Technical Division Air Conditioning and Refrigeration 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will demonstrate mastery of skills necessary to properly manage controlled refrigerants.	90% of students attempting the Environmental Protection Agency Proper Refrigerant Usage certification exam will earn certification.	100% (35/35) of the students attempting the Environmental Protection Agency (EPA) exam were successful in earning a certification.	Although the goal was met, students seem to struggle understanding the effects of ozone depletion and its effects on the environment. A representative from the EPA has agreed to give a presentation to the class (tentatively scheduled for Spring 2010) to provide students with a better understanding of ozone depletion.
2. Students will demonstrate skills necessary to accurately measure superheat and air flow.	Students usage of laboratory instruments (i.e. thermometer, anemometer, and refrigeration gauges) to accurately measure superheat and air flow will be evaluated using competency checklists. Students will demonstrate 90% proficiency.	94% (32/36) of the students were proficient in the measurement of airflow. For those students who were deficient, the weakness was in determination of the correct delta-T (change in temperature) as it relates to airflow. 94% (32/36) of the students were proficient in the measurement of superheat. For those students who were deficient, the weakness was in differentiating between vapor and liquid lines as it relates to superheat.	An additional lab has been created to facilitate student learning in delta-T measurement. Further instruction is being provided in determining the difference between vapor and liquid lines.
3. Students will demonstrate skills necessary to accurately measure voltage, current, and resistance.	Students usage of a multi-meter will be evaluated using competency checklists. The students will demonstrate 90% proficiency.	This learning outcome will be assessed Spring 2010 semester.	Data will be analyzed and recommendations for program improvement formulated in Summer 2010.
4. Graduates of the Air Conditioning and Refrigeration program will obtain employment in their occupational field.	In response to the Graduate Follow-up Survey, Question #6: "What is your current employment status?", 80% of respondents seeking employment will indicate that they have obtained employment in field within twelve months of graduation.	Graduate Survey results will be disseminated in late summer 2010 and analyzed when received.	Graduate Survey data will be analyzed and recommendations made for program improvement will be implemented during Fall 2010.

		Technical Division Auto Collision Repair  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will demonstrate competency in safety procedures.	100% of students completing the Auto Collision Repair program will demonstrate safe practices using an assessment rubric.	100% (43/43) of students completing the Auto Collision Repair program were proficient in demonstrating safe practices.	Since the overall goal was met, safety will be incorporated into course level requirements, and a new learning outcome will be created to replace this particular outcome.
2. Students will be capable of correctly identifying components of the exhaust and fuel systems.	90% of students completing the Auto Collision Repair program will competently identify exhaust and fuel systems based upon an assessment rubric.	The overall goal was not met. 73% (30/41) were proficient in identifying components of the exhaust and fuel systems. For students that were deficient (n=11), the weakness was due to incorrect identification of fuel systems.	Additional labs have been created to facilitate identification of fuel systems.
3. Students will be competent in the areas of spray gun and related equipment use, paint mixing, and applying paint and final top coats.	90% of students completing Auto Collision Repair courses will competently perform spray gun and related equipment use, paint mixing, and application of paint and final top coats based on  performance checklists.	Assessment data will be collected in Spring/Summer 2010.	Data will be collected for program improvement during Spring and Summer 2010.  Recommendations for program improvement will be implemented in Summer 2010.

		Technical Division Automotive Manufacturing Technology  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Automotive Manufacturing Technology students will demonstrate knowledge of the principles of continuous improvement and lean manufacturing.	Students will satisfactorily complete five (5) research projects related to continuous improvement and/or lean manufacturing before beginning advanced level courses.	This program is yielding insufficient outcome data du to low enrollment attributed to local economic conditions and decreased short-term demand in the job market.	Pending analysis of data collected in Spring 2010.
2. Automotive Manufacturing Technology students will demonstrate knowledge of the set-up and operation of a Total Quality System.	Students will demonstrate mastery of set-up and operation of a Total Quality System thru satisfactory completion of a research project.	This program is yielding insufficient outcome data du to low enrollment attributed to local economic conditions and decreased short-term demand in the job market.	Pending analysis of data collected in Spring 2010.
3. Automotive Manufacturing Technology students will demonstrate knowledge of eight (8) systems of the modern automobile and how they are manufactured and assembled.	A rubric is used to evaluate students' analysis of the eight (8) systems of the modern automobile. 90% of students evaluated will demonstrate satisfactory knowledge of all eight (8) systems.	This program is yielding insufficient outcome data du to low enrollment attributed to local economic conditions and decreased short-term demand in the job market.	Pending analysis of data collected in Spring 2010.
4. Graduates of the Automotive Manufacturing Technology program will obtain employment within 12 months of graduation if they are seeking employment.	Graduate Follow-up Survey, Question #6: "What is your current employement status?" will show 80% of respondents gained employment in field.	Results of this survey will not be available until Fall 2010.	Pending analysis of data collected in Spring 2010 through Summer 2010.

		Technical Division Automotive Service Technology  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Automotive Services Technology students will demonstrate the ability to perform preventive maintenance related to the needs of the automobile industry.	Ninety percent of students will be rated "Skilled" or "Moderately Skilled" on competency checklists on Preventive Maintenance.	Twelve of eighteen students (67%) were rated to be "Skilled" or "Moderately skilled" using a competency checklist. Examination of the data showed deficiencies in precision measuring and use of on-line shop manuals.	Additional class and lab assignments along with supplemental online instructional material and alternate assignments initiated after 08-09 assessments have been continued.  Greater emphasis has been placed on the use of online resources.
2. Automotive Service Technology students will master and demonstrate the ability to calculate and measure circuit voltage and resistance.	Ninety percent of students will be rated "Skilled" or "Moderately Skilled" on competency checklists on Automotive Electrical Systems.	Ten of fifteen students (67%) were rated to be "Skilled" or "Moderately Skilled" using a tasklist on Automotive Electrical Systems. Analysis of the results revealed weaknesses in wiring schematics and wiring repair using solder iron.	Students have been provided with extra opportunities for practice on wiring and soldering skills. Additional class and labs relating to wiring schematics and wiring repair using solder iron have been incorporated to improve deficient areas.
3. Automotive Service Technology students will demonstrate the ability to perform basic internal combustion engine condition checks.	Ninety percent of students will be rated "Skilled" or "Moderately Skilled" on competency checklists on Internal Combustion Engine Checks.	Thirteen of sixteen students (80%) have achieved a rating of "Skilled" or "Moderately Skilled." General engine diagnosis was the main area of deficiency.	Additional engine labs utilizing operating engines with noise related problems have been incorporated to promote the skill level.

		Technical Division Carpentry 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students completing introductory level courses in Carpentry will demonstrate proficiency on preparation of construction materials.	90% of the students will demonstrate proficiency (rating of 3 or 4) on preparation of construction materials using the task list standards for NCCER Carpentry Fundamentals Level One.	100% of students assessed demonstrated proficiency on preparation of construction materials using the Job Sheets and Worksheets for National Center for Construction Education (NCCER) Carpentry Level 1.	The proficiency rating standard for NCCER Level I is set to where a student has performed the job during training program and limited additional training should be required. Additional studies on this assessment will be made to see if the level of proficiency may need to be raised so the student can perform the tasks with no additional training.
2. Students completing introductory craft skills in Carpentry will demonstrate proficiency in framing a floor opening.	90% of students will demonstrate proficiency on preparation of floor framing using the task list standards for NCCER Core Curriculum.	94% of students (16/17) assessed demonstrated proficiency on preparation on floor framing using the Job Sheets and Worksheets for NCCER Level 1.	The Job Sheets and Worksheets provided additional knowledge-based sample problems that were used for homework and in-class assignments. These results provide the basis to raise the level of proficiency for students to demonstrate their ability to perform the competency accurately with no additional training.
3. Students completing introductory craft skills in Carpentry will demonstrate proficiency on wall framing.	1. 90% of students will demonstrate proficiency on wall framing using the task list standards for NCCER Level One.	The result showed 100% of students assessed demonstrated proficiency on wall framing using the Job Sheets and Worksheets from the NCCER Carpentry Fundamentals Level 1.	The Job Sheets simplified training by providing a comprehensive list of tools and materials required for performing a specific task, along with a step by step procedure and accompanying illustrations. The Worksheets provided additional knowledge-based sample problems that were used for homework and in-class assignments. These results will set the tone to raise the level of proficiency for students by raising the bar to further demonstrate their ability to perform the competency quickly and accurately with no additional training.
	2. 90% of Carpentry students completing the Carpentry certificate will satisfactorily demonstrate safe material handling procedures in the lab practical exam.	100% of Carpentry students assessed completed the Carpentry Certificate demonstrated safe tool handling procedures in the lab practical exam.	These results will be maintained and the proficiency rating for the practical exam may be raised to a level where students who complete the Carpentry Certificate will have demonstrated their ability to perform the competency safely with no additional training.

		Technical Division Civil Engineering Technology  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
Objective 1. Civil Engineering Technology students will demonstrate proficiency in the setup and operation of a survey grade total station.	95% of students evaluated will be rated "Proficient" on lab setup of survey grade total station using a rubric.	17 of 17 students (100%) were rated "Proficient" on lab setup of survey grade total station using a rubric.	The instructor has revised the assessment tool to include "number of attempts".  Students will be expected to demonstrate proficiency on first attempt beginning Spring 2010.
Objective 2. Students who complete geometric and trigonometric component of the Civil Engineering program will demonstrate proficiency in geometric and trigonometric calculations.	90% of students who complete geometric and trigonometric component of the Civil Engineering program will demonstrate proficiency in calculating right angles and performing basic trigonometric functions on written examinations.	9 out of 10 students (90%) were rated to have proficiency in calculating right angles and performing basic trigonometric functions on written examinations.  Analysis of the data show that students performed trigonometric calculations proficiently (average rating 4.44 on a 5 point scale) but were deficient in performing Pythagorean Theorem computations (average rating 2.89 on a 5 point scale).	Although the assessment result was 90%, the instructor has revised the curriculum to address the deficiency in Pythagorean Theorem proficiency.
Objective 3. Civil Engineering Technology students will demonstrate skills in precision computer aided drawing.	90% of students completing computer assisted drawing assignments will be rated "proficient" or higher based on rubric.	41 of 42 students (98%) were rated "Proficient" or higher based on rubric.	Although the assessment outcome was 98%, the instructor will continue to monitor precision drawing assignments for improvements.
Objective 4. Graduates of the Civil Engineering Technology program will obtain employment in field within twelve months of graduation if they are seeking employment.	At least 70% of the graduates responding to the Graduate Follow-up Survey, Question #6: "What is your current employment status?" will indicate employment in field.	Survey data will be available for review and analysis in Fall 2010.	Data analysis and recommendation for program improvement will be completed in Fall 2010.

		Technical Division Cosmetology 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Cosmetology students will demonstrate safe station setup and client protection.	1. 90% of Cosmetology students taking the state board exam will pass content area #1, setup--client protection, on the practical exam.	100% (6 of 6) of students demonstrated competency in safe station setup and client protection.	Efforts have been made to stay abreast of the most effective disinfection techniques and incorporate them as updated. Literature in the field is continually reviewed and made available for student instruction and reference.
	2. 90% of Cosmetology students will be rated 3 (competent) or higher on safe station setup and client protection on the final comprehensive exam.	97.5% (58/60) passed the safe station setup and client protection were rated competent at 70% or higher.	Assessment of competencies on safe station setup and client protection will continue to be monitored to ensure proficiency in this area.
2. Cosmetology students will demonstrate competency in haircutting techniques.	1. 90% of Cosmetology students taking the state board exam will pass content #3, haircutting, of the practical exam.	100% of students (6 of 6) passed the haircutting content area of the practical exam with a rating of 70% or higher. A review of individual score reports show that at least two students show overall room for improvement in content area 3 of hair cutting.	The licensure data confirm the practical exam results and justify additional demonstrations and tasks for haircutting. This is one of the most complex techniques in cosmetology and will continue to require individualized hands-on practice in the lab setting.
	2. 90% of Cosmetology students will be rated 3 (competent) or higher on the haircutting area of the practical exam.	86% of students were rated as competent (9 of 63 or 14.2% were rated as below expectations). Faculty identified weaknesses in overall blending of hair cuts.	Additional haircutting demonstrations and tasks have been incorporated to improve student achievement of this outcome.
3. Cosmetology students will demonstrate competency in basic facial procedures.	1. 90% of Cosmetology students taking the state board exam will earn a passing score on content area #10, facial procedures, of the practical exam.	100% of students (6/6) passed the facial procedures component of the licensure exam with a score of 70% or higher.	Current teaching/learning strategies have been affirmed by the data revealed by this mid-year cycle and will be continued as implemented.
	2. 90% of Cosmetology students will be rated 3 (competent) or higher on basic facial procedures.	100% of students (19/19) were rated as competent on basic facial procedures. A review of the individual evaluations shows that two students (10.6%) show room for improvement in the massage area of the basic facial procedure. Due to the fact that this is a mid-cycle, the assessment of the entire cohort of students will be completed by the end of the academic year.	The data confirmed the basic facial procedure results and justify additional demonstrations and tasks for the massage portion of the basic facial procedure. Assessment of competencies on basic facial procedures will continue to be monitored to ensure proficiency in this area. We will continue to require individualized hands-on practice in the lab setting.
4. Cosmetology students will demonstrate competency in manicuring.	1. 90% of Cosmetology students taking the state board exam will pass content area #11, manicuring, of the practical exam.	100% of students (6/6) passed the manicuring area of the licensure exam with a score of 70% or higher. Of the students tested, the average score was 25 out of 27 possible points.	Although all students passed, there is slight room for improvement in content area 11. Additional mock state board practice sessions have been incorporated to strive to achieve all the points possible.
	2. 90% of Cosmetology students will be rated 3 (competent) or higher on basic manicuring procedures.	97% of students (33/34) students were rated as competent or higher on basic manicuring procedures. The one student who failed to achieve the benchmark had a record of poor attendance.	Continue the current teaching/learning activities and ensure that faculty emphasize the importance of student participation and engagement to be successful in this program.

