2015-2020 Five-Year Strategic Planning Document

with 2014-2015 Annual Institutional Effectiveness/ Assessment Plans

TABLE OF CONTENTS

OVERVIEW OF THE PLANNING MODEL 1-4

PURPOSE STATEMENT ...... 5 VISION STATEMENT ...... 6 STRATEGIC LONG-RANGE GOALS ...... 6 COLLEGE-WIDE SHORT-TERM GOALS ...... 7 PLANNING CYCLE CALENDAR 2014-2015 ...... 8 SURVEYS TO BE CONDUCTED 2014-2015 ...... 9 PROGRAM/CURRICULUM REVIEW ...... 10

CURRICULUM AND INSTRUCTION 11

GENERAL EDUCATION CORE ...... 12 DEVELOPMENTAL EDUCATION ...... 22 BUSINESS AND ENGINEERING TECHNOLOGY ...... 29 ACCOUNTING TECHNOLOGY ...... 32 AUTOMOTIVE MECHANICS & AUTOMOTIVE SERVICE TECHNOLOGY ...... 38 BUSINESS & MARKETING MANAGEMENT TECHNOLOGY ...... 41 CIVIL ENGINEERING TECHNOLOGY ...... 45 COLLISION REPAIR TECHNOLOGY ...... 48 CONSTRUCTION ENGINEERING TECHNOLOGY ...... 51 DIESEL POWER TECHNOLOGY ...... 56 DRAFTING & DESIGN TECHNOLOGY ...... 59 EARLY CHILDHOOD EDUCATION TECHNOLOGY ...... 63 ELECTRICAL TECHNOLOGY ...... 67 HEALTHCARE DATA TECHNOLOGY ...... 70 HEATING & AIR CONDITIONING TECHNOLOGY ...... 75 HOTEL & RESTAURANT MANAGEMENT TECH/CULINARY TECHNOLOGY ...... 78 INDUSTRIAL MAINTENANCE TECHNOLOGY ...... 83 INFORMATION SYSTEMS TECHNOLOGY ...... 86 MICROCOMPUTER TECHNOLOGY ...... 90 OFFICE SYSTEMS TECHNOLOGY ...... 98 PARALEGAL TECHNOLOGY ...... 102 PRECISION MANUFACTURING & MACHINING TECHNOLOGY ...... 105 FINE ARTS ...... 109 HEALTH SCIENCES ...... 117 ASSOCIATE DEGREE NURSING ...... 120 DENTAL HYGIENE TECHNOLOGY ...... 125 MEDICAL ASSISTING TECHNOLOGY ...... 132 MEDICAL LABORATORY TECHNOLOGY ...... 137 PRACTICAL NURSING EDUCATION ...... 143 RADIOLOGY TECHNOLOGY ...... 148 RESPIRATORY CARE TECHNOLOGY ...... 152 LANGUAGES AND HUMANITIES ...... 158 MATHEMATICS AND SCIENCES ...... 170 SOCIAL/BEHAVIORAL AND APPLIED SCIENCES ...... 184 QEP – READING ROARS ...... 196

STUDENT SERVICES 205

ATHLETICS ...... 210 CAMPUS POLICE ...... 215 ENROLLMENT SERVICES ...... 218 EVENT PLANNING/HOUSING ...... 222 FINANCIAL AID ...... 225 GUIDANCE SERVICES ...... 228 LIBRARY RESOURCES AND LIBRARY ...... 233

STUDENT GOVERNMENT/STUDENT ACTIVITIES/INTRAMURALS ...... 239

ADMINISTRATIVE SERVICES

ADMINISTRATIVE SERVICES ...... 243 COMPUTER/TELECOMMUNICATION SERVICES ...... 251 FACILITIES AND MAINTENANCE ...... 257 FINANCE AND FISCAL OPERATIONS ...... 268 AUXILIARY SERVICES (BOOKSTORE/CAFETERIA) ...... 270 BUSINESS OFFICE/STUDENT SERVICES ...... 273 FINANCE ...... 276 NZONE (INSTITUTIONAL PRINTING/MAILING/CENTRAL OFFICE) ...... 278 PURCHASING/INVENTORY ...... 280 HUMAN RESOURCES ...... 283 PLANNING AND RESEARCH ...... 287 PUBLIC INFORMATION ...... 294

WORKFORCE TRAINING AND ECONOMIC DEVELOPMENT 302

ABE/BASIC SKILLS ...... 305 ABE/DROPOUT RECOVERY ...... 312 ABE/GED TESTING ...... 314 ABE/GULF STATES PATHWAY ...... 316 ABE/WIA YOUTH/C2C ...... 321 ABE/WORKKEYS (CRC) ...... 324 CONTINUING EDUCATION ...... 327 CUSTOMIZED TRAINING ...... 331 WORKFORCE INVESTMENT ACT (WIA) ...... 334

OFF-CAMPUS SITES

NORTHEAST AT CORINTH ...... 336 NORTHEAST AT NEW ALBANY ...... 343

NORTHEAST MISSISSIPPI COMMUNITY COLLEGE An Overview Of The Planning Model

Planning is generally defined as the set of actions and decisions which lead to the development of strategies and the implementation of the activities designed to help the College accomplish its adopted purpose. Planning helps the institution with allocating resources, adopting changes in the environment, and coordinating activities leading to fulfilling the commonly accepted purpose.

Planning begins with the institution’s purpose statement. The purpose of the College defines those whom the College serves and the needs of those people, which the College desires to address.

Next, the College adopts strategic long-range goals which provide a clearer conception of the overall direction of the institution and which encourage a heightened level of consensus regarding its purposes and the means of achieving them. These goals are identified by the College’s Strategic Planning Council.

The adoption of these strategic long-range goals is accomplished by the establishment of measurable objectives. Northeast Mississippi Community College has established these objectives in the form of statements called Institutional Effectiveness Indicators. The indicators set specific targets for student performance and satisfaction and specific targets, which describe the levels of instructional support necessary to support the educational programs, which serve students. Examination of the data collected about each of the indicators communicates to the observer the extent to which the College is fulfilling its purpose.

In addition, the strategic long-range goals serve as the basis for determining college wide short-term (biennial) goals. These goals are developed through the Strategic Planning Council to focus on areas of improvement that need to be included in the planning cycle. To assist in accomplishing the short-term goals, team leaders and work groups are assigned and strategies are developed.

To assist the College in achieving its purpose and goals, each division at the institution links its operations and expectations (expected outcomes) to the college purpose and strategic long-range goals through Divisional Purpose Statements and Institutional Effectiveness Plans (Four Column Matrix format). With these statements, each division has indicated its role in relating to the institutional purpose and accepting responsibility for contributing to the achievement of one or more of the purpose goals.

The Planning Process involves nearly all of the college personnel and includes, as well, consideration of input from students, outside agencies, the public and formal evaluation programs. The products of planning are those formalized presentations in document form. Hence, the Five-Year Planning Document is a result of strategic long-range planning and short-term goal planning.

The process of planning involves the following committees:

• The Administrative Council is composed of a committee including the President, various level administrators and academic division heads. The Council serves as the guide for the institution in the planning process, assists in making administrative decisions, keeps the institution abreast of operational planning activities as well as facilitating institutional/divisional needs assessments and implements the planning cycle calendar in order to assist the institution in achieving its purpose and goals. Due to the institution’s dedication to broad-based planning, ideas for changes and/or improvements in the format of proposals may be originated by students, individual employees, or with divisions and departments and are submitted at the monthly Administrative Council meetings. Proposals recorded on appropriate forms, are presented to the Division Heads who forwards to Executive Vice-President before proceeding to the Administrative Council. An additional role that the Administrative Council serves is reviewing these proposals and submitting recommendations for implementation or rejection to the President's Cabinet. The President reviews, accepts or rejects the proposals. Accepted proposals may be implemented or recommended to the Board of Trustees for implementation or rejection. During the 1999-2000 year, the Administrative Council was expanded to include academic division heads due to the

Page 1 evaluation of the planning process and the broad-based role it serves for the institution. Each year at the beginning of the academic school year, a Chairperson of the Administrative Council is appointed.

• The Strategic Planning Council was appointed in the 1997-98 year. Since the appointment, the council has grown from an initial forty-four-member committee to a fifty-five-member committee to bring about an even greater broad-based participation from all aspects of the institution. The council is composed of board of trustees’ representatives, administrators, community representatives, alumni representative, faculty, staff, and students. This committee reviews the college’s internal strengths, weaknesses, threats, and opportunities that exist in the external environment. The Strategic Planning Council establishes and reviews strategic long- range planning goals as well as Institutional Effectiveness Indicators. During the 1997-98 year, a Vision Statement was developed for the College. During the 2001-2002 year, Strategic Planning Council proposed that college-wide short-term goals be implemented over a period of two years instead of annually for better alignment to budget allocations and to allow more time for full implementation in order to achieve the college’s institutional purpose and goals. The short-term goals were developed to focus on areas of improvement that need to be included in the planning cycle. To assist in accomplishing the short-term goals, team leaders and work groups were assigned, and strategies were developed. The Strategic Planning Council continues to re-examine the strategic goals and short-term (biennial) goals through retreats. The Associate Vice President of Planning & Research serves as the chairperson of the Strategic Planning Council.

• The Institutional Effectiveness Committee (TIE) is composed of faculty liaisons from each academic division as well as representatives from the educational support areas. This committee determines the established objectives (expected outcomes) are consistent with the institutional purpose, that the research conducted is adequate to ensure the effectiveness of the institution, and assists the institution in suggesting and implementing various means of evaluations for assessment as well as serving as a liaison who works with his/her division chair to review respective Institutional Effectiveness/Assessment plans. The Associate Vice President of Planning & Research serves as chairperson of the TIE Committee.

• The Purpose Committee is composed of administrators, faculty, and staff representatives who review the institutional purpose statement and goals annually and report findings to the Administrative Council and the Strategic Planning Council. During the Spring Semester of 1997, the committee considered internal changes as well as the changing responsibilities of the institution. The committee analyzed the ten institutional goals to determine if linkage of the divisional units was occurring. From the analysis, six institutional goals were formulated to become part of the purpose statement. The new purpose statement was reviewed and approved by the Board of Trustees at the August 1997 meeting.

On July 7, 1998, the Purpose Committee met to again review the purpose statement and Goals. After review, the Purpose Committee agreed that goal four needed to be reworded to state, “To offer continuing education and community services by providing classes, workshops, seminars, and/or facilities.” This revision was presented to the Board of Trustees and approved at the July 14, 1998 meeting.

On February 29, 2000, the Purpose Committee met to review the purpose statement and goals based upon recommendation received by the SACS Reaffirmation team. The purpose statement was revised to include level of its degree and certificate programs. The revision was presented and approved by the Board of Trustees at the March 21, 2000 meeting.

With monthly meetings already established for the Administrative Council, the responsibility to the review the institutional purpose statement and goals was directly assigned to the Administrative Council beginning the 2001-2002 school year. At the December 2001 Administrative Council meeting, the members reviewed the institutional purpose statement and goals and recommended no changes.

Page 2 At the December 2004 Administrative Council meeting, the President appointed a Purpose Statement Committee to review the Purpose Statement. Recommendations were made to change the word “vocational” to “career” throughout the institutional purpose statement to reword and goal four as “To offer continuing education and community services for individuals striving for personal and professional growth and/or personal enrichment.”

These revisions were submitted and approved by the Board of Trustees at the February 8, 2005 meeting. At the November 2008 Administrative Council Meeting, the President appointed a Purpose Committee to review the Purpose Statement. Recommendations were made to substitute “of” for “in” in the titles of degrees awarded and to add of “adult basic education” to Goal Four.

• The President's Cabinet is composed of the President, Executive Vice President, Director of Finance Operations, Vice President of Workforce Training and Economic Development, Associate Vice President of Planning and Research, Associate Vice President of Public Information, Executive Director of Northeast Development Foundation/Northeast Alumni Association, Dean of Student Services, Dean of Instruction, and Administrative Assistant to the President. The Cabinet serves as an aid to the President in reaching decisions that are best for the institution through means such as planning proposals brought forth from the Administrative Council and reports from the Strategic Planning Council. The Cabinet meets the first and third Tuesday of each month.

As with the planning process, the creation of the College’s budget has broad-based involvement which commences with the individual employees. From the employees, suggested budgets along with the review of the Needs Assessment Survey are processed through departments to the division level and, then, to the institutional Budget Committee. Budget proposals are presented on the budget request forms. The President and Board of Trustees must grant final approval for the College budget to become official.

All activities and equipment for which monies are requested within the budget must be identified in the appropriate area of the Five-Year Planning Document.

The Planning Process includes an evaluation component. At Northeast Mississippi Community College, the evaluation of programs and activities is given great importance. The College annually reports its progress through a series of documents. These reports help decision-makers determine if the College is meeting the needs of it constituents as defined in the purpose statement.

Page 3 NEMCC Annual Planning & Evaluaon Model Planning Loop Closed

Instuonal Purpose & IE/Short- Goals Define Strategic Term Long-Range Goals Report Goals

Evaluaon of Define Instuonal College Wide Effecveness Short Term Indicators Goals Strategic Planning Council

Evaluate Internal-External Short Term Environmental Goals Analysis

Evaluaon of Division/Unit Divisional Unit Expected Expected Outcomes Outcomes Planning

Various College Units IE Plans for 5 Year Five-Year Planning Planning Document Document

Assessment Plan Acvies Implementaon Needs Assessment

Spring Annual Reports BUDGET Budget & Priories Commiee Page 4

NORTHEAST MISSISSIPPI COMMUNITY COLLEGE

PURPOSE STATEMENT

Northeast Mississippi Community College is a public, comprehensive community college that exists to meet the educational and career needs of individual students and the community within the district it serves - Alcorn, Prentiss, Tippah, Tishomingo, and Union Counties - by awarding the Associate of Arts Degree, Associate of Applied Science Degree and Certificates. Beyond this original scope, Northeast responds to the needs of all who seek a college education.

To accomplish the intended role and scope of the college, the following institutional goals were established:

1. To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment. 2. To provide a program of student services that will facilitate the educational, career, personal, and social growth of students. 3. To provide developmental studies within the curriculum to strengthen the basic skills of students. 4. To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment. 5. To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals. 6. To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Periodical Review of the Purpose Statement: The Purpose Statement was revised by the SACS/Purpose Committee on February 29, 2000. The Revised Purpose Statement was presented and approved by the Board of Trustees on March 21, 2000. During the December 4, 2002, Administrative Council meeting, the Purpose Statement was reviewed with no recommendations for revision. During the December 1, 2004, Administrative Council meeting, the President appointed a Purpose Statement Committee to review the Purpose Statement. Revisions were submitted and approved by the Board of Trustees at the February 8, 2005 meeting. At the November 2008 Administrative Council meeting, the President appointed a Purpose Committee to review the Purpose Statement. These revisions were submitted by the President and approved by the Board of Trustees at the February 17, 2009 meeting. In September 2012, the President appointed a Purpose Review Committee to the review the Purpose Statement. Revisions were submitted and approved by the Board of Trustees at the February 5, 2013 meeting.

Page 5

NORTHEAST MISSISSIPPI COMMUNITY COLLEGE VISION STATEMENT

Northeast Mississippi Community College in the future will be a student centered, customer- driven, academic and technical training center that will provide a comprehensive innovative atmosphere not bound by time or place. In essence, while maintaining traditional and social values, developing partnerships with business and industry, and networking global educational resources, this institution will become a state of the art, cultural and technological center.

NORTHEAST MISSISSIPPI COMMUNITY COLLEGE STRATEGIC LONG-RANGE GOALS

The Strategic Planning Council which was chartered in 1997-98 meets biennially to review the status of the short-term goals and strategic long-range goals. This institution-wide council’s membership consists of faculty, staff, administration, board members, community members, and students. The Council also assesses the college’s internal strengths and weaknesses, and reviews the threats and opportunities that exist in the external environment. The long-range goals that have been developed and were revised at the April 25, 2013 Retreat are as follows:

L1. Quality Student Outcomes--To produce graduates in academic, technical, and career programs that are life-long learners prepared for either transfer to four-year institutions or possess the skills needed for a global economy. L2. Teaching/Learning--To focus on improving teaching and learning by implementing visionary curricula and new methods of instruction to meet the needs of a global workforce. L3. Technology--To maintain, expand, and enhance the College’s technology infrastructure by supporting the institutional environment and improving the integration of technology applications into all functional units of the College. L4. Marketing--To develop a systematic process that identifies the marketing strategies directed to the College’s diverse constituents. L5. Professional Development--To provide a high quality program of professional development opportunities for faculty and staff, in the integration of technology applications into the College’s classrooms, work environment and College’s procedures and policies. L6. Community Partnerships--To provide opportunities for cultural, professional, and industrial partnerships between the College and the community. L7. Distance Learning--To develop and enhance nontraditional learning programs for the College that are not bound by location and time, thereby expanding the educational opportunities offered by the College. L8. Resource Allocation--To develop a process that allocates College resources to meet instructional, student services, and administrative support needs. L9. Communication--To create a well-informed community college, to foster an environment of intra- campus awareness, and to expedite exchange of information among college entities.

During the April 12th, 2007 Retreat, Strategic Long-Range Goals, L1 and previously L2 were combined. Teaching and Learning Goal, Marketing Goal, Professional Development Goal, Community Partnership Goal, and Distance Learning Goal were revised. During the April 21st, 2009 retreat, participants completed a SWOT analysis and a review of the Key Result Areas (KRAs) that emerged from their review. A new Strategic Long-Range Goal – L9 Communication was added. The Strategic Long-Range Goals were reviewed with no revisions during the April 21st, 2011, April 25, 2013, or April 17, 2015 retreats.

Page 6 NORTHEAST MISSISSIPPI COMMUNITY COLLEGE 2013-2015 College-Wide SHORT-TERM Goals

Before the April 25, 2013 Strategic Planning Council Retreat, retreat participants completed a SWOT analysis and Rilla Jones, Craig-Ellis Sasser, and Angie Mason determined the Key Result Areas (KRAs) that emerged from the SWOT analysis. They summarized the KRAs into a PowerPoint that was shown to Council members at the retreat. Retreat participants reviewed the final reports given for the 2011- 2013 short-term goals and devised selected and prioritized new goals (focus areas of improvement) as vital to the college’s progress for the next 24 months period. Following discussion of the goals, a vote was conducted and the new 2013-2015 Short-Term-Goals were established. The 2013-2015 Short- Term Goals are listed with the Team leaders and workgroups assigned.

TEAMS Focus on Students 1.1 To offer innovative and flexible course Cabinet Member: Ricky Ford offerings/increase non-traditional ways of Team Leader: Rilla Jones offering courses Cabinet Member(s): Ricky Ford 1.2 Improve faculty advising Team Leader(s): Craig-Ellis Sasser, Chassie Kelly

Cabinet Member(s): Ricky Ford 1.3 Improve student retention Team Leader(s): Rilla Jones, Craig-Ellis Sasser, Joey Williford

1.4 Expand offerings and opportunities at off- Cabinet Member(s): Ricky Ford campus sites Team Leader(s): David Goode, Jason Mattox

Cabinet Member(s): Craig-Ellis Sasser 1.5 Increase enrollment through expanded student Team Leader(s): Tony Finch, Georgie Carroll, recruitment & marketing efforts Chassie Kelly, Joey Williford

Focus on Resources 2.1 Revise and implement technology plan in order Cabinet Member(s): Ricky Ford to maintain and upgrade hardware and Team Leader(s): Greg Smith software to meet administrative and instructional needs 2.2 Provide students with technology support Cabinet Member(s): Ricky Ford necessary for their success Team Leader(s): Kim Harris, Jeffrey Powell

Cabinet Member(s): David Robbins 2.3 Improve security and safety Team Leader(s): Randy Baxter

Cabinet Member(s): Dr. Johnny Allen 2.4 Achieve equity funding on the local and state Team Leader(s): Tony Finch, Glenice Stone, level Angie Langley

Cabinet Member(s): Craig-Ellis Sasser 2.5 Offer employee mentoring and professional Team Leader(s): Angie Mason, Tammie Hardin development opportunities

Page 7 Planning Cycle Calendar—2014-2015

Date Product/Meetings/Deadline TIE Committee meets to evaluate IE/Assessment Plans (matrix) using October 2014 rubric

November 2014 Student Evaluations of Faculty

Administrative/Non-teaching PERSONNEL EVALUATIONS performed by November 2014 Supervisor on job performance for year 2014-2015

November 2014 Catalog Revision DUE (Submit to Instruction Council)

IE/Assessment Plan Evaluation Rubric Results distributed to TIE Committee November 2014 Members (matrix)

Progress Reports of IE Plans DUE (Expected Outcome and Assessment December 2014 Criteria/Procedure of IE Plans in Compliance Assist)

NEEDS ASSESSMENT SURVEYS DUE By ALL Divisions—submit to Office of March 2015 Planning & Research (Needs Assessment Survey is to be discussed by whole Division and then prioritized using only one Needs Survey per Division).

March 2015 TIE Committee meets on progress of IE Plans for 2014-2015

April 2015 Needs Assessment Surveys reviewed

Faculty Evaluations (Results of Student Evaluation of Faculty, Evaluation by April 2015 Division Heads, Self-Evaluation and Faculty Improvement Conference) completed.

April 2015 Budget Hearings Begin

May 2015 Approve Operational Budgets and submit to Board of Trustees

FIVE-YEAR STRATEGIC PLANS & IE PLANS DUE By ALL May 2015 DIVISIONS— (Five-Year Projections, Accomplishments, Narratives and IE Plans)- Submit to Office of Planning &Research Office

June-August 2015 Review of College IE/Five-Year Plans

September 2015 Five-Year Planning Document submitted to Board of Trustees

Page 8 SURVEYS TO BE CONDUCTED 2014-2015

Available Surveys How Collected When Collected Purpose Collected Student Evaluation of Conducted via DropGuard December 2014 & To ascertain students’ Instructor May 2015 perceptions of instruction

Student Athlete Evaluation of Distributed to Fall athletes October 2014 To ascertain football athletes’ Athletics (football players) satisfaction with athletics Student Evaluation of the Distributed to students November 2014 To ascertain students’ level of Library using library services (ENG satisfaction with library services 1113/SPT 113) Residential Life Survey Distributed to dorm November 2014 To ascertain students’ level of students satisfaction with dorm life

Employer Evaluation of Distributed (Based upon November 2014 To ascertain employers’ level of Career/ Career follow-up report of the satisfaction with NE students Completers Employer 2013-2014 completers) Evaluation of Associate To determine ADN graduates Degree Nurses level of satisfaction with the Associate Degree Nursing program. Graduate S urvey

Campus Climate Survey Distributed to all full-time November 2014 To ascertain college personnel personnel’s satisfaction level on College programs and Student Athlete Evaluation of Distributed to Spring February-March Toservices ascertain athletes’ Athletics athletes (men & women) 2015 satisfaction with athletics

Faculty Evaluation of the Distributed to faculty using February 2015 To ascertain faculty’s level of Library library services satisfaction with library services

Needs Assessment Survey Distributed to all divisions March 2015 To evaluate basic needs from of the institution supplies to personnel

Office of Planning & Distributed to TIE April 2015 To ascertain satisfaction level of Research Evaluation committee members quality of services provided

Presidential Evaluation Distributed to the Board of March-June 2015 To evaluate the performance of Trustees the Chief Executive Officer Student Evaluation of Off- Distributed to students April 2015 To determine the student’s Campus Sites enrolled in classes at the perceptions of the educational Northeast at Corinth and environment and college Northeast at New Albany services offered at the off- sites campus sites. Budget Planning Evaluation Distributed to May 2015 To ascertain that budgetary Administrative Council procedures are effective members and all academic division heads Student Satisfaction Inventory Distributed to May graduate May 2015 To ascertain students’ perception Survey candidates during of College’s programs and graduation practice services IPEDS Fall, Winter, Spring To provide statistical data and Submitted to National 2014-2015 information on postsecondary Center for Education Collections institutions. Statistics

Page 9 NORTHEAST MISSISSIPPI COMMUNITY COLLEGE PROGRAM/CURRICULUM REVIEW

In order to assure students that the curriculum offered by Northeast are current, appropriate, and complete, evaluation of the degree programs of study must be completed regularly. Each fall, faculty assigned as curriculum coordinators, along with faculty advisors, will review the particular curriculum for depth and breath.

Upon completion of the curriculum evaluation form, the responsible faculty curriculum coordinators and faculty advisors present the form to respective division head. The division head will refer the form to the proper standing advisory committee (academic, technical/career) for review and advice. The recommendations of the faculty and the advisory committees will be basis of curriculum recommendations presented at the annual curriculum committee meeting. The curriculum committee submits changes to the Board of Trustees through the President for final approval.

A Curriculum Evaluation Committee, which is composed of Northeast and non-college personnel, will evaluate curricula each year. The curricula within a division are reviewed on a five-year cycle as follows:

Business and Engineering Technology-Spring 2014; Languages and Humanities-Spring 2015 (formerly Division of Humanities and Social/Behavioral Sciences); Social/Behavioral/Applied Sciences- Fall 2016; Business & Engineering Technology – Fall 2017; Math and Sciences- Fall 2018 and Fine Arts – Fall 2019. During the evaluation, each curriculum will be reviewed in the following areas: 1. Past success rates by programs of study/grades. 2. Relevance of courses within curriculum. 3. Documented need for the curriculum. 4. Compatibility of curriculum and institutional purpose. 5. Credentials of faculty to adequately teach curriculum. 6. Financial Support for curriculum. All curricula recommendations from the Curriculum Evaluation Committee will be forwarded to the Curriculum Committee. Actions by Curriculum Committee will be forwarded to the President for approval, who then submits recommendations(s) to the Board of Trustees for final action.

Northeast Mississippi Community College Program Review Calendar Division Program of Study Semester Reviewed Languages and Communications Spring 2015 Humanities Communicative Disorders English English Education Liberal Arts Modern Foreign Languages Modern Foreign Languages Education Religious Studies Special Education

Page 10 CURRICULUM AND INSTRUCTION (EDUCATIONAL PROGRAMS)

Northeast Mississippi Community College continues to provide exemplary educational programs to the citizens of Northeast Mississippi and the surrounding area. Northeast has met the increased demand for its services by expanding its distance learning programs, its offering at the two off- campus sites, and expansion of its dual enrollment/dual credit program. Northeast still faces the challenges posed by reduced state funding, however, these challenges have been met by more efficient use of college personnel and available fiscal resources.

Northeast continues to strengthen its relationships with other colleges and schools through its dual credit program. The dual enrollment agreement was recently reviewed and updated by the IHL, MCCB, and the State Board of Education. This agreement allows high school students who meet specific criteria to earn college credits while they are still enrolled in high school.

Beginning in the fall of 2013, Northeast implemented a Deferred Tuition Plan for dual credit courses. Students can defer tuition until they enroll as a full time student the fall after graduation. If a student attends for four semester or graduates the entire deferred tuition is forgiven. In 2014, the Board of Trustees approved a new fee structure for students in a sponsored course. This fee structure offers tuition at a steep discount to encourage students to enroll in dual credit courses. During the 2014-2015 academic year the statewide articulation agreement between the Mississippi IHL colleges and universities and the Mississippi community colleges was completed and approved by the IHL Board of Trustees and the State Board for Community and Junior Colleges. This articulation agreement outlines the courses that must be accepted by the IHL institutions as transfer credit from the fifteen SBCJC institutions for 157 different college degrees. This agreement is an essential component of our educational program since it guarantees that Northeast courses will be accepted for transfer credit at all IHL institutions. During the 2014-2015 academic year, NE implemented a four day instructional week. Students took classes on Monday-Wednesday and Tuesday-Thursday. A limited number of Friday classes were offered.

Northeast continues to expand and remodel its facilities. Stringer Hall renovations were completed and the bookstore moved in March of 2015. The work on the second floor for the new Distance Learning Center are scheduled to be completed in the fall of 2015. The gymnasium was renovated with the addition of new restrooms, staff offices and a hospitality room being added. Work with MDOT to improve sidewalks was planned. The Burgess Activity Center was completely renovated by a grant from BCBS and a full time fitness director was hired.

Page 11 GENERAL EDUCATION CORE

To earn a degree or a certificate, students must demonstrate through periodic examinations and through other requirements, as stated in the course syllabi, that he/she is competent in all courses within a particular curriculum. In addition, completion requirements for Associate Degrees include being competent in reading, writing, oral communication, and fundamental mathematical skills and computer literacy.

• Reading competency – Students who complete an Associate Degree must demonstrate the ability to read and comprehend at a level commensurate with the reading level of textbooks and other reading assignments. • Writing competency – Students who complete an Associate Degree must demonstrate proficiency in written communications by composing effective sentences and paragraphs; applying correctly the rules of grammar, punctuation, spelling, word division, and word choice; and developing in written form clear, concise thoughts and ideas. • Mathematics competency – Students who complete an Associate of Arts Degree must earn credit in MAT 1313, an equal course, or a higher- level course. Students who complete an Associate in Applied Science Degree must successfully earn credit in MAT 1313 or a lower level math course. • Oral Communication competency – Students who complete an Associate of Arts degree or Associate of Applied Science Degree must be able to communicate his/her thoughts orally and intelligently through conversation, group discussion, and public presentations of ideas. Competency in oral communication must be demonstrated by successfully completing SPT 1113. • Basic Use of Computer Skills – Students who complete an Associate of Arts or an Associate of Applied Science must earn three academic hours of credit in CSC, CPT, or selected BOT, DDT, MET, MLT, NUR, EET, or ELT computer courses. Also, the Associate of Arts degree is awarded to students completing university parallel curriculum. Hence, these students will have completed 32 semester hours of general core consisting of English Composition (ENG 1113 and ENG 1123), social and/or behavioral science (6 semester hours), humanities (6 semester hours), laboratory science (8 semester hours), fine arts (3 semester hours) and mathematics (MAT 1313, equivalent or above; 3 semester hours). The Associate of Applied Science degree is awarded to students completing requirements in technological programs. These students must have completed 15 semester hours of general core consisting of English Composition (ENG 1113), social or behavioral science (3 semester hours), fine arts (3 semester hours), mathematics or science (if mathematics is below MAT 1313, then 3 semester hours of related mathematics above 1203 and 4 semester hours of science), computer or computer related (3 semester hours). The general education core was revised in the fall of 2014 and oral communication (SPT 1113) was deleted. In February of 2010 the Commissioner of Higher Education recommended to the State Board of Trustees of Institutions of Higher Learning a Transfer of the Associate of Arts Degree policy. This policy was created to allow a more seamless transition for community and junior college students. The policy stated that community college students who complete the 30 hour general education core with a grade of "C" or above in each course and who graduate with an Associate of Arts degree from the community college would satisfy the IHL core curriculum requirement at each IHL institution.

Page 12 During the spring 2010 semester the new 30 hour (32 hours at Northeast) general education core curriculum was approved by the Instruction Council and the Board of Trustees. After approval the advisors for the AA programs of study reviewed each program of study to ensure the required courses were present. The new General Education Core Curriculum follows:

Subject Area Semester Hours Acceptable Courses English 6 ENG 1113, ENG 1123 Social or Behavioral 6 Sociology, Psychology, Political Science Science, Geography, Economics, Educational Psychology Fine Arts 3 Art/Theatre/Music Appreciation Mathematics 3 MAT 1313 or above

Humanities 6 History, Literature, Modern Foreign Language, Philosophy, Religion

Natural Sciences 8 Two Laboratory Sciences

2014-2015 Accomplishments 1. Renovated the upstairs of Stringer Hall for Distance Learning. 2. Revised Dual Credit Agreements. Increased enrollment in Dual Credit classes by 184% from 2013 levels. 3. Revised the General Education Core for the AAS degree to align with the IHL agreement. 4. Implemented two eight week mini-terms each semester, added four week mini-terms in the summer. 5. Completed the assessments for the QEP impact report. 6. Attended community-college=IHL curriculum alignment meetings for the miscellaneous programs of study. Changes were approved by the President's association in February 2015. 7. Attended curriculum framework meetings for Industrial Maintenance, Electrical Technology and Criminal Justice. 8. Replaced retiring faculty; added a new position in HPR. 9. Implemented a four day instructional week schedule. 10. Completed the self-study and site visit for the Associate Degree Nursing Program with no recommendations. 11. Conducted the Student Evaluation of Instruction in the spring semester. 12. Conducted a documentation audit for the fifth year review.

FIVE-YEAR PROJECTIONS: 2015-2016 1. Complete the QEP Impact Report. 2. Form committees and begin the Fifth Year Review report. 3. Revise curricula, as needed, to provide innovative programs of study 4. Implement the student portion of the iPAD initiative. 5. Attend community college-IHL curriculum alignment meetings for mathematics courses. 6. Attend curriculum framework revision meetings for CTE programs. 7. Revise the Faculty Evaluation process. 8. Conduct an audit to determine need for additional faculty. 9. Conduct an audit to determine need for additional technology. 10. Begin planning for construction of NE @ Ripley off campus site. 11. Implement the online NE catalog. 12. Migrate from the traditional bookstore to offering textbooks via VitalSource; investigate course charges. 13. Conduct a survey to evaluate the four day instructional schedule.

Page 13 2016-2017 1. Submit the Fifth Year Review Report 2. Revise curricula, as needed, to provide innovative programs of study 3. Evaluate the first complete year of the iPAD initiative. 4. Attend community college-IHL curriculum alignment meetings for science courses. 5. Attend curriculum framework revision meetings for CTE programs. 6. Conduct an audit to determine need for additional faculty. 7. Conduct an audit to determine need for additional instructional space. 8. Finish the NE @ Ripley off campus site, conduct survey to establish courses to offer. 9. Begin work on a Substantive Change request for SACSCOC to offer instructional programs at Ripley. 10. Evaluate satisfaction with VitalSource.

2017-2018 1. Revise curricula, as needed, to provide innovative programs of study 2. Hire additional faculty needed as result of faculty audit. 3. Evaluate the first complete year of the iPAD initiative. 4. Attend community college-IHL curriculum alignment meetings for science courses. 5. Attend curriculum framework revision meetings for CTE programs. 6. Utilize instructional space audit findings to modify existing instructional offerings and facilities. 7. Evaluate satisfaction with VitalSource. 8. Examine usage at the off-campus sites for best utilization.

2018-2019 1. Revise curricula, as needed, to provide innovative programs of study. 2. Revise the iPAD initiative based on evaluations from 2017-2018 year. 3. Attend community college-IHL curriculum alignment meetings for fine arts courses. 4. 4. Attend curriculum framework revision meetings for CTE programs. 5. Examine usage at the off- campus sites for best utilization.

2019-2020 1. Begin documentation audit for the SACS decennial review. 2. Revise curricula, as needed, to provide innovative programs of study. 3. Attend community college-IHL curriculum alignment meetings. 4. Attend curriculum framework revision meetings for CTE programs. 5. Examine usage at the off-campus sites for best utilization.

Page 14 General Education IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: EVP/Associate Vice President of Planning and Research/Curriculum & Instruction Program/Unit: General Education

College Purpose Statement(s): (P1) To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment.

Long-Range Goal(s): L1 - Quality Student Outcomes, L2 - Teaching/Learning; L3 – Technology; L7 - Distance Learning

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.3 - Improve student retention; S2.5 - Offer employee mentoring and professional development opportunities.

Division Purpose Statement: To earn a degree or a certificate, a student must demonstrate through periodic examinations and through other requirements, as stated in the course syllabi, that he/she is competent in all courses within a particular curriculum. In addition, completion requirement for associate degrees include being competent in reading, writing, oral communication, fundamental mathematical skills, and computer literacy.

Page 15 General Education IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will be able to 1a. Through CSC 1123 lab assignments, 75% 1a. Through CSC 1123 lab 1a. Remediation is offered to demonstrate proficiency in of the students will score 70% or above assignments, 84% of students in both traditional and common software on selected word processing and students in traditional online classes on lab applications. (PLO) spreadsheet lab assignments. classes scored 70% or assignments that they are above on selected word having trouble with. Tutoring processing and services are also provided in an spreadsheet lab attempt to help increase assignments. 56% of student understanding. online students scored 70% or above on these same assignments. 1b. Through examination of the item analysis 1b. Through examination of 1b-c. Instructors continue to feature provided in the SAM testing the item analysis feature provide opportunities for software, 75% of the students will provided in the SAM students in both traditional and correctly complete selected Access testing software, 82% of online classes to experience database tasks. the students in traditional performance- based scenarios classes correctly through further SAM testing completed selected Access software upgrades. database tasks. 75% of online students correctly completed these same tasks. 1c. Through a CSC 1123 comprehensive final 1c. Through a CSC 1123 exam using SAM testing software, 75% of comprehensive final exam students will score 70% or above. using SAM testing software, 95% of students in traditional classes scored 70% or above. 92% of online students scored 70% or above on these same assignments. 2. Students who complete the 2a. Students completing ENG 1113 will 2a. In the fall of 2014, 80% of 2a. Writing instructors continue to core curriculum will be submit at least four expository writing traditional students and incorporate new uses of able to communicate units requiring coherent organization, 87% of online students technology to enhance effectively through clear thought content, appropriate word completing ENG 1113 did traditional, short-term and reading, writing, and choice, effective sentence structure, and so with at least a 70% online instruction. speaking. (PLO) will make oral and written responses to success rate; in the spring

Page 16 General Education IE Plan 2014-2015

others’ writing; the writing process and of 2015, 83% of final product will be evaluated according traditional students and to grading rubrics developed by ENG 92% online students 1113 faculty; 75% of students who completing ENG 1113 did complete the course will master each so with at least a 70% writing unit with at least 70% success. success rate. 2b. At least 75% of employers of graduates 2b. 85.7% of employers of 2b. Career/Technical Instructors from NE career/technical programs will graduates from NE encourage successful writing express satisfaction with these career/technical skills with the CTE students. employees’ writing skills on the programs expressed Employer Evaluation of Career/Technical satisfaction with writing Completers Survey 13-14. skills on the Employer Evaluation of Career/Technical Completers Survey 13-14. 2c. 70% of the students who complete SPT 2c. In the fall of 2014, 86.6% 2c. After review of results online 1113 will successfully delivery four (110/127) of traditional speech classes had lower speeches as measured by criteria on the students, 89.9% (62/69) percentage of students who Instructors Evaluation instrument. of Hybrid students and completed speeches. Online 69.0% (49/71) of online speech presentations were students completing SPT submitted by video, and after 1113 did so with at least a using the results the speech 70% success rate; in the presentations will be moved to spring of 2015, 79.7% on campus with an in person (118/148) of traditional proctor. Additional days to students, 79.7% (51/64) present speeches were added of Hybrid students and for students in traditional and 69.3% (52/75) of online hybrid classes who had missed students completing SPT their scheduled speech day. 1113 did so with at least a 70% success rate. 2d. Of the university parallel sophomore 2d. Of the 26 university 2d. Consideration is being made to student sample who have completed 40 parallel sophomore change the assessment tool of semester hours prior to Spring 2015 and student sample who had CAAP. have completed or enrolled in MAT 1313, completed 40 semester the student’s mean on the “Writing Skills” hours prior to Spring ACT’s CAAP will be 60 or above. 2015 and have completed or enrolled in MAT 1313, the student’s mean on the

Page 17 General Education IE Plan 2014-2015

“Writing Skills” ACT’s CAAP was 64.1. 2e. Of the Career and Technical sophomore 2e. 53.7% (116/216) Career 2e. Will review policy and student sample who have completed 49 and Technical sophomore procedures to require CTE to semester hours prior to the Spring 2015 students, who have take CRC Workkeys as a pre- semester the student’s mean score on the completed 49 semester test upon program entry and as ACT’s WorkKeys “Reading for hours prior to the Spring a post-test upon program Information” will be 5 or above. 2015 semester, scored 5 completion. or above on the ACT’s WorkKeys “Locating Information.” 2f. 90% of CTE students will achieve the CRC 2f. Records reflect 186 of CTE 2f. Will review test results of pre- Workkeys level required for their career students achieved a CRC test to determine ways to on the post-test as tracked by ABE/CRC Workkeys. ABE/CRC increase CRC Workkeys testing personnel. testing personnel tracked attainment. student achievement. 3. Students will demonstrate 3a. Of the university parallel sophomore 3a. Of the 26 university 3a-c. Instructors met and decided to competency in science student sample who have completed 40 parallel sophomore show more slides of basic cell reasoning. (PLO) semester hours prior to Spring 2015 and student sample who have and tissue types and spend have completed ENG 1113 and ENG completed 40 semester more time comparing and 1123, and completed or enrolled in MAT hours prior to Spring contrasting the different types 1313, the student’s mean score on the 2015 and have completed of cells and tissues, work more “Science” section of the ACT’s CAAP will ENG 1113 and ENG 1123, examples of Punnett squares score 60 or above. and completed or enrolled for the students, increase in MAT 1313, the internet research assignments student’s mean score on on Mendellan principles and the “Science” section of incorporate more group work the ACT’s CAAP was 59.8. for practice on genetic This represents a 2.0% problems. decrease over last year. 3b. Through BIO 1124 lab activities, 75% of 3b. Through BIO 1124 lab the students will identify examples of the activities, 82% of the 4 basic types of tissues in the human students identified body with 70% or higher accuracy. examples of the 4 basic types of tissues in the human body. 3c. Through BIO 1124 chapter tests, 75% of 3c. Through BIO 1124 the students will demonstrate an chapter tests, 85% of the understanding of the 4 basic types of students demonstrated an

Page 18 General Education IE Plan 2014-2015

tissues in the human body with 70% or understanding of the 4 higher accuracy. basic types of tissues in the human body 4. Students who complete the 4a. Of the university parallel sophomore 4a. Of the 26 university 4a. Efforts continue to engage academic core will student sample who have completed 40 parallel sophomore sophomore students to demonstrate critical semester hours prior to Spring 2015 and student sample who had complete the exam or to utilize thinking skills through have completed ENG 1113 and ENG completed 40 semester another national exam. analyzing and organizing 1123, and completed or enrolled in MAT hours prior to Spring information. (PLO) 1313, the student’s mean score on the 2015 and have completed “Critical Thinking” ACT’s CAAP will be 60 ENG 1113 and ENG 1123, or above. and completed or enrolled in MAT 1313, the students' mean score on the “Critical Thinking” ACT’s CAAP was 62.4. 4b. Students who complete ENG 1123 will 4b. In the fall of 2014, 74% of 4b. English 1123 instructors submit at least four writing units traditional students and suggested that students submit requiring analytic, evaluative, and/or 70% of online students at least one submission to an persuasive thinking, at least two of which who completed ENG 1123 online tutoring service or to the will require documented research to be did so with at least a 70% writing center on campus for evaluated by grading rubrics developed success rate. In the spring additional assistance with by ENG 1123 faculty; 70% of students of 2015 92% of traditional writing assignments. who complete the course will master all students and 96% of writing units with an average of at least online students who 70% success, as determined by a writing completed ENG 1123 did evaluation rubric. so with at least a 70% success rate. 4c. Students who complete ENG 1123 will 4c. In the fall of 2014, 67% of 4c. English 1123 instructors complete a research evaluation unit; 70% traditional students and decided that the Research of students who complete the course will 45% of online students Evaluation Unit should be master the research unit with an average who completed the weighted more heavily on the of at least 70% success rate. Research Evaluation Unit grading scale within the course did so with at least a 70% and should continue to be success rate. In the spring taught at the beginning of the of 2015 78% of traditional course to ensure student students and 76% of success with required online students who research-based papers. completed the Research Evaluation Unit did so

Page 19 General Education IE Plan 2014-2015

with at least a 70% success rate. 4d. Of the university parallel sophomore 4d. Of the 26 university 4d. Students were encouraged student sample who have completed 40 parallel sophomore several times to complete the semester hours prior to Spring 2015 and student sample who had CAAP test and rewarded with a have completed or enrolled in MAT 1313, completed 40 semester $10 Walmart card which the student’s mean on the “Mathematics” hours prior to Spring qualified them for a drawing ACT’s CAAP will be above the national 2015 and had completed for $100. mean. or enrolled in MAT 1313, the students' mean on the “Mathematics” ACT’s CAAP was 58.0, 1.3 above the national mean. 4e. Of the Career and Technical sophomore 4e. 45.4% (99/218) Career 4e. Strive to increase testing student sample who have completed 49 and Technical sophomore numbers for Continuing semester hours prior to the Spring 2015 students, who have Education and WIA through on- semester the student’s mean score on the completed 49 semester going marketing and tighter ACT’s WorkKeys “Applied Mathematics” hours prior to the Spring working relationship with ABE. will be 5 or above. 2015 semester, scored 5 or above on the ACT’s WorkKeys “Applied Mathematics.” 4f. Of the Career and Technical sophomore 4f. 10.7% (23/216) Career 4f. Students failing to earn student sample who have completed 49 and Technical sophomore certification were encouraged semester hours prior to the Spring 2015 students, who have to enroll in ABE classes for free semester the student’s mean score on the completed 49 semester remediation. Students may not ACT’s WorkKeys “Locating Information” hours prior to the Spring attempt to retake exam until will be 5 or above. 2015 semester, scored 5 remediation instructor states or above on the ACT’s student can passed. Teacher WorkKeys “Locating makes determination based on Information.” progress in remediation class. 5. Students will gain a 5. At least four community-cultural 5. Three community-cultural 5. A new class schedule was greater awareness of the partnership opportunities will be offered partnership opportunities adopted for the 2014-15 school many culturally enriching to students during the 2014-15 school were offered to students year that did not include an opportunities available year. Ninety percent (90.0%) of during the 2014-15 school activity period, making through the college and attendees at community-cultural year: Dr. Erik Dukes spoke scheduling cultural programs community which focus on partnership programs will agree with the on healthy living as part of very difficult. Programs themes central to the statement: “I have a greater Phi Theta Kappa's Tiger sponsored by the Cultural Arts humanities and social/ understanding of this subject matter Trim, Tighten & Tone Committee held in the evening

Page 20 General Education IE Plan 2014-2015

behavioral sciences. (PLO) because I attended this program.” emphasis in October had very low attendance, (approximately 30 especially in the Fall Semester. attended); NEMCC The class schedule was revised Humanities Teacher of the for the 2015-16 school year Year Lynn Burns lectured and will include a 30-minute on "Humanities: It's All activity period, in part to About Love," in November provide more options for (approximately 45 programming. attended), and Sam Moseley performed and spoke for Black History Month in February (approximately 141 attended). Of those who responded, 100% of attendees at each of the programs agreed with the statement, “I have a greater understanding of this subject matter because I attended this program.”

Page 21 Developmental Education IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: EVP/Associate Vice President of Planning and Research/Curriculum and Instruction Program/Unit: Developmental Education

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L7 - Distance Learning; L9 - Communication

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs

Division Purpose Statement: Developmental Education/Special Populations unit is to provide and maintain sound instruction and needs to accommodate students with varying backgrounds, interests, and abilities in order to assist them in success within their chosen fields of study.

Page 22 Developmental Education IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Incoming freshman 1. Freshman students who score 16 or 1. Based on ACT English and 1. Instructors and Advisors will students will be assessed below on the ACT English and/or 18 or Math subscores, students continue using ACT subscores for basic skill levels and below on the ACT Math will be placed in were placed into the to place students in the those needing remediation the appropriate developmental courses. appropriate level course. appropriate level will be placed in the During the Fall 2014 developmental course. appropriate classes. (PLO) semester: Challenges to placement, English - 418 students regarded as optional not as placed into Beginning recommended or necessary, English and Reading will be done through Algebra - 363 students ACCUPLACER or placed into Beginning departmentally developed Algebra and 340 students challenge tests. placed into Intermediate Algebra During the Spring 2015 semester: English - 135 students placed into Beginning English and Reading Algebra - 245 students placed into Beginning Algebra and 366 students placed into Intermediate Algebra 2. Students enrolled in ENG 2a. Through a locally developed rubric 2a. Of the students enrolled in 2a. Instructors decided to require 0114 will gain an consisting of content, style, and ENG 0114 in the fall of students to submit one essay understanding of correctness, students will show 2014, 87% of traditional for feedback to either NetTutor paragraph writing and demonstrate mastery by scoring at least students and 63% of or The Writing Center on organization through topic 70% on final writing unit. online students scored a Campus in order to improve focus, topic sentence 70% or higher of the final writing scores. construction, development writing unit of the of the main idea, and semester. Of the students appropriate closure. (SLO) enrolled in ENG 0114 in the spring of 2015, 62% of traditional students and 93% of online students scored a 70% or higher of

Page 23 Developmental Education IE Plan 2014-2015

the final writing unit of the semester. 2b. 60% of students will score 70 or above 2b. Of the students enrolled in 2b. Instructors decided to add on teacher-developed exercises and ENG 0114 in the fall of supplemental tutorials using quizzes on the writing process. 2014, 64% of traditional technology in order to improve students and 40% of quiz scores. online students scored a 60% or higher on teacher- developed exercises or quizzes on the writing process. Of the students enrolled in ENG 0114 in the spring of 2015, 41% of traditional students and 60% of online students scored a 60% or higher on teacher-developed exercises or quizzes on the writing process. 3. Students who complete 3. 100% of the students enrolled in the 3. In fall 2014 90% of 3. In addition to Lexile scores, ENG0114 will demonstrate traditional or e-learning sections of traditional and % online ENG 0114 instructors decided a gain in reading. (SLO) ENG0114 will demonstrate a 5% increase students demonstrated at to measure improvement in in Lexile score. least a 5% increase in reading comprehension Lexile score. In spring through the use of a book unit. 2015 88% of traditional and % online students demonstrated at least a 5% increase in Lexile score. 4. Students enrolled in 4. At least 70% of ENG 0114 students will 4. In fall 2014, 87% of 4. Instructors determined that all ENG0114 will write a clear score a 70 or better on a written essay. traditional and 63% of rough drafts for essays must be and concise essay by online students scored submitted to instructor for demonstrating an 70% or better on a revision feedback. understanding of the basic written essay. In spring components of an essay. 2015, 62% of traditional (SLO) and 93% of online students scored 70% or better on a written essay.

Page 24 Developmental Education IE Plan 2014-2015

5. Students enrolled in MAT 5a. At least 75% of the students enrolled in 5a. 93.5% (201/215) of the 5a-c. The topics missed by greater 0123 will demonstrate MAT 0123 will demonstrate students enrolled in MAT than 50% of students were understanding of basic understanding of first degree equations 0123 (traditional) identified and reviewed by algebraic principles. (SLO) by answering an embedded question on demonstrated instructors of the course. the final exam. understanding of first Greater emphasis will be degree equations by placed on these topics during correctly answering an instruction in the next school embedded question on year. the final exam. 85.4% (41/48) of the students enrolled in MAT 0123 (virtual) demonstrated understanding of first degree equations by correctly answering an embedded question on the final exam. 96.8% (30/31) of the students enrolled in MAT 0123 pilotemporium model) demonstrated understanding of first degree equations by correctly answering an embedded question on the final exam. 5b. At least 75% of the students enrolled in 5b. 89.3% (1492/215) of the MAT 0123 will demonstrate students enrolled in MAT understanding of Operations with 0123 (traditional) integers and variables by answering an demonstrated embedded questions on the final exam. understanding of operations with integers and variables by correctly answering an embedded question on the final exam. 75% (36/48) of the students enrolled in MAT 0123 (virtual) demonstrated

Page 25 Developmental Education IE Plan 2014-2015

understanding of operations with integers and variables by correctly answering an embedded question on the final exam. 77.4% (24/31) of the students enrolled in MAT 0123 (pilot- emporium model) demonstrated understanding of operations with integers and variables by correctly answering an embedded question on the final exam. 5c. From the item analysis on the MAT 0123 5c. From the item analysis on fall final exam, questions on topics the MAT 0123 fall final missed by greater than 50% of the exam, questions on topics students will be identified and reviewed missed by greater than by instructors. 50% of students were identified. These topics included: solving linear inequalities, subtracting polynomials, factoring trinomials, operations with rational expressions, and slope-intercept form. 6. Students enrolled in MAT 6a. In Mat 1233, on a locally developed unit 6a. In Mat 1233, on a locally 6a-d. Instructors decided to include 1233 will demonstrate test, 65% of students will score a 70 or developed unit test, 62% more instruction and understanding of higher on factoring polynomials and of students scored a 70 or homework on the objective intermediate algebraic solving polynomials by factoring. higher on factoring listed in part e in order to principles. (SLO) polynomials and solving increase the proficiency level of polynomials by factoring. this topic. 6b. In Mat 1233, 65% of the students will 6b. In Mat 1233, 78% of the solve a linear equation that is embedded students solved a linear in the locally developed departmental equation that is exam. embedded in the locally developed departmental

Page 26 Developmental Education IE Plan 2014-2015

exam. 6c. In Mat 1233, 65% of the students will use 6c. In Mat 1233, 88% of the the FOIL Method to multiply two students used the FOIL binomials that is embedded in the locally Method to multiply two developed departmental exam. binomials that is embedded in the locally developed departmental exam. 6d. In Mat 1233, 75% of the students will 6d. In Mat 1233, 76% of the simplify a rational expression that is students simplified a embedded in a locally developed rational expression that is departmental exam embedded in the locally developed departmental exam. 7. Students enrolled in ENG 7. 65% of students enrolled in ENG 0114 7. In fall 2014, 64% of 7. Instructors decided to develop 0114 will be able to will demonstrate mastery of assigned traditional and 40% of innovative and interactive demonstrate basic English grammar quizzes by scoring 70% or online students enrolled materials to instruct students grammar and mechanics. above on a Grammar Unit. in ENG 0114 scored 70% in basic grammar skills. (SLO) or above on a Grammar Unit. In spring 2015 41% of traditional and 60% of online students enrolled in ENG 0114 scored 70% or above on a Grammar Unit. 8. Students enrolled in 8. 95% of the students will achieve at least 8. This was a new course 8. ENG 0114 met May 2015 and ENG0114 will demonstrate a 3 for commitment on a 5 point rubric and reading journals were decided to require a minimum thoroughness in the evaluating terminal reading journal not evaluated following of 4 reading journals which will completion of reading entries. the standardized reading be evaluated using the reading journal entries. (Goal 3) journal grading rubric. journal grading rubric. (SLO) 9. Students enrolled in 9. 95% of students will achieve at least a 3 9. This was a new course 9. ENG 0114 met May 2015 and ENG0114 will identify the for comprehension on a 5-point rubric by and reading journals were decided to require a minimum main and secondary ideas. identifying the main and secondary ideas not evaluated following of 4 reading journals which will (Goal 3). (SLO) of assigned texts in terminal reading the standardized reading be evaluated using the reading journal entries. journal grading rubric. journal grading rubric.

Page 27 Developmental Education IE Plan 2014-2015

10. Students enrolled in 10. 95% of students will achieve at least a 3 10. This was a new course 10. ENG 0114 met May 2015 and ENG0114 will improve for vocabulary on a 5 point rubric and reading journals were decided to require a minimum their vocabulary through evaluating terminal reading journals, by not evaluated following of 4 reading journals which will use of reading journal making a list of and defining vocabulary the standardized reading be evaluated using the reading entries. (Goal 3) (SLO) words in assigned texts. journal grading rubric. journal grading rubric. 11. Students enrolled in 11. 95% of students will achieve at least a 3 11. This was a new course 11. ENG 0114 met May 2015 and ENG0114will utilize for analysis on a 5-point rubric by and reading journals were decided to require a minimum component parts (such as recognizing the main purpose and not evaluated following of 4 reading journals which will title, preface, conclusion, meaning in course required texts in the standardized reading be evaluated using the reading index, etc.) in assigned terminal reading journals journal grading rubric. journal grading rubric. comprehending the entries. purpose and meaning of course-required texts. (Goal 3) (SLO)

Page 28 DIVISION OF BUSINESS AND ENGINEERING

The Division of Business and Engineering Technology includes programs in Automotive Mechanics and Service Technician, Civil Engineering Technology, Collision Repair, Construction Engineering Technology, Drafting & Design Technology, Diesel Power Technology, Electrical Technology, Heating and Air Conditioning Technology, Industrial Maintenance Technology, Precision Manufacturing and Machining Technology, Accounting Technology, Information Systems Technology, Office Systems Technology, Healthcare Data Technology, Microcomputer Technology, Business and Marketing Technology, Culinary Arts Technology, Early Childhood Education Technology, and Paralegal Technology. These programs are designed to provide skilled graduates in career and technical programs supported by academic preparation essential for industries and business. The curricula, which includes necessary equipment list, are under constant review and evaluation by local advisory committees, and by state mandated program standards and measures. As changes occur in the regional and global enterprises, compatible changes are made in career-technical curricula.

Currently, an academic division head, Jody Presley, and an administrative assistant, Lori Michael, staff the administrative office.

Our faculty consists of the following: Molly Goodson—Special Populations Instructor Ray Gaillard---Construction Engineering Technology Greg Hardin---Automotive Mechanics Technology William Johnson---Electrical Technology Stevie Lovelace---Precision Manufacturing & Machining Technology Jeff Melson---Drafting and Design Technology Randy Mitchell---Collision Repair Technology Jerry Palmer---Automotive Mechanics Technology Jonathan Alexander---Diesel Power Technology Jennifer Hastings---Special Populations Instructor Stewart Moore---Civil Engineering Technology Mike Snowden---Precision Manufacturing and Machining Technology Jimmy Whitehead---Industrial Maintenance Technology Russ Bullard---HVAC Technology Matt Sandlin---Industrial Maintenance Technology Angela Mott---Accounting Technology Natasha Lewis---Information Systems Technology Nick Newell---Information Systems Technology Vickie Huggins---Business & Marketing Technology Kathy Wallace---Office Systems Technology Crystal White---Healthcare Data Technology Janet Cox---Paralegal Technology Christy Grissom---Hospitality Management Technology Ginger Carter---Culinary Arts Technology Jenniffer Newell---Early Childhood Education Technology Bonita Crump---Early Childhood Education Technology Carrie Cobb-----Vocational/Technical Counselor

Page 29 2014-2015 Accomplishments Precision Manufacturing and Machining: 1. Program was selected to be a Toyota Advanced Manufacturing Technology (AMT) Partner. 2. PMMT student Justin Johnson completed internship at MTD Products in Tupelo. 3. PMMT will have intern agreement in place for Fall 2015 with CAT (Corinth center) in the salvage department. 4. PMMT instructor Mike Snowden attended the 2015 North American AMT conference in Charleston, WV. 5. PMMT student Tyler Whitehead was selected to the NEMCC Hall of Fame.

Business Office Technology: 1. Kathy Wallace, BOT instructor, earned her Doctorate degree in Instructional Management & Workforce Dev. 2. Phi Beta Lambda students Carley Robbins, Hunter Thompson, Grant Gaar, and Sarah Grace Moore placed first, second, and third in various competitions at the State Phi Beta Lambda Leadership Conference in March 2015. They also will attend the national conference in June 2015.

Construction Engineering: 1. Students Adam Price and A.J. Tolar earned excavation and trenching certifications from Trench safety and Supply. They also obtained OSHA 30 hour 1926 certificates. These students also represented NEMCC at the AGC FedCon meeting in Washington, D.C. in May 2015.

Business & Engineering Technology: 1. Division participated in IPAD training during the 2014-2015. 2. Division participated in the Tiger Manufacturing Camp in Summer 2015, partnering with Workforce Development and the Boys & Girls club of Booneville. 3. Three of our programs has 100% passing rates on the MS-CPAS exam Spring 2015. 4. Division participated in the Tiger Internship program which so far, has partnered with Lackey Electrical, Quailridge Engineering, Skyline Steel, MTD Products, and McCarty Engineering - have future commitments with Kimberly Clark and CAT.

Five-Year Projections: 2015-2016 1. Revise curriculums, as needed, to provide better programs of study; revise brochures to reflect changes. 2. Update marketing DVD for Business Technology programs. 3. Update divisional website to reflect changes in programs and/or policies. 4. Develop hybrid classes to help meet student needs. 5. Develop modular class format to meet needs of students who work. 6. Introduce welding as one-year certificate program.

2016-2017 1. Revise curriculums, as needed, to provide better programs of study; revise brochures to reflect changes. 2. Upgrade existing software to meet industry standards. 3. Update divisional website to reflect changes in programs and/or policies 4. Begin a rotation schedule to keep computer labs up-to-date with latest technological advances. 5. Continue equipment upgrades to stay current with business and industry. 6. Review all programs to ensure needs of students and industry partners are being met. 7. Create at least one new program of study with a one and two-year option that addresses current and future needs of industry in our area.

Page 30 2017-2018 1. Revise curriculums, as needed, to provide better programs of study; revise brochures to reflect changes. 2. Upgrade existing software to meet industry standards. 3. Update divisional website to reflect changes in programs and/or policies 4. Offer CTE students textbooks through electronic means. 5. Provide opportunities for students to pursue internships through various companies. 6. Continue to use industry feedback to help improve our programs. 7. Increase communication with secondary schools to help ensure a seamless transition for students into post-secondary career-tech education.

2018-2019 1. Increase internship/industry partnerships to help students raise their employability skills. 2. Increase offerings for dual-enrollment CTE classes. 3. Continue to participate in curriculum revision process at the state level. 4. Add a credit producing Welding Program. 5. Continue to upgrade technology throughout the division. 6. Access additional funds through grants and other sources to help supplement our equipment needs.

2019-2020 1. Increase offerings for dual-enrollment CTE classes. 2. Continue to upgrade technology throughout the division. 3. Continue to address local industry needs and add/revise programs as needed. 4. Seek funding for a new Vocational-Technical Center.

Page 31 Accounting Technology IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Accounting Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L6 - Community Partnerships; L7 - Distance Learning

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 – Improve student retention; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.2 - Provide students with technology support necessary for their success

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 32 Accounting Technology IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates/Completers will 1a. Eighty-five percent of the Accounting 1a. 67% (2/3) of Accounting 1a. All program completers were continue their education or Technology graduates will be employed Technology majors were encouraged to participate in obtain placement in the in a degree related field or will continue reported as employed on the annual Northeast occupational field or related their education as reported on the Report the Report on Mississippi Community College field. (PLO) on Institutional Effectiveness Indicators Institutional Effectiveness Spring Job Fair. Accounting & College-Wide Short-Term Goals (#4, Indicators & College-Wide Technology Instructor attended Job Placement Rates for Short-Term Goals (#4, Job the Spring 2015 Job Fair and Vocational/Career-Technical Graduates) Placement Rates for obtained contact information 2014-2015. Vocational/Career- from several hiring agencies. Technical Graduates) 2014-2015. 1b. Eighty-five percent of Accounting 1b. All Accounting 1b. Utilize Email distribution list Technology student graduating in Fall Technology Fall and Facebook group to share 2014/Spring 2015 will report above 2014/Spring 2015 news and disseminate job average satisfaction with the type of graduates (3/3) reported announcements. Researched employment they have obtained or field above average satisfaction other methods of contacting of study if continuing education. with type of employment students and distributing or continuing education in possible employment a verbal survey. information.

2. The Accounting Technology 2a. Instructors will meet with 2a. Instructors met with 2a. Use Microsoft Office 2013 in curriculum will be representatives of various professions at representatives of various class labs. Access instructor supplemented, enriched, the annual Fall Advisory Committee professions at the Fall considering adding a and/or revised where meeting. Advisory Committee certification exam in the BOT necessary in order to meet the meeting in October 2014. 2323 Database Administration needs of area employers. (PLO) Committee members course. Review IC3 and OPAC listed keeping current certification testing to with software and determine feasibility of hardware technology and assessment having industry recognized certifications as areas that would enhance student employability.

2b. Instructors will conduct informal surveys 2b. Contact was made with 2b. Continue to offer latest of area employment agencies, employers, various employment versions of Microsoft Office

Page 33 Accounting Technology IE Plan 2014-2015

former graduates, or other sources to agencies in Tupelo, Specialist (Word and Excel) determine local area needs to be Booneville, and Corinth and Intuit QuickBooks considered in curriculum revision. and verbally surveyed to Certification Exams to students determine skills required completing various BOT from area employers. All courses. agencies listed excellent computer skills as the main requirement to obtain employment. Proficiency with Microsoft Excel was highest skill in demand, while keyboarding speed was not a major concern. One agency had one employer that required a speed test. None of the other four agencies tested for speed. 2c. Instructor will serve on the State 2c. State is behind in Curriculum Committee for each revision scheduling Curriculum 2c. Complete Curriculum Revisions process (formerly once every four years). Committee. Instructor as required by state and contacted State Board and transition to the 30/45/60 was told no date had been stackable credentials. set at this time. Situation will continue to be monitored. 3. Accounting Technology 3a. Students completing BOT 2463 Payroll 3a. Two students were 3a. Due to the elimination of an students will be able to apply Accounting will be able to successfully enrolled in BOT 2463 instructor position in the BOT payroll and income tax prepare payroll registers using various Payroll Accounting program and low enrollment, accounting principles using ways of calculating employee wages through a MSVCC hosted BOT 2463 Payroll Accounting computerized software. (SLO) (success will be defined by a student course in the Fall 2014 was not offered by a Northeast making 80% or above on course exams in semester. One student instructor. Explore options for either fall or spring semesters). completed the course with offering courses through a C average, and the other Northeast. completed the course with a D average.

3b. Students completing BOT 2423 Income 3b. Three students were 3b. Due to the elimination of an Tax Accounting will be able to enrolled in BOT 2423 instructor position in the BOT

Page 34 Accounting Technology IE Plan 2014-2015

successfully apply basic tax accounting Income Tax Accounting program and low enrollment, concepts and procedures (success will be through a MSVCC hosted BOT 2423 Income Tax defined by a student making 80% or course in the Fall 2014 Accounting was not offered by above on course exams in either fall or semester. One student a Northeast instructor. spring semesters). completed the course with Research methods to increase a B average, one with a C enrollment in major specific average, and one with a D courses. average. 4. Students will be able identify 4a. Students who complete ACC 1213 in a 4a. For ACC 1213, in the Fall 4a-b. Completers in both traditional and record transactions for distance learning setting will be able to of 2014 65.82% of and eLearning environments different forms of business identify different business entities and completers made 60% or did succeed at acceptable rates entities and prepare financial prepare financial statements at a above on course exams in on course exams. However, statements for those entities. comparable success rate to students who a traditional setting while eLearning instructional (SLO) complete the courses in the traditional 95.23% of completers procedures should be settings (success will be defined by a made 60% or above on improved with possible oral student making 60% or above on course course exams in an presentation of material similar exams in either the fall or spring eLearning setting. In the to traditional lecture semesters). Spring of 2015, 86.56% of presentations. completers made 60% or above on course exams in a traditional setting while 93.33% of completers made 60% or above on course exams in an eLearning setting.

4b. Students who complete ACC 1223 will be 4b. For ACC 1223, in the Fall able to successfully prepare financial of 2014, 80% of statements for a manufacturing completers made 60% or environment in the traditional setting above on the course (success will be defined by a student exams in a traditional making 60% or above on course exams in setting. In the Spring of either fall or spring semesters). 2015, 89.13% of completers made 60% or above on the course exams in a traditional setting.

