Elective of Computer Economics Elective(s) I=Introduce; R=Reinforce; A=Apply for Business Finance Concepts
Gen Ed Outcomes and Workforce Readiness Skills 1.Communicate recommendations & customer service - I information in both written & oral format to employers, employees, customers & interested parties.
2. Demonstrate mathematical calculations to safely and - I effectively apply a variety of horticultural products, conduct job estimation and formulate retail prices. 3. Evaluate greenhouse and interior plantscape growing - - conditions relative to plant health and plan strategies to maintain or improve plant performance.
4. Identify plant material encountered in the Floral, - - Interior Plantscape and Greenhouse Industries, analyze and evaluate symptoms of plant injury from pests, environmental stresses, and cultural deficiencies and formulate corrective measures.
5. Employ computer hardware and software to support I - professional career development.
6. Demonstrate professional and ethical behaviors through R R time management, attendance, appearance, flexibility and cooperation. Other Department/Program Outcomes 7. Design, construct and price a variety of floral - - arrangement styles to accepted retail standards.
8. Evaluate and implement effective merchandizing - - strategies for both products and services offered in the Floricultural field.
34 APPENDIX F Sample Curriculum Map ~ Nurse Education Program N N N N N C C B B B S P P O S S I I I S S S S S O O O O O Y Y G G G G G C M M
1 1 1 1 1 1 1 2 2 2 1
0 0 1 0 1 1 1 0 0 0 0 0 0 3 4 0 2 8 0 0 1 2 1 2 3 Competencies/Expected Outcomes 6 1 4
I=Introduce; R=Reinforce; E=Emphasize Gen Ed Outcomes and Workforce Readiness Skills 1. Demonstrate professional I R E E E N/A N/A N/A N/A N/A N/A N/A N/A behaviors as new practitioners. (workforce readiness) 2. Utilize effective written, verbal and technological communication skills in I R E E E I R/E N/A N/A N/A I I I nursing practice (written and oral communication, Information literacy) 3. Apply the nursing process to meet I R E E R N/A N/A N/A N/A N/A N/A N/A N/A the needs of clients.(Critical Thinking) 4. Utilize evidence based information I I/E I/E E E N/A N/A I I I I I I and clinical decision making skills to meet client needs. (Critical thinking, Quantitative Reasoning) 5. Apply caring interventions to meet I I/R I/R E R N/A N/A N/A N/A N/A I I N/A the needs of clients (Critical thinking) 6. Apply teaching and learning I R/E R/E E E N/A N/A N/A N/A N/A N/A N/A N/A concepts to meet the needs of clients (Critical Thinking) 7. Collaborate with members of the I R R E E N/A N/A N/A N/A N/A N/A N/A N/A health care team to provide comprehensive client care (Critical thinking) 8. Manage personnel, physical, I R R E E N/A N/A I I I N/A N/A N/A financial, and technological resources to meet the needs of clients (workforce readiness)
35 APPENDIX F Sample Curriculum Map ~ Physical Therapist Assistant Program
BIO BIO CM PTA PTA PTA PTA PTA PTA PTA BIO PTA PTA PTA PTA PTA PTA 103 104 P101 101 103 108 109 113 201 202 104 104 105 114 117 118 203
Competencies/Expected Outcomes I=Introduce; R=Reinforce; A-Apply Gen Ed Outcomes and Workforce Readiness Skills
1. Utilize written, verbal and N/A N/A I A I I A I R R I A R N/A technological communication skills necessary for interaction with patients/clients, families and health care professionals
2. Interpret and analyze quantitative and N/A N/A I A I I A I I R R A R N/A qualitative data necessary to carry out appropriate physical therapy treatment intervention.
3. Demonstrate the ability to problem N/A N/A I A I I A I I R R A R N/A solve and think critically for effective physical therapy treatment interventions.