		Technical Division Diesel  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Diesel Technology students will master and have knowledge necessary to safely work in a heavy duty truck shop.	90% of students will be rated "satisfactory" (80%) or higher on industrial safety standard as determined using a written safety assessment.	Based on the last evaluation of students, 95% were rated “satisfactory” (80%) or higher. Based on an analysis of the test results in the assessment, there were no specific weaknesses that were shared by all of the students.	Additional weekly instruction and verbal review will be conducted to ensure that all students are well informed in the area of industrial safety and that they are able to demonstrate their ability in a lab environment.
2. Diesel Technology students will master and demonstrate skills necessary to accurately use a multi-meter.	90% of students will be rated as “satisfactory” (80%) or higher and will have demonstrated the ability to perform accurate measurements of voltage, current and resistance with a multi-meter in the Diesel Technology Program.	A review of the demonstrated abilities of the students revealed that 76% of students were rated as “satisfactory” or higher. 100% of the students scored “satisfactory” in the area of current measurement. 29% of the students scored “satisfactory” in the area of resistance measurement. A significant weakness was displayed in the ability to convert the kilo reading of the digital multimeter and properly record the findings. 100% scored “satisfactory” in the area of voltage measurement.	Conversion of the kilo reading of the digital multimeter and properly record the findings continues to be an area of deficiency. Faculty continue to emphasize proficiency in this skill through individualized instruction and more opportunities for guided practice.
3. Diesel Technology students will master and demonstrate skills necessary to accurately use micrometers to perform precise measurements.	90% of students will be rated as “satisfactory” (80%) or higher and will have demonstrated the ability to perform accurate measurement techniques using a micrometer.	Based on the last evaluation of students during the current Diesel Program, 90% of students were rated as “satisfactory” (80%) or higher in performing accurate measurement techniques using a micrometer.	No programmatic changes are indicated from this assessment.

		Technical Division Drafting and Design Technology  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Drafting and Design Technology students will demonstrate advanced level computer-aided-drafting (CAD) skills.	90% of students will be evaluated "satisfactory" or higher in advanced level CAD Skills based on a program-specific checklist.	Eight of nine students (89%) were evaluated as "Satisfactory." Analysis of the results reveal that one area of weakness is student understanding and application of different surface modeling techniques.	Additional instruction time has been allocated for surface modeling instruction and practice.
2. Drafting and Design Technology students will demonstrate drafting/architectural graphics skills, knowledge of building science, code requirements, and terminology used to create architectural working drawings.	Students will complete the laboratory project and be evaluated "Satisfactory" or higher based on an a program-specific checklist.	All students (15/15) (100%) were rated satisfactory. Analysis of data reveal that areas of weakness include: roof slope, drawing and dimension of a foundation plan, exterior elevation, door and window symbols.	Additional instructional and practice time have been allocated to address areas of deficiencies.
3. Drafting and Design Technology students will demonstrate skill in the principles of industrial print reading.	90% of students completing Drafting and Design Technology will be evaluated "Satisfactory" or higher by reading and answering exam questions while referencing an industrial blueprint.	All students (11/11) (100%) were determined to be satisfactory. Areas of weakness were determined to be: understanding of SI metric system, section views of assemblies, interpretation of machine tapers and finish.	Faculty have recorded Tegrity sessions on complex topics e.g, SI metric system, section views, and interpretation of machine tapers and finish to assist students in mastering required content.
4. Drafting and Design Technology students will be able to read and interpret basic residential architectural construction prints.	90% of students will be evaluated "satisfactory" or higher in reading and interpreting residential architectural construction prints by reading and answering exam questions while referencing a residential architectural construction blueprint.	All (10/10) students (100%) were rated "Satisfactory." Analysis of the data reveal that areas of improvement are as follows: Plot Plans, Mathematical concepts related to residential print reading and construction projects, Trade specific tasks, Architectural construction prints.	Instruction and review have been provided to improve student achievement in the areas identified as deficient.
5. Graduates of the Drafting and Design Technology program will obtain employment within twelve months of graduation if they are seeking employment.	75% of graduates will indicate employment within twelve months on the Follow-up Survey, Question #6: "What is your current employment status?"	Data will be available for analysis in Fall 2010	Programmatic implications will be determined in Fall 2010.

		Technical Division Electrical Technology 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Electrical Technology students will master and demonstrate skills necessary to determine if a conductor is energized (hot) using various meters such as a Wiggy (solenoid meter), Multi-meter, and Inductance Checker (tick).	Electrical Technology students will be evaluated in the laboratory portion of ELT wiring classes. Students evaluated will score 90% or higher on a performance task list for various meters.	73/73 (100%) students evaluated during the Fall 2009 semester met the target criteria.  Two weaknesses were noted: measuring current and use of Simpson meter.	Electrical Wiring class curriculum has been modified to require that students demonstrate metering skills more frequently. Students demonstrating weakness are assigned additional projects requiring metering.  The Electrical Wiring curriculum has been modified to include a written exam in addition to the metering task list.
2. Electrical Technology students will master and demonstrate skills necessary to accurately use lock out/tag out methods on a known live circuit.	Electrical Technology students will be evaluated in the laboratory portion of ELT wiring classes. Students evaluated will score 90% or higher on task list for various lock-out tag-out methods.	51 out of 51 (100%) students evaluated during the Fall 2009 semester met the target criteria. During observation it was noted that some of the students were hesitant about tripping the over-current device to the off position.	Faculty have determined that an industry-approved Lock-out Tag-out kit be incorporated into this area in order to properly monitor this life-saving skill. Several classes are being monitored for desired skill levels. More instructional time should be devoted to disconnection methods.
3. Graduates of the Electrical Technology program will obtain employment within twelve months of graduation if they are seeking employment.	75% of graduates will indicate employment on the Follow-up Survey, Question #6: "What is your current employment status?"	Data will be available for analysis in Fall 2010.	Programmatic implications will be determined in Fall 2010.

		Academic Division Electronic Engineering Technology 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Electronics Engineering Technology students will demonstrate proficiency in the use of a multi-meter.	Student achievement with the multi-meter will be assessed using a checklist. 90% of students will be rated as "proficient" or better on each of the six essential elements of multi-meter usage.	Meter set up properly for resistance 93% (87 of 94); Resistance measured correctly 89% (84 of 94); Meter set up properly for Voltage 91% (86 of 94); Voltage measured correctly 93%(87 of 94); Meter set up properly for current 89% (84 of 94); Current measured correctly 88% (83 of 94). These represent an increase of 5% in the accuracy of resistance measurement and an increase of 7% in proper setup for current measurement when compared to the results for 2008-2009 assessment of this student learning outcome.	The Use of Results began in 2008-2009 will continue. In class more emphasis has been placed on the importance of exponents in the correct measurement of resistance. New trainers have been purchased to add a simulation component to laboratory experiments. This, along with additional internet based assignments, has been used to help the students with meter setup and measurement of current.
2. Electronics Engineering Technology students will demonstrate understanding of the principles of voltage and time period measurement.	Using a checklist, 90% of students will accurately measure voltage and time periods using an oscilloscope.	Oscilloscope hooked to generator properly 81% (9 of 11); Oscilloscope setup to measure voltage properly 81% (9 of 11); Voltage measured properly 91% (10 of 11); Oscilloscope setup to measure period properly 81% (9 of 11); period measured properly 81% (9 of 11). Only 1 small class of 11 was taught this semester that supported this assessment. Three classes will be taught during the next semester; so, a better sample will be available at that time.	Additonal laboratory experiments have been developed and are performed with new laboratory equipment to emphasize the proper setup and use of the oscilloscope.
3. Electronics Engineering Technology students will master and demonstrate skills necessary to accurately download and execute a program into a micro-controller.	90% of students will be evaluated at the proficient level using a standard checklist.	Data is being collected Spring 2010 to assess this learning outcome.	Analysis of data collected will be completed during Summer 2010.
4. Graduates of the Electronics Engineering Technology program will obtain employment within twelve months of graduation if they are seeking employment.	75% of graduates will report employment on the Graduate Follow-up Survey, Question #6: "What is your current employment status?"	Results of this survey will not be available until Fall 2010.	Data analysis and recommendations for program improvement will be completed in Fall 2010.

		Technical Division Furniture Refinishing  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Furniture Refinishing students will master and demonstrate skills necessary to accurately identify 16 different types of furniture design and period pieces.	90% of students completing Furniture Refinishing will be able to correctly identify the 16 types of furniture design and periods using an exam.	84% (11 of 13) of students correctly identified the 16 types of furniture design.	This program is being phased out due to lack of demand. This is the final year Furniture Refinishing will be offered.
2. Furniture Refinishing students will master and demonstrate correct woodshop safety practices and procedures.	90% of students will be rated as "Satisfactory" or "Proficient" on woodshop safety practices and procedures using an assessment instrument.	100% (13 of 13) of students completed the assessment sheet for wood shop safety for a completion total of 100%.	The Furniture Refinishing program will not be taught after this year due to the program being phased out and replaced with another program.
3. Furniture Refinishing students will master and demonstrate skills necessary to accurately apply veneer glue to substrate (plywood) correctly.	90% of students will be evaluated as "Satisfactory" or better using a checklist that includes pre- and post-inspection of work performed on the furniture piece.	There is insufficient data for mid-cycle evaluation. This SLO evaluation will be completed during the summer semester 2010.	Pending.

		Academic Division Industrial Automation Technology  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Industrial Automation Technology students will master and demonstrate skills necessary to properly install metal, PVC, and copper pipe.	Industrial Automation Technology students will be evaluated using a program-specific checklist. 90% of students completing Pumping and Piping instruction will earn satisfactory or higher ratings on laboratory projects.	All nine students evaluated (100%) were able to complete the assigned tasks. One area of weakness was identified: flare fitting (because not enough material was extended through the flaring tool).	Curriculum has been revised to allocate more instructional and demonstration time to this process.
2. Industrial Automation Technology students will master and demonstrate skills necessary to accurately align couplings and v-belts.	Industrial Automation Technology students will be evaluated in the laboratory on their ability to properly set up and align a coupling and v-belt. 90% will score satisfactory or better using a program-specific task list based on industry standards.	Of the 28 students evaluated, 23 (82%) scored satisfactory or better. The areas of most difficulty were with calculation and use of formulas especially in determining shim ratio and shim thickness when leveling the shaft.	Additional instruction and opportunities for practice in calculation and use of formulas has been incorporated for Spring 2010.
3. Industrial Automation Technology students will master and demonstrate skills necessary to accurately create an electrical line drawing and correctly wire the circuit on a trainer.	Industrial Automation Technology students will be evaluated in the laboratory on their ability to draw simple line diagrams and make the proper connection on electrical trainer simulators. 90% will score satisfactory or better using a program-specific task list.	18/18 (100%) of students rated satisfactory or better on the skill assessment. One area, "Test a control transformer", was noted as an area of weakness.	More time has been allocated for instruction and demonstration of transformer construction and symbol identification to improve student understanding of output voltage of a transformer as related to input voltage.

		Technical Division Machine Tool Technology  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Machine Tool Technology students will master and demonstrate Computer Numerical Control (CNC) skills related to micro-controllers.	90% of students completing the Machine Tool Technology program will satisfactorily demonstrate CNC skills to write and execute micro-controller programs. Students will be evaluated with a checklist.	Twelve students were evaluated on various CNC tasks as defined by the The National Institute for Metalworking Skills. Evaluation of student assessment data by the faculty show that the student achievements in the Setup component and in the Operation component of a CNC machine were areas of weakness. 87% demonstrated proficiency on CNC machining tasks.	Curriculum has been revised to provide students with more opportunities for guided practice on Setup and Operation of the CNC machine.
2. Machine Tool Technology students will perform basic calculations as they relate to machining occupations.	90% of students completing Machine Tool Technology will perform at a "satisfactory" or higher level on basic calculations on written exams.	Assessment results will not be available until Summer 2010.	Recommendations for program improvement will be considered in Summer 2010.
3. Machine Tool Technology students will perform basic machining operations which will include machine shop safety, measuring tools, lathes, and milling machines.	90% of Machine Tool Technology students will earn satisfactory or higher rating on safety, use of measuring tools, lathes, and milling machines based on checklist.	Twenty One students were evaluated on Cutting Screw Threads on the Lathe, and 14 students were evaluated Using a Dial Indicator to Align Vise, skills defined by the The National Institute for Metalworking Skills. 94% or 20 of 21 students evaluated demonstrated proficiency on Cutting Screw Threads on the Lathe. 92% or 13 of 14 students evaluated demonstrated proficiency on Using a Dial Indicator to Align Vise. Areas of weakness identified were Center Cutting Tool on Part, Set compound to 29.5 degrees and Time Management.	Additional instruction time has been allocated to explain the importance of centering the threading tool and setting the compound to 29.5 degrees. Students are also provided with additional feedback to improve time management skills.
4. Graduates of the Machine Tool Technology program will obtain employment within twelve months of graduation if they are seeking employment.	Graduate Follow-up Survey, Question #6: "What is your current employment status?"	Results from the Graduate Follow-up Survey will not be available until Fall 2010.	Pending.

		Technical Division Masonry  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
Objective 1. Masonry students will master and demonstrate skills necessary to accurately apply the fundamentals of fireplace construction.	Masonry students will be evaluated using a performance checklist. 90% of students completing the masonry certificate will earn a performance rating of "satisfactory" or better on fireplace construction.	During the Fall Semester 2009, 12 students were evaluated in Mas. 252 Fireplace Construction. Out of the 12 students who completed the course, 12 students were rated as satisfactory on the assessment form for a rate of 100%.	These results were satisfactory, and the faculty will continue with this evaluation.
Objective 2. Masonry students will learn to apply masonry mortar correctly on brick and block.	Masonry students will be evaluated on laboratory projects using a performance checklist. 90% of students who complete the masonry certificate will earn a "satisfactory" or better rating.	During the Fall Semester 2009, 12 students were evaluated in Mas. 111 Masonry Fundamentals. Out of the 12 students who completed the course, 11 students were successful in applying mortar correctly to bricks and blocks for a 92% completion rate.	Additional learning experiences have been added for students demonstrating weakness in this outcome.
Objective 3. Masonry students will master and demonstrate skills necessary to accurately lay out brick projects.	90% of students completing the masonry certificate will be rated as "satisfactory" or better on laying out brick projects. Evaluation will be done using a checklist.	This assessment will be completed at the end of Spring 2010.	Analysis will be completed at the end of Spring 2010.

