Annual Planning and Evaluation Report · The Annual Planning and Evaluation Report for...

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Annual Planning and Evaluation Report Instructional Programs: 2007-2008

Introduction

Northern Virginia Community College (NOVA) conducts planning and evaluation of all campuses, units, and instructional programs annually. The Annual Planning and Evaluation Report for Instructional Programs presented in this document is one of three reports completed for 2007-2008 as part of the College’s planning and evaluation process: Annual Planning and Evaluation Report: Campus Reports; Annual Planning and Evaluation Report: Administrative Units; and Annual Planning and Evaluation Report: Instructional Programs. In the Instructional Programs Report, a planning and evaluation report for each of the instructional programs at the College has been prepared by designated faculty members from each academic program. These reports are coordinated by Academic Deans who are responsible for a cluster of programs. At the beginning of the planning and evaluation cycle, each instructional program documents the expected outcome(s) for the year and proposes the activities or strategies to reach the expected outcome(s). At the end of the planning and evaluation cycle, each instructional program documents its actual outcome(s) and proposes how it will use the results in making continuous improvement in the next cycle. This report presents results for the 2007-2008 academic year. Each instructional program is presented separately. The programs are listed in alphabetical order.

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Table 1 Coordinating Academic Deans and Person Responding to

The Annual Planning and Evaluation Report for Instructional Programs: 2007-2008

Program

Coordinating Academic Dean

Person Responding

Accounting, A.A.S. Ron Buchanan, MA Abdul Baten, MA

Administration of Justice, A.A.S. Ron Buchanan, MA Russ Carter, WO

Air Conditioning & Refrigeration, A.A.S. Timothy Seaman, WO Pat Dennis, WO

American Sign Language - English Interpretation, A.A.S. Jerry Boyd, AN Paula Debes, AN

Architectural Technology, A.A.S. Trudy Streilein, AL Harvey Liebman, AL

Automotive Technology, A.A.S. Dee Martin, MA George Bolash, MA

Russell Taylor, AL Business Administration, A.S. Ron Buchanan, MA Kevin Chouinard, MA Business Management, A.A.S. Ron Buchanan, MA John Phillips, MA Communication Design, A.A.S. Bev Blois, LO Julia Turner, AL

Computer and Electronics Technology, A.A.S. Abe Eftekhari, AN Charbel Fahed, AN Computer Science, A.S. Dee Martin, MA Michael Carrington, MA

Construction Management Technology, A.A.S. Trudy Streilein, AL Denise Cantwell, AL

Contract Management, A.A.S. John Min, AL Ronnie Wheeler, AL Rieann Spence-Gale, AL

Dental Hygiene, A.A.S. Andy Cornell, ME Mary Pryor, ME

Early Childhood Development, A.A.S. Bev Blois, LO Susan Johnson, LO

Electrical Technology Plan of Study for Technical Studies, A.A.S. Dee Martin, MA Not Reported

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Program


Person Responding

Emergency Medical Services Technology, A.A.S. Andy Cornell, ME Holly Frost, ME

Engineering, A.S. Abe Eftekhari, AN

Robert Woodke, AN Rassa Rassai, AN

Engineering Technology, A.A.S.

Abe Eftekhari, AN Trudy Streilein, AL

Siamak (Mike) Ghorbanian, AL Rudy Napisa, AN

Fine Arts, A.A., A.A.A. Tony Stanzo, WO Bill Schran, AL

Fine Arts – Photography Specialization, A.A.A. Dan Lewis, WO Gail Rebhan, WO

Fire Science Technology, A.A.S. Adrienne Hinds, AN Michael Pariser, AN

General Studies, A.S. Jerry Boyd, AN Not Reported

General Studies, Recreation and Parks and Leisure Studies, A.S. Bruce Mann, AN Nancy Chamberlain, An

Health Information Management, A.A.S. Andy Cornell, ME Gail Jackson, ME

Horticulture Technology, A.A.S. Joyce Samuels, LO David Scheid, LO

Hospitality Management, A.A.S. Adrienne Hinds Janet Sass, AN

Information Systems Technology, A.S. Joyce Samuels, LO Carolyn Davis, LO

Information Technology, A.A.S. Joyce Samuels, LO Carolyn Davis, LO

Interior Design, A.A.S. Beverly Blois, LO David Whipple, LO

Liberal Arts, A.A. Jim McClellan, AL Jim McClellan, AL

Marketing, A.A.S. Adrienne Hinds, AN Katherine Olson, AN

Medical Laboratory Technology, A.A.S. Andy Cornell, ME Frankie Harris-Lyne, ME

Glenn Flodstrom, ME

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Program


Person Responding

Music, A.A., A.A.A., Specialization Ron Buchanan, MA Mark Whitmire, AN Nursing, A.A.S. Flo Richman, ME Gail Jackson, ME

Paralegal Studies, A.A.S. Robert (Tony) Stanzo, AL Teresa Blier, AL

Photography, A.A.S. Robert (Tony) Stanzo, AL Sarah Raymond, AL

Physical Therapist Assistant, A.A.S. Andy Cornell, ME Patricia Ottavio, ME

Radiography, A.A.S. Andy Cornell, ME Marilyn Sinderbrand, ME

Respiratory Therapy, A.A.S. Andy Cornell, ME Kathy Grilliot, ME

Science, A.S. Abe Eftekhari, AN

Nicole Cintas, AL Victor Zabielski, AL

Social Sciences, A.S. Bruce Mann Not Reported

Travel and Tourism, A.A.S. Adrienne Hinds, AN Talula Guntner, AN

Veterinary Technology, A.A.S. Joyce Samuels, LO Leslie Sinn, LO

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Annual Planning and Evaluation Instructional Programs: 2007-2008

Table of Contents

Page

Introduction .................................................................................................................................................................................. i

Accounting, A.A.S. ...................................................................................................................................................................... 1

Administration of Justice, A.A.S. ................................................................................................................................................... 3

Air Conditioning and Refrigeration, A.A.S. ...................................................................................................................................... 6

American Sign Language - English Interpretation, A.A.S. ................................................................................................................. 7

Architectural Technology, A.A.S. ................................................................................................................................................. 11

Automotive Technology, A.A.S. .................................................................................................................................................. 13

Business Administration, A.S. ..................................................................................................................................................... 15

Business Management, A.A.S. ................................................................................................................................................... 17

Communication Design, A.A.S. ................................................................................................................................................... 19

Computer and Electronics Technology, A.A.S. .............................................................................................................................. 20

Computer Science, A.S. ............................................................................................................................................................. 22

Construction Management Technology, A.A.S. ............................................................................................................................. 26

Contract Management, A.A.S. .................................................................................................................................................... 28

Dental Hygiene, A.A.S. .............................................................................................................................................................. 29

Early Childhood Development, A.A.S. .......................................................................................................................................... 31

Early Childhood Development Paraprofessional Specialization, A.A.S. ............................................................................................ 34

Emergency Medical Services, A.A.S. ........................................................................................................................................... 35

Engineering, A.S. ...................................................................................................................................................................... 37

Engineering/Electrical Engineering, A.S. ...................................................................................................................................... 38

Engineering Technology, A.A.S. ................................................................................................................................................. 39

Fine Arts, A.A./A.A.A. ................................................................................................................................................................ 41

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Fine Arts, A.A.A. Photography Specialization ............................................................................................................................... 42

Fire Science Technology, A.A.S. ................................................................................................................................................. 45

Health Information Management, A.A.S. ...................................................................................................................................... 46

Horticulture Technology, A.A.S. .................................................................................................................................................. 47

Hospitality Management, A.A.S. .................................................................................................................................................. 48

Information Systems Technology, A.A.S. ..................................................................................................................................... 53

Information Technology, A.S. ..................................................................................................................................................... 55

Interior Design, A.A.S. ............................................................................................................................................................... 57

Liberal Arts, A.A. ....................................................................................................................................................................... 60

Marketing, A.A.S. ...................................................................................................................................................................... 62

Medical Laboratory Technology, A.A.S. ....................................................................................................................................... 64

Music, A.A. ............................................................................................................................................................................... 66

Music, A.A.A. ............................................................................................................................................................................ 67

Music, A.A.A. Jazz Specialization ................................................................................................................................................ 68

Nursing, A.A.S. ......................................................................................................................................................................... 69

Paralegal Studies, A.A.S. ........................................................................................................................................................... 71

Photography, A.A.S ................................................................................................................................................................... 80

Physical Therapist Assistant, A.A.S. ............................................................................................................................................ 83

Radiography, A.A.S. .................................................................................................................................................................. 88

Recreation, Parks, and Leisure Studies, A.A.S. ............................................................................................................................ 90

Respiratory Therapy, A.A.S. ....................................................................................................................................................... 95

Science, A.S. ............................................................................................................................................................................ 97

Travel & Tourism, A.A.S. .......................................................................................................................................................... 114

Veterinary Technology, A.A.S. .................................................................................................................................................. 116

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Accounting, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program is designed for persons who seek employment in the accounting field or for those presently in accounting who desire to increase their knowledge and update their skills. The occupational objectives include accounting trainee, accounting technician, junior accountant, and accountant.

Program Goals/Student Learning Goals/General

Education Goals

Program Outcomes/Student Learning

Outcomes/General Education Outcomes

Assessment Methods Actual Outcome(s)/ Assessment Results Use of Results/Next Steps

Goal 1 Provide quality education for Principles of Accounting I and II

Students will: Be able to analyze and prepare basic journal entries Be familiar with the various types and classifications of general ledger accounts used by the typical business Have the ability to input computer data Be able to perform the various steps in the accounting cycle, including the preparation of basic financial statements

Grade Reports and enrollment data, and completion rates for ACC 211 and 212

Fall 2007 Grade Distribution for ACC 211, ACC 212—see attached spreadsheet Enrollment has increased in ACC 211 from 2193 in Fall 2006 to 2445 in Fall 2007 (11.5%), and it has increased over that same time in ACC 212 from 774 to 893 (15.4%). Grade distribution in ACC 211 showed an overall -3.6% decline in successful completion (A, B, C) and an overall increase of 3.3% increase in unsuccessful completion (D, F, W).

Determined a plan to refer poor-performing students to tutoring centers Determined a plan to recruit upper level accounting students to work as tutors Determined a plan to refine scheduling of classes. Determined a plan to share data with all accounting faculty .

Goal 2 Provide quality education for upper level accounting courses

Students will possess: -The ability to apply specific generally accepted accounting principles in a variety of business situations

Grade Reports and completion rates

Fall 2007 Grade Distribution for ACC 219 (Govt & NFP), ACC 221(Intermediate I), ACC 222(Intermediate II), ACC

Planned to prepare students for employment in accounting jobs Planned to prepare students

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Education Goals




General knowledge of Federal taxation rules for individuals, the differences between various taxable entities -General knowledge of budgeting and product costing techniques and methods related to control and evaluation of business operations. Graduates will be employed in accounting

Graduate survey data

230(Advanced), ACC 231 (Cost), ACC 241(Auditing), ACC 261 (Inc. Tax I), ACC 262 (Inc. Tax II)—see attached spreadsheet Overall grade distribution for these courses showed an increase in successful completion and a decrease in unsuccessful completion. 72% of survey respondents (total=18 students) had full time employment within 6 months of graduation; Average salary: $98,336 minimum: - $28,000 maximum: $446,000

For new computerized CPA examDetermined a plan to share results with Accounting Curriculum Advisory Committee Planned to assist in scheduling of classes Determined a plan to share data with all accounting faculty

Goal 3 Request additional Computer technology

Computer-based technology will be used in the classroom in order to enhance the teaching and learning of accounting

Offer computerized accounting using accounting software to improve grade performance in accounting classes

Fall 2007 grade distribution for ACC 215 (Computerized Accounting)—see attached spreadsheet In Fall 2007, 59.0% of students earned grades of C or better (+2.6% over Fall 2006).

Planned to share data with potential employers Share data with all accounting faculty Planned to share data with Accounting Curriculum Advisory Committee

Goal 4 Provide an additional modality for accounting courses: Traditional; 100% home study (ELI); or

Increase enrollment at ELI Offer hybrid versions of ACC 211 & 212 (including e-nova or virtual hybrid)

Number of students enrolled in Accounting courses offered via ELI

Fall 2007 ACC classes offered through ELI totaled 694 enrollments, compared to 592 for Fall 2006 (+17.2%).

Planned to continue ELI offerings. Developed a plan to determine whether low-

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Education Goals




something in between (hybrid)

enrollment courses (e.g., ACC 232, N = 14 in three sections; +5 over Fall 2006) are viable ELI offerings. Planned to develop and evaluate effectiveness of hybrid ACC offerings.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Administration of Justice, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to provide a broad foundation that will prepare students to enter any of the varied fields in criminal justice or to prepare for professional advancement. The occupational objectives for students include local, state, and federal enforcement officers, police officers, private or government investigators, adult/juvenile correction officers, probation/parole officers and counselors, security director (manager), loss prevention director, classification manager, and personnel clearance administrator. Most of the ADJ courses in this curriculum are "core courses" that provide a basic entry-level foundation in both criminal justice and security administration. These courses must be taken by ALL STUDENTS in this program. At several points in the curriculum "course options" are provided for selection by the students.


Education Goals




Goal 1 To prepare students for entry level position in any of the varied fields of criminal justice

Students are competitive for entry level positions within the Criminal Justice/Security Fields

Curriculum Advisory Committee Reviews and Graduate Survey Summary Feedback from Annual Job Fair participants, Feedback from Service Area Criminal Justice Academy personnel.

Curriculum Advisory Committee recommended increasing ADJ Distance Learning & Hybrid courses and for students to master conversational Spanish. Graduates reporting job data: 6 (26.1%) obtained job prior to attending NVCC, 10 (43.4%) obtained jobs while attending NVCC, and 7 (30.4%) after attending NVCC.

The following ADJ courses were offered via ELI: 100, 105, 140, 211, 212, 234, 236, 237 & 248. The following ADJ courses were offered as hybrid: 216, 234. Determined a need to evaluate student performance and course effectiveness in future years. All majors encouraged to take Spanish as their Humanities Elective.

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Education Goals




Goal 2 To enhance the promotional potential of students already in the field.

Students are successful in gaining promotion, career advancement and salary increases.

Graduate Survey summary and Curriculum Advisory Committee reviews.

6 Graduates (30.4%) reporting job data obtained job prior to attending NVCC; of these 3 (50.0%) received salary increases and promotion; 1 (16.6 %) gained a promotion; and 2 (33.3%) were awarded salary increases.

Planned to continue monitoring graduate survey and Curriculum Advisory Committee reviews.

Goal 3 To enhance selection of students who decide to transfer to four year colleges and universities for further study.

Students are successful in gaining admission to four-year colleges and universities for further study.

Graduate Survey summary and feedback from Admissions Personnel at institutions with whom NOVA has ADJ Articulation Agreements, e.g. The College of Graduate and Professional Studies of the University of Mary Washington and Eastern Kentucky University.

Of 26 graduates reporting, 21 (80.7%) listed their primary goal in attending NOVA as transfer to a university. After 6 months 10 (47.6%) were full-time, and 11 (52.4%) were part-time students, all of whom reported that their NOVA studies were “adequate” to “excellent” preparation for their college studies, which 14 (66.7%) reported were related to their ADJ major.

Planned to continue monitoring graduate survey and to seek feedback from admissions and counseling personnel at institutions with which NOVA has ADJ articulation agreements.

Goal 4 To provide a quality education in Administration of Justice.

Students will be able to differentiate between types of Law Enforcement Agencies and their service delivery methods. Students will relate prevailing theories of crime causation to theories of human behavior. Students will demonstrate a basic knowledge of criminal law evidence and procedure. Students will have a basic knowledge of sound

Successful completion of ADJ 100, ADJ 105 and ADJ 111. Successful completion of ADJ 107. Successful completion of ADJ 211 and ADJ 212. Successful completion of ADJ 236 and ADJ 237.

Fall 2007 grade distribution—see attached spreadsheet. The percentage of students successfully completing the identified ADJ courses during Fall 2007 with a grade of C or better showed an overall decline of -1.4%, while unsuccessful completion (grades below C) increased slightly by 0.6%.

Planned to continue monitoring curriculum to include current practices and to cover recent court decisions regarding the Criminal Justice field as well as advances in technology and the forensic sciences. Determined a plan to insure a greater emphasis on intelligence analysis, terrorism and counterterrorism, and

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Education Goals




principles and techniques of investigation.

homeland security in the curriculum.

Goal 5 To promote student retention through intense academic advising, study visits with classes, distinguished guest lecturers and stimulating extracurricular Assessment Results.

Students are actively involved and engaged in classes, academic advising sessions, guest lectures and extracurricular Assessment Results such as the Criminal Justice Club and its study visits to justice agencies, training academies, and universities and by participating in law enforcement job fairs.

Feedback from ADJ faculty on class study visits and guest lectures on student participation and reaction. Feedback from ADJ faculty and students on academic advising. Feedback from faculty moderators and club members on club trips and club sponsored job fairs. College ratings for selected college services.

Faculty reported increase in study visits and guest lecturers in 2007-08. Faculty advisors reported increased student participation in advising sessions in 2007-08, based on Student Services data. Faculty moderators and club members reported increased student participation at club meetings, at club fund raisers, on club visits to justice agencies, law enforcement academies and universities, and job fairs (e.g. 46 agencies participated in 2007 Woodbridge Law Enforcement Job Fair). On graduate ratings for selected college services the ADJ program was rated as follows: Graduate Ratings for Selected College Services (15=Excellent , 3=Good, 2=Average, 1=Below AVG, 0=Poor, 5=no response)

Planned to continue monitoring the following Assessment Results: Study visits and guest lecturers in core and ADJ classes, student participation in academic advising sessions, student participation in ADJ extracurricular Assessment Results, and graduate ratings of selected college services.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Air Conditioning and Refrigeration, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities. Program Purpose Statement: This curriculum is designed to prepare students for jobs in the refrigeration and air conditioning field. The occupational objectives include service, maintenance, repair, and installation of refrigeration and air conditioning equipment.

Unit Objective Link to

Indicators

Expected Outcome Assessment Criteria & Evaluation Methods Assessment Results Use of Results/Next Steps

To stay on the cutting edge of current technology. To develop personal and professional links with industry. To provide quality education. To have program evaluated by third party evaluation and accreditation.

1 2 3

The students will be able to install and service latest HVACR equipment. Students will successfully pass the third party the Air-Conditioning, Refrigeration Institute (ARI) Industry Competency Exam (ICE) Exam To ensure students have met and will be able to meet industry and state certifications.

Through use of third-party EPA testing and certification. Direct instructor observation in laboratory and submitted student laboratory reports. Results from annual Job Fair indicate that students are hired at the completion of second semester. ICE Exam proctored by disinterest party and graded by ARI. Students will improve grade point average and laboratory performance.

