Grand Rapids Community College Program Review · Web viewBI 117 - Began a project to incorporate...

Program Review

Instructional Program:Biology- Allied Health

Document Prepared By:Robert Long

Year of Review:2011 – 2012

GRCC Program Review

Biology- Allied Health Report

2 Updated 2/6/12- ISIS

GRCC Program Review


The Program Profile______________________________________________________________________________

A. The Mission/Purpose

The Mission/Statement of PurposeData/Information: Enter mission statementProvide support courses for the Nursing and Allied Health Programs that will provide those students with knowledge in the area of Human Anatomy and Physiology and Microbiology to be successful in their health care careers.Evaluation (using criteria & tactics):

Students are successful on their certification board examinations.

ACTION NEEDED? YES NO

B. The Faculty & StaffFull & Part Time Faculty

List the names and credentials of your full and part time faculty:Highlighted names are faculty engaged in teaching in this program.

Name Highest Degree PT/FT Colvin, Jan Bachelor’s FT Faculty Douglas, Matthew Doctorate FT Faculty Forbes, Greg Doctorate FT Faculty Foster, Laurie Master’s FT Faculty Giambernardi, Troy Doctorate FT Faculty Hoving, Timothy Master’s FT Faculty Kleinert, Leigh Master’s FT Faculty Krajewski, Sarah Master’s FT Faculty Krieger, Paul Master’s FT Faculty Laureto, Pamela Doctorate FT Faculty Leunk, Robert MD,DDS,JD FT Faculty Long, Robert Doctorate FT Faculty Chesla, David Chesla, Sarah

Bachelor’s Master’s

Adjunct Adjunct

Stegink, Amanda Bachelor’s Adjunct Wideman, Charles Bachelor’s Adjunct Adema, Douglas Master’s Adjunct Azim, Arshia Master’s Adjunct Berry, Matthew Master’s Adjunct Coleman, Tamara Master’s Adjunct Coram, Mary Master’s Adjunct Corfixsen, Gregory Master’s Adjunct Demmink, Robert Master’s Adjunct Elliott, Lauren Master’s Adjunct Goto, Lyna Master’s Adjunct Groenhout, Christopher Master’s Adjunct Harleton, Meredith Master’s Adjunct Jackson, Laura Master’s Adjunct


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Jaeger, Michael Master’s Adjunct Jasper, Marie Master’s Adjunct Koolen, Ryan Master’s Adjunct Kryger, Kate Master’s Adjunct Lanier, Jolanta Master’s Adjunct McCambridge, Steven Master’s Adjunct McKenzie, Karen Master’s Adjunct Miedema, Marc Master’s Adjunct Mikula, Brian Master’s Adjunct Niemchick, Karen Master’s Adjunct Rierson, Steven Master’s Adjunct Szost, Tamara Master’s Adjunct Tiano, Todd Master’s Adjunct Truszkowski, Deborah Master’s Adjunct Verhougstraete, Brandon Master’s Adjunct Willink, Wesley Master’s Adjunct Wiltrakis, Jocelyn Master’s Adjunct Bahl, Thomas Doctorate Adjunct Looyenga, Brendan Doctorate Adjunct Macauley, Shawn Doctorate Adjunct Meyer, Ben Doctorate Adjunct Olsen, Richard Doctorate Adjunct Dettwiler, Jason Doctorate Adjunct Karns, Tyler Doctorate Adjunct Kubizna, Trey Doctorate Adjunct

StaffList the names and credentials of your staff:

Name Credentials Qualls, Janis Not Indicated Support Professional Behrem, Anesa 2-Yr College Lab Assistant

Evaluation (using criteria & tactics):

ACTION NEEDED? YES NO1. Accomplishments of Faculty

List/Describe the accomplishments of your faculty for the past year (awards, publications, curriculum development, etc):

1. Increased the use of plastinated human cadavers in the Bi 121/2 program. The goal would be to acquire a total of 3 plastinated cadavers by the end of 2011.

