Fayetteville Technical Community Collegesacs.faytechcc.edu/documents/managerialreports_weaveonline.pdf · Fayetteville Technical Community College ... fell below the required

AC, Heating & Refrigeration TechnologyStatus: Planned

Priority: High

Established In: 2008-2009

ActionTarget Date

Person/Group Responsible

DescriptionAdditional Resources

- Amount Requested: $0

The test data shows a problem with the evening test rate. The full time day instructor will work with the evening part-time instructor to review how the material is covered. More practice test will be given and the class will be monitored by the department chair during the spring semester before the certification test is given.

A/C Department Chair Plan to improve certification test rate.

1/1/2010 Spring 2010

AccountingStatus: Planned

Priority: High


ActionTarget Date



10-15 dedicated computers in the Open Lab of the ATC building on or about October 8, 2009. - Amount Requested: $0

For the fall 2009 semester, I will coordinate with the supervisor of the Open Lab to set aside a block of computers which will allow this part of the test to be conducted.

Ron O'BrienPreparing EXCEL Worksheets

10/1/2009 This date will allow me to have covered sufficient material to reasonably expect the students to be able to accomplish the task of preparing a set of financial statements using EXCEL.

2008-2009 Resources Requested,Sorted by Entity

As of: 10/26/2009, 7:14 PM

Fayetteville Technical Community College

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http://sacs2011.faytechcc.edu/Documents/ManagerialReports_WEAVEonline.pdf

AdmissionsStatus: Planned

Priority: High


ActionTarget Date




Outcome will be measured again next academic year (2009-10). Group advisement/counseling workshops will be designed and implemented in the attempt to increase the percentage students who understand the selection process to be more than 90%.

Health Admissions

7/1/2009 Outcome will be measured again next academic year (2009-10). Group advisement/counseling workshops will be designed and implemented in the attempt to increase the percentage students who understand the selection process to be more than 90%.

Advertising and Graphic DesignStatus: Planned

Priority: High


ActionTarget Date




As of: 10/26/2009, 7:14 PM


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None. - Amount Requested: $0

Part of the reason that those three students fell below the required 77% level of competency was due to a failure to use "spell check" before the final printing process. In the future, students will be told that any project that is found with a typo will receive an automatic "F" for that project. After an F or two, students will learn very quickly that they MUST USE THE SPELL CHECK UTILITY in whatever software program that they happen to be using.

Faculty responsible for teaching GRD 280

Students will learn the importance spell-check.

5/1/2010 Portfolio class professional critique that takes place in GRD 280 in the spring of 2010.

Architectural TechnologyStatus: In-Progress

Priority: Low


ActionTarget Date



none - Amount Requested: $0

Students enjoyed and worked with enthusiam because the assignment was a a real world assignment instead of standard out of book drawing. It was difficult to assign buildings, since some building were larger than other. The instructor had to have students work in teams in order to complete the larger buildings. The instructor had to closely monitor the work being done to fairly evaluate each student. A rubric would have been helpful to determine the amount and/or quality of work on the model

Phyllis Bell3D Model buildings on FTCC campus.

7/1/2009 Summer 2009


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Auto Body RepairStatus: Planned

Priority: High


ActionTarget Date




To improve by 20% towards the goal of 77% next year. Make a check list for each tasks for the students.

Action Plan 8/1/2009 08/2009-08/2010


To improve by 25% towards goal next year of 77% . Make a check list for the students so they can follow their progress.

Action Plan 8/1/2009 08/2009 - 08/2010

Automotive Systems TechnologyStatus: Planned

Priority: High


ActionTarget Date



None, Todays Class is the name of the online automotive classes and are funded by the state for use bt the community college system. - Amount Requested: $0

More emphasis on classroom instruction and hands on use of multi-meters in AUT181/181A during the next class will be emphasized. Students will be given online automotive courses using interactive labs that will teach the proper use of meters.

Brian Oldham and Robert Fulton

AUT 181/181A Action Plan

1/1/2010 The changes proposed for the AUT181/181A Advanced Engine Performance will take place during the Spring 2010 class.


As of: 10/26/2009, 7:14 PM


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The math prerequisite logistics is being discussed and a decision has not been made at this time. A decision will be need prior to class start. - Amount Requested: $0

More emphasis in shop with hands on and part identification with various systems is recommended for this class. Adding a math 50 or 60 as a prerequisite for this automotive class is recommended to reinforce fractions, decimals, and other basic math principles to automotive students.

Brian Oldham, Jay Boyles, and John Cade


9/1/2009 The class and lab instruction changes will atke place during the Fall semester. The math prerequisite logistics is being discussed and a decision has not been made at this time.

None, however a decision must be made on the prerequisite requirement. - Amount Requested: $0

More emphasis on classroom instruction and hands on usage of the micrometer during the next class AUT 116/116A will be emphasized. Students will be given more class exercises and more opportunities to measure all engine parts before going to the machine shop. It is also be recommended that a math 50 or 60 be a prerequisite for students entering into this automotive class, due to the fact that the students struggle with the use of fractions, decimals, and other basic math principles.

Brian Oldham, Jay Boyles, and John Cade


9/1/2009

Auxiliary Services (Bookstore)Status: Planned

Priority: High


ActionTarget Date




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In August 2008 Bookstore had 4 days out of 7 with greater than 150 tranactions. This was due to Register #1 being down for 10 day.

No more than 2 registers will exceeds 150 tranactions

1/1/0001


Registers in aggregate need to complete an average between 50 and 165 tranactions per day.

Fulfill part-time & contract personnel needs

6/1/2010


Registers in aggregate need to complete an average between 50 and 175 transactions per day.


6/1/2010


Registers in aggregrate need to complege an average between 50 and 175 transactions per day.


6/1/2010

BA - Operations ManagementStatus: Planned

Priority: High


ActionTarget Date




The following pre-requisite has been added to OMT 112: MAT-070 or ACCUPLACER Elementary Algebra score of 60 or has taken the SAT with verbal and math scores at or above 500 each or ACT composite score of 20 or higher within the last five years.

Add prerequisite to OMT 112

5/1/2009


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Basic Skills Programs- Basic Skills EducationStatus: In-Progress

Priority: Medium


ActionTarget Date



None - Amount Requested: $0

Outcome #2: Seventy-eight percent of the students who complied with our requirements improved their reading scores. The two principal requirements of Managed Enrollment are that students attend a minimum of eighty percent of their classes and that they take both the pre and post assessments as directed by our Assessment Center. Student persistence affects performance. Students who did not comply with the Managed Enrollment Program did not post test, making it difficult to objectively measure their improvement. As a result, we will continue our Managed Enrollment Program and will direct our attention to improving student compliance with program requirements through professional development training for our instructors and staff members.

Janis Holden-ToruñoManaged Enrollment Compliance

8/1/2009


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The funds for the instructional items should be in the upcoming Basic Skills budget. The purchase order requests have been prepared and we are awaiting approval for the orders to go forward. - Amount Requested: $5000

Our Advanced ESL students showed positive gains in their attitudes toward reading in English. Initial surveys showed a reluctance to read in English and a general sense that they were not prepared to read long passages of text. Following classroom instruction, reading newspapers and magazines and discussing what the students read, and outside reading, students began to read more text in English. Some students reported checking out books from the library and others purchased books for pleasure reading. As soon as possible, we plan to purchase additional reading materials for classroom use that will continue to create positive reading experiences and promote learning gains.

