Department Annual Report and Program Revie - Program Review... · Department Annual Report and Program Review ... lab and radiography suite. ... In order to meet American Dental Association’s

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Department Annual Report and Program Review

Dental Assisting and Dental Hygiene Programs

2014-2015

Eve J. Sidney, RDH, MS, CDA Director, Dental Auxiliary Programs May 29, 2015

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TABLE OF CONTENTS

ContentsTABLE OF CONTENTS ............................................................................................................................ 2

Annual Updates ......................................................................................................................................... 1

Department Goals for 2014‐2015 ................................................................................................................. 1

Internal collaborations and partnerships ..................................................................................................... 1

External collaborations and partnerships ..................................................................................................... 2

Program Accreditation Updates ................................................................................................................... 3

Description of departmental advising plan and outcomes ........................................................................... 3

Action Needed ........................................................................................................................................... 5

Faculty Credentials and Certifications .......................................................................................................... 6

Action Needed ..................................................................................................................................... 11

Dental Hygiene, AAAS ................................................................................................................................. 12

Mission/Purpose, Target Audience & Admissions/Pre-Requisite Skills ................................................ 12

Mission/Purpose ................................................................................................................................. 12

Target Audience and Program Admission .......................................................................................... 12

Dental Hygiene Program Admissions Requirements .................................................................................. 13

Action Needed ..................................................................................................................................... 14

Program Data .............................................................................................................................................. 14

Program Enrollment and Student Progress ........................................................................................ 14

Total Student Enrollment ............................................................................................................................ 15

PERKINS DATA ............................................................................................................................................. 17

Review and Documentation: ....................................................................................................................... 17

Course Data ................................................................................................................................................ 19

Historical Course Enrollment and Success (Earned Grades* by Course, by Year) DENTAL HYGIENE ......... 20

Course Success Rates .................................................................................................................................. 23

Dental Hygiene Program Outcomes .................................................................................................... 23

Data for Program Outcomes‐ Dental Hygiene ............................................................................................ 23

Action Needed ..................................................................................................................................... 25

Program Curriculum .................................................................................................................................... 26

History ................................................................................................................................................ 26

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External Standards & Certifications ................................................................................................... 26

Program and Course Certifications ............................................................................................................. 28

Program Learning Outcomes .............................................................................................................. 31

Dental Hygiene ‐ Program Structure and Sequence ................................................................................... 31

Dental Hygiene Program Admissions Requirements .................................................................................. 32

Curriculum Delivery .................................................................................................................................... 34

Action Needed ..................................................................................................................................... 35

Job and wage forecasts/Employment‐Dental Hygiene Program ................................................................ 36

Graduate Employment Rates ...................................................................................................................... 37

Peer Institutions .......................................................................................................................................... 38

Facilities and Equipment ............................................................................................................................. 40

Mission/Purpose, Target Audience & Admissions/Pre‐Requisite Skills‐ Dental Assisting .......................... 43

Mission/Purpose ................................................................................................................................. 43

Target Audience and Program Admission- Dental Assisting ............................................................. 43

Program Data‐ Dental Assisting .................................................................................................................. 45

Program Enrollment and Student Progress ........................................................................................ 45

Course Data‐ Dental Assisting ..................................................................................................................... 47

Historical Course Enrollment and Success (Earned Grades* by Course, by Year) -DENTAL ASSISTING .................................................................................................................................................................... 48

Perkins Data –Dental Assisting.................................................................................................................... 50

Dental Assisting Program Outcomes .......................................................................................................... 52

Revised Dental Assisting Outcomes for 2015‐2016 .................................................................................... 52

Action Needed ..................................................................................................................................... 53

Program Curriculum‐Dental Assisting ......................................................................................................... 54

History ................................................................................................................................................ 54

External Standards & Certifications ................................................................................................... 54

Pre‐clinical and clinical courses , Standards 2‐7, 2‐8 and 2‐9‐Dental Assisting .......................................... 55

Courses which provide the major instruction for Standard 2‐12, 2‐13, 2‐15, 2‐16 and 2‐21‐ Dental

Assisting ...................................................................................................................................................... 58

Dental Assisting ‐ Program Structure & Sequence ..................................................................................... 59

Dental Assisting Certificate ‐Program Courses ....................................................................................... 59

Dental Assisting Associate Degree Applied Arts and Sciences ................................................................... 60

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Program Courses ..................................................................................................................................... 60

Curriculum Delivery – Dental Assisting ....................................................................................................... 62

Action Needed ..................................................................................................................................... 62

Preparing for the Future ......................................................................................................................... 64

Job and wage forecasts/Employment‐Dental Assisting Program ............................................................... 64

Graduate Employment Rates‐ Dental Assisting .......................................................................................... 65

Peer Institutions – Dental Assisting ............................................................................................................ 66

Dental Assisting Program‐AAAS‐ Full Time Schedule .................................................................................. 71

Dental Assisting Program*‐Part Time Certificate Schedule ........................................................................ 72

SUPPORTING DOCUMENTS ......................................................................................................................... 73

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Annual Updates

Review and Documentation:

DepartmentGoalsfor2014‐2015 1. Move into new dental clinic, lab and radiography suite. Learn how to operate all of the new equipment. 2. Develop and modify all clinic, lab and radiography procedure documents for the Infection Control Manual and Clinic Procedure Manual 3. Hire an Infection Control Officer 4. Update one-third of dental assisting and dental hygiene CARPs (Curriculog) 5. Hire part time ESP to work evening clinics 6. Review and update (as needed) admissions criteria for dental assisting and dental hygiene programs. 7. Hire one dental assisting adjunct faculty Goals for 2015-2016 1. Implement electronic daily grade form for clinical courses. 2. The dental faculty and advisory board has been challenged by Armen Oumedian to develop an activity - a breakfast, luncheon or event - to inform and educate the community about dental programs. Oumedian will fund the activity. 3. Update one-third of dental assisting and dental hygiene CARPs in Curriculog. 4. Complete search and hire full time ESP. 5. Complete search and hire full time tenure track faculty position. 6. Hire one dental assisting and one dental hygiene adjunct faculty. 7. Prepare graduates to perform entry level dental assisting/dental hygiene skills that support comprehensive dental care to a diverse population as delegable to Michigan Board of Dentistry- Administrative Rules. 8. Review and update the admissions process, progression policy and student success plan (remediation plan), which ensure students are prepared to enter and complete the rigorous curriculum of dental hygiene.

Internalcollaborationsandpartnerships Jamie Klapp, RDH, from the Health Sciences Lab is available to tutor dental assisting and dental hygiene students during the fall and winter semesters. Bob Leunk, who teaches BI 127 (Microbiology), is always looking for innovative ways to add dental content, which is relevant to students into his course material. The dental hygiene faculty have met with and/or talked with Bob to share ways to introduce dental content into his

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microbiology course. We plan to invite Bob to the departments fall Infection Control Annual Update meeting held annually in September. The infection control update information will provide Bob with an overview of how microbiology is integrated into our program.

Externalcollaborationsandpartnerships Annually, the department collaborates with The Area Agency on Aging to plan the

annual Senior Dental Day. As part of the community dentistry experience, the second year dental hygiene students

partnered with the following organizations during 2014-2015: Mission of Mercy (Big Rapids) Continuing Connections (Muskegon), Elmcroft Living Center, Ludington High School (Ludington), Mel Trotter Ministries, Northview High School, Fairmont Adult Foster Care, Pinewood Place (Jenison), Shepherds House of Independence, and Spectrum Health OB/GYN Presidency Practice, Miles of Smiles (Ottawa County Health Department) and Kent Vocational Options.

The dental assisting program annually partners with approximately 80 dental offices (general and specialty) that provide externship opportunities for the dental assisting students. In order to meet American Dental Association’s Commission on Dental Accreditation Standard 2-4, each student must complete 300 clinical practice hours. Julie Bera, Dental Assisting Supervisor, coordinates, schedules and visits dental offices and students during each of the three required externship offices.

Representatives from the Michigan Dental Hygienist Association, the West Michigan District Dental Society, the Grand Rapids Dental Hygienists Society and the Lakeshore Dental Hygiene Society provide members that speak to the students throughout their college experiences about the importance and benefits of membership in professional organizations.

On May 8, 2015, twenty-three Dental Career students from the Ottawa Area Career Center spent the morning touring the dental department and then the GRCC main campus. Eve Sidney coordinated the event and served as the tour guide. Students had a chance to attempt a college “competency” during part of the morning.

On March 27, 2015, seventeen Dental Occupations students from the Heartlands Institute of Technology Center (Ionia County Intermediate School District) toured the dental department and GRCC main campus.

Each fall semester, a representative from the U of M Degree completion program comes to campus and speaks with interested dental hygiene students.

The dental clinic is open to the public. Dental hygiene students deliver preventive services (cleanings, radiographs, fluoride treatments, sealants) at the supervision of registered dental hygienists and a dentist.

Revenue generated from the dental clinic during fall 2014 and winter semester 2015 was $27,325.00. Summer clinic runs through mid-June, and will generate additional dollars for the college.

Students and faculty participated in the annual Leukemia Lymphoma Society’s “Light the Night” walk during fall semester and collected $3000.00 in donations in honor of adjunct faculty, DR. Colette Smiley, DDS.

Winter semester, 2015, second year dental hygiene students partnered with “Be the Match” and hosted a bone marrow drive on the GRCC main campus.

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Departmental needs for support from other departments within the college The department needs assistance and support from IT and DLT to help develop and transition paper grading into the electronic format.

The programs need continuing support from the Library and Learning Commons to provide orientation sessions to dental assisting and dental hygiene students. Nan Schichtel is our liaison with the library.

ProgramAccreditationUpdates The dental assisting and dental hygiene programs are accredited by the Commission on Dental Accreditation [and has been granted the accreditation status of “approval without reporting requirements”]. The Commission is a specialized accrediting body recognized by the United States Department of Education. The Commission on Dental Accreditation can be contacted at (312) 440-4653 or at 211 East Chicago Avenue, Chicago, IL 60611. The Commission’s web address is: http://www.ada.org/100.aspx. The GRCC Dental Assisting/ and Dental Hygiene programs re-accreditation was received in 2013 with approval through 2017

Descriptionofdepartmentaladvisingplanandoutcomes Open advising sessions for current GRCC students and future students, which may or may not attend GRCC, was held during fall 2014 and winter 2015 semester. Each month, one two hour session was held for walk in advising. Each full time faculty member selected a month to advise potential students during the academic year. On average, one or two students attended the scheduled advising session.

Departmental professional development activities

Meeting Dates Hours

August 21, 20134*, 1:00-3:00 New Equipment Orientation Session (open to full time and adjunct faculty)

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August 28, 2014, 5:45-7:30PM Denstply Ultrasonic Calibration for Faculty

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September 26, 2014-Annual Infection Control Review 9:00-12:00 Dr. John Molinari, DDS-Guest Speaker (4 Free CEUs!) Faculty will participate in a lunch and lean with Dr. Molinari immediately following the mornings review.

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Student Awards

Dental Assisting student Narissa Bolens won the Michigan Dental Associations Robert Mitus Scholarship ($1000.00) in April 2015.

Dental Assisting student Amy Ryke won the Michigan Dental Assisting Scholarship ($ 500.00).

Rebekah Scholten, Jenae Shellenbarger, Allison Tanis and Jean Williams, first year dental hygiene students, won the 2014-2015 Delta Dental Scholarship ($1,250.00 each).

Second year dental hygiene student, Stephanie Heyn won the Kathy Klein Dental Hygiene Program Scholarship for the amount of $500.00.

Other department updates

Faculty did a yeoman’s job during 2013-2014 and 2014-2015 to accommodate the dental clinic remodel. Faculty accepted extra overload hours to cover courses, rewrote CARP documents for the necessary curriculum changes.

Diana Kooistra retired May 1, 2015; Sheryl Kuzniar and Deb Schultz retire the end of June, 2015. Diana retired after 28 years, Deb after 26 years, and Sheryl after 12 years of service for our programs.

The department has proposed an alternative course schedule for the second year dental hygiene

cohort. The revised schedule will reduce the number of clinic sessions by two, while increasing the number of students and faculty in each session. The intended outcome is to increase the number of students in the evening clinics and would be easier to hire qualified adjunct faculty to teach during evening clinic sessions. If the revised clinic schedule is adopted, costs to deliver the course will be reduced.

Armen Oumedian donated $16,250 to the GRCC Dental Auxiliary Programs in the name Kathryn

Klein, his daughter, who is a 1973 graduate of the Dental Hygiene Program. Part of the money supports the Kathy Klein Dental Hygiene Scholarship program for the next four years. Ten thousand dollars of the donation helped the department to purchase a DXTTR manikin. DXTTR’s are manikins of the human head made from poly or plastic, which contain real teeth. Each mannequin is unique and provides students with a “pre-patient” experience taking dental x-rays, making them much better prepared once they start working on live patients. Students have the opportunity to produce quality diagnostic radiographs to allow for more definitive viewing of periodontal disease and X-ray training with unlimited, consistent imaging without patient radiation exposure.

The Periodontal Study Club for Dental Hygienists, Inc. awarded the dental hygiene program

$1,000. The mission of the Periodontal Study Club is “To provide quality continuing education for the dental professional that is needed to implement new research, methods, and technology in order to promote overall health within our diverse communities.” This is the third year the dental hygiene program has received a $1,000 donation.

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Evaluation Questions:

1. Were the department goals for this year successfully met? Please explain. The majority of goals for 2014-2015 were met while others are still in progress. Other goals will be continued into fall semester.

2014-2015 Goals The department moved into the new dental clinic, lab and radiography suite on August 20, 2014. The day we moved in, faculty began an equipment training session. All of the new equipment required either modification or newly created procedure sheets. It has taken most of the year to update and develop directions/procedure sheets, etc. for all of the equipment. The newly created documents are part of the Clinic Manual and/or Infection Control manual. Both manuals are used as teaching aids for students, faculty and staff. The College offered EOL as an Infection Control Officer to Deborah Kaser, adjunct faculty in the dental assisting program. Faculty continue to update one-third of all dental assisting and dental hygiene CARPs into Curriculog. Several courses will be completed by the end of June. The past year was more challenging to update CARPs because of the clinic remodel. Several courses had credits added, deleted and or outcomes changed. We are now in the process of converting CARPs for DHY139A, DHY139B, DHY249, DHY244, DHY254, DHY138, DHY132, DHY241A, DHY241 DHY139, and DHY244 to the original or a new preferred format. December 2014 the department hired a part-time ESP to cover the dental reception area on Monday and Wednesday evenings to support DHY249, DHY259 clinical courses.

2. Is the Advising Plan working well? What have the outcomes been for student advising? The Advising plan works well; and students visit the dental programs website, review information and attend advising sessions. Faculty coordinate and schedule monthly advising sessions that are two hours in length. Beginning fall semester 2015, the department will track students who attend advising sessions and the ESP or program director will make follow up calls to students interested in our programs.