2. In addition to accomplishing this goal, an additional plastinated head and neck section along with an arm section were funded and a work order for their preparation has been placed.

3. Obtained funding to modify the cadaver room to accommodate the simultaneous use of both plastinated and wet cadavers.

4. A tract was placed in the ceiling in the middle of the cadaver room that suspends a fabric movable screen (like that seen in hospitals). Plastinated cadavers are placed on one side of the room and the wet cadavers on the other. The purpose of this arrangement is to minimize the transfer of the preserving agent from the wet cadavers to the plastinated cadavers.

5. Replaced the use of the CD-based Anatomy & Physiology Revealed cadaver dissection simulation software


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with the web-based 3.0 version.6. Customized the Anatomy & Physiology Revealed cadaver dissection program to articulate with the course

Student Performance Objectives.7. Continued the adjunct mentoring program.8. Each Biology course with multiple sections and instructors has a volunteer “coordinator.” Coordinators

organize the course activities (materials, curriculum, instructional strategies, etc.). Coordinators work with adjunct faculty, especially new ones, to help them effectively achieve the objectives of the course.

9. Acquired funding to begin a multi-year acquisition program for plastinated organs and limbs.10. Fully reviewed the CARP documents for Bi 121 and Bi 122.11. The review of the BI 121 Course Curriculum Document has been accomplished and the review of the BI 122

Course Curriculum Document has commenced.

12. Reached consensus on the grading ratio for the lecture and lab components of BI 121 and 122.13. The ratio has been changed from 60% lecture/40% lab to 70% lecture/30% lab. A study will be completed in

the next year to determine if this results in the intended consequences.14. Identified alternative sources of wet cadavers.15. Wet cadavers are now being obtained from the University of Michigan.16. BI 117 - Began a project to incorporate the Mastery Learning software program into both the lecture and

laboratory classes. This will take several years to implement and will be incorporated into an assessment project which will help identify its usefulness in helping students be more successful in both the course content and ILO of critical thinking. Leigh Kleinert negotiated a very good package with the publishers which included bundling the Mastery Learning Program.

17. BI 117 – Laboratory Student Performance Objectives were revised to be clearer and to accommodate several additions to lab that include activity-based, hands-on tasks to be completed in lab.

18. BI 117 laboratory exams were all revised.19. BI 117 final cumulative exam was revised. Some of the questions designated as measures of critical thinking

were modified and/or replaced.20. BI 117 – Two assessment projects were completed and changes were made in lab as a result. See BI 117

Assessment project in this report.21. BI 121-122 - $10,000 of Perkins funding was obtained to replace the antiquated physiology equipment

currently used in 4 of the BI 122 laboratory exercises.22. Implemented a grading change in 121/122 from a lecture/lab ratio of 60/40 to 70/30. This change places

greater emphasis on the lecture material (the allied health programs deem proficiency in this area most important) and prevent students from obtaining a failing grade (less than C-) in lecture, but passing the course with a C- or better due to a strong lab grade.

23. Adopted a new textbook with a new publisher for all sections of 121/122. Greg Forbes negotiated a very good package with the publishers.

24. Full-time A & P faculty collaborated on CARP changes for 121 per the new common textbook.25. Obtained a third plastinated body from University of Michigan; secured funding and awaiting arrival of

plastinated head and neck and upper limb specimens.26. Secured funding and ordered new technology for 121/122 physiology laboratories.27. Hosted GRCC Dental Assisting students for a capstone experience in our cadaver facilities. (or should this be in

College-wide??)28. Continued collaboration with Michigan State University College of Human Medicine to hole Spectrum Health

Microbiology Lab for Year 1 MSU medical students.29. BI 127 Microbiology faculty began building a common final exam which includes 10 Critical Thinking

questions.30. Added content to 2 BI 127 labs to increase completeness and relevance of these lab exercises.