Students’ averaged 84.23% on EPA certification. 77 students passed laboratory performance with 84% or better. Two students transferred to Ferris State to continue their BS degree. By third semester 80% of students were hired and placed in the workforce at (entry level). ICE Exam’s raw average score was 56%. Due to budgetary and fiscal constraints, program has not been able to complete evaluation at this time.

Benchmark for betterment of program. By keeping up with new technology students are able to achieve higher grades in laboratory assignments. Determined a plan to keep program aligned with industry standards. Identified need for updated equipment. Developed plans to note students taking ICE Exam at the end of the second semester compared to national average of 61% and the end of the fourth semester thus providing the program is on target. Due to budgetary constraints there was no funding for implementation.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: American Sign Language - American Interpretation, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Designed for students who have limited, if any, previous experience with interpreting for Deaf people, this degree program provides the comprehensive training in theory and practical interpreting skills necessary for employment as an educational or community interpreter. Successful completion of this program prepares the student to pursue either a Virginia Quality Assurance Screening Level or national certification through the Registry of Interpreters for the Deaf. These credentials qualify the student to interpreter in either educational or community settings.


Education Goals

Program Outcomes/ Student Learning

Outcomes/ General Education outcomes

Assessment Methods Actual Outcome(s)/ Assessment Results

Use of Results/Next Steps

Program Goal 1 The program produces at least 30 FTES and 12 graduates.

Enrollment and graduation rates will be tracked.

During the 2007-2008 school year, there were a total of 43.93 FTES, which represents an increase of 57% over the previous year. Ten students took the capstone internship course in the summer of 2007. Seven students graduated, while 3 students still have general education requirements to complete. In 2007-2008, there were 10 students taking the second year of interpreting courses. All 10 students took the capstone internship courses in the summer of 2008. All 10 students opted to finish the requirements during the

There has been a significant increase in the number of students. The greatest increase in number has been in non-traditional students. The department has recognized the need to reach out to high schools and recruit more students in the 18-25 age range. This department has made plans to continue to expand Dual Enrollment offerings and develop a comprehensive marketing plan.

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Education Goals





fall of 2008 and were to be eligible to graduate at that time. In 2007-2008, there were 33 students who started the interpreting program in the fall of 2007. 27 students elected to continue the program for the spring of 2008, representing an 18% attrition in students.

Program Goal 2 At least 90% of the graduates responding to the graduate survey report that they are employed in the ASL-English Interpretation field or are otherwise using their skills.

Annual surveys will be distributed to graduates of the program.

Out of the 10 students who were enrolled in the internship course in the summer of 2007, nine students were employed in the field. The 10th

Surveys of recent graduates were to continue to determine their career choices upon graduation. Thus far all students reported being employed in the field or pursuing further education. In addition, the department planned to set up an articulation agreement with Gallaudet University for those students interested in pursuing their academic career in ASL Interpretation.

student has decided to continue on for a Bachelor’s degree. In addition, one of the nine students currently working in the field was also working on a MA degree at Gallaudet University.

Student Learning Goal 1

Students will be prepared to take the Virginia Quality Assurance Screening (VQAS) examination or the Registry of Interpreters for the Deaf (RID) Certificate of Interpretation or Certificate of Transliteration

70% of all graduates will have a VQAS Level III within 3 years and have passed the RID tests within 5 years. This will be evaluated through surveys to graduates to

Of the 10 students who graduated or were eligible to graduate in the fall of 2007, 9 students took the VQAS. For Interpreting, three students achieved a Level III, 2 students

Surveys of recent graduates were to continue to determine VQAS and RID passing rates. The Program Head planned to work with VDDHH to offer the VQAS assessment on

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Education Goals





test, passing it at a level sufficient to permit entry-level employment as a full-time or freelance professional interpreter in a variety of settings.

determine VQAS Levels and passing rates of the RID tests.

achieved a Level II, 3 students achieved a Level I, and 1 student did not receive a level. For transliteration, 5 students received a Level III., 2 students received a Level II, and 2 students received a Level I. The 10th

student moved to Ohio and has chosen to continue her academic career before testing.

No graduates have attempted to take the RID NIC or CI/CT test at this time.

campus.

Student Learning Goal 2

Students will describe the basic principles and practices of interpreting, focusing on the history of the profession, logistics of interpreting situations, regulatory and legislative issues, resources, and the Code of Ethics.

1. Students must pass

each course with a grade of “C” or better in INT 130 to continue with the program. This will be evaluated through the course grade.

2. 80% of graduates will have passed the written portion of the VQAS within 3 years and the RID test in 5 years of graduation. This will be evaluated through surveys to graduates

In the fall of 2007. 77% o f the students passed INT 130 with a grade of “C” or better. In the spring of 2008, 63% passed with a grade of “C” or better. Of the 10 students taking the internship course in the summer of 2007, nine students chose to take the written assessment and all 10 students passed. The 10th

student moved to Ohio and opted not to test in VA.

Due to student demand, INT 130 was only offered as an online course during the 2007-2008 school year. Based on the passing rates for this course, the department planned to offer face to face sections at more convenient times to give students who do not succeed in online environments the opportunity to take this course.

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Education Goals





to determine passing rates for the written tests.

Student Learning Goal 3 Students will develop

fundamental skills in interpreting, including cognitive processing and intralingual language development in English and ASL.

70% of the students enrolled in INT 105, 106, and 107 will pass each course with a grade of “C” or better. This will be evaluated through performance exams in interpreting courses.

For the first year interpreting courses, the following statistics were reported: INT 105- 85% earned a “C” or better INT 106- 96% earned a “C” or better INT 107- 96% earned a “C” or better

The department planned to continue to discuss retention rates from INT105 to the spring courses. Retention rates were over 82%, but the department discussed plans to increase that number even further. The goal for students earning a grade of “C” or better in these classes has been met.

Student Learning Goal 4 Students will develop consecutive and simultaneous interpretation skills from ASL to English and English to ASL.

1. 70% of the students enrolled in INT 133, 134, 233, and 234 will pass each course with a grade of “C” or better based on the performance exams in these courses.

2. 70% of graduates will have a VQAS Level III or a CI certification within 5 years of graduation. This will be determined through graduate surveys.

For the second year interpreting courses, the following statistics were reported: INT 133- 100% earned a “C” or better INT 134- 100% earned a “C” or better INT 233- 91% earned a “C” or better INT 234- 92% earned a “C” or better Of the 10 students who took the internship course and were eligible to graduate in the fall of

The Program Head planned to meet with the interpreting instructors to discuss methods of increasing student competencies upon graduation to ensure that they are able to receive a Level III on the VQAS in interpreting.

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Education Goals





2007, 9 students took the VQAS. For Interpreting, three students achieved a Level III, 2 students achieved a Level II, 3 students achieved a Level I, and 1 student did not receive a level. The 10th

student moved to Ohio and has chosen to continue her academic career before testing.

Student Learning Goal 5 Students will develop the skills required to transmit spoken English into a manual code for English and vice versa.

1. 70% of the students enrolled in INT 141 will receive a grade of “C” or better based on the performance exams in these courses.

2. 70% of graduates will have a VQAS Level III or a CT certification within 5 years of graduation. This will be determined through student surveys.

In the summer of 2007, INT 141 was offered and 92% of the students received a grade of “C” or better. Of the 10 students who took the Internship courses in the summer of 2007, 9 students chose to take the VQAS. For transliteration, 5 students received a Level III., 2 students received a Level II, and 2 students received a Level I. The 10th

The department planned to continue to discuss improved teaching and evaluation strategies for students.

student opted not to test in VA.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Architectural Technology, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Architecture curriculum is designed to prepare students for employment. The graduates will find employment in the fields of architecture construction and urban design utilizing their construction knowledge, graphic communication, and problem solving skills.


Education Goals




Goal 1 Adequately Prepare graduates for entry level positions In the architectural fields.

1a. Students will master Architectural Concepts, techniques and terminology. 1b. Students will develop Architectural manual and CAD skills. 1c. Students will develop basic design fundamentals and skills.

1a. Students will demonstrate their Mastery of architecture through their personal projects and examples of their completed assignments. 1b. Students will demonstrate knowledge of their basic design fundamentals through projects and assignments evaluated by faculty and peers. 1c. Students will demonstrate knowledge of their basic design fundamentals through projects and assignments evaluated by faculty and peers.

1a. Students successfully completing the projects and assignments were expected to the program with a satisfactory or higher grade. 1b. Architectural faculty planned to provide appropriate feedback to students concerning projects and assignments. Peer evaluation was planned to provide feedback to students. 1c. Architectural faculty planned to provide appropriate feedback to students concerning projects and assignments. Peer evaluation was also planned to provide feedback to students.

1a. Planned to provide an overall competency scale for the student and faculty in determining if the student has a thorough understanding of the field of architecture. 1b. Planned to provide the faculty and student with an evaluation as to the level of passing the course. 1c. Planned to provide the faculty and student with an evaluation as to the level of passing the course

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Education Goals




Goal 2 Meet the needs of local employers for entry level architectural positions

2a. 100% of employers requests will be made available, through the Architectural Faculty, to the Architectural Students. 2b. The Architectural Faculty will provide appropriate recommendations to employers seeking to hire Architectural students. 2c. Architectural faculty hosts Architecture Advisory committee meetings to receive recommendation of local employers needs.

2a. Formal and informal interaction and inquiry will be conducted on a continuous basis to determine the satisfaction of the architectural employees hired through the Architectural Program. 2b. Faculty will retain information on recommendations for students. 2c. Faculty meets twice a year with advisory Committee members to update and receive new recommendation.

2a. Every three years the formal and informal information was to be compiled and recorded for evaluation and modification of the Architectural Program. 2b. Faculty planned to follow up with students and employers every three years to determine the success of the placement. 2c. Architecture faculty planned to revise or create new courses according to Advisory Committee recommendation.

2a. Planned to use information to evaluate and modify the Architectural Program 2b. Planned to use information to evaluate and modify the Architectural Program. 2c.Planned to use recommendations to modify the Architecture Courses to create more job opportunities for our students.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Automotive Technology, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This curriculum is designed to train technicians for the automotive field. Students completing this program will be ready for full-time employment as automotive technicians. The occupational objectives include line technician, new car make-ready, and customer service representative. Program Goals/Student Learning Goals/General

Education Goals

Program Outcomes/Student Learning Outcomes/General

Education Outcomes

Assessment Criteria and Evaluation

Methods Assessment Results Use of Results/Next

Steps Goal 1 To instruct students in the safe operation of automotive equipment and standard shop safety procedures for each automotive course.

Students will apply and demonstrate safe operation of automotive equipment and standard shop safety procedures in each automotive class.

Students will pass the course, AUT 100 (Introduction to Automotive Shop Practices), where basic automotive shop safety and equipment use is taught. Instructors and staff will monitor students for proper and safe usage of equipment in assigned lab activity. Measurement will be made by the instructor thought written and hands-on testing.

Passing grades in AUT 100. Observation and successful written and hands-on testing by instructors and staff.

Planned to review the curriculum in the courses of study to increase equipment and safety awareness. Automotive faculty and staff planned to use OIR pass fail grade data rates as it is produced.

Goal 2 To encourage graduation and career advancement through successful completion of the Automotive Technology Degree along with

Students will be given the opportunity to prepare and study for all eight automotive ASE certification exams throughout each automotive course.

As courses are successfully completed by the students, they will be encouraged to sign up and take the appropriate ASE certification exams. The student will be

Passing grades in each automotive class. Observation and testing using ASE style questions by instructors and staff.

Planned to develop an entry and exit program survey. Entry in AUT 100, exit in the capstone course, AUT 245. Automotive faculty and staff planned to review OIR Fact Books and other data

16


Education Goals


Education Outcomes

Assessment Criteria and Evaluation

Methods Assessment Results Use of Results/Next

Steps

successful completion of all eight automotive ASE certification exams.

encouraged to report back to the instructor upon completion of the ASE certification tests.

as it is produced.

Goal 3 Reach out to dealerships and independent Automotive Shops to assist in education and training upgrade courses for employees to be offered in the evening and/or on Saturday (MAPP class)

Students from local dealerships or from the independent workforce will be given the opportunity to take specialized courses to assist with upgrades in the automotive technology career field

Necessary mid-term exams and in-the-laboratory hands-on performance tasks will be given and/or observed for the completion of coursework.

Students must have achieved passing grades on written tests and hand-on laboratory tasks to receive proper course completion

Determined a plan to conduct a course satisfaction survey to find student feed-back on course content and from this information, planned to continue to offer relevant courses at appropriate days and times.

Goal 4 Add more dual-enrolled classes, both at Alexandria and Manassas.

Students will complete one (1) or two (2) basic Automotive technology credit courses while still enrolled in high school and taught by NOVA qualified instructors

Students will be given mid-term and final examinations that mirror the regular college courses and will be graded accordingly

Students must have achieved passing grades on written tests and perform necessary hands-on tasks in the laboratory to receive appropriate credit and therefore move forward to more advanced classes.

Determined a plan to recruit and retain high school students in the Automotive Technology certificate and AAS Degree programs at NOVA Alexandria and Manassas Campuses

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Annual Planning and Evaluation Report: 2007-08 Academic Program: Business Administration, A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Science degree curriculum in Business Administration is designed for persons who plan to transfer to a four-year college or university to complete a baccalaureate degree program in Business Administration with a major in Accounting, Business Management, Decision Science and Management, Information Systems, Finance, Marketing, etc.


Education Goals




Goal 1 To teach students the principles of accounting theory and prepare them for future study in accounting.

Students will be able to analyze routine business transactions, record and summarize such transactions, and prepare financial statements.

Evaluations within ACC 211/212 including problem solving and examinations. Graduate surveys which include questions about the academic preparation students received while at NVCC.

Unable to pull BUS students from overall ACC course results, although for Fall 2007successful completion (grade of C or better) declined overall in ACC211-212 courses by =0.5% and unsuccessful completion increased by 1.0%--see attached spreadsheet 98% rated their preparation for present college studies as excellent or adequate (0.0% change from previous survey)

Planned to review and discuss at department meetings and in Business Administration Program Review.

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Education Goals




Goal 2 To instruct students about the accepted body of principles which are the foundation of economic theory.

Students will be able to apply these foundational principles to the American economic system and its role in the larger global economy.

Evaluations with ECO 201/202 including examinations and writing assignments. Graduate surveys which include questions about the academic preparation students received while at NVCC.

Unable to pull BUS students from overall ECO course results, although for Fall 2007successful completion (grade of C or better) improved overall in ECO 201-202 courses by =2.1% and unsuccessful completion declined by -1.6%--see attached spreadsheet 98% rated their preparation for present college studies as excellent or adequate (-1.0% from previous survey)

Planned to review and discuss at department meetings and in Business Administration Program Review.

Goals 3 and 4 To prepare students in English so that they may write and speak in clear, grammatically correct English. To enable students to perform mathematical operations and apply them, especially for interpreting graphs and data.

Students will be articulate and mathematically proficient in order to facilitate both matriculation at a four-year institution and advancement into a successful business career.

Comparative data on academic progress of NOVA students at four-year institutions. Graduate surveys which include questions about the academic preparation students received while at NVCC.

On 0-4 scale (0 = poor, 4 = excellent), graduates rated their education in the following areas: Writing effectively: 2.91 Speaking effectively: 2.86 Understanding mathematics 3.02

Determined a plan to address in Business Administration Program Review.

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Annual Planning and Evaluation Report: 2007-08 Academic Program: Business Management, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Applied Science degree curriculum in Business Management is designed for persons who seek employment in business management or for those presently in management who are seeking promotion. The occupational objectives include administrative assistant, management trainee, department head, branch manager, office manager, manager of a small business, and supervisor.


Education Goals




Goal 1 To teach students the basic principles of management and the basic principles of marketing, human resources, information management, and finance.

Students will be able to identify the four management functions. Students will research and apply qualitative and quantitative tools for planning and decision making. Students will be able to complete a business plan. Students will demonstrate knowledge of the relationship of marketing, human resources, financial, and information management. Students will demonstrate an understanding of the ethical and legal aspects of business. Students will demonstrate knowledge of the challenges of diversity, globalization, and technology. Students will demonstrate

Analysis of grade distribution for BUS 202: APPLIED MANAGEMENT PRINCIPLES, a capstone course in the degree program.

BUS 202 grade distribution for Fall 2007—see attached spreadsheet Successful completion (grade of C or better) was 61.1% (-3.2%) compared to Fall 2006), while unsuccessful completion increased 1.1%.

Planned to analyze delivery medium and student performance for BUS 202 to determine

• if medium affects student performance;

• if prior revisions (see below) have negative impact on student performance;

• Other factors affect student performance.

Prior revisions-- --Basic computer literacy moved to first semester of first year. --Course description revised for BUS 100, BUS 220, BUS 241, and BUS 242 to match topics contained in course

20


Education Goals




effective techniques in the selection, appraisal, and development of human resources.

content summaries. --BUS 242 required in the program. --Increased technical capabilities of classrooms and computer labs. --New textbooks in selected courses.

Goal 2 To prepare students for entry-level positions in management.

Students will successfully graduate from the program and/or transfer to senior institutions.

Graduate reports and graduate surveys.

AAS in Business Management Graduates in 2007 = 46 (-7 from AY 2005-06). Of graduates, 90% of the graduates responding to graduate survey responded that they had achieved primary goal (same as in 2005). Students rated the quality of instruction as 3.24 out of 4.00. Students rated the quality of course content as 3.05 out of 4.00. Students rated the quality of classroom facilities as 2.84. Students rated the quality of computer labs and facilities as 2.84.

Identified a plan to revise program goals and objectives for currency and viability.

21

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Communication Design, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed for persons who seek full-time employment in the communication design field. The occupational objectives include graphic designer in the communication design marketplace.


Education Goals

Program Outcomes/Student

Learning Outcomes/General

Education Outcomes



Goal 1: Increase the number of student advancing from entry level classes (135, 140).

Program Outcome: Evaluate the enrollment trends of advanced course to determine where students are going in the program.

Review student samples from entry level course. Evaluation of performance. Observation of students in entry level course. Individual portfolio reviews of first year student.

Planned to create projects that will be built on in future courses. Planned to require student participation of faculty reviews. No assessment completed.

Determined a plan to track students in cohorts. Determined a plan to assign students to portfolio review periods.

Goal 2: Increase the graduation rate.

Program Outcome: Evaluate Retention/Graduation data to determine completion of students and at what level students might be stopping the program.

Capstone projects. More emphasis on final portfolio review.

Planned to participate in continuous portfolio evaluations/projects building to final review. Planned to recognize and promote student strengths with capstone projects. No assessment completed.

Developed plans to continue student portfolio reviews through progression in the program.

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Goal 3: Re-evaluate course by course student learning objectives.

Program Outcome: Survey Alumni, employees and students to determine what each group finds important in an education. Student surveys would focus on current knowledge obtained from each course.

Evaluation of student portfolios. Cross reference skills from students portfolios with knowledge gathered from surveys.

Planned to specify course knowledge areas. Planned to analyze student work for practical merit. No assessment completed.

