CENTRALOHIOTECHNICALCOLLEGE

APPENDICES

I

I

IJ .

IIIIIIIIIIIIII

I

-

The Ohio State University at Newark

Updated April 3. 2002*lndicates position is cost-shared THE NEWARK CAMPUS

Central Ohio Technical College

BOARDS OF TRUSTEES~ .......,~ .....L. ---,

Central OhioThe Ohio State University I Technical College

at Newark

*PRESIDENT OFNEWARK CAMPUS

*Special Assistant

Dr. Anne C. Federlein T I Tr*Business & Industry I r*MarketingfPR I r *Grant Writer

I I i I --.

l I ~ I ~ I*Public Safety *Technology *Human I *Development I *Physical Facilities/Services Resources Construction Management

-.• •r

Academic Dean I I Director of I Vice President &

r *ChiefFiscalOfficer IOSU-Newark StudentAfTairs DeanofFaculty

1II

~ COTC Math LabI Instructional I *Athletics & IAssistant Dean.

• Curriculum & Instruction HI r~Faculty Recreation Child Develop.Ctr *ControllerlBursar/.-AccountingI Admissions I .

1 Operations*Bookstore & ILearning Assistance Center/• Academicl-

I Advising & I*Foodservice Directors Disability Services TI I IRegistration I I*Personal Counselor

r r *Financial• Institutional Student Records/I AidFacultyI Lab I Registrar

1Coordinators *Student Organizations & I . II

Activities, Cultural Events Enrollment

I ~and Community Outreach *Campus *PurchasinglTravel/

I Instructional Aides & I Program ManagementLibrary ReceivingILab Preparators .

r-I Services Center

*Community Service/ Admissions

I Service Learning I

I *Career IOff-Campus

CoordinatorsServices I

Advising

I

COURSE EVALUATION

Instructor Course _ Quarter _

I

i

IiIIIIIIIII

1. Were the texts appropriate to the course subject and your educationalbackground? Please include comments that will help the reading coursecoordinator make decisions about the text for future classes.

2. Were the assignments a.ppropriate to the course subject and your background?Please include comments that will help the course coordinator make decisionsabout the assignments for future classes.

3. Describe how the instructor conducted the class. Was it lecture, discussion,activities, or a combination? Provide a brief evaluation of the instructor'sin-class effectiveness.

4. Do you feel you have progressed as a reader and student? How has this courseaided or hindered your progress?

I

I

I

I

IiIIIIII

MEMORANDUM

To: fudyRaybwm CGFrom: Carol CopenheferSubject: Pre-College Communications AssessmentDate: 12-3-01

On November 16, you requested an example ofan assessment measure that weuse to change courses in some way in Pre-College Communications. The following is anexample ofone such assessment:

Pre-College Communications' instructors distribute a comment survey inaddition to the College-designed evaluation at the end ofeach quarter. The survey,Course Evaluation, includes 4 questions about textbooks, assignments, instruction, andskill development. We designed the questions and began to use the survey duringAutumn Quarter 1998. A sample survey is attached.

During the 1998-1999 academic year, 1023 Reading Skills full-time faculty usedthe first question - Was the text appropriate to the course subject and to youreducational background? lPlease include comments that will help the instructormake decisions about the tt~xts for future classes. - of the survey to determine thatchanging the textbook for thc~ course was necessary. Although I do not have the specificstatistics, I do remember that about 65 -75 percent ofstudents enrolled autumn, winter,and spring ofthat year indicated that the textbook, Effective Reading in a ChangingWorld Second Edition: Prentice Hall 1997, was not helpful to their reading development.Through student comments about their reading needs, full-time faculty chose the text,The Proficient Reader Third Edition: Houghton Mifflin 1999.

The new text changed the instruction ofthe course as follows:

1. Students initially self-assess problems with comprehension to set goals duringthe quarter.

2. Students use spec:ific reading strategies from the text to improve both readingand critical thinking skills.

a. Cue Wordsb. Collecting Idl~as

c. Marking Textd. Writing a Swnmarye. Reading Exposition: Part 1f. Previewingg. Framing an AillSwer

3. Students experience thematic units which explore meaningful issues in theirlives: Reading and Literacy, Work and Careers, Mass Media, and TheFamily.

I am at ext. 467 if you need more information.

I

. . ADd studentlI on campus". am so grateful to John.and laY it's. much III!Ided ad-

Christine Wani'er fOr their gift to ~ Dummi. a fre!a:

th.'. . •. IUI1 stadl'iDl CllIDlJUter

e camDIa.." ICienc:e, said die :IIW. ,.-- buildiDg willman a beaer

_ AMe CIIma Federt81n; IlICia1 life Car botn stu·

OSU ..._ ... Md core president . cleats 011 CIID1IlIIad tbe..-.-.... . city of Newwit.

--------------- '"lbe tbiIII wil:b Nenrk

11L. \VanI& • pas. It wiJI maD .. in- /I, tIIen's IIGdIizIc to do inr • t ire d ~ cliUersu:e tD die die tDWII of NewarK." be

.

.•' ..: Newut iD- IinI of tbe IDIdemI. die IIid. "A smdent tlDion.SlIrlIIIC8 s· fIcWtr.lIIId efta tbI aaft. wbar: it sbould do LS Ol!Uecaan." .:"! .... 1Iddeaed (wbea I ... and nekly acavi·offered tbe Ift'iged dlltl we didD't reo 1ies.adbeapen later tlIaD~ far ally bImt tbe faciIitieI •• 'p.m. 10 we bave S41Dedie baiIdIDI. tDp-q1I&Iitr 1lbnIT. tbe place we c:aD _outWlth

WARNER wIdch wW a.n of 1aIowIedp," Fed- III oar trleDda lIIId smtf. be IIIII*l ill ..... said. "We baft two lite at 1Ii8ftt."

Ids boaar~ 'Ibe JaIIII ad cIIItiDIUiIiIed CKu.Ities Dummi'l~ Puweil0Jristine WarDS' Ubn!rr'•• waadIrfaIltIIdeat Pletrafesa. III 18-yeaHkIlIIId Studem Cemer-ad body, ad we juIt doa't CresiImaD. /IIl'I!Id. SI}'UIIofficials say it wiI1 c:bIaae bnedlelilnrytDlUPPOI't be'd like to see iIIlln"DYeddie faa: of the campuI fa:- diem. It .... ClII8 of tbe dlIIing semces Ud nicerever: maiD pail wtIeD 1 came 1auDge ... in the new

"It's terrific," FederIeiD =-yean qo. (A IlbruT IluiJdiDI, .said. "I am so gmeful to . Is) tbe ceDI8l' of 1cDDwl. "I tIIiDi: tt WlIIIId be aJohn and ChristiDe Wam- edae ad a pllce far stu- aaod hangout spot, a Dewer fortlleir gift to diec:am- deDtItD~" sea Donauonl8A

IIIII

' ... l·'J·l(J~

Advocate'. . . . . .' . ': .A.Gannett newspaper

TuesdDy;.Mardt.1!t..20DZ:- . ,. A slice 01 life~._ your-tile:.

Huge donalion"10 lundstudenl ..ceniijr,'library

;. ~sr,.Ed Uhlir. a .anlor aduclnIon l'lllltor fI'Dm COIlaIII....... far a In Hopawall H8l' at ttlaNew.rk ~mpu. alTha Ohio Stita Unlvwdy e-atOhio Colllp. A S4.5 miUlon donation fromGranvilla ".Idem John L.Warn. will fund CGlI8tn....GIla library anct 8tUd1llt c:ant8r. (lCavuI GraJ!,The AdlloceueJ . :. .

Granville man gives $4.~.~pq.'!;o OSU-Newark, COTeBy BRITTANY BAILEYAdvocate Aapon.,

NEWARK - A librarvstocked With tbe latestbooKS. videos. archivesand researd1 tools. accom·panled by the latest iDtor.macon tec:baology. .

It. student center packedWIth lDeelmg rooms. din·iDg areas. a bookstore. stu·dent health center aadmeaia center.

80tll of tbese Cacilitieswill someday be housedunder ODe roof 011 the:iewark Campus of TheOhio Slate UnivemtY lIIIdCentral Ohio Tec:bnic:a1Colle~e.

'Ibis one-time dream ofPresident Anne cairnsFederiein and other sc:baolofficials will now becomea reality. With tbe largests~ie donanon ID campushistory - $4.5 nuIIion. l.Ilesdlools are now prepanngto constnlct tbat dreambuilding.