4. Demonstrate an appreciation for N/A N/A I A I I N/A N/A I R R A R N/A cultural diversity in relation to physical therapy diagnosis, intervention and staff relationships.
5. Demonstrate professional behavior R R I A I I A I I R R A R N/A through expression of a positive attitude and cooperation, learning, accepting constructive criticism, attendance, time management, adaptability, and conflict management.
36 APPENDIX F Sample Curriculum Map ~ Physical Therapist Assistant Program (Continued)
Other Department/Program Outcomes
6. Translate the Physical Therapy Code N/A N/A I R R R I I I R R R N/A of Ethics and Standards into responsible and effective physical therapy practice.
7. Discuss and justify the rationale for N/A N/A N/A A I I A I I R R A R N/A administration of a physical therapy treatment intervention.
8. Demonstrate a desire to seek N/A N/A I I I I I I I R R R R N/A professional development necessary to maintain current with physical therapy practice.
9. Engage in service learning and clinical N/A N/A I N/A N/A N/A N/A N/A N/A R N/A N/A N/A N/A experience opportunities to link the academic environment to the community.
37 APPENDIX F Sample Curriculum Map ~ Physical Therapist Assistant Program (Continued)
PTA PTA PTA CMP HUM- PSY PTA PTA PTA PTA PTA PTA PTA PTA 204 205 112 104-146 ELEC- 138 212 213 214 215 220 206 208 210 TIVE Competencies/Expected Outcomes I=Introduce; R=Reinforce; A-Apply Gen Ed Outcomes and Workforce Readiness Skills
1. Utilize written, verbal and A R A R A A A R R A A A technological communication skills necessary for interaction with patients/clients, families and health care professionals
2. Interpret and analyze quantitative and A R A R A A A R I A A A qualitative data necessary to carry out appropriate physical therapy treatment intervention.
3. Demonstrate the ability to problem A R A R A A A R I A A A solve and think critically for effective physical therapy treatment interventions.
4. Demonstrate an appreciation for A R A A A A A R R A A A cultural diversity in relation to physical therapy diagnosis, intervention and staff relationships.
5. Demonstrate professional behavior A R A A A A A R R A A A through expression of a positive attitude and cooperation, learning, accepting constructive criticism, attendance, time management, adaptability, and conflict management.
38 APPENDIX F Sample Curriculum Map ~ Physical Therapist Assistant Program (Continued)
Other Department/Program Outcomes
6. Translate the Physical Therapy Code R R A N/A A R R R A A A of Ethics and Standards into responsible and effective physical therapy practice.
7. Discuss and justify the rationale for A R A N/A A A A R R A A A administration of a physical therapy treatment intervention.
8. Demonstrate a desire to seek R R A N/A A A R R R A A A professional development necessary to maintain current with physical therapy practice.
9. Engage in service learning and N/A N/A A N/A A A N/A N/A I A A A clinical experience opportunities to link the academic environment to the community.
Revised: March 13, 2006
39 APPENDIX G
Assessment Methods Chart
Department/Program What Methods are you What Other Methods Could Outcomes Currently Using to Assess be Used to Assess Student Student Achievement? Achievement?
