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Annual Reports and Library Assessment

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					                                    BAKER COLLEGE
                        ASSESSMENT ACTIVITIES SUMMARY REPORT
                                1997-98 ACADEMIC YEAR
Baker College is committed to assessment, as evidenced by its official Assessment Plan, submitted to and approved
by the North Central Association in 1992. The Assessment Plan focuses both on the assessment of student
achievement and on the assessment of institutional effectiveness. It is driven by the college’s mission and purposes
and guided by the strategic plan.

All assessment endeavors by Baker College are implemented around a centralized system with decentralized
implementation. This process is coordinated by the System Director of Curriculum and Assessment who is
responsible for moving departments toward the completion of and utilization of their program outcomes.

The Annual Program Assessment Reports

Each academic Program Coordinator prepares an Annual Program Assessment report to describe and analyze the
assessment activities initiated for that academic year. In addition, this report describes the actions taken to improve
student learning and teaching effectiveness, based on assessment data. Finally, it describes how that program met
the Mission and Purposes of the College within that program.

Following are excerpts from the 1997-98 Annual Program Assessment reports, which highlight the assessment
analysis and changes implemented based on these reports:


ACTIONS TAKEN AS A RESULT OF COURSE REVIEWS BY STUDENTS AND FACULTY

                                        English/Communication Department

1.       ENG311 (Creative Writing) adopted an alternative text and syllabus, which has more supplementary
         resources and video recommendations. Also initiated was e-mail sharing between the instructors.

2.       SPK401 (Presentational Speaking) is considering a new secondary text.

3.       WRI301 (Advanced Report Writing) Faculty are continuing to look for another text that will provide
         instructors with needed supplemental materials.

                                                    Health Science

1.       MED103 (Medical Terminology) Students appear to be satisfied with this course. Attempts were made in
         the Winter of 1997 to pilot a modularization (alternate teaching strategies) of this course to meet the varied
         needs and skill levels of students enrolled in this course. Furthermore, a waiver test was developed and is
         available to accommodate students with prior exposure to course information.

         Fall quarter of 1998 has witnessed further efforts to maintain or improve effectiveness and satisfaction with
         this course. A new textbook has been selected, system software installed, course outcomes and syllabus
         guides have been updated. In addition, to encourage system wide consistency, a standardized assessment
         technique is being implemented Fall quarter 1998 and an instructor mentoring program will be offered
         directly following Fall, 1998 completion.

2.       SCI101 (Human Anatomy and Physiology I) & SCI102 (Human Anatomy and Physiology II) Students are
         reasonably satisfied with these courses. Lower scores on one item for SCI101 indicated questionability as
         to whether students feel adequately prepared by prior classes for this course. Faculty reviews reflected the
         same concern. Much thought and discussion has surrounded the level of preparation observed when
         students enter this course. There was an attempt to improve retention in these courses by giving incoming
         freshman a placement (or Science Readiness) test. The test was piloted, but it did not prove to be reliable
         or valid in predicting success of students. The Health Science Committee consensus was to shift its focus
         from screening students to working with students who elect to take SCI101 (Human Anatomy and
         Physiology I) and SCI102 (Human Anatomy and Physiology II). Efforts have concentrated on maximizing
         teaching effectiveness and encouraging consistency across the system. A mentoring inservice for faculty
         was presented Fall of 1997 to foster teaching continuity, sharing of teaching strategies and effectiveness in
         this course. To further ensure system consistency Fall of 1997 also witnessed the addition of a
         standardized assessment technique included in all finals given in SCI101. SCI102 standardized assessment
         will begin Fall 1998. In an effort to improve the effectiveness of laboratory components for these courses,
         the System Health Science Committee made the recommendation that lab enrollments per section be
         ideally kept to 12-16 students.

         To further address the varied spectrum of students entering this course, waiver tests have been formulated
         to accommodate students who may have prior knowledge of course information.

3.       HSC221 (Nutrition) Student and faculty reviews indicate acceptable levels of satisfaction regarding this
         course. Faculty indicated the need for course outcome and syllabus guide improvements and revisitation of
         course prerequisites. Accordingly, the course has been revised entirely. New course outcomes and
         syllabus guide have been implemented Fall Quarter 1998. The textbook is under review currently.