Action Needed

Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:

Annual Goals Yes No External Collaborations and Partnerships Yes No Internal Collaborations and Partnerships Yes No Accreditation Yes No Departmental Advising Yes No

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FacultyCredentialsandCertifications

Last Name

First Name

Position

Highest Academic Degree Earned

Dental Credential

Bera Julie Full Time Faculty Masters Registered Dental Assistant

Campo Mike Full Time Faculty Masters Registered Dental Hygienist

Dobberstein Christine Full Time Faculty Masters Registered Dental Hygienist

Kooistra Diana Full Time Faculty Masters Registered Dental Assistant, Registered Dental Hygienist

Ellis Joseph Adjunct Faculty Dentist Dentist

Godfrey Mary Adjunct Faculty Bachelors Registered Dental Hygienist Online Certification

Grinzinger Lisa Adjunct Faculty Bachelors Registered Dental Hygienist

Hartney

Winona Adjunct Faculty Masters Registered Dental Hygienist Online Certification

Herdon

Teri Adjunct Faculty Bachelors Registered Dental Hygienist

Holt

Stacey Adjunct Faculty Masters Registered Dental Hygienist

Kaser

Deborah Adjunct Faculty Bachelors Registered Dental Assistant

Kuzniar

Sheryl

Full Time Educational Support Personal,

Dental Clinic

NA

NA

Krygier

Thomas Adjunct Faculty Dentist Dentist

Lockwood

James Adjunct Faculty Dentist Dentist

Nyboer

Andrew Adjunct Faculty Dentist Dentist

Quillan

Julie Full Time Faculty Dentist Dentist

Schultz

Debra Full Time Faculty PhD Registered Dental Hygienist

Sidney

Eve Full Time Faculty Masters Certified Dental Assistant, Registered Dental Hygienist Online Certification

Verwys

Jean Adjunct Faculty Bachelors Registered Dental Assistant

Witte

Deanna

Part-Time Educational Support Personal,

Dental Clinic

NA

NA

63% adjunct faculty, 37% full time faculty

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Professional Development Activities The department’s Annual Infection Control update that was held on September 26, 2014. The annual infection control update is part of our compliance program that helps to meet Accreditation Standard 5- Infection and Safety. The following faculty attended the annual update: Julie Bera, Christine Dobberstein, Joseph Ellis, Mary Godfrey, Lisa Grinzinger, Winona Hartney, Teri Herdon, Stacey Holt, Diana Kooistra, Sheryl Kuzniar, Julie Quillan, Debra Schultz, Eve Sidney, and Jean Verwys. Eve Sidney and Mike Campo attended Dr. Stanley Malamed’s Ten Minutes to Save A Life: Emergency Medicine in Dentistry on January 14, 2015 Christine Dobberstein, Diana Kooistra, Mike Campo, Teri Herdon, Julie Quillan, and Debra Schultz attended a continuing education course on Dentsply Ultrasonic Tip Selection on August 28, 2014. Julie Bera attended the Academy of General Dentistry’s Annual Meeting and Exhibits from June 26-28, 2014, Allergic Patients and Dental Care Provider Implications, Conservative Esthetic Posterior Restorations. Debra Schultz attended “Optimized Evidenced Based Management of Dentin Hypersensitivity and the State of Michigan” on November 6, 2014 The following faculty completed CPR recertification on April 29, 2015; Julie Bera, Mike Campo, Mary Godfrey, Lisa Grinzinger, Debra Schultz, Julie Quillan, Eve Sidney and Jean Verwys.

Jean Verwys and Deborah Kaser will attend the annual the 2015 Annual OSAP (Organization for Safety and Asepsis Procedures) Symposium May 28-30, 2015. EOL/Release Time Work Julie Bera, Christine Dobberstein, Deborah Kaser and Eve Sidney accepted EOL responsibilities during academic year 2015-2016. Eve Sidney served as the Infection Control Officer fall semester. She managed the department’s infection control and safety program as required by MIOSHA (Michigan Occupational Safety and Health Administration) and the American Dental Association’s Commission on Dental Accreditation (see Standard 5-Health and Safety Provisions). She accomplished the following:

Scheduled, coordinated and paid for Dr. John Molinari, PhD to provided the Annual Infection Control Update Seminar on 9/26/14 that was attended by 104 participants that included faculty, students and staff. Approached SciCan, a company, which manufactures equipment used for cleaning and instrument sterilization in the clinic, who agreed to pay Dr. John Molinari’s speaker fee of $1,000 for the fall 2015 infection control update seminar. Scheduled and coordinated the first dental equipment training session held on 8/20/14 for full time faculty.

The two existing eye wash stations were not safe because there were no drains or means of water containment. As of May 21, the new eye wash stations were near completion

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Recommended Deborah Kaser for the role of Infection Control Officer who will assumed her duties at the beginning of winter semester

Prior to January 2015 Eve Sidney served as the Infection Control Officer. The department achieved one of its longstanding goals when Deborah Kaser was hired to fill the position.

Deborah Kaser serves as the departments Infection Control Officer. She accepted EOL for winter and summer session 2015.

Deborah and Eve Sidney continue to define her role as the Infection Control Coordinator.

Deborah will attend the 2015 Annual OSAP (Organization for Safety and Asepsis Procedures) Symposium May 28-30, 2015. Attending OSAP provides required updates in the areas of infection control/infectious diseases as required for Standard 5, Health and Safety Provisions of the Commission on Dental Accreditation through the American Dental Association.

Deborah Kaser completed the following items during winter semester:

Configured a New Compliance Manual for Maintenance of equipment in Dental Clinic

Updated Infection Control Manual

Developed a Checks and Balance System for Infection Control Protocol for the Dental

Clinic for students and staff

Maintaining and updating faculty and adjunct compliance with regards to TB, CPR, and State of Michigan Licensures

Arranged for biohazard pickups to be logged and documented what happens to it when it leaves clinic

Compiling a log for all the equipment in one place so all can log, double check how to properly perform maintenance and how often.

Developed new protocol to hold accountable students and staff to a higher standard of infection control. It will be monitored, logged and remediated if needed. That way when outside sources what to know how we follow compliance issues. We will have s system in place instead of showing we have perfect students with not violations.

Following up on new employee training. If my initial contacts would have been successful and less frustrating and not really knowing who to contact.

Monitoring TB,CPR and Michigan licenses for faculty and staff. Julie Bera serves as the Dental Assisting Supervisor and accepted EOL for fall and winter semester. The work Julie completes helps the department to meet Outcomes Assessment number one and two. Below is a summary of the activities she completed:

Provides leadership in the development, revision, and maintenance of curriculum in the Dental Assisting Program.

Serves as lead faculty and student contact for Dental Assisting Program.

Consults with the director of the Dental Auxiliary Programs to address dental assisting student academic concerns.

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Assists with completion of the American Dental Associations Commission on Dental Accreditation’s Annual Dental Assisting Program Survey.

Works with Student Services to provide necessary remediation and/or counseling.

Coordinates dental assisting student recruitment activities.

Coordinates dental assisting clinical contracts for student externships with Associate Dean and General Counsel offices.

Christine Dobberstein’s EOL was second year Dental Hygiene Clinic Course Coordinator for fall, winter semester and summer session. The work Chris completed helps the department meet outcomes assessment number one and two. Below is a summary of the activities she completed.

Chris developed a periodontal patient case type form that was piloted winter semester.

Coordinated dental assisting students helping dental hygiene students during the dental dam laboratory session.

During winter semester, developed a “no patient time” policy to ensure students receive the minimum number of clinic hours actively treating patients.

Chris met with faculty on an individual basis to help with implementation of the new clinic grading and to share ideas for individual student mentoring.

Chris met with the infection control committee twice this semester and had productive conversations regarding both new and old challenges. New challenges as a result of new clinic surroundings and faculty accustomed to the environment of the old facility.

Chris revised syllabi and goal tracking forms for DHY139, DHY249 and DHY259 and

combined DHY 139A and B into one course.

Chris revised syllabi and goal tracking forms for all three courses and combined DHY 139A and B into one course.

Faculty and Staff Accomplishments/Awards [Documentation of the faculty and staff accomplishments, awards, innovations and presentations, including the name, date, and location related to conference presentations. For work associated with Perkins programs, please indicate how the accomplishments, awards, and presentations are associated with the programs within the department] New Clinic, Laboratory and Radiography Suite, fall semester, 2014. One of the significant accomplishments of faculty and staff was the move to the new clinic and learned how to use the new equipment. Students volunteered to help faculty pack and move supplies and equipment out of the “old” clinic and into the new clinic. Students were enthusiastic volunteers and their help made the process go much faster. Eve Sidney was appointed Historian for the Michigan Dental Hygienists’ Association (MDHA) by the MDHA Board of Trustees at the October 19, 2014 meeting.

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The Dental Hygiene Program received “Honorable Mention” from the American Dental Hygienists’ Association (ADHA) in recognition of the dental hygiene class of 2014 whom 86% transitioned from student membership to professional member. As a winner of the award, Grand Rapids Community College will be recognized in ACCESS magazine (ADHA) and in a presentation at the ADHA’s House of Delegates meeting during the 2015 Center for Lifelong Learning at the 92nd Annual Session in Nashville, Tennessee. Eve Sidney and Chris Dobberstein were selected from a pool of national applicants to attend Dentsply’s 2015 Ultrasonic Scaling & Teaching Institute. The institute will be held in York, Pennsylvania. Dentsply will pay all expenses for Eve and Chris to attend the institute June 27-30, 2015. Julie Bera was re-appointed to serve as a dental assisting site examiner for the American Dental Associations Commission on Dental Accreditation. Julie’s appointment is for two years.

Faculty Development for Upcoming Year

The department has adopted a video series to help teach dental hygiene instrumentation. The video series will require calibration with full time and adjunct faculty. Faculty are coordinating a calibration workshop and will schedule the author of the videos to meet with faculty at the beginning of fall semester.

Plans are in progress for the fourth Annual Senior Dental Day.

A fall and spring instrumentation calibration meetings will be held for dental hygiene faculty that have clinical teaching responsibilities.


1. Can course assignments be made and scheduled based on the availability of credentialed faculty? Diana Kooistra, full time faculty retired on May 1, 2015. Debra Schultz retired the end of summer session 2015. At this time, one full time tenure track position was approved and the second was put on hold. Identification of credentialed faculty to fill all course assignments may present a challenge for academic year 2015-2016.

2. Is the number of departmental faculty that are certified to teach online and through Academic Service Learning sufficient to achieve the curricular and delivery needs of the department? Yes.

3. Do the number and ratio of Full-time/Adjunct faculty support the goals of the department?

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A second full-time faculty member to replace one of the retirees is necessary. We are attempting to cover the absence of the second full-time position by increasing the number of students and faculty in evening clinical sessions, which is not an ideal situation. This strategy is being attempted because part-time faculty may be easier to hire for evening hours. Only time will tell if this plan is approved and will work.

4. Is the professional development faculty and staff are receiving sufficient for them to maintain currency in their field and area(s) of expertise? Dental faculty have multiple opportunities, within the department and off campus, to earn required continuing education credits to maintain their license and currency in their field.

5. Are additional faculty or faculty development resources needed to support the goals of the department over the next four years? Yes. Regarding additional faculty, the retirements of two full time faculty members means the loss of:

Both of these positions worked a minimum of 15 contact hours per semester. Each worked between eight and twelve overload hours fall and winter semester The sum of base load and overload hours for two faculty equals the equivalent of three

faculty at base load.

Concerning faculty development resources, teaching beginning and advanced instrumentation instruction on grips, positions, fulcrums, and techniques for all six sextants of the mouth continues to be a significant and challenging problem. The problem is compounded by current necessity of three different faculty teaching three different groups of student’s inconsistency is certain. This has been a problem for years.

Additional time and resources are necessary to teach and improve clinical calibration techniques with existing and new faculty. Resources are critical to enable implementing a significant change in teaching methodology in first year clinic. Dental education videos designed to teach beginning and advanced instrumentation were purchased and are essential for the change. Faculty will need time to review and learn a new way to teach instrumentation techniques.

Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:

Faculty credentialing Yes No Faculty online certification Yes No Academic Service Learning Yes No Ratio Fulltime/Adjunct faculty Yes No Faculty professional development Yes No Resources Yes No

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DentalHygiene,AAAS

Mission/Purpose, Target Audience & Admissions/Pre-Requisite Skills

Mission/Purpose Department Mission Statement: Our mission is to present a model dental auxiliary education program that provides the dental community with credentialed and highly competent dental assistants and dental hygienists who possess the necessary cognitive, technical and employability skills to enter the professional workforce.

Evaluation Question: Does the purpose/mission statement clearly identify why the program exists, and how it prepares students? Yes.

Target Audience and Program Admission The dental hygiene program has clearly defined admission criteria and targets individuals interested in patient centered oral care. The charts below represent that race, gender and average age of a dental hygiene student over the past four academic years.

Race/Ethnicity - Dental Hygiene Plan Code Description Fall 2011 Fall 2012 Fall 2013 Fall 2014

317/394 Dental Hygiene Am. Indian 0% 2% 2% 0%

Dental Hygiene Asian 2% 2% 3% 3%

Dental Hygiene Black 2% 5% 3% 2%

Dental Hygiene Hispanic 6% 8% 3% 6%

Dental Hygiene White 88% 82% 85% 86%

Dental Hygiene Unknown 3% 3% 3% 3%

Gender - Dental Hygiene Plan Code Description Fall 2011 Fall 2012 Fall 2013 Fall 2014

317/394 Dental Hygiene Female 98% 95% 97% 98%

Dental Hygiene Male 2% 5% 3% 2%

Average Age Dental Hygiene Plan Code Description Fall 2011 Fall 2012 Fall 2013 Fall 2014

317/394 Dental Hygiene 25 26 27 26

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DentalHygieneProgramAdmissionsRequirements Students are admitted to the program once a year, in the fall semester. In order to be eligible for admission into the Dental Hygiene Program, a student must:

1. Be a high school graduate or have passed the high school equivalency GED (General Educational Development) Test. 2. Have a high school and college GPA of at least 2.0

3. Take the Accuplacer test. The student must score a minimum of a 41 on the algebra section or a 65 on the arithmetic section, and score a 74 on the reading section.

4. Successfully complete the four Pre-Dental Hygiene science courses—BI 121, BI 122, BI 127 and CHM 210 . Successful completion is defined as a grade of C or better within two attempts. For the purposes of pre- dental hygiene program requirements, a withdrawal from a course is equivalent to one attempt. Earning a grade below C (2.0) twice in any of the four stated science courses will require that the student withdraw from pre-dental hygiene. This policy applies to GRCC students as well as to transfer students taking equivalent courses at other colleges or universities.

5. Complete a preliminary criminal background check form and pass the criminal background Check. Once enrolled in the dental hygiene curriculum, a student must successfully complete all dental hygiene (DHY), and DXX courses in the sequence indicated for the professional curriculum. Successful completion is defined as a grade of C- or higher (as defined by the Dental Auxiliary Programs Grading Scale) within two attempts. It is the responsibility of the student to complete all courses listed in the professional curriculum. If a grade below C- is received on the first attempt in a DHY or DXX course, the student will be denied continued progression in the professional sequence curriculum. If the student wishes to repeat a DHY or DXX course, the student must meet with the Dental Auxiliary Program Director to develop a Success Plan. If on the second attempt of a DHY or DXX course, a student receives a grade lower than a “C-”, the student will be dismissed from the program.

If a student fails any two DHY or DXX courses regardless of when it occurs in the program, the student will be withdrawn from the Dental Hygiene Program.

