Institutional Effectiveness Plan 2008-2009

INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

A Comprehensive System for Improving Institutional Effectiveness at Coahoma Community College 3 rd Publication

Published by: Office of Institutional Effectiveness 3240 Friars Point Road Clarksdale, MS 38614 662-621-4201

DATE: August 2009

Table of Contents

Foreword ...... 6

President’s Welcome, Mission Statement and Goals, and Background of Institutional Effectiveness Plan ...... 7

Section 1 – Educational Programs

Accounting Technology ...... 13

Associate Degree Nursing Program ...... 18

Barber/Stylist ...... 24

Business and Office Systems Technology ...... 28

Certified Nursing Assistant ...... 33

Child Development Technology ...... 35

Collision Repair Technology ...... 40

Computer Servicing Technology ...... 43

Cosmetology ...... 46

Culinary Arts ...... 55

Developmental Studies Program ...... 61

Emergency Medical Technician ...... 64

General Education Program ...... 66

Hotel & Restaurant Management Technology ...... 72

Industrial Maintenance Mechanics ...... 77

Medical Billing and Coding Technology ...... 80

Medical Office Technology ...... 84

Phlebotomy ...... 88

Polysomnography ...... 92

Practical Nursing ...... 95

Residential Carpentry ...... 100

Respiratory Care ...... 104

Welding and Cutting Technology ...... 109

Section 2 - Community/Public Services

Adolescent Offender ...... 113

Adult Basic Education/General Education Development ...... 117

Educational Talent Search ...... 118

GEAR UP ...... 121

Project Upward Bound ...... 125

Public Relations ...... 129

Tech Prep ...... 131

Workforce Customized Training ...... 134

Workforce Investment Act ...... 138

Section 3 – Educational Support Services

Career Services and Placement Center ...... 141

Counseling Services ...... 143

Disability Services ...... 146

Financial Aid ...... 149

Housing and Residence Life ...... 152

Library and Learning Resources ...... 155

Mississippi Delta Rural Healthcare Training Tutoring Services ...... 159

Rapid Response ...... 161

Safety Services ...... 163

Social and Cultural Enrichment ...... 166

Special Populations Services ...... 168

Student Athletics ...... 171

Student Clubs and Organizations ...... 174

Student Employment Services ...... 176

Student Health, Wellness and Nutrition Services ...... 178

Student Mentoring Services ...... 180

Student Tutoring Services ...... 182

Work-Based Learning ...... 184

Section 4 - Administrative Support Services

Academic Affairs ...... 187

Admissions and Records ...... 194

Alumni Affairs ...... 197

Bookstore ...... 199

Business Office ...... 202

Career-Technical Division ...... 205

Educational Outreach and Distance Learning ...... 209

Institutional Advancement ...... 213

Institutional Effectiveness ...... 216

Physical Plant ...... 225

President’s Office ...... 229

Technology and Computer Services ...... 238

Foreword

During 2006-2008, Coahoma Community College faculty, staff, and administrators developed and piloted the Institutional Effectiveness Plan (IEP) to evaluate program and service areas of the institution. Using results from 2006-2007 and 2007- 2008, the institution developed the 2008-2009 IEP.

The purpose of the IEP is to evaluate the effectiveness of Coahoma Community College’s programs and services and to use findings to make decisions that will improve student learning and curriculum, enhance overall institutional effectiveness, and accomplish the mission of the institution.

The IEP has been organized into the following sections: Educational Programs, Community/Public Service Programs, Educational Support Service Programs, and Administrative Support Service Programs. While the first part of this document provides the President’s welcome, the College’s mission statement and goals, and the background of the Institutional Effectiveness Plan, Sections 2 through 4 define the institution’s programs, outcomes, evaluation standards, and program assessment

PRESIDENT’S WELCOME, MISSION STATEMENT AND GOALS, AND BACKGROUND OF INSTITUTIONAL EFFECTIVENESS PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

President’s Welcome

Welcome to Coahoma Community College’s third publication of its Institutional Effectiveness Plan (IEP). The IEP is a system that builds on the College’s current strengths and lays out a vision for an even stronger future.

Over one hundred Coahoma Community College stakeholders have contributed to this document, providing the reader an opportunity to see the institution’s commitment to assessment, measurement, and evaluation as a means to improve student learning as well as programs and services. The institution’s mission statement serves as the foundation for the Institutional Effectiveness Plan.

Coahoma Community College embraces the opportunity to change and grow through this ongoing, systematic evaluation plan. We realize that in order to move forward, we cannot accept the status quo. Moreover, we also recognize that this third publication is not a finished product. The IEP is written to be flexible, relevant, and responsive as college personnel analyze results and apply changes in order to make improvements at every level of the institution.

It is important to note, however, that Coahoma Community College recognizes that the journey to substantial improvement can only be made in a climate that allows stakeholders to collect and document data without fear of being judged or punished for the results. For this reason, names of faculty and personnel are not included in reports. Data are presented in aggregate with one purpose in mind: To use findings to make changes that will allow Coahoma Community College to continue to be more effective.

I am proud of Coahoma Community College’s past accomplishments and excited about the opportunities and challenges that lie ahead. I look forward to working with all of the institution’s stakeholders as we realize Coahoma Community College’s magnificent possibilities together.

Vivian M. Presley, President Coahoma Community College

Mission Statement and Goals

Coahoma Community College, located in the northwest corner of the rural Mississippi Delta, is an accredited, public, comprehensive, two-year institution of higher learning dedicated to serving Bolivar, Coahoma, Quitman, Tallahatchie, and Tunica counties and beyond. Serving as a catalyst for economic and community development, Coahoma Community College provides accessible, affordable, diverse, and quality educational opportunities and services that foster a nurturing teaching and learning environment, promote intellectual and work readiness skills, support personal and professional growth, and prepare students to enter the job market or transfer to a college or university. To accomplish this mission, Coahoma Community College has established the following goals:

1. Provide academic transfer programs that parallel with the first two years of college/university programs.

2. Provide career and technical education programs that prepare students to enter the job market or transfer to a college or university.

3. Meet the needs of area businesses and industries by providing workforce training programs.

4. Empower students with the necessary tools to maximize their potential by providing a network of support services and activities.

5. Utilize emerging instructional technology by providing innovative learning opportunities for students.

6. Address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies.

7. Initiate new programs or complement existing programs by securing and sustaining federal, state, and local funding.

8. Support cultural enrichment programs and activities.

9. Ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

Approved by Board of Trustees August 11, 2008

Background of Institutional Effectiveness Plan

Coahoma Community College is focused on developing life-long learners who can adapt to the ever-and-rapidly-changing world of the present and the future. With this focus in mind, Coahoma Community College began a campus-wide effort to develop an ongoing planning, assessment, and evaluation system to improve and enhance all its instructional and instructional support programs in August of 2005. Using Coahoma Community College’s mission statement and goals as the center for this planning system, the IE Assessment Committee then developed the following plan of action:

2005-2006: Establish Course Level Student Learning Outcomes and Assessment Plans 1. Committee developed a course evaluation plan (syllabi) template for the instructional faculty. 2. Committee created a rubric to evaluate instructors’ course syllabi. 3. Faculty led two instructional training sessions for full-time and adjunct instructional faculty on how to write and assess measurable student learning outcomes and use the results to make improvements. 4. Technology and Computer Services Department posted course syllabi template on the institution’s website. 5. Instructors submitted course evaluation plans to the Assessment Committee for review. 6. Committee and Office of Institutional Effectiveness assessed course syllabi and returned results to instructors for revisions. Syllabi were evaluated and revised three times. 7. Technology and Computer Services Department posted master course syllabi on the institution’s website.

2005-2006: Establish Program Level Outcomes and Evaluation Plans 1. Committee developed program evaluation plan templates. 2. Committee created a rubric to evaluate program evaluation plans. 3. Faculty led two instructional training sessions for all college personnel on how to write and evaluate measurable program level outcomes and use the results to make improvements. 4. Technology and Computer Services Department posted program evaluation templates on the institution’s website.

Background…Continued

5. Faculty led two follow-up instructional training sessions for college personnel. 6. Office of Institutional Effectiveness condensed the program evaluation plans into the IEP.

2006-2007: Implement and Evaluate Course Syllabi and IEP 1. Adjunct and full-time faculty piloted student learning outcomes and assessment measures from master course syllabi. Syllabi were revised as needed. 2. College personnel and adjunct and full-time faculty implemented the IEP beginning fall of 2006. Student samples and data for program outcomes were collected during fall of 2006 and spring of 2007. Program assessment committees evaluated the results.

2007-2008: Revise, Implement, and Evaluate IEP; Use Results to Make Improvements 1. Adjunct and full-time faculty implemented student learning outcomes and assessment measures from master course syllabi. Syllabi were revised as needed. 2. Using results from 2006-2007, college personnel and adjunct and full-time faculty revised the IEP. The IEP was implemented in fall of 2007. Student samples and data for program outcomes were collected during fall of 2007 and spring of 2008. Program assessment committees evaluated the results. Faculty and college personnel used the results to make changes to improve student learning, curriculum, support programs, and services.

2008-2009: Revise, Implement, and Evaluate IEP; Use Results to Make Improvements 1. Adjunct and full-time faculty implemented student learning outcomes and assessment measures from master course syllabi. Syllabi were revised as needed. 2. Using results from 2006-2007 and 2007-2008, college personnel and adjunct and full-time faculty revised the IEP. The IEP was implemented in fall of 2008. Student samples and data for program outcomes were collected during fall of 2008 and spring of 2009. Program assessment committees evaluated the results. Faculty and college personnel used the results to make changes to improve student learning, curriculum, support programs, and services.

SECTION 1: EDUCATIONAL PROGRAMS

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

ACCOUNTING TECHNOLOGY PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Accounting Technology Program is to prepare Statement and Goals: students for entry-level accounting positions in accounts payable, To accomplish the institution’s mission, the Accounting Technology accounts receivable, payroll, and inventory as well as to enhance the Program has adopted the following goals: provide career and skills of persons currently employed in accounting who wish to technical education programs that prepare students to enter the job advance. The program provides a foundation for students market or transfer to a college or university; utilize emerging transferring to a four-year college or university to pursue a instructional technology by providing innovative learning specialized degree in the field. opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: ACCOUNTING TECHNOLOGY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Competency Area Student Learning Outcome Methods of Evaluation Evaluation Standards or Assessment Explain How Results Were Or Assessment Benchmarks Results Used To Improve Student Learning, Curriculum, Or Program Communication 1. Upon completion of the A. Business Documents: 1. At least 70% of students Three students To increase student Accounting Technology memos and letters rubrics will score 75% or above composed business performance on the student Program, the student on business document documents: memos, learning outcome the will be able to compose rubric. and letters. Three instructor: written documents students met the • Student centered effectively. activities—role play. standards listed on • Incorporated peer rubrics. tutoring. • Electronic writing practice activities. Instructor: 2. Upon completion of the B. Oral presentations 2. A least 70% of students Three students presented Showed a video to demonstrate Accounting Technology Evaluation rubric will scores 75% or above oral presentations. Three correct oral presentations Program, the student on the oral presentations students met the standards techniques. will be able to deliver Evaluation rubric. listed on rubrics. oral presentations effectively.

MSCPAS Scores-Cluster 2

One student took the 1.Student- 65 – Basic C. MSCPAS/ 3. At least 70% of students MSCPAS met standards. Communication Cluster 2 will score basic (50%- One student scored basic 69%) or above on (50%-69%) on MSCPAS MSCPAS Cluster 2. Students were given a Cluster 2 handout listing test taking techniques.

• Incorporate team activities.

MSCPAS Scores-Cluster 1 1.Student- 80% – Advance

B. MSCPAS/- At least 70% of students One student took the Management and will score basic (50%- MSCPAS and met the Operation of the 69%) or above on standard on MSCPAS Student was given a practice Computer Cluster 1 MSCPAS Cluster 2. Cluster 1 assessment to prepare for MSCPAS.

C. Office Professional 3. At least 80% of One student completed Showed students a video about Trainee Evaluation Rubric employees will rate the internship and met the office professionalism. student performance at a standards on the Office “satisfactory” level. Professional rubric

Explain How Results Were Methods of Evaluation Evaluation Standards or Assessment Used To Improve Student Competency Area Student Learning Outcome Or Assessment Benchmarks Results Learning, Curriculum, Or Program Word Processing 3. Upon completion of the A. Word processing 1. At least 70% of students Three students met To increase student learning Accounting Technology Rubric will score 75% or above standards listed on the outcome the instructor: Program, the student will be on the word processing rubric. • Computer Lab able to utilize word processing skills application rubric. remained open two software packages to create, hours extra for format, and edit various students to use to business documents with speed completed practice and accuracy. assignments.

B. Document Production 3. At least 70% of students • Encouraged students Rubric will select appropriate Three students met to practice software to key three standard on document keyboarding skills business documents with production with speed and daily to increase speed and accuracy in 60 accuracy in 60 minute. speed and accuracy. minute.

MSCPAS/ Word 3. At least 70% of students One student met the MSCPAS Scores-Cluster 3 Processing will score basic (50%- standard. Scored 1.Student- 70% –Proficient Cluster 3 assessment 69%) or above on proficient 70% on MSCPAS Cluster 3. MSCPAS

Gave students a practice

assessment to help them

prepare for MSCPAS.

Explain How Results Were Used To Improve Student Methods of Evaluation Evaluation Standards or Assessment Competency Area Student Learning Outcome Learning, Curriculum, Or Or Assessment Benchmarks Results Program (must be in past tense) Financial 1. Upon completion of A. Calculator At least 70% of students Three students met the To increase student Application the Accounting competency check-off list will score 75% or above standards on the performance on the student Technology Program, Calculator competency Calculator competency learning outcome the the student will be check-off list. check-off list. instructor: able to use a calculator • Gave students to calculate basic B. Business math work At least 70% of students Three students met the homework business math samples will score 75% or above standards on the assignments to help problems with on business math work business math work with basic math accurately. samples. samples. skills.

2. Upon completion of the Accounting At least 70% of students Three students met • Students were Technology Program C. Student accounting will score 75% or above standards on business encouraged to go to the student will be working papers on business accounting accounting working the math tutoring lab able to demonstrate working papers. papers. located in the student proficiency accounting union for additional procedures for help. business use. 3. At least 70% of One student took the MSCPAS Scores-Cluster 4 Upon completion of the students will score basic MSCPAS and met the 1.Student- 50% – Basic Accounting Technology C. MSCPAS/ Financial (50%-69%) or above on standards. One student program of study student will Application Cluster 4 MSCPAS Cluster 2. scored basic (50%-69%) Demonstrate proficiency on the MSCPAS- Cluster 4 test. on MSCPAS Students were given practice Cluster 2 assessments to help prepare

for CPAS.

Upon completion of the Accounting Technology At least 80% of students One student met the Recommend student go the program the student will will show an increase in standards on the TABE lab for remedial assistance. demonstrate academic academic attainment on post test. attainment in reading, math TABE pre and post test TABE post test. and language.

ASSOCIATE DEGREE NURSING PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The Coahoma Community College Associate Degree Nursing Program shares the college’s commitment to providing Further, the Associate Degree Nursing Program shares the accessible, accredited, affordable, diverse, and quality learning college’s commitment to providing continuing education to opportunities for the development of intellectual skills and meet the needs of the nursing community of the northwest personal growth to students desiring to be registered nurses. corner of the Mississippi Delta. Ultimately, the need for The ADN Program is committed to quality instruction and competent and caring registered nurses will always be present. service. Alignment of Program Outcomes with the Institution’s Mission The main purpose of the Coahoma Community College Statement and Goals: Associate Degree Nursing Program is to offer a program of To accomplish the institution’s mission, the Associate Degree study in nursing science which will prepare graduates for Nursing Program has adopted the following goals: provide effective practice as registered nurse generalists in a variety of academic transfer programs that articulate with health care delivery settings. Additionally, it is the goal of the college/university programs; Address community and economic Associate Degree Nursing Program to provide our graduates development needs within the service area by developing and with the background necessary for further professional sustaining partnerships with public and private agencies; utilize education and growth by providing an environment conducive emerging instructional technology by providing innovative to the development of life-long learning and a passion for the learning opportunities for students; ensure institutional practice of nursing as a discipline of science, caring and effectiveness by planning, assessing, and evaluating all compassion. activities and programs.

ASSOCIATE DEGREE NURSING 2008/2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Used To Student Learning Methods of Evaluation or Evaluation Standards or Competency Area Assessment Improve Student Learning, Outcomes Assessment Benchmarks Results Curriculum, Or Program Nurse Specific The student will Head to Toe 100% of students will 14 out of 14 The benchmark was met. The Skills successfully Check-off Tool assessing demonstrate mastery of met the criteria increase in percentage of accuracy perform a the mastery of the skill the learning outcome by from the 2007-08 cycle required a comprehensive completing the Head to higher level of student performance. client assessment. Toe Check-off List with Faculty will continue to monitor the 85% accuracy reasonableness of the benchmark in assuring that students have the necessary skills. Further, making better use of the Head to Toe Assessment Tool and refining the assessment scenario used is being researched in an effort to more accurately document the increasing level of performance that is required for students as they progress through the program. Nurse Specific The student will Nursing Care Plan 100% of students will 14 out of 14 Benchmark was met. However, Skills apply the critical grading rubric with demonstrate mastery of met the program initiatives were implemented thinking process as passing score required this skill by making a required to enhance learning related to critical the basis for Clinical Judgement passing score on the criteria thinking. To reinforce skills, faculty planning, Checklist Nursing Care Plan added a skills lab in which the student implementing, and according to the grading had a patient care scenario and one evaluation care. rubric and will make a hour to complete it. In addition, a score deemed Department of Labor Grant awarded “satisfactory” or higher to CCC for the fall 2009 semester on the clinical evaluation allows for simulation equipment is of behaviors identified as being purchased for the program to critical provide more true to life experiences for students and thus enhance safety skills. The feasibility of developing a dedicated multidisciplinary simulation lab at the Allied Health Training Center is also being

Nurse Specific The student will Virtual Management 100% of students will 14 out of 14 Because these are such critical skills, Skills demonstrate the Orientation program on make a passing score of achieved the faculty decided that the score ability to apply CD measured time and 75% or higher on the CD passing scores received for the Virtual Management basic management performance with a Virtual Management in one or two Orientation would be incorporated skills appropriate passing score (75%) assessment. attempts into the course grade for the to the role of the required on conflict management course that is required associate degree management, delegation, the semester before graduation. nurse. time management, and prioritizing care Nurse Specific The student will Virtual IV Simulator 100% of students will 14 out of 14 The Virtual IV Simulator was used in Skills initiate intravenous master all the skills passed the addition to actual hands on practice therapy and carry Clinical evaluation tool measured by the Virtual critical in the campus lab. The simulator out safe used in client care setting IV Simulator and will elements stores and prints student results, so administration. make a passing score in measured by they can practice and compare each clinicals on the the Virtual IV performance. Discussion is underway intravenous therapy Simulator- regarding the benefit of adding this assessment multiple assessment into the grading criteria attempts were for Clinical Med Surg II which allowed students take their last semester before graduation.

Explain How Results Were Used To Student Learning Methods of Evaluation or Evaluation Standards or Competency Area Assessment Improve Student Learning, Outcomes Assessment Benchmarks Results Curriculum, Or Program Written Sophomore Interpersonal Process 100% of students will 17/17 The IPR helped in identifying content Communication students will Recording (IPR) rubric complete and submit an 100% areas to be addressed in the Mental complete an IPR meeting the rubric Health course to better prepare the Interpersonal guidelines students for success in mental health Process Recording assessment documentation . The benchmark was met. This assignment was deemed beneficial for program 17/13 students and will be continued. Research Grading 100% of students 76% Upon completion of Rubric assigned research papers (4 returning The benchmark was not met. The the ADN Program, in the students did assessment provided insight into the graduates nursing courses will not have this necessity of including instruction in will be able to write submit a paper meeting assignment use of APA format within curriculum a research paper the since they had to prepare graduates for articulation using APA format guidelines completed the with baccalaureate programs. course prior to Instruction on APA will be included this assignment in the Seminar course in fall 2009 and being added.) spring 2010.

12/14 Sophomore Brochure Grading 86% This assignment provided hands on students will be Rubric 100% of students will (2 returning practice in the development of skill in able to develop a submit a brochure students did client education to include assuring brochure for client meeting not have this visibility and readability in printed education the assigned guidelines assignment client education materials and since they had consideration of reading completed the comprehension levels. All students course prior to who completed the assignment were this assignment successful. This assessment was being added.) deemed beneficial for program students and will be continued. The students will Resume Grading Rubric be able to write a 100% of students will 14/14 A resume assignment was added to well organized develop a personal 100% NUR 2223 so that professionally resume to submit resume prepared to see, employment. A for employment prior to graduation in professional resume is noted in the accordance with Resume literature as an essential component

Explain How Results Were Used To Student Learning Methods of Evaluation or Evaluation Standards or Competency Area Assessment Improve Student Learning, Outcomes Assessment Benchmarks Results Curriculum, Or Program Grading Rubric and of securing appropriate employment worthy of presenting to in ones field. The benchmark was prospective employer. met. The assignment will be ongoing for program students.

Oral By completion of Oral Presentation 80% of students will Provided practical experience in Communication the Sophomore Grading Rubric for each achieve passing score on Maternal public speaking to enhance year, students will of the following: oral presentations 14/12 communication and management be able to construct graded according to the 86% skills. Will continue to be a course and Maternal Case Studies Rubric. requirement for NUR 2123 and 2133. deliver a clear, well Pediatric PowerPoint Pediatric Students reported improved organized, oral presentation of Brochure 16/16 confidence in ability to speak in front presentation 100% of a group. A case study presentation was also added for the NUR 2113 Mental Health. Information Students will be Pre Library Orientation 80% of students initially Deficits identified by library Literacy proficient in the & Post Library identified with computer 17/17 orientation pre & post tests validated navigation of an Orientation literacy deficits will be 100% need for inclusion of assignments electronic database Computer literacy proficient in navigation within nursing curriculum in which by the beginning of surveys of electronic database by electronic databases utilization the sophomore year Pediatric Brochures the beginning of the required to enhance student skills Research papers sophomore year Technology Usage All students will be PowerPoint Presentation 80% of students will 14/12 Power Point presentations were proficient in Grading Rubric achieve passing scores on 86% utilized to develop greater computer PowerPoint opportunities within curriculum for utilization for presentations per use of computer applications. completion of PowerPoint Presentation Additional areas where Power Point assignments within Grading Rubric presentations can be added were the curriculum identified for consideration in future using a variety of course planning. software applications by completion of

Explain How Results Were Used To Student Learning Methods of Evaluation or Evaluation Standards or Competency Area Assessment Improve Student Learning, Outcomes Assessment Benchmarks Results Curriculum, Or Program sophomore year Problem Solving Students will Proficiency in dosage 80% of sophomore 14/14 Validated necessity for maintaining demonstrate calculation questions students will 100% separate dosage calculations course proficiency in added in embedded test demonstrate accuracy in within curriculum to address problem dosage calculations questions taken within completing dosage solving deficiencies and aided and problem ADN curriculum calculation questions in identifying students at risk requiring solving by embedded test questions. further remediation . At risk students beginning of are referred to their nursing faculty sophomore year advisor for individualized assistance as well as referral to the math instruction specialist available through a federal grant. A pre-nursing assessment test will now be required for all applicants to the program. This assessment data will provide information on the student’s knowledge of math, reading, science, and English and help direct remediation efforts.

BARBER/STYLIST PROGRAM PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Barbering Program is to prepare students for Alignment of Program Outcomes with the Institution’s Mission Barber/Stylist careers. The Barber/Stylist Program prepares students Statement and Goals: to cut, shampoo, and style hair. Special attention is given to hygiene, To accomplish the institution’s mission, the Barber/Stylist Program safety, skin and scalp diseases, and equipment sterilization. has adopted the following goals: provide career and technical Students also receive instruction in the study of sales, business education programs that prepare students to enter the job market or management, law, and paying passenger relationships. transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: BARBERING 2008-2009 Program EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Competency Student Learning Methods of Evaluation or Evaluation Standards or Used To Improve Student Assessment Results Area Outcome Assessment Benchmarks Learning, Curriculum, Or Program Perform Basic Upon completion of Practices in the Barbering (1) Skills Progress (1) 80% of students will meet 33 of 36 (100%) met Although the benchmark was Barbering I Program, students will Evaluation at least 85% of the Skills benchmark met, a decision was made to be able to explain and Progress Evaluation implement various new apply safety and sanitizing methods when sanitation rules. operating on the clinic floor.

(2) Skills Progress (1) 80% of student will 36 of 36 (100%) met Evaluation meet at lease 85% of benchmark the skills progress Evaluation

Explain How Results Were Competency Student Learning Methods of Evaluation or Evaluation Standards or Used To Improve Student Assessment Results Area Outcome Assessment Benchmarks Learning, Curriculum, Or Program Perform Upon completion of the 80% of students will meet at 27 of 36 (75%) met Fundamental Barbering Program, (1) Skills Progress least 85% of the Skills Progress benchmark The students were exposed to an Practice in students will be able to Evaluation Evaluation increased number of Barbering I analyze a client’s hair, The sophomore students competitions to enhance skills prepare a client for and Sophomore students will competed, placing 1st, 2nd, for this competency area. The give a shampoo, and compete favorably with rd perm, and thermal curl students from other schools by and 3 in Barber benchmarks were met. a client’s hair. having at least one student International in Tunica, place in one of the top 5 slots. MS. For additional valuable instruction, the students met with Coahoma CC students people in the industry to be won 1st, 2nd, and 5th in informed about new and Tinley Park, Ill during upcoming trends, advance competition at Proud techniques, and new cutting Lady Beauty Trade Show. tools while on field trips in Tunica, Atlanta, GA, and Chicago Ill. Perform 3. Upon completion of 80% of students will meet at Although the benchmark was Intermediate the Barbering Program, least 85% of the Skills Progress 30 of 36 (83% of met, safety measures were Practice in students will be able to (1) Skills Progress Evaluation in the Tools and students) met all reinforced though the Barbering I illustrate safety when Evaluation Equipment section. benchmarks requirement for students to using various Barbering implements, tools, and (2) Written Evaluation 80% of students will receive at watch instructional dvd ‘s equipment. least 85% on Written relating to barbering tools and (3) Safety Evaluation evaluation equipment and their usages.

80% of students will receive at least 85% on Safety evaluation

Perform 4. Upon completion of 16 of 16 (100%) met Advance the Barbering Program, (1) Skills Progress 80% of students will meet at benchmark The students were required to Practices in students will be able to Evaluation least 85% of the Skills Progress participate in more hands -on Barbering perform basic hair Evaluation 9 of 16 (56%) were tested activities on basic hair techniques and met benchmark; techniques. The remaining 7 students will test June 2009.

Academic Upon completion of Attainment the Barbering State Board Licensure Exam 70% of completing students 9 of 16 (56%) were tested The benchmark was not met. In Program the student who take the State Board and met benchmark. making use of results, it was will demonstrate a Licensure Exam will pass on determined that students would the first try. general be given more clinical hours on understanding of mannequin and patrons. barbering skills tested on the State Board Licensure Exam

BUSINESS AND OFFICE DEGREE PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Business and Office Systems Degree Program is Alignment of Program Outcomes with the Institution’s Mission to prepare students for entry-level employment in careers that Statement and Goals: required skills in administrative office procedures, integrated To accomplish the institution’s mission, the Business and Office computer applications, business financial systems, communication Systems Degree Program has adopted the following goals: provide and related technologies. career and technical education programs that prepare students to enter the job market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

Student Learning Method of Evaluation or Evaluation Standards or Use of Results Assessment Results Competency Area Outcome Assessment Benchmarks

Written and Oral 1. Upon completion of the MS-CPAS (Cluster 2)- 1. At least 80% of students Campus Site Campus Site Communication Business Office Communication will score basic (50%- 7 students were evaluated. 6 The program has upgraded Technology Program, 69%) or above on MS- out of 7 met standards. textbooks to accommodate the student will be able CPAS (cluster 2). student learning. The to compose effective textbooks come with a written documents. student learning fundamental 26 students were evaluated. CD which must be 2. Create and deliver oral 2. At least 70% of students 18 out of 26 students met completed to ensure growth presentations Oral Presentation Rubric will demonstrate effective standards. and learning. Students were effectively. oral communication skills. given more writing assignments and oral presentations to help better 26 students were evaluated. enhance their written and Research Paper (APA 3. At least 75% or above 20 out of 26 met standards. oral skills. style) will score 75% or above on research paper. Rosedale Site Rosedale Site The program upgraded textbooks to accommodate 23 students were evaluated. student learning. The 20 out of 23 students met textbooks come with a standards. student learning fundamental CD which must be 23 students were evaluated. completed to ensure growth 20 out of 23 students met and learning. Students were standards. given more writing assignments and oral 23 students were evaluated. presentations to help better 17 out of 23 met standards. enhance their written and oral skills

Instructor updated student evaluations at the beginning of each semester to ensure student is enrolled in the appropriate classes for degree attainment.

Management and 3. Upon completion of the MSCPAS (Cluster 1)- 1. At least 70% of students Campus Site Campus Site Operation of the Business Office Technology Management and will score proficient 7 students were evaluated. 5 Students were given more Computer Program, the student will Operation of the (70%-80%) or above on out of 7 scored proficient on hands-on applications of the demonstrate the operation of Computer MS-CPAS (cluster 1). the MSCPAS (Cluster 1). management of the the computer and manage computer. information technology skills. 2. At least 80% of students 26 students were evaluated. will demonstrate effective 22 out of 26 met standards. Students were given a computer management portion of each chapter to Microcomputer and operations on the teach lessons to their peers to Applications Skills check- skills checklist. 14 students were evaluated. make them become more list 13 out of 14 met standards. knowledgeable and involve. 3. At least 85% of students will demonstrate Rosedale Site Rosedale Site mastery on the 23 students were evaluated. Students were given more CAPSTONE project 20 out of 23 achieved hands-on applications of the CAPSTONE Project rubric which integrates standards. management of the Rubric computer application computer. Students were skills. 23 students were evaluated. given a portion of each 18 out of 23 achieved chapter to teach lessons to standards. their peers to make them become more knowledgeable 23 students were evaluated. and involved. 20 out of 23 achieved standards.

Word Processing 4. Upon completion of the MS-CPAS (cluster 3) – 1. At least 80% of Campus Site Campus Site Business Office Technology Word Processing students will score basic 7 students were evaluated. 6 Students used electronic Program, the student will be (50%-69%) or above on out of 7 met standards. tutorials for reinforcement able to apply word processing the MS-CPAS (cluster 3). during lab hours. Textbooks skills to produce and format 24 students were evaluated. were upgraded to Word business documents with speed 2. At least 80% of the 21 out of 24 met standards. 2007. and accuracy. Portfolio Rubric students will score 75 or above on the portfolio Students were given extra rubric. 24 students were evaluated. one-on-one assistance from 18 out of 24 students met instructors. standards. Performance Skills 3. At least 75% of students As an incentive, students checklist/Compose will demonstrate mastery were given extra points to business documents: flyer on the performance Rosedale Site their grade for completing and format reports checklist. 19 students were evaluated. the electronic tutorials. 19 out of 19 met standards. Rosedale Site Students used electronic 19 students were evaluated. tutorials for reinforcement 19 out of 19 met standards. during lab hours. Textbooks were upgraded to Word 2007. 19 students were evaluated. 19 out of 19 met standards. Students were given extra one-on-one assistance from instructors.

As an incentive, students were given an extra 10 points to their grade for completing the electronic tutorials.

Financial 5. Upon completion of the MS-CPAS (Cluster 4) – 1. At least 70% of students Campus Site Campus Site Application Business Office Technology Financial Applications will score basic (50% - 7 students were evaluated. 5 Instructors reinforced Program, the student will 69%) or above on the MS- out of 7 students met principles in accounting and demonstrate proficiency in CPAS (cluster 5). standards. applied business math. basic business math and accounting procedures for Accounting working 2. At least 70% of students Textbooks were upgraded business use. papers/computerized work will master the accounting 23 students were evaluated. with a tutorial CD. Tutorials samples and student working papers and 16 out of 23 met standards. have provided that extra competency check list student competency check practice to assist with their list. financial skills.

One-on-one-instruction was 3. At least 80% of the 6 out 7 achieved standards given to students during lab Office Professional employees will rate the on the evaluation form. hours. Training Evaluation student performance at a Form/Workplace Skills “satisfactory” level. Rosedale Site Assessment Rosedale Site Instructors reinforced principles in accounting and 19 students were evaluated. applied business math. 18 out of 19 students achieved standards. Textbooks were upgraded with a tutorial CD. Tutorials 19 students were evaluated. have provided that extra 18 out of 19 students practice to assist with their achieved standards. financial skills.

19 students were evaluated. One-on-one-instruction was 18 out of 19 students given to students during lab achieved standards. hours to assist with the computerized software program.

CERTIFIED NURSING ASSISTANT PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Certified Nursing Assistant Program is to prepare Statement and Goals: students to enter the allied health field as a Certified Nursing To accomplish the institution’s mission, the Certified Nursing Assistant in a healthcare facility or agency. Assistant Program has adopted the following goals: provide career and technical education programs that prepare students to enter the job market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: CERTIFIED NURSING ASSISTANT 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Competency Student Learning Methods of Evaluation or Evaluation Standards or Assessment Used To Improve Student Area Outcome Assessment Benchmarks Results Learning, Curriculum, Or Program National Upon completion Instructor’s Comprehensive At least 75% of the students Nurse Aide of the Nursing Exit Exam will receive satisfactory on 100% The breakdown on the passage Assessment Assistant Program, the exit skills and of skills will be shared with the Program students will be comprehensive written instructors for extra attention in able to provide exam. skills practice for future classes. basic health care to A system of advisement and patients. National Nurse Aid At least 75% of the students 100% tracking will be developed for Assessment Program will receive 80% or above future classes. Entrance Written Examination on the written evaluation for requirements for the program the national exam. will be reviewed and revised to ensure that students with appropriate abilities are admitted to the program. National Nurse Aid At least 75% of the students 56% Assessment Program Skills will receive satisfactory on Examination 5 out of 5 or 100% on the skills evaluation for the national exam.