4.        SCI220 (Microbiology) Faculty have indicated a high level of satisfaction with this course. Students also
          appear to be reasonably satisfied with this course with no particular area of the reviews eliciting
          appreciable concern. Informal feedback garnered from program coordinators indicates that students who
          have completed this course are well equipped to enter and succeed in courses that build on this course.

          This course underwent review by the System Health Science Committee in the Spring of 1996.
          Committee consensus indicated that this course was successful in meeting the needs of the students
          enrolled. No action has been taken.

                                                   Dental Hygiene

Course Reviews by both faculty and students were favorable for all classes. However, a lack of supplemental
learning resources was a problem during the previous year. Therefore, the purchase of more slides, videos and
typodonts (model teeth) occurred. In addition, previous student tutoring was only accomplished by the dental
hygiene faculty. This year a dental hygiene graduate is now available for tutoring approximately five hours per
week. These actions were taken as a result of the final synopsis paper written by the graduating class.

Improved instructor calibration was necessary in the clinic setting. A two-hour faculty orientation has already
occurred, and monthly faculty meetings, including part-time faculty members will help improve this concern. (It
should be noted that with the exception of the Program Director and the two full-time faculty individuals, all of the
clinical staff were new to teaching. This, coupled with a developing program with constant changes, made it
difficult for all faculty to be consistent.)

          CHALLENGES IDENTIFIED BY THE SYSTEM ASSESSMENT COMMITTEE (FALL 1998)

    Provide all Program Coordinators with AS 400 availability to access course review data.

    Ensure all campuses are doing course reviews on published schedule.

    Address mechanical and personnel issues of low data collection. (Scantrons not reading all forms; some forms
     not processed by campuses.)

ACTIONS TAKEN AS A RESULT OF PROGRAM REVIEWS

                                               Radiologic Technology

1.       The Radiologic Technology Program has restructured its course rotation schedule to establish a better
         foundation for students in regards to their radiological sciences education. In addition, the program has
         restructured the syllabus guide and catalog description for RAD110A (Imaging Equipment and Film
         Processing) to reflect four hours of lecture and two hours of lab. This has not changed the credit load for
         students, just the way the course is delivered. Instead of pure lecture format as in years past, we will now
         be delivering the content of this course in a lecture/lab format. Effective Fall, 1997.

2.       After reviewing the course outcomes for RAD121A (Radiographic Pathology) and with the restructuring of
         SCI211 (Pathophysiology), the program has eliminated RAD121A and replaced it with SCI211A
         (Essentials of Pathophysiology). This still meets the objectives needed in this area. Effective Fall, 1997.
                                            Medical Laboratory Technician

Based on program reviews, faculty are communicating and collaborating more closely with library staff about
available materials and student utilization.

                                                    Medical Assistant

Duplication among courses and lack of interactions with professionals in the field have been pointed out as
weaknesses for this program. The program has been modularized (breaking down major courses into smaller, task-
specific modules) since the last student reviews. Reviews will be monitored to determine if the change was
effective.

To address the concern for lack of interaction with professionals in the field, the curriculum will be revised to
incorporate more professional speakers and field trips. Students will be encouraged to pursue professional
membership. Currently in MED207 (Medical Office Procedures), on some campuses, the students visit and report
on a visit to a physician’s office or ambulatory care center and are required to attend an AAMA meeting.

          CHALLENGES IDENTIFIED BY THE SYSTEM ASSESSMENT COMMITTEE (FALL 1998)

   Encourage all campuses to require student program reviews as part of the graduation packet.

   Ensure that the program coordinators receive the program review data.

ACTIONS TAKEN AS A RESULT OF WORK EXPERIENCE EVALUATIONS BY STUDENTS

                                            Health Information Technology

The first year students' ability to perform during their first externship is very limited due to the fact that the students
have completed only three HIT courses.

Overall, the students' evaluation of their second-year work experience is good. Variation is noted in the student
evaluations related to their placement in traditional hospital settings vs. nontraditional settings. The students receive
a much broader exposure to all medical records-related functions in the traditional setting than in the nontraditional
setting.

Effective 1998-99, there is only one externship for the HIT student which will occur after the student has
successfully completed all course work. During Fall, 1998 and Winter, 1999 the HIT ACCE and system developers
are working on obtaining more traditional HIT clinical externship sites. The ACCE is making personal visits to both
prospective clinical sites and clinical sites, which have been utilized in the past to develop a more secure rapport
with the site.