GranVlile resident John

\

\

\1r=~=tt=~=).==='1 \NEWARK CAMPUS

\

\

~~~;:nm~\\

[iI h. Q)LlABORATIVEi nc

.rrh,rf'cB l.tndualH'iJfch.tf'cn mtt>t,Of d~.n9f1"111,lno('l' (0"""( t tll,rlf~"lflgl

...'

-""";'-, '.. .. ''V1}~. ' :.

, ~", ". --_.,-...~- ;', ,.! J... '" .. _;:~,.

" .'. '.

. \\' ~- - - --

I

- - - - - -Updated March 16, 1998*Indicates position is cost-shared Central Ohio Technical College

Administrative Organization and Functions

BOARD OF TRUSTEES

I*PRESIDENT

Dr. Rafael Cortada

I

*VP of Student SupportServices David Thomson

"Campus MinistryCaroline Vickery

"Learning AssistanceCenter

Phyllis Thompson

"Student JudicialAffairs

"BursarDoug Warthen

"Developmen'Gay Jackson

"ControllerDavid Brillhart

"Financial AidFaith Phillips

*Vice President of FinanceKathy Fay

IAdministrative &Professional Staff

IEnrollment

ManagementDeb Zabloudil

I I"ServicesCenterSue Bidwell

Admissions AcademicJohn Merrin Advising

Coordinator "Treasurerl

Career ServicesFtDanciai

Jane Williams ServicesMaggie

Student SnyderRecords! Off Campus

Registrar Judy Maxwell "Purchasing!Kay Duncan Coshocton Travel!

Ellen Robinson Receiving

Mount Vernon Vacant

IBusiness &IndustryInstitute

Mike Styer

IPathways

Larry Brown

I

Vice President &Dean of FacultyDr. Rosalie Hine

BusinessJay Jacquet

AcaJemicAdministration(Division Chairs)

Engineering!General Education!

TechPrepDavid Kirwin

acting

"Food ServicesJoe Demeter

BookstoreLisa Olmstead

NursingTamar Gilson

Allied Health &PubUc ServiceJudy Rayburn

"Child DevelopmentCenterRegina Williams

"Student Organizations,Activities & CulturalEventsDan Campbell

"Alumni Affairs

"PersonalCounseUng

Gloria Hayes

"Athletics &Recreation

John Kaminsky

"Marketing &Public AffairsTeri Holder

"Human ResourcesJerry Boyles

"Project ManagerBrian Boehmer

"Physical Facilities& Public Safety

Jim Woolard

"Computer &Telecommunications

OperationsRick Harris

"Institutional Research& Planning

Bob Adebayo

l

I

I APPENDIXI

I EI ;

IIIIII

- - - - - - -Updated September 28. 1998-Indicates position is cost-shared Central Ohio Technical College

Administrative Organization and Functions

BOARD OF TRUSTEES

I*PRESIDENT

Dr. Rafael Cortada

I

I

*Purchasing!Travel!ReceivingMaggie SnydeI

*Developmen'Gay Jackson

*ServicesCenterSue Bidwell

*BursarDoug Warthen

*AccountingOperations!

ControllerDavid Brillhart

*Vice President of FinanceKathy Fay

StudentRecords!Registrar

Kay Duncan

IOffCampus*Judy Maxwell

CoshoctonEllen RobinsonMount Vernon

I *Finenciai AidFaith Phillips

*Career ServicesJane Williams

IAdmini!ltrative &Professional Staff

AcademicAdvising

Admission!!John Merrin

Coordinator

I*Business &

IndustryInstitute

Mike Styer

I*Job Prep I

Resource CenterLarry Brown Enrollment

ManagementDeb Zabloudil

I

I

Vice President &Dean of FacultyDr. Rosalie Hine

Engineering;General EducationlTecbPrepDavid Kirwinacting I

Math LabCindy Ravitsky

Public Service

ICriminal Justice

DemtyBebout

Early ChIldhoodDevelopment

Regina William.~

HUlloaD Senrlc,:~

Linda Benefield

IAcademicAdministration

(Division Chairs)

BusinessJay Jacquet

NursingTamar Gilson

Allied Health &Public ServiceJudy Rayburn

I

PhysicalTherapist Assistant

Dian",Null

NidiographlcLinnea Hopewell

Allied Health

IDlapostic Medical

SonographyCatharine Scholl

*StudentOrganization!!,Activities &CulturalEvent!!Dan Campbell

*CampusMini!ltryCarolineVicktry

*Stud..nt.JudicialAffairs

*PenonalCounseling

Gloria Hayes

*Alumni*Athletia & Affairs

Recreation

John Kaminsky Bookstore

Vacant

*VP of Student SupportServices David Thomson

*ChildDevelopmentCenter

*Learning Regina WilliamsA!lsi!ltance CenterPhyllis Thompson *Food Services

Joe Demeter

*Marketing& PublicAffairsTeri Holder

*ProjectManagerBrian Boehmer

*HumanResource!!Jerry Boyles

*Phy!!icalFacilities& Public

SafetyJim Woolard

*In!!titutionalRe!learch

& PlanningBob Adebayo

*Computer &Telecommuni­

cationsOperationsRick Harris

I

BOARD OF TRUSTEES I

II PROVOST I I

The Ohio State Universitytf PRESIDENT OF Central Ohio

at Newark NEWARK CAMPUS Technical CollegeDr. Anne C. Federlein

I

I , I • . I,

ACADEMIC' VICE PRESIDENT & "'DlRECTOR OF ,... VICE PRESIDENT &..,.

CfIIEfDEAN I I DEAN OF FACULTY DEVELOPMENT DIRECTOR OF BUSINESS INFORMA

tt"l)irector of III' Director of AND FINANCE OFFICII I IAssistant Acadmic

Student EnrollmentDean ofCurriculum If. Public I

I It'-' I..... Academ

DeanServices I And Instruction Relations Accounting

Operations . ComputiI Admissions I I

I IInstructional Cultural IInstructional I ...Faculty Faculty Events Financial Aid Administn

COTCI I

CompuliI Academic I

Advising Academic Labs ofr Graphic I -¥Advising and FacilitiesRegistration I

Design

II RegistraroM- Campus

~ Security

Library~ Career Services I

I .".. PurchasingInstructional I

Aids * OtTCampus ICoordinator .,...

CampusLab I Architect

Coordinators ""Business and Industry II rI Contract Services..... Learning

rnstitutional ResearchAssistance I

Center I ~ Human Resources

ft" Child DevelopmentCenter

APPENDIXG

1-11 \.4J.UPU::t lU...,lUV nnps:llowau 1.COte.tec.on.us/excnange/IOr. .. jtlll 1:>t'4UM40tlOtlUUUUUUjU:>Utl j UUIN&Umeooul-

.................. ::

lof5

..........co·.,·.,.···· .... <>::' .SUbJed: ·hll~JltnnJl"JnemO: .... ~. .. ... , :':'-"""'r~ .,,~ "CO" •.. ... .....

&ntillllI024:29PM.· ,

., .". ., .. n. ,.coco.··.·, ·

. ", .' :., ... ""::.

::'::'. ,: .. '::".:.'

1/12/029:31 PM

1- .1.1 \.f4111PU;:) 1.11\;1111U

TO:

llUpS:lloWaU! .COIC. lec.on.uS/excnangellor....jn~!)t'4UlW40nonvvvvuu.jV)un!VVVVO/.lIillOOOUl-

Newark Campus Faculty and Staff

FROM:

DATE:

SUBJECT:

Dr. Anne Federlein

January 11, 2002

Newark Campus Response to State Budget Cuts

20f5

As you are aware, the State of Ohio adopted legislation in November reducing the budgets ofmost state agenciesby 6 percent. An action anticipated as the fIrst of three years of budget cuts. This initiative by the Governor is an

effort to cover an estimated $700 million revenue shortfall this fIscal year. Effective January 15th, this 6 percentcut combines with the annual statewide subSidy adjustment of.3 percent bringing the total budget reduction to6.3 percent. This permanent cut in statewide revenue impacts Central Ohio Technical College in the amount of$272,000 and $391,000 for The Ohio State University at Newark.

Responding to this budget situation is the biggest challenge this campus has faced in recent years. The President'sCabinet has worked diligently to develop a comprehensive plan for the campus identifying savings opportunitiesthat will have the least impact on the students and our ability to meet their higher education needs. Elements ofthe plan are the direct result of suggestions from faculty and staff. It will be our combined efforts and willingnessto work together as a team that will sustain us through this crisis.

The following is a brief description of the areas identifted in the comprehensive plan allowing the campus tocontinue operation after the 6.3 percent budget cut.

Capital Spending Reductions: Both COTC and OSU-N capital budgets will be reduced. This is possiblein large part due to the recent funding of the technology plan by the OSU-Newark Board alleviating the needfor capital budgets to fund many of the major technology initiatives.

Tuition and Fees: COTC is considering a 6 percent increase for Spring Quarter and OSU-N, incooperation with the other regional campuses and with the approval ofmain campus, is considering asignificant increase for next academic year.

1/12/029:31 PM

1-11 campus memo https:llowaU 1.cotc.tec.oh.us/excbange/tor...3tllll:>1'4UlS44otlotlUUUUUU:SU:>Uti 1UUUU&Ume<1out=

Student Wages: Funding for cost-shared and COTC non cost-shared student wages will be reduced in the

next fiscal year budget. An increase in federal work-study dollars may offset these cuts.

COTC Part-Time Faculty: Recent efforts to control the number of course sections delivered are resulting

in savings in the part-time faculty budget. lbis will translate into savings that will be incorporated into thebudget reduction plan.

Position Reductions: Unfortunately, the operating cuts we are facing cannot be absorbed without aneffect on personnel and the restructuring of the organization.

• The Career Services Office will now be reporting to Student Affairs. The reduction of oneposition will occur upon the retirement ofan employee Winter Quarter.

• One part-time position will be reduced in Student Affairs due to the combination of theAssistant Director position and the Multicultural Affairs position.

•

•

•

•

•

•

•

Academic Word Processing services will be reduced with the elimination of two positions.

One full-time position will be reduced in the Financial Aid Office.

One full-time position will be reduced in the Human Resources Office.

There will be one part-time staff reduction in the Information Technology Office.

One position will be reduced in Housekeeping.

One vacant part-time Security position will not be ftlled.

One of the campus operator positions will be reduced.

30f5

• A restructuring among the offices of the COTC Vice President, Records and EnrollmentManagement will result in the reduction of one vacant position.

• COTC program review, restructuring and elimination of two vacant COTC facultypositions combined with the savings realized in the part-time faculty budget, will result in an

estimated savings of $150,000.

1/12/02 9:31 PM

1-11 I.:a1l1pUS memo nttps:llowau i.cotc.tec.oh.uSlexchange/tor...JtllS i )t"4UlS44btlbtlUUUWUJU)UtllVVVV&UmeaOUF

4of5

Restructuring and reducing positions is never easy and illustrates the dire financial situation we are facing. Let meassure you we are making every effortto assist those people in positions that are being abolished through servicesand information including job placement and reassignment assistance, benefit continuation and counselingopportunities.

Implementation of this plan will be difficult and its impact will be felt throughout the campus community. Werecognize there will be many questions and we as a Cabinet commit to open lines of communication throughoutthis process. The following is a list of questions we discussed at length and anticipate many of you may be asking.If you have other questions, I encourage you to contact any member of the Cabinet.

Why not use the fund balance to make up for budget cuts?

The fund balance is a funding source for one-time expenditures. It would be a logical place to go in the case of atemporary one-year funding cut. The current budget reductions are large and permanent cuts meaning we willnot be able to recoup the dollars lost back into our revenue streams in future years. To use the fund balance toaddress all of the cuts in the face of almost certain future cuts would only be a delay tactic that would cause us tooperate at a deficit until the problem was fixed permanently.

What is our approach to impending cuts in the next budget year?