A student must be able to complete the program within four years of the initial start of the professional curriculum. If a student leaves the dental hygiene program after completion of the first year, or during the second year, the student may be reinstated at the beginning of a fall semester. In order to initiate the process to return and be guaranteed a spot in the dental hygiene program, the student must submit a letter to the Program Director for consideration to re-enter the program at a future date. Prior to the end of the semester the student leaves, the Program Director will meet with the student to determine the re-entry date. (Dental Hygiene Progression Policy)

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Evaluation Questions: 1. Has the target audience for the program been identified? Is the program attracting and appropriately serving the target audience? The GRCC dental hygiene program attracts a wide variety of students that reside within district and outside of district. 2. Does the program composition (demographics) reflect the defined target population(s)? Why or why not? The majority of dental hygiene students that are attracted to our program are female. The program has few minority and male students that select dental hygiene as a career. 3. If there are admissions criteria, academic standards, or assessment requirements for the program, are they appropriate and do they facilitate program and student success (based on your review of external data and course success data. At the May 18, 2015 dental hygiene curriculum review meeting, faculty approved increasing the college GPA average from a 2.0 to a 2.5 on a 4 point scale. Implementation for the new GPA will begin fall 2016.


Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No

ProgramData

Program Enrollment and Student Progress

New Student Enrollment

New student enrollment has been consistent from 2007 to present. During 2009-2014 the ready/wait list was approximately 2-3 years for both programs.

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TotalStudentEnrollment

Enrollment in the dental hygiene program is about the same each year. Our accreditation student-faculty ratio for dental hygiene is one instructor to five students in labs/clinical. This limits the department’s ability to increase the number of students admitted to the program annually. The numbers for each of the five years reported reflect both first and second year dental hygiene students. We accept 32 students for each cohort, that start the program fall semester. The increase in students during 2010 and 2012, reflects a student that was not successful in a class (earned a grade below C-), then had to wait a year to repeat the class, re-enrolled in the course and completed the program.

Enrollment by Program, Fall 2010 to Fall 2014

Plan Description 2010 2011 2012 2013 2014

317/394 Dental Hygiene AAS 65 64 65 62 63

Total Workforce Development 7,530 7,202 7,094 6,876 6,761

Student Progress The past five years, student progress toward graduation for both programs has been consistent. An effort to delete plan codes no longer in use may help to increase the accuracy of future reporting.

Plan Code Description

N

Students Graduated Graduated/ Transferred Transferred

Still Here

Left Ed

Grad/Transfer/ Still Here

317/394 Dental Hygiene AAAS 52 29 0 0 32 1 98%

Total Workforce Development 9,702 528 100 1,091 4,132 3,851 60%

Evaluation Questions: 1. Is the program consistently attracting new students?

16

The average wait time for a student to start the professional curriculum is approximately two years and the wait has remained constant for the past several years. 2. Is the enrollment trend meeting established targets, ensuring program viability? If targets for enrollment have not been established, what should they be? What could be done to increase enrollment (if this is found to be necessary)? Enrollment trends are positive as evidenced by the two-year ready/wait list. 3. Do students appear to be progressing through the program well? Are there concerns in this area? Last summer when reviewing the Historical Course Enrollment and Success data, Dr. Debra Schultz, Katie Daniels and I observed the majority of the grades appeared to be inflated. From that conclusion, Debra and I selected DHY 249 for closer review. The reason this class was chosen was because the majority of students receive A’s but a percentage were not able to pass the clinical exam required for licensure.

We discovered the Daily Grade Sheet used during 2010-2014 did not have a calculus detection component. Furthermore, that grade sheet only evaluated calculus and plaque and did not consider stain or tissue trauma resulting in the possibility of one-half of the debridement errors were ignored. To further compound the problem, instead of the possibility of four errors per tooth surface, the maximum deduction used was two instead of what should have been four. To even further inflate the student’s course grade for DHY249, 55 percent of their total course grade was made up of the daily grade sheet score.

With this information in hand, the Program Director presented the finding to faculty and the conclusion was obvious; students were not being properly graded. As a result, faculty made suggestions that led to developing a new Daily Grade Sheet which include a calculus detection component and an expanded debridement section that included the four areas of evaluation for each of the four tooth surfaces. 4. Is the yearly ratio of the number of students enrolled to the number of graduates appropriate given program goals? Why or why not? As a result of the programs prerequisite standards, students are generally well prepared for the academic challenges of our program.

17

PERKINSDATA

Review and Documentation: Dental Hygiene

CORE INDICATOR

2011-2012 2012-2013 2013-2014

State Goal

GRCC Program

State Goal

GRCC Program

State Goal

GRCC Program

1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year (that can be identified)

91% n/a 92% 100% 92% 100%

2P1: % of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year.

27% 100% 29% 100% 30% 97%

3P1: % of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.

70% 97% 71% 100% 71% 100%

4P1: % of CTE concentrators who were placed or retained in employment military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2011 would be assessed between October 1, 2011 and December 31, 2011)

70% 100% 71% 100% 84% 100%

5P1: % of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

24% 1% 24% 5% 24% 3%

5P2: % of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.

21% 0% 21% 3% 21% 7%

18

Note: Shaded cells indicate that state goal was not reached by this program.

PERKINS: Student Participation in Nontraditional Fields –Dental Hygiene 5P1; as noted in the table above, enrollment of male students in the dental hygiene program is below the state of Michigan’s benchmark. Traditionally, dental hygiene has been viewed as a female profession. The dental hygiene program attracts a higher percentage of male students when compared to the dental assisting program. PERKINS: Credential, Certificate, or Degree Attainment –Dental Hygiene 2P1; as published in the table above, GRCC’s dental hygiene program has exceeded the annual goal when compared to the State of Michigan goal. PERKINS: Student Completion in Nontraditional Fields –Dental Hygiene 5P2; as published in the table above, the programs percentage increased for the three years the chart tracks nontraditional students. PERKINS: Student Placement –Dental Hygiene 4P1; as published in the table above, GRCC’s dental hygiene program has exceeded the annual goal when compared to the State of Michigan goal. PERKINS: Student Retention and Transfer –Dental Hygiene 3P1; as published in the table above, GRCC’s dental hygiene program has exceeded the annual goal when compared to the State of Michigan goal. PERKINS: Technical –Dental Hygiene 1P1; as published in the table above, GRCC’s dental hygiene program has exceeded the annual goal when compared to the State of Michigan goal. PERKINS: Skills Attainment –Dental Hygiene 1P1; as published in the table above, GRCC’s dental hygiene program has exceeded the annual goal when compared to the State of Michigan goal.

Evaluation Questions- Dental Hygiene: 1. To what extent are the targets for core program indicators (Student Participation in Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree Attainment, Student Completion in non-traditional fields, Student Placement, Technical Skills Attainment) being met? The Dental hygiene program has annually meet core indicators 1P1-4P. Cored indicators 5P1 and 5P2 are below the State of Michigan’s benchmark. The dental hygiene program has traditionally comprised of females. It should be noted that three male dental hygiene students will begin the program fall semester 2015.

2. Are the various sub-populations meeting the targets at the same rate?

19

Minority students are underrepresented in the dental hygiene program.

CourseData

See Historical Course Enrollment and Success (Earned Grades* by Course, by Year) DENTAL HYGIENE chart on the next page.

Course Enrollment by Semester

Student’s progress through the program is satisfactory. See response to question number three in the previous section.

20

HistoricalCourseEnrollmentandSuccess(EarnedGrades*byCourse,byYear)DENTALHYGIENE

Course

2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014

Enroll‐

ment A to C‐

With‐

drew

Enroll‐

ment A to C‐

With‐

drew

Enroll‐

ment A to C‐

With‐

drew

Enroll‐

ment A to C‐

With‐

drew

DHY 111 32 100% 0% 32 100% 0% 32 100% 0% 32 97% 3%

DHY 119 32 100% 0% 31 100% 0% 32 100% 0% 32 97% 3%

DHY 122 32 100% 0% 31 100% 0% 32 97% 3% 31 100% 0%

DHY 123 32 97% 0% 32 100% 0% 32 97% 3% 31 100% 0%

DHY 124 32 100% 0% 31 100% 0% 32 97% 3% 31 100% 0%

DHY 125 32 100% 0% 31 100% 0% 32 97% 3% 31 100% 0%

DHY 126 32 100% 0% 31 100% 0% 31 100% 0% 31 100% 0%

DHY 129 32 100% 0% 32 100% 0% 32 69% 3% 31 100% 0%

DHY 132 31 97% 0% 31 97% 0% 32 100% 0% 31 100% 0%

DHY 134 31 100% 0% 31 100% 0% 32 100% 0% 31 100% 0%

DHY 136 31 97% 0% 31 97% 0% 32 100% 0% 31 100% 0%

DHY 138 31 97% 0% 31 97% 0% 32 100% 0% 31 100% 0%

DHY 139 31 77% 0% 31 77% 0% 32 100% 0% 31 100% 0%

DHY 240 + 31 97% 0% 32 100% 0% 31 97% 0%

21

Course

2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014

Enroll‐

ment A to C‐

With‐

drew

Enroll‐

ment A to C‐

With‐

drew

Enroll‐

ment A to C‐

With‐

drew

Enroll‐

ment A to C‐

With‐

drew

DHY 241 + 31 100% 0% 32 100% 0% 31 100% 0%

DHY 242 + 31 100% 0% 32 100% 0% 31 100% 0%

DHY 244 + 31 100% 0% 32 100% 0% 31 100% 0%

DHY 244A + 31 100% 0%

DHY 246 + 31 100% 0% 32 100% 0% 31 100% 0%

DHY 249 + 31 97% 0% 33 97% 0% 31 100% 0%

DHY 250 + 31 100% 0% 32 100% 0% 30 100% 0%

DHY 251 + 31 100% 0% 32 100% 0% 31 100% 0%

DHY 254 + 31 100% 0% 32 100% 0% 31 100% 0%

DHY 255 + 31 100% 0% 32 100% 0% 31 100% 0%

DHY 256 + 31 100% 0% 32 100% 0% 31 100% 0%

DHY 257 + 31 97% 0% 33 100% 0% 30 100% 0%

DHY 259 + 31 94% 0% 33 100% 0% 30 97% 0%

DXX 104 53 98% 0% 55 96% 0% 55 95% 0% 56 93% 0%

DXX 115 54 100% 0% 57 98% 0% 50 98% 0% 54 98% 2%

DXX 117 54 100% 0% 52 100% 0% 52 100% 0% 51 100% 0%

22

Course

2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014

Enroll‐

ment A to C‐

With‐

drew

Enroll‐

ment A to C‐

With‐

drew

Enroll‐

ment A to C‐

With‐

drew

Enroll‐

ment A to C‐

With‐

drew

DXX 127 54 100% 0% 52 98% 0% 52 94% 2% 51 100% 0%

Total

GRCC 72% 13% 72% 12% 74% 11% 74% 8%

0%

*Does not include I (Incomplete), D or E

+ = Data fields for DHY240, DHY241, DHY242, DHY244, DHY246, DHY249, DHY25, DHY251, DHY254, DHY255, DHY256, DHY257 and DHY259 are blank because

fall semester 2010 was the first year of a two year curriculum revision. Second year dental hygiene students were completing courses in the “old” curriculum.

23

CourseSuccessRatesEnrollment for the three years identified for this review is consistent. It should be noted, that students must earn a C- (78%) or better in each course to progress in the program as stated in the progression policy each student reviews and signs prior to starting the profession program.

Fall of 2010, the dental hygiene program piloted a Student Success Plan (SSP). A SSP is required if a student earns a score below 78% on any course competency. Each semester students are assigned to a faculty mentor. If a student does not pass a course competency, the student will meet with their mentor, schedule tutoring time, and repeat the failed competency at a later date.

Evaluation Questions- Dental Hygiene: 1. What does the course enrollment by semester data tell you? Enrollment is consistent for the four years the data was compiled for this review. 2. Are students passing courses at the appropriate rates? If not, which courses are of concern and what should be done about this? Student performance continues to be consistent for the four years the data was compiled for this review. 3. Are the Course Success Rates the same for the various sub-group populations? If not, where are the areas of concern and what should be done about this? The success rate is the same for minority and male students when enrolled in the program. Enrollment of minority and male students is low.

Dental Hygiene Program Outcomes


1. The program will graduate competent dental hygiene students that meet the criteria of a Registered Dental Hygienist according to the Michigan Board of Dentistry’s Administrative Rules including:

Achieve 90 percent first attempt pass rate on the clinical portion of The Commission on Dental Competency Assessments. (Critical Thinking ILO)

DataforProgramOutcomes‐DentalHygieneTest: National Board Dental Hygiene Exam (NBDHE)

Year Number of GRCC grads taking

Licensure Exam

Number of GRCC grads passing

Licensure Exam

GRCC Percent Passing

National Average

GRCC

Average

2014 30 26 87% NA -1.38 (standard deviation) below the national average

24

Northeast Regional Board Exam – Clinical Component

Year # of GRCC grads taking Licensure

Exam

# of GRCC grads passing Clinical Licensure Exam

GRCC Percent Passing

National Average

2014 30 21 (1ST attempt)

8 (2nd attempt,-with one unknown)

70%

89%

NA

Although the pass rate on The Commission on Dental Competency Assessments on the spring 2015 exam was 85 percent and fell short of goal of 90%, the success rate increased by 25 basis points. This progress is attributable to several factors:

The Daily Grade Sheet used during 2010-2014 did not have a calculus detection component. Furthermore, that grade sheet only evaluated calculus and plaque and did not consider stain or tissue trauma resulting in the possibility of one-half the debridement errors could be ignored. To further compound the problem, instead of the possibility of four errors per tooth surface, the maximum deduction used was two instead of what should have been four. To even further inflate the student’s course grade for DHY249, 55 percent of their total course grade was made up of the daily grade sheet score.

As a result, faculty made suggestions, which led to developing a new Daily Grade Sheet which include a calculus detection component and an expanded debridement section that included the four areas of evaluation for each of the four tooth surfaces. The average grade fall semester on the daily grade sheet was 95%, the average daily grade sheet winter semester in DHY259 (a continuation of DHY249) was 88%.

The implemented of a midterm exam in DHY259, which focused on subgingival exploring, calculus detection and calculus removal. Nine students failed the exam resulting in a required success plan for each. As a result all passed the makeup exam.

Students were required to complete a class three level calculus on one quadrant of teeth in 90

minutes. The requirement includes calculus removal, stain and plaque removal on a live patient achieving a score of at least 75%. If a student was not successful, they had to repeat the evaluation.

Evaluation Questions- Dental Hygiene:

1. Are these Program Outcomes appropriate given the target audience and intent for the program? If not, please list what the new Program Outcomes should be.

The implemented changes improved the test results dramatically. Outcomes for the dental hygiene program were revised this spring with implementation for academic year 2015-2016.

25

Revised Dental Hygiene Outcomes for 2015‐2016

A. The program will graduate competent dental hygiene students that meet the criteria of a Registered Dental Hygienist according to the Michigan Board of Dentistry’s Administrative Rules including:

Achieve 90 percent first attempt pass rate on the clinical portion of The Commission on Dental Competency Assessments. (ILO- Critical Thinking)

Review and update the admissions criteria when appropriate.

Review and update the progression policy as needed.

Examine and tabulate data from the student success plans, and the results of The Commission on Dental Competency Assessments clinical exam and compare results to see if patterns can be identified.