		Technical Division Mechanical Design Technology  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Mechanical Design Technology students will demonstrate the skills required to create a 3-D solid model parametric part that can be modified for use in an assembly using solid modeling software.	Mechanical Design Technology students will be evaluated on laboratory projects using an industry based  checklist. 90% of students completing the Mechanical Design program will earn a "proficient" or higher evaluation score.	Of the students assessed, 88% or 21 of 24 earned a proficient or higher evaluation score.	More lab assignments and individualized instruction have been implemented. Emphasis on attendance is very important because many of the students that did not score proficient or higher had poor attendance.
2. Mechanical Design Technology students will demonstrate the skill necessary to create a 2-D drawing blueprint with AutoCAD software.	Mechanical Design Technology students will be evaluated on industry standard AutoCAD software laboratory projects. 90% of students completing the Mechanical Design program will earn a "proficient" or higher evaluation score on a checklist.	Of the students assessed, 87% or 13 of 15 students earned a proficient or higher evaluation score.	More lab assignments and individualized instruction have been implemented.
3. Graduates of the Mechanical Design Technology program who seek employment will obtain employment within twelve months of graduation.	70% of graduates will report employment on the Follow-up Survey, Question #6: "What is your current employment status?"	Data will be available for analysis in Fall 2010.	Pending availability of data. Analysis will be completed Fall 2010.

		Technical Division Realtime Reporting  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Realtime Reporting Technology students will master and demonstrate skills and knowledge of realtime theory principles.	90% of Realtime Reporting Technology students will demonstrate satisfactory or higher knowledge of realtime theory principles.	100% of students assessed mastered theory outlines with 90 percent or higher translations. 60 percent completed all out-of-class assignments and 40 percent turned in partially read-back and corrected out-of-class assignments.	Additional opportunities for students to work on out-of-class assignments are offered in lab with instructor guidance.
2. Realtime Reporting Technology students will master and demonstrate knowledge and ability to properly produce saleable transcripts with use of software application.	90% of Realtime Reporting Technology students will be evaluated satisfactory or higher on transcripts produced in class.	71 percent were able to produce a transcript using correct format with fewer than 20 errors while 29 percent were average. 85 percent exhibited knowledge of all software applications and were able to troubleshoot while 15 percent were average.	Additional lab time and increased opportunities for guided practice have been incorporated.
3. Realtime Reporting Technology students will demonstrate skills necessary to accurately realtime, produce transcripts, and prepare for certification examination.	Students completing a speedbuilding class will be assessed by passing one literary, one jury charge, and one question and answer timing with at least a one speedlevel improvement with 95% accuracy.	80 percent passed one timing in each of the three categories while 20 percent did not. 90 percent passed realtime accuracy at 95 percent while 10 percent did not.	Students who did not meet the benchmark are counseled individually and additional opportunities are provided.
4. Graduates of the Realtime Reporting program will obtain employment within twelve months of graduation if they are seeking employment.	1. 75% of graduates who are seeking employment will be employed as evidenced by the Graduate Follow-up Survey, Question #6: "What is your current employment status?"	Data will be available in Fall 2010.	Analysis will be completed in Fall 2010 with recommendations for program changes to follow, if needed.

		Technical Division Welding 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Welding Technology students will demonstrate the skills necessary to safely set up, set correct regulator settings, set proper cutting flame, perform straight line and shaped cuts, identify and solve common problems associated with OFC equipment, and properly shut down OFC cutting equipment.	Welding Technology students will be evaluated during the oxy-fuel laboratory by using a rubric. 90% of students will score satisfactory or higher on the oxy-acetylene laboratory tasks.	Data for this assessment method was unavailable at the end of the Fall 2009 Semester. Data will be collected in Spring 2010.	Analysis will be completed in Summer 2010.
2. Welding Technology students will demonstrate the skills necessary to perform Gas Metal Arc Welding/Flux Core Arc Welding (GMAW/FCAW) welding procedures from flat, horizontal, vertical and overhead positions.	Welding Technology students will be evaluated using a rubric. 90% of student will score satisfactory or higher on the Gas Metal Arc Welding (GMAW)/Flux Core Arc Welding (FCAW) required laboratory tasks.	93% (128/137) of students scored satisfactory or higher on the GMAW/FCAW required laboratory tasks. Deficiencies were identified in the following six areas: weld size, weld profile, weld transition, porosity, inclusions, and excessive undercut.	The faculty have provided additional tasks for students to complete in these six areas.
3. Welding Technology students will demonstrate the skills necessary to perform Gas Tungsten Arc Welding (GTAW) welding processes from flat, horizontal, vertical and overhead positions.	Welding Technology students will be evaluated using a rubric. 90% of students will be rated satisfactory or higher on the GTAW required laboratory tasks.	96% (94/96) of students scored satisfactory or higher on the GTAW required laboratory tasks. Deficiencies were identified in the following four areas: weld size, weld profile, weld transition, and excessive undercut.	The faculty have incorporated additional tasks for students to complete in these four areas.
4. Welding Technology students will demonstrate the skills necessary to perform Shielded Metal Arc Welding (SMAW) welding processes from flat, horizontal, vertical and overhead positions.	Welding Technology students will be evaluated using a rubric. 90% of students will be rated satisfactory or higher on the SMAW required laboratory tasks.	95% (127/133) of students scored satisfactory or higher on the SMAW required laboratory tasks.	Assessment of competencies on SMAW will continue to be monitored to ensure proficiency in this area.

		Academic Division Biological Science 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students completing General Biology courses will demonstrate knowledge of proper handling, care and functions of the compound light microscope.	1. 90% of students will demonstrate proficiency in the use of a compound light microscope through use of a program-specific checklist.	94% of the students demonstrated proficiency in the use of the compound light microscope. Analysis of results did not reveal any notable weakness in student performance using the microscope.	The student learning outcome was achieved. The instructors will continue the assessment to evaluate this outcome.
	2. 90% of the students will correctly answer laboratory practical questions on proper handling, care and functions of compound light microscope.	90% of students correctly answered laboratory practical questions on proper handling, care and functions of compound light microscope.	An examination of student success on laboratory questions dealing with the microscope revealed that students had difficulty with two (2) questions which involved the microscopes objectives and their usage. In the future, instructors will emphasize the different objective strengths of the compound light microscope and their importance in magnification.
2. Students completing General Biology courses will demonstrate knowledge of cell membranes and their transport processes.	80% of the students will correctly answer laboratory practical questions concerning cell membranes and their transport processes.	The Science Division did not achieve their goal for this student learning outcome. Only 67% of the students correctly answered laboratory practical questions concerning cell membranes and their transport systems.	An evaluation of student’s performance on individual questions identified four (4) questions which were problematic to students. These questions dealt with application rather than simple recall. Laboratory instructors have incorporated increased opportunities to help students apply what they learn to practical situations.

		Academic Division Accounting Technology 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will demonstrate knowledge of the information contained in an income statement, a statement of owner’s equity, and a balance sheet.	1. 90% of embedded examination questions measuring knowledge of an income statement, a statement of owner’s equity, and a balance sheet will be answered correctly.	77% of embedded examination questions measuring knowledge of an income statement, a statement of owner’s equity, and a balance sheet were answered correctly (N =52 students). A noteable area of weakness is associated with items related to the income statement.	The instructors increased lecture time and increased the number of assignments on these topics. Also, instructors have added Tegrity sessions to help reinforce these concepts and improve student success.
	2. 90% of students will successfully complete the financial statements component of the comprehensive practice set project. The project is a combination of manual accounting and computerized accounting.  The computerized part uses the Quickbooks Accounting Software.  The project is evaluated with a rubric.	97% of students (36 of 37) successfully completed the financial statements component of the comprehensive practice set project. One area of weakness was "identifying correct accounts" on the manual portion of the project.	Instructors have recorded a Tegrity session covering this process of "posting to the ledger" to give students more learning opportunities with this content.
2. Students will demonstrate the ability to journalize business transactions, adjustments and closing entries.	1. 90% of embedded examination questions measuring the ability to journalize business transactions, adjustments, and closing entries will be answered correctly.	78% of embedded examination questions measuring the ability to journalize business transactions, adjustments, and closing entries were answered correctly. The lowest results were on questions dealing with cash, accounts payable, accounts receivable.	Lecture time on journal entries dealing with cash, accounts payable, and accounts receivable has been increased. In addition, more assignments have been incorporated to increase student success.
	2. 90% of students will successfully complete the journal entry component of the comprehensive practice set project. The project will be a combination of manual accounting and computerized accounting.  The computerized part will be using the Quickbooks Accounting Software.  The project is evaluated with a rubric.	97% of students (36 of 37) completed the journal entry component of the project successfully. Students have more difficulty with "posting to the ledger" on the manual portion of the project.	Instructor has increased lecture time and assignments to increase student success.
3. Students will demonstrate knowledge of a typical payroll accounting system.	1. 90% of embedded test questions measuring ability to determine correct withholding and employer payroll liability will be answered correctly.	Additional data is being collected for Spring 2010.  Analysis will be conducted during Summer 2010.	Evaluation of Findings and recommendations for program improvement will be completed in Summer 2010.
	2. 90% of students will successfully complete comprehensive payroll project. Student success will be determined by rubric.	Data will be collected during Spring 2010 and analyzed during Summer 2010.	Evaluation of Findings and recommendations for program improvement will be completed in Summer 2010.
4. Students will demonstrate the ability to contrast the taxpayer profile for those eligible to file forms 1040EZ, 1040A, and 1040.	1. 90% of students will correctly answer standardized embedded examination questions measuring knowledge of the taxpayer criteria for filing the federal 1040EZ, 1040A and 1040 individual income tax forms.	Data will be collected during the Spring 2010 term and analysis will be conducted during the Summer 2010.	Evaluation of Findings and recommendations for program improvement will be completed in Summer 2010.

		Academic Division Alabama Language Institute 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students completing the program will demonstrate the ability to read and understand multi-paragraph texts.	80% of students completing the program will demonstrate proficiency in reading multi-paragraph texts by satisfactorily responding to questions on the reading skills portion of the mid-term and final examinations, resulting in a 3 or higher as measured using a reading assessment rubric.	56% (14 of 25) of students achieved a 3 or higher on the rubric by satisfactorily responding to questions on the reading skills portion of the mid-term and final examinations. Students averaged a composite rating of 3.04 in the four components of the rubric.	In order to increase the number of students achieving proficiency in all components of the reading skills rubric, the number of required independent readings each student must do has been increased and an additional chapter in the book, including two more readings, was included on the new syllabus to give students more opportunities to identify main ideas, details, and inferences. In addition, the requirements continue to include daily reading and written summarization of that reading in order to confirm comprehension and to improve reading fluency.
2. Students completing the program will be able to write a multi-paragraph essay.	80% of students will demonstrate proficiency in writing a multi-paragraph essay, resulting in a rating of 3 or higher as measured using a rubric, on the last assigned essay of the semester.	76% (19 of 25) of students received a rating of 3 or higher on the assessment rubric by satisfactorily writing a multi-paragraph essay on the last assigned essay. Students averaged a rating of 3.52 in the organization component of the rubric and averaged a rating of 3.24 in the coherence and 3.12 in the mechanics components of the rubric.	In order to improve the average rating in the coherence and mechanics components of the rubric, this program is continuing to require students to participate in a multi-step writing process, including brainstorming, outlining, and two or three drafts with written and verbal feedback both from classmates and the instructor. In addition, the faculty have increased the number of essays assigned from 5 to 6 and have increased the number of grammatical structure assignments required.
3. Students completing the program will demonstrate the ability to speak for an extended period on a single topic.	80% of students will demonstrate proficiency in speaking by successfully delivering a final speech on a single topic, resulting in a rating of 3 or higher as measured using a rubric.	100% (15 of 15) of students who delivered the final speech achieved a rating of 3 or higher as measured using a rubric. Students averaged a rating of 3.67 in all four components of the rubric.	As students are exceeding the expectation for proficiency in speaking, students continue to be required to deliver multiple presentations throughout the semester and to use their skills in a discussion setting as well as a formal presentation setting. No discernible weakness or trends were apparent.
4. Students completing the program will demonstrate the ability to comprehend an American-style academic lecture in English.	80% of students will demonstrate the ability to comprehend an American-style academic lecture in English by taking adequate notes on an academic lecture at the end of the semester, resulting in a rating of 3 or higher as measured using a listening rubric.	94% (16 of 17) of students completing the final academic note-taking assignment achieved a rating of 3 or higher as measured using a rubric. Students averaged a rating of 3.7 in the main ideas component of the rubric and 3.52 in the details component of the rubric; students averaged a rating of 3.17 in the inference component of the rubric.	As a result of findings, students are taking notes on smaller segments of the listening assignments to improve their abilities to infer meaning from text. In addition, students are taking more notes on a greater variety of academic listening assignments than previously required.