40 APPENDIX H
Sample Assessment Methods Chart ~ Criminal Justice Program
Assessment Methods ~ Criminal Justice Program Methods Currently Used Other Methods That Could to Assess Student Be Used to Assess Outcomes Achievement Student Achievement? 1. Properly use basic criminal justice terms, A, B, C, D, E, F, G, H, I, J, K, L, M, Exit interviews, capstone course* concepts and data N, O, P, Q 2. Identify, evaluate and utilize effective A, B, C, D, E, F, G, H, I, J, K, L, M, Exit interviews, capstone course* verbal, non-verbal and written N, O, P, Q communication 3. Apply ethical principles in decision- A, B, C, D, E, F, G, H, I, J, K, L, M, Exit interviews, capstone course* making situations. N, O, P, Q 4. Demonstrate an understanding of A, B, C, D, E, F, G, H, I, J, K, L, N, Exit interviews, capstone course* diversity and multiculturalism O, P, Q 5. Recognize and respect individual rights A, B, C, D, E, F, G, H, I, J, K, L, M, Exit interviews, capstone course* and responsibilities N, O, P, Q 6. Identify and explain the relationship A, B, C, D, E, F, G, H, I, J, K, L, M, Exit interviews, capstone course* between the major components of the N, O, P, Q criminal justice system 7. Identify, explain and apply major theories A, B, C, D, E, F, G, H, I, J, K, L, M, Exit interviews, capstone course* of crime causation and individual criminal N, O, P, Q behavior 8. Identify elements of changes or problems A, B, C, D, E, F, G, H, I, J, K, L, M, Exit interviews, capstone course* within the criminal justice field and develop N, O, P, Q both conceptual and practical responses or solutions. 9. Understand the relationship between A, B, C, D, E, F, G, H, I, J, K, L, M, Exit interviews, capstone course* community resources, crime prevention and N, O, P, Q control (including efforts directed at conflict resolution, violence prevention, crisis intervention and prejudice reduction) 10. Understand the application of current A, B, D, E, F, G, H, M, N, O, P, Q Exit interviews, capstone course* and emerging technologies in the criminal justice field 11. Demonstrate professional behaviors B, C, D, E, F, G, H, I, J, K, L, N, O, Exit interviews, capstone course* through time management, attendance, P, Q appearance, flexibility, cooperation.
Assessment Method Codes Key Assessment Method Key Assessment Method A Written examinations J Mock correctional institution classification hearing B Written analytical / research reports K Mock Parole Board hearing C Case studies L Mock sentencing hearing D Journals (reflective) M 3 dimensional model building E Oral presentations N Service Learning (unpaid work activity within framework of a specific course) F Student-faculty in-class interaction O Internships (unpaid learning in work environment) G Evaluations from supervisors on P Student Self-Assessment Exercises internships H Mock legislative hearing Q Debates I Mock trial
41 APPENDIX H
Assessment Methods Chart ~ Office Technology Department
Department/Program Outcomes What Methods are What Other Methods you Currently Using Could be Used to to Assess Student Assess Student Achievement Achievement? 10. Demonstrate the ability to write well-developed A B C E F H I J K L Feedback from business communications (i.e., letter, memo, M N O P alumni, advisory report) in proper format, organized utilizing the rules of English grammar, punctuation, board, and proofreading, and proper spelling; employers
11. Apply critical thinking in the decision-making A B C D E F H I J K process when using communication skills, L M N O P transcribing skills, proofreading skills, and computer applications in the office environment.
12. Develop basic skills in utilizing Excel, A B C D E F I J L M PowerPoint, Access, Medical Manager, and N P Time Slips.
13. Demonstrate workplace behaviors such as time A B C D E F G H I J Capstone course management, proper appearance, conflict K L M N P management, adaptability, multi-tasking, ethics, and the importance of continued professional development.
14. Demonstrate proper techniques and utilize the A B C E F I L M N Capstone project “computer short cuts” when using technology for completing Microsoft Office applications.
15. Apply the legal or medical terminology needed A B C E F I J L M O Input from in those specific office environments. P accreditation committee 16. Demonstrate keyboarding competency by A B F I J L M N P completing document processing applications with both accuracy and high speed.
17. Apply proper telephone technique and A C E F G H I J K L Capstone course etiquette, interpersonal skills, and office M N P protocol in all office environments.
18. Demonstrate the ability to make appointments, A C E F G H I J K L Capstone course prepare for conferences, and arrange for M N P business travel.
19. Gain first-hand knowledge of various career A B C D F G H I J K Exit interviews opportunities in the medical, legal, or executive L M N P work environments by completing an internship; gain an understanding of interview/resume techniques in order to Field trip (Atlantic develop a positive approach to the job search Care) process.