Developed plans to collaborate with faculty to offer consistent curriculum. Developed plans to collaborate with faculty on project reviews.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Computer and Electronics Technology, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This curriculum is designed to prepare persons for employment in the electronics industry. In addition, the student who completes the program may choose to transfer to a four-year institution to pursue a bachelor's degree in Electronics Technology. Occupational objectives include electronics technician, computer technician, telecommunications technician, radio and television technician, metrology technician, research and development technician, and industrial control technician.


Education Goals



Education Outcomes


Goal 1: To give adequate background for Graduates to work in related applications or disciplines in the field of electronics and computer technology

The program should provide a solid background to fulfill the need of both theoretical and practical experience. The student will be ready to apply his knowledge, make interpersonal decisions, and make intelligent guesses.

Hands on experience acquired in the lab, group projects, presentations, and reports

The math level was an obstacle for about 60% of the students, and the mortality rate in this program increased

Developed plans for coordination with dean D. Martin in Manassas and advisory committee to switch the calculus for more practical math, like MTH 115. The advisory committee planned to meet on November 6 to discuss those issues and review the math and physics levels.

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Goal 2: Students may transfer to a four-year institution

The level of competency for our graduating students enables them to be adequately and competently placed in any transferring university or college.

Articulation with ODU. Constant review of the curriculum to assert its validity and requirement at any four-year institution is constantly being reviewed, and feedback constantly solicited from both former students.

As expected, success in pursuing the bachelor degree was favorably reported.

Articulation with high school and local universities were scheduled to continue.

Goal 3: To train students to be self starters, critical thinkers, and developer in their disciplines.

The program is gearing toward hybrid courses, thus giving students more flexibility and independence. Interdisciplinary courses and open applications allow interaction and broader general thinking.

Exposing students to other areas enable them to think beyond their circles.

Students acquire more knowledge and open to other fields.

Developed plans for students to visit industries or attend seminars.

Goal 4: Prepare the student for Assessment Results such as research and development, laboratory support, electronics equipment fabrication or repair.

Hands-on experience following the lecture furnishes the student with the necessary experience. Assignments including web search and basic projects are always encouraged and rewarded.

Encourage internship with NASA, and NRL.

Some projects were impressive, especially when accomplished as a group.

Determined a plan to facilitate internship or coop with local employers.

Goal 5: Critical thinking. The student should be able to draw his own conclusion and make important decision without being influenced by a specific direction.

Teach students to come up with new things of their own. It is important that genuine ideas be promoted.

Brain storming and group discussions are encouraged.

Many tried to do new things on their own; they purchased parts and try to build something different.

Determined a plan to contact and facilitate access to publications and joining professional groups.

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Goal 6: Make changes in the program to include green engineering technology. Students will have opportunities to explore new means or resources to solve the most challenging issue that faces our nation.

Students will have exposure to other sources of energy and give them the opportunities to investigate all possible avenues that may lead to alternate methods of natural resources.

Dr. Eftekhari, division dean of MSE and Charbel Fahed, program head of Computer and Electronics technology Program have been working with the Ashlawn Group to start a new lab on energy.

Funds were allocated to provide the lab and thus making NOVA the first institution in the US besides Montana to tackle this new field. A few meetings have been held, and representatives planned to attend our advisory committee meeting on the 6th

There was expected to be a great potential for this field to develop and to include the participation of other disciplines.

of November.

Goal 7: Work on proposals and grants from NSF to do more research in energy technology

Students will be assigned various tasks to work on and be rewarded accordingly

Working on a proposal to be submitted in December 2008

In progress Continued monitoring.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Computer Science, A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities Program Purpose Statement: The curriculum is designed primarily for students who wish to transfer to a four-year college or university to complete the baccalaureate degree in Computer Science. The curriculum emphasizes the study of the science of computing and the use of computing in a scientific setting.

Program Goals/Student

Learning Goals/General

Education Goals



Education Outcomes



Goal 1 : Maps to Strategic Goal 3: 2005-15 Increase instructor quality by participation in professional development Assessment Results.

Greater competency and higher enthusiasm by instructors will facilitate greater student involvement and learning.

Instructor survey developed and distributed 10/12/08 Evaluate instructor excellence based on participation in professional development

Professional Development 2008

# of surveys received 100% Instructor attendance 100% Enhanced CSC knowledge 71% Enhanced teaching skills 57% Improved textbook choosing 42%

Instructors noted that students: 1. Engaged more in discussions and labs 2. Better understood subject matter 3. Attained better test scores 4. Appeared more eager to learn the latest developments in software 5. Showed greater utilization of and appreciation for text book resources, including video notes.

Developed plans to encourage further professional development activities for continuing improvement.

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Goal 2 : Maps to Strategic Goal 6: 2005-15 Increase, maintain and monitor transfer agreements with four-`year institutions.

Students make use of the gateways of opportunity provided through transfer agreements and find it easier to transfer to four year schools.

Review transfer agreements for relevance.

Meeting with 4-Year

Institutions 2008 # of surveys received 86% Instructors attending meetings with liaisons of 4-yr institutions 2007-2008 71% Shared transfer information with students 86% Planning to attend meeting on CSC Degree program review 1/9/2009 100%

Note: The only institution met with was GMU as some 90% of our students attend there.

Determined a plan to update relevant transfer agreements and disseminate information to students.

Goal 4 : Maps to VCCS Gen. Ed. Goal 4.d Students will use information effectively, individually or as a member of a group to accomplish a specific task.

Students individually or in groups, use information effectively, in: CSC 201 Computer Science I a. To write classes that

use methods, method overloading and constructors in Java.

b. To write programs involving I/O of data from/to the console, text or binary files.

c. To use appropriate test data to test and debug a computer program.

Grade distribution by courses: OIR report “Table of class by Grade for Fall 2004-6” Evaluate stated course objectives using course-embedded assessments based on grading policy indicated in the instructor syllabus for the following courses:

• CSC 201 • CSC 202

CSC201

Year # Enrolled

Grade “C” or better

2004 196 53% 2005 183 60% 2006 176 58% 2007 180 58%

Average 57%

CSC202 Year #

Enrolled Grade “C” or better

2004 45 69% 2005 59 64% 2006 62 58%

Planned to complete as necessary: 1. Revisit and re-teach

appropriate material.

2. Review and revise course content summary.

3. Review assessment techniques.

28

CSC 202 Computer Science II a. To design and

implement recursive solutions to selected problems in Java.

b. To write programs to implement and apply Abstract Data Types (ADT), such as a linked list, stack, queue and simple tree, and done with the static or dynamic use of memory.

c. To implement common algorithms for searching and sorting and compare their efficiencies.

2007 32 47% Average 60%

* Note: CSC 202 enrollments tended to be higher during the spring semesters

Goal 5 : Maps to VCCS Gen. Ed. Goal 6.a Students will use logical and mathematical reasoning skills.

Students use their logic and mathematical reasoning to: CSC205 Computer Organization a. To construct, in

symbols, the equivalent circuit from a simple Boolean function.

b. To design simple sequential circuits, such as shift registers and counters.

c. To compute a cache hit ratio given memory access times.

CSC 206 Assembly Language

Grade distribution by courses: OIR report “Table of class by Grade for Fall 2004-6” Evaluate stated course objectives using course-embedded assessments based on grading policy indicated in the course syllabus for the following courses:

• CSC 205 • CSC 206

CSC205 Year #


2004 59 69% 2005 47 66% 2006 52 63% 2007 36 68%

Average 67%

CSC206 Year #


2004 46 67% 2005 21 67% 2006 19 89% 2007 7* 58%

Planned to complete as necessary: 1. Revisit and re-teach

appropriate material.

2. Review and revise course content summary.

3. Review assessment techniques.

29

a. To write binary numbers in hexadecimal notation, and vice versa.

b. To write, assemble, link, debug, and run an assembly language program that uses the following: different addressing modes, arithmetic operations, logical operations, iteration, selection, subroutines and parameter passing, character string operations, arrays, and system calls.

Average 70% * Note: CSC 206 enrollments tended to be higher during the spring semesters.

30

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Construction Management Technology, A.A.S.

Construction Supervision Career Studies Certificate

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to qualify personnel in both engineering technology and management for employment in all areas of a construction firm. Occupational objectives include engineering aide, construction project manager, construction supervisor, estimator, and facilities planning and supervision.


Education Goals



Education Outcomes



Goal 1: To provide a quality education in the area of construction management technology and related areas.

Students will demonstrate their knowledge of construction project management; participant roles and responsibilities, contracting methodology, and construction project chronology.

Evaluate Program Placement Data Evaluated BLD Overall Enrollment and Grade Data

As of Fall of 2007, there were 101 students formally in the construction management A.A.S. program. Spring 2007: A(94), B(38), C(13), D(5), F(11), W(8) 85% of students passing

Planned to compare program to American Council for Construction Education (ACCE) recommendations for certification. ACCE recommendations based on input from industry as well as other institutions. Discussed verifying that program continues to meet industries needs and that students are well prepared.

31

Students will demonstrate the ability to prepare construction estimates utilizing industry compliant software as a tool; from project conception through project completion.

BLD 232 data A(19), B(3), C(3), D(1), F(0)

Program planned to find better way to assess student success in courses identified as capstone courses.

Students will demonstrate the ability to prepare and manage construction project schedules utilizing industry compliant software as a tool.

BLD 247 data A(14), B(6), C(2), D(0), F(1)

Continued monitoring

Goal 2: Students will continue to obtain successful job placement or continue their education at a 4-year program.

New tool to be identified to measure if non-returning students have met their goal.

2007-2008 A.A.S. degree graduates: 10 2007-2008 Certificates: 3 Did not identify a way to determine if non-returning students have met their goal. OIR planned to identify ways to capture data.

Full time faculty planned to continue counselling students in relation to achieving their goals.

Students obtain a position of responsibility in or related to the construction industry.

Graduate Survey 2007 report: 8 respondents from 2004-2005, 2005, 2006 data. More recent data was not available at this time. 50% expected to work toward improving their job skills.

Hosted job fair to assist students looking for employment. Full time faculty planned to continue working with industry to identify opportunities for current students as well as graduates.

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63% obtained their job either while attending NOVA or upon graduating from NOVA. 50% obtained better jobs with new employers.13% obtained a promotion and salary increase.

Students successfully transfer into a Bachelor Degree program.

Graduate Survey 2007 report: 8 respondents 50% intended to transfer to university

Planned to continue developing articulation agreements with 4-year schools offering construction management related degrees.

33

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Contract Management, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Provide quality, certified and current education in Contract Management. The curriculum is designed for students who plan to seek employment in contract management positions and for those presently in contract management positions who seek career advancement. The occupational objectives include project manager, procurement analyst, contract administrator, contract specialist, contract negotiator, contract pricing analyst, and contract termination specialist.


Education Goals





Goal 1: Teaching & Learning

NOVA will focus on student success by creating an environment of world-class teaching and learning

Internal review of student projects Evaluations of performance Internship Case Studies

10 Students graduated 92.86% of students with a grade of C or higher. 67% of students attained their goal 87.5% of students employed 37.14% of students successfully completed 100% of students responded good, very good to excellent rating in the faculty evaluation

The results of the assessment plan showed that focusing on quality education results in higher employment opportunities. Planned to continue seeking Defense Acquisition University certification on the following CON courses: CON 100, 110, 111, 112, 120, 214, 215, 216,217 and 218. Determined a plan to develop an MOU and obtain institutional approval by DAU.

Goal 2: Student Success

NOVA will move into the top tier of community colleges with respect to the retention, graduation, transfer and career placement of its students. Annual Goals: Retention, Graduation, Transfer, Career Placement.

License Exams Locally developed tests Standardized tests Pre- and post-tests

Goal 3: Partnerships

NOVA will develop strategic partnerships to create gateways of opportunity and an integrated educational system for Northern Virginians.

Student work samples Collection of student work (e.g. Portfolios) Capstone projects Course-embedded assessment Student projects observations

34

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Dental Hygiene, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare selected students to serve in a dynamic and growing health profession as valuable members of the Dental Health Team.


Education Goals




Goal 1 To select students who will successfully apply scientific and theoretical principles that are relevant to dental hygiene practice.

Increase student retention and student performance in didactic, pre-clinical, and clinical courses. Increase pass rates on the DH National Board and state licensure examinations.

Implement selective admission criteria based on GPA in basic science courses, number of general education courses completed, and number of years of work experience in the dental profession.

The revised selective admission criteria was to be implemented for the class entering the DH Program in the Fall 2009. Assessment results were to be determined.

Planned to use results from the revised selective admission process to assess student retention rates and pass rates on DH National Boards and state licensure examinations in comparison to previous years.

Goal 2 To prepare students to apply evidence-based oral health care practices relevant to dental hygiene patient care Assessment Results.

Pass rates on Dental Hygiene National Boards and state licensure exams.

Evaluating results from National Board and Dental Hygiene Licensure Exams, student surveys, graduate surveys, and employer surveys.

Pass rates on the DH National Board for the DH 2008 Class was 98%. Pass rates on state licensure exams for the DH 2008 Class was 86%. Student surveys and competency evaluations indicated that they have acquired the knowledge and skills to provide dental hygiene care to patients.

The data from the instruments indicated that the DH Program met this goal. No proposed course of action was indicated.

35


Education Goals




Goal 3 To prepare students for gainful employment.

Number of graduates employed as dental hygienists.

Evaluating results from graduate and employer surveys.

2008 graduate surveys have been mailed. Planned to mail employer surveys in Spring 2009. The data from these instruments are pending. 74% of graduates reported gainful employment as dental hygienists.

Planned to analyze instruments to determine if the number of DH graduates was sufficient to serve the workforce needs once the data is received.

Goal 4 To prepare student to recognize the need for a commitment toward profession growth through life-long learning and participation in professional Assessment Results.

Membership in the Student American Dental Hygienists’ Association. Membership in the American Hygienists’ Association.

Evaluating the results from student and graduate surveys.

The mailing of a survey for DH 2008 graduates to assess the degree that this goal is met was planned for Spring 2009. The data from this instrument was pending. The majority of the DH students were members in the Student American Dental Hygienists’ Association.

The data from the DH 2008 graduate surveys was expected to show the number of graduates who demonstrate a commitment to life-long learning and participation in the dental hygiene profession. DH student participation in enrichment learning Assessment Results indicated that the DH Program met this goal. There was no proposed course of action indicated.

36

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Early Childhood Development, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Parent Degree: The A.A.S. curriculum is designed for persons who seek full-time employment involving the care and direction of young children, or for those persons presently employed in these situations who wish to update and enhance their competencies. Occupational objectives include assistants, managers, and/or directors in day care and child development facilities.


Education Goals



Education Outcomes



Goal 1: Students will demonstrate knowledge in all areas of child development: physical growth and development, language development, emotional and social development, and cognitive development of children ages 0-8

Gen. Ed. Goals 1, 3

75% of students will be program placed and successfully complete course work toward degree. Students will follow the recommended course sequence.

Students were notified of changes to the AAS degree to be effective Fall 2008 and invited to advising sessions where appropriate program placement was discussed. Students were also advised of revisions to the Certificate program and how Certificate program feeds into the AAS degree.

There was an 11% increase over the previous year in program placement. The graduation grade remained stable over the previous year. (There was a 14% increase in the placement in the Certificate program)

Planned to continue revising the AAS degree to generate questions on what courses to take. As well as substitutions for courses no longer available. Faculty planned to use these opportunities to ensure proper program placement to keep students on track for graduation.

37

Goal 2: Students will write clearly and in a professional manner, for a variety of purposes.

Gen. Ed. Goals 1

80% of students will have completed English 111 before enrolling in their 16th program credit.

Advised students as they were program placed to take the English placement test. Referred students to the writing center as needed.

Actual data was difficult to obtain without manual tracking of each student. Students also took classes at all three campuses where the ECD program is offered. While the college requires the placement test before the 16th

Determined a plan to work with the college on ways to identify students who need to take the English placement test prior to the 16

credit, students seemed to be able to continue registering without taking the placement test beyond that point.

th

credit.

Goal 3: Students will use technology to communicate with instructors and each other; explore resources available through the internet; and become knowledgeable about issues relating to technology and young children. Gen. Ed. Goals1, 2, 5, 7

80% of students will successfully complete on-line and hybrid formatted program required courses. Increase student access by offering more on-line and hybrid courses.

Track access (number of on-line and hybrid sections offered) and successful completion rates of these courses. (Successful completion defined as a grade of C or above)

Fall 2007 there were 50 class offerings 30 in a hybrid format and 1 on-line through ELI. One course CHD 121 was offered in all three formats—16 week classroom, 8 week hybrid and on-line through ELI. Successful completion rates were: 16week-87%; 8week-86%; On-line 71% Spring 2008 there were 51 course offerings 25 in a Hybrid format and 5 on-line through ELI. EDU 235 was offered in all three formats with similar results as the Fall: 16 week 86%; 8week 88%; On-line 73%

The combined number of Hybrid and On-line classes exceeded the total traditional 16 week offerings. While it appeared that the success rate of 8-week hybrid and 16 week traditional classroom were similar the On-line success/completion rate was 13-16% lower. This year we planned to do further analysis to determine reasons for this discrepancy.

38

Goal 4 The program is responsive to community organizations, providing a variety of training and educational needs Gen. Ed. Goals 1, 2, 3, 4, 6

Expand opportunities for those employed in community based organizations to access the early childhood education program.

Track the number of off campus courses, number of partnerships, credit for advanced standing agreements, cohorts and partnerships.

There were 20 classes taught off campus in spring 2008. These sites were generally at child care centers. Off-campus classes are run to meet the needs of employees at those sites but are also open to the general population. Some of these are done through partnerships such as those with DOD at Ft Meyer and Ft Belvoir or Loudoun County Recreation where classes are designated for their employees. An advanced standing agreement was approved that gives credit for CHD 120 to those persons who hold a valid CDA Credential and enroll in the ECD program.

Planned to survey community partnerships to address present satisfaction and determine future needs. Planned to discuss with the Advisory Committee new ways of meeting community needs. Planned to update the Articulation Agreement with GMU to bring the revised AAS course numbers into alignment with the agreement. This was expected to allow for smooth transfer to GMU for students.

39

Annual Planning and Evaluation Report: 2007-2008 Academic Program: Early Childhood Development Paraprofessional Specialization, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Specialization: The paraprofessional specialization of the A.A.S. parent degree is designed to prepare prospective and practicing paraprofessionals in the public school system to assist in classroom instruction. The curriculum provides knowledge and skills for those professionals giving supportive instruction to school-age children.


Education Goals



Education Outcomes



Goal 1 Students will demonstrate knowledge in all areas of child development: physical growth and development, language development, emotional and social development, and cognitive development of school age children

Gen. Ed. Goals 1, 3

75% of students will be program placed and successfully complete course work toward degree.

Revised the course offerings in the degree program to bring it into alignment with the revisions to the parent degree that took place this year. Advised students of the program changes and the need to be program placed in the appropriate year for graduation.

4% of the total ECD AAS degrees were awarded for this specialization. Students enrolled in ECE courses required for this degree had an overall 83% successful course completion rate.