Page 35 Accounting Technology IE Plan 2014-2015

5. Accounting Technology 5a. Seventy percent of students majoring in 5a. Three Accounting 5a. Online learning activities and students will be able to Accounting Technology will score at or Technology majors You Tube videos were added in demonstrate basic business above the Proficient level on the Fall completed the Fall 2014 BOA 2613/BOT 2813 Business communication/telecommunic 2014/Spring 2015 MS-CPAS2 MS-CPAS2 (Mississippi Communication to reinforce ation skills. (SLO) (Mississippi Career Planning and Career Planning and business communication skills. Assessment System) in the program area Assessment System). One category "Business Communication." hundred percent (3/3) scored at the Advanced level (> 80%) in the program area category "Business Communication." Two out of the three students scored 90%, and the third student scored 100%. There were no Accounting Technology majors that completed the Spring 2015 MS-CPAS2. 5b. Eighty percent of students completing 5b. For fall of 2014, 100% of 5b. Incorporated more group BOA 2613/BOT 2813 Business students (13/13) activities requiring the use of Communication in the Fall 2014 or completing BOA proper communication skills in Spring 2015 semester will be able to 2613/BOT 2813 scored at a business environment. employ communication skills in a least 90% on the career business environment (success will be portfolio presentation defined by scoring at least 90% on a based on the scoring career portfolio presentation based on a rubric. For Spring 2015, scoring rubric). 75% of students (12/16) completing BOA 2613/BOT 2813 scored at least 90% on the career portfolio presentation based on the scoring rubric. 6. Students will improve their 6. Ninety-five percent of students in BOT 6. Ninety-eight percent of 6. Faculty member will continue vocabulary through use of 1713 will achieve an average rating of 3 students enrolled in BOT to use the reading journal reading journal entries in BOT on a 5-point rubric by defining 1713 received a 3 or entries and the rubric to 1713. (Goal 3) Integration by vocabulary words in assigned reading higher on the 5 point monitor results. division according to the journal entries. rubric for defining

Page 36 Accounting Technology IE Plan 2014-2015

following timeline: 2013-2014 vocabulary words in the Business & Business reading journal entries. Technology (SLO) 7. Students will identify the main 7. Ninety-five percent of students enrolled 7. Ninety-eight percent of 7. Instructor will survey students and secondary ideas in BOT in BOT 1713 Mechanics of students enrolled in BOT to determine prior knowledge 1713. (Goal 3) Integration by Communication will achieve an average 1713 Mechanics of of reading topics to provide a division according to the rating of 3 on a 5-point rubric identifying Communication achieved stronger foundation for journal following timeline: 2013-2014 the main and secondary ideas on reading an average rating of 3 on a entry assignment of identifying Business & Business journal entries. 5-point rubric identifying main and secondary ideas. Technology (SLO) the main and secondary ideas on reading journal entries. 8. Students will demonstrate 8. Ninety-five percent of students enrolled 8. Ninety-eight percent of 8. Revise journal entry questions thoroughness in the completion in BOT 1713 Mechanics of students enrolled in BOT so students will be more of reading journal entries. (Goal Communication will achieve an average 1713 Mechanics of specific with journal 3) Integration by division rating of 3 on a 5-point rubric evaluating Communication achieved references. according to the following thoroughness on reading journal entries. an average rating of 3 on a timeline: 2013-14 Business & 5-point rubric evaluating Business Technology (SLO) thoroughness on reading journal entries.

9. Students will utilize component 9. Ninety-five percent of students enrolled 9. Ninety-eight percent of 9. Require students to reference parts (such as title, preface, in BOT 1713 Mechanics of students enrolled in BOT in their journal how the conclusion, index, etc.) in Communication will achieve an average 1713 Mechanics of reading article directly applies comprehending the purpose rating of 3 on a 5-point rubric evaluating Communication achieved to them. and meaning of course- purpose and meaning of course-required an average rating of 3 on a required texts. (Goal 3) texts in assigned reading journal entries. 5-point rubric evaluating Integration by division using purpose and meaning of the following timeline: 2013- course-required texts in 2014 Business & Business assigned reading journal Technology (SLO) entries.

Page 37 Automotive Mechanics & Automotive Service Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Program/Unit: Automotive Mechanics and Automotive Service Technology

College Purpose Statement(s): (P1) To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students

Long-Range Goal(s): L1 - Quality Student Outcomes, L2 - Teaching/Learning; L4 – Marketing

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering course; S1.3 - Improve student retention

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 38 Automotive Mechanics & Automotive Service Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates/ Completers 1. 70% or more of our graduates will report 1. 86% (13 out of 15) of our 1. Attended the NEMCC Job Fair will obtain placement in employment in the field or will continue graduates reported and used the results to provide the occupational field or their education in the field as reported on placement in the field or employment opportunities for continue their education in the Career/Technical Counselors Report. have continued their our graduates. a related area. (PLO) education in the field on the Career/Technical Counselors Report FY2015. 2. Employers will be satisfied 2a. 90% of employers will be satisfied with 2a. 100% (1 out of 1) 2a-b. Faculty uses the results of the with the students’ job- the students' Job-Related Knowledge on employers reported Employer Evaluation of related technical the Employer Evaluation of satisfied with the Career/Technical Completers knowledge and overall job Career/Technical Completers Report. students' Job-Related Report to help determine the preparation. (PLO) Knowledge on the effectiveness of the program Employer Evaluation of and work closer with Career/Technical employers to increase response Completers Report rates. (1314). 2b. 90% of employers will be satisfied with 2b. 100% (1 out of 1) the students' Overall Job Preparation on employers reported the Employer Evaluation of satisfied with the Career/Technical Completers Report. students' Overall Job Preparation on the Employer Evaluation of Career/Technical Completers Report (1314). 3. Students will illustrate the 3a. 75% of students enrolled in ATT 1424 3a. 94% (17 out of 18) of 3a-b. Instructors reviewed results use of electronic (Engine Performance I), a Fall semester students enrolled in ATT and added more observation equipment to diagnose class, will correctly answer an embedded 1424 (Engine time to ensure objectives are engine performance. (SLO) test question concerning waste spark on Performance I) correctly met for waste spark and fuel. a unit test. answered and embedded test question concerning waste spark on a unit test. 3b. 75% of students enrolled in ATT 1424 3b. 77.0% (14 out of 18) of (Engine Performance I), a Fall semester students enrolled in ATT class, will correctly answer an embedded 1424 (Engine test question concerning fuel 10/30 on a Performance I) correctly

Page 39 Automotive Mechanics & Automotive Service Tech IE Plan 2014-2015

unit test. answered and embedded test question concerning fuel 10/30 on a unit test. 4. Students will demonstrate 4a. Through the MS-CPAS2 exam, Spring 4a. 54.5% (6 out of 11) of the occupational competency 2015, 80% of the students will score at Automotive Technology in Automotive Technology least 50% on the occupational clusters. students who took the theory. (SL0) MS-CPAS2 exam scored Basic (50% of better) in Spring 2015 on the occupational clusters. 4b. Through the MS-CPAS2 exam, Spring 4b. 45% (5 out of 11) Year 1 2015, 70% of the students will score students scored Basic Basic (50%-69%) on ATT 1424 Engine (50%-69%) on ATT 1424 Performance I, a fall semester course for Engine Performance I on Year 1 students. the MS-CPAS2 Spring 2015 exam. 4c. Through the MS-CPAS2 exam, Spring 4c. 91% (10 out of 11) Year 2 2015, 80% of the students will score students scored Basic Basic (50%-69%) on ATT 2444 Engine (50%-69%) on ATT 2444 Performance III, a spring semester course Engine Performance III on for Year 2 students. the MS-CPAS2 Spring 2015 exam.

Page 40 Business & Marketing Management Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Business and Marketing Management Technology

College Purpose Statement(s): P1 – To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L1 - Quality Student Outcomes, L2 - Teaching/Learning; L5 - Professional Development

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 41 Business & Marketing Management Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates/completers of 1. 80% of Business and Marketing 1. 100% (12 out of 12) of 1. Faculty continue to recruit new students majoring in Management Technology Business and Marketing employers and released Business and Marketing graduates/completers will report Management Technology students to attend the NEMCC Management Technology employment or continuing their graduates/completers Career Job Fair. will obtain employment or education on the 2013-2014 Career reported employment or continue their education in Technical Counselor's Employment continuing their education the field. (PLO) Tracking Report. on the 2013-2014 Career Technical Counselor's Employment Tracking Report. 2. Employers of Business and 2a. 80% of Business and Marketing 2a. 91% (10 out of 11) of 2a. Although goals were met, Marketing Management Management Technology will report Business and Marketing faculty continue to Technology above average job performance on the Management Technology communicate with employers graduates/completers will 2013 - 2014 Internship Evaluation forms. scored students above to get input on needed skills. be satisfied with job average on job performance during performance on the 2013- internship or upon 2014 Internship employment. (PLO) Evaluation forms. These students rated a 3.29 on a 4.0 scale on this internship evaluation. 2b. 75% of all employers that responded on 2b. No employers responded 2b. A division technical counselor the Employer Evaluation of on the 2014 Employer was added to assist faculty with Career/Technical Completers Survey Evaluation of communication with employers 2014 will score students 4 (Good) or Career/Technical and tracking of graduates. higher on a Likert scale (0-5) with 5 Completers Survey for being very good in response to the item Business & Marketing "Overall Job Preparation" for Business & Management Technology Marketing Management Technology students. students. 3. Students will be able to 3. 90% of freshmen majoring in Business 3. 84.6% (11 out of 13) of 3. Faculty video-taped students to demonstrate skills and and Marketing Management Technology freshmen majoring in allow improvement for ability to conduct a sales will score 75 or better on the Sales Business and Marketing presentation skills. presentation. (SLO) Presentation Project in the MMT 1313 Management Technology Selling course. scored 75 or better on the Sales Presentation Project in the MMT 1313 Selling

Page 42 Business & Marketing Management Tech IE Plan 2014-2015

course for Fall 2014. 4. Graduates/completers of 4a. 70% of the Business & Marketing 4a. 60.0% of the Business & 4a-b. Faculty reviewed overall Business and Marketing Management graduates taking the MS- Marketing Management students scores and Management Technology CPAS2 Spring 2015 will show proficiency graduates who took the incorporated questions into program will be able to (70%- 79%) in MMT 1123 Marketing MS-CPAS2 Spring 2015 MMT 1123 Marketing utilize marketing Management (Applications). showed proficiency (70%- Management and MMT 1313 strategies and selling 79%) in MMT 1123 Personal Selling to improve techniques from the Marketing Management student knowledge. program content. (PLO) (Applications). 4b. 70% of the Business & Marketing 4b. 80.0% of the the Business Management graduates taking the MS- & Marketing Management CPAS2 Spring 2015 will show proficiency graduates who took the (70%-79%) in MMT 1313 Personal MS-CPAS2 Spring 2015 Selling. showed proficiency (70%- 79%) in MMT 1313 Personal Selling. 5. Business Marketing and 5a. 80% (9 out of 11) of freshmen students 5a. 100% (11 out of 11) of 5a. As found on TV commercial Management Technology on the Advertising project will score 70 freshmen students on the rubric, I will spend more time freshmen students will or above on their story board/ TV Advertising project scored on the organization, content, demonstrate their ability Commercial based on a evaluation rubric. 70 or above on their story visual aid, and mechanics. to create and complete a board/ TV Commercial story board/ TV based on a evaluation Commercial for an rubric. advertising project. (SLO) 5b. 70% (8 out of 11) will pass the Radio 5b. 100% (11 out of 11) 5b. Faculty worked closely with an station inspection and critique from a local passed the Radio station expert Advertising Company Radio Station for the Advertising project. inspection and critique (Robinson's and Associates) from a local Radio Station who viewed the outcome of the for the Advertising freshmen students' Advertising project. project and provided feedback to improve their skills on their advertising project. 6. Students will demonstrate 6. 90.0% of students will achieve an 6. 100% of students in MMT 6. Faculty continue to evaluate thoroughness in the average rating of 3 on a 5-point rubric 2213 scored 3 or higher reading case studies for completion of reading case evaluation thoroughness on reading case on the rubric evaluation improvement and added studies. (Goal 3) studies. thoroughness on reading Traditional grammar class to Integration by division case studies for Spring curriculum. according to the following 2014. Faculty found that timeline: 2013-2014 students had adequate Business & Business vocabulary, mistakes in

Page 43 Business & Marketing Management Tech IE Plan 2014-2015

Technology (SLO) grammar, and adequate pronunciation. 7. Sophomore students will 7a. 75% will score 75 or above on applying 7a. 67.7% (4 out of 6) scored 7a. Faculty will master questions demonstrate marketing the elements of marketing strategies in 75 or above on a quiz related to elements of strategies. (SLO) an online context in MMT 2313. applying the elements of marketing strategies in an marketing strategies in an online context by using the online context in MMT class website in MMT 2313. 2313 in fall 2013. 7b. 75% of students will use marketing 7b. 50% (2 out of 4) scored 7b. Faculty will require a project concepts, methods, and strategies above 75 when using demonstrating marketing relevant to entrepreneurs and the marketing concepts, concepts, methods, and activities involved with planning, methods, and strategies strategies relevant to establishing, and managing a small relevant to entrepreneurs entrepreneurs and the business enterprise in MMT 2513. and the activities involved activities involved with with planning, planning, establishing, and establishing, and managing a small business managing a small enterprise in MMT 2513 in business enterprise in Spring 2015. MMT 2513 in Spring 2014. 8. Students will analyze and 8. 90.0% of the students will achieve an 8. 100% of students in MMT 8. Faculty discussed this topic at evaluate approaches to average rating of 3 on a 5-point rubric 2213 scored 3 or higher the 2015 Advisory Committee conflict in a novel evaluating approaches to conflict in a on the rubric evaluation Meeting. From this discussion, situation. (Goal 3) novel situation. evaluating approaches to faculty will research adding a Integration by division conflict in a novel course for "Analyzing and according to the following situation for Spring 2015. Approaching Conflict." timeline: 2013-2014 Business & Business Technology (SLO) 9. Students will improve 9. 90.0% of the students will achieve an 9. 100% (18 out of 18) of 9. Marketing instructor continues their vocabulary through average rating of 3 on a 5-point rubric by students in MMT 2213 to give students a list of the use of reading a case making a list of and defining vocabulary Principles of Management vocabulary words they will see study. (Goal 3) Integration words in the case study. scored 3 or higher on the in the case study. An additional by division according to rubric evaluation making assignment was required to the following timeline: a list of and defining define the words prior to 2013-2014 Business & vocabulary words in the reading the case. Business Technology case study for Spring (SLO) 2015.

Page 44 Civil Engineering Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Civil Engineering Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L1 - Quality Student Outcomes, L2 - Teaching/Learning; L3 - Technology

Short-Term Goal(s): S1.2 - Improve faculty advising; S1.3 - Improve student retention; S1.4 - Expand offerings and opportunities at off-campus sites; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 45 Civil Engineering Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates/ Completers 1. Over 70% of graduates will report 1. 2 out of 3 (67%) 1. Faculty monitor data from the will obtain placement in employment placement or continuing graduates reported Perkins report to help improve the occupational field or educating in the occupational field as placement in the the program. continue their education in reported on the Federal Perkins occupational field. a related area. (PLO) placement report. 2. Employers will be satisfied 2. 90% of employers will be satisfied with 2. 100% out of the 2. Faculty monitor results from with the students’ the technical / occupational skills employers surveyed (2 this survey to improve the technical/ occupational performance from information gathered out of 2) were satisfied program. skills performance. (PLO) on the Career Technical Counselor's with our students' skills Employment Tracking Report. and performance.

3. Students will demonstrate 3a. 75% of the students who complete the 3a. 75% (3 out of 4) students 3. This data is invaluable as we use of engineering computer and GPS equipment and mastered the skill as continue to prepare our equipment to include measuring device units will master the noted by teacher students for the technologies computers, electronic skill with a score of 75% or higher on observation. skills they will need to possess distance measuring classroom demonstration by instructor in their field. We will continue devices and GPS observation. to focus on those skills in the equipment. (SLO) 3b. 80% of the students who complete CIT 3b. 100% (2 out of 2) classroom. 2444 - GPS Surveying in the Spring students who complete semester will score 75% or above on the CIT 2444 - GPS Surveying final exam. in the Spring semester scored 75% or above on the final exam. 4. Students will be able to 4a. 90% of the students who complete the 4a. 75% (3 out of 4) students 4a-b. Faculty refocused and apply land and highway survey principles and application unit who completed the integrated new teaching survey principles and will score a 75% or above on the final surveying principles unit techniques/strategies (using applications. (SLO) written exam. scored at least 75% on the new technology equipment). final written exam. 4b. 80% of the students who complete the 4b. 80% (2 of 3) students route survey unit of the spring semester who completed the route CIT 1113 class will score 75% on the final surveying unit of the exam. spring semester CIT 1113 class scored at least 75% on the final written exam. 5. Students will demonstrate 5a. Through the MS-CPAS2 exam in Spring 5a. 75% (3 out of 4) of our 5a. Faculty monitor the results of occupational competency 2015, 80% of the students will score at graduates scored at least the MS-CPAS2 test each year to in Civil Engineering least 50% on the occupational clusters. 50% or better on the ensure employment readiness

Page 46 Civil Engineering Tech IE Plan 2014-2015

Technology theory. (SLO) Spring 2015 MS-CPAS2 for graduates. exam. 5b. 80% of the students will have a grade of 5b. 100% (4 of 4) of the 5b. Faculty continue to utilize CIT "C" or better in CIT 2913 - Special Project, students had a grade of 2913 - Special Project and a Spring semester, all inclusive class "C" or better in CIT 2913 monitor the results of the class showing specific subject and software in the Spring semester. to ensure employment knowledge, and demonstrating the readiness for graduates. knowledge the student has obtained over his or her two years in the program.

Page 47 Collision Repair Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Collision Repair Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment.

Long-Range Goal(s): L1 - Quality Student Outcomes, L2 - Teaching/Learning

Short-Term Goal(s): S1.3 - Improve student retention; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 48 Collision Repair Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Employers will be satisfied 1. 90% of the employers will be satisfied 1. 0% of the employers 1. We will continue to request with the students’ with the technical/occupational skills of responded on the Career information through the Career technical/ occupational our graduates as reported on the Career Technical Counselor's Technical Counselor's skills performance. Technical Counselor's Employment Employment Tracking Employment Tracking Report Tracking Report and Advisory Committee Report. However, 100% and our program Advisory meetings (2 out of 2) of the Committee meetings to ensure employers reported that we provide quality during the program graduates to the workforce. Advisory Committee meeting, were satisfied with the technical/occupational skills of our graduates. 2. Graduates/ Completers 2. 70% of our graduates will report 2. 83% (5 out of 6) of our 2. We will continue to monitor will obtain placement in employment or continued education in a students reported employment rates to help the occupational field or related area. employment in the field or evaluate our program quality. continue their education in are continuing their a related area. education in a related area.

3. Students will analyze 3a. 60% of the students enrolled in ABT 3a. 31% (5 out of 16) of the 3a-b. Faculty used results to collision damage for repair 1143 (Structural Analysis and Damage students enrolled in ABT determine areas focus areas to estimating. Repair I), a Fall semester class, will 1143 (Structural Analysis increase the percentage of mastery. correctly answer an embedded test and Damage Repair I), a question concerning vehicle Fall semester class, straightening on a unit test. correctly answered an embedded test question concerning vehicle straightening on a unit test. 3b. 60% of the students enrolled in ABT 3b. 75% (12 out of 16) of the 1143 (Structural Analysis and Damage students enrolled in ABT Repair I), a Fall semester class, will 1143 (Structural Analysis correctly answer an embedded test and Damage Repair I), a question concerning signs of stress on a Fall semester class, unit test. correctly answered an embedded test question

Page 49 Collision Repair Tech IE Plan 2014-2015

concerning signs of stress on a unit test. 4. Students will demonstrate 4a. 80% of our students will make 50% or 4a. 83% (5 out of 6) of our 4a. We will be heavily involved in occupational competency better on the Spring 2015 MS-CPAS2 students scored 50% of writing test bank questions and in Auto Body theory. exam. better on the Spring 2015 will review results to help 4b. 75% of our students in ABT 1143 MS-CPAS2 exam. continue the high percentage of (Structural Analysis and Damage Repair 4b. 81% (13 out of 16) of our students who score 50% or I), a Fall semester course, will score 70% students in ABT 1143 better. or better on a unit test concerning (Structural Analysis and 4b. We will continue to improve structural analysis and damage repair. Damage Repair I), a Fall lessons and demonstrations to semester course, scored increase the scores of our 70% or better on a unit students on the structural test concerning structural analysis and damage repair analysis and damage unit test. repair.

Page 50 Construction Engineering Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Construction Engineering Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L4 – Marketing; L6 - Community Partnerships

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 51 Construction Engineering Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will demonstrate 1a. Through the MS-CPAS Exam, Spring 1a. Through the MS-CPAS 1a-b. Faculty encouraged students occupational competency 2015, 80% of the freshmen students Exam, Spring 2015, 100% to take the MS-CPAS Exam and in Construction taking the exam, will score basic (50% or (2/2) of the freshmen reviewed ways to improve Engineering Technology better) on the Occupational Clusters. students taking the exam, performance levels. theory. (PLO) scored basic (50%-69%) on the Occupational Clusters. 1b. Through the MS-CPAS Exam, Spring 1b.Through the MS-CPAS 2015, 80% of the sophomore students Exam, Spring 2015, 100% taking the exam, will score basic (50% or (2/2) of the sophomore better) on the Occupational Clusters. students taking the exam, scored basic (50%-69%) on the Occupational Clusters. 1c. 75% of the students who take the 1c. 100% (1/1) of the students 1c-d. The construction market Internship I and II will make a C or better. taking Internship I and II influenced the class outcomes. scored a C or better. Modification of CPAS, 1d. 75% of the students taking Systems I will 1d. 100% (5/5) of the internships, and types of score 85% or better on the cycle times students taking the equipment evaluated for cycle test. Systems I test on cycle times are challenging. Faculty times made 85% or continue to monitor the better. challenges and make changes accordingly.

2. Graduates/ completers 2. Over 65% of graduates will report 2. 100% (6/6) of 2013-2014 2. Faculty continue to seek will obtain placement in employment placement or continuing graduates/completers employment opportunities for the occupational field or education in the field. obtained employment as the construction engineering continue their education. reported in the Report on technology students. (PLO) Institutional Effectiveness Indicators & College-Wide Short-Term Goals for 2014-2015. 3. Employers of the summer 3a. 90% of the employers with interns will 3a. 100% (1/1) of the 3a-b. Faculty continue obtaining internships will be be satisfied with student performance. employers with interns internships for students was satisfied with student reported satisfied with not a difficult process this year, performance. (PLO) student performance on although the market has grown the Internship evaluation. slightly, and most of the

Page 52 Construction Engineering Tech IE Plan 2014-2015

3b. 65% of the employers will agree to hire 3b. 100% (1/1) of the companies hiring the interns new interns or graduates which were employers agreed to hire are new or different from the interns. new interns or graduates past. Faculty seek new which were interns on the employers and relate the need Internship evaluation. for internships even with the market declining. 4. Students will calculate and 4a. 75% of the students who complete the 4a. 64% (7/11) of the 4a-b. Faculty changed the course illustrate estimating construction project estimating unit will students who took outline to incorporate more lab construction projects. show mastery of the technical knowledge estimating scored 80% or time. Estimating is a practical (SLO) and skill taught by scoring 80% or above above on the evaluation application of costs using on written exams and labs. compilation of projects forecasts and materials and labs in CON 2123 quantity development. The labs Construction Cost show a more true result of Estimating. knowledge retained as the labs 4b. 75% of the students will demonstrate 4b. 100% (5/5) of the represent an artifact of the technical knowledge by performing students demonstrated knowledge learned on the tests. quantity takeoffs from plans by scoring technical knowledge by 85% on required labs in the plans and performing quantity 4c-d. Using an example bid in the documents test. takeoffs from plans by first of the course assisted in scoring at least 85% on class representation. Many of required labs on the plans the terms associated with and documents test in estimating, such as the bonding CON 1223 Plans & and surety process, are difficult Document Interpretation. for students to retain as is the 4c. 75% of the students who complete the 4c. Based on a rubric, 60% quantity takeoff process. A construction materials class will (3/5) of the students YouTube video may make these demonstrate competency in obtaining scored 80% or above on items more interesting which information from contract documents by plans and documents. might help knowledge scoring 80% on tests. retention. 4d. 75% of the students taking the 4d. 100% (11/11) of the construction materials class will students scored C or demonstrate a base knowledge if better on labs in CON material specifications and requirements 2123. by performing lab reports with a grade of C or better.

5. Students will demonstrate 5a. 75% of the students who complete the 5a. 100% of the students 5a-d. Faculty made modifications safety practices. safety practices unit will pass best completed the safety such as emotional intelligence practices of the safety process by earning practices unit and passed quizzes which measured class

Page 53 Construction Engineering Tech IE Plan 2014-2015

a Person Trenching Certification. best practices of the safety responses to stimulate process by earning a presentations in everyday Person Trenching student life and field inspection Certification. processes. Behavioral 5b. 75% of the students who take the project 5b. 100% of the students who modification is difficult to management class will make a great of C took the project regulate, however, based on or better not the project management management class made a comments, pictures, and emails competency which includes safety C or better on the project were sent as recognition of practices, procedures, and tool box management competency hazards found on joists and in meetings. which includes safety daily life. practices, procedures, and tool box meetings. 5c. 75% of the students will give a tool box 5c. 100% of the students gave safety meeting in the internship II class a tool box safety meeting by confirmation of a daily report. in the internship II class by confirmation of a daily report. 5d. 75% of the students will achieve a 30- 5d. 100% (2/2) of the hour 1926 OSHA Certification. students achieved a 30- hour 1926 OSHA Certification. 6. Students will demonstrate 6. 95% of students will achieve an average 6. 100% of students 6. Students use abbreviations and thoroughness in the rating of 3 on 5 point rubric evaluating achieved an average symbols for writing content. completion of reading thoroughness on terminal reading rating of 3 on a 5-point Faculty noted this but it is not journal entries. (Goal 3) journal entries. rubric evaluating useful in construction Integration by division thoroughness on terminal documentation. Continued according to following reading journal entries. vigilance will have to be timeline: 2010-2011 maintained to secure a student Engineering Technology competency in composition and Occupational skills. Education. (SLO) 7. Students will identify the 7. 95% of the students will achieve an 7. Fourteen out of the 7. In attending meetings and main and secondary ideas. average rating of 3 on a 5 point rubric sixteen students conferences on construction (Goal 3) Integration by identifying the main and secondary ideas performing the lab scored safety and reporting, video is division according to the as located on the Comprehension area of a C or better on the rubric being used more, especially following timeline: 2010- a terminal reading journal. which is 88%. Two of with drones. Documenting and 2011 Engineering these students did not voice over may be a prominent Technology and complete the course the need. Occupational Education results changed to

Page 54 Construction Engineering Tech IE Plan 2014-2015

(SLO) thirteen out of fourteen. 8. Students will improve 8. 95% of students will achieve an average 8. The use of vocabulary 8. Through conversations with their vocabulary through rating of 3 on a 5-point rubric by making word definitions was used construction professionals use of reading journal list of defining vocabulary words in the in a construction about graduates, entries. (Goal 3) terminal reading journal. materials lab performed communication about subject Integration by division in soils. These words are matter is good. Many of the using the following used and the functions are questions related to testing timeline: 2010-2011 described by use of test information is explanative. Engineering Technology requirements, Students have little problem and Occupational calculations, graphs, and with these questions. Education. (SLO) results. At the time of the lab fifteen of sixteen students scored a C or better resulting in a 94% rate. Two students did not finish the class resulting in a 100% score. 9. Students will utilize 9. 95% of students will achieve an average 9. 88.9% (16 of 18) of 9. The use of multiple component parts (such as rating of 3 on a 5 point rubric evaluating students achieved an documentation devices are title, preface, conclusion, purpose and meaning of course required average rating of 3 on a 5 being used in construction. index, etc.) in texts in assigned terminal reading point rubric evaluating Video, video from drones, comprehending the journals entries in the area of Analysis purpose and meaning of pictures and commentary will purpose and meaning of course required texts in be used in daily reports, safety course-required texts. assigned terminal reading meetings, accident (Goal 3) Integration by journals entries in the investigation and reporting is division using the area of Analysis. being used. Along with written following timeline: 2010- documentation, more emphasis 2011 Engineering Tech & will be needed on video Occupational Education. presentations which are a part (SLO) of Systems I and Leadership, Management and Organization class.

Page 55 Diesel Power Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Diesel Power Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment.

Long-Range Goal(s): L1 - Quality Student Outcomes, L2 - Teaching/Learning

Short-Term Goal(s): S1.3 - Improve student retention

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 56 Diesel Power Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates/Completers will 1. Over 65% of graduates will report 1. 60% (3 out of 5) of 1. Faculty monitored obtain placement in the employment placement or continuing graduates obtained placement/continuing occupational field or education in the field as reported on the placement in the education results to ensure the continue their education in Federal Perkins report. occupational field or employability of students. a related area. (PLO) continued their education as reported on the Federal Perkins report. 2. Employers will be satisfied 2. 75% of the employers surveyed on the 2. 0% (0 of 1) of the 2. Faculty refocused efforts and with the students’ Career Technical Counselor's employers who tried new communication technical/ occupational Employment Tracking Report will be responded were satisfied techniques to gather the skills performance. (PLO) satisfied with the students' with the students' necessary information on technical/occupational skills. technical/occupational employer satisfaction. skills.

3. Students will demonstrate 3a. 75% of the students who complete the 3a. 100% (7 out of 7) of the 3a-b. Faculty continue to improve use and knowledge of power train systems and power shift students who completed instruction and use new power train systems and transmissions will apply mastery of the the power train systems strategies to increase student power shift transmissions. skill taught by scoring 80% or higher on and power shift success. (SLO) hands-on project documented by transmissions unit scored instructor observation and checklist. 80% or higher on hands- on projects. 3b. 80% of the students who complete DET 3b. 86% (6 of 7) of the 1713 - Power Trains, a Fall semester students who completed class, will score 75% or better on the DET 1713 - Power Trains, final exam. a Fall semester class, scored 75% or better on the final exam. 4. Students will identify 4a. 75% of the students who complete the 4a. 86% (6 of 7) of the 4a-b. Faculty evaluated instruction diesel engine types and engine diagnostics troubleshooting students who completed techniques and demonstrations use computer system technique units will score 80% or higher the engine diagnostics in order to increase student diagnostics and computer on the skill taught with the use of troubleshooting technique success. database driven laboratory equipment on a teacher units scored 80% of the troubleshooting generated checklist. skill taught. techniques. (SLO) 4b. 75% of the students who complete the 4b. 86% (6 of 7) of the wiring schematic identification exam in students who complete DET 1263 - Electrical/Electronic Systems the wiring schematic II, a Fall semester class, will score 80% or identification exam in DET

Page 57 Diesel Power Tech IE Plan 2014-2015

higher. 1263 - Electrical/Electronic Systems II, a Fall semester class, will score 80% or higher. 5. Students will demonstrate 5a. Through the MS-CPAS2 Exam, Spring 5a. 100% (7 of 7) of the 5a-b. Faculty continue to improve occupational competency 2015, 80% of the students will score 50% students who took the on instruction techniques and in Diesel Power or better on the Occupational Clusters. Spring 2015 MS-CPAS2 demonstrations in order to increase Technology theory. exam scored 50% or student success. better. 5b. 75% of the students who complete DET 5b. 86% (6 of 7) of the 2273 - Electrical/Electronic Systems III, a students who completed Spring semester class, will score 80% or DET 2273 - higher on the final exam. Electrical/Electronic Systems III, a Spring semester class, scored 80% or higher on the final exam.

Page 58 Drafting & Design Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Drafting & Design Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P5: To provide employer-driven, industry- specific workforce education and training to business, industry, and individuals; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L4 – Marketing; L5 - Professional Development; L6 - Community Partnerships; L9 - Communication

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention; S1.4 - Expand offerings and opportunities at off-campus sites; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.2 - Provide students with technology support necessary for their success.

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 59 Drafting & Design Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will demonstrate 1a. Through the MS-CPAS2 Exam Spring 1a. 100% (11 of 11) scored 1a-b. Instructor continues to occupational competency 2015, 80% of the students will score 50% 50% or higher on the prepare students for the MS- in Computer Aided Design or better. Spring 2015 MS-CPAS2 CPAS2 exam through classroom theory. (PLO) exam. instruction. Instructor will also 1b. 80% of the students will have a grade of 1b. 100% (11 of 11) had a look into National Certification "C" or better in the DDT 2913 - Special grade of "C" or better in Exams to compliment or Project class, a capstone course in the DDT 2913 - Special replace MS-CPAS2. Spring semester showing specific Project in the Spring software knowledge and application. semester. In fact, 100% had a "B" or better, with 91% (10 of 11) scoring an "A". 2. Employers will be satisfied 2. 85% of employers will be satisfied with 2. 100% (2 of 2) of the 2. Each year, the advisory board is with the students’ technical/occupational skills employers who questioned about the technical/ occupational performance from information obtained responded reported employer's expectations of skills performance. (PLO) through instructor visits, the Drafting and positive approval ratings graduates and results are Design Advisory Committee meeting, and with student's technical incorporated into the the Career Technical Counselor's and occupational skills. curriculum when feasible. Employment Tracking Report. 3. Graduates/ Completers 3. Over 65% of graduates will report 3. 100% (7 of 7) of the 3. Instructor monitored employer will obtain placement in employment placement or continuing students reported needs and continue to work the occupational field or education in the field. employment in the field. with the advisory board to see continue their education. what's needed to increase (PLO) enrollment. 4. Students will perform 4a. 75% of the students who complete the 4a. 100% (11 of 11) of the 4a-b. Faculty monitor the software architectural drafting and identified drafting units will show students mastered for this program each year to solid modeling through the mastery of the technique and skill taught techniques and skills ensure that students are being completion of selected through the use of conventional and needed. trained on the latest advances. technical design projects. computer equipment and software. (SLO) 4b. 80% of the students will have a grade of 4b. 100% (11 of 11) had a "C" or better in the DDT 2913 - Special grade of "C" or better in Project in the Spring semester, a capstone DDT 2913 - Special course showing specific software Project in the Spring knowledge and application. semester. In fact, 100% had a "B" or better, with 91% (10 of 11) scoring an "A".

Page 60 Drafting & Design Tech IE Plan 2014-2015

5. Students will demonstrate 5. 85% of the students will achieve an 5. 91% (10 of 11) of 5. New and different reading thoroughness in the average rating of 3 on a 5-point rubric students scored at least a materials were incorporated to completion of reading evaluating thoroughness on terminal 3 out of 5 on evaluating help increase comprehension. journal entries. (Goal 3) reading journal entries. thoroughness within Integration by division reading journals. according to following timeline: 2010-2011 Engineering Technology and Occupational Education. (SLO) 6. Students will identify the 6. 85% of students will achieve an average 6. 100% (11 of 11) of the 6. Instructor stressed reading main and secondary ideas. rating of 3 on a 5 point rubric identifying students scored at least a across the curriculum to gain (Goal 3) Integration by the main and secondary ideas as 3 out of 5 concerning student success in the division according to the indicated on the Comprehension area of a identifying the main and classroom. following timeline: 2010- terminal reading journal. secondary ideas as 2011 Engineering indicated on the Technology and comprehension area of a Occupational Education terminal reading journal. (SLO) 7. Students will improve 7. 85% of students will achieve an average 7. 91% (10 of 11) of the 7. Vocabulary improvement their vocabulary through rating of 3 on a 5 point rubric by making students scored a 3 or continues to be an emphasis use of reading journal a list of and defining vocabulary words in higher on vocabulary across the curriculum. entries. (Goal 3) the terminal reading journal. improvement. Integration by division using the following timeline: 2010-2011 Engineering Technology and Occupational Education. (SLO) 8. Students will utilize 8. 85% of students will achieve an average 8. 91% (10 of 11) of the 8. Instructor assessed the rubric component parts (such as rating of 3 on a 5 point rubric evaluating students scored 3 or developed to address all title, preface, conclusion, purpose and meaning of course-required higher on comprehending components and made changes index, etc.) in texts in assigned terminal reading the purpose of the accordingly. comprehending the journals entries in the area of Analysis. meaning of text. purpose and meaning of course-required texts. (Goal 3) Integration by division using the following timeline: 2010-

Page 61 Drafting & Design Tech IE Plan 2014-2015

2011 Eng Tech & Occupational Education. (SLO)

Page 62 Early Childhood Education Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Early Childhood Education Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L6 - Community Partnerships

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S2.5 - Offer employee mentoring and professional development opportunities

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 63 Early Childhood Education Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates/completers of 1a. Within six (6) months of graduation, 80% 1a. Within six (6) months of 1a. NEMCC Early Childhood the Early Childhood of the graduates will find employment in graduation, 62.5% of the Education Technology Education Technology the field of Early Childhood/Child eight students who instructors and staff attempted program will have basic Development or a related field or graduated in the Fall of to strengthen contacts with Day skills necessary for continue their education in the field as 2014 and the Spring of Care Centers and Early employment in Early reported in the Career Technical 2015 found employment Childhood agencies in Alcorn, Childcare Education/Child Counselor’s Employment Tracking in the field of Early Prentiss, Tippah, Tishomingo, Development or a related Report. Childhood/Child and Union and counties field or continue their Development or a related through the yearly Advisory education. (PLO) field or continue their Committee Meetings that are education in the field as held on campus. Doing this, has reported in the Career allowed us to better assist our Technical Counselor’s students in finding Employment Tracking employment in the Child Care Report. field. 1b. Within six (6) months of graduation, 50% 1b. Data was not collected 1b. A request has been made by the of the graduates will find employment as which would allow Early Childhood Teacher to an administrator in the field of Early documentation of the include the position graduates Childhood/Child Development or a graduates who found currently hold in the child care related field or continue their education employment as an centers in which they are in the field as reported in the Career administrator in the field employed on the Career Technical Counselor’s Employment of Early Childhood/Child Technical Counselor’s Tracking Report. Development or a related Employment Tracking Report. field or continue their education in the field.

2. Employers of Early 2. 80% of employers on the Early Childhood 2. 0% of the employers (0 2. Early Childhood Education Childhood Education Education Technology Student/Employer out of 1) who were Technology instructors and Technology graduates will Rating Scale scored 4 (Good) or higher surveyed on the Early staff worked to form active be satisfied with the job (0-5) with 5 being very good in response Childhood Education relationship with Early performance. (PLO) to the item "How would you rate the Technology students Childhood Employers. employee in overall job performance." scored 4 (Good) or higher Formation of relationships help (0-5) with 5 being very to increase the response to good in response to the surveys related to the ECET item "How would you rate program at NEMCC. Instructor the employee in overall and staff also work with job performance." students, industry, and the MS

Page 64 Early Childhood Education Tech IE Plan 2014-2015

Community College Board on ways to revise the ECET curriculum in order to more accurately address specific employability skills as they become available. 3. Students of the Early 3a. Of the Early Childhood Students who 3a. Of the Early Childhood 3a-b. The Early Childhood Childhood Education completed the MS-CPAS, 65% will score Students who completed Education Technology program will have basic Proficient (70%-79%) on the CDT 1214 the MS-CPAS in the Fall of instructor spends more time skills necessary for Child Development I Course/Unit. 2014, 66.67% scored identifying and discussing the employment in a related Proficient (70%-79%) on cognitive, physical, emotional, field. (SLO) the CDT 1214 Child language, and social Development I development characteristics of Course/Unit. Of the Early a child. The instructor also Childhood Students who allotted more classroom time completed the MS-CPAS in and used more supplemental the Spring of 2015, 61% materials on topics related to scored Proficient (70%- learning strategies of young 79%) on the CDT 1214 children. Child Development I Course/Unit.

3b. Of the Early Childhood Students who 3b. Of the Early Childhood completed the MS-CPAS, 65% will score Students who completed Proficient (70%-79%) on the CDT 1224 the MS-CPAS in the Fall of Child Development II Course/Unit. 2014, 62% scored Proficient (70%-79%) on the CDT 1224 Child Development II Course/Unit. Of the Early Childhood Students who completed the MS-CPAS in the Spring of 2015, 78.5% scored Proficient (70%- 79%) on the CDT 1224 Child Development II Course/Unit.

Page 65 Early Childhood Education Tech IE Plan 2014-2015

4. Early Childhood Education 4a. Of the Early Childhood Students who are 4a. Of the Early Childhood 4a. The Early Childhood Education Technology students will enrolled in CDT 2915 Student Teaching I, Students enrolled in CDT Technology instructor updated demonstrate the ability to 50% will have an average score 2 out of 2 2915 Student Teaching I teaching strategies and plan and carry out on the Activity Section of the Student during the Spring of 2015, introduced new supplemental developmentally Teaching Evaluation Rubric. 25% had an average score materials to help reinforce the appropriate activities for of 2 out of 2 on the concept of developmentally young children. (SLO) Activity Section of the appropriate practices as they Student Teaching are taught in the CDT 2915 Evaluation Rubric. Student Teaching I course. Instructors also evaluated the rubric and made adjustments which better evaluate the activities which are carried out in the CDT 2915 Student Teaching I course. 4b. Early Childhood Students who completed 4b. Of the Early Childhood 4b. The Early Childhood Education the MS-CPAS, 70% will score Proficient Students who completed Technology instructor (70%-79%) on the CDT 2714 Social the MS-CPAS in the Fall of increased the requirement Studies Math and Science Course/Unit 2014, 83.33% scored from 70% scoring Proficient on Proficient (70%-79%) on the CDT 2714 Social Studies the CDT 2714 Social Math and Science Course/Unit Studies Math and Science to 75%. Course/Unit. Of the Early Childhood Students who completed the MS-CPAS in the Spring of 2015, 72.33% scored Proficient (70%-79%) on the CDT 2714 Social Studies Math and Science Course/Unit.

Page 66 Electrical Technology IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Electrical Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning

Short-Term Goal(s): S1.3 - Improve student retention

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 67 Electrical Technology IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will demonstrate 1. Evaluated by MS-CPAS2 Exam Spring 1. 60% of students tested in 1. Data generated from the occupational competency 2015, 60% of the students will score 50% the Spring 2015 scored at Mississippi CPAS2 test is in Electrical Technology. or greater on the Occupational Clusters. least 50% or better on the evaluated by faculty to address (PLO) MSCPAS exam. future needs.

2. Graduates/ Completers 2. Over 75% of graduates will obtain 2. 100% of graduates Spring 2. Data collected form the Career will obtain placement in placement in the occupational field or 2015 obtained placement Technical Counselor's the occupational field or continue their education. within six-months in the Employment Tracking Report continue their education. occupational field or continue to be used by faculty (PLO) continued their education and counseling to improve as reported on the Career placement. Technical Counselor's Employment Tracking Report.

3. Employers will report 3. 90% of the employers surveyed with the 3. 100% (1/1) of employers 3. The Employer Evaluation of satisfactory results of Employer Evaluation of Career/Technical were satisfied with Career/Technical Completer Electrical Graduates. (PLO) Completer (2013-2014) will report graduates based on the (2013-2014) results continue favorable report of graduates. Employer Evaluation of to be used to implement Career/Technical changes in the program to meet Completer (2013-2014) employer needs. 4. Students will apply 4. 75% of the students who complete the 4. 100% of the students 4. The data collected from the ELT knowledge of Programmable Logic Controller (ELT tested in the Spring 2015 2613 matrix is used to improve programmable logic 2613) matrix with score of C or above. scored a C or above in training in the future classes. controllers. (SLO) Programmable Logic Controller (ELT 2613) Matrix.

5. Students will demonstrate 5. 95% of the students will achieve an 5. 18 out of 18 (100%) of the 5. We continued to integrate thoroughness in the average rating of 3 on a 5-point rubric students demonstrated reading across the curriculum. completion of reading evaluating thoroughness on terminal thoroughness during the journal entries. (Goal 3) reading journal entries. completion of reading Integration by division journals. according to following timeline: 2010-2011- Engineering Technology and Occupational

Page 68 Electrical Technology IE Plan 2014-2015

Education. (SLO) 6. Students will identify the 6. 95% of students will achieve an average 6. 19 of 19 (100%) of the 6. Knowledge of comprehension main and secondary ideas. rating of 3 on a 5 point rubric identifying students scored at least a of electrical terms. (Goal 3) Integration by the main and secondary ideas as 3 out of 5 point rubric division according to the indicated on the Comprehension area of a identifying the main and following timeline: 2010- terminal reading journal. secondary ideas of 2011 Engineering journals. Technology and Occupational Education. (SLO) 7. Students will improve 7. 95% of students will achieve an average 7. 100% (17 out of 17) 7. Instructors will apply results their vocabulary through rating of 3 on a 5 point rubric by making scored at least a 3 out of a for improvement in students use of reading journal a list of and defining vocabulary words in 5 point rubric scale, reading abilities. entries. (Goal 3) the terminal reading journal. therefore improving their Integration by division vocabulary through the using the following use of reading journals in timeline: 2010-2011 Motor Controls ELT 1413. Engineering Technology and Occupational Education. (SLO) 8. Students will utilize 8. 95% of students will achieve an average 8. 16 out of 18 (89%) scored 8. Faculty continue to stress component parts (such as rating of 3 on a 5 point rubric evaluating at least a 3 out of a 5 point reading across the curriculum. title, preface, conclusion, purpose and meaning of course-required rubric scale evaluating index, etc.) in texts in assigned terminal reading purpose and meaning of comprehending the journals entries in the area of Analysis. course required texts purpose and meaning of using reading journals. course-required texts. (Goal 3) Integration by division using the following timeline: 2010- 2011 Eng Tech & Occupation Education (SLO)

Page 69 Healthcare Data Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Healthcare Data Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L7 - Distance Learning

Short-Term Goal(s): S1.3 - Improve student retention

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 70 Healthcare Data Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Healthcare Data 1a. Seventy percent (70%) of Healthcare 1a. 50.0% (4 out of 8) of the 1a. Faculty added additional Technology Students will Data Technology students taking the Healthcare Data practice supporting materials be able to apply computer Spring 2015 MS-CPAS2 (Mississippi Technology students who on each part of the Microsoft concepts and complete Career Planning and Assessment System) took the Spring 2015 MS- Office software package. tasks using computer will score at or above the Proficient level CPAS2 (Mississippi Career application software. (70%-79%) in the program area category Planning and Assessment (PLO) "BOT 1133 Microcomputer Applications." System) scored at or above the Proficient level (70%-79%) in the program area category "BOT 1133 Microcomputer Applications." 1b. Seventy percent (70%) of Healthcare 1b. 88.0% (7 out of 8) of the 1b. Instructors continued to offer Data Technology students taking the Healthcare Data ample practice using Microsoft Spring 2015 MS-CPAS2 (Mississippi Technology students who Word 2013 by assigning extra Career Planning and Assessment System) took the Spring 2015 MS- work projects through the will score at or above the Proficient level CPAS2 (Mississippi Career textbooks student website. (70%-79%) in the program area category Planning and Assessment "BOT 1143 Word Processing." System) scored at or above the Proficient level (70%-79%) in the program area category "BOT 1143 Word Processing." 1c. Seventy percent (70%) of the Healthcare 1c. 100% (6 out of 6) of the 1c. Investigated additional test Data Technology students completing Healthcare Data preparation materials and BOT 1143 Word Processing, who took the Technology students found additional certification Fall 2015 MOS (Microsoft Office completing BOT 1143 practice tests and made them Specialist) Word 2013 Certification exam, Word Processing, who available to students. will pass based on pass/fail standards. took the Fall 2015 MOS Encouraged both seated and (Microsoft Office online students to complete the Specialist) Word 2013 certification exam. Certification exam, passed based on pass/fail standards.

Page 71 Healthcare Data Tech IE Plan 2014-2015

2. Graduates of the 2. Graduates of the Healthcare Data 2. Graduates of the 2. Continue to evaluate program Healthcare Data Technology program will rank the overall Healthcare Data requirements and adjust Technology program will summary of instructional effectiveness as Technology program elective courses to meet be satisfied with 5-somewhat satisfied or above on a 7- ranked the overall current workforce needs. instructional effectiveness. point scale. (5-somewhat satisfied, 6- summary of instructional (PLO) satisfied, 7-very satisfied) effectiveness as 5.91 on a 7- point scale. 3. Healthcare Data 3a. Fifty percent (50%) of Healthcare Data 3a. Thirty-eight percent 3a. Investigate additional study Technology students will Technology students taking the Spring (38%) of Healthcare Data materials and make available to be able to demonstrate 2015 MS-CPAS2 (Mississippi Career Technology students students. Consult with online basic medical terminology Planning and Assessment System) will taking the Spring 2015 instructor to coordinate skills. (SLO) score at or above the Proficient level MS-CPAS2 (Mississippi material relevant to the MS- (70%-79%) in the program area category Career Planning and CPAS2 (Mississippi Career "Medical Terminology I." Assessment System) Planning and Assessment scored at or above the System) exam. Proficient level (70%- 79%) in the program area category "Medical Terminology I." This class was offered solely online. 3b. Fifty percent (50%) of Healthcare Data 3b. Thirty-eight percent 3b. Work with administration to Technology students taking the Spring (38%) of Healthcare Data determine feasibility of offering 2015 MS-CPAS2 (Mississippi Career Technology students this as a seated course. Planning and Assessment System) will taking the Spring 2015 score at or above the Proficient level MS-CPAS2 (Mississippi (70%-79%) in the program area category Career Planning and "Medical Terminology II." Assessment System) scored at or above the Proficient level (70%- 79%) in the program area category "Medical Terminology II." This class was offered solely online. 4. Healthcare Data 4a. Fifty percent (50%) of Healthcare Data 4a. Sixty-three percent (63%) 4a. Pretesting and post testing are Technology students will Technology students taking the Spring five of eight Healthcare conducted in BOT 1713 be able to demonstrate 2015 MS-CPAS2 (Mississippi Career Data Technology students Mechanics of Communication basic business Planning and Assessment System) will taking the Spring 2015 to assist in determining the communication skills. score at or above the Proficient level MS-CPAS2 (Mississippi types of additional learning (SLO) (70%-79%) in the program area category Career Planning and activities needed to reinforce

Page 72 Healthcare Data Tech IE Plan 2014-2015

BOT 1713 "Mechanics of Assessment System) skills in this area. Communication." scored at or above the Proficient level (70%- 79%) in the program area category "Mechanics of Communication." 4b. Seventy percent (70%) of Healthcare 4b. Seventy-five percent 4b. Online learning activities and Data Technology students taking the (75%) six of eight videos have been added in BOT Spring 2015 MS-CPAS2 (Mississippi Healthcare Data 2813 Business Career Planning and Assessment System) Technology students Communications to reinforce will score at or above the Proficient level taking the Spring 2015 skills. (70%-79%) in the program area category MS-CPAS2 (Mississippi BOT 2813 "Business Communication." Career Planning and Assessment System) scored at or above the Proficient level (70%- 79%) in the program area category "Business Communication." 4c. Eighty percent (80%) of students 4c. One hundred percent 4c. Instructor continues to stress completing BOT 2813 Business (100%) thirteen of the importance of Communications will score at least 80% thirteen students communication skills and the on career portfolios based on a scoring completing BOT 2813 preparation of career portfolios rubric. Business Communication for job opportunities. scored at least 80% on career portfolios based on the scoring rubric. 5. Students will improve 5. Ninety-five percent (95%) of students 5. Ninety-eight percent 5. Instructor continues to give their vocabulary through enrolled in BOT 1713 Mechanics of (98%) of students students new or unfamiliar use of reading journal Communication will achieve an average enrolled in BOT 1713 vocabulary words to define in entries. (Goal 3) rating of 3 on a 5-point rubric by defining Mechanics of given journal entries based on Integration by division vocabulary words in assigned journal Communication achieved assigned reading content. according to the following entries. an average rating of 3 on a timeline: 2013-2014 5- point rubric by defining Business & Business vocabulary words in Technology (SLO) assigned journal entries.

6. Students will identify the 6. Ninety-five percent (95%) of students 6. Ninety-eight percent 6. Instructor surveys students to main and secondary ideas enrolled in BOT 1713 Mechanics of (98%) of students determine prior knowledge of

Page 73 Healthcare Data Tech IE Plan 2014-2015

in BOT 1713 Mechanics of Communication will achieve an average enrolled in BOT 1713 reading topics to provide a Communication. (Goal 3) rating of 3 on a 5-point rubric identifying Mechanics of stronger foundation for journal Integration by division the main and secondary ideas on reading Communication achieved entry assignment of identifying according to the following journal entries. an average rating of 3 on a main and secondary ideas. timeline: 2013-2014 5- point rubric identifying Business & Business the main and secondary Technology (SLO) ideas on reading journal entries.

7. Students will demonstrate 7. Ninety-five percent (95%)of students 7. Ninety-eight percent 7. Revise journal entry questions thoroughness in the enrolled in BOT 1713 Mechanics of (98%) of students so students will be more completion of reading Communication will achieve an average enrolled in BOT 1713 specific with journal journal entries. (Goal 3) rating of 3 on a 5-point rubric evaluating Mechanics of references. Integration by division thoroughness on reading journal entries. Communication achieved according to following an average rating of 3 on a timeline: 2013-2014 5- point rubric evaluating Business & Business thoroughness on reading Technology (SLO) journal entries. 8. Students will utilize 8. Ninety-five percent (95%) of students 8. Ninety-eight percent 8. Require students to reference component parts (such as enrolled in BOT 1713 Mechanics of (98%) of students in their journal how the title, preface, conclusion, Communication will achieve an average enrolled in BOT 1713 reading article directly applies index, etc.) in rating of 3 on a 5-point rubric evaluating Mechanics of to them. comprehending the purpose and meaning of course-required Communication achieved purpose and meaning of texts in assigned reading journal entries. an average rating of 3 on a course-required text. (Goal 5- point rubric evaluating 3) Integration by division purpose and meaning of according to following course-required texts in timeline: 2013-2014 assigned reading journal Business & Business entries.

Page 74 Heating & Air Conditioning Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Heating & Air Conditioning Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning

Short-Term Goal(s): S1.3 - Improve student retention

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 75 Heating & Air Conditioning Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates/ Completers 1. Over 70% of graduates will report 1. 56% (5 out of 9) of 1. Faculty encouraged students to will obtain placement in employment placement or continuing graduates obtained attend the Career/Job Fair and the occupational field or education in the field as reported on the placement in the work to recruit more continue their education in Career Technical Counselor's occupational field or employers for graduates. a related area. (PLO) Employment Tracking Report. continued their education within the field as reported on the Career Technical Counselor's Employment Tracking Report. 2. Employers will be satisfied 2a. 90% of the employers will be satisfied 2a. 0% of the employers 2a-b. Faculty used results of the with the students’ with the technical/occupational skills of responded on the survey and feedback from the technical/ occupational our students obtained through the Employer Evaluation of committee meetings to skills performance. (PLO) Employer Evaluation of Career/Technical Career/Technical evaluate the program to Completers. Completers. improve our students' 2b. 90% of the employers will be satisfied 2b. 100% (3/3) of the employability skills. with the technical/occupational skills of employers reported our students obtained through the during the program Advisory Committee Meeting minutes. Advisory Committee meeting, were satisfied with the technical/occupational skills of our graduates. 3. Students will calculate 3a. 75% of the students who are enrolled in 3a. 100% (7 out of 7) of the 3a-b. Faculty continue to monitor computer heat load ACT 2513 (Heating Systems), a Fall students who are enrolled the data and will use it to problems. (SLO) semester course, will calculate the in ACT 2513 (Heating refocus and improve on our operating pressure of natural gas. Systems), a Fall semester weaker areas of instruction to course, answered the ensure student success. embedded test question correctly. 3b. 75% of the students who are enrolled in 3b. 86% (6 out of 7) of the ACT 2513 (Heating Systems), a Fall students who are enrolled semester course, will calculate relative in ACT 2513 (Heating humidity. Systems), a Fall semester course, answered the embedded test question correctly.

Page 76 Heating & Air Conditioning Tech IE Plan 2014-2015

4. Students will demonstrate 4a. 75% of students who are enrolled in ACT 4a. 86% (6 out of 7) of 4a-b. Faculty monitor results to knowledge of repair 2513 (Heating Systems), a Fall semester students who were ensure a higher percentage of techniques of heating, course, will correctly answer an enrolled in ACT 2513 student success. refrigeration, and air embedded test question on a unit test (Heating Systems), a Fall conditioning equipment. concerning repair techniques on a semester course, correctly (SLO) residential heat pump. answered an embedded test question on a unit test concerning repair techniques on a residential heat pump. 4b. 75% of students who are enrolled in ACT 4b. 75% (6 out of 8) of 2413 (Air Conditioning I), a Fall semester students who were course, will correctly answer an enrolled in ACT 2413 (Air embedded test question on a unit test Conditioning I), a Fall concerning repair techniques on a semester course, correctly geothermal heat pump. answered an embedded test question on a unit test concerning repair techniques on a geothermal heat pump. 5. Students will demonstrate 5a. Through the MS-CPAS2 exam Spring 5a. 75% (6 out of 8) of the 5a. Faculty continue to use the occupational competency 2015 80% of the students will score 50% students who took the student's scores on the MS- in Heating and Air or better on the occupational clusters. MS-CPAS2 Spring 2015 CPAS2 exam to help ensure Conditioning Technology exam scored at least 50% student success and theory. (SLO) or better. employability. We will also be heavily involved in writing test bank questions for the exam. 5b. 75% of students who are enrolled in 5b. 71% (5 out of 7) of the 5b. Faculty improved lessons and 2513 (Heating Systems), a Fall semester students who were demonstrations to help course, will score 70% or better on the enrolled in ACT 2413 (Air increase scores on the final final exam. Conditioning I), a Fall exam. semester course, scored 70% or higher on the final exam.

Page 77 Hotel & Restaurant Management Tech/Culinary IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Hotel & Restaurant Management Technology/Culinary

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment.

Long-Range Goal(s): L1 - Quality Student Outcomes; L6 - Community Partnerships; L9 – Communication

Short-Term Goal(s):

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 78 Hotel & Restaurant Management Tech/Culinary IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Hotel and Restaurant 1a. 75% of students takin the exam will pass 1a. 63% of students (15 out 1a. More strenuous prep was Management & Culinary the National Restaurant Association of 24) taking the exam undertaken before the Arts Technology/ Education Foundation ManageFirst passed the National administration of the Certificate students will Customer Service Exam with a score of Restaurant Association ManageFirst Customer Service demonstrate knowledge of 75 or higher. Education Foundation Exam. customer relation skills for ManageFirst Customer hotels and restaurants. Service Exam with a score (PLO) of 75 or higher. 1b. 70% of students taking the MS-CPAS2 in 1b. 20% of students (2 out of 1b. Careful consideration was Spring 2015 will score proficient (70%- 10) who took the MS- given to the basic aspects of 79%) or above in HRT 1223 Restaurant CPAS2 in Spring 2015 Restaurant & Catering and Catering Operations. scored proficient (70%- Operations during instruction 79%) in HRT 1223 and testing. Restaurant and Catering Operations. One (1) student scored Advanced (>80%), while 8 scored Basic (50%-69%).

2. Hotel and Restaurant 2a. 75% of students who take the exam will 2a. 50% of students (17 of 2a. More comprehensive Management & Culinary pass the ServSafe Certification from the 34) who took the ServSafe pretesting was implemented Arts Technology/ National Restaurant Association Certification Exam from and students were required to Certificate students will Educational Foundation with a score of the National Restaurant attend an 8-hour ServSafe demonstrate knowledge of 75 or higher, taken during the HRT 1213 Association Educational seminar prior to testing. appropriate Sanitation Sanitation and Safety course. Foundation passed with a skills to operate a food score of 75 or above, service establishment. taken during the HRT (PLO) 1213 Sanitation and Safety course. 2b. 75% of students who test will score Basic 2b. 100% of students (10 out 2b. Students were expected to take (50%-69%) or above on the 2014-15 MS- of 10) who took the 2014- the MS-CPAS test and CPAS2 Test in the Sanitation and Safety 15 MS-CPAS2 Test scored encouraged to do their best. Cluster. Basic (50%-69%) or News of our testers' advanced above with 70% (7 out of scoring was shared with classes 10) scoring Advanced on so that future testers would the Sanitation and Safety understand the importance of Cluster. the CPAS.

Page 79 Hotel & Restaurant Management Tech/Culinary IE Plan 2014-2015

3. Hotel and Restaurant 3a. 75% of students who take the exam will 3a. 44% of students (12 of 3a. More comprehensive pretesting Management/Culinary pass the National Restaurant Association 27) passed the National was implemented and study Arts students will Education Foundation Human Resource Restaurant Association groups were encouraged. demonstrate skills in and Supervision Certification Exam with Education Foundation human resource a score of 75 or above. Human Resource and management. (PLO) Supervision Certification Exam with a 75% or above. 3b. 75% of students will score Basic or above 3b. 90% of students (9 of 10) 3b. Students were expected to take on the 2012-13 MS CPAS Test in the scored Basic or above and the MS-CPAS test and Human Resources Cluster. 20% (2 out of 10) scored encouraged to do their best. Advanced on the 2014-15 News of our testers' advanced MS-CPAS Test in the scoring was shared with classes Human Resources Cluster. so that future testers would understand the import of the CPAS. 4. Graduates/completers of 4a. 90% of graduates/completers will report 4a. 83% of 4a. As industry contacts were Hotel and Restaurant employment on the October 2014 MS graduates/completers made, information about job Management & Culinary Department of Education Office of Career reported employment on opportunities was passed along Arts Technology/ and Technical Education Follow-up the October 2013 MS to graduates and current Certificate will obtain Report. Department of Education students via the NEMCC employment in the field or Office of Career and Culinary/HRM Facebook page. continue their education in Technical Education Specific job offers were passed the field. (PLO) Follow-up Report. on to graduates who would 4b. 85% of graduates/completers will report 4b. 100% of make the best fit for the job. above average satisfaction with the type graduates/completers 4b. Curriculum explored the many of employment or continuing education report satisfaction with different job opportunities in that they have obtained or are the type of employment or the hospitality industry in an participating in. continuing education that effort to ensure potential they have obtained or are graduates choose the one that participating in. is best for them.

5. Employers of Hotel and 5a. 85% of employers of Hotel & Restaurant 5a. 100% of employers of 5a. More attention was given to Restaurant Management & Management Technology/ Culinary Arts Hotel & Restaurant contacting students' managers Culinary Arts Technology/Certificate Management Technology/ in conjunction with the Technology/Certificate graduates/completers will report above Culinary Arts evaluation form they graduates/completers will average satisfaction with job Technology/Certificate completed for the internship. be satisfied with job performance on Spring 2015 internship graduates/completers

Page 80 Hotel & Restaurant Management Tech/Culinary IE Plan 2014-2015

performance. (PLO) evaluation forms. reported above average 5b. 75% of employers contacted in the satisfaction with job Employer Evaluation of Career/Technical performance on Spring Completers 2014 Report will report 2015 internship satisfaction with the student's job evaluation forms. performance. 5b. Although 3 assessments 5b. A more strident approach to were mailed, there was a employer contact was initiated 0% response rate. with phone calls made in conjunction to the letters sent. 6. Students will continue to 6. 80% of the students will achieve an 6. 71% of students (17 out 6. More involved writing demonstrate thoroughness average rating of 15 on a 20 point rubric of 24) scored at least a 15 assignments were assigned to in the completion of evaluating thoroughness on reading on a 20 point rubric help students become reading journal journal entries (regular course work evaluating thoroughness accustomed to writing clearly assignments. (Goal 3) consisting of essays and course projects). within reading journals and concisely. Integration by division (regular course work according to following consisting of essays and timeline: 2014-Business & course projects). Business Technology (SLO) 7. Students will continue to 7. 90% of the students doing the Reading 7. 88% of the students doing 7. A concerted effort was made to identify the main and Journal Assignment will achieve an rating the Reading Journal help students understand the secondary ideas in Hotel & of 4 on a 5 point rubric identifying the Assignment achieved an concepts of objectives and Restaurant Management main and secondary ideas as indicated on rating of 4 on a 5 point implementations as we Technology and Culinary the Comprehension area of a reading rubric identifying the navigated our course work. Arts. (Goal 3) Integration journal (regular coursework consisting of main and secondary ideas by division according to the creation of a Marketing Plan for a as indicated on the following timeline: 2014- future business). Comprehension area of a Business & Business reading journal (regular Technology (SLO) coursework consisting of the creation of a Marketing Plan for a future business). 8. Students will utilize 8. 80% of students will utilize component 8. 75% of students (6 out of 8. More instruction was given component parts (such as parts in the creation of their Human 8) will utilize component regarding the correct title, preface, conclusion, Resource Handbook project for HRT parts in their Marketing formulation of title page, table index, etc.) in 2623 in the area of title page, table of Plan Rationale in the area of contents, and formatting. comprehending the content, and formatting. of title page, table of purpose and meaning of content, and formatting. course-required text. (Goal

Page 81 Hotel & Restaurant Management Tech/Culinary IE Plan 2014-2015

3) Integration by division according to following timeline: 2014-Business & Business Technology (SLO) 9. Students will continue to 9. 80% of students who complete the 9. 63% of students (15 out 9. The Hospitality Management improve their vocabulary Reading Journal Assignment will achieve of 24) who completed the instructor integrated through use of reading an average rating of 4 on a 5-point rubric Reading Journal vocabulary lists into regular journal assignments. (Goal by making a list of and defining Assignment achieved an coursework and changed the 3) Integration by division vocabulary words. average rating of 3 on a 5 wording of the Reading Journal according to following point rubric by making a Assignment. timeline: 2014-Business & list of and defining Business Technology vocabulary words. Many (SLO) of the low scores were due to the wording of the assignment, asking for a list of unfamiliar words. Some students did not encounter unfamiliar words, thus did not complete this section.

Page 82 Industrial Maintenance Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Industrial Maintenance Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students.

Long-Range Goal(s): L1 - Quality Student Outcomes, L2 - Teaching/Learning

Short-Term Goal(s): S1.3 - Improve student retention

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 83 Industrial Maintenance Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will demonstrate 1. Evaluated by MS-CPAS2 Exam Spring 1. 77.7% students tested 1. The data generated from the occupational competency 2015, 60% of the students will score 50% Spring 2015 scored at Mississippi CPAS test will be in Industrial Maintenance or better on the Occupational Clusters. least 50% or above on the used to adjust learned out Technology. (PLO) MS-CPAS2 test. comes to meet MS-CPAS2 requirements.