B. 95% of dental hygiene student will complete the program within two years C. At least 80% of students will find employment as a dental hygienist D. Employers will rate entry level skills of our dental hygiene graduates as acceptable. E. Graduates will confirm the dental hygiene program provided adequate training for entry level

practice as registered dental hygienists’. F. The dental hygiene program will meet all required accreditation standards as outlined in the

American Dental Associations Commission on Dental Accreditation for Dental Hygiene Programs.

2. What does the data trend for the Program Outcomes tell you? What are the implications for these data? The program needs to develop additional evaluation means that focus on subgingival exploring, calculus detection and calculus removal.


New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No Course Success Rates Yes No Program Outcomes Yes No

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ProgramCurriculum

History

The last major curriculum revisions for the dental hygiene program was implemented fall 2010. Curriculum revisions were developed by full time faculty and meet the American Dental Association’s Commission on Dental Accreditation Standards as well as the Administrative Rules of the Michigan Board of Dentistry.

Minor curriculum revisions are planned for both programs during 2015-2016.

External Standards & Certifications


External Standards

The dental hygiene programscomplies with the American Dental Association’s Commission on Dental Accreditation and the Michigan Board of Dentistry’s Administrative Rules. The next scheduled accreditation site visit is 2017.

Challenge Exams

There are no challenge exams for any of the DHY and DXX courses.

Curriculum Crosswalk

The chart below (advice from Katie Daniel’s) is a list of program competencies and the course in which the competency is required. This reflects Standard 2- 1 through 2-23 in the American Dental Associations’, Commission on Dental Accreditation, Accreditation Standards for Dental Hygiene Programs.

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DENTAL HYGIENE PROGRAM CONTENT AREA

COURSE NO. & TITLE

CLOCK HRS. OF INSTRUCTION

PROVIDED GENERAL EDUCATION: Oral communications

COM 131,COM 135 or GH 120

42

Written communications EN 100 or EN 101 & EN 102 84 Psychology PY 201 42 Sociology SO 51 or SO 254 or SO 260 42 BIOMEDICAL SCIENCES: Anatomy

BI 121 140

Physiology BI 122 140 Chemistry CHM 210 57 Biochemistry CHM 210 27 Microbiology BI 127 98 Immunology DHY123 & DXX104 16 General Pathology DHY 123 10 Nutrition DHY 111 42 Pharmacology DHY246 28 DENTAL SCIENCES: Tooth morphology

DHY 124

28

Head, neck and oral anatomy DHY 134 28 Oral embryology and histology DHY 114 28 Oral pathology DHY123 & DXX104 45 Radiography DXX 117 & DXX 127 84 Periodontology DHY 126 &DHY 136 46 Pain Management DHY 240 & DHY 250 42

Dental Materials DHY132 42 DENTAL HYGIENE SCIENCES: Oral health education/preventive counseling Health Promotion

58

Patient management Clinical dental hygiene

DHY129, DHY139, DHY249, DHY259

556

Provision of services for and management of patients with special needs Community dental/oral health Medical and dental emergencies Basic life support Legal and ethical aspects of dental hygiene practice

DHY 129, DHY 241, DHY 244, DHY, 251, DHY 254, DHY 255, DXX 115

166

Infection and hazard control management DXX 104 42 Provision of oral health care services to patients with blood borne infectious diseases

DHY 241 & DHY 251 12

Other (specify) NA TOTAL CLOCK HOURS IN CURRICULUM:

1944

2012

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Equivalent Courses- Transfer Institutions

The majority of equivalent courses that transfer to GRCC meet prerequisite courses for dental hygiene and or general education course for both programs.

Dental hygiene courses transfer to University of Michigan and Ferris State University for their bachelor’s degree completions programs.

ProgramandCourseCertificationsStudents that complete the Dental Hygiene program are eligible to sit for the National Board Dental Hygiene Exam, and four examinations (local anesthesia, nitrous oxide sedation, computer exam and the clinical practice exam) through the Commission on Dental Competency Assessments (CDCA) Students can apply for a Michigan registered dental hygienist license upon successful completion of all 5 sections of the licensure exams.


1. To what extent is the program curriculum aligned with the K-12 standards? Are the current courses well aligned with the K-12 expectations? Are textbooks and student materials in the initial coursework at the appropriate level given their high school preparation? If there is not alignment, identify the gaps. If there is duplication, secondary to postsecondary, identify the opportunity for articulated credits. During 2012-2013, the dental hygiene program participated in Programs of Study. We had six dental hygiene textbooks evaluated to determine the reading level. Four of the six textbooks scored at a grade level of 15 (3rd year under graduate student). The texts are college level textbooks, but the ease of reading was a bit difficult. Once textbook evaluated has been dropped and a reading level appropriate test adopted.

As a result of the textbook evaluation and the admissions standard review, Dental Hygiene Faculty reestablished the minimum reading score of 74 (12th grading reading level) a student must achieve on the reading section of the Accuplacer test. The higher reading level requirement was implemented fall of 2013.

Careerline Tech Centers Dental Careers Program and the Heartlands Institute of Technology Dental Occupations Program both have articulation agreements for DXX115, Introduction to Dentistry.

The following chart was developed to assist high school students interested in preparing for the dental hygiene program guidelines for which classes to take during which year of high school.

30

Grand Rapids Community College 6/19/2013

Dental Hygiene Program of Study

Community College Curriculum

High School Curriculum

Prerequisite Courses needed to get on the ready/wait list ONLY*

SUBJECT Michigan Merit

Curriculum 9th

GRADE 10th GRADE 11th

GRADE 12th GRADE 1st Semester 2nd Semester 3rd Semester 4th

Semester

Math (4) Algebra 1 Geometry Algebra II

1 Additional Math Course -

suggested Statistics Course

CHM210 (4 credits)

B1121 (4 credits)

BI127 (4 credits)

Science (3) Biology

AP Anatomy and

Physiology? Chemistry 1 Additional

Science Course BI121 (4 credits) EN100

(3 credits) EN102

(3 credits)

English (4)

English Language

Arts

English Language

Arts

English Language

Arts English

Language Arts

COMM 131 or COM135 or GH120

(3 credits) PY201

(3 credits) PS100

(3 credits)

Social Studies (4)

World History and Geography

U.S. History and

Geography .5 credit

Civics .5 credits

Economics PE Elective ( 1 credit)

Elective Course 2 or 3 credits

SOC 251 or SO254 or

SO260 (3 credits)

PE/Health (1) PE/Health

Foreign Language (2) Spanish 1 Spanish 2

Online Learning Experience

Total: 12 credits 12 credits 13 credits

Articulated Course DXX115

Careerline Tech or

Heartlands Program if appropriate

Careerline Tech or

Heartlands Program if appropriate

31

To what extent is the program curriculum aligned with external professional standards (Industry, State, or National)? Are the current courses within the program or discipline appropriately and sufficiently addressing external standards? What changes should be made to ensure alignment? Are new courses needed? Do additional competencies from the standards need to be added or eliminated in courses? Please explain.

The dental hygiene program are aligned with professional standards as demonstrated by approval and accreditation from the American Dental Associations’ Commission on Dental Accreditation.

Program Learning Outcomes


Evaluation Question: 1. Do the Program Learning Outcomes reflect the demonstrable skills, knowledge, and attitudes expected of students by the end of the program? Are they aligned with the standards identified in previous work? Are they clearly stated and measurable? If not, what changes are suggested? Document the revised Program Learning Outcomes here. The program learning outcomes have been modified for 2015-2016 and better reflect the skills, knowledge, and attitudes expected of student’s by the end of the program.

DentalHygiene‐ProgramStructureandSequence GENERAL EDUCATION COURSES

Wellness Elective - (min. of 1) Credits: BI 121 - Human Anatomy and Physiology 1 Credits: 4 BI 122 - Human Anatomy and Physiology 2 Credits: 4 BI 127 - Microbiology Credits: 4 CHM 210 - Inorganic, Organic, and Biochemistry Credits: 4 PY 201 - General Psychology Credits: 3 Wellness Elective - (min. of 1) Credits: PS 110 - Survey of American Government Credits: 3 Humanities Elective - (min. of 3) Credits: EN 101 - English Composition-1 Credits: 3 EN 102 - English Composition-2 Credits: 3

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Fall Semester- First Year Dental Hygiene Curriculum DHY 111 - Nutrition and Oral Disease Prevention 1 Credits: 3 DHY 114 - Oral Anatomy, Embryology and Histology Credits: 2 DHY 119 - Pre-Clinical 1 Credits: 6 DXX 104 - Infection Control in Dentistry Credits: 2 DXX 115 - Introduction to Dentistry Credits: 2 DXX 117 - Dental Radiography I Credits: 2

Winter Semester- First Year Dental Hygiene Curriculum DHY 122 - Nutrition and Oral Disease Prevention II Credits: 2 DHY 123 - General and Oral Pathology for Dental Hygiene Credits: 3 DHY 124 - Dental Morphology and Function Credits: 2 DHY 125 - Dental Specialties Credits: 2 DHY 126 - Periodontology I Credits: 1 DHY 129 - Pre-Clinical 2 Credits: 6 DXX 127 - Dental Radiography II Credits: 2

Summer Session DHY 132 - Applied Dental Biomaterials Credits: 2 DHY 134 - Head and Neck Anatomy Credits: 2 DHY 136 - Periodontology II Credits: 2 DHY 138 - Dental Hygiene Patient Care and Management I Credits: 1 DHY 139 - Clinical Dental Hygiene I Credits: 3

Fall Semester- 2nd Year Dental Hygiene Curriculum DHY 240 - Pain Management I Credits: 2 DHY 241 - Dental Hygiene Patient Care and Management 2 Credits: 2 DHY 242 - Advanced Instrumentation and Treatment Modalities Credits: 1 DHY 244 - Community Dental Health 1 Credits: 4 DHY 246 - Dental Pharmacology Credits: 2 DHY 249 - Clinical Dental Hygiene 2 Credits: 6

Winter Semester- 2nd Year Dental Hygiene Curriculum DHY 250 - Pain Management II Credits: 1 DHY 251 - Dental Hygiene Patient Care and Management 3 Credits: 1 DHY 254 - Community Dental Health II Credits: 3 DHY 255 - Dental Ethics and Jurisprudence Credits: 1 DHY 256 - Dental Hygiene Professional Management Credits: 1 DHY 257 - Advanced Treatment Modalities and Evaluation in Dental Hygiene Credits: 1 DHY 259 - Clinical Dental Hygiene III Credits: 6

DentalHygieneProgramAdmissionsRequirements

Students are admitted to the program once a year, in the fall semester. In order to be eligible for admission into the Dental Hygiene Program, a student must:

1. Be a high school graduate or have passed the high school equivalency GED (General Educational Development) Test.

33

2. Have a high school and college GPA of at least 2.0

3. Take the Accuplacer test. The student must score a minimum of a 41 on the algebra section or a 65 on the arithmetic section, and score a 74 on the reading section. 4. Successfully complete the four Pre-Dental Hygiene science courses—BI 121, BI 122, BI 127 and

CHM 210. Successful completion is defined as a grade of C or better within two attempts. For the purposes of pre- dental hygiene program requirements, a withdrawal from a course is equivalent to one attempt. Earning a grade below C (2.0) twice in any of the four stated science courses will require that the student withdraw from pre-dental hygiene. This policy applies to GRCC students as well as to transfer students taking equivalent courses at other colleges or universities.

5. Complete a preliminary criminal background check form and pass the criminal background check.

Evaluation Questions Dental Hygiene:

1. What changes to the program structure are being proposed to ensure that the target student population and current student population (traditional, transfer, and/or adult learners) are successful? Please explain. The departments Student Success Plan (tutoring program) is utilized by numerous students in the program. As previously discussed, student that do not pass a program competency are required to meet with their assigned mentor and to execute a Student Success Plan. Once the mentor completes the tutoring session(s), a student can attempt the competency.

2. Have general education courses been purposefully integrated into the program? How do the general education courses impact the expected learning outcomes for students? General education courses provide students the prerequisite background for the dental hygiene curriculum that prepare students to communicate effectively, assume responsibility for individual oral health counseling and to participate in community health programs. ADA Commission on Accreditation Standard 2-8a.

3. Do the Program Learning Outcomes for the degree reflect the increased learning that the general education courses provide? Will the selected general education courses help students return to college to continue in this field if they choose to do so? General education courses provide students with the required science foundation. The four science course prerequisites are BI121, BI122, BI127 and CHM210. The four science courses are building block for DHY111-Nutrition and Oral Disease Prevention 1, DXX104- Introduction to Dentistry, DHY126 and DHY136 Periodontology 1 and 2, DHY123, General and Oral pathology for Dental Hygiene and DHY240 and DHY250- Pain management 1 and 2.

4. Which courses need to have pre-requisite courses added to the CARP document?

34

Fall 2010, the last curriculum revision, pre-requisite courses were added to all CARP documents.

5. Are all four of the ILOs and associated competencies integrated into the program? Do students have the opportunity to build the knowledge, skills, and attitudes associated with the ILOs throughout the program?

GRCC’s ILO are integrated throughout the dental hygiene program. Evidence of the ILO are included in year-end reports. Students have the opportunity to build knowledge, skills and attitudes associated with the ILOs throughout the program.

CurriculumDelivery

Review & Documentation:

Courses Approved for Online Delivery

DHY250 Nitrous Oxide Sedation

DX115 Introduction to Dentistry

Honors Courses

There are no honors courses in either the dental assisting or dental hygiene programs.

Study Away Courses

There are no study away courses in either the dental assisting or dental hygiene programs.

Evaluation Questions: 1. Is experiential learning, including internships and academic service learning, systematically embedded into the courses? Are the current experiential learning opportunities sufficient? Please explain. Academic service learning is part of DHY 244 and DHY254.

2. Are the online offerings (courses & number of sections) sufficient to meet student and programmatic needs? During 2015-2016 modifications in the curriculum will include moving DXX115 Introduction to Dentistry, out of the curriculum and into a program prerequisite. DXX115 was approved as an online course and will be offered as such beginning fall of 2016.

35

3. Are the honors and study away offering sufficient for the program? The dental hygiene program does not have honors and or study away offerings at this time.


Program structure Yes No Curriculum alignment with external professional standards Yes No Curriculum Alignment K-12 Yes No Program Learning Outcomes Yes No Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No Academic Service Learning Yes No Course sequencing Yes No Pre-requisites Yes No Online Offerings (courses & programs) Yes No

36

asts/Employment‐DentalHygieneProgram

nts are well prepared for the National Board Dental Hygiene Exam and The Commission on Dental Competency

tions.

sts

asts job opportunities for dental hygiene graduates.

nt Forecasts

ounties:

arry Ionia Kent Lake Mason Mecosta Montcalm Muskegon

Oceana Osceola Ottawa

Description 2013 Jobs

2014 Jobs 2018 Jobs 2013 - 2018

Change 2013 - 2018 % Change

Annual Openings

Median Hourly Earnings

ental Hygienists 1,362 1,386 1,463 101 7% 57 $28.22

Average Monthly

Postings^

Average Monthly Hires^

Annual # of Job

Postings!