Janis Holden-TorunoAdditional Resources for ESL Students

10/1/2009 As soon as funds are available, additional instructional materials will be purchased from Basic Skills funds.

Business Services-Registered Medical AssistantStatus: Planned

Priority: High


ActionTarget Date




Adjusting teaching methods to impact a larger percentage of success among the students.

Criteria for Success

10/1/2009 Greated than 95% success rate


Current teaching methods are proved successful in maximizing student potential.


10/1/2009


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Students exceeded established criteria in clinical placement phase of training as reported by clinical site preceptors and RMA instructors.


10/1/2009

Communication-EnglishStatus: Planned

Priority: High


ActionTarget Date




Adjust the process of collecting and evaluating students' work - focus on the Fall semester to involve the entire division (both 10-months and 12-months instructors) Reinforce the validity and usefulness of the rubric to current and new instructors Improve the rubric (since it is also an instructional tool) and make sure it is matching the evaluated assignment. Gradually move emphasis of the division's efforts from establishing an evaluation procedure to achieving the targets and agreed objectives

Team assigned by the Division Chair.

Take steps to improve the process

6/1/2010 Ongoing effort subject to benchmarks (of at least one semester interval) verifications as needed.

Computer ProgrammingStatus: Planned

Priority: High


ActionTarget Date




As of: 10/26/2009, 7:14 PM


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By the end of the semester, the student must be able to demonstrate a fully-operational system, demonstrated for a panel comprised of faculty members. Practice sessions will be arranged before the scheduled final presentation date to enable students to rehearse/polish their presentations and to identify existing and/or potential problems with their system. Feedback from the instructor and fellow students should assist in identifying weaknesses in the areas of the Critical Thinking Rubric.

Action Plan 1/1/0001

Counseling ServicesStatus: Planned

Priority: High


ActionTarget Date




The online student withdrawal form has been revised and updated for the 2009-2010 academic year. Therefore, Counseling Services will administer the student retention survey to students who complete the online withdrawal form.

Counseling ServicesRevised Student Withdrawal Survey

8/1/2009 2009-2010 Academic Year


As of: 10/26/2009, 7:14 PM


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Because of the progression of Web Advisor, E-Val will be implemented for the 2009-2010 academic year. Therefore, Counseling Services will implement a 5 question student satisfaction survey.

Implementation of E-Val (Web Advisor)

8/1/2009 2009-2010 Academic Year

Culinary TechnologyStatus: Planned

Priority: Medium


ActionTarget Date




As of: 10/26/2009, 7:14 PM


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The data reported was compiled for each semester and averaged. There were a couple of problems in the reporting of the data. First there were two deliveries of the same course online and traditional. Second, there were two different instructors: one was the online instructor and the other taught the traditional class. The data needs to be separated out to see if there was a difference in the method of delivery. Since the same instructor instructed the online then it would be difficult to distinguish whether it was the difference between instruction or delivery method. If one set of scores is significantly different than the other the differences should be investigated to get both courses on the same level of instruction. Since this is the first year this has been reviewed there was no baseline for the FTCC's exam scores. This years data will serve as a baseline for next year and this should be compared to the national average.

Culinary DepartmentCUL 110 Servesafe Action Plan

12/1/2009 Data will be reviewed by Fall semester 2009.

Priority: Low


ActionTarget Date




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Instruction should include additional instructional time on conversions and homework assignments to improve students ability to correctly perform calculations for recipe conversions. Assessment should be done at the mid-term to identify problem areas and allow instructors to focus on those areas. Then the recipe conversion test should be repeated at the end of the semester to see if additional time and reinforcement in labs will improve outcome. This years scores should be a baseline to identify improvement for next years scores.

Instructors for CUL 140 classes.

CUL 140 Recipe Conversion Evaluations

12/1/2009 Implement in fall 2009 classes.

Curriculum Programs- Gen Ed CompetenciesStatus: Planned

Priority: High


ActionTarget Date




As of: 10/26/2009, 7:14 PM


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CIS 110 has the largest enrollment of the three courses evaluated. An improvement in SAM scores in this class will have a greater impact on overall scores. During 2008-09, many of the 110 lecture sections were double sections; with one person teaching the lecture and another teaching the lab on alternate days. For Spring 2010 the format will change to 2-hour lecture blocks for one half of the term, and 2-hour lab blocks for the other half of the term. Instead of the student going back and forth between lecture and lab instructor on alternating days the entire term, this should provide more accountability for the students to the lab instructor and more concentrated lab time for students to apply their knowledge. It is hoped that this format will be less intimidating and more conducive to student success. Additionally, since the first-time implementation of the SAMs test was in Spring 2009, it is felt that data over two semesters might produce a truer picture of student achievement.

CIS Dept ChairFormat change for CIS 110

8/1/2008 Fall 2009 and Sping 2010


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This first year of in-depth assessment proved to be a challenge in both establishing criteria and obtaining instructor buy-in to the process. Although a workable plan was developed, the English Division will continue to re-evaluate and revise as needed. The following items will be addressed in the 2009-10 assessment cycle: Adjust the process of collecting and evaluating students' work - focus on the Fall semester to involve the entire division (both 10-month and 12-month instructors will be part of the assessment process) Reinforce the validity and usefulness of the rubric to current and new instructors Update the rubric (since it is also an instructional tool) to the new edition of the reference textbook Gradually move emphasis of the division's efforts from establishing an evaluation procedure to achieving the targets and objectives. According to the evaluation rubric, MLA formatting appeared to be the weakest component of student essays. Instructors will increase efforts in 2009-10 to successfully apply MLA formatting.

Instructors of College Transfer level English

Refine evaluation procedure/Focus on MLA formatting

5/1/2010 End of Spring 2010 semester


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The purpose of the MAT 115 assessment was to gauge students' ability to read, interpret, and analyze data presented in tabular or graphic form. The forms used and the types of questions asked were ones that should be familiar to MAT 115 students after completing work in Chapter 3 of their text. The scoring rubric assigned a total of 4 points to each question and allowed for a reasonable amount of partial credit. One possible flaw in the rubric, however, was that it required students to use proper formatting of their answers to receive full credit for some questions. Since the achievement target was not met for this learning outcome, the math assessment team intends to include the same learning outcome on its assessment plan for the 2009-2010 cycle. All MAT 115 instructors will be made aware of the results of the 2008-2009 assessment and will be asked to increase their efforts to teach the skills addressed in this learning outcome. In designing the assessment plan for the 2009-2010 cycle, the target for this outcome will be to improve by at least five percent over the previous year's results (from 67.3% to at least 72.3%) the number of students scoring 75% or better on a similar set of embedded test questions.

Math assessment team and MAT 115 instructors

increased focus on outcome skills

12/1/2009 end of Fall semester


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The purpose of the MAT 161 assessment was to measure the students' ability to manipulate and evaluate formulas. Four questions from the common final exam for the course were selected for the assessment. In scoring students' answers, a two-point scale was used, allowing for very little partial credit. Also, with a total of only 8 points possible, a student missing more than one question scored less than the requisite 75%. Since the target for this learning outcome was not met, the math assessment team will carry over this learning outcome to its plan for the 2009-2010 assessment cycle. The team will carefully review the content and quantity of items used in the assessment tool to ensure that students are given an adequate opportunity to demonstrate mastery of this learning outcome. Also, the team will amend its target for this outcome, with the goal of raising the number of students scoring 75% or better to at least 80% of those passing the course with a D or higher.