2. Faculty Professional DevelopmentList/Describe the faculty professional development activities for the past year:

1. 2. Paul Krieger served as Michigan Community College Biologists (MCCB) campus representative.3. Paul Krieger served on the IIPD Evaluation Committee.


GRCC Program Review


4. Paul Krieger served as the Biomed Club Faculty advisor. Here is a short list of what the Biomed Club did from Fall 2011 – Winter 2012.

5. Robert Long and Gregory Forbes served on a Biological Science Department Search Committed for a one-year temporary full-time instructor position for BI 151.

6. Leigh Kleinert: Biology students (BI 117) developed and facilitated a “College Science Night” for inner-city teens in the Baxter Community Center’s Teen Mentoring Program in an effort to educate them on their bodies and expose them to a positive college experience.

7. Leigh Kleinert: Biology students (BI 117) developed and facilitated a “College Science Day” for cognitively impaired teens from the Ottawa Area Center (Ottawa ISD) to enhance their lack of science curriculum in their program and expose them to a provide them a rare college experience.

8. Leigh Kleinert: Biology students (BI 125) conducted service-learning with the American Cancer Society as part of their personal health course curriculum on cancer.

9. Leigh Kleinert: voted “Favorite Professor of the Year” by TRIO program students.10. Leigh Kleinert: continued work in the Department of Experiential Learning: assisting faculty with the

development and implementation of academic service-learning curriculum, facilitating several faculty professional development opportunities, and presenting on academic service-learning best practices at the Michigan Campus Compact Service-learning Institute at Michigan State University.

11. Paul Krieger: GRCC YouTube video, “Ten Tips for Studying the Skeletal System” has received so much positive feedback that it is now being used to promote GRCC. http://www.youtube.com/watch?v=hnQctcB-zwM

12. Paul Krieger: Attended the NSTA annual conference in Indianapolis, IN.13. Paul Krieger: Served in the Strategic Planning Committee of the Text and Academic Author’s Association (TAA)14. Paul Krieger: Began working on the 3rd edition of my book, A Visual Analogy Guide to Human Anatomy (VAG-A)

and the 2nd edition of A Visual Analogy Guide to Human Anatomy & Physiology (VAG-A&P). I use the VAG-A in my labs. Work will continue on both of these books throughout the summer.

15. Paul Krieger: Feedback from latest book A Visual Analogy Guide to Chemistry, has been very positive and it is already being used by numerous colleges all across the country.


Professional development, achievements, and awards are all related to the program mission.


3. Number of PT/PT Faculty & % contact hours taught by each

Full-Time Hours Adjunct Hours % Full-time Hours % Adjunct HoursBiology Dept. (all) 181.00 341.00 34.7% 65.3%


Data from Fall 2011, Winter 2012, and Summer 2012 of just those Department faculty members teaching in this program were combined to calculate contact hours. As can be seen, we are a long way away from the desired 60/40 % ratio desired by the College.


Additional full-time faculty, to teach in this program, has been requested for the past three years.


http://www.youtube.com/watch?v=hnQctcB-zwM

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Program Content______________________________________________________________________________

A. Curriculum History1. Program/Curriculum Changes

Document the following for the last 8 years. If something does not apply, indicate N/A: New Courses- BI 240 Pathophysiology New Programs- N/A New Certificates- N/A New Degrees- N/A Significant modifications of any of the above - none Closure of any of the above - none Remediation of courses or programs as a result of Core Indicator or industry related requirements:

N/A Curricular history may also include any partnership, grant, or other efforts that have significantly

impacted curriculum and how. - none Also include Advisory Board recommendations that influenced curriculum change: N/A

2. External Accreditation Document the following related to external accreditation:

name/address of the accrediting agency; N/A date of the most recent site visit N/A date for the next re-accreditation N/A number of years in the accreditation cycle N/A