                                                       Accounting

Students reported the need for training in the areas of payroll accounting, business calculators, and computers.
Payroll accounting has been added to the associate degree program. Business calculators are being piloted as part of
the new math concepts program on several campuses. Computer access in the accounting curriculum is continually
being reviewed.

                                               Graphic Communications

All the surveys showed an average or above rating; it appears that the College is doing an adequate job of preparing
students. No major actions need to be taken at this time. However, the graphics area is constantly changing in
computer software and hardware, so at the System GRC level, the faculty are constantly reviewing the latest
upgrades that the industry is using and trying to respond to them within budget constraints.
ACTIONS TAKEN AS A RESULT OF WORK EXPERIENCE EVALUATIONS BY EMPLOYERS

                                              Graphic Communications

There seems to be a split among design employers – approximately 50% use Macintosh computers with
QuarkExpress, Adobe Illustrator, and Adobe Photoshop software – and the others use PCs with PageMaker,
Freehand, and Photoshop software. Other hardware, such as scanners and typical graphic tools, were also
mentioned. Other software packages mentioned were: Word, WordPerfect, Power Point, Multi-ad, Front Page,
Corel Draw and MS Publisher. There is also some crossover where Mac users use PageMaker and Freehand
software. In system discussions, software and hardware preferences also seem to be localized in different areas of
the Baker system.

It is very difficult to maintain and instruct students in all hardware platforms and in the latest software programs and
upgrades. Students need a thorough knowledge of graphic basics and must be encouraged to learn new software. In
the near future, Baker will be adding demonstration stations of Mac platforms with the latest software upgrades.

                                             Medical Insurance Specialist

Supervisors indicated that the students need more knowledge of insurance vouchers, computer generated claims,
simulation of telephone conversations with insurance carriers, appointment schedules, telephone triage, and a course
covering disease and treatment. The program was revised to include MED207 (Medical Office Procedures). Plans
to include the study of medical law, ethics, professionalism, computer generated claim forms and a course on
disease and treatment to the program are underway.

                                           Medical Laboratory Technician

   Reports from the 1996 class showed the supervisors felt the students had average or above theory knowledge in
    the areas of immunology/serology, bacteriology, parasitology/mycology, urinalysis, hematology, hemostasis,
    immunohematolgy, clinical biochemistry, quality assurance, and phlebotomy. However, the actions taken as a
    result of feedback in 1997 about problems that were identified in the areas with quality assurance, hemostasis
    and immunology/serology seemed to be successful. These areas showed improvement in the 1997 reports.
    Program officials will still watch for trends.

   Reports from the 1998 class showed the understanding and application of laboratory techniques were
    satisfactory or above in urinalysis, hematology, hemostasis, and clinical biochemistry. One of eight reported
    that immunology/serology skills were a cause of concern. Practice time has been added to MLT201
    (Immunohematology). Open labs have also been instituted. This seemed to address previous concerns.

                                                Pharmacy Technician

Most students were rated highly by supervisors. Evaluation forms showed the students as having an exceptional
understanding of the structure of the pharmacy profession. On a scale of 0 to 4, 4 being the highest, all of our
students received 3’s and 4’s in areas such as professional attitude, problem-solving skills, communication skills,
and overall performance. Students also received high ratings in dependability and conscientiousness. Most students
were found to be extremely careful and do comprehensive, accurate work with a low error rate. The students' strong
points seemed to be enthusiasm, good communication skills and a willingness to learn. Some of the weak points
were lack of experience on the computer, not knowing all of the brand and generic names of drugs, and being in too
much of a hurry.

A new evaluation form is being developed with more specific questions for work experience supervisors to get a
better idea of what skills are essential to students prior to their clinical experiences. PHT212 (Community
Pharmacy) has been rewritten to include more time on the computer. There has also been some discussion on new
ways of testing on brand and generic names of drugs.

          CHALLENGES IDENTIFIED BY THE SYSTEM ASSESSMENT COMMITTEE (FALL 1998)

   It was necessary to read each supervisor’s evaluation (handwritten) for all students that had an extern
    experience. It would be helpful if this information could be generated by CIS in one location system wide.
ACTIONS TAKEN AS A RESULT OF EMPLOYER SURVEYS (90 DAYS AFTER EMPLOYMENT)

                                             Physical Therapist Assistant

Employers requested more training regarding Medicare/Medicaid reimbursement and financial aspects of Physical
Therapy. Employers stressed more “hands on” experience, exercise progression, specific neurological conditions,
and wound care. Professionalism including problem-solving, communication, assertiveness, and confidence were
also reported as areas to address.