2. Employers will report 2. 90% of the employers surveyed with the 2. 100% of graduates Spring 2. The Career Technical satisfactory results of Employer Evaluation of Career/Technical 2015 obtained placement Counselor's Employment Industrial Maintenance Completer (2013-2014) will report within six-months in the Tracking Report is used to Graduates. favorable report of graduates. occupational field or implement changes in the continued their education program to meet employer as reported on the Career needs. Technical Counselor's Employment Tracking Report. 3. Graduates/ completers 3. Over 70% of graduates will report 3. 100% of graduates Spring 3. Data collected form the Career will obtain placement in employment placement or continuing 2015 obtained placement Technical Counselor's the occupational field or education in the field as reported on the within six-months in the Employment Tracking Report continue their education. Perkins report. occupational field or will be used to adjust training. (PLO) continued their education as reported on the Career Technical Counselor's Employment Tracking Report 4. Students will demonstrate 4. 75% of the students who complete the 4. 100% of the students 4. The data collected will be used the knowledge of Programmable Logic Controller matrix tested in the Spring 2015 to improve level of Instruction. Programming PLC with a score of C or above. scored a C or above on the systems. (SLO) class Matrix. 5. Students will demonstrate 5. 95% of the students will achieve an 5. 88% (15 out of 17) 5. Faculty examined the data thoroughness in the average rating of 3 on a 5-point rubric students scored at least a resulting from the rubric and completion of reading evaluating thoroughness on terminal 3 out of 5 on a 5-point continue to stress reading journal entries. (Goal 3) reading journal entries. rubric evaluating across the curriculum and also Integration by division thoroughness on terminal help improve our students' according to following reading journals. employability readiness. timeline: 2010-2011 Engineering Technology and Occupational

Page 84 Industrial Maintenance Tech IE Plan 2014-2015

Education. (SLO)

6. Students will identify the 6. 95% of students will achieve an average 6. 100% (18 out of 18) of 6. We have examined the data and main and secondary ideas. rating of 3 on a 5-point rubric identifying students scored at least a will use it to monitor the (Goal 3) Integration by the main and secondary ideas as 3 out of 5 on a 5 point success of our students and to division according to the indicated on the Comprehension area of a rubric on identifying the stress reading across the following timeline: 2010- terminal reading journal. main and secondary ideas curriculum. 2011 Engineering as indicated on the Technology and comprehension area of Occupational Education. terminal reading journals. (SLO) 7. Students will improve 7. 95% of students will achieve an average 7. 100% (17 out of 17) of 7. Faculty continue to monitor their vocabulary through rating of 3 on a 5-point rubric by making students scored at least a our students' employability use of reading journal a list of and defining vocabulary words in 3 out of a 5 on a 5-point skills. entries. (Goal 3) the terminal reading journal. rubric concerning on Integration by division making a list and using the following identifying vocabulary timeline: 2010-2011 words in terminal reading Engineering Technology journals. and Occupational Education. (SLO)

Page 85 Information Systems Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Information Systems Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L5 - Professional Development

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.3 - Improve student retention; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.2 - Provide students with technology support necessary for their success

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 86 Information Systems Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Instructors in Information 1a. One Instructor in Information Systems 1a. One Instructor took and 1a-b. At least one instructor Systems Technology will will earn Pearson Certified Test passed the Pearson continues to renew their status upgrade their skills by Administrator Certification. Certified Test of Pearson Certified Test studying and passing Administrator exam on Administrator by taking the additional certification 10/21/14. exam each year in order to exams. This will allow 1b. Instructor that currently owns the 1b. Instructor did not renew allow our students to obtain instructors to better CompTIA A+ certification will renew the the CompTIA A+ computer certifications. prepare our students for certification. Certification due to not the classes in the being prepared. curriculum and workforce. (PLO) 2. To provide Information 2. The Information Systems Technology 2. Craft/Advisory 2. Advisory Committee continues Systems Technology faculty will meet annually with the Committee met on to meet on an annual basis students with an up-to- Craft/Advisory Committee to ensure that 10/7/2014. Copy of seeking input. date curriculum seeking graduates are meeting the needs of area minutes which includes input from employers and businesses and to update our curriculum any recommendations are potential employers of as needed. kept on file. Information Systems graduates as to what skills are required of their employees. (PLO) 3. Students in Information 3a. 95% of the Information Systems 3a. 81% (13 of 16) of the 3a-b.Demonstrated via the use of a Systems Technology will Technology students will score 80 or Information Systems projector, screen, and be competent in better in configuration and use of Technology students computer how to correctly configuring and using firewalls. scored 80 or higher on the configure and use a firewall firewalls and proxy lab simulation on and proxy server. Provide links servers. (SLO) configuring a firewall and in the Learning Management passed. System to YouTube videos that 3b. 95% of the Information Systems 3b. 81% (13 of 16) of the students may watch. Technology students will score 80 or Information Systems better in configuration and use of a proxy Technology students server. scored 80 or higher on the lab simulation on using a proxy server. 4. Students will demonstrate 4. 80% of students will achieve an average 4. 62% (8 of 13) students 4. Reading journal assignments thoroughness in the rating of 3 on a 5-point rubric identifying enrolled in IST1483 were assigned to students. The completion of reading the main and secondary ideas on achieved an average assignment included server

Page 87 Information Systems Tech IE Plan 2014-2015

journal entries. (Goal 3) terminal reading journal entries. rating of 5 points on the virtualization. Students were Integration by division reading journal rubric in then given a exercise in chapter according to the following the area of commitment. 1 about server virtualization. timeline: 2014-2015 Faculty use the assignments to Business & Engineering enhance student knowledge of Technology (SLO) server virtualization. Two students did not attempt the assignment because of lack of commitment. Faculty will stress the importance of completing the assignment so the student will have the skills necessary for employment. 5. Students will identify the 5. 80% of students will achieve an average 5. 62% (8 of 13) students 5. Reading journal assignments main and secondary ideas rating of 3 on a 5-point rubric identifying enrolled in IST1483 were assigned to students. The in Information Systems the main and secondary ideas on achieved an average assignment included server Technology. (Goal 3) terminal reading journal entries. rating of 5 points on the virtualization. Students were Integration by division reading journal rubric in then given an assignment on according to the following the area of server virtualization. Faculty timeline: 2014-2015 comprehension. use the assignments to Business & Engineering introduce the students to Technology (SLO) server virtualization. Four students did not attempt the assignment. 6. Students will utilize 6. 80% of the students will achieve an 6. 62% (8 of 13) students 6. Reading journal assignments component parts (such as average rating of 3 on a 5-point rubric enrolled in IST1483 were assigned to students. The title, preface, conclusion, evaluating purpose and meaning of achieved an average assignment included server index, etc.) in course required text in assigned terminal rating of 5 points on the virtualization. Students were comprehending the reading journal entries. reading journal rubric in then given an assignment on purpose and meaning of the area of anaylsis. server virtualization. Faculty course-required text. (Goal use the assignments to 3) Integration by division introduce the students to according to following server virtualization. Four timeline: 2014-2015 Bus. students did not attempt the & Engineering Technology assignment. (SLO) 7. Students will improve 7. 95% of the students will achieve an 7. 62% (8 of 13) students 7. Reading journal assignments their vocabulary through average rating of 3 on a 5-point rubric enrolled in IST1483 were assigned to students. The use of reading journal evaluating making a list of and defining achieved an average assignment included server

Page 88 Information Systems Tech IE Plan 2014-2015

entries. (Goal 3) vocabulary words in the terminal reading rating of 5 points on the virtualization. Students were Integration by division journal entries. reading journal rubric in then given an assignment on according to following the the area of analysis. server virtualization. Faculty timeline: 2014-2015 use the assignments to Business & Engineering introduce the student to server Technology. virtualization. Four students did not attempt the assignment. 8. Students in Information 8a. 90% of the students enrolled in the 8a. 88% (14 of 16) of the 8a-b. Links to network devices Systems Technology will traditional Fall 2014 IST1123 (IT Information Systems YouTube videos will be be competent in network Foundations) will score 90 or higher on Technology students in provided in the Learning hardware. Network Hardware (Exam 6.2.7). the traditional Fall 2014 Management System to both IST1123 class scored 90 the online and traditional class. or higher on Network Hardware. 8b. 90% of the students enrolled in the online 8b. 100% (10 of 10) of the Fall 2014 IST1123(IT Foundations) will Information Systems score 90 or higher on Network Hardware Technology students in (Exam 6.2.7). the online Fall 2014 IST1123 class scored 90 or higher on Network Hardware.

Page 89 Microcomputer Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Microcomputer Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L6 - Community Partnerships

Short-Term Goal(s): S1.3 - Improve student retention

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 90 Microcomputer Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Microcomputer Technology 1. Eighty-five percent of the graduates in 1. 100% (3/3) of the 2013- 1. All program participants were graduates will obtain the Microcomputer Technology program 2014 graduates of the encouraged to prepare resumes employment in a related field. will be employed in a degree-related field Microcomputer and participate in the Spring (PLO) as reported on the Report On Technology program were 2014 Job Fair. Job postings Institutional Effectiveness Indicators & reported placed in a job were forwarded to graduates College-Wide Short-Term Goals 2014- on the Report On seeking employment by an 2015 Indicator #4 (Job Placement Rates Institutional Effectiveness Email distribution list. A for Vocational/Career - Technical Indicators & College-Wide Facebook group was created Graduates). Short-Term Goals 2014- for Microcomputer Technology 2015 Indicator #4 (Job graduates to provide a method Placement Rates for of communication and a place Vocational/Career - to post job announcements. Technical Graduates). 2. The curriculum will be 2a. Instructors will meet with 2a. Instructors met with 2a. Use Microsoft Office 2013. supplemented, enriched, representatives of various professions at representatives of various Access instructor considering and/or revised where the annual Fall Advisory Committee professions at the 2014 adding a certification exam in necessary in order to meet the meeting. Fall Advisory Committee the BOT 2323 Database needs of area employers. (PLO) meeting in October 2014. Administration course. Keeping current with software and hardware technology and having industry recognized certifications were encouraged to enhance student employability. 2b. Instructors will conduct informal surveys 2b. Contact was made with 2b. Continue to offer latest versions of area employment agencies, employers, various employment of Microsoft Office Specialist former graduates, or other sources to agencies in Tupelo, (Word and Excel) and Intuit determine local area needs to be Booneville, and Corinth QuickBooks Certification considered in curriculum revision. and verbally surveyed to Exams to students completing determine skills required various BOT courses. from area employers. All agencies listed excellent computer skills as the main requirement. Proficiency with Microsoft Excel was highest skill in

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demand, while keyboarding speed was not a major concern. One agency had one employer that required a speed test. None of the other agencies tested for speed. 2c. Instructor will serve on the State 2c. State is behind in 2c. Review IC3 and OPAC Curriculum Revision Committee for each scheduling Curriculum certification testing to revision process (formerly once every Committee. Instructor determine feasibility of four years). contacted State Board and assessment. Complete was told no date had been Curriculum Revisions as set at this time. required by state. Scheduling will continue to be monitored. Continue transition to the 30/45/60 stackable credentials. 3. Graduates of the 3. At least 85% of the graduate candidates 3. Eighty-three percent of 3. Evaluate program Microcomputer Technology surveyed will indicate an overall rating of the graduate candidates requirements and adjust program will report a "Excellent or Good" to overall impression surveyed indicated an elective courses to meet satisfactory or above rating in of the quality of education received from overall rating of "Excellent current workforce needs. their personal evaluation of NEMCC on the Student Satisfaction or Good" to overall Review instructional instructional effectiveness in Inventory 2014 Survey. impression of the quality techniques and make additions their major at time of of education received and/or changes as needed. graduation. (PLO) from NEMCC on the Student Satisfaction Inventory 2014 Survey. 4. Students will be able to apply 4a. Students completing BOT 2913 4a. All students (4/4) 4a. Students participating in the professional development and Supervised Work Experience in the Fall completing BOT 2913 BOT 2913 Supervised Work job skills in an office work 2014/Spring 2015 semester will score at Supervised Work Experience course were environment. (SLO) least "Average" on the Overall Experience in the Fall required to complete a Work Performance indicator on the Direct 2014/Spring 2015 Agreement contract with their Supervisor Final Evaluation Form. semesters scored employer specifying exactly "Average" or above on what was expected of the Overall Performance on student. the Direct Supervisor Final Evaluation Form. 4b. Seventy-five percent of employers on the 4b. There were three 4b. Students and employers were 2014 Employer Evaluation of Microcomputer encouraged to participate in

Page 92 Microcomputer Tech IE Plan 2014-2015

Career/Technical Completers Survey will Technology graduates the completion of the Employer respond with an Overall Satisfaction rate reported on the 2014 Evaluation of Career/Technical of 85%. Employer Evaluation of Completers Surveys in order to Career/Technical better prepare future graduates Completers Survey. None for success on the job. The of the employers importance of both comments responded to the survey and suggestions from both for a 0% response rate. completers and employers was stressed for program improvement. Forms are being developed for graduates to complete with employer information to assist with contacting employers and increasing participation in the Employer Evaluation survey. 5. Students will be able to 5. Eighty percent of the Microcomputer 5. Ninety (10/11) percent of 5. Coordinate with Web Design demonstrate basic web design Technology students completing IST students completing IST instructor to make sure techniques. (SLO) 1423 Web Design Applications will 1423 Web Design Microcomputer Technology successfully demonstrate basic web Applications scored at students have developed design techniques by scoring a minimum least 75% on the final web enough computer skills in of 75 percent on the final project. design project. beginning courses to be successful in the course. 6. Students will be able to apply 6a. Seventy percent of Microcomputer 6a. There were no 6a. Continue to offer ample computer concepts and Technology graduates will score at or Microcomputer practice on the application of complete tasks using computer above the Proficient level on the Fall Technology graduates each part of the Microsoft application software. (SLO) 2014/Spring2015 MS-CPAS2 (Mississippi taking the MS-CPAS2 Office software package in BOT Career Planning and Assessment System) Mississippi Career 1143 Word Processing and in the program areas of “Microcomputer Planning and Assessment BOT 1813 Electronic Applications”, "Word Processing", and System for Fall 2014 or Spreadsheet. "Electronic Spreadsheet.” Spring 2015. 6b. Eighty percent of Microcomputer 6b. There were no 6b-c. BOT 1143 is only offered as an Technology students completing BOT Microcomputer online section in the Spring 1143 Word Processing will pass the MOS Technology students in semester. BOT 1813 is only Word Certification exam. BOT 1143 Word offered as an online section in Processing for Fall 2014. the Fall semester. Online All eight students students are not required to completing BOT 1143 take the MOS Certification Word Processing in Fall Exams. Encourage both seated

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2014 passed the Word and online students to 2013 MOS Certification complete the certification Exam: 6 Healthcare Data exam. Investigate options for majors, 1 Accounting paying for vouchers to alleviate Technology major, and 1 cost burden on students. Office Systems major. Two students out of 15 in the Online section of BOT 1143 Word Processing in Spring 2015 completed the Certification Exam and passed. They were both Healthcare Data Technology majors. 6c. Seventy percent of Microcomputer 6c. One student majoring in Technology students completing BOT Microcomputer 1813 Electronic Spreadsheet will pass the Technology completed MOS Excel Certification exam. BOT 1813 Electronic Spreadsheet in Spring 2015. This student passed the Excel 2013 MOS Certification Exam for 100% pass rate. A total of six students completed BOT 1813 Electronic Spreadsheet in Spring 2015. Fifty percent (3/6) passed the Excel 2013 MOS Certification Exam: 2 Healthcare Data Technology majors and 1 Microcomputer Technology major. None of the students completing BOT 1813 in online sections for Fall 2014 or Spring 2015 took the certification exam: 13 students in MSVCC hosted

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section Fall 2014 and 15 students in NEMCC section Spring 2015. 7. Students will be able to 7a. Eighty percent (80.0%) of students 7a. There were no 7a. Implement recruiting for the demonstrate basic business majoring in Microcomputer Technology Microcomputer Microcomputer Technology math skills. (SLO) will score at or above the Proficient level Technology students program. on the Fall 2014 and Spring 2015 MS- taking the Fall 2014 or CPAS2 (Mississippi Career Planning and Spring 2015 CPAS. Assessment System) in the category "Applied Business Math". 7b. Eighty percent (80.0%) of students 7b. For Fall 2014, students in 7b. Research additional learning completing BOT 1313 Applied Business the two seated sections of methods for students. Added Math in Fall 2014 and Spring 2015 BOT 1313 scored an vocabulary assignments to semesters will be able to reconcile a bank average of 67% and 71% math homework to improve statement (success will be defined by on the Section 4.2: Bank student understanding of math correct responses on a final exam for Statements. Students in problems. Section 4.2: Bank Statements) the online section for Fall 2014 scored an average of 82% on the Section 4.2 Bank Statements. For Spring 2015, students in the two seated sections of BOT 1313 scored an average of 93% and 100% on the Section 4.2: Bank Statements. Students in the online section for Spring 2015 scored an average of 81% on the Section 4.2 Bank Statements. 8. Students will be able to 8a. Seventy percent of students majoring in 8a. There were no 8a. Online learning activities and demonstrate basic business Microcomputer Technology will score at Microcomputer You Tube videos were added in communication/telecommunic or above the Proficient level on the Technology students who BOT 2813 Business ation skills. (SLO) Spring 2014 MS-CPAS2 (Mississippi completed the Fall 2014 Communications to reinforce Career Planning and Assessment System) or Spring 2015 MS-CPAS2 skills. in the program area categories "Business (Mississippi Career Communication." Planning and Assessment System).

Page 95 Microcomputer Tech IE Plan 2014-2015

8b. Eighty percent of students completing 8b. For fall of 2014, 100% of 8b. Stress the importance of BOA 2613/BOT 2813 Business students (13/13) communication skills and the Communication in the Fall 2014 or completing BOA preparation of career portfolios Spring 2015 semester will be able to 2613/BOT 2813 scored at for job opportunities. employ communication skills in a least 90% on the career business environment (success will be portfolio presentation defined by scoring at least 90% on a based on the scoring career portfolio presentation based on a rubric. For Spring 2015, scoring rubric). 75% of students (12/16) completing BOA 2613/BOT 2813 scored at least 90% on the career portfolio presentation based on the scoring rubric. 9. Students will demonstrate 9. Ninety-five percent of students enrolled 9. Ninety-eight percent 9. Revise journal entry questions thoroughness in the completion in BOT 1713 Mechanics of (24/25) of students so students will be more of reading journal entries. (Goal Communication will achieve an average enrolled in BOT 1713 specific with journal 3) Integration by division rating of 3 on a 5-point rubric evaluating Mechanics of references. according to following timeline: thoroughness on reading journal entries. Communication achieved 2013-2014 Business & an average rating of 3 on a Engineering Technology (SLO) 5-point rubric evaluating thoroughness on reading journal entries. 10. Students will identify the main 10. Ninety-five percent of students enrolled 10. Ninety-eight percent of 10. Survey students to determine and secondary ideas in BOT in BOT 1713 Mechanics of students enrolled in BOT prior knowledge of reading 1713. (Goal 3) Integration by Communication will achieve an average 1713 Mechanics of topics to provide a stronger division according to following rating of 3 on a 5- point rubric identifying Communication achieved foundation for journal entry timeline: 2013-2014 Business the main and secondary ideas on reading an average rating of 3 on a assignment of identifying main & Engineering Technology journal entries. 5-point rubric identifying and secondary ideas. (SLO) the main and secondary ideas on reading journal entries. 11. Students will utilize component 11. Ninety-five percent of students enrolled 11. Ninety-eight percent of 11. Require students to reference parts (such as title, preface, in BOT 1713 Mechanics of students enrolled in BOT in their journal how the conclusion, index, etc.) in Communication will achieve an average 1713 Mechanics of reading article directly applies comprehending the purpose rating of 3 on a 5- point rubric evaluating Communication achieved to them. and meaning of course- purpose and meaning of course-required an average rating of 3 on a required text. (Goal 3) texts in assigned reading journal entries. 5-point rubric evaluating

Page 96 Microcomputer Tech IE Plan 2014-2015

Integration by division purpose and meaning of according to following timeline: course-required texts in 2013-2014 Business & assigned reading journal Engineering (SLO) entries.

12. Students will improve their 12. Ninety-five percent of students enrolled 12. Ninety-eight percent of 12. Continue to give students new vocabulary through use of in BOT 1713 Mechanics of students enrolled in BOT or unfamiliar vocabulary words reading journal entries. (Goal Communication will achieve an average 1713 Mechanics of to define in given journal 3) Integration by division rating of 3 on a 5- point rubric by Communication achieved entries based on assigned according to following timeline: defining vocabulary words in assigned an average rating of 3 on a reading content. 2013-2014 Business & journal entries. 5-point rubric by defining Engineering Technology (SLO) vocabulary words in assigned journal entries.

Page 97 Office Systems Technology IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Office Systems Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 98 Office Systems Technology IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Office Systems graduates 1a. Eighty-five percent of Office Systems 1a-b. One hundred percent of 1a-b. Communication was will obtain employment in Technology graduates will be employed the 2014 graduates were conducted with different a related field. (PLO) in a degree-related field or continue either employed in their businesses, hospitals, schools, education as reported by the instructor field or they continued on banks, etc. and at in person and by follow-up with the students and to school for further telephone conferences to be employers. specialization in the skill clear on what kind of skills they 1b. Eight-five percent of Office Systems area. However, only 25% are looking for in a person that Technology graduates will be employed of the employers they would employ. Contact is in a degree related field as reported on completed the Employer being made with employers the Employer Evaluation of Evaluation of personally if they did not turn Career/Technical Completers 2014. Career/Technical in the survey as asked. Completers 2014.

2. Students who are graduate 2. Through the analyzed responses on the 2. The graduate candidates 2. Though the business area was candidates in the Office Spring 2014 Student Survey Instrument in the business area rated above the national mean, Systems Technology completed by graduate candidates, the advising an average of instructors are making use of program will be satisfied students majoring in Office Systems 5.88. The score is above the plan to strive to have even a with the course content in Technology will give an average the national mean. higher rating score by talking their major area of study. satisfaction rating equal to or above the one on one with students on national rating mean for instructional advising day to increase the effectiveness in the area of advising. students' understanding of class and campus policies and procedures. 3. Students will be able to 3. Students completing BOT 2913 3. BOT 2913 Supervised 3. The business instructors will apply professional Supervised work Experience will score at Work Experience students encourage students in the areas development and job skills least "Average" on Overall Performance all achieved an "average" of average ratings and work in an office work on the Direct Supervisor Final Evaluation or above on the with the students in environment. (SLO) Form. employers' evaluation. implementing more professional development since most have not had the course since the first semester in the program.

4. Students will be able to 4a. Students majoring in Office Systems 4a. The Office Systems 4a. Updates on certification apply computer concepts Technology will score at or above the Technology graduates programs are being looked at and complete tasks using proficient level on the Spring 2014 MS- passed the Spring 2014 to make sure all are still computer application CPAS Mississippi Career Planning and MS-CPAS Mississippi appropriate.

Page 99 Office Systems Technology IE Plan 2014-2015

software. (SLO) Assessment System in the program area Career Planning and cluster/competency "Management and Assessment system in the Operation of the Computer." program area cluster/competency of "Management and Operation of the Computer" at basic or higher. 4b. Students completing BOT 1113, 4b. Per instructor of BOT 4b. Continue to offer ample Document Formatting and Production 1113, Document practice on the application of will score at least 80 percent or higher on Formatting and each part of the Microsoft the end of the semester project. Production all graduates Office software package in BOT completed the final 1143, Word Processing and project in the class with a BOT 1113, Document successful score of 80 Formatting. percent or higher. 4c. Eighty percent (6) of the students 4c. Per instructor of BOT 4c. Additional test preparation completing BOT 1143, Word Processing 1143, Word Processing materials have been made will pass the MCAS Word Certification students who took the available to students, and exam. Word Certification feedback is being given on what completed the test with students missed the most on 80 percent or higher. the MS-CPAS. 5. Students will be able to 5. Eighty-five percent of the students 5. Ninety percent of the 5. Since this was successful, the demonstrate proper completing BOT 1013, Introduction to Introduction to instructor demonstrations, keyboarding skills. (SLO) Keyboarding will achieve a minimum of Keyboarding students encouragement and techniques 35 gross words per minute on a 5-minute passed achieving their that were used will be timed writing with no more than 5 goal at 45 words per continued. errors. minute with no more than 5 errors. 6. Students will demonstrate 6. In BOT 1713, students will achieve 80% 6. In BOT 1713, 98% 6. The instructor will continue thoroughness in the or above with an average rating of 3 on a achieved an average with the same format of completion of reading 5 point rubric by defining vocabulary rating of 3 on a 5 point instruction because the scores journal entries. (Goal 3) words in assigned reading journal rubric by defining were high. Integration by division entries. vocabulary words in according to following assigned reading journal timeline: 2013-2014 entries. Business & Engineering Technology (SLO)

Page 100 Office Systems Technology IE Plan 2014-2015

7. Students will identify the 7. Students identified the main and 7. Students identified the 7. The faculty member will main and secondary ideas secondary ideas in BOT 1713. (Goal 3) main and secondary ideas continue to use the reading in BOT 1713. (Goal 3) Integration by division according to in BOT 1713 at 98%. (Goal journal entries and the rubric Integration by division following timeline: 2013-2014 Business 3) Integration by division to monitor results. according to following & Engineering Technology. according to following timeline: 2013-2014 timeline: 2013-2014 Business & Engineering Business & Engineering Technology (SLO) Technology

8. Students will utilize 8. Students utilized component parts (such 8. Students utilized 8. The instructor will continue to component parts (such as as title, preface, conclusion, index, etc.) in component parts (such as emphasize the identification title, preface, conclusion, comprehending the purpose and title, preface, conclusion, and proper usage of the title, index, etc.) in meaning of course-required text. (Goal 3) index, etc.) in preface, conclusion, index, etc., comprehending the Integration by division according to comprehending the in comprehending the purpose purpose and meaning of following timeline: 2013-2014 Business purpose and meaning of and meaning of course- course-required text. (Goal & Engineering Technology. This will be course-required text at required text. (Goal 3) 3) Integration by division done with 95% accuracy. 98%. (Goal 3) Integration Integration by division according to following by division according to according to following timeline: timeline: 2013-2014 following timeline: 2013- 2013-2014 Business & Business & Engineering 2014 Business & Engineering Technology Technology (SLO) Engineering Technology 9. Students will improve 9. Students will improve their vocabulary at 9. Students improved their 9. The instructor will continue to their vocabulary through the 95 percentile through use of reading vocabulary through use of use the reading journal entries use of reading journal journal entries. (Goal 3) Integration by reading journal entries at and the rubric to monitor entries. (Goal 3) division according to following timeline: a score of 98%. (Goal 3) results. Integration by division 2013-2014 Business & Engineering Tech Integration by division according to following according to following timeline: 2013-2014 timeline: 2013-2014 Business & Engineering Business & Engineering Technology (SLO) Tech

Page 101 Paralegal Technology IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Paralegal Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment.

Long-Range Goal(s): L1 - Quality Student Outcomes

Short-Term Goal(s): S1.3 - Improve student retention

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 102 Paralegal Technology IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students of the Paralegal 1a. On the Spring 2014 MS Career Planning 1a. 100% (7/7) of Paralegal 1a. Terminology in all subject Technology program will and Assessment System (MS-CPAS), Technology students areas was emphasized through possess occupation paralegal students will attain an average attained an average score daily newspaper use. specific skills. (PLO) score in the proficient level of all of 77% with proficient 1b. Legal concepts and vocabulary program cluster areas. ranging from 70% to 80%. for the LET 2463 Real Property 1b. In the specific course area of Spring 2014 1b. 100% (7/7) of Paralegal II curriculum were used in the LET 2463 Real Property II, paralegal Technology students classroom through actual students will attain an average score in attained an average score Chancery Court documents. the proficient level. of 59% with proficient ranging from 70% to 80%, therefore scoring at a basic level (50% to 69%).

2. Employers of the Paralegal 2. 70% of paralegal employers surveyed in 2. 100% (2/2) of the 2. Data sheets were created to Technology graduates will the January 2015 Employer Evaluation of employers who returned gather contact and employment be satisfied with the Career/Technical Completers Paralegal the surveys responded " information for contacting Quality of work of the Technology will respond as being very good" with the students after graduation. students they have satisfied by indicating "very good" or paralegal students overall employed. (PLO) "good" in the overall job preparation of job performance with a the student employee. 50% response rate (2/4). 3. Graduates of Paralegal 3. 80% or above of the Paralegal 3. 62.5% (5/8) of paralegal 3. Continuing education Technology will obtain Technology graduates will be employed technology graduates opportunities for paralegal employment in the field, a in a degree field or a related field or were employed in the technology graduates were related field or continue continue their education as reported on field, a related field or expanded by utilizing the their education. (PLO) the October 2014 Career Technical continued education. interdisciplinary studies degree Counselor's Employment Tracking offered by several institutions Report. of higher learning.

4. Students will improve 4. 95% of the Paralegal students will 4. 100% (4/4) of students 4. Required students to purchase their vocabulary through achieve an average rating of 3 on a 5 scored a 3 or higher in a Black's Law Dictionary to use use of a legal dictionary. point rubric y making a list of unfamiliar improving legal in all of the paralegal classes. (Goal 3) Integration by terms, defining them in a legal dictionary vocabulary. division according to the and using the words within the case following timeline: 2013- analysis. 2014 Business & Business Technology (SLO)

Page 103 Paralegal Technology IE Plan 2014-2015

5. Students will demonstrate 5. 95% of Paralegal students will achieve an 5. 100% (4/4) of students 5. More reading assignments thoroughness in the average rating of 3 on a 5 point rubric scored a 3 or higher were required in each paralegal completion of reading a evaluating thoroughness on reading a demonstrating course. court opinion. (Goal 3) court opinion. thoroughness in the Integration by division completion of reading a according to the following court opinion. timeline: 2013-2014 Business & Business Technology (SLO) 6. Students will identify the 6. 95% of the Paralegal students will 6. 100% (4/4) of students 6. More court decisions were legal issues presented by achieve an average rating of 3 on a 5 scored a 3 or higher on added in each class to identify the case. (Goal 3) point rubric identifying the main legal identifying the legal issues the legal issues. Integration by division issues in the assigned case. of the case. according to the following timeline: 2013-2014 Business & Business Technology (SLO) 7. Students will utilize 7. 95% of the Paralegal students will 7. 100% (4/4) of students 7. Classroom discussions were component parts in achieve an average rating of 3 on a 5 scored a 3 or higher in held to note the importance of comprehending the point rubric evaluating purpose and comprehending the the case issues and their purpose and meaning of meaning of the required court opinions. purpose and meaning of relationship to being precedent course-required the required case reading. for the rules of law. readings.(Goal 3) Integration by division according to the following timeline: 2013-2014 Business & Business Technology (SLO)

Page 104 Precision Manufacturing & Machining Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Division of Business & Engineering Technology Program/Unit: Precision Manufacturing and Machining Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 - Technology

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention; S2.2 - Provide students with technology support necessary for their success

Division Purpose Statement: The Northeast Mississippi Community College Business and Engineering Technology Division exists to provide quality instructional programs and services in business and engineering technology in the areas of accounting, computers, economics, business, hotel/restaurant management, marketing, office administration, childcare, automotive repair technology, engineering technology, heating and cooling technology, automotive collision repair technology, diesel mechanics technology, civil technology, and culinary arts. The instructional efforts are designed to prepare students for advancement in their chosen careers and/or for their continuing educational opportunities.

Page 105 Precision Manufacturing & Machining Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates/ Completers 1. Over 65% of graduates will report 1. Placement rates for 1. Instructors used different will obtain placement in employment placement or continuing graduated were at 85% as sources for data concerning the occupational field or education in the field as reported on the reported on the positive placement for continue their education in Mississippi Department of Education Mississippi Community graduates and used data from a related area. (PLO) Office of Career and Technical Education College Board's annual the Employer Satisfaction Follow- up Report. report. Survey to determine outcomes/results. 2. Employers will be satisfied 2a. 90% of employers will be satisfied with 2a. 97.68% of employers 2a-b. Faculty use the Employer with the students’ technical/ occupational skills were satisfied with Satisfaction Survey results to technical/ occupational performance form information obtained student's skills and better determine the skills performance. (PLO) through the Advisory/ Craft Committee performance. effectiveness of the program minutes. and division counselor assist in 2b. 75% of employers on the Employer 2b. 97.68% of employers contacting employers. Evaluation of Career/Technical responded with a score of Completers Survey 2013-14, mailed 4 (Good) or higher on within six month of employment, will Likert Scale (0-5) with 5 respond with a mean score of 4 (Good) or being Very Good in higher on Likert scale (0-5) with 5 being response to the item very good in response to the item “How "How would you rate the would you rate the employee in job- employee in job related related technical knowledge- technical knowledge - demonstrates knowledge related to demonstrates knowledge work”? related to work"? 3. Students enrolled in MST 3. Students who complete MST 1114 will 3. 80% of the students who 3. Instructors improved 1114 will use precision use precision measuring instruments and completed the Precision instruction by integrating new measuring instruments blueprints to complete project Measuring units together instructional techniques and and blueprints to complete assignments with an average of 75% or with supporting Blueprint strategies to improve student projects. (SLO) higher. Reading and applied success. mathematics will apply mastery of the skill taught by scoring 80% or higher on written exam. 4. Students will use 4. 75% of the students who complete the 4. 80% of the students who 4. Instructors implemented new computer numerical CNC unit will score 80% mastery of the completed the CNC unit teaching techniques and control (CNC) skill taught through the use of laboratory will score 80% mastery of strategies to maximize results programming for lathe and equipment and software as documented the skill taught through for instruction and student milling machine. (SLO) by the student created CNC program. the use of laboratory success.

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equipment and software as documented by the student created program. 5. Students will demonstrate 5. Through the MS-CPAS Exam Spring 2015, 5. 96% (25 out of 26) of 5. Instructors used results to occupational competency 80% of the students will score 50% or students tested scored improve instruction by in Precision Manufacturing better on the Occupational Clusters. 50% or better on the integrating new instructional and Machining skills. (SLO) Occupational Clusters for techniques and strategies to the 2015 Spring MS-CPAS improve student success. Exam. 6. Students will demonstrate 6. 95% of the students will achieve an 6. 100% of students 6. Instructors stressed reading thoroughness in the average rating of 3 on a 5 point rubric achieved an average across the curriculum by completion of reading evaluating thoroughness on terminal rating of 3 on a 5 point adding extra time in class for journal entries. (Goal 3) reading journal entries. rubric on evaluating reading assignment. Integration by division thoroughness on terminal according to following reading journal entries. timeline: 2010-2011 Engineering Technology and Occupational Education. (SLO) 7. Students will identify the 7. 95% of students will achieve an average 7. 100% of students 7. Instructors continued to stress main and secondary ideas. rating of 3 on a 5 point rubric identifying achieved an average reading across the curriculum (Goal 3) Integration by the main and secondary ideas as rating of 3 on a 5 point to help insure success in the division according to the indicated on the Comprehension area of a rubric identifying the classroom. following timeline: 2010- terminal reading journal. main and secondary ideas 2011 Engineering as indicated on the Technology and Comprehension area of a Occupational Education. terminal reading journal. (SLO) 8. Students will improve 8. 95% of students will achieve an average 8. 100% of students 8. Faculty emphasized vocabulary their vocabulary through rating of 3 on a 5 point rubric by making achieved an average improvement across the use of reading journal a list of and defining vocabulary words in rating of 3 on a 5 point curriculum. entries. (Goal 3) the terminal reading journal. rubric by making a list of Integration by division and defining vocabulary using the following words in the terminal timeline: 2010-2011 reading journal. Engineering Technology and Occupational Education. (SLO) 9. Students will utilize 9. 95% of students will achieve an average 9. 100% percent of students 9. Faculty planned extra course-

Page 107 Precision Manufacturing & Machining Tech IE Plan 2014-2015

component parts (such as rating of 3 on a 5 point rubric evaluating achieved an average required assignments to ensure title, preface, conclusion, purpose and meaning of course-required rating of 3 on a 5-point students understand the index, etc.) in texts in assigned terminal reading rubric on evaluating components parts of reading comprehending the journals entries in the area of Analysis. purpose and meaning of assignments. purpose and meaning of course required texts in course-required texts. assigned terminal reading (Goal 3) Integration by journal entries in the area division using the of Analysis. following timeline: 2010- 2011 Engineering Tech & Occupation Education. (SLO)

Page 108 Division of Fine Arts

The Division of Fine Arts consists of the disciplines of Art, Music, and Theater and offers programs of study including Art, Art Education, Interior Design, Photography, Music, Music Education, Commercial Music, and Theater. Three full-time faculty members in Art, six full-time faculty members in Music, one full-time faculty member in Commercial Music, one full-time faculty member in Theater, two part-time faculty members in Music, and one part-time instructor with the band are employed by Northeast. These faculty members are dedicated to providing quality instruction to students in Fine Arts programs of study as well as those majoring in other areas.

Located in both Hines and Anderson Halls, the Division of Fine Arts offers cultural events and activities for the student body and the community. Each year the Art Gallery in Anderson Hall houses several exhibits, which are viewed by Northeast students and faculty, as well as visitors from surrounding schools and communities. The Theater Department presents multiple showings of various drama productions each semester in Hines Auditorium. Concerts are held throughout the school year by the Northeast Choir, Chamber Choir, Marching Band, Symphonic Band, Concert Band, Jazz Band, and Campus Country. These performances take place both on and off campus. Other performing groups in the Music Department include Indoor Guard, Indoor Percussion, Pom Squad, and small student ensembles. 2014-2015 Accomplishments: 1. Northeast Theater Director Mr. Chris Schager attended the Second City Improvisation summer intensive last June in Chicago, Illinois. He was Fight Choreographer and featured in the role of Player King for the Ole Miss World Premiere of the Opera Hamlet: on May 30th he traveled to the Vinohrady Theater in Prague of the Czech Republic for the final performance of that Opera. In February, Mr. Schager was also selected as the Vice Chair for the Mississippi Theatre Association’s College Curriculum review board. 2. The Northeast Theatre presented One-Act Plays during the fall semester and a full-length drama in the spring semester. 3. During Fall Semester – 2014, the Choir and Chamber Choir presented a Fall Concert at First Baptist Church, Booneville.

Eight Northeast Vocal Students participated in the Southern Invitational Choral Conference, University of Southern Mississippi, Hattiesburg, MS

Vocal Students participated in Recital Class during the semester.

4. During Spring Semester – 2015, the Chamber Choir sang a concert with the North Mississippi Symphony Orchestra in honor of Elvis Presley’s 80th Birthday.

The Chamber Choir sang in a Concert Production of My Fair Lady presented by The North Mississippi Symphony Orchestra, Soloists, and Choruses.

The Chamber Choir and Chorus presented a Spring Concert at First Baptist Church, Booneville, MS Sophomore Vocal Students presented vocal selections in a Sophomore Recital. Vocal Students participated in Recital Class during the semester. Vocal Students sang the National Anthem at the 2015 Graduation Services.

5. Northeast Jazz Band presented concerts including:

April 16th Kossuth High School April 23rd Spring Showcase (NEMCC) May 2nd Exhibition at Tallahatchie River Jazz Festival

6. Campus Country performed at numerous high school and junior high schools during the school year as a recruiting tool. Additionally, they presented four Showtime performances on campus. 7. Bryan Mitchell, NE Director of Bands, is principal percussionist with the Corinth Symphony.

Page 109 8. Amanda Mattox and Jason Beghtol performed with the North Mississippi Symphony throughout the season. 9. During Spring 2015, the Northeast Winter Guard activities included: Jan. 17 Attended Field Day at Horn Lake (MIA); placed 1st at night competition Feb. 27 Attended South Pontotoc Competition and placed 2nd Feb. 28 Attended Tupelo Contest (only guard in class) Mar. 7 Attended Pearl Competition (MIA) and placed 2nd Mar. 21 Performed and helped for NEMCC Indoor Championships Mar. 28 Attended MIA Finals in Jackson and won 1st place Apr. 16 Participated in a performance at Kossuth High School with indoor percussion and jazz band Apr. 23 Performed on Spring Showcase 10. The "Northeast Experience" Indoor Drumline won 2nd place in the state in the MIA (Mississippi Indoor Association) Championship. All students were awarded a silver medal. This group won 1st place at the "Southern Motion" indoor show, the "Pearl Indoor Competition," and the "Artistry in Motion" indoor show. Mr. Bryan Mitchell, NE Director of Bands, wrote the music and choreography for the show. 11. The Northeast Band performed at all home football and second semester basketball games. Additionally, they also hosted the Dixie Marching Band Festival in October 2014. The Tiger Band was the exhibition band for the first annual "Crossroads Marching Classic" at Corinth High School in October 2014. The band participated in several Christmas parades in the district. 12. Bryan Mitchell, NE Director of Bands, had multiple compositions published with Dev Music Company. The compositions can be found in the J. W. Pepper catalog. 13. In December 2014, woodwind students played for Landmark Assisted Living, Landmark Nursing Home, and NEMCC Daycare. 14. On April 6-7, Bryson Edge and Trinity Dye, students of Dr. Amy Langley, attended the Mississippi Reed Summit at the University of Mississippi and performed on masterclasses. 15. On Jan. 22, Dr. Amy Langley, Dr. Amanda Mattox, and Dr. Harris performed a recital for the Corinth Music Club. On Jan. 29, they performed same recital for music students on Recital Class. 16. On Apr. 6, Dr. Amy Langley performed at the Mississippi Reed Summit at the University of Mississippi. 17. Some 1022 patrons viewed the five exhibits presented this school year in the Anderson Hall gallery. These exhibits included: Jeff Coffin – Photographer/Saxophonist/Composer - September 2 – October 6 Maria Hughes - Painter - October 20 – November 20 Mississippi Painters Society - January 26 – February 16 Annual High School Art Competition - February 26 – March 23 Annual Northeast Student Art Competition / Exhibition - April 7 –23 Awards Program - Anderson Auditorium – Tuesday April 7, 6 pm, Reception 6:30 – 8:00 Congressional High School Art Competition - April 29-30 - “Mississippi People, Places & Things” Awards Presentation April 30 - 4:30 pm

Five-Year Projections: 2015-2016 1. Add/revise are, theatre, and music courses as necessary 2. Acquire and replace band instruments 3. Continue to plan for/develop or occupy new Fine Arts facility 4. Upgrade computers and software (as required) in Hines Hall music lab 5. Continue rotation replacement of practice room upright pianos 6. Acquire a second suitable concert grand piano for Hines Auditorium 7. Add faculty in music

Page 110 2016-2017 1. Replace/update computers and software in music/art labs 2. Repair/acquire instruments and equipment as needed 3. Continue to plan for/develop or occupy new Fine Arts facility 4. Add faculty in Theatre, Music, and Art as needed 5. Continue replacement of practice room pianos 6. Schedule guest performing artists/tours/concerts/workshops in the Fine Arts area 7. Continue to upgrade/replace band instruments as needed 2017-2018 1. Continue to plan for/develop or occupy new Fine Arts facility 2. Replace/update computers and software in music/art labs 3. Continue to upgrade/replace band instruments as needed 4. Continue replacement of practice room pianos 5. Schedule concerts/workshops in the Fine Arts area 6. Repair/acquire instruments and equipment as needed 7. Add faculty as needed 2018-2019 1. Replace/update computers and software in music/art labs 2. Continue to plan for/develop or occupy new Fine Arts facility 3. Acquire an artist-quality grand piano for the music Recital Hall 4. Continue to upgrade/replace band instruments as needed 5. Continue replacement of practice room pianos 6. Schedule concerts/workshops in the Fine Arts area 7. Repair/acquire instruments and equipment as needed 8. Add faculty as needed 2019-2020 1. Acquire an artist size grand piano for Hines Auditorium 2. Add/revise area, theatre, art, and music courses as necessary 3. Acquire and replace band instruments 4. Continue to plan for new Fine Arts facility 5. Upgrade computers and software (as required) in Hines Hall music lab 6. Begin replacement of practice rooms upright pianos 7. Add faculty in music, art and theatre as necessary 8. Provide travel funds for faculty development

Page 111 Division of Fine Arts IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice Presiden/Dean of Instruction/Curriculum and Instruction Program/Unit: Division of Fine Arts

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.3 - Improve student retention

Division Purpose Statement: The Fine Arts Division of Northeast Mississippi Community College provides educational opportunities for students majoring in the visual and performing arts and offers cultural events activities for the student body and the community.

Page 112 Division of Fine Arts IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will gain 1a. 75% of students enrolled in MUS 1113 1a. 75% of students enrolled 1a-c. Instructors used supplemental knowledge about music will correctly answer an embedded test in MUS 1113 correctly materials on topics of the and the cultural eras in question, concerning the Baroque period, answered an embedded Romantic period since this area which it was created. on the Fall semester final exam. test question, concerning did not meet projected criteria. (SLO) the Baroque period, on the Fall semester final exam. 1b. 75% of students enrolled in MUS 1113 1b. 83% of students enrolled will correctly answer an embedded test in MUS 1113 correctly question, concerning the Classical period, answered an embedded on the Fall semester final exam. test question, concerning the Classical period, on the Fall semester final exam. 1c. 75% of students enrolled in MUS 1113 1c. 74% of students enrolled will correctly answer an embedded test in MUS 1113 correctly question, concerning the Romantic answered an embedded period, on the Fall semester final exam. test question, concerning the Romantic period, on the Fall semester final exam. 1d. 80% of the students enrolled in MUS 1113 1d. 74% of the students 1d. Instructors allotted more class will score a 70 or above on a locally enrolled in MUS 1113 time and used supplemental prepared listening exam in the Fall scored a 70 or above on a videos to improve student semester. locally prepared listening understanding and retention of exam in the Fall semester. listening examples since this area did not meet projected criteria. 2. Students will gain an 2a. 70% of students enrolled in ART 1113 in 2a. 95% of students enrolled 2a-b. Instructors continued understanding of the the Spring 2015 semester will agree or in ART 1113 in the Spring spending more time viewing, plastic arts, which includes strongly agree to the statement “I have 2014 semester agreed or describing, and analyzing drawing, architecture, gained a deeper understanding of how strongly agreed to the specific artworks in ART 1113. sculpture, painting, Art impacts my life” on the survey statement “I have gained a graphics, minor arts and administered at the conclusion of the deeper understanding of industrial arts on a semester. how Art impacts my life” conceptual basis. (SLO) on the survey administered at the

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conclusion of the semester. 2b. 65% of students enrolled in ART 1113 in 2b. 72% of students enrolled the Spring 2015 semester will correctly in ART 1113 in the Spring identify 75% of the slides shown on the 2014 semester correctly final examination covering drawing, identified 75% of the architecture, sculpture, painting, slides shown on the final graphics, minor arts and industrial arts. examination covering drawing, architecture, sculpture, painting, graphics, minor arts and industrial arts.

3. Students will gain an 3a. 80% of the students surveyed will rate 3a. 82.9% of the students 3a. Faculty continued to schedule appreciation and appreciation/satisfactory level (4 or surveyed rated and encourage attendance at understanding of the arts. above) on the item “Cultural Programs & appreciation/satisfactory high quality Cultural Arts (SLO) Activities” on the Fall 2014 Residential level (4 or above) on the Programs. Life Survey. item “Cultural Programs & Activities” on the Fall 2014 Residential Life Survey. 3b. Art gallery will provide exhibits for both 3b. Art gallery provided 3b. Art instructors continued to fall and spring semesters for students to exhibits for both fall and schedule appropriate exhibits appreciate visual arts. spring semesters for for the 2014-2015 school year. students to appreciate visual arts. There were 1022 visitors registered at the Art gallery. 3c. 90% of the students with a Music or 3c. 100% of the students with 3c. Music and theater instructors Theatre program of study will participate a Music or Theatre continued to schedule in solo recitals, ensemble concerts, and program of study additional music/theater musical theatre performances in gaining participated in solo performances for the 2014- an appreciation of the arts. recitals, ensemble 2015 school year for students concerts, and musical with a music or theater area of theatre performances in study. gaining an appreciation of the arts.

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4. Students will demonstrate 4a. 90% of students with music program of 4a. 82% of students with 4a. Music instructors planned to a level of musicianship and study, past the first semester of study, music program of study, increase recital participation technique in the major will perform in at least one recital in the past the first semester of for the Fall 2015 semester by performance area. (SLO) fall semester while in Recital class. study, performed in at scheduling more small group least one recital in the fall performances. semester while in Recital class. 4b. 90% of students with music program of 4b. 86% of students with 4b. Music instructors continued to study will satisfactorily complete a “jury music program of study emphasize the importance of a examination” in the fall semester. satisfactorily completed a successful jury to music “jury examination” in the students. fall semester. 5. Students enrolled in 5. Students enrolled in traditional and 5. 85.3% of students 5. Since the eLearning criteria traditional and in eLearning MUS 1113 in Fall 2014 will enrolled in traditional was not met in this area, the eLearning MUS 1113 will have a success rate of 80%. MUS 1113 in Fall 2014 first assignment for MUS 1113 be successful at the same were successful. 77.8% of eLearning students continued or similar rate. (SLO) students enrolled in to be an Orientation that eLearning MUS 1113 in helped them become familiar Fall 2014 were successful. with Canvas and with the online environment. Fall 2013 was the first semester this Orientation assignment was offered, and eLearning success improved. 6. Students will demonstrate 6. 95% of the students will achieve at least 6. 91% of students received 6. Fine arts instructors continued thoroughness in the a 3 for commitment on a 5-point rubric a COMMITMENT score of administering the reading completion of reading evaluating all reading journal entries. at least 3 on a 5-point journal assignments during journal entries. (Goal 3) scale as measured by the class to improve completion. Integration by division Reading Journal rubric. according to the following timeline: 2013-2014 Fine Arts (SLO) 7. Students will identify the 7. 95% of students will achieve at least a 3 7. 90% of students received 7. Fine arts instructors discussed main and secondary ideas. for analysis on a 5-point rubric by an ANALYSIS score of at methods of assisting students (Goal 3) Integration by identifying the main and secondary ideas least 3 on a 5-point scale in analysis of the assigned division according to the of assigned texts in all reading journal as measured by the texts. following timeline: 2013- entries. Reading Journal rubric. 2014 Fine Arts (SLO)

Page 115 Division of Fine Arts IE Plan 2014-2015

8. Students will utilize 8. 95% of students will achieve at least a 3 8. 90% of student received a 8. Fine arts instructors discussed component parts (such as for comprehension on a 5-point rubric by COMPREHENSION score methods of assisting students title, preface, conclusion, recognizing the main purpose and of at least 3 on a 5-point in comprehension of the index, etc.) in meaning in course- required texts in all scale as measured by the assigned texts. comprehending the assigned reading journal entries. Reading Journal rubric. purpose and meaning of course-required texts. (Goal 3) Integration by division according to the following timeline: 2013- 2014 Fine Arts (SLO) 9. Students will improve 9. 95% of students will achieve at least a 3 9. 88% of students received 9. Fine arts instructors discussed their vocabulary through for vocabulary in a 5-point rubric at least a 3 on Vocabulary methods of assisting students use of reading journal evaluating all reading journals, by making according to a 5-point in improving their vocabulary entries. (Goal 3) a list of and defining vocabulary words in Reading Journal rubric. through the reading of assigned Integration by division assigned texts. texts. according to the following timeline: 2013-2014 Fine Arts (SLO)

Page 116 DIVISION OF HEALTH SCIENCES

The Division of Health Sciences offers seven programs that prepare graduates for careers in health science. Graduates of six programs earn associate of applied science degrees; these are: Associate Degree Nursing; Dental Hygiene Technology, Medical Assisting Technology, Medical Laboratory Technology, Radiologic Technology, and Respiratory Care Technology. A certificate is earned by graduates of the Practical Nursing Education Program and the Medical Assisting program. Each program in the division is accredited by national and/or state accrediting commissions or boards.

The division has one academic head, who serves as administrator and faculty member. All programs in health science have a program director who also serves as a faculty member. There are 31 full- time faculty who provide classroom instruction, serve as academic advisors and sponsor student organizations.

Northeast Mississippi Community College Division of Health Sciences Data and Outcomes for 2012-2013

Number of Enrollment Completers First Time Job Placement Accreditation Applicants 2012-2013 2013 Pass Rate 2013 NLNAC 2023 A.D.N. 550 228 110 79.82% 89% IHL Annually CODA of ADA Dental Hygiene 64 40 20 95% 100% 2018 Medical CAAHEP 70 12 7 100% 71.4% Assisting MAERB 2021 Medical Lab 74 28 15 80% 86.6% NAACLS 2018 Practical Nursing 242 46 39 92.3% 94.87% SBCJC 2016 Radiology 62 23 10 90% 70% JRCERT 2017 Respiratory Care 68 24 11 90.9% 100% CoARC 2023

2014-2015 Accomplishments: ADN Accomplishments: • Carla Bray, Acute Trauma Life Support Certification • Kristi Reece, FNP Recertification • Melinda Hamlin, Donna Hill, Debra Hazel-Lambert, Peggy Russell, Julie Waddell: CNE Recertification • Accreditation Commission for Education in Nursing (ACEN) Accreditation Site Visit was conducted in February 2015 with Recommendation for Continuing Accreditation for 8 years.

Dental Hygiene Technology Accomplishments: • Julie Davidson completed graduate course work from Colorado Christian University toward a MBA in Healthcare Administration

Practical Nursing Accomplishments: • Paula Stennett- recertified as family nurse practitioner through American Nurses Credentialing Center in 2014. • Paula Stennett- completed Core Disaster life Support at Camp Shelby serving as captain in the Mississippi State Guard in April 2015. The PNE faculty spearheaded the NE Faculty Association’s project to secure 3 automated external defibrillators.

Page 117 • Mary Sue Perrigo- completed the Foot Care Nurse Workshop at Emory University in Atlanta, Georgia in July 2014. She is now credentialed as a Certified Foot Care Nurse by the Wound, Ostomy and Continence Nursing Certification Board (WOCCB).

Medical Assisting Accomplishments: • Completed course work toward Masters of Health Sciences- University of Mississippi Medical Center • Participated in American Association of Medical Assistants Certifying Board Standard Setting Exercise • Participated in the five curriculum revision for Medical assisting

Medical Laboratory Technology Accomplishments: • Completed Master's degree in Health Sciences this year from the University of Mississippi Medical Center

Respiratory Care technology Accomplishments: • John Shelburne attended Tri-State Respiratory Care Conference (July, 2014) • Beverly Prince and John Shelburne attended the Mississippi State for Respiratory Care Conference on Bioterrorism and Decontamination in health care facilities (October, 2014) and participated in curriculum revision for Respiratory Care Technology (Jackson, November 2014)

Radiologic Technology Accomplishments: • Jennifer Davis and Amber Nelms renewed their site visitor status with JrCERT

Five-Year Projections: 2015-2016 1. Evaluate the need for expansion of existing programs or the need for additional programs. 2. Prepare for a successful re-accreditation site visit for Practical Nursing Education Program 2016. 3. Begin Preparation for re-accreditation site visit for Radiologic Technology Program 2017. 4. Begin to prepare for re-accreditation site visit for Medical Assisting Technology. 5. Continue to upgrade equipment and technology resources for all programs. 6. Update Division web pages and publications. 7. Review course syllabi and course offerings. 8. Review program outcomes. 9. Review program admission processes. 10. Recruit qualified faculty for any vacancies. 11. Provide for continuing education needs of faculty. 12. Evaluate the need for multidisciplinary simulation lab training

2016-2017 1. Evaluate the need for expansion of existing programs or the need for additional programs. 2. Conduct a successful re-accreditation site visit for the Practical Nursing Education Program 2016. 3. Conduct a successful re-accreditation site visit for the Radiologic Technology Program 2017. 4. Continue to upgrade equipment and technology resources for all programs. 5. Prepare for a successful re-accreditation site visit for the Medical Laboratory Technology Program in 2018. 6. Prepare for a successful re-accreditation site visit for the Dental Hygiene Technology Program in 2018. 7. Update Division web pages and publications. 8. Review course syllabi and course offerings. 9. Review program outcomes. 10. Review program admission processes. 11. Recruit qualified faculty for any vacancies. 12. Provide for continuing education needs of faculty. 13. Evaluate the need for multidisciplinary simulation lab training

Page 118

2017-2018 1. Evaluate the need for expansion of existing programs or the need for additional programs. 2. Conduct a successful re-accreditation site visit for Medical Laboratory Technology Program 2018 3. Conduct a successful re-accreditation site visit for Dental Hygiene Technology Program 2018 4. Continue to upgrade equipment and technology resources for all programs. 5. Update Division web pages and publications. 6. Review course syllabi and course offerings. 7. Review program outcomes. 8. Review program admission processes. 9. Recruit qualified faculty for any vacancies. 10. Provide for continuing education needs of faculty. 11. Evaluate the need for multidisciplinary simulation lab training

2018-2019 1. Evaluate the need for expansion of existing programs or the need for additional programs. 2. Continue to upgrade equipment and technology resources for all programs. 3. Update Division web pages and publications. 4. Review course syllabi and course offerings. 5. Review program outcomes. 6. Review program admission processes. 7. Recruit qualified faculty for any vacancies. 8. Provide for continuing education needs of faculty. 9. Evaluate the need for multidisciplinary simulation lab training

2019-2020 1. Evaluate the need for expansion of existing programs or the need for additional programs. 2. Continue to upgrade equipment and technology resources for all programs. 3. Update Division web pages and publications. 4. Review course syllabi and course offerings. 5. Review program outcomes. 6. Review program admission processes. 7. Recruit qualified faculty for any vacancies. 8. Provide for continuing education needs of faculty. 9. Evaluate the need for multidisciplinary simulation lab training.

Page 119 Associate Degree Nursing IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: EVP/Dean of Instruction/Curriculum and Instruction/Division of Health Sciences Program/Unit: Associate Degree Nursing

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L6 - Community Partnerships

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention

Division Purpose Statement: To provide quality instructional programs to prepare students for health science careers.

Page 120 Associate Degree Nursing IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates of the A.D.N. 1. 90% of the A.D.N. graduates will pass the 1. 87.14% of the 2014 A.D.N. 1. The faculty continue to program will be prepared NCLEX-RN® on the first attempt. graduates passed the implement a plan to improve to pass the National NCLEX-RN® on the first the NCLEX-RN first write pass Council of State Boards of attempt. rates. Nursing Licensure Exam (NCLEX-RN®). (PLO) 2. Students who are admitted 2. At least 60 % of the students admitted to 2. 80.0% of the students 2. Faculty will continue to to the A.D.N. program will the A.D.N. program during the 2011-2014 admitted to the A.D.N. implement improvement plans successfully complete the curriculum cycles will complete the program during the 2011- for completion rates. program within 150% of program of study. 2014 curriculum cycles the time allotted for the completed the program of nursing curriculum (3 study. years). (PLO) 3. Graduates of the A.D.N. 3. At least 95% of the A.D.N. graduates will 3. 92.8% of the A.D.N. 3. Continue to monitor program will find find employment in nursing within one graduates found employment after graduation, employment in the field of year after graduation. employment in nursing by offer opportunities to practice nursing. (PLO) fall 2014, and 100% found employment skills such as employment in nursing resume writing and within one year after interviewing, encourage career graduation. fair attendance and other networking opportunities. 4. A.D.N. graduates will 4a. A.D.N. graduates will rate the item – “The 4a. A.D.N. graduates rated the 4a-b. Continue to monitor A.D.N. express satisfaction with quality of instruction I receive in most of item – “The quality of graduate satisfaction with the the program of learning. my classes is excellent.” – with a 5.00 or instruction I receive in program of study. (PLO) above on the Spring 2014 Student most of my classes is Satisfaction Inventory Survey (score of excellent.” – with a 6.36 5.00 on 1-7 scale indicates “somewhat on the Spring 2014 satisfied”). Student Satisfaction Inventory Survey (score of 5.00 on 1-7 scale indicates “somewhat satisfied”). 4b. A.D.N. Graduates will rate items on the 4b. A.D.N. Graduates rated One Year Follow-Up Survey of the 2014 items on the One Year A.D.N. Graduates with a combined Follow-Up Survey of the average score of 3.00 (adequately 2014 A.D.N. Graduates prepared) or higher. with a combined average

Page 121 Associate Degree Nursing IE Plan 2014-2015

score of 4.43 (3=adequately prepared). 5. Licensed Practical Nurses 5a. 70% of advanced placement students will 5a. 77.5% of advanced 5a-b. Licensed Practical Nurses who who attain advanced complete the program of study. placement students attain advanced placement will placement will complete completed the program of continue to be monitored for the program of study and study. program completion and pass will pass the NCLEX- RN®. 5b. 90% of advanced placement students will 5b. 100% of advanced rate on the NCLEX-RN®. (PLO) pass the NCLEX-RN® on the first write. placement students passed the NCLEX-RN® on the first write. 6. A.D.N. graduates will 6. A combined average score of 3.00 6. A combined average score 6. Continue to monitor A.D.N. perform skills at expected (adequately prepared) or higher will be of 3.80 (3=adequately graduate performance on skills level when employed. attained on the graduates one year post prepared) was attained on when employed, continue to (PLO) employment on the Graduate Nursing the one year post develop areas needing Employer Survey of the 2014 Graduates employment Graduate improvement as needed. of the Associate Degree Nursing Program Nursing Employer Survey that evaluates the areas of competency of the 2014 Graduates of for a novice nurse. the Associate Degree Nursing Program that evaluates the areas of competency for a novice nurse. 7. Students will demonstrate 7a. NUR 1118 students will demonstrate the 7a. 100% of NUR 1118 7a. NUR 1118 students met this knowledge of nursing performance of fundamental skills students demonstrated expected outcome. As this is a concepts consistent with competently and safely before the performance of critical outcome, the faculty students in other Associate progressing to NUR 1229. fundamental skills plans to continue monitoring Degree Nursing Programs. competently and safely for fundamental skills (SLO) before progressing to NUR competence before progression 1229. to NUR 1229. 7b. Performance of NUR 2449 students on 7b. Scores of NUR 2449 7b-c. NUR 2449/Graduate students the ATI RN Comprehensive Predictor students on the ATI RN met this expected outcome. As administered in April 2014 will Comprehensive Predictor this is a critical outcome, the approximate the national norm of A.D.N. administered in April faculty plans to continue students on this exam. 2015 were 73.2% monitoring for NCLEX-RN compared to Group Mean performance. National Scores of 68.4%, which is slightly above the national norm of A.D.N. students on this exam.

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7c. Performance of NUR 2449 students who 7c. First Write Pass Rates of graduated in May 2014 on the NCLEX-RN NUR 2449 students who will compare favorably with the graduated in May 2015 on performance of students in A.D.N. the NCLEX-RN were programs in the United States. 87.14% compared to a National Average 81.78%, which is above the national mean. 8. Students will demonstrate 8. 95% of the students will achieve an 8. 95.7% of students 8 Utilizing the results, the faculty thoroughness in the average rating of 3 on a 5 point rubric achieved an average met on the team level and completion of pre-clinical evaluating thoroughness in the rating of 3 on a 5 point decided to continue current preparation utilizing the completion of the pre- clinical rubric evaluating methods to enhance student Reading Rubric. (Goal 3) assignment utilizing the Reading Rubric. thoroughness in the value, and accountability Integration by division completion of the related to thoroughness in according to following preclinical assignment completion of the preclinical timeline: 2010-2011 utilizing the reading assignment, to maintain the Health Sciences. (SLO) rubric. desired 95% outcome. The results indicate successful completion of this outcome. 9. Students will identify the 9. 95% of students will achieve an average 9. 97.8% of students 9. Utilizing the results, the faculty main and secondary ideas rating of 3 on a 5 point rubric on the achieved an average met on the team levels and in the preclinical Comprehension component of the rating of 3 on a 5 point decided to continue current assignment reading. (Goal Preclinical Assignment Reading Rubric rubric on the methods to enhance student 3) Integration by division identifying the main and secondary ideas. comprehension comprehension on the according to following Students are to show evidence of strong component of the preclinical assignment and timeline: 2010-2011 comprehension based on the written Preclinical Assignment maintain the desired 95% Health Sciences. (SLO) preclinical. Reading Rubric outcome. The results indicate identifying the main and successful completion of this secondary ideas. outcome.

10. Students will have 10. 95% of students will achieve an average 10. 93.5% of students 10. The faculty met on the team thorough understanding of rating of 3 on a 5 point rubric evaluating achieved an average level and utilizing the results, the pre-clinical assignment thorough understanding of the preclinical rating of 3 on a 5 point decided to continue current (medical diagnosis, assignment by answering at least 2 of the rubric evaluating methods, and identified treatment modalities, 3 preclinical questions correctly. thorough understanding additional methods to enhance medications and nursing of the preclinical understanding of the interventions). (Goal 3) assignment by answering preclinical assignment to Integration by division at least 2 of the 3 produce the desired 95% according to following preclinical questions outcome.

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timeline: 2010-2011 correctly. Health Sciences. (SLO) 11. Students will improve 11. 95% of students will achieve an average 11. 99.5% of students 11. The faculty met on the team their vocabulary through rating of 3 on a 5 point rubric by achieved an average level and discussed methods to use of reading in completing the pre-clinical assignment rating of 3 on a 5 point maintain a student minimum of preparation for pre- with understanding of the medical rubric by completing the 95% for this outcome. The clinical assignments. (Goal diagnoses and medical terminology. preclinical assignment results indicate successful 3) Integration by division with understanding of the completion of this outcome. according to following medical diagnosis and timeline: 2010-2011 medical terminology. Health Sciences. (SLO)

Page 124 Dental Hygiene Technology IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: EVP/Dean of Instruction/Curriculum and Instruction/Division of Health Sciences Program/Unit: Dental Hygiene Technology

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 - Technology

Short-Term Goal(s): S1.3 - Improve student retention; S2.2 - Provide students with technology support necessary for their success

Division Purpose Statement: To provide quality instructional programs to prepare students for health science careers.

Page 125 Dental Hygiene Technology IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. The Dental Hygiene 1. Following the completion and submission 1. Upon submission of the 1. The Dental Hygiene Technology program will of the Self Study and the onsite self-study document and Department continued to be re-accredited by the accreditation visit, the Dental Hygiene an onsite visit the dental monitor the ADA accreditation American Dental Program will be granted full hygiene department was standards for a dental hygiene Association. (PLO) reaffirmation by the American Dental given full reaffirmation program and adapt those Association. until 2018. standards into the program as they were presented.