1. Distance education offerings and use of technology Document the following related to distance education offerings:Courses within the program that are offered online or in hybrid format

none

Names of faculty certified to teach in the distance education and hybrid formats: Forbes, Greg Foster, Laurie Groenhout, Christopher Hecksel, Tanya Hoving, Timothy Kleinert, Leigh Krajewski, Sarah Lanier, Jolanta Leunk, Robert Olsen, Rick Szost, Tamara

2. Experiential Learning Opportunities Document the following related to experiential learning opportunities

ASL courses offered within the program*Fall 2009BI 117 General Human Anatomy and Phys*Winter 2010 (0)*Summer 2010 (0)*Fall 2010BI 117 General Human Anatomy and Phys


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*Winter 2010BI 117 General Human Anatomy and Phys*Summer 2010 (0)*Fall 2011BI 117 General Human Anatomy and Phys*Winter 2010 (TBD)*Summer 2010 (TBD)

honors courses offered within the program (0) Study Away course offered (0) Co-ops/Internships/Pratica/Clinical courses offered

Names of faculty certified to do ASL: Coleman, Tammy Douglas, Matthew Foster, Laurie Kleinert, Leigh Lanier, Jolanta

Leigh Kleinert engages in ASL in her BI 117 lecture sections.

B. Curriculum Planning1. Professional Standards

Enter professional standards with which the program is or should be alignednoneEvaluation


2. Institutional Learning Outcomes Evaluation (using criteria & tactics):The ILO of Critical Thinking and Problem Solving is a integral part of all the courses in this Program. Common assessment tools have been developed to measure achievement of this ILO throughout the Program. The Course Curriculum Document identifies the embedded ILOs in each course within this program.ACTION NEEDED? YES NOContinue to integrate more common assessment of ILOs and use student achievement to measure success.

3. General Education Evaluation (using criteria & tactics):All of the courses in this program can be used to meet the general education laboratory science requirement and apply to the MACRAO.ACTION NEEDED? YES NO

4. Experiential Learning Evaluation (using criteria & tactics):One instructor incorporates Experiential Learning to some extent in lecture classes. There are currently no plans to expend this practice.ACTION NEEDED? YES NO

5. Distance Education Offerings Evaluation (using criteria & tactics):noneACTION NEEDED? YES NO

6. Program Student Learning Outcomes Evaluation (using criteria & tactics):


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ACTION NEEDED? YES NO7. Course Sequences

Evaluation (using criteria & tactics):BI 121 and 122, Anatomy and Physiology are sequential and Bi 121 the prerequisite BI 122. Both are required for BI 240, Pathophysiology, which is not a requirement for the GRCC Nursing or Allied Hearth programs. BI 117, a one semester review of Human Anatomy and Physiology, is not required or a prerequisite for any other course. It is designed to help students acquire the basic skills necessary for success in other related science courses and provide the foundation of understanding basic anatomy and physiology.

BI 126, Foundations of Medical Microbiology, is required for the Nursing and some of the Allied Health programs. BI 127, Microbiology, may be taken rather than BI 126 by those who may want to continue on for a Bachelor’s degree later in their career. The Microbiology courses can be taken at any time related to the Anatomy and Physiology courses.ACTION NEEDED? YES NO

Program Data__________________________________________________________________

A. Course Success (See Appendix A for data)BI 117Evaluation (using criteria & tactics):This course has the lowest success rate. This is expected as there are a much higher percentage of students enrolled who have low skill levels and less commitment to a career path. There is a greater concern with African American and Hispanic students.

BI 121Evaluation (using criteria & tactics):There is a greater concern with African American and Hispanic students.




B. Transfer Student SuccessEvaluation (using criteria & tactics):N/A

C. EnrollmentEvaluation (using criteria & tactics):The enrolment in this program has been continually growing. BI 121 and 122 are being offered at maximum capacity. The courses are limited by laboratory space.