		Academic Division Aquaculture 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will accurately interpret water quality analysis on 6 different parameters (pH, ammonia, nitrite, alkalinity, dissolved oxygen, and temperature).	1. Ninety percent of students who take aquaculture courses will be able to accurately complete and interpret water chemistry analyses on the six parameters based on rubrics. Students performed weekly water chemistry tests, recorded the test results, interpretation of the results, and actions to be taken. Chemistry sheets were submitted online each week of the semester and evaluated (sheets on record). In addition students were asked to perform a complete water chemistry analysis, interpretation, and required actions for the course instructor and teaching assistant. They were given an overall performance evaluation for the course and a performance evaluation for each chemical test (evaluations on record).	All 17 students were rated at a “Good” or “Excellent” level on all the water chemistry tests. Single test averages ranged from a low of 3.8 to a high of 4.0 out of a possible 4.0.	The most frequent problem observed was a failure to take the water sample from the best location in the tank or pond. Additional emphasis and individual remediation have been placed on sampling techniques. The rubric sheet has been revised again in the spring semester as we found some of the assessments to be redundant. The water chemistry evaluation has been completed in small groups throughout the course to improve feedback for students.
	2. Comparison of pre-test and embedded post test question responses. Seventy percent of students (determined as a mean of relevant course objectives) will correctly answer exam questions related to 6 different water quality parameters (pH, ammonia, nitrite, alkalinity, dissolved oxygen, and temperature). Embedded questions related to SLO #1 correspond with course objectives #2,5,6,9,and 10.	See attached document for results. The only relevant objectives that had less than 70% correct answers were objectives "Nitrogen cycle in open and closed aquaculture systems" and "Determination of temperature and salinity effects on animal physiology."	As a result of test item analysis, questions have been revised to improve validity and reliability.   Additional emphasis and individual remediation will be placed on areas of weakness.
2. Students will demonstrate the ability to successfully manage and maintain recirculating, pond and cage aquaculture production systems.	Ninety percent of students who complete aquaculture courses will demonstrate skills to successfully maintain and manage aquaculture production systems based on assessment rubrics.	Data not available for Fall 2009.	Data will be analyzed and recommendations for program improvement developed during Summer 2010.
3. Students will demonstrate the ability to accurately perform chemical treatments on aquaculture production systems.	Ninety percent of students who complete aquaculture courses will be able to accurately calculate chemical concentrations using dimensional analysis and perform appropriate treatments on aquaculture production systems.	76.5% of students scored at an employable level (80% or better) on dimensional analysis assignments and examinations.  For most of the students in this sample (13 of the 17 students) this was their first exposure to dimensional analysis and they will get more practice in subsequent courses.	There is insufficient data to establish trends in student learning deficiences from this limited sample.  Faculty are revising rubric in order to improve the assessment process.

		Academic Division Business Administration 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will demonstrate the knowledge of the information contained in an income statement, a statement of owner's equity, and a balance sheet.	1. 90% of embedded examination questions measuring knowledge of an income statement, a statement of owner’s equity, and a balance sheet will be answered correctly.	80% (207/258 responses) of embedded examination questions measuring knowledge of an income statement, a statement of owner’s equity, and a balance sheet were answered correctly (N = 129 students). The online students have lower success rates compared to students in traditional format classes.	The instructors increased lecture time on this topic and increased the number of assignments. To improve online students' success, instructors have added Tegrity sessions to help reinforce these concepts.
	2. 90% of students will successfully complete the financial statements component of the comprehensive practice set project.  The project is a combination of manual accounting and computerized accounting.  The computerized part will be using the Quickbooks Accounting Software.  The project is evaluated with a rubric.	94% of students (77 of 82) successfully completed the financial statements portion of the practice set project. Students have difficulty identifying the appropriate accounts for each financial statement.	Instructors have incorporated more examples and practice problems into classroom activities.
2. Students will explain the role of the various sources of law including the Constitution, statutes, case law and administrative law.	1. 90% of embedded examination questions measuring knowledge of Constitutional law, statutes, case law and administrative law will be answered correctly.	96% of embedded examination questions measuring knowledge of Constitutional law, statutes, case law and administrative law were answered correctly.	The faculty have determined to strengthen this learning outcome through the addition of more application level instruction and assessment.
	2. 90% of students will satisfactorily complete a research-based project on a relevant legal issue of their choice and develop a solution.  Student success is determined using a rubric.	90% of students (44 of 49) satisfactorily completed the project. The faculty noted that students tend to choose legal topics about local issues instead of more global issues.	Instructors have emphasized selection of issues with more global implications and have integrated more current events.
3. Students will demonstrate knowledge of basic statistical terminology.	1. 90% of embedded examination questions measuring knowledge of basic statistical terminology will be answered correctly.	80% of embedded examination questions measuring knowledge of basic statistical terminology were correctly answered (N = 47 students). After an analysis of exam questions, instructors determined students do well with knowledge/comprehension level questions but have more trouble with application-level questions.	Instructors have incorporated more assignments requiring critical thinking skills to improve student success.
	2. 90% of students will successfully complete a descriptive statistics project and a hypothesis testing project.  The projects will have manual calculations and a computerized part using Minitab statistical software.  A rubric is used to assess student success.	98% of students (43 of 44) successfully completed project 1: Descriptive Statistics. 89% of students (39 of 44) successfully completed project 2: Hypothesis Testing. Students have more difficulty with constructing the frequency distribution table section of project 1.	Instructors increased the number of homework assignments requiring the construction of frequency distribution tables.
4. Students will demonstrate knowledge of the law of supply and demand.	90% of embedded examination questions measuring knowledge of the law of supply and demand will be answered correctly.	82% of embedded examination questions measuring knowledge of the law of supply and demand were correctly answered (N = 192 students). After analyzing the results, faculty determined questions dealing with graphing was a weakness.	Instructors incorporated additional graphing assignments to increase student success.

		Academic Division Certified Nursing Assistant 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will be successful in performing routine venipunctures using the proper equipment and techniques.	1. 95% of students will meet the required minimum of 100 successful venipunctures on the Venipuncture Log sheet used in the clinic setting.	(6/6), 100% completed 100 or more successful venipunctures on the Venipuncture Log Sheet.	The minimal 100 venipunctures is a prerequisite requirement for taking the certification exam and, as such, will continue to be monitored. This minimal 100 venipuncture requirement also assures the faculty that the student has mastered the art of phlebotomy and is exposed to a variety of patient types.
	2. 95% of students will be evaluated as "Satisfactory" on each item of the Competency Checklist for the Venipuncture (Evacuated Tube Method) Form in lab.	100% of the students completing the course were "satisfactory" on each item of the Competency checklist for the Venipuncture (Evacuated Tube Method) Form in the lab.	Faculty supervised practice sessions will continue to ensure student performance at the expected level.
2. The student will demonstrate understanding of patient/resident rights and his/her role in protecting these rights.	1. All students will demonstrate 90% proficiency in the protection of the patients' rights to privacy during validation of skill in lab.	12/13 (92%) of the students demonstrated proficiency in the protection of patient's right to privacy during lab practice and during skill validations as listed on the validation sheet in the "Getting Ready" and "Finishing Up" steps.	A remediation plan for students who do not demonstrate proficiency was implemented. The remediation plan includes "one-on-one" instruction, role play and videos. Also, the Skill Validation sheets have been updated to include the specific actions to be used to protect the patient's right to privacy. With the specific actions listed on the validation sheet, emphasis was placed on the importance of the protection of patient's right to privacy during lab demonstrations, lab practice, and during skill validations in preparation for the clinical setting.
	2. Students will score "effective" (75% or above) on all clinical opportunities listed in Section VI -- Patient's Rights on the Clinical Evaluation Tool.	11/12  (92%) of students scored 100% on Section VI/Patient's Rights on the clinical evaluation tool evaluated each week. One student scored 99% in one area of maintaining patient privacy.	In order to prepare the student to recognize and implement measures to protect the patients rights in the health care setting, more lecture and lab time was placed on the protection of Patient Rights during skill practice and skill validations, especially the "Getting Ready" steps, knocking on patient door, calling the patient by name, and waiting for a reply before entering the room.
	3. 90% of students' responses will be correct to questions assessing knowledge of patients' rights in the health care setting on unit and final exams.	85.2% of the student responses were correct on questions assessing knowledge of patients' rights in the health care setting. Areas of deficiency include the students ability to think critically and apply knowledge to situational questions in regard to patients' rights.	Emphasis is being placed on patients' rights during lecture, lab demonstrations, and skill validations to prepare the students for exam questions. Additional critical thinking scenarios and role play is being used to encourage students to critically think and apply learned knowledge.
3. The student will provide a safe environment for the patient through recognition of potential hazards, standard precautions, and OSHA guidelines.	1. 90% of students will score "effective" (75% or higher) on handwashing and non-sterile gloves.	13/13 (100%) of students scored 100% (effective) on the handwashing skills validation. An area of deficiency was determined to be failure to turn off the water with a paper towel. 13/13 students scored 100% (effective) on the application and removal of non-sterile gloves.	Faculty continue to focus on the importance of providing a safe environment for the patient and the health care worker. A plan is in place for remediation of students experiencing difficulty with any aspect of these skills.
	2. 90% of students will score "effective"  (75% or higher) on the Clinical Evaluation Tool Sections III-D -- Transfers, Section IV -- Infection Control, and Section VII -- Safety Practices.	12/12 (100%) of students scored "effective" on the Clinical Evaluation Tool Section III D -- Transfers. One area of deficiency was identified as failing to have the patient chair close enough to the patient bed during a transfer from bed to chair. 12/12 students scored "effective" on section Section IV -- Infection Control on the Clinical Evaluation Tool. One deficiency was noted with a handwashing and gloving error. 12/12 students scored "effective" on Section VII -- Safety Practices on the Clinical Evaluation Tool. One area of deficiency was noted: handling agitated patient.	In preparation for safe clinical practice, immediate correction to inappropriate behaviors regarding patient safety is done with the student on the clinical unit. Each student's clinical evaluation tool is reviewed with the student to note strengths and weaknesses. Students who demonstrate any difficulties are provided additional lab instruction and clinical opportunities to achieve desired results.
	3. 90% of student responses will be correct on exams pertaining to safety, standard precautions, and OSHA guidelines.	92% of student responses were correct on exams pertaining to safety, standard precautions, and OSHA guidelines. Weak areas include questions related to infection control practices, chain of infection, fall prevention, electrical shock prevention, fire safety, and use of body mechanics.	Focus on safety precautions, standard precautions and OSHA guidelines is emphasized. Individual remediation plans for students having difficulty are developed. These include study guides and various learning activities as well as additional lab demonstration and practice.

		Academic Division Chemistry 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students in general chemistry courses will demonstrate the ability to use mass-volume relationships to determine the density, mass, or volume of a substance when two of the three quantities are known.	1. 80% of students will satisfactorily demonstrate the ability to calculate density assessed by embedded test question(s).	100% of students (40 of 40) correctly calculated the density of a rectangular solid when given the mass and linear dimensions of the solid. 90% (36 of 40) correctly calculated the density of a cube when given the mass and length of one side. 85% (34 of 40) correctly calculated the volume of a substance when given the mass and density of the substance. 63% (25 of 40) correctly calculated the mass of a substance when given the volume and density of the substance.	Faculty have increased the amount of teaching time related to mass-volume relationships and, in particular, have increased the number of example problems related to calculating mass of a substance when given the volume and density of the substance (area with only 63% success rate). Items relating to calculations involving mass-volume relationships have been given as quiz items to determine the level of competency with such items and allow for additional instruction as needed prior to the test to increase satisfactory performance by students.
	2. 80% of students will satisfactorily demonstrate the ability to determine density experimentally and from experiment-based narrative using mass-volume relationships assessed by lab report and post-lab questions.	100% of students (35 of 35) satisfactorily (within a 10% statistical error) determined the densities of a regular geometric rectangular solid, an irregular solid (using water displacement), an unknown metal, and a given volume of water. However, only 60% (21 of 35) were able to correctly determine density, mass, or volume of an object when presented laboratory data in narrative form. Thus, although most all students did well when presented with hands-on laboratory density determinations, significantly fewer were able to relate what was done in the lab to hypothetical laboratory situations requiring the extraction of the needed information from narrative.	Faculty have increased the amount of individualized direct instruction during the actual laboratory process. Instructors spent focused time with each lab group asking specific questions about their collection of data and its relationship to problem solving. In class time was spent helping students make specific connections between what was done in lab and narrative descriptions of similar situations as well as working additional example problems.
2. Students in general chemistry courses will use the concept of molar mass and mole-mass relationships to determine percent composition, percent yield, and empirical and molecular formulas of compounds.	80% of students will satisfactorily demonstrate the use of molar mass and mole-mass relationships to determine percent composition, percent yield, and empirical and molecular formulas of compounds assessed by embedded test question(s).	100% of students (36 of 36) used molar mass to correctly calculate mass of a substance when given moles of the substance. 92% (33 of 36) used molar mass to correctly calculate moles of a substance when given mass of the substance. 81% (29 of 36) used molar mass and mole-mass relationships to correctly calculate percent yield. 75% (27 of 36) used molar mass and mole-mass relationships to correctly calculate mass percent of a compound given only its formula. On embedded test items, 58% (21 of 36) used molar mass and mole-mass relationships to correctly determine the molecular formula of a compound while only 55% (22 of 40) were able to determine the the empirical formula of a compound. On the the comprehensive final exam, 72% (23 of 32) correctly determined the empirical formula, and 78% (25 of 32) correctly determined the molecular formula of the respective compounds. In this area, students did well on basic concepts of mole-mass relationships but struggled with more complex concepts and calculations involving multiple concepts and steps. results	Faculty have increased the amount of instruction time spent on molar mass and mole-mass relationships, particularly with regard to determination of mass percent and empirical and molecular formulas. The number of examples worked in class has been increased, an emphasis on problem-type recognition with corresponding problem-solving strategies has been made, and Tegrity recordings and professional podcasts showing detailed step-by-step explanations have been made available to students with their use strongly encouraged by frequent reminders and in-class demonstrations.
3. Students completing general chemistry courses will be able to identify basic laboratory equipment.	100% of students will correctly identify basic lab equipment items assessed through a lab practical.	Eight basic items (beaker, Bunsen Burner, safety goggles, graduated cylinder, striker, test tubes, wash bottle, weight boat) were correctly identified by 100% of students (33 of 33). Two other items, Erlenmeyer flask and microwell plate, were correctly identified by 88% (29 of 33) and 85% (28 of 33), respectively. link to results	Additional specific attention was given to identifying and using the names of the problem items through both picture review and hands-on familiarization in lab. The student learning outcome has been deemed too basic and has been replaced by a laboratory practical in which students are given real-life laboratory scenarios and are asked to list by name the laboratory equipment required to perform the given tasks.