42 APPENDIX H
Office Technology ~ Assessment Method Codes
Ke Assessment Method Key Assessment Method y A Written Examinations I Office Simulation Assignments
B Written analytical/research reports J Internships (unpaid learning in work environment) C Case studies K Service Learning (unpaid work activity within framework of a specific course) D Journals (reflective) L Student Self-Assessment Exercises E Oral presentations M Agency Placement Tests
F Student-faculty in-class interaction N Portfolios
G Evaluations from supervisors on O Discussion Board Assignments internships (on-line or hybrid course)
H Shadowing/Informational Interviews P Procedures Manual
43 APPENDIX H
Sample Assessment Methods Chart ~ ESOL Program
Outcomes What methods are you currently What additional methods could be using to assess student used to assess student achievement? achievement?
1. Write a logically Writing paragraphs – descriptive, Writing summaries of student organized essay in opinion, presentations a variety of Corrected but not graded homework Emphasis on holistic assessment rather rhetorical forms assignments than a catalogue of errors – positive using Standard Graded paragraphs (tests) feedback important for progress English Sentences Essays (homework and in-class) Development of rubrics that rewards the Writing portfolios development of ideas and encourages Assessment of writing by another students to experiment and take risks instructor with the language Students videoed reading their work Reports and research-style papers Using writing rubrics Round-robin essays Self evaluation/ reflection Portfolios Assessing targeted rhetorical modes Journals Essays targeting specific grammar topics Reports 2. Express Journals, letters, e-mails, resumes, cover Preparing resumes/cover letters themselves in letters Completing job applications writing for a Journals that focus on main ideas and Pen pals variety of comprehension *Need for keyboard instruction/practice purposes, both Formal written paragraphs and formal so that e-mail and chat rooms could be formal and oral presentation used informal, including Writing sentences with specific Contributions to school paper (The journals, e-mails, grammatical forms Pennon) letters, and Grammar journals E-mail communication with teacher and business Listening journals other students communications Reading journals Peer editing of oral scripts before Writing using pictures as a stimulus presentation Written scripts for oral presentations Student generated assessment criteria Letter writing (friendly and business) Writing personal responses to stories (in reading classes) Self-editing activities Group writing Dictations
44 APPENDIX H
Sample Assessment Methods Chart ~ ESOL Program (Continued)
3. Demonstrate that Vocabulary quizzes Assessment of reading skills they possess the New vocabulary used in oral tests (skimming/scanning. Main ideas etc) vocabulary and Vocabulary puzzles Sentence completion tiles reading skills that Vocabulary building assessments – Scrabble and other games will enable them to (multiple choice/ vocabulary in context Using video for self-assessment take and be etc) Respond to reading through writing – not successful in Students tested on learned vocabulary in by objective tests regular college a new context Giving oral reports on books read classes either in Writing practice using new vocabulary Portfolio of reading journals the next semester studied in class or in one Weekly graded written assignments from semester’s time a novel Writing paragraphs Pleasure book conferences Dialogue journals, learning logs, current event summaries Class discussion to assess comprehension Students demonstrate through writing an understanding of the various tenses Dictation Grammar questions Reading aloud Timed reading Boggle, Bingo and flashcards
4. Communicate Communicative activities e.g. filling out Taping and replaying class interaction effectively in schedules, interviewing Oral examinations (form??) English in both Demonstrated fluency in class Self-assessment using video and audio formal (oral discussions recordings presentations) and Instructor assessment of in-class group Listening and responding to stories on informal (group work tape discussion) Oral presentations (many types)– Communication with other students and situations assessed using rubrics (pronunciation, classes within and outside college – web intonation, vocabulary use, sentence conferencing etc. formation etc) Student interviews outside pf class time Oral responses to questions. Videotaping students in a greater variety Listening journals of contexts Group and pair assignments in lab Students teach grammar points to each other Assessment of individual students and their ability to self-correct and take risks Role-play exercises End of semester group project requiring communication and cooperation Videotaping of presentation with teacher feedback and assessment Specific tasks e.g. leaving phone message on instructor’s phone Book conferences
