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        Assessment Report 2003

 Office of Planning, Effectiveness and Research

              Cynthia W. Griffith

                  Dr. Max Glass, Interim Vice President
                     for Academic and Student Services
                                                    Table of Contents

Executive Summary .........................................................................................................................2

General Education (College-wide) ..................................................................................................3

Program Reviews .............................................................................................................................8
      Automotive Analysis and Repair .........................................................................................9
      Administrative Support Technology & Office Information Processing ............................10
      Practical Nursing ................................................................................................................21
      Precision Machining Technology ......................................................................................23
      Graphic Imaging Technology ............................................................................................25
      Dental Hygiene ..................................................................................................................30

Institutional Effectiveness Survey Results.....................................................................................32

Appendix A: Results of the VCCS Core Competency Task Force and
Implementation Plans for Writing Assessment and Information Literacy Assessment ................33

Appendix B: Core Competencies Testing Schedule .....................................................................38

Appendix C: DCC Assessment Reporting Plan ............................................................................40

Appendix D: Program Review Schedule ......................................................................................46

                                EXECUTIVE SUMMARY
The mission of Danville Community College is to provide quality credit and non-credit
comprehensive higher education and workforce training programs and services in order to
promote individual, business, and community growth and development. The mission of the
Office of Planning, Effectiveness and Research is to facilitate improvements in DCC's programs
and services by conducting research on student outcomes and institutional effectiveness, to
provide leadership in the strategic planning process, and to be a liaison for all College
stakeholders regarding the dissemination of data. This report, compiled by the Office of
Planning, Effectiveness and Research, is a summary of the assessment procedures that occurred
in 2003 and the resulting modifications of programs and courses made to better address specific
student needs and desired outcomes.

General education is assessed by a variety of methods. The Schoch-Tucker Assessment of
General Education (STAGE) test is used to measure general knowledge of students according to
subject areas defined by the Virginia Community College System. The results summarize the
performance of DCC graduates opting to take the test at the end of their program of study.
Differences are seen in some of the general education areas and suggestions made as to the
reasons and possible future comparisons that could be performed with the test. General
education is also assessed through the testing of core competencies as defined by the VCCS. In
1990, the VCCS General Education Task Force proposed the following eight general education
elements for all colleges in the system: communication, learning skills, critical thinking,
interpersonal skills and human relations, computational and computer skills, understanding
culture and society, understanding science and technology, and wellness (Section 2.IV.C, VCCS
Policy Manual). These core competencies are tested on a rotating schedule and in some cases
instruments of measurement are still being developed. This report includes the results of the
writing assessment and the information literacy testing.

Recognizing that to fulfill the College‟s mission all students must be educated to the full extend
of their potential, the faculty members take very seriously their responsibilities for assisting
students to gain the maximum benefit from their educational experiences. The multiple
backgrounds, levels of preparation, and learning styles of today‟s students make it necessary for
faculty to use multiple teaching approaches, various types of assignments, and diverse methods
of assessment. Therefore, individual programs are reviewed on a rotating schedule by lead
faculty members by the use of multiple measures, including quantitative and qualitative analyses,
internal and external parameters, and direct and indirect methods. Summaries of program
effectiveness and suggested changes are submitted through division heads to the Office of the
Vice President for Academic and Student Affairs and to the Office of Planning, Effectiveness
and Research.

The ongoing review of these activities, together with surveying the needs of the community,
allows DCC to impact the lives and future of the citizens it serves. The College uses assessment
as part of the planning process with the community, and thus continues to be an integral part of
the development of the service region and its constituents.

                                 GENERAL EDUCATION
DC has been assessing general education objectives since 1989 using various external and
internal measures. Initial objectives were applied only to degree programs but all degree,
certificate, and diploma programs were included after 1990. The objectives have been gradually
modified over the years and now equal the VCCS general education objectives.

The following matrix contains results from various assessment instruments that attempt to
measure the degree of attainment of the eight main objectives. These instruments include the
STAGE test of graduate knowledge and the VCCS core competencies tests for writing and
information literacy. STAGE results indicate some differences between graduates of transfer,
Associate in Applied Science, occupational-technical and certificate programs. In some
categories, O-T and certificate graduates show no significant difference when compared with
transfer or AAS graduates. In other categories, however, transfer students score significantly
higher when compared with graduates from other programs.

The results represent college-wide general education assessment. As dictated by the College‟s
official planning process, Vision to Action, all assessment and planning begins with the analysis
of data. Individual program areas are given the results for their students and are expected to
implement and emphasize potential remedies for objectives that are perceived as being below
expectations. While it is relatively easy to incorporate communication, mathematical and
computer skills into most curricula, it is more difficult to address objectives such as wellness, the
value of democratic institutions and different cultural values, particularly in diploma and
certificate programs. Nonetheless, faculty in various disparate areas are attempting to do this and
the college is promoting activities that may provide for learning outside of the traditional
learning environment.


Goals/Objectives Being Assessed           Evaluation Method(s)   Findings                                                       Actions Taken or Being Taken
1. Communication                          1.1 STAGE Test         1.1 As in previous years, 2002 STAGE scores were               1.1 The Vice President‟s Council is
 Students will read critically, write    1.2 VCCS Core          statistically higher with Transfer graduates compared to O-    reviewing the use of the STAGE test
    in an organized manner, listen        Competency Writing     T or Certificate graduates. No difference was found            for its effectiveness in providing valid
    objectively, and speak effectively.   Assessment             between the two latter groups. Furthermore, students who       data for all students. Other methods of
                                                                 reported having less difficulty writing and putting ideas on   assessing effectiveness are being
                                                                 paper, students who reported reading books for pleasure or     examined. Furthermore, in June 2004,
                                                                 reading magazines and newspapers on a regular basis were       DCC became a member of the Lumina
                                                                 more likely to go further in college, have more educated       Foundation‟s Achieving the Dream
                                                                 mothers, be familiar with national and international events,   initiative which the Council, among
                                                                 read books for pleasure on a regular basis, have slightly      others, perceive will change the
                                                                 higher levels of self-concept and score slightly higher in     Culture of Evidence of the College by
                                                                 communication, human relations, wellness, critical thinking    providing new data collection methods
                                                                 and cultural knowledge.                                        and assistance.

                                                                 1.2 To comply with the State Council‟s mandate to assess       1.2 The Arts & Sciences division
                                                                 core competencies, the VCCS looked at the writing              instituted a policy change by
                                                                 competence of ENG 111 students across the system. The          mandating that all sustained writing
                                                                 average System score was 3.94, indicating that VCCS            assignments in all courses by graded
                                                                 students are above average on the 6-point scoring rubric       for grammar.
                                                                 that was used. DCC‟s average score was 3.62.
2. Learning Skills                        2.1 STAGE test         2.1 2002 STAGE results show that about half of DCC‟s           2.1 In response to the scores, the
 Students will recognize the need        2.2 VCCS Core          graduates planned to continue their education beyond the       Council agreed that instructors will be
    for lifelong learning.                Competency             associate‟s level. A statistically significant difference      strongly encouraged to utilize the
 Students will demonstrate skills to     Information Literacy   exists between the O-T and transfer programs. Students in      Library in all degree programs.
    locate and utilize information        Testing                Transfer programs had a score of 7.34 in Lifelong Learning     Furthermore, the Arts & Science
    resources.                                                   Skills whereas Certificate students had a score of 5.36 and    division has implemented a policy
 Students will draw from                                        Diploma students had a score of 5.39.                          designed to affect lifelong learning—
    knowledge of appropriate                                                                                                    all writing-intensive English classes
    disciplines, identify problems,                              2.2 The VCCS, licensed from James Madison University,          now require students to attend fine
    analyze alternate solutions, and                             their Information Seeking Skills Test to comply with the       arts/cultural events during the course
    make decisions.                                              State Council's mandate to assess information literacy         and write on their experiences. In the
 Students will demonstrate skills to                            competencies. The test was administered during the Spring      Business division, several classes
    locate and utilize information                               2003. Systemwide, 1,956 or 53.18% of the students tested       emphasize the importance of writing
    resources.                                                   met or exceeded the standard and the average score was         and critical thinking, provide relevant
                                                                 36.44. Danville Community College had 33.75% of the            field trips, and other activities to
                                                                 160 students tested meet or exceed the standard, with          encourage learning skills beyond the
                                                                 66.25% not meeting the standard. DCC's average score           required curriculum.
                                                                 was 32.87. DCC students scored below the statewide
                                                                 scores in Choosing the Right Source/General Library and        2.2 The Library provides both
                                                                 Bibliographic Skills(DCC= 59.26%, VCCS= 65.68%);               scheduled and point-of-use instruction
                                                                 Database Searching(DCC==54%, VCCS=61.4%); Using                in using the library and other
                                                                 Internet Sources(DCC=69.73%, VCCS=76.36%);                     information literacy skills. A
                                                                 Application Items (DCC=56.69%, VCCS=67%);                      professional librarian is available 61
                                                                 Knowledge Items 9DCC=62.61%, VCCS=67.68%); In that             hours per week to provide formal