CHILD DEVELOPMENT TECHNOLOGY PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Child Development Technology Program is to prepare students for professional careers in the field of early Alignment of Program Outcomes with the Institution’s Mission childhood education spanning a variety of career options. The Statement and Goals: program prepares students to develop competencies which enable To accomplish the institution’s mission, the Child Development them to provide services, teach, and guide children as related to Technology Program has adopted the following goals: provide career various early childhood professions. and technical education programs that prepare students to enter the job market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: CHILD DEVELOPMENT TECHNOLOGY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Competency Student Learning Methods of Evaluation Evaluation Standards or Assessment Used To Improve Student Area Outcome or Assessment Benchmarks Results Learning, Curriculum, Or Program Management & 1. Upon completion CPAS Clusters 1 85% of the students will Six students were evaluated. Two of the benchmarks were Professionalism of the Childcare ( Management & meet (70% -80%) 100% met the standards. met. In an attempt to enhance Technology Professionalism) & 5 proficiency of the related the curriculum, industry Program, the (Math, Science and criteria on the MS CPAS Ten students were evaluated representatives were invited to students will be able Social Studies) 100% met the standards a luncheon to discuss possible to demonstrate

professional skills in employment and to discuss

classroom 70% of the students will Twenty-five students were the classes that are presently

instructional meet 6 of 8 or 75% of the evaluated seventeen or 68% being offered in our Child

strategies classroom management and met the standards Development Program.

instructional strategies Students were required to

Practicum Experience standards CPAS Scores Cluster 1 complete additional field Evaluation Management & placement hours within At least 75% of the students Professionalism childcare facilities to improve will score 75 or above on Student#1- Student #2- skills in professionalism. the performance checklist 80.00 90.00 Student#3- Student#4 - 100.00 70.00 Student #5- Performance Checklist 90.00

CPAS Scores Cluster 5 Math, Science and Social Studies Student#1- Student#2- 92.31 69.23 Student#3- Student#4 - 61.54 69.23 Student #5- 76.92

Observe 2. Upon completion MS CPAS Cluster #4 90 % of the students will meet Six students were evaluated In using assessment results, a Document of the Childcare Health, Safety and 80% of the criteria on the MS five or 83% met the decision was made to provide Apply Technology Nutrition CPAS standards early childhood educational Program, students DVD’s during classroom will be able to 70% of the students will Twenty-five students were instruction to enhance student explain and apply master the post test. evaluated twenty or 80% learning regarding operating a Mississippi Pre/Post Test Department of met the standards childcare program. Human Service guidelines for At least 75% of the students Twenty-five students were operating an early will score 80% or above on the evaluated twenty-one or childhood program Performance Checklist performance checklist 84% met the standards on a proficient level. CPAS Scores Cluster 4 Health, Safety and Nutrition Student#1- Student #2- 90.00 80.00 Student#3- Student#4 - 80.00 50.00 Student #5- 70.00

Basic Learning 3. Upon completion MS CPAS Clusters 3 ( At least 70% of the students Six students were evaluated After review of the results from Skills of the Childcare Social and Emotional) & will meet the criteria on the and four or 67% met the the CPAS, instructors made a Technology 7 (Child Development) MS CPAS standards decision to implement Program, students differentiated instructional will be able to methods to meet the needs of the Twenty-five students were identify cognitive, 70% will of the students master diverse learners, while continuing physical, emotional, the post test evaluated seventeen or 68% remediation and instruction for and social Post Test met the standards the upcoming year. characteristics of young children. Twenty-five students were evaluated and fifteen or 60% met the standards At least 75% of the students will score 70% or above on the CPAS Scores Cluster 3 Performance Checklist performance checklist. Social and Emotional Student#1- Student #2- 40.00 100.00 Student#3- Student#4 - 80.00 60.00

Student #5- 80.00

CPAS Scores Cluster 6 Language &Literacy Student#1- Student #2- 57.89 47.37 Student#3- Student#4 - 73.68 42.11 Student #5- 52.63

Health Safety & 4. Upon completion MS CPAS Cluster #4, At least 85% of the students Six students were tested 5 or Once results were reviewed, it Nutrition of the Childcare Health, Safety and will meet 80% of the Criteria 83% met the standards was determined that students Guidelines Technology Nutrition on the MS CPAS should participate in health program, students Ten students were tested fairs concerning Health, will be able to apply 90% will score 90 or above to 100% met the standards Safety & Nutrition involving health safety and master the class children. nutrition guidelines

to the practice of Practicum Experience Early Childcare. Checklist 80% of the students will meet Twenty-five students were 80% of the requirements on the tested 23 or 92% the oral exam standards Oral evaluation of basic first aid skills using Rubric CPAS Scores Cluster 4 evaluation. Health, Safety and Nutrition Student#1- Student #2- 90.00 80.00 Student#3- Student#4 - 80.00 50.00 Student #5- Student#6- 70.00

Creative Arts & 5. Upon completion MS CPAS Cluster #2 70% of the students will meet Six students were tested After review of the results from Methods & of the Childcare Creative Arts, Methods 70% of the Criteria on the MS 17% met the standards the grading rubric, instructors Materials Technology & Materials CPAS determined that students required program, students Twenty-five students were more hands-on learning activities will be able to 90% of the students will score to improve creative learning and Creative Arts & Methods & tested twenty three or 93% develop and 85 and above on oral application of the outcome across Materials Instruction met the standards implement creative Grading Rubrics presentation & evaluation using the curriculum.

learning activities rubric grading scale for children birth CPAS Scores Cluster 2 through age eight. Creative Arts, Methods & Materials Student#1- Student #2- 61.54 61.54

Student#3- Student#4 - 76.92 61.54

Student #5-

76.92

Academic Upon completion of TABE Pretest and Post test 70% of the students will show 5/6 or 83% of students showed Benchmark was met. No further Attainment the Childcare Scores an increase in academic an increase. action is necessary. Development attainment on the TABE post- Program the test compared to the TABE pre- TABE Test Results student will test scores. Fall 2007 Spring demonstrate an 2009 increase in Pre-Test Post Test academic attainment on the Student#1- Student #1 TABE Test 525 530 Student#2 Student#2 525 530 Student#3 – Student#3 – 578 579 Student#4 – Student#4 – 559 540 Student#5 – Student#5 – 557 615 Student#6 – Student#6 – 588 589

COLLISION REPAIR TECHNOLOGY PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Collision Repair Technology Program is to prepare students to enter the field of collision repair technology. Students are provided theory and practical experiences in the areas Alignment of Program Outcomes with the Institution’s Mission of body repair, frame straightening, glasswork, painting, and Statement and Goals: refinishing and shop management. To accomplish the institution’s mission, the Collision Repair Technology Program has adopted the following goals: provide career and technical education programs that prepare students to enter the job market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: COLLISION REPAIR TECHNOLOGY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Competency Student Learning Methods of Evaluation or Evaluation Standards or Assessment Explain How Results Were Used Area Outcome Assessment Benchmarks Results To Improve Student Learning, Curriculum, Or Program Structural & 1. Upon completion of Collision Analysis Course Exit At least 70% of the students A decision was made to place Non‐structural the Collision Repair Exam embedded questions completing the program will 66 2/3 % passed more emphasis on the repair Program, students will receive 70% or above on goal instruction of automotive body be able to analyze and related embedded questions parts , and damage repair by estimate damage and on the Collision Analysis using more handouts and audio repair cost. MSCPAS Clusters3(Non‐ Course Exit Exam. Structural Analysis and Damage visual aids. Repair) & Cluster 4 (Mechanical At least 70% of the students Six students have taken and Electrical Components) will score basic (50% ‐ 69%) MISSISSIPPI CPAS. TEST performance level on the four passed both Clusters MSCPAS. 3 & 4. Performance Evaluation Checklist 70% of the students will master skills on the performance 66 2/3 % passed evaluation checklist for this outcome.

Bolted Units 2. Upon completion of Performance Evaluation At least 70% of the students 11of 14 or 79% of and Assemblies the Collision Repair Checklist completing the program will students passed the A decision was made to give the and Electrical Program, students will pass the performance performance evaluation students more assignment and Systems be able to dissemble evaluation checklist at 80% or checklist for this outcome. group learning sessions to and reassemble bolted above. enhance the students parts and sub‐units. MSCPAS‐ Cluster 4 (Mechanical Six students have taken understanding and skill level. and Electrical Components) At least 70% of the students MISSISSIPPI CPAS TEST. will score basic (50% ‐ 69%) Four of six or 67% passed performance level on the MSCPAS. Cluster 4.

Automotive 3. Upon completion of MS CPAS‐Cluster 2(Refinishing) At least 70% of the students Six students have taken A decision was made to give the Body Welding the Collision Repair will score basic (50% ‐ 69%) MISSISSIPPI CPAS TEST. students more one‐on‐one and Cutting Program, students will performance level on the Four or 67% passed training and lab experience on be able to cut, weld, MSCPAS. Cluster 2. their spare time to increase their and shape body parts skill level for body welding and during repair. Performance Skills Checklist At least 70% of the students completing the program will On the performance skills cutting. pass the performance checklist on welding & evaluation checklist for this cutting, 85% of students outcome at 70% or above. passed

Glass and 4. Upon completion of Post Test Course Embedded At least 70% of the students A decision was made to place more Related the Collision Repair Questions completing the program will 66% of students passed. emphasis on the instruction of the Hardware Program, students will receive a passing score on the types of glass hardware and other Insulation and be able to remove and Glass and Related Hardware related work Sealing replace the glass of Insulation and Sealing Exit

windshield and doors Exam. and align movable parts. At least 70% of the students MS CPAS –Cluster 4 will score basic (50% ‐ 69%) Six students have taken (Mechanical and Electrical performance level on the MISSISSIPPI CPAS TEST. Components) MSCPAS. Four or 67% passed Cluster 4.

At least 70% of the students 85% of students passed completing the program will the performance Performance Checklist pass the performance evaluation checklist at 70% or checklist. above.

Overall Performance: Pre-test Post-test Score Score Student-1 540 539 0% Student-2 537 550 2% Student-3 459 520 13% Student-4 478 515 8% Student-5 515 530 3% Student-6 500 525 5%

COMPUTER SERVICING TECHNOLOGY PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Computer Servicing Technology Program is to Alignment of Program Outcomes with the Institution’s Mission prepare students for entry-level employment in careers that require Statement and Goals: skills in installing, operating, servicing, and diagnosing operational To accomplish the institution’s mission, the Computer Servicing problems in computer systems arising from mechanical or electrical Technology Program has adopted the following goals: provide career malfunctions in computer units or systems. and technical education programs that prepare students to enter the job market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: COMPUTER SERVICING TECHNOLOGY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Competency Student Learning Methods of Evaluation Evaluation Standards or Assessment Used To Improve Student Area Outcome or Assessment Benchmarks Results Learning, Curriculum, Or Program Follow Safety 1. Upon completion Computer Servicing Tech. -At least 80% of students In making use of assessment results, Guidelines of the Computer faculty will assess this evaluated will score 75% or 3 of 16 met standard = safety procedures were Servicing Technology student learning outcome by: above on safety procedures and 18.75% demonstrated and tested more Program, students guidelines observation rigorously to enhance student will be able to Observation checklists checklists. understanding. Also the instructor

demonstrate and during laboratory exercises increased number of hands-on labs. practice general More practice testing was provided safety procedures for to better prepare students for written computer servicing. standardized testing. Diagnosing and 2. Upon completion 1. Diagnosing and (1)-At least 65% of students (1)6 of 8 met standard = In using results, more hands on Troubleshooting of the Computer troubleshooting computer evaluated will score 75% or 75% diagnosing and troubleshooting for Servicing Technology repair lab rubric. above on diagnosing and computer malfunctions was Program, students troubleshooting rubric. (2) 1 of 3 met standard provided, these included more labs will be able to and more written problem scenarios. 33% identify basic 2. MSCPAS (2)-At least 75% of students Cluster 2 Computer troubleshooting -Cluster 2 Computer will score BASIC (50%-69%) Hardware, Diagnosing The instructor increased multiple procedures and good Hardware performance level or above on Student 1 – 53% choice style questioning. These practices for eliciting the MSCPAS. Student 2 – 40% questions better prepare students for problem symptoms Student 3 – 26.67% standardized testing. from customers. (3)-At least 75% of the students 3. Post Test will successfully complete the goal related questions on the (3) 6 of 8 met standard = Post Test. 75% Student’s completed labs Perform 3. Upon completion 1. Observation checklist (1)-At least 65% of students (1)-0 of 7 met standard = individually, but after assessing this Computer of the Computer evaluated will demonstrate 0% area, it was deemed that the students Software and Servicing Technology mastery of computer upgrades would have performed better as a Hardware Program, students 2. MSCPAS on the observation checklist. whole class lab or in small groups.

Upgrades will be able to install -Cluster 2 Computer The instructor made the decision to and remove Hardware (2)- At least 75% of students (2) Cluster 2: 1 of 3 met include complete more labs as a computer software -Cluster 3 Operating will score BASIC (50%-69%) standard = 33% whole class or in small groups. and hardware Platforms performance level or above on Cluster 3: 2 of 3 met A decision was also made to components. the related sections of the standard = 66% increase classroom instruction and MSCPAS. lab time.

Properly Utilize 4. Upon completion 1. Laboratory exercises 1.-At least 65% of students (1)- 0 of 7 met standard = Changes were made in instruction in Testing and of the Computer rubric. evaluated will demonstrate 0% making use of assessment results. Soldering Tools Servicing Technology mastery of soldering and Increased classroom instruction and and Equipment Program, students testing tools on the rubric (2)- 0 of 3 met standard = more labs on soldering techniques will be able to apply 2. MSCPAS laboratory exercises. was put in place. 0% soldering and de- -Cluster 1 Basic Electronics Further, increased multiple choice soldering techniques 2.- At least 75% of students style questioning was implemented correctly. 3. Post Exam will score BASIC (50%-69%) in the class activities to better performance level or above on (3)- 6 of 16 met standard prepare students for this type of the MSCPAS. = 37.5% testing.

3.-At least 75% of the students will succeed on the goal related questions on the Post Test.

Develop Written 5. Upon completion 1. Laboratory exercises 1.-At least 65% of students (1)- 0 of 7 met standard = In using results, a decision was Plans and Logs of the Computer grading rubric evaluated will demonstrate 0% made to increase the amount of Servicing Technology mastery of soldering and instruction time spent on using Program, students testing tools through laboratory microcomputer applications and to will be able to exercises. provide students more practice on

develop a written maintaining service logs. plan which details 2. MSCPAS - Cluster 2 2- At least 75% of students will the activities and (Computer Hardware, score BASIC (50%-69%) (2)- 1 of 3 met standard = projects to be Diagnosing) performance level or above on 33% completed and the MSCPAS. maintain a service log on individual 3.-At least 75% of the students (3) - 4 of 8 met standard = pieces of equipment. will succeed on goal related 50% 3. Post Exam questions on the Post Test.

Data 6. Upon completion 1. Data Comm. and 1.-At least 65% of students (1).6 of 11 met standard = In using results, students were Communications of the Computer Networking lab exercises evaluated will demonstrate 55% required to analyze the classroom and Networking Servicing Technology rubric. mastery of Data Comm. and network and, also design a network Program, students Networking labs. individually. Other changes were will be able to discuss 2. MSCPAS increased classroom instruction and (2).-0 of 3 met standard = and analyze basic -Cluster 4 on Data 2.- At least 75% of students increase in the number of hands on data communications Communications will score BASIC (50%-69%) 0% laboratory assignments. and network performance level or above on principles. 3. Post Exam the MSCPAS.

3.-At least 75% of the students (3).-6 of 11 met standard

will succeed on the goal related = 55% questions on the Post Test.

COSMETOLOGY PROGRAMS (CAMPUS-DAY, CAMPUS-EVENING, AND TUNICA SITE) PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Cosmetology Program is to prepare students for careers in cosmetology. The Cosmetology Program prepares Alignment of Program Outcomes with the Institution’s Mission students to care for hair, nails, and skin with emphasis on hygiene, Statement and Goals: sanitation, customer relations, and salon management. To accomplish the institution’s mission, the Cosmetology Program has adopted the following goals: provide career and technical education programs that prepare students to enter the job market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: COSMETOLOGY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Student Methods of Explain How Results Were Used To Competency Evaluation Standards or Assessment Learning Evaluation or Improve Student Learning, Area Benchmarks Results Outcome Assessment Curriculum, Or Program Written 1. Upon Resume Grading 70% of students in the Campus Day Campus Day Communication completion of Rubric. Cosmetology program 8 of 8 met standard = Based on past assessment results, the faculty the will submit a clear, well- 100% determined that extra time be allocated in the Cosmetology organized resume curriculum for writing skills to improve the Program, meeting the assigned student’s overall writing. students will guidelines. Campus Evening The students were allowed to submit two be able to 13 of 15 met standard rough drafts of resumes before submitting write a clear, = 90 % final copy. Students’ scores on final resumes well-organized were improved from first two drafts. resume. Tunica Site Campus Evening 11 of 11 met standard Written resumes were turned in, revised and = 100 % read orally by student in class. This helped students establish short and long term goals for their careers as stylists. This also gave students a general idea of what is expected from this course/career.

Tunica Site Students showed weakness in organization of writing resumes. Students were given additional time in writing resumes. Students showed improvement in writing skills.

Writing 2. Upon At least 70% of students in Campus Day Campus Day Business completion of Business Plan Checklist. the Cosmetology program 6 of 8 met standard = Based on past results, faculty determined the Plans the Cosmetology will submit a clear, well- 80% following: Program, organized business plan 1. Students should be introduced to writing a students will be according to the criteria business plan in the first semester. able to write a outlined on the business clear, well- plan checklist. Campus Evening 2. Students required more time in writing a organized 5 of 5 met standard = business plan. business plan. 100% These two were implemented and the percentage of students that met the standard was increased by 30%. Tunica Site The two students that did not write a clear, 8 of 11 met standard = well-organized business plan were given one 85% on one instruction.

Ratio for lab/theory is 3 to 1.

Campus Evening The students created a detailed replica of a salon on tri-folds to establish a true picture of what they would like for their business to look like upon completion of the program. Business owners/operators spoke to students to inform and share their experience as a new business owner. Students were given detailed information on proper set-up of a salon. (management skills, updated equipment, and record keeping skills)

Tunica Site First drafts of business plans were not clear or well-organized. Students were given mock business plan formats to complete for practice. Students were given additional time for writing business plans. Students’ writing skills improved.

Oral 70% of students presenting Campus Day Campus Day Communication Student/Client Rubric oral client consultations 8 of 8 met standard = Past assessment results indicated the will score 85 or above 100% following: using rubric and oral 1. Students required more lab time in order to consultation evaluation. improve communication skills. Campus Evening 12 of 15 met standard 2. Students required more mock = 80% demonstrations on how to consult with clients. Present evaluations indicated that student’s Tunica Site oral communication skills were improved. 11 of 11 met standard = 100% Campus Evening Repeated practices were conducted using student-to-student clients. Consultations with live clients were also used to determine needs as related to client’s services. Students were able to determine what the Competency client needed and what services they were Area able to give to the client by continuous practice using the student-to-student method and student-to-teacher method.

Tunica Site Students lacked communication skills. Additional practice time for communicating with clients was done during lab. Students were allowed to practice consultations with each other. Consultations with live clients were also used to determine needs as related to client’s services. Students were able to determine what the client needed and what services they were able to give to the client by continuous practice using the student-to-student method and student-to-teacher method

Student Methods of Explain How Results Were Used To Competency Evaluation Standards or Assessment Learning Evaluation or Improve Student Learning, Area Benchmarks Results Outcome Assessment Curriculum, Or Program Campus Day Campus Day Occupational Skills 4. Upon Instructor performance At least 70 % of students 8 of 8 met standard = Based on past results, students scored higher In Cosmetology completion of the evaluation checklist. will perform mock clinical 100% on hair procedures than skin and nail Cosmetology skills in areas of the hair, procedures. Program, students skin, and nails procedures Although 100% of students met this standard, will be able to according to criteria Campus Evening demonstrate basic of the Mississippi State 13 of 15 met this the present evaluation/assessments indicated: manipulative Board of Cosmetology standard = 87% 1. Students focused more on hair procedures skills in the areas procedure checklist. because nail and skin procedures are not of hair, skin, and Tunica Site included in state board testing. nails for entry- 8 of 11 met this 2. Students scored higher in areas of their level standard = 85% personal interests. cosmetologists. 3. Students were given additional skills in the areas that indicated less interest.

Mississippi State Board of Cosmetology procedure At least 70% of students Campus Day Campus Day checklist. will score at least 85 out of 8 of 8 met standard = Increased number of project skills sheets were a possible 100 on the 100% used with each student. Also, lab test and Mississippi State Board mock services were performed to continue to procedure checklist. Campus Evening improve in the area. 13 of 15 met this The students were able to take practice online standard = 87% test and additional written test. The results promoted well-trained Tunica Site professionals to enter the industry. 8 of 11 met this standard = 85% Tunica Site Students required more practice work in thermal and nail service procedures. Students were allowed to practice on manikins and each other. The two students that did not meet this standard were given one on one instruction and practice with instructor. Increased number of project skills sheets were used with each student. Also, lab test and mock services were performed to continue improvement in the area. 50

Student Methods of Explain How Results Were Used To Competency Evaluation Standards or Assessment Learning Evaluation or Improve Student Learning, Area Benchmarks Results Outcome Assessment Curriculum, Or Program Follow Universal 5. Upon (1) Observation checklist At least 70% of the students Campus Day Campus Day Precaution in Lab completion of which includes the evaluated with the 8 of 8 met standard = Based on past assessment results, faculty to Prevent the Cosmetology following skills: hand observation checklist will 100% determined the following: transmitting Program, washing, wearing gloves, perform services utilizing 1. Students should be tested periodically on Infection students will be and properly handling and the standards precautions. Campus Evening universal precautions. able to perform disposal of products services using contaminated by blood or 12 of 813met standard 2. Students should be given more lab practice universal other body fluids. = 92% on universal precautions before practicing live precautions. work. 3. Universal precaution measures have been Tunica Site added on live work procedures. 11 of 11 met standard = 100% Campus Evening Increased testing and practicum on knowledge

of sanitation, disinfecting and sterilization

procedures to include manicure tables, footbath, equipment and implements were At least 80% of the students Campus Day implemented to help students accomplish 2)Universal Precautions will pass the universal 8 of 8 met standard = outcome. The students completed research on written examination precautions written 100% products used to prevent the spread of disease. examination. Tunica Site Campus Evening Students were not observant of universal 12 of 13 met standard precautions during live work procedures on = 92% each other. These results indicated that more practice work should be done before students are allowed to give services to the public. Students improved in this area because of Tunica Site interest to perform on public clients. 8 of 11 met standard = 80% Increased testing and practicum on knowledge of sanitation, disinfecting and sterilization procedures to include manicure tables, footbath, equipment and implements were implemented to help students accomplish outcome. The students completed research on products 51

used to prevent the spread of disease.

StudentStudent MethodsMethods of of Explain How Results Were Used To Competency Evaluation Standards or Assessment LearningLearning EvaluationEvaluation or or Improve Student Learning, Area Benchmarks Results OutcomeOutcome AssessmentAssessment Curriculum, Or Program Workforce 6. Upon At least 70% of the students Campus Day Campus Day Readiness completion of 1)Safety Standards evaluated with the 6 of 8 met standard = Students required more safety observation the Cosmetology Checklist observation checklist will 75% from faculty during lab work. Students Program, the perform services according showed more safety awareness when student will be to the safety standards Evening Campus instructor was present in lab during services. able to conduct checklist. services in a safe 15 of 15 met standard The two students that did not meet the environment. = 100% standard were given more practice time on manikins than live work. Student’s safety Tunica Site awareness was increased with practice. 11 of 11 met standard Students were given practice test on safety. = 100% Students scored 85 or above on the test.

Evening Campus and Tunica Site:

The checklist allowed students to be better

2)Performance Checklist 70% of students will score Campus Day prepared in the salon for the safety of their at least 85 out of possible 6 of 8 met standard = clients. Repeat use of the checklist helped 100 points on the safety 75% student retain knowledge better and helped to test. maintain the proper objectives for Evening Campus demonstrating safety in the workplace. 15 of 15 met standard = 100%

Tunica Site

11 of 11 met standard = 100%

Academic Program Campus Day, Evening Students showed an increase in scores. Attainment performance TABE Pretest and 70% of the students will and Tunica Students received remediation from special measure: Upon Posttest Scores show an increase in populations during the school year. completion of academic attainment on 8 of 8 = 100% Additional reading and writing assignments the the TABE post-test have been implemented into the curriculum. Cosmetology compared to the TABE Program the pre-test scores. student will demonstrate an increase in academic attainment on the TABE Test.

CULINARY ARTS PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Culinary Arts Program is to prepare students for Statement and Goals: entry-level employment in culinary arts careers. The Culinary Arts To accomplish the institution’s mission, the Culinary Arts Program Technology concentration provides a solid foundation in the methods has adopted the following goals: provide career and technical and science of cooking through exposure to classical, American, and education programs that prepare students to enter the job market or international cuisine, as well as the art of baking and pastries. transfer to a college or university; utilize emerging instructional Special emphasis is placed on culinary tools, equipment, techniques, technology by providing innovative learning opportunities for and specialty ingredients. students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: CULINARY ARTS 2008-2009 Program EVALUATION PLAN

Explain How Results Were Competency Student Learning Methods of Evaluation or Evaluation Standards or Used To Improve Student Assessment Results Area Outcome Assessment Benchmarks Learning, Curriculum, Or Program Culinary Arts 1.Upon completion of • ServSafe • 75% of student • 6 of 13 students • As a result of sanitation Technology CUT, students will be Examination completers will met the standard licensure examination (CUT) able to demonstrate safe receive the ServSafe results, it was food handling and certification. determined that more preparation techniques emphasis should be • Mississippi CPAS • 75% of student Occupational Test: completers will score • 3 of 3 students placed on the Cluster 2: Sanitation basic (50%-69%) met the standard importance of good and Safety performance level on personal hygiene and Mississippi CPAS workplace safety. In an Occupational Test: effort to improve Cluster 2: Sanitation student learning, team and Safety teaching techniques and the inclusion of lecture

• Laboratory • 75% of student series by trained health- observation completers will • 12 of 13 students care professionals were checklist master 80% of the met the standard safety and sanitation employed. techniques listed on the laboratory • Mississippi CPAS observation checklist. Occupational Test: Cluster 2: Sanitation and Safety Scores Student 1 -66.67% Student 2 – 100% Student 3 – 66.67%

• Checklist Scores

Student 1 – 94% Student 2 – 80% Student 3 – 81% Student 4 – 90% Student 5 – 78% Student 6 – 84% Student 7 – 89% Student 8 – 89% Student 9 – 95% Student 10 – 91% 56 Student 11 – 93%

Student 12 – 83% Student 13 – 80%

COAHOMA COMMUNITY COLLEGE

Explain How Results Were Competency Student Learning Methods of Evaluation or Evaluation Standards or Used To Improve Student Assessment Results Area Outcome Assessment Benchmarks Learning, Curriculum, Or Program Culinary Arts 2.Upon completion of • Mississippi CPAS • 75% of students will • 3 of 3 students • As a result of Technology CUT, students will be Occupational Test: score basic (50%- met the standard MS CPAS and guest (CUT) able to demonstrate Cluster 3: 69%) performance satisfaction results, volume food Restaurant and level on MS-CPAS it was determined that preparation Catering cluster 3 techniques more emphasis should be placed on reading comprehension, • Guest Satisfaction • 75% of guests • 150 of 150 met culinary mathematics, Surveys surveyed will rate the standard and test-taking food quantity as strategies. Students “sufficient” on the were scheduled for one- guest satisfaction on-one instruction in survey. the Related Studies laboratory for reading and mathematics.

• Mississippi CPAS Occupational Test: Cluster 3: Restaurant and Catering Scores

Student 1 – 81.82% Student 2 – 63.64% Student 3 - 63.64%

Explain How Results Were Competency Student Learning Methods of Evaluation or Evaluation Standards or Used To Improve Student Assessment Results Area Outcome Assessment Benchmarks Learning, Curriculum, Or Program Culinary Arts 3.Upon completion of • Faculty/Industry • 90% of students will • 13 of 13 students • As a result of mock Technology CUT, students will be panel review of score satisfactory (80 met the standard interview scores, it was (CUT) able to construct a submitted materials points out of a determined that more detailed resume, cover possible 100) in the emphasis should be letter and portfolio panel review of their and complete an prepared resumes, placed on oral application for cover letters and communication and employment. portfolios. interviewing skills. To strengthen oral communication skills, the instructor assigned • Mock Interview • 75% of students will • 10 of 13 students topics for oral score “competent” met the standard presentations to each (75points out of a student. Additionally, possible 100) on the presenters from the mock interview rubric WIN Job Center and Tri-County Workforce Alliance held seminars on professionalism and • Peer Evaluation • 75% of students will • 7 of 13 met the secrets to a successful score “qualified” (75 standard interview. points out of a possible 100) on the peer evaluation rubric.

Explain How Results Were Competency Student Learning Methods of Evaluation or Evaluation Standards or Used To Improve Student Assessment Results Area Outcome Assessment Benchmarks Learning, Curriculum, Or Program Culinary Arts 4.Upon completion of • Mississippi CPAS • 75% of student • 1 of 3 student • In response to the MS- Technology CUT, students will be Occupational Test: completers will score completers met CPAS scores, it was (CUT) able to design a menu, Cluster 4: Division basic (50%-69%) the standard determined that more create a work Management and performance level on emphasis should be schedule, utilize cost Supervision Mississippi CPAS controls to determine Occupational Test: placed on the principles menu pricing and Cluster 4: Division of hospitality provide quality guest Management and supervision and dining services/customer Supervision room management. To relations. strengthen managerial skills, professionals • Written/Practical • 75% of students will • 10 of 13 students from the Mississippi Examinations master 75% of the met the standard State Extension Service material presented on conducted professional the menu development seminars planning/dining room management on budgeting, team written/practical building, and conflict examinations resolution. Additionally, guest chef Gerry Stanford offered a seminar on creative • Guest Satisfaction • 75% of guests • 150 of 150 met menu design. Surveys surveyed will guest the standard services/customer • Mississippi CPAS relations as Occupational Test: “satisfactory” on the Cluster 4: Division guest satisfaction Management and survey. Supervision Scores

Student 1 – 50% Student 2 – 16.67% Student 3 – 0%

DEVELOPMENTAL STUDIES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Developmental Studies Program is to provide the Statement and Goals: learning experiences and support services that allow underprepared To accomplish the institution’s mission, the Developmental Studies students to acquire the academic skills needed to be successful in Program has adopted the following goals: empower students with the college level coursework. The Developmental Studies Program is necessary tools to maximize their potential by providing a network of designed for students who require remedial instruction in reading, support services and activities; utilize emerging instructional language, or mathematics in order to maximize their potential. This technology by providing innovative learning opportunities for students; program assessment plan evaluates students who are enrolled in ensure institutional effectiveness by planning, assessing, and developmental classes due to deficient ACT or placement test scores. evaluating all activities and programs.

DEVELOPMENTAL STUDIES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Competency Student Learning Methods of Evaluation or Evaluation or Assessment Assessment Explain How Results Were Area Outcome Assessment Standards Results Used To Improve Student Learning, Curriculum, Or Program Written 1. Upon completion of Pre and Post Tests Students will score a minimum Pre-Test Engaged students in peer Communication the English of 70% each on the Post Test N=720 responses tutoring Developmental Studies 461 out of 720 Devised student-led course, students will be (64%) question-answer sessions able to demonstrate effective skills in Post Test grammar, usage, and N-720 sentence structure. 594 out of 720 (82.5%) Written 2. Upon completion of Written Performance At least 70% of the students Rubric for Conferred with students Communication the English Assessment Rubric with evaluated will score very good, ENG 1013 one-on-one about outline Developmental Studies the following criteria: good or fair on the written N=20 Allowed students to course, students will word usage, grammar communication rubric Met standard: 16 proofread each other’s demonstrate effective and sentence skills, and (80%) compositions composition skills. the writing process Didn’t meet standard: 4 (20%) Reading 3. Upon completion of Pre and Post Tests Students will score a minimum Pre-Test Involved students in word Comprehension the Reading of 70% each on the Post Test N=720 responses association games and Developmental Studies 399 out of 720 activities course, students will responses Decoded words with demonstrate effective (55.42%) emphasis on prefixes, use and understanding suffixes, roots, etc. of designated Post Test vocabulary in college- N=720 responses level readings. 565 out of 720 (78.47%) Reading 4. Upon completion of Reading Performance At least 70% of the students Rubric for REA Used question-answer Comprehension the Reading Assessment Rubric with will score exceptional, above 1103 sessions on readings Developmental Studies the following criteria: average, and average on the N=15 Required students to write

course, students will word recognition in reading comprehension Met standard: summaries and analyzes demonstrate improved passages and performance rubric 11(73.33%) reading comprehension interpretation of passages Didn’t meet skills. standard: 4 (26.67%) Mathematical 5. Upon completion of Pre and Post Test Students that score at least 70% Pre-Test Curriculum was Reasoning the Mathematical or more on the pre-test, should N=720 responses redesigned based on data Developmental score higher on the post-test at 459 out of 720 analysis from pre- Program, students will the end of the semester in (63.75%) evaluations and ACT demonstrate mastery of comparison to their pre-test scores. Students not skills required to be scores. Post-Test scoring at least 70% were successful in college- N=720 responses enrolled into level math courses. 605 out of 720 fundamentals, beginning, (84%) or intermediate algebra classes. A learning styles survey was administered to aid instructors in preparing lesson instruction that will encompass all learning styles represented. Mathematical 6. Upon completion of Mathematical Assessment At least 70% of students MAT 1103 Skills that were not Reasoning the Mathematical Rubric will gauge the evaluated will score excellent, mastered were re-taught Developmental following: understanding good, fair or poor according to N=54 using peer tutoring and Program, students will of the problem, the mathematical reasoning MyMath Lab online demonstrate mastery of appropriate use of performance evaluation rubric. Met Standard: tutorial as reinforcement. required skills to be information, application 43 (79.62%) Students are to schedule successful in college- of procedures and follow up conferences with level math course representation of analysis Didn’t Meet the instructor after Standard: 11 completing the online (20.38%) tutorial. Manipulative were used to address various learning styles.

EMERGENCY MEDICAL TECHNICIAN-BASIC PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Emergency Medical Technical Program is to Statement and Goals: prepare students for employment as Emergency Medical To accomplish the institution’s mission, the Emergency Medical Technologists in a medical transport facility or agency. Technologist Program has adopted the following institutional goals: provide career and technical education that prepares students to enter the job market successfully; provide innovative learning opportunities utilizing emerging instructional technology; and plan, assess, and evaluate all activities and programs in order to ensure institutional effectiveness.

PROGRAM NAME: EMERGENCY MEDICAL TECHNICIAN 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Competency Student Learning Methods of Evaluation or Evaluation or Assessment Number Meeting Explain How Results Were Used Area Outcome Assessment Standards Evaluated Standards To Improve Student Learning, N N% Curriculum, Or Program (must (actual be in past tense) results) EMT Basic Upon completion of the Mock examinations for the At least 70% of the students The students were given a Care Health Science EMT-Basic Curriculum will pass the Final practice exam to improve test Emergency Medical Computerized Mock scores. Remediation was also Technician Program, credentialing EMT implemented for students. students will be able to Observation Checklist for Examination. 8 8 100% apply knowledge and Emergency Runs skills during EMS At least 70% of the students Scheduled meeting with state operations to clients in will perform satisfactory during director to address the issue with emergency situations. the required five emergency students failure of newly runs. computer-based exam. Upon completion of National Registry of Emergency Medical Emergency Medical Technician 5 0 0% Planned more computer-based Technician Program, Exam – Basic Level At least 70% of the students training for students since the students will be able to will pass the National EMT-B national test is now pass a MOCK EMT-B exam on the first try. computerized. credentialing exam. Successfully navigating computerized test. Upon completion of the Action Plan: Emergency Medical 1. Make all classroom Technician Program, examinations students will be computerized and proficient in standardized. computerized test 2. Make the Final Exam a taking. MOCK EMT exam based on the credentialing exam. 3. Implement an EMT Exam Test Review that will be opened to all former graduates.

COLLEGE-LEVEL GENERAL EDUCATION PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Purpose: Alignment of Program Outcomes with the Institution’s Mission The College-Level General Education Institutional Effectiveness Plan Statement and Goals: is designed to evaluate and measure student learning outcomes To accomplish the institution’s mission, the College-Level General from Coahoma Community College’s general education core. Education Program has adopted the following goals: provide the first two years of college/university parallel programs; provide career and technical education programs that prepare students to enter the job market or transfer to a college or university; provide innovative learning opportunities utilizing emerging instructional technology; and plan, assess, and evaluate all activities and programs in order to ensure institutional effectiveness.

Blue = Number Meeting Standard Red = Number Not Meeting Standard

Green = Explanatory Notes

Due to rounding, percentage totals may not equal 100%

COLLEGE-LEVEL GENERAL EDUCATION PROGRAM 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Methods of Evaluation or Competency Area Student Learning Assessment Used To Improve Student Reporting Party Evaluation or Assessment Outcome Results Learning, Assessment Standards Curriculum, Or Program Written 1. Upon completion Language Arts Research Paper and At least 85% of the total ENG 1113 The English and Foreign Languages Communication of the general Department Composition compositions reviewed N = 96 faculty used results of assessment by improving instruction. The following education core, Grading Rubrics. from Composition II # Met Standard: students will be able Social Science will receive an average writing process steps are now being 74 (77.08%) taught in all Composition courses: to write a clear, Department score of 70% on the # Failed Standard: Steps of the Writing Process well-organized composition rubric. 22 (22.96%) 1) Brainstorming composition and 2) Outlining research paper 3) Organizing Ideas using appropriate At least 85% of the total PSY 1513 4) Writing the Final Draft documentation. research papers N = 70 5) Proofreading reviewed from general # Met Standard: psychology will receive Psychology faculty focused more 39 (55.71%) instructional time on providing a 70% on the research # Failed Standard: thorough discussion of the APA format, paper rubric. 31 (44.29%) as well as devoting instructional time to topic development and research topics. Instructors also noted that the current writing rubric should he revised to improve the assessment of student learning. A revised rubric was developed for the 2009-10 assessment period. Oral 2. Upon completion Language Oral Presentation At least 85% of the total HPR 1121 In reviewing the results of the assessment Communication of the general Arts Department Grading Rubrics oral communication N = 99 of oral communication in HPR 1121, it was found that data may be skewed education core, samples will receive an # Met Standard: students will be able Health and aggregate score of 70 because of misinterpretation of the 19 (19.19%) correct usage of the rubric. In making use to construct and Physical Education out of 100 possible # Failed Standard: of assessment results, HPER faculty deliver a clear, well- Department points on the oral 78 (78.79%) participated in professional development organized oral presentation. centered around assessment and rubric presentation. use. 85% of the total SPT 1113 physical education N = 67 Oral communication faculty have made samples will receive a # Met Standard: the following corrective measures to raise

Explain How Results Were Methods of Evaluation or Competency Area Student Learning Assessment Used To Improve Student Reporting Party Evaluation or Assessment Outcome Results Learning, Assessment Standards Curriculum, Or Program score of 70. 41 (61%) the level of student success with oral # Failed Standard: presentations: increasing the time allowed to prepare for each speech; 26 (39%) increasing the number of exercises on each aspect of delivery; continuing to review previous chapters covered as reinforcement; and incorporating more role playing exercises.