The HHS catalog supplement now includes the “Generic Abilities” by Warren Mays. Students develop an action
plan in PTA261 (Professional Preparation I) and PTA263 (Professional Preparation II) related to these abilities.
PTA241B (Acute and Long Term Care) has been increased to four credits to cover wound care more thoroughly.
Reimbursement is covered in the Professional Preparation courses, but ongoing changes will be covered in greater
detail. Exercise progression is covered throughout PTA221A (Therapeutic Exercise I) and PTA222A (Therapeutic
Exercise II.)

                                           Medical Laboratory Technician

Eighty percent of the employers rated the training in the program as above average, 20% below average. All said
they would hire another Baker College graduate. All rated the individual attire and personal traits such as
interpersonal skills, work ethic, self-starter, professional attire and personal hygiene as above average or excellent.
Eighty percent of the individual personal traits such as attitude, written communication and oral communication
were ranked above average or excellent, with 20% ranked as average. Eighty percent of the individual traits such as
problem solving were ranked as above average or excellent and 20% ranked as poor. Likewise, 80% of the
employers felt that the job we did in training the employee was above average, 20% below average. Rating the
services of our institution, 80% said above average or excellent, 20% average.

The program officials are not satisfied with these results. It appears that four of the five graduates evaluated were
rated above average to excellent, the remaining one graduate having some average characteristics, but one important
deficit in problem solving, which reflects critical thinking: a characteristic which we think is important and strong
within our program. In 1996, our graduates were given more average ratings, while the graduates from 1997 were
given more above average to excellent ratings. However, 1997 did have problems with one student. We wish to
watch for trends and additional feedback.

The additional feedback, which we utilize, is more immediate feedback from our clinical work experience survey
(our clinicals hire or recommend the hiring for many of our students) which we conduct prior to the conclusion of
the clinical experience. We are using this along with oral feedback as one of our survey tools, as well as, the formal
employer survey, which Baker sends out.

We are watching the problem-solving skills of our students very closely, looking at the ability to integrate
knowledge and to be proficient at multi-tasking and prioritizing.

          CHALLENGES IDENTIFIED BY THE SYSTEM ASSESSMENT COMMITTEE (FALL 1998)

   Need a system summary report of Employer Surveys, including comments.

ACTIONS TAKEN AS A RESULT OF GRADUATE EMPLOYMENT SURVEYS (90 DAY POST
EMPLOYMENT SURVEY)

                                               Radiologic Technology

Eight out of thirty-five graduates returned this survey for a 22.8% response rate. Out of 8 responses received, 42.8%
of the students were working at least 40 hours or above and receiving a median salary of $28,300. Six out of eight
graduates indicated that they had received a salary increase since completion of their degree. Most felt that the
courses in anatomical positioning and patient care were most beneficial, with 33% stating that all the courses were
needed and beneficial in passing their national boards.
                                                 Medical Assistant

There is no way to determine if the graduates are working part-time or full-time, but the data indicated the median
salary for an entry-level position as a Medical Assistant is $16,740. Salaries continue to be a concern for graduates,
although wages are increasing gradually in many areas. Continue to promote the profession by advertising,
encourage certification and professional membership, and helping students with the skills needed to negotiate for an
acceptable entry-level wage. The Program Director and Career Service representatives can also guide the student to
areas of the state where wages are higher. In many instances, the students are not willing to relocate and prefer to
take positions in or around the location of the college where potential employees are abundant.

Graduates also felt the need for some training on X-ray. All but 2 of the respondents would recommend Baker.

                                          Health Information Technology

In general, the comments on the graduate employment survey were positive. The only campus that received
negative comments was Flint. The comments concerning Flint were that the program was of poor quality and was
extremely unorganized. The comments concerning the HIT program on other campuses were positive.

A new campus coordinator on the Flint campus was hired for this year. It is anticipated that the change in personnel
will improve or eliminate the concerns on that campus. The curriculum was totally revised during this year, which
will address the problems with the quality of the program.

                                            Physical Therapist Assistant

The survey agreed with the employment statistics that finding a job was not a difficulty for this group of graduates.
The range of average salaries was $21,000 to $29,000 per year. When asked if alumni would recommend Baker
College to a potential student, 94% said yes.