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D. Diversity/EffectivenessEvaluation (using criteria & tactics):The demographics of the courses in this program are a reflection of that of the Nursing and Allied Health programs. The enrollment in these programs is controlled by these programs.


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Program Learning Outcomes Assessment_______________________________________________________________________________

This section makes much more sense if one reads the Assessment Projects documents included in the Biological Science Department Year-end Report. This format is too fragmented.

A. Assessment History1. Program Learning Outcomes

Upon completion of the Nursing and Allied Health Support program, students will be able to:1. Apply learning skills of critical thinking, problem solving, abstract thinking, special relationship,

proportionality, linear thinking, analytical thinking, and extrapolation within the context of biology and other areas of their lives.

2. Describe course content knowledge. Apply that knowledge within the context of biology and other areas of their lives.

3. Demonstrate learning habits necessary for good physical, mental, and emotional health.

2. Program Learning Outcome(s) Assessed Project #1Describe course content knowledge. Apply that knowledge within the context of biology and other areas of their lives.Apply learning skills of critical thinking, problem solving, abstract thinking, special relationship, proportionality, linear thinking, analytical thinking, and extrapolation within the context of biology and other areas of their lives.

Project #2Apply learning skills of critical thinking, problem solving, abstract thinking, special relationship, proportionality, linear thinking, analytical thinking, and extrapolation within the context of biology and other areas of their lives. Specific Objective: Students will demonstrate adequate microscope skills.

3. Assessment Methods Describe the method of assessment used (Include who was assessed, what criteria were used, who participated in the assessment – students and faculty)

Project #1All students in Biology 117 (General Human Anatomy and Physiology) are required to take a common cumulative final exam at the end of the course. Most questions are designed to assess students’ understanding of the major concepts of the course. That is, after several years upon completion of the course, what are the major ideas that should be retained by the students.During the development of the exam, five questions were designed to assess students’ critical thinking/problem solving skills.The exam has been used for several years and it was time to evaluate its effectiveness and make any necessary revisions. Further, an effort was made to identify low performances on specific parts of the exam that would indicate that more effort needs to be spent on those topics.

Project #2Some questions on BI 117 lab exams are repeatedly missed by students. One question in particular involves assessing students’ skill level when using the microscope. The question has been modified several times in previous semesters, but has yielded little success in improved student’s achievement. The question could be easily omitted but it is one of the few questions that require students to actually perform a skill, not just identify the correct answer.


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4. Assessment Results Describe the results of the assessment. Were the objectives for the outcomes met? (Include standards against which the results were evaluated and to whom the results were communicated)=

Project #1Overall, the student performance on the exam has been highly successful. The class average generally is between 75 and 80%. This achievement is significantly higher than the performance on the Unit Exams. This may indicate that students understand the major concepts but perhaps the detail is not being absorbed as well. The implication for teaching is that more attention may need to be spent on helping students gain the skills necessary for understanding and remembering the supporting information related to the major concepts.

As a result of the assessment, some basic questions were modified in hopes that they will be clearer for the students. One critical thinking question was dropped and another put in its place.

The topic of Antidiuretic Hormone (ADH) and blood pressure was identified as a problem area as it had the most number of class sections with incorrect answers.

Project #2During the Fall 2011 semester, the percentage of correct responses to the target question was recorded according to instructor and lab section. During the week following the first lab exam, a voluntary survey of students was conducted. Students were asked to identify whether they correctly or incorrectly answered the target question. Those who correctly answered the target question were asked to describe how they achieved success. Students who incorrectly answered the target question were asked to explain any factors or issues that may have prevented or hindered their success.

5. Changes (implemented and/or planned)

Describe the changes that were made or will be made based on the assessment findings.Project #1To date, the primary success of the common cumulative final exam has been that of quality control of instruction and uniform curriculum throughout the many instructors who teach the course. For instance, one instructor’s class measured rather low on one of the critical thinking/problem solving questions. As it turned out, the course content related to that particular question was not given in that instructor’s class. (The content was subsequently included and the performance in that instructor’s class was on par with the other instructors.)