Information 3. Upon completion Language Arts Quality of Research At least 85% of the total ENG 1123 Based on the results of the Spring 2009 Literacy of the general Department Checklists discipline-specific N = 85 assessment of Information Literacy in Composition II classes, instruction was education core, research reports # Met Standard: students will be able reviewed will receive improved in the area of parenthetical 68 (80%) citations within the text of the research to demonstrate an average score of 70 # Failed Standard: paper; correct documentation of sources proficiency in using Business and out of 100 possible in APA and MLA styles, especially on 17 (20%) library learning Computer points on the quality of bibliography pages; and correctly resources. Information research checklist formatting the research paper using an Systems appropriate style. Department CSC 1113 N = 78 Computer Information Systems faculty utilized the results of the Fall 2008 # Met Standard: assessment to improve instruction in the 65 (83.33%) area of using electronic resources and # Failed Standard: applying technology to assist students 13 (16.67%) with correctly citing resources (using Microsoft Word 2007). Technology 4. Upon completion Social Science Technology At least 85% of BIO 1143 Faculty used the results of the Fall 2008 Usage of the general Department Performance presentations reviewed N = 75 assessment to improve the instruction of PowerPoint skills, specifically addressing education core, Checklists for the will receive an average # Met Standard: students will be able Math and Science research reports and score of 70 out of 100 choosing an appropriate background, use 59 (78.67%) of graphics, and improving the content to identify and use Department oral presentations. possible points on the # Failed Standard: and accuracy of information included in appropriate technology performance 16 (21.33%) presentations. computer Business and checklists. applications. Computer Based on the results, the presentation of Information CSC 1113 PowerPoint to Computer Concepts was Systems N = 85 enhanced to place stronger emphasis on Department # Met Standard: the importance of presentation development and the appropriate use of 70 (82.35%) graphics. The technology rubric # Failed Standard: developed by the faculty was identified 15 (17.64%) as requiring revision.

Explain How Results Were Methods of Evaluation or Competency Area Student Learning Assessment Used To Improve Student Reporting Party Evaluation or Assessment Outcome Results Learning, Assessment Standards Curriculum, Or Program Faculty noted that students learn best by HIS 1123 thinking about what they are doing. After scoring each of the student’s Power N = 63 Points using the rubric, a copy of the # Met Standard: rubric and the PowerPoint presentation 42 (66.67%) was returned to the student to view # Failed Standard: deficiencies. As a class, these PowerPoint presentations were presented 21 (33.33%) by volunteers. Students were able to better understand how their scores were calculated as well has how to improve their PowerPoint presentations in the future. This practice has been found to be successful and will be ongoing. Problem Solving 5. Upon completion Math and Science Performance At least 85% of the total PHY 2243 Based on the assessment results, Physical of the general Department Criteria Checklists. individual problem- N = 25 Science faculty reviewed the steps of the problem solving process, focusing more education core, solving projects # Met Standard students will be able Embedded Test reviewed will receive on individual one- on- one question and 18 (72.00%) answer sessions to help students grasp to use mathematics Questions an average score of 70 # Failed Standard the problem solving process. These and science out of 100 possible 7 (28.00%) sessions helped students achieve the reasoning to solve points on the problem desired result in problem solving. problems. solving rubric. MAT 1313 As a result of the assessment data, At least 85% of students N = 79 College Algebra faculty developed a will answer college # Met Standard placement scale based on ACT scores to algebra embedded test augment the student’s skill level in 56 (70.88%) mathematics. In addition, a decision to questions with 70% # Failed Standard include additional problem solving accuracy. 23 (29.11%) exercises using MyMathLab to enhance problem solving was made. Historical and 6. Upon completion Fine Arts Cultural Awareness At least 85% of the total HIS 2213 To help foster historical and cultural Cultural Awareness of the general Department Grading Rubric social science N = 14 awareness, American History Students education core, assignments reviewed # Met Standard: were required to write an essay in which students will be able Embedded will receive an average 50 (50%) they adopted the persona of a living person between 1620 and 1865. to analyze how Social Science Questions score of 70 out of 100 # Failed Standard: Although the students grasped the history and culture Department possible points on the 50 (50%) historical time period very well, affect society. cultural awareness deficiencies were identified in formatting rubric. MUS 1113 and mechanics. These papers were N = 41 reviewed after asking students to correct # Met Standard (Q1): their errors. The corrective efforts will be 31 (75.6%) continued as ongoing initiatives for # Failed Standard (Q1): enhancing student awareness.

Explain How Results Were Methods of Evaluation or Competency Area Student Learning Assessment Used To Improve Student Reporting Party Evaluation or Assessment Outcome Results Learning, Assessment Standards Curriculum, Or Program 10 (24.4%) The results from the embedded test At least 85% of students questions reveal that a small percentage will answer embedded MUS 1113 of the students were unable to retain music appreciation N = 41 accurate information. The correct answers to the questions should have problems with 70% # Met Standard (Q2): been ascertained from lectures given accuracy. 29 (70.73%) within approximately seven weeks. A # Failed Standard (Q2): decision was made by the music 12 (29.27%) appreciation faculty to incorporate a timeline special project that will recap MUS 1113 pertinent information before new N = 41 chapters/lectures are introduced. This # Met Standard (Q3): implementation should enhance students’ retention of important information. If 24 (58.53%) found to be successful, the practice will # Failed Standard (Q3): be adopted as ongoing. 17 (41.47%)

ART 1113 N = 30 # Met Standard (Q1): 21 (70%) Art Appreciation faculty utilized the At least 85% of students # Failed Standard (Q1): results to improve the curriculum by will answer embedded 9 (30%) creating a PowerPoint presentation art appreciation concept for student paper and/or problems with 70% ART 1113 presentations; in addition, faculty have accuracy. N = 30 modified the curriculum to include more # Met Standard (Q2): instruction on research materials. 21 (70%) # Failed Standard (Q2): Historical and 9 (30%) Cultural Awareness (continued) ART 1113 N = 30 # Met Standard (Q3): 28 (93.33%) # Failed Standard (Q3): 2 (6.67%)

Explain How Results Were Methods of Evaluation or Competency Area Student Learning Assessment Used To Improve Student Reporting Party Evaluation or Assessment Outcome Results Learning, Assessment Standards Curriculum, Or Program Critical Thinking 7. Upon completion English and Critical Thinking At least 85% of the ENG 2233 After reviewing the results of the Spring of the general Foreign Languages Rubric critical thinking N = 24 2009 assessment of critical thinking, both education core, assignments reviewed # Met Standard: American and World Literature faculty students will be able will receive an score of 8 (33.33%) revised the rubric to clarify the process of evaluation, implemented a survey to to demonstrate the 70 out of 100 possible # Failed Standard: gather information to discover other ability to think points on the critical 16 (66.67%) teaching strategies to improve student critically about a thinking rubric. learning, and devised other strategies to problem and ENG 2433 improve interactive participation, such as formulate possible N = 58 debating and providing situations for peer conclusions and/or # Met Standard: teaching. All efforts found to be solutions as 39 (67.24%) successful at enhancing critical thinking appropriate. # Failed Standard: skills will be ongoing.

19 (32.76%)

HOTEL & RESTAURANT MANAGEMENT TECHNOLOGY PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Hotel & Restaurant Management Technology Statement and Goals: Program is to prepare students for entry-level employment in careers To accomplish the institution’s mission, the Hotel & Restaurant as managers/supervisors in the hospitality and tourism industry. Management Technology Program has adopted the following goals: provide career and technical education programs that prepare students to enter the job market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: HOTEL & RESTAURANT MANAGEMENT TECHNOLOGY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Competency Student Learning Methods of Evaluation or Evaluation Standards or Assessment Used To Improve Student Area Outcome Assessment Benchmarks Results Learning, Curriculum, Or Program Hospitality 1. Upon completion CPAS Test for Hospitality and 70% of students who take the No students were tested MS-CPAS Scores: and Tourism of the HRT Tourism Management on the exam will meet the basic this year. There are no results. Industry Program, the Hospitality Tourism Cluster #1 performance level on the MS- students will be CPAS Internet ready computers were able to trace the added so more students could growth and development of work in the classroom with the hospitality instructor input. industry.

Group study sessions were 2. Upon completion Pre/Post Test 70% of the students will score 54% of student scored scheduled for students who of the HRT 75% or higher on the Post Test 75% or higher on Post needed it. Program, the compared to Pre-Test. Test. students will be Extra oral reviews were given by able to define service. the instructor before post tests were given. 3. Upon completion of the HRT Sample test questions were given program, the to students to take home and students will be review. able to demonstrate an 61% of students scored Students were given extra guided understanding of Presentations evaluated using 70% of students will score 75% 75% or higher on this practice and time after class to the background, presentation rubric. Using or higher on this presentation. context, and computer application software presentation. work on reports and research career to create reports and present information. opportunities that findings to the class. exist in the hospitality industry.

Hospitality 1. Upon completion CPAS Test for Hospitality and 70% of students will meet No students were tested There are no results. Supervision of the HRT Tourism Management on the basic(50%-69%) performance this year. Program, the Hospitality Tourism Cluster #4 level score on the CPAS students will be able to

demonstrate proficiency in State Delta Epsilon Chi 70% of student participants will 41% of student Students were assigned more real communication Leadership Conference place in state competition participants placed in world activities such as case skills, leadership state competition. studies, scenarios and electronic skills, and tests. supervisory skills.

38% of student Students were given sample test 2. Upon completion American Hotel and Lodging 70% of students will score 70% of the HRT Educational Institute Exam or higher on the AH&LA exam participants scored 70% question to take home and study Program, the or higher on the AH&LA to prepare for this exam. students will be able to Students were remediated on demonstrate supervisory skills and leadership proficiency in skills on a weekly basis. analyzing the management Teacher assigned chapter study functions and questions to be completed by roles. students weekly.

Marketing 1. Upon completion Hospitality of the HRT Field Project checklist 70% of students will score 58% of students scored Students were given extra time in Program, the 75% or higher on the project 75% or higher on the class to research this project. students will be checklist. project checklist. Deadline was extended. able to apply

concepts of the purchasing functions of hotel MS-CPAS for Hospitality and 70% of students will meet There were no students There are no results. and/or restaurant Tourism Management on the basic(50%-69%) performance tested this year. management as Hospitality Tourism Cluster #5 level score on the CPAS well as a practical marketing plan for implementation.

2. Upon completion of the HRT 50% of students tested A decision was made to offer program, the Students will take the NRAEF 70% of students will score 75% scored 75% or higher on extra study sessions for the students will be Marketing Hospitality or higher on the Marketing the exam. students who need them. able to develop a Certification Exam. Hospitality Certification Exam,

marketing plan at taken during the Marketing the unit level Hospitality Course. Further, a two-day review session which includes a was administered by the mission instructor. statement, well- defined objectives, and specific strategies and tactics by which to achieve those objectives. Restaurant 1. Students will be and Catering able to design a Menus graded with rubrics. 70% of students will score 75% 70% of the students Benchmarks were met. No action Operations menu and a or higher on the menu rubric. scored 75% or higher on is necessary. To reinforce these scaled restaurant the menu rubric. skills, students visited local facility, upon restaurants to study menu formats completion of the HRT Program. Restaurant drawing evaluated 70% of students will score 75% 80% of students scored and styles. Further, students using a checklist. or higher on the drawing 75% or higher on the collected menus from some of the

checklist. drawing checklist. restaurants to get ideas on how to 2. Upon completion create their own menus. of the HRT Program, the students will be able to MS-CPAS for Hospitality and 70% of students will meet No students were tested demonstrate the Tourism Management on the basic(50%-69%) performance this year. There are no results. importance of the Hospitality Tourism Cluster #3 level score on the CPAS menu to food service operations, facility design, and cost standards.

Sanitation and 1. Upon completion Hospitality and Tourism 70% of students will score at No students were tested Safety skills of the HRT Management on the Sanitation the basic performance level this year. There are no results. program, the and Safety CPAS - Cluster #2. (50-69%) on the CPAS Test for student will be Hospitality and Tourism able to Management on the Sanitation

demonstrate and Safety Cluster. sanitation and safety skills to operate a food service Student progress monitoring 70% of students will show 85% of student showed The teacher administered establishment. measurable improvement from measurable improvement diagnostic tests at mid-term to pre-assessment compared to from pre-assessment to better assess the needs of the mid-assessment. mid-assessment. students and used this data for remediation.

2. Upon completion of the HRT Students will take the NRAEF 70% of the students will score 67% of the students Students were remediated on program, the ServSafe Certification Exam. 75% on NRAEF ServSafe scored 75% or higher on sanitation and safety skills using students will be Certification Exam, taken at the the NRAEF ServSafe video analysis, case studies and certified in food end of the Sanitation and Certification Exam. mock demonstration. A seminar handling Safety Course. and retest of exam were offered. sanitation.

INDUSTRIAL MAINTENANCE MECHANICS PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Industrial Maintenance Mechanics Program is to Statement and Goals: prepare students for entry-level employment as multi-skilled To accomplish the institution’s mission, the Industrial Maintenance maintenance mechanics who are responsible for assembling, Mechanics Program has adopted the following goals: provide career installing, and maintaining/repairing machinery used in the and technical education programs that prepare students to enter the manufacturing process. Students receive basic instruction in a wide job market or transfer to a college or university; utilize emerging variety of areas including machinery installation, maintenance, and instructional technology by providing innovative learning troubleshooting/repair; principles of hydraulics and pneumatics; basic opportunities for students; ensure institutional effectiveness by welding and cutting operations; basic machining operations; planning, assessing, and evaluating all activities and programs. fundamentals of piping and pipefitting; and fundamentals of industrial electricity.

PROGRAM NAME: INDUSTRIAL MAINTENANCE 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE Explain How Results Were Used Competency Student Learning Methods of Evaluation or Evaluation Standards or Assessment To Improve Student Learning, Area Outcome Assessment Benchmarks Results Curriculum, Or Program Industrial 1.Upon completion of Safety Observation Checklist At least 65% of the students 21 of 32 students the Teaching strategy has changed to Safety the Industrial completing the program will program scored above 80% include more pop quizzes and a one- Maintenance Program, score 80% or above on the of the safety checklist on-one check on safety students will be able to safety observation skills measurement for check off. follow proper general checklist. 100% of the students scored safety practices used in above 80% on the exam. industries and shops. Safety Exit Exam At least 65% of the students completing the program will Only 1 of the 3 students score 80% or above on the taking the Mississippi – safety exit exam. CPAS made the 50-69%

MSCPAS Cluster 1(Tools and At least 70% of the students Mechanical Components) will pass the MSCPAS with at least a basic performance level (50% - 69%) Power Tool 2.Upon completion of Performance checklist At least 65% of the students 30 of 32 students completed There is more concentration on the Applications the Industrial completing the program will 75% of the performance one-on-one study and study of the Maintenance Program, score 65% or above on the check list. piping system to increase the students will be able to performance skills checklist. knowledge and understanding. This demonstrate the safe Only 1 of the 3 students has helped the students to and proper use of MSCPAS Clusters 2 (Piping At least 70% of the students taking the MS CPAS understand and apply the principles power tools including and Hydro-Testing) & 3 will pass the MS CPAS with at performed at an acceptable when working in the Lab. Piping and Hydro (Industrial Electricity) least a basic performance level level on the MS CPAS on Testing (2) (50% - 69%) cluster 2 (Piping and Hydro- testing) and also on cluster 3 (Piping). Blueprint & 3. Upon completion of Sketching the Industrial MSCPAS Clusters 1 (Tools At least 70% of the students Of the 3 Students taking the For instruction in this skill, Maintenance Program, And Mechanical Components) will pass the MS CPAS with at MS-CPAS, 2 students made individual attention for each student students will be able to & 4 (Welding) least a basic performance level 50-69% in cluster 1 (Tools is needed. In making use of results, effectively interpret (50% - 69%) and Mechanical the one-on-one has been offered at a blueprints & sketches Components)) and cluster 4 convenient time for the student. This for troubleshooting (Welding ) has given the students a boost and machines, pumps, further has enhanced their skill motors and electrical levels. wires.

Math & 4. Upon completion of At least 65% of the students 32 students took the Math The deficiency has been identified to Measurement the Industrial Exit Exam completing the program will test in class with only 13 be in performing operations with Maintenance Program, pass the exit exam. (41%) of those students fractions. In using assessment students will be able to scoring 70% or above in results, additional practice and demonstrate the proper their fractions. instruction in fractions has been use of measuring tools At least 70% of the students added in the program. and math as it applies MSCPAS Cluster 1(Tools and will pass the MS CPAS with at On their MS-CPAS 100% of to the use of Mechanical Components) least a basic performance level the 3 students made the 50- micrometers, calipers, (50% - 69%) 69% basic for cluster 1 dial indicators, etc. (Tools and Mechanical Components). Precision 5. Upon completion of Machine the Industrial At least 70% of the students 8 of 32 students returned for In making use of results, instruction Operations Maintenance Program, MSCPAS Cluster 2 (Piping will pass the MS CPAS with at completion but only 3 of was changed to include more students will be able to and Hydro-testing) least a basic performance level those took the Mississippi- concentration on the study of demonstrate the safe (50% - 69%) CPAS. One of the three machine set-up and part description. and proper use of an (33%) achieved the 50 – This gave the students a broader engine lathe. 69% (basic) score. understanding of the machine and its operation.

MEDICAL BILLING AND CODING TECHNOLOGY TWO-YEAR PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Medical Building and Coding Two-Year Program Statement and Goals: is to prepare students for entry-level employment in physician offices, To accomplish the institution’s mission, the Medical Billing and hospitals, outpatient facilities, mental health clinics, nursing home Coding Two-Year Program has adopted the following institutional facilities, and insurance companies. goals: provide career and technical education programs that prepare students to enter the job market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: MEDICAL BILLING AND CODING TECHNOLOGY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Evaluation Explain How Results Were Used To Methods of Evaluation Assessment Competency Area Student Learning Outcome Standards or Improve Student Learning, Or Assessment Results Benchmarks Curriculum, Or Program Code Assignment 1. Upon completion of the 1. Clinical 1. 75% of students 1. 5 out of 8 students 1. Results were used in the Medical Billing and Coding Classification will pass (62.5%) were able to determination to make adjustments Technology program, the Content Area of Clinical abstract pertinent in case study and coding scenario students will be able to CCA exam Classification information from case selection. Further, a decision was abstract information from Domain 3using Content Area of studies and coding made to to place stronger emphasis source documents to case studies and CCA exam determine appropriate coding scenarios. Domain 3. scenarios. on official coding guidelines in diagnoses and procedures pre-requisite courses and in the assignment. current course.

2. Medical Billing 2. 75% of students 2. 5 out of 8 (62.5%) and Coding will pass students were able to Checklist, Medical Billing assign the appropriate Advanced Coding and Coding codes according to Section, numbers Checklist, official coding 1. Advanced Coding Section, guidelines. numbers 1.

2. Upon completion of the 1. Directed Practice 1. 80% of students 1. 4 out of 4 students 2.- A decision was made to place Medical Billing and Coding Coding Evaluation, will pass sequenced codes stronger emphasis on sequencing Technology program, the Page 10, Item 7. Directed appropriately on in pre-requisite courses and in the students will be able to assign Practice Coding Directed Practice. current course. Further the appropriate code(s) to the Evaluation, improvements include highest level Page 10, Item 7. administering the practice at different intervals through the 3. Practice National 2. 75 % of students 2. 4 out of 8 semester and establishing more CCA Exam, will pass students successfully Direct Practice sites and Clinical Clinical passed practice CCA introducing students to Encoders. Classification Classification exam. Area, Domain 3. Area, Domain 3 4. of National CCA Exam.

Billing Process 1. Upon the completion of the 1. Passing Medical Billing 1. 80% of students will 1. 6 out of 7 students 1. Benchmark was met, but Medical Billing and Coding and Coding Checklist, pass Medical Billing and (85%) were able to instructor decided to Technology program, the Medical Insurance Coding Checklist, Medical determine the source of include additional students will be able to identify Billing Section, number Insurance Billing Section, various charges. instructional material and and investigate health plan 2. number 2. provide a larger variety of payment denials. case scenarios to enhance instruction.

Identify Medical Upon completion of the Medical 1. CD exercises. 1.75% of students will 1. 12 out of 15 students 1. The benchmark was met, Terms Billing and Coding Technology pass CD exercises. (80%) passed CD but instructor decided to Program, the student know exercises. enhance instruction by

medical terms related to body implementing an online systems. companion to help students 2. Pre and Post test 2. 75% of students will pass Pre and Post test. 2. 12 out of 15 students learn terms. Further, the (80%) passed Pre and instructor asked for a Post test. projector and computer(s) so that additional supplemental aids could be utilized. Health Record 1. Upon completion of the 1. Practice CCA Exam, 1. 80% of students will 1. 8 out of 13 students 1. Instructor decided to Content and Medical Billing and Coding Data Records and Content, pass Data Records and (62%) passed practice utilize lab time more Structure Technology program, the Content Area, Domain 1. Content, Content Area, National CCA Exam, effectively. Additionally, student will be able to recognize Domain I of National Data Records and the instructor decided to and understand the content of CCA Exam. Content Area, schedule field trips to health records in various healthcare settings Domain I. various health care organizations and bring in speakers who work in health information management. Problem 1. Upon completion of the 1. Pre and post test. 1. 80% of students will 1. 4 out of 7 students 1. The instructor decided to Management Medical Billing and Coding pass Pre and Post (57%) passed the introduce various Conflict Resolution Technology program, the test. chapter(s) pre and teaching methodologies students will be able to apply post test. to meet each student’s problem solving and conflict learning style(s). The resolution skills to given case studies. instructor also decided to give more outside class

assignments. 82

2. 4 out of 7 students Instructor decided to 2. 75% of students will 2. Practice RMA, Part I, (57%) passed RMA request computers and pass RMA (AMT) E and CMA, Part I, D (AMT) Practice Exam, have them installed so exam(s). Practice Exam, Part I, Part I, E and 4 out of 7 that students were able E and CMA (AMT) Practice Exam, Part I, students passed CMA to take Practice exams D. (AMT) Practice Exam, electronically. Part I, D.

1. 4 out of 7 students Instructor decided to place 2. Upon completion of the 1. Passing RMA (AMT) 1. 75% of students will (57%) passed the greater emphasis on Medical Billing and Coding Practice Exam, Section pass RMA (AMT) Practice RMA Section I, A and D of Technology program, the I, A and D. Practice Exam, (AMT), Section I, A the Practice RMA students will be able to Section I, A and D. and D exam. (AMT) exam and interpret legal and ethical responsibilities of office concentrate on test personnel. taking strategies.

MEDICAL OFFICE TECHNOLOGY DEGREE PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Medical Office Technology Program is to prepare Statement and Goals: students for entry-level office positions in hospitals, doctors’ offices, To accomplish the institution’s mission, the Medical Office health clinics, insurance companies, and other health-related Technology Program has adopted the following goals: provide career organizations. Students will develop skills using medical terminology, and technical education programs that prepare students to enter the accounting, transcription, coding, and computer software job market or transfer to a college or university; utilize emerging applications. instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: MEDICAL OFFICE TECHNOLOGY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Methods of Evaluation Evaluation Standars or Assessments Used To Improve Student Competency Area Student Learning Outcome Or Assessment Benchmarks Results Learning, Curriculum, Or Program Communication 1. Upon completion of the 1. Medical business 1. At least 70% of students 1.Twenty-one students 1.To increase student Medical Office program, the Documents: medical will score 75% or above composed medical business performance on the student student will be able to compose memos and letters on medical business documents: memos, and learning outcome the written documents effectively. samples rubric document grading rubric. letters. 18 students out of 21 instructor made a decision to (86%) students met the incorporate peer tutoring and standards on letters and writing practice activities. memos.

2. Upon completion of the 2a. Medical office 2a. At least 70% of 2a.Twenty-one (100%) 2. To enhance MSCPAS Medical Office Program, the simulation modules students will scores 75% students met the standards on scores, students were given a student will be able to interpret activities. or above on the Medical the Medical office simulation practice assessment to help usage of medical terminology office simulation modules modules activities. prepare for the exam. effectively. activities.

2b. MSCPAS/ Communication Cluster 2 2b. Students will score 2b. Nine student took the basic (50%-69%) or above MSCPAS and 8 out 9 on MSCPAS Cluster 2 students met the standards of the score basic (50%-69%) on MSCPAS Cluster 2 Management and 3. Upon completion of the 3A. Computer 3A.. At least 70% of 3A.Fourteen students Operation of the Medical Office Technology performance skills rubric students will score 70% or completed the performance • All three Computer program the student will above on the Computer skills checklist. 14 students benchmarks were demonstrate proficiency in Performance Skills of 14 (100%) met standards met. No action managing and operating the Checklist on Performance skills necessary. computer. checklist.

3B. Office Professional 3B. At least 70% of 3B. Seven student completed Trainee Evaluation rubric students will score 75% or the Office procedures above on the Employee Internship. 6 out of 7 (85%) Evaluation - Supervised met standards the Office Workplace Experience Professional Trainee rubric. Evaluation rubric

3C. MSCPAS/ 3C. At least 70% of 3C. Eight students took the Management and students will score basic MSCPAS- Cluster 1 Operation of the (50%-69%) or above on assessment. 7out of 8 Computer Cluster 1 MSCPAS Cluster 1. (86%) met standards on standards MSCPAS- Cluster 1

4. Upon completion of the 4A. Business Document 4A. At least 70% of 4A.Twenty-one students Although the benchmarks Word Processing Medical Office Technology Grading Rubric students will score 75% or completed the word were met, some actions were program, the student will be above on the word processing Business taken to enhance instruction. able to utilize a word processing processing skills Document Grading Rubric. To increase student software package to create, application rubric. 19 out of 21 (90%) performance on the student

format, and edit various achieved standards listed learning outcome the instructor gave a student Medical documents with speed on the Business Document 4B. Document Production assignment in which students and accuracy. Grading Rubric. Rating Form 4B At least 70% of collected five different types

students will select to documents to share with appropriate software and 4B.Twenty-one students classmates with students key three business completed the business working in teams to evaluate documents with speed and documents: 15 out of 21 the documents. accuracy in 60 minutes. (71%) achieved standards listed on the Document Production Rating Form. Further, to increase students word processing skills the 4C. MSCPAS/Word 4C. At least 70% of 4C. Eight students took computer lab remains open Processing Cluster 3 students will score basic the MSCPAS- Cluster 3 two extra hours daily to (50%-69%) or above on assessment. 7out of 8 accommodate students who MSCPAS Cluster 3. do have access to a computer (86%) achieved standards on standards MSCPAS- away from school. Cluster 3

Financial 5. Upon completion of the 5. Business math student 5. At least 70% of students 5. Twenty-two students 5. Benchmark was met. No Application Medical Office Technology work samples will score 75% or above completed work samples for changes necessary. Program, the student will be on the medical billing business math 18 out of 22 able to demonstrate knowledge concepts assessment (82%) students met the of medical accounting concepts. standards on the collections of student work samples. 6.Upon completion of the 6A. At least 70% of 6. To increase student Medical Office Technology students will score 75% or 6A.Seven student completed performance on the student Program, the student will be above on the Employee the Office procedures learning outcome the able to apply appropriate Evaluation - Office Internship. 6 out of 7 (86%) instructor made a decision billing codes to patient’s Professional procedures met the standards listed on to: records. 6A. Office Professional the Office Professional • Spend additional Trainee Evaluation rubric Trainee Evaluation rubric

time reviewing the 6B. MSCPAS/ Financial 6B.At least 70% of 6B.Eight students took the basic math skills. Application Cluster 4 students will score basic MSCPAS/ Financial • Encourage (50%-69%) or above on Application Cluster 4 students to go to MSCPAS Cluster 4 assessments. computer math lab 5students out of 8 students for addition self (62.5%) achieved standards help. on MSCPAS • Offer tips on test- Cluster 4 taking skills

Overall Academic Upon completion of the TABE pre and post test 70% of the students will 9 out of 9 (100%) students Standard was met. Nine Attainment of Medical Office Technology show an increase in met standard on the TABE students earned an Associate Program Students program the student will academic attainment on post test. of Arts degree. Six are demonstrate academic the TABE post-test employed in field trained attainment in reading, math compared to the TABE areas. Two are continuing and language. pre-test scores. education in field related area.

PHLEBOTOMY PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN

2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Phlebotomy Program is to prepare students for Statement and Goals: employment in the healthcare workplace in both non-invasive To accomplish the institution’s mission, the Phlebotomy Program has cardiology as an EKG technologist and in the Laboratory as a adopted the following institutional goals: provide career and technical phlebotomist. education that prepares students to enter the job market successfully; provide innovative learning opportunities utilizing emerging instructional technology; and plan, assess, and evaluate all activities and programs in order to ensure institutional effectiveness.

ALLIED HEALTH PHLEBOTOMY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Used Competency Student Learning Methods of Evaluation or Evaluation Standards or Assessment To Improve Student Learning, Area Outcome Assessment Benchmarks Results Curriculum, Or Program Core Upon completion of 1. Classroom 1. 70% students will 1. 86% students had an Benchmarks were met. The Knowledge the Phlebotomy assignments/test achieve 80% or average grade of following observations and Program, students 2. Laboratory better average on 80% or better on resulting actions were made: will be able to competency check classroom classroom 1. Entering students into the phlebotomy program had an demonstrate a basic offs assignments/test assignments/test. average reading knowledge of 3. Clinical Procedures 2. 70% will complete 2. 100% completed comprehension and math Phlebotomy and check offs all laboratory check laboratory check skills at 10th grade level EKGs offs offs according to the TABE test. 3. 70% will complete 3. Beginning clinical For this reason, the 1st 3 clinical check offs rotations, clinical meetings of the class was check offs to be dedicated to remedial reading assessed. and math skills. 2. Also evaluated additional course materials for readability to assist students. 3. Added a note taking and reading outline lecture.

Clinical Upon completion of 1. Laboratory 1. 70% students will 1. 100% students Competency the Phlebotomy competency check successfully completed all Benchmarks were met. Monitoring Program, students offs complete all required laboratory will be continued in assuring that the will be able to work 2. Clinical procedures laboratory check check offs assessments are adequate for measuring whether students are independently in the check offs offs 2. 100% students sufficiently prepared to work phlebotomy field. 3. Completion of 120 2. 70% students will completed all independently. sticks in the successfully required clinical clinical rotations complete all check offs 4. Completion of 120 clinical check offs 3. 100% completed clinical clock hours 120 sticks in the clinical 4. 100% completed rotations 120 clock hours

Written Upon completion of Faculty At least 70% of the total The Phlebotomy Students The benchmark was met with 100% Communication the Phlebotomy 1. The students were also resumes reviewed will met 100% of the set of the class averaging above 70% Program, students assigned a resume to receive an average score standard for producing a after 2 drafts of the resume. Efforts will be able to write compile and write. of 80 out of 100 possible resume with an average will be continued to assure that students have attained adequate a clear, well- Students were assessed points on the resume score of 90%. Two drafts writing skills. organized resume with the resume rubric. rubric. were submitted before the using appropriate final resume was graded. documentation. Faculty The Phlebotomy faculty will use the results to improve student learning, curriculum, or the program. Faculty will document these changes and/or improvements on this form. Information Upon completion of Faculty At least 70% of the total The Phlebotomy Students The benchmark was met with 100% Literacy the Phlebotomy The Phlebotomy faculty will occupational-specific met 100% of the set of the students obtaining greater Program, students assign occupational-specific assignments reviewed standard for Information than 70% on the assignment. The will be able to assignment that require will receive an average Literacy with an average assignment will be refined to measure student attainment of other demonstrate students to utilize the score of 80 out of 100 score of 81% on internet key research skills. proficiency in using resources available through possible points on the resource assignment. library resources by the institution’s Library and quality of research performing the Learning Resources Center. checklist. following skills: a. use online computerized catalog to locate information; b. construct a basic keyword search to retrieve materials in a general electronic database;

Technology Upon completion of Faculty At least 70% of the total The Phlebotomy students Benchmark was met. The Usage the Phlebotomy The faculty will assign at oral presentations met 100% of the assignment was deemed Program students will least one occupational- reviewed from Technology Usage beneficial for students and will be able to demonstrate specific project that require Phlebotomy class will Proficiency. be continued with monitoring. proficient technology students to be proficient in receive an average score

skills. using the Internet and in of 80 out of 100 possible applying appropriate points on the technology computer applications. performance criteria checklist for oral presentations.

Overall Upon completion of Faculty The Phlebotomy students All 13 completed the The benchmark was met. attainment of the Phlebotomy Faculty will submit the will pass the clinical clinical competencies. Instructional strategies found Occupational Program, students will results of clinical competencies which are (100%) valuable in the 2007-08 cycle will Skills be able to demonstrate evaluations demonstrating based on the minimal be continued in the 2008-09 cycle. proficient the student’s ability to acceptable standards of occupational-specific perform occupational industry, and complete a skills. specific skills. cumulative final exam with a minimum of 70%.

POLYSOMNOGRAPHY PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Polysomnography Program is to prepare Alignment of Program Outcomes with the Institution’s Mission students for employment in a sleep-related breathing disorders Statement and Goals: laboratory or in a sleep disorders center as sleep technologists who To accomplish the institution’s mission, the Polysomnography performs sleep studies to assist physicians and treat patients with Program has adopted the following goals: provide career and sleep disorders. technical education programs that prepare students to enter the job market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PROGRAM NAME: POLYSOMNOGRAPHY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE Explain How Results Were Competency Student Learning Methods of Evaluation Evaluation Standards or Assessment Used To Improve Student Area Outcome or Assessment Benchmarks Results Learning, Curriculum, Or Program Attrition / 1. Upon completion of Final Enrollment Rate At least a 70% completion rate Of the 10 students that The primary cause was financial Retention the Polysomnography for the Polysomnography started the program, 5 due to the fact that the cost of Program, 70% of the Program graduated (50%). the program is $2,300 and there students who started is no financial aid. the program will

complete the program We set up a payment plan but most were not able to keep to the plan. Positive 2. Upon completion of Graduates’ Employment At least 70% of the graduates Program is ongoing. Will TBA Placement the Polysomnography Rate will obtain employment or assess after completion. Program, students will continue their education within Action: Continue to monitor obtain employment or 6 months of graduation. continue their education within six months of graduation

Technology 3. Upon completion of Resume Rubric At least 70% of the resumes 100% of the students 1. The students met 100% of Usage the Polysomnography will receive an average score of completed a resume the set standard for resumes Program, students will 85 out of 100 possible points scoring 100 pts of 100 pts. with an average score of be able to demonstrate on the technology performance 100%. Two drafts were proficient technology checklist for technology usage. submitted before the final skills. resume was graded.

2. Action: Continue to monitor.

Occupational 4. Upon completion of Final 1. Class is ongoing. TBA TBA Skills the Career-Technical Exit Exam Results/Clinical Polysomnography Evaluations 2. To be assessed. Program, students will be able to demonstrate Employers Survey Results 3. To be assessed. proficient occupational- specific skills. Graduates Survey Results

PRACTICAL NURSING PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Practical Nursing Program is to prepare students for careers as practical nurses. The Practical Nursing Program prepares students to assist in providing general nursing care under Alignment of Program Outcomes with the Institution’s Mission direction of a registered nurse, physician, or dentist. Statement and Goals: To accomplish the institution’s mission, the Practical Nursing Program has adopted the following goals: provide career and technical education programs that prepare students to enter the job market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

PRACTICAL NURSING 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Assessmen Explain How Results Were Used To Improve Student Learning Outcome Methods of Evaluation Evaluation Standards or t Student Learning, or Assessment Benchmark Results Curriculum, Or Program 1. Upon completion of the Performance Check Student must master at least 85% 95% Benchmark was met. Evaluation standard Practical Nursing Program, list of the related skills on the achieved (benchmark) will be changed to 90%. For the students will be able to performance check list goal 2009-10 assessment cycle, another manikin and demonstrate clinical some other specialty equipment were ordered to proficiency in the allow for increased student access for skills performance of urinary practice. catheterization. 2. Upon completion of the Performance Check Student must master at least 90% 100% Benchmark was met. Instructors signed Practical Nursing Program list of the related skills on the achieved endorsements for certification after state boards the student will be able to performance check list and goal were passed. safely initiate intravenous Goal related questions correctly answer 80% of the goal Additional IV simulation equipment was therapy. on course related questions on the course ordered for the 2009-10 year. examinations examinations 3. At the completion of the Performance Check 90% of the students will be able 100% The benchmark was met. In an effort to enhance Fundamentals of Nursing list calculate drug dosages and achieved learning for students regarding drug dosages Lab/Clinical (PVN 1436), conversions among metric and goal and conversions, a decision to offer remedial students will be able to Clinical rotation household measurements math to better prepare students for medication apply the principles of calculation was made. medication administration. 90% of the students will 100% demonstrate the role of the achieved practical nurse in the goal administration of medications.