		Academic Division Child Development  2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Child Development students will demonstrate the skills necessary to plan and organize a thematic unit of study.	90% of students will apply the principles of early childhood learning to plan and organize a thematic unit of study.	79% of the students (15 of 19) were able to appropriately plan and organize a thematic unit of study. Areas of weakness include omission of introduction information and closing information for plans written and taught. Also, some neglected to attach an example of the skill taught.	Additonal instruction has been provided for the areas of weakness listed above. Also, a tegrity session has been developed so that internet students can visually see demonstrations.
2. Child Development students will apply knowledge of the characteristics of a safe and healthy classroom environment.	Students will be evaluated in Supervised Practical Experience in Child Development. 90% of students completing the practicum will rate satisfactory or higher using an evaluation instrument.	100% of the practicum students rated "Average" or higher using an evaluation instrument (items 5,7, 9,11, and 12) completed by both the Gadsden State instructor and the coordinating teacher.	The faculty will continue to teach objectives of health and safety in the classroom environment. The faculty will continue to monitor the application of health and safety objectives in practice teaching experiences in the classroom.
3. Child Development students will demonstrate knowledge of policies and guidelines as outlined by the Alabama Department of Human Resources Minimum Standards for Child Care Centers.	90% of students will satisfactorily apply knowledge of the Alabama Department of Human Resources Minimum Standards for Child Care Centers on embedded examination questions.	100% of students (8 of 8) were rated as satisfactory on the examination. Analysis of the scores report from the examination of Minimum Standards shows the greatest area of weakness is concept 1-guidelines for staff to child ratios.	Faculty have incorporated additional instruction in earlier classes as well as reteaching and reviewing the application of knowledge at supervised practice visits.

		Academic Division Clinical Laboratory Technician 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will perform antigen antibody tests to confirm blood types and compatibility and to aid in the diagnosis of diseases or pathologic conditions.	90% of the students will pass (70%) a practical exam for each of the following procedures: ABO & Rh tube typing, ABO forward and reverse grouping and Rh typing, and antibody identification.	Assessment results show 85.7% (6 of 7) of students met the benchmark in all practical exams. As a group, the students scored lower on ABO Forward and Reverse Grouping and Rh Typing (86%) as compared to (98%) on ABO & Rh Tube Typing and (95%) on Antibody Identification.	Faculty provide individual remediation to any student having difficulty with any of these tests common in blood bank departments, and increase time spent on ABO Forward and Reverse Typing & Rh Typing.
2. Students will identify normal cells with the aid of a microscope.	1. 90% of students will distinguish between normal and abnormal blood cells as assessed on the laboratory slide practical exams.	88% (15/17) of students met the benchmark on the slide practical exam. Students have difficulty identifying monocytes, atypical lymphocytes and plasma cells.	Faculty provide hematology students more time to look at kodachromes and slides illustrating these monocytes, atypical lymphocytes and plasma cells as well as performing cell counts.
	2. 90% of students will be effective (75% or above) on practical exams: gram stain, wet preparation interpretation and protozoa identification.	Assessment results show 100% (20/20) of students met the benchmark on the gram stain practical; 33% (5/15)  students met the benchmark on the protozoa identification practical; 100% (16/16) students met the benchmark on the wet prep practical. Students as a group scored lower on the protozoa identification practical.	Faculty increased the time spent in lecture and lab in identifying protozoa as well as providing any student having difficulty with this material additional instruction and guidance.
3. Students will proficiently measure chemical substances in the blood.	1. 90% of students will be rated proficient in measuring chemical substances in the blood in simulated laboratory exercises.	67% (4/6) of the students were proficient (80% or higher) in the simulated laboratory analysis of chemicals in blood. Students as a group scored lower in the cholesterol lab. The average score of students completing the cholesterol lab is 90% as compared to 98% for the triglyceride and the bilirubin labs.	Faculty increased the number of learning activities in teaching students measurement of cholesterol in the blood. Individual remediation is also offered to students having any difficulties with the measurement of chemical substances in the blood.
	2. 90% of students will correctly answer questions related to chemical substances in the blood on lab worksheets.	100% (5/5) of the students assessed scored 80% or higher on the Enzyme Lab practical worksheet.	Faculty continue to monitor this learning outcome.
4. Students will be competent in laboratory safety knowledge and techniques.	1. 90% of freshmen students will demonstrate effective knowledge in providing a safe laboratory environment on exams and clinical assessments.	100% of the freshman students (N=18) demonstrated effective knowledge on the safety quiz given during the first semester of the CLT program. Test scores ranged from 75% to 94% with an average of 86%. Item analysis indicates that 55-60% of the students missed questions related to the chemical flash point, right-to-know law, and biosafety questions regarding the survival of the HIV virus outside the body and safety hazards caused by aerosols in microbiology.	CLT faculty include group assignments to reinforce the deficiencies identified. Faculty also review these topics after group assignments are completed.
	2. 90% of employers will report that graduates are "prepared" or "well prepared" on returned Employer Survey items related to laboratory safety practices and procedures.	Data related to this assessment will be available at the end of Spring 2010.	Faculty will analyze survey responses and determine programmatic implications in Summer 2010.

		Academic Division Composition 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. The student will demonstrate clear and concise written communication.	A standardized rubric is used to compare entry diagnostic essays with end of course essays relating to structure, content, and mechanics. Rubric comparing early writing sample and final writing sample will demonstrate competency in writing for 90% percent of students.	Rubric comparing early writing sample and final writing sample was used during Fall Semester, 2009. Results show that 94.44% of 180 students in the sample mastered structure portion; 91.66% of the 180 students in the sample mastered content portion; and 94.44% of the 180 students in the sample mastered mechanics portion. Overall, the data indicated mastery by over 90% of students taking English.	No identified weaknesses/deficiencies or remedial action is required. Data will continue to be compiled and compared against similar semesters. Recent textbook changes helped to improve the lowest rubric (Content), and a close watch will be kept on data to make sure that other objectives do not suffer.

		Academic Division Computer Science 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will demonstrate knowledge of programming concepts, logic, design and problem solving techniques.	90% of students completing the computer science technology program will satisfactorily complete examinations, lab projects and a series of programming assignments.	95% of students successfully demonstrated programming, logic and design skill tasks. Although the goal was met, analysis of student results show that overall students were weakest in demonstrating code creation without multiple instructor demonstrations.	Lab requirements have been reviewed to help students perform more work on their own, but in the presence of the instructor, who can check their progress.
2. Students will demonstrate the ability to install, configure, diagnose, repair and upgrade entry-level personal computers, software, and network fundamental components according to industry competencies.	90% of students will successfully demonstrate skill in set-up and maintenance of personal and networked computers using a performance check-off sheet.	96% of students successfully demonstrated software concept tasks and 93% of students successfully demonstrated hardware concept tasks. Although the goal was met, analysis of student results show that overall students were weakest in the use of Linux, creating user accounts and diagnosing computer problems.	Labs have been reviewed to cover these concepts in more detail and the importance of completing all tasks will be stressed to show how it affects overall projects.
3. Students will gain foundation knowledge and application of web site development, web terminology, and web page authoring programs.	90% of students will successfully complete final projects that demonstrate the students’ overall ability to develop web sites.	99% of students successfully demonstrated the ability to apply knowledge of website development. Although the goal was met, analysis of student results show that overall students were weakest in the terminology and use of images.	Terminology continues to be stressed and students are required to use the correct terminology when they demonstrate their final projects to the class as a group. Lab assignments for images have been reviewed and strengthened.

		Academic Division Emergency Medical Services Basic 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will accurately obtain baseline vital signs on patients in varying age groups.	1. 100% of students will demonstrate the ability to successfully obtain baseline vital signs during lab exercises within two attempts. This skill is documented on vital sign assessment skill sheets.	100% (32 of 32) of Basic EMT students  successfully obtained baseline vital signs during lab exercises within two attempts. 43% of students (14 of 32) were successful within one attempt. It was determined that 56% of the students (18 of 32) needed additional time to learn the palpatory method.	The instructor spends additional class time demonstrating the palpatory method. Also, in addition to regularly scheduled lab time, each student is required to perform baseline vital signs on each other at the beginning of each class until proficiency is achieved.
	2. Per Basic EMT Clinical Rotation Form and the Daily Clinical Summary form, 90% of students will successfully perform vital signs procedures including documentation on patients of varying ages during hospital and pre-hospital clinical rotations.	100% (32 of 32) of EMT students performed vital signs on patients of varying age groups as evidenced by Clinical Rotation and Daily Clinical Summary forms completed by students and reviewed by the instructor. Upon review of the clinical data, it was determined that the students were not receiving an adequate number of patient contacts in the newborn to adolescent age group.	In effort to increase the number of patient contacts in the newborn to adolescent age group, the program has contracted with two additional clinical affiliate sites involving pediatric care. With the addition of these pediatric clinical affiliates, the program can ensure that the students are receiving additional contacts within these age groups.
2. Students will accurately identify life threats to aid in preventing death or disability through appropriate trauma assessments and interventions.	100% of students will successfully perform trauma assessments in accordance with the National Registry of Emergency Medical Technician's (NREMT) trauma assessment skill sheet within two attempts. In addition, no item within the skill set shall fall below 80%.	100% (32 of 32) of students successfully performed trauma assessments in accordance with the National Registry of Emergency Medical Technician's (NREMT) skill sheet. Upon review of the data, it was determined that 22% of students (7 of 32) were not properly assessing circulation.	The instructors are spending additional class time to convey the importance of each item in the circulation assessment as well as demonstrating the proper methods and techniques for assessing circulation

		Academic Division Emergency Medical Services Paramedic 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will accurately identify life threats to aid in preventing death or disability through appropriate medical assessments and interventions.	100% of students will successfully perform medical assessments in accordance with the National Registry of EMT's (NREMT) medical assessment skill sheet within two attempts. In addition, no item within the skill set shall fall below 80%.	100% of the students (7 of 7) successfully performed medical assessments in accordance with the NREMT skill sheets within two attempts. It was determined that the "repeats vital signs" item fell below the 80% goal.	Even though the "repeats vital sign" item is not a failing criteria, the instructors are spending additional class time to convey the importance of how each item on the skill sheet could effect the patient's outcome.
2. Students will safely access venous circulation.	1. 100% of students will successfully access venous circulation in accordance with the National Registry of EMT's skill sheet within two attempts. In addition, no item within the skill set shall fall below 80%.	100% of students (7 of 7) successfully performed venous access in the lab in accordance with the national registry skill sheets. While reviewing the data, it was determined that 57% of students (4 of 7) did not "cut or prepare tape" prior to venipuncture.	The instructors are spending additional class time to convey the importance of each step within the skill and how it could affects the patient's outcome.
	2. 100% of students will successfully access at least 50 venous circulations during clinical rotations.	100% of the students (7 of 7) performed venous access at least 50 times as per the students clinical skills summary.	The clinical coordinator continues to use the students daily clinical activity summary to monitor the students skills experience and record them on the students clinical skills summary. Any student falling below 80% in attempts vs. success will be required to do additional skills lab until proficiency is established.
3. Students will obtain a patent airway utilizing advanced airway techniques on patients of varying age groups.	1. 100% of students will successfully obtain patent airways on mannequins during lab exercises. In addition, no item within the skill set shall fall below 80%.	100% of students (7 of 7) maintained patent airways in mannequins during lab exercises. The data revealed that 57% of students(4 of 7) did not properly mark the suction catheter length and 71% of students (5 of 7) did not properly flush the catheter.	Each item in the ventilatory management skill has been given extra classroom time to reiterate its importance and underscore the potential impact on patient outcomes.
	2. 100% of students will successfully perform airway maintenance on patients of varying ages during hospital and pre-hospital clinical rotations and document each on the appropriate Clinical Rotation Form.	100% of students (7 of7) successfully perform airway maintenance on patients of varying ages during pre-hospital clinical rotations.	Each student is monitored during hospital and pre-hospital clinical rotations to ensure they are performing airway maintenance on a variety of patients. The clinical coordinator tracks students' experience and performance on the Daily Clinical Summary form. Students who demonstrate less than 80% success rate will require additional Skills Lab time prior to returning to the clinical rotation.

		Academic Division Health, Physical Education, and Recreation 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
. To prepare students enrolled in personal/community health, first aid and physical education classes to perform successfully in the subject content at senior institutions or in the job market and to adequately perform skills taught in activity classes.	1. 90% of students transferring to Jacksonville State University will be successful in HPR and related courses.	Data is not available at this time.  The department will continue to seek feed back from JSU and other 4 year institutions.	No data available at this time.
	2. 90% of students who successfully complete courses in First Aid will earn CPR and First Aid certification cards from the American Red Cross.	100% of students who completed First Aid courses earned a one-year CPR certification card from the American Red Cross.  Student proficiency in CPR and First Aid skills were assessed using a "Participant Progress Log" rubric.  There were no discernable deficiencies. 100% of students completing the CPR component earned a three-year First Aid Certification card from the American Red Cross demonstrating satisfactory knowledge of first aid in care of soft tissue injuries (i.e. bleeding wounds and burns), care of musculoskeletal injuries requiring splinting, and knowledge in care of sudden illnesses.	Faculty will continue to use the American National Red Cross Skill Sheet set to provide instruction and practice opportunities.  Faculty have determined, however, to collect data using a newly revised scoring rubric assessing competency in addressing the various types of first-aid and cardio-pulmonary resuscitation techniques. This adjustment in evaluation provides the means for a greater degree of discrimination of student CPR and First Aid skills. Instructional and Practical program improvements have been included on the evaluation tool.