As a result of the changes in wording of questions, responses on one question were remarkably better the next semester the exam was given. Other changed questions did not experience such a shift in positive responses. Some actually reduced in positive responses.

The change in questions concerning Critical Thinking resulted in a more uniform achievement level in all the identified questions. The previous question was too simple and did not challenge the students enough. This change will establish a new baseline for future study.

Despite efforts by individual faculty to improve learning about ADH and blood pressure, the results on the exam were not significantly changed.

Project #2 Improvements Accomplished

1) revised the lab exam question 2) provide much more detail in the Student Performance Objectives that the students use in lab class to accomplish this task 3) developed a hands on demo activity using three thick colored ropes that represent the colored thread students see under the microscope, hopefully, by seeing on a larger scale, what is expected, students will be able to understand the microscope exercise better


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6. Results of Changes Describe the result of the changes (if known at this time)

Project #1To some extent, the information gained by this assessment has been used by individual instructors to help determine where to make improvements in their teaching and by the Biology 117 team of instructors to make curriculum changes in both the lecture and laboratory components of the course. A more concerted effort will need to be made concerning the teaching of ADH.

Project #2As a result of the changes implemented in the Winter 2012 semester, the correct response rate significantly improved. See the project summary that follows this Program Review.

A. Assessment Planning1. Program Learning Outcomes Review

Evaluation (using criteria & tactics):There is no need for revisions at this time. Do date, only BI 117 Course Curriculum Document has been converted to the new CARP. The other courses will be revised according to the CARP Revision schedule. See appendix in Year-end report.

2. Identification of Direct & Indirect Measures of Student Learning


Quizzes and exams are the principle way that student learning is assessed in this program. In Microbiology students are also asked to identify unknown bacteria through a series if laboratory processes. Indirect measures are accomplished by instructor observation of student participation in class. The first two outcomes will be measured mainly by student performance on quizzes and exams. The third outcome will be measured principally by instructor observation.

The next assessment projects will involve developing and implementing a final cumulative examination, with questions assessing Critical Thinking, in Biology 121, 122, and 127. Performance on these examinations will be used to measure student learning.

In BI 117, a Mastery Learning project will be implemented that will incorporate a computer assessed homework assignment program. The assessment of this project will be by comparison of pre and post implementation scores on examinations.

3. Using assessment findings to drive curricular improvement

Evaluation (using criteria & tactics):Curriculum development, in the Biological Sciences is driven by assessment activities. Measures of student success are reviewed and serve as the basis of making changes in the Department. Every three to four years, the Department initiates a curriculum review. This past year such a review was conducted. As a result for instance, the laboratory/lecture point ratio in Biology 121 and 122 was changed.


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Planning for the Future__________________________________________________________________

_

A. Curriculum AlignmentEnter DataN/AEvaluation (using criteria & tactics):


B. Preparation for ChangeEnter DataNo changes in the forecast at this time.Evaluation (using criteria & tactics):


C. Collaborative VenturesDescription of Collaborative venturesContinue to work collaboratively with the Michigan State Medical School as they do their one-day training for their students here at GRCC.Evaluation (using criteria & tactics): ACTION NEEDED? YES NO

D. Budget/ResourcesDescribe the adequacy of the budget and resources to meet the needs of the program over the next four years. Identify resources needed to support proposed program /curriculum changes.Funding is adequate at this time and for the next several years. The Department has requested two new full-time faculty members for the next year. This is the third year in a row that this request has been made.ACTION NEEDED? YES NO

E. Facilities & EquipmentDescribe the adequacy of the budget and resources to meet the needs of the program over the next four years. Highlight facilities needs or changes that will be necessary to support proposed program/curriculum changes.Continued Perkins funding for microscope replacement and plastinated cadavers.ACTION NEEDED? YES NO

F. Challenges & Barrier to Meeting Last Year’s Goals

Describe challenges and barriers to meeting last year’s goals.