This degree was developed in response to the Federal No Child Left Behind requirements. Faculty planned to monitor student advising to ensure that students are program placed and taking coursework in appropriate sequence to ensure they are moving successfully towards graduation, and that the program continues to meet the needs of the community.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Emergency Medical Services, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: Educational outcomes are sequential, in that to become an EMT-Intermediate, the student must have been able to show successful competencies at the EMT-Basic level. The same is true at the Paramedic level, in that the student must show successful competencies at the Intermediate level before they can continue towards Paramedic. The curriculum is designed to develop the competencies needed to prepare the student to be certified as a Nationally Registered Emergency Medical Technician-Intermediate and/or Paramedic (NREMT-P). The NREMT-P is the highest level of registration for EMS professionals. Competencies at each level are demonstrated via State or National board examinations, containing both written and practical (skill performance) portions.


Education Goals



Education Outcomes


To provide quality education to EMS students by providing training at all 3 levels of EMS professional practice

EMT-Basic students to pass state certifying written exam

Closely monitor results of Virginia State Written exam results

98% pass rate on Virginia written exam (80% = state average)

Planned to continue writing high-caliber, college-level written exams, to encourage student success. Determined a plan to constantly review and revise exams to not only keep high standards, but also maintain test security, as so many of our students return or come from the same agencies.

To provide quality education to EMS students by providing training at all 3 levels of EMS professional practice

EMT-Basic students to pass state certifying practical exams, including both medical and trauma stations

Closely monitor results of Virginia State practical exam results

85-88% pass rate on Virginia State practical exam, first attempt, 98% pass rate, second attempt (80% = state average)

Continued giving students adequate practice on realistic scenarios similar to testing-level. Planned to bring in additional instructors for mock practical scenarios, just prior to testing, as funding is allowed – use state certified evaluators, if possible. Discussed adding SimLab scenarios as time permits, to increase degree of difficulty,

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make sure equal time is spent on both medical and trauma scenarios.

To provide quality education to EMS students by providing training at all 3 levels of EMS professional practice:

EMT-Intermediate students to pass National Registry written exam

Closely monitor National Registry test scores

78% pass on National Registry written exam, first attempt, 90% pass on second attempt (60% = national average)

Purchased usage package of online testing service, when National Registry began online testing method to ensure student adequate practice time. Planned to mandatorily assign students to utilize the online testing entity, as this has increased not only testing competency but also computer-testing comfort level.


EMT-Intermediate students to pass National Registry practical exam (11 separate skill stations)

Closely monitor National Registry test site including practical skill stations

92% pass on National Registry, combined first/second attempt

Planned to continue offering consolidated skills review course in multiple formats shortly before testing date, to encourage student success. Planned to utilize multiple evaluators within the review course, as state funding allows, so students have access to multiple teaching, learning and evaluator styles. Planned to continue updating skills and equipment as area protocols adapt (i.e. King airway, new in ’08)


EMT-Paramedic students to pass National Registry written exam

Closely monitor National Registry test scores

72% pass on National Registry written exam, first attempt, 90% pass on second attempt (60% = national average)

Purchased usage package of online testing service, when National Registry began online testing method to ensure student adequate practice time. Have just purchased (10/08) second testing service, for paramedics only, when pass rate decreased (many VA programs have seen decrease in recent months. Suspect both test questions and computer protocols have been updated. Computer program errors were to be investigated by NREMT.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Engineering, A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare the student to transfer into a baccalaureate degree program in engineering fields such as mechanical engineering, civil engineering, chemical engineering, aeronautical engineering, and naval architectural/marine engineering.


Education Goals


Education Outcomes Assessment Methods Actual Outcome(s)/

Assessment Results Use of Results/

Next Steps

Goal 1: To teach students principles of statics/dynamics, and prepare them for future study in Aerospace, Mechanical or Civil Engineering

Students will be able to analyze the position of the rigid body and the associated forces, and a body in motion.

Evaluation within EGR 240 and EGR 245 including problem solving. Graduate survey

Grade summary for EGR 240 Grade summary for EGR 245

Planned to review and discuss at department meetings.

Goal 2: To teach students the fundamental principles of stress and strain relationships in structures, and techniques for handling transformation of stresses and deflection of beams.

Students will have an understanding of the mechanics of deformable bodies; the methods of determining stress and strain in members and simple structures; the means of calculating principal stresses; the criteria of failure of a structure; the means of insuring stability in the structure.

Evaluation within EGR 246 including problem solving. Graduate survey

Grade summary for EGR 246


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Goal 3: To prepare the students to perform as well as in-house students at four year colleges and achieve a GPA which is accepted by an accredited four year college.

Students will be articulate and mathematically and theoretically ready to attend a four year college

Comparative data on academic progress of NOVA students at four year institutions. Compare the EGR 240, 245 & 246 Summer Semesters courses evaluations with the Fall and Spring Semesters. Since majority of the students during the Summer Semesters are transient students,

Grade summary for the entire academic year in EGR 240, 245 & 246


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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Engineering/Electrical Engineering, A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare the student to transfer into a baccalaureate degree program in engineering fields such as mechanical engineering, civil engineering, chemical engineering, aeronautical engineering, and naval architectural/marine engineering.


Education Goals



Education Outcomes



Goal 1: To be in touch with four year institutions so our students can have a smooth transition to four year schools.

Our outcomes are all about the success rate of our students in four year institutions

We have hired a new faculty member and would like to expand the program and try to make a more student friendly Engineering/ Electrical Engineering program.

Number of students who come back to us who have successfully finished their BS degree in a well respected four year institution.

Planned to continue working for a respected and transferrable Engineering/ Electrical Engineering program

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Engineering Technology, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This curriculum is designed to prepare students for employment in Civil Engineering, Mechanical Engineering, or Drafting technologies fields. The degree also prepares individuals to continue their education for advanced degrees program in these fields.

Program Goals

Program/Student

Learning Outcomes

Assessment Criteria

and Evaluation Methods

Assessment Results


Goal 1 Graduates will be able to perform satisfactorily as Engineering Technologists and gain advanced engineering skills and knowledge in the many and varied entry-level or higher positions.

Program Goal / Learning Outcome: To Improve the program by better relating the Assessment Results to the industry

Job Placement / Employment Using employer survey Survey among the returning students

Students’ employable skills in use and application of the latest technology as well as the application of theory to practice and problem-solving

Employers surveyed, continued to prefer hiring students after two years studied or graduated from this programs rather than same level students from a senior institution with similar program

Planned to incorporate new software versions in the classroom instructions. Planned to evaluate the use of new digital technologies where applicable. Planned to convey results to the currently on going, Engineering Technologies Program Evaluation Committee

Goal 2 Students taking courses for personal enrichment and interest will increase their appreciation and knowledge of Engineering Technology topics.

Program Goal / Learning Outcome: To update and to enhance students knowledge and application of technology

Students’ adaptation to the evolving digital technologies. Class performance in advanced and capstone courses

Students continued to require less remedial digital Assessment Results Success-rate average increase among students in second year courses

Planned for modification of the course syllabi to afford more advanced topics Planned to convey results to the currently on going, Engineering Technologies Program Evaluation Committee

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Goal 3 To provide graduates with fundamental academic knowledge necessary for continuing education in the Engineering Technologies or allied fields.

Program Goal / Learning Outcome: To Improve the program by providing better continuing education opportunities.

Program/ Credits Transferability Using student survey Survey of recommendation letters submitted

Students continued to require less remedial digital Assessment Results resulting in opportunities for advanced topics

Planned to provide students with transfer opportunities thru articulation agreements with state and other local senior institutions. Planned to convey results to the currently on going, Engineering Technologies Program Evaluation Committee

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Fine Arts, A.A. /A.A.A.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Arts degree with a major in Fine Arts is designed for students who plan to transfer to a four-year program in a professional school or to a college or university baccalaureate degree in Fine Arts. The Associate in Applied Arts degree with a major in Fine Arts is designed for students who seek employment in the applied arts field.


Education Goals



Education Outcomes


Goal 1 Students will develop sufficient skills and critical thinking practices to produce art works in various media that reflect traditional and contemporary trends.

Will provide students an overall awareness of art-making concepts and practices; provide the means to think in a more creative and dynamic fashion; provide skills to students for a successful transfer into four-year college art programs; endow students a competitive edge in an educational and professional environment Students will take part in Assessment Results and

Classroom critiques (individual and group), portfolio review, successful completion rates, successful transfer and/or graduation rates Enrollment trends and graduation data Student feedback from those that attend college portfolio reviews and transfer fairs End of semester and/or follow-up survey of

Critiques and portfolios demonstrated student skill levels attained Program growth was especially strong in ART 121. Twenty-three sections of ART 121 were being offered Fall 2008. Trends showed all sections at, exceeding, or near capacity; overall enrollment was up, however the proportion of graduates was down. Feedback suggested

Planned to: assist in guiding student learning and syllabi content; assist in guiding student career paths. Those students who lack development yet seek early transfer were to be encouraged to graduate. Growth in ART 121 has provided a means of exposing students to a variety of art practices and careers. Planned to provide the opportunity to make a more “well-rounded” student, beneficial to those who wish to transfer; growth was to provide a means of feeding students into other parts of the program that suffer from low enrollment.

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projects (such as field trips) and projects (multi-media or problem-solving based) that help expand overall awareness of trends and skill-sets.

students and instructors Job placement statistics

many students seek transfer after two-three semesters feeling satisfied and confident with foundation skills. Job placement statistics for Fine Art, AA or AAA graduates/transfers was insufficient.

Student feedback suggested course content is very good to excellent and no revision is currently necessary.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Fine Arts, A.A.A. - Photography Specialization

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program is designed for students who seek employment in the applied arts field. Course work will stress both technical and aesthetic elements, enabling students to solve a wide range of visual problems with imagination and originality.


Education Goals




Goal 1 To obtain the instructional resources and develop the curriculum needed in order to provide excellent instruction in traditional and digital photography and to prepare students for today's photography marketplace or transfer to a four-year institution.

Graduates are able to perform satisfactorily in entry level or higher positions in their chosen field of applied arts. An alternative outcome is that the graduates are able to transfer to a four-year institution. General Education Outcomes 1. Communications 2. Critical Thinking 3. Personal Development

1.Surveys of graduates 2. Classroom technology survey. 3. Funding for faculty professional development in current technology

1. In the 2008 Graduate Survey summary report respondents listed as their primary goal to transfer to a university. All respondents (4) reported successfully obtaining their goal. 2. Technology was identified as needing to be maintained or updated annually. 3. Obtained funding for one professor to attend national professional conference. Three full-time faculty and the lab manager received video production training.

Planned to use Tech Plan and ETF funding to upgrade technology. Faculty was well prepared.

Goal 2 To enroll, retain and graduate more students.

Increase FTES Increase Graduation rates

FTES data Graduation rates data

Fall 2007 103.533 Fall 2006 103.6 Fall 2005 108.8

The number of FTE’s has remained stable. The number of graduates continued to increase. Planned to

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9 graduates in 2007. 7 graduates in 2006. 4 graduates in 2005

continue promoting classes and degree program aggressively.

Goal 3 To provide quality education

1. Students will be able to control camera operation to produce accurate exposures. 2. Students will be able to edit and print photographs using current technology. 3. Students will be able to create photographs that communicate through use of frame, time, focus, vantage point, tonality and color. 4. Students will identify the work of major photographers. They will be able to discuss the significance of major photographers, techniques and movements from the beginning of photography to the present. They will be able to analyze the role of photography in the art world and society. General Education Outcomes 1, Communications 2. Critical Thinking 3. Personal Development 4. Information Literacy 5. Quantitative Reasoning

1. PHT 101 final test success rate. 2. Graduation rates.

1. The success rate in Photography courses was 86% in Fall 2007 and Spring 2008. 2. Graduates 2007: 9 Graduates 2006 :7 Graduates 2005: 4

Graduates consistently rated their NOVA PHT course content (3.25) and faculty teaching ability (3.50) as good to excellent. Curriculum and instruction were revised annually to ensure that they were up to date. Computers, scanners, printers and software were evaluated annually and replaced as necessary.

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Goal 4 Enhance the curriculum.

With the aid of a College-Wide Professional Development Initiative the photography program was able to develop a multifaceted project called “Documenting the New Northern Virginia.” The project included course work, guest speakers, student exhibitions, and a web site. General Education Outcomes 1, Communications 2. Critical Thinking 3. Information Literacy 4. Quantitative Reasoning

Student Evaluations The Washington Post and Falls Church News Press. Toby Jurovics, Photography Curator for the Smithsonian American Art Museum attended the exhibition reception.

Students wrote that they were very pleased with the professional quality of their work and praised the excellence of the guest speakers. On September 4, the student exhibition was featured in The Washington Post’s Arts Beat column and The Falls Church News Press’ Northern Virginia Art Beat column. Toby Jurovics, Photography curator for the Smithsonian American Art Museum called the exhibition, “an important project.”

We planned to extend the project with a book produced by students, traveling exhibitions, and a permanent archive of the work.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Fire Science Technology, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities.

Program Purpose Statement: The Fire Science Technology curriculum is designed to provide students with comprehensive background knowledge in fire suppression and prevention, while meeting the career development goals of the region’s fire departments. Students who enter the program with prerequisite certifications from the Virginia Department of Fire Programs will be prepared to challenge examinations for several advanced level certifications upon completion of the AAS degree.


Education Goals



Assessment Results Use of Results/Next

Steps

Goal 1: Provide students with the knowledge, skills and ability to pass the various credentialing examinations from the Virginia Department of Fire Programs

Students pass credentialing examinations.

Attempt to obtain exam data from the Virginia Department of Fire Programs for NOVA students and adapt as necessary.

Results indicated need to be ongoing .

Discussed potential curriculum revisions.

Goal 2: Ensure that the program is as closely integrated with local fire and rescue departments as practical, in order to be able to respond to their training and career development needs.

Linking course work directly to promotional opportunities with the local fire service.

Continue outreach Assessment Results to local fire and rescue departments. Collaboration with the Virginia Department of Fire Programs for course reciprocity, where appropriate.

Varies by jurisdiction. Results indicated need for ongoing efforts.

Planned for further outreach and education of fire department leadership.

Goal 3: Establish a more effective credential evaluation system to ensure FST faculty are qualified and able to participate in the instruction of future firefighters.

Increase the quality of instruction programs by using faculty who are experts in their fields.

Continue to recruit members of local fire and rescue departments who have appropriate qualifications.

Unable to evaluate until changes are made.

Continued pursuing of changes

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Health Information Management, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to provide training in the management of systems to collect, store, process, retrieve, analyze, disseminate and communicate information related to the research, planning, processing, and evaluation of health care services.


Education Goals




Use of Results/ Next Steps

Goal 1: All students must earn a grade of a C or better to continue in HIM/CDC program; if this is not met it is necessary for the student to retake the course.

1. HIM students will successfully pass all core curriculums with a grade of C or better.

1. Individual faculty members teaching a HIM prefix course shall monitor and report to the assistant dean any student who achieves a grade of D or lower. Students who receive a grade of D or lower must repeat the course until a C or better is earned. Tutoring will be provided to increase student achievement.

HIM faculty members planned to monitor and report student who earn a D or lower in their course. These students were then to be required to retake courses in which they achieved a D or lower and enroll in a tutoring.

The Goal was identified as being met when a student who received a D or lower in a particular HIM course repeated the HIM course with a grade of a C or better.

Goal 2: Improve HIM Retention Rates for HIM/CDC students.

2. HIM students’ will persistence in classes from the Fall to the Spring semesters and complete their degree or certification programs.

2. HIM faculty will be assigned students for on-going educational monitoring thru graduation or completion of the certificate program.

Ongoing progress HIM faculty planned to monitor students’ educational progress to assist in overall HIM student persistence in the program.

Goal 3: Increase passage rates for the student certification /licensing examination from Spring 09 to 10.

3. HIM students taking the national certification examination will pass

3. HIM Program will develop certification review material for second year students to practice. In addition, encourage students to take a review course and the exam after graduation.

Ongoing progress HIM faculty planned to continue monitoring, updating and reviewing course review materials.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Horticulture Technology, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students for full-time employment within the field of commercial horticulture as well as for those presently working who seek further knowledge and advancement. Graduates of the program are prepared for managerial/supervisory level positions in areas which include: landscape design and installation, grounds maintenance, floristry, greenhouse and nursery management, garden center operation, and sales and marketing in related industries.


Education Goals





Goal 1: Build strong community/industry relations/communications

Improve relations and communications with professional organizations Assist students with information about certification exams

Have professional societies meet on campus, with the Hort. Club president be more of a presence at the professional society meetings

Planned to: better align courses with certification exams; receive more information from societies about their Assessment Results; and encourage to have one meeting on campus per year

Planned to hold the career Fair on campus and work to hold certification exams here

Goal 2: Maintain Occupational Technology as main focus of program

Continue developing Dual enrollment with local jurisdictions, have two courses at Monroe Vo-Tech

Further develop the Dual enrollment courses to offer to both juniors and seniors and work on transition to NOVA for their graduates

Planned to work with Monroe Vo-Tech to develop a second course and to better track their graduates transition to NVCC

Planned to increase Dual enrollment for Spring 2009

Goal 3: Continue to review and update hands-on skills in curriculum

Review changes to certification exams and realign skills

Update the hands-on skills and work to develop those through on campus projects

Planned to develop improvements to teaching gardens and Hort. area through the classes

Planned to adapt new skills and projects to the existing classes

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Hospitality Management, A.A.S.

NOVA MISSION STATEMENT: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities. UNIT PURPOSE STATEMENT: The curriculum is designed to enable the student to enter executive training and management positions in the hospitality industry to include hotels, motor inns, and clubs, restaurants, foodservice facilities and resorts, and for those presently employed who desire updating in the field. Program Goals/

Student Learning Goals/General

Education Goals


Outcomes/GE Outcomes

Assessment Criteria & Evaluation Methods Assessment Results Use of Results/

Next Steps

Goal 1 Prepare students to gain employment or retrain students for entry level management positions in the hospitality industry.

Students are employed in the hospitality industry which includes hotels, restaurants, institutions, associations, and various food operations.

Conduct student employment survey and tally results that reflect job titles and employers.

Every two years the HRI program conducted an employment survey for students in HRI classes. The spring semester 2007 results reflected a large number of current hospitality students working in the industry. Out of 365 students taking HRI/DIT courses, 153 or 42% were employed in the industry. 64% (98 students) worked full time and 36% (55 students) worked part time.

We planned to modify the survey tool to include who is program placed and who has used HRI classes for promotion or job enrichment. This was expected to help us market the program and implement curriculum changes if industry needs shift. The survey was planned to be conducted in spring 09.

Goal 2 Develop partnerships with hospitably industry professional

Join professional organizations as representatives of NVCC.

Evaluate faculty involvement in professional meetings and memberships.

Three students interned for the annual meeting of SGTP, Fall 2008 and Spring 2007 in Alexandria, VA.