2. Employers of Dental 2a. 80% of employers will respond with an 2a. 100% of the employers 2a-c. The dental hygiene faculty Hygiene graduates will be average rating of Good (4) on Likert scale who responded, continued to monitor these satisfied with job (0 – 5) with 5 being very good in responded with an surveys for strengths and/or performance. (PLO) response to the item “How would you average rating of good (4) weaknesses to assure that rate employee in overall job on a Likert scale (0-5) students are meeting current preparation?” mailed within six months with 5 being very good in expected standards by of employment, from the 2015 Employer response to the question employers. Evaluation of Career/Technical "How would you rate Completers Survey. employee in overall job preparation?" mailed within 6 months of employment, from the 2015 Employer Evaluation of Career/Technical Completers Survey. There were 4 responses. 2b. 80% of employers will respond with an 2b. 100% of the employers average rating of Good (4) on Likert scale who responded, (0 – 5) with 5 being very good in responded with an response to the question “How would average rating of good (4) you rate Communications /verbal skills?” on a Likert scale (0-5) mailed within six months of employment, with 5 being very good in from the 2015 Employer Evaluation of response to the question, Career/Technical Completers Survey. "How would you rate employee in communications/verbal skills?" mailed within 6 months of employment,

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from the 2013 Employer Evaluation of Career/Technical Completers Survey. There were 4 responses. 2c. 80% of employers will respond with an 2c. 100% of the employers average rating of Good (4) on Likert scale who responded, (0 – 5) with 5 being very good in responded with an response to the question “How would average rating of good (4) you rate Interpersonal skills?” mailed on a Likert scale (0-5) within six months of employment, from with 5 being very good in the 2015 Employer Evaluation of response to the question, Career/Technical Completers Survey. How would you rate interpersonal skills?" mailed within 6 months of employment, from the 2015 Employer Evaluation of Career/Technical Completers Survey. There were 4 responses. 3. Students will pass a 3a. 80% of the graduates who sit for the 3a. 95% of the graduates who 3a. Upon receipt of the national National/State National Boards will pass the sat for the Dental Hygiene board scores dental hygiene Certification Examination examination on the first attempt. National Board faculty continued with the in the field of training. Examination passed the current methods of didactic (PLO) examination on the first instruction. attempt. 3b. 80% of the graduates who sit for the 3b. 95%of the graduates who 3b. Upon receipt of the State State Boards will pass the examination on sat for the State Clinical Clinical Board scores dental the first attempt. Board Exam passed the hygiene faculty offered tutorial examination on the first services in the area of calculus attempt. 100% passed on detection and patient selection. the second attempt.

4. Graduates will find 4. 80% of the graduates who obtain 4. 85% of the graduates who 4. Faculty posted all known job employment in the field of licensure will find employment within 1 obtained licensure found opening during the spring training or a related field. year of graduation in their field or a a job within 6 months of semester prior to graduation (PLO) related field as reported by personal graduation in their field or and offer instruction in resume contact with the graduates by a related field as reported writing and the interview

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departmental staff. by personal contact with process. the graduates by department staff. 5. Students will have an 5a. 90% of the students enrolled in DHT 5a. 100% of the students 5a. Students were monitored understanding of the tasks 1314 will be able to complete a full enrolled in DHT 1314 through out the following three involved in performing mouth series of digital dental Completed a full mouth semesters prior to graduation dental radiographs. (SLO) radiographs on a patient with a grade of series of digital dental regarding their digital 85 or above by the end of the course. radiographs on a patient radiography technique and with a grade of 85 or offered tutorial services if above by the end of the needed. course. 5b. Students were monitored 5b. 90% of the students enrolled in DHT 5b. 100% of the students through out the following three 1314 will be able to complete a full enrolled in DHT 1314 semesters prior to graduation mouth series of analog dental completed a full mouth regarding their analog radiographs with a grade of 85 or above series of analog dental radiography technique and on a radiographic manikin by the end of radiographs on a dental offered tutorial services if the course. manikin with a grade of needed. 85 or above by the end of the course. 5c. 90% of students enrolled in DHT 1314 5c. 100% of the students 5c. Students were monitored will be able to complete exercises related enrolled in DHT 1314 through out the following three to the paralleling and bisecting completed exercises semesters prior to graduation radiographic techniques and film related to the paralleling regarding their paralleling and mounting with a grade of 85 or above on and bisecting techniques bisecting techniques and a radiographic manikin by the end of the and film mounting with a offered tutorial services if course. grade of 85 or above by needed. the end of the course. 6. Students will demonstrate 6. 95% of the students will achieve an 6. The reading journals were 6. Improvement was evidenced in thoroughness in the average rating of 3 on a 5 point rubric used in five different reading thoroughness through completion of reading evaluating thoroughness on terminal dental hygiene classes. out the semester. It was journal entries. (Goal 3) reading journal entries. Results: 98% of students decided by the faculty of the Integration by division achieved an average dental hygiene program to according to following rating of 3 on the rubric continue using the reading timeline: 2010-2011 evaluation thoroughness journal entries as a method of Health Sciences (SLO) on terminal reading evaluation of reading journal entries. 100% of thoroughness and the students achieved an comprehension of materials average rating of 4.5 on a read. 5 point rubric evaluation

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thoroughness on terminal reading journal entries. 7. Students will identify the 7. 95% of students will achieve an average 7. The reading journals were 7. The journal entries were used main and secondary ideas. rating of 3 on a 5 point rubric identifying used in five dental as a grade in all courses. Upon (Goal 3) Integration by the main and secondary ideas on hygiene courses; ethics, seeing student improvement division according to terminal reading journal entries. periodontology, dental from one journal reading to the following timeline: 2010- emergencies, dental next, it was decide that they 2011 Health Sciences hygiene seminar III, and gained a better understanding (SLO) dental hygiene seminar of the process of determining IV. The results are as main and secondary ideas as follows: 98% of students well as application of the achieved an average information contained in the rating of 3 on the rubric reading material. It was identifying the main and decided that this method of secondary ideas on evaluation would be continued terminal reading journal within these courses. entries. 100% of students achieved an average rating of 4.5 on a 5 point rubric identifying the main and secondary idea on terminal reading journal entries. 8. Students will utilize 8. 95% of students will achieve an average 8. The reading journals were 8. The journal entries were used component parts (such as rating of 3 on a 5 point rubric evaluating used in this manner in as a grade. This method of title, preface, conclusion, purpose and meaning of course-required two different dental evaluation is being used index, etc.) in texts in assigned terminal reading hygiene courses, ethics because it augments the comprehending the journals entries. and periodontology. 98% information in the textbook and purpose and meaning of of the students achieved gives the students a better course-required texts. and average rating of 3 on understanding of textbook (Goal 3) Integration by the rubric evaluating content. This exercise is an division according to purpose and meaning of excellent tool for monitoring following timeline: 2010- journal readings related textbook use. It was decided to 2011 Health Sciences to the specific class. 100% continue use of the reading (SLO) of students achieved a journals in this manner. rating of 4 on a 5-point rubric evaluating purpose and meaning of course required texts in assigned

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terminal reading journal entries. 9. Students will improve 9. 95% of students will achieve an average 9. The reading journals were 9. It was determined by faculty their vocabulary through rating of 3 on a 5 point rubric by making used in five different that requiring students to make use of reading journal a list of and defining vocabulary words in dental hygiene courses, list and define unfamiliar entries. (Goal 3) the terminal reading journal entries. ethics, periodontology, vocabulary word helped them Integration by division dental hygiene courses, to achieve a better according to following ethics, periodontology, understanding of terminology timeline: 2010-2011 dental emergencies, and increased their Health Sciences (SLO) dental hygiene seminar comprehension of material III, and dental hygiene being presented. This method seminar IV. 98% of of evaluation and use of students achieved a rating reading journals will continue of 3 on the reading rubric to be used. by making a list of and defining vocabulary words with which they were not familiar. 10. Student success and 10. 95% of students will achieve an average 10. The reading Journals were 10. The journal entries were used retention rates will rating of 3 on a 5 point rubric evaluating used in this manner in as a grade. This method of increase following their comprehension of the course two different dental evaluation is being used integration of critical related subject matter appropriate to the hygiene courses, ethics because it augments the reading instruction discipline. and periodontology. 98% information in the textbooks appropriate to the of the students achieved and gives the students a better discipline. (Goal 3) and average rating of 3 on understanding of textbook Integration by division the rubric evaluating content. This exercise will according to following comprehension of course continue to be used. timeline: 2010-2011 related subject matter Health Sciences (SLO) appropriate to the discipline. 11. Students will have a 11a. 90% of the students enrolled in DHT 11a. 100% of the students 11a-c.We continued to use our understanding of the 2425 will complete 30 clinical sessions enrolled in DHT 2425 clinical course DHT 2425 to principles of basic dental delivering direct patient care with a completed 30 clinical make determinations of hygiene clinical tasks. grade of 80 or above on the clinical sessions delivering direct students strengths and (SLO) evaluation instrument. patient care with a grade weaknesses in the clinical 11b. 80% of the students will make 60% or of 80 or above on the setting. The clinical lecture above on patient assessment portion of clinical evaluation instructor used this the clinical assessment sheet. instrument. information as a guide in 11c. 80% of the students will make 60% or 11b-c. Due to a change in the implementing additional

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above on the management of dental format of the national lectures related to patient hygiene care portion of the clinical grade board reporting system assessment. sheet. this information is no longer available.

Page 131 Medical Assisting Technology IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: EVP/Dean of Instruction/Curriculum and Instruction/Division of Health Sciences Program/Unit: Medical Assisting Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L1 - Quality Student Outcomes; L6 - Community Partnerships; L7 - Distance Learning

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses, S1.2 - Improve faculty advising, S1.3 - Improve student retention, S1.4 - Expand offerings and opportunities at off-campus sites, S1.5 - Increase enrollment through expanded student recruitment & marketing efforts

Division Purpose Statement: To provide quality instructional programs to prepare students for health science careers.

Page 132 Medical Assisting Technology IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will pass a 1. Students will pass a National/State 1. 11 out of 11 graduates 1. Program director/instructor National /State Certification Examination in the field of took the national provided a clinical review class Certification Examination training or a related filed. certification examination. using textbooks and online in the field of training or a 73.0% (8 out of 11) resources designed to prepare related field. (PLO) passed the national the students for the national certification examination examination. Program on the first sitting. director/instructor provided information on becoming a Certified Medical Assistant and Federal Regulations that govern the practice of Certified Medical Assistants including Computerized Physician Order Entry regulations. The program director/instructor offered an in-service on the testing experience and offered a mock examination that is designed to prepare the student for the examination process.

2. Students will find 2. 80% of the graduates will find 2. 7 out of 11 students 2. Program director/instructor employment in the field of employment within 6 months of (64%) found employment had the students to prepare a training or a related field. graduation in their field or a related field. within 6 months of career portfolio which included (PLO) graduation. CAAHEP a resume with professional Threshold requires a references and an employment threshold of equal to or search tracking sheet. greater than 60%. Following a resume writing class and interview training, the students participated in a mock interview with NEMCC counseling center. The students signed a release of resume form for resumes to be forwarded to potential employers upon request. The program director/instructor maintains a

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database of potential employers and seeks out employment opportunities for graduates. The program director/instructor arranged interviews for the graduates.

3. Employers of MAS 3a. 80% of employers will respond with an 3a. 100% (3 out of 3) of 3a-b. The program graduates will be satisfied average rating of Agree (4) on Likert employers rated "How director/instructor continued with job performance scale (0 – 5) with 5 being Strongly Agree would you rate employee to monitor employer in response to the item “How would you in overall job satisfaction using surveys and rate employee in overall job preparation?” as Strongly seeking input from advisory preparation?” mailed within six months Agree or Agree on the board members. of employment, from the Medical Medical Assisting Assisting Program Employer Survey, Program Employer mailed in the Fall 2014. Survey, mailed within six months of employment. 3b. 80% of employers will respond with an 3b. 100 % (3 out of 3) of average rating of Agree (4) on Likert employers rated "How scale (0 – 5) with 5 being Strongly Agree would you rate in response to the question “How would communication in the you rate Communication in the health care setting?" as healthcare setting?” mailed within six Strongly Agree or Agree months of employment, from the Medical on the Medical Assisting Assisting Program Employer Survey, Program Employer mailed in the Fall 2014. Survey, mailed within six months of employment. 4. Students will demonstrate 4a. Students will score an 80 or above on the 4a. 100 % (8 out of 8) of the 4a-b. Instructors in the Allied CPR skills and knowledge check-off of skills required for the basic, students attending CPR Health Programs offered needed to obtain the CPR child, and adult victim to include the use training prior to the American Heart Association for the Healthcare of the AED for CPR for the Health Care beginning of the fall CPR training by program in the Provider Certification. Provider. semester scored an 80 or Fall of 2014. (SLO) above on every check-off of the skills required for the basic, child, and adult victim to include the use of the AED according to the report submitted to the American Heart

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Association. 4b. Students will score an 80 or above on the 4b. 100 % (8 out of 8) of the comprehensive written examination students attending CPR administered at the end of the training training prior to the for CPR for the Health Care Provider. beginning of the fall semester scored an 80 or above on the comprehensive written examination administered at the end of the training for CPR for the Health Care Provider (examination provided by the American Heart Association).

5. Students will demonstrate 5. 95% of the students will achieve an 5. Ten (10) students in the 5. The faculty member continues thoroughness in the average rating of 3 on a 5 point rubric Medical Assisting to use the reading rubric as a completion of reading evaluating thoroughness on terminal Technology Program guide and grading tool for the journal entries. (Goal 3) reading journal entries. participated in 3 reading writing assignment. Integration by division Journals in the Fall of according to following 2014. 100 % of the timeline: 2010-2011 students scored a 3 or Health Sciences (SLO) greater on the reading rubric in the area of commitment. The average rating was 4.3

6. Students will identify the 6. 95% of students will achieve an average 6. Ten (10) students in the 6. The faculty member continues main and secondary ideas. rating of 3 on a 5 point rubric identifying Medical Assisting to use the reading rubric as a (Goal 3) Integration by the main and secondary ideas on Technology Program guide and grading tool for the division according to the terminal reading journal entries. participated in three writing assignment. following timeline: 2010- Reading Journals in the 2011 Health Sciences Fall of 2014. 100 % of the (SLO) students scored greater than 3 on the reading rubric in the area of comprehension. The average rating was 3.93.

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7. Students will utilize 7. 95% of students will achieve an average 7. Ten (10) students in the 7. Faculty Member will continue component parts (such as rating of 3 on a 5 point rubric evaluating Medical Assisting to use only the rubric as a guide title, preface, conclusion, purpose and meaning of course-required Technology Program for the writing assignments. index, etc.) in texts in assigned terminal reading participated in the comprehending the journals entries. Reading Journals and purpose and meaning of 100% scored greater than course-required texts. 3 in the area of Analysis. (SLO) The average rating was 4 8. Students will improve 8. 95% of students will achieve an average 8. Ten (10) students in the 8. The faculty member continues their vocabulary through rating of 3 on a 5 point rubric by making Medical Assisting to use the reading rubric as a use of reading journal a list of and defining vocabulary words in Technology Program guide and grading tool for the entries. (Goal 3) the terminal reading journal entries. participated in Reading writing assignment. The faculty Integration by division Journals in the Fall of member reminded students to according to the following 2014. 100 % of the use unfamiliar or remarkable timeline: 2010-2011 students scored greater words and their meanings in Health Sciences (SLO) than 3 in the area of the writing assignment. Vocabulary. The average rating was 3.3.

Page 136 Medical Laboratory Tech IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: EVP/Dean of Instruction/Curriculum and Instruction/Division of Health Sciences Program/Unit: Medical Laboratory Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment.

Long-Range Goal(s): L1 - Quality Student Outcomes

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.3 - Improve student retention

Division Purpose Statement: To provide quality instructional programs to prepare students for health science careers.

Page 137 Medical Laboratory Tech IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will pass a 1a. 80% of the graduates which sit for a 1a. 100% (5/5) of the 1a. We will continue to give National /State certification exam will pass the exam on graduates which sat for a practice certification exams Certification Examination the first attempt as reported on the certification examination which mimic the national in the field of training or a October 2014 MS Dept of Education passed the examination certification exam during the related field. (PLO) Office of Career and Technical Education on the first attempt as Certification Fundamentals Follow up report. reported on the October MLT 2723 course taken the last 2014 MS Dept of 2 weeks before graduation. We Education Office of Career will continue to try and raise and Technical Education enough money to go to the Follow Up Report. annual bi/state convention and 1b. Program's mean scaled scores will be at 1b. Programs mean scaled student bowl to give the or above the national mean scaled scores score was above the students more practice for every subtest area. national mean scaled answering exam type questions score for 100% of the and reviewing important graduates. (5/5) material. 1b. Due to the 100% success of all students scoring above the mean scaled score for the national certification exam, no changes will be made. 2. Students will find 2. Students will find employment in the 2. 5/5 (100%) got jobs in 2. We will continue getting employment in the field of field of training or a related field. the MLT field. students to register and take training or a related field. the ASCP certification exam the (PLO) week of graduation, allowing them to start a job immediately. 3. Employers of MLT 3a. 80% of employers will respond with an 3a. 100% of employers 3a. We plan to continue letting graduates will be satisfied average rating of Good (4) on Likert scale responded with an NEMCC mail out employer with job performance. (0-5) with 5 being very good in response average rating of Good (4) surveys while MLT faculty will (PLO) to the item "How would you rate on Likert scale (0-5) with call and email to follow up on employee in overall job preparation?" 5 being very good in the response rates. mailed within six months of employment, response to the item from the Employer Evaluation of "How would you rate Career/Technical Completers Survey employee in overall job 2014. preparation?" mailed within six months of employment, from the Employer Evaluation of

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Career/Technical Completers Survey 2014. 3b. 80% of employers will respond with an 3b. 100% of employers 3b. We plan to continue letting average rating of Good (4) on Likert scale responded with an NEMCC mail out employer (0-5) with 5 being very good in response average rating of Good (4) surveys while MLT faculty will to the question "How would you rate on Likert scale (0-5) with call and email to follow up on Communications and verbal skills?" 5 being very good in response rates. mailed within six months of employment, response to the question from the Employer Evaluation of Career/ "How would you rate Technical Completers Survey 2014. Communications and verbal skills?" mailed within six months of employment, from the Employer Evaluation of Career/Technical Completers Survey 2014. 3c. 80% of employers will respond with an 3c. 100% of employers 3c. We plan to continue letting average rating of Good (4) on Likert scale responded with an NEMCC mail out employer (0-5) with 5 being very good in response average rating of Good (4) surveys while MLT faculty will to the question "How would you rate on Likert scale (0-5) with call and email to follow up on Interpersonal skills?" mailed within six 5 being very good in response rates. months of employment, from the response to the question Employer Evaluation of Career/Technical "How would you rate Completers Survey 2014. Interpersonal skills?" mailed within six months of employment, from the Employer Evaluation of Career/Technical Completers Survey 2014. 4. Students will be able 4a. 80% of the students enrolled in MLT 4a. 4/5 (80%) of the students 4a-b. Due to the fact that this group interpret of Clinical 1515 who write the final exam will be enrolled in MLT 1515 who of students scored low on the Chemistry (MLT 1515) able to successfully answer 75% of the wrote for the final exam special chemistry section, the principles to include questions on a locally developed successfully answered MLT faculty will spend more carbohydrates, protein, comprehensive final examination 75% of the questions on a time on that section in lecture lipids, enzymes, hormones, covering: carbohydrates, protein, lipids, locally developed as well as including more acid base balance, enzymes, hormones, acid base balance, comprehensive final exam homework assignments and electrolytes, electrolytes, instrumentation and covering: carbohydrates, worksheets for this instrumentation and calculations. proteins, lipids, enzymes, information. Faculty will calculations (SLO) hormones, acid-base continue to use Medialab and

Page 139 Medical Laboratory Tech IE Plan 2014-2015

balance, electrolytes, Medtraining computer instrumentation, and assignments to help students calculations. retain information. New 4b. 80% of the students enrolled in MLT 4b. 100% of the students quizzes and worksheets will be 1515 who sit for the National enrolled in MLT 1515 who made as well to help enhance Certification Examination will be at or sat for the national learning of the special above the national mean scaled scores for certification examination chemistry information. every subtest area of the Chemistry were above the national section. mean scaled scores for every subtest area of the chemistry section except for Special chemistry section in which the average was below the national mean. 5. Students will identify 5a. Given 30 photomicrographs of normal, 5a. Given 30 5a. The MLT faculty will introduce normal and abnormal abnormal, and immature blood cells, 90% photomicrographs of a software from CACMLE which blood cells from of the students will identify the blood normal, abnormal, and reviews cell maturation series. photomicrographs. cells with 80% accuracy. immature blood cells, (Hematology II , MLT 44% of the students were 1324). (SLO) able to identify the blood cells with 80% accuracy. 5b. Students enrolled in MLT 1324 who sit 5b. 100% of the students 5b. The MLT faculty plan to keep for the National Certification enrolled in MLT 1324 who encouraging early testing of the Examination will be at or above the sat for the National national certification exam in national mean scaled score for the Certification Examination order to keep getting successful subtest area of the Hematology section - were above the national results. Morphology and Differential. mean scaled score for the subtest area of the Hematology section - Morphology and Differential. 6. Students will demonstrate 6. 95% of the students will achieve an 6. (11 out of 11) 100% of the 6. Faculty member will continue thoroughness in the average rating of 3 on a 5-point rubric students enrolled in to count one journal as a test completion of reading evaluating thoroughness on terminal Hematology I (MLT 1313) grade each semester of journal entries. (Goal 3) reading journal entries. scored a 3 or greater on Hematology I and Hematology Integration by division the reading journal rubric II in order to emphasize the according to the following in the area of importance of doing the timeline: 2010-2011 commitment. journals correctly.

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Health Sciences (SLO) 7. Students will identify the 7a. 95% of Hematology I students will 7a. 10/11 (90.9%) of 7a. MLT faculty will include an main and secondary ideas. achieve an average rating of 3 on a 5 Hematology I students example journal in the course (Goal 3) Integration by point rubric identifying the main and achieved an average content to help students know division according to the secondary ideas on terminal reading rating of 3 on a 5 point what to expect. following timeline: 2010- journal entries. rubric identifying the 2011 Health Sciences main and secondary ideas (SLO) on terminal reading journal entries. 7b. 95% of Hematology II students will 7b. 10/10 (100%) of 7b. There will be no changes made achieve an average rating of 3 on a 5 Hematology II students in Hematology II journals due point rubric identifying the main and achieved an average to 100% success rate. secondary ideas on terminal reading rating of 3 on a 5 point journal entries. rubric identifying the main and secondary ideas on terminal reading journal entries. 8. Students will improve 8a. 95% of Hematology I students will 8a. 6/11 (54%) of 8a. Students will be told that more their vocabulary through achieve an average rating of 3 on a 5 Hematology I students points would be deducted by use of reading journal point rubric by making a list of and achieved an average not having an adequate entries. (Goal 3) defining vocabulary words in the rating of 3 on a 5 point vocabulary list. Integration by division terminal reading journal entries. rubric by making a list of according to the following and defining vocabulary timeline: 2010-2011 words in the terminal Health Sciences (SLO) reading journal entries. 8b. 95% of Hematology II students will 8b. 11/11 (100%) of 8b. Due to the 100% success rate, achieve an average rating of 3 on a 5 Hematology II students there will be no changes made point rubric by making a list of and achieved an average at this time. defining vocabulary words in the rating of 3 on a 5 point terminal reading journal entries. rubric by making a list of and defining vocabulary words in the terminal reading journal entries. 9. Students will utilize 9a. 95% of Hematology I students will 9a. 100% of Hematology I 9a. Instructors continue assigning component parts (such as achieve an average rating of 3 on a 5 students achieved rating 3 journals per semester for title, preface, conclusion, point rubric evaluating purpose and of 3 on a 5 point rubric Hematology I to continue with index, etc.) in meaning of course- required texts in evaluating purpose and course comprehension. comprehending the assigned terminal reading journal meaning of course- purpose and meaning of entries. required texts in assigned

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course-required texts. terminal reading journal entries. 9b. 95% of Hematology II students will 9b. 100% of Hematology II 9b. Instructors continue continue achieve an average rating of 3 on a 5 students achieved rating assigning 3 journals per point rubric evaluating purpose and of 3 on a 5 point rubric semester for Hematology II to meaning of course- required texts in evaluating purpose and continue with course assigned terminal reading journal meaning of course- comprehension. entries. required texts in assigned terminal reading journal entries.

Page 142 Practical Nursing Education IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: EVP/Dean of Instruction/Curriculum and Instruction/Division of Health Sciences Program/Unit: Practical Nursing Education

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment.

Long-Range Goal(s): L1 - Quality Student Outcomes

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.3 - Improve student retention

Division Purpose Statement: To provide quality instructional programs to prepare students for health science careers.

Page 143 Practical Nursing Education IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates will pass the 1. 85% of the graduates who take the 1. 92.86% (39 out of 42) of 1. These results were used to National Licensing NCLEX-PN® Licensing Examination will the practical nursing provide overall feedback Examination for Practical pass the examination on the first attempt students passed the regarding the effectiveness of Nurses. (PLO) as reported by the Mississippi State NCLEX-PN® Licensing the instructional material used Board of Nursing. Examination on the first in the curriculum. Program attempt as reported by officials continued to look at the Mississippi State these results for areas where Board of Nursing. more emphasis may need to be placed.

2. Graduates will find 2. 90% of the graduates are currently 2. 100% of the graduates are 2. Program Officials continued to employment in the field of employed in the field or a related field. currently employed in the provide information to training or a related field. field or a related field. graduates concerning (PLO) employment opportunities and encouraged all to seek employment in the field of their training. Communication lines were established with graduates in an effort to follow their career path and feed job opportunity information as it becomes available. Social media has been accepted as one of the primary means of interaction post-graduation with personal inbox messaging for confidentiality utilized. 3. Employers of PNE 3. 85% of employers will respond with an 3. 100% of employers 3. Program officials continued to graduates will be satisfied average rating of Good (4) on a Likert responded with an make prospective employers with job performance. scale (0-5) with 5 beging very good in average rating of Good (4) aware of curriculum changes. (PLO) response to the item "How would you on a Likert scale (0-5) Scheduled advisory committee rate employee in overall job preparation? with 5 being very good in meetings are held to report mailed within 6 months of employment, response to the item changes and gain information from the Employer Evaluation of "How would you rate from employers to improve and Career/Technical Completers Survey, employee in overall job strengthen the practical January 2015. preparation?" mailed nursing program. Students within six months of were informed of necessary job

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employment, from the skills through the unit on job- Employer Evaluation of seeking skills in PNV 1914. All Career/Technical nursing skills are practiced, Completers Survey. checked off and re-mediated in each of the 3 semesters. PNV 1524 requires the student to complete the State Dept. of Health TB Certification Workshop to be better prepared to start employment without needed certification. Thereby, making the graduates of the PNE program more "marketable" in the workplace. 4. Students will be able to 4a. Upon completion of PNV 1682, 70% of 4a. 81.48% scored 80 or 4a. The program officials demonstrate a basic the students enrolled in PNV 1682, will above on the continued to utilize the method understanding of Medical score 80 or above on a comprehensive comprehensive locally of testing in an effort to Surgical Nursing. (SLO) locally prepared final examination. prepared final measure the student's basic examination in PNV 1682. overall understanding and foundation of the course content. 4b. Upon completion of PNV 1682, 80% of 4b. 88.88% of the students 4b. Program officials continued the students enrolled in PNV 1682 will scored 80 or above on the with this method of testing in score 80 or above on the NCLEX review NCLEX Review. order to identify areas where in the computer lab. the student may need remediation in an effort to improve retention and successful completion of PNV 1682. 5. Students will be able to 5a. Upon completion of PNV 1444, 80% of 5a. 100% of the students 5a-b. Program Officials continued to prepare and maintain a the students enrolled will be able to performed the check off use this method of instruction sterile field. (SLO) perform satisfactory on check off for and received a rating of and evaluation in an effort to donning sterile gloves, opening a sterile satisfactory on the first of monitor application of theory pack, preparing and maintaining a sterile two attempts available. in infection control. This field. 5b. 91.3% of the students evaluation helps to identify the 5b. Upon completion of PNV 1444, 80% of passed the skills exam. needs for remediation in this the students enrolled will be able to pass area to improve application of the skills exam. knowledge in regards to safety.

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6. Students will demonstrate 6. 95% of the students will achieve an 6. 100% (27 of 27) of the 6. Program officials reviewed the thoroughness in the average rating of 3 on a 5 point rubric students achieved an terminal chapter reading completion of reading evaluating thoroughness on terminal average rating of 4 or assignment results and chapter assignments. (Goal chapter reading assignment. higher on a 5 point rubric correlated them to the exam 3) Integration by division evaluating thoroughness given on the assigned chapter according to following on terminal chapter to identify deficiencies in the timeline: 2012-2013 reading assignment. area of reading comprehension. Health Sciences (SLO) 81.48% of the students passed the exam on the terminal chapter reading assignment. 7. Students will identify the 7. 95% of students will achieve an average 7. 100% of the students 7. The terminal chapter reading main and secondary ideas. rating of 3 on a 5 point rubric identifying achieved an average assignment quiz results were (Goal 3) Integration by the main and secondary content in the rating of 4 or higher on a compared to the unit exam for division according to terminal chapter reading assignment. 5 point rubric evaluating overall assessment of their following timeline: 2012- identification of the main knowledge of the main content 2013 Health Sciences and secondary content in on the exam. Program officials (SLO) the terminal chapter decided to monitor this reading assignment. outcome in PNV 1682 to include the need of the semester improvement in reading skills. PNV 1682 includes Pharmacology, Skills and Theory content and is more comprehensive of the Practical Nursing objectives than other curriculum choices.

8. Students will utilize 8. 95% of students will achieve an average 8. 100% of the students 8. The terminal chapter reading component parts (such as rating of 3 on a 5 point rubric evaluating achieved an average assignment quiz results were title, preface, conclusion, purpose and meaning of course-required rating of 4 or above on a 5 compared to the unit exam for index, etc.) in chapter reading assignments. point rubric evaluating overall assessment of their comprehending the the purpose and meaning knowledge of the main content purpose and meaning of of course- required given on exam. Program course-required texts. chapter reading officials decided to assess these (Goal 3) Integration by assignments. The terminal criteria in PNV 1682 to division according to chapter reading evaluate effectiveness in other following timeline: 2012- assignment quiz show courses. 2013 Health Sciences that 10% of the class

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(SLO) showed a thorough understanding of the parts of the chapter text while 93% showed a strong understanding of some parts of the chapter text.

9. Students will improve 9. 95% of students will achieve an average 9. 100% of the students 9. The terminal chapter reading their vocabulary through rating of 3 on a 5 point rubric by scoring achieved an average assignment quiz results were use of reading chapter 80 or above on the terminal chapter rating of 4 or above on a 5 compared to the unit exam for assignments. (Goal 3) assignment quiz vocabulary words. point rubric evaluating overall assessment of their Integration by division the vocabulary of the knowledge of the main content according to following chapter reading given on exam timeline: 2010-2011 assignments. The terminal Health Sciences (SLO) chapter reading assignment quiz results show that 100% of the class was familiar with the vocabulary in the chapter reading assignment.

Page 147 Radiology Technology IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: EVP/Dean of Instruction/Curriculum and Instruction/Division of Health Sciences Program/Unit: Radiology Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L5 - Professional Development; L6 - Community Partnerships

Short-Term Goal(s): S1.3 - Improve student retention; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.2 - Provide students with technology support necessary for their success; S2.5 - Offer employee mentoring and professional development opportunities

Division Purpose Statement: To provide quality instructional programs to prepare students for health science careers.

Page 148 Radiology Technology IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will pass a 1. 80% of the graduates which sit for the 1. 89% (8/9) of the 1. Instructors will continue to National Certification certification examination will pass the graduates who sat for the require the portfolio based on Examination in the field of exam on the first attempt. National Certification the registry outline from the training or a related field. exam passed on the first ARRT. Students are also (SLO) attempt. required to sit through the Kettering seminar in May each year. The instructors have also implemented Corectec review software into the last semester of the program. 2. Graduates will find 2. 80% of graduates seeking employment 2. 56% (5/9) of the 2. The instructors will continue to employment as entry level will find employment within 6 months of graduates found post job openings for the radiographers or in an graduation. employment within 6 students and send any emails advanced modality. (PLO) months of graduation in from employers to students. their field or a related Students are encouraged to field. It should be noted participate in local job fairs. that 2 of the 4 who did not The instructors have also find employment, did not opened a private facebook seek employment. account for former graduates. Job opportunities are posted there. It should be noted that 2 of the 4 who did not find employment, did not seek employment. 3. Employers of RT graduates 3. 80% of graduates will achieve an average 3. 100% of 2014 graduates 3. The program faculty will will be satisfied with job rating of good (4) on the Likert scale (0 – achieved an average continue to monitor the performance. (PLO) 5) with 5 being very good in response to rating of good in response employer satisfaction survey. the question “How would you rate to the question "How Overall job preparation?” mailed within would you rate overall job six months of employment. preparation?" 4. Students will be able to 4a. Students will achieve an 85% of above on 4a. 92% of students in RGT 4a. The clinical coordinator would perform routine each random lab practical. (RGT 1513 1513 achieved 85% or like to continue monitoring the radiographic and RGT 2533) above on the 4 random random lab practical. examinations. (SLO) lab practicals given. 98% of students in RGT 2533 achieved 85% or better on the on the 4 random lab

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practicals given. 4b. Of the 40 projections on the total body 4b. 100% (12 of 12)of the 4b. The program faculty will exam at the end of the 5th semester students achieved an 85% continue to monitor the results students will achieve an 85%. or above on the total body of the total body exam. They exam at the end of the 5th will continue to watch the semester. The average average grade for the entire grade was a 98 for the class. entire class. 5. Students will possess 5a. Students will demonstrate each of the 5a. 100% of the students 5a. The program faculty will knowledge of procedures following patient care skills for the achieved a 85% or better continue to monitor results of and patient care. (SLO) instructor and achieve 85% or greater on on the following lab the lab practical for vital signs. the following lab practicals: practicals: 1. vital signs (blood pressure, pulse, 1. vital signs (blood respiration, temperature) pressure, pulse, 2. transfer of patients respiration, temperature) 2. transfer of patients 5b. The students will achieve 75% or greater 5b. 10 out of 12 students 5b. The program faculty will on the patient care final examination RGT achieved a 75% or greater continue to monitor the Final 1223. on the patient care final Examination results in RGT examination. 1223.

6. Students will demonstrate 6. 90% of the students will score a 3 or 6. 100% of the students 6. Program officials continued to thoroughness in the better on the Reading Journal Rubric in scored a 3 or better on the monitor the results of the completion of reading the area of Commitment. Reading Journal Rubric in reading journals. journal entries. (Goal 3) the area of Commitment. Integration by division according to the following timeline: 2010-2011 Health Sciences (SLO) 7. Students will identify the 7. 95% of the students will achieve an 7. 100% of the students 7. Program officials continued to main and secondary ideas. average rating of 3 on a 5 point rubric scored a 3 or better on the monitor the results of the (Goal 3) Integration by evaluating thoroughness on terminal Reading Journal Rubric in reading journals. division according to the reading journal entries. the area of following timeline: 2010- Comprehension. 2011 Health Sciences (SLO) 8. Students will utilize 8. 5% of students will achieve an average 8. 100% of students scored a 8. Program officials continued to component parts (such as rating of 3 on a 5 point rubric evaluating 3 or better on the Reading monitor the results of the title, preface, conclusion, purpose and meaning of course-required Journal Rubric in the area reading journals.

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index, etc.) in texts in assigned terminal reading of Analysis. comprehending the journals entries. purpose and meaning of course-required texts. (Goal 3) Integration by division according to the following timeline: 2010- 2011 Health Sciences (SLO) 9. Students will improve 9. 95% of students will achieve an average 9. 100% (12 of 12) of 9. Program officials continue to their vocabulary through rating of 3 on a 5 point rubric by making students enrolled in monitor the results of the use of reading journal a list of and defining vocabulary words in Radiation Protection RGT reading journals. entries. (Goal 3) the terminal reading journal entries. 1312 received above a 3 Integration by division on defining vocabulary according to the following words in the reading timeline: 2010-2011 journal entries. 100% (12 Health Sciences (SLO) of 12) students enrolled in Radiographic Procedures RGT 1523 received above a 3 on defining vocabulary words in the reading journal entries.

Page 151 Respiratory Care Technology IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: EVP/Dean of Instruction/Curriculum and Instruction/Division of Health Sciences Program/Unit: Respiratory Care Technology

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment.

Long-Range Goal(s): L1 - Quality Student Outcomes

Short-Term Goal(s): S1.3 - Improve student retention; S2.2 - Provide students with technology support necessary for their success.

Division Purpose Statement: To provide quality instructional programs to prepare students for health science careers.

Page 152 Respiratory Care Technology IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Graduates will indicate 1a. From the Student Satisfaction Inventory, 1a. 100 % (9 of 9) of the 1a-b. Program faculty continues to satisfaction with their Spring 2014, 85% of the graduates graduates responded with use graduate surveys to preparation for a career responding will indicate satisfaction to a weighted score of 6 or monitor both knowledge base and the quality of the question, "The quality of instruction I greater to the question and clinical proficiency of the instruction in their receive in most of my classes is excellent" "The quality of instruction program. Program faculty program of study (major). by responding with a weighted score of 6 I receive in most of my continues to address any (PLO) or greater. classes is excellent" from deficiencies noted and make the Student Satisfaction changes as needed. Inventory administered Spring 2014. 1b. From the CoARC Graduate Survey, Fall 1b. From the CoARC survey, 2014, 85% of the graduates responding Fall 2013, 100%(6 of6) of will indicate satisfaction with their graduates responded with educational experience by indicating "Excellent" or "Above "Excellent" or "Above Average" to the Average" to the question question "Overall rating of the program" "What is your overall rating of the program". 2. Students will pass a 2. 80% of the graduates which sit for a 2. 67% (6 of 9) of graduates 2. Program faculty continued to National /State certificate examination will pass an who sat for the certified use review books and Certification Examination examination on the first attempt as respiratory therapist computer aided instruction to in the field of training or a reported to the Mississippi Community examination passed the exam prepare students for the related field. (PLO) College Board (MCCB) formally known as on the first attempt as certification exam. Program the SBCJC. reported to the Mississippi faculty were able to sit or the Community College Board national certification exam in (MCCB) formally known as the summer of 2014. This allowed SBCJC. faculty to make changes to lectures and exams to reflect current content. Self- assessment exams will were administered to determine strengths and weakness of each student. Students attended a Kettering Review Seminar to help prepare for the exam.

3. Students will find 3. 80% of the graduates will find 3. 60% (6 of 10) of the May 3. Program faculty continues to employment in the field of employment within 6 months of 2013 graduates found expose students to potential

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training or a related field. graduation in their field or a related field employment within 6 employers by utilizing all as reported as reported to the Mississippi months of graduation in affiliated clinical sites. Faculty Community College Board (MCCB) their field or a related will also stress the importance formally known as the SBCJC. field as reported as of good work ethic and reported to the professionalism and offer Mississippi Community assistance with resume and College Board (MCCB) interview skills. Faculty will formally known as the continue to inform graduates of SBCJC. potential job opportunities. 4. Employers of RCT 4. 80% of employers will respond with an 4. 100% of employers 4. Students were exposed to graduates will be satisfied average rating of (3) on a scale (0 – 5) responded with 100% of several employers by rotating with job performance. with 5 being Very Good in response to very good/good for 2013- them through various clinical (PLO) the item “Overall job preparation?” 2014 completers in sites. This also allowed mailed within six months of employment, response to the question opportunity for students to from the Employer Evaluation of "Overall job preparation" know what is expected from Career/Technical Completers Survey. from the Employer future employers. Program Evaluation of faculty included a detailed Career/Technical behavioral policy in clinical Completers Survey. syllabi. This policy emphasized the student's responsibilities in the clinical setting. 5. Students will pass a 5. 80% of students enrolled will achieve a 5. 70% (7 of 10) students 5. Results of the secure simulated Registry 55 or above on the secure written achieved a score of 55 or assessment exam (SAE) is a examination in their field registry self-assessment examination. greater on the secure good indicator of student of training given the last This exam is given during the final written registry success in passing the national semester of the program. semester prior to graduation. Results of examination. board exam administered by (SLO) this exam correlate well with student the NBRC. The exam provided success on the Registry credentialing students with a report of weak exam administered by the National Board areas. This allowed time for of Respiratory Care. review and remediation . Additional review and computer-aided practice will be given to apparent weak areas. Program faculty continues to require students to attend a review seminar prior to graduation.

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6. Students will be able to 6a. 80% of students enrolled in Respiratory 6a. 70% (7 of 10) of students 6a. Program faculty continues to demonstrate a basic Care Practitioner I will achieve a score of enrolled in Respiratory require a passing score of 75 or understanding of 75 or above on the locally prepared Care Practitioner I above on the comprehensive respiratory care routine comprehensive final examination. achieved a 75 or above on Practitioner I final exam. This procedures. (SLO) the locally prepared exam reflects basic procedures comprehensive final needed to perform duties of a exam. CRT. 6b. Graduate CRT scores from content areas 6b. Information obtained 6b. The final exam paralleled well 3A,3B, 3C, 3D, 3E, 3F and 3G (Initiation from the NBRC with the content of the NBRC and Modification of Therapeutic Certification Exam results CRT exam; the instructor Procedures) will exceed the national revealed that CRT continued to ensure that all mean average scores. This information is graduate scores from objectives were being met and obtained from the NBRC Certification content areas 3A, 3B and added additional lab practice Exam results. 3E exceeded the national when needed. Critical thinking mean. Scores from 3C scenarios were added to (2.18 of 2.41). 3D (4.82 of enhance content areas that fell 4.96), 3F (11.73 of 11.99) below the national mean and 3G (10.73 of 11. 45) average on the NBRC CRT fell below the national exam. mean average. 7. Students will demonstrate 7. 100% of students enrolled in RCT 1516 7. 100% (12 of 12) of 7. Three reading journal thoroughness in the (Clinical Practice I) achieved an average students enrolled in RCT assignments were assigned to completion of reading of overall average of 4.0 on the reading 1516 (Clinical Practice I) students. These assignments journal entries. (Goal 3) journal area in the area of commitment. achieved an average of included an article on a specific Integration by division overall average of 4.0 on procedure and two case studies according to following the reading journal area in on various pulmonary diseases. timeline: 2010-2011 the area of commitment. The assignments correlated Health Sciences. (SLO) Overall average was 4.69. will with RCT 1516 (Clinical I) objectives. The average of the three graded assignments counted as 10% of final Clinical I grade. Students gave oral presentations of the case studies. Program faculty used the assignments to enhance critical thinking and decision making skills. Program faculty stressed the importance of reading information

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thoroughly. 8. Students will identify the 8. 100% of students will achieve an average 8. 100% of students enrolled 8. Three reading journal main and secondary ideas. rating of 3 on a 5 point rubric identifying in RCT 1516 (Clinical assignments were assigned to (Goal 3) Integration by the main and secondary ideas on three Practice I) achieved a students. These assignments division according to the reading journal entries in RCT 1516. rating of 3 or greater on included an article on a specific following timeline: 2010- the reading journal rubric procedure and two case studies 2011 Health Sciences. in the area of on various pulmonary diseases. (SLO) comprehension. The The assignments correlated overall average was 3.70. will with RCT 1516 (Clinical I) objectives. The average of the three graded assignments counted as 10% of final Clinical I grade. Students gave oral presentations of the case studies. Program faculty used the assignments to enhance critical thinking and decision making skills.

9. Students will utilize 9. 100% of students will achieve an average 9. 100% of students enrolled 9. 100% of students enrolled in component parts (such as rating of 3 on a 5 point rubric evaluating in RCT 1516 (Clinical RCT 1516 (Clinical Practice I) title, preface, conclusion, purpose and meaning of course-required Practice I) achieved a 3 on achieved a 3 on a scale of 1 to 5 index, etc.) in texts in assigned three reading journals a scale of 1 to 5 on the on the reading journal rubric in comprehending the entries in RCT 1516. reading journal rubric in the area of analysis. The overall purpose and meaning of the area of analysis. The average was 4.25 course-required texts. overall average was 4.25. (Goal 3) Integration by division according to the following timeline: 2010- 2011 Health Sciences. (SLO) 10. Students will improve 10. 100% of students will achieve an average 10. 100% (12 of 12) students 10. Three reading journal their vocabulary through rating of 3 on a 5 point rubric by making enrolled in RCT 1526 assignments were assigned to use of reading journal a list of and defining vocabulary words in achieved a rating of 3 or students. These assignments entries. (Goal 3) the three reading journal entries in RCT greater on the reading included an article on a specific Integration by division 1516. journal rubric in the area procedure and two case studies according to the following of vocabulary. The overall on various pulmonary diseases. timeline: 2010-2011 average was 4.3. The assignments correlated Health Sciences. (SLO) will with RCT 1516 (Clinical I)

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objectives. The average of the three graded assignments counted as 10% of final Clinical I grade. Students gave oral presentations of the case studies. Program faculty used the assignments to enhance critical thinking and decision making skills.

11. Students will be able to 11a. Each student will achieve 100% on the 11a. 100% (11 of 11) students 11a-b. Program faculty continued to perform arterial puncture Arterial Puncture Performance achieved 100% on the require 100% accuracy from following Clinical Practice evaluation. Aterial Puncture students on the Arterial I. (SLO) Evaluation performed in Puncture Performance lab. Evaluation. Students were 11b. Graduate CRT scores from content area 11b. The national mean for allowed three attempts to 3E, #2 (Obtain a blood gas sample) will content area 3E was 9.59. achieve the 100%. If needed, exceed the national mean average score. Average score for 2014 students were given additional graduates was 9.64. time in lab to practice. Students exceeded the Instructor continued to ensure national mean average lab objectives and exam score. questions reflect current content.

Page 157 DIVISION OF LANGUAGES AND HUMANITITES

The Division of Humanities and Languages includes the disciplines of English, Modern Foreign Languages, Communications, Philosophy, Speech, and Religious Studies. There are twelve full-time English instructors; three full-time speech instructors; one part-time speech instructor; one full time modern foreign language instructor; and an academic division head/instructor. All instructors have at least a master’s degree in their teaching areas, and two have Ph.D. degrees.

Housed in Anderson Hall, this division serves over two thousand students each semester. In addition to regular instructional duties, each divisional member acts as an advisor to students majoring in humanities, language, or liberal arts programs; one instructor advises criminal justice. Qualified, experienced instructors who stay current in their fields and who, at the same time, understand the purpose of the community college are the greatest strengths of this division. Frequent reviews of goals and objectives and methods of instructions in each course provide the best possible learning experience for the body of students served in this division. A state curriculum review is done on a consistent basis, and articulation with senior institutions, other community colleges, and business and industry help in updating syllabi for programs of study.

Since fall 2014, we have offered Beginning English and Reading, or ENG 0114, for students who have 16 and below English sub-scores on the ACT. ENG 0114 combines existing courses Beginning English (ENG 0113) and Beginning Reading (REA 0113). To satisfy the lab component for ENG 0114, we have added three iPad labs with twenty iPad, keyboards, and stands in each lab.

We have many accomplished instructors who bring various talents to the Division of Humanities and Languages and attend national, as well as state, conferences: Lynn Burns was selected as Northeast Humanities Teacher of the Year for 2015. Tina Gambill represented our division as the 2014-15 Lamplighter of Mississippi honoree. Our in-house literary magazine Tyger Symmetry, created by Amanda Garvin, won first place in the Mississippi Community College Creative Writing Contest. In September 2014, Carina Lewis, a criminal justice advisor, was admitted to the Mississippi Bar and licensed to practice law in the State of Mississippi. Dr. Deborah Kehoe published "Listening to Merton" in a special commemorative volume of personal reflections by International Thomas Merton Society members in honor of Merton's centenary, and her review of Thomas Merton's lectures on William Faulkner was published in the Merton Seasonal Fall 2014 edition. Janis Patterson received a stipend from the National Endowment for the Humanities to attend a summer institute in Columbus, Ohio. Paige Sasser was voted T.O.P. (Teaching Outstanding Performance) instructor in the Division of Humanities and Languages. Dr. Bill Stone attended the Science and Religion in a Globalizing World Conference in Maine and the McGraw-Hill Education Communication Symposium in San Diego, CA.

The Division of Humanities and Languages has quality instructors who provide quality teaching, which includes remediation so that students succeed in academia and in the world of world, and participate in professional development so that they are current and informed.

2014-15 Accomplishments: 1. Renamed the Division of Humanities and Languages. 2. Provided three iPad labs for ENG 0114. 3. Proposed and offered two new literature classes: ENG 2513 and ENG 2613. 4. Encouraged implementation of new teaching methods and educational apps through the use of iPad and Apple TVs. 5. Proposed even distribution of students in Composition I classes by lowering the capacity number to 20. 6. Encouraged training and professional development of instructors through their attendance at conferences and workshops in respective teaching fields in order to keep abreast of new technology, methodology, and research.

Page 158 7. Reevaluated and revised WritePlacer score for students, who challenge entry requirement for English Composition I. 8. Evaluated all online classes within the division.

Five-Year Projections: 2015-2016 1. Encourage implementation of new teaching methods and materials. 2. Continue to offer relevant workshops and programs for local public school teachers and students, as well as faculty from neighboring community colleges. 3. Encourage training and professional development of instructors by their attendance at conferences and workshops in respective teaching fields in order to keep abreast of new technology, methodology, and research. 4. Examine writing needs of academia and the workplace and adjust composition focus to reflect changes and requirements. 5. Look at possible new course offerings for the Division of Humanities and Languages. 6. Continue to upgrade division technology as needed. 7. Continue to evaluate divisional curricula. 8. Continue to provide provocative, educational, and enlightening programs for this area of the state. 9. Continue to develop and offer additional division courses online as needed. 10. Continue to encourage and provide funding for training and professional development of instructors. 11. Continue to evaluate all divisional syllabi for currency and core requirements.

2016-2017 1. All speech textbooks will be available only as eBooks to be used on iPads. 2. Speech instructors will directly evaluate students' speeches on video and give instant feedback by using video cam hooked to a laptop computer. 3. Continue to update technology in classrooms, labs, and instructors' offices. 4. Continue to evaluate divisional curricula. 5. Continue to provide provocative, educational, and enlightening programs for this area of the state. 6. Continue to develop and offer additional division courses online as needed. 7. Continue to encourage and fund training and professional development of instructors. 8. Continue to evaluate all divisional syllabi for currency and core requirements.

2017-2018 1. Expand writing center resources. 2. Continue to update technology. 3. Expedite remediation for under-prepared writing and reading students. 4. Establish the eBook as the required, instead of optional, course text. 5. Offer multidisciplinary courses. 6. Continue to develop and offer additional division courses online as needed. 7. Encourage the publication of faculty iBooks. 8. Create more hybrid courses. 9. Continue to provide educational and enlightening programs for this area of the state.

2018-2019 1. Update technology. 2. Provide resources for instructors to attend technology workshops and training. 3. Expand writing center resources. 4. Encourage faculty to create iBooks for classroom instruction. 5. Expedite remediation for under-prepared writing and reading students. 6. Establish the eBook as the required text. 7. Continue to provide educational and enlightening programs for this area of the state. 8. Offer multidisciplinary courses.

Page 159 2019-2020 1. Update technology. 2. Expand writing center resources and staff. 3. Encourage faculty to create eTexts for various disciplines. 4. Add other languages to our Modern Foreign Language curriculum. 5. Improve remediation for under-prepared writing and reading students. 6. Provide workshops for high school and community college instructors. 7. Encourage training and professional development of instructors by their attendance at conferences and workshops in respective teaching fields in order to keep abreast of new technology, methodology, and research. 8. Provide resources for instructors to attend technology workshops and training. 9. Examine writing needs of academia and the workplace and adjust composition focus to reflect changes and requirements. 10. Continue to evaluate divisional curricula. 11. Continue to evaluate all divisional syllabi for currency and core requirements.

Page 160 Division of Languages & Humanities IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Curriculum and Instruction Program/Unit: Division of Languages & Humanities

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L6 - Community Partnerships

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.3 - Improve student retention; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.2 - Provide students with technology support necessary for their success

Division Purpose Statement: To provide quality instruction and advising for majors in the subjects covered by the division, to offer core courses for academic and technical students, and to offer remedial instruction in communication necessary for students to succeed in academia and in the world of work.

Page 161 Division of Languages & Humanities IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will become 1a. At least four community-cultural 1a. Three community-cultural 1a-b. A new class schedule was culturally enriched partnership opportunities will be offered partnership opportunities adopted for the 2014-15 school through the college's to students during the 2014-15 school were offered to students year that did not include an cultural programs which year. during the 2014-15 school activity period, making focus on themes central to year: Dr. Erik Dukes spoke scheduling cultural programs languages and humanities. on healthy living as part of very difficult. Programs (PLO) Phi Theta Kappa's Tiger sponsored by the Cultural Arts Trim, Tighten & Tone Committee held in the evening emphasis in October had very low attendance, (approximately 30 especially in the Fall Semester. attended); NEMCC The class schedule was revised Humanities Teacher of the for the 2015-16 school year Year Lynn Burns lectured and will include a 30-minute on "Humanities: It's All activity period, in part to About Love," in November provide more options for (approximately 45 programming. attended), and Sam Moseley performed and spoke for Black History Month in February (approximately 141 attended). 1b. Ninety percent (90.0%) of attendees at 1b. Of those who responded, community-cultural partnership 100% of attendees at each programs will agree with the statement: of the programs agreed “I have a greater understanding of this with the statement, “I subject matter because I attended this have a greater program.” understanding of this subject matter because I attended this program.” 2. Students will demonstrate 2a. Students who complete ENG 1123 will 2a. In the fall of 2014, 74% of 2a. English 1123 instructors critical thinking skills in submit at least four writing units traditional students and suggested that students submit works of revised, requiring analytic, evaluative, and/or 70% of online students at least one submission to an researched, and correctly persuasive thinking, at least two of which who completed ENG 1123 online tutoring service or to the documented writing. (SLO) will require documented research to be did so with at least a 70% writing center on campus for evaluated by grading rubrics developed success rate. In the spring additional assistance with by ENG 1123 faculty; 70% of students of 2015 92% of traditional writing assignments.

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who complete the course will master all students and 96% of writing units with an average of at least online students who 70% success, as determined by a writing completed ENG 1123 did evaluation rubric. so with at least a 70% success rate. 2b. Students who complete ENG 1123 will 2b. In the fall of 2014, 67% of 2b. English 1123 instructors complete a research evaluation unit; 70% traditional students and decided that the Research of students who complete the course will 45% of online students Evaluation Unit should be master the research unit with an average who completed the weighted more heavily on the of at least 70% success rate. Research Evaluation Unit grading scale within the course did so with at least a 70% and should continue to be success rate. In the spring taught at the beginning of the of 2015 78% of traditional course to ensure student students and 76% of success with required online students who research-based papers. completed the Research Evaluation Unit did so with at least a 70% success rate. 3. Students will gain and 3a. 70% of students who complete ENG 3a. In the fall of 2014, 89% of 3a. Literature instructors synthesize factual 2223, 2233, 2323, 2333, 2423, or 2433 traditional students and continued to utilize new knowledge of traits, works, will be able to identify on unit tests key 90% online students who textbooks which incorporate and authors representing terms and traits of representative completed ENG 2233, innovative technology to key periods of literary periods of literary history with at least 2233, 2323, 2333, 2423, supplement lecture and class history. (SLO) 60% success. or 2433 were able to discussion. identify on unit tests key terms and traits of representative periods of literary history with at least 60% success. In the spring of 2015, 95% of traditional students and 96% of online students who completed ENG 2233, 2233, 2323, 2333, 2423, or 2433 were able to identify on unit tests key terms and traits of representative periods of

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literary history with at least 60% success. 3b. 70% of students who complete ENG 3b. In the fall of 2014, 82% of 3b. Literature instructors decided 2223, 2233, 2323, 2333, 2423, or 2433 traditional students and to require visiting the Writing will synthesize factual knowledge in at 81% online students who Center or online review of the least one scholarly essay which will completed ENG 2233, student's literary essay for help receive a satisfactory evaluation based on 2233, 2323, 2333, 2423, with content and research grading rubric adopted by literature or 2433 synthesized assistance. faculty. factual knowledge in at least one scholarly essay which received a satisfactory evaluation based on a grading rubric adopted by literature faculty. In the spring of 2015, 85% of traditional students and 90% online students who completed ENG 2233, 2233, 2323, 2333, 2423, or 2433 synthesized factual knowledge in at least one scholarly essay which received a satisfactory evaluation based on a grading rubric adopted by literature faculty. 4. Students will deliver 4. 70% of students enrolled in SPT 1113 4. Hybrid Sections: 4. The results will be used to speeches that will successfully deliver a persuasive SPT 1113 H01 13/13 scored assess the success of the hybrid communicate effectively speech communicating information 80 or higher on section (73% success rate) and and are appropriate to a appropriate to an audience and stating persuasive speech. develop strategies to enhance certain audience and the purpose by scoring 8 out of 10 on the SPT 1113 H02 8/9 scored 80 the instruction for traditional purpose. (SLO) Instructors Evaluation Rubric. or higher on persuasive and online sections of SPT speech. 1113. New exercises to enable SPT 1113 H04 7/13 scored 80 students to be more successful or higher on persuasive in the persuasive speech speech. exercise. The goal for the use of SPT 1113 H05 8/14 scored 80 results will be to positively or higher on persuasive influence the success rate of

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speech. traditional classes (53% Online Sections: success rate) and online classes SPT 1113 VN1 27/51 scored (53% success rate). 80 or higher on persuasive speech. Traditional Sections: SPT 1113 01 10/17 scored 80 or higher on persuasive speech. SPT 1113 02 3/9 scored 80 or higher on persuasive speech. SPT 1113 03 14/18 scored 80 or higher on persuasive speech. SPT 1113 05 20/24 scored 80 or higher on persuasive speech. SPT 1113 06 10/17 scored 80 or higher on persuasive speech. SPT 1113 07 13/18 scored 80 or higher on persuasive speech. SPT 1113 08 15/20 scored 80 or higher on persuasive speech. SPT 1113 09 10/15 scored 80 or higher on persuasive speech. 5. Students will recognize the 5. 70% of the students enrolled in SPT 1113 5. Hybrid Sections 5. Results will be used to assess main points of the outlines will successfully devise a formal outline SPT 1113 H01 11/13 scored the strategies used in Hybrid of a manuscript speech. containing the introduction, body, and 70 or higher on the classes to obtain a higher (SLO) conclusion for the informative speech by informative speech success rate. Success rate for scoring 7 or above on the rubric. outline. successful informative speech SPT 1113 H02 8/9 scored 70 outlines in Hybrid classes were or higher on the 93% as opposed to 75% for informative speech Online classes, and 65% for outline. Traditional classes. Strategies

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SPT 1113 H04 9/13 scored 70 and activities used in Hybrid or higher on the sections will be assessed and informative speech developed for the Online, and outline. Traditional settings to help H05 13/14 scored 70 or increase the success rate of higher on the informative those two formats. speech outline. Online Sections: SPT 1113 VN1 38/51 scored 70 or higher on the informative speech outline. Traditional Sections: SPT 1113 01 13/17 scored 70 or higher on the informative speech outline. SPT 1113 02 6/9 scored 70 or higher on the informative speech outline. SPT 1113 03 15/18 scored 70 or higher on the informative speech outline. SPT 1113 04 11/14 scored 70 or higher on the informative speech outline. SPT 1113 05 20/24 scored 70 or higher on the informative speech outline. SPT 1113 06 14/17 scored 70 or higher on the informative speech outline. SPT 1113 07 13/18 scored 70 or higher on the informative speech

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outline. SPT 1113 08 16/20 scored 70 or higher on the informative speech outline. SPT 1113 09 9/15 scored 70 or higher on the informative speech outline. 6. Students will produce 6a. Students completing ENG 1113 will 6a. In the fall of 2014, 80% of 6a. Writing instructors continue to writing that is correct and submit at least four expository writing traditional students and incorporate new uses of appropriate for intended units requiring coherent organization, 87% of online students technology to enhance audience and purpose. clear thought content, appropriate word completing ENG 1113 did traditional, short-term and choice, effective sentence structure, and so with at least a 70% online instruction. will make oral and written responses to success rate; in the spring others’ writing; the writing process and of 2015, 83% of final product will be evaluated according traditional students and to grading rubrics developed by ENG 92% online students 1113 faculty; 75% of students who completing ENG 1113 did complete the course will master all major so with at least a 70% writing units with an average of at least success rate. 70% success. 6b. At least 75% of employers of graduates 6b. 85.7% of employers of 6b. Writing instructors continue to from NE career/technical programs will graduates from NE incorporate new uses of express satisfaction with these career/technical technology to enhance employees’ writing skills on the 2014 programs expressed traditional, short-term and Employer Evaluation of Career/Technical satisfaction by rating online instruction. Completers Survey. these employees’ writing skills Good or Very Good on the 2014 Employer Evaluation of Career/Technical Completers Survey. 7. Students will demonstrate 7. 95% of the students will achieve at least 7. 95% of students received 7. English 1113 instructors thoroughness in the a 3 for commitment on a 5 point rubric a COMMITMENT score of continued to regularly discuss completion of reading evaluating terminal reading journal at least 3 on a 5-point classroom strategies for journal entries. (Goal 3) entries. scale as measured by the encouraging students to Integration by division Reading Journal rubric. commit to their reading journal according to following tasks.

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timeline: 2009-2010 Humanities and Social and Behavioral Sciences. (SLO) 8. Students will identify the 8. 95% of students will achieve at least a 3 8. 95% of students received 8. English 1113 instructors share main and secondary ideas. for comprehension on a 5 point rubric by an COMPREHENSION strategies for helping students (Goal 3) Integration by identifying the main and secondary ideas score of at least 3 on a 5- to identify main and secondary division according to of assigned texts in terminal reading point scale as measured ideas. following timeline: 2009- journal entries. by the Reading Journal 2010 Humanities and rubric. Social and Behavioral Sciences. (SLO) 9. Students will utilize 9. 95% of students will achieve at least a 3 9. 95% of students received 9. English 1113 instructors will component parts (such as for analysis on a 5-point rubric by an ANALYSIS score of at share strategies for helping title, preface, conclusion, recognizing the main purpose and least 3 on a 5-point scale students to read analytically. index, etc.) in meaning in course- required texts in as measured by the comprehending the assigned terminal reading journals Reading Journal rubric. purpose and meaning of entries. course-required texts. (Goal 3) Integration by division according to following timeline: 2009- 2010 Humanities and Social and Behavioral Sciences. (SLO) 10. Students will improve 10. 95% of students will achieve at least a 3 10. 98% of students received 10. English 1113 instructors their vocabulary through for vocabulary on a 5 point rubric an VOCABULARY score of continued to emphasize the use of reading journal evaluating terminal reading journals, by at least 3 on a 5-point importance of vocabulary entries. (Goal 3) making a list of and defining vocabulary scale as measured by the building in the development of Integration by division words in assigned texts. Reading Journal rubric. critical reading skills and according to following practices. timeline: 2009-2010 Humanities and Social and Behavioral Sciences. (SLO)

11. Student success and 11. Success and retention rates will increase 11. English Composition I 11. Many instructors require the retention rates will by 3% in selected courses in each (ENG 1113) utilized the use of NetTutor or the NEMCC increase following division following the integration of at Reading Journal/Rubric Writing Center during the integration of critical least one element of critical reading since Fall 2010. The revision process. Several reading instruction instruction appropriate to the discipline Success Rates are shown instructors switched to leaving

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appropriate to the below as compared from oral feedback for drafts instead discipline. (Goal 3) the previous semester: of written comments. Integration by division ENG1113 Success Rates (E- Instructors used Speedgrader according to following Learning vs. Traditional automatically message timeline: 2009-2010 Retention and Success students in Canvas if they had Humanities and Social and Report) not submitted an assignment. Behavioral Sciences. (SLO) Fall 14 82.8% Most instructors use Canvas for Fall 13 74.4% assignment submission, which Fall 12 68.7% notifies students when Fall 11 67.9% assignments are due. Fall 10 68.6% Communication has evolved from email to Canvas messages. ENG1113 Retention Rates

Page 169 DIVISION OF MATHEMATICS AND SCIENCES

The Division of Mathematics and Sciences includes the disciplines of Mathematics, Biology, Physics, Chemistry, and Computer Science. Twenty-three full-time faculty members comprise the division at Northeast.

Housed in McCoy and Daws Halls, the Mathematics and Sciences division serves approximately 3,000 students each semester. Classrooms in Seth Pounds auditorium are used to accommodate additional classes. In addition to instructional duties, each department member acts as an advisor to students to majoring in Math & Science divisional programs of study and to students majoring in programs outside our division. Many instructors also provide tutoring sessions in the computer and science laboratories.

Curriculum review is done on a regular basis and articulation with senior institutions, other community colleges, local area high schools, and businesses guide the process of updating syllabi in each program. Frequent reviews of goals, objectives, and teaching methods in each course and within the division help instructors provide the best possible learning experience for the students served. The Division also takes pride in staying up-to-date with technological trends to ease our students' transitions to the business world.

The Mathematics and Sciences Division sponsors three clubs, the Agriculture, Pharmacy, and the Student Scientists Clubs. In addition, one of the three advisors for the Phi Theta Kappa organization is a faculty member from within our department. Other campus-wide organizations are sponsored by members of the Math & Science faculty, including Latter-Day Saints Student Association and Christians on Campus. The division sponsored the twenty-third annual High School Math & Science competition and the District Junior High Math Tournament for area school districts.

Faculty members continue to further their knowledge and expertise through postgraduate work, professional development classes, workshops, seminars and active participation in professional organizations and conferences.