Understaffing of full-time faculty is a continuous problem as it spreads the workload out over fewer individuals.



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GRCC Program Review



Appendix ACourse Success Rates

BI 117 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011

Race/EthnicityN,

Enrolled SuccessN,

Enrolled SuccessN,

Enrolled SuccessN,

Enrolled SuccessAfrican-American 55 31% 53 36% 61 36% 88 27%Am. Indian 8 63% 3 67% 6 50% 9 56%Asian 7 71% 16 44% 8 75% 19 53%Hispanic 27 41% 29 31% 46 52% 69 43%White 391 62% 424 56% 455 59% 536 57%Not Stated/Intl 9 44% 9 78% 14 57% 27 63%

GenderFemale 326 57% 350 51% 404 56% 525 52%Male 171 57% 184 55% 186 55% 223 54%

Pell StudentPell 154 47% 202 47% 258 55% 377 44%No Pell 343 62% 332 56% 332 56% 371 61%

Age<20 167 53% 166 49% 195 48% 229 52%20-24 186 55% 205 41% 200 55% 275 51%>24 144 65% 163 70% 195 65% 244 55%

Total 497 57% 534 53% 590 56% 748 52%

BI 121 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011

Race/EthnicityN,

Enrolled SuccessN,

Enrolled SuccessN,

Enrolled SuccessN,

Enrolled SuccessAfrican-American 47 43% 58 43% 64 36% 63 38%Am. Indian 5 40% 8 25% 9 44% 4 25%Asian 22 73% 14 57% 35 71% 30 60%Hispanic 42 50% 33 42% 54 39% 63 38%White 631 62% 636 63% 685 61% 685 61%Not Stated/Intl 17 82% 14 50% 19 74% 25 64%

GenderFemale 622 61% 603 59% 674 57% 686 55%Male 142 58% 160 62% 192 63% 184 65%

Pell StudentPell 252 58% 320 53% 388 55% 429 51%No Pell 512 62% 443 64% 478 61% 441 63%

Age<20 220 58% 198 54% 212 48% 206 51%20-24 270 55% 286 58% 326 56% 321 51%>24 274 69% 279 66% 328 68% 343 66%

Total 764 61% 763 60% 866 58% 870 57%

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GRCC Program Review



GRCC Program Review Follow-Up Action Checklist Nursing –Allied HealthAction

Needed?Brief Action Statement Resources Needed

Academic Year for

WorkThe Program Profile YES NOMISSION/PURPOSE xProgram purpose/mission statement xProgram/course catalog descriptions x Revise catalog description none 2012-13Web Pages x

FACULTY/STAFFFaculty credentialing XFaculty workload XStaff credentialing XProfessional Development xFT/Adjunct Faculty Ratios x Too high a ratio of part to full time faculty Need one more full

time faculty member2012-13

Program ContentCURRICULUM HISTORY/PLANNINGCurriculum/Course Revision XDistance Learning Education Offerings XDistance Learning Faculty Certification XExperiential Learning X Academic Student Learning X Honors X Study Away X Internship/Clinical XASL Faculty Certification XAlignment with GE Dist. Req./MACRO xAlignment with External Standards

GRCC Program Review Follow-Up Action ChecklistAction

Needed?Brief Action Statement Resources Needed

Academic Year for

WorkAlignment with ILOs x Courses will be revised on the CARP

revision schedulenone 2012-14

Program Learning Outcomes x This is not a programCourse Sequences x

Program DataPROGRAM DATACourse Pass Rates XTransfer Student Performance x

THE STUDENTSEnrollment x No more room for studentsDiversity/Effectiveness

PROGRAM OUTCOMES

PROGRAM STUDENT LEARNING OUTCOMES

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Grand Rapids Community College Program Review · Web viewBI 117 - Began a project to incorporate...

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