		Academic Division Human Services 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Human Services students will master and demonstrate skills necessary to accurately assess and complete psychosocial history of a human services case study.	90% of students will successfully complete a project designed to evaluate the development of skills needed to assess and complete psychosocial history of a human services case study. A checklist is used to score completed projects.	Data is currently being collected. This SLO is due for assessment at the end of the spring semester 2010.	Pending.
2. Human Services students will master and demonstrate the skills necessary to perform effectively in the Human Services setting.	Human Services students will complete three clinical internships in the Human Services setting. 90% of students completing HUS internships each semester will receive a satisfactory letter of evaluation from the internship supervisor including areas of strength and weakness in Human Services skills.	94% of students (15 out of 16) who completed internships I (6), II (4), and III (4) (HUS 224,225,and226) received a satisfactory letter of evaluation from the internship supervisor. The evaluation letters of HUS student interns are very positive. Some of the strengths of interns that are identified by supervisors are dependability, compassionate and caring attitude, excellent time management and an eargerness to learn. Supervisors also comment that students are attentive and interact well with clients. The deficiencies/concerns identified in the feedback from supervisors included workplace attire and workplace etiquette.	The internship courses are web enhanced with a Blackboard component for increased opportunity for communication as well as achieving the goal of connecting students with technology. An objective evaluation form has been developed for implementation during the evaluation for student interns in Spring 2010.
3. Human Services students will demonstrate knowledge of the history of Human Services.	90% of students will correctly answer exam questions assessing knowledge of the history of Human Services.	81% of students (n=31) enrolled in HUS 101 in the fall semester 2009 correctly answered questions regarding the history of Human Services.	The student outcome for this learning objective was lower than anticipated. A new and more detailed presentation of the history of Human Services has been developed for use by the instructor.

		Academic Division Humanities and Fine Arts 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will demonstrate knowledge of basic elements in literature and the arts and humanities.	A standardized rubric is used to demonstrate competency relating to basic elements in literature and the arts and humanities. Rubric will demonstrate competency in basic elements in literature and the arts and humanities for 90% percent of students.	Results for Fall Semester, 2009 show that 93% of students in sample (86 students) demonstrated knowledge of the basic elements (genre, form, and structure) in literature and the arts and humanities.	Over 90% of students showed mastery of this learning outcome. This is the first semester that data is available, and continued monitoring of success will show validity of data.
2. Students will demonstrate knowledge of the major events in history and demonstrate their relationship to the creative world.	A standardized rubric is used to demonstrate competency relating to major events in literature and the arts and humanities. Rubric will demonstrate competency in knowledge of the major literary, arts, and humanities events for 90% percent of students.	Results for Fall Semester, 2009 show that 90.6% of students in sample (86 students) demonstrated knowledge of major literary, arts, and humanities events.	Over 90% of students showed mastery of this learning outcome. This is the first semester that data is available, and continued monitoring of success will show validity of data.

		Academic Division Licensed Practical Nursing 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will communicate effectively in the health care setting.	Students progressing in the LPN program will achieve a class mean of 850 or higher on the therapeutic communication component of the Health Education Systems, Inc. (HESI) comprehensive exam in NUR 102 and NUR 108.	30 students completed the comprehensive HESI exam at the end of NUR 108 with a group mean score of 926 in therapeutic communication fall semester 2009. 25 students at the McClellan campus completed the comprehensive HESI exam at the end of NUR 102 with a group mean score of 1028 in therapeutic communication fall semester 2009. 24 students at the Valley Street campus scored a group mean of 857. These results are above the accepted and recommended levels. At the Cherokee campus, 28 students scored a group mean of 786 which is below accepted and recommended levels.	The use of faculty-guided case studies and role playing scenarios are continued based on assessment results. Individualized student education plans are developed as needed to improve student learning.
2. Students will administer medications safely.	1. 90% of students will achieve a rating of "satisfactory" or above (in 3 attempts) on a pharmacology exam.	Data is being collected Spring 2010.	Analysis and programmatic implications will be determined in Summer 2010.
	2. In each clinical nursing course, 95% of students will demonstrate the ability to safely administer medication. The clinical evaluation form is used for assessment.	Fall 2009 clinical nursing courses that included medication administration were NUR 106 and NUR 108. 96.83% and 99.85% of students were evaluated as achieving safe performance in medication administration under the critical behaviors section of the clinical evaluation tool. 26 students were evaluated in NUR 106, and 32 students were evaluated in NUR 108.	Students receive counseling and explanation from clinical faculty following any unsatisfactory rating in medication administration. Students are required to demonstrate improvement and proficiency following an unsatisfactory rating in clinical. Specific evaluation items related to the knowledge of and the safe administration of medications have been incorporated into the clinical evaluation tool.
	3. On the first attempt 90% of students will be evaluated as "satisfactory" in medication administration lab validations.	85% of students (39 of 46) were evaluated as satisfactory on the first lab validation attempt.  Identification of injection sites, proper mixing of medications in vials, maintaining aseptic technique, and appropriate identification of the patient were found to be unsatisfactory in students who were unsuccessful.	Students who were unsuccessful on the first attempt were provided with additional faculty-guided instruction and additional opportunities to validate safe medication administration. Additional faculty-guided practice sessions have been incorporated into course schedules. An additional lab was incorporated into NUR 105 to reinforce proper mixing of medications. Practice medication administration records are provided for enhanced preparation.
3. Students will be competent in assessing and planning care for patients of various age groups and medical diagnoses.	95% of students will achieve "satisfactory" or higher on the Clinical Evaluation Tool on the "Assessing and Planning Care" section.	126 out of 134 students evaluated or 94% of students achieved a satisfactory evaluation on the clinical evaluation tool on the "Assessing and Planning Care" section using measures: "collects data related to client's level, begins to identify outcomes, and begins to identify interventions" in fall semester.	Additional learning opportunities, such as process recordings, are required for students identified as needing improvement on assessing and planning care. Also, concept maps are required in each clinical course to assess the student's ability to utilize the assessment and planning phases of the nursing process.
4. Students will be competent in performing nursing skills in providing patient care.	1. 90% of students will be evaluated as "satisfactory" on the performance of each nursing skills lab validation.	100% (N=76) of students were evaluated as satisfactory in all required nursing skill validations. Additional attempts were necessary for some students following faculty-guided remediation. 50% of students required more than one attempt to successfully validate one or more of the required nursing skills. Skills that required an additional attempt were: 1) sterile dressing changes, 2) catheterization, 3) nasogastric tube insertion, 4) suctioning, and 5) bedmaking.	Students who were unsuccessful on first attempt were provided with additional instruction and additional opportunities to validate required skills. Practice lab sessions are scheduled for remediation.
	2. 90% of employers will report that graduates are "Prepared," "Well Prepared," or "Very Well Prepared" on Employer Survey items related to nursing skills.	84.61% of graduates were evaluated as "prepared" or above on the six-month employer survey. 13 out of 14 employers surveyed responded for a response rate of 88.24%.	The assessment results indicate graduates need additional skill preparation prior to graduation. The addition of new simulation models and equipment provide hands on experience in clinical scenarios and skills. The employer survey has been revised to include assessment of student preparation in the use of technology.
	3. 95% of students will be evaluated as "satisfactory" on the Nursing Skills section of the Clinical Evaluation Tool.	97.2% (N=134) of students were evaluated as satisfactory on the clinical evaluation tool under the "Professional Behaviors" section "Implementation: Nursing skills performed competently and in sufficient number and exibits understanding of basic scientific principles in relation to nursing care." One student required remediation in taking vital signs and one in sterile technique/catheterization.	Students unable to perform at a satisfactory level in clinical are required to return to the skills lab or simulation lab for additional practice and instruction. One-on-one guidance is provided by an instructor, and repeat demonstrations are required by the student.

		Academic Division Marketing and Management 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will describe capitalism and entrepreneurship in today's dynamic global economy.	Ninety percent of students will correctly answer questions measuring knowledge of capitalism and entrepreneurship.	The courses in the Marketing/Management program that teach the concepts of capitalism and entrepreneurship were not taught in the Fall semester. Those courses will be taught in the Spring semester.	Pending.
2. Students will satisfactorily present an oral sales presentation.	Ninety percent of students will satisfactorily present a sales presentation as determined through the use of a program-specific checklist.	Five of five students  (100%) satisfactorily completed the sales presentation. After review of the sales presentations, it was determined that students need to incorporate more technology into the presentations.	The instructor revised the checklist to emphasize the incorporation of technology into the sales presentation. In addition, a SmartBoard and projector for the students to use in their presentations was requested. (The projector has been acquired and installed.)
3. Students will demonstrate knowledge of the four promotional techniques of the marketing mix.	Analysis of embedded exam questions will reveal that 90% of students demonstrate knowledge of the four promotional techniques of the marketing mix.	100% of students (6 of 6) correctly answered the embedded test questions. Lowest exam scores were on "knowledge of cultural values".	The faculty determined that there is insufficient data to draw conclusions and recommend changes to the program using this mid-year assessment.

		Academic Division Mathematics 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students taking mathematics courses will demonstrate the ability to use mathematical and algebraic procedures, processes, methods, and skills to evaluate and solve mathematical problems.	Students who complete a mathematics course in Math Applications, Intermediate College Algebra, or Pre-calculus Algebra, will correctly respond to standardized embedded questions on end of term exams with 81% accuracy.	Goal was met. Of the students taking the end of term exam in the designated math courses, the total mastery level was 82.42% on the embedded questions dealing with this math program objective.	The mastery level decreased 0.7% from the previous academic year but was an increase of 0.16% from Fall 2008 to Fall 2009; therefore, the instructors in the math division will continue monitoring the data for this objective.
2. Students will demonstrate knowledge of college-level mathematics skills and concepts.	Students who complete a college-level mathematics course will be able to answer questions on an end of term exam with a 85% mastery level.	Goal was met. Students who completed college-level mathematics courses demonstrated mastery of mathematical concepts at the 86.80% level by correctly responding to standardized embedded questions.	The mastery level for this program objective for the academic year 2007-2008 was 85.76%, the mastery level for this objective for the academic year 2008-2009 was 89.09%, and the mastery level for this objective for the fall semester 2009 was 86.80%. The mastery level decreased 2.29% from the previous academic year but was an increase of 0.43% from Fall 2008 to Fall 2009; therefore, the instructors in the math division will continue monitoring the data for this objective.
3. Students will demonstrate the ability to perform basic mathematical operations accurately.	Item analysis of final exams will reveal 76% accuracy in response to embedded questions.	Goal was met. Of the students taking the final exam in the designated math course related to this outcome, the overall mastery level was 80.15%.	The mastery level for this program objective for the academic year 2007-2008 was 77.23%, the mastery level for this objective for the academic year 2008-2009 was 78.31%, and the mastery level for this objective for Fall 2009 was 80.15%. The mastery level increased 1.84% from the previous academic year and was an increase of 1.68% from Fall 2008 to Fall 2009; therefore, the division will continue monitoring the data.

		Academic Division Office Administration 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will demonstrate the ability to key 45 words per minute at 80 percent accuracy.	1. 90% of students completing the OAD program will meet or exceed the established benchmark based on the Office Proficiency Assessment and Certification (OPAC) test.	Four students completed the timed writing portion of the OPAC test. 25% of students met the benchmark. Analysis of results show that accuracy is the primary area of weakness.	Faculty have incorporated skill-building exercises to improve student accuracy.
	2. 80% of students will key five-minute straight copy text at a speed of 40+ words per minute with an accuracy of 88% (one error per minute).	76% (19/25) of students keyed five-minute straight copy text at a speed of 40+ words per minute with an accuracy of 88% (one error per minute).	Faculty realigned the curriculum to reduce emphasis on document production and increase emphasis on speed sprints and timed writings in class to increase success.
2. Students will apply the Association of Records Managers and Administrators (ARMA) rules to file documents.	Students will demonstrate the ability to file documents alphabetically and numerically with 80% accuracy. Students will be assessed using the OPAC test.	5 of 5 (100%) students successfully applied the ARMA rules to file numerically with 80% accuracy. However, only 3 of 5 (60%) students successfully applied the ARMA rules to file alphabetically with 80% accuracy.	Students continue to have high levels of success filing numerically but struggle with the rules to file alphabetically. More practical assignments related to alphabetical filing have been given in various classes to increase student success.
	2. Students will demonstrate the ability to file documents alphabetically and numerically with 80% accuracy. Students will be assessed by exam.	The courses that teach the the ARMA rules are not taught in Fall semester. Those courses will be taught in Spring Semester.	Pending
3. Students will transcribe a business/medical document with 80 percent accuracy.	1. 90 percent of students will meet the stated benchmark as determined by the OPAC test.	Four of four students transcribed a business/medical document with 80% accuracy.	The objective was met, but instructors will continue to look for ways to improve student success. The Fall semester had a small number of students who completed the OPAC exam. The Spring semester will have a larger number of students graduating and therefore taking the OPAC exam. The results of the Spring semester will be monitored for continued success.
	2. Students in transcription classes will transcribe a business/medical document with 80 percent accuracy.	Eight-nine percent of students (39 of 44) in transcription classes transcribed documents with 80% or greater accuracy. Weaknesses: Speed and Proofreading	The objective was met but faculty determined students need to increase their speed and proofreading skills. Instructors have added speed drills to courses and increase proofreading assignments.