Math Assessment team and instructors for MAT 161

Partial credit, content, and quantity review

5/1/2010 end of Spring 2010 semester


A success rate of 79.4% is so close to the achievement target that no corrective action will be taken. All academic units will continue to emphasize critcal thinking as a course outcome, with yearly reviews of results.

Continued Review

5/1/2010


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For the 2009- 10 assessment cycle, several modifications will be made. The first of these involves including only successful completers in the final report. The second involves increasing the number of test questions from 10 to 15 to increase the scope of the assessment. The third modification will involve adding some randomly selected Humanities (HUM) courses to the assessment. These courses were not included in this first assessment due to some timing and scheduling issues.

Social Science/Humanities Division assessment leaders

Modifications to Process

5/1/2010

Developmental MathStatus: Planned

Priority: High


ActionTarget Date




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The purpose of the MAT 070 assessment was to gauge students' ability to select and adapt an appropriate mathematical model to a given situation. However, the assessment provided students with a limited number of opportunities to demonstrate these skills (two application problems) and the rubric used to score the assessment presupposed that a certain organizational strategy had been taught and would be employed by the student. The math assessment team plans to assess this learning outcome again in the next cycle (2009-2010). In recycling this assessment, the team will carefully review the content of the rubric used to evaluate student results and remove any bias that might exist toward a particular instructional technique. The team will also review the quantity of problems included in the assessment with the goal of balancing the length of the assessment (fatigue factor) with sufficient opportunity for the student to demonstrate what he/she has learned.

Action Plan for Learning Outcome #1

9/1/2009 The action plan will be implemented in Fall, 2009, as part of the new cycle of assessment.


The purpose of the MAT 060 assessment was to measure students' ability to use percents to solve common real-life application problems. Although the three embedded questions did involve percents, they did not exactly match the description given in the assessment plan. The assessment plan stated


9/1/2009 implementation of 2009-2010 assessment cycle


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assessment plan stated that the applications would involve sales tax, discounts and simple interest. The three embedded questions involved concentration of a chemical in solution, tipping, and percent of decrease. In addition, the embedded question on tipping was a three-part question with only the first part involving an application of percent. Since the three embedded questions were scored with little or no partial credit, the total number of points possible was very low, making it necessary for a student to actually score 83% or better to achieve the assessment target of 75%. Due to this flaw in the assessment process, the math assessment team plans to recycle Learning Outcome #2 in the assessment plan for 2009-2010. The team will rewrite the questions to be embedded in the Chapter 7 test with the goal of employing the most common applications of percent. It will also carefully review the quantity of embedded questions to be used and ensure that the point system allows for identification of those students scoring 75% or better on the overall assessment.


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The purpose of the MAT 080 assessment was to gauge students' ability to use factoring to solve a polynomial equation. Since MAT 080 students are taught to solve quadratic equations using the quadratic formula in the second half of the course, the common midterm exam was used as the assessment tool. The first four questions on the midterm exam were selected to measure this outcome, since the first four questions all involved factoring a polynomial. Of these four, however, only the third and fourth questions involved solving an equation. The achievement target that was set for this assessment was to have at least 90% of successful course completers score 75% or better. The actual result was 80% of successful completers with a score of 75% or better. Since factoring is a skill that is fundamental to success in subsequent algebra courses, the math assessment team plans to continue to assess this learning outcome in the next cycle (2009-2010), with the goal of raising the number of students scoring 75% or better to at least 85% of all successful completers. To this end, the team will carefully review the content and quantity of questions used in the assessment to ensure that students are given an adequate opportunity to demonstrate mastery of this learning outcome.




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Developmental ScienceStatus: Planned

Priority: High


ActionTarget Date




The developmental chemistry faculty has adopted a new developmental chemistry text that the majority of the instructors feel will enhance student success on the Inorganic Nomenclature assessment instrument. Graded chemical nomenclature homework assignments, required use of computer lab tutorial, and a focused laboratory activity will be used to reinforce class instruction on chemical nomenclature. The department will require long term polyatomic ion memorization assignments, submission of homework assignments for evaluation, and further develop focused student laboratory activities. Chemistry 081 instructors will incorporate two polyatomic ion test items on each administered test leading up to the unit on inorganic nomenclature to evaluate student progress.

Adoption of New Text and Strategies

8/1/2009 The new text and teaching strategy will be initially implemented Fall 09.


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The developmental chemistry faculty has adopted a new developmental chemistry text that the majority of the instructors feel will enhance student success on the Organic Nomenclature assessment instrument. The department will require long term functional group memorization assignments, submission of homework assignments for evaluation, and further develop focused student laboratory activities including the use of organic modeling. Chemistry 082 instructors will dedicate two test items on each administered test leading up to the unit on organic chemistry to evaluate student progress.

Adoption of New Text and Strategies

8/1/2009 Implementation will be initiated Fall 2009.

Developmental Studies-EnglishStatus: Planned

Priority: High


ActionTarget Date




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1. Adjust the process of collecting and evaluating students' work - focus on the Fall semester to involve the entire division (both 10-months and 12-months instructors)

2. Reinforce the validity and usefulness of the rubric to current and new instructors

3. Update the rubric (since it is also an instructional tool) to the new edition of the reference textbook

4. Gradually move emphasis of the division's efforts from establishing an evaluation procedure to achieving the targets and agreed objectives.

Teams assigned by the Division Chair

Take steps to improve students' skills

6/1/2010 Ongoing effort subject to benchmark verifications as needed.

Developmental Studies-ReadingStatus: Planned

Priority: High


ActionTarget Date




As of: 10/26/2009, 7:14 PM


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Adjust the process of collecting and evaluating students' work - involve the entire division (both 10-months and 12-months instructors) Reinforce the validity and usefulness of the rubric to current and new instructors Gradually move emphasis of the division's efforts from establishing an evaluation procedure to achieving the targets and agreed objectives.


Take steps to improve identifying main ideas

6/1/2010 Ongoing effort subject to benchmark verifications as needed.

Early Childhood Associate/Special EducationStatus: Planned

Priority: High


ActionTarget Date




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Since this outcome was not met by only one percentage point, the action plan will include additional case study reviews that are focused on the particular disability covered in the various courses. In addition, a more in-depth review of the IEP (Individual Education Program) will be included in all of the special education courses. These two areas are often more difficult to grasp than other concepts taught in special education courses. The assessment plan was very close to being on target therefore, with these additional reviews the students should be able to achieve the target scores.

Early Childhood Instructors/Special Education

Outcome #1: Analyses of Case Study and IEP

5/1/2010 End of Spring Semester 2010

Electronics Engineering TechnologyStatus: Planned

Priority: High


ActionTarget Date




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The following actions are planned for the Fall09 and Spring09 Semesters: 1. More instruction on test equipment will be provided in the ELC131 Labs. 2. More instruction on use of virtural test equipment will be provided in the ELC131 Labs. 3. More review of basic algebra and trigonometry will be provided. 4. Additional instruction on wiring, breadboarding and component handling will be provided. 5. Additional writing assignments will be given in both ELC131 and ELN131. Each of the above items corresponds to a particular aspect found on the rubric used for this assessment evaluation.

