Paul D. Camp Community College
Institutional Effectiveness
2012-2013
Program Faculty
Section I of III
Paul D. Camp Community College
100 North College Drive
Franklin, VA 23851
The Office of Assessment & Institutional Research
757-569-6719 (office phone)
757-569-6795 (fax number)
1
, Table of Contents
Section 1: Academic Programs (3.3.1.1) ....................................................................................... 3
Transfer Programs Student Learning Outcomes ............................................................................ 7
Transfer Programs (AA & S) ....................................................................................................... 50
Science ......................................................................................................................................... 51
Business Administration .............................................................................................................. 58
General Studies ............................................................................................................................ 61
Education ..................................................................................................................................... 66
Occupational/Technical Programs (AAS) ................................................................................... 69
Nursing ........................................................................................................................................ 69
Management ................................................................................................................................. 80
Administrative Support Technology ............................................................................................ 90
Early Childhood Development .................................................................................................... 96
Industrial Technology ............................................................................................................... 101
Administration of Justice ........................................................................................................... 106
Modes of Instruction (Traditional vs. Distance Learning vs. Dual Enrollment) ....................... 111
Section Summary ...................................................................................................................... 117
Conclusion ……………………………. ................................................................................... 119
2
, ACADEMIC PROGRAMS
The College’s academic programs participate in an annual assessment process as well as
program reviews every five years. The College offers Associate of Arts and Science (AA&S)
degrees and Associate in Applied Science (AAS) degrees. The AA&S degrees are transfer
degrees, and the AAS degrees correspond to occupational and technical disciplines. Each
academic program identifies expected student learning outcomes (SLOs), assesses the extent to
which those outcomes are achieved, and makes program adjustments based on analysis and
results of those outcomes. During the SACS reaffirmation in 2009, the Collage was found in
compliance with CS 3.5. This section of the report articulates many of the reasons for the
College’s successes in program assessment and improvement.
The narrative discussion and the following matrix format are used throughout this report
to document the College’s compliance with requirement CS 3.3.1.1.
FORMAT EDUCATIONAL PROGRAMS
Student Learning Assessment Methods & Results Of Assessment Use Of Evaluation
Objectives (SLOs) Analysis Methods What were the findings of Results (Action Taken to
What assessment tools the Analysis (actual improve program)
&/or methods used to assessment results)? What changes were made
determine achievement of as a result of the outcome
the outcome? Describe assessment process?
how data from tools &/or
methods will be collected.
Identify the procedure to
analyze the data.
Assessment Methods :
Analysis Procedure:
The discussion begins with the College’s Transfer Program SLOs. The Transfer Program
SLOs are woven throughout all transfer programs. Transfer students can choose to matriculate to
3
, many four-year colleges or universities to continue their education. The College’s Transfer SLOs
are assessed annually, and the resulting data is utilized for program improvement.
One of the mechanisms for assessing the Transfer Program SLOs is the Shock-Tucker
Assessment of General Education (STAGE). This assessment was first developed by faculty at
Virginia’s Mountain Empire Community College in response to institutional dissatisfaction with
commercially available objective tests. The initial STAGE assessment was based on the VCCS
definition of general education. STAGE development continued as a collaborative effort between
the faculty and Institutional Research (IR) staff of various Virginia Community Colleges.
Eventually, the STAGE assessment was reworked by the IR staff members from the VCCS in
1999 and revised again in 2010. The assessment scores range from 1 to10 with 1 representing the
lowest score. The Benchmark is set at 5. The external validation and analysis of STAGE’s
reliability were conducted by James Madison University. In recent years, the VCCS has
modified its general education goals resulting in STAGE Test modifications to reflect changes in
these general education objectives. The VCCS general education goals include: (1)
communication, (2) critical thinking, (3) quantitative reasoning, (4) scientific reasoning, (5)
information literacy, (6) cultural/social understanding, and (7) personal development. The
STAGE Test assesses all of these general education objectives. However, it is only one of the
assessment instruments used to analyze general education skills. The next paragraphs briefly
present the VCCS Standardized Core Competency Tests development information.