		Academic Division Paralegal 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will satisfactorily complete an internship in a law office or other appropriate law-related work environment.	90% of students completing the Paralegal program will be rated "Satisfactory" on employer reported performance evaluation.	One student completed her internship during the Fall 2009 semester. The student was rated excellent in all areas.	The student completing the internship was offered a position with the attorney beginning November 16, 2009. The Paralegal Advisory Board met on December 4, 2009. The board members discussed the necessity of paralegals knowing how to e-file documents in the court system. As a result of the discussion, all paralegal classes are web-enhanced. Assignments and projects are submitted electronically in a method similar to the process used by the court system. This will increase student success in the internships.
2. Students will apply legal ethical rules to paralegals including the unauthorized practice of law by non-lawyers, confidentiality, and conflicts of interest.	1. Overall students will correctly answer 90% of embedded end of term exam questions related to understanding of legal ethics.	Students correctly answered 83% of embedded questions on ethics.	Students in the introductory classes are given more exposure to identify potential ethical issues. Ethical situations will continue to be addressed in higher level classes.
	2. Students will complete a practical assignment that requires legal research and preparation of legal memo regarding unauthorized practice of law.	84% of students rated Excellent or Good on the practical assignment.	Upon review of the evaluation forms, students were correctly identifying legal issues, but the writing form and legal citation format needed improvement. Additional assignments have been added to the course to increase students success.
	3. Students will complete an assignment in which they correctly locate the applicable rules of professional responsibility and properly include them in a systems folder.	92% of students achieved the objective.	More class time will be spent on properly organizing the information for ease in access and labeling of specific rules to make the folder more user friendly.
3. Students will perform legal research, utilizing both print and electronic sources, demonstrating an ability to use the proper form of citations.	1. 90% of students will satisfactorily complete practical legal research assignments demonstrating proper form of citations.	84% of students rated excellent or good on practical assignment that required legal research and preparation of legal memo regarding unauthorized practice of law.	Upon review of the evaluation forms, the legal issues are being correctly identified, but additional practice was needed to improve writing form and legal citation format. Students were given an additional online research assignment to improve research and citation skills.
	2. Students will complete a print research exercise, an electronic research exercise and a Bluebook exercise.	Sudents completed a print research exercise (with 85% achieving Excellent or Good), an electronic research exercise (with 87% achieving Excellent or Good), and a Bluebook exercise (with 77% achieving Excellent or Good).	Students will perform online tutorials to increase Westlaw skills, and additional Bluebook exercises will be performed to increase student success.
4. Students will draft legal documents including contracts, deeds, wills, pleadings, motions and discovery.	90% of students will satisfactorily demonstrate the ability to draft specific legal documents in practical assignments.	87% of students rated Excellent or Good on practical assignments that required preparing of deeds. 81% of students rated Excellent or Good on practical assignments that required preparation of uncontested divorce. 79% of students achieved Excellent or Good on their Systems Folder, a comprehensive assignment which required submission of numerous assignments in a notebook.	Quality of work submitted by some students suffered because those students procrastinated submitting assignments and/or beginning the compilation of information. In the future, students will be required to submit portions of the materials over shorter intervals to assist in time management.

		Academic Division Physical Science 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students completing Physical Science courses will be able to demonstrate knowledge of the atmospheric effects of relative humidity.	80% of students will demonstrate knowledge of these atmospheric effects based on scoring of lab assignments using a rating instrument.	Humidity Lab: Satisfactory (100% - 70%) = 29/31, Unsatisfactory (70% - 0%) = 2/31; Average: 93.5% satisfactory.	The student learning outcome was achieved however detailed analysis of this outcome for Fall 2009 is unavailable. A more detailed rubric has been developed by faculty and is being used for current assessments.
2. Students completing Physical Science courses will be able to recognize and describe the basic motion and configuration of the major planets in the solar system.	80% of students will satisfactorily complete a lab exercise demonstrating their ability to correctly recognize and describe the basic motion of the planets in the solar system using astronomy software.	Satisfactory (100% - 70%) = 27/31, Unsatisfactory (70% - 0%) = 4/31, Average: 87.1% satisfactory.	The student learning outcome was achieved however detailed analysis of this outcome is unavailable for Fall 2009. A more detailed rubric has been developed by faculty and is being used for current assessments.
3. Students completing Physical Science courses will be able to identify and describe the features of various minerals and rocks and distinguish between igneous, sedimentary, and metamorphic rocks.	1. 80% of students will satisfactorily complete the Rock Identification Lab Practical.	Satisfactory (100% - 70%) = 16/29, Unsatisfactory (70% - 0%) = 13/29, Average: 55.2% satisfactory.Satisfactory results were achieved in the topics of Sedimentary rocks, Minerals, Igneous rocks, the Mineral streak test Problematic topics - identified by unsatisfactory results - were associated with the topics of Metamorphic rocks, the rock hardness test, and the Conglomerates and Breccia.	Additional lecture time will be devoted to the topic of metamorphic rocks in general with a focus on the relationship between parent rocks and the resulting metamorphic daughter rocks. Additional lecture time will also be devoted to Conglomerates and Breccia with more focus on identifying the differences between the two. The mineral hardness portion of the practical will be revised for future assessments. That portion of the test itself has been identified as problematic and may not be representative of the students’ ability and knowledge relating to rock hardness.
	2. Comparison of pre-test and embedded post-test question responses will be conducted to establish the benchmark for student performance.	Students demonstrated a 29.5% improvement between pre-test and post-test scores. A detailed analysis of the questions used is in the Science Division.	The benchmark set for the future, between pretest and post-test improvement should be 50%. On average most students are expected to achieve 25-30% correct during the pre-test. The goal is to achieve at least an average of 75% correctly answered questions during the post-test.

		Academic Division Public Safety Telecommunication 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will utilize effective communication skills to appropriately route Emergency Medical Personnel.	90% of students will demonstrate effective communications skills on exam questions.	Overall, 95.7% of students (N=6) demonstrated effective (scored 70% or higher) communication skills necessary in routing Emergency Medical Personnel. The item analysis revealed the following weaknesses: Emergency Medical Dispatch (EMD) Task Objectives (16% of students were deficient), guide card instructions (16% of students were deficient), acronym usage (33% of students were deficient) and assumption of spinal cord injuries (33% of students were deficient).	To strengthen identified student deficiencies related to communication skills, review sessions are provided to improve student performance.
2. Students will be competent in handling high risk calls.	90% of students will demonstrate proficiency in high risk calls on exam instruments.	Data for "Role in Hostage Negotiations" is being collected Spring 2010.	Analysis of data and implications for program improvement will be completed Summer 2010.
3. Students will be competent in handling hazardous materials calls.	90% of students will demonstrate proficiency (70% or higher) in hazardous materials calls on exam instruments.	Overall, 96.4% (N=8) of students demonstrated proficiency in hazardous materials calls. A notable area of weakness was preventative measures/immediate concern tasks (86% of students were deficient).	To strengthen identified student deficiency related to preventative measures/immediate concern tasks, review sessions are provided to improve student performance. Faculty provide additional instruction and individual conferences related to the problematic area.

		Academic Division Radiologic Technology 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will demonstrate quality patient care.	1. 90% of students will successfully complete venipuncture and blood pressure lab skills on the first attempt.	92% successfully completed venipuncture and blood pressure lab skills on the first attempt. Regarding blood pressure assessment, 24/25 students were able to slowly release the cuff on the first attempt. 23/25 were able to correctly record the systolic and diastolic pressures on the first attempt.	An "open lab" is made available to students prior to the evaluation of venipuncture and blood pressure. Most students take advantage of this opportunity for additional practice time and instructor support.
	2. 100% of returned employer surveys will indicate an average score of 4.0 on a 5.0 scale in the area of patient care. (Survey question #1).	Employer Surveys will be completed during spring semester, 2010.	Analysis will be completed summer 2010.
2. Students will be clinically competent.	Students will score 90 or higher on the first attempt on Exit Competencies.	Exit competencies will be completed during spring semester, 2010.	Analysis will be completed summer 2010.
3. Graduates will communicate effectively in the health care setting.	1. At the end of semesters 3 and 5, an average score of 4.5 on a 5 point scale will be achieved on the General Clinical Evaluation Overall Performance Section, question #1. The evaluation is completed by the clinical instructors.	An average score of 4.96 was achieved for semester 3 (summer 2009). 17/23 students were rated excellent, 6/23 students were rated good and only 1/23 students was rated average. No students were found to be below average in communication skills.	A comparison of the data will be performed after the semester 5 evaluations are completed (summer 2010).
	2. An average score of 3.5 on a 4.0 scale will be achieved on the Employer Survey. (Survey question #3).	Employer surveys will be completed during spring semester, 2010.	Pending.
4. Graduates will be adequately prepared to adjust technical factors to produce diagnostic images.	Students will score 90 on each of the three labs related to adjusting exposure factors: density, contrast, and grid conversion.	Lab#1 - density: 22/25 scored 90 or above. Two students did not set the control panel of the x-ray machine properly which caused their data to be incorrect. One student was unable to describe why appropriate density was achieved on one radiograph. Lab#2 - Contrast: 20/25 scored 90 or above. Four students were unable to correctly determine if a short scale or long scale of contrast was achieved on the radiographs produced and were unable to justify their responses concerning the scale of contrast. Lab#5 - Grid Conversion: 22/25 scored 90 or above. Three students were unable to compare images for diagnostic value and describe how contrast and density relate to the diagnostic value.	Lab#1 - Density -- Instructions have been added to the control panel to correct this mistake. Individualized instruction is required for students having difficulty with this concept. Lab#2 - Contrast -- Students having difficulty with this lab are provided additional images to review with the instructor. Lab#5 - Grid Conversion -- Students having difficulty with this lab are provided additional images to review with the instructor. The faculty have made changes to the lecture course associated with these laboratory assignments to include more discussion of what determines diagnostic quality as related to contrast and density with and without grid use. Lab sheets are under review.

		Academic Division Registered Nursing 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will communicate effectively in the health care setting.	1. 90% of students will satisfactorily complete at least one process recording in each designated clinical course (NUR 102 and NUR 202).	100% of students in NUR 102 successfully completed one process recording. 59 out of 96 students in NUR 102 were successful in their initial attempt. Results were analyzed, and problematic areas were identified as: 1) identifying process messages, 2) using communication blocks in responding to patients, and 3) identifying communication techniques. 100% of students in NUR 202 successfully completed one process recording. 75 out of 83 students in NUR 202 were successful on their first attempt. Problem areas noted of unsuccessful students in NUR 202 related to therapeutic communication with select patients.	Faculty have incorporated case studies and role playing on effective communication in the classroom. In NUR 102, a faculty-guided classroom exercise allows students to work in groups to complete a process recording. Additional focus has been added to assist students in identifying and responding to process messages. In both courses, students who are unsuccessful are provided individualized remediation and required to complete additional process recordings.
	2. Students progressing in the RN program will achieve an aggregate mean score of 850 or higher on the therapeutic communication and core communication components of the Health Education Systems, Inc. (HESI) comprehensive course exams.	Comprehensive HESI course exams were offered in NUR 102 and NUR 202 in the fall semester. 89 students took this exam in NUR 102 and achieved a class mean of 733 in the therapeutic communication category and 780 in the core category of communication. In NUR 202, 83 students achieved a class mean of 837 in the core category of communication.	These results indicate the need to provide additional instruction and training in communication techniques and skills. Case studies and role playing scenarios have been incorporated into each nursing core course. The addition of simulation models provide a forum for faculty and peer review of communication skills. Beginning Spring 2010, the results of therapeutic communication skill items included in the clinical evaluation tool will be evaluated by all clinical instructors in all clinical courses. This will provide aggregate data for analysis.
	3. 90% of employers will report that graduates are "Prepared," "Well Prepared," or "Very Well Prepared" on Employer Survey items related to effective communication skills.	91.2% of employers indicated that graduates were "prepared", "well prepared", or "very well prepared" on the six-month graduate survey received November 2009. The areas were: "communicates effectively with patient, staff, and families; communicates with written and oral skills; uses computers to communicate information; and utilizes appropriate channels of communication." 9 out of 13 employers responded in the evaluation of 45 graduates. 37 surveys were completed for a 88.1% response rate.	The employer surveys provide valuable measurement data for each graduating class. Faculty continue to develop techniques to enhance communication and seek to add new technological advances in the curriculum, such as mobile devices, for use in the clinical settings.
2. Students will administer medications safely.	1. On the first attempt 90% of students will be evaluated as "satisfactory" in medication administration lab validations.	88.9% (N=27) of students were evaluated as satisfactory on their first lab validation attempt. Identification of injection sites, proper mixing of medications in vials, and appropriate identification of the patient were found to be unsatisfactory in students who were unsuccessful.	Students who were unsuccessful on first attempt were provided additional instruction and opportunities to validate safe medication administration. An additional lab was incorporated into NUR 105 to reinforce proper mixing of medications. Practice medication administration records are provided for enhanced preparation.
	2. 90% of students will achieve a rating of "satisfactory" or above (in 3 attempts) on a pharmacology dosage exam.	In NUR 202, all students were successful in three attempts. Overall, 100% scored a satisfactory rating in three attempts or less on this exam. 71 out of 85 or 86.6% were succuessful in their first attempt. Problem areas that were identified were: 1) pediatric dosages (BSA), 2) dilutions, and 3) basic mathematic skills. 9 out of 14 were successful on their second attempt. 5 out of 5 were successful on the final attempt.	These exams are evaluated and updated on a continuous basis and will remain a program requirement. Any student who does not meet the satisfactory benchmark for the exam or who requests assistance is provided with individual faculty-guided remediation, offered tutoring, and given practice problems and study guides.
	3. In each clinical nursing course, 95% of students will demonstrate the ability to safely administer medication. The clinical evaluation form will be used for assessment.	98.68% (N=99) of students were evaluated as satisfactory on the clinical evaluation tool under the category "demonstrates the safe performance of selected nursing skills (medication administration)."	Students receive counseling and explanation following any unsatisfactory rating in clinical. Three unsatisfactory evaluations in clinical results in clinical failure. Specific evaluation items related to the knowledge of and the safe administration of medications have been incorporated into the clinical evaluation tool.
3. Students will be competent in the application of the nursing process.	1. 90% of students will be evaluated as satisfactory in the nursing process section of the clinical evaluation form.	99.87% ( N=85) of student evaluations were determined to be satisfactory in the nursing process section of the clinical evaluation tool. This section consists of measures: assessment, diagnosis, planning, implementation, and evaluation in the clinical setting.	Analysis of aggregate data show achievement of the outcome. Faculty provide ongoing integration of the nursing process in performing patient care in the clinical setting. Concept mapping exercises are written in all clinical courses and analyzed by faculty to provide evidence of comprehension of the nursing process. Students orally present plans of care in preclinical exercises and conferences.
	2. 80% of students will score at least 850 on comprehensive end of program assessment exam on the first attempt.	The end of program comprehensive exam is offered in spring semester.	Pending.
	3. 90% of employers will report that graduates are "Prepared," "Well Prepared," or "Very Well Prepared" on Employer Survey items related to therapeutic nursing interventions.	83.79% of graduates were evaluated as "Prepared" or above by employers on the six-month employer survey. 9 out of 13 employers responded in the evaluation of 45 graduates. 37 surveys were completed for a 88.1% response rate.	Ongoing evaluation and analysis of the nursing education program and curriculum continues with the integration of new technology. The employer survey has been revised to include assessments of student preparation in the use of technology. Employer surveys are sent at one-year intervals for comparison results.