                                                           area of Ethics, DCC's score, 86.33% was close to               library and information skills
                                                           systemwide score of 88.33%.                                    instruction and assisted research for
                                                                                                                          scheduled classes. In addition,
                                                                                                                          librarians routinely provide point-of-
                                                                                                                          use instruction to students using
                                                                                                                          learning and information resources on
                                                                                                                          an as needed basis. Library and
                                                                                                                          information skills instruction is often
                                                                                                                          designed to be subject-specific for a
                                                                                                                          particular course curriculum. Fall
                                                                                                                          2003/Spring 2004 semesters, Library
                                                                                                                          and Information skills instruction and
                                                                                                                          assisted research were provided for
                                                                                                                          1,820 students in 95 classes.
3. Critical Thinking                      3.1 STAGE Test   3.1 2002 STAGE test results show that a statistically          3.1 After evaluating the STAGE test
 Students will develop critical                           significant difference existed between the 2000, 2001 and      for its assessment of critical thinking
    thinking skills including analysis,                    2002 graduates in the area of critical thinking skills. 2000   skills, the Council decided to examine
    evaluation, synthesis, and                             graduates scored 6.26 whereas 2001 graduates scored 6.20       other tests that would better assess
    reflection.                                            and 2002 graduates scored 5.25. As in other areas, transfer    students by degree program so that
 Students will demonstrate the                            students demonstrated stronger critical thinking skills as     focused measures can be taken.
    ability to function in an                              opposed to O-T or AAS students.
    independent, self-directed manner.
4. Interpersonal Skills and Human         4.1 STAGE Test   4.1 For 2002 graduates, no significant difference existed      4.1 The Arts & Sciences division has
Relations                                                  between 2000, 2001, and 2002 graduates in the area of          identified specific courses for skill
 Students will recognize effective                        human relations skills. A significant difference was found     development in this area. Furthermore,
    interpersonal skills.                                  between Certificate students and Diploma, AAS or transfer      all students are required to take a
 Students will recognize the need                         students in the area of human relations skills.                humanities course, such as
    for value judgments and will                                                                                          Controversial Issues or Human
    display a concern for ethics and                                                                                      Relations, as a way of addressing this
    social responsibility.                                                                                                general education objective.
5. Computational and Computer Skills      5.1 STAGE Test   5.1 2002 STAGE results reveal that 2002 graduates did not      5.1 The VP Council determined that
 Students will utilize mathematical                       do as well in the area of computational skills as 2000 and     STAGE does not effectively measure
    procedures for effective                               2001 graduates. A statistical difference existed between       the computer or computational skill
    performance on the job and in                          Certificate and AAS programs and between Certificate and       levels of all DCC graduates; therefore,
    society.                                               Transfer programs in the area of computational skills.         other assessment instruments are being
 Students will be able to use                             Likewise, a difference existed between Diploma and AAS         reviewed for future use. In the
    appropriate computer technology.                       programs and Diploma and Transfer programs.                    occupational/technical areas, the
                                                                                                                          Bennett Mechanical test and Work
                                                                                                                          Keys test have been administered and
                                                                                                                          appropriate actions will be taken upon
                                                                                                                          receipt of the results.

                                                                                                                          Currently, every DCC student is
                                                                                                                          required to meet the VCCS standards
                                                                                                                          for this objective. All students take a

                                                                                                                           computer class and all instructors are
                                                                                                                           strongly encouraged to integrate
                                                                                                                           computer technology into their courses.
                                                                                                                           Through its participation in the Lumina
                                                                                                                           Foundation‟s Achieving the Dream
                                                                                                                           initiative, the College is implementing
                                                                                                                           several learning modules designed to
                                                                                                                           address the computer literacy issues of
                                                                                                                           incoming students.
6. Understanding Culture and Society      6.1 STAGE test   6.1 2002 STAGE results reveal that 7 out of 10 of the 2002      6.1 In an attempt to build this skill, the
 Students will recognize the value                        graduates indicated they were at least moderately familiar      Arts & Science division has
    of democratic institutions.                            with most national events and over half (56.1%) reported        implemented the policy that all
 Students will recognize the                              being familiar with international events, with no significant   writing-intensive English classes
    existence of different perspectives                    difference between these scores and those of previous           require students to attend fine
    and cultural values.                                   years‟ graduates. Slightly over 61% reported reading a          arts/cultural events during the course
 Students will recognize the                              newspaper or magazine regularly. No significant                 and write on their experiences.
    function and impact of major                           difference existed between 2002 graduates and those of          Furthermore, all students are required
    social, cultural, economic, and                        previous years in the area of cultural knowledge; however,      to take History, Government or
    political institutions.                                a difference did exist between Certificate and Transfer         Economics as one pathway to exposing
 Students will develop a historical                       programs as well as between Certificate and AAS                 them to political or global issues.
    consciousness and a global                             programs. Likewise, a difference existed between Diploma
    perspective.                                           and Transfer and between Diploma and AAS programs in
                                                           the area of cultural knowledge.
7. Understanding Science and              7.1 STAGE test   7.1 A statistically significant difference existed between      7.1 The VP Council determined that
Technology                                                 2002 graduates and those of the previous two years in the       STAGE does not effectively measure
 Students will know and understand                        area of Science Knowledge. Likewise, a difference existed       this skill in DCC graduates; therefore,
    the major developments in science                      between Certificate and Transfer programs as well as            other assessment instruments are being
    and technology, in relationship to                     between Certificate and AAS programs and between                reviewed for future use.
    their field of study, and will                         Diploma and Transfer programs.
    evaluate their impact on
    contemporary society and on the
8. Wellness                               8.1 STAGE test   8.1 2002 STAGE results show that graduates did not score        8.1 The VP Council discussed
 Students will recognize behaviors                        as well (6.92) in the area of Wellness Knowledge as             exempting occupational/technical
    that promote physical and                              graduates from previous years (2000=7.42, 2001=7.51). A         students from this test since they are
    emotional well-being.                                  significant difference existed between Diploma and              not required to take a wellness course
                                                           Transfer programs and between Diploma and AAS                   at DCC. No change will occur until a
                                                           programs. No other differences were found.                      final decision has been made on which
                                                                                                                           exit test DCC graduates will be
                                                                                                                           required to take.

                                 PROGRAM REVIEWS
        In 1996, Danville Community College developed a program review process to be used as
a guide for identifying, measuring, and evaluating expected outcomes in each major and
applying the results toward program improvement. Program statistical data are provided to the
faculty and division chairs who review the programs to see if they meet the needs of the local
workforce and employers, SACS criteria, and SCHEV guidelines for productivity review.
Program goals and objectives are listed along with a description of the assessment methods
utilized in the program. Based on data and information collected, faculty and division chairs
identify strong program strengths and weaknesses, develop a plan of action, and periodically
report on the status and effectiveness of the action plan.

       A schedule of program reviews was developed to ensure that all programs would be
reviewed at the College level on a regular basis. Programs reviewed in 2003 are listed below and
in Appendix D.

              Automotive Analysis and Repair (Diploma)
              Administrative Support Technology (AAS)
              Office Information Processing (Certificate)
              Practical Nursing (Certificate)
              Graphic Imaging Technology (Diploma)
              Dental Hygiene (VWCC)

       Each program area is requested to use multiple assessment instruments, both internal and
external, and to actively use the results to improve the instructional process. The inclusion of
general education parameters in individual programs has also been emphasized wherever
possible within the limitations of the curriculum, particularly within programs in the more
technical areas.