90% of the students will review 100% medication orders for possible achieved revision or discontinuance. goal

4. Upon completion of Completion of resume 100% students will be able to 100% met Benchmark was met. The assignments were Nursing Transition (PVN successfully prepare a resume goal deemed valuable as both teaching and 1914), students will be able meeting predetermined standards assessment tools and will be continued in the to demonstrate successful 2009-10 year. business employment skills. Completion of 100% of the students will be able 100% met application for work to successfully fill out an goal application for a job.

Completion of a letter 100% of the students will be able 100% met of resignation to successfully write a letter of goal resignation meeting standards of good business practice

Program Administrative Assessmen Explain How Results Were Used To Improve Methods of Evaluation Evaluation Standards or Outcomes t Student Learning, or Assessment Benchmark Results Curriculum, Or Program

1. Upon completion of the Licensure Exam At least 70% of all graduating Spring Students are meeting standard. State Practical Nursing Program, NCLEX-PN® students who apply to take this Class = Curriculum was changed in 2008 by eliminating students will be prepared to exam will pass the exam 80% some courses and decreasing the total hours by apply for licensure. Fall Class 6. = 100%. In order to meet the State Curriculum, the following assessments will be done to ensure the students are prepared and course content is appropriate as well: 1. In addition to daily, unit and final course exam, students will be assessed during the year to identify weaknesses toward NCLEX-PN® using the ATI (Assessment Technologies Institute) Testing Tools. This includes Fundamentals of Nursing, Adult Medical-Surgical, Nursing Care of Children, Maternal-Newborn, Pharmacology, and Mental Health. Students will be able to take practice examinations via computer at home or at the Allied Health Building. After the practice examination, the program gives the students the correct answers. 2. Reinhart Review for NCLEX-PN® prior to graduation. This is an 18 hr review over a three day period. 3. ATI predicator Test will be given prior to taking NCLEX- PN®. The test will analyze student’s weaknesses.

2. Upon completion of the The instructor will At least 95% of students will be 0% - the The benchmark was not met due in part to poor Practical Nursing Program, track students through placed within 30 days of fall class returns of the student questionnaires. students will be positively Former Student completion. that In order to get students’ response for next term: placed into employment questionnaires. LPN graduated 1. Students will be oriented in the reports placement in July did Transitions Class that it is very rates by program to not take important to respond to the the state through the NCLEX- questionnaires. Postsecondary Final PN® 2. Survey will be sent to the students for Enrollment Report and within data. Annual PN Report 30days of 3. Timely telephone follow-up will be graduation initiated by the PN Secretary if responses are not returned. The benchmark is not reasonable for today’s job market. The standard will be changed to 70% of graduates of the Practical Nursing Program will be employed within the field of nursing within 6 months.

RESIDENTIAL CARPENTRY PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Residential Carpentry Program is to prepare Statement and Goals: students for entry-level employment into the residential carpentry To accomplish the institution’s mission, the Residential Carpentry trade. The Residential Carpentry Program offers learning Program has adopted the following goals: provide career and experiences in blueprint reading, estimating, building, installing, and technical education programs that prepare students to enter the job repairing structural units. market or transfer to a college or university; utilize emerging instructional technology by providing innovative learning opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

100

PROGRAM NAME: RESIDENTIAL CARPENTRY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Competency Student Learning Methods of Evaluation or Evaluation Standards or Assessment Used To Improve Student Area Outcome Assessment Benchmark Results Learning, Curriculum, Or Program Roofing 1.Student completers Observation Checklist At least 50% of the students 50% students rate 70% as Performance instruction will will be able to analyze, Roofing (CAV 1413) will rate 70% or above on their performance application change to more individualized estimate & perform _____1. Specify and utilize observation checklist. participation with student roofing jobs , interior, safety procedures for roofing. rotation & exterior finish _____2. Identify materials and

applications in roofing. _____3. Install a roof covering. Interior Finish 1. Student completers will be able to analyze, Interior Finishing (CAV 1316) At least 50% of the students 50% students rate 70% as Consuming more lecture time estimate, and perform _____1. Determine and utilize will rate 70% or above on their performance application will better prepare student for interior finish work safety procedures for interior observation checklist. CPAS finishing . _____2. Explain terms, materials, and installation

techniques associated with interior finishing . _____3. Apply procedures for installing thermal and sound protection, interior finishing, cabinets, and floor covering. Class average is 35% reading Exterior finish Student completers Exterior Finishing (CAV 1513) At least 50% of the students 50% students rate 70% as comprehension. Faculty made will be able to analyze, _____1. Specify and utilize will rate 70% or above on their performance application a decision to increase student estimate & perform safety procedures for exterior observation checklist. hours in the VIDS lab with the exterior finish tasks finishing. _____2. Examine materials Technical Reading instructor used in the installation of to improve students reading exterior wall coverings, comprehension. cornices, and trim. _____3. Install exterior wall MSPAS Results - Cluster 3 covering, cornices, and exterior Student #1-38 Student #6-23 trim. Student #2-38 Student #7-38 At least 50% of the students Student #3-31 Student #8-23 will score Basic (50%-69%) 10 students tested, all scored Student #4-46 Student #9-38 CPAS testing-Cluster 3 performance level on Cluster 3. minimal Student #5-46 Student #10-31 101

Foundations 2.Student completers Check list of competencies At least 50% of the students Did not achieve. Only 3 of Instructor will utilize time in class will be able to Foundations (CAV 1116) will rate 70% or above on their 10 rated 70 or above wisely. Distractions of too many measure, square up & _____1. Describe and apply performance. performance students in one class are being lay out foundation for foundation safety procedures. monitored. Evening class was house _____2. Explain procedures started Fall 2009.

for building foundations. _____3. Prepare for and build a foundation. MSPAS Results- Cluster 1 Student #1-29 Student #6-71 Student #2-71 Student #7-57 At least 50% of the students 30 % scored basic or better Student #3-43 Student #8-0 CPAS test-Cluster 1 will score Basic (50%-69%) Student #4-29 Student #9-14 performance level on Cluster 1 Student #5-43 Student #10-29 Framing 3.Student will be able Observation Checklist At least 50% of the students 6 of 10 performed 70 % Instruction in lab will increase to measure, lay out & will rate 70% or above on their efficient or better #of individual projects for construct wall & roof Floor and Wall Framing (CAV performance. improved student experience frame for building 1236)

_____1. Describe and apply safety procedures for floor and wall framing. _____2. Relate terms and materials associated with floor and wall framing. _____3. Build a floor and wall frame.

In using results, text is being

Ceiling and Roof Framing At least 50% of the students 6 of 10 performed 70 % read aloud in class by teacher Ceiling & (CAV 1245) will rate 70% or above on their efficient or better & students & discussed. QEP Roof Framing performance. reading initiatives are _____1. Explain and use expected to enhance student safety processes for ceiling and reading skills. roof framing. 10 tested _____2. Relate procedures for 30% average reading MSPAS Results - Cluster 2 ceiling joists and roof comprehension. Students Student #1-27 Student #6-45 construction. must be driven to read text Student #2-9 Student #7-36 _____3. Fabricate ceiling At least 50% of the students Student #3-18 Student #8-36 joists and roof framing will score Basic (50%-69%) book & complete Student #4-27 Student #9-36 components. performance level on Cluster 2 assignments. All scored Student #5-36 Student #10-27 minimal, standard not met CPAS test-Cluster 2

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Blueprint 4.Student will be able Checklist At least 50% of the students Reading to develop set of Blueprint Reading (CAV 1133) will rate 70% or above on the 9 of 10 drew floor plan @ Instructor will shift emphasis working drawings drawing of a floor plan using 70% performance to other areas of instruction to _____1. Explain the elements CAD improve reading & of residential plans. comprehension _____2. Prepare a bill of materials from a set of plans. At least 50% of the students 9 of 10 met standard 68% will score Basic (50%-69%) average CPAS test-Cluster 4 performance level on Cluster 4 2 basic, 5 @75% proficient, MSPAS Results - Cluster 4 2@100% Student #1-75 Student #6-100 Student #2-50 Student #7-75 Student #3-0 Student #8-50 Student #4-75 Student #9-75 Student #5-75 Student #10- 100

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RESPIRATORY CARE PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: technical education programs that prepare students to enter the job The purpose of the Respiratory Care Program is to prepare students market or transfer to a college or university; utilize emerging for employment as respiratory care providers in the healthcare field. instructional technology by providing innovative learning The Respiratory Care Program combines training in the technical opportunities for students; ensure institutional effectiveness by aspects of respiratory in the technical aspects of respiratory therapy planning, assessing, and evaluating all activities and programs. and general education courses necessary to provide students with the knowledge to give direct care to patients with respiratory/cardiac Alignment of Program Outcomes with that of the Accrediting health problems. body for Respiratory Care: The accrediting body for Respiratory Care is The Committee on Alignment of Program Outcomes with the Institution’s Mission Accrediting for Respiratory Care. The following are Competency Statement and Goals: areas set by the body for continued accreditation. Also included are To accomplish the institution’s mission, the Respiratory Care the standards set by the Mississippi Department of Education via the Program has adopted the following goals: provide career and yearly Final Enrollment Report.

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PROGRAM NAME: RESPIRATORY CARE 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Competency Student Learning Methods of Evaluation or Evaluation Standards or Assessment Program Improvement Based on Student Area Outcome Assessment Benchmarks Results Performance Basic Upon Completion of 1. Classroom 1. The students were 1. 83% students completed Benchmarks were met. Observations Respiratory the Respiratory Care assignments/test given a cumulative Respiratory Care III with an made and actions taken as a result of Knowledge (1st) Program a minimum 2. Laboratory final exam for average of 80% or better assessments include: 70% of the students competency Respiratory Care III 2. 100% students completed 4. Entering students into the respiratory will show a check offs coving the entire Laboratory competencies care program had an average reading fundamental 3. Clinical curriculum 3. 100% students entering comprehension and math skills at 8th knowledge of procedure check 2. Laboratory Clinical Practice III to 10th grade level according to the respiratory care offs competencies were successfully passed course TABE test. For this reason, the 1st 3 4. NBRC Self- pass or fail. 4. 100% of the students taking to 4 weeks of class in Respiratory Assessment 3. Clinical competences the NBRC RRT-SAE Care Science was dedicated to Exam (SAE) were pass or fail successful completed the remedial reading and math skills. 4. The NBRC – SAE exam with an average score 5. Also evaluated additional course must make 60% or of 76% materials for readability to assist better to complete the students. program. 6. Added a note taking and reading outline lecture. Entry-Level Upon completion of 1. Laboratory check 1. 75% students will 1. After a maximum of 3 All benchmarks were met. Actions Respiratory the Respiratory Care offs successfully attempts, 100% students taken in using assessment results Care Program, a minimum 2. Clinical Practice I complete laboratory successfully completed were: of 70% of the and II preceptor check offs laboratory check offs 1. Increased laboratory time in the 1st students will evaluations 2. 75% students will 2. 94.7% students and 2nd semesters. demonstrate the 3. Clinical Practice I have a favorable consistently had favorable 2. Stressed professionalism, dress codes, ability to deliver and II check offs preceptor evaluation preceptor evaluations and speech characteristics with quality respiratory 4. Clinical 3. 75% students will 3. 100% students students care to the non- procedure check pass Clinical I and II successfully completed all 3. Will continue to monitor critical patient. offs 4. 75% students will required clinical check- 5. Care plans complete clinical offs check-offs 4. 100% students entering 5. 75% students will clinical I and II passed the complete an class. acceptable patient 5. By the end of clinical care plan practice 1, 100% students were able to complete an acceptable care plan

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Competency Student Learning Methods of Evaluation or Evaluation Standards or Assessment Program Improvement Based on Student Area Outcome Assessment Benchmarks Results Performance

Advanced- Upon completion of 1. Laboratory check 1. 75% students will 1. After a maximum of 3 Benchmarks were met. The following Level the Respiratory offs successfully complete attempts, 100% students actions were taken in using Respiratory Clinical Practice 3 2. Clinical Practice III laboratory check offs successfully completed assessment results: Care and 4, the student and IV preceptor 2. 75% students will laboratory check offs 1. Increased laboratory time to include will be able to deliver evaluations have a favorable 2. 100% students consistently more mechanical ventilation and quality respiratory 3. Clinical Practice III preceptor evaluation had favorable preceptor hemodynamic monitoring. care to the critical and IV check offs 3. 75% students will evaluations 2. Stressed to clinical sites/preceptors patient including 4. Clinical procedure pass Clinical III and 3. 100% students the need for increased communication patient evaluation, check offs IV successfully completed all of weaknesses of students during the recommending 5. Care plans 4. 75% of students will required clinical check- clinical rotation respiratory complete clinical offs 3. Will continue to monitor modalities, check-offs 4. By the end of clinical mechanical 5. 75% students will practice 1, 100% students ventilation and complete an were able to complete an providing life acceptable patient acceptable care plan support. care plan Technology Upon completion of Research Paper Grading At least 70% of the total 73.68% students were able to The benchmark was met. Actions Usage the Respiratory Care Rubric papers reviewed will demonstrate proficient taken to enhance technology/research Program, students receive an average score of technology skills by the end of skills included: will be able to 85 out of 100 possible the 1st semester. By the 3rd 1. Increased the number of required demonstrate points on the technology semester 86% demonstrated research papers from 1 per semester proficient technology performance checklist for proficiency. to 2. skills. technology usage. 2. Gave guidelines for APA Style.

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Critical Indicators of Methods of Evaluation or Evaluation Standards or Assessment Program Improvement Based on Student Program Program Outcome Assessment Benchmarks Results Performance Success and Quality Attrition / (1)..70% of the 1. State of Mississippi There will be a 70% Of the 24 starting students 19 Observations made as a result of Retention students who started Department of completion rate for the graduated. The attrition rate was assessments and actions taken the program will Education’s Respiratory Care Program 79.2%. The attrition were due include: complete the Final Enrollment Report as mandated by to: 1. The program had a younger group of program 2. Graduation Analysis Mississippi’s Department of 1. 1 due to non-academic students this year with 3 of the 3. Committee on Education Final Enrollment reasons (illness) failures just out of high school. Accreditation Standards and as set by 2. 4 academic reasons Students demonstrated poor reading, for Respiratory Care CoARC. math and study skills. (CoARC) guidelines 2. Program faculty are investigating implementing a requirement of Oral Communications and algebra prior to admission to the respiratory program. 3. The illness was unavoidable. Positive (2)..Upon completion 1. State of Mississippi At least 70% of the Currently 9 of the 19 graduates Data is still being collected for this Placement of the Respiratory Department of graduates will obtain who graduated in May are graduating class. The Benchmark set by the Care Program, Education’s employment within 6 employed. Committee on Accreditation for Respiratory students will obtain Final Enrollment Report months of graduation as Care (CoARC) and the State of Mississippi employment in the 2. Graduation Analysis mandated by Mississippi’s As of Oct. 2009, 15 of the 19 Education Department Final Enrollment Respiratory Care 3. Committee on Department of Education students are employed or 79%. criteria has been met. field within six Accreditation Final Enrollment Standards Monitoring will continue. months of for Respiratory Care and as set by CoARC Will continue to collect results. graduation. (CoARC) guidelines

NBRC CRT (3)..Upon completion The test set by the At least 70% of the Only 6 of the graduates have As of Oct 2009 this benchmark was met. Credentialing of the Respiratory Committee on graduates will successfully taken the CRT exam and all 6 Faculty will continue to stress to graduates Care Program, Accreditation for pass the NBRC’s CRT have passed the exam. the importance of taking the NBRC CRT students will be able Respiratory Care (CoARC) examination and become a As of Oct. 2009, 15 have passed exam as soon as possible after graduation. to successfully of a successful program is credentialed Respiratory the CRT exam or 78%. complete the the ability of the graduate Therapist. Monitoring will be continued. National Board for to successfully become Although we took the cost of the Respiratory Care’s credentialed by passing the test out of the student’s fees and Certified Respiratory NBRC Certified paid for the test, they have until Therapist Respiratory Therapist August to take the exam before Examination. (CRT) Exam. We will use losing their money. the Test Statistics from the 107 NBRC Pass Rate for CCC

Employer (4)..Employers will The Committee on Obtain a minimum of 3 out The results were as follows: The benchmark set by CoARC was met. Survey be satisfied with the Accreditation for of 5 rating on the 1. 9 surveys mailed or Faculty will continue to stress to the quality of program Respiratory Care’s Survey Committee for the delivered received 7 graduates the importance of taking the graduates. Employers of Graduates Accreditation for back. NBRT CRT examination as soon as possible Annually. Respiratory Care (CoARC) 2. Average rating was 4.25 upon graduating. employment survey. out of 5. 3. Very favorable comments Monitoring will be continued. were noted. 4. #1 concern was the time it took for the graduates to take/pass the CRT exam.

Graduate (5)..Upon completion The Committee on Obtain a minimum of 3 out The results were as follows: The benchmark set by CoARC was met. Survey of the Respiratory Accreditation for of 5 rating on the CoARC 1. 19 surveys were Faculty will continue to stress to the Care Program, Respiratory Care’s Survey graduate survey. mailed/delivered to graduates the importance of providing students will Graduates Annually within employer sites. 12 were feedback post graduation and returning all demonstrate 6 months of graduation. received. correspondence from the school. satisfaction with the 2. Average rating was 4.6 quality of the on a scale of 5. Monitoring will be continued. program. 3. Very favorable comments were noted. 4. #1 concern was that more laboratory time is needed during the 1st year of class. 5. #2 concern: They felt that more instructors are needed.

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WELDING AND CUTTING TECHNOLOGY PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Welding and Cutting Program is to prepare Statement and Goals: students for entry-level employment in the field of welding. Students To accomplish the institution’s mission, the Welding and Cutting are provided theoretical and practical experiences in the areas of Program has adopted the following goals: provide career and shielded metal arc welding, gas metal arc welding, flux cored arc technical education programs that prepare students to enter the job welding, pipe welding, plasma arc welding, air carbon arc cutting, market or transfer to a college or university; utilize emerging oxyacetylene welding and brazing, gas metal arc aluminum welding, instructional technology by providing innovative learning gas tungsten arc welding, and blueprint reading. opportunities for students; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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PROGRAM NAME: WELDING AND CUTTING TECHNOLOGY 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Competency Evaluation or Explain How Results Were Used Student Learning Methods of Evaluation Assessment Area Assessment To Improve Student Learning, Outcome or Assessment Results Standards Curriculum, Or Program Shielded Metal 1. Upon completion of Welding Lab Application 75% of the students 9 of 13 or 69% were One of the two benchmarks was Arc Welding I , the Welding and Practicum performance evaluated will perform successful not met. In making use of II Cutting Technology checklist at 70% or above on the assessment results, more one-on- Program, students will Lab Application one instruction on safety and be able to perform checklist welding using E60 electrodes was safety inspection on equipment and provided. Monitoring of student accessories and weld in CPAS Score – Cluster 1 70% of students will 9 out of 9 scored 50 or attainment of the competency will 1F, 2F, 3F and 4F score basic (50% - above on c-pas test cluster continue. positions using E60 69%) performance 100% series and E70 series level on Cluster 1 electrodes.

Gas Metal Arc 2. Upon completion of Welding Lab Application 75% of the students 9 out of 13 or 69% were One of the two benchmarks was and Flux Core the Welding and Practicum performance evaluated will perform successful met. In using results of Arc Welding Cutting Technology checklist at 70% or above on the assessments, more lectures and Program, students will Lab Application assignments related to the outcome be able to perform checklist were included which helped to safety inspection on equipment and 7 out of 9 or 78% scored improve scores. Any changes accessories and weld in CPAS Score-Cluster 2 70% of students will 50 or above and 2 scored implemented in the current 1F, 2F, 3F and 4F score basic (50%- below 50 on c-pas test assessment cycle that enhance positions using E70S 69%) performance cluster 2 learning will be ongoing. and E70T electrodes. level on Cluster 2

Cutting 3. Upon completion of Welding Lab Application 75% of the students 80% succeeded One of two benchmarks was met. Processes the Welding and Practicum performance evaluated will perform Student reading skills have been Cutting Technology checklist at 70% or above on the identified as weak which has been Program, students will Lab Application. a barrier to student success on 110

be able to perform written tests. Students who safety inspection on 70% of students will 6 out of 9or 67% scored demonstrate in the hands-on lab equipment and CPAS – Cluster 4 score basic (50% - 50 or above and 3 scored demonstrations that a skill has accessories and make 69%) performance below 50 on c-pas test been mastered cannot always cuts using Oxyfuel level on Cluster 4 cluster 4 succeed on the written test. More torch and Plasma cutting torch. reading assignments will be included in the curriculum. The proposed focus of the college’s QEP is on enhancing reading skills. Safety Symbols 4. Upon completion of Welding Lab Application 75% of the students 85% succeeded Benchmarks were met. No and Quality the Welding and Practicum performance evaluated will perform corrective actions are necessary. Control Cutting Technology checklist at 70% or above on the Adding more lectures and home Program, students will Lab Application work assignments has helped be able to read welding performance checklist. students succeed. Also, changing symbols, conduct visual testing (destructive and the grading scale to 50/50 (lab non-destructive testing) 75% of the students work and traditional classroom of welds, and identify evaluated will score at 80% succeeded assessments) has changed student and apply safety least 75% or above on mindset that more than just lab around welding goal related questions work is necessary for success in operations. on the Exit Exam. the program. Gas Tungsten 5. Upon completion Welding Lab 75% of the students 80% succeeded One of the two benchmarks was Arc Welding of the Welding and Application Practicum evaluated will perform not met. Student retention is a big Cutting Technology at 70% or above on the part of low scores and performance Program, students Lab Application. levels. Adding more lectures and will be able to home work assignments and perform safety engaging students in lab activities inspection on has helped in retaining students. In equipment and CPAS – Cluster 3 70% of students will 2 out of 9 or 22% scored addressing the low CPAS scores, accessories and weld score basic (50% - 50 or above and 7 scored efforts are being made to provide aluminum, stainless 69%) performance below 50 on c-pas test program students with lessons on steel, and carbon level on Cluster 3 cluster 3 test-taking. Further, efforts aimed steel using gas at enhancing reading for program tungsten arc welding students are under consideration. techniques.

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SECTION 2: COMMUNITY/PUBLIC SERVICES

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

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ADOLESCENT OFFENDER PROGRAM PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Adolescent Offender Program is to enable juvenile Alignment of Program Outcomes with the Institution’s Mission courts and juvenile probation offices to be more efficient in holding Statement and Goals: juvenile offenders accountable and reducing recidivism. The program’s To accomplish the institution’s mission, the Adolescent Offender mission is to provide life enrichment skills that will inspire our at-risk Program has adopted the following institutional goals: empower youth and their families to become independent and assume control of students with the necessary tools to maximize their potential by their own destiny. This is a diversionary, community-based program providing a network of support services and activities; address for juvenile offenders, ten (10) to seventeen (17) years of age. community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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ADOLESCENT OFFENDER PROGRAM 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Assessment Explain How Results Were Youth Program Outcome Methods of Evaluation or Evaluation Standards or Results Used To Improve Student Training Assessment Benchmarks Learning, Area N % Curriculum, Or Program Adolescent 1. The behavior of AOP client records Less than 10% of clients All of our clients have Results indicate that the program Offender adolescent offenders School Attendance records will be referred back to been To training school services have been successful Program will be improved. training school after prior to AOP. Out of 50 and need to be continued Various services will participation in AOP. referrals, only 3 have be used to reduce been referred back to training school Students participating in the training school. Thus only referrals including tutoring program will attend 6% had to be referred individual counseling, class regularly and have 0 back, and the benchmark family counseling, sex unexcused absences. was met. education programs, (average for 50 clients drug testing, school enrolled in program was 60 After receiving motivated checks, and individual days of school per year prior skills and tutoring, therapeutic treatment plans for offenders to the tutoring initiative) these50 clients are now provided by the AOP attending school with 0 therapist. unexcused absences. The benchmark was met.

2. AOP will provide Workshop training and AOP clients will participate The clients attended The outcome was met. The Adolescent workshops and training attendance records in seven (7) workshops. seven (7) workshops program will continue to offer Offender tools for counselors and training in topics specific to the Program case management team needs of our clients. to help the youth at risk utilize learned skills to reduce drug use, truancy, and out-of- wedlock pregnancies. Adolescent 3. AOP staff will Tutoring records Tutoring sessions provided by Tutoring sessions were Tutoring sessions have been Offender provide motivational Schedule of tutoring sessions eight (8) qualified AOP staff held 3 times per week for scheduled for another year. All Program skills, tutoring and three (3) days a week for 52 the entire year. Goal was clients participate in the tutoring mentoring to help weeks (excluding school met. Attendance was and mentoring services for one reduce school dropouts holidays) enhanced for participants (1) year and receive three hours and increase student attendance. in the program. of tutoring weekly. The tutoring will enhance student proficiency

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in all academic endeavors. Adolescent Records of student At least 50% of fathers for Currently, there are 20 male The outcome was not met. Based Offender 4. AOP will provide attendance at mentoring clients in the program will clients in our AOP program on these results, a decision was Program mentoring to males sessions attend parenting meetings with only five (5) fathers made to expand activities aimed without fathers at home attending parenting meetings at enhancing a healthier to encourage a healthier weekly. The 25% of relationship between the Records of attendance at relationship between our male parenting meetings fathers attending clients and their fathers. clients and their fathers. parenting meetings on a AOP staff will be weekly basis also trained by utilizing accounts for the 25% curriculum developed assessable in the home. by the National Center for Fathering. This will enable staff to help the male clients and their fathers who participate in activities develop a healthier relationship

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ADULT BASIC EDUCATION/GENERAL EDUCATION DEVELOPMENT PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2009-2010

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of Adult Basic Education/General Education Statement and Goals: To accomplish the institution’s mission, Development is to enhance the skills and abilities of individuals the Workforce Development Center has adopted the following preparing for the workforce and/or to prepare individuals for institutional goals: Meet the needs of area businesses and additional educational opportunities. industries by providing workforce training programs; Address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; Ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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ADULT BASIC EDUCATION/GENERAL EDUCATION DEVELOPMENT

Methods of Evaluation or Evaluation Standards or Program Outcome Assessment Results Use of Results Assessment Benchmarks Upon completion of the TABE pre-tests and post-tests in The number of Students 18% of students remained in the We will continue to market to ABE/GED program, students reading, mathematics, and remaining in the same skill level same level this year compared our 5-county area. will be able to show academic language. will decrease by 20% with 15% last year. This is a 3% growth in reading, mathematics, increase. and language. The program will offer more The ABE/GED program will Number of students served; The percentage of students 66% of students completed training opportunities to show growth in number of completing levels will increase levels this year compared with instructors to help increase the students served and number of 20% 55% last year. This is a 10% number of GED’s and to help students receiving a GED. increase. The number increased increase the number of students from 601 to 676 a 12.5% completing levels and improve increase on the number of students remaining in the same level. The ABE/GED Program will meet the performance targets Number of students obtaining Number of students receiving The number increased from 87 to Measures will be taken to ensure established by the State Board GED; The percentage of enrolled services will increase by 3% 194 a 122% increase Entered a better response rate on the end- For Community and Junior students completing a survey Number of students receiving Employment-43% Retained of-year surveys; Also the Colleges for the Core Follow-up once they leave the program that GED will increase by 3% in Employmet-100% Obtain GED- ABE/GED program will look for Outcome Achievements (See entered employment; retained Entered Employment-64% 92% Entered Postsecondary-86% opportunities to help the students Attachment) employment; obtained GED; Retained Employmet-89% enter into employment. entered postsecondary. Obtain GED-85% Entered Postsecondary-76%

As mentioned above with respect SL1-39% SL1-52% to the first two outcomes, the The percentage of enrolled SL2-35% SL2-64% program will provide training The ABE/GED Program will students completing educational SL3-35% SL3-63% opportunities for instructors meet the performance targets for levels which prepare them for the SL4-38% SL4-72% the number of students GED exam. SL5-61% SL5-79% completing current levels. (See Attachment)

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EDUCATIONAL TALENT SEARCH PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN

2008-2009

Program Purpose and Description: The purpose of Educational Talent Search is to provide opportunities for Alignment of Program Outcomes with the Institution’s Mission community youth to participate in services and trainings offered by Statement and Goals: Coahoma Community College. Educational Talent Search is designed to To accomplish the institution’s mission, Educational Talent Search has (1) identify qualified youths with potential for education at the adopted the following institutional goals: empower students with the postsecondary level, and encourage such youths to complete secondary necessary tools to maximize their potential by providing a network of school and to undertake a program of postsecondary education; (2) support services and activities; ensure institutional effectiveness by publicize the availability of student financial assistance available to planning, assessing, and evaluating all activities and programs; address persons who pursue a program of postsecondary education; and (3) community and economic development needs within the service area by encourage persons who have not completed programs of education at developing and sustaining partnerships with public and private agencies; the secondary or post secondary level, but who have the ability to and initiate new programs or complement existing programs by securing complete such programs to reenter such programs. and sustaining federal, state, and local funding.

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EDUCATIONAL TALENT SEARCH 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Competency Student Learning Methods of Evaluation or Evaluation or Assessment Assessment Used To Improve Student Area Outcome Assessment Standards Results Learning, Curriculum, Or Program Educational Objective 1 The Educational Talent Search The Educational Talent Search 487 or 76% The benchmark was not met. In Talent Search Identify, screen and staff will complete a student staff will conduct a recruitment making use of results, the ETS select 600 participants application which will be Drive to solicit new students staff developed recruitment with academic potential placed in file and information and up-date the personal/family strategies through involved for post-secondary from application will be information on returning education. entered in the ETS database. students; student applications participation in parent/PTA will be placed in file and meetings held at each information will be entered in participating school. the ETS database.

Educational Objective 2 The Educational Talent Search 93% of non-graduating 356 or 93% The benchmark was met. The Talent Search Ninety percent of non- staff will document the students who participate in ETS Program has implemented senior secondary school pass/fail student rate of non- Educational Talent Search will the LASSI-HS (Learning and participants served graduating students by successfully pass to the next Study Strategies Inventory) for during each project gathering copies of the last grade. assisting students in identifying period will be promoted grade report for each to the next grade level participant from the their weaknesses in subject area at the end of each participating school counselors. grades. Workshops were academic school year. planned to assist students in improving their study skills in weak areas. Educational Objective 3 The Educational Talent Search 90% of eligible seniors will 117/131 or 90% The benchmark was met. Seniors Talent Search Ninety percent of high Office will evaluate the graduate from high school or were encouraged to complete school seniors (and outcome of senior participants receive a certificate of high their classes through time their equivalents in graduating from high school by school equivalency completion. management and goal setting alternative education getting a list of graduating workshops. They were also programs) will graduate seniors from participating from secondary school school counselors. encouraged to do routine or receive a certificate evaluations of class of high school performance. Those students equivalency during each that were un-successful and project year. chose not to complete their course requirements were encouraged to take the GED.

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Educational Objective 4 The Educational Talent Search 93% of ETS graduating seniors The benchmark was met. Talent Search Ninety percent of Staff will evaluate this outcome ( or college ready participants) 117/120 or 97.5% Graduating seniors in the ETS “college ready” project by keeping copies of the pin will successfully complete the (College ready participants program completed a financial participants will apply number application and copies financial aid process. are those persons who have aid application on-line. Eighty- for financial aid during of the completed web financial graduated from high school one of the students did go on to each project year. aid application. or a high school equivalency enter a post-secondary program and who the grantee institution. has determined possesses the skills necessary to succeed in postsecondary education.

Educational Objective 5 The Educational Talent Search 85% of graduating seniors will 111/120 or 92.5% applied The benchmark was met. Talent Search Eighty-five percent of Staff will evaluate this outcome apply for enrollment at a post for admission Graduating seniors completed “college ready” project by keeping copies of letters of secondary institution. and submitted college participants will apply application submitted to post enrollment applications. for postsecondary secondary institutions by Workshops were held and school admission during graduating students. each project period. college tours were conducted to assist students with question about college preparation and enrollment.

Educational Objective 6 The Educational Talent Search 85% of college ready 81/120 or 67.5% The benchmark was not met. Talent Search Eighty-five percent of Staff will evaluate this outcome participants will enroll in a Eighty-one ETS graduating “college ready” by documenting the number of program of post secondary seniors actually enrolled in a participants will enroll graduates that are enrolled in a education during each budget post-secondary institution the in a program of post secondary institution. period. fall of 2008 school year. postsecondary Contact will be made with the education during each counselors where the students Additionally four graduating budget period (or graduated from and/or potential students entered the military and during the next fall post secondary institutions of one graduate will enter a post- term). enrollment. secondary institution in January . 2009 for the Spring semester. Students were assisted in completing web college tours and college curriculums comparisons were made. Efforts will be continued to enhance enrollment.