		Academic Division Social Science 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students enrolled in all history courses will be able to demonstrate a basic understanding of history at the knowledge level, the cause and effect of historical events and social trends, the passage of time and its impact on historical knowledge, and the effect of historical events on present events and society.	The students will respond to exam questions that correspond to each objective in student learning outcome (SLO) #1. There are a total of four exam questions corresponding to each objective. The students' responses will be analyzed using an assessment rubric. The rubric is designed to indicate a student's level of mastery of each objective listed in SLO #1. The rubric rates students using a range from 1-4, 4 being the highest. The number of questions a student answers correctly correlates with his or her mastery level. The desired goal of the social science division is that 65% of students will earn a 3 or 4 rating on each of the objectives listed under SLO#1.	The desired goal was met. For each of the four objectives in SLO #1, students exceeded the desired goal of 65%. A sampling of students in each of the history courses offered at Gadsden State (HIS 101 & 102 - Western Civilization I & II and HIS 201 & 202 - United States History I & II) were given an SLO assessment that included the exam questions mentioned in the assessment method above. A total of 128 students were tested. The following figures indicate the percentage of students who mastered each objective (by earning a 3 or 4 on the rubric): Objective 1 - 73%, Objective 2 - 86%, Objective 3 - 79%, Objective 4 - 88%.	Even though the results show that the desired goals were exceeded, the history instructors acknowledge that the weakest area for students in history classes is objective 1 or "knowledge". History instructors have incorporated additional activities using Blackboard with the goal of improving historical knowledge. These activities may include, but are not limited to, quizzes, readings, and discussions.
2. Students enrolled in behavioral science courses, which include psychology and sociology, will be able to demonstrate an understanding of environment on human behavior, the process of human socialization throughout the lifecourse, the application of theory on human development and behavior and the process and importance of research in the social sciences.	1. Psychology (PSY 200): The students will respond to exam questions that correspond to each objective in student learning outcome (SLO) #2. There are a total of four exam questions corresponding to each objective. The students responses will be analyzed using a assessment rubric. The rubric is designed to indicate a student's level of mastery of each objective listed in SLO #2. The rubric rates students using a range from 1-4, 4 being the highest. The number of questions a student answers correctly correlates with his or her mastery level. The desired goal of the social science division is that 65% of students will earn a 3 or 4 rating on each of the objectives listed under SLO #2.	Psychology (PSY 200): The desired goal was not met. For objectives 1 and 3 in SLO #1, students exceeded the desired goal of 65%. However, for objectives 2 and 4, students fell short of the desired goal. A sampling of students were given an SLO assessment that included the exam questions mentioned in the assessment method. A total of 153 students were tested. The following figures indicate the percentage of students who mastered each objective (by earning a 3 or 4 on the rubric): Objective 1 - 91%, Objective 2 - 31%, Objective 3 - 73%, Objective 4 - 25%.	Psychology (PSY 200): The data showed positive results for objectives 1 and 3. The results for objectives 2 and 4 are rather disappointing. According to the student learning outcome assessment, the concepts of research and socialization were the weakest area for students in psychology. Psychology instructors have incorporated additional teaching strategies to help students understand the concepts of socialization and research. Those strategies include group activities, instructional videos, internet research assignments, quizzes, or Blackboard internet research content.
	2. Sociology (SOC 200): The students will respond to exam questions that correspond to each objective in student learning outcome (SLO) #2. There are a total of four exam questions corresponding to each objective. The students' responses will be analyzed using an assessment rubric. The rubric is designed to indicate a student's level of mastery of each objective listed in SLO #2. The rubric rates students using a range from 1-4, 4 being the highest. The number of questions a student answers correctly correlates with his or her mastery level. The desired goal of the social science division is that 65% of students will earn a 3 or 4 rating on each of the objectives listed under SLO #2.	Sociology (SOC 200): The desired goal was not met. For objectives 3 and 4 in SLO #1, students exceeded the desired goal of 65%. However, for objectives 1 and 2, students fell short of the desired goal. A sampling of students were given an SLO assessment that included the exam questions mentioned in the assessment method. A total of 124 students were tested. The following figures indicate the percentage of students who mastered each objective (by earning a 3 or 4 on the rubric): Objective 1 - 49%, Objective 2 - 38%, Objective 3 - 82%, Objective 4 - 90%.	Sociology (SOC 200): The data showed positive results for objectives 3 and 4. The results for objectives 1 and 2 are rather disappointing. According to the student learning outcome assessment, the concepts of environment and socialization were the weakest area for students in sociology. Sociology instructors have incorporated additional teaching strategies to help students understand the concepts of environment and socialization. Those strategies include group activities, instructional videos, internet research assignments, quizzes, or Blackboard internet research content.

		Academic Division Speech 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will demonstrate the ability to deliver a coherent speech acceptable in organization, eye contact and delivery.	A standardized rubric is used to demonstrate oral communication competency relating to structure, content, and mechanics. Rubric will demonstrate competency in oral communication for 90% percent of students.	Rubric demonstrating oral communication competency was used during Fall Semester, 2009. Results show that 89.3% of 75 students in the sample mastered organization portion; 92.6% of the 75 students in the sample mastered eye contact portion; and 92.4% of the 75 students in the sample mastered delivery portion. Overall, data indicated mastery by an average of over 90% of students taking oral communication classes.	No identified weaknesses/deficiencies or remedial action is required. Data will continue to be compiled and compared against similar semesters.

		Academic Division Surgical Assistant 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will be able to proficiently demonstrate  the principles of asepsis.	1. 90% of students will demonstrate proficiency regarding principles of asepsis on a lab final.	All students demonstrated proficiency (75% and above) regarding principles of asepsis on the practical lab final as scores ranged from 82 - 100. Seven of the 16 students (44%) had difficulty with "Sterile items placed for use" and 4 of 16 students (25%) had difficulty with "Sterility is maintained at all times."	Scheduled lab practice and return demonstrations continue but with more supervised practice time given to placement of sterile items and maintaining sterility at all times. An open lab, which the students are encouraged to attend, is now provided to give students additional lab practice time with the supervision of the instructor.
	2. 90% of student responses will be correct on questions related to principles of asepsis on unit and final exams.	Review of exams revealed 78% of student responses were correct on questions related to principles of asepsis on the unit exam at the start of the semester. Test items most often missed related to manual cleaning of instruments, efficiency of disinfection and instrument preparation. 97% of student responses were correct on questions related to principles of asepsis on the final exam.	Faculty are devoting more teaching time on asepsis. Critical thinking activities related to principles of asepsis have been integrated into courses. Faculty continue to investigate external resources (e.g., software programs) to augment the learning experience and knowledge of students related to principles of asepsis.
2. Students will be able to effectively demonstrate the role of the surgical technologist in preoperative, intraoperative and postoperative phases of the surgical occurrence.	90% of student responses will be correct on questions related to the preoperative role of the surgical technologist on an exam.	81% of the student responses were correct on the exam related to the preoperative role of the surgical technologist. Weaknesses were identified in defining terms utilized in the surgical area.	Faculty have incorporated more learning activities for students to participate in, both in the lab and classroom settings, regarding the role of the surgical technologist.
3. Students will be able to effectively apply safety measures to protect patients and the operating room team from injury.	100% of students will successfully (75% and above) demonstrate safety measures related to the safe handling of sharps and needles as per lab validation instruments.	All students successfully (75% and above-- scores ranged from 82 - 100) demonstrated safety measures following extensive practice sessions. Scores ranged from 82 - 100. 25% of students (4/16) need review on items: "identifies methods of handling sharps to reduce injury" and "demonstrates safe loading, holding and storage of blade device. . ."	Faculty have allowed more demonstration and student practice time regarding the safe handling of sharp instruments in the operating room. A different lab validation form has been designed and implemented that will take into account the number of attempts of safe sharps handling prior to correctly completing the skill.

		Academic Division Therapeutic Massage Therapy 2009-2010 Student Learning Outcomes
Student Learning Outcomes	Means of Assessment and Criteria for Success	Summary of Results	Use of Results
1. Students will demonstrate effective communication skills, including verbal, written (recorded) and reported information with clients and co-workers.	1. In each clinical component of the program, 90% of the students will score satisfactory (75% or higher) on Sections I (Neatness), IV (Professional Interaction), V (Personal Interaction) and X (Clerical Accuracy) on the Clinical Performance Evaluation.	Ten students completed the clinical component of the program. All students passed at satisfactory levels. Section I-(Neatness): 7 students were a competency level 9 out of 10, and 3 students were a competency level of 8 out of 10. Sections IV (Professional Interaction), V (Personal Interaction), X (Clerical Accuracy): all 10 students were a competency level of 9 out 10.	Faculty's analysis of the clinic assessment tool revealed deficiencies in continuity of assessment between labs and clinic. A Competency Evaluation tool has been developed to assess students' application of knowledge and skills in the clinic setting. Utilization of the new evaluation tool has been implemented in Spring Semester 2010. Students scoring below 75% on any section (I, IV, V and X) are provided additional instruction and one-on-one time with the instructor. Competency I students demonstrated a deficiency in neatness involving massage work area. Instructors have increased demonstration time in the lab setting involving neatness of work area. Competency IV students demonstrated a deficiency with professional interaction with instructors. Students hesitated asking instructors pertinent questions regarding clients therapeutic plan. Instructors have increased instructional time to emphasize importance of communication with instructors. Competency V students demonstrated a deficiency with personal interaction dealing with certain situations. Instructors have added technology resources component to the clinical setting to addresses situational behaviors. Competency X students demonstrated a deficiency on S.O.A.P (Subjective and Objective Assessment and Plan) note short hand. Instructors have given additional material and increased instructional time.
	2. On each Lab Competency Evaluation, 90% of students will score satisfactory (3 out of 5 or higher) on Sections IX (S.O.A.P. Note Charting) and X (Self Evaluation).	Seventeen students completed the Lab Competency Evaluation. 15 out of 18 students passed at satisfactory level. Section IX (S.O.A.P. Note Charting) - 15 students demonstrated a competency level 3.0 out of 5 or higher, 3 students demonstrated a competency level of 2.5 out of 5. Section X (Self Evaluation) - All 18 students demonstrated a 3.0 or higher competency level.	Deficiencies were demonstrated in section IX (S.O.A.P. Note Charting) involving the care/treatment plan and physical assessment of clients. Instructors have increased S.O.A.P. note charting exercises involving care/treatment plan and increased classroom instruction on physical assessment of clients. Section X (Self Evaluation) students demonstrated a deficiency of body mechanics, and reasoning/problem solving skills. Instructors have increased instructional time pertaining to body mechanics and have increased activities involving problem solving skills.
2. Students will provide a safe environment for the client through recognition of potential hazards and standard precautions.	On the Clinical Performance Evaluation, 90% of students will score satisfactory (75% or higher) on Sections III (Follows Protocol), VIII (Safety).	Ten students completed the Clinical component of the program. All students passed the Clinical Performance Evaluation sections III, VIII, and XII at a satisfactory level. Section III (Follows Protocol)- 9 students demonstrated a competency level of 90% or higher, and 1 student demonstrated a competency level of 80% or higher. Section VIII (Safety)- All ten students demonstrated a competency level of 90% or higher.	Deficiencies were observed in section III (Follows Protocol) in clinical operations involving clerical procedures. Instructors have increased instructional time devoted to Clinic clerical protocol procedures. Deficiencies were observed in section VIII (Safety) in unintentional infraction of safety rules involving cross contamination of lotions. Instructors have increased demonstrations on aseptic techniques. Faculty's analysis of the clinical assessment tool revealed some deficiencies in the effectiveness of the tool. An assessment tool has been developed merging knowledge and skills presented in lab and utilized in the clinic setting to be implemented beginning Spring Semester 2010. Students will score a competency level of 3 in their first clinic course and a competency level of 4 in their second clinic course related to potential hazards and standard precautions on the Clinical Competency Evaluation. Any student scoring below competency levels will be provided additional instruction to assist in remediation.
3.  Students will demonstrate the knowledge and skills to perform entry-level massage techniques.	1. Students will score satisfactory (3 or higher out of 5) on all sections of the first comprehensive hands-on final exam.	Eighteen students completed the first comprehensive hands-on final exam. All students passed the exam at a satisfactory level. Eighteen students demonstrated a 3 or higher out of 5 on all sections of the exam.	Students demonstrated deficiencies in section IX (S.O.A.P record keeping) involving the care/treatment plan of clients. Instructors have increased S.O.A.P. note charting exercises involving care/treatment plan. Students demonstrated deficiencies in section VIII (Intake/Out-take) involving physical assessment and postural analysis of clients. Instructors have acquired new assessment equipment to enhance student learning of postural analysis as well as increased instructional time on physical assessments.
	2. Students will score satisfactory (3 or higher out of 5) on all sections of the second comprehensive hands-on final exam.	Two students completed the second comprehensive hands-on final exam. Both students scored satisfactory on the exam.	Deficiencies were noted in section I (Body Mechanics) involving proper body positioning. Instructors have increased time to improve body mechanics.