Regional Completions

(2013) Typical Entry Level Education

Age 55-65+

Age 55-65+ % of Occupation

1 47 6 94 Associate's degree 251 18%

ytics 2014

37

! Burning Glass, Labor Insights Jobs, 2014

! The number of annual job posting was reduced by 20% to compensate for duplicate ads

GraduateEmploymentRates(From the survey mailed to alumni. The question asks for the graduates’ status in October following the academic year in which they

graduated.)

Plan 317/394 (Dental Hygiene AAAS)

2009‐2010 2010‐2011 2011‐2012 2012‐2013 Response rate 8/29 = 28% 4/31 = 13% 7/30 = 23% 10/33 = 30%

Employed in a job related to the program taken at GRCC

5/8 = 63% 1/4 = 25% 1/7 = 14% 7/10 = 70%

Continuing education and/or employed in an unrelated job

1/8 = 13% 1/4 = 25% 1/7 = 14% 0/10 = 0%

*Number of survey respondents/Number of surveys mailed

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Questions - Dental Hygiene:

1. Are students obtaining employment upon graduation at satisfactory rates? Dental hygiene graduates are finding jobs upon graduation. Many find one or two part time jobs in general dental offices. 2. Do the job projections and wages data suggest that this program will be viable over the next four years? Yes. 3. Is the number of graduates aligned with the market need (job forecasts/transfer institutions)?

The number of graduates is aligned with the market need. Accreditation requirements limit the ability to increase enrollment.

PeerInstitutions

CIP 51.0602 Dental Hygiene

Numbers of Degrees/Certificates Awarded at Other MI Institutions

CIP 51.0602, Number of Completions 2012-2013, by Award Level

Award Level

Institution Name Associate’s

Degree

Certificate of More than 2 but

Less than 4 Years Bachelor’s Degree

Baker College of Auburn Hills 23

Baker College of Port Huron

The Port Huron campus is scheduled to merge with the Auburn Hills campus to a new location spring of 2016. There will be only one Baker Dental Hygiene program.

21

Delta College 14

Ferris State University 40 19

39

Grand Rapids Community College

Annually we graduate 32 students. Additional students complete the program if a student is required to repeat a class and return the following year.

34

Kalamazoo Valley Community College 22

Kellogg Community College 18

Lansing Community College 23

Mott Community College 22

Oakland Community College 21

Siena Heights University-degree completion only. There is not a dental hygiene program at this University

22

University of Detroit Mercy 26 27

University of Michigan-Ann Arbor 37

Wayne County Community College District

15

Source: Integrated Postsecondary Education Data System (as reported by institutions)

Evaluation Questions: 1. Are peer institutions offering this program at the same level (certificate, associate’s degree)? Is the program offered at a bachelor’s degree? If so, could a pre-major program be created? Thirteen dental hygiene programs exist across the state of Michigan. University of Detroit Mercy and University of Michigan offer a bachelor’s degree in dental hygiene. In addition, University of Detroit Mercy, University of Michigan and Ferris State University offer bachelor degree completion programs. 2. Are there any institutions with whom GRCC could explore articulation agreements? Recently, GRCC decided not to renew the articulation agreement with University of Detroit Mercy. It is my understanding the decision was related to low volume of student transfers (zero transfers in the last several years) and cost.

40

The department would be interested in exploring an articulation agreement with Ferris State University.

FacilitiesandEquipment

The dental programs academic year began in August 2015with the opening of a beautiful new clinic, which was remodeled over the summer.

The “new” clinic includes several improvements and technological advances. The clinic has 25 dental units (the “old” clinic had 20). Each unit has a desk top computer and a separate monitor attached to the dental chair. The monitors can be used for students to view instructor demonstrations or show patient education videos. The monitors may also be used to view intra-oral camera or radiograph images. The clinic now includes an instructor station equipped with an overhead camera. Instructors can provide live demonstrations and or record a presentation. Recorded presentation can be uploaded to Blackboard for students to view at any time. An instructor can demonstrate a technique and the video can be projected

to each of the 24 stations. Students no longer need to huddle around one manikin to observe a demonstration. Six ADEC patient simulators are now installed in the dental lab. The simulators contain high and low speed hand-pieces including water. Typodont teeth can be drilled and filled! Students and faculty will use the ADEC patient simulators to practice four-handed dentistry techniques.

Review and Documentation: PROE Student Survey Results Students did not complete the PROE survey during academic year 2014-2015. Advisory Board Survey Results Over the past four years, the advisory board was helpful as the department needed to make several decisions on the design of the new clinic, lab and radiography suite as well as equipment selection.

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PROE survey results from the Dental Auxiliary Programs are included in the appendices at the end of this document. The PROE responses in the chart below will be discussed at the fall advisory board meeting.

PROE Advisory Board Question

Score

Job opportunities exist for students completing the program or leaving with marketable skills.

71.43

Designed to provide students with practical job application experience

57.14

Periodically reviewed and revised to keep current with changing job practices and technologies

71.43

Program Planning During summer 2015, search committees have been formed to hire an ESP for the dental clinic and a tenure track faculty position. With two full time faculty retirements and approval to hire one replacement, the department is busy trying to reconfigure the number of students, faculty and meeting times for DHY249 and DHY259 clinical courses.


1. What did you learn from the PROE Student Survey results? Will you take any actions with the program as a result of what you have learned? As mentioned in a previous question, the PROE Student Survey was not administered by Institutional Research and Planning. 2. What did you learn from the Advisory Board Survey results? Will you take any actions with the program as a result of what you have learned? The following areas score below 75%. We plan to ask the advisory board members for feedback and ways to improve in the areas. We might not have represented and explained well. 3. Are the resources sufficient to meet identified needs and goals for the next four years? Please explain. The department is still hopeful sufficient resources will become available that would make it possible to hire a tenure track faculty to replace the second faculty retirement scheduled for the end of June 2015.

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4. Are the facilities and equipment adequate to facilitate teaching and learning? Please explain.


Job & Wage Forecasts Yes No Collaboration Opportunities with Peers Yes No Program Planning Yes No Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No Other: Yes No Work Products Develop a course review schedule (Curriculog) for the next four years beginning next year The last curriculum revision occurred fall of 2010. At this time ALL CARP documents had been updated. As a result, the majority of dental assisting and dental hygiene CARPs are scheduled to be updated during 2015-2016. For the next three years 1/3 of all CARP documents will be reviewed.

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Dental Assisting

Associate Degree in Applied Arts and Sciences or Certificate

Mission/Purpose,TargetAudience&Admissions/Pre‐RequisiteSkills‐DentalAssisting

Mission/Purpose Department Mission Statement: Our mission is to present a model dental auxiliary education program that provides the dental community with credentialed and highly competent dental assistants and dental hygienists who possess the necessary cognitive, technical and employability skills to enter the professional workforce.

Evaluation Question: Does the purpose/mission statement clearly identify why the program exists, and how it prepares students? Yes.

Target Audience and Program Admission- Dental Assisting The dental assisting program has clearly defined admission criteria and targets individuals interested in patient centered oral care. The charts below represent that race, gender and average age of a dental hygiene student over the past four academic years.

Race/Ethnicity - Dental Assisting

Plan Code Description Fall 2011

Fall 2012

Fall 2013

Fall 2014

315,318/392,395 Dental Assisting, Cert Am. Indian 0% 0% 0% 0%

Dental Assisting, Cert Asian 0% 0% 33% 33%

Dental Assisting, Cert Black 0% 0% 0% 0%

Dental Assisting, Cert Hispanic 33% 0% 0% 0%

Dental Assisting, Cert White 67% 80% 67% 67%

Dental Assisting, Cert Unknown 0% 20% 0% 0%

316,319/393,396 Dental Assisting, Associate's Am. Indian 3% 3% 0% 0%

Dental Assisting, Associate's Asian 0% 3% 0% 0%

Dental Assisting, Associate's Black 3% 7% 7% 4%

Dental Assisting, Associate's Hispanic 3% 3% 7% 16%

Dental Assisting, Associate's White 87% 83% 81% 76%

Dental Assisting, Associate's Unknown 3% 0% 4% 4%

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Gender - Dental Assisting


Fall 2012

Fall 2013

Fall 2014

Dental Assisting, Cert Male 0% 0% 0% 0%

316,319/393,396 Dental Assisting, Associate's Female 100% 100% 100% 96%

Dental Assisting, Associate's Male 0% 0% 0% 4%

Average Age - Dental Assisting


Fall 2012

Fall 2013

Fall 2014

315,318/392,395 Dental Assisting, Cert 29 26 25 21 316,319/393,396 Dental Assisting, Associate's 25 24 24 26

Program Admissions Requirements-Dental Assisting

Students are admitted to the program once a year, in the fall semester. In order to be eligible for admission into the Dental Assisting Program, a student must:

1. Be high school graduates or have passed the high school equivalency GED (General Educational Development) Test.

2. Have a high school and college GPA of at least 2.0.

3. Take the Accuplacer test the student must score a minimum of 41 on the algebra or a 65 on the arithmetic section and at least a 70.4 on the reading section.

4. Complete a preliminary criminal background check form and pass the background check.

Students must successfully complete all Dental Assisting (DAA), and DXX courses in the sequence indicated for the professional curriculum. Successful completion is defined as a grade of C- or higher (as defined by the Dental Auxiliary Programs Grading Scale) within two attempts. It is the responsibility of the student to complete all courses listed in the professional curriculum.

If a grade below C- is received on the first attempt in a DAA, or DXX course, the student will be denied continued progression in the professional curriculum. If the student wishes to repeat a DAA or DXX course, the student must meet with the Dental Auxiliary Program Director to develop a Success Plan. If on the second attempt of a DAA or DXX course, a student receives a grade lower than a “C-”, the student will be dismissed from the program.

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If a student fails any two DAA or DXX courses regardless of when it occurs in the program, the student will be withdrawn from the Dental Assisting Program.

A student must be able to complete the program within three years of the initial start of the professional sequence. If a student leaves the dental assisting program at the end of fall or winter semester or the end of summer session, the student may be reinstated the following semester that corresponds with the semester in which the student left. In order to initiate the process to return and be guaranteed a spot in the dental assisting program, the student must submit a letter to the Program Director for consideration to re-enter the program at a future date. Prior to the end of the semester the student leaves, the Program Director will meet with the student to determine the re-entry date. (Dental Assisting Programs Progression Policy)

ProgramData‐DentalAssisting

Program Enrollment and Student Progress New Student Enrollment

New student enrollment has been consistent from 2007 to present. During 2009-2014 the ready/wait list was approximately 2-3 years for the dental assisting programs.

Total Student Enrollment

Enrollment in the dental assisting is about the same each year. Our accreditation student-faculty/student ratio is one faculty to six students during radiography and clinical practice sessions. During laboratory and preclinical instruction in dental materials and chairside assisting procedures, the faculty/student ratio must not exceed one instructor for each twelve students Dental Assisting Program Accreditation Standard 3-8. This limits the department’s ability to increase the number of students admitted to the program annually. Each fall, the dental assisting program cohort enrolls 24 students that consist of 18 full time and 6 part time dental assisting students. The part time option provides a non-traditional track to graduation that works well for students. See examples of the full time and part time course schedule on pages 71-72.

Over the past four years, there has been an increase in the number of dental assisting students that elect to earn the Associate Degree in Applied Arts and Sciences over the certificate program.



316/319/393/396 Dental Assisting AAAS 20 15 13 18 25

315/318/392/395 Dental Assisting Certificate 4 2 5 2 3


46

Student Progress Through the past five years, student progress toward graduation for both programs has been consistent. An effort to delete plan codes no longer in use may help to increase the accuracy of future reporting.

Plan Code Description

N


Still Here

Left Ed


316/319/393/396 Dental Assisting AAAS

23 15 0 0 6 2 91%

315/318/392/395 Dental Assisting Certificate

5 2 0 0 1 2 60%


Evaluation Questions: 1. Is the program consistently attracting new students? The average wait time for a student to start the professional curriculum is approximately two years and the wait has remained constant for the past several years. 2. Is the enrollment trend meeting established targets, ensuring program viability? If targets for enrollment have not been established, what should they be? What could be done to increase enrollment (if this is found to be necessary)? Enrollment trends are positive as evidenced by the two-year ready/wait list. 3. Do students appear to be progressing through the program well? Are there concerns in this area? Fall of 2014, the Student Success Plan was implemented in the following dental assisting courses: DXX117, DXX127 and DAA125.A Student Success Plan (SSP.) is required if a student earns a score below 78% on any course competency. Each semester students are assigned to a faculty mentor. If a student does not pass a course competency, the student will meet with their mentor, schedule tutoring time, and repeat the failed competency at a later date.

DXX104, Infection Control can be a challenging course for students because of the biology content. Fall 2015, students will be required to complete a natural science elective as part of the general education component for the Associate in Applied Arts and Science Degree. A biology elective (three credit) course will be suggested by the department. It is our hope that students that complete a biology elective (three credit) course will have a stronger science foundation prior to entering the dental assisting program.

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4. Is the yearly ratio of the number of students enrolled to the number of graduates appropriate given program goals? Why or why not? Yes. Ninety-one percent of students that start the program fall of 2014 will graduate. Academic, financial and a wrong career choice are the main reasons for the limited attrition rate experienced in the dental assisting program.

CourseData‐DentalAssisting Course Enrollment by Semester

See Historical Course Enrollment and Success chart for the dental assisting program.

Course Success Rates

Enrollment for the three years identified for this review is consistent for both programs. It should be noted, that students must earn a C- (78%) or better in each course to progress in the program as stated in the progression policy each student reviews and signs prior to starting the profession program.

Fall of 2012, the Student Success Plan was implemented in the following dental assisting courses: DXX117, DXX127 and DAA125. dental assisting program. A Student Success Plan (SSP). is required if a student earns a score below 78% on any course competency. Each semester students are assigned to a faculty mentor. If a student does not pass a course competency, the student will meet with their mentor, schedule tutoring time, and repeat the failed competency at a later date.

DXX104 Infection Control can be a challenging course for students because of the biology content. Fall 2015, students will require students to complete a natural science elective as part of the general education component for the Associate in Applied Arts and Science Degree. A biology elective three credit course will be suggested by the department. It is our hope that students that complete a biology elective three credit course will have a stronger science foundation prior to entering the dental assisting program.

rollment and Success (Earned Grades* by Course, by Year) -DENTAL ASSISTING 2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014

A to C‐ With‐drew

Enroll‐ment A to C‐

With‐drew


With‐drew


With‐drew

6 100% 0% 22 95% 0% 18 94% 0% 20 95% 5%

6 100% 0% 25 96% 4% 20 95% 0% 22 100% 0%

4 100% 0% 22 95% 0% 24 100% 0% 20 100% 0%

3 87% 0% 24 83% 4% 23 87% 0% 20 95% 0%

6 100% 0% 25 96% 0% 21 90% 0% 23 100% 0%

7 93% 0% 24 96% 0% 22 95% 0% 22 100% 0%

2 73% 0% 21 52% 0% 20 65% 0% 20 100% 0%

2 100% 0% 21 90% 0% 20 100% 0% 21 100% 0%

2 100% 0% 21 100% 0% 20 100% 0% 21 100% 0%

2 100% 0% 21 100% 0% 20 100% 0% 20 100% 0%

2 55% 0% 22 55% 0% 21 71% 0% 20 100% 0%

3 98% 0% 55 96% 0% 55 95% 0% 56 93% 0%

4 100% 0% 57 98% 0% 50 98% 0% 54 98% 2%

4 100% 0% 52 100% 0% 52 100% 0% 51 100% 0%

4 100% 0% 52 98% 0% 52 94% 2% 51 100% 0%

72% 13% 72% 12% 74% 11% 74% 8%

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Evaluation Questions- Dental Assisting: 1. What does the course enrollment by semester data tell you? Enrollment is consistent for the four years the data was complied for this review. 2. Are students passing courses at the appropriate rates? If not, which courses are of concern and what should be done about this? Student performance continues to be consistent for the four years the data was complied for this review. 3. Are the Course Success Rates the same for the various sub-group populations? If not, where are the areas of concern and what should be done about this? The success rate is the same for minority and male students when enrolled in the program. Enrollment of minority and male students is low.