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GEAR UP PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of GEAR UP is to provide opportunities for community Alignment of Program Outcomes with the Institution’s Mission youth to participate in services and trainings offered by Coahoma Statement and Goals: Community College. The purpose of the Gaining Early Awareness To accomplish the institution’s mission, GEAR UP has adopted the and Readiness for Undergraduate Programs (GEAR UP) is to following institutional goals: empower students with the necessary support early college preparation and awareness activities for low- tools to maximize their potential by providing a network of support income students. services and activities; utilize emerging instructional technology by providing innovative learning opportunities for students; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs

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GEAR UP 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Used To Improve Methods of Evaluation Evaluation Standards Assessment Program Outcome Student Learning, or Assessment or Benchmarks Results Curriculum, Or Program Based on the 2008-09 Annual Performance Report, 514 1. GEAR UP will provide Number of tutoring and 75% of the students will 514 of 673 students or students received tutoring services with 673 total GEAR UP tutoring and mentoring mentoring hours completed complete tutoring and 76% of students completed students. GEAR UP provided 19 certified teachers to assist services to every GEAR by a student three days a mentoring sessions for at 6 hours per week in the after school tutorial program. Efforts will continue to UP participant. week and two hours a day least 6 hours a week increase the number of students who take advantage of the tutoring and mentoring opportunities. Number of teachers At least 6 teachers will 4 attended AP training In making use of results, participating instructors 2. GEAR UP will increase participating in complete advanced provided an overview during Pre-School Conference and professional development professional development placement training staff meetings to encourage other faculty members’ future opportunities for services: participation and to share lessons learned. Teachers will teachers that will allow Advance Placement At least 15 teachers will 27 attended Professional utilize the information from the conferences to develop them to prepare and Training, SATP attend professional Development curriculum that align high school and college expectations motivate diverse student Conference, Reading development opportunities with the alignment work focused heavy on the content areas populations. Conference, and MS of Math and English and to differentiate instruction to Rising Conference for address achievement gap and diverse student population. teachers. Number of students Based on the 2008-09 results, the GEAR UP Program 3. GEAR UP will assist completing workshops: At least 500 students will 514 out of 673 wanted to increase students’ participation at college and encourage Admissions participate in the participated in the planning and preparation workshops. Therefore, the Mississippi students to financial aid workshops workshops college program offered college planning workshops at nine pursue a college career planning high school sites. Students made several visits to the education through the ACT prep following colleges and universities: Mississippi Delta provision of college Community, Northwest Community, Valley State, Jackson planning and preparation 500 parents will be 500 State, Delta State in Mississippi; Morehouse, Clark, workshops. Number of parent surveys administered surveys Spellman and Georgia State in Atlanta, GA. administered Parents’ participation continued to grow and increase parent survey response demonstrated that Financial Aid and At least 80% of the parent Of the 500 surveys College visits have been informative and beneficial. Number of parent surveys surveys will be returned administered 421 were College planning workshops and outreach and family returned returned-84% involvement programs were presented by Educational Services Foundation and Parents for Public Schools. Student surveys of GEAR Student GEAR UP surveys 80% of students who 94% Standard was met. However, the GEAR UP Program used UP services participate in the surveys the results of the survey to make improvements. The will rate their level of program offered more tutorial services to students who satisfaction with services needed additional assistance in math and writing. as “satisfactory” or higher. 4. GEAR UP will increase Number of students living At least 60 students will 67 Standard was met. Efforts will continue to increase the the number of students in dorms during the live in the dorms during number of students attending the summer enrichment 122

who attend summer summer the summer programs. enrichment and transitional programs. 5. Students who Number of students 75% of GEAR UP students 514 out of 673 (76%) of Standard was met. participate in GEAR UP attending college planning will attend college students participated in the Based on the 2008-09 results, the GEAR UP Program will develop an and preparation planning and preparation workshops wanted to increase students’ participation at college awareness of educational workshops. workshops. planning and preparation workshops. Therefore, the opportunities that are college program offered college planning workshops at nine available to them. high schools sites. Students made several visits to the following colleges and universities: Mississippi Delta Community, Northwest Community, Valley State, Jackson State, Delta State in Mississippi; Morehouse, Clark, Spellman and Georgia State in Atlanta, GA. College planning workshops and outreach and family involvement programs were presented by Educational Services Foundation and Parent for Public Schools. 6. Students who Test results by schools of Schools served will have In making use of results, the following initiatives will be participate in GEAR UP the Subject Area Test 50% student pass rates on Benoit/ Ray Brooks School implemented to increase pass rates for those cases in which will demonstrate Program (SATP) the Subject Area Test Algebra I = 59% the 50% benchmark was not met: academic gains on the Program (SATP). Biology I = 75% (1) Saturday classes will be offered for students Subject Area Test English II = 25% (2) Compensatory math and reading will be added to Program (SATP). the regular schedule Broad Street High School (3) After school tutoring will be enhanced with Algebra I = 81% additional tutors added Biology I = 84% English II = 57%

Clarksdale High School Algebra I = 38% Biology I = 70% English II= 61%

Coahoma Agricultural High School Algebra I = 50% Biology I = 70% English II = 38%

Drew High School Algebra I = 41% Biology I = 66% English II = 41%

John F. Kennedy High School Algebra I = 79% Biology I = 94% English II = 54% 123

Madison S. Palmer High School Algebra I = 43% Biology I = 92% English II = 29%

Ruleville Central High School Algebra I = 42% Biology I = 71% English II = 42%

Shaw High School Algebra I = 88% Biology I = 87% English II = 52%

West Tallahatchie High School Algebra I = 66% Biology I = 81%

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PROJECT UPWARD BOUND PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of Project Upward Bound is to provide opportunities for Alignment of Program Outcomes with the Institution’s Mission community youth to participate in services and trainings offered by Coahoma Statement and Goals: Community College. Upward Bound is designed to generate for 10th, 11th, To accomplish the institution’s mission, Project Upward Bound has adopted and 12th grade students the skills and motivation necessary for success in the following institutional goals: provide a comprehensive program of education beyond secondary school. Upward Bound is a pre-college initiative enrichment courses for lifelong learning; provide a network of services that that offers a program of rigorous academic instruction, a peer environment allows the student to maximize his/her potential; provide innovative learning supportive of excellence, and exposure to new learning opportunities. The opportunities utilizing emerging instructional technology; provide Upward Bound Program is available to students referred by teachers, opportunities for developing partnerships with public and private agencies to counselors, parents, and through self-referrals. address community and economic development needs within the service area; plan, assess, and evaluate all activities and programs in order to ensure institutional effectiveness.

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PROJECT UPWARD BOUND 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE Youth Program Outcomes Reporting Methods of Evaluation or Evaluation or Assessment Assessment Explain How Results Were Training (Standardized Party Assessment Standards Results Used To Improve Student Area Objectives) Learning, Curriculum, Or Program Project 1.Academic Project Project Upward Bound 50% of students will pass 71 The benchmarks were not fully Upward Improvement on Upward The Project Upward Bound Office Mississippi’s subject area Mississippi met. The program used the results Bound Standardized Test: Bound will evaluate this outcome by English post-test. Subject Area to enhance preparation strategies 85% of all UB documenting the following Test(Post- test) for the English Subject-Area test. participants, who at measures: MCT/SATP, which will results are not In addition, the results were used to the time of entrance serve as a pre-test for the subject available at this reconstruct the program curriculum into the project had area test. The Mississippi Subject time (English). Additional assessments an expected high Area Test will serve as the post-test. for mathematics will be included in school graduation Entrance and exit grade point the next cycle. In the comparison date during the averages will also be used. Project of exit grades and entrance grades, school year, will have Upward Bound Office will record 50% of students will pass the the program counselor collects achieved at the the results on this form. Mississippi’s subject area student report cards at the end of proficient level Social Studies post-test. each school grading period. The during high school on Assessment Committee 71 tested program counselor evaluates the state assessments in The assessment committee will 38 students student’s progress by comparing reading/language arts evaluate results and assess for passed their grade point average to their and math. strengths and improvements. The 54% entrance grade point average. committee will share results with the 100% of students demonstrated an Upward Bound. increase in their grade point averages. Efforts will be ongoing Project Upward Bound 50% of students’ exit grade to promote academic improvement Project Upward Bound will use the point averages will increase by for program students. results to improve student learning, at least 15%, compared to curriculum, or the program. Upward entrance grade point averages. Bound will document these changes 71 of 71 grades and/or improvements on this form. increased 100%

Project 2.Project Retention: Project Project Upward Bound 85.92% of 9th, 10th, and 11th 71 served The benchmark was met. The Upward 85% of 9th, 10th, and Upward The Project Upward Bound Office grade project participants 61 returned program used the results to Bound 11th grade project Bound will evaluate this outcome by served during each school year Returned from improve the program retention participants served documenting the following measure: will return to the Upward the 2009 Spring strategies. The program staff send during each school number of students returning to the Bound Project the following semester to the out second notices (letters) to the year will continue to Upward Bound Project. Project year 2009 Summer students who did not attend the

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participate in the Upward Bound Office will record Residential program opening sessions (fall, Upward Bound the results on this form. Component spring, and summer components). Project during the 85.92% next school year.

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Youth Program Outcomes Methods of Evaluation or Evaluation or Assessment Assessment Explain How Results Were Training (Standardized Assessment Standards Results Used To Improve Student Area Objectives) Learning, Curriculum, Or Program Project 3.Postsecondary Project Upward Bound The benchmarks were met. The Upward Enrollment: The Project Upward Bound Office 85% of all UB participants, program will continue to assist Bound 85% of all UB will evaluate this outcome by who at the time of entrance into seniors in applying for admissions participants, who at documenting the following the project had an expected 22/ 21 = 87.5% and financial aid to various the time of entrance measures: number of students graduation date during the colleges and university and enroll into the project had enrolling a program of school year, will enroll in a them in the summer bridge an expected postsecondary education, percentage program of postsecondary program. The program staff will graduation date of UB students completing a college education by the fall term follow-up with the seniors who did during the school admissions application, and immediately following the not enroll in the bridge program in year, will enroll in a percentage of UB students who expected graduation date from the summer and encourage them program of successfully complete the financial high school again to enroll in a post-secondary postsecondary aid process. Project Upward Bound education program in the fall. In education by the fall Office will record the results on this addition, the program staff will term immediately form. assist these students with the following the 100% of Upward Bound 22/22 = 100% admission process of a post- expected graduation students successfully secondary education program in date from high completed a college admissions the fall. school. application. 22/22 = 100% The program will continue to 100% of Upward Board conduct financial aid workshops students successfully for the seniors. completed the financial aid process. Project 4.Postsecondary Project Upward Bound 85% of all UB participants, 19 graduated The benchmark was not met. The Upward Persistence: The Project Upward Bound Office who enrolled in a program of 11 enrolled program staff will continue to Bound 85% of all UB will evaluate this outcome by postsecondary education during 63% consult with the Institutional participants, who documenting the following the fall term immediately Effectiveness Director to track enrolled in a program measures: tracking students who following high school former participants regarding of postsecondary enrolled in postsecondary education. graduation will enroll for the whether the former participants are education during the Project Upward Bound Office will fall term of the second enrolled in another post-secondary fall term immediately record the results on this form. academic year. education program other than following high school Coahoma Community College. In graduation will be addition, the program counselor enrolled for the fall will continue to follow-up with term of the second former participants, parents and/or academic year. caregivers to collect that information on former program participants. 128

PUBLIC RELATIONS PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Public Relations Department is to implement an Statement and Goals: institutional marketing strategy that presents a positive image for To accomplish the institution’s mission, the Public Relations Department Coahoma Community College on campus, in the community, district, has adopted the following institutional goals: provide opportunities for and state of Mississippi that ultimately will develop increased enrollment developing partnerships with public and private agencies to address and more funding opportunities. community and economic development needs within the service area; plan, assess, and evaluate all activities and programs in order to ensure institutional effectiveness; provide opportunities for community-wide cultural enrichment activities.

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PUBLIC RELATIONS 2008-2009 PROGRAM EVALUATION PLAN

Competency Student Learning Methods of Evaluation or Evaluation or Assessment Assessment Results Use of Results for Program Improvement Area Outcome Assessment Standards Public Public Relations Public Relations Goal : a 5 percent increase in Comparing the January Assessment goals were met with no further Relations Department will present Public Relations will evaluate the number and quality of 2009 through June 2009 action necessary. However in an effort to a positive image of this outcome with the following media coverage and reporting period with enhance the positive image of the college in the students, faculty, staff, measures: clearinghouse publications the 2008 January community the following actions were and programs through documented by hard copies in through June 2008 implemented: media, documents, description of clipping files of the clipping file and a 5 percent reporting period Moving the Mississippi Delta Tennessee brochures, and media coverage; increase in the number of CCC through PR’s clipping Williams Festival literary conference from the sponsorships personnel participating and file, media coverage Cutler Mansion in Clarksdale to the much larger attendance figures of CCC visible in community increased considerably venue in Whiteside Hall on the CCC campus personnel at cultural and activities. more than 5 percent in which was accessible to CCC students; community events; 2009: partnering with the MHC’s teacher workshop on the 4Ws (Walker, Wright, Williams, & Welty,) number of personnel serving on 99 photos in 2009 over scheduled in Clarksdale; forming an alliance boards, 82 in 2008 (21% with the Delta Literacy Tour with CCC’s key increase) participation being hosting bus tours, dinners, description of events and and porch plays in this annual event in festivals sponsored by the 68 articles in 2009 over partnership with the Center for the Study of college, 59 in 2008 (15% Southern Culture at the University of increase) Mississippi; expanding support of the Sunflower number of clearinghouse River Blues and Gospel Festival, encouraging publications including 16 first page articles in and documenting faculty/staff/administration newsletters, registration inserts, 2009 over 14 in 2008 involvement in community service and and class schedule brochures. (14% increase) leadership

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TECH PREP PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: applied science degree. Students can also pursue a four-year baccalaureate The Mississippi Tech Prep Initiative is a process designed to guide schools degree, if so desired. into the 21st Century. The components provide students with information, skills, and competencies focused on future employability. Alignment of Program Outcomes with the Institution’s Mission Statement and Goals: Coahoma Community College, in conjunction with the Mississippi State To accomplish the institution’s mission, Tech Prep has adopted the following Department of Education and a consortium formed by local secondary institutional goals: ensure institutional effectiveness by planning, assessing, schools, has developed and implemented the Technical Preparation and evaluating all activities and programs; empower students with the Education Program. Enhanced occupational programs articulated between necessary tools to maximize their potential by providing a network of support high school and postsecondary institutions provide a seamless educational services and activities; utilize emerging instructional technology by providing system for technical skill development. innovative learning opportunities for students; address community and economic development needs within the service area by developing and Tech Prep integrates college prep course work with vocational and technical sustaining partnerships with public and private agencies. applications. This planned sequence of courses begins in junior high school and is articulated to the community college, leading to an associate of .

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TECH PREP 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Youth Methods of Evaluation or Evaluation Standards or Assessment Used To Improve Student Training Program Outcome Assessment Benchmarks Results Learning, Area Curriculum, Or Program Tech 1. To provide effective Tech Prep Coordinator Tech Prep will provide Math – in- CTE The Math –in- CTE model is a Prep professional Tech Prep Coordinator will professional development Professional Development process which teachers learn to development to evaluate this outcome through opportunities for faculty in the enhance the math that naturally secondary and the following measures: Coahoma Community College occurs in their own CTE postsecondary Consortium. curricula. The CTE –math

administrators and (1) Number of professional teacher teams participating in teachers. development sessions There was two day professional development Math – in- CTE (Carl training in the fall engage in the process of Perkins IV) Funding (2) Number of postsecondary November 10-11, 2008. curriculum mapping before educators attending two days in the Spring developing their math enhanced professional development February 9-10, 2009 and lessons. Together they work as a trainings community of practice to examine the CTE curricula and (3) Number of secondary identify the embedded math. educators attending professional development trainings

(4) Participants’ level of satisfaction with professional development trainings. Tech 2. To provide technical (1) Number of Tech Prep visits The Tech Prep Coordinator will There were 25 technical Prep assistance visits to to ALL sites within consortium make at least 20 technical assistance visits during the secondary Tech Prep during and fall and spring assistance visits during the Fall from August 1, 2008 to contacts within the semester. academic year. November 14, 2008. There consortium. were 30 technical assistance visits during the Spring from January 2009 to May 2009. Fall 08/01/08- 01/31/09

Spring 2009 02/09/09 Shaw High School Benoit High School West Bolivar High School East Side Cleveland High 02/10/09 132

Broadstreet High School JFK High School Clarksdale High School

02/11/09 Quitman County Vocational Center West Tally Central Office Tunica vocational Center

Tech 3. To provide, review, (1) Number of articulation 11 articulation agreements will There were 11 articulations By meeting with the secondary Prep and evaluate agreements established, be established, maintained, and agreements maintained and and post-secondary schools, an articulation maintained, and strengthened strengthened between strengthened during the articulation guide was developed agreements with between secondary and postsecondary and post-secondary 2008-2009 school year. for schools. The students were secondary schools and secondary schools, as related to schools, as related to courses Articulations Agreements: able to see the advantage of Coahoma Community courses and programs. and programs Cleveland School District participating in an articulation College. Local and Coahoma County School program which provided the State Wide District opportunity for high school Tallahatchie School District students to earn college credits Carl Keen Vocational Center before graduating. Mound Bayou School District North Bolivar School District Quitman School District Tunica County School District West Bolivar School District Benoit School District Shaw School District

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WORKFORCE CUSTOMIZED TRAINING PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Workforce Development Center’s customized workforce Alignment of Program Outcomes with the Institution’s Mission training is to provide workforce education to the citizens of Coahoma, Bolivar, Statement and Goals: Tunica, Quitman and Tallahatchie Counties. The Workforce Development To accomplish the institution’s mission, the Workforce Development Center’s customized training gives citizens the skills and program Center has adopted the following institutional goals: meet the needs of opportunities necessary to be more productive and to have an improved area businesses and industries by providing workforce training quality of life. In addition, customized training provides Business/Industry of programs; empower students with the necessary tools to maximize their Coahoma Community College’s district a better trained and educated potential by providing a network of support services and activities; utilize workforce. emerging instructional technology by providing innovative learning opportunities for students; address community and economic development needs with in the service area by developing and sustaining partnerships with public and private agencies; and ensure effectiveness by planning, assessing, and evaluating all activities and programs.

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WORKFORCE CUSTOMIZED TRAINING 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Workforce Preparation Program Outcome Methods of Evaluation Standards or Assessment Results Explain How Results and Training Area Evaluation or Benchmarks Were Used To Improve Assessment Student learning, Curriculum, Or Program Workforce 1. The Workforce The number of Number B/I The number of We will continue to Customized Training Development Center Business/Industry partnerships will partnerships visit business and will meet the needs of training partnerships: increase by 20% increased 26% from industry and market Business/Industry 23 to 29. the program. The percent of Medical 90 % of the Medical The Medical Billing Billing and Coding Billing and Coding and Coding Class The success rate gives trainees that pass the class participants will trainees were 100% us confirmation that National Certification receive National successful in passing the program is Certification and will the National successful, but we will be employable in the Certification. evaluate the program Healthcare Industry to see where we can continue to remain successful. The number of contact The number of contact We will continue to hours: hours will increase by FY 07-08 99,398 hrs seek out training 20% FY 08-09 157,635 hrs projects that provide 59% increase. multiple skill-sets training in preparation for employment to continue to increase our contact hours.

The number of state There will be at least and federal regulated 30 CPR classes 33 CPR classes were safety classes provided provided to B/I with provided to B/I with all trainees receiving all participates certification from receiving certification There are other American Red Cross opportunities to

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and/or American provide training in Heart Association CPR and other safety skills, so we will There will be at least 4 6 different types of market more types of safety courses safety training courses specifically the provided to business were provided to B/I availability of safety and industry. training through the WDC.

2. The Workforce Community classes in There will be at least 4 There were 5 We will look for Development Center partnership with local community classes computer courses opportunities to will address libraries offered in the 5-county offered at the library partner with the other community and area libraries. in Clarksdale and 3 libraries in our 5- economic development computers have been county area needs taken to the Quitman County library to begin classes in FY09 Participation in the Successful completion MyBiz Program of Phase I of the Phase I of the MyBiz This is the first year MyBiz Program (see Program has been for the MyBiz attached) successfully completed. program, so we will continue to follow the state guidelines and initiatives to make this Partnering with WIA program a success. to provide training At least 20 people will There were 9 trainees This was a one-time opportunities related be trained successfully in the weatherization training opportunity. to environmental and in the weatherization construction class. All The number of people economic stimulus construction training completed successfully. trained was less than funds expected. We will try to develop a stronger partnership with WIA for future training opportunities.

3. The Workforce Provide educational At least 75 people will There were 85 people This is the first year Development Center assessment participate in the that were assessed in for the WorkKeys will provide support WorkKeys(see the WorkKeys Assessment. The services for trainees attached) assessment program. program will be program marketed extensively in the next FY to 136

increase the number of people that will take advantage of the assessment Partner with the opportunity. ABE/GED program to At least 15 students There were 10 provide Welding will participate in a participants in the The number of training to GED modular basic welding welding class and 3 students in the class Students class. have been employed was less than we after completing the expected. We are GED program. going to look at providing more information to all students in the program to generate more interest.

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WORKFORCE INVESTMENT ACT PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Workforce Investment Act (WIA) is to provide workforce Statement and Goals: investment activities that increase the employment, retention, and earnings To accomplish the institution’s mission, WIA has adopted the following of participants. These activities include opportunities for the participants to be institutional goals: empower students with the necessary tools to maximize trained or retrained in occupational skills that are in demand in the local area. their potential by providing a network of support services and activities; utilize This increased occupational skill attainment by participants will reduce emerging instructional technology by providing innovative learning welfare dependency, and enhance the productivity and competitiveness of opportunities for students; address community and economic development the Nation. needs within the service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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WORKFORCE INVESTMENT ACT 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Methods of Evaluation or Evaluation Standards or Assessment Used To Improve Student Student Learning Outcome Assessment Benchmarks Results Learning, Curriculum, Or Program 1. Students will be able to WIA/SELECT will evaluate 100% of WIA students will 59/100% All participants were demonstrate effective work this outcome through the be administered the DWIA 45 In-School Students administered the work readiness readiness skills. following measures: work readiness pre-test. 14 Out-of-School Students pre-test. 1. DWIA work readiness skills pre- 85% of WIA students will Participants were taught work 54/59 test master the work readiness readiness skills. The 2. DWIA work assessment tool. 92% curriculum was revised to meet readiness the needs of the changing assessment tool workforce.

100% of WIA students will 47/59 Based on results, program 3. Job placement. participate in job 80% coordinator and instructors will placement work with participants to complete required skills in a timely manner.

2. Students will show an increase 1. TABE pre-test Students must be 14/14 Only participants performing at th of one or more functional levels performing at the 6th grade 100% (OS only) the 6 grade were considered on a nationally norm assessment. plus level to be eligible. for the OS program.

2. TABE post-test 50% of students will Teaching strategies were 1/14 increase two functional revised and additional grade levels on the TABE. 7% (OS only) instructional materials introduced.

3. Students will be Participants spent additional evaluated on the 48% of students will time on WIN for Work Keys. computerized WIN advance to level four of 10/14 Provisions were also made for for Work Keys. WIN for Work Keys. 71% (OS only) them to assess the program from sites other than the classroom. 3. Students will demonstrate The instructor and counselor 75% of the students will 55/59 Instructional staff worked character building skills. will document participant demonstrate positive 93% diligently on character building character growth on the improvement in character. activities. These activities Individual Service Strategy included speakers, workshops, (ISS). modules, etc.

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SECTION 3: EDUCATIONAL SUPPORT SERVICES

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

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CAREER SERVICES AND PLACEMENT CENTER PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The overall purpose of the Career Services and Placement Center is to Alignment of Program Outcomes with the Institution’s Mission assist students in preparing for the decision making process of setting goals, Statement and Goals: forming a plan of action, preparing for work, and performing an exceptional To accomplish the institution’s mission, Career Services and Placement job. The Career Services and Placement Center also serves as a vehicle for Center has adopted the following institutional goals: empower students with campus work study and off-campus part-time employment opportunities the necessary tools to maximize their potential by providing a network of support services and activities; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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CAREER SERVICES AND PLACEMENT CENTER 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Methods of Instructional Program Assessment Used To Improve Student Evaluation or Evaluation Standards or Benchmark Support Area Outcome Results Learning, Assessment Curriculum, Or Program Career Services 1. The Career Services Number of The Career Services and Placement Center The goals were met. However, and Placement and Placement Center workshops/seminars will provide at least 14 career/placement 14 student feedback and comments led will provide workshops provided workshops and seminars the Career Services and Placement and seminars for manager to plan the 2009-10 seminar students. and workshop calendar by ensuring Number of students At least 150 of students will attend the 152 all workshops and seminars participating workshops and seminars implemented by the center are pertinent to the student populous. Career Services 2. Students will be able Number of students Number of students utilizing the Career Center All goals were met. Students utilized and Placement to identify career utilizing the Career will be 200 in FY08. 520 the career center by researching pathways that will assist Center various career opportunities and them in choosing career Number of students receiving career career information. The student opportunities. Number of students counseling will be 75 in FY 08. 225 populous engaged in a continuum of receiving career career workshops and seminars. counseling The number of CCC career-technical Improved measures for assessing the completers who continue their education or 151 effectiveness of Career Services are Transfer data for career- who successfully enter the workforce will be being researched. technical job placement 75 in FY08. results 3. Students and The number of CCC graduates enrolling in an 500 = 93.8% employees who utilize Academic transfer IHL undergraduate or graduate program in the Career Services and results FY08 will increase by 29%. Placement Center will indicate that they are Students and employees 65% of employees who participate in the satisfied with the survey results will be satisfaction survey will rate their level of services provided them. used as the method of approval with the student support programs, evaluation services, and activities as “satisfactory” or higher.

2008-09 Campus Climate Survey Results 77.66%

65% of students who participate in the satisfaction survey will rate their level of approval with counseling services as “satisfactory” or higher. 67.7% 2008-09 Entering Student Survey Results and 2008-09 Graduating Senior Exit Survey 74.71% Results 142

COUNSELING SERVICES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of Coahoma Community College’s Counseling Services is to Alignment of Program Outcomes with the Institution’s Mission serve the academic, social, and emotional needs of the institution’s Statement and Goals: students. To accomplish the institution’s mission, Coahoma Community College’s Counseling Services has adopted the following institutional goals: provide a network of services that allows the student to maximize his/her potential; provide opportunities for developing partnerships with public and private agencies to address community and economic development needs within the service area; plan, assess, and evaluate all activities and programs in order to ensure institutional effectiveness.

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COUNSELING SERVICES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Instructional Methods of Evaluation or Evaluation Standards or Assessment Used To Improve Student Program Outcome Support Area Assessment Benchmark Results Learning, Curriculum, Or Program Counseling Students will receive (1) Number of students who (1)- 500 academic and 300 (1) 369 A/ 73.8 In making use of results, the Services counseling services received counseling services career-technical students will 257 CT/85% following improvements were aimed at enhancing their receive counseling services. implemented: academic success. These (1) Improved the process of referral services include: (2) Number of student (2)- 300 academic and 125 (2) 79 CT/63% services individual and group referrals from instructors career-technical students will (2) Requested instructors provide a counseling sessions; be referred for counseling list of students with deficiencies at academic advising; services. mid-term career awareness and exploration services; transitional services; testing services; and external referrals and partnerships. Counseling Services provided by the (1)-Spring 2009 Graduating 65% of students who (1)-126 of 174 Goal was met, but efforts related to Services Academic and Career- Students Exit Survey participate in the satisfaction respondents 74.84% improving customer service will be Technical Counseling survey will rate their level of were satisfied with ongoing. Staff will meet the needs (2)-Entering Students Survey satisfaction with academic services of students. advising and counseling services as “satisfactory” or (2) 68 of 96 respondents higher. 72.91% were satisfied with services Counseling A Sophomore Transfer (1)The number of the students (1)At least 100 students will (1)- 66 students Although the benchmark was not Services Day will be provided for will attend Sophomore participate in Sophomore participated met, participating students were students to aid them in Transfer Day Transfer Day made aware of the various careers obtaining scholarship and and educational programs, career information (2)- 25 individual scholarships, and other resources (2)- 30 individual representatives from available to them. A decision was (2)The number of representatives from colleges/military made to better advertise future College/Military colleges/military programs in programs in Mississippi events so as to make every representatives that participate Mississippi and neighboring and neighboring states interested student aware of the states will participate participated opportunity.

Counseling Counselors will be The number of professional Counselors will attend at The counselors attended The benchmark was met. Efforts Services provided an opportunity development training least 4 professional four (4) professional will continue to assure that to receive the latest Counselors will attend per development trainings per development trainings: counselors receive adequate innovative information in semester semester MS Community and opportunities for professional 144

the area of College Junior Counselors development. Counseling through Association professional MS Counselors development Association MS Advisor Meeting MS Municipal League Conference

Counseling Counseling services will Number of students on Number of students who are 357 Fall 06 In using results, services aimed at Services enhance the academic academic suspension or on suspension, academic 289 Fall 07 meeting the academic needs of success of students at probation suspension, or probation will 794 SUS/Probe Fall 08 students were enhanced. These Coahoma Community decrease by 15%. efforts included: College. 19% decrease from Fall Students were exposed to domestic 06 to Fall 07 violence and awareness programs. Retention rallies were held for 175% increase from Fall students. 07 to Fall 08 Instructor referrals were addressed immediately. Students were referred to Win Job Center for employment, Social Security Administration and Voc- Rehabilitation for services. The Counseling Department recommended that the College employ an additional counselor to provide additional academic support services to students.

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DISABILITY SERVICES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of Coahoma Community College’s Disability Services is to Alignment of Program Outcomes with the Institution’s Mission provide reasonable accommodations for equal access to an education for Statement and Goals: students who register and quality for disability services. To accomplish the institution’s mission, Coahoma Community College’s Disability Services has adopted the following institutional goals: empower students with the necessary tools to maximize their potential by providing a network of support services and activities; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

146

DISABILITY SERVICES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Used Instructional Methods of Evaluation or Evaluation Standards or Assessment Program Outcome To Improve Student Learning, Support Area Assessment Benchmark Results Curriculum, Or Program Disability Upon request for Only one student self-identified as Services disability services, the (1) Number of students Based on the numbers of 1/100 needing disability services. In making student will receive who request students who requested use of results, efforts to inform reasonable disability services per services. Student did not students and faculty of the available accommodations to semester maintain a 2.0 GPA. services and the need to identify both ensure equal access to However, student physical and learning disabilities are his/her educational (2) Academic progress Maintain academic progress showed 1.2 being implemented program of study. reports of students of a 2.0 GPA or above increase in GPA provided disability accommodations Disability Students and College 2008-09 Graduating 65% of students and 115 of 174 The benchmark was met. The results Services Personnel will be Sophomore Exit Survey employees who participate in respondents were were used to review the accessibility of Disability satisfied with services Results the satisfaction survey will satisfied with our facilities to all students, faculty, Services provided by the rate their level of satisfaction services and staff Disability Coordinator 2008-09 Entering Student with provisions provided for 66.09% Survey Results students with disabilities as “satisfactory” or higher. 65 of 96 respondents were satisfied 67.7%

ADA/504 The institution will List of facility At least 3 (75%) of the Three findings were The following OCR visit requests were Services meet or exceed improvements needed for findings from the OCR visit addressed. addressed this school year guidelines of the Office full compliance with OCR will be addressed in the • Marion Reed Gymnasium of Civil Rights. standards current school year. renovations were completed • Entrance and Exit doors List of improvements were replaced in Curry Hall made in addressing the and accessible push pad compliance issues locks were installed • Entrance doors in Dickerson Johnson Library were replaced and accessible push pad locks were installed Improvements will continue in an effort to assure that the College is in 100% compliance with OCR standards.

147

Explain How Results Were Used Instructional Methods of Evaluation or Evaluation Standards or Assessment Program Outcome To Improve Student Learning, Support Area Assessment Benchmark Results Curriculum, Or Program ADA/504 Coordinator will be The number of professional The Coordinator will attend The Coordinator The benchmark was met. The Services provided an opportunity development trainings the two (2) professional attended two (2) Coordinator will continue to seek to receive the latest and Coordinator will attend per development training to stay professional professional development opportunities innovative training in semester. abreast of the changes in development in an effort to improve services for the field of Disability disability services trainings: MS students with disabilities. Services in Higher AHEAD Disability Education through Conference and the professional Project Start development Technology Conference

148

FINANCIAL AID PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Financial Aid Office is to assist students and parents in Statement and Goals: the process of applying for financial aid. The Office of Financial Aid offers To accomplish the institution’s mission, Coahoma Community College’s assistance in the completion of the Free Application for Federal Student Aid Financial Aid Office has adopted the following institutional goals Empower (FAFSA); conducts counseling sessions with students to ensure a successful students with the necessary tools to maximize their potential by providing a financial aid process; sends correspondence informing students of necessary network of support services and activities; Address community and economic documentation to determine financial aid eligibility and processes submitted development needs within the service area by developing and sustaining documentation; receives and notifies students of scholarships; processes partnerships with public and private agencies; and Ensure institutional and awards financial aid according to student eligibility. effectiveness by planning, assessing, and evaluating all activities and programs.

149

FINANCIAL AID 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Instructional Program Methods of Evaluation or Evaluation Standards or Assessment Used To Improve Student Support Area Outcome Assessment Benchmark Results Learning, Curriculum, Or Program Financial 1. Students will be able Percentage of students who Of the students who apply 5.44 percent applied for To increase the number of students Aid to complete the apply for financial aid on or for financial aid in spring of financial aid within the applying for financial aid by the financial aid process before the priority deadline. 2009, 50% will apply for priority deadline, CCC designated within the priority financial aid on or before the priority deadline. the month of March as “FAFSA deadline (March 1). priority deadline. Completion Month” and issued

$500 dollars in free give-away. 2644 students enrolled The Financial Aid Office also, used for Fall 09. 144 students the internet, flyers, and banners to applied within the market the benefits of applying early for financial assistance. priority deadline.

Financial 2. Financial Aid Office Number of financial aid At least 1 financial aid A one day workshop The workshop provided CCC’s Aid will provide financial marketing strategies or marketing strategies or was held on April 22, campus students and the eight aid strategies and assistance workshops held assistance workshop will be 2009, from 8:00a.m.to educational sites the opportunity to assistance workshops to during the assessment period held during the year. 7:00p.m. complete the FAFSA early. assist students in completing necessary financial aid Percentage of students who Of the students who enroll in 1.09 percent (29 Due to the low percentage of documents. participate in the assistance the fall, 30% will participate students) participated in students’ participation in the early workshops. in financial aid assistance the workshop. application process; CCC increased workshops. the number of individuals to assist students in completing the FAFSA during registration; which reduced congestion, chaos and allowed 08-09 Graduating Senior students to complete the process Student surveys tracking 50% of students and faculty Exit Survey results within the registration deadline. students’ level of satisfaction who participate in the indicated a satisfaction In using results, a decision was also with student activities. satisfaction surveys will rate level of 68.40%. made to enhance advertising efforts their level of satisfaction informing students of future with financial aid services of 2008-09 Entering financial aid assistance workshops. the college as “satisfactory” Student Survey results or higher. indicated a satisfaction level of 68.74%.

2008-09 Campus 150

Climate Employee Survey results indicated a satisfaction level of 49.50%. Financial 3. Financial Aid Office Annual Audit Report and Fiscal For the most current audit The FY08 audit is Efforts will continue to assure that Aid will demonstrate Operations Report. (FY08), Coahoma pending final all audit and review requirements financial responsibility. Community College’s determination by the are met. The Annual Audit and the Financial Aid Office will Department of Fiscal Operations Reports allow the meet 95% of the annual audit Education. institution’s continuation of and review requirements for receiving Federal and State the administration of Federal The FY 08 Fiscal fundings. and State financial aid funds. Operations Report was validated and submitted to the Department of Education on 10/1/09.

151

HOUSING AND RESIDENCE LIFE PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission Coahoma Community College provides supervised residence halls for men Statement and Goals: and women that are enrolled full-time at the institution. The Department of To accomplish the institution’s mission, Coahoma Community College’s Housing is committed to offering a maturing experience of growth and Department of Housing has adopted the following institutional goals: excellence for students living in the Residence Halls. The department empower students with the necessary tools to maximize their potential by exposes the belief that students learn and grow in many ways during their providing a network of support services and activities; address community college years. Therefore, the department seeks to facilitate the personal and and economic development needs within the service area by developing and academic growth of its residents. sustaining partnerships with public and private agencies; support cultural enrichment programs and activities; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs

152

HOUSING AND RESIDENCE LIFE 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Instructional Student Learning Methods of Evaluation Evaluation Standards or Assessment Were Used To Improve Support Area Outcome or Assessment Benchmark Results Student Learning, Curriculum, Or Program Housing and 1. The student will be (1) Number of students Of the students who complete a During the fall semester of 2008- Goal was met. Students who Residence Life able to complete the completing applications by housing application for fall 2009 school year a total of 256 completed housing application application process and the deadline. 2008, 60% will complete an students resided in student and paid housing deposit pay housing fee by the application by the deadline housing. A total of 192 students before the deadline date had deadline set by the (2) Number of students date. completed a housing application little or no trouble checking institution. paying fee by the deadline. before the deadline. (75% met into the resident hall. By Of the students who pay deadline) requiring students to complete housing fees to the institution applications online and for fall 2008, 70% will pay fees There were 256 students who getting their financial aid by the deadline date. applied for housing for the fall of information completed in a 2008-2009. A total of 182 timely manner, it is hoped that students paid housing deposits the ratings continue to before the deadline.(71% met improve. deadline) Housing and 2. Residential students (1) Statistics on the use and In 2008-09 there were 2 student The resident students who Residence Life will follow housing’s misuse of the residence hall 100% of students will use the seminars conducted on safety and reside in a hall with access policies and procedures. card access system; residence hall card access housing. All resident students control doors had control over system correctly. who participated and those who their safety while living in the (2) Number of infractions did not participate were instructed residence hall. In making use committed in the dormitories in the use of the card access of assessment results, a annually. system. These instructions have recommendation was made given us a 100% satisfaction level for access control on all with the card access system. dorms. With the addition of CCTV and additional RAs in the The number of infractions 28 infractions in 2007-2008 resident hall, more violations committed in dormitories will 40 infraction in 2008-2009 are being seen and reacted to decrease by 10% compared to (an increase of 43%) by Housing. However, it is 2007-2008. expected that this increase in violations will subside during the 2009-10 school year. Careful monitoring will continue. Housing and 3.The residential hall Students’ level of 65% of students who Graduate Survey results: The results of these surveys Residence Life students will rate their satisfaction with housing participate in the satisfaction 174 respondents, 94 satisfied show that the students who level of satisfaction and maintenance of housing survey will rate their level of 54.03% satisfied choose to reside in college with housing and satisfaction with housing and housing at Coahoma are maintenance of housing maintenance of housing as Entering Student Survey results: satisfied. With the building of as “satisfactory” or 2008-09 Graduating Student “satisfactory” or higher. 96 respondents, 79 satisfied a new female residence hall in 153

higher Exit Survey Results 82.28% satisfied the near future, it is expected

270 total responses that the 65% satisfaction level 2008-09 Entering Student 173 rated “satisfactory” will be reached. Survey Results Overall rating: 64% satisfied

154

LIBRARY AND LEARNING RESOURCES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Dickerson-Johnson Library and Learning Resources Alignment of Program Outcomes with the Institution’s Mission Center is to support the college’s mission by acquiring, organizing, and Statement and Goals: disseminating information to support the curriculum and programs of the To accomplish the institution’s mission the Dickerson-Johnson Library and institution. Learning Resources Center has adopted the following institutional goals: empower students with the necessary tools to maximize their potential by providing a network of support services and activities; utilize emerging instructional technology by providing innovative learning opportunities for student; support cultural enrichment programs and activities; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

155

LIBRARY AND LEARNING RESOURCES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Administrative Assessment Explain How Results Were Used Program Methods of Evaluation Evaluation Standards or or Ed Support Results To Improve Student Learning, Outcome or Assessment Benchmarks Area or Service Curriculum, Or Program Dickerson-Johnson 1. Students and college Graduating Senior Exit 75% of respondents will rate Nineteen percent (19%) of those Library and personnel will be Survey, their level of satisfaction with responding on the Graduating Senior Learning satisfied with the the library resources and Exit Survey were either neutral or Resources Center library resources and Entering Student Survey services as “satisfactory” or dissatisfied with library resources and services provided by the higher. services. The Fall orientation classes Dickerson-Johnson Campus Climate Survey. will feature an updated library website Library and Learning 2008-09 Graduating Senior 76% with staff generated online tutorials, a Resources Center. Exit Survey Results revised brochure and emphasis on database features. A description of the book collection will also be included in the orientation sessions

Fifteen percent (15%) of the Entering Student respondents were neutral on their opinion of the library services provided. The staff has revised the library’s brochure and changed some features on the website to highlight the 82% resources available to library users. 2008-09 Entering Student The changes should be posted before Survey Results the Fall semester. The library is also planning to conduct training sessions with faculty and staff. An orientation packet will be given to all faculty and staff during the 2009-2010 pre-school conference.