As can be evidenced by the work and participation in a broad spectrum of professional activaties, the entire Division of Mathematics & Sciences continues to strive for and has achieved excellence in teaching methods, techniques, and professional growth during the 2013-2014 academic year. 2014-2015 Accomplishments • Carlena Benjamin, Amy Burks, and Betty Owen presented at MSTA • Nine faculty assisted in the department's High School Math and Science Competition • Nine faculty assisted in the department's Junior High Math Tournament • Eleven faculty participated in professional organization meetings • Provided funds for travel for faculty development • Evaluated and made improvements/changes to physics lab exercises • Evaluated and made improvements/changes to astronomy lab exercises • Evaluated and made improvements/changes to curriculum/laboratories for all biology and agriculture courses • Replaced/Upgraded computers in computer labs as needed • Replaced/Upgraded physics computer lab • Replaced/Upgraded computers in faculty offices • Replaced LCD projector in classrooms and laboratories • Replaced slides and models in biology labs as needed • Replaced microscopes in one biology lab • Continued disposal of outdated chemicals from stockrooms • Maintained chemical stocks • Replaced old/broken glassware • Purchased additional graphing calculator simulators for classroom computers

Page 170 • Purchased additional iPads for use in lectures/labs. All faculty now have an iPad for instructional use. • Evaluate and make improvements/changes to physical science lab exercises • Added the option of ebooks in the textbook adoption for more courses within division • Performed maintenance on lab equipment: fume hoods, water distillation equipment, explosion- proof refrigerators • Replaced printers in computer labs and offices as needed • Replaced padded folding chairs as needed in McCoy labs • Added sympodiums for all lecture rooms where feasible • Upgraded sympodiums in select classrooms • Provided instructors with iPad Apps for classroom instruction • Installed a projector in McCoy conference room Five-Year Projections: 2015-2016 1. Complete Curriculum Review 2. Hire HPR/FCS instructor 3. Hire History instructor to replace retiree 4. Replace LCD projectors in Patterson 202 and Computer Lab 5. Install Apple TV’s in five additional classrooms 6. Replace classroom computers in PA 202 and 209 7. Teach HPR 1592—Health Concepts of Physical Activity and Wellness 8. Provide funds for travel for faculty development training and professional development of instructors by their attendance at conferences and workshops in respective teaching fields in order to keep abreast of new technology, methodology, and research 9. Encourage implementation of new teaching methods and materials, particularly those that capitalize on the iPad initiative 10. Provide funds for field trips for students in Psychology and Criminal Justice 11. Offer HPR 2723—Prevention and Care of Athletic Injuries 12. Purchase equipment and supplies for HPR 2723 13. Purchase iPad for new HPR/FCS instructor 14. Renovate space to provide office for HPR/FCS instructor 15. Purchase 2GB Echo Smartpen 16. Seek donations of whiteboards for PA 103 and 210 17. Continue to upgrade computer hardware and audio-visual equipment as needed 18. Offer hybrid PSY 1513—General Psychology sections 19. Adopt textbooks that capitalize on the iPad initiative 20. Adopt new teaching techniques that utilize on the iPad initiative 21. Add HPR 2733—Introduction to Athletic Training to curriculum 22. Continue to evaluate all divisional syllabi for currency and core requirements 23. Offer HIS 1613--Survey of African-American History 24. Add HIS 2813--Special Topics in History/Social Studies 2016-2017 1. Continue to upgrade computer hardware and instructional technology equipment as needed, including completing the process of equipping all classrooms with Apple TV's 2. Hire additional Psychology/Educational Psychology instructor 3. Fund field trips for history students to Corinth Civil War Interpretative Center and Civil Rights Museum 4. Begin replacing white boards as needed in classrooms 5. Update curriculum and course listings as needed 6. Continue to evaluate all course syllabi for currency and core requirements 7. Offer HPR 2733—Introduction to Athletic Training 8. Update chairs in Computer Lab

Page 171 9. Update furnishings in Division Outer Office/Lounge/Workroom 10. Continue to develop and offer additional division courses in flexible formats such as virtual, hybrids and short terms 11. Offer HIS 2813--Special Topics in History/Social Studies 12. Begin replacing desks in the classrooms (desks need to be more appropriately sized for adult students and with work surfaces better suited to students using tablets and having writing material.) 2018-2019 1. Continue to upgrade computer hardware and instructional technology equipment as needed 2. Work to lower student/teacher ratio in classrooms by adding faculty positions as needed 3. Fund field trips for students 4. Continue replacing white boards as needed in classrooms 5. Update curriculum and course listings as needed 6. Continue to evaluate all divisional syllabi for currency and core requirements 7. Update furnishings in buildings as needed 8. Continue to develop and offer additional division courses in flexible formats such as virtual, hybrids and short terms 9. Continue replacing desks in the classrooms (desks need to be more appropriately sized for adult students and with work surfaces better suited to students using tablets and having writing material.) 2019-2020 1. Continue to upgrade computer hardware and instructional technology equipment as needed 2. Work to lower student/teacher ratio in classrooms by adding faculty positions as needed 3. Fund field trips for students 4. Continue replacing white boards as needed in classrooms 5. Update curriculum and course listings as needed 6. Continue to evaluate all divisional syllabi for currency and core requirements 7. Update furnishings in buildings as needed 8. Continue to develop and offer additional division courses in flexible formats such as virtual, hybrids and short terms 9. Continue replacing desks in the classrooms (desks need to be more appropriately sized for adult students and with work surfaces better suited to students using tablets and having writing material.)

2020-2021 1. Continue to upgrade computer hardware and instructional technology equipment as needed 2. Work to lower student/teacher ratio in classrooms by adding faculty positions as needed 3. Fund field trips for students 4. Continue replacing white boards as needed in classrooms 5. Update curriculum and course listings as needed 6. Continue to evaluate all divisional syllabi for currency and core requirements 7. Update furnishings in buildings as needed 8. Continue to develop and offer additional division courses in flexible formats such as virtual, hybrids and short terms 9. Continue replacing desks in the classrooms (desks need to be more appropriately sized for adult students and with work surfaces better suited to students using tablets and having writing material.)

Page 172 Division of Mathematics & Sciences IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Curriculum and Instruction Program/Unit: Division of Mathematics & Sciences

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 - Technology

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.2 - Provide students with technology support necessary for their success

Division Purpose Statement: The NEMCC Mathematics/Sciences Division will provide instruction in Mathematics, Computer Science, and the Natural Sciences which allows students to develop the ability to apply the concepts and techniques of mathematical and scientific reasoning to a variety of problem situations. These experiences will help develop the necessary critical thinking skills required for a specific vocational/technical program or for continued education at a senior college or university.

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Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students will demonstrate 1a. In Mat 1613, 70% of students will find the 1a. In Mat 1613, 93% (40/43) 1a-d. Instructors reviewed proficiency of derivative of a function using product of students found the factoring and sign charts at the differentiation and its rule that is embedded on the locally derivative of a function beginning of the term along applications. (PLO) developed exam. using product rule that is with extra homework so that embedded on the locally students would increase the developed final exam. level of proficiency for finding 1b. In Mat 1613, 70% of students will find the 1b. In Mat 1613, 84% (36/43) local extrema. equation of a tangent line to a curve at a of students found the given point that is embedded on the equation of a tangent line locally developed exam. to a curve at a given point that is embedded on the local developed final exam. 1c. In Mat 1613, 70% of students will locate 1c. In Mat 1613, 60% (26/43) the extrema of a given function that is of students located the embedded on the locally developed exam. extrema of a given function that is embedded on the locally developed final exam. 1d. In Mat 1623, 70% of students will 1d. In Mat 1623, 78% (21/27) differentiate an inverse trigonometric of students differentiated function that is embedded on the locally an inverse trigonometric developed exam. function that is embedded on the locally developed final exam. 2. Students will demonstrate 2a. In Mat 1313, 65% of students will solve a 2a. In Mat 1313 (traditional 2a-b. Instructors continued to proficiency of algebraic quadratic equation using the quadratic classes), 77% (245/319) include additional instructions skills. (SLO) formula that is embedded on the locally of students solved a on all the objectives listed in developed departmental final exam. quadratic equation using order to maintain the the quadratic formula that proficiency level of each topic. is embedded on the locally developed departmental final exam. In Mat 1313 (online classes), 81% (51/63) of students solved a quadratic equation using

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the quadratic formula that is embedded on the locally developed departmental final exam. 2b. In Mat 1313, 65% of students will find 2b. In Mat 1313 (traditional the zeros of a higher degree polynomial classes), 70% (224/319) that is embedded on the locally of students found the developed departmental final exam. zeros of a higher degree polynomial that is embedded on the locally developed departmental final exam. In Mat 1313 (online classes), 61% (38/63) of students found the zeros of a higher degree polynomial that is embedded on the locally developed departmental final exam. 2c. In Mat 1313, 65% of students will 2c. In Mat 1313 (traditional 2c. Instructors emphasized identify a basic algebraic function with classes), 55% (177/319) transformations using more given transformations that is embedded of students identified a specific examples, rather than on the locally developed departmental basic algebraic function generalizations. final exam. with given transformations that is embedded on the locally developed departmental final exam. In Mat 1313 (online classes) 51% (32/63) of students identified a basic algebraic function with given transformations that is embedded on the locally developed departmental final exam. 2d. In Mat 1313, 65% of students will solve 2d. In Mat 1313 (traditional 2d. Instructors continued using an an exponential equation of base e that is classes), 45% (141/310) extra worksheet for solving embedded on the locally developed of students solved an exponential equations with

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departmental final exam. exponential equation of base e for extra practice in class base e that is embedded and included more emphasis on the locally developed for this assessment when departmental final exam. reviewing for final exam. In Mat 1313 (online classes), 44% (28/63) of students solved an exponential equation of base e that is embedded on the locally developed departmental final exam. 2e. In Mat 1233, on a locally developed unit 2e. In Mat 1233 (traditional 2e-h. Instructors continued to test, 65% of students will score a 70 or classes), 65% (196/302) include additional instructions higher on factoring polynomials and of students scored a 70 or on all the objectives listed in solving polynomials by factoring. higher on factoring order to maintain the polynomials and solving proficiency level of each topic. polynomials by factoring on a locally developed departmental unit test. In Mat 1233 (online classes), 100% (48/48) of students scored a 70 or higher on factoring polynomials and solving polynomials by factoring on a locally developed departmental unit test. 2f. In Mat 1233, 65% of the students will 2f. In Mat 1233 (traditional solve a linear equation that is embedded classes), 92% (243/265) in the locally developed departmental of students solved a linear exam. equation that is embedded in the locally developed departmental final exam. In Mat 1233 (online classes), 83% (39/47) of students solved a linear equation that is embedded in the locally developed

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departmental final exam. 2g. In Mat 1233, 65% of the students will 2g. In Mat 1233 (traditional use the FOIL Method to multiply two classes), 94% (250/265) binomials that is embedded in the locally of students used the FOIL developed departmental exam. method to multiply two binomials that is embedded in the locally developed departmental final exam. In Mat 1233 (online classes), 83% (39/47) of students used the FOIL method to multiply two binomials that is embedded in the locally developed departmental final exam. 2h. In Mat 1233, 65% of the students will 2h. In Mat 1233 (traditional simplify a rational expression that is classes), 68% (180/265) embedded in the locally developed of students simplified a departmental exam. rational expression that is embedded in the locally developed departmental final exam. In Mat 1233 (online classes), 53% (25/47) of students simplified a rational expression that is embedded in the locally developed departmental final exam. 3. Students will demonstrate 3a. In Mat 1613, 70% of students will 3a. In Mat 1613, 79% (34/43) 3a-d. Instructors continued to proficiency of integration integrate a function using power rule. of students integrated a include additional instruction and its applications. (SLO) function using power rule on all the objectives listed in a- that is embedded on the d in order to maintain the locally developed final proficiency level of each topic. exam. 3b. In Mat 1623, 70% of students will 3b. In Mat 1623, 89% (24/27) evaluate a definite integral that is of students evaluated a embedded on the locally developed exam. definite integral that is

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embedded on the locally developed final exam. 3c. In Mat 1623, 70% of students will 3c. In Mat 1623, 96% (26/27) integrate a function using u-substitution of students integrated a that is embedded on the locally function using u- developed exam. substitution that is embedded on a locally developed final exam. 3d. In Mat 1623, 70% of students will find 3d. In Mat 1623, 100% the area between two curves using a (27/27) of students found definite integral that is embedded on the the area between two locally developed exam. curves using a definite integral that is embedded on the locally developed final exam. 4. Students will gain a 4a. Through BIO 1124 lab exams. 75% of the 4a. Through BIO 1124 lab 4a-e. Instructors agreed to continue perception of basic students will identify and draw examples exams, 90% (87/97) of with the current forms of biological principles. (SLO) of the four basic types of tissues in the students identified and evaluation of the above human body with 70% of higher drew examples of the four objectives. Instructors also accuracy. basic types of tissues in agreed to continue to add more the human body with 70% genetics examples with Punnett or higher accuracy. squares and to continue to 4b. Through BIO 1124 chapter tests, 75% of 4b. Through BIO 1124 increase Internet research the students will demonstrate an chapter tests, 69% assignments on Mendellan understanding of the four basic types of (67/97) of students principles. tissues in the human body with 70% or demonstrated an higher accuracy. understanding of the four basic types of tissues in the human body with 70% or higher accuracy. 4c. Through BIO 1114 lab exams. 75% of the 4c. Through BIO 1114 lab students will demonstrate an exams, 74% (45/61) of understanding of cell structure and students identified an function with 70% or higher accuracy. understanding of cell structure and function with 70% or higher accuracy. 4d. Through BIO 1114 chapter tests, 75% of 4d. Through BIO 1114 the students will demonstrate an chapter tests, 56%

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understanding of cell structure and (34/61) of students function with 70% or higher accuracy. demonstrated an understanding of cell structure and function with 70% or higher accuracy. 4e. Through BIO1114 chapter tests, 75% of 4e. Through BIO 1114 the students will demonstrate an chapter tests, 53% understanding of Mendellan genetics (32/61) of students with 70% or higher accuracy. demonstrated an understanding of Mendellan genetics with 70% or higher accuracy. 5. Students will gain a 5. 80% of the students enrolled in PHY2254 5. 80% (174/218) of 5. Instructors continue to monitor perception of basic who write the locally developed final students enrolled in the measurement effectiveness physical science principles. examination will be able to successfully traditional PHY2244 and of items of the locally (SLO) answer 50% of the questions of a locally 81% (176/218) of developed final examination developed final examination. students enrolled in and add/delete items as online PHY2244 needed. In areas where more successfully answered student understanding is 50% of the questions of a needed, additional class time, locally developed final demonstrations, and practice examination. 100% problems will be used in (33/33) of students in lectures and labs. hybrid PHY2244 successfully answered 50% of the questions of a locally developed final examination. 6. Students enrolled in CHE 6. 80% of students who complete CHE 1211 6. 100% (98/98) of students 6. Instructors agreed to continue 1211, General Chemistry I will identify an unknown sample by completed CHE 1211 to incorporate qualitative Laboratory, will performing qualitative analysis were able to identify analysis techniques into all demonstrate knowledge of techniques with a minimum score of cations in an unknown experiments of CHE 1211 and redox, acid/base, and 70%. sample of cations by monitor/adjust as necessary. precipitation reactions as performing qualitative analytical tools. (SLO) analysis techniques with a minimum score of 70%. 7. Students enrolled in online 7. 70% of students enrolled in CHE 1313 7. During Fall of 2014, CHE 7. The enrollment in traditional CHE 1313, Principles of will achieve an average of 70% on 1313 was only offered as and online CHE 1313 has

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Chemistry, will meet or textbook specific, web-based a traditional course. 90% dropped dramatically to the exceed the performance of assignments given in the course. (9/10) of students scored point where neither course traditional CHE 1313 70% or higher on a needs to be offered in the students on web-based textbook specific, web- division. Students will only assignments. (SLO) based assignment. have an MSVCC on-line offering Traditional and on-line of CHE1313 from an off- courses data cannot be campus instructor. Instructors compared since the on- within the division have line course was not decided to reword this offered due to lack of Expected Outcome 7 to sufficient enrollment. compare proficiencies in During Spring 2015, traditional and on-line BIO neither the traditional or 2514 courses starting with data online courses were collection in Fall 2015 and offered. Spring 2016. 8. Students will be able to 8a. 66% of the students completing CSC 8a. 100% (20/20) of the 8a. Content from Khan Academy build software solutions to 2134 (C++ Programming I) in Fall 2014 students completing CSC computer science will continue simple problems that will demonstrate mastery in building 2134 (C++ Programming to be incorporated at the require input/output, software solutions with 73% (C) of the I) in Fall 2014 beginning of the course, in control structures, questions on an exam covering demonstrated mastery in order to use graphics and a functions, and arrays. input/output, and assignment building software responsive development (SLO) statements. solutions with 73% (C) of environment to ease students the questions on an exam into C++. covering input/output, and assignment statements. 8b. 66% of the students completing CSC 8b. 50% (10/20) of the 8b. Khan Academy content will 2134 (C++ Programming I) in Fall 2014 students completing CSC continue to be limited to six will demonstrate mastery in building 2134 (C++ Programming weeks, to give more time for software solutions with 73% (C) of the I) in Fall 2014 C++ differences. questions on an exam covering control demonstrated mastery in structures (selection and looping) building software solutions with 73% (C) of the questions on an exam covering control structures (selection and looping) 8c. 66% of the students completing CSC 8c. 80% (16/20)of the 8c. Two regular exams will be given 2134 (C++ Programming I) in Fall 2014 students completing CSC over C++ content.

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will demonstrate mastery in building 2134 (C++ Programming software solutions with 73% (C) of the I) in Fall 2014 questions on an exam covering demonstrated mastery in functions(methods). building software solutions with 73% (C) of the questions on an exam covering functions(methods). 9. Students will demonstrate 9a. 66% of the students completing CSC 9a. 71% (5/7) of the students 9a. Added grading one point for problem solving skills 2144 (C++ Programming II) in Spring completing CSC 2144 (C++ each assignment based on necessary to build object- 2015 will demonstrate mastery of Programming II) in Spring programming style. oriented software problem solving skills of 73% (C) of the 2015 demonstrated solutions (SLO) questions on an exam covering classes. mastery of problem solving skills of 73% (C) of the questions on an exam covering classes. 9b. 66% of the students completing CSC 9b. 71% (5/7) of the students 9b. Removing dynamic data 2144 (C++ Programming II) in Spring completing CSC 2144 (C++ assignment. 2015 will demonstrate mastery of Programming II) in Spring problem solving skills of 73% (C) of the 2015 demonstrated questions on an exam covering mastery of problem inheritance and dynamic data. solving skills of 73% (C) of the questions on an exam covering inheritance and dynamic data. 9c. 66% of the students completing CSC 9c. 14% (1/7) of the students 9c. Give four regular exams. 2144 (C++ Programming II) in Spring completing CSC 2144 (C++ 2015 will demonstrate mastery of Programming II) in Spring problem solving skills of 73% (C) of the 2015 demonstrated questions on an exam covering linked mastery of problem lists, stacks, queues, and Big-Oh. solving skills of 73% (C) of the questions on an exam covering linked lists, stacks, queues, and Big- Oh. 10. Students will demonstrate 10a. 80% of students enrolled in CSC 1123 10a. 86% (442/514) of 10a-b. CSC and MAT instructors improvement in reading will achieve an average of 4 or more on a students enrolled in CSC agreed to continue to use thoroughness (in areas of 5-point rubric measuring vocabulary, 1123 during the Fall 2014 current methods of instruction vocabulary, analysis, analysis, comprehension, and and Spring 2015 achieved and evaluation of vocabulary,

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comprehension, and commitment when evaluating a selected an average of 4 or more analysis, comprehension, and commitment) through reading assignment. on a 5-point rubric commitment in selected selected reading measuring vocabulary, reading assignments and word assignments. (SLO) analysis, comprehension, problems. and commitment when evaluating a selected reading assignment. 10b. 80% of students enrolled in MAT 1313 10b. 93% (274/295) of will achieve an average of 4 or more on a students enrolled in MAT 5 point rubric measuring vocabulary, 1313 during Fall 2014 and analysis, comprehension, and Spring 2015 achieved an commitment when responding to average of 4 or more on a questions related to several word 5-point rubric measuring problems that involve reading in the vocabulary, analysis, online homework assignments. comprehension, and commitment when evaluating word problems.

10c. 80% of students enrolled in MAT 1613 10c. 59% (16/27) of students 10c. Instructors stressed the will achieve an average of 4 or more on a enrolled in MAT 1613 importance of reading in 5 point rubric measuring vocabulary, during Fall 2014 and mathematics to determine analysis, comprehension, and Spring 2015 achieved an quantities and formulas needed commitment when responding to average of 4 or more on a for solving word problems. questions related to a word problem that 5-point rubric measuring involves a selected reading assignment. vocabulary, analysis, comprehension, and commitment when evaluating word problems. 10d. 80% of students enrolled in PHY 2244 10d. 87% (189/218) of 10d-f. BIO, PHY, and CHE will achieve an average of 3 or more on a students enrolled in PHY instructors agreed to continue 5-point rubric measuring vocabulary, 2244 achieved an average to use current methods of analysis, comprehension, and of 3 or more on a 5-point evaluating reading skills and to commitment when evaluating a selected rubric measuring encourage student reading assignment. vocabulary, analysis, accountability for 100% comprehension, and completion of the reading commitment when activity. evaluating a selected

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reading assignment. 10e. 80% of students enrolled in CHE 1213 10e. 100% (98/98) of student will achieve an average of 3 or more on a enrolled in CHE 1213 5-point rubric measuring vocabulary, achieved an average of 3 analysis, comprehension, and or more on a 5-point commitment when evaluating a selected rubric measuring reading assignment. vocabulary, analysis, comprehension, and commitment when evaluating a selected reading assignment. 10f. 60% of students enrolled in BIO 2514 10f. 79% (341/432) of will achieve an average of 3 or more on a students enrolled in BIO 5-point rubric measuring vocabulary, 2514 achieved an average analysis, comprehension, and of 3 or more on a 5-point commitment when evaluating a selected rubric measuring reading assignment. vocabulary, analysis, comprehension, and commitment when evaluating a selected reading assignment.

Page 183 DIVISION OF SOCIAL/BEHAVIORAL APPLIED SCIENCES

The Division of Social, Behavioral and Applied Sciences was created in the summer of 2014 as part of a division realignment at Northeast Mississippi Community College. The Division includes the disciplines of Accounting; Business Administration; Criminal Justice; Economics; Educational Psychology; Family and Consumer Science; Geography; Health, Physical Education, and Recreation Lecture Courses (HPR) ; History; Political Science; Psychology; Social Work; and Sociology.

Thirteen full-time faculty members serve in the division. The following departments have one full-time instructor devoted to a single field: Accounting, HPR, History, and Sociology. Three full-time faculty members teach Educational Psychology/Psychology. The remaining full-time instructors teach in more than one field: Business Administration/Criminal Justice, Economics/Business Administration, History/Criminal Justice, History/Political Science, Geography/History, and Sociology/Educational Psychology. In addition, the Division Chair teaches courses in History. The division also relies on adjuncts to teach courses in Criminal Justice, Educational Psychology, Family and Consumer Science, HPR, History, Psychology, and Social Work. Each division member also acts as an academic advisor to students, primarily those majoring in programs of study in the division.

The Social, Behavioral and Applied Sciences Division is housed in Patterson and Gordon Halls. Patterson Hall includes a computer lab that is used both for teaching courses and to provide students a location to complete academic work. Each classroom is equipped with appropriate audio-visual equipment to aid instruction. Wi- Fi in the buildings was updated in the summer of 2014, thus improving Internet access for instructional use. New computers were placed in each instructor’s office at the beginning of the academic year, insuring reliable access to Canvas, Dropguard, Tigerline and other sites and applications needed to fulfill academic duties.

Excellence in the classroom is the primary goal of the instructors in the division. During the year, they took advantage of numerous professional development opportunities, both on and off campus. Two travelled to Jackson State University to observe their iPad initiative, while another attended an Apple Executive Briefing in New York City and the Women in Higher Education Mississippi Network Conference. Another took part in “Bridging the Gap: Postsecondary Pathways for Underprepared” in New Orleans. Some instructors participated in professional development specific to their fields, such as an accounting and tax service at Auburn University and a teaching economics conference sponsored by the Federal Reserve Board in St. Louis. All instructors took advantage of various professional development opportunities on campus, including the three new instructors participating in the Northeast mentor program, Connecting Tiger Colleagues.

In addition, instructors stayed abreast of their fields, including making academic contributions and participating in professional societies. Both Criminal Justice instructors are members in good standing of their state bar associations. The Accounting instructor is a member of the Mississippi Certified Public Accountants and the American Institute of CPA’s. Other instructors are members of the Society for Teaching of Psychology, Mississippi Historical Society and the American Political Science Association. One presented a paper entitled “Unionism in Civil War North Mississippi” and submitted for publication an article by the same title to the Journal of Mississippi History. He also serves on the Board of Directors of the society. Another is a member of the Mississippi Humanities Council Speakers Bureau, making a presentation in Philadelphia, Mississippi on the historical context of Elvis Presley’s music. Three of the history instructors attended the Mississippi Historical Society state meeting in Corinth.

Faculty members also contribute to the college in numerous other ways. In the fall, three instructors participated in the state curriculum alignment meetings for their respective fields: Accounting, Business Administration, and Economics. All division members were active in the process to update their respective curriculums and select textbooks appropriate to the upcoming iPad initiative. The Northeast 2015 recipient of the HEADWAE Award was a member of the division, and the division also honored a member with the T.O.P. award. The division chair advises Phi Theta Kappa and attended the Phi Theta Kappa Honors Institute at Washington University. Besides serving on eleven different standing committees, various members participated in several special initiatives, including iPad training, a committee on preventing sexual violence

Page 184 and a grant-writing committee. Members also volunteered to assist in multiple activities such as working a football game, Science Fair, and judging high school competitions hosted on campus.

During the 2014-2015 academic year, the Division of Social, Behavioral and Applied Sciences taught approximately 3,300 students each semester. Instructors in the division excel at providing quality instruction, individual attention and personalized advising to each one.

2014-2015 Accomplishments: 1. Organized new division 2. Hired new Political Science/History instructor to replace former instructor 3. Hired new History/Criminal Justice instructor 4. Hired new Sociology instructor to replace retiree 5. Created a Division webpage, with information about programs of study and instructors 6. Established a 2+2 program for Criminal Justice with Blue Mountain College 7. Added a curriculum for Exercise Science 8. Deleted curriculum for Family & Consumer Science Education 9. Updated Business Education curriculum to Technology Teacher Education 10. Updated curriculums for all majors in the division 11. Updated course listings in catalog to be consistent with the Uniform Course Numbering System in Mississippi Public Community & Junior Colleges 12. Added HPR 1592—Health Concepts of Physical Activity and Wellness 13. Offered SWK 1113—Social Work: A Helping Profession 14. Offered CRJ 1323—Police Administration and Organization and CRJ 2513—Juvenile Justice 15. Offered FCS 1253—Nutrition at New Albany campus 16. Encouraged professional development through instructors participating at conferences, workshops and virtual training both in their respective teaching fields and general pedagogy in order to keep abreast of new technology, methodology, and research 17. Encouraged implementation of new teaching methods and materials, particularly in preparation of the iPad initiative 18. Installed Apple TV’s in seven classrooms 19. Upgraded Wi-Fi for classrooms 20. Replaced computers in faculty offices 21. Replaced LCD projector in Patterson 103 22. Updated textbook choices to include eBook options 23. Provided professional training on textbook software for the fields of psychology, sociology and history 24. Adopted Critical Thinking Rubric for HIS 2223—US History II courses 25. Sponsored field trips for history students to Corinth Civil War Interpretative Center and the Memphis Civil Rights Museum 26. Upgraded security cameras in Patterson Hall

Five-Year Projections: 2015-2016 1. Complete Curriculum Review 2. Hire HPR/FCS instructor 3. Hire History instructor to replace retiree 4. Replace LCD projectors in Patterson 202 and Computer Lab 5. Install Apple TV’s in five additional classrooms 6. Replace classroom computers in PA 202 and 209 7. Teach HPR 1592—Health Concepts of Physical Activity and Wellness

Page 185 8. Provide funds for travel for faculty development training and professional development of instructors by their attendance at conferences and workshops in respective teaching fields in order to keep abreast of new technology, methodology, and research 9. Encourage implementation of new teaching methods and materials, particularly those that capitalize on the iPad initiative 10. Provide funds for field trips for students in Psychology and Criminal Justice 11. Offer HPR 2723—Prevention and Care of Athletic Injuries 12. Purchase equipment and supplies for HPR 2723 13. Purchase iPad for new HPR/FCS instructor 14. Renovate space to provide office for HPR/FCS instructor 15. Purchase 2GB Echo Smartpen 16. Seek donations of whiteboards for PA 103 and 210 17. Continue to upgrade computer hardware and audio-visual equipment as needed 18. Offer hybrid PSY 1513—General Psychology sections 19. Adopt textbooks that capitalize on the iPad initiative 20. Adopt new teaching techniques that utilize on the iPad initiative 21. Add HPR 2733—Introduction to Athletic Training to curriculum 22. Continue to evaluate all divisional syllabi for currency and core requirements 23. Offer HIS 1613--Survey of African-American History 24. Add HIS 2813--Special Topics in History/Social Studies 2016-2017 1. Continue to upgrade computer hardware and instructional technology equipment as needed, including completing the process of equipping all classrooms with Apple TV's 2. Hire additional Psychology/Educational Psychology instructor 3. Fund field trips for history students to Corinth Civil War Interpretative Center and Civil Rights Museum 4. Begin replacing white boards as needed in classrooms 5. Update curriculum and course listings as needed 6. Continue to evaluate all course syllabi for currency and core requirements 7. Offer HPR 2733—Introduction to Athletic Training 8. Update chairs in Computer Lab 9. Update furnishings in Division Outer Office/Lounge/Workroom 10. Continue to develop and offer additional division courses in flexible formats such as virtual, hybrids and short terms 11. Offer HIS 2813--Special Topics in History/Social Studies 12. Begin replacing desks in the classrooms (desks need to be more appropriately sized for adult students and with work surfaces better suited to students using tablets and having writing material.) 2018-2019 1. Continue to upgrade computer hardware and instructional technology equipment as needed 2. Work to lower student/teacher ratio in classrooms by adding faculty positions as needed 3. Fund field trips for students 4. Continue replacing white boards as needed in classrooms 5. Update curriculum and course listings as needed 6. Continue to evaluate all divisional syllabi for currency and core requirements 7. Update furnishings in buildings as needed 8. Continue to develop and offer additional division courses in flexible formats such as virtual, hybrids and short terms 9. Continue replacing desks in the classrooms (desks need to be more appropriately sized for adult students and with work surfaces better suited to students using tablets and having writing material.)

Page 186 2019-2020 1. Continue to upgrade computer hardware and instructional technology equipment as needed 2. Work to lower student/teacher ratio in classrooms by adding faculty positions as needed 3. Fund field trips for students 4. Continue replacing white boards as needed in classrooms 5. Update curriculum and course listings as needed 6. Continue to evaluate all divisional syllabi for currency and core requirements 7. Update furnishings in buildings as needed 8. Continue to develop and offer additional division courses in flexible formats such as virtual, hybrids and short terms 9. Continue replacing desks in the classrooms (desks need to be more appropriately sized for adult students and with work surfaces better suited to students using tablets and having writing material.) 2020-2021 1. Continue to upgrade computer hardware and instructional technology equipment as needed 2. Work to lower student/teacher ratio in classrooms by adding faculty positions as needed 3. Fund field trips for students 4. Continue replacing white boards as needed in classrooms 5. Update curriculum and course listings as needed 6. Continue to evaluate all divisional syllabi for currency and core requirements 7. Update furnishings in buildings as needed 8. Continue to develop and offer additional division courses in flexible formats such as virtual, hybrids and short terms 9. Continue replacing desks in the classrooms (desks need to be more appropriately sized for adult students and with work surfaces better suited to students using tablets and having writing material.)

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Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Curriculum and Instruction Program/Unit: Division of Social/Behavioral & Applied Sciences

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L6 - Community Partnerships; L7 - Distance Learning

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.3 - Improve student retention; S2.2 - Provide students with technology support necessary for their success

Division Purpose Statement: To provide quality instruction and advising for majors in the subjects covered by the division and to offer core courses for academic and technical students.

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Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Criminal Justice majors 1a. Analysis of data obtained by Northeast 1a. University of Mississippi 1a-b. While no new courses were will be prepared to from The University of Mississippi will would only release aggregate added to the catalog, courses transfer to senior college. show that 75% of the students who grade point averages for all that had not been recently (PLO) transfer in a Criminal Justice program majors, which showed overall taught were added to the will achieve a 2.5 or better cumulative median GPA for transfer schedule: CRJ 1323--Police GPA. students to be 3.16 as Administration and compared to resident Organization was taught in Fall students GPA of 2.91. 2014 and CRJ 2513--Juvenile 1b. Through the analyzed responses on the 1b. In the 2015 Student Justice was taught in Spring Spring 2015 Student Survey Inventory Satisfaction Inventory, 2015. The curriculum was completed by the graduate candidates, Criminal Justice majors revised to better reflect senior the students majoring in Criminal justice ranked satisfaction for college requirements. The will give an average satisfaction rating of Instructional Effectiveness at division also developed a 2+2 at least a 5 on a 6 point scale to the 5.50 on a 6 point scale. agreement for Criminal Justice questions in the Instructional majors with Blue Mountain Effectiveness category. College. 2. Students will become 2a. At least four community-cultural 2a. Three community-cultural 2a-b. A new class schedule was culturally enriched partnership opportunities will be offered partnership opportunities adopted for the 2014-15 school through the college's to students during the 2014-15 school were offered to students year that did not include an cultural programs which year. during the 2014-15 school activity period, making focus on themes central to year: Dr. Erik Dukes spoke on scheduling cultural programs the humanities and social/ healthy living as part of Phi very difficult. Programs behavioral sciences. (PLO) Theta Kappa's Tiger Trim, sponsored by the Cultural Arts Tighten & Tone emphasis in Committee held in the evening October (approximately 30 had very low attendance, attended); NEMCC especially in the Fall Semester. Humanities Teacher of the The class schedule was revised Year Lynn Burns lectured on for the 2015-16 school year "Humanities: It's All About and will include a 30-minute Love," in November activity period, in part to (approximately 45 attended), provide more options for and Sam Moseley performed programming. and spoke for Black History Month in February (approximately 141 attended).

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2b. Ninety percent (90.0%) of attendees at 2b. Of those who responded, community-cultural partnership 100% of attendees at each of programs will agree with the statement: the programs agreed with the “I have a greater understanding of this statement, “I have a greater subject matter because I attended this understanding of this subject program.” matter because I attended this program.” 3. NEMCC education majors 3a. Analysis of data obtained by Northeast 3a. University of Mississippi 3a-c. The syllabus for EDU 0111-- will be prepared to from The University of Mississippi will would only release aggregate Praxis/CASE Preparation succeed in senior-level show that 75% of the students who grade point averages for all Course was modified so that course work. (PLO) transfer in an educational program will majors, which showed overall more of the course focused on achieve a 2.5 or better cumulative GPA. median GPA for transfer practice tests. Once students students to be 3.16 as completed practice tests, they compared to resident were then provided tutoring in students GPA of 2.91. the areas where individual 3b. Analysis of data obtained by Northeast 3b. Analysis of data obtained by students showed weakness. from Mississippi State University will Northeast from Mississippi The Division Chair also sent an show that students who transfer in an State University showed that e-mail to all faculty and staff educational program will maintain a GPA upper level students who had urging their help in making at or above the average overall GPA of the transferred in an educational sure Education Majors who Native Undergraduate students. program maintained a 3.01 needed to take the Praxis/CASE GPA while the average enrolled in EDU 0111. Students overall GPA of the Native were also educated about the Undergraduate upper level option of retaking the ACT in students was 3.09. lieu of the PRAXIS Core exam if 3c. 80% of NEMCC education majors who 3c. Of the people who took the they are planning to attend take the PRAXIS Core Academic Skills for PRAXIS Core exam from Mississippi State University. Educators exam will make scores 9/1/2013 to 8/31/2014 and satisfactory for entry into a Mississippi self-reported having studied College School of Education. at Northeast, 64.7% (11 out of 17) passed the Reading portion; 43.75 (7 out of 16) passed the Writing portion; and 40% (6 out of 15) passed the Math portion. 4. Students will be able to 4a. Students who complete ACC 1213 in a 4a. For ACC 1213, in the Fall of 4a-b. Completers in both identify and record distance learning setting will be able to 2014 65.82% of completers traditional and eLearning transactions for different identify different business entities and made 60% or above on environments did succeed at forms of business entities prepare financial statements at a course exams in a traditional acceptable rates on course

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and prepare financial comparable success rate to students who setting while 95.23% of exams. However, eLearning statements for those complete the sources in the traditional completers made 60% or instructional procedures need entities. (SLO) settings (success will be defined by a above on course exams in an to be improved with possible student making 60% or above on course eLearning setting. In the oral presentation of material exams in either the fall or spring Spring of 2015, 86.56% of similar to traditional lecture semesters). completers made 60% or presentations. A Livescribe 2G above on course exams in a Echo Pen was purchased for traditional setting while the instructor to aid in creating 93.33% of completers made such lectures. 60% or above on course exams in an eLearning setting. 4b. Students who complete ACC 1233 will be 4b. For ACC 1223, in the Fall of able to successfully prepare financial 2014, 80% of completers statements and transactions for made 60% or above on the corporate business entities in course exams in a traditional manufacturing environments in the setting. In the Spring of 2015, traditional setting (success will be 89.13% of completers made defined by a student making 60% or 60% or above on the course above on course exams in either the fall exams in a traditional setting. or spring semesters.) 5. Students will demonstrate 5a. Students who complete HIS 2223 in 5a. Of the students who 5a. HIS 2223 instructors adopted a critical thinking skills in Spring 2015 will submit at least one completed HIS 2223 in new textbook that includes works of revised, writing assignment requiring critical Spring 2015 in a traditional supplemental material researched, and correctly thinking, which will require documented classroom, 82.2% performed designed for critical thinking documented writing. (SLO) research to be evaluated by grading at least at a 70% success rate writing assignments. They also rubrics developed by HIS 2223 faculty; on at least one writing decided to make changes to the 70% of students who complete the assignment requiring critical rubric for next year so it better course will demonstrate at least 70% thinking and documented reflects whether students success, as determined by a writing research as evaluated by a employed appropriate writing evaluation rubric. grading rubric. Of the style and documentation. students who completed HIS 2223 in Spring 2015 in a virtual classroom, 89.8% performed at least at a 70% success rate on at least one writing assignment requiring critical thinking and documented research as

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evaluated by a grading rubric. 5b. Students who complete PSY 2553 in Fall 5b. Of the students who 5b. PSY 2553 was scheduled 2015 will submit at least one writing completed PSY 2553 in exclusively online for the 2015- assignment requiring critical thinking, Spring 2015 in a traditional 16 academic year, which will which will require documented research classroom 92% performed at serve to further challenge to be evaluated by grading rubrics least at a 70% success rate on upper level students to utilize developed by PSY 2553 faculty; 70% of at least one writing and demonstrate critical students who complete the course will assignment requiring critical thinking in reading and writing demonstrate at least 70% success, as thinking and documented assignments. determined by a writing evaluation research as evaluated by a rubric. grading rubric. 5c. Students who complete PSC 1113 in 5c. Of the students who 5c. PSC 1113 adopted a different Spring 2015 will submit at least one completed PSC 1113 in textbook for the next academic writing assignment requiring critical Spring 2015 in a traditional year which will include thinking, which will require documented classroom, 95% performed at supplemental material research to be evaluated by grading least at a 70% success rate on designed for critical thinking rubrics developed by PSC 1113 faculty; at least one writing writing assignments. 70% of students who complete the assignment requiring critical course will demonstrate at least 70% thinking and documented success, as determined by a writing research as evaluated by a evaluation rubric. grading rubric.

6. Economic students will be 6. Sixty percent of economic students on 6. A total of 81 students were 6. Students in the able to define, graph, test XX will demonstrate mastery of the given a pre test on the first Macroeconomics classes did in reason and apply the basic basic concepts, definitions, and graphing day of class. After covering fact master the basic concepts, concepts of Supply and applications of supply and demand by the basic concepts, definitions, and graphing Demand. (SLO) scoring a 60% or above. definitions, and graphing applications of supply and applications of supply and demand as indicated by demand the students were exceeding the 60% goal at tested again using the same 90.1%. test questions rearranged. The results were that 90.1% of the 81 students scored 60% or higher on the Post- test. The average scored increased from 51 to 75 or 49.6% increase indicating the level of retention of the material.

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7. Students will synthesize 7a. Students who complete HIS 2223 in a 7a. Of students who completed 7a. History faculty adopted a new factual knowledge of distance learning setting in Spring 2015 HIS 2223 in Spring 2015, edition of the textbook that historical periods and will identify major historical periods and 80.1% of online students and includes Mindtap, interactive events. (SLO) events at a comparable success rate to 84.2% of traditional setting software that includes critical students who complete the course in students identified major thinking assignments and traditional settings (success will be historical periods and events creates opportunities for defined by a student making 60% or as measured by making at students to be more engaged above on 60% of course exams in the least 60% on 70% of unit with the material, for the 2015- Spring semester. exams. 16 school year. 7b. Students who complete HIS 2223 in a 7b. Of students who completed 7b. History instructors adopted a distance learning setting in Spring 2015 HIS 2223 in Spring 2015, critical writing rubric for the will perform comparably on a critical 80.8% of online students and 2014-15 school year, but made thinking/writing to students who 82.2% of traditional setting plans to revise it for the next complete the course in traditional students scored at least 70% school year so it more closely settings (success will be defined as on the Historical Critical mirrored assignment scoring 70% on the Historical Critical Thinking/Writing Rubric. requirements. History Thinking/Writing Rubric. instructors also made requiring a minimum of one critical thinking writing assignment a mandatory part of the syllabus. 8. Students will comprehend 8a. 70% of “Traditional Classroom” students 8a. 86.57% of “Traditional 8a-b. Assessment results the major who complete PSY 1513 will score at Classroom” students who indicated that students, both Social/Behavioral schools 60% or higher on each section of the completed PSY 1513 scored "Traditional" and "Online" met of thought and their rubric representing the major schools of at 60% or higher on each the Assessment Criteria. respective theories and thought and their respective theories and section of the rubric Faculty decided to adopt a new methods of investigation. methods of investigation—Schools of representing the major edition of the textbook for the (SLO) Thought: schools of thought and their 2015-16 academic year that Psychoanalytical/Psychodynamic, respective theories and included Revel, a program Behavioral, Cognitive, Humanistic, and methods of investigation— designed to provide an Biopsychosocial. Assessment procedures Schools of Thought: immersive learning experience, include exams, quizzes, term Psychoanalytical/Psychodyn hoping to improve results, projects/papers, and discussion board amic, Behavioral, Cognitive, especially in online instruction. activities. The outcomes will be analyzed Humanistic, and with a simple percentage computational Biopsychosocial. Assessment formula. procedures included exams, quizzes, term projects/papers, and discussion board activities. The outcomes were analyzed

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with a simple percentage computational formula. 8b. 60% of “Online” students who complete 8b. 73.60% of “Online” students PSY 1513 will score at 60% or higher on who completed PSY 1513 each section of the rubric representing scored at 60% or higher on the major schools of thought and their each section of the rubric respective theories and methods of representing the major investigation—Schools of Thought: schools of thought and their Psychoanalytical/Psychodynamic, respective theories and Behavioral, Cognitive, Humanistic, and methods of investigation— Biopsychosocial. Assessment procedures Schools of Thought: include exams, quizzes, term Psychoanalytical/Psychodyn projects/papers, and discussion board amic, Behavioral, Cognitive, activities. The outcomes will be analyzed Humanistic, and with a simple percentage computational Biopsychosocial. Assessment formula. procedures included exams, quizzes, term projects/papers, and discussion board activities. The outcomes were analyzed with a simple percentage computational formula.

9. Students in NEMCC 9a. Analysis of data received from Mississippi 9a. The GPA for Northeast 9a-b. Instructor attended a Accounting and Business State University and University of students who had transferred statewide curriculum review Administration programs Mississippi will indicate that NEMCC to MSU was 2.88 compared to meeting and had continual that transfer to primary students will perform comparable to MSU native students GPA of communication with major four-year colleges will native students based on GPA. 3.34. University of colleges and universities within perform equal to or above Mississippi would only the region on standards of the native students and release aggregate grade point instruction that were needed will be satisfied with the averages for all majors, which with Northeast courses. As a course content in their showed overall median GPA result of the curriculum review major area of study. (SLO) for transfer students to be meeting, the course numbers 3.16 as compared to resident for Accounting I and II were students GPA of 2.91. changed to ACC 2213 and 2223 9b. Through the analyzed responses on the 9b. NEMCC graduation candidates to facilitate transfer of courses Spring 2015 Student Survey Inventory reported 6.40 satisfaction of with some universities and completed by the graduate candidates, the quality of instruction course descriptions were the students majoring in Accounting or rating compared with the updated.

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Business Administration will give an national ranking of 5.64. average satisfaction rating of at least a 5 on a 7 point scale to the questions in the Instructional Effectiveness category.

Page 195 QEP – READING ROARS

Based on thorough research, Reading Roars, a quality enhancement plan for Northeast Community College, focuses on improving and reinforcing the reading skills and practices of students at various stages of their college careers. Because reading competency is fundamental to college success and because the demands of college-level reading increase as students move through the required curriculum in pursuit of a certificate or degree, this QEP is a comprehensive and integrative reading improvement project. Its main goals reflect a progressive scope:

1. To implement new guidelines and standards for the advising and scheduling of incoming students so as to maximize opportunities for development of necessary skills and to minimize potential barriers to success. 2. To expand upon the current developmental reading program to include an elective intermediate course so as to accommodate more effectively the broad spectrum of students’ needs for reading improvement. 3. To integrate into courses from each college division critical reading instruction appropriate to the discipline so as to deepen students’ understanding of the reading process which they must undergo in order to become fully engaged with any reading material they will encounter as students and as informed, productive citizens.

Assessment will employ direct and indirect methods to provide both formative and summative evaluation of progress and success. Key means of assessment will include comparing existing and future institutional research data indicating initial placement and progress of under-prepared students, administering pre- and post tests in reading comprehension and enhancement courses, embedding reading-related questions in discipline-specific tests, and taking local surveys of students, staff, and faculty. Process Used to Select the QEP Topic

The journey of the Northeast QEP from the brainstorming stage to a fully-conceived plan began in 2006 and progressed steadily over the subsequent three years. Highlights of the process are as follows:

• March 2006- Dr. Margaret Sullivan visited the College and conducted an orientation session for all constituencies in the new features of the SACS reaffirmation process. • May of 2006-President Johnny Allen asked Rilla Jones and Deborah Kehoe to serve as co-chairs of a forthcoming QEP Committee and to participate in the SACS Summer Institute in Orlando, Florida, in July of that year. • December of 2006- QEP co-chairs and other staff attended SACS annual meeting in Orlando to attend workshops on the QEP process. • April 2007-QEP co-chairs presented a program on QEP fundamentals to the Strategic Planning Council and solicited topic suggestions. • July 2007- QEP co-chairs, faculty and staff attended SACS Summer Institute in Louisville, KY. • October 2007- Vice President Larry Nabors contacted fifteen Northeast administration, faculty, and staff members to request that they serve on a QEP Design and Implementation Team. That original group of individuals eventually became what is now known simply as the QEP Committee. • December 2007-QEP co-chairs, members of the QEP committee, faculty and staff attended the SACS Annual Meeting in New Orleans. • January 2008-Accreditation Leadership Team attended Accreditation Orientation in Atlanta GA. • January 2008- QEP email and suggestion drop box established on campus website. • January 2008-QEP co-chairs began regular communication with the campus at large to accomplish the following tasks- to remind everyone of the need to participate in creating the QEP; to keep everyone informed about the characteristics of an effective QEP; to share with everyone pertinent statistics derived from local research, data from which an appropriate QEP topic might be generated;

Page 196 and to solicit ideas, questions, or any other contributions people had to offer the preparatory conversation about enhancing student learning at the College. • March 2008-QEP committee developed a survey to be disseminated among the staff and faculty for the purposes of narrowing down a list of topic ideas based on those concerns cited in early rough surveys as well as in the feedback the QEP co-chairs had been receiving via e-mail, the QEP suggestion box, personal conversation, and meetings. • April 2008-QEP committee met to discuss survey results. Three subcommittees were formed to conduct research on the three most popular topics. • August 2008- The research from the three most popular topics was presented to the campus community at the fall 2008 in-service program. • August & September 2008- researchers made their entire findings available to the College community on Blackboard and offered in-person Q & A sessions for those who wished to study and discuss the topic choices further. • September 2008- topic selection vote was held using BlackBoard for all campus faculty and staff. The QEP was approved by the onsite SACSCOC visiting committee in September 2009. Full implementation began immediately. By recommendation of the committee Goal 4 was deleted.

In the fall 2010, the QEP moved across the curriculum into the Division of Health Sciences. The Division of Engineering Technology and Occupational Education incorporated the QEP into their curricula in 2011, and the Mathematics and Sciences Division adopted the QEP in 2012. The Fine Arts division implemented the QEP in 2013, and the Business division was the final division to adopt the QEP, doing so in 2014. The QEP Committe Co Chairm, Dr. Deborah Kehoe, drafted the first QEP impact report for the Fifth-Year Interim report.

As implementation of the QEP concluded, the following accomplishments have been and continue to be made through the joint effort of faculty, staff and students:

2014-2015 Accomplishments 1. Advised students more consistently so that they were not concurrently enrolled in reading -intensive college- level courses and ENG0114-Beginning English/Reading 2. Placed students in the appropriate level of English/reading according to multiple means of assessment, beginning with the ACT reading sub-score. 3. Provided professional development to NADE conference in Greenville, SC for Developmental English faculty member. 4. Implemented faculty collaboration opportunities (team teaching, mentoring, workshops, etc.) to share critical reading instruction methods. 5. Expanded and promoted the library’s holdings of leisure reading materials. 6. English faculty taught the first year of a combined Developmental Reading and Writing course, ENG0114. 7. Created a logo for the Writing Center. 8. Dr. Deborah Kehoe wrote the first draft of the QEP Impact Report for the Fifth-Year Interim Report.

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Institutional Effectiveness Plan 2014-2015

Division/Department: Vice President of Planning and Research Program/Unit: QEP – Reading Roars

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L5 - Professional Development; L8 - Resource Allocation

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention

Division Purpose Statement: Northeast Mississippi Community College’s Quality Enhancement Plan’s purpose is to strengthen academic advising and schedule planning, to enhance and expand the existing developmental reading program, to enhance the reading skills of students across the curriculum, and to encourage students to engage in intrinsic reading.

QEP Goals: Goal 1 – To implement new guidelines and standards for the advising and scheduling of incoming students so as to maximize opportunities for development of necessary skills and to minimize potential barriers to success. Goal 2- To expand and enhance the current developmental reading program to include an elective intermediate course so as to accommodate more effectively the broad spectrum of students’ needs for reading improvement. Goal 3- To integrate into courses from each college division critical reading instruction appropriate to the discipline so as to deepen students’ understanding of the reading process which they must undergo in order to become fully engaged with any reading material they will encounter as students and as informed, productive citizens.

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Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Faculty will participate in 1. At least 25% of faculty will participate in 1. Faculty were provided 1. The Office of Planning & professional development a professional development workshop professional development Research will provide designed to improve related to reading instruction. on reading instruction- professional development in reading instruction. (Goal using iPads in the FY16 on reading instruction 3) (PLO) classroom at various and will advertise these "AppyHour" workshops opportunities earlier to engage throughout the year. more faculty. 2. Through the advising 2. 90% of incoming students with ACT 2. 36.5% (360/985) of 2. Faculty advisors were process, incoming students reading sub scores of 16 or below will be incoming students with reminded about placement with ACT English sub enrolled in Beginning English and ACT reading sub scores of procedures for the next scores of 16 or below will Reading (ENG0114) or will have achieved 16 or below were enrolled semester to include the be placed in Beginning an Accuplacer Writing test score of 5 or in Beginning English and changes to cut score for English and Reading. (Goal above as determined by an audit of ACT Reading or achieved an ENG0114. 1). (PLO) sub scores and class enrollment Accuplacer writing test performed by the Office of Planning and score of 5 or above as Research in the fall semester. determined by an audit of ACT sub scores and class enrollment performed by the Office of Planning and Research in the fall semester. 3. Students will demonstrate 3a. Average scores from the reading section 3a. Average scores from the 3a-b. The Office of Planning & a gain in reading skills. of the CAAP standardized assessment will Reading Section of the Research met with two (Goal 3) (PLO) increase by 25% over the baseline CAAP standardized Counseling Center average levels achieved in the spring of assessment increased by representatives to discuss how 2014 and 2015 CAAP administration. 3.3%. over the baseline to increase the participation. It average levels achieved in was decided to increase the the spring 2014 and sample size and to appeal to spring 2015 CAAP instructors to encourage the administration. The mean students selected to participate. CAAP reading score for NEMCC matched students (37) was 62.2 while the Referenced Group's mean score was 60.2.

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3b. Of the 100 university parallel sophomore 3b.Of the 27 university student sample who have completed 40 parallel sophomore semester hours prior to Spring 2015 and student sample who have have completed or enrolled in reading completed 40 semester intensive courses, 70% of them will hours prior to Spring remain the same or demonstrate a gain in 2015 and have completed reading as determined by comparing or enrolled in reading entry level ACT reading sub scores and intensive courses, 67% of the CAAP reading test module as them remained the same determined by the CAAP linkage report. or demonstrated a gain in reading as determined by comparing entry level ACT reading sub scores and the CAAP reading test module as determined by the CAAP linkage report.

3c. Average Reading for Information scores 3c. Average Reading for 3c-d. Instructors were informed of from the ACT Work-Keys examination Information scores from the Writing Center and its will increase by one level over the the ACT Work-Keys purpose so that students will baseline average level achieved in the examination for 2014- have additional help on their spring 2014 and spring 2015 2015 was 4.5, which was a assignments. The reading administrations. 16.7% decrease from journal assignments in the 2012-2013. In 2013, the Career and Technical areas average was 5.4, and in were revised. 2012 the average was 4.9. 3d. The average level score of the Reading for 3d. The average level score of Information section from career- the Reading for technical students sitting for the Work- Information section from Keys examination will meet the reading career-technical students requirement for 95% of the jobs profiled sitting for the Work-Keys by ACT. examination was 3.1 which did not meet the reading requirement for 95% of the jobs profiled by ACT.

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4. Students enrolled in ENG 4a. Through a locally developed rubric 4a. Of the students enrolled in 4a. Instructors decided to require 0114 will gain an consisting of content, style, and ENG 0114 in the fall of students to submit one essay understanding of correctness, students will show 2014, 87% of traditional for feedback to either NetTutor paragraph writing and demonstrate mastery by scoring at least students and 63% of or The Writing Center on organization through topic 70% on final writing unit. online students scored a Campus in order to improve focus, topic sentence 70% or higher of the final writing scores. construction, development writing unit of the of the main idea, and semester. Of the students appropriate closure. (SLO) enrolled in ENG 0114 in the spring of 2015, 62% of traditional students and 93% of online students scored a 70% or higher of the final writing unit of the semester. 4b. 60% of students will score 70 or above 4b. Of the students enrolled in 4b. Instructors decided to add on teacher-developed exercises and ENG 0114 in the fall of supplemental tutorials using quizzes on the writing process. 2014, 64% of traditional technology in order to improve students and 40% of quiz scores. online students scored a 60% or higher on teacher- developed exercises or quizzes on the writing process. Of the students enrolled in ENG 0114 in the spring of 2015, 41% of traditional students and 60% of online students scored a 60% or higher on teacher-developed exercises or quizzes on the writing process. 5. Students who complete 5. 100% of the students enrolled in the 5. In fall 2014 90% of 5. In addition to Lexile scores, ENG0114 will demonstrate traditional or e-learning sections of traditional and % online ENG 0114 instructors decided a gain in reading ENG0114 will demonstrate a 5% increase students demonstrated at to measure improvement in comprehension. (SLO) in Lexile score. least a 5% increase in reading comprehension Lexile score. In spring through the use of a book unit. 2015 88% of traditional and % online students

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demonstrated at least a 5% increase in Lexile score. 6. Students enrolled in 6. At least 70% of ENG 0114 students will 6. In fall 2014, 87% of 6. Instructors determined that all ENG0114 will write a clear score a 70 or better on a written essay. traditional and 63% of rough drafts for essays must be and concise essay by online students scored submitted to instructor for demonstrating an 70% or better on a revision feedback. understanding of the basic written essay. In spring components of an essay. 2015, 62% of traditional (SLO) and 93% of online students scored 70% or better on a written essay. 7. Through the advising 7a. Through an audit by the Office of 7a. Through an audit by the 7a. Faculty advisors were process, incoming students Planning and Research, 50% of the Office of Planning and instructed before summer enrolled in comprehension students placed in Comprehension I (REA Research, 94.6% (87/92) orientation to adhere to I (REA 0113) will gain an 0113) (ACT Reading subscores of 14 and of the students placed in placement practices for the fall understanding of the below and not tested out by the Comprehension I (REA 2014 semester. REA 0113 and consequences of Accuplacer Reading Comprehension test 0113) (ACT Reading ENG 0113 will be combined for concurrent enrollment in score of below 67) will not be subscores of 14 and below fall 2014 (ENG 0114), so reading-intensive college- concurrently enrolled in reading- and not tested out by the advisors were told to avoid level courses. (Goal 1) intensive college-level courses. Accuplacer Reading placing students in this course. (SLO) Comprehension test score of below 67) will not be concurrently enrolled in reading-intensive college- level courses. 7b. 90% of incoming students enrolled in 7b. 59% (54/92) of incoming 7b. The survey was revised for the Comprehension I (REA 0113) will Agree students enrolled in new course (ENG0114). or Strongly Agree with the statement “My Comprehension I (REA advisor explained the Placement Testing 0113) will Agree or Policy" on the Reading Comprehension I Strongly Agree with the Survey administered during the course. statement “My advisor explained the Placement Testing Policy" on the Reading Comprehension I Survey administered during the course. 7c. 90% of incoming students enrolled in 7c. 48% (44/92) of incoming 7c. The survey was revised for the Comprehension I (REA 0113) will Agree students enrolled in new course (ENG0114).

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or Strongly Agree with the statement “My Comprehension I (REA advisor explained the consequences of 0113) will Agree or concurrent enrollment in reading- Strongly Agree with the intensive college-level courses" on the statement “My advisor Reading Comprehension I Survey explained the administered during the course. consequences of concurrent enrollment in reading-intensive college- level courses" on the Reading Comprehension I Survey administered during the course. 8. Students enrolled in 8. 95% of students will achieve at least a 3 8. This was a new course 8. ENG 0114 met May 2015 and ENG0114 will identify the for comprehension on a 5-point rubric by and reading journals were decided to require a minimum main and secondary ideas. identifying the main and secondary ideas not evaluated following of 4 reading journals which will (Goal 3). (SLO) of assigned texts in terminal reading the standardized reading be evaluated using the reading journal entries. journal grading rubric. journal grading rubric. 9. Students will demonstrate 9. 90% of the students will achieve an 9. 79.8% of the students 9. Instructors revised the reading thoroughness in the average rating of 3 on a 5-point rubric achieved an average journal assignments and will completion of reading evaluating thoroughness on terminal rating of 3 on a 5-point give students more time to journal entries. (SLO) reading journal entries. rubric evaluating complete assignments in class. thoroughness on terminal reading journal entries. 10. Students will utilize 10. 90% of students will achieve an average 10. 69.7% of students will 10. Instructors revised the reading component parts (such as rating of 3 on a 5-point rubric evaluating achieve an average rating journal assignments and will title, preface, conclusion, purpose and meaning of course-required of 3 on a -oint rubric give students more time to index, etc.) in texts in assigned terminal reading evaluating purpose and complete assignments in class. comprehending the journals entries. meaning of course- purpose and meaning of required texts in assigned course-required texts. terminal reading journals (SLO) entries. 11. Students will improve 11. 90% of students will achieve an average 11. 73.1% of students will 11. Instructors revised the reading their vocabulary through rating of 3 on a 5-point rubric by making achieve an average rating journal assignments and will use of reading journal a list of and defining vocabulary words in of 3 on a 5-point rubric by give students more time to entries. (SLO) the terminal reading journal entries. making a list of and complete assignments in class. defining vocabulary words in the terminal reading journal entries.

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12. Student success and 12. Success and retention rates in English 12. Success rates in English 12. Instructors met and decided to retention rates will Comp I will increase from the previous Comp I increased from adopt a new textbook and to increase following semester following the integration of at 81.7% to 82.75% between encourage the use of the integration of critical least one element of critical reading the Fall 2013 and Fall Writing Center next year. reading instruction. (Goal instruction. 2014 semesters following 3). (SLO) the integration of at least one element of critical reading instruction. Retention rates in English Comp I increased from 91.25% to 92.95% between the Fall 2013 and Fall 2014 semesters following the integration of at least one element of critical reading instruction.

Page 204 STUDENT SERVICES

The institution provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of its students.

Northeast provides a program of student services that “will facilitate the educational, career, personal, and social growth of students”. Northeast provides support services for students through a variety of services and programs on the main campus. These services include the following: Athletics, Housing, Enrollment Services (including Recruiting, Admissions, Placement, Advising, Registration, and Graduation), Financial Aid, Guidance Services, Bookstore Services, Records/Transcripts/Grades, Student Activities, and Security.

The overall responsibility for the student services program at all locations of Northeast Mississippi Community College is under the direction of the Dean of Student Services (David Robbins). 2014-2015 Accomplishments Athletics

1. NJCAA All-Academic Team Status: 2. Women’s Tennis (3.48 GPA) 3. Men’s Tennis (3.38 GPA) 4. Softball (3.38 GPA) 5. Baseball (3.15 GPA) 6. Women’s Basketball (3.15 GPA) 7. NJCAA Pinnacle Award for Academic Excellence (2 Student/Athletes) 8. NJCAA Exemplary Academic Achievement (3 Student/Athletes) 9. NJCAA Superior Academic Achievement (6 Student/Athletes) 10. MACJC All-State Distinguished Academic Award (8 Student/Athletes) 11. MACJC All-State Academic Achievement Award (16 Student/Athletes) 12. 28 Sophomores signed w/4 yr. schools 13. MACJC All-State Selections ( 7 Student/Athletes) 14. MACJC Honorable Mention All-State Selections (12 Student/Athletes) 15. Participated in MACJC State Tournament (Men’s Basketball, Softball, Tennis, Golf) 16. Participated in NJCAA Region 23 Tournament (Men’s Basketball, Golf) 17. Participated in NJCAA National Tournament (Golf) 18. Defeated NJCAA nationally ranked teams (7 times in 3 sports) 19. Phi Theta Kappa (35 Student/Athletes) 20. Men’s Basketball involved with Upward Basketball Program 21. Softball raised money for LeBonheur Research Hospital 22. Softball involved with Boys and Girls Club 23. Softball Dressing Rooms renovated 24. Baseball/Softball Weight Room renovated 25. Signage added to Baseball Dugouts 26. Twenty-two chair back seats added to home plate area at Harold T. White Field to make the total 50 chair backs. 27. Two Men’s Basketball players selected to play in Top 150 JUCO Camp in July 28. Football hosted HS 7 on 7 and Lineman Camp in June 29. Basketball hosted 4 Camps in June/July 30. Baseball and Softball hosted camps in May 31. New Uniforms purchased for Men’s and Women’s Basketball, Football, and Softball 32. Women’s Basketball hosted a Women’s Breast Cancer Awareness Game to raise money for this issue. 33. Increased several Athletic budgets to help the increase of equipment. 34. Purchased 20 new football helmets. 35. Reconditioned all helmets and shoulder pads for football equipment.

Page 205 36. Started renovation of Bonner Arnold Coliseum which includes 2 new offices, new concessions, ticket booth, bathrooms, official’s room, and hospitality room. This job is approximately 85% complete. CAMPUS POLICE 1. Purchased a pick-up to haul traffic control devices and target stands for range use and patrol 2. Purchased a new base station for use in the dispatch office 3. Purchased 9mm pistols for departmental use and departmental issued ammunition 4. Purchased 4 new battery jump boxes for jump starting student vehicles 5. Installed camera system in new field house 6. Replaced cameras in Patterson Hall 7. Purchased uniform shirts and pants for officers 8. Completed 660 total training hours from January 2014 to May 2015 424 hours in 2014 236 hours in 2015 9. Added call box in front of McCoy Hall 10. Purchased Body Worn Cameras for officers 11. Added nemccpd.com website with silent witness and statistical data TRAINING COURSES COMPLETED • S.E.R.T. firearms instructor course • Instructor techniques course • Taser recertification course • 80 of 280hr investigator course completed • Annual Chief training • Report Writing • Sexual Assault GUIDANCE SERVICES 1. Coordinated placement testing for the pre-college/developmental classes taught at the school. 2. Developed and conducted recruiting workshops for high school seniors in area schools. 3. Operated a $234,160.00 Federal Title IV Grant for Student Support Services (5 years) to include the arranging of student tutorial services. 4. Administered the Residual and National ACT Tests, CPAS, CAAPS, on a scheduled basis. 5. Additional Residual ACT dates and times were offered to accommodate the needs of our students. 6. Conducted Freshman Orientation for entering freshman. 7. Coordinated a College transfer day for transfer students. 8. Counselors increased the amount of presentations of resume and study skills workshops for vocational-technical students. 9. Revised and published Class Registration and Planning Formdvising.due to the change to a 4-day instructional week. Revised the form again for the change of class times beginning fall 2015. 10. Processed student, graduate and other individual applications for employment. 11. Utilized the DropGuard systems for class and college withdrawals and for student intervention. 12. Coordinated and hosted two area workshops for Guidance Counselors in the five county areas. 13. Counselors assisted instructors with proctoring classroom testing. 14. Counselors attended and spoke at Career Days in the local high schools. 15. Coordinated five LLS courses and Cooperative Education credits. 16. Counselors provided services to the Northeast at New Albany and Corinth off-campus sites. 17. Updated “The Counseling Center” brochure. 18. Conducted mock job interviews for vocational students. 19. Provided services to special population students. 20. Coordinated efforts with faculty/staff in identifying students with special needs. 21. Counselors served as advisors for various majors. 22. Worked with other agencies to secure aid/help for student with special needs. 23. Counselors assisted recruiting by providing information on majors to visiting students on campus; by phone contacts to prospective students; and by assistance efforts with schools in various capacities.

Page 206 24. Counselors provided individual, group and career counseling to students. 25. Utilized student referral system for outside service agencies and health professionals. 26. Relocated Residual ACT testing to McCoy Hall to provide a more appropriate academic setting. STUDENT ACTIVITIES 1. Offered training for Life Guard Certification 2. Offered swimming lessons for 3 months to individuals age 5 and above. 3. Offered water aerobics classes 4. Summer camp offerings: Softball, Baseball, Jr High Boys & Girls Basketball, and 5. High School Band Camp 6. Tang Soo Do & MS Forestry Commission offered their summer camps on our campus 7. Collected food for local food bank and competed with neighboring community college to support community service projects. Won the competition! 8. Framed NAME Art 9. Blow Up Obstacle Course, Dry Slide, Water Slide 10. SGA provided assistance with campus wide events upon request 11. Raised money for Relay for Life 12. Produced promotional video to assist with recruiting 13. Presented student led program at Freshman Orientation days 14. Produced the NE Student Handbook/Planner 15. Organized and presented numerous student activities (outdoor movie nights, 16. BINGO nights, Luau, live band, dances, Halloween Party, cook out, pizza night, trick or treats, Easter Basket Goodies, Super Bowl Party, Fueling for Finals biannually) 17. Coordinated pep rallies 18. Purchased and presented pom-poms at pep rally and home ballgames 19. Served Popsicles to Band Campers 20. Held campus-wide student elections for SGA Officers, Homecoming Queen & Maids, Who’s Who, & Mr. and Miss NEMCC 21. Offered Intramural Games on campus 22. Coordinated NE Parade of Beauties 23. Assisted with the Region IV Science Fair 24. Offered physical fitness opportunities for students: Pilate’s & Zumba Classes 25. Ultimate Game Zone 26. Block Party with lunch on the lawn 27. Purchased projector for use with presentations at student events 28. Provided activities for Homecoming 29. Produced the presentation of the Homecoming Court at halftime of the Homecoming Football Game FINANCIAL AID 1. Ellucian came to Northeast, reviewed our processes, provided valuable Information and completed the setup for the 2015-2016 aid year. 2. We began auto packaging for loans 3. Director attended MASFAA training in October. 4. Director attended MASFAA Conference where new regulations were discussed in May. 5. Assistant Loan Coordinator attended MASFAA conference. 6. Continued cross training with newest employee. 7. Upgraded computer equipment for students use to complete financial aid applications and loan documentation. 8. Loan acceptance is now paperless and done through Tigerline. 9. Assistant Loan Coordinator received NASFAA training credentials for student loans. 10. Upgraded printer for efficiency 11. Loan Coordinator and Assistant Loan Coordinator attended two federal webinars on the regulations surround the new 150% loan requirements. 12. We worked with 11 area high schools to assist students in filing out FASFAA applications.