ACTIONS TAKEN AS A RESULT OF ALUMNI SURVEYS

                                                   Interior Design

In 1996 there were 5 alumni responses and in 1997 there were 9 alumni responses. Most are dissatisfied with
benefits. Although a majority of jobs in 1997 were program related, most alumni were dissatisfied with pay and
benefits. They also indicated that finding the kind of job they want is a major problem.

Instructors will be encouraged to give a realistic picture of the job market and pay structure for interior design
professionals. Curriculum will include research on employment opportunities in interior design. This could also
help in finding coops or externships.

ALUMNI SURVEY RESULTS

(ACT Alumni Survey for 4-year institutions)
These results are from selected questions from the 1996 and 1997 survey with comparisons of other 4-year and 2-
year institutions. This alumni survey is sent to graduates two years after graduation.
                                           (Responses listed as percentages)

If you could start college over, would you choose to attend this college?
                                       Baker                           4-Year                         2-Year
                                  96             97              96              97             96              97
Definitely yes                   29.3           30.7            33.0            33.3           42.5            45.6
Probably yes                     39.8           36.6            38.4            38.7           34.9            34.6
Uncertain                        14.5           18.9            15.3            15.5           12.3            11.3
Probably No                      10.5           10.7            10.4            10.5            7.5             6.2
Definitely No                     5.9            3.1             2.9             3.0            2.8             2.4
Total Group Average on a 5-point scale
                                 3.76           3.81            3.88            NA             4.07            NA
How well did this college prepare you for your present occupation?
                                     Baker                            4-Year                          2-Year
                                96              97             96                97             96              97
Very well                      31.5            37.0           34.6              34.3           34.0            35.4
Adequately                     55.9            45.6           50.6              50.8           47.1            46.0
Poorly                          3.5             3.6            5.0               5.0            3.1             2.9
Not at all                      9.1            13.8            9.8               9.9           15.8            15.7
Total Group Average on a 4-point scale
                               3.10            3.06           3.10              NA             2.99            NA

How closely related is your current occupation to your college major?
                                      Baker                           4-Year                          2-Year
                                96               97             96               97             96              97
Highly related                 45.1             41.4           50.3             50.0           47.1            49.1
Moderately related             26.2             28.5           22.6             22.8           20.3            18.9
Slightly related               15.4             13.0           12.8             12.9           13.3            12.3
Not related                    13.3             17.1           14.2             14.3           19.3            19.7
Total Group Average on a 4- point scale
                               3.03             2.94           3.09             NA             2.95            NA

College contribution to personal growth (ranked by level of contribution, 3 = Very much, 2 = somewhat, 1 = very
little.) Twenty-four items were ranked, listed below is the top ten items ranked by Baker Alumni in 1996 and 1997.

                     Item                                     Baker Rank                       Baker Average
                                                         96                97                96             97
Speaking effectively                                     1                  1               2.41           2.36
Writing effectively                                      2                  2               2.30           2.30
Working cooperatively in a group                         3                  3               2.29           2.24
Defining and solving problems                            4                  4               2.28           2.16
Planning and carrying out projects                       5                  6               2.23           2.15
Organizing your time effectively                         6                  5               2.22           2.15
Persisting at difficult tasks                            7                  9               2.21           2.10
Working independently                                    8                  8               2.20           2.13
Understanding written information                        9                  7               2.16           2.13
Learning on your own                                     10                10               2.12           2.07

The top four ranked items with both alumni groups supported the College's success with three main areas of our
general education goals of communication skills, teamwork, and critical thinking.

Would you recommend Baker College to a potential student?
                    Number                              Percentage
                96              97                  96               97
Yes            271             325                 90.3             91.3
No              29              31                  9.7              8.7
Total          300             356                100.0            100.0

         CHALLENGES IDENTIFIED BY THE SYSTEM ASSESSMENT COMMITTEE (FALL 1998)

   More programs need to be separated out.


                                       CERTIFICATION AND LICENSING
A number of programs offered by the College have certification or licensing examinations that students can take. In
some areas certification or licensing is required to work in the area, in some it is not. Some examination results for
all examinees are reported to the College by the examiner. Some are self-reported by the examinee.