Nineteen percent (19%) of those responding to the Campus Climate Employee Survey either thought or were unable to determine if the 2008-09 Campus Climate institution has library collections and Employee Survey Results 81% learning information resources consistent with its mission and the degrees offered. The library staff will distribute information packets during pre-school conference containing a library resources CD. 156

Dickerson-Johnson 2. The Dickerson- Campus Climate Survey 75% of respondents will Twenty (20) of one hundred three Library and Johnson Library and Results respond with “strongly agree” (103) respondents either thought or Learning Learning Resources or “agree” when asked if the were unable to determine whether the Resources Center Center will provide . institution has adequate library library had adequate library collections adequate library collections and and learning information resources collections and learning/information resources consistent with its mission and the learning/information consistent with its mission of degrees offered. The library staff resources consistent the institution and the degrees continued to send out blast emails with the institution’s offered by the college. alerting faculty and staff of new mission and the degrees acquisitions and information relative to offered by the college. 2008-09 Campus Climate 81% staff development, health issues posing Employee Survey Results threats to the general population e.g. swine flu and information pertinent to their areas of interest. It should be noted that many of the emails bounced. The division deans were informed that many faculty emails were bouncing back. Hard copies of some information were placed in individual boxes. Dickerson-Johnson 3. The institution Description of facilities and The Dickerson-Johnson Ten of the older reference Facility or learning resources Library and provides facilities and learning information Library and Learning Resource floor computers should enhancements that have been Learning learning/information resources Center description of facilities be replaced. scheduled in response to identified Resources Center resources that are and learning resources is needs or departmental requests are: appropriate to support Identified needs provided on the website at Additional security, its teaching, research, Departmental requests www.coahomacc.edu/library. equipment, and resources The library will replace ten (10) and service mission. are needed in the computers that over six (6) years old Resource Room of the on the Reference Floor. Allied Health Building. A self-check station and materials security system will be added to the Resource Room at the Allied Health Building. A small collection of books will also be added to augment the online resources.

Tables, chairs and a magazine rack will also be added the Allied Health Resource Room.

The Nurse Educator, a peer-reviewed periodical, will be added to the resources in the Allied Health Facility. Nursing, American Journal of Nursing and the Journal of Practical Nursing will be moved from the campus collection to the Allied Health Resource Room.

157

Dickerson-Johnson 4. The institution Description of library The Dickerson-Johnson Thirty-six (36) library In making use of the positive Library and ensures that users have orientations conducted Library and Learning orientation classes were assessment results, the library will set Learning access to regular and during the academic year. Resources Center will conduct taught reaching 676 a goal for the next cycle for an increase Resources Center timely instruction in the at least 5 library orientations students. Students were of 15% for the number of students use of the library and for students/faculty during the taught how to navigate receiving orientation. other learning and year. the library’s webpage, information resources. how to search the online catalog, and how to search online databases. Students were also given passwords to access the online databases. Library policies and procedures and interlibrary loans were also discussed. Ninety-one percent (91%) of respondents stated that the class met or exceeded their 2008-2009 Library Orientation expectations. Survey Report Eighty-eight percent (88% ) of those responding to the survey indicated that that instruction for using MS Virtual Community library resources was College CCC Student Services available and more than Survey(online students) eighty percent (80%) indicated that the instruction for library material was adequate. Dickerson-Johnson 5. The institution Description of library staff 100% of the library staff will 100% of the library staff The information literacy, database use Library and provides a sufficient and credentials. meet the institution’s meets the institution’s and promotion workshops assisted the Learning number of qualified credentialing standards credentialing standards staff in providing better instruction in Resources Center staff—with appropriate Description of staff with credentials posted the use of resources to both students education or development activities Library staff members will under the institutional and faculty. Although the standard was experiences in library participate professional effectiveness website. met, library staff members continue as and/or other development activities that Library staff members an ongoing goal to seek training and learning/information strengthen their skills in participated in educational opportunities to enhance resources—to providing instruction in the use information literacy, their library skills. accomplish the mission of resources to both students database use and of the institution. and faculty promotion workshops, library conferences dealing with technical issues, customer service training and numerous other staff development activities. 158

MISSISSIPPI DELTA RURAL HEALTHCARE TUTORING PROGRAM PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The Mississippi Delta Rural Healthcare Tutoring Program is designed to Alignment of Program Outcomes with the Institution’s Mission facilitate students’ learning by offering one-on-one tutoring in math and Statement and Goals: science. To accomplish the institution’s mission, the Mississippi Delta Rural Healthcare Tutoring Program has adopted the following institutional goals: empower students with the necessary tools to maximize their potential by

providing a network of support services and activities; ensure institutional

effectiveness by planning, assessing, and evaluating all activities and

programs; address community and economic development needs within the

service area by developing and sustaining partnerships with public and

private agencies.

159

MISSISSIPPI DELTA RURAL HEALTHCARE TUTORING PROGRAM 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE Explain How Results Were Used To Instructional Support Methods of Evaluation or Evaluation Standards or Assessment Improve Student Program Outcome Area Assessment Benchmarks Results Learning, Curriculum, Or Program Rural Healthcare 1. Students who Number of students Number of students receiving No students were Data from program Training Tutoring receive tutoring participating in mathematics mathematics tutoring services tutored in the 08-09 indicated a need to Services services from the tutoring services, and number will be 50. school year. The continue the math Rural Healthcare of students participating in period of performance tutoring program. This Training Partnership science tutoring services. Rural Number of students receiving ended for this component was included will demonstrate Healthcare Training Partnership science tutoring services in component of Delta in the proposal to improved achievement will record the results on this will be 20. Rural Health Care. strengthen allied health in mathematics and form. The Math/Science programs. Funding to science. Instructor was continue the Math and 50% of students who receive reassigned to another science tutoring program services will show position on campus. was awarded Feb. 15, improvement in their final 2009 from the US grade in the course compared Department of Labor. A to their mid-term grade Math specialist will be hired to fill this position by July 1, 2009. Rural Healthcare 2. Students who Retention rate of students Students who participate in No students were Training Tutoring receive tutoring participating in student tutoring tutoring services will have an served during the Services services from the services institutional retention rate of 08-09 school term. Rural Healthcare 75%. Training Partnership will enroll in Coahoma Community College the following semester.

160

RAPID RESPONSE PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Rapid Response is to assist students to develop job Statement and Goals: readiness skills, a professional attitude, and strong work ethnics. To accomplish the institution’s mission, Rapid Response has adopted the following institutional goals: empower students with the necessary tolls to maximize their potential by providing a network of support services and activities; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies.

161

RAPID RESPONSE 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Instructional Program Methods of Evaluation or Evaluation Standards Assessment Results Explain How Results Were Support Outcome Assessment or Benchmarks Used To Improve Student Area Learning, Curriculum, Or Program 1. Students assessed through The Rapid Response Coordinator A pre-test in reading and Less than 70% of Actions taken in response to Rapid Rapid Response will enter will administer a battery of math is administered students assessed entered assessments: If the TABE pre- Response into an academic or assessments designed to determine and scored prior to an academic or test indicated a deficiency in vocational program. educational and vocational history, training. educational program either reading or math (8.9 or potential barriers to employment, All potential students below), a post-test was given supportive services, and a service assessed will enter into prior to exiting the program or plan to meet the projected an academic or within one year following outcome. Assessment instruments vocational program. remediation, guidance and may include CHOICES and the counseling provided to the Test for Adult Basic Education student. (TABE). The student applicant will complete the assessment for entry into an academic or vocational program.

Rapid 2. Students will be provided Results from entry/exit interview, All students will Less than 80% of In making use of assessment Response with career exploration and career interest inventory, and develop decision- students demonstrated results, students who were Coordinator decision-making skills CHOICES will be compiled for making skills during the that they had developed unsuccessful were provided an training. evaluation. first year of training. adequate decision occupational skills training making skills. session to reinforce and enhance decision-making skills. All participating 3. Upon completion of an Students will receive job search students will become Rapid academic or vocational training to include completing job gainfully employed Less than 85% of In using the results of the Response program, the student will be applications, writing resumes, students were placed in assessment, students who were Coordinator placed in unsubsidized mock interviews, unsubsidized not placed were monitored more employment. employee/employer relations, and employment. closely through follow-up attendance on the job. obtained through the WIN Job Centers that provided information regarding job placement, supportive services, and assistance in securing better paying jobs.

162

SAFETY SERVICES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission Coahoma Community College’s Campus Police Department is responsible Statement and Goals: for the general safety, protection, and security of students, faculty, staff and To accomplish the institution’s mission, Coahoma Community College’s property of the institution. Campus Police Force has adopted the following institutional goals: empower students with the necessary tools to maximize their potential by providing a network of support services and activities; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs; and address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies.

163

SAFETY SERVICES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Used To Instructional Student Learning Methods of Evaluation or Evaluation Standards or Assessment Improve Student Learning, Support Area Outcome Assessment Benchmark Results Curriculum, Or Program Safety Services 1. Campus Police will 2007-2008 Coahoma Community College’s Campus provide a safe and (1) The number of student- At least 3 student-centered 2 seminars Students attended two well-maintained centered campus seminars on campus seminars on safety 139 participants seminars/workshops. The topics of the environment for safety and maintenance of and maintenance of housing seminars were Campus and Housing students, faculty, and housing facilities and number facilities will be held with at 2008-2009 Safety and Stress Management. New staff. of participants least 149 students 2 seminars students were made aware of the internal participating. 100 participants and external cameras/access control doors .We only had 1/3 of the on campus population participating. Efforts aimed at (2) Comprehensive report of Total number of crimes 2007-2008 enhancing participation including crime statistics by category reported on campus will 30 mandatory attendance for on-campus annually. decrease by 10%.(list each 2008-2009 residentsare being considered. category separately) 27 Crime Statistics A 10% decrease for Incident Y06-07 Y07-08 Y08-09 the year Murder 0 0 0

Rape 0 0 0 Robbery 0 0 0 Agrev. 1 9 5 Assault

Burglary 7 10 15

Vehicle 0 1 0 Theft Hate 0 0 0 Crimes Arrests 7 10 6 Liquor 0 0 0 Drug 0 0 0 Weapon 0 0 1 Total 15 30 27 Safety Services 2. The Campus Police (1) Numbers of infractions The number of student 2007-2008 The increase of student infractions in 08- will decrease the committed campus wide infractions occurring campus 28 infractions 09 is considered to be a result of adding number of student annually. wide will decrease by 10%. 2008-2009 additional RAs, and adding CCTV in the infractions occurring (Compared to 2007-2008). 40 infractions residence Halls in 07-08. A considerable campus wide. 70% increase decrease is expected for the 09-10 school year, because of the additional RAs and CCTV in residence halls. Monitoring efforts will be continued. 164

Safety Services 3. The students, Level of satisfaction of faculty 40% of students, faculty and The benchmark was met with the level of faculty and staff will and staff with personal security staff who participate in the satisfaction for safety from the students, rate Campus Police at and safety of campus surveys will rate their level faculty and staff above 50% in all areas. a level of of satisfaction with the The Safety Services department will “satisfactory” or personal security and safety continue to work toward a 100% above for providing on campus as “satisfactory” satisfaction rate. In making use of personal and campus or higher. assessment results, a decision was made safety. to request additional upgrading of 2008-09 Graduating Students 174 responding technology related to the safety area and Exit Survey Results 119 satisfied or higher further increase the man power as funds 67.40% become available.

2008-09 Entering Student 96 responding Survey Results 54 satisfied or Higher 56.24%

2008-09 Campus Climate 103 responding Employee Survey Results 89 satisfied or Higher 86.40%

Each survey shows that the faculty, staff, and students are satisfied with their personal safety at Coahoma Community College.

165

SOCIAL AND CULTURAL ENRICHMENT PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The Office of Student Affairs provides Social and Cultural Enrichment at Alignment of Program Outcomes with the Institution’s Mission Coahoma Community College to provide meaningful cultural enrichment Statement and Goals: activities that increase satisfaction among students at Coahoma Community To accomplish the institution’s mission, Coahoma Community College’s College. Office of Student Affairs has adopted the following institutional goals: empower students with the necessary tools to maximize their potential by providing a network of support services and activities; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies.

166

SOCIAL AND CULTURAL ENRICHMENT 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Instructional Student Learning Methods of Evaluation or Evaluation Standards or Assessment Used To Improve Student Support Area Outcome Assessment Benchmark Results Learning, Curriculum, Or Program Social and 1. The Office of (1) Number of social and At least 5 social and cultural (1) 3 events The participation benchmarks Cultural Student Affairs will cultural enrichment activities enrichment activities will be were not met. In an effort to Enrichment provide effective social offered to students held during the year with at (2) 121 participants enhance participation in social and cultural least 262 students participating; and cultural activities, new enrichment activities (2) Number of student initiatives were implemented. for students. participants 60% of students who (3) 68 of 96 or participate in the satisfaction 70.82% of respondents Improvements that were made Student Surveys indicating surveys will rate their level of expressed satisfaction as a use of assessment results: students’ level of satisfaction satisfaction with the recreation, - Marketed Social and with the social and cultural social gatherings, cultural Cultural Enrichment activities events, and entertainment as (4) 65 of 96 or 67.7% of activities more (3) Senior Survey “satisfactory” or higher. respondents expressed through Campus (4) Entering Student Survey satisfaction website 2008-09 Graduating Senior - Collaborated with Exit Survey Results campus housing to

2008-09 Entering Student reach more students Survey Results - Used social networks such as Facebook to promote activities.

167

SPECIAL POPULATIONS SERVICES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of Special Populations Services is to support the College's Statement and Goals: commitment to accommodate students possessing diverse goals and To accomplish the institution’s mission, Special Populations Services has backgrounds. These services assist students in achieving successful adopted the following institutional goals: empower students with the performance in their instructional programs as well as to attain their individual necessary tools to maximize their potential by providing a network of support goals. services and activities; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

168

SPECIAL POPULATIONS SERVICES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Instructional Student Learning Methods of Evaluation or Evaluation Standards or Assessment Used To Improve Student Support Area Outcome Assessment Benchmark Results Learning, Curriculum, Or Program Special Students who qualify Populations for special populations (1) TABE Pretest and Post-test 60% of the graduates’ scores 51 of the total # of graduates The students were required to Services services will be able to (Math, language, and reading will increase in academic took the pre and post test. come to the Related Studies Lab to develop and advance levels of academic (basic skills) (basic skills) attainment on 75% (38 of 51) of the be remediated in basic skills their program of study attainment) TABE post-test by 10%. students showed increased (Math, Language, and Reading). and career skills. academic (basic skills) Students used TABE study guides attainment by 10%. to improve their scores prior to (see attachment) graduation. Some students received one-on-one remediation in the Related Studies Lab from the instructors. A calendar will be developed to ensure all students take the post. Instructors were advised to strongly emphasis to students the importance having a pre and post test score on all graduates. Students will be able to (2) Number of high school and 50% or 500 female students Conference evaluation form was pursue highly technical postsecondary females from 19 schools in our five- 85% of female students from given out to students for feedback and non-traditional attending the WISCT(Women county service areas will our five-county service areas on how they would rate the careers with science and In Science Construction attend the WISCT. participated in our annual conference base on the amount of math backgrounds. Technology) conference; Women in Science information presented about Construction and Technology careers for persons in non- Students will be able to Conference (WISCT) to hear traditional careers and how they enroll in a community from motivational speakers would rate conference speakers, college or university and role models concerning each session, and conference and succeed in the career opportunities schedule. 85% of the students health, communication, said that the conference was computer technology, or excellent. To improve next year engineering careers of conference, we need to add more study. non-traditional speakers. 50% of the special 125 career and technical The students used the Related (3) Number of Special populations students will use students used the Related Studies Lab for Entrance Populations’ students provided the Related Studies Lab for Studies Lab for remediation Assessment (TABE), Career career skills services in the remediation and employability and career skills Interest Assessments, and Tutorial Related Studies Lab. skills services; to include but not limited to, Choices, TABE Study Guide, and web-based assessments 169 (Studyguidezone.com and

Testprepreview.com) in order to help prepare them to be successful in their program of study.

170

STUDENT ATHLETICS PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Alignment of Program Outcomes with the Institution’s Mission Statement and Goals: Program Purpose and Description: To accomplish the institution’s mission, Coahoma Community College’s The purpose of Coahoma Community College’s Athletic Department is to Athletic Department has adopted the following institutional goals: empower ensure that Coahoma Community College strives to be the best in the students with the necessary tools to maximize their potential by providing a community, the state, and recognized throughout the nation. The Athletic network of support services and activities; address community and economic Department’s purpose is to teach, motivate, discipline, love, care, and instill development needs within the service area by developing and sustaining character in everyone involved in the Tiger family. partnerships with public and private agencies; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

171

STUDENT ATHLETICS 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Used Program Methods of Evaluation or Evaluation Standards or Assessment To Improve Student Learning, Outcome Assessment Benchmark Results Curriculum, Or Program 1. Students will be able Class attendance Rate 80% of students will attend 65% Coahoma Community College’s to demonstrate class regularly. student athletes demonstrated skills necessary skills needed needed to be a part of a successful to graduate from Graduation Rate 70% of students will graduate 68% athletic program. Students attended Coahoma Community within 150% of time. the majority of class meetings College within three years. received effective and efficient Study Hall 100% of students will attend 95% rehabilitation services, demonstrated evening study hall sessions 3 positive weight measures, and record times per week. graduation rates. Student athletes demonstrated to fellow non-athletic classmates the results of multi- tasking.

Athletic Department increased the number of days and hours of study hall for athletes, from 2 days to 3 days; from 1 ½ hours to 2 hours per day.

Athletic Department also instituted a tutorial program and used the library for the location of study hall. Students were able to utilize library learning resources.

2. Students will satisfy Eligibility completion Rate 80% of athletes will satisfy 95% Athletes are required to have the eligibility eligibility requirements for following: requirements in order the NJCAA and MAJCA 1st year participant=2.0 GPA for 12 to participate in hours. athletics at Coahoma 2nd year participant=24 hours with a Community College. 2.0 or accumulated 36 hours with a 2.0 or 1.75.

After checking mid-term and semester grades, those students who 172

fell below eligibility requirements received tutoring services provided by Student Services and the Rural Healthcare Tutorial Program. 3. Students will Drug Test results 80% of athletes will pass drug 69% The 31% of the students who did not maintain a healthy test results. pass the drug test received lifestyle. counseling from the Athletic Number of injury 100% of students that require 89% Director and Athletic Trainer. rehabilitations rehabilitation will receive services Students were retested and met the requirements. If students do not pass the drug test, then they automatically Record of weight loss or gain; 65% of the 100 students will 94% can be randomly tested. The show a positive gain or loss of Athletic Department continued to weight. ensure students remained drug free by randomly testing these 31%. The Athletic Department provided rehabilitation services for all

students who receive injuries that

required rehabilitation a time, date and location for the services. The Athletic Department will continue to emphasize the importance of rehabilitation services. Athletes who needed to lose weight or gain weight were counseled by the Athletic Trainer and the coaches.

The Strength Conditioning Coach

educated the athletes on the benefits of loss of weight and the gain of weight. Through off-seasoning conditioning, those students who needed to lose weight were able to lose weight. Through weight lifting and strength training classes, those students who required weight gain

gained the weight through strength

conditioning. 100% of the athletes retained their scholarships. The Athletic 4. Students will retain Percentage of students 100% of the students will retain 100% Department will continue to monitor their scholarships in retaining athletic scholarships. their athletic scholarship. those students who are enrolled in order to participate in Drug test results. summer school. athletics.

173

STUDENT CLUBS AND ORGANIZATIONS PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Alignment of Program Outcomes with the Institution’s Mission Program Purpose and Description: Statement and Goals: The purpose of Coahoma Community College’s Student Clubs and To accomplish the institution’s mission, Coahoma Community College’s Organizations is to provide opportunities for students to develop leadership Office of Student Affairs has adopted the following institutional goals: provide qualities necessary to be contributing members of society. a network of services that allows the student to maximize his/her potential; provide opportunities for developing partnerships with public and private agencies to address community and economic development needs within the service area; plan, assess, and evaluate all activities and programs in order to ensure institutional effectiveness.

174

STUDENT CLUBS AND ORGANIZATIONS 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Instructional Program Methods of Evaluation or Evaluation or Assessment Assessment Were Used To Improve Support Area Outcome Assessment Standards Results Student Learning, Curriculum, Or Program Student Clubs and The Office of Student Office of Student Affairs At least 10 student activities 30 All goals were met. Clubs and Organizations Affairs will sponsor Office of Student Affairs will recommended and/or organized organizations sponsored effective student clubs evaluate this program outcome by student clubs and effective well attended and organizations. through the following organization will be held in activities. Student measures: number of student FY09. participation in clubs, and

activities recommended and/or organizations demonstrated organized by student In FY09, 50 students will 95 increased level of satisfaction clubs/organizations; number of participate in a club or and leadership. students participating in clubs organization of the college. and organizations; and More participation incentives students’ level of satisfaction 60% of students who were offered to clubs’ and with student activities and participate in the satisfaction organizations’ advisors for programs. Student Affairs will surveys will rate their level of enhancing programming record the results on this form. satisfaction with the college- efforts. sponsored student programs as

Assessment Committee “satisfactory” or higher. The assessment committee will evaluate results and assess for 2008-09 Graduating Senior strengths and improvements. Exit Survey Results 74.71% The committee will share results with Student Affairs.

Office of Student Affairs 2008-09 Entering Student 67.70% Student Affairs will use the Survey Results results to improve student learning, curriculum, or the program and will document these changes and/or improvements on this form.

175

STUDENT EMPLOYMENT SERVICES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of Student Employment Services is to assist students in finding Statement and Goals: part-time work to assist with their financial needs in the local community or To accomplish the institution’s mission, Student Employment Services has on campus. adopted the following institutional goals: empower students with the necessary tools to maximize their potential by providing a network of support services and activities; address community and economic development

needs within the service area by developing and sustaining partnerships with

public and private agencies; and ensure institutional effectiveness by

planning, assessing, and evaluating all activities and programs.

176

STUDENT EMPLOYMENT SERVICES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Methods of Instructional Evaluation Standards or Assessment Used To Improve Student Program Outcome Evaluation or Support Area Benchmark Results Learning, Assessment Curriculum, Or Program Student 1. The Student Number of students The number of students for JLD Students=40 Student participation goal was met Employment Employment Services participating in JLD whom jobs are located or with a total of 449 students Services Program will locate Program, Work Study, and developed will be at least Work Study=389 employed. The percentage of and develop off- Community Service. 425. available funds used to employ campus and on- Community students was less than 100%. In campus job opportu- Service=20 making use of results, students were 100 % of Total funds for encouraged to use the website to nities for Coahoma student employment will be apply for FWS. Students who had Community College used : (FSEOG, travel, previously been apprehensive about students. equipment, supplies and using the web became more salary are already included in comfortable with accessing and Percentage of funds used total Funds) submitting data. In making the to employ students. application process more accessible, JLD Students=$50,000 it was hoped that the number of $44,546 participants would increase. Efforts Work Study=$200,000 will continue to improve the $194,180.81 effectiveness of the program, the Community number of participants, and the Service=$20,000 $7955.98 available funding utilized.

Student 2. The Student Number of community The number of community 18 The goal was met. The collaborative Employment Employment Services partnerships Federal Work partnerships will be at least efforts of the state and federal Services Program will develop 17 or above agencies in the community were and maintain enhanced. Efforts will be continued community to make the community more aware partnerships. of the benefit of the College’s presence in the area. Student 3. The Student Number of students Number of students 5 The goal was met. Students were Employment Employment Services employed as reading employed as reading tutors allowed to work in a real-time Services Program will enable tutors and the of children or employed in preschool setting which proved to be college students to family literacy activities will both beneficial for the preschoolers serve as tutors for pre- Number of students be at least 4 college students and the college students. Some of the school or elementary employed as mathematics student tutors were provided an students. tutors. Number of students 5 opportunity to stay on fulltime after employed as mathematics graduation. Efforts to increase tutors of children or participation of Coahoma students in employed in family literacy the program are being implemented. activities will be at least 4 college students 177

STUDENT HEALTH, WELLNESS AND NUTRITION SERVICES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of Coahoma Community College’s Student Health, Wellness, Alignment of Program Outcomes with the Institution’s Mission and Nutrition Services is to provide quality health care services to students, Statement and Goals: faculty, and staff of the Coahoma Community College campus To accomplish the institution’s mission, Coahoma Community College’s community. Coahoma Community College’s Student Health, Wellness, and Student Health, Wellness, and Nutrition Services has adopted the following Nutrition Services also strive to educate the campus community on the institutional goals: empower students with the necessary tools to maximize importance of leading healthy lifestyles by providing a wide array of programs their potential by providing a network of support services and activities; that are beneficial academically, personally, and socially address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs. .

178

STUDENT HEALTH, WELLNESS AND NUTRITION SERVICES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Instructional Student Learning Reporting Methods of Evaluation or Evaluation or Assessment Assessment Used To Improve Student Support Area Outcome Party Assessment Standards Results Learning, Curriculum, Or Program Student Health, 1. Students will be able Campus Number of marketing strategies During FY09, Student Affairs 5 50% Coahoma Community College Wellness and to demonstrate an Nurse to enhance physical fitness will market 10 strategies to Student Affairs Division Nutrition increased awareness in awareness; enhance physical fitness marketed successful strategies the importance of Cafeteria awareness. to enhance physical fitness health, wellness and Services Number of students who 95 43% among all enrolled students. nutrition. participate in various health 220 students will participate in Student fairs and seminars; health fairs and seminars. Students participated in health Affairs seminars, intramural sports, 2. Students will Number of students who use and visited the Health and develop knowledge of the Wellness Center; 450 students will utilize the 441 98% Wellness Centers, and the the importance of Wellness Center. College-Cafeteria to enhance wellness programs as Number of students served in their quality of life, and as a it relates to health and college cafeteria; 40 females and 180 males will 6 15% result becoming more fitness. participate in intramural sports. Females effective academically and College cafeteria student socially. surveys results; 180 students will be served in 3. Students will have the college cafeteria. 146 81% an increased Number of teams participating knowledge about the in intramural sports; 70% of students and employees relationship between who participate in the nutrition and healthy Number of females and males satisfaction surveys will rate living. participating in intramural their level of satisfaction with sports the cafeteria food and services as “satisfactory” or higher.

2008-09 Entering Student 47 of 96 48.95% Survey Results respondents

2008-09 Campus Climate 55 of 103 53.39% Employee Survey Results respondents

179

STUDENT MENTORING SERVICES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of Student Mentoring Services is to provide students with a Alignment of Program Outcomes with the Institution’s Mission concerned person who will listen, understand, provide guidance, serve as a Statement and Goals: role model, and help students begin a positive college experience. The To accomplish the institution’s mission, Student Mentoring Services has purpose of student mentoring is to aid the student in his/her adjustment to adopted the following institutional goals: empower students with the college, transition into mature independent adult life, career planning, goal necessary tools to maximize their potential by providing a network of support setting, and understanding of self. Through the utilization of a mentor, services and activities; address community and economic development students benefit from mature confidential guidance. needs within the service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

180

STUDENT MENTORING SERVICES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were

Instructional Program Methods of Evaluation or Evaluation or Assessment Assessment Used To Improve Student

Support Area Outcome Assessment Standards Results Learning, Curriculum, Or Program

Student Students who Office of Student Affairs Number of faculty/staff who Number of The program was deemed to be Mentoring participate in mentoring Office of Student Affairs will serve as mentors will be 70. faculty/staff who serve successful in that the retention rate Services services will be able to evaluate this outcome by as mentors was 73. of participating students exceeded build relationships that measuring the number of the goal of 60%. Faculty/Staff who will assist them in faculty/staff who serve as participated in mentoring were becoming more mentors, the number of Number of students receiving Number of students more visible for events and effective students. students who participate in the mentoring services will be 75. receiving mentoring activities. Students who mentoring program, and the services was 67. participated in the mentoring classroom retention rate of program were better prepared to students who participate in the attend classes and meet with mentoring services. Student Retention rate of students who Retention rate of instructors. In making use of Affairs will record the results participate in the mentoring 67.7% assessment results regarding the on this form. services will be 60%. number of students served, the program was restructured to Assessment Committee capture the necessitated The assessment committee will participation for this program year. evaluate results and assess for More activities that involved strengths and improvements. mentors and mentees were created The committee will share so that more students would be results with the Student Affairs. encouraged to participate and contact hours could be met. Office of Student Affairs Student Affairs will use the results to improve student learning, curriculum, or the program. Student Affairs will document these changes and/or improvements on this form.

181

STUDENT TUTORING SERVICES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of Student Tutoring Services is to help students become Statement and Goals: independent and successful learners by assisting them to develop good To accomplish the institution’s mission, Student Tutoring Services has study skills, to increase their understanding of course content, to enhance adopted the following institutional goals: provide a network of services that their self-confidence, and to develop a positive attitude toward learning. allows the student to maximize his/her potential; provide opportunities for developing partnerships with public and private agencies to address community and economic development needs within the service area; plan, assess, and evaluate all activities and programs in order to ensure institutional effectiveness.

182

STUDENT TUTORING SERVICES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results

Were Used To Instructional Program Methods of Evaluation or Evaluation or Assessment Assessment Improve Student Support Area Outcome Assessment Standards Results Learning, Curriculum, Or

Program Student Students who receive Student Affairs Office Number of students serving as 4 The success of those

Tutoring Services tutoring services will be Student Affairs will evaluate peer tutors will be 4. students who took able to demonstrate this outcome by measuring the advantage of the tutoring improved achievement number of students who serve Number of students receiving 6 opportunities was in academic and career- as peer tutors for the program, tutoring services will be 30. evident. However, the technical disciplines. the number of students number of students who participating in the peer Students who participate in participated in the Students who receive tutoring program, and the tutoring services will have an Retention rate of program was low. In an tutoring services will be retention rate of students who institutional retention rate of 84% effort to improve the able to participate in participate in student tutoring 80%. program and increase more activities due to services. Student Affairs will participation, the developing studying record the results on this form. program was and time management restructured. A tutorial skills. Assessment Committee lab facilitator was hired The assessment committee will and a computer lab was Students who tutor will evaluate results and assess for devoted for program use. be able to enhance their strengths and improvements. Also, AmeriCorps skills for employment. The committee will share members were used to results with Student Affairs. help facilitate the computer lab so as to Office of Student Affairs extend hours of Student Affairs will use the operation. The extended results to improve student hours of operation were learning, curriculum, or the deemed to be of benefit program. Student Affairs will to site students who may document these changes and/or need to participate in the improvements on this form. tutoring services after regular hours of operation.

183

WORK-BASED LEARNING PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of Work-Based Learning is to provide structured work-site Statement and Goals: experiences for which the student, program area teacher, coordinator, and To accomplish the institution’s mission, Work-Based Learning has adopted worksite supervisor/mentor develop and implement a business/education the following institutional goals: empower students with the necessary tools contract (training agreement). The training agreement is designed to to maximize their potential by providing a network of support services and integrate the students’ academic and technical skills into a work activities; address community and economic development needs within the environment. service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

184

WORK-BASED LEARNING 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Used To Methods of Evaluation or Evaluation Standards or Assessment Program Outcome Improve Student Learning, Assessment Benchmark Results Curriculum, Or Program 1. Students who Work-Based Learning Student At least 75% of the students 60% of the Work The benchmark was not met. The student participate in the Performance Checklist will be rated with “Adequate Based learning performance checklist was a good instrument for Work- Based learning Progress” on the Student Students were rated identifying specific areas of weakness and Program will performance Checklist by adequate process on monitoring student’s specific workplace successfully Work Based learning the work based readiness needs. Program staff are making an demonstrate Coordinator. learning student effort to respond to those individual identified workplace readiness performance checklist needs with corrective action. The use of this skills. instrument will be continued.

Career Interest Checklist At least 50% of the students 70% of the work based The benchmark was met. The career interest will complete the Career learning students checklist proved to be a valuable instrument in Interest Checklist successfully regards to monitoring students’ interests. completed the career Wonderlic testing system is also being reviewed interest checklist as another valuable instrument for use in the program. Implementing the Wonderlic software has been proposed for helping to narrow student interest levels to more specific areas in the work base learning program.