Planned to expand scope of partnership and attract new

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organizations.

Attend professional meetings. Solicit scholarship opportunities for our students.

Number and award amounts of scholarships.

Students continued to be employed throughout the hospitality industry as documented by the HRI employment survey. 2 student scholarships were received for 2007-2008 from industry organizations (Concierge Association of Washington) in amounts totaling $6000. 4 student scholarships were received for 2008 from industry organizations (VHTA and the Concierge Association of Washington) in amounts totaling $7500. Full time HRI faculty are members of the following professional organizations:

1. SGTP – Society of Government Travel Professionals

2. Washington DC Metro Hospitality Alliance

3. Food and Culinary Professionals Practice Group of the ADA

4. American Dietetic Association

5. Virginia Dietetic Association

6. National Restaurant Association

7. Metro DC Restaurant

students or retain previous students. Planned to build internship and employment possibilities. Planned to market our program to industry members.

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Association 8. Virginia Hospitality &

Tourism Association 9. Culinary Historians of

Washington DC 10. American Culinary

Federation 11. I-CHRIE – International

Council on Hotel, Restaurant and Institutional Education

12. PCMA – Professional Convention Management Association

13. MPI – Meeting Planners International

14. HSMAI – Hospitality Sales Management Association International

Number of meetings attended: Three full time and 13 adjunct faculty attended over 100 professional meetings over the course of a year.

Goal 3 – Student goal Acquire the food service manger’s sanitation certificate required to operate a food operation.

Student will obtain a national certification by passing a national NRA ServSafe exam.

Passing the National Restaurant Association’s ServSafe sanitation program and obtaining a certification in safe food handling.

During the fall 07/ spring 08 semesters, 37 students took the National Restaurant Association ServSafe exam. 28 passed the exam with an 84% exam average; 9 failed the exam. Overall pass rate was 75%.

Planned to continue engaging and encouraging students to interpret and apply sound food handling practices. Planned to apply principles to numerous courses throughout the HRI curriculum.

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Goal 4 Understand the components of four different styles of catering functions.

Students will actively participate in the execution of four different style catering functions.

Catering event customer survey card comments. Instructor and chef evaluation of event planning, execution and results.

Comment card rating scale of 1-5 reflected customer evaluation of food, atmosphere, service and overall impression of event. Average rating for the catering classes was 4.7/5.0. Numerous letters of recognition were received.

A new catering book was written by the chef and course instructor to aid students in the strategic planning of each event. Our catered events were in high demand at the college and in the community. Curriculum was planned to be updated as needed.

Goal 5 To improve the quality of student health and nutrition.

Conduct a personal dietary analysis based on a three day food intake.

Complete a computer generated diet analysis based on a three day food intake record and evaluates a personal nutrient profile based on a written summary report.

Registered dietitians were to: interpret student information and dietary evaluation; identify weaknesses and strengths of one’s diet with individualized follow up and consultation with instructor. Four nutrition instructors administered an intensive 3-day computerized dietary analysis report for each student. Feedback was given to each student and diets were each individually assessed.

Developed a plan to incorporate nutrition trends, concerns and controversies into class discussion. Planned to discuss trends in nutrition in the classroom based on student profiles.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Information Systems Technology, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: This curriculum is designed for persons who seek employment in the field of information technology, for those who are presently in that field and who desire to increase their knowledge and update their skills, and for those who must augment their abilities in other fields with knowledge and skills regarding computer information systems.

Program Goals/ Student Learning

Goals/General Education Goals



Education Outcomes



Goal 1 Students will obtain employment after graduation.

Students will find employment either while in school or upon graduation.

Self-reported by students in the graduate survey.

76% of students (in all specializations) surveyed in the 2007 Graduate Survey Report obtained a job while attending or after graduating 46% of students (in all specializations) surveyed in the 2007 Graduate Survey Report received a salary increase and/or a promotion because of their degree.

Determined that the IST program helped prepare learners to acquire work within the IT field. Planned to continue monitoring.

Goal 2 The new AAS IST degree model will be implemented in order to respond more quickly to the rapid changes in the IT industry.

FTEs in the AAS IT degree will increase.

Monitor feedback from Student Advisors for this degree, from counselors, and also from program placed students.

According to the Distribution of Program Placed Students 2003 – 2007 report, 837 students program placed in this degree in Fall 2007

Planned to continue to monitor the success of the structure of IT electives in the new degree program. Discussed revising the elective structure to make it more flexible to meet

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the needs of students. Professional Development was awarded to faculty in order to support the new courses in the new degree model.

Goal 3 Students will demonstrate proficiency in file management, word processing, spreadsheet, presentation graphics, and database management applications.

Students will be able to create files and folders on their disks. Students will be able to perform basic editing, text formatting, move, and copy functions in a word processing package. Students will be able to create and use formulas and basic functions in a spreadsheet package. Students will be able to create slide presentations that include text, graphics, and transitions. Students will be able to create and use simple tables, forms, queries, and reports in a database package.

Exams and projects (both in class and homework)

According to the Fall 2007 Student Grade Distribution by Course Report 67% of students passed ITE 115 with a grade of C or better. According to the Fall 2007 Success Rates by Discipline Report the Overall success rate for ITE courses of 66.7%

Planned to continue monitoring the pass rate in this core material required for success for students in all disciplines in all classes.

Goal 4 Students will demonstrate the ability to design effective algorithms.

Students will be prepared to begin and successfully complete a programming class in any programming language offered.

Exams and Projects (both in-class and homework)

According to the Fall 2007 Student Grade Distribution by Course Report 57% of students passed ITP 100 with a grade of C or higher. According to the Fall 2007 Success Rates by Discipline Report the Overall success rate for ITP courses of 63.5%

Planned to monitor how this success rate translates into the Java programming language course included in this transfer degree.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Information Technology, A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Science degree curriculum in Information Technology is designed for persons who plan to transfer to a four-year college or university to complete a baccalaureate degree program in Information Technology. Program Goals/Student Learning Goals/General

Education Goals



Assessment Results Use of Results/

Next Steps

Goal 1 Provide a comprehensive foundation that meets transfer requirements for a B.S. in Information Technology at 4-year institutions.

Students transfer successfully to 4 year institution

Graduate Survey Results and Number of graduates by Curriculum Code and Specialization Report

571 students were program placed in this degree Fall 2007 29 students graduated with this degree in its second year

Planned to continue to closely coordinate NVCC’s A.S in IT with George Mason and other four year institutions to meet their first two year requirements in Information Technology.

Goal 2 Students will demonstrate proficiency in file management, word processing, spreadsheet, presentation graphics,

Students will be able to create files and folders on their disks. Students will be able to perform basic editing, text formatting, move, and copy functions in a

Exams and projects (both in class and homework)

According to the Fall 2007 Student Grade Distribution by Course Report 67% of students passed ITE 115 with a grade of C or better.

Planned to continue to monitor the pass rate in this core material required for success for students in all

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and database management applications.

word processing package. Students will be able to create and use formulas and basic functions in a spreadsheet package. Students will be able to create slide presentations that include text, graphics, and transitions. Students will be able to create and use simple tables, forms, queries, and reports in a database package.

According to the Fall 2007 Success Rates by Discipline Report the Overall success rate for ITE courses of 66.7%

disciplines in all classes.

Goal 3 Students will demonstrate the ability to design effective algorithms.

Students will be prepared to begin and successfully complete a programming class in any programming language offered.

Exams and Projects (both in-class and homework)

According to the Fall 2007 Student Grade Distribution by Course Report 57% of students passed ITP 100 with a grade of C or higher. According to the Fall 2007 Success Rates by Discipline Report the Overall success rate for ITP courses of 63.5%

Planned to monitor how this success rate translates into the Java programming language course included in this transfer degree.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Interior Design, A.A.S.


Education Goals


Learning outcomes/General

Education outcomes

Assessment Methods Actual outcome(s)/ Assessment Results


Goal 1 Students will develop the necessary vocabulary required in the interior design field emphasizing the principles and elements of design

a. Instructors will

emphasis the importance of being proficient in their communication skills by observing instructor, guest lectures and media presentation

b. Students will

exhibit this knowledge through the presentations

a. Grades from all

courses and evaluations methods, including tests, quizzes, research papers, class presentations, group work projects

b. Oral critiques by

class mates and instructors and written graded

a,c Students were identified as being successful in introductory course, IDS 100 with 35.% receiving a grade of A and 15% receiving a grade of B-this reflected about a 10% decrease in these grades over the last assessment period. About 25% students withdrew from the course. While these figures may seem problematic, academically it also

a. The need was

identified for faculty to continuously evaluate the level of the students and the student’s reasons for taking these classes.

b. Planned to assign

students to do anonymous written critiques or do partnered

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Interior Design program provides quality education for students to prepare them for entry level employment in the interior design field or to transfer to an accredited university for further education. The curriculum provides a foundation education covering a broad range of topics in interior design, art history, furniture history, and basic design. Computer-aided drafting, rendering and business practices round out the curriculum. Students become knowledgeable in both residential and contract design.

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of design projects.

Textbooks, periodicals, and instructional materials reinforces what is presented in class

critiques from instructors.

c. Textbooks, video material and periodicals are kept current.

suggested that better evaluation of student work is in process and the grade inflation that sometimes occurs in this class has been curbed. Additionally, the faculty members were emphasizing more the nature of the interior design field and some students it’s really not for them. b. Students valued and often reviewed the teachers written critiques but they were less willing to critique each other’s work c. Textbook has barely kept up with the fast changing design industry so supplemental material was often required.

explanations of each other’s work.

c. Planned to

continue reviewing new texts and mixed media from industry-related sources.

Goal 2 a. Students will create design solutions to project requirements and they will be able to effectively communicate their ideas orally, graphically and in writing.

a. Oral presentations, written presentations and follow-up critiques

a. Faculty will evaluate presentations based on stated requirements

a. Graphic skills, newly learned were good. However communication skills and writing skills were less accomplished. Students regularly waited until the end of their education to take general education requirements which would help them during their education.

a. Identified the need for students to be counseled more, or even forced, to take the IDS program classes in the prescribed order to insure success in the program.

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Goal 3 Students will acquire technical drawing skills and become familiar with a variety of computer applications used in the design industry.

a. Students will design projects using hand drafting skills and tools and will learn to use AutoCad or other appropriate software.

a. Faculty will assess the skill and accuracy of graphic presentations according to accepted standards.

a. Many students were apt to fail to transfer their learned skills as they progress through the program.

a. Identified a need for faculty to require clear cut standards of drawing and presentation skills. Discussed the necessity of reviewing this in upper level classes.

Goal 4 Students will acquire a thorough understanding of the historical context of design and its importance to current issues and market trends

a. Students are required to pass slide exams and quizzes. Students are also required to make site visits to significant house museums are gallery and special exhibits on decorative arts and furniture

a. Students are evaluated by examinations, written reports on site visits and book reports.

a. Grades for IDS 109 Styles of furniture and Interiors indicated the majority of students receive a grade of C or better. 21% earn an A, 10.5% earn a B, and13% earn a C. 29% earned a D 13% withdrew from the class. This occurred when the faculty member insisted that students who had not met the prerequisite were likely to fail.

b. Students have

indicated they would prefer IDS 109 to be a two-semester course.

a. While the grades in this course indicated that it is a challenge, it was determined that students who apply themselves have little difficulty passing the class.

b. The IDS

curriculum was identified as having no room for credit hour expansion

c. Faculty planned to rotate the teaching of this class and hopefully attract students with different teaching styles.

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Goal 5 a. Students will acquire a basic understanding of business practices, building codes, and materials related to health, safety and welfare of the public

a. Student are required to prepare job books for residential and commercial projects, write furniture and materials specifications and pass written examinations on the above. b. Students are required to attend industry Assessment Results sponsored by ASID IIDA, trade shows like NEOCON

a. Students are evaluated on completion of the project and its requirements and are tested on business procedures and building codes.

a. Grades for IDS 225 Business Procedures of 2006 indicated 55.3% of students have earned a grade of B or better. 86.8% of the students in IDS 205 Materials and Sources received a grade of B or better. This indicated an increase of about 25% for A & B grades in this 2007-8 assessment period

a. Adjuncts have regularly been used for this class. With the addition of a full time faculty member to teach the course the learning curve seemed to have increased. It was determined that faculty needed to stay current of these issues frequently requiring extra time in workshops and conferences.

Goal 6 Students will gain practical experience to prepare them for employment at the entry level of the design field

a. .Students are required to do an internship at the end of their education. b .Students are required to visit design firms and manufacturers showrooms as part of their coursework c. Students are encourage participate in the ASID/Interior Design Club

a. Students are evaluated by their internship sponsor and also do a self evaluation and keep a daily journal which is read by the program head. b. Students who are all ready working in the industry may use their employment as an internship under certain circumstance. Evaluation procedures are still required.

a. Faculty was involved with professional organizations and promoted the benefits of these Assessment Results to the students. b. Over 35 students were members of the student chapter of ASID. The club has its own award winning web page, sponsors site visits to appropriate venues and done a number of community outreach Assessment Results involving fund raising and charity design work. The IDS club is a major factor in creating a wholesome camaraderie among the students.

a. In 2007-8 the IDS program placed 14 interns. b. Documentation for all aspects of the internship process existed but a need was identified to update and maintain in a data base.

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Goal 7 AV and reprographic equipment need to be updated.

a. Students will have

clearer and better exposure to lectures and presentations

a. Faculty can

evaluate if students exhibit more enthusiasm for the presentations, lectures, and their ability to produce professional graphics.

a. The IDS

department has acquired a KIP 3000 copy machine and a digital monitor with overhead camera.

a. If improvement

occurs, acquisition of additional equipment to upgrade the program was planned.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Liberal Arts, A.A

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate of Arts degree major in Liberal Arts is designed for persons who plan to transfer to a four-year institution to complete a Bachelors of Arts Degree (B.A.).



Education Goals



Assessment Criteria and Evaluation Methods Assessment Results Use of Results/Next

Steps

Goal 1 To maintain and enhance program graduation rate.

Program graduation rate is consistent with college-wide strategic goals stated in Strategic Vision 2015.

Students fulfill the requirements for an A.A. degree in Liberal Arts.

The number of graduates in Liberal Arts continued to increase over previous years. It increased also by ten percent in each of the two previous years.

Continued focus on improving graduate rate.

Goal 2 To maintain and enhance program transfer rate.

Program transfer rate is consistent with college-wide strategic goals stated in Strategic Vision 2015.

Students transfer successfully to 4-year institutions.

The Graduate Survey Summary of 2007 Liberal Arts graduates found 155 of 168 responders stating that their primary goal in attending NOVA was to transfer to a four-year college or university. Ninety-five percent of those responding to the survey said that their goal in attending NOVA had been attained. Six months following graduation from NOVA, ninety percent of the responders were enrolled full or part-time in an institution of higher education.

Determined a plan to maintain good transfer rates. Planned to assure continued articulation with four-year institutions

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Seventy-five percent experienced no difficulty in transferring NOVA credits. Most of those who did experience difficulty stated that some of their courses were only accepted as electives

Goal 3 To assure that students are able to express thoughts effectively in written and oral form.

Students demonstrate college- level communications skills.

Graduates should perform at or above college average.

The Graduate Survey for 2007 found that Liberal Arts graduates were above the college average in both their ability to write effectively and speak effectively.

Planned to continue stressing communication skills in program to maintain and improve these skills

Goal 4 To provide students with a good foundation for further studies.

Graduates have adequate preparation for upper division courses

Graduates report satisfaction with preparation.

The Graduate Survey for 2007 revealed that 97% of respondents believed their NOVA preparation was either “adequate” or “excellent.”

Fifty-six percent of the respondents found their preparation “excellent.” This was slightly lower than the number in the 2006 Survey. Planned to work to increase that percentage.

Goal 5 To assure that Liberal Arts majors increase their recognition of the interdependence of today’s world.

Students should develop a broad awareness of world cultures and the global context of liberal arts studies.

Graduates should be rate at or above the college average in “appreciating other points of view,” “international awareness,” and “awareness of other cultures.”

Graduates in Liberal Arts rated below average in relation to all graduates in “international awareness,” and slightly above average in “appreciating other points of view” and “awareness of other cultures,” according to the 2007 Graduate Survey. This was a slight improvement over the 2006 Survey findings.

Planned to improve these findings by encouraging more Liberal Arts majors to pursue the International Specialization.

Goal 6 (Art History Specialization) To prepare students for to study art history at a four-year institution.

Graduates have adequate preparation for upper division courses and ease in transferring credits


No graduates with this specialization responded to the graduate survey

Determined a plan to assess utility and attractiveness of the specialization.

Goal 7 (International Studies Specialization) To broaden the

Students should develop a broad awareness of world’s nations and cultures and the

Graduates should be rate at or above the college average in “appreciating

Only five graduates with this specialization responded to the 2007 Graduate Survey and this group rated

This was consistent with the findings from the 2006 Survey and

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student’s awareness of other cultures and countries and increase appreciation for global interdependence.

global issues. other points of view,” “international awareness,” and “awareness of other cultures.”

average in relation to all graduates in “appreciating other points of view,” significantly above average in “international awareness,” but significantly below average in their “awareness of other cultures.”

indicated a need for an enhanced effort to achieve the basic goal of this specialization.

Goal 8 (Psychology Specialization) To prepare students to study psychology at a four-year institution.

Graduates have adequate preparation for upper division courses and ease in transferring credits


The ten graduates participating in the 2007 Survey expressed higher satisfaction with the quality of their instruction at NOVA than the average graduate. None reported any difficulty in transferring NOVA credit, 57% rated their preparation as “excellent” and none complained that it was “inadequate.” All but one was still enrolled in college 6 months after graduating from NOVA.

Planned to continue providing instruction of high quality.

Goal 9 (Speech Communication Specialization) To prepare students to study speech communication at a four-year institution.

Graduates have adequate preparation for upper division courses and ease in transferring credits.


Only two graduates with this specialization responded to the 2007 Graduate Survey. These graduates rated slightly below average in “speaking effectively.” Both graduates rated their preparation for their present enrollments in four-year institutions as at least “adequate” and they rated the quality of instruction higher than the average graduate.

Planned to monitor students in this specialization to assure that they receive the special preparation that the degree promises.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Marketing, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed for persons who seek full-time employment in areas involving the marketing and distribution of goods and for those presently in these fields who are seeking promotion. The career objectives include store manager, assistant manager, sales supervisor, department manages sales and customer service representative, buyer and assistant buyer, media buyer, marketing research technician, international wholesaler, and human resource manager.


Education Goals



Education Outcomes



Goal 1: To keep the marketing curriculum up-to-date reflecting current industry trends.

Students will be better able to enter the marketplace and/or advance in their careers as their training remains current meeting industry and employer needs.

A 2008 industry trends statement called “Vision for the Future” was developed and approved by the Marketing Program Advisory Committee at their Sept. ’08 meeting. This group is composed of 16 area marketing executives who meet twice a year to advise the program on its goals, strategies, and curriculum changes.