Beymer Bevill,Jr.Action Plan: Linear and Passive Circuits

6/1/2010

none. - Amount Requested: $0

Additional applications of microprocessor programming will be provided in the introductory classes.

Beymer Bevill, Jr.Action Plan: Microprocessor Programming

6/1/2010

none. - Amount Requested: $0

Additional instruction and practice creating technical documents will be given during the first year of the program.

Beymer Bevill, Jr.Action Plan: System Control Project

6/1/2010

English- CurriculumStatus: Planned

Priority: High


ActionTarget Date




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Adjust the process of collecting and evaluating students' work - focus on the Fall semester to involve the entire division (both 10-months and 12-months instructors) Reinforce the validity and usefulness of the rubric to current and new instructors Update the rubric (since it is also an instructional tool) to the new edition of the reference textbook Gradually move emphasis of the division's efforts from establishing an evaluation procedure to achieving the targets and agreed objectives.

Teams assigned by the Division Chair.

Take steps to improve related skills

6/1/2010 Ongoing effort subject to benchmark (of at least one semester interval) verifications as needed


Adjust the process of collecting and evaluating students' work - focus on the Fall semester to involve the entire division (both 10-months and 12-months instructors) Reinforce the validity and usefulness of the rubric to current an new instructors Update the rubric (since it is also an instructional tool) to new edition of the reference textbook Gradually move emphasis of the division's efforts from establishing an evaluation procedure to achieving the targets and agreed objectives.


Take steps to inmprove structure/mechanics skills

6/1/2010 Ongoing effort subject to benchmark (of at least one semester interval) verifications as needed


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Enrollment ManagementStatus: Planned

Priority: High


ActionTarget Date




In as much as the Banner student information system used by FSU and UNCP does not support electronic transfer of transcripts, this outcome will be tabled.

Electronic Transfer of Transcripts Tabled

1/1/0001

Facility ServicesStatus: Planned

Priority: Medium


ActionTarget Date




Continuation of plan to impliment Datatel workorder software, training of users and monitoring for irrugularities.

Facility Services Director, Grounds, Housekeeping, Maintenance Supervisors, Plant Operations Staff

Conversion of current work order system to Datatel

1/1/2010 JNUARY 31, 2010

Status: In-Progress

Priority: High


ActionTarget Date




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Continue the ongoing assessment to evaluate the preformance and support provided by Facility Services. Utilize the survey results to implement modifications and/or increase user awareness. The established goal of a 5% improvement will continue to be the goal. However with 100% satisfaction of the Grounds Department the goal will be to maintain at least a 98% satisfaction rating.

Provide proper facilities and adequate support

6/1/2011 Though this is a ongoing assessment and self study, annual survey findings will be used to monitor and evual

Foundation & AlumniStatus: Planned

Priority: Medium


ActionTarget Date




The College is moving in a new direction for fund raising which will be fully developed, included, and implemented with the upcoming 2009-2010 assessment cycle.

Fund Raising 6/1/2010

Funeral Service EducationStatus: Planned

Priority: High


ActionTarget Date




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Although the target was met and exceeded, I feel that the target needs greater clarification and fine tuning. (Too general) Funeral seating is only a small- yet important- element of the funeral service ceremony.

Chairperson of the department and instructor of the FSE 112 classes.

Clarify the description of target and improve statistics.

12/1/2009 This date marks the end of the Fall 2009 semester.

Horticulture Technology/ManagementStatus: Planned

Priority: High


ActionTarget Date




To properly assess the objective additional data needs to be collected. The faculty reveiw after the first semester along with the changes that were implemented in the testing procedure during the second semester indicate that success is possible. It recommeded that we implement the changes for the next year in Hor 160 and collect data and review the results after each semester.

Horticulture department chair and responsible teaching faculty

Action Plan for `Objective #1

6/1/2010 By the end of the 2010 assessment cycle.

Hotel and Restaurant ManagementStatus: Planned

Priority: Medium


ActionTarget Date



In preparation for their

HRM 215 instructor5/1/2010


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None at this time. - Amount Requested: $0

In preparation for their restaurant business plan project the HRM 215 students were provided with additional assignments that were a component of their final HRM 215 grade to assist them in the development of their business plans.

As part of these additional assignments the students were asked to:

· Update the instructor on their progress

· E-mail the instructor with any questions that they had regarding the project

· Research business plans

· Select a business plan to analyze/review

· Find two articles discussing how to write business plans and summarize articles

· Share their findings (their analysis of a business plan and the summaries of their articles) with their classmates and read/comment on one another’s findings

After analyzing the results of the assessment the panel feels that several factors may have attributed to the target not being met:

1. The target was unrealistic

2. The rubric was inflexible

Six point plan to raise HRM 215 student restaurant business plan scores.


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3. End of quarter “crunch”/procrastination by students

4. Students may need more time to prepare plan

5. Students may need additional resources

6. Students may need stronger guidance from instructor to ensure that they are completing business plan in a timely fashion

The action plan to address the aforementioned factors during the 2009-2010 assessment cycle is as follows:

1. The assessment target was as follows: “At least 90% of students completing the HRM 215 class should obtain an above average score on the business plan outcomes rubric”. However, as most instructors are aware in an average class it is not likely that 90% of the class will exceed expectations. An above average score is a grade of an A or a B. In retrospect, to attempt to meet a target of 90% of students exceeding expectations was perhaps a bit unrealistic. 75-80% would have been a much more reasonable number. During the 2009-2010 assessment cycle the target will be changed to 80%. We feel that this number will still facilitate improvement upon this year’s class scores and will still set a high standard and target to strive for, but will be more rational.


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but will be more rational.

2. Given that this is the first SACS assessment cycle the rubric that was designed for assessment was not as flexible as it should have been. The rubric consisted of only three categories. During the 2009-2010 assessment cycle the rubric will be changed to five categories to allow for better flexibility in defining student’s achievements.

3. Given that the business plan was due toward the end of the semester it is possible that the students were already beginning to feel overwhelmed by end of semester work. Furthermore, procrastination is often an issue with students and may have contributed to the students submitting substandard work. The instructor feels that the students were given the appropriate tools and assistance to succeed but some projects appeared rushed and the instructor believes that procrastination may be to blame. During the 2009-2010 assessment cycle the instructor will break the project into sections. The students will be given more time to work on the project and various sections will be due at different times throughout the semester. Each section will be graded individually throughout the semester and the final project will be graded as a whole at the end of the semester. This will hold


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semester. This will hold students accountable for meeting deadlines, will allow for real time help and feedback from the instructor and fellow students, will allow the instructor to identify those students that are struggling and/or falling behind in their work and will allow students to slowly and steadily compile the various components of their business plan.

4. The business plan is a comprehensive project. The instructor has decided that the students may need more time to compile their plans. In accordance with item three (see above), during the 2009-2010 assessment cycle the instructor will have students begin working on the project at the beginning of the semester, thus giving the students more time to complete their business plans.