C. I. T. E. Learning Style At least 50% of the students 70% of the work based The benchmark was met. No further action is Assessment will complete the C. I. T. E. learning students necessary. The C.I.T.E. learning style instrument Learning Styles Assessment successfully was found to be an effective tool for helping the completed the C.I.T.E. program coordinator identify students learning learning style strengths and weaknesses. assessment

SCANS checklist instrument At least 50 % of the students 23 SCANS Checklists Benchmarks were met. Strategies were effective. will receive an average score completed and 18 Efforts will continue to assure that students are of 70 of 100 possible points students (78%) scored given tools that allow them to demonstrate on the SCANS Standards above the 70 pt workplace readiness skills. checklist. average

Employers Survey of students’ 50% of employers surveyed More than 50% of the workplace skills will evaluate students’ job faculty and employers performance as “satisfactory” gave positive or higher on the work-based responses. learning employer survey. 185

SECTION 4 - ADMINISTRATIVE SUPPORT SERVICES PROGRAM EVALUATION PLANS

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

186

ACADEMIC AFFAIRS PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Institutional Advancement and Federal Programs and the Office of The purpose of the Division of Academic Affairs is to promote teaching, Institutional Effectiveness. learning, and scholarship for students and faculty. Academic Affairs fosters an innovative and effective learning environment that respects the diversity of individual backgrounds, abilities, cultures, and interests. While maintaining its historic focus on excellence in education, Coahoma today is a vibrant Alignment of Program Outcomes with the Institution’s Mission community of students and scholars and provides an outstanding range of Statement and Goals: degree programs through the Business and Computer Information Systems To accomplish the institution’s mission, Coahoma Community College’s Department, English and Foreign Language Department, Fine Arts Division of Academic Affairs has adopted the following institutional goals: Department, Health, Physical Education and Recreation Department, and Provide academic transfer concentrations that parallel with the first two years Social Sciences, Education and Psychology Department. These transfer of college/university programs; empower students with the necessary tools to programs parallel to Mississippi’s public colleges and universities. Through maximize their potential by providing a network of support services and its Education Outreach Office, the Division of Academic Affairs ensures activities; utilize emerging instructional technology by providing innovative access to educational opportunities to over fifty percent of the student learning opportunities for students; address community and economic population by offering evening, off-campus, and on-line classes. Student development needs within the service area by developing and sustaining support services are offered through the Library Learning Resource Center, partnerships with public and private agencies; ensure institutional the Office of Admissions & Records, Academic Support Services, the effectiveness by planning, assessing, and evaluating all activities and GED/Online Testing Services and the Division of Student Affairs and Support programs. Services. Faculty support services are available through the Office of

187

ACADEMIC AFFAIRS 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Methods of Evaluation or Evaluation Standards Assessment Results Program Outcome Use of Results Assessment or Benchmarks 1. Academic Affairs will provide Office of Academic Affairs Cumulative GPA of Cumulative GPA of The results of the SBCJC Program effective academic departments will evaluate this program Coahoma Community Coahoma Community Performance Indicators show that Coahoma and services. outcome through the College at Mississippi’s College at Mississippi has dropped from fourth to fourteenth in the following measures: Institutions of Higher Institutions of Higher listing of Mississippi community/junior Learning will equal or Learning for 2008- colleges by transfer GPA. This information Transfer Grade Point exceed GPA of native 2009 is 2.63 has been used in order to strengthen the Average (GPA) students. (2.79) academic core and developmental course offerings through the following steps: 75% of the institution’s 90% of stakeholders Level of Stakeholders’ stakeholders who who participated in the • All course syllabi were revised Satisfaction on Surveys participate in the in the 2008-2009 • All programs of study were satisfaction surveys will Campus Climate reviewed and aligned with the rate their level of Employee Surveys revised 2008-2009 Articulation satisfaction with Coahoma were satisfied with Agreement between the State Community College’s Coahoma Community Board of Community and Junior academic departments and College’s academic Colleges and the Institutes of services as “satisfactory” department and Higher Learning or higher. services. • Remedial course offerings were strengthened and expanded Campus Climate In the 2008-2009 (specifically math and basic Campus Climate Survey Employee Survey Results Campus Climate English courses) Results Employee Survey • Math and Science Department Results, the academic developed a placement policy for departments received a mathematics courses. Students are rating of 4.12 on the placed in the appropriate math Level of Satisfaction courses based on ACT Math sub- with college scores. SEE PAGE 27 of the 2009- departments and 2010 College Catalog for a services component of complete description. the instrument. The • The Academic Council was academic departments created in order to better address ranked fourth among all academic matters. The the 18 departments Academic Council is composed of and service areas division administrators, academic considered. department chairs, and faculty representatives. The number of faculty The average class size Average Class Size members will be adequate during the 2008-2009 The results of the Campus Climate Survey to support the college’s academic year was showed that the academic departments mission; average class size 23.09 at Coahoma continue to receive above average rankings will range between (16- Community College; 188 on the Campus Climate Survey. However, 30) for the 2008-2009 thus, there is an the rankings and scores also showed that

academic year. adequate number of there is always room for improvement and faculty members to efforts (as listed above) have been made to support the college’s continually improve the performance of all mission. aspects of the Division of Academic Affairs. To that effect, the Division of Academic Affairs implemented organizational improvements in order to better serve its customers and stakeholders. The Office of the Academic Counselor was renamed the Academic Support Services Office to better reflect the services that are provided through that particular office including (but not limited to) academic counseling, placement testing, disability services, and office of civil rights advocacy. The GED/Testing Services Coordinator worked closely with the Distance Learning Coordinator in order to develop a more suitable testing center for all students in need of those services especially commuting or online students. The testing center was moved to Curry Hall and upgraded with new computers and chairs.

Based on the average class size of the 2008- 2009 academic year, Coahoma Community College employed adequate faculty to support the colleges mission. However, the increase in art majors and the number of hours the full-time art instructor carried during the 2008-2009 academic year indicated a need for the hire of an additional full-time art instructor. 2. Academic Affairs will employ Level of stakeholders’ 75% of the institution’s 87% of the 13% of the institution’s stakeholders either qualified faculty and staff to satisfaction on surveys stakeholders who institution’s disagreed or were undecided concerning accomplish the mission and goals participate in the stakeholders who whether or not the institution employed of the college. satisfaction survey will participated in the faculty and staff who are qualified to respond “strongly agree” satisfaction surveys accomplish the mission and goals of the or “agree” when asked if strongly agree/agree college. Thus, during the 2008-2009 the institution employs that the institution academic year, the credentials of all faculty faculty and staff who are employs faculty and (full-time and part-time) were assessed by qualified to accomplish staff who are qualified the Vice President of Academic Affairs, the the mission and goals of to accomplish the Vice President of Institutional Effectiveness, the college. mission and goals of and an external consultant. A small the college. percentage of adjunct (non-contractual) instructors were found to not have the Percentage of faculty meeting 100% of the faculty in the An evaluation of minimum credentials required. Therefore, or exceeding the institution’s Division of Academic transcripts revealed a these adjunct instructors were released from credentialing standards. Affairs will meet or small percentage of their teaching assignments by the Vice 189

exceed the institution’s faculty members did President of Academic Affairs. credentialing standards. not meet minimum credentialing requirements.

3. Academic Affairs will provide Instructor performance 90% of the faculty in the According to the Technology upgrades were made available innovative learning evaluation forms Division of Academic results of a technology to two departments during the 2008-2009 opportunities utilizing emerging Affairs will demonstrate survey compiled by academic year through Title III funds to instructional technology. that they are utilizing the Office of further enhance instructional technology. technology in their Academic Affairs, The English and Foreign Language instruction on the 97% of full-time, day department received two portable, performance evaluation instructors in the multimedia stations (called “Teacher’s forms. Academic Division Pets”) that include a computer, a document use technology to camera, a projector, a DVD/VCR combo, enhance the delivery and a sound system. The English and of instruction in the Foreign Language Department also received classroom. 93% of 20 copies of Rosetta Stone foreign language full-time, day learning software) to be utilized on 20 new instructors have computers purchased with Title III funds. received recent training to use The GED/Testing Services Coordinator technology in the worked closely with the Distance Learning classroom. The same Coordinator in order to develop a more survey also revealed suitable testing center for all students in that 91% of adjunct need of those services. The purchase of instructors in the thirty computers for this lab was approved. Academic Division use technology to 23 academic instructors at Coahoma enhance the delivery Community College received Blackboard of instruction in the training and were certified to be Mississippi classroom and 73% of Virtual Community College online adjunct instructors instructors. Of those Mississippi Virtual have received recent Community College certified instructors, 20 training to use instructed online courses during the 2008- technology in the 2009 academic year. 87% of all Mississippi classroom. Virtual Community College certified Level of stakeholders’ 75% of the institution’s instructors at Coahoma Community College satisfaction on surveys stakeholders who 87% of the instructed online courses during the 2008- participate in the institution’s 2009 academic year. satisfaction surveys will stakeholders who respond “strongly agree” participated in the The general academic core includes the or “agree” when asked if satisfaction surveys following courses: English Composition I, the institution’s use of strongly agree/agree English Composition II, Western technology enhances that the institution’s Civilization I/American History I, Western 190

student learning and is use of technology Civilization II/American History II, World appropriate for meeting enhances student Literature/American Literature, laboratory student learning outcomes learning and is science I and II (lecture and lab), Art and program outcomes. appropriate for Appreciation/Music Appreciation, College meeting student Algebra (or higher). These courses were learning outcomes and either provided or hosted by Coahoma program outcomes. Community College through Mississippi Percentage of general 50% of the general Virtual Community College during the education core available education core will be 100% of the general 2008-2009 academic year. Therefore, 100% online. available for students to education core is of the general academic core courses were take online. available to students made available to Coahoma Community on line. College students online.

4. The Division of Academic Faculty Credentialing Forms 85% of the academic 90% of academic All academic faculty members participated Affairs will support professional faculty will participate in a faculty participated in in at least one professional development growth and development. minimum of one faculty development workshop during the 2008-2009 academic professional development workshops. year as can be seen on the Faculty workshop per semester. Credentialing Forms. Many members of the academic faculty have been active within professional associations in their field and other professional development programs/activities as can be seen on the Faculty Credentialing Forms. 5. The Division of Academic Percentage of programs of 100% of the programs of 100% of the programs The Mississippi Chief Academic Officers Affairs will ensure that study that align with study will align with of study were aligned Association coordinated a state alignment of programs of study will align with Mississippi’s Institutions of Mississippi’s Institutions with the revised 2008- course descriptions for courses offered at all the public university programs. Higher Learning. of Higher Learning. 2009 Articulation 15 community colleges. During the 2008- Agreement. 2009 academic year, the following academic departments participated in collaborative curriculum alignment meetings coordinated by the Mississippi Chief Academic Officers Association: English Department, Social Science Department, Business and Computer Information Systems Department and the Fine Arts Department. 6. The Division of Academic Level of students’ satisfaction 85% of institutions 86% of students who The Division of Academic Affairs continued Affairs will provide library on surveys. stakeholders who participated in the to provide current and appropriate library learning resources to support the participate in the library orientation learning resources to support student instructional program. satisfaction surveys will survey rated library learning and provide library learning rate their level of services were resources to faculty to support quality satisfaction with Coahoma satisfactory. instruction. Community College’s library resources Materials purchased to support student “satisfactory” or higher. learning in the 2008-2009 academic year include: Level of faculty satisfaction 90% of the faculty • 42 titles in allied health media on library learning who participated in the including videos, cds, dvds orientation surveys library orientation • CINHAL Full Text Nursing Center 191

survey rated library (journals, reports, etc.) services as • MaGill’s Medical Guide 5 vol. set satisfactory. with online access • H.W. Wilson Web 4 titles (Art Museum Gallery; Science Full Text; Current Issues: Health; Current Issues: Reference Shelf) • 22 nursing textbooks at the request of the ADN Director • 18 titles in respiratory care • Office Etiquette DVD/WKS • Cell Phone Etiquette DVD/WKS • Recreational reading materials including best sellers • Added 1869 NetLibrary ebooks containing all subject areas • Renewed online database subscriptions: Ebrary, Oxford African-American Studies Center, World Book Online, Medline A&I, Proquest Biology Journals, Proquest Nursing and Allied Health Journals, NewsBank, etc. • Renewed newspaper subscriptions to Clarksdale Press Register, Sunflower Sentinel, Tunica Times, Delta Democrat Times.

7. Upon completion of the Number of Coahoma A minimum of 300 In 2008, 500 Coahoma We have continued to maintain working College Parallel General Community College Coahoma Community Community College relationships with the four-year institutions Education Degree Program, graduates who enroll in an College graduates will be students were enrolled of higher learning by hosting Sophomore students will be able to transfer undergraduate program at a enrolled in a Mississippi in a Mississippi Transfer Day. Sophomore Transfer Day was to a four-year institution. Mississippi Institution of Institution of Higher Institution of Higher held on October 30, 2008 and various public Higher Learning. Learning. Learning. and private four-year institutions participated and set up information stations In 2007, 533 Coahoma in the Pinnacle. More than 68 sophomores Community College attended and met with four-year college students were enrolled representatives. Additionally, chief in a Mississippi academic officers from the four-year Institution of Higher institutions met with chief academic officers Learning. of two-year institutions to discuss articulation and transfer issues.

A minimum of 50 Coahoma Community College Coahoma Community In 2008, 70 Coahoma administrators and students met with The number of students who College students will Community College Mississippi Valley State University and 192

graduate from a Mississippi graduate from a students graduated Delta State University officials to obtain Institution of Higher Mississippi Institution of from a Mississippi information and explore the possibility of Learning. Higher Learning. Institution of Higher 2+2 seamless transitions in order to help Learning. facilitate transfer. These institutions were selected because transfer data shows that In 2007, 97 Coahoma most of Coahoma Community College’s Community College students transfer to these two Mississippi students graduated Institutions of Higher Learning. from a Mississippi Institution of Higher During the 2008-2009 academic year, Learning. Coahoma Community College and Mississippi Valley State University signed a memorandum of understanding to ensure that Coahoma Community College students would transfer seamlessly to Mississippi Valley State University.

Representatives of the various Mississippi institutions set up a display on the first floor of Whiteside Hall to meet and discuss the transfer of potential graduating sophomores throughout the 2008-2009 academic year.

193

ADMISSIONS AND RECORDS PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The purpose of the Office of Admissions and Records is to recruit, admit, and Alignment of Program Outcomes with the Institution’s Mission maintain records of all students who have matriculated at Coahoma Statement and Goals: Community College. To accomplish the institution’s mission, the Office of Admissions and Records has adopted the following institutional goals: empower students with the necessary tools to maximize their potential by providing a network of support services and activities; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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ADMISSIONS AND RECORDS 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Administrative Explain How Results Were Used To Program Methods of Evaluation or Evaluation Standards Assessment or Ed Support Improve Student Learning, Outcome Assessment or Benchmarks Results Area or Service Curriculum, Or Program

Admissions and 1. Students will be able Number and percentage of Of the students who Received 675 apps by The number of students who completed the Records to complete the students who complete the enroll, 50% will complete 7/3/09. Of the 675 admission process prior to the deadline were admission process admission process within the admission process within apps received, 410 able to start classes on time, which meant that within the specified specified deadline for fall 2008; the specified deadline. completed admission they did not miss valuable class time. We will deadline. process by deadline. continue to stress the importance of completing Number and percentage of admission requirements by the deadline. students who complete registration on the computer. 50% of the total students 335 students Strategies were discussed and a plan was registered, will complete completed registration implemented to get more to use the web to registration utilizing the via the web. A total of register, e.g., opening the web registration date web module. 2210 students earlier, advertising web registration. registered for the semester. Admissions and 2. Office of Admissions Student satisfaction surveys 70% of students and Graduating Senior Exit The Entering Student Survey reported the level Records and Records will results employees who participate Survey – 82% rated of satisfaction with Admissions & Records at provide effective in the satisfaction surveys their level of 64.58%, therefore we will employ more student communication and Graduating student exit survey will rate their level of satisfaction with the aids (Ambassadors) during the registration customer service skills. results satisfaction with general registration process process to assist the entering student with registration procedures satisfactory or higher. filling out papers, locating buildings, Entering student survey results and Admission and introducing faculty/staff, and how to use the Records Services as Entering Student web for registration to avoid delays. Campus Climate Results “satisfactory” or higher. Survey – 64.58% rated their level of Office personnel has been instructed to always 2008-09 Graduating satisfaction with the consider the customer first. Senior Exit Survey registration process Results satisfactory or higher. Each member of the Admissions & Records Office will attend two customer service 2008-09 Entering Student Campus Climate workshops per year. Survey Results Employee Survey Results – 82.51% rated A mini survey will be available at the 2008-09 Campus Climate their level of Admissions service window to evaluate Employee Survey Results satisfaction with the services rendered daily. registration process satisfactory or higher.

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Admissions and 3. Office of Admissions Number of recruitment visits Number of recruitment 28 visits to district The number of visits, calls and inquiries Records and Records will made to high schools, job fairs, visits made to high high schools, 4 college increased by 50% thus indicating an expansion provide a effective community events, etc.; schools, job fairs, fairs, 10 tours, 10 of the recruitment plan. recruitment plan to community events, etc., graduation awards day increase enrollment. Number of recruitment letters, will be 20. programs. telephone calls, e-mails, or other communication efforts Number of recruitment 1000+ Admission made for recruitment purposes. letters, telephone calls, e- packets mailed, 1020 mails, and other calls made and communication efforts answered, 500 emails made for recruitment answered, 1000 purposes will be 800. Campus Explorer requests mailed.

Responded to inquiries out of district and out of state via the internet and postal services.

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ALUMNI AFFAIRS PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Alumni Affairs Department is to provide a link between Statement and Goals: Coahoma Community College, its alumni and the community. The Office of To accomplish the institution’s mission, the Office of Alumni Affairs has Alumni Affairs is charged with keeping alumni informed of the goals, events, adopted the following institutional goals: address community and economic activities, accomplishments, and other pertinent information about the college development needs within the service area by developing and sustaining as well as sharing information on other alumni and alumni chapters. partnerships with public and private agencies; and ensure institutional Membership in the association is available to all friends and alumni of the effectiveness by planning, assessing, and evaluating all activities and college for an annual membership fee, which includes local and national programs. membership.

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ALUMNI AFFAIRS 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Alumni 1. Department of Number of alumni on the Number of alumni for 3,775 The 2009 graduates were inducted into the Affairs Alumni Affairs will mailing list. 2008-09 will be at least alumni with one year free membership. increase Coahoma 3,000 members. Other alumni joined as regular or life Community College’s members. Alumni membership continued to alumni membership. increase the visibility of alumni for the college in the supporting districts and surrounding areas of the state and out of state.

Alumni 2. Department of Number of activated or Number of activated or Of the six chapters Continued to make old and new contacts Affairs Alumni Affairs will reactivated chapters reactivated alumni Interested in to assist in re-activating chapters as increase the number of chapters for 2008-09will reactivating, zero requested by alumni. active alumni be 4. have completed their chapters. status.

Alumni 3. Department of Total amount of giving Total amount of giving The contribution to The goal is to raise $60,000 by May 2010 Affairs Alumni Affairs will compiled during the assessment will be $60,000 by FY10. the college is set for at which time a contribution will be increase the amount of period. every two (2) years. awarded to the institution during financial contributions Therefore, the next graduation exercise. In order to meet this to the institution. contribution to t he goal, alumni’s are being contacted thru institution is May advertisements in the newsletters, website, 2010. during the fall 2009 preschool conference, by telephone communications. as alumni called in.

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BOOKSTORE PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of Coahoma Community College’s Bookstore is to provide Statement and Goals: services, books, supplies, and other goods at the lowest possible prices To accomplish the institution’s mission, the Bookstore has adopted the consistent with sound business policy. following institutional goals: Empower students with the necessary tools to maximize their potential by providing a network of support services and activities; Address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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BOOKSTORE 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Used Program Methods of Evaluation or Evaluation Standards Assessment To Improve Student Learning, Outcome Assessment or Benchmarks Results Curriculum, Or Program

1. The Bookstore will Benchmarks All benchmarks were met. Textbooks provide timely services and (1)Amount of money spent on (1)The percentage of (1)$442,282 was spent on books. were purchased for students enrolled adequate inventory for bookstore inventory and a funds spent on books will This figure is 75% of 589,710- at Coahoma Community College in a customers with emphasis breakdown of books and soft be at least 75% of the total budgeted amount. timely manner. The bookstore placed on equipping goods. bookstore budget. equipped students with the learning students with needed 147,428 were spent on soft materials they needed for classes learning materials. goods. This figure is 25% of offered at Coahoma Community 589,710-budgeted amount. College and surrounding community colleges online curriculum.

(2) Number of completed (2) 75% of the textbook (2) 75% completed textbook requests requests will be completed Benchmark was met. in a timely manner.

(3) An average of 50 (3) An average of 59 students (3) Average number of students students will be served per was served per day during the served per/day the first eight day the first eight weeks first eight weeks of school. weeks of each semester of each semester. 2. The Bookstore will Student satisfaction survey 60% of customers who (1)Senior Exit Survey: (1)The cumulative total of senior exit provide efficient service to results. participate in the student College bookstore inventory survey was 80.17% for students students in locating their satisfaction survey will and services rating the bookstore and services as correct textbooks and class rate their level of (Not Answered) 9= 6.08 % 9 “satisfactory” or higher. The materials. satisfaction with the 6.08 % benchmark was met. In seeking to bookstore and services as Strongly Satisfied 34 22.97 % improve service, a decision was made “satisfactory” or higher. 43 29.05 % to assign two work-study students to Satisfied 68 45.95 % 111 75.00 the bookstore. New signs were also (1)2008-09 Graduating % added to the textbook shelves to assist Senior Exit Survey Neutral 25 16.89 % 136 91.89 students in locating their books. Results % A new inventory system was 200 Dissatisfied 10 6.76 % 146 implemented which allows the

98.65 % students more access to their financial Strongly Dissatisfied 2 1.35 % aid to purchase the books, supplies, 148 100.00 % and goods. The new program also Total Responses 148 100% 148 allows the manager to receive call-in 100% orders from students, go into the system, and charge their Financial Aid for the books and shipping costs and (2)2008-09 Entering (2)Entering Student Survey: mail to the students. Student Survey Results College bookstore inventory (2) The cumulative total of entering and services students surveyed is 60.41% rated the bookstore and services as Strongly Satisfied 19.79%; “satisfactory” or higher. A decision 19/96 was made to better serve off site and Satisfied 40.62%; 39/96 night class by implementing early Neutral 25.00%; 24/96 enrollment and allowing these Strongly Dissatisfied 7.29%; students to reserve their books for 7/96 classes before classes begin. Dissatisfied 7.29%; 7/96 No Participation 0

3. The Bookstore will Employee satisfaction surveys. 60% of customers who Strongly Satisfied 9.70%; The cumulative total of employee provide efficient and timely participate in the 10/103 surveyed is 55.33% rated the service to all departments employee satisfaction Satisfied 45.63%; 47/103 bookstore and services as across the Coahoma survey will rate their level Dissatisfied 20.38%; 21/103 “satisfactory” or higher. Community College of satisfaction with the Strongly Dissatisfied 6.79%; In using evaluation results and campus, in particular to bookstore and services as 7/103 attempting to provide more efficient faculty in meeting their “satisfactory” or higher. Unable to Determined 17.47%; service to employees, the bookstore individual textbook and 18/103 manager updated the list of goods and supplies requests. 2008-09 Campus Climate No Participation 0 supplies and published to the campus Employee Survey Results Score 1.40 e-mail.

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BUSINESS OFFICE PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of Coahoma Community College’s Business Office is to provide Statement and Goals: quality and efficient customer service in the processing of all financial To accomplish the institution’s mission, the Business Office has adopted the transactions for students, faculty, staff and the college community. following institutional goals: empower students with the necessary tools to maximize their potential by providing a network of support services and activities; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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BUSINESS OFFICE 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Business 1. The Business Office Program reviews of accounting For the most current audit, Unqualified audit with 2008 Financial Audit Recommendations and Office will provide timely procedures by various granting Coahoma Community 2 material weaknesses the Institution’s Corrective Action Plans and accurate financial agencies and student College’s Business Office for FY08 information to satisfaction surveys. will demonstrate Recommendation: Management of the college and students, faculty, and compliance with the high school should prepare its financial statements, staff in a professional standards and including the related notes in accordance with manner. requirements of the annual generally accepted accounting principles and have them available prior to the commencement of audit audit and review. The field work. auditor’s report issued on Action Plan: Due to timing and conversion issues the financial statements associated with the implementation of the college’s will be unqualified, with new administrative and accounting software, the no material weaknesses. college requested assistance with preparation of the college and high school’s financial statements. In 65% of customers who accordance with generally accepted accounting participate in the principles, management has implemented procedures and timelines to prepare its own financial statements satisfaction survey will and the related notes for future audits. rate their level of satisfaction with the Recommendation: The college and high school billing and fee payment should initiate procedures to help ensure that all procedures provided by capital asset disposals are properly recorded. All the College as capital assets recorded in the accounting records “satisfactory” or higher. should be physically inspected annually. Action Plan: Based upon the findings relating to the college and high school’s capital asset disposal and 2008-09 Graduating 79.11% of respondents replacement procedures, the institution has Senior Exit Survey rated their level of implemented procedures requiring proper Results satisfaction as documentation for the disposal and/or replacement of “satisfactory” or higher capital assets. All capital assets recorded in the accounting records will be physically inspected on 2008-09 Entering Student 70.83% of respondents an annual basis. Survey Results rated their level of satisfaction as The Business Office has implemented an online “satisfactory” or higher system that allows students to view Pell and how aid has been applied. Students are now able to make online payment for registration.

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Business 2. The Business Office Funds will be distributed 100% of funds will be The Budget Committee Coahoma Community College engages in Office will use program according to a review and distributed according to a met, reviewed budget ongoing, integrated, and institution-wide reviews and consensus of the Budget review and consensus of requests, and approved research-based planning and evaluation departmental needs to Committee the Budget Committee the budget for the processes. The results from these processes prioritize the budget. upcoming year directly correlate with the institution’s budget.

College personnel were given the opportunity to participate in the budgeting process by submitting departmental requests using the Departmental Budget Request Form. These requests were processed through the division level and then submitted to the Vice President for Finance & Operations and the Budget Committee. The Budget Committee met to evaluate and prioritize the budget requests. The Vice President for Finance & Operations then forwarded the results to the President who then submitted to the Board of Trustees for final approval.

Business 3. The Business Office Inventory departmental lists End-of-Year physical Unqualified audit with During the 2008 Financial Audit, auditors made Office will maintain accurate and inventory audits inventory will result in deficiencies not indicated that college and high school should inventory records by 100% accountability for considered to be initiate procedures to help verify the existence identifying, accounting the institution’s inventory. material for FY08 and location of all capital assets. for, and disposing of college assets in The institution has implemented procedures to accordance with state properly record the arrival and delivery of law and college capital assets. All capital assets recorded in the policies. accounting records are physically inspected on an annual basis. In addition, the college has implemented procedures to review and reconcile all capital asset acquisitions with the depreciation schedule on a monthly basis, adding any newly acquired assets requiring depreciation to the schedule upon acquisition.

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CAREER-TECHNICAL DIVISION PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Career-Technical Division is to prepare students to enter Statement and Goals: the workforce or to continue their education upon completion of degree or To accomplish the institution’s mission, the Career-Technical Division has certificate requirements from Coahoma Community College. adopted the following institutional goals: provide career and technical education that prepares the student to enter the job market successfully; empower students with the necessary tools to maximize their potential by providing a network of support services and activities; utilize emerging instructional technology by providing innovative learning opportunities for students; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs; and support cultural enrichment programs and activities.

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CAREER-TECHNICAL DIVISION 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Used To Program Methods of Evaluation or Evaluation Standards Assessment Improve Student Learning, Outcome Assessment or Benchmarks Results Curriculum, Or Program

1. The Career- Placement rate 90% of career-technical 97% of career-technical Benchmark was met. Results were Technical Division will graduates will be graduates were positively reported to Faculty, Craft Committee provide effective positively placed. placed. Members and Institutional Effectiveness programs and Office. services. Average class size The # of faculty members Twenty-five faculty will be adequate to members were adequate Benchmark was met. Results were support the college’s to support the college’s reported to Faculty, Craft Committee mission; average class size mission. Actual class Members and Institutional effectiveness will range between (16- size was (overall) 22. Office. 30) for Fall Semester of 2008

Level of stakeholders’ 75% of the institution’s 72% of the institution’s Benchmark was not met. These satisfaction on surveys. stakeholders who stakeholders who results enabled this division participate in the participated in the to offer improvement to meet the needs satisfaction surveys will satisfaction surveys of the stakeholders. The institution will rate their level of rated their level of continue to gather input from its satisfaction with CCC’s satisfaction with CCC’s stakeholders in order to identify the needs Career-Technical Career-Technical of the broader community. programs and services as programs and services as “satisfactory” or higher. “satisfactory” or higher. 2. The Career- Level of stakeholders’ 100% of the faculty in the 100% of Career- Benchmark Met. The institution Technical Division will satisfaction on surveys Career-Technical Division Technical faculty established a credentialing system employ qualified will meet or exceed the members met or in 2007-08. A form was developed to faculty and staff to Percent of faculty meeting or institution’s credentialing exceeded the institution’s document instructors’ credentials. The accomplish the exceeding the institution’s standards. credentialing standards. instructional vice-president completed mission and goals of credentialing standards and SACS credentialing templates for each the college. 75% of the institution’s 87% of the institution’s instructor. This documentation is on Level of stakeholders’ stakeholders who stakeholders who file in the instructional vice-president’s satisfaction on surveys. participate in the participated in the office. satisfaction surveys will satisfaction surveys respond “strongly agree” responded “strongly or “agree” when asked if agree” or “agree” when the institution employs asked if the institution faculty and staff who are employs faculty and staff qualified to accomplish who are qualified to the mission and goals of accomplish the mission the college. and goals of the college. 206

2008-09 Campus Climate Kimberly Hollins, Surveys were used to maintain and re Employee Survey Results Tolernisa Butler, Bobbie evaluate faculty and staff who are and Theresa Taylor qualified to accomplish the mission and received Master’s goals of the college. degrees 3. The Career- Level of stakeholders’ 90% of the full-time 100% of the full-time Benchmark was met. Training Technical Division will satisfaction on surveys faculty in the Career- faculty demonstrated that technology enhanced the quality of provide innovative Technical Division will they were utilizing teaching and learning, maximized learning opportunities Instructor performance demonstrate that they are technology in their class time, minimized preparation time, utilizing emerging evaluation forms. utilizing technology in instructional and improved instructors’ instructional their instruction on the performance evaluation skill level. Kimberly Hollins and Robert technology. performance evaluation forms. Rhymes attended Creating Futures forms. Through Technology Conference 87% of the institution’s 75% of the institution’s stakeholders who Benchmark was met. Results were stakeholders who participated in the reported to Faculty, Craft Committee participate in the satisfaction surveys Members and Institutional effectiveness satisfaction surveys will responded “strongly Office. respond “strongly agree” agree” or “agree” when or “agree” when asked if asked if the institution’s the institution’s use of use of technology technology enhances enhances student student learning and is learning and is appropriate for meeting appropriate for meeting student learning outcomes student learning and program outcomes. outcomes and program outcomes 4. The Career- Percentage of Career-Technical 100% of the Career- 100% of the Career- Benchmark was met. Results were Technical Division will faculty who attend at least one Technical faculty will Technical faculty reported to Faculty, Craft Committee support professional professional development participate in a minimum participated in several Members and Institutional effectiveness growth and workshop per semester. of one professional professional Office. development. development workshop development workshops : per semester. Stimulus Renovation – Senator Robert Jackson, Recruitment and Retention Freddie Jones, MS-ACTE Conference, Mississippi AHEAD Conference and Special Population Conference.

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5. The Career- Amount of money raised at the The Career-Technical $36,000 was raised for Benchmark was not met. More planning Technical Division will Golf Tournament Division will sponsor a Golf Tournament was put in place. Soliciting began sooner develop partnerships Golf Tournament to raise than the previous year. Also, “Save the with public and Number of participants at the money for scholarships for Date” Cards were mailed. private agencies to WISCT Conference the allied health students. address community The goal of the 2008-09 and economic Number of participants at the Tournament is to raise development needs Career Fair. $50,000.00. within the service area. The Career and Technical 510 participated in the Benchmark was met. Results were Division will sponsor a WISCT reported to Faculty, Craft Committee WISCT Conference to Members and Institutional effectiveness expose students to non- Office. traditional fields of study. The goal of the 2008-09 WISCT Conference is to host a conference with at least 500 student participants.

The Career-Technical 750 students participated Benchmark was not met. A decision was Division will sponsor a in the Career Fair made to hold the Career Fair earlier in the Career Fair to expose next year and before State Testing begins students to available for area schools. careers in Mississippi and surrounding states. The goal of the 2008-09 Career Fair is to host a fair with at least 1,000 participants.

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EDUCATIONAL OUTREACH AND DISTANCE LEARNING PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Office of Educational Outreach and Distance Learning is Statement and Goals: to provide quality evening and distance learning services. To accomplish the institution’s mission, the Office of Educational Outreach and Distance Learning has adopted the following institutional goals: Provide academic transfer programs that parallel with the first two years of college/university programs; provide career and technical education programs that prepare students to enter the job market or transfer to a college or university; empower students with the necessary tools to maximize their potential by providing a network of support services and activities; utilize emerging instructional technology by providing innovative learning opportunities for students; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; support cultural enrichment programs and activities; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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EDUCATIONAL OUTREACH AND DISTANCE LEARNING 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Administrat ive or Ed Assessment Explain How Results Were Used To Program Methods of Evaluation Evaluation Standards or Support Results Improve Student Learning, Outcome or Assessment Benchmarks Area or Curriculum, Or Program Service Educational Educational Outreach and Outreach and Distance Learning Distance The Department of Learning Educational Outreach and Distance Learning will evaluate this program outcome through the following measures: Department of Educational Because all of the adjunct instructors meet or Outreach and Distance (1) 100% of adjunct 100% exceed institution’s faculty credential Learning will provide (1) instructor credentials for instructors will meet or requirements, adjuncts will better meet the quality evening services to evening adjuncts exceed institution’s faculty needs of students by providing them with the students who enroll in credential requirements. highest quality education. evening courses.

Although the goal was not met, there is an (2) The total enrollment for 551 enrolled in increase of 17 students. In an effort to meet (2) evening student evening classes will increase evening classes and exceed the goal, the Office of enrollment by 50 students, or by 10%, Educational Outreach will continue to from 534 to 584. improve recruitment techniques by sending emails to returning students prior to the beginning of the semester, sending registration information via postal to returning students and potential students, and posting announcements at local businesses, organizations, and Coahoma Community College’s off-campus sites.

The Office of Educational Outreach and Distance Learning will work with the Office (3) 85% of evening students of Institutional Effectiveness to create a who participate in the Unable to determine survey that distinguishes evening courses and (3) Evening course student survey will rate their results. instructors from other courses and evaluations level of satisfaction with the instructors. course and instructor as “satisfactory” or higher. Because all of the online instructors meet or exceed institution’s faculty credential requirements, adjuncts will better meet the 210

Department of Educational (1) 100% of online needs of students by providing them with the Outreach will provide instructors will meet or 100% highest quality education. quality services to those exceed institution’s faculty students who enroll in online (1)Instructor credentials for credential requirements. courses provided by online instructors The Office of Educational Outreach will Coahoma Community address the decrease in the number of online College. instructors by providing current and potential adjuncts the information needed to complete the 6- weeks online training/class. The (2) The total number of distance learning coordinator will conduct instructors teaching online 19 online instructors workshops on how to incorporate blackboard classes will increase by 3 in traditional courses as an avenue to get (2) number of CCC instructors, or from 23 to 26. instructors interested in teaching at least one instructors teaching online class online. courses

The Office of Educational Outreach will continue to seek advice from online instructors about the number of credit hours each instructor is willing and able to carry and what courses should be offered as the number of credit hours continues to increase. (3) The credit hour The increase in the number of credit hours production from online 85 credit hours enables the institution to provide a varied courses will increase by 9 course selection for students who were not hours, or from 72 to 81 able to take a traditional course. (3) credit hour production hours. from online courses To address the decrease in the number of students who enrolled in the online classes, the Office of Educational Outreach will orientate students at the beginning of each semester about taking online courses in order to make logging in and navigating their courses an easy process for students. The Office of Educational Outreach will continue to make available the offered classes via the (4) The total enrollment for 517 students schedule planner, and provide a variety of online classes will increase enrolled in online graduation-requirement courses online to by 50 students, 10%, or from classes increase the number of students who enroll in (4) online student 534 to 584. online classes. enrollment

The Office of Educational Outreach and Distance Learning will continue to work with students and instructors to improve the online 211

courses and the interaction between students and instructors.

(5)A. 50% of students who participate in the 52% of students student who participated in survey will rate their the student survey (5) Online course level of satisfaction rated their level of The number of dual enrollees represents a evaluations. with satisfaction with first-time count of dual enrollment students. the course as course as To increase the number, the coordinator will “satisfactory” or “satisfactory” or recruit by visiting high schools, especially higher. higher. those in the five-county service areas, to talk to students at all high school levels about the B. 50 % of students who advantage of taking college courses prior to participate in the On a 4.00 rating high school graduation. The coordinator will student scale for instructor continue to make counselors and principals survey will rate their evaluation, the aware of the opportunity that high school level of satisfaction average rating for juniors and seniors have to earn up to 12 Department of Educational with student satisfaction credit hours towards a college degree. During Outreach and Distance the instructor as of the instructor was semester, the Dual Enrollment Coordinator Learning will support and “satisfactory” or 3.42. will consistently check the attendance status encourage student higher. of dual enrollees by checking with instructors enrollment in dual for regular reports on dual enrollment enrollment courses. students. Students will be mailed/emailed a letter of encouragement to complete the (1) Dual Enrollment student course and a reminder of the requirement. enrollment (1) The total number of dual 97 students enrolled Prior to enrollment, the Office of Educational enrollment students will as dual enrollees. Outreach and Distance Learning/Dual increase from 97 to 100. Enrollment Coordinator will ensure that students are given the requirements to remain in the Dual Enrollment Program. Students will be mailed/emailed a letter of encouragement to complete the course and a reminder of the requirement.

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INSTITUTIONAL ADVANCEMENT PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Office of Institutional Advancement is to support the Statement and Goals: mission and goals of Coahoma Community College by benefitting its To accomplish the institution’s mission, the Office of Institutional surrounding communities through federal programs, public relations, alumni Advancement has adopted the following institutional goals: Empower affairs, and the CCC Foundation. students with the necessary tools to maximize their potential by providing a network of support services and activities; support cultural enrichment programs and activities; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs; initiate new programs or complement existing programs by securing and sustaining federal, state, and local funding; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies.

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INSTITUTIONAL ADVANCEMENT 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Administrative Assessment Used To Improve Student Program Methods of Evaluation or Evaluation Standards or Ed Support Results Learning, Outcome Assessment or Benchmarks Area or Service Curriculum, Or Program

Institutional 1. Institutional Amount of federal funding Institutional Advancement Funds in excess of Results were used to improve Advancement Advancement will will secure at least $6,000,000 were student learning through purchases secure federal and state Amount of state funding $4,000,000 federal and secured from federal of educational materials and funding to support the state funding in 08-09 in and state sources to supplies; technology upgrades; college’s order to support the support the college’s professional development training comprehensive college’s mission and mission and goals for faculty and staff; and development plan of goals tutoring/mentoring programs were mission and goals. enhanced or established.

