WNCC 2010 Self-Study Report - Western Nebraska Community ...

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achievement results which fall below the level achieved by the larger pool of students whose proficiency has been evaluated by use of the similar rubric elements. Following the adoption of eLumen software as a tool to collect information and as a mode to display data, the following plan has been created: Table 7-33 Assessment Action Plan 2009-2010 Task Members of the Gen Ed subcommittee, with the help of faculty in the content areas, created eleven rubrics to assess the Gen Ed outcomes Rubrics placed on the eLumen software to facilitate generation of data Using rubrics, general education learning outcome assessment will take place within courses that meet general education requirements or that have instructional elements in them tied to one or more components of the general education goals Faculty members use eLumen software to record the results from individual classes Faculty meet to discuss the results and adjust outcomes or instruction Spring 2009 X Fall 2009 Spring 2010 X X X X Program-Level Assessment A comprehensive description of WNCC’s program assessment philosophies, policies, methods and responsibilities, including individual division program assessment goals, outcomes, use of results and future plans, may be viewed at the Assessment website. Program assessment also takes place through outside agency oversight, accreditations and certification examinations, by state and local licensure exams, as well as program reviews, all of which help instructors understand and better estimate student learning. Program-level assessment of student learning is faculty-developed and implemented; however, it is monitored by the Division Chairs and the Vice President of Educational Services. Successful program assessments, results analysis, and strategic plans built from instructional implications indicated by an analysis of the results inherently support WNCC’s mission and strategic goals. A difficulty lies in the definition of “program,” since the College grants an associate’s degree with an emphasis area rather than a specifically tailored degree. However, particular stand-alone programs like Early Childhood Education, Human Services, LPN and AD-N Nursing, Aviation Maintenance, Cosmetology, Automotive Technology, Auto Body, Criminal Justice, and Business Administration are readily identifiable. In other areas, especially typical college introductory or survey courses found in transfer education plans of study, many classes are service courses for background preparation. Western Nebraska Community College Page 101
Faculty members are working on plans to cluster courses by type or discipline area in order to gauge a net effect on student learning for instances when things like capstone projects or courses, external certification, or other summative measures are not in place. For instance, the English Composition 1 course is ubiquitous, as are many of the social science courses like Introduction to Psychology. They appear in the suggested curriculum for nearly every emphasis area option. If these courses can be bundled into logical units, another form of measurement becomes available. However, with the adoption of eLumen, that may prove less important because the information from individual courses and general education learning results can be streamed together, and even specifically selected elements from a designated rubric can be used. Course-Level Assessment Course-level assessment happens by using activities selected by faculty members to determine whether or not students are learning intended outcomes across the various sections of the same course. The faculty members review data to determine any need for change in the course curriculum or instructional delivery. Starting in the fall of 2006, WNCC faculty members began a process of creating or updating course competencies, which were written to illustrate what students should know or be able to do when they completed the course. This process is still ongoing; however, the majority (85%) of classes have competencies in place. Competencies for all courses currently in the rotation for offering are slated to be finished by the end of the fall term of 2009. The next step is to tie those competencies to assessment activities in every course in order to verify students’ mastery of the concepts. Instructors have been educated on the purpose of course competencies to serve as guides for students and instructors alike by detailing the key knowledge, skill, or behavioral learning goals and competency standards for the course. The competencies for each course are being put into the master syllabi as those documents are reviewed, and instructors are listing them on their individual course syllabus or course outline as well. The competencies for multiple-sections courses are determined by the group of instructors who teach the course. A single set of them is denoted by the Division Chair as the “master” competencies so that they are the same for each individual section taught at any location or by any instructor. The course competencies are dynamic in that they are changed or refined from time to time. Institutional-Level Assessment When WNCC began its assessment work in the mid-1980s, it began with institutional assessment. This was prior to the HLC initiative; therefore, the other levels of assessment did not come until later. Since 1986, WNCC has used ASSET and more recently eCompass tests for mandatory placement in English, reading, and mathematics courses. A parameter sheet outlining the cutscore for course placement is used for advising the appropriate course. CAAP Tests WNCC utilizes the Collegiate Assessment of Academic Proficiency (CAAP) test for all degree seeking students. The College reviews the results to confirm program strengths and to identify areas that need strengthened. The results across the last five years were presented in Criterion 2, under Core Component 2C. Page 102 Western Nebraska Community College
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Western Nebraska Community College
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Introduction A yellowed newspaper p
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MISSION STATEMENTS ................