Assessment of marketing course content summaries for inclusion of topics listed in industry trends statement was conducted. All MKT courses reflected these industry trends in some form.

Assessment indicated no curriculum changes recommended at this time. Planned to continue monitoring program goals and objectives and revising course information for currency and viability.

Goal 2: To teach students the basic principles of marketing including sales methods and presentations, retail mgt.

Students will be able to identify the 4 P’s of marketing. Students will be able to define marketing goals, determine strategies

Analysis of MKT227: Merchandise Buying and Control student grade distribution. MKT 227 is a capstone course for the

Analysis of spring ’08 course grade report indicated 77% of the students achieved a grade of C or better.

Compared results with previous classes. 2007-2008 showed a 2% in improvement in student learning skills up from

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skills, promotion, public relations, retail buying, e-commerce, information management, business ethics, consumer law, plus international aspects of marketing.

and evaluate outcomes of marketing strategies. Students will be able to develop a marketing plan which covers both national and international Assessment Results. Students will be able to demonstrate knowledge of customer relationship marketing, B-to-B and B-to-C sales methods, along with ethical business practices.

program. 35 grades issued: A – 7 B – 12 C – 8 D – 3 F – 3 W – 2

75% in 2006-2007.

Goal 3: To prepare students for entry-level positions in marketing and maintain a double-digit graduation level.

Students will successfully graduate from the program and work in their field or transfer to senior institutions.

Review of graduate report and graduate survey information.

AAS in Marketing – Graduates: 2005-2006: 11 Fact Book 2006-2007: 11 applications 2007-2008: 17 applications Only one student responded to the graduate survey. Student reported he was working full-time in his field and rated his education at NOVA to be excellent.

Planned to continue monitoring graduation information and revising goals and course information for currency and viability.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Medical Laboratory Technology, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students for certification and employment as medical laboratory technicians in hospital laboratories, private laboratories, physicians' office laboratories, health department laboratories, and industrial medical laboratories. Upon completion of the program, graduates will be eligible to take the American Society for Clinical Pathology (ASCP) Board of Registry MLT certification exam, the National Credentialing Agency (NCA) CLT certification exam, and other national certificate.


Education Goals



Education Outcomes

Assessment Methods

Actual Outcome(s)/ Assessment Results

Use of Results/ Next Steps

Goal 1: The Medical Laboratory Technology program will increase the retention rate from the previous year

Retention rate Deleted two major courses in order to add two new major courses to better reflect needs of laboratory community. Redistributed major courses to balance rigors of 2nd

A total of 18 students were enrolled in the MLT program in the fall of 2007. Of that number, 17 students were still enrolled as of the end of the 2007-8 academic year. The retention rate for 2007-8 was 94% which increased from a 76% retention rate from the 2006-7 academic year ( 19 of 25) year fall

semester

Planned to review at MLT Program Advisory Board meeting for recommendations

Goal 2: The Medical Laboratory Technology program will increase total number of students graduating from the previous year.

Graduation rate Online information session to complement recruitment efforts.

A total of 10 students graduated in the 2007-8 academic year, which compares to 12 students who graduated during the 2006-7 academic year. This represented a decrease of 17% over the previous

This graduating cohort was not part of the revised curriculum. See Assessment Results goal # 1.

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year. Planned to review at MLT Program Advisory Board meeting for recommendations

Goal 3: Student performance on the national MLT/CLT certification exam will be equal or improve from the previous year.

National certification passing rate and number of successful students passing the exam.

Online tutorials and online practice exams

82% (14 of 17) of the students in the MLT program who took the MLT (ASCP) exam passed in the 2007-8 cycle. This may increase since some 2008 graduates have not yet taken the exam. This was greater than the passing rate of 71% in the 2006-7 cycle (5 of 7).

Planned to review at MLT program Advisory Committee, which will make recommendations

Goal 4: Students employed in the field following graduation from the program at a rate equivalent to the previous year.

Career placement rate Introduction to resume writing, interviewing, dressing for success

Employment of graduates after graduation was 100% of those seeking employment (8 of 10) Two graduates relocated to continue their education. This was higher than the 75% career placement rate of the 2006-7 academic year.

Planned to review at the MLT Program Advisory Committee, which will make recommendations

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Music, A.A.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate of Arts degree curriculum in Music offers an emphasis in fine arts. The Associate of Arts degree curriculum may be used by students who wish to transfer to a four-year college or university to complete a Bachelor of Arts degree in Music.


Education Goals




Goal 1 Music AA program graduates obtain knowledge and skills to obtain their stated goals.

Students successfully transfer to a four-year institution. Other student have gained skills to find employment if music industry jobs

Information from student advisement and follow-up

Information from student advisement and follow-up indicated all graduates have met their goals. There wasan increased number of graduates in this program.

Planned to continue emphasizing Academic Advising by Music faculty. Planned to focus attention towards Music-AAA Degree, as it tracks more closely with four-year schools.

Goal 2 Music AA students meet skill requirements for performance abilities.

Applied Music Students are able to perform on their major instrument to the required skill level, through the first-year level.

Applied Music Students are evaluated each semester with a combination of Applied Instructor grades and Jury examinations, with their performance skill levels compared against documented performance standards.

A sampling of Applied Music Jury Examination Forms, completed by Applied Music Faculty during examinations, showed a high success rate for students meeting established semester goals

Planned to continue evaluating Applied Music student achievement through regular assessment. Planned to clarify campus jury performance requirements through Music Cluster.

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Education Goals




Goal 3 Music AA students meet skill requirements in core Music Theory courses

Students demonstrate a working knowledge of the language of music through the first-year level.


Students in Music Theory (MUS 111 and MUS 112) continued to show high achievement as evidenced by high grades

Planned to continue evaluating student achievement through regular assessment Music Cluster planned to examine and revise Curriculum for MUS 111 and 112.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Music, A.A.A.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Applied Arts degree curriculum is designed for students who seek employment in the performing arts field. The degree offers a major in music and a specialization in Jazz/Popular Music. Each program has a common first year.



Education Goals


Learning Outcomes/ General Education

Outcomes

Assessment Methods

Actual Outcome(s)/ Assessment Results Use of Results/Next Steps

Goal 1 Music AAA program graduates obtain knowledge and skills to obtain their stated goals.

Students successfully transfer to a four-year institution. Other student have gained skills to find employment if music industry jobs


Survey of graduates indicated that the number of graduates has increased doubled, are employed, and have successfully transferred

Planned to emphasize Academic Advising by Music faculty. Planned to try to increase Program Placement towards Music-AAA Degree, as it tracks more closely with four-year schools.

Goal 2 Music AAA students meet skill requirements for performance abilities.

Applied Music Students are able to perform on their major instrument to the required skill level, through the first-year level.



Planned to continue evaluating Applied Music student achievement through regular assessment. Planned to clarify campus jury performance requirements through Music Cluster.

Goal 3 Music AAA students

Students demonstrate a working knowledge of the

Information from student advisement

A sampling of Applied Music Jury Examination Forms,

Planned to continue evaluating student achievement through regular assessment.

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meet skill requirements in core Music Theory courses

language of music through the first-year level.

and follow-up completed by Applied Music Faculty during examinations, showed a high success rate for students meeting established semester goals

Music Cluster planned to examine and revise Curriculum for MUS 111 and 112. Planned to implement increased use of MUS 101, preferably online, as a precursor to MUS 111, if necessary for some students who are deficient in musicianship skills.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Music, A.A.A. - Jazz Specialization

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The Associate in Applied Arts degree curriculum is designed for students who seek employment in the performing arts field. The degree offers a major in music and a specialization in Jazz/Popular Music. Each program has a common first year.


Education Goals




Goal 1 Music AAA-Jazz program graduates obtain knowledge and skills to obtain their stated goals.

Students successfully transfer to a four-year institution.


Survey of graduates indicated employment in their chosen field.

Planned to continue emphasizing Academic Advising by Music faculty for this Specialization.

Goal 2 Music AAA-Jazz students meet skill requirements for performance abilities.

Students are able to perform on their major instrument to the required skill level in the Jazz\Pop idiom, through the second-year level.



Planned to continue evaluating Applied Music student achievement through regular assessment. Planned to clarify campus jury performance requirements for Music AAA-Jazz Majors through Music Cluster.

Goal 3 Music AAA-Jazz students meet skill requirements in core Music Theory courses

Students demonstrate a working knowledge of the language of music through the first-year level.



Planned to continue evaluating student achievement through regular assessment. Music Cluster planned to examine and revise Curriculum for MUS 111 and 112. Planned to implement increased use

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of MUS 101, preferable online, as a precursor to MUS 111, if necessary for some students who are deficient in musicianship skills. Developed a plan to refine specific theory and compositional skills for the Music AAA-Jazz program.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Nursing, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program in Nursing is designed to prepare students to participate as contributing members of the health team, rendering direct care to patients in a variety of health care facilities and agencies. Upon satisfactory completion of the program, students will be eligible to write the National Council Licensure Examination (NCLEX) leading to state licensure as a Registered Nurse (RN) and are qualified to assume registered nurse positions in hospitals, nursing homes, clinics, physicians, offices, HMOs, and other community-based settings.


Education Goals



Assessment Results Use of Results/ Next Steps

Goal 1: Increase number of enrollment in nursing program

1)Ensure sufficient enrollment to achieve increased graduate rate 2)Provide sufficient student support through counseling and case management to ensure student success 3)Explore teaching and evaluation strategies to ensure student success

1). Implement competitive admission to improve student retention 2). Hire Nursing counselor to provide enhanced student case management 3). Reduce class size 4) increase enrollment through limited marketing 5) Implement Momentum 2+1, online and accelerated nursing programs in addition to the traditional nursing program

Increased number of graduates from 124 to 184 (2 in summer)

Implemented competitive admissions Decreased attrition rate from 37% to 17% Hired nursing counselor for case management and as a student resource for program management Reduced class size by eliminating telecasting in first year January 2008 implemented online, fall 2008 Momentum

Planned to access scheduling of programs for two entry programs in the nursing program

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2+1 accelerated and continued traditional programs

Goal 2: Increase student success by ensuring gatekeeper courses provide sufficient knowledge, skills and abilities to ensure student success with the rigors of nursing coursework

1)Develop strategies to improve student experiences in NAS 161-162 2)Ensure all sections of NAS 161-162 courses taught at all campuses have the same learning objectives and outcomes

1)Hold focus groups with students to identify concerns and recommendations to ensure students are prepared for Nursing courses and fully understand body systems taught in NAS 161-162 as required for success in Nursing and Allied Health courses 2)Meet with natural science, nursing and allied health faculty to discuss ways to ensure NAS 161-162 experiences are consistent for all students 3) begin to develop changes in teaching strategies that are consistent for all sections of NAS 161-162 at all campuses

NAS and nursing faculty and Deans met and decided on a single textbook and syllabus for all sections on all campuses NAS 161-162 sub-cluster established and a chair was appointed

Developed a plan to evaluate success and continue and revise as needed

Goal 3: Increase NCLEX pass rates

Develop and implement strategies to increase NCLEX pass rates Ensure pass rates exceed national rates

Develop elective course for test taking and critical thinking skills were taught in relation to nursing content

Developed and offered course. Enrolled thirty students NCLEX pass rate improved from 78.2 to 83.4 for students graduating in 2008

Planned to offer additional sections of elective course Developed a plan to embed content review, critical thinking and test taking in all courses

Goal 4: Improve student retention, persistence and graduation rates for nursing

Develop strategies to ensure 80% retention rate for all nursing programs

1)Continue to offer courses to allow students to repeat didactic portion of NUR 118 and 216 without having to

Held professional development on team development

Incremental improvement working as a team demonstrated

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wait a year to continue in program 2)Provide faculty development/in-service opportunities that improve teaching methods 3) implement use of “clickers” to identify areas where more instruction may be needed

Implemented clickers Increased use of clickers in classroom to increase interaction with students

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Paralegal Studies, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to provide an individual with a sufficient level of knowledge, understanding, and proficiency to perform the tasks in meeting a client's needs which can be performed by a trained, non-lawyer assistant working under the direction and supervision of a lawyer. A paralegal will have a basic understanding of the general principles and processes of American law, and will have the knowledge and proficiency to perform specific tasks under the supervision of a lawyer in the fields of civil and criminal law. The occupational objectives include: employment in public and in private law related organizations, including law firms, corporate law departments, and public agencies.


Education Goals



Education Outcomes


Student Goal 1 Speak knowledgeably about the paralegal profession, ABA approval and paralegal certification.

a. Accurately describe ABA requirements for approval of paralegal education programs and NALA and NFPA requirements for paralegal certification.

a. Dissemination and discussion (in all sections of the required introductory course) of information about certification and approval. Surveying of enrolled students and program graduates regarding their understanding of these topics. b. Incorporation of mock certification exams (using actual questions from past versions and current sample questions available

a. An improved understanding of options for paralegal certification was indicated, increased realization of the advantages of becoming professionally certified, and in increasing numbers of students who desire to prepare for and take the initial certification exam offered by NALA. Enrolled students achieved passing scores (70% or better) on the mock exams using past

a. Planned to disseminate relevant information about certification via emailed information packets, program web site, guest speakers and bulletin board displays. Devoted class time in all sections of Intro to Law to speaking about certification and licensing related issues. Planned topical course to include NALA exam prep, to be offered spring 2009.

b. Continued incorporation of NALA provided exam prep material into all substantive

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Education Goals



Education Outcomes


on NALA’s website) into appropriate substantive law courses

questions, as well as on the sample website questions.

law courses, including those taught by adjunct professors. Incorporated standard NALA exam questions into part of the final exam to be given in each section of each course.

Student Goal 2 Identify legal issues that might arise in the course of work as a legal professional. (Link to General Ed Goal # 3: Critical Thinking and Problem Solving

Identify legal issue as they are presented in the context of hypothetical client scenarios, involving the eight areas of substantive law covered in the curriculum (business organization, contract, criminal, estate planning and probate, evidence and procedure, family, real estate, and tort law

Use of in class examples, practical exams and real life projects, throughout the curriculum

% of students accurately identified legal issues embedded in exams, with accuracy of 70% or better.

Curriculum was to include current issues presented by new and evolving law. Shared sample course materials among all teachers, including adjuncts. Incorporated issue spotting hypothetical based problems in the final exam for each section of each course

Student Goal 3

Perform substantive and procedural legal research, using both manual and computer assisted means.

(Link to General Ed Goal # 4: Computer Proficiency)

a. Locate governing federal or state Constitutional provisions, statutes, regulations and case decisions, using both manual and computer assisted means. a. Identify and locate standard forms appropriate to specific legal problems.

a. Use of graded practical research projects, primarily in the required Legal Research course. Incorporation of additional graded research projects into substantive legal courses.

b. Assignment of graded, practical, form based projects in the Family Law, Real Estate Law, Estate Planning and Probate, and

a.90 % of students enrolled in Legal Research successfully located legal materials, both manually and by computer assisted means, with accuracy of 70% or better. One hundred percent of students enrolled in Legal Writing successfully located cases pertaining to a narrow legal topic by using computer assisted legal

a. Expanded the use of computer assisted research skills in the Legal Research class. Introduced use of LEXIS (in addition to Westlaw) for Legal Research students. Developed coordinated sections of Legal Research and Writing so that Writing students would continue to practice and develop computer assisted research skills.

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Education Goals



Education Outcomes


Identify the courts or agencies having jurisdiction over various cases at various stages in litigation

Law of Business Organization courses, using both general web based and Virginia specific forms.

c. Inclusion of practical projects and exam questions based on jurisdictional issues, in four targeted courses: Intro to Law, Legal Research, Legal Writing, and Trial Practice and Evidence

research methods. a.90% of students enrolled in the targeted four substantive law courses successfully completed the form-based practical projects, with accuracy of 70% or better. c. 90 % of students enrolled in Intro to Law, Legal Research, and Trial Practice and Evidence successfully completed the practical projects and exams questions centering on jurisdictional issues, with accuracy of 70% or better.

a. Developed short form based assessment questions to be incorporated into final exams for the targeted four courses.

c. Continued to include up to date practical projects requiring identification of appropriate forums for resolving hypothetical legal issues in relevant courses. Introduced electronic filing methods into the Trial Practice and Evidence Course (spring 2008).

Student Goal 4

Analyze and reason to apply legal principles to factual situations.

(Link to General Ed Goal # 3: critical thinking and problem solving

Provide support for a legal argument or for a desired result by systematic reasoning based on established legal precedents, using a process of distinction and analogy.

Assignment of practical case-based problems (including written and oral case briefs) in exams and in graded practical projects, throughout the curriculum.

90% of students enrolled in paralegal studies courses successfully completed case based problems requiring analytical and reasoning skills, with an accuracy of 70% or better

Incorporated decisions into case studies and briefs, and continued to emphasize analytical and reasoning skills, by weaving case studies and briefs into class discussion and by using them in projects and on exams throughout the curriculum. Identified uniform sample reasoning patterns to

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Education Goals



Education Outcomes


be included in exams for all sections of the Intro to law and Legal Writing courses.

Student Goal 5

Demonstrate legal writing skills

(Link to General Ed Goal # 1: Communication Skills)

a. Draft appropriate and effective legal documents, using standard forms. a. Use correct legal citation form.

c. Write clear informative memos and effective persuasive briefs.

a. Assignment of practical projects and problem solving based exam questions involving the completion of legal forms, throughout the paralegal studies curriculum, with particular emphasis on the Family Law, Real Estate Law, Business Organization, and Estate Planning and Probate courses. a. Assignment of practical projects and incorporation of sample certification exam questions focusing on citation form, in the Legal Research and Legal Writing courses. c. Assignment (primarily in the Legal Writing course, but also in other litigation based substantive law courses) of writing projects, based on hypothetical situations and

a.90 % of students enrolled in transaction based paralegal studies courses successfully handled exam problems requiring effective completion of legal forms with an accuracy of 70% or better. a.90% of students enrolled in the Legal Research and Legal Writing courses completed practical projects requiring correct use of legal citation form with an accuracy of 70% or better. c. 90 % of students enrolled in Legal Writing completed informative and persuasive pieces of legal writing, earning a grade of C or better.

a. Updated and continued to incorporate projects requiring effective use of current legal forms, throughout the curriculum, particularly in the targeted four courses. a. Continued to utilize written projects requiring use of correct citation form, throughout the curriculum. Required students enrolled in Legal Writing to complete a detailed set of on line citation exercises, using web based templates. Developed a practical cite checking exercise for the Legal Writing Course.

c. Expanded use of legal writing projects, including briefs and memos, beyond Legal Writing to other litigation based courses in the curriculum, including Trial Practice, Legal Research, and Torts

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requiring the production of professional quality writing samples

Student Goal 6

Speak clearly and effectively about legal issues and their resolution

(Link to General Ed Goal # 3: Communication Skills)

a. Speak appropriately and effectively in a law office setting: with coworkers, clients, other professionals and witnesses.