Page 207 ENROLLMENT SERVICES 1. Had a huge increase in dual enrollment from fall 2014 to spring 2016. Expanded dual enrollment/made changes: (a) offered deferred payment option, (b) reduced the cost for some classes, (c), offered special health care class to high school students in Lee, Pontotoc, and Union counties through Toyota/Create Foundation 2. Experienced an increase in total # of graduates for 2014-2015 3. Experienced increases in the number of reverse transfer students with state universities. 4. Began cross-training of new staff members. 5. Held off-campus registrations at both Corinth and New Albany campuses. 6. Updated departmental brochures. 7. Sponsored "Northeast Now" (2 day event) on campus; a recruitment event for all in-district high school seniors. 8. Continued sponsoring Parent sessions during new student Orientation. 9. Gave complementary football and basketball tickets to seniors 10. Created a new recruiting brochure for high school college/career programs 11. Sent thank you notes to students that participated in orientation 12. Sent thank you notes to all students that came for a tour of campus 13. Invited District Vocational Centers/Students to the Career and Technology Open House…..view programs, tour, talk with faculty 14. The Admissions Office sends thank-you postcards after receiving applications 15. Participated in all local college/career programs 16. Presentation to all seniors classes at each school in our district area regarding admissions, financial aid, housing, etc. 17. Offered dual enrollment payment options 18. Addition to website…"request for information" under the admissions section. 19. Used "4 work class schedule" as a marketing tool 20. Used improvements to campus as marketing tool 21. Used no tuition increase as marketing tool 22. Continued to host recruiting events on campus 23. Continued to update and create new recruiting brochures 24. Continued to work closely with high school counselors 25. Continued to assist students/parents as they prepare for college and enroll at Northeast 26. Continued to participate in off campus recruiting events 27. Continued to keep in contact with prospect by phone, mail, and email 28. Added part-time office assistance (Recruiting)

Page 208 Financial Aid Five-year Projections: 2015-2016 1. Continue processes to make financial aid “online”. 2. Work with Ellucian to change or SAP calculations to look at each program of study instead of using an average allotment of hours. 3. Be 75% cross trained 4. Continue scanning documents and evaluate paperless environment 5. Have staff attend more training sessions 6. Have a backup for the Scholarship Cordinator 7. Begin working with employee to be trained on federal work study 2016-2017 1. Research verification without paper documents 2. Continue cross training to be at 80% 3. Evaluate computers and printers to maintain productivity 4. Evaluate workflow. 5. Offer more availability via Tigerline 2017-2018 1. Increase computer capability to meet electronic processing requirements. 2. Continue training to be at 85% 3. Modify and improve “online” processes. 4. Implement verification without paper documents. 5. Replace Scanner 2018-2019 1. Increase computer capability to meet electronic processing requirements. 2. Purchase new computers for student lab. 3. Institute plans to improve workflow 4. Continue improving paperless environment 5. Continue training to be at 90%

Page 209 Athletics IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Student Services/Athletic Director Program/Unit: Athletics

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L4 – Marketing; L6 - Community Partnerships

Short-Term Goal(s): S1.2 - Improve faculty advising; S1.3 - Improve student retention; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts; S2.2 - Provide students with technology support necessary for their success.

Division Purpose Statement: The Northeast Athletic Department will sponsor a broad based athletic program that allows the growth and development of student athletes and cheerleaders by providing an atmosphere that is conducive to team success, team spirit, friendly competitiveness and academic success. With advanced facilities and administrative support, the department will enhance school enthusiasm resulting in involvement from students, staff, faculty, administration, and community.

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Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Student Athletes will be 1a. Through records maintained in the 1a. Through records 1a-c. Coaching staff continue to assisted in their academic Counseling Center, student athletes will maintained in the monitor athletes development. (PLO) be provided with the necessary tutorial Counseling Center, 23 grades/attendance weekly services to enhance academic student athletes received through the campus DropGuard development. tutorial services to Attendance System and provide enhance academic guidance when needed, as well development. as, ensuring tutorial services 1b. To assist student athletes on academic 1b. In 2014-2015, 2 to 3 two- are provided. Progress reports development, study hall sessions will be hour study sessions per (weekly and/or at mid terms). provided by coaching staff. week with computer- aided technology, were held for student athletes. Also, softball, women's basketball, and football turn in weekly academic progress cards. 1c. Through the NEMCC Student Athlete 1c. Through the NEMCC Evaluation of Athletes, 90.0% of student Student Athletic athletes will respond with agree or Evaluation of Athletes for strongly agree to the item, "The coach(es) Fall 2014-Spring 2015 showed interest in my academic Sports, overall results achievements." showed 91.9% of student athletes responded with agree or strongly agree to the item, "The coach(es) showed interest in my academic achievements." Individual Sports Results for 2014-2015: Baseball - 91.9% Golf - 100% Football - 80.9% Men's Basketball - 90.9% Softball - 94.5% Tennis - 100% Women's Basketball - 100%

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2. Student Athletes will 2. 100% of the student athletes will 2. 100% of student athletes 2. The Coaching Staff will maintain satisfactory maintain satisfactory progress eligibility maintained satisfactory continue to encourage student progress in course work. through the NJCAA rules of eligibility progress-eligibility 148 athletes to maintain (PLO) which is evaluated each semester by the out of 148. satisfactory progress in all Registrar and Coaches. course work.

The eligibility rules are as stated: A student must satisfy one (1) of the following two (2) requirements to be eligible for the upcoming semester: (1.) Pass a minimum of twelve (12) semester hours with a 2.00 G.P.A. or higher during the previous semester of full-time enrollment. OR (2.) Pass accumulation of semester hours equal to twelve (12) multiplied by the number of semesters in which the student was previously enrolled full-time with a G.P.A. of 2.00 or higher. *Prior to a second season of participation in an NJCAA certified sport, students must pass a minimum accumulation of twenty-four (24) semester hours with a 2.00 G.P.A. or higher. 3. Student Athletes will 3a. Through the NEMCC Student Athletic 3a. Through the NEMCC 3a. Members of the Athletic teams display growth both Evaluations of Athletes, 86.0% of the Student Athletic participated in the sports of personally and socially. student athletes surveyed will respond to Evaluation of Athletes for their choice and also several (PLO) Agree or Strongly Agree to the item “As a Fall 2014-Spring 2015 were active in community student-athlete, I have grown personally Sports, 86.0% of the involvement this year such as: and socially through the participation of student athletes surveyed Softball and Women's the NEMCC athletic program.” responded to Agree or Basketball teams working with Strongly Agree to the item local boys and girls clubs. The “As a student-athlete, I Softball team work also with have grown personally Reading to elementary school and socially through the children, adopt a family at participation of the Christmas, sing Christmas NEMCC athletic program.” carols at local nursing homes, and Habitat for Humanity. The Football team held a free

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Special Olympics. Baseball went to local Elementary Schools, Softball sponsored the Fed Ex House, and Men's Basketball-Upward Basketball. 3b. Through participating in the Fellowship 3b. Student Athletes involved 3b. Approximately 50 members of Christian Athletes, student athletes will in FCA and individual participated in the FCA Retreat gain personally and socially. teams met monthly to in the Fall of 2014. gain personal and social growth through participating in games, devotions, and having keynote speakers. Baseball and Women's Basketball had pre game speakers at home games and spoke on a variety of topics regarding self and team (group) improvement. 4. Student Athletes will be 4a. Through the Needs Assessment, the 4a. Administration reviewed 4a-c. The new Field House provided with adequate following were needed: upgrades to the drainage Construction was completed in Athletic programs. (PLO) • Football Field Upgrade system and possible the Spring 2014. Plans are • Softball dressing room upgrade addition of turf. The being made to upgrade the • Basketball Office, restrooms, officials softball dressing room is Football Field. The Baseball room being remodeled for Fall Field is currently being 2015. Basketball offices, renovated. restrooms,and officials room added for Fall 2015. 4b. Through the Campus Climate Survey Fall 4b. Through the Campus 2014, 85.0% of the faculty, staff, and Climate Survey Fall 2014, coaches, will be satisfied with the 67.1% of the faculty, staff, adequacy of Athletics by rating 4 on a and coaches, were Likert Scale (1-5). satisfied with the adequacy of the Athletic programs by rating 3.97 on a Likert Scale (1-5).

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4c. Through the NEMCC Student Athletic 4c. Through the Student Evaluation of Athletes, 75.0% of the Athletic Evaluation of student athletes will respond with agree Athletes, 75% of the or strongly agree to the item, "The student athletes Athletic facilities were adequate and responded with agree or clean." strongly agree to the item, "The Athletic facilities were adequate and clean."

Page 214 Campus Police IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Student Services Program/Unit: Campus Police

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students.

Long-Range Goal(s): L3 – Technology; L8 - Resource Allocation; L9 - Communication

Short-Term Goal(s): S2.3 - Improve security and safety

Division Purpose Statement: The purpose of the Northeast Mississippi Community College Police/Security Department is to provide a safe and secure environment for the learning and recreational experience for faculty, staff, students, and visitors while upholding laws and the rules and regulations of Northeast Mississippi Community College and the state of Mississippi.

Page 215 Campus Police IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. To provide a security 1a. Through the Campus Security Statistical 1a. The report shows that 1a. Campus Police patrolled all service that will ensure Data Report, the total number of crimes there were 62 criminal areas of the campus regularly safety on the campus. will decrease from the previous year. offenses in the calendar as a deterrent to criminal (PLO) year 2014 which shows a activity. decrease from the previous year by 28%. The previous reports showed: 86 in 2013, 74 in 2012, and 165 in 2011. 1b. 80% of the faculty/staff/students will 1b. 28% of the 1b. Email and other outlets were take part in the early warning system faculty/staff/students used to enroll more students in notification(Tiger Alert). took part in the early the Tiger Alert system for the warning system upcoming year. notification(Tiger Alert). This was an increase of 2% above 2013 results. 1c. Provide annual training for the faculty 1c. Dorm proctors and 1c. Worked on the Emergency and staff members of the Emergency campus police conducted Response Manual to update Response Team. fire drills in the dorms. names and numbers associated with emergency response assignments.

2. To provide emergency 2. Log records will show that the students 2. There were 665 calls for 2. Campus Police continued to services and roadside who receive emergency services will be roadside service in 2014 provide services to students assistance to students. assisted within 5 minutes and those with an average response with flat tires, dead batteries (PLO) receiving roadside assistance will be rate of 7 minutes. There and keys locked inside vehicles. assisted within fifteen minutes. were fifteen emergency medical calls with an average response rate of three minutes. Rural Metro Ambulance was called each time. 3. To provide satisfactory 3a. Through the Campus Climate Survey 3a. 87.9% of the 3a. In 2014, 424 hours of training security/safety service to Spring 2015 89.9% of the faculty, staff, faculty/staff/administrati were completed. students and NE and administration responding will give on gave "Campus Law personnel. (PLO) at least a 4.40 satisfactory rating. Enforcement" a satisfactory rating of 4.25

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in the fall of 2014. 3b. Through the Survey of Student Opinions 3b. Students rated "Personal 3b. Campus Police continued to Spring 2015 students will rate the item security/safety at this seek training relevant to the personal security/safety at this college college" at 4.30. campus environment with the with a four or above rating. purpose of making our officers more capable in responding to student needs. 4. The Emergency Response 4. The Emergency Response Team met and 4. After the plan was 4. The Emergency Response Plan will be reviewed revised several components of the revised, it was posted on committee will meet again to annually and provided to Emergency Response Plan. Because of the Northeast website further review the new changes all employees. (PLO) numerous personnel changes, telephone under publications and is and assess the all hazards plan numbers were revised to get the plan readily available to all to see if it reflects current best updated. A new cover page was added northeast employees. practices. and the campus map was changed to accommodate the addition of Ramsey Hall. The map was renumbered and evacuation assembly areas were changed because the Boulevard was no longer a through street.

Page 217 Enrollment Services IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Student Services Program/Unit: Enrollment Services

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L4 – Marketing; L5 - Professional Development; L6 - Community Partnerships; L9 - Communication

Short-Term Goal(s): S1.3 - Improve student retention; S1.4 - Expand offerings and opportunities at off-campus sites; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs

Division Purpose Statement: The Office of Enrollment Services is responsible for coordinating the institution’s enrollment management plan with oversight of the student recruitment, admissions, registration and record keeping functions of the College.

Page 218 Enrollment Services IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. To provide a systematic 1. Recruitment presentations will be made 1. The "Northeast Now" 1. Staff used results to gauge recruitment plan that at all in-district high schools, selected event was held October 24 successes in recruitment efforts utilizes marketing out-of-state high schools and regional and November 14, 2014. at in-district high schools and strategies to increase recruitment fairs. These presentations All in-district high schools awareness in areas of study. enrollment as well as will be geared toward entering freshmen. attended the event. All retention. students were given a tour of the campus featuring displays and presentations from all programs of study as well as athletic and club organizations. Entertainment was provided by the Northeast Tiger Band and Campus Country. New this year --- All students were provided lunch in our cafeteria. 2. To provide satisfactory 2a. Through the Student Satisfaction 2a. Through the Student 2a-b. Utilized e-mail and social level services through Inventory, students will give a Satisfaction Inventory July media communication Enrollment Services satisfaction mean level of 6.0 or above 2014, students responded concerning upcoming Division to both students (with 7.0 being the highest) for the with 6.05 satisfaction registration dates, graduation and college personnel. response to "Admissions staff are mean (with 7.0 being the deadline, etc. Streamlined knowledgable." highest) for the response admission committee process. to "Admissions staff are Committee appeal information knowledgable." and voting is corresponded 2b. Through the Campus Climate Survey, 2b. Through the Campus through e-mail.Implemented 80% of the faculty, staff, and Climate Survey Fall 2014, the use of Argos reporting in administration responding will give a 92.2% of the faculty, staff, contacting the students about satisfaction level of 4.0 or above (with 5 and administration student admission/record being the highest) for Admissions responded with a holds. Employees continue to (Enrollment Services) and Records Office satisfaction level for be cross-trained and updated (Enrollment Services). Admissions (Enrollment on policies and procedures Services) with a rate of dealing with our area. 4.51 and 92.8% for the Records Office

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(Enrollment Services) with a rate of 4.50.

3. Enrollment Services staff 3. Two employees will attend the state data 3. Through the State Data 3. All staff members were will be updated of ongoing conference annual meeting in Jackson. Conference, information provided electronic updates of state data was provided including information from the most requirements of the SBCJC. residency, updates to updated data standards reporting tools for audit, manual. These are quick guides funding, international for them to follow when students, etc. Important admitting a student, evaluating networking events files and checking attendance occurred. for audit uploads 4. New Student Orientation 4. Offices of the registrar, student housing, 4. 497 participants attended 4. Students dropped off their parent session will equip financial aid, campus police, computer one of the two day FERPA forms in the records parents with a broad services and the business office will orientation parent office. The FERPA form was knowledge of subjects present quick tips and advice to parents. sessions held in 2015. discussed in the parent session related to transitioning A question and answer session will be and included in the parent their “first year student.” held for anyone on the panel. A packet packet. By signing this form, will be given to all families that attend students allow their parents with important information. access to their records. Positive question and answer sessions with general feedback equipped parents with the information to complete important paperwork in offices such as student housing, business office and financial aid 5. To increase graduates in 5a. Communication between Instruction, 5a. Increased the number of 5a-b. The enrollment services office the areas of AA, AAS and Enrollment services and Advisors will be applicants and graduates continues to evaluate processes certificate programs increased. for May graduation. of improving current Majority of all applicants graduation procedures applied by the published graduation deadline. Students were allowed to begin applying for May graduation beginning with spring pre-registration day in the fall. Accepted late applicants but they

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were few in number. 5b. Open communication with students 5b. Graduation denial letters concerning deadlines and requirements were mailed to students for graduation will be improved. prior to short term II registration which allowed students who were denied the opportunity to register for the upcoming short tem II term.

Page 221 Event Planning/Housing IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Student Services Program/Unit: Event Planning/Housing

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L5 - Professional Development; L6 - Community Partnerships; L8 - Resource Allocation

Short-Term Goal(s): S1.3 - Improve student retention; S2.2 - Provide students with technology support necessary for their success; S2.3 - Improve security and safety; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts; S2.5 - Offer employee mentoring and professional development opportunities.

Division Purpose Statement: To provide a safe, comfortable, and attractive environment conducive to meeting student housing needs and promoting academic success for campus residents.

Page 222 Event Planning/Housing IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Housing facilities will be 1a. Through the Residential Life Survey, 85% 1a. Through the Residential 1a. Dorm Proctors continues to maintained to provide a of students will agree or strongly agree Life Survey Fall 2014, assist students with timely safe and clean with the statement, "Room repair 82.8% of students agreed reporting and collaborates environment. (PLO) requests were responded to in a timely or strongly agreed with closely with Facilities and manner." the statement, "Room Maintenance. repair requests were responded to in a timely manner." 1b. Safety checks administered by the dorm 1b. Safety checks were 1b. Weekly health and safety room supervisors weekly will indicate no more administered by the dorm monitoring continues. than 2% of the rooms had violations. supervisors weekly and 3 Records are maintained by Dorm of the rooms had Proctors on safety/cleanliness and after violations. the third offense, a report is given to the Director of Event Planning/Housing. 1c. Through the Residential Life Survey, 85% 1c. Through the Residential 1c. Campus Police increased their of students will agree or strongly agree Life Survey Fall 2014, nightly rounds with each dorm. with the statement, "In my experience, 86.2% of students agreed the residence hall is a safe place to live." or strongly agreed with the statement, "In my experience, the residence hall is a safe place to live." 2. Students with disabilities 2. Room assignments are made based on 2. Records indicate that 2. The Housing Director worked will be housed in units Housing Assignments records as well as there were 2 students with the Special Populations designed for their needs. working with the Special Populations who self-identified for Director to identify needs of (PLO) Director for students which may self need of special students. identify. accommodations. The students were placed in handicap-accessible rooms. 3. Total occupancy of 3. Records maintained will indicate five 3. Records indicated that 3. Continued to use Wood Hall as residential halls for Fall dorms fully occupied. 91.7% (796 out of 820) a co-ed residence hall in order term will be 100%. (PLO) occupancy in the Fall to increase the number of male 2014 semester. Note: 6 residences since a waiting list beds were utilized for existed. It was also noted that coaching staff. female students are taking advantage of the semi-privater

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or private rooms in the residential halls when available. During the Fall 2014, 1 semi-private and 2 private rooms were offered. 4. Students will be satisfied 4a. Through the Fall 2014 Residential Life 4a. Through the Fall 2014 4a-b. The usage of Internet access with Resident Hall Survey, 70% of students will agree or Residential Life Survey, decreased due to students Programs and Services. strongly agree with the statement, "The 51.0% of students agreed increase in demand of Netflix (PLO) Internet service in the residence hall was or strongly agreed with and gaming applications. adequate." the statement, "The Computer Services decided to 4b. Of the 40 items evaluated on the Internet service in the disallow students access to Residential Life Survey administered in residence hall was Netflix until after 6:00 p.m. to the Fall 2014 semester, at least 3.0 adequate." increase academic use during satisfaction levels will be received. (1-5 4b. Of the 40 items evaluated the day. Additional access Likert scale with 5 being the highest). on the Residential Life points are being installed Survey administered in throughout the dorms. the Fall 2013 semester, all items ranked at least 3.0 satisfaction levels. (1-5 Likert scale with 5 being the highest). 5. College employees will be 5. College employees will rate the item, 5. College employees rated 5. The Event Planning Director satisfied with Event "Event Planning," with a 4.00 or above on the item, "Event will continue to provide weekly Planning Services. (PLO) the Fall 2014 Campus Climate Survey. Planning," with a 4.24 on calendar updates. the Fall 2014 Campus Climate Survey.

Page 224 Financial Aid IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Student Services Program/Unit: Financial Aid

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students.

Long-Range Goal(s): L1 - Quality Student Outcomes; L5 - Professional Development; L9 - Communication

Short-Term Goal(s): S1.3 - Improve student retention

Division Purpose Statement: To provide financial aid to all students according to their eligibility and administer the programs in accordance to the local, state, and federal regulations.

Page 225 Financial Aid IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Deliver financial aid funds 1a. Through External Audit, unqualified audit 1a. The Financial Aid Audit 1a. Continued to deliver financial in accordance with federal opinion will be received. resulted in an unqualified aid in accordance with federal and state guidelines of audit which means no and state guidelines of eligibility, institutional findings or eligibility, and institutional policies and procedures. recommendations were policies and procedures by (PLO) made. maintaining unqualified audits. 1b. Personnel from the Student Financial Aid 1b. The Director attended the 1b. From training programs Office will be able to deliver financial MASFAA Spring attended, valuable information funds in accordance to federal and state Conference in June 2015 was gained concerning recent guidelines by attending state and federal where new regulations changes in federal regulations conferences and workshops. were discussed and a and new guidelines. Federal Update was Information was provided on provided from the new verification procedures Department of Education and documentation needed. representative. The Information was also provided Director also attended a on the continued SASFAA conference where implementations and reporting updates were discussed. guidelines for the 150% loan limits. 2. Maintain financial aid 2. Through the federal and state 2. No findings were reported 2. The institution has been records in accordance with regulations, financial aid will be during the external audit. approved to participate in the federal and state administered to be in accordance of Title IV program through 2016. guidelines for accounting federal and state guidelines. and audits. (PLO) 3. Students will be provided 3. 100% of the students who enroll, apply, 3. All of the students that 3. We continued to train on, financial assistance and are eligible for financial aid will applied for and that were adhere to and administer according to their receive assistance. eligible for, received the federal all to all students that eligibility. (PLO) federal aid they were applied for and were eligible to entitled to. receive federal aid assistance. 4. Clients (Students, College 4a. Through the Student Satisfaction 4a. Through the Student 4a. We continued to work on a Personnel) will be satisfied Inventory, July 2014, the students Satisfaction Inventory, more complete cross training with the services received responding will give a satisfaction July 2014, the students program. from the Financial Aid rating/mean of 5 or above (with 7 being responding gave a Office. (PLO) highest.) satisfaction rating/mean of 5.86 in the area of "Financial Aid counselors are helpful".

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4b. Through the Student Satisfaction 4b. Through the Student 4b. We began looking and more Inventory, July 2014, the students Satisfaction Inventory, efficient and quicker ways to responding will give a satisfaction July 2014, the students report awards to the students. rating/mean of 5 or above (with 7 being responding gave a highest.) satisfaction rating/mean of 5.89in the area of "Financial Awards are announced in time to be helpful in college planning". 4c. Through the Campus Climate Survey Fall 4c. Though the Campus 4c. We continued to communicate 2014, 80% of the faculty, staff and Climate Survey December to the college more often about Administration responding will give a 2014, 79.5% of the issues concerning the Title IV satisfaction level rating of 4 or above faculty, staff and programs. (with 5 being highest.) Administration responded giving a satisfaction level rating of 4.23. 5. Students who apply for 5. Students applying for financial aid will 5. We estimate that 75% of 5. We will continue increase the financial aid will respond respond within one month (30 days) to the students that filled out number of downloads we do in a timely fashion. (PLO) complete their record. FASFA’s responded within each week in an attempt to get 30 days. information to the students sooner. We will also look for ways to encourage students to fill out paperwork sooner. However we note there is no true way to measure these results.

6. Financial Aid personnel 6. Financial Aid personnel will evaluate the 6. Banner has some options 6. We requested and received will improve the efficiency use of Banner and making forms more that greatly increase valuable training in certain of processing student electronic. productivity in some areas. We also were able to applications by areas. Banner has the implement auto packaging automation of the process. capabilities to auto loans and to secure additional (PLO) package loans along with training to improve our adjustments and options processing process. to better package and award Pell and other funds.

Page 227 Guidance Services IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Student Services Program/Unit: Guidance Services

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L4 – Marketing; L6 - Community Partnerships; L9 - Communication

Short-Term Goal(s): S1.2 - Improve faculty advising; S1.3 - Improve student retention; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts; S2.2 - Provide students with technology support necessary for their success

Division Purpose Statement: The Guidance & Counseling Department serves the needs of current, former and prospective students by providing appropriate and professional academic, career, social, personal counseling and testing services.

Page 228 Guidance Services IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. To facilitate an effective 1a. Provide a program of Summer Freshman 1a. Three orientation 1a. Revamp of orientation program acclamation to college life. Orientation where a majority of entering sessions were held on two continued for second year with (PLO) freshman and transfer students will different dates with adjustments from feedback of participate and provide orientation optional parent sessions last years. information to non-attendees via printed conducted. Approximately materials, website, and social media. 1000 students and 500 parents/family/etc attended. Orientation efforts continued via other mediums and for students who registered after the orientation dates. 1b. Analysis of the Student Satisfaction 1b. Results on the Student 1b. Ongoing evaluation and Inventory July 2014 completed by Satisfaction Inventory July revamping of processes to graduates will indicate a satisfaction 2014 indicated a ranking continue. Followup survey ranking of of 6 or higher (1-7 scale) when of 6.00 on a 7.0 scale. created by IR. queried if "New student orientation services help students adjust to college." 1c. Analysis of the Campus Climate Survey 1c. Results show an approval 1c. Representatives of faculty and December 2014 completed by faculty and rating of 4.14 on a 5.0 staff continue to contribute to staff will indicate an approval rate of 4 or scale. orientation planning and higher (1- 5 Scale) for the Orientation implementation. Program. 1d. Provide college recruiting workshops for 1d. Recruiting workshops 1d. Continued collaboration with high school seniors in the five county were held in each of the Admissions Office to provide area. five county areas. counseling center staff at high school career days and for other visits/programs. 2. To provide a testing 2a. Administer the Residual and National 2a. Administered 400+ 2a. Extra Residual ACT test dates program for admissions, ACT on scheduled dates for admission to Residual ACT tests. alternatives were added to placement, evaluation, and college or to meet specific program Administered the National accommodate as need arose. program requirements. requirements. ACT test to 1040 students (PLO) during 6 national test dates. 2b. Administer the Accuplacer Placement 2b. Administered 200+/- 2b. Contacted all the area high examination to students who wish to Accuplacer test units. school counselors to offer our

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challenge their placement based upon services to their students. ACT subscores. 2c. Administer the CAAP exam to a 2c. Administered CAAP to 37 2c. Aggregate data was provided to representative sample (10%) of randomly selected the academic divisions for sophomore students representing students. comparison and curriculum various university parallel majors as a evaluation. A gift was provided general institutional achievement to participating students. comparison measure. 2d. Assist in administering the MS-CPAS 2d. Assisted in administering 2d. MS-CPAS results were given to Spring 2014 exam to all Vocational- the MS-CPAS to 95% of the instructors of the career- Technical program completers as a career-technical students. technical programs for measure of work readiness. performance measures. 2e. Administer career interest inventories to 2e. Administered Choices and 2e. Additional testing results were students needing assistance in Myers-Briggs Type created to generate for student confirming or deciding upon a college Indicator career test to consultation. major. approximately 100 students. 2f. Assist with proctoring of exams for 2f. Proctored tests for the 2f. No action necessary. students in the area who are taking universities as requested. Distance Learning courses through the Universities. 2g. Ensure the SAT test is available to be 2g. The SAT was 2g. No action necessary. administered via college personnel on administered to students scheduled dates for students registered who registered. for it. 3. To provide quality services 3a. Analysis of the Student Satisfaction 3a. Academic advising 3a. Continued to market services as a department to Inventory July 2014 completed by appeared clearly as one of during the summer students, faculty, and staff. graduates will indicate a satisfaction the college's strengths. orientations and by Counseling (PLO) ranking minimum of 5.5 or higher (1-7 Counseling staff item Center campus outreach and scale) when queried under Academic received a ranking of 6.00 social media. Advising Effectiveness and will indicate a on a 7.0 scale. ranking minimum of 5.5 when queried whether or not "Counseling staff care about students as individuals" 3b. Through the Campus Climate Survey 3b. Counseling services 3b. Arranged for private December 2014, participants will show a ranked 4.39 on a 5.0 scale. counseling when appropriate. satisfaction level of 4 or above for counseling services. 3c. Through the Student Suggestion Boxes, 3c. Student Suggestion Boxes 3c. Counseling Center campus

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students will indicate satisfaction with indicated that students outreach and access increased the Career Guidance/Advising Services. were satisfied with the by relocation of a counselor to Counseling Center Dean Hall. services. 3d. Through the Campus Climate Survey 3d. The Campus Climate 3d. Continued to market services December 2014, faculty will indicate a Survey indicated a score during the summer satisfaction level of 3.9 or higher for the of 4.27 on a 5.0 scale. orientations and by Counseling peer tutoring services. Center campus outreach and social media. 4. To provide an appropriate 4a. At least 1,000 potential employers will be 4a. Excess of 1000 potential 4a. Continual marketing students Job Placement Service. contacted within the NEMCC district and employers were contacted to local businesses by positive (PLO) surrounding area. via mail, email, or relationships. personal contact. 4b. Twenty-five employers and 100 4b. Employment Fair 4b. Teamed with Tech Prep Career//technical graduates will conducted with 50 Coordinator in employer participate in the on-campus employers and 325 efforts. Employment Fair. students attending. 4c. Continual updating with all 4c. The Placement Counselor will develop 4c. Website updated and mediums of information content information to be displayed on dispersed by social media. distribution. the placement web site and will create an Job Placement group email list, from those who fill out a job email list maintained, placement application, in order to email updated and utilized to them job information. immediately distribute employment information. 5. Provide an effective 5. By providing an effective follow-up of 5. Follow-up of the 5. Data serves as a measure of follow-up of career/technical program completers, career/technical program institutional effectiveness. career/technical program the Employer Evaluation of completers, found that 42 Individual programs respond to completers to Career/Technical Completers Survey will surveys out of 124 were collected data to guide program measure/monitor ensure that a minimum of 70% of completed and returned. curriculums and completion employer satisfaction of employers of the completers will indicate The overall highest requirements. completers' overall job "Satisfaction" with the overall job ranked item surveyed was preparation. (PLO) performance of NEMCC career/technical "Overall Job Preparation" completers. with a satisfaction ranking of 97.6% of the employers surveyed.

6. To assist in conducting 6. A minimum of seventy-five percent of the 6. 95% were verified via 6. Ongoing efforts to placement retention for all previous school year’s vocational combined mediums of maintain/improve. career technical technical graduates’ placements status contact.

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completers. (PLO) will be verified. 7. To provide reasonable 7. Hard copies of the disabilities application 7. Approximately 65 7. Pamphlets were placed in the accommodations for self and records in the Special Populations students received special faculty in-service packets and identified disabled Counselor’s office will document students services for the fall and in the orientation packets for students. (PLO) served and services provided. spring semesters. students. Additionally, the Student Handbook and Planner including the services. 8. To provide tutorial 8a. The annual Federal Performance Report 8a. The annual Federal 8a-d. Information on the program services through the will show at least an 80% persistence Performance Report for was placed in the packets at the Federal Title IV program rate and an "Good Academic Standing 2014 shows a persistence 2013 orientations. Continued to eligible students. (PLO) Rate" of or above 80% for program rate of greater than to market the services to participants with data sheet of SSS 89.47% and a "Good students and faculty. Continued Project Objectives for Program Year Academic Standing Rate" to place promotional materials 2013-2014 by Blumen software. of 89.47% for program around campus, in the participants. orientation packets, and on the 8b. Peer tutoring will receive a rank of 4 or 8b. Peer tutoring ranked 4.27 website. Additionally, campus above (5 being the highest rank) on the on a 5.0 scale on the location setups to advertise Campus Climate Survey December 2014. Campus Climate Survey services. December 2014. 8c. The Student Satisfaction Inventory July 8c. Peer tutoring had a mean 2014 will indicate a satisfaction ranking that was 0.46 above the of 5.75 or above on a 7-point scale for national mean of 5.55 on Academic Service item, "Tutoring the Student Satisfaction services are readily available." Inventory July 2014. 8d. The Student Satisfaction Inventory July 8d. On a 7 point scale, 2014 will indicate a rating above a 5.75 awareness of peer tutorial or above on a 7-point scale for both services was rated as 5.98 survey questions regarding tutoring and "Student Support services - "I am aware of peer tutorial Services Program" was services available through the Counseling rated as 5.89. Center." / "I am aware of the 'Student Support Services' available through the Counseling Center."

Page 232 Library Resources & Library IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Curriculum and Instruction Program/Unit: Library Resources and Library

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L2 - Teaching/Learning; L3 – Technology; L6 - Community Partnerships; L7 - Distance Learning; L8 - Resource Allocation; L9 - Communication

Short-Term Goal(s): S1.3 - Improve student retention; S1.4 - Expand offerings and opportunities at off-campus sites; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.2 - Provide students with technology support necessary for their success; S2.5 - Offer employee mentoring and professional development opportunities

Division Purpose Statement: The purpose of the Learning Resources/ Library is to serve as a catalyst by providing information in various formats to support the instructional programs of the community college, to provide instruction in literacy by providing instruction in the skills needed to seek, evaluate, and use information effectively; and to provide assistance to the community beyond the confines of the College.

Page 233 Library Resources & Library IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students and faculty will 1a. 80% of the divisions will order library 1a. 83% of divisions ordered 1a. Liaisons continued to make be provided appropriate materials. library materials. faculty members in their and current library divisions aware of new collections and learning materials available for resources that support purchase and updated a list of both their educational and electronic periodicals to which leisure/entertainment faculty and students have needs. (PLO) online access. 1b. Through the Faculty Evaluation of 1b. 75% of the faculty agreed 1b. All librarians sent reminders Library Spring 2015, 85% of the faculty that the library provides each semester to faculty in responding will agree the library appropriate their liaison areas to encourage provides appropriate learning/information them to request needed learning/information resources that resources that support materials in support of their support teaching and research. teaching and research. teaching and research. 1c. Through the Library Student Survey Fall 1c. NOTE: This question was 1c. The Library Student Survey 2014, 85% of the students responding inadvertently left off of was updated for 2015 and this will agree the collection of leisure the survey again in 2014. question was permanently reading periodicals is varied and up-to- removed. date.

1d. Through the Library Student Survey Fall 1d. 95.8% of students agreed 1d. Librarians continued to weed 2014, 85% of the students responding the library and learning and add materials to update the will agree or strongly agree the library resources met their needs library collection. and learning resources meet the needs of and support the programs the students and support the programs and purpose of the and purpose of the college. college. 1e. Through the Northeast at Corinth and 1e. An average of 86.5% of 1e. Librarians continued to update Northeast at New Albany Student students responded that the library collection, provide Surveys Spring 2015, an average of 85% they were satisfied or appropriate equipment and of students responding will be satisfied very satisfied with library answers to questions or very satisfied with library services. services at the Corinth submitted by phone, email and and New Albany sites. in person at the Corinth and New Albany sites. 1f. Through the Faculty Evaluation of 1f. 56.1% of the faculty 1f. Six faculty members were Library Spring 2015, 85% of the faculty responded that the added to the list to be notified

Page 234 Library Resources & Library IE Plan 2014-2015

will respond that the leisure reading leisure-reading materials when new fiction and popular materials meet their needs. met their needs. non-fiction books are added to the library collection. Buttons were added to the library's webpage providing links to the library's presence on Instagram, Pinterest and Twitter as well as our Library Blog. Faculty were encouraged by librarians to request leisure- reading materials. 1g. Through the Campus Climate Survey Fall 1g. 87.4% of faculty and staff 1g. Librarians continued to weed 2014, 85% of the faculty and staff will responded they were and add materials to update the respond that they are satisfied with the satisfied with the learning library collection, respond library resources/library. resources/library. promptly to requests from faculty and staff for purchase or borrowing of library materials and provide answers to questions submitted by phone, email and in person. 2. Students and faculty will 2a. At least 75 library orientations will be 2a. 91 library orientations 2a. Librarians continued to provide receive assistance from conducted as part of the library project were conducted with orientations for ENG 1113 and qualified library staff to incorporated in ENG 1113 and SPT 1113 100% of the students SPT 1113 classes. make effective use of classes. A survey will be administered to responding they were information resources. students after their library orientation. At familiar enough with the (PLO) least 90% of the students responding to library web page to locate the Orientation Survey of NEMCC information on their own. Libraries August 2014 - July 2015 will agree they are familiar enough with the library web page to locate information on their own. 2b. At least 85% of students responding to 2b. 100% of students agreed 2b. Librarians continued to provide the Orientation Survey of NEMCC that instruction in using orientations for ENG 1113 and Libraries August 2014 - July 2015 will the library resources was SPT 1113 classes. agree that instruction in using library helpful. resources is helpful. 2c. Through the MSVCC (NEMCC) Student 2c. 93% of students taking 2c. A librarian ensured that an Services Survey Fall 2014 at least 80% of online classes agreed that email was sent to all eLearning the students responding that this instruction for library students at the beginning of

Page 235 Library Resources & Library IE Plan 2014-2015

question was applicable to them, will materials was adequate each semester which explained agree or strongly agree the instruction and effective. the library resources available for library materials was adequate. and how students could access them. Librarians provided instructional information about the use of library resources to accompany the list of online databases on the library's website. 2d. Through the Faculty Evaluation of the 2d. 83.5% or faculty agreed or 2d. Librarians continued to provide Library Spring 2015 at least 85% of the strongly agreed the individualized instruction to faculty responding will agree or strongly library ensures students faculty members and students agree the library ensures students and and faculty have access to on use of the library and other faculty have access to regular and timely regular and timely learning resources. Links to all instruction in the use of library and other instruction in the use of online databases were updated learning/information resources. library and other to provide instructions on how learning/information to use each database. resources. 2e. Through the Orientation Survey of 2e. 100% of students agreed 2e. Librarians continued to include NEMCC Libraries August 2014 - July 2015 they were able to locate instruction on locating and at least 85% of the students responding and use the online using the online databases to the survey will agree that they are able databases. during library orientations. to locate and use the online databases.

3. Students will have access 3a. Through the Library Student Survey Fall 3a. 95.7% of students agreed 3a. Signs continued to be posted on to comfortable library 2014, 85% of the students responding the library is conducive to the doors of all group study facilities, quiet areas will agree the library is conducive to study. rooms asking students to stop conducive to study, and study. at the service desk to sign in appropriate equipment and have the study room door and services to support unlocked for them. Rules their educational needs. continue to be posted (PLO) prominently on the doors of the study rooms which instruct students about the appropriate use of the rooms. 3b. Through the Library Student Survey Fall 3b. 92.4% of students agreed 3b. Tabletop signs continued to be 2014, 85% of the students responding the library noise level is placed on individual tables to will agree the library noise level is acceptable. remind students about the acceptable. noise guidelines in the library.

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Librarians continued to verbally remind students of the noise guidelines when necessary. 3c. Through the Northeast at Corinth and 3c. An average of 86.5% or 3c. Librarians continued to weed Northeast at New Albany Student students were satisfied or and add materials to update the Surveys Spring 2015, an average of 85% very satisfied with library library collection, and provided of students responding will be satisfied services at the Corinth appropriate equipment for use or very satisfied with library services. and New Albany sites. by the students at the Corinth and New Albany sites. 3d. 95% of students agreed 3d. Thirty-five student computers 3d. Through the Library Student Survey Fall the library computer were retired and replaced with 2014, 85% of the students responding equipment works as updated versions. will agree that library computer expected to serve their equipment was as expected to serve their needs. needs.

4. The NEMCC library staff 4a. The library staff will actively participate 4a. The library director 4a. The library director continued will engage in appropriate in at least one state-wide library participated in the to participate in the Mississippi inter-agency activities for association. Mississippi Community Community and Junior Colleges the purpose of cooperative and Junior Colleges Deans Deans and Library Directors sharing of resources and and Library Directors Association. services. (PLO) Association. 4b. The library will actively participate as a 4b. As of April 2015, 4b. The library continued to member of one national library Interlibrary Loan had borrow and loan materials organization (OCLC), and two state-wide received 33 items and through OCLC and promote the library cooperatives (MELO and distributed 51 items use of MELO and MAGNOLIA MAGNOLIA). through OCLC this year. library resources. Students continue to access MELO and MAGNOLIA online resources daily. 4c. A librarian will serve as an online 4c. A librarian answered 4c. The library continued to plan reference point with QuestionPoint 24/7 questions one hour per for hosting of the annual Area Reference which will allow our NEMCC week for QuestionPoint Librarians Workshop. students access to a librarian 24 hours a 24/7 Reference, allowing day, 7 days a week. our students 24/7 acccess to a librarian. 4d. Through the Area Librarians Workshop 4d. 97% of attendees at the 4d. A librarian continued to answer

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Survey 2014, 85% of attendees will agree 2014 Area Librarians questions 1 hour per week for or strongly agree the workshop was Workshop agreed or QuestionPoint 24/7 Reference. useful for them. strongly agreed the workshop was useful for them. 4e. Through the Area Librarians Workshop 4e. 97% or attendees at the 4e. A librarian continued to keep Survey 2014, 85% of attendees will agree 2014 Area Librarians an updated email list of area or strongly agree that by providing Workshop agreed or librarians and sent out news updated contact information to NEMCC, strongly agreed that by and information updates they can receive news and information of providing updated contact important to libraries importance to them. information to NEMCC, throughout the school year. they can receive important news and information. 5. Students will be supported 5a. The Appointment-Plus.com report will 5a. The Appointment-Plus.com 5a. The library director continued in their e-Learning courses show that the library staff make report showed that to assign a librarian at each by library staff members proctoring services available to students proctoring services were library site to proctor exams who provide proctoring in three different locations for at least 50 made available by staff at for a total of 62 hours per services at all NEMCC sites. hours per week to augment services all three library sites for a week. (PLO) regularly provided by the eLearning staff. total of 62 hours per week. 5b. Responses to the E-Learning Focus 5b. 94% of students 5b. Four librarians continued to Questionnaire will show that at least 90% responded they were able spend 100% of their works of students were able to schedule their to easily schedule their hours during midterm and proctored exams at a location and time proctored exams at a finals week to schedule exams, convenient to them. location and time look up proctoring information convenient to them. and proctor exams scheduled at their locations for students taking online classes.

Page 238 Student Government/Student Activities/Intramurals IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Student Services/Associate Dean of Student Activities Program/Unit: Student Government/Student Activities/Intramurals

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students.

Long-Range Goal(s): L4 – Marketing; L6 - Community Partnerships

Short-Term Goal(s): S1.3 - Improve student retention

Division Purpose Statement: The purpose of the student government and intramurals shall be to organize students in the practice of self-government and to enhance students overall collegiate experience through a broad-based program of student activities.

Page 239 Student Government/Student Activities/Intramurals IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. The Student Government 1a. The Student Government Association will 1a. Student Government 1a-c. Students became aware of Association will conduct a community clothes drive to Association led the needy individuals in our demonstrate their ability assist the community clothes closet with campus clothes drive in community. The number of to perform as student collecting clothes for individuals in need. the fall semester to collect planned community projects leaders by participating in clothes for families in for the following semesters a variety of community need. The coats and other increased. projects. (PLO) clothing were donated to the local community clothes closet. 1b. The Student Government Association will 1b. Transportation was provide transportation for the elderly provided for the and handicapped as needed on campus. elderly/handicapped by the Student Government Association. Golf carts were available to transport visitors from their vehicles to attending meetings and in the Frank & Audrey Haney Union. 1c. The Student Government Association will 1c. The Student Government host a community wide food collection Association led the for "Food for Families". campus in the "Food for Families" canned food drive. A competition was held among our clubs/organizations to collect over 3000 cans of food for this cause. 2. Students and college 2a. Through the Fall 2014 Residential Life 2a. 86.5% of dorm students 2a. Incoming SGA Officers devised employees will be satisfied Survey, 80% of students responding will responding to the a plan to meet with campus with college-sponsored give an average satisfactory rating of 4 or Residential Life Survey club and organization officers activities planned and higher on the student activity statements gave a mean score of 4.31 monthly to establish the provided by the Student that were added regarding “Student to the item "Student college-sponsored activities. Government Association. Activities” (1-5 Likert scale with 5 being activities staff were (PLO) the highest). friendly and responsive to students' ideas." 84% rating with a mean score

Page 240 Student Government/Student Activities/Intramurals IE Plan 2014-2015

of 4.27 to the statement "I was aware of campus- wide activities that were offered during nights"; 82.3% with a mean score of 4.24 stating "I am satisfied with the number and type of college- sponsored social activities"; 81.8% with a mean score of 4.2 stating "I am satisfied with the number of recreational and intramural programs and services offered; and 81.3% with a mean score of 4.26 of dorm students agreed that "Student activities staff were easy to contact". 2b. Through the Fall 2014 Campus Climate 2b. 83.2% of college 2b. SGA Officers hand delivered Survey, 80% college employees employees responding healthy snacks to campus responding will give an average gave Students Activities a employees to introduce satisfactory rating of 4 or higher on the satisfaction rating of 4.29 themselves and communicate item “Student Activities and Student as compared to 3.83 for that they are open to Government Association” (1-5 Likert last year. 79.5% of college suggestions for improving scale with 5 being the highest). employees responding campus wide activities. gave Student Government Association a satisfaction rating of 4.31 as compared to 3.66 the previous year. The results reported are based on a Likert 1-5 point scale. 3. Students will be offered 3a. The Residential Life Survey - Fall 2014 3a. Based on the Residential 3a-b. Student participation numerous opportunities to will show student satisfaction of Student Life Survey, increased in nightly activities participate in structured recreational and intramural programs by 81.8% of dorm students offered in the fitness center. A team sports through the a mean score rating of 4 or above using completing the survey full time employee was campus intramural the Likert scale. gave intramural programs scheduled to monitor these

Page 241 Student Government/Student Activities/Intramurals IE Plan 2014-2015

activities program. (PLO) and services a mean score events. of 4.23. 3b. Intramural Director will schedule yearly 3b. While the total number of events and extended fitness center hours scheduled intramural will be added to increase participation event numbers decreased, over the previous year. the number of student participation for the nightly fitness center greatly increased. 4. Students will be satisfied 4. Through the Fall 2014 Residential Life 4. Dorm students 4. Based on survey results, with student activities and Survey, students responding will give a responding to the communication strategies campus satisfactory rating on student activities Residential Life Survey: among Dorm Students, clubs/organizations. (PLO) and clubs/organizations. 86.5% stated the Student Clubs/Organizations, and SGA activities staff were Officers were planned. friendly and responsive to Activities were increased to students' ideas, target specific group interests. 84.0% were aware of ex: gaming activities,... campus-wide activities that were offered during nights, 82.3% were satisfied with the number and type of college-sponsored social activities, 81.8% were satisfied with the number of recreational and intramural programs and services offered, and 81.3% stated the Student activities staff were easy to contact.

Page 242 ADMINISTRATIVE LEADERSHIP

The Administrative Leadership of Northeast Mississippi Community College is committed to the institution and to fulfilling the institutional goals along with long-range planning while continuing to maintain qualified personnel and guiding the college’s participation in activities that promote community, social and civic well- being. The college’s executive administrators provide the broad management, which move the institution forward providing specific management for the daily and orderly operations of the institution. The Administrative Leadership (President and the President’s Cabinet) is committed to achieving the following goals (expected outcomes).

• To evaluate administration, faculty, staff annually • To provide effective planning and guidance which helps to achieve the college’s institutional purpose and goals • To increase funding for the college • To offer professional development opportunities to administration, staff and faculty • To guide the college’s participation in its community role of promoting economic development and educational advancement • To insure allocation of resources such as personnel, facilities, and funds throughout departments/divisions • To improve enrollment and retention practices • To improve computer technology utilization • To provide programs and services for students, faculty, staff, alumni, and friends of the College.

2014-2015 Accomplishments 1. Appointed leadership committee for the Five Year Report 2. Began developing partnership with Blue Mountain College creating better access to institutions of higher learning. 3. Met with architects to discuss revising NEMCC Master Plan 4. Evaluated the fifth year of the Quality Enhancement Plan 5. Assigned writing responsibilities for the Five Year Report 6. Planned, organized, and carried out a successful Homecoming 2014 and hosted reunions 7. Published a yearly calendar of Alumni Advisory Board meetings and an on-line alumni newsletter 8. Obtained architectural plans for a 150-175 occupancy Honors Dorm

FIVE-YEAR PROJECTIONS: 2015-2016 1. Complete writing and the Fifth Year Report. 2. Establish a Faculty/Staff Development Center 3. Establish an Educational Resource Division 4. Investigate educational partnerships for better access to institutions of higher learning. 5. Complete revision of the NEMCC Master Plan 6. Partner with city of Booneville and Booneville School District to move sanitary and storm sewer drains under Tiger Stadium 7. Plan and purchase artificial turf for Tiger Stadium 8. Evaluate the fifth year of the Quality Enhancement Plan 9. Conduct documentation audit for the Five Year Report 10. Assign writing responsibilities for the Five Year Report 11. Plan, organize, and carry out a successful Homecoming 2015 and host reunions 12. Publish a yearly calendar of Alumni Advisory Board meetings and an on-line alumni newsletter 13. Conduct a program feasibility study for the addition and/or deletion of programs of study

Page 243 14. Implement iPad initiative in instructional areas. 15. Seek alternative means of obtaining additional residential hall beds. 16. Conduct a feasibility study to determine needed instructional building additions

2016-2017 1. Complete and submit the Fifth Year Report. 2. Continue to study to determine the institutional employment needs for the college. 3. Continue to study to determine the college’s role in the region’s expanding social and cultural offerings. 4. Conduct a feasibility study for the addition of new programs. 5. Plan, organize, and carry out a successful Homecoming 2016 and host reunions. 6. Publish a yearly calendar of Alumni Advisory Board meetings and an on-line alumni newsletter. 7. Seek funding for a Fine Arts Building. 8. Plan necessary building additions. 9. Conduct a program feasibility study for the addition and/or deletion of programs of study 10. Continue training on effective iPad use in instruction.

2017-2018 1. Continue to study to determine the institutional employment needs for the college. 2. Continue to study to determine the college’s role in the region’s expanding social and cultural offerings. 3. Conduct a feasibility study for the addition of new programs. 4. Plan, organize, and carry out a successful Homecoming 2017 and host reunions. 5. Publish a yearly calendar of Alumni Advisory Board meetings and an on-line alumni newsletter. 6. Begin construction of the Fine Arts Building.

2018-2019 1. Continue to study to determine the institutional employment needs for the college. 2. Continue to study to determine the college’s role in the region’s expanding social and cultural offerings. 3. Conduct a feasibility study for the addition of new programs. 4. Plan, organize, and carry out a successful Homecoming 2018 and host reunions. 5. Publish a yearly calendar of Alumni Advisory Board meetings and an on-line alumni. 6. Complete construction of the Fine Arts Building.

2019-2020 1. Continue to study to determine the institutional employment needs for the college. 2. Continue to study to determine the college’s role in the region’s expanding social and cultural offerings. 3. Conduct a feasibility study for the addition of new programs. 4. Plan, organize, and carry out a successful Homecoming 2019 and host reunions. 5. Publish a yearly calendar of Alumni Advisory Board meetings and an on-line alumni. 6. Complete construction of the Fine Arts Building.

Page 244 Administrative Leadership IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President Program/Unit: Administrative Leadership

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses; that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and Individuals; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L4 – Marketing; L5 - Professional Development; L6 - Community Partnerships; L7 - Distance Learning; L8 – Resource Allocation; L9 - Communication

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention; S1.4 - Expand offerings and opportunities at off-campus sites; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.2 - Provide students with technology support necessary for their success; S2.4 - Achieve equity funding on the level and state level; S2.5 - Offer employee mentoring and professional development opportunities

Division Purpose Statement: The Administrative Leadership of Northeast Mississippi Community College is committed to the institution and to fulfilling the institutional goals along with long-range planning while continuing to maintain qualified personnel and guiding the college's participation in activities that promote campus, community, social and civic wellbeing. The college's executive administrators provide the broad management, which moves the institution forward providing specific management for the daily and orderly operations of the institution.

Page 245 Administrative Leadership IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. To evaluate 1. All faculty and staff will be evaluated 1. 100% of employees were 1. Personnel with poor administration, faculty, annually by their supervisor based on the evaluated in FY2015. performance were counseled and staff annually. (PLO) provided rubric. and given improvement plans to improve their performance. 2. To provide effective 2. Through planning proposals submitted to 2. Several planning 2. The College instituted several planning and guidance the monthly meeting of the proposals were submitted new programs and revised which helps to achieve the Administrative Council and bi-monthly to both the Administrative processes based on the college's institutional meeting so f the President's Cabinet, Council and the planning proposals submitted. purpose and goals. (PLO) effective planning and guidance will be President's Cabinet. The reflected. minutes of both groups contain the individual proposal information. 3. To increase funding for the 3. Through establishing formal lines of 3. During the 2014-2015 year, 3. The Faculty Association college. (PLO) communication with local and state the President met with decided to invite all faculty to officials, the college will receive each county's Board of attend Capital Day this year. increased funding. Supervisors at least once The President approved it as a during regularly professional day. scheduled meetings The President decided meeting specifically to discuss with the county supervisors increasing college was not enough and will travel funding. The President to each county numerous times spent approximately 30 meeting with county workdays in Jackson on representatives and behalf of the MACJC community members to seek President's Association additional funding. lobbying the state legislature for more funding for all community colleges. The Faculty Association sent representatives to Jackson to lobby for increased state funding for community colleges. 4. To offer professional 4. The Faculty/Staff Development 4. During the 2014-2015 4. Based on the survey results and development Committee will develop professional academic year, the college decisions of the Faculty/Staff opportunities to development opportunities. offered the following Development Committee,

Page 246 Administrative Leadership IE Plan 2014-2015

administration, staff and professional development professional development will faculty. (PLO) opportunities: Fall 2014 now be recorded. Professional In-Service, New Employee development in the next year Orientation, Employee will focus on campus safety and Mentoring, iPad implementing the iPad in the workshops, 20-Minute classroom. Mentor Commons Series, Canvas training, Compliance Assist training. 5. To guide the college’s 5a. The President will meet with the 5a. The President met with the 5a-b. The President will continue participation in its Workforce Council to review and Workforce Council meeting with constituents to community role of promote economic development members during the promote economic promoting economic throughout the five county areas. scheduled quarterly development and educational development and meetings. growth in the district. educational advancement. 5b. The President will visit with County of 5b. The President met with (PLO) Board of Supervisors in the five county each county's Board of areas to discuss economic needs as well Supervisors at their as educational advancement. monthly meetings in August and September. 6. To insure allocation of 6. Through the Needs Assessment Survey, 6. The Office of Planning & 6. For FY15, budget managers resources such as all divisions will submit areas of need for Research published the planned for department personnel, facilities, and personnel, facilities, and funds. Needs Assessment budgets, as in years past. funds throughout Surveys/Consolidated Administration considered departments/ divisions. Reports. Divisions placed funding for all necessary (PLO) items on their needs activities to carry out the duties assessment by order of of the institution. Vacant importance. The OPR positions were evaluated on an distributed a compiled, individual basis. consolidated list to the Budget Committee, which met, beginning in April, and conducted budget hearings with Department Heads. 7. To improve enrollment 7. Records maintained through the Banner 7. Fall 2014 enrollment was 7. Beginning in January 2013, the and retention practices. Dropguard System will indicate 3513 students compared Orientation Committee met (PLO) improvement in enrollment and to 3286 in Fall 2013, a over the course of the semester retention. 6.9% increase. Spring to restructure orientation

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2015 freshman students activities. The goal of this totaled 3348versus 2997 restructure was to educate the for the Spring 2014 student to make more semester, an 11.7% independent decisions in increase. course scheduling and setting up their email, TigerLine, and Canvas accounts. The new Orientation will promote student's ownership of these things. Registration remained open through the summer. The Counseling Center helped Recruiting by offering campus tours and disseminating admissions information on high school campuses and on NEMCC's campus. The Admissions Office visited area high schools for their college fairs to promote the college. The Dropguard product continued to be used to monitor attendance. 8. To improve computer 8a. Through the Campus Climate Survey Fall 8a. Through the Campus 8a-b. There has been discussion to technology utilization. 2014, 90% of the college personnel Climate Survey Fall 2014, go from computers to IPADS (PLO) responding will give an average 90.5% of the college across campus and in satisfaction rating of 3 or above (based personnel who responded classrooms. We have begun upon Likert scale with 5 being highest) to reported an average partnering with Apple to decide the following item: “Computer Service satisfaction rating of 3 or how to fund and go live. This work orders are processed in a timely above (based upon Likert should help improve manner.” scale with 5 being technology for faculty, staff, highest) to the following and students. item: “Computer Service work orders are processed in a timely manner.” 8b. Through the Campus Climate Survey Fall 8b. Through the Campus 2014, 90% of the college personnel Climate Survey Fall 2014, responding will give an average 89.8% of the college

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satisfaction rating of 3 or above (based personnel who responded upon Likert scale with 5 being highest) to reported an average the following item: “Computer Center satisfaction rating of 3 or Services.” above (based upon Likert scale with 5 being highest) to the following item: “Computer Center Services.” 9. To increase support and 9. Outreach to alumni through email, 9. Alumni Affairs inducted 9. The college began rebranding participation in homecoming flyers, media coverage, and the third class of Alumni its image to better engage its institutional activities hosting of events on campus to Hall of Fame awardees graduates and employees. including alumni. (PLO) encourage participation. during homecoming weekend. Hosted the 5th Annual Friends of the Tiger golf classic to engage alumni during homecoming weekend as well as raise funds for the alumni Scholarship Fund. Distributed 2 years honorary alumni association membership cards to current year graduates in an effort to keep them engaged in activities on campus. Offered annual and lifetime membership opportunities to alumni. Published a Foundation/Alumni annual report to showcase events, programs, and support of Northeast alumni throughout the year. Maintained an easy to use 'alumni update' feature on the Foundation/Alumni

Page 249 Administrative Leadership IE Plan 2014-2015

website to obtain up-to- date information on alumni. Awarded six $250 Alumni Scholarships to one recipient from each of the five counties Northeast serves as well as Lee County. Alumni Tiger Awards were given to one individual from each sport during the athletic banquet.

Page 250 COMPUTER/TELECOMMUNICATIONS

The Computer and Telecommunications Services Division’s primary function is to maintain, expand and enhance computer and telecommunications support to all academic and administrative areas of the college. The division consists of a director, senior Oracle database manager, technology specialist, web master, telecommunications specialist and a computer technician. The systems maintained are the following: Administrative software system – Banner, telephone system – Free PBX, email systems – Microsoft Office 365 (faculty/staff/students), web servers, ID card and Meal plan. 2014-2015 Accomplishments: • Installed and configured the Argos environment • Upgrades all Faculty desktops to Windows 7 capable machines • Procured and installed new library computers • Installed redundant internet circuit (cSpire) back to MCCB (load balancing for dorms) • Installed 10GB backbone to most buildings • Expanded wireless access points in instructional buildings, gym and Seth Pounds auditorium • Secured ClearPass and Filewave technology for iPad initiative • Staff training for ClearPass and Filewave • Migrated server farm to VMware esxi platform with redundant server in Gordon Hall and McCollum Hall (Corinth) • Began phone migration for Booneville campus to SIP technology replacing PRI resulting in long distance savings • Implemented Microsoft 365 for students and faculty • Began implementation and technical training for Banner9

Five-Year Projections: 2015-2016 1. Add additional personnel 2. Upgrade student and finance modules of administrative system to Banner 9 3. Upgrade wireless infrastructure for iPad initiative 4. Enhance Metro-Ethernet to 1GB for New Albany campus 5. Install networked, synchronized campus clock system to satellite campuses 6. Install redundant internet connection to Booneville campus

2016-2017 1. Review cell and GPS technology platform for local and remote campuses 2. Upgrade remaining modules of administrative system to Banner 9 3. Cross-training 4. Upgrade wireless infrastructure to 802.X standard

2017-2018 1. Evaluate personnel needs 2. Upgrade administrative system hardware 3. Upgrade virtual server platform 4. Conduct security audit

2018-2019 1. Evaluate distance learning environment 2. Evaluate GPS technology 3. Cross-training 4. Evaluate wireless infrastructure

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2019-2020 1. Employ additional personnel 2. Evaluate administrative software effectiveness 3. Enhance Metro-Ethernet to 10GB between satellite campuses and cloud

Page 252 Computer/Telecommunications Services IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President Program/Unit: Computer/Telecommunications Services

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L3 – Technology; L5 - Professional Development; L9 - Communication

Short-Term Goal(s): S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.2 - Provide students with technology support necessary for their success; S2.5 - Offer employee mentoring and professional development opportunities.

Division Purpose Statement: Computer Services Division is to maintain, expand, and enhance computer/telecommunications support to all academic and administrative areas of the college.

Page 253 Computer/Telecommunications Services IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students, faculty, staff and 1a. Through the Campus Climate Survey Fall 1a. Through the Campus 1a-c. It was decided to continue to administration will be 2014, faculty, staff and administration Climate Survey Fall 2014, support faculty, staff and satisfied with the services will rate a satisfaction level of 3.75 or faculty, staff and students as in the past. Faculty provided by this division. above on a 1-5 rating scale with 5 being administration rated a and staff will be provided up- (PLO) the highest on the service "Computer 4.52 on the item, "The to-date information and Center Services." process for submitting students will be issued eMail computer service work accounts upon acceptance to orders is adequate" on a the college. rating scale with 5 being the highest services 1b. Through the Campus Climate Survey Fall 1b. Through the Campus 2014, faculty, staff and administration Climate Survey Fall 2014, will rate a satisfaction level of 3.75 or faculty, staff and above on a 1-5 rating scale with 5 being administration responded the highest on the service "Campus with a rate of satisfaction telephone/voice/mail service" level of 4.39 on a 1-5 rating scale with 5 being the highest on the service "Campus telephone/voice/mail service." 1c. Through the Campus Climate Survey Fall 1c. Through the Student 2014, faculty, staff and administration Satisfaction Inventory will rate a satisfaction level of 3.75 or Survey Spring 2014, above on a 1-5 rating scale with 5 being students responded with the highest on the service "Computer a satisfaction level of 6.06 Services (in the classroom)." on a 1-7 rating scale with 7 being he highest on the service "Computer Labs are adequate and accessible."

2. Downtime of computer 2. System log records will show that access 2. July 28, 2014 internet 2. Migrated server farm to access will be minimal. to the administration Software System service down due to AT&T VMware esxi platform with (PLO) (Banner) and office applications such as circuit failure; Aug 4, 2014 redundant services and eMail, internet, etc. will have less that 2 Banner server down due continue to use text to phone interruptions per month. to faulty disk failure notifications between

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computer services staff and AT&T

3. Provide up-to-date 3. Through active participation in 3. Computer Services 3. Through the training activities, technology throughout the workshops, trade shows, annual personnel participated in the Computer Services campus. (PLO) conferences and state meetings, the following activities to personnel accomplished the Computer Center personnel will be able assist the institution in following: to assist the institution in procurement of procuring the latest • Applied upgrades to the latest technology. technology administrative software • Monthly Technology (Banner) Contacts Meeting - Staff • Procured and replace all aged attending - 1 desktop with up-to-date • Creating Futures Through equipment Technology Conference - • Secured Microsoft 365 for Staff attending - 2 faculty and students • Mississippi Computer • Expanded wireless backbone in Center Directors Meeting - dorms and instructional Staff attending - 1 buildings • Venture Technologies Technology Fair - Staff attending - 1 MCCB Summer Data Conference - Staff attending - 1 4. Faculty and staff will be 4. At least one workshop will be offered 4. The following training 4. As a result of the training provided with on-going during the academic year in refreshing or sessions were provided provided, campus personnel: training on the training (new/existing) faculty on the using the Northeast Staff • New faculty can use Microsoft administrative software administrative software system. Development Center Office products to system. (PLO) (Ramsey Hall): communicate electronically • Banner for new Division • Faculty can implement the use Heads & Staff of handheld devices such as • iPad Training For Nursing iPads and eBooks in the Students classroom. • iPhoto, Keynote and • Students can communicate iMovie iPad Training with faculty and interact in the • iOS 8 Updates classroom using mobile • iPads For Career & devices. Technical Division • Mobile Learning

Page 255 Computer/Telecommunications Services IE Plan 2014-2015

5. Online Work Order 5. Through the NEMCC Online Work Order 5. From July 2014 - June 5. Alternate vendors will be requests will be completed Processing System records will show that 2015 there were 1443 sought for quicker turnaround. within 3 working days of 90% of the requests will be completed work orders for Computer A new work order system will the time of the request. within 3 working days. Services. 1358 or 94% of be procured to prevent (PLO) the requests were duplicate requests. completed within a 3-day time period. Those uncompleted were due to conflicts with holidays, partial shipments, backorders and duplicate requests.

Page 256 FACILITIES AND MAINTANENCE

The primary purpose of the Facilities, Operations, and Transportation (which includes Buildings, Grounds, and Transportation) is to provide, in a reasonable time frame an attractive, clean, and safe physical environment conducive to achieving the stated purpose of the college.

2014-2015 ACCOMPLISHMENTS: • Alumni & Friends – performed annual termite inspection. • Alumni & Friends – repaired heating unit. • Anderson Hall – cleaned carpet for office. • Anderson Hall first floor bathrooms men’s and women’s – installed 6 x 6 tiles on the walls with a sanitary cove base, w/outside corners, and bullnose trim, 2x2 mosaic tile on the floor, all materials and installation. • Anderson Hall Room 236 – painted room. • Armory – installed three ton HVAC Unit – Rheem. • B.T. Moore Hall – paint booth and did roofing work. • Baptist Student Union – trimmed, cut and removed trees in lot. • Bonner Arnold Coliseum – inspect and test for asbestos containing materials. • Bonner Arnold Coliseum – installed handicap seating signs. • Bonner Arnold Coliseum – redo ceilings in the entryway at the gym. • Bonner Arnold Coliseum – refinished gym floor. • Bonner Arnold Coliseum – removed old door and replaced it with a new storefront door. • Bonner Arnold Coliseum – renovate entrance. • Bonner Arnold Coliseum basketball coach’s office – cleaned carpet. • Brown Shoe Parking Lot – trimmed twenty-two (22) trees and removed brush from parking lot. • Burgess Center – installed carpet. • Burgess Center – installed sidewalk. • Burgess Center – painted interior of building. • Burgess Center – repaired a/c for court area. • Bus Shop – repaired overhead door. • Campus – Annual Inspection of Fire Extinguishers. • Campus – Buildings – changed filters for HVAC Units every three months • Campus – cut and removed debris for trees. • Campus – inspected fire extinguishers. • Campus – Inspection of Boilers, Air Tanks, Water Heaters and Steam Generators. • Campus – preventive maintenance work and repairs on chillers. • Campus – renewed contract for monthly pest control for buildings. • Campus – renewed contract for monthly pest control for buildings. • Campus – repaired automatic doors. • Campus – repaired commodes, tub spouts, tub drains, and shower handles. • Campus – repaired commodes. • Campus – repaired locks. • Campus – repaired outside lights, cobra head lights, F.B. field lights, and practice field lights. • Campus – repaired sprinkler heads. • Campus – replaced ceiling tile. • Campus Buildings – annual safety inspection of eleven elevators. • Campus Buildings – cleaned carpet. • Campus Buildings – installed ADA Compliance toilets throughout campus. • Campus Buildings – installed men’s and women’s restrooms signs and Unisex restroom signs w/brail at the bottom (ADA • Compliance).