It is a goal that all examinees sitting for examinations pass and become certified or licensed. A minimum goal is to
meet or surpass the national/state average pass rate.
Pharmacy Technology (PCTB)
                                    1996       1997
Sitting                               14         12
Passed 1st time                       11         10
Passed 2nd time                        2          1
Didn't retake                          1          1
Passed Percentage                   93%        92%
National Average Passed              NA         NA

Medical Laboratory Technician
ASCP Board of Registry
Sitting                               17
Passed                                16
Passed Percentage                   94%
National Average Passed             66%

Occupational Therapy Assistants
National Board for Certification in Occupational Therapy
Sitting                                 18
Passed                                  18
Passed Percentage                    100%
National Average Passed               97%

Occupational Therapy
OTR Certification Exam
Sitting                               66
Passed                                59
Passed Percentage                   90%
National Average Passed             93%

Health Information Technology
Council of the American Health Information Management Association
Sitting                               62
Passed                                35
Passed Percentage                   56%
National Average Passed             73%

Radiologic Technology
The American Registry of Radiologic Technologist
Sitting                              35
Passed                               29
Passed Percentage                  83%
National Average Passed            82%

Medical Assistants
American Association of Medical Assistants
Sitting                              31
Passed                               29
Passed Percentage                  94%
National Average Passed            76%

Radiation Therapy
(ARRT)
Sitting                               1
Passed                                1
Passed Percentage                  100%
National Average Passed             80%
Dental Hygiene
National Dental Hygiene Board Exam (Written Exam)
Sitting                              27
Passed                               27
Passed Percentage                 100%
National Average Passed             NA
Northeast Regional Board Exam (Clinical and Slide Portion of Exam)
            Clinical               Slide
Sitting                     27           27
Passed                      27           27
Passed Percentage          100       100%
Regional Average Passed        NA          NA

Physical Therapist Assistant
(Exam results are self reported by tester and licensing or certification is not required to work in Michigan.
Sitting                                  10
Passed                                     7
Passed Percentage                      70%
National Average Passed                69%

Child Care
Child Development Certificate
Sitting                                  10
Passed                                   10
Passed Percentage                     100%
National Average Passed                 NA

Certified Novell Engineer
Sitting                                  9
Passed                                   9
Passed Percentage                     100%
National Average Passed                 NA

The Health Information Technology program and Occupational Therapy program did not meet or surpass the
national average for their certification testing.

The results of certification for the Health Information Technology graduates created great concern for the College,
academic administration, and faculty for this program. Many revisions have been made to change this outcome,
including a new System Program Coordinator for the program, new administrative leadership on the campuses
offering this program, and a complete change in the curriculum to meet the new essentials established by the
Council of American Health Information Management Association. Each campus has also provided more
preparation workshops available to graduates to prepare for the examination.

Positive results are already happening as of the writing of this report, including a dramatic increase in the pass rate
for students sitting for the exam in Fall, 1998.

The Occupational Therapy pass results of 90% is 3% below the national average. Even though this is not a big
difference, the Occupational Therapy Department has a concern of why the difference and what can be done to
increase the pass rate.

The fact that entry requirements for the program at Baker College are not as rigorous as most other Occupational
Therapy programs may be a factor in why some students have not passed the certification. An analysis of reports
reflects that every student that does not pass the examination has been on program probation. Given the nature of
the student body and admission requirements, it may be difficult to dramatically improve the pass rate for the
certification examination. Although, all faculty are dedicated to make every effort possible for improvement.

One action that has been taken is to strengthen the prerequisite requirements to maintain a high academic level of
students to meet the demands of the OTR registration exams.
                                                 PORTFOLIOS
Several departments are beginning to incorporate portfolio evaluations for program assessment. Following is a
summary of several departments' initiatives:

                                                 Medical Assistant

Date Implemented: Clinical Modules – Spring 97 –Winter 98 Administrative Modules/Courses – Fall 97 to Winter
98

The MA program implemented the use of portfolios or procedure manuals for the majority of the core
courses/modules. These have been proven to be a great resource for the graduates, not only during externship, but
also while interviewing for a job and their current positions. Portfolios will be continued.

                                              Graphic Communications

Date Implemented : Spring 1998

This was the first term for requiring portfolios, and there is no system-wide report for the class. No data available.
For Spring, 1999 class, a summary sheet for reporting portfolios will be sent to GRC system program coordinator.

                                             Early Childhood Education

Date implemented: 1996-1997

Portfolios in the form of the CDA Professional Resource Files are required in several ECE classes as well as for the
CDA certificate.

The portfolio for the CDA certificate is a valuable common measurement.

                                                   Interior Design

Interior Design students continually develop a portfolio throughout the program. By successfully completing each
class, they will prepare a minimum of one portfolio project. These will accumulate over the course of their
education.