        Assessment results in programs are generally positive and have been helpful in modifying
the curricula and processes. Outcome assessments have led to the modification of existing
courses, identification of laboratory equipment needs and changes in instructional methodology.

                                   Automotive Analysis and Repair
Goals/Objectives              Evaluation          Findings                           Actions Taken or
Being Assessed                Method(s)                                              Being Taken
To develop the students‟         1.   Automotive       1.1 Program renewed its       1.1 NATEF accreditation
technical knowledge,                  Industry         National Automotive           is renewed every 5 years.
manipulative skills,                  Accreditation    Technicians Education         An interim review has just
analytical diagnostic            2.   Advisory         Foundation Master             been completed by the
ability and work-related              Committee        Certification in 2001. This   advisory committee. A
habits that are expected by           Review           master accreditation is the   complete re-accreditation
the automotive repair            3.   Alumni Survey    highest possible by           will be done in 2006.
industry of an automotive        4.   End-of-Program   NATEF. NATEF is now           1.2 Instructors must keep
technician.                           Testing by       requiring that instructors    industry certifications
                                      Outside,         in accredited programs        current.
                                      Independent      receive 20 hours of up-to-    1.3 Instructors must
                                      Group            date training each year.      receive 20 hours of up-to-
                                                       2.1 The Automotive            date training per year.
                                                       Advisory Committee is         1.4 Textbooks must not be
                                                       composed of graduates,        more than five years old to
                                                       technicians, service          be current.
                                                       managers, business owners     2.1 Task lists and skill
                                                       and instructors. It meets     level evaluations need to
                                                       twice a year. At the last     be updated.
                                                       meeting, an interim review    2.2 Advisory committee
                                                       was conducted of the          membership has been
                                                       NATEF accreditation.          updated.
                                                       Methods for instructors to    2.3 Information on
                                                       receive necessary up-to-      equipment replacement
                                                       date training were also       and updates.
                                                       discussed.                    2.4 More emphasis on
                                                       3.1 The percentage of         hazardous material
                                                       graduates employed in the     disposal.
                                                       automotive field, by          3.1 Provides a baseline for
                                                       graduation year:              comparison. Try to
                                                            2000—100%               maintain high percentage
                                                            2001—100%               of graduate to
                                                            2002—86%                employment.
                                                            2003—88%                4.1 Use national
                                                       4.1 In the End-of-Program     comparison to locate areas
                                                       independent examination       for instruction
                                                       the students have typically   improvement.
                                                       given more correct
                                                       answers than the national
                                                       average. These
                                                       comparisons are to
                                                       students from other
                                                       NATEF accredited

                             Administrative Support Technology
                               Office Information Processing

Expected Outcomes

Graduates of Administrative Support Technology should be successful in obtaining employment
in an office as an administrative support professional, and the two-year Associate of Applied
Science Degree in Administrative Support Technology offers three tracks from which students
can choose based on their specific interests, i.e. General, Legal Office Specialist, and Medical
Office Specialist. Possible employment opportunities include: administrative assistant,
executive secretary, legal secretary, medical secretary, medical transcriptionists, medical
insurance coder, office manager, and paralegal.

Graduates from the one-year certificate program, Office Information Processing, may find
employment as a computer operator trainee, data entry clerk, file clerk, or receptionist.

Assessment Methodology

The assessment activities for Administrative Support Technology graduates included the
completion of the OPAC computerized test in word processing, medical terminology, medical
proofreading, and medical keyboarding (Medical Office Specialist Track), numeric and
alphabetic records management, language arts, basic math, bank reconciliation, as well as an
internship evaluation, a desktop publishing portfolio, a keyboarding portfolio, a legal
terminology, legal keyboarding and legal transcription (Legal Office Specialist) graduates.
Office Information Processing graduates are assessed with the OPAC test in word processing, a
desktop publishing portfolio, and a keyboarding portfolio.

   1. Program Data

                   Enrollment Data—Administrative Support Technology

                            Year    Headcount FTES Awards
                          1998-1999       166  107      9
                          1999-2000       193  114     32
                          2000-2001       201  145     32
                          2001-2002       200  123     44
                          2002-2003       197  120     20

                     Enrollment Data—Office Information Processing

                           Year         Headcount   FTES    Awards
                           1998-1999    50          26      4
                           1999-2000    85          45      6
                           2000-2001    72          39      10
                           2001-2002    64          27      8
                           2002-2003    51          31      4

                                   Student Demographics
                                         Fall 2003

                    Program       White     African- Other Average Age
                  AST General          17         21     0          36
                  AST Medical          50         42     0          36
                  AST Legal            22         16     0          31
                  OIP                  11         25     2          42

                                    High Schools Attended
                                Fall 2003 Students in Program

Program      George    Chatham          Dan Gretna Tunstall Westover Other GED
            Washington                  River               Christian
AST                 11       1               5   0       3          0   16   2
AST                   16           4         13       7         10           2      31          9
AST                    5           3          7       0          3           0      13          5
OIP                   11           1          5       0          3           0      16          3

Strengths and Weaknesses

The assessment instruments accomplish their purpose of providing feedback on areas of content
which may need to be strengthened, possible curricular changes, and reinforcement for
continuing what is already producing desired results.

Impact of Assessment on Instructional Improvement

The results from each of the assessment tools offered the opportunity to examine the curriculum
and make revisions to the course content or to the selection of courses. Some curriculum
changes were made to programs before the 2003-2004 catalog was prepared.

   1. Spanish was added to all of the two-year tracks in response to SACS criteria for an
      additional humanities course when it was determined that the second semester of English
      required in the program was not acceptable. The Advisory Committee for this program
      was in agreement that Spanish would strengthen the program based on the influx of
      Spanish-speaking persons in the community.
   2. A weakness revealed in the Legal Office Specialist track by OPAC testing was that
      keyboarding speeds were below the minimum standards for other graduates in the two-
      year degree program. Since legal secretaries, as well as paralegals, typically must key
      significant amounts of material, the one-credit speed building course was added to the
      Legal Office Specialist track.
   3. A weakness in the Medical track was that students were not retaining medical
      terminology knowledge sufficiently to do well in machine transcription. Based on
      machine transcription assessment by OPAC and the instructor, machine transcription was
      changed from a one-semester three-credit course to a two-semester course of two-credits
      per semester. The increased time spent on transcription, and the fact that it will begin
      while students are taking their second semester of medical terminology, should reinforce
      the terminology and improve transcription rates.

Strengths of all programs are that excellent graduates obtain employment, and faculty in the
program are asked by employers to refer students for job openings. Not only do graduates gain
employment, students are working on their degree/certificate benefit from part-time employment
opportunities once they gain their basic keyboarding/word processing skills. Of the Spring 2003
graduates, approximately 80 percent were employed within 90 days following graduation.

                                DUAL-CREDIT INSTRUCTION

Danville Community College offers MS Word and desktop publishing as dual-enrollment classes
through the Administrative Support Technology program. Assessment of MS Word takes place
through the Microsoft Office User Specialist practice tests of core and expert competencies that
accompany the textbook. These are the same assessment instruments used in the college-level
within the same range whether the students take the course on campus or off campus. Desktop
publishing is assessed through student portfolios by an industry expert in the field just as the on-
campus courses are.

DCC has worked to maintain the quality of dual-credit course offerings through its efforts of
maintaining personal contact with each instructor, providing the syllabus for the course, assisting
the instructor in developing a course outline, visiting each site and discussing DCC policy and
course content with the students enrolled in the class and conducting student evaluations of the

                         OFFICE INFORMATION PROCESSING

                                 Assessment Results

5-minute timed writing speeds:        Speed:
                                      31-68 wpm
                                      Average: 50
                                      OPAC certification standard: 45
                                      Range: 95-100%
                                      Average: 97%
                                      OPAC certification standard: 95%
                                      Test used: OPAC (Office Proficiency Assessment
                                      Certification); certification standard 45 wpm

Records Management:                   Alphabetic Filing
                                      Average score: 95%
                                      Numeric Filing
                                      Average score: 93%
                                      Test used: OPAC; certification standard 70%

Basic Math:                           Range of scores: 91-100%
                                      Average scores: 97%
                                      Test used: OPAC; certification standard 70%

Bank Reconciliation:                  Average score: 100%
                                      Test used: OPAC; certification standard 70%

Bank Deposit:                         Range of scores: 64-100%
                                      Average score: 88%
                                      Test used: OPAC; certification standard 70%

Word Processing:                      Range of scores: 65-100%
                                      Test used: MOUS Core Practice Test and Expert
                                      Practice Test to all on-campus students and dual-
                                      enrollment classes, enrolled in AST 238/239.
                                      Range of scores: 56-100%
                                      Average score: 84%
                                      Test used: OPAC editing/formatting from rough
                                      draft. Certification standard 94%
                                      On-campus students enrolled in AST 201/202.