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PerkinsData–DentalAssisting


CORE INDICATOR

2011-2012 2012-2013 2013-2014

State Goal

GRCC Program

State Goal

GRCC Program

State Goal

GRCC Program

1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year (that can be identified)

91% n/a 92% 95% 92% 95%

2P1: % of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year.

27% 86% 29% 87% 30% 60%

3P1: % of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.

70% 80% 71% 100% 71% 78%

4P1: % of CTE concentrators who were placed or retained in employment military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2011 would be assessed between October 1, 2011 and December 31, 2011).

70% 0% 71% 100% 84% 100%


24% 0% 24% 0% 24% 0%


20% 0% 21% 0% 21% 0%


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PERKINS: Student Participation in Nontraditional Fields –Dental Assisting 5P1, as published in the table above, GRCC’s dental assisting program has had difficulty attracting nontraditional students into the profession. PERKINS: Credential, Certificate, or Degree Attainment –Dental Assisting 2P1, as published in the table above, GRCC’s dental assisting program has exceeded the annual goal when compared to the State of Michigan goal. PERKINS: Student Placement –Dental Assisting 4P1; as published in the table above, GRCC’s dental assisting program has exceeded the annual goal when compared to the State of Michigan goal. PERKINS: Student Retention and Transfer –Dental Assisting 3P1; as published in the table above, GRCC’s dental assisting program has exceeded the annual goal when compared to the State of Michigan goal. PERKINS: Technical –Dental Assisting 1P1; as published in the table above, GRCC’s dental assisting program has exceeded the annual goal when compared to the State of Michigan goal.

Evaluation Questions- Dental Assisting: 1. To what extent are the targets for core program indicators (Student Participation in Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree Attainment, Student Completion in non-traditional fields, Student Placement, Technical Skills Attainment) being met? The Dental Assisting program has annually meet core indicators 1P1-4P. Core indicators 5P1 and 5P2 are below the State of Michigan’s benchmark. The dental assisting program has traditionally attracted of females. 2. Are the various sub-populations meeting the targets at the same rate?

Minority students are underrepresented in the dental assisting program.

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DentalAssistingProgramOutcomes

Review and Documentation: Program Outcomes - Dental Assisting

1. The program will graduate competent dental assisting students that meet the criteria of a Registered Dental Assistant according to the Michigan Board of Dentistry’s Administrative Rules including:

Achieve 90 percent first attempt pass rate on the clinical portion of Registered Dental Assistant Examination (ILO- Critical Thinking)

DENTAL ASSISTING Test: Registered Dental Assistant Exam

YEAR Number of

GRCC grads

taking

Licensure

Exam

Number of GRCC

grads passing

Written Licensure

Exam

State of

Michigan

Average

Written Score

GRCC

Percent

Passing

clinical

State of

Michigan

Average

Clinical Score

2014 20 19 (95%) 90% 97.5% 93%

RevisedDentalAssistingOutcomesfor2015‐20161. The program will graduate competent dental assisting students that meet the criteria of a Registered Dental Assistant according to the Michigan Board of Dentistry’s Administrative Rules including:

Achieve 90 percent first attempt pass rate on the clinical portion of Registered Dental Assistant Examination (ILO- Critical Thinking)

Review and update the admissions criteria when appropriate.

Review and update the progression policy as needed.

Examine and tabulate data from the student success plans, and the results of Registered Dental Assistant Clinical exam and compare results to see if patterns can be identified.

2. 95% of the full dental assisting student will complete the program within ten months 3. At least 85% of students will find employment as a dental assisting 4. Employers will rate entry level skills of our dental assisting graduates as acceptable. 5. Graduates will confirm the dental assisting program provided adequate training for entry level practice as registered dental assistants. 6. The dental assisting program will meet all required accreditation standards as outlined in the American Dental Associations Commission on Dental Accreditation for Dental Assisting Programs.

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Data for Program Outcomes- Dental Assisting

Fall semester, 2014 two students had grades below a C- based on the programs progression policy, students were not able to continue as full time students. The students were able to transition into part time status, and then will return to repeat the class fall 2015. Winter semester, one student did not pass DX117 (a seven week course). This was the second failure and based on the progression policy, she could not complete the program. Annually, the admissions process for the dental assisting program is reviewed. There were no changes made to the admissions criteria during 2015. During 2015-2016 there are plans to modify the curriculum. One change will be to move DXX115, Introduction to Dentistry to a prerequisite requirement. Another change will require all dental assisting applicants to take the reading, mathematics sections of the Accuplacer test. DAA125 is a course that prepares dental assisting students for the registered dental assistant clinical portion of the exam. The students in DAA125 engaged in two mock registered dental assisting board exams. The criteria used for grading was the same mock one and mock two exams. The criterion used for both exams was identical to what the state of Michigan uses for the registered dental assistant exam. Students that did not pass were required to participate in the student success plan (remediation) and then retest.

Evaluation Questions: 1. Are these Program Outcomes appropriate given the target audience and intent for the program? If not, please list what the new Program Outcomes should be. Yes, the dental assisting program has met the outcomes for the past two years. 2. What does the data trend for the Program Outcomes tell you? What are the implications for these data? Two years ago a mock Registered Dental Assistant examination was implemented, enhanced the following year and has produced an increase pass rate on the Michigan Registered Dental Assisting Exam.


New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No

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Course enrollment by semester Yes No Course Success Rates Yes No Program Outcomes Yes No

ProgramCurriculum‐DentalAssisting

History

The last major curriculum revision for the dental assisting program was fall 2010. Curriculum revisions were developed by full time faculty and meet the American Dental Association’s Commission on Dental Accreditation Standards as well as the Administrative Rules of the Michigan Board of Dentistry.

The dental assisting program plans to develop and implement a Certified Dental Assistant to Registered Dental Assistant Program. Curriculum content will be the same; however, there will be two pathways to earning the Registered Dental Assistant credential.

Minor curriculum revisions are planned for both programs during 2015-2016.

External Standards & Certifications


External Standards

The dental assisting program complies with the American Dental Association’s Commission on Dental Accreditation and the Michigan Board of Dentistry’s Administrative Rules. The next scheduled accreditation site visit is 2017.

Challenge Exams

There are no challenge exams for any of the DAA, DHY and DXX courses.

Curriculum Crosswalk

The chart below (advice from Katie Daniel’s) is a list of program competencies and the course in which the competency is required. This reflects Standard 2 in the American Dental Associations’, Commission on Dental Accreditation, Accreditation Standards for Dental Assisting Programs.

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Pre‐clinicalandclinicalcourses,Standards2‐7,2‐8and2‐9‐DentalAssisting

Using the format illustrated below, list the preclinical and clinical courses which provide the major instruction in each category of function specified in Standards 2-7, 2-8 and 2-9.

FUNCTIONS

PRECLINICAL COURSE

NO.

CLINICAL COURSE NO.

PROVIDE DIAGNOSTIC AIDS: expose/process radiographs DXX 117

DXX 127, DAA 122, DAA 125, DAA 138

take & record medical and dental histories charting and data collection) DAA 116,

DAA 122, DAA 125, DAA 138

take & record vital signs DAA 116,

DAA 122, DAA 138

assist with and/or perform extra/intra oral examination DAA 116,

DAA 122, DAA 125, DAA 138

make preliminary impressions for study casts DAA 116,

DAA 122, DAA 138

make occlusal registrations for study casts DAA 126,

DAA 122, DAA 138

PERFORM CLINICAL SUPPORTIVE FUNCTIONS: apply current concepts of chair side assisting

DAA 116, DAA 126, DAA 127

DAA 122, DAA 125, DAA 138

prepare and dismiss patients DAA 116,

DAA 122, DAA 125 DAA 138

provide pre- and post-operative instructions DAA 116, DAA 127

DAA 122, DAA 138

prepare tray set-ups DAA 116, DAA 127

DAA 122, DAA 138

assist with or place and remove rubber dam DAA 116,

DAA 125, DAA 122 DAA 138

assist with and/or apply topical anesthetic DAA 116 DAA 122, DAA 138

assist with and/or apply fluoride agents DAA 116 DAA 122, DAA 138

maintain accurate patient treatment records DAA 116, DAA 127, DAA 129

DAA 122, DAA 138, DAA 125

maintain the treatment areas, equipment and instruments DXX 104, DAA 116,

DXX 127, DAA122,

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DXX 117, DAA 127

DAA 125 DAA 138

ASEPSIS, INFECTION AND HAZARD CONTROL: maintain, disinfect and sterilize equipment, instruments, and supplies

DXX 104, DAA 116,

DXX 127, DAA 122, DAA 125, DAA 138

dispose of hazardous waste materials

DXX 104, DAA 116, DAA 118, DAA 127

DAA 122, DAA 138

adhere to aseptic technique incident to patient care DXX 104, DAA 116,

DAA 122, DAA 125, DAA 138

PERFORM EMERGENCY PROCEDURES: assist in management of medical and dental emergencies, including CPR

DAA 116 DAA 122, DAA 138

PROVIDE PATIENT PREVENTIVE EDUCATION AND ORAL HYGIENE INSTRUCTION: to individual patients

DAA 116, DAA 127

DAA 122, DAA 125, DAA 138

PERFORM LABORATORY PROCEDURES: pour, trim & polish study casts DAA 118

DAA 122, DAA 138

fabricate custom impression trays DAA 126 DAA 122, DAA 138

clean & polish removable appliances DAA 126 DAA 122, DAA 138

fabricate provisional restorations DAA 125, DAA 126

DAA 122, DAA 138

manipulate dental materials

DAA 116, DAA 118, DAA 126, DAA 127

DAA 122, DAA 125, DAA 138

PERFORM BASIC BUSINESS OFFICE PROCEDURES: telephone management DAA 129

DAA 122, DAA 138

appointment control DAA 129 DAA 122, DAA 138

perform financial transactions DAA 129 DAA 122, DAA 138

completion of third-party reimbursement forms DAA 129 DAA 122, DAA 138

supply inventory maintenance DAA 129 DAA 122, DAA 138

manage recall systems DAA 129 DAA 122, DAA 138

operate basic business equipment to include computers DAA 129 DAA 122, DAA 138

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Standard 2-10

Using the format illustrated below, list the additional functions included in the curriculum which are not specified in Standards 2-7, 2-8 and 2-9. Specify for each function whether it is taught to the level of laboratory competence (on manikins) or clinical competence (on patients).

(EXAMPLE)

FUNCTION

LEVEL OF COMPETENCE LABORATORY CLINICAL

Polishing coronal surfaces

X

X

Removal of sutures

X

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CourseswhichprovidethemajorinstructionforStandard2‐12,2‐13,2‐15,2‐16and2‐21‐

Using the format illustrated below, list the courses which provide the major instruction in each required content area and specify the number of clock hours devoted to instruction in that area. CONTENT AREA

COURSE NO. & TITLE

CLOCK HRS. FOR CONTENT AREA

GENERAL STUDIES: Oral communications

DAA 114, 116, 127, 122, 138 DXX 115

10

Written communications DAA 114, 116, 127, 122, 138 DXX 115

10

Psychology DAA 114, 116, 127, 122, 138 DXX 115

5

BIOMEDICAL SCIENCE: Anatomy & physiology

DAA 112

22

Microbiology DAA 112 6 Nutrition DAA 114 16 DENTAL SCIENCES: Oral histology

DAA 120

4

Oral embryology DAA 120 4

Oral pathology DAA 121 14 Pharmacology DAA 116, 127 6 Dental materials DAA 116, 118, 126,

127 42

Oral anatomy DAA 116, 120, 126 6 Dental radiography DXX 117, 127 84 CLINICAL SCIENCES: General dentistry

DAA 116, 126, 125

120

Specialty procedures DAA 126 84 Practice management DAA 129 28 Chair side assisting DAA 116, 125, 126,

127 160

Dental related environmental hazards DXX 104, 126 6

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Equivalent Courses- Transfer Institutions

The majority of equivalent courses that transfer to GRCC meet prerequisite courses for dental hygiene and or general education course for both programs.

Program and Course Certifications

Students that complete the Dental Assisting program are eligible to sit for the Registered Dental Assistant (RDA) Examination. Students can apply for a Michigan RDA license upon successful completion of the RDA exam (75% or higher).


1. To what extent is the program curriculum aligned with the K-12 standards? Are the current courses well aligned with the K-12 expectations? Are textbooks and student materials in the initial coursework at the appropriate level given their high school preparation? If there is not alignment, identify the gaps. If there is duplication, secondary to postsecondary, identify the opportunity for articulated credits. Careerline Tech Center’s Dental Careers Program and the Heartlands Institute of Technology Dental Occupations Program both have articulation agreements for DXX115, Introduction to Dentistry.

DentalAssisting‐ProgramStructure&Sequence

DentalAssistingCertificate‐ProgramCoursesFall Semester

DAA 112 - Science for the Dental Assistant Credits: 2 DAA 114 - Nutrition and Oral Disease Prevention Credits: 2 DAA 116 - Assisting in General Dentistry Credits: 6 DAA 118 - Dental Biomaterials Credits: 2 DXX 104 - Infection Control in Dentistry Credits: 2 DXX 115 - Introduction to Dentistry Credits: 2

Winter Semester

DAA 120 - Dental, and Oral Anatomy, Histology and Embryology Credits: 2 DAA 121 - Oral Pathology for Dental Assisting Credits: 1 DAA 122 - Applied Principles of Dental Assisting I Credits: 3 DAA 125 - Advanced Expanded Functions Practicum Credits: 1

60

DAA 126 - Principles of Dental Assisting II Credits: 5 DAA 127 - Assisting in Dental Specialties Credits: 4 DAA 129 - Business Management of the Dental Practice Credits: 2 DXX 117 - Dental Radiography I Credits: 2 DXX 127 - Dental Radiography II Credits: 2

Summer Session

DAA 138 - Applied Principles of Dental Assisting II Credits: 9

DentalAssistingAssociateDegreeAppliedArtsandSciencesGeneral Education Courses

EN 101 - English Composition-1 Credits: 3 EN 102 - English Composition-2 Credits: 3 PY 201 - General Psychology Credits: 3 SO 251 - Principles of Sociology Credits: 3 Humanities Elective - (min. of 3) Credits: PS 110 - Survey of American Government Credits: 3 Wellness Elective - (min. of 1) Credits: COM 135 - Interpersonal Communication Credits: 3

Program Courses Fall Semester

DAA 112 - Science for the Dental Assistant Credits: 2 DAA 114 - Nutrition and Oral Disease Prevention Credits: 2 DAA 116 - Assisting in General Dentistry Credits: 6 DAA 118 - Dental Biomaterials Credits: 2 DXX 104 - Infection Control in Dentistry Credits: 2 DXX 115 - Introduction to Dentistry Credits: 2

Winter Semester DAA 120 - Dental, and Oral Anatomy, Histology and Embryology Credits: 2 DAA 121 - Oral Pathology for Dental Assisting Credits: 1 DAA 122 - Applied Principles of Dental Assisting I Credits: 3 DAA 125 - Advanced Expanded Functions Practicum Credits: 1 DAA 126 - Principles of Dental Assisting II Credits: 5 DAA 127 - Assisting in Dental Specialties Credits: 4 DAA 129 - Business Management of the Dental Practice Credits: 2 DXX 117 - Dental Radiography I Credits: 2 DXX 127 - Dental Radiography II Credits: 2

Summer Session DAA 138 - Applied Principles of Dental Assisting II Credits: 9

61

Evaluation Questions- Dental Assisting:

1. What changes to the program structure are being proposed to ensure that the target student population and current student population (traditional, transfer, and/or adult learners) are successful? Please explain.