Orally summarize and communicate legal arguments and conclusions.

a. Use of small group role playing and interviewing exercises in the Trial Practice, Contracts, and Wills courses. Use of small group case analysis exercises, oral reports and oral case briefs in all substantive law courses

a.90% of enrolled students completed role playing and interviewing portions of the Trial Practice, Contracts, and Wills courses, earning a grade of C or better. b. 90 % of students enrolled in substantive law courses successfully completed the oral components of those courses, earning a grade of C or better.

a. Maintained use of role playing exercises in the targeted courses. Developed additional exercises for inclusion into a Practical Skills Seminar, to be presented in the spring of 2009. Maintained use of oral discussions, reports and case briefs throughout the curriculum

Student Goal 7

Identify and correctly resolve ethical issues.

Identify ethical issues, in the context of hypothetical situations that might arise in a law office setting. Resolve these issues in accordance with applicable codes of paralegal and legal ethics, with specific attention to prohibitions against unauthorized practice of

Incorporation of ethical issues into classroom discussions, illustrations, practical projects and problem based exams questions, throughout the curriculum. Incorporated sample ethics questions from NALA’s past paralegal certification exams and from NALA’s website into appropriate classes.

90% of students enrolled in substantive law courses successfully identified and correctly resolves ethical issues embedded in exams, with accuracy of 70% or better.

Included NALA and NFPA ethical codes in the Incorporated practical problems highlighting ethical issues in exams, throughout the curriculum.

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Program Goal 1 Increase transfer opportunities for students without baccalaureate degrees

a. Develop articulation agreements with four year colleges offering paralegal studies degrees or non-traditional or self designed majors. b. Develop a curriculum option designed to maximize transfer of earned credits while maintaining ABA approval.

a. Identification of four year institutions and contact persons. Increase in the number of articulation agreements and transfer options for students. b. Comparison of curricula for paralegal studies with curricula for transferable social science AS degree and ADJ degree and certificate options.

a. All credits in the program’s AAS degree were accepted at George Mason University (BIS program) and at Mary Washington University (BPS program). b. Areas of overlap and areas where the current curriculum exceeds ABA approval requirements have been identified. Combined ABA/ LGL degree patterns were also identified

a. Established additional informal articulation agreement with Catholic University’s Metropolitan College. b. Developed short certificate programs for consideration by the college curriculum committee. The certificate would be available to students who have already earned a two or four year college degree, and to students who simultaneously earn a transfer oriented two year degree at NVCC.

Program Goal 2 Increase job and internship opportunities for students and graduates

a. Develop volunteer and not for profit internship opportunities for enrolled students.

b. Increase full and part time job openings for program graduates

a. Identification of local agencies with a need for services by paralegal students. Arranging opportunities for students to earn credit or obtain practical experience through service oriented internships.

b. Gathering data necessary to establish a data base of prospective employers for student

a. Opportunities for internships with Northern Virginia Legal Services, with Hogar Hispano, and in conjunction with local bar associations and paralegal groups have been established.

b. Phone surveys of graduates produced higher response rates and identified more employers

a. Incorporated volunteer opportunities into the Supervised Internship course. Continued development of a Capstone Course in Paralegal Studies, to include internship or other practical skill building opportunities.

b. Designed and administered new survey instrument for graduates. Designed and administered

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than had been identified through mailed surveys

new survey instrument for current students. Designed new instrument for employers to be administered via email.

Program Goal 3 Increase instruction in technology

a. Identify software used in area legal offices for document production and management purpose, as well as for billing and court filing purposes. Incorporate identified software into the curriculum. a. Increase student use of Westlaw and the web for substantive and procedural legal research Increase the number of on line course offerings, consistent with ABA requirements. .

a. Surveying known employers, and advisory committee and adjunct faculty members about current law office technologies. Participating in professional conferences designed to identify changing technology needs a. Increasing access to web based research in classrooms.

c. Increasing faculty training and competence in computer assisted, on line and hybrid teaching methods

a. Survey results identified Microsoft Office Suite components as key law office skills. Additional specific litigation management and billing software programs were identified at a national paralegal education conference. b. Introduced Lexis in classrooms. Increased student use of Westlaw to the point where the budget no longer supports it.

c. All full time and adjunct faculty members now have sufficient Blackboard skills to teach distance and hybrid courses

a. Software related skills and applications have been incorporated into the content of a new topical course to be offered in the spring of 2009. Increased student access to Lexis/Nexus for teaching purposes. Sought additional funding for continued student use of Westlaw. Courses. c. Developed two on line course (LGL 225 and LGL 115) Arranged with ELI for coordinated, organized development of three additional on line LGL courses: LGL 230, LGL 110 and LGL 117.

Increase professional development opportunities for faculty

a. Enhance connections with the American Association for Paralegal Education.

a. Obtaining funds and support needed to utilize the benefits of AAfPE membership.

a. A full time faculty member participated in AAfPE’s national convention in fall of 2008.

a. Used conference resources and materials as a source for new certificate options, new courses on software usage, and new

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Increase rate of adjunct faculty participation in professional development Assessment Results

b. Increasing adjunct awareness and utilization of on campus professional development opportunities and on line and live support. Incorporating professional development programs into required adjunct faculty meetings

b. Adjunct faculty meetings have included presentations on using Blackboard, developing hybrid courses, using web resources in the classroom, and classroom based assessment methods.

program curriculum wide assessment materials, as described above. b. All adjuncts have posted basic contact and syllabus information on Blackboard. Over half of adjuncts now use Blackboard to deliver specific web based assignments or to support hybrid course offerings.

Program Goal 5 Increase assessment by students, program graduates and employers

a. Fund, develop and implement a computer assisted system for tracking students, program graduates and employers. a. Fund, develop and implement a computer assisted system for regular detailed surveying of students, program graduates, and employers. a. Utilize NALA exam passage rate as a program assessment method. d. Utilize results of student performance on

a. Identifying and pricing available systems. Budgeting for data entry and maintenance. b. Developed new survey instruments for students, graduates and employers. c. Increase rate of student participation in the NALA exam and obtain follow up information on passage rate. d. Measure student performance on

a. Developed methods for gathering student data, in the absence of funding for a program specific tracking system. a. Implemented student and graduate surveys by mail, with telephone follow up. Developed a web based version of an employer survey, for email delivery. c. Student surveys have shown increased interest in the NALA exam. Mock exam sessions held in class predict a favorable

a. All students completed newly designed paper surveys at the beginning and end of each semester. Manual comparison of results has yielded assessment related data needed to maintain ABA approval. Paper forms for each student have been used to maintain phone and email contact, and to increase graduate survey return rates. A. New survey instruments produced more detailed feedback for ABA and self study purposes. Follow up phone calls yielded

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standardized exam items as a program assessment method.

standardized exam items appropriate to the program and course goals and objectives

pass rate. d. Specific program assessment related exam items for each course were to be identified and developed.

increased response rate (80%). c. NALA exam preparation has been included in all classes. Graduates are encouraged to take the exam and result are requested in the new graduate survey instrument d. Adjunct and full time faculty members have agreed on specific exam items to be included in spring 2009 student assessments.

Program Goal 6 Increase counseling and advising services for students

a. Familiarize faculty with VCCS and college graduation requirements and procedures.

a. Develop a system for apprising students of curriculum and graduation requirements and of registration and advising procedures. c. Foster connections between students and working paralegals.

a. Training faculty and providing them with access to student data. b. Making appropriate announcements and presentations to students. Developing written materials. c. Encourage students to join one of two local

a. Both full time faculty members have been trained as advisors and have necessary access to student data. a. Counselors and faculty members made classroom presentations about advising and graduation procedures. Faculty have distributed new written advising materials.

a. A faculty advising system was put in place.

b. Comprehensive written material about graduation requirements, advising procedures, and other important information about the program was being provided to all students and discussed in class. Planned for students was to use simple step by step forms for tracking progress toward

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paralegal associations and to participate in association sponsored pro bono, networking and continuing education opportunities.

Student and graduate survey results showed an interest in learning more about the profession while in school, and in obtaining more volunteer experience.

graduation. c. Speakers from paralegal associations have been invited to campus each semester. Faculty planned to distribute and promote paralegal association related material.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Photography, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The program is designed for students who seek employment in the applied arts field. Course work will stress both technical and aesthetic elements, enabling students to solve a wide range of visual problems with imagination and originality.


Education Goals



Education Outcomes



Goal 1: To provide quality occupational training in the field of photography.

Graduates are able to perform satisfactorily in entry level or higher positions in their chosen field of applied arts.

Graduate Surveys Use 101 test data to gauge student success in this gateway to the program.

Graduates consistently rated their NOVA PHT course content (3.25) and faculty teaching ability (3.50) as good to excellent. The success rate in Photography 101 courses was 86% in Fall 2007 and Spring 2008.

Data provided by OIR was to be used consistently by Program and Curriculum Advisory Committee to monitor relevance of the curriculum in the workplace. The same procedure was scheduled to be followed to track success in other gateway courses, esp. in PHT 100.

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Goal 2: To enroll, retain and graduate more students

Increase FTES Increase Graduation rates Increase successful rates across the program

FTES data Graduation rates data Number of program placed students FT faculty successful completion rates

FTES Fall 2007 107 FTES Fall 2008 112 2005-6 8 graduates 2006-7 12 graduates Number of Program Placed Students: Fall 2003 73 Fall 2004 87 Fall 2005 104 Fall 2006 109 Fall 2007 119 Data was provided by the Dean to the Photo Program Head on successful completion rates.

FTES continued to rise, showing that some of our attempts to increase enrollments and retain students were proving to be successful. We have actively pursued a variety of programs that help program place students early in their relationship with the Photo program. These attempts were responsible for the success over the last few years and include extensive advising, class-based orientations, and marketing materials. This data has been used to realign teaching loads of both FT and PT faculty, especially in gateway classes.

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Goal 3: Enhance the curriculum

Special projects should be developed and funded to bring added value to the Photo program.

Grants successfully submitted to support a special project.

With the aid of a College-Wide Professional Development Initiative Grant the photography program was able to develop a multifaceted project called “Documenting the New Northern Virginia.” The project included course work, guest speakers, student exhibitions, and a web site. Students wrote that they were very pleased with the professional quality of their work and praised the excellence of the guest speakers. On September 4, the student exhibition was featured in The Washington Post’s Arts Beat column and The Falls Church News Press’ Northern Virginia Art Beat column. Toby Jurovics, Photography curator for the Smithsonian American Art Museum called the exhibition, “an important project.” Professional development was planned to keep faculty current.

We planned to extend the project with a book produced by students, traveling exhibitions, and a permanent archive of the work.

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Annual Planning and Evaluation Report: 2007-2008

Academic Program: Physical Therapist Assistant, A.A.S. NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The PTA program is designed to prepare students to utilize exercise, specialty equipment and other treatment procedures to prevent, identify, correct, and alleviate movement dysfunction. The program design provides students with the philosophical, theoretical, and clinical knowledge necessary to deliver high-quality patient care. Ultimately, students are prepared as skilled technical health care providers who work under the direction and supervision of a physical therapist to provide selected components of physical therapy treatments. Upon successful completion of the program, students must take and pass a licensing examination to begin their career as a physical therapist assistant (PTA). Students are prepared for employment in a variety of health-care settings including acute care hospitals, outpatient clinics, extended care facilities, rehabilitation centers, contract agencies and schools.



Education Goals



Education Outcomes



Goal 1: PTA students will demonstrate professional behavior in all phases of the education program and in clinical practice upon graduation.

Student Learning Outcome: 100% of the students completing the PTA program will have an aggregate score of 90 or above on items 1-5 of the Clinical Performance Instrument (CPI) by the end of PTH 232 - Clinical Education III.

Program Outcome: 90% of the employers responding to the employer survey will report that PTA program graduates work safely, ethically and effectively as a physical therapist assistant.

Evaluation of student performance on criteria 1-5 of the Clinical Performance Instrument (CPI) in final internship, PTH 232, Clinical Education III. (See attached CPI)

Evaluation of graduate performance via aggregate statistics on the Employer Survey

100% of PTA students scored greater than 90% on items 1-5 on the CPI

95% of employers responding to criteria II. G, H, I, and J on the employer survey reported that PTA graduates worked safely, ethically and effectively as PTAs.

Results used to create PTH course requirements that will shape professional behavior in the classroom, laboratory and clinic. Results used to create/revise PTA program polices that will ensure that employers are satisfied with the professional behavior of PTA program

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Goal 2: NOVA PTA program faculty are dedicated to enhancing student retention and student success in the PTA program.

The program faculty will employ a variety of instructional strategies in each PTH course to augment the learning styles of the diverse student population. The PTA program faculty will annually review PTA program admission and application policies and procedures and analyze attrition data to ensure that applicant pool is adequately prepared to meet the rigors of the PTA curriculum. The PTA program faculty will annually review PTA program continuation requirements to ensure that the students are adequately prepared to persist in the PTA program. The PTA program’s Graduation Rate will be at or above the national level as reported by CAPTE annually as the “Mean Graduation Rate.”

Faculty annual internal audit of all PTA course syllabi. Faculty and Student Services annual review of PTA program Application and Admission Procedures.

Annual internal review of PTA program continuation requirements and program Attrition Rate and reason. Annual review of CAPTE report defining the “Mean Graduate Rate of PTA programs in the United States

Annual audit of PTH syllabi revealed the following instructional strategies: Reading Textbooks, Computerized Tutorials Laboratory Assessment Results with skeletons, models, Human Patient Simulation Cadaver Lab experience Group Assessment Results, Use of Blackboard, Use of Hybrid course, Use of PowerPoint, Use of Analysis Problems, On-line and classroom quizzes and projects, Portfolio Assignments, Clinical experience HLT 141, Medical Terminology was added as an additional program prerequisite and it did NOT reduce the PTA Program attrition rate. Attrition statistics determined that most students do not persist in the first semester of study. In the Class of 2007 ten students did not persist due to academic

Results used to ensure that PTA courses are inclusive of a variety of learning methods to decrease attrition rate. Results used to monitor attrition statistics in the CO 2007. HLT 141 as an admission requirement did not have a positive impact on attrition rate. Results used to determine curriculum plan and instructional methods to enhance student success. Results used to attempt decrease program attrition rate.

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deficiencies first semester of study.

PTA program Graduation Rate 2007 is 66% (29 out of 44 students graduated.)

Goal 3: NOVA PTA program graduates will be employed as physical therapist assistants and practice under the direction and supervision of a licensed physical therapist.

90% of NOVA PTA graduates will pass the national licensure examination. (reported by FSBPT)

100% of NOVA PTA graduates who are seeking employment will report on the graduate survey that they were able to secure employment as PTA practitioner within 6 months of graduation.

Pass rate statistics acquired through the national licensure board, Federation of State Boards of Physical Therapy.

Evaluation of graduate employment via aggregate statistics on the PTA Program Graduate Survey, measured by question 1.

FSBPT reported the NOVA PTA Program Total pass rate for class of 2007 was 96.3%. 100% of graduates seeking employment reported that they had a job within 6 months of graduation

Results used to maintain accreditation status and in recruitment of students into the PTA program. Results used in Information Sessions for recruitment of students entering the PTA program

Goal 4: NOVA PTA program graduates will be effective health care practitioners.

1. 90% of NOVA PTA program graduates will report on the graduate survey that they are able to effectively implement selected physical therapy interventions developed by a physical therapist in the plan of care.

2. 90% of NOVA PTA

program graduates will report on the graduate survey that they are able to effectively perform

1. Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 3.

2. Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 4. (See attached PTA

1. 100% of PTA program graduates reported that they were able to effectively implement physical therapy interventions

2. 100% of PTA program

graduates reported that they were able to effectively perform data collection.

1. Results reported to the PTA curriculum advisory committee to make curriculum changes.

2. Results reported to the

PTA curriculum advisory committee to make curriculum changes.


PTA curriculum

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data collection and measurement techniques selected by a physical therapist.

3. 90% of NOVA PTA

program graduates will report that they are able to problem solve patient situations and make treatment decisions based on the plan of care.

Program Graduate Survey.)

3. Evaluation of graduate

performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 5 c.

3. 100% of PTA program graduates reported that they were able to effectively problem solve and make clinical decisions based upon the plan of care.

advisory committee to make curriculum changes.

Goal 5 NOVA PTA program graduates will implement effective communication when working with patients, families, colleagues, and other health care professionals.

1. 90% of NOVA PTA program graduates will report on the graduate survey that they are able to interact and communicate effectively with their supervisor, peers, patients’ and families via use of professional verbal, nonverbal, and written skills.

2. 90% of NOVA PTA

program graduates will report on the graduate survey that they are able to interact with patients’ and families in a manner

1. Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 6e.


performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 6a.


1. 100% of PTA program graduates reported that they were able to effectively interact and communicate in the clinical setting.

2. 100% of PTA program

graduates reported that they were able to interact with patients and families while providing psychosocial support.

1. Results reported to the PTA curriculum advisory committee to make curriculum changes.





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that provides the desired psychosocial support including the recognition of cultural and socioeconomic differences.

3. 90% of the employers responding to the employer survey will report that PTA program graduates communicate effectively in a healthcare setting.

performance via aggregate statistics on the PTA Program Employer Survey, measured by question III.K.

3. 100% of the employers

responding to the survey reported that graduates communicate effectively in the healthcare setting.

Goal 6 NOVA PTA program graduates will demonstrate lifelong learning through continued professional development and involvement in professional organizations.

1. 90% of NOVA PTA program graduates will report on the graduate survey that they actively review physical therapy literature on a regular basis.


responding to the employer survey will report that NOVA PTA program graduates will participate in career development through an interest in continuing education, clinical education and special interests.

1. Evaluation of graduate performance via aggregate statistics on the PTA Program Graduate Survey, measured by question 10.


performance via aggregate statistics on the PTA Program Employer Survey, measured by question III.O.

1. 60% of PTA program graduates reported that they review physical therapy literature on a regular basis.


surveyed reported that PTA program graduates participate in career development.

1. Results utilized by PTA faculty to initiate a literature review assignment in at least one PTA course each semester to foster lit review post grad.


PTA curriculum advisory committee

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Radiography, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students to produce diagnostic images of the human body through safe application of x-radiation. The radiographer is a central member of the health care team and assists the radiologist; a physician specialized in body image interpretation. Upon successful completion of degree requirements, the student will be eligible to take the American Registry of Radiologic Technology (ARRT) examination leading to certification as a Registered Technologist in Radiography: A.S., R.T. (R).