Page 257 • Campus Buildings – repaired heating and a/c issues and problems across campus. • Campus Buildings – replaced damaged ceiling tiles. • Campus Elevators – elevator maintenance agreement – monthly inspection of elevators and repairs within a reasonable time frame. • Childers Hall – installed carpet in one room. • Childers Hall – installed VAV Boxes (Motors). • Childers Hall – purchased and installed air curtain. • College House – 703 Jefferson St. – renovated house: refinished hardwood floors, house painted, sprayed inside and outside of house for general pest control, installed new vinyl floor in kitchen, renovated cabinets, repaired plumbing, installed vent hood over the stove, installed dishwasher, purchased and installed new refrigerator (Amana), purchased and installed new self-clean electric range stove (Amana). • College House 106 West Veterans Drive – repaired stove. • College House 207 Ellis Avenue – installed new sanitary drain sewer under house. Removed old piping and installed new piping. Purchased new refrigerator (old one quit working). • College House 207 Ellis Avenue – replaced hot water heater. • College House 209 Ellis Avenue – relocated Power Pole. • College House 705 Jefferson St., - performed yearly termite renewal inspection. • Concession – repaired leak. • Daws Hall – repaired ice machine. • Dean Hall – installed carpet in two rooms. • Dean Hall – painted electrical room. • Dean Hall – replaced two doors. • Dorms – purchased and installed forty (40) PTAC Units (Islandaire). • Dorms – purchased and installed shower rods. • Dorms – repaired HVAC Units. • Dorms – replaced screens. • Dorms – tubs repaired. • F.B. Field – repaired the west gate and repaired the fence near the press box. • F.B. Field – stripped the field with paint. • F.B. Field – stripped with marking paint. • F.B. Field Lights – fixed, ballasts – replaced. • Facility Operations Building – repaired overhead door. • Facility Operations Dept. – cleaned carpet, stripped and waxed break room floor. • Facility Operations Dept. – repaired leak. • Field House – install laminate for exterior. • Field House – installed Tiger Pad (concrete) – front of Field House. • Field House – installed two stalls in visitor’s room. • Field House – moved fence. • Field House – repaired brick work. • Football Field House – added new commodes. • Goal Post Net – drilled holes. • Gordon – cleaned carpet. • Gordon Hall – repaired Libert machine. • Gordon Hall – replaced window. • Gravel Parking Lot by Alumni & Friends House – trimmed lower limbs. • Gym – cleaned entryway. • Gym – install carpet in girls’ locker room. • Gym – install carpet in two entrances at Gym. • Haney Union – bathrooms painted.

Page 258 • Haney Union – cleaned carpet upstairs and lobby. • Haney Union – installed carpet and tile for Black & Gold Room. • Haney Union – installed carpet on twenty-five (25) stairs. • Haney Union – installed law enforcement parking only signs. • Haney Union – installed three LED Wall Packs. • Haney Union – recover awnings (color – hunger green). • Haney Union – repaired boiler for hot water. • Haney Union – replaced wall fixtures w/LED Fixtures. • Haney Union Boiler – replaced blower motor (cleaver Brooks Boiler). • Haney Union Bookstore – repaired HVAC Unit – coil. • Haney Union Cafeteria – repaired the following items: double-door refrigerator replaced thermostat, walk-in cooler/freezer replaced automatic door closure, Cleveland Steamer parts – Assy., Trunion Steam Inlet, Vulcan Oven – assy., thermostat, Cleveland Steam Kettles – replaced solenoid valve, boiler drain, Traulsen Reach-in Cooler – replaced ref. temp. Control, Traulsen Reach-In Double Door Cooler – replaced Emerson expansion valve. Purchased Convection Oven – Gas Duke Manufacturing for Cafeteria, Dishwasher– repaired conveyor belt, installed repair kits. Vent-A-Hoods (6) – cleaned. • Haney Union Claude Wright Room – installed new drapes for stage. • Haney Union Stage – removed/replaced ceiling tiles – reinstalled can lights. • Hargett Hall – repaired pipe. • Hargett Hall HVAC Unit – repaired (replaced entering/leaving water thermistors). • Hassell’s Building – paved parking lot. • Hassell’s Building – replaced front door glass. • Hassell’s Building – replaced glass in front window. • Hassell’s Building –repaired roof (internal gutter system added three downspouts). • Hines Hall – installed carpet in room #58, #13. • Hines Hall – repaired a/c unit (purchased transducer). • Holliday Hall – cleaned carpet in the office on first floor and in the lecture hall. • McCoy Hall – repaired RBI Boiler. • MS Hall – trimmed four trees behind MS. Hall. • MS. Hall – performed yearly termite renewal inspection. • Murphy Hall – cleaned carpet in two rooms. • Murphy Hall – installed carpet in two rooms. • NE at Corinth location – HVAC repaired outdoor unit. • NE at Corinth Location – painted offices. • NE at New Albany – repaired HVAC unit. • NE Fountain – repaired (SSI Selector switch, LRI line tractor, VFD – UFD). • New Field House – furnished and installed powder coated steel partitions. • Northeast at Corinth location – repaired roof leak. • Patterson Hall – installed three (3) LED Wall Packs. • Patterson Hall – repaired HVAC unit. • Patterson Hall Room 220 – replaced carpet. • Practice F.B. Field – repaired leak. • President House – installed 2” water meter in the back yard for better irrigation. • President’s House – cleaned the carpet. • President’s House – cleaned up bricks and relay post on fence. • President’s House – repaired fence caused by storm damage. • President’s House – repaired gutters. • President’s House – repaired roof from storm damage. • President’s House – repaired sink faucet.

Page 259 • President’s House – repaired south-end heater. • President’s House – replaced double drive gate on the south side. • President’s House – sod purchased and installed on the yard. • President’s House – torn out brick and cleaned them to reuse on flower bed walls. • Ramsey Hall – cleaned carpet in several offices. • Ramsey Hall – installed new batteries for Fire Alarm System. • Ramsey Hall – repaired boiler system. • Ramsey Hall = installed window kit’s in the Counseling Center Door. • Seth Pounds – repaired HVAC unit (Trane). • Seth Pounds – repaired plumbing outside of Seth Pounds • Stringer Hall – repaired gutter system north side of Stringer Hall. • Stringer Hall Parking – installed thirty minute only parking signs. • Swimming pool – repaired pump motor (installed contractor). • Tennis Courts – replaced lights and ballasts. • Vocational Building – yearly termite inspection. • Waller Hall – installed carpet in two rooms 104 – 104. • Waller Hall – installed tile. • Waller Hall – paint day care walls and cabinets. • Waller Hall – repaired boiler (relief valve set). • Waller Hall – repaired ice machine. • Waller Hall Chiller – replaced part motor protector. • Waller Hall Culinary Arts Dept. – repaired a/c unit. • White Hall – renovation of twenty (20) bathrooms on the 3rd floor. • Wood Hall – cleaned carpet and deodorized rooms 206, 215, and 316. • Wood Hall – HVAC repaired – new duct, insulate duct and install vent pipe. • Wood Hall – installed carpet in rooms 218, 316. • Wood Hall – replaced carpet in room 215. • Wood Hall – sprayed for bed bugs. • Yarber Hall – repaired AAON Unit Compressor.

NOTE: This is not intended to be a complete synopsis of what Facility Operations accomplished this year, but rather a representative collection of accomplishments.

FIVE-YEAR PROJECTIONS: 2015-2016 1. Continue to address issues and repairs for the new Student Services Building (Ramsey Hall). 2. Continue repairing sidewalks throughout Campus. 3. Continue improving drainage campus wide. 4. Expand and improve the Sprinkler System Campus wide. 5. Construct and address issues and repairs for the New Field House (New Sports Complex). 6. Continue irrigation improvements. 7. Purchase 1 - Car 8. Purchase 1 - Truck for Facility Operations Dept. 9. Purchase 1 – Van

2016-2017 1. Continue repairing sidewalks throughout Campus. 2. Continue improving drainage campus wide. 3. Continue to address issues and repairs for the New Student Services bldg. (Ramsey Hall). 4. Continue renovating Dorms as needed. 5. Continue to construct and address issues and repairs for the New Field House (New Sports Complex). 6. Expand and improve the Sprinkler System Campus wide.

Page 260 7. Evaluate transportation needs of the college. 8. Purchase 1 – Van

2017-2018 1. Continue repairing sidewalks throughout Campus. 2. Continue improving drainage campus wide. 3. Continue to renovate dorms as needed. 4. Continue to address issues and repairs for the New Field House (New Sports Complex). 5. Construct the Cultural Arts Center. 6. Expand and improve the Sprinkler System Campus wide. 7. Purchase 1 - Workhorse (Grounds) 8. Purchase 1 - Truck (Facility Operations Dept.) 9. Purchase 1 – Car

2018-2019 1. Continue repairing sidewalks throughout Campus. 2. Continue improving drainage campus wide. 3. Continue to construct the Cultural Arts Center. 4. Continue to renovate Dorms as needed. 5. Expand and improve the Sprinkler System Campus wide. 6. Evaluate condition of Maintenance Buildings (repair and replace as necessary). 7. Purchase 1 - 15 Passenger Van 8. Dispose of obsolete and damaged vehicles.

2019-2020 1. Continue repairing sidewalks throughout Campus. 2. Continue to address issues and repairs for the Cultural Arts Center. 3. Continue improving drainage campus wide. 4. Continue renovating Dorms as needed. 5. Expand and improve the Sprinkler System Campus wide. 6. Evaluate condition of the Bus Shop Building (repair and replace as necessary). 7. Evaluate transportation needs of college. 8. Purchase 1 - Van

Page 261 Facilities and Maintenance IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President Program/Unit: Facilities and Maintenance

College Purpose Statement(s): P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L8 - Resource Allocation

Short-Term Goal(s): S2.3 - Improve security and safety

Division Purpose Statement: The primary purpose of Physical Plant Operations is to provide in a reasonable time frame an attractive, clean, and safe physical environment conducive to achieving the stated purposes of the college.

Page 262 Facilities and Maintenance IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. To provide institutional 1. Facility and Maintenance work orders 1a. Month Number of Work 1. Most work orders that are maintenance within will be reviewed and evaluated daily by Orders (Percent received were completed budgeting constraints. the Director of Facility Operations. After Completed in 3-5 days): within 3 to 5 working days. (PLO) meeting with the staff, the Director will July 169 (97%), Aug. 377 Delays were due to parts and prioritize the work orders. 92% of the (95%), Sept. 252 (97%), availability. approved work orders submitted each Oct. 257 (94%), Nov. 171 month will be closed out within 3- 5 (98%), Dec. 138 (99%), working days. Jan. 270 (96%), Feb. 160 (99%), Mar. 143 (100%), Apr. 174 (96%), May. 122 (97%)

2. Improve Security and 2a. Through analyzed responses of the 2a. 87.5% of the students 2a. Facility Operations will safety. (PLO) Student Satisfaction Inventory, Spring responded were most continue to assess needed 2014 administered in May, 2014, 80% of satisfied that the campus upgrades to buildings and the students responding will give an is safe and secure gave an grounds to improve campus overall satisfaction rating of 4 or above to overall rating of 6.08. safety for faculty, staff and the item "Personal security/safety at this students. college." 2b. Through analyzed responses of the 2b. 61.2% of the faculty, staff Campus Climate Survey, December, 2014 and administration 2b. To become ADA Compliant, we administered in the Fall of 2014 80% of responded gave an overall have upgraded campus wide the faculty, staff, and administration will rating of 4.41. our restroom facilities and give an overall satisfaction rating of 4 or sidewalks. above to the item "Northeast Campuses are handicapped accessible." 3. To be in compliance with 3. Following inspections from the 3. January 26, 2015, 3. The following was all local, state, and federal appropriate local, state and/or federal Northeast received an accomplished: Hargett Hall safety health regulations. officials, a result of "no findings" should inspection from the MS. Basement - replaced safety (PLO) be received. Department of relief valves (2). Waller Hall Health/Boiler Safety Roof - replaced safety relief Branch. This department valve. Bonner Arnold Coliseum inspected boilers, air Training Room - replaced tanks, water heaters, and safety relief valve. Wright Hall steam generators. During Basement - replaced safety the referenced inspection, relief valve. evaluations and

Page 263 Facilities and Maintenance IE Plan 2014-2015

observations of equipment at our facility (Northeast) were conducted. The results of these activities are outlined below: Replace leaking safety relief valves (2) (water-tube boiler) - Hargett Hall Basement. Replace leaking safety relief valve (water-tube boiler) - Waller Hall Roof. Replace leaking safety relief valve (fired stg. water heater) - Bonner Arnold Coliseum Training Room. Replace leaking safety relief valve (H cast- iron boiler) - Wright Hall Boiler Room. 4. To provide and maintain 4a. Each year, the Assistant Director of 4a. The inspection found the 4a-c. 95% of the buildings clean buildings. (PLO) Facility Operations (Brandon Elliott) will buildings were kept clean inspected received an overall conduct an unannounced inspection of and neat. rating of "Good" or "Excellent". twenty-five (25) buildings on the NE There are areas that still need campus. Brandon likes to walk with the to be improved: custodian of the building for the Corners being dirty. inspection. He checks the following areas Cleanliness of the baseboards. in each building: Entrance way, hallways, Spider webs outside of the walls, floors, restrooms, stairways, building (entry ways). windows, doors, storage closets, trash Cleanliness of mats as you containers, elevators, floor drains, air come into a building. Windows vents, water fountains, and the outside being dirty. appearance of the building. He rates the General restroom cleanliness. Buildings using the following scale: To assist in the Custodian's Excellent, Good, Fair, Poor, or Not closet organization purchased - Applicable. Mop/Broom holders for 4b. Through analyzed responses of the 4b. 61.2% of the faculty, staff, Custodial closets. Campus Climate Survey Fall 2014, eighty and administration To assist in cleanliness of percent (80%) of the faculty, staff and responded gave an overall buildings the following

Page 264 Facilities and Maintenance IE Plan 2014-2015

administration will give an overall rating of 4.47. equipment was purchased - satisfaction rating of 4 or above to the Floor Squeegee with handles, item "Custodial Services." Vacuum Cleaners, Mop Bucket 4c. Through analyzed responses of the 4c. 61.2% of the faculty, staff, Combo's, and new garbage Campus Climate Survey Fall 2014, eighty and administration containers (Marshall Classic percent (80%) of the Faculty, staff and responded gave an overall Containers, Brute 44 gal. administration will give an overall rating rating of 4.40. Conainers w/caster dolly, Slim of 4 or above to the item "Building and Jim Trash Containers), and Dust Grounds Maintenance." pan combo's w/handle/broom, hard wheel dolly's, Swivel Corner Brush w/handle, and Unger Window Cleaning Kits Special. Equipment was repaired - vacuum cleaners, wet/dry vacuums, and scrubbers.

5. To provide an attractive 5. Through analyzed responses of the 5. 61.2% of the faculty, staff 5. To assist in an attractive campus (SLO) Campus Climate Survey Fall 2014, eighty and administration campus, the following will percent (80%) of the faculty, staff and responded gave an overall continue: Daily maintenance administration will give an overall rating of 4.58. and landscaping will be satisfaction rating of 4 or above to the performed on the grounds and item "The overall appearance of the buildings. campus is pleasing." • Sidewalks were refinished. • Sprinklers were maintained and installed. • Stumps were grinded. • Football Fields (both) were top dressed. • Ice Melt was purchased and put out on sidewalks and steps during icy and snowy weather. • Trees trimmed, removed and cleaned up. • Irrigation system was repaired throughout campus. • Grass was mowed.

Page 265 Facilities and Maintenance IE Plan 2014-2015

• Chemicals were purchased and put out on the grounds (Gly Envy, Crossbow, Rangestar, Poast, MSMA, Bloodmeal, Revolver (Herbicide, Resolute, Heritage G. Fungicide, Iron Fertilizer, 13-13-13 Fertilizer, Ranger Pro Herbicide, Snapshot Herbicide, Five Star Turf Tall Fescue, Starter Fertilizer w/slow Release, Ammonia Nitrate Fertilizer, Soil Conditioner, Ant Killer, Futura 2000 Perennial Ryegrass, and Envoke Herbicide. • Stringer Hall was landscaped (soon to be named Cartwright Hall). • Flower beds were planted and maintained (Azaleas, Camellia, Lirope, Baccto, Geraniums, Salvia-Red, Zinnias, Vinca's. • Pine Straw was put out around the plants and trees. • Equipment was repaired (mowers, hedge trimmers, blowers, pole pruners, chainsaws, weedeaters). • New Equipment was purchased: Top Dresser Turfco Mete-R-Matic, Trimmer FS90R, Hand Held Blower, Exmark Diesel 60 Inch. Mower with Canopy,

Page 266 Facilities and Maintenance IE Plan 2014-2015

Sunshade Kit, 60" Triton Mulch Kit, and Spreader (Earthway).

6. To maintain vehicles to 6a. Through the review of the trip ticket 6a-b. Month, # of Requisitions 6a. Most vehicles' requisitions for meet the transportation forms, 95% of vehicular maintenance completed in 3 to 5 days, repairs that are received will be needs of the college requests will be performed within five (%). completed within 3 to 5 personnel. (PLO) working days. July-78 (98%), August- working days. Delays will be 6b. A monthly Transportation Expenditures 141 (95%), September-47 due to having parts shipped or Report will be compiled and reviewed (100%), October-223 delays for outside repairs - upon request by Dr. Allen, Executive Vice- (96%), November-50 labor to fix the vehicles. President Ricky Ford, Mr. Chris Murphy (99%), December-9 6b. Monthly report will be and Mark Hatfield. (100%), January-48 distributed upon request to Dr. (97%), February-52 Allen, Executive Vice-President (98%), March-51 (99%), Ricky Ford, Phillip Moore and April-50 (96%) Mark Hatfield. 6c. Through analyzed responses of the 6c. 61.2% of the Faculty, Staff 6c. The Bus Shop personnel Campus Climate Survey April, 2014, and Administration cleaned vehicles, performed eighty percent (80%) of the faculty, staff responded gave an overall routine maintenance and and administration will give an overall rating of 4.28. repaired vehicles as needed. satisfaction rating of 4 or above to the Vehicles were inspected and item "Transportation." received Inspection Stickers. Northeast purchased six new vehicles (#1, #5, #8, #11, #21, and #31). 7. Improve Campus Life 7. Through analyzed responses of the 7. 87.5% of the students 7. The Facility Operations (PLO) Student Satisfaction Inventory Spring, responded gave an overall Department will continue to 2014 administered in May, 2014, eighty- rating of 6.09. landscape, build, and maintain percent (80%) of the students the campus in order to further responding will give an overall improve the general condition satisfaction rating of 4 or above to the of the campus. item "On the whole, the campus is well- maintained."

Page 267 FINANCE & FISCAL OPERATIONS

The Division of Finance and Operations consists of the Business Office, including Payroll, General Ledger Accounting, Student Accounts Receivable, Grant and Contract Accounting; Purchasing; Accounts Payable; Inventory Control; Institutional Printing and Mail, or the Nzone; Bookstore; and Food Service.

2014-2015 Accomplishments: 1. Received an Unqualified Opinion on the Institution's financial statements. 2. Received a commendation from the Mississippi State Auditor as a result of the unqualified opinion on the Institution's financial statements. 3. Trained new employees and new budget managers on Banner Finance and Purchasing modules. 4. Processed all college payrolls, monthly reports, quarterly reports and W-2s on time and without error. 5. Completed required local, state, and federal reporting for financial data, including audit report, budget, and MBR in a timely manner. 6. Employees attended various training seminars in a variety of topics regarding business office operations. 7. Maintained compliance with accounting and auditing regulations. 8. Upgraded printshop computers to allow more design capabilities for print jobs to be accomplished in-house and more economically.

Five-Year Projections: 2015-2016 1. Maintain compliance with accounting and auditing regulations, including practices to ensure an unqualified opinion on the audited financial statements. 2. Evaluate and implement, if needed, a purchasing card system for the College. 3. Evaluate and implement as needed, Evisions (Banner partner) products that will enhance form processing, and research/report writing. Form-processing and research/report writing products will be reviewed in coordination with other departments. 4. Evaluate budgeting module within Banner. Implement if needed. 5. Evaluate and implement Archive/Purge process within Banner Finance. 6. Evaluate and procure, if necessary, a fixed asset management system that includes depreciation. 7. Establish procedures by which all student communications will be handled via electronic medium. Implement, if feasible. 8. Evaluate the process for providing 1098Ts online, implement if feasible. 9. Evaluate contractual agreement for campus-wide cable television services. Coordinate with Residential Student housing Department to ensure the College maintains the best service at the most economical price. 10. Increase student fee payment via College website. 11. Implement electronic file storage for financial records. 12. Evaluate and implement, if feasible, permanent Business Office, Accounts Receivable, and Bookstore Services at the College’s remote locations, as needed. 13. Evaluate computers and equipment and software in the Finance Division and replace or upgrade as needed. 14. Evaluate the need, and implement, if needed, a full-service Receiving Department. 15. Evaluate the need and hire new staff, as needed, in all areas. 16. Evaluate Banner Finance to determine more efficient and effective use of the software, especially in relation to purchasing, receiving and accounts payable. Implement workflows and processes as needed. This would include training.

Page 268 2016-2017 1. Maintain compliance with accounting and auditing regulations, including practices to ensure an unqualified opinion on the audited financial statements. 2. Evaluate computers and equipment and software in the Finance Division and replace or upgrade as needed. 3. Evaluate utilization and cost savings of College purchase cards. Adjust process as needed. (If a purchasing card system is implemented.) 4. Evaluate the need and hire new staff, as needed, in all areas. 5. Evaluate Banner Finance to determine more efficient and effective use of the software. Implement workflows and processing as needed. Also consider "add-on" modules from other vendors.

2017-2018 1. Maintain compliance with accounting and auditing regulations, including practices to ensure an unqualified opinion on the audited financial statements. 2. Evaluate computers and equipment and software in the Finance Division and replace or upgrade as needed. 3. Evaluate the need and hire new staff, as needed, in all areas. 4. Evaluate, and adjust, as needed, workflow processes with the Division of Finance. 5. Evaluate Banner Finance to determine more efficient and effective use of the software. Implement workflows and processing as needed. Also consider "add-on" modules from other vendors.

2018-2019 1. Maintain compliance with accounting and auditing regulations, including practices to ensure an unqualified opinion on the audited financial statements. 2. Evaluate computers and equipment and software in the Finance Division and replace or upgrade as needed. 3. Evaluate the need and hire new staff, as needed, in all areas. 4. Evaluate, and adjust, as needed, workflow processes with the Division of Finance. 5. Evaluate Banner Finance to determine more efficient and effective use of the software. Implement workflows and processing as needed. Also consider "add-on" modules from other vendors.

2019-2020 1. Maintain compliance with accounting and auditing regulations, including practices to ensure an unqualified opinion on the audited financial statements. 2. Evaluate contractual agreement for campus-wide cable television services. Coordinate with Residential Student Housing Department to ensure the College maintains the best service at the most economical cost. 3. Evaluate computers and equipment and software in the Finance Division and replace or upgrade as needed. 4. Evaluate contract for duplicating equipment, upgrade equipment as needed. 5. Evaluate office space of Business Office functions to ensure workplace efficiency and comfort and to enable cus.

Page 269 Auxiliary Services (Bookstore/Cafeteria) IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Director of Finance Program/Unit: Auxiliary Services (Bookstore/Cafeteria)

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L9 - Communication

Short-Term Goal(s): S1.3 - Improve student retention; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.5 - Offer employee mentoring and professional development opportunities

Division Purpose Statement: To provide cafeteria services, textbooks, supplies, electronics and other materials to the students, faculty, and staff of the college.

Page 270 Auxiliary Services (Bookstore/Cafeteria) IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. To provide services to 1a. Through the Student Satisfaction 1a. Students responding to 1a. Continued to maintain dialogue assist students and college Inventory Spring 2014, students the Student Satisfaction with bookstore operator to personnel in obtaining responding will give a 5 or above Inventory Survey gave an collaborate on specific areas required textbooks and satisfaction level rating to Bookstore overall rating of 5.83 for needing improvement and for supplies on a timely and services (with 7 being the highest rating). Campus Services. the purposes of improving convenient schedule. bookstore operations overall. (PLO) 1b. Through the Campus Climate Survey Fall 1b. 54.5% of college 1b. Continued to conduct training 2014, college personnel (faculty, staff, personnel responding to for faculty in the use of the and administration) responding will give the Campus Climate Faculty Portal, the means by a 4 or above satisfaction level rating Survey were satisfied with which the college submits (with 5 being the highest rating). bookstore operations, adopted textbook requests to giving an overall rating of the bookstore operator. 3.48.

2. To provide cafeteria 2a. Through the Residential Life Survey 2a. Students responding to 2a-b. Continued dialogue with services that meet the Results Fall 2014, students responding the Residential Life cafeteria services provider in needs of students and will give a 4 or above satisfaction level Survey Results Fall 2014 order to continue to enhance college personnel. (PLO) rating to cafeteria services (with 5 being gave an overall the student/staff dining the highest rating). satisfaction rating of 3.98- experience to capitalize on 4.14 for cafeteria services increased satisfaction ratings. questions. 71.9%-79.9% Also, discussed the results of survey respondents indicating optional locations were satisfied with the and service times, and will cafeteria services. continue to monitor this However, results also possibility. indicated a strong need for an alternate dining location (81.8% of respondents) and for dining services outside the normal operating hours of the cafeteria (88.0% of respondents). 2b. Through the Campus Climate Survey Fall 2b. 62.4% of college 2014, college personnel (faculty, staff, personnel responding to and administration) responding will give the Campus Climate a 4 or above satisfaction level rating Survey were satisfied with

Page 271 Auxiliary Services (Bookstore/Cafeteria) IE Plan 2014-2015

(with 5 being the highest rating). bookstore operations, giving an overall rating of 4.10. 3. Auxiliary Services will be 3. Sufficient resources will be budgeted to 3. A review of the budget 3. As a result of the dialogue with provided adequate provide adequate physical resources to and financial records of the operator of the cafeteria physical resources in order maintain operations of the auxiliary the college shows that and bookstore, major to best serve students. services, based on continual dialogue adequate resources were renovations to each operation (PLO) with food service and bookstore provided to maintain were planned and completed to operator. auxiliary operations. The update, expand, and enhance cafeteria was completely both the dining experience and provided with upgraded the bookstore experience. tableware and serving ware to complete the upgrade for the cafeteria. The bookstore was moved into a completely renovated building, along with completely new furniture and fixtures, enlarging capacity in order for the bookstore to more efficiently and effectively provide for our students and staff.

Page 272 Business Office/Student Services IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Director of Finance Program/Unit: Business Office/Student Services

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L8 - Resource Allocation; L9 - Communication

Short-Term Goal(s): S1.3 - Improve student retention; S1.4 - Expand offerings and opportunities at off-campus sites.

Division Purpose Statement: To provide accurate, helpful, friendly business services to students, faculty, and staff of the college.

Page 273 Business Office/Student Services IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Provide accurate, reliable, 1a. Through the Survey of Student Inventory 1a. Through the Survey of 1a-b. Will continue to review all useful, convenient Spring 2014, students will respond with a Student Inventory Spring aspects of Business Office business services to the 5 or above satisfaction level rating (7 2014, students responded operations to ensure reliable, students at a satisfactory point scale) to the item, "There are with 5.97 on a 5 or above accurate, and useful services level. (PLO) convenient ways of paying my school satisfaction level rating (7 are provided to students, and bill." point scale) to the item, satisfaction levels are "There are convenient maintained. Business Office ways of paying my school processes will continue to be bill." reviewed, as needed, seeking 1b. Through the Off-Campus Sites Student 1b. Results of the Northeast at improvements to better service Survey Spring 2015, 90.0% of the New Albany Student to the students. students will respond with satisfied and Survey Spring 2015, very satisfied to the item, "Business 81.3% of the students Office (Billing and Fee Payment)." responded with satisfied and very satisfied to the item, "Business Office (Billing and Fee Payment)." Results of the Northeast at Corinth Student Survey Spring 2014, 95.7% of the students responded with satisfied and very satisfied to the item, "Business Office (Billing and Fee Payment)." 2. College personnel will be 2. Through the Campus Climate Survey Fall 2a. Through the Campus 2a-b. The Business Office/Student satisfied with the Business 2014, 95.0% of college employees will be Climate Survey Fall 2013, Services will continue to strive Office/Student Services. satisfied or strongly satisfied with the 98.8% of college to provide adequate college (PLO) college services, "Personnel and Payroll" employees responded services to college employees. and "Business Office." with satisfied or strongly satisfied to the college service "Personnel and Payroll." 2b. Through the Campus Climate Survey Fall 2013, 97.6% of college

Page 274 Business Office/Student Services IE Plan 2014-2015

employees responded with satisfied or strongly satisfied to the college service "Business Office."

Page 275 Finance IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Director of Finance Program/Unit: Finance

College Purpose Statement(s): P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L5 - Professional Development; L8 - Resource Allocation

Short-Term Goal(s): S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs, S2.4 - Achieve equity funding on the level and state level, S2.5 - Offer employee mentoring and professional development opportunities.

Division Purpose Statement: To insure that all accounting practices and records are maintained in accordance with generally accepted accounting principles, state and federal laws and regulations, state audit department requirements, and grant requirements, as applicable.

Page 276 Finance IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Financial systems and 1. Institution will receive an unqualified 1. An Unqualified Opinion 1. The Director of Finance will practices will be audit opinion on the audited financial was issued on the continue to obtain appropriate maintained in accordance statements, indicating accurate, reliable, institution's financial Continuing Professional with generally accepted and compliant financial systems statements. The reports Education (CPE), by attending accounting principles. practices. on internal control and various conferences and (PLO) compliance show no programs, to stay up-to-date on exceptions. all laws/regulations changes and adopted current financial and reporting procedures to ensure receiving an unqualified opinion on the college's financial statements. Will continue to monitor interpretations, rulings, and announcements from the State Auditor of Mississippi, and comply with those announcements, as appropriate. 2. All grants, including 2. Institution will receive no exceptions to 2. Results of the institution's 2. Will continue to review financial aid, will be generally accepted accounting principles external independent financial and compliance maintained in accordance or to regulations set forth by granting audit show an Unqualified aspects of grants to the college with restrictions and agencies during true annual audit or Opinion on the financial to ensure all expenditures meet regulations set forth by the during any grant program review. statements and no the requirements specified donors and in accordance exceptions regarding under applicable grant with generally accepted generally accepting regulations. Also, the Finance accounting principles. accounting principles, Division will continue to (PLO) internal control matters, request and receive copies of or compliance with all grants for review and applicable federal and compliance. state compliance requirements.

Page 277 NZone IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Director of Finance Program/Unit: NZone (Institutional Printing/Mailing/Central Office)

College Purpose Statement(s): P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L3 – Technology; L8 - Resource Allocation

Short-Term Goal(s): S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs.

Division Purpose Statement: To provide institutional Printing/Mailing provides equipment and assistance needed to meet campus printing volume and campus mail volume.

Page 278 NZone IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Provide efficient processes 1a. Conduct a review of monthly printing 1a. Printing records reflected 1a-b. Although institutional to properly manage reports to track usage of campus a high use of institutional printing continues to receive campus printing. (PLO) printing. duplicating and printing high ratings, the office within instructional computer system was programs and upgraded to provide additional administrative offices. and better design services for 1b. Through the Campus Climate Survey Fall 1b. 94.2% of respondents college personnel and their 2014, college personnel responding will were satisfied with printing needs. give a 4 or above satisfaction level rating. institutional printing. The rating was 4.61 on a 5 point scale.

2. Provide an efficient postal 2a. Through the Campus Climate Survey Fall 2a. 92.8% of respondents 2a-b. Will continue to evaluate mail center that will process 2014, college personnel will give a 4 or gave a satisfied or better room operations to ensure the mail daily. (PLO) above satisfaction level rating. rating. The rating was a most effective and efficient 4.39 on a 5 point scale. procedures are in place. 2b. Conduct a review of monthly postage 2b. Mail records reflect that Upgraded mail room reports to track usage of campus postage. out-going mail was equipment for more efficient processed in a timely processing. manner.

Page 279 Purchasing/Inventory IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Director of Finance Program/Unit: Purchasing/Inventory

College Purpose Statement(s): P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L8 - Resource Allocation; L9 - Communication

Short-Term Goal(s): S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs.

Division Purpose Statement: To ensure that all purchasing, accounts payable and inventory practices and records are maintained in accordance with state and federal laws, and generally accepted accounting principles.

Page 280 Purchasing/Inventory IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. All purchasing procedures 1a. The institution will receive an 1a. Results of the external, 1a-b. Will continue to monitor state will be in accordance with unqualified audit, with no exceptions independent audit noted and federal laws and the purchasing laws as set regarding purchasing and accounts no findings or regulations, as applicable, for by the State of Mississippi payable practices. recommendations as a any updates and changes and generally accepted result of any college concerning purchasing to accounting principles and purchases. ensure current purchasing policies. (PLO) 1b. The institution's Purchasing Manual will 1b. The Purchasing Manual practices are in accordance be evaluated and updated as necessary was reviewed and with laws and regulations. Will by the Director of Purchasing and updated to reflect changes update other college personnel, Director of Finance to ensure purchasing in purchasing procedures. through training if necessary, of procedures are in accordance with state any changes that need to be purchasing laws and sufficient internal disseminated. Will continue to control procedures. monitor all college purchases for adherence to laws and regulations. Also conducting training for Division Heads in proper purchasing procedures. 2. To provide effective and 2. Through the Campus Climate Survey Fall 2. 83.1% of respondents 2. Will continue to offer expedient purchasing 2014, 80% of the college personnel were satisfied or better employees training and processes. (PLO) (faculty, staff, and administration) will with Purchasing education on proper give a 4 or above satisfaction level rating. processes. The overall purchasing procedures and satisfaction rating was educate them as to why the 4.25 on a 5 point scale. processes in place are necessary. The Director of Purchasing, as Purchasing Agent, will continue to monitor the purchase order assignment queue to ensure expedient processing of purchases. 3. Provide accurate control 3a. Institution will receive an unqualified 3a. An unqualified opinion 3a-c. Will continue to monitor state and accountability of opinion on the audited financial was issued as a result of and federal laws and equipment inventory. statements and contain no findings the institution's external, regulations and GASB (PLO) related to capital asset inventory and independent audit, which pronouncements to ensure control. including no findings and compliance. recommendations regarding capital assets.

Page 281 Purchasing/Inventory IE Plan 2014-2015

3b. An annual inventory verification will be 3b. Inventory verification completed by each Division ensuring procedures produced an accurate assignment of inventory. extensive list of items needing to be declared surplus and of no value or use to the college. these items will be properly disposed of according to regulations. 3c. Through the Campus Climate Survey Fall 3c. 79.0% of respondents to 2014, college personnel responding will the survey gave a satisfied give a 4 or above satisfaction level rating or above rating for (on a 5 point scale) regarding Equipment Equipment Inventory. The Inventory. overall rating was 4.21.

Page 282 HUMAN RESOURCES

The primary purpose of the Human Resource Office is to serve as the central location of human resource functions of the college. The office was established on a part-time basis in 2003, and it expanded to offer full services in 2011. The Human Resource Officer is the official custodian of permanent personnel records who facilitates employment processes and strives to provide efficient services to the campus community from the initial hiring process to termination/retirement.

2014-2015 Accomplishments 1. Facilitated new employee orientation during Fall 2014. 2. All new and changing role employees participated in six Employee Mentoring Program Offerings (Connecting Tiger Colleagues) for 2014-2015. 3. Processed numerous employee accident reports and worker's compensation claims. 4. Served on the following committees: Leave/Transfer, Faculty/Staff Development, TIE (the Institutional Effectiveness), Employee Mentoring, and Insurance. 5. Maintained leave/vacation records and reports. 6. Coordinated the leave/transfer processing upon request by participating employees. 7. Worked with 12 employees to process Public Employees Retirement System applications and successfully transition to retirement. 8. Documented compensatory hours earned and taken for all non-exempt employees

Five-Year Projections: 2015-2016 1. Hire a part-time office personnel. 2. Work with administration to develop a stream-lined hiring process. 3. Expand Human Resources web presence. 4. Implement Banner XE for Human Resources and conduct training for employees. 5. Partner with Planning & Research with Faculty/Staff Development to track professional development opportunities for employees. 6. Create a systematic process for updating employee job descriptions. 7. Redevelop the New Employee Orientation and Mentoring Process

2016-2017 1. Hire a full-time office personnel. 2. Establish an electronic system for leave and vacation request. 3. Establish probationary hiring period policy for administration and staff. 4. Expand the Human Resources Office for additional space to maintain confidential records. 5. Acquire fire-proof storage for confidential personnel records. 6. Investigate time-keeping systems for integration with Banner software. 7. Partner with Planning & Research with Faculty/Staff Development to track professional development opportunities for employees.

2017-2018 1. Purchase an electronic/paperless file system for archiving purposes. 2. Partner with Planning & Research with Faculty/Staff Development to track professional development opportunities for employees. 3. Review/Update employee job descriptions when necessary.

2018-2019 1. Implement Banner Applicant Tracking Module in HR. 2. Implement an online process for applicants. 3. Partner with Planning & Research with Faculty/Staff Development to track professional development opportunities for employees. 4. Review/Update employee job descriptions when necessary

Page 283 2019-2020 1. Provide training for Banner HR. 2. Review/Update employee job descriptions when necessary. 3. Partner with Planning & Research with Faculty/Staff Development to track professional development opportunities for employees.

Page 284 Human Resources IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President Program/Unit: Human Resources

College Purpose Statement(s): P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L5 - Professional Development; L9 - Communication

Short-Term Goal(s): S2.5 - Offer employee mentoring and professional development opportunities

Division Purpose Statement: The primary purpose of the Human Resource Office is to serve as the central location of human resource functions of the college and to function as the official custodian of Northeast Mississippi Community College’s permanent personnel records from initial hire to termination/retirement.

Page 285 Human Resources IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Employees will be satisfied 1. 100% of employees will give Human 1. Human Resources was not 1. Human Resources will be with Human Resources. Resources a rating of at least 4 of 5 on the included on the Campus added to the Campus Climate (PLO) Campus Climate Survey, administered Climate Survey 2014-15, Survey for 2015-2016. each fall. therefore no results are available.

2. Employees will be satisfied 2a. On a locally developed satisfaction 2a. 95.8% response of 2a-b. The Human Resources Officer, with Connecting Tiger survey, 100% of mentors and mentees employees rated the along with the Employee Colleagues, the Employee will rate Human Resources a 4 or above "overall rating" of the Mentoring Committee, Mentoring Program. (PLO) on the overall rating. Human Resources reviewed the Connecting Tiger workshop at 4.46. Colleagues Program and will 2b. On a locally developed satisfaction 2b. 100% of mentors and make changes accordingly for survey, 100% of mentors and mentees mentees rated the updates and accuracy. will rate the Connecting Tiger Colleagues Connecting Tiger Employee Mentoring Program with an Colleagues Employee average of 4 or above on the overall Mentoring Program with rating. an average of 4.55 on the "overall rating." 3. New employees will be 3. Through the New Employee Orientation 3. Through the New 3. The Human Resource Office satisfied with New Survey, 100% of new employees Employee Orientation will continue to strive to Employee Orientation. surveyed will give an average satisfaction Survey Fall 2014, 100% of improve the overall quality of (PLO) rating of 4 or above (based upon Likert new employees surveyed the New Employee Orientation scale with 5 being highest) to the item: "I rated 4.56 (based upon Workshop. found the overall quality of this Likert scale with 5 being workshop." highest) to the item: "I found the overall quality of this workshop."

Page 286 PLANNING AND RESEARCH

The purpose of the Planning & Research office is to serve as a resource in coordinating the college’s plan for institutional effectiveness and professional development with the requirements of the Southern Association of Colleges and Schools, to provide consultation and research assistance to others and to accumulate, generate, maintain, and disseminate institutional information to support planning assessment and general awareness efforts for the institution. Since July 1997, the reassignment of the Institutional Research function has become a separate office at Northeast Mississippi Community College. The office is staffed with an Associate Vice President, an Institutional Research/Effectiveness Coordinator, and a Senior Research Associate.

2014-2015 Accomplishments 1. Deborah Kehoe wrote the first draft of the QEP Impact Report. 2. Continued to facilitate and distribute established surveys 3. Published and disseminated 2014-2019 Five-Year Strategic Planning Document with 2014-15 Annual Institutional Effectiveness/Assessment Plans and Report on Institutional Effectiveness Indictors and Short-Term Goals. 4. Continued to receive professional development training to keep adept to the latest regulations and technologies 5. Published and disseminated IR newsletter, Institutional Research Review on line 6. Coordinated on-site Professional Development workshops 7. Facilitated focus groups at the 2015 Strategic Planning Retreat to review College’s Purpose Statement and Institutional Goals 8. Continued with service review process for student services and administrative service areas. 9. Monitored SACS accreditation actions via website audits and attendance at the annual meeting.

Five-Year Projections: 2015-2016 1. Perform assessment of the year five QEP initiatives and implement the Quality Enhancement Plan initiatives not previously fulfilled. 2. Continue to facilitate established surveys 3. Publish and disseminate 2014-2019 Five-Year Strategic Planning Document with 2013-14 Annual Institutional Effectiveness/Assessment Plans and Report on Institutional Effectiveness Indictors and Short-Term Goals. 4. Publish and disseminate IR newsletter, Institutional Research Review on line 5. Coordinate on-site Professional Development workshops 6. Conduct campus compliance audit for submission of Fifth Year Report to SACS. 7. Begin Fifth year report of the QEP. 8. Continue with service review process for student services and administrative service areas

2016-2017 1. Continue to facilitate established surveys 2. Publish and disseminate 2015-2020 Five-Year Strategic Planning Document with 2014-15 Annual Institutional Effectiveness/Assessment Plans and Report on Institutional Effectiveness Indictors and Short-Term Goals. 3. Publish and disseminate IR newsletter, Institutional Research Review on line 4. Coordinate on-site Professional Development workshops 5. Conduct campus compliance audit for submission of Fifth Year Report to SACS. 6. Complete Fifth year report of the QEP. 7. Continue with service review process for student services and administrative service areas 8. Monitor SACS accreditation actions via website audits and attendance at the annual meeting.

2017-2018 1. Continue to facilitate established surveys 2. Publish and disseminate 2016-2021 Five-Year Strategic Planning Document with 2015-16 Annual

Page 287 Institutional Effectiveness/Assessment Plans and Report on Institutional Effectiveness Indictors and Short-Term Goals. 3. Publish and disseminate IR newsletter, Institutional Research Review on line 4. Coordinate on-site Professional Development workshops 5. Continue with service review process for student services and administrative service areas 6. Monitor SACS accreditation actions via website audits and attendance at the annual meeting.

2018-2019 1. Continue to facilitate established surveys 2. Publish and disseminate 2017-2022 Five-Year Strategic Planning Document with 2016-17 Annual Institutional Effectiveness/Assessment Plans and Report on Institutional Effectiveness Indictors and Short-Term Goals. 3. Publish and disseminate IR newsletter, Institutional Research Review on line 4. Coordinate on-site Professional Development workshops 5. Continue with service review process for student services and administrative service areas 6. Monitor SACS accreditation actions via website audits and attendance at the annual meeting.

7. The QEP committee will begin researching topics.

2019-2020 1. Continue to facilitate established surveys 2. Publish and disseminate 2018-2023 Five-Year Strategic Planning Document with 2017-18 Annual Institutional Effectiveness/Assessment Plans and Report on Institutional Effectiveness Indictors and Short-Term Goals.

3. Publish and disseminate IR newsletter, Institutional Research Review on line 4. Coordinate on-site Professional Development workshops 5. Continue with service review process for student services and administrative service areas 6. Monitor SACS accreditation actions via website audits and attendance at the annual meeting. 7. Use the QEP committee to engage faculty and staff to evaluate possible topics.

Page 288 Planning & Research IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Associate Vice President of Planning and Research Program/Unit: Planning and Research

College Purpose Statement(s): P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 – Technology; L5 - Professional Development

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention; S1.4 - Expand offerings and opportunities at off-campus sites; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs; S2.2 - Provide students with technology support necessary for their success; S2.3 - Improve security and safety; S2.4 - Achieve equity funding on the level and state level; S2.5 - Offer employee mentoring and professional development opportunities.

Division Purpose Statement: Northeast Mississippi Community College’s Office of Planning & Research purpose is to coordinate the college’s plan for institutional effectiveness and professional development with the requirements of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), to provide consultation and research assistance to others, and to accumulate, generate, maintain, and disseminate institutional information to support planning assessment and general awareness efforts for the institution.

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Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. To facilitate the awareness 1a. At least two meetings will occur with the 1a. The Institutional 1a-b. Due to the transition in of Institutional Institutional Effectiveness Committee Effectiveness Committee administration, it was Effectiveness & (TIE) facilitating awareness on (TIE) met twice, necessary for the Office of accreditation throughout Institutional Effectiveness & facilitating awareness on Planning & Research to extend the campus. (PLO) Accreditation. Institutional Effectiveness the deadline for submission and Accreditation. and offered additional Minutes of the meetings assistance when needed. The are on file in the Office of office will continue providing Planning & Research. effective training to 1b. Each year, representatives from 1b. Craig-Ellis Sasser and constituents for IE plans and Institutional Effectiveness will meet with Angie Mason from the specific training for Compliance individuals responsible for the IE plan in Office of Planning & Assist. their area and revise 50% of the IE plans. Research met with all individuals responsible for the IE plan in their area to review and revise 50% of the IE plans. It was emphasized that TIE Committee members have control of their data, its collection, and it’s reporting out in IE plans, while maintaining compliance with SACSCOC principles. 2. To provide satisfactory 2a. Through the Campus Climate Survey Fall 2a. Through the Campus 2a. The office distributed 64 institutional research & 2014, 80% of the college personnel will Climate Survey Fall 2014, unique surveys using Question planning services to give an average satisfaction rating of 4 or 89.7% of the college Pro and disseminated the college personnel. (PLO) above (based upon Likert scale with 5 personnel were satisfied results to the appropriate being highest) to the item: Planning & with the item: Planning & campus departments, including Research. Research. the Campus Climate survey, Student Evaluation of Learning Resources, Faculty Evaluation of Resources, and Faculty/Staff Development Workshop surveys. The Records Office cooperated and distributed

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Student Satisfaction Inventory to all graduates as they applied for graduation. The OPR will publish a report on the results in September 2015. 2b. Through the TIE Committee's spring 2b. TIE Committee members 2b. The office decided to meeting, an evaluation of the Office of met individually with the incorporate more Compliance Planning & Research will occur with 90% Office of Planning & Assist training in addition to (9 out of 10) items receiving Agree or Research to revise IE individual meetings with TIE Strongly Agree to the statements listed plans and to receive members to decrease the with a weighted average of 4.3. Compliance Assist number of access problems for training. committee members.

2c. The number of ad-hoc Institutional 2c. The number of ad-hoc 2c. Angie Mason created a Research requests will increase from the Institutional Research FormStack form after Adobe previous year. requests increased-for the dropped the AdobeForms FY15 year: 65 IR Requests product that was published to were fulfilled. the NEMCC homepage making it simpler for external parties to make IR requests. The site and form were revised to limit the number of requests from students seeking enrollment information. 3. To provide effective 3a. Through the Campus Climate Survey Fall 3a. Through the Campus 3a. The office will continue planning and guidance 2014, 80% of the college personnel will Climate Survey Fall 2014, disseminating results to the which helps to achieve the give an average satisfaction rating of 4 or 88.6% of the college appropriate persons and college’s institutional above (based upon Likert scale with 5 personnel gave an average departments to aid in long term purpose and goals being highest) to the item: “The Office of satisfaction rating of 4 or planning and decision-making.

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IR/Effectiveness uses the results to above (based upon Likert The office decided to publish improve the overall college's planning scale with 5 being more results to make the data and evaluation process.” highest) to the item: “The easier to access. Office of IR/Effectiveness uses the results to improve the overall college's planning and evaluation process.” 3b. Through planning proposals submitted to 3b. Through the 3b. All proposals were approved by the monthly meetings of the Administrative Council the Administrative Council. The Administrative Council and bimonthly and President's Cabinet office decided to remind meetings of the President’s Cabinet, minutes, the following members of both the effective planning and guidance will be planning proposals were Administrative Council and the reflected. submitted in President's Cabinet to complete FY15:Political Office a planning proposal form and Seekers procedure- to seek approval via these Approved 9/2014; avenues. Activity Period-Approved April 2015; Fee changes- Approved Feb. 2015 4. To effectively collect data 4. Through the Institutional Effectiveness 4. The OPR distributed 4. The OPR decided to distribute and disseminate to faculty Committee (TIE), the Administrative results from the Student future surveys, if possible, and staff to support the Council, and the President’s Cabinet data Satisfaction Inventory, online to make summarizing college’s long-range will be effectively collected and Facts Sheets for each the data and reporting a planning and program disseminated to support long-range semester, Needs simpler process. Results will be improvement. (PLO) planning and program improvement. Assessment Surveys, posted on the office's webpage Employer Satisfaction to encourage site traffic and Surveys, Institutional reduce printing/paper costs. Effectiveness Indicators, and the Institutional Effectiveness plans (within the Five-Year Planning Document) to the Administrative Council, President's Cabinet, and Instruction Council. The Campus Climate Survey results were also distributed. All

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data was also presented to the Strategic Planning Council at its retreat in April 2015. Results were used to develop revised and/or new long term and short-term goals. 5. To offer professional 5. Through the Faculty/Staff Development 5. In FY14, the Office of 5. Based on the minutes of the last development Committee, professional development Planning & Research Faculty/Staff development opportunities to staff and opportunities will be developed. offered the following committee meeting, the OPR faculty. (PLO) professional development decided to shorten in-service opportunities: and to bring in an external Louis Sacran, In-service speaker. For the Fall 2015, the Fall 2014 speaker will be Miss Sue of The ComplianceAssist training Blind Side fame. IE plan training iPad training workshops Canvas training workshops Appy Hour

Page 293 PUBLIC INFORMATION

Northeast Mississippi Community College’s Office of Public Information continues to strive to communicate the purpose of the college to the community it serves in an informative and factual manner by operating as a clearing house for all college information and disseminating information to the general public through the area media outlets in a fashion that will enhance the image of the college.

In addition, the Public Information staff assists with arrangements and publicity for special college events. The office promotes Northeast’s program of intercollegiate athletics to the media and to the general public and manages the school's athletics web site. It also coordinates all live internet streaming of college events. All media coverage of any event related to the college is arranged by the Public Information Office.

Northeast’s Public Information staff also provides sponsorship for student publications. These publications provide opportunities for student journalists and photographers and disseminate information about the college community.

2014-15 Accomplishments 1. Produced a traditional yearbook (The Torch). 2. Produced special Homecoming issue of the student newspaper (The Beacon). 3. Installed photo backdrop in file room. 4. Enhanced social media presence (Facebook, Twitter, Instagram, Fancred, etc). 5. Continued to market the college with consistency of content and visibility in print and by electronic means (radio, TV, Internet and theatre). 6. Designed and booked all advertising for the college (print, television, radio, theatre, etc). 7. Renewed contract with Presto to house designed athletic web site. 8. Assisted with the design and production of college printed materials. 9. Upgraded student publications computer equipment. 10. Posted several college-related videos to the Northeast Youtube account. 11. Purchased any additional needed office equipment. 12. Continued to distribute press releases (325) to enhance the image of the college and to keep the public informed. 13. Continued to manage the college’s athletic web site (SID). 14. Continued to add video to the college’s athletic web site. 15. Continued to provide WTVA with video packages for broadcast when it was unable to staff an event. 16. Coordinated several commercial printing projects for college offices. 17. Worked with Development Foundation Office on the annual Northeast Sports Hall of Fame induction ceremony. 18. Updated athletic web site live during National Signing Day for football 19. Continued to utilize Media Room for athletic signings. 20. Produced several athletic highlight videos (SID). 21. Produced one new commercial for television. 22. Assistant Officer attended the College Public Relations Association of Mississippi annual conference in May 2012. 23. Worked with the Banner Independent to produce its annual Campus Guide publication. 24. Created a student publications display table during Orientation and Northeast NOW. 25. Worked with associate dean of student services on Handbook/Planner. 26. Worked with president and Robinson and Associates on #TigerTales campaign. 27. PIO staff attended College Public Relations Association of MS (CPRAM) annual conference. 28. PIO staff won four CPRAM awards 29. Through WiFi Sports Network (www.nemcctv.com), broadcast (internet stream) 53 live events (athletic events, press announcements, graduation, etc.). Total live viewership (excluding football) was 6,962. 30. Produced approximately 45 videos for the NEMCCTV YouTube account which included videos for but not limited to the Construction Engineering Technology Program, Health Sciences Program, Campus Country, Connecting Tiger Colleagues Mentorship Program, Humanities Teacher of the Year, Tiger

Page 294 Band Showcase as well as both the Health Sciences and Traditional Graduation Ceremonies. 31. PI Specialist Served as the State Judge for the Mississippi Scholastic Press Association

Five-Year Projections: 2015-2016

1. Recruit students to make up a student publications staff to produce and publish The Torch (yearbook) once and The Beacon (student newspaper) four times per academic year. 2. Continue to coordinate all marketing efforts of the college with consistency of content through (newspapers, radio, TV, traditional and digital billboards and social media. 3. Assist with design and book all advertising for the college. 4. Assist with the design and production of all college promotional materials commercially printed. 5. Continue to meet with all college committees Public Information staff chairs or holds memberships. 6. Research and upgrade office, photographic, video and computer equipment as needed. 7. Continue to produce and distribute via email press releases to enhance the image of the college and keep the public informed. 8. Secure and file Northeast related newspaper clippings (including advertisements) from the five- county area newspapers. 9. Sports Information Director will continue to manage college athletics web site powered by Presto. 10. Upgrade multimedia equipment. 11. Develop a multimedia specialist job description. 12. Hire a full-time multimedia specialist. 13. Continue to distribute student lists (Who's Who, President's, Dean's) to area media via Merit. 14. Expand live internet streaming of campus events with WiFi Sports Network. 15. Continue to make Northeast related photographs available to faculty and staff through SmugMug.

2016-2017 1. Recruit students to make up a student publications staff to produce and publish The Torch (yearbook) once and The Beacon (student newspaper) four times per academic year. 2. Continue to coordinate all marketing efforts of the college with consistency of content through (newspapers, radio, TV, traditional and digital billboards and social media. 3. Assist with design and book all advertising for the college. 4. Assist with the design and production of all college promotional materials commercially printed. 5. Continue to meet with all college committees Public Information staff chairs or holds memberships. 6. Research and upgrade office, photographic, video and computer equipment as needed. 7. Continue to produce and distribute via email press releases to enhance the image of the college and keep the public informed. 8. Secure and file Northeast related newspaper clippings (including advertisements) from the five- county area newspapers. 9. Sports Information Director will continue to manage college athletics web site powered by Presto. 10. Upgrade multimedia equipment. 11. Develop a multimedia specialist job description. 12. Hire a full-time multimedia specialist. 13. Continue to distribute student lists (Who's Who, President's, Dean's) to area media via Merit. 14. Expand live internet streaming of campus events with WiFi Sports Network. 15. Continue to make Northeast related photographs available to faculty and staff through SmugMug. 16. Supervise a student intern.

2017-2018 1. Recruit students to make up a student publications staff to produce and publish The Torch (yearbook) once and The Beacon (student newspaper) four times per academic year. 2. Continue to coordinate all marketing efforts of the college with consistency of content through (newspapers, radio, TV, traditional and digital billboards and social media. 3. Assist with design and book all advertising for the college. 4. Assist with the design and production of all college promotional materials commercially printed. 5. Continue to meet with all college committees Public Information staff chairs or holds memberships. 6. Research and upgrade office, photographic, video and computer equipment as needed.

Page 295 7. Continue to produce and distribute via email press releases to enhance the image of the college and keep the public informed. 8. Secure and file Northeast related newspaper clippings (including advertisements) from the five- county area newspapers. 9. Sports Information Director will continue to manage college athletics web site powered by Presto. 10. Upgrade multimedia equipment. 11. Develop a multimedia specialist job description. 12. Hire a full-time multimedia specialist. 13. Continue to distribute student lists (Who's Who, President's, Dean's) to area media via Merit. 14. Expand live internet streaming of campus events with WiFi Sports Network. 15. Upgrade WiFi Sports Network package to premium. 16. Continue to make Northeast related photographs available to faculty and staff through SmugMug. 17. Supervise a student intern

2018-2019 1. Recruit students to make up a student publications staff to produce and publish The Torch (yearbook) once and The Beacon (student newspaper) four times per academic year. 2. Continue to coordinate all marketing efforts of the college with consistency of content through (newspapers, radio, TV, traditional and digital billboards and social media. 3. Assist with design and book all advertising for the college. 4. Assist with the design and production of all college promotional materials commercially printed. 5. Continue to meet with all college committees Public Information staff chairs or holds memberships. 6. Research and upgrade office, photographic, video and computer equipment as needed. 7. Continue to produce and distribute via email press releases to enhance the image of the college and keep the public informed. 8. Secure and file Northeast related newspaper clippings (including advertisements) from the five- county area newspapers. 9. Sports Information Director will continue to manage college athletics web site powered by Presto. 10. Upgrade multimedia equipment. 11. Develop a multimedia specialist job description. 12. Hire a full-time multimedia specialist. 13. Continue to distribute student lists (Who's Who, President's, Dean's) to area media via Merit. 14. Expand live internet streaming of campus events with WiFi Sports Network. 15. Upgrade WiFi Sports Network package to premium. 16. Continue to make Northeast related photographs available to faculty and staff through SmugMug. 17. Supervise a student intern.

2019-2020 1. Recruit students to make up a student publications staff to produce and publish The Torch (yearbook) once and The Beacon (student newspaper) six times per year. 2. Continue to coordinate all marketing efforts of the college with consistency of content through (newspapers, radio, TV, traditional and digital billboards and social media. 3. Assist with design and book all advertising for the college. 4. Assist with the design and production of all college promotional materials commercially printed. 5. Continue to meet with all college committees Public Information staff chairs or holds memberships. 6. Research and upgrade office, photographic, video and computer equipment as needed. 7. Continue to produce and distribute via email press releases to enhance the image of the college and keep the public informed. 8. Secure and file Northeast related newspaper clippings (including advertisements) from the five- county area newspapers. 9. Sports Information Director will continue to manage college athletics web site powered by Presto. 10. Upgrade multimedia equipment. 11. Develop a multimedia specialist job description. 12. Hire a full-time multimedia specialist. 13. Continue to distribute student lists (Who's Who, President's, Dean's) to area media via Merit. 14. Expand live internet streaming of campus events with WiFi Sports Network.

Page 296 15. Upgrade WiFi Sports Network package to premium. 16. Continue to make Northeast related photographs available to faculty and staff through SmugMug. 17. Supervise a student intern.

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Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President /Associate Vice President of Public Information Program/Unit: Public Information

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P6: To provide human resources, financial resources, instructional resources, and physical facilities necessary to offer quality instruction.

Long-Range Goal(s): L1 - Quality Student Outcomes; L3 – Technology; L4 – Marketing; L6 - Community Partnerships

Short-Term Goal(s): S1.3 - Improve student retention; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts; S2.2 - Provide students with technology support necessary for their success

Division Purpose Statement: Northeast Mississippi Community College’s Office of Public Information strives to communicate the purpose of the college to the community it serves through its events and accomplishments in an informative and factual manner by serving as a clearing house for all college information disseminated to the general public through the area media in a fashion that will enhance the image of the college.

Page 298 Public Information IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students and college 1a. From the responses on the Campus 1a. Results of the Campus 1a. The Public Information staff personnel will be satisfied Climate Survey Fall 2014, students will Climate Survey (CCS) Fall will strive to improve the with the services received respond with a satisfaction level or 4.0 or 2014 revealed satisfaction ratings of the office from the Public better on the item "Public Information." administration, faculty by continuing to research new Information Office. (PLO) and staff responded to the ways to implement marketing item 'Public Information' and public information with a 4.29 on a 5.0 scale. strategies. In the summer of This is an increase from 2015 the Asso. Vice President the CCS Fall 2013 survey of Public Information results (4.09/5.0). scheduled and attended meetings at all area media outlets with the incoming college president. A Media Appreciation Luncheon was scheduled and planned as an annual event. 1b. From the responses on the Summary of 1b. From the responses on 1b. The Associate Vice President Student Satisfaction Inventory, students the Summary of Student and Public Information will respond with a satisfaction level or Satisfaction Inventory Specialist continue to actively 4.00 or better on the item "Generally Spring 2015, students recruit students from district know what's happening on Campus." responded with a high schools who specifically satisfaction of 5.82 on the identified an interest to student item "Generally know publications to comprise an what's happening on energetic staff for The Beacon Campus." and The Torch to keep the student body informed of campus events and activities.

2. The Public Information 2. A comprehensive collection of newspaper 2. During FY15 the Public 2. The Public Information staff Office will continue to clippings (articles, photos, Information staff will continue to research new assist in the development advertisements), as well as samples of produced sport-specific ways to manage the college's of literature to promote printed promotional pieces, will be filed media guides for football, commercial printing funds by Northeast Mississippi in the Public Information Office to show men's/women's working with new campus Community College. (PLO) the style of work developed during the basketball and spring Print Shop graphic artist and year and to plan for the future. sports. These were made produce more in-house pieces. available online only. Game day programs for

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football and men's and women's basketball games were also produced for home games. Other printing projects coordinated by the PI staff include sports schedule cards and posters, program-specific curriculum cards, admissions/financial aid forms, the President's Annual Report and commencement program. PI staff continued to work with Screenvision and Lamar on theatre advertising and digital/traditional billboard advertising. It also worked with the Banner Independent on it's annual Campus Guide publication aimed at first- time Northeast students.

3. The PIO will continue to 3. Members of the PIO staff will continue to 3. The Sports Information 3. The PIO staff continues to serve as a clearinghouse schedule and/or attend meetings with Director (SID) manages provide media relations for all college information, various college personnel/committees as the college's athletics web services in all avenues available including that of the needed, throughout the year to gather site. Over the past year, it and research new, innovative college’s intercollegiate information to adequately publicize and has averaged over 22,880 ways to communicate through athletic programs, keep area media outlets informed hits per day with over social media. disseminating information through press releases, social media and 1,240 visits each day. The to the general public the college's athletic web site. website has been visited through the area media 453,268 times and has and by various social been hit an incredible media accounts. 8,354,564 times. The PIO staff managed 10 social media accounts

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(Facebook, Twitter, Instagram, YouTube, FanCred, BlogSpot, SmugMug, Tumblr, Vine and Storify), acted as a liaison between the college and the area media outlets and supplied it with approximately 350 press releases. The staff (mainly PI Specialist) photographed over 680 events and conducted 247 video shoots. The SID is also the executive producer of all programming on www.nemcctv.com.

Page 301 DIVISION OF WORKFORCE TRAINING AND ECONOMIC DEVELOPMENT

The Division of Workforce Training and Economic Development at Northeast Mississippi Community College continues to provide individuals, businesses and industries with training and education, long-range planning services and total quality management programs. The Division also serves as the delivery system for Workforce Development, and the Workforce Investment Act, an initiative created by the Workforce Education Act.

The activities of the Division are based on a team approach and are directed by a fully functioning district Workforce Council comprised of leaders from businesses, industries, service agencies, county development associations and literacy programs.

The following services are offered through Workforce Training & Economic Development: Workforce Development, Adult Basic Education, Individualized Training Assistance, GED Testing, Customized Training, and Continuing Education. A specially trained team member has primary responsibility for each of these programs; however, the team members hold common goals, conduct joint projects, and market and service both industry and individual needs as a unit.

To provide quality continuing education and non-traditional programs allowing a large number of people in the community and beyond to attain their educational and enrichment goals through various modes of delivery. 2014-2015 Accomplishments Workforce Customized Training 1. Managed over 50 workforce projects. 2. Trained over 6,000 individuals. 3. Delivered over 77,000 hours of training. 4. Maintained a continuous collaborative effort with the five Economic Development Directors in the district to provide support for the recruitment of new industry as well as provide continued training assistance for both new and existing industry. 5. Managed welding programs at Booneville, Ripley and Iuka. 542 students have received welding training since the program began. 6. Successfully launched the multi-skilled maintenance technician certificate program at the Corinth center. 7. Administered $680,000. State Workforce Equipment and Education grant. 8. Administered $8,000. State Workforce Marketing grant. 9. Administered $30,000. Mississippi Corridor Consortium grant. 10. Utilized over $1 million for renovations and equipment for the NEMCC Workforce Training Centers. 11. Updated training techniques, equipment, resources, supplies and software to meet current needs of industries. 12. Provided division members the opportunity to visit other community college workforce centers. 13. Utilized electronic survey to measure customer satisfaction. 14. Partnered with NE Career & Tech. to support and sustain TAACCCT grant. 15. Utilized distance learning/video conferencing lab in Alcorn, Union, Prentiss, Tippah and Tishomingo counties. 16. Administered CRC test to Career & Tech. students. 17. Explored alternative funding sources. 18. Administered Job Pass to over 400 individuals.

Page 302 Adult Basic Education 1. Total Served 920 2. Total ABE students earning GED 31 GED 1. Administered the GED test to 164 adults during the program year. 2. Out of those examinees, 56 individuals have passed the exam. CRC 1. The Career Readiness Certification was administered to 1,430 individuals within the 5 county area. 2. 1 participant earned a Platinum Certification. 3. 127 participants earned a Gold Certification. 4. 687 participants earned a Silver Certification. 5. 356 participants earned a Bronze Certification. WIA Youth Activities- NEMCC 1. NEMCC was awarded a grant through Three Rivers Planning and Development and the Mississippi Partnership to serve individuals ages 16 to 21 in Tippah and Union counties. 2. The program served 97 new students during the program year. Twenty-three students out of 93 who lacked a high school diploma earned their GED. PRENTISS COUNTY GED Option Class 1. GED staff administered the GED test to 23 students who are enrolled in high school in the GED Options Program. TAACCCT Department of Labor Grant 1. NEMCC Was awarded a grant from the Department of Labor to serve unemployed, underemployed, and veterans to help them gain short term career training for long term employment. 2. Total Served: 436 3. Total completed industry recognized certifications: 403 4. Total completed associate degrees: 17 5. Total completed GEDs: 62 6. Total completed courses in challenge exam credits for college credits: 70 Continuing Education 1. The ACT Prep Workshop was updated last year. The workshop is now held on two Saturdays from 9:00am until 1:00pm prior to the national ACT test. The workshop is offered on the Booneville, Corinth, and New Albany campus. 2. The Radiology Certification Workshop is offered through Continuing Education. Forty six students received their Radiology Permit certification for the year. 3. the NEMCC Law Enforcement Training Academy completed the ninth class in December 2014. Fifteen students completed the 200 hour, 16 weeks academy. 4. The Service Skills Certification program was updated to 88 hours and has eight modules. Each component in the modules has been developed into individual units ranging from 3 hours to 15 hours with student books developed for each unit. 5. The Dental Assisting program completed the second year of training. The program is 200 hours. It has two perquisites- Career Readiness Certificate (CRC) Silver Level and Service Skills Certification. Twenty six students completed the 2014-2015 program. 6. The sixth annual Mobile Learning Conference was held in June 2014 on the Northeast at Corinth Campus. The theme for this year was “Living & Learning in the Cloud“. The conference once again provided great speakers and provided evening events. A Photo Walk in downtown Corinth was held Monday evening. 7. Working with the State Department of Health, Certified Nurse Aide training has continued on the Booneville campus, and Corinth and Ripley sites.