45 APPENDIX H
Sample Assessment Methods Chart ~ ESOL Program (Continued)
5. Demonstrate Listening to lectures and taking notes – Guest speakers listening notes then are used to answer questions Writing summaries of class presentations comprehension Note-taking with guest lectures by students or instructors and not-taking Dictation Students to attend other classes within skills by Pair exercises in lab college or community and demonstrate successfully Listening quizzes from text note-taking skills understanding Use of video clips and audio extracts to academic lectures test comprehension and presentations Producing outlines from instructor’s lecture Following instructions Cloze exercises
6. Interpret Use graphs when included in text Balancing a check book mathematical (usually reading) Written work using graphs and diagrams graphs and Using abbreviations and symbols when Include basic mathematical vocabulary in diagrams using appropriate test questions appropriate Multiple choice testing of graph Student projects that require creating vocabulary interpretation graphs and charts 7. Use word Encourage students to type final drafts Make mid-term assignment a take-home processing and Insist that students type final drafts to be typed at home other appropriate Introduce students to Sony Soloist in Create assignments to be done on the software to order to complete homework computer compete academic assignments Resume writing or career-related Grammar software and internet sites for Brief teaching of word processing assignments practice software and graphics Follow oral and written directions to get Student projects and research papers to specific websites that demonstrate word processing and Introduce students to lab – not an research skills assessment Type paragraphs already prepared
8. Use the computer Using ESL websites to practice all skills Research “scavenger hunt” in lab after to locate relevant Using textbook websites to enhance modeling using COW. and useful lessons Students complete an assignment using information Enrichment topics – researching a poet Internet research appropriately in or composer. Assignments that demonstrate students’ college Tasks that lead students to search the ability to search Internet and address assignments Internet for specific information issues such as plagiarism and academic Reading and sending e-mail as honesty homework assignments Successful completion of course home Listening and reading Internet files for page assignments testing and homework Using multimedia clips (VHS, film clips, DVD’s) with and without subtitles
N.B. 15 responses received
46 APPENDIX I Digital Graphic Design Sample Assessment Map – 2005/06 ART110 ART111 ART114 GRA102 GRA116 GRA118 GRA202 GRA204 GRA212 GRA216 Basic Basic Visual Graphic Electronic Desktop Digital Typography Electronic Digital Drawing Drawing Design Production Imaging Publishing Illustration Publishing Graphics 1 2 Theory Issues Portfolio Competencies/Expected Outcomes Gen Ed Outcomes & Workforce Readiness Skills 1. develop the ability to effectively gather C, X X K, N, O I, J, N, B, E, H, B, I, J, B, C, D, B, D, E, B, E, I, A, B, D, and present communications to and from O, Q, T I, J M, N, O I, N, R, I, M, N M, N E, G, H, clients for the creation of graphic/print solutions T I, K, L, for specific projects, processes and N, O, demographics. R, V 2. develop job bidding and billing C, X X K, N, O I, N, O D, E, L, I, J, M, X B, I, M, N D, E, I, A, J, L, techniques and the ability to select a printing M, N, R N, Q M, N N, O, company based on estimate costs and the type of product to be produced and services provided. 3. develop critical thinking and decision- C C C, K, D, I, J, B, D, E, I, J, M, A, B, C, B, I, M, N D, I, N A, B, G, making utilized for effective graphic design and N, O N, O F, L, M, N I, N, O, M, J, L, marketing communications to meet industry N, O Q, R, T, N, O standards and guidelines. W 4. develop research skills for effective design X X C, K, N, O B, D, E, I, J, M, C, E, G, B, I, M, N, O A, B, K, and marketing communications. N, O F, I, J, N K, L, M, N, R L, M, O, M, N, R N, W W 5. identify and use various hardware, X X C, K, N, O D, E, F, J, M, N C, D, R, D, E, I, J, D, J, M, A, B, D, software application techniques and N, O I, J, M, T M, N N E, G, H, troubleshooting required for use in graphic N I, K, L, design, marketing communications, print and N, O, electronic media. This includes recognition of R, V the major issue associated with crossing Apple and Windows-based platforms. 6. demonstrate their career readiness C C C, K, C, E, I, B, E, I, I, N, Q B, C B, E, I, I, N, Q B, G, H, through attendance, appearance, time N, O N, O M, N, R M, N, R, I, J, management, conflict management and L K,L, N, adaptability. P, Q, W Assessment Key: Enter all that are relevant as part of your student/course evaluations. Do this for each Outcome/objective.