                                           COMMON MEASUREMENTS

Some programs have incorporated common measurements as part of program assessment.

                                           Medical Laboratory Technician

The student mock exam, given by the professional society each year, allows for evaluation of students in comparison
to students statewide. In 1996, Baker had a 2 nd place on the individual exams and a 3rd place on the team exam. In
1997, Baker had a 1st and 3rd place on individual exams and a 1st and 3rd place on team exams. These results
enhanced our academic reputation throughout the state. Baker placed 3 rd in 1998. Many potential employers and
affiliates have mentioned these results, as they were publicized in the professional journals.

Of interest also, this same identical exam was given to Medical Technology (CLS), a bachelor degree program,
students state-wide. Following is the comparison for 1998:

                                     CLS Level         MLT Level

            #individuals             77                29
            Mean score               52*               49*
            Highest score            73*               69*
            Lowest score             34                35

            #teams                   17                5
            Mean score               69                67
            Highest score            81                71
            Lowest score             52                61
These statistics represent not only how well Baker College students are doing on the exam, but as a comparison with
four-year clinical laboratory science programs. The close mean score between the two different levels of programs
represent the challenge the two-year associate degree program faces: that is in order to effectively work in a clinical
laboratory environment, a large knowledge base is required with concurrent problem-solving skills. Baker's students
with a score of 69 were close to the top ranking score for CLS students. The majority of students in the clinical
laboratory science field within the state participate in this mock exam. The exam is given for preparation for the
two-category MLT and MT national registry exam.

                                              CAPSTONE COURSES

Departments are now studying the value of selecting a capstone experience as a final program assessment.
                                                             1997 BAKER COLLEGE EMPLOYMENT REPORTS

                                                 Flint        Muskegon         Owosso     Mt. Clemens        Cadillac       Port Huron     Auburn Hills   Jackson        Total
 Total Graduates                              682/100%        352/100%       346/100%      129/100%         101/100%        157/100%        119/100%      52/100%    1938/100%
 Continuing Full-time Education                88/129%         21/6.0%        55/15.9%      9/7.0%           15/15%          20/12.7%       15/12.6%        2/4%      225/11.6%
 Unavailable                                   31/4.5%         11/3.0%         17/4.9%      7/5.4%            3/3%            11/7.0%        7/15.9%        3/6%       90/4.6%
 Available for Employment                     563/82.6%       320/91.0%       274/79%     113/87.6%          83/82%         126/80.3%       97/81.5%       47/90%    1623/83.7%
 Total Grads Employed                         561/99.6%        318/99%       272/99.3%    110/97.4%         83/100%         124/98.4%        97/100%      47/100%    1612/99.3%
 Total Grads Unemployed                         2/.4%            2/1%           2/.7%       3/2.6%            0/0%             2/1.6%         0/0%          0/0%        11/.7%
 Baker College Placed                         154/27.5%        128/40%        127/47%       26/20%           33/40%          37/29.8%       16/16.5%       7/15%      528/32.8%
 Employed Related Field                       518/92.3%        298/94%       235/86.4%      98/89%           71/85%         112/90.3%       86/88.7%       40/85%    1458/90.4%
 Employed Unrelated Field                      43/7.7%          20/6%         37/13.6%      12/11%           12/15%           12/9.7%       11/11.3%       7/15%      154/9.6%

                                                                           Comparisons 1996 and 1997
                                                                  1996                                         1997                                         Change
Continuing Full-Time Education                                  182/11%                                      225/11.6%                                      +0.6%
Total Grads Employed                                          1402/98.6%                                    1612/99.3%                                      +0.7%
Baker College Placed                                           531/37.9%                                     528/32.8%                                      -5.1%
Employed Related Field                                        1227/87.5%                                    1458/90.4%                                      +2.9%

The strong job market, as well as demand for Baker graduates, moved total available graduates employed up 0.7% to 99.3%. Another positive increase was in graduates employed
in a related field, which increased 2.9% up to 90.4%.

Another indication of the strong job market was 5.1% fewer of our graduates were placed by our career services.