5. During the 2009-2010 assessment cycle as the students complete each “section” of their business plan throughout the semester the instructor will provide articles, examples and other outside resources that correspond to the current section. I.e. articles on how to perform a S.W.O.T analysis and an example S.W.O.T analysis while the students are working on their S.W.O.T. analysis. We believe that this will better assist the students in their comprehension of each section and their ability to apply the knowledge to their business plans. While


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their business plans. While comprehensive business plan resources were available, breaking the resources down section by section may help to prevent the students from feeling overwhelmed and will better assist the students in their comprehension of each and every segment of the business plan.

6. As addressed in item three the instructor believes that procrastination by students may have been an issue in regard the quality of the HRM 215 business plans. We have already addressed how this shall be handled (please see item three above).


ACTION PLAN:

After analyzing the results of the assessment the panel feels that several factors may have attributed to the failure of the class to meet the target:

HRM 280 InstructorFive Point Action Plan for HRM 280

5/1/2010


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1. Technical issues posting final case study assignment

2. Clarity of grading requirements

3. Unrealistic target

4. The students were inexperienced in preparing business memos such as those required in HRM 280 course.

5. The students need more assistance and guidance in performing a strategic analysis.

The action plan to address the aforementioned factors is as follows:

1. Due to technical issues the case study was not posted when the instructor would have liked. Therefore, the students did not have optimal time to complete the case study. This “time crunch”, combined with the typical stress and hectic schedule that students operate under at the end of the semester likely negatively impacted the caliber of the student’s work. The instructor feels strongly that the lack of time allotted to the students to complete the project had significant bearing on the caliber of the HRM 280 classes work. During the 2009-2010 assessment cycle the instructor will begin posting the case study ahead of time and will also restructure the course to


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restructure the course to ensure that more time can be allotted to the final case study. It is believed that allowing the students more time to complete the case study will significantly improve the ability of the students to achieve superior work.

2. The instructor believes that the hospitality panel that graded the work may have needed more in depth information regarding what the instructor was looking for in regard to the student case studies. The panel did an excellent job assessing the HRM projects and cases. However, the instructor believes that the panel may have been looking for more in depth case studies while the instructor was looking for concise and to-the-point business memos that addressed the case that the students were assigned. This may have adversely affected the student grades. During the 2009-2010 assessment cycle the instructor will prepare a memo to all HRM panel members that more explicitly states what was required of the students in regard to the final HRM 280 case study.

3. The assessment target was as follows: “At least 90% of students completing the HRM 280 class should obtain a score of 4 (above average) or more on the case study outcomes rubric”. However, as most instructors are aware in an average class it is not likely that 90% of the class will exceed expectations. An above


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expectations. An above average score is a grade of an A or a B. To attempt to meet a target of 90% of students exceeding expectations was perhaps a bit unrealistic. 75-80% would have been a much more reasonable number. During the 2009-2010 assessment cycle the target will be changed to 80%. We feel that this number will still facilitate improvement upon this year’s objectives and will still set a high standard and target to strive for, but will be more rational.

4. While the instructor provided students with example business memos and resources outlining how to prepare a business memo the students were likely inexperienced with this specific type of requirement. During the 2009-2010 assessment cycle the instructor will give the HRM 280 students an assignment designed to aid the students in developing a business memo. In addition to the resources currently provided to HRM 280 students this assignment will help the students in their comprehension of how to write a business memo.

5. While the HRM 280 students completed case studies that followed the overall guidelines for the final project, the HRM 280 student’s case studies lacked the depth and development of a strategic plan that the instructor was looking for. The analysis of the business was generally strong; however, the strategic


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however, the strategic plan that followed failed to meet the target. During the 2009-2010 assessment cycle the instructor will give the HRM 280 students an assignment designed to aid the students in learning how to develop in depth strategic dimensions that are directly related to the S.W.O.T analysis.

Huskins Nursing AssistantStatus: Planned

Priority: High


ActionTarget Date




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To maintain at least a 1:8 faculty/student ratio. - Amount Requested: $0

Previous classes all had higher than state averages on the Naces Skills exam. Previous classes had at least a 1:7 instructor/student ratio in skills lab to check off 71 skills. This group was a 1: 11.5 ratio. Another part-time instuctor was hired in January 2009. Plans are to continue to keep a 1:7 ratio in NAI and NAII in order to provide more individual attention to students in the lab setting, and to build upon proficiency and confidence.

Denise Pate/Program Coordinator and part-time instructors.

Improved skills scores on Naces Exams by 2010.

1/1/2010 The next NA I class will be testing in Jan. 2010. Skills portion of Naces exam will increase to 90% or better.

Huskins/College ConnectionsStatus: Planned

Priority: High


ActionTarget Date




Due to more effective technology within data keeping of Huskins these courses will be monitored more efficiently

CC Coordinator, hs counselor

Scheduling Awareness

7/1/2009 Fall semester


Continue to make students aware of the college credit that is available to them. Therefore, the enrollment in courses should increase

CC Coordinaor, high school counselor, parents, students

Available College Credit

7/1/2009 Fall semester


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In lieu of a Teen Advisory Board, a College Connections Advisory Board has been formed. This board meets regularly to discuss updated procedures, policies, and programs, on both the FTCC and CCS sides.

CC Coordinator, high school counselors

Advisory Board 1/1/0001 continuous

Institutional Effectiveness & AssessmentStatus: Planned

Priority: Medium


ActionTarget Date



No Additional Resources required. - Amount Requested: $0

FTCC will continue the process put in place during the base year of 2008-2009 of using Assessment Plans upon which to base future planning assumptions (for 2009-2010) providing additional direction and vision assumptions for the college. The success of the base year demonstrates this process can be expanded and include even more assessment based planning assumptions in the upcoming year. The faculty and staff involved in assessment planning have learned the basic parameters for this measure during the base year, met the base year standard, and can now expand upon those lessons and report even more assessment based assumptions in upcoming years.

Planning Unit Leaders; Assessment Coordinators; Assessment Ambassadors; Planning Council; Director of Instititutional Effectiveness and Assessment; Executive Council and President.

Academic and Support Services Planning Assumptions

6/1/2010 Increase the number of assessment based planning assumptions from 5 academic and 5 support services assumptions to 10 academic and 10 support services assumptions for the year 2009-2010.


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LibraryStatus: In-Progress

Priority: High


ActionTarget Date



Materials needed will be printed by the FTCC Print Shop as needed. - Amount Requested: $0

A revised library post-test will be used. Point values have been established for each question. Question formats were changed to 6 multiple choice (10 points each), 6 matching (5 points each) 1 true or false (5 points), and 1 fill in the blank (5 points), for a total of 100 possible points. This revision allows the post-test to be used for face-to-face, as well as online library orientations. For face-to-face classes, students will required to complete the post-test immediately following the orientation.

Professional library staff will collect and grade the post-tests.

Library Orientation Post-Test

8/1/2009 The revised post-test implementation will begin in August 2009.


The remaining video will be shot with a student talent and participation by the library staff. Janan Warren will provide voice over from the finalized script to complete the video. Tammy Stewart will work with Mary Mitchell to develop an online library orientation quiz via Blackboard to assess the effectiveness of the online orientation.

Tammy Stewart/ Janan Warren

Online Library Orientation

6/1/2010 The completed orientation will be added to the library's website. Students will be able to click a link to the orientation to view the video. The library orientation quiz will be accessible through Blackboard.