A. Case Studies F. Industry certifications K. Portfolios P. Resume/cover letters U. Video taping sessions B. Evals by peers G. Journals L. Projects for community Q. Role playing V. Video C. Evals by supervisor H. Mock interviews M. Extra projects for NSCC Depts. R. Self-assessment W. Other – Discussion circles D. Exam I. Oral presentation N. Projects/assignments S. Surveys X. Not applicable E. Extra credit projects J. Pennon participation O. Research paper T. Team projects
47 APPENDIX I Digital Graphic Design Sample Assessment Map (Continued) ART110 ART111 ART114 GRA102 GRA116 GRA118 GRA202 GRA204 GRA212 GRA216
Basic Basic Visual Graphics Electronic Desktop Digital Typography Electronic Digital Drawing Drawing Design Production Imaging Publishing Illustration Publishing Graphics Competencies/Expected Outcomes 1 2 Theory Issues Portfolio Other Department/Program Outcomes 7. apply principles of color psychology and X C, K C, K, N, N B, D, E, D, I, J, C, D, K, B, C, D, D, I, J, D, I, J, good standards page layout and design to O F, I, J, M, N L, N, T E, I, L, N, M, N M, N the creation of artwork and publications. M, N O, R 8. acquire and practice proper freehand C, K, N C, K, N C, K, N, N B, D, E, D, I, J, C, D, E, N, D, E, D, I, J, D, I, J, drawing and computer-based skills using O F, I, J, M, N L, N, R K M, N M, N illustration, photo-manipulation, and page- M, N layout software. 9. define and employ proper typographical X X C, K, N N B, D, E, I, J, M, C, N, T A, D, E, D, I, J, D, I, J, attributes for specification of type and solving F, I, J, N K, N, O M, N M, N copy fitting needs. M, N 10. recognize the many legal, social, X X O O, N B, E, I, I, N A, D, K, I, N, O I, N B, C, E, cultural, political, ethical, ecological and M, N N, Q, T G, H, K, economic contexts related to the diversity L, M, N, and creativity in design and marketing O, Q,R communications. 11. explain career opportunities and C, K C, K C, K, N, A F, M I, N A, F, Q, I, K, N, I, N B, C, E, workplace expectations in the graphic design O R M, G, H, K, & marketing communications field. L, M, N, O, Q,R 12. recognize trends and develop strategies for C, K C, K C, K, N, O E, F, J, I, J, M, A, B, C, D, I, K, I, J, M, B, C, E, life long professional development related O M, N N E, F, R, N, Q, R, N G, H, K, to the graphic design and marketing T L, M, N, communications industries. O, Q,R
Assessment Key: Enter all that are relevant to your student/course evaluations. Do this for each Outcome/objective.