                                      Range of scores: 71-100%
                                      Average score: 91%

                                              Test used: OPAC Advanced editing/formatting
                                              from rough draft. Certification standard 70%.
                                              On-campus students enrolled in AST 202/202.

Composing Minutes:                            Range of scores: 78-100%
                                              Average score: 86%
                                              Test used: OPAC, certification standard: 70%

Legal Terminology:                            Range of scores: 76-83%
                                              Average score: 80%
                                              Test used: OPAC

Legal Keyboarding:                            Average score: 35 NWAM
                                              Test used: OPAC

Legal Proofreading:                           Range of scores: 64-76%
                                              Average score: 70%
                                              Test Used: OPAC

Legal Transcription:                          Range of scores: 91-99%
                                              Average score: 95%
                                              Test used: OPAC

Medical Terminology:                          Range of scores: 73-98%
                                              Average score: 88%
                                              Test used: OPAC

Medical Keyboarding:                          Range of scores: 26-44 NWAM
                                              Average score: 40 NWAM
                                              Test used: OPAC

Medical Proofreading                          Range of scores: 68-95%
                                              Average score: 79%
                                              Test used: OPAC

Medical Transcription:                        Range of scores: 65-95%
                                              Average score: 87%
                                              Test used: OPAC
Desktop Publishing                            Copy of report is attached.

A summary of the Internship evaluation form is attached for AST 201/202 (all AST students
except those in the legal track). No students in the legal track qualified (3.0 GPA) for internship
in Spring 2003.

                                 Desktop Publishing Assessment

Assessment Methodology

The on-campus desktop publishing classes and off-campus dual-enrollment courses that are
taught at Halifax High School, Chatham High School, Gretna High School, and Tunstall High
School are the subjects of this assessment process.

The assessment procedure used to evaluate these courses involved a conference with Mr. Danny
Vaden, owner and operator, and Ms. Kim Moore, employee and desktop publishing professional,
at Vaden Associates, Danville, Virginia. Each portfolio was submitted for their review annually.

The following is a list of suggestions made by these professionals, and the suggestions have been
shared with each adjunct instructor.

Commendations and Suggestions

                              Frances H. Carter, Assistant Professor
                                  Danville Community College

           Good job on margins
           Should use flush right alignment on letterhead with text aligned at the right side of
            the page

               Need consistency on subsequent pages of newsletter i.e. Use a smaller version of
                the masthead
               Incorporate Photoshop or Illustrator in manipulation of graphics
               Avoid using color in the body of the text (paragraph copy)
               Color may be used keeping consistency in mind in headings
               Avoid dividing heading parts at awkward points
               When there is a large amount of hyphenation in text, adjust kerning slightly
                (spacing between specific letters like Y‟s and V‟s) and tracking (are preset values
                which control the spacing between words)

               Utilize ½” side margins and 1” middle margin (gutter space) between inside
               Be sure there is white space (stand-off) around graphics.

               Scan no taller than 2” in height but scan the image taller than needed and at least
                300 dpi (you can reduce this later).
               Scan the photo and crop out the white space which helps reduce the file size.

               Scan black and white originals in grayscale or change to grayscale setting in
                Photoshop before saving.

Additional Comments
           Students must learn the printing process and background if designing professional
           Talk to the printer to get some basics on the process.
           Take to students on a field trip to McCain Printing to see what has taken place to
             get the final product

                                   Kim Clifton, Adjunct Faculty
                                   Danville Community College

House Designs
          Good ideas to do house designs to familiarize with tool box.
          Rotate graphic and include more definition points.

               Use tab/indent feature in text block and use line leader to draw lines in forms
               Looks pretty good; good job aligning things up

Business Cards
           Size is too large; make page size the size of business card.
           When trimming pictures for color blend use ¼” margins on all sides
           Layout looks fine

           Utilize 3/8” and ½” top margin; work on proportion of letterhead.

               Be sure to set tab settings with dot leaders when creating tables with leader tabs.
               Be conscious of tab types
               Watch crowding of text boxes
               Could be more creative with design
               Good proportions on graphics

               Evaluator agreed with comments marked on pages
               Good column margins

               Very good exam designs

                                          June Ramsey
                                       Halifax High School

               Some students not utilizing tabs properly
               Cards are not very strong in design. Suggestion: Use four fold cards instead of bi-

Business Cards
           Very good; margins and sizing very good.

               The lines on the form are uneven. Use the line leader tab to assist with this. Use of
                color should be darker for headings.

               Good job

                                            Judy Giles
                                       Tunstall High School

               Be sure students don‟t crown out text boxes too much on publications. Margins
                are too large on such of the documents.
               Be sure brochures fold correctly.
               Overall publications are good and clean.
               Some of the students don‟t seem to be aware of where they are on the page. They
                don‟t seem to make revisions when things don‟t seem to fall into place.

                                            Matt Beard

               Cards aren‟t very exciting.
               Watch where text flows and avoid over hyphenating.
               Graphics used in background should be screened down and not overpower text.

               Good use of varying size and weight of font to add variation to text.
               Be careful to emphasize the use of the shift key when dragging selection handles
                during graphic scaling. Navy brochure is nice with large picture; however, the
                scaling proportions are off and need dressing up.
               Watch stand-off space from text boxes.
               Typeface of the UNCG brochure is difficult to read.
               Brochures look good on the inside but outside margins are lacking. Watch inside
                margins (double the size of the side margins to obtain inside gutter column space).
                i.e. If the outside margins are ¼”, use ½” gutter space on the inside.

                                           C. Oakes
                                      Gretna High School
           Nice letterhead designs
           Try to use solid text with drop shadow instead of outline font styles which makes
            it harder to read on business cards.

Electronic Resumes
           Very good electronic resumes

Business Cards
           Nice consistency of design for all business correspondence items—business cards,
             letterhead, memo, etc.
           Watch margins on business cards
           Try to avoid justifying text spacing and other text spacing issues.

               Watch margins on brochures—inside margins should be double side margins
               Be careful to allow adequate space between borders and accompanying text.

               Nice calendar background screen

Magazine Covers
          Very creative
          Good starts on magazine covers

Impact of Assessment on Instructional Improvement

Mr. Vaden‟s and Ms. Moore‟s commendations and the suggestions provided all instructors the
opportunity to continue teaching design concepts and to implement suggestions from a
professional perspective. With each annual evaluation, more and more of the suggestions seem
to be implemented by the instructors. Frances Carter has attended workshops on typography and
layout and design that have proved very helpful.

We recommend the following strategies for continuing improvement in desktop publishing:
  1. Encourage adjunct and dual-enrollment faculty to attend typography, layout, and design
      workshops, and we will explore the possibility of DCC offering such training through its
      Teaching Learning Technology Roundtable (TLTR) activities at a time convenient to
      these instructors.
  2. Encourage each instructor to attend Adobe Photoshop workshops or enroll in courses.
  3. Encourage instructors to incorporate a field trip to a professional print shop so students
      will have a clearer picture of what needs to be done to prepare a document for the printer.

A copy of the commendations and suggestions made by the evaluators will be shared with each
adjunct faculty member each year.