Foremost among the mechanisms used for assessing program SLOs are the VCCS Core
Competency Tests. The VCCS, and therefore the College, defines general education program
content as “…that portion of the collegiate experience that addresses the knowledge, skills,
attitudes, and values characteristic of educated persons. It is unbounded by disciplines and
4
Institutional Effectiveness
2012-2013
Program Faculty
Section I of III
Paul D. Camp Community College
100 North College Drive
Franklin, VA 23851
The Office of Assessment & Institutional Research
757-569-6719 (office phone)
757-569-6795 (fax number)
1
, Table of Contents
Section 1: Academic Programs (3.3.1.1) ....................................................................................... 3
Transfer Programs Student Learning Outcomes ............................................................................ 7
Transfer Programs (AA & S) ....................................................................................................... 50
Science ......................................................................................................................................... 51
Business Administration .............................................................................................................. 58
General Studies ............................................................................................................................ 61
Education ..................................................................................................................................... 66
Occupational/Technical Programs (AAS) ................................................................................... 69
Nursing ........................................................................................................................................ 69
Management ................................................................................................................................. 80
Administrative Support Technology ............................................................................................ 90
Early Childhood Development .................................................................................................... 96
Industrial Technology ............................................................................................................... 101
Administration of Justice ........................................................................................................... 106
Modes of Instruction (Traditional vs. Distance Learning vs. Dual Enrollment) ....................... 111
Section Summary ...................................................................................................................... 117
Conclusion ……………………………. ................................................................................... 119
2
, ACADEMIC PROGRAMS
The College’s academic programs participate in an annual assessment process as well as
program reviews every five years. The College offers Associate of Arts and Science (AA&S)
degrees and Associate in Applied Science (AAS) degrees. The AA&S degrees are transfer
degrees, and the AAS degrees correspond to occupational and technical disciplines. Each
academic program identifies expected student learning outcomes (SLOs), assesses the extent to
which those outcomes are achieved, and makes program adjustments based on analysis and
results of those outcomes. During the SACS reaffirmation in 2009, the Collage was found in
compliance with CS 3.5. This section of the report articulates many of the reasons for the
College’s successes in program assessment and improvement.
The narrative discussion and the following matrix format are used throughout this report
to document the College’s compliance with requirement CS 3.3.1.1.
FORMAT EDUCATIONAL PROGRAMS
Student Learning Assessment Methods & Results Of Assessment Use Of Evaluation
Objectives (SLOs) Analysis Methods What were the findings of Results (Action Taken to
What assessment tools the Analysis (actual improve program)
&/or methods used to assessment results)? What changes were made
determine achievement of as a result of the outcome
the outcome? Describe assessment process?
how data from tools &/or
methods will be collected.
Identify the procedure to
analyze the data.
Assessment Methods :
Analysis Procedure:
The discussion begins with the College’s Transfer Program SLOs. The Transfer Program
SLOs are woven throughout all transfer programs. Transfer students can choose to matriculate to
3
, many four-year colleges or universities to continue their education. The College’s Transfer SLOs
are assessed annually, and the resulting data is utilized for program improvement.
One of the mechanisms for assessing the Transfer Program SLOs is the Shock-Tucker
Assessment of General Education (STAGE). This assessment was first developed by faculty at
Virginia’s Mountain Empire Community College in response to institutional dissatisfaction with
commercially available objective tests. The initial STAGE assessment was based on the VCCS
definition of general education. STAGE development continued as a collaborative effort between
the faculty and Institutional Research (IR) staff of various Virginia Community Colleges.
Eventually, the STAGE assessment was reworked by the IR staff members from the VCCS in
1999 and revised again in 2010. The assessment scores range from 1 to10 with 1 representing the
lowest score. The Benchmark is set at 5. The external validation and analysis of STAGE’s
reliability were conducted by James Madison University. In recent years, the VCCS has
modified its general education goals resulting in STAGE Test modifications to reflect changes in
these general education objectives. The VCCS general education goals include: (1)
communication, (2) critical thinking, (3) quantitative reasoning, (4) scientific reasoning, (5)
information literacy, (6) cultural/social understanding, and (7) personal development. The
STAGE Test assesses all of these general education objectives. However, it is only one of the
assessment instruments used to analyze general education skills. The next paragraphs briefly
present the VCCS Standardized Core Competency Tests development information.
Foremost among the mechanisms used for assessing program SLOs are the VCCS Core
Competency Tests. The VCCS, and therefore the College, defines general education program
content as “…that portion of the collegiate experience that addresses the knowledge, skills,
attitudes, and values characteristic of educated persons. It is unbounded by disciplines and
4