A. Case Studies F. Industry certifications K. Portfolios P. Resume/cover letters U. Video taping sessions B. Evals by peers G. Journals L. Projects for community Q. Role playing V. Video C. Evals by supervisor H. Mock interviews M. Extra projects for NSCC Depts. R. Self-assessment W. Other – Discussion circles D. Exam I. Oral presentation N. Projects/assignments S. Surveys X. Not applicable E. Extra credit projects J. Pennon participation O. Research paper T. Team projects
48 48
49 APPENDIX J DRAFT Information Literacy Scoring Rubric General Education Outcome 4.0a
The student will recognize when information is needed and demonstrate the ability to locate, evaluate and effectively use that information. CRITERIA BEGINNING - COMPETENT ADVANCED +
Defines and articulates the Cannot formulate or articulate an Formulates a manageable research Demonstrates original thought in need for information appropriate research statement/question that reflects the formulating a clear, concise research statement/question need for information statement/question that reflects the need for information
Identifies and selects Cannot locate appropriate Locates and selects sufficient and Locates and selects comprehensive and appropriate research information resources (e.g. online, appropriate information resources appropriate information resources strategies and information print, surveys, interviews, etc.) retrieval systems to access the needed information to support the research statement/question Extracts and records the Cannot appropriately select Appropriately selects and integrates information information related to the research information related to the research N/A statement/question, statement/question,
Manages the information Cannot restate textual concepts in Restates textual concepts in his/her his/her own words, and/or quote own words, and/or quotes information N/A information appropriately appropriately
Appropriately cites sources Does not cite sources Selects a documentation style and Selects an appropriate documentation style appropriately, correctly, or uses it to cite sources and uses it correctly and consistently to cite consistently sources Reference: Adapted from The Association of College and Research Libraries (2000). Info rmation Literacy Competency Standards for Higher Education. Chicago, IL: ACRL. Rubric adapted from the one developed by G. Bulaong, Library Director; Dr. H. Hoch, Chair, Biology; Prof. R. Matthews, Business Administration; New Jersey City University. 3/4/03.
49 50 APPENDIX J
DRAFT Computer Literacy Scoring Rubric General Education Outcome 4.0b The student will demonstrate the ability to use computer technology to search for, access, and organize information in a meaningful way. CRITERIA Beginning (< 65%) Competent (65%-84%) Advanced (>84%) Extent of Information Windows: The computer literate student can perform startup functions, file management, and navigation.
Word: The computer literate student determines appropriate use of and utilizes word processing software.
Spreadsheets: The computer literate student determines appropriate use of and utilizes spreadsheet software.
Other Literacy (Internet, Email, Security & Ethics) The computer literate student conducts searches through the use of the Internet. The computer literate student recognizes the importance of security, virus protection, and ethical behavior in computer usage. This pilot test was created using SAM 2003, a performance-based test. (revised: 6-7-04)
50 51 PROGRAM REVIEW AND WORKFORCE READINESS Title III LEADERSHIP TEAM 2005-2006
Name Title/Position Department/Program
Susan Bayard Director Center for Teaching, Learning, and Assessment Patricia Brown Dean Business Sciences Division
Elaine Champagne Workforce Development Corporate and Community Specialist Education
Lynn Clarkson Professor English Department
Lora Connelly Associate Professor Mathematics Department
Linda Day Systems Information Systems Analyst/Programmer Katharine Gravino Coordinator, Human Human Services Division Services Career Training Paul Harder Professor Environmental Technology Department Betty Kelly Associate Travel, Tourism, and Hotel Professor/Department Management Chair/Program Coordinator Susan Klemer Research Analyst Planning and Research
Bernadette Lucas Professor/Program Nutrition Science and Diet Coordinator Technology Mary Meng-Rivas Assistant Physical Therapy Assistant Professor/Department Program Chair/Program Director Ellen O’Donnell Dean Human Services Division
Karen Pangallo Director Library
Althea Smith Curriculum Resource Center for Teaching, Specialist Learning, and Assessment Constantine Souris Professor/Program Criminal Justice Program Coordinator Jill Thornton Director Center for Alternative Studies Kathy Yanchus Assistant Professor/MCAS Communication Skills Coordinator Department
51 52