                               Internship Evaluation Summary
                                 AST 201/202—Spring 2003

                                                     Excellent Average Poor Not
Arrived at work on time                              15        2
Attitude toward others                               18        1
Cooperated with other workers                        16        3
Dressed appropriately for the office environment     16        3
Followed directions                                  16        3
Maintained professional composure in the work        16        3
Demonstrated initiative                              16         2          1
Demonstrated a knowledge of general office           14         5
procedures and protocol
Produced quality work                                14         4                 1
Proofread and corrected typewritten work             12         2                 3
Produced assigned work within normal time limits     14         5
Potential for employment in secretarial field        16         3

Comments from employers:

             Very helpful to our staff; showed genuine interest in medical field; took lots of
              notes on office procedures.
             A pleasure to have in our office; would be an excellent asset to any office staff;
              thank you for sharing with us.
             Did an outstanding job for us; continues to volunteer in the office for 20 hours
              per week.
             A good worker; just needs to take time so things will be accurate. We had her pull
              charts and on many occasions, the wrong chart number was pulled, which shows
              she did not match the name with chart as needed. She will be an asset to an
             Excellent worker; plan to hire as work study for fall.
             Is working in our front office; she is doing clerical work and greeting customers.
              She is a joy to work with and doing a wonderful job for us. Thank you.
             She will be a valuable asset in any office; very pleasant and easy to get along
              with; learns quickly and seems eager to learn new things; always agreeable with
              whatever I asked of her. I was out of the office one morning, and she took care of
              the front desk and left me very detailed notes. We would like to thank her and
              wish her good luck.
             Very professional and always willing to learn.

   She has been most beneficial to our agency. Her attitude, attendance, and work
    performance were very good. If we had an opening, I certainly would recommend
    hiring her.
   Is friendly, courteous, smart, industrious, focused, and would make any office an
    excellent employee.
   Very competent and mature in interactions with staff; a pleasure to have in our
    office; quick study and eager to be of help.
   A pleasure to work with and professional in all aspects of her internship. She will
    make a great employee—very quick learner.
   A pleasure to have in our office. I think she will do well in the
    secretarial/administrative assistant field.
   Always willing to help when needed. She has a wonderful attitude and was always
    smiling. She was a joy to have.
   Seems to have a good understanding of office practices.
   Did not feel she was enthusiastic about being here. However, she was nice.

                                       Practical Nursing

Vision—The Practical Nursing Program will offer a curriculum which prepares students for
work as competent and professional practical nurses.

Mission—The Practical Nursing Program will offer didactic and clinical experience courses
which promote understanding and skills necessary for the successful treatment of patients at the
level of a practical nurse, and to prepare students for successful completion of state board

              Goals                         Strategies                Results/Effectiveness
1. To enroll 40 students who     1.1 Review applications and      1.1 Nursing faculty reviewed
are likely to succeed in the     select candidates based on       and selected students. Twenty
program.                         ASSET scores, GPA‟s, Arnett      one of forty candidates were
                                 placement tests, and previous    successful in graduating.
                                 college work.
2. To retain 80% of students     2.1 Select the best qualified    2.1 See above.
through graduation.              applicants                       2.2 Faculty in nursing have
                                 2.2 Present course content in    implemented web based
                                 a variety of formats to          instruction for HLT 131 and
                                 accommodate multiple             HLT 140. PNE 174 was
                                 learning styles.                 offered as a web-based course.
                                 2.3 Provide regular academic     All students (22) passed the
                                 advising throughout the          web-based version.
                                 semester.                        2.3 Students were advised as
                                 2.4 Integrate comprehensive      needed and consistently
                                 testing throughout the           throughout the semester.
                                 academic program.                2.4 Arnett was implemented.
                                                                  *Only 1 student failed out
                                                                  from the second semester
                                                                  while 26 students left the
                                                                  program in the first semester.
                                                                  13 students withdrew due to
                                                                  personal or financial problems
                                                                  and 13 left for poor academic
3. To secure a 90% pass rate     3.1 Require computer             3.1 Arnett software for
on state boards.                 adaptive Arnett                  assessment and NCLEX
                                 tests/evaluations throughout     preparation was implemented.
                                 the academic year.               3.2 Summer reviews were
                                 3.2 Offer summer NCLE            conducted by nursing faculty.
                                 review seminars/instruction      3.3 DCC‟s requirements will
                                 3.3 Ensure that DCC              exceed the Board‟s
                                 curriculum in nursing is         requirement in A&P. BIO 141
                                 consistent with Board            and BIO 142 will be
                                 expectations.                    implemented next year. 100%

                                                                  of graduating students passed
                                                                  state boards.
4. To increase nontraditional   4.1 Develop gender/ethnicity      4.1 A gender neutral program
gender student enrollment       neutral recruitment literature.   announcement was designed
                                4.2 Use career fairs and          and disseminated by faculty.
                                recruitments to encourage         4.2 Ms. Kimpton attended at
                                nontraditional gender             least two career fairs in the
                                participation in nursing.         ‟02-‟03 academic year.
5. To identify the job          5.1 Develop follow-up             5.1 This was completed and
placement rate and vocational   instrument and procedures for     supports the institution‟s
satisfaction of graduates.      PN alumni.                        assessment efforts.

                              Precision Machining Technology

Student Learning Outcomes

   1. Each student is expected to acquire skills in all aspects of machining to meet the needs of
      employers in the service region.
   2. Skill sets consist of three main functions: a blueprint of the project; fabrication of the
      project; and finally a project grade sheet. Students are given a print of a machine part
      which includes skills that they have studied in the classroom. They then fabricate the part
      in the machine shop lab according to the specifications on the print. Then the part is
      graded using a project grade sheet (see appendix) to see if the student has mastered the
      skills that were studied. Projects are graded 0 to 4, with 4 being excellent on
      characteristics such as appearance or finish, concentricity, stamp identification, angular
      tolerance, and dimensional tolerance. First year students are given the completed grade
      sheets to review their strengths and weaknesses. Second year students check their own
      projects which gives them experience in quality control techniques and are then reviewed
      by the instructor. Students are also given the work keys tests which consist of applied
      math, locating information, observation, and reading for information tests. Of 18 students
      tested in 2003, the average scores were as follows:

      Applied Math: 6.22 of a possible 7
      Locating Information: 4.55 of a possible 6
      Observation: 5.22 of a possible 6
      Reading for information: 5.55 of a possible 7

   3. The project worksheets allow the instructor to identify skills that need improvement. We
      can then modify the instruction and lab projects to allow more time for the weak areas.
      The work keys tests identify students with weaknesses in areas other than the machine
      shop such as math, English, and communication skills. Students who test below
      acceptable levels are allowed to complete a work keys remediation module, then retest.
      This has been successful in improving the test scores and identifying areas that need

                    Program Strengths, Weaknesses, and Resources Needed

   1. One of the program‟s strengths is a high demand for graduates. The program has for the
      past 10 years had a 100% placement rate for the students. Another strength is hands on
      training in the laboratory. With the quantity of equipment available, each student is
      insured adequate hands on training on each machine tool. A proactive advisory
      committee is another strength of the program. The committee has been instrumental in
      providing guidance in the areas of curriculum development and machine tool selection.

   2. One of the program‟s weaknesses is a need for more CNC vertical milling machines.
      Four vertical mills in the lab are not equipped with computer numerical controls.
      Another weakness is that none of the manual lathes are equipped with CNC controllers.
      The lack of controllers limits the students training in the area of CNC turning.

3. Four CNC vertical mills and 8 CNC tool-room lathes are needed. This will improve our
   program by providing 70% more CNC hands on training. The total cost of this
   improvement would be approximately $300,000.00.

                                 Graphic Imaging Technology

Learning Objectives

In addition to the General Education Objectives of Danville Community College, a graduate of
the Graphic Imaging program will be able to:

   1. Demonstrate an understanding of the fundamentals of reproduction processes.

   2. Demonstrate technical skill competencies in the area of lithography to complete
      laboratory projects.

   3. Demonstrate technical skill competencies in process photography procedures.

   4. Use desktop publishing software systems to complete laboratory project.

   5. Utilize technical and skill competencies in the area of layout and design to prepare
      camera-ready projects.

   6. Demonstrate technical and skill competencies in color separation procedures.

   7. Use a lithographic printing press to complete printed pieces.

   8. Utilize technical and skill competencies to create color forms for the printing process.

   9. Discuss the aspects of lithographic chemistry as it relates to the printing industry.

   10. Demonstrate an understanding of production planning and estimating as it relates to the
       printing industry.

   11. Demonstrate technical and skill competencies in the finishing and bindery operations of
       printed pieces.

   12. Demonstrate an understanding of the economic costs of printing techniques and materials

   13. Utilize mathematical, computerized, and communicative skills necessary for effective
       performance in the printing industry.

   1. Expected Student Outcomes:

Program graduates possess the necessary technical knowledge and work related habits to ensure
credibility and meet employer expectations in the printing industry workforce.

80% of graduates of this program will be employed within 6 months of graduation. 10% transfer
to other colleges. 90% of graduates will be employed by the end of 1 year.