During 2015-2015 the Student Success Plan (tutoring program) was utilized in DXX117, DXX127 and DAA125.by numerous students in the program. As previously discussed, student that do not pass a program competency are required to meet with their mentor and to execute a Student Success Plan. Once the mentor completes the tutoring session(s), a student then repeats the competency.

2. Have general education courses been purposefully integrated into the program? How do the general education courses impact the expected learning outcomes for students? The general education courses provide a basic foundation for the dental assisting program. One goal for 2015-2016 is to evaluate general education courses. The college recently added a natural science/mathematics general education requirement to the Associate in Applied Arts and Science degree. DAA112-Science for the dental assistant is part of the professional curriculum. The plan will be to delete DAA112 and make the natural science/mathematics general education requirement a prerequisite.

3. Do the Program Learning Outcomes for the degree reflect the increased learning that the general education courses provide? Will the selected general education courses help students return to college to continue in this field if they choose to do so? Yes. Required general education courses academically prepare dental assisting graduates that transfer to a four year institution.

4. Which courses need to have pre-requisite courses added to the CARP document? Fall 2010, the last curriculum revision, pre-requisite courses were added to all CARP documents.

5. Are all four of the ILOs and associated competencies integrated into the program? Do students have the opportunity to build the knowledge, skills, and attitudes associated with the ILOs throughout the program?

GRCC’s ILO’s are integrated throughout the dental assisting program. Evidence of the ILO were integrated in year-end reports. Students have the opportunity to build knowledge, skills and attitudes associated with the ILOs throughout the program.

62

CurriculumDelivery–DentalAssisting


Courses Approved for Online Delivery

DAA112- Science for the Dental Assistant

DX115 Introduction to Dentistry

Honors Courses

There are no honors courses in either the dental assisting or dental hygiene programs.

Study Away Courses

There are no study away courses in either the dental assisting or dental hygiene programs.

Evaluation Questions: 1. Is experiential learning, including internships and academic service learning, systematically embedded into the courses? Are the current experiential learning opportunities sufficient? Please explain. Dental assisting students are required to document 300 hours of externship experience in general and specialty dental offices. Externship hours provide satisfactory training for entry level dental assistant skills. Academic service learning is not part of the dental assisting curriculum.

2. Are the online offerings (courses & number of sections) sufficient to meet student and programmatic needs? During 2015-2016 modifications in the curriculum will include moving DXX115 Introduction to Dentistry, out of the curriculum and into a program prerequisite. DXX115 was approved as an online course and will be offered as such beginning fall of 2016. 3. Are the honors and study away offering sufficient for the program? The dental assisting program does not have honors and or study away offerings at this time.


Program structure Yes No

63

Curriculum alignment with external professional standards Yes No Curriculum Alignment K-12 Yes No Program Learning Outcomes Yes No Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No Academic Service Learning Yes No Course sequencing Yes No Pre-requisites Yes No Online Offerings (courses & programs) Yes No

Preparing for the Future

asts/Employment‐DentalAssistingPrograms are well prepared for the Michigan registered dental assistant exam. Many students have jobs prior to the end of the hip. Several students get hired during one of three required externships. There are more job opportunities than we have graduates to fill!

ts job opportunities for dental assisting graduates.

g/Trends ounties:

arry Ionia Kent Lake Mason Mecosta Montcalm Muskegon

ceana Osceola Ottawa

Description 2013 Jobs 2014 Jobs 2018 Jobs 2013 - 2018

Change 2013 - 2018 %

Change Annual

Openings

Median Hourly

Earnings

ental Assistants 1,325 1,342 1,396 71 5% 43 $17.31

Average Monthly Postings^


Annual # of Job Postings!



Age 55-65+

Age 55-65+ % of

Occupation

8 48 50 72 Postsecondary non-degree award 163 12%

ics 2014

ts Jobs, 2014

posting was reduced by 20% to compensate for duplicate ads

65

GraduateEmploymentRates‐DentalAssistingFrom the survey mailed to alumni. The question asks for the graduates’ status in October following the

academic year in which they graduated. )

Plan 316/319/393/396 (Dental Assisting AAAS)

2009‐2010 2010‐2011 2011‐2012 2012‐2013 Response rate* 5/10 = 50% 1/11 = 9% 0% 2/9 = 22%


4/5 = 80% 1/1 = 100% n/a 1/2 = 50%


0/5 = 0% n/a 1/2 = 50%

Plan 315/318/392/395 (Dental Assisting Certificate)

2009‐2010 2010‐2011 2011‐2012 2012‐2013 Response rate 2/11 = 18% 2/8 = 25% 0% 0%


2 = 100% 1/2 = 50% n/a n/a


1/2 = 50% n/a n/a

Evaluation Questions Dental Assisting:

1. Are students obtaining employment upon graduation at satisfactory rates? As mentioned above, the majority of dental assisting students are hired during their externship experiences prior to graduation. The registered dental assisting credential is desired by the dental community in Michigan. 2. Do the job projections and wages data suggest that this program will be viable over the next four years? Yes.

3. Is the number of graduates aligned with the market need (job forecasts/transfer institutions)?

The number of graduates is aligned with the market need. Accreditation requirements limit the ability to increase enrollment.

66

PeerInstitutions–DentalAssisting


Numbers of Degrees/Certificates Awarded at Other MI Institutions

CIP 51.0601, Number of Completions 2012‐2013, by Award Level

Award Level

Institution Name

Certificate of More

than 1 but Less than 2

Years

Associate’s

Degree

Baker College of Auburn Hills (closing 2015) 1 6

Baker College of Port Huron 1 6

Delta College 19 15

Dorsey Business Schools‐Roseville 28

Everest Institute‐Dearborn‐ does not offer

RDA training SCHEDULED TO CLOSE

63

Everest Institute‐Grand Rapids‐ does not

offer RDA training‐ SCHEDULED TO CLOSE

36

Everest Institute‐Kalamazoo‐ ‐ does not offer

RDA training‐ SCHEDULED TO CLOSE

41

Everest Institute‐Southfield‐ ‐ does not offer

RDA training‐ SCHEDULED TO CLOSE

40

Grand Rapids Community College 6 15

Kaplan Career Institute‐Dearborn‐‐ does not

offer RDA training

37

Lake Michigan College 5 5

Mott Community College 3 11

Northwestern Michigan College 10 15

Washtenaw Community College 35

Wayne County Community College District 13

67

Evaluation Questions: 1. Are peer institutions offering this program at the same level (certificate, associate’s degree)? Is the program offered at a bachelor’s degree? If so, could a pre-major program be created? The dental assisting program has two options, a certificate or an associate in applied arts and science degree. Students interested in pursuing a bachelor’s degree transfer to four year institutions. Approximately 90% of graduates earn an associate degree. Eight colleges throughout Michigan offer the registered dental assistant credential. The institutes listed below are not accredited by the American Dental Associations Commission on Dental Accreditation. Therefore, graduates of their programs are not eligible to take the registered dental assisting exam in Michigan. The following Everest Institutes in Michigan are scheduled to close.

Everest Institute‐Dearborn‐ does not offer RDA training

Everest Institute‐Grand Rapids‐ does not offer RDA training

Everest Institute‐Kalamazoo‐ ‐ does not offer RDA training

Everest Institute‐Southfield‐ ‐ does not offer RDA training

68

2. Are there any institutions with whom GRCC could explore articulation agreements?

None at this time.

Facilities and Equipment

The dental programs academic year began in August 2015with the opening of a beautiful new clinic, which was remodeled over the summer.

The “new” clinic includes several improvements and technological advances. The clinic has 25 dental units (the “old” clinic had 20). Each unit has a desk top computer and a separate monitor attached to the dental chair. The monitors can be used for students to view instructor

demonstrations or show patient education videos. The monitors may also be used to view intra-oral camera or radiograph images. The clinic now includes an instructor station equipped with an overhead camera. Instructors can provide live demonstrations and or record a presentation. Recorded presentation can be uploaded to Blackboard for students to view at any time. An instructor can demonstrate a technique and the video can be projected to each of the 24 stations. Students

no longer need to huddle around one manikin to observe a demonstration. Six ADEC patient simulator are now installed in the dental lab. The simulators contain high and low speed hand-pieces including water. Typodont teeth can be drilled and filled! Students and faculty will use the ADEC patient simulators to practice four-handed dentistry techniques.


PROE Student Survey Results Students did not complete the PROE survey during academic year 2014-2015. Advisory Board Survey Results

69

Over the past four years, the advisory board was helpful as the department needed to make several decisions on the design of the new clinic, lab and radiography suite as well as equipment selection. PROE survey results from the Dental Auxiliary Programs are included in the appendices at the end of this document. The PROE responses in the chart below will be discussed at the fall advisory board meeting.

PROE Advisory Board Question

Score

Job opportunities exist for students completing the program or leaving with marketable skills.

71.43

Designed to provide students with practical job application experience

57.14

Periodically reviewed and revised to keep current with changing job practices and technologies

71.43

Program Planning Work to move the CDA to RDA proposal will begin fall semester.


1. What did you learn from the PROE Student Survey results? Will you take any actions with the program as a result of what you have learned? As mentioned in a previous question, the PROE Student Survey was not administered by Institutional Research and Planning. 2. What did you learn from the Advisory Board Survey results? Will you take any actions with the program as a result of what you have learned? The following areas score below 75%. We plan to ask the advisory board members for feedback and ways to improve in the areas. We might not have represented and explained well. 3. Are the resources sufficient to meet identified needs and goals for the next four years? Please explain. The department is still hopeful sufficient resources will become available that would make it possible to hire a tenure track faculty to replace the second faculty retirement scheduled for the end of June 2015.

70

4. Are the facilities and equipment adequate to facilitate teaching and learning? Please explain.


Job & Wage Forecasts Yes No Collaboration Opportunities with Peers Yes No Program Planning Yes No Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No Other: Yes No Work Products Develop the course review schedule (Curriculog) for the next four years beginning next ye The last curriculum revision occurred fall of 2010. At this time ALL CARP documents had been updated. As a result, the majority of dental assisting and dental hygiene CARPs are scheduled to be updated during 2015‐2016. For the next three years 1/3 of all CARP documents will be reviewed.

71

DentalAssistingProgram‐AAAS‐FullTimeSchedule The following additional course work is required to qualify for the Associate in Applied Arts and Sciences degree in Dental Assisting: Course Number

Course Name CREDIT HOURS

CONTACT HOURS

EN 101 English Composition 1 3 3 EN 102 English Composition 2 3 3 PS 110 Survey of American Government 3 3 PY 201 General Psychology 3 3 COM 131 or COM135 Interpersonal Communication (meets Humanities requirement) 3 3 SO 251or SO254 Principles of Sociology 3 3 any wellness course Suggested- WE156 (First Aid) 1 1 HUMM Any humanities elective (We suggest PL 206 Biomed Ethics) 3 3 Total 22 22

There are necessary requirements that must be completed to be placed on the Dental Assisting wait list. Please visit www.grcc.edu/health to obtain the pre-program requirements.

DENTAL ASSISTING CURRICULUM*-Full Time Certificate Schedule Fall Semester First Year Course Number

Course Name Credit Hours

Contact Hours

Lecture Lab Clinic

DXX 104 Infection Control for Dentistry (wks 1-7) 2 3 3 3 0 DXX 115 Introduction to Dentistry (wks 1-7) 2 2 4 0 0 DAA 112 Science for the Dental Assistant (wks 1-14) 2 2 4 0 0 DAA 114 Nutrition and Oral Disease Prevention (wks 8-14) 2 2 4 0 0 DAA 116 Assisting in General Dentistry I (1-14wks) 6 10 2 8 0 DAA 118 Dental Biomaterials (wks 8-14) 2 3 2 4 0 DAA 120 Dental and Oral Anatomy , Histology and

Embryology for DA (wks 1-7) 2 2 4 0 0

TOTAL 18 24 Winter Semester 1st Year Course Number


Contact Hours

Lecture Lab Clinic

DXX 117 Dental Radiography I (LAB) (wks 1-7) 2 3 4 2 0 DXX 127 Dental Radiography II (CLINIC) (wks 8-14) 2 3 4 0 2 DAA 121 Oral Pathology for Dental Assisting (wks 1-7) 1 1 1 0 0 DAA 122 Applied Principles of Dental Assisting I

*The Clinic portion of this course takes place wks 11-14

3 4 2 0 12*

DAA 125 Expanded Functions for Dental Assistants 1 2 0 4 0 DAA 126 Assisting in General Dentistry II (10.5 wks) 5 8 2.5 8 0 DAA 127 Assisting in Dental Specialties 4 6 2 4 0 DAA 129 Business Management of the Dental Office 2 2 2 0 0 TOTAL 20 29 Summer Session 1st Year Course Number


Contact Hours

Lecture Lab Clinic

DAA 138 Applied Principles of Dental Assisting II 9 9 2 0 32

TOTAL 9 9

DENTAL ASSITING CURRICULUM TOTAL 47 61

*Curriculum is subject to change upon the director’s discretion For more information, please visit www.grcc.edu/dental or call Health Admissions at 234.4348.

72

DentalAssistingProgram*‐PartTimeCertificateSchedule Fall Semester First Year

Course Number


Contact Hours

Lecture Lab Clinic

DXX 115 Introduction to Dentistry (wks 1-7) 2 2 4 0 0 DAA 112 Science for the Dental Assistant (wks 1-14) 2 2 4 0 0 DAA 114 Nutrition and Oral Disease Prevention (wks 8-14) 2 2 4 0 0 DAA 120 Dental and Oral Anatomy , Histology and

Embryology for DA (wks 1-7) 2 2 4 0 0

Total 8 8 Winter Semester 1st Year

Course Number


Contact Hours

Lecture Lab Clinic

DAA 121 Oral Pathology for Dental Assisting (wks 1-7) 1 1 1 0 0 DAA 129 Business Management of the Dental Office

(wks 1-14) 2 2 2 0 0

Total 3 3

Fall Semester 2nd Year

Course Number


Contact Hours

Lecture Lab Clinic

DXX 104 Infection Control for Dentistry (wks 1-7) 2 3 3 3 0 DAA 116 Assisting in General Dentistry I (wks 1-14) 6 10 2 8 0 DAA 118 Dental Biomaterials (wks 8-14) 2 3 2 4 0 Total 10 16

Winter Semester 2nd Year

Course Number


Contact Hours

Lecture Lab Clinic

DXX 117 Dental Radiography I (LAB) (wks 1-7) 2 3 2 2 0 DXX 127 Dental Radiography II (CLINIC) (wks 8-14) 2 3 2 0 2 DAA 122 Applied Principles of Dental Assisting I

*The Clinic portion of this course takes place wks 11-14 3 4 2 0 12*

DAA 125 Expanded Functions for Dental Assistants (wks 8-14)

1 2 0 4 0

DAA 126 Assisting in General Dentistry II (10.5 wks) 5 8 2.5 8 0 DAA 127 Assisting in Dental Specialties 4 6 2 4 0 Total 17 26

Summer Session 2nd Year

Course Number


Contact Hours

Lecture Lab Clinic

DAA 138 Applied Principles of Dental Assisting II 9 9 2 0 32

DENTAL ASSITING CURRICULUM TOTAL 47 61

*Curriculum is subject to change upon the director’s discretion For more information, please visit www.grcc.edu/dental or call 234.4349.