We will again look comprehensively at the campus. In the budget process, we will continue to work with budgetmanagers to ensure any cost saving opportunities are realized. Fee increases will be a reality. The Cabinet realizesthat the sizeable operational reductions currently being enacted will not be possible again.

How will the budget affect the plan for The John Gilbert Reese Center?

Funding for construction of the Reese Center was raised from a successful capital campaign and will be combinedwith state capital allocations. The enrollment that is driving the need for the building will result in incrementaltuition and fees and eventually the state subSidy received must be carefully managed to pay for the operation ofthe building. The associated conference center will also be a source of revenue that will help offset the operatingcosts.

Will there be an effect on individual department budgets?

Weare not currently targeting individual operating budgets as a part of this plan as they represent a smallpercentage of the annual operating budget. Analysis of departmental budgets will be incorporated into thenormal budget process for the next academic year. We have also instituted a selective hiring freeze wherebyPresident's Cabinet considers each vacancy before it is filled.

1/12/029:31 PM

-1 1 <OalUpUS meIllo nnps:/lOwau 1.Cotc.tec.on.us/excnange/lor... jtSlS 1)r4UlS440tSOtSUUuUUUjU)uts 1UUVu&umeaOUt~

50f5

Will the positions that have been reduced be reinstated?

These are pennanent reductions and there are no plans to bring back the positions. Future position changes willbe dealt with individually in the budget process.

We thank you for the input you have already provided in this process and in advance for the sacrifices we eachwill make for the good of the institution, our students and ultimately our community.

1112/029:31 PM

I

I

!

II

I APPENDIXI

I HIIIIIIII

I

I

I

I

IIIIIIIIIIII

MEMO: Re Assessment in Human A & PTO: Judy RayburnDATE: 16 Nov, 2001FROM: Mary Ellen St.John

Judy,In the assessment meeting last week, you expressed an interest in having informationabout what Elaine and I have been doing in designing improvements in the HAP coursecontent. I found the data we used between 1995 and 2000 in assessing and improving thepresentation of material about control of the heart and blood pressure.

I. We selected questions that involved the heart, as follows:(1) effect of change in end-systolic volume(2) effect of decrease in stroke volume(3) effect of long refractory period(4) effect of peripheral resistance on blood flow(5) effect of reduced venous return

We tallied the % of correct responses over 4 years (1995-1998). We upgraded our HAPlectures, adding 4 pages of information about cardiac physiology, and tallied the % ofcorrect responses for 1999-2000.

Question 1995, % 1996 + % 1997 + % 1998 + % Totalof correct of correct of correct of correct average %responses responses responses responses

(1)ESV 11% 0% 16% 9% 9% correct(2) SV 64% 67% 57% 58% 61.5%(3) Refr.P. 33% 25% 33% 35% 31.5%(4) PR 30% 25% 28% 32% 28.7%(5) VR 78% 90% 76% 79% 80.7%

After the change in lectures, we found the following records.

Question 1999, % 2000, % Totalof correct of correct average %responses responses

(1)ESV 9% 14% 11.5%(2) SV 51% 61% 56%(3) Refr.P. 35% 38% 35.5%(4) PR 35% 31% 33%(5) VR 71% 72% 71.5%

I

Comparing, we found mixed results.

Question Total average % of Total average % of Conclusionscorrect responses, responses,prior to revision following revision

(1) ESV 9% correct 11.5% Improved(2) SV 61.5% 56% Worse(3) Refr.P. 31.5% 35.5% Improved(4)PR 28.7% 33% Improved(5) VR 80.7% 71.5% Worse

Analyzing, we found a complicating factor. In the earlier years (95-99) all nursingstudents had taken Pathophysiology following their first quarter of Human A & P, and inthe last two years (99-00), many of them completed Human A & P prior to takingPathophysiology because of a curriculum revision that began offering Human A & P inthe summer, so that students completed the course in autumn and registered forPathophysiology in winter. Since the subjects selected are covered in more depth inPathophysiology, the earlier group had an advantage compared to the later group.

Nevertheless, we found improvement in 3 of the 5 selected subjects. We shall continuethe analysis until we have a more significant set of data. We have initiated homeworkassignments covering cardiovascular functions and hope these will improve student'sunderstanding and retention of the information.

II. We also selected questions covering respiratory function and analyzed the responsesover the same time period.

(l) Calculation & significance of AVR(2) Residual volume(3) Inspiration

Question 1995, % of 1996, % of 1997, % of 1998, % of Average %correct correct correct correct of correctresponses responses responses responses responses

(1) AVR 27% 70% 57% 63% 54%(2) Res.Vol. 52% 48% 69% 70% 59.7%(3) Insp. 52% 43% 45% 46% 46.5%

We revised our lecture notes to cover calculations of measures of respiratory capacity andeffectiveness, and collected data for 1999-2000.

Question 1999, % of correct 2000, % of correct Average % ofresponses responses correct responses

(l)AVR 63% 60% 61.5%(2) Res.Vol. 70% 60% 65%(3) Insp. 46% 44% 45%

Again, we compared the outcomes.

Question Average % of Average % of correct Conclusionscorrect responses responses

(1) AVR 54% 61.5% Improved(2) Res.Voi. 59.7% 65% Improved(3) Insp. 46.5% 45% No significant

difference

The same complicating factor of the change in course sequences exists for this section.We intend to keep collecting data until we have comparable sets. We have also initiatedhomework practice problems for respiratory values.

I

!

I

IIIIIIIIII

,

APPENDIXI

I

I

I

I

I

IIIIIII

5 . Discuss retention of students within course, course to course, andquarter to quarter.

Within course (Retention Rate vs. Pass Rate)

We calculated a retention rate and a pass rate for all General Education mathematics

courses: 1200 Basic Mathematics, 1201 Business Mathematics, 1203 Introduction to

Geometry, 1205 Introduction to Algebra and 1210 College Algebra. It should be noted that

1200, 1203 and 1205 are considered pre-college level math courses, while 1201 and 1210

are considered college level.

To calculate the retention rate and pass rate, the final grade rosters for all math courses forthe past five years were :requested from the Records Office. We received rosters for

Summer 1996 through Summer 2000. The information for Summer 1996 was not

reviewed since on the academic calendar it was the 4th quarter of the previous year and we

had no data for the other quarters.

The retention rate was calculated by counting those students who did not withdraw from

the course vs. the total number of students on the roster (14th day headcount).

The pass rate was calculated by counting those students who passed with a C or better YS.

the total number of stud(~ntson the roster (14th day headcount). The standard "C or better"

was chosen because the pre-college math courses require it. For Math 1210, some majors

require only a minimum of D-. Instead of trying to sort the students by major, 2 pass rates

are given for 1210. The true pass rate is somewhere between the two. (See Appendix C.)

It isn't surprising that 1203 has the best retention rate, at 90.1%. From 1996 through

1999, 1203 was offered twice each year. As of 2000, it is only offered once per year.

This is due to the limited number of students requiring it. Students who are required to

take it (generally becaus(~ they did not take high school geometry or they did not pass it

with a C) feel compelled to stay in the course because it is a prerequisite for Basic

Investigations which they take the following summer or autumn quarter (depending on their

major). Math 1203 also has a pretty good pass rate (82.7%) because it is a fairly easy

course, especially compared to Math 1210.

Math 1201 and 1205 had good retention rates (about 87%) and good pass rates (about

74%). These courses ar(~ not too difficult for most students. Many 1205 students need the

course as a prerequisite to Chemistry so they are really motivated to get a C and go on with

their studies.

Math 1210 College Algebra has the lowest retention rate (although still a pretty good one at

86.3%). It is perceived by students as a difficult, fast-paced course. Since it is the last

math course for many students, many don't withdraw even when in academic difficulty,

hoping to barely pass the course at the end of the quarter. Math 1210 also" has one of the

lowest pass rates, somewhere between the two calculated: 62.6% (minimum of C) and

76.1% (minimum of D-). As of the 1997-98 academic year, many non-science majors

were required to take 1210. (The number of 1210 students jumped from 142 in '97-98 to

226 in '98-99. This would be when the students on the 1997-98 plan of study would be

ready to take it.) The pass rate for '98-99 was only 72.1% (minimum of D-). It dropped

temporarily as students adjusted to the idea of the new requirement. It went back up to

77.6% the next year.

First the students were divided into 2 groups: those who placed directly into the college

level math course and those who required a pre-college level math course first. Then, for

each group, we counted the number of students who passed the course with a C or better.

The results were as follows:

Recommendation: A concerted effort should be made to emphasize the need for good study

skills and time management. All 1200 instructors should be sure that students are aware of

all avenues for help available to them. We propose that some formal mention of these bemade in the course syllabus and time be allotted to discuss these areas in class.

Course to Course. Quarter to Quarter

This type of retention was investigated by reviewing data regarding students who took

either 1201 Business Mathematics or 1210 College Algebra any autumn quarter during the

past five years (Autumn Quarter 1995 through Autumn Quarter 1999).

Math 1200 also had a fairly low pass rate (63.1 %), especially compared to the retention rate

(89.5%). Students in academic difficulty may not want to withdraw from the course, as

they view this in almost the same light as failure. This would probably be the first course

from which they need to withdraw and they are reluctant to do so. Fears of financial aid

problems and delay in their expected (yet far off) date of graduation compound the

problem. Also, students may not have developed the study skills they need to be

successful in math. They try to approach math the same way they always have, even

though that has led to un.successful math experiences in the past.

Students Going Directly

Into College Math Course

(# with C or better) -:- total

131 -:- 165 = 79.4%

110 -:- 134 = 82.1 %

Students Needing

Pre-College Math Course

(# with C or better) -:- total

73 -:- 101 = 72.3%