Number and description of Institutional Advancement Currently there are As students’ needs grow and proposals will sponsor at least ten eight funded change, more funding opportunities federal programs for 08- programs; one are sought to address these needs 09 program awaiting and changes. notification; and one in the writing phase.

2. Institutional Survey (other assessment) Federal Programs will There were no audit Continued to implement compliant Advancement will Results have 0 findings in the findings. programs that follow all federal, maintain a) zero (0) financial audit state, and local rules and findings on all audits guidelines. and b) a satisfied rating on any campus Campus Climate Survey Of the responders, By knowing the feelings of the survey(s). will indicate that 65% of 70% indicated that responders, Institutional respondents are extremely they were extremely Advancement has addressed, satisfied, very satisfied, satisfied, very adapted, and/or changed our and/or satisfied with the satisfied, and/or approach to improving student services of Federal satisfied with the learning, curriculum, or program Programs. services of Federal by addressing any negative results Programs. as needed.

3. Institutional The number of articles in area Public Relations will Public Relations has These newsworthy articles served Advancement will papers and survey results will publish at least 5 articles a published at least 5 as recruitment tools for the college support the college’s be used to determine month on newsworthy articles a month in which impacts program enrollment. comprehensive satisfaction with Public college events in area area newspaper and Based on survey results news will development plan of Relations. The number of newspapers and 65% of 70% of responders be reported accordingly. mission and goals contacts (mail, telephone, or in responders will rate that indicated they were in through Public person) with alumni and sign-in they are extremely very satisfied, and/or 214 Relations and Alumni sheets will be used for Alumni satisfied, very satisfied, satisfied.

Affairs. Affairs. and/or satisfied with Public Relations

Alumni Affairs will Alumni Affairs has These contacts with the alumni contact alumni at least contacted alumni at serve as a recruiting tool as well as twice a year and have 100 least twice a year by encourage giving back. When – 200 alumni sign in at mail and received 175 numbers dwindled alumni are various functions. signatures from alumni contacted to see what can be done attending homecoming to encourage them to continue and the reunion. participating in activities or start participating.

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INSTITIUTIONAL EFFECTIVENESS PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Office of Institutional Effectiveness is to provide the Statement and Goals: Coahoma Community College’s decision makers with accurate and useful To accomplish the institution’s mission, the Office of Institutional research, assessment and planning services, and accreditation compliance Effectiveness has adopted the following institutional goal: ensure institutional activities that support the College’s mission and improve the quality and effectiveness by planning, assessing, and evaluating all activities and effectiveness of Coahoma Community College. programs.

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INSTITUTIONAL EFFECTIVENESS 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Administrative Evaluation Assessment Program Methods of Evaluation or or Ed Support Standards or Results Use of Results Outcome Assessment Area or Service Benchmarks Institutional 1. SACS Liaison will Office of Institutional The IE Office will use 1. Substantive This outcome continued to be a work in Effectiveness educate the Effectiveness will evaluate this the following Change Committee progress. institution outcome through the following standards/benchmarks members met stakeholders on the measures: to evaluate this August 21, 2008. A The Commission has requested that outcome: Commission on hard copy of Coahoma Community College share its 1. Provide annual meeting 1. At least one Colleges’ Substantive with the Substantive meeting with the Coahoma’s Substantive Change Policy and submit Change Policy and Change Committee to Substantive Substantive a prospectus for the institution’s off- will report to the share review and share Change Committee Change Policy and campus sites by October 1, 2009. President of CCC any copies of the institution’s will be held the Commission’s changes requiring a Substantive Change Policy 2. All substantive Substantive Coahoma Community College will notification to the and the Commission’s changes-past and Change Policy continue to implement its Substantive Commission. Substantive Change future-will be were shared and Change Policy and notify the Policy. reported to the discussed. Commission of any substantive 2. Report any existing Commission 2. Coahoma notified changes. substantive changes that 3. All requests and may have inadvertently timelines will be the Commission of not been reported to the met the following Commission and report substantive any of Coahoma/s future changes: increased substantive changes. credit offerings 3. Meet all timelines and since 2000 requests from the reaffirmation at Commission. CCC’s off-campus

sites (letter dated 12-15-08) & Future Polysomnography Program Associate of Applied Science Degree Program; Culinary Arts and Comp Servicing added after 2000 reaffirmation (letter dated 02-05-09) 3. All requests and timelines issued by the Commission 217

were met

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Institutional 2. SACS Liaison will Office of Institutional The IE Office will use 1. President appointed This outcome continued to be a work in Effectiveness coordinate the Effectiveness will evaluate this the following teams with formal progress. preparation of the outcome through the following standards/benchmarks letters: institution’s measures: to evaluate this Accreditation The Compliance Certification Team outcome: reaffirmation of Leadership Team in performed a documentation audit and 1. Appointment of the 1. Accreditation accreditation, Accreditation Leadership Leadership Team, 08-04-08, prepared a draft of the Compliance including the Team, Compliance Compliance Compliance Certification. preparation of the Certification Team, and Certification Team, Certification Team Compliance Quality Enhancement and Quality 08-06-08, and The Quality Enhancement Team led the Certification and the Team Enhancement Quality effort of choosing a topic and Quality Enhancement 2. Creation of a Team will be Enhancement Team conducting research for the topic. QEP Plan. Accreditation Leadership appointed in 08-06-08 topic was chosen, research conducted, Team Manual, Quality August of 2008 2. Manuals created professional development model Enhancement Team 2. Manuals will be and shared during chosen. Two instructors will pilot the Manual created and shared 3. Creation of Compliance with team first meetings in reading comprehension model in four Certification Timeline and members in August August 2008 with classed during fall 2009. Quality Enhancement Plan of 2008 the three teams Timeline 3. Timelines will be 3. Timelines created, Coahoma Community College will 4. Creation of an online created, shared, shared, and continue to abide by the policies and system for Coahoma’s and implemented implemented procedures of SACS and will continue Compliance Certification beginning August beginning August to prepare for the SACS reaffirmation 5. Contract with an 2008 2008 of accreditation. individual outside the 4. An online system 4. SharePoint created College to serve as a for the Compliance consultant for the SACS Certification will and used by the The Compliance Certification will be reaffirmation process and be developed and Compliance Team mailed by March 15, 2010. The QEP documentation utilized beginning to write will be completed six weeks prior to fall 2008 Compliance the onsite visit in September 2010. 5. A consultant will Certification be hired-on an as- narratives (first needed basis-by draft submitted December 2008 December 2008;

second draft March 2009); Compliance Assist purchased summer of 2009 to place the final version of the document 5. Consultant hired and met with teams for first time in December 2008

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Institutional 3.IE Office will design IE Office The IE Office will use 1. Year 2008-09 This outcome was met. Effectiveness and implement an Office of Institutional the following marked the second Employee Evaluation Effectiveness will evaluate standards/benchmarks year for Coahoma In order to garner more support for this and Development these outcomes through the to evaluate this to use the outcome and better notify employees of System. following measures: outcome: performance evaluations and procedures, Employee 1. IE Office will the IE Office will share this document and 1. IE Office will provide provide employers Evaluation and instructions with all employees during Pre- employers with the with the Development School Conference in August 2009. instructions and instructions and System. This performance instruments performance document was The institution’s supervisors will 2. Supervisors will conduct instruments in fall shared in October continue to conduct employee performance evaluations 2008 2008. evaluations; personnel will use the and submit copies to the 2. Supervisors will 2. Supervisors results to make improvements and/or IE Office conduct conducted at least performance enhancements in institutional one annual evaluations and effectiveness; the IE Office will collect submit copies to evaluation and the results and file samples in the office the IE Office by shared the results end of fiscal year with employees. Interviews discussing and suggestions for the future were documented on a follow-up form. Examples were filed in the IE Office at the end of the fiscal year.

Institutional 4. IE Office will design IE Office The IE Office will use 1. During 2008-09, Although this outcome was met, the IE Effectiveness and implement a Office of Institutional the following the IE Office Office has determined that 100% of all Professional Growth Effectiveness will evaluate standards/benchmarks implemented an administrators, librarians, and Student and Development these outcomes through the to evaluate this online Affairs personnel should also complete System for following measures: outcome: credentialing these online credentialing forms in instructional faculty. 1. IE Office will pilot 1. IE Office will pilot an an online system for 2009-2010. In addition, the IE Office online credentialing credentialing personnel. Faculty, has determined that all personnel will system system in spring administrators, have the opportunity to add summer 2. Faculty will complete 2009 Student Affairs professional development trainings to credentialing forms online 2. 100% of full-time personnel, and forms. These forms will be due fall of and part-time librarians piloted 2009. faculty members this system. While will completing one component of online the system credentialing forms documents 220

professional development, the system also documents other credentialing information. The IE Office printed individual credentialing forms, evaluated the forms, and returned to personnel for revisions. 2. 100% of all faculty, completed online credentialing forms

Institutional 5. IE Office will IE Office The IE Office will use 1. The IE Office Outcome was met. However, to make this Effectiveness conduct standardized Office of Institutional the following coordinated faculty process more user-friendly as easier to student-faculty Effectiveness will evaluate standards/benchmarks evaluations during collect, the IE Office has decided to pilot evaluations and these outcomes through the to evaluate this 2008-09. online standardized evaluations in 2009- following measures: outcome: 2010. publish results. 2. Two classes of 1. IE Office will students (for full-time 1. IE Office will distribute provide instructors) and one instructions and surveys to instructions and class of students (for all full-time and part-time surveys to all full- part-time instructors) faculty time and part-time will participate in the 2. Students will complete the faculty in fall 2008 surveys. 1,854 surveys 2. Two classes of 3. IE Office will publish students (for full- students individual instructor time instructors) participated in results as well as overall and one class of the survey. results students (for part- 3. The IE Office time instructors) published hard will participate in copies of overall the surveys results and the 3. IE Office will instructor’s publish individual individual results instructor results as well as overall in spring 2009. The results in spring overall results were 2009 also published on the IE webpage.

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Institutional 6. IE Office will IE Office The IE Office will use 1. All surveys were Outcome was not met. IEP results were Effectiveness conduct the following Office of Institutional the following conducted; all not published. surveys and Effectiveness will evaluate standards/benchmarks publications and publications and these outcomes through the to evaluate this survey results were IE Committee will meet in August 2009 publish the results to following measures: outcome: published, with to evaluate each IEP with a rubric. the institution’s 1. The following rd exception of the 3 stakeholders: Entering 1. Administration and surveys and IEP IEPs will be returned to personnel with Student Surveys, publication of the publications wil 2. IE Committee the rubric and suggestions for Campus Climate following: Entering be administered Surveys, Graduating Appointed; improvement. Revised IEPs will be Student Surveys, and compiled Student Surveys, Fact committee reviewed returned to the IE Office October of Campus Climate during 2008-09: Book, Strategic Plan all of the institution’s 2009. IE Assessment Committee will Surveys, Graduating Entering Student Annual Report, and methods and tools meet at the end of the year to review nd Student Surveys, Fact Surveys, Campus with a rubric 2 Institutional the surveys and make suggestions for Effectiveness Plan. Book, Strategic Plan Climate Surveys, rd changes and improvements. Annual Report, and 3 Graduating

Institutional Student Surveys, Effectiveness Plan Fact Book, 2. Appointment of an IE Strategic Plan Committee to review all of Annual Report, the above instruments and 3rd

Institutional Effectiveness Plan 2. IE Committee will be appointed to review all of the IE Office’s planning, evaluation, and assessment documents in spring 2009

Institutional 7. IE Office will plan IE Office The IE Office will use A Strategic Planning Outcome was met. Effectiveness and coordinate a Office of Institutional the following Council Retreat was strategic planning Effectiveness will evaluate standard/benchmark to held in May of 2009. council meeting in these outcomes through the evaluate this outcome: During this meeting, spring of 2008. following measures: the council reviewed Strategic Council Strategic Council meeting the institution’s meeting will be held mission, goals, will be held in spring of May of 2009 to 2009 to review the objectives, and strategic review the plan. The Council institution’s mission, goals, institution’s mission, objectives, and strategic recommended that the goals, objectives, and mission and goals plan. strategic plan. remain the same; however, the Council 222

revised many of the objectives. The revisions were sent out via email to the entire CCC population for review. The revised strategic plan was accepted and approved by CCC’s population. Institutional 8. Coahoma IE Office 75% of respondents will 92.23% of respondents Outcome was met. Averages for the last Effectiveness Community College’s Office of Institutional rate their level of marked “strongly agree” three years (based on a five-point scale) stakeholders will be Effectiveness will evaluate agreement that the or “agree” when asked if with a 5 being the highest possible rating satisfied with these outcomes through the institution engages in the institution engages in and a 1 being the lowest include the institutional research following measures: ongoing research-based ongoing research-based following: and planning services. satisfaction level of planning and evaluation planning and evaluation respondents on the Campus processes in order to processes in order to Institution engages in ongoing research- Climate Survey and the improve programs and improve programs and based planning and evaluation processes in implementation of the Program services as “strongly services order to improve programs and services Review System. agree” or “agree” 2008-09: 4.20 2007-08: 4.17 75% of respondents will 83.49% of respondents 2006-07: 4.20 rate the Office of rated the Office of Institutional Institutional Effectiveness Satisfaction rating for the Office of Effectiveness (Research (Research & Planning) Institutional Effectiveness (Research & & Planning) as with a “strongly satisfied” Planning) “satisfactory” or higher or “satisfied” rating 2008-09: 4.17 2007-08: 4.13 2006-07: 4.25

Institutional 9. IE Office will design IE Office The IE Office will use 1. During 2008-09, This outcome continues as a work in Effectiveness and implement a Office of Institutional the following the Program progress. Program Review Effectiveness will evaluate standards/benchmarks Review System to evaluate all these outcomes through the to evaluate this Committee, The Committee will conduct reviews non-instructional and following measures: outcome: composed of both for the last group of programs in fall of instructional programs. 1. Program Review 1. Program Review internal and 2009. At this time, 100% of the Committee will be Committee will be external evaluators, institution’s programs will have been appointed appointed fall of was appointed in reviewed. A new schedule for the next 2. IE Office will distribute 2008 August 2008 three years of reviews will be published instructions and program 2. Instructions and 2. Instructions and in fall 2010. Each program will be review instruments to non- program review program review reviewed once every three years. instructional and instruments will be instruments were instructional program distributed to non- distributed during the supervisors instructional and 2008 Pre-School 3. Program reviews will be instructional conference conducted program 3. 2/3 of the program 223

supervisors fall of reviews were 2008 conducted according 3. Program reviews to published will be conducted schedules, deadlines, according to and guidelines published schedules, deadlines, and guidelines

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PHYSICAL PLANT PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The Physical Plant Department is a service organization dedicated to support Statement and Goals: Coahoma Community College’s mission and its various constituents in a To accomplish the institution’s mission, the Physical Plant Department has proactive manner. The purpose of the Physical Plant Department is to adopted the following institutional goals: empower students with the provide a wide range of services to efficiently operate, maintain, and protect necessary tools to maximize their potential by providing a network of support the institution’s facilities, grounds, infrastructure, transportation, shipping and services and activities; ensure institutional effectiveness by planning, receiving of merchandise, and custodial services in such a way as to create assessing, and evaluating all activities and programs; utilize emerging and sustain a clean, safe, functional and aesthetic environment conducive to instructional technology by providing innovative learning opportunities for quality learning, living, and working. students.

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PHYSICAL PLANT 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Administrative Program Methods of Evaluation or Evaluation Standards Assessment or Ed Support Use of Results Outcome Assessment or Benchmarks Results Area or Service

Physical 1. The Building and In using assessment results, work Plant Grounds Department Number of deficiencies 90% deficiencies orders will be prioritized according to will provide and addressed from observation documented on checklists importance in addressing the issue. In maintain a clean, checklists will be addressed and 85% completed answering deficiencies on observation attractive, and safe completed. checklists, mulch and bark was exterior environment purchased to beautify the campus. that will enhance the Average amount of time taken Average amount of time 1 1/2 hr average Plants and scrubs were also purchased. educational process. to complete work orders taken to complete a work Maintaining the campus will always be order will be 1 ½ hours. a continuous and ongoing process.

Physical 2. The Custodial Number of direct observation 100% direct observation 90% In making a use of assessment results, Plant Department will checklists conducted checklists will be improvements have been implemented provide a clean, conducted in FY08. in the custodial department. More sanitary learning Number of deficiencies emphasis has been put on the direct environment within addressed from observation 90% deficiencies 85% observation checklists. In answering the buildings. checklists documented on checklists health concerns, the custodial will be addressed and department has purchased a product completed. that came highly recommended for 2008-09 Graduating Senior fighting Staph disease, HIV virus as Exit Survey Results 65% of students who well as other spreadable virus. participate in the 66.98% satisfied as Improving and upgrading in satisfaction surveys will reported in the responding to deficiencies noted on 2008-09 Campus Climate rate their level of Senior Exit Survey checklists is an ongoing process. The Employee Survey Results satisfaction with the custodial department continues to look maintenance of for products that would be helpful in classrooms and buildings maintaining the cleanness and beauty and classroom facilities as of the campus and its facilities. “satisfactory” or higher.

65% of employees 80 of 125 or 64% who participate in the of employees who satisfaction surveys will participated respond with “strongly indicated that they satisfied” or “satisfied” were satisfied when asked their satisfaction level with Coahoma Community College’s Custodial 226 Services.

Physical 3. The Maintenance Number of direct observation 95% direct observation 90% were In using results of assessments, efforts Plant Department will checklists conducted checklists will be conducted will be made to conduct more direct provide maintenance conducted in FY08. observation checklists. Other to all of the Number of deficiencies benchmarks were met. In an effort to institution’s facilities. addressed from observation 80% deficiencies better serve customers, the department checklists documented on checklists has been upgrading the heating and air will be addressed and 85% of units. The department has purchased completed. deficiencies were furnaces, 10-ton heating and cooling completed units, as well as tools to help with the Average amount of time taken Average amount of time installation of these items. A request to complete work orders taken to complete a work has been made for a new person in the order will be 2 hours. Average time to maintenance department who has Campus Climate Employee complete a work knowledge of heating, air and venting, Survey order was 1 hour as well as a person who can 65% of employees with 2400 total troubleshoot. This will be a who participate in the work orders continuous effort as well. satisfaction surveys will completed respond with “strongly satisfied” or “satisfied” 80% of employees when asked their participated satisfaction level with Coahoma Community College’s Maintenance Services. Campus climate Employee Survey 2008-09 Campus Climate resulted in 70.87% Employee Survey Results being satisfied. Physical 4. The Transportation 75% of employees 70.87% satisfied In making use of assessment results Plant Department will Campus Climate Survey who participate in the and in an effort to better serve provide safe and satisfaction surveys will customers, the transportation operable vehicles for Entering Freshmen Survey respond with “strongly department has upgraded its fleet of school use. satisfied” or “satisfied” vehicles by purchasing two new vans when asked their for the campus use. The mechanics satisfaction level with will be getting education hours Coahoma Community conducted by the Ms Department of College’s Maintenance Education public safety division. A Services. gas log and a mileage log for each vehicle, a pre-travel checklist has been implemented. 227

Physical 5. The Shipping and Employee satisfaction 75% of campus 65% responded In making use of assessment results, Plant Receiving Department questionnaire departments that positively efforts have been made to decrease the will receive, log, and participate in a delivery time. The hours of operation deliver all of the questionnaire will respond have been posted for patrons to see. institution’s packages, that packages are Employees are notified when packages furniture, and delivered in a timely are available for pick-up or informed equipment in a timely manner. on when they will be delivered. manner. Copies of all P.O.’s are matched with the invoices and submitted to Accounts Payable in the Business Office for payment.

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PRESIDENT’S OFFICE PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: The President of Coahoma Community College serves as the chief executive Alignment of Program Outcomes with the Institution’s Mission officer of the college with the authority to manage and direct the affairs of the Statement and Goals: institution, in accordance with the policies and regulations established by the To accomplish the institution’s mission, the President’s Office supports all Board of Trustees and the applicable laws of the State of Mississippi. areas of the institution and enables all of the institution’s goals to be met: provide academic transfer programs that parallel with the first two years of college/university programs; provide career and technical education programs that prepare students to enter the job market or transfer to a college or university; meet the needs of area businesses and industries by providing workforce training programs; empower students with the necessary tools to maximize their potential by providing a network of support services and activities; utilize emerging instructional technology by providing innovative learning opportunities for students; address community and economic development needs within the service area by developing and sustaining partnerships with public and private agencies; initiate new programs or complement existing programs by securing and sustaining federal, state, and local funding; support cultural enrichment programs and activities; ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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PRESIDENT’S OFFICE 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Explain How Results Were Administrative or Program Methods of Evaluation or Evaluation Standards Assessment Results Used To Improve Student Ed Support Area or Outcome Assessment or Benchmarks Learning, Service Curriculum, Or Program President’s Office 1. Coahoma 4. Provide annual meeting 4. At least one meeting 4. Substantive Change This outcome continues to be Community College with the Substantive with the Substantive Committee members a work in progress. will follow the Change Committee to Change Committee met August 21, 2008. Commission’s share review and share will be held A hard copy of The Commission has copies of the institution’s 5. All substantive Coahoma’s Substantive Change Substantive Change Policy changes-past and Substantive Change requested that Coahoma Policy and will notify and the Commission’s future-will be Policy and the Community College share its the Commission of Substantive Change reported to the Commission’s Substantive Change Policy substantive changes. Policy. Commission Substantive Change and submit a prospectus for 5. Report any existing 6. All requests and Policy were shared the institution’s off-campus substantive changes that timelines will be met and discussed. sites by October 1, 2009. may have inadvertently 5. Coahoma notified the not been reported to the Commission of the Coahoma Community College Commission and report following substantive will continue to implement its any of Coahoma/s future changes: increased Substantive Change Policy substantive changes. credit offerings since 6. Meet all timelines and 2000 reaffirmation at and notify the Commission of requests from the CCC’s off-campus any substantive changes. Commission. sites (letter dated 12- 15-08) & Future Polysomnography Program Associate of Applied Science Degree Program; Culinary Arts and Comp Servicing added after 2000 reaffirmation (letter dated 02-05-09) 6. All requests and timelines issued by the Commission were met

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President’s Office 2. Coahoma 1. Appointment of the 6. Accreditation 6. Teams appointed This outcome continues to be Community College Accreditation Leadership Leadership Team, by President with a work in progress. will have a successful Team, Compliance Compliance formal letters: reaffirmation of Certification Team, and Certification Team, Accreditation The Compliance Certification Quality Enhancement and Quality accreditation. Leadership Team in Team performed a Team Enhancement Team 2. Creation of a will be appointed in 08-04-08, documentation audit and Accreditation Leadership August of 2008 Compliance prepared a draft of the Team Manual, Quality 7. Manuals will be Certification Team Compliance Certification. Enhancement Team created and shared 08-06-08, and Manual with team members Quality The Quality Enhancement 3. Creation of Compliance in August of 2008 Enhancement Team Team led the effort of Certification Timeline and 8. Timelines will be 08-06-08 choosing a topic and Quality Enhancement Plan created, shared, and 7. Manuals created conducting research for the Timeline implemented and shared during topic. QEP topic was chosen, 4. Creation of an online beginning August system for Coahoma’s 2008 first meetings in research conducted, Compliance Certification 9. An online system for August 2008 with professional development 5. Contract with an the Compliance the three teams model chosen. Two instructors individual outside the Certification will be 8. Timelines created, will pilot the reading College to serve as a developed and shared, and comprehension model in four consultant for the SACS utilized beginning implemented classed during fall 2009. reaffirmation process and fall 2008 beginning August documentation 10. A consultant will be 2008 Coahoma Community College hired-on an as- 9. SharePoint created will continue to abide by the needed basis-by December 2008 and used by the policies and procedures of Compliance Team SACS and will continue to to write prepare for the SACS Compliance reaffirmation of accreditation. Certification narratives (first The Compliance Certification draft submitted will be mailed by March 15, December 2008; 2010. The QEP will be second draft March completed six weeks prior to 2009); Compliance the onsite visit in September Assist purchased 2010. summer of 2009 to place the final version of the document 10. Consultant hired and met with teams for first time in December 2008

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President’s Office 3. Coahoma 1. Percent of ADN graduates 1. 90% of ADN 1. 100% of graduates 1. Benchmark was met. Community College who pass state board exam graduates will pass passed on first-write will provide quality on first Write State Board Exam on 2. Benchmark was met. learning opportunities the first write. 2. 23.09 average class for the development of 2. Average class size size 3. Benchmark was not met. intellectual skills, 2. The # of faculty Instructors identified as not personal growth, job 3. Percent of full-time members will be 3. 75% having the proper credentials skills, and/or transfer to faculty who meet adequate to support of faculty met to teach specific courses will a baccalaureate credentialing standards the college’s mission; standards be reassigned to courses in program. average class size which they are qualified to 4. Percent of career-technical will range between 4. 78.85% of graduates teach during Year 2009-10. students positively placed. (16-30) for Fall positively placed Any instructors not meeting Semester of 2008 the specifications will not be 5. Cumulative GPA of CCC 5. 2.63 GPA replaced with instructors transfers to IHL’s 3. 100% of full-time who meet the standards. and adjunct faculty will meet 4. Benchmark was not met. The credentialing institution’s Vice-President standards of Career-Technical Education and C-T 4. 90% of career- instructors have technical graduates implemented actions to will be positively increase the percentage of placed career-technical graduates are positively placed. 5. Cumulative GPA of Coahoma 5. Benchmark was not met. The Community College College is starting its QEP at Mississippi’s initiative during 2009-10. Institutions of Higher This plan will target Learning will equal improving students’ reading or exceed GPA of comprehension skills. While native students. this transformation will not (2.79) happen overnight, the institution feels that increasing students’ reading comprehension skills and providing faculty professional development on how to teach reading comprehension will enable students to perform better in the classroom and in the workforce.

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President’s Office 4. Coahoma Number of student injuries on 93 or fewer student 0 student injuries Outcome was met. However, the Community College campus injuries for the year on institution has decided to increase will provide a safe and Coahoma Community the safety measures at all of its secure learning Number of employee and other College grounds off-campus sites. Safety measures environment for injuries on campus will be distributed and discussed 8 employee injuries students, employees, 103 or fewer in August 2009 with off-campus

and other stakeholders Current Safety Manual employee/other injuries students and employees.

of the institution. for the year on Coahoma

Community College CCC’s Safety Manual is grounds Current

Up-to-date Safety Manual for Coahoma Community College President’s Office 5. Coahoma Contracts and funding to fulfill The institution will fulfill Plans were fulfilled Outcome continues to be a work in Community College objectives of the Facilities objectives from the progress. will build, renovate, and Master Plan Facilities Master Plan maintain a physical Projects implemented and completed during the last five years include the plant that offers following: Eddie C. Smith appropriate furnishings Sports/Plex-baseball/softball complex and equipment (new construction); Charles F. Reid necessary to fulfill the Sponsored Programs Building institution’s mission. (renovation); First Floor of Whiteside Hall (Phase 1 renovation); New Press Box at James E. Miller Stadium (new construction); Allied Health Training Center (new construction); Second Floor of Whiteside Hall (Phase 2 renovation); Marion Reid Gymnasium (renovation); Sandy Bayou/Gambrell Child Care Center (repair/renovation); Exterior Door Replacement for the Library and Curry Hall.

2009-2010 Renovation and Capital Improvement Projects include the following: Utility Up-grades (approved and funded); Pinnacle Repairs/Renovation (approved, funded, and implemented); New Administration Building (approved and funded); Infrastructure Improvement-Street Project (funds available but still awaiting approval from Office of Sate Aid); Miller- Barron Fine Arts Building (funds available; renovation of the Georgia Lewis Theater with ADA accessibility considerations).

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2011-15 Capital Improvement Projects/Repair/Renovation Projects include the following: Capital Improvements-Energy Conservation/Infrastructure Up-grade; Zee A. Barron Student Union; B.F. McLaurin Vocational-Technical Building; Dickerson-Johnson Library; Workforce Development Center expansion; Music/Theater Building. Renovations-Christine J. Curry Hall; Mary G. Whiteside Hall (Phase III); Lee Flowers Vocational-Technical Building; Building “B” Vocational- Technical Building. President’s Office 6. Coahoma Balanced annual budget and Balanced Budget and Unqualified Audit for Outcome was met. Community College unqualified audit unqualified audit 2008 (Audit On File in will demonstrate a President’s Office) Coahoma Community College sound financial base, demonstrated a sound financial financial stability, and base, financial stability, and adequate physical adequate physical resources to resources to support the support its programs, services, institution’s programs, and mission for 2008-09. service, and mission. Coahoma Community College’s recent financial history demonstrates financial stability as shown in the College’s audited financial statement reports for fiscal year 2008 (on file in President’s Office). A review of the College’s most recent Statement of Net Assets, Statement of Revenues, Expenses and Changes in Net Assets, and the Statement of Cash Flows, gives strong evidence of the College’s financial stability.

The College’s financial records are submitted to the Mississippi Office of State Audit and independently audited by J. E. Vance & Company of Tupelo, Mississippi, as mandated by the state. Audit reports have found the College to be in compliance with no significant deficiencies in internal control over financial reporting and no instances of noncompliance. The College’s 234

financial statements also demonstrate the stability of its unrestricted net assets. The Statement of Cash Flows for fiscal year 2008 indicates that Coahoma Community College has successfully met its financial obligations (on file in President’s Office). The College develops its annual budget as part of the institution-wide planning process. Each service and program area of the College completes a planning/outcomes document for the coming year. This process provides for ongoing operations and expansion budget requests.

The annual College’s budget, including funds provided by the state and service counties, is approved by the Board of Trustees. Approval and documented in Board minutes (on file in the President’s Office). President’s Office 7.Coahoma Community 1. Number of ABE/GED 1. At least 618 students 1. 676 Students enrolled 1. Benchmark was met. The College will meet the students served; number will enroll in in the GED program; ABE/GED program will needs of business and of students earning GED ABE/GED; At least 194 received GED continue to recruit students industry by providing 78 ABE/GED and seek out new ways of customized workforce 2. Number of classes offered; students will earn a helping students master the training. number of trainees GED 2. 212 classes with GED test. 5,261 trainees 3. Number of partnerships 2. At least 306 classes 2. Due to the failing economy, with Business/Industry will be offered with 3. See Attachment many of the local businesses at least 5,252 had very few new jobs. trainees However, the Workforce Development Center will

continue to partner with 3. CCC will develop at business and industry and least ten new answer the call of the partnerships community. The Center will

cultivate these relationships

during 2009-10 through

increased visits in the field.

The Center will also provide

classes to introduce new

skills to displaced workers.

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3. Coahoma Community College will continue to work closely with the community to develop and sustain existing partnerships.

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Coahoma Community College’s 2008-09 Partnerships

Aaron Henry Community Health Services Center Greenwood-Leflore Hospital American Cancer Society Harrah's Entertainment Advanced Medical Rehab Industrial Training Center Baptist Memorial Center Isle of Capri Baptist Memorial Medical Center Magnolia Medical Center Baxter Healthcare Mississippi Delta Council Berryhill, M.D., Clinic Mississippi Limestone Bolivar Medical Center Mississippi State Hospital Benoit School District Mound Bayou School District Bethany Clinic North Bolivar School District Bolivar County Board of Supervisors North Sunflower Medical Center Bolivar County Chamber of Commerce Northwest Regional Medical Center Bolivar Medical Center Oak Grove Retirement Home Bolivar County Regional Correction Pafford EMS Brookhaven Medical Center, PLLC Preventive Care Central MS Medical Center Quitman County Hospital Carnegie Public Library Quitman County School District Casco Quitman County Sheriff's Department Clarksdale Children’s Clinic RCG Mississippi, Inc. Clarksdale Municipal School District Ruleville Nursing & Rehabilitation Center Clarksdale Nursing Center Saf-T-Cart Cleveland School District Sam's Town Casino Coahoma County Chamber of Commerce Shaw School District Coahoma Agricultural High School South Delta Planning and Development Coahoma County Board of Supervisors Southeastern Bulk Bag Consortium Coahoma County Department of Human Services Southland Management Coahoma Opportunities, Inc. Sunflower/Humphrey's Counties Progress, Inc. Cooper Tire Tallahatchie County Correctional Facility Delta Blues Museum St. Dominic’s Medical Center Delta Health Center, Inc. Teach for America Delta Regional Medical Center Tri-Lakes Medical Center Delta State University Tunica County Chamber of Commerce Delta Wire LLC Tunica County School District Delta Workforce Investment Area Tutwiler Clinic Deporres Health Center Veterans Administration Hospital Diabetic Shoppe West Bolivar School District East Tallahatchie School District West Tallahatchie School District Ellis & Hirsberg, CPA WIN Job Centers Greenbough Nursing Home Woman’s Clinic Workforce Investment Area

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TECHNOLOGY AND COMPUTER SERVICES PROGRAM EVALUATION PLAN

COAHOMA COMMUNITY COLLEGE’S INSTITUTIONAL EFFECTIVENESS PLAN 2008-2009

Program Purpose and Description: Alignment of Program Outcomes with the Institution’s Mission The purpose of the Technology and Computer Services Department is to Statement and Goals: provide technical support for computer hardware, computer software, and To accomplish the institution’s mission, the Technology and Computer network related issues to Coahoma Community College’s faculty, staff, and Services Department has adopted the following institutional goals: empower students. students with the necessary tools to maximize their potential by providing a network of support services and activities; utilize emerging instructional technology by providing innovative learning opportunities for students; and ensure institutional effectiveness by planning, assessing, and evaluating all activities and programs.

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TECHNOLOGY AND COMPUTER SERVICES 2008-2009 PROGRAM EVALUATION PLAN COAHOMA COMMUNITY COLLEGE

Administrative Methods of Explain How Results Were Used Program Evaluation Standards or Assessment or Ed Support Evaluation or To Improve Student Learning, Outcome Benchmarks Results Area or Service Assessment Curriculum, Or Program

Technology and The Technology and Number of technology, Of the work orders completed in FY09, 319 work orders received & The benchmarks were met. The Computer Computer Services computer services, and the average turnaround will be less than completed with an average department has improved on the Services Department will telecommunications 24 hours. turnaround of 2.4 hours turnaround for work orders from 1 day provide effective work orders completed to less than 3 hours in most cases. technology services and average amount of Efforts to provide efficient and timely to students, faculty, time taken to complete 65% of students who participate in the service are ongoing and will remain a and staff. work orders satisfaction survey will rate their level of priority for Technology and Computer satisfaction with access to appropriate Services. Student and employee technology as “satisfactory” or higher. satisfaction surveys 2008-09 Graduating Senior Exit Survey 144 of 174 respondents Results 82.76%

2008-09 Entering Student Survey Results 75 of 96 respondents 78.12%

65% of employees who participate in the satisfaction survey will rate their level of satisfaction with Campus Technology/Computer Center Services as “satisfactory” or higher.

2008-09 Campus Climate Employee 89 of 103 respondents Survey Results 86.40% The Technology and Number of trainings 4 trainings/presentations will be provided 5 training/workshops were The benchmark was met. Technology Computer Services provided to the to the faculty and staff in FY09. conducted. 32 faculty & staff and Computer Services provided four Department will faculty/staff on the attended. trainings for attendance software, provide training to Campus Web Module, Microsoft Office 2007, computer lab students, faculty and e-mail, and other administrators, ACCESS, and e-mail staff in the use of specialized trainings on use. These trainings were conducted by current software the institution’s system; department staff. Due to the continual applications and changes and updates in technology, the technology used offerings for training in current software throughout campus. applications and technology will be an ongoing initiative.

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Number of network The Department will receive less than 50 For the year ending June 30, The benchmark was not met. In making The Technology and related work orders that work orders per semester that are the 2009, the department received use of results, upgrades to the current Computer Services are submitted as a result result of poor network connections and about 80 work orders that campus network and network equipment Department will of network issues which performance were network related issues. have been made which have allowed the upgrade network are related to the need department to provide a more stable and equipment and for network equipment As of June 30, 2009, only 3 reliable network for the student, faculty, computers upgrades such as buildings remain which have and staff of the college. These upgrades throughout campus replacing 10MB network switches that are are ongoing in an effort to better serve to the latest and network switches with scheduled for upgrades. the campus community. most current levels gigabit switches in possible that is buildings where allowable by current network traffic consists and future budgets. of data, voice, and video.

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