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Management Information Services (MIS)Status: Planned

Priority: High


ActionTarget Date



Backup Power Generator - Amount Requested: $212000

The addition of a backup power generator will eliminate downtime due to failover capabilities.

FacilitiesBackup Generator

7/1/2009 To be purchased as part of 2009-2010 Strategic Plan.

Three (3) Computer Support Technicians as noted in the 2009-2014 Strategic Plan. - Amount Requested: $96837

To address this shortfall, MIS will implement a two-fold action plan. The Support Services functional unit will request additional human resources to support the added technology needs of the campus. Technology has made the procurement process more efficient however, MIS is not able to handle the volume of equipment that must be deployed within an acceptable timeframe. MIS will also implement a training initiative to educate users and make them more self-sufficient. This will eliminate minor workorders and allow technicians to focus more on technical issues.

MIS Support ManagerAdditional Human Resources

7/1/2010 The items above will be completed over the next fiscal year.


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Math-CurriculumStatus: Planned

Priority: High


ActionTarget Date




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The purpose of the MAT 115 assessment was to gauge students' ability to read, interpret, and analyze data presented in tabular or graphic form. The forms used and the types of questions asked were ones that should be familiar to MAT 115 students after completing work in Chapter 3 of their text. The scoring rubric assigned a total of 4 points to each question and allowed for a reasonable amount of partial credit. One possible flaw in the rubric, however, was that it required students to use proper formatting of their answers to receive full credit for some questions. Since the achievement target was not met for this learning outcome, the math assessment team intends to include the same learning outcome on its assessment plan for the 2009-2010 cycle. All MAT 115 instructors will be made aware of the results of the 2008-2009 assessment and will be asked to increase their efforts to teach the skills addressed in this learning outcome. In designing the assessment plan for the 2009-2010 cycle, the target for this outcome will be to improve by at least five percent the number of students scoring 75% or better on a similar set of embedded test questions.




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The purpose of the MAT 161 assessment was to measure students' ability to manipulate and evaluate formulas. Four questions from the common final exam for the course were selected for the assessment. In scoring students' answers, a two-point scale was used, allowing for very little partial credit. Also, with a total of only 8 points possible, a student missing more than one question scored less than the requisite 75%. Since the target for this learning outcome was not met, the math assessment team will carry over this learning outcome to its plan for the 2009-2010 assessment cycle. The team will carefully review the content and quantity of items used in the assessment tool to ensure that students are given an adequate opportunity to demonstrate mastery of this learning outcome. Also, the team will amend its target for this outcome, with the goal of raising the number of students scoring 75% or better to at least 80% of those passing the course with a D or higher.


9/1/2009 implementation of the 2009-2010 assessment cycle


The purpose of the MAT 151 assessment was to measure students' ability to apply statistical concepts and problem-solving strategies to a new situation. The goal of the project was to present students with a problem that required them to identify relevant data and analyze it using the concepts and techniques learned in the




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techniques learned in the course. Students were intentionally given extraneous data in the project. Also, the instructions described the objective of their task but did not provide guidance on how to accomplish it. The findings from this assessment seem to demonstrate that students were not successful in applying what they had learned to a new situation. Nearly 45% of scores fell into the "Needs Improvement" category, instead of the target 90% of scores falling into the "Acceptable" or "Proficient" range. Feedback from individual instructors, however, indicates flaws in the design and scoring of the assessment. For example, the instructions for the project admonish students to "be sure to look at all aspects of the data before coming to your conclusion", but of the six columns of data given to the student, only the sales price column was relevant to their task. Also, the wide variation in scores reported by the two assessment team members who evaluated the projects (each for their own classes) suggests that they did not collaborate in the scoring process and may have interpreted the rubric differently. More than 75% of the scores reported by one instructor were classified as "Proficient" or "Acceptable". The other instructor reported fewer than 20% of scores in those categories. Due to the flaws in the


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the flaws in the assessment for Learning Outcome #1, the math assessment team does not consider its findings to be valid for this outcome. For this reason, the team will include Learning Outcome #1 in its assessment plan for 2009-2010 and will apply what it has learned from this first assessment cycle to improve its assessment process. A new measurement tool will be designed for this outcome and efforts made to ensure that evaluators collaborate and agree on their interpretation of the scoring rubric used.

Media ServicesStatus: Planned

Priority: Medium


ActionTarget Date




With the assistance of The Institutional Effectiveness office, Media Services Director will develop a survey instrument that will be used to collect data on the quality, appropriateness, and effectiveness of the multimedia elements produced by Media Services Production Group. The data acquired will be used to improve the overall effectiveness of Media Services Projects.

Media Services Director/Production

Video production evalutation

12/1/2010


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Occupational Extension and Community Services- ArtStatus: Planned

Priority: High


ActionTarget Date



Textbook for the art instructors: Teaching Talented Art Students: Principles and Practices by Gilbert Clark and Enid Zimmerman - Amount Requested: $150

The findings from Outcome #1 indicate that more time needs to be spent in teaching the terminology of art. Beginning with the fall term of 2009, students will be provided with a handout of terms (with their meanings) that are essential to an artist's vocabulary. These terms and meanings will be discussed throughout the course to help students identify and better understand their importance and to reinforce the concepts. More emphasis will also be placed on the discussion of artwork from various periods to help students understand the cultural context of artworks and how these works of art convey information about the time and place of their creation. At the present time, there is no textbook required for the continuing education art instructors. The instructors have recommended that we begin using the text, Teaching Talented Art Students: Principles and Practices by Gilbert Clark and Enid Zimmerman. Many of the students taking continuing education courses have never had any formal art training and have not

Art instructors Director of Community Services/Extension Education

The Aesthetic Experience

9/1/2009 Will begin with fall term 2009


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training and have not attended art appreciation courses. Although these are studio courses, the instructors feel that it is important to include instruction that will help students to better understand art and be able to articulate the historical, cultural, and social context of a particular work of art.


The findings from Outcome #2 indicate that some areas of the rubric currently used for scoring students needs to be rewritten. Instructors have stated that the skills listed on the current rubric as "average" are the skills expected of a student rated as "above average." The instructors also indicated that they want to emphasize more interaction in the classroom. Studies find that students who discuss their work throughout the class show more improvement. Proponents of Discipline-Based Art Education (DBAE), which includes research that has been done on the value of looking and talking about the work of well-known artists, also believe that this interaction leads to an increase in artistic abilities. The instructors have also indicated that they will look for opportunities to pair up students who are more advanced with those with less advanced skill levels as this is also believed to increase the skill levels of both artists.

Art instructorsPortfolios 9/1/2009 Will begin with the fall term of 2009.


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The findings from Outcome #3 indicate that although this achievement target was met, there is a need for more time spent in discussing the art of various periods and artists and learning how to critique that work. There will also be more time allotted to students' critiques of their own work and that of fellow students. More opportunity for open dialogue among the students should increase their comfort level with each other and increase their confidence in their ability to critique a work of art. It is expected that this will also help them to feel more comfortable offering constructive criticism.

Art instructorsCritiques 9/1/2009 Will begin with the fall term of 2009

Physical Therapist AssistantStatus: Planned

Priority: High


ActionTarget Date




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The objective will adjust several factors for 2008-09 that is more realistic for this objective.

