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47Science curriculum redesign. This assessment data will serve as an indirect measure of CAT trainingeffectiveness in terms of faculty use of contextual teaching methods.Program Completion RatesProgram completion rates are reported for each Health Science program on an annual basis. These ratesfor FY 2010, FY 2011, and FY 2012 will be averaged to determine a baseline for each program’scompletion rate. Changes in program completion rates will be used as an indirect measure of theeffectiveness of the QEP. Implementation of the QEP will begin Fall 2013 (FY 2014). So, the programcompletion rates of FY 2015 will be the first rates used for determining the effectiveness of the QEP.Faculty SurveyA survey was given during the Spring 2012 to gather baseline data on the faculty’s current usage ofSmarter Measure, PassKey, and contextual teaching methods. The results from the survey indicated thatthe majority of the faculty does not utilize contextual teaching methods. Additionally, only twoinstructors indicated using PassKey modules for supplemental instructional purposes, and threeinstructors indicated using Smarter Measure for student success purposes.A faculty survey will be deployed each year at the Faculty Development Day to gather feedback of thefaculty’s perception on the Smarter Measure Workshops, PassKey Informational Sessions, and theFaculty Development Day speaker on Contextual Teaching Methods. The faculty survey will provide anindirect assessment of the faculty development strategies implemented. Additionally, the survey willalso solicit feedback about the CAT training and its’ effectiveness in developing their understanding ofstudents’ weaknesses in problem solving.Assessment of ResultsAssessment data will be gathered by the QEP Director and entered into the College’s online institutionalplanning and assessment database, ensuring that the QEP goal and strategies align with the institutionalmission, goals, and objectives. Assessment of each strategy/objective will include the measurementmethod, time frame, baseline performance, results, and analysis.To provide a formative assessment of the student learning outcomes for each ALMA 1000 class taught,an assessment grading form will be utilized to record each student’s grades for each student learningoutcome, pre- and post-test scores for ALMA 1000, and pre- & post-CAT data. This information will besummarized for each course by the QEP Director; then all course results will be averaged for eachsemester and entered into the institution’s planning and assessment database. This data will provide theQEP Assessment Analysis Team a summative comparison for each phase (year). Data on indirectmeasurements such as the effectiveness of instructional methodologies being utilized and programcompletion rates will also be summarized for analysis.Page 47