83 -:- 144 = 57.6%

1201:

1210:

I

I

I

I

I

I

I

IIIII

I

I

I

I

I

I

I

I

IIIIIII

Notice that the two rates for 1201 Business Mathematics are comparable. We conclude that

the students taking at least one pre-college level math course before taking 1201 are being

prepared to nearly the same level as those entering 1201 directly.

Notice also that the rates for 1210 are not at all comparable. We conclude that students

who are required to take at least one pre-college level math course are not being prepared to

a level comparable with those entering 1210 directly. There may be several reasons for

this. Students placing into pre-college math courses are typically students who have

always had difficulty with math and were satisfied with any minimally passing grade. For

most of them, the material presented is new. Ten or even twenty weeks of remediation are

not enough to catch them up. Those entering 1210 directly have probably taken algebra in

high school and so the material presented in 1210 is a review.

Still, in an effort to help the underprepared student, we added 2 topics into the 1205

Introduction to Algebra which we felt would help the students who go on to take 1210. As

of Autumn 2000, we have taught "Products and Sums of Integers" (ie: find factors of +30

that total -13) and "Factoring by Grouping" in 1205. The goal here is to help these

students with one particularly difficult topic in 1210: factoring polynomials. (The added

benefit to the "Products and Sums ..." topic is that it really makes the student think about

signed numbers rather than totally depending on the calculator for the answer.) Now when

these topics are taught (very quickly) in Math 1210, the former 1205 student has already

dealt with them once and is ready to go on to the other kinds of factoring.

Recommendation: We propose a further study to identify other areas where the under­

prepared student could use some extra help before entering 1210. We already give a pre­

and post-test in 1210. We could divide the post-tests into 2 groups by having them self­

identify as either placing directly into 1210 or taking 1205 first. Then an item analysis

could be done on both sets of tests. Items could be compared and those with the greatest

discrepancies could be addressed.

I

I

I

I

II

I APPENDIXI

I JIIIIIIII

- - - - -Updated April 2, 2002*/ndicates position is cost-shared Central Ohio Technical College

Administrative Organization and Functions

BOARD OF TRUSTEES

I*PRESIDENT

Dr. Anne C. Federlein

*Special AssistantCal Roebuck

1 I*Business & Industry Institute *Marketing & Public Relations

Judy O'Dwyer Ten Holder

*Director ofStudentAtTainJohn Berry

*Community Service!Service Learning

Vorley Taylor

*Student JudicialAffairs

*Financial AidFaith Phillips

*PurchasinglTraveVReceivingMaggie Snyder

I

*AccountingOperations!Controller!

BursarLisa OrrI

StudentRecords!RegistrarKay Duncan

*Learn.Assistance

Ctr.lDisab.ServicesPhyllis Thompson

iAdministrative &Professional Staff

*ChiefFinancial OfficerDavidBrilllhart

I

*LibraryAdmissions John CrissingerJohn MerrinCoordinator

I*Off CampusSusan Brouse

Coshocton

Ellen RobinsonMount Vernon

IEnrollment

Management*Ann Donahue

I

I

Vice President &Dean of FacultyDr. Bonnie Cae

A!demicDirector of

Business, Engineering,Math & Technology

Ramona Calhoun

AccountingComputer Programming

Drafting/DesignElectromechanical Engineering

Business ManagementElectronic Engineering

Math

Assistant Dean ofCurriculum &

• • • InstructionJudy Rayburn

Child Dev'l Math LabCtr. Cindy Ravitsky

Jan G ray CoordinatorTisha Pritts

rAcademic

Director ofHealth,Education &

Public Service

carolyn1wulfhorst

NursingPersonal Training

RadiographicCommunications

Social & Behav. ScienceForensic Science

Diag. Medical SonographySurgical Technology

Early Childhood DevelopmentCriminal JusticeHuman Services

BookstoreContract Service

Food ServicesContract Service

*StudentOrganizations,Activities &CulturalEventsAmy Greenland

I

*PersonalCounseling

Susan Sullivan

*Athletics &Recreation

John Kaminsky

*Career ServicesJane Williams

*Development OfficerGay Jackson

*Director ofHuman ResourcesTy Alexander

*Public SafetyMark Dillman

ChieflnfonnationOfficer

Tim Link

*Superintendent ofFacilities!

ConstructionManagement

Jim Woolard

Emergency Med ServIcesNatural Sciences

Pre-College

I .

APPENDIXK

Central Ohio Technical CollegeFlow Chart of Assessment and Planning

AssessmentInformation

Administration, Academics&Service Areas:

Purpose Statement &Goals

Mission Statement& Institutional Goals

Evaluate MissionStatement

& Institutional Goals

Assessment AssessmentMeasures ~ Committee

rl:::::Ad;:i:~:i:~t;~ti:~~:,::::::11

,~~ii Academic & Ii

• w II""";~~~~~~~;~;",,jDecisionMaking

InstitutionalPlanning

Budget Development •

I

I

I APPENDIXf

I LI .IIIIIII

CENTRAL OHIO TECHNICAL COllEGEASSESSMENT PLAN TIMELINE for NCA FOCUS VISIT on MAY 13-14. 2002

WINTER 2001 SPRING 2001 SUMMER 2001 AUTUMN 2001 WINTER 2002

• Commillee develop••yllabl • Faculty Include alle••ment • Non-8C8demlc ar.a. • Providl a•••••ment I CommlUee contlnu•• toBlles.ment .tatement .tatement on all .yUabI complete Bllellment plan workshop. for ecedemlc & provld. feedback &

• Faculty develop programl • Commillee reviews Prorar-nt • Alit Dean &Co-Chalr. non-ecedemlc areas dUring mentorlng to ecedemlc &discipline goal. for ltudent discipline goall &non- review allelsment plana tar Faculty Development Week non-ecedemlc Breal relativelearning outcome•• academic Brea goall non-academic ar881 & • Alit Deen &Co-Chalrs to Implementation ~collected to date: • Commill.. provide. provide fe.dback m.ntor non-ecad.mlc areu Blses.ment plan0 AccounUng feedback to facully &non- • Non-academic areas begin relallvelo progre•• mad. on I Asil Dean &Co-Ch8lrs0 Bu.ln••• Mgml acad.mlc area. rtJatlvl to measuring effectlv.n... a. measuring effectlv.nel. a. flnallz. wrItIen document for0 Communlcallon. goal. submilled denn.d Inass.ssment plan defln.d 1(1 as.es.menl plan NCA focus vI.1t on0 Compuler Progr8l11l11lng • Facully d.flne .tudent • As.t Dean &Co-Chalr. meet • Faculty complete ......ment0 Criminal Jusllc. learning behavior. 10 be for con.ultatlon vlsil with BI••••m.nt plan0 Early Child Development measured In ..18IIment BI.lgned NCA repr..enl8llv'e • Commill•• reviews0 Human Services plan In Chicago a••••lmenl plan. for0 Natural Sclenc•• I Faculty begin IdenIIfyIng 811_ • Alii Dean &CoChairs academic ar... &pruvlde0 PersonBI Trainer or developlnillnslrum.nl. to b.gln InltJ.. draft~wrillen o feedback0 Pre-coll.ge be u••d In ......ment pIBn documenl for NCA focus .. i Facuny begin Impfemenllng0 Radiography • Commill.. provId.. on .....sment u.e~ Inltrument. foro. 8ocIa1 &Beh. ScIence mentorlnll to f8CUlly r8IIIIve . mea.urlng .tudenlleamlng

• CornmlU.. begin. to ......ment planning outcome... defined Indevetopment~ .....mlnt • Non-academic lUea. dellne •••eslment planform performance Indlclltors for • Commlll.. m.nlors f8cuIIy , I'

• Asst a-n &Co-Ch8IrI 0mea.urlng el'fectlven... In . r.latlve 10 progr.l. mad. In

begin campul-Wlde vllllllo. BSleliment plan' . Implemenllng ...nlmentlIOn-ecademlc area. to • Non-academic ...... begin plandlscu...I.nlm.nt Idenllfylng III1dIOr developing • CommIlI......dI1nItJ8tIv... collected 10 dille Inslrum.nII to be Uled In member.hlp 10 Include lIOn-o Leamlng AI.lltance car. • lle..ment plan

.acad.mlc area. &Itudenl

• CornmlU•• att.nd. OhIo • As.1 Dean & Co-Ch8Irs r.pr..enlatlv"AI••••ment Forum provide mentorlng 10 non- • Aist Dean &Co-ChIIIrI

• Asil Dl8l'llIItend. AQIP lIC8demlc area. relative to continue with wrIl1.nConfer.nce B•••••ment planning document for NCA focus viii

• Updat.. given 10 F-=uIy • As.t Dean attend. on ............Council AI•••ment WorkIhop

NOTES: (1) Unit WInt.2OO1, ....... pragreu ........Ince lhelnllllll HCA AccredItIIUon ""lin Spring 1888: ,....note thai durtng IhII time period, twelve major,.dmlnl.1r8Iors changed with rnost being new persons to COTe (Presld..... Dean. Aut o.n.lademIc DIr., CFO, ITS Ok, 8&1 Olr, Human Resourcas Dlr,Enrollment Mgr, Mark.tlng DIr, Siudent Support Servlcn D1r) .

(2) Alllstant Dean II Dr. Judith O. Reyburn; As.ellR1lfll Commllt. M........Or. linde BeneneId, Mt. linn Hap.... MI. ConnIe PhIIpI, &Mr. WhlTUI.lng

(3) Thlilimeflne II.wortc-ln-prog,.. & I II enIIcIpeIed thIII ...............1Ing wII became. pMd. angolll18C8demla ......,.,Im~pIOCeI...

COTC

I

!

I

I

I

I

II

I APPENDIXI

I MIIIII .

III

CENTRAL OHIO TECHNICAL COLLEGE

MATHEMATICS DISCIPLINE

MISSION STATEMENT

The mission of the Mathematics Discipline is to provide high quality, accessible mathcourses that build a strong foundation for further math courses and support eachtechnical program or personal goals of students.

PROGRAM EDUCATIONAL GOALS

To accomplish the stated mission of the Mathematics Discipline, the programeducational goals and student learning outcomes are as follows:

1. Students will be able to perform basic numeric calculations with a calculator.2. Students will be able to perform basic mathematical operations.3. Students will be able to use appropriate math concepts to find solutions to

applied problems.4. Students will be able to apply math concepts in their technical programs.5. Students will improve math skills.

Central Ohio Technical CollegeNatural Sciences Discipline

MissionThe mission of the Natural Sciences area at Central Ohio Technical College is to providestudents with sufficient knowledge of the sciences of anatomy, physiology, andmicrobiology to permit them to succeed in the technical programs in the fields of nursingand allied health offered at COTC, and to provide a sound introduction to scientificprinciples for students in the core curriculum.

Program Educational GoalsTo accomplish the mission of the Natural Sciences Disciplines the educational goals andstudent learning outcomes are as follows:

1. Students will demonstrate the general knowledge necessary to complete thetechnology of their choice

2. Students will demonstrate an understanding of the scientific principles andconcepts relative to their discipline.

3. Students will demonstrate the vocabulary and general knowledge necessary tosucceed in advanced courses in anatomy & physiology

4. Students will perform research and work collaboratively with other students insharing of information

5. Students will demonstrate critical thinking and problem solving skills.

5/24/01

5/24/01

APPENDIXN

CENTRAL OHIO TECHNICAL COLLEGEComputer Programming Technology

Statement of Purpose:

The purpose of this program is to prepare qualified individuals for entry­level positions in computer related fields by providing hands-on instructionin programming and operations/administration.

Program Educational Goals:

To accomplish the stated purpose of the Computer ProgrammingTechnology Program, the educatlonal goals and student learning outcomesare as follows:

1. Students will demonstrate competency in entry-level computerprogramming skills.

2. Students will demonstrate competency in microcomputerprogramming and operations.

3. Students will demonstrate an understanding of the SystemsDevelopment methodology.

4. Students will demonstrate the ability to analyze and modifyexisting programs in a variety of languages.

5. Students will demonstrate problem-solving skills.

Note: Program Goals 1 - 5 relate to College Goal 1: "To provide high quality,accessible programs of technical education in response to current and emergingemployment needs"

(created 3/15/2001, revised: 4/10/2001)

I

I

I

I

I

I

II

I

IIIIIIIIII

Central Ohio Technical CollegeEngineering Technologies Division

Drafting and Design - Architecture

Mission

The mission of the Drafting and Design - Architecture Program at CentralOhio Technical College is to prepare competent drafting technicians for thearchitecture and engineering profession.

Program Educational Goals

To accomplish the stated mission of the Drafting and Design - ArchitectureProgram, the educational goals and student learning outcomes are asfollows:

1. Students will demonstrate competence in architectural drafting.

2. Students will demonstrate understanding of basic architecturalcomponents and materials and be able to use them to createassemblies and details.

3. Students will demonstrate the use of basic knowledge and vocabularyto effectively communicate with professionals in Architecture,Engineering and Design.

4. Students will demonstrate problem solving and critical thinking skills.

5. Students will demonstrate responsibility and professionalism alongwith the development of lifelong learning habits.

4/5/01 WBT

I

I

I

IIIIIIIIIIIII

CENTRAL OHIO TECHNICAL COLLEGE

HUMAN SERVICES PROGRAM

STATEMENT OF PURPOSE

The purpose of this program is to prepare qualified individuals for entry-level positionsin a wide variety of social service settings by providing opportunities for personal and

professional growth through knowledge-based learning, experiential processes,community involvement, and practical experience under direct supervision ofprofessionals in local agencies.

PROGRAM EDUCATIONAL GOALS

To accomplish the stated purpose of the Human Services Program, the programeducational goals and student learning outcomes are as follows:

1. Students will demonstrate a thorough understanding of the role of the humanservices worker in a variety of social service settings, including communityoutreach.

2. Students will demonstrate a thorough understanding of family and groupdynamics and the ability to utilize facilitative skills in the group setting.

3. Students will use appropriate counseling skills in helping relationships, includingcrisis intervention.

4. Students will be able to assess a client's needs holistically and develop individualplans for personal growth and change as appropriate.

5. Students will demonstrate awareness of diverse populations and sensitivity inworking with persons from diverse populations.

6. Students will be able to use case management skills, including documentationand record-keeping skills, and ability to make appropriate referrals.

7. Students will demonstrate the ability to adhere to professional and ethicalstandards of confidentiality and integrity.

I

I

I

!IIIIIIIIIIIII

CENTRAL OHIO TECHNICAL COLLEGERADIOGRAPHIC TECHNOLOGY PROGRAM

Mission

The mission of the Radiographic Technology Program at Central Ohio Technical Collegeis to prepare qualified imaging technologists who practice ethically, respond to patientneeds with competence and compassion and help fulfill the community's health careneeds.

Program Educational Goals

To accomplish the mission of the Radiographic Technology Program, theeducational goals and student learning outcomes will be as follows

1. Students will demonstrate competence in entry-level radiographer skills.

2. Student will broaden knowledge through the study of liberal arts/ sciences.

3. Students will demonstrate problem solving skills and critical thinking skills.

4. Students will develop independent thinking and life long learning habits.

5. Students will be prepare to meet requirements set forth for national registrationand state licensing.

6. Students will demonstrate skills necessary for competent, compassionate patientcare and management

7. Students will develop knowledge of the health care environment and health caredelivery.

8. Students will demonstrate work habits consistent with professional responsibility.

5/24/01

I

- - ~ --CENTRAL OHIO TECHNICAL COLLEGE

STUDENT LEARNING OUTCOMES ASSESSMENT WORKSHEET

Program Educational Goals

PART I: Performance Indicators

Program! Discipline _

PROGRAM EDUCATIONAL GOAL:

Person(s) completing form: Date: _

ACADEMIC YEAR:

** Performance Indicators Method(s) of Measurement Timeline Measurement Criteria Timeline(Desired Student Behavior) (Faculty Behavior) for (Benchmark) for

Measurement Analysis

** First column relates the Program Educational Goal to COTC's Institutional Goals

Program Educational Goals

PART II: Analysis & Results

Person(s) completing form: Date: _

CENTRAL OHIO TECHNICAL COLLEGE

STUDENT LEARNING OUTCOMES ASSESSMENT WORKSHEET

Program! Discipline, _

PROGRAM EDUCATIONAL GOAL: ACADEMIC YEAR:

.... Performance Indicators Timeline(Desired Student Behavior) Analysis & Results Strategies for Change for

Analysis

.... First column relates the Program Educational Goal to COTC's Institutional Goals

APPENDIXP

SAMPLE using Direct Measurements for General Education type of goal

Program Educational Goals

PART I: Performance Indicators

Person(s) completing form,.:...:_.c.(F-"a.,.,c.:::.ul~ty,-,m",-,-",-em:..:.=b.:::.e'-J.r) _

CENTRAL OHIO TECHNICAL COLLEGE

STUDENT LEARNING OUTCOMES ASSESSMENT WORKSHEET

Program! Discipline,_-----.>:G=:.>e"-'-n""'e.:.::ra"'-I-=E=d=uc""a=ti=o'-'-n _

PROGRAM EDUCATIONAL GOAL: Students will demonstrate competence in writtencommunication skills

ACADEMIC YEAR:2000-2001

Timeline Timeline** Performance Indicators Method(s) of Measurement for Measurement Criteria for

(Desired Student Behavior) (Faculty Behavior) Measurement (Benchmark) Analysis

2 Students will be able to write clear and (1) Randomly collect samples of Quarterly (1) 20% fewer errors after Annuallygrammatically accurate essays writing in sequence of communication completion of sequence

courses & compare % and type of of communicationgrammatical errors. courses.

(2) Faculty developed criterion sheet Annually - (2) 75% of students Annually -for final essay exam of last required Winter Qtr receive a grade of B or Spring Qtrwriting communication course. better

**First column relates the Program Educational Goal to COTCDs Institutional Goals

- --SAMPLE using Direct Measurements for Technical Education type of goal

CENTRAL OHIO TECHNICAL COLLEGE

STUDENT LEARNING OUTCOMES ASSESSMENT WORKSHEET

Program Educational Goals

PART I: Performance Indicators

Program! Discipline Drafting & Design - Architecture Person(s) completing form.:....:_J.!-(F...!:;a~c~ul~tYr.....!m~em~b~e!.J.r) _

PROGRAM EDUCATIONAL GOAL: Students will demonstrate problem-solving & criticalthinking skills

ACADEMIC YEAR:2000-2001

Timeline Timeline** Performance Indicators Method(s) of Measurement for Measureme'nt Criteria for

(Desired Student Behavior) (Faculty Behavior) Measurement (Benchmark) Analysis

1 Students will be able to analyze and (1) Commercial design project Annually in (1) 75% of students Annually -redesign a space for ADA compliance. floorplan. Crs. #3775 receive a grade of B or Winter Qtr

better

(2) Specific analysis & synthesis Annually in (2) 75% of students Annually -questions on written exam. Crs #3748 receive a grade of B or Winter Qtr

better

**First column relates the Program Educational Goal to COTCDs Institutional Goals

- --SAMPLE using Indirect Measurements for Technical Education type of goal

CENTRAL OHIO TECHNICAL COLLEGE Program Educational GoalsSTUDENT LEARNING OUTCOMES ASSESSMENT WORKSHEET PART I: Performance IndicatorsProgram! Discipline Human Services Person(s) completing form.:-:_.o..:.(F..",a=c.=.ul'-:Jty.....,m'-'-'-"'-em'-'-=b=er'-J.) _

PROGRAM EDUCATIONAL GOAL: Students will demonstrate ability to adhere to professional and ethical standardsof confidentiality and integrity.

ACADEMIC YEAR:2000-2001

Timeline Timeline** Performance Indicators Method(s) of Measurement for Measurement Criteria for

(Desired Student Behavior) (Faculty Behavior) Measurement (Benchmark) Analysis

1 Students will be able to consistently (1) Faculty developed practicum Quarterly (1 ) 80% of students Everyapply the agency[]s standards and/or evaluation instrument which is receive a score of B or 2 yrs onpolicies in the practicum setting and completed by studentDs practicum site better on this portion of odd yrmake suggestions for change when supervisor. evaluationappropriate in a professional manner.

(2) Faculty developed employer survey Every 2 yrs. (2) 100% of employers Everyof Human Service student graduates. indicate student 2 yrs on

graduates conduct even yrthemselvesprofessionally

**First column relates the Program Educational Goal to COTCOs Institutional Goals

I

I

I

IIIII

I · APfPENDIXI i

IIII .

IIIII

ASSESSMENT AT COTCan interactive process

I •I / "'I I \I Student

ILearning

• Outcomes

III

~cadem\c;'b

IIIII

In order to make the COTC Assessment documents more readily available toall faculty and staff, document folders and related subfolders have beenestablished on the "Common/K:" drive ofthe Newark Campus Network. Thefollowing diagram depicts the relationship or path between the folders.

Accessing the COTC Assessment Folders

I

I

I

I

IIIIIIIIIIIIII

,mmon on NewarkOl\Voll'(K:)

COTC Assessmelltcademic CommitteeAcademic Committee MillutesAcademic fJ!orkslteets

AccountingBusiness ManagementBus Man. Software ApplicationsComputer ProgrammingCriminal JusticeDiagnostic Medical SonographyDigital Media DesignDrafting & Design- ArchitectureDrafting & Design - CivilDrafting & Design-MechanicalEarly ChildhoodElectromechanical EngineeringElectronic EngineeringEMS Paramedics

Misc.Academic Program Goals

AccountingBusiness ManagementBus Man. Software ApplicationsComputer ProgrammingCriminal JusticeDiagnostic Medical SonographyDigital Media DesignDrafting & Design- ArchitectureDrafting & Design - CivilDrafting & Design-MechanicalEarly ChildhoodElectromechanical EngineeringElectronic EngineeringEMS Paramedics

Forensic ScienceHuman ServicesCommunicationsMathMicro InstituteNatural SciencesNursing- PracticalNursing - RegisteredPersonal Fitness TrainingPre-CollegeRadiographic TechnologySocial & Behavioral Sc.Surgical Technology

Forensic ScienceHuman ServicesCommunicationsMathMicro InstituteNatural SciencesNursing- PracticalNursing - RegisteredPersonal Fitness TrainingPre-CollegeRadiographic TechnologySocial & Behavioral Sc.Surgical Technology

IModified on 04/01102 8:33 AM

Modified on 04/01102 8:33 AM