2. Measuring Outcomes:

Evaluation Method(s)

Four pre- and post-tests are administered in the areas of: lithographic press operation, image
assembly, color separation and estimating.

Laboratory assignments are inspected for practical abilities and work habits. A portfolio,
representative of all aspects of each class is collected and compiled with technical reports and
samples of tests and is evaluated by an external consultant.

An advisory committee, comprised of representatives from the printing industry, suggests
modifications to produce conformity with current industry practices.

Course content is compared to that of other 2 and 4 year colleges.


Student pre-test post test results:
                                                     Low             High           Average
Lithographic press operation                         %               %              %
       Pre-test                                      14              54             38
       Post-test                                     48              98             82

Image assembly
       Pre-test                                      18              52             32
       Post-test                                     36              96             88

Color separation
       Pre-test                                      10              34             16
       Post-test                                     44              100            82

       Pre-test                                      0               24             10
       Post-test                                     40              100            78

             Tests are an accumulation of questions directly related to course content and
              approval by the Graphic Imaging advisor Committee.
Comparison of pre and post-tests show a dramatic increase in understanding in the subject area
and revealed well rounded knowledge of processes used in printing. Lab assignments evaluated,
graded and used in conjunction with test scores to compute each student a final grade.

Projects displayed a good variety of software, and student proficiency in its use. The use of
digital clipart has increased the quality of lab projects. Student projects displayed a good
selection of different types of layouts and designs. Use of the digital output equipment has
allowed students to display their work in a more professional manner.

Some CPU‟s and software used was not as current as that used commercially.
Space in the darkroom area could be more modern and user-friendly.
Students need more opportunity to take a project from conception to the finished product.

Increase instruction time in the area of color theory and separation was suggested.
The addition of a digital darkroom and media center would be beneficial to student learning.
The reduction of instruction in process photography with conventional equipment and increasing
student contact with digital equipment such as scanners and direct to plate systems.
All other technical class content matched and DCC was stronger in certain areas.

Improvement for student learning:

Test results are used to identify areas of weakness that need further instruction.

The use of multiple software to create one project has been increased. We have updated CD
clip-art books and supply each student with their own so students do not have to share.

New CPU‟s and software have been approved to be purchased.
Renovation to decrease the conventional darkroom and to increase the area for digital instruction
is being submitted to Maintenance department for cost bidding in January.

Projects are being incorporated into more than one class. Designed separated in the color class
and ran on press in the offset press class.

We plan to reduce instruction time on the conventional camera in print imaging class. Increase
the use of scanners and other digital equipment in fall 04. Increase instruction in PhotoShop and
color theory in Summer 04. Reduce lab time in manual stripping and increase the use of DPM for
color separation in Fall 04.


               Supportive administration with regard to new ideas, changes and funding
               Staying current in regard to software/hardware and needs
               Availability of instructional aids such as projector, VCR, etc.
               Availability of students to continue higher education beyond DCC and
               Growing dual enrollment with local high schools
               Current in instruction of modern trends and technology
               Necessary supplies and equipment to accomplish course objectives
               More than one method of instruction giving students more exposure to content
                (web, lecture, hands on)
               Give students better opportunities for employment
               Lab used for educational activities “not college production”
               Active Advisory Committee

            An excellent Learning Resources Center
            Scholarships specifically for graphics students
            Distance learning options
            Management option and Career Studies Certificates


            Geographic location (near state line)
            No housing for students out of driving distance
            Not enough time/staff to allow students to specialize in desired areas
            Community feedback from graduates (holding wages down)—businesses want
             high-tech technicians but at a minimum cost
            Not enough public exposure (newspaper)
            Not enough freedom in professional development—time frames for seminars and
             workshops not always known far enough in advance to receiving funding
            Having so many different subjects to teach and most of them change quickly—
             digital age being very time demanding
            Not enough time to learn new software, teaching methods and equipment
            Not enough physical space in several areas of the lab (mini mac lab)
            Problems scheduling developmental classes with graphic classes
            Out-of-date computers with insufficient operating systems to run new software in
             EIT 26

                                     PLAN OF ACTION

Graphic Imaging Technology Plan of Action

Goal 1: Make a promotional CD for Graphics Department (2c, 7b)
       Who:           Mike, Shelia
       When:          Summer 04
       How/Notes?: Take a class or workshop in Front Page or PowerPoint. Seek input from
                      DCC staff. Incorporate student involvement.
       Cost:          None
Goal 2: Renovate the printing lab to a more modern and user-friendly facility. (1b)
       Who:           Mike
       What:          Remove Horizontal Camera
                      Remove wall to increase size of room 30
                      Add an area for quality control in main lab area
       When:          Will submit plan to Maintenance Dept. by January for cost bidding
       How/Notes?: See attachment of drawings
       Cost:          Estimates will need to be obtained by Scott Barnes once the concept is
Goal 3: Add a digital darkroom and media center. (4a, 4b)
       Who:           Mike
       What:          Place reflective and transmission scanners, zip drives, CD burner, floppy
                      drive, and Windows CPU.
       When:          Once room 30 has been renovated.
       Cost:          $5,500
Goal 4: Replace CPU‟s in Room EIT 26. (4a, 4b)
       Who:           Mike & Shelia, working with the IT staff
       When:          Spring 04 or sooner
       Cost:          $40,000
Goal 5: Update all software. (4b)
       Who:           Mike & Shelia, working with the IT staff
       What:          Creative Suite Platinum (InDesign, GoLive, PhotoShop, Illustrator,
                      Acrobat Pro, PageMaker, Microsoft.)
       Cost:          $11,500
Goal 6: Establish dual enrollment (7a)
       What:          Set up dual enrollment classes with Magna Vista High School
       Who:           Shelia
       When:          Spring 04?
       Cost:          None
Goal 7: Increase the use of digital imaging (PhotoShop basics and Color Theory)
       What:          Spend less instruction time on the conventional camera
                      Reduce instruction time in the manual stripping area
       Who:           Mike
       When:          Summer 04
       Cost:          None

                                        Dental Hygiene

Program Description

The Virginia Western Community College (VWCC) Dental Hygiene program is offered on the
DCC campus for students who would like to pursue a career in dental hygiene but who are
unable to move to Roanoke for this degree. The DCC site program admits students every two
years and admits only 12 students every program cycle. The program is funded through a special
allocation from the state legislature and Danville Community College receives approximately
$52,000 per year to operate the Danville site. The program review will cover the 2001-2003
program cycle.

Prior Difficulties

The DCC site graduated two classes prior to the current class under review. These included the
class of 1997-99 and 1999-2001. The first class admitted eleven students and graduated five.
The second class admitted twelve students and graduated only three students. Clearly, the
graduation rate in this program was far too low in the first and second program cycles.
Interviews with students disclosed that in the first class four students withdrew for academic
reasons; two withdrew for personal reasons. With regard to the second class (1999-01), seven
students withdrew for academic reasons and two withdrew for personal reasons. In sum, low
graduation rates were due in large measure to the academic unpreparedness of students.

In order to resolve these difficulties, the program Director at VWCC, Ms. Anne Hutcheson and
the Dean of Arts & Sciences Division developed a preparatory certificate for these students
which required completion of most non-DNH academic courses. In addition, admission
standards were strengthened and the DCC Site Coordinator and Dean of Arts & Sciences
participated in the selection of candidates for the DCC site. Further, monies were targeted from
Perkins to provide tutoring for dental hygiene students and the Dean was scheduled to participate
in regularly scheduled advising for the 2001-03 class.

Characteristics of the 2001-2003 Entering Class

The 2001-2003 class entered with a grade point average of 3.12 on all previous college level
academic work. Only two students had fewer than twelve semesters of college level academic
work and six students had completed the first semester of anatomy and physiology by the Spring
‟01. The average GPA for this class was .30 grade points higher than the previous class and .40
grade points higher than the first cycle.

Changes Implemented for this Class

   1. Students intending to pursue dental hygiene were place in First-Year Studies and
      encouraged to take as many preparatory courses as possible prior to entry.
   2. Admissions standards were strengthened.
   3. A former dental hygiene student and Dr. Ethelyn York were hired and offered tutoring
      services to students in the first and second semesters.

   4. Dr. Davenport, Dean of Arts & Sciences, and the Site Coordinator, Lynn Turner,
      participated in regular student advisement and the admissions committee. Both
      individuals provided additional advisement as needed, especially when students appeared
      in academic difficulty.


Ten of the twelve students graduated. In addition, all ten students passed their board exams for
licensure on the first or second attempt (only one student had to take the exam a second time).

Additional Issues to be Resolved

It was recommended by the ADA accreditation team from DCC (which visited in Fall ‟02) that
the Site Coordinator move to a full-time position. Further, students complain endlessly about
having their VTEL instruction in the high school. Specifically, loud speaker announcements,
band practice and noisy students in the hallway are distractions which do not promote learning
and concentration. It is recommended that the program relocate this instruction to the campus as
soon as possible.

                        2003 Institutional Effectiveness Survey Results

No survey results exist for 2003 due to the fact that the Office of Planning, Effectiveness and

Research was without a Director during the period of time when Institutional Effectiveness days

occurred. The Interim Coordinator of Institutional Advancement accepted most of the reporting

responsibilities for the office in the absence of a Director and was eventually hired permanently

in February 2004 as the Director of Planning, Effectiveness and Research.

                  Appendix A

Results of the VCCS Core Competencies Task Force
            and Implementation Plans for

              Writing Assessment


        Information Literacy Assessment


A pilot project to evaluate the writing skills of students enrolled in English 111 was completed in
winter 2002. The pilot was based on the writing competence plan that was developed by the
VCCS Task Force on Assessing Core Competencies. The plan called for holistic scoring of a 5%
random sample of papers from program-placed students that would be written near the end of
English 111 courses. The results of the pilot project demonstrated that standard writing prompts
would improve the inter-rater reliability of the holistic scoring process. Three prompts that were
successfully piloted in summer 2002 were distributed to faculty. In fall 2002, faculty were
requested to choose prompts, and to request 350-500 word papers, written outside of class, from
students in English 111 classes. The randomly selected papers were due in the System Office in
January 2003. Colleges were asked to make sure that any student/faculty/college-specific
identifiers had been removed before the papers were forwarded to the System Office.

On March 28-29, 2003, one English faculty member from each college came to Richmond and
participated in a writing assessment workshop that was designed to score the 5% sample of
English 111 papers. Dr. Carole Bencich, a holistic scoring expert and professor of English at
Indiana University of Pennsylvania, conducted the workshop. Using a scoring grid that consisted
of 6 categories, ranging from clear and consistent competence to incompetent, Dr. Bencich used
papers from the VCCS sample to illustrate the scoring process. Two faculty read and scored each
of the 778 papers in the sample. For papers that had more than a one-point discrepancy in scores,
a third reader scored the paper. The scores were averaged to produce the final score. Only 125
papers (16%) required third readers, producing an inter-rater reliability of 84%.

In July 2003, the VCCS is required to report actual results on student writing competence to the
State Council. These results will be published with those from the four-year institutions on the
SCHEV website with the reports of institutional effectiveness. Prior to the July submission to the
State Council, the System Office will forward college-specific results to each college.

This item is for information only. The committee is asked to discuss the format for the results
and data that will be sent to each college. Additional data and information will be provided at the

Dr. Toni Cleveland, Vice Chancellor
Academic Services and Research

Preliminary Results of Information Literacy Pilot
June 12,2002

This document summarizes some preliminary observations on the Information Literacy
Pilot conducted in May 2002.

The VCCS licensed the Information Literacy assessment test from James Madison University.
That test consists of 54 questions covering the major ACRL information literacy standards. This
test is taken on-line using a standard browser. For the VCCS pilot, we added six "demographic"
type questions designed to identify the student's level of confidence in the various information
gathering methods and what types of information instruction they feel has helped them in
developing their information literacy skills.

JMU assigns each of their 54 questions to one or more of six competency areas:
1.    Choosing the right source/General library and bibliographic skills
2.    Database searching
3.    Internet
4.    Ethics
5.    Application items
6.    Knowledge items

Five colleges agreed to arrange for some students to take the test over a four-week period.
In three cases, specific classes were identified and asked to take the test. For example at GCC
and RCC, multiple sections of English 112 took the test with each section scheduled for a
specific time. At TNCC, all sections of a first-year biology course were asked to take the test. At
two of the colleges, groups of students from several different venues were asked to volunteer to
take the test. After taking the test, the student receives a total score for the test and a score for
each of the competency areas.

Attached to this document is a summary of the results for the pilot. Further analysis needs to be
carried out, particularly in identifying the areas that seem to need greater emphasis in our
information literacy training. No analysis has yet been done on the demographic data. At this
point, however, there are some preliminary observations that can be made from the results.

1. Overall, our students did not do badly. The average total score for the pilot is 35.8 with a
median of 36. At JMU, a 42 is considered a "pass" score. It should be noted that at JMU,
students can take the test multiple times; they have an on-line tutorial that gives extensive
instruction in all six competency areas; and the students have to pass the test in order to register
for the second year. Our students took the test once and we do not have a consistent program
across the System that has identified and emphasizes the areas that are considered "standard" for
information competency.

2. The results show that there are specific areas that, if we can build them into our instructional
programs, would move our students forward significantly. In the test group, 39% of the students
missed questions in the database searching areas (in this area, close to 60-65% of the students
missed all five key questions). These are questions as straight forward as which type of search

(AND/OR) will return the MOST hits, or the difference in results between a "phrase" search and
a "keyword" search. An example of the impact of this one area can be seen in the GCC results.
Of those students at GCC who had a score of 39 or better, almost half missed one or more of
these five questions. Improvements in this area should move all of those students into the JMU
"pass" range or higher.

Another area in which all of the students scored poorly is the area of identifying the purpose of a
web site, and what viewpoint the site is advocating. In the test group, 50-70% of the students
missed key questions in this area.

3. Overall, there are 17 of the 54 questions where 60% or more of the students had wrong

4. During the test period, we had network problems with one of the database vendors. Since a
few questions required the student to connect to that vendor and search a database, some
questions were answered by "guessing." (The test requires the student to answer all questions
before it can be submitted. When the students could not connect to the vendor, they just guessed
in order to complete the test.) The scores suggest, however, that this problem did not impact the
results significantly because these questions did not have high levels of wrong answers.

As a final note, here are three further observations:
a. Almost all of the student got the three "ethics" questions right.
b. The question that was most often answered correctly was one that required the student to
identify actions that would be plagiarism. An overwhelming 97% of the test group got it right.
c. The question most missed was a question that required a student to identify, from a list of
information sources, the one that would be considered a "primary" source document. A total of
75% missed that one.

Implementation Plan for Assessing Information Literacy Core Competence

As documented in the Report of the VCCS Task Force on Assessing Core Competencies, one of
the six competencies to be assessed includes information literacy. This assessment is based on
five information literacy standards. The standards are addressed in two activities. Standards 1, 2,
3, and 5 will be assessed using a computer-based test. Standard 4 requires a demonstration
application. Testing and reporting on this competency area is to begin in the 2002/2003 academic
year. Following is the proposed plan for implementing the information literacy assessment
within the VCCS.

In 2002/2003 it is proposed that only the computer-based test will be required. The test, licensed
from James Madison University, may cost approximately $1.25 per student. System Office staff
are in the process of negotiating the license with JMU and the final cost.

A review of standard 4, the demonstration application, indicates that it has a number of
characteristics that match some of the objectives listed for the critical thinking and oral
communication competencies, also identified in the Task Force Report. Task Force members

recommend that the possible integration of these competencies be studied before standard 4 is

Activity for 2002/2003
For 2002/2003 each college should identify within each associate degree program where the
information literacy competencies will be assessed. In the Spring, all students associated with the
course(s) identified by the college will take the computer based information literacy test. It is
assumed that the colleges may take different approaches to implementing this requirement.
For example, a college might designate ENG 112 for transfer programs as the locus for the
information literacy assessment. For the Spring 2003 term, the computer based information
literacy test would be a requirement in that course. Another college might decide that the
information literacy test would be required of all graduating students and make the test part of an
"assessment day."

College Plan
Each college should review the Report of the Task Force on Assessing Core Competencies and
submit their assessment plan to Genene LeRosen by November 1, 2002. The Task Force report
can be found on the VCCS homepage at

The plan should clearly
1. identify where in the associate degree curriculum the information literacy competencies will
fit (see pgs 44-99, Attachment I-K of Report) paying particular attention to the application
requirement (Standard 4);
2. identify how the college plans to assess its students (i.e., lab, assessment day, class/course
3. estimate the number of students that will be tested;
4. recommend an individual interested in exploring the idea of integrating the demonstration
application (standard 4 of the information literacy competencies) with the critical thinking and
oral communication competencies.

After the plans are reviewed by System Office staff, each college will implement the test in the
Spring 2003.

Test Environment
Standards 1, 2, 3,& 5 will be assessed using a computer based test. The test, licensed from James
Madison University, will be run on a server at the system office. The test protocols require that
the colleges designate specific workstations, by IP address, where the test will be taken. The
System Office will require at least 24 hours to activate the IP addresses before testing can begin
at the college.

Next Steps
Members of the Information Literacy sub-group of the Task Force will be developing a tutorial
and other modules to support instruction for standards 1, 2, 3, & 4. In 2002/2003 work will begin
on the integration of standard 4 with the critical thinking and oral communications assessment.

           Appendix B

Core Competencies Testing Schedule

                     VCCS Timetable for Core Competency Testing

2001-02      Pilot Writing and Technology (Information Literacy) Assessments
             Complete Report—Submit to the Chancellor and ACOP (April)
             Report to the State Board (May)
             Secure Feedback from ASAC (June)
             Task Force Meets to Refine Report and Plans (June)

2002-03      Regional Hearings for VCCS and Partner Review of Plans (Fall 2003)
             Discussion at Key Peer Group Meetings
             Implement Writing and Technology (Information Literacy) Assessment
             Develop and Pilot Quantitative and Scientific Reasoning Assessment

2003-04      Implement Quantitative and Scientific Reasoning Assessment
             Develop and Pilot Critical Thinking and Oral Communication Assessment

2004-05      Implement Critical Thinking and Oral Communication Assessment

                     DCC Timetable for Core Competency Testing

2002/2008*   Writing and Information Technology Literacy Testing

2004/2010    Quantitative Reasoning (Math) and Scientific Reasoning (Science)

2006/2012    Oral Communication and Critical Thinking

                           *Tests actually given in Spring 2003

         Appendix C

DCC Assessment Reporting Plan

                           DANVILLE COMMUNITY COLLEGE
                               Assessment Reporting Plan

Danville Community College‟s Assessment Reporting Plan is rooted in the College‟s Strategic
Plan. The Strategic Plan calls for each functional unit to work through the Vision to Action
Planning Process using a nine-step procedure to identify strengths and weaknesses and to set
goals for each unit. The process then requires the functional unit to create a plan of action to
reach their goals and to assess and evaluate the plan‟s effectiveness. Use of student outcomes
and other measurable goals, the plan of action is reviewed and revised for continual
improvement of the functional unit and the College.

Danville Community College‟s Assessment Reporting Plan calls for each program area to
establish learning objectives that the students should be able to perform at the completion of the
program. The plan requires that these objectives be demonstrable so that student learning and
training will be evident to the student, College, and employer.

The Assessment Plan also requires that each program area outline expected outcomes that are
measurable goals of the students‟ experience in each program. These goals are used as a
benchmark for assuring program effectiveness.

Program areas are reviewed on a cyclical schedule so that each program area is reviewed only
once every three years. Faculty members in these program areas are given the Assessment
Reporting Plan in the spring for the next year to assure ample opportunity for preparation and
review of their program for the review year. During the spring semester of the review year,
faculty complete the assessment plan of their area which supports their plan of action used in the
strategic planning process.

TERMS:    Learning Objectives and Expected Outcomes

    Learning Objectives or Program Objectives:

                Specific, measurable competencies that your graduates should be able to
                 perform upon completion of your program that accurately reflect their
                 educational preparation from your program.
                A statement that you offer the program “to prepare or train students for
                 „xyz‟ occupation” is not a program objective or learning objective.

              Analyze and interpret financial statements.
              Write, debug, test, maintain, and document business applications in a
                structured form using C++ programming, JAVA, or Visual Basics.
              Compose, edit, and format office documents using correct grammar,
                punctuation, and spelling.
              Calibrate a temperature, pressure, level and flow measurement device
                within the range of its published accuracy using available standards.
              Document relevant aspects of patient treatment.

    Expected Outcomes or Program Outcomes:

         Measurable goals that are a result of the student‟s experience in this program.
         These outcomes are used as a benchmark for assuring program effectiveness.

              70% of graduates will achieve a minimum score of “xxx” on the STAGE
                test of critical thinking skills.
              80% of graduates of the nursing program will be successful on the
                NCLEX licensure examination.
              90% of the graduates from the “xxx” program will be employed in the
                degree field within 6 months of graduation.

                          DANVILLE COMMUNITY COLLEGE

Student Learning Outcomes

1. Please list the expected outcomes that you have identified for your program.

2. How are you measuring these outcomes? Summarize the data you are collecting for each.

3. How have you used the data for the improvement of your program or student learning?

Program Strengths, Weaknesses, and Resource Needs

1. What are the strengths of this program? Please cite evidence for each strength given.

2. What are the weaknesses of this program? Please cite evidence for each weakness given.

3. What additional resources would you need to make your program better? How much better
would these resources make your program better? How much would these resources cost and
what are some proposed ways to fund these improvements?

                           Danville Community College
                          Vision to Action Planning Process

            2. Describe the Current Situation                  3. Visioning

 1. Data Collection and Analysis                                           4. Describe the Desired Future
                                                                               Situation: Goal Setting

   9. Plan an Evaluation                                                 5. Strategy Development

       8. Evaluation and Planning                                      6. Stakeholders Analysis

                               7. Planning for Funding and

       STEP                             PURPOSE                                 KEY QUESTION

1. Collect and Analyze Data       Understand the current situation by        Where are our strengths, weaknesses,
                                  scanning the environment                   opportunities, and threats?

2. Describe the Current           Prioritize key issues / challenges         What strengths and opportunities should
   Situation                                                                 we build on? What weaknesses and
                                                                             threats must we overcome?

3. Create a Vision                Depict the ideal future                    What should be the results of our efforts?

4. Set Goals                      Define the ideal future situation          What specific outcomes do we want to

5. Develop Strategies             Determine programmatic actions that        What approach will we take to reach those
                                  will produce the desired future            outcomes?

6. Analyze Stakeholders’          Determine who needs to be involved         What political/institutional factors should
Influence                                                                    we consider?

7. Plan for Funding and           Set out ideas for how to ensure long-      How will we pay for our strategies -- short-
Sustainability                    term sustainability                        term and long-term?

8. Plan for Action                Define implementation                      Who will do what, when?

9. Plan an Evaluation             Measures progress and approach to          How will we know when we have achieved
                                  measurement (i.e. benchmarks and           our goals?
                                  analysis of data, both qualitative and

     Appendix D:

Program Review Schedule

                             Schedule of Program Assessment

2003 and 2006
    Automotive Analysis and Repair (Diploma)
    Administrative Support Technology (AAS)
    Office Information Processing (Certificate)
    Practical Nursing (Certificate)
    Precision Machining Technology (Diploma)
    Graphic Imaging Technology (Diploma)
    Dental Hygiene (VWCC)

2004 and 2007
    Accounting (AAS)
    Air Conditioning and Refrigeration (Diploma)
    Air Conditioning and Refrigeration Servicing (Certificate)
    Business Management (AAS)
          o Track I—Management Specialization
          o Track II—Graphic Imaging Management Specialization
          o Track III—Motorsport Management Specialization
    Child Care (Certificate)
    Early Childhood Development (AAS)
    Information System Technology—All tracks (AAS)
    Science (AA&S)
    Fire Science (AAS Technical Studies Degree)

2005 and 2008
    Administration of Justice (AAS)
    Auto Body Mechanics (Certificate)
    Business Administration (AA&S)
    Business Management (AAS)
          o Track III—Marketing Specialization
          o Track IV—Automotive Management Specialization
    Drafting and Design (Diploma)
    Electrical-Electronics (Diploma)
    Industrial Electrical-Electronics Equipment Servicing (Diploma)
    Industrial Electrical Principles (Certificate)
    Industrial Electronics Principles (Certificate)
    General Engineering Technology (AAS)
    Liberal Arts (AA&S)
    Maintenance Mechanics (Certificate)


Description: Sample Resumes for Medical Transcriptionists document sample