Education Goals



Education Outcomes



Goal 1: Develop competitive admission policy for the Radiography Program

Increased retention of students with better preparation for successful completion of program

1.Prepare competitive admission document 2. Curriculum Committee approval of admission policy 3. Advise student services and students of change in admission policy

Results were expected to indicate increased student retention

1.The program planned to provide the community with a maximum number of prepared graduates and an increased successful placement of student 2. Higher scores on ARRT exam

Goal 2: Create electronic clinical forms for use with PDA ‘s or web access for all clinical courses

Immediate input of student progress in clinical courses allowing instructors to evaluate student progress sooner

1. Develop prototypes for each clinical form 2. Contact IT to assist in development of forms. 3. Meet with clinical instructors to discuss new forms 4. Develop a power-point for clinical instructor giving step by step instructions

1. Increased success for students in clinical course due to ability to counsel students earlier;2. Higher clinical grades

Identified need for: 1. Increased proficiency in clinical courses 2. Students more prepared for employment after graduation

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Goal 3: Add situational role-playing in Radiographic Procedures course

1. Students will be more capable of critical thinking situations in the clinical setting 2. Students will be better prepared for situational judgment questions on ARRT exam

1. Develop judgment scenarios for radiography procedures class. 2. Schedule classes where students interact and form conclusions to judgment scenarios.

1. Students were to demonstrate better critical thinking skills 2. Students were to work more proficiently in trauma situations.

Identified need for: 1. Students to score higher on situational judgment questions on ARRT exam. 2. Students to be more capable of performing in clinical situation when employed.

Goal 4 Add a Procedures and Protocol course to the MRI career certificate to reflect current trends

1. Students will be better prepared to perform MRI procedures in various settings.

1. Discuss course objectives with MRI clinical affiliates. 2. Write syllabus which incorporate current protocols and procedures. 3. Obtain approval from College Curriculum Committee to increase credits in career certificate program.

1.Students were to be better prepared in procedures, protocols and recognize pathologies on MRI imaging

Identified need for: 1. Students to be more prepared to sit for ARRT in MRI 2. The clinical affiliates to be more willing to hire graduates who will be better trained in MRI procedures

Goal 5 Develop Bridge Program for high school students into the Radiography Program

High School students will have a seamless entry into the Radiography Program

1. Students will complete pre-requisite courses while in high school through dual enrollment 2. The Radiography Program will offer RAD 100 through distance learning.

1. High School students were to have the ability to enter the Radiography Program directly from high school

Identified need for: 1. Increased articulation with high schools.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Recreation, Parks & Leisure Studies, A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and lifetime educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students for entry level into the field of recreation and parks in both private and public agencies; provide those already employed in this field an opportunity to improve and upgrade their skills; and guide students who wish to transfer to a four-year institution in Recreation and Parks. Occupational objectives include recreation leader, assistant recreation supervisor, park ranger, assistant park manager, and park manager.


Education Goals




To incorporate curriculum changes into annual planning process: not the change in program review title to reflect curriculum title change at the VCCS level. To perform review of new curriculum based on graduation and enrollment statistics. To implement the academic and curricular recommendations of the 2005 program review study.

Write in organized, clear, and Recognize political mechanism which establishes public policy. Demonstrate best practices and standards in the profession (emphasis on specialization) Identify user patterns. Manage user conflict. Write an interpretive statement. Develop an interpretive program. Design programs that are age

Design exit examination for students for graduation evaluation. Implement exit examination for students in 2007 – 2008. Design internship evaluation for employers and intern hosts to evaluate field performance of students. Integrate more service learning into curriculum. Identify new vendors. Clarify travel policies for Summer Learning Institute in conjunction with globalization goals of the college.

Number of program-placed students Number of graduates per year Number of student participating across the disciplines (general studies) Number of students working within the profession while currently registered for 1 or more classes Number of students employed after graduation with the profession

Planned to incorporate results into Program and Curriculum review. Planned to use data in marketing of program to future students, employers and college partners. Planned to use past partnership success to entice future partners.

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Education Goals




To identify and target new markets to generate increased enrollment (specifically high school students and professionals currently working in the field). 2007-2008 NOVA will not fund advertising for program. To provide quality education in the field of recreation, parks and leisure services. To change level of RPK 206 course to a 100 level RPK course in keeping with other activity courses in the curriculum change of 2006. To change title of RPK 206 class to reflect change in industry terminology. To prepare students for entry level employment into the field of recreation and parks in both private and public agencies. To support existing partnership relationships with local employers for internship opportunities for students.

appropriate. Demonstrate the ability to include participants with physical and/or cognitive disabilities. Use people-first language. Demonstrate knowledge of theoretical principles. Demonstrate ability to be a diligent follower. Demonstrate ability to be a competent leader. Demonstrate first aid skills (basic). Demonstrate CPR skills.

Train students as master educators in Leave No Trace. Continue to offer WFR, WFA and LNT national training and certification courses. Successful participation in experiential learning outside of the classroom (service learning). Create guidelines for student portfolio. Identify internship with professional partners: NPS, BLM, FCPA, and NVRPA. Continue to stress the importance of travel education with college administrators as there is little understanding and/or recognition of travel as a part of the experiential learning process that is facilitated by traveling in the same vehicle (the college should provide buses to facilitate this process).

Number of students not working in the field after graduation Number of students transferring to 4 yr institutions Planned to request that OIR set up matrix to track the data in cooperation with RPK. Planned to request that OIR change the exit interview college-wide for students to query these statistics. Planned for performing community service (hours reported to Office of Student Activities) Planned for completion of internship and work study projects with college partners.

Planned to work with OIR to include the RPK program data in the “Occupations Status Report”. Planned to not rely solely on the college-wide student survey since 2004 – 2006 RPK graduates were being reported under 6990 General Studies graduate survey data. Planned to implement special events. Planned to use # of hours of service to measure of student engagement Planned to measure employability after completion of work study and/or internship projects.

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Annual Planning and Evaluation Report: 2007-2008

Academic Program: Respiratory Therapy, A.A.S. NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to prepare students as effective members of the health care team in assisting with diagnosis, treatment, management, and preventive care of patients with cardiopulmonary problems. Upon successful completion of the program, students are eligible to take the Entry Level examination leading to certification as a Certified Respiratory Therapist (CRT) and state licensure. The student is prepared to take the advanced level examinations leading to a respiratory care practitioner (RCP).


Education Goals


Outcomes/GE Outcomes Assessment Criteria and

Evaluation Methods Assessment Results

Use of

Results/ Next Steps

Goal 1. To teach anatomy and physiology of the cardiopulmonary system; assessment, treatment, and evaluation of patients with cardiopulmonary disease

Learn anatomy and physiology of the cardiopulmonary system; assessment, treatment, and evaluation of patients with cardiopulmonary disease

RTH111,121,222 Classroom assessments including written tests, oral presentations, computer-assisted instruction tutorials, problem-based learning scenarios, grades on mock credentialing exams and pass rates on the three credentialing exams (CRT, written RRT, clinical simulation RRT)

Must have obtained a final grade of C or above to continue in the curriculum. Mock CRT – done in RTH227 Credentialing exams – after graduation

RTH111- 4 F/X RTH121- 2 F RTH222 - OK

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Goal 2. Teach the psychomotor and cognitive skills in all areas of non-critical care. Required competencies include: hand washing, isolation, oxygen therapy, aerosol therapy, aerosolized medication delivery and bronchial hygiene techniques.

The student will learn the psychomotor and cognitive skills in all areas of non-critical care. Required competencies include: hand washing, isolation, oxygen therapy, aerosol therapy, aerosolized medication delivery and bronchial hygiene techniques.

RTH151, 131, 145 Skill based competencies in both the laboratory and clinical (patient care) settings

1. Must have obtained a grade of 85% on each competency. Each student was to be evaluated on competency level for each of the mentioned procedures. Grading system of “0-1-2” value was to be given to each part of a procedure taught in these classes/labs. 2. Must have obtained a final grade of C or above to continue in the curriculum.

RTH151- 6 F/X RTH131- 3 F RTH145- 2 F

Goal 3. Teach the psychomotor and cognitive skills in all areas of critical care areas. Required competencies include: artificial airway management, mechanical ventilator support, respiratory care therapeutics while receiving mechanical ventilator support.

The student will learn the psychomotor and cognitive skills in all areas of critical care areas. Required competencies include: artificial airway management, mechanical ventilator support, respiratory care therapeutics while receiving mechanical ventilator support.

RTH 132, 296, 253 Skill based competencies in both the laboratory and clinical (patient care) settings

1. Must have obtained a grade of 85% on each competency. Each student was to be evaluated on competency level for each of the mentioned procedures. Grading system of “0-1-2” value was to be given to each part of a procedure taught in these classes/labs. 2. Must have obtained a final grade of C or above to continue in the curriculum. 3. Presentation of patient case study to medical director, faculty, and classmates. Grading as in #1 above.

RTH132 OK RTH296 1 F RTH253 OK

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Science, A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed for persons who are interested in a professional or scientific program and who plan to transfer to a four-year college or university to complete a baccalaureate degree program with a major in one of the following fields: agriculture, biology, chemistry, pre-dentistry, forestry, geology, home economics, nursing, oceanography, pharmacy, physics, physical therapy, pre-medicine, science education, or mathematics.


Education Goals


Education Outcomes

Assessment criteria and Evaluation

methods Actual Outcome(s)/

Assessment Results Use of Results/Next

Steps

Goal 1: NOVA will provide a quality education to students majoring in science.

Students will have course offerings that reflect current career trends and or students’ interests.

Science program review committee evaluation of course offerings by course, discipline and campus for 2003-2007.

AL and WO campuses have increased the diversity of Geology offerings. AL has started to offer BIO 120 (Zoology) after a void of many years. LO campus has drastically increased its diversity and number of BIO offerings. AN campus has more consistently been offering BIO 270 (Ecology) and has started to offer BIO 107 (Biology of the Environment).

The Science program review committee planned to continue to work through their clusters to promote the offerings of upper level and courses relevant to contemporary science fields, but that remain appropriate for the community college setting. A college wide committee has already been planning an expansion of offerings of Biology courses with Environmental Science emphases due to student interest and perceived need by the faculty to educate our students more about environmental issues.

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Courses will facilitate students in their ability to write in organized, clear, and grammatically correct English appropriate for a specific subject and audience.

Direct assessment of how well course assignments, quizzes or exams (in selected BIO 101 and MTH 173 sections at all campuses) demonstrated competence of a list of learning outcomes.

For BIO 101 sections at all campuses, this direct assessment resulted in the majority of student’s assignments showing average, below average or poor abilities to write in organized, clear, and grammatically correct English appropriate for a specific subject and audience. (n=104)

The program review committee recognized that only lower level courses were assessed for this learning outcome and that this demographic does not reflect the majority of students who are actually pursuing an AS in science. The committee planned to recommend that an English course in scientific writing be offered at NOVA for AS in science students. Also, professors who teach 200 level AS in science required science courses were to be encouraged to have writing assignments be routine in their courses.

Goal 2: The science program will continue to increase the number of graduates with each year.

Students will successfully complete their A.S. degree in science.

OIR reported Graduation rates for 2007-2008

160 students graduated with an AS in Science in the 2007-2008 academic year compared to 151 in 2006-2007, 95 in 2005-2006, 101 in 2004-2005 and 90 in 2003-2004.

Planned to provide results to cluster and to present need for continuing increasing the number of sections of required or popular course offerings given suspected trends of annual enrollment increases. This data, if available per campus, were to be used to help our program decide which campuses need additional course offerings more than others.

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Goal 3: The science program will follow the success rate of students’ in Science program curricular courses to determine disciplines that

Students will successfully pass core courses for the Science program 50% of the time.

OIR reported Success rates by discipline, 2007-2008

When following what percentage of students pass versus fail courses within each discipline for the year, students in BIO courses passed 67.6% of the time, students in GOL classes passed 69.5% of the time, students in PHY passed 68.5% of the time, and students in MTH passed 54.1% of the time.

These results show that all disciplines increased the number of students passing, especially BIO courses. This data were to be used to help in accordance with “Achieving the Dream” to determine how to facilitate student success in the classroom.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Travel & Tourism, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum is designed to enable students to enter management training positions within the travel industry and to prepare industry employees to assume managerial responsibility. This includes a diversity of career opportunities in areas such as airline sales and marketing, travel agency management, cruise and tour operations


Education Goals



Assessment Results Use of Results/Next Steps

Goal 1 Increase enrollments of Travel & Tourism students.

Demonstrate increases in students program placed in the Travel and Tourism AAS Degree

Outreach and participation in multiple Assessment Results both on and off campus: Active participant with special “table” during Fall and Spring advising week; Speaking engagements with travel groups both professional and amateur; distribution of travel and tourism marketing collateral and advertising

Students Program placed in Travel Fall 2007 = 52 an increase of 18% versus Fall 2006

Planned to continue outreach and informational Assessment Results of travel program

Goal 2 Generate employment for Travel and Tourism graduates.

Employment of graduates. Working closely with Travel Advisory board; employment opportunities and trends are identified and communicated with students in the travel program. Travel Club holds events throughout the semester allowing for student networking with travel professionals

No data. Planned to request OIR support to follow up on Student placement (in school or employment) after graduation

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Education Goals



Assessment Results Use of Results/Next Steps

Goal 4 Introduce students to travel and tourism industry

Successful completion of TRV 100, Introduction to the Travel Industry.

Tests, interviews and assignments.

AY 2007-2008 travel100 offered both in class and online generated 9 FTE’s

Planned to continue offering introductory course.

Goal 5 Continue to enhance the concept of eco-tourism to students.

Increase student’s sensitivity to the environment and its role in travel.

LNT (Leave No Trace) test, and Assessment Results in sustainable tourism Assessment Results Course offered in conjunction with Recreation and Parks program.

This course was first offered during Spring 2005. AY 2007-2008 2.4 FTE’s between RPK and TRV

Planned to continue offering course with RPK. Planned to possibly include Tourism Cares project in 2009 in Gettysburg, PA. Planned to encourage students to attend Adventure Travel Show in D.C. in 2009.

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Annual Planning and Evaluation Report: 2007-2008 Academic Program: Veterinary Technology, A.A.S.

NOVA Mission Statement: The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities. Program Purpose Statement: The curriculum will prepare the student for a career as a veterinary technician. Satisfactory completion of the curriculum will make the student eligible to take the National Board Examination for certification as a veterinary technician. The curriculum is broad based and includes both practical and theoretical course work which prepares the student for employment in various areas of animal health care, including veterinary hospitals and research and diagnostic laboratories. There is a part-time online and a full-time on-site option.


Education Goals


Learning outcomes/General

Education outcomes

Assessment Methods Actual outcome(s)/ Assessment Results


Goal 1: The VET Program will increase the number of qualified VET graduates

Track the number of VET graduates

Data obtained from college list of VET graduates

Total number of graduates 2005 = 41* Total number of graduates 2006 = 32 Total number of graduates 2007 = 41* Total number of graduates 2008 = 18 *with the addition of on-line graduates

The initiation of an on-line option has helped to increase the number of qualified VET graduates produced by the Program. Beginning in 2008, the online option has been schedule to be available every year. The Program has been also part of the Phase III facility expansion at the LO campus. It has been discussed that larger facility capacity is expected to allow for the admission of a greater number of students.

Goal 2: The VET Program graduates will be recognized for achieving

Mastery is documented through completion of an essential skills list and by passing the Veterinary

Have students maintain and submit for graduation required and essential skills books as required by

Skill sheets completed and collected = 100% for both on-line and on-site students

Ideally pass rates on the VTNE should have been 100%. Students have been encouraged to take

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mastery of skills and theoretical knowledge in keeping with national standards.

Technician National Exam (VTNE)

the American Veterinary Medical Association. Veterinary Technician graduates must successfully pass the National Board Exam in order to be licensed in the state of Virginia.

Pass rate VTNE January 2007 on-line = 100% Pass rate VTNE January 2007 on-site = 75% Pass rate VTNE June 2007 on-line = 100% Pass rate VTNE June 2007 on-site = 70% Pass rate VTNE January 2008 on site = 73% Pass rate VTNE June 2008 on site = 63% (5 of 8 candidates were retake candidates) *Benchmark data VTNE national pass rates: 2007=57%, 2008 = 64%* ~For the first time retake candidate data was provided 2008 = 22%

review courses in preparation for the VTNE. Information for those courses has been provided in the fall and spring of their senior year. The Program has seen an increase in the number of students with diagnosed and un-diagnosed learning disabilities. The faculty has been making a concerted effort to intervene early and encourage students to seek help through counseling, tutors, etc. The faculty and counseling have been working on a SDV course geared specifically for VET students. It was identified as important to note that the falling pass rate on the VTNE has been a national trend* of unknown origin that has been causing quite a bit of consternation and discussion among vet tech educators nation-wide.

Goal 3: The VET Program will achieve and maintain a student retention rate of 60% & or higher (college goal).

Number of students successfully completing graduation.

Comparison of students admitted vs. students in their 2nd

Number of students admitted 2006=29

year of studies (based on class rosters)

Number of 2nd

Percentage retained = 70%

yr students 2007 = 20

Number of students admitted 2007 = 40

The VET Program retention rate of ~69% has been well above the college goal of 60% and the national average of 57%. The program discussed how important to note though that the

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Number of 2nd

Percentage retained = 68%

year students 2008 = 27

*Benchmark value = 57% national average retention rate for veterinary technology programs as reported by the American Veterinary Medical Association

retention rate has fallen from 86% in 2003 when this data was first tracked. There have been no significant changes in the faculty or course of study. The concern has been that the quality of the applicant pool has been declining. In addition to the specially designed SDV course, it was determined to be worthwhile to make a concerted effort to highlight and promote the VET Program with the idea of attracting more qualified applicants.

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NOVA Mission and Strategic Goals: 2004 – 2015

Mission The mission of Northern Virginia Community College is to respond to the educational needs of its dynamic and diverse constituencies through an array of comprehensive programs and services that facilitate learning and workforce development in an environment of open access and through lifelong educational opportunities.

Strategic Goals

I. STUDENT SUCCESS - Northern Virginia Community College will move into the top tier of community colleges with respect to the key

indicators of student success: college readiness, developmental course completion, retention, graduation, transfer, and career placement of its students.

II. ACCESS - Northern Virginia Community College will increase the number and diversity of students being served to mirror the population

growth of the region. III. TEACHING AND LEARNING - Northern Virginia Community College will focus on student success by creating an environment of world-

class teaching and learning. IV. EXCELLENCE - Northern Virginia Community College will develop ten focal points of excellence in its educational programs and services

that will be benchmarked to the best in the nation and strategic to building the College's overall reputation for quality.

V. LEADERSHIP - Northern Virginia Community College will serve as a catalyst and a leader in developing educational and economic opportunities for all Northern Virginians and in maintaining the quality of life and economic competitiveness of the region.

VI. PARTNERSHIPS - Northern Virginia Community College will develop strategic partnerships to create gateways of opportunity and an

integrated educational system for Northern Virginians who are pursuing the American Dream. VII. RESOURCES - Northern Virginia Community College will increase its annual funding by $100 million and expand its physical facilities by

more than one million square feet in new and renovated space. This includes the establishment of two additional campuses at epicenters of the region’s population growth, as well as additional education and training facilities in or near established population centers.

EMERGENCY PREPAREDNESS AND CONTINUITY OF OPERATIONS - Northern Virginia Community College will be recognized as a leader among institutions of higher education in Virginia for its development and testing of emergency response and continuity of operation plans

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