I

I

IIIIIIIIIII

!,

•

Aressment NewsAcademic Committee Agenda & MinutesService Area Committee Agenda & Minutes

College Mission Statement and GoalsF'i1ms and Samples

Academic General FormsService Area General Forms

S rvice Area CommitteeSen'ice Area Committee MinutesService Area Worksheets

Academic Advising Learning Assistance CenterAdmissions LibraryBusiness & Industry MarketingCareer Services Mathematics Assistance LabChild Development Center Office for Disability ServicesFacilities & Project Mgr Public SafetyFees and Deposits Purchasing & TravelFinancial Aid Services CenterFinance Student AffairsHuman Resources Student RecordsInformation Technology Services

Misc.Service Area Goals

Academic Advising Learning Assistance CenterAdmissions LibraryBusiness & Industry MarketingCareer Services Mathematics Assistance LabChild Development Center Office for Disability ServicesFacilities & Project Mgr. Public SafetyFees and Deposits Purchasing & TravelFinancial Aid Services CenterFinance Student AffairsHuman Resources Student RecordsInformation Technology Services

I

I

II

: ' APPENDIXI

I SIIIIIIII

FACULTY DEVELOPMENT WEEK SCHEDULESeptember 11-18,2001Hopewel164

THURSDAY, SEPTEMBER 13

FRIDAY, SEPTEMBER 14

MONDAY, SEPTEMBER 17Class Preparation Time

TUESDAY, SEPTEMBER 18Class Preparation Time

I

IIIIIIIII

9:00 a.m. - 10:00 a.m.

10:00 a.m. - 10:15 a.m.

10:15 a.m. - 11:15 a.m.

11:15 a.m. - 12:30 p.m.

12:45 p.m. - 1:45 p.m.

1:45 p.m. - 2:00 p.m.

2:00 p.m. - 3:00 p.m.

3:00 p.m.-

8:45 a.m. - 9:00 a.m.

9:00 a.m. - 12:00 Noon

Institutional Effectiveness

Break

Assessment CommitteeK Folders

Lunch on your own

Assessment Methodology and Metrics"Standards of Performance"

Break

Methodology Workshop

Refreshments & Dismissal

Refreshments

COTC: Leadership Team

I

II i

I !

II .

IIIIIII

I

APPENDIXI

T

Central Ohio Technical College

MISSION

The mission of Central Ohio Technical College is to meet the technical education andtraining needs of students and employers in the area

INSTITUTIONAL GOALSCentral Ohio Technical College is committed to fulfilling its mission by striving

1. To provide high quality, accessible programs of technical education in

response to current and emerging employment needs.

2. To provide an appropriate core of general education for technical programs.

3. To provide coursf:work and support services to meet the needs of the under-

prepared student.

4. To establish articulation agreements with secondary schools and institutions

of higher education facilitating the transfer of credit for courses and program.

5. To design and provide site-specific workplace training and development

programs to met the needs of employers.

6. To provide continuing professional education opportunities.

7. To provide credit and non-credit programs to meet the personal growth and

quality of life goals of the community.

8. To be proactively involved in community economic development.

9. To provide opportunities which h enhance students' personal, professional,

leadership and cultural development.

10. To establish services which SUppOIt the academic programs and the larger

mission of the college using innovative, efficient processes which have a

student centered focus.

I

Graphic Representation of Visionfor role of Academic Assessment & Curriculum

..........................................................................................................' ':

1 - Advisory Committees~. Chair: Program Director or lead faculty in programl discipline:. Members: 10-12 minimum, excluding ex-officio members, to include:1 0 programl discipline faculty, Acad Dir for area & Asst Dean (ex officio)

o employers, alumni & current student(s)o rep from secondary schooU tech prep & four-year schoolo support faculty & staff

• Meet not less than once (twice?) per year• Purpose: discussion on assessment, curriculum, articulation,

employment & other relevant issues................................................................................................................................

AdvisoryConunittees**

Faculty )~_-I-----

J...

\\

\

~

FacultyWorkgroups···

- Faculty workgroups• Chair: Asst Dean for C&I• Members: Academic Dir. for area,

and 6-10 faculty from programs!disciplines with similar interests

• Meet: not less than once per qtr.• Purpose: discussion & decision­

making on assessment,curriculum, & articulation issues

• Functions:o strengthen communicationo "triangulate" assessment &

curriculum processo provide interactive forum for

brainstorming policies,procedures, & definingdirection for Mure projects

....................................................................

APPENDIX'V

Rationale for Eliminating"Explore COTC" Events

December 5, 2001

Since September 6,2000 the admissions staff sponsored 80 "Explore COTC" events. Wehad a total of 195 prospects participate. Of the participants, 96 (49%) applied foradmission. A significant amount of time was put into promotion, preparation andimplementation of each event.

Since we averaged only 2.4 participants per event, we have chosen to try a new approach.We feel that although we offered morning, afternoon and evening events, many prospectswere not available at the times offered. In addition, many prospects who planned toattend an event did not show, even though they were reminded just prior to the event.We also feel that some of the participants were uncomfortable in a group setting.

We have decided to take a different approach. We have established walk-in hoursMonday through Friday from 10 a.m.- 5 p.m. During these hours an admissions staffmember will be available to meet individually with the prospect. Early morning andevening appointments are also available.

We plan to continue our "Discovery Day" event, which target high school students. Weaverage 30 participants per event with a matriculation rate of 55%.

We started our new walk-in process November 19. To date, we feel this new process ismuch more attractive to prospects. Each prospect served is encouraged to fill out apostage paid satisfaction survey. To date, the survey results are very positive.

We plan to evaluate our new walk-in process at our staff retreat in February.

Appointment! Walk-inProspect Satisfaction Survey

2001

Staff Name Here Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total

Overall, my visit to campus was beneficial Agree 5 6 32%Disagree 5 4 9 47%NA 3 4 21%

Literature I received is helpful Agree 3 5 8 36%Disagree 6 4 10 45%NA 3 4 18%

Admission process was clearly explained Agree 2 5 7 33%Disagree 3 4 7 33%NA 4 3 7

All of my questions were answered Agree 5 5 10 43%Disagree 6 4 10 43%NA 3 3 13%

I am clear on my next step to get enrolled Agree 5 5 42%Disagree 4 4 33%NA 3 3 25%

Total Agree 1 0 0 3 0 0 2 0 0 5 0 25 36 37%Disagree 0 5 0 0 6 0 0 3 0 0 6 20 40 41%NA 0 0 1 0 0 1 0 0 4 0 0 15 21 22%

I

I

I AP ENDIXI

I WI

,

I I

IIIIII

RETENTION RESULTS FOR SPRING 2001 FROM 14TH DAY

MAILED SCHEDULED % SCHEDULED NOT MAILED NOT MAILED, % SCHEDULED %BUT SCHEDULED DIFFERENCE

TOM 42 16 38.1% 34 8 23.3% 14.8%mailed RETENTION3/20/01

GAIL 62 24 38.7% N/A N/A N/A N/Amailed3/13/01

TOTAL 104 40 38.5% 34 8 23.3% 14.8%

I tried retention at the last minute for Spring Quarter 2001. Based on the results, I would recommend a push for Summer Quarter. Iam assuming that basic courses are offered summer quarter. We could send a schedule with cover letter to all inactive studentsfrom year 2000-2001 (and even further back time permitting), suggesting that they pick up one or more courses toward their programgoal. It would be a great way to beef up summer enrollment. Retention could start as soon as Summer schedules are ready.

There was a measurable control group of 34 students in Tom's group who were not mailed a schedule. Out of those 34, 8 stillmanaged to schedule at the last minute. With no reminder some students will still register, approximately 23.3%. But with a mailingreminder registration improves by at least 14.8%. This is the real retention rate. Gail's stats are better only because her mailingwent out first. Timing is important.

APi ENDIXX

SUMMER 2001 RETENTION RATE =19.7%

Here are the results of the Summer 2001 Retention effort, broken down by major. There were 813mailings with 160 retained for a 19.7% retention rate.

Recommendations for future retention:

• CONCENTRATE ON 4 AREAS1. Business majors - Retention was successful for Business at 13.1%.

BMT and BBM combined 14.6%Human Resources 19%Small Business 27%

2. Criminal Justice - Total retention was 23.7%, an excellent result. Corrections has no summercourses. Had it been skipped, retention for Criminal Justice would have risen to 25.2%.

3. Early Childhood - Total retention was 23%, very good.4. Engineering majors - Total retention was 21.6% and well worth the effort.

• SKIP 4 AREAS1. General Majors - Majors with "General" in the title indicate high school students.2. Health majors - Because health majors are lock-step programs, students know they have to

attend summer classes and do.3. Majors with no Summer Courses - Identify majors that offer no summer courses, for example

Criminal Justice Law.4. Undeclared students - The return on the mailing effort for "Undeclared" students, was only 4%.

Apparently, they discourage easily, because they have no major, goal, or direction.

• NOEL-LEVITZ FUNNELIf money and/or time are tight, direct the Noel-Levitz funnel toward Business, Criminal Justice, EarlyChildhood, and Engineering, but away from Health majors, High School Students, Undeclared students.and majors with no summer courses. By using the Noel-Levitz Funnel:

./ Half the effort would have increased in the retention rate by 4.8%, bringing the total to 24.5%.

./ Add the health students who would have scheduled summer classes regardless, and theretention rate soars to 32.0%.

./ Mailings would have been cut from 813 to 380, more than halved, saving time and money.

Mailed I Number mailed I Retention I Retention %Summer 2001 813 160 19.7

Noel-Levitz Funnel 380 93 24.5Motivated Health 85 (not mailed) 56 65.9

Total 465 149 32.0

Lost 348 11 3.2

If resources are abundant, mail to all but high students to retain the few lost using the funnel. In thiscase, 348 mailings yielded 11 students that the funnel would have lost.

Key for the retention breaikdown by major which follows:• Shaded majors = recommend mailing• Unshaded majors = dOl not mail

\:>ummer LUUl KetentlOn Uata

TOTAL SU01 AU01 SU01 %

Total BusinessTotal Shaded Business

274231

3636

2521

13.115.6 2.5% Increase for Business wI funnel

lGEN - Undeclared 202 8 10 4 Low return on effort

GLP - Practical Nurse 24 11 3 45.8GPN - Nursin 18 8 8 44.4

RAO - Radiographic 10 10 2 100 Motivated enough w/o mailingRA3 - Radiographic 3yr 3 1 2 33 Motivated enough w/o mailing

Total Radiographic 13 11 4 84.6 Motivated enough w/o mailing

EMP - Paramedic 20 16 0 80 Motivated enough w/o mailingEMI- 2 1 0 50 Sample too small