73

SUPPORTINGDOCUMENTS

74

75

Data Packet for Academic Program Review

Plan 316/319/393/396 Dental Assisting AAAS (CIP 51.0601)

Plan 315/318/392/395 Dental Assisting Certificate (CIP 51.0601)

Plan 317/394 Dental Hygiene AAAS (CIP 51.0602)

76

Table of Contents

I. Program Enrollment and Student Progress

A. Enrollment

1. All Students

2. Demographics of Students Enrolled in Program

3. New Students (First Time in Any College)

B. Student Progress

C. Number of Graduates

II. Course Data

A. Course Enrollment and Success

1. Summary

2. Demographic Detail

III. Perkins Data

IV. Employment

A. Graduate Employment Rates

B. Regional Employment Forecasts

V. Completions at Transfer and Other Two‐Year Schools

VI. Definitions

77

I. Program Enrollment and Student Progress

A. Enrollment

1. All Students


Plan Description

2010 2011 2012 2013 2014



317/394 Dental Hygiene AAS 65 64 65 62 63


2. Demographics of Students in Program, Fall 2010 to fall 2014 316/319/393/396 Dental Assisting AAAS 2010 2011 2012 2013 2014% Female 96% 100% 100% 100% 96% % Male 4% 0% 0% 0% 4% % Fulltime 73% 47% 38% 56% 48% % Part-time 27% 53% 62% 44% 52% Average Age 23 25 24 24 25 % American Indian 0% 3% 3% 0% 0% % Asian 8% 0% 3% 0% 0% % Black 0% 3% 7% 7% 4% % Hispanic 4% 3% 3% 7% 16% % White 88% 87% 83% 81% 76% % Unknown 0% 3% 0% 4% 4%

315/318/392/395 Dental Assisting Certificate 2010 2011 2012 2013 2014% Female 100% 100% 100% 100% 100% % Male 0% 0% 0% 0% 0% % Fulltime 40% 67% 80% 67% 67% % Part-time 60% 33% 20% 33% 33% Average Age 31 29 26 25 22 % American Indian 0% 0% 0% 0% 0% % Asian 20% 0% 0% 33% 33% % Black 0% 0% 0% 0% 0% % Hispanic 20% 33% 0% 0% 0% % White 60% 67% 80% 67% 67% % Unknown 0% 0% 20% 0% 0%

78

317/394 Dental Hygiene AAAS 2010 2011 2012 2013 2014% Female 100% 98% 95% 97% 98% % Male 0% 2% 5% 3% 2% % Fulltime 98% 97% 98% 100% 95% % Part-time 2% 3% 2% 0% 5% Average Age 24 25 26 27 26 % American Indian 0% 0% 2% 2% 0% % Asian 6% 2% 2% 3% 3% % Black 3% 2% 5% 3% 2% % Hispanic 2% 6% 8% 3% 6% % White 88% 88% 82% 85% 86% % Unknown 2% 3% 3% 3% 3%

3. New Students (First Time in Any College)

New Student Enrollment by Program, Fall 2010 to Fall 2014


322 Dental Assisting AAAS/Certificate 12 14 16 6 4

324 Dental Hygiene AAAS 61 48 53 48 39

Total Workforce Development 1273 1198 1170 1100 1,042

B. Student Progress*

Plan Code Description N


Still Here

Left Ed


316/319/393/396 Dental Assisting AAAS 23 15 0 0 6 2 91%

315/318/392/395 Dental Assisting Certificate

5 2 0 0 1 2 60%

317/394 Dental Hygiene AAAS 52 29 0 0 32 1 98%


* One‐year progress measure; i.e., the fall 2014 status of students who were enrolled in the program in the 2013‐2014 academic year.

C. Number of Graduates, by Year

Academic Year

Plan Description

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014



317/394 Dental Hygiene AAAS 30 31 30 33 29

Total Workforce Development 843 891 799 837 786

79

II. Course Data A. Historical Course Enrollment and Success (Earned Grades* by Course, by Year)

1. Summary

Course

2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014


With‐drew


With‐drew


With‐drew


With‐drew

DAA 112 26 100% 0% 22 95% 0% 18 94% 0% 20 95% 5%

DAA 114 26 100% 0% 25 96% 4% 20 95% 0% 22 100% 0%

DAA 116 24 100% 0% 22 95% 0% 24 100% 0% 20 100% 0%

DAA 118 23 87% 0% 24 83% 4% 23 87% 0% 20 95% 0%

DAA 120 26 100% 0% 25 96% 0% 21 90% 0% 23 100% 0%

DAA 121 27 93% 0% 24 96% 0% 22 95% 0% 22 100% 0%

DAA 122 22 73% 0% 21 52% 0% 20 65% 0% 20 100% 0%

DAA 125 22 100% 0% 21 90% 0% 20 100% 0% 21 100% 0%

DAA 126 22 100% 0% 21 100% 0% 20 100% 0% 21 100% 0%

DAA 127 22 100% 0% 21 100% 0% 20 100% 0% 20 100% 0%

DAA 138 22 55% 0% 22 55% 0% 21 71% 0% 20 100% 0%

DHY 111 32 100% 0% 32 100% 0% 32 100% 0% 32 97% 3%

DHY 119 32 100% 0% 31 100% 0% 32 100% 0% 32 97% 3%

DHY 122 32 100% 0% 31 100% 0% 32 97% 3% 31 100% 0%

DHY 123 32 97% 0% 32 100% 0% 32 97% 3% 31 100% 0%

DHY 124 32 100% 0% 31 100% 0% 32 97% 3% 31 100% 0%

DHY 125 32 100% 0% 31 100% 0% 32 97% 3% 31 100% 0%

DHY 126 32 100% 0% 31 100% 0% 31 100% 0% 31 100% 0%

DHY 129 32 100% 0% 32 100% 0% 32 69% 3% 31 100% 0%

DHY 132 31 97% 0% 31 97% 0% 32 100% 0% 31 100% 0%

DHY 134 31 100% 0% 31 100% 0% 32 100% 0% 31 100% 0%

DHY 136 31 97% 0% 31 97% 0% 32 100% 0% 31 100% 0%

DHY 138 31 97% 0% 31 97% 0% 32 100% 0% 31 100% 0%

80

Course

2010 ‐ 2011 2011‐2012 2012‐2013 2013‐2014


With‐drew


With‐drew


With‐drew


With‐drew

DHY 139 31 77% 0% 31 77% 0% 32 100% 0% 31 100% 0%

DHY 240 31 97% 0% 32 100% 0% 31 97% 0%

DHY 241 31 100% 0% 32 100% 0% 31 100% 0%

DHY 242 31 100% 0% 32 100% 0% 31 100% 0%

DHY 244 31 100% 0% 32 100% 0% 31 100% 0%

DHY 244A 31 100% 0%

DHY 246 31 100% 0% 32 100% 0% 31 100% 0%

DHY 249 31 97% 0% 33 97% 0% 31 100% 0%

DHY 250 31 100% 0% 32 100% 0% 30 100% 0%

DHY 251 31 100% 0% 32 100% 0% 31 100% 0%

DHY 254 31 100% 0% 32 100% 0% 31 100% 0%

DHY 255 31 100% 0% 32 100% 0% 31 100% 0%

DHY 256 31 100% 0% 32 100% 0% 31 100% 0%

DHY 257 31 97% 0% 33 100% 0% 30 100% 0%

DHY 259 31 94% 0% 33 100% 0% 30 97% 0%

DXX 104 53 98% 0% 55 96% 0% 55 95% 0% 56 93% 0%

DXX 115 54 100% 0% 57 98% 0% 50 98% 0% 54 98% 2%

DXX 117 54 100% 0% 52 100% 0% 52 100% 0% 51 100% 0%

DXX 127 54 100% 0% 52 98% 0% 52 94% 2% 51 100% 0%

Total GRCC 72% 13% 72% 12% 74% 11% 74% 8%

*Does not include I (Incomplete), D or E

81

III. Perkins Data

Dental Assisting

CORE INDICATOR

2011‐2012 2012‐2013 2013‐2014

State Goal

GRCC Program

State Goal

GRCC Program

State Goal

GRCC Program

1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industry‐recognized standards, if available and appropriate, during the reporting year (that can be identified)

91% n/a 92% 95% 92% 95%

2P1: % of CTE concentrators who received an industry‐recognized credential, a certificate, or a degree during the reporting year.

27% 86% 29% 87% 30% 60%

3P1: % of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2‐ or 4‐year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.

70% 80% 71% 100% 71% 78%


70% 0% 71% 100% 84% 100%


24% 0% 24% 0% 24% 0%


20% 0% 21% 0% 21% 0%


Dental Auxiliaries Data Packet for Program Review, 2014‐2015

82

Dental Hygiene

CORE INDICATOR

2011‐2012 2012‐2013 2013‐2014

State Goal

GRCC Program

State Goal

GRCC Program

State Goal

GRCC Program

1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industry‐recognized standards, if available and appropriate, during the reporting year (that can be identified)

91% n/a 92% 100% 92% 100%

2P1: % of CTE concentrators who received an industry‐recognized credential, a certificate, or a degree during the reporting year.

27% 100% 29% 100% 30% 97%

3P1: % of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2‐ or 4‐year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.

70% 97% 71% 100% 71% 100%


70% 100% 71% 100% 84% 100%


24% 1% 24% 5% 24% 3%


21% 0% 21% 3% 21% 7%


83

IV. Employment A. Graduate Employment Rates (From the survey mailed to alumni. The question asks for the graduates’ status in October following the academic year in which they graduated. ) Plan 316/319/393/396 (Dental Assisting AAAS)

2009‐2010 2010‐2011 2011‐2012 2012‐2013 Response rate* 5/10 = 50% 1/11 = 9% 0% 2/9 = 22%


4/5 = 80% 1/1 = 100% n/a 1/2 = 50%


0/5 = 0% n/a 1/2 = 50%

Plan 315/318/392/395 (Dental Assisting Certificate)

2009‐2010 2010‐2011 2011‐2012 2012‐2013 Response rate 2/11 = 18% 2/8 = 25% 0% 0%


2 = 100% 1/2 = 50% n/a n/a


1/2 = 50% n/a n/a

Plan 317/394 (Dental Hygiene AAAS)

2009‐2010 2010‐2011 2011‐2012 2012‐2013 Response rate 8/29 = 28% 4/31 = 13% 7/30 = 23% 10/33 = 30%


5/8 = 63% 1/4 = 25% 1/7 = 14% 7/10 = 70%


1/8 = 13% 1/4 = 25% 1/7 = 14% 0/10 = 0%

*Number of survey respondents/Number of surveys mailed

84

B. Regional Employment Forecasts Includes the following counties: Allegan Barry Ionia Kent Lake Mason Mecosta Montcalm Muskegon Newaygo Oceana Osceola Ottawa

SOC Description 2013 Jobs

2014 Jobs 2018 Jobs 2013 - 2018

Change 2013 - 2018 % Change

Annual Openings

Median Hourly Earnings

29-2021 Dental Hygienists 1,362 1,386 1,463 101 7% 57 $28.22

31-9091 Dental Assistants 1,325 1,342 1,396 71 5% 43 $17.31

SOC Hourly

Earnings Range

Average Monthly

Postings^


Annual # of Job

Postings!



Age 55-65+

Age 55-65+ % of Occupation

29-2021 $23.26 - $35.99

1 47 6 94 Associate's degree 251 18%

31-9091 $12.91 - $22.24

8 48 50 72 Postsecondary non-degree award

163 12%

EMSI, Analyst 2014

^EMSI, Job Postings Analytics 2014

! Burning Glass, Labor Insights Jobs, 2014

! The number of annual job posting was reduced by 20% to compensate for duplicate ads

85

V. Completions, Comparisons

CIP 51.0601 Dental Assisting Numbers of Degrees/Certificates Awarded at Other MI Institutions


Award Level

Institution Name

Certificate of More than 1 but Less than 2

YearsAssociate’s Degree

Baker College of Auburn Hills 1 6

Baker College of Port Huron 1 6

Delta College 19 15

Dorsey Business Schools‐Roseville 28

Everest Institute‐Dearborn 63

Everest Institute‐Grand Rapids 36

Everest Institute‐Kalamazoo 41

Everest Institute‐Southfield 40

Grand Rapids Community College 6 15

Kaplan Career Institute‐Dearborn 37

Lake Michigan College 5 5

Mott Community College 3 11

Northwestern Michigan College 10 15

Washtenaw Community College 35


13


86

V. Completions, Comparisons (Cont.)

CIP 51.0602 Dental Hygiene Numbers of Degrees/Certificates Awarded at Other MI Institutions


Award Level

Institution Name Associate’s Degree

Certificate of More than 2 but Less than 4

YearsBachelor’s Degree

Baker College of Auburn Hills 23

Baker College of Port Huron 21

Delta College 14

Ferris State University 40 19

Grand Rapids Community College 34

Kalamazoo Valley Community College 22

Kellogg Community College 18

Lansing Community College 23

Mott Community College 22

Oakland Community College 21

Siena Heights University 22

University of Detroit Mercy 26 27

University of Michigan‐Ann Arbor 37


15


87

VI. Definitions

A. Enrollment‐ All Students: Fall count of all students who have selected this academic program code by mid‐October.

B. Enrollment‐ Demographics of Students in Program: Enrollment‐ All Students broken down by listed sub‐categories.

C. Enrollment‐ New Students (FTIACs): Fall count of new degree‐seeking students who are attending college for the first time and who have selected this academic program code by mid‐October.

D. Student Progress: This is “reverse‐looking,” i.e. of those enrolled during the year, how many graduated or transferred out during the year, or are still enrolled in the next fall term.

E. Number of Graduates, by Year: Number of students who graduated in the academic program plan code in that academic year.

F. Course Data‐ Historical Course Enrollment and Success: Count of students enrolled in the course for the academic year. Percentage of students who earned A through C‐ and percentage of students who withdrew from the course (W) for the academic year.

G. Demographic Detail, Selected Courses, Most Recent Term (AtD categories)—Course Success Rates (A‐C‐) broken out by Race/Ethnicity, Gender, Full‐time/Part‐time, and Pell Grant recipient/No Pell.

Documents

Department Annual Report and Program Revie - Program Review... · Department Annual Report and Program Review ... lab and radiography suite. ... In order to meet American Dental Association’s