80% of the students who compete the course will score at least 80% on muscle identification of the muscles of the upper extremity. This grade reflects that the student is at satisfactory level of skill and knowledge in identification of muscles of the upper extremity and would have the potential to succeed in future courses that require use of musculskeletal knowledge.

The instructor for PTA 120 will collect the data and the program chair will analyze the data.

Muscle identification

5/1/2010

Print ShopStatus: Planned

Priority: Low


ActionTarget Date



To be determined as the new technologies are identified. - Amount Requested: $0

Once the State of North Carolina releases the current spending freeze, the Print Shop staff will again look for additional new technologies that could be leased or purchased to continue to improve effectiveness and efficiency of operations across the College. With the current spending freeze we cannot proceed at this time.

VP of Business and Finance; Print Shop Supervisor and Print Shop Staff.

Print Shop to Discuss New Technologies

6/1/2010 Provided the State of North Carolina releases the current spending freeze.


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Need to purchase a drop box and have installed (approximately $500 for box and installation). - Amount Requested: $500

Due to current budget restrictions on Community Colleges imposed by the State of North Carolina, expansion positions for the Print Shop are not likely to be approved in the next assessment cycle. To gain access to the print jobs requested by our distance education faculty and adjuncts, our action plan includes the installation of a print job drop off box next to the entrance of the Print Shop. Additionally, all new E-Print Jobs coming in will be reviewed to determine if the request is from full-time, part-time or distance education faculty-staff. The current print shop job order will be modified to allow the requester to identify their status by checking the correct box on the job order form. The form will be modified and released prior to the new academic year beginning in August 2009. This data will be collected from the print job order during the period Aug to Dec 2009 and again from Jan to May 2010 and at that time a report will be prepared identifying how many distance education and/or adjunct faculty are using E-Print or the drop box for their printing jobs.

Print Shop Supervisor and Print Shop Staff

Employee access to E-Print Service

6/1/2010


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Public Relations & MarketingStatus: Planned

Priority: High


ActionTarget Date




A survey was created by the Vice President of Institutional Advancement in the Summer Semester 2009 that will be implemented initially with an email blast (via gmail accounts) to all students in mid-August 2009. The survey will remain open from August until approximately mid-October 2009 to allow survey feedback from students in 16 week and 8 week courses. The results of this survey, will provide quality data upon which to develop improved marketing, alumni support, public relations and Foundation activities. This data will better meet the needs of the current strategic directions of the Institutional Advancement Office and does not rely on a newsletter for success.

Vice President for Institutional Advancement and Director of Institutional Effectiveness and Assessment and Registrar

Newsletter for information about FTCC events

6/1/2010 Survey tabulation of data will be in Spring 2010 with full implementation in Fall 2010.

Public Safety & SecurityStatus: Planned

Priority: Medium


ActionTarget Date




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To increase the presence of patrol officers and increase performance rates, we have requested 3 additional part-time patrol officer positions to be funded for the upcoming year in the strategic plan. - Amount Requested: $63000

A review of the comments associated with the 89.1% performance rates on the Support-Services Survey for 2009, revealed that one of the complaints was lack of security availability to patrol the parking lots. The plan is to release Patrol Officers from current duties associated with "unlocking of classrooms" to allow more time for patrol on external locations of the campus and a better "presence" factor. Another complaint was lack of enforcement for smokers using the appropriate designated smoking areas on campus. The Plan for improvement includes patrol officers addressing this issue with smokers that violate the campus smoking policy and informal reporting of the incident to their academic deans. Other compliants appeared to be random and were not significant in numbers for future action planning. The combination of greater security officer presence in outside areas will improve the statistical data for both of the two complaint areas identified above. The goal for next year will continue to be a 90% reported satisfaction rate from the 2010 Support-Services survey of faculty-staff.

Provide a safe/secure learning/working environment

6/1/2010


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RadiographyStatus: Planned

Priority: High


ActionTarget Date




This particular objective could be improved. We would achieve a more accurate reflection of the student's radiation protection practices by continuing to monitor the RAD 261 clinical evaluation. We should continue to monitor the first portion of the outcome by changing our percentiles to reflect a more reasonable level of achievement for the student. In other words, we will amend the outcome to include reassessing this same test, but we can project that students will improve the benchmark score by 20% for the next cycle compared to the current cycle for 2008-2009.

Anita McKnightAction Plan for Outcome #3

7/1/2009 We will continue to utilize this particular outcome in our next assessment cycle with a revision of the criteria.

Registration and RecordsStatus: Planned

Priority: High


ActionTarget Date




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If training is available off campus, funding will be needed. - Amount Requested: $0

The Degree Audit (student advising) module will require additional training for the Registration and Records Office staff to address course substitutions, prerequisites, program specific requirements, etc. The outcome of the training sessions to be reviewed in the next fiscal year (2009-10). Upon implementation of Degree Audit, 85% of current students will be able to self-advise.

Registrar and Assistant Registrar

Students will utilize WA for self-advising

1/1/0001


The Registrar/Curriculum and/or the Assistant Registrars/Curriculum will meet with the Director of Institutional Effectiveness and Assessment to discuss the inclusion of standardized questions addressing the usefulness of WebAdvisor on all student and faculty satisfaction surveys.

Survey on Usefulness of WA Information

1/1/0001

Respiratory CareStatus: Planned

Priority: High


ActionTarget Date




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Grading for classes with incorporated labs will change. Less credit will be given to the lab practical achievements in relation to the final grade for the class and greater focus placed on tested material. Reasoning: Students are meeting the lab practical demands of 90% or greater but was given a substantial amount of credit for their overall grading as well. More knowledge accountability will be placed on the student for tested material.

Use more testing material similar to licensure exam questions and increase use of short answer and essay questions to test student’s knowledge RCP 110 and 111. Reasoning: To familiarize the students with phrasing of questions asked on licensure exams earlier in the program and evaluate understanding of concepts in their own words. Any student scoring less than 76% on any exam will meet with the instructor to discuss the grade. Reasoning: To draw attention to areas of improvement or discuss life issues preventing successful scored results of presented material and to create an action plan to facilitate improvement.

John HollomanComprehensive WRRT Outcome

8/1/2009 Full implimentation will begin in Fall 2009.


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Science-CurriculumStatus: Planned

Priority: High


ActionTarget Date




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None needed - Amount Requested: $0

Unfortunately, we failed to meet our target goal of 85% of the students scoring 80% (or higher) on the final assesssment for this goal. However, a review of the data showed a majority of the students who failed to score 80% were actually within one or two correct responses from meeting that goal. This means that they earned a passing grade on the exam but not at the percentage level that was our department's goal. Two factors may have played a significant role in the scores of the students: 1. Unlike anatomical terminology, the identification of bones and bone markings and the associated terminology, are not in constant use in the curriculum. 2. The students work on bones and bone markings early in the semester and the final assessment comes at the end of the semester. The combination of early class and lab work paired with infrequent usage may have presented the students with a unforseen challenge in meeting the goal. Our action plan for meeting this goal in the upcoming academic year will involve the following steps: 1. An emphasis on the material throughout the entire semester 2. Incorporating the material into other body systems in an educationally sound manner 3. Perhaps testing a small cohort of students directly after finishing bones and comparing their results with those ofther students tested at the end of the semester.