Total 22 17 0 77.3

OMS - General Sonography 5 5 4 100 Motivated enough w/o mailingOMC - General Certificate 1 0 0 0 Sample too smallCAR - Cardio Sonography 5 5 3 100 Motivated enough w/o mailing

Total SonoaraDhv 11 10 7 90.9

":'("'::'::':::':':::": :'.'

lPFT - Personal Fitness Training 1 1 0 100 Sample too small

Total Criminal JusticeTotal Shaded Criminal Justice

118107

2827

65

23.725.2 1.5% increase for CJ wI funnel

Page 1 of2

Summer 2001 Retention Data

___,111_._ECF - Family 1 0 0 0 No InterestECI - Early Intervention 1 0 0 0 No Interest

I

lI

I

IIIIIIIIIIII

Total Early ChildhoodTotal Shaded Earlv Childhood

IHST - Human Services

TOTAL

TOTAL SHADED MAJORS

8785

1

813

380

2020

o

160

93

1111

o

75

27

2323.5

o

19.7

24.5

No need to be selective, mail to all

No Interest

Noel-Levitz Funnel increases returnbv 4.8 % for less than half the effort

I Page 2 of2

I

I

I

II

I APPENDIXI

I YIII .IIIII

I

I

I

I

IIIIIIIIIIIIII

HI,

H"VfJ yo,. seAfJd,.8fJd e8"BSfJS 10'WIHtfJ' Q,.",tfJ,'1

:JI Hot AfJ'fJ Is " list 01 eO"'SfJS10' yO,. to eOHsldfJ,:

*1514 Contemporary Fiction(can substitutE! for 1503)

2014 Principles of Business2113 Principles of Accounting I

*2123 Principles of Accounting II2464 PC Applications in Business

*2516 AS/400 CL Programming*2576 Visual Basic:

*Starred courses have prerequisitesShaded courses will not be offered again for a whole year or until

Winter 2003

then

,/ PI.AB. eOlll. BtJtJ III. by:1. Making an appointment at the Academic Advising counter2. Making an appointment by phone:

from Newark 366-9422 from Newarkfrom Columbus 292-4094 ext. 422from elsewhere 1(800)9NEWARK ext. 422

or

3. Coming during "Walk-in Hours" - Monday and Wednesday 8:30 to Noon, andThursday 12:30 to 3pm

Hop. to B•• yo.. BOOHI

{jAil Boy.,0070 AeAd.lllie Ad."iBo,

I

I

I

I

I

I' AP ENDIXt :

I ZIIIIIIII

i

i

IiIIIIIIIII

Newark Campus

Learning Assistance Center

STATEMENT OF PURPOSE

The purpose of the Learning Assistance Center is to support students and

empower them to develop the skills, dispositions, and knowledge to be

successful in their academic development.

SERVICE AREA GOALS

To accomplish the stated purpose of the Learning Assistance Center, the service

area goals for customer outcomes are as follows:

• Student academic performance issues will be resolved collaboratively with

LAC staff, student, faculty, and/or administrative staff.

• Students will recognize and relate their present learning styles to selection

of appropriate study techniques.

• Students will work regularly and productively wit other students in high­

quality tutoring efforts.

------------~---------CENTRAL OHIO TECHNICAL COLLEGE

·CUSTOMER OUTCOMES ASSESSMENT WORKSHEET

Service Area: Learning Assistance CenterDate: December 11, 2001

SERVICE AREA GOALS

PART I: Performance Indicators

Person(s) completing form: Phyllis Thompson

Service Area Goal: Student academic performance Issues will be resolved collaboratlvely with LAC staff, faculty, student, and/oradministrative staff. Academic Year: 2001-2002

.* Performance Indicators Method(s) of Measurement Measurement Measurement Criteria Analysis(Customer Desired Behavior) (How Service Area Will Measure) Timellne (Degree of Success Tlmeline

(Frequency) (MonthlYear)

Students will understand Students will take action to Ongoing 0ver-70% of studentspossible strategies to resolve resolve Issues. served will self report

10 their Issues of academic taking actions whichperformance. resolved their academic

Issues

On an annual survey of faculty Annual Overall faculty, and June 2002and administrative staff, ratings administrative staff ratingsand written comments will will have satisfactiondemonstrate knowledge of and ratings of at least 4 on a 5-satisfaction with collaborative point scale.

, efforts to address Issues ofacademic performance.On a quarterly survey of students, Quarterly Overall student ratings will June,ratings and written comments will have a satisfaction rating Decemberdemonstrate knowledge of and of at least 4 on a 5-point 2002satisfaction with efforts to scale.address academic performanceIssues.

.... . . . ~~ .~ -_. _.- . .... ..-

* Customer =student, faculty, staff. community** First column relates the College-Wide Educational Goal to COTC's Institutional Goals

-------------CENTRAL OHIO TECHNICAL COLLEGE

·CUSTOMER OUTCOMES ASSESSMENT WORKSHEET

Service Area: Learning Assistance centerDate: 12-11-01

SERVICE AREA GOALS

PART I: Performance Indicators

Person(s) completing form: Phyllis Thompson

Service Area Goal: Students will recognize and relate their present learning styles to selection of appropriate study techniques.Academic Year: 2001-2002

** Performance Indicators Method(s) of Measurement Measurement Measurement Criteria Analysis(Customer Desired Behavior) (How Service Area Will Measure) Timeline (Degree of Success Timeline

(Frequency) (MonthlYear)

Students will take learning Students will complete written At time of lab Students will rate ease of March, June,style assessments In LAC evaluation of LAC computer lab. visit use, quality of experience, August,

10 computer lab. etc., as at least 4 on a 5- Decemberpoint scale.

Students will discuss their Students will evaluate learning At time of Quality of workshop will March, June,relationship of their personal style and study techniques workshop. be rated 4 on a 5-point August,learning style and a variety of presentations. scale. Decemberstudy techniques.

Students will select study Ongoing Over 50% of students March, June,techniques which complement participating will self- August,their learning style. report trying at least one December

new study technique.

On a survey of faculty, ratings and Annual 80% of faculty will rate the Junewritten comments will learning styles initiativesdemonstrate knowledge and as valuable to studentperceived value of learning styles success.workshops and lectures.

...

* Customer =student, faculty, staff, community** First column relates the College-Wide Educational Goal to COTC's Institutional Goals

--------------CENTRAL OHIO TECHNICAL COLLEGE

·CUSTOMER OUTCOMES ASSESSMENT WORKSHEET

Service Area: Learning Assistance CenterDate: 12-11-01

SERVICE AREA GOALS

PART I: Performance Indicators

Person(s) completing form: Phyllis Thompson

Service Area Goal: Students will work regularly and productively with other students in high-quality tutoring efforts.Academic Year: 2001-2002

•• Performance Indicators Method(s) of Measurement Measurement Measurement Criteria Analysis(Customer Desired Behavior) (How Service Area Will Measure) Timeline (Degree of Success Timeline

(Frequency) (MonthNear)

Students will participate In On a survey of students Quarterly Over 70% of tutees will March, June,tutoring sessions as tutors participating In the Tutor Program, report improved class August,

10 and tutees. ratings and comments will performance as a result of Decemberdemonstrate satisfaction with the participation in the Tutorquality and effectiveness of Program.tutoring.In a self-review, student tutors will Quarterly Student tutors assess March, June,rate and comment on personal themselves favorably on August,performance as a tutor and the behaviors of effective Decembereffectiveness of processes used tutoring.in the Tutor Program

Students and faculty will On a survey of faculty, ratings and Annual Overall faculty ratings will June10 view the Tutor Program as an written comments will have a satisfaction and

effective academic support demonstrate satisfaction with observed studentprogram. student performance and the performance rating of at

processes of the Tutor Program. least 4 on a 5-point scale.

• Customer =student, faculty, staff, community•• First column relates the College-Wide Educational Goal to COTC's Institutional Goals

IIIIIIIIIIIIIIIIIII

CENTRAL OHIO TECHNICAL COLLEGE

Newark Campus* Career Services Office

STATEMENT OF PURPOSE

The purpose of the Newark Campus Career Services Office in collaboration with

faculty, staff, and the community is to assist students and graduates in exploring

career options, finding suitable employment, and successfully managing career

transitions.

SERVICE AREA GOALS

To accomplish the stated purpose of the Newark Campus Career Services

Office, the service area goals for customer outcomes are as follows:

1. Students will have their needs holistically assessed and individual career

plans developed and implemented.

2. Customers will be satisfied with the support and services received.

3. Those who wish to continue their education before and after the associate

degree will be provided information and assistance in implementing a

plan.

4. Working collaboratively with faculty, staff, and the community, students in

each program area will be assisted in seeking employment in their career

field.

*Newark Campus is defined as faculty, staff, and students of Central Ohio

Technical College and The Ohio State University at Newark.

-------------CENTRAL OHIO TECHNICAL COLLEGE

*CUSTOMER OUTCOMES ASSESSMENT WORKSHEET

Service Area: Newark Campus Career Services Person(s) completing form: Jane Williams

SERVICE AREA GOALS

PART I: Performance Indicators

Date: 12106101

Service Area Goal: Customers will be satisfied with the support and services received. Academic Year: 2000-20001

** Performance Indicators Method(s) of Measurement Measurement Measurement Criteria Analysis(Customer Desired Behavior) (How Service Area Will Measure) Timeline (Degree of Success Timeline

(Frequency) (MonthlYear)

10 Students will be satisfied Anonymous evaluation card will Ongoing 90% of students will be QuarterlyIwith Career Development be completed at end of process. I satisfied with service. Iassistance.

10 Students will be satisfied Anonymous evaluation card will Ongoing 90% of students will be Quarterlywith Resume Development be completed at end of process. satisfied with service.assistance.

I

10 Students will be satisfied Office Policy-resumes are faxed Ongoing 100% of requested faxes Ongoingwith Resume Referral free same day as requested will be sent within onesystem. anywhere in world. working day.

Log of requests and actions willbe maintained.

10 Students will be provided Office Policy-students who "walk Ongoing Student requests should Ongoingaccurate and timely in" are provided with the needed be handled at time of visit;information. information at the time of that if unable to do so,

visit. arrangements for deliveryof that information made at

Log of student visits/requests will time of visit.be maintained.

* Customer = student, faculty, staff, community** First column relates the Service Area Goal to COTC's Institutional Goals

III i

IIIII

I APPENDIXI

I AAIIII '

IIII

IIIIIIIIIIIIIIIIIII

Connie PhilipsWinter 2002

Assessment Results for 2578 - Advanced RPGFall 2001 - Sections A, B

02/26/2002

Score on Final CorrectedExam, Question 80% or

Student IIf. Percentage more(35 possible) (-J)