These statistics support that the mission of the College to prepare students for employment in a relevant field of study is being accomplished.
                                     1997 90-DAY GRADUATE SURVEY
Question 10. If asked, would you recommend Baker College to a potential student?
          Flint      Muskegon Owosso Mt. Clemens Port Huron Auburn Hills                        Jackson        Total
Yes 304/90.7% 137/91.9% 78/95%                26/96.3%      36/92.3%           NA              37/92.5%      618/92.2%
No      31/9.3%        12/8.1%      4/5%       1/3.7%        1/2.5%            NA               3/7.5%        52/7.8%

                                            Comparison 1996 and 1997
                                              1996            1997                   Change
                          Yes               530/94%         618/92.2%                -1.8%
                          No                 34/6%           52/7.8%                 +1.8%


                                    1997 90-DAY EMPLOYER SURVEY
Question 13. Would you hire another Baker College graduate?
          Flint     Muskegon      Owosso Mt. Clemens Port Huron Auburn Hills                    Jackson        Total
Yes 275/98.2%       115/100%      51/100%      22/100%      7/100% NA                           24/100%       494/98%
No       5/1.8%       0/0%          0/0%         0/0%        0/0%  NA                             0/0%         5/2%



                                            Comparison 1996 and 1997
                                              1996             1997                  Change
                          Yes               511/99%          494/98%                  -1%
                          No                 5/1%              5/2%                   +1%


The above data support the continued satisfaction of our primary customers, our students and employers, as it relates
to the College's mission and purposes.

                                    ASSESSMENT OF THE ASSESSMENT

The following actions have been taken during the past year based on the assessment of the College's assessment plan
and processes by the System Assessment Committee:

1.       The System Director of Assessment, in conjunction with the System Director of Career Services and a
         System Career Services Subcommittee, carefully reviewed the following Baker College Assessment tools
         and revised them to incorporate questions linked to the College's Strategic Plan and academic departments'
         program outcomes:

         The Employer Survey
         The Graduate Survey
         The Work Experience Evaluation by Supervisors

2.       During the late 1997-98 academic year, the System Director of Assessment carefully reviewed the program
         outcomes established for all departments. During this review, it was discovered that a high percentage of
         the outcomes were not measurable as stated, primarily because the tools selected for assessment did not
         measure the outcome. This was confirmed by the completion of the Annual Assessment Report for 1997-
         98. Many System Program Coordinators were unable to report on the success of their departments in
         accomplishing the outcomes for this same reason.

         The System Director of Assessment, with the support of the System Department and Program
         Coordinators, recommended to the System Assessment Committee in early Fall, 1998, that all departments
         be given the 1998-99 academic year to review their program outcomes and revise them as needed. During
         this process, departments will also analyze outcomes to make sure they contain a mix of direct and indirect
         assessment measures. Finally, departments will identify which of the Baker College Purposes are
         addressed by each program outcome. This recommendation was supported by the System Assessment
         Committee and System Curriculum Committee in Fall 1998.
3.      The System Operations Committee approved the following recommendations from the System Assessment
        Committee:


                 1. Change the annual program assessment reports from annual to biennial. This will give
                 program coordinators more time to gather assessment information, analyze data, and compile their
                 reports.

                 2. Conduct formal program reviews on a biennial schedule instead of every three years to
                 coincide with the program biennial assessment reports.

                 3. Give each academic program the choice of a capstone course, portfolio, licensing or
                 certification exam, or common final exam, or project for their major. This will give a
                 comprehensive direct measure of assessment for each program.

4.      The format of the program biennial assessment reports was changed to provide a more focused approach
        for program assessment.

5.      A weak area of assessment outcomes is in the general education skills of our students. A process needed to
        be established to measure value added in such areas as communication, critical thinking, mathematical
        skills, and information literacy.

        The intermediate action taken to gather the needed information was to give a post asset test to graduates.
        The pre and post asset test will continue for graduates until the new portfolio kept on a cohort of first-time,
        full-time freshman is complete.

        The General Education portfolio of a random cohort of first-time, full-time freshman began with Fall
        Quarter of 1998. A portfolio will be kept on each student with various pre and post tests as well as samples
        of work from identified classes throughout their program. The first completed portfolios will be available
        in June of 2000.

ds/020499/sm/ac/asment.doc
cohort of first -time,
        full-time freshman is comp lete.

        The General Education portfolio of a rando m cohort of first-time, fu ll-time freshman began with Fall
        Quarter of 1998. A portfolio will be kept on each student with various pre and post tests as well as samples
        of work fro m identified classes throughout their program. The first completed portfolios will be available
        in June of 2000.

ds/020499/sm/ac/asment.doc

				
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