Biology Department faculty

Goal #2 6/1/2010 Project and data analysis will be completed by June 30th, 2010


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None needed - Amount Requested: $0

Biology Department faculty

Goal #1 6/1/2010 Project and data analysis will be completed by June 30th, 2010


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Unfortunately, we failed to meet our target goal of 85% of the students scoring 80% (or higher) on the final assesssment for this goal. However, a review of the data showed a majority of the students who failed to score 80% were actually within one or two correct responses from meeting that goal. This means that they earned a "passing" grade on the exam but not at the percentage level that was our department's goal. Two factors may have played a significant role in the scores of the students: 1. Unlike anatomical terminology, the identification of skeletal muscles and the associated terminology, are not in constant use in the curriculum. 2. The students work on muscle identification and treminology early in the semester and the final assessment comes at the end of the semester. The combination of early class and lab work paired with infrequent usage may have presented the students with a unforseen challenge in meeting the goal. Our action plan for meeting this goal in the upcoming academic year will involve the following steps: 1. An emphasis on the material throughout the entire semester 2. Incorporating the material into other body systems in an educationally sound manner 3. Perhaps testing a small cohort of students directly after finishing muscles and comparing their results with those ofther students tested at the end of the semester.


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Social Science/Humanities AreaStatus: Planned

Priority: High


ActionTarget Date



N/A - Amount Requested: $0

Only sociology met the expectations for students in these courses, psychology, religion, and history students did not meet the established expectations. In addition to maintaining our current level of success in sociology, improvement in the psychology, religion, and history student's scores is essential. To facilitate an improvement for psychology, religion, and history scores, we are developing and will implement next assessment cycle a survey instrument with more questions, 15 not 10, the questions will be more inclusive of psychology, religion, and history, and the Instructional Unit Assessment Co-Chairs are actively soliciting the psychology, religion, and history instructors for feedback about the assessment. Additionally, the Instructional Unit Co-Chairs will be conducting a more robust random sampling of courses with more instructor diversity.

Instructional Unit Assessment Co-Chairs for Social Sciences and Humanities.

Learning Outcome 3 Action Plan

12/1/2009


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Priority: Medium


ActionTarget Date




While sociology, history, and religion met or exceeded the expectations for students in these courses, psychology students did not meet the established expectations. In addition to maintaining our current level of success in sociology, history, and religion, improvement in the psychology student's scores is essential. To facilitate an improvement for psychology scores, we are developing and will implement next assessment cycle a survey instrument with more questions, 15 not 10, the questions will be more inclusive of psychology, and the Instructional Unit Assessment Co-Chairs are actively soliciting the psychology instructors for feedback about the assessment. Additionally, the Instructional Unit Co-Chairs will be conducting a more robust random sampling of courses with more instructor diversity.



12/1/2009 2009/2010 cycle will see the implemention of the action plan.


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While sociology and religion met or exceeded the expectations for students in these courses, psychology and history students did not meet the established expectations. In addition to maintaining our current level of success for this Learning Outcome in sociology nd religion, improvement in the psychology and history student's scores is essential. To facilitate an improvement for psychology and history scores, we are developing and will implement next assessment cycle a survey instrument with more questions, 15 not 10, the questions will be more inclusive of psychology and history, and the Instructional Unit Assessment Co-Chairs are actively soliciting the psychology and history instructors for feedback about the assessment. Additionally, the Instructional Unit Co-Chairs will be conducting a more robust random sampling of courses with more instructor diversity.



12/1/2009

Student Financial Aid & ServicesStatus: Planned

Priority: High


ActionTarget Date




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Financial aid staff will continue to communicate with the area high school counselors to inform them of our availability to host workshops. The ulitmate goal is to be present in at least five to ten high schools before these students graduate from high school. The ultimate goal is to make sure they are educated on all types of financial aid assistance that can assist them in making the transition to college smooth.

Assistant Financial Aid Directors

Increase Visits with High Schools

8/1/2009 Planned for the month school reopens so we can possibly guarantee a date to host a workshop

Success CenterStatus: Planned

Priority: High


ActionTarget Date



n/a - Amount Requested: $0

Success Center staff will continue to plan and implement actions that will result in an increase in direct referrals for supplemental instruction of students to the Success Center by classroom/course instructors. Staff will continue and expand their visits to Developmental Studies classrooms, plan and conduct presentations to faculty, and seek other means by which this may be accomplished.

Director of the Success Center; Success Center Facilitator/Instructor coordinating Developmental Studies Outreach Initiative and Referral Tracking

Increase the number of direct referrals to the Success Center by classroom/course instructors

12/1/2009 End of Fall Semester 2009


As of: 10/26/2009, 7:14 PM


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Veterans ServicesStatus: Planned

Priority: High


ActionTarget Date




Close scrutiny of VA Student Education Plans by the VA staff and FTCC Counselors will be ongoing for the 2009-2010 assessment cycle.

va staff and FTCC counselors

Oversight of Signatures

6/1/2010


Use of hand completed drop slips discontinued. Use of electronic drop slip submisstion pending due to compatibility of software and server. Registrar to ensure VA receives copies of all drops. Training of faculty/adjunct instructors to increase proficiency to meet 30 day drop from last date attended to reporting to VA.

VA office/Registrar office/faculty instructors

VA Drop Slips standard

7/1/2009


Continue on improvement of communication between the VA office/Registrar Office/Faculty instructors for submission of VA students drop slips from date last attended to reporting to VA within 30 days. Drop slips no longer will be handprinted. Drop slips to be submitted electronically only upon receiving new server. Old server incompatible to software being used. Projected date - mid July 2009

VA OfficeVA 30 Day Drop Slip Standard

7/1/2009


As of: 10/26/2009, 7:14 PM


68 of 7010/26/2009


Vice President's Office (Human Resources)Status: Planned

Priority: Low


ActionTarget Date



Qualified faculty - Amount Requested: $0

A faculty member has assumed the role of coordinating faculty professional development. He will assist with identifying faculty members who are qualified and willing to teach faculty professional development, and coordinate the classes with the Human Resources Office.

Human Resources Analyst together with the faculty professional development coordinator

Qualified Faculty to Teach PD

9/1/2009 Have enough faculty members qualified and willing to teach so that seventy-five percent of the required faculty professional development courses can be offered in Fall 2009.

Status: In-Progress

Priority: High


ActionTarget Date




Official transcripts will continue to be scanned as they are received. This will be an ongoing process to ensure all personnel files are complete and ready for the SACS review.

Executive Secretary to the Vice President for Human Resources

Faculty Credentials

7/1/2010 Ongoing for fiscal year

Priority: Medium


ActionTarget Date




As of: 10/26/2009, 7:14 PM


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Additional advertising budget for further advertising outreach - Amount Requested: $60000

We will continue to pursue actions that will increase the mix of minorities within FTCC's work force at the professional level.

Human Resources Analyst

Diverse Professional Work Force

7/1/2010 End of fiscal year

WeldingStatus: Planned

Priority: High


ActionTarget Date




Develop a list of the skills, knowledge and attitudes that all graduates of the Welding Technology program are expected to achieve.

Review the minimum skills and competencies required for entry-level employment in the welding field from occupational standards. Review criteria and student competencies set forth by the American Welding Society (AWS) and the National Center for Construction Education and Research (NCCER).

Charles BureauRevise Learning Outcome

8/1/2009


As of: 10/26/2009, 7:14 PM


70 of 7010/26/2009