Page 303 8. Computer Classes in Introduction to Computers & Keyboarding, Microsoft Word, Microsoft Excel, Intermediate Word, Intermediate Excel and Intermediate PowerPoint were held during the year. 65 students attended the classes. WIA 1. Added new TAACCCT grant training programs in the "Manufacturing Center" on the Corinth campus: Industrial Maintenance, Medical and Business Office Assisting and Microcomputer. 2. Provided access to services for over 85,000 clients and students through the Northeast at Corinth One-Stop Center. 3. Served 344 Adult WIA participants through area WIN Job Centers and the three Northeast campuses. 4. Provided multiple training classes designed to improve participant job readiness skills. 5. Served as a training/testing location for various industries and state agencies. 6. Coordinated with agency partners to host the Governor’s WIN Job Fair at the Crossroads Arena. 7. Expended $100,000 on individualized training services for area clients. 8. Hosted the 2014 Mobile Learning Conference on-site.

Page 304 ABE/Basic Skills IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Vice President of Workforce Training & Economic Development Program/Unit: ABE/Basic Skills

College Purpose Statement(s): P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L2 - Teaching/Learning; L6 - Community Partnerships; L7 - Distance Learning

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses.

Division Purpose Statement: The Northeast Mississippi Community College Division of Workforce Training and Economic Development will provide for the development, operation, and ongoing assessment of an employer-driven system for workforce education and training, subject to yearly review to meet expanding technology needs.

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Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Participants in the ABE 1a. 49% of the participants enrolled in the 1a. Of the 37 participants 1a. Any student enrolled in ABE Beginning Literacy class ABE Program will take a Pre-Test enrolled in Beginning classes were administered the will acquire the level of examination (TABE) to assess their Literacy, 17 (46%) TABE as pre-test. A post-test is basic skills needed to educational level. Based on these results advanced to a higher level administered after 50 hours of complete the level. a Student’s Instructional Objectives and from the Pre and Post instruction. (Performance goals set by Assignments (SIOA) will be developed. Testing evaluation. US Department of After 30 hours for Level 5 and 6 students Education.) (PLO) and 40 hours of instruction for Levels 1 - 4, a Post-Test Examination (TABE) will be administered to measure goal obtainment. 1b. All participants will be entered into the 1b. All students in Beginning 1b. Students who do not meet their Adult Education Management System Literacy were entered goal were encouraged to (AEMS) data base system operated by the into AEMS database for continue to come to class and MS Community College Board. This tracking. their SOIA was updated to software program is a vehicle for the reflect new individual goals, standardized collection of required data required lessons, and teaching by the National Reporting System. strategies. Students will be tracked through this system to ensure successful student outcomes. 2. Participants in the 2a. 47% of the participants enrolled in the 2a. Of the 87 participants 2a. Any student enrolled in ABE Beginning ABE class will ABE Program will take a Pre-Test enrolled in Beginning classes were administered the acquire the level of basic examination (TABE) to assess their ABE, 41 (47%) advanced TABE as pre-test. A post-test is skills needed to complete educational level. Based on these results to a higher level from the administered after 50 hours of the level. (Performance a Student’s Instructional Objectives and Pre and Post Testing goals set by US Assignments (SIOA) will be developed. evaluation. Department of Education.) After 30 hours for Level 5 and 6 students (PLO) and 40 hours of instruction for Levels 1 - 4, a Post-Test Examination (TABE) will be administered to measure goal obtainment. 2b. All participants will be entered into the 2b. All students in Beginning 2b. Students who do not meet their Adult Education Management System ABE were entered into goal were encouraged to (AEMS) data base system operated by the AEMS database for continue to come to class and MS Community College Board. This tracking. their SOIA was updated to software program is a vehicle for the reflect new individual goals,

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standardized collection of required data required lessons, and teaching by the National Reporting System. strategies. Students will be tracked through this system to ensure successful student outcomes.

3. Participants in the Low 3a. 47% of the participants enrolled in the 3a. Of the 142 participants 3a. Any student enrolled in Low Intermediate class will ABE Program will take a Pre-Test enrolled in Low Intermediate classes were acquire the level of basic examination (TABE) to assess their Intermediate, 86 (61%) administered the TABE as pre- skills needed to complete educational level. Based on these results advanced to a higher level test. A post-test is administered the level. (Performance a Student’s Instructional Objectives and from the Pre and Post after 50 hours of instruction. goals set by US Assignments (SIOA) will be developed. Testing evaluation. 3b. Students who do not meet their Department of Education.) After 30 hours for Level 5 and 6 students goal were encouraged to (PLO) and 40 hours of instruction for Levels 1 - continue to come to class and 4, a Post-Test Examination (TABE) will their SOIA was updated to be administered to measure goal reflect new individual goals, obtainment. required lessons, and teaching 3b. All participants will be entered into the 3b. All students in Low strategies. Adult Education Management System Intermediate were (AEMS) data base system operated by the entered into AEMS MS Community College Board. This database for tracking. software program is a vehicle for the standardized collection of required data by the National Reporting System. Students will be tracked through this system to ensure successful student outcomes.

4. Participants in the High 4a. 39% of the participants enrolled in the 4a. Of the 154 participants 4a. Any student enrolled in High Intermediate class will ABE Program will take a Pre-Test enrolled in High Intermediate classes were acquire the level of basic examination (TABE) to assess their Intermediate, 88 (57%) administered the TABE as pre- skills need to complete the educational level. Based on these results, advanced to a higher level test. A post-test is administered level. (Performance goals a Student’s Instructional Objectives and from the Pre and Post after 50 hours of instruction. set by US Department of Assignments (SIOA) will be developed. Testing evaluation. Education.) (PLO) After 30 hours for Level 5 and 6 students and 40 hours of instruction for Levels 1 - 4, a Post-Test Examination (TABE) will be administered to measure goal obtainment.

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4b. All participants will be entered into the 4b. All students in High 4b. Students who do not meet their Adult Education Management System Intermediate were goal were encouraged to (AEMS) data base system operated by the entered into AEMS continue to come to class and MS Community College Board. This database for tracking. their SOIA was updated to software program is a vehicle for the reflect new individual goals, standardized collection of required data required lessons, and teaching by the National Reporting System. strategies. Students will be tracked through this system to ensure successful student outcomes. 5. Participants in the Low 5a. 38% of all participants enrolled in the 5a. Of the 50 participants 5a. Any student enrolled in ABE Secondary ABE class will ABE Program will take a Pre-Test enrolled in ASE Low & classes were administered the acquire the level of basic examination (TABE) to assess their ASE High, 31(62%) TABE as pre-test. A post-test is skills need to complete the educational level. Based on these results advanced to a higher level administered after 50 hours of level. (Performance goals a Student’s Instructional Objectives and from the Pre and Post instruction. set by US Department of Assignments (SIOA) will be developed. Testing evaluation. Education.) (PLO) After 30 hours for Level 5 and 6 students and 40 hours of instruction for Levels 1 - 4, a Post-Test Examination (TABE) will be administered to measure goal obtainment. 5b. All participants will be entered into the 5b. All students in ASE Low & 5b. Students who do not meet their Adult Education Management System ASE High were entered goal were encouraged to (AEMS) data base system operated by the into AEMS database for continue to come to class and MS Community College Board. This tracking. their SOIA was updated to software program is a vehicle for the reflect new individual goals, standardized collection of required data required lessons, and teaching by the National Reporting System. strategies. Students will be tracked through this system to ensure successful student outcomes.

6. Participants not employed 6a. 25% of the participants enrolled in the 6a. All students entering the 6a. Survey questionnaires were at enrollment will obtain ABE Program who are unemployed at ABE program who are mailed to all students who have unsubsidized employment entry will be automatically given a goal of unemployed at entry will an employment goal to by the end of the first obtaining employment. (This is mandated automatically have a goal determine if said goals were quarter after program exit by the US Department of Education.) of obtaining employment. met. quarter. (Performance ABE Staff will counsel goals set by US with active students once

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Department of Education.) a month to assist them in (PLO) obtaining employment. Students will be tracked throughout the year to determine if they reach their goal. 6b. The AEMS system will be utilized to track 6b. All students are entered 6b. Results of data matching were student goal obtainment. into the AEMS database entered into the AEMS for tracking. 0 database. The information on participants achieved Table 5 of AEMS report is their goal of obtaining incorrect. It indicates that "0" employment or 0 percent people have retained their job of participants with that and this is incorrect. It also goal. states that "0" had a goal of retaining employment which is incorrect because everyone entering program employed automatically is added to the cohort. MSCB indicated they new TABLE was wrong, but still has not provided us with correct information.

7. Participants employed at 7a. 40% of the participants enrolled in the 7a. All students who are 7a. Survey questionnaires were enrollment will retain ABE Program who are employed at entry employed that enroll in mailed to all students who have unsubsidized employment will be automatically given a goal of ABE classes will be given a retain employment goal to in the third quarter after retaining employment. (This is mandated goal of retaining their determine if said goal was met. program exit. by the US Department of Education). employment. These (Performance goals set by students will be tracked US Department of monthly until exit. Education.) (PLO) 7b. The AEMS system will be utilized to track 7b. All students entered into 7b. Results of data matching and student goal obtainment. the AEMS database for surveys were entered into tracking. 0 participants AEMS. Table 5 of the AEMS achieved their goal of system operated by the MSCB retaining their isn't working. It indicates that employment or 0% of "0" people have obtained a job participants with that and this is incorrect. It also goal. states that "0" had a goal of obtaining employment which is

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incorrect because everyone entering program unemployed automatically is added to the cohort. MSCB indicated they new it was working, but still has not provided us with correct information. 8. Participants who lack a 8a. 61% of all participants enrolled in the 8a. Any student entering the 8a. Data matching through GED will obtain a GED or ABE Program who lack a high school program without a high Oklahoma Scoring Service will Secondary School Diploma diploma will automatically be given a school diploma will be utilized to track students before exit. (Performance goal of earning a GED. (This is mandated automatically have a goal who indicate their goal is to goals set by US by the US Department of Education.) of obtaining their GED. "obtain their GED or Secondary Department of Education.) Those students who lack a School diploma". (PLO) high school diploma will 8b. Results of data matching were be tracked to determine if entered into the AEMS they meet their goal database. Students were during the next school encouraged to take a practice year. GED Test before taking the 8b. The AEMS system will be utilized to track 8b. All students are entered official GED Test. Many student goal obtainment. into the AEMS database students took advantage of the for tracking. According to tests and are giving positive TABLE 5 from the AEMS feedback. In my professional database operated by the opinion, data on this report in Mississippi Community incorrect. The MSCB was College Board, 49 contacted on multiple participants in the cohort occasions and they indicated received their GED or 100 that it wasn't correct. However, percent. they never sent us corrected reports. All students entering the program were automatically given a goal of "obtaining their GED" so the cohort has to be more than 275. 9. Participants who earn a 9a. 40% of participants who are successful in 9a. All students who earn a 9a. Data matching through Banner GED in the program year obtaining their GED within the program GED will automatically be was utilized to track students will enroll in year will be automatically given a new given a goal of entering with goal of enter post postsecondary training or goal of entering post-secondary training. post-secondary training. secondary training. education. (Performance All active students will be goals set by US counseled monthly to

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Department of Education.) assist students in (PLO) choosing a career pathway. 9b. The AEMS system will be utilized to track 9b. All students are entered 9b. Results of data matching were student goal obtainment. into the AEMS database entered into the AEMS for tracking. 38 database. This data is incorrect. participants achieved All students who earn a GED their goal of entering automatically receive a goal of post-secondary education entering post-secondary or training or 100% of training. The number in the participants with that cohort should be much higher. goal. The MSCB was contacted because the software program automatically calculates this data. State Board acknowledged the fact that it was wrong, but the problem hasn't been fixed.

Page 311 ABE/Dropout Recovery IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Vice President of Workforce Training & Economic Development Program/Unit: ABE/Dropout Recovery

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L2 - Teaching/Learning

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses.

Division Purpose Statement: The Northeast Mississippi Community College Division of Workforce Training and Economic Development will provide for the development, operation, and ongoing assessment of an employer-driven system for workforce education and training, subject to yearly review to meet expanding technology needs.

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Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Participants enrolled in 1a. 40% of participants enrolled in the ABE 1a. Records indicate that 100 1a. Revised marketing technique to ABE classes that meet Program will receive a GED Testing students or 13% of encourage students to take one scholarship guidelines will Scholarship. recipients received a GED part of the test at a time. receive GED Testing scholarship from the Scholarship. (PLO) Dropout Recovery Program. 1b. All scholarship recipients will be entered 1b. 100% of students were 1b. Implemented $1 per $1 match into an Excel spreadsheet for tracking tracked in Dropout in scholarship testing fees. purposes. Recovery Database. Students pay a dollar for the test and we inject a $1 for the test. 2. To provide testing 2a. 3% of participants enrolled in the Gulf 2a-b. No certifications 2a-b. No certifications scholarships scholarships for industry Pathways Program will receive an scholarships were were awarded because budget certification. (PLO) industry certification scholarship. awarded because budget was not approved by DOL until 2b. All scholarship recipients will be entered was not approved by DOL January, 2014; therefore into an Excel spreadsheet for tracking until January, 2014; program deliverables were not purposes. therefore program started. Continued to work on deliverables were not budget issues and policy started. changes to implement deliverables.

Page 313 ABE/ GED Testing IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Vice President of Workforce Training & Economic Development Program/Unit: ABE/GED Testing

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment;.

Long-Range Goal(s): L6 - Community Partnerships

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses.

Division Purpose Statement: The Northeast Mississippi Community College Division of Workforce Training and Economic Development will provide for the development, operation, and ongoing assessment of an employer-driven system for workforce education and training, subject to yearly review to meet expanding technology needs.

Page 314 ABE/ GED Testing IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. GED Testing Sessions will 1a. Increase the administration of the 1a. Records show GED 1a. Instructors were encouraged to be offered day, night, and computerized GED Test at main campus Computer Test was register students for the off campus thereby by offering test twice a week and adding administered 196 times. computerized version of the expanding the testing additional sessions during the month of GED Test. Walk-ins registered opportunities for the non- April. themselves. traditional student. (PLO) 1b. GED Testing Dates and participants will 1b. Records show GED 1b. Student success or failures be tracked through Excel Spreadsheet. Computer administration were logged into Excel was tracked through database for tracking. Excel. 2. NEMCC will serve as 2. Participants taking the computerized 2. Participants taking the 2. Continued to market GED computerized testing and version of the GED Test will increase GED Computerized Testing Program to encourage provide increased number 40% from the previous year. version did not increase students to enroll in classes of testing sessions thereby by 40% over the previous and to take the GED. expanding access to non- year. NEMCC only tested traditional students. (PLO) 196 students resulting in only 72 passers. The new computerized version is more rigorous than the old test and instructional materials relevant to the test were just being published.

Page 315 ABE/Gulf States Pathway IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Vice President of Workforce Training & Economic Development Program/Unit: ABE/ Gulf States Pathway

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L2 - Teaching/Learning; L3 – Technology; L6 - Community Partnerships

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.4 - Expand offerings and opportunities at off-campus sites.

Division Purpose Statement: The Northeast Mississippi Community College Division of Workforce Training and Economic Development will provide for the development, operation, and ongoing assessment of an employer-driven system for workforce education and training, subject to yearly review to meet expanding technology needs.

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Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Participants will enroll in 1a. 193 participants will be enrolled by the 1a. Records reflect 361 1a. Continue to market Gulf States the Gulf States Pathway. College Navigator. participants were Grant through ABE classes, (PLO) enrolled by College WIA, and in the community. Navigator. 1b. Enrollment will be tracked by College 1b. Records reflect data was 1b. Continue to track data in all Navigator through Excel, Banner, and tracked through Excel, databases. NSparc. Banner, and NSparc. 1c. Program performance will be submitted 1c. Reports reflect 1c. Continue to submit reports in to the DOL utilizing Quarterly Reports performance was timely fashion. and the Annual Performance Report submitted to DOL as due. (APR). 2. Participants enrolled in 2a. 100% of participants enrolled in the Gulf 2a. Records reflect 100% of 2a. Continue to provide intensive the Gulf States Pathway States Program will be counseled by students received counseling session. will obtain an industry College Navigator to determine degree or intensive counseling by recognized certificate or certificate training goals at intake. Based College Navigator. degree. (PLO) on these results a Student’s Instructional Objectives and Assignments (SIOA) will be developed. 2b. 54.4% of participants will obtain a 2b. Records reflect the 2b. Explore ways to increase degree or industry recognized certificate following credentials retention and successful in the following areas before exit: were awarded: completion of program and • CRC Certification 17 Degrees certifications. • IC3 Certification 365 CRC Certifications • MOUS Certification 14 IC3 Certifications • A+ Certification 10 MOS Certifications • Network+ Certification 0 A+ Certification • Security+ Certification 0 Network+ Certification • Workforce Career Certification in IT 0 Security+ Certification Health, IT Industrial Maintenance, or 8 Workforce Career IT Microcomputer/ Information Certification in IT Health, Systems Technology IT Industrial Maintenance, or IT Microcomputer/ Information Systems Technology 2c. All participant’s certifications will be 2c. Records reflect 2c. Switch local database to Access entered into the Banner, NSparc, and certifications were for better tracking and reports. Excel database. These software programs entered into the Banner, Continue to enter data into

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are a vehicle for the standardized NSparc, and Excel NSparc and Banner. collection of required data by the US database. Department of Labor. Students will be tracked through this system to ensure successful student outcomes. 2d. Program performance will be submitted 2d. Records reflect reports 2d. Continue to submit reports as to the DOL utilizing Quarterly Reports were submitted in timely required by reporting agencies. and the Annual Performance Report manner to the reporting (APR). agency.

3. Participants will complete 3a. 100% of participants enrolled in the 3a. Records reflect 100% of 3a. Continue to provide intensive one of the three Workforce Healthcare Pathway will be counseled by participants were career counseling at intake. Career Certification College Navigator to determine degree or counseled at intake and Pathways: IT Healthcare, certificate training goals at intake. Based SIOA was developed. IT Industrial Maintenance, on these results a Student’s Instructional and IT Microcomputer/ Objectives and Assignments (SIOA) will Information Systems. be developed. 3b. 54.4% of participants will obtain a 3b. Records reflect 5.56% of 3b. Explore ways to increase degree or industry recognized certificate participants obtained a retention and successful before exit. degree or industry completion of program and certificate before exit. certifications. 3c. All participants will be entered into the 3c. Records reflect all 3c. Switch local database to Access Banner, NSparc, and Excel database. participants were entered for better tracking and reports. These software programs are a vehicle into the Banner, NSparc, Continue to enter data into for the standardized collection of and Excel database. NSparc and Banner. required data by the US Department of Labor. Students will be tracked through this system to ensure successful student outcomes. 3d. Program performance will be submitted 3d. 3d. Continue to submit reports as to the DOL utilizing Quarterly Reports required by reporting agencies and the Annual Performance Report (APR).

4. Participants will be 4a. 24% of students who take the Challenge 4a. Records reflect or 88% of 4a. Increase marketing of successful in passing Exam or Industry Recognized Credentials participants who took challenge exam opportunities challenge exams for in the following areas will demonstrate challenge exam and industry recognized college credit. (PLO) course competencies and earn college demonstrated course certifications. credit. competencies and earned

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• Professional Development college credit. • Micro Computer Applications 14 Professional Development • Word Processing 21 Microcomputer • Applied Business Math Applications • IM Math and Measurement 8 Word Processing • IM Safety 6 IM Math and • IM Print Reading Measurement 6 IM Safety • Business Communication 5 IM Print Reading • Medical Terminology 18 Business Communication • Medical Business Practices 1 Medical Terminology IT Foundations • • Fundamentals of Data Communication

• Security Principles and Policies • Intro to Electricity • Program Logic Controllers • Principles of Hydraulics and Pneumatics • AC/DC Circuits for Electrical 4b. All participants will be entered into the 4b. Records reflect all 4b. Continue to enter all Banner, NSparc, and Excel database. participants were entered participants in databases. Move These software programs are a vehicle into the Banner, NSparc, Excel files to Access. for the standardized collection of and Excel database. required data by the US Department of Labor. Students will be tracked through this system to ensure successful student outcomes. 4c. Program performance will be submitted 4c. Records reflect reports 4c. Continue to submit reports to to the DOL utilizing Quarterly Reports were submitted in timely agencies as required. and the Annual Performance Report manner to the reporting (APR). agency.

5. Gulf States participants not 5a. 70 participants enrolled in Year Two of 5a. Records reflect that 11 of 5a. Continue to provide intensive employed at enrollment the Gulf States Program who are the 63 students who have counseling and employability will obtain unsubsidized unemployed at entry will obtain been exited from the skills so students will find employment by the end of employment. program at this point have employment upon exit. the first quarter after attained employment by program exit quarter. the end of the first quarter

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(PLO) after program exit quarter. 5b. All participants are tracked through 5b. N/A based on 5a. 5b. N/A because no students have NSparc and Excel database. These exited. software programs are a vehicle for the standardized collection of required data by the US Department of Labor. Students will be tracked through this system to ensure successful student outcomes. 5c. N/A based on 5a. 5c. N/A because no students have 5c. Program performance will be submitted exited. to the DOL utilizing Quarterly Reports and the Annual Performance Report (APR). 6. Gulf States participants 6a. 33 participants enrolled in Year Two of 6a. Records reflect that 44 6a. Continue to provide intensive employed at enrollment the Gulf States Program who are students who were counseling and employability will retain unsubsidized employed at entry will be successful in employed at entry skills so students will find employment in the second retaining employment. successfully retained employment upon exit. and third quarter after employment. program exit. (PLO) 6b. All participants are tracked through 6b. N/A based on 6a. 6b. N/A because no students have NSparc and Excel database. These exited. software programs are a vehicle for the standardized collection of required data by the US Department of Labor. Students will be tracked through this system to ensure successful student outcomes. 6c. Program performance will be submitted 6c. N/A based on 6a. 6c. N/A because no students have to the DOL utilizing Quarterly Reports exited. and the Annual Performance Report (APR). 7. Provide up-to-date 7. Through grant funds, NEMCC will 7. Purchase Order reflect 7. Staff will continue to explore technology at offsite purchase additional technology for that equipment has been technology needs at offsite locations to enhance installation at offsite locations. purchased and installed at locations. distance learning offsite locations. opportunities for non- traditional students. (PLO)

Page 320 ABE/ WIA Youth/C2C IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Vice President of Workforce Training & Economic Development Program/Unit: ABE/WIA Youth/C2C

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L2 - Teaching/Learning; L6 - Community Partnerships

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses.

Division Purpose Statement: The Northeast Mississippi Community College Division of Workforce Training and Economic Development will provide for the development, operation, and ongoing assessment of an employer-driven system for workforce education and training, subject to yearly review to meet expanding technology needs.

Page 321 ABE/ WIA Youth/C2C IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Participants enrolled in 1a. 69% of participants enrolled in the C2C 1a. Records reflect 97 or 1a. Will review test results to the C2C Program will have Program will have an EFL Gain. Each 100% of participants determine ways to increase EFL an Educational participant will take a Pre-Test enrolled in the C2C gains in C2C students. Functioning Level (EFL) examination (TABE) to assess their EFL. Program had an EFL gain. Gain. (Performance goals Based on these results, a Student’s are set by Department of Instructional Objectives and Assignments Labor (DOL.) (PLO) (SIOA) will be developed. Each student is given the Post-Test Examination (TABE) within the five week rotation to measure goal obtainment. 1b. All participants will be entered into the 1b. All participants were 1b. Data will be tracked through WINGS tracking system operated and entered into the WINGS WINGS. maintained by the MS Department of tracking system to ensure Employment Security. This software successful student program is a vehicle for the standardized outcomes. collection of required data by the US Department of Labor. Students will be tracked through this system to ensure successful student outcomes. 2. Participants enrolled in 2a. Participants enrolled in the C2C Program 2a. 100% of all participants 2a-c. Increase employment the C2C Program will will be counseled to determine received intensive counseling and job search skills obtain employment or employment and post-secondary training training and counseling training for each C2C student to enter post-secondary goals at intake. Based on these results, an on job search, job increase performance. training. (Performance Individual Service Strategy (ISS) form application, and goals are set by DOL.) will be prepared to track progress. employability skills. (PLO) 2b. 70% of participants will obtain 2b. Records reflect 78% of employment or enter post-secondary participants obtained training by the 1st quarter after exit date. employment or entered post-secondary training. 2c. All participants will be entered into the 2c. All participants were WINGS tracking system operated and entered into the WINGS maintained by the MS Department of tracking system to track Employment Security. This software student outcomes. program is a vehicle for the standardized collection of required data by the US Department of Labor. Students will be tracked through this system to ensure

Page 322 ABE/ WIA Youth/C2C IE Plan 2014-2015

successful student outcomes.

3. Participants enrolled in 3a. Participants enrolled in the C2C Program 3a. 100% of participants 3a. Continue to develop intensive the C2C Program will will be counseled to determine degree or enrolled in C2C received career counseling materials. attain a degree or certificate training goals at intake. Based intensive career certificate (Performance on these results, an Individual Service counseling and an ISS. goals set by DOL) (PLO) Strategy (ISS) form will be prepared to track progress. 3b. 80.8% of participants will obtain a 3b. 80% of participants 3b. Encourage participants to degree or certificate by the 3rd quarter earned a degree or enroll in classes leading to after exit date. certificate by the 3rd Career Certification. quarter after exit date. 3c. All participants will be entered into the 3c. All participants were 3c. Continue to track students in WINGS tracking system operated and entered into the WINGS WINGS. maintained by the MS Department of tracking system. Employment Security. This software program is a vehicle for the standardized collection of required data by the US Department of Labor. Students will be tracked through this system to ensure successful student outcomes.

Page 323 ABE/Workkeys (CRC) IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Vice President of Workforce Training & Economic Development Program/Unit: ABE/Workkeys (CRC)

College Purpose Statement(s): P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L6 - Community Partnerships

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses.

Division Purpose Statement: The Northeast Mississippi Community College Division of Workforce Training and Economic Development will provide for the development, operation, and ongoing assessment of an employer-driven system for workforce education and training, subject to yearly review to meet expanding technology needs.

Page 324 ABE/Workkeys (CRC) IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Participants who take the 1a. 70% of all participants who take all three 1a. 1,271 or 79% of the 1,599 1a. Students failing to earn WorkKeys exams will earn parts of the WorkKeys will earn a CRC in participants who took all certification were encouraged a CRC. (PLO) Bronze, Silver, Gold, or Platinum. three parts of the to enroll in ABE classes for free WorkKeys earned a CRC remediation. Students may not in Bronze, Silver, Gold, or attempt to retake exam until Platinum. remediation instructor states student can passed. Teacher makes determination based on progress in remediation class. 1b. CRC attainment will be tracked by Excel 1b. 100% of all students were 1b. Data will continue to be tracked spreadsheet on NEMCC Campus, and tracked by Excel in Excel. through the MS Community College Spreadsheet for Board. certification. 1c. CRC attainment will be submitted to the 1c. 100% of all testing data 1c. Data will continue to be MS Community College Board for was submitted to the MS submitted to MSCB for official issuance of certification. Community College Board. certification. 2. Students enrolled in CTE 2a. 80% of CTE students who take a pre-and 2a. The CTE students only 2a. Will review policy and programs will gain in post-CRC certification examination will took a pre-test this year; procedures to require CTE to technical knowledge for improve their overall score as tracked by therefore no results are take CRC as a pre-test upon their program of study. ABE/CRC testing personnel. available. program entry and as a post- (PLO) test upon program completion. 2b. 90% of CTE students will achieve the CRC 2b. Records reflect 186 of CTE 2b. Will review test results of pre- level required for their career on the students achieved a CRC. test to determine ways to post-test as tracked by ABE/CRC testing ABE/CRC testing increase CRC attainment. personnel. personnel tracked student achievement. 3. Participants seeking 3a. Participants enrolling in Continuing 3a. Records reflect 68 3a-c. Strive to increase testing enrollment in Continuing Education courses or WIA Funding will participants enrolling in numbers for Continuing Education courses or WIA earn a CRC. Continuing Education Education and WIA through on- ITA Funding will earn a courses or WIA Funding going marketing and tighter CRC. (PLO) earned a CRC. working relationship with ABE. 3b. CRC attainment will be tracked by Excel 3b. 100% of all students were spreadsheet on NEMCC Campus, and tracked by Excel through the MS Community College Spreadsheet for Board. certification. 3c. CRC attainment will be submitted to the 3c. 100% of all testing data MS Community College Board for was submitted to the MS

Page 325 ABE/Workkeys (CRC) IE Plan 2014-2015

issuance of certification, WIA, and Community College Board. Continuing Education. 4. Participants enrolling in 4a. 54.4% of all participants who take all 4a. 264 participants who took 4a-c. Strive to increase testing C2C and Gulf States three parts of the WorkKeys will earn a all three parts of the numbers for Gulf States Pathway Programs will CRC in Bronze, Silver, Gold, or Platinum. WorkKeys earned a CRC Pathway through on-going earn CRC to validate in Bronze, Silver, Gold, or marketing and tighter working Industry Certification. Platinum. relationship with ABE. (PLO) 4b. All participants are tracked through 4b. All participants were NSparc or WINGS and Excel database. tracked through NSparc These software programs are a vehicle or WINGS and Excel for the standardized collection of database. required data by the US Department of Labor. Students will be tracked through this system to ensure successful student outcomes. 4c. Program performance will be submitted 4c. Program performance will to the DOL utilizing Quarterly Reports be submitted to the DOL and the Annual Performance Report utilizing Quarterly (APR) or through the WINGS program. Reports and the Annual Performance Report (APR) or through the WINGS program. 5. Participants who do not 5a. 10% of all participants who fail to earn a 5a. 106 participants or 99% 5a. Develop stricter adherence to score high enough to earn CRC will participate in remediation. who failed to earn a CRC policy and procedures a CRC or earn the required participated in guidelines for CRC proctors to score for program entry remediation. ensure 100% compliance. will remediate. (PLO) 5b. Remediation will be tracked through the 5b. Remediation was tracked 5b. Continue to track remediation ABE AEMS program. through the ABE AEMS through AEMS Program. 6. Participants who 6. 10% of particpants who completed 6. 52 or 47% of participants 6. Develop additional remediation remediate for CRC will remediation will earn a CRC in Bronze, who completed materials to increase likelihood earn certificate. (PLO) Silver, Gold, or Platinum. remediation earned a CRC of students advancing. in Bronze, Silver, Gold, or Platinum.

Page 326 Continuing Education IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Vice President of Workforce Training & Economic Development Program/Unit: Continuing Education

College Purpose Statement(s): P4: To offer continuing education, community services, and adult basic education for individuals striving for personal and professional growth and/or personal enrichment; P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L5 - Professional Development; L6 - Community Partnerships

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.3 - Improve student retention, S1.4 - Expand offerings and opportunities at off-campus sites, S2.5 - Offer employee mentoring and professional development opportunities

Division Purpose Statement: The Northeast Mississippi Community College Division of Workforce Training and Economic Development will provide for the development, operation, and ongoing assessment of an employer-driven system for workforce education and training, subject to yearly review to meet expanding technology needs.

Page 327 Continuing Education IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Offer personal and 1. Through individual request, advisory 1. The Department of 1. Based upon Continuing professional development committee recommendations, area high Continuing Education Education customers and the opportunities to aid demand sectors, and class evaluations, offered 140 workshops, areas of high demand for students in attaining their 125 workshops, seminars, and classes seminars, and/or classes employment, new classes and education and enrichment will be offered to participants of all ages. since July 1, 2014. There short-term training programs goals. (PLO) were 4,102 duplicated (focusing on medical and participants of varying service areas) will be added for ages with 71,067 contact the upcoming year. hours. 2. To provide satisfactory 2. Through the 2014-2015 evaluations, 2. The percentage of 2. The ratings of continuing 92% of the Continuing Education satisfied customers for classes/workshops/seminars education/community participants will give an average Continuing Education below 92% will be reviewed for services to all participants. satisfaction rating of 1 or above on each classes/workshops/semin problem areas. Updates will be (PLO) question. (Based upon Likert scale or -2 ars was an overall made to evaluation questions to 2 being highest). 90%from 140 offerings. to get specific subject matter feedback. 3. To provide continuing 3. Through communication with curriculum 3. There were 3. Will maintain contact with area education units for coordinators, counselors, principals, and 102Professional school district curriculum professional development superintendents, professional Development coordinators and/or to all participants development opportunities will be classes/workshops superintendents to provide specifically area offered to all educators for CEU's approved for CEU Credit expert instructors and training elementary and high required for recertification. for the five county school topics, while encouraging school instructors to district. The overall rating increased participation in all promote programs for these classes was 94%. sponsored workshops, designed to enhance Online classes available conferences, and professional classroom instruction. through Ed2go was development opportunities. (PLO) continued for teachers needing additional CEU credits. There were 62 Ed2go classes utilized. 4. Students who are admitted 4a. 80% of students who are admitted to the 4a. 15 students, 79% for the 4a. The 2015-2016 Part-time Law to short-term training NEMCC Part-time Reserve Law 2014-2015 year, Enforcement Training Academy programs will successfully Enforcement Officers' Training Academy completed the Part-time will add Refresher Training to complete the requirements will successfully complete the program Reserve Officer Training the curriculum. to prepare for national and regulated by the Mississippi Board of Academy. state certifications. (PLO) Law Enforcement Officer Standards and Training (BLEOST).

Page 328 Continuing Education IE Plan 2014-2015

4b. 90% of students who are admitted to the 4b. 26 students, 100% for the 4b-f. Continuing Education will Dental Assisting Training Program will 2014-2015 year, continue to provide completion successfully complete the program with completed the Dental information to agencies for completion of OSHA Regulations and a Assisting Program with recruitment of students at the Mississippi Radiology Permit. the Mississippi Radiology end of each course. State and Permit and OSHA National testing results will Regulations Certificate of continue to be monitored for Completion. any problem areas that need to 4c. 80% of students who are admitted to the 4c. 22 students, 100% for the addressed during training. New Emergency Medical Technician Basic 2014-2015 year, areas of certification will be (EMT-Basic) will successfully complete completed the Emergency researched for additional requirements to take the National Medical Technician-Basic training opportunities. Registry exam for certification. program requirements to test for the EMT-Basic National Registry Certification. 4d. 85% of participants, specifically health 4d. 76 students, 100% for the education instructors and students 2014-2015 year, training in medical fields, will completed the Healthcare successfully complete the requirements Provider CPR course and to obtain the American Heart Association received the two year Healthcare Provider CPR and Heartsaver certification. 24 students, First Aid/CPR Certification. 100% for the 2014-2015 year, complete the Heartsaver First Aid/CPR Course and received the two year certification. 4e. 80% of students who are admitted to the 4e. 63 students, 93% for the Certified Nurse Aide Training Program 2014-2015 year, will successfully complete requirements completed the to obtain the Mississippi Department of requirements of the Health mandatory exam for certification. Certified Nurse Aide Program to test for the Mississippi Certified Nurse Aide Exam. 4f. 90% of participants enrolled in Enhanced 4f. 14 students, 100% for the Conceal and Carry firearms class will 2014-2015 year, successfully complete the requirements completed the to register and obtain the Mississippi requirements of the

Page 329 Continuing Education IE Plan 2014-2015

Enhanced Conceal and Carry Permit. Enhanced Conceal and Carry Course to apply for the Mississippi Enhanced Conceal and Carry Permit.

Page 330 Customized Training IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Vice President of Workforce Training & Economic Development Program/Unit: Customized Training

College Purpose Statement(s): P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L4 - Marketing; L6 - Community Partnerships

Short-Term Goal(s): S1.3 - Improve student retention

Division Purpose Statement: The Northeast Mississippi Community College Division of Workforce Training and Economic Development will provide for the development, operation, and ongoing assessment of an employer-driven system for workforce education and training, subject to yearly review to meet expanding technology needs.

Page 331 Customized Training IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. The overall effectiveness 1. At the end of the fiscal year data will be 1. Seventy-five percent of 1. We continue to aggressively of the services provided by collected from the nSPARC report individuals completing market and provide services to the Division of Workforce identifying an increase in the percentage training will gain ensure positive results. A Training and Economic of individuals gaining employment, employment, Seventy-five catalog of services and training Development will be percentage of individuals retaining percent of individuals opportunities was created and measured by the following employment and a percentage of completing training will provided to new and existing criteria: percentage of individuals earning wage increases as a retain employment, and businesses and industries as individuals gaining result of workforce training. three percent of well as individuals in our employment, percentage individuals completing district. of individuals retaining training will earn a wage employment, and increase. percentage of individuals earning wage increases as a result of workforce training. (PLO) 2. Trainees will be satisfied 2a. Each trainee will complete a training 2a. Trainee evaluations were 2a. We continue to utilize with the training services evaluation. reviewed and analyzed for evaluation results/feedback to provided by the Division of effectiveness. make improvements in our Workforce Training and services and provide quality Economic Development. training. This will be verified 2b. Ten percent of college supported training 2b. Ten percent of college 2b. We continue to utilize qualified, through trainee will be monitored and evaluated. supported training was competent internal instructors evaluations and project monitored and evaluated to provide training for our monitoring. (PLO) and all received a businesses and industries. satisfactory or above rating. 2c. One hundred percent of college delivered 2c. One hundred percent of 2c. We continue to recruit and training will be monitored and evaluated. all college delivered utilize qualified, competent training was monitored NEMCC instructors to provide and evaluated and all training for our businesses and received a satisfactory or industries. above rating. 3. Businesses, industries, and 3. Each employer will be requested to 3. Surveys/evaluations were 3. We continue to improve the service entities will be complete an employer survey/evaluation. reviewed and analyzed. quality of services offered satisfied with the training Training services will receive a "3" or Training services through the Division of services provided by the higher on a 4-point scale. offered/provided by the Workforce Training and Division of Workforce Division of Workforce Economic Development. We

Page 332 Customized Training IE Plan 2014-2015

Training and Economic Training and Economic continue to aggressively Development. This will be Development received a market our services to new and verified through employer rating of "3" or higher on existing businesses and evaluations. (PLO) a "4" point scale on all industries as well as individuals completed in the district. surveys/evaluations.

4. The Division of Workforce 4. A spreadsheet will be developed to 4. A spreadsheet was 4. We continue to be diligent in Training & Economic monitor whether contact was achieved or created to monitor/track our attempt to contact every Development will contact pending. business and industry business and industry with 10 every manufacturing contact. Contact was or more employees. Remaining company with 10 or more achieved or is pending on in contact with all business and employees within the all businesses and industries in our district with service district (as industries with 10 or 10 or more employees and identified by the more employees in the keeping them current on new business/industry listing service district. and advanced training provided by the five area opportunities is imperative to economic developers). the success of creating a well- (PLO) trained, ready-to-work workforce and promoting economic development in our district.

Page 333 Workforce Investment Act (WIA) IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Vice President of Workforce Training & Economic Development Program/Unit: Workforce Investment Act (WIA)

College Purpose Statement(s): P5: To provide employer-driven, industry-specific workforce education and training to business, industry, and individuals.

Long-Range Goal(s): L1 - Quality Student Outcomes; L6 - Community Partnerships; L9 - Communication

Short-Term Goal(s): S1.3 - Improve student retention; S1.4 - Expand offerings and opportunities at off-campus sites; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts

Division Purpose Statement: The Northeast Mississippi Community College Division of Workforce Training and Economic Development will provide for the development, operation, and ongoing assessment of an employer-driven system for workforce education and training, subject to yearly review to meet expanding technology needs.

Page 334 Workforce Investment Act (WIA) IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Unemployed/ 1. 80% of WIA participants will enter 1. Unemployed/ 1. WIA staff will closely monitor Underemployed Adults gainful employment. underemployed Adults participant progress and look and Dislocated Workers and Dislocated Workers for ways to improve participant will enter gainful had a combined total success. Expanded training employment. (PLO) Entered Employment rate opportunities will continue to of 71% through the last be implemented in order to quarter of program year improve participant job 2013-14. readiness.

2. Adult and Dislocated 2. 80% of adults and dislocated workers 2. Adult and Dislocated 2. WIA case managers will Workers who entered that enter employment will retain Workers in the Corinth monitor training programs and employment will retain employment for 6 months. This One-Stop had a combined provide intensive case employment for 6 months. information will be maintained in the retained employment rate management in order to ensure (PLO) participants’ case file and entered into of 93% for the through participants have access to the WINGS Management System. the 4th quarter of programs and services that program year 2013-14. allow them to be successful in retaining employment. 3. Increase the number of 3. 85% of WIA participants that enter into 3. 50 out of 54 WIA 3. WIA case managers will cross occupational skills training will successfully complete participants (92%) that reference training programs attained and/or training, thus acquiring the appropriate entered into training with current labor market data credentials of Workforce credential. (ITA) through the Corinth to ensure that participants are Investment Act one-stop received a being placed in demand participants. (PLO) training related credential occupations. Additionally, WIA for program year 2013- case managers coordinate with 2014. student support staff to identify means to increase student success. 4. Adults will receive an 4. 100% of adults and dislocated workers 4. WIA adults received an 4. WIA staff will review training increase of $9,200 in reporting to the WIN Job Center will be average increase of programs for which WIA salary upon employment. provided assistance in job readiness $11,741 and WIA participants request assistance Dislocated Workers will skills, obtaining a job, and/or finding dislocated workers to ensure that these programs receive an increase of appropriate training to increase their received an average wage lead to demand occupations. $11,000 upon earnings. increase of $14,674 Case managers will coordinate employment. (PLO) through the last quarter of with MDES and other partners program year 2013-14. in order to place participants in jobs leading to self- sufficiency.

Page 335 NORTHEAST AT CORINTH OFF-CAMPUS SITE

Through the college’s strategic planning process, community phone and interest surveys were administered to determine the need for educational sites strategically located within the college’s district. The city of Corinth and Alcorn County were identified as a location needing additional educational services from Northeast. In 2001, the City of Corinth Board of Alderman transferred the former Garan Building and property for a cost of $1.00. The former Garan property had an appraised market value of $1,000,000.00. The donated facility was composed of one building with approximately 75,000 square feet and was located on approximately 33 acres. In 2005 Northeast began renovation on part of the building to become Northeast at Corinth off-campus center. The renovated portion of the facility included approximately 28,000 square ft. in Phase One and was completed in August 2006.

Soon after Phase I was completed and opened, Northeast recognized there was a need for additional instructional space at the facility. Renovation/construction began on Northeast at Corinth Phase II in October 2008 and was completed in January 2009. Furnishing and equipment were installed during the spring semester of 2009 with plans to utilize the instructional space beginning with the fall 2009 semester.

Northeast at Corinth Phase II is a 17,846 square foot expansion within the original building at Corinth. Space within Northeast at Corinth Phase II is fully ADA compliant and is designed as instructional space.

Northeast submitted a prospectus to add the option of degree programs to the Southern Association of Colleges and Schools (SACS) in June 2009. The Northeast at Corinth site was approved by SACS in August of 2009.

Northeast at Corinth continued to expand in the spring of 2014 with the addition of approximately 5,200 square feet. This expansion included two new classsrooms, two new offices, and a laboratory/shop area.

Hence, the purpose of Northeast at Corinth is “to provide educational opportunities to meet the career and personal need for individual students and the community which it serves.” The off-campus site is located at 2759 South Harper Road in Corinth MS 38834 which is approximately 20 miles from the main campus in Booneville, MS. 2014-2015 Accomplishments 1. Served students through the additional daytime classes 2. Furnished daytime office space for Mathematics Instructor 3. Added a partnership with MS Department of Human Services in the WIN Job Center 4. Completed 5200 square feet of facility space for use as the Manufacturing Center. 5. Continued a partnership with Blue Mountain College 6. Grew technical classes through the TAACCCT grant 7. Purchased new laptop computers and cart for use in classrooms 8. Increased CRC testing 9. Began discussions with Faulkner University to offer classes at Northeast at Corinth 10. Began pre-planning of Phase III at Corinth to include career and technical programs and multi- purpose auditorium based on the Master Plan 11. Tested over 500 participants through the Job PASS assessment for local industry 12. The Northeast Mississippi Law Enforcement Training Center continues to operate out of the Northeast at Corinth Campus. To date: 6,924 students have received training from 439 separate agencies, from 14 states 13. Expanded academic offerings by adding Principles of Biology and Beginning English and Reading last fall and this spring semester Five-Year Projections 2015-2016 1. Offer additional classes both day and evening 2. Add additional staff as enrollment increases

Page 336 3. Prepare facilities for additional technical and vocational type classes 4. Continue to upgrade library and instructional material 5. Hire full-time counselor 6. Continue to add partnerships 7. Begin construction on Phase III at Corinth to include career and technical programs and multi- purpose auditorium based on the Master Plan 8. Increase parking lot space 9. Hire additional security staff 10. Develop plans to offer an AAS degree program based on local need 11. Develop a Master Plan for expansion of the Northeast at Corinth site 12. Increase number of day time course offerings 13. Continue planning of Phase III at Corinth to include career and technical programs and multi-purpose auditorium based on the Master Plan 14. Continue to increase number or dual-enrollment students through partnerships with local high schools 2016-2017 1. Offer more classes both day and evening 2. Add additional staff as enrollment increases 3. Prepare facilities for additional technical and vocational type classes 4. Continue to upgrade library and instructional material 5. Add additional partnerships 2017-2018 1. Continue to seek funding for additional classrooms 2. Continue to add course offerings 3. Continue to offer dual-enrollment programs for bachelor level degrees 4. Add parking for additional programs 5. Investigate additional AAS programs 6. Develop an outside recreational area 2018-2019 1. Develop new industry partners 2. Update existing phase I areas including facilities and equipment 3. 2019-2020 4. Develop new industry partners 5. Update existing phase I areas including facilities and equipment 6. Increase course offerings 7. Expand partnerships with area College and Universities 8. Investigate additional AAS program

Page 337 Northeast at Corinth Off-Campus Site IE Plan 2014-2015

Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Curriculum and Instruction Program/Unit: Northeast at Corinth Off-Campus Site

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L7 - Distance Learning

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention; S1.4 - Expand offerings and opportunities at off-campus sites; S2.1 - Revise and implement technology plan in order to maintain and upgrade hardware and software to meet administrative and instructional needs

Division Purpose Statement: To provide quality educational and workforce development opportunities to meet the career and personal needs for individual students, industries, and the community, which it serves.

Page 338 Northeast at Corinth Off-Campus Site IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students who enroll in a 1a. Students enrolled in either MAT 0123 or 1a. 55% of students enrolled 1a. Instructors have decided to developmental math MAT 1233 will demonstrate passage in MAT 0123 at Northeast continue using a graded online course at the Northeast at rates that are equal with the same at Corinth passed with a D homework system that Corinth site will be as courses on the main campus. or above in the Fall 2014 corresponds to the textbook. successful as students who semester, compared to Instructors have decided to enroll in a traditional 59% of traditional include more instruction and developmental math students. homework on subtracting course. (PLO) rational expressions in order to increase the proficiency level of this topic. 1b. Students enrolled in either MAT 0123 or 1b. 76% of students enrolled 1b.Instructors have decided to MAT 1233 will demonstrate retention in MAT 0123 at Northeast include more instruction and rates that are equal with the same at Corinth were retained homework on the objectives courses on the main campus. in the Fall 2013 semester, listed in order to increase the compared to 86% of proficiency level of these traditional students. topics. Instructors have decided to include more instruction and homework on the objective listed in order to increase the proficiency level of this topic. 2. Students enrolled at the 2a. Through the Northeast at Corinth Student 2a. Through the Northeast at 2a-b. Courses are continually Northeast at Corinth off- Survey Spring 2015, 85% of the students Corinth Student Survey monitored to ensure that campus site will be responding will either strongly agree or Spring 2015, 100% of the quality of instruction meets or satisfied with the quality of agree to the question “Received high students responded either exceeds student expectations. their instruction. (PLO) quality of instruction.” strongly agree or agree to the question “Received high quality of instruction.” 2b. Through the Northeast at Corinth Student 2b. Through the Northeast at Survey Spring 2015, 85% of the students Corinth Student Survey responding will either strongly agree or Spring 2015, 91% of the agree to the question “The course is what students responded either you expected.” strongly agree or agree to the question “The course is what you expected.”

Page 339 Northeast at Corinth Off-Campus Site IE Plan 2014-2015

3. Students enrolled at 3. Through the review of success rates, 3. The overall success rate 3. Success rates for the Northeast Northeast at Corinth will students who are enrolled in Northeast at for courses offered at the at Corinth off-campus site were be provided a quality Corinth courses will achieve at a Northeast at Corinth slightly below those compared education comparable to comparable rate to students enrolled in campus site was 71% for to traditional success rates on that of the main campus. courses on main campus. Success Rate is Fall 2014 compared to the main campus. The college (PLO) defined as achieving a D or higher grade. 73% for traditional will continue monitor success courses as reported by the rates and use the Student Corinth versus Traditional Survey of Off-Campus Sites for Retention and Success planning purposes of future Rates Study, Fall 2014. expansion of the Corinth campus of NEMCC. 4. Students enrolled at 4. Students who are enrolled in Northeast 4. The overall retention rate 4. Retention rates for the Northeast at Corinth will at Corinth courses will be retained at the for courses offered at the Northeast at Corinth off- be retained at the same or same or higher percentage rate than Northeast at Corinth campus site continue to fair higher rate than traditional student enrollment at the campus site was 87.3% favorably when compared to traditional student main campus. for Fall 2014 compared to traditional retention rates on enrollment. (PLO) 86.8% for traditional the main campus. The college courses as reported by the will continue to use the Student Corinth versus Traditional Survey of Off-Campus Sites for Retention and Success planning purposes of future Rates Study, Fall 2014. expansion of the Corinth campus of NEMCC. 5. Students enrolled at 5a. Through the Northeast at Corinth Student 5a. Through the Northeast at 5a. The Director will work with the Northeast at Corinth will Survey Spring 2015, 80% of students Corinth Student Survey Dean of Instruction to review be satisfied with student responding will respond with “Satisfied” Spring 2015, 78% of possible course additions in support services provided. or “Very Satisfied” to the item "Variety of students responded with order to increase the variety of (PLO) Courses Offered." “Satisfied” or “Very course offerings on the Satisfied” to the item Northeast at Corinth Off- "Variety of Courses Campus Site. Offered." 5b. Through the Northeast at Corinth Student 5b. Through the Northeast at 5b. Instructors will continue to Survey Spring 2015, 90.0% of students Corinth Student Survey provide quality instruction. responding will respond with "Satisfied" Spring 2015, 96% of or "Very Satisfied" to the "Quality of students responded with courses compares equivalent to the "Satisfied" or "Very traditional main-campus course format." Satisfied" to the item "Quality of courses compares equivalent to the traditional main-

Page 340 Northeast at Corinth Off-Campus Site IE Plan 2014-2015

campus course format." 6. Students will be able to 6a. Students enrolled in English 1113 will 6a. Students completed three 6a-b. English instructors adopted illustrate critical thinking complete at least four expository writing expository writing supplemental programs to in the form of analysis, units illustrating skills necessary for assignments and one improve writing instruction. evaluation and persuasion. effective analysis, evaluation, and library research project The instructors have also met (SLO) persuasion to communicate the intended that was an annotated to discuss raising standards in message with at least 60% of the stated bibliography. Students English by increasing the objectives being mastered. also completed eight amount of research based reading journals that were writing, as well as the length expository writing requirements for writing assignments based on assignments. In order to assist reading assignments. students with classroom 6b. 75% of the students who complete ENG 6b. 60% of students enrolled instruction, new laptop 1113 will make a “D” or above. in ENG 1113 Fall 2014 computers were purchased for semester completed with the use of students to replace a D or above. the older, outdated nonfunctional computers. 7. Students will demonstrate 7a. At the end of the fall 2014 semester all 7a. 95% of students who 7a-b. Instructors have decided to an understanding of linear students enrolled in Mat 1313 at enrolled in MAT 1313 at include more instruction and and quadratic equations, Northeast at Corinth will take a locally Northeast at Corinth for homework on the objectives in linear and nonlinear developed departmental final Fall 2014 were retained order to increase proficiency inequalities, complex examination consisting of 40 multiple throughout the semester. levels of these topics. numbers, lines, functions choice items. 60% of the students will 6 out of 13 made students and their graph, zeros of score 70 on the examination. made 70 or above on the polynomial functions; and final examination. exponential and 7b. Of the students who enroll in Mat 1313 7b. 84% of students who logarithmic functions. for Fall 2014 60% will earn a D (70) or enrolled in MAT 1313 at (SLO) higher grade. Northeast at Corinth for Fall 2014, earned a D (70) or higher. 8. Students will be able to 8. Students who complete ENG 1123 will 8. ENG 1123 was not offered 8. Instructors met to discuss locate and incorporate submit at least four researched and in Corinth Fall 2014, raising standards in English by research material into documented writing assignments however 82% of students increasing the amount of original works of requiring analytical, evaluative, and who completed ENG 1123 research based writing, as well persuasive writing. (SLO) persuasive thinking skills, to be evaluated in Spring 2014 mastered as the length requirements for according to grading rubrics developed all writing units with writing assignments. The by ENG 1123 faculty; 70% of students 70.0% success. 100% of computer lab was utilized to a who complete the course will master students completed with a greater extent in an effort to each unit with at least 60% success. D (70) or above. familiarize students with

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writing assignments. New laptop computers were purchased to be utilized by students in English classes.

Page 342 NORTHEAST AT NEW ALBANY OFF-CAMPUS SITE

Through the college’s strategic planning process, community phone and interest surveys were administered to determine the need for educational sites strategically located within the college’s district. The city of New Albany and Union County were identified as a location needing additional educational services from Northeast. In December 2002, the New Albany Separate School District, with approval from the New Albany Board of Aldermen, transferred the former Mattie Thompson Elementary School building to Northeast for a cost of $1,000. The former Mattie Thompson Elementary School property had an appraised market value of $120,000 to $150,000. The donated facility was composed of three buildings with approximately 30,644 square feet and was located on approximately 3.68 acres. In 2003, Northeast renovated one of the three buildings to become Northeast at New Albany off-campus site. The former library/classroom building (5,460 square feet) was renovated for use as an ADA accessible facility containing:

• Two (2) classrooms that seat thirty (30) each and one classroom that seats fifteen (15) • Classroom/computer lab with twenty (20) computer stations • Library • The WIN Job Center (Workforce Investment Network) which consists of employment security personnel and adult basic education instructors • Office space and conference room • General work areas consisting of file room, break area, and storage areas • ADA accessible restrooms

Hence, the purpose of Northeast at New Albany off-campus site is “to provide educational opportunities to meet the career and personal need for individual students and the community which it serves.” The off- campus site is located at 301 North Street in New Albany, MS, which is approximately 35 miles from the main campus in Booneville, MS.

In August 2007, a new classroom building consisting of 3 classrooms, a 20 seat computer lab, fully equipped science lab with office space was opened. BNA Bank donated $25,000.00 for a new library, which was opened in 2007.

In August 2008, a Practical Nursing Education (PNE) Program began with twelve (12) students enrolled. All twelve completed the program. A PNE laboratory was constructed along with office space for the instructor.

In 2008-2009, a dual enrollment program was offered to Union County and New Albany High School students. Approximately fifty (50) students took advantage of this program and twenty (20) of these students actually took and passed twelve (12) hours of college courses.

In 2010-2011, a satellite Bookstore was opened on campus. This bookstore services the needs of the classes offered at the NE @ New Albany and is staffed by a part time clerk.

In 2011-2012, we began giving the CRC Workeys test, continued to offer dual enrollment class for our local high school, offered continuing education classes, Increase the number of course offerings, Offered a science class.

In 2012-2013, NE @ New Albany opened up the schedule to include early morning & mid day classes for our students. This proved to be very beneficial to those student that are primarily taking all classes at this location.

In 2013-2014, we have added a mobile training lab. It was moved onto campus late in the year. Plans are to begin having short term training class that are offered through the TAA Grant Program. They are based on career pathways through TIGER Works.

Page 343 In 2014-2015, we received Pneumatic, Hydraulic & PLC equipment for the mobile training lab. TAACCCT Grant Program began meeting for class in the Lab late into the program year. Hope to be fully operational for program year 2015-2016.

2014-2015 Accomplishments 1. Participated in the UCDA Job Fair 2. Upgraded laptop computers for use in the NEMCC classrooms 3. Participate in the CEO/GM meetings held monthly through the Union County Development Association 4. Expanded continuing education Offerings 5. Added Pneumatic, Hydraulic & PLC equipment to the Training Lab 6. Took the T.I.G.E.R. Lab to the New Albany/Union County Vo-Tech Career Day to show off some of the new equipment for our TAACCCT Grant short term training class that are given at NE @ New Albany

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Institutional Effectiveness Plan 2014-2015

Division/Department: Executive Vice President/Dean of Instruction/Curriculum and Instruction Program/Unit: Northeast at New Albany Off-Campus Site

College Purpose Statement(s): P1: To provide degree and certificate programs, delivered through traditional and distance education courses, that prepare students for continued studies or immediate employment; P2: To provide a program of student services that will facilitate the educational, career, personal, and social growth of students; P3: To provide developmental studies within the curriculum to strengthen the basic skills of students; S1.5 - Increase enrollment through expanded student recruitment & marketing efforts.

Long-Range Goal(s): L1 - Quality Student Outcomes; L2 - Teaching/Learning; L3 - Technology

Short-Term Goal(s): S1.1 - To offer innovative and flexible course offerings/increase non-traditional ways of offering courses; S1.2 - Improve faculty advising; S1.3 - Improve student retention; S1.4 - Expand offerings and opportunities at off-campus sites; S2.2 - Provide students with technology support necessary for their success.

Division Purpose Statement: To provide quality educational opportunities to meet the career and personal needs for individual students and the community, which it serves.

Page 345 Northeast at New Albany Off-Campus Site IE Plan 2014-2015

Expected Outcomes Assessment Criteria/Procedures Assessment Results Use of Results (Column 1) (Column 2) (Column 3) (Column 4) 1. Students enrolled at the 1a. Through the Northeast at New Albany 1a. Through the Northeast at 1a-b. Every fall two course sections Northeast at New Albany Student Survey Spring 2015, 85% of the New Albany Student per instructor are surveyed by off-campus site will be students responding will either strongly Survey Spring 2015, students using an instrument satisfied with the quality of agree or agree to the question “Received 89.4% of the students entitled Student Evaluation of their instruction. (PLO) high quality of instruction.” responded with either Faculty. All adjunct faculty are strongly agree or agree on surveyed every fall. A the question "Received summation of the results of the high quality of student's evaluation of faculty instruction". This was an for the instructors at Northeast Decrease of 7.9% from at New Albany compared to the Spring 2014 Survey. faculty on the main campus 1b. Through the Northeast at New Albany 1b. Through the Northeast at was distributed to all division Student Survey Spring 2015, 85% of the New Albany Student heads for their evaluation of students responding will either strongly Survey Spring 2015, the quality of instruction at agree or agree to the question “The 87.2% of the students New Albany course is what you expected.” responded with either strongly agree or agree to the question "The course is what you expected". This is an decrease of 6% from the Spring 2014 Survey. 2. Students enrolled at 2. Through the review of success rates, 2. Northeast @ New Albany 2. Tutoring services were made Northeast at New Albany students who are enrolled in Northeast at Students achieved a available to students at the off- will be provided a quality New Albany courses will achieve at a success rate in Spring 15 campus site. A part-time education comparable to comparable rate to students enrolled in of 82.1%. Traditional, counselor was available to that of the main campus. courses on main campus. Success Rate is Main Campus students assist students. The director of (PLO) defined as achieving a D or higher grade. achieved a success rate in the NA off-campus site met Spring 15 of 71.9%. A with each class to explain all difference of 10.2%. student services offerings to the students. 3. Students will be retained 3. Records maintained through the 3. Northeast @ New Albany 3. at the same or higher rate Administrative software system, Students achieved a than traditional student BANNER, will indicate that students who success rate in Fall 13 of enrollment. (PLO) are enrolled in Northeast at New Albany 77.9%. Traditional, Main courses will be retained at the same or Campus students higher percentage rate than traditional achieved a success rate in

Page 346 Northeast at New Albany Off-Campus Site IE Plan 2014-2015

student enrollment at the main campus. Fall 14 of 74.1%. A difference of 3.8%. 4. Students at Northeast at 4a. Through the Northeast at New Albany 4a. Through the Northeast at 4a. The Director with continue to New Albany will be Student Survey Spring 2015, 80% of New Albany Student work with the Dean of satisfied with student students responding will respond with Survey Spring 2015, Instruction to increase the support services provided. “Satisfied” or “Very Satisfied” to the item 78.7% of students variety of course offerings on (PLO) "Variety of courses offered." responded with the Northeast at New Albany “Satisfied” or “Very Off-Campus Site. Satisfied” to the item "Variety of courses offered." 4b. Through the Northeast at New Albany 4b. Through the Northeast at 4b. Instructors will continue to Student Survey Spring 2015, 90% of New Albany Student provide quality instruction at students responding will respond with Survey Spring 2015 the Northeast at New Albany "Satisfied" or "Very Satisfied" to the item 87.2% of students Off Campus Site. "Quality of courses compares equivalent responded with to the traditional main campus course "Satisfied" or "Very format." Satisfied" to the item "Quality of courses compares equivalent to the traditional main campus course format."

5. Students enrolled at 5a. Students enrolled in English 1113 will 5a. Students enrolled in 5a-d. Assignments were revised to Northeast at New Albany complete at least four expository writing English 1113 completed more accurately depict the will be able to illustrate units illustrating skills necessary for four expository writing faculty's expectations. critical thinking in the effective analysis, evaluation, and units illustrating skills Computer lab is utilize by the form of analysis, persuasion to communicate the intended necessary for effective instructor for delivery of evaluation and persuasion. message with at least 70% of the stated analysis, evaluation, and instructional materials & so (SLO) objectives being mastered. persuasion to students can complete communicate the assignments based on the intended message and course outline. 76.9% of the stated objectives were mastered. 5b. 75% of the students who complete ENG 5b. 76.9% (10/13) of the 1113 will achieve an average of at least students who completed 70% success on the required units as ENG 1113 achieved an evaluated by a rubric developed by the average of at least 70% English 1113 and 1123 faculty. success on the required

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units as evaluated by a rubric developed by the English 1113 and 1123 faculty. 5c. Students enrolled in ENG 1123 will 5c. Students enrolled in ENG complete at least four units of expository 1123 completed at least writing, at least two of which will require four units of expository documented research; at least 75% of writing, at least two of those who complete the course will which required achieve an average of at least 70% documented research; at success on the required units. least 63.6% (14/22) of those who completed the course achieved an average of at least 70% success on the required units. 5d. 70% of student enrolled in ENG 0114 will 5d. 80% (12/15) of students show an increase in their Lexile Scores. enrolled in ENG 0114 showed an increase in there Lexile Scores.

6. Students enrolled at 6a. 80% of the students in SPT 1113 who 6a. No recording equipment 6a-b. Director of New Albany site Northeast at New Albany view the DVD self recording will rank was available to the added recording equipment to will be able to “Excellent” or “Good” to the question instructor at the New the Needs Assessment survey communicate effectively in “Rank how your DVD recording Albany site. for the next academic year. the areas of introductory, contributed to building speeches”. demonstrative, 6b. 70% of the students enrolled in SPT 1113 6b. 92% of students who informative, persuasive will successfully complete the course enrolled in SPT 1113 speeches, and in the use of with a grade 65 percent or better. successfully completed presentational aids. (SLO) the course with a grade 65 percent or better.

7. Students enrolled at 7. Through the review of success rates, 60% 7. 100% (5/5) of students 7. Instructor revised teaching Northeast at New Albany of the students enrolled in BIO 1534 for enrolled in BIO 1534 methods to retain more will gain a perception of the Spring 2015 semester will achieve a earned a D or above in the students and to decrease basic biological principals. D or above. course. withdrawals. The outcome (SLO) statement was rewritten to capture data from an assessment given during the

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term instead of the overall course grade.

8. Students enrolled in 8a. In MAT 1313, 65% of students will solve 8a. In MAT 1313, 75% of the 8a-d. Students demonstrated the Northeast at New Albany a quadratic equation using the quadratic students solve a quadratic ability to achieve standards set will demonstrate formula that is embedded on the locally equation using the by the course objectives. proficiency of algebraic developed departmental final exam. quadratic formula that is skills. (SLO) embedded on the locally developed departmental final exam 8b. In MAT 1313, 65% of students will find 8b. In MAT 1313, 70% if the zeros of a higher degree polynomial students find the zeros of that is embedded on the locally the higher degree developed departmental final exam. polynomial that is embedded on the locally developed departmental final exam 8c. In MAT 1313, 65% of students will 8c. In MAT 1313, 70% of identify a basic algebraic function with students identify a basic given transformations that is embedded algebraic function with on the locally developed departmental given transformations final exam. that is embedded on the locally developed departmental final exam 8d. In MAT 1313, 65% of students will solve 8d. In MAT 1313, 65% of an exponential equation of base e that is students solve an embedded on the locally developed exponential equation of departmental final exam. base E that is embedded on the locally developed departmental final exam

9. Students enrolled at 9a. Through CSC 1123 lab assignments, 75% 9a. Through the CSC 1123 lab 9a-c. Instructor revised teaching Northeast at New Albany of the students will score 70% or above assignments, 86% of the plan for the lab assignments. will be able to on selected word processing and students scored a 70% or demonstrate proficiency in spreadsheet lab assignments. above on selected word common. (SLO) processing and spreadsheet lab assignments.

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9b. Through examination of the item analysis 9b. Through a CSC 1123 feature provided in the SAM testing comprehensive final software, 75% of the students will exam, 57% of students correctly complete selected Access scored 70% or above. database tasks. 9c. Through a CSC 1123 comprehensive final 9c. Through the CSC 1123 exam using SAM testing software, 75% of exams, 86%of the students will score 70% or above. students scored a 70% or above on word processing and spreadsheet exams.

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