1 33 94% -J

2 33 94% -J

3 29 83% -J

4 35 100% -J

5 30 86% -J

6 34 97% -J

7 35 100% -J

8 30 86% -J

9 30 86% -J

10 29 83% -J

Total 100%

----------------Program Educational Goals

PART II: Analysis & ResultsPerson(s) completing form:_-'C"'-'o""'n..:.,:.n.:.:.:ie:::....:....P"-'-h""-i1il:<'ps=:...- Date:

02/25/2002

CENTRAL OHIO TECHNICAL COLLEGE

STUDENT LEARNING OUTCOMES ASSESSMENT WORKSHEET

Programl Discipline, ~C~o!..!.m!J:p~u~te!!..r...!..P...!..ro~g~r~a!..!.m!!,;m!..!.!i!..!.ng~ _

PROGRAM EDUCATIONAL GOAL 4: Students will demonstrate the ability to analyze and modify existing2002

ACADEMIC YEAR: 2001 -

programs in a variety of languages

**Performance Indicators

(Desired Student Behavior) Results & Analysis Strategies for ChangeTimeline

forChange

Students will be able to locate andcorrect both syntaxandlogiberrorswithin a computerprogl"am

2578 - Advanced RPG, Fall 2001, SectionsA and B:

100% of the random sample of 10students, received an 80% or better onquestion II f, of the Final Exam developedby Connie Philips

This particular question did not seem topose much difficulty for the sampledstudents. No change indicated. Might wishto sample a different question.

Fall 2002

**First column relates the Program Educational Goal to COTCOs Institutional Goals

------ ----------- -CENTRAL OHIO TECHNICAL COLLEGE Program Educational Goals

STUDENT LEARNING OUTCOMES ASSESSMENT WORKSHEET PART I: Performance Indicators

Program/ Discipline Computer Programming Person(s) completing form: Connie Philips. Fred Ghoorkhanian. Tom Jarosinski Date:2/25/2002

PROGRAM EDUCATIONAL GOAL 4: Students will demonstrate the ability to analyze and modify existing2002

programs in a variety of languages

ACADEMIC YEAR: 2001 -

Performance Indicators Method(s) of Measurement Timeline MeasurementCriteria Timeline** (Desired Student Behavior) (Faculty Behavior) for (Benchmark) for

Measurement Analysis

Students will be able to locate and Random sampling of a Faculty Winter 75% of the sampled Annually-correct both syntax and logic errors developed final exam question from Quarter, in students corrected 80% Springwithin a computer.program. the 2nd programming course in a 2576 of the errors in the Quarter

sequence. program

AutumnQuarter in2578

**First column relates the Program Educational Goal to caTCOs Institutional Goals

III!II !

I! '

I ,!

I

t

r

I

APPENDIX,

BB

ACADEMIC THREE YEAR COMPUTER PLAN·

3. Replace 20 286's in Nursing Labs with computers from L140 & LI44 NC

4. Create LAN for Nursing Labs $10,000

$10,000

YEAR I - 1997-98

1. Purchase VAX printer for Computer Programming

5. Upgrade AS400 in Computer Programming Lab $25,000Used AS400 + terminals for VAX

·Sources of funding: COTC Capital, OBR Instructional Equipment, NCDF

December 12, 1997

2. Replace (upgrade) computers in CAD Labs $57,000L140 - 11 computersL144 - 12 computers

IIIIIIII

6. Reallocate 3 remaining computers from LI40/144 to faculty unableto connect toe-mail.NC

TOTAL CAPITAL 97-98 $102,000

YEAR II - 1998-1999

1. Upgrade FI068 computers

$16,000

2. Upgrade L265, L260, & L2506 computers + RAM upgrades

$12,000

3. 2 Classroom presentation set-ups for Allied Health $ 6,000

4. Software for Criminal Justice, Allied Health, and Human Services $10,000

5. Upgrade Academic Support Offices3 - Advising2 - Division Offices1 - VP (Laptop for CC)

$12,000

9. DMS Unit, ifnot funded from NCDF** $ 37,000**(If funding assistance is forthcoming from NCDF, savings to OBRfund will be used for non-computer equipment)

10. Redristrubute 22 386's to: NCWriting Lab (18)Part-time Faculty Offices (4)

IIIIIIII

6. Nursing software and site l.icense for LMH affiliation

7: Upgrade L136 & L13010 computers

TOTAL CAPITAL

12 computers"'*

8. Upgrade L22024 computers + instructional software"'*

"'* 98-99 TO BE PURCHASED FROM OaR FUNDS

YEAR III - 1999-2000

1. Replace 1/3 of faculty computers

2. Additional software for Public Services!Allied Health

3.5 Laptops, for faculty check-out

4. Upgrade 5 Allied Health Lab computers + software

5.2 Classroom Presentation Units

6. Upgrade and expand Open Lab - FI068 computers

7. Redistribute 8 486'5 from FI06 to:2 - Career Services3. Records3 VP

TOTAL

$16,000

$25,000

$97,000

$42,500"

$50,000"'*

$129,000"'*

$36,000

$10,000

$12,500

$12,500

$ 6,000

$16,000

NC

$93,000

I.

IIt

IIII

YEAR IV AND BEYOND

We should now be in a position to do the following:

1. Upgrade 1/3 of instructional lab computers each year2. Upgrade either through new purchase or reallocation 1/3 ofthe faculty computers each·year.

3. Purchase computer for each new position (Faculty and Instructional Staff)

4. Free up OBR Equipment Funds for equipment other than computers.

We will need to seek outside fUnding (private donations and grants) to go beyond this minimalstatus. .

: II

H68NEe ASOO + MonitorHP Vectra Vli8

Elmo EV-400 AF

Sony SLV·N50

H70

Infocus LP755 ProjectOr

Parkervision MDS 2000 Reciever

Parkervuion CAM2112 CameraSony J(V-27S42 TV

Polycom PV·14

H73

AdtnDTSU2Elmo EV-400 AF

HP OfficeJet 3.50HP Omnibook XE2HP Vecua VU8

lnfocus LP755 Pro]CCtorNECA500+

Parkervision CAM 2000Parkervlsion MDS 2000

Peavey UM·I0 Amplifier

POlycom PV·14

Smart 58360Sony KV·32S42 TV

20 Dell Latitude C600

HP l....asetjel 4Elmo 'ffiV-J5H Color eCDSony SLY-N50

MonitorComputerVISUal PresenterVCR

LCD ProjectorRaciever - CameroCameraTVRemote Camero

Video ControllerVtSuol PresenterFox comboLoptopComputerLCD ProjectorMonitorRemote ComeraRecieverAmplifierRemote CameraDrawing boardTVLoptopPrinterColor CameraVCR

H1I8Cameraman CAM 2112 Remote CameraElmo EV·400 AF VISUal PresenterFVC VSW1000 Video Controller Video ControllerInfocus LP755 Projector LCD ProjectorParkervislon MDS 2000 Reciever - CameroSony KV-32S42 TV TVV.ew station Poly Com Video Camero Remote CameroHPFAX·)IQ Fax ComboSony SlV·NSO VCRNEe ASOO + MonitorHP Vectra vue Computer

LocationF120F,20F'20F'20F120F120F120F120F'20F120F120F120F120F120F120F120F120F120F120F120F120F169F169F169F169F169F169F169F169F169F169F169F169F169Fl0lF10lFl0lFl0l

MakeAMX8T8TElmoElmoExtronHPNECPanasonicPanasonicPanasonicPanasonicParkervisionParkerv[sionSharpSonySonyElmoHPSonyDellDellDellDellHPHPMicrotecSmart BoardSonyParkervisionParkerv[sionPeaveyPolycomSmart BoardPanason[cPanasonicAgile StereoSamsung

ModelAXXP·TLC Touch ScreenCE16BX Video ControlVCl227 Video ControlEV·SOOAFTRV-35H Slide ProjectorVideo ControlVectra VUBMUlliSync MSOOAG series VCRCT·1386 MonitorCT·32G14A TVKX·Fll50 faxCAM 2000MOS 2000LCD ProjectorKV-27Vl0 TVVC-C1 Remote CameraTRV·35H Slide ProjectorLaserjet3Trinitron TVLatitude 600 laptops (new)GX300Opliplex GX 1M781 MonitorLaserjet 4500DNScanjet 5300CXIScanmaker 4TVKV·32S42 TVCAM 2000MOS20ooUM-10 AmplifierPV·,4Smart S8360VHS AG-S7l0OVOT2000TV Tuner/Demodulator 232-STAVisual Presenter SVP-6000

Quantity1111111111

1111111,11

207181711211,111,11

APPENDIXDD

INSTRUCTIONAL AIDS AND EQUIPMENT IMPROVEMENTS: 1998-PRESENT

Year Business Technologies Engineering Technologies

1998 Transcription Machines - 15 Network Server for Engineering Labs - I

Lab Printers - 4 Coordinate Measurement Machine - I

New PCs: 24 - LF 220 Transfer Line - 1

New PCs: 24 - LF 250 Bar Code Equipment -I

New PCs: 16 - LF 265 PIOller for CAD Labs - I

Upgraded AS 400: Computer Prog. Laser Printer for CAD Labs - 1

VAX Printer for AS 400 Automation Lab Equip.- LFI21, LFI31

MicroGrade for Windows 95 4.5 Upgrade Aulo CAD

Pentium PCs CAD Lab: 26 - LF144. LF 140

1999 Microsoft VBasic 6.0 - LF265 Adobe Pagemaker 6.5

Microsoft VBasic 6.0 - LF260 Mechanical Desktop SUlle 3.0

Microsoft VBasic 6.0 - LF250 Land Development Desktop

Visual C++STD V6.0 lotTO (0 Geometric Dimension

QuickBooks Pro '99 Sony MVC-FD71 Digital Camera & Case

2000 Link Projecllon System: PC Labs Air Assembly Equipment

Architectural Desktop

2001 256Mb Memory Upgrade - LF220 24 new PCs (high-end) - LFI44

256Mb Memory Upgrade - LF250 II new PCs (high-end) -lfl40

256Mb Memory Upgrade - LF260 Redeployed 18 PCs from LFI44to LFI36

17 new PCs - LF265 Redeployed 6 PCs - LF l21

21 new pes - F968 Redeployed 10 PCs - LFI50

18 new PCs - 10M Increased Interchangeable Hard Drives-LFllS

Electronic Workbench Software - LFI50

Year Health Technologies Public Services and General Education

1999 Al..STrainer - EMS-Paramedic Camcorder & Tripod ~ Communications

Cricothyrotomy lnstrument - EMS Computer - Math Lab

CathSim Training Simulator - STIN Digital Camera - Early Childhood Dev.

MedSim Warraety Agreement-OMS C3mcorder & Tripod· Human Services

HeanSim . EMS-Paramedic Extraction Vacuum Manifold - Forensic Sc.

ALS Baby Trainer: EMS-Paramedic Mini Crimescope - Forensic Science

Other EMS Trainers - EMS SpecLronic 20 0+ SpecLrophOlometers: For.Sc

TrainerlMonilOr Interface: EMS-P Sony Mavica OigiLal Camera - Forensic Sc.

Flatbed Scanner - PTA Sealpelle Fixed Volume (Various)- Foren. Sc.

Printer & cables - PTA Cannabinoids Kit· Forensic Science

Sony MVCFD73 Digital Camera - Foren. Sc.

PhOloSmart Printer· Forensic Science

UVIVIS Spectrophotometer - Forensic Sc.

2000 MedSim Endovaginal PKG - OMS Brown & Sharpe: Weapons - Crim. Justice

Lamyngoscope & Blades - EMS

Maj. Gen. Surg. Instruments· ST

D&C Surgical Set - Surg. Tech

Surgical Prep Stand - Surg. Tech

Adjustable IV Pole - Surg. Tech

Electro-Surgical Unit - Surg. Tech

Minor Gen. Surgical Set -Surg. Tech

GOMCO Suction Unit - Surg. Tech

Kick Bucket - Surg. Tech

Complete Care Doll - Nursing

Nursing Lab Bed Accessories

APPENDIXEE

Tel l6Hl 366·1351(800) 963·9175

b, (614) 366·51H7

TO:

FROM:

D.\TE:

SL131ECT:

We Taks You Whsre You Wonl To Go

MEMORANDUM

COTC Full-T:me Faculty and Professional 5taff

~4--Dr. Rosalie J. Kramer Hiner] ice President and Dean of Faculty

Oc:ober 27. 1997

General Ec!ucJtion Core for COTe

Effective Fall Quaner 1998. COTe will implement the followiTI!l General EducJlion-corur"ec--~Curriculum. Please review YOl:r programs and make necessary ;djUsonenrselarch 1. 1998.

Associate of Applied Science IAssociate of Applied Business Degrees- Two courses in written communications- One course in spoken communications- Math skills ec,uivaiem to college algebra- One laboratory science course- One social science course- Computer literacy- Appropriate experiences (either as courses or demonstrated in the technical

curriculum) in- Critical Thi:-';dng- Cui rural diversity or international studies- Ethics

Each technology may wish to establish levels of competency beyond the minimum in anycategory .

One-Year Certificate ProgramsI. Skills in wrinen and spoken communications2. Math skills at the college algebra level3. Computer literacy4. Other experiences should be imbedded in the curriculum as appropriate

Certificates and programs of less than one year need nm require courses in general education(except where integral to the program) but are encouraged to provide ex.posure to general educationconcepts throughout the delivery of the technology.

RKH:mls