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Chapter 7 CRITERION 3: STUDENT LEAR
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EMERITUS DISTINCTION ..............
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LIST OF TABLES AND FIGURES TABLE 3-
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DISTRICT 1 DISTRICT 2 DISTRICT 3 DI
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CRITERION TWO Co-Chairs Dan Kinney
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History and Geographic Service Regi
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the cosmetology and aircraft mainte
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Allied Health Services, and Adult E
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Chapter 2 Summary of Accreditation/
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The Self-Study Process and Report C
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Chapter 3 Response to Challenges Jo
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8. The use of course-level specific
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WNCC has a booth at the Scottsbluff
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Below are the same results reported
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The above support systems, however,
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HATC’s end-of-year enrollment is
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years before leaving to assume a pr
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Service Area Day Time Independent L
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Chapter 4 Federal Compliance Lucas
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The conversion rate from contact to
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3. Elect to file a written Grade Ap
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The College has been in complete co
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Contractual Relationships WNCC faci
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Criterion 1: Mission and Integrity
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memorable. When a new institutional
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The passage of Initiative 424 in Ne
Page 68 and 69: dual-credit enrollment, the require
Page 70 and 71: Distance Learning Advances in techn
Page 72 and 73: The College Council now consists of
Page 74 and 75: to create a bond. Many courses are
Page 76 and 77: Faculty and Staff The integrity of
Page 78 and 79: Athletics WNCC’s Athletic Departm
Page 80: Strengths Findings for Criterion On
Page 84 and 85: Criterion Two: Preparing for the Fu
Page 86 and 87: An expansion of HATC in 2008 includ
Page 88 and 89: With the growth and expansion of on
Page 90 and 91: 1. Throughout the service area from
Page 92 and 93: and fees, and 8.6% classed as other
Page 94 and 95: opportunities for students, but a c
Page 96 and 97: spent in class and studying takes a
Page 98 and 99: Examples of planning for current an
Page 100 and 101: with retirements which occurred in
Page 102 and 103: As depicted below (based on degree-
Page 104 and 105: • Intercollegiate Athletics Athle
Page 106 and 107: In addition to the CAAP test, the C
Page 108 and 109: Reduction in Force (RIF) Practices
Page 110 and 111: Summary WNCC executive administrato
Page 112: Chapter 7 Criterion 3: Assessment P
Page 115 and 116: username field and “guest 1” in
Page 117: 5. Personal Development-including m
Page 121 and 122: After receiving the survey results
Page 123 and 124: Pre- and post-tests have been used
Page 125 and 126: materials for acquisition to the Li
Page 127 and 128: Director. The Counseling Director i
Page 129 and 130: may be reticent in traditional clas
Page 131 and 132: their contact information at semest
Page 133 and 134: The chart below details sections by
Page 135 and 136: students from WNCC called “former
Page 137 and 138: Because of the popularity of the vo
Page 139 and 140: Although no full-time staffed Writi
Page 141 and 142: training session to learn the SI me
Page 143 and 144: 5. The Allied Health program offers
Page 145 and 146: Cosmetology The Cosmetology program
Page 147 and 148: Findings for Criterion 3 Strengths
Page 150 and 151: Criterion 4: Acquisition, Discovery
Page 152 and 153: The following table displays the ty
Page 154 and 155: providing background and practical
Page 156 and 157: elative to the type of degree or pr
Page 158 and 159: 8. Cougar Award Given to a student
Page 160 and 161: alternative energy education, the g
Page 162 and 163: The Associate Degree in Nursing pro
Page 164 and 165: There were statistically significan
Page 166 and 167: The following two excerpts from the
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The body of the Pledge outlines eth
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6. The College seeks to improve the
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Criterion 5: Engagement and Service
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y students and/or faculty members o
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faculty members’ classes are regu
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Examples of the career-related educ
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8. Adopt-a-School WNCC actively par
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Upward Bound (VUB). Student Support
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Cabela’s Corporate University Par
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Selected Results from Student and C
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As can be seen, WNCC fared well in
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Chapter 10 Summary & Request for Co
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Chapter 11 Institutional Snapshot C
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Table 11-60 Applications and Accept
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Table 11-67 Graduates by College/Pr
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Table 11-71 Faculty Member Headcoun
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Chapter 12 Appendices Chapter 12 Ap
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Appendix B Table B-76 Assessment Ac
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Appendix C Table C-77 Faculty and A
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Appendix D Figure D-78 WNCC Organiz
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Western Nebraska Community College
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Understood